analisis dialek regional bahasa inggris: variasi bunyi pengucapan kata oleh sembilan penutur asli dengan adanya perubahan global, bahasa juga ikut berubah tergantung pada aspek seperti setting, pengguna bahasa, tujuan penggunaan bahasa, kondisi, dan sebagainya. sementara, dalam implementasinya, bahasa selalu diteliti untuk menemukan fenomena baru. bahasa inggris, seperti bahasa yang lain, juga memiliki variasi. dari segi pengucapannya, bahasa inggris diucapkan oleh penutur asli secara berbeda. perbedaan tersebut disebabkan adanya perbedaan area, terpisah oleh gunung, sungai, laut, dan sejenisnya. masyarakat yang tinggal di sekitar buckingham palace cenderung menggunakan standard english atau received pronunciation (rp). di england, semakin jauh masyarakat tinggal dari pusat london, khususnya di bagian utara inggris, mereka akan menggunakan bunyi [ʊ] daripada [λ]. sementara, masyarakat yang tinggal di dekat wales cenderung menggunakan bunyi [λ] dengan sangat jelas. kata kunci: sosiolinguistik, dialek regional, received pronunciation. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 94-103 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x logo motor honda sebagai strategi ... erlan aditya ardiansyah doi: https://doi.org/10.26714/lensa.10.1.2020.94-103 94 honda motor’s logos as superimposed advertisement strategy in opera van java television program erlan aditya ardiansyah english literature, faculty of adab and humanities uin sunan gunung djati bandung erlanaditiya@uinsgd.ac.id riwayat artikel: dikirim 11 juni 2020; diterima 17 juni 2020; diterbitkan 30 juni 2020 abstract a motorbike manufacturer which struggles to market their products is honda motor co., ltd. (hereinafter referred as honda motor). this article investigated origin of honda motor’s logos and tried to describe the logos as superimposed advertisement displayed in a television program. the study applied a qualitative descriptive method. data were taken from a commedy situation overa van java relayed on trans7 television channel. the data are the honda motor’s logos displayed as superimposed advertisement. the results showed that honda has denotation and connotation meanings. the company name was originated from the family name of the founder soichiro honda. however, there is also another meaning ‘japanese rice’ due to marketing strategy which delivers cultural values due to promote japanese products. the honda motor’s logos are a red-colored wing on a white background and a white-colored wing on a red background. the logos are discovered as the signified while the products of honda motors become the signifier. the logos slid with approximately 11 seconds of duration which depicted brand awareness. this study concludes that the superimposed advertisement employed mini images on the left corner of a television screen. the advertisement strategy is valuable to cause intention of the television audiences through the signifier and signified. keywords: logo, meaning, sign, signifier, signified. abstrak pabrikan sepeda motor yang berjuang untuk tetap memasarkan produknya adalah honda motor co., ltd. (selanjutnya disebut honda motor). artikel ini menginvestigasi logo honda motor dan mendeskripsikan logo tersebut sebagai iklan superimposed yang ditayangkan dalam program televisi. penelitian ini disusun dengan menggunakan metode kualitatif. data diperoleh dari situasi komedi overa van java yang ditayangkan pada saluran televisi trans7. data yang diperoleh berupa logo honda motor yang ditampilkan sebagai iklan superimposed. hasil penelitian menunjukkan bahwa honda memiliki http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 mailto:erlanaditiya@uinsgd.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 94-103 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x logo motor honda sebagai strategi ... erlan aditya ardiansyah doi: https://doi.org/10.26714/lensa.10.1.2020.94-103 95 makna denotasi dan konotasi. nama perusahaan berasal dari nama keluarga pendirinya, yaitu soichiro honda. akan tetapi, terdapat makna lain 'beras jepang' sebagai upaya strategi pemasaran yang memiliki nilai budaya untuk mempromosikan produk dari jepang. logo honda motor adalah sayap berwarna merah dengan latar belakang putih dan sayap berwarna putih dengan latar belakang merah. logo-logo tersebut dinyatakan sebagai penanda sementara produk-produk honda motor menjadi petanda. logo-logo ditampilkan saling berganti dengan durasi sekitar 11 detik untuk menyampaikan brand awareness. penelitian ini menyimpulkan bahwa iklan superimposed menampilkan gambar berukuran kecil di sudut kiri layar televisi. strategi iklan ini berupaya untuk meningkatkan pemahaman dari penonton televisi melalui penanda dan petanda. kata kunci: logo, makna, tanda, penanda, petanda. introduction advertisments become inherent identity for a certain product which utilize power of an image or so-called a sign. brandt (2011) demonstrated idea of sign denotes to manifestation that occurs in mind experienced as signifier and signified. signifier is the physical part or the visible thing while signified is the psychological part or the reaction to the object (zaimar, 2017). tinarbuko (2008) argued symbol is a sign base on convenant and recognition by the people. for example, kujang or sundanese blade symbolizes cultural meaning, however, other people may recognize that it is a regular weapon. riemer (2010) argued meaning in english is used to refer to things related to ideas in a language, things that refer to part of the language, and translation of words between languages. things or well-known as nouns in all over the world have their own meanings referred from words. the description tries to explain that only proper nouns contain precise references, but some of them refer to distinctive entitties. cullen (1976) in yan & ming (2015:1) further expressed meaning is made by difference, and difference is made by contrast between signifiers and signified. the study added signifier and signified are similar pair in semiotics reffering the signification or to be conceived as a process; it is the act which binds the signifier and the signified, an act whose product is the sign. examinations towards advertisements have been broadly carried out. the media play an important role in current information needs triggering scientific research by employed different approaches (zaimar, 2017). promotion strategy through media applied today is very unique, including superimposed. meriam-webster online dictionary defines superimposed as to place or lay over or above something. supriono (2010: 102) stated superimposed displays name or brand of the product, company name, slogan, and others due to authenticate the message. brand is introduced along with tremendous calculation and conceptualized with long-term planned goals (nastain, 2017). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 94-103 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x logo motor honda sebagai strategi ... erlan aditya ardiansyah doi: https://doi.org/10.26714/lensa.10.1.2020.94-103 96 studies related to logos of many companies have been widely observed. previous studies (nugraha, 2015; ramadhani, 2018; jayanegara, 2020) examined anatomy of the logo. in additiom, nugraha (2015) explained that identity of a company is represented by logo which contains philosophy, vision, and aspiration. the study described local wisdom of the sundanese culture found in the new logo of a state owned company relating water distribution for the people namely perusahaan daerah air minum (pdam) bandung. some studies (febriana, 2015; azmi, 2017) elucidated advertisements via television are widely chosen by promoters to reach people’s interest. nandaryani (2019) explained several different superimposed advertisemets displayed in a commedy film series with duration 10-60 seconds. there are many promoters such as honda motor co., ltd. (hereinafter referred as honda motor) which advertise their logo in television channels, particularly popular television programs. the honda motor is a motorbike manufacturer from japan whose products are widely used all around the countries and had become one of the favorable production especially in purchasing a motorbike (hua, 2016). the study also stated that the company has been trying to maintain marketing and sale. the company may use distinctive strategy due to promote their products. this study focused on superimposed advertisement strategy displayed on a television program. however, in this study only included one advertisement of the honda motor. history of the company would be interestingly investigated and the honda motor’s logos are required to be examined through linguistic study. exclusive side of the advertisement is the two logos slide which could be further be analyzed. therefore, this study aimed to explain the honda motor’s logos and describe superimposed advertisement in raising intention of the television audiences. methods a method used in this study is an intralingual equivalent method because the study analysed related lingual elements, whether found in a language or in several different languages (mahsun, 2005: 118). this method was applied because the data in the form of logos which depict a language as a reference. furthermore, the advertisement strategy would be examined through linguistic study. source of data was a commedy situation namely overa van java broadcasted by trans7 television channel. the situation commendy was popular in indonesia in the last 10 years because it casted top commedians to attract audiences. meanwhile, the source data was retrieved from youtube https://www.youtube.com/watch?v=f3g1tna5rk0. data were obtained after conducting several protocols. first, the video was played due to observe the data. after finding the data, the screen was captured. based on observation of the source data, data collected in the study are honda motor’ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 https://www.youtube.com/watch?v=f3g1tna5rk0 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 94-103 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x logo motor honda sebagai strategi ... erlan aditya ardiansyah doi: https://doi.org/10.26714/lensa.10.1.2020.94-103 97 logos displayed in the video as superimposed advertisement. literature studies were carried out to obtain detailed information regarding to the history of honda motor as well as development of the company. this technique was used by collecting information from scientific paper and website articles. afterwards, the data were analysed by using the theoritical approaces. visual data in the form of logos were defined as a sign. by analyzing the data, signifier and signified along with denotation and connotation would be discovered. findings and discussion advertisements in the form of logo or unique words may be easily noticed by the people. it requires cognition of the people to remember and identify the advertisements. logo can be regarded as a symbol which indicates a conception understood by the people to refer to an object. it comes to the situation that a symbol has a distinctive meaning. subjects in the study are the honda motor’s logos which have been being introduced by the company for several decades (figure 1). the study by hua (2016) explained history of honda motor which was established by soichiro honda in japan in 1906. honda is believed as a denotative meaning as stated in the previous study. denotation posesses meaning which concerns the original meaning of the word (yan & ming, 2015). therefore, the name was initiated from the family name of the founder which seems to bring spirit to the company. gambar 1: logo honda as previously explained, the company name has a connotative meaning and is noticed by the people in mind. semantic code provide information involving connotation in signifier level while cultural code carry expression containing the nature of wisdom, history, psychology, and literature (tinarbuko, 2008). there may be another definition which comes from secondary sources. honda means ‘original rice paddy’ since japan has sumber: images.google.com http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 94-103 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x logo motor honda sebagai strategi ... erlan aditya ardiansyah doi: https://doi.org/10.26714/lensa.10.1.2020.94-103 98 become one of leading rice producers in the world (highnames.com/hondasname-japanese-meaning-explained/). this definition rather shows a matter of cultural values due to promote japanese products through the nations. the honda motor’s logos appear with illustration of a left-sided wing and the word “honda” is placed below. logo can be in the form of pictures of something typically singular that has correlation to the historical background (brandt, 2011; nugraha, 2015; luffarelli, et al. 2019). this explantion supports a finding in this study that the logos only show a single wing which represents an inanimate characteristic. ardiansyah (2013) illustrated inanimate is tipified by any living things which are non-humans. moreover, the honda motor’s logos display the non-human property which looks like the birds’ wing. the layout displays principle nature by placing any object due to aesthetic perspective (ramadhani, et al., 2018). a sign cannot be recognized if it does not have language unit and had never been promoted in advance. the language unit represents concept contained in the object. the honda motor’s logos may be familiar along with graphic representation of a red-colored wing on a white background. in this case, the company exhibits mini advertisement due to remind the people relating to their products. logo is a base shape, object, and concept form which involves a cognitive process to deliver the advertising message (tinarbuko, 2008; bresciani & ponte, 2017). this notion relates to a situation that commercial advertisment becomes a assembly point of the signifier and the signified as described in the theory of barthes (1957) cited by yan & ming (2015). the theory only includes two elements i.e. signified and signifier. another theory by richard and odgen (1923) in chaer (2003) briefly demonstrated that an object can be referred by signifian (symbol), signifie (concept), and referent (figure 2). based on theory, the conception may be easily recognized by the people. tinarbuko (2008) added sign will always relate in something which is known as referent. yellow flag in indonesia relates in mourning. flowers are associated with affection. sign will always relate with something else as object namely denotation. the result showed that the honda motor’s logos play a role as the signifiant (linguistic symbol). concept of the company as a motorbike brand can be regarded as the signifie. therefore, the motorbikes produced by the company is defined as the referent. the signified meaning of honda is transferred to an industrilized product as a signification. signification is therefore a process at which a product or completed one and which is based on competence with the sign system to be understood (yan & ming, 2015). the statement indicates that signifier and signified are bound together generating the existence of the company. in this study, the honda motor’s logos were discovered in a situation commedy broadcasted in the television (figure 3). as the television shows sophisticated audiovisual media, the logos might be noticed simultaneously by millions pairs of eyes. this explanation is in accordance with the previous study by yan & ming (2015) which elucidated comedy http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 https://journals.sagepub.com/action/dosearch?target=default&contribauthorstored=luffarelli%2c+jonathan lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 94-103 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x logo motor honda sebagai strategi ... erlan aditya ardiansyah doi: https://doi.org/10.26714/lensa.10.1.2020.94-103 99 situation is a commodity without any social class, but under the frame of this advertisement commodities are bestowed with cultural, social, and ideological features with the help of meaning transfer. the promotion can influence what kind of product that we will choose apparently which is caused by massive social disparities. this finding is in accordance with a study by hua (2016) relating the honda motor’s belief. the study mentioned equality are important to appreciate someone’s status and the company deals with fairness among their customers. gambar 2: richard and odgen triangle (1923) based on the data collected in this study, first a red backgound logo appeared. then, the logo slides into a white one. this determines that the superimposed advertisement includes two sliding logos. the superimposed logos are presented to inform the audiences that the the logos represent professionality and credibility which play important role as the marketing tool because customers may first be impressed by the companys’ logo (supriono, 102: 2010). the red and white background of the logos are believed to symbolize respect to the indonesian republic as well as the people. indonesia is considered as one of the biggest customers of the honda motor’s products all around the world so that the company seemed to show appreciation to their buyers. this finding is in accordance with the study by hua (2016) which described the honda motor is one of the largest motorbike manufacturer; there are the three joys of the honda philosophy which are more connected to their product in the company i.e. joy of buying, the joy of selling, and the joy of creating can help the company to maintain their quality in quantity of the production. sumber: https://global.honda/products/motorcycles.html signifie (concept) referent /h/, /o/, /n/, /d/, /a/ a brand of two wheels word signifiant (symbol) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 94-103 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x logo motor honda sebagai strategi ... erlan aditya ardiansyah doi: https://doi.org/10.26714/lensa.10.1.2020.94-103 100 gambar 3: logo iklan honda as displayed on the above of the left side, the honda motor's logos show featured two images that slided alternately with certain time intervals (figure 4). the two logos do not have a significant difference, but rather the optimization of graphic design. the superimposed logos are suggested to influence the audiences’ intention to notice to the changes of each logo. the superimposed advertisement is based on a simple concept, which is only to remind people of the responseness of the existence of honda products or sosumber: images.google.com http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 94-103 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x logo motor honda sebagai strategi ... erlan aditya ardiansyah doi: https://doi.org/10.26714/lensa.10.1.2020.94-103 101 called brand awareness, as well as strengthen the brand image that has been established by honda motor or what is called brand image. this finding is in accordance with some studies by (putri et al. 2018; jayanegara & setiawan, 2020) which described visual identity becomes important foundation in establishing brand. duration of the situation commedy is approximately 60 minutes divided into five intervals. average of one interval is approximately 10 minutes. however, the data show that superimposed advertisements are only presented at intervals 1, 2, and 3. therefore, intervals 4 and 5 were not relevant for this study. gambar 4: logo honda this study reveals that each interval displays the superimposed advertisement with approximately 11 seconds of duration. a space of the sliding logo lasts two seconds between one and another. substitution of the sumber: images.google.com http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 94-103 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x logo motor honda sebagai strategi ... erlan aditya ardiansyah doi: https://doi.org/10.26714/lensa.10.1.2020.94-103 102 logo is repeated four times; the red backgound logo appears and then the white background logo slides, and so on. the logos are displayed in different minute duration within each interval without regarding the specific scenes. although the duration is not long enough or approximately 11 seconds without impressive animation, but this superimposed advertisement has an effective visual ability to attract the attention of the audiences. the superimposed advertisement strategy by contrasting red and white background logos seems to be valuable in shifting the focus point. conclusion television has a significant influence and impact of information distribution because it is supported by audiovisual technology and motion animation. promotion through television program becomes a strategic means to advertise the honda motor’s products. the linguistic sign dicovered in the logo describe that there are denotation and connotation meaning within the philosophical company history. the superimposed advertisment is in the form of small images displayed on the corner of a television screen. the advertisement strategy can be regarded as an effective way to gain intention of the television audiences although the playback and slide of the two logo are in a short duration. in addition, advertisements displayed in the television are able to attract audiences to attract them due to the sophisticated visual design. the visual design becomes a linguistic phenomenon because it portrays sign as part of communication media in delivering ideas. references hua, a. k. 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(2011). what is cognitive semiotics? a new paradigm in the study of meaning. signata, [online], 2 | 2011, online since 30 september 2016]. retrieved from http:// journals.openedition.org/signata/526 ; doi : 10.4000/signata.526. supriono, r. (2010). desain komunikasi visual. yogyakarta: penerbit andi. bresciani, s., and ponte, p. d. (2017). new brand logo design: customers’ preference for brand name and icon. journal of brand management, 24(3), 375–390. tinarbuko, s. (2008). semiotic of public service advertisement. the indonesian journal of communication studies, 1(2), 168-80. yan, s., and ming, f. (2015). reinterpreting some key concepts in barthes’ theory. journal of media and communication science, 7(3), 55-66. zaimar, y. s. (2017). semiotic analysis of valak and lorraine in the conjuring 2 film. scope: journal of english language teaching, 1(2), 219229. __ 2015). honda’s name japanese meaning explained. retrieved may 1, 2020, from highnames.com/hondas-name-japanese-meaningexplained/. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 https://link.springer.com/journal/41262 https://link.springer.com/journal/41262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.33-41 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of colour metaphor:... muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita doi: https://doi.org/10.26714/lensa.11.1.2021.33-41 33 the concept of colour metaphor in sundanese: a semantic cognitive study muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita diponegoro university semarang, indonesia ifauzi696@gmail.com article history: submitted on 21th november 2020; accepted on 15th april 2021; published on 30th june 2021 abstract this paper is a qualitative descriptive study that aims to describe the concept of colour in sundanese language. in this study, the authors used the free-tospeak listening method without involving the participants. to support the data collection, the author involves intuitive knowledge and reflective instropective as native sundanese. in the method of analysis, the writer uses referential methods and semantic methods to describe and compare the relationship between metaphorical expressions as the source and the intended meaning of the target. the data taken are fragments of song lyrics, fragments of sentences from short stories, and proverbs. as a result, the authors found that in producing metaphors, humans have 3 things, experiences from their culture, semantic memory as vocabulary vocabulary, and cognitive processes. however, some colours like; hideung (black) sadness and courage, beureum (red) represents feelings of shame, anger and luxury, bodas (white) which symbolizes purity and happiness, konéng (yellow) represents smooth skin, héjo (green) which symbolizes fertility, prosperity and blue as a symbol of calm, happiness and hope. keywords: metaphors, cognitive semantics, sundanese language, conceptual metaphors lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.33-41 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of colour metaphor:... muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita doi: https://doi.org/10.26714/lensa.11.1.2021.33-41 34 introduction the use of metaphors in language life is very common. not only in the figurative space, but also in the colloquial space so that the diction used is new and fresh. in language, humans have 3 processes namely psychological, physiological and physical. in the psychological process, humans must think in advance about what they want to say, what kind of sentences they will use and what words they will choose. after this psychological process occurs, a physiological process appears characterized by the presence of speech organs that work to produce speech. after that, a physical process occurs when the speech is accepted by the other person. in the psychological process, humans have creativity in speaking. sentences produced by one person to another will be very diverse. this is related to semantic memory, namely semantic concepts (collins and qulillian in he (2011), and embodied experience, which are experiences he has had (lakoff and johnson, 2016), both of which are stored in the speaker's memory. therefore, the choice of words and creativity of speakers will be very diverse. as previously explained that metaphors are generated based on human experience, vocabulary and cognitive processes, of course culture plays an important role in the acquisition of human experience. every culture has its own uniqueness and uniqueness. culture has the identity or characteristics of a group of people who inhabit an area. culture is born from the habits of society carried out from generation to generation and will take root in human life which unconsciously affects human behavior. such as the way humans interact, the way humans see things from their point of view, and so on. the culture that has been formed is what will provide experience for our capital to form metaphorical expressions. metaphor is a way of associating a concept with other related concepts (wijana, 2015), metaphors can cover various aspects of everyday life, not only in terms of language, but also in our thoughts and behavior. the conceptual system that we have, both from the way we think and behave is basically a metaphor that occurs naturally. this paper is based on the theory of lakoff and johnson (in yun xu, 2015) which states that metaphors are a form of reflection of experiences experienced, felt and also thought by humans. all these experiences are stored in the brain and when it will produce metaphors, human semantic memory will work. this statement is reinforced by saeed (in indra, 2017) who states that language is an activity of cognition and linguistic competence that is supported by special forms of knowledge.(umam & nirmala, 2020). metaphor is the logical mapping of one domain (usually, but not always a concrete domain) to another domain (usually more abstract)(fadhilah et al, 2019). the concept of colour in a metaphor, meaning must be interpreted based on certain similarities between primary and secondary meanings or between the conception of the source domain and the target domain where the target domain is more abstract than the source domain (kövecses, 2006 in wiradharma, 2016). lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.33-41 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of colour metaphor:... muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita doi: https://doi.org/10.26714/lensa.11.1.2021.33-41 35 the term colour does not refer to colour literally, but is used metaphorically. for example in english 'black hearted' "black heart" means evil, something negative. black is a taboo colour in western culture, and reflects the black magic that westerners believe in. as another example, the phrase “black goat” in indonesian means 'someone who is considered an embarrassment to a family member'. many studies have discussed metaphors in terms of cognitive linguistics. as in the cognitive process in metaphorical expressions by nirmala (2014) which discusses metaphors are a reflection of conceptualization groups based on experiences that the body can feel, based on characteristics, traits, strengths and functions. then in sekarsari and haristiani (2016) in the analysis of the meaning of kanyoku relating to colour, it discusses the study of colour and idioms in japanese. further research was carried out by(wijana, 2015)in his research entitled "metaphors of colours in indonesian". this study describes the concept of colour metaphors in indonesian. the results showed that the colour concept used was classified as chromatic and achromatic colours. then the colour metaphor that is unique to indonesia is sought for its relationship with aspects outside of language, such as environmental factors, history, religion, politics and social activities. the use of chromatic and achromatic colour metaphors in english and indonesian did not find specific differences. however, there is a distinctive colour metaphor that exists in both english and indonesian. further research was carried out by(indra, 2017)in his research entitled "semantic analysis of colour metaphors for minangkabau language". this study describes the existence of the term colour and its connotations in the minangkabau metaphor. data was collected from native speakers and from books such as the minangkabau language dictionary, minangkabau proverbs language, randai texts, and lyrics of minangkabau songs. metaphorical colour expression is analyzed by relating it to its literal meaning and other factors such as physical, psychological, historical, and cultural. the findings of this study indicate that there are six colours found in metaphorical expressions, namely it 'black', putiah 'white, kulabu' gray ', sirah' red ', kunyiang' yellow ', and green' green '. some colours, such as black, white, red, and yellow, have negative and positive connotations. however, other colours like gray and green only carry negative connotations. this expression of metabolic colour is unique in that it is largely influenced by many factors in minangkabau language and culture. in this paper, the writer tries to describe the metaphorical meaning of colour in sundanese which is certainly different from other languages. based on the explanation in the previous studies above, it can be concluded that this study can be a follow-up of those previous studies about metaphor and colour but there are differences in research focus because this study specifically analyzes the colour metaphor in sundanese. so, this research lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.33-41 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of colour metaphor:... muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita doi: https://doi.org/10.26714/lensa.11.1.2021.33-41 36 is different from those previous research studying about the colour metaphor in another language, while this research uses sundanese as the research focus. method this research is semantic research which focuses on cognitive semantic study. this type of research is descriptive qualitative because this research will use words to figure out the results instead of numbers or other symbols. the object of this research is colour terms in sundanese which are considered as metaphor. researchers started with data collection, data analysis, and presentation of data analysis. the data were taken randomly, namely from pieces of sundanese song lyrics, sundanese fragments of sentences from short stories, and sundanese proverbs.the data were collected using nonparticipant observation (sblc). all the data were observed, identified, and selected according to the research problem which uses colour terms for metaphorical means in sundanese. in the method of analysis, the writer uses referential methods and semantic methods to describe and compare the relationship between metaphorical expressions as the source and the intended meaning of the target. next, the data were analyzed in-depth analysis process with a method of interpretation. the presentation of data analysis is done in narrative form. narrative form presentation is divided into two types, namely formal and informal (sudaryanto, 2015 in sunarni & johana, 2019) this analysis was done informally because the presentation of the data analysis uses ordinary words that are easy to understand. findings and discussion based on the data analysis, there are 6 colour terms found in the sundanese language that have metaphor. they are hideung (black), beureum (red), bodas (white), koneng (yellow), hejo (green), biru (blue). the data in this result are found from fragments of song lyrics, fragments of sentences from short stories, and proverbs. the explanation of the data will be discuss in this section. 1. hideung (black) the colour black is often associated with negative qualities, and is associated with terrible, evil and illegal meanings(weihua, 2017). black also represents darkness, night, and despair. it’s the color used to convey certainty and authority, and when used in opposition with white, it’s a symbol of the eternal struggle between day and night, good and evil, and right and wrong. in the other hand, black is associated with power, fear, mystery, strength, authority, elegance, formality, death, evil, and aggression, authority, rebellion, and sophistication. black is required for all other colors to have depth and lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.33-41 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of colour metaphor:... muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita doi: https://doi.org/10.26714/lensa.11.1.2021.33-41 37 variation of hue(bourn, 2010). in sundanese, the metaphorical meaning of black tends to be sad, something that makes you sad. in (1), the writer found a fragment of a song from yayan jatnika entitled 'mega hideung' (1) mega hideung ngalangkangan (black clouds step over) ceudeum sky sign arek rain comes (cloudy sky is a sign of rain) naha naon, my account is invited (why. what are you looking for?) kanyaah kanyaah loves to lose (affection and love for me) meureun kuring henteu ngalayah my treasure (maybe i'm not wallowing in wealth) this fragment of the song tells about the sadness of a man who was abandoned by a woman he loved because he was poor. that was the expression of dissapointed and the singer likens her state and mood to a cloudy sky with black clouds. the black colour metaphor is also found in the song 'tong diceungceurikan' (don't cry). the lyrics are as follows: (2) urang lir is like a puppet(we are like puppets) my malik na me is the puppeteer(our movements are regulated by the puppeteer) anu teu wasa teu weunang(we have no power beureum hideung kumaha dalang (red black is up to the mastermind) (3) ras ka the gods, nu geus cueut ka nu hideung. (reminded of the unjust gods) (murang -maring, 1985: 61 (in rahayu, 2017) (4) getih hideung in the lyric section (2), black means sadness, something that is not good in our lives that we must accept because it is god's destiny. dalang is also a metaphor which means god. apart from the meaning of sadness, another meaning of hideung is the injustice that the writer finds in the collection of short stories murang-maring on the data (3). in sundanese, cueut means 'onesided, unbalanced'. after being followed by the word hideung, this phrase turned out to be unfair. but it doesn't only mean sadness and ugliness, the black colour in (4) in sundanese also means courage, regardless of anything. 2. beureum (red) the color red is an intense color that is packed with emotion ranging from passionate, intense love to anger and violence — representing both cupid and the devil. it is a hot, strong, stimulating color that represents excitement and energy. studies show that the color red can create physical effects such as elevated blood pressure, enhanced libido, increased respiratory rates, enhanced metabolism, increased enthusiasm, higher levels of energy, and increased confidence ( bourn, 2011). red is usually associated with joyful lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.33-41 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of colour metaphor:... muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita doi: https://doi.org/10.26714/lensa.11.1.2021.33-41 38 celebrations and occasions.(weihua, 2017). generally, red symbolizes vitality, expansive character, burning heat, courage, danger, and so on(wijana, 2015). in western countries, red is the colour of life, as well as the colour of fire and blood. in english, "red" is used as a warning sign of some danger in most of the cases(weihua, 2017). but in sundanese, the metaphor of colour means shame, as in sentence (5) below: (5) nu dirérét beureum bari kalamas kélémés. (who glanced red while looking away (out of embarrassment) (payung butut, 2013: 9) in data (5), the word beureum is a metaphorical word because it is followed by the word 'kalamas kélémés'. but context also plays an important role in metaphor. the word 'beureum' can also describe that the person is angry, as in the following sentence (6): (6) beungeutna immediately beat me due to emotion(red with emotion) as well as being embarrassed and angry, the red metaphor in sundanese also means luxury, as in the example of the following sundanese proverb: (7) adean my horse beureum(proud of other people's loan (luxury) goods) (8) bur beureum bur hideung, hurung nangtung leumpang afternoon beureum horse literally means 'red horse'. this is in accordance with the opinion.weihua (2017)that red is usually associated with joyful celebrations and occasions. another example that describes red as luxury is sentence (8), which literally means 'red, black, burning standing, day walking'. this proverb means' to live well with self-sufficiency 'in the first sentence, and' to dress nicely and trendy) 3. bodas (white) generally, white is identified with purity and positivity,while a bride wearing white was often thought to convey the bride's virginity, blue was once a traditional color worn by brides to symbolize purity. white is the colour of snow. white conveys purity and cleanliness(weihua, 2017). in the positives side, white can convey cleanliness, freshness, and simplicity. the color white often seems like a blank slate, symbolizing a new beginning or a fresh start. so that, in sundanese, the metaphor of the white colour also symbolizes kindness, purity. as in sentence (9) below: lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.33-41 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of colour metaphor:... muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita doi: https://doi.org/10.26714/lensa.11.1.2021.33-41 39 (9) ateul white body bodas this sentence when seen literally means 'white itching white body'. however, the proverb means' someone who is clean in heart, has no evil intentions. then, the white colour also symbolizes the unmarried girl, as in the song 'mawar bodas' by doel sumbang. here are the lyrics: (10) nu is important from nepi (important origin until) ka where so and so on (to the place to be headed) account ngalongok rose bodas (want to meet white roses) nu moal lila ka ala (which will soon be picked) this song tells the story of a man who returns from overseas because he wants to meet a girl in his village. the songwriter depicts a girl with roses, and white as a sign that the girl is not married. (11) despairing of honey you eat bodas(feeling flooded with honey, covered in white incense) apart from the meaning of holiness, the metaphor of the white colour in sundanese means joy, happiness. sentence (11) is a sundanese proverb which means 'very happy, very happy'. 4. konéng (yellow) there are not many sundanese yellow metaphors. yellow is associated with the sun and its life-giving warmth. yellow also stands for caution, and it’s used for traffic warning signs and traffic signals in nearly every country. yellow is optimism and the cheerfulness of a sunny day. however, the sundanese have a yellow concept to represent beautiful skin. as in the song 'runtah (trash)' from doel sumbang in the following data (12). this song is the orientation of beautiful women according to the sundanese, namely smooth olive skin, not pale white. (12) cau shell koneng klir skin(yellow skin like banana peel) huntuna bodas tipung tarigu(teeth as white as flour) biwir beureum, beureum jawer hayam(red lips like a chicken's comb) chocolate coffee milk panon(brown eyes like coffee milk) 5. héjo (green) green is a colour that is harmonious and synonymous with environmental growth. green is a cool color that symbolizes nature and the natural world. perhaps because of its strong associations with nature, green is often thought to represent tranquility, good luck, health, and jealousy (yulianti, 2016) due to the feel of spring, this colour defies any colour that refers to maturity(wijana, 2015). likewise in sundanese, the metaphor of the green lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.33-41 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of colour metaphor:... muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita doi: https://doi.org/10.26714/lensa.11.1.2021.33-41 40 colour means fertility, prosperity. as in (13) which is a sundanese proverb, it means 'the condition of a person who is having a lot of luck'. (13) leubeut héjo fruit leaves (thick green fruit leaves) (14) manéh mah héjo panon na ari kana duit téh. (your eyes are green when it comes to money) like the indonesian metaphor, the word green when combined with the word 'eye' means someone who is very skilled with money. 6. biru blue in sundanese, the blue colour symbolizes calm, like looking at the sky. blue represents the healing nature of water and the power of stormy seas. it’s what separates bodies of land from one another, and it’s a marker of loyalty and fidelity. like many colors, our response to the color blue is complex and sometimes even contradictory (yulianti, 2016).this is in line with the opinion of weihua (2017) that blue is a natural colour that makes us calm. blue is the colour of the sky, symbolizing the depth of the entity. the author found one of the blue metaphors in the sundanese song 'biruna langit' by yayan jatnika on data (15): (15) beautiful blue sky blue (blue sky like her love) softly the wind na lir ragrag cintana(softly the wind is like falling love) the song expresses the heart of a person who is in love which is likened to the blue sky containing joy and serenity. the blue colour implies a couple's hope for togetherness and happiness forever, like the sky that never changes colour. so, from the explanation above, metaphorical colours expression in sundanese explain symbols, situation, and condition of people in general. the context of it’s colours can be love, nature, happiness, sadness, sign of unmarriage women, and many others. in producing metaphor, people have three things, they are; experiencess that related to everyday life, culture, and personal experiences. second, semantic memory as vocabulary that related to mental space of each individual. the mental space of individual makes them directly understand the meaning and context of each lyrics. third, cognitive process which is related to process and movements that affect mental contents of a person such as the process of thinking or operation of remembering something so that the lyrics or provebs of colours make anyone remebering something that affect them. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.33-41 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of colour metaphor:... muhammad ivan fauzi, nurul khasanah, maria dimitrij angie pavita doi: https://doi.org/10.26714/lensa.11.1.2021.33-41 41 conclusion from the research results above, it can be concluded that metaphor is a way of associating a concept with other related concepts. in producing metaphors, humans have 3 things, experiences from their culture, semantic memory as vocabulary vocabulary, and cognitive processes. every culture has a different metaphor concept. for example, the colour metaphor in indonesian and english is certainly different. likewise sundanese. in sundanese, metaphorical expressions use quite a lot of colour vocabulary. the author found the colour hideung (black) which depicts sadness and courage, beureum (red) represents feelings of shame, anger and luxury, bodas (white) which symbolizes purity and happiness, konéng (yellow) represents smooth skin, héjo (green) which symbolizes fertility, prosperity and blue as a symbol of calm, happiness and hope. references fadhilah, n., rais, w. a., & purnanto, d. (2019). metaphor analysis on colour lexicon with plant attributes in madurese language. 13(august), 191–199. https://doi.org/10.21512/lc.v13i3.5769 he, g. (2011). a comparative study of color metaphors in english and chinese. theory and practice in language studies. https://doi.org/10.4304/tpls.1.12.1804-1808 indra, y. (2017). semantic analysis of colour metaphors for minangkabau language. metalingua. lakoff, g. (2016). conceptual metaphor: the contemporary theory of metaphor. edited by dirk geeraerts. cognitive linguistics: basic reasings. berlin: walter de gruyter nirmala, d. (2014). cognitive process in metaphorical expressions. semarang: diponegoro university parole, 4 sekarsari, w., & haristiani, n. (2016). analysis of the meaning of kanyoku related to colour: cognitive linguistic study. journal of language and literature education, 16(1), 96-109 umam, k., & nirmala, d. (2020). colour metaphorin english and indonesian song lyrics. retorika: jurnal bahasa, sastra, dan pengajarannya, 13(1), 66. https://doi.org/10.26858/retorika.v13i1.11504 weihua, y. (2017). a discussion of colour metaphors from the perspective of cognition and culture. 15 (1), 19–23. https://doi.org/10.3968/9837 wijana, idp (2015). metaphor of colours in indonesian. journal of humanities. https://doi.org/10.22146/jh.v27i1.6397 wiradharma, g., & s, a. t. w. (2016). metafora dalam lirik lagu dangdut: kajian semantik kognitif. arkhais jurnal ilmu bahasa dan sastra indonesia. https://doi.org/10.21009/arkhais.071.02 yun xu, xu. (2015) warna dalam bahasa mandarin dan bahasa indonesia: sebuah kajian linguistik antropologis. yulianti, s. (2016). kosakata warna dalam bahasa sunda. ranah volume 5, nomor 1, microsoft word 7122-8990-15f3-4dbb pemerolehan bahasa pada anak usia 3 tahun ditinjau dari sudut pandang morfosintaksis -adiprana yogatama fakultas bahasa dan budaya asing universitas muhammadiyah semarang (unimus) adiprana.linguist@gmail.com abstract there is a close relationship between the structure of words and the structure of sentences. in some languages it is even difficult to tell whether a particular word formation is a word or a sentence. language acquisition theory has advanced in many ways since brown (1973), but we are still dealing with many of the same basic methodological issues he confronted. elaborating on brown’s approach, researchers have formulated increasingly reliable methods for measuring the growth of grammar, or morphosyntax, in child. in this paper, the writer tries to study the morphosyntax acquisition in indonesian children age 3 years. this is a basic research before continuing the next study in children’s second language acquisition. kata kunci: morfosintaksis, pemerolehan bahasa, pembelajaran bahasa. i. pendahuluan telah dikukuhkan oleh para ahli bahasa bahwa bahasa sebagai alat komunikasi secara genetis hanya ada pada manusia; tidak terdapat pada makhluk hidup lainnya. manusia berinteraksi satu dengan yang lain melalui komunikasi dalam bentuk bahasa. komunikasi tersebut terjadi baik secara verbal maupun non verbal yaitu dengan tulisan, bacaan, dan tanda atau simbol. berbahasa itu sendiri merupakan proses kompleks yang tidak terjadi begitu saja. manusia berkomunikasi lewat bahasa memerlukan proses yang berkembang dalam tahap-tahap usianya. bagaimana manusia bisa menggunakan bahasa sebagai cara berkomunikasi selalu menjadi pertanyaan yang menarik untuk dibahas sehingga memunculkan banyak teori tentang pemerolehan bahasa. bahasa adalah bentuk aturan atau sistem lambang yang digunakan manusia dalam berkomunikasi dan beradaptasi dengan lingkungannya yang dilakukan untuk betukar gagasan, pikiran dan emosi. bahasa bisa diekspresikan melalui bicara mengacu pada simbol verbal. selain itu bahasa dapat juga diekspresikan melalui tulisan, tanda gestural dan musik. bahasa juga dapat mencakup aspek komunikasi nonverbal seperti gestikulasi, gestural atau pantomim. gestikulasi adalah ekspresi gerakan tangan dan lengan untuk meneknkan makna wicara. pantomim adalah sebuah cara komunikasi yang mengubah komunikasi verbal dengan aksi yang mencakup beberapa gestural (ekspresi gerakan yang menggunakan setiap bagian tubuh) dengan makna yang berbeda-beda. 67 perkembangan komunikasi anak sesungguhnya sudah dimulai sejak dini, pertama-tama dari tangisannya bila bayi merasa tidak nyaman, misalnya karena lapar, popok basah atau saat bangun tidur. dari sini bayi akan belajar bahwa ia akan mendapat perhatian ibunya atau orang lain saat ia menangis sehingga kemudian bayi akan menangis bila meminta orang dewasa melakukan sesuatu untuknya. usia 3 minggu bayi tersenyum saat ada rangsangan dari luar, misalnya wajah seseorang, tatapan mata, suara dan gelitikan. ini disebut senyum sosial. usia 12 minggu mulai dengan pola dialog sederhana berupa suara balasan bila ibunya memberi tanggapan; pada usia 2 bulan bayi mulai menanggapi ajakan komunikasi ibunya. usia 5 bulan bayi mulai meniru gerak gerik orang, mempelajari bentuk ekspresi wajah; pada usia 6 bulan bayi mulai tertarik dengan benda-benda sehingga komunikasi menjadi komunikasi ibu, bayi dan benda-benda. usia 7-12 bulan anak menunjuk sesuatu untuk menyatakan keinginannya. gerak-gerik ini akan berkembang disertai dengan bunyi-bunyi tertentu yang mulai konsisten. pada masa ini sampai sekitar 18 bulan, peran gerak-gerik lebih menonjol dengan penggunaan satu suku kata. usia 2 tahun anak kemudian memasuki tahap sintaksis dengan mampu merangkai kalimat 2 kata, bereaksi terhadap pasangan bicaranya dan masuk dalam dialog singkat. anak mulai memperkenalkan atau merubah topik dan mulai belajar memelihara alur percakapan dan menangkap persepsi pendengar. perilaku ibu yang fasilitatif akan membantu anaknya dalam memperkenalkan topik baru. lewat umur 3 tahun anak mulai berdialog lebih lama sampai beberapa kali giliran. lewat umur ini, anak mulai mampu mempertahankan topik yang selanjutnya mulai membuat topik baru. hampir 50 persen anak 5 tahun dapat mempertahankan topik melalui 12 kali giliran. sekitar 36 bulan, terjadi peningkatan dalam keaktifan berbicara dan anak memperoleh kesadaran sosial dalam percakapan. ucapan yang ditujukan pada pasangan bicara menjadi jelas, tersusun baik dan teradaptasi baik untuk pendengar 2. sebagian besar pasangan berkomunikasi anak adalah orang dewasa, biasanya orang tua. lingkungan linguistik memiliki pengaruh besar pada proses belajar berbahasa. ibu memegang kontrol dalam membangun dan mempertahankan dialog yang benar. ini berlangsung ssepanjang usia pra sekolah. anak berada pada fase mono dialog, percakapan sendiri dengan kemauan untuk melibatkan orang lain. anak dengan mobilitas yang mulai meningkat memiliki akses ke jaringan sosial yang lebih luas dan perkembangan kognitif menjadi semakin dalam. berdasarkan penjelasan tersebut di atas, maka penulis melakukan penelitian mengenai pemerolehan bahasa anak usia 3 tahun, karena menurut lundsteen pada usia tersebut anak belum memasuki tahap linguistik, sehingga sangatlah menarik untuk mengkaji pemerolehan bahasanya. penelitian akan ditekankan pada pemerolehan morphosintaksis anak pada ujaranujaran yang dikuasainya. h. landasan teoritis bahasa anak adalah bahasa yang telah berkembang. anak telah banyak belajar dari lingkungan, dengan demikian bahasa anak terbentuk oleh kondisi lingkungan. lingkungan anak mencakup lingkungan keluarga, masyarakat dan khususnya lingkungan pergaulan teman sebaya yang berkembang di dalam keluarga atau bahasa ibu. perkembangan bahasa anak dilengkapi dan diperkaya oleh lingkungan masyarakat dimana mereka tinggal. hal ini berarti bahwa proses pembentukan kepribadian yang dihasilkan dari pergaulan dengan masyarakat skitar akan memberi ciri khusus dalam perilaku berbahasa. pengaruh lingkungan yang berbeda antara keluarga, masyarakat, dan sekolah, dalam perkembangan bahasa akan menyebabkan perbedaan antara anak yang saatu dengan yang lain. hal ini ditunjukkan oleh pemilihan dan penggunaan kosakata sesuai dengan tingkat sosial 68 keluarganya. keluarga dari masyarakat lapisan berpendidikan rendah atau buta huruf akan banyak menggunakan bahasa pasar, bahasa sembarangan, dengan istilah-istilah yang kasar. sedangkan anak dalam masyarakat terdidik yang pada umumnya memiliki status sosial yang lebih untung, mereka menggunakan istilah-istilah yang lebih selektif dan umumnya anak-anak tersebut juga berbahasa secara lebih baik. berbahasa terkait erat dengan kondisi pergaulan. oleh sebab itu perkembangannya dipengaruhi pula oleh berbagai faktor diantaranya : usia anak kondisi lingkungan kecerdasan anak status sosial ekonomi keluarga kondisi fisik perbedaan perkembangan bahasa menurut chomsky (woolfol dkk, 1984) anak yang dilahirkan ke dunia telah memiliki kapasitas berbahasa. akan tetapi seperti dalam bidang lain, faktor yang mengambil peranan yang cukup menonjol, mempengaruhi perkembangan anak tersebut. mereka belajar makna kata dan bahasa sesuai dengan apa yang mereka dengar, lihat dan hayati dalam kehidupan seharihari. perkembangan bahasa anak terbentuk oleh lingkungan yang berbeda-beda. berfikir dan berbahasa mempunyai korelasi yang tinggi. anak dengan iq tinggi akan berkemampuan bahasa yang tinggi. variasi nilai iq menggambarkan adanya perbedaan individual anak, dan dengan demikian kemampuan mereka dalam berbahasa juga bervariasi sesuai dengan keragaman kemampuan mereka dalam berpikir. perkembangan bahasa pada anak dipengaruhi oleh faktor lingkungan, karena kekayaan lingkungan akan menjadi pendukung bagi perkembangan peristilahan yang sebagian besar dicapai dengan proses meniru. dengan demikian, anak yang berasal dari lingkungan yang berbeda juga akan berbeda-beda pula kemampuan dan perkembangan bahasanya. pemerolehan bahasa proses anak mulai mengal komunikasi dengan lingkungannya secara verbal disebut dengan pemerolehan bahasa anak. pemerolehan bahasa pertama (bi) anak terjadi bila anak yang sejak semula tanpa bahasa kini telah memperoleh satu bahasa. pada masa pemerolehan bahasa anak, anak lebih mengarah pada fungsi komunikasi daripada bentuk bahasanya. maksudnya adalah bahwa mereka dalam mengutarakan sesuatu berfungsi untuk menyampaikan maksud atau keinginan tertentu. pemerolehan bahasa anak-anak dapat dikatakan mempunyai ciri kesinambungan, memiliki suatu rangkaian kesatuan, yang bergerak dari ucapan satu kata sederhana menuju gabungan kata yang lebih rumit. ada dua pengertian mengenai pemerolehan bahasa. pertama, pemerolehan bahasa mempunyai permulaan yang mendadak, tiba-tiba. kedua, pemerolehan bahasa memiliki suatu permulaan yang gradual yang mencul dari prestasi-prestasi motorik, sosial, dan kognitif pralinguistik. 69 penelitian mengenai bahasa manusia telah menunjukkan banyak hal mengenai pemerolehan bahasa, mengenai apa yang dilakukan atau tidak dilakukan seorang anak ketika belajar atau memperoleh bahasa (fromkin dan rodman, 1998:318). 1. anak tidak belajar bahasa dengan cara menyimpan semua kata dan kalimat dalam sebuah kamus mental raksasa. daftar kata-kata itu terbatas, tetapi tidak ada kamus yang bisa mencakup semua kalimat yang tidak terbatas jumlahnya. 2. anak-anak dapat belajar menyusun kalimat, kebanyakan berupa kalimat yang belum pernah mereka hasilkan sebelumnya. 3. anak-anak belajar memahami kalimat yang belum pernah mereka dengar sebelumnya. mereka tidak dapat melakukannya dengan menyesuaikan tuturan yang dengan beberapa kalimat yang ada dalam pikiran mereka. pemerolehan bahasa pertama erat sekali kaitannya dengan perkembangan sosial anak dan karenanya juga erat hubungannya dengan pembentukan identitas sosial. mempelajari bahasa pertama merupakan salah satu perkembangan menyeluruh anak menjadi anggota penuh suatu masyarakat. bahasa memudahkan anak mengekspresikan gagasan, kemauannya dengan cara yang benar-benar dapat diterima secara sosial. bahasa merupakan media yang dapat digunakan anak untuk memperoleh nilai-nilai budaya, moral, agama, dan nilai-nilai lain dalam masyarakat. perkembangan bahasa bahasa adalah segala komunikasi dimana pikiran dan perasaan seseorang disimbolisasikan agar dapat menyampaikan arti kepada orang lain. oleh karena itu, perkembangan bahasa dimulai dari tangisan pertama sampai anak mampu bertutur kata. perkembangan bahasa terbagi atas dua periode besar, yaitu: periode prelinguistik (0-4 tahun) dan linguistik (4-5 tahun). periode linguistik terbagi dalam tiga fase besar, yaitu: 1. fase satu kata atau holofrase pada fase ini anak menggunakan satu kata untuk menyatakan pikiran yang kompleks, baik yang berupa keinginan, perasaan atau temuannya tanpa perbedaan yang jelas. misalnya kata duduk, bagi anak dapat berupa usaha mau duduk atau kursi tempat duduk, dapat juga berarti mama sedang duduk. 2. fase lebih dari satu kata fase dua kata muncul pada anak berusia sekitar 18 bulan. pada fase ini anak sudah dapat membuat kalimat sederhana yang terdiri dari dua kata. kalimat tersebut kadang-kadang terdiri dari pokok kalimat dan predikat, kadang-kadang pokok kalimat dengan obyek dengan kata bahasa yang tidak benar. 3. fase ketiga adalah fase diferensiasi periode trakhir dari masa balita yang berlangsung antara usia dua setengah sampai lima tahun. keterampilan anak dalam berbicara mulai lancar dan berkembang pesat. dalam berbicara anak bukan saja menambah kosa katanya yang mengagumkan akan tetapi anak mulai mampu mengucapkan kata demi kata sesuai dengan jenisnya, terutama dalam pemakaian kata benda dan kata kerja. 70 morphosyntax ada hubungan yang sangat erat antara struktur kata dan struktur kalimat. dalam beberapa bahasa bahkan sangatlah sulit untuk menyebutkan apakah suatu formasi kata disebut kata atau kalimat. perhatikan contoh kata dalam bahasa swahili (salah satu bahasa di afrika timur) sebagai berikut: nina ku – penda i tense you love contoh di atas adalah sebuah kata dalam bahasa swahili yang apabila dianalisis secara morphologi mempunyai beberapa morphem yaitu: ni (i = aku), na (tense present), ku (you = kamu), penda (love = cinta), selain itu, dalam bahasa swahili, kata tersebut ternyata juga bisa berfungsi sebagai kalimat. karena apabila dianalisis secara sintaksis, susunan katanya menjadi “ninakupenda” (aku cinta kamu) dalam bentuk present simple. dari data tersebut, analisis yang digunakan adalah analisis morphologis dan sintaksis (keduanya), atau disebut juga dengan morphosintaksis. berikut beberapa definisi para linguis mengenai morphosintaksis: a. trask (1999:176): “morphosyntax is the area between morphology and syntax.” b. crystal (1997: 250-251): grammatical categories or properties for whose definition criteria of morphology and syntax both apply, as in describing the characteristics of words’ bisa disimpulkan bahwa morphosintaksis pada dasarnya merupakan ilmu yang mengkaji hubungan antara struktur kata (morphologi) dan struktur kalimat (sintaksis). sehubungan dengan pemerolehan bahasa pada anak, pemerolehan morphosintaksis anak juga melalui beberapa tahap:  pada usia 12 bulan, anak-anak mulai memproduksi kosakata secara konsisten.  tahap satu kata (kata tunggal): nama orang, objek, tempat, dll mulai menggabungkan frase-frase tuturan orang dewasa menjadi satu kata  tahap dua kata: kira-kira pada usia 18-24 bulan menggunakan aturan susunan kata secara konsisten, dengan tata bahasa yang ditentukan oleh hubungan semantis  agent + action (ade’ bobo’)  possessor + possession (buku ibu)  tahap-tahap lanjutan: saat anak-anak mampu mengkombinasikan 2 kata, mereka mulai menggunakan tiga hingga empat rangkaian kata atau lebih. masih bersifat ujaran-ujaran “telegrafis” yaitu ujaran yang hanya terdiri dari morpheme dan kata-kata yang mengandung makna semantis. 71 iii. metode dan teknik pengumpulan data teknik pengumpulan data pada penelitian ini menggunakan teknik rekam (recording) dan catat. data yang diperoleh oleh penulis dalam penelitian kali ini adalah dengan merekam ujaran-ujaran yang diucapkan huda. hal ini dimaksudkan agar keaslian data lebih terjaga dengan adanya ujaran-ujaran yang tanpa dibuat-buat atau dilatih terlebih dahulu. beberapa ujaran memang sengaja dipancing oleh lawan tuturnya agar diperoleh data ujaran-ujaran yang berupa kalimat yang lebih panjang (> 4 kata) maupun kata-kata dengan pelafalan yang sulit. namun tetap jawaban atau ujarannya tanpa latihan maupun skenario terlebih dahulu. data pada penelitian ini hanya ada 3 (tiga) percakapan, namun menurut penulis cukup untuk memperoleh data ujaran yang diperlukan untuk diteliti. hal ini dikarenakan ada beberapa rekaman yang kurang jelas. dari data yang diperoleh dari proses perekaman kemudian dicatat dan dianalisis berdasarkan teori morphosintaksis yang telah diutarakan penulis di depan. metode analisis data menggunakan analisis deskriptif kualitatif. iv. hasil dan pembahasan a. profil objek penelitian objek penelitian pemerolehan morphosintaksis anak kali ini adalah seorang anak lakilaki bernama akhsana huda (huda). huda lahir di semarang, 6 maret 2005, dia adalah sepupu penulis yang merupakan anak pertama dari paman penulis, seorang pns pada dinkes jateng dan ibunya, adalah seorang mantan guru smp di wonosobo yang sekarang hanya sebagai ibu rumah tangga biasa. dalam kesehariannya, huda adalah seorang bilingualis. karena tinggal di semarang yang mayoritas orang jawa, maka ia memperoleh dan mengucapkan bahasa jawa. selain itu, karena ibunya pernah menjadi guru maka bahasa yang digunakan di rumah seringkali adalah bahasa indonesia, selain bahasa yang digunakan di rumah seringkali adalah bahasa indonesia, selain bahasa jawa. mengenai alasan dipilihnya huda sebagai objek penelitian penulis kali ini adalah karena huda, menurut penulis, merupakan satu diantara balita yang dikenal penulis yang memiliki tingkat kecerdasan tinggi. selain itu huda termasuk bukan anak pendiam ketika bertemu dengan orang lain maupun saudaranya, sehingga hal ini tentunya akan mempermudah penulis dalam memperoleh data yang akan dianalisis. b. analisis pemerolehan morphosintaksis bahasa huda seperti yang telah disampaikan dalam teori, bahwa setelah mampu mengucapkan dua kata, anak akan berusaha memperoduksi dua-tiga kata atau lebih. pada usia 3 tahun ini, huda sudah mampu memproduksi 3-4 kata atau lebih dalam sekali ujar. data 1 berikut ini adalah percakapan singkat yang terekam antara huda dengan yobi (adik kandung penulis). pada suatu minggu siang huda (h) berkunjung ke rumah penulis )kebetulan rumah kami satu kompleks namun beda rt). saat itu yobi (y) tengah bersih-bersih membereskan buku-buku lamanya yang hendak dibuang. kemudian dengan semangat rasa ingin tahunya, huda menghampirinya dan mengambil satu buku kecil tipis yang menarik perhatiannya, yang ternyata adalah buku mewarnai gambar. sehingga terjadilah percakapan berikut: h: ini apa? (sambil menunjuk buku tersebut) 72 y: buku. h: buku apa? y: buku gambar. h: ini gambal apa? (menunuk salah satu gambar) (maksudnya: ini gambar apa?) y: sekolah h: huda...huda, tulahna huda ini. (maksudnya: huda... huda, sekolahnya huda ini.) y: emang huda udah sekolah? h: huda beso mau olah ya. (maksudnya: huda besok mau sekolah ya.) y: sekolahnya dimana? h: tulahna... di tk caya ilmu (maksudnya: sekolahnya di tk cahaya ilmu) dari data (1) di atas, interaksi yang dimulai oleh huda yang menghampiri yobi tersebut selain menunjukkan rasa ingin tahunya yang tinggi juga menunjukkan bahwa anak seusianya sudah mulai menunjukkan siap/peran komunikasi sosialnya. huda saat ini berusia 3 tahun dan tahun depan sudah dijanjikan ayahnya untuk disekolahkan di tk cahaya ilmu di dekat kompleks perumahan penulis. pada dialog di atas, beberapa kalimat yang hanya terdiri dari 2 kata sudah mampu diucapkan dengan lancar oleh huda, baik secara morphologis maupun sintaksisnya. pada beberapa pertanyaannya misalnya, “ini apa?” dan “buku apa”, secara morphologis ia sudah melafalkan morfem-morfem dalam frase-frase tersebut secara lengkap. ketika menyebut “buku” sudah lengkap dan benar. namun pada kalimat “ini gambal apa?” nampak sekali dia masih kesulitan untuk melafalkan bunyi [r] pada kata “gambar”, meskipun secara sintaksis susunan pertanyaannya sudah benar. kemudian pada beberapa kata yang memiliki tiga suku kata seperti kata “sekolah” dan “cahaya” huda masih kesulitan untuk melafalkannya sekalipun kita bisa menangkap maksud yang diucapkannya dengan mengacu pada isi pembicaraan sebelumnya. ketika melafalkan “ssekolah” pada awal kalimat dia melafalkan “tulahna huda ni” (sekolahnya huda ni). pada tengah atau akhir kalimat, kata tersebut dilafalkan lebih simple “olah” seperti pada; “huda beso mau olah ya”, begitu juga pada kata “cahaya” yang diucapkannya “caya”. pada kalimat yang terdiri dari 3 kata atau lebih, sepertinya ia cenderung masih kesulitan untuk menyusun kata-katanya. beberapa kata masih salah susunan dan pelafalannya namun kemudian yang unik adalah kemudian ia meralat dan melanjutkannya sendiri. tanda “...” (menurut penulis) adalah tanda jeda waktu yang ia butuhkan untuk memikirkan jawabannya selanjutnya. hal ini terlihat pada 2 kalimatnya. a. “huda ..... huda, tulahna: huda ni.” b. “tulahna... di tk caya ilmu.” 73 pada kalimat (a) maksudnya adalah dia hendak mengucapkan “sekolahnya huda ni”. pada awalnya dia akan menyebutkan namanya dulu baru kemudian kata “sekolahnya”, namun entah apakah dia tahu kalau diteruskan salah, kemudian dia meralatnya sendiri dengan menyebutkan “tulahna” (sekolahnya) yang memiliki possesive pronoun “nya” terlebih dahulu baru kemudian menyebut namanya. sehingga menurutnya susunannya yang benar adalah “sekolahnya huda ni” dan bukan “huda sekolahnya ni”. hal ini terlihat juga pada contoh pada data (2) berikut ini: data 2 pada percakapan singkat berikut merupakan lanjutan dari percakapan pada data (1) di atas, namun y berusaha mengajak interaksi lebih dengan pertanyaan-pertanyaannya. y: kalo sekolah berangkat sendiri atau diantar? h: olah’e ndili. (sekolahnya sendiri) y: emang berani? h: bani (berani) y: kalo di sekolah ditanya “namanya siapa”? h: nama taya huda. (nama saya huda) y: lengkapnya siapa? h: nama taya akhsana huda. (nama saya akhsana huda/0 y: ade’nya berapa? h: adek taya atu,..... satu (adik saya satu). y: nama adiknya siapa? h: adik’e huda namane adi. seperti yang telah disebutkan di depan, kelancaran pelafalan kata pada anak balita dipengaruhi oleh seberapa sering ia menggunakan kata tersebut dalam kehidupan sehari-hari. semakin sering ia menggunakan kata-kata tersebut dalam kehidupan sehari-hari semakin lancar pula kemampuan pelafalan katanya. seperti pada kata “saya”, sekalipun relatif lebih mudah dibandingkan pelafalan kata-kata yang terdapat bunyi [r] di dalamnya, huda cenderung menggunakan atau menyebut namanya untuk menggantikan kata “saya”. sehingga ia cenderung kesulitan menyebutkan “saya” daripada kata “satu” yang sama-sama diawali dengan bunyi konsonan [s]. karena ketika mengucapkan “atu” alih-alih “satu”, cepat-cepat ia meralat ucapannya sendiri dengan mengulangi jawabannya dengan jawaban yang benar. namun tidak demikian dengan kata “taya” yang salah dilafalkannya untuk mengatakan “saya”, asumsi ini seperti ditunjukkan pada ujarannya “adik’e huda namane adi”. dia lebih memilih menyebut namanya daripada kata “saya” karena mungkin menurutnya itu lebih sulit dilafalkan. 74 pada dialog di atas juga menunjukkan pengaruh atau karakteristik bilingualismenya yang ditunjukkan dengan penggunaan possesive pronoun “e/ne” dalam bahasa jawa seperti pada kata “adik’e” dan “namane” pada data (2). data 3 pada data (3) berikut ini, konteks tuturannya adalah huda menghampiri yogi (adik kandung penulis juga, kakak dari yobi) karena melihatnya sedang memainkan rekaman pada telepon genggam yang baru saja dipakai untuk merekam percakapannya tadi. yogi (s) membantu yobi pada rekaman data penelitian ini agar mempermudah proses perekamannya. h: ini apa? s: ini hape. h: ini apa? s: ini rekaman. h: letam apa? s: ini untuk rekam suara, lagu. h: lagu apa letsm... letam agu apa? s: ya lagu macem-macem. h: pinjem mas. karakteristik yang unik dari huda adalah ketika ia menanyakan sesuatu maka ia akan terus menanyakannya sampai mendapat jawaban yang bisa membuatnya puas. seperti pada data (3) di atas, ketika ia menanyakan “ini apa?” kemudian dijawab “ini hape” (telepon genggam) ternyata tidak memuaskannya sehingga menanyakannya kembali untuk yang kedua kalinya. karena mengetahui sifat dan maksudnya, bahwa yang dimaksud dengan “ini apa?” adalah mengacu pada rekaman yang sedang yogi putar dan bukan mengacu pada telepon genggamnya. maksudnya sebenarnya adalah, mungkin, “sedang apa?” atau “ini lagu apa” (karena tidak mengenal suaranya sendiri pada awalnya). sehingga mungkin karena belum terbiasa menggunakan “sedang apa?” maka ia lebih memilih kalimat tanya lain yang biasa ia pakai dan mudah menurutnya. kemudian, satu hal unik lainnya adalah pada ujarannya “lagu apa letam.... letam agu apa?. pada ujaran tersebut, sama dengan analisis data (1) dan (2), ketika mengetahui susunan katanya salah ia meralatnya kembali. namun kali ini yang ia ralat adalah keseluruhan frase atau kalimat. kalimat “lagu apa letam” (lagu apa rekam?) yang menurutnya salah susunannya, ia ralat menjadi “letam agu apa?” (rekam lagu apa?) yang menurutnya lebih benar susunannya. uniknya, pada “letam agu apa? kata “rekam” yang tidak bisa ia ucapkan dengan sempurna karena ada bunyi [r] menjadi “letam” menyebabkan kata kedua “lagu” juga menjadi tidak sempurna pengucapannya. hal ini mungkin karena kedua kata, yaitu “letam” dan “lagu” yang muncul berurutan tersebut sama-sama memiliki konsonan awal [l] sehingga menyebabkan dia kesulitan dalam pelafalannya. hal ini juga dibuktikan dengan ujarannya pada data (2) “adek 75 taya atu,.... satu”. nampak sekali ia masih kesulitan melafalkan dua kata yang memiliki konsonan awal sama, dalam kasus ini [s] pada “saya” dan “satu”. v. simpulan dan saran dari analisis data di atas, penulis mencoba menarik beberapa kesimpulan sebagai temuan, yaitu: 1. bahwa anak seusia huda sudah mulai menunjukkan sikap/peran komunikasi sosialnya yang ditunjukkannya dalam sebuah percakapan. komunikasi yang terjalin dengan lawan tutur yang berusia jauh di atasnya (orang dewasa) sudah mulai lancar sekalipun dengan kalimat-kalimat atau jawaban yang singkat. 2. beberapa kalimat yang hanya terdiri dari 2 kata sudah mampu diucapkan dengan lancar oleh huda, baik secara morphologis maupun sintaksisnya. pada beberapa pertanyaannya misalnya, “ini apa?” dan “buku apa”, secara morphologis ia sudah melafalkan morfem-morfem dalam frase atau kalimat tersebut secara lengkap. ketika menyebut “buku” sudah lengkap dan benar. namun pada kalimat “ini gambal apa?” nampak sekali dia masih kesulitan untuk melafalkan bunyi [r] pada kata “gambar”, meskipun secara sintaksis susunan petanyaannya sudah benar. 3. pada beberapa kata yang memiliki tiga suku kata seperti kata “sekolah” dan “cahaya” huda masih kesulitan untuk melafalkannya sekalipun kita bisa menangkap maksud yang diucapkannya dengan mengacu pada isi pembicaraan sebelumnya. 4. pada kalimat yang terdiri dari 3 kata atau lebih, sepertinya ia juga cenderung masih kesulitan untuk menyusun kata-katanya. beberapa kata masih salah susunan dan pelafalannya namun kemudia yang unik adalah kemudian ia meralat dan melanjutkannya sendiri. seperti ditunjukkan pada data, tanda “...” adalah tanda jeda waktu yang ia butuhkan untuk memikirkan jawaban selanjutnya atau meralat jawaban sebelumnya. dari temuan ini bisa disimpulkan bahwa pada usia ini anak-anak sudah mulai mampu memahami tata bahasa kalimat sederhana. 5. pelafalan kata pada anak balita dipengaruhi oleh seberapa sering ia menggunakan kata tersebut dalam kehidupan sehari-hari. semakin sering ia menggunakan kata-kata tersebut dalam kehidupan sehari-hari semakin lancar pula kemampuan pelafalan katanya. 6. pada analisis data ditunjukkan pengaruh bilingualisme yang ditunjukkan dengan penggunaan possesive pronoun yang masih bercampur antara bahasa jawa dengan bahasa indonesia. 7. huda masih kesulitan untuk melafalkan kata-kata yang sama-sama memiliki konsonan awal sama (dalam analisis data adalah bunyi [s] dan [l] yang muncul berurutan. 8. secara morphologis, anak usia 3 tahun sudah mempunyai pelafalan kata dengan baik dan benar, hanya pada beberapa kata masih kesulitan, seperti bunyi [r], [µ] dan pada poin (7) di atas. secara sintaksis, mereka sudah mulai dapat menyusun kalimat dengan susunan yang baik dan benar. jika merasa kalimatnya salah, mereka sudah mampu meralatnya sendiri. penulis menyadari bahwa penelitian ini masih jauh dari sempurna dikarenakan berbagai keterbatasan. oleh karena itu, segala kritik dan saran yang membangun penulis terima. saran dapat dikirimkan ke alamat e-mail penulis. terima kasih. 76 vi. persantunan penulis mengucapkan terima kasih kepada dr. ahmad sofwan yang telah membimbing penulis selama penelitian ini berlangsung. terima kasih juga penulis sampaikan kepada seluruh civitas akademika unimus terutama pengelola jurnal lensa fbba unimus yang telah memfasilitasi publikasi jurnal ini. terimakasih tak terhingga kepada seluruh pihak penunjang penelitian terutama huda sekeluarga sebagai obyek penelitian ini. daftar pustaka brown, r. (1973). a first language: the early stages. cambridge, ma: harvard. caroll, david w. 1999. psychology of language. california: brooks/cole publishing company. crystal, david. 1997. a dictionary of linguistics and phonetics. blackwell publishers. dardjowidjojo, soendjono. 2000. echa, kisah pemerolehan bahasa anak indonesia. jakarta: pt. gramedia widiasarana indonesia. fromkin, v.a. & robert rodman. 1998. an introduction to language. orlando, fl: hartcourt brace college publishers. katamba, francis. 1993. morphology. england: macmilan sudaryanto. 1993 metode dan teknik analisis bahasa. yogyakarta: duta wacana university press. trask, r. l. 1993. a dictionary of grammatical terms in linguistics. routledge. verhaar. 2008. asas-asas linguistik umum. jogjakarta: gadjah mada university press. 77 status and power reflected between teacher and student in language classroom (a case in rinso’s advertisement) by muhimatul ifadah* abstrak sudah menjadi kesepakatan umum bahwa bahasa digunakan sebagai media ataupun alat komunikasi. bahasa merupakan sebuah sistim yang sudah terorganisir dimana setiap unit mempunyai peran yang sangat penting yang juga sangat penting bagi unit unit yang lain. di sisi lain, bahasa merupakan fenomena social, yang dapat dimaknai sebagai alat komunikasi antara orang per orang. sebagai sebuah fenomena social, maka kemampuan bahasa seseorang berkembang sesuai dengan lingkungan dan siapa saja yang berada dalam lingkungan tersebut. beberapa ahli menyatakan bahwa bahasa sebetulnya sebuah ilmu yang kompleks, tidak ada satupun sistim bahasa yang lebih mudah ataupun lebih buruk daripada yang lain. komunikasi akan terjalin manakala pesan yang disampaikan oleh pembicara dapat diterima oleh sang pendengar/pembaca; selama mereka tidak berbagi konsep yang sama, maka komunikasi tidak akan berjalan dengan baik. dalam pragmatic, pesan yang disampaikan oleh pembicara bisa saja dimaknai lain karena beberapa factor, seperti misalnya facial gestures ataupun mimic muka yang menyiratkan hal yang berbeda dengan pesan yang semestinya. perbedaan status ataupun background , jenis kelamin, umur, dan juga power antara pembicara dan penerima pesan tidak dipungkiri sering menyebabkan penafsiran yang berbeda yang akan menyebabkan terhambatnya proses komunikasi, sehingga bisa dikatakan bahwa tujuan dari komunikasi yang efektif tidak terjadi. hal ini pula yang masih sering terjadi dalm lingkup ruang kelas yang melibatkan antara guru dan murid dalam interaksinya. perbedaan status dan power antara guru dan murid sering menyebabkan proses belajar mengajar menjadi tendensius, sehingga tujuan dari pengajaran mendapatkan kendala. untuk memahami itu semua, setiap pembicara dan penerima atau pendengar harus memahami dan menerima prinsip komunikasi,dalam arti mampu menterjemahkan segala factor non bahasa yang terjadi secara berdampingan dengan proses komunikasi, agar proses komunikasi berjalan dengan baik, sehingga tujuan dari komunikasi akan berhasil dicapai. kata kunci: classroom interaction,power, status,politeness. a. introduction anguage on society should have something to say about the numerous attempts that have been made to change a particular variety of a language, or a particular language, or some aspects of how either of these functions in the society. how people accept differences between people will be affected by their understanding the various kind of tribes, characters, and also the way of thinking. * penulis adalah staf pengajar di pbi fbba unimus l politeness phenomena status as universal principles of human interaction is reflected in language. societies everywhere, no matter what their degree of isolation or their socioeconomic complexity, show these same principles at work; yet what counts as polite may differ from group to group, from situation to situation, or from individual to individual. issues bearing upon politeness have emerged as being of central interest in sociolinguistics, pragmatics, applied linguistics, social psychology, and conversation analysis. most of the time, people are keeping in touch with others because they live in a society. in a society, there will be many values, faiths, habits, and norms that may different from one to each other. in larger scope, students will face real situation which demand them to be a person who has a good character. how people cope with the society is much affected by their experience and how they interpret the discourse. the students have to get chances to explore their character and applying it. interpreting, which is one of the language skills, emphasizes not only in giving meaning the sentences literally, but also understanding discourses. many words and acts deliver different meaning for the receiver because of the diversity. how students set those discourse can be trained in classroom, by taking part in different environment, roles, profession, and also activities. they should know that the difference will create new discourses also, and improper interpretation will cause misunderstanding and also misperception that may disturb or make the message failed to be revealed. vocabularies bring important message for them who used, because words sometimes aimed to represent someone’s intention. if words given meaning literally without an understanding the discourse, there will be may any unrevealed deep meaning, because words need to be explained pragmatically also, that is the use of understanding many kind of social contextual discourses. interpreting can be said successful, if the text or the discourses is given meaning like it should be so, and people become familiar, understand, and able to perceive the message. interpreting needs a broad knowledge not only about literally, but also social, political, culture, and etc. those aspects help someone to reveal message without bias and judgment, and in interpreting, being objective is necessary. a text or discourse can not be interpreted as the interpreter wish, because it may destruct the meaning. all of us have theories about education, about health, about art; about choose in our life and many topics for ourselves. our theories sometimes are different with the others, but sometimes the opposite. people will always need the others to fulfill their needs. because it is undeniable that human is social being, that cannot life alone. one way to fulfill the need is by socialization that needs communication, both spoken and written. when doing communication, people cannot choose to whom they just want to talk. people with different background or profession, age, sex, will have chance or opportunity to do communication to whoever they meet and get along. even though, some people do communication with those who have the same purpose or at least almost share the same wants, for example; lawyer and judge or suspect, teacher and student, consumer and seller, and many others. individual and social purposes and role relationships are complex and from this we can get many things to discuss. roles are also related to the complicated issues of power and authority. in most academic classrooms students ask questions, and on rare opportunity may be able to negotiate their assignment, but they are seldom able to negotiate class content or grades. in same part of the world, students view this power relationship as icon “students vs. teacher”. the students bring with them their whole experience of learning and of life in classrooms, along with their own reasons for being there, and their own particular needs that they hope to see satisfied. and the teacher brings experience too, of life and learning, and of teaching. but no matter what they all bring, everything still depends on how they react to each other (student to student as well as teacher to student) when they all get together in the classroom. many people agree that learning will be more effective when the learners enjoy the process, and of course, this is not easy as we thought. the success of classroom interaction can not be guaranteed just by exhaustive planning either: if the interaction is totally planned in advance the result is a play-reading, rather than a lesson. interaction, in class or anywhere, has to be managed, as it goes along, no matter how much thought has gone into it beforehand. in a classroom, of course it is usually considered normal for the teacher to ‘run the show’-to make many of the managerial decisions about who should talk, to whom, on what topic, in what language, and so on, but none of this alters the fact that everything depends on the learners ‘cooperation. we all know how easy it is for one or two unco-operative students to spoil everything, to make a classroom a miserable place to work in. in a sense, the learners have power of veto over any of our attempts, as teachers to manage interaction as if we were in sole charge, and their power is still there even if they choose, for the most part, not to use it. there are at least five different things that may access classroom’s success in general, those are: 1. who gets to speak? 2. what do they talk about? 3. what does each participant do with the various opportunities to speak? 4. what sort of atmosphere is created? 5. what accent, dialect, or language is used? (allwright and bailey: 1991) if a student is particularly shy or anxious, teachers may have to work towards a generally more relaxed atmosphere before they can expect the student to be willing to speak in public. given such complications it is hardly surprising that successful classroom interaction cannot be taken for granted, although simply using that language as the medium of instruction does not guarantee that the students get management opportunities, especially if the teacher is very controlling. again, the teacher ‘language’, as we have seen has to interact with the student to implement any plans, and this inevitably means even most detailed and carefully worked out plans will give rise to slightly any subject. talk is one of the major ways that teachers convey information to students, and it is also one of the primary means of controlling learner behavior. usually, as teachers they do so much talking, it will be useful to ask what their talk is like. how this talk will give effect to the students’ point of view about the teacher? if you ask people about the languages they have learned, then you are likely to arouse memories of particular teacher-perhaps of the teacher who first captured their enthusiasm, or of the teacher who effectively killed it off. even young children seem to identify school subjects strongly with the teachers who teach them, and sometimes find it very difficult to like a subject if they do not like the person who teaches the class. it would seem important and helpful, to most people, to be able to get on well with their teacher, to be open to the sort of person that he or she is. although some teachers may infect practically all their students with their own enthusiasm, other teachers may succeed in ruining the experience for practically all theirs. the situation is further complicated by the possibility that students may disagree about their teacher, even within a given class, so that some learners feel unable to get on with a teacher who is clearly very well like by other students in the same class. a teacher may be liked as a person, and well respected as a professional, and yet not teach in a way that suits everybody in the class, to the extent that some students may find teacher quite useless to them. in indonesia there is still many “classroom culture” where the teacher is the one who makes decision, and students must obey it. however, even this does not describe the whole power and status role, this kind of discourse tell us one small part of social language function in academic classrooms. these issues are still very much existed in our surrounding, and power and status are often restraint the purpose of communication. b. literature review in general, people cooperate (and assume each other’s cooperation) in maintaining face in interaction, such cooperation being based on the mutual vulnerability of face. that is, normally everyone’s face depends on everyone else’s being maintained, and since people can be expected to defend their faces if threatened, and in defending their own to threaten other’s faces, it is in general in every participant’s best interest to maintain each other’s face, that is to act in ways that assure the other participants that the agent is heedful of the assumptions concerning face given under above.(brown and levinson,2005). in short, the content of face will differ in different cultures, and face will describe someone’s wants or intention, or people are familiar with facial gestures of speaker or hearer when they are doing communication. fta (face threatening acts) is a situation in which the speaker or hearer/addressee using facial gesture in accompanying their communication to impose or convince the other about his/her wants. these following factors might be resulted by fta; 1. the social distance between speaker and hearer 2. the relative power of speaker and hearer 3. the absolute ranking of impositions in particular culture. redressive action need not of course be verbal. if someone wants to satisfy someone else, he/she may indicate his understanding by bringing a gift or something that make the other pleasant. to show the humble action, people may show the still position or bow in particular culture, anyhow, people will use different strategies to send their “message “ to achieve their goals or wants. the nature of roles. when roles are compared, they are seen to have the following characteristics: 1. they involve different kinds of work and different levels of responsibility. 2. they involve different kinds of relationship and different patterns of interaction and communication. 3. they involve different power relationship. some roles are defined primarily by the work people do. while others are mainly defined by the kind of interpersonal relationships they imply. while it might be assumed that the role of the teacher is primarily an occupational role, predetermined by the nature of schools and of teaching, teachers interpret their roles in different ways depending on the kinds of school in which they work, the teaching methods they employ, their individual personalities, and their cultural backgrounds. also, the teacher need to have interactional competence; knowing the etiquette of classroom interaction, knowing the rules for individual and collaborative work, knowing when to ask and answer questions, knowing how and when to get assistance or feedback in completing a task, and knowing appropriate rules for displaying knowledge.(tikunoff,1985) one distinguishing feature of classroom language is that language is both the goal of the lesson and the means by which this goal is achieved.how teachers modify their language? the teacher has to get the students’ attention, monitor their understanding by constant checking, clarify, explain, define, and when appropriate summarise. other strategies that can be done by teachers suggested by chaudron 1988 are: 1. speaking more slowly. 2. using pause 3. changing pronunciation 4. modifying vocabulary 5. modifying grammar, and 6. modifying discourse c. discussion 1. data collection and analysis. the data of this paper is an advertisement of a washing soap (rinso) which can be described as follows. the first scene is acts where a child (an elementary student) who study hard until late at night and unintentionally make his handkerchief dirty with several numbers because he just study mathematics. he was fall asleep in his chair. and his mother takes this handkerchief and then washes it secretly. next in the morning, there is a mathematics examination, and in the scene, the teacher ( a woman) seems very strict and unfriendly, furthermore when she said “ 10 menit lagi”, all of the students looked very afraid and nervous, and the boy (the main actor of the ads) result many sweat and try to weep them using the handkerchief, but the teacher think that he must be want to be tricky or keeping the answer on the handkerchief, but in fact she was wrong, and the boy deliver a simple insulting smile for the teacher because of her miss prejudice. 2. analysis the teacher’s character is a common description of teachers. strict all the student to be fear, the only decision maker, and what is said is always true. the academic process in class in indonesia is represented in the advertisement, especially in the examination. in the last minutes, teacher will tell the students how much time left, louder voice. even though, if the teacher says the same thing in the flat tone, not louder, the effect will be the same. the students will be nervous and get hurry in doing the examination, because the announcement will be the warning for the students. in the ads, the teacher is a woman, and many people agree that the woman more strict than man. by setting negative face, or threatening face, the student will automatically do not make any move or sound because it can be interpreted as a forbidden. even the teacher does not say that. some meanings or interpretations of threatening acts; 1. order and request 2. suggestion and advice 3. reminding 4. threatening, warning, dares and these are directly damage positive face; 1. apologies 2. acceptance of a compliment 3. breakdown of physical control over body, badly leakage, stumbling or falling down 4. self humiliation, shuffling or cowering, acting stupid, self contradicting 5. confessions, admission of guilt or responsibility 6. emotion leakage; non control of laughter of tears the face that is set by the teacher indicate that she wants her students do the examination by themselves, do not cheat and make any unnecessary movement, her face more or less notice a sign to obey her and just do the examination. on the other hand, the students think that the examination is difficult, and he has limited time to do it, and it made him get perspired, and in case he use the handkerchief. he didn’t think about cheating or something else, but he just weep the sweat on his forehead when the teacher take the handkerchief, of course he was surprisedlike all students, which is called or neared by the teacherand suddenly he remembered that the night before he studied until late at night, and he thinks that the handkerchief might contain some notes about the examination and he was afraid to think that might be happened as the consequence. but his fear was not happened in real life. 3. result from what have been seen in the advertisement the relationship between power and status in the advertisement reflects the relationship between teacher and students which is very clear that the status of teacher are stronger and students have no right to complain or argue because the teacher is the one who should be obeyed and she/he is always right. the description on the other hand will distract the relationship between teacher and student even indirectly if in one chance, the teacher makes mistake – anyhow, teacher is also a human – and if the mistake is associated with the lesson and it’s unsolved – the students will get wrong information. that means a disadvantage from this condition. for further relationship, it might be better if such kind of relationship has different form, that teacher and student is not about high and low position, but facilitator and trainee. this condition might be happened for any other kind of relationship, not just teacher and student. if power and status become a restrain of communication, there should be a different way of thinking between people who want to share the same purpose. they cannot delay or cancel what they want to talk about; even though the speaker and hearer have their own background. people should go back to the purpose of communication and then the communication can run well. the distinction between positive and negative politeness emphases not only marks class from class in hierarchical societies, but also marks different kinds of social roles from one to another. thus we suspect that, in most cultures, women among women have a tendency to use more elaborated positivepoliteness strategies than do men among men. but when they do get interaction with students, not as colleague but as teacher, they will play different role. d. conclusion relationship between people should be something that responsive and communicative. if a kind of relationship gives one side disadvantages there must be something missed in the relationship. most people often do not tell their real intention just because they don’t want to be said impolite, not like other civilized people and prefer to pretend cooperative and permissive. the real is people should respect, understand and able to be cooperative whenever they are doing communication, no matter whomever the people that they talk to. pragmatics is one kinds of means that help people how to cope with other in communication, how people deliver their wants and how people can response to these things, but the most important is how intention from ourselves and how we see the other from our point of view. teacher, like another profession has responsibility and also consequences. teaching is not an easy job, and can be very rewarding when we see our students’ progress and know that we have helped to make it happen. it is true that some lessons and students can be difficult and stressful at times, but it is also worth remembering that at its best teaching can also be extremely enjoyable. how teachers are should be? students will always pay attention to what their teachers wear, say, and they do. but teacher like any other group of human beings, have individual differences. however, one of the things, perhaps, that the differentiates us from some other professions, is that we become different people, in a way, when we are in front of a class from the people we are in other situations, such as home or at a party. everyone switches roles like this in their daily lives to some extent, but for teachers, who we are (or appear to be) when we are at work is especially important. effective teacher personality is a blend between who we really are, and who we are as teachers. in other words, teaching is much more than just “being ourselves”, however much some students want to see the real person. we have to be able to present a professional face to the students which they find both interesting and effective. when we walk into the classroom, we want them to see someone who looks like a teacher whatever else they look like. this is not to suggest that we are in any way dishonest about who we are-teaching is not acting, after all-but we do think carefully about how we appear. an ideal teacher is also demanded to be able in absorb the unexpected events in the classroom and use it for students’ advantages . this is important when we take a look into the purposes of the study, and of course, the teacher can overcome whatever the condition of the students. beside that, teacher is also need to adopt a number of roles in the class, depending on what the students are doing. teacher should know that he/she can act as controller, prompter, and assessor. anyhow, this flexibility will help teacher in facilitating the different stages and facets of learning. how students and teacher relation is important for creating atmosphere in the classroom, and also effect on how their teaching. in the best lessons we will always see a positive, enjoyable and respectful relationship, and it can be the result of the way we listen to and treat the students in our classrooms. students are deserved to be listened, respected, and also recognized. they need to know that their teachers really care to them, and love them. they will feel that the one who can be counted on in school is the teacher. another kind of performance from a teacher is about the task, academically and administratively. in teaching, teacher should prepare themselves well, because when we teaching we have to know what kind of achievement that should be gained by our students. teacher need to keep the record also from what they teach, because it’s important for teacher to try to evaluate how successful an activity has been in term of students’ engagement and learning outcomes. every teacher has their own classes, and how the class is managed depend o the teacher’s skill in doing so, he/she also need to matching task and group that such experiences clearly suggest is that we need to think carefully about matching activities and topics to the different groups we teach. that is why teacher has varies activities and topics over a period of time, for some teachers, students may suggest kind of activities that they want. skill, task, rapport, personality are certain performance that should be fulfilled in describing good teacher, but knowledge of the teacher is also important for them. the more the knowledge they have the more various and subjects to be taught. students have right to expect that teacher of the english language can explain straightforward grammar concepts, including how and when they are used. they expect their teachers to know the difference between the colloquial language that people use in informal conversation and the more formal language required in more formal settings. they also expect correctly and with appropriate intonation. sometimes, the questions are easy, but sometimes are the opposite, and sometimes, irrelevant with what is being discussed in the lesson, but as a professional teacher, he/she should be able to handle such events in the classroom. professional teacher should choose the right material and resources for their students, for example if teacher are using course book, students expect their teachers, of course to know how the material works. their confidence will be greatly enhanced if they can see that the teacher has looked at the material they are using before the lesson, and has worked out a way of dealing with it. equipment which is needed for teaching process, however, we should do everything in our power to avoid being overzealous about the equipment itself. references allwright, dick and bailey kathleen.1991.focus on the language classroom: an introduction to classroom research for language teachers.cambridge university press. john, ann. m. 1997. text, role, and context. cambridge university press. brown, reaelope & levinson, stephen. 1978. politeness, some universals in language usage. cambridge university press. chaudron,c.1988.second language classroom:research on teaching and learning.new york:cambridge university press. levinson, stephen. 1983. pragmatics. cambridge university press. nolan,james.2005.interpretation:techniques and exercises.british library cataloguing radford, andrew & friends. linguistics; an introduction. cambridge university press. richard,jack.1994.reflective teaching in second language classroom.cambridge language education. 208 the implementation of communicative language teaching (clt) to teach spoken recounts in senior high school12 13 eri rusnawati eri_rusnawati@yahoo.com abstrak tujuan dari penelitian ini adalah untuk menggambarkan penerapan metode communicative language teaching/clt untuk pembelajaran spoken recount. penelitian ini menelaah data yang kualitatif. penelitian ini mengambarkan fenomena yang terjadi di dalam kelas. data studi ini adalah perilaku dan respon para siswa dalam pembelajaran spoken recount dengan menggunakan metode clt. subjek penelitian ini adalah para siswa kelas x sma negeri 1 kuaro yang terdiri dari 34 siswa. observasi dan wawancara dilakukan dalam rangka untuk mengumpulkan data dalam mengajarkan spoken recount melalui tiga aktivitas (presentasi, bermain-peran, serta melakukan prosedur). dalam penelitian ini ditemukan beberapa hal antara lain bahwa clt meningkatkan kemampuan berbicara siswa dalam pembelajaran recount. berdasarkan pada grafik peningkatan, disimpulkan bahwa tata bahasa, kosakata, pengucapan, kefasihan, serta performa siswa mengalami peningkatan. ini berarti bahwa performa spoken recount dari para siswa meningkat. andaikata presentasi ditempatkan di bagian akhir dari langkah-langkah aktivitas, peforma spoken recount para siswa bahkan akan lebih baik lagi. kesimpulannya adalah bahwa implementasi metode clt beserta tiga praktiknya berkontribusi pada peningkatan kemampuan berbicara para siswa dalam pembelajaran recount dan bahkan metode clt mengarahkan mereka untuk memiliki keberanian dalam mengonstruksi komunikasi yang bermakna dengan percaya diri. kata kunci: communicative language teaching (clt), recount, berbicara, respon siswa background in learning english, indonesian students are expected to be able to communicate fluently and accurately based on the social context. students are hoped to be able to convey meaning and various spoken text that have certain communicative purpose, text structure and linguistic features as hymes stated (1971) in brown (2007:218) theory of communicative competence that consists of the interaction of grammatical, psycholinguistic, sociolinguistic, and probabilistic language components. it means that speaking is the key competence to develop in 12 penelitian dilakukan di sma negeri 1 kuaro, kecamatan kuaro, kabupaten paser, kalimantan timur. 13 artikel ini ditulis berdasarkan pada tesis pada program pascasarjana pendidikan bahasa dan sastra inggris, universitas negeri surabaya (unesa). http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 209 communication. therefore, pronunciation, structure, vocabulary, content, and fluency are important aspects in communication to acquire speaking competence for students. clt is asking teachers to look closely at what is involved in communication, the goal is to enable students to communicate in the target language and students need knowledge of the linguistic forms, meanings, and functions (larsen-freeman, 2000:134; littlewood, 1981; richards, 2006). recount is one of common text types used in writing. it is the unfolding of a sequence of events over time and reconstruct past experience (derewianka, 2008). similarly, (watkins, 2005) says that recounts are sequential texts that do little more than sequence a series of events. this text genre is proposed to assist students to learn english especially in past tense. many students in senior high school in kuaro of this study indicate that their english ability is still low. it is known from the result of their achievement report last semester and interview from the teacher. it is difficult for the students to make simple past sentences and they are confused in changing the verb form. they study in the conventional way in understanding simple past tense. larsenfreeman (2000) states that teacher is responsible to establish situations likely to promote communication. therefore, teachers should have responsibility in creative way in exploring material to be given to students especially in increasing speaking skill by using recounts. the students actually do not study vocabulary, grammar, fluency, and pronunciation to improve the students‟ speaking capability rather than just following the english lesson. thus, recount was chosen because it is important strategy for the students and it is one of text genres, taught for students in grade ten based on syllabus, using clt method. clt accommodates students to be free in expressing their idea, mind, and feeling without being afraid of making mistakes, especially in learning recounts. where a simple past is a basic structure for recounts, it is not easy for students to explore their opinions in speaking practice. however, clt aids them to still feel free in practicing speaking in the class. errors and mistakes are something that can not be avoided in learning target language, as long as students are brave in speaking practice and the errors can be eliminated in process then it can be accepted. in this semester, there is recount material that should be given to students and this is a chance to increase students‟ linguistic ability in simple past tense by using recount by not disregarding the meaningful communication in the class. a research by sari (2013) focused on the use of clt approach to teach speaking recount text to students of eight graders of smp negeri 2 jombang, by emphasizing the students‟ task, which was in the form of recount monologue speech. they were asked to deliver a monologue speech about their unforgettable experience. the result of their speaking task showed that most of the students could speak fluently, with good organization, pronunciation, performance, and appropriate vocabulary. ozsevik (2010) study showed that turkish efl teachers, whilst aware of the achievements, observe many difficulties in implementing clt in their classrooms. these difficulties stem from four directions, namely, the teacher, the students, the educational system, and clt itself. the results suggest that despite showing keen interest in change and being eager to identify clt, turkish teachers http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 210 are not rather optimistic about the complete adoption of clt. thus, only by overcoming the difficulties from those four sources and by establishing more favorable conditions for the implementation of clt can teachers truly benefit from clt in their english classrooms. in addition, ahmad and rao (2013) conducted a study of applying clt method in teaching english as a foreign language. the study focused on investigating the comparative usefulness of the grammar translation method and communicative language teaching approach in teaching english at the intermediate level. the result found that the communicative approach is better than the traditional method in teaching english at the higher secondary level in pakistan. from the previous studies, it is clear that one study focused on the use of clt in a matter of speaking recount skill using monologue speech. another study found the difficulties in applying clt in the classroom; and last study found that using communicative approach was better than traditional method. however, the present study focused on implementing clt in teaching recount texts in senior high school. the study investigated the activities of students of grade ten. according to yule (2001:6) language is as a tool of communication because “(i)nteractionally, spoken language is intended to maintain social relationships, while transactionally, it is meant to convey information and ideas.” the research questions formulated based on the background above are: 1. how does the teacher implement clt to teach spoken recounts to students in grade ten of sma negeri 1 kuaro? 2. how do the students respond to the use of recounts in clt speaking? research method research design of this study is descriptive qualitative in the implementation of communicative language teaching (clt) to teach spoken recounts in senior high school. the study described speaking learning activities through recounts, which were used by senior high school students. in conducting the research, research design plays an important role in obtaining data. it is the way to gain information from the subject. in the case of this study, describing and investigating speaking learning by recounts, which were used by senior high school students, in natural setting became the main concern. the qualitative research has a natural setting. in this study, the observer came into the classroom to observe the learning process, to interview the students to get information deeply and to describe the speaking learning activities used by them. the subjects in this study were 34 of tenth grade, 17 males and 17 females. the range ages are 16 – 17 years old homogenous in their ages, ability in english, types of speaking learning strategies and achievements in english. they have an equal chance of being selected. homogenous purposive sampling was used in this study. ary (2010:430) states that homogenous sampling selects a group that is considered homogenously in attitudes, experiences, and so on. in obtaining the sample, time, money, and effort become consideration. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 211 research was conducted for five meetings. the first meeting started on november 2015. to find out in detail about the schedule of the research, see the table 1 below. table 1: research time table meetings date topic 1st monday, november 9, 2015 pre research observation 2nd thursday,november 12, 2015 telling holiday 3rd monday, november 16, 2015 role-play of news report 4th thursday,november 19, 2015 making a cup of tea 5th friday, november 20, 2015 post research observation from the table, it can be seen that there are five meetings in this research. first meeting was at 9 november 2015. the activities were doing pre observation, distributing questionnaires, and administering pre-test. second meeting was actually the first meeting in implementation phase, on thursday 12 november 2015. this meeting was used to teach recounts with a topic “telling holiday” through presentation followed by discussion. third meeting was on monday16 november 2015 as the second implementation of clt in the class; the topic was reporting news of accident in mecca. fourth meeting was on thursday 19 november 2015 as the third implementation of clt in the class. the topic was doing procedure of making a cup of tea. the last meeting was the fifth meeting on friday 20 november 2015; a post-test was done to know the result of the implementation by gaining the last data. the data of this study were the students‟ verbal activities while using recounts in learning speaking. the verbal data were in the form of sentences they made and utterances of the students while they were using the recounts in the class. in this study, the researcher used observation. according to creswell (2012:213), “an observation is a process of collecting data and information by observing people and places at the research site”. an observation technique is technique which is performed during an observation. the researcher has observed the teaching-learning process from beginning to the end of the activity. field notes were use during the observation. data analysis was used to verify the research data, in answering the research questions. the data were analyzed inductively. the data of the observation, questionnaire, students‟ task-assessment of speaking, interview and document data-lesson plan were used to describe what was happening in the classroom during the learning process. the data were used to find out and proof which recounts used by students in mastering speaking. according to matthew b. miles (2014) qualitative data analysis consists of three concurrent flows of activity: (1) data condensation, (2) data display, and (3) conclusion drawing/verification. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 212 research findings before the implementation was applied in the class, it was found that the students were not attractive in joining the class activities, not confident in involving the speaking tasks, and not having good speaking ability. it happened because they never got a different way in learning english. it was the condition that triggered the researcher to conduct the research in order to find a way to give a different learning experience and help students to increase their speaking ability. therefore, clt was chosen to be a way as the implementation in up-grade students‟ spoken recount. this research was done completely and found some findings, which were important for the students and teacher. the findings were about the implementation of clt to teach spoken recounts in grade ten of senior high school and students respond of clt in the class. the implementations of clt in teaching speaking in the class, available as parts of recount topics, included three activities (1) students‟ presentation and discussion activities in telling holiday, (2) role-play in reporting news activities, (3) group work in procedural activity. steps in implementation clt consists of three stages. the first stage is opening. in the opening stage, the teacher greeted the students cheerfully by saying salam and then asked the class leader to start the class by praying. after that, the teacher checked the students‟ presence by calling their name and continued the class by recalling their memory about recounts. at the second stage, the teacher explained recounts and elaborated it by giving some examples in making the recounts, and then explained the concept recounts, by inviting the students to play questioning-and-answering game. the teacher explained the recounts by choosing a certain topic. it told about students‟ holiday. students wrote an experience story about that topic in minimally three paragraphs by using recount‟s generic structure. after that, the teacher checked their works and gave a feedback. students checked their vocabularies on the dictionary and discussed with their friends. they presented one by one in front of the class about 5 minutes. other students gave questions related with their topic from their friends and the teacher was the mediator in their conversation. in closing the stage, the teacher gave a review of today‟s topic and then gave a feedback to the students‟. students‟ responses are the crucial result to know the implementation of clt in the class. it was that teaching spoken recount by using clt with presentation followed by discussion made students confidence and fluent in conversation. this finding affects students‟ psychological condition to the next activities. clt helped them to express their idea, mind, and feeling with low hesitation. the students looked enjoy in practicing the role-play. from role-play activity, the students getting more confidence and they were more expressive in practicing their english. clt lead them in applying spoken recount even mistakes occurred but not in main tense, simple past. all the students enjoyed the class. they gained knowledge about recounts that applied in speaking, and their confident in speaking in front of other students increased. they had courages to ask questions and give answers in front of the http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 213 class. finally, clt method has already chosen to be the method to overcome all of the students‟ problems. it assisted them to have a better ability in speaking. discussion teaching recounts that should be practiced in speaking was not an easy thing because students should learn the recounts structure then used it in presentation. implementing clt in this activity helped the students indeed, especially in conducting discussion rathegivr than the presentation session. the target language system will be learnt best through the process of struggling to communicate. it means that even they were doing effort hardly in understanding speaker‟s language and responding it; at least they could get the message and acquire new knowledge within the communication. their speaking had some errors grammatically but because meaning is paramount, then their discussion could run well and teacher mediated them to understand the topic. applying clt allowed them to speak without worrying in making mistakes. because communicative competence is the desired goal (i.e., the ability to use the linguistic system effectively and appropriately) in clt then making mistakes in writing is tolerated but in a condition, there should be a feedback. making mistakes is actually as a part of learning in using the language, using the linguistic system effectively and appropriately in a sentence. this is done to produce a meaningful discourse in a communication. even though clt is focusing on the mean of communication, it does not mean to disregard a structure in a sentence. structure contributes much in making meaningful communication. spoken recount needs a past form and if students cannot produce a past form sentence to convey their idea; then it can be said as a failure in conducting a purposeful communication, because mistakes and errors happened among them then teacher should provide a feedback. feedback given to students is in order to counter their mistakes and errors, to remind them a form in recounts and to avoid it become fossilization. feedback is given in a matter of how language is used in conversation. it was done when they conducted their presentation, had a discussion, or practiced procedural recounts. feedback was given by not directly blame them but more to conduct an asking and answering form. it means teacher gave a chance to students to answer and negotiate their answer with their understanding. clt has deep roles in assisting students to express their imagination, due to clt allowing any device that helps the learners according to their age, interest, etc. the use of students‟ native language is accepted where it is feasible. reporting news was something new for the students. they only see the job application on television but practicing it without pressure will make them flow in expressing their selves and can understand how it feel to be a news reporter. as the main concept of clt; comprehensible pronunciation is sought. based on this statement, the procedure of making a cup of tea was well written in a paper but it might be improvised well in practice. they practiced, as it is a part of communication so the effective communication is sought. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 214 savignon (2006:209) states that, “the essence of clt is the engagement of learners in communication in order to allow them to develop their communicative competence”. involving students in class activities actually is a way to lead them to the venue of communication in order to develop their communication competence. teaching spoken recount in the class to students is following the steps in teaching process as written in lesson plan. there are three main activities; opening, main, and closing activity. teachers apply those steps of activities in the class in implementing clt in teaching spoken recount. in clt, the communicative activities are functional communicative activities and social interaction activities (richards, 2006). students‟ ability to build a discussion gives impact to them. pairs feedback is known to influence their next works in making written recount. then this also influences their awareness in practicing spoken recount. a way to transferring a written text into speaking is honestly not easy for the students. their difficulties involve within are making a recounts that should be follow the generic structure in making it, then compose sentences into paragraph, next is delivering systematically idea based on the topic given, then practice it into speaking, which is some components that influence to have good speaking. from memorizing idea, delivering the idea, and making good performance. finally, good performance in applying recounts in speaking is not disappointing. they practice in front of the class personally, or in pairs and group can be said good. moreover, they enjoy the class. their smile shows the joyful class. according to mary spratt (2005:34) “speaking is a productive skill, like writing. it involves using speech to express meanings to other people”. we learn a language, native or foreign, for communicative purposes. people speak to maintain existing social relationships and to make new ones. students involved both speaking and writing skills. students were stimulated to express what was stated in mind as their idea in spoken and written is as a product to simplify and make the formal saying process. then a way in asking students to prepare their speaking by making the written script was accepted because written script help students to organize their speech. students had opportunity in conducting presentation. they might feel how to do improvisation in front of the class. based on the students response data result showed that most students were exiting in doing the performance. the performance of students actually is as a venue to explore what they want to say by managing it in written script. students‟ characters of senior high school grade x are creative, impressive, and energetic. these conditions boosted them to enjoy the class actively, and easily helped the teacher to create clt activities in the class. by choosing presentation followed by discussion, it was an activity that proven could encourage students‟ spoken recount. it was that teaching spoken recount by using clt with presentation followed by discussion made students confidence and fluent in conversation. this finding affects students‟ psychological condition to the next activities. clt helped them to express their idea, mind, and feeling with low hesitation. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 215 clt method was chosen to be the method to overcome all of students‟ problems assisted them to have better ability in speaking. generally, all students enjoy the class, they gained knowledge about recounts that applied in speaking, and their confident was increase to speak in front of other students. therefore, varieties activities are needed to give different experience in learning. from role-play activity, the students getting more confidence and they were more expressive in practicing their english. clt lead them in applying spoken recount even mistakes were occurred but not in main tense, simple past. errors are accepted as it was still can be meaningful contextually, but students still get feedback from teacher. their spoken recount were getting better, they looked more cheerful, expressive, and confident. their fluency flew better and encouraged them to speak outside of the class. joyful learning in clt implementation directed students to study spoken recount happily. this feeling made them felt free in presenting the recount. mistakes are tolerated as long as they could construct meaningful speaking and discussion. students‟ involvement in the class is also good. they participated in joining the pair or group work task. they were active in asking and answering the teacher or the presenter. they looked confident in performing the presentation start from individually or group work. the students‟ presenting in front of the class by bringing their script, it is allowed for the students in order to deliver their idea. they realized that transferring recounts into speaking were not simple; therefore, pauses sometimes happened in the middle of their presentation. they were struggling to present it better and he succeeded in doing the presentation. conclusion the main communicative language teaching principle in this research is applying the clt basic components; mechanical, meaningful, and communicative practices, which are implemented in the class. those components are basic of clt in teaching practice in the class, especially for recounts. students are enhanced to be active in the class by applying those components of clt. to get deeper how the basic components applied in the class, the teacher divides the teaching process into three phases; first phase for opening, second phase for main activity, and third phase for closing. all topics and activities, which include in those phases lead students to do spoken recount. topics prepared for the students that manifest the clt were “retelling holiday”, conducting role-play as news host for “accident in mecca”, and doing procedure of “making a cup of tea”, which are supported with various activities. those topics were run well in the class and help the students to have good performance in speaking. clt releases students to practice their speaking in the class by putting contextualization as a basic premise. by giving different learning experiences, students will attempt to communicate from the very beginning phase even translation maybe used in acquiring the target language meaning. the performance of speaking is measured by giving score on grammar, vocabularies, http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 216 pronunciation, fluency, performance, and comprehension. it can be said success if the score accomplish the passing grade from the school (score 70). because recount means facilitating students to text and conveying it through speaking in order to make listener understand the message in the conversation then making written script is a way to express students mind and organize their idea more systematic. the script, which represents students‟ idea, will be presented through speaking in those three activities above and by this clt helps students to have the effective communication. from the result discussed, it can be seen that the students have good progression in all aspects of speaking skills. it clarifies students‟ significant progress in the class through all activities. in presentation activities, students‟ grammar achievement is lowest. based on 3 activities given to students; presentation, role-play, and making procedure acquired result that only 17 students who get 70 above because the students still cannot adapt and apply the grammar in use but for other activities. even, the result of presentation of the students was low but the students speaking performance generally are very good, as a proof that most students got above the minimum score, but in pronunciation, fluency, and performance most students get 70 above, it is because students has already get exposed by the clt implementation. put in briefly, clt boosts students spoken recounts ability by giving students different experience in learning, stimulate students to use grammar in conversation naturally, to conduct meaningful conversation and build a communicative talk in the class. references ahmad, saeed, & congman rao. 2013. applying communicative approach in teaching english as a foreign language: a case study of pakistan. porta linguarium no. pp. 187-203. brown, h. douglas. 2007. principles of language learning and teaching. new york: pearson education. creswell, john w. 2012. educational research: planning, conducting and evaluating quantitative and qualitative research (fourth ed.). massachusetts: pearson education, inc. derewianka, b. 1990. exploring how text works. sydney: primary english teaching association. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 217 derewianka, franches christie and beverly. 2008. school discourse. london: continum international publishing group. larsen-freeman, diane. 2000. technique and principle in language teaching. new york: oxford university press. littlewood, william. 1981. communicative language teaching. uk: cambridge university press. mary spratt, alan pulverness and melanie williams. 2005. speaking. matthew b. miles, a. michael huberman & johnny saldana. 2014. qualitative data analysis: a methods sourcebook (third ed.). los angeles: sage publications, inc. ozsevik, zekariya. 2010. the use of communicative language teaching (clt): turkish efl teachers' perceived difficulties in implementing clt in turkey unpublished thesis, university of illonois urbana-champaign. richards, jack c. 2006. communicative language teaching today new york: cambridge university press. richards, jack c., & rodgers, theodore s. 1986. approaches and methods in language teaching: a description and analysis. new york: cambridge university press. sari, ratna. 2013. the use of communicative language teaching (clt) approach to teach speaking recount text to eight grade students of smpn 2 jombang. unpublished undergraduate thesis, surabaya state university. savignon, sandra j. 2006. beyond communicative language teaching: what‟s ahead? journal of pragmatics vol. 39 no. pp. 207-220. doi: http://dx.doi.org/10.1016/j.pragma.2006.09.004 watkins, petter knapp & megan. 2005. genre, text, grammar. sidney: university of new south wales press ltd. yule, george. 2001. the study of language. cambridge: cambridge university press. http://jurnal.unimus.ac.id http://dx.doi.org/10.1016/j.pragma.2006.09.004 http://jurnal.unimus.ac.id page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 integrasi pengajaran grammar dengan an inspiring song & game-based lesson for young learners bagi siswa kelas 5 sd supriyadi semarang oleh: ririn ambarini, s.pd., m.hum. * anggarani wilujeng, s.s., m.hum. ** abstract teaching english to young learners especially for elementary school students will be different from teaching high school students. the activities of teaching english for young learners in elementary schools should be based on the teaching of english that is fun and exciting for young learners. moreover in giving the english activities, an english teacher should not five the explanation of gramm in the form of formula, sentence pattern or even language rules that have to be memorized by students. grammar should be taught to the students integrated with vocabularies in the form of statements; for example, grammar can be taught in the form of communicative questions directly given to the students. so it will be more useful if students experience the language than learn it. songs and games can be integrated in teaching grammar to young learners and those are kinds of teaching media that can be used to enhance students’ understanding on the language and learning the english language. this research is an action research that undergoes two cicles. in the first cycle, it was found that the average score of the students when they were taught grammar that was dominated by the use of lks books is 72.06. it means the percentage of stundents’ capability in learning grammar is 70%. and in the second cycle, it was found that the score of the students in learning grammar that was already integrated with songs and games is 89.81. it means that the percentage of the students’ ability in mastering grammar is 80%. it can be concluded that teaching grammar that is integrated with songs and games is very effective to make the young learners interested in learning english without being realized that they are still learning. in this case, the english teachers should be active enough in choosing the songs that are adjusted with the needs of the students. key words: teaching, grammar, games, songs, young learners, creative, communicative. a. pendahuluan ila kita membicarakan pembelajaran bahasa inggris untuk anak atau yang biasa disebut eyl (english for young learners), kita perlu memahami siapa yang kita maksud dengan siswa eyl. yang dimaksud sebagai pembelajar muda usia di sini adalah siswa sekolah dasar yang berusia antara 6-12 tahun. mereka dapat dibagi menjadi 2 kelompok, yaitu younger group (6-8 tahun) dan older group (9-12). * penulis adalah staf pengajar di ** penulis adalah staf pengajar di fbba unimus b menurut jenjang kelasnya, mereka bisa disebut anak-anak lower classes, yaitu anak kelas 1, 2, dan 3 serta upper classes siswa kelas 4,5, dan 6. sementara itu, scott dan ytreberg (1990) membagi mereka dalam kelompok level one atau tingkat pemula (5-7) dan level two (810). kelompok level two juga disebut beginners jika mereka baru mulai belajar bahasa inggris pada usia itu. di sd supriyadi dimana penulis melaksanakan penelitian action research para guru bahasa inggris telah melaksanakan tugas pengajarannya seperti apa yang seharusnya di ajarkan untuk anak usia sekolah dasar. para guru telah melaksanakan pengajaran tata bahasa (grammar) yang berbasis fun and interesting for young learners yaitu menerapkan permainan atau games dalam pengajaran bahasa inggris. akan tetapi kelemahan yang penulis lihat dalam proses pengajaran para guru bahasa inggris di sd supriyadi adalah kurangnya content dalam penyampaian materi sesuai bahasan yang diajarkan (graham, 2003:45). dengan pengajaran tata bahasa yang di interigasikan dengan an inspiring song&game-based lesson for young learners, siswa akan lebih termotivasi untuk belajar bahasa inggris, dan karena atmosfer dari pembelajaran yang menyenangkan dan menarik siswa akan lebih percaya diri dan merasa diri nya jauh dari rasa takut ataupun gelisah untuk selalu aktif berpartisipasi dan berkomunikasi dengan guru ataupun teman-teman dalam aktifitas-aktifitas pembelajaran bahasa inggris. b. rumusan masalah permasalahan yang akan diangkat dalam penelitian ini adalah: 1. bagaimanakah integrasi pengajaran tata bahasa (grammar) dengan an inspiring song & game-based lesson for young learners yang berkualitas? 2. seberapa jauhkah integrasi pengajaran tata bahasa (grammar) dengan an inspiring song & game-based lesson for young learners yang berkualitas terhadap pencapaian hasil belajar siswa? c. tujuan penelitian 1. untuk mengetahui integrasi pengajaran tata bahasa (grammar) dengan an inspiring song & game-based lesson for young learners yang berkualitas, dan 2. untuk mengetahui integrasi pengajaran tata bahasa (grammar) dengan an inspiring song & game-based lesson for young learners yang berkualitas terhadap pencapaian hasil belajar siswa. d. manfaat penelitian 1. dosen dosen sebagai salah satu elemen penting dalam proses belajar mengajar diharapkan mampu memberikan gambaran serta dukungan kepada mahasiswanya yang kelak menjadi guru untuk selalu mempraktekan tehnik pengajaran bahasa inggris bagi pembelajar muda yaitu siswa sekolah dasar yang berkualitas dan yang berbasis fun and exciting atmosphere. 2. mahasiswa mahasiswa dapat meningkatkan kemampuan latihan pengajaran atau microteaching semaksimal mungkin sehingga pada saatnya nanti mampu menerapkan pengajaran bahasa inggris yang berkualitas di dunia kerja yaitu dunia pendidikan. 3. guru guru akan lebih dapat meningkatkan kemampuan dan juga keahlian dalam pengajaran bahasa inggris khususnya pengajaran tata bahasa (grammar) yang di interigasikan dengan an inspiring song & game-based lesson for young learners untuk menciptakan suasana pembelajaran yang fun and exciting bagi pembelajar muda khususnya siswa sekolah dasar. e. kajian pustaka 1. pengajaran bahasa pengajaran bahasa inggris adalah suatu proses yang kompleks yang di konseptualkan ke dalam sejumlah cara-cara pengajaran. secara tradisional, pengajaran bahasa dapat didiskipsikan sebagai cara bagaimana guru bertindak dan bertingkah laku saat membawakan pengajaran bahasa di kelas dan segala tindakan dan perilaku guru dalam pengajaran akan membawa pengaruh pada anak didiknya ( richards and lockhart, 1996:29). pengajaran tidak bisa di definisikan secara lepas dari pembelajaran. pengajaran adalah membimbing dan memberikan fasilitas terhadap pembelajaran, membuat pembelajar mampu untuk belajar, serta menciptakan setting untuk kondisi pembelajaran (brown, 2000:7). 2. pengajaran english for young learners (eyl) sebagai pelaksana dan pembimbing yang mempunyai hubungan yang hangat dengan siswa dapat menciptakan situasi pembelajaran yang menyenangkan. sebagai helper, guru eyl siap membantu kesulitan anak didik. sebagai model, guru memberi contoh dalam menggunakan bahasa inggris. sebagai fasilitator, guru memfasilitasi apa yang diperlukan siswa dalam proses pembelajaran bahasa inggris. sebagai pengambil keputusan. guru tidak hanya mengajar, tetapi dia juga yang mengambil keputusan metode apa yang paling tepat untuk anak didiknya, kegiatan belajar apa yang harus diberikan. seorang guru eyl yang baik paham apa, bagaimana, dan kapan mereka harus melakukan sesuatu (chodidjah, 2000). 3. pengajaran tata bahasa (grammar) pengajaran untuk pembelajar muda yakni anak usia sekolah dasar akan sangat berbeda sekali dengan pengajaran untuk anak usia menengah. dalam hal ini segala kegiatan guru bahasa inggris di sekolah dasar sebaiknya selalu berbasis pengajaran bahasa inggris yang fun and exciting bagi pembelajar muda. karena anak usia sekolah dasar selalu bercirikan bahwa mereka menyukai segala kegiatan yang menyenangkan dan menarik bagi diri mereka. grammar sebaiknya diajarkan dalam bentuk terintegrasi dengan kosakata dalam kalimat pernyataan, misalnya sebagai pertanyaan komunikatif dalam bentuk tanya jawab, dan dalam wacana yang langsung diberikan sebagai suatu bentuk bahasa yang utuh dan bermakna. anak-anak perlu diberi kesempatan untuk menggunakan bahasa yang bermakna dengan menggunakan butirbutir tata bahasa yang harus diajarkan (fillmore, 2000:43). 4. songs and games a. nyanyian (songs) nyanyian adalah serangkaian kata-kata yang dilagukan dengan irama dan nada tertentu. dengan menyanyikan lagu, guru mengajak siswa untuk melakukan kegiatan yang ada hubungannya dengan kehidupan sehari-hari. mengapa lagu dipilih sebagai salah satu teknik yang ampuh untuk belajar bahasa inggris bagi anak? lagu dan irama merupakan bagian penting dari kehidupan anak-anak dan juga merupakan alat atau media pembelajaran bahasa untuk anak (graham, 2003:55). b. permainan (games) apakah permainan atau games? khan (1991) menyatakan, permainan adalah aktifitas yang dilakukan berdasarkan aturan tertentu. anak bermain karena mereka senang. anak belajar melalui permainan. pada saat mereka bermain bersama, anak berinteraksi satu dengan yang lain. dalam interaksi tersebut, keterampilan berbahasa dapat dibangun, terutama menyimak dan berbicara. para guru yang mengajar atau akan mengajar di tingkat sekolah dasar, perlu tahu bagaimana menyajikan kegiatan yang disenangi anak-anak yaitu dalam bentuk nyanyian seperti yang disebut di atas dan permainan (games). 5. integrasi pengajaran grammar dengan songs and games berdasarkan penelitian, sebelum pembelajar muda mencapai usia sebelas atau duabelas tahun maka apa yang disebut sebagai pemperolehan bahasa kedua yaitu dalam hal ini adalah bahasa inggris, maka pemperolehan akan tetap sebagai pemperolehan (scott thornbury, 1999:138). oleh karena itu, suatu bahasa yang baru akan lebih bagus kalau dialami atau siswa di kenai pengalaman daripada dipelajari. songs and games memberikan penawaran sebagai alat yang bisa menambah pemahaman bahasa yang sangat tinggi dalam pembelajaran bahasa. sebagai contoh, untuk siswa kelas 3 sekolah dasar, unit 5 tentang family guru hendak menyelipkan tata bahasa atau grammar tenses yaitu simple present, guru mengkreasikan lagu yang sudah cukup dikenal anak-anak yaitu “aku seorang kapiten” untuk dipakai nadanya sedangkan lirik lagu guru menciptakan sendiri (ambarini, 2011:24). i have a happy family  aku seorang kapiten we are father and mother  mempunyai pedang panjang also sister and brother  kalau berjalan prok-prok-prok we are together happier  aku seorang kapiten f. metode penelitian 1. latar belakang penelitian sd supriyadi semarang adalah institusi yang menjadi objek dalam penelitian tindakan kelas ini yang beralamatkan di jl. supriyadi no.11-13. didirikan pada tanggal 24 desember 1988 oleh bapak panut, kepala bank bpd pada waktu itu dan sekarang dikelola oleh yayasan islam al-fallah. berbagai fasilitas yang mendukung proses kbm di sd supriyadi semarang diantaranya adalah tv, cd player, kelas ber-ac, perpustakaan, computer, lcd, ohp, alat peraga sesuai mapel, dll. 2. subjek penelitian subyek dari penelitian ini adalah guru bahasa inggris dan siswa kelas 6 sd supriyadi semarang. penulis memilih guru bahasa inggris dan siswa sd supriyadi semarang karena sekolah tersebut dianggap memerlukan perbaikan dan perubahan dalam pengajaran tata bahasa (grammar) yang di integrasikan dengan songs and games. pada saat melakukan observasi kelas guru bahasa inggris di sd supriyadi masih menerapkan beberapa tehnik pengajaran yang kurang dalam content dan juga penyampaian sehingga kemampuan siswa dalam penangkapan ataupun partisipasi serta produksi menjadi kurang. 3. prosedur penelitian tindakan kelas menurut kemmis dan mctaggart (dalam burns, 2010:8), penelitian tindakan kelas melibatkan empat tahap utama dalam lingkaran penelitian; (1) perencanaan (planning) , (2) tindakan (action), (3) observasi (observation), dan (4) refleksi (reflection). tahap yang pertama merupakan tahap spiral yang berkelanjutan yang dapat di ulangi dan diulangi lagi sampai peneliti dapat mencapai hasil yang memuaskan dan merasa sudah waktunya untuk berhenti. model dari penelitian tindakan kelas diilustrasikan melalui diagram berikut ini. figur 1 model penelitian tindakan kelas oleh kemmis dan mc taggart (dalam burns, 2010:9) 4. teknik pengumpulan data kuantitatif data oleh peneliti diperoleh dari lesson plan dan worksheet serta lembar aktifitas yang telah dipersiapkan guru, dan juga hasil dari worksheet yang telah dikerjakan siswa untuk mengetahui sejauh mana output dari siswa atas input yang diberikan selama proses belajar mengajar. peneliti memperoleh data kualitatif dengan menggunakan observasi, catatan lapangan, perekaman proses kbm, serta wawancara. 5. teknik analisa data untuk menganalisa data kuantitatif, peneliti akan melakukan beberapa penilaian dari hasil kerja siswa yang telah mengerjakan lembar kerja yang telah dipersiapkan guru bahasa inggris. setelah skor individu siswa diperoleh, peneliti kemudian mencari nilai ratarata dari semua skor dengan menggunakan formula berikut ini: n x x  dimana: x skor rata-rata  x skor total n total sampel (sudjana, 2002:67) setelah menemukan rata-rata dari semua skor siswa, hasilnya akan disimpulkan berdasarkan criteria berikut ini: tingkat penguasaan predikat 80-100 sangat baik 66-79 baik 56-65 cukup 40-55 kurang 30-39 gagal (arikunto, 2002:245) g. hasil penelitian dan pembahasan 1. hasil penelitian kemampuan siswa berpartisipasi dalam grammar activities dalam penelitian ini, subyek penelitian adalah siswa kelas 5 di sd supriyadi semarang. alasan pemilihan siswa kelas 5 sebagai subyek penelitian adalah berdasarkan data yang diperoleh, kelas 5 adalah kelas yang spesial karena siswa di kelas tersebut mempunya karakteristik yang berbeda dari kelas kelas lain di sd tersebut. kelas ini dikategorikan sebagai kelas yang besar dan juga gaduh dimana para siswanya sangat aktif dan mudah bosan jika pelajaran ataupun kegiatan pembelajaran disampaikan secara monoton ataupun tidak menarik bagi mereka. jumlah siswa di kelas 5 adalah 46 siswa. perencanaan / planning ada beberapa persiapan yang harus dilakukan oleh peneliti sebelum melaksanakan tiap siklus. 1. membuat skenario kelas. 2. mempersiapkan materi materi untuk kegiatan belajar mengajar dalam bentuk kegiatan pembelajaran grammar yang diintegrasikan dengan permainan dan lagu. 3. menentukan waktu atau jadwal pelaksanaan penelitian. 4. mempersiapkan diari penelitian. 5. mempersiapkan post-questioner. dalam fase ini peneliti merencanakan segala kegiatan yang akan dilakukan di fase berikutnya (tindakan/action). peneliti juga mempersiapkan segalamaterialdan instrumen yang akan digunakan untuk mengumpulkan data. ada dua topik yang akan didiskusikan dalam pertemuan-pertemuan dengan siswa kelas 5. kedua topik tersebut adalah ‘like and dislike’ dan ‘thank you’. alat bantu mengajar yang akan digunakan dalam proses pembelajaran sebaiknya terkait. guru bahasa inggris bisa menggunakan gambar atau realia untuk membuat proses belajar mengajar menyenangkan dan menarik bagi siswa sekolah dasar yang masuk dalam kategori pembelajar muda. tindakan / action 1. topics: like and dislike berdasarkan topik ‘like and dislike’, guru bahasa inggris menggunakan tehnik pengajaran ‘in group conversation’ dan juga ‘in pair conversation’. dalam kegiatan pembelajaran ini, media yang digunakan adalah gambar dan realia. penggunaan gambar dan realia sangat membantu pemahaman siswa atas apa yang mereka bicarakan dalam percakapan mereka karena mereka melihat objek secara langsung melalui media gambar ataupun realia. media gambar juga sangat membantu pemahaman siswa akan pengetahuan mereka atau ‘previous knowledge’ tentang hal hal yang terkait dengan topik sebelum mereka mengalami atau mengikutinya bersama guru di kelas. misalkan, guru bahasa inggris memperlihatkan sebuah gambar berukuran besar kepada seluruh siswa dikelas sebagai ‘motivating strategi’ yaitu untuk memberikan siswa motivasi sebelum materi inti disampaikan siswa sehingga mereka mempunyai rasa ingin tahu yang tinggi tentang apa yang akan mereka pelajari hari ini. berdasarkan illustrasi dari ‘motivating strategi’ diatas, bisa diketahui bahwa pada dasarnya ada beberapa siswa yang kemungkinan sudah mempunyai sedikit banyak pengetahuan yang terkait dengan materi yang akan diajarkan oleh karena itu penting bagi guru untuk menyajikan tahap ‘motivating strategi’ dalam proses belajar mengajar. kemudian guru menuliskan apa yang siswa sampaikan di papan tulis kemudian diikuti dengan pengucapan dan pengejaan yang benar dari kosa kata yang telah disampaikan siswa terkait dengan topik ‘like and dislike’. hal ini akan memicu kebanggaan sekaligus motivasi bagi siswa untuk aktif berpartisipasi. kemudian kegiatan dilanjutkan dengan ‘song’ atau nyanyaian yang terkait dengan topik ‘like and dislike’. guru bahasa inggris menulis lirik lagu di papan tulis untuk dinyanyikan bersama sama dan menggaris bawahi hal hal yang kemudian dilanjutkan dengan pertanyaan. 2. topics: saying thank you pada siklus pertama, guru banyak menggunakan latihanlatihan yang cukup bervariatif dan didukung dengan gambar yang menarik. akan tetapi kegiatan yang didominasi hanya dengan penggunaan buku teks ternyata kurang menarik kalo diterapkan selama satu pertemuan penuh dengan siswa. sehingga ketika diadakan evaluasi pun nilai dari siswa tidak semuanya bisa di atas 80%. oleh karena itu pada siklus kedua, kegiatan pembelajaran untuk siswa banyak melibatkan kegiatan fisik dalam bentuk permainan dan lagu. ketika pertemuan pembelajaran berlangsung maka sebagai pembukaan guru mengechek daftar hadir siswa. kemudian guru mengutarakan tentang tujuan objektif pembelajaran yaitu pada akhir pembelajaran diharapkan siswa dapat mengutarakan ungkapan terima kasih atau ‘thank you’ dalam bentuk percakapan dalam group ataupun berpasangan. untuk menarik minat para siswa supaya lebih bersemangat, guru memutarkan lagu bertemakan terima kasih. guru membagikan teks lagu tersebut ke siswa, dan meminta mereka menggaribawahi barang barang apa aja yang ada dilagu dan bagaimana ungkapan terima kasih itu dilakukan. kemudian, bersama-sama seluruh kelas menyanyikan lagu tersebut. kemudian, sesi selanjutnya adalah guru memberikan contoh contoh bagaimana penggunaan ungkapan rasa terima kasih dalam bentuk percakapan. guru menugasi para siswa untuk menggunakan barang pribadi mereka yang mereka bawa kemudian sebagai model guru dan siswa berinteraksi dalam bentuk percakapan sebagai model untuk seluruh siswa bagaimana mengucapkan terima kasih ketika kita meminjam barang orang lain. selanjutnya, untuk memotivasi siswa supaya lebih aktif dalam berpartisipasi untuk melaksanakan kegiatan percakapan, guru menunjuk dua orang siswa untuk melakukan percakapan saling meminjam barang dan menggunakan ungkapan rasa terima kasih dalam percakapan tersebut. setelah para siswa berlatih menggunakan barang-barang di sekitar mereka, serta dengan barang barang tersebut mereka saling meminjam dan mengucapkan rasa terima kasih, maka sesi selanjutnya adalah evaluasi untuk menilai pemahaman siswa terhadap penggunaan ungkapan terima kasih. dalam evaluasi ini siswa ditugasi untuk membuat kartu ucapan terima kasih dimana sebelumnya guru memberikan kisi kisi bagaimana ‘thank you card’ itu dibuat. secara bersama-sama guru bersama seluruh siswa membuat ‘thank you card’ di papan tulis yaitu ucapan terima kasih atas bantuan ataupun barang atau benda yang diberikan seseorang kepada kita. observasi / observation hasil dari observasi 1. guru dapat melakukan ‘motivating strategy’ dengan sangat baik. dia dapat memancing para siswa untuk mengekspresikan mengeluarkan pendapat berdasarkan pengalaman yang pernah diperoleh sebelumnya di luar pelajaran tersebut. sebagian siswa mampu menggunakan ungkapan ‘like and dislike’ serta ‘saying thank you’ ketika berinteraksi dengan guru. sebagian siswa juga mampu menyebutkan benda benda yang mereka sukai serta benda benda yang tidak mereka sukai. mereka juga paham bahwa mereka harus mengucapkan terimakasih atas kebaikan yang orang lain berikan kepada mereka. 2. guru mampu meningkatkan motivasi siswa untuk lebih berpartisipasi dalam setiap kegiatan pembelajaran grammar yang telah diintegrasikan dengan permainan dan lagu. 3. guru dapat mengatur kelas dengan baik ketika para siswa berpartisipasi dalam evaluasi pemahaman grammar sebagai bagian dari kegiatan kegiatan grammar yang telah diintegrasikan dengan permainan dan lagu. 4. para siswa sangat bersemangat mengikuti kegiatan pembelajaran. mereka menikmati segala kegiatan dan latihan yang telah disediakan oleh guru mereka karena kegiatan pembelajaran n x x  maupun evaluasi telah di integrasikan dengan permainan dan lagu. 5. para siswa dapat melakukan tes atau evaluasi yang diberikan oleh guru mereka. tes tersebut ditujukan untuk mengukur pemahaman siswa terrhadap pembelajaran grammar terkait dengan topik bahasan ‘like and dislike’ serta ‘saying thank you’. 6. para siswa merasa senang dan gembira ketika mereka mengikuti proses kegiatan belajar mengajar. refleksi/reflection berdasarkan analisis dari questioner dan juga catatan catatan pada diari peneliti, peneliti memutuskan apakan penelitian perlu dilanjutkan atau dihentikan. pelaksanaan siklus ii pada dasarnya sama dengan pelaksanaan pada siklus i. dalam siklus ii, tes dan questioner juga diterapkan. tetapi dalam pelaksanaan siklus ii, mencerminkan perbaikan dalam tehnik pembelajaran dan pengajaran bahasa inggris yang jauh lebih baik dibandingkan dengan siklus i. hal ini akan terlihat lebih jelas dalam pelaksanaan penelitian tindakan kelas. tehnik analisa data pada siklus pertama dalam penelitian tindakan kelas ini, dapat diperoleh gambaran mengenai skor siswa dalam pembelajaran grammar yang belum diintegrasikan dengan permainan dan lagu. kemudian dari data yang diperoleh dalam tabel tersebut, peneliti menemukan bahwa kemampuan pemahaman siswa kelas 5 sd supriyadi semarang akan pembelajaran grammar yang belum diintegrasikan dengan permainan dan lagu belum menunjukkan keberhasilan diatas 80% meskipun bisa dikategorikan cukup bagus karena sudah menunjukkan keberhasilan dalam penguasaan bahasa inggris dengan persentase keberhasilan lebih dari 70% di siklus pertama dimana kegiatan pembelajaran grammar banyak didominasi oleh latiahan yang berasal dari buku lks. selanjutnya, peneliti mengkalkulasi jumlah skor siswa kelas 5 sd supriyadi semarang tahun ajaran 2010-2011 sebagai berikut: 1. topics: like and dislike = 3.405 46 = 74.02 n x x  n x x  n x x  2. topics: saying thank you = 3.085 44 = 70.11 kalkulasi selanjutnya, diketahui bahwa rata rata skor dari dua kali pertemuan adalah 72.06: ∑ x 144.13 ______ = ________ = 72.06 2 sesi 2 setelah menemukan rata rata dari semua skor di dua kali pertemuan atau dua kali sesi, hasil akan disimpulkan berdasarkan kriteria berikut ini: karena rata rata dari total skor yang diperoleh dalam ke dua pertemuan atau dua sesi dari hasil evaluasi kelas 5 sd supriyadi semarang yaitu 72.06, itu berarti bahwa tingkat penguasaan siswa akan pembelajaran bahasa inggris khususnya penguasaan grammar yang belum diintegrasikan dengan permainan dan lagu adalah antara 66-79 maka predikat yang diperoleh para siswa dikategorikan sebagai ‘bagus’. selanjutnya, peneliti mengkalkulasi jumlah skor siswa kelas 5 sd supriyadi semarang tahun ajaran 2010-2011 sebagai berikut: 1. topics: like and dislike = 4.175 46 = 90.76 2. topics: saying thank you = 3.910 44 = 88.86 kalkulasi selanjutnya, diketahui bahwa rata rata skor dari dua kali pertemuan adalah 89.81: ∑ x 179.62 ______ = ________ = 89.81 2 sesi 2 karena rata rata dari total skor yang diperoleh dalam ke dua pertemuan atau dua sesi dari hasil evaluasi kelas 5 sd supriyadi semarang yaitu 89.81, itu berarti bahwa tingkat penguasaan siswa akan pembelajaran bahasa inggris khususnya penguasaan grammar yang telah diintegrasikan dengan permainan dan lagu adalah antara 80-100 maka predikat yang diperoleh para siswa dikategorikan sebagai ‘sangat bagus’. 2. pembahasan dari kalkulasi sebelumnya, hasil rata rata kemampuan siswa dalam pembelajaran bahasa inggris khususnya pembelajaran grammar dapat diketahui bahwa pada siklus pertama dimana pembelajaran grammar banyak di dominasi dengan penggunaan buku lks untuk kegiatan pembelajaran siswa hasilnya adalah 72.06 yang dapat diartikan bahwa persentase kemampuan siswa dalam pembelajaran grammar adalah 70%. setelah mengetahu rata rata dari keseluruhan skor dalam dua kali pertemuan di siklus pertama, hasil disimpulkan berdasarkan tabel kriteria. skor rata rata masuk dalam kategori ‘bagus’ karena berkisar antara 66-79. selanjutnya pada siklus kedua, hasil rata rata kemampuan siswa dalam pembelajaran bahasa inggris khususnya pembelajaran grammar dapat diketahui bahwa pada siklus ini dimana pembelajaran grammar sudah diintegrasikan dengan permainan dan lagu untuk kegiatan pembelajaran siswa hasilnya adalah 89.81 yang dapat diartikan bahwa persentase kemampuan siswa dalam pembelajaran grammar adalah lebih dari 80%. skor rata-rata masuk dalam kategori ‘sangat bagus’ karena berkisar antara 80-100. h. kesimpulan dan saran 1. kesimpulan a. kemampuan pemahaman siswa terhadap pembelajaran bahasa inggris dalam hal ini adalah pembelajaran grammar adalah ‘sangat bagus’ hal ini karena berdasarkan kategori yang diambil dari rata rata nilai dari keseluruhan siswa yaitu 89.81. b. beberapa siswa menghadapi banyak masalah dalam pembelajaran grammar. permasalahan tersebut timbul karena para siswa mempunyai motivasi yang rendah dalam belajar bahasa inggris, kurang perhatian dalam mengikuti materi yang disampaikan, juga karena jenis kegiatan yang diberikan oleh guru kurang menarik dan menyenangkan. c. pada dasarnya, tehnik tehnik pengajaran baru yang diterapkan oleh guru bahasa inggris memberikan motivasi besar bagi para siswa untuk lebih melibatkan diri dalam segala aktivitas yang diberikan oleh guru. segala kegiatan pembelajaran grammar yang diberikan oleh guru terbukti menarik dan menyenangkan sehinggal siswa kelas 5 yang tergolong aktif dan suka gaduh dapat dikontrol dan mereka juga dapat dievaluasi tanpa adanya suatu kesulitan. 2. saran 1) bagi guru bahasa inggris a. guru bahasa inggris diharapkan untuk dapat lebih memberikan perhatian pada prestasi siswa dalam penguasaan materi dan hasil dari evaluasi yang diberikan untuk siswa sehingga guru dapat mengetahui permasalahan siswa dalam pembelajaran grammar. b. guru bahasa inggris sebaiknya lebih banyak memberikan kegiatan pembelajaran grammar yang selalu menarik dan menyenangkan dan kegiatan tersebut telah disesuaikan dengan silabus kelas 5 sehingga para siswa tidak menemui kesulitan ketika mereka harus berlatih belajar grammar. 2) bagi para siswa a. para siswa sebaiknya diberi lebih banyak kegiatan kegiatan menurut tingkat kesulitan mereka dimana mereka menyukai kegiatan yang menggerakan tubuh dan juga pikiran mereka. b. para siswa sebaiknya dilatih atau ditugasi tidak hanya untuk bekerja secara individual tetapi juga secara kelompok sehingga mereka tidak hanya mendapat kesenangan dalam melakukan kegiatan tetapi juga belajar tentang interaksi social dengan siswa yang lain. 3) bagi pembaca a. pembaca sebaikny mampu mengambil manfaat dari informasi yang ada dalam penelitian tindakan kelas ini tentang tehnik tehnik pengajaran grammar yang diintegrasikan dengan permainan dan lagu untuk mengatasi permasalahan akan kelas yang besar dan gaduh di kelas 5 sd supriyadi semarang. b. pembaca sebaiknya dapat mengambil manfaat dari penelitian ini seperti menggunakan hasil penelitian ini sebagai referensi untuk melaksanakan penelitian tentang pengajaran grammar yang lain ataupun area pengajaran bahasa inggris yang lain. 4) bagi penulis a. penulis mampu meningkatkan pengetahuan tentang pengajaran grammar untuk pembelajar muda termasuk didalamnya tehnik dan metode pengajaran. b. penulis akan mampu mengetahui kesulitan kesulitan siswa dalam pembelajaran grammar sehingga dia dapat melakukan pengajaran grammar yang jauh lebih baik lagi. daftar pustaka ambarini, ririn. 2011. pelatihan bagi guru bahasa inggris dalam implementasi teyl (teaching for young learners) di lpk smart & fun home semarang. semarang: lpm ikip pgri. arikunto, suharsimi. (2002). dasar-dasar evaluasi pendidikan. jakarta: rineka cipta. brown, h. douglas. (2004). language assessment: principals and classroom practice. usa: longman. _________________. (2000). principles of language learning and teaching. new york: longman burns, anne. (2010). doing action research in english language teaching: a guide for practitioners. new york: routledge taylor and francis. calhoun, emily f. (oct, 1993). action research: three approaches. educational leadership v51, n2:62. (online article). retrieved on december 7, 2009, from the world wide web:http://ucerc.edu/teacherresearch/teacherresearch.html chodidjah, itje. 2000. pedoman mengajar bahasa inggris di sekolah dasar di indonesia. jakarta: british council. elliot, john. (online article). retrieved on december 7, 2009, from the world wide web:http://www.madison.k12.wi.us/sod/car/carreffect.html. glanz, jeffrey. (1998). action research: an educational leader’s guide to school improvement. usa: christopher-gordon publisher, inc. kasbolah, k. anugerahwati m. 1993. english for elementary school: a challenge for teacher training programs. makalah untuk seminar teflin padang, malang: ikip malang. o’brien, rory. (1998). an overview of the methodological approach of action research. (online article). retrieved on december 7, 2009, from the world wide web:http://www.web.net/~robrien/papers/arfinal.html richards, jack c. and charles lockhart (1996). reflective teaching in second language classrooms. united kingdom: cambridge university press. scott, w.a. dan l.h. ytreberg. 1990. teaching english to children. london: longman sudjana. (2002). metode statistika. bandung: tarsito. suyanto, kasihani k.e.. 2007. english for young learners. jakarta: pt bumi aksara. thornbury, scott. 1999. how to teach grammar. pearson education: addison wesley longman. wallace, michael j. (1998). action research for language teachers. united kingdom: cambridge university press. widdowson, h. g. (1990). aspects of language teaching. new york: oxford university press. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 96 cyber literature as an alternative for sidoarjo woman writers community: a sociological perspective in literature niko fediyanto, vidya mandarani, yuli astutik universitas muhammadiyah sidoarjo, jl. mojopahit 666b sidoarjo, indonesia nikofediyanto@umsida.ac.id article history: submitted on 25th april 2021; accepted on 8th june 2021; published on 30th june 2021 abstract the development of the globalization information system and the effects of the global pandemic almost demands almost everyone to optimize technology in response to various problems, including literature and writing. this article presents cyber literature as an alternative for the development of pena perajut aksara, a women writers community in sidoarjo. the problems studied were how the pattern of writing strategies for this community and how the community responds to cyber literature development as an alternative writing strategy. to answer the problems raised, researchers used a qualitative descriptive method. theoretically, the researcher applied pierre bourdieu's perspective on the field of cultural production. the data collected by using the unstructured interview method. the results of this study indicate that as the main strategy, this community relies on the curation of authors who have been consecrated as curators. meanwhile, the development of electronic/cyber-literature has also begun to be taken seriously as a strategy to achieve consecration for this community. as an impact of research limitations on descriptive patterns, this study's results suggest more comprehensive and multi-disciplinary research to provide more concrete and measurable recommendations for the community in achieving consecration and broader public recognition in the future. keywords: cyber-literature, writers' community, consecration lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 97 introduction the development of human civilization and its effect on the rapid growth of technology makes significant changes in many aspects of life. fine arts is one aspect that constantly changes according to the dynamics of civilization. tales are assumed to have been told before humans knew writing. literature has become something that remains, even though the medium varies from oral, paper, and electronic media. however, every change may have specific effects as literature cannot be separated from the convention. this paper discusses the sidoarjo female writer community's strategy in getting the public's acknowledgment and their perception of cyber-literature as an alternative medium to achieve public recognition. the public's need for the internet and the fading of publishing on paper brought the emergence of cyber-literature or electronic-literature. the sidoarjo women writers community has published two anthologies of their short stories conventionally, namely by publishing printed books. this does not go along with readers' tendency to prefer reading using digital platforms instead of printed books. strategy of publishing works using the print platform seems to indicate a problem being discussed in this article. this is because the facts show that the buying interest in print media (including books) has decreased significantly so that it can be assumed that the strategy adopted by this community is problematic. although there has not been specific research determining the number of printed books reading decline, the threat of the fall of printed books as reading material can still be assumed. the facts show that in recent times, business related to printed books has decreased significantly. liputan6(situmorang, 2020) reported a decrease of 80 percent n interest in buying books due to at least two factors: first, readers' preference to choose readings accessed via electronic devices gadgets. second, this decline is related to the covid-19 pandemic. meanwhile, kontan daily (nugroho, 2020) wrote that the decline in book sales is de. this condition is exacerbated by the practice of pirating works on the internet. cyber platforms, especially in indonesia, have made significant changes in terms of recognition given by the public. several pieces of research had discussed the development of cyber-literature in indonesia. nurhidayah (nurhidayah & setiawan, 2019) explained the journey of cyber-literature and its relation to post-modernism and popular literature comprehensively. she explained the contestation between noble literature and popular literature and underlined that the development of literature influenced by the internet's domination has recently made market tastes very dominant in writers' contestation on the literary stage. from the perspective of sociology, literature is an arena of cultural production dominated by elitists. the writers with minimal capital use various lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 98 strategies to win the competition because curation on arts is not entirely the critics' but also the market. researchers have shown that electronic-based literature (commonly known as cyber-literature has been a phenomenon that needs to be discussed. several writers even showed the benefits of cyber-literature. the trend to discuss cyber-literature, however, is increasing in the past two years. this is even more relevant due to the pandemic covid-19 condition because the need for cyber platform reading should be increasing. in 2019 (octoveria et al., 2019) discussed the cyber-literature phenomenon on instagram to cultural phenomena on instagram in indonesia in 2018-2019. more specifically, they discussed instagram as the zeitgeist of cyber literature and nanti kita cerita dari hari ini (nkcthi), representing the zeitgeist of cyber literature on instagram. this study indicates that cyber literature does not erase the existence of traditional literature in printed form. on the other hand, nkcthi on instagram as a representation of cyber literature complements existing traditional literature. a study by (cinthya & wati, 2020) focused on the phenomenon of cyber-literature in islamic religious literature related to the emergence of literary works with islamic content uploaded by their authors through internet sites, blogs, applications, and other social media networks. this qualitative research describes the trend of islamic religious cyber-literature in indonesia and the motives of the authors. the study shows that the ease of publishing is the main attraction of cyber platforms for islamic literature writers. several studies refer to the wattpad platform as a concrete form of cyber-literature and its relationship with authors and readers, namely the study by (muslimin, 2016), which studied wattpad as an alternative for writers and readers, and (yoesoef, 2019), which discussed wattpad and webnovel as generation z reading. meanwhile, two other studies that specifically discussed the sociology of literature were the studies by (kardiansyah, 2019) and (ayub, 2020). each of these studies discussed wattpad as a story-sharing website from the perspective of the field of literary production and wattpad as a writing platform for the writers' community. the studies mentioned in the previous paragraph show that the discussion of cyber-literature has been carried out in a broad scope. several points of view are also used in analyzing this phenomenon. however, there is no study that discusses the community of writers on a small scale or writers who do not have legitimacy. in fact, studies on non-legitimate authors are significant because cyber-literature has the potential to open wider opportunities for author competition to achieve legitimacy. the researcher considers that this study is crucial to carry out as a continuation of the studies on writers/ writers’ community in search of legitimacy. this is to offer positioning and a range of possible strategies for them to compete with other writers in indonesia. this research is projected into the questions of what strategy the sidoarjo women writers community lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 99 has applied and how they perceive the cyber-literature phenomenon as a new emerging platform in literary products publishing. the researcher affirms the results of previous studies and uses these findings as references in this study. this is important as a basis for considering the position and recommending strategies for writers in the women's writing community in sidoarjo. pierre bourdieu's sociological perspective on the field of cultural production is used in this paper because the concept is representative to describe the strategies used by the community. (bourdieu, 1993) described the ‘field’ as a network in which actors (agents) are positioned according to capital (a recognition) and, at the same time, by this particular capital distribution structure. the strategies adopted depend on their strengths and shape in each agency's position according to their relationship with (dominant) power. method this research applied a qualitative approach in finding answers to the problems posed in this study. a qualitative framework means that the total method does not focus on size, intensive data, or the frequency that ultimately processes to get meaning according to the context (denzin & lincoln, 2005). the reality that is built into social life is studied, studied qualitatively. the researcher used an unstructured interview to collect the data because an open interview provides more space for the resource person to explain. this tactile interview model has advantages in the cultural context of a society that lives as a philosophy that is in constant motion. the substance is that the informants' descriptions also function as heuristic tools for the next meaning to answer the questions in this study. the perspective used in this research is sociological, which views literature as an inseparable part of the outside world. specifically, the concept applied in this research is about the field of cultural production by pierre bourdieu. in general, the steps taken by the analysis researcher are as follows. a. the data obtained and classified is used as material to find a strategy used by the authors in the community to determine the strategy used. one of the keys in an arena, according to (webb et al., 2002), is the existence of a process of legitimacy/judgment. b. to answer the challenge of this community's perception of cyberliterature development, the researchers explored the data through open interview questions. the results of these interviews were used as a basis for determining their position in the field of cultural production associated with cyber-literature development. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 100 findings and discussion to provide clear direction in the discussion, the researcher has divided the discussion into several sessions in this study. first, the researcher discusses the writing community's strategies to gain legitimacy in the world of writing. this section describes the current condition so that researchers can see this community's position in the field of cultural production. second, the researcher discusses the community's perception of the development of cyber-literature. finally, the researcher will continue with the discussion of these results to obtain recommendations from this study's results. a. strategies to gain legitimacy this study indicates that the world of writing in a relatively small scope, such as sidoarjo, cannot be separated from domination and legitimacy. although there is no economic motive that underlies the decision to become a writer for each community member, they still carry out a strategy that can penetrate the field of cultural production. this community realizes that they are still in the category of writers who have not been legitimized in the large field of indonesian literature. the cultural production field in sidoarjo is different from a city that has a tradition of a massive writing competition, such as yogyakarta, as found by (salam & anwar, 2015). this writer's community does not directly face the domination of structured legitimating givers such as the great writer's community, educational institutions, or government agencies that have legitimacy in literature. based on the data collected by researchers, this community stated that the purpose of building this community is a forum/community that was founded only because of the same mission. even though the members of this community come from different backgrounds (which also allows them to have diverse socioeconomic backgrounds), they have the same problem, namely the stagnation of creativity. pena perajut akasara community consists of 19 writers who are not full-time writers. its members come from various backgrounds ranging from housewives to entrepreneurs. researchers do not get exact data on the date of the founding of this community, but their seriousness to become a community of writers has been around for at least the last four years. this community has produced two anthology books for short stories. first, they published an anthology entitled bunga kehidupan in 2019. after one year, they again published an anthology entitled analektika jelita. both anthologies contain 17 and 14 short stories, respectively. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 101 the motive behind this community's formation shows that they wrote as an expressive activity, arts for art's sake. however, it also cannot be ignored that such patterns are a reflection of the domination and domination of females in the social structure, especially with regard to authorship. the genre chosen by writers in this community is popular writing. this is only natural if you look at the background of the writers of this community. as mentioned in the previous paragraph, the authors do not have an economic motive so that they can be classified in the class (both socially and economically). the writings they write also reflect their personal lives or their lives, so it can be assumed that their target audience is also from the middle class. another feature of identical works to the middle class is the lack (or even absence) of the intention to include political aspects, as mentioned. most of the works they write even feature the "islamic chic" (a term coined by ariel heriyanto). k.y. karnanta (karnanta, 2017) it is stated that the authors in this category are often squeezed between the consecration by artistic curators and market recognition as measured from an economic point of view. table 1: literature field in contemporary indonesian literature space + ± high upper-middle middle low + power field dominant dominated universal historical and localcontent socialcriticism erotic literature islamic literature popular literature symbolic/ surrealist socialist-realis t formal realism specific legitimation from arts council, critics, horizon magazine lesslegitimate popular legitimation from mass media, publisher, higher education popular legitimation and from the government specific reader public readers specific legitimation popular legitimation symbolic profit economical profit source: k.y. karnanta (karnanta, 2017) lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 102 referring to the field of literature in contemporary indonesian literature according to figure 1, these writers are popular and islamic writers. thus, the legitimacy needed is from readers, mass media, government, and the market. on the other hand, the community is fully aware that they need a strategy to stay in authorship. when the authors carry out the writing process, they are bound to a procedure that requires the brand to go through the curation stage by the author who has consecrated/has legitimacy. in this process, all processes from writing to curation are carried out by writers who have better legitimacy in indonesia's field of literature. in accordance with the data obtained, this legitimate female writer must also curate writings from several other communities, which are also writers' communities. in addition to conducting a curation system involving legitimate author curators, this community also makes a number of other efforts to improve the quality of writing, such as regular meetings, discussions, and forums that involve practitioners or academics. the meetings they previously held were held on a monthly basis, but in the past year, they have not been able to hold these meetings regularly due to pandemic-related restrictions. discussions are still being carried out even though they are online. b. cyber-literature as a strategy according to endraswara's definition (endraswara, 2006), cyber-literature does not refer to certain definitional restrictions but rather literary activities that utilize computer or internet media. the term cyber, literally, only serves as a description of other words, such as cybernetics, cyberspace, or cyber transactions. this definition refers to the movement of platforms from print to digital, from physical distribution to internet distribution. (fitriani, 2007) pointed out that cyber-literature emerged in the early 2000s with online mailing lists, one of which is the poet mailing list. in the following years, new types emerged, such as mailing list literature, portal literature, and blog literature. the emergence of cyber-literature gave rise to a new phenomenon, namely the emergence of novice writers, who previously had no place in literature because they were not close to influential critics / literary communities. endraswara in (fitriani, 2007) describes some of the writers' motivations when entering the world of cyber-literature. first, an author is looking for new creativity and considers cyber-literature as an interesting new field. they want to find a means to channel their creativity without being constrained by legitimacy. second, an author wants to achieve popularity more easily and cheaply quickly. cyberliterature allows them to achieve worldwide distribution without lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 103 going through many obstacles such as critics, art curators, or expensive conventional distribution systems. third, some writers use cyber-literature as mere land for playing the internet and want to escape from the prison for newspaper literature. they think that newspaper and book literature is too restraining and hegemonic. this definition was then given in the form of the interview. when asked questions about the possibility of publishing online, this community assumes that they are currently still publishing in the form of printed books but does not rule out the possibility of going towards online books. they admit that there are distribution problems that might occur when there is a package when the buyer is out of town and problems with printing costs and others. however, they still face obstacles regarding the low understanding of online publishing. when asked about the prospects for cyber-literature, the community did not argue that this would be necessary for the future. some of the community personnel have even started to develop an online magazine called nefertiti. regarding the development of writing skills, this community learns online both in terms of writing material and when editing and consulting about our writing drafts via email, whatsapp, and others. the community also uses social media, which is a 30-day challenge to write on facebook and provide comments to each other on the results of writing. this is very helpful for community members in learning to write and as a medium for community members' expression. by doing a 30-day challenge to write on social media, the community is increasingly known in the sidoarjo area and other areas. this is evident from the increase in community members who will participate in the next work writing. community members also regularly fill out a rubric in the online magazine nefertiti to develop online writing techniques because there are so many rubrics featured in the online magazine nefertiti. community members will have an obligation to use cyberliterature because they have to keep up with technological developments to be accepted by readers and exist in the world of literacy. the cyber pattern will certainly have a positive impact because it can help facilitate the writing process and the writing publication process. c. discussion based on the data and the results of the analysis on the findings in the previous section, it can be said that the pena perajut aksara community understands their position as writers in the arena of cultural production in the cultural production field of lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 104 contemporary indonesian literature. in accordance with the research results of k.y. karnanta(karnanta, 2017), the written forms they publish are of popular genres with a tendency to include elements of popular, motivational-psychological, and islamic elements. they also have a publishing strategy that takes advantage of legitimate authors. however, the findings that do not fit the category made (karnanta, 2017) is that this community has no economic motive. the findings of this research are inconsistent with the research conducted by (merawati & suwartini, 2018), which stated that cyber-literature is a form of rejection of literary canon. this study shows that these communities still recognize canonicity, but they prefer a more moderate strategy by using legitimate authors as a trajectory towards the consecration. in terms of strategies to improve writing skills, this community has the same strategy as typical mentioned by nilofar(nilofar, 2020) based on the results of research conducted at komuntas pelangi sastra malang (psm). the activities carried out by the community are literary activities, such as literacy gatherings, literary discussions, book reviews, reading poetry, publishing anthologies of short stories and poetry. in relation to literary development, the women's writers community has referred to cyber-literature as an open attitude to accept changes. this result is in line with the recommendation of research by nurhidayah & setiawan(nurhidayah & setiawan, 2019), which states that literature is suitable for use by novice writers. this category of beginner writers is obtained by referring to the classification of writers in karnanta(karnanta, 2017), which describes the position of beginner writers with the genre as it is now. conclusion this study shows that the pena perajut aksara community is in the classification of writers with popular literary genres. writers at this level tend to need legitimacy from the legitimate giver to get consecration. the strategy used is to get curation from writers who have been consecrated in popular literature publishing. however, according to the classification of contemporary indonesian literature, steps are needed so that they can gain legitimacy in the field of cultural production. regarding the development of cyber literature in indonesian literature, this community has made good efforts by optimizing social media. several studies(muslimin, 2016)(yoesoef, 2019)(kardiansyah, 2019) have shown that wattpad media have better reach and relations with readers, but this is not sure to apply to this community. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 105 some of the recommended steps are as follows. first, writers can improve their writing skills with social/political criticism for content. writing in non-popular genres can broaden the reach of readers, increasing legitimacy. second, communities need stronger reach and networks to gain better legitimacy. this can be done by making networks with other writers' communities or with legitimate media. third, the community needs to make more massive efforts related to the publication of internet / cyber-based literary works. meanwhile, the suggestion for future researchers is that this research yields several points, but the approach taken can still be optimized. in order to gain broader and better legitimacy, these communities need to develop their writing style. this community needs to come up with ideas about the production of works that refer to social/political criticism. this was done to get them closer to the acknowledgment in literary curation. as the problem raised, this research has a number of points recommended to the following sidoarjo women writers community. references ayub, n. s. (2020). wattpad as a platform for writing community : a conceptual framework. june, 149–153. bourdieu, p. (1993). the field of cultural production. columbia university press. cinthya, n., & wati, r. (2020). fenomena sastra cyber: trend baru sastra islami dalam masyarakat modern di indonesia. jurnal edukasi khatulistiwa, 3(1), 1. https://doi.org/10.26418/ekha.v3i1.37991 denzin, n. k., & lincoln, y. s. (2005). the sage handbook of qualitative research (3rd edition). in n. k. denzin & y. s. lincoln (eds.), the sage handbook of qualitative research (third). sage publication inc. https://doi.org/10.4324/9780203409527 endraswara, s. (2006). metodologi penelitian sastra, epistemologi, model, teori dan aplikasi. pustaka widyatama. fitriani, l. (2007). sastra cyber di indonesia. lingua: jurnal ilmu bahasa dan sastra, 2(2), 66–74. https://doi.org/10.18860/ling.v2i2.567 kardiansyah, m. y. (2019). wattpad as a story sharing website; is it a field of literary production? ellic proceedings, 3, 419–426. karnanta, k. y. (2017). hierarki sastra populer dalam arena sastra indonesia kontemporer. jentera: jurnal kajian sastra, 4(1). https://doi.org/10.26499/jentera.v4i1.379 merawati, f., & suwartini, i. (2018). the discourse of cyber literature in indonesia. in r. r. kundharu saddhono, muhammad rohmadi’ (ed.), workshop on language, literature and society for education (pp. 1–7). eudl. https://doi.org/10.4108/eai.21-12-2018.2282796 muslimin, m. f. (2016). literasi siber : wattpad wahana alternatif penulis lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.96-106 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cyber literature as an alternative:... niko fediyanto, vidya mandarani, yuli astutik doi: https://doi.org/10.26714/lensa.11.1.2021.96-106 106 dan pembaca. prosiding seminar nasional “budaya literasi menuju generasi emas bagiguru pembelajar,” desember 2016, 148–152. nilofar, n. (2020). arena produksi kultural komunitas pelangi sastra malang. alayasastra. https://doi.org/10.36567/aly.v16i1.498 nugroho, s. (2020). masa depan industri penerbitan. kontan.co.id. https://analisis.kontan.co.id/news/masa-depan-industri-penerbitan nurhidayah, s., & setiawan, r. (2019). lanskap siber sastra: postmodernisme, sastra populer, dan interaktivitas. poetika, 7(2), 136. https://doi.org/10.22146/poetika.v7i2.50779 octoveria, e. n., femigasari, n., & athali, n. (2019). capturing zeitgeist on cyber literature: a case of @nkcthi on instagram. poetika, 7(2), 158. https://doi.org/10.22146/poetika.v7i2.51207 salam, a., & anwar, s. (2015). strategi dan legitimasi komunitas sastra di yogyakarta: kajian sosiologi sastra pierre bourdieu. widyaparwa, 43 no.1, 25–38. https://www.widyaparwa.com/index.php/widyaparwa/issue/view/11 situmorang, a. p. (2020). terkapar, pendapatan penerbit buku anjlok 80 persen selama pandemi. liputan6.com. https://www.liputan6.com/bisnis/read/4349808/terkaparpendapatan-penerbit-buku-anjlok-80-persen-selama-pandemi webb, j., schirato, t., & danaher, g. (2002). understanding bourdieu (series: cultural studies). allen&unwin, 227. yoesoef, m. (2019). cyber literature: wattpad and webnovel as generation z reading in the digital world. proceedings of the international university symposium on humanities and arts (inusharts 2019) cyber, 453(inusharts 2019), 128–131. https://doi.org/10.2991/assehr.k.200729.025 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 250 exploring the use of adverb literally in corpus of contemporary american english indah nur azizah1* wahya2 susi machdalena3 universitas padjadjaran bandung sumedang road km 21 jatinangor, sumedang indonesia *indah19006@mail.unpad.ac.id article history: submitted on 16th november, 2020; accepted on 11th december 2020; published on 31th december 2020 abstract this research aims to describe the use of adverb literally by a native speaker. it is qualitative descriptive research. the main source of this research is the data from one of the online corpora, namely corpus of contemporary american english (coca). there are three steps used in this research, namely data collection, data analysis, and result analysis. based on the data from coca, this research describes the frequency of adverb literally used in coca and how the adverb is used in the sentence by knowing the particle that follows it. theories used in this research are the theory of adverb by pichler (2016) which is supported by murphy’s theory (1993) and the types of an adverb by frank (1972). the result shows that the frequency of the word literally used in coca amounted to 39.109 contained in the range of 1990 to 2019. the adverb is mostly used in the context of spoken language which is 8.339. the collocation and the concordance lines in coca are used to find out the particle that follows the adverb literally. the collocation in this research is divided into three classes of words, namely verbs, adjectives, and adverbs. based on the concordance lines of adverbs in coca, we can know that the adverb does not have the same position in the sentence. the position of adverb literally can change based on the context of the sentence. keywords: adverb, corpus, american english abstrak penelitian ini bertujuan untuk mendeskripsikan penggunaan adverb literally yang digunakan oleh native speaker. penelitian ini merupakan penelitian deskriptif kualitatif. data yang digunakan dalam penelitian ini diambil dari dalam satu korpus online yaitu corpus of contemporary american english (coca). terdapat tiga tahapan dalam http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx mailto:indah19006@mail.unpad.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 251 penelitian ini, yaitu tahap pengumpulan data, tahap analisis data, dan tahap penyajian hasil analisis data. berdasarkan data yang terdapat dalam coca, penelitian ini mendeskripsikan frekuensi penggunaan adverb literally yang terdapat dalam coca dan bagaimana adverb literally digunakan dalam kalimat dengan mengetahui partikel yang mengikuti adverb tersebut. teori yang digunakan dalam penelitian ini yaitu teori adverb yang dikemukakan oleh pichler (2016) yang di dukung oleh teori murphy (1993) dan jenis-jenis adverb menurut frank (1972). hasil penelitian ini menunjukkan bahwa frekuensi penggunaan adverb literally dalam coca berjumlah 39.109 yang terdapat dalam rentang tahun 1990 sampai 2019. adverb literally paling banyak digunakan dalam konteks bahasa lisan yang berjumlah 8.339. collocation dan concordance lines yang terdapat dalam coca digunakan untuk menemukan partikel yang mengikuti adverb literally. collocation yang terdapat dalam penelitian ini dibagi menjadi tiga kelas kata yaitu verba, adjektiva, dan adverbia. berdasarkan pada concordance lines dalam adverb literally yang terdapat dalam coca, kita dapat mengetahui bahwa adverb literally tidak memiliki posisi yang sama dalam sebuah kalimat. posisi adverb dapat berubah berdasarkan pada konteks kalimat. kata kunci: adverbia, korpus, american english introduction english is an international language used throughout the world by speakers of various languages. this is due to the role of english itself, namely as the lingua franca. in other words, english is used as a common communication tool between people from various countries around the world which is used in various contexts, such as in the fields of education, business, entertainment, tourism, and so on. as its role is used as a means of communication throughout the world, it is common knowledge that more and more indonesians use english as a means of communication (nugroho, 2019: 95). there is a unique phenomenon that is still being discovered until now, namely the mixing of the use of indonesian and english in a speech or known as code-switching. this phenomenon occurs when an indonesian speaker uses english vocabulary while they speak indonesian. one of the most frequently used english vocabulary words is the adverb literally. the phenomenon of codeswitching by using one of the vocabulary words in english, which occurred among millennial children or the millennial generation around 2008 and until now there is still a phenomenon using this word, one of which is in the social media twitter. this code-mixing phenomenon is known as 'bahasa anak jaksel' (sari, 2018: 138). in general, an adverb is a word or phrase that modifies or describes an adjective, verb, or phrase that expresses the relationship between place, time, and way. one type of adverbial in english is the adverb of manner, which is usually formed by adding the suffix -ly to the classy root adjective or adjective http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 252 such as bad + -ly = badly, careful + -ly = carefully, literal + -ly = literally, and so on.' the word literally which is the focus of this research is one of the adverbs of manners in english, which comes from the word class adjective becoming an adverb after adding the suffix -ly. according to gelderen (2002), reinard (2008), and sher (2011) in quansah & tetteh (2017: 45) states that the adverb is part of the grammatical (or functional) category of part of speech that is often overlooked and not often examined with the main (lexical) category of part of speech which means that adverbials are often ignored and that they are often not checked lexically in speech. this can be the reason why there are several english adverbials in the code-mixing phenomenon, especially those that are widely used by the millennial generation. based on this phenomenon, this research aims to find out how adverb literally is used by native speakers by describing the frequency of adverb literally found in the corpus of contemporary american english (coca) and describing the elements that follow each adverb literally contained in the coca. based on the objectives of this study, the data used in this study were taken from one of the online corpus, namely coca contained in https://www.english-corpora.org/coca/. the data used in this study is limited to the data contained in the section with the highest percentage of adverb literally usage. in conducting this research, research on adverbs in english is found in many previous studies such as research studied by mutiara (2018), diana (2019), and nugroho (2019). in the research reviewed by previous researchers, it has the same focus, namely examining adverbs in english. studies reviewed by mutiara (2018) entitled “adverbs in expressions of disagreement: a corpus study”. this research focuses on adverbs that disagree with incorporations online, namely coca (corpus of contemporary american english) and bnc (british national corpus) showing disagreement expressions contained in a corpus provides a lot of insight into how these expressions occur naturally in communication. the result of the research found that expressions of disagreement tend to occur with adverbs. adverbs are used to indicate time, manner, degree, restrictive, and stance (epistemic and attitude). diana (2019) entitled “a corpus study of degree adverb collocations in research articles across disciplines”. this research focuses on the degree of adverbs collocation in research articles across disciplines. the result of this research found that aspects of lexical collocation, semantic preference, and semantic prosody are tied to the nature of each discipline. concerning adverb combinations of degree and semantic preference, those aspects generally vary more in social disciplines than in health and physics disciplines. besides, nugroho's research (2019) entitled “how dead? investigating the use of the adverb dead by american and british people: a corpus-based study” focuses on the difference in the use of the adverb used by americans and british people in two corporations http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx https://www.english-corpora.org/coca/ https://www.english-corpora.org/coca/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 253 online, namely coca (corpus of contemporary american english) and bnc (british national corpus). the result of this research found that in terms of frequency and distribution there are several similarities and differences. the difference lies in the number of times the adverb dead appears in the two corpora, that is, it is more frequently found in coca compared to bnc. on the other hand, they have something in common because these adverbs mostly appear in fictional and oral contexts and appear most rarely in academic contexts in coca and bnc. based on the foregoing, the equation of this study with previous research lies in the study subjects were used that adverb in english and the things that distinguish this study is the object that is used to focus on adverb literally contained in the corpora online that coca (corpus of contemporary american english). adverbs according to pichler (2016) in quansah and tetteh (2017: 45) are modified verbs, adjectives, and other adverbs. murphy (1993: 192) in puspitasari (2010: 10) states that an adverb explains about a verb and in what someone does something or in what way something happens. in essence, an adverb is a word used to describe adjectives, verbs, and even adverbs themselves and describe how someone does something and how things happen. in general, an adverb or adverb in english is formed by adding the suffix ¬-ly to the suffix of the adjective. in english, adverbs are included in one of the important word classes as illustrated in figure 1. the diagram explains that the adjective describes or modifies the subject (noun or pronoun), the adverb describes or modifies the verb, adjective, or verb others (peters & westerstahl, 2006 in quansah & tetteh, 2017: 45). picture 1: the function of the adverb in a sentence source: www.english-grammar-revolution.com the importance of adverbs in english is partly due to both oral and written reasons, it is not possible to provide an adequate description of what someone has done or done without an adverb. the position of an adverb in a sentence is important when there is more than one verb in a sentence. if the adverb is placed after the clause adverb serves to modify all the action described by the clause, as in the following sentence: http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx http://www.english-grammar-revolution.com/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 254 (1) a. she quickly agreed to re-type the letter. (her agreement was quick) b. she agreed to re-type the letter quickly. (the re-typing was quick) (2) a. he silently asked me to leave the house. (his request was silent) b. he asked me to leave the house silently. (the leaving was silent) the importance of placing the adverb in a sentence affects the meaning contained in a sentence. this can be seen in the two example sentences above, in which in each number the meaning contained in points a and b differ depending on the position of the placement adverb in the sentence. according to frank (1972: 141) in the modern english book, there are several types of adverbs in english, among them: 1) adverb of manner adverb of manners has a characteristic in forming the word class by adding the suffix -ly at the end of an adjective, such as 'he runs quickly' or 'she opened the window quietly.' 2) adverb of place adverbs of place are used to describe places, such as here, there, below, near, and so on. examples of adverbs of place in sentences such as 'he came in' or 'they walked down.’ 3) adverb of time the adverb of time shows when something happened. the forms adverb of time such as immediately, then, now, yesterday, tomorrow, later, daily, and so on. according to kurniawati (2014: 1), adverbs have variations according to their type, namely morphologically and syntactically. morphologically, adverb can be classified into 3, namely simple adverb, compound adverb, and complex adverb. syntactically, adverbs can be classified into 10, namely adverb of degree, adverb of manner, adverb of time, adverb of place, adverb of frequency, adverb duration, adverb of affirmation, adverb of probability, relative adverb, and interrogative adverb method this research is qualitative descriptive research. the corpus used as data is obtained from the coca which can be accessed through https://www.english-corpora.org/coca/. coca has more than 1 billion words contained in the text (25+ million words every 1990-2019) from eight genres, namely oral, fiction, popular magazines, newspapers, academic texts (with updates in march 2020), sub on tv and movies, blogs and other web pages. qualitative descriptive research is research conducted based on facts or phenomena of language that empirically live in its speakers which will produce a description of the language that is like a portrait or exposure as it is (sudaryanto, 2015: 62). therefore, this study will describe the frequency of use of adverb literally and the elements that follow it contained in coca. http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx https://www.english-corpora.org/coca/ https://www.english-corpora.org/coca/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 255 descriptive analysis is research that aims to describe or describe systematically the data to be studied. there are three steps used in this research, namely the data collection, the data analysis, and the display of the analysis of the results. in the data collection method, the researchers used three steps under the theory put forward by (sudaryanto, 2015: 12), namely the first data collection is done by write down the results of data search on each corpus, the second, selecting and sorting the data needed and not. the third, structuring based on the parts that are the source of the data to be used. in the data analysis method, the researchers used a distributed method to analyze the adverb literally contained in coca (corpus of contemporary american english). there are several stages in data collection, namely open the online corpus website through the pages https://www.english-corpora.org/coca/, write the word literally in the search section found in the online corpus, choose data by looking at the highest percentage of data in the section contained in the online corpus, and arrange the data contained in the section with the highest percentage as data to be studied. in the method of the results analysis display, this study uses an informal method. the informal method is a method with the formulation using ordinary words. it is used to describe the use of adverb literally in coca. the steps involved in this research are the researchers wrote the word literally as the keyword used to get the data and describes the frequency of the use of the adverb literally in coca. the data with the highest percentage of the use of adverb literally presented as the data in this study and the data used to see the elements that follow it. findings and discussion this section presents data analysis and discussion of the findings contained in this study. the following is data on the frequency of use of the adverb literally in coca. picture 2: the frequency of adverb literally in coca based on the figure above, the frequency of the use of the word literally in coca is 39,109, with the most used in the spoken section or found in the http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx https://www.english-corpora.org/coca/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 256 data in the oral context, which are 8,339. the use of the word literally in coca was mostly found from 2015 to 2019, which is 5,736. based on the highest frequency of the use of the adverb literally, which is found in an oral context, this shows that the word literally is often used in informal situations. furthermore, based on the definition of the adverb, which is a word that modifies a verb, adjective, and other adverbs, here are collocations or words that come before and after the adverb literally. collocation in this study is divided into three classes of words, namely verbs, adjectives, and adverbs. picture 3: verb collocation for the adverb literally in coca picture 4: adjective collocation for the adverb literally in coca http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 257 picture 5: adverb collocation for the adverb literally in coca based on the collocation of the adverb literally contained in coca, it can be seen that the verb that is often used before and after the word literally is the verb mean which has the highest frequency of use among other verbs such as go, going, said, put, got, get, went, and so on. in adjective collocation, the adjective that is often used before and after the adverb literally is the word true which has the highest frequency of use among other adjectives such as right, impossible, afraid, sick, crazy, and so on. furthermore, in the adverb collocation, the dominant word is the word just which has the highest frequency of use among other adverbs such as quite, almost, so, now, really, and so on. the use of adverbs literally in coca is mostly in spoken context, including in cnn newsroom, fox news: the ingraham angle, nbc news: today, npr_freshair, and so on. based on the use of the adverb literally in coca, it is more often used to modify other adverbs, to be more precise, to modify the adverb just. furthermore, to see the use of adverb literally in the context of sentences contained in the coca, it can be seen from the concordance lines taken from each collocation with the highest number of uses, namely the collocation of the verb mean, adjective collocation true, and the adverb collocation just. this is illustrated in the concordance lines following: http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 258 picture 6: concordance lines for verb collocation mean on the adverb literally in coca picture 7: concordance lines for adjective collocation true on the adverb literally in coca picture 8: concordance lines for adverb collocation just on the adverb literally in coca the use of adverb literally contained in coca focuses on the content contained in the part of spoken language divided into three parts, namely on verb collocations, adjective collocations, and adverb collocations. in verb collocations, the adverb literally is often used to modify the verb mean as in the following sentence: (1) …. i mean literally, i get puppies and wine with y’ all. i love y’ all. ….. http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 259 (2) … and i don’t literally mean that, but ...... (3) … i literally mean defend our homeless, and our poor. …. in data (1), (2), and (3) the adverb literally serves to provide confirmation and add information to the verb used, namely the mean. the use of the adverb literally in the data has a difference which lies in the position of the placement of the word literally itself. in data (1) the word literally comes after the main verb mean because there is no object that follows in the clause. in data (2) the word literally falls between the auxiliary verb do and the main verb mean. furthermore, in data (3) the word literally comes before the main verb mean. in adjective collocations, the adverb literally is often used to modify the word true as in the following sentence: (4) …. she’s embraced president trump is really quite true literally. …. (5) … that’s literally true. … (6) … yes, to some extent that may be literally true but that’ll be taking orders …. in data (4), (5), and (6) the function of an adverb literally is to modify and provide additional information on the adjective used, namely true. as with verb collocations, the use of the adverb literally in this collocation has a difference in the position where the word literally is placed. in data (4) the word literally is placed at the end of the sentence, which is after the word true. in data (5) and (6) the word literally is placed between the auxiliary and adjective verbs, namely, the auxiliary verb is in data (5), be in data (6), and the adjective is true. furthermore, in adverb collocation, adverb literally is often used to modify the word just as in the following sentence: (7) …. it literally just means this for that. … (8) … also my cat just literally disappeared. … (9) … i saw that the family was just literally begging him to admit that, … in data (7), (8), and (9) the function of an adverb literally is to modify and provide additional information on other adverbs in the context of the sentence, namely just. it is not different from the two previous collocations, the use of the adverb literally in this collocation has a different position in the placement of the word literally. in data (7) the word literally comes after the subject and before the adverb just. in data (8) the word literally comes after the adverb just and before the verb. in data (9) the word literally comes after the adverb just and between the auxiliary verb was and the main verb begging. there are several differences in this research with previous research that have been previously mentioned based on the findings contained in each research. according to mutiara’s research shows that there are four expressions in coca and bnc such as i’m sorry, i have to disagree; i’m sorry, i can’t agree that, and the expression i’m afraid i disagree was not found in coca and bnc. expressions of disapproval tend to occur with adverbs. adverbs are used to indicate time, manner, degree, restrictive, and stance (epistemic and attitude). in some cases, two adverbs may occur. sometimes two http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 260 utterances containing an expression of disapproval are produced at the same time to prove how strong the disagreement is. diana’s research shows that there are three-degree adverbs with the most frequently used in the data with 94, 67, and 48 occurrences respectively. they are extremely, highly, and strongly. aspects of lexical collocation, semantic preference, and semantic prosody are tied to the nature of each discipline. those aspects generally vary more in social disciplines than in health and physics disciplines with regard to adverbial combinations of degree and semantic preference. furthermore, nugroho’s research shows that there are several similarities and differences in terms of frequency and distribution. the difference lies in the number of times the adverb dead appears in the two corpora, that is, it is more frequently found in coca compared to bnc. on the other hand, they have something in common in that these adverbs mostly appear in fictional and oral contexts and appear most rarely in academic contexts in coca and bnc. furthermore, regarding collocation, there are also some similarities and differences between the search results in coca and bnc. for verb collocations it was found that the top 15 collocations in the two corpora mostly consist of various forms to be such as was, were, are, etc. this research shows that there are three different words that follow the word literally, namely mean in the verb collocation, true in the adjective collocation, and just in the adverb collocation. the use of adverb literally in coca mostly found in spoken context and adverb literally mostly used to modify other adverbs. the differences in each of the previous research and this research can be seen from each result found. furthermore, the similarities between previous research and this research contained in the sources used in each research. conclusion based on the definition of adverbs, which are words used to modify verbs, adjectives, and other adverbs, adverbs literally have this function, namely to modify verbs, adjectives, and other adverbs in a sentence. in the corpus of contemporary american english (coca) the frequency of use of the word literally amounted to 39.109 contained in the range of 1990 to 2019. the use of the adverb literally in coca is found in some parts of which are spoken, fiction, popular magazines, newspapers, academic text sub on tv and movies, blogs, and other web pages. the frequency of the use of adverbs literally is most in the context of spoken language among them in cnn newsroom, fox news: the ingraham angle, nbc news: today, npr_freshair, and so on. the total use of adverbs literally in the spoken context is 8.339. adverbs literally found in coca are more often used to modify other adverbs among them, namely just, quite, almost, so, now, really, out, up, then, and so on. based on the context of the sentence, the use of the adverb literally in coca has a difference in the position of the adverb's http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 261 placement, that is, the verb collocation comes after the main verb because there is no object that follows in the clause, in between the auxiliary verb and the main verb, and before the main verb. in adjective collocation, the difference in the placement of the adverb literally is at the end of the sentence and between the auxiliary and adjective. furthermore, in adverb collocations there is a difference in the placement of the adverb literally after the subject and before the adverb, after the adverb just and before the verb, after other adverbs and between the auxiliary and main verbs. it can be concluded that the use of the adverb literally in a sentence either serves to modify a verb, adjective or other adverb depending on the context of the sentence itself. based on the findings of this study, there are several suggestions that the authors propose. first, relating to the scope and limitations of the study. this study only discusses one english adverb, it is suggested that other broader aspects can be further explored in future studies. second, related to data sources, because this study only uses one online corpus, namely coca, further research can compare the use of adverbs in coca and bnc or another online corpus. references diana, m. e. (2019). a corpus study of degree adverb collocations in research articles across disciplines. sanata dharma. frank, m. (1972). modern english a practical reference guide. new jersey: prentice hall inc. gelderen, e. v. (2002). introduction to the grammar of english: syntactic arguments and socio-historical background. chapel hill: john benjamins publishing co. kurniawati, i. g. a. d. (2014). types, function and position of adverbs in the yak magazine. humanis:journal of arts and humanities, 8(2), 1–10. murphy, r. (1993). english grammar in use. cambridge: university press. mutiara, r. (2018). adverbs in expressions of disagreement: a corpus study. buletin al-turas, 24(1), 159–175. nugroho, a. (2019). how dead? investigating the use of the adverb ‘dead’ by american and british people: a corpus-based study. in prosiding seminar nasional linguistik dan sastra (semantiks) (pp. 95–104). surakarta: universitas sebelas maret. peters, s., & westerstahl, d. (2006). quantifiers in language and logic. oxford: oxford university press. http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.250-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x exploring the use of adverb :... indah nur azizah, wahya, susi machdalena doi : https://doi.org/10.26714/lensa.10.2.2020.250-262 262 pichler, h. (2016). discourse-pragmatic variation and change in english: new methods and insights. cambridge: cambridge university press. puspitasari, y. d. (2010). a contrastive analysis between english and indonesian adverbs of time. quansah, t., & tetteh, u. s. (2017). an analysis of the use of adverbs and adverbial clauses in the sentences of junior high school pupils in the ashanti region of ghana. british journal of english lunguistics, 5(1), 44–57. reinard, j. c. (2008). introduction to communication research. (4th ed). mc graw: hill higher education. sari, d. p. (2018). tren bahasa anak jakarta selatan. in seminar internasional riksa bahasa xii (pp. 137–145). sher, g. (2011). logical quantifiers. retrieved from http://philosophyfaculty.ucsd.edu/faculty/gsher/2011fa/%0alogic al quantifiers.pdf sudaryanto. (2015). metode dan aneka teknik analisis bahasa. yogyakarta: duta wacana university press. http://jurnal.unimus.ac.id/index.php/lensa 6503-16993-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 124 critical discourse analysis on celebrity case in online news headlines nadya inda syartanti universitas brawijaya jl. veteran malang, indonesia nadya.inda.sy@gmail.com article history: submitted on 20th april 2021; accepted on 12th june 2021; published on 30th june 2021 abstract this study aims to reveal the construction of the news about the immoral video case that happened to indonesia’s celebrity (ga) in various online news media through norman fairclough's critical discourse analysis approach. data sources are taken from various online news media, namely detik.com, kompas.com, liputan6.com, and tribunnews.com in the range of publications from november 2020 to january 2021 with the research subject in the form of news headlines related to ga’s immoral video case. with three dimensions of discourse from norman fairclough's critical discourse analysis, the data analysis was carried out by the three stages: the descriptive analysis stage, the interpretation analysis stage, and the explanation analysis stage. the results found that through the microstructural dimension, the eight news headlines used language tools by 1) choosing vocabulary that was focused on the various phrase of video x, and 2) grammatical units which were dominated by clauses, 3) syntactic functions which were dominated by information as topicalization of discourse, and 4) a form of news that emphasizes the affirmation or clarification of ga’s immoral video case. then, through the mesostructure dimension, the four online mass media have different characteristics and characters in their delivery of news, especially news about the ga’s immoral video case, but are still presented accurately and objectively so that the news content can be conveyed to readers. finally, through the macrostructural dimension, with the reporting of immoral video cases, ga received a negative image in the eyes of the indonesian people, because she was considered to be contrary to eastern culture. this negative image is formed because of the news using vulgar, tendentious, and transparent language to reflect press freedom that must be upheld, even though in composing news, http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx mailto:nadya.inda.sy@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 125 sometimes using sarcastic language and making comparisons in it to attract readers' interest. keywords: critical discourse analysis, ga, immoral video case, online news media introduction the rapid development of communication technology cannot be separated from the easy access to obtain information autonomously. communication, which used to take a long time to deliver, now with technology becomes very fast and seems without distance. thanks to this technology, various media provide an alternative for people in finding and utilizing information sources to meet their needs (hadi, 2010). through the media, both individually and collectively, can build perceptions for other parties. apart from being a tool for conveying news, images, or general descriptions of many things, the media can also act as a forum that can shape public opinion, even as a pressure group on ideas that must be accepted by other parties (sobur, 2009). hall (cenderamata & darmayanti, 2019) adds that the media have a significant role in explaining events and how they are interpreted and understood by the public. this can be seen from many media, primarily internet-based online media, to convey various information and news. with online media, now every individual has comprehensive access to various information and news about current events, one of which is about indonesia’s celebrities, such as the life of ga affected by the immoral video case. information about celebrity life is constructed differently by several media according to the ideology of their respective media. to understand information, readers get different references according to the news that has been constructed by each of these media (prihantoro, 2013). therefore, this study will examine how various media construct news on the life of ga who is exposed to immoral video cases using norman fairclough's critical discourse analysis so that the news can be more accessible and more clearly understood. several previous studies related to this research have been carried out, including cenderamata & darmayanti (2019) which analyzed the news about mulan jameela's hijrah published by four online media, namely detik.com, liputan6.com, tempo.com, and tribunnews.com through discourse critical analysis; prihantoro (2013) who discussed the news about the arrest of raffi ahmad by bnn in four online media, namely kompas.com, mediaindonesia.com, detik.com, and liputan6.com through norman fairclough's critical discourse analysis; dianastiti & mardikantoro (2016) who discussed news about the formation of teacher images in four newspapers, namely harian suara merdeka, harian republika, harian kompas, and tabloid derap guru through three dimensions of critical http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 126 discourse analysis by norman fairclough, namely textual dimensions, discourse practice, and sociocultural dimension; solikhati & mardikantoro (2017) who identify and analyze textual practices of corruption news discourse in two television media, namely metro tv and net through norman fairclough's critical discourse analysis; mandarani, et.al. (2018) who examined the discourse on rohingya reporting from three different media, namely voa, the jakarta post version of the e-paper and cnn through teun a. van dijk's critical discourse analysis; and kartikasari (2020) who traced the construction of news on the increase in bpjs contributions in the midst of a pandemic in six media, namely kompas tv, sctv, indosiar, tribunnews, cnnindonesia.com, and tv one using norman fairclough's critical discourse analysis. the six studies have several similarities. first, the critical discourse analysis approach used is dominated by norman fairclough's approach as in research (cenderamata & darmayanti, 2019; dianastiti & mardikantoro, 2016; kartikasari, 2020; prihantoro, 2013; sholikhati & mardikantoro, 2017), but only one study uses teun a. van dijk's approach to critical discourse analysis (mandarani et al., 2018). second, the data objects studied were taken from various forms of news media, both online media (cenderamata & darmayanti, 2019; prihantoro, 2013), print media (dianastiti & mardikantoro, 2016), and television media (sholikhati & mardikantoro, 2017). third, even among these six studies, two studies used different forms of news media (kartikasari, 2020; mandarani et al., 2018). what is different from the six studies is that news topics are diverse and different from one another. among the six studies, there are two studies from cenderamata & darmayanti (2019) and prihantoro (2013)'s research that took news topics around indonesian celebrities' lives, which is similar to this study. however, although the two studies discuss the lives of indonesian celebrities, both studies have not revealed the essence of norman fairclough's concept of critical discourse analysis, which is based on the big question, namely how to connect micro texts with macro contexts (darma, 2013). in addition, no research discusses the case of indonesian celebrities that went viral. therefore, this study aim to reveal the construction of the headline news about the immoral video case that happened to ga in various online news media using critical discourse analysis by fairclough's approach. method the approach used in this study includes a qualitative descriptive methodological approach and a theoretical approach to norman fairclough's critical discourse analysis. to answer this, the object under study is mapped into three dimensions of discourse, namely 1) the textual (microstructural) dimension is an analysis of the text by looking at vocabulary, semantics, sentence structure, and cohesion and coherence http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 127 between sentences; 2) the dimensions of the practice of discourse (mesostructural) are the practice of discourse by analyzing the processes of production, consumption, and distribution of texts; and 3) the socio-cultural dimension (macrostructural) is a socio-cultural practice that is analyzed using three levels, namely (a) situational, (b) institutional, and (c) social (fairclough, 1995). the data source used is the discourse on reporting the immoral video case that happened to ga in various online news media, namely detik.com, kompas.com, liputan6.com, and tribunnews.com in the range of publishing from november 2020 to january 2021. the data subject of this research is in the form of news headlines related to ga's immoral video cases, which are collected using the observation method and the proficient method followed by the conversation free observation technique, the recording technique, and the note-taking technique as data collection methods (mahsun, 2014). the data analysis method was carried out by the three stages of discourse dimensional analysis in norman fairclough's critical discourse analysis, namely 1) the descriptive analysis stage which is describing the content and descriptive analysis of the text described; 2) the interpretation analysis, which is interpreting the text associated with discourse practice, where the text is not analyzed descriptively but is interpreted by relating it to how the text production process is; and 3) the explanation analysis aims to find an explanation for the results of the interpretation that have been carried out at the interpretation stage. findings and discussion from the search results for news related to the case of immoral videos that happened to ga, several news headlines were found from several online news media as shown in table 1 below. table 1: the data of news headline on the ga’s immoral video case media data news headline detik.com 1 fakta terbaru kasus video seks mirip gisel dari polda metro jaya (latest facts on sex video cases like gisel from polda metro jaya) kompas.com 2 perjalanan kasus video syur, awalnya gisel mengelak hingga jadi tersangka (the journey of the excitement video case, gisel dodged at first then became a suspect) kompas.com 3 pernyataan lengkap permintaan maaf gisel terkait kasus video syur (gisel's full statement of apology regarding the excitement video case) liputan6.com 4 perjalanan kasus video mesum gisel hingga jadi tersangka (the journey of gisel's perverted video case to become a suspect) liputan6.com 5 kronologi kasus video syur gisel: awalnya viral dan klarifikasi, lalu jadi saksi, kini tersangka bareng myd http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 128 (chronology of the gisel’s excitement video case: initially viral and clarification, then becoming a witness, now the suspect is together with myd) tribunnews.com 6 viral video asusila mirip gisel & trending, bukan kali pertama, di tahun 2019 lalu langsung dibantah (viral immoral video like gisel & trending, not the first time, in 2019 then immediately denied) tribunnews.com 7 6 fakta kasus video syur gisel dan myd: dibuat di medan tahun 2017, kini jadi tersangka (6 facts on the excitement video case of gisel and myd: made in medan in 2017, now become a suspect) tribunnews.com 8 selain minta maaf, ini pengakuan blak-blakan gisel usai diperiksa sebagai tersangka kasus video syur (apart from apologizing, this is gisel's blunt admission after being examined as a suspect in the excitement video case) table 1 shows that the news of ga's immoral video case has been in the news since ga stumbled on the same case in 2019 until ga stated an apology for the case. the reporting of ga's immoral video cases was analyzed based on three dimensions of fairclough's critical discourse analysis: microstructural dimension, mesostructural dimension, and macrostructural dimension through three analysis stages: description, interpretation, and explanation, as shown in figure 1 below. figure 1: fairclough's critical discourse analysis framework in ga‘s immoral video case socio-cultural practice (macrostructural) production process interpretation process discourse practice (mesostructural) interpretation process discourse practice (mesostructural) textual (microstructural) description: ga’s immoral video case headlines interpretation: the image of ga as a celebrity is tarnished over the immoral video case explanation: assessment of ga's image as a celebrity http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 129 with the fairclough’s critical discourse analysis framework, as shown in figure 1, the reporting of ga's immoral video cases can be described one by one. 1. microstructural dimension (text analysis) the microstructural dimension is analyzed based on the various language tools used by these media in reporting the ga‘s immoral video case, where two tools mark the representation of a person's theme, namely through (1) the selection of diction or vocabulary, and (2) grammatical units, syntactic function , and the form of news. it was found that there were similarities in the headlines of the data (2), and data (4). however, even though they look similar, there are differences in the two headlines, namely the use of phrases video syur (exciting video), the adverb of awalnya (at first), and the verb of mengelak (dodge) in data (2), while in data (4) only appears in the use of phrases video mesum (perverted video). in connection with the use of phrase video x after the noun of video, it was found that there were differences in the choice of diction or vocabulary, namely video asusila (immoral video) in data (6), video mesum (perverted video) in data (4), video seks (sex video) in data (1), and video syur (excitement video) in data (2), (3), (5), (7), (8). it can be seen that the eight news headlines are more dominated by the use of phrase video syur (excitement video). the number of uses of the phrase video syur (excitement video) is inversely proportional to those listed in kamus besar bahasa indonesia (kbbi) (kbbi online, 2021), that the word syur (excitement) is considered an archaic variety, that is, a variety of unusual word uses. this is understandable because the word syur (excitement) often appeared in the mass media in the 1980s and 1990s (utami, 2014). when observed in kamus besar bahasa indonesia (kbbi) (kbbi online, 2021), the word syur (excitement) is included in two word classes, namely 1) as an adjective which means ‘very attractive’; very interested in his/her heart; really like (to), and as a noun which means suggestion; advice. however, the word syur (excitement) used in the data (2), (3), (5), (7), and (8) belong to the adjective word class, so that the phrase of video syur (excitement video) can be mean as ‘a fascinating video'. when viewed from its literal meaning, the adjective of syur (excitement) has a cheerful nuance of meaning. however, on the other hand, the adjective of syur (excitement) has the same negative nuance as the words asusila (immoral), kotor (perverted), and seks (sex). it can be found that the adjective of syur (excitement) often appears in semiporno magazines and tabloids that feature photos of women in excitement poses (utami, 2014). when observed in terms of grammatical units, the eight data are included in the units of phrases and clauses. clause units are found in data (2), (4), (5), (6), (7), and (8), while the unit phrase is only found in data (1) and (3). the six data includes clause units because there are the use of verbs that function as predicates, namely active verbs of mengelak (dodge) (data 2), http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 130 intransitive verbs of jadi (become) (data 4, 5, and 7), and passive verbs of dibantah (be refuted) (data 6), dibuat (be made) (data 7), and diperiksa (be examined) (data 8). from the three types of verbs, intransitive verbs are the most dominant verbs that used. the verb jadi (become) means ‚menjadi‘ (to be) which is also included as a verb (kbbi online, 2021). the verb menjadi (to be) has similar meaning with ‚sebagai‘ (as). this can be understood by adding the noun of tersangka (suspect) after the verb of jadi (become), so that the verb phrase of jadi tersangka (become a suspect) can be mean as ‘as suspect‘, where the noun of tersangka (suspect) is aimed at ga who is exposed to immoral video cases. it was also found the presence of a syntactic function of description in the headline of data 2: perjalanan kasus video syur (the journey of the excitement video case); in the headline of data 5: kronologi kasus video syur gisel (chronology of the gisel’s excitement video case); in the headline of data 6: viral video asusila mirip gisel & trending (viral immoral video like gisel & trending); in the headline of data 7: 6 fakta kasus video syur gisel dan myd (6 facts on the excitement video case of gisel and myd); and in the headline of data 8: selain minta maaf (apart from apologizing) which all serves as a topicalization of discourse. the word of selain (apart from) in data (8) is identified as a form of an addition to ga's action after being declared a suspect in the immoral video case. the choice of words selain (apart from) being used to add information in the form of the latest facts that have been presented by the news writer regarding the immoral video case that happened to ga. 2. mesostructural dimension (discourse practice) the mesostructure dimensions or discourse practice are focused on how text is produced and consumed. text production is closely related to the ideology of news writers and the news media that supports it, in which there is discourse processing, such as the process of disseminating and using discourse, media profiles, editorial procedures, and the way workers produce news texts. the online news media discussed in this dimension are detik.com, kompas.com, liputan.com, and tribunnews.com. the online news media of detik.com was founded on may 30, 1998, and is an internet-based news site that exists as a result of the changing times from the analog to the digital era. then, on august 3, 2011, detik.com was officially acquired by chairul tanjung's trans crop. detik.com does not have a print edition, it only has an online edition. also, detik.com provides a lot of information for readers that are not limited in type, which presents news and provides service products, such as discussion services (detikforum) and advertising services (classified ads). with the variety of information presented by detik.com, it becomes a flexible site in cyberspace. this proves that detik.com can package the latest news, use neutral word choices, and be touched by all readers. even the news about celebrities is http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 131 presented by detik.com in an up-to-date manner and is packaged casually using short word choices that readers easily understand. the online news media of kompas.com began with the print media kompas which was published on june 28, 1965. at the beginning of its appearance, kompas was the only print media that reported on politics and law. however, over time, information and entertainment sections were also featured in the printed media. kompas has also published through online media with the site of kompas.com since july 1, 2009. two years later, kompas established an electronic media called kompas tv which was founded on september 9, 2011. presenting news on online media, kompas.com, used a certain column or channel according to the reader's needs. for example, in reporting cases of celebrities, kompas.com always looks at and directs the things readers have never thought of. kompas.com invites its readers to directly assess an individual involved in a case. this is evidenced by using vocabulary that uses carefully and considerable reference of literature used in the news. this has become a characteristic as well as a character for kompas.com. the online news media of liputan6.com began with the news program liputan 6, which was founded on august 14, 2000, by pt kreatif media karya, which presented television viewing-based news broadcast by sctv. liputan6.com has been present since may 24, 2012. the presentation of information in the form of news broadcasts has made liputan6.com present in the form of videos with the direction of coverage that looks at the aspect of crime. these present media news that is publicizing in detail highlights a case or event legally and according to the rules. however, liputan6.com does not focus much on the problems of celebrities, unless the celebrity commits a crime and is convicted of a criminal case, because this news media mainly presents news about actual crimes, sports, and politics. tribunnews.com is an online news media managed by pt tribun digital online, regional newspaper division kompas gramedia (group of regional newspaper). this news site presents various kinds of news from various fields such as sports, economy, business, and lifestyle and celebrities that occur both local, national, and regional to international news with realtime and fast. apart from being an online news site that provides electronic paper (e-paper) is a replica of a print edition newspaper, tribunnews.com also provides news in the form of digital paper, namely newspapers published online in digital format. apart from print and online media, tribunnews.com also manages discussion forums and online communities via facebook, twitter, and google+. this media is also known for its neat, actual and neutral news packaging using journalistic language that is following by the writing method. http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 132 3. macrostructural dimension (sosio-cultural practice) the macrostructural dimension is a sosio-cultural practice analysis based on the opinion that the social context outside the media affects how discourse is in the media. socio-cultural practices, such as the situational, institutional, and social levels affect media institutions and their discourse. first, situational level related to the production and context of the situation. then, institutional level related to the influence of institutions internally and externally. lastly, social level relates to more macro situations, such as political systems, economic systems, and society cultural systems. two news headlines have similarities in data (2) and data (4) that focused on topicalization of discourse related to the course of ga's immoral video case. also, there are news headlines with the similar topicalization of discourse as the two news headlines in data (5). although the choice of words used is kronologi (chronology) in data (5), this news headline also shows a series of immoral video cases that happened to ga and is emphasized by additional information on the sequence of events of ga's immoral video cases, namely awalnya viral dan klarifikasi, lalu jadi saksi, kini tersangka bareng myd (initially viral and clarification, then becoming a witness, now the suspect is together with myd). considering that this case had occurred before in 2019 as shown in data (6), the public, especially ga fans, will feel disappointed with this news, making ga stumble with the same case. these four data show that there are sociocultural practices at the situational level because the reporting of ga's immoral video case occurred in 2019 until she became a suspect in 2020. however, the reporting of this case was taken from november 2020 to january 2021. socio-cultural practices at the institutional level are also found in two news headlines in data (1) and data (7). both headlines are focused on the topicalization of discourse related to the facts of ga's immoral video case. the facts referred here are the findings investigated by the police regarding the ga‘s immoral video case. this can be seen in data (1), where information on the police institution is included in the headline, namely polda metro jaya. on the other hand, although data (7) does not show any related institutions, information on police institutions is included in the news content. with the inclusion of the police institution as the investigating party in the case of ga's immoral videos, this can be categorized as an influence of the institution externally. socio-cultural practices at the social level are related to the society's cultural system. indonesian culture is included in eastern culture. eastern culture develops in asia, such as countries in southeast asia, one of which is indonesia. eastern culture tends to be a form of culture that prioritizes politeness norms with specific rules (sosiologi, 2020). eastern cultural characteristics can be categorized to 1) simple; 2) self-control; 3) obeying existing norms; 4) adhere to religion; 5) tend to stay out of trouble; and 6) live together (sosiologi, 2020). among these characteristics, the culture of http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 133 indonesian society is dominated by the characteristics of obeying norms and adhering to religion. this is in contrast to the case that happened to ga. indonesian society considers sex to be an act that is dirty, indecent, or immoral. even for the muslim community, doing sex before marriage is considered an act of adultery. even though ga is a christian, but because ga is part of indonesian society, ga's actions have created a label, where the label becomes a cultured system in assessing a person's personality image. finally, ga gets a negative image according to the indonesian people's views, so it will be widely discussed and reported differently depending on specific motivations and opinions that the online mass media will image. reporting in vulgar, tendentious and open language reflects press freedom that must be upheld, although in composing news, sometimes using sarcastic language and making comparisons to attract readers' interest. the presence of the media in reporting the immoral video case of ga cannot be separated from the element of interest. the firm grip of the media in reporting determines whether the information broadcast to the public contains truth or falsity. the online news media used here is transformed into an extension of the hand to dominate the public. with the case that happened to ga, ga's figure indirectly made a negative impression in the public eye. the media tries to report objectively and transparently as a form of interest. conclusion based on fairclough's critical discourse analysis through three dimensions of discourse, it can be concluded that through the textual microstructural dimension, the eight headlines use language tools with 1) choosing diction or vocabulary that is focused on various phrases of video x, and 2) grammatical units that are dominated by clauses, 3) a syntactic function that is dominated by information as topicalization of discourse, and 4) a form of news that emphasizes the affirmation or clarification of ga's immoral video case. then, through the mesostructural dimension, the four online news media have different characteristics and characters in their delivery of news, especially news about the ga‘s immoral video case, but are still presented accurately and objectively so that the news content can be conveyed to readers. finally, through the macrostructural dimension, with the reporting of immoral video cases, ga received a negative image in the eyes of the indonesian people, because she was considered to be contrary to eastern culture. this negative image is formed because of the news using vulgar, tendentious, and transparent language to reflect press freedom that must be upheld, even though in composing news, sometimes using sarcastic language and making comparisons in it to attract readers‘ interest. http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.124-135 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x critical discourse analysis on celebrity:... nadya inda syartanti doi: https://doi.org/10.26714/lensa.11.1.2021.124-135 134 references 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(2014). suatu rasa bernama syur bahasa majalah.tempo.co. retrieved from https://majalah.tempo.co/read/bahasa/144604/suatu-rasa-bernamasyur. http://jurnal.unimus.ac.id/index.php/lensa 7355-21287-1-le.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 194 students’ elements of motivation in joining the efl virtual classroom using the zoom application during the covid 19 pandemic ahmad heki sujiatmoko universitas negeri malang jl. semarang no. 05 malang ahmad.heki.fs@um.ac.id article history: submitted on 9th june 2021; accepted on 7th december 2021; published on 30th december 2021 abstract the students’ motivation in learning has been a crucial issue for many researchers so far. it is because motivation takes an important role to support the students’ learning achievement. hence, motivation cannot be separated from the teaching and learning activities conducted by the efl teachers. this current research was aimed at investigating the elements of the students’ motivation in joining the efl virtual learning activities using the zoom application during the covid 19 pandemic. the research applied a qualitative descriptive approach. to collect the data, the researcher observed one elective class and interviewed some students from the class investigated. the results revealed that the students’ motivation was mostly influenced by the positive effect related to the learning situations created by the teacher when using the zoom application to conduct the teaching and learning activities. this also implied that the zoom application could lead the teachers to think of being creative in conducting the virtual teaching and learning activities. keywords: students’ motivation, efl virtual classroom, the zoom application, the covid 19 pandemic introduction the students’ learning achievements can be gained by various factors. one of the crucial factors that must be owned by the students for getting their learning achievements is motivation. in learning english, for instance, motivation can be the key to success for the students (chen, warden, and chang 2005; cle´ment, dornyei, and noels 1994; crookes and schmidt 1991). as a foreign language, students need to have a good motivation to learn english. in other words, motivation has some big contributions in efl classrooms such as improving the students’ confidence in doing some oral http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx mailto:ahmad.heki.fs@um.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 195 practices with native speakers (hsu, 2018), and supporting the students to be creative in sharing ideas during the learning process (al-harby, 2012). motivation is known as one of the affective attributes that the students may perform during the teaching and learning activities done. in this case, the students are recognized to be highly motivated in doing something when they have a motive (ushioda & dornyei, 2012). it means that the motivation owned by the students cannot appear by itself. there must be some factors that can support them to build their motivation for doing something such as joining and being active during the learning activities. gardner (2001) explains that three elements of motivation may develop in a person’s life as the tool to move him or her to do or get something wanted. the first is effort. an effort can be depicted as the real acts performed by a person to support him or her in reaching the goals expected. the effort can be planned with an intention and be realized through some performances as the real actions. in short, motivation will be nothing without efforts performed by a person. motivation cannot only be orally stated through the mouth, but it needs proving through some real actions performed as the depiction of the efforts done. in learning english as a foreign language, for instance, a student who is assumed to have good motivation must be able to act or perform something as the effort s/he has. in this case, in trying to have the speaking skill, s/he must do or practice some activities related to get the improvements of his or her speaking skill such as pronouncing, giving opinions, having discussions, and so on. the second is desire. the desire is concerned with a person’s need, want, ambition, and expectation to reach the goal targetted. every human cannot be separated from their imagination for reaching something. this may result from want, ambition, and expectation which may appear because of interests. in learning english as a foreign language, a person may have a great desire due to some ambitions in the future. for example, a person wants to learn english because s/he has a plan to study or work in america after graduating the school. in this case, s/he has a desire concerning the way how s/he can make his or her dream of studying or working abroad come true in the future. the third is positive affect. this element is related to the situations which can support a person to do or get something expected. motivation cannot be separated from the existing situations in the environment or place where s/he lives, studies, or works. even, sometimes when the situation does not give or contribute for him or her to get something expected, s/he will not keep her or his motivation. in learning english as a foreign language, for instance, the teachers are claimed to be able to create supportive learning situations for the students. it is crucial to help the students get highly motivated to learn. this can be done through using technology in making the teaching and learning activities more interesting or attractive. http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 196 today teaching and learning activities cannot be separated from the use of technology. it is a fact that most of the efl teachers feel that using technology such as videos, projectors, and pictures can make the teaching and learning activities conducted to be more interesting (yunus et.al, 2013). in this case, the technology can facilitate the teachers to hold the teaching and learning activities better since it can connect the students with the learning content to everyday life (cam & tran, 2017; hwang et al., 2016). besides, most of the teachers and students have been familiar with the use of technology for supporting the teaching and learning activities conducted (megawati et al., 2020). there are many kinds of technological tools that have developed and been used by people in the world. one of the technological digital tools that can be used to support learning activities is the zoom application. the zoom application is a digital application having the facility to connect the teacher and students within different locations and distances. in this case, the teachers may hold the meeting with the students directly in a long distance at the same time. hence, the zoom application is suitable for having or building a synchronous learning system in online or virtual learning activities. specifically, using the zoom application can help the students negotiate the meaning and enhance their communicative competence (vurdien, 2019), develop intercultural competence (giralt & jeanneau, 2016), contribute to improving the students’ speaking skills (lim & pyun, 2016), and track the students’ learning process (chang, 2007). ultimately, the present study will investigate the efficiency of the zoom technology as an educational tool to motivate the students in joining the online or virtual efl classroom due to the covid 19 pandemic. regarding this, many efl teachers are claimed to think about the students’ motivation in learning. it is because since the covid 19 pandemic appeared, most of the teaching and learning activities are conducted through the online system or virtually. in this case, both the teacher and students require to use some digital applications as a tool for helping them conduct the virtual learning activities successfully. one of the digital applications that can be used for supporting the implementation of the online or virtual efl classroom is the zoom application. however, whatever the online or virtual learning activities conducted by using the zoom application may not be similar to what happens in the offline learning activities. in this case, both the teacher and students may feel something different in terms of the learning situations created. this condition may affect or influence the students’ motivation in joining the online or virtual learning activities. tasneem (2021) found that online learning activities could reduce the students’ learning motivation. that’s why the current research was crucially conducted to know some elements that may affect the students’ motivation in joining the online or virtual efl classrooms. http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 197 based on the rational explanation above as the main problem faced by the teachers in conducting the virtual efl learning activities during the covid 19 pandemic, the researcher wanted to reveal what elements of motivation the students had when joining the efl online or virtual classrooms using the zoom application and in what way the students performed each element of motivation in joining the efl online or virtual classroom using the zoom application. method the study was concerned with describing and analyzing the elements of motivation that the students owned and built when joining the efl virtual classroom using the zoom application during the covid 19 pandemic. the investigation of the study was done through natural, deep, and holistic realities to be interpreted to get rich information about the phenomenon happening. that’s why, the study used a qualitative descriptive approach within a case study design (cohen et al., 2005; creswell, 2012). the study was done at one modern school in gresik which had been familiar with the use of technology to support the teaching and learning activities held. all teachers at this school were also often given some pieces of training about using or applying the technology in the process of teaching and learning activities. meanwhile, most of the students who studied were from rich families who lived downtown. their parents varied in their jobs such as businessmen, doctors, lecturers, civil servants, and so on. hence, most of the students were ready to join the virtual learning activities with the use of technology. specifically, there was only one elective class to be investigated. the class investigated was chosen since it was taught by a novice teacher who had been teaching for several months. hence, it became something interesting to know the students’ motivation in joining the virtual class handled by her. it was assumed that even though the teacher investigated did not have any experience, she could have some new strategies with the use of technology such as digital applications like the zoom. she got more experienced and familiar with the digital applications than some teachers who had been old and could not use or apply the digital applications for supporting the teaching and learning activities held. in addition, there were some selected students based on their learning achievement levels or predicates. to get the data, the researcher held an observation several times to the class investigated. in doing the observation, the researcher conducted the non-participant observation. in this case, the researcher just joined the zoom meeting held by the teacher when holding the teaching and learning activities. so, the researcher did not include or interfere with the process of the teaching and learning activities happening. besides, the researcher also gave the questionnaires to the students from the class investigated. there were 25 students in the class investigated, http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 198 but there were only 10 students who were willing to answer the questionnaires. the questionnaires were shared through a google form. in this case, the researcher just needed to share the link with the students. to make sure that the students were willing to give their opinions through the questionnaires shared, the researcher also asked for help from the teacher so that the teacher could give the instructions to the students selected to fill in or give their responses to the questionnaires given. in analyzing the data, the researcher applied a procedure containing the three current flows of activity namely data condensation, data display, and conclusion drawing or verification (miles et al., 2014). in this case, in condensing the data, the researcher needed to select, focus, simplify, abstract, and transform the documents and empirical materials taken from the observations and questionnaires. then, in displaying the data, the researcher used diagrams to perform and organize the data analyzed. after that, in concluding, the researcher represented, reported, and interpreted the data. findings and discussion students’ motivation elements during the spread of the covid 19 pandemic, many teachers have got worried about the students’ motivation in learning. it is because the teaching and learning activities are done in a new way that has never been applied before. it is known as the online or virtual learning system. in doing this, the efl teachers are claimed to be able to have some strategies in teaching through the use of technology like digital applications. one of the digital applications that are commonly used as the alternative way to fulfill the teachers’ needs to hold the synchronous meeting with the students directly without worrying about the locations and distances at the same time is the zoom. the zoom application is known as the application with various facilities such as holding the video conference in which the teacher and students can meet directly. based on the observation and questionnaires shared with the students, it was found that among the three elements of motivation performed by the students during their participation in joining the efl virtual classrooms, the positive effect element was the highest motivation element that the students had. it was about 50%. this element was concerned with their enjoyment in joining the virtual learning activities conducted by the teacher. in this case, they were found to enjoy the virtual learning activities due to the existence of the variety of the learning activities created by the teacher with the use of the zoom application. in other words, the teacher was successful to create interesting or attractive learning situations through some learning activities which could improve and increase the students’ motivation. meanwhile, other elements of motivation were also performed by the students with different and lower percentages. particularly, the second element of motivation was concerned with the efforts. it was about 35%. http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 199 this element performed the students’ expectation to reach good learning achievements. in this case, they were still motivated to join the class virtually since they wanted to understand the materials given by the teacher for getting high scores and improving their learning achievements. the other element of motivation was desire. this element of motivation appeared as the last element of motivation performed by the students. it was about 15%. this element was concerned with the students’ ambition related to their future life. it meant that the students tried to connect what they did through learning english with their ambitions in the future such as continuing their studies to university and getting jobs that needed english competence. the data can be seen in figure 1 below. figure 1: students’ elements of motivation in joining the efl virtual classrooms using the zoom applications during the covid 19 pandemic the findings of the study revealed that the positive effect had given the biggest influence on the students’ motivation. what made this element could attract the students was the learning situations created by the teacher. this was also similar to the findings revealed by kormos & csizer (2014). in this case, the implementation of the efl virtual learning activities promoted some challenges faced by the teacher in terms of her strategies to provide the students with some interesting learning activities through the zoom application. in this case, when the teacher was successful to provide some interesting learning activities, it could change the learning situations to be more attractive for the students. hence, the students became unconsciously interested in joining the virtual classrooms held (al-hoorie, 2016). it could also be an indication that the teacher’s creativity was good. avila (2015) in her study also found that the teachers’ creativities became the barometer for measuring the success of holding the learning activities. in other words, the implementation of the online or virtual learning activities needed to sustain with teacher’s good capacity in utilizing the technology such as the zoom application in producing various kinds of learning activities that could motivate the students better (lin & lan, 2015). students' elements of motivation effort desire positive affect http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 200 factors building students’ motivation elements each element of the motivation performed by the students could not be separated from the factors influencing them. in this case, each element of the motivation had different factors that made the students perform their tendency in building the motivation of learning virtually. the results of the study showed that the highest element of motivation known as the positive affect had some factors. they were attractive learning activities, feeling better than offline, and staying at home. among those three factors, various learning activities became the most important factor as the depiction of the positive effect element of motivation. it was 50%. meanwhile, feeling better than offline as another element got 30%, and staying at home as the other elements also got 20%. this can be seen from the following figure 4.2. figure 2: positive affect factors of motivation in joining the efl virtual classrooms using the zoom applications during the covid 19 pandemic the figure 2. above indicated that the zoom application provided some facilities which could make the teacher creative in giving various learning activities. the variety of the learning activities held by the teacher was successful to motivate the students in joining the online or virtual learning activities done. this was also in accordance with kim (2020). it was found that the teacher who was creative and innovative in providing various learning activities when using the zoom application could motivate the students in joining the online or virtual classrooms. in addition, the use of the zoom application also entailed some performances done by the students. it meant that the teacher also had a big chance to use the performance-based assessments through using the zoom application in holding the learning activities. the result showed that the students were very enthusiastic to produce any performance for proving their competencies. prastikawati (2018) found that the students had good responses to the learning activities done when the teacher used some performance-based assessments. 0 20 40 60 a b c positive affect factors notes: a feeling better than offline b promoting various learning activities c staying at home http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 201 another element of motivation also had some factors influencing the students’ motivation in joining the efl online or virtual classrooms using the zoom application. the result of the research found that there were some factors derived from the element of motivation known as effort. they were obeying school regulations, getting to know the foreigners, feeling important to the learning activities, and getting easy-to-understand the materials. among those factors, getting easy-to-understand the materials was the highest factor that could influence the students’ motivation in joining the efl online or virtual classrooms using the zoom application. it was 40 %. meanwhile, the other factors mentioned above only got 30%, 20%, and 10%. this can be seen in figure 3 below. figure 3: effort factors of motivation in joining the efl virtual classrooms using the zoom applications during the covid 19 pandemic figure 3 above indicated that using the zoom application in the online or virtual classrooms could invite the students to perform some efforts for showing their motivation in learning english. one of the efforts was that the students tried hard to learn english better through using zoom. it meant that using the zoom application could make them learn english easier. they could get the explanations given by the teacher more clear since they could see the materials explained through the act of sharing screen done by the teacher. some discussion could also be done with the peer. hence, some questions and answers related to the materials learned could be caught by the students well. nuryanto (2021) also revealed that the use of zoom could enhance the students’ skills and motivation in learning english. the last element of motivation known as desire also entailed some factors influencing the students’ motivation. this element was concerned with the students’ future ambition containing some factors such as getting a good job, leading to being professional worker, and supporting the next study at university or college. among those factors of this element, supporting the next study at university or college got the highest score, it was 50%. the other factors just got 30% and 20% for each. this can be seen from figure 4 below. 0 10 20 30 40 50 a b c d effort factors notes: a obeying the school regulations b getting to know with foreigners c feeling important to learning activities done d getting easy to understand the materials http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 202 figure 4: desire factors of motivation in joining the efl virtual classrooms using the zoom applications during the covid 19 pandemic figure 4 above indicated that using the zoom application in learning english virtually was not only concerned with the present expectation for getting better learning achievements but also was related to what the students expected about their future. in this case, the students were found to think about their ambitions in the future. specifically, there were three things they could think of joining the efl online or virtual classrooms – getting a good job, being professional worker, and supporting the next study at university or college. what was thought by the students was that using the zoom application also gave some potentials concerning their future. through using the zoom, they could be familiar in preparing themselves for working, being good workers, or even supporting their study. however, the students were found to tend to relate it with their plans to continue their studies at university or college. they believed that at university or college, the use of technology of digital applications like zoom could be something important. it could not be avoided or even it became the best alternative for conducting online or virtual learning activities due to face the revolution of the industrial era 5.0. in short, the elements of motivation consisting of positive affect, effort, and desire within each existing factor needs to be thought and considered by the efl teacher in trying to lead the students to keep and improve their motivation in joining the online or virtual learning activities using the zoom applications. besides, the efl teachers are claimed to recognize the facilities provided by the zoom application so that they can build creativity and innovation to produce various teaching strategies resulting in some interesting learning situations which can motivate the students better. the students’ motivation may not stagnate. but it will change or shift in accordance with the learning situations built and developed by the teachers (gardner, 2010). in the pandemic situations in which it is recommended that most of the efl teaching and learning activities be held through the online system with the use of technology of the digital applications, the efl 0 20 40 60 a b c desire factors notes: a getting a good job in the future b leading to be professional workers c supporting the next study http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.194-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ elements of motivation in:... ahmad heki sujiatmoko doi: https://doi.org/10.26714/lensa.11.2.2021.194-205 203 teachers are challenged to be creative and innovative in providing or holding the learning activities which can make the students get highly motivated in learning. conclusion the contribution and importance of the learning motivation for the students will never decrease or lose. even, it will be the biggest attention that must be given or thought to by the efl teachers. conducting online or virtual learning activities is not similar to what happens in offline learning activities especially in terms of the elements of motivation performed by the students including positive affect, effort, and desire. hence, every teacher is claimed to be able to have some strategies in order that the students can keep and increase their motivation when joining the online or virtual learning activities held. one of the strategies that can be done is by using the zoom application. the zoom application can be the alternative tool for holding the synchronous learning system in which the teacher can meet the students directly within different locations and distances at the same time. by using the zoom application, the teachers have some potentials to create and develop various kinds of learning activities that can motivate the students to learn better such as presentation, simulation, conversation, and so on. what makes using the zoom can be the alternative way to support the teaching and learning activities held is that it can create motivating learning situations with various learning activities. hence, the online or virtual learning activities will not be an obstacle for both the teachers to keep and promote the improvements of the students’ learning achievements. acknowledgement this research is fully supported by pnbp of faculty of letters, universitas negeri malang for funding in 2021. references al-harbi, g. 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(2013). using visual aids as a motivational tool in enhancing students’ interest in reading literary texts. proceedings of the 4th international conference on education and educational technologies (eet ‘13), 114-117. retrieved from https://arxiv.org/abs/1305.6360. http://jurnal.unimus.ac.id/index.php/lensa 7629-25004-1-le%20new.docx https://doi.org/10.26714/lensa.10.2.2020.137-151 https://doi.org/10.26714/lensa.8.1.2018.75-86 https://arxiv.org/abs/1305.6360 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 137 how confident are efl prospective teachers toward technology? fika megawati1* fitria nur hasanah2 choirun nisak aulina3 mauliya avivi4 nur sholikha muntiari5 1universitas muhammadiyah sidoarjo, sidoarjo, indonesia *fikamegawati@umsida.ac.id article history: submitted on 27th may 2020; accepted on 13th august 2020; published on 31th december 2020 abstract the advance of ict development in educational context encourages educators to increase their competence towards technology integration for classroom activities. consequently, this phenomenon affects teacher education program to equip student teachers as the digital natives in this fourth industrial revolution era with skills accommodating their technology literacy as well as practice. before deciding the activities as well as the supplementary sources for ict based courses, technology confidence is an important step for an institution’s initial development. this study aims to investigate technology competence of english prospective teachers in terms of applications use capability, technology confidence based on gpa, and tpack confidence. questionnaire was used as the instrument, and it was administered to twenty eight participants. the data was analyzed descriptively. the findings reveal that most of the subjects are familiar with the technology application. further, not all of the subjects are confident to their ict competence. inserting gpa information to the prospective teachers’ profile, it shows that high gpa do not guarantee high confidence in ict use. dealing with tpack, the confidence result indicates that more than 45% participants integrate technology in their english classroom. this study implies that attempts fostering the student teachers’ tpack confidence in the context of english language teaching are highly needed. keywords: technology integration, tpack confidence, digital literacy http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx mailto:fikamegawati@umsida.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 138 abstrak semakin berkembangnya teknologi informasi dan komunikasi (tik) di bidang pendidikan mendorong para pendidik untuk meningkatkan kompetensinya di bidang integrasi teknologi. hal tersebut juga mempengaruhi program pendidikan guru untuk membekali para calon guru yang merupakan digital native dengan literasi teknologi yang memadai dan memberikan model integrasi yang efektif sehingga mampu mnegakomodir kebutuhan belajar siswa di era revolusi industri 4.0. namun demikian, untuk menentukan model integrasi dan program peningkatan kualitas dosen yang tepat, tahap awal yang penting dilakukan adalah analisa kepercayaan diri mahasiswa calon guru terhadap penggunaan teknologi. penelitian ini bertujuan untuk menginvestigasi kompetensi teknologi mahasiswa calon guru bahasa inggris dalam hal kemampuan penggunaan aplikasi teknologi, kepercayaan diri pada teknologi berdasarkan ipk, dan kepercayaan diri berdasarkan tpack framework. angket digunakan sebagai instrumen pada penelitian ini dan diberikan kepada 28 subjek penelitian. data yang diperoleh dianalisis secata deskriptif. hasil penelitian ini menunjukkan bahwa sebagian besar mahasiswa calon guru bahasa inggris mengetahui berbagai macam aplikasi teknologi. kemudian, tidak semua subjek merasa percaya diri pada kompetensi ict mereka. menggunakan ipk sebagai tambahan profil subjek penelitian mengindikasikan bahwa ipk tinggi tidak menjamin kepercayaan diri terhadap ict juga tinggi. pada tpack framework, hasil menunjukkan bahwa lebih dari 45% mahasiswa calon guru merasa percaya diri untuk mengintegrasikan teknologi pada pembelajaran di kelas. kata kunci: integrasei teknologi, kepercayaan diri terhadap tpack, literasi digital introduction online application has attracted all elements of people’s activities, including in educational context. significantly, both teachers and students broaden their competence to be a smart user of technology. this phenomenon also affects teacher preparation program to equip teacher candidates with appropriate skills towards the technology integration in learning. this awareness is in line with today’s teachers’ candidates who are considered as digital natives in this 21st century. they are capable enough to operate gadgets compared to the elder teachers. focusing on english language learning, teacher candidates need to be trained to create joyful and meaningful learning by integrating relevant technology. although they are literate to the digital devices, sometimes the skill is not applicable for classroom context. (batane & ngwako, 2017). to define technology, teacher candidates seem to find challenges as well as barriers appearing during the technology use (christ et al., 2019). tpack is one of frameworks promoted by mishra & koehler (2006) used to analyze technology integration for teacher candidates. there are seven domains from three main aspects—content knowledge, pedagogical http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 139 knowledge, and technological knowledge—which are closely related, and it helps both teachers and teacher candidates identify what to use, why to use, and how to use technology in learning activities. the teacher candidates probably get familiar with the three important aspects. however, limited teaching experience to explore technology use in the classroom seems to give a certain perception on how teacher candidates define and apply technology integration. accordingly, it is important to investigate ict competence in the last semester of study period including tpack confidence. further, limited empirical studies discussing score of grade average point (gpa) attracted this study to discuss here. the importance of technology integration skill for teachers can be seen in the statement of unesco (2011) that in teacher competence framework, there are six categories that need to be known and applied: (1) understanding ict in education; (2) curriculum and assessment; (3) pedagogy; (4) application of digital skill; (5) organization and administration; (6) teacher professional learning. the framework is described in graphic 1. graphic 1: teachers' ict competence framework based on unesco, 2019) based on the competence framework, it is stated that technology integration in educational context is not based on personal interest or trend, but it has been the demand of the world in order that every person prepare the global change optimally to face inclusive knowledge societies for sustainable development. http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 140 tpack confidence survey (tcs) is one of interesting topics to study. wang et al. (2018) in their review state that tpack in teacher candidates is an emerging issue for research. the development of each dimension in tpack can be identified from several ways such as selfreport measures, open-ended questionnaires, performance assessments, interviews, and observations. however, from the existing instruments, it seems that there is a need to develop more accurate tpack confidence. therefore, jamieson-proctor, romina finger & albion (2010) tried to develop tool through constructing and validating instrument for tpack confidence. as a result, the instrument is able to measure tpack in large scale. moreover, their study explored the relationship between tpack confidence and the status of institution, age, gender, and study program across situational backgrounds (metropolitan and regional) in queensland. further, a study by al-abdullatif (2019) mentions that prospective teachers in one of saudi arabia universities have high level of ict confidence in the process of teaching and learning. in this context, tpack refers to ict competence, not completely investigate each domain the framework. the findings reveals that personally the prospective teachers show little interest towards ict and the use of ict is restricted to the activity in the classroom learning. another similar study was carried out by raman (2014). in his study, 154 prospective teachers majoring in three different departments—technology and information, moral education, and accounting & management—were involved. the findings indicate that prospective teachers’ competence, confidence, and tpack are high. additionally, in this study, gender contributes to the different skill towards ict use. investigating the relationship of ict and gpa have been studied previously. lepp et al. (2015) provide evidence dealing with the effect of ict use towards gpa. the result of the study shows that the frequent use of mobile phone gave impacts to the low academic performance of the students. slightly different from previous study’s result, yunita et al. (2018) found that use of cell phone is not significantly distract to the students’ gpa. in 2014, lepp et al. (2014) explored the same topic but different findings. the use of mobile phone was not related to gpa and contributed to learners’ anxiety. regarding the possibility of exploring the relationship between technology and gpa, this study is interested to know whether gpa affects to efl learners’ ict confidence. besides, considering limited studies focusing on english prospective teachers’ tpack confidence, this study is interested in this area for some rationales. first, english language learners have certain characteristics in their learning process, it is more meaningful for theoretical contribution if the study does not compare it with learners from other majors. in english class, four skills are exposed to the learners: listening, speaking, reading and writing. besides, three language http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 141 components support the development of each skill, which is, vocabulary, grammar, and pronunciation. thus, the technology integrated needs to be specified based on expected learning outcomes, learners’ condition, and the availability of it facilities. to bridge the gap, the research questions are formulated as follow: 1. how are english teacher candidates’ competence in using technology? 2. how confident are english teacher candidates in using technology across gpa? 3. how are english teacher candidates’ tpack confidence? method this study used descriptive quantitative method with a survey design. to investigate ict competence, the level of confidence in using ict based on gpa, and the level of tpack confidence of prospective english teachers, two kinds of questionnaire were used. it was distributed to the 28 prospective english teachers at one of teacher preparation programs at a private universities in sidoarjo, east java, indonesia. most of the participants were female, and they were in the last year in their study. related to teaching experience, they have taken micro teaching course as well as internship iii (teaching practice) in various setting and accreditation status of schools. the level of the school students were secondary level, namely, junior high school, senior high school, and vocational high school. to collect the data, the first step was administering self-report questionnaire about ict competence. the items were adapted from jamieson-proctor, romina finger & albion (2010). this study asked the subjects’ perception about the skill in using sixteen technology applications. to make it easier to understand, each type of application was supported by example as mentioned in appendix 1. in addition, first items consisted of several ict applications that the students were able to use in the teaching process. then, second items were used to measure the level of general confidence of the participants in using ict applications during the internship across gpa. next, the second step was distributing questionnaire whose items were adapted from bostancıoğlu & handley (2018) to find out the level of confidence based on tpack framework. the items are selected by answering these options: very confident – confident – unconfident – very unconfident. table 1 describes the items in the second questionnaire. table 1: http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 142 items in the second questionnaire no. items 1. i can teach lessons that appropriately combine english linguistic concepts, technologies, and teaching approaches 2. i can select appropriate technologies that combine english culture, technologies, and teaching approaches 3. i can select technologies to use in my classroom that enhance what teach, how i teach, and what students learn 4. i can use technology effectively to communicate relevant information to students and peers 5. i can use a range of technologies to help students pursue their individual curiosities 6. i can use a range of technologies that enable students to become active participants 7. i can provide equitable access to digital language learning tools and resource 8. i can facilitate intercultural understanding by using technology to engage students with different cultures 9. i can participate in digital learning communities to explore creative applications of technology to improve student learning to analyze the data in the first step, the researchers compute the number of subjects and descriptively interpret the result of the item 1 response. for the second item as well as the second questionnaire, percentage was used. findings and discussion after analyzing the data obtained from the first questionnaire, the findings reveal that prospective teachers got familiar with many applications, but not for desktop publishing, database, web page development, and multimedia development and composition. less than 5 prospective teachers select those items. additionally, the closest applications are presentation software followed by word processing, web browser and web 2.0 and social network as depicted in graphic 2. http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 143 graphic 2. the ict competence of the prospective teachers the second question is about ict confidence. from what was selected in item umber 1, the prospective teachers expressed their general confidence in using the apps variously based on their experience. as described in graphic 2, the prospective teachers are not in the same level of confidence. it is proved based on the dominant perception that they were rather confident in using the application (44%). next, 40% feel confident to use the technology. 13% of prospective teacher shows their confidence. finally, as the lowest percentage, 3% selects unconfident. in general, the results indicates that the familiarity of technology applications is not always supported by the intensive experience in using ict which affects the users’ confidence. graphic 3: 25 0 29 15 1 9 6 4 10 22 25 19 2 25 17 18 number of prospective teachers http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 144 ict confidence of prospective teachers the detailed level of ict confidence based on gpa is depicted in table 2. table 2: the level of ict confidence based on gpa no. subject number gpa level confidence 1. subject number 1 3.21 very confident 2. subject number 2 3.91 confident 3. subject number 3 3.10 rather confident 4. subject number 4 3.57 rather confident 5. subject number 5 3.40 very confident 6. subject number 6 3.56 confident 7. subject number 7 3.45 confident 8. subject number 8 3.44 rather confident 9. subject number 9 3.44 rather confident 10. subject number 10 3.44 rather confident 11. subject number 11 3.84 unconfident 12. subject number 12 3.31 rather confident 13. subject number 13 3.07 rather confident 13% 40% 44% 3% ict confidence very confident confident rather confident unconfident http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 145 no. subject number gpa level confidence 14. subject number 14 3.64 confident 15. subject number 15 3.25 confident 16. subject number 16 3.70 confident 17. subject number 17 3.72 confident 18. subject number 18 3.74 rather confident 19. subject number 19 3.14 confident 20. subject number 20 3.80 rather confident 21. subject number 21 3.75 rather confident 22. subject number 22 3.39 rather confident 23. subject number 23 3.58 confident 24. subject number 24 3.81 rather confident 25. subject number 25 3.52 confident 26. subject number 26 3.34 very confidence 27. subject number 27 3.58 confident 28. subject number 28 3.44 confident based on the table 2, it can be seen that the gpa is not always in line with their ict confidence. the prospective teachers tend to answer confident or rather confident. surprisingly, one subject selected very confident although the gpa is lower than 3.5., yet one student with gpa 3.84 answered unconfident. to answer the third research question of this study, perceived confidence to integrate ict into students learning based on tpack framework is presented in graphic 4. http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 146 graphic 4: efl prospective teachers’ tpack confidence technological pedagogical and content knowledge survey results indicate that most of the respondents are confident 46.4%-75% out of 28 prospective teachers. however, the percentage of unconfident cannot be ignored since some of the items were selected more than 20%, particularly number 1,2,5,6,7,8, and 9. the following part is discussion which relates the results of the data analysis with theories and relevant previous research to find out the justification or clarification through the obtained evidence of this study. the first is about ict competence identified from the kinds of technology used. among the sixteen applications, presentation software is the most favorable one. powerpoint is one of effective media for teachers in sharing their materials or presenting related media. it was also experienced in this study. focusing on the availability of lcd projector and the practicality in sharing materials, media, and tasks, prospective teachers tend to prepare powerpoint slides for their instruction. some studies have proved its power to classroom activities more interactive (clark, 2008; cosgun ögeyik, 2017; meibauer & aagaard nøhr, 2018). to provide joyful activities, powerpoint can present games for learners (siko & barbour, 2012). for the next emerging application is word processing, web browser, web 2.0 and social network. the three application are the most popular tool for students’ learning and assessment. highlighting social network or social media, it has been something normal to be applied by prospective teachers. szeto et al., (2016) found that youtube is the 0,0% 20,0% 40,0% 60,0% 80,0% 100,0% 120,0% very confident confident unonfident very unconfident http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 147 common social media was frequently used by digital-native pre-service teachers. moreover, the ict confidence based on gpa in this context gives new insight that affective factor in term of confidence is not always in line with gpa level. some studies have investigated affective factors but not confidence. park et al. (2014) have different idea regarding this issue. they agree with the moreno's cognitive-affective theory of learning with media and provide evidence on how affective factor (emotion and interest) can accommodate cognitive processing. another different result is from lepp et al. (2015). they found that the use of technology represented by mobile phone is the important predictor of the college students’ gpa. the low score was associated with the use of mobile phone. the result of tpack confidence in this study indicates that 75% are confident in the area of technology selection for classroom activities before they use it for the learners and colleagues. this is the highest level among other items in the survey result since the participants selected “confident” to express their perception. accordingly, a skill to select appropriate technology plays an important role. some requirements are needed to obtain the effectiveness of the media, i.e. accessibility, performance, practicality, data feedback, efficiency, customizability (petrick, n.d.). to respond item number 8 related to intercultural issue, more than 40% students selected unconfident and very unconfident. this indicates that not all of the prospective teachers had an opportunity to share culture-related lessons to the learners. it is not a big deal in this case since in the teaching practice, they taught based on what was assigned by the mentor, and it was not always about cultures. the common materials that can be shared as the representative of intercultural is stories or narrative. another form of culture presented in technology is language itself. through exposing many sources from the internet, the prospective teachers develop their english language in different situation, formal and informal or academic and non-academic. as a result, what they suggest to the learners during teaching practice was also same. many online dictionaries very informative in guiding the readers to use the language in appropriate context. currently, video conferencing (vc) and webinar are getting popular to be used for learning activities. it is not only just receiving materials from the speakers, but also facilitating cultural exchanges (pim, 2013). http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 148 interestingly, highlighting the pedagogical concept, not all prospective teachers find themselves confident to teach with technology. technological knowledge is not sufficient to make them skillful in using the apps for teaching. both self-improvement and supporting program in teacher education institution are crucial attempt to update the technology use. related to teacher education program, more sophisticated activities in micro teaching practice may provide prospective teachers a chance to experience various use and kinds of technology which later affect the ict competence as well as tpack (agustin & lilisari, 2016). conclusion to sum up, this study provides an evidence that prospective teachers vary their responses in expressing their ict competence and tpack confidence. additionally, gpa seems to contribute to the level of ict confidence. further, investigating technology applications used outside classroom and for academic activities needs more deep analysis, particularly on how to use it and why they choose the apps. dealing with tpack confidence, prospective teachers are recommended to explore their competence through self-initiated professional development. it is expected that the more exposure the more educational applications they get familiar; as a result, the more confident they integrate technology to english classroom activities. since this study took small participants, it calls future researchers to carry out deeper analysis on efl teachers’ tpack confidence with large participants and different method. combining observation seems to be important to share the process of the implementation. acknowledgment we gratefully acknowledge the financial support for this study: universitas muhammadiyah sidoarjo through the grant “riset terapan institusi”. next, we thank the reviewers for their insight for the better quality of this article. finally, we send our appreciation to the participants for their willingness to contribute in this study. references agustin, r. r. r. r., & lilisari, l. (2016). pre-service science teachers’ readiness to integrate technology (an exploration toward tpack in http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 149 preliminary practical context). jurnal pengajaran matematika dan ilmu pengetahuan alam, 21(2), 18269. https://doi.org/10.18269/jpmipa.v21i2.830 al-abdullatif, a. m. 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(2018). the relationship between mobile phone usage in classroom and academic achievement in college life | yunita | international journal of interactive mobile technologies (ijim). international journal of interactive mobile technologies (ijim), 12(8), 96–103. https://onlinejournals.org/index.php/i-jim/article/view/9530/5366 appendix 1. item in questionnaire 1 please select the following ict applications you are capable of using in your daily and academic activities by giving checklist. you are allowed to choose more than one item. no technology application example checklist () http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 137-151 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how confident are efl prospective :... fika megawati,fitria nur hasanah,choirun nisak aulina,maulia avivi,nur sholikha muntiari doi: https://doi.org/10.26714/lensa.10.2.2020.137-151 151 1 word processing microsoft word 2 desktop publishing microsoft publisher 3 presentation software microsoft powerpoint 4 electronic spreadsheet microsoft excel 5 database microsoft access 6 graphic creation or editing adobe photoshop, coreldraw, paint, canva 7 capture digital image digital cameras, scanning 8 multimedia development and composition flash, director 9 digital video editing adobe premiere, movie director 10 email gmail, yahoo, microsoft outlook 11 web browser internet explorer, google chrome, firefox 12 web search google 13 web page development dreamweaver 14 web 2.0 and social network facebook, twitter, youtube, whatsapp 15 online learning moodle, edmodo 16 online publishing blog, podcast, youtube http://jurnal.unimus.ac.id/index.php/lensa file:///h:/budi/unimus/xtra%20works%20unimus/editor%20jurnal%20lensa/managerial/artikel%20terbit/vol%2010%20no%202%202020/lensa%20v3%20(1)/5817-16099-1-le%20new.docx sasaran dengan mempertimbangkan faktor ekstra linguistik dan budaya. ketepatan penerjemahan kolokasi akan mempengaruhi kualitas terjemahan. kata kunci: kolokasi, penerjemahan, kelaziman abstract collocation is a language phenomenon that shows some words go together to form a fix relationship. understanding collocation will help the translator to produce a natural text in target language. children bilingual story books become a solution for those, especially parents, who want to help their children in learning english. bilingual book in this research is from indonesian into english. children story book mostly uses simple sentences. therefore, the translation is usually use word for word method. the aim of this research were to identified the kinds of collocation found in children bilingual story books, the method used and the penerjemahan kolokasi pada buku bacaan anak dwibahasa diana@unimus.ac.id universitas muhammadiyah semarang (unimus), semarang abstrak kolokasi adalah suatu fenomena kebahasaan yang menunjukan bahwa suatu kata akan selalu bersanding dengan kata tertentu yang tidak tergantikan dengan konteks tertentu. pemahaman kolokasi ketika menerjemahkan akan memudahkan penerjemah menyandingkan suatu kata buku bacaan anak dwibahasa sangat marak keberadaannya akhir -akhir ini. salah satu alasannya adalah untuk merespon kebutuhan orang tua dalam membantu anak belajar bahasa asing. dwibahasa yang dimaksud dalam penelitian ini akan dibatasi dengan penerjemahan dari bahasa indonesia ke bahasa inggris. buku bacaan anak dipilih karena bahasanya yang sederhana, sehingga seringkali penerjemahnya ke dalam bahasa sasaran hanya berdasar kata demi kata. mendwibahasakan buku bacaan anak tidak sesederhana itu. tujuan dari penelitian ini adalah mengidentifikasi jenis-jenis kolokasi yang terdapat dalam bacaan anak dwinbahasa, mendeskripsikan strategi yang digunakan penerjemah utntuk menerjemahkan ke dalam bahasa sasaran, serta menentukan kelaziman dari hasil terjemahan. metode penelitian yang digunakan adalah deskriptif kualitatif. data penelitian ini adalah kolokasi bahasa indonesia dan terjemahannya dalam bahasa inggris. kolokasi diperoleh dari kalimat dalam buku bacaan anak dwibahasa indonesia-inggris yang beredar di pasaran. kolokasi teks sumber akan dikelompokkan berdasar jenisnya, yaitu: adjektiva+nomina, nomina+nomina, verba+objek. kolokasi teks sumber akan dibandingkan dengan versi terjemahnnya untuk menentukan strategi penerjemahan yang digunakan. hasil terjemahan akan dianalisis untuk menentukan kelaziman dalam bahasa 52 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x diana hardiyanti, riana eka budiastuti mailto:diana@unimus.ac.id naturalness of the target text. the method of this research was qualitative descriptive. the data for the research is the collocation from word or phrase in indonesian and its translation in english. the data is taken from children bilingual story books sold in the regional book store. the collocations of the source text are grouped into adjective +noun, noun + noun, verb + object. the collocations of the source text were compared to the target text to identify the translation method to relate to the naturalness in the target language. the appropriate method of translating the text influences the quality of the translation. keywords: collocation, translation, naturalness pendahuluan kegiatan menerjemahkan tidak semata –mata mengganti bahasa sumber ke dalam bahasa sasaran. seorang penerjemah harus memperhatikan aspek–aspek kebahasaan yang berlaku baik dalam banahasa sumber (bsu) maupun bahasa sasaran (bsa). kualitas terjemahan dipengaruhi oleh ketepatan pemilihan padanan kata, keberterimaan hasil terjemahan pada bahasa sasaran dan keterbacaan teks. salah satu aspek kebahasaan yang patut diperhatikan penerjemah adalah aspek kolokasi. kolokasi atau sanding kata adalah kemampuan penerjemah menyandingkan kata secara tepat, lazim dan berterima dalam bahasa sasaran. kata „air‟ tentu lebih lazim bersanding dengan „putih‟ daripada kata ‟bening‟ pada kalimat, „adik minta segelas air putih‟. yang menarik adalah, setiap bahasa mempunyai sanding kata yang berbeda satu sama lain. tidak setiap sanding kata dalam bahasa indonesia mempunyai padan kata yang sama untuk sanding kata bahasa inggris. penerjemahan kolokasi pada buku bacaan anak dwibahasa menjadi hal yang menarik untuk dicermati. akhir-akhir ini buku bacaan anak dwibahasa marak di pasaran. salah satu alasannya adalah penerbit mengakomodasi kebutuhan orang tua untuk membantu anak-anaknya belajar bahasa inggris melalui buku bacaan. buku bacaan anak dipilih sebagai sumber penelitian, karena bahasanya yang sederhana, sehingga seringkali penerjemahannya ke dalam bahasa sasaran hanya mengandalkan metode kata per kata. mendwibahasakan buku bacaan anak tidaklah sesederhana itu. dwibahasa yang dimaksud dalam penelitian ini akan dibatasi dengan dengan penerjemahan dari bahasa indonesia ke dalam bahasa inggris. penerjemahan kolokasi yang keliru akan menghasilkan hasil terjemahan yang tidak lazim dalam bahasa sasaran. salah satu contoh penerjemahan kolokasi yang tidak lazim dalam bacaan anak dwibahasa adalah adalah penerjemahan kalimat, “itu kepitingnya, kalian jangan ikut mengambilnya, nanti dicapit”. kalimat tersebut diterjemahkan menjadi, „it is a crab, do not pick it up, you could be squeezed‟. dalam bahasa indonesia, kata „kepiting‟ berkolokasi dengan „dicapit‟ namun dalam bahasa inggris kata‟crab‟ tidak berkolokasi dengan „squeeze‟ untuk konteks „digigit‟. kata „bite‟ lebih berkolokasi dengan kata „crab.‟ kesalahan pemilihan sanding kata ini tentunya akan berdampak pada pembaca, dalam hal ini 53 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x anak –anak pembelajar bahasa inggris, mereka akan kesulitan untuk mendapatkan contoh sanding kata yang wajar dalam bahasa inggris. penelitian ini merupakan penelitian penerjemahan. adapun masalah penelitian yang akan diungkap adalah (1) jenis kolokasi apa yang banyak ditemukan dalam penerjemahan buku bacaan anak dwibahasa indonesia-inggris (2) teknik penerjemahan apa yang digunakan penerjemah untuk menerjemahkan kolokasi pada buku bacaan anak dwibahasa (3) mendeskripsikan hubungan antara teknik penerjemahan yang digunakan dengan kelaziman hasil terjemahan pada bahasa sasaran. tinjauan pustaka teori penerjemahan menerjemahkan tidak hanya sekedar mengganti bahasa sumber ke dalam bahasa sasaran. untuk menghasilkan hasil terjemahan yang baik, seorang penerjemah wajib memahami teori penerjemahan dan memperhaikan hal lain di luar teks seperti budaya dan factor ekstra linguistik. penerjemahan didefinisikan oleh beberapa ahli diantaranya catford (1965) seperti yang dikutip oleh machali (2001:5) mengemukakan definisi menerjemahkan sebagai, “the replacement of textual material in one language (sl) by equivalent textual material in another language (tl).” definisi tersebut lebih menyoroti padanan pada level teks antara bsu dan bsa. sedangkan newmark (1988:5) memberi definisi penerjemahan sebagai, “… rendering the meaning of text into another language in the way that author intended the text.” batasan tersebut lebih menekankan pada aspek pengalihan makna ke bahasa lain menurut maksud penulis. dari beberapa definisi penerjemahan di atas dapat ditarik kesimpulan bahwa menerjemahkan pada hakikatnya adalah pengalihan makna yang terdapat dalam bsu ke dalam bsa dan menuangkannya kembali sedemikian rupa dengan tetap mengindahkan aspek kewajaran sesuai dengan kaidah-kaidah yang berlaku dalam bsa. teknik penerjemahan molina dan albir (2002) mendefinisikan teknik penerjemahan sebagai „procedure to analyze and classify how translation equivalence works‟. tenik yang dimaksud di sini adalah langkah-langkah yang dilakukan penerjemah untuk menerjemahkan. selanjutnya, molina dan albir (2002) menyatakan bahwa teknik penerjemahan mengacu pada „actual steps taken by the translators in each textual micro unit‟. tahap yang ditekankan disini adalah teknik pengalihan pesan pada tataran mikro seperti tataran kata, frasa, klausa atau kalimat. berikut ini teknik-teknik penerjemahan yang dikemukakan oleh molina dan albir (2002): 54 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 1. adaptasi (adaptation) teknik penerjemahan yang menggantikan unsur-unsur budaya yang khas dalam bsu dengan unsur budaya yang ada dalam bsa. teknik ini dapat digunakan apabila unsur atau elemen budaya tersebut memiliki padanan dalam bsa. bsu : his leg felt like a stone. bsa : tungkai kakinya seperti terpaku. 2. amplifikasi (penambahan) teknik penerjemahan yang menambahkan detail informasi yang tidak terdapat dalam teks bahasa sumber. penambahan informasi ini tidak boleh mengubah pesan bsu. bsu : there are many indonesian at the ship. bsa : banyak warga negara indonesia di kapal itu. 3. peminjaman (borrowing) teknik penerjemahan yang menggunakan kata atau ungkapan dari bsu di dalam bahasa sasaran. peminjaman dapat berupa peminjaman murni (pure borrowing), yaitu peminjaman tanpa melakukan perubahan apa pun, seperti kata “zig-zag”, atau berupa peminjaman alamiah (naturalized borrowing), dimana kata dari bsu disesuaikan dengan ejaan bsa, seperti kata “musik” yang berasal dari kata “music”. 4. kalke (calque) penerjemahan harfiah dari sebuah kata atau frasa dalam bsu ke bsa. bsu : he is the new assistant manager. bsa : dia adalah asisten manajer yang baru. 5. kompensasi (compensation) teknik penerjemahan yang dilakukan dengan menyampaikan pesan pada bagian lain dari teks terjemahan. hal ini dilakukan karena pengaruh stilistik (gaya) pada bsu tidak bisa di terapkan pada bsa. teknik ini sama dengan teknik konsepsi. 55 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x bsu : a pair of scissors --------- bsa: „gunting‟ 6. deskripsi (description) teknik penerjemahan yang mengganti istilah dalam bahasa sumber dengan deskripsinya dalam bahasa sasaran. teknik ini digunakan ketika suatu istilah dalam bahasa sumber tidak memiliki istilah yang sepadan dalam bahasa sasaran. bsu : dia memakai blangkon. bsa : he wears blangkon, a javanese man‟s hat. 7. kreasi diskursif (discursive creation) teknik penerjemahan yang menggunakan padanan sementara yang jauh dari konteks aslinya. teknik ini sering muncul dalam penerjemahan judul film, buku, dan novel. bsu : the minangkabau response to the dutch colonial rule in the nineteenth century. bsa : asal-usul elite minangkabau modem: respons terhadap kolonial belanda xix/xx. (havid ardi, 2010: 400) 8. padanan lazim (established equivalence) menerjemahkan istilah dalam bahasa sumber dengan istilah yang sudah lazim dalam bahasa sasaran. istilah dalam bahasa sumber tersebut umumnya berdasarkan kamus atau ungkapan sehari-hari. bsu : sincerely yours -------------bsa : hormat kami 9. generalisasi (generalization) teknik ini menggunakan istilah yang lebih umum pada bsa untuk bsu yang lebih spesifik. bsu : „mansion‟, „penthouse‟ ------- bsa : „tempat tinggal‟ 10. amplifikasi linguistik (linguistics amplification) 56 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x teknik penerjemahan yang menambahkan unsur-unsur linguistik teks bsu dalam teks bsa. teknik ini sering digunakan dalam interpreting atau bsu : „everything is up to you‟ ---- bsa :„semuanya terserah kamu’ 11. kompresi linguistik (linguistics compression) teknik penerjemahan yang menyatukan atau mengumpulkan unsur-unsur linguistik yang ada dalam teks bsu. teknik ini sering digunakan dalam interpreting atau dubbing. bsu : „are you sleepy?‟ -------- bsa : „ngantuk?‟ 12. penerjemahan harfiah (literal translation) teknik penerjemahan kata per kata dan mengabaikan konteks. bsu : „killing two birds with one stone.‟ bsa : „membunuh dua burung dengan satu batu satu.‟ 13. modulasi (modulation) teknik penerjemahan yang mengganti, fokus, sudut pandang atau aspek kognitif yang ada dalam bsu, baik secara leksikal ataupun struktural. bsu : „nobody doesn‟t like it.‟ ----- bsa :„semua orang menyukainya‟ 14. partikularisasi (particularization) teknik penerjemahan yang menggunakan istilah yang lebih konkret dan khusus. bsu : „she likes to collect jewelry.‟ bsa : „dia senang mengoleksi kalung emas.‟ 15. reduksi (reduction) memadatkan informasi yang terdapat dalam bahasa sumber ke dalam bahasa sasaran. pemadatan informasi yang dilakukan tidak boleh mengubah pesan dalam teks bahasa sumber. 57 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x bsa : „she got a car accident.‟ --------bsu : „dia mengalami kecelakaan.‟ 16. substitusi (substitution) mengganti elemen-elemen linguistik menjadi paralinguistik (seperti intonasi dan isyarat) atau sebaliknya. contohnya menganggukkan kepala di indonesia diterjemahkan “ya!” 17. transposisi (transposition) teknik penerjemahan karena adanya perberdaan tata bahasa antara bsu dan bsa. penerjemahan dilakukan dengan mengganti kategori gramatikal bahasa sumber dalam bahasa sasaran. bsu : „i have no control over this condition.‟ bsa : „saya tidak dapat mengendalikan kondisi ini.‟ 18. variasi (variation) teknik dengan mengganti elemen linguistik atau paralinguistik (intonasi, isyarat) yang berdampak pada variasi linguistik. bsu : „give it to me now.‟ bsa : „berikan barang itu ke gue sekarang.‟ kolokasi collocation diterjemahkan menjadi kolokasi dalam bahasa indonesia atau juga dikenal dengan istilah sanding kata. definisi kolokasi menurut baker (1992) adalah kecenderungan suatu kata untuk bergabung secara teratur dalam suatu bahasa, namun namun kata yang mana dapat berkolokasi dengan kata apa tidak ada hubungannya secara logis. hatim dan munday (2004:249) menyatakan, “collocation refer to the way that words are typically used together.” menurut larson (1984: 144), “collocation are words joined together in phrases or sentences to form semantically unified expression.” dari beberapa definisi tersebut dapat ditarik kesimpulan bahwa kolokasi adalah suatu fenomena kebahasaan yang menunjukan bahwa suatu kata akan selalu bersanding dengan kata tertentu yang tidak tergantikan dengan konteks tertentu. contoh kolokasi dalam bahasa indonesia adalah kata „membasuh‟, kata ini berkolokasi dengan kata „muka‟ dan „badan,‟ namun tidak berkolokasi dengan 58 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kata „mobil‟. sehingga, frasa „membasuh muka‟ lazim dalam bahasa indonesia, namun frasa „membasuh mobil,‟ menjadi tidak lazim. dalam bidang penerjemahan, ketepatan penerjemahan kolokasi akan mempengaruhi kualitas terjemahan. terjemahan dalam konteks ini akan dibatasi dengan penerjemahan indonesia –inggris. tidak setiap kolokasi dalam bahasa indonesia mempunyai padan kata yang sama dalam bahasa inggris. ketidaktepatan penerjemahan kolokasi akan menyebabkan hasil terjemahan menjadi tidak lazim dalam bahasa sasaran. istilah ini dikenal dengan „interferensi‟ atau „perselisihan kolokasi‟. interferensi adalah penggunaan kolokasi bsu di dalam bsa. contoh kalimat yang diambil dari buku bacaan anak „qonita menunggang kerbau‟ di bawah ini. “paman mengapa kerbaunya harus dijaga? bukankah mereka tidak akan kemanamana?” tanya qonita. (sasongko, 2014:16) kalimat ini diterjemahkan ke dalam bahasa inggris menjadi : „uncle why do the buffaloes must be protected? they will not go anywhere right?‟ dalam bahasa indonesia, kata „kerbau‟ berkolokasi dengan „dijaga‟ karena pengaruh budaya masyarakatnya. menerjemahkan kata „dijaga‟ dengan „protected‟ tentunya tidak tepat. kata „protected‟ tidak berkolokasi dengan „going anywhere‟ karena dalam bahasa inggris kata „protect‟ berkolokasi dengan „against‟ yang berarti „melindungi‟. penerjemahan yang tepat adalah „watch over‟. jenis-jenis kolokasi newmark (1988) membagi kolokasi dalam penerjemahan menjadi 3 kategori, yaitu: 1. adjective (ajektiva) plus noun (nomina) pada kategori ini beberapa adjektiva berkolokasi dengan nomina tertentu. adjektifa „beautiful‟ dalam bahasa inggris berkolokasi dengan nomina „picture‟, „day‟, „woman‟. tidak semua kolokasi bahasa inggris mempunyai padanan kolokasi yang sama, contoh „beautiful woman‟ dapat diterjemahkan menjadi „wanita cantik‟, tapi tidak dengan „beautiful day‟ menjadi „hari yang cantik‟. penerjemahan yang tepat adalah „hari yang cerah‟. 2. noun (nomina) plus noun (nomina) kolokasi nomina bersanding dengan nomina tertentu, contohnya frasa „kursi tamu‟. budaya indonesia sangat menghormati tamu, sehingga segala 59 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x sesuatu yang berhubungan dengan menjamu tamu akan menjadi lebih khusus, seperti kursi tamu, gelas tamu, ruang tamu. namun, terjemahannya dalam bahasa inggris, kata „chair‟ tidak berkolokasi dengan „guest‟, karena budaya barat tidak memberikan perlakuan khusus untuk tamu. 3. verb (verba) plus object (objek) kata kerja tertentu bersanding dengan beberapa nomina tertentu. verba „minum‟ berkolokasi dengan nomina ‟teh‟, „kopi‟, „obat‟. dalam bahasa inggris, verba „drink‟ juga berkolokasi dengan „tea‟ dan „coffee‟ tapi tidak berkolokasi dengan „medicine‟. kata „medicine‟ berkolokasi dengan kata „take‟ , jadi frasa „drink medicine‟ tidak lazim dalam bahasa inggris. yang lazim adalah „take medicine‟. metode penelitian ini merupakan penelitian deskriptif kualitatif. deskriptif karena penelitian ini bertujuan memberikan gambaran secara sistematis dan faktual berkaitan dengan data dan hubungannya dengan fenomena yang diteliti djajasudarma (1993:9). penelitian ini bersifat kualitatif karena data yang dikaji berupa data kualitatif, yang berwujud kata, frasa atau ungkapan yang berasal dari sumber data dokumen. sumber data penelitian ini adalah buku bacaan anak dwibahasa yang beredar di pasaran, dengan bahasa indonesia sebagai bahasa sumber dan bahasa inggris sebagai bahasa sasaran. ada empat buku bacaan anak dwibahasa yang dijadikan sampel penelitian. bukubuku tersebut berasal dari empat penerbit yang berbeda. data penelitian adalah kolokasi atau sanding kata yang ditemukan dalam buku bacaan anak dwibahasa indonesiainggris, dalam hal ini teks sumber (tsu) adalah bahasa indonesia dan teks sasaran (tsa) adalah bahasa inggris. kolokasi diperoleh dari kalimat –kalimat dalam bacaan yang mengandung 3 jenis kolokasi, yaitu : adj (ajektiva) + n (nomina); n (nomina) +n (nomina) dan v (verba) + n (nomina). metode dan teknik analisis data difokuskan pada penerjemahan kolokasi cerita anak bilingual dengan menggunakan metode kualitatif. kolokasi dalam tsu dikategorikan dan diklasifikasikan sesuai teori yang dikemukakan oleh newmark (1988). selanjutnya, menentukan kelaziman kolokasi yang ada. kelaziman kolokasi dilakukan secara introspeksi para anggota peneliti, kata yang bersanding dicocokkan dengan kamus oxford collocations dictionary. pengecekan kelaziman juga dilakukan melalui mesin pencari seperti google dan yahoo (said, 2010). untuk proses verifikasi dan validasi data penelitian didiskusikan dengan teman sejawat melalui focus group discussion. hasil analisis akan menunjukan hubungan antara metode yang digunakan dengan kelaziman hasil terjemahan. 60 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x hasil dan pembahasan newmark (1988) membagi kolokasi menjadi 3 jenis, adj +n, n + n dan v + o. dari total 105 data yang diperoleh, data kemudian dipilah berdasarkan tiga kategori diatas dan diperoleh hasil sebagai berikut: tabel 1: jenis-jenis kolokasi pada buku bacaan anak dwibahasa jenis kolokasi jumlah ketepatan penerjemahan lazim tidak lazim adj +n 0 n +n 32 23 9 v +o 73 65 8 total 105 88 17 % 100 % 83% 17% kolokasi adj + n tidak ditemukan data pada kategori ini. hal ini dikarenakan struktur tata bahasa indonesia sebagai bsu tidak mengenal struktur ini. asas pembentukan frasa nomina dalam bahasa indonesia adalah n + adj. , contohnya „gadis cantik‟ sedangkan struktur adj + n adalah asas pembentukan frasa nomina dalam bahasa inggris, seperti dalam „pretty girl‟. kolokasi n +n ditemukan 32 data pada kategori ini. dari 32 data tersebut, 23 pasangan kata atau kolokasi diterjemahkan dengan kolokasi yang lazim dalam bsa, sedangkan 9 kolokasi diterjemahkan dengan kolokasi yang tidak lazim dalam bsa, atau disebut interferensi (perselisihan kolokasi). berikut ini analisis penerjemahan kolokasi bsu n + n yang lazim dalam bsa. 1. data nn4 tsu : „sebagian telur dijual untuk memberi pakan ayam.‟ (sasongko, 2014:17) tsa : „some eggs are sold to buy chicken feed.‟ (sasongko, 2014:17) 61 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x dari data di atas kolokasi nomina „pakan‟ bersanding dengan nomina „ayam‟ pada tsu. kolokasi ini diterjemahkan dengan kolokasi „chicken feed‟ pada tsa. menurut oxford collocation dictionary, kata „chicken‟ berkolokasi dengan „feed‟. penggunaan kamus kolokasi sangat membantu menghasilkan penerjemahan yang lazim pada bsa. menurut said (2010), mengecek kelaziman kolokasi dapat dilakukan dengan bantuan mesin pencari seperti „google‟, dengan cara mengetik kata yang dimaksud dalam tanda petik, maka dalam waktu 0,19 detik akan didapat data seberapa sering pasangan kata itu digunkan dalam dokumen. dari hasil pengecekan melalui mesin pencari google, untuk kolokasi „chicken feed‟ ditemukan dalam 242.000.000 dokumen. hal ini membuktikan bahwa kolokasi „chicken feed‟ lazim digunakan dalam tsa. 2. data nn19 tsu : „tetapi dia… demam panggung‟ (sasongko, 2014:17) tsa : „but he had…. stage fright‟ (sasongko, 2014:17) dari data di atas kolokasi nomina „demam‟ bersanding dengan nomina „panggung‟ pada tsu. menurut kbbi, kolokas „demam panggung‟ mempunyai arti perasaan tidak tenang ketika berada di atas panggung. kolokasi ini diterjemahkan dengan kolokasi „stage fright‟ pada tsa. menurut oxford collocation dictionary, kata „stage‟ berkolokasi dengan „fright‟. dari hasil pengecekan melalui mesin pencari google, untuk kolokasi „stage fright‟ ditemukan dalam 2.300.000 dokumen. hal ini membuktikan bahwa kolokasi „stage fright‟ lazim digunakan dalam tsa. pada hasil analisis, ditemukan data penerjemahan kolokasi n+n yang tidak lazim dalam tsa, seperti pada data di bawah ini. 3. data nn9 tsu : „bulu ayam dapat dijadikan kemoceng‟ (sasongko, 2014:32) tsa : „their fur can be used as kemoceng‟ (sasongko, 2014:33) data di atas adalah data yang penerjemahannya pada tsa kurang lazim. dari data di atas kolokasi nomina „ayam‟ bersanding dengan nomina „bulu‟ pada tsu. kolokasi ini diterjemahkan dengan kata ‟fur‟ pada tsa. menurut oxford collocation dictionary, kata „chicken‟ tidak berkolokasi dengan „fur‟ melainkan dengan „feather‟ kendatipun dalam bahasa indonesia, baik „fur‟ maupun „feather‟ sama sama diterjemahkan dengan „bulu‟ namun dalam bahasa inggris kata „fur‟ lebih berkolokasi dengan „rabbit‟ ketimbang dengan „chicken‟. setelah dilakukan 62 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x pengecekan dengan mesin pencari, diketemukan kolokasi „chicken fur‟ namun dengan arti yang berbeda dengan arti yang dimaksud dalam tsu. kolokasi v + o ditemukan 73 data pada kategori ini. dari 73 data tersebut, 65 pasangan kata atau kolokasi diterjemahkan dengan kolokasi yang lazim dalam tsa, sedangkan 8 kolokasi diterjemahkan dengan kolokasi yang tidak lazim dalam tsa, atau disebut interferensi (perselisihan kolokasi). berikut ini analisis penerjemahan kolokasi tsu v + o dalam tsa: 1. data vo13 tsu : „dengan mesin ini aku dapat menetaskan telur lebih banyak‟ (sasongko, 2014:14) tsa : „with this machine i can hatch more eggs’ (sasongko, 2014:14) data di atas menunjukan penerjemahan kolokasi tsu dinilai lazim dan berterima dalam tsa. dari data di atas kolokasi verba „menetaskan‟ bersanding dengan nomina „telur‟ pada tsu. kolokasi ini diterjemahkan dengan kolokasi „hatch more eggs‟ pada tsa. menurut oxford collocation dictionary, kata „hatch‟ berkolokasi dengan „egg‟. melalui mesin pencari, kata „hatch‟ bersanding dengan kata „egg‟, ditemukan kolokasi „hatch the egg‟ pada 10.800.000 dokumen. 2. data vo43 tsu : „guli segera mengangkat tangan‟ (chandra, 2015:a) tsa : „guli immediately raised his hand’ (chandra, 2015:a) dari data di atas kolokasi verba tsu „mengangkat‟ bersanding dengan nomina „tangan‟. kolokasi ini diterjemahkan dengan kolokasi „raised his hand‟ yang lazim pada tsa. menurut oxford collocation dictionary, kata „raise‟ berkolokasi dengan „hand‟. melalui mesin pencari, ditemukan kolokasi „raise hand‟ pada 268.000.000 dokumen. jumlah kata yang ditemukan pada mesin pencari menunjukan bahwa kata tersebut lazim digunakan pada tsa. data berikut ini menunjukan bahwa penerjemahan kolokasi tsu tidak berterima dan tidak lazim dalam tsa. 63 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 3. data vo15 tsu : „pak sirod mengajak qonita mengambil telur.‟ (sasongko, 2014:17) tsa : „mr. sirod invited qonita to take the egg.‟ (sasongko, 2014:18) data di atas adalah data yang penerjemahannya pada tsa kurang lazim . dari data di atas kolokasi verba „mengajak‟ bersanding dengan objek pronomina „qonita‟ pada tsu. kolokasi ini diterjemahkan dengan ‟invited qonita‟ pada tsa. menurut oxford collocation dictionary, kata „invited‟ tidak berkolokasi dengan „take the egg‟. verba „ask‟ lebih tepat bersanding dengan frasa „take the egg‟. verba „invite‟ mempunyai arti mengundang seseoang secara formal. 4. data vo28 tsu : „ia menebarkan jala tersebut lalu meninggalkannya, menunggu sampai ada ikan yang terperangkap dalam jala tersebut. (rimandani, 2013:7) tsa : „he let down the nets and then left to wait until a fish is caught in these nets. (rimandani, 2013:7) data di atas adalah data yang penerjemahannya pada tsa kurang lazim . kolokasi verba „menebar‟ bersanding dengan nomina „jala‟ pada tsu. kolokasi ini diterjemahkan dengan ‟to let down the net‟ pada tsa. menurut oxford collocation dictionary, kata „net‟ (pada „fishing net‟) tidak berkolokasi dengan frasa verba „let down‟. untuk nomina „net‟ lebih bekolokasi dengan verba „spread‟ atau „cast‟. pengecekan kelaziman kolokasi pada mesin pencari diperoleh data „spread the net‟ terdapat pada 1.580.000 dokumen dan kolokasi „catch the net‟ terdapat pada 57.200.000 dokumen. teknik penerjemahan molina dan albir (2002) mengemukakan 18 teknik penerjemahan yang merupakan langkahlangkah penerjemah dalam menerjemahkan tsu ke tsa. dari 105 data yang ada, tsu diterjemahkan dalam tsa menggunakan beberapa metode seperti tertera pada tabel di bawah ini: tabel 2: metode penerjemahan tsu ke tsa teknik penerjemahan lazim penerjemahan tidak lazim harfiah 63 15 padanan lazim 17 kompensasi 6 modulasi 2 64 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x reduksi 1 partikularisasi 1 total 88 17 teknik penerjemahan menghasilkan tsa yang lazim terdapat lima teknik penerjemahan yang digunakan untuk menghasilkan terjemahan kolokasi yang lazim pada tsa. teknik penerjemahan yang paling banyak digunakan adalah teknik penerjemahan harfiah, disusul dengan penggunaan teknik padanan lazim, kompensasi dan modulasi. teknik penerjemahan harfiah data vo38 tsu : „hutan selalu menyimpan banyak rahasia.‟ (chandra, 2015:a) tsa : „the jungle kept a lot of secreats.‟ (chandra, 2015:a) teknik penerjemahan harfiah adalah teknik penerjemahan kata per kata yang kadang mengabaikan konteks. penerjemahan data di atas dilakukan dengan penerjemahan kata per kata, verba „menyimpan‟ diterjemahkan dengan verba lampau „kept‟, frasa nomina „banyak rahasia‟ diterjemahkan menjadi „a lot of secreats‟. teknik penerjemahan menghasilkan kolokasi yang lazim dalam tsa, hal ini dikarenakan struktur tsu dan tsa mempunyai struktur gramatika yang sama untuk v o yaitu verba (transitif) diikuti oleh nomina sebagai objek. teknik penerjemahan padanan lazim data nn1 tsu : „aku bisa bermain dengan anak ayam disana„ (sasongko, 2014:4) tsa : „i can play with the chicks there‟ (sasongko, 2014:5) teknik penerjemahan padanan lazim adalah teknik menerjemahkan istilah bahasa sumber dengan istilah yang sudah lazim dalam bahasa sasaran. frasa nomina „anak ayam‟ diterjemahkan dengan nomina „the chicks‟. bahasa inggris mempunyai istilah tersendiri untuk menyebut anak dari ayam, yaitu „chick,‟ sehingga frasa nomina „anak ayam‟ tidak diterjemahkan dengan „the hen‟s children‟. teknik penerjemahan yang digunakan menghasilkan kolokasi yang lazim dalam tsa, karena hasil terjemahan menghasilkan istilah yang lazim digunkan pada tsa. 65 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x teknik penerjemahan kompensasi data nn28 tsu : „gloob kecil berlarian tunggang langgang ketika melihat gloob bertopeng.‟ (chandra, 2015:4) tsa : „litlle gloob running headlong when looking at masked gloob.‟ (chandra, 2015:5) teknik penerjemahan kompensasi adalah teknik menerjemahkan karena pengaruh gaya pada bsu yang tidak di terapkan pada bsa. frasa nomina „gloob bertopeng‟ diterjemahkan dengan frasa nomina „masked gloob‟. asas pembentukan frasa nomina bahasa indonesia dan bahasa inggris berbeda. pada tsu, frasa nomina terbentuk dari n+ adj, yaitu pronomina „gloob‟ dan adjektiva „bertopeng‟. pada tsa penerjemahan disesuaikan dengan asas pembentukan frasa nomina bsa, yaitu: adj + n. sehingga kolokasi „gloob bertopeng‟ diterjemahkan menjadi „masked gloob‟. hasil penerjemahan dianggap lazim dalam tsa karena sesuai dengan kaidah gramatikal tsa. teknik penerjemahan modulasi data nn17 tsu : „disanalah tempat tinggal gloob.‟ (chandra, 2015:1) tsa : that‟s where the gloob lives‟ (chandra, 2015:1) teknik penerjemahan modulasi adalah teknik menerjemahkan yang mengganti fokus, sudut pandang atau aspek kognitif yang ada dalam bsu, baik secara leksikal maupun struktural. frasa nomina tsu, „tempat tinggal gloob‟, yang merupakan kolokasi n +n, diterjemahkan dengan mengubah sudut pandang tsa menjadi fokus pada „disanlah gloob tinggal‟ („where the gloob lives). hasil penerjemahan kolokasi tsu dalam tsa dianggap lazim karena kata „where‟ berkolokasi dengan kata „lives‟. teknik penerjemahan yang menghasilkan tsa yang tidak lazim terdapat tiga teknik penerjemahan yang digunakan yang menyebabkan hasil penerjemahan tsa tidak lazim. teknik penerjemahan yang paling banyak digunakan adalah teknik penerjemahan harfiah, disusul dengan penggunaan teknik partikularisasi dan reduksi. 66 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x teknik penerjemahan harfiah data nn5 tsu : „suara ayam gaduh sekali.‟ (sasongko, 2014:18) tsa : „sound of chicken was so noisy.‟ (sasongko, 2014:19) penerjemahan data di atas dilakukan dengan teknik penerjemahan harfiah, yaitu penerjemahan kata per kata, sehingga frasa nomina „suara ayam‟ diterjemahkan menjadi „sound of chicken‟ . seharusnya, jika memperharikan konteks dan kelaziman kolokasi, maka frasa nomina „suara ayam‟ sebaiknya diterjemahkan dengan „the chickens made noisy sound.‟ teknik penerjemahan partikularisasi data nn21 tsu : „ia pun menolong anak ayam itu keluar dari ember.‟ (sasongko, 2014:20) tsa : „she released the chicks out of the pail.‟ (sasongko, 2014:20) penerjemahan data di atas dilakukan dengan teknik penerjemahan partikularisasi, yaitu teknik yang menggunakan istilah yang lebih konkret dan khusus. kolokasi tsu „menolong anak ayam‟ merupakan sanding kata verba „menolong‟ dengan objek frasa nomina „anak ayam‟. verba ‟menolong‟ diterjemahkan menggunakan istilah yang lebih khusus dalam tsa, „to release‟ alihalih „help‟. verba „release‟ bersanding dengan objek „the chicks‟ tapi tidak bersanding dengan frasa adverbial „out of the pail‟ sehingga hasil terjemahan dianggap kurang lazim di tsa. teknik penerjemahan reduksi data nn16 tsu : „besok ada pendaftaran casting untuk menjadi aktris.‟ (sunaryo, 2013:22) tsa : „tommorrow there will be a casting to become an actress.‟ (sunaryo, 2013:22) penerjemahan data di atas dilakukan dengan teknik reduksi, yaitu teknik memadatkan informasi yang terdapat dalam bsu ke dalam bsa dengan tidak mengubah pesan bsu. kolokasi tsu „pendaftaran casting‟ merupakan sanding 67 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kata dari nomina „pendaftaran‟ dengan objek nomina „casting‟. kolokasi n+n tsu tidak diterjemahkan dengan kolokasi n+n dalam tsa, melainkan diterjemahkan dengan dengan mereduksi kata „pendaftaran‟ sehingga hasil terjemahan tsa hanya nomina „a casting‟. kata „casting‟ tsu mempunyai arti yang berbeda jika diterjemahkan dengan kata yang sama „casting‟ dalam bahasa inggris. sebaiknya, kolokasi tsu di atas diterjemahkan dengan „audition.‟ kesimpulan berdasarkan hasil analisis dari data yang ada, maka dapat ditarik kesimpulan bahwa kolokasi bahasa inggris yang terdapat dalam buku bacaan anak dwibahasa yang beredar di pasaran sebagian besar diterjemahkan dengan kolokasi yang lazim dan berterima dalam tsa. kalimat sederhana dalam buku bacaan anak dwibahasa mencegah terjadinya salah interpretasi kolokasi baik pada bsu maupun bsa, sehingga sanding kata yang ada juga merupakan sanding kata yang sederhana. interferensi atau perselisihan kolokasi yang terdapat pada tsa adalah karena kekurang pahaman penerjemah terhadap kolokasi atau sanding kata bsa. kekurang pahaman ini disebabkan karena pengaruh transfer negatif bahasa ibu penerjemah. teknik menerjemahkan tidak berpengaruh terhadap kelaziman hasil terjemahan kolokasi pada bsa. karena untuk penerjemahan kolokasi, yang terpenting adalah pemilihan diksi dan pengetahuan tentang ketepatan suatu kata bila disandingkan dengan kata lain. daftar pustaka baker, mona. 1992. in other word.a course book on translation, london: oxford university press. catford, john c. 1965. a linguistic theory of translation: an essay on applied linguistics, london and new york: routledge. chandra, naning. gloob: berani dan menari. jakarta: grasindo. djajasudarma, t. fatimah. 1993. meode linguistik :ancangan metode penelitian dan kajian. bandung: eresco. hatim, b. and mason, i. 1991.: discourse and the translator, london: longman. larson, l. mildred. 1984. meaning-based translation, a guide to cross-language equivalence. lanham: university press of america. molina, lucia and hurtado albir, a. 2002. “translation techniques revisited: a dynamic and functionalist approach” dalam meta: journal des traducteur/meta: translators‟ journal. xlvii, no.4 hal. 498-512. machali, rochayah. 2000. pedoman bagi penerjamah. jakarata : grasindo. newmark, peter. 1988. a textbook of translation. london: prentice hall. 68 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x said, mashadi. 2010. “ketidaklaziman kolokasi pembelajar bipa dan implikasinya” dalam “cakrawala pendidikan” journal. xxix, no.2 hal. 204-2013. sasongko, setiawan g. 2014. petualangan qanita: qanita dan peternak ayam. jakarta timur: bestari. sunaryo, dyanti. 2013. aktris berbakat. bandung: mizan. shendiane, rimandani. 2013. monyet dan jala. jakarta: bintang indonesia. 69 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 164 etika berbahasa dalam pelayanan publik suhartono 7 enny dwi lestariningsih 8 suhartono@ut.ac.id ennydl@ut.ac.id abstract services in the bureaucracy are still complained by the public. it means that the service within the bureaucracy still needs to be improved. society calls for excellent service. excellent service is a service to meet the expectations and needs of the community/customer. bureaucracy in serving the public needs to consider the principles of the excellent service, which is the principle (1) ability, (2) attitude, (3) appearance, (4) attention, (5) action, and (6) accounttability, (7)"human relations", (8) reliability, (9) responsiveness, and (10) assurance. these principles are communicated with language. without language, it is difficult to communicate. the use of language in excellent service must be ethical. speaking ethics in excellent service are implemented in all forms of service, is when greeting customers. when talking on the phone, and when inscribed. speaking ethics are constructed by watching the attitude and choice of words. choice of words is determined by the elements of the communication, namely the speaker and listener, talking material, place, time, and communication media. without ethics in speaking, the public impression of the apparatus on an institution would be bad or unpleasant. keywords: ethics speaking, public services, excellent service pendahuluan banyak keluhan dari sebagian publik (masyarakat) yang muncul terkait pelayanan yang dilakukan oleh sebagian aparat birokrasi di suatu instansi. ada aparat yang sengaja atau tidak sengaja dianggap oleh masyarakat memperlambat proses pelayanan. misalnya pelayanan dalam penyelesaian suatu pemberian izin, pengurusan ktp, pasport, sertifikat, dan lain-lain tanpa ada alasan yang jelas. penyampaian informasinya pun sering dinilai oleh mayarakat pengguna tidak beretika. masyarakat dibuat kecewa dengan pelayanan yang bertele-tele dan berbelit-belit. jika hal ini benar-bena terjadi, maka sangatlah tidak sesuai dengan konsep pelayanan prima, yaitu pelayanan yang memberikan kepuasan atau kebahagiaan hati masyarakat yang sedang memerlukan layanan pada sustu instansi. hal ini jelas tidak sesuai dengan prinsip pelayanan yang baik, yaitu reliability (benar dan tepat), responsiveness (cepat), dan assurance (beretika). lebih buruk lagi jika pelayanan itu tidak diberikan dengan bahasa yang satun, tidak diberikan dengan sikap yang baik, tidak dengan perhatian yang cukup, dan tidak dengan tindakan yang benar, masyarakat pengguna jasa layanan pun akan kecewa. sementara 7 penulis adalah pengajar di fkip upbjj-ut semarang. 8 penulis adalah pengajar di fkip upbjj-ut semarang. http://jurnal.unimus.ac.id mailto:suhartono@ut.ac.id mailto:ennydl@ut.ac.id http://jurnal.unimus.ac.id 165 masyarakat menghendaki pelayanan yang benar, cepat, dan beretika, baik dalam sikap, perhatian, tindakan, maupun bahasa ketika berkomunikasi. paradigma konsep pelayanan prima yang selama ini belum dipahami oleh sebagian aparat pemerintah perlu segera dibenahi. konsep pelayanan prima perlu diperkenalkan. etika berbahasa perlu dipahamkan kepada para aparat pemerintah dalam melayani masyrakat. jika hal ini bisa diwujudkan maka keluhan masyarakat terhadap pelayanan instansi pemerintah akan menjadi baik. ungkapan “anda sopan kami segan” tidak hanya menjadi slogan tetapi akan menjadi kenyataan. bagaimakah teori pelayanan prima dengan bahasa yang beretika? apakah aparat birokrasi dapat memberikan pelayanan prima kepada masyaratkat? jawabannya tentu “dapat”. pelayanan yang dilakukan oleh instansi bank misalnya, pelayanan nasabah oleh pegawai bank pada masa lalu dan sekarang sudah sangat berbeda. begitu kita masuk dalam suatu bank, saptam sudah menyapa nasabah dengan ucapan “selamat siang”, atau selamat datang, jempol kanan satpam mempersilakan nasabah masuk. begitu sampai bagaian teller, bagian informasi, atau bagian lain, sapaan ucapan selamat siang pun terulang dan dengan sikap sopan dan bahasa yang beretika pegawai bank mengawali sapaan dengan “apa yang bisa kami bantu?” nasabah segera menyampaikan maksudnya “ya, saya mau ngeprint rekening”, jawaban pegawai pun sangat menyejukan, sambil menerima buku rekening nasabah, pegawai bank mempersilakan nasabah dengan kalimat, “baik pak, silakan bapak duduk, nanti segera kami panggil”. komunikasi terasa sejuk dan profesional. bandingkan dengan pelayanan suatu kantor kepada tamunya. “silakan masuk pak, ada apa? tamu menyampaikan maksudnya. jawaban pegawai: “tunggu sebentar ya pak, pak pulan yang ngurusi bagian ini sedang rapat”. pak pulan selesai rapat, lalu duduk di kursinya, pegawai lain memberitahu akan hal tamunya. jawaban pak pulan, “ya suruh dia masuk!” kalimat berikutnya dari pak pulan, “ada apa pak? tamu menyampaikan maksudnya, jawaban pak pulan berikutnya, “tunggu ya nanti saya carikan arsipnya”, lama arsip tidak ditemukan, lalu pak pulan memanggil tamunya, “maaf pak, arsipnya belum ketemu, minggu depan ya pak ke sini lagi”. tamu pun pulang dengan tidak mendapatkan pelayanan apa-apa. pelayanan seperti contoh di sebuah instansi di atas, harus diakui sebagai pelayanan yang kurang baik, dan faktanya pelayanan seperti itu ada. apakah pelayanan seperti itu harus tetap kita biarkan? tentu tidak. mulai sekarang semuanya harus berbenah. revolusi mental harus segera dimulai. pelayanan yang tidak profesional dan tidak beretika harus diganti dengan pelayanan prima (customer care). bagaimana pelayanan prima dan penyapaan dengan bahasa beretika? apakah aparat birokrasi bisa melakukan pelayanan prima? jawabannya ya! pasti bisa. konsepnya berikut ini. pelayanan publik secara teoretis, tujuan pelayanan publik adalah untuk memberikan kepuasan kepada publik atau masyarakat. pelayanan berkualitas membutuhkan pelayanan yang beretika serta memperhatikan tiga indikator pelayanan yang sering diungkapan dalam “human relation”, yaitu, (1) reliability, yang ditandai dengan pemberian pelayanan yang tepat dan benar; (2) responsiveness, yang ditandai dengan keinginan melayani konsumen dengan cepat; dan (3) assurance, yang ditandai http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 166 dengan tingkat perhatian terhadap “etika” dan “moral” dalam memberikan pelayanan (lenvine : 1990). menurut effendy (1998), aparat sebagai pejabat humas bertugas melayani publik berperan sebagai wakil organisasi tempat ia bekerja. apa yang ia katakan dan ia lakukan menyangkut nilai dirinya dan citra organisasinya. oleh karena itu seorang pejabat dalam suatu instansi harus dapat dipercaya, beritikad baik serta bersikap dan berperilaku terpuji (beretika). dengan demikian dalam kaitan dengan pelayanan publik maka pejabat birokrat harus dapat melayanani publik dengan beretika. pelayanan publik beretika adalah pelayanan yang didasarkan pada etika, yaitu pelayanan yang mendasarkan pada nilai-nilai atau norma-norma yang berlaku di dalam masyarakat yang dilayani. pelayanan publik menurut keputusan menteri negara pendayagunaan aparatur negara (men-pan) nomor 81 tahun 1993 adakah segala bentuk kegiatan pelayanan umum yang dilaksanakan oleh instansi pemerintah pusat, di daerah, dan lingkungan badan usaha milik negara/daerah dalam bentuk barang dan jasa, baik dalam rangka upaya pemenuhan kebutuhan masyarakat maupun dalam rangka upaya pemenuhan dalam rangka pelaksanaan ketentuan peraturan perundang–undangan ( boediono, b., 2003). publik menghendaki pelayanan yang baik. pelayanan publik yang baik adalah pelayanan yang memperhatikan prinsip-prinsip pelayanan yang baik. prinsip-prinsip pelayanan yang baik diatur dalam kepmenpan no. 63 tahun 2003, di dalam kemenpan tersebut dirumuskan tentang prinsip-prinsip pelayanan yang baik, yaitu: 1. kesederhanaan, yaitu bahwa prosedur pelayanan publik tidak berbelit-belit, mudah dipahami dan mudah dilaksanakan, 2. kejelasan, yaitu jelas persyaratan teknis dan adiministrasi, jelas unit pejabat yang melayani dan berwenang dan bertanggung jawab dalam penyelesaian keluhan, sengketa, jelas rincian biayanya, dan jelas tata caranya 3. kepastian waktu, yaitu kapan mulai dan kapan selesai suatu pelayanan dapat dipenuhi. akurasi, yaitu produk pelayanan publik diterima dengan benar, tepat dan sah. 4. keamanan, yaitu proses dan produk pelayanan publik memberikan rasa aman dan kepastian hukum. 5. tanggung jawab, yaitu ada jaminan penyelenggara pelayanan publik atau pejabat yang ditunjuk bertanggung jawab atas penyelenggaraan pelayanan dan penyelesaian keluhan/persoalan dalam pelaksanaan pelayanan publik. 6. kelengkapan sarana dan prasarana, yaitu tersedianya sarana dan prasarana kerja, peralatan kerja dan pendukung lainnya yang memadai termasuk penyediaan sarana teknologi telekomunikasi dan informatika (telematika) 7. kemudahan akses, yaitu tempat dan lokasi serta sarana pelayanan yang memadai, mudah dijangkau oleh masyarakat, dan dapat memanfaatkan teknologi telekomunikasi dan informatika. 8. kedisiplinan, kesopanan dan keramahan, yaitu bahwa pemberi pelayanan harus bersikap disiplin, sopan, dan santun, ramah, serta memberikan pelayanan dengan ikhlas. 9. kenyamanan, lingkungan pelayanan harus tertib, teratur, disediakan ruang tunggu yang nyaman, bersih, rapi, lingkungan yang indah dan sehat serta http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 167 dilengkapi dengan fasilitas pendukung pelayanan, seperti parkir, toilet, tempat ibadah dan lain-lain. dari uraian di atas dapat disimpulkan bahwa pelayanan publik menghendaki pelayanan yang baik (prima), yaitu pelayanan yang memenuhi standar kualitas, pelayanan yang dapat memenuhi harapan pelanggan atau publik, sehingga pelanggan atau publik merasa puas. di samping pelayanan harus prima juga harus beretika, dengan pelayanan yang beretika pelayanan terasa ada ruhnya, menjadi bermakna, yaitu pelanggan merasa dilakukan secara manusiawi tanpa diskriminasi. pelayanan prima pelayanan prima (customer care/service excellence) adalah suatu pelayanan yang terbaik dalam memenuhi harapan dan kebutuhan pelanggan, yaitu pelayanan yang memenuhi standar kualitas. pelayanan prima dimaksudkan sebagai usaha untuk mencapai kepuasaan dan loyalitas publik. oleh sebab itu pejabat publik sebagai pelayan masyarakat perlu memahami prinsip-prinsip pelayanan prima. jika tidak maka kesan masyarakat sebagai pengguna jasa pelayanan akan menilai bahwa pelayanan dalam suatu instansi negatif. barata (2004), mengungkapkan 6 prinsip pelayanan prima (service excellent), yaitu (1) kemampuan (ability), yaitu bahwa pelyanan publik memiliki kemampuan dalam bidang kerja yang ditekuni, dapat berkomunikasi secara efektif, dapat mengembangkan motivasi, dan dapat menggunakan prinsip “publik relation” sebagai instrumen dalam membina hubungan di dalam dan di luar organisasi atau perusahaan, (2) sikap (attitude), yaitu bahwa peyanan publik harus memiliki sikap yang dapat diperlihatkan atau ditonjolkan saat menghadapi publik, yaitu sikap yang sopan dan pantas agar publik terkesan dan tertarik, (3) penampilan (appearance), yaitu bahwa pelayan publik memiliki penampilan fisik ataupun nonfisik, yang mampu meningkatkan kredibilitas dan merefleksikan kepercayaan diri, (4) perhatian (attention), yaitu bahwa pelayan publik memiliki rasa peduli kepada pelanggan yang berhubungan dengan perhatian akan kebutuhan yang diperlukan dan keinginan publik maupun pemahaman atas saran dan kritiknya, (5) tindakan (action), yaitu bahwa pelayan publik dapat menunjukkan kegiatan nyata yang dapat memberikan layanan kepada publik, dan (6) tanggung jawab (accounttability), yaitu bahwa pelayan publik memiliki sikap keberpihakan kepada publik, agar publik merasa dipedulikan dan menghindari hal-hal yang tidak diinginkan atau meminimalkan kerugian yang mungkin saja terjadi. di samping itu juga pelayan publik juga perlu memperhatikan asas-asas “public relation”, yang meliputi (1) reliability yang ditandai dengan pemberian pelayanan yang tepat dan benar, (2) responsiveness yang ditandai dengan keinginan melayani konsumen dengan cepat; dan (3) assurance yang ditandai dengan tingkat perhatian terhadap etika dan moral dalam memberikan pelayanan ( lenvine : 1990). jika prinsip-prinsip pelayanan prima dan asas-asas “human relation” tidak dipahami dan tidak diimplentasikan dalam pelayanan, maka dapat disebut bahwa pelayanan dalam instansi akan dinilai kurang baik. http://jurnal.unimus.ac.id http://gofaztrack.com/training-service-excellence-training-customer-service/ http://jurnal.unimus.ac.id 168 pelayanan prima di samping prinsip-prinsip pelayanan prima untuk publik, juga perlu diperhatikan asas-asas pelayanan yang berkaitan dengan penyelenggaraan pelayanan publik, asas-asas tersebut adalah (1) empati dengan publik, yaitu bahwa pejabat publik harus dapat berempati dengan masyarakat pengguna jasa pelayanan, (2) pembatasan prosedur, yaitu bahwa prosedur pelayanan harus dirancang sependek mungkin, dengan demikian konsep “one stop shop” benar-benar diterapkan, (3) kejelasan tatacara pelayanan, yaitu bahwa tata cara pelayanan harus didesain sesederhana mungkin dan dikomunikasikan kepada masyarakat pengguna jasa pelayanan, (4) minimalisasi persyaratan pelayanan, yaitu bahwa persyaratan dalam pelayanan harus dibatasi sesedikit mungkin, yaitu hanya persyaratan yang benar-benar diperlukan, (5) kejelasan kewenangan, yaitu bahwa kewenangan pegawai yang melayani masyarakat pengguna jasa pelayanan harus dirumuskan sejelas mungkin dengan membuat bagan tugas dan distribusi kewenangan, (6) transparansi biaya, yaitu bahwa biaya pelayanan harus ditetapkan seminimal mungkin dan setransparan mungkin, (7) kepastian jadwal dan durasi pelayanan, yaitu bahwa jadwal dan durasi pelayanan juga harus pasti, sehingga masyarakat memiliki gambaran yang jelas dan tidak resah, (8) minimalisasi formulir, yaitu bahwa formulir-formulir harus dirancang secara efisien, sehingga akan dihasilkan formulir komposit (satu formulir yang dapat dipakai untuk berbagai keperluan), (9) maksimalisasi masa berlakunya izin, yaitu bahwa masa berlakunya izin harus ditetapkan selama mungkin, (10) kejelasan hak dan kewajiban providers dan curtomers, yaitu bahwa hak-hak dan kewajiban-kewajiban baik bagi providers maupun bagi customers harus dirumuskan secara jelas, dan dilengkapi dengan sanksi serta ketentuan ganti rugi, dan (11) efektivitas penanganan keluhan, yaitu bahwa pelayanan sedapat mungkin menghindarkan terjadinya keluhan, dan jika terjadi keluhan, maka harus dirancang suatu mekanisme yang dapat memastikan bahwa keluhan tersebut akan ditangani secara efektif atau dapat segera diselesaikan dengan baik. (ratminto dan winarsih, 2006:245) bahasa beretika prinsip-prinsip dalam pelayanan prima, dikomunikasikan dengan bahasa. tanpa bahasa komunikasi sulit dilakukan. penggunaan bahasa dalam pelayanan prima harus beretika. etika berbahasa dalam pelayanan prima diimplemtasikan dalam semua bentuk pelayanan, yaitu ketika menyapa pelanggan. ketika bertelepon, dan ketika bersurat. tanpa etika dalam berbahasa, kesan pelanggan pada perusahaan / institusi akan buruk atau tidak menyenangkan. pelayanan beretika adalah pelayanan yang memperhatikan etika atau norma-norma yang berlaku dalam mayarakat pengguna pelayanan. etika adalah instrumen dalam masyarakat untuk menuntun tindakan (perilaku) agar mampu menjalankan fungsi dengan baik dan dapat lebih bermoral. hal tersebut berarti bahwa etika merupakan norma dan aturan yang mengatur perilaku seseorang dalam bertindak dan memainkan perannya sesuai dengan aturan main yang ada dalam masyarakat agar tindakannya dapat disebut santun atau bermoral (syafhendri, 2008). bahasa beretika merupakan bagian dari “assurance” yaitu bahasa santun, bahasa dengan pilihan kata sesuai dengan status http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 169 lawan bicara. lawan bicara dalam kaitan dengan pelayanan prima adalah tamu kantor yang layak dihormati tanpa diskriminasi. ilmu bahasa yang berkaitan dengan ini adalah sosiolinguistik. sosiolinguistik membahas ragam bahasa dalam berkomunikasi. di dalam sosiolinguistik dikenal berbagai variasi bahasa. masing-masing varian dapat dipilih dan digunakan sesuai dengan konteks pembicaraan. pilihan varian tersebut tergantung dari (1) siapa berbicara dengan siapa, (2) bagaimana situasi pembicaraan, (3) apa materi pembicaraan, (4) media apa yang digunakan, (5) kapan waktu berbicara, dan (6) di mana tempat berbicara (chaer dan agustina 2010). senada dengan hal di atas hymes mengatakan bahwa suatu peristiwa tutur harus memenuhi delapan komponen, yang bila huruf-huruf pertamanya dirangkaikan menjadi akronim “speaking”. kedelapan komponen itu adalah: (1) setting and scene, yaitu berkenaan dengan waktu dan tempat tutur berlangsung, (2) participant, yaitu pihak-pihak yang terlibat dalam pertututran, (3) ends, yaitu maksud dan tujuan pertuturan, (4) act sequence, yaitu bentuk ujaran dan isi ujaran. (5) key, yaitu nada, cara dan semangat suatu pesan disampaikan, dan (8) instrumentalities, yaitu jalur bahasa yang digunakan. genre yaitu jenis bentuk penyampaian (chaer dan agustina, 2010). aspek lain yang perlu dipertimbangkan dalam etika berbahasa adalah aspek sosial budaya dalam memilih kata sapaan, yaitu yang berkaitan dengan siapa yang disapa (lebih tua, sederajat, lebih muda, atau kanak-kanak); status sosialnya (lebih tinggi, sama, atau lebih rendah); situasinya (formal atau tidak formal); keakrabannya (akrab atau tidak akrab); jenis kelaminnya (wanita atau pria); hubungannya (sudah dikenal atau belum dikenal); dan sebagainya. masnur muslich (2007) menyebutkan bahwa etika berbahasa tercermin dalam tatacara berkomunikasi lewat tanda verbal atau tatacara berbahasa dengan memperhatikan norma-norma budaya, hal ini perlu dipertimbangkan karena pembicara tidak hanya sekadar menyampaikan ide yang dipikirkan, tetapi juga cara menyampaikan ide atau gagasan juga harus disesuikan dengan unsur-unsur budaya yang ada dalam masyarakat tempat hidup dan dipergunakannya suatu bahasa. apabila etika berbahasa ini tidak sesuai dengan norma-norma budaya, maka ia akan mendapatkan nilai negatif, misalnya dituduh sebagai orang yang sombong, angkuh, tak acuh, egois, tidak beradat, bahkan tidak berbudaya. dengan kata lain etika berbahasa seseorang dipengaruhi oleh normanorma budaya suku bangsa atau kelompok masyarakat tertentu. etika berbahasa inggris berbeda dengan etika berbahasa orang amerika meskipun mereka samasama berbahasa inggris. begitu juga, etika berbahasa orang jawa bebeda dengan etika berbahasa orang batak meskipun mereka sama-sama berbahasa indonsia. hal ini, menunjukkan bahwa kebudayaan yang sudah mendarah daging pada diri seseorang berpengaruh pada pola berbahasanya. itulah sebabnya kita perlu mempelajari atau memahami norma-norma budaya sebelum atau di samping mempelajari bahasa. sebab, etika berbahasa yang mengikuti norma-norma budaya akan menghasilkan kesantunan berbahasa (masnur muslich,2007) selain aspek sosial yang harus diperhatikan dalam etika berbahasa adalah ketepatan waktu, artinya dengan mengetahui kapan waktunya kita berbicara dan mendengarkan. dengan memperhatikan hal seperti ini maka seseorang atau masyarakat akan saling menghargai satu sama lain dalam berinteraksi atau http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 170 berkomunikasi. berkaitan dengan hal ini pembicara yang beretika akan menyesuaikan kapan harus berbicara dan kapan harus berhenti berbicara untuk beralih peran menjadi pendengar. (chaer dan agustina 2010) selanjutnya chaer dan agustina (2010), menjelaskan disamping aspek waktu, pembicara yang beretika juga perlu memperhatikan aspek volume suara dan gerak-gerik anggota tubuh saat berbicara. berkaitan dengan aspek volume suara pembicara harus mengenal terlebih dahulu penuturnya berasal dari mana atau kebiasaan di daerahnya, karena biasanya penutur yang berasal dari sumatra akan menggunakan volume suara yang lebih tinggi. oleh karena itu dalam menerapkan etika berbahasa hendaknya mempelajari dahulu kebudayaan, norma, dan kode bahasa dalam masyarakat tersebut. gerak gerik anggota tubuh juga perlu dipertimbangkan. orang jawa biasa tidak terlalu banyak gerak ketika berbicara, orang jawa cenderung “ngapurancang” -kedua jari-jari tangan berjabat dan diletakkan di perut di bawah pusatketika berbicara). berbeda dengan orang arab, umumnya ketika berbicara jari-jari tangan bergerak menunjuk-nunjuk untuk memperjelas maksud pembicaraannya. etika berbahasa sangat penting diperhatikan aparat birokrasi dalam melayani publik. oleh karena itu, para birokrat perlu memahami etika berbahasa, sebab dengan mengetahui etika berbahasa diharapkan orang lebih bisa memahami pesan yang disampaikan kepada publik. pembicara yang baik harus pandai memilih variasi bahasa yang cocok untuk digunakan dalam melayani tamu (pelanggan). tentu pilihan variasi tersebut perlu dipertimbangkan berdasarkan etika pelayanan. dengan demikian seorang pembicara akan memilih kata-kata yang memiliki nilai kesopanan bagi lawan bicara sehingga lawan bicara akan merasa dihargai, atau dihormati. variasi bahasa yang digunakan berdasarkan status penutur dan lawan bicara disebut dengan sosiolek. sosiolek ini salah satunya berbentuk bahasa santun (beretika). sosiolek atau dialek sosial, yaitu variasi bahasa yang berkenaan dengan status, golongan dan kelas sosial para penuturnya. dalam sosiolinguistik variasi inilah yang menyangkut semua masalah pribadi penuturnya, seperti usia, pendidikan, keadaan sosial ekonomi, pekerjaan, dan sebagainya. seorang aparat birokrasi disarankan memahami status sosial tamunya, agar dapat memilih kata-kata yang tepat, sopan, dan dalam melayani tamunya. pertimbangan dalam memilih kata (diksi) sangat ditentukan oleh (1) lawan bicara; jika lawan bicara tergolong orang yang usianya lebih tua dari pembicara, lebih tinggi status sosialnya, kata sapaan yang dipilih akan berbeda dengan jika lawan bicara lebih muda, sudah akrab, dan statusnya sama dengan pembicara. misal kata sapaan untuk orang yang lebih tua. lebih terhormat, maka kata sapaan “kamu, lu, kau,” tidak tepat dan lebih baik diganti dengan kata “bapak atau ibu”, kata anda bersifat netral, tetapi untuk suku-suku tertentu seperti jawa, kata sapaan “anda” nilainya sama dengan “kamu”, maka sebaiknya tidak dipakai. untuk hal yang sama juga perlu dihindari pemanggilan dengan nama tanpa disertai sebutan bapak/pak atau ibu/bu. sebaiknya tidak digunakan “retno, silakan masuk” tetapi lebih baik digantikan dengan “ibu retno dipersilakan masuk!” di samping pemilihan kata sapaan juga perlu dipertimbangkan penggunaan kata-kata atau frase penyantun yang biasanya digunakan untuk mengawali, menyela, atau mengakhiri pembicaraan. kata-kata penyantun ini http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 171 sangat bermanfaat untuk meningkatkan kesan sopan terhadap lawan bicara. berikut ini adalah contoh kata-kata santun untuk mengawali pembicaraan: 1. selamat pagi (siang, sore, malam) pak / ibu, selamat datang di kantor kami 2. apa yang bisa kami bantu pak / bu? 3. boleh saya tahu, akan bertemu dengan siapa pak / bu? 4. maaf pak / bu apa sudah ada perjanjian sebelumnya dengan pimpinan? kata-kata untuk memotong pembicaraan: 1. maaf boleh saya menyela pembicaraan bapak dan ibu sebentar? 2. maaf pak, bapak sudah ditunggu bapak pimpinan kantor! kata-kata santun untuk mengakhiri pembicaraan: 1. terima kasih atas kunjungan bapak / ibu! 2. sampai jumpa di lain kesempatan! 3. maaf jam berkunjung sudah habis, dimohon pengunjung segera meninggalkan ruang perawatan! kata-kata santun seperti contoh di atas walaupun tampaknya sangat sederhana tetapi memiliki nilai kesantunan yang tinggi sehingga kalau dilaksanakan dengan baik tidak mustahil pelanggannya akan menjadi pelanggan yang setia. prinsip-prinsip dalam pelayanan prima (customer care), seperti prinsip (1) kemampuan (ability), (2) sikap (attitude), (3) penampilan (appearance), (4) perhatian (attention ), (5) tindakan (action), dan (6) tanggung jawab (accounttability), disamping itu di dalam pelayanan prima juga perlu diperhatikan prinsip “human relation”, yang meliputi prinsip reliability (benar dan tepat), responsiveness (cepat), dan assurance (beretika). prinsip-prinsip tersebut dikomunikasikan dengan bahasa dan disampaikan kepada publik secara santun atau secara beretika. dengan kata lain, tutur kata yang digunakan para pejabat birokrat haruslah dapat meninggalkan kesan “excellent service”. etika menyapa dalam aktivitas pelayanan prima untuk publik, seorang birokrat selayaknya mampu memilih kata-kata sapaan yang disukai publik, dengan memilih kata-kata sapaan yang disukai publik, maka peyalanan akan tersa lebih bermakna dan terasa lebih exellenti) dalam situs rumah pintar kembar (2012). disebutkan terdapat tujuh kata yang disukai pelanggan, seperti kutipan berikut: 1. sapalah tamu dengan nama yang baik, jika nama tamu telah diketahui. jika nama tamu belum kita ketahui sebaiknya kita panggil dengan panggilan “bapak, ibu, atau saudara”. pemilihan ini disesuaikan dengan status tamu, usia tamu, dan jenis kelamin tamu. jika tamu lebih tua atau status sosialnya lebih tinngi, maka dapat dipergunakan sapaan “bapak atau ibu”, jika seusia dengan atau diperkirakan statusnya sama atau sederajat, dapat digunakan kata sapaan “saudara”. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 172 2. ucapkan “terima kasih” kepada tamu kantor. kata terima kasih umumnya digunakan untuk mengahiri pembicaraan. misal: terima kasih atas kunjangan bapak / ibu, terima kasih atas kerja samanya, terima kasih bapak telah memilih kantor kami sebagai mitra, terima kasih atas kepercayaan bapak / ibu menggunakan jasa penerbangan kami, dan lainnya. kata terima kasih termasuk salah satu ungkapan yang disukai publik sebagai pelanggan. 3. berikan respon dalam pembicaraan “ya” atau “baiklah” perhatikan kutipan cuplikan kisah berikut: jika tamu sedang berbicara, perhatikan apa yang disampaikan, jawab “ya” atau “baiklah” jika diperlukan. kata-kata ini memberikan makna bahwa pembicaraan tamu diperhatikan. kata “ya” atau “baiklah” juga bermakna kesanggupan untuk memenuhi kebutuhan tamu atau harapan tamu. 4. ungkapan kesanggupan dengan kata “bisa” atau “akan kami usahakan”. “bisa!” adalah salah satu kata sakti yang selalu menyenangkan didengar tamu. itu berarti harapan tamu dipenuhi dan dipuaskan. ucapan “bisa” tidak lahir begitu saja. ia berasal dari sebuah “can do spirit”, dan antusiasme untuk memberikan pelayanan bagi setiap pelanggan, tetunya jika yang dibutuhkan tamu kantor sesuai dengan jasa layanan yang diberikan tamu sebagai pelanggan. adakalanya anda tidak yakin dapat memenuhi semua pesanan pelanggan. kata “bisa”-pun harus berhadapan dengan kenyataan yang berbeda. dalam hal ini, saya sebagai pelanggan bisa memahaminya asal mendapat penjelasan yang memadai dan masuk akal. namun semua rencana kekecewaan itu dapat terobati dengan semangat bertindak tak kenal menyerah. “saya akan usahakan” adalah kata yang selalu mengobati ketika kita tahu ada hal-hal mungkin menghambat pemenuhan pesanan kita. 5. berikan komentar atas ungkapan tamu dengan kata-kata “benar”. jika tamu memberikan komentar akan instasi atau perusahaan kita dengan pernyataan yang baik, maka berikan respon dengan kata-kata “anda” atau “bapak” atau “ibu benar” ungkapan ini akan membuat tamu bangga kan komentar yang baik yang disampaikan kepada instansi atau perushaan. tentu bukan hanya sekadar kata-kata. kata-kata hanya sebagian dari sebuah proses komunikasi antarmanusia yang rumit. justru yang lebih berperan adalah komunikasi non-verbal, seperti isyarat, gerak-gerik, tatapan mata dan bahasa tubuh lainnya. oleh karena itu kata-kata perlu diucapkan dengan sungguh-sungguh dan tulus. di situlah kata-kata akan menemukan kekuatannya dan tidak lagi menjadi sebuah klise. cara berbicara yang perlu dihindari dalam pelayanan prima ketika kita sedang menyapa berarti kita sedang berbicara dua arah dengan pelanggan. hal yang perlu kita perhatikan adalah aspek yang pengaruhnya sangat besar. aspek nonverbal ini bisa berupa bahasa tubuh, ekspresi wajah, dan intonasi suara. aspek ini bisa melembutkan, memperjelas, menegaskan, bisa juga http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 173 mengeraskan makna pembicaraan. aspek nonverbal yang mengeraskan makna pembicaraan yang memberikan kesan marah pada aktivitas pelayanan prima wajib dihindarkan. di samping itu sikap yang aneh-aneh, bergurau yang berlebihan, melecehkan, dan sejenisnya juga perlu dihindari dalam menyapa pelanggan. akhmad farhan (2012). merinci masalah berbicara yang perlu dihindari menjadi enam, seperti kutipan berikut: 1. menggunakan nada suara tinggi nada suara tinggi bisa merusak komunikasi. meskipun isi pesannya baik tapi jika disampaikan dengan nada suara tinggi bisa diartikan sebagai orang yang sedang marah. nada bicara seperti ini perlu dihindari dalam aktivitas pelayanan. 2. menggunakan kata-kata kasar kata-kata dalam bahasa indonesia sangatlah banyak. di antara kata-kata dalam bahasa indonesia ada yang oleh pendengarnya dianggap kasar, seperti bangsat, bajingan, setan, anjing, goblog, dan sebagaimnya. dalam aktivitas pelayanan prima kata-kata yang bermakna kasar wajib dihindari. 3. menatap lawan bicara secara berlebihan tatapan mata punya banyak makna. dengan menatap lawan bicara, kita menghargai mereka. isi hati dan perasaan bisa juga terpancar dari mata. menatap mata perlu dilakukan tapi bukan berarti kita “melotot” terus-terusan. buatlah lawan bicara nyaman dengan tatapan mata kita. jangan membuat lawan bicara kita kikuk dengan pandangan mata kita yang menusuk. 4. bercanda secara berlebihan humor itu perlu dalam pembicaraan. tujuannya agar suasananya tidak kaku dan membosankan. namun, bercanda jangan sampai berlebihan sampai tertawa terpingkal-pingkal. apalagi bercandanya menjelek-jelekkan orang lain. bercanda secukupnya saja. 5. mendebat dan membantah dengan cara arogan jika lawan bicara kita salah tak mesti dikoreksi langsung pada saat itu juga. biarkan ia menyampaikan pendapatnya sampai selesai. hargailah pendapat orang lain. bila dimintai pendapat, barulah kita sampaikan apa yang menurut kita benar. sampaikanlah pendapat kita tanpa perlu menyalahkan, mendebat dan membantah apa yang sudah mereka sampaikan. jangan berbicara menggunakan emosi, tetap tenang. 6. kritik keras yang melukai perasaan terkadang pembicaraan bisa rusak hanya karena kritik yang disampaikan secara terbuka dengan bahasa yang vulgar. ada ungkapan yang mengatakan sampaikanlah pujian secara terbuka dan sampaikan kritik jika hanya berdua. kritik terbuka bisa melukai perasaan. apalagi jika menggunakan bahasa yang keras atau kasar. kita bisa menggunakan cara yang lebih halus. bentuknya bukan kritik tapi ide, usulan, saran atau pendapat yang disampaikan tanpa perlu menyalahkan. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 174 penutup kesan sebagian publik terhadap pelayanan yang diberikan oleh aparat birokrasi selama ini masih negatif. pelayanan yang diberikan oleh sebagian aparat birokrasi masih terkesan belum memuaskan. pelayan oleh sebagian aparat birokrasi masih dianggap berbelit-belit, lambat, dan kurang beretika. pelayanan yang diberikan oleh sebagian aparat belum sesuai dengan prinsip-prinsip pelayan standar yang dituangkan dalam prinsip-prinsip pelayanan yang baik yang diatur dalam kepmenpan no. 63 tahun 2003, yang meliputi prinsip kesederhanaan, kejelasan, kepastian waktu, keaman, tanggung jawab, kelengkapan sarana dan prasarana, kemudahan akses, kedisplinan, kesopanan dan keramahan, dan kenyaman. kesan negatif dalam pelayanan yang dikeluhkan oleh sebagian mayarakat atau publik perlu dicarikan solusinya. solusi yang ditawarkan adalah memberikan pemahaman kepada aparat birokrasi yang bertugas dalam pelayanan tentang prinsi-pinsip-pinsip pelayanan prima. prinsip-prinsip pelyanan prima meliputi prinsip prinsip (1) kemampuan (ability), (2) sikap (attitude), (3) penampilan (appearance), (4) perhatian (attention ), (5) tindakan (action), dan (6) tanggung jawab (accounttability), di samping itu di dalam pelayanan prima juga perlu memperhatikan prinsip “human relation”, meliputi prinsip reliability (benar dan tepat), responsiveness (cepat), dan assurance (beretika). prinsip-prinsip pelayanan prima dikomunikasikan dengan bahasa yang beretika. bahasa beretika merupakan bagian dari “assurance” yaitu bahasa santun, bahasa dengan pilihan kata sesuai dengan status lawan bicara. lawan bicara dalam kaitan dengan pelayanan prima adalah tamu kantor yang layak dihormati tanpa diskriminasi. bahasa berkaitan dengan norma-norma sosial yang berlaku dalam masyarakat bahasa yang bersangkutan. norma-norma di dalam masyarakat suatu bahasa menentukan pilihan kata dalam berkomunikasi. pilihan kata tersebut didasarkan pada (1) siapa berbicara dengan siapa, (2) bagaimana situasi pembicaraan, (3) apa materi pembicaraan, (4) media apa yang digunakan, (5) kapan waktu berbicara, dan (6) di mana tempat berbicara. bahasa beretika dalam pelayanan publik digunakan dalam semua bidang pelayanan, yaitu ketika menyapa tamu, ketika bersurat, dan ketika bertelepon. daftar pustaka akhmad farhan .2012. dalam http://blogfarhan.com/cara-berbicara-yang-harusdihindari/. diunduh 15-1-2015 barata, atep. 2004. dasardasar pelayanan prima. jakarta : elex media. komputindo boediono, b. 2003. pelayanan prima perpajakan. rineka cipta: jakarta chaer, abdul, dan agustina, leonie. juni. 2004. sosiolinguistik: perkenalan awal. jakarta: rineka cipta http://jurnal.unimus.ac.id http://blogfarhan.com/cara-berbicara-yang-harus-dihindari/ http://blogfarhan.com/cara-berbicara-yang-harus-dihindari/ http://jurnal.unimus.ac.id http://blogfarhan.com/cara-berbicara-yang-harus175 effendy, onong uchjana. 1998. ilmu komunikasi teori dan praktik. bandung : pt. remaja rosda karya keputusan menteri negara pendayagunaan aparatur negara ( men-pan ) nomor 81 tahun 1993 keputusan menteri negara pendayagunaan aparatur negera no. 63 tahun 2003, tentang prinsip-prinsip pelayanan lenvine, charles h, 1990, public administration : chalenges, choices, consequences , illions: scott foreman masnur muslich. 2007. kesantunan berbahasa : sebuah kajian sosiolinguisitik. diunduh http://muslich-m.blogspot.co.id/2007/04/kesantunanberbahasa-sebuah-kajian.html tanggal 12-1-2016 ratminto & atik septi winarsih. 2006. manajemen pelayanan. jakarta: pustaka pelajar rumah pintar kembar (2012) dalam http://www.rumahpintarkembar.com/2012/05/09/7-kata-yang-disukai-pelanggan/ diunduh tanggal 151-2016 syafhendri. 2008. etika pelayanan publik tinjauan teoritis dalam jurnal ilmu-ilmu sosial, , fisipol: uir bacaan penunjang keputusan menteri pendayagunaan aparatur negara no. 26 tahun 2004 tentang petunjuk teknis akuntabilitas dan transparansi dalam penyelenggaraan pelayanan publik undang-undang no. 25 tahun 2009 tentang pelayanan publik http://jurnal.unimus.ac.id http://muslich-m.blogspot.co.id/2007/04/kesantunan-berbahasa-sebuah-kajian.html%20tanggal%2012-1-2016 http://muslich-m.blogspot.co.id/2007/04/kesantunan-berbahasa-sebuah-kajian.html%20tanggal%2012-1-2016 http://www.rumahpintar-kembar.com/2012/05/09/7-kata-yang-disukai-pelanggan/ http://www.rumahpintar-kembar.com/2012/05/09/7-kata-yang-disukai-pelanggan/ http://jurnal.unimus.ac.id http://muslich-m.blogspot.co.id/2007/04/kesantunanhttp://www.rumahpintar page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 43 gender discrimination in orhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugianti universitas negeri surabaya (unesa), surabaya iissmpn2@gmail.com article history: submitted 2 august 2016; accepted 28 february 2018; published 30 march 2018 abstract women‟s life without discrimination or violence is the freedom and entitlement of women‟s rights. the objective of the study is to achieve the idea. dealing with it, the researcher applies feminism approach proposed by damewood‟s theory of gender discrimination. gender discrimination refers to the practice of granting or denying rights or privilege to a person based on his/her gender that is longstanding and acceptable to both genders. the novel snow and a thousand splendid suns focus on gender discrimination, violence, oppression, and struggle to fight against them. the researcher explores how gender discrimination, patriarchy culture and most of violence and oppression happened in family and country. the phenomenon of violence is not only a discrimination done by husbands who do gender discrimination in family, but also a fight done by a wife to fight against them, it depends on its case. in snow, the women character faced many problems related to their headscarves. they are discriminated by their government and parents. kadife is depicted as a brave woman. she tries to defend women‟s right in kars to keep on using their headscarves. while in a thousand splendid suns, the limitation of women‟s activity happened. women are banned to get education and they should stay at home. mariam and laila get oppression and violence by their husband. their struggle is shown in the murder of their husband, rasheed. the unstable practice of gender discrimination was continuously preserved by the culture, not religion. it was like a patriarchal culture that is one of clear examples of the women phenomena in the world and it can be in the form of prohibition and limitation of the role of women in the public area. keywords: gender discrimination, violence, oppression, patriarchy abstrak kehidupan perempuan tanpa diskriminasi atau kekerasan merupakan kebebasan dan perwujudan hak-hak perempuan. tujuan dari studi ini adalah untuk mencapai gagasan tersebut. terkait dengan hal ini, peneliti menerapkan pendekatan feminis yang diajukan mailto:iissmpn2@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 44 oleh damewood dalam teori diskriminasi gender. diskriminasi gender merujuk pada praktik pemberian atau penolakan atau pengistimewaaan seseorang berdasarkan gender yang berlangsung lama dan diterima oleh kedua gender. novel “snow” dan “a thousand splendid suns” fokus pada diskriminasi gender, kekerasan, opresi, dan perjuangan untuk melawannya. peneliti meneliti bagaimana diskriminasi gender, budaya patriarki, dan sebagian besar kekerasan dan opresi terjadi di dalam keluarga dan negara. fenomena kekerasan tidak hanya diskriminasi yang dilakukan oleh suami yang melakukan diskriminasi gender di dalam keluarga, namun juga perlawanan yang dilakukan oleh istri kepada suami, bergantung pada kasusnya. dalam novel “snow”, karakter perempuan digambarkan menghadapi banyak persoalan yang terkait dengan penutup kepala mereka. mereka didiskriminasi oleh pemerintah dan orang tua mereka sendiri. kadife digambarkan sebagai seorang perempuan yang pemberani. dia berusaha untuk membela hak perempuan di kars untuk tetap menggunakan tutup kepala mereka. sedangkan di “a thousand splendid suns”, pembatasan atas aktivitas perempuan terjadi. kaum perempuan dilarang untuk mendapatkan pendidikan dan mereka harus tinggal di rumah. mariam dan laila mengalami opresi dan kekerasan dari suami mereka. perjuangan mereka ditunjukkan dengan pembunuhan tehadap suami mereka, rasheed. praktik diskriminasi gender yang tidak stabil dilestarikan secara berkelanjutan oleh budaya, bukan agama. adalah semacam budaya partriarki yang merupakan salah satu contoh dari fenomena perempuan di dunia ini dan hal tersebut dapat berupa pelarangan dan pembatasan peran perempuan di wilayah publik. kata kunci: diskriminasi gender, kekerasan, opresi, patriarki introduction for a long time women have been considered rely on man‟s power. women as in the stereotype are expected to stay at home and do the house chores. but women shouldn‟t always be at home and bond to it, as wollstonecraft states in a vindication of the rights of woman that house isn‟t a prison to women. it means that women should feel free to choose suitable role by themselves. husbands shouldn‟t use their power to not allow this, due to the fact that men are considered to provide money for the family. women can have career outside the house because mother-role can be done by anyone, both husband and wife. every girl also has freedom and opportunity to do and to be what she wants and also encouraged to be able to do that (bashin and khan, 1995: 31-33). men and women are considered different physically and socially. physically, they differ in terms of physical appearance. women have fatter and less muscle than men‟s. men are stronger than women (wardhaugh, 1986: 303). socially they differ in terms of the social role in the society; women do not pose high position in the work as men do. these differences create great differences between men and women. but, those differences are lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 45 considered harmful for women but advantageous for men only. those differences seem to abolish the existence of women. unfortunately, this construction, as explained above, gives no advantage to women. on the other side, it continues to the practice of discrimination to women. according to lips in amin (2009: 16-17), discrimination is what is being concerned by feminist through as gender. gender is understood as a term used to encompass the social expectation associated with femininity and masculinity. finding that cultures also differ from other cultures in their rules and expectation for femininity (and for masculinity) is a good clue that gender is “socially constructed”. the social construction of gender produces inequality in gender perception especially in defining women itself. it caused the inequity for women manifested in many aspects such as education, political right, work position, etc. but all of them share the certain premises such as the notion that inequalities between women and men should be challenged. the oppressive situation and violence against women are found in a great number of women personal experiences throughout their lives. there are a lot of proves showing that women were victims of sex industry without their human values as prostitutes. but, in the end, the exploitation leaves suffering, defeat, despair, and even death for women. the great numbers of women, who become violence victims, which occur to most servants, female workers, or commercial sex workers, are susceptible to sexual despising and risk which they have to face. the condition was a form of the vanishing of self-authority to establish and decide the choice of life. in general, women want justice and equal roles in all dimensions of their behaviors, such as justice in politics, economics, and society. psychologically, a woman who works in consolation places is very susceptible to getting critique and alienation from her society; whereas, biologically, women are susceptible to getting infectious sexual diseases, narcotic addiction, and abortion. the gender differences are one of important approaches in feminist though. it is considered as the main framework of first feminism because it generates all sorts of gender inequality such as subordination, marginalization, and stereotypes. the gender differences are useful framework to explain that oppressed condition experienced by women is not a natural thing. for instance, a statement that men are physically powerful, rational, and masculine and women is irrational, feminine, weak and motherly creature is kind of gender stereotyping that causes negative impacts such as men are more powerful than women, and woman are considered to be natural, as presented below: lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 46 “because men had more power than women, their tendency to judge the other group (women) as being more alike and less influenced by external forces than their own group (men) had a big impact. women, whose opinions have received less attention, have been particularly affected by the tendency to view gender-related expectation as natural, rather than as socially constructed. concept such as feminine frailty, maternal instinct, female irrationality, all considered to be built into female biology, abound and have traditionally been used to explain restriction of women‟s role.” (lips in amin, 2009: 17) the unstable practice of gender discrimination, continuously, is preserved by the culture, not religion. it is like a patriarchal culture that is one of the clear examples of the women phenomenon. it can be in form of prohibition and limitation of the role of women in public area. traditionally, women are assumed as the one who can only be a “good” housewife, a “good” mother, a “good” wife, and so on, with respect to the community‟s norms and stereotypes for appropriate female behavior (holmes & meyerhaoff, 2003: 104). whatever the reason is any limitation of women‟s role and other discriminations happening in any times and associated with one sex or gender is identified as a bias act or bias gender. gender discrimination refers to the practice of granting or denying rights or privileges to a person based on his or her gender. in some societies, this practice is longstanding and acceptable to both genders. certain religious group embraces gender discrimination as a part of its dogma. however, in most industrialized nations, it is either illegal or generally considered inappropriate (damewood: 2010). attitude towards gender discrimination can normally be traced back to the roots of certain segments of society. much of the discrimination is attributed to the stories such as a woman being made from man‟s rib and societal practices such as dowries paid to fathers by prospective husbands to purchase their daughters to be wives. gender discrimination and violence against women are global phenomena as old as the human history. women‟s right is the freedom and entitlement of women of human rights without discrimination or violation. women‟s right is right inherent in nature and guaranteed by law. therefore, gender discrimination and violence against women are contrary to fundamental human rights, equality, natural justice and good governance. in human rights issues, availability and access to information on the nature of women‟s rights and dimensions of gender discrimination and violence can never be more appropriate than now. moreover, women‟s rights, gender discriminations, and violence are issues that are as old as humankind, and are parts of many religious and cultural traditions. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 47 related with gender issues, nowadays, there are many women activists or feminists who study gender problems that happen in society. the feminists are more interested in seeing how women have been marginalized and viewed in legal position by the society. in terms of the family as a unit of socio-economic production, gender sensitive program directed at this level can make a difference in terms of developing a functional knowledge base. through networks of formal and informal training all stakeholders in the development process become imbued with value orientations that form the basis of a strong productivity culture geared at creating confidence and commitment to enhancing the quality of life. stakeholders would include: politicians, policy makers, public servants, business, interest, themselves. because gender is such a generic theme that pervades all levels of society and is not restrained by natural or human barriers, the implications for developing the family into a stronger unit of socio-economic production is such, that is relevance to pacific island communities in this age of rapid globalization, is timely and functionally appropriate for the changing demands of dual economic system (nabalarua in issues of gender and family). gender socialization is deeply rooted in families and schools and often very hard to be recognized. traditional definitions of masculine and feminine give our children only half of the skills and opportunities they need to grow into adulthood. these loses are damaging to the healthy development of both girls and boys (graham, 2001: 3), as parents, teachers, coaches, family and friends, try to help young people grow up with the skills they need as adults. we know that someday most girls are going to work outside home, and that most boys are going to be partners and boys need a full repertoire of skills to develop a strong identity, to be able to achieve fully in the world, and to develop and maintain healthy relationship (ibid., 2001: 3). in 2002, orhan pamuk published a novel entitled snow. in the novel, pamuk presents the atmosphere of the small turkish town of kars, i.e. an isolated town due to the snowstorm that covers the access of the town. he also described how conflict happens in kars when the city is isolated from the outside world. pamuk said that snow was his first and last political novel. not only an isolated town that is raised in the novel, but also the issues about how women appear. this novel has brought pamuk to become the winner of the nobel prize in sweden and the le prix mẽditerranẽẽ ẽtranger for snow. snow was chosen as one of the 100 best books in 2004 by the new york times. in 2005, pamuk got the peace prize and snow got le prix medicis etranger, an award for foreign novels in france. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 48 snow is a novel about a journalist, ka (orhan pamuk himself) who travelled from istanbul to the small turkish town named kars. he became a witness and a victim of the violence between islamic politicians, soldiers, secularists and turkish and kurdish nationalists in kars (orhan pamuk‟s biography). ka met a female character named kadife who is depicted as a strong women and struggle for women‟s right to use headscarf during the conflict in kars after being underestimated due to his background of growing in secular family. as the story goes, kadife was challenged not to use the headscarf to proof that she loves his country more than anything else. other than kadife, there are some other female characters that also become the center of attention in the novel because they use headscarf, even if those are not the main characters. however, they attracted significant readers‟ attentions. kadife is portrayed as a woman who wears headscarf only to get closer with a muslim activist named lazuardi. women issues and gender issues also appear in a thousand splendid suns novel, which was published in 2007. khaled hossseini, the writer of this novel, has succeeded in writing his first international best seller novel, the second novel, a thousand splendid suns. the novel was released on may 22, 2007. it has obtained favorable prepublication reviews from kirkus, publisher weekly, library journal and booklist for its fundamental portrait of gender issues and women‟s sufferings. this novel has so far been published in 60 countries. this novel is not as famous as snow, but the description of the female characters that struggle for their rights in the country, which is full of inter ethnics tension, is similar with the situation in snow. a thousand splendid suns is a novel that uses a lot of feminism perspectives. a thousand splendid suns deals with oppression of women and the struggle against male domination. a thousand splendid suns vividly exposes the hardship experienced by the main characters: mariam and laila, and how their ways to survive in hopeless society. hosseini quickly makes it clear that he intends to deal with the plight of women in afghanistan, and in the opening pages the novel‟s two heroines talk portentously about lot in life, a lot of poor, uneducated women who have to endure the hardship of life, the slights of men, the disdain of the society and the struggle against oppression. a thousand splendid suns is a great masterpiece since it is generally hones enough to give a more informed and rounded appreciation of the life of afghan women. it makes the readers think profoundly about life and what they can do for the society despite all sufferings that society has caused them. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 49 because of the similarities of those two novels, i.e. gender issues, which are told by male writers, this study will be analyzed by using comparative literature because it focuses on exploring the gender discriminations in two literary works from two different countries, which have different cultural and social backgrounds. the comparative literature involves the study of the text across cultures; that it is interdisciplinary and that is concerned with patterns of connection in literatures across both time and space (bassnett, 1993). comparative literature deals with works of two or more nations, depending on the nature of the work. comparative literary research (wellek and warren, 1949: 39) says that comparative literature deals with other disciplines which include the study of two or more literary works, and studies of entire genres including short stories, poems and novels. method the research design used for this study is feminist approach because it analyzes gender discrimination, violence & oppression and patriarchy as the object of analysis, so the most appropriate approach is feminist approach for understanding women‟s life and women‟s issues (mulvey, 1988: 74). this approach has been innovative in its choice to study particular groups of women formerly ignored by social science (e.g., upper class women), particular behaviors (e.g. feeding one‟s family, adult adoption of orthodox, religion, improving one‟s community) and new forms of data (e.g. women‟s subjective social experience or subjective self) (reinharz, 1992: 215). from those explanations, feminism concerns with issues of broader social change and social justice and committed to change the condition of women. therefore, the ultimate goal is to increase the understanding of women‟s experience, both in the past and present, and promote appreciation of women‟s value in the world (tyson, 2006: 119). this study also uses comparative literature because those two novels are written by different authors from different countries. findings and discussion findings gender discrimination and violence against women are global phenomena as old as human history. women‟s right are the freedom and entitlement of women of human rights without discrimination or violation, women‟s right are rights inherent in nature and guaranteed by law. therefore, gender discrimination and violence against women are contrary to fundamental human rights, equity, natural justice and good governance. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 50 reconstructing women‟s right, gender discrimination and violence through library and information services is aimed to make information available to all historical issue. in human right issues, availability and access to information on the nature of women‟s rights and dimension of gender discrimination and violence can never be more appropriate than it is now. women‟s rights, gender discrimination, and violence are issues as old as humankind, and are parts of many religious and cultural traditions. in ancient athens, women were always minors and subject to a male, such as their fathers, brothers, or some other males. women‟s consents in marriage were not generally thought to be necessary and women were obliged to submit to the wishes of their parents or husbands. the gender discrimination shows the female characters‟ positions in both of the novels. in the novel snow the gender discrimination occurs when there is a ban for women from the government to not use headscarf in their daily life. women in snow represent the stereotype of ones who live under the patriarchal system. snow is set in the political turbulence, conflicts, interest and civil wars among the secularist government, communists, muslim extremists, and kurdish nationalists in turkey as the impacts of the rapid westernization initiated by attaturk, the father of the turks in 1924. orhan pamuk is one of turkey‟s phenomenal authors. he delves into what he defines turkishness and how that turkishness has been shaped by history, myth, the confrontation between tradition and modernity, religion and secularism, political ideologies and ethnicities. unfortunately, the discrimination in the government is faced by women because of a strong and rooted patriarchal system. in this term, women are forced to accept the new regulation which has been implemented. see the data below: the only suicide who had delivered him back to that loneliness was the covered girl who had killed herself almost six weeks ago. this suicide was one of the famous “head-scarf girls.” when the authorities had out-lawed the wearing of head scarves in educational institutions across the country, many women refused to comply; the noncompliant young women at the institute of education in kars had been barred first from the classrooms and then, following an edict from ankara, from the entire campus. (pamuk, 2005: 14) mustafa kemal ataturk was the first president of turkey in 1923. he changed the monarchical system based on islamic way into secular republic system. he reformed the constitution and law, which was adopted from europe. there are five reforms which have been done: political, legal, educational & cultural, and economical reforms. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 51 the new reforms are conducted to give a better life for women in turkey; but unfortunately it gives negative effect. the government control the use of traditional cloth” fez “ and headscarves in social reform ;it meant that headscarves are prohibited. when ataturk wants to adopt the constitutional & law from europe; automatically, he breaks out the islamic tradition including of the use of headscarves. he expects the turkish women will get a higher reputation by taking off their scarf as the european women (pamuk, 2005: 79). therefore, ataturk adopts the eurosentrism to his own country and forces the turkish women to imitate the way how they dress and change their standard of beauty. meanwhile, the violence and oppression against women are found in a great number of women‟s personal experiences throughout their lives. there are a lot of proves that show that women become the victims of sex industry without their humanitarian values as prostitutes, but in the end, the exploitation left suffering, defeat and despair, even death for women. a great number of women-violence victims, which occur to most servants, women labors or commercial sex workers, are susceptible to sexual despising and some risks that they have to face. that condition was a form of the vanishing of self-authority to establish and decide the choice of life. in general, women also need justice and equal roles in all dimensions of their behaviors, such as justice in politics, economics, and society. psychologically, women who work in consolation place are very susceptible to getting critique and alienation from their society. women in snow get some oppression not only from the government but also their parents. ipek, the female character gets the oppression from her husband to wear headscarf but she refuses it because it is not appropriate with her mind. they have different opinions about headscarf; furthermore, she also does not get a child from her husband. in patriarchal society, wives must obey their husband‟s commands. nevertheless, it is different with ipek, she has her own way to maintain his principal. in muhtar‟s mind, ipek, his exspouse, was a sensitive, sincere, and care woman. on the contrary, gender discrimination in a thousand splendid suns occurred when women get the limitation to do their activities. women cannot get good education. it happens when mariam wants to go to school. she wants to have a good education but nana doesn‟t allow her to go to school. now, mariam only studies koran to mullah faizulla and some other knowledge. nana thinks that no one will accept her at school because she is a harami. that‟s the fear of nana about her daughter in the society that she can do nothing and no one cares about harami. by that reason, women only have one skill, that‟s tahamul (endure), but mariam implicitly wants to get educated like other people do. mariam and laila also get violence and oppression from their husband in forms of physical, emotional, sexual and lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 52 economical abuses. their struggle to minimize their sufferings is by killing rasheed. discussion gender discussion, violence, oppression and also patriarchy in this study are in line with the theory explained in the previous chapter. gender discrimination is discrimination against person or group on the ground of sex, sexual orientation, or gender identity. unfair discrimination usually follows the gender stereotyping held by society. damewood (2010) explains that gender discrimination refers to the practice of granting or denying rights or privileges to a person based on their gender. in some societies, this practice is longstanding and acceptable to both genders. certain religious group embraces gender discrimination as a part of their dogma. however, in most industrializes nations, it is either illegal or generally considered inappropriate. gender discriminations against women are global phenomena as old as human history. women‟s rights are the freedom and entitlement of women of human rights without discrimination. moreover, women‟s rights, gender discrimination, and violence are issues as old as humankind, and parts of many religious and cultural traditions. in snow, the female characters faced so many problems related to their scarf and they are discriminated by the government and their parents. turkey government has changed the rule of women performance in using their dress and scarf. when mustafa kemal ataturk became the first president of turkey, he has done some reforms which adopted the constitution and law from europe. there are five reformations which have been done: political, legal, educational and cultural, and economical reforms. those reforms should be good news for women in turkey. unfortunately, it gives some negative effects. they feel so oppressed because of the new regulation (pamuk, 2005: 134). headscarf prohibition is one of the aspects in social reforms. the government controls the use traditional cloth “fez” and headscarves. on the other hand, kadife is portrayed as a tough and brave woman who tries to defend women‟s rights to keep on using their headscarves. the way out of gender discrimination is women‟s power empowerment. this involves the strengthening of the individual and collective abilities of women for positive actions. this has to be done through all the agents of socialization starting from the family to the community, schools, churches, libraries, mosque and government. according to chan (2010), we will not see sustainable progress unless we fix failures in health system and society so that girls and women enjoy equal lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 53 access to health information and services, education, employment, and political positions. men and women are considered different both physically and socially. physically, they differ in terms of physical appearance. women have fatter and less muscle than men; meanwhile men are stronger than women (wardhaugh, 1986: 303). socially, they differ in terms of the social role in the society. women do not need to get high education since they will just finally maintain household. women do not pose a high position at work as men do. that‟s why education is very important for women to change their life and society. in a thousand splendid suns, hakim, father of laila says that education is everything in this life. he explains that women should not marry soon because there is more important than it. he always reminds laila to learn so much knowledge. he believes that without gender discrimination and educated women, afghanistan will become developed country and they will success in their lives. here, in this novel women become the object to be discriminated. they are the victims. by giving a change of education for women and change the old tradition that women should stay at home and must be accompanied by mahrom, perhaps, at this time women will reach their rights and freedom in their lives. in gender discourse, patriarchy becomes the root of women‟s problems. in patriarchal culture, women are put in second position under men. the inferior status places women as a victim of man‟s domination, and the problem forces them to be discriminated. walby (2001) defines patriarchy as a “…system of social structure and practices in which man dominates, oppress, and exploit women”. the definition underlines the importance of viewing patriarchy as a structural phenomenon rather than one perpetuated by the individual exploitative man. the concept of patriarchy has evolved from the struggles of women all over the world. it encompasses the totality of structures of domination and exploitation that affect woman‟s position in society. very clearly, this system establishes men to dominate and control women in society. the „unequal power relationship‟ between men and women accrues power to men in an important institution or society. conclusion turkey and afghanistan have a good bilateral relationship. they also have the same dominant religion: islam. furthermore, they have ever been invaded by the same country: russia. the time when the two novels were firstly published and the background of the authors of the two novels are lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 54 similar. both pamuk and hosseini have spent time of their lives more in america rather than in their own country. besides, the historical relationship between turkey and afghanistan makes the comparison between these two novels become more interesting. the women‟s conditions in those two countries have also similarities simply because they must struggle for their rights. one of the examples is the freedom to dress. women in turkey are not able to wear veil freely since there is a ban for women to wear veil. on the contrary, in afghanistan, women need to wear clothing that covers the body from head to toe (burqa) under the taliban government. from the data analysis, it is found that the statements from words, sentences, paragraphs and dialogues expressed show gender discrimination, violence and oppression and also patriarchy. gender discriminations in both novels are shown. in snow, gender discriminations happen when there is a regulation to ban the use of veil/scarf for women. because of this regulation, some of the women commit suicide as a form of protest to the government. meanwhile, in a thousand splendid suns, the women are not allowed to get formal education. the roles of women are to do all the households and to be a good wife and mother for the family. violence & oppressions over women are shown in those two novels. in snow, some of the female characters get oppressed by their parents to marry older and richer men in order to pay off their parent‟s debts. in another case, there was a woman who gets violence from her husband because he is jobless so that he couldn‟t control his emotion. but in a thousand splendid suns, mariam and laila get oppression and violence from their husband, rasheed. the two novels also reflect the system of patriarchy in the countries that become the setting of the novel. in snow, the patriarchal system happens when the government makes a new regulation that women should obey it whether they like it or not; meanwhile, in a thousand splendid suns, talibans forbid women to work outside their houses, forced them to wear the burqa, apparel which covers almost all part of women‟s bodies, and ban them to travel alone. they should be accompanied by a male relative, and also banned them to go to schools. references amin, mustafa. 2009. a critical discourse analysis of gender stereotyping in its a boy girl thing movie. malang: uin. bashin, kamla and khan, nighat said. 1995. what is patriarchy?.kali for women: new delhi. damewood, cassie l. 2010. what is gender discrimination. retrieved october, 25,2015 from http://www.wisegeek.com/what-is-genderdiscrimination.htm http://www.wisegeek.com/what-is-gender-discrimination.htm http://www.wisegeek.com/what-is-gender-discrimination.htm lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender discrimination in orkhan pamuk’s snow and khaled hosseini’s a thousand splendid suns iis sugiyanti doi: https://doi.org/10.26714/lensa.8.1.2018.43-55 55 graham, judith ph.d. 2001. understanding gender differences: strategies to support girls and boys. family issues : current research on family topics for main educator. us: university of maine cooperative extensive. holmes, janet, & meyerhoff, miriam. 2003. the handbook of language and gender. oxford: blackwell publishing ltd. hosseini, k. 2007. a thousand splendid suns. new york riverhead books. mulvey, anne. 1988. community psychology and feminism: tensions and commonalities. journal of community psychology vol. 16 no. 1 pp. 70-83. orhan pamuk biography.http://www.orhanpamuk.net/bioghraphy.aspx. retrieved in october 2015 pamuk, orhan. 2005. snow, translated from the turkish by maureen freely: vintage international. reinharz, shulamit. 1992. feminist methods in social research. new york: oxford university press. tyson, lois. 2006. critical theory today. new york: routledge. wardhaugh, ronald. 1986. an introduction to sociolinguistics. usa. blackwell publishing. nabalarua, eci. k. 2000. gender & family. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 42 the concept of love and the basis of its doctrines between maqamat and haal abdul wachid b.s. universitas islam negeri (uin) prof. k.h. saifuddin zuhri jalan a. yani 40-a purwokerto, jawa tengah, indonesia abdulwachidbs33@gmail.com article history: submitted on 6th april 2021; accepted on 25th may 2021; published on 30th june 2021 abstract sufism is the spiritual "path" of the sufis to achieve eternal happiness. sufism's orientation is a noble love for allah swt. throughout the history of sufism, love (isyq) for the sufis became an ideology and a method of spiritual purification. love restores the essence of human life to the qur'an and allah alone so that it has an essential accentuation of spirituality. this research uses a qualitative approach. this type of research is a library of research by collecting and documenting all the data relating to sufism, love, and teachings, especially in the qur'an and some sufi figures. the results of this study revealed the love of a wayfarer (salik) obtained through the long spiritual journey (suluk) in his life. it includes the prayer and the foundation of his stages (maqaamat), such as repentance (tawba), renunciation (zuhd), patience (ṣabr), gratitude (syukr), and watchfulness (wara'), and his basic doctrines such as fear (khauf) and hope (raja’). keywords: sufism, love, stages (maqamat), haal. introduction sufism is the spiritual "path" of the sufis to achieve eternal happiness. the sufis belong to the path of the sunna and the moral value of allah (fuad, 2012; hafiun, 2012). the realization of the spiritual "path" is "the attempts to achieve self-liberation through the true oneness of god", as hans heinrich schaeder’s statement (an orientalist) quoted by annemarie schimmel. these efforts have different shapes throughout the history of sufism, but the essence remains the same: to achieve the absolute truth that "there is no god lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 43 but allah", and to build constantly self-consciousness that a servant just "prays and returns to him." in other words, sufism becomes a spiritual way to purify the self towards god (farida, 2011). the presence of sufism is proof that islam is a complete religion because it accommodates both inner and outer knowledge (ihsan) (hermayanti, purba, lenggana, 2017). in the history of sufism, mystics (sufis) have several different ways to achieve their goal either individually or collectively, either through wisdom or through love, by isolating themselves or by practicing exercises. its external history is the history of spiritual movements, theology, and literature in islam. moreover, because it comes from the ritual exercises taught by the qur'an, sufism reflects the various attitudes of the muslims to the "world". however, from the literature of sufism, the "path" can be identified in two types; the first is tariqa (jalan-tarekat), and the second is the state or condition of a soul (jalan-hal). why do the sufis focus more on "the path" (perhaps, the concept "path"is in line with the concept of "laku" in javanese terminology)? this is because the sufis are more concerned about the noble moral, the attribute and the "deeds" (laku) by following the prophet saw, his companions, and those after the prophet saw. this is because, according to al-thusi (al-ataftazani, 1997), "the science of sufis can be traced in the book of allah swt." many sufic treatises mention that the sufis, with their various schools, have a conception of allah's path (tariqa). the path begins with spiritual practice. the sufis gradually take various phases known as stages (maqamat) and state (ahwal) and the peak of these phases are the knowing (ma'rifat) of god. the stages (maqamat) are the levels of a servant in the presence of god in the matter of worship and spiritual practices that he does. meanwhile, the states (ahwal) are the clarity or purity of the soul seeing god in the recesses of the heart. according to al-thusi (al-atafthazani, 1997), the states are not efforts through spiritual practices, not through stages (maqamat). the sufis, according to al-qusyairi in his book al-risalah al-qusyairiyyah (alataftazani, 1997), affirm that the stages (maqamat) are characterized by an establishment and pursued by the sufis with the wills and efforts constantly. in the meantime, the states are precisely the conditions of the soul that change and vanish easily. they are accidentally acquired, so it was a kind of talent. the next question is about the position of love between stages (maqamat) and the state (hal) in the perspective of sufism? in his research on “nilai-nilai pendidikan karakter pada ajaran cinta dalam tasawuf,” damis (2014) argues that love comes from ʾazaliyya to eternity. love is a gift from god, and only he has the right to be loved. according to rabi'ah (2014), there are two kinds of love; love for myself and love for you. istiqomah (2020), in her research “konsep cinta jalaluddin rumi perspektif hermeneutika,” emphasized that the stage of love in jalaluddin rumi's view means totality and the embodiment of a servant's love for his lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 44 beloved (god). when love is in the heart, the divine light from within a servant emits. therefore, love is also an integral part of sufism. jalaluddin rumi is also the main subject in marsudi's research (2017) “tasawuf jalaluddin rumi perspektif annemarie schimmel.” according to him, love can always encourage humans to create distinctive symbols and meanings in life. apart from being a sufi, rumi is also a poet who often writes the concept of love. ghazali (2013), in his research “corak tasawuf al-ghazali dan relevansinya dalam konteks sekarang,” explains the importance of love for life. according to al-ghazali, in all states (hal) and stages (maqamat) love must be the top priority and be love to all creatures of allah. therefore, whoever has love in his heart, allah will love him. the issue of love is also the main concern of maharani (2017) in his book filsafat cinta. according to maharani (2017), although it is invisible to the eye, love has a very strong impact on a lover. love is a unique existence. erich fromm, a western intellectual, also mentioned that love is a spiritual relationship between humans and god. however, there is a difference in the way data is collected. if sufi uses a religious approach, the west represented by fromm uses the experience of his neurotic patient. the explanation is in aliffudin's research (2021) on “konsep cinta: studi komparasi antara pemikiran jalaluddin rumi dan erich fromm.” some of the research results above show that love is the main intention of life. the presence of love is tantamount to the presence of god. because of love, humans can produce symbols, and distinctive meaning of life and a substantive form of love is loving fellow creatures of allah on earth. this research will discuss the sources of the teachings of love, the stages, and the states. mashar (2015) discussed the stages and the states in his research. maqamat become stages of manners to allah with various efforts through riyadah. the stages, in general, are repentance, renunciation, patience, gratitude, and satisfaction. meanwhile, the states are fear, humility, sincerity, piety (taqwa), gratitude, and mutma'innah. haifun (2017) confirmed maqamat in mashar's (2015) study. in hafiun's research (2017), maqamat is the stages of getting to know allah. these maqamat include repentance, watchfulness, renunciation, poverty, patience, gratitude, trust, and satisfaction. the two studies have similarities in identifying the stages and the states. however, love has not been the object of the two studies. jalaluddin rumi and al-ghazali considered love as the peak of stages. therefore, the novelty of this research is the position of love between the stages and the states. it becomes the new formulation of stages in sufism. method this research uses a qualitative approach. sugiyono (2007) states that a qualitative approach has artistic and artistic features. it is an interpretive approach because the research data is more related to data interpretation in lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 45 the field and literature. it means that the object of study related to the interpretation of religious, cultural, artistic phenomena belongs to the qualitative domain. it is library research. the researcher gets library data from books, articles, or the naqli arguments related to sufism (love, maqom, hal) to identify the basics of its teachings. then, the researcher obtains the data through the documentation method by reading, analyzing, and parsing information about the study through the available literature data. the results of this documentation and reading function for several things; for documenting and conducting traveling theories about the stages, the states, and love based on the thoughts of al-ghazali, jalaluddin rumi, alqushairi, and hamka. in addition, the researcher used the naqli argument as a database such as; q.s. adz-dzaariyat, q.s. al-hajj, q.s. al-baqarah, q.s. an-nisa, q.s. ibrahim, and q.s. al-maaidah. data analysis focuses on the description, clarification, and placement of data in the context using argumentation (faisal, 2010) to reveal the meaning behind the text (ratna, 2011). the argument in this data analysis is based on traveling theory, tracing data through scientific journals, books, and research reports that discuss the issue of love in the sufism tradition. in this study, the researcher analyzed the concept of love by identifying the sufism thoughts concerning al-ghazali, rumi, al-qushairi, and hamka. furthermore, the researcher contextualized these sufism thoughts with several previous studies and the verses of the koran as the basis for explaining the concept of love. findings and discussion 1. the stages (maqamat) and the states(ahwal) the sufis never agree on the number and order of the stages (maqamat). harun nasution quoted some of the views on the stages (maqamat), according to abu bakr muhammad al-kalabi', repentance renunciationpatience poverty humility piety full dependence and belief in god – satisfaction love – the knowledge of god. abu nasr al-sarraj al-tusi mentioned the order of the stages (maqamat) in al-luma', ie, repentance watchfulness renunciation poverty patience full dependence and belief in god the satisfaction of the heart. abu hamid al-ghazali in ihya ulum al-din mentioned the order of the stages (maqamat), ie, repentance patience poverty renunciation full dependence and belief in god love the knowledge of god. according to abu al-qasim 'abd al-karim alqusyairi, the maqamat includes repentance watchfulness renunciation full dependence and belief in god patience satisfaction. however, the usual order of the stages (maqamat) is lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 46 repentance renunciation patience full dependence and belief in god satisfaction. after the maqamat, there are still states of the soul that are love the knowledge of god annihilation permanency – union (with god). such union, according to harun nasution, may be referred to as al-hulul or wahdat al-wujud (nasution, 1990). in addition, examples of the states mentioned by harun nasution are fear, humility, obedience, sincerity, friendship, happiness, and gratitude. in addition, one mentions the states (hal) as watching (muraqabah), nearness (qarb), love, fear, hope, longing, intimacy (uns), tranquility, witnessing (musyahadah), certainty, etc ( nasution, 1990). all stages and states are the objects of sufism based on the qur'an. the verses of the qur'an which are used as the basis of sufism by sufis are as follows. the first to be called is prayer (doa) because prayer is the soul of worship, the whole expression of human relationships, both with human beings and with god directly, is the embodiment of prayer: " and i (allah) did not create the jinns and humans except they should worship me (alone) (qs, al-dzariyaat, 51:56). worship with prayer as its principle brings human beings to the level of piety to allah swt: "o mankind, worship your lord, who created you and those before you, that you may become righteous" (q.s., al-baqarah, 2:21). by such piety, a man makes himself a slave ('abid) and will obtain the contentment of allah swt: "the flesh of them shall not reach god, neither their blood, but godliness from you shall reach him" (qs, hajj, 22:37). the bases of stages (maqamat) are as follows. in the teachings of sufism, repentance is the first stage because sin becomes the veil between man and his god, then people who seek the contentment of allah must repent first. "truly, god loves those who repent, and he loves those who cleanse themselves" (q.s., al-baqarah, 2: 222). before becoming a sufi, one must be a zahid who leads a life of renunciation (asceticism), ie reject the luxury of world life and draw closer to allah swt. " “so as for he who transgressed and preferred the life of the world, then indeed, hellfire will be [his] refuge” (qs. an-naziaat: 37-39). “but as for he who feared the position of his lord and prevented the soul from [unlawful] inclination, then indeed, paradise will be [his] refuge” (qs. annaziaat: 40-41). by living the ascetic life, a sufi must be patient, and patience is essential to the sufi life, every believing muslim must own even it. "allah is with those who are patient" (q.s., al-baqarah, 2: 153). lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 47 meanwhile, gratitude complements the patient. the essence of gratitude is the recognition of the gifts from allah with full submission. rabi'ah al-adawiyah, the greatest female sufi-poet, equated gratitude for misery with gratitude for prosperity. "and [remember] when your lord proclaimed, 'if you are grateful, i will surely increase you [in favor]; but if you deny, indeed, my punishment is severe" (q.s., ibrahim, 14: 7). watchfulness (wara’) is an important part of ascetic life. watchfulness is to abstain from all things that are not good, and in the sense of sufism is to leave all dubious (subhat). all efforts passed through the stages (maqamat) are only to seek the contentment of allah swt because with his contentment, then the relationship between servant and his god became very close, and this is what is sought in the path of sufism. "allah being pleased with them and they with him" (q.s., al-bayyinah, 98: 8). the bases of states (ahwal) in the qur'an are as follows. in the teachings of sufism, the fear (khauf) and the hope (raja') is the main and oldest teaching in sufi life. fear (khauf) is the fear of allah and his punishment, while, the hope (raja') is expecting the contentment of allah swt and his heaven. " they pray to their lord with fear and hope" (q.s., as-sajadah, 32:16). the fear and the hope are components of faith because the purpose is the hereafter. the component that subsequently emerges from the ascetic life was longing and sadness. a person who loves a beloved will have a longing and sad if he wants to meet her. moreover, the beloved is the bost beloved, allah swt. the longing is experienced by remembering (dhikr) the beloved constantly: "o you who have believed, remember allah with much remembrance" (q.s., al-ahzab, 33:41). the level of love (mahabbah) is based on the following verse, "for allah is all-sufficient, whereas it is you who need him" (q.s., muhammad, 47:38). the reciprocal love between the servant and the lord is stated in this verse, "believers! if any of you should ever turn away from your faith, remember that allah will raise up a people whom he loves, and who love him ( qs, al-maa'idah, 5:54). furthermore, knowing god (ma'rifat) is also a high level, often debated by sufis, whether love is higher than ma'rifat, or vice versa. knowing god (ma'rifat) is pursued by piety, noble behavior, and inspiration (ilham), and it is the basis of the ma'rifat, "beware of the wrath of allah. he teaches you the right way and has full knowledge of everything" (q.s., al-baqarah, 2: 282). the love and knowing god (ma'rifat) are also often debated lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 48 whether they are the stages (maqamat) or the states (ahwal). however, many sufis include love and knowing god (ma'rifat) in both, the stages (maqamat) and the states (ahwal). the explanation above shows that sufism is based on the qur'an, concerning human morality and behavior at the stages (maqamat) and the states (ahwal) of the sufis. it will be too long if the researcher must explain all of the things revealed by the sufi because all the references are taken from the qur'an. 2. the concept of love and the basis of its doctrines between maqamat and haal love (hubb) is one of the main themes in the sufi world. discourses about love are often associated and understood as the stages of sufi (maqamat), the state of soul (haal), and the reason for the existence of the cosmos (suwito, 2013). the love (mahabah) belongs to two categories, it is categorized as a stage (maqam) and also a state (hal). love is categorized as a stage because there is a human effort as a servant to "remember" his god constantly. love is categorized as a state because it can reveal the veil between servant and god as his will and grace. because of love, in the stages (maqamat), allah prevents a servant from being inclined to other than him and gives guidance as a lover of god. because of love, in states (ahwal), god becomes "beloved" as an appearance of love. the meaning of "love", in kamus besar bahasa indonesia (departemen pendidikan dan kebudayaan ri, 1989), is very happy (suka sekali), very dear (sayang benar), lovest, very eager (ingin sekali), hoping very much (berharap sekali), or worry. meanwhile, in kamus psikologi (1988: 263) a translation from the penguin dictionary of psychology, love is a special feeling that concerns the pleasure of an object; love has emotional nuance if it comes to mind. it can awaken the whole primary emotion according to the emotion where the object is located. the word love in this context is interpreted as hubb or mahabbah in arabic (asfari ms and soekatno cr, 2002). meanwhile, according to al-qushairi, love in the sufi domain (sufism) means mercy, turmoil, and care (kaltsum, 2017). compare with jazil, et al., (jazil and musbikin, 2000) who collect some opinions about love (hubb or mahabbah) as follows. a. the word love (cinta) (hubb/mahabbah) which comes from the words habba-hubban-hibban and means waddahu, means affection; lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 49 b. the word hubb which comes from the word habab al-maa means the flood; c. love is called mahabbah because it is the greatest form of concern for the heart; d. love is also often thought to come from the word habb (grains) which is the plural form of habbat, and habbat al-qalb is something that sustains it. thus, love is called hubb because it is stored in the heart; e. some say that the word hubb comes from the word hibbah, which means grain in the desert. love called hubb because it is the basis of life, as hubb which is a seed of plants; f. however, some say that love comes from the word hibb, ie the place in which there is water, and when it is full, there is no place for others. likewise, with the heart, when it is filled with love, there is no place in the heart but for the beloved. love (mahabbah) has an important position because the journey of sufism starts with upholding the oneness of god in the self by living an ascetic life (zuhud). zuhud is able to grow the seeds of love, and because of the love sufism is lived with sincerity. the basis of the teachings concerning love comes from the qur'an itself. the basis of all muslim beliefs, sayings, and deeds is none other than the "opening verse", namely " in the name of god, the most gracious, the most merciful" (bismillaahirrahmaannirrahiimi). in addition to the opening verse, many other verses more specifically contain the word love, for example, "kataba rabbukum 'ala nafsihirrahmah" (your lord has made mercy incumbent upon himself); or the verse "innallaha yuhibbul muttaqin" (truly allah loves the god-fearing); and this verse, "innallaha yuhibbut tawwbina wa yuhibbul mutathahhirina" (truly, allah loves those who abstain from evil and keep themselves pure). the maximum confidence, statement, and act of love from someone are aimed at only one person, the person he loves most. likewise, the relationship between a servant and his lord will surpass profane love that is why the profane love in any life that has been enlightened by divine love will be ensouled by him so that the love of all love is always associated with the true meanings of love. the bases of sufism concerning love nothing else derives from the qur'an as follows. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 50 a. say: ‘if your fathers, your sons, your brothers, your wives, your clan, your possessions that you have gained, commerce you fear may slacken, dwellings you love — if these are dearer to you than god and his messenger, and to struggle in his way, then wait till god brings his command; god guides not the people of the ungodly’(q.s., at-taubah, 9:24); b. ‘yet there be men who take to themselves compeers apart from god, loving them as god is loved; but those that believe love god more ardently. o if the evildoers might see, when they see the chastisement, that the power altogether belongs to god, and that god is terrible in chastisement’(q.s., al-baqarah, 2:165); c. say, [o muhammad], "if you should love allah, then follow me, [so] allah will love you and forgive you your sins. and allah is forgiving and merciful."say, "obey allah and the messenger." but if they turn away then indeed, allah does not like the disbelievers” (q.s., ali imran, 3:31-32); d. o you who have believed, whoever of you should revert from his religion allah will bring forth [in place of them] a people he will love and who will love him [who are] humble toward the believers, powerful against the disbelievers; they strive in the cause of allah and do not fear the blame of a critic. that is the favor of allah; he bestows it upon whom he wills. and allah is all-encompassing and knowing” (q.s., almaaidah, 5:54). meanwhile, the love in sufism also comes from the sunnah of the prophet saw (asfari ms and soekatno cr, 2002) as follows. a. “my slave continues to draw closer to me by doing naafil (supererogatory) deeds until i love him, and if i love him i will be his hearing with which he hears, his vision with which he sees, his hand with which he strikes and his foot with which he walks. if he were to ask of me, i would surely give to him; if he were to seek refuge with me, i would surely grant him refuge” (h.r., al-bukhari); b. “love allah for his countless bounties upon you and love me because you love allah, and love my ahle bayt because of your love for me.” (h.r., al-tirmidzi) c. “there are three qualities which will make whoever has them taste the sweetness of faith (iman): to love allah and his messenger more than anyone else; to love a servant (of allah) only for (the sake of) allah; and lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 51 to abhor returning to disbelief after having been saved from it by allah as one would abhor being thrown into the fire.” (h.r., al-bukhari); d. “whoever loves to meet allah, allah will love to meet him, and whoever hates to meet allaah, allaah will hate to meet him.” (h.r., al-bukhari); e. "whoever possesses three qualities shall be forbidden to hell-fire and hell-fire is forbidden to him: belief in allah, loving allah, and to be thrown in hell-fire and be burnt is more beloved to him than going back to disbelief" (h.r., ahmad ibn hambal); f. “david would supplicate, saying: o allah, i ask you for your love and the love of those who love you and the deeds that will bring me your love. o allah, make your love more beloved to me than myself and my family and even cold water.” (h.r., al-tirmidzi). "the love does not expect rewards because love itself is a reward," hamka said (hamka, 1984). therefore, the expression of love is also in line with one's faith, which is multilevel. some who love god is caused by the fear of his threats, so that it causes a stage fear of allah (khauf). some who love god are caused by an endless hope for his heavenly promises so that it raises a stage of hope (raja'). however, there is a higher level that is the religious experience of loving allah caused by love (al-hubb or mahabbah) itself, this is the stage developed by the greatest female sufi-poet rabiah aladawiyah, also later by jalaluddin rumi. because of great love for god, all appearances of the universe are seen as entities containing the existence of allah (wahdat al-wujud, arabic; manunggaling kawula gusti, javanese). in this context, some interpreted that the teaching is precisely the affirmation of the oneness of allah (wahdat al-wujud muwwahid) above all his creations, that "there is no me but him (la ana illa huwa)". this teaching was developed by ibn arabi and hamzah fansuri (in barus, aceh), who follow ibn arabi's views. the teaching was also asserted by al-hallaj in baghdad and shaykh siti jenar in java. in this case, the assessment of the teaching is still debated, whether it confirms the oneness of god or not (misleads). however, in the end, there is an abnormal development concerning the concept of wahdat al-wujud such as polytheism or syirk. everything is seen and positioned as god. conclusion from the discussion above, we can conclude that the love of a wayfarer (salik) is obtained through a long effort or the long spiritual journey (suluk) in his life. first is the prayer and its basic stages are repentance, lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.42-53 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of love and:... abdul wachid b.s. doi: https://doi.org/10.26714/lensa.11.1.2021.42-53 52 zuhud, patience, gratitude, and watchfulness. meanwhile, its basic states are fear (khauf) and hope (raja’). in sufism, fear (khauf) and hope (raja’) are the main and oldest teachings in the sufi life. khauf is fear of allah and his punishment, while hope (raja’) is expecting the pleasure of allah and his heaven. the fear and the hope are components of faith because the goal is hereafter. whereas love (isyqun or mahabbah) belongs to two categories, it is a stage (maqam), and also a state (hal). love is a stage (maqam) because human efforts as servants continuously remember their lord. love is a state (hal) because it can open the veil between servants and god as god's will and gift. references al-qur’an dan terjemahannya. 1983/1984. jakarta: proyek pengadaan kitab suci al-qur’an departemen agama ri. al-ataftazani, a. al-w. al-g. 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(2013). relasi cinta dalam tasawuf. teologia, 25(2). an analysis of tropes used in electronic appliances advertisements in english magazines by anin eka sulistyawati* abstrak iklan adalah pemberitahuan publik untuk menawarkan atau meminta barang, jasa, dll. salah satu faktor krusial dan penting untuk membuat iklan menjadi menarik dan mudah dipahami adalah kiasan. selain itu, kiasan dapat membantu produsen dalam membujuk konsumen untuk membeli produk mereka. ada dua hal yang diteliti dalam penelitian ini. yang pertama adalah kiasan apa yang paling sering digunakan dalam iklan barang elektronik di majalah berbahasa inggris dan yang kedua adalah di mana mereka sering digunakan. tujuan dari penelitian ini adalah untuk menentukan jenis kiasan yang umum digunakan dalam iklan peralatan elektronik di majalah berbahasa inggris dan untuk mengidentifikasi posisi kiasan tersebut. penelitian ini juga bertujuan untuk memberikan masukan bagi pengiklan yang berniat untuk merancang iklan, khususnya dalam bentuk tertulis. obyek penelitian ini adalah iklan peralatan elektronik di majalah berbahasa inggris. iklan-iklan tersebut diambil dari enam majalah bahasa inggris, yaitu; majalah connected mei/juni 2004 dan juli/agustus 2004; majalah time edisi 22 mei 2006 dan 26 juni 2006, majalah info komputer agustus 2007, dan majalah the jakarta post weekender agustus 2007. untuk tujuan analisis, data disajikan melalui beberapa langkah. pertama, iklan dikumpulkan dan dibaca. kemudian mereka dimasukkan ke dalam kelompok-kelompok. setelah itu, data yang telah diidentifikasi diinventarisasi dalam tabel. langkah terakhir adalah mengklasifikasikan iklan dengan memilih data yang sesuai untuk menjawab pertanyaan-pertanyaan dari masalah penelitian. pada tahap ini penulis mengklasifikasikan beberapa elemen dari iklan, yang terkait dengan topik tersebut. hasil analisis itu dalam bentuk penjelasan secara rinci mengenai penggunaan kiasan dalam iklan peralatan elektronik. kiasan yang digunakan dalam iklan adalah hiperbola, metonimi, sinekdok, personifikasi dan klimaks. dengan melengkapi analisis, pertanyaan-pertanyaan dalam penelitian ini akan terjawab. pertama, kiasan yang paling dominan digunakan dalam iklan peralatan elektronik adalah hiperbola. persentase rinciannya adalah hiperbola 43,33%, sinekdok dan personifikasi 20%, klimaks 10%, dan metonimi hanya 6,67%. dan kiasan sebagian besar ditempatkan pada judul. keyword: kiasan i. introduction odest economic growth was sustained in 2002 driven largely by private consumption spending while the government made progress in improving both macroeconomic stability and fiscal sustainability. however, declining investment and limited advances in * penulis adalah staf pengajar di pbi ups tegal m overcoming underlying impediments to investor confidence constrain near-term growth potential. thus, the currency and stock market reacted sharply, but quickly recovered as confidence returned when the government took well-publicized and effective steps to ensure security. inflation then rose sharply in early 2002 in response to the impact of floods and hikes in electricity and transport prices. this condition gave the strong impact to the electronics selling. in that case people tend to be thriftier with their money. furthermore, declining electronics selling has been happening, and it makes the situation getting worse since the monetary crisis in 2002 that knocked down most of the parts of the world, including asia. in raising their products, the electronics entrepreneurs look for the way to promote them. in fact, the product will be sold out and the company will get a great profit if public know the product itself. by using the interesting language, they gave good information of the product that they launched to the customers. the good way to promote a product is by using advertisement. today, there are many kinds of advertising used to attract the consumers. advertising can be found in almost all mass media such as television, radio, magazine, newspaper, etc, either in written or spoken language. according to erick and roger (1991: 491) advertising is any paid, non-personal presentation and promotion of product, service or ideas by an identifiable individual or organization. the advertisers often exaggerate their product in order to get the positive reaction from the consumers. that is why the entrepreneurs will always be so careful in using language for their advertisement in which they persuade prospective consumers. the language of advertising is normally positive and emphasizes on why one product stands out in comparison to another. advertisement language may not always use the appropriate language in the normal sense. that situation also can be found in the electronics advertisement. the advertisers always use the good and bombastic words and sentences for attracting the customers; therefore they ignore the truth of the product. nevertheless, there are several elements used in making a good and standard advertisement. bovee and william (1986:261) state that the appeals of advertisement are made up of several elements and components. they are (1) the headline; (2) subheads; (3) body copy; (4) boxes and panels; (5) slogan; (6) logotypes/logo, seals and signature. advertisement is regarded as literature. according to rees (1), it is stated that literature is very often simply means anything that is written, time tables, catalogues, text-books, travel brochures, and so on. if you are thinking of buying a bicycle or a motor car or a washing machine, you will probably want to see the literature about it. based on that quotation, advertisement can be assumed as literature. furthermore, there are some figurative meanings used in the electronics advertisement. most of them are categorized as tropes. trope is a word or phrase used in a figurative way (oxford advanced learner’s dictionary). so, trope is like a branch of figure of speech, for example metaphor. considering the background of the study above, there were two statements of the problems arisen in this research as the followings: 1. what are the most dominant tropes used in english magazine advertisement? 2. where are they commonly used in english magazine advertisement? based on the research problems, the purposes of this study were to decide what kind of trope commonly used in electronics english magazine advertisement, and to identify the position of trope used in electronics english magazine advertisement. ii. underlying theories 2.1. advertisement advertisement is a communication media that gives such information from the advertisers to the public, which have several purposes. most advertisements belong to persuasive forms. they are used to get many consumers in the market. so, the product will be sold out and the company gets a great profit. dircksen and arthur (1968: 55) state that advertisement consists of activities of a visual or oral nature directed to select publics for the purpose of informing or influencing them about product or service. there are two classifications of advertisement, based on william and ferrel (1987: 404). they are (1) commercial advertisement, and (2) non-commercial advertisement. commercial advertisement is intended to inform the customers that the products are exists and to point out its benefits. even noncommercial advertisement is not designed to promote specifically a certain product of the manufacturer. it is also used for public relations purposes and for public service advertisement, which involves sponsoring such public welfare activities. in creating an advertisement, it is needed to consider the rules of making advertisement to get the best result. according to evans and berman (1987: 491) there are four fundamental decisions are involved in creating advertisement: 1. determine message content and devise an advertisement. each advertisement needs a headline or opening that creates consumer interest and copy that presents the message. content decisions also involve the use of color and illustration, advertisement size or length, the source, and the symbols. 2. outline a promotion schedule. this should allow for all copy and network and be based on the lead time needed for the chosen medium. 3. specify the location of an advertisement in a broadcast program or print medium. 4. choose how many variations of a basic message to utilize. this depends on the frequency of presentation and the quality of advertisement. advertisement reaches the public through various media, such as television, radio, newspaper, magazine, and billboards. each of them has its own characteristics with its excesses and flaws. sadler and hayler (2000) stated that categorically, there are four kinds of media. they are printed, graphic, photographic, and electronic media. this study discussed about printed or written media. according to sleeman (1976: 16) printed media include any message that is composed and reproduced on paper. it uses what is called room or column of the medium and should pay for this use. selecting the right medium in making an advertisement is not easy. one of the keys is about the effectiveness of a medium to be used for that purpose. a good advertisement should be arousing desire to get the reader’s attention. and to persuade them, the advertisers can put some tropes into the advertisement. here, the writer prefers to use the printed media that is magazine. there are many basic considerations in developing advertisement. to create an effective advertisement, an appeal must be selected that will tend to persuade the consumer that the product or service will satisfy his wants and needs better than any competing product or service. bovee and william (1986: 261) state that the appeal of advertisement made up of several elements and components. these elements may be moved, enlarged, reduced, reversed, changed, or eliminated until a new look or approach is achieved. the key elements in printed advertisements are: 1. headline headline is crucial in any advertisement. on average, four out of five readers do not read past the headline of an advertisement. a successful headline usually promises a benefit, breaks some news or offers some helpful information. headline refers to the words in the leading position of the advertisement, that is, the words that will be read first or that are positioned to draw the most attention. dircksen and arthur (1968: 237) state that headline is that phrase or part of sentence that has been made to stand out in the advertisement by the size or style of type in which it has been set, the prominence of its location, or the white space surrounding it. the function of a headline is to attract the favorable attention of prospective purchases and to interest them so that they will read the copy. 2. subheads subheads are misnamed because they come actually appear above or below the headline. they may also appear in the body copy or text of the advertisement. a subhead that appears above the headline is called a kicker. subheads like little headlines. while they usually appear in smaller type size than headline, they are also almost invariably larger than the body copy or text in different ink color. the purpose of subheads to transmit key sale point-fast. the subheads should reinforce the headline and advertisement. 3. body copy clearly, the language used in any advertisement will be carefully chosen to ‘sell’ the product or service. it will attempt to portray the desirable features of whatever it advertises, aiming to convince readers that they cannot live without it. common words such as ‘new’, ‘wonderful’, ‘fresh’, ‘special’, ‘delicious’, ‘bright’ and ‘great’ continue to be effective, even though they are overused. body copy, or text as it is sometimes called, tells the complete sales story. it is a logical continuation of a headline and subheads. the body copy is set in smaller type than headlines or subheads. body copy also in where the sale is closed. the text should relate to the campaign appeal and to the reader’s interest and it must be explained how the products or services being advertised satisfied to customers need. 4. boxes and panels boxes and panels are generally used in advertisement that contain coupons, special offers, contest rules, and order blanks to set those features apart from the rest of the advertisement specifically. a box is copy around which a line has been drawn. a panel is an elongated box that usually runs the whole length width of an advertisement. sometimes it may be shaded or completely black, with text or copy shown in reverse (white lettering). boxes and panels are used to draw greater attention to a specific element or message in an advertisement. 5. slogans many slogans (also called theme lines or taglines) begin as successful headlines. through continuous use, they become standard statements, not just in advertising but for basic purposes; to provide continually for a campaign and to reduce a key theme or idea the company wants associated with its product or itself to a brief, memorable positioning statement. 6. seals, logotypes, and signatures the seals prove an independent valued endorsement for the advertised product. for others, the term seal refers to the company seal or trademark. this area actually called logotypes. logotypes or logos and signatures cuts (sights) are special designs of the advertiser’s company name or product’s name. 7. the picture the photograph or illustration that goes with an advertisement is another vital part of the overall impact. many advertisements have been successful imply because they contain a striking photograph or piece of artwork that attracts attention. successful advertisements often have a photograph with a good story appeal; in other words, it looks as if something interesting is happening, and readers want to know more. 2.2. trope ‘figures of speech’ have traditionally been classified into two types in the study of rhetoric, tropes and figures. dennis freeborn (1996: 61) state that a trope is a device that involves meaning, and a figure one that involves expression, but the terms are not always clearly distinguished. based on the oxford dictionary (1995: 1278, fifth edition) trope is a word or phrase used in a figurative way. this study limits the discussion only about trope and its type. all of the names of tropes were taken from greek. according to holman (1986: 196) there is a classification of figure of speech. below is the diagram to identify the kinds of tropes. tropes have four major kinds: image, symbol, simile and metaphor. image, basically, a concrete representation of an object or sensory experience: “the track of a water snake as seen by moonlight”, is represented by the image flash of golden fire. symbol, a trope that combines a literal and sensuous quality with an abstract or suggestive aspect: “land and sea” suggest timeless and eternity or as a voyage suggests life. simile, a figure that involves an expressed comparison, almost always introduces by the word “like” or “as”. the two things being compared must be dissimilar; to compare similar things is merely to make a statement of fact, as “my house is like your house.” metaphor, which is an implicate comparison between two dissimilar things-an analogy that imaginatively identifies one object with another and either ascribes to the first qualities of the second of invests the first with connotations inherent in the other. “i must embark on the feature on which this question hinges and iron out the roadblocks.” the most familiar tropes in literary criticism today are simile, metaphor and metonym. others that are commonly identified include climax, hyperbole and irony, which are also used outside literary criticism, and the less familiar litotes, oxymoron and synecdoche. here are the kinds of trope based on style, text analysis and linguistic criticism. a. simile (similitudo) simile describes a comparison of one thing with another, especially as an ornament in poetry or rhetoric. it may vary from a short, simple comparison. a simile is an explicit comparison of one thing to another, most often linked by like or as. examples include “the snow was as thick as a blanket”. image symbol simile metaphor figure of speech tropes epytet eponym hyperbole metonym oxymoron paradox rhetorical figure b. metaphor metaphor describes a name or descriptive term is transferred to some object different from, but analogous to, that to which it is properly applicable. george and mark, as cited by dennis (1996: 63) state that metaphor is not only ‘a device of the poetic imagination and the rhetorical flourish’ but ‘persuasive in everyday life, not just in language but in thought and action’. ordinary language and thought are metaphorical. c. metonymy and synecdoche metonymy is a name or descriptive term is transferred to some object different from, but analogous to, that to which it is properly applicable. synecdoche is a part is named but the whole is understood, or the whole is named but a part understood. metonymy and synecdoche are similar tropes because figurative words are substituted for literal words, but they are distinguished as in the dictionary definitions above. in metonymy, a word or phrase related or contiguous to the other is used, whereas the essential feature of synecdoche is the substitution of a part for the whole, or the whole for a part. d. climax climax is a kind of tropes that belonged to series arranged in order of increasing importance; the last term in such a series. e. personification personification is a figure that endows objects, animals, ideas, or abstractions with human character, or sensibility. f. hyperbole hyperbole is exaggerated or extravagant statement, used to express strong feeling or produce a strong impression, and not intended to be understood literally. it gives greater emphasis. it is often used in poetry and is a literary device. for examples; “i told you a billion times not to exaggerate”, means that “i” have told “you” for many times. “i could eat a horse”, means that “i” was very hungry. g. irony the intended meaning is the opposite of that expressed by the words used, usually taking the form of sarcasm or ridicule in which laudatory expressions are used to imply condemnation or contempt. h. litotes litotes is ironical understatement, especially expressing an affirmative by the negative of its contrary. i. oxymoron oxymoron is the joining of apparent contradictions. iii. research method the object of this study was english magazine advertisements. it was a part of commercial printed english advertisement, which consisted of one or two phrases. it would be a part of a headline, subhead, or body copy, and all of them that contained trope. the advertisements were taken from english magazines. there were 30 advertisements as the samples which are collected from 4 english magazines; connected magazine, info komputer magazine, the jakarta post weekender magazine and time magazine. the writer takes connected magazine may/june 2004 and july/august 2004 edition, time magazine april/17/2006, may/22/2006, june/5/2006, june/12/2006 and june/26/2006, info komputer magazine august/2007, and the jakarta post weekender magazine may/2007 and august/2007 as the samples. they were chosen because they had the same characteristics with topic of this study. the data would be in the form of words, phrases, sentences of the text in the connected and time english magazines, and certain kinds of trope used in those advertisements. the procedures of collecting data in this study were divided into several steps as follows: 1. collecting and reading the advertisement in collecting the data, the writer looked for the electronics advertisement. they were easily found in magazines sold in the bookstores. then, the writer read them repeatedly to understand the contents of the advertisement. 2. identifying here, the writer had two steps. firstly, the writer put some marks on the advertisement that will be analyzed. it could be circling or underlining the words or sentences of it. then the writer put some numbers on the sentences in order to make it easier to be analyzed. 3. inventorizing after identifying the advertisement into two steps, the writer divided the advertisements that belong to the electronics advertisement, which contained trope or not. then grouped them into six kinds of tropes, they were simile, metaphor, metonymy, hyperbole, irony, and litotes. the writer made a data card, and then filled it by ticking (√) on the columns. no. type of tropes data form data location answering question magazine edition page 4. classifying in this step the writer classified some elements of the advertisements, which were related to the topic. the writer wanted to identify those which had the criteria or not. to make it easier, the writer used a table and filled the table by ticking (√) on the columns. question supporting data classified data 5. simplifying the last step was simplify the advertisement by taking the ones which contain the requirements of it, for example headline, subheads, body copy, boxes and panels, slogans and picture, and put away the one which did not contain the requirements. while for the procedure to analyze the data, the writer collected the advertisement from the english magazine. next, selecting the advertisements that contained tropes. after that, the advertisements were arranged in data cards as an attempt to know the trope, and separated based on the types. finally, the classified phrases or sentences in the advertisements were identified and interpreted to get the final results. iv. result and discussions 4.1 the most dominant tropes in english magazine advertisements the first question will be analyzed is about the dominant tropes used in english magazine advertisements. as the writer has discussed before, there are several kinds of tropes. but here, there are only five tropes that are found; metonymy, synecdoche, personification, hyperbole and climax. so the writer will only discuss them. here are the complete analyses of the data: a. metonymy metonymy is a name or descriptive term is transferred to some object different from, but analogous to, that to which it is properly applicable. there are two advertisements using metonymy. {38} view sonic expand your view with view sonic 19” widescreen lcds {40} san disk i focus on the stars. i shoot them onstage and off. i am frank micellota and i choose sandisk. the advertisers mention the name of the product in advertisements above; {38} view sonic refers to the name of the lcds monitor, while san disk {40} that is used by frank micellota to shoot the artists is the name of a camera. by mentioning the name of the product, the advertisers hope that their product will be an icon in their class. so, they will get great sales. b. synecdoche synecdoche is a part is named but the whole is understood, or the whole is named but a part understood. it is also called the metaphorical use of part of the referent to stand for the whole. {11} da-lite a great picture deserves a great frame. {12} sanus system, vision mount great theater deserves a great setting. {28} konica minolta stop seeing the world in black and white. the advertisements above are belonging to synecdoche. the words picture and frame in {11} da-lite are used to substitute the word television. as we know that a television set or home theater has several elements, two of them are frame and picture. and da-lite is a name of home theater product. while in the next advertisement is a flat panel tv wall product. the word setting here means the stuff or appliance that is used to handle the installation and positioning needs for a tv. the advertisers sure by using their product, the tv set will keep in save everywhere in the house. the sentence in advertisement {28} means there is a new technology from konica minolta that is able to copy all of the documents not only in black and white, but also in colorings because the product here is a color copier. {41} v-gen memory when computer was invented nobody would ever expect that the future will come this fast. {44}intel-notebook new technology has come… {46}acer here’s some good news you’ll want to hear. in advertisement {41}, the word future is used as a representative of the brain because the development of the future depends on the brain. the brain in the computer is a computer memory. the synecdoche in advertisement {44} is shown by the words new technology, as a substitution of computer since the most important technology is computer. and the newest computer is a notebook, which is wireless, everybody can bring it everywhere. the last advertisement is {46} acer. good news here means the development technology of a notebook product. c. personification personification is a figure that endows objects, animals, ideas, or abstractions with human character, or sensibility. {4} home theatre takes you to the other worlds! {13}vidikron video that rocks {18}stewart most masking systems don’t do justice to your picture. the lines above are considered to have personification since the word home theatre can take us go to the other places. as we know that only human and live thing can take someone or something move from one place to another place. the second line is about the video named vidikron that able to rock. rock, here is a verb that usually only a human can do it. and the product mentioned in the line three is not alive thing that cannot do justice neither for itself nor another. {19}ultra link a hi-def signal travels thousands of miles. {22}audio warehouse the results speak for themselves… {43}liebert get ready to relax. the global leader is protecting your it system. the word travels in advertisement {19} which is underlined indicate personification. ultra link is a product that cannot travel or move from its place, moreover until miles away. in advertisement {22}, the product seems to act like a human by speaking. while liebert {43} also do protect, as if it is alive thing. whereas it just a man made product. d. hyperbole hyperbole is exaggerated or extravagant statement, used to express strong feeling or produce a strong impression, and not intended to be understood literally. there are 13 advertisements using hyperbole. {5} sharp the most advanced equipment for making movie magic. {7} voom hdtv the whole world is going high definition. the whole world is going to need this. {10} zon whole house digital audio “it’s everything i ever wanted.” advertisement {5} is hyperbolic that is shown by the exaggerated word magic. it is said that sharp is the most advanced equipment that can make magic for a movie. as we know that magic is the power of apparently using mysterious force to change the form of things or influence events (hornby, 1995: 706). so that the word magic here is magnify out of proportion. the next is advertisement {7} that using the extravagant words the whole word. it means that all of the people in every part of the world need this stuff; in the sense of slow it is compulsory equipment. the advertiser uses the word everything in the advertisement {10}. it is said that everyone doesn’t want anything, except this product because it is everything everyone need. {15} dvdo video so clear and compelling, you won’t be able to tear yourself away… {21} jvc in the company of greatness. {26} toshiba information and connectivity at your fingertips. be with the players. be with the world. be part of the game. the exaggerated word in advertisement {15} is tear away. it is said that the product is very enchant; everyone won’t be able to leave it before he bought. the word greatness in the next advertisement means that the product comes from the best company in the world. the customers will have no fear to trust the best quality of the product. while in advertisement {26}, there are several extravagant words, like fingertips, players, world and game. here, the advertisers try to explain that by using their product, everything will be so easy. all of the information and connection are at the customer’s fingertips as if they can do everything just by rap with the fingers, like god. {29} ax100 while others deliver only half, we deliver the full performance of core 2 duo and the biggest capacity storage with 160 gb. {30} aten we make all your connections simple and reachable. {31} intel benq a delicate harmony of mobility, style and power. the hyperbole in advertisement {29} shown by the word biggest. it is explained that the capacity of this product is the biggest one, so there is no product has capacity as big as it. the words simple and reachable in advertisement {30} mean that by using aten, everyone can do their connectivity simple and reachable, everywhere. the next is intel benq {31}. the word delicate here means very carefully made or formed. it has the same meaning that the product is very good and perfect since the form process was so careful. {33} gigabyte take a peek at the future {35} samsung wide screen monitor imagine perfect performance {37} toshiba navigate the multimedia world. {42} samsung-printer imagine more performances at less cost, time and space. the phrase take a peek {33} shows the exaggerate phrase. no one can see the future although a little. even in the modern period, no scientist can make a time machine that helps us to see the future. in advertisement {35} there is an exaggerate word perfect. the advertiser tries to convince the readers that his product offers the best and perfect performance. it means that no disablement would be found in the product. the next hyperbole advertisement is number {37}. it is said that everyone could navigate or control the multimedia world, whereas we all know that multimedia world is very large and still develop. so, this word, navigate is too exaggerate. the last advertisement using hyperbole is samsung printer {42}. the advertiser offers the product which has many surpluses as if it has no lack. e. climax climax is a kind of tropes that belonged to series arranged in order of increasing importance; the last term in such a series. there are three advertisements using climax. {2} stewart home theatre if a picture is worth a thousand words… then take a look at our vocabulary {9} fujitsu with an award winning, high definition pic and new sizes to choose from…one line fits all {23} in focus-screen play spine-tingling… bone-jarring… adrenaline-pumping advertisement {2} is climax because there is a series of words that give us an explanation about an electronic stuff. the next are fujitsu {9} and in focus screen play {23}, which also has series of words and the importance meaning is located in the last line. so the levels are; the first line is important, the next is more important and the last is the most important. after completing the analysis of tropes, we come to a conclusion. there are 5 kinds of tropes have found in the discussion above. they are metonymy, synecdoche, personification, hyperbole and climax. the following table presents the percentage of tropes finding. no kind of tropes found in data no frequency percentage 1 metonymy (38), (40) 2 6,67% 2 synecdoche (11), (12), (28), (41), (44), (46) 6 20% 3 personification (4), (13), (18), (19), (22), (43) 6 20% 4 hyperbole (5), (7), (10), (15), (21), (26), (29), (30), (31), (33), (35), (37), (42) 13 43,33% 5 climax (2), (9), (23) 3 10% numbers of data 30 data 100 % percentage: σ frequency x 100% σ numbers of data there are 5 kinds of tropes found in the data (metonymy, synecdoche, personification, hyperbole and climax). synecdoche and personification are found six times, metonymy twice, climax three times and hyperbole is found thirteen times. based on the table above, we can answer the question no 1, which the most dominant tropes used in the advertisement are hyperbole, followed by synecdoche and personification, then climax, and the smallest frequency is metonymy. 4.2 the position of the tropes in the english magazine advertisement the second question is about the position of the tropes in the english magazine advertisement. from the previous chapter, there is a discussion about the key elements in printed advertisements. they are (1) the headline, (2) subheads, (3) body copy, (4) boxes and panels, (5) slogan, (6) logotypes (logos), seals, and signatures, (7) the picture. here, the writer will present the result of the analysis on the key elements in printed advertisements, particularly in the electronic stuff advertisements. 1. headline headline refers to the words in the leading position of the advertisement, that is, the words that will be read first or that are positioned to draw the most attention. the function of a headline is to attract the favorable attention of prospective purchases and to interest them so that they will read the copy. 2. subheads subheads are misnamed because they come actually appear above or below the headline. subheads like little headlines. the purpose of subheads to transmit key sale point-fast. there are only six tropes were found in subheads. they are synecdoche, personification and hyperbole. while metonymy and climax located in the head. for more details, here are the following data: no tropes headline subheads 1. metonymy no. 38 and 40 2. synecdoche no. 11, 12, 28, 41, 44, 46 no. 41 3. personification no. 4, 13, 18, 19, 22, and 43 no. 43 4. hyperbole no. 5, 7, 10, 15, 21, 26, 29, 30, 31, 33, 35, 37, 42 no. 15, 26, 30 and 35 5. climax no. 2, 9, and 23. total 30 items 6 items v. conclusion there are some figures of speech found in the electronic appliances english magazine advertisements which belong to tropes. they are hyperbole, metonymy, synecdoche, personification and climax. hyperbole or extravagant statement, used to get the reader’s attention to the things stuck out or important information of the product, which are advertised. hyperbole also gives greater emphasis. the use of personification in the advertisement can make the product looks like human or alive thing from character or sensibility. synecdoche in the advertisement used as a message that can make the readers curious to the product. while climax used to increase the importance because it is arranged in such a series. and metonymy in the advertisement used to influence the readers to pay attention to the product that are advertised. it is shown by mentioning the name of the product without explaining the meaning of it. the point is the use of tropes in the advertisement is to create a dramatic image in the advertisement, so that the consumers are fascinated to buy the product. the most dominant trope used in the electronic stuffs advertisement in english magazine is hyperbole. this exaggerated meaning used to express strong feeling and not intended to be understood literally. position of tropes in the advertisement can be found mostly in headline because it lies in the leading position of the advertisement. it can catch the reader’s eye and attention directly because it usually uses bigger font and bright colors. beside, tropes are also found in subheads. subhead likes a little headline. the subheads should reinforce the headline and advertisement. bibliography azar, betty schrampfer. 1989. understanding and using english grammar. usa: prentice hall regents. berkowitz, eric. n, roger a. kerin, william rudelius. 1992. marketing (3rd ed.). usa: richard d. irwin, inc. bovee, l. c and f. a. williams. 1986. contemporary advertising (3rd ed.). illinois: devision of doubled and company inc. britt, steuart henderson. 1997. ‘advertising’ in encyclopedia americana international edition vol.1. danbury: grolier incorporated. dircksen, charles .j and arthur kroegen. 1972. advertising principles and problems. illinois: richard irwin inc. evans, ralph .t and heidy r. berman. 1987. marketing (3rd ed.). london: mac millan publishing company. freeborn, dennis. 1996. style text analysis and linguistics criticism. london: macmillan press ltd. grolier. 1963. ‘figure of speech’ in american people encyclopedia vol.8. new york: grolier inc. holman, c. hugh. 1986. “figures of speech” in encyclopedia americana vol.18. new york: a grollier incorporated. hornby, a. s. 1995. oxford advanced learner's dictionary (5th ed). oxford: oxford university press lancester, j. theodore and chris h. reynald. 1995. marketing in advertising. new york: taylor and francis ltd. pride, william .m and o. c. ferrel. 1987. marketing (5th ed.). usa: houghton mifflin company. rees, r. j. 1973. english literature, an introduction for foreign readers. london: macmillan press ltd. ramelan. 1992. english phonetics. semarang: unnes press sadler, r. k and t. a. s hayllar. 2000. text in action 1: an english workbook. australia: macmillan education australia. sadler, r. k and t. a. s hayllar. 2001. text in action ii1: an english workbook. australia: macmillan education australia. sleeman, p. j. 1979. instructional media and technology. new york: longman inc. stanton, j. stanton. 1984. fundamental of marketing (7th ed.). usa: mc graw-hill, inc. wishon, george .e and julia m. burks. 1980. let’s write english (rev. ed.). usa: litton educational publishing, inc. http://en.wikipedia.org/wiki/advertising#product_advertising http://en.wikipedia.org/wiki/figure http://en.wikipedia.org/wiki/trope http://www.adb.org/documents/books/ado/2003/ino.asp lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 167 the gastronomy of tenggerese’s cangkriman-sodoran oral literature sony sukmawan1* 1universitas brawijaya, malang, indonesia *sony_sukmawan@ub.ac.id article history: submitted on 4th july 2020; accepted on 23th september 2020; published on 31th december 2020 abstract the diversity and uniqueness of tenggerese cuisine is a small part of the complexity of gastro-ritual. so far there have not been many comprehensive studies on the gastronomy in tengger, especially the one in tenggerese rituals. this article is focused on the ways karo ritual reveals the aspects of art, aesthetics, socio-culture, history, and science and knowledge. using the perspective of gastronomic literature, this research found out that the sacredness of traditional tenggerese cuisine is stabilized in the oral literary piece of cangkriman. this oral literary piece, which falls into the category of puzzle, becomes an integral part of the performance of sodoran dance. sodoran dance in turn becomes an integral part of karo festival. the symbols of mercy, generosity, thoroughness, detailedness, and ancestor veneration can be seen in the preparation and serving of ritual foods (sesaji [food offerings]) and foods for the participants (cooked rice, side dishes, and snacks) in karo festival. the preparation and serving of karo ritual foods show unique culinary aesthetics. the preparation and serving of foods, side dishes, and snacks, which are done by the village institution bethek-sinoman, show a social activity that is full of the value of gotong royong (mutual cooperation). specifically the genealogy and embryology of the tenggerese people are symbolized in the traditional snacks of pepes and pasung. keywords: cangkriman, sodoran, karo, gastronomic literature abstrak keragaman dan keunikan hidangan tengger adalah bagian kecil dari kompleksitas gastroritual. sejauh ini belum banyak ditemukan kajian komprehensif yang berfokus pada gastro di tengger, lebih-lebih kajian yang menyoroti gastro dalam ritual tengger. artikel ini terfokus kepada bagaimanakah gastronomi ritual karo mengungkapkan aspek seni, estetik, sosial-budaya, sejarah, dan ilmu pengetahuan. dengan menggunakan http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx mailto:sony_sukmawan@ub.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 168 perspektif gastronomi sastra, penelitian yang berlokasi di desa tengger ini menghasilkan temuan bahwa hidangan tradisional tengger distabilkan kesakralannya melalui sastra lisan cangkriman. sastra lisan kategori teka-teki ini menjadi satu bagian utuh dengan pentas tari sodoran. tari sodoran pun menjadi bagian tak terpisahkan dengan perayaan karo. simbol kemurahan, kedermawanan, ketelitian, kedetilan, dan penghormatan leluhur ditampakkan dalam penyiapan dan penyajian makanan ritual (sesaji) dan makanan santapan (nasi, lauk, dan jajanan) pada rangkaian karo. tata sesaji karo juga mencerminkan sebuah estetika boga yang khas. proses peramuan dan penyajian masakan dan jajanan oleh institusi bethek-sinoman menunjukkan sebuah aktivitas sosial yang penuh nilai kegotongroyongan. secara khusus, sejarah geneologi dan embriologi manusia tengger disimbolkan dalam kue pepes dan pasung. kata kunci: cangkriman, sodoran, karo, gastronomi sastra introduction karo festival is one of the important annual rituals in tengger. the festival is important because (i) it reflects the history and identity of tengger, (ii) it is the only feast day which the multi-religious tenggerese community have, (iii) it is carried out the longest period of time, simultaneously, and in the most lively manner, (iv) its ritual structure is the most complex, and (v) it serves the most complete foods. the tenggerese, regardless of their religions and beliefs, consider karo as their feast day (riaya). very early on the first day of karo festival, rakan tawang ritual is performed. the ritual is aimed at letting the ancestors know that karo festival celebration will start soon. afterwards the tradition of mblarai symbolically opens the festival, which is carried out lively and continuously for two weeks. before karo festival starts, various food offerings in the form of quite complex dishes are prepared. the local cooks relied on for preparing the foods are bethek-sinoman. these local professionals work in a gotong-royong (mutual cooperation) manner and voluntarily. bethek-sinoman work a shift system. bethek activities start early on the day because they have to cook until around 9 at night, while the sinoman start working in the afternoon, through the night to do melekan (staying up all night), to the morning. the diversity, uniqueness, and completeness of the foods prepared and served by bethek-sinoman are understandable because the feast day of karo is celebrated once in a year. one example that represents the diversity, uniqueness, and completeness of karo foods is a food offering that is called seroa selawe. seroa selawa is a complete and unique food offering that can be found in the karo ritual of walagara. seroa selawe consists of five regions each of which consists of five takirs. the takir in seroa selawe is made of sugar palm leaf. the contents of seroa selawe are juwadah, ketan wilingan, pisang, ricikan, pasung, pepes, tetelan, and jenang koleh (traditional food made from sticky rice mixed with palm sugar). the number of each food is 25. the word selawe http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 169 (twenty five) symbolizes the number of the children of the tenggerese’ forebears roro anteng and joko seger. the diversity and uniqueness of tenggerese dishes as described above are a small part of the region’s (gastro) ritual complexity. so far there have not been many comprehensive studies on the gastronomy in tengger, especially the one in tenggerese rituals. existing writings, studies, and research projects on tengger are generally focused on its rituals and traditions. it can be said that the ritual gastronomy in tengger is a research area that is rich, open, and challenging. food in a ritual should be seen not only from their physical or material aspect, but also from their metaphysical aspect. in addition, ritual foods are related to aesthetics and art. good observation will reveal that around foods there are the arts of dancing, drama, painting, sculpture, literature, architecture, and music (endraswara, 2018). in karo ritual, we can find dancing art, drama, poetic literature, singing art, narrative oratory, music, handicraft, weaving art, and culinary art. these arts altogether become a pillar that supports karo tradition in particular and tenggerese tradition in general. initial gastronomy studies tried to understand the complexity of dishes in the karo ritual of sodoran as a part of the tenggerese culture (see fossali, 2008; montanari, 2006). since the literary aspect of karo festival is also important to study, subsequent studies used gastronomic literature as their approach. gastronomic literature comprises the appreciation (understanding), expression (creation), and gastronomy study (analysis) of literary works with a culinary and food twist. in short, this study is the gastronomic literature one because it seeks to analyse foods as the subject and at the same time object of an aesthetical work, as a symbol of the seedbed of life (see endraswara, 2018). the study also tries to understand food natural symbols and philosophy in the performing literary work of sodoran (see endraswara, 2018). considering the background above, this study is aimed at finding out how the karo ritual of gastronomy reveals the aspects of art, aesthetics, socioculture, history, and science and knowledge of the tenggerese community. meanwhile, this study on a series of activities in karo ritual using the perspective of gastronomic literature comprises three domains, i.e. oral literature of gastronomy, art literature of gastronomy, and myth literature of gastronomy (see endraswara, 2018). the perspective of oral literature of gastronomy is used because the main rituals in karo festival, sodoran dance and cangkriman recitation, are in the form of oral literature. all the characteristics of oral literature can be found in karo ritual (especially sodoran ritual). some of the characteristics are that oral literature has existence, that it has bearers, and that it has audience. the existence of oral literature in karo ritual is its dance performances. the bearers are the dancers, musical instrument players, ritual helpers, cangkriman reciters, and karo narrative reciters. the community, owners, connoisseurs, or audience comprise the http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 170 local people, invited figures or officials, and mass media personnel (amir, 2013). art literature of gastronomy is also covered because the literary work of sodoran is expressed in a performance. it can be said that sodoran dance is a ballet, a drama symbolizing the origin and purpose of human life. myth literature of gastronomy becomes the other scope since the performance of the literary work of sodoran is actually an important step in the performance of karo ritual. the performance of sodoran visualizes and symbolizes the legend of karo, a legend that has a strong influence on the beliefs, life principles, and identities of wong tengger (the tenggerese people). the other tenggerese legend that has such a strong influence is the legend of jaka seger and roro anteng (the legend of kasada). method the paradigm of this research is ethno-gastronomic literature. this paradigm sees that foods are unique cultural products and belong to a certain ethnic group. the paradigm emphazises the knowledge of extrinsic (ethnic) literature. the philosophy of ethno-gastronomy becomes the base for emic and phenomenological-naturalistic approaches. emic approach is used because this study incorporates informants’ viewpoints in establishing data meanings. the approach focuses on meanings seen from the viewpoints of the society who own the culture being studied (harris, 1999). meanwhile, the phenomenological-naturalistic approach is used because data are real phenomena just the way they are without any treatment. considering the paradigm and approaches above, it is determined that this research applies qualitative method for analysing data. the method is focused on the description of cultural facts and phenomena around the gastronomy in tengger. this research was conducted in the greater village of tengger. the four parts of tengger belong to the regencies of malang, pasuruan, lumajang, dan probolinggo. the majority of the villagers adhere to hinduism and still hold tightly to the tenggerese customs and traditions (sutarto, 2008). the tenggerese villages where the research was conducted are argosari village, senduro sub-district, lumajang regency; wanatara village, sukapura sub-district, probolinggo regency; tosari village, tosari sub-district, pasuruan regency; and ngadas kidul village, poncokusumo sub-district, malang regency. the selection of these research locations was not carried out at random, but based on pragmatic considerations (see sudikan, 2001). the key informants in this research are ritual practitioners/reciters, art activists, tradition owners (pandita, legen, sepuh, sanggar), village elders, cultural practitioners/artists, and village officials. the ordinary informants are common villagers who are involved in every ritual procession. data were collected directly from the tenggerese community and other stakeholders. as a gastronomic literary text, cangkriman kertijoyo inside http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 171 the frame of sodoran dance is a humanistic phenomenon. therefore, it requires humanistic approach. due to this, data were collected ethnographically through in-depth interviews, involved observations, and documentation. data analysis was carried out selectively and continuously until no new important information was obtained. the analysis of concrete data was started after data transcription was completed. data obtained from the transcription were sorted by (i) opening oneself (the researcher) to what were happening in order that complete data could be obtained (open coding); (ii) breaking down, checking, examining, comparing, conceptualizing, categorizing, and organizing data that were neatly classified (axial coding); and (iii) explaining categories and conducting an in-depth analysis (display code) (endraswara, 2018). data validity test was conducted by applying triangulation model or re-clarification with multiple data sources. data triangulation was carried out by collecting other data with which the existing data were corroborated. methods triangulation was conducted by comparing the methods of collecting data from observations, interviews, and documentation. then, data were corroborated with informants to obtain confirmation (member check), consultation with experts was conducted, and peer reviews were carried out (endraswara, 2018). findings and discussion 1. the immortalization of tengger offerings in cangkriman using foucault’s perspective on discourse as the fixation and stabilization of realities on a written text, tenggerese offerings can be considered as a reality that is stopped and stabilized on texts used in karo festival, especially the tradition of cangkriman recitation. of the tens of tenggerese mantras, cangkriman is the only sacred text that must not be memorized. the other texts have to be memorized from time to time by all the priest-shamans from their inauguration time in the night of kasada (mulunan) throughout their term of service. it can be understood that the prohibition of the memorization of the sacred text of cangkriman has been responded by recording it in writing. memory (memorization-orality) and reading (writing-literacy) have had a special place from time to time. sacred mantras, for instance, have been successfully created and conserved with the memorization technology of humans’ oral civilization up to the present time. in contrast, the sacredness of cangkriman in tenggerese rituals is preserved with printing technology. unlike the other sacred mantras of tengger whose existence and development can be traced to the era of pre-hindu (walandit inscription), cangkriman’s origin is still unknown. however, there is a speculation that the creator is ki dada putih, a forebear of the tenggerese people, who was a priest from majapahit (hefner, 1985). he is considered as the king of kings http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 172 of all the spirits, ancestors, and esteemed villagers in tengger (sukmawan, 2017). the answer clues for the fifteen puzzles in cangkriman kertijoyo can be found in the set of food offerings and its infrastructure in any ritual in tengger. the foods served in the offerings in sequence are (1) lemek, (2) damar, (3) godong ajang, (4) sego, (5) tumpeng, (6) bero, (7) panggang ayam, (8) takir kurung, (9) pepes, (10) juwadah, (11) jenang koleh, (12) tetelan, (13) pisang ayu, and (14) suruh (sukmawan, rizal, & nurmansyah, 2018). how the set of offerings and its infrastructure provide answer clues for the puzzles is explained in the following. the answer to the first puzzle is ndemek-ndemek lemek (touching a tablecloth). lemek means ‘tablecloth’. whatever the sajen (offerings) is, there must be a piece of lemek. the philosophical explanation is that everything in the universe must have a base. it can be said that lemek symbolizes the earth. the answer to the second puzzle is dalu or damar. damar means ‘lamps for lighting’. lighting is needed to brighten human life or to have a smooth life, which means earning a good livelihood easily. likewise, it is expected that human mind can be brightened (guided) by the useful knowledge about good and bad things. the answer to the third puzzle is ajang malang. ajang malang is a kind of dandanan/banten/sesaji (food offerings), which means that in the life of every human, there must be obstacles. life is always full of twists and turns. every human must face such a situation. because of this, it is expected that he/she never forgets to pray for a life that is free from obstacles. then, the answers are provided in sequence: (i) sego (cooked rice), which means the hope that humans will earn a livelihood easily; (ii) tumpeng its cone shape resembles the shape of a mountain, which symbolizes welfare and prosperity; (iii) berah (grain), which symbolizes seeds of life or the continuity of life; (iv) roast chicken as the symbol of harmony; the wings, head, and legs of the roast chicken are tied together; this means that we should not discriminate between the rich and the poor or between the superior and the subordinate; in order that humans can be ‘ayam’ (chicken) or ayem (peaceful), all humans have be considered as being equal; (v) takir kawung, which means ‘entirety’; this means that when organizing our mind, we have to be conscientious and must not be careless; (vi) pasung-pepes, which symbolizes lingga and yoni; (vii) juwadah, which symbolizes the process of creation. 2. exploring art, socio-culture, history, and science and knowledge through the lens of gastronomy understanding the procession of karo ritual from the perspective of gastronomic literature means uncovering the art, aesthetics, cultural symbols, social activities, and even science and knowledge of the tenggerese (see http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 173 endraswara, 2018). with the perspective, the tenggerese history may also be revealed (endraswara, 2018: 28-29). basically each of the aspects revealed by the approach of gastronomic literature cannot stand alone. each aspect is a network of meanings and all of them form a whole of interconnected meanings. each aspect is described in the following. a. revealing cultural symbols a cultural symbol in the form of refined state is shown in the symbolic movement of sodoran dancers. sodoran dance consists of three scenes, namely papakan, adu sodor, and salipan. papakan movement portrays a meeting between a man and a woman. adu sodor movement portrays an intimate relationship between a man and a woman. meanwhile, salipan movement portrays humans’ life journey. all these modest movements are performed with strong emotions. in the section of pecah sodor, the overflow of any emotions sadness, being touched, excitement–explodes with the cry of the dancers. these emotional modest dances display the values of human existence wrapped up in symbolic-euphemism. the symbols of mercy and generosity are shown in the preparation and serving of the ritual food (sesaji) and food for the participants (cooked rice, side dishes, and snacks) in the series of activities in karo ritual, from mblarai, and santi, through leliwet, to bawahan. the sesaji that may be eaten by humans is the sesaji of manusia yadnya. the sesaji shows thoroughness and detailedness in its preparation and serving. each group of sesajen (ritual foods) is given a name based on its composition. in this section, descriptions are focused on meanings of the group of pras ritual foods. the group consists of five types, namely pras goreh, pras petula, pras tebusan, pras among, and pras semoa. each type of pras basically has the same composition of constituent elements. the elements are usually tumpeng, pasung, pepes, bera, kulup, tetelan, wilingan, juwadah abang, putih, ireng, pangkon, and panggang ayam (roast chicken). the five types of pras become the base for the ritual foods in karo ritual. what distinguishes one pras from another is the number of constituent elements in each round, flat container of tempeh and the addition of other elements, such as kembang gubahan and ucet which are served in certain types of pras only. b. revealing social cohesion tengger is a cultural landscape thriving with noble values adopted by the tenggerese community and manifested through the performance of traditional rituals (hamida, 2013). in this landscape, there are spirit, values, pluralism messages, multiculturalism, tolerance, mutual cooperation, unity, and social wholeness (haliim, 2017; haryanto, 2014; nurcahyono & astutik, 2018; sukmawan & febriani, 2018). behind the unity of the tenggerese community, there is diversity which becomes the pillar supporting the http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 174 wholeness of the community. the diversity is formed by, among others, the richness of traditional rituals (for instance, slametan), the various religions adhered by the tenggerese, and their various professions. the diversity in the tenggerese community does not become an obstacle to the efforts to develop harmony and strong solidarity in the community. wirutomo, et al. (2015) stated that pluralism and/or diversity often triggers attention because people may relate it to conflicts among social groups and social disintegration. this means that diversity in the community has the potential to trigger conflicts, be it personal conflicts or communal conflicts. however, this is not the case with the tenggerese community. up to now, the social wholeness, unity, and solidarity in the community have still been maintained well. in the community, diversity is not considered as a source of injustice, but a social asset that has to be preserved. the villagers in mororejo adhere to different religions, but they can live in harmony. during the rituals of entas-entas and karo, both muslims and hindus help each other. i am a hindus, but i follow the ceremonies held by my uncle who is a muslim, because it is indeed our (tenggerese) tradition to follow each other’s ceremonies and help each other in holding them. (interview with mr ismawan, 31 years old) what the informants says above implicitly shows that the performance of slametan in tengger is a part of the tenggerese tradition. the performance of slametan involves not only certain community groups, but also the whole community groups in tengger. furthermore, slametan rite becomes a space for the tenggerese to develop harmony. this is in line with suseno’s opinion (1993) that in slametan there are the most salient values upheld by the javanese including the tenggerese, namely the values of togetherness, neighbourliness, and harmony. this shows that slametan rite is a very important capital for the tenggerese community to develop social interaction. c. exploring history the ethnogenealogy of the tenggerese ethnic group can be traced to ajisaka, a forebear of the tenggerese who in the legend of karo was enthroned in medang kamulan. the feast day of karo is actually a form of respect for the service and heroism of the tenggerese forebears. the tenggerese people believe that ajisaka and his two servants, setya and setuhu, did not only exist and live in the legend of karo, but also ever existed and lived in the area of tengger in the past. they are the pioneers (besides joko seger–roro anteng) who started the lineage of the tenggerese ethnicity. seen from the perspective of graph-genealogy, the twenty javanese alphabets are a chant of poetry lines of ajisaka as a form of respect for the http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 175 loyalty, sincerity, and sacrifice of setya and setuhu. hanacaraka is “there were messengers’; datasawala is ‘disputed each other’; padajayanya is ‘both were equally powerful”; and magabatanga is ‘both fell’. from the perspective of embryology, studying karo ritual means revealing the origin or the creation of all human beings, not only the tenggerese human beings. the battle between setya and setuhu to fight over and defend sarutama heirloom in the legend of karo/ajisaka symbolizes intromission. setyo is the symbol of men and setuhu is the symbol of women. specifically sodoran dance is the euphemistic symbol of the meeting between an egg cell and a sperm cell during intromission. at least the genealogy and embryology above are symbolized in the unique tenggerese snacks of kue pepes and pasung. these two sacred snacks are always served in the sesajen of any ritual. on ordinary days, the tenggerese villagers are forbidden from making the snacks, which become the metasymbols of yoni and lingga. d. reading science and knowledge terrestrial questions in cangkriman kertijoyo show the cosmological awareness of the tenggerese of four space sides to understand the realities of west-east and north-south. the mention of 18 place names (cities, subdistricts, villages, and regions), namely wonorejo, kenongo, nggedangan, puspo, baledono, watu panggang sate, mungal, ngijo, gonong wowong, sepedang, pakel, posong tepes, bangil, ngopak, pasuruan, suroboyo, and sidoarjo, convincingly shows that geographical knowledge and understanding underlie the emergence of oral literature. seen from the opposite way, oral literature contains geographical knowledge. cangkriman kertijoyo is basically a small description of social science questions. the understanding of localities is translated into the literary work very concretely, modestly, and contextually. food service is reflected in the technique of positioning sesaji (ritual foods) besides social science. ayam mancawarna, caru mancasata, liwet, cecepan caru, and tumpeng kuning, for examples, are positioned in certain places. banyu kurung, gedang ayu tayupan isor, gedang ayu tayupan nduwur, pras semoa sayud, ajang malangan, galang, roahan, and pras petula are placed in front of the priest shaman. meanwhile, gedang ayu roahan is placed at the right and left sides of the priest shaman. the placing of pras among is different. this sesaji intended to amongamong (to ‘protect’ human soul and body) is placed in sanggar surya together with pras goreh, petra pesaksi, beras pitrah, wakul, suruh agung, suruhan, sudang, pras tebusan, and manden. then, pras sesa pertiwi, bentung piti, ajang tlewer and pras sesa gangga are placed for a moment at sanggar surya bawah. meanwhile takir jangan, sega lungguh, tumpeng, sega lungguh ketan, and takir janur are placed in bale banjaran sari. what are the function and meaning of sesaji? informed by gastrosophy, the philosophical study on foods in various human needs including the ritual need (endraswara, 2018), the function and meaning of http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 176 sesaji can be described as follows. the function of pras tebusan is to redeem all wrongdoing. pras goreh is intended to be food presented for the forebears safeguarding the water springs. the composition of pras goreh is always added with a constituent element of the other pras, i.e. kembang gubahan. pras among is used to respect the invited forebears, so that they will feel respected and calm. as to panggang ayam (roast chicken), this ritual food can be replaced with panggang mas. this pras is made of chicken that is roasted or scrambled eggs of free-range kampung chicken. the replacement of chicken with eggs implies a moral meaning that cheaper stuff can be used as a way to minimilize pressure from a certain requirement. philosophically panggang ayam is the symbol of the presenter of the pras that has been prepared and served. eggs may be used to replace chicken due to the belief that later the eggs will become chicken. with regards to pasung, it is a kind of conical wet cake made of rice flour. banana leaf formed into a cone is used to shape the cake. to the tenggerese community, the philosophical meaning of pasung is “when already ‘fit’, carried on”, which means that when the time has come to someone, it is time to ‘carry him/her to the tomb. after pasung, we can find bera and kulup. bera and kulup are always placed side by side. bera is a kind of food the main ingredient of which is big bean pieces. kulup is a kind of food with cabbage leaves as the main ingredient. philosophically both items have the same function. they are used to ward off the evil forces of buta kala. another philosophical meaning is revealed by the ritual food of tetelan. this dish made of finely ground sticky rice has an intact and round shape. this shape symbolizes obedience to what has been ordered. wilingan is a pras element that is paired with tetelan. wilingan is made of white sticky rice that is gripped and wrapped in banana leaf. the name of wilingan is taken from the javanese word welingan/wilingan, which means ‘advice’ or pitutur (another javanese word). another cake is juwadah. in the pras arrangement, there are always three types of juwadah of different colours, i.e. juwadah abang (red), juwadah putih (white), and juwadah ireng (black). juwadah abang is made of white corn flour and coloured red. philosophically, juwadah abang symbolizes mother. juwadah putih is made of white corn flour without the addition of any colour and symbolizes father. juwadah ireng is made of the same ingredient and coloured blackish blue. the last offering from which we can uncover a philosophical meaning is pangkon. pangkon is a bunch of bananas that is still attached to its base. philosophically, pangkon means ‘supporting base’. pangkon functions as a lap on which an arrangement of ritual foods is placed. it is placed on the front side of the round, flat container of tempeh. besides meanings related to the names and shapes of the constituent elements of pras, there are also meanings related to the number of each pras element in one tempeh. the number 2 symbolizes the creation of all things on earth that are in pairs and have two sides. the number 9 symbolizes nine holes on human body which become the sources of evil desires. to save http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 177 humans from any evil desires originating from the holes, pras tebusan is made for redemption. the number 3 symbolizes the importance of the nurture of proper thinking, speaking, and behaving. conclusion the sacredness of traditional tenggerese dishes has been stabilized in the oral literary piece of cangkriman. this oral literary piece, which falls into the category of puzzle, becomes an integral part of the performance of sodoran dance. sodoran dance in turn becomes an integral part of karo festival. the symbols of mercy, generosity, thoroughness, detailedness, and ancestor veneration can be seen in the preparation and serving of ritual foods (sesaji (offerings)) and foods for the participants (cooked rice, side dishes, and snacks) in karo festival. the preparation and serving of karo ritual foods show unique culinary aesthetics. the preparation and serving of foods, side dishes, and snacks, which are done by the village institution of bethek-sinoman, show a social activity that is harmonious and full of the value of gotong-royong (mutual cooperation). specifically the genealogy and embryology of the tenggerese are symbolized in the traditional snacks of pepes and pasung. in short, tenggerese foods reveal the art, aesthetics, socio-culture, history, and science and knowledge of the tenggerese community (mustapa & supratno, 2018). finally, it is hoped that the findings of this study may introduce the identities of tenggerese foods, especially the ones related to tenggerese rituals; help develop the pride of national identities; and help open a wider horizon of gastronomic literature and its benefits to humanity. references amir, a. (2013). sastra lisan indonesia. yogyakarta: andi. endraswara, s. (2018). metodologi penelitian gastronomi sastra. yogyakarta: textium. fossali, p. b. (2008). seven conditions for the gastronomic sciences. gastronomic sci, 4(8), 54–86. haliim, w. (2017). identitas wong tengger masyarakat desa ngadas: refleksi kebangsaan atas degradasi identitas dan persatuan nasional indonesia. proceeding amipec, 2(2). hamida, l. (2013). sosialisasi dan kebijakan atas keberagaman bahasa pada masyarakat tengger jawa timur: sebuah fenomena kearifan lokal. international seminar “language maintenance and shift iii,” 267. semarang. harris, m. (1999). theories of culture in postmodern times. maryland: rowman altamira. haryanto, j. t. (2014). kearifan lokal pendukung kerukunan beragama pada komuntias tengger malang jatim. analisa: journal of social science and religion, 21(2), 201–213. http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.167-178 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the gastronomy of tenggerese’s cangkriman : ... sony sukmawan doi : https://doi.org/10.26714/lensa.10.2.2020.167-178 178 hefner, r. w. (1985). hindu javanese: tengger tradition and islam. new jersey: princeton university press. montanari, m. (2006). food is culture. new york: columbia university press. mustapa, r. s., & supratno, h. (2018). sastra kuliner sebagai sarana pendidikan karakter (analisis novel gerimis di arc de triomphe karya nunik utami). didaktik: jurnal ilmiah pgsd stkip subang, 4(2), 279– 290. nurcahyono, o. h., & astutik, d. (2018). harmonisasi masyarakat adat suku tengger (analisis keberadaan modal sosial pada proses harmonisasi pada masayarakat adat suku tengger, desa tosari, pasuruan, jawa timur). dialektika masyarakat: jurnal sosiologi, 2(1), 1–12. sudikan, s. y. (2001). metode penelitian kebudayaan. surabaya: unesa unipress. sukmawan, s. (2017). leluhur tengger: kehadiran psikis sang penjaga gerbang kosmis. makalah seminar nasional tradisi lisan, 14. sukmawan, s., & febriani, r. (2018). folklor tengger: literasi harmoni budaya, instrumen pendidikan, konservasi, dan kewirausahaan. seminar internasional riksa bahasa, 739–750. sukmawan, s., rizal, m. s., & nurmansyah, m. a. (2018). green folklore. universitas brawijaya press. suseno, f. m. (1993). etika jawa: sebuah analisa falsafi tentang kebijaksanaan hidup jawa. jakarta: gramedia. sutarto, a. (2008). kamus budaya dan religi tengger. jember: lembaga penelitian, universitas jember. wirutomo, p. (2015). sistem sosial indonesia. jakarta: penerbit universitas indonesia. http://jurnal.unimus.ac.id/index.php/lensa 5924-15684-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 150 integrasi pendidikan karakter religius dan pembelajaran tematik dalam pengajaran grammar ririn ambarini ririnambarini@upgris.ac.id universitas pgri semarang (upgris), semarang abstrak penelitian ini adalah sebuah penelitian yang mengintegrasikan antara pendidikan karakter-relijius dan pembelajaran tematik di dalam pengajaran grammar bagi siswa di smp al-fikri semarang. pengintegrasian antara pendidikan karakter-relijius dan pembelajran tematik di dalam pengajaran grammar bagi siswa sekolah menengah pertama dimulai dari tahapan analisis kebutuhan yang kemudian pengembangan model pembelajaran, validasi isi dan pembuatan draf model pembelajaran dengan ahli, serta perbaikan draf model pembelajaran yang meliputi materi ajar, lembar kerja siswa, dan rencana pembelajaran. model pembelajaran ini diharapkan dapat digunakan oleh para guru bahasa inggris sebagai referensi dalam meningkatkan kemampuan berbahasa inggris para siswa sekolah menengah pertama melalui tema pendidikan karakter-keagamaaan. penelitian ini dimulai dari kajian awal, yaitu kajian teori dan hasil-hasil penelitian dengan cara mengompilasi draf model pembelajaran. hasil dari penelitian ini menunjukkan bahwa level dari tabel t 0.05 adalah 2,042, sedangkan hasil dari uji – t adalah 2,61. hasil dari uji – t lebih tinggi dari tabel – t. artinya, hipotesis yang dapat dibuat adalah hi, yang menyatakan bahwa terdapat nilai yang signifikan atas kemampuan tata bahasa dari para siswa setelah diterapkannya model instruksi tematik yang diimplementasikan lebih spesifik di dalam bentuk pendidikan karakter relijius di dalam pengajaran tata bahasa bagi siswa sekolah menengah pertama.. kata kunci: integrasi, pendidikan karakter, relijius, pembelajaran tematik, tata bahasa abstract this research is a research of the integration of characteristic-religious education and thematic learning in teaching grammar for junior high school students in smp al-fikri semarang. the integration of characteristic religious education and thematic learning in the teaching of grammar of junior high school students begins with the stages of needs analysis which then developed the learning model, validates the contents and constructs the draft of the learning model to the expert, the improvement of the learning model draft including teaching materials, student worksheets and lesson plan. this learning model is expected to be used by english teachers as a reference in improving the english language skills of junior high school students through the theme of character religious education. the research begins with a preliminary study that is the study of theory and research findings by compiling the draft of learning model. the result of the research is that the significant level of t-table 0.05 is 2,042 while the result of t test is 2.61. the result of t-test is higher than tlensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 151 table, it means that the hypothesis received is hi which states that there is significant value of students' gramatical ability after thematic instruction model which is implemented more specifically in the form of religious character education integration in teaching grammar for junior high school students. keywords: integration, character education, religious, thematic learning, grammar pendahuluan dalam proses pendidikan, bahasa adalah alat yang sangat diperlukan. dengan kata lain, pendidikan anak membutuhkan transmisi nilai-nilai budaya dan sosial, dan hal ini tidak dapat terjadi tanpa bantuan bahasa. enkulturasi dan pendidikan formal yang dimungkinkan oleh bahasa, menjelaskan mengapa kemampuan untuk memahami bahasa adalah bagian canggih yang pertama dari pengetahuan budaya yang dipelajari anak-anak. pengembangan bahasa sangat penting untuk pertumbuhan kognitif anak. begitu mereka tahu kata-kata untuk hal tertentu, mereka dapat menggunakan sistem simbol untuk memahami hal-hal di sekitar mereka, mereka dapat merefleksikan orang, tempat dan hal-hal di dunia mereka. selain itu, mereka dapat mengkomunikasikan kebutuhan mereka, perasaan, dan ide-ide untuk melakukan kontrol atas kehidupan mereka. abdul majid dkk (2011) mengatakan bahwa sejak 2500 tahun yang lalu socrates menyatakan bahwa tujuan paling mendasar dari pendidikan adalah untuk membuat seseorang menjadi good and smart. dengan kata lain menyempurnakan akhlak dan mengupayakan karakter yang baik (good character). salah satu nilai yang terdapat dalam pendidikan karakter adalah nilai religius. oleh karena itu, pendidikan karakter khususnya nilai religius harus diterapkan sejak dini supaya anak terbiasa dengan sikap dan kepribadian yang baik. kunci untuk integrasi pendidikan karakter religius dan pembelajaran tematik dalam pembelajaran bahasa inggris bergantung pada dua pertanyaan: 1) apa yang harus dikatakan? dan 2) bagaimana mengatakannya? aturan-aturan tata bahasa dari bahasa tidak memberi tahu apa yang harus dikatakan melainkan bagaimana mengatakan apa yang ingin kita katakan. karena instruksi tata bahasa berfokus terutama pada sintaks, konten yang digunakan di kelas tersebut jarang penting untuk kepentingan diri sendiri, melainkan hanyalah sebuah kendaraan untuk peserta didik untuk latihan keterampilan bahasa. oleh karena itu dalam penelitian ini, tim peneliti berupaya untuk memberikan model pembelajaran yang mengintegrasikan antara character building – religius dan pembelajaran tematik dalam pengajaran grammar di smp al-fikri semarang. model pembelajaran ini dapat digunakan sebagai alternatif pembelajaran yang aktif yang bertumpu pada students’ need analysis dimana dalam proses belajar dan mengajar bertumpu pada keaktifan siswa. berdasarkan model pembelajaran ini, siswa diharapkan dapat meningkatkan kemampuan grammar dan sekaligus diiringi peningkatan religius karena pembelajaran tematik yang ada didalamnya banyak lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 152 memuat nilai nilai religius. namun kenyataannya, penelitian yang berkaitan dengan integrasi character building – religius dan pembelajaran tematik dalam pengajaran grammar siswa masih jarang dilakukan. dengan demikian, penelitian ini berupaya merumuskan model pembelajaran bagaimana charater building – religius dan pembelajaran tematik dapat diintegrasikan dalam pengajaran grammar. rumusan masalah penelitian adalah bagaimanakah pedoman model integrasi character building – religius dan pembelajaran tematik dalam pengajaran grammar siswa smp al-fikri semarang dan bagaimanakah aktifitas atau kegiatan-kegiatan dalam proses pembelajaran yang dapat mengintegrasikan character building – religius dan pembelajaran tematik dalam pengajaran siswa smp al-fikri semarang. tujuan penelitian adalah analisis model character building – religius dan pembelajaran tematik dalam pengajaran grammar siswa smp al-fikri semarang, pembuatan panduan model pembelajarannya, dan mendeskripsikan integrasi character building – religius dan pembelajaran tematik yang tersirat dalam setiap kegiatan yang diterapkan dalam proses pembelajaran grammar sehingga dapat digunakan sebagai acuan bagi guru-guru bahasa inggris smp dalam mengembangkan semua potensi anak dengan mengedepankan kebebasan memilih, merangsang kreativitas, dan menumbuhkan karakter. tinjauan pustaka pendidikan karakter pendidikan karakter yang sejak tahun 2010 diluncurkan secara resmi oleh pemerintah ri pun sejatinya telah diperhatikan secara serius oleh al-qur’an. prioritas utama dari konsepsi pendidikan karakter adalah nilai-nilai transenden yang dipercaya sebagai motor penggerak sejarah, baik bagi individu maupun bagi sebuah perubahan sosial. pendidikan karakter yaitu suatu sistem penanaman nilai karakter kepada warga sekolah yang meliputi komponen pengetahuan, kesadaran atau kemauan, dan tindakan untuk melaksanakan nilai-nilai tersebut. pembentuk karakter ini kemudian secara sistematis memuat 18 nilai pokok yang diambil dari spirit agama, pancasila, budaya, dan tujuan pendidikan nasional meliputi: religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial dan tanggung jawab. pendidikan karakter tersusun dari dua istilah penting yang pada awalnya berdiri sendiri yaitu “pendidikan” dan “karakter”. pendidikan menurut undangundang no. 20/2003 tentang sistem pendidikan nasional pasal 1 ayat 1 menyebutkan bahwa pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya, masyarakat, bangsa, dan negara. oleh karena itu, pendidikan yang tidak memenuhi kriteria yang dilakukan secara sadar dan terencana lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 153 tidak bisa dikategorikan sebagai usaha memberikan bekal pengetahuan kepada peserta didik. pendidikan pada dasarnya merupakan pengembangan yang mengacu pada hakikat manusia yang terkandung dalam hakikat, martabat, manusia dengan intisari iman dan taqwa, inisiatif, industrius, individu, interaksi. sedangkan karakter merupakan nilai-nilai perilaku manusia yang berhubungan dengan tuhan yang maha esa, diri sendiri, sesama manusia, lingkungan dan kebangsaan yang terwujud dalam pikiran, sikap, perasaan, perkataan, dan perbuatan berdasarkan norma-norma agama, hukum, tata krama, budaya dan adat istiadat. sehingga dapat dikatakan bahwa pendidikan karakter adalah sistem penanaman nilai-nilai karakter kepada manusia yang meliputi komponen pengetahuan, kesadaran atau kemauan, dan tindakan untuk melaksanakan nilai-nilai baik terhadap tuhan, diri sendiri, sesama, lingkungan, maupun kebangsaan (samani dkk, 2011). pada ranah pendidikan, guru yang mempunyai karakter religius tanpa pamrih akan senantiasa memberikan suritauladan yang baik kepada peserta didiknya, mendidik dengan panggilan hati, berintegritas menjalankan profesi, tidak jemu mengasah kompetensi, dan tulus mengabdikan diri untuk mengeluarkan peserta didik dari jerat kebodohan sebagaimana ketulusan pengabdian menghamba kepada tuhannya. peserta didik religius saling menghargai dan hormat terhadap pemeluk agama lain dan selalu berupaya aktif mengejawantahkan pesan-pesan moral agama dalam kehidupan sosial. pembelajaran tematik menurut depdikbud (1996: 3) bahwa model pembelajaran tematik adalah pendekatan pembelajaran yang memungkinkan siswa baik secara individual maupun kelompok, aktif mencari, menggali, dan menemukan konsep serta prinsip secara holistik dan otentik. namun demikian, masih banyak pihak yang belum memahami dan mampu menerapkan model pembelajaran ini secara baik. menurut kunandar (2009: 333) tema merupakan alat atau wadah untuk mengenalkan berbagai konsep kepada anak didik secara utuh. tema diberikan dengan maksud untuk menyatukan isi kurikulum dalam satu kesatuan yang utuh. model pembelajaran tematik ini merupakan bagian dari pembelajaran terpadu. pembelajaran terpadu adalah pendekatan yang memungkinkan peserta didik baik secara individual maupun kelompok aktif mencari, menggali, dan menemukan konsep serta prinsip secara holistik dan otentik (depdikbud, 1996: 3). proses pembelajaran dengan menggunakan model pembelajaran tematik dibutuhkan guru yang kreatif untuk mengemas materi pembelajaran yang berangkat dari sebuah tema. sebelum menyajikan tema, guru merencanakan pembelajaran dengan melakukan pemetaan standar kompetensi dan kompetensi dasar yang sekiranya dapat diintegrasikan. dalam melakukan hal tersebut guru harus memperhatikan juga kondisi dan minat siswa dalam proses pembelajaran. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 154 pelaksanaan model pembelajaran tematik untuk meningkatkan kreativitas siswa di smp pelaksanaan model pembelajaran tematik berhasil dilakukan oleh guru untuk meningkatkan kreativitas siswa. menurut amabile (supriadi, 2001: 13) penentuan kriteria kreativitas menyangkut tiga dimensi yaitu dimensi proses, person, danproduk kreatif. penelitian ini fokus kepada dua dimensi saja yaitu proses kreatif dan produk kreatif. oleh karenanya siswa sangat antusias dalam proses belajar mengajar karena tema yang ditentukan oleh guru sangat sederhana dan menarik perhatian siswa. hal ini sesuai dengan penelitian yang dilakukan oleh daties (2010: 162) bahwa kreativitas dalam hal pembuatan produk kreatif dapat menjadi salah satu alternatif bagi guru untuk terus melatih kreativitas siswa, dengan terbiasanya mengeluarkan ide-ide kreatif mereka menjadi sebuah barang kreatif, diharapkan kemampuan tersebut dapat terus terasah hingga akhirnya dapat terus meningkatkan kualitas hidup mereka. model pembelajaran tematik ini sangat sesuai untuk meningkatkan kreativitas siswa. depdikbud (1996 :3) menyatakan bahwa model pembelajaran tematik adalah pendekatan yang memungkinkan peserta didik baik secara individual maupun kelompok aktif mencari, menggali, dan menemukan konsep serta prinsip secara holistik dan otentik. berdasarkan hasil penemuan di atas dapat disimpulkan bahwa dengan model pembelajaran tematik siswa diberi kesempatan untuk lebih mengeksplorasi kemampuannya baik secara lisan maupun secara tertulis. hal tersebut sesuai dengan pendapat casdan dan welsh (supriadi, 2001: 60), dalam penelitiannya ditemukan bahwa siswa yang memiliki kreativitas tinggi cenderung lebih mandiri, mengusahakan perubahan dalam lingkungannya, dan relasi interpersonalnya lebih terbuka dan aktif. pengajaran grammar pengajaran grammar sangatlah marak dan booming pada masa tahun 70an. seiring dengan berkembangnya waktu dan semakin meningkatnya pengajaran bahasa yang komunikatif, pentingnya instruksi pengajaran grammar berkembang menjadi suatu perdebatan. peran dari pengajaran grammar yang pada waktu dulu menjadi central kemudian menjadi hal yang tidak dipentingkan, dan sekarang di utamakan kembali dalam kelas bahasa dengan tujuan untuk membantu kemampuan komunikatif siswa (chyi-ching kao, 2001). penggabungan pengajaran grammar dengan pengajaran bahasa yang komunikatif sudah mulai marak dilaksanakan di kalangan akademisi maupun praktisi (azar, 2007). tanpa grammar, hanya akan ada kata-kata atau suara-suara individu, gambar-gambar, dan ekspresi-ekspresi tubuh untuk makna komunikatif. pengajaran grammar yang dikolaborasikan dengan pengajaran bahasa komunikatif atau clt lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 155 (communicative language teaching) akan menciptakan aktifitas pembelajaran yang didalamnya terdapat latihan –latihan yang merefleksikan interaksi komunikatif. tujuan dari aktifitas pembelajaran tersebut adalah untuk menciptakan pengalaman komunikasi selama proses pembelajaran. fotos (2005) juga menguatkan pentingnya kombinasi pendekatan antara pengajaran grammar (gbt) dan pengajaran komunikatif (clt) dimana kolaborasi antara instruksi grammar dan penggunaan kegiatan-kegiatan yang bersifat komunikatif akan memberikan situasi efektif yang paling optimal dalam pembelajaran bahasa inggris sebagai bahasa asing atau bahasa kedua. jadi sangat disarangkan untuk guru bahasa inggris melakukan keduanya: pengajaran grammar dan pengajaran komunikatif. metode jenis penelitian dalam penelitian ini, penulis menggunakan penelitian pre-eksperimen. hal ini melibatkan deskripsi, merekam, menganalisis, interpretasi dari kondisi yang terjadi yang melibatkan perbandingan atau contrast dan mencoba untuk menemukan hubungan antara keberadaan variabel-variabel yang non-manipulasi. penelitian ini menggunakan desain satu kelompok pre-test post-test karena sampel hanya terdiri dari satu kelompok. kelompok sampel disebut kelompok eksperimen seperti digambarkan dalam sebuah diagram dibawah ini. group a o1 ---------x ---------o2 keterangan simbol: o1 = pre-test x = treatment o2 = post-test instrumen penelitian instrumen adalah alat uji untuk mengukur fenomena tertentu, seperti uji tertulis, kuesioner, wawancara, alat penelitian atau seperangkat pedoman observasi. instrumen penelitian dalam penelitian ini adalah tes. jenis tes yang diberikan adalah tes grammar yang kontennya bertemakan nilainilai religius yang merupakan salah satu nilai yang ada dalam pendidikan karakter. tes akan diberikan sebelum dan sesudah diberikan kepada siswa smp . metode pengumpulan data metode pengumpulan data adalah cara yang digunakan oleh peneliti untuk mendapatkan dan mengumpulkan data. ada beberapa metode pengumpulan data lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 156 yang dapat dipilih oleh peneliti, yaitu: wawancara, observasi , tes, dan dokumentasi. dalam rangka untuk mendapatkan data, peneliti menggunakan metode uji. tes digunakan untuk mengukur kemampuan grammar siswa smp al-fikri dimana dalam pembelajaran bahasa yang kontennya bertemakan nilai-nilai religius yang merupakan salah satu nilai yang ada dalam pendidikan karakter. dari pre-test, peneliti mengetahui masalah siswa dalam kemampuan grammar. dalam penelitian ini, penulis menggunakan dua macam uji, yaitu pre-test dan post-test. teknik analisis data setelah mendapatkan skor dari siswa, penulis mencari rata-rata (rata-rata skor) dari seluruh kelas. kemudian penulis menemukan deviasi pengujian dengan mengurangi rata-rata post-test dan pre-test. nilai hasil deviasi digunakan dalam rumus t -test. (arikunto, 2010: 349) setelah mendapatkan hasilnya, peneliti akan membandingkan hasil t-test dengan t -tabel untuk mengetahui hipotesis mana yang diterima. jika nilai t -test lebih tinggi daripada nilai t -tabel, dapat disimpulkan bahwa ada peningkatan yang signifikan kemampuan grammar siswa setelah integrasi pendidikan karakter – religius bagi siswa smp al-fikri semarang . tetapi jika nilai dari uji t lebih rendah dari nilai t -tabel, dapat disimpulkan bahwa tidak ada perbaikan yang signifikan kemampuan grammar siswa ataupun sikap moralnya setelah integrasi character building – religius dan pembelajaran tematik dalam pengajaran grammar siswa smp al-fikri semarang diterapkan. dengan kata lain hipotesis negatif diterima dan yang positif ditolak. penelitian ini diawali dengan melakukan analisis secara teoritis dan secara empiris integrasi pendidikan karakter – religius dengan pembelajaran tematik dalam pengajaran grammar pada siswa di smp it al-fikri semarang, hambatan dan penunjang implementasi di sekolah, dan penyusunan instrumen penelitian. selanjutnya, tim peneliti melakukan analisis kebutuhan terkait dengan aktifitas pengembangan integrasi pendidikan karakter – religius dengan pembelajaran tematik dalam pengajaran grammar. hasil kajian teori dan empiris, berdasarkan analisis kebutuhan dijadikan dasar untuk kegiatan selanjutnya yaitu kegiatan penyusunan desain konseptual pengembangan integrasi pendidikan karakter – religius dengan pembelajaran tematik dalam pengajaran grammar. desain model yang telah dibuat kemudian akan diuji para ahli dan diterapkan di kelas kecil atau terbatas. hasil revisian yang diberikan oleh para ahli akan dijadikan sebagai masukan hingga diperoleh model final dari pengembangan integrasi pendidikan karakter – religius dan pembelajaran tematik dalam pengajaran grammar. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 157 hasil dan pembahasan hasil penelitian tujuan dari penelitian ini adalah analisis model character building – religius dan pembelajaran tematik dalam pengajaran grammar siswa smp al-fikri semarang, pembuatan panduan model pembelajarannya, dan mendeskripsikan integrasi character building – religius dan pembelajaran tematik yang tersirat dalam setiap kegiatan yang diterapkan dalam proses pembelajaran grammar sehingga dapat digunakan sebagai acuan bagi guru-guru bahasa inggris smp dalam mengembangkan semua potensi anak dengan mengedepankan kebebasan memilih, merangsang kreativitas, dan menumbuhkan karakter. 1. hasil pre-test pre-test dilaksanakan sebelum model pembelajaran integrasi pendidikan karakter – religious dan pembelajaran tematik dalam pengajaran grammar siswa kelas 7 di smp it al-fikri semarang. tim peneliti memberikan grammar test kepada sisw kelas 7 di smp it al-fikri semarang . hasil dari pre-test dapat di lihat di tabel berikut ini: sampel dalam penelitian ini berjumlah 7 siswa dan dari skor nilai diatas, peneliti menghitung mean atau rata-rata dari hasil pre-test. e = e = 62.86 dari hasil perhitungan rata-rata pre-test diatas, diketahui bahwa kemampuan grammar siswa kelas 7 di smp it al-fikri semarang belum memuaskan meskipun pengetahuan agama mereka cukup baik tetapi untuk kosakata tertentu dalam bahasa inggris banyak kata kata baru ketika sudah masuk konteks – konteks kalimat. hasil rata rata skor pre test siswa smp it al-fikri adalah 62.86 dan masuk dalam kategori cukup. setelah mendapatkan hasil dari pre-test, maka peneliti memberikan perlakuan atau treatment kepada siswa kelas 7 semarang berupa integrasi pendidikan karakter yang ditekankan pada tema-tema religius sebagai pembelajaran tematik dalam pengajaran grammar. para siswa belajar tentang grammar bagaimana membuat dan menyusun kalimat dengan susunan grammar yang benar dan tema – tema yang dipakai dalam pembuatan kalimat – kalimat adalah tentang nilai nilai dalam keagamaan. jika pembelajaran grammar untuk kelas 7 tema-temanya adalah hal-hal yang umum, maka dalam treatment ini siswa akan mendapatkan pembelajaran grammar yang bertemakan keagamaan. siswa akan belajar bahasa dimana isi dari makna bahasa yang mereka pelajari adalah tentang nilai – nilai keagamaan. untuk mengetahui sejauh mana integrasi pendidikan karakter bertemakan religi dan pembelajaran tematik dalam lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 158 pengajaran grammar untuk siswa smp berhasil diterapkan dan mampu membuat siswa membuat kalimat kalimat yang bertemakan keagamaan dalam bahasa inggris dengan grammar yang baik dan benar, peneliti memberikan post test dalam bentuk written test untuk mengukur kemampuan grammar mereka. 2. hasil post-test pada pertemuan terakhir, peneliti memberikan evaluasi berupa written test yang diberikan kepada siswa kelas 7 di smp it al-fikri semarang untuk mengukur kemampuan grammar siswa ketika membuat kalimat kalimat yang bertemakan keagaaman dengan ketentuan-ketentuan grammar yang baik dan benar dalam hal ini adalah penggunaan simple present tense dalam kalimat. siswa akan berkompetensi untuk mengidentifikasi parts of speech dari word bank yang diberikan. untuk membandingkan hasil skor pre test dan post test, peneliti melakukan kalkulasi data untuk memperoleh rata rata dari hasil post test. o = o = 70.57 berdasarkan hasil yang diperoleh dari penghitungan rata rata skor post test, peneliti menemukan bahwa ada perkembangan dari hasil hasil pre test dan ke arah yang lebih baik atau kemampuan yang lebih baik dengan skor yang cukup memuaskan yang dapat di lihat melalui hasil post test. hasil dari pre test adalah 62.86 sementara hasil dari post test 70.57 , sehingga kemajuan skor point dari hasil pre test ke hasil post test adalah adanya perkembangan skor point sebanyak 7,71 point. kalkulasi data dengan formulat t test dilakukan untuk membuktikan apakah negatif atau positif hipotesis dapat diterima. skor pre test dan post test diolah dengan formula berikut ini: langkah selanjutnya, peneliti memasukkan data tersebut ke dalam formula ttest: tingkat signifikan dari t-table 0.05 adalah 2.042 sementara hasil dari t-test adalah 2.61. hasil dari t-test lebih tinggi dari t-table, ini berarti bahwa hipotesis yang diterima adalah hi yang menyatakan bahwa ada nilai signifikan dari kemampuan lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 159 grammar siswa smp it al fikri dalam pembelajaran tematik bahasa inggris yaitu bertemakan pendidikan karakter khususnya nilai nilai religius keagamaan. model integrasi pendidikan karakter – religius dan pembelajaran tematik dalam pengajaran grammar siswa smp dalam penelitian ini, tim peneliti menyusun buku panduan pembelajaran tematik integrasi pendidikan karakter – religius dalam pengajaran grammar untuk siswa smp. isi dari materi pembelajaran yang disusun dalam buku panduan di analisis dengan menggunakan bantuan software nvivo 10 untuk mengetahui tingkat penggunaan dan kemiripan kata – kata yang ada dalam materi pembelajaran tematik yang digunakan dalam pengajaran grammar bagi siswa kelas 7 di smp it alfikri semarang. text search dalam analisis text similirity dalam software nvivo 100 akan menunjukkan banyaknya cabang dan sub cabang kosa kata dalam bentuk kata maupun frasa apakah text yang dianalisis menunjukkan konten kata atau frasa yang diinginkan dalam hal ini yaitu tema-tema mengenai nilai-nilai moral dalam agama dan masyarakat. semakin banyak cabang dan sub cabang dalam gambar tree map yang ditampilkan, maka akan semakin banyak pula relevansi antari isi materi pembelajaran yang digunakan dengan tema-tema yang berbau keagamaan atau nilai-nilai moral dalam agama dan masyarakat. dan hasilnya dapat dilihat pada gambar berikut ini. gambar 1: bagan peta pohon nilai-nilai moral dari peta pohon diatas dapat dilihat bahwa isi dari buku panduan pembelajaran tematik integrasi pendidikan karakter – religius dalam pengajaran grammar untuk siswa smp banyak menggunakan kata kata yang berkaitan dengan nilai – nilai moral agama dan cukup efektif untuk diterapkan dalam pembelajaran grammar untuk siswa smp. topik – topik mengenai nilai nilai moral keagamaan banyak ditemukan dalam text bacaan yang tersusun dalam buku panduan pembelajaran tematik sehingga bisa dikembangkan model pembelajaran integrasi pendidikan karakter – religius dalam pengajaran grammar untuk siswa smp. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 160 selanjutnya konten dari materi integrasi pendidikan karakter – religius dalam pengajaran grammar untuk siswa smp yang tersusun dalam buku panduan pembelajaran tematik dapat dilihat dalam gambar grafik berikut ini. gambar 2: relevansi antara materi aja dan media relevansi dari materi yang diambil untuk bahan pembelajaran tematik dalam integrasi pendidikan karakter-religius dalam pengajaran grammar untuk siswa smp menurut guru bahasa inggris smp it al – fikri dan kepala sekolah smp it al – fikri masuk dalam kategori baik dan sangat baik dari segi materi dan media. relevansi materi dan media dilihat dari proses pembelajaran, materi pembelajaran, kegiatan pembelajaran tematik religius dalam bahan ajar yang menarik, kemudahan penyampaian bahan ajar melalui media pembelajaran tematik – religius dalam pengajaran grammar, tampilan yang menarik, dan prosedur yang simpel. analisis selanjutnya adalah isi materi yang disusun dalam buku panduan pembelajaran tematik integrasi pendidikan karakter – religius dalam pengajaran grammar untuk siswa smp dengan menggunakan analisis matrix coding nvivo 10 untuk melihat apakah konten yang ada pada materi tersebut mengandung kata kata yang terkait dengan nilai nilai moral maupun kegiatan kegiatan religius. cluster analysis dengan menggunakan matrix coding nvivo 10 akan dapat dilihat dalam bentuk gelembung atau bola-bola kosa kata, dalam hal ini kosa kata yang terkait dengan nilai – nilai moral dan kegiatan – kegiatan keagamaan dalam suatu teks, atau beberapa teks yang dianalisis. semakin banyak bubles yang dihasilkan dari cluster analysis ini maka dapat diartikan bahwa semakin banyak kesesuaian kosa kata yang dibutuhkan yang merefleksikan nilai – nilai moral dan kegiatan – kegiatan keagamaan yang sangat diperlukan untuk menunjang pembelajaran tematik yaitu integrasi pendidikan karakter – religius dalam pengajaran grammar untuk siswa kelas 7. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 161 gambar 3: analisis klaster nilai-nilai moral dan aktivitas keagamaan dari gambar 3 diatas dapat dilihat inti dari kata kata yang merepresentasikan moral values dan religious activities. sebagai contoh ada kata good, god, islam, madina, love, prophet, adam, tried, thought dalam cerita – cerita islami yang dijadikan materi sebagai bahan pembelajaran bahasa inggris yang difokuskan pada pengajaran grammar khususnya simple present tense dan parts of speech. jika biasanya para siswa belajar grammar dengan tema umum seputar daily activities, maka pada kesempatan ini yaitu saat penelitian materi yang dipakai adalah bertemakan keagaaman yang menarik minat para siswa untuk lebih meningkatkan ketakwaan mereka kepada tuhan yang maha esa dengan lebih menekankan nilai – nilai moral keagamaan dengan lebih memperbanyak perbuatan baik dan menghindari perbuatan yang tidak baik. selain itu, banyak cerita cerita yang dipakai dalam materi mengajak siswa untuk lebih peduli kepada makhluk ciptaan tuhan yaitu manusia, hewan, tumbuhan termasuk didalamnya juga lingkungan. untuk lebih melihat relevansi antara materi pembelajaran yaitu baik dari segi tema maupun tema-tema yang digunakan dalam learning activities, maka dapat dianalisis dengan menggunakan analisis word cloud pada software nvivo 10. ketika materi pembelajaran tematik yang menggunakan model integrasi pendidikan karakter – religius dalam pengajaran grammar di analisis dengan bantuan software nvivo 10 menunjukkan banyaknya world cloud dari kata-kata atau frase-frase yang menunjukkan nilai-nilai moral dan aktivitas-aktivitas keagamaan, maka materi yang disusun dalam buku panduan cukup merepresentasikan kosa kata yang dibutuhkan dalam materi yang bertemakan nilai – nilai keagamaan. semakin banyak word cloud yang merepresentasikan tema-tema tentang moral values and religious activities maka akan semakin sesuai teks-teks materi pembelajaran tersebut untuk digunakan sebagai bahan pembelajaran tematik yang isinya sudah disesuaikan dengan tingkat kemudahan dan kesulitan siswa kelas 7 smp. hasil dari analisis conten isi dari materi pembelajaran yang disusun dalam buku panduan pembelajaran tematik dapat di lihat pada gambar 4 berikut ini. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 162 gambar 4: word cloud nilai-nilai moral dan aktivitas keagamaan dari gambar 4 diatas, analisis isi dari materi pembelajaran yang disusun dalam buku panduan juga dianalisa dengan menggunakan matrix coding nvivo 10 untuk mencari intensitas kata kata yang sering digunakan yang merefleksikan nilai – nilai moral dan kegiatan kegiatan keagamaan. dengan kata lain dapat dikatakan bahwa dalam text bacaan maupun soal soal latihan dalam materi yang disusun dalam buku panduan telah mencakup banyak kata terkait dengan moral values dan religious activities seperti prophet, allah, asked, good, people, dan seterusnya. gambar 5: pembelajaran terintegrasi antara grammar dan tema keagamaan dari gambar 5 di atas tentang pembelajaran terintegrasi antara grammar dan tema keagamaan, dapat dilihat bahwa isi dari materi pembelajaran sudah mengandung unsur-unsur penting dalam pembelajaran bahasa inggris yaitu tentang grammar, simple present tense, parts of speech dimana dalam kegiatan pembelajarannya mengandung tema-tema keagamaan atau nilai-nilai moral dalam agama dan masyarakat dimana isi maupun latihan dan game/permainan yang digunakan sudah disesuaikan dengan tingkat kemudahan dan sesulitan siswa smp kelas 7. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 163 pembahasan dari hasil penelitian di atas, peneliti menyimpulkan bahwa ada nilai signifikan antara hasil pre test dan hasil post test. hasil dari kalkulasi t-test adalah 2.61. karena t-table adalah 2.04, maka dapat disimpulkan bahwa ttest > ttable. kaklulasi penghitungan data menunjukkan bahwa hasil dari t-test lebih tinggi dari t-table, hal itu berarti bahwa hipotesis yang diterima adalah hipotesis positif yang mengatakan bahwa “hi: ada perkembangan yang signifikan terhadap kemampuan grammar siswa kelas 7 smp it al fikri semarang ketika model pembelajaran tematik yaitu integrasi pendidikan karakter – religius dalam pengajaran grammar untuk siswa smp diterapkan dalam proses pembelajaran bahasa di kelas. berdasarkan penelitian ini, setiap kegiatan pembelajaran mewakili kemampuan grammar siswa di area pemahaman simple present tense dan parts of speech dalam suatu teks yang bertemakan nilai – nilai keagamaan. hal tersebut bisa dilihat dari rata rata skor pada pre test yaitu 62,86 dan rata-rata post test yaitu 70,57. peningkatan kemampuan grammar siswa kelas 7 smp it al fikri semarang khususnya pada area penggunaan simple present tense dan pemahaman penggunaan parts of speech dalam kalimat meningkat dengan diterapkannya model pembelajaran tematik dimana mereka sudah cukup familiar dengan tema – tema keagaamaan yang mereka pelajari dalam mapel agama yang diimplikasikan dalam bentuk integrasi. jadi dapat disimpulkan bahwa pembelajaran tematik yang diimplikasikan dalam bentuk integrasi pendidikan karakter – religius dalam pengajaran grammar untuk siswa smp yang memberikan efektifitas sekaligus efisiensi dalam pembelajaran bahasa inggris untuk siswa kelas 7 smp al – fikri semarang sehingga ada peningkatan yang signifikan dalam kemampuan grammar mereka, khususnya dalam penggunaan simple present tense dan parts of speech dalam kalimat – kalimat sederhana. beberapa kesulitan siswa dalam pengembangan kemampuan grammar terkait dengan kemampuan berkomunikasi berbahasa inggris mereka ketika menyampaikan dialog terkait dengan hal-hal bagaimana menggunakan simple present tense dan parts of speech dalam penyusunan kalimat. beberapa siswa masih minim kosakata dalam bahasa inggris. banyak kata kata sederhana yang mereka belum mengerti. dan ketika mrere menemukan beberapa kata baru dengan tema keagamaan, mereka merasa kesulitan dan kebingungan untuk menebak makna dari arti kata tersebut. akan tetapi, para siswa masih tetap punya semangat tinggi dengan tema – tema keagamaan dan mereka antusias sekali dalam mengikuti proses belajar dan mengajar. para siswa masih merasa kesulitan dalam hal pengucapan kata kata atau pronunciation, karena banyak kata-kata yang mereka masih belum familiar. untuk mengatasi kesulitan siswa dalam pengembangan kemampuan grammar khususnya simple present tense dan parts of speech dalam penyusunan kalimat positif, negatif, dan interogatif dengan tema-tema keagamaan, seperti nilai-nilai moral dalam kehidupan masyarakat. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 164 dalam penelitian ini, isi dari materi pembelajaran tematik dalam pengajaran grammar dengan tema-tema keagamaan seperti nilai-nilai moral dalam masyarakat menunjukkan tingkat kosa kata yang cukup tinggi dimana ketika dianalisis menggunakan textsearch dengan software nvivo 10 ada 30 cabang dalam gambar tree map yang menunjukkan kosa kata yang terkait dengan nilai-nilai moral dalam agama dan masyarakat. kemudian dari 30 cabang kosa kata tersebut memunculkan sub cabang tentang kosakata yang sangat dekat similiritasnya dengan nilai-nilai moral dalam agama dan masyarakat yang berjumlah 28 sub cabang. selanjutnya, dari analisis dengan penggunaan matrix coding nvivo 10 terlihat banyak sekali gelembung kata yang terkait dengan nilai-nilai moral dalam agama dan masyarakat (gambar 4). kesimpulan kesimpulan kemampuan grammar siswa meningkat setelah model pembelajaran tematik dalam hal ini integrasi pendidikan karakter – religius dalam pengajaran grammar yang diimplikasikan lebih khusus dalam penggunaan simple present tense dan parts of speech dalam penyusunan kalimat positif, negatif, dan interogatif diterapkan lebih intensif untuk siswa kelas 7 smp it al fikri semarang. ada nilai signifikan dari kemampuan grammar siswa setelah model pembelajaran tematik yang diimplementasikan lebih khusus dalam bentuk integrasi pendidikan karakter – religius dalam pengajaran grammar siswa smp karena materi pembelajaran dengan tema-tema religius dalam hal ini seperti nilai-nilai moral dalam agama dan masyarakat sangat menarik minat siswa dikarenakan mereka tertarik dengan cerita-cerita keagamaan yang sudah akrab di telinga mereka meski dalam konteks bahasa indonesia. saran model pembelajaran tematik dapat digunakan sebagai suatu model pembelajaran khususnya di kelas bahasa yang diperuntukan untuk siswa smp dengan mengambil tema-tema keagamaan seperti nilai-nilai moral dalam agama dan masyarakat dimana selain untuk meningkatkan kemampuan bahasa inggris yang baik dari segi kosa kata dan grammar juga dari segi karakter. karena dengan karakter keagaamaan yang baik yang melekat pada pribadi seseorang maka diharapkan mereka akan lebih menghargai diri sendiri dan orang lain dan tahu bagaimana lebih mengedepankan sosialitas yang baik sesuai dengan ajaran dalam norma agama dan masyarakat. bertambahnya perbendaharaan kosakata diharapkan dapat menambah pengetahuan siswa dan mempermudah siswa dalam penyusunan kalimat khususnya dengan menggunakan simple present tense dan parts of speech yang baik dan benar. siswa dapat memperkaya kosa kata mereka dan meningkatkan kemampuan pengucapan bahasa inggris mereka dengan banyak berlatih berkomunikasi dalam bahasa inggris lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 165 dengan guru bahasa inggris ataupun teman sekelas mereka. kemampuan tertulis mereka bisa ditingkatkan dengan banyak menggunakan bahasa inggris sebagai medium of instruction dalam berkomunikasi dengan teman khususnya teman yang berasal dari luar negeri yang mereka punyai dalam jejaring sosial seperti facebook, twitter, atau media sosial lainnya. untuk memastikan apakah pengucapan bahasa inggris mereka sudah benar, siswa bisa menggunakan kamus bahasa inggris elektronik yang menyediakan fasilitas suara atau voice, atau mengkonsultasikan bagaimana pengucapan bahasa inggris dengan baik dan benar dengan guru bahasa inggris mereka atau praktisi bahasa inggris yang lain yang kompeten. daftar pustaka azar, betty. 2007. tesl-ej teaching english as a second or foreign language. september 2007. volume 11. nomor. 2. chyi-ching kao. 2001. chairman, department of applied english & director, language center, yuanpei university. a communicative approach to teaching grammar: theory and practice. daties, m. 2010. pengaruh metode pembelajaran creative problem solving (cps) terhadap peningkatan kemampuan berpikir kreatif siswa (studi eksperimen mata pelajaran ips kelas vii pokok bahasan kreativitas dalam tindakan ekonomi di smp negeri 143 jakarta utara). tesis tidak diterbitkan. bandung. universitas pendidikan indonesia. depdikbud. 1996. penelitian tindakan kelas. jakarta: puskur balitbang depdiknas prov. jabar. fotos, s. 2005. traditional and grammar translation methods for second language teaching. in e. hinkel (ed.), handbook of research in second language teaching and learning (hal. 653-670). mahwah, nj: lawrence erlbaum associates. janet allen. inside words: tools for teaching academic vocabulary grades, 4-12 stenhouse publishers, 2007. kunandar. 2009. guru profesional: implementasi kurikulum tingkat satuan pendidikan (ktsp) dan sukses dalam sertifikasi guru. jakarta: rajawali pers. majid, abdul dkk. 2011. pendidikan karakter perspektif islam. bandung: pt. remaja rosdakarya.) majid, abdul dan dian andayani. 2012. pendidikan karakter perspektif islam, cet. ke-2, bandung: pt remaja rosdakarya. mujib, abdul. 2007. kepribadian dalam psikologi islam, jakarta: pt. raja grafindo persada. muslich, masnur. 2011. pendidikan karakter; menjawab tantangan krisis multidimensional, cet. ke-2, jakarta: bumi aksara. mustolikh. 2012. model pembelajaran tematik kebencanaan berbasis konstruktivistik dalam ilmu pengetahuan sosial. makalah yang dipaparkan pada seminar nasional inovasi pembelajaran ips. upi bandung. narwati, sri. 2011. pendidikan karakter; pengintegrasian 18 nilai pembentuk karakter dalam mata pelajaran, cet. ke-1, yogyakarta: familia. samani, muchlas dan hariyanto. 2011. konsep dan model pendidikan karakter. bandung : pt remaja rosdakarya. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 166 siaw-fong chung. 2000. national taiwan university the english teacher vol. xxxiv, 33-grammar-based teaching: a practitioner’s perspective. suneki, sri., ambarini, ririn., dan destriani, dwi. 2012. “peningkatan character building dan kreativitas anak usia dini melalui tpr warm up game pada anak didik kelompok a tk doa ibu kecamatan tembalang semarang”. semarang: lppm ikip pgri semarang (tidak diterbitkan). supriadi, d. 2001. kreativitas, kebudayaan & perkembangan iptek. bandung: alfabeta. the role of grammar teaching in college efl. wahyu, widiyanto., dan ambarini, ririn. 2011. “penerapan student team achievement division (stad) sebagai metode pembelajaran pada mata pelajaran bahasa inggris pokok bahasan directions and locations pada siswa kelas vi sd supriyadi semarang tahun pengajaran 2011/2012”. semarang: lppm ikip pgri semarang (tidak diterbitkan). ambarini, ririn. 2012. natural ways of learning applied in teaching grammar to young learners in the third grade of sd supriyadi semarang in the academic year 20112012. encounter; vol 3, no 1 2012. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 69 kenomotetisan dan keideosinkretisan makna simbolis pernikahan adat masyarakat nusa tenggara timur dan jambi: perspektif ekolinguistik metaforis nomothetics and idiosyncratics of simbolic meanings of traditional marriage equipments in east nusa tenggara and jambi societies: a methaporical ecolinguistic perspective r. kunjana rahardi fransiskus o. sanjaya nurfatimah program studi magister pendidikan bahasa indonesia, universitas sanata dharma yogyakarta rahardi.kunjana@gmail.com riwayat artikel: dikirim 26 maret 2020; diterima 14 juni 2020; diterbitkan 30 juni 2020 abstrak studi bahasa dalam kaitan dengan aspek-aspek sosial-budaya dalam perspektif ekolinguistik metaforis masih belum banyak dilakukan para peneliti indonesia. penelitian ekolinguistik metaforis ini difokuskan pada nilai-nilai simbolik nomotetik dan ideosinkretik pernikahan adat provinsi nusa tenggara timur dan provinsi jambi. tujuan penelitian ini adalah: (1) mendiskripsikan nilai-nilai nomotesis yang terdapat dalam peranti pernikahan adat masyarakat provinsi nusa tenggara timur (ntt) dan provinsi jambi; (2) mendeskripsikan nilai-nilai ideosinkretis yang terdapat dalam peranti pernikahan adat masyarakat provinsi ntt dan provinsi jambi? data dikumpulkan dengan menerapkan metode simak dan metode cakap. selain itu, data juga dikumpulkan dengan menerapkan prinsip-prinsip etnografi. data selanjutnya diklasifikasi dan ditipifikasi sehingga terwujud tipe-tipe data yang siap untuk dikenai metode dan teknik analisis data. metode analisis data yang digunakan adalah metode analisis padan kontekstual. selain itu, metode analisis distribusional juga diterapkan untuk mendukung penerapan metode analisis padan kontekstual. metode analisis padan dan metode analisis distribusional dilengkapi dengan teknik analisis yang lazim diterapkan dalam penelitian etnografi dan metode analisis ini. manfaat teoretis penelitian ini adalah untuk menyempurnakan teori-teori ekolinguistik yang selama ini didasarkan pada teori-teori barat. manfaat praktisnya adalah untuk memaksimalkan perkuliahan ekolinguistik yang selama itu belum kontekstual di program-program magister. hasil penelitian menunjukkan terdapatnya enam nilai kenomotetisan makna simbolis peranti pernikahan adat masyarakat ntt, dan masyarakat jambi yang dikaji dengan perspektik http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 mailto:rahardi.kunjana@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 70 ekolinguistik metaforis. keenam nilai simbolik yang bersifat nomotetis tersebut adalah: (1) nilai cinta kasih, (2) nilai ekonomis, (3) nilai kekeluargaan, (4) nilai keagungan, (5) nilai religius. selanjutnya nilai-nilai simbolik keideosinkretisannya adalah: (1) nilai keharmonisan, (2) nilai ketulusan, (3) nilai pengharapan, (4) nilai penghormatan terhadap wanita. kata kunci: kenomotetisan; keideosinkretisan; makna simbolik; ekolinguistik metaforis abstract the study of language in relation to socio-cultural aspects in a metaphorical ecolinguistic perspective had not been done properly by indonesian researchers. this metaphorical ecolinguistic research focused on the nomothetic symbolic and ideosynchronous values of traditional marriages in the provinces of east nusa tenggara and jambi.the purpose of this study was formulated as follows: (1) describing the nomothetic values of traditional marriage equipments of the people of east nusa tenggara (ntt) and jambi societies; (2) describing the ideosyncretic values contained in the traditional marriage tools of the people of ntt and jambi societies? data was collected by applying the listening method and the interview method. in addition, data are also collected by applying ethnographic principles in anthropology. the data collected are then classified and typified to realize the types of data that are ready to be subjected to data analysis methods and techniques. the data analysis method used in this research is the contextual equivalent analysis method. in addition, the distributional analysis method is also applied to support the application of the contextual equivalent analysis method. the equivalent analysis method and the distribution analysis method are complemented by analytical techniques commonly used in ethnographic research. the theoretical benefit of this research is to perfect ecolinguistic theories that have been based on western theories. the practical benefit is to maximize ecolinguistic lectures which have not been contextual in the master's programs. the results of this research showed that there were six values of symbolic meaning of the traditional marriage tools of the ntt community, and that of the people of jambi which were studied with a metaphorical ecolinguistic perspective. the six symbolic values that are nomothetic in nature are conveyed as follows: (1) the value of love, (2) economic value, (3) family value, (4) grandeur value, (5) religious value. furthermore, the symbolic values of traditional marriage in the two communities have the following ideological ideals: (1) harmony, (2) sincerity, (3) expectation, (4) respect for women. keywords: nomothetics; ideosyncratic; symbolic meaning; metaphorical ecolinguistics pendahuluan studi bahasa dalam kaitan dengan aspek-aspek sosial-budaya dalam perspektif ekolinguistik metaforis masih belum banyak dilakukan para peneliti indonesia (scott-phillips, 2017; rahardi, r. kunjana., setyaningsih, 2019). penelitian ini dapat dianggap sebagai salah satu upaya menanggapi kelangkaan penelitian seperti disebutkan di depan itu. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 71 dalam perspektif pierce, tanda dapat dibedakan menjadi tiga, yakni ikon, indeks, dan simbol (jakobson, 1965; preucel and bauer, 2001). secara lebih teperinci, pierce membedakan ketiga jenis tanda tersebut sebagai berikut: ‘an icon has a physical resemblance to the signified, the thing being represented. a photograph is a good example as it certainly resembles whatever it depicts. an index shows evidence of what’s being represented. a good example is using an image of smoke to indicate fire. a symbol has no resemblance between the signifier and the signified. the connection between them must be culturally learned. numbers and alphabets are good examples. there’s nothing inherent in the number 9 to indicate what it represents. it must be culturally learned.’ di dalam makna simbolis dikenal dua jenis makna, yakni makna yang bersifat nomotetis (nomothetic) dan makna yang bersifat ideosinkrtetis (ideosyncretic). sesuatu yang sifatnya nomotesis memiliki sejumlah aspek yang menyamakan (duranti, 2001; adu-amankwah and mcdowell, 2003). adapun dalam sesuatu yang ideosinkretis terdapat banyak hal yang khusus dan spesifik. pada masyarakat ntt terdapat peranti-peranti khusus yang digunakan dalam upacara adat pernikahan, secara umum adalah penggunaan busana adat daerah. namun, tiap daerah memiliki peranti-peranti khusus, misalnya di manggarai wajib mengenakan songke (kain tenunan derah manggarai), sapu (khusus laki-laki yang dikenakan di kepala), bali belo (khusus mempelai perempuan yang dikenakan di kepala). selain itu, ada juga loce (tikar) dan tange wa’i (bantal kaki), raci (pinang), kala (daun sirih), tahang (kapur sirih), tuak (sopi), dan lain-lain yang wajib ada dalam upacara pernikahan. prosesi lamaran di jambi disebut sebagai anter tando (antar tanda). sebelum diadakan acara lamaran, biasanya akan ada utusan dari pihak laki laki, yang akan bertanya atau bersilahturahmi ke keluarga wanita. dua malam menjelang hari pernikahan, kedua calon mempelai mempersiapkan diri untuk mengikuti prosesi malam batangas, yaitu mandi uap. selain itu, calon mempelai wanita menjalani malam berinai, memeriahkan kuku dengan daun pacar. sebelum prosesi akad nikah, calon mempelai wanita menunjukkan kemahirannya membaca al-qur’an. ekolinguistik adalah bidang interdisipliner linguistik. dikatakan sebagai bidang interdisipliner karena di dalamnya terkandung dua bidang ilmu, yakni linguistik dan bidang ekologi. ekologi yang dimaksud dibedakan menjadi dua, yakni lingkungan yang bersifat naturalistik dan lingkungan yang bersifat sosial (gerbig, 2003, kravchenko, 2016). ekolinguistik yang berdimensi fisik lazim disebut dengan envirolinguistik, sedangkan ekolinguisitk yang berdimensi sosial lazim disebut ekolinguistik metaforis (rahardi, 2017a). tujuan penelitian ini adalah, (1) mendiskripsikan nilai-nilai nomotesis yang terdapat dapam pernikahan adat masyarakat provinsi ntt dan provinsi jambi; (2) mendeskripsikan nilai-nilai ideosinkretis yang terdapat dalam pernikahan adat masyarakat provinsi ntt dan provinsi jambi? http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 72 metode penelitian nilai-nilai simbolis peranti-peranti pernikahan adat yang berperspektif ekolinguistik metaforis ini berjenis kualitatif (jacobs, 2017, félix-brasdefer, 2015). data penelitian ini dikumpulkan dengan menerapkan metode simak dan metode cakap sebagaimana metode yang lazim diterapkan dalam penelitian linguistik. selain itu data juga dikumpulkan dengan menerapkan prinsip-prinsip etnografi (science et al., 2017). data yang terkumpul selanjutnya diklasifikasi dan ditipifikasi sehingga terwujud tipe-tipe data yang siap dikenai metode dan teknik analisis data. adapun metode analisis data yang digunakan dalam penelitian ini adalah metode analisis padan kontekstual (sudaryanto, 2015). selain itu, metode analisis distribusional juga diterapkan untuk mendukung penerapan metode analisis padan kontekstual. metode analisis padan dan metode analisis distribusional tersebut dilengkapi dengan metode dan teknik analisis yang lazim diterapkan dalam penelitian etnografi (rahardi, 2017b). hasil sementara penelitian awal untuk pelaksanaan penelitian ekolinguistik metaforis ini menunjukkan bahwa nilai-nilai kearifan lokal dalam upacara-upacara adat di kedua provinsi yang dijadikan sumber data lokasional penelitian ini memiliki makna-makna simbolis yang bersifat nomotetis. artinya, terdapat kesamaaan makna simbolis sekalipun keduanya tidak dapat dipandang memiliki akar budaya yang sama. adapun nilai-nilai keideosinkretisan makna-makna simbolis penelitian ini akan dijelaskan lebih lanjut setelah pelaksanaan penelitian ini berakhir. hasil dan pembahasan sesuai dengan rumusan masalah yang disampaikan pada bagian terdahulu, terdapat dua hal yang disampaikan pada bagian ini, yakni ihwal kenomotetisan dan keideosinkretisan nilai-nilai simbolis peranti-peranti pernikahan adat provinsi jambi dan provinsi nusa tenggara timur. paparan kedua hal tersebut disampaikan sebagai berikut. 1. kenomotetisan makna simbolik pernikahan adat masyarakat ntt dan masyarakat jambi seperti telah disampaikan sebelumnya, bahwa setiap langkah dalam upadara adat pernikahan di provinsi jambi dan ntt, memiliki nilai-nilai yang sifatnya dimiliki secara bersama-sama. dalam hal ini, makna-makna simbolik dalam upacara adat tersebut memiliki kesamaan atau kemiriban makna. dalam penelitian ini, kesamaan atau kemiripan makna yang demikian itu disebut sebagai kenomotetisan. dari penelitian yang telah dilakukan, nilainilai nomotetis yang terdapat dalam upacara adat pernikahan di kedua provinsi tersebut dipaparkan sebagai berikut. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 73 a. nilai cinta kasih dalam upacara adat pernikahan di kedua provinsi tersebut, nilai cinta kasih itu diungkapkan dalam wujud cincin. dalam bahasa ntt, cincin sebagai lambang nilai simbolik cinta kasih tersebut digunakan untuk mengungkapkan nilai kasih sayang atau nilai cinta kasih (locher, 2013). dalam perspektif masyarakat di ntt, cinta kasih yang ditandai dengan kata momang yang bermakna ‘mengasihi’dalam ungkapan yang disampaikan ketika kedua mempelai itu saling mengenakan cincin. wujud cinta kasih yang terungkap dalam bentuk cincin tersebut di dalam masyarakat jambi dimaknai dengan ungkapan, ‘kalau ingin ikatan cinta berumur abadi, masukkan set cincin pernikahan dalam hantaran atau seserahan yang merupakan wujud doa pengikat kedua pasangan agar selalu hidup bersama sampai maut memisahkan’. dalam pernikahan adat manggarai hanya terdapat satu cincin, yakni yang dikenakan kedua mempelai saat acara tukar cincin, sedangkan di pernikahan adat jambi, ada dua cincin, yaitu cincin saat lamaran dan pernikahan. cincin saat lamaran hanya dikenakan pada mempelai wanita, sedangkan saat acara pernikahan cincin dikenakan oleh kedua memepelai. dari segi konteks penggunaan cincin kedua daerah ini memang berbeda, namun dari segi pemaknaan dan nilai sama, yakni nilai cinta kasih (chen, 2017). nilai cinta kasih diketahui dari pemaknaannya, yaitu kata momang (mengasihi) dan hidup bersama sampai maut memisahkan. dengan demikian dapat ditegaskan bahwa ‘cincin’ atau ‘kila’ sebagai salah satu peranti yang digunakan dalam upacara pernikahan adat memiliki nilai simbolik nomotetik. bahkan mungkin bukan hanya di kedua wilayah di luar jawa itu, di wilayah-wilayah lainnya pun seperti halnya jawa, cincin memiliki ‘perlambang’ atau makna simbolik kasih sayang. b. nilai ekonomis nilai ekonomis dalam upacara pernikahan adat di wilayah jambi dan wilayah ntt terdapat dalam wujud uang. uang itulah yang lazim disebut sebagai mahar. besar kecilnya mahar tergantung pada latar belakang sosial-budaya masing-masing (cuddy et al., 2015). di dalam masyarakat jawa, misalnya, mahar itu tidak selalu dalam jumlah uang yang banyak, tetapi bisa saja dijadikan sebagai simbol bahwa seseorang telah ‘ditebus’ untuk dijadikan teman hidup bersama dalam ikatan keluarga sebagai suami-istri. dalam agama tertentu juga demikian, mahar itu tidak selalu berjumlah banyak tetapi memiliki makna simbolis tertentu, misalnya sesuai dengan angka tahun, bulan, dan tanggal tertentu. dalam masyarakat ntt, mahar itu berupa uang atau ‘seng’. berbeda dengan yang disampaikan di atas, besaran uang biasa ditentukan berdasarkan berbagai pertimbangan, dia antaranya harga bahan pangan dan taraf pendidikan anak. jadi jika seseorang berpendidikan tinggi, maka nilai http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 74 maharnya pasti akan jauh lebih besar daripada seseorang yang berlatar belakang pendidikan rendah. selain karena latar belakang pendidikan, besarkecilnya mahar juga ditentukan oleh situasi atau keadaan ekonomi yang terjadi pada saat upacara adat dilangsungkan. dimensi kenomotetisan tentang nilai ekonomis mahar yang demikian itu juga terjadi di dalam upacara adat pernikahan jambi. mengingat bahwa yang dicari aspek kenomotetisannya adalah upacara adat yang terjadi di provinsi jambi dan provinsi ntt, dan terbukti bahwa di kedua wilayah tersebut kesamaan nilai simbolik tersebut terjadi, maka dapat ditegaskan bahwa dalam kaitan dengan nilai ekonomis uang pernikahan, kedua wilayah tersebut memiliki dimensi kenomotetisan (luardini and simbolon, 2016, rahardi, 2010). c. nilai kekeluargaan baik di wilayah provinsi ntt maupun provinsi jambi, nilai simbolik kekeluargaan disimbolkan dalam wujud daun sirih dan pinang. dalam konteks ntt, kedua peranti di dalam upacara adat tersebut disebut sebagai ‘kala agu raci’ yang maknanya tentu saja adalah ‘sirih dan pinang’. dalam konteks perikahan di provinsi jambi, sebutannya sama dengan wilayahwilayah lain, seperti misalnya jawa, yakni ‘sirih dan pinang’. di wilayah jambi, sirih dan pinang itu dapat dimanfaatkan sebagai peranti komunikasi. maksudnya adalah komunikasi di antara kedua belah pihak sebagai manifestasi perkenalan dalam koridor kekeluargaan (helliwell & putnam, 2004). di wilayah ntt, nilai kekeluargaan tersebut dapat dilihat dari konteks dan makna sirih dan pinang itu sendiri. hal serupa juga terjadi di jambi bahwa sirih dan pinang digunakan sebagai alat komunikasi. dalam pemanfaatannya, sirih dan pinang tersebut digunakan bersama-sama dengan kapur sirih, tembakau, serta pinang, yang diletakkan di tempat sirih. di dalam masyarakat ntt dan jambi, sirih dan pinang itu menunjukkan makna simbolik persaudaraan. jadi jelas sekali bahwa di kedua wilayah tersebut, nilai kekeluargaan dan nilai persaudaraan itu diwujudkan dalam bentuk sirih dan pinang. d. nilai estetika pernikahan adat di wilayah manapun, sesungguhnya selalu memiliki nilai estetis atau nilai keindahan. nilai kestetisan itu terkait dengan sifat pernikahan itu sendiri yang bersifat agung, indah, dan lazimnya menarik untuk diperhatikan dan dirayakan oleh sesama. dalam pernikahan adat ntt, khususnya manggarai, busana yang lazim digunakan untuk mendukung keestetikan itu adalah songke, kebaya, destar dan balibelo. masyarakat manggarai beranggapan bahwa apabila busana-busana ini tidak dikenakan saat upacara pernikahan, maka upacara dipandang tidak indah dan tidak http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 75 agung. songke pada acara pernikahan adat manggarai dikenakan oleh kedua mempelai dan orang yang hadir dalam uapacara tersebut. kebaya hanya dikenakan oleh wanita, baik mempelai wanita maupun para wanita yang hadir dalam acara, baik anak muda maupun ibu-ibu. balibelo adalah perhiasan khas manggarai untuk wanita. balibelo dikenakan di kepala mempelai wanita. sementara itu, sapu (destar) dikenakan oleh pria, baik mempelai pria maupun para undangan. berbeda dengan yang digunakan di wilayah provinsi ntt khususnya manggarai, yang digunakan di dalam pernikahan adat jambi adalah kain songket. songket pada saat lamaran digunkan oleh kedua belah pihak mempelai. sarung songket dan selendang merah yang terbuat dari tenunan benang sutra sebagai pelengkapnya. jadi jelas sekali kelihatan bahwa di dalam upacara adat tersebut dikenakanlah kain yang dianggap paling bagus, yakni yang terbuat dari benang sutera. perspektif bahwa nilai-nilai estetika itu hendaknya dikedepankan dalam pernikahan adat terefleksi dalam pemanfaatan jasa dari para perias unggul dan penyewa-penyewa pakaian adat, yang selanjutnya digunakan dalam pelaksanaan pernikahan adat tersebut (hodgkin, 2003). bukan saja terjadi di kedua wilayah tersebut, bahkan di setiap peristiwa pernikahan di dunia ini, pakaian-pakaian yang indah dan rias-rias yang unggul diupayakan oleh keluarga kedua mempelai (rahardi, 2009). e. nilai keagungan nilai keagungan pasti diupayakan untuk dapat hadir dalam setiap peristiwa pernikahan adat di manapun. artinya, nilai keangungan ini harus dianggap sebagai nilai yang sifatnya nomotetis karena merupakan nilai yang diupayakan hadir dalam setiap persitiwa pernikahan di wilayah manapun. di dalam masyarakat jawa, misalnya saja, digunakanlah penutup kepala yang disebut dengan ‘blangkon’. blankon sebagai penutup kepala digunakan secara serasi dengan pakaian ‘beskap’ untuk model solo atau surakarta, dan digunakan bersama dengan pakaian ‘sorjan’untuk pernikahan adat jawa yogyakarta. jadi ‘blankon’ itu tidak selayaknya digunakan bersama dengan pakaian yang sekenanya, seperti misalnya berbaju lengan panjang berdasi, lalu bersarung dll. dalam masyarakat ntt, khususnya manggarai, dikenakanlah sapu (destar) oleh para pria di kepala. sapu tersebut dikenakan baik oleh mempelai pria maupun para undangan, tentu saja dengan kualitas dan ornamen yang berbeda. sedangkan di dalam pernikahan adat jambi, dikenakanlah penutup kepala yang bernama lacak. penutup kepala itu terbuat dari kain beludru merah yag pada bagian dalamnya diberi kertas karton. pemberian kertas karton tersebut dimaksudkan agar kain dapat ditegakkan hingga menjulang ke atas. makna simbolik dibalik pemakaian lacak yang berdiri ke atas tersebut menunjuk pada dimensi keagungan (mills, 2009), (rahardi, 2018b). dengan demikian dapat ditegaskan bahwa nilai simbolik yang bersifat nomotetis dari pemanfaatan penutup kepala yang berbeda-beda manifestasinya di berbagai http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 76 wilayah tersebut, termasuk di wilayah provinsi ntt dan provinsi jambi, adalah nilai simbolik keagungan. sejumlah referesi menyebutkan bahwa hal tersebut berkaitan dengan kepimimpinan, tetapi penulis lebih melihat bahwa nilai yang bersifat nomotetis tersebut adalah nilai keagungan. f. nilai religius hampir semua pernikahan di dalam masyarakat indonesia tidak dapat dilepaskan dari nilai-nilai agama yang dianut oleh pasangan pengantin yang sedang melakukan pernikahan tersebut. dalam pernikahan adat pada masyarakat di rovinsi jambi, misalnya saja, nilai-nilai keagamaan itu termanifstasi dalam alquran dan seperangkat alat shalat. terdapat tiga hal yang pokok yang perlu disebutkan, yakni alquran, mukenah, dan sajadah. alquran sebagai pedoman agama yang menuntun kedua belah pihak dalam pernikahan yang sakinah mawadah dan warohmah. mukenah sebagai pakaian penutup untuk menutupi tubuh calon mempelai perempuan guna menjaga aurat. sajadah sebagai simbol untuk bersujud berserah diri kepada allah swt. hal serupa terjadi pula pada masyarakat di provinsi ntt, khususnya manggarai dengan warga masyarakat yang umumnya beragama kristen katholik, kereligiusan pernikahan adat tersebut diungkapkan pula dengan perangkat kitab suci agama kristen katholik, yakni injil, dengan perantiperanti lain yang menjadi nilai-nilai religius tambahan seperti halnya salib, rosario, dan peranti-peranti lainnya yang diberkati oleh imam sebagai pejabat gereja yang akan mengesahkan pernikahan tersebut (haviland et al., 2011; r. kunjana rahardi, 2018a). dengan demikian bahwa pernikahan adat di ntt, khususnya manggarai, memiliki nilai-nilai nomotetis kereligiusan yang dimilikui secara sama. perbedaan iman dan keyakinan sajalah yang menjadikan seolah-olah nilai religius tersebut berbeda, padahal sesungguhnya kedua-duanya adalah sama. pun jika terjadi pada pasangan-pasangan lain dengan keyakinan yang tidak sama, dipastikan nilai-bilai religius tersebut akan dapat diidentifikasi di dalamnya. 2. keideosinkretisan makna simbolik pernikahan adat masyarakat ntt dan masyarakat jambi ideosinkretis artinya bersifat khusus, khas, spesifik, atau tidak bersifat umum. dengan demikian makna kata ideosinkretis itu berlawanan dengan maka kata nomotetis. dari penelitian yang telah dilakukan, terdapat sejumlah nilai keideosinkretisan nilai simbolis pelaksanaan pernikahan adat di wilayah provinsi ntt dan wilayah provinsi jambi. pada bagian berikut, hal-hal yang bersifat ideosinkretis tersebut dipaparkan satu demi satu. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 77 a. nilai keharmonisan nilai keharmonisan dalam pernikahan adat pada masyarakat provinsi ntt sangat kelihatan pada pemakaian busana. busana yang sangat lazim ditemukan dalam pernikahan adat tersebut adalah, songke, kebaya, sapu (destar), balibelo. songke pada acara pernikahan adat manggarai dikenakan oleh kedua mempelai dan orang yang hadir dalam upacara tersebut. kebaya hanya dikenakan oleh wanita, baik mempelai wanita maupun para wanita yang hadir dalam acara, baik anak muda maupun ibu-ibu. balibelo adalah perhiasan khas manggarai untuk wanita. balibelo dikenakan di kepala mempelai wanita. sementara itu, sapu (destar) dikenakan oleh pria, baik mempelai pria maupun para undangan. songke, kebaya, destar dan balibelo adalah konsep busana masyarakat manggarai untuk pernikahan adat. masyarakat manggarai beranggapan bahwa apabila busana-busana ini tidak dikenakan saat upacara pernikahan, maka upacara dipandang tidak indah dan tidak agung. hal demikian itu tidak ditemukan dalam masyarakat provinsi jambi ketika sedang terdapat peristiwa pernikahan adat. dalam masyarakat provinsi jambi, busana yang dikenakan bukan pertama-tema mengedepankan nilai simbolik keharmonisan seperti halnya pada masyarakat manggarai, melainkan nilai simbolik keindahan (limberg, 2015; miller, 2017). dalam masyarakat jambi, busana yang digunakan adalah kain kebaya dan kain songket. kebaya merupakan pakaian tradisional yang dikenakan pada pengantin perempuan, sedangkan songket merupakan pakaian tradisional yang berasal dari masyarakat jambi. dengan demikian tidak terdapat nilai-nilai kenomotetisan melainkan nilai-nilai keideosinkretisan. b. nilai ketulusan dalam pernikahan adat di masyarakat provinsi ntt, khususnya manggarai, terdapat minuman ‘tuak’. tuak digunakan ketika melakukan ritual kapok sundung dan kepok kapung. kepok sundung dilakukan untuk menerima tamu (keluarga mempelai laki-laki) yang datang. kapok sundung adalah sapaan adat dalam ritual penyambutan. goet dalam kapok sundung: woko poli ngasang koal agu cai kapok sundung ite. sementara itu, kapung berarti memangku seseorang. dalam hal ini kepok kapung bertujuan menerima dan merangkul keluarga yang datang. goet dalam kapok kapung: woko oto nepe berit tange, kepok tuak. tuak, yaitu minuman beralkohol yang dibuat dari nira aren yang diragikan melambangkan kesejukan hati bagi masyarakat manggarai. tuak digunakan seabagai sarana komunikasi dalam upacara adat manggarai. hal demikian ini tidak terdapat dalam pernikahan adat pada masyarakat jambi. nilai ketululusan dalam masyarakat provinsi jambi ketika menerima warga baru yang saat itu menjadi pengantin bukan dengan minum tuak, tetapi tentu dengan cara lain yang menunjukkan pula keideosinkretisan (gintis, 2016). dalam masyarakat tersebut terdapat peranti pernikahan adat yang disebut dengan ayak kodok. ayam kodok telah diyakini sejak nenek moyang sebagai berantara doa dalam prosesi pernikahan adat jambi. di dalam http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 78 sosok ayak kodok itulah dimensi-dimensi ketulusan hadir. jadi jelas bahwa nilai keideosinkretisan yang terdapat di masyarakat provinsi ntt dan masyarakat provinsi jambi dalam mengungkapkan nilai ketulusan sangat berbeda. c. nilai pengharapan di dalam pernikahan adat masyarakat provinsi ntt, khususnya manggarai, nilai keideosinkretisan ‘pengharapan’, khususnya akan hadirnya generasi baru sebagai penerus estafet kehidupan, dimanifestasikan dalam peranti pernikahan yang berupa ruha manuk kampong atau telur ayam kampung. telur ayam kampung digunakan dalam upacara podo. podo adalah upacara pengahantaran mempelai wanita ke keluarga laki-laki. dalam upacara ini, telur ayam diletakan tepat di pintu rumah laki-laki untuk diinjak oleh mempelai perempuan. telur ayam mengandung makna simbolik, yakni keturunan (alexander, 2006). dengan demikian dapat ditegaskan bahwa nilai pengharapan inilah yang menjadi salah satu nilai ideosinkretik masyarakat provinsi ntt. hal tersebut tidak ditemukan dalam pernikahan adat masyarakat provinsi jambi. jadi dapat ditegaskan bahwa ‘ruha manuk kampong’ adalah salah satu manifestasi keideosinkfetisan pernikahan adat manggarai. d. nilai penghormatan terhadap wanita secara historis, zaman dulu masyarakat manggarai jarang memegang uang. namun masyarakat manggarai kaya akan hasil tani dan ternak. hewan yang memiliki nilai jual sangat tinggi adalah kerbau dan kuda, sehingga kerbau dan kuda digunakan sebagai mahar pernikahan. untuk menghargai atau menghormati wanita, juga orang tua dari wanita itu, maka hewan yang digunakan ialah hewan yang memiliki nilai yang “tinggi” pula. seberapa tinggi mertabat wanita sesungguhnya tampak dengan jelas dengan mahar yang berupa kerbau dan kuda ini. kedua hewan piaraan tersebut sangat mahal, dan nilainya dapat digunakan untuk mengormati sosok perempuan yang bakal diperistri oleh seorang laki-laki di dalam masyarakat tersebut (kramsch, 2011). dalam tradisi masyarakat provinsi ntt, khususnya manggarai, mahar dalam bentuk hewan itu disebut dengan paca. mahar dalam masyarakat provinsi jambi tidak sama dengan yang terjadi pada masyarakat provinsi ntt. jadi jelas sekali kelihatan bahwa dalam pernikahan adat provinsi ntt, wanita mendapatkan tempat yang benar-benar istimewa karena ‘mahal’ nilainya, dan karenanya mahal pula martabatnya. kesimpulan sebagai simpulan dapatlah ditegaskan kembali bahwa sedikitnya terdapat enam nilai kenomotetisan dalam pernikahan adat masyarakat provinsi ntt, khususnya manggarai dan masyarakat provinsi jambi yang dikaji dengen perspektik ekolinguistik metaforis. keenam nilai simbolik yang http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 69-82 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kenomotetisan dan keideosinkretisan makna simbolis ... r. kunjana rahardi, fransiskus o. sanjaya, nurfatimah doi: https://doi.org/10.26714/lensa.10.1.2020.69-82 79 bersifat nomotetis tersebut dapat disampaikan sebagai berikut: (1) nilai cinta kasih, (2) nilai ekonomis, (3) nilai kekeluargaan, (4) nilai keagungan, (5) nilai religius. selanjutnya nilai-nilai simbolik pernikahan adat di kedua provinsi tersebut memiliki nilai-nilai keideosinkretisan sebagai berikut: (1) nilai keharmonisan, (2) nilai ketulusan, (3) nilai pengharapan, (4) nilai penghormatan terhadap wanita. selanjutnya perlu ditegaskan bahwa penelitian ini memiliki keterbatasan dalam hal pelaksanaan pencatatan atau etnografi. ketua penelitian ini memerantikan tenaga pengumpul data yang dilakukan secara etnografis sebanyak dua orang mahasiswa program magister. hal ini dipandang sebagai keterbatasan karena dengan pemerantian tenaga pengumpul data tersebut, peneliti utama tidak dapat sepenuhnya menghadirkan data yang optimal secara etnografis. hasil penelitian ini tentu sangat bermanfaat bagi pengembangan ekolinguistik, baik yang bersifat naturalistik maupun yang bersifat metaforis. oleh karena itu, penelitian serupa dengan objek yang berbeda akan sangat baik jika dapat dilaksanakan dalam waktu yang tidak begitu lama. ucapan terima kasih para penulis mengucapkan terima kasih kepada lppm universitas sanata dharma yogyakarta atas dana penelitian internal yang disampaikan. selain itu, penulis mengucakan terima kepada mitra bestari atas masukan dan saran yang disampaikan untuk penyempurnaan artikel ini. daftar pustaka adu-amankwah, d., & mcdowell, j. 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(2017). ecopragmatics. ecopragmatics. https://doi.org/10.18848/978-1-61229-613-5/cgp http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 153 english indonesian translation strategies made by vocational students singgih widodo limantoro, yerly arnold datu business english study program politeknik ubaya jalan ngagel jaya selatan 168 surabaya, indonesia poltek@unit.ubaya.ac.id article history: submitted on 21th may 2021; accepted on 28th october 2021; published on 30th december 2021 abstract translation for the vocational students of the business english study program could be considered as the fifth language skill that they need to learn in multilingual digital era. therefore, they have to be able to translate and interpret from english text to the indonesian text and vice versa in some business applications, such as tourism/ hospitality industry, export import, and customer service. in this paper, the writers used qualitative descriptive research on the case study taken from the translation classroom. to achieve the purposes of the study, the writer would like to compare the results of the respondents' target translation between translating the source text without and with translation strategies in facilitating their academic learning process. in this survey, the writer found out that most of the participations used google translate and translation strategies, such as structural and semantic translation strategies to help them facilitate their translating to produce qualified translation results. based on the results, the translation strategies were useful for novice translators. the other findings were what factors that influenced their errors in englishindonesian translation and what translation strategies. the writers also shared some important educational implications of this research keywords: translation strategies, digital translation tools, qualified translation results. http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc mailto:poltek@unit.ubaya.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 154 introduction in language learning, translation can be considered as the fifth skill because it also shows the language learner competence. translation skill is also one of the most obliged to gain by language learners (fernandezguerra in yulianto et al, 2019). as a matter of fact, translation is also transferring meaning and forms from a language to another language or from a source language (sl) text to a target language (tl) text. if the source language is indonesian, a translator has to make sure that the indonesian text must be correct. furthermore, a translator makes a choice and it gives some impact to the whole text (poyungi, y.h., nababan, m., santosa, r., 2021). if it is not correct, the target language as the output/ results, such as the text english would also be incorrect. therefore, it is necessary for the translators to make sure that the source text is semantically and structurally correct. further, translation is a vocational field of study in multicultural world today. in this trans-lingual era, it is the right time for vocational students to use two or more languages for crosscultural communication. therefore, the vocational students of business english study program of politeknik ubaya also have to learn the translation skill as the technological advancement in 4.0 industrial era. it has brought a big change in the trends of professional translation nowadays. they could use, for example, google translator as one of available translation machines. as translators, they have better gain professional translating knowledge and skill, so as to be competent in translating. therefore, vocational students as novice translators must be equipped with some translation strategies. furthermore, the strategies given to the novice translators should be based on the needs for their english-indonesian translation on how to translate certain structural patterns, such as the concept of to be, there be, noun-phrases, active and passive voice phrases, adjective clauses, adverbial clauses, noun clauses, subjunctives, question tags, and others. by giving the translation strategies for englishindonesian texts, vocational students as novice translators are expected to translate their best. further, there are two translation strategies that vocational students of business english study program of politeknik ubaya surabaya as novice translators could learn, they are structural and semantic translation strategies. in structural translation strategies, there are three basic translation strategies, such as addition, subtraction, and transposition (suryawinata & hariyanto, 2011). in semantic translation strategies, there are some ways to consider the meaning of the words, phrases, clauses, or sentences, such as borrowing words, cultural equivalent, descriptive equivalent, synonyms, and modulation. in other words, these two translation strategies are the strategies on formbased translation and on meaning-based translation. beside these translation strategies, they could also use available technological devices, such as http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 155 google translate, online dictionaries, and neural machine translation (artificial intelligence) to help them translate their best. hasibuan (2021) strengthened the point by stating that machine translation is capable of doing the translation process. these kinds of digital translation devices grew fast in line with the technological advancement of translation. further, the writers found out that the students used the google translate or other digital devices in translating from english texts to indonesian texts or vice versa so that the translation results were the same just like the copy paste. and most of their translations results were acceptable / right for literal translation way but some others were unacceptable/ wrong. by using the google translate way/ strategy, the writers as their translation lecturers could not know their individual competence in translating. the writers' vocational students as novice translators should learn to produce the best translation with the smallest risk or errors. in fact, the students learned translation as a process of practicing their skills in translating, editing, and proof reading in order to gain their best translation. therefore, google translate and other digital tools were not enough for their translation practice; they needed some other ways to solve problems/ errors in their translating. they also needed some other translation strategies for better translation. that is why, the writers as their lecturers also provided some other structural and semantic strategies for their translation. based on the facts above, the writers would like to investigate about three things and share their best practice on teaching translation in class. the three things were as follows: first, what were the students' strategies in in translating english -indonesian text by comparing the experiment group and the control group of the students'/ participants' translation. second, what factors influenced the students' errors in english-indonesian translation? third, what translation strategies could help the students produce qualified translation results? therefore, the purposes of the research were knowing the students' strategies in english-indonesian translation, knowing factors that influence the students' errors in englishindonesian translation, and facilitating the translation strategies that could help the students as novice translators produce better qualified translation results. translation strategies in english-indonesian translating process are ways that could help vocational students as novice translators to translate the source english text to the target indonesian text by using available digital technologies, such as google translate and online dictionaries. the reasons why the translators sometimes use the google translate because it is available, free, and quick to produce translation results. anyhow, the translation results of the google translate should be reviewed or evaluated whether they are acceptable or not. the translation results could be desirable (accurate meaning) or undesirable (meaning inaccurate and unnatural). the translators need to experience in translating texts by using http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 156 the google translate so they could be aware of the limitation of this tool. moreover, translation as language industry is growing fast nowadays. the advanced development of artificial intelligence technology, such as neural machine translation could also help translate with better translation results. therefore, the vocational students as novice translators should produce their best translation results with the smallest risk of the translation errors by using the available machine translation as one the ways or strategies to solve problems in translation. the google translate tool may be useful for translators that usually apply for literal translation and do not know certain words or grammatical patterns. and the others would be some structural and semantic strategies in englishindonesian translation. the appropriate translation strategies are used to achieve an accurate translation of the source language (stiegelbauer, 2016). a qualified translator should also be aware of linguistics' characteristic differences between the source language and the target language in order to transfer the equivalent meaning into translated text (apriyanti et al, 2016). in translation, sudirman (2016) also mentioned grammatical and semantic equivalences of the source language texts. the translator needs to grasp the meaning of the source language and then correctly render the meaning based on the structure of the target language so that he/ she could improve the accuracy of translation (yulianto et al, 2019). professional translation pays special attention to the interdisciplinary professional knowledge and ability in translation (sun, 2014). further, there are two translation strategies that vocational students of business english study program of politeknik ubaya surabaya as novice translators could learn, they are structural and semantic translation. in structural translation strategies, there are three basic translation strategies, such as addition, subtraction, and transposition (suryawinata & hariyanto, 2011). in addition, there are some ways to consider the meaning of the words, phrases, clauses, or sentences, such as borrowing words, cultural equivalent, descriptive equivalent, synonyms, formal translated words/ phrases from the origin language, and word modulation. in other words, these two translation strategies are the strategies on form-based translation and on meaningbased translation. moreover, based on the teaching translation subject in class, the writers would like to use some translation strategies for translating the englishindonesian text and vice versa. in the translation class, the writers asked the vocational students of business english study program of politeknik ubaya to use the translation strategies in translating the english text to the indonesian text and vice versa. and there were many structural and semantic strategies for translation (suryawinata & hariyanto, 2011) that had been introduced in class in the following table: http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 157 table 1 (suryawinata & hariyanto, 2011): the translation strategies given for vocational students in translation class no translation strategies explanation examples source language target language 1 addition adding to be and an article in indonesianenglish translation saya pegawai i am an employee 2 subtraction deleting/ substracting to be and an article in englishindonesian translation his wife is a dentist istrinya dokter gigi 3 transposition changing of plural into singular from the sl structure into the tl one a pair of socks (plural) sepasang kaos kaki (singular) changing of the position of modifier(s) + head word good-looking korean singer (modifiers+head word) penyanyi korea yang tampan (head-word+ modifiers) changing from the passive form into the active one apel itu harus kamu makan (passive) you should eat that apple (active) http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 158 changing from the sl noun-phrase into the tl verbalphrase they have responsibility for the existence of healthy environment mereka bertanggung jawab untuk menjaga lingkungan yang sehat 4 the pattern of there + (be) (+) there + be (-) there + be + not (?) be + there ...? there is a cat here there is no dog here is there a dog here? ada kucing di sini tidak adaanjing di sini adakah anjing di sini? 5 the pattern of causeeffect ...so...that... ...such...that. .. budi is so friendly that he has a lot of friends budi is such a friendly person that he has a lot of friends budi begitu ramah sehingga dia memunyai banyak teman 6 tenses simple present present continuous present perfect present future etc. tuti eats bread tuti is eating bread tuti has eaten bread tuti will eat bread tuti makan roti tuti sedang makan roti tuti sudah makan roti tuti akan makan roti 7 active pattern in adjective clause or present participle " yang me " the student that/ who came here yesterday is my cousin the student coming here yesterday is my pelajar yang dating kemari kemarin sepupu saya http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 159 cousin 8 passive pattern in adjective clause or past participle verb " yang di " the house that is sold here is expensive the house sold here is expensive rumah yang dijual di sini mahal 9 modulation translating phrases/ clauses/ sentences through a change of viewpoint/ thought, for example, leg as the object is thought to be the important information / viewpoint i broke my leg kakiku patah 10 foreignization maintaining the cultural reference of the source texts (prasetyo& nugroho, 2013) that cabe added with explanations if needed i like lasagna saya suka lasagna (makanan tradisional italia berupa pasta yang dipanggang di oven yang berisikan daging, keju, tomat dan sebagainya) 11 domesticatio n a translation strategy that is appropriate to the taste of the target susi met a foreigner from canada yesterday susi bertemu bule dari kanada kemarin http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 160 readers (prasetyo& nugroho, 2013) there have been some results of the research on translation conducted by some scholars, such as translation could be defined as the result of a linguistic textual operation in which a text in one language is recontextualized in another language (house, 2015). sun (2014) also stated that the professional theory of translation is the current trend of for translators. in order to be skilful in translation, they should have professional knowledge and ability in translation. and the most frequent translation technique used is a literal translation (sundari & febriyanti, 2016). the difficulties of students in translating were lack of vocabularies (87,5%) and grammatical issues (62,5%) (arono, 2019). in regard with the translation strategy, hardiyanti and oktarani (2015), in their research, tried to define the cultural words in life lines rubric from the jakarta post newspaper, how they were explained to the target language reader using translation method, what strategies being used and whether the results in the target language are considered equivalent. as the source language, the data comprised of indonesian cultural words and their explanation in english as the target language. the translation in the target language revealed that 72 data were equivalent to the source language, 3 data were less equivalent, and meanwhile, 1 data was not equivalent to the source language. furthermore, loan words, loan words plus explanation, paraphrase, and illustration were applied as the translation strategies. of all the previous researches, the writers only referred to the strategies suggested, yet, there were some differences in terms of participants involved and length of the research. house and sun involved academic students; meanwhile the writers’ respondents were vocational students. in this case, the nature between academic and vocational is totally different. however, the goals that the writers wanted to achieve were the same as theirs. moreover, the vocational students as novice translators need sufficient translation practice and strategies for translating is a processoriented activity (pourfarhad et al, 2018). the novice translators might have errors in relation to their knowledge of both source and target languages. they also need to improve the proficiency of both source and target languages. translation as a skill also need translation strategies, such as addition, subtraction, transposition, modulation, foreignization, and domestication (suryawinata&hariyanto, 2011; presetyo& nugroho, 2013; obeidat& abu-melhim, 2017; putrawan, 2018). http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 161 method this research was a descriptive qualitative research which applied the casestudy approach. this research was considered as a case-study for some reasons. the first specific reason was its vocational students. for this case, the nature of vocational higher education students was practical. secondly, the research was intended only to the business english students and conducted within the academic year of 2020/2021. furthermore, fiftyeight vocational students were involved in this research. to collect data as source of information and basis of the analysis, the writers used a survey. in this survey, the writers collected and analysed data from the participants' translation works, questionnaires, interviews. from them, the writers made an analysis. there were some stages that the writers did in collecting data. first, the writers used a strategy of using the objects surrounding them with a purpose of being more natural and making them easier to complete the task given. additionally, the participants were asked to a descriptive paragraph in english and translated it in indonesian. second, the participants were also asked to translate some english sentences into indonesian and some indonesian sentences into english. third, they were also asked to answer the questionnaires given. in this survey, the writers would like to compare the results of the english indonesian translation. the participants could be classified into two groups the experiment group and the control group. among all fifty-eight participants, there were forty participants as the experiment group who had not taken the translation class yet and there were also eighteen participants as the control group who had taken the translation class. the writers would like to compare the translation strategies used by the experiment group and the control group. the control group got the translation class including the translation strategies given while the experiment group did not yet get the translation class so they were not given some translation strategies. from the data collection, the writers could see how they solved the problems/ the errors in translating. next, the writers also analysed the strategies used by both groups. based on the results of the questionnaires and some interviews, the writers could also find out the factors that caused their errors in translating and some other relevant findings. further, the writers could have some findings and discuss the findings for their translation strategies. moreover, the writers could also give some learning examples of translation strategies for english-indonesian translation. they would like to share their best practice in teaching translation by using translation strategies and give some educational implication on this research. the writers would like to investigate whether the translation strategies for translation were really needed or not for their practice in translation class. in other words, would these translation strategies for translation be http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 162 effective for vocational students as novice translators to help facilitate their translation skill for their future professional career? further, the writer could have some findings and discuss the findings for their translation strategies. the writer could also give some learning model as strategies for english-indonesian translation. findings and discussion the researchers found out the errors of the participants, then they made the questionnaires to collect data on english indonesian translation of the participants. then they revised some of the questionnaires to distribute to all participants again. the researchers had collected all the questionnaires but they had not yet analysed them. the participants of this research were all the students of business english study program. there were fifty-eight participants joining in this research. from the participants, there were eighteen participants who had got translation class and there were also forty students who had not got translation class. the researchers would like to compare the translation strategies between these two groups the experimental group and the controlling group. the researchers are still analysing the data in order to get some findings. the results of the questionnaires and the translation text of the experiment group (n= 40) and the control group (n= 18) could be seen in the following: table 2: the difference (percentage) of the translation strategies used by the experiment group and the control group no translation strategies experiment group control group the difference (percentage) participants n=40 percentage n=18 percentage 1 addition (to be) 12 23 % 17 94 % 71 % 2 addition (article) 8 20 % 15 83 % 63 % 3 subtraction (to be) 10 25 % 13 72 % 47 % 4 subtraction (article) 9 23 % 14 78 % 55 % 5 there (be) 14 35 % 16 89 % 54 % http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 163 6 cause effect patterns so ....... that such .......that 12 30 % 10 56 % 26 % 7 tenses 16 40 % 16 89 % 49 % 8 active pattern " yang me" 13 33 % 15 83 % 50 % 9 passive pattern " yang di " 9 23 % 14 78 % 55 % 10 transposition (activepassive) 6 15 % 14 78 % 63 % 11 transposition (modifier head word) 12 30 % 16 89 % 59 % 12 transposition (plural singular) 8 20 % 13 72 % 52 % 13 transposition (noun phrase verb phrase) 18 45 % 16 83 % 38 % 14 modulation 6 15 % 14 78 % 63 % 15 foreignization 11 28 % 12 67 % 39 % 16 domestication 18 45 % 16 89 % 44 % the percentage average of the participants that used the translation strategies 28 % 80 % 52 % http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 164 based on the results above, the writers could gain some important findings. first, the experiment group that did not get the translation class yet would translate the english text to the indonesian text without the translation strategies provided in class that gained the average score = 28 %. in fact, they might have their own strategies to translate them. it meant they could still translate the english text to the indonesian text without the translation strategies given by the lecturer in class but their translation result was lower than the control group that had already got the translation class would translate the english text to the indonesian text with translation strategies given in class that might gain better results, that is, the average score 80 %. it meant that the translation strategies given in class were so significant that they could translate the english text to the indonesian text in much better ways as it was shown by the different average score between both groups, that is, 52 %. second, the percentage difference between the experiment group and the control group was very positively significant (52%) meaning that the control group could make use the translation strategies given in their translation class. in other words, the translation strategies provided by the lecturer in the translation class were needed by the students so that they could translate them in better results. also, the experiment group that had to translate from the english text to the indonesian text did not use the translation strategies because they did not take the translation class and did not know those translation strategies yet so they might use their own translating way. third, learning the translation strategies was significant enough so that the students that translated from the source language text to the target language text could facilitate their translating in order to produce better qualified translation results. further, based on the questionnaires and interviews with the participants (= the experiment group, n= 40), that did not gain the translation class yet, the writers got some following findings relating to the factors that influenced the difficulties in englishindonesian translation and vice versa. when asked if english -indonesian translation and vice versa were difficult, more than half of the participants (63%) replied that englishindonesian translation and vice versa were not difficult because they could use google translate or online/ digital dictionaries. and less than half of the participants (37%) replied that english-indonesian translation and vice versa were difficult because they had weak/ limited english vocabularies and grammar. when asked about how they usually translated, the participants (n=58) could be classified into four categories: first, more than half of the participants (53%) used the google translate for their translation, then they tried to edit the translation results by using some translation strategies that might be structural or semantic in order to gain their desirable translation results; they had to edit the translation results because they realized that the http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 165 google translate sometimes did not give the right/ desirable translation results, second, many of them (24%) translated the sl texts into the tl texts themselves first and then they compared them with the results of the translation by using the google translate in order to have their best translation results because they were not sure their own translation and they also wanted to recheck and improve their translation results with those of the google translate, third, some others (17%) used the google translate or other digital tools like online dictionaries because they thought it was an easy and fast way to gain the translation results and they themselves realized that they were still lacks of vocabularies and grammatical patterns, fourth, only a few others (1%) translated the sl texts into the tl texts with their own ability because they were sure that they could translate them with the translation strategies for translation. they also realized that google translate could be wrong or inaccurate in translating so they also needed to translate the texts by themselves or by asking friends. based on the results of the experiment group and the control group in translating, the experiment group that did not get the translation class could use less translation strategies in translating (28%) than the control group that got some strategies in their translation class could make use more translation strategies in translating (80%). the difference or the gain between the control group and the experiment group was highly significant (52%) meaning that the translation strategies in translating and the practice to apply them in their translating were significant to facilitate their translating. additionally, when asked why the participants had difficulties in english-indonesian translation and vice versa, they replied that most of them (83%) had lack of vocabularies and more than half of them (70%) had lack of grammar relating to english language as their foreign language. as a matter of fact, all the participants' mother tongue would be indonesian. they learnt english as their foreign language. to improve their english skill, they actually needed to read and listen more english materials, such as reading english books, listening english songs or stories, watching english films, and other receptive skills as their inputs of their english proficiency. moreover, when asked whether they liked to read english books, they replied that more than half of them (79%) did not read english books, but only a few of them (21%) had reading habit as their hobbies. when asked whether they liked to watch english films, they replied that more than half of them (66%) liked to watch english films without indonesian sub-texts, but others did not watch english films. as a matter of fact, all the participants' mother tongue would be indonesian. although their indonesian proficiency was better that the english one, they still had some difficulties in translating to indonesian's standardized words, such as "canggih" for sophisticated, "unduh" for download, "luring" for offline and some indonesian structure, such as 'disini' and 'kesana' which are not prefixes 'di-' or 'ke' but the examples disini should be 'di sini' and "kesana" should be 'kesana' for they are articles 'di' and http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 166 'ke .' in addition, when they had to translate from the english text to the indonesian text, most of the participants (80%) made some errors of the indonesian articles by writing the words like prefixes, for examples "disini, disana, diatas, dirumah, dimana, dikamar" that should "di sini, di sana, di atas, di rumah, di mana, di kamar". moreover, based on their englishindonesian translation, many of the participants (73%) did not use capitalization for certain names, such as surabaya instead of surabaya, economics instead of economics. when asked why the participants had difficulties in englishindonesian translation and vice versa, they replied that most of them (85%) did not know the strategies in englishindonesian translation. and more than half of them (73%) replied that they did not have enough practice or translating experience. ideally, translators would be proficient in both languages they would like to use for desirable translation results. from these findings, the writers found out at least four relevant issues: first, these participants as novice translators also needed to improve their skills in english and indonesian by reading and listening more in order to improve their vocabularies and grammatical patterns. second, for indonesian standardized words as official translation, they had to update their knowledge by using "kamusbesar bahasa indonesia" published by "pusat pengembangan dan pembinaan bahasa depdikbud ri." third, the participants as novice translators needed some translation strategies in order to produce better qualified translation results. finally, the participants as novice translators needed enough practice or translating experience from the english text to the indonesian text and vice versa. furthermore, based on the findings above, the writers facilitated the translation strategies that could help the participants/ the students as novice translators produce better qualified translation results. the difference of the percentage average between the experiment group and the control group was 52 %, meaning that the translation strategies for translating were very significant for the participants/ vocational students. and the translation strategies for translating from the english text to the indonesian text could be used as follows: table 3: the translation strategies for doing englishindonesian translation 1 addition (to be) 2 addition (article) 3 subtraction (to be) 4 subtraction (article) http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 167 5 there (be) 6 cause effect patterns: so ....... that..., such .......that 7 tenses 8 active pattern " yang me" 9 passive pattern " yang di " 10 transposition (active-passive) 11 transposition (modifier head word) 12 transposition (pluralsingular) 13 transposition (noun phrase verb phrase) 14 modulation 15 foreignization 16 domestication moreover, the translation strategies in translating used by the novice translators were structural and semantic translation strategies, such as addition, subtraction, transposition, modulation, foreignization, domestication and some other structural ones like the pattern of there (be), the indonesian translation of perfect ( "telah/ sudah") and future ( "akan") tenses, the causeeffect patterns of ... so .... that.../ .... such... that .... ( ... "begitu" ...."sehingga" ....), the active indonesian translation pattern using "yang me-", the passive indonesian pattern using "yang di-", as novice translators, the students needed to know how to translate (the notion of translation and the practical ways of translation) with translation strategies and other available digital tools, such as google translate, digital/ online dictionaries, and other machine translation (for example neural machine translation) and they also had enough practice/ experience in translating so that they could use their "mind" and "feelings" to gain the accurate, natural, and communicative translation results. in addition, besides the translation strategies for englishindonesian translation above, the students as novice translators should also learn many others, such as the correct ways of writing articles "di" or "ke" , and prefixes "di-" or "ke-" in indonesian, the capitalization, and some standardized words in indoneian officially published by the department of education and culture of indonesia. http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.153-170 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x english indonesian translation strategies made:... singgih widodo limantoro, yerly arnold datu doi: https://doi.org/10.26714/lensa.11.2.2021.153-170 168 conclusion due to the fact that language industry has been growing fast, the vocational students as novice translators used google translate or other digital dictionaries or machine translation for translating the english texts into the indonesian ones or vice versa. they used the google translate or other digital translation tools because these tools were available, easy and fast to help them translate from the sl texts into the tl texts. they used the google translate and other digital tools as a way to gain better translation results than they translated themselves because they also realized that they were lacks of vocabularies and grammatical patterns and did not know any translation strategies for translating. based on the results of the experiment group and the control group in translating, the experiment group that did not get the translation class could use less translation strategies in translating (28%) than the control group that got some strategies in their translation class could make use more translation strategies in translating (80%). the difference or the gain between the control group and the experiment group was highly significant (52%) meaning that the translation strategies in translating and the practice to apply them in their translating were significant to facilitate their translating. most of the respondents (83%) also had lack of vocabularies and more than half of them (70%) had lack of grammar relating to english language as their foreign language. moreover, as novice translators, the students needed to know how to translate with translation strategies and other available digital tools, such as google translate, digital/ online dictionaries, and other machine translation (for example neural machine translation) and they also had enough practice/ experience in translating so that they could use their "mind" and "feelings" to gain the accurate, natural, and communicative translation results. references ariyanti, t., wulandari, h., safitri, m., & novita, d. 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(2019). investigating english indonesian translation of intransitive phrasal verbs in brown's principle of language learning and teaching. pedagogy journal of english langauge teaching , vol. 7, no. 1, june. http://jurnal.unimus.ac.id/index.php/lensa 7538-24891-1-le%20new.doc lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 171 expanding esl students’ vocabulary through tiktok videos audrey a. bernard ining, kolej vokasional keningau, beg berkunci no. 4, jalan bariawa ulu keningau, 89009 keningau, sabah, malaysia. audyvaleria@gmail.com article history: submitted on 2nd april 2021 ; accepted on 14th august 2021; published on 30th december 2021 abstract tiktok is a video-sharing social network that has abruptly gained popularity for the past few years due to its unique feature of short-form videos on various genres particularly comedy and performance. the videos produced from this platform have been used widely in multiple contexts including classroom teaching. thus, this project delved into the role of tiktok in capturing students’ attention and introducing them to new vocabulary during english language class through some selected videos from the app. most students could barely pay attention to their teachers during physical classes or online lessons. this could possibly hinder them from participating actively in classroom activities. due to the nature of tiktok videos that are shorter in duration with humorous yet informative content, these videos might serve as engaging teaching materials. the results showed that the students displayed improved level of attention, interest and understanding of the subject matter that was being taught in class through tiktok videos. it is recommended that more studies should be done to analyze the multiple types and genres of tiktok videos and how these variables influence students’ learning. keywords: tiktok, vocabulary learning, digital learning. introduction tiktok, an application founded in 2016 in china, which chinese pattern named douyin, is a platform for making and sharing short videos, which has then became one of the fastest growing social networks in the world. as of january 2020, tiktok has reached more than 150 countries worldwide, with more than 400 million daily active users (sensor, 2020). tiktok allows users to create interesting videos of various content with its http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx mailto:audyvaleria@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 172 easy to use special effects and editing tools, producing videos from a range of 3 to 90 seconds, and has features which enable users to interact with their audience through its comments and private chats section (demmy and fathul, 2018). there are many reasons why tiktok has been steadily increasing in its popularity, particularly among the younger generation. tiktok has a young user base which made up of 69% of the users aged from 16 to 24 (sloane and rittenhouse, 2019). majority of its users are of the generation z, in which they are claimed to be highly educated, tech-savvy by nature, prefers graphics, enjoys creating content and they are the generation who are constantly connected to their mobile screen (fromm and read, 2018; prioparas et al., 2017; smith, 2019). besides, tiktok videos are also shorter in duration, hence they are able to capture better interest and the short attention span for many learners. learning in the form of shorter video will significantly encourage learners to take part in task-relevant activities and reduce task-irrelevant activities (szpunar et. al, 2013). besides that, tiktok is also known for its colorful, engaging and its variety of content which brings many benefits for its audience. the categories of shared knowledge on tiktok vary from creative skills and personal experience to explicit knowledge such as science, technology, and culture (cbndata, 2017). su (2018) determined that users display positive attitude on tiktok as they are able to learn many skills that are beneficial in their daily lives. tiktok also acts as a good facilitator for the delivery of teaching materials to students. educational video media that are included in the videos are contents that have been designed for learning, hence the content has been adapted to the learning objectives to facilitate students in their learning (erniasih, 2018). many teachers have been using the platform to develop their own clips to illustrate complicated concepts, to explain rules or theories, or simply to share specific task instructions. these videos are downloadable and shareable. hence, students will benefit a lot from this process, as they have unrestricted access to the content and points shared in the videos. vocabulary is the foundation of acquiring a second language. without learning vocabulary, communication in the second language becomes difficult (rohmatillah, 2014). vocabulary is defined as a language element that links the four language skills in learning a foreign language, which include listening, speaking, reading and writing (huyen and nga, 2003). thornbury (2006) stated that in order to master vocabulary, students are required to have comprehensive knowledge about vocabularies. these knowledge include understanding the meanings, its spoken and written form, the grammatical behaviour, the word derivation, its collocations, the register of the words (both spoken and written), the connotations or associations as well as the frequency of the words. cahyono and widiati (2008) stated that the purpose of vocabulary teaching is to enable learners to understand the concept of unfamiliar words, to acquire greater number of words, as well as to apply and utilize those words successfully for communicative purposes. whereas, http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 173 intaraprasert (2004) outlined that the main objectives of vocabulary learning are to discover the meanings of new words, to retain the knowledge of newlylearned words, and to expand the knowledge of english vocabulary. therefore, in order to influence positive vocabulary growth among students, effective strategies both in teaching and learning are required. in this preliminary study, the researcher used selected and filtered tiktok videos to expand esl students’ vocabulary. in choosing the right videos for vocabulary learning, the students’ learning needs, interests, characteristics, experience and developmental maturity are put into consideration. the main purpose of the study is to expand the vocabulary knowledge of the english as second language (esl) learners as vocabulary learning is essential to the english language teaching. most of the esl learners in malaysia face learning challenges to acquire and comprehend lexical items, mainly because they are lacking in vocabulary (naginder kaur, 2013). alqahtani (2015) argued that having low vocabulary knowledge creates severe problems to learners, which ultimately impedes their learning of english language. hence, many of these students fail to understand others, or express their thoughts and ideas in both verbal and written form. this is particularly evident during lessons, where students faced difficulties to present and write in english. they were unable to express their thoughts by connecting the ideas, and hence resulted in repetitive and redundant use of english words throughout their presentation and writing. in order to expand the students’ vocabulary knowledge, the tiktok videos are used by following the framework from michael greeves (2006), which included four approaches; (i) to provide rich and varied language experiences; (ii) to teach individual words, (iii) to teach word-learning strategies, and (iv) to foster word consciousness. in the study, the tiktok videos are introduced in the first phase, where they are used to deliver the selected vocabulary for the students to learn. in the second phase, the words will then be taught individually by providing students with sufficient information related to the words. the third phase is to teach students the strategies on how to infer the meaning of unknown words through making sense of the context or the surrounding words or sentences of the unfamiliar word. the last phase, also the most important, is to develop word consciousness within the students and maintain their interest in words through further writing. research on the application of social media in language classrooms of recent years has shown significant findings in enhancing the learning experience for language students. however, studies on the impact of tiktok videos towards vocabulary teaching and learning are very limited. in malaysia, a study on the use of tiktok as a tool in enhancing esl writing skill was conducted in 2018 by a group of researchers led by kamini karthigesu. in the study, tiktok videos were used to teach students about action verbs, in which their learning of these verbs will help in strengthening their writing skills. the selected action verbs were categorized into topics. students’ http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 174 creativity was also promoted as they produced their own shareable learning materials which helped to expose them to real life learning and networking. findings from the study concluded that the students’ scores from the three different schools increased respectively from their pre to post-test. it was also concluded that the intervention has lowered participants’ anxiety and enhanced their motivation towards learning english. in russia, tiktok videos were used in the field of studying russian as a foreign language. the findings from the study conducted by si (2020) found that short videos allow one to concentrate attention, have a bright emotional specter, have better memorization of new vocabulary, uses correct intonation and pronunciation, as well as giving better visual video examples for the use of new vocabulary. hence, it can be concluded that tiktok is an effective tool in teaching foreigners russian vocabulary and russian speech. despite all of the positive results, the use of tiktok has also somewhat fell short. findings stated that the content quality of each short videos is different and fragmented, which could still not replace the main teaching method. a similar study on tiktok was also recently conducted in indonesia by syaifuddin et. al. (2021), in which, the results of the study demonstrated that the use of tiktok in writing descriptive text fostered a positive learning environment within the students. students were seen actively participating in their lessons as they become more motivated in their learning. therefore, the primary aim of this study is to investigate the further impact of tiktok videos in expanding esl students’ vocabulary learning. the study sought to answer the following questions: (1) how do tiktok videos help in expanding esl students’ vocabulary learning? (2) what are the esl students’ perceptions of using tiktok videos in learning vocabulary? method the research aims to share the preliminary findings on the impact of using tiktok videos to further enhance esl students’ vocabulary learning, precisely on the ways of how it can help and to investigate on the students’ perceptions of using tiktok in learning. among the criteria that were considered before selecting suitable tiktok videos for the students’ vocabulary learning: i) the relevance and connection of the video content towards the topic of study at the time; ii) students’ familiarity of the vocabulary used, and iii) the contextualization of the selected videos for better comprehension. the videos were implemented in the introductory stage of vocabulary learning where topic of the day was introduced to the students. the videos were also used as the attention grabber to engage and attract students’ interest. the words and content in the videos were then thoroughly explained and discussed by the researcher during lessons. in the reinforcement stage, students were given guided practice on how to use the newly-learned words from tiktok to real-life daily conversations and by constructing simple sentences to check on their understanding. lastly, in the final stage of learning, students were required to http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 175 apply and practice the new words or phrases with their classmates through short presentation and essay writing. this study employed a qualitative methodology by conducting focus group interview sessions with the eight selected participants. the participants for the preliminary study were students from kolej vokasional keningau, taking early childhood education course. participants were selected through purposive sampling, in which, in this type of non-random sampling, researcher identified and selected participants that are adept and wellinformed with the phenomenon of interest of the study (creswell and clark, 2011). in this study, the selected participants are similar in age, share the same background and cultures, they are of the generation who is well up-to-date to tiktok, and have similar language proficiency. they were also easily available to the researcher and were willing to contribute and participate in the study. an interview is defined as a conversation in which its aim is to collect data and further descriptions from an interviewee, with respect to the interpretation of the meanings of the described phenomena (kvale, 1994). the type of interview selected was the semi-structured interview, with openended questions. rubin and rubin (2005) described that this type of interview is more flexible than the structured interview as it permits depth to be achieved by providing opportunities for the interviewer to probe and expand the interviewees’ responses. the interviews were carried out after the implementation of tiktok videos in classroom teaching for vocabulary learning. findings gathered from the interview sessions will be analyzed by using thematic analysis approach. thematic analysis is a method of identifying, analyzing and reporting similar patterns or themes within data (braun and clarke, 2006). the raw data from the interview will be coded and extracted into relevant themes. findings and discussion in order to answer the research questions, the interview data was transcribed, coded and categorized into three different themes based on the patterns; (i) content, (ii) features, and (iii) authenticity. findings from the preliminary study demonstrated that tiktok helps in expanding the vocabulary learning of esl students as it introduces learners to specific terms and phrases through its diverse topics and themes; it provides more options for learners to access the language through its multiple features, and it helps in familiarizing learners with different sets of vocabulary through its real-life content. http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 176 table 1: findings on the impact of using tiktok videos in expanding students’ vocabulary learning no responses category theme 1 “for me, i use tiktok to watch cooking videos. some of the video creators put captions in their videos. by learning vocabulary from cooking tiktok videos, it helps you to communicate better when you talk about cooking with your friends.” students learned new words by browsing content which fit to their interests. content of the videos 2 “how the content creator create their content and what kind of language or words they use in their content.” 3 “we browse through the videos based on our interest for example, videos about makeup. we will learn more vocabulary from the videos and eventually we will apply the same vocabulary in making our own tiktok videos or even in our daily conversations with friends.” 4 “there are so many interesting, fun, educational videos on tiktok. to search for videos of learning material on tiktok, students should use the #teachersoftiktok. most teachers who use this hashtag are teachers who are fluent in english. therefore, students can learn about a school subject and communicate in english at the same time.” students can find various content created by multiple content creators and learned many new words through the use of hashtags in tiktok. 5 “tiktok is an app that is used by people around the world. there are a lots of english teachers that teaching english with different techniques and they make it more interesting.” 6 “we have tiktok guru on tiktok so students can gain more knowledge through their content.” 7 “ tiktok creator sometimes provide a subtitle so i think i can use subtitle to watch it...with subtitle i think it helps me a lot.” students learned new words through the use of subtitles. features of the videos http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 177 8 “i am not familiar with a few of the advance words until i watch the tiktok videos given to me. the videos helped to raise my level of vocabulary to construct much more better sentences in any upcoming exam. it is because their video presentation is short and simple yet understandable and effective.” tiktok videos are short, simple, and easy to understand. 9 “through the way the video is made is not boring, short, interesting and clear.” 10 “when there are catchy unfamiliar words, i usually will look up for the meaning immediately.” students learned and retained newly-learned words by pausing and repeating the tiktok videos. 11 “the videos features a variety of new words, from there i can add to my vocabulary and i can remember them every time i watch the videos.” 12 “i can access tiktok better because it doesn’t use heavy internet data like google classroom or telegram.” students preferred learning through tiktok as it doesn’t consume much internet data. 13 “i really love the ‘save’ and ‘share’ function. i can watch and use the videos that i’ve saved. i can also watch the saved videos repeatedly and share them with my friends.” students learned new words by downloading the videos and watching them repeatedly. 14 “i like tiktok better than reading slides. there are less words and more graphics, which help me to focus more in learning.” students learned better through tiktok as they provide more graphics and less wordy than traditional teaching materials. 15 “the vocabulary from the tiktok videos are very helpful and comes in handy for future english exam and when i am speaking to any english lecturers at the college as well as if i ever get the chance to visit foreign places. it is so because the words students learned new words and improved their pronunciation through the language used by http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 178 table 2: findings on the students’ perceptions of using tiktok videos for vocabulary learning no responses 1 “it’s a great tool for learning if we know how to use it wisely.” 2 “tiktok is overall an enjoyable and educational app at the same time. however, we should be a better user and avoid from making thirst-trap contents.” 3 “everyone love to use tiktok nowadays and it‘s fun, teachers can use tiktok as another place to give their lesson. for example, create content using tiktok trend about education.” 4 “teachers and lecturers play an important role in encouraging students to use the tiktok application as a learning material. teachers can enhance from the videos are advance and it help me a lot to communicate confidently.” native english speakers. 16 “watching videos created by native english speakers helps me a lot in improving my pronunciation.” students enjoyed learning various english accents used internationally. authentici ty of the videos 17 “we can learn various type of english accent since tiktok is popular all over the world.” 18 “for me, i use tiktok to showcase my dancing talent. from tiktok, i’ve met many new friends from all around the world who also like to dance. we usually communicate in english.” students used tiktok to showcase talents and communicate with friends from other countries by using english. 19 “there’s this one video that i’ve watched, which helped me a lot in improving my ability to introduce myself in a social setting. i am able to use those phrases that i’ve learned from tiktok in real-life situation.” students learned new phrases from tiktok and were able to use them in real-life situations. http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 179 students' creative thinking by making videos about them speaking in english too. we must move in line with the increasingly modern era.” 5 “i think tiktok can help me focus in my learning but maybe just 50% in terms of what i can learn and understand from the video. i would still need help from the teachers in order to learn better.” tiktok introduced learners to specific terms and phrases through its diverse topics and themes the findings showed that tiktok helped in expanding esl students‘ vocabulary by introducing learners to specific terms and phrases through the diverse topics and themes of videos created in the platform. students became more engaged in their learning as tiktok provided multiple supply of videos with interesting, diversified contents of various genres, ranging from humorous, religious to educational videos. for example, a student expressed that she liked learning new recipes from tiktok. these videos are easily searchable on tiktok by browsing hashtags related to the content. by watching those videos, she stated that she managed to pick up various new vocabulary from the ingredients and cooking tools displayed in the videos. the diversified content of the topics found in tiktok has helped students in expanding their vocabulary knowledge as they are given exposures to various new, unfamiliar words in different contexts. baumann et al., (2003) and graves (2000) found that one of the indirect methods of teaching vocabulary includes providing multiple exposures to words in various contexts. in the findings, students concluded that they did not only learn new words or phrases from the videos, but they have also become more aware of the various global and social issues around the world. these new words are particularly useful in expanding their vocabulary to enhance their speaking and writing skills. tiktok offered more options for learners to access the language through its multiple features the findings also demonstrated that students were able to expand their vocabulary as tiktok provided ample opportunities for them to access the language through its multiple features. in terms of the tiktok features, students stated that they have learned multiple new words through the use of captions and subtitles provided in the videos. from these captions and subtitles, students were also able to learn the correct enunciation and pronunciation of some unfamiliar words. al seghayer (2001) stated that students‘ rate of attention in learning is higher, and they learn better when visuals are added to vocabulary instruction. traore and kyeiblankson (2011) also stated that students improved their learning through the simultaneous use of audio and visual presentations as they are able to listen http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 180 to the vocabulary words while being visually stimulated by the graphics and pictures used. in the interview, a student stated that whenever she came across a new word from tiktok, she would resort to dictionary in order to find the meaning of the particular word. another student also stated that tiktok enhanced her communication and presentation skills, as they learned various new phrases from the subtitles provided in tiktok. thus, she became more confident when speaking in english in front of her classmates. one feature that was particularly reviewed positively from the students, is the ’save’ and ’share’ function. majority of the students enjoyed sharing their favorite tiktok videos to other social media sites. some of them resort to saving their favorite videos so they can watch the videos repeatedly. the repetitive watching of those videos has helped them tremendously in their vocabulary learning, particularly in improving their pronunciation skills. silverman and hines (2009) stated that repeated viewings of video are significant for vocabulary learning. all 8 of the students also liked the fact that the videos are short, simple, but efficient. since most tiktok videos are short in duration, the videos are easily accessible to them as the platform do not require heavy use of internet data. tiktok familiarized learners with different sets of vocabulary through its authentic content it is also found that tiktok helped in improving the students‘ vocabulary as it familiarizes students with different sets of vocabulary through its authentic and real-life content. majority of the students enjoyed watching tiktok as the platform exposed them to many educational content creators around the world, that provided them with authentic learning materials and displayed different new techniques of learning for various subjects. morrow (1977) defined authenticity as a stretch of real language, produced by a real speaker or writer for a real audience, designated to deliver a real message. schiffrin (1996) stated that authentic materials, specifically audio-visual ones, provides richer source of input for learners and they can be exploited in different ways and on different levels in order to expand learners‘ communicative competence. ktoridou, yiangou and zarpetea (2002) found that by using videos to enhance students’ vocabulary recognition and comprehension, it helps to provide language learners the exposure to authentic content and context, in which learners can significantly improve their language skills. by watching videos produced from a variety of english speakers across the nation, the students were able to learn and to mimic different accents. ultimately, this helped students to enunciate and pronounce words better as they get to listen to how native speakers communicate. the platform also provided opportunities for students to build networks and meeting new friends from different countries through the comment or direct messages section. one student http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 181 mentioned that she enjoyed using tiktok, as the platform helped her a lot in improving her english as she learned many new vocabularies and conversational phrases by exchanging comments and messages with her internet friends. tiktok promoted positive learning environment for learners the findings also showed that tiktok promoted and created a positive learning environment for the esl students. overall, the students displayed positive attitude, increased motivation and acceptance in using tiktok videos to expand their vocabulary learning. when interviewed, all 8 of the students stated that they own tiktok accounts, and are frequent users of tiktok as they spent around 5 to 8 hours in a day browsing and watching tiktok videos. a notable finding in the initial phase was although these students are frequent users, half of them admitted to watching tiktok for mainly entertainment purposes. thus, when they were exposed to such educational videos, they found that tiktok is indeed a useful tool for learning. they mentioned that using tiktok created a fun learning environment for students as lessons became more enjoyable than traditional teaching methods. however, majority of the students agreed that tiktok could not serve as a stand-alone teaching material, as they would still need proper guidance from their teachers. hence, tiktok should act only as a supplement in the teaching and learning process. this finding is similar to the results of the research done by kamil et. al. (2000), and verhallen and bus (2010), who stated that although using videos offer more multifaceted nonverbal support than books, but watching videos alone does not sufficiently support word learning and that instruction on word meanings is still required. conclusion results of the preliminary research indicated that the use of tiktok contributed positively to expanding esl students‘ vocabulary learning. students learned many new vocabulary through various content found in tiktok, its useful and handy features which provides sufficient audio, graphics, subtitles and its ’save‘ function, as well as through the authenticity of the videos. since tiktok is the current trend nowadays, using the platform can be a good alternative for teachers to apply the method in their teaching, provided that the selected videos from tiktok are suitable for the students‘ level, interest, and best to match their learning needs and styles. this study would also suggest teachers who would like to use tiktok as their teaching tool to create their own videos with their own designated content and topics that matched their syllabus, in order to provide a better and more authentic learning experiences for their own students. self-made videos by teachers could also help in better understanding of the students‘ needs and learning styles. http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 182 in the future, a more extensive research and further analysis should be carried out to study the different types of genres and how these genres would affect students‘ motivation in learning. references alqahtani, m. 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(2019). mobile advertising to digital natives: preferences on http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.171-184 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x expanding esl students’ vocabulary through:... audrey a. bernard ining doi: https://doi.org/10.26714/lensa.11.2.2021.171-184 184 content, style, personalization, and functionality. journal of strategic marketing, 27(1), 67-80. su, y. c. (2007). students’ changing views and the integrated-skills approach in taiwan’s efl college classes. asia pacific education review, 8(1), 2740. szpunar, k. k., khan, n. y., & schacter, d. l. (2013). interpolated memory tests reduce mind wandering and improve learning of online lectures. proceedings of the national academy of sciences, 110(16), 63136317. thornbury, s. (2006). how to teach vocabulary. pearson education india. traore, m., & kyei-blankson, l. (2011). using literature and multiple technologies in esl instruction. journal of language teaching & research, 2(3). tower, s. (2020). tiktok crosses 2 billion downloads after best quarter for any app ever. recuperado de https://sensortower. com/blog/tiktokdownloads-2-billion. verhallen, m. j., & bus, a. g. (2010). low-income immigrant pupils learning vocabulary through digital picture storybooks. journal of educational psychology, 102(1), 54. http://jurnal.unimus.ac.id/index.php/lensa 7303-24889-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 16 the structure of humor in psycho stand-up comedy by margaret cho anindita dewangga puri english letters department, universitas sanata dharma, yogyakarta aninditapuri@usd.ac.id riwayat artikel: dikirim 15 februari 2020; diterima 12 juni 2020; diterbitkan 30 juni 2020 abstract this research aims to analyze the structure of humor in psycho stand-up comedy employed by margaret cho. it is qualitative descriptive research. the main source of this research is the oral data in psycho stand-up comedy performed by margaret cho. there are three steps to find out the aim of this research: the data collection from stand-up comedy entitled psycho, the analysis of the data, and the last is the display of the result. after all of the data is collected, the researcher tries to find out the structure of psycho standup comedy by using the sequence of joke theory by rutter and the structure theory of stand-up comedy by scarpetta and spagnolli. based on the data analysis, the researcher finds that this stand-up comedy is divided into three parts: the opening, the core, and the closing. a master of ceremony conducts the opening. the body of this stand-up comedy consists of 31 bits, and in one bit, there are parts such as setup, transition, punchline, act-out, and expanding successful jokes. margaret cho delivers the closing of this standup comedy as an appreciation to her audiences. the researcher also finds that the punchline that is done repeatedly becomes the characteristics of psycho stand-up comedy employed by margaret cho. keywords: stand-up comedy, humor, discourse, margaret cho, pragmatics abstrak penelitian ini bertujuan untuk menganalisis struktur humor dalam stand-up comedi berjudul psycho yang disajikan oleh seorang comedian bernama margaret cho. penelitian ini merupakan penelitian deskriptif kualitatif. sumber data utama dari penelitian ini adalah data lisan dalam stand-up comedy psycho. penelitian ini dilakukan melalui tiga langkah. pertama adalah tahap pengumpulan data dari stand-up comedy psycho, tahap kedua adalah analisis data, dan tahap terakhir adalah penyajian hasil analisis data. setelah semua data terkumpul, data-data tersebut dianalisis menggunakan teori sequence of joke oleh rutter dan teori tentang struktur stand-up comedy oleh scarpetta dan spagnolli. berdasarkan hasil analisis yang telah dilakukan, peneliti menemukan vahwa http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 mailto:aninditapuri@usd.ac.id mailto:aninditapuri@usd.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 17 stand-up comedy berjudul psycho ini dibagi menjadi tiga bagian: bagian pembuka, bagian inti, dan bagian penutup. bagian pembuka dilakukan oleh seorang pembawa acara. bagian inti dari stand-up comedy ini terdiri dari 31 bit, di mana pada setiap bit terdapat beberapa bagian yang dimunculkan seperti setup, transition, punchline, act-out, dan expanding successful jokes. bagian penutup dari stand-up comedy ini disampaikan sendiri oleh margaret cho sebagai ungkapan apresiasi dan terima kasih bagi para penontonnya. pada penelitian ini, ditemukan pula punchline yang dilakukan secara berulang-ulang, di mana hal ini menjadi ciri khas dari stand-up comedy psycho yang disajikan oleh margaret cho. kata kunci: stand-up comedy, lelucon, wacana, margaret cho, pragmatik introduction as part of human life, humor has a function to reduce the tension in the human mind. ross (2005), in his book, said that humor is everything that makes people laugh. producing humor is one of the human abilities. one of the sense of humor that is produced by human ability is stand-up comedy. according to double (2014), stand-up comedy happens when a comedian acts in front of the audience by telling something funny. a comedian or a comic amuses the audience through his or her jokes on the stage. stand-up comedy first came up in the 19th century in america and europe. america becomes a pioneer of famous omics such as robin williams, sarah silverman, christ rock, ellen degeneres, and margaret cho. each comic has its characteristics in delivering the comedic material, for example, christ rock, whose jokes related to politics, race, and celebrities. ellen degeneres, whose jokes have topics related to gay and lesbian. margaret cho, whose jokes related to racism, women, and sexual behavior. in this research, the researcher chooses the stand-up comedy employed by margaret cho. she is a famous stand-up comedian woman from america. the comedic material from margaret cho tends to have a relation toward women, racism, politics, or sexual behavior. sometimes cho is also mocking the asian in her stand-up comedy (chun, 2004). moreover, according to yus (as cited in attardo, 2017), sometimes the comedian or the comic uses a typical social issue such as profession or sex-role stereotypes as the material on his or her stand-up comedy according to the personal beliefs of the audience. in conducting this research, the researcher chooses one of the stand-up comedy videos of margaret cho that is psycho. it is a stand-up comedy that was held in 2015. this stand-up comedy consists of the jokes material, which is related to the madness and the anger of margaret cho, such as the feeling of cho when she saw the action of police brutality, racism, and also the increase of the violence against the women. margaret cho tries to deliver her madness and feeling through the humor. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 18 this research is a small part of the thesis that had been done by the researcher. it examines discourse analysis because the sentence related to one another. as what moeliono (as cited in mulyana, 2005) said that discourse is a sentence which has relation from one to another in the unity of meaning. it is categorized as the complete language unit in the language hierarchy. discourse analysis is used the language units by looking at the existing context because it is essential to understand the context to know the meaning that exists in a text. in analyzing the discourse, the researcher uses a pragmatic approach to understand the linguistic context. it is because in analyzing the elements in a discourse, the researcher has to understand the meaning of what is said by the speaker and also to learn on how speakers organized what they want to speak to the hearer (yule, 1996). several important things need to be considered in analyzing a discourse. according to littlejohn (as cited in sobur, 2006), we need to pay attention to the structure that makes a discourse becomes coherent, the aims of the utterances, and the principles used in the discourse. therefore, it is important to understand the structure of psycho stand-up comedy discourse to observe its regularity. this research takes female stand-up comedian as an object because it is still only a few studies that examined the stand-up comedy employed by a woman, especially in terms of linguistics. moreover, a sequence of the jokes and also the interactional development between the comedian and the audience are commonly discussed in the research of humor (rutter, 2000). that is the reason why the researcher conducted this research. it focuses only on the structure of the humor discourse in psycho stand-up comedy by margaret cho. research on stand-up comedy presented by a female comic is still minimum, and it is because the point of view that men are more able to create a humorous situation rather than women. in conducting this research, the researcher provides several previous types of research related to stand-up comedy to support this research. first, the study from triandana (2014) entitled “analisis wacana humor dalam film kill the messenger (studi kasus stand-up comedy christ rock)”. one of the aims of this research is to find out the structure of humor discourse in the kill the messenger film. the result of the study found that there are various structures and patterns in the kill the messenger film that can create a humorous situation, they are one-liners, questions and answers, simple structures, and complex structures. the second research was conducted by afidah & wahyudi (2014) entitled how it starts and ends: a study of indonesian stand-up comedy. this research analyses the opening and the closing of the stand-up comedy employed by raditya dika, ryan adryandhi, and abdel achrian as the indonesian comedians, compared with the rutter’s (1997). as a result, the researchers found that the opening and the closing of those stand-up comedies have similarities with rutter’s pattern. the third research entitled a comparison malaysian ethnic and political stand-up comedies’ text structures and use of politeness strategies (onn, 2018). one http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 19 of the aims of this research is to investigate and compare the text structure of ethnic and political malaysian stand-up comedies by using hockett’s (1960) internal structure of jokes. here, the researchers found that the two comedians used three standard structures of stand-up comedy: build-up, pivot, and punchline. however, the use of build-up is more in ethnic jokes rather than political jokes. it is because of the characteristic of ethnic standup comedy where the comic needs to specify the target stereotype to avoid generalization. this research is different from previous research. the researcher tries to focus on stand-up comedy by a woman because the research on stand-up comedy that is presented by female comic is still minimal, it is because the point of view that men are more able to create a humorous situation rather than women. this research was also combining the theory of humor structure by rutter (1997) and scarpetta & spagnolli (2009) so that it can be seen in its regularity. the structure of stand-up comedy rutter (2000) identified the sequence of the stand-up comedy, which was held by stand-up comedy from the english year 1990. it consists of opening by a compere or a master of ceremony, followed by the comedian entrance, the body of the show, and the last is the closure. there are several parts of opening in stand-up comedy (rutter, 1997). first is contextualization in which the compere or the host introduces the background of the stand-up comedy. second is a framing of response; the host gives a clue to the audience to perform an action when the comedian is arriving. the third is the evaluation of the comedian in which the host mentions the positive and the negative sides of the comedian. the last is a request for action, that is the technique of the host to invite the audience to give a contribution to that even. generally, the host will say, “please welcome,” and the applause of the audience will follow it. closing is also an essential part of stand-up comedy. according to rutter (1997), there are some structures of closing in the stand-up comedy: a. pre-closing which is characterized by a few things that the comedian did to show that the stand-up comedy is almost complete. b. audience laughter in which the audience laughs after the pre-closure. the audience’s laughter is the sign that the comedian is successful in delivering the material. c. comment on the audience is the opportunity of the comedian to comment on the audience. d. re-introduction. in this part, the comic or comedian reintroduces his or her name. e. appreciation is one of the parts when the comic or comedian appreciates the audience. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 20 f. exclamatory closing usually done before the comedian leaves the stage. g. when the comedian leaves the stage, it is continued by the applause from the audience. h. compere’s outro is the last part of closing by the host after the comedian leaves the stage. specifically, scarpetta & spagnolli (2009) divide the structure of the standup comedy into some parts: a. starting the interaction. in this part, the audiences give applause to welcome the arrival of the comic or comedian. in general, the comedian will react to the audience and says thank you to the audience. b. transition to a new joke sequence. here, the joke materials are delivered by the comedian. a move between a joke to other jokes is required here. the comedian must be able to take the audience from one bit to another bit by using some transitions; they are fillers and surveys. the filler is usually located after the punchline. it is meaningless and is not a part of a new bit. furthermore, surveys happen directly before the next punchline. c. expanding successful jokes. the comedian or comic can improve another punchline repeatedly in his or her stand-up comedy. d. referring to the audience in the punchline. in this part, the comic or the comedian presents a punchline to make the audience laugh. method this research is descriptive qualitative research. it included the data collection, the analysis, the interpretation, and report writing. the qualitative research is conducted by using purposeful sampling, analysis of text or pictures, interpretation information in figures or tables, and personal interpretation of findings (creswell, 2014). the researcher chose psycho stand-up comedy as the object of the research and downloaded the stand-up comedy video at https://www.youtube.com/watch?v=_vfozcm92yg, which was uploaded by menard (2017). there are three steps to doing this research. the first step is data collection. in this step, the researcher observed all the utterances in psycho stand-up comedy employed by margaret cho. all the data were transcribed according to the subtitle. after that, the researcher divided the data into three parts: the opening, the body, and the closing and also gave a number on each sentence to make easy the analysis. the second step is data analysis. the data is classified into a table that is filled by some description and classification. the researcher also observed the punchline, which made the audience laugh. at the same time, the researcher observed the expression of margaret cho when she was delivering the stand-up comedy material. this discourse has one premise, and this premise consists of several bits. the researcher used the contextual method to determine the bits. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 https://www.youtube.com/watch?v=_vfozcm92yg lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 21 the last step is the display of the result. here, the researcher uses formal and informal methods. the data were written into the table form by using a formal method. moreover, the descriptions of the analysis were written by using the informal method. findings and discussions here is the structure of the psycho stand-up comedy. the researcher gives some examples as a representation of overall data analysis. 1. introduction the introduction is the earliest part of a stand-up comedy. according to rutter (1997), the host opens the stand-up comedy and is followed by applause from the audience. according to the transcript of psycho stand-up comedy, the introduction is started by the host who says, “please welcome, margaret cho!” and then the audiences give applause until cho stands into the stage. the host in the stand-up comedy applies one of the opening stages to accompany the entry of the comedian by request for action because he asks the audience to give appreciation to the presence of the comedian that will convey the comedy material on the stage. 2. starting the interaction 1 thank you! 2 oh, my gosh. 3 thank you. 4 thank you so much. 5 thank you. 6 i love you. 7 thank you so much for coming. 8 this is exciting. we're filming. (audiences’ applause and cheering quiets) according to the data analysis, the next step after the introduction is starting the interaction (scarpetta & spagnolli, 2009) from a comedian or a comic on the stage to the audience. it also is known as the comedian entrance, as rutter p re m is e opening core 1st bit setup punchline expanding the jokes transition 2nd bit n-bitclosing http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 22 (1997) stated. there is a reciprocal happening between margaret cho and her audience. after the audiences give applause and cheers to cho at the opening, cho responses by saying, “thank you! thank you so much! i love you! thank you! thank you so much! i love you!” as a form of appreciation toward the audiences’ reaction. 9 so... where's the asian people? 10 where's the asian people? 11 where's the... oh, thank god! 12 no, i know, 'cause i-i know, it's... 13 i see and i know you had to drive. (laughter) 14 so i'm so glad, it's dangerous. 15 thank you for coming. the data above is still part of starting the interaction. this is a transition which is done by margaret cho by giving question to the asian audience. it aims to attract audiences’ attention so that they will be a focus on receiving the comedy material. 3. the body of the show this part is the core of the stand-up comedy material which is delivered by the comedian. there are several bits in the psycho stand-up comedy wherein each bit has a section structure such as setup, punchline, expanding successful jokes, and transition to a new joke sequence. here is one of the example: (bit 1) tabel 1: data penelitian data structure 16 this is exciting. 17 this is exciting that, um, asian news, okay. 18 there's a tv show on right now on abc. 19 it's called fresh off the boat. (applause) 20 really great. 21 it's a show, um… 22 i-i helped a little bit, but it's, um, it's on tv now. 23 it is the second asianamerican family show ever on television. 24 and so i hope that you watch it. 25 it's very, very exciting. (applause) 26 it's really, really good, and, um... setup http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 23 27 i-i actually created the first asianamerican family tv show. (cheering) (applause) 28 (pause) 20 years ago. (laughter) 29 and i fucked it up so badly. (laughter) 30 they had to wait for an entire generation of asian-americans to be born and grow up to nielsen voting age. (laughter) (pause) 31 so now it's on tv. 32 and, um, eddie huang is the creator of the show, and it's, uh, it's-it's a real honor because when he started the development process, he reached out to me, because he knew that i was the only person in the entire galaxy who understood what it was like to create an asian-american family show with abc. 33 so he found me. 34 he was like, "chobiwan kenobi (laughter) (pause). you're my only hope." (laughter) 35 and so i helped him out, you know. 36 one of the problems is the network didn't like the name of the show, fresh off the boat. 37 they thought it was racist. 38 it was all, it was all white people, too. (laughter) 39 you know, you know how sometimes, when white people will get offended on our behalf? 40 it's so adorable when they do that. 41 it's like, "aw, thanks! thanks." (laughter) 42 you know how like white people, they're like, "whoa, whoa, whoa.” 43 "okay, all right, okay, uh...” 44 "that's too much, okay, all right." (laughter) expanding successful jokes expanding successful jokes fillers setup punchline setup punchline setup punchline setup punchline http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 24 according to the data analysis, it can be seen that there is some part, such as setup, punchline, fillers, and expanding successful jokes. margaret cho uses setup or introduction as a starting point to convey the comedy material, and this part is not to laugh at. furthermore, the punchline is a surprise part that makes the audience laugh. the transition with fillers strategy is used by margaret cho after a punchline to take the audience into the next joke in the same bit. a successful expanding joke is repeated by cho to take the audience to the climax. 3.1. setup according to (dean, 2000), setup is the first part of jokes, and it has a function to set up the laugh for the audience. setup is the earliest part where the comedian explains the context of his/her utterance to the audience. this part is not funny, and it is not to laugh. it gives the audience the idea of the comedy material presented by the comedian. (bit 1) 16 this is exciting. 17 this is exciting that, um... asian news, okay. 18 there's a tv show on right now on abc. 19 it's called fresh off the boat. (applause) 20 really great. 21 it's a show, um... 22 i-i helped a little bit, but it's, um, it's on tv now. 23 it is the second asianamerican family show ever on television. 24 and so i hope that you watch it. 25 it's very, very exciting. (applause) 26 it's really, really good, and, um... 27 i-i actually created the first asian-american family tv show. (cheering) (applause) 28 (pause) 20 years ago. (audience laughs) the setup from bit 1 starts from the data number 16 to 27. margaret cho tells the first asian-american family tv show starring herself. the topic that is delivered by margaret cho aims to create an image of the audiences for what is said by margaret cho. this part is not funny at all, but it can bring up things like applause and cheers from the audiences. 3.2. punchline the punchline is a part of a joke that can cause a laughing effect for those who hear it. the setup part of the jokes gives the audience a story that comes in their minds to expect something (dean, 2000). after that, the comedian provides the punch surprises to make the audience laugh. (bit 1) 16 this is exciting. 17 this is exciting that, um... asian news, okay. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 25 18 there's a tv show on right now on abc. 19 it's called fresh off the boat. (applause) 20 really great. 21 it's a show, um... 22 i-i helped a little bit, but it's, um, it's on tv now. 23 it is the second asianamerican family show ever on television. 24 and so i hope that you watch it. 25 it's very, very exciting. (applause) 26 it's really, really good, and, um... 27 i-i actually created the first asian-american family tv show. (cheering) (applause) 28 (pause) 20 years ago. (audience laughs) in this first bit, margaret cho gives her first punchline on sentence number 28. before that punchline comes up, cho tells about one of her tv shows entitled fresh off the boat starring by herself. she also adds that she had played the first asian-american family tv show. in the audiences’ mind, cho may have just made the tv show in just a few years. in fact, after a short break that is created, margaret cho immediately says that she actually starred that tv show 20 years ago, and it was a very long time ago. this is what makes the audience laugh out loud after that. 3.3. transition to a new jokes sequence transition to a new joke sequence is the part of the core where a comedian is expected to be able to set the movement from a joke to other jokes. according to the data collection, this stand-up comedy uses more fillers to set the movement of the jokes. fillers have a function to connect one joke to another joke in the same bit. (bit 1) 27 i-i actually created the first asian-american family tv show. (cheering) (applause) 28 (pause) 20 years ago. (laughter) 29 and i fucked it up so badly. (laughter) 30 they had to wait for an entire generation of asian-americans to be born and grow up to nielsen voting age. (laughter) (pause) 31 so now it's on tv. 32 and, um, eddie huang is the creator of the show, and it's, uh, it's-it's a real honor because when he started the development process, he reached out to me, because he knew that i was the only person in the entire galaxy who understood what it was like to create an asian-american family show with abc. 33 so he found me. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 26 the data above shows the use of fillers as they transition to move into another joke in the same bit. the word and, um do not have any specific meaning, but it has a function as a sign to move towards other jokes in a bit. in addition to fillers, margaret cho also uses surveys as they transition to another joke. a survey is a term on how a comedian involves the audiences directly before entering the next jokes. here is the example of transition, which is to use surveys in psycho stand-up comedy. (bit 20) 620 i do... i do really love the sex toys thing, but if you keep using them, you will get addicted, you do. 621 you... vi-vibrator fans? 622 you like vibrator...? 623 it's fun. 624 what kind of vibrator do you have? (gasping, laughter) (laughter) 625 why? 626 woman: i like the magic wand. 627 oh, the magic wand is the best! (whooping) 628 the magic wand is really, really... 629 the magic wand, it's, like, really... (imitates vibrator) 630 the magic wand is solid, because, you know, it-it will last for a long time, and, you know, it's not, like, a confusing vibration. 631 like, the vi... vibrator that makes me confused is the rabbit. 632 cause the rabbit is like this, but then it's also like this. (laughter) according to the bit 20, margaret cho uses surveys as the transition to get into the new joke. cho tries to interact with one of the female audiences about the sex toy that cho likes. that is discussed on the utterances number 620 until 626. up to number 627 until 632, the joke that is discussed is no longer about the vibrator but rather more specific to the magic wand vibrator. 3.4. expanding successful jokes in this part, a comedian gives multiple punchlines at one in the same bit. the more a comedian can bring up the punchline, the more success of a comedian in a stand-up comedy. (bit 2) 51 so, it's-it's rewarding for me and, uh, you know, i did it, and i got a selfie with meryl streep, and she kissed me after, it was... oh, my god, it was so exciting. 52 and then, um, benedict cumberbatch photobombed us, which was great, 'cause i'm such a cumberbitch. (laughter) (pause) 53 and then after we did it, he whispered in my ear, (british accent): "well done." (laughter) (pause) 54 and i was so freaked out that i completely ignored him, like....(laughter) 55 but all these people, after all these white people were like, "oh, that http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 27 was racist.” 56 “how dare you portray a korean?" (laughter) (pause) data on bit 2 shows how margaret cho uses punchlines repeatedly to create a humor situation. the punchline can be seen from utterances number 52 until 56, and the last utterance becomes the climax. in the beginning, cho tells what happened on golden globe, that was doing a selfie with meryl streep. it became a joke when benedict cumberbatch photobombed them, and it made cho liked a cumberbitch. the audiences become laugh because cho mentioned cumberbatch into cumberbitch. it is followed by how cho demonstrated the british accent of benedict cumberbatch, followed by an act-out mimicking the movement ignoring the existence of someone on data 54. the climax of the punchline can be seen on the data 56 when all of the audiences are laugh when margaret cho as a south korean woman portraying a north korean general. the condition of south korea and north korea are not good. several punchlines that cho did make the audience laugh out loud. 4. closing closing is the final part of a stand-up comedy structure. there are a variety of ways to close a stand-up comedy. 1063 oh, my god! 1064 thank you so much. 1065 thank you so much for being here and being a part of this, i... thank you. (crowd cheering) 1066 thank you. 1067 thank you so much, um, god, you know, it's like this is so amazing. 1068 uh, i feel like... 1069 i just want to, i want to sing you a song. 1070 i feel like it's just not enough. 1071 like, it's not... 1072 oh, my god i wish i had a band. (crowd cheering) 1073 (whoops) that was so exciting! 1074 we can all sing this together. 1075 it's gonna be really good. 1076 i'll show you, i'll show you. 1077 oh, my god, so exciting! 1078 thank you. (crowd cheers) 1079 okay. 1080 ♪ got a fat pussy and a mean streak ♪♪ ride with me and you're rolling deep ♪♪ squirt you like a spray tan ♪♪ house you like a camper van ♪♪ nothing better, nothing wetter ♪♪ gonna get her, send a letter to my ♪♪ fat pussy ♪ everybody! ♪ fat pussy ♪♪ fat pussy, fat pussy ♪♪ fat pussy ♪♪ fat pussy, fat pussy ♪♪ fat pussy, yeah ♪ so good! (crowd cheering) yes! ♪ got a fat pussy ♪♪ and hangers-on ♪♪ drum the drum you were banging on ♪♪ everyone http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 28 always trying to ♪♪ put it in my vagina ♪♪ nothing better, nothing wetter ♪♪ gonna get her, send a letter ♪♪ to my fat pussy ♪♪ come on, fat pussy ♪♪ fat pussy, fat pussy ♪♪ fat pussy, fat pussy ♪♪ fat pussy, fat pussy ♪♪ my ass turns white, my tongue is tied ♪♪i'm bonafide, please come ♪♪ inside ♪♪ swagger and a wink ♪♪ slide your blue into my pink ♪♪ into my fat pussy ♪♪ come on, fat pussy ♪♪ fat pussy, fat pussy ♪♪ fat pussy, fat pussy ♪♪ fat pussy, fat pussy ♪♪ my ass turns white ♪♪ fat pussy♪♪ my tongue is tied ♪♪ fat pussy, fat pussy ♪♪ i'm bona fide, please come inside ♪♪ fat pussy ♪♪ got a fat pussy and a mean streak ♪♪ ride with me and you're ♪♪ fat pussy, fat pussy ♪♪ rolling deep ♪♪ fat pussy ♪♪ fat pussy♪♪ oh... ♪♪ fat pussy, fat pussy ♪♪ fat pussy♪♪ oh, oh ♪♪ fat pussy, fat pussy♪♪ fat pussy♪♪ fat... ♪♪ pussy. ♪ 1081 thank you jason narducy, jon wurster, sean eden! 1082 thank you so much! 1083 good night! (crowd cheering) closing is an important part of the stand-up comedy structure. in this part, margaret cho uses comment on audience technique. cho thanks to the audiences who have come to her stand-up comedy. margaret cho also presents a special song. margaret cho ends the psycho stand-up comedy as the only comedian in this stand-up comedy. the appreciation is also given to the musicians such as jason narducy, jon wurster, and sean eden. at the end of this stand-up comedy, margaret cho uses exclamatory closing by saying “good night!” to the audiences to end the stand-up comedy show. according to the findings, the researcher found the result to answers the aim of this research. the structure of psycho stand-up comedy is divided into three parts: the introduction, the core or the body, and the closing. there are 31 bits with a different topic in the body of psycho stand-up comedy. in each bit, margaret cho raises four important parts of stand-up comedy; they are setup, punchline, transition (by fillers and surveys), and expanding successful jokes. here, the researcher can see that in creating a humor situation, margaret cho tends to use more punchlines to make the audience laugh. the repeated punchline can be found in each bit of the body in the psycho standup comedy. compare with the previous studies, psycho stand-up comedy and other stand-up comedies from the earlier studies have similarities in certain parts. the researchers tried to find out the structure of the stand-up comedy. in general, every stand-up comedy has setup or build-up and followed by a punchline. it is also different from the previous study that the researcher found from the findings. in the previous studies, one of the researchers found that in the kill the messenger stand-up comedy by christ rock, it has several structures and patterns: one-liners, questions and answers, simple structures, and complex structure. while another researcher found that the structure of malaysian ethnic and political stand-up comedies have three standard structures: build-up, pivot, punchline, and the use of build-up is more in the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 29 malaysian ethnic stand-up comedy rather than in the malaysian political stand-up comedy. while in the psycho stand-up comedy, the researcher found that there are three parts of this stand-up comedy: the introduction, the body consists of setup, punchline, transition (by fillers and surveys), and expanding successful jokes, and the closing. however, cho tends to use punchline repeatedly or expanding successful jokes as the characteristics of psycho stand-up comedy. the other research in indonesian stand-up comedy from comedians like raditya dika, ryan adryandhi, and abdel achrian found that the opening and the closing of this stand-up comedy have the important part and it has the similarities with rutter’s (1997) pattern. while in psycho stand-up comedy, the researcher tried to combine the structure of humor by rutter (1997) and scarpetta & spagnolli (2009). here the researcher found that the psycho stand-up comedy has the similarities with rutter’s (1997) pattern and scarpetta & spagnolli’s (2009) pattern. conclusion according to the result of the data analysis, the structure of the psycho stand-up comedy conveyed by margaret cho has a structure following the theory that is presented by rutter (1997) and scarpetta & spagnolli (2009). in general, the structure is divided into three parts: the introduction, the core (the body), and the closing. the part of the body of the psycho stand-up comedy consists of 31 bits with different topics in each of them. in each bit, margaret cho always raises four important parts: setup, punchline, transition consisting of fillers and surveys, as well as followed by expanding successful jokes. margaret cho’s success in creating humor situation is not detached from her ability to develop successful jokes. almost every bit is done by punchline repeatedly to make the audiences laugh. this research is a small part of research on female stand-up comedy in the field of linguistics. therefore, it can still be developed by using other linguistic disciplines. other researchers can examine more closely related to the female stand-up comedy in critical discourse analysis, translation studies, or compare this psycho stand-up comedy with another female stand-up comedy to find out the characteristic of each stand-up comedy. references afidah, l., & wahyudi, r. (2014). how it starts and ends: a study of indonesian stand-up comedy. jurnal pendidikan bahasa dan sastra, 14. https://doi.org/10.17509/bs_jpbsp.v14i2.716 attardo, s. (2017). the routledge handbook of language and humor. in the routledge handbook of language and humor. new york: routledge. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal.16-30 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the structure of humor in ... anindita dewangga puri doi: https://doi.org/10.26714/lensa.10.1.2020.16-30 30 https://doi.org/10.4324/9781315731162 chun, e. (2004). ideologies of legitimate mockery: margaret cho’s revoicings of mock asian. pragmatics, 14, 263–289. https://doi.org/10.1075/prag.14.2-3.10chu creswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches. 4th edition. in sage publication. https://doi.org/10.1007/s13398-014-0173-7.2 dean, g. (2000). step by step to stand-up comedy. new hampshire: heinemann. double, o. (2014). getting the joke: the inner workings of stand-up comedy. london: bloomsbury. menard, b. (2017). margaret cho psycho full movie. https://www.youtube.com/watch?v=_vfozcm92yg mulyana. (2005). kajian wacana: teori, metode & aplikasi prinsip-prinsip analisis wacana. yogyakarta: penerbit tiara wacana. onn, c. t. (2018). a comparison of malaysian ethnic and political stand-up comedies’ text structures and use of politeness strategies. international journal of applied linguistics and english literature, 7, 182–190. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.182 ross, a. (2005). the language of humour. in the language of humour. new york: routledge. https://doi.org/10.4324/9780203984567 rutter, j. (1997). stand-up as interaction: performance and audience in comedy venues. university of salford. rutter, j. (2000). the stand-up introduction sequence: comparing comedy compères. journal of pragmatics, 32(4), 463–483. https://doi.org/10.1016/s0378-2166(99)00059-4 scarpetta, f., & spagnolli, a. (2009). the interactional context of humor in stand-up comedy. research on language & social interaction, 42(3), 210– 230. https://doi.org/10.1080/08351810903089159 sobur, a. (2006). analisis teks media: suatu pengantar untuk analisis wacana, analisis semiotika, dan analisis framming. bandung: pt. remaja rosdakarya. triandana, a. (2014). analisis wacana humor dalam film kill the messenger (studi kasus stand-up comedy chris rock). in tesis s2 linguistik. universitas gadjah mada. yule, g. (1996). pragmatics. in pragmatic. oxford: oxford university press. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 107 learner motivation and engagement in virtual efl classes at tertiary level during the pandemic nishat tasneem department of english, international standard university dhaka-1212, bangladesh nishat@isu.ac.bd article history: submitted on 14th april 2021; accepted on 7th june 2021; published on 30th june 2021 abstract in the face of the ongoing pandemic crisis in the country, the tertiary level education context of bangladesh has predominantly resorted to online and distance learning modules. while such virtual english as foreign language (efl) classes have undoubtedly played a pivotal role to ensure the continuation of tertiary level teaching and learning even amidst the closure of educational institutions in the country, however, some contemporary research and news in this regard have reported on tertiary level learners’ dissatisfaction and reduced performances in such efl classes. as such, to assess the learners’ perceived motivation and engagement in virtual efl classes, the current research uses a mixed-method approach. here, the researcher uses questionnaire survey, interview and fgd guidelines, constructed based on vroom’s expectancy theory of motivation and instruments to assess attitude orientation, to collect data from both the “target” group, i.e. the learners, and the “resource” group, i.e. the teachers and the parents, from 5 tertiary level institutes of the country. here, the data highlights negative attitude and reduced motivation orientation of the learners towards certain aspects in online efl classes. the findings also manifest some imperial causal factors, which lead to reduced motivation and engagement of learners in such online modules. thus, it unravels how online education has exacerbated the digital divide among learners amidst the pandemic crisis. moreover, the study also presents some pedagogic participantcentric suggestions to promote motivation and engagement of the learners in online efl classes in a developing country context like bangladesh. keywords: motivation, efl, virtual classrooms, tertiary level, pandemic lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 108 introduction online classroom manifests a different module of education that provides the same opportunities for the teaching and learning process beyond the physical limits of the traditional classroom through web-based learning modes (hsu et al., 1999). thus, the learner-centered educational opportunities with virtual language classrooms could satisfy multimodal learners’ needs, reduce dependency on rote learning, and enhance experiential learning in the process of language teaching and learning. however, despite some of these positive highlights, the virtual language classroom, like the physical ones, entails different challenges in terms of logistics, costing, liability, accessibility, userfriendliness, teacher training, time management, lack of technological competency and proficiency, lack of pair and group work activities. (kluge & riley, 2008; gillett-swan, 2017). like other countries, the government of bangladesh (gob)’s lockdown restrictions have closed down all educational institutions in the country since 18 march 2020. as a result, 42 million students can no longer attend educational institutions physically and might be prevented from doing so for an indefinite period (unicef, 2020). immediately after the closure, gob encouraged and instructed the schools, colleges and universities to initiate online classes for their students. in response, many universities have started taking online classes by using available means, such as wechat, zoom, google meet , for tertiary level students. however, taking such online classes for tertiary-level english as foreign language (efl) education is not without hindrances in a developing country like bangladesh, as the technology and equipment required to participate in such online classes are not cheap. it requires the availability of technological infrastructures like internet connection and computers or smartphones with cameras for both the teachers and the students. the rise of internet cost and minimum required gadgets for participating in online classes is also beyond most students in a developing country like bangladesh. due to such drawbacks in online education, there have been enhanced reports on tertiary level learners’ decreased learning performances and interest in online modules amidst the pandemic (dutta & smita, 2020; emon et al., 2020). research reveals a significant lack of preparedness, participation, and less scope of classroom activities through online learning. furthermore, problems with feasible consistency of the internet and electricity, lack of learners’ attention persistence, comprehension in online modules were also cited as affecting factors for such a decrease in learners’ understanding and interest in such virtual classes (al-amin et al., 2021). here, although a significant proportion of the research in this regard has reported on such decreased learning process and performances in online modules in bangladesh due to the persisting challenges, however, there is a lack of research, which explores the motivation orientation and causal factors affecting such orientation in online efl classes among tertiary level learners in bangladesh during the pandemic. the current study attempts to address this gap in the study by exploring the lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 109 causes of such reduced motivation levels through a mixed-method research study. motivation is noted as an attribute that gives energy to behavior and reinforces it to direct and sustain it. motivation involves beliefs, perceptions, values, information and actions that are interrelated to each other. motivation can affect behaviors and, thus, it is essential to understand the importance and impact of such motivation in an educational setting (brophy, 2010). contemporary studies link motivation to an individual’s cognitive and affective processes such as thoughts, beliefs, perspectives, goals and emotions. in a pedagogic context, motivation can be affected by various social and contextual factors (schunk, et al., 2014). according to suhag et al. (2016), motivation has several effects on the learning and behavior of the students. motivation sets specific goals that students strive for and, thus, influences the choices of the students. motivation also increases the effort and energy to determine whether a student will pursue a difficult task with enthusiasm or with an indifferent attitude. regarding the learners’ motivation in online classes, many studies have shown that the effective use of e-learning or online learning could help increase students’ motivation, engagement, and attendance in the classes (harandi, 2015; hartnett, 2016). in this regard, extrinsic and intrinsic goal orientation, selfefficacy, effective teacher instruction, use of scaffolding technique, real-time feedback were cited as aspects that increase learners’ motivation in the online pedagogic process (samir et al., 2014; lee & martin, 2017;gedera et al., 2015 ). in this study, victory vroom’s (1964) expectancy theory was primarily used to understand the perceived motivation level of the learners. the expectancy theory of motivation is a cognitive theory of motivation, which entails that an individual will behave or act in a certain way because they are motivated to select a specific behavior over others based on that selected behaviour. in other words, the motivation of the behavior selection is determined by the desirability of the outcome. accommodating the theory to an educational environment suggests that the amount of motivation and effort a student will put into learning will depend on three perceptual relationships: (1) expectancy: this refers to the "effort-performance" relation. thus, the perception of the students that the effort that he or she will put forward will result in the attainment of the "performance" increases their motivation in the classroom process. this cognitive evaluation is heavily weighted by a student's experiences, personality, confidence etc. teachers should understand this connection between effort and performance and its impact on motivation; (2) instrumentality: this refers to the "performance-reward" relation. the students evaluate the likelihood or probability that achieving the performance level will result in the attainment of the reward. if the reward is much more, then performance will be better and if it is less, then motivation will decrease and, lastly, (3) valence: it means the value the students place on each of the outcomes, i.e. what are the rewards, and will they satisfy the learners’ needs? teachers should find out what those specific needs and rewards are. all these factors need to be present to influence motivation. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 110 again, assessing the learners’ attitude orientation is required if we need to understand the learners’ motivation orientation. prior studies have shown that attitude has been identified as an essential factor that affects learners’ motivation, interests, and performances in online learning environments (zhu et al., 2020; dörnyei, 2003; selvi, 2010). furthermore, yang and cornelius’ (2004) qualitative research showed learners’ positive attitude in some aspects of online classes, e.g., flexibility, cost-effectiveness, electronic research availability, ease of connection to the internet, and well-designed class interface. on the other hand, it highlighted negative attitudes towards other aspects, e.g., delayed feedback from instructors, unavailable technical support from instructors, lack of agency and self-motivation, monotonous instructional methods, and poorly designed course content. in this regard, it can be ascertained that there is a directly proportional relationship between a learners’ attitude orientation and motivation orientation concerning an aspect. if the attitude is negative, motivation will also be less and if it is positive, then motivation will also be more with an aspect. apart from this, to understand the motivation level of learners in the online efl sphere, it is imperative that we take into consideration other factors, including-the proportion of conducive learning atmosphere in such online classes (krahnke & krashen, 1983); use of effective strategies, such as lesson study., by teachers to create a positive learning process and environment which caters to learners’ attention, confidence, satisfaction (aimah et al., 2016); variable factors like the environment, curriculum as well as teaching-learning factors, such asteacher support, learner satisfaction, classroom activities . (tuan, 2012; yilmaz et al., 2017; kebritchi & santiague, 2017). prior research studies have reported on an association between learners’ decreased motivation in online classes with lack of feasible internet network, teacher and peer interaction, learning materials at home as well as with issues like complexity to remember read lessons, decrease in overall study time etc. (dutta & smita, 2020; meo et al., 2020). however, there is a lack of research, which conducts a comprehensive study on the causal factors affecting motivation orientation, primarily in the tertiary level virtual efl context in bangladesh during the pandemic. here, efl pedagogic context in bangladesh can be manifested as a specialized field encumbered by its own set of challenges about learners’ motivation, participation, and performances (rahman et al., 2019). these challenges are further exacerbated amidst the pandemic crisis. the current research attempts to address the gap by conducting a comprehensive research study on the situational and cognitive causal factors affecting learners’ motivation in the online efl classes at the tertiary level in bangladesh during the pandemic through a small-scale pedagogic participant-oriented study based on the selected cognitive theory of motivation along with other scales and instruments to measure the dynamics of attitude and motivation of the learners. the study also attempted to unravel some pedagogic participant-oriented recommendations regarding enhancing the learners’ motivation in the online efl pedagogic context at the tertiary level in bangladesh. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 111 method the research is a mixed-method study, and it utilizes both quantitative and qualitative research process and analysis as demonstrated in figure 1. the data was collected during the pandemic, thus, it utilized the following three data collection instruments: online survey questionnaires, telephone/zoom interviews and online focus group discussions (fgd) (morgan, 1997). questionnaire surveys manifest an efficient way to collect information from many research participants in a short time (brown, 1995). again, dilshad and latif (2013) assert that interview sessions provide “a setting for the relatively homogeneous group to reflect on the questions asked by the interview” and is crucial for collecting qualitative data (pp.191-93). furthermore, according to morgan (1997), focus group discussions are crucial instruments to obtain a collective notion of the participants’ subjective opinions regarding an issue, event or topic. here, a mixed-method approach was adopted for the study as prior research in learners’ motivation orientation studies adopts both qualitative and quantitative approaches (hartnett et al., 2011; selvi, 2010) and ensuring proper triangulation of data. figure 1: diagram representing data collection and analysis steps here, the research was conducted among five tertiary level private universities of dhaka city, the capital of the country, and the research sample included both “target group” i.e. the students and the “resource group” i.e. the teachers and the parents (brown, 1995). the universities were selected by purposive sampling based on the information that the universities are conducting online efl classes amidst the pandemic. here, the age of the target group ranged between 18-21 years and included students from year 1 of the research design selecting research site and sample data collection quantitaive data collection using close-ended questionnaire survey mean and percentage calculation using microsoft excel 2016 qualitative data collection using open-ended questionnaire survey, interviews and fgd-s inductive coding data interpretation and analysis lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 112 university level education, as efl classes are mostly offered during the first year of tertiary education in bangladesh. here, the students were from different subject backgrounds, includingbusiness administration, engineering, law, natural sciences, and male and female students. in addition, the teachers who take these efl classes were selected for the interview, and the parents of the particular “target group” were interviewed. in total, the sample size included 251 students, 9 teachers and 12 parents. here, the research instruments were designed based on vroom’s (1964) expectancy theory of motivation and based on an adapted version of yang and cornelius’ (2004) interview questionnaires for assessing the learners’ perceptions and attitudes towards online classes. as such, the students’ semistructured questionnaire statements were constructed primarily based on vroom’s expectancy theory and were measured through likert’s measurement index. the survey also contained a subjective opinion segment after each question statement. the qualitative instruments were primarily based on the adapted version of yang and cornelius’ (2004) interview questionnaire and assessed the learners’ attitude and, thereby, their motivation in online modules. the interview and fgd guidelines also included questions to unravel the research participants’ perceptions regarding the reasons that affect such motivation orientation of the learners and their suggestions to improve such motivation orientation in online efl teaching-learning context. here, all the quantitative question item responses were analysed through microsoft excel 2016. the mean of the responses was then interpreted based on likert’s index. the close ended survey questionnaire items contained five criteria index based on likert’s scale, i.e. agree, partially agree, neutral, disagree and partially disagree. the qualitative data from the subjective opinion segment of the questionnaire, the interviews and the fgds were inductively coded through listening and reading intensively (gibbs, 2007) to the recorded contents. the findings from the qualitative data is presented through direct quotation as well as pie diagram and table format in the following segment of the paper. findings and discussion this section will highlight some imperial findings regarding motivation orientation and causal factors affecting the learners’ motivation level and some pedagogic participant-oriented suggestions to enhance learner motivation and participation in the online efl modules. here, in the expectancy-oriented survey statement, most of the learners responded that they agree or partially agree that they have a role to play in the predicted outcome, i.e., their performance in online classes and exams. if the event seems random or outside the individual's control, students will feel less motivated to pursue that course of action. on the other hand, if the students play a significant role in success, students will feel more instrumental and intrinsically motivated. figure 1, which represents the learners' responses to the expectancy-oriented survey statement, highlights that most of the students agree or partially agree that their lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 113 performances and learning outcomes in the online efl classes depend on their endeavors and participation. however, one student in the subjective opinion segment asserted –“i know i can do better in online english classes if i tried more. however, due to internet disruptions, lack of effective classroom process, technology access. we sometimes become helpless and miss the online classes. it makes us lose motivation as we do not have any control over the internet and other technical aspects needed for online classes.” this entails that the students perceive a close association between their endeavors and expected performances in online efl modules. however, such expectancy ratio is lowered when outside the control spectrum of the learners, such as internet, technology access, budget., comes into play in the particular context. figure 2: learners’ expectancy proportions in online efl classes moreover, in the instrumentality-oriented survey statement, most of the learners asserted that they disagree or partially disagree that their performances and participation in online efl classes and exams are adequately rewarded. here, if the students perceive that achieving the performance level will result in the attainment of the reward, they will be more interested in the online learning process. on the other hand, if the reward is lacking, then their instrumentality proportion will also decrease and, thereby, decrease the extrinsic motivation of the learners. therefore, as manifested in figure 2, most students disagree or partially disagree that their performances and participation are adequately valued in online efl modules. in this regard, one student in the subjective opinion segment asserted that “instant feedbacks and error corrections are slow in online english modules. in the physical classes, our participation and performances were more praised and reinforced by the teachers. in the online modules, such encouragements in the feedback process is low and slow. as there are time management problems and technical issues thus, the teacher is only focused on completing the lessons within the small time span. we also get less in online summative and formative assessments as compared to the physical ones.” in this regard, another student noted that“in the physical classes, the teacher could provide reinforcement and praises to the students one by one. however, online classes have less time and is encumbered by different technical 0 10 20 30 40 50 60 70 80 90 100 agree partially agree neutral partially disagree disagree i think my performances in online efl classes and exams will be better if i put in more effort and endeavours lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 114 problems. as such, the teacher is unable to provide individual reinforcement through feedbacks. as such, the students often feel like their participations are not adequately recognized and reinforced.” thus, the data reveals the learners’ perceptions, which entails that their efforts, performances, and participation are less encouraged and reinforced in the online classes than the physical ones. figure 3: learners’ instrumentality proportions in online efl classes regarding valence proportion, the students’ responses show a poor valence rate. figure 3 shows that most students partially and disagree entirely that online efl classes positively impact their english language learning process. in this regard, the subjective opinion segment of the question highlighted some imperial findings, including-“online learning does not provide opportunity to practice speaking and writing like physical classes”; “online learning is not as effective as physical classes”; “i do not think online learning is effective because it does not develop language skills adequately and does not provide enough interaction opportunities in english” ; “i do not think online learning is effective as i have problems with content comprehension and retention” etc. as such, the findings highlight that learners generally think that online efl classes have less benefit in improving their english language skills and abilities than the physical efl classes. here, things that seem unlikely to produce personal benefit have a low valence, while those with immediate personal rewards have a higher valence proportion. as the learners mostly think that online efl classes do not benefit their individual english learning process and outcomes, the findings show a low valence proportion. 0 10 20 30 40 50 60 70 80 90 100 agree partially agree neutral partially disagree disagree my performance and participation in the online english classes and exams are adequately rewarded in the form of positive reinforcement, enouragements and deserving grades lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 115 figure 4: learners’ valence proportions in online efl classes although the learners' expectancy proportion is comparatively high in this case, the survey reveals a low valence and instrumentality rate. based on the studies mentioned above, we know that all three of these factors need to be present to influence motivation. it is required that teachers have an in-depth understanding of students in all three areas or survey them in advance to identify them. if a student is highly motivated, all three factors of the expectancy model need to be high. if even one of these factors is less (e.g., expectancy is high, but instrumentality and valence is low), the student will have less motivation for the course of the module. a low proportion in valence and expectancy scale in the study highlights the reasons behind reduced motivation level among the tertiary level students in online efl modules. again, to understand the motivation orientation of the learners, it is essential to understand their attitude orientation towards such classes. thus, three fgd, consisting of 10 learners each, and interviews with 9 teachers and 12 parents were conducted to unravel the learners’ attitude towards online classes. here, both the interview and the fgd findings asserted that the learners prefer traditional efl classes over the online efl modules. here, students in one of the fgd sessions manifested that –“we do not like online classes. it is not as efficient as traditional classes. the teaching is inefficient, and the learning is slow. in addition, there is a lack of adequate support and quality insurance of online classes.” similar notions were noted in other fgds and in the teachers’ and parents’ interviews as well. based on the interview and fgd findings, the learners’ attitudes towards online learning environment, quality of online teaching-learning process, technical and other support provided in online classes, online feedback and error correction, course content as well as assessments, after coding, were noted to be mostly negative in nature and this can be presented through the following diagram: 0 10 20 30 40 50 60 agree partially agree neutral partially disagree disagree i think online english learning has beneficial outcomes in developing my language skills, proficiency and abilities lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 116 figure 5: findings from fgd-s and interviews regarding learners’ attitudes towards online efl classes this negative attitude towards different segments in online efl classes reduces learners’ motivation towards the online efl classes. some of these negative attitudes towards the online pedagogic process hold similarities with the research mentioned above about learners’ attitude orientation. here, the fgd and interview participants were further inquired regarding the causal aspects, which results in such negative attitude and, thereby, reduced motivation level of the learners towards online efl classes. in response to the reasons behind the reduced motivation orientation of learners towards online efl classes, the fgd and interview findings highlighted issues with course, technology, context and teaching and learning-oriented factors, which causes such reduce motivation level among the learners. in this regard, one of the fgd findings asserted the following factors, which affect their motivation in online classes– there are many aspects in online english classes which makes us demotivated towards it. technology oriented factors, such as internet disruptions, technology access etc. are some of them. we get less interaction and practice opportunities as the teachers often give us one-directional instruction of grammar rules and vocabulary over zoom. in physical classes, we used to get more interaction opportunities in english and the feedbacks and corrections were instant. the course contents are not properly adapted to online modules and the learning is not as interactive as it used to be in the physical classes. before we used to get practice of all the four skills in the integrated english classes. now, we barely get any listening and speaking practices. moreover, most of the parents have negative attitudes towards online classes, which further reduces our motivation. furthermore, interview with one teacher manifested the following aspects, which affect the learners’ motivation in online classes– online efl classes are not as effective as physical classes and, thus, the students have reduced motivation and negative attitude towards online classes. 0 10 20 30 40 online class environment quality of online teachinglearning process technical and other supports online feedback and error correction online assessments onine course design learners' attitudes towards online efl classes neutral negative attitude positive attitude lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 117 there are issues with time management, technological disruptions etc. in online classes. as such, we cannot provide enough interaction opportunities for the learners in online modules and the feedback process is slow as well. online learning is slow and, thus, we face difficulty finishing the course syllabus. furthermore, as the assessments are not properly adapted to the online modules, therefore, we see a high proportion of plagiarism in online examinations. there are also issues with student and teacher harassment and misconduct in online classes. in this regard, one parent interview also entailed similar findings, which leads to such reduced motivation in online english classes my son’s performances have undoubtedly diminished in online english classes. i do not see him attending the classes or taking the examinations seriously. this reduced motivation can be because online classes are new and still not acceptable to the learners who have always been used to physical class modules. furthermore, my son also complains that teaching is not effective in online classes and the teachers only manifest a one-directional teaching in online classes. here, the interviews and fgds further highlighted that online modules have increased the “digital divide” (khalid & pedersen, 2016) at the tertiary level as socio-economic condition determines learners’ better access to technology and internet facilities thereby, better motivation and performances in online classes. in this regard, one fgd findings reveal – those who are rich and living in urban spheres have better access to technology and internet. therefore, they can attend the classes regularly and more effectively. the ones who are from middle-income families and are currently leaving in rural and remote setting do not have that privilege. if you have the access and means, your motivation towards online classes will be high. if you do not, it will be low. in this regard, the aforementioned qualitative data findings entail that the teaching-learning oriented factors for reduced motivation consist of issues like lack of interest and agency in online learning, lack of expertise and knowledge in technology usage, lack of training in online module, etc. these aspects further act as a causal factor for lack of participation and engagement in online modules and poor performance in online assessments. here, the course oriented factors primarily entailed issues like lack of adaptability of existing efl course contents, activities and assessments to online modules and the context-oriented factors mainly highlighted issues like negative attitudes of learners, parents , teachers and administrative personnel towards such classes as well as harassment, misbehaviours and lack of acceptance of online education modules by some learners. finally, in regard to technology-oriented factors, the issues entail low internet bandwidth and high cost of it and internet facilities, lack of access to technologies in remote regions etc. based on the fgd and the interview findings, it was ascertained that such aspects act as causal factors in such reduced motivation and negative attitude towards the online efl modules lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 118 and hold similarities with the research mentioned above regarding motivation orientation. therefore, based on the findings, the factors can be deduced into specific criteria as follows: table 1: causal factors affecting motivation orientation in online efl classes criteria issues teacher/learner-oriented factors lack of agency of learners in classroom process lack of expertise and knowledge in technology use lack of monitoring, feedback and error correction lack of interactive and integrated skills classes course-oriented factors unadapted efl course contents and materials unadapted efl activities and tasks unadapted assessments context-oriented factor negative attitude of stakeholders misconduct/ harassment lack of socio-economic capabilities technology-oriented factors accessibility availability affordability again, from the qualitative data findings, a series of pedagogicparticipant and stakeholder-oriented suggestions were unraveled to improvise the online efl modules and enhance the learners’ engagement and motivation in the online classes. the suggestions also entailed aspects, which can help to bring about improvement in the aforementioned criteria of teaching, learning, course, context and technology-oriented factors, which determines the learners’ motivation orientation in online modules. here, this can be manifested as follows: lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 119 figure 6: suggestions for enhancing learners’ motivation in online efl modules here, it can be observed that the suggestions primarily aimed at lowering the drawbacks as mentioned above about course, technology, contextual and teaching-learning oriented factors of online modules, which act as causal factors for reduced learner motivation in the online efl classes. it also indirectly aimed at providing a more conducive learning atmosphere, which can increase teaching and learning efficiency in online efl modules in order to increase the proportion of learners’ valence, expectancy and instrumentality in online efl classes by providing a more encouraging and participatory atmosphere; inducing more interactive and skill integrated language activities. furthermore, incorporating the suggestions can also help nurture a positive attitude of the learners towards the online efl classes in terms of teaching, learning, instructional quality, assessments, etc. conclusion the paper assesses the motivation orientation of the tertiary level learners. it highlights some important causal factors that lead to reduced motivation and participation of the learners in the online efl modules, taking place in the contemporary pandemic-affected context of a developing country bangladesh. while the research highlights a lack of valence and instrumentality proportion of the learners, it also highlights a series of aspects that act as causal factors for the learners' reduced motivation and negative attitude towards the online modules. identifying such aspects is essential as teachers and administrative personnel of tertiary level educational institutes need to identify which aspects of learners’ needs and cognition are being overlooked in the online classes and, 23% 18% 25% 10% 13% 11% providing more technical and learning support to the learners providing more interactive and skill integrated activities and tasks lowering internet cost and enhancing technology access for learners adapting the course contents, materials and assessments to online modules providing a more positive, warm and encouraging online sphere using more effective online teaching strategies to enhance learners' attitudes and confidence lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.107-123 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x learner motivation and engagement in:... nishat tasneem doi: https://doi.org/10.26714/lensa.11.1.2021.107-123 120 thereby, triggering the low level of learners’ motivation in the online classes modules. finally, the paper presents some pedagogic participant-oriented suggestions, which can be used as guiding tools for teachers, at the micro level, and policymakers, at the macro level, to bring about changes and improvement in the contemporary dimension of online efl modules at the tertiary level in a developing country context like bangladesh. the empirical findings can also guide more large-scale future research in the area of learner motivation and engagement in online efl classes amidst the pandemic. references aimah, s., ifadah, m., wijayatiningsih, t. d., yuliasri, i., & bharati, d. a. l. 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(2020). university students’ online learning attitudes and continuous intention to undertake online courses: a self-regulated learning perspective. educational technology research and development, 68(3), 1485-1519. https://doi.org/10.1007/s11423-02009753-w lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 190 black america: multimodal discourse analysis of childish gambino’s this is america mona audryn margaretha1* yasmine anabel panjaitan2 universitas indonesia, depok, west java *mona.audryn@ui.ac.id article history: submitted on 22th september 2020; accepted on 16th november 2020; published on 31th december 2020 abstract upon the release of childish gambino’s this is america (2018), the music video has been assumed widely assumed to contain semiotic elements that criticize the injustice politics of race in america. to dig deeper into this assertion, we use machin’s lyrics analysis (2010) and kress and van leeuwen’s visual grammar approach (2006) to analyze the illustrated semiotic elements. both frameworks are two multimodal discourse analysis approaches that explore interdisciplinary analysis in the discourseoriented research. the verbal text is first analyzed using machin’s framework. after that, the visual elements are approached by kress and van leeuwen’s visual grammar. this article finds that gambino does question the practice of black discrimination through gun and police violence in present america by utilizing distant words and excessive gestures in his visual communication as a diversion. they are purposefully placed to gain a profound observation from the audience and spark a conversation regarding the issue on a grander scale. furthermore, it is found that this is america applies comical aspects in the visual elements as a layering device. through humorous semiotic elements, gambino is discovered to highlight black art commodification in his music video. keywords: multimodality, critical discourse analysis, carnivalesque, protest music abstrak setelah perilisan childish gambino’s this is america (2018), video musik tersebut secara luas dianggap mengandung elemen semiotik yang mengkritik ketidakadilan politik ras di amerika. untuk menggali lebih dalam pernyataan ini, kami menggunakan analisis lirik machin (2010) dan pendekatan tata bahasa visual kress http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx mailto:mona.audryn@ui.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 191 dan van leeuwen (2006) untuk menganalisis elemen semiotik bergambar. kedua kerangka tersebut merupakan dua pendekatan multimodal discourse analysis yang merupakan analisis interdisipliner dalam penelitian yang berorientasi pada wacana. teks berupa elemen linguistis pertama-tama dianalisis menggunakan kerangka berpikir dari machin. kemudian, elemen visual dianalisis dengan pendekatan tata bahasa visual kress dan van leeuwen. artikel ini menemukan bahwa gambino memang mempertanyakan praktik diskriminasi kulit hitam melalui kekerasan senjata dan polisi di amerika masa kini, dengan menggunakan kata-kata yang berjarak dan gerak tubuh yang berlebihan dalam komunikasi visualnya sebagai pengalih perhatian. mereka sengaja ditempatkan untuk mendapatkan pengamatan yang mendalam dari penonton, dan dengan demikian dapat memicu percakapan mengenai masalah tersebut dalam skala yang lebih besar. lebih lanjut ditemukan bahwa this is america menerapkan aspek comical pada elemen visual sebagai perangkat layering. melalui elemen semiotik yang humoris, gambino ditemukan menonjolkan komodifikasi seni kulit hitam dalam video musiknya. kata kunci: multimodalitas, analisis wacana kritis, carnivalesque, music sebagai protes introduction the marginalization of the african-american community in america is part of a long battle spanning for decades. prominent black figures and activists across the country have been trying to raise people’s awareness about the black community’s present endeavor, which is majorly reflected through speech, in conversation, and by the agency of art. for the latter, music is one popular medium to convey such a message towards society. many modern black musicians have publicly shown their support towards movements against discrimination through their artistic works (yates, 2015). donald glover, also known as childish gambino, is a black musician who uses his music as a political tool is. one of his songs, this is america, topped the billboard hot 100 chart in less than two weeks after its release on may 5, 2018. the song was able to sweep a grammy as the song of the year (cirisano, 2019). it is a song that celebrates black culture performativity, which is a concept that acknowledges words as a shape of social action (performativity, n.d.). this is america has since been the town’s talk throughout the year over its jarring visual and lyrical meaning, and it is believed to criticize racial injustice in the united states (kornhaber, 2018). multimodal discourse analysis (mda) has been widely used to analyze texts for their underlying meanings, hidden in the texts’ verbal and nonverbal elements. by revealing the text’s deeper meaning, we can also uncover the ideologies and power relations that the text is built upon. we believe that mda can be used to unmask the power struggle of the black community in america and its critic of how it has been poorly handled. as http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 192 a cultural product, black music is a manifestation of the african american struggles and lives in a form that only a few other arts can do (rabaka, 2012). the construction of black identity is heavily influenced by rap music as it allows to represent their voice in the political atmosphere. rose (1994) explained that “rap’s cultural politics lies in its lyrical expression, its articulation of communal knowledge, and in the context for its public reception” (p. 124). also, rap plays an integral part in depicting the characters of black people and performers. bonnette (2015) also argued that rap music serves as a tool for expressing the urban black’s political thought, a frequently marginalized community in american society. overall, many studies agree that rap artists and music can highlight discrimination and brutality against black people. there are various issues in black music distinguished by their complexity and ambiguity, one of which tackles commodification (machin, 2010). different kinds of african or black music have become a significant part of cultural commodification (benjamin & gilroy, 1994; machin, 2010). the embodiment of black music in commodification creates a sense of confirmation and internalization to the black community's oneness, which therefore constructs a specific identity of their own. in medieval europe, bakhtin (in hamilton, 2015) notices carnival as a liberating ground for the public to present their subjective opinions and imaginations deprived of greater power oppressions. a carnival has become a space where classes and hierarchies are reversed, and legal order and rules are ignored. bakhtin sees a tendency of this space creation in literary works after the renaissance era, referred to as carnivalesque. based on bakhtin’s idea of carnivalesque, hamilton (2015) saw a gap in medieval carnivalesque, which cannot be applied to the present time. the literature and art evolution prompt this since the renaissance era that transformed them into a more complex concept, particularly about the massive development of pop culture. hamilton also found the idea to fail in accommodating the issue of modern racial disparity against black people. she believes that the art and aesthetic of recent black carnivalesque do not aim to demonstrate a movement, but rather as a strategy to raise awareness for the public. the intention of visualizing blackness using carnivalism is to question the history of black bodies commodification. black carnivalesque enables us to comprehend black unconventional performativity through “laughter, parody, shock, and the grotesque” (hamilton, 2015, p.236). since the 1990s, multimodal discourse analysis in linguistics has gained popularity in discourse studies for the search of text and visual meaning. notable research that uses the multimodality approach has been consistently rotating around similar texts such as book covers (li, li, & miao, 2018), advertisement (hu & luo, 2016; olowu & akinkurolere, 2015), and magazine (behshad & ghaniabadi, 2015). however, existing research seldom analyzes a song's combination of lyrics and visuals and how they complement each other. a multimodal analysis is also rarely found to http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 193 talk about racial issues. this paper aims to explore how gambino’s political critique is represented through the semiotic elements in the lyrics and music video of his song. method we apply a systematic analysis using multimodal discourse analysis that includes lyrics analysis by machin (2010) and visual grammar analysis by kress & van leeuwen (2006). furthermore, the semiotic analysis result is discussed from the perspective of hamilton’s (2015) to provide a more profound comprehension of the comical semiotic tools that gambino uses in his music video. machin (2010) argued that semiotic choices in lyrics could understand the song's stories and comprehend the artist’s identity, values, and action discourse. he divided the analysis into four study levels: the discourse schema, the participants, the action and agency, and the settings and circumstances. meanwhile, the kress and van leeuwen’s theory on analyzing meaning on images is heavily based on the halliday’s social semiotic theory in 1978. halliday (1978) offered three types of semiotic work or metafunctions. those three metafunctions are ideational, interpersonal, and textual. kress and van leeuwen further adopted new terminology for the metafunctions based on their interpretations to make it more applicable for visual semiotic modes (kress & van leeuwen, 2006). they are ideational/representational meaning, interpersonal/interactive meaning, and textual/compositional meaning. graphic 1: theoretical framework verbal analysis discourse schema participants action & agency settings & circumstances text visual analysis representational meaning interactive meaning compositional meaning http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 194 findings and discussion 1. verbal analysis a. discourse schema machin (2010) believes that every song contains underlying social values in their story. every piece and action has a specific message about different values and identities that one particular culture embraces regarding its affairs. the following are the key lyrics that are deemed to represent the whole idea of the song: this is america → guns in my areas → police be trippin’ now → you just a black man in this world by looking at the key lyrics above, the grand narrative of the song can therefore be established. this is america tells a story of a black man who comes across ingrained suffering of living in america that is caused by police brutality and gun. along with the idea of not having a solution, gambino sees this as a problem that will continue to be relevant. b. participants it is essential to recognize the social actors and their attributes to make sense of the text's represented reality. this is america provides a variety of social actors which are: we, you, i, girl, america, police, grandma, somebody, black man, they, mothaf**kas, big dawg, him, big dog. the list shows impersonalized actors about whom no further explanations are given. personal information, such as their names, is left unmentioned. by picturing the actors as an abstract presence, a social distance is deliberately set up between the participants and the audience. on the other hand, the actors are shown as collectivized participants: “we”, “you”, and “america”. it establishes a differentiation, which is an evident distinction of similar individuals or groups that constructs a clear difference between oneself and the other. the pronoun “we” emits a sense of power and unity of many. conversely, “you” in the lyrics indicates a sense of alienation from the collective “we”. in this context, “you” might be directed towards the rest of america’s citizens apart from the black people. the role of the participants is also noticeable in the text. the “police” signifies a more robust power that might go against the collectivity of “we”. the authority is negatively portrayed, and it creates a tension that puts “we” in a state of fear. on the contrary, “grandma” functions as a wiser existence and advisor for “we”. “grandma” also serves to highlight the fact that racism has existed over generations. http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 195 the participants are also shown to be depicted through specific features that are categorized as objectivated participants. there are three objectified participants in the lyrics, which are “black man”, “mothaf**kas”, and “big dawg”. these actors are categorized as such because they show those features: black, illbehaved, and big. based on the song’s categorization, it is evident that there are many unspecified actors in the lyrics. it proves that gambino uses social distance or unfamiliarity concepts to put off the audience from the real meaning of the song. it is presumably intended to poke discrimination against black people and create a debate within society as the problem is rarely brought into the spotlight and even disregarded. although it is also possible that this might be just gambino’s strategy to target a broader range of listeners. overall, social distance is a strategy used in this song to strengthen the collectivity of the black in-groups, while showing that the issue has never been problematized in society. c. action and agency the action and agency analysis sees how actors are represented through their behavior. conducted actions in the lyrics are necessary for the search of meaning-making. below is an inventory to analyze the actions: i. material material investigates the doing process that is marked by a consequence or result. this process is specified by the active and passive participants in the text. go away/ you go tell somebody/ you got me dancing/ dance and shake the frame/don’t catch you slippin’ now/police be trippin’ now/ look what i’m whippin’/ i got the strap/ i got the plug in oaxaca/ they gonna find you like blocka/ i gotta carry ‘em/ i’ ma go into this/ i’ ma go get the bag/ i’ ma get the pad/ / i just checked my following list/drivin’ expensive foreigns/ i kenneled him in the backyard/ we gon’ blow/i’m geekin’ out the actions above are concluded based on the active verb in the lyrics. although this process looks for a result after a process (goal), there is no explicit goal given in the verses, suggesting an unclear purpose of the actor’s actions. ii. behavioral behavioral process examines psychological and physical behaviors, such as laugh, dream, sneeze, and breathe. this process is absent in the lyrics since not a single behavioral process can be found. iii. mental mental process analyzes any act of sensing. there are three kinds of mental processes: cognition (understanding, thinking, knowing), affection (fearing, liking), and perception (hearing, seeing, perceiving). the mental processes within the lyrics are: http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 196 we just wanna party/ we just want the money/ i know you wanna party these processes are categorized into cognition class. this illustrates how the actor relies more on his logical ability rather than his feelings. iv. verbal this process analyzes actions that are related to oral. there are two verbal processes found in the song, which are: you go tell somebody/ grandma told me both processes indicate a process that uses actions from the mouth, represented by the verb “tell” and “told”. the first example might allude to the narrator’s passivity regarding the act of telling, whereas the second suggests the active action of “grandma” who does direct saying. v. relational this process analyzes a state of parallel existence between one being and another being. relational processes in the lyrics are: i’m so cold like yeah/i’m so dope like yeah/i’m so fitted/i’m on gucci/i’m so pretty/ you just a black man/ you just a barcode/ you just a big dawg the parallels of “cold”, “dope”, “fitted”, and “gucci” might refer to wealth. however, they are followed by the word “just”, which seems to ridicule those qualities and re-labeled the narrator as a lowly being. vi. existential this process describes the existence of something in the text. the existential process in the song is found in part: this is america the phenomenon is marked by the absence of action in the text. the idea of emphasizing the existence of a country means that there is a phenomenon that occurs within. the rest of the lyrics builds the details of what happens in america. the analysis of action and agency shows a more significant material process compared to the other processes. the material process that shows represented explicit actions establishes a notion that black man acts as direct experiencers of the actions themselves, which means that this song can be seen as black people’s “testimony” of the present racial discrimination in america. it is vital to notice that material and behavioral processes outweigh the mental process, http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 197 which indicates that the actor is perceived as relatively active. these two ideas might infer the lack of human emotion and the formation of social distance. d. settings and circumstances the following are the denoted settings of this is america’s lyrics and the implied circumstances: table 1: settings in this is america lyrics settings and circumstances this is america don’t catch you slippin’ now look how i’m livin’ now police be trippin’ now america is deemed as a space that restricts black people’s freedom through the presence of the police. this is america guns in my area gun ownership is common in america and is perceived as a double-edged tool for both offense and protection in places that. looking at the context, “in my area” refers specifically to wherever places black people reside in america, or in other words, where there are black people, then that is where a gun can be found. i got the plug in oaxaca plug presumably refers to drug consumption that the narrator acquires in oaxaca, a city in mexico. mexico is often prejudiced as the capital city of the drug trade. you just a black man in this world the reality of being black will continue to be relevant, no matter where it is. i kenneled him in the backyard black people’s living condition is comparable to a dog’s pen. america, the primary setting for this song and has been mentioned throughout. when the scene is combined with the social actors and their activities, it is clear that gambino perceives america as a dangerous place for black people. the time setting is also significant to observe as it allows the represented reality to unmask. there is a shift between the past and the present based on grammar. singing in past tenses, gambino made fun of the repeated generalization of black people’s gun ownership and drug use decades ago. that notion builds a sense of warning and realization to the present. meanwhile, in present tenses, he proposes that current america is unsafe and dangerous, http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 198 presumably due to its high shooting cases (tate, jenkins, & rich, 2020). so far, the lyrical analysis has proven how gambino perceives america as a place where black people are experiencing problems and hardships that are impossible to fix as the problems themselves have never been addressed and are ignored continuously. 2. visual analysis a. representational meaning i. narrative processes this process observes the vector that ties the participants (person, object, or place) within the image. the vector illustrates the relationship of “doing” or “happening” conducted by the participants. there are always participants that play out the vector, which is the “actor”. in the music video, gambino presents himself as the salient actor. this is evident through his close positioning, clear focus, and clear contrast against the background. through gambino, this is america presents quite many actions from the beginning to the end, and often it shows structured transactional actions. in contrast, in another time, it shows a non-transactional structure. the difference between transactional and non-transactional structure lies in the presence of “goal”, which refers to present participants at the other end of the vector. there are two prevalent transactional actions in the music video. the first one started from 00:49 to 00:53 where gambino (actor) shoots the man with a guitar (goal), and from 01:48 to 01:57 in which gambino (actor) shoots the choir (goal). even so, the goals in the vector illustrate no sign of reaction as seen from their post-action eye gaze and expression. this passivity supposedly marks the goals as the “reacters”. as a result, the music video mostly shows non-transactional actions evident from the lack of goal. therefore, the lack of goal and the absence of reaction in the music video suggest the dominant presence of non-transactional structure. ii. conceptual processes the lack of vector in this is america music video also suggests that it is conceptually structured. a conceptual process refers to people, things, and places that can be defined, classified, or analyzed visually in the images. this part of the processes focuses on the involved participants in the music video. conceptual constitutes a classificational process, analytical process, and symbolic process. the classificational process looks for the social hierarchy (the superordinates and the subordinates) structure between the image participants. there is a clear overtness visible via their positioning within the music video’s horizontal axis. gambino and the school kids are positioned in the front, indicating their role as the superordinates. meanwhile, located further behind in the same axis, a chaotic mass of http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 199 people proves their role as the subordinates. the positioning suggests a significance between the participants, in which the superordinates are more critical than the subordinates. meanwhile, the subordinates’ distant positioning, action, and framing are purposely presented far and unfocused to make themselves go easily unnoticed by the audience and, at the same time, create a space for the principal participants to be in the center of attention. the covertness also confirms this classification in the music video, showing how the participants present themselves through movement. both gambino and the school kids are continuously dancing together while people at the back are collectively running and chasing one another. the second process, which is the analytical process, looks for the participants (carrier) and their part-whole relationship. gambino acts as the carrier in the music video with his clothes as the possessive qualities. he goes bare-chested with a gold chain necklace, greyish high buttoned trousers, and a pair of yellow loafers. the absence of tops shows vulnerability and realness in his black skin while at the same time emphasized his clothing attributes that refer to outfits worn by black people during slave auctions in the 1900s. when those attributes and the carrier are combined, this represents the african american under discrimination and oppression. meanwhile, the symbolic process delves into the carrier’s meaning and identity through their symbolic attributes. a contrast to the possessive attributes, symbolic attributes are characterized if they are: obvious representation (color, size, position), pointed directly, appear odd in its surrounding, and linked with symbolic merits. prominent attributes of the carrier (gambino) can be found in the forms of a gun, a joint, and a lighter. the three items are dangerous and harmful. nevertheless, looking at the context, neither of those attributes are considered illegal in america. however, there is ambivalence regarding this issue in the music video. gun ownership is deemed legal in many american states, but using it for killing or murder is illegal. when gambino uses the gun to kill the black man and the black choir at 00:52 and 01:56, everything seems fair and rightful. also, at 03:16, as gambino smokes the joint, he suddenly screams, “get down!” and throw it away. these create the idea that conducting murder against black people is legal, whereas it is illegal for a black person to consume a recreational joint. b. interactive meaning visual communication constitutes two types of participants: the represented participants (places, people, and things represented in image) and the interactive participants (producers and audiences that communicate via image). this relationship between the participants can be analyzed based on three factors: contact, distance, and point of view. http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 200 i. contact contact is an established interaction between the participants in the image and the audience through their eye gaze. the music video exhibits direct eye contact with the audience and a gesture of his finger-pointing. the action of pointing and gazing right into the camera suggests a “demand” image, which tries to create a symbolical affinity from the producer to the audience. the gaze and gesture are further intensified by the lyric “you”. accordingly, as the opposite of “we”, “you” might refer to people aside from black people. if every element is combined, it is evident that gambino demands help and awareness from the audience regarding the problematic issues in the black community. ii. social distance the distance that is given by the camera shot suggests the relationship between the represented participants and viewers. a medium close shot stops somewhere around the subject’s waist, whereas the medium shot stops at around the knees. a medium long shot shows the subject from head to toe. the long-shot also shows the whole figure, but the scenery dominates the area of the frame. as the framing continuously switches, the analysis focuses on the shots that last longer and more stand out than the rest. medium and long shots are used prominently in most of the music videos. gambino’s purpose is to display his body movement (dancing and shooting) and his rapidly changing facial expressions. another enticing example can be seen from 03:43 to the end. at first, the audience is served through a long shot frame that shows gambino running from behind. then the framing changes to a close-up shot, which features his terrified look, and as the camera gradually starts zooming out (long shot), the audience can see the premise of his action. behind a terrified and running gambino, a crowd of people can be seen further behind as if they were the chasers or as fellow runners. as the black community’s representation in the music video, gambino tries to represent the idea of being black, chased, and terrified in america. this framing is also a visualization of the lyrics itself (“you just a black man in this world”). black people cannot escape their reality of being discriminated against. moreover, the lack of close shots proves a social distance relationship between gambino and the audience. iii. attitude this part of the process investigates the connection between the participants and the audience from the video’s angle and point of view. it expresses the possibility of subjective attitude that is determined by the audience. there are two different types of angles: horizontal and vertical. a horizontally-angled image can have a frontal or an oblique perspective, whose difference lies in the detachment and involvement between the image producer and the represented participants. the frontal angle involves http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 201 both the producer and the participant as if they were expressed in the same space. meanwhile, the oblique angle suggests otherwise. this is america thoroughly shows the frontal angle, where every element and participant is illustrated as equal. the producer aims to observe all participants in the music video through the camera lens and feel involved with it. iv. modality modality refers to the credibility of images to represent the world (“reality value”). credibility is determined by color saturation, differentiation and modulation, contextualization, representation, depth, illumination, and brightness. the music video does not display a diverse range of color saturation in its images but is preferably predominantly tinted in mute color or “washed out” tone. this suggests gambino’s intention to create conformity and subtlety of the whole elements within the music video. c. compositional meaning it looks into the relationship between the representational and interactive elements to explain the text’s whole meaning. there are three resources for compositional meaning, which are information value, salience, and framing. i. information value information value refers to the positioning of elements in the images. it analyzes how they provide information based on their zoning, whether placed on left or right, top or bottom, center, or margin. elements presented on the left show “given” meaning, which refers to something that the viewer is already familiar with. in contrast, elements placed on the right shows something “new” to which the viewer has never been exposed. the features positioned on top of the image visualizes “the promise of the product.” that is, what the product offers to its users, or what is ideal. lower elements illustrate the product itself, more of an informational appeal of the product, or referred to as the “real.” (kress & van leeuwen, 2006, p.186) images that are provided in the music video illustrate neither left-right nor top-down relationship. every element within the music video is presented in the center of the frame. this positioning means that everything is connected within a specific context. as previously analyzed, the participants (gambino, school kids, and chaotic mass of people) have been classified based on their respective class as superordinate and subordinate. although they may create a particular gap between each other, the information given based on their centrality within the same frame has proven otherwise. all the participants provide the same value in the context. the context in this sense refers to the setting for this song, which is america. it does not matter which of the participants are more salient or less important, as long as they appear the same and conform to the central positioning. it is safe to say that the centrality proves gambino, school kids, http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 202 and the background mass as subservient to america's same context. ii. salience in compositional meaning, salience focuses on which elements within the image are worthy of more attention. an analysis should be done on the complex interaction of size, the sharpness of focus, tonal contrast, color contrasts, placement in the visual field, perspective, and also other cultural factors. the video shows the school kids and gambino as the salient participants compared to the rest based on their size difference. in terms of color, red is deemed as a very salient color. in the music video, there is an appearance of salient red fabric in 00:55 and 01:58. the fabric color appears very distinctive compared to the muted color scheme of the music video. any objects attributed to red are oftentimes correlated with the idea of power, aggression, and danger. this fabric is particularly utilized as a bed for the gun that gambino used to shoot people. this might suggest gun glorification in america. iii. framing the framing of images presents information through integration and separation of elements. elements that appear within a frame can be inferred as a single unit of information. any form of discontinuity can suggest visual framing. there is a thick disconnection that occurs at the end of the video. from 03:37 to 03:41, there is a long dark absence of images. the blank scene disconnects the images before and after. before the frame cut, gambino, as the salient actor, looks so engrossed in a joyous mood, whereas after the cut, gambino appears to be more disturbed and scared. he ends the music video by visualizing that expression without any clear explanation or conclusion. this may allude to how discrimination and segregation in america have been ignored without any solution to end it. from the analysis, it is clear how gambino’s political belief of race is layered beyond the text through his choices of verbal elements. those elements, particularly in the music video, are doubled by the presence of humor. gambino creates a parallel medium between the text and the carnival. this is intended to create a space outside the politics, while at the same time disposition politics as its primary concern. also, carnivalesque (hamilton, 2015) pays attention to the idea of making fun of the social hierarchy and politics between the “high” and “low.” as previously mentioned, gambino’s perception of discrimination has positioned the black people in the “low” class while the other race as the “high.” however, low black people’s idea appears to be desirable in the music video through carnivalesque elements (words, gestures, costumes, and props) and exaggerated performance techniques. it highlights the dependency of both classes. the “high” exists because of the “low”, and vice versa. this notion http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 203 also affirms the ambivalence of the cultural identity of black people. through the music video, exaggerated movements and gestures are visualized to embody the “high” quality to conceal their “low” quality (chaotic chasing and killing). gambino can be seen as deliberately “selling” his performativity as an aim to blur his representation of reality. this act of exaggeration, however, calls for another underrated problem for black people that is commodification. commodification alludes to the idea that black performativity is often economically fetishized and commercialized by the general public, consequently eradicating the political and social messages within the art itself (bonnette, 2015; rabaka, 2012). conclusion this study shows the utilization of different social semiotic modes through the verbal and visual images of this is america by childish gambino. they are deliberately structured to represent the concept of cultural ambivalence of black people in america. verbally, they are described via the structure of the story, the participants, the actor and their agency, and the setting. visually, the ambivalence is shown via the elements of representation, interaction, and composition. the analysis shows how clear social distancing and lack of direct addressing are used as one of the main tools to divert the audience from the critique of black discrimination and brutality beneath the song, which is planned to create a public forum to discuss the difficult subject. additionally, although both modes of texts are complementary in representing the black socio-cultural context, it is evident how the music video proves to be more complicated from the double layering of its linguistic elements and its carnivalesque. this creates two different narratives that are open (lyrics) and layered (music video). all in all, multimodal analysis proves to serve as a platform to analyze the combination of different modes (text, image, color, framing, etc) and present their meaning and critique on the socio-political inequality. this framework also allows for an undeterred bridging towards the meaning and contextual analysis of what discourse analysis offers. this research aims to make a positive contribution to the multimodal study and expand the knowledge regarding modern representation and meaning-making in the present and possible future. for future development, this research can be further explored within an anthropological framework to analyze the public response and opinions that can complement the fundamental investigation of the music video meaning. http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 204 references behshad, a., & ghaniabadi, s. 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(2015). a multimodal discourse analysis of selected advertisement of malaria drugs. english review: journal of english education, 3(2), 1–8. performativity. (n.d.). retrieved from https://www.oxfordbibliographies.com/view/document/obo9780199766567/obo-9780199766567-0114.xml rabaka, r. (2012). hip hop’s amnesia: from blues and the black women’s club movement to rap and the hip hop movement. plymoth: lexington books. rose, t. (1994). black noise: rap music and black culture in contemporary america. wesleyan university press. tate, j., jenkins, j., & rich, s. (2020). fatal force. the washington post. retrieved from http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 190-205 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x black america: multimodal discourse analysis :... mona audryn margaretha,yasmine anabel panjaitan doi: https://doi.org/10.26714/lensa.10.2.2020.190-205 205 https://www.washingtonpost.com/graphics/2018/national/policeshootings-2018/?noredirect=on&utm_term=.0a721f906ed7 yates, k. (2015). when rap raged against racism – 2015 and the black protest anthem. the guardian. retrieved from https://www.theguardian.com/music/2015/dec/29/rap-racism-raceissues-america-black-protest-anthem-kendrick-lamar-janelle-monaeasap-rocky-prince http://jurnal.unimus.ac.id/index.php/lensa 6327-16230-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 17 technological use in efl instruction: investigating teachers’ pedagogical beliefs and students’ learning engagement ulfatul ma’rifah, nurul masrifah, yudhi arifani english education department, universitas muhammadiyah gresik, jl. sumatra 101 (gkb), kebomas, gresik, east java, indonesia, 61121 ulfamarifah@umg.ac.id article history: submitted on 14th january 2021; accepted on 12th april 2021; published on 30th june 2021 abstract this exploration expected to discover the impact of efl instructors' educational convictions on utilizing innovation on efl understudies' learning commitment in the study hall and discover which academic conviction measurement most impacts efl understudies' learning commitment in the homeroom. this is quantitative exploration with a review technique. information were gathered from two online polls. information examination strategies in this exploration utilized graphic insights and structural equation modeling (sem). in this exploration, respondents were 125 efl instructors and 125 efl understudies in a few auxiliary schools in the second semester of the 2019/2020 scholastic year in gresik, east java, indonesia. this examination found that efl educators' academic convictions as to utilizing innovation affect efl understudies' learning commitment in the study hall (t-esteem is 10.840 > 1.96) and the educational conviction measurement most impacts efl understudies' learning commitment in the homeroom is "instructors' practices with regard to using technology" (t-esteem is 9.953 > 1.96) keywords: teachers’ pedagogical beliefs, technology, students’ learning engagement introduction technological advancements have an impact on every aspect of life, including in education. technology can be used as a learning medium (carle et al., 2009; cutrim, 2008; mann, 2008; liu, 2011), and the use of technology in education is rising (e.g., berrett et al., 2012; inan & lowther, 2010; tondeur et al., 2016). unfortunately, not all efl teachers take advantage of technological advancements to support learning english in the classroom lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 18 (hutchison & reinking, 2011; tour, 2015). besides due to external obstacles (ertmer, 1999), namely factors related to technology (ertmer, 2005; kimmons et al., 2015), the main factor influencing technology usage in classroom learning is the teacher’s belief (palak & walls, 2009; park & ertmer, 2007). teachers’ teaching practices in the classroom are strongly affected by their pedagogical beliefs (fives & gill, 2015; kagan, 1992; pajares, 1992) so that in this case, efl teachers will implement an english learning model that suits their pedagogical beliefs. pedagogical belief is defined as a belief and understanding of teachers about teaching and learning that are considered true (tondeur et al., 2016). pedagogical beliefs serve as filters that filter everything based on what teachers think is good and effective for learning (ertmer, 2005; palak & walls, 2009; kagan, 1992; liu, 2011; tondeur et al., 2016; ding et al., 2019). in general, teachers’ pedagogical beliefs are grouped into teacher-centered belief and student-centered belief (ravitz et al., 2000; deng et al., 2014; ding et al., 2019). teacher-centered belief is usually based on behaviorism theory (deng et al., 2014; tondeur et al., 2016) and emphasizes on the delivery of information or knowledge or subject matter from teacher to students (liu, 2011). teacher acts as the one who assesses the correctness of students’ work. students are viewed as passive beneficiaries of confirmed information (deng et al., 2014). whereas, student-centered belief is usually based on constructivist theory and emphasizes students’ responsibility to learn and engage in group work (liu, 2011; ertmer et al., 2012; lim & chai, 2008). teachers with student-centered belief will see teaching as a means of promoting the creation of meaning and interpretation by students of the phenomena they encounter (deng et al., 2014). the outcomes of research conducted by tondeur et al. (2008) showed that efl teachers with teacher-centered pedagogical beliefs tend to be less interactive in using technology to support learning english in the classroom (ding et al., 2019). this is in line with previous research results that indicate that teachers with teacher-centered pedagogical belief do not use technology more often in classroom language learning than teachers with studentcentered pedagogical belief (becker, 2000; ertmer, 2005). while efl teachers with student-centered pedagogical belief more often use and successfully integrate technology to support learning english in the classroom (honey & moeller, 1990; ertmer, 2005; deng et al., 2014; ding et al., 2019). teachers with student-centered pedagogical belief use technology to retrieve information (tondeur et al., 2008; tondeur et al., 2016), deliver learning material, help students develop higher-order thinking, solve the problems (berg, ridenour benz, lasley, & raisch, 1998), support students’ desire to apply knowledge and skills (ananiadou & claro, 2009), and provide opportunities for students to operate available technology (becker, 2000). because of the importance of technology, many studies have examined technology in english learning, including efl teachers’ pedagogical beliefs and practices using technology (ding et al., 2019), the use of technology to lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 19 increase learners’ motivation in studying english, the use of technology to improve vocabulary, the use of technology to improve writing skills, etc. (ding et al., 2019). one of these studies, namely research on efl teachers’ pedagogical beliefs and practices using technology (ding et al., 2019), has benefited learning outcomes. unfortunately, many researchers forget that learning success is not only influenced by efl teachers’ pedagogical beliefs and technology use but is also influenced by an important factor that exists between them, namely students’ learning engagement (webber, krylow, & zhang, 2013). astin (1984) describes students’ engagement as constructive energy for students to obtain academic experience as part of the classroom teaching and learning process in the context of both psychological and physical aspects (arifani & suryanti, 2019). learning engagement will create a conducive classroom environment and allow students to explore their potential (hu & kuh, 2002; zhao et al., 2005). if students’ learning engagement increases, it will affect learning outcomes and students’ quality (arifani & suryanti, 2019). several studies on engagement have been carried out. fredricks et al. (2004) identified three engagement indicators of students’ attitudes, emotions, and cognitive views. zhao et al. (2005) validate the nsse questionnaire to search for learning communities towards students’ engagement. the outcome of the research revealed a strong and positive link to students’ engagement. trowler (2010) divides students’ engagement into three categories, namely positive engagement, no engagement, and negative engagement. roberts & mcneese (2010) examined the engagement of students to investigate whether they are graded into normal or transfer status depending on the status of the students. to gather the data, he employed the nsse questionnaire. the outcomes showed that, relative to the transfer students, regular students were more involved. while other studies measured students’ engagement in technology-based english learning without regard to teachers’ pedagogical beliefs (henrie, halverson, & graham, 2015). whereas teachers’ pedagogical beliefs, the use of technology in teaching, and students’ engagement are interrelated factors to achieve learning success. therefore, this examination endeavors to connect efl educators' instructive convictions with respect to utilizing innovation and learning accomplishment by focusing on understudies' learning commitment. so that in this examination, it will be seen the commitment of efl educators' instructive convictions and works on utilizing innovation to understudies' learning commitment. since understudies' learning commitment has a significant commitment in making learning progress (learning results). thus, this exploration intended to address the accompanying inquiries: 1) is there an influence of efl teachers’ pedagogical beliefs with regard to using technology on efl students’ learning engagement in the classroom? lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 20 2) which pedagogical belief dimension most influences efl students’ learning engagement in the classroom? method the approach used in this research is quantitative approach with a survey method. this is an empirical study on efl teachers and efl students. the type of investigation in this research is causality. the time horizon in this research is cross-sectional. in this research, the samples were taken by the proportionate stratified random sampling method. the respondents in this research were recruited through personal contact. the researchers reached efl teachers who taught in junior high schools (grades 7 through 9), senior high schools (grades 10 through 12), and vocational high schools (grades 10 through 12) who used technology in their english teaching. 15% of efl teachers in secondary schools in gresik or around 125 efl teachers who used technology in teaching english in the classroom were asked to fill out an online questionnaire about efl teachers’ pedagogical beliefs concerning using technology in teaching english in the classroom. a total of 125 efl students were also asked to fill out an online questionnaire about efl students’ learning engagement. in this research, respondents were efl instructors and efl understudies in a few auxiliary schools in the second semester of the 2019/2020 scholastic year in gresik, east java, indonesia. the quantity of respondents who partook in this exploration were 250 individuals who would then be able to be definite as follows: table 1: composition of respondents by profession source: primary data processed, 2020 profession frequency percentage efl teachers 125 50 efl students 125 50 total 250 100 41,6% 58,4% graphic 1: gender diagram of efl teachers male female 33,6% 66,4% graphic 2: gender diagram of efl students male female lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 21 in this research, data were collected from two sources: (1) efl teachers’ pedagogical beliefs questionnaire concerning using technology in teaching english in the classroom and (2) efl students’ learning engagement questionnaire. efl teachers’ pedagogical beliefs questionnaire with regard to using technology. this questionnaire consists of teacher belief inventory and teachers’ practices concerning using technology. teacher belief inventory was adopted from johnson (1992). johnson’s (1992) framework is used in this research better to understand the orientation of efl teachers’ pedagogical beliefs. specifically, its categories and explanations concentrate on teaching english as a second or foreign language. other studies that investigate the beliefs of language teachers and the education of second language teachers have recently used this framework (e.g., farrell, 2015; tang et al., 2012) and also is used to examine efl teachers’ pedagogical beliefs and their teaching practices concerning using technology in the context of teaching english as a second language (ding et al., 2019). johnson (1992) classifies efl teachers’ pedagogical beliefs into 3 orientations: skill-based belief orientation (concentrating on the replication and memorization of patterns in native language), rule-based belief orientation (concentrating on the understanding the laws of grammar), and function-based belief orientation (concentrating on communicative contexts using the target language) (ding et al., 2019). this instrument has been reviewed by experts to ensure its validity (ding et al., 2019). while the items/indicators on the teachers’ practices with regard to using technology are adopted from the coding scheme developed based on the orientation of english teachers’ pedagogical belief and second language teaching literature (ertmer et al., 2012; farrell & lim, 2005; johnson, 1992; lim & chai, 2008; nishino, 2008; ding et al., 2019) to find out the pedagogical beliefs of english teachers and their teaching practices. efl students’ learning engagement questionnaire. the researchers made a questionnaire about efl students’ learning engagement related to efl teachers’ pedagogical beliefs. there are 10 items that must be answered by efl students. the researchers provide five response options (i.e., never, seldom, sometimes, often, and very often). the development of instruments is pursued in several ways, they are; (1) arranging instruments’ items/indicators; (2) translating instruments by linguists; (3) testing instruments; and (4) testing the validity and reliability of the instruments. after the instruments were tested on several efl teachers and efl students in several secondary schools in gresik, east java, indonesia. then, the instruments were tested for validity and reliability with the confirmatory factor analysis test. furthermore, the questionnaires distributed to respondents, lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 22 for this situation, were efl educators and efl understudies in a few auxiliary schools in the second semester of the 2019/2020 scholarly year in gresik, east java, indonesia. the analysts additionally speak with respondents to guarantee the objectivity/genuineness of rounding out the surveys. the aftereffects of the dissemination of polls were then organized utilizing a likert scale. in the following stage, the appropriate responses from the surveys were tried utilizing the amos approach form 23 with way investigation, discovered (research discoveries), talked about, and deciphered as per the examination. the methods of data analysis in this research use descriptive statistics and sem (structural equation modeling). the analysis process uses amos (analysis moment of structural) application program through the structural model. descriptive statistical analysis is used to describe respondents’ responses to the research questionnaire in general. descriptive statistical analysis is performed on each indicator in a construct. this research uses a minimum score of 1 and a maximum score of 5. if divided into 3 criteria, the categories are as follows: (each category has a range of 4/3 = 1.33) 1 2.33 = low 2.34 3.66 = medium 3.67 – 5 = height findings and discussion pedagogical belief variable is measured using 30 items/indicators divided into two dimensions, they are teacher belief inventory and teachers’ practices concerning using technology. teacher belief inventory (ikg) consists of ikg1-ikg15 indicators, while teachers’ practices with regard to using technology (ppt) consist of ppt1-ppt15 indicators as shown in the figure below: graphic 3: diagram of pedagogical belief variable pedagogical belief lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 23 based on the pedagogical belief variable diagram above then a questionnaire was made. to get a clear description of respondents’ perceptions of pedagogical belief variable, an analysis was done with spss version 17. the result shows that the standard deviation values for each indicator are much lower than the average value. this shows that there is no variation in responses among respondents. most of the respondents responded to the category of “moderate” (values ranging between 2.34 3.66) on indicators of the pedagogical belief variable. it indicates that efl teachers in several secondary schools in the second semester of the 2019/2020 academic year in gresik, east java, indonesia agreed with the indicators forming the pedagogical belief variable mentioned in the questionnaire. learning engagement variable is measured using 10 items/indicators consisting of kb1-kb10 indicators as shown in the figure below: graphic 4: diagram of learning engagement variable based on the learning engagement variable diagram above then a questionnaire was made. to get a clear description of respondents’ perceptions of the learning engagement variable, an analysis was done with spss version 17. the result shows that the standard deviation values for each indicator are much lower than the average value. this shows that there is no variation in responses among respondents. most of the respondents responded to the category of “moderate” (values ranging between 2.34 3.66) on indicators of the learning engagement variable. it demonstrates that efl understudies in a few optional schools in the second semester of the 2019/2020 scholastic year in gresik, east java, indonesia concurred with the pointers framing the learning commitment variable referenced in the questionaries learning engagement lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 24 pedagogical belief learning engagement er 1. inferential analysis: structural equation modeling (sem) the confirmatory factor analysis (cfa) technique is used to test the unidimensional of exogenous and endogenous constructs. the construct in this research consisted of the pedagogical belief variable and learning engagement variable. the confirmatory factor analysis (cfa) results of the research construct were obtained from eleven iterations/stages to obtain a fit research model. the following will be displayed the first iteration and the eleventh iteration (the model that has been fit). graphic 5: cfa of research construct (pedagogical belief and learning engagement)_1st iteration source: primary data processed, 2020 the figure above shows that the probability value is still below 0.05, which means that the model is not yet fit. however, in sem, the probability value or chi-square is not the only indicator so that it can use other parameters. the other parameter value is the loading factor of each indicator. it is still below 0.5 so that the modification made is to give a positive value with an impose of 0.01 in each dimension or indicator according to the advice from the output. modifications made include removing indicators that are over-estimated or have lf values below 0m.5. after several modifications made until 11 iterations or stages, it is found that the research model figure that is fit is figure 6. whereas the other iterations or stages of the cfa construct of this research can be seen in the appendix in this research. the following is the confirmatory factor analysis of the research construct that is fit (11th iteration): lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 25 graphic 6: cfa of research construct (pedagogical belief and learning engagement)_11th iteration/fit source: primary data processed, 2020 the figure above identifies that the research construct model already has parameter values (loading factor of each indicator and dimension) that are above 0.5 so that it can be concluded that the model is acceptable. then, the researchers test the feasibility of the model for cfa research (pedagogical belief and learning engagement) based on the goodness of fit index (gof) using amos 23. most of the test results based on gof have a good model fit. therefore, full model_fit is feasible and can be used to analyze the results of the research. in empirical research, a researcher is not required to fulfill all the criteria for goodness of fit, but it depends on each researcher’s decision. hair et al. (2010) said that to determine the viability of a model, the use of 4-5 goodness of fit criteria was considered adequate. thus, it can be concluded that overall the model is acceptable and can be used for the preparation of substructure and structural equations and hypothesis testing proposed in this research. the researchers evaluated the structural model using the estimated value of standardized regression weight using amos 23. the results showed that all t-values of loading factor are greater than 1.96 and all standard loading factor values are greater than 0.5. thus, it can be concluded that all dimensions and indicators on full model_fit are significant and valid. the researchers also evaluated the validity of the indicators and the results showed that all items/indicators have good validity. construct reliability (cr) and variance extract (ve) have also been tested and the results showed that the construct reliability (cr) of all pedagogical belief learning engagement er ,9 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 26 constructs and dimensions have met the recommended value (cr ≥ 0.7). the variance extract (ve) of all constructs and dimensions also have met the recommended value (ve ≥ 0.5). thus, it can be concluded that all constructs and dimensions in full model_fit have good reliability. the structural model analysis is related to the evaluation of the coefficients or parameters that show the causal relationship or the effect of one latent variable on another latent variable. these causal relationships are hypothesized in research. evaluation of structural models includes coefficient or parameter values. t-values of the coefficients or parameters are taken from the amos output. while the table below is a tabulation made by researchers based on the amos output: table 2: results of evaluation of the structural model coefficients (standardized) whereas the value of coefficient of determination (r2) in this research is taken from the output of amos squared multiple correlations in the table below: table 3: output squared multiple correlations estimate learning_engagement 0.989 a structural equation model of research can be formed using standardized estimated values. structural equation: learning engagement = 0.994 * pedagogical belief + e, with r² = 0.989 the coefficient of determination (r2) and its interpretation are as follows:  the structural equation has r2 of 0.989 which means that 99% of the learning engagement construct variations can be explained by the path standardized estimate tvalue/ c.r. pvalue conclusion 1. pedagogical belief  learning engagement 0.936 10.840 *** significant 2. pedagogical belief  teacher belief inventory (ikg) 0.298 4.353 *** significant 3. pedagogical belief  teachers’ practices with regard to using technology (ppt) 0.928 9.953 *** significant lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 27 variations in the pedagogical belief construct. in other words, the contribution of pedagogical belief to learning engagement is 99%. from the investigation, it was discovered that efl educators' educational convictions as to utilizing innovation affect efl understudies' learning commitment in the homeroom (t-esteem is 10.840 > 1.96), and instructive conviction measurement most impacts efl understudies' learning commitment in the study hall is "instructors' practices with regard to using technology" (t-esteem is 9.953 > 1.96). based on the results of the questionnaire obtained, most efl teachers in several secondary schools in gresik have pedagogical beliefs that are oriented to rule-based belief. only a few efl teachers have pedagogical beliefs oriented to function-based belief. rule-based belief orientation focuses on students’ understanding of grammatical rules. this shows that most efl teachers in several secondary schools in gresik still use the old paradigm, which assumes that if a person masters grammatical rules, it means he has high english proficiency. even though this is contrary to the main function of a language, which is to communicate. the most important thing is not mastering grammar, but understanding the use of the language to communicate. perhaps many efl teachers apply what they used to get at school or campus, namely being taught grammar first and then using the language to communicate. there needs to be a paradigm shift among efl teachers that the real purpose of learning a language is to be able to use that language to communicate (function-based belief orientation) so that students can be more active in language learning in the classroom. in terms of using technology in efl instruction, efl teachers realize that technology has a significant effect on students’ learning engagement( (carle et al., 2009; p. j. hu & hui, 2012; tour, 2015) showed that learning using technology can make students' learning effectiveness, satisfaction, a general positive relationship between the use the learning technology and student engagement and learning outcomes. based on those statement it can bee seen that this research have similarity statement as the previous research. however, the results of the questionnaire revealed that the majority of efl teachers in several secondary schools in gresik use technology to teach grammar. this research indicate that research participant only focus on the structural grammatical so assignment focus on the grammar. unfoutunately, this statement contras with the communicative approach which is concerned with the function of the use of language does not focus on the grammar used.(kim, 1972; nakatani, 2002). they think that the most important thing is grammar. and only a few efl teachers use technology to create interactive and communicative learning activities (function-based). this indicates that the main problem lies on efl teachers’ pedagogical beliefs. before this current study, there has been limited research that discusses the influence of efl teachers’ pedagogical beliefs with regard to using technology on efl students’ learning engagement in the classroom. most of lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 28 the previous studies only focused on efl teachers’ beliefs (pre-service and in-service teachers) and teaching practices (zheng, 2009; ding et al., 2019) and measured students’ engagement in technology-based english learning without regard to teachers’ pedagogical beliefs (henrie et al., 2015). conclusion this exploration analyzed the impact of efl instructors' academic convictions concerning utilizing innovation on efl understudies' learning commitment in the study hall. this examination uncovered a huge impact of efl educators' educational convictions as to utilizing innovation on efl understudies' learning commitment in the homeroom in a few optional schools in the second semester of the 2019/2020 scholarly year in gresik, east java, indonesia. while educational conviction measurement most impacts efl understudies' learning commitment in the study hall is "educators' practices with regard to using technology". based on the results, from several pedagogical belief orientations, namely skill-based belief orientation, rule-based belief orientation, and function-based belief orientation, the majority of efl teachers in several secondary schools in gresik have pedagogical beliefs that are rule-based orientations. they have also realized the importance of integrating technology into learning english in the classroom and involving students during learning. unfortunately, they still use the old paradigm that prioritizes grammar teaching and assumes that someone who masters grammar means proficient in english. even though this is contrary to the main objective of language learning, it is to use the target language to communicate. in this respect, the main problem lies on efl teachers’ pedagogical beliefs. efl teachers must realize that their beliefs will influence their use of technology in english learning activities in the classroom. therefore, it is necessary to change the paradigm and point of view of efl teachers. although several previous studies have discussed the relationship between teachers’ pedagogical beliefs and technology integration practices (e.g., ertmer et al., 2012; ding et al., 2019), further research is suggested to discuss the impact of teachers’ pedagogical beliefs on the implementation of technology use as an english learning medium. furthermore, for efl teachers, to more frequently integrate technology to achieve the objectives of learning english and engage students in interactive and communicative learning activities such as group discussion, question and answer activities in meaning-making, and other interactive activities related to english culture. it is intended to make students actively engaged in learning activities, and also learning objectives can be achieved. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: 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(2000). constructivist-compatible beliefs and practices among us teachers. teaching, learning, and computing: 1998 national survey report# 4. center for research on information technology and organizations university of california, irvine and university of minnesota, 69. roberts, j., & mcneese, m. n. (2010). student involvement / engagement in higher education based on student origin. research in higher education journal, 7, 1–11. tang, e. l. y., lee, j. c. k., & chun, c. k. w. (2012). development of lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.17-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x technological use in efl instruction:... ulfatul ma’rifah, nurul masrifah, yudhi arifani doi: https://doi.org/10.26714/lensa.11.1.2021.17-32 32 teaching beliefs and the focus of change in the process of pre-service esl teacher education. australian journal of teacher education, 37(5), 90– 107. http://doi.org/10.14221/ajte.2012v37n5.8 tondeur, j., hermans, r., van braak, j., & valcke, m. (2008). exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom. computers in human behavior, 24(6), 2541–2553. http://doi.org/10.1007/s11423-016-9481-2 tondeur, j., van braak, j., ertmer, p. a., & ottenbreit-leftwich, a. (2016). understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. educational technology research and development. http://doi.org/10.1007/s11423-016-9481-2 tour, e. (2015). digital mindsets: teachers’ technology use in personal life and teaching. language learning and technology, 19(3), 124–139. trowler, v. (2010). student engagement literature review. the higher education academy, (november), 1–15. webber, k. l., krylow, r. b., & zhang, q. (2013). does involvement really matter? indicators of college student success and satisfaction. journal of college student development, 54(6), 591–611. http://doi.org/10.1353/csd.2013.0090 zhao, c.-m., kuh, g. d., & carini, r. m. (2005). a comparison of international student and american student engagement in effective educational practices. the journal of higher education, 76(2), 209–231. http://doi.org/10.1353/jhe.2005.0018 zheng, h. (2009). a review of research on efl pre-service teachers’ beliefs and practices. journal of cambridge studies, 4(1), 73–81. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 217 a psycholinguistics analysis: how do esl learners in higher education write paragraphs? faridatun nida universitas amikom purwokerto, jl. letjend pol. soemarto no.126, watumas, purwanegara, kec. purwokerto utara, kabupaten banyumas, jawa tengah 53127 faridatun.nida@amikompurwokerto.ac.id article history: submitted on 17th october 2021; accepted on 21th december 2021; published on 30th december 2021 abstract having the ability to write paragraphs is important, especially for students in higher education. nevertheless, mastering the skill of writing is not easy, takes time, and sometimes is boring. looking for the alternative leads the researcher to do a research with the aim of finding the favourable topics of writing and understanding the difficulties in writing a paragraph using psycholinguistics approach. students are firstly given the explanation about paragraph including the intrinsic and extrinsic elements of it. then, they are instructed to write a paragraph in several steps but are free to choose their own topics. their works then are analysed in order to see the topic chosen by the students in writing paragraphs. next, the analysis is focused on the structure and the ideas they deliver through the sentences. the results show that the topics chosen are about things relate to their real life, like health, technology, food, sport, and natural disaster. meanwhile, dealing with the structures and the ideas, the students’ works are divided into five categories. the two dominant categories are expected structure but unexpected content; and expected structure and expected content. hence, the findings will be taken into the consideration for the lesson material. besides, the student’s skill of writing and their problem in writing that is shown by the analysis of structure and content will be the focus of lesson discussion. therefore, the students are expected to have fun learning in writing. keywords: esl learner, higher education, writing paragraph http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx mailto:faridatun.nida@amikompurwokerto.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 218 introduction in the context of language learning, students should master four skills. they firstly need to get listening and reading, that is to hear and read the messages as an input to become acquainted with the language. after getting the input, the students are expected to give the output that is shown by the skill of speaking and writing to produce messages. in fact, reaching out the skill of writing is regarded as the last and the most difficult to be perceived by the students (ampa & quraisy, 2018; dewi, 2016; isgiarno et al., 2020). at the level of higher education, students are considered to belong to advanced learners (flores, 2021). they have got the basic skill of how to produce a message in the form of sentences. despite the fact that they could write a sentence and understand plenteous theory of writing, it does not mean that the students could master the skill of writing and have a skill of producing a proper text. some of them head problems in the way of applying the theory and putting it while writing a text (fatmah et al., 2020). the others had the problems of telling ideas (anh, 2019), taking off the influence of mother language (alshammari, 2020; ariyanti, 2016), and applying grammatical rules (setiyorini et al., 2020). meanwhile, joining the class of writing is tedious since students conceive that the teacher would give them instruction of having much practice of writing (tuan, 2010). strategies like making a peer feedback (saptenno & souisa, 2021), using flash card (indriyastuti, 2019), applying blended-learning (huda, 2018), running habits of mind (koura & zahran, 2017), building interaction in writing class (monalisa, 2017), applying stop strategy (okasha & hamdi, 2014), and involving cognitive aspect (muslim, 2014) have been applied as the solution. yet it still gives pros and cons. hence, the problem arose. teachers might need to get acquainted with the students’ skill of writing english paragraphs and find a better approach to teach the students about writing. it can be considered as an exertion to fulfil their role as facilitator and coach of their students (hidayati, 2018). moreover, teachers need to build enjoyable learning. motivating students to write text on the topic of their interest is a kind of providing the platform of writing skill improvement (mohammad & hazarika, 2016). furthermore, making an equality in communication could make them feel familiar and give a sense of happiness so that it creates students’ good mood. such factors are beneficial for the success of learning (kadir, 2017). thus, it leads the researcher to do further analysis. dealing with students’ mood in the learning process, there is a psycholinguistics that is regarded as the precious approach to be involved. this approach has been flowering in some research and it is stated that psycholinguistics is an approach that concerns the mentality of students to be a ‘bridge’ of successful learning (kurniawan et al., 2017; natsir, 2017; sabarua, 2017). yet, none of the research is found as the picture of http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 219 psycholinguistics involvement in solving such problems of writing learning. the present research brings the idea of applying psycholinguistics since mentality plays a role in the learning process. mental process in language learning is involved when the students deliver their ideas and thoughts (sidabutar, 2016). from this viewpoint, psycholinguistics has utility dealing with the flow of expression. this can be applied to find the preferential topics that the students choose in the writing paragraph. furthermore, the study of mentality, especially about the memory, mind and language, can give a contribution in creating solutions dealing with the problem of writing skill (sidabutar, 2016). it leads to the implication that psycholinguistics is also helpful for the analysis of the frequent difficulties that are faced by the students in writing paragraphs. none of the research has been found to solve the problem from the view of psycholinguistics. the previous research has broadening their knowledge about the relation between psycholinguistics and language learning (kadir, 2017; lisnawati, 2008; natsir, 2017; sabarua, 2017) but none of them are making research of finding learning methods using the viewpoint of psycholinguistics to give improvement in reaching better learning outcomes. approaches like need analysis and questionnaire are seen as the way to consider their future lesson plan (ampa & quraisy, 2018). hence, the present research is proposed to enrich the literature. the sequence of explanation above concludes that the background of the research arises from the problem found in writing class that is identically boring and not motivating. the researcher tries to solve the problem through the mental approach, that is understanding the preferable topic and the frequent difficulties the students have. in the future, it is expected that the findings can be an approach to create a sense of fun and enjoyment in the writing class since the student’s mood in learning can help the teacher to achieve the objectives of the lesson. in addition, it gives several clues of students’ ability in writing as the consideration to arrange the lesson plan and material. method running the adapted method of previous research is regarded as a way of bearing trustworthy, credible findings. besides, choosing a precise method to be involved in the aim of answering the research problem is another important consideration. therefore, this research chooses a designbased research methodology (flores, 2021). designed-based research method in the form of iterative is applied to do experimental assessment. the students are organized to the same questions, appeared in one version and extended to free writing under the instruction of the test. this is done in order to see their manner, their responses to make meaning through their writing (flores, 2021). http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 220 students who are involved in this research are in their third semester of higher education, universitas amikom purwokerto. their studies basically lay not in language studies or linguistics, but computer and technology. as a result, english class in two semesters is not enough to teach them deeply and regularly about writing. the limited time of learning english during their education leads the present research to give solutions and answer to the problems through some steps. the lecture initially gives students the description and explanation of the paragraph including the part of paragraph and element of it. this is done to help the students have an imagination of what they have to do. the instruction of making paragraphs is given gradually to give them time to consider the topic of the paragraph and the way to convey the information. as they complete the instruction, the students submit their work. it is documented in a folder (ivana et al., 2019). hence, the submitted works are seen as the data of this research. getting the data leads to the next step to reach the findings, that is analysis. in this step, psycholinguistics of discourse comprehension is involved to get the information of topic preferences and answer suitability. those points become the concern since the topic is considered as the key to the whole chains of paragraphs, while the suitability of the answer will show their understanding of material and instruction given. besides expecting to find a variety of topics, the results are hypothesized to fall into five categories; no writing, writing in expected structure but with unexpected content, writing in expected content but unexpected structure, writing in unexpected content and structure and writing in expected structure and content. this categorization helps the researcher to understand the problem of writing and the mistakes the students often made in writing a paragraph. after obtaining the result of analysis, the researcher presents the finding in forms of table and description. table is used to display the quantity dealing with the topics and its percentage. meanwhile, the description is written to explain the quality dealing with the analysis of topic, structure and the problem of writing. findings and discussion written texts in the form of (a) paragraph(s) produced by the esl students give some interpretations and overviews. it interprets the topics they preferably choose to write. it might not always be something they are fond of but it surely something that stuck in their mind. here are some topics that are found after doing the analysis. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 221 table 1: variety of topics no topics amount (%) 1 health 29,6 2 technology 20,3 3 food 20,0 4 hobby 12,5 5 business 5,3 6 phenomenon 3,2 7 sport 3,2 8 beauty 2,8 9 art 1,6 10 etc 1,5 topics of their texts relate to something around them, because they are interested in it or because it is stuck in their mind. as seen on the table, health becomes the dominant topic chosen by the students. it recently became a-lot-to-talk since the emergence of corona virus and covid-19 pandemic. the phenomenon leads people to be more aware of health. it also affects the students in choosing the topic of writing. another oft-chosen topic is technology. it is not surprising since their educational background is closely related to computers and technology. besides, they are thick with its usage for everyday life. in fact, the paragraphs with the topics of technology are not as technical as they learned. they take it up in general, like the effect, the advantages and disadvantages of smartphones and the internet. this also shows that the students tend to choose something that they are familiar with. and the third level of mostly-chosen topics is about their interest or hobby. this thickens into their everyday and often-done activities. the analysis not only interprets the topics, but also gives the overviews about their skill in writing. it also gives the picture of difficulties and problems they had while doing the writing. as stated on the method, the students are asked to write a paragraph. the results vary and it is nifty. variety of responses shows that the students took the test seriously (flores, 2021). hence, their works are classified into five categories. table 2: student’s answer no category amount (%) 1 no writing 2,5 2 expected structure, unexpected content 31,2 3 expected content, unexpected structure 15,4 4 unexpected structure, unexpected content 11,7 5 expected content, expected structure 30,0 http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 222 structure and content are separated due to its focus on the part of analysis. structure covers the extrinsic elements and the content covers the intrinsic. then, expected and unexpected refers to the way they do their work based on the order. even if the topic varies, the manner of working should be similar. the similarity refers to the standard of assessment. the assessment of expected and unexpected is done by some criterions. dealing with the structure, the assessment is based on the extrinsic element of a good paragraph. it should consist of a topic sentence, some supporting sentences, and concluding sentence (yunhadi, 2013). the presence of the topic sentence is signed by the statement about the idea of the paragraph as a whole in the beginning of the graph. the presence of supporting sentences is signed by the explanations that relate to the main idea stated in the topic sentence. the concluding sentence is signed by the summary of the whole information. it is written at the end of the paragraph. if the student’s work contains those three elements, it could be categorized into the expected structure. if the elements are incomplete, the paragraph will categorize into unexpected. from the point of content, the assessment is based on the intrinsic element of a paragraph. it should be unity and coherence (dasril et al., 2019). unity refers to the idea that becomes the focus of the one-whole paragraph. coherence refers to the meaning relation among the sentences in that onewhole paragraph. both are related to each other in creating the meaning and delivering the information written in the paragraph. the understanding of unity and coherence is also obtained by finding the keywords among the sentences. its presence shows the meaning relation between the sentences. therefore, if the student’s paragraph is considered having a characteristic of unity and coherence, it is the expected criterion of a paragraph. on the contrary, if the student’s paragraph does not continuously talk about the idea stated on the topic, it means the content of the paragraph is categorized as unexpected. the largest amount belongs to ‘expected structure but unexpected content’. the students were able to understand the instruction and have tried to make their work by order. they have made a structured paragraph, consisting of a topic sentence, some supporting sentences and a concluding sentence. unfortunately, they still need to learn in making the paragraph unity and coherence. too much information compiled disrupts the information flow. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 223 picture 1: gadget source: https://bit.ly/3idgizn the paragraph talks about gadgets. it is written as an order for the structure. it begins with a topic sentence on the first, then followed by supporting on the second and so forth. it ends with two concluding sentences. unfortunately, each part lacks unity and coherence. in the topic, the student stated two points of discussion, benefit and impact. in the supporting sentence, he wrote the benefit in only one-long sentence. another point informed the negative impact of using gadgets followed by the benefits. examples are also given to enhance the explanation and description. two concluding sentences are written to close the paragraph. the paragraph shows the student’s mentality dealing with the flow of expression and the way of thinking. the student does not focus on the one idea in a paragraph. overlapping happens when two topics of discussion are united into one paragraph. he talks about benefits and the impact in one paragraph. the paragraph on picture 1 also starts the explanation by giving information about the development of technology and repeating the statement that gadgets give influence. it is fluttering to understand the point of discussion. the round then affects the conclusion. it is stated in two sentences. therefore, the paragraph belongs to expected structure yet unexpected content. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx https://bit.ly/3idgizn lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 224 picture 2: social media source: https://bit.ly/3un9utj another problem of content dealing with unity and coherence also appears in the paragraph entitled social media. she consciously realized the instruction. it is shown by the use of signs; red for topic sentence, black for supporting sentence and blue for concluding sentence. yet, the way of delivering information needs to be trained. it initially can be seen from the topic and the conclusion sentence. the topic talks about something in general but the conclusion is so specific and does not relate to each other. the supporting sentences that are written in eight sentences seem to give mixed ideas. it is predicted that in the beginning of writing, she has no specific idea but then in the middle of writing she gets it specific. writing a paragraph about something that is interesting for the writer brings expectation that she has a good understanding of the information. she is expected to have the capabilities of organizing information she wants to deliver. in fact, imagination does not always come in the same way. a lot of information that she wants to deliver made it overlapped and messed up the focus. the chain of words in the sentences shows her thoughts about the topic. picture 3: k-pop source: https://bit.ly/2wsw28k http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 225 even though the information still talks about k-pop, the information delivered is the mixture of the agency and the type of music. the topic is stated clearly in the beginning to talk about k-pop definition as a type of music. nevertheless, the next sentences that are regarded as the supporting sentence dominantly explain about the history of k-pop agency. there is a confusion in deciding the information she wants to deliver because in the end, she talks about the famous artist that was born by the agencies and does not focus only on the description of k-pop as a type of music. similar problem is found in the paragraph below. picture 4: the impact of la nina in indonesia source: https://bit.ly/3dngb3f disaster might be not something that people love but they have to be aware of. it could be stuck in their mind and for a long-term memory. the curiosity also leads them to look and search for information about it. the result is seen in one of the students' work. he wrote about la nina. looking at picture 4, the text seems to consist of two paragraphs. writing in such a way is intended to give different results. in other words, writing each part separately might be considered as the way of organizing information. in fact, it is not the solution. even if the second paragraph is ignored, the first is not really understandable. at the beginning of the paragraph, it is clearly stated in the topic sentence that he would talk about the disaster caused by la nina. yet in delivering the information, there is some additional information that makes it messed up. although it talks about the same disaster, the scope of the information might not be unified. the description of disaster about the definition, occurrence and the example of its happening could be compiled into one another paragraph with the topic stated about the description of la nina. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 226 the concluding sentence is actually right to be stated. nevertheless, its position beyond the paragraph makes it look like a separated discussion. it seems strange since the instruction gives order to compile them into one unified paragraph. this problem is also pictured in another student’s work. picture 5: fixie bikes source: https://bit.ly/3lgedlb fixie and fixie bikes are mentioned in every slice and it seems like it becomes the keywords that link the discussions within those paragraphs. yet, a deeper understanding of the content could give us different results. each part on the chain does not talk about the same thing. the first paragraph talks about the general and physical description of fixie bikes. the second talks about the features and design of fixie bikes. even in the beginning it is written that fixie is designed for racing bikes, but the next paragraph states the different things that are beyond the design but also features of the bikes. the third paragraph gives advice for the reader before having fixie bikes. it is confusing for the readers since the information is overwhelming but unorganized. therefore, it needs to be rearranged to make it easily understandable and readable because the idea of the paragraph is actually good but not for the flow of information and the form of written text. therefore, picture 5 is the data that belongs to unexpected structure and unexpected content. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 227 picture 6: caring for others source: https://bit.ly/3ao4fkn unexpected structure does not always happen together with unexpected content. it is shown in picture 6. the content is well done. it talks about the same topic, the benefits of caring for others. the student is considerably good in delivering information, yet she might not really understand the instruction. it caused her to write the answer into three separate parts. it is exactly not suited to the instruction. the text consists of three paragraphs. first paragraph tells about the topic sentence and the first benefit of caring. the second benefit is written in paragraph two. the conclusion to end the writing is written in paragraph three. even if the content is relatable, writing them into splits makes them seem to be having different discussions. the use of conjunctions like ‘beside that’ and ‘so’ is not enough to mark and give it a look of compound. this is because such kind of writing is possibly making them have a compiled discussion. writing one topic in a separated paragraph is possible if the discussion has further detail of information. therefore, picture 6 shows the data that belongs to expected content but unexpected structure. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 228 picture 7: bad effect of internet on students source: https://bit.ly/3dkzv0o the structure of paragraph actually is not the prior cause of unreadable information. picture above gives an example that incompletestructure of the paragraph is still possible to make the information understandable. this is because understandability is built by coherence and cohesion. the information on picture 7 begins with the topic, stating that it is going to talk about the bad impact of the internet. confusion happens after reading the paragraph since there are so many repetitions of explanations. yet, the point still could be understood. the concise and efficient word usage in conveying the information is regarded to be better. picture 8: owning a pet source: https://bit.ly/3likxhr the paragraph begins with a topic sentence stating what the paragraph will tell us about. the writer may have made a grammatical and syntactical error on the pluralism. fortunately, the main idea is still understandable. it talks about the role of pets for owners. the following sentences can be seen having a further description about the role to the end of the paragraph. it means that the paragraph does not have a concluding sentence. having only two from three elements of a paragraph is not a serious problem for this matter, yet the answer seems incomplete. this kind of matter could be understandable if the purpose of the work is to avoid repetition since the explanation could be made simpler. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 229 picture 9: types of acnes source: https://bit.ly/3lgcuny talking about acne, the paragraph above is considered to be categorized into good criteria, expected structure and expected content. differ from the previous data, giving a conclusion means that the student makes an effort to fulfil the instruction. it also makes the paragraph seem complete. the student as writer begins the paragraph by stating the topic, that is the types of acne. the next sentences which are regarded as part of the supporting sentences, constantly talks about the topic compiled with the description of its appearance. the last two sentences are seen as conclusions related to the type of acne. furthermore, the flow of information is organized suited to each element of the paragraph. it is indicated that the students not only understand about the instruction but also understand about the information she wants to deliver. she also has a good ability in delivering the information so that the flow could be smoothen and in order. similar result is also shown by another student who talks about a kind of sport. picture 10: football source: https://bit.ly/3dkti3m http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 230 the paragraph looks simpler and shorter than the previous but it also belongs to having a good criterion. the information is stated clearly and delivered in order. as the previous writer, he is also supposed to have a good ability in communication and understanding the information he conveys. it helps him to write the paragraph as instructed. the opposite belongs to no writing. the assessment of the paragraph is clear. it also has standards that differ them from another category. no writing does not always mean that the students do not write any paragraph. there are paragraphs and the miss that are not similar to unexpected structure and content. unexpected structure seems that the paragraph actually talks about one topic but it writes the explanation into several paragraphs. unexpected content shows that what they are talking about is not related. on the other hand, no writing shows the condition where the answer given by the students is so far away from the context and the order. the example of no writing is seen in picture 11. the picture shows how the student answers the questions. he gave three points and entitled each point with topic sentence, supporting sentence and concluding sentence. then, he gave each of them one paragraph. it means that there are three paragraphs with three different topics on their work. indeed, the instruction is to write only a paragraph with one topic. besides the amount of paragraph, another way of answering the question is also far from the expectation. he knows about the position of each element and he shows it. nevertheless, that is not the way of doing the task and not suited to the order. the students do not ask to analyse paragraphs but write their own paragraph while considering the extrinsic and intrinsic element of the paragraph. there is also indication that the paragraph is not written by himself but it was taken from another source. although he put effort in analysing the position of the topic, supporting and concluding sentences, the paragraph is not him. therefore, it belongs to no writing. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 231 picture 11: avocado, pss sleman and anthony ginting source: https://bit.ly/3iduthp another student also seems to have a misunderstanding about the order but makes a different mistake than the previous. he gave two paragraphs to his work then analysed the intrinsic element of the paragraph. it is seen from his work as presented in picture 12. he answers the question by mentioning two elements in point. first point is entitled kohesi. he wrote the word in indonesian spelling. he does the same at the second point. he wrote koheren, which is an indonesian spelling. even he does not give any analysis to his work. besides unity, coherence is true written and mentioned in the instruction but it is not the main focus of the order. it is one of the elements that should be considered by students while writing a paragraph. the issue of plagiarism, as it is found in the previous case, is also indicated to happen in this case. he is intended not to write the paragraph and takes from another source. therefore, his work belongs to the “no writing” category. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 232 picture 12: kohesi dan koherensi source: https://bit.ly/3agol5k curiosity is finally paid off to the topic that is chosen by the students. variety of topics shows their colourful mind. it is about their interest and memory of something. the higher frequency they deal with something, the stronger they remember about it. hence, the relation between the preferential topic written in paragraph and the mental process are proven. memory helps them to recall everything that is stuck in their mind. furthermore, it is adventurous to understand their ability in writing a paragraph. firstly, many students’ works belong to expected structure and content. it seems that they have no problem with their skill of writing. they have a good ability to understand the instructions and organize ideas. their way of thinking is good when they write a paragraph. it is shown by the language they arranged in every sentence. the mental process not only helps them to memorize anything related to the topic but also helps them to control their mind so they can focus on one idea and be consistent in discussing it in a whole paragraph. secondly, students whose work belongs to expected structure and unexpected content seems to be the dominant. they are able to understand the instruction yet unable to deliver the information. the delivery problem varies on its part. some of them are correct in only one part, whether the topic sentence, concluding sentence, or supporting sentence. the topic sentence could be said to be correct but the supporting and concluding sentences are incorrect. the others are incorrect in every part due to the loss of unity and coherence even if they are familiar with the topic. its loss can be related to the mental process of the student. this is because the mental http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 233 process relates to students’ minds. mental process possibly causes incoherence from one sentence to another sentence in one paragraph (sidabutar, 2016). thirdly, the students whose works belong to unexpected structures are predicted to have problem with their understanding of the instruction. lastly, the students that their works belong to ‘no writing’ does not mean that she or he does nothing. it seems similar to an unexpected structure but in a different scope. students with ‘unexpected structure and expected content’ are predicted not to have understanding that the instruction asked them to unify the paragraph, not separate each element. while students with no writing totally have no understanding of asking for a writing paragraph. they may assume that they only need to analyse the element of paragraphs. knowing the result of analysis and its discussion is very beneficial. it answers the problem as stated in the beginning, that is revealing their preferences. furthermore, it is also helpful and soluble. it is applied to organize the lesson plan and material in order to achieve the goal of fun writing learning. topics that are found during the analysis and presented in table 1 will be taken into the material. the closer the topic to their interest is expected to get them ease in understanding the lesson and theory. their skill in writing and the problem of flow information will also be taken as the focus of learning and discussion. the activity of learning should be related to their mental process, especially their way of thinking. their minds should be trained to link the cause and effect; analyse the general thing to specific and vice versa; and make the concept of information flow (sidabutar, 2016). therefore, their skill in writing could be improved in its limited-meeting-andtime english class. the explanation above clearly gives the unique findings that makes the difference from the previous research. using the same method but different approach delivers the assessment of meaning through esl old learner’s ability in producing the description of certain pictures (flores, 2021). conclusion dealing with the aim of analysis to answer the research problem, some findings could be elaborated. the discussion generally talks about the esl learners’ writing. the analysis firstly focuses on revealing the topics of writing to see their preferences. they prefer to choose any topics that are related to their life and environment, factual, real and interesting. the analysis also reveals that students are able to understand the instruction as well as writing the paragraphs. nevertheless, the challenge dominantly lies on their ability to organize the information they deliver. it is still the biggest problem seen in their work. these findings of analysis prove that applying psycholinguistics approach in conducting the research is precise to understand their ideas, mind, thought and language. knowing their preferences and problems in http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.217-236 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a psycholinguistics analysis: how do esl … faridatun nida doi: https://doi.org/10.26714/lensa.11.2.2021.217-236 234 writing paragraphs will be beneficial in the aim of arranging the learning lesson and material. in addition, carrying out the suitable approach could make them enjoy joining the learning and makes it easier to understand the lesson dealing with the manner of writing. in the future, it is expected to help us better in reaching learning outcomes. the expectation can be proven by further research. the analysis can be focused on the effect of giving material that is close to students’ interest. if this method is proven to help students improve their writing skill, it subsequently leads the teacher to have different views in preparing a lesson plan and to give an updated approach of english learning, considering the needs of improving esl students’ skill in writing an english paragraph. acknowledgement this research is conducted by dint of supported parties. the first and the most blessed is presented to allah for his mercy. the honourable thanks is delivered to lppm universitas amikom purwokerto for the funding and partnership. author thanks also delivered to the reviewer and proof-reader’s help for publishing this manuscript. references alshammari, s. 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(2021). student’s peer feedback in efl writing class of english study program. huele: journal of applied linguistics, literature and culture, 1(1), 1–16. setiyorini, t. j., dewi, p., & masykuri, e. s. (2020). the grammatical error analysis found in students’ composition. lensa: kajian kebahasaan, kesusastraan dan budaya, 10(2), 218–233. sidabutar, r. b. (2016). kemampuan berbahasa anak dalam buku harian ditinjau dari kajian memori, pikiran, dan bahasa. cendekia, 10(1), 29– 40. tuan, l. t. (2010). enhancing efl learners ’ writing skill via journal writing. canadian center of science and education, 3(3), 81–88. yunhadi, w. (2013). analysis on paragraph writing of the second semester students of english department of university of kutai kartanegara. http://jurnal.unimus.ac.id/index.php/lensa 7820-25284-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 218 the grammatical error analysis found in students’ composition tri jampi setiyorini1* puspa dewi2 edi sunjayanto masykuri3 universitas muhammadiyah purworejo k.h.a. dahlan road 3 & 6 purworejo, central java, indonesia *trijampi95@gmail.com article history: submitted on 30th october, 2020; accepted on 15th december 2020; published on 31th december 2020 abstract grammar is an important language component to enhance students’ language proficiency. however, many students still make grammatical errors in writing their essays. this research aims at analyzing types of grammatical errors found in students’ essays. the type of this research is a descriptive case study. the subjects of the study were 20 third-semester students of purworejo muhammadiyah university, indonesia. the researchers used a test to collect the data. the results of tests were analyzed descriptively by using keshavarz’s theory. the analysis result shows that the percentage for each error type is 34.06% (omission), 7.25% (addition), 57.97% (substitution), and 0.72% (permutation). based on the research result, the researchers conclude that the most dominant error is substitution. the percentage of error can prove it, that is, 57.97%. there are some implications of error analysis in english language teaching in universities in indonesia. the lecturer can give enrichment, understand students’ grammar competence, give corrective feedback to students’ errors, modify target language learning items in classrooms and textbooks, understand the way students apply the target language rules, and use the effective teaching method or learning media. keywords: error analysis, grammar, essay writing abstrak tata bahasa adalah sebuah komponen yang penting untuk meningkatkan kemampuan bahasa mahasiswa. namun, banyak mahasiswa yang masih melakukan kesalahan tata bahasa dalam menulis esai. penelitian ini bertujuan menganalisis kesalahan tata bahasa pada esai mahasiswa. jenis penelitian ini adalah studi kasus deskriptif. subjek penelitian ini adalah 20 mahasiswa semester 3 di universitas muhammadiyah purworejo, indonesia. http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx mailto:trijampi95@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 219 peneliti menggunakan tes untuk mengumpulkan data. hasil tes dianalisis secara deskriptif dengan menggunakan teorinya keshavarz. hasil analisis menunjukkan bahwa persentase kesalahan adalah 34.06% untuk omisi, 7.25% untuk adisi, 57.97% untuk substitusi, dan 0.72% untuk permutasi. berdasarkan hasil penelitian, peneliti menyimpulkan bahwa jumlah kesalahan yang paling dominan adalah substitusi. presentase kesalahan dapat membuktikannya yaitu 57.97%. ada beberapa implikasi analisis kesalahan terhadap pengajaran bahasa inggris di universitas di indonesia. dosen dapat memberikan pengayaan, memahami kompetensi tata bahasa mahasiswa, memberikan umpan balik korektif untuk kesalahan mahasiswa, memodifikasi materi pembelajaran bahasa target di kelas dan di buku, mengetahui cara mahasiswa menerapkan peraturan bahasa target, dan menggunakan metode pengajaran atau media pembelajaran yang efektif. kata kunci: analisis kesalahan, tata bahasa, penulisan esai introduction basically, being a professional teacher in english, students should have best mastery in four language skills: reading, writing, listening, and speaking. those skills are integrated to make good communicative competence. the third-semester students in a university must learn how to compose an essay better. some types of essay: chronological essay, cause and effect essay, comparison/contrast essay, and argumentative essay (oshima & hogue, 1998). for every meeting of the lecture, students must learn and write one type of essay based on the lesson plan. students must write sentences grammatically to produce an essay in a good composition. grammar is a basic language component that needs attention and emphasis from efl teaching practitioners (calanoga, 2019). it is important because the students still meet some difficulties in using tenses and they do not recognize the language structure as well (simbolon, 2015). grammar enables learners to combine linguistic units in a grammatical sentence with its rules (afdaleni, 2018; patoc & lasaten, 2019). adequate grammar competence enables learners to make effective communication because they always apply grammatical accuracy in using the language (marashi, 2014). by using grammar, students can explain their thoughts vividly and meaningfully (bradshaw in sioco & vera, 2018). if students do not have good grammar knowledge, they do not understand how to write sentences grammatically and how to comprehend their meaning (cam & tran, 2017). although the third-semester students of purworejo muhammadiyah university, indonesia, have studied english for a long time, they still find some problems in writing an essay because writing is a complex process of collecting ideas on their mind and changing them into a good text. besides, they are unable to apply grammatical rules correctly. the students omit the inflection –s/-es to show the plurality of a noun. they still omit the inflection http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 220 –s to the verb to show the tense marker in the present simple when the subject is singular. the students also do not put the verb be (is, am, or are) to write a nominal sentence in the present simple. when the sentence contains a gerund, they also do not use the inflection –ing. they also sometimes miss the article in constructing a sentence. besides, they also do not put a subject or an object in writing a sentence. in some cases, the students still use a singular verb instead of a plural verb, and vice versa. they also use a plural noun instead of a singular noun. they sometimes attach double auxiliaries such as is and should in one sentence. they also use a present verb with an inflection –s to write an affirmative sentence with a modal auxiliary can. some of them also use the past verb after the phrase being able to instead of an infinitive verb. they also still use a progressive verb in constructing the subordinate clause for the first type of conditional sentence. besides, they put an auxiliary verb or a preposition which is not necessary in a sentence. in other cases, some students use an adjective instead of a noun; for example, healthy instead of health. the students sometimes use a noun instead of a verb; for example, consumption instead of consume. they also use the incorrect pronoun instead of the correct one such as our instead of your. some students sometimes misspell words such as healt and chage. besides, they do not arrange sentences correctly. in these cases, students make errors, but they do not recognize them. errors occur when students frequently do not use the structure of language correctly (dulay et al. in calanoga & arellano tamayo, 2019). students make errors frequently, but they do not know that those are errors (gass & selinker in catabay, 2019). errors are the systematic deviations of grammatical items that show students’ knowledge in the target language (brown in catabay, 2019). errors occur when students lack competence in the target language, the errors appear frequently, but they do not know how to correct them (ellis in shariq, 2020). they are the results of what students have learned about the target language (gass & selinker in ramos, 2015). errors show the way students learn a language, so teachers can set the goals of learning and improve their teaching methods (mendoza, 2016). errors can display students' target language ability and give signs about language teaching techniques, language teaching effectiveness, and evaluation techniques (palmer in hamilton, 2015). thus, teaching practitioners need to conduct error analysis to understand the types of students' errors. error analysis examines what kinds of errors students make in second language learning (hinkel in r et al., 2018). it enables teachers to identify, categorize, and describe learners’ grammatical errors in a second language learning (batu et al., 2018). it always applies linguistics theories and procedures in examining students’ errors (ruru & ruru in oktaviana, 2018). error analysis informs what students know and how they apply the knowledge of the target language (corder in manuel, 2019). error analysis can also indicate the effectiveness of teaching materials and strategies, and http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 221 teachers can modify the materials in the syllabus (khansir, 2012). it helps teachers to detect students’ difficulties in the target language learning and helps them to choose the effective method in teaching the target language (heydari & bagheri, 2012). errors can be categorized based on their processes. they explain how students commit errors. there are four types of errors: omission, addition, substitution, and permutation (keshavarz, 2012). below is a detailed explanation of each error type. 1. omission the omission is the absence of necessary items within a sentence (corder in kusumawardhani, 2017). for example, *i am study history now instead of i am studying history now. here, the inflection –ing must be added to the main verb study to indicate the present continuous tense. 2. addition the addition is the presence of an unnecessary particular item within a sentence or an utterance (tizon in rusyaidi, 2018). for example, *they are always play basketball at 10 a.m. instead of they always play basketball at 10 a.m. here, the auxiliary verb are is not necessary because there is the main verb play, and the sentence is in the present simple. 3. substitution the substitution uses the incorrect form of a word in a sentence or an utterance (keshavarz, 2012). for example, *pragmatics is different to sociolinguistics instead of pragmatics is different from sociolinguistics. here, the correct preposition for the adjective different is from. 4. permutation the permutation is the placement of a morpheme or a word in a sentence or an utterance which is not arranged correctly (keshavarz, 2012). for example, *he runs always in the yard instead of he always runs in the yard. in this sentence, the adverb of frequency always should be placed before the main verb runs. in this research, the researchers analyze errors in students’ composition. composition means essay writing. writing is a difficult language skill that enables students to convey their thoughts, knowledge, and feelings in a text that can be understood and read by many people (pamittan, 2019; talosa & maguddayao, 2018). good grammar competence and adequate vocabulary are necessary to make all ideas readable in a well-structured text (fontiveros – malana & calanoga, 2019). learners can convey their messages clearly in written form to make the readers understand the information (ratnah, 2018). they have to use some linguistics elements of writing to enable readers to comprehend the text and involve motor and cognitive skills (ilyas, 2019; sidupa & rahyono, 2019). learners having writing proficiency can master english effectively, improve their english performance, and attain high level achievement (catabay, 2019; susanto et al., 2019). the researchers have done the study to identify the similarities and differences in their errors with the hope that it could help in the teaching and http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 222 learning of english (zheng & park, 2013). the study stated that by making a comparison between the two languages, most of the learners’ errors could be predicted as considered as language interference (siew eng et al., 2020). qamariah and wahyuni (2020) have conducted error analysis using to be as an auxiliary and linking verb in students' writing text. the errors are classified by dulay, burt, and krashen’s theory. the result showed there are any misformation, omission, and misordering (qamariah & wahyuni, 2020). anjayani and suprapto (2014) have analyzed the errors in using prepositions in students' writing made by the eleventh-grade students of a senior high school. the result of data analysis showed that there were 117 incorrect uses of prepositions, and the most dominant error was the use of the preposition of place. inter-lingual transfer was the cause of students’ errors. the teacher should apply the appropriate learning media to teach prepositions effectively. the government and the syllabus developer should include preposition materials to improve students’ understanding about them (anjayani & suprapto, 2016). swasti (2016) has analyzed the errors in using english articles on students’ descriptive texts. the result of this study shows that indefinite a/an-for-zero errors are 61.51%, zero-for-indefinite a/an errors are 22.19%, definite the-for-indefinite a/an substitution errors are 5%, definite the-for-zero substitution errors are 4.65%, zero-for-definite the substitution errors are 4.41%, and indefinite a/an-for-definite the substitution errors are 2.23%. the teacher should focus on students’ errors and improve grammar teaching quality (swasti, 2016). the researchers have taken several previous studies about error analysis in three different cases. the first previous research has analyzed errors in using auxiliary verb (to be) and linking verbs, the second previous research has analyzed errors in using prepositions, and the last previous research has analyzed errors in using english articles. in this research, the researchers research error analysis of grammar found in college students’ essays because the researchers have found many grammatical errors in the third-semester students’ essays. this research focuses on analyzing types of grammatical errors found in students’ essays written by 20 students in the third semester of purworejo muhammadiyah university, indonesia. here, the researchers analyze all kinds of grammatical errors found in students’ essays to detect what students know about the target language. the researchers hope that english lecturers can identify students’ difficulties in language learning, detect students’ knowledge in the target language, provide feedback to minimize students’ errors, modify the target language materials, and determine the appropriate method, learning media, or strategy to enhance students’ language proficiency. the researchers analyze types of errors using keshavarz’s theory (2012). the analysis is based on the classification of the process. it is different from the previous research because the previous research analyzed errors using dulay, burt, and krashen’s theory. the researchers support the previous researches that the teaching practitioners ought to focus on students’ errors, include the materials containing students’ http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 223 errors, and apply the effective teaching method, learning media, or strategy. when the teaching practitioners give more attention to students’ errors and improve the teaching grammar quality, they will give positive effects on students’ writing because grammar is a vital component in writing. based on the study's background that the researchers have stated before, the researchers formulate the research problems as follows: 1. what are the types of grammatical errors found in students’ essay writing? 2. what is the most dominant type of grammatical error found in students’ essay writing? method in this research, the researchers used a descriptive case study. a descriptive case study aims to present detailed information on a specific phenomenon to get a deep understanding of the case (heigham & croker, 2009). in this study, the researchers presented detailed information about grammatical errors found in the essay writing. the subjects of the study were 20 third-semester students of a purworejo muhammadiyah university, indonesia. the data sources of this research were documents. the documents were in the form of essays written by 20 third-semester students of purworejo muhammadiyah university, indonesia. the analysis unit is the sentences found in essays written by 20 students in the third semester of purworejo muhammadiyah university, indonesia. the researchers used a test to collect the data. a test can detect a person's ability in a given domain. in this study, the researchers collected the data by giving a test to 20 students. the test was writing an essay based on the topic they have chosen. here, the researchers took some steps to collect the data. graphic 1: the steps of collecting the data asking students to submit their essays asking students to compose an essay based on the topic displaying the topics of the essay asking for permission from the third-semester students to take the data asking for permission from the lecturer to take the data http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 224 the researchers analyzed the data by using some steps as follows: 1. reading the results of students’ essays 2. highlighting grammatical errors in students’ essays 3. categorizing grammatical errors found in students’ essays 4. giving explanations of the types of grammatical errors found in students’ essays 5. gathering and counting the result and putting it into the table 6. calculating the percentage of each error found in students’ essays the researchers calculated the percentage of each error made by the thirdsemester students using the formula as follows: p = f/n x 100% note: p = percentage of the number of error f = frequency of each type of error n = number of error 7. interpreting and explaining the result 8. drawing the conclusion from the result. findings and discussion in this section, the researchers present the findings of the analysis of types of grammatical errors found in essays written by 20 students in the third semester of purworejo muhammadiyah university, indonesia. the analysis of types of errors is based on keshavarz’s theory because it describes how errors take place in a sentence, and it is also a new theory of error analysis. there are omission, addition, substitution, and permutation. here is the table of the recapitulation of types of grammatical errors found in students’ essays. table 1: the recapitulation of types of grammatical errors found in students’ essays written by the third-semester students of purworejo muhammadiyah university, indonesia. no. types of errors total percentage (%) 1. omission 47 34.06 2. addition 10 7.25 3. substitution 80 57.97 4. permutation 1 0.72 total 138 100 the table shows that the third-semester students of purworejo muhammadiyah university, indonesia. they still made grammatical errors in writing their essays. the total number of grammatical errors committed by them is 138. the total number for each error type is 47 (omission), 10 (addition), 80 (substitution), and 1 (permutation). the analysis result shows http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 225 that the percentage for each error type is 34.06% (omission), 7.25% (addition), 57.97% (substitution), and 0.72% (permutation). based on the research result, it can be concluded that the most dominant error found in students’ essays is substitution. the percentage of error can prove it, that is, 57.97%. 1. types of grammatical errors found in students’ essays written by the third-semester students of purworejo muhammadiyah university, indonesia. this section deals with discussing findings of types of grammatical errors found in students’ essays written by the third-semester students of a purworejo muhammadiyah university, indonesia. in this section, the researchers discuss types of grammatical errors based on keshavarz’s theory. according to keshavarz (2012), there are four types of errors: omission, addition, substitution, and permutation. a. omission here are examples of omission errors. 1) the omission of an inflection –s to show the plurality of a noun. “a soft drink has many bad effect for our life.” (r10) the sentence written by the student is incorrect because there is no inflection –s to show the plurality of a noun. the word many in the sentence shows that the noun is plural; however, there is no inflection –s to the noun effect. the correct form of the noun is effects. therefore, the correct sentence is, “a soft drink has many bad effects for our life.” 2) the omission of an auxiliary verb in the form of be in a passive voice “it ^ also caused by high content of artificial sweeteners." (r3) the sentence written by the student is not correct. it belongs to the omission of an auxiliary verb in the form of be in a passive voice. here, the subject is it, and it is singular. in the present simple, the appropriate auxiliary verb for a singular subject is is. therefore, the correct sentence is, "it is also caused by high content of artificial sweeteners." 3) the omission of an article “ ^ most popular drink is soft drink.” (r1) the sentence does not have an article. it should be added by the article the in front of the phrase most popular. thus, the correct sentence is, “the most popular drink is soft drink.” 4) the omission of a verb be in an affirmative nominal sentence. “mineral water ^ good for health.” (r9) the sentence written by the student is incorrect because there is an omission of a verb be in an affirmative nominal sentence. the subject in the sentence above is mineral water, and it is singular, so the appropriate verb be is is. thus, the correct sentence is, “mineral water is good for health." http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 226 5) the omission of an inflection –s to the verb in the present simple. “soda contain carbonic acid.” (r1) the sentence written by the student is not correct because there is an omission of an inflection –s to the verb in the present simple. the subject in the sentence is soda, and it is singular. the verb contain should then be added with an inflection –s because the tense is the present simple. therefore, the correct sentence is, “soda contains carbonic acid.” 6) the omission of an object in a sentence “obesity can happen if we consume ^ excessively.” (r2) the sentence written by the student is not correct because there is no object in a subordinate clause. in the subordinate clause above, the subject is we, the main verb is consume, and we can add an object soft drinks. therefore, the appropriate sentence is, “obesity can happen if we consume soft drinks excessively.” 7) the omission of an inflection –ing to show gerund “the second effect is increase the risk of diabetes.” (r11) the sentence written by the student is not correct because there is no inflection –ing to the word increase to show that it is a gerund functioning as an object. the word increase should be changed into increasing. therefore, the correct sentence is, “the second effect is increasing the risk of diabetes.” 8) the omission of a subject in a noun clause “the first effect of a soft drink is that ^ can cause dehydration.” (r6) the sentence is not correct because there is no subject in a noun clause. the noun clause is indicated by the subordinate conjunction that. we can add a subject it because it can refer to a soft drink. therefore, the appropriate sentence is, “the first effect of a soft drink is that it can cause dehydration.” 9) the omission of be in a passive voice with modal auxiliary “tooth decay can ^ caused by the artificial sweeteners contained in the soft drink.” (r10) the sentence written by the student is incorrect because there is an omission of be in a passive voice. in the passive voice above, there is a modal auxiliary can. then, after the modal auxiliary, it should be added by the word be. thus, the appropriate sentence is, “tooth decay can be caused by the artificial sweeteners contained in the soft drink.” b. addition here are examples of addition errors. 1) the addition of the preposition “don’t often to drink soft drinks.” (r12) the sentence above is incorrect because there is the addition of preposition to in an imperative sentence. the infinitive verb drink should directly follow the adverb of frequency often, and the http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 227 preposition to must be deleted. therefore, the correct sentence is, "do not often drink soft drinks." 2) the addition of an auxiliary verb is before the modal auxiliary “the conclusion is that the soft drink is should not be consumed excessively.” (r5) the sentence is incorrect because there is the addition of an auxiliary verb is before the modal auxiliary should. it means that there are two auxiliaries in a noun clause. the auxiliary verb is must be omitted. thus, the correct sentence is, "the conclusion is that the soft drink should not be consumed excessively." 3) the addition of a verb be in an affirmative sentence with a modal auxiliary. “soft drinks can be reduce the functions of kidney.” (r13) the sentence is incorrect because there is the addition of a verb be to the affirmative sentence with a modal auxiliary can. the affirmative sentence containing a modal auxiliary only uses a modal auxiliary and an infinitive verb. the word can must be followed by the infinitive verb reduce. the verb be must be omitted. therefore, the correct sentence is, “soft drinks can reduce the functions of kidney.” c. substitution here are examples of substitution errors. 1) the substitution of an incorrect spelling instead of a correct spelling “soft drinks also chage the color of the teeth.” (r1) in the sentence above, there is a misspelling word chage instead of change. thus, the correct sentence is, “soft drinks also change the color of the teeth.” 2) the substitution of a singular verb instead of a plural verb “soft drinks increases the diabetes risk.” (r12) the subject of the sentence is soft drinks, and it is plural. however, the sentence uses the singular verb increases. the correct one is increase. therefore, the correct sentence is, “soft drinks increase the diabetes risk.” 3) the substitution of a plural verb instead of a singular verb “a soft drink have high acidity level.” (r1) here, there is a substitution of a plural verb instead of a singular verb. the subject in the sentence is a soft drink, and it is singular, so the correct verb is in the singular form. the singular form of the verb have is has. therefore, the correct sentence is, “a soft drink has high acidity level.” 4) the substitution of the incorrect pronoun instead of the correct pronoun “soft drinks have many negative effects. the are bad for us.” (r2) in the sentence above, there is a substitution of the pronoun the instead of they. the subject in the first sentence is soft drinks, and it is plural, so the appropriate pronoun referring to soft drinks are they. http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 228 therefore, the correct sentence is, “soft drinks have many negative effects. they are bad for us.” 5) the substitution of a plural noun instead of a singular noun “the first effects is obesity.” (r3) the verb is indicates that the subject is singular. however, there is an inflection –s to the word effect. it should be in a singular form. the correct one is effect. thus, the well-structured sentence is, “the first effect is obesity.” 6) the substitution of an adjective instead of a noun “many people don’t know bad effects of soft drinks, especially for healthy.” (r1) the preposition for must be followed by the noun. the word healthy is an adjective. the appropriate noun is health. thus, the correct sentence is, “many people don’t know bad effects of soft drinks, especially for health.” 7) the substitution of a noun instead of a verb “if you consumption soft drinks, you can damage your teeth.” (r3) the first type of conditional sentence uses the present simple in the subordinate clause. the subject you must be followed by the verb consume because the word consumption is a noun. therefore, the correct sentence is, “if you consume soft drinks, you can damage your teeth.” 8) the substitution of a past verb instead of an infinitive verb “besides being able to caused obesity, soft drinks can also cause diabetes.” (r15) after the preposition to, we should add an infinitive verb. the verb caused is a past verb. the infinitive form is cause. therefore, the correct sentence is, “besides being able to cause obesity, soft drinks can also cause diabetes.” 9) the substitution of a singular present verb instead of an infinitive verb “drinking soft drinks can causes obesity.” (r15) the affirmative sentence with a modal auxiliary can uses an infinitive verb. however, there is an inflection –s to the main verb cause in the sentence. the correct verb is cause, and it must be placed after the modal auxiliary can. therefore, the correct sentence is, “drinking soft drinks can cause obesity.” 10) the substitution of a progressive verb instead of an infinitive verb and the substitution of the incorrect pronoun instead of the correct pronoun “if you often drinking soft drinks, it can cause bad effects on our health.” (r4) the sentence above is the first type of conditional sentence. in the subordinate clause, after the adverb of frequency often, it should be followed by the present verb. the subject in the first clause is you, so the correct verb is drink. then, viewed from the subject in the first http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 229 clause, the correct pronoun before the noun health is your. therefore, the correct sentence is, “if you often drink soft drinks, it can cause bad effects on your health. d. permutation here is the example of permutation error. the permutation of the position of too much “if you too much drink soft drinks, it will not be good for health.” (r16) in the sentence, the phrase too much is positioned before the verb drink. the phrase too much must be placed after the phrase soft drinks. therefore, the well-structured sentence is, “if you drink soft drinks too much, it will not be good for health.” if we compare to the first previous research, this research found errors of omission, addition, misformation, and misordering. however, it has different term, keshavarz uses the term ‘substitution’ instead of ‘misformation’, and he uses the term ‘permutation’ instead of ‘misordering’. this research found addition errors, while the first previous research did not. the first previous research only analyzed errors in using linking verbs and to be auxiliary, while this research analyzes all grammatical errors. compared to the second previous research, in this research, the researchers only found the error of using preposition to in an imperative sentence, while the second previous research found many preposition errors. compared to the last previous research, the researchers did not find substitution errors in using english articles, while the last previous research found many english articles substitution errors. conclusion it is crucial for the lecturer to do the error analysis to detect students’ errors in their essays. based on the research result, the total of grammatical errors committed by 20 third-semester students of purworejo muhammadiyah university, indonesia, is 138. the total number of errors for each error type is 47 (omission), 10 (addition), 80 (substitution), and 1 (permutation). the analysis result shows that the percentage for each error type is 34.06% (omission), 7.25% (addition), 57.97% (substitution), and 0.72% (permutation). the researchers draw the conclusion that the most dominant error is substitution. the percentage of error can prove it, that is, 57.97%. there are some implications of error analysis in english language teaching in universities in indonesia. first, the lecturer can give enrichment based on students’ errors. the lecturer can repeat and emphasize the materials related to students’ errors, explain the materials clearly, and develop the exercises to enhance students’ understanding and knowledge. second, the lecturer can understand students’ grammar competence. error analysis informs the lecturer about what learners know and how they apply the rules http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 230 of the target language. the researchers found that some students always attached the inflection –s to the plural subject using to be are and to the singular subject using to be is in the present simple in their essays. on the contrary, related to the use of the inflection –s to the subject, they can only use it to the plural subject using to be are. third, the lecturer can provide the corrective feedback to students’ errors. corrective feedback is very crucial in english language teaching because it can improve students’ understanding of the materials. here, the lecturer can provide the correction for students’ errors to improve their grammar understanding and writing quality. fourth, the lecturer can modify target language (tl) learning items in classrooms and textbooks. the lecturer can emphasize the materials containing students’ errors and give more explanations that allow students to correct their errors. the teacher can develop the exercises in textbooks by giving more exercises emphasizing students’ errors. for example, most of the students made errors in the passive voice, so that the lecturer can develop some exercises about passive voice in textbooks. fifth, the lecturer can understand the way students apply the target language rules. error analysis gives evidence about students' knowledge about the target language and how they use the knowledge to produce sentences. here, the systematic deviations can be found; for example, when students learn the passive voice, they must use the inflection –ed to the main verb. however, they also attach the inflection –ed to the main verb in other tenses. sixth, the lecturer can use the effective teaching method or learning media. for example, when most of the students omit the verb be in writing a nominal sentence in the present simple, the lecturer can apply the deductive method by giving a detailed explanation about how to write a nominal sentence in the present simple or apply the inductive method by giving some sentences errors and asking students to correct them. the lecturer can also use audio-visual media to improve students’ grammar knowledge and writing performance. references afdaleni. 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(2016). an error analysis on the use of english articles in students’ written descriptive texts a case of class x mia 1 of sma n 1 binangun, cilacap in the academic year 2014/2015. elt forum:journal of english language teaching, 5(1), 1–10. http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 218-233 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the grammatical error analysis found :... tri jampi setiyorini, puspa dewi, edi sunjayanto masykuri doi : https://doi.org/10.26714/lensa.10.2.2020.218-233 233 talosa, a. d., & maguddayao, r. n. (2018). evaluation of second language learners’ syntactic errors in esl writing. tesol international journal, 13(4), 172–181. zheng, c., & park, t. j. (2013). zheng, c., & park, t. j. (2013). an analysis of errors in english writing made by chinese and korean university students. theory and practice in language studies, 3(8), 1342-1351. theory and practice in language studies, 3(8), 1342–1351. http://jurnal.unimus.ac.id/index.php/lensa 6451-17130-1-le%20new.docx analisis kata tabu dan klasifikasinya di lirik lagu eminem pada album the marshal mathers abstrak penelitian ini didedikasikan untuk para pembaca yang berkecimpung di bidang linguistik dan bertujuan untuk mengungkapkan kata-kata tabu yang didasarkan pada teori dan klasifikasi-klasifikasi tertentu. kata-kata tabu yang dianalisis terdapat pada album lagu karya eminem berjudul the marshall mathers lp. teori yang digunakan dalam analisis ini adalah teori dari timothy jay, yang mana kata-kata tabu dibedakan ke dalam tujuh klasifikasi, antara lain: cursing, profanity, blasphemy, obscenity, sexual harassment, vulgar language, name-calling and insult. data yang diambil dibagi ke dalam dua bagian, yaitu data primer dan data sekunder. data primer meliputi lirik-lirik dalam album tersebut; sedangkan data sekunder meliputi data yang diambil dari buku-buku, artikel-artikel, dan kamus. hasil analisis menunjukkan pengungkapan klasifikasiklasifikasi kata, yang ditunjukkan di dalam tabel. abstract this research is dedicated for readers in the field of linguistics and has a purpose to reveal taboo words based on a certain theory and the classifications. the analysed taboo words exist in emeninem’s album,the marshall mathers lp. a theory employed in the analysis is using timothy jay theory where taboo words are differentiated in seven classifications; cursing, profanity, blasphemy, obscenity, sexual harassment, vulgar language, name-calling and insult.the data was taken into two parts, primary and secondary. the primary data is the lyric itself and the secondary data is taken from books, articles and dictionary. the result of the analysis shows a revelation of the taboo words classifications, shown up in a table. keywords: taboo words, eminem pendahuluan manusia sebagai individu, merupakan makhluk sosial yang senantiasa berinteraksi dengan sesamanya. dalam interaksi tersebut, manusia memerlukan sarana untuk dapat berkomunikasi serta menyampaikan ide dan gagasan yang ada di dalam pikirannya kepada orang lain. bahasa merupakan sarana yang digunakan manusia untuk berkomunikasi. jadi, dengan bahasa, manusia dapat dengan mudah menuangkan isi pikirannya. lp universitas pgri semarang (upgris), semarang laily nur affini laili_naffi@yahoo.com 93 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x mailto:laili_naffi@yahoo.com interaksi manusia sebagai makhluk sosial menyebabkan manusia mempunyai peran sebagai anggota masyarakat. dimana di dalam suatu masyarakat terdapat norma-norma tertentu yang harus dipatuhi. norma-norma tersebut meliputi norma bersikap dan bertingkah laku. namun, sering dijumpai, norma berbahasa juga merupakan salah satu hal penting yang harus diperhatikan dalam kehidupan bermasyarakat. dalam menyampaikan ide dan gagasannya, atau dalam berbahasa, manusia harus selalu memperhatikan situasi serta kondisi dimana ia berada. kesalahan penggunaan bahasa, atau mungkin kesalahan pemilihan kata, bisa menyebabkan terjadinya kesalahpahaman yang seringkali memicu terjadinya konflik di dalam masyarakat. untuk itu, sebelum berkomunikasi, ia harus memperhatikan kondisi serta norma yang berlaku di dalam masyarakat tertentu. dengan memperhatikan norma tersebut, diharapkan ia dapat memperhatikan pula pilihan kata yang akan digunakannya dalam berkomunikasi. karena, kata-kata tertentu yang tidak melanggar norma di dalam satu masyarakat, bisa jadi akan menimbulkan salah persepsi jika digunakan di satu masyarakat lainnya. misalnya, kata „bunting‟ akan berkesan kasar jika digunakan di masyarakat jawa, namun untuk masyarat betawi, kata tersebut merupakan istilah yang biasa digunakan untuk menyebut wanita yang sedang hamil. kata-kata yang melanggar norma atau ketentuan di dalam masyarakat tertentu disebut dengan „kata tabu‟. kata-kata tabu merupakan kata yang biasanya dihindari penggunaannya oleh para anggota masyarakat, namun ada juga kata tabu yang hanya boleh digunakan pada situasi-situasi tertentu, misalnya pada saat upacara keagamaan. konsep tabu tidak hanya berkaitan dengan ucapan (kata-kata), namun juga bisa dengan tindakan. sesorang yang melakukan suatu tindakan yang ditabukan jelas akan memperoleh sanksi dari masyarakat atau mendapat dosa (hukuman dari tuhan). secara umum, pembahasan mengenai tabu, baik karena tindakan atau ucapan, senantiasa dibatasi oleh norma-norma serta aturan-aturan yang berlaku. namun, pada beberapa bidang, penggunaan sesuatu yang ditabukan tidak dipersoalkan, misalnya di bidang seni dan komedi. pada saat menyaksikan komedi, pengucapan kata tabu (biasanya fkata-kata yang berhubungan dengan alat kelamin, dan sumpah serapah) tidak akan menimbulkan ketidaknyamanan bagi yang mendengarnya. selain komedi, kata-kata tabu juga bisa ditemukan dalam lirik lagu. di dalam beberapa lirik lagu, penyanyi memakai kata-kata yang dianggap tabu sebagai ungkapan dari perrasaannya. di dalam paper ini, penulis akan mencoba menganalisis ungkapan-ungkapan tabu di dalam lirik lagu yang dinyanyikan oleh eminerm. tinjauan pustaka definisi tabu tabu berarti sesuatu atau hal yang dihindari penggunaannya di dalam suatu masyarakat tertentu, pelanggaran terhadap hal yang dianggap tabu bisa 94 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x mengakibatkan seseorang dikenai sanksi atau hukuman. hukuman atau sanksi tersebut biasanya diberikan oleh pemuka masyarakat, dalam hal ini bisa seorang pemuka agama (jika pelanggaran yang dilakukan berkaitan dengan religi) atau pemuka adat (jika pelanggaran yang dilakukan berkaitan dengan adat istiadat). tabu bisa berupa ucapan (mengucapkan sesuatu yang dilarang), dan tindakan (melakukan suatu tindakan yang dilarang). secara etimologi, tabu mengacu pada sesuatu yang „dilarang‟ atau „tidak diperbolehkan‟. kata tabu pertama kali diperkenalkan oleh seorang penjelajah berkebangsaan inggris, kapten james cook, pada tahun 1777 (ullman, 2007: 258). tabu (taboo) diambil dari kata tapu (arti: tidak diperbolehkan), yang digunakan di tonga, kepulauan polinesia. sejak pertama kali diperkenalkan, konsep tabu ini tidak mengalami perubahan. namun, penyebaran konsep tabu di luar kepulauan polinesia memperluas pemahaman mengenai konsep ini. perluasan tersebut berupa adanya sanksi atas pelanggaran hal-hal yang tabu. selain dimaknai sebagai larangan, tabu juga bisa mengacu pada sesuatu yang dihormati. penduduk pulau salomon menyebut kata tabu (taboo) dengan „tam-boo‟ yang bermakna „suci‟. kridalaksana membagi kata tabu menjadi dua, yaitu tabu positif (kata-kata atau ungkapaan yang dilarang karena kekuatan yang membahayakan dan tabu negatif (kata atau ungkapan yang dilarang karena kekuatan yang mencemarkan atau merusak kekuatan hidup seseorang (2008:233). tabu positif bisa juga diartikan sebagai sesuatu yang suci dan perlu dihormati, sedangkan tabu negatif mengacu pada larangan, pembatasan, berbahaya, tidak bersih, gaib dan luar biasa. pandangan seperti itu, menurut frazer, melahirkan apa yang disebut “ambivalensi tabu”. artinya, di satu sisi, tabu dipahami sebagai sesuatu yang ditakuti, ia berisikan kekuatan supranatural, dan oleh sebab itu dihindari agar tidak terjadi kontak dengannya, atau agar tidak dicemari oleh sentuhan manusia sehingga esensi kesuciannya tercemar; dan di sisi lain, tabu dipahami sebagai sesuatu yang kotor, dan oleh sebab itu ia dilarang disentuh agar tidak menulari manusia dengan sifat kejahatannya sendiri. dengan demikian, dari akar tunggal (tabu) tersebut bersumber tidak saja kekotoran (uncleaness),tetapi juga kesucian (holyness). kategory kata-kata tabu timothy jay, seorang professor psikologi di massachusetts college of liberal arts, mengkategorikan kata tabu (taboo words) menjadi 7, yaitu: 1. mengutuk (cursing) menurut timothy jay salah satu kategori tabu atau “kata kotor” yang paling umum adalah mengutuk. dia menentukan ”kutukan” berdasarkan pada satu usaha untuk ”menyakiti perasaaan orang lain dengan menggunakan kata atau frasa tertentu (jay, 1996: 8). agama pada jaman eropa pertengahan menempatkan kekuasaan yang besar pada penggunaan bahasa. jka ”kata-kata” dapat menjadi bagian dari kekuatan ketuhanan, maka kutukan itu bisa langsung menyakiti orang. kepercayaan tentang 95 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x adanya kekuatan kutukan menjelaskan alsan menyapa para penyihir dianggap sebagai hal yang buruk sekali pada jaman eropa pertengahan. untuk beberapa alasan, definisi jay tentang kutukan atau sumpah serapah tidak membuat ”kutukan” berbeda dengan ”makian”. ashley montagu mencoba membedakan definisi antara kutukan dan makian. dia menulis ”sesorang mengucapkan sumpah serapah ketika kelegaan dan harapannya segera terkabul, orang mengutuk ketika perasaan lega itu dapat segera dirasakan namun efek dari kutukan tersebut sedikit tertunda. (1967: 35-36). dengan kata lain, perbedaan antara kutukan dengan sumpah serapah tergantung pada tenses waktu. seseorang mengucapkan kutukan untuk mempengaruhi masa depan dan orang lain mengucapkan sumpah serapaha karena suatu sebab tertentu di masa sekarang (1967: 36). tujuan antara sumpah dan kutukan juga dianggap berbeda. montagu mencatat bahsa kutukan bersifat lebih ”meracuni dan membahayakan” bagi korbannya dibandingkan dengan sumpah, yang muncul dari perasaan seseorang pada saat tersebut (1967: 59). bukan hal yang aneh jika ada seseorang yang berteriak kepada musuhnya ”semoga tuhan mengutukmu”, karena orang itu diam-diam berharap bahwa korban mereka akan benar-benar dikutuk di neraka. 2. kata tidak senonoh (profanity) kekuatan agama diremehkan lagi oleh kategori kata tabu lainnya yang oleh jay disebut sebagai ”tidak senonoh”. kata atau frasa ini berdasarkan pada pembedaan yang diberikan pihak gereja antara kotbah yang sekuler dan agamis (jay, 1996: 10). jay menulis ”senonoh berarti bersifat duniawai atau tidak tahu atau tidak toleran terhadap petunjuk aturan agama tertentu., tapi ketidak senonohan bukanlah serangan langsung terhadap agama atau gereja (1996: 10). contoh penggunaan kata yang tidak senonoh misalnya “for the love of christ, get off the phone!” (jay, 1996: 10). jay menyebutkan bahwa bahasa seperti itu telah menjadi hal yang biasa dan lunak. ”kita begitu sering mendengarkan kata tidak senonoh sehingga kita tidak lagi memperhatikannya dan tidak mengenali seberapa sering ia diucapkan (1996:10). dia juga menyebutkan bahwa ketidaksenonohan itu terdiri atas “setengah dari semua bahasa yang ada dan dipertanyakan dalam televise dan film yang mungkin akan didengar oleh anak-anak. (1996:10). sedangkan menurut montagu “profane” adalah “penyalahgunaan atas segala sesuatu yang suci” (1967: 102). kata itu tidak memiliki sanksi sosial dan maka masuk dalam kekuatan tabu kata-kata. 3. penghujatan (blashphemy) penghujatan juga memiliki tempat dalam leksikon agama seperti yang disebutkan oleh jay dan montagu. namun perbedaannya ada pada cara bahasanya memperlakukan agama. profanity tidak secara langsung mengkritik gereja atau agama, sedangkan penghujatan secara langsung mengarah pada gereja dan figur agama (jay, 1996:2). montagu menuliskan bahwa penghujatan mengejek agama (1967), karena gereja tak lagi memiliki kekuatan seperti yang pernah dimiliki di amerika, 96 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x penghujatan telah kehilangan kekuatannya untuk membuat orang amerika merasa jengkel”, meskipun ia masih memiliki kekuatan untuk membuat pendengarnya jengkel dalam bidang agama yang konservatif. (jay, 1996: 13). 4. kecabulan (obscenety) tidak seperti montagu, jay tetap melanjutkan mendefinisikan kata tabu lain yang memiliki definisi sah di amerika. dia bergerak ke istilah hukum ”kecabulan” yang disebut sebagai ”pembicaraan yang tidak dilindungi” (1996: 14). dengan istilah ini, tabu telah kalah. jay menulis ”jika pemikiran tentang tabuu membatasi atau mencegah apa yang akan dikatakan penutur, kecabulan berfungsi untukmelingdungi pendengar dari bahasa yang berbahaya (1996: 14). jay mencatat bahwa tabu memiliki kekuatan lebih dalam ”isi pembicara” untuk melindungi penutur (1996:14). di amerika, sama seperti di banyak budaya lain, kecabulan biasanya berkaitan dengan seks. tabu atau kata yang paling cabul adalah kata ’fuck’ (1996:15). 5. pelecehan seksual (sexual harassment) berkaitan dengan seks dan hukum ada kategori lain yang ditentukan oleh jay sebagai tabu atau kotor: pelecehan seksual, jay mencatat bahwa isitilah ini secara konstan berubah dalam definisinya. dia menulis ”apa yang merupakan pelecehan seksual yang dilakukan secara verbal dalam suasana sekolah akan berkembang dan meluas melalui keputusan fedeal dan negara bagian seperti halnya perubahan yang dialami oleh definisi kecabulan (1996: 14). jay menulis bahwa tiap kasus baru akan memperbarui titik lainnya (1996:17). pemisahan untuk definisi yang sudah diterima sekarang ini digambarkan sebagai ”komentar seksual yang tidak diinginkan, gurauan jorok, penujukkan pada penampilan atau perilaku seksual seseorang.” (jay 1996: 17). kategori ini meliputi berikut ini: ”komentar tentang bagaimana seseorang tampil; komentar tentang perilaku seksual seseorang; kebebebasan seksual; atau orientasi seksual; penyebutan bagian tubuh; penyebutan yang merendahkan seseorang berdasarkan pada jenis kelaminnyal atau gurauan jorok yang diucapkan ke orang yang tidak ingin mendengarnya (jay, 1996: 18). baik sekolah maupun tempat kerja harus berurusan dengan masalah gender yang berkaitan dengan jenis tabu ini. di sekolah, jat melihat hal ini sebagai hal yang makin menyulitkan, khususnya yang datang dari anak laki-laki. (1996:18). tempat kerja juga harus waspada terhadap jenis bahasa ini. 6. bahasa vulgar (vulgar language) meskipun orang mungkin akan berpendapat bahsa pelecehan seksual dan kecabulan merupakan kategori yang sulit ditentukan, yang lebih membingungkan lagi adalah definisi jay tentang ”bahasa vulgar”. biasanya, vulgar berarti ”bahasa dari orang biasa”( jay, 1996:19). definisi ini menujukkan pada apa yang disebut jay sebagai ”linguistic snobbery” dimana dulu pada masa raja william, yang menerbitkan bahsa perancis sebagai bahasa kekuasaan. mereka terus menerus merubah istilahnya 97 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x sehingga orang dari kalangan bawah tidak akan dapat memahami maksudnya. pada akhir abad 19, bahasa vulgar dikaitkan dengan seks. istilah vulgar yang saat ini sering dipakai meliputi ”snot, bloody, up yours, boobs, slut (jay, 1996: 20). vulgaritas adalah fenomena yang terstruktur secara sosial dan dianggap sebagai penanda status sosial (1996: 20). kata vulgar tergantung pada konteksnya ”beberapa masyarakat mungkin akan menghasikan lebih banyak kevulgaran dibanding masyarakat lain, tergantung pada masyarakat yang berlaku, kecerdasan, kondisi ekonomi dan nilai yang berlaku dimasyarakat (jay, 1996: 20). 7. penyebutan-nama dan hinaan (name-calling and insult) jay mendefinisikan satu kategori tabu bahasa yang terakhir, yang kita pikir memilki hubungan denganmengutuk. kategori ini adalah ”hinaan, penyebutan nama dan penghinaan etnis. seperti mengutuk, kata seperti itu diucapkan dengan tujuan untuk menyakiti, merendahkan, dan memburukkan pendengar (jay, 1996: 22) namun, sumber kekuatan mereka tidak datang dari perasaan agama kuno mengenai kekuatan kata-kata tapi lebih pada interaksi sosial (jay, 1996: 22) jay menulis ”hinaan mendapatkan dampaknya dengan menunjukkan sifat negatif yang nyata ataupu bayangan tentang korbannya (1996: 22). banyak hinaan yang berkaitan dengan ”kurangnya rasa hormat terhadap orang lain dalam diri pembicara (jay, 1996: 22). hinaan etnis jelas sekali berkaitan dengan kurangnya rasa simpati. istilah ”wop” dan ”nigger” adalah contoh yang sudah lama ada tentang bagaimana hinaan itu berkaitan dengan ras. bahkan satu kata yang seharusnya bersifat netral seperti kata ”yahudi” bisa digunakan sebagai istilah hinaan. sekilas tentang eminem eminem terlahir dengan nama marshall bruce mathers iii, tanggal 17 oktober 1973, di kansas city, missouri, as. dia merupakan satu-satunya penyanyi rap berkulit putih. eminem belajar menyanyi rap ketika masih di sma sebelum akhirnya meninggalkan sekolah waktu kelas 3 sma, dan bergabung dengan kelompok ad hoc basement production, new jacks dan d12. dia muncul sebagai penyanyi rappaling kontroversial yang pernah ada dalam jenis musik tersebut. dia menggunakan kecerdasannya yang menggigit dan kemampuannya yang luar biasa untuk melepaskan kemarahannya yang berasal dari masa kecil yang tidak bahagia hingga kebenciannya terhadap media. the marshall mathers lp muncul di musim panas tahun 2000, album pertama eminem, mendekati dua juta kopi di minggu pertama peluncuran album dan menjadi album rap yang paling cepat terjual sepanjang masa. sayangnya, kesuksesan ini juga menimbulkan lebih banyak kontroversi. diantara peristiwa yang terjadi adalah satu keributan dengan pegawai insane clown posse dalam sebuah took 98 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x stereo untuk mobil, satu perselisihan dengan christina aguilera karena lirik lagu yang menyinggung pertunjukan seksual fiksi tentangnya, tuntutan hukum terhadap ibunya karena pembunuhan karakter dan serangan satu pengunjung klub di detroit setelah eminem menyaksikan pria tersebut mencium istrinya/para penggemar melahap berita-berita ini dan lagunya bertengger di puncak tangga langu. tapi arus utama media tidak begitu terpikat, dengan adanya tuduhan homophobia dan seksisme muncul dari lirik yang berapi-api dalam lagu “kill you” dan “kim”. ini adalah lagu terakhir yang mengakhiri pernikahannya, karena tema yang dipilih di lagu ini (secara kejam membunuh istrinya dalam kehidupan nyata, kim mathers) menyebabkan istrinya mencoba bunuh diri sebelum mereka bercerai. eminem melakukan tur keliling selama peristiwa ini, menyelesaikan beberapa persidangan dan melakukan beberapa perseteruan dengan penyanyi rap everlast. the annual grammy awards menominasikan album itu untuk beberapa penghargaan, dan untuk membungkam para kritikus, sang penyanyi rap memanggil elton john untuk berduet dengannya pada acara tersebut. di tahun 2001, dia bergabung dengan beberapa temannya dari detroit dan membentuk kembali d-12. meluncurkan album baru dengan grup tersebut, eminem menjajahi jalanan musim panas itu dan mencoba mengabaikan usaha ibunya, yang meluncurkan satu album sebagai balasan atas komentarnya. setelah berada dijalanan selama beberapa waktu, dia maju ke depan kamera dan mulai membuat film 8 mile, film yang kurang lebih berdasarkan pada kehidupannya sendiri dan disutradarai oleh cuurtis hanson (wonder boys). sorotan media pun akhirnya berkurang, memberinya waktu untuk berkonsentrasi pada musik yang baru. ketika dia muncul kembali di tahun 2002, dia muncul dalam adegan “without me” satu single yang menyerang moby dan limp bizkit dan merayakan kembalinya dia ke dunia musik. yang mengejutkan, album berikutnya yang berjudul the eminem show menyebabkan sedikit kontroversi. malah dalam single keduanya yang popular “cleaning’ out my closet” menceritakan tentang masa kecilnya yang terganggu dan menjelaskan kebenciannya terhadap ibunya sendiri dalam kepedihan yang dibuatbuat. dan karena dia adalah eminem, dia menindaklanjutinya dengan muncul di mtv video music award yang menimbulkan inspirasi ketika dia secara verbal menghina moby. metode data penelitian ini terdiri atas 2 bagian, yang pertama adalah data primer dan yang kedua adalah data sekunder. data primer berupa lirik lagu yang dinyanyikan oleh eminem, khususnya album the marshall mathers lp. sedang data sekunder yang digunakan untuk melengkapi data primer, penulis dapatkan dari kamus, jurnal, artikel dan buku. dalam pengambilan sample, digunakan teknik sampling. 99 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x macam teknik sampling antara lain: 1. proportional random sampling pengambilan sample dengan memperhatikan proporsi jumlah sub-sub populasi. 2. stratified random sampling pengambilan sample dengan memperhatikan strata dalam populasi. 3. cluster random sampling pengambilan sample dengan memperhatikan sub-sub populasi, kemudian sub-sub populasi yang ada dipilih satu secara random. 4. purposive random sampling: pengambilan sample dengan mengacak. sebelum diacak, dipilih terlebih dahulu orang-orang yang menjadi sample penelitian berdasarkan ciri-ciri khusus yang berkaitan dengan tujuan penelitian. 5. area random sampling: pengambilan sample dengan memperhatikan besar kecilnya wilayah populasi. 6. incidental sampling: populasi tidak jelas kedudukannya sehingga menjadikan orang-orang yang berhasil ditemui pada tempat dan waktu tertentu sebagai sample penelitian. 7. kuota sampling: menetapkan orang-orang yang akan menjadi sample penelitian adalah orangorang yang menyerahkan / mengumpulkan angket / skala yang paling awal dengan jumlah tertentu yang telah ditetapkan peneliti. 100 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 8. simple random sampling diperuntukkan untuk populasi yang homogen, dengan cara mengambil orang langsung secara random. penulis menggunakan teknik simak dengan metode lanjutan catat dalam mengumpulkan data penelitian. penulis membaca dengan seksama lirik lagu-lagu eminem, dalam album the marshall mathers lp. di dalam album ini penulis menentukan sampel penelitian dengan teknik random sampling. sampel yang penulis gunakan dalam penelitian ini sebanyak 3 buah lirik lagu. dari 3 buah lirik lagu yang penulis teliti, penulis menemukan 27 ungkapanungkapan tabu. di dalam penelitian ini, penulis menggunakan istilah ungkapan, karena fenomena tabu yang penulis temukan di dalam lirik lagu eminem, khususnya album the marshall mathers lp, tidak hanya berupa kata, namun juga berupa frasa dan kalimat. di dalam menganalisis ungkapan tabu yang penulis temukan di dalam lirik lagu yang dinyanyikan oleh eminem, penulis menggunakan metode deskrptif. langkah-langkah yang penulis lakukan dalam menganalisis ungkapan tabu dalam lirik lagu eminem, yaitu sebagai berikut: 1. menentukan topik 2. memilih sampel menggunakan metode purposive random sampling, dari metode ini dipilih secara acak 3 buah lagu dari salah satu album eminem yang berjudul marshal mathers lp 3. mencari ungkapan-ungkapan yang ditabukan dalam lirik lagu. 4. mengelompokkan kata-kata yang ditemukan sesuai dengan jenis tabu yang sudah ditentukan. 5. menganalisis ungkapan-ungkapan tabu yang ditemukan di dalam lirik lagu eminem dengan cara memberikan penjelasan masing-masing ungkapan. penjelasan tersebut berisi tentang makna ungkapan-ungkapan tabu dalam lirik lagu eminem; jika ungkapan tabu yang ditemukan berupa sumpah serapah atau caki maki, penulis berusaha menemukan makna ungkapan tabu tersebut, jika tidak digunakan untuk mengumpat, dalam bahasa standar. hasil dan pembahasan berikut adalah analisis data untuk 3 buah lirik lagu yang dijadikan sampel dalam paper ini. lagu yang dijadikan sampel berjudul kill you, kim, dan marshal mathers. 101 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kill you 1. (ahhh!) slut, you think i won’t choke no whore til the vocal chords don’t work in her throat no more?!  slut = wanita jalang, pelacur  whore = wanita pelacur kategori: vulgar language kata „slut‟ dan „whore‟ dalam kalimat tersebut merupakan penggunaan umpatan kata tabu yang yang offensive yang juga diketahui sebagai kata yang vulgarity atau kata yang tidak sepatutnya diucapkan kepada seorang ibu. 2. (ahhh!) these motherfuckers are thinkin i'm playin. motherfuckers = orang yang menzinahi ibunya sendiri 3. thinkin i'm sayin the shit cause i'm thinkin it just to be sayin it. shit = umpatan, kotoran kategori: name-calling dan insult kata „shit’ dalam kalimat tersebut merupakan umpatan yang berarti suatu hal yang menjadi permasalahan atu hal yang tidak berguna. 4. (ahhh!) put your hands down bitch, i ain't gon' shoot you. bitch : anjing betina, perempuan jalang kategori: name-calling dan insult kata „bitch’ dalam kalimat tersebut merupakan umpatan kepada seorang wanita yang berkelakuan seperti perempuan nakal atau pelacur. 5. "oh, now he's raping his own mother, abusing a whore, snorting coke, and we gave him the rolling stone cover?" raping = memperkosa kategori: sexual harassment 102 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kata „raping’ dalam kalimat ini menyatakan bahwa seseorang melakukan perkosaan terhadap ibunya sendiri. perlakuan tersebut merupakan aktifitas seksual „incest’ sedarah dan kecabulan. 6. you god damn right bitch, and now it's too late god damn : celaka, sialan, terkutuk kategori: insult kata „god damn‟ dalam kalimat tersebut menyatakan umpatan yang disampaikan dengan kejengkelan atau kemarahan yang sangat besar. kata tersebut dapat diartikan seperti tuhan mengutuk kamu. 7. bitch i'ma kill you! you don't wanna fuck with me  kill : membunuh kategori : sexual harassment  fuck : bersetubuh, berbuat macam-macam kategori: insult kata „kill’ dalam kalimat tersebut merupakan ungkapan yang menyatakan tindakan kriminal atau kekerasan dalam rumah tangga yang akan dilakukan berkaitan dengan kematian. kata „fuck’ dalam kalimat tersebut ungkapan yang dimaksudkan untuk perzinahan atau peringatan untuk tidak berbuat macam-macam dengan pembicara. 8. girls leave – you ain’t nuttin but a slut to me. slut : pelacur, betina kategori: vulgar language kata „slut’ dalam kalimat tersebut merupakan umpatan kepada para wanita yang menyebutkan bahwa mereka hanyalah pelacur. 103 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 9. cause shady, will fuckin kill you (ah-haha) fuck : bersetubuh, berzinah kategori: insult kata „fuck’ dalam kalimat tersebut mempunyai makna berbeda dari arti sebenarnya. kata tersebut merupakan umpatan yang diungkapkan dengan perasaan marah atau kekesalan yang sangat besar. 10. just criminal intent to sodomize women again sodomize : melakukan persetubuhan melalui lubang anus kategori: sexual harassment kata „sodomize’ dalam kalimat tersebut merupakan sebuah niat yang akan dilakukan. aktifitas yang akan dilakukan tersebut merupakan aktifitas seksual yang cabul, tidak sopan atau vulgar. 11. motherfuckers want me to come on their radio shows just to argue with 'em cause their ratings stink? stink : berbau busuk, buruk, tidak menyenangkan kategori: insult kata stink disini merupakan ungkapan yang dipakai untuk menunjukkan kekesalan pihak yang dibicarakan karena perolehan rating yang buruk. 12. you faggots keep eggin me on til i have you at knifepoint, then you beg me to stop? faggots : banci, kaum homoseksual, gay kategori: name-calling dan insult kata faggot disini digunakan untuk menyebut kaum homoseksual yang terus menerus mengikuti si penyanyi, yang sepertinya adalah seorang pengidap homophobia. 104 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kim 1. sit down bitch bitch : anjing betina, perempuan jalang kategori: name-calling dan insult kata „bitch’ dalam kalimat tersebut merupakan umpatan kepada seorang wanita yang berkelakuan seperti perempuan nakal atau pelacur. 2. if you move again i'll beat the shit out of you the shit: kotoran kategori: insult kata shit disini digunakan untuk mengungkapkan kemarahan yang luar biasa sehingga seseorang tersebut sanggup menghajar orang lain hingga mengeluarkan kotoran. 3. little punk! punk : seorang yang tak berpengalaman atau berarti kategori: name-calling dan insult kata „punk’ dalam frasa tersebut merupakan umpatan, dimana orang yang diumpat tersebut dirasa tidak tahu apa apa atau tolol. umpatan dengan kata tersebut merupakan kelemahan seseorang yang diungkapkan. 4. shut the fuck up! fuck up : diamlah kategori: vulgar language kata fuck up digunakan untuk memerintahkan sesorang untuk tutup mulut dengan bahasa yang sangat kasar 5. you think i give a fuck! fuck : kepedulian 105 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kategori: vulgar language kata „fuck’ dalam kalimat tersebut tidak mempunyai maksud seperti arti yang sebernarnya. kata tersebut merupakan umpatan yang bermaksud bahwa pengumpat tersebut tidak melakukan sesuatu yang tidak berguna atau tidak mencari mencari permasalahan, dan menunjukkan bahwa si pembicara tidak memperdulikan apapun yang diucapkan oleh orang lain. kata tersebut dirasa kasar untuk diucapkan. 6. you really fucked me kim fucked : rusak , manja kategori: vulgar language kata „fucked’ dalam kalimat tersebut merupakan umpatan yang tidak seperti kata sebenarnya. kata tersebut merupakan umpatan yang mempunyai maksud bahwa orang yang diumpat yaitu „kim‟, telah melakukan sesuatu hal yang membuatnya dia marah atau sangat jengkel kepada pengumpat sehingga ducapkan dengan cara seperti itu. dengan kata lain, „kamu benar-benar menjengkelkan aku kim‟. kata tersebut merupakan kata kasar untuk diucapkan. 7. bullshit you bitch don't fucking lie to me kategori : tabu kenyamanan, tabu susila kata „bullshit’ yang biasa digunakan dalam bahasa percakan berfungsi sebagai umpatan yang berarti „omong kosong‟. kata tersebut merupakan kata kasar untuk diucapkan. biasanya diucapkan ketika pembicara merasa dibohongi orang lain. 8. fuck you asshole, yeah bite me asshole: lubang pantat, anus kategori: tabu susila kata „asshole’ yang digunakan dalam bahasa percakapan berfungsi sebagai umpatan yang berarti dubur. kata tersebut merupakan kata yang vulgar dan pelanggaran fungsi tubuh. 106 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x marshal mathers 1. heh, the fuck you want from me, ten million dollars? the fuck: persetan, sialan. kategori: tabu susila fungsi: kata fuck disini berfungsi untuk memberikan penekanan untuk kata you want from me, yang diungkapkan dengan kemarahan dan kejengkelan. hal ini melanggar tabu susila karena kata fuck seharusnya tidak perlu diucapkan, namun tetap diucapkan untuk memberikan penekanan pada makian yang dilakukan. 2. get the fuck out of here the fuck: enyahlah dari sini, minggat dari sini kategori: tabu susila fungsi: memberikan penekanan pada pengusiran yang dilakukan penutur. 3. nobody ever gave a fuck before fuck:: perduli kategori: tabu susila fungsi: dalam kalimat ini kata fuck digunakan untuk menggantikan kata peduli, yang dirasakan oleh penutur, bahwa sebelumnya tidak ada yang perduli terhadapnya, namun sekarang mereka perduli karena dia sudah terkenal, dan dia tidak menyukai hal tersebut. 4. hollerin at him cause the son of a bitch won't quit barkin the son of bitch: anak anjing, anak haram jadah (nama yang diberikan untuk si anjing), atau nama yang diberikan untuk anak yang lahir di luar ikatan pernikahan dan dilahirkan oleh wanita tuna susila. kategori: tabu kenyamanan fungsi: dalam frasa the son of a bitch digunakan dalam arti sebenarnya untuk menyebut anjing sebagai anak anjing. 107 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 5. pissed off, cause biggie and 'pac just missed all this pissed off: jengkel, marah kategori: tabu susila fungsi: frasa pissed off ini digunakan untuk mengungkapkan perasaan penutur yang merasa marah terhadap suatu keadaan yang terjadi padanya. 6. startin shit like some 26-year-old skinny cartman ("god damnit!")  shit: melakukan perbuatan tercela  god damnit: terkutuklah kategori: tabu susila fungsi: dua kata diatas digunakan untuk mengungkapkan kemarahan yang dirasakan oleh penyanyi karena ada orang yang meniru tindakan orang lain yang dianggap tidak sepantasnya dilakukan. kemudian dia mendoakan si pelaku tersebut supaya dia dikutuk oleh tuhan. 7. these fuckin brats can't sing and britney's garbage fuckin brats: anak-anak nakal sialan itu kategori: tabu kenyamanan fungsi: umpatan ini digunakan untuk menyebutkan para ”copy cats” atau peniru yang tidak dapat melakukan hal akan ditiru itu dengan baik. 8. what's this bitch retarded? gimme back my sixteen dollars bitch : wanita jalang, anjing betina kategori: tabu susila, tabu susila fungsi: kata bitch disini digunakan untuk menyebut seorang wanita sebagai wanita jalang, yang merupakan hinaan yang ditujukan kepada wanita tersebut. 9. all i see is sissies in magazines smiling sissies : banci, gay, homoseksual 108 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kategori: tabo susila, tabu susila fungsi: digunakan untuk menyebut para pria banci atau pria homoseksual, yang menyukai diri mereka tampil di halaman sampul majalah 10. passionate ass-whoopin and gettin your shoes coat and your hat tooken? ass-whoopin : pantat, penyorak kategori : tabu susila, tabu badan fungsi: digunakan untuk menghina salah seorang artis yang sangat suka menari dengan menggoyangkan pantatnya. tabu ini melanggar tabu badan, karena menyebutkan anggota badan yang merupakan aurat. 11. new kids on the block, sucked a lot of dick dick : penis kategori: tabu susila fungsi: kata dick disini digunakan untuk menyebutkan salah satu anggota badan pria dengan bahasa yang kasar. karena itu, kata dick dianggap sebagai seksual karena dianggap tidak sopan jika menyebutkan anggota badan yang paling pribadi. 12. and i can't wait 'til i catch all you faggots in public faggots : orang homoseksual, atau banci kategori: tabu susila fungsi: kata faggot di sini digunakan untuk menghina orang yang disebut sebagai faggot, atau banci. 13. claimin detroit, when y'all live twenty miles away (fuckin punks) fuckin punks: orang-orang aliran punk yang „brengsek‟ kategori: tabu susila fungsi: digunakan untuk mengumpat orang-orang yang mengikuti aliran punk 109 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 14. and i don't wrestle, i'll knock you fuckin faggots the fuck out fuckin faggots the fuck out : orang banci sialan kategori: tabu susila fungsi: kata fuckin ini memiliki kadar ofensif yang sangat kuat. apalagi ditujukan kepada kaum banci dan homoseksual yang dianggap kaum terpinggirkan. penulis lagu ini memiliki ketakutan yang berlebihan terhadap kaum homoseksual, atau disebut homophobia. 15. "slim anus," you damn right, slim anus anus: anus, lubang pantat kategori: tabu susila fungsi: frasa slim anus ini digunakan untuk menyebutkan salah satu anggota badan, yang oleh kebanyakan orang penyebutannya diperhalus. namun oleh eminem, dia menyebutkannya secara terbuka dan menggunakan nama asli untuk organ tubuh tersebut. 16. i don't get fucked in mine like you two little flaming faggots!  get fucked: disetubuhi, atau diajak bersetubuh melalui anus.  faggots: banci, homoseks, gay kategori: tabu susila fungsi: untuk menyebutkan pendeklarasian diri bahwa dia bukan gay dan memiliki ketakutan yang agak berlebihan terhadap kaum homoseksual. dia menyebukan bahwa dia tidak disetubuhi melalu anus seperti yang biasanya dilakukan para kaum homoseksual. 17. he's just aggravated i won't ejaculate in his ass (uhh!)  ejaculate: mengeluarkan cairan sperma  ass: pantat kategori: tabu susila 110 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x fungsi: untuk menyebutkan penolakannya bahwa dia tidak akan mau berhubungan badan dengan pria apalagi sampai mendapatkan kepuasan seksual dari hubungan tersebut. dari analisis data di atas dapat di data berdasarkan urutan tertinggi kata taboo yang paling sering digunakan sebagai berikut: no ungkapan tabu jenis tabu makna frekuensi jumlah total 1 slut vulgar language wanita 5 45 2 fuck/ fucked/ get fucked/ fuckin’ vulgar language berzinah, sialan, brengsek, peduli, macammacam, keparat 37 3 asshole vulgar language anus 3 4 whore insult and name-calling wanita pelacur 2 59 5 motherfucker insult and name-calling bajingan 3 6 shit insult and name-calling umpatan kemarahan 9 7 bitch insult and name-calling perempuan jalang 25 8 god damn/ god damnit insult and name-calling umpatan, caki-maki 2 9 stink insult and name-calling bau busuk 1 10 faggot/ faggots insult and name-calling homoseksual 7 11 punk insult and name-calling seseorang yang belum berpengalama n, tidak berarti 2 12 bullshit insult and name-calling omong kosong 1 13 the son of a bitch insult and name-calling anak haram 1 14 pissed off insult umpatan utk mengucapkan kemarahan/ kekesalan 1 15 fuckin’ brats insult and name-calling anak nakal sialan 1 111 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 16 sissies insult and name-calling banci 2 17 fuckin’ punk insult and name-calling mengumpat kepada orang yang dihina 1 18 fuckin’ faggot insult and name-calling umpatan untuk kaum homoseksual 1 19 raping sexual harassment memperkosa 1 6 20 kill sexual harasment membunuh 1 21 sodomize sexual harassment melakukan persetubuhan melalui anus 1 22 ass-whoppin sexual harassment pantat 1 23 dick sexual harassment alat kelamin pria 1 24 anus sexual harassment dubur 1 dari kategori yang sudah ditampilkan pada tabel diatas, dapat diketahui kategori dan kata tabu yang ditemukan pada lirik lagu tersebut. adapun kategorinya adalah vulgar language, insult,name-calling dan sexual harassment. kategori insult and name-calling muncul pada frekuensi penggunakan kata taboo yang paling sering digunakan adapun kata-kata hang dilontarkan dalam kategori ini adalah:whore, motherfucker, shit, bitch, god damn/ god damnit, stink, faggot/ faggots, punk, bullshit, the son of a bitch, pissed off, fuckin’ brats, sissies, fuckin’ punk, fuckin’ faggot.posisi kedua ada pada kategori sexual harassment, adapaun kata-kata yang ditemukan pada kategori ini adalah: raping, kill, sodomize, ass-whoppin, dick,anus dari dari lagu-lagu yang dianalisa.posisi kedita ada pada kategori vulgar language, adapun kata-kata yang ditemukan pada kategori ini adalah: fuck/ fucked/ get fucked/ fuckin’, assholedari lagu-lagu yang dianalisa. conclusion masa kecil eminem tidak bahagia, pengaruh buruk lingkungan, dan pendidikan yang rendah membuat eminem merasa leluasa dalam menyampaikan emosi dan apapun yang inging dikatakannya yaitu ungkapan-ungkapan kasar yang ditabukan dengan lugas, bahkan menjadikannya lagu. penulis menyimpulkan bahwa menurut teori professor timothy jay dalam category kata-kata taboo yang telah disampaikan diatas, hasil analisa menunjukkan bahwa sebagian besar atau hampir semua ungkapan tabu dalam lirik lagu eminem 112 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x didominasi dalam kategori tabu name-calling dan insult. kategorui tabu tersebut meliputi; umpatan-umpatan dan caci maki yang disampaiakn kepada lawan bicaranya, dimana lawan bicara yang mendengar perkataan-perkataan dari eminem tersebut dapat merasa terhina karena merendahkan diri dan mencemarkan nama baik seseorang. sebagai bukti bahwa kategori tabu name-calling dan insult merupakan kategori yang mendominasi dalam daftar kata-kata tabu dalam daftar lagu eminem dalam album marshal mathers lp. sebagaimana dengan hasil analisa dari tiga lagu tersebut, lagu yang berjudul “kim” tersebutlah yang merupakan lagu yang paling ekstrim dalam album tersebut, tentang bagaimana seorang eminem meluapkan emosi dan perasaaan kemarahannya yang diungkapkan dengan menggunakan kata-kata tabu secara vulgar dan bebas, terutama yang diungkapkan pada salah satu lagunya yang berjudul “kim”. daftar pustaka gonda, linguistik bahasa nusantara: kumpulan karya. terjemahan indonesian linguistics, vol. ke-5 dari selected studies, oleh t.w. kamil. (jakarta: balai pustaka, 1988), hlm.336-337. parera, j.d. 2004. teori semantik. jakarta: erlangga. sir james george frazer. the golden bough: a study in magic and religion. bagian kedua: “taboo and the perils of the soul” (london: macmillan, 1955), hlm.405. setiawan, yamin, 2008. statistika. yogyakarta: andi offset ullman, stephen. 2007. pengantar semantik: diadaptasi oleh sumarsono. yokyakarta: pustaka pelajar. www.e-folio.web.virginia.edu www.eminem.com www.lyrics.com/eminem_lyrics 113 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x http://www.e-folio.web.virginia.edu/ http://www.eminem.com/ http://www.lyrics.com/eminem_lyrics aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 cy dan home tokoh utama perempuan berkulit hitam sebgai hasil dari kolonialisme. bebanbeban yang dialami oleh kaum perempuan kulit hitam utamanya terkait dengan rasisme dan seksisme baik yang dilakukan oleh orang-orang kulit putih maupun para laki-laki kulit hitam. dengan dipusatkan pada tokoh cee di home dan florens di a mercy, penelitian ini dilakukan dengan menerapkan pendekatan poskolonialisme dan teori feminisme hitam (black feminism). hasil dari penelitian ini diharapkan dapat menjadi sebuah model telaah novel karangan penulis afroamerika serta referensi untuk penelitian-penelitian lain yang berkaitan dengan feminism hitam dan poskolonialisme. kata kunci: poskolonialisme, feminisme hitam, perempuan kulit hitam, beban ganda abstract the double burden experienced by black women is not only done by white people as colonizer, but also black men. because the double minority they experience, black women receive worse treatment than white female, since they are not seen as fully human. this research uses two novels by tony morrison; home (2012) anda mercy (2008) focusing on the double burden and its impacts experienced by black female main characters as the result of colonialism. the burdens experienced by black women are mainly about racism and sexism either done by white people or black men. centered on the character of cee in home and florens in a mercy, this research applies poscolonialism approach and black feminism theory. the result of this research is expected to be a model on analyzing a novel written by african-american author for novel analysis subject and reference for other researches related to black feminism and poscolonialism. keywords: poscolonialism, black feminism, black women, double burden beban ganda yang dialami perempuan kulit hitam dalam dua novel toni morrison, a mer 35 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x nurul laili nadhifah, arcci tusita, sri herminingrum lunar_lely@yahoo.com universitas brawijaya, malang abstrak beban ganda yang dialami oleh kaum perempuan kulit hitam tidak hanya diberikan oleh kaum kulit putih sebagai kaum kolonial namun juga oleh kaum kulit hitam. oleh karena status minoritas ganda yang mereka alami, kaum perempuan kulit hitam menerima perlakuan yang lebih buruk daripada kaum perempuan kulit putih. mereka tidak dipandang sebagai sepenuhnya manusia. penelitian ini menggunakan dua novel karya toni morisson, yaitu home (2012) dan a mercy (2008) yang berfokus pada beban ganda dan dampaknya yang dialami oleh para mailto:lunar_lely@yahoo.com pendahuluan penjajahan terhadap perempuan merupakan salah satu isu dalam masyarakat luas yang telah ada sejak beberapa masa yang lalu dan belum juga teratasi di zaman yang modern ini. perempuan merupakan korban dari berbagai bentuk penjajahan dan tekanan yang dilakukan baik oleh individual maupun lingkungan sosialnya. selain itu, dalam kaitannya dengan poskolonialisme, perempuan tidak hanya mendapatkan tekanan dari sistem patriarkal yang memegang kekuasaan dalam tatanan sosialnya, namun juga oleh laki laki pribumi maupun para penjajah. tekanan ini jauh lebih besar dialami oleh perempuan dari ras yang berbeda, misalnya karena warna kulit. sepanjang sejarah amerika, hal ini juga menyangkut perempuan afrika – amerika, yang tidak hanya mendapatkan tekanan dari laki-laki kulit putih tetapi juga laki-laki kulit hitam. mereka tidak dianggap sebagai manusia seutuhnya, sehingga perlakuan yang mereka terima pun lebih buruk dari pada yang diterima oleh perempuan kulit putih. berbagai macam karya sastra yang mengangkat tentang fenomena sosial ini telah banyak ditulis dan diterbitkan, dan hal ini merupakan salah satu pertanda bahwa beban ganda yang dialami oleh perempuan kulit hitam bukanlah isu enteng yang hanya patut dianggap sebelah mata oleh masyarakat. salah satu penulis yang menyuarakan tentang isu tersebut adalah toni morrison. toni morrison, yang lahir pada februari 1831, merupakan seorang penulis yang telah menghasilkan banyak karya mengkritisi masalah-masalah perempuan afrika – amerika dan memenangkan beberapa penghargaan, diantaranya adalah penghargaan nobel dan penghargaan pulitzer. morrison mulai sadar akan adanya perlakuan diskriminasi sosial pada ras kulit hitam saat beranjak remaja. sejak saat itu, morrison berkonsentrasi pada pendidikannya dan mencurahkan buah pikirannya atas isu-isu rasial dalam bentuk novel. karena itulah, novel-novel morisson banyak dikenal sebagai novel yang bertema epik dan diwarnai oleh berbagai karakteristik tokohtokoh kulit hitam, terutama perempuan. peneliti tertarik untuk mengangkat novel-novel morrison, karena morisson dianggap sebagai salah satu dari sedikit sekali novelis yang mampu mengangkat isu-isu tentang berbagai macam diskriminasi dan ekploitasi pada perempuan dari ras minoritas. tulisan-tulisannya mampu memunculkan gambaran yang berbeda tentang perempuan kulit hitam, gambaran yang dimunculkan oleh golongan mereka sendiri, dan bukan yang selama ini ditanamkan oleh para penulis kulit putih. novel home (2012) dan a mercy (2008) dipilih karena selain mengangkat isu tentang tekanan dan beban ganda yang dialami oleh perempuan kulit hitam, kedua novel tersebut juga termasuk baru sehingga masih jarang diteliti oleh para peneliti yang lain dibandingkan dengan novel-novel morrison yang lain. analisis dipusatkan pada tokoh cee dalam novel home (2012) dan florens dalam novel a mercy (2008), tidak hanya karena keduanya termasuk sebagai tokoh utama dalam kedua novel tersebut, namun juga fenomena beban ganda seperti rasisme oleh bangsa kulit putih dan seksisme oleh laki-laki bangsa kulit hitam sangat kental dan mendominasi hidup kedua tokoh tersebut. 36 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x berlatar di masa awal pendudukan bangsa eropa di amerika pada abad ketujuh belas, a mercy (2008) menceritakan kehidupan florens, budak remaja perempuan kulit hitam yang dihantui oleh perasaan terbuang oleh ibunya sendiri. sebagai seorang budak, perasaan termiliki, terkuasai dan terikat telah ternaturalisasi dalam diri florens hingga ia melihat penjajahan yang dialaminya sebagai hal yang wajar terjadi. kesadaran tentang posisinya sebagai budak muncul di akhir novel dan menjadi berkah sekaligus pil pahit bagi florens. cerita ini berlatar belakang masa perbudakan di amerika, di mana pada saat itu budak perempuan kulit hitam tidak hanya dimanfaatkan tenaganya untuk bekerja, namun juga tubuhnya untuk memenuhi hasrat pemiliknya yang kulit putih. kasus kekerasan seksual ini tidak hanya dialami oleh budak kulit hitam yang masih remaja, namun juga mereka yang sudah bersuami. walaupun demikian, suami mereka tidak mampu melakukan apa-apa, mengingat mereka juga para budak yang dimiliki oleh orang kulit putih tersebut. home (2012) yang berlatar belakang lebih modern menceritakan kehidupan frank money dan adik perempuannya, cee. cee yang kemudian terpisah dari kakaknya lalu mengalami tekanan dari nenek tirinya kemudian menikah dengan seorang pemuda kulit hitam dari kota dengan harapan untuk mendapatkan kehidupan yang lebih baik. ternyata terbukti bahwa pemuda yang dinikahinya menipunya dan meninggalkannya.cee yang menanggung malu menolak untuk pulang dan bekerja pada seorang dokter kulit putih. pada akhirnya, frank datang untuk menjemputnya pulang setelah dokter tersebut membahayakan nyawanya untuk penelitiannya. saat menjalani pengobatan di kota asalnya inilah kemudian cee belajar untuk menjadi perempuan yang mandiri dan lepas dari lindungan sekaligus kendali kakak laki-lakinya. novel ini berlatar belakang abad 20, dimana saat itu banyak perempuan kulit hitam yang bergabung dalam gerakan-gerakan yang membela hak-hak perempuan. perempuan kulit hitam sudah mulai sadar akan hak-haknya sebagai perempuan, oleh sebab itu mereka juga turut berjuang dalam memperjuangkan hak perempuan untuk memilih. walau demikian, kerapkali mereka masih juga mendapatkan diskriminasi ras dalam pergerakan itu sendiri. penelitian ini bertujuan untuk menggali lebih dalam lagi bentuk dan akibat dari tekanan yang dialami oleh perempuan kulit hitam, baik oleh laki-laki pribumi maupun oleh laki-laki kulit putih sebagai akibat dari adanya konsep poskolonial. alasan dipilihnya novel dengan latar masa yang berbeda adalah, peneliti ingin menganalisis sejauh mana tekanan rasisme dan seksisme yang dialami oleh perempuan kulit hitam pada dua masa yang jauh berbeda. terlebih pada novel a home (2012), peneliti ingin melihat lebih jauh, apakah tekanan pada perempuan kulit hitam masih ada saat jaman perbudakan sudah jauh berakhir.hasil dari penelitian ini diharapkan berguna untuk pengajaran telaah novel, maupun dapat menjadi referensi penelitian-penelitian lain terutama yang berhubungan dengan black feminism maupun poskolonialisme. 37 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x sesuai dengan apa yang telah dipaparkan, maka tujuan dari penelitian berikut adalah untuk menganalisis dan mengeksplorasi bentuk beban ganda yang dialami tokoh-tokoh perempuan dalam novel karya toni morrison terutama cee dalam novel home (2012) dan florens dalam novel a mercy (2008)serta dampak yang ditimbulkan oleh beban ganda terhadap tokoh-tokoh perempuan tersebut. tinjauan kepustakaan pendekatan poskolonialisme aspek historis tidak dapat dipisahkan dari kajian poskolonial. istilah poskolonial mengacu pada efek kolonisasi yang dirasakan kaum penjajah maupun terjajah baik secara langsung maupun tidak langsung.hal ini didukung oleh pendapat berikut. the term „postcolonial‟, however to cover all the culture affected by the imperial process from the moment of colonization to the present day. this is because there is a continuity of preoccupation throughout the historical processinitiated by european imperial aggression.(aschroft, 1995:2) poskolonialisme menggambarkan situasi masa penjajahan yang berkelanjutan yang meliputi semua aspek kehidupan. maka dapat dikatakan bahwa poskolonialisme mengacu pada efek dan dampak penjajahan pada budaya dan masyarakat. poskolonial lahir dari adanya ketimpangan dan ketidakadilan yang terbangun secara stuktural hampir dalam segala bidang akibat hegemoni politik dan ekonomi.oleh karena itu, seperti yang dikemukakan oleh endraswara (2003), pendekatan poskolonial mengamati pola relasi dominasi-subordinasi yang ada pada tingkatan sosiokultural, ekonomi, politis bahkan gender dan ideologis, sebagai suatu upaya pemahaman budaya.dalam penelitian ini, poskolonialisme berguna untuk mengamati pola relasi penjajah dan perempuan kulit hitam sebagai kelompok yang paling termarjinalkan.lebih jauh lagi, babha (huggan, 2008:3) menjelaskan bahwa poskolonial dirancang untuk melawan ideologi hegemonik dan mengalihkannya untuk berpihak pada kesamaan dan kesetaraan pihak-pihak yang termarjinalkan dan mengalami perlakuan diskriminatif. black feminism jika poskolonialisme menekankan pada efek dan dampak penjajahan pada budaya dan masyarakat, black feminism lebih terpusat pada pengalaman penjajahan yang khusus dialami oleh perempuan terutama perempuan kulit hitam.menurut carby dalam barker ((1984), 2000:282), black feminism lebih menekankan pada pembedaan antara pengalaman perempuan kulit hitam dan perempuan kulit putih, representasi cultural, dan juga kepentingan mereka.rasisme –dan juga kolonialisme—telah menggariskan struktur-struktur relasi kekuasaan antara 38 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x perempuan kulit hitam dan kulit putih. lebih lanjut lagi, barker (2000:282) menyatakan bahwa gender bersinggungan dengan ras, etnik, dan nasionalitas yang pada akhirnya memberikan pengalaman yang berbeda akan bagaimana rasanya menjadi perempuan.hal ini diakibatkan karena mereka tidak dianggap manusia seutuhnya, atau disebut juga sebagai mules.pada intinya, perempuan kulit hitam mendapatkan perlakuan yang berbeda dari perempuan kulit putih, mengingat mereka tidak dimanusiakandiakibatkan oleh perbedaan ras mereka.sebagaimana yang diutarakan oleh collins (2000:45), ―as dehumanized object, mules are living machines and can be treated as part of the scenery. fully human women are less easily exploited.‖ penelitian terdahulu anne n. murphy dalam thesisnya yang berjudul a narrative of her own: appropriating aesthetics for poscolonial feminismmenganalisis beberapa karya sastra seperti the dew breaker karya edwidge danticat, a mercy oleh toni morrison, dan the god of small thingskarya arundhati‘s roy. thesis ini lebih menitik beratkan pada pengaplikasian russian formalism dan new criticism, yang pada akhirnya bertujuan untuk menggali lebih dalam lagi sejauh mana gender mempengaruhi karya sastra. selain itu, thesis ini juga lebih lanjut lagi bertujuan untuk mencari estetika yang layak untuk postcolonial feminism, dimana pada akhirnya membuktikan ada jarak antara feminisme, poskolonialisme, dan sudut pandang penceritaan.thesis ini berusaha menunjukkan bahwa sebagai kelas yang termarjinalkan, perempuan masih juga bisa melihat adanya dominasi dalam sistem patriarkal dalam kerangka poskolonialisme.setiap aspek tersebut merefleksikan perpektif penceritaan yang berbeda.mereka mempunyai segi estetik yang khusus.persektif ini berlaku spesifik yang ditunjukkan melalui bahasa yang dianalisis dari segi intrinsik dan historical background setiap cerita. analisis nurul l. nadhifah (2010) dalam thesisnya yang berjudul ―representasi perempuan dalam film “ringu” dan remake-nya, “the ring”, ditinjau dari pendekatan psikoanalisis male gaze dan teknik mise en scene‖ lebih menitik beratkan pada dominasi laki-laki, baik penonton maupun aktor, pada tokoh perempuan dalam film ringu dan remake-nya, the ring. thesis ini merupakan contoh analisis atas dominasi dan tekanan terhadap perempuan yang dilakukan oleh laki-laki bangsanya sendiri, seperti yang dialami oleh tokoh-tokoh perempuan dalam novel home (2012) dan a mercy (2008) yang mengalami tekanan dan dominasi tidak hanya oleh laki-laki kulit putih tapi juga laki-laki kulit hitam yang merupakan bangsanya sendiri. 39 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x metode jenis dan rancangan penelitian penelitian ini merupakan penelitian kualitatif yang merupakan metode tepat untuk menganalisis berbagai kasus dalam ilmu sosial maupun studi di bidang pendidikan (marshall & rossman, 1995:1).marshall & rossman (1995:2) menyatakan bahwa salah satu metode fundamental pengumpulan data yang biasa digunakan oleh peneliti kualitatif adalah review dokumen, dimana penggunaan dokumen ini bisa disebut juga sebagai analisis konten. dokumen atau material yang digunakan biasanya adalah teks tertulis, seperti buku, naskah, ataupun novel.selain itu, seiring berkembangnya waktu, material lain seperti musik atau lagu, gambar, dan pidato politik dapat juga digunakan (marshall & rossman). penulis menganalisis dua novel besutan toni morrison berjudul home (2012) dan a mercy (2008)dengan mengaplikasikan teori poskolonialisme dan black feminism untuk membantu peneliti memperoleh hasil yang diharapkan. kedua teori tersebut akan diaplikasikan untuk menganalisis rasisme dan seksisme yang dialami tokoh-tokoh perempuan yang ada di dalam kedua novel tersebut, terutama tokoh cee dalam home (2012) dan tokoh florens dalam a mercy (2008). sumber data dan objek penelitian sumber data atau objek material untuk penelitian ini adalah dua novel yang ditulis oleh toni morrison berjudul home (2012) dan a mercy (2008). sementara itu, objek formal dalam penelitian ini adalah bagaimana bentuk rasisme dan seksisme yang dialami oleh tokoh-tokoh perempuan kulit hitam dalam novelnovel tersebut, teutama cee dalam novel home (2012) dan florens dalam novel a mercy (2008). teknik pengumpulan data pengumpulan data pada penelitian ini dilakukan dalam beberapa tahap sebagai berikut. 1. tahap pembacaan pada tahap ini, penulis membaca kedua novel toni morrison, a mercy (2008)dan home (2012) beberapa kali untuk mendapatkan pemahaman yang mantap tentang isi cerita. 40 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 2. tahap penandaan dan klasifikasi data tahap kedua adalah menandai dan mengklasifikasikan semua narasi, deskripsi dan percakapan dalam novel a mercy (2008)dan home (2012) yang berhubungan dengan beban ganda yang dialami tokoh utama, cee dan florens. teknik analisis data data yang diperoleh dari dua novel morrison akan dimaknai dengan dua teori yang akan diaplikasikan oleh peneliti, yaitu poscolonialism dan black feminism. lebih jauh lagi, analisis difokuskan pada posisi double burden yang dialami dua tokoh utama perempuan, cee dalam novel home (2012) dan florens dalam novel a mercy (2008). artinya, penulis akan menjelaskan beban ganda yang dialami tokoh cee dan florens dalam hubungannya dengan posisi mereka sebagai kelompok paling minoritas didalam kerangka poskolonialisme, yaitu perempuan kulit hitam. hasil dan pembahasan rasisme yang dialami florens dalam a mercy dan cee dalam home model produksi ekploitatif yang diterapkan di selatan pada periode ante bellum dengan segala ideologi kolonial yang represif menghancurkan segala aspek kehidupan perempuan kulit hitam sebagai kelompok paling termarjinalkan. perlakuan tidak manusiawi yang dialami budak perempuan kulit hitam seringkali berujung pada dikorbankannya anak-anak perempuan mereka. daripada menyaksikan anak-anak perempuan mereka menjalani penderitaan yang mereka alami, budak perempuan kulit hitam lebih memilih untuk menyingkirkan atau membunuh anak perempuannya. hal ini selaras dengan argumen botkins (1945:154),“in calm and rage black women put their children to death rather than seen them enslaved.”maka dapat dikatakan bahwa sistem perbudakan merampas segala hak yang dimiliki manusia, khususnya perempuan kulit hitam sebagai golongan terlemah dalam sistem masyarakat kolonial. perempuan kulit hitam tercerabut dari hak keibuannya, dan tertoreh batinnya oleh perasaan bersalah dan trauma. rasa trauma dan bersalah berkepanjangan inilah yang akhirnya menekan seluruh komunitas kulit hitam dan membuat mereka melakukan penyerahan total pada penjajah, dalam hal ini masyarakat kulit putih. dalam tataran ini penjajahan yang terjadi tidak lagi bersifat penaklukan fisik, namun lebih berupa penaklukan mental. lebih jauh lagi, dalam sistem perbudakan, perempuan kulit hitam dianggap bukan manusia, melainkan properti. artinya, perempuan kulit hitam adalah hak milik majikan kulit putih dan laki-laki kulit hitam, baik itu ayah, paman, suami maupun kekasih. sebagai properti, perempuan kulit hitam tidak berhak 41 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x memiliki harga diri sebagaimana manusia pada umumnya. kuper (1974:13) menjelaskan fenomena tersebut sebagai objektifikasi yang digambarkan sebagai alat represi pada golongan minoritas, dalam sistem perbudakan. lebih jauh, kuper mendeskripsikan seperti dalam kutipan berikut. “objectification of the subject race seems to be as ubiquitous as reduction to the animal world. it consists of in a denial of the right to self-regulation or the capacity forself regulation. in its ultimate form, members of the subjectrace are equated with objects, with things, deprived of autonomy in many spheres; they are regulated by the dominant race.” (kuper, 1974:13) objektifikasi sebagai bentuk rasisme meliputi penyangkalan terhadap hak dasar manusia untuk mengurus dan memiliki dirinya sendiri. selain itu, orang yang tersubjektifikasi setara dengan bend, terkecualikan dari berbagai kuasa dan hak dalam berbagai aspek kehidupan. dengan kata lain, kehidupan mereka dikuasai dan diatur oleh ras dominan. di awal novel berjudul a mercy, florens, seorang gadis budak kulit hitam terampas dari ibunya dan diserahkan pada lelaki kulit putih untuk membayar hutang majikannya. dalam hal ini florens bukan lagi manusia, keberadaan direduksi menjadi objek perdagangan yang dapat dipindah tangankan sesuka majikan kulit putihnya. pendapat majikan lama florens, d‘ortega, ―the value of a seasoned slave is beyond adequate..... use her? sell her‖(morrison, 2008: 29) menegaskan bahwa budak perempuan tidak memiliki nilai sebagai manusia, hanya harga. budak perempuan adalah komoditas setara uang dalam dunia perbudakan yang kapitalis. selanjutnya, transaksi tentang kehidupan seorang gadis mudapun tersepakati antara kedua lelaki kulit putih, ―agreeing that the girl was worth twenty pieces of eight‖ (2008,31). dalam hal ini, perempuan kulit hitam, baik florens maupun ibunya, tidak dianggap sebagai manusia yang memiliki hak untuk benrpendapat dan menentukan kehidupannya sendiri. sistem perbudakan tidak mengakui harga diri perempuan kulit hitam yang hanya diperlakukan sebagai budak seks, pekerja dan pengasuh anak-anak kulit putih. di awal novel, ibu florens sengaja menyerahkan putrinya kepada vaark untuk menghindarkan florens mengalami eksploitasi fisik seperti yang dialaminya, setelah melihat kualitas berbeda pada vaark, ―there was no animal in his heart‖(morrison, 2008: 191), dilanjutkan dengan ―i saw the tall man see you as human child, not pieces of eight.‖ (morrison, 2008: 195). namun, bagi florens yang saat itu berusia sekitar tujuh tahun, keputusan ibunya yang dipanggilnya minha mae ini memberikan luka batin. karena florens tidak mampu memahami alasan ibunya, aksi pembebasan pun dianggap sebagai penelantaran oleh gadis muda tersebut. florens mengingat dengan kesedihan seorang anak kecil, ―forever and ever. me watching, my mother listening, her baby boy on her hip.....take the girl, she says, my daughter, she says. me. me‖ (2008:7). florens menekankan pengkhianatan yang dilakukan ibunya dengan pengulangan ―me. me.‖ dan ―forever and ever.‖ tragedi yang menimpa ibunya, diperkosa oleh beberapa orang tidak dikenal seperti yang dituturkannya di akhir novel, ― it was too dark to see any of them. they came at night and took we three....‖ (morrison, 2008:191) tidak pernah terjadi 42 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x pada florens. meski demikian, sebagai akibatnya florens tumbuh sebagai gadis naif, yang melakukan penyerahan total, seperti pendapat lina tentang florens, ―will always be too tender for life and never have the strong soles‖ (morrison, 2008:4) menurut jones& shorter-godden (dalam herminingrum, 2010:232) kondisi perempuan kulit hitam digambarkan ―caught between two identities, tangled, confused. sexism and racism melt together, coming at them all at once.‖ hal tersebut menjelaskan keadaan florens saat terpisah dari ibunya. pilihan ibunya untuk memilih mempertahankan adik laki-lakinya dan menyerahkan dirinya pada lakilaki asing membentuk konsep diri florens muda. tidak hanya mengendap dalam pola pikirnya, hal tersebut juga melukai psikisnya, dan membawanya pada kondisi menyerah dan pasrah pada kepemilikan. begitu terbiasanya dia dimiliki dan dipindah tangankan, florens bahkan tidak merasa memiliki hidupnya sendiri. kondisi florens digambarkan dengan, ―combination of defenselessness, eagerness to please and most of alla willingness to blame herself for the meanness of others.‖ (2008:179) sebuah kondisi yang menggambarkan korban yang rentan terhadap kekerasan sosial. dengan majikan barunya, florens hampir tidak pernah mengalami kekerasan ataupun perlakuan rasis karena pada dasarnya jacob vaark mengambil florens yang masih kanak-kanak untuk menghibur istrinya yang sedih dan kesepian akibat kematian anak mereka, patrician (morrison, 2008:30). jacob juga menyatakan bahwa, ―flesh was not his commodity‖ (2008:25), yang artinya dia tidak menganggap manusia dari ras minoritas sebagai komoditi untuk diperjual belikan. kenyataan tentang rasisme yang diderita oleh perempuan kulit hitam seperti dirinya baru disadari florens dalam perjalanan menemukan pria pandai besi yang dipercaya dapat menyambuhkan nyonya majikan yang tengah sakit keras. di rumah widow ealing, perempuan kulit putih yang menampungnya bermalam, florens mengalami perlakuan rasis dari bangsa kulit putih. beberapa orang kulit putih pengikut fanatik suatu agama, baik perempuan maupun laki-laki memintanya melepas seluruh pakaiannya untuk memastikan bahwa dia bukan ―the black man minion‖ (2008:113). menurut masyarakat kulit putih dalam sistem perbudakan yang rasis, ada hubungan antara kejahatan dengan warna kulit. kehitaman florens dilihat sebagai sesuatu yang buruk, kotor dan jahat, yang akhirnya membuatnya bukan manusia, namun sesuatu yang lebih rendah dari manusia. florens menuturkan bahwa dia, ―naked under their examination i watch for what is in their eyes.... they are looking at my body accross the distances without recognition.‖ (2008: 133). pengalaman diperlakukan sebagai liyan dengan pandangan yang mengesankan bahwa dia bukan manusia dengan martabat yang setara mengingatkan florens akan trauma diterlantarkan ketika kecil. hal ini membuatnya sadar posisinya sebagai budak perempuan, ―i am not the same. i am losing something with every step i take..... something precious is leaving me.‖ yang hilang dari kehidupan florens saat itu adalah kenaifannya, suatu kesadaran baru tentang kejamnya sistem perbudakan yang menghancurkannya sekaligus membawanya pada proses pendefinisian ulang diri serta kebebasan. 43 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x penjajahan terhadap perempuan kulit hitam juga masih terjadi bahkan setelah masa perang sipil lama berlalu. walaupun pada masa tersebut, penjajahan yang terjadi tidak dalam wujud perbudakan fisik, seperti yang digambarkan dalam a mercy. kisah cee dalam home memberikan bukti bahwa kemerdekaan bukanlah jaminan bagi perempuan kulit hitam untuk terbebas dari beban rasisme oleh orang-orang kulit putih. berlatar belakang kondisi orang-orang kulit hitam di amerika setelah masa perang sipil, home banyak menggambarkan tekanan-tekanan yang dialami oleh perempuan kulit hitam, berupa rasisme yang dilancarkan oleh orang-orang kulit putih. terjadi pada masa post bellum, perempuan kulit hitam pada masa tersebut –yang walaupun telah merdeka dari status perbudakan—tetap harus melakukan pekerjaan kasar dengan gaji rendah untuk menyambung hidup mereka dan keluarganya. disanalah saat-saat dimana rasisme oleh bangsa kulit putih terjadi. rasisme yang dialami cee dalam home (2012), yang hampir membuatnya kehilangan nyawa, adalah saat dia bekerja pada seorang dokter kulit putih, beauregard scott, atau dr. beau. cee, seperti juga perempuan kulit hitam lainnya pada masa post bellum, harus melakukan pekerjaan kasar dan bergaji rendah seperti menjadi pelayan restoran ataupun pekerjaan lainnya. cee merasa uang yang didapatkannya tidak akan mungkin membantunya untuk bertahan hidup sendirian di kota besar seperti atlanta. karena itulah dia dengan senang hati menerima tawaran pekerjaan untuk menjadi pembantu di klinik dr. beau. pada awalnya cee mengagumi dr. beau. di mata cee, dr. beau adalah seorang dokter, dan juga penemu, yang berusaha untuk menolong banyak orang dengan kepandaiannya. tapi pada akhirnya, eksploitasi fisik dialami oleh cee saat dr. beau memanfaatkan organ kewanitaannya –termasuk rahimnya—untuk digunakan dalam penelitiannya. dengan posisinya sebagai seorang majikan, dan seorang kulit putih yang memiliki posisi lebih tinggi daripada seorang kulit hitam –terutama perempuan kulit hitam--, dr. beau dapat melakukan eksploitasi fisik sejauh yang dia inginkan, bahkan sampai membahayakan nyawa cee. seperti yang telah diungkapkanoleh collins (2000:45) ―as dehumanized object, mules are living machines and can be treated as part of the scenery. fully human women are less easily exploited.‖ cee, seperti juga perempuan kulit hitam pada umumnya, dianggap sebagai mules, atau tidak seutuhnya manusia. karena itulah dr. beau merasa berhak dan bebas mengeksploitasi cee tanpa merasa bersalah akan akibat buruknya karena dr. beau tidak menganggap cee sebagai perempuan –atau manusia—seutuhnya, yang posisinya sejajar dengan istri atau pasien-pasien kelas atasnya yang selalu dilayaninya dengan baik. walaupun para perempuan kulit putih tersebut juga bukan golongan tertinggi dalam status sosial –karena mereka perempuan—tapi mereka masih dianggap sebagai manusia yang masih memeiliki hak-haknya sendiri. hal ini juga sejalan dengan apa yang disampaikan oleh barbara christian dalam collins (2000:70), bahwa perempuan kulit hitam dianggap sebagai other, 44 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x yang menduduki posisi paling bawah dalam mata rantai sosial, yang menerima tekanan paling berat dikarenakan oleh ras dan jenis kelaminnya. sebagai other, di mata dr. beau, cee memiliki kedudukan sebagai objek yang paling tepat untuk dimanipulasi dan dikontrol. akan tetapi, kejadian ini pulalah yang merupakan titik balik dalam kehidupan cee. setelah kakaknya –frank—membawanya pulang ke kampung halamannya dan dia mendapatkan perawatan dari para perempuan berpengalaman di lingkungannya, cee mulai belajar untuk menemukan jati dirinya sebagai perempuan yang merdeka. cee memutuskan untuk mengatakan tidak saat frank ingin dia melakukan hal yang sebenarnya tidak dia inginkan. cee belajar untuk hidup mandiri, untuk berfikir demi dirinya sendiri, tidak lagi sepenuhnya bergantung pada perlindungan yang diberikan oleh kakak laki-lakinya yang selama ini merupakan dominasi yang menyebabkan tekanan pada hidupnya. seksisme yang dialami florens dalam a mercy dan cee dalam home kejamnya perbudakan membuat perempuan kulit hitam kehilangan nilainya sebagai manusia. tak hanya tercerabut dari budaya asalnya, perempuanperempuan ini juga teraleniasi dari fitrahnya sebagai manusia, sebagai perempuan. lebih jauh, mereka juga tersiksa baik fisik maupun psikis. kondisi ini digambarkan morrison dalam novel a mercy sebagai berikut. three unmastered women alone, belonging to no one, became wild game for anyone. none of them could inherit; none was attached to a church or recorded in its books. female and illegal..... subjects to purchase, hire, assault, abduction, exile. (morrison, 2008:67) kutipan di atas menggambarkan kondisi para budak perempuan jika tuan dan nyonya majikan mereka meninggal, yang artinya ketiga perempuan budak tersebut menjadi tanpa pemilik. hal tersebut menegaskan bahwa perempuan budak kulit hitam dan dari ras minoritas lain menjadi sangat rentan terhadap serangan dan kekerasan sosial karena posisinya sebagai yang termarjinalkan dalam masyarakat.wade-gayles (1984:3-4)mendeskripsikan; american is an oppressive system that divides people intogroups on the basis of their race, sex and class, creatingsociety in which a few have capital and, therefore, are ableto influence the lives of many. there are three major circlesof reality in american society, which reflect degrees ofpower and powerless. there is a large circle in which whitepeople, most of them men, experience influence and power.far away from it there is a smaller circle, a narrow space,in which black people, regardless of sex, experienceuncertainty, exploitation and powerlessness. hidden in this second circle is a third, a small, dark enclosure in which black women experience pain, isolation and vulnerability. sistem opresif di amerika membagi orang-orang dalam beberapa golongan berdasarkan ras, jenis kelamin dan kelas. hasilnya adalah sebuah masyarakat dimana sebagian golongan memiliki modal dan keunggulan serta dapat mempengaruhi kehidupan golongan lain. di masyarakat amerika ada tiga lingkaran yang mencerminkan takaran dari golongan kuat dan lemah. lingkaran 45 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x yang paling atas adalah dimana orang kulit putih sebagai ras dominan, terutama laki-laki memiliki kuasa dan pengaruh. lalu dibawahnya ada sekelompok ras minoritas, termasuk kulit hitam baik laki-laki maupun perempuan mengalami penindasa, eksploitasi dan ketidak berdayaan. di lingkaran kedua ini ada lingkaran lain yang tidak terlihat dimana perempuan kulit hitam mengalami penderitaan dan isolasi. dengan seting sosial semacam itu, kelompok yang paling menderita, yang harus berada di persimpangan kejam rasisme, seksisme dan sistem kelas adalah perempuan kulit hitam. dapat dikatakan bahwa mereka adalah korban yang paling menderita dari kondisi dan sistem sosial seperti ini. identitas perempuan kulit hitam dibentuk oleh semua kekuatan dan kuasa yang beroperasi di sekitarnya. karena semua pengalaman di dunia yang tak hanya rasis tetapi juga seksis itu, perempuan kulit hitam memilih untuk tetap berada dalam ikatan kepemilikan baik fisik maupun psikis dan mental yang terjadi akibat adanya sistem perbudakan. florens melihat kebebasan dari sosok seorang pandai besi, yang sepanjang novel tidak diketahui namanya. sang pandai besi adalah pria kulit hitam yang bebas, bukan budak, yang bekerja pada jacob vaark untuk membangun rumah. hal ini tergambar dari pendapat florens bahwa, ―no holy spirit are my need. no communion nor prayer. you are my protection. only you. you can be it because you say you are free man from new amsterdam and always are that. i dont know the feeling of or what it means, free and not free.‖ (morrison, 2008:81). florens tidak hanya tidak memahami tentang identitas dan eksistensinya sendiri, tetapi juga menjadi manusia yang menempatkan dirinya sebagai budak tanpa resistensi. ketika dalam perjalanan mencari penyembuh untuk nyonya majikan, florens dihadapkan pada perasaan yang mirip dengan kemerdekaan, yaitu ketika melihat rusa jantan berjalan di hutan dengan gagahnya. florens menggambarkan perasaannya dalam kutipan berikut. “ it is as though i am loose to do what i choose, the stag, the wall of flowers. i am a little scare of this looseness. is that how free feels? i don‟t like it. i don‟t want to be free of you because i am live only with you.” kutipan di atas menegaskan posisi florens sebagai perempuan kulit hitam yang terjajah secara mental dan pola pikir. selanjutnya, nobles menjelaskan tentang fenomena patologis tentang eksistensi diri yang dialami budak perempuan kulit hitam sebagai, “even when told, some were reluctant to be free. slavery had,as it was, lulled many of the victims into a false senseof security. they either feared freedom or adopted thenegative attitude of their masters”(1978:56). dengan tercerabutnya budak perempuan dari ‗frame of references‟ afrika mereka serta penjajahan fisik dan mental yang mereka alami ditambah dengan adanya invasi budaya dari masyarakat kulit putih, perempuan kulit hitam ditinggalkan dalam rasa bingung dan terisolasi. 46 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x saat berusia enam belas tahun, florens muda yang haus kasih sayang jatuh cinta pada pria pandai besi yang dipandangnya berbeda dari pria pada umumnya. pria tersebut memperlakukannya dengan hormat, ―he raises his hat. that is the first time any male does it to me. i like it.‖ (morrison, 2008:44). ketertarikan dan hubungan antara florens dan pria pandai besi digambarkan bagai sesuatu yang alami, badaniah dan erotis. hal tersebut tergambar dari pikiran florens saat melihat kekasihnya bekerja, ―i have shock at myself for wanting to lick there.... my mouth is open, my legs go softly and the heart is stretching to break.‖ benar bahwa florens tertarik secara seksual pada pria pandai besi, tetapi diatas itu semua, dia mengidamkan diperlakukan sebagai manusia yang setara di tengah kondisi yang tersekat kelas dan ras di amerika. kecintaannya pada pria pandai besi menjadi luapan emosi yang liar dan buta, yang menguasai seluruh jiwa florens. ―with you my body is pleasure is safe is belonging.ketika lina mengingatkan florens agar tidak terlalu tergila-gila dan menggantungkan harapan pada pria pandai besi dengan berkata, ― you are one leaf on his tree,‖ (morrison, 2008:71) florens menjawab keraguan lina dengan rasa percaya diri yang naif, ―no, i am his tree.‖ (morrison, 2008:71). bisa dikatakan bahwa laki-laki kulit hitam memegang kontrol kehidupan perempuan karena perempuan kulit hitam ‗dimiliki‘ tidak hanya oleh majikan kulit putih tetapi juga oleh lelaki sebangsanya. hal ini terjadi karena perempuan kulit hitam tidak punya kuasa untuk mendefinisikan diri dan hidupnya sendiri. keberserahan florens untuk menjadi milik pria pandai besi membawanya pada perjalanan panjang ke barat untuk menemui pria pujaan hatinya yang juga dipercaya dapat menyembuhkan nyonya majikan yang tengah sakit keras. jika bagi lina sangat penting untuk menemuakan pria pandai besi untuk menyembuhkan nyonya majikan agar para budak seperti dirinya terhindar dari bahayanya menjadi budak perempuan tanpa majikan, florens memiliki misi lain, yaitu kembali menjadi milik pria pandai besi, ―i choose you. i go west into the trees. everything i want is west. you. your talk.‖ (morrison, 2008:48) saat akhirnya florens dapat menemukan pria pandai besi, pria itu menyanggupi menyembuhkan nyonya majikan namun meminta florens tinggal untuk menjaga seorang bocah laki-laki. florens yang pernah mengalami trauma psikologi –merasa dilentarkan ibunya – di masa kecilnya, merasa kecewa dan cemburu, ―how you offer and he owns your forefinger. as if he is your future. not me. i am not liking how his eyes go when you send him to play in the yard.‖ (morrison, 2008:160). ketika pria pandai besi kembali setelah berhasil menyembuhkan nyonya majikan, terlihat jelas bahwa florens tidak penting baginya. pria itu menyayangi si bocah laki-laki, tapi tidak florens. hal tersebut terlihat dari pendapat florens, ―you choose the boy. you call his name first.... i am lost. no words of sorrow for knocking me off my feet..... you say you will hire someone to take me to her‖ (morrison: 2008:165). penolakan pria pandai besi ini adalah penolakan kedua yang dialami florens setelah penolakan ibunya yang menorehkan luka batin. florens tidak mengerti dan mengajukan protes saat pria itu memintanya untuk meninggalkannya. 47 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x because you are a slave sir makes me that. i dont mean him then who? you. you have become one. how? your head is empty and your body is wild. i am adoring you. and a slave to that too you alone own me own yourself, woman, and leave us be.(morrison, 2008:166) dari percakapan antara florens dan pria pandai besi di atas, tersirat bahwa dalam sistem perbudakan, florens terjajah dan tereksploitasi secara mental dan pola pikir. florens memperbudak dirinya sendiri dengan terus merasa bergantung dan ingin dimiliki karena hidup baginya adalah dengan menjadi milik orang lain, baik majikan kulit putih maupun kekasih kulit hitamnya. penyerahan total menjadikan florens tidak memahami resistensi dan kebebasan. pada akhirnya opresi dan dominasi ras, seksual dan ekonomi yang terjadi di amerika menyurutkan kreatifitas dan ketajaman berpikir perempuan kulit hitam serta menghancurkan kesadaran mereka atas diri dan identitas. kuper (1974:14) mendeskripsikan bahwa perbudakan dan kolonisasi adalah “process of turning into a zombie.” penolakan kedua ini membuat gadis penurut dan naif ini menjadi keras dan tak tersentuh, yang digambarkan dengan telapak kaki yang ―as hard as cypress.‖ di akhir novel dijelaskan perubahan florens dari sudut pandang willard dan scully, ―the docile creature they knew had turned feral.‖ sebagai aksi pembebasan diri, florens menorehkan ceritanya di sepanjang dinding dan lantai salah satu ruang di mansion majikannya, ―these careful words, closed up and wide open, will talk to themselves.‖ (2008:188). pada akhirnya florens paham keputusan ibunya dan kejamnya dunia tempatnya hidup, dalam kehancurannya itu dia menemukan arti kebebasan, ―free. i last.‖ (2008:189). seksisme tidak hanya dialami oleh perempuan kulit hitam pada masa perbudakan. jauh setelah masa perbudakan, setelah masa perang sipil, perempuan kulit hitam pun masih mendapatkan tekanan yang serupa walau dalam bentuk yang berbeda. tekanan tersebut tidak hanya didapatkan dari bangsa kulit putih yang identik dengan identitasnya sebagai penjajah, namun juga dari bangsa kulit hitam itu sendiri yang menganggap bahwa kedudukan perempuan kulit hitam dalam status sosial lebih rendah daripada laki-laki kulit hitam. seksisme yang dialami oleh cee dalam home (2012) adalah salah satunya. dalam home, bahkan sebelum cee benar-benar tumbuh menjadi gadis remaja, eksploitasi fisik oleh laki-laki mulai dialaminya. seorang laki-laki kulit hitam yang tidak dikenal melakukan pelecehan seksual dengan berfantasi tentangnya saat cee bermain sendirian tidak jauh dari kakak lelaki dan teman-temannya. 48 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x ―the man wasn‟t from lotus, he told her, and had been hiding behind the tree, flashing her. when she pressed her brother to define “flashing”, and he did so, cee began to tremble.‖ (morrison, 2012:51). hal ini merupakan salah satu peristiwa saat perempuan kulit hitam mengalami double burden, dimana eksploitasi dan tekanan tidak hanya dilakukan oleh laki-laki kulit putih yang diidentikan dengan bangsa penjajah, namun juga oleh laki-laki dari bangsanya sendiri. dan eksploitasi ini tdak hanya dialami oleh perempuan kulit hitam yang sudah dewasa, namun juga yang masih anak-anak seperti peristiwa yang dialami oleh cee. fenomena ini menunjukkan betapa lakilaki kulit hitam pun menganggap bahwa perempuan bangsanya sendiri adalah objek eksploitasi, objek yang digunakan untuk memuaskan hasrat seksualnya. seksisme yang dialami oleh cee dalam home muncul dalam berbagai bentuk. yang dialami oleh cee dan mempengaruhi masa kecilnya maupun masa remajanya diakibatkan oleh kakak lelakinya, frank money. frank, dengan sifat protektifnya telah membentuk cee menjadi seseorang yang lemah dan terlalu bergantung pada kakaknya. apa yang disebut frank sebagai perlindungan membuat cee tumbuh menjadi gadis yang kurang bisa memutuskan apa yang baik untuk dirinya sendiri, karena frank selalu mengambil alih peran itu untuknya. ―that‟s the other side, she thought, of having a smart, though brother close at hand to take care of and protect you—you are slow to develop your own brain muscle.‖ (2012:48). cee terbiasa menjadi perempuan penurut dimana dia merasa tidak perlu memiliki pendapatpendapat maupun buah pikirannya sendiri demi kebaikan dirinya. dia merasa hidupnya yang di bawah kendali kakaknya adalah hidup yang sesuai untuk dirinya. itulah sebabnya cee menjadi hilang kendali saat frank memutuskan untuk keluar dari rumah dan bergabung dalam perang. kepergian frank menuntun cee ke dalam masalah yang lain. principal, atau biasa dipanggil prince, adalah remaja perkotaan dari atlanta yang sedang menghabiskan liburannya di rumah bibinya. seperti teman-temannya yang lain, cee terpikat dengan penampilannya dan kemampuan bicaranya yang memukau. prince mampu mendominasi para gadis tersebut, terutama cee. dengan posisinya sebagai seseorang yang berasal dari kota besar, dia mampu membuat cee merasa inferior dan terdominasi oleh kepandaian prince. cee yang terbiasa didominasi dan diatur pola hidup dan pikirnya oleh frank menjadi mudah menerima dominasi yang dilakukan oleh prince. kebebasan berfikir dan bertindak bukanlah hal yang biasa didapatkan oleh cee. itulah sebabnya cee mempercayai apapun yang dikatakan prince dan menuruti kemauannya, bahkan untuk menikah dan pindah ke kota besar. saat terungkap bahwa prince membelikannya baju-baju mewah karena dia malu dengan penampilan cee dan dia memilih cee hanya karena dia menginginkan mobil nenek tiri cee, cee mulai sadar dengan keeksistensiannya yang tertekan oleh prince. saat prince melarikan diri dengan membawa mobil nenek tiri cee dan meninggalkan cee sendirian di kota besar, saat itu pulalah cee mulai melatih dirinya sendiri untuk berfikir demi kelangsungan hidupnya. 49 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x ketidakinginannya untuk kembali ke kampung halaman dan bertemu dengan nenek tirinya membuatnya harus mencari pekerjaan, mencari tempat tinggal, dan mengurus hal-hal lain seperti mengatur keuangan dan lain sebagainya. titik ini mendorong cee untuk belajar untuk memahami bahwa dia memiliki dirinya sendiri, bahwa dialah yang paling berhak untuk memutuskan apa yang terbaik untuk dirinya dan apa yang harus dilakukannya. pemahaman ini juga yang membuatnya menyadari bagaimana dia dengan mudahnya merasa inferior dengan dominasi yang dilakukan prince pada dirinya, dan apa yang membuatnya menuruti dan mendengarkan apa yang dikatakan prince tanpa mempertanyakan apapun. ―now, splashing water on her shoulders, she wondered for the umpteenth time why she didn‟t at least ask the aunt he was visiting why he was sent to the backwoods instead of spending the winter in the big, bad city. but feeling adrift in the space where her brother had been, she had no defence.‖ (morrison, 2012:48). kesimpulan tekanan yang ditimbulkan oleh beban ganda –yaitu rasisme dan seksismetidak hanya terjadi pada perempuan kulit hitam di masa perbudakan, namun jugapada saat mereka telah menjadi perempuan yang merdeka. fenomena tersebut dilukiskan oleh toni morrison dalam gambaran tokoh florens dalam a mercy maupun cee dalam home. kolonialisme yang terjadi di amerika telah menimbulkan tekanan tersendiri bagi kaum perempuan, yang pada a mercy maupun home digambarkan terjadi pada perempuan kulit hitam. perempuan kulit hitam di sini tidak hanya mengalami rasisme yang dilancarkan oleh orang kulit putih, namun juga seksisme yang tidak hanya dilakukan oleh lelaki kulit putih tapi juga oleh para lelaki bangsa mereka sendiri, yaitu bangsa kulit hitam. dalam a mercy dan home, dapat disimpulkan bahwa toni morrison juga menyampaikan bahwa tekanan dan penjajahan secara mental lebih berperan dominan dalam membentuk pola pikir perempuan kulit hitam untuk pasrah dan patuh pada dominasi yang dilakukan laki-laki maupun masyarakat sosialnya. pada kedua novel tersebut pula, kedua tokoh utama perempuan kulit hitam—cee dan florens—menemukan kebebasannya dan kemampuan untuk berfikir secara mandiri setelah melalui titik terendah dalam kehidupan mereka. daftar pustaka ascroft et al. 1995.the post-colonial studies reader. london: routledge. barker, chris. 2000. cultural studies: theory and practice. london: sage publications. botkins, benjamin. a. 1945. lay my burden down: a folk history of slavery. chicago: university chicago press. collins, patricia hill. 2000. black feminism thought. new york: routledge. 50 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x endraswara, suwardi. 2003. metodologi penelitian sastra. yogyakarta: gadjah mada university press. herminingrum, sri. four criteria for labelling black women and their community as „others‟ in toni morrison‟s novels. humaniora vol. 22 no. 3 oktober 2010 hal. 231-240 hooks, bell. 1993. sisters of the yam: black women and self-recovery. cambridge: south end press. huggan, g. 2008. interdisiplinary measures: literature and the future of poscolonial studies. liverpool: liverpool university press. kuper, leo. 1974. race, class and power: ideology and revolutionary in plural societies. chicago: aldine publishing company. marshall, catherine & rossman, gretchen b..1995. designing qualitative research. california: sage publications. morrison, toni. 2008. a mercy. new york: vintage books. morrison, toni. 2012. home. london: vintage books. nadhifah, nurul laili. 2010. representasi perempuan dalam film ringu dan remake-nya, the ring, ditinjau dari pendekatan psikoanalisismale gaze dan teknik mise en scene. depok: universitas indonesia. noble, jeanine. 1978. beautiful, also, are the souls of my blacks sisters: a history of the black woman in america. new jersey: prentice hall. wade-gayles, gloria. 1984. no crystal stairs: visions of race and sex in black women‟s fiction. new york: pilgrim press. 51 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 118 peningkatan kemampuan menulis artikel ilmiah populer siswa kelas ix smp negeri i bringin dengan pembelajaran saintifik berbasis media massa sukardi ks 3 bambang wr 4 indah sugiyarti abstract the research aimed at knowing to what extent (1) the effectiveness of mass media based scientific approachas to improve the ability to write popular scientific articles, (2) the improvement ofninth junior high students‟ activity, enthusiasm, concentration and creativityin the learning process, and (3) the improvement of ninth junior high students‟ achievement in writing popular scientific article at negeri 1 bringin semarang district after the implementation of mass media based scientific approach. it was a classroom action research (ptk), consisting of components of planning, implementation, observation, and reflection. it included two cycles. the first cycle was implenting scientific approach by utilizing the video "fighting student" printed media based. the second cycle was by utilizing the video song entitled "mirassantika" internet-media based. the subjects of the research were ninth-grade students of smpn 1 beringin semarang in the academic year of 2015/2016. the data of the study consisted of primary data, which were the ninth-grade students, and the secondary data, consisting of the teachers in the classroom, the researcher, fellow teacher of indonesian, and staf members of upbjj-ut semarang. the results showed that (1) learning to write a scientific article by implenting mass media-based scientific approach could enhance the activity, vigor, enthusiasm, and creativity into learning, (2) enabling to create a condusive atmosphere of effective, interesting, and fun learning, in which up to the end of second cycle 43.75% of students were having happy expression when they were learning and 56.25% of students stated enjoying to follow the lesson: bahasa indonesia. then, 9.38% of the students expressed their creativity greatly increased, 87.56,% of students stated their creativity increased as well. moreover, 37.5% of students stated that their creativity were improved, also 62.5% of students stated the same idea. additionally, 46.88% of students stated that they were very attracted to learn bahasa indonesia and 17.53% of students gained high interest of learning bahasa indonesia, and (3) improve the number of students who were able to write popular scientific articles with minimal score 78. by the end of second cycle of the number of students who gained score 78 or more were 31 students or if it was calculated in percentage was 96.87%. thus, it is concluded that the indicators of research have been reached. keywords: mass media, scientific approach, writing ability of popular scientific article. 3 penulis adalah pengajar di upbjj-ut semarang. 4 penulis adalah pengajar di upbjj-ut semarang. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 119 pendahuluan ruang lingkup mata pelajaran bahasa indonesia mencakup kemampuan berbahasa dan kemampuan bersastra yang meliputi aspek-aspek: (1) mendengarkan, (2) berbicara, (3) membaca dan (4) menulis, yang di dalam kurikulum 2006 (ktsp) dijabarkan menjadi sejumlah kompetensi dasar. kompetensi dasar merupakan uraian yang memadai atas kemampuan yang harus dikuasai siswa dalam berkomunikasi lisan (mendengarkan dan berbicara) dan tulis (membaca dan menulis) sesuai dengan kaidah bahasa indonesia (depdiknas, 2003: 11). menulis artikel ilmiah populer merupakan salah satu bentuk komunikasi tertulis dan salah satu kompetensi dasar (kd) yang harus dikuasai siswa kelas ix. hal itu tampak di dalam standar isi mata pelajaran bahasa indonesia kelas ix kompetensi dasar 12.1. ” menulis karya ilmiah sederhana dengan menggunakan berbagai sumber (permendikbud nonor 22 tahun 2006). dengan demikian menulis artikel ilmiah populer merupakan kemampuan yang harus dikuasai oleh siswa kelas ix. menulis artikel ilmiah populer selain harus dikuasai siswa juga bermanfaat bagi siswa. dengan menulis artikel, daya imajinasi siswa akan menjadi tajam, penguasaan bahasa meningkat, dan menjadikan lebih kreatif. selain itu, juga dapat menambah rasa percaya diri, karena mereka telah berkarya, lebih-lebih hasil karyanya dimuat di salah satu media, walaupun hanya di majalah dinding sekolah. di smp negeri 1 bringin memiliki media komunikasi berupa beberapa majalah dinding tetapi penerbitannya tidak maksimal karena artikel ilmiah yang masuk ke redaksi sangat terbatas. dengan demikian kompetensi menulis artikel ilmiah populer mempunyai nilai aplikasi yang tinggi dalam kehidupan anak sebagai pelajar. berdasarkan pengamatan tim peneliti kemampuan menulis artikel ilmiah populer siswa kelas ix smp negeri 1 bringin tahun pelajaran 2015/ 2016 masih rendah. hal ini terlihat dari hasil tes uji coba yang dilakukan terhadap 32 siswa di kelas ix smpn 1 bringin. hasilnya menunjukkan angka rata-rata di bawah kkm (kriteria ketuntasan minimal). kkm mapel bahasa indonesia kelas ix di smp negeri 1 bringin yaitu 78. dari jumlah 32 siswa setelah dilakukan tes awal terhadap kemampuan mereka dalam menulis artikel ilmiah populer ternyata sebanyak 27 siswa (84,38%) mendapat nilai kurang dari 78 sedangkan siswa yang mendapat nilai 78 atau lebih hanya sebanyak 5 siswa (15,62%). setelah dihitung rata-rata kemampuan menulis artikel ilmiah populer siswa kelas ix ternyata hanya sebesar 69,31. kekurangmampuan siswa dalam menulis artikel ilmiah populer disebabkan oleh berbagai faktor, di antaranya faktor siswa dan guru. dilihat dari faktor siswa, pada umumnya siswa mengalami kesulitan dalam menulis artikel ilmiah. hasil analisis angket yang disebarkan kepada siswa kelas ix, dapat disampaikan bahwa sebanyak 73,33% siswa menyatakan sangat sulit, 20% menyatakan sulit, dan 6,66% cukup sulit. hal ini disebabkan bahwa kompetensi dasar menulis karya ilmiah berbentuk artikel ilmiah populer ini memang benar-benar baru bagi siswa kelas ix karena pada kelas vii dan kelas viii belum ada materi ini. selain itu, budaya membaca dan menulis siswa kelas ix juga masih kurang sehingga mereka mengalami kesulitan untuk membuat tulisan. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 120 ditinjau dari aspek guru, selama ini guru dalam membelajarkan kompetensi dasar menulis artikel ilmiah populer menggunakan strategi, metode dan media yang monoton, cenderung terpancang pada buku paket sehingga pembelajaran menjadi kurang menarik bagi siswa. sebagian guru sependapat bahwa materi atau bahan ajar yang ada pada buku pelajaran harus dipakai dan diajarkan kepada siswa. hal ini senada dengan pandangan ben perets, powell, dan anderson dalam stoffels (2005:534) yang menyatakan ...”many teachers never trouble themselves at all with decisions about how the material they are teaching should be presented to their student. instead, they rely upon commercially prepared instructional materials such as texbook to make those decision for them... banyak guru tidak pernah (mau) menyulitkan diri mereka sendiri dengan keputusan-keputusan tentang bagaimana materi yang akan mereka ajarkan/disajikan kepada murid-murid mereka. akan tetapi, mereka bergantung pada materi-materi yang sudah tersusun secara komersial seperti buku-buku teks pelajaran untuk membuat keputusan itu bagi mereka... permasalahan-permasalahan tersebut seharusnya tidak perlu terjadi. setiap siswa seharusnya mampu menulis artikel ilmiah populer dengan nilai minimal 78 sehingga batas kkm dapat tercapai. suasana pembelajaran pada ”kompetensi dasar menulis artikel ilmiah populer” idealnya mampu mengaktifkan siswa, menarik, dan meningkatkan kreativitas siswa sehingga pembelajaran menjadi ”benar-benar bermakna”. mencermati fenomena-fenomena yang telah terpapar di atas dipandang perlu untuk menggunakan model pembelajaran yang praktis, menarik, dan menyenangkan dalam membelajarkan kompetensi dasar menulis artikel ilmiah populer. penerapan pendekatan saintifik berbasis media massa merupakan alternatif yang bisa dipilih sebagai model pembelajaran dalam rangka meningkatkan kemampuan siswa dalam menulis artikel ilmiah populer. tujuan penelitian pembelajaran dengan menerapkan pendekatan saintifik adalah untuk mengetahui sejauh mana efektivitas penerapan pendekatan saintifik berbasis media massa sebagai upaya meningkatkan kemampuan menulis artikel ilmiah populer siswa kelas ix smpn 1 bringin kabupaten semarang tinjauan pustaka artikel ilmiah populer artikel ilmiah populer biasanya dipublikasikan melalui media massa yang dikonsumsi oleh masyarakat umum. ada berbagai pendapat yang disampaikan oleh para pakar tentang pengertian artikel ilmiah ppopuler atau tulisan ilmiah populer. artikel ilmiah populer merupakan artikel berisi hasil kajian, pandangan, dan argumentasi ilmiah yang disajikan dalam bahasa populer sehingga mudah dipahami masyarakat luas. (romli, 2011: 2). karya tulis ilmiah populer adalah karya tulis yang berpegang kepada standar ilmiah, tetapi ditampilkan dengan bahasa umum sehingga mudah dipahami oleh masyarakat awam. dengan pengertian seperti ini, benar bila dikatakan bahwa ilmiah populer adalah sarana komunikasi antara ilmu dengan masyarakat awam.( saipurrahman, 2014: 3) http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 121 artikel ilmiah populer adalah suatu tulisan berisikan hasil kajian, pandangan, dan argumentasi tentang ilmu pengetahuan. disajikan dalam bahasa yang mudah dipahami masyarakat. (ihya, 2013: 1). karya ilmiah populer merupakan suatu karya yang ditulis dengan menggunakan bahasa yang populer sehingga mudah dipahami oleh masyarakat dan menarik untuk dibaca (chan, 2012: 2). menurut liang gee (dalam dalman, 2012: 155) karangan ilmiah populer adalah semacam karangan ilmiah yang mencakup ciri-ciri karangan ilmiah, yaitu menyajikan fakta-fakta secara cermat, jujur, netral, dan sistematis, sedangkan pemaparannya jelas, ringkas, dan tepat. artikel opini/ artikel populer adalah tulisan atau karangan yang berisi gagasan, ulasan,atau kritik terhadap suatu persoalan yang adadi tengah-tengah masyarakat. ditulis dengan bahasa ilmiah populer ( wibowo, 2006: 114, 115). menurut wardani (2007:17) karya ilmiah populer adalah karya ilmiah yang disajikan dengan gaya bahasa yang populer atau santai sehingga mudah dipahami oleh masyarakat dan menarik untuk dibaca. dari berbagai pendapat di atas dapat disimpulkan bahwa artikel ilmiah populer merupakan tulisan yang menyajikan fakta-fakta secara cermat, jujur, netral, dan sistematis yang disajikan dengan bahasa populer sehingga mudah dipahami oleh masyarakat dan menarik untuk dibaca. 1. karakteristik karakteristik atau ciri-ciri artikel ilimiah populer adalah sebagai berikut. menurut romli (2011: 3) karakteristik artikel ilmiah populer meliputi: (1) opini tentang suatu masalah atau peristiwa disertai fakta empiris dan teori pendukung, (2) sarana komunikasi antara ilmuwan dan masyarakat (orang awam), (3) gaya bahasa populer atau bahasa media (bahasa jurnalistik) --sederhana, mudah dipahami orang awam, singkat, dan efektif (hemat kata), (4) ringkasan hasil penelitian –fakta terpenting & penting (model piramida terbalik), (5) menerjemahkan bahasa iptek yang njelimet ke dalam bahasa yang dimengerti secara umum, (6) mudah dicerna karena berkaitan erat dengan kejadian sehari-hari, dan (7) memperkenalkan ilmu atau temuan baru serta mengaitkan dengan kebutuhan masyarakat. karya ilmiah (dalman, 2012:113-114) memiliki ciri-ciri yang dapat dikaji minimal dari empat aspek, yaitu: 1) struktur: struktur sajian karya ilmiah sangat ketat, biasanya terdiri dari bagian awal, bagian inti dan bagian penutup. bagian awal merupakan pengantar ke bagian inti, sedangkan inti merupakan sajian gagasan pokok yang ingin disampaikan. 2) komponen dan substansi: komponen karya ilmiah bervariasi sesuai dengan jenisnya, namun semua karya ilmiah mengandung pendahuluan, bagian inti, penutup, dan daftar pustaka. artikel ilmiah yang dimuat dalam jurnal mempersyaratkan adanya abstrak. 3) sikap penulis: sikap penulis dalam karya ilmiah adalah objektif, yang disampaikan dengan menggun`akan kata atau gaya bahasa impersonal . 4) penggunaan bahasa: bahasa yang digunakan dalam karya ilmiah adalah bahasa baku yang tercermin dari pilihan kata atau istilah, dan kalimat-kalimat yang efektif dengan struktur yang baku. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 122 sementara itu menurut wardani (2006 : 1.6) ciri-ciri karya ilmiah yaitu: 1) dari segi isi, karya ilmiah menyajikan pengetahuan yang dapat berupa gagasan, deskripsi tentang sesuatu atau pemecahan suatu masalah. 2) pengetahuan yang disajikan tersebaut didasarkan pada fakta atau data (kajian empirik) atau pada teori-teori yang telah diketahui kebenaranya. 3) sebuah karya ilmiah mengandung kebenaran yang objektif serta kejujuran dalam penulisan. 4) bahasa yang digunakan adalah bahasa baku dan banyak menggunakan istilah teknis, di samping istilah yang bersifat denotatif. 5) sistematika penulisan mengikuti cara tertentu. 2. struktur secara umum struktur artikel ilmiah (romli, 2011: 4) adalah sebagai berikut a. head – judul b. by line nama penulis. c. intro pendahuluan (lead). d. bridging penghubung intro dengan isi tulisan, berupa identifikasi masalah atau pertanyaan. e. body isi tulisan atau uraian yang biasanya terdiri atas sub-subjudul, f. closing – penutup; biasanya berupa kesimpulan, ajakan berbuat sesuatu, atau pertanyaan tanpa jawaban 3. tahapan menulis tahapan atau langkah-langkah menulis artikel ilmiah populer meliputi a) pemilihan ide, tema/ topik, b) pngembangan tema (referensi, observasi, riset, c) outlining, d) first draf dan, e) editing pembelajaran saintifik pembelajaran dengan pendekatan saintifik merupakan pembelajaran yang terdiri atas kegiatan mengamati (untuk mengidentifikasi hal-hal yang ingin diketahui), merumuskan pertanyaan (dan merumuskan hipotesis), mencoba/mengumpulkan data (informasi) dengan berbagai teknik, mengasosiasi/ menganalisis/mengolah data (informasi) dan menarik kesimpulan serta mengkomunikasikan hasil yang terdiri dari kesimpulan untuk memperoleh pengetahuan, keterampilan dan sikap. langkah-langkah tersebut dapat dilanjutkan dengan kegiatan mencipta (dadang, 2014: 1). adapun langkah-langkah pendekatan ilmiah (scientific appoach) dalam proses pembelajaran meliputi menggali informasi melalui pengamatan, bertanya, percobaan, kemudian mengolah data atau informasi, menyajikan data atau informasi, dilanjutkan dengan menganalisis, menalar, kemudian menyimpulkan, dan mencipta. untuk mata pelajaran, materi, atau situasi tertentu, sangat mungkin pendekatan ilmiah ini tidak selalu tepat diaplikasikan secara prosedural. pada kondisi seperti ini, tentu saja proses pembelajaran harus tetap menerapkan nilainilai atau sifat-sifat ilmiah dan menghindari nilai-nilai atau sifat-sifat nonilmiah. pendekatan saintifik dalam pembelajaran disajikan dalam skema sebagai berikut: http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 123 skema : pelaksanaan pembelajaran saintifik media massa menurut romeltea (2013: 1) media massa merupakan saluran, sarana, atau alat yang dipergunakan dalam proses komunikasi massa,yakni komunikasi yang diarahkan kepada orang banyak (channel of mass communication). cangara (2006: 4) menyatakan bahwa media massa adalah alat yang digunakan dalam penyampaian pesan-pesan dari sumber kepada khalayak (menerima) dengan menggunakan alat-alat komunikasi mekanis seperti surat kabar, film, radio, tv. dari pendapat-pendapat di atas dapat disimpulkan bahwa media massa, yaitu sarana penyampaian pesan, aspirasi masyarakat sebagai alat komunikasi untuk menyebarkan informasi, berita, pesan kepada masyarakat langsung secara luas. media massa memiliki karakteristik antara lain: 1) publisitas, yakni disebarluaskan kepada publik, khalayak, atau orang banyak; 2) universalitas, pesannya bersifat umum, tentang segala aspek kehidupan dan semua peristiwa di berbagai tempat, juga menyangkut kepentingan umum karena sasaran dan pendengarnya orang banyak (masyarakat umum); 3) periodisitas, tetap atau berkala, misalnya harian atau mingguan, atau siaran sekian jam per hari; 4) kontinuitas, berkesinambungan atau terus-menerus sesuai dengan priode mengudara atau jadwal terbit; serta, 5) aktualitas, berisi hal-hal baru, seperti informasi atau laporan peristiwa terbaru, tips baru, dan sebagainya. aktualitas juga berarti kecepatan penyampaian informasi kepada publik. metode seting penelitian penelitian dilaksanakan pada bulan april sampai dengan november 2015. penelitian dilakukan di kelas ix pada: smp negeri 1 bringin yang beralamatkan di jalan raya bringin – gogodalem km. 4 kecamatan bringin, kabupaten semarang. penetapan tempat penelitian di kelas ix smp bringin dengan pertimbangan bahwa sekolah tersebut merupakan sekolah yang baik sarana maupun prasarananya cukup menunjang dan yang lebih penting sekolah tersebut merupakan sekolah yang prestasi siswanya menjadi barometer bagi sekolah lain di kabupaten semarang. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 124 subjek penelitian subjek penelitian ini adalah siswa kelas ix negeri 1 bringin kabupaten semarang, dan salah seorang guru bahasa indonesia sebagai kolaborator dalam penelitiaan ini. dipilihnya salah satu guru kelas di smp tersebut sebagai kolaborator dengan pertimbangan guru tersebut lebih menguasai permasalahan karena secara langsung mengajar di kelas tersebut. hal ini sesuai dengan jenis penelitian ini, yaitu bahwa ptk sebagai salah satu bentuk kegiatan penelitian yang bersifat reflektif. sumber data sumber data primer berasal dari: siswa sebagai subjek penelitian, yaitu siswa kelas ix smp negeri 1 bringin kabupaten semarang tahun pelajaran 2015/ 2016. adapun data sekunder bersumber dari guru selaku guru pengampu di kelas penelitian, dan para rekan guru mata pelajaran bahasa indonesia, bapak ibu staf edukasi dari universitas terbuka upbjj semarang selaku peneliti dan kolaburator. teknik dan alat pengumpul data teknik pengumpulan data dilakukan dengan beberapa cara yaitu melalui tes menulis artikel ilmiah populer, observasi, wawancara, dan merekam dengan media elektronik. alat atau instrumen yang digunakan untuk mengumpulkan data terdiri atas beberapa instrumen, yaitu butir soal tes menulis artikel ilmiah populer, lembar observasi, pedoman wawancara, kamera digital dan rubrik penilaian artikel ilmiah populer. validasi data validasi instrumen dilakukan dengan face validity, triangulation, dan critical reflection. face validity, validasi data yang dilakukan secara langsung (pertemuan) antara peneliti, anggota peneliti, kolaburator, dan siswa untuk mengecek kebenaran data. triangulation, validasi data dilakukan oleh berbagai pihak, yakni: peneliti, anggota peneliti, kolaburator, dan siswa untuk mengecek kebenaran data. data yang divalidasi beragam. misal: lembar refleksi, lembar pengamatan, hasil angket, dll. critical reflection, validasi data dilakukan dengan pemikiran kritis; saat verifikasi data dimunculkan pertanyaan-pertanyaan kritis tentang data yang sudah terkumpul. instrumen dicek kebenaran dan kelengkapan aspeknya. validitas diputuskan setelah berkonsultasi kepada orang yang lebih ahli. selain itu, peneliti menggunakan berbagai macam data dan berbagai sumber data. setiap siklus peneliti bersama kolaburator selalu meningkatkan kualitas pemahaman atas segala aspek dalam pembelajaran serta mempertahankan dan meningkatkan kualitas refleksi secara kolaboratif. analisis data analisis data yang digunakan adalah analisis deskriptif kualitatif. hasil belajar dianalisis dengan analisis deskriptif kualitatif dengan persentase, yaitu membandingkan hasil prestasi kemampuan menulis artikel ilmiah populer dari tiap siswa pada kelas ix smp dengan indikator kinerja proses belajar dan prestasi http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 125 belajar. observasi dan wawancara dianalisis dengan analisis deskriptif kualitatif yaitu membandingkan hasil observasi dan refleksi terhadap pembelajaran menulis artikel ilmiah populer. setelah itu ditafsirkan dan dianalisis secara kolaboratif untuk mengambil keputusan. hasil dan pembahasan hasil 1. deskripsi kondisi awal kemampuan menulis artikel ilmiah populer siswa kelas ix g smp negeri 1 bringin kabupaten semarang tahun pelajaran 2015/2016 masih belum maksimal. hal ini terlihat pada nilai kemampuan awal menulis artikel ilmiah populer mereka rata-rata hanya berkategori cukup baik, yakni 69,31. siswa yang tuntas belajar dengan kriteria baik, nilai (78 – 87) hanya 5 siswa (15,6%). untuk lebih jelasnya perhatikan tabel berikut, tabel 1: kemampuan awal menulis artikel ilmiah populer siswa kelas ix-g suasana pembelajaran kurang menarik, cenderung monoton, siswa bosan, lelah, dan kurang bersemangat. hal ini terjadi saat membelajarkan kompetensi dasar menulis artikel ilmiah populer, strategi, pendekatan,dan model pembelajaran yang digunakan guru kurang bervariatif, tidak efektif serta minimnya pemakaian m 2. deskripsi siklus 1 a. perencanaan tindakan tindakan siklus 1 dilaksanakan dua pertemuan. pertemuan ke-1 dilakasanakan pada hari kamis tanggal 13 agustus 2015 di kelas ix g jam pelajaran ke-3, 5 dan pertemuan kedua dilaksanakan pada rabu tanggal 19 agustus 2015 jam ke -1,2. pada siklus 1 memanfaatkan media cetak berupa koran, majalah, atau dan buku sebagai media dan sumber belajar dalam membelajarkan kompetensi dasar menulis artikel ilmiah populer. nilai/kriteria jumlah siswa persentase 88 – 100 = sangat baik 78 – 87 = baik 5 15,6% 68 – 77 = cukup 17 53% 58 – 67 = kurang 10 31,1% 0 – 57 = jelek jumlah siswa 32 rata-rata 69,31 n ≥ 78 5 15,6% http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 126 skenario pembelajaran siklus satu pertemuan 1 adalah sebagai berikut. 1) kegiatan pendahuluan a) siswa merespon salam dan pertanyaan dari guru berhubungan dengan kondisi dan pembelajaran sebelumnya. b) siswa menerima informasi tentang keterkaitan pembelajaran sebelumnya dengan pembelajaran yang akan dilaksanakan yaitu manfaat menulis karya tulis ilmiah populer. c) siswa menerima informasi kompetensi, materi, tujuan, manfaat, dan langkah pembelajaran yang akan dilaksanakan. d) siswa mengucapkan”yel-yel kelas”. e) guru memberikan apersepsi: bertanya jawab tentang manfaat membaca dan menulis karya tulis ilmiah populer. f) siswa berusaha menggali ambak (apa manfaatnya bagiku) mempelajari kompetensi dasar menulis artikel ilmiah populer. guru menambah motivasi belajar siswa dengan memberikan penguatan. 2) kegiatan inti guru membentuk kelompok beranggotakan 5 siswa secara heterogen a) mengamati: dengan sikap peduli dan santun siswa mencermati model karya ilmiah populer “dampak penggunaan hp bagi pelajar” b) menanya : dengan sikap responsif, santun, dan menggunakan bahasa indonesia yang baik dan benar siswa bertanya tentang karakteristik, sistematika, bahasa, dan tahapan menulis karya ilmiah populer. c) mengumpulkan data: siswa berdiskusi untuk mengidentifikasi karakteristik, sistematika, bahasa, dan tahapan menulis karya ilmiah populer. d) menalar: siswa menyimpulkan karakteristik, sistematika, bahasa, dan tahapan menulis karya ilmiah populer e) mengomunikasikan: siswa mempresentasikan hasil diskusi tentang karakteristik, sistematika, bahasa, dan tahapan menulis karya ilmiah populer. kelompok lain menanggapi. 3) penutup a) dengan sikap tanggung jawab, peduli, responsif, dan santun siswa bersama guru menyimpulkan pembelajaran. b) bersama guru, siswa mengidentifikasi hambatan-hambatan yang dialami saat memahami karakteristik, sistematika, bahasa, dan tahapan menulis karya ilmiah populer c) dengan sikap peduli, responsif, dan santun siswa mendengarkan umpan balik dan penguatan dari guru atas pernyataan mereka tentang karakteristik, sistematika, bahasa, dan tahapan menulis karya ilmiah populer. d) siswa menyimak informasi mengenai rencana tindak lanjut pembelajaran: menulis karya ilmiah populer dengan menggunakan berbagai sumber media cetak. topik: tawuran pelajar. siswa diberi tugas untuk mencari referensi dari media cetak tentang tawuran pelajar. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 127 b. pelaksanaan tindakan tindakan siklus 1 pertemuan pertama dilaksanakan pada hari kamis tanggal 13 agustus 2015 di kelas ix g pada jam ke 1, 2 sesuai dengan skenario pembelajaran, yakni: 1) pendahuluan kegiatan diawali dengan siswa berusaha menggali ambak (apa manfaatnya bagiku) mempelajari kompetensi dasar menulis artikel ilmiah populer. guru menambah motivasi belajar siswa dengan memberikan penguatan. 2) kegiatan inti siswa dibagi menjadi delapan kelompok. setiap kelompok beranggotakan empat atau lima siswa. nama kelompok yang digunakan adalah kata-kata motivasi. misal: kelompok tangguh, kelompok cerdas, kelompok unggul, kelompok prima, dan lain-lain. kegiatan inti pembelajaran diawali dengan mencermati model artikel ilmiah populer yang berjudul “dampak penggunaan hp bagi pelajar.” berdasarkan model artikel ilmiah populer tersebut, setiap kelompok menyusun pertanyaan-pertanyaan tentang karakteristik, sistematika, bahasa, dan tahapan menulis karya ilmiah populer. kegiatan berikutnya setiap kelompok berdiskusi tentang karakteristik, sistematika, bahasa, dan tahapan menulis karya ilmiah populer dan menyimpulkannya. kegiatan pembelajaran dilanjutkan dengan presentasi hasil diskusi setiap kelompok secara bergiliran. setiap kelompok yang mempresentasikan hasil diskusinya dikomentari oleh kelompok lain. 3) penutup siswa menyimpulkan pelajaran dengan penguatan guru tentang karakteristik, sistematika, bahasa, dan tahapan menulis karya ilmiah populer. siswa bersama guru mengadakan refleksi tentang kelebihan-kelebihan dan kelemahan-kelemahan pembelajaran saat itu. siswa menyimak informasi mengenai rencana tindak lanjut pembelajaran: menulis karya ilmiah populer dengan menggunakan berbagai sumber media cetak. topik: tawuran pelajar. siswa diberi tugas untuk mencari referensi dari media cetak tentang tawuran pelajar. adapun siklus 1 pertemuan kedua dilaksanakan pada hari rabu tanggal 19 agustus 2015 jam ke -4 dan 5 dengan skenario kegiatan inti sebagai berikut. siswa berkelompok beranggotakan 5 sampai 6 siswa secara heterogen a) mengamati: dengan sikap peduli dan santun siswa menyimak video “tawuran pelajar” b) menanya: dengan sikap responsif, santun, dan menggunakan bahasa indonesia yang baik dan benar siswa menjawab pertanyaan tentang hakikat, dampak negatif tawuran pelajar, tips menghindari tawuran pelajar, berbagai kegiatan positif untuk pelajar c) mengumpulkan data: siswa berdiskusi untuk mengidentifikasi hakikat, dampak negatif tawuran pelajar, tips menghindari tawuran pelajar, berbagai kegiatan positif untuk pelajar berdasarkan video yang telah mereka simak. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 128 d) menalar: siswa berdiskusi menyusun kerangka artikel ilmiah populer tentang tawuran pelajar. e) mengomunikasikan: siswa mempresentasikan hasil diskusi: kerangka karya ilmiah populer berdasarkan video yang disimak f) mencipta: siswa secara individual mengembangkan kerangka karya ilmiah populer menjadi karya ilmiah populer yang padu dan menarik dengan menggunakan referensi berbagai media cetak. pada hari itu seluruh siswa kelas ix g sebanyak 32 siswa mengikuti pembelajaran bahasa indonesia sebab pada hari itu tidak ada siswa yang izin tidak masuk sekolah. pembelajaran berlangsung lancar, siswa bersemangat, berantusias, dan bergembira. saat kegiatan berlangsung diamati oleh tiga kolaburator, yaitu bambang dwi setyanto, s. pd, dan suwarti, m.pd. rekan guru mata pelajaran bahasa indonesiaserta sukardi ks,m.pd. staf edukasi universitasterbuka. c. hasil pengamatan berdasarkan pengamatan dari peneliti, dan beberapa kolaburator selama pelaksanaan siklus 1 berlangsung dapat dipaparkan hal-hal berikut: 1) keberanian siswa saat bertanya jawab tentang hakikat, sistematika, dan bahasa karya /artikel ilmiah dalam diskusi dan saat mempresentasikan hasil diskusi cukup berani. 2) volume suara dan kelancaran saat mempresentasikan hasil diskusi cukup jelas dan lancar. 3) siswa mampu menjawab pertanyaan tentang hakikat artikel ilmiah, sistematika, dan bahasa artikel ilmiah. 4) siswa mampu bekerja kelompok dengan baik, saling dekat, akrab, bergembira dan bersemangat. d. refleksi setelah siklus 1 berakhir siswa, guru ,peneliti dan kolaburator mengadakan refleksi. dari hasil refleksi ditemukan beberapa kelebihan dan kelemahan. kelebihan-kelebihan tersebut adalah (1) suasana pembelajaran lebih bervariasi, tidak membosankan, para siswa bersemangat, (2) kemampuan dalam menulis artikel ilmiah populer meningkat, hal ini terlihat pada nilai rerata kemampuan awal mereka (kemampuan menulis artikel ilmiah populer) hanya 69,31 berkategori cukup baik sedangkan rerata pada siklus satu sebesar 78,97 (baik), berarti meningkat sebesar 9,66. adapun kekurangan-kekurangan sebagai berikut : (1) topik yang diambil yaitu tawuran pelajar terlalu sempit sehingga beberapa siswa mengalami kesulitan dalam menyusun kerangka artikel ilmiah dan mengembangkannya menjadi artikel ilmiah yang utuh dan menarik, (2) terbatas referensi yang berupa media cetak yang membahasa tentan tawuran pelajar. dan (3) beberapa siswa mengalami kesulitan dalam menyusun lead/ penghubung. berdasarkan kelebihan-kelebihan dan kekurangan-kekurangan tersebut peneliti mengadakan replanning (perencanaan ulang) yang akan dilaksanakan pada siklus kedua. perencanaan ulang tersebut meliputi (1) video tawuran pelajar akan diganti dengan video lagu “mirasantika” yang dinyanyikan judika dan danang, http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 129 (2) sumber belajar yang berupa media cetak : buku,majalah,buletin, dan koran diganti dengan internet (browser),dan (3) menggunakan contoh artikel ilmiah populer yang disertai dengan identifikasi sistematikaartikel ilmiah populer. e. hasil penelitian siklus 1 1) proses pembelajaran penerapan pembelajaran saintifik berbasis media cetak dan penggunaan video ternyata membuat suasana pembelajaran menyenangkan, menarik, dan aktivitas serta kreativitas siswa meningkat. sebanyak 43,75% siswa menyatakan sangat senang mengikuti pelajaran bahasa indonesia dan sebanyak 56,25% siswa senang mengikuti pembelajaran hari ini. sebanyak 25% menyatakan sangat bersemangat, 71,88% menyatakan bersemangat, dan 3, 12% menyatakan kurang bersemangat mengikuti pembelajaran. sebanyak 9,38% siswa menyatakan kreativitasnya sangat meningkat, 87,5% meningkat, dan 3,12% menyatakan kreativitasnya tidakmeningkat dengan kegiatan hari ini. sebanyak 37,5%% siswa menyatakan aktivitasnya sangat meningkat, 62, 5% , dan 3,12% siswa menyatakan aktivitasnya tidak meningkat dengan kegiatan ini. sebanyak 75% siswa menyatakan bahwa pembelajaran bahasa indonesia hari ini sangat menarik. hal ini terlihat dalam hasil wawancara dengan kolaburator, learning log, dan angket siswa berikut: a) kegiatan pembelajaran hari ini sungguh menarik dan menyenangkan. b) siswa berdiskusi tentang hakikat, dampak tawuran pelajar, cara menanggulangi tawuran pelajar, dan cara mengisi waktu luang dengan kegiatan positif. c) siswa berdiskusi menyusun kerangka artikel ilmiah, mempesentasikan hasil diskusi tersebut secara bergiliran. d) kegiatan berikutnya mengembangkan kerangka artikel menjadi artikel ilmiah populer yang baik dan menarik dengan menggunakan sumber dari berbagai media cetak. para siswa tampak bersemangat dan berantusias. e) siswa cukup bersemangat karena pada pembelajaran tentang karya/ artikelilmiah populer sangat menarik dan seru, karena materi pembelajaran yang diberikan mudah dipahami, terdapat tayangan-tayangan video yang memperjelas materi pembelajaran. f) aktivitas para siswa meningkat karena kami menyaksikan video tawuran pelajar, berdiskusi tentang hal-hal yang berkaitan dengan tawuran pelajar, danmenyusun kerangka artikel ilmiah populer, kemudian mengembangkannya menjadi karya ilmiah yang baik dan menarik. g) semua bersemangat dan aktif mengikuti proses pembelajaran. karena pembelajaran hari ini menulis artikel ilmiah populer tentang tawuran pelajar disertai pemutaran video tawuran pelajar. kita jadi tahu ternyata tawuran pelajar sangat merugikan. 2) hasil (kemampuan menulis artikel ilmiah populer) bila ditinjau dari segi hasil (kemampuan menulis artikel ilmiah populer), kemampuan para siswa kelas ix g meningkat, untuk lebih jelasnya perhatikan tabel berikut: http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 130 tabel 2: perbandingan nilai kemampuan awal menulis artikel ilmiah populer siswa kelas ix g dengan siklus 1 kriteria perolehan nilai ket. kemampuan awal % siklus satu % 88 – 100 = sangat baik 78 – 87 = baik 5 15,6% 22 68,75% +17 68 – 77 = cukup 17 53% 10 31, 25% -7 58 – 67 = kurang 10 31,1% -10 0 – 57 = jelek rata-rata 69,31 78,97 σ n ≥ baik (78 – 87) 5 15,6% 22 68,75% 17 dari tabel di atas dapat dijelaskan hal-hal sebagai berikut: kemampuan menulis artikel ilmiah populer siswa kelas ix g ternyata meningkat, jika dibandingkan dengan kemampuan awal mereka. jumlah siswa yang mempunyai kemampuan awal berkategori kurang baik ( 58 – 67) sejumlah 10 siswa atau 31,3%. pada siklus 1, jumlah siswa yang berkategori kurang baik sudah tidak ada. jumlah siswa yang mempunyai kemampuan awal berkategori cukup baik (68 – 77) sebanyak 17 siswa atau 53,1%, pada siklus 1 menjadi 10 siswa atau 31,25%. sedangkan siswa yang berkemampuan awal berkategori baik (78 – 87) sebanyak 5 siswa atau 15,6%, pada siklus 1 menjadi 22 siswa atau 68,75%. peningkatan kemampuan menulis karya ilmiah populer siswa kelas ix g pada siklus 1 dapat digambarkan pada grafik berikut. grafik 1: perbandingan nilai menulis karya ilmiah populer siswa kelas ix g pada prasiklus dan siklus 1 0% 10% 20% 30% 40% 50% 60% 70% 88 100 78 87 68 77 58 67 0 57 perolehan nilai menulis karya ilmiah populer siswa kelas ix g pada prasiklus dan siklus 1 prasiklus siklus 1 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 131 nilai rata-rata pada kemampuan awal hanya 69,31 pada siklus 1 menjadi 78,97.ini berarti naik 9,66. jumlah siswa yang memperoleh nilai 78 atau lebih baru 22 siswa atau 68,75%. dengan demikian indikator penelitian, yakni sebesar 85% atau lebih siswa memperoleh nilai minimal berkategori baik (78 – 87) belum tercapai. 3. deskripsi siklus 2 a. perencanaan tindakan siklus 2 direncanakan dilaksanakan pada hari kamis, tanggal 27 agustus 2015 pada jam pelajaran ke1, 2 di kelas ix g. video yang digunakan adalah video lagu mirasantika yang dinyanyikan oleh danang dan judika serta memanfaatkan internet sebagai sumber belajar. adapun skenario pembelajarannya sebagai berikut. 1) kegiatan pendahuluan a) siswa merespon salam dan pertanyaan dari guru berhubungan dengan kondisi dan pembelajaran sebelumnya. b) siswa menerima informasi tentang keterkaitan pembelajaran sebelumnya dengan pembelajaran yang akan dilaksanakan. c) siswa menerima informasi kompetensi, materi, tujuan, manfaat, dan langkah pembelajaran yang akan dilaksanakan. d) untuk menarik minat dan menggugah kesadaran siswa, guru bertanya tentang kebermanfaatan menulis artikel ilmiah populer dalam kehidupan sehari-hari. e) siswa mengucapkan “yel-yel kelas” 2) kegiatan inti guru membentuk kelompok beranggotakan empat atau lima siswa secara heterogen. a) mengamati dengan sikap peduli dan santun siswa bernyanyi dan menyimak video lagu “mirasantika”. b) menanya dengan sikap responsif, santun, dan menggunakan bahasa indonesia yang baik dan benar siswa menjawab pertanyaan tentang hakikat, dampak negatif narkoba, tips menghindari narkoba, berbagai kegiatan positif untuk pelajar. c) mengumpulkan data siswa berdiskusi untuk mengidentifikasi hakikat, dampak negatif narkoba, tips menghindari narkoba, berbagai kegiatan positif untuk pelajar berdasarkan video yang telah mereka simak. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 132 d) menalar siswa menyusun kerangka karya ilmiah populer tentang narkoba. e) mengomunikasikan siswa mempresentasikan hasil diskusi: kerangka karya ilmiah populer berdasarkan video yang disimak. f) mencipta siswa secara individual mengembangkan kerangka karya ilmiah populer menjadi karya ilmiah populer yang padu dan menarik dengan menggunakan berbagai referensi dari internet. 3) penutup a) setiap siswa saling menukar artikel ilmiah populer untuk dinilai dan disunting dengan menggunakan rubrik yang telah disepakati. b) setiap siswa memperbaiki artikel ilmiah populer yang telah disusunnya berdasarkan hasil suntingannya. c) bersama-sama siswa guru membuat kesimpulan/ rangkuman materi yang dibahas. d) guru memberikan evaluasi. e) guru memberikan tindak lanjut. f) siswa bersama guru mengadakan refleksi pembelajaran hari itu. g) artikel ilmiah yang telah disunting dipajang di papan display. b. pelaksanaan tindakan tindakan siklus 2 dilaksanakan sesuai dengan rencana, yaitu hari kamis, 20 agustus 2015 pada jam ke-1, 2 di kelas ix g. kegiatan pembelajaran pada siklus ini sebagai berikut. 1) pendahuluan a) siswa menerima informasi kompetensi, materi, tujuan, manfaat, dan langkah pembelajaran yang akan dilaksanakan. b) untuk menarik minat dan menggugah kesadaran siswa, guru bertanya tentang kebermanfaatan menulis artikel ilmiah populer dalam kehidupan sehari-hari. c) siswa mengucapkan yel-yel kelas ” kami dari ix g muridnya oke-oke, dan juga kecekece, ix g tetap oke..ix g....yess” 2) inti pembelajaran kegiatan pembelajaran diawali dengan bernyanyi dan menyimak video lagu “mirasantika” yang dinyanyikan oleh danang dan judika. selanjutnya siswa bertanya jawab tentang hakikat, dampak negatif narkoba, tips menghindari narkoba, berbagai kegiatan positif untuk pelajar. kegiatan berikutnya siswa berdiskusi untuk mengidentifikasi hakikat, dampak negatif narkoba, tips menghindari narkoba, berbagai kegiatan positif untuk pelajar berdasarkan video yang telah mereka simak dilanjutkan dengan menyusun kerangka artikel ilmiah populer tentang narkoba. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 133 kegiatan diakhiri dengan mengembangkan kerangka artikel ilmiah populer menjadi artikel ilmiah populer yang padu dan menarik dengan menggunakan berbagai referensi tentang narkoba dengan browsing dari internet. kegiatan ini dilakukan di laboratorium tik dan dikerjakan secara individual. 3) penutup siswa saling menukar karya ilmiah populer untuk dinilai dan disunting dengan menggunakan rubrik yang telah disepakati. selanjutnya siswa memperbaiki karya ilmiah populer yang telah disusunnya berdasarkan hasil suntingannya. siswa bersama guru membuat kesimpulan/ rangkuman materi yang dibahas. guru memberikan evaluasi, guru memberikan tindak lanjut. siswa bersama guru mengadakan refleksi pembelajaran hari itu. karya ilmiah yang telah disunting dipajang di papan display. pembelajaran hari itu diikuti seluruh siswa kelas ix g sebanyak 32 siswa. pembelajaran berlangsung lancar, siswa bersemangat, dan tetap bergembira. saat pembelajaran berlangsung diamati oleh tiga kolaburator, yaitu suwarti,m.pd., bambang dwi setyanto,s. pd.,rekan guru mapel bahasa indonesia, dan bambang w.r., m. pd.,staf edukasi universitas terbuka. c. hasil pengamatan sesuai dengan hasil pengamatan peneliti dan beberapa kolaburator terhadap pelaksanaan siklus dua dapat dilaporkan hal-hal sebagai berikut : 1) keberanian siswa saat bertanya jawab tentang hakikat, sistematika, dan bahasa dalam karya ilmiah populer dalam berdiskusi dan saat menyusun kerangka artikel ilmiah populer cukup berani. 2) volume suara, kelancaran, saat mempresentasikan hasil diskusi cukup jelas dan lancar. 3) kemampuan siswa dalam menjawab pertanyaan tentang hakikat, sistematika, bahasa dan tahapan menulis artikel ilmiah populer yang baik semakin meningkat. 4) kemampuan siswa mengembangkan kerangka artikel ilmiah populer menjadi artikel ilmiah populer yang baik, utuh, menarik berdasarkan berbagai referensi dari internet dan tayangan video semakin meningkat. 5) siswa mampu bekerja kelompok dengan baik, saling akrab, kompak, senang, dan bersemangat. d. refleksi setelah pelaksanaan pembelajaran siklus dua, siswa, guru, peneliti, dan kolaborator tetap mengadakan refleksi. berdasarkan hasil refleksi ditemukan beberapa kelebihan dan kelemahan. kelebihan-kelebihan tersebut, yakni : (1) suasana pembelajaran tetap kondusif, menyenangkan, dan mengasyikan, (2) aktivitas, kreativitas, dan antusiasme siswa meningkat, (3) kemampuan siswa ixg dalam menulis artikel ilmiah populer meningkat. pada siklus satu rerata kemampuan menulis artikel ilmiah populer mereka 78,97, (baik), pada siklus dua 82,91 (baik), berarti meningkat 3,94, (4) jumlah siswa yang memperoleh nilai 78 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 134 atau lebih sebanyak 31 siswa atau 96,87%. ini berarti indikator penelitian belum tercapai adapun kekurangannya adalah: (1) sampai dengan siklus dua berakhir masih ada satu siswa yang belum memenuhi kkm, siswa tersebut memperoleh nilai 76 dan (2) beberapa siswa belum lancar dalam mengetik. bertumpu dari kelebihan-kelebihan dan kekurangan-kekurangan tersebut, penelitian ini perlu ditindaklanjuti dengan action plan. adapun action plan yakni : (1) kegiatan pembelajaran menulis artikel ilmiah populer sebaiknya tetap berbasis pada media internet (2) menyajikan contoh model artikel ilmiah populer yang utuh dan baik disertai dengan identifikasi sistematika artikelilmiah populer. (3) meningkatkan keterampilan mengetik siswa dengan memberi kegiatan tambahan ekstrakurikuler tik. e. hasil penelitian siklus 2 1) proses pembelajaran proses pembelajaran tetap kondusif, menarik, dan menyenangkan. pada siklus ini siswa tetap berantusias, bersemangat, dan kreativitasnya semakin meningkat. sebanyak 31,25% siswa menyatakan sangat senang, 62,5% menyatakan senang, dan 6, 25% kurang senang mengikuti pembelajaran bahasa indonesia. untuk lebih jelasnya bisa dilihat pada diagram berikut. grafik 2: perasaan senang saat mengikuti pembelajaran bahasa indonesia pada siklus 1 dan siklus 2 pada siklus 2 kreativitas siswa semakin meningkat. sebanyak 9,38% siswa menyatakan kreativitasnya sangat meningkat, 87,5% menyatakan meningkat,dan 3,12% dengan kegiatan hari ini. peningkatan kreativitas siswa dapat dilihat pada tabel berikut. 0.00% 20.00% 40.00% 60.00% 80.00% sangat senang senang kurang senang tidak senang perasaan senang saat mengikuti pembelajaran pada siklus 1 dan siklus 2 siklus 1 siklus 2 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 135 grafik 3: peningkatan kreativitas siswa kelas ix g saat mengikuti pembelajaran bahasa indonesia selain kreativitas siswa, aktivitas siswa pun semakin meningat. sebanyak 37,5% siswa menyatakan aktifitasnya sangat meningkat dan 62,5% siswa meningkat. sebanyak 46,88% siswa menyatakan bahwa pembelajaran bahasa indonesia hari ini sangat menarik dan 53,12% siswa menyatakan. 2) hasil (kemampuan menulis artikel ilmiah populer) dilihat dari segi hasil, kemampuan siswa dalam menulis artikel ilmiah populer semakin meningkat. perhatikan tabel di bawah ini! tabel 3: perbandingan perolehan nilai menulis artikel ilmiah populer pada siklus 1 dan siklus 2 kriteria perolehan nilai ket kemam puan awal % siklus satu % siklus dua % 88 – 100 = sangat baik 3 9,38% +3 78 – 87 = baik 5 15,6% 22 68,75% 28 87,5% +6 68 – 77 = cukup 17 53% 10 31, 25% 1 3,13% -9 58 – 67 = kurang 10 31,1% -10 0 – 57 = jelek rata-rata 69,31 78,97 82,97 σ n ≥ baik (78 – 87) 5 15,6% 22 68,75% 31 96,87 % dari tabel di atas dapat dipaparkan hal-hal sebagai berikut : pada umumnya kemampuan menulis artikel ilmiah populer siswa kelas ix g tetap meningkat, walaupun peningkatannya relatif lebih kecil bila dibandingkan 0.00% 50.00% 100.00% sangat meningkat meningkat kurang meningkat tidak meningkat peningkatan kreativitassiswa kelas ix g saat pembelajaran bahasa indonesia siklus 1 siklus 2 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 136 peningkatan dari kemampuan awal ke siklus 1. hal ini terbukti dari jumlah siswa yang mempunyai kemampuan menulis artikel ilmiah populer berkategori sangat baik (88-100) pada siklus 1 belum ada,pada siklus 2 sudah ada yakni sebanyak 3 siswa atau 9,38%. siswa yang memperoleh nilai berkategori baik (7887) pada siklus 1 sebanyak 22 siswa atau 68,75% pada siklus 2 menjadi 29 siswa atau 87.5%. jumlah siswa yang mempunyai kemampuan menulis artikel ilmiah populer berkategori cukup baik (68-77) pada siklus 1 tidak ada tetapi pada siklus 2 terdapat 1 siswa atau 3,13% . untuk lebih jelasnya, peningkatan kemampuan menulis artikel ilmiah populer siswa kelas ix g dapat dilihat pada grafik berikut. grafik 4: kemampuan menulis artikel ilmiah populer siswa kelas ix g pada prasiklus, siklus 1, dan siklus 2 nilai rata-rata pada siklus 1 sebesar 78,97 (berkategori baik) pada siklus 2 82,91 (berkategori baik) berarti meningkat 3,94 walaupun tetap berkategori sama. jumlah siswa yang memperoleh nilai kategori baik (78 87) atau lebih pada siklus 1 sebanyak 22 siswa atau 68,75% sedangkan pada siklus 2 mencapai 29 siswa atau 87,5% bahkan yang mendapat nilai kategori sangat baik (88 – 100) ada 3 siswa atau 9,38% dan satu siswa atau 3,13% mendapat nilai berkategori cukup yaitu 76. dengan demikian pembelajaran menulis artikel ilmiah populer dengan menggunakan pembelajaran saintifik berbasis media massa baik media cetak maupun media online dapat meningkatkan kemampuan siswa dalam menulis artikel ilmiah populer. sampai pada siklus dua indikator penelitian 85% atau lebih siswa memperoleh minimal 78 sudah tercapai, sebab siswa yang memperoleh nilai 78 atau lebih sebanyak 31 siswa atau 96.87%. 0% 20% 40% 60% 80% 100% 88 100 78 87 68 77 58 67 0 57 kemampuan menulis artikel ilmiah populer siswa kelas ix g pada prasiklus, siklus 1, dan siklus 2 prasiklus siklus 1 siklus 2 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 137 pembahasan pembahasan siklus 1 dengan menerapkan pembelajaran saintifik berbasis media cetak dan menggunaan video (tawuran pelajar) sesuai dengan skenario pembelajaran siklus satu terbukti mampu menciptakan suasana pembelajaran yang bervariatif, tidak membosankan, siswa bersemangat, berantusias, dan bergembira sehingga pembelajaran lebih bermakna. hal ini terjadi karena tahapan pembelajaran saintifik yang terdiri atas: (1) mengamati, (2) menanya, (3) mengumpulkan informasi, (4) menalar/ asosiasi, dan (5) mengomuniasikan , penggunaan video tawuran pelajar, serta penggunaan model artikel ilmiah populer mampu membelajarkan siswa, aktivitas kegiatan pembelajaran didominasi siswa, dan guru hanya sebagai fasilisator. ini terlihat saat siswa berdiskusi untuk mengidentifikasi isi video: dampak negatif tawuran pelajar, cara menghindari tawuran pelajar dan dan menyusun kerangka artikel ilmiah populer siswa tampak kompak, akrab, saling dekat, saling bekerjasama, tidak satu pun siswa yang tampak melamun atau termenung. di samping itu suasana pembelajaran ini merupakan suasana pembelajaran yang baru bagi siswa kelas ix g karena biasanya pembelajaran yang mereka ikuti tidak menggunakan menggunakkan video dan kadang-kadang membosankan. kemampuan siswa dalam menulis artikel ilmiah populer meningkat, yakni nilai rata-rata kemampuan awal mereka sebesar 69,31, sedangkan pada siklus satu rata-rata sebesar 78,97 berarti meningkat 9,66. jumlah siswa yang memperoleh nilai 78 atau lebih hanya 22 siswa atau 68,75%. ini merupakan indikator bahwa pada siklus satu masuh terdapat kekurangan-kekurangan. berdasarkan analisis dari berbagai data, kekurangan-kekurangan tersebut disebabkan oleh beberapa hal yaitu: a) penentuan l topik yang kurang luas sehingga beberapa siswa mengalami kesulitan menyusun kerangka artikel ilmiah dan mengembangkannya.. oleh karena itu pada siklus 2 perlu dipilih topik yang agak luas dan up to date. b) beberapa siswa masih mengalami kesulitan untuk menyusun lead/ perantara artikel ilmiah populer. c) terbatasnya referensi dari media cetak tentang tawuran pelajar. hal ini berakibat siswa mengalami kesulitan untuk mengembangkan kerangka karya ilmiah populer yang utuh dan menarik. berdasarkan pada kekurangan-lekurangan pada siklus 1 tersebut maka akan diperbaiki pada siklus 2 dengan replaining. adapun rencana ulang tersebut sebagai berikut: a) video tawuran pelajar akan diganti dengan video lagu “mirasantika” yang dinyanyikan judika dan danang. b) sumber belajar yang berupa media cetak : buku,majalah,buletin, dan koran diganti dengan internet (browser), dan c) menggunakan contoh artikel ilmiah populer yang disertai dengan identifikasi sistematika artikel ilmiah populer. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 138 pembahasan siklus 2 suasana pembelajaran pada siklus 2 tetap kondusif, hidup, asyik, dan menyenangkan karena guru tetap menerapkan pembelajaran saintifik. lagu yang dipakai sebagai sumber belajar adalah “mirasantika” yang dinyanyikan danang da2 dan judika. kegiatan berlangsung di luar kelas. siswa tetap bersemangat, bergembira. ketika video lagu “mirasantika” diputar, para siswa tampak asyik bernyanyi dan menyaksikan video. mereka sambil mengira-ngira pertanyaan apa yang jawabannya ada di isi lagu. ketika mereka berdiskusi untuk mengidentifikasi isi lagu “mirasantika” dan menyusun kerangka artikel ilmiah populer mereka tampak akrab, asyik, dan kompak. satu kelompok terdiri atas empat atau lima siswa. kelompok diberi nama kelompok yang mampu menginspirasi. ada yang memberi kelompok smart, cerdas, terampil, unggul dll. setelah mereka menyusun kerangka artikel ilmiah, mereka mencermati contoh/model menulis artikel ilmiah populer yang baik yang sudah diindentifikasi sistematikanya. kegiatan berikutnya adalah menulis artikel ilmiah populer dengan bersumber dari referensi hasil browsing lewat internet secara individual. menulis artikel ilmiah populer pada siklus 2 ini tampak lebih asyik, lebih baik, karena mereka lebih bebas dan mudah mencari referensi tentang narkoba dengan browsing. dalam pembelajaran guru memang harus mampu memotivasi belajar siswa dan menciptakan suasana pembelajaran yang tidak membosankan. kemampuan siswa dalam menulis artikel ilmiah populer semakin meningkat. pada siklus 1 nilai rata-rata siswa 78,97 pada siklus 2 menjadi 82,91 berarti meningkat 3,94. sampai dengan siklus 2. jumlah siswa yang memperoleh nilai 78 atau lebih sebanyak 31 siswa atau 96,87%. bila dihubungakan dengan indikator kinerja penelitian yakni 85% siswa memperoleh nilai menulis artikel ilmiah populer berkategori minimal 78, berarti sampai di siklus 2 indikator kinerja penelitian sudah tercapai. namun masih ada kekurangannya. kekurangan tersebut adalahadapun kekurangannya adalah : (1) sampai dengan siklus dua berakhir masih ada satu siswa yang belum memenuhi kkm, siswa tersebut memperoleh nilai 76 dan (2) beberapa siswa belum lancar dalam mengetik. bertumpu dari kelebihan-kelebihan dan kekurangan-kekurangan tersebut, penelitian ini perlu ditindaklanjuti dengan action plan. adapun action plan yakni : (1) kegiatan pembelajaran menulis artikel ilmiah populer sebaiknya tetap berbasis pada media internet (2) menyajikan contoh model artikel ilmiah populer yang utuh dan baik disertai dengan identifikasi sistematika artikelilmiah populer. (3) meningkatkan keterampilan mengetik siswa dengan memberi kegiatan tambahan ekstrakurikuler tik. penutup simpulan dari uraian pada bab-bab sebelumnya, dapat disimpulkan hal-hal berikut, 1. pembelajaran menulis artikel ilmiah dengan menerapkan pembelajaran saintifik berbasis media massa dapat meningkatkan aktivitas, semangat, antusiasme, dan kreativitas siswa dalam pembelajaran. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 139 2. penerapan saintifik berbasis media massa dapat menciptakan suasana pembelajaran yang kondusif, efektif, menarik, dan menyenangkan. 3. sampai dengan akhir siklus 2 sebanyak 43,75% siswa menyatakan sangat senang dan 56,25% menyatakan senang mengikuti pelajaran bahasa indonesia. sebanyak 9,38% siswa menyatakan kreativitasnya sangat meningkat dan 87,56,% siswa menyatakan krativitasnya meningkat. sebanyak 37,5% siswa menyatakan aktivitasnya sangat meningkat, dan62,5% siswa menyatakan aktivitasnya meningkat. sebanyak 46,88% siswa menyatakan bahwa pembelajaran bahasa indonesia sangat menarik dan 17,53% siswa menyatakan menarik. 4. penerapan pembelajaran saintifik berbasis media massa dapat meningkatkan jumlah siswa yang mampu menulis artikel ilmiah populer minimal mendapat nilai 78 . sampai dengan siklus 2 jumlah siswa yang mendapat nilai 78 atau lebih sebanyak 31 siswa atau 96,87% sehingga indikator penelitian sudah tercapai. saran-saran 1. saran untuk guru guru sebagai agen pembelajaran harus mampu melakukan inovasi-inovasi pembelajaran sehingga siswa merasa nyaman, senang dan termotivasi untuk mengikuti pembelajaran. penerapan pembelajaran saintifik berbasis media massa merupakan salah satu inovasi pembelajaran dalam membelajarkan kompetensi dasar menulis artikel ilmiah populer. guru mata pelajaran yang lain dapat menerapkan pembelajaran seperti ini bila memungkinkan karena pembelajaran ini mampu menciptakan suasana pembelajaran yang kondusif, meningkatkan aktivitas, semangat, kreativitas siswa dan mampu meningkatkan kemampuan siswa dalam menulis artikel ilmiah populer. 2. saran untuk siswa siswa selaku subjek pembelajaran harus mampu memotivasi dirinya sendiri. faktor yang paling dominan untuk mencapai keberhasilan adalah “motivasi diri”. oleh karena itu seorang siswa sebaiknya : (1) bersemangat, beraktivitas, berdisiplin dan bertanggung jawab dalam mengikuti pembelajaran, dan (2) bersikap positif terhadap pembelajaran dan tugas yang diberikan. daftar pustaka arikunto, suharsimi prof, dkk. (2006). penelitian tindakan kelas. jakarta: bumi aksara. a scientific approach to teaching. https://kamccollum.wordpress.com/2009/08/01/a-scientific-approach-toteaching/ diakses tanggal 8 februari 2015 bsnp. (2006). lampiran permendiknas nomor 22 tahun 2006. jakarta. http://jurnal.unimus.ac.id https://kamccollum.wordpress.com/2009/08/01/a-scientific-approach-to-teaching/ https://kamccollum.wordpress.com/2009/08/01/a-scientific-approach-to-teaching/ http://jurnal.unimus.ac.id https://kamccollum.wordpress.com/2009/08/01/a-scientific-approach-to140 chan, miku. (2012). karya tulis ilmiah populer. https://othersidemiku.wordpress.com/2012/08/12/karya-tulis-ilmiahpopuler/ diakses tanggal 8 februari 2015 conny, s. (2008). perspektif pendidikan anak berbakat. jakarta: grasindo dadang. (2014). pembelajaran dengan pendekatan saintifik, karakteristik, dan langkahlangkah pembelajaran saintifik dalam kurikulum 2013. http://dadangjsn.blogspot.com/2014/06/pengertiandefinisi-pendekatansaintifik.html diakses tanggal 5 februari 2015 dalman. (2012). menulis karya ilmiah. bandar lampung: um lampung press. ………….. (2012). keterampilan menulis. jakarta: rajawali pers. depdiknas. (2004). meteri pelatihan terintegrasi buku 2 bahasa indonesia ina 09 penelitian tindakan kelas. jakarta: depdiknas. djamarah, syaiful bahri dan zain, aswan. (2002). strategi belajar mengajar. jakarta: rineta. hakim, m. arief. (2005). kiat menulis artikel di media; dari pemula sampai mahir (edisi revisi). bandung: penerbit nuansa cendikia. permendikbud nomor 81 a tahun 2013 tentang pelaksanaan kurikulum 2013. jakarta romeltea. (2013). media massa: pengertian, karakter, jenis, dan fungsi. http://romeltea.com/media-massa-makna-karakter-jenis-dan-fungsi/ diakses tanggal 5 februari 2015 romli, asm. (2011). artikel ilmiah populer. yogyakarta: mmct saipurrahman. (2014). tips menulis karya tulis ilmiah populer. http://www.academia.edu/4940675/karya_tulis_ilmiah_popule r.jonathan diakses tanggal 5 februari 2015 sarwono, jonathan. (2011). pintar menulis karangan ilmiah: kunci sukses dalam menulis ilmiah. yogyakarta: andi offcet stoffels, newton trevor. 2005. sir,on what page 15 the answer? exploring teacher decision making during complex the use of learner support material. international journal of education development volume 2. hal. 531-546 sudjana, nana. (2002). dasar-dasar proses belajar mengajar. bandung: sinar baru algesindo. http://jurnal.unimus.ac.id https://othersidemiku.wordpress.com/2012/08/12/karya-tulis-ilmiah-populer/ https://othersidemiku.wordpress.com/2012/08/12/karya-tulis-ilmiah-populer/ http://dadangjsn.blogspot.com/2014/06/pengertiandefinisi-pendekatan-saintifik.html http://dadangjsn.blogspot.com/2014/06/pengertiandefinisi-pendekatan-saintifik.html http://romeltea.com/media-massa-makna-karakter-jenis-dan-fungsi/ http://www.academia.edu/4940675/karya_tulis_ilmiah_populer.jonathan http://www.academia.edu/4940675/karya_tulis_ilmiah_populer.jonathan http://jurnal.unimus.ac.id http://dadangjsn.blogspot.com/2014/06/pengertiandefinisi-pendekatanhttp://www.academia.edu/4940675/karya_tulis_ilmiah_popule https://othersidemiku.wordpress.com/2012/08/12/karya-tulis-ilmiah141 sugiyanto, agus. (2007). modul plpg model-model pembelajaran inovatif. surakarta: panitia sertifikasi guru rayon 13. sukardi ks.dkk. (2014). implementasi model pembelajaran ktm2 (kooperatif terpadu menyimak dan menulis) berbasis video lagu populer untuk meningkatkan kemampuan menulis cerpen siswa kelas vii smpn i bringin kabupaten semarang. laporan hasil penelitian tidak diterbitkan. sukardi ks. dkk. (2015). peningkatan kemampuan menulis artikel ilmiah populer siswa kelas ix smp negeri i bringin dengan pembelajaran saintifik berbasis media massa. laporan penelitian tidak diterbitkan using inquiry in science instruction. http://www.glencoe.com/sec/teachingtoday/subject/using_inquiry_sci.pht ml diakses tanggal 7 februari 2015 wardani, i.g.a.k. dkk. (2007). teknik menulis karya ilmiah. jakarta: universitas terbuka wibowo, wahyu. (2006). berani menulis artikel: babakan baru kiat menulis artikel untuk media massa cetak. jakarta: gramedia pustaka utama zaini, hisyam, dkk. (2007). strategi pembelajaran aktif. yogyakarta: ctsd (central for teaching staff development) http://jurnal.unimus.ac.id http://www.glencoe.com/sec/teachingtoday/subject/using_inquiry_sci.phtml http://www.glencoe.com/sec/teachingtoday/subject/using_inquiry_sci.phtml http://jurnal.unimus.ac.id http://www.glencoe.com/sec/teachingtoday/subject/using_inquiry_sci.pht page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 83 implikatur dalam lawakan komika abdur pada acara stand up comedy the implicature of a comic abdur’s jokes on “stand up comedy” show elsya rahmi tressyalina jurusan bahasa dan sastra indonesia dan daerah, fakultas bahasa dan seni, universitas negeri padang, padang elsyarahmi300799@gmail.com riwayat artikel: 19 mei 2020; diterima 12 juni 2020; diterbitkan 30 juni 2020 abstrak lawakan komika abdur pada acara stand up comedy tersebut mengandung implikatur. kajian pragmatik mengenai implikatur dalam lawakan komika abdur pada acara stand up comedy di dalam penelitian ini menggunakan teori grice dengan adanya 2 jenis implikatur, yakni: (1) implikatur konvensional dan (2) implikatur nonkonvensional atau implikatur percakapan. penelitian ini menggunakan metode deskriptif kualitatif. sumber data pada penelitian ini adalah tuturan komika abdur pada acara stand up comedy yang diperoleh melalui youtube. tujuan penelitian ini adalah untuk mendeskripsikan implikatur yang terdapat dalam lawakan komika abdur pada acara stand up comedy dan jenis implikatur yang terdapat dalam lawakan tersebut. teknik pengumpulan data penelitian dilakukan dengan teknik simak dan catat, sedangkan analisis data melalui langkah identifikasi data, reduksi data, klasifikasi data, dan interpretasi data. hasil penelitian sebagai berikut. (1) terdapat implikatur dalam lawakan abdur pada acara stand up comedy dan (2) ada 11 implikatur konvensional dalam lawakan abdur pada acara stand up comedy dan tidak ada implikatur nonkonvensional dalam lawakan tersebut. kata kunci: implikatur, lawakan, stand up comedy abstract the abdur’s jokes on the stand up comedy show contains implicature. this pragmatic study about the implicature of a comic abdur’s jokes on stand up comedy show uses grice’s theory in the presence of 2 types of implicature, namely: (1) conventional implicature and (2) non-conventional impicature or conversational implicature. this research uses descriptive qualitative method. the source of the research data is the abdur’s speech on the stand up comedy show obtained through youtube. the purpose of this study is to describe the implicature of a comic abdur’s jokes on stand up comedy show. the data are collected by listening and note taking techniques. the data analysis steps http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 mailto:elsyarahmi300799@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 84 include data identification, data reduction, data classification, and interpretation. the results of this study are as follows. (1) there are implicature of a comic abdur’s jokes on stand up comedy show and (2) there are 11 conventional implicature of a comic abdur’s jokes on stand up comedy show and there is not non-conventional implicature. keywords: implicature, jokes, stand up comedy pendahuluan salah satu cabang ilmu bahasa yang membahas atau mempelajari bahasa secara eksternal adalah pragmatik. pragmatik merupakan salah satu ilmu dalam bidang linguistik. pragmatik berkaitan dengan hubungan antara bentuk-bentuk bahasa dan pengguna bentukbentuk itu (yule, 1996: 4). ilmu dalam pragmatik digunakan untuk menyampaikan informasi kepada orang lain. ada berbagai macam cara yang bisa dilakukan dalam berkomunikasi dengan maksud menyampaikan informasi kepada komunikan. secara umum penyampaian informasi tersebut dilakukan secara langsung maupun tidak langsung. nurifa, tressyalina, & noveria (2018:242) berpendapat bahwa tindak tutur langsung adalah tuturan yang sesuai dengan modus kalimatnya. sedangkan tindak tutur tidak langsung adalah tuturan yang berbeda dengan modus kalimatnya, maka maksud dari tindak tutur tidak langsung dapat beragam dan tergantung pada konteksnya. komunikasi yang dilakukan oleh komunikator dan komunikan dikatakan berhasil apabila pesan yang ingin disampaikan mampu dipahami oleh komunikan. dalam memahami maksud tuturan, komunikan perlu memiliki pengetahuan yang sama mengenai apa yang dituturkan. tidak jarang, sebelum menyampaikan informasi yang hendak disampaikan, komunikator akan memberikan beberapa kalimat sebagai pengantar sebelum ia menyampaikan informasi. selain itu, untuk memahami maksud dari tuturan seseorang, dapat dipelajari melalui implikatur. implikatur merupakan kajian pragmatik yang mengandung sesuatu yang diimplisitkan. hal yang dipelajari dalam implikatur adalah perbedaan yang diucapkan oleh komunikator dan apa yang diimplisitkan. ada dua jenis implikatur yang dikemukakan oleh grice, yaitu: (1) implikatur konvensional dan (2) implikatur nonkonvensional atau implikatur percakapan. implikatur nonkonvensional atau percakapan terjadi karena adanya pelanggaran prinsip kerjasama. hal ini didukung oleh pendapat budiyanto (2009) bahwa implikatur konvensional berkaitan dengan makna bentuk-bentuk linguistik, sedangkan implikatur nonkonvensional berkaitan dengan prinsip-prinsip pertuturan. komunikasi yang dilakukan tidak selalu dalam situasi serius. komunikasi yang terjadi dapat disisipi humor meskipun hal yang disampaikan itu termasuk hal yang serius. tidak jarang seseorang menyampaikan permintaan ataupun kritikannya disisipi humor. seseorang yang sering membawakan lawakan atau humor tersebut adalah komika asal larantuka, flores, nusa tenggara timur yang bernama abdur arsyad. ia termasuk komika yang sering menyampaikan kritiknya melalui berbagai macam acara, termasuk stand up comedy. acara stand up comedy tidak hanya memberikan hiburan atau lawakan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 85 kepada penonton, namun terdapat informasi tersembunyi atau kritikan yang disampaikan oleh komika. kritikan tersebut disampaikan dengan teknik cerita yang telah disusun hingga dapat membuat penonton tertawa. tuturan dengan maksud yang diimplikasikan oleh komika mengandung implikatur. dalam membawakan lawakannya, komika mengandalkan bahasa dan teknik bercerita. penonton harus memahami cerita yang disampaikan agar tahu kelucuan lawakan tersebut. bagian yang terlucu disebut dengan punch line atau bagian yang mengejutkan bagi penonton sehingga memberikan efek lucu. penelitian mengenai implikatur penting untuk dipelajari. hal tersebut dikarenakan kajian ini menarik untuk diteliti. dengan adanya maksud tuturan yang diimplisitkan akan membuat mitra tutur atau komunikan memiliki praanggapan mengenai tuturan penutur. berkaitan dengan pentingnya penelitian mengenai implikatur, beberapa penelitian telah dilakukan oleh peneliti sebelumnya. wijayanti (2016) menyimpulkan terdapat implikatur pada lawakan abdur pada acara stand up comedy indonesia (suci4), yakni mengakui kekurangan pribadi, keinginannya agar pemerintah memberikan perhatiannya di indonesia timur, dan abdur juga mengkritik aturan dari pemerintah. selain itu, irnanda & hamzah (2017) mengkaji implikatur percakapan dalam interaksi antara penjual dan pembeli. andryanto, andayani, & rohmadi (2014) melakukan analisis pada tayangan sketsa di trans tv. hasilnya adalah terdapat implikatur konvensional dan nonkonvensional pada tayangan tersebut. selain itu, handayani, sumawarti, & suhita (2014) mengkaji implikatur percakapan dalam acara mata najwa. hasil penelitiannya adalah ditemukannya 318 tuturan yang berimplikatur. lain halnya dengan hasil penelitian yang dilakukan oleh alfia, rohmadi & purwadi (2014) yang menyimpulkan bahwa adanya pelanggaran prinsip kesantunan dan implikatur pada acara talk show komedi menjadikan acara tersebut menjadi lebih menarik, lebih hidup, dan lebih mengesankan. wahyuningsih & rafli (2017) mengkaji implikatur percakapan dalam stand up comedy 4 dengan hasil penelitian berupa terdapat dua jenis implikatur, yaitu: implikatur konvensional dan implikatur, tiga sifat implikatur yang terdiri atas daya batal, daya pisah, dan daya kalkulabilitas. tidak hanya itu, terdapat maksim kerja sama, maksim kuantitatif, maksim kualitatif, maksim cara, dan maksim relevansi pada acara tersebut. tidak hanya itu, nugraheni (2011) melakukan analisis mengenai implikatur percakapan. ia menyimpulkan bahwa implikatur percakapan terjadi akibat adanya pelanggaran maksim. pendapat ini didukung oleh lubis (2015), ia menganalisis implikatur yang terdapat dalam acara indonesia lawyers club. ia menemukan bahwa terdapat 4 jenis pelanggaran maksim pada acara tersebut, yakni maksim kuantitas, maksim kuantitas, maksim cara, dan maksim relevansi. ia juga menemukan bahwa tipe pelanggaran maksim yang dominan pada acara tersebut adalah pelanggaran maksim kuantitas. alasan adanya pelanggaran maksim kuantitas adalah untuk menunjukkan rasa sakit dan inti masalah kepada penonton. tidak hanya itu, tujuan untuk melindungi rasa malu juga menjadi alasan timbulnya pelanggaran maksim pada acara tersebut. temuan lain pada penelitian yang http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 86 dilakukan oleh lubis adalah adanya pelanggaran maksim yang bertujuan untuk membela suatu kelompok tertentu serta menyalahkan pemerintah atas suatu hal yang terjadi. sari & litbagay (2019) meneliti mengenai implikatur di dalam dialog atau percakapan film yang berjudul 500 days of summer. ia menemukan ada empat jenis implikatur yang terdapat pada film tersebut. implikatur tersebut adalah implikatur percakapan, implikatur skala, implikatur partikular dan implikatur konvensional. pada umumnya, implikatur di dalam film tersebut didominasi oleh impikatur percakapan atau implikatur nonkonvensional. penelitian mengenai implikatur dalam lawakan abdur pada acara stand up comedy layak untuk diteliti. cerita yang disampaikan oleh komika membuat penonton tertawa sebagai hiburan, namun makna yang diimplisitkan adalah hal yang serius. abdur dalam salah satu acara stand up comedy yang digelar pada tanggal 7 november 2019 di discovery hotel dalam acara malam keakraban team commercial ethical dexa medica 2019 membawakan cerita lucu yang mengandung implikatur. dalam penelitian ini, akan dibahas mengenai bagaimana implikatur dalam tuturan abdur pada acara tersebut dan jenis implikatur apa yang digunakan sesuai dengan teori grice. metode jenis penelitian ini adalah penelitian deskriptif kualitatif. sumber data penelitian ini adalah tuturan komika abdur pada acara stand up comedy yang diperoleh melalui rekaman video yang diunggah di youtube. data penelitian ini adalah tuturan komika abdur pada acara stand up comedy yang mengandung implikatur. data dikumpulkan dengan menggunakan teknik simak dan catat. peneliti menyimak tuturan abdur pada acara stand up comedy. proses tersebut dilakukan secara berulang-ulang. kemudian peneliti mencatat atau mentranskripsikan tuturan abdur tersebut ke dalam bentuk tulisan. hal ini akan memudahkan peneliti untuk menganalisis data tersebut. instrumen penelitiannya adalah peneliti sendiri dengan pemahaman mengenai implikatur. data yang telah terkumpul dianalisis dengan langkah sebagai berikut. (1) mengidentifikasi data untuk menentukan tuturan atau data yang mengandung implikatur, (2) mereduksi data yang dilakukan dengan cara mereduksi data yang tidak mengandung implikatur, (3) mengklasifikasi data yang dilakukan dengan cara mengklasifikasikan tuturan yang termasuk implikatur konvensional dan implikatur nonkonvensional atau implikatur percakapan, dan (4) menginterpretasi data, yakni data yang mengandung implikatur konvensional dan implikatur nonkonvensional atau percakapan tersebut dianalisis dengan cara menafsirkan maksud atau makna yang diimplisitkan oleh komika abdur pada acara stand up comedy. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 87 hasil dan pembahasan secara ringkas, berdasarkan analisis data yang dilakukan terhadap lawakan komika abdur pada acara stand up comedy, ditemukan dua hal berikut. (1) terdapat implikatur dalam lawakan komika abdur pada acara stand up comedy dan (2) implikatur konvensional yang terkandung dalam lawakan komika abdur pada acara stand up comedy tersebut berjumlah 11, sedangkan dalam lawakan tersebut tidak mengandung implikatur nonkonvensioanal atau percakapan. konsep implikatur konvensional dan implikatur konvensional implikatur berdasarkan teori grice terdiri atas implikatur konvensional dan implikatur nonkonvensional. adanya implikatur dalam tuturan dapat dilihat berdasarkan makna yang diimplisitkan oleh penutur di dalam tuturannya. hasanah (2017) berpendapat bahwa tuturan yang memiliki makna implikatur tidak dilihat dari makna tertulis atau makna yang sebenarnya, melainkan makna yang terbentuk dari persepsi atau anggapan mitra tutur atau pendengarnya. pendapat tersebut selaras dengan pendapat nugraheni (2010) yang menyimpulkan bahwa kajian pragmatik mengenai implikatur merupakan kajian yang membahas maksud atau makna dari suatu tuturan yang tersirat, dimaksudkan atau diartikan oleh mitra tutur melalui suatu percakapan. wahyuningsih & rafli (2017) berpendapat bahwa implikatur konvensional itu tidak harus terjadi dalam percakapan. tidak hanya itu, untuk menginterpretasikan implikatur konvensional tersebut tidak memerlukan konteks yang khusus. lain halnya dengan pendapat rosyida & asror (2019) bahwa konteks tuturan harus diketahui terlebih dahulu untuk memahami implikatur dalam suatu tindak tutur. berdasarkan analisis yang dilakukan, berikut ini pembahasan mengenai implikatur dalam lawakan komika abdur pada acara stand up comedy. implikatur konvensional lawakan komika abdur pada acara stand up comedy di discovery hotel tersebut mengandung beberapa implikatur konvensional. ada 11 implikatur konvensional pada lawakan abdur tersebut. berikut ini data implikatur konvensional yang terdapat dalam lawakan komika abdur pada acara stand up comedy. (1) halo. selamat malam semuanya. luar biasa. hitam-hitam semuanya. terang sekali ya lampunya, ya. mentang-mentang saya orang timur, seolah-olah kayak ngasih tahu ei ini listrik. ini listrik, gitu. jangan gitu dong, bang. “mentang-mentang saya orang timur, seolah-olah kayak ngasih tahu ei ini listrik. ini listrik, gitu.” mengandung makna yang diimplisitkan atau tersirat. kutipan tersebut mengandung implikatur konvensional bahwa di daerah timur tersebut masih sulit mendapatkan akses listrik. tidak hanya itu, lampu http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 88 yang mereka pasang di rumah tidak terlalu terang. makna yang diimplisitkan tersebut dapat dilihat melalui pernyataan sebelumnya bahwa “terang sekali ya lampunya, ya.” (2) saya anak ketiga dari 5 bersaudara. bapak saya tidak ikut kb. karna bapak saya pikir kalau dua anak saja cukup, apalagi 5 anak. cukup sengsara hidup kami. kalimat dalam lawakan tersebut termasuk ke dalam implikatur konvensional. pernyataan tersebut tidak hanya menginformasikan bahwa ia merupakan anak ketiga dari lima bersaudara dan informasi bahwa bapaknya tidak mengikuti program kb (keluarga berencana). namun, ia ingin menyampaikan bahwa apabila bapaknya hanya memiliki dua orang anak, hidup mereka akan sengsara. (3) sebenarnya bukan karena orang timur itu tidak paham kb. bukan. kami itu paham itu. kami mengerti masalah kb. masalahnya adalah kondisi geografis di sana yang tidak memungkinkan untuk seluruh pekerjaan rumah dikerjakan oleh hanya dua orang anak. wuih tidak mungkin. pekerjaan rumah di sana itu banyak dan jauh-jauh. potong rumput, ambil air, jaga ternak, cari ikan, cari masalah...banyak. pekerjaannya banyak. banyak sekali. pada data (3) lawakan abdur tersebut mampu dimengerti oleh penonton karena abdur menyampaikan skema mengenai geografis di daerahnya. implikatur konvensional yang terdapat di dalam lawakan tersebut adalah makna tersembunyi yang diimplisitkan bahwa aktivitas mereka di indonesia timur itu jaraknya jauh antara satu aktivitas sehari-hari dengan aktivitas yang lain. tidak hanya itu, makna lain yang diimplisitkan adalah di rumah mereka tidak mengalir air bersih untuk kebutuhan sehari-hari. hal itu dapat dilihat di dalam pernyataanya “potong rumput, ambil air, jaga ternak, cari ikan, cari masalah... banyak.” pernyataan tersebut juga dapat dimaknai sebagai kritikan terhadap pemerintah mengenai sulitnya air bersih di daerah tersebut. pernyataan “pekerjaannya banyak. banyak sekali.” merupakan penekanan bahwa pekerjaan sehari-hari yang dilakukan tidak dapat dikerjakan oleh keluarga yang hanya memiliki dua orang anak. (4) pak, mohon maaf. kalau akar pinang itu bagus untuk malaria, kenapa di indonesia timur itu banyak orang yang mati karna malaria, ya? kalau kami tahu akar pinang bagus untuk malaria, jangankan pohon pinang, ya. jangankan akar pinang, akar kelapa juga kami cabut dari pohon faktornya. kami cabut. berdasarkan data (4) makna yang ingin disampaikan adalah banyak orang timur yang meninggal karena malaria. hal yang diimplisitkan adalah meskipun malaria merupakan penyakit yang dapat ditangani atau disembuhkan dengan dirawat di rumah sakit dan mendapatkan penanganan oleh tenaga medis, namun di indonesia timur justru banyak yang meninggal karena malaria karena akses menuju rumah sakit itu jauh. sebelumnya, komika abdur http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 89 dalam tuturannya telah menyampaikan mengenai kondisi geografis di indonesia timur. lawakan tersebut juga bermakna bahwa jika orang timur tahu akar pinang dapat mengobati malaria, tidak akan banyak terjadi kasus orang timur meninggal karena malaria tersebut. bagian punch line pada lawakan tersebut adalah “jangankan pohon pinang, ya. jangankan akar pinang, akar kelapa juga kami cabut dari pohon faktornya. kami cabut.” penonton mengetahui bahwa pohon faktor merupakan istilah yang digunakan dalam matematika, sehingga bagian punch line tersebut membuat lawakan abdur menjadi lucu. (5) tapi ternyata setelah saya coba teliti di daerah saya. sebenarnya itu begini, buat mungkin yang mungkin masih beranggapan kalau di indonesia timur banyak obat herbal, itu sebenarnya begini. di indonesia timur, termasuk di desa saya, terkhususnya di desa saya itu. kami itu rumah sakit tidak ada. ada di kabupaten. di desa saya tidak ada rumah sakit. apotik tidak ada. jadi karna jangkauan kita untuk dapat obat yang bagus-bagus itu susah. maka masyarakat di sana itu berimprovisasi dengan kekayaan alam. itulah yang terjadi. data (5) dituturkan untuk menjelaskan penyebab timbulnya anggapan orang lain bahwa di indonesia timur, banyak ditemukan obat-obat herbal. meskipun demikian, makna implisit yang sebenarnya ingin disampaikan adalah di desanya tidak terdapat rumah sakit dan apotek. lawakan tersebut termasuk kritikan bahwa layanan medis tidak ada di desanya, sehingga warga di sana berusaha mengobati penyakitnya dengan memanfaatkan alam di sekitar. (6) jadi anak kayak, aduh mama sem perut sakit sekali aduh. ini mag kah apa? bawa ke rumah sakit kah? ish rumah sakit jauh anak. sudah ini pakai daun jati saja ini hei. turun temurun begitu, akhirnya oh daun jati ini bagus untuk mag. ternyata tidak juga sebenarnya. karna orang tua malas saja antar kami ke rumah sakit. jauh. data (6) mengungkapkan bagaimana masyarakat di sana menggunakan obat herbal dibandingkan dengan berobat ke rumah sakit. implikatur konvensional yang terkandung dalam tuturan tersebut adalah jauhnya letak rumah sakit menyulitkan warga desa untuk berobat. (7) di tempat saya, flores timur, kabupaten flores timur, ibu kotanya larantuka. itu rumah sakitnya cuman satu. namanya rumah sakit umum daerah larantuka. cuman satu itu. tidak ada rumah sakit swasta lain. rumah sakit cuman satu itu. sedangkan kabupaten flores timur ini kabupaten yang terdiri dari pulaupulau. jadi orang dari pulau lain itu kalau mau ke rumah sakit, pakai kapal gitu. nah saya itu termasuk desa yang di pulau lain. tidak berada dengan satu pulau dengan pulau flores. jadi ketika di sana itu karna adik saya yang anak keempat itu jadi bidan. dia itu sering cerita, sulit sekali ketika ada ibu-ibu yang mau melahirkan, yang mengalami pendarahan yang tidak bisa ditangani oleh bidan desa. itu agak luar http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 90 biasa itu, penanganannya itu. jadi, ibunya itu digotong sama suaminya, dengan bidannya itu, digotong pelan-pelan, dibawa ke atas perahu. kemudian suaminya itu dengan siaganya gitu sambil dayung dia sambil menyemangati istrinya. data (7) merupakan kritikan kepada pemerintah dalam minimnya tenaga medis dan alat-alat kesehatan di desa tersebut. kasus ibu-ibu yang akan melahirkan namun mengalami pendaharan harus segera ditangani oleh tenaga medis karena apabila pendarahannya banyak dan terlambat ditangani, dapat menyebabkan kematian. dalam lawakan abdur pada data (7) tidak hanya mengandung kritikan terhadap pemerintah mengenai rumah sakit, tetapi juga diimplisitkan bahwa sarana transportasi di sana juga susah. hal tersebut dilihat melalui pernyataan abdur bahwa ibu yang akan melahirkan itu digendong oleh suaminya untuk diantarkan ke rumah sakit dengan menggunakan perahu. jika penanganan yang dilakukan kepada ibu yang hendak melahirkan tersebut, dapat membahayakan nyawanya. (8) tidak jarang kasus yang, ya bukan kasus sih, kejadian yang terjadi di sana itu. ibu melahirkan di atas perahu. jadi ibu melahirkan, anaknya keluar, ambil dayung bantu bapaknya. “semangat bapak, sedikit lagi. ayo”. sampai rumah sakit, anak sudah smp. data (8) memiliki punch line saat abdur mengatakan bahwa ibu melahirkan di perahu, kemudian anaknya mengambil dayung untuk membantu bapaknya dan menyemangati bapaknya. bagian tersebut memberikan efek lucu bagi penonton. meskipun begitu, hal yang sebenarnya ingin disampaikan adalah saat darurat pun, transportasi yang ada hanyalah perahu. untuk sampai ke rumah sakit yang jaraknya jauh dan tidak menempuh jalur darat, warga menggunakan perahu dayung. akses ke rumah sakit yang sulit dan letak rumah sakit yang jauhlah yang diimplikasikan komika abdur dalam lawakannya. (9) lumayan, yah. sudah mulai memecah karbohidratkarbohidrat tadi, ya. lumayan lah. karbohidratnya paling tidak dari beras yang bagus, bapak ibu semua. saya itu karna lahir di sana, kemudian saya tidak dari keluarga yang tidak terlalu berada. jadi, saya dari lahir, dari saya bisa makan lah, dari saya bisa makan, sampai saya sma itu, keluarga saya sangat hobi makan beras miskin. raskin. ada yang pernah makan raskin di sini? tidak ada? saya sendiri yang miskin di sini, ya? oke. orang kaya semua di sini ya. data (9) tersebut termasuk data yang mengandung implikatur konvensional bahwa ekonomi di desanya masih belum baik. karbohidrat (beras) yang dikonsumsi sehari-hari tidaklah sebagus yang dikonsumsi oleh penonton. penutur menyebutkan tentang raskin, hal tersebut mengandung makna yang diisyaratkan bahwa beras yang mereka terima melalui bantuan yang diberikan oleh pemerintah tidak seperti beras yang dikonsumsi oleh penonton. dalam tuturannya ia juga menyinggung mengenai kaya dan miskin http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 91 dengan mengatakan hanya ia orang miskin di antara penonton yang hadir pada acara tersebut. (10) itu raskin itu murah sekali. dia satu kilo cuman 1.700 rupiah per kilogram. murah sekali. tapi satu kilo kita beli, setengah kilonya itu kerikil. saya tidak tau kenapa. kalau saya baca di berita, diimpor dari vietnam dan thailand. itu beras bagus sebenarnya. tapi saya tidak tau apa yang terjadi di gudang bulog sampai ada kerikil masuk ke dalam. kalau ada kutu, okelah. kutu kan makhluk hidup, mungkin dia jalanjalan kan. ini kerikil, kok bisa ada di dalam karung. saya curiga karna dia saking murahnya, dia disantet sama pandan wangi dan beras ramos kayaknya. data (10) termasuk implikatur konvensional. dalam lawakannya, abdur tidak hanya memberikan informasi bahwa raskin itu murah dengan harga rp 1.700 per kilogram, namun ia mengkritik dan menyindir hal tertentu. ia mengkritik bahwa raskin yang dibeli dengan harga murah itu mengandung banyak kerikil. ia juga dinilai menyindir bulog dengan kecurigaannya atas apa yang terjadi di gudang bulog hingga ada banyak kerikil di dalam beras tersebut. (11) begitu berasnya bersih, kerikilnya kita bisa pakai untuk cor rumah. data (11) mengandung implikatur konvensional bahwa kerikil yang terdapat di dalam raskin itu dapat digunakan untuk cor rumah. hal tersebut bermakna bahwa kerikil yang ada di dalam karung beras itu tidaklah sedikit. implikatur nonkonvensional berdasarkan analisis yang dilakukan, lawakan abdur pada acara stand up comedy saat malam keakraban di discovery hotel, lawakan tersebut tidak mengandung implikatur nonkonvensional atau implikatur percakapan. lawakan yang dituturkan oleh abdur tanpa adanya percakapan lain dengan mitra tuturnya. ia melakukan komunikasi dalam bentuk satu arah sehingga tidak terdapat implikatur nonkonvensional atau implikatur percakapan dalam lawakan tersebut. kesimpulan berdasarkan analisis daya yang dilakukan, dapat disimpulkan sebagai berikut. pertama, terdapat implikatur dalam lawakan komika abdur pada acara stand up comedy. kedua, terdapat 11 tuturan yang mengandung implikatur konvensional. tuturan yang mengandung implikatur konvensional tersebut ada yang berupa kritikan dan sindiran. secara umum, lawakan abdur pada acara tersebut berkaitan dengan kritik dan keluhannya kepada pemerintah. kritikan yang ia implisitkan dalam lawakannya berkaitan dengan sulitnya akses yang harus ditempuh untuk mendapatkan layanan kesehatan yang lebih baik. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 92 daerahnya yang terdiri atas banyak pulau meenyulitkan mereka untuk berobat ke rumah sakit yang hanya ada 1 rumah sakit yang letaknya juga jauh. ia juga dinilai mengkritik atas tidak layaknya raskin yang diterima oleh masyarakat di sana. meskipun murah, ia heran bagaimana bisa kerikil masuk ke dalam karung beras raskin hingga bisa ia gunakan untuk mengecor rumah. sementara itu, tidak terdapat implikatur nonkonvensional atau implikatur percakapan pada lawakan abdur pada acara stand up comedy. daftar pustaka alfia, a. m., rohmadi, m. &purwandi. (2014). pelanggaran prinsip kesantunan dan implikatur percakapan dalam acara pas mantab di trans 7. basastra, jurnal bahasa, sastra, dan pengajarannya, 2(3), 1-8. andryanto, s. f., andayani, & rohmadi, m. (2014). analisis pranggapan pada percakapan tayangan sketsa di trans tv. basastra, jurnal bahasa, sastra, dan pengajarannya, 2(3), 1-16. budiyanto, d. (2009). penyimpangan implikatur percakapan dalam humor humor gus dur. litera, jurnal penelitian bahasa, sastra, dan pengajarannya, 8(2), 105-117. handayani, c., sumawarti, & suhita, r. (2014). implikatur percakapan dalam acara talk show mata najwa di metro tv. basastra, jurnal bahasa, sastra, dan pengajarannya, 2(3), 1-14. hasanah, n. (2017). makalah disajikan pada seminar nasional ii (pemartabatan bahasa indonesia melalui budaya literasi dan optimalisasi (ipteks): implikatur dalam lawakan abdur pada acara stand up comedy di kompas tv (kajian pragmatik, universitas pgri semarang, semarang, indonesia. hal 170176. irnanda, i. n. & hamzah. (2017). conversational implicature as found in buyers’ and sellers’ interaction in the traditional market of lubuk alung. jell, ejournal of english language & literature, 6(2). lubis, i. s. (2015). conversational implicatures of indonesia lawyers club program on tv one . calls: journals of culture, arts, literature, and linguistics, 1(2), hal 3244. nugraheni, y. (2011). implikatur percakapan tokoh wanita dan tokoh laki-laki dalam film harry potter and the goblet of fire. lensa: kajian kebahasaan, kesusastraan, dan budaya, 1(2), 183-193. nugraheni, y. (2010). makalah disajikan pada seminar nasional unimus: analisis implikatur pada naskah film harry potter and the goblet of fire, universitas muhammadiyah semarang, indonesia. hal 390-397. nurifa, n., tressyalina, t., & noveria, e. (2018). tindak tutur langsung dan tidak langsung guru dalam mata pelajaran bahasa indonesia di kelas xi sma adabiah padang. pendidikan bahasa indonesia, 7(3), 241http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 83-93 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x implikatur dalam lawakan komika abdur ... elsya rahmi, tressyalina doi: https://doi.org/10.26714/lensa.10.1.2020.83-93 93 248. rosyida, f & asror, a.g. (2019). makalah disajikan pada seminar nasional unimus: implikatur pada iklan politik calon anggota legislatif kabupaten bojonegoro 2019, ikip pgri bojonegoro, bojonegoro, indonesia. hal 181-185. sari, p & litbagay, a. j. (2019). implicature in the dialogue of 500 days of summer movie by marc webb: the study of pragmatics. eljutama: english journal literacy utama, 3(1), hal 35-39. wahyuningsih, h. & rafli, z. (2017). implikatur percakapan dalam stand up comedy 4. bahtera, jurnal pendidikan bahasa dan sastra, 16(2), 139-153. wijayanti, a. (2016). presuposisi dan implikatur pada stand up comedy indonesia. transformatika, jurnal bahasa, sastra, dan pengajarannya, 12(2), 46-59. yule, g. (1993). pragmatics. from http://id.scribd.com/doc/11637500/yulegeorge-pragmatics http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 http://id.scribd.com/doc/11637500/yulegeorge-pragmatics lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 1 the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner1 mujad didien afandi universitas negeri surabaya dinosetro74@gmail.com article history: submitted 5 january 2017; accepted 26 january 2018; published 30 march 2018 abstract the unfair gender roles under patriarchal system are constructed to preserve gender inequality between men and women. gender role practices extend gradually to maintain the male hegemony to make women powerless because female traditional gender roles (femininities) create dependency to men. men are assigned to masculinities equipped with power, whereas women are ascribed to femininities to set boundaries that limit their movement. yet, the increase of female awareness of gender equality has changed this situation. gender roles are gradually shifting from traditional to modern as the opportunities to receive education and job open widely to develop women‟s roles that enable them to give financial contribution to the family. this study was purposed to analyze the shift in gender roles in the joy luck club and the kite runner. this study used qualitative design in which chinese traditional gender roles were described using confucian perspective, whereas afghan traditional gender roles were exposed in islamic perspective. moreover, karl marx‟ conflict theory was used to analyze the shift in gender roles in both novels. the results of study found that the construction of traditional gender roles in both china and afghanistan was influenced mostly by patriarchy which perceives men as more superior than women. however, the dynamic changes of gender roles, especially femininities, supported by the increase of female education and occupation provide women with more power to achieve development. further studies are encouraged to analyze other gender roles which have not discussed in this study. keywords: gender roles, patriarchy, confucianism 1 this article is a synthesis of a postgraduate thesis, written by the same author with the same title. mailto:dinosetro74@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 2 abstrak peran gender yang tidak adil dalam sistem patriarki dibangun dalam rangka untuk mempertahankan ketidaksetaraan gender antara laki-laki dan perempuan. praktikpraktik mengenai peran gender meluas secara bertahap sebagai upaya untuk mempertahankan hegemoni kaum laki-laki untuk membuat kaum perempuan tidak memiliki kekuatan, oleh karena peran-peran gender perempuan secara tradisional (feminitas) menciptakan ketergantungan terhadap kaum laki-laki. pada laki-laki disematkan maskulinitas yang diperlengkapi dengan kekuasaan, sementara perempuan disemati feminitas untuk menciptakan batasan-batasan yang membatasi pergerakan mereka. namun, meningkatnya kesadaran perempuan atas kesetaraan gender telah merubah situasi ini. peran gender secara bertahap bergeser dari tradisional ke modern di saat peluang-peluang untuk mendapatkan pendidikan dan pekerjaan terbuka lebar untuk mengembangkan peran-peran gender perempuan yang membuat mereka dapat memberikan kontribusi finansial terhadap keluarga mereka. studi ini bertujuan untuk menelaah pergeseran peran gender dalam the joy luck club dan the kite runner. studi ini menggunakan desain kualitatif yang mana peran tradisional masyarakat tiongkok digambarkan menggunakan perspektif konfusianisme, sementara peran gender masyarakat afganistan dipaparkan dari sudut pandang islam. selanjutnya, teori konflik karl marx digunakan untuk menelaah pergeseran peran gender di kedua novel tersebut. hasil dari penelitian ini menunjukkan bahwa konstruksi peran gender yang tradisional baik di tiongkok maupun afganistan utamanya dipengaruhi oleh sisem patriarki, yang memandang laki-laki lebih superior dari perempuan. namun, perubahan-perubahan peran gender yang dinamis, khususnya feminitas, yang didukung oleh peningkatan pendidikan dan pekerjaan perempuan, memberikan perempuan kekuasaaan yang lebih besar untuk mencapat perkembangan. studi-studi lebih lanjut diharapkan melakukan analisis terhadap peran gender lainnya yang tidak dibahas dalam studi ini. kata kunci: peran gender, patriarki, konfusianisme introduction gender has long become a debatable topic that may create controversies in the development of humankind. not only scholars in social field, but also ordinary people are still discussing and debating the practices of gender that have occupied nearly all sectors in life, such as politics, economics, education, and other smaller scope of areas. hussey (2003: 56) claims, “the earliest producers of masculinities are perhaps the most powerful: the family and the school”. to convince people, hussey (2003: 16) also states, “most parents create a gendered world for their newborn by naming, birth announcements, dress.” it proves that gender practices even start from the beginning of human life in the smallest unit of society, namely, the family. family is the first institution, which introduces a baby to lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 3 gender practices, for instance most parents choose what toys are appropriate with the sex of their child. a toy gun is acceptable for boys, whereas a doll is for girls. to most women, gender is a discriminative word because it is a powerful weapon mostly used by men to show their dominance over women. despite the reasons of classifying gender role into masculine and feminine, women feel that gender practices are never fair enough for them because men always use this term to stay on top of women. hussey (2003: 8) states, “not surprisingly, those advantaged by the social institution of gender want to maintain the status quo, ….”. to men, it is likely a very effective tool to dominate and put pressures on the other group of sex. men who have received the benefits of gender practices always try to maintain this product of culture to sustain the prevailing position over their opposite sex. in spite of the men‟s struggle to keep the continuation of gender practice allowing them to have many advantages, modern women with the emergence of feminist movement are trying to break the hegemony of men with their superior masculinities. in other words, the concepts of masculinity and femininity are being questioned nowadays. masculinity must be ready to lose its dominant power gradually against femininity. indeed, the feminist movement starts with small waves of actions by launching propaganda that women are equal with men; that women should receive equal treatments as men do; and that they deserve what men do. lorber notes that “gendered roles change and exemplifies that today fathers are taking care of little children, girls and boys are wearing unisex clothing and getting the same education, women and men are working at the same jobs” (hussey, 2003: 9). the kite runner is perceived as a masculine novel since the aroma of masculinity strongly surrounds the story. through this novel, hosseini portrays the life of afghan people with masculinity and involves only few women in the story. in contrast, amy tan‟s the joy luck club through characterization tries to put femininity on the surface as opposed to masculinity. women dominate the characters in this novel even though male characters also exist only as extras. femininity seems to seep out under the suppression done by men with their masculinity. as the consequence, the conflicts of gender roles that appear dominantly throughout the story enable the characters to experience changes in life. therefore, this study is purposed to analyze the shift in gender roles assigned to the four chinese families in amy tan‟s the joy luck club and to the three afghan families in khaled hosseini‟s the kite runner. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 4 in line with the background of the study written above, the writer formulates 3 problems as follow: 1. how are chinese traditional gender roles described in the four chinese families in the joy luck club? 2. how are afghanistan traditional gender roles described in the three afghan families in the kite runner? 3. why and how does the shift in gender roles assigned to the four chinese families in the joy luck club and the three afghan families in the kite runner happen? gender roles gender role is a product of culture made to provide men and women with an understanding that men and women have different functions, roles and responsibilities. “gender role refers to a set of prescriptive, culture-specific expectations about what is appropriate for men and women” (hussey, 2003: 2). it is a set of roles created by the society to organize how a man and a woman are supposed to be according to the culture practiced by the society. in practice, gender role differentiates between the roles of men and of women based on the norms constructed socially and culturally. hence, men are expected to have male traits and behaviors, whereas women must have feminine traits and behaviors. gender role is classified into two categories: masculinity and femininity. the two concepts differ from one to another since gender role is created to place men and women in different boxes. “masculinity is a standardized container, fixed by biology, into which all „normal‟ men are placed, something „natural‟ that can even be measured in terms of psychological traits and physical attributes” (beynon, 2002: 2). it refers to a set of traits and behaviors culturally constructed by the society for males, such as assertive, protective, and strong. in contrast, femininity is a set of traits and behaviors culturally constructed by the society for females, such as nurturing, submissive, and weak. what makes gender role issues more complicated is that masculinity and femininity may vary in different countries. in the preface of their book, baron and kotthoff (2001: xii) states, “… we depart from the assumption of diverse „masculinities‟ and „femininities‟ which, phenomenologically, may differ considerably from person to person and situation to situation. however, there is also stability in performing and perceiving gender”. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 5 the concepts of masculinity and femininity are not universal. each country has different concepts of masculinity and femininity assigned to men and women based on their sex because the cultural differences influence the creation of gender roles. moreover, they are non-static and non-stable so that they are subjects to change through different time and place depending much upon the socio-cultural and economic aspects, such as patriarchy system, class struggles, social conflicts, and so forth. nonetheless, men and women, even in different countries, may have the same perspective about gender role in certain things. j.o. rodale exemplifies traits related to gender, “feminine: soft, delicate, gentle, tender, docile, submissive, amenable, deferential …. masculine: robust, strong, lusty, energetic, potent, brave, bold, fearless ….” (reinisch, rosenblum, & sanders, 1987: 3). “masculinity and femininity are relational concepts, which only have meaning in relation to each other” (buscher, 2005: 5). when discussing masculinity, it is impossible not to involve femininity because the two concepts have a close relationship. to simplify, the existence of masculinity is always accompanied by femininity because “the ideas of masculinity and femininity exist only in comparative relation to one another. in other words, femininity does not exist independently of masculinity and vice versa” (knapp, muller, & quiros, 2009: 1). yet, as binary opposition, they are in contrast because each has its own traits and behaviors opposing to one another. patriarchy and gender inequality patriarchy is always closely linked to the concepts of gender roles so that discussions about gender role should not leave out patriarchy as the important contribution to the construction of gender roles. the system of patriarchy brings its influences to the construction of gender roles for men and women expected to continue male dominance. to support the expectation, this social system positions men as the center in social organizations as lindsey (2016, p. 3) defines patriarchy as “male-centered norms operating throughout all social institutions that become the standard to which all persons adhere”. patriarchy manipulates people to create norms based on male perspectives as the guidelines for both men and women in social life. in the eyes of patriarchy, men possess the highest status in nearly all cultural domains so that women‟s position is subordinate to them. “patriarchy is thus, by definition, sexist” (tyson, 2006: 85). patriarchy with its product of gender roles is claimed to be the causal factor for gender inequality because this system forms the imbalance in gender and power relations between men and women. maddock (1999: lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 6 113) states that “the theory of patriarchy seeks to describe how gender inequality works within society and examines how the experience of gender roles and masculine and feminine identities underpin everyone's personal experience and social life”. the statement provides an understanding that patriarchy through its gender roles has a strong contribution to the inequality in gender. this system perceives men as more superior than the opposite sex so that critics from the feminists through feminist movements emerge to reject patriarchy that they accuse to be the significant factor for the existence of gender inequality. under patriarchy, men who are indoctrinated to set the standard norms of life possess a great deal of power and other valuable benefits from the patriarchal masculinities. the role of patriarchy in constructing gender roles automatically affects people in social life, yet the impacts of inequality in gender roles on men and women are quite different in which men are assigned to masculinities equipped with power. whilst, women are ascribed to femininities covered with no power. walby argues that “patriarchy as the 'system of social structures and practices that men use to dominate, oppress and exploit women'” (maddock, 1999: 113). hence, patriarchal masculinities representing male power are constructed to sustain male dominance, whereas patriarchal femininities are created to support male hegemony, build restrictions for women as well as keep them powerless. it enables men to have authority and power over anything so that male dominance over women appears inevitably to be a very common social phenomenon in patriarchal society. in patriarchal family, a man is a leader; no woman is allowed to be a leader. with his responsibilities as leader, a man receives authority and power to make decisions for most important things in the family. marx claims, “the paterfamilias had a great deal of power over the persons and property in his household” (brown, 2012: 200). a patriarchal family always provides power for a man as the family leader to control other members and dominate the family possession. patriarchy never lets women to have power and authority in the family, except for household activities dealing with housekeeping, caring and nurturing children. living under patriarchal system, women‟s life is full of restrictions and limitations that possibly make the relationship between men and women problematic. gender inequality appears persistently in the society in which patriarchy powerfully touches the social relationship. “patriarchal relations tend to be strongest where men have very fixed views and ideas about what women should do and how they should behave in relation to them and within sexual relationships” (maddock, 1999: 113). when patriarchal culture lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 7 lives strongly in the society for a long time, women are likely to experience gender inequality in a long period of time because men seen as the leaders in the society will only place them in the second rank in all aspects of life. the longer the society practices patriarchy, the deeper the women fall into gender inequality. lorber (2010: 4) asserts, “gender inequality takes many different forms, depending on the economic structure and social organization in a particular society and on the culture of any particular group within that society”. when a society live under patriarchy, and thus the social life is regulated based on patriarchy, gender inequality tend to spread and extend to reach nearly all cultural domains, such as medical, educational, financial, and political domain. lorber (2010: 2) informs that “in the united states, women did not get the right to vote nationally until 1920”. no woman possesses the political rights to have a career in politics even to be a voter. in relation with occupation, men have more priority and chances for career advancement. they even receive low salary for the same job done by men. even in the family as the smallest social unit, women are inferior to men. in a patriarchal family, the husbands are free to go outside for hanging out, with friends, whereas the wives should stay at home taking care of the children and doing household chores all the time. those phenomena are the factual portraits of inequality in gender. conflict theory sociological perspectives are in need to understand and explain gendered social phenomena happening in a society because they provide “logically interrelated propositions that explain empirical events.” (lindsey, 2016: 5) as a social construct, gender always accompanies any social aspects of life and develops over time following the social changes. in relation with the facts that people are doing gender in many social aspects, those perspectives offer descriptions and explanations about the factors affecting the construction of gender roles, the reasons why people differentiate gender roles between men and women, the way how people live together under gender role differences; and investigate the relationships among people in practicing gender roles. each provides different understandings and explanations about what happens to a society with gender roles. the extended practices of gender role in a society can be described and comprehended evidently using the sociological perspectives. those perspectives are functionalism, conflict theory, symbolic interaction, and feminist sociological theory. among the four major sociological perspectives on gender roles, this study applies conflict theory, also referred lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 8 to as social conflict theory, to analyze gender roles and its shift in the joy luck club and the kite runner because the social relationships among the characters portrayed in both novels are engaged in conflicts and struggles involving thoughts and actions of both maintaining and rejecting traditional gender roles. conflict theory exists to contend the notion that social order happens voluntarily. instead, this theory affirms that it is “preserved involuntarily through the exercise of power one social class holds over another.” (lindsey, 2016: 8). power and class are the two significant elements that should be taken as the major concerns in conflict theory so that conflict theorists assert that society is always divided into classes. the world has never been free from the thoughts perceiving that the society is composed of different classes; even class division and class conflict still exist in this millennium to complicate the society. gender role as one of the elements organized in social order involves power possessed by a social class. power takes part in the construction of gender role to preserve itself. gender is a powerful tool for a class to sustain the dominance over other classes. holter states that “gender systems become power arrangements ….” (breines et al (eds), 2000: 64). it means that gender, especially gender roles, is constructed and practiced to preserve the power of a social class or a group of people to dominate others. this theory aimed to present a clear explanation about social conflicts sets its focus on power that is the symbol of dominance of the superior class over the inferior class. conflicts in society are rooted from the efforts to compete and achieve power. “originating from the writings of karl marx (1818–1883), conflict theory is based on the assumption that society is a stage on which struggles for power and dominance are acted out” (lindsey, 2016: 8). power is perceived as the main reason why conflicts come to the surface. class division is created to maintain the power of the dominant class so that instability in society remains to exist due to social conflicts. shift in gender roles in most patriarchal countries where women are placed in subordinating position, gender roles are shifting from traditional to modern since women become more aware that there should be equality in gender. “the practices of gender inequality in most parts of the world, especially in the united states of america automatically trigger the reconstruction of lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 9 gender roles proposed by the feminists. gender roles are not static and change as the needs of society change” (debiaggi, 2002: 41). since gender roles exist by the creation of the society, shifting traditional gender roles into acceptable modern gender roles is possible from generation to generation. the inequality in gender role practices that subordinate women strengthens the notion that human beings are equal in all aspects of life, except in things related to the different functions of the reproductive organs. thus, some traditional gender roles are gradually, but undoubtedly, shifting to modern ones. traditional gender roles force a man to be masculine; a woman must be feminine. the segregation between roles of men and women is clear to see. they assume that men should have masculine traits and behaviors according to what are listed in what the masculinists call „act like a man‟ box, whereas women are expected to follow the feminine attributes. „boys do not cry‟ is one of the common traditional masculinities, whereas „girls do not yell‟ is an example of traditional femininity. helgeson (2012: 49) asserts that “the m/f scale published by the attitude interest analysis survey (aias) was also bipolar, which meant that masculinity and femininity were viewed as opposite ends of a single continuum”. deaux, lewis, foushee, helmreich, spence, major, carnevale, also state that “a common perception exists that what is masculine is not feminine, and vice versa, a finding that has been demonstrated in a number of investigations” (reinisch et al., 1987: 292). it illustrates that masculinity represents one end and femininity represents the other. traditional masculinity and femininity are perceived as bipolar constructs that are separated to one another. further, a man is masculine, whereas a woman is feminine. a man cannot be feminine, and vice versa. a man must possess masculine traits and behaviors. on the other hand, a woman must be assigned to feminine ones. method this study uses a sociological approach aimed to explore gender role and develop a detailed understanding of the shift in gender roles in the joy luck club and the kite runner. it compares the two novels to look for the similarities and differences of gender roles and its shift. in relation with the efforts to compare gender roles and its shift, the study of comparative literature following the american school is purposed to put the two different novels written in different setting of time and place in comparison. among many similarities found in both novels, the main reason why this lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 10 study compares them is that the characters in both novels experience the shift in gender roles dynamically from childhood to adulthood. the object of this study is the shift in gender roles seen in the joy luck club and the kite runner. the shift in gender roles shown in both novels has both similar and different factors that affect the main characters to make changes to their lives. this study focuses on analyzing the shift in gender roles happening to four chinese families in the joy luck club and three afghan families in the kite runner. findings and discussion traditional gender roles in the joy luck club and the kite runner this study finds similarities between traditional gender roles in the joy luck club and the kite runner. both novels show that women in both china and afghanistan are described as the group which must be placed under men‟s domination. the traditional gender roles supporting the idea are as follows: 1. women as property in men‟s eyes, chinese and afghan women are seen only as property. the misperception which has a long history appears nearly everywhere since gender inequality strongly exists not only in asia, particularly in ancient china and afghanistan, but also in europe. it is in line with the statement made by lindsey (2016: 92) claiming that they are “viewed as a temporary commodity”. it is similar to what happens during the capitalism era when women are allowed to participate in the production for lower wage. due to the invention of modern machines, men‟s skills are not needed any longer because those sophisticated machines need no skills to operate. consequently, women get into the industries to substitute male skillful labors. the involvement of women in industry is not a defeat to men because women degrade themselves by receiving lower wage. for financial efficiency, the bourgeois makes use of the inferior position of female labors by giving them cheap wage. in short, women‟s labor is used for the sake of industrial benefits. in china, men under the power of patriarchy perceive women as property because they can be bartered or sold in an arranged marriage as if they are just commodity for exchange. as seen in lindo‟s arranged marriage, a chinese woman “is expected to bring money and goods in the form of dowry to help offset the expenses associated with her upkeep. all lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 11 daughters add to the financial burden” (lindsey, 2016: 92). chinese follow patrilocal system which instructs a bride to move into her husband‟s house so that dowry should be provided for the groom‟s family in exchange for the expenses spent for feeding and keeping her. as commodity exchange, lindo‟s parents must hand over lindo along with the furniture and bedding as her dowry to her husband‟s family. concubinage seen in the joy luck club is also a practice in marriage that supports chinese women as property. according to chinese old traditions, a man with the special rights to conduct polygamy can have several women in legal marriage. despite other minor reasons, the practice of polygamy is mostly done to have sexual pleasure and to produce a child, particularly a son to continue the generation. "but one thing she could not have: children. and she knew wu tsing would soon become anxious to have a son who could perform the ancestral rites and therefore guarantee his own spiritual eternity. (tan, 1989: 265) in contrast, a woman, portrayed in an-mei‟s mother, is expected to show fidelity in a marriage because she can only marry once in a lifetime. the eternal fidelity from a woman is an obligation as a virtuous woman. even after the death of husband, a woman should be loyal or faithful to remain a widow as quoted by rainey (2010: 170) from confucianism that a woman should be “faithful to one‟s husband during marriage; and remaining loyal to his memory and not remarrying after his death”. in afghanistan, the evidence that women are just men‟s property clearly appears in the kite runner. as the class conflict arises between pashtuns and hazaras, women from hazara ethnicity are sold by pashtuns for money because they think that hazara women are just properties which deserve to be treated as trade commodity. in afghanistan, the two ethnics are in conflict for dominating power. pashtuns are the superior class, whereas hazaras are the inferior. the practice of human trafficking is clearly against the human rights in which no human beings are objects for trade. it shows how men equipped with power and protected by patriarchy subordinate women in afghanistan. “the book said that my people had killed the hazaras, driven them from their lands, burned their homes, and sold their women.” (hosseini, 2003: 9) in familial context, there is only one female character in the kite runner who is treated as a property. sanaubar is described as a cheap woman who intentionally loses her dignity to sleep with different men. men use her body for pleasure is the manifestation of the female inferiority as property. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 12 to save the family‟s dignity, her uncle forces her to marry ali in an arranged marriage in which she loses her rights and opportunities to make decisions for her life because they must be submissive to men. once a man makes a decision, she has no choice to reject it. in other words, she loses her freedom and must submit herself to the power and authority of men. when women believe that they belong to men, they become powerless in everything. 2. women must be obedient chinese traditional gender roles expect women to be totally obedient or submissive. female submissiveness means to give or submit her life to the dominance of her husband. “women are expected to have an infinite capacity for sacrifice in their role as mothers and to be submissive to the demands of the men in their family” (lindsey, 2016: 258). it illustrates that women should devote her life to men for good or until death because there is no limit for female submissiveness in family. consequently, they must totally depend on the male dominance that always places them as a subordinate class in the society. as a feminine novel, the joy luck club is filled with female characters attached to obedience. it appears clearly in the four chinese families between mother-daughter and husband-wife. confucianism has set out how both mother-daughter and husband-wife relationship should run in relation with obedience. despite the good purpose of confucianism aimed at reforming the morality, it also brings enormous side effects to the society. lindsey (2016: 172) asserts, “the traditional chinese family was based on confucian principles, with complete authority to males”. confucianism is said to walk hand in hand with patriarchy to maintain female subordination. the practice of obedience is not only seen in a woman who should be obedient to her man, but also in a daughter who should obey her mother since female hierarchy is also available in chinese society as lindsey (2016: 173) claims that “a female hierarchy also existed”. in sequence of order, a chinese woman should be obedient to her mother, her older sister, and her mother-in-law when she gets married. similarly, afghan men also have responsibilities as a leader which is usually accompanied by another role as to make decisions for the members under his leadership. in familial context, a father or a husband functions himself as the leader for his wife and children. baba and general taheri are the two men described as the leaders of family with strong power and control over the members of the family. patriarchal system that positions men higher than women expects an afghan man to be a leader. simply lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 13 saying, leadership must be on man‟s hands in governmental area, society, or even in a smaller scope, such as family. 3. women are in a weak position in the family through the joy luck club, amy tan tries to convey a patriarchal message that women have a weak position in the family. it is absolutely a stereotype to make women believe that they need to be submissive to their fate. they must surrender to their destiny. as opposed to men as the dominant class, women are also forced to receive their fate as the subordinate class so that they become weak and cannot have control over their own lives. they cannot do anything to prevent and stop men from oppressing them. they cannot turn down or run away from men‟s decisions. in short, they must accept anything as a fate. patriarchy has succeeded to create an opinion that women are powerless so that men can use their power to preserve their dominance. afghan people deeply apply patriarchy supported by islam which tells a man to be a protector. they believe that men are born to protect women as stated in the holy qur’an, in surah an-nisa: 34. according to the ayah (verse), men must play their roles as the guardians of women. the meaning of the word „to guard‟ is to protect. since every word in the holy qur‟an is the sayings of allah, afghan muslims believe that allah has instructed men to provide protection for others, especially women and children. to support the duty as the protector, men are expected to be physically strong and brave. those two characteristics unite to assist men to do their role as the protector. most people assume that there is a cause-effect relationship between strong physical appearance and the men‟s role as to provide protection. strong physical appearance is a male gender role assigned to men. big body and height are usually used as the measurement to describe the strength of men even though this assumption is not always right. the strong physical gift from god to most men is accompanied by the great responsibilities on their shoulders. one of them is that men must be able to give protection. therefore, people in afghanistan also expect men to be able to protect women who are believed to possess weakness in physical appearance so that they deserve to receive protection from men with their strength. 4. women do household chores before industrialization, in most countries, including china, women are ascribed to their role as homemakers because the opportunities for them lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 14 to work outside home are still unavailable. in this context, they are fully responsible for doing household chores to provide full services for the family. “confucianism favored the labor division between male and female in the household: a husband was in charge of external responsibilities while a wife was responsible for internal matters, …” (yao, 2000: 184). like in other patriarchal countries, chinese people distinguish the roles of a husband and a wife. men work outside home for money, whereas women stay at home doing unpaid domestic works. it is what we call division of labor. afghan people apply a traditional division of labor in which men should be responsible for fulfilling any family needs from the money they earn by working outside home, whereas women only manage the necessities using the money from their husbands. the division of labor in the family context clearly separates the roles of a husband and wife. however, both have responsibility to function their roles to maintain the continuity of the family dealing with economic necessities. afghan men are expected to be the breadwinners to produce money outside home. as the breadwinners, they work outside to earn money for the family. in contrast, women living under patriarchy should not work outside home because it is not appropriate for women to go outside home without their husbands. in consequence, men receive more benefits from that role. 5. women should produce children women, by nature, have three reproductive roles as to conceive a baby, give birth, and care for children in family because god has provided them with reproductive organs to support the duties. the problem is that chinese men relate those roles to the traditional gender role that expects women to produce children. the traditional gender role that is related to the female reproductive roles is likely to be the most unfair because each wife is obliged to conceive a baby. logically, some unfortunate women might be diagnosed with reproductive medical problems that cause them to be sterile or barren. the existence of a child in a family is a true happiness. afghan men share a belief that children are the manifestation of a successful marriage as mentioned in the qur‟an surah an-nahl ayah 72 that one of the purposes of marriage is to have children for continuing the quality generation to worship allah. “and allah has given you spouses from your kind, and has granted you through your spouses, sons and grandsons, and has provided you wholesome things as sustenance. (after knowing all this), do they still believe in falsehood and deny allah's bounty” ("towards understanding the quran," n.d.) lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 15 ideally, women are supposed to get pregnant and produce children. unlike confucianism, islam does not specifically mention about a son or a girl for the preference. however, afghanistan is a patriarchal and patrilineal country in which men are the superior. in fact, soraya does not experience women‟s fate as to get pregnant after the first years of their marriage. they visit a doctor to make sure that they can have a child. yet, the series of test prove that they have unexpected infertility. then, they follow in-vitro fertilization program in which. the result is still unsatisfying. the doctor suggests them to adopt a baby. however, general taheri refuses the idea. he says that it is inappropriate for afghan family to have a child not from their own blood. blood is a powerful thing, bachem, and when you adopt, you don‟t know whose blood you‟re bringing into your house. (hosseini, 2003: 187) 6. women as men’s dignity confucianism has set out the rights for women dealing with marriage. similar with other confucian‟s teachings about loyalty, women‟s fidelity to husband is still among the top priority for women to possess in familial relationship because loyalty is a part of family‟s dignity. “the highest virtues for women were loyalty and chastity. chastity meant being a virgin before marriage; being faithful to one‟ s husband during marriage; and remaining loyal to his memory and not remarrying after his death” (rainey, 2010: 170). once a woman marries a man, she will be engaged to her husband for the rest of her life. it means that chinese traditional gender roles related to marriage expect women to possess more fidelity than men. most people believe that fidelity or faithfulness is very significant to build a harmonious and everlasting marriage. the gender inequality existing in china makes women suffered because women must give eternal faithfulness, whereas, fidelity in men is unquestioned. according to chinese old traditions, a woman can only marry one man, whereas a man can marry several women simultaneously to practice polygamy. marrying another man will disgrace and dishonor the family‟s dignity and reputation even after the husband has died. in short, women are expected to be faithful to her husband for the rest of their lives. whilst, afghan men believe that nang and namoos is the top priority that must be well-protected. in afghan culture, breaking nang and namoos that may represent men‟s dignity may result in shame. if the family‟s honor ruins, the whole members of the family will receive the negative impacts so that a man as a leader will strongly protect them for the sake of family‟s reputation. for instance, wearing burqa is aimed at keeping a woman‟s body lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 16 from men‟s eyes. when the body is exposed to other men, except her own husband, she brings shame not only to her husband, but also to her family as a whole. shift from traditional to modern gender roles in the joy luck club and the kite runner this study finds similarities between chinese and afghan traditional gender roles portrayed in the joy luck club and the kite runner merely because china and afghanistan apply patriarchal system in the society. in both novels, men are the upper class, whereas women are perceived as the lower class. the unfair treatment conducted by men triggers female awareness which finally leads to the shift in gender roles as supported by the findings revealing that gender roles found in both novels shift from traditional to modern. among six chinese traditional gender roles portrayed in the joy luck club, four of them experience changes which can be seen in the life of female characters. in addition, the shift in gender roles can also be seen in the kite runner which provides evidences that afghanistan traditional gender roles shift to modern. among six afghanistan traditional gender roles portrayed in the kite runner, three of them experience changes. living in the united states makes chinese and afghan immigrants open their minds that the female traditional gender roles practiced in china and afghanistan bring disadvantages to women‟s development so that actions should be made to change them. table 3 below summarizes the shift from traditional to modern gender roles in both novels. it contains four traditional gender roles which shift to modern gender roles due to some influencing factors which are also discussed in this section. since gender role is subject to change, this study reveals that the traditional gender roles in both china and afghanistan depicted previously do not experience total changes because the strong patriarchy and the level of piety to a religion and philosophy still exist as the obstructing factors for the shift. however, those changes are significant because women are getting closer gradually to gender equality. they are shifting from traditional to modern gender roles due to several factors. education, occupation, and economy are the three contributing factors that support the shift in gender roles. those three factors are correlated to one another. the increasing level of female education brings women more opportunities to get occupation, thus economic improvement. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 17 in china, patriarchy supported by confucianism perceives women as the lower class. this basic idea results in gender inequality as seen in the findings that women are seen as property or commodity; women should be obedient; women have a weak position in the family; women do household chores; women should produce children with son preference; and women should maintain the family dignity. all those gender roles violate women‟s rights to develop themselves and determine their own fate. in afghanistan, the taliban through islamization tries to preserve patriarchy by keeping women as the lower class. afghan societies, especially the men make use of some verses in the holy qur‟an to preserve the inferior position of women. this gender stereotype maintains gender inequality as seen in the findings that men possess women as property; women should be obedient; women have a weak position in the family; women do household chores; women should produce children; and women are the symbol of dignity. those traditional gender roles certainly obstruct women to reach independence and freedom. the chinese and afghan traditions illustrating that women as properties are arranged marriage and polygamy. in chinese arranged marriage, a woman cannot choose the man she loves because her parents have decided the man with whom she should marry. a woman must obey her parents as told by confucius. in afghanistan, the writer cannot find the basic reason why arranged marriage becomes a tradition. meanwhile, the practice of polygamy done by chinese men does not belong to confucianism. men conduct polygamy simply because they perceive women are inferior so that they treat them as they like. when a man wants to marry another woman, he does not need any permission from his wife because a woman should be obedient to her husband. confucianism makes chinese women submissive to her husband. meanwhile, afghan men follow the prophet muhammad who conducted polygamy to protect and maintain women‟s dignity. in the holy qur‟an, surah an-nisa’ ayah 3 implies that the practice of polygamy must be conducted based on justice or fairness. thus, polygamy is only allowed when a man is able to fulfill the rights of all his wives in a fair manner. nowadays, arranged marriage is decreasing because women are now aware of their status as equal as men. polygamy also declines since women also demand men to be faithful to one wife. gender equality in both china and afghanistan has increased even though women still need to do more efforts to make it equal. chinese government also produces law to restrict the unfair practices of marriage to ensure that their women reach gender equality. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 18 in modern era, chinese and afghan immigrants in the united states realize that the traditional gender roles assigned for women are not fair because they are the agents of gender inequality. various factors give contributions to the shift in female gender roles are education, occupation, and economy. those three factors influence the shift in gender roles from traditional to modern. the three factors work in collaboration to enable women to play the roles equally as men do. in the united states, female chinese and afghan immigrants have their rights to have education as equally the same as men. women‟s education has opened their opportunity to be equal with men. given the opportunity, men and women have the same level of education. in ancient times in china, women are inferior because patriarchy does not let them to be educated. in modern era, women are well-educated. in the joy luck club, the four chinese mothers are away from education, whereas their american-born daughters receive education in the united states. in the kite runner, afghan women immigrating to the united states also receive education. in short, the united states of america provides the same opportunities for men and women to receive education. backboned by education, women‟s empowerment in the united states increases so that job opportunity is also widely open for the immigrants. women are no longer jobless because education has developed their knowledge and skills to do jobs outside home. they are not assigned to domestic chores anymore for their ignorance because they can sell their knowledge and skills to work outside home and receive payment. in short, women can also play the role as the breadwinner to support their husbands in fulfilling the family needs. the financial condition in chinese and afghan immigrant families has improved when the involvement of the women in sharing responsibility to support the financial needs increases. consequently, women‟s dependence to men also decreases. when independence increases, women have bargaining power to release them from traditional gender roles assigned to females. women, represented by the chinese daughters and general taheri‟s wife and daughter living in america, are not seen as property anymore because they choose not only to stay at home anymore. they do job outside home and earn money so that they have more chances to do what they want without any interference from anybody. they may disobey their mothers and their husbands for any inconveniences and inappropriateness they experience. moreover, instead of being passive, they may take initiatives to start doing necessary actions when the condition is not good and appropriate for them. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 19 shift in male gender roles also happens to some male characters in the kite runner, especially in amir during his adulthood. in childhood, he is told to be a boy with low masculinities. he used to be under protection from his best friend, hassan. he used to be a coward when he is faced with disturbance from his friends. the worst is when he does not try to prevent hassan from being raped homosexually. finally, the shift in gender roles in amir happens when he reaches his adulthood in the united states. the evidences support the changes in his life. he flies back to pakistan and his homeland to save hassan‟s son, named sohrab from the taliban. it is a manifestation of the change from being protected to being a protector. the protection is triggered by the mistakes he did to hassan in his childhood. the second shift in gender roles is shown by the emergence of his bravery. without bravery, it is impossible for someone to be able to give protection because he becomes brave to take risks and dangers in saving his nephew from the taliban. the shift in amir‟s gender roles is also triggered by his effort to stay in „act like a man‟ box that ascribes males to masculine traits and behaviors. in his childhood, his father assumed that he has low masculinities for being unable to protect himself and others and being a coward. his inability to be protective and brave result in a big mistake that haunts him for the rest of his life until he finds a way to find redemption. born as a male assigned to be protective, he finally realizes that he should be able to provide protection for sohrab. general taheri also experiences the shift in gender role dealing with occupational status. as an afghan man, he is assigned to be the breadwinner. in the united states, he chooses not to work to finance his family. he remains jobless to save his nang and namoos or dignity. to him, doing a low-level job will only degrade his status as a respectful man. to afghan men, dignity means a lot. it is the top priority because losing dignity means to lose everything. conclusion this study reveals the traditional gender roles in china and afghanistan as well as the shift from traditional gender roles to modern ones which happen to some characters in the joy luck club and the kite runner. the traditional gender roles in both countries are constructed to dominate and maintain power. therefore, conflict theory is used to describe why men and women should be different in relation with gender. according to the conflict theory, power dominated by men is the basic reason why women should be subordinated. furthermore, gender differences between men and women in both china and afghanistan, manifested in traditional lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 20 gender roles, have a strong relationship with patriarchy and religions. besides patriarchy, chinese traditional gender roles are also influenced by confucianism which enriches the explanation about the construction of gender roles in china, whereas afghan people who also live under patriarchal system also believe that islam also gives great contribution to different gender roles assigned to men and women. in relation with the first research question, this study finds out that the joy luck club describes chinese female traditional gender roles which are attached to nearly all female characters since this novel is a feminine novel. however, minor male characters are also involved to describe male traditional gender roles as opposed to the female ones. the writer finds two factors that bring influences to the construction of traditional gender roles in china: patriarchy and confucianism. those two factors support men‟s domination over women by creating masculinities and femininities which give advantages to men. in relation with the second research question, the study finds out that the kite runner perceived as a masculine novel depicts afghan traditional gender roles which are attached to nearly all male characters. the author only uses several minor female characters assigned to traditional gender roles to give better understanding about the differences between traditional gender roles for men and women in that country. most traditional gender roles found in afghanistan depicted in this novel are constructed based on patriarchy and islamic teachings which are followed by most afghan people. patriarchy plays its roles to the construction of gender roles in afghanistan. besides, islamic teachings, especially surah annisa’ ayah 34 and an-nahl ayah 72, affect how patriarchal society uses them to create misperception about gender roles among afghan people. dealing with the third research question, the writer finds some evidences that relate to the shift in gender roles in both novels. because of the increase of female awareness about gender equality resulted from the rise of feminist movement to increase the opportunities for both education and occupation, and to achieve economic or financial improvement in the family, some gender roles experience the shift from traditional to nontraditional or modern. backboned by the need to improve the economic condition in the family, some female characters in both novels pursue education and get occupation. those three factors give a significant contribution to women‟s improvement in the society as shown by the evidences that traditional gender roles are shifting. among six chinese traditional gender roles, four of them are shifting to modern ones. meanwhile, among six afghan traditional gender roles, four are shifting to modern. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the shift in gender roles in amy tan’s the joy luck club and khaled hosseini’s the kite runner mujad didien afandi doi: https://doi.org/10.26714/lensa.8.1.2018.1-21 21 references baron, b., & kotthoff, h. 2001. gender in interaction: perspectives on femininity and masculinity in ethnography and discourse. amsterdam: john benjamins publishing company. beynon, j. 2002. masculinities and culture. buckingham: open university press. breines, i., connell, r., & eide, i. 2000. male roles, masculinities and violence: a culture of peace perspective. paris: unesco publishing. brown, h. a. 2012. marx on gender and the family : a critical study. leiden: koninklijke brill nv. buscher, d. 2005. masculinities: male roles and male involvement in the promotion of gender equality a resource packet the united states of america debiaggi, s. d. d. 2002. changing gender roles: brazilian immigrant families in the u.s. new york lfb scholarly publishing llc. helgeson, v. s. 2012. the psychology of gender: fourth edition. boston: pearson education inc. hosseini, k. 2003. the kite runner. new york: the berkley publishing group hussey, m. 2003. masculinities: interdisciplinary readings. new jersey: pearson education, inc. knapp, j., muller, b., & quiros, a. 2009. women, men, and the changing role of gender in immigration. institute for latino studies: university of notre dame 3(3). lindsey, l. l. 2016. gender roles: a sociological perspective (6th ed.). new york: routledge. lorber, j. 2010. gender inequality: feminist theories and politics fourth edition. oxford: university press. maddock, s. 1999. challenging women: gender, culture, and organization. london: sage publications ltd. . rainey, l. d. 2010. confucius and confucianism: the essentials. west sussex: blackwell publishing reinisch, j. m., rosenblum, l. a., & sanders, s. a. 1987. masculinity/femininity: basic perspectives. new york: oxford university press. tan, a. 1989. the joy luck club. new york: ivy books. towards understanding the quran. (n.d.) retrieved 11 august, 2016, from http://www.islamicstudies.info/tafheem.php?sura=16&verse=71 tyson, l. 2006. critical theory today: a user-friendly guide (second ed.). new york: routledge. yao, x. 2000. an introduction to confucianism. new york: cambridge university press. http://www.islamicstudies.info/tafheem.php?sura=16&verse=71 microsoft word 99be-99cc-7925-cab4 teaching speaking in large multilevel class -sukojo fakultas bahasa dan budaya asing universitas muhammadiyah semarang (unimus) sukojoedu1@gmail.com abstract makalah ini membahas tentang bagaimana mengajar speaking di kelas multilevel besar. sebelum membahas tentang prinsip-prinsip kelas multilevel besar, pembahasan diawali dari keuntungan-keuntungan dan tantangan-tantangan yang dihadapi oleh para dosen/guru dalam mengajar kelas multilevel besar. hal ini akan memberikan persepsi yang seimbang tentang pembelajaran di kelas multilevel besar. selanjutnya akan dibahas tentang prinsipprinsip menangani kelas multilevel besar yang berhubungan dengan peran dosen/guru dan prinsip-prinsip yang harus diterapkan. beberapa kegiatan yang cocok untuk pengajaran kelas komunikatif disajikan sebagai alternatif untuk dikembangkan lebih lanjut oleh para dosen/guru. kata kunci: kelas multilevel besar, pengajaran speaking, aktivitas speaking. i. introduction there are many very different notions of what constitutes a large multilevel class. though students are carefully graded into several level of proficiency, there is a great difference between the students who talk fluently but innaccurately, and those who read and write well yet cannot manage to produce a single coherent spoken sentence. h, douglas brown in his teaching by principle writes about the possibilities of classes that have 600 students, but notes that while such a number is unusual, classes of sixty to seventy-five students are not so exceptional around the globe. in this paper i will define large classes as classes of thirty or more students in adult or tertiary settings and multilevel classes as the kind of classes that have been arranged by age group with no thought to language ability. these are classes in which students very considerably in their language and literacy skills and are in need of a great deal of personal attention and encouragement to make progress. coping with speaking classes of thirty or more student with varying levels of ability and motivation is many teachers night-mare. we are given classes made up whichever student come along with no attention paid to their ability level in english in general, let alone a single area such as speaking . large numbers of students in crowded rooms, combined with limited time per lesson means that we pressured from all sides to get through the curriculum as efficiently as possible. yhe question which remains, through, seems to be “what are we trying to achieve and how can we best achieve it?” to enable our students to pass the final exams, we must make sure that they have the reading and structure skills set out in the textbooks which are set by the goverment. so, most 92 of our time is spent going through the books but we often tend to overlook or be less concerned about the students ability to really use what they are learning in real communication. now, you must say “we do encourage our students to speak.” but, if this is so, why is it that a large number of high school graduates cannot use their english in active communication but rather, tend quickly forget what they’ve spent six years studying? based on the above reasons, teachers need to consider the way of teaching and the activitites which can be used in teaching speaking,. in this paper, i will discuss the benefits and challenges of large multilevel class, the principle of coping in large multilevel class and the acitivities which are suited to communicative class work. ii. benefits and challenges of large multilevel class the benefits although teaching in the large class is far from easy, there are certain advantages that we should be aware of: 1. there are always enough students for interaction. the presence of a large number of students made the class infinitely more multileveled, increased the interest, energy level and linguistic output of the entire group. 2. we get rich variety of human resources. in a large multilevel class, there are a great many opinions, a great many points of reference, perhaps many cultural backgrounds, many tempraments, many world-views and values, many different experiences and many styles of learning. this wealth of dissimilarity can be used to our advantage in creating interesting, varied, meaningful and student-centered lessons. 3. the teacher is not the only pedagogue. since there are so many levels of language ability, it is only natural that the more able studentsquickly assume the role of teacherassistans. in such classes, students can learn as much from one another as they learn from the teacher. cooperation works better that competition in the large class. 4. we are never bored. since we must constantly be aware pf many simultaneous activities and processes as well as variety of incoming stimuli, working with large multilevel classes provides us with a steady challenge. it summons the best and the most effective aspects of both our intellectual and emotional natures. 5. professional development occurs naturally. although experience in any classroom helps us to develop our technique, work in the large multilevel class truly forces us to invent and develop new ways of organizing material. these are the classses that compel us to find better ways of setting. the challenges once we have learned to cope in the large class, we are pleased with the challenges such an environment offers. nevertheless, the job of teaching the large class also presents us with a great many obstacles. 1. we often feel out of control. as the class is so large, we often feel that we have lost authority. classroom management becomes a formidable obstacles that must be overcome before we can even begin to think about real teaching. the key to overcome this is the organization as a good organization helps to promote good control. 2. we sometimes feel trrapped in the problems of management. becaues the classes are so large, avariety of managerial tasks is demanded of us. how do we make class 93 management smooth and invisible? a few techniques and workable routine can help us out. 3. it is difficult to provide for individual learning styles. allowing each of our students to find his/her preffered and unique way and pace of learning is necessary. the principles of ‘collaboration’, ‘personalization’, ‘individualization’ and that of enlarging circle all point toward allowing students a sense of self in the large class. 4. activating the quiet student is difficult. we often feel discouraged when only a few students participate and we cannot manage activating a great many others, who look and act bored. how can we find ways to keep those who over-participate calmer and more interested in what their fellow students have to contribute? can we organize group work and pair works in such a way that our students have the best possibility for speaking out, practicing language, getting attention and experiencing immediate feedback? the principles of ‘open endedness’, ‘interest’ and ‘variety’ are fundamental to students engagement. iii. principles of coping in large multilevel classes if helping our students to become effective verbal communicators in english is to be one of goals, we need to discover what it is that will allow us to achieve both this and theother aims of reading and structure ability in the time available in class. so, let us take a brief look, first all, at the role of the teacher in the english classroom. as pointed out by paulston (1984), there are several areas which we may consider when talking about what a good teacher can do to maximize the learning which take place in the class. the following points are basic thoughts in the theory of effective teaching practices: 1. classroom management the teacher must effectively manage the materials, available time and space and the students so that learning may occur. 2. clarity of instruction the teacher must make clear to the students what task and exercises are set and how the students will be able to accomplish these tasks. important teacher activities are to complain, outline, summarixe and review. 3. maximizing student work time the teacher must give instructions and explanations briefly and concisely to allow most of the class time for the students to be involved in completing as signed tasks. 4. what is success? teacher must make sure that the students know what they are aiming for so that they know when they have been succesful or at least what they have to do to achieve success. hess (2001) suggested some practical principles for coping in the large multilevel classes. there are of coping, as well as functional principles and strategies that can turn a struggle into a challeging trial. 1. variety variety is important in all teaching. a variety of activities and techniques is important in all learning situations but particularly relevant in the large multilevel class because varieties of tasks can accomodate different level in our class. 2. pace – correct pacing means that we should handle each activity and phase of activity at the tempo and momentum suitable to it. this particularly important in the large multilevel class because without correct pacing, we can lose control and make our students either bored or frustrated and in large multilevel class such students become troublemakers and distract even the most fastidious and most motivated. 3. interestin large class, interest is praticularly important because as soon as a group of students lose interest, they are likely to either cause trouble or create the kind of distraction that will focus on them rather than on the lesson. 94 4. collaborationcollaboration means working together and cooperating. collaboration is good teaching in all classes: through collaborative learning, students participate more, they learn how to compromise, they negotiate meaning, and they become better risktakers and more efficient self monitors and self evaluators. in a large multilevel class collaboration is a must as teacher simply cannot be everywhere at the same time, and cannot service the immediate needs of all students. 5. individualizationindividualizing student work help us to deal with the problem of finding the person in the crowd. it also help to keep everyone challenged, interested, and occupied with tasks that are neither too difficult or too easy. 6. personalizationit is important that students feel they are related to as individuals and are not simply numbers on a list. in large classes, it is important to provide opportunities in which students may share opinions, relate to their own future plans, explore their ideas on important issues, take stands on controversial topics and apply special knowledge to current concerns. 7. choice and open-endednessopen-ended exercises allow students many possibilities for choosing appropriate language items and gearing the exercise to their own level of competence. 8. setting up routinesin the large class, where so many personalities interact and so much human energy is expended; both teacher and students need the comfort and stability of established routines. the class operates much more smoothly if early in the term certain conventions are established. 9. enlarging the circle we want to involve as many students as possible and we are worry if only a few students participate. there are several ways in which we can enlarge the circle of active attention in our classes. 10. question the kind of questioning we usein the large multilevel class it is important to ask the kinds of quuestions that arouse interest and create maximum student involvement. iv. activities suitable to communicate class work the next point to discuss is what activities teachers can use in conjunction with the set texts to improve the speaking performance of the students. to this end, many educators these days are advocating the use of what is known as the communicative approach. this approach, as defined by littlewood (1985), sets out with the aim of giving the learners the abillity to use the target language to communicate. he describes these activitites as”.... those where learners are engaged in a meaning-focused activity... “and “...using the language.. “which they have been taught earlier for some other purpose rather than just merely handling it. jurie (1989) takes this idea and also goes on to point that not only should both the students and the teacher be involved in activities which emphasis natural communications, but they should also use the target language as a means of communication in the day-to-day working of the class. thus, the value of communicative activities, then, is that they focus on students’ attention on things other than language and cause conditions in which the targetted forms already taught are applied in a non-deliberate way. a most necessary part of communicative activities is that there will be many people talking at the same time as is usually involves the students working in pairs or small groups. in a large class this can lead to a higher noise level than usual but can still be controlled by the teacher. underwood (1987) suggests that, for younger learners, the teacher may need to explain the purpose of asking them to work in pairs or small groups, expecially if they have not been accustomed to this style of activity before. not only this, but she also recommends firmness in 95 dealing with noisy or troublesome students at least on the first few occasions in order to maintain control. students can be corrected as the teacher is circulating among the groups, monitoring the work in progress. of course, by reading just a few books, you can find hundreds of ideas for the actual activities which are suired to communicative class work but here are a few popular ideas which you may adapt for you own purposes and students: a. strips stories-short texts should be divided into sentences, distributed to the members of a group (5>10 students is ideal) for them to memorize then work together to put the sentences into their correct order. b. picture differences – pairs of students have pictures which are similar except for a number of differences which they must identify by discussing their pictures without showing each other. c. twenty questions – one member of each small group should think of an object, occupation, personality or something similar for the others to discover through a limited or unlimited number of yes/no questions. d. following directions – one student should see a complete picture or construction and direct his/her partner/s to produce an identical picture or construction. e. problem solving – groups of students are provided with the outline of a problem to discuss with the aim of choosing and justifying a course of action. f. find you partner – pairs (or more) of picture or word cards should be distributed to the students with instructions to find a partner with the same card by asking questions, not by showing the cards to each other. g. missing information – pairs of students have tables of information which are incomplete and, to complete their own tables, they must exchange information with their partner. h. pooling information – as above, students must exchange information to get the complete picture of a situation before solving a related problem. v. closing from these few suggestions and reminders, it should be evident to everyone that despite the possible difficulties associated with large numbers of students in speaking classes, through the use of pair work and group work, we teachers can cope. moreover, communicative activitites really do lend themselves to this type of situation and, in so doing, increase the active learning time of the students, allowing them to get the maximum amount of practice during the lesson. finnaly, one point which should not be overlooked in any discussion about the use of communicative activities is the fact that they are enjoyable and the fun aspects can motivate the students to pariticipate to their fullest. so, try out some of these ideas and pleasant teaching 96 references brown, h.d. (1994) teaching by principle: an interractive approach to language pedagogy, prentice hall regents hess, n (2001) teaching large multilevel classes. cambridge: cambride university press. june, s. (1989). “communicative teaching”. english teaching forum april vol.27/2;48-50. littlewood, w.(1981) .”communicative teaching”. cambridge: cambridge university press. paulston,c.b.(1985).communicative competence and language teaching; second thoughts”. in bikram, k.(ed). communicative language teaching, singapore: sip. underwood, m (1987), effective class management. london: longman. 97 struktur iklan dalam bahasa indonesia* oleh: drs. suharyo, m.hum.** fitri, s.s.*** abstract language usage in "kecik" ad in "suara merdeka" was almost overlook that it actually (read: "kecik" ad) is one of the literary phenomenon that is not less interesting than the other literary phenomenon. if during this time can be said to escape from the attention perhaps because it is a small "kecik" thing, but if further researched it is quite interesting. first, for example in terms of morphology it is found the structure of contraction, perpetuation of consonants and vowels, like "jl (jual or jalan), ist (istimewa), bu (butuh uang), cpt (cepat), ps (power steering)". second, from the aspect of syntactic the structure of "kecik" ad is characterized by perpetuation of a form of the phrase, as well as the utilization of various forms of active and passive sentences, etc. third, from the aspect of lexicon in "kecik" ad is turned out to be structured in indonesian, english, javanese, and betawi language, for example, in the ad is found some javanese words like "maknyus, anyar, cespleng"; in indonesian with betawi dialect like "doang"; and in english like "ps (power steering)". key words: structure, ad, "kecik" pendahuluan latar belakang klan merupakan bentuk kegiatan komunikasi nonpersonal yang disampaikan lewat media untuk menyampaikan pesan yang bersifat membujuk (persuasif) kepada konsumen oleh perusahaan, lembaga nonkomersial, maupun pribadi yang berkepentingan (dunn dan burban dalam widyatama, 2007: 15). iklan akan menjadi efektif apabila pesan yang disampaikan mampu memberikan dampak tertentu atau reaksi pada khalayak sesuai dengan yang dikehendaki oleh komunikator. oleh karena itu, kata-kata dalam bahasa iklan bersifat persuasif, informatif, dan mempunyai * dibiayai oleh dana dipa fib undip semarang ta 2011 ** penulis adalah staf pengajar di jurusan bahasa indonesia fib undip semarang *** penulis adalah staf pengajar di jurusan bahasa indonesia fib undip semarang i daya tarik tinggi. tidak terkecuali iklan baris yang terdapat di harian suara merdeka. pesan iklan baris kerap kali ditulis dalam bentuk singkatan. pemakaian angka-angka serta tanda baca juga digunakan dalam penyampaian informasi pada iklan baris. seperti pada contoh berikut: great’ 93 asli h pnjg, ac,tp,pw,ps vr.17 bdy mls istw (bs krdt). hub: 70339575 selain pemakaian singkatan, iklan baris juga banyak menggunakan bentuk istilah yang sudah dikenal dalam bahasa sehari-hari. seperti pada contoh di atas terdapat istilah bdy mls (body mulus), istimewa, terawat, seksi. wujud pemakaian bahasa pada iklan baris juga sengaja dikreasikan oleh pengiklan agar iklan lebih efektif dan hemat dalam pembiayaannya. wujud kreasi iklan yang berulang dan relatif tetap pada akhirnya membentuk struktur iklan. lalu, pertanyaannya adalah bagiamanakah struktur iklan kecik? tulisan ini mencoba mengungkapnya. 1.2 permasalahan tulisan ini akan mencoba mengungkap struktur iklan baris di harian suara merdeka dari aspek morfologi, sintaksis, dan leksikonnya. 1.3. metodologi penelitian 1.3.1. tahap penyediaan data pada tahap penyediaan data digunakan metode simak dan teknik catat sebagaimana disarankan sudaryanto (1993: 5 – 7) terhadap iklan kecik suara merdeka yang diambil seacara acak dengan pertimbangan bahwa waktu atau tanggal penerbitan tidak berpengaruh secara signifikan terhadap perbedaan konten iklan. selanjutnya, data tersebut dicatat dalam kartu-kartu data sekaligus dilakukan klasifikasi untuk mengetahui struktur iklan dari aspek morfologi, sintaksis, dan leksikonnya. 1.3.2 tahap analisis data pada tahap ini, penulis mendeskripsikan strktur iklan kecik dari aspek morfologi, sintaksis, leksikon. 1.3.3 tahap penyajian hasil analisis hasil analisis data disusun dan disajikan secara deskriptif tentang struktur iklan kecik dari aspek morfologi, sintaksisi, dan leksikonnya. 2. kerangka teori istilah kode dimaksudkan untuk menyebutkan salah satu varian di dalam hierarkhi kebahasaan. kode dapat didefinisikan sebagai suatu sistem tutur yang penerapan unsur bahasanya mempunyai ciri khas sesuai dengan latar belakang penutur, relasi penutur dengan lawan bicara dan situasi tutur yang ada. kode biasanya berbentuk varian bahasa yang secara nyata dipakai berkomunikasi suatu anggota masyarakat bahasa (poedjosoedarmo, 1978: 30). jadi, kode berbentuk varian-varian bahasa yang secara nyata dipakai dalam berkomunikasi dan berinteraksi antara orang yang satu dengan orang yang lain. kode yang berupa variasi yang ada dalam iklan dapat dipandang dari segi fonologi, morfologi, dan sintaksis. variasi yang berupa bentuk linguistik tersebut bukan tanpa pola, tetapi membentuk struktur yang khas. kekhasan struktur tersebut dapat terjadi pada aspek fonologi, morfologi, dan sintaksis. kekhasan pola-pola bentuk linguistic yang ada pada iklan tersebut akhirnya membentuk struktur yang dapat dikenali dari ketiga aspek tersebut. struktur iklan dengan demikian dapat berupa struktur fonologis, morfologis, dan sintaksis yang khas. kekhasan struktur iklan dalam ketiga aspek itulah yang akan diuraiakan di dalam makalah ini. iklan menurut asal katanya berasal dari bahasa arab yaitu i’lan kemudian diadopsi ke dalam bahasa indonesia untuk menyebut istilah advertensi/advertising (widyatama, 2007: 14). kata advertising sendiri berasal dari bahasa latin ad-vere yang berarti menyampaikan pikiran dan gagasan kepada pihak lain (keppler dalam mulyana, 2005: 63). dalam kamus besar bahasa indonesia (2003: 421) iklan didefinisikan sebagai; (1) berita pesanan untuk mendorong, membujuk khalayak ramai agar tertarik pada barang dan jasa yang ditawarkan; (2) pemberitahuan kepada khalayak mengenai barang atau jasa yang dijual, di media massa (seperti surat kabar dan majalah) atau di tempat umum. bahasa dalam iklan sebagai penyampaian ide, pesan, dan maksud atau informasi dari pengiklan dalam rangka menarik dan meraih simpati pembaca harus menggunakan ragam bahasa kreatif. iklan merupakan sebuah bentuk komunikasi yang khas, karena kekhasan tersebut yang membedakan iklan dari bentuk komunikasi wacana tulis atau lisan yang lain. perbedaan ini terletak pada ragam bahasa, retorika penyampaian, dan daya persuasi yang diciptakan. pada iklan, bahasanya distrategikan agar berdaya persuasi, yaitu mempengaruhi masyarakat agar tertarik dan membeli. sehubungan dengan tujuan tersebut, jeffkin (dalam kasali, 1995: 9) dengan jelas mengemukakan bahwa advertising aims to persuade people to buy (iklan bertujuan untuk mempengaruhi masyarakat untuk membeli (produk)). dalam ensiklopedi nasional indonesia (1997: 28) disebutkan bermacammacam jenis iklan yaitu (1) iklan baris atau iklan mini (2) iklan blok atau iklan display, yang menyertakan gambar atau foto dan hiasan yang menarik dan biasanya berukuran besar; (3) iklan buta, yang merupakan iklan anonim karena tidak menyebukan identitas pemasangnya; (4) iklan halaman di muka (5) iklan keluarga, kelahiran, pertunangan, perkawinan, atau kematian; (6) iklan kuping, iklan yang dimuat dalam boks berukuran kecil di sebelah kiri dan kanan logo (nama) surat kabar; (7) iklan muhibah, iklan yang biasanya dimuat atau disiarkan oleh media massa dengan kerja sama orang atau lembaga, baik pemerintah atau swasta; (8) iklan pulau, yakni iklan yang dimuat “ menyendiri “ pada suatu halaman koran atau majalah dan dikelilingi berita atau tulisan; dan (9) iklan sponsor, iklan berita berupa tulisan yang sepintas tampak seperti laporan biasa, tetapi sarat dengan pesan untuk mempromosikan suatu perusahaan, produk, dan negara. jenis iklan yang akan dibahas dalam tulisan ini adalah iklan baris atau iklan kecik. dalam kbbi (2003: 421) “iklan baris” mempunyai dua makna yaitu pertama, iklan kecil (singkat) yang terdiri atas beberapa baris saja di sebuah kolom dan kedua, iklan yang dikelompokkan menurut klasifikasi tertentu dan umumnya hanya seluas satu kolom (biasanya tidak menggunakan gambar). 3. hasil dan pembahasan dalam tulisan ini, aspek-aspek kebahasaan yang dikaji dalam iklan baris meliputi aspek fonologi (penggunaan huruf, tanda baca), morfologi (meliputi abreviasi: singkatan dan akronim), aspek sintaksis (struktur), dan aspek leksikon. 3.1 pengekalan huruf 1. pengekalan satu huruf pertama pada kata dari sisi fonologi, iklan memeiliki ciri berupa pengekalan satu huruf dari suatu kata, seperti contoh berikut. (1) jual notebook 2th b’garansi mau? t. 70364362,poenyaqu.sriwijaya47a huruf t yang dikekalkan pada contoh data tersebut merupakan singkatan kata telepon karena diikuti nomor telepon (70364362). 2. pengekalan dua huruf pertama pada kata ciri khas berikut yang menjadi penanda struktur iklan kecik adalah berupa pengekalan dua huruf pertama pada kata, seperti contoh berikut: (2) hi wnt2,ygsndr yg g sndrg’ hi. co29th kan isi hri2 dgcnda2 dismsmu jdkan tmnmu,spthujodhmu:) 085640807475 data (2) pada bentuk pengekalan co merujuk pada kata cowok. hal ini dapat diketahui dari koteks dan konteksnya. 3. pengekalan tiga huruf pertama pada kata berikut merupakan pengekalan tiga huruf pertama (lam dari kata lamaran) pada kata. (3) dicari waiters u/rm, dom.majapahit lam lkp ruko gayamsari no.16 smg 4. pengekalan empat huruf pertama pada kata di bawah ini contoh data dengan bentuk singkatan berupa pengekalan empat huruf pertama (angs dari kata angsuran) pada kata. (4) szk smash um.500rb.wis komplit angs.370rb-an. hub:bobby 70168988 5. pengekalan lima huruf pertama pada kata contoh: (5) rmh t.21 full renov,lt.84m2,kebon subur i/53 pc.gading t. 70645109 (suara merdeka, 3 mei 2008) 6. pengekalan huruf pertama dan terakhir pada kata bentuk singkatan berupa pengekalan huruf pertama dan terakhir kata dapat dilihat pada contoh berikut. (6) jual tp: tnh hm ls. 500m2 dktperum green vilage 250rb/m t:70264021 bentuk singkatan dengan pengekalan huruf pertama dan terakhir pada data di atas adalah l(ua)s. 7. pengekalan huruf-huruf pertama suku kata di bawah ini contoh datanya pengekalan huruf-huruf pertama pada suku kata. (7) sari buah merah papua asli u/sgl mcm pnykt lsg tokceer,knkr,diabet paru2,jntg,aidsdll.024-6925173 aspek singkatan dengan pengekalan huruf-huruf petama suku kata pada data tersebut adalah sgl (se-ga-la). 8. pengekalan huruf pertama suku kata pertama dan huruf pertama dan suku akhir kata kedua pada kata contoh: (8) new boy mssg u/ p/w pgl/ditmpt 08588 588 0548 bth tenaga baru singkatan bth merupakan kependekan dari kata butuh 9. pengekalan semua konsonan berikut contoh data bentuk singkatan berupa pengekalan semua konsonan. (9) modesto jeans tempatnyandang mrh &modis hrgdr35rban.menorehry 100 hrg merupakan bentuk singkatan dengan pengekalan semua konsonan dari kata harga. dari hasil analisis data, bentuk pengekalan semua konsonan adalah bentuk singkatan yang paling banyak digunakan oleh pemasang iklan dalam menyampaikan pesan. 10. pengekalan semua konsonan berakhir vokal bentuk singkatan dengan mengekalkan semua konsonan berakhir vokal terdapat pada contoh data di bawah ini. (10) jual toyota rush 4.th’00. kndsi bagus. di singosari 2 no. 8 singkatan kndsi pada data adalah kependekan dari kata kondisi. 11. pengekalan dua huruf pertama dan huruf awal tiga suku contoh: (11) jual bu: rmh & tempat ush di per3aan bkt kencana raya t; 024-70327659 kata tersebut adalah singkatan ush yang merujuk pada kata usaha. 12. pengekalan dua huruf pertama dan pengekalan semua konsonan berikut ini contoh data pengekalan dua huruf pertama dan pengekalan semua konsonan. (12) stnk mtr honda h2699zl & h6123ya bgygmenemukan ada imbln 76743887 kata imbalan (im-balan)pada tuturan disingkat menjadi imbln. 13. penghilangan huruf vokal pertama yang diawali konsonan contoh no. 27 (terawat  trawat) dan 28( sedia  sdia) berikut. (13) p. royal,97 (h)tgn1, ijo,istimewa barang trawat.hub:70153656 singkatan trawat pada data adalah kependekan dari kata terawat. 14. penyingkatan kata dalam proses morfologis proses morfologis merupukan proses penambahan imbuhan baik awalan maupun akhiran pada kata dasar. kata-kata berimbuhan bisa disingkat dapat diketahui dari koteks dan konteks yang menyertainya, seperti contoh berikut. (14) menyewakan genset silent sglacara hrn/blnn,murah8448172-0818248495 berdasarkan konteks kalimat di atas, blnn merupakan kependekan dari kata bulanan. 15. penyingkatan dengan lambang bilangan dan tanda baca iklan baris juga memanfaatkan lambang-lambang bilangan dan tanda baca untuk meringkas atau menyingkat kata-kata dalam teks, contoh berikut. (15) bnr2luarbiasa! sidekick’96 h, km mdh, tglpake,71jt t:08122935968 bnr2 merupakan contoh kata reduplikasi benar-benar. berbeda dengan contoh di atas, contoh berikut angka bukan sebagai penanda reduplikasi, tetapi menunjuk pada kata yang dilambangkan dengan angka, seperti contoh berikut ini. (16) katana gx’97 hijaumetalik(g)46jt 100%ors cat.tiada2nya. t70133145 (17) citroen faf’82 antik.bs.tt,roda2 hub:puspowarnoii/7 t.70246298 tiada2nya (dibaca tiada duanya) dan roda2(roda dua) bukan tiadatiada* dan roda-roda*. selain angka, dalam iklan juga ditemukan penggunaan tanda & yang berarti dan , – yang berarti sampai, tanda / yang berarti atau, seperti contoh berikut. (18) jual bu: rmh & tempatush di per3aan bkt kencana raya t; 024-70327659 (19) honda supra fit 2003-2007,lelang paket/1an,hrg lmt 4-5 jutaan di jkt:02145865328,08881006869 16. penyingkatan pada frasa terdapat pola khusus dalam cara menyingkat frase pada iklan baris, yaitu dengan mengekalkan huruf pertama kata pertamanya diikuti dengan tanda titik. contoh berikut. (20) 24 jam t.6595316 servis/j/beli tukar/tambah: ac,kulkas,m.cuci, k.gas,p.air,tv rp.15rb garansi! data (20) terdapat tiga frase yang disingkat dalam penulisannya antara lain m. cuci, k. gas, p. air. frase-frase tersebut disingkat dengan mengekalkan kata pertamanya. m. cuci, k. gas, dan p. air adalah kependekan dari frase mesin cuci, kompor gas, dan pompa air. 17. pengekalan suku pertama atau kedua pada tiap komponen contoh: (21) ruko,tengah kota strategis murah,bbs banjir.ph:9100.606 ruko merupakan pengekalan dari ru(mah) dan (to)ko. secara luas, akronim ruko telah diketahui oleh masyarakat. 18. pengekalan berbagai huruf dan suku kata pada tiap komponen contoh: (22) kursus teknisi hp dijmn sd bisa �30hr hard/software praktek sd hp terbaru kls pagi/sore bea 1jt diangsur.bns alat.srtfkt depnaker hub:elkacom jl.hos cokroaminoto no.15 smg,t.024-3520659 akronim depnaker juga secara umum diketahui oleh masyarakat. depnaker adalah bentuk akronim baku yang mengacu pada sebuah instansi pemerintahan. depnaker adalah singkatan dari departemen tenaga kerja. secara ringkas, struktur iklan kecik dapat dirumuskan dalam tabel berikut. bentuk singkat bentuk-bentuk singkatan contoh s in gk at an pengekalan satu huruf pertama pada kata “t” (kependekan dari “telepon”) pengekalan dua huruf pertama pada kata “no” (kependekan dari “nomor”) pengekalan tiga huruf pertama pada kata “hub” (kependekan dari “hubungi”) pengekalan empat huruf pertama pada kata “pros” (kependekan dari “proses”) pengekalan lima huruf pertama pada kata “renov” (kependekan dari “renov”) pengekalan huruf pertama dan terakhir pada kata “jl” (kependekan dari “jual”) pengekalan huruf-huruf pertama suku kata “trm” (kependekan dari “terima”) pengekalan huruf pertama suku kata pertama dan huruf terakhir dan suku akhir kata kedua pada kata “bth” (kependekan dari “butuh”) pengekalan semua konsonan “krywn” (kependekan dari “karyawan”) pengekalan semua konsonan berakhir vokal “kndsi” (kependekan dari “kondisi”) pengekalan dua huruf pertama dan huruf awal suku ketiga “ors” (kependekan dari “orisinil”) pengekalan dua huruf pertama dan pengekalan semua konsonan “intrvw” (kependekan dari “interview”) penghilangan huruf vokal pertama yang diawali konsonan “sdia” (kependekan dari “sedia”) penyingkatan kata dalam proses morfologis “dbthkn” (kependekan dari “dibutuhkan”) penyingkat an dengan lambang bilangan dan tanda pengekalan bilangan dengan makna reduplikasi “imut2” (kependekan dari “imut-imut”) pengekalan bilangan dengan makna angka “simpang5” (kependekan dari baca “simpanglima”) pengekalan bilangan dengan menggunakan makna tanda baca “dbthkn” (kependekan dari “dibutuhkan”) pengekalan bilangan dengan menggunakan makna tanda baca “dbthkn” (kependekan dari “dibutuhkan”) penyingkatan pada frase “s.pakai” (kependekan dari “siap pakai”) a k ro n im pengekalan huruf pertama tiap komponen “pam (kependekan dari “perusahaan air minum”) pengekalan suku pertama tiap komponen “pahe (kependekan dari “paket hemat”) pengekalan berbagai huruf dan suku kata dari tiap komponen “depnaker” (kependekan dari “departemen tenaga kerja”) 3.2 struktur iklan dari aspek kalimat kalimat diperlukan untuk membahasakan ide atau gagasan yang ditujukan untuk mempengaruhi pembaca. akan tetapi, mengingat ruang iklan yang sangat terbatas, kalimat dibuat dalam bentuk singkat, padat, dan jelas. berdasarkan analisis sintaktis yang dilakukan struktur iklan kecik berupa kalimat aktif, kalimat pasif, dan kalimat elips, seperti contoh di bawah ini. 3.2.1 kalimat aktif dan pasif dari segi aspek kalimat, struktur kalimat dalam iklan berupa kalimat aktif dan pasif, seperti contoh berikut. (23) amanah rc mnywkan kjg lgx,avanza inova+sopir.sbr,nyaman t:6714105 (24) rmh dkntrkan di villa candi asri siappakai pertgl 15mei’08,ls/lb= 300/200m2,furnished.t:0811297758 3.2.2 kalimat elips selain kalimat aktif dan pasif, struktur iklan juga berupa berupa kalimat elips, seperti contoh berikut. (25) menyewakan genset silent sglacara hrn/blnn,murah8448172-0818248495 3.3 aspek leksikon dari aspek leksikon, struktur iklan memanfaatkan kosakata daerah dan bahasa asing. berikut adalah contohnya. (26) scorpio z mshreyen,ansdr(h)17,5jt afapermai jlafaii/1,024-70235989 (27) peugeot 505gr’86 ac tp ors h pjg msnwaras,bodyjoss 12,5jt:70373557 (28) 2juta doang dapat rumah!!! beli sekarang pasti lebih murah free um, ppn,bphtb,cicilan 3x+bns t.27=70jt, t,36=90jt, ready stock bangetayuasri t70690003/70690004 (29) ogah botak?? pakai cupluck! full/ halfface; merdeka helm-jl. msupeno (30) tdk puas dgn income anda?sidejob sbg konsultan,syrt:s1,sdg krj pny kend.sendiri,sms:08998178729 jika ditilik dari jumlah pemakaiannya, bahasa inggris dan bahasa jawa mendominasi struktur iklan dari aspek leksikal, sedangkan bahasa indonesia dialek betawi relative kecil. ini mudah dipahami karena segmen pembaca harian suara merdeka adalah masyarakat jawa. keterangan gambar: 4. simpulan akibat keterbatasan ruang di satu sisi dan di sisi lain pemanfaatan potensi bahasa semaksimal mungkin dalam upayanya mempersuasi pembaca, menyebabkan struktur iklan menjadi ringkas, padat, tetapi informative, dan komunikatif; yaitu berupa singkatan dan akronim.struktur akronim dan singkatan dibangun melalui pengekalan huruf baik pada tataran suku kata ataupun kata. misalnya, pengekalan huruf pertama dari kata, pengekalan pertama dari suku kata, pengekalan semua konsonan dan akronim. secara lengkap disajikan dalam bentuk tabel berikut. dari aspek sintaksis, kalimat aktif, pasif, dan kalimat ellipsis merupakan pembentuk strukur iklan kecik. sementara, pada aspek leksikon, unsur bahasa yang dimanfaatkan sebagai pembentuk struktur iklan kecik yaitu bahasa jawa, bahasa indonesia dialek jakarta, dan bahasa inggris. daftar pustaka alwi, hasan, dkk. 2000. pedoman umum ejaan yang disempurnakan. jakarta: pusat bahasa. ____ 2003. kamus besar bahasa indonesia. jakarta: pusat bahasa. alwasilah, a. chaedar. 1985. sosiologi bahasa. bandung: penerbit eresco. anonim. “iklan baris” dalam www.wikipedia.com, diakses 3 agustus 2008. chaer, abdul. 2007. leksikologi dan leksikografi indonesia. jakarta: rineka cipta. chaer, abdul dan agustina, leoni. 1995. sosiolinguistik perkenalan awal. jakarta: rineka cipta. ensiklopedi nasional indonesia. 1989. iklan. jakarta: cipta adi pustaka. kasali, rhenald. 1992. manajemen periklanan: konsep dan aplikasinya di indonesia. jakarta: pustaka utama grafity. keraf, gorys. 2007. diksi dan gaya bahasa. jakarta: gramedia pustaka utama. kentjono, djoko. 1982. dasar-dasar linguistik umum. jakarta: fakultas sastra universitas indonesia. kridalaksana, harimurti. 1996. pembentukan kata dalam bahasa indonesia. jakarta: gramedia. _____ 2008. kamus linguistik. jakarta: gramedia pustaka utama. mahsun. 2005. metode penulisan bahasa: tahapan strategis, metode, dan tekniknya. jakarta: raja grafindo persada. maryani. 2001. “analisis wacana iklan baris tentang lowongan pekerjaan”. skripsi (s-1). fakultas ilmu budaya universitas gadjah mada. yogyakarta. moeliono, anton m, dkk. 1988. tata bahasa baku bahasa indonesia. jakarta: balai pustaka. mulyana. 2005. kajian wacana. 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(s-1). fakultas pendidikan bahasa dan sastra universitas negeri semarang. semarang suwito, 1985. sosiolinguistik pengantar awal. surakarta: henry offset. widyatama, rendra. 2007. pengantar periklanan. yogyakarta: pustaka book publisher. zainuddin. 1992. materi pokok bahasa dan sastra indonesia. jakarta: rineka cipta. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 68 translation techniques of modality metaphor in novel anne of green gables yurike suhertian poyungi, m.r. nababan, riyadi santosa sebelas maret university, surakarta, indonesia yurikesuhertian@gmail.com article history: submitted on 21th april 2021; accepted on 24th may 2021; published on 30th june 2021 abstract this is a descriptive qualitative research that aims to analyze the types of modality metaphor and their translation techniques in the novel entitled anne of green gables. it is a translation research using systemic functional linguistic (sfl) approach. data were collected by content analysis and focus group discussion (fgd). the data were analyzed by spradely’s data analysis method. the content analysis is used to analyze the types of modality metaphor based on halliday and matthiessen’ theory. furthermore, the translation technique is analyzed by molina and albir’s classification and is done by focus group discussion. this research results that there are two types of modality metaphor found in the novel, they are probability and obligation. moreover, the translation techniques that used to translate the modality metaphor are established equivalence, compensation, paraphrase, modulation, deletion, discursive creation and implicitation. the use of these translation techniques shows the translator creativity to translate the modality metaphor. keywords: modality metaphor, types of modality metaphor, translation techniques. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 69 introduction language can be interpreted as one of human expressions. it is through language, human can express their feelings, thoughts, opinion and desires. language is needed by human being to organize, to represent or to exchange their experience. thus, language is system for making meaning (halliday, 1985). it means that the language function is to deliver meaning of the interaction from speaker to listener. the interaction can be done by written or oral. this study will focus on written text. in written text, the users of language represent their experience by using a clause. one aspect that used by speaker or listener in the clause is the use of modality. modality is a complex area of english grammar because it concerns to the various ways which speaker expresses his or her attitude or opinion toward the truth of what he or she says (dong, 2013). the speaker certainly uses modality markers to describe the degree of certainty. accordingly, it can affect the understanding of the readers or listeners in comprehending the messages in the story (aritonang, 2014). however, modalities are not always realized congruently using modal elements in the clause, but it can be realized metaphorically in separated clause. this phenomenon called modality metaphor. in systemic functional linguistic’s perspective (sfl), modality metaphor is based on relation of semantic projection. it could show speaker opinions based on probability that is coded in separated clause of projecting clause in clause complex (halliday and matthiessen, 2014). the realization of modality metaphor that found in english particularly different in indonesian. it is due to the difference of language structures and systems in both languages. this is the reason why translation is needed. in general, translation is the communication of meaning from one language (as known as source language) into another language (as known as target language). in addition, catford (1965) states that translation is the replacement of textual material in one language (sl) by equivalent material in another language (tl). in line with catford’s statement, translation is the act of transferring the linguistic entities from one language into their equivalents in another language (osman, 2017). therefore, translator should notice the forms of modality metaphor in source language so that he or she could transfer it into the target language equivalently. moreover, in translation studies known the terms translation techniques, method and translation strategy. according to molina and albir (2002) the use of these terms and concepts overlaps because there is no general agreement about the instrument analysis and there is a confusion of the use the terminology, concept and classification. therefore, they argued that should be a distinction between the terms of translation technique, method and strategy. it is clarified in their journal entitled translation lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 70 techniques revisited: a dynamic and functionalist approach. translation method is a global choice toward the whole translation and it is part of translation process. that is mean that translation method related to the choice taken by the translator and the choice affects the whole text. it is done based on the translator purpose or specifically the translation purpose itself. meanwhile, translation techniques describe the result that obtained and could use to classify a variety kinds of translation studies. in other words, it refers to translation products and works for the micro unit of the text (molina & albir, 2002). accordingly, the translation method such as adaptation or literal affects the whole text as it is in the macro units whereas translation technique such as adaptation or literal affects the micro units in the text. moreover, translation strategy is procedures or ways used by the translator consciously nor unconsciously, verbal or non-verbal to cope with the problems when going through translation process with specific purpose in her or his mind. shortly, translation strategy will be need by the translator when they face any problems during translation process. from the explanation, there are two keywords about translation: translation is a process and products. the translation products are very diverse and have their own audience. one of them is novel. novel is also included in written text. in order to transfer the modality metaphor into target language, translators are able to use a wide variety of translation techniques to translate it accurately. that is why translation techniques are used to come up with an accurate translation (fitria, 2020). the studies of modality metaphor have been done before. here are some of them. first, a study about assertiveness from observation results of students debate including the use of modality metaphor (yuyun, 2014). second, a discussion about metaphor of modality and its function in english advertisement (xu, 2009). then, an examination of interpersonal metaphor of modality in persuasive texts (to & thomas, 2017). fourth, a discussion about metaphorical framing in the financial times and ii sole 24 ore 2008 (luporini, 2013). his discussion also included modality metaphor. the four studies have not been investigated modality metaphor and translation. on the other hand, the study about modality metaphor and translation finally have been discussed by dinagara (2016). he examined about the procedures and method that used by students to translate the grammatical metaphor including modality metaphor. however, all the previous researchers have not been explored the translation techniques of modality metaphor itself. based on the explanation above, this present study will focus on the translation techniques of modality metaphor. since the translation technique is in the micro units, it can be the instrument analysis in assessing the translation result. the concept that offered in this study is an analysis of a translation of modality metaphor and it leads to the translation product specifically novel. the result that to be achieved from this work is to know the translation techniques of modality that used in the novel. as the basis of this research, the following is some examples of the lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 71 data: 1). st : i don’t think i could endure it tt : kupikir aku tak akan mampu menjalaninya 2). st : we thought we’d get a boy tt : kami berpikir akan mengambil seorang anak laki-laki. from the two examples above, it can be analyzed type of modality metaphor that used. then, it continues with the analysis of its translation techniques. therefore, the objectives of this study are to analyze the types the types of modality metaphor found in novel anne of green gables and to classify their translation techniques. in addition, this present study is expected to support the previous researches particularly in translation studies. method this research belongs to descriptive qualitative research. according to moleong (2010), qualitative research is a research aims to develop the understanding about individuals and the events and stay pay attention to the relevant context. meanwhile, based on its characteristics, design of this research is flexible and overt. it means that this research design can be adapted to the finding realities, if there are more interesting findings when doing the research (lincoln and guba in santosa, 2017). it is a descriptive research because this research more focus on the data in term of words, sentences or pictures that have meaningful meaning and give trigger to a more concrete understanding than just numbers or frequencies presentation (sutopo, 2006). in addition, it is a descriptive research because of the use of pictures, tables, diagrams etc so that the description about the linguistic phenomenon that researched can be described systematically and holistically. the source of the data is a novel entitled anne of green gables both its englis and indonesian version. it is written by lucy m. montgomery and translated into indonesian by maria m. lubis. thus, this research leads to translation product. data of this research are the clauses that realized modality metaphor and their translation techniques. data were collected by content analysis and focus group discussion (fgd). in content analysis, there are two steps that have been done by the researcher. first, the researcher marked and wrote all the data in term of modality both in source text (st) and target text (tt). second, classified the types of modality metaphor using halliday and mathiessen’s theory (2014). meanwhile, in fgd, the researcher discussed and determined the translation techniques based on the classification of molina and albir (2002). after all the data collected, the data were validated by source triangulation and method triangulation. since this research used the content analysis, there are four stages of the data analysis. the four stages of analysis, namely domain, taxonomy, lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 72 component and cultural theme analysis (spadely, 1980). firstly, the researcher distinguished data and non-data by reading the whole novel carefully. data and non-data are distinguished by the forming elements of modality metaphor in all clauses. then, the data are identified by types of modality metaphor. the identification and analysis of modality metaphor still takes into account to the context of situation. secondly, the analysis is continued by analyzing the translation techniques. this analysis is carried out by discussing the translation techniques in fgd with the raters who have the capability in translation studies and linguistics. to make the discussion easier, the researcher also distributed the questionnaires that containing the data of modality metaphor and the column of the translation technique will be filled during the discussion. thirdly, the researcher connected the relation between the types of modality metaphor and their translation techniques that applied by the translator in the novel. finally, after having the correlation between the types of modality metaphor and their translation techniques, the researcher reconnected the result of this present study with the related previous researches and the ground theory used to have the more detail discussion. findings and discussion based on the analysis that had done by the researcher, it is found that there are two types of modality metaphor in the novel. in addition, there are seven translation techniques used to translate the modality metaphor. the findings will be described in the following table: table 1: the types of modality metaphor and their translation techniques types of modality metaphor translation techniques frequency probability established equivalence 157 modulation 19 compensation 6 paraphrase 6 discursive creation 1 implicitation 1 deletion 5 obligation established equivalence 19 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 73 paraphrase 1 total 215 table 1 shows that the two types of modality metaphor are modalization (probability) and modulation (obligation). each type will be explained in the following parts: 1. types of modality metaphor a. modalization (probability) halliday and matthiessen (2014) defines that if a clause is a proposal (giving and demanding information, it refers to modalization. this means either ‘yes’ or ‘no’ i.e maybe shows probability or ‘both yes and no’ i.e sometimes shows usuality. here are the examples of finding in this research: (a) i suppose-we could hardly be expected to keep her the clause (a) is a projecting clause that realized modality metaphor. it is realized by projecting mental clause i suppose as mood adjunct. the modality metaphor identified as probability. the clause is a proposal clause that expressed by matthew cuthbert to his sister, marilla cuthbert. the modality metaphor i suppose showed the degree of certainty related to maybe yes or may be subjectively toward what he is saying. (b) matthew cuthbert, i believe that child has bewitched you! another example of probability described on example (b). the projecting mental clause realized by i believe that expressed by marilla. the mental clause i believe also expressed the probability subjectively about what happened to matthew. this clause refers to proposal clause. b. modulation (obligation) if a clause is a proposition clause (giving and demanding goods and services), it deals with modulation. this type divided into obligation ‘is wanted to’ and inclination ‘wants to.’ (halliday and matthiessen, 2014). here is the finding of this types: (c) i wanted you to behave nicely to mrs. lynde, and instead of that you have disgraced me. the clause (c) is identified as obligation that realized by projecting mental clause i wanted you. it is a proposition clause and the modality metaphor i wanted you show the obligation that expressed subjectively by marilla as lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 74 the speaker to anne as the hearer. this means that anne is expected to obey what marilla is saying to her. as explained by halliday and matthiessen (2014) that modality metaphor describes speaker opinion based on the probability which is coded not as modal element in the clause e.g “it probably it is” which is a congruent realization, but in the separated clause through projecting clause in the hypotactic clause nexus, so that the realization is metaphorical e.g “i think it so.” the findings of this research are related to halliday and matthiessen theory that each types of modality metaphor are realized by the projecting mental clauses and relational clauses. moreover, some previous studies such as dong (2013) and yuyun (2014) have not discussed the modality metaphor specifically. they only discussed about the realization of modality metaphor just like the research that had done by xu (2009). otherwise, this present research is related to halliday and matthiessen (2014) stated before that metaphor modality shows the degree of certainty of speaker opinion in a separated clause. probability and obligation are used to convey opinion or attitude of the characters toward the events in the novel. 2. translation techniques of modality metaphor molina and albir (2002) classifies 18 translation techniques. they are, , amplification, borrowing, adaptation, calque, reduction, compensation, description, linguistic amplification, variation, established equivalence, transposition, literal translation, modulation, generalization, particularization, linguistic compression, and subtitution, as described on table 1, there are seven translation techniques that applied to translate the modality metaphor. the most dominant translation technique is established equivalence. next, followed by the use of modulation, compensation, paraphrase and deletion. meanwhile, discursive creation and implicitation are the lowest ones in frequency. the seven translation techniques that found in this research will be explained below: a. established equivalence established equivalence applied when the translator uses the familiar expressions or words in tt. (d) st: i guess she hadn’t any father or mother of her own tt: kupikir ia tidak memiliki ayah atau ibu the finding (d) is one of examples of established equivalence. modality metaphor i guess is translated kupikir. it shows that the translator using the familiar words or expression in tt. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 75 b. modulation modulation is applied by changing the point of view, cognitive category, or focus in tt. the change occurs not only in lexical level but also in structural level. (e) st: i don’t suppose you are any more surprised that i am myself tt: kupikir kau tak akan lebih kaget daripada aku sendiri. the projecting clause i don’t suppose translated kupikir. the clause should translate ku tak berpikir, but the translator seems to change the point of view in tt. the negative polarity that realized by the projecting clause is changed so that the negative polarity is the projected clause kau tak akan lebih kaget daripada aku sendiri. it causes the change in level of lexical, however the meaning and type of modality metaphor does not change. c. paraphrase paraphrase is an expansion of amplification. this technique is the dominant one after established equivalence and modulation. as its name, paraphrase is used when the translator paraphrasing the words or expressions in tt. (f) st: i suppose i can have the mare and buggy this afternoon, matthew? tt: apakah aku bisa memakai kuda dan kereta bugi sore ini, matthew? the application of paraphrase described in the clause (f). in st, modality metaphor i suppose is identified as modalization:probability. when it translated, the modality metaphor i suppose is paraphrased become interrogative sentence apakah. it occurs because the translator wants to transfer the meaning of the clause in accordance with rules in tt. in the target language, the proposal clause should begin with an interrogative. d. compensation compensation is a translation technique that change particular position differently in st and tt. it is done due to the stylistic effect in st that cannot be applied in tt. there are four types of compensation, they are compensation in place, compensation by splitting, compensation in kind, and compensation by merging. (g) st: diana might just have smiled at me once, i think. tt: kupikir diana seharusnya tersenyum sekali saja padaku. in clause (g), it can be seen clearly the use of compensation. in st, modality metaphor i think is in the subordinate clause, however when it lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 76 translated, it moves to the main clause in tt. this flitting absolutely does not affect the meaning or types of modality metaphor. e. deletion if reduction functions to omit partial information, deletion is a totally omitting from st to tt. therefore, the meaning that contained in st changes. (h) st: it’s not likely i’d refuse to let you go tt: dan aku tidak akan melarangmu pergi the clause (h) shows the use of deletion. the relational clause it is not likely has not translated by the translator. in other words, the modality metaphor in tt is deleted so that the meaning of modality metaphor in clause changes. f. implicitation implicitation is used when the translator wants to imply expressions or words from st into tt. (i) st: that was why i was so glad when i thought i was going to live here tt: itulah alasan mengapa aku begitu gembira ketika berpikir aku akan tinggal di sini modality metaphor in projecting mental clause i thought is implied berpikir by the translator. the choice to imply the modality metaphor not decreased the meaning of it. g. discursive creation it is commonly used to translate titles so therefore its equivalency in tt is totally out of context. (j) st: i don’t think though, that i ought to go very often to horse races. tt: kupikir aku harus sering-sering melihat pacuan kuda the translator used discursive creation technique when she translated the modality metaphor i don’t think become kupikir. the negative polarity of modality metaphor translated as positive polarity in tt. as explained before that this present study will focus on the translation of modality metaphor specifically on translation techniques. result of the previous study that had done by dinagara (2016) showed that the translator who is the students of english department in pendidikan indonesia university need improvement to recognize the grammatical metaphor lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 77 (included modality metaphor as interpersonal metaphor) and to use the relevant method and procedures to translate it. this means that the use of methods, procedures, techniques and strategies in translation activity is required. thus, translator’s background and competency also are influential in analyzing the form of modality metaphor that realized in clauses. the aim is the modality metaphor is maintained when it translated in tt. in addition, the use of translation techniques shows translator’s creativity in translating the modality metaphor. as mentioned before that the use of translation techniques also has impact to the translation quality. in this research shows that the translator tends to apply the established equivalence to translate the modality metaphor is intended to produce the quality translation. conclusion based on the finding and discussion above can be concluded that the types of modality metaphor that found in the novel anne of green gables are modalization (probability) and modulation (obligation). the two types of modality metaphor used to convey speaker opinion toward what he or she is saying. seven out of eighteen translation techniques are used by the translator to translate the modality metaphor in indonesian version of anne of green gables including established equivalence, modulation, paraphrase, compensation, deletion, implicitation and discursive creation. the most dominant translation technique is established equivalence. the use of these translation techniques impacts the translation quality. accordingly, this present study can contribute in translation study particularly can be reference for the translators to find out the relevant translation techniques to produce the good and quality translation. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.68-79 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation techniques of modality metaphor:... yurike suhertian poyungi, m.r. nababan, riyadi santosa doi: https://doi.org/10.26714/lensa.11.1.2021.68-79 78 references aritonang, d. k. 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(2014). a study of assertiveness in a debate setting. indonesian journal of applied linguistics, 3(2), 140–153. https://doi.org/10.17509/ijal.v3i2.275 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.185-193 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x language and ecology in silau:... akmal, ari dermawan doi: https://doi.org/10.26714/lensa.11.2.2021.185-193 185 language and ecology in silau malela society (ecolinguistics study) akmal ari dermawan sekolah tinggi manajemen informatika komputer royal. kisaran. indonesia akmal.shafa@gmail.com article history: submitted on 15th june 2021; accepted on 2nd november 2021; published on 30th december 2021 abstract this study focused on to ecolinguistics study that talks about the language and ecology in the silau malela society. in this study was to find out how the people who lived in silau malela, merged into the environment to keep the balancing between human and their environment. ecolinguistics is an interdisciplnary studies between ecology or environment and language (linguistics) which is expressed by the human. so this study was not focused on the ecology, but it discussed about the language in the life. this study used the qualitative research by doing observation and interview the people who lived in silau malela. this research describes about the relationship between human and environment communication. this society is so familiar to their environment and they also keep the situation so that they can communicate to the surrounding such as their cows, dogs, and other (the pets) and plantations when they do their activities with their pets and plantation. they also gave the name for their pets and sometimes to their plantation so that they understood the meaning of their owner when they were talking to their environment. keywords: ecology, language, ecolinguistics, society. introduction if we talk about ecolinguistics, it auotomatically discussed about the interdisciplinary studies that focus on the relationship between the ecology study and the linguistics study. in the discussion and its nature involves the study of sociology, anthropology, psychology. in addition to the social aspects, ecolinguistics considers the ecological aspects of the language spoken by speakers in a society. socioecological aspects greatly affect the maintenance, balance, and environmental inheritance of future generations. http://jurnal.unimus.ac.id/index.php/lensa 7660-24205-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.185-193 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x language and ecology in silau:... akmal, ari dermawan doi: https://doi.org/10.26714/lensa.11.2.2021.185-193 186 ecolinguistics or language ecology, seeks to create a healthy environment, by incorporating local ecological wisdom into the language (a. f. fill & penz, 2018; a. fill & muhlhausler, 2001; steffensen & fill, 2014; yuniawan et al., 2017). so the same definition was said by simanjuntak tarida alvina in her article that the ecolinguistics or language ecology found out to create a balacing environment, by showing the local wisdom into the language (the use in the environment) (simanjuntak, 2019). from the elaboration above, the ecolinguistics focused on the environment or the society either the animal, plantations, or human that were combined in the language which was used by the people as the members of society. the researcher was so interested to analyze the language and ecology were in the middle of silau malela people. they were able to communicate to their environment as they spoke to other people. then the researcher wanted to find out how the people communicated to their environment. it was interesting gaps which the researcher found in this digital era or the technological development era. after that, the gap of this study is how are the language and ecology in the society of silau malela people? the aims of this study, the researchers wanted to find out the silau malela society in communicating with their environment especially with their pets because most of people who lived there, had a few pets as their saving or richness when they needed to buy something or to pay something. the people who have the pets, could communicate to them and the pets were able to understand what the people expressed. so the researchers wanted to find out the communicatin was between the people who lived in dusun ii silau malela and their pets or plantations. the relevant researchers were ecolinguistic “water” in toba batak language community by simanjuntak t.a. (2019)t . this study describes the fact that many natural ecolexics are not recognized anymore and even almost extinct in the batak toba community (rootlessness), some of which are mabakbak (flowing tears), bibis (flowing from a container fullness, lungkis (flowing smoothly) and then elaborated in the discussion (simanjuntak, 2019). language and ecology in ecolinguistics perspective : a case study on tunjuk ajar language in riau, indonesia by jismulatif and dahnilsyah (2019). the result of the research was that tunjuk ajar language practice in melayu riau society was formed by lexicon of flora and fauna such as the hutan, keladi, padi, laut, binatang, and itik. the meanings are closely related to the cultural values, and norms of the riau society which reflect the interrelationship between the human beings and the nature (jismulatif & dahnilsyah, 2019). language plus ecology = language ecology. the first serious sociolinguistic tried to elaborate the language ecology pleaded for the linguistics to be grounded in the societal context and change. the ecological approach to language considered the complex web of the relationship that existed between the environment, language, and the speakers. the environment means that the physical, biological, and the social environment.(skutnabb & kangas, 2011). http://jurnal.unimus.ac.id/index.php/lensa 7660-24205-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.185-193 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x language and ecology in silau:... akmal, ari dermawan doi: https://doi.org/10.26714/lensa.11.2.2021.185-193 187 ecolinguistics is an umbrella term for the wide range of approaches, the linguistic (language) and the ecology as generally. the form of ecolinguistics analyses the language to reveal the stories we live by, the judges those stories from an ecological perspective, the resists damaging stories, and contributes to the search for new stories to live by (chen, 2016; stibbe, 2015). muhlhausler (1996:3) elaborated that there were four things which enabled the relationship between the language and the environment, such as: a) language is free and full of meaning; b) the language created by the world; c) the world is created by the language (the structuralist and post-structuralist view); d) the language is interconnected with the world (both of which are arranged and arranged but sometimes also free) (muhlhausler, 2020). the four elements which had so close relationship between the language, the human and the environment, namely, the language functinos as a meaning, created by the environment or world, the world or environment was created by the language, and the language is a means of communications between the human and their environment. so it was so clear that the language can not be separated by their environment or society as the social creature. the language and the environment had so closely relationship one another as the existence of a language that was influenced by the surrounding natural environment where the language was exploited by the human as the community. the development of language had been clearly observed with the emergence of linguists who had conducted to the numerous studies on the relationship between the language and the environment: the labeling of the objects or the animals which were correlated with the sounds produced by surrounding environment, such as the sounds of thunder, gurgling of water, and roars of animals (crowley & bowern, 2010; a. fill & muhlhausler, 2001; jismulatif & dahnilsyah, 2019; skutnabb & kangas, 2011; yuniawan et al., 2017). in this explanations that the language and the environment were related to the human and the environment related to the animals and other objects surrounding the human life. there are some study points for the language ecology, such as the comparative historical linguistics, the demographic linguistics, the sociolinguistics, the dialinguistics, dialectology, philology, the prescriptive linguistics, the glotopolytics, the ethnolinguistics, the anthropological linguistics or the cultural linguistics (cultural linguistics) typology. in other terms, it was also called as the language ecology. there were four terms which referred to it, they were the linguistic ecology, the ecological linguistics, the ecology of language / the language ecology, and ecolinguistics (simanjuntak, 2019). from some points above, the ten points explained that they had so close relationship to the ecoloinguistics bacause they discussed about the environment and language or linguistics in the human life or the neighborhood. it can be seen the demographic, the historical, the sociology, the ethnology were about the environment and the history. menawhile the dialectology, the perspective, the glotopology, the anthropology and cultural were still related to the human and the language as the speaker to http://jurnal.unimus.ac.id/index.php/lensa 7660-24205-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.185-193 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x language and ecology in silau:... akmal, ari dermawan doi: https://doi.org/10.26714/lensa.11.2.2021.185-193 188 communicate in their society. then there was the concentrartion of ecology. it was concerned in the phenomena which were as the following, namely: a) holistic (totality of relation), b) dynamic (the transformation produced by their struggle for existence), c) interactive (mutual relationships of all the organisms), and the last is the situated (the relations with the external world; organisms […] in a single location (garner, 2005; steffensen & fill, 2014; suryati et al., 2018). so the study was focused on the relationship between the human was as the user of language and the environment was as the creatures surrounding the human’s life. method in this study, the researchers used the qualitative research. in this study, the data can be taken from the interviews and observation to give the description of the data which were obtained from the people who live the society (adedoyin, 2020; cropley, 2019). the researchers took the subjects from the society of silau malela of bahsumbu village in serdang bedagai of north sumatera province in indonesia. the location is nearby tebing tinggi because the location was the limitation between serdang bedagai and tebing tinggi. the people who lived there, were not too many, just a few people. the researchers observed the habits of community of silau malela. the society’s incomes were obtained from the plantations and the farming by taking care of the cows. so they were closed to their animals and plantations in their daily life activities. firstly, the researchers did the observation to the location to see the society communication among their community members; secondly, the researchers did observation the relationship between their pets and farming pets; thirdly, the researchers interviewed the people who had the pets and plantations by giving some questions related to this study; fourthly, after getting the data from interview, then the data was filtered to enter this results and discussions. the researcher recordly, the people’s expressions when they communicate to the pets and their plantation when they were in the location of field either guided the cows or gave the vitamin to their plantation. they did as they talked to human as usual. so it was going to create the relationship between the language and ecology in the silau malela people life. findings and discussions from the obeservation, the researchers found a few important things in this study. the people who had a few pets or plantations, always gave the names of them as the human’s names. they always gave the names of their dogs, such as: rembo, belang, nero, bleki, dudut and their cows’ names, such as: bulek, benggolo, coklat, mety, montok, babon, and many else. http://jurnal.unimus.ac.id/index.php/lensa 7660-24205-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.185-193 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x language and ecology in silau:... akmal, ari dermawan doi: https://doi.org/10.26714/lensa.11.2.2021.185-193 189 in this study, the researchers elaborated about the communications between the human and animals or other things. it was begun from the family members of the researchers. the real name of the people were not mentioned. when the researchers lived some days and observed that the owner of house has two dogs and a few cows. the members of a house always gave the names such as nero, belang, and dudut. there were three dogs who lived in the house. when one of grandchildren ( a boy) wanted to command the dogs to do something, he would call the names of the dogs. the boy always communicated to his dogs to help him to guide the cows who would be taken to the wide field. for example: he usually asked nero to accompany him to go to the field to herd the cows. he said: “ nero, usir lembu yang jauh ke sana tuh. then nero (name of dog) ran to the one of cows to guide it back to the group while nero was barking to the cow. after guiding the cow, nero got back to the boy. nero was waiting for the boys and the cows go far away from the bouse. after all of cows were at the field and one of dominant cow has to be tied, the boy went back to home to take a rest and have lunch. then the three dogs were waiting for him to feed them the food. when one of the dogs (nero) were barking, the boy said “ wait a minute (bentar). jangan ribut kali (don’t make a noise). setelah aku makan siang (after i had a lunch), aku kasih makan kau nanti (i will give your food).diam! (shut up ). at that time, all od the dogs were quiet and it was nothing noise. the researchers listened what the boy’s expressions to the dogs and he mentioned one by one of the dogs by calling the names of dogs. all dogs wagged their dogs. it means that the dogs understood and did what the boy asked something. nero, belang, and dudut were so quiet when the boy gave them the food. after eating lunch, the two dags, nero and belang sat to see the boy who was back to the field where the cows were placed. the dogs; nero and belang were waiting for the boy’s instruction. when the boy said: ayo, nero dan belang (let’s go, nero and belang), ikut atau gak dengan aku? (do you want to follow me or not ). the dogs gave the response by wagging their tails, wagging the tails means that ya (yes), kami ikut (we follow). then the dogs got together with the boy to guide the cows. when the boy and the dogs were at the field where the cows were eating the grass, the researchers communicate to the cows that were far from their group, the boy said: woi….balek sana ke lainnya (back to your group). jangan jauh-jauh makan rumputnya (do not go far to eat the grass), nanti kau kesasar (you will get lost later). nero dan belang, kalian tuntun lembu itu agar lembu bisa bersatu dengan yang lainnya (nero and belang, guide the cows in order to get together others). so the dogs did what the boy commanded the statement, it means that the dogs understood it. after that, the boy, the dogs and the cows went back home because the time is evening. the dogs were walking in front of the cows to see the situation and the cows were in the middle after the boy. the boy was just in the back to look around the cows if there was a cow which got lost or broke http://jurnal.unimus.ac.id/index.php/lensa 7660-24205-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.185-193 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x language and ecology in silau:... akmal, ari dermawan doi: https://doi.org/10.26714/lensa.11.2.2021.185-193 190 the plantations when they were walking across on the way. the boy was back, not guided the cows, but also he had to keep the cow in order to break the environment because other people would be angry with the boy if the cows ate or break their plantation. sometimes, the boy was angry with the cows and he said: benggolo, jangan kau makan daun pisang itu. makan aja kerjamu. then the cow that was mentioned the name, saw behind him (saw the boy) while benggolo walked ahead quickly. when the animals (the cows) got closed the cowshed, the cows ran anywhere to eat the grass that the boy put in the cowshed based on their position. once, the boy used a wood to guide the cows so that the cows were afraid of him and went to the cowshed. sometimes, the boy was angry and expressed the statement: masuk ke kandang (enter into the cowshed), jangan lari kemana-mana ( do not go anywhere). nanti ku tendang mau? (i would kick you later) when the cows heard the expression, they were not brave to go anywhere because they had undrstood that the boy was really angry. then when it was at night, the dogs were hungry and came to the boy to ask the food. nero, belang, and dudut came closer him. the boy understood that they were hungry and the boy also expressed the statement. ntar ya, nanti ku buatkan makanan kalian (wait a minute, i would make your food). in the next morning, the grandmother of the boy gave the food to her chicken, hen, and cock. the garnadmother said something; ayo (come here), kemari (come here), nah….nah…. makan jagung ini (this is….this is….. eat this corn). nah…..nah….. kemana nih yang lainnya? (this is…this is…..where were others? the hen, cocks, and the chickens were coming closer to eat the food because they had heard the grandmother’s sounds. in this event, there was the communication between the human and her pets when the huamn wanted to give the food to the animals. even though, there was an eagle that got closer the chickens, the grandmother gave the signal in order to the chickens went far from the location to find out the safe place. then when the grandmother (owner of chickens) was not at home, her daughter tried to give the food to the chickens, the chickens did not want to get close the food bacause the chickens did not know the strange sounds. so the daughter used her mother’s clothes or dresses. the daughter said the same expressions as her mother usually did to the chickens. (ayo (come here), kemari (come here), nah….nah…. makan jagung ini (this is….this is….. eat this corn). nah…..nah….. kemana nih yang lainnya? (this is…this is…..where were others?). the chickens came closer because they saw that the clothes were so familiar. after observing a house and the owners’ attitudes and behaviours to their pets, the researchers observed other people’s habits to their pets and plantations. it was the same thing. the old man had two cows, the names of cows were bulat and cantik. when the old man was barking the cows to get free at the wide field, he said something to the cows. ayo……cepat bulat dan cantik….(lets go…..hurry up bulat and cantik….). kita pergi ke sana agar kau bisa makan banyak nanti (we go to the wide field in order to eating the grass as much as you can). jangan kalian injak atau kalian makan tanaman itu (do not step on or you eat the http://jurnal.unimus.ac.id/index.php/lensa 7660-24205-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.185-193 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x language and ecology in silau:... akmal, ari dermawan doi: https://doi.org/10.26714/lensa.11.2.2021.185-193 191 plantations).. kalau kalian makan, kau rasakan nanti (if you eat, you will feel it later). so when the cows were walking to the cowshed, the cows sometimes got closer other people who were also walking. the owner of cows gave the command: ha….jangan kau tanduk pula mereka. ku pukul nanti ya kalau kamu tanduk orang yang sedang jalan itu.(ha….do not you horn them. i would hit you if you horn the people who were walking on the side position). then the cow saw the owner while it sounds, boo….. the sounds of cow boo….means that it understood what the boss commanded to it. if the cow did not care its owner’s commands, the owner would call its name and he would be angry with it and screamed its name so that the cow that was called its name, would know that the commands were for it. there were a few people who lived there (silau malela of bahsumbu) who always talked to their plantations especially when they gave the vitamins for the plantation. the people said: ini, ku berikan vitamin untuk batang dan buah ya agar batang kamu besar dan bisa menghasilkan buah yang banyak (this, i gave the vitamins for your branches and fruits so that your branches were growing great and you could produce many fruits). ayo….. kamu seraplah makanan vitamin ini. aku berikan ini hanya untuk mu, ya cabe (come on…… you could absord this vitamin food. this was happened when they went to their plantation areas. after 30 until 40 days, the plantation had many small fruits which were so fresh. the people had a cat, they always called the name of cat was manis and hitam. the reserachers also noticed to the people of silau malela who had a cat or two cats. they had same name to the cats and the cats were able to understand about the expressions of its owner. when the cat came to the owner or got closer the owner, the cats always sounded meong….meong. it was lunch time, the owner directly understood that the cats asked its lunch. so the owner said: kamu lapar ya, manis. tunggu ya (you were hungry yeah, manis. wait a minute). aku siapkan dulu makanan mu tetapi kamu sabar dulu (i would prepare your food, but you had to be patient). sometimes, the cats were yawning, the cats went to find out the place to sleep and the owners also understood. then the owners let it to sleep anywhere the cats were sleeping. if it was at night, the cats automatically went out of the house. the owner said: uda malam (it was late at night), kau tidur di luar ya karena kalau kamu di sini, kau ribut, meong….meong… minta kleuar rumah (you usually slept outdoors because you would make a noise here by your sounds, meong….meong…). after hearing the commands, the cats directly went out of the house. the unique happening was at the home, the cats and the dogs never fought or aquarrel each other as we knew commonly. conclusions from the elaboration above, it can take the conclusions that language and ecology are so close relationship because ecology is related to the environment and language is related to human. then both tpics are eolinguistics which considers the ecological aspects of the language spoken by speakers in a society. the people are so familiar to their environment http://jurnal.unimus.ac.id/index.php/lensa 7660-24205-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.185-193 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x language and ecology in silau:... akmal, ari dermawan doi: https://doi.org/10.26714/lensa.11.2.2021.185-193 192 especially with their pets and plantations. the people always give the name for their pets and plantations that they have. they often communicate to them in their daily activities so that they can understand each other. when the people express the statements to their pets, the pets also understand what their owners want to do something so that the pets 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(2018). dinamika leksikon kepisangan dalam bahasa bali: kajian ekolinguistik (studi http://jurnal.unimus.ac.id/index.php/lensa 7660-24205-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.185-193 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x language and ecology in silau:... akmal, ari dermawan doi: https://doi.org/10.26714/lensa.11.2.2021.185-193 193 pendahuluan). in k. e. sukamto (ed.), prosiding kongres internasional masyarakat linguistik indonesia (kimli) 2018 (pp. 239–243). masyarakat lingiuistik indonesia. yuniawan, t., rokhman, f., rustono, r., & mardikantoro, h. b. (2017). the study of critical eco-linguistic in green discourse: prospective eco-linguistic analysis. jurnal humaniora, 29(3), 291–300. https://doi.org/10.22146/jh.v29i3.27441 http://jurnal.unimus.ac.id/index.php/lensa 7660-24205-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 152 experiential realization in poda ni namonangon ribut on mandailing social context ibnu ajan hasibuan1* eddy setia2 masdiana lubis3 1universitas sumatera utara, north sumatera, indonesia. *ibnuhsb95@gmail.com article history: submitted on 28th june 2020; accepted on 11th september 2020; published on 31th december 2020 abstract this study aims to analyze the function and realization of the meaning contained in the poda ni namonangon ribut as an ancient script text contained in the ulu pungkut sub-district, mandailing natal district. this study uses a qualitative method with the documentation method in which the data is sourced from the medan archeology agency. data were analyzed using systemic functional linguistics theory on ideational functions and to find metaphors of ideational meaning. the results of this study indicate the distribution of the relational process dominates from participant, cirmuntance. the realization of the meaning of the ideational function can be seen in the first bamboo ruwas that uses the noisy bamboo metaphor as a description of the community who want to have offspring, where the aim of poda is ido napajadi boru "what makes a daughter". in the second bamboo ruwas there is a metaphor that explains the word na sundat realized with the words "heavy rain", "divorce", "birds perch", "ravine". in the third bamboo section, shows that poda has methafora like when the expectation is reached, it is the services of the writer "shaman”. this poda is as preparation for the practice of shamanism. social context is known starting from the type of text that has a narrative and the author's conclusion about the solution to the problem of everyone who wants offspring in his family. the tradition of writing with the mandailing script (sumurat) becomes quite a tradition so that there are ancient texts in the traditional house. aside from being a traditional archive, poda was also a cultural heritage of how to cure and concoction that is still thick in the life of the mandailing community. the animist beliefs and ideologies that are thick with metaphysics still existed in the past. keywords: experiential realization, poda, social context http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx mailto:ibnuhsb95@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 153 abstrak penelitian ini bertujuan untuk menganalisis fungsi dan realisasi makna yang terkandung dalam teks poda ni namonangon ribut as an ancient script yang terdapat in sub-district ulu pungkut, mandailing natal district. penelitian ini menggunakan metode kualitatif dengan metode dokumentasi yang mana data bersumber dari penelitian badan archeology medan. data yang dianalisis menggunakan teori linguistik fungsional sistemik pada fungsi ideational dan untuk menemukan metafora dari ideational meaning. hasil penelitian ini menunjukkan distribusi proses relational mendominasi mulai dari participant, cirmuntance. realisasi makna dari fungsi ideational dapat dilihat pada ruwas bambu pertama yang menggunakan metafora bambu ribut sebagai deskripsi tentang masyarakat yang ingin memiliki keturunan yang mana tujuan dari poda ialah ido napajadi boru “what makes a daughter”. pada ruwas bambu kedua terdapat metafora yang menjelaskan kata na sundat direalisasikan dengan kata “hujan lebat”, “perceraian”, “burung bertengger”, “jurang”. dalam ruwas bambu ketiga, menunjukkan bahwa poda memiliki metafora seperti ketika harapan tercapai, itu adalah jasa penulis "dukun". poda sebagai persiapan untuk praktik perdukunan. konteks sosial diketahui dimulai dari jenis teks yang memiliki narasi dan kesimpulan penulis tentang solusi untuk masalah memperoleh keturunan dalam keluarganya. tradisi menulis dengan aksara mandailing (sumurat) menjadi tradisi yang cukup sehingga terdapat teks-teks kuno di rumah adat selain sebagai arsip tradisional, poda juga merupakan warisan budaya tentang cara menyembuhkan dan meramu yang masih kental dalam kehidupan masyarakat. komunitas mandailing. kepercayaan dan ideologi yang kental dengan metafisika masih ada sejak dulu. kata kunci: realisasi experiensial, poda, konteks sosial introduction in halliday’s sfl, language as a social phenomenon is functional. it is concerned with the mechanism of text structure, function and meaning of language. it begins an analysis of language in social context where lexicogrammatical choice is constructed under the influence of the social and culture context. we know that language comes in two forms, verbal and nonverbal. verbality itself is divided into some of the biggest elements such as discourse and the smallest is phonemes. the distribution of the language is applied both verbally and in writing. it was found by (wiratno, 2018) in a text that was provided in writing,the words formed from morphems arranged into clauses, arranged into sentences; and one is followed by another sentence to form a paragraph. our ancestors have introduced their groups to how to speak in the past. artworks, laws, norms, architecture and values are channeled into artifacts and inscriptions that are passed down from generation to generation. for example, the practice of discourse referred to (fairclough, 2003) becomes http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 154 a product of power describing a reality seen by discourse producers. some of the discourse is conveyed through oral and also written. so that the discourse that was presented in the text becomes an important manuscript indonesia itself has a very large variety of cultures such as in northern sumatra there are kinds of ethnic, the old texts, artifacts or inscriptions that can be found. for example in the mandailing area, there are ancient manuscripts that are still preserved and cared for. an ancient manuscript is a paper written on a medium such as paper, wood, bamboo, etc. the existence of ancient manuscripts lately is less known by the public. this was stated by (nasoichah, 2015) that the manuscript came to as a paper is closely related to the emergence of the habit of writing-reading among the people of the past. this is closely related to the emergence of script as a language (oral) which is a tool of social communication among them. . north sumatra has written works in the form of manuscripts that describe the cultural life of the past. the manuscripts are generally scattered and come from various ethnicities, including the ethnic mandailing and batak. the mandailing ethnic group generally inhabits the areas of mandailing natal regency, south tapanuli, north padang lawas, and labuhan batu. however, the government agencies have not been able to answer and socialize the substance contained in ancient manuscripts as a socio-cultural phenomenon in the past. the existence of an ancient manuscript in the mandailing gordang sembilan region has not yet fully obtained the results of a study related to the meaning and purpose in a discourse contained in the manuscript. there are many ancient manuscripts found in mandailing, one of them is the namonangon ribut bamboo script. this manuscript existence still exists there until now, although we do not know what the meaning and content was contained in of the text are. the mandailing batak script / tulaktulakis one of the many characters in the archipelago that are the main branch of the palawa script. the mandailing batak script / tulak tulak as well as other batak scripts consist of two sets of letters, each of which is called inanisurat (aksara) and anaknisurat (diacritical sign). of the eleven manuscripts that were found in the mandailing natal regency area with the ethnic mandailing subdistrict having many similarities in form to each other, and there were also some differences although not too significant (nasoichah, 2015). this approach exactly able to invastigate and prove the function of a text theoretically. the systemic functional linguistic approach by halliday is believed to be able to overcome this things. halliday put forward functional concepts as well known as metafunctions consisting of ideational, interpersonal, and textual functions. under the ideational function, language is used to express physical-biological reality and with regard to interpretation and representation of experience. under the interpersonal function, language is used to express social reality and with regard to the interaction of writers and readers. under textual functions, language is used to express semiotic reality or symbol reality and will be concerned with the way of creating text in context (giannantonio, 2010).the value of identity and relations in a http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 155 manuscript, text, or discourse need to be seen as social constructionism as suggested by (jørgensen & phillips, 2012) namely 1) a critical approach to knowledge “taken-for-granted”; 2) cultural and historical specifications; 3) the relationship between knowledge and social processes; and 4) the relationship between knowledge and social action. based on the sfl principles above, this study seeks to examine how the ability of ancient text makers to use mandailing language previously in bamboo text as a container for achieving social goals or poda as stated in the media. so we understand that the existence of a script writer's awareness of past reality depends on the topic of the context situation and in the cultural context there is an ideological context. according to kress and hodge in sinar ( sinar, et al., 2014), ideological studies discuss the relationship of language with society and culture because of the influence of social and political demands. saragih (bangun et al., 2014) states that the context of ideology as a social concept governs what one should or should not do as a member of society. systemic functional linguistic (sfl) is an approach to language developed largely by m.a.k. halliday and his followers during the firth. bronislaw malinowski was a polish anthropologist who did most of his 1960s in the united kingdom, and later in australia (o ’donnell, 2011). systemic functional linguistic theory is closely related with text and discourse that determines each other with its social context. this is consistent with the appearance of the text referred to by halliday in (sudaryat, 2006) that, “ a text is an operational unit of language” the application of which is inseparable from the contents of the narrative, the narrative style, and the context of the narrative. by definition, discourse was formulated by sinar (noor rosa et al., 2017) that the notion of discourse is utterance; words; greater than the utterance; said; overall speech which is a unity. there are also those who argue that discourse as a comprehensive language unit, both oral and written, is seen as a type of social practice, and is the highest and most complete grammatical unit formed from clauses and sentences or units, use of language, units of information, how new information is introduced and old information end up. halliday and matthiessen (halliday & matthiessen, 2014)state that the context of a situation is arranged in three categories: field, tenor and mode. corresponding to that, halliday analyzes language into three broad metafunctions. language is a combination of three different structures deriving from distinct functional components. these components (called “metafunctions” in systemic theory) are the ideational (clause as representation), the interpersonal (clause as exchange) and the textual (clause as message). the ideational function comes from experiences. this function can be expressed by the question: what happens, including what someone does and to whom, where, when, why, and how the logic relationship occurs between one and the other (bangun et al., 2014). http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 156 another reason (halliday & matthiessen, 2014)state that using the term construing experience to describe ideational metafunction because the ideational metafunction construes the world of phenomena, with an emphasis on the ‘constructional’ aspect of this interpretive activity, i.e. the creation of structure in the flux of experience. the general tendency for ideational metaphor is to ‘downgrade’ the domain of grammatical realization of a semantic sequence, figure or element – from clause nexus to clause, from clause to group/phrase, and even from group/phase to word. such downgrading affects both the unit whose domain of realization is downgraded, and the units of which it is composed: the downgrading proceeds down the rank scale by a kind of ‘domino effect’. the downgrading may start with (a) a whole sequence of figures, (b) with a single figure, or (c) with a single element within a figure (halliday & matthiessen, 2014). generally, traditional society life and attitude based on social-culture values which hold high. that values contained in a system which consist of live philosophy, social system, leadership system\, and family system or religion. obviously, that systems formed in attitude and materiil culture (that is artefak; traditional building). mandailing society have lived philosophy holong and domu, that is love and affection between fellow society member. love and affection not only in context people to people, but people with another creature, also people with god. implementation and custom law in daily live or in custom ceremony mandailing society done based on structure and social system which called markoummarsisolkot (family custom in group), or often called as daliannatolu. dalian natolu means pillar three, containing the meaning that mandailing society belief on social system which joined together in one structure arrangement that consist of kahanggi ,mora and boru (ali et al., 2016). picture 1: the script of podanamonangonribut (nasoichah, 2015) in the bamboo script of poda ni namonangon ribu,t there are three even more sections. the writing of the text in the manuscript starts from the right. previously, mandailing ethnics often wrote satra's works on media such as bamboo, paper made from alim bark, and other media. according to barried (1994) (nasoichah, 2018) the manuscript holds a very broad meaning and http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 157 dimension because it is a product of a long history involving various cultural attitudes of society in a certain period. philology gives emphasis to textology, relating to the origin and authenticity of the text. no wonder then if the study of philology is very important and accentuates textual criticism in it. the mandailing batak script / tulak-tulakhas is often been used by the batak mandailing sub-ethnic community since they were familiar with sipelebegu (belief in batak culture by worshiping ancestral spirits by offering offerings) to the inclusion of islamic influence in the region. even the script is still used until the end of the 20th century. but until now some written evidence related to the script is increasingly reduced. during the padri war, thousands of islamic clerics were destroyed (samosir, 2009). method this research applied the qualitative method. krippendorf (giannantonio, 2010)believes that content analysis belongs to qualitative research for it depends on the activity of reading or interpreting texts which is fundamentally a qualitative process. this research is the part of the social situation in past as historical of mandailing society that has been written in the script. how people deliver their mind in social situation can be reflected through their messages in an old script. the method of analysis lied in the framework of systemic functional linguistics theory by halliday and matthiessen, documenting and interviewing (2014). data in this research are about clauses that have been translated interpreted or translated from the language source to target language. the data used in this research are research results that have been published by the medan archeology center related to the ancient manuscripts of poda ni namonangon ribut (nasoichah, 2018) which are still stored in the traditional house of the mandailing clan of lubis mandailing natal district of ulu pungkut region. the author has previously made observations about the existence of the manuscript. the data source is a text that source of data 17 documents, three sections. data 38 clauses in the text that is written on bamboo media that are ancient. the manuscript was written in the batak script. there are 17 documents that can be analyzed. in the bamboo manuscript there are three sections, each segment has a row clause. in the first bamboo section there are 14 lines and in the second bamboo section there are 14 lines of clause neither and in the third bamboo section there are 10 lines of clause. the data are collected will be analyzed by using miles, huberman, and saldana technique (miles et al., 2016). there are three steps in analyzing the data after the process of data collecting, as described in the following figure. the researcher will arrange the data in three concurrent flows of activity: (1) data condensation, (2) data display, and (3) conclusion drawing/verification. http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 158 findings and discussion 1. the kinds of processes and logical function in poda ni namonangon ribut a. transitivity table 1: processes of ideational function no process count percentage (%) 1 material 8 20,5 % 2 mental 5 12,8 % 3 relational 17 43,5 % 4 behavioral 0 0 5 verbal 6 17,9 % 6 existence 2 5,1 % count 38 100 % based on the table above of the percentage results on the ideational function it can be known that the relational process shows a dominating result compared to other processes. in the dominance of the relational process in the script occurs systemically. the existing ideational function shows that the text has a purpose to whom and how the text was made. this can be identified from the results of the clause analysis based on experiential meaning in the whole text as the realization of the message from the author. for example below: table 2: 04.a toboi na tolu ruwas son. toboi na tolu ruwas on token proc: relational value subject verb table 3: 04.b this is a three thick sections of this this (bamboo) is a three thick sections of this. token proc: relational value subject verb the material process shows the relationship between text creation and the purpose of why he wants to write the text. this was clearly seen in data 33.a mangalindungkon payogon disimanarekuon (who asked for snacks on this hand) shows that the writer is a magic person who can give good instructions to meet the expectations of someone in distress. in the data it appears that the text creator wants the equipment to be used properly. so he told the knife to cut bona (the word tree which shows a mystical tree like the sitauru tree or http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 159 the aor tree) as in data 17.a di sitauru doho mardabu-dabuon ko (i say that just fell down on sitauru). and he also told someone if they wanted to complain about the problem so as not to be distressed which can be seen in the data 28.a sirumundop pudan ule sayo ngonngonlan (very low rain, don't you still be troubled). this can be seen in the following data below: table 4: 09.a surgumuris guriskon di ujungna (if) surgummuris-gumuriskon diujungna conj. proc: material circ: loc verb table 7: 09.b if written down at the end if written down at the end conj proc: material circ: loc verb table 8: 33.a mangalindungkon payogon disimanarekuon. (wh o) mangalindungkon payog on di simanarengku on act or proc: material goal circ: loc subject verb table 9: 33.b who asked for snacks on this hand. (who) asked for snacks on this hand actor proc: material goal circ: loc subject verb table 10: 17.a di sitauru doho mardabu-dabuon ko. (the writer) say di sitauru doho mardabu-dabuon ko sayer proc: verbal circ: loc subject verb table 13: 17.b i say that just fall down on sitauru i say just fall on sitauru sayer proc: verbal circ: loc subject verb http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 160 table 14: 28.a sirumundop pudan ule sayo ngonngonlan sirumudop pudan (the writer say) ule sayo ngonngolan phenomen on sayer proc: verbal target subject verb table 15: 28.b very low rain, do not you still be troubled very low the rain (the writer say) do not you still be trouble phenomenon sayer proc: verbal target subject verb the mental process and the process of existence are further processes. the bamboo text of poda ni namonangon ribut if analyzed in the clause part of the meaning function is someone's hopes and desires so that the problem can be solved. so there will be sentences that convey feelings and emotions conveyed through poda or in the term mandailing there is a name hata andung (expression of complaints). table 16: 25.a holanglumayan na sundat ni parkuwalehon holanglumayan (get) na sunda t ni parkuwa lehon halumu na duwa tolu senser proces: mental circ: manner phenomenon subject verb table 17: 25.b they get hard enough to decorate a family even if it's just the three of us they get difficulties to decorate a familiy even if it’s just the three of us senser proc: mental circ: manner phenomenon subject verb the existence process of the poda text is said to be the least. the clause found clearly shows that the sentence has the interpretation of a woman when she gives birth then under the bed will be placed tandiyan “a container containing charcoal” to warm the blood of a woman who has just given birth. the word situmalun tandiyan is wood that is burned into hot charcoal as a warmer in order to stop the blood coming out of the wife who gave birth to a child. http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 161 table 18: 26.a halumu na duwa tolu ditonga-tonga ni situmalun tandiyan halumu (there are) na duwa tolu ditonga-tonga ni situmalun tandiyan conj. proc: existential existent circ: loc subject verb table 19: 26.b even though there are only three of them in the middle of wildfire even though there are only three of them in the middle of wildfire conj. proc: existential existent circ: loc subject verb behavioral processes was not found in the poda text as the author only focuses on making the text and about the hope of humans who complain (mang-andung) to obtain gifts. the author did not want to show how to be able to realize expectations by showing the behavior of the author of the text but only to give advice and concoctions made from plants in the forest for families who was dreaming of a child on the side of the family. based on the results of the discussion above, it is understood that the poda text was a text that seeks to give advice to families who are not blessed with offspring and how the writer describes the process of making the text starting from the materials, tools, and how to write the poda. the advice and method of treatment is contained in the text so that it can be believed to be the tradition of the mandailing people who like to give advice as one of mandailing's traditional activities is onang-onang. this can be seen in the picture below where the relational process is more dominant. b. circumtance analysis in the poda text overall, the circumtance distribution in the poda text can be said to indicate an information about the location given that in writing the text, the writer tries to tell that the method of making text on bamboo chosen from bamboo is the best. then, when writing text into bamboo, the writer also shows how to write the characters well so that it tells the location of each clause. the following can be seen the distribution of the diagram: http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 162 graphic 1: thi diagram of cirumtants c. participants analysis in the poda text in this part, i am going to show the table of the number of participants roles and their percentage. participant exactly has realtionship with in every single process. each process has its general category of meaning and participants that are associated with each as we discussed in the chapther two before. we can see the result below: tabel 20: process of paticipants no type count percentage 1 actors, goal 6 15,7% 3 behaver 4 senser, phenomenon 5 13% 6 sayer, target 8 26% 7 carrier, atribute, token, value 17 44% 8 existent 2 5% count 38 100 % the table above shows that participants from relational processes such as carriers, attributes, or tokens dominate. the meaning of the function of the participant does have a role when each clause is present in the poda text. the second participant is dominated by the participant of the verbal process so that the poda text writer conveys the relational information explicitly and is seen in the verbal process. 2. realization of the expriential meaning in the of poda in the following analysis step, the writer will explain the realization of the meaning contained in poda. in bamboo poda, the text maker divides three stages in describing his experience. explanation of data on each section in the form of a dominating clause can be interpreted as follows: 12.a si tulisonnon di gadubang na sala matajo(m)tu 12.b this is written on the wrong machete because it is too sharp 03.a ni situlisson no(n) di bulu ahor. 03.b what's written on aur bamboo 0% 100% 1 p e rc e n ta g e axis title circumtance extent location manner http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 163 34.a i ma so hu parkayang-kayang 34.b that's why i imagine 07.a na somalo do au sumurat 07.a i can't write in data (12.a) there is a relational process about the text being written. however, there is a word of tulisson (writen) material process in the data. but the material process gives rise to the relational process of 'value' (na tajom tu) formed by circumtance (di gadubang). same as data (18a) which the word of ‘become / makes’ material process becomes a relational process. the relational process is the result of an action claimed by the author that poda will be able to make boru (a daugther). furthermore, in the following data below there is also a relational process which was previously a material process. the word sundat (inhibited / does not have) is a word that becomes a phrase. this phrase is implicit because carrier (which / poda) is not mentioned. for this reason, the process of the material to be made into a relational is due to the explanation of the attribute function, the value of di to madadun, patinggang-tingga,and a bird’s perch. so that happened methafore expression. this explanation can be seen in the data below. if the material is in the realtional process, on the contrary in the following data there is a material process. like data (03.a) the material process is the author's action that he is writing using the ‘aor feather’ bamboo media in fact he wants to explain (this is poda as a solution for you). the material process takes place when the presence of circumtance feathers aor and becomes a goal. consider the following data. the next is a mental process that has a relational process in it. such as data (34.a) is a mental process of parkayang (imagine). in this data the authors imagine a problem that befalls so that it appears logical from i ma (because of). the process from expansion ‘so’ to ‘because of’. so that mental processes have a relationship process that explains poda to be imagined or expected. in this session is the verbal process. the method contained in the text has a verbal process but the verbal process is implicit. such as data (07.a) is a verbal process (i say: i can not write). the verbal process is seen by the material process of sumurat (writing). based on the explanation of changes in each process is a form of expression metaphor to explain about poda. that is why many relational processes occur because the writer tries to explain each of his actions and desires to create text using circumtance from locations such as place. 3. analysis of social context in the poda ni namonangon ribut bamboo the social context in the poda text is described in context including the context of the situation, cultural context, and ideological context. the discourse in the context that was analyzed and interpreted is poda ni namonangon ribut told from the beginning of the making of the text when the writer placed allusions in the text to advice and concoctions for problems faced by someone from the mandailing community. http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 164 the field of discourse in the text and context is the telling of poda (admonition) this is noisy. the telling is conveyed through writing in the mandailing script as a custom practiced by the adat. the statement became an actual event for mandailing people who still. tenor of discourse in the text and context is the writer and family who have difficulty in running the household. mode of discourse in text is writing written to be read as an inscription about hata andung which is informal. the dimension of discourse in the text is written writing and does not need to be read by the general public because it is more like a kind of medical mantra. the text entitled bamboo poda ni namonangon ribut above is a type of narrative text. the author tells in detail how the process of making text through figurative clauses and tells how the family in the household that is not blessed with children. not only that, this text is like a procedure for a shamanistic practice. the text entitled poda ni namonangon ribut bamboo is an ancient writing written based on belief in anismism and natural herbal medicine. it can be seen that the ideological context contained is that society still has an unseen metaphysical mindset. they still believe in the existence of supernatural abilities when they are faced with a problem so they choose to meet the magicians "datu" to express their complaints and hopes. conclusion after analyzing the experiential realization in the poda ni namonangon ribut text, there are several conclusions that can be drawn. the kinds of processes are the most dominant in the ideational function process is the verb process of relational shows that the text has a purpose to whom the text was made and how the text was made. the second is material, verbal process of around, mental and existence in the next analysis is circumtance where the circumtance distribution is dominated by location, manner, extent, caus and matter. circumtance process at location dominates due to the existence of relational processes that are spread in poda. meanwhile, for participant analysis it was found carrier or token from paticipant relational also dominated. next is participant verba, participant material, mental participant and extent. in the ideational process contained in the logical function found a relationship between one clause with another. the realization of the meaning contained in poda can be concluded by looking at three sections in bamboo. the first section bamboo, thess clauses explained the text as: poda (advice), which is given the name “namonangon ribut”. the word has a metaphor that poda is like a noisy bamboo clump in the forest. noisy is meant here is a complaint that comes from the community about their problems. the second section bamboo, these clauses clearly describes poda as its main objective in data ido napajadi boru (which makes girls). the word of na sundat is repeated five times in a row. these five clauses have that metaphor poda (solution for lovers), many people (heavy rain) , (divorce), (birds), and (cleaner). in the third bamboo ruwas, shows that poda http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 165 has methafora like when the expectation is reached, remember that it is the services of the writer "shaman”. then when the writer has explained what the ingredients are. he explained again as an act for podathis poda is as preparation for the practice of shamanism. social context is known starting from the type of text that has a narrative and the author's conclusion about the solution to the problem of everyone who wants offspring in his family. aside from being a traditional archive, poda was also a cultural heritage of how to cure and concoction that is still thick in the life of the mandailing community. this is one of the elements of the formation of the mandailing culture which can be seen in bagas godang. references ali, m., ali, m., alfathoni, m., & adat, f. h. (2016). konsep adaptasi budaya partuturon. 1–12. bangun, k., sinar, t. s., saragih, a., & sembiring, m. c. . (2014). experiential and logical structures within karo batak nominal groups: a study in systemic functional linguistics. iosr journal of humanities and social science. https://doi.org/10.9790/083719934352 fairclough, n. (2003). analsing discourse (best copy. in analysing discourse: textual analysis for social research. giannantonio, c. m. (2010). book review: krippendorff, k. (2004). content analysis: an introduction to its methodology (2nd ed.). thousand oaks, ca: sage. organizational research methods. https://doi.org/10.1177/1094428108324513 halliday, m. a. ., & matthiessen. (2014). halliday_s introduction to functional grammar 4th edition m.a.k. halliday, fourth edition (fourth). routledge 711 third avenue, new york, ny 10017. jørgensen, m., & phillips, l. (2012). discourse analysis as theory and method. discourse analysis as theory and method. https://doi.org/10.4135/9781849208871 miles, m. b., huberman, a. m., & saldana, j. (2016). qualitative data analysis. in arizona state university (vol. 30, issue 25). https://doi.org/10.7748/ns.30.25.33.s40 nasoichah, c. (2015). faktor yang mempengaruhi perbedaan bentuk aksara batak pada pustaha laklak dan naskah bambu. forum arkeologi, 28, 145–154. https://forumarkeologi.kemdikbud.go.id/index.php/fa/article/ view/81/69 nasoichah, c. (2018). naskah bambu namanongon ribut: salah satu teks dari batak mandailing yang tersisa. in berkala arkeologi sangkhakala (vol. 16, issue 2, p. 113). http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 152-166 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x experiential realization in the text :... ibnu ajan hasibuan,eddy setia,masdiana lubis, doi: https://doi.org/10.26714/lensa.10.2.2020.152-166 166 https://doi.org/10.24832/bas.v16i2.98 noor rosa, r., silvana sinar, t., ibrahim-bell, z., & setia, e. (2017). metafunctional shifts in the translation of student and professional translators. international journal of sciences: basic and applied research (ijsbar) international journal of sciences: basic and applied research. o ’donnell, m. (2011). introduction to systemic functional linguistics for discourse analysis. language, function and cognition, 2011– 2012. samosir, a. (2009). surat batak. efeo dan kepustakaan gramedia. sudaryat, y. (2006). makna dalam wacana prinsip-prinsip semantik dan pragmatik. 1–195. https://doi.org/10.1080/09674845.2010.11730282 wiratno, t. (2018). pengantar ringkas linguistik sistemik fungsional. in pengantar ringkas linguistik sistemik fungsional (vol. 1, issue 1). https://doi.org/10.1017/cbo9781107415324.004 http://jurnal.unimus.ac.id/index.php/lensa 5906-16675-2-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 1 poster presentation as a tool to assess students’ academic speaking performance: teachers and students’ perspectives renny tarigan, listyani universitas kristen satya wacana (uksw) jl. kartini 15-17 salatiga 50711 listyani.listyani@uksw.edu article history: submitted on 18th december 2020; accepted on 6th april 2021; published on 30th june 2021 abstract a poster presentation is a way to share or inform research data and information in oral communication. through poster presentation, the presenters will be able to present the data easily. in education, poster presentation is always used for the research seminar and the conference. for the english-speaking students, they use a poster presentation to learn english and use english as an academic speaker. this is why the academic speaking classes at an english language education program (elep), in a private university in central java, indonesia used the poster presentation as the final project to assess students’ performance. the study was conducted at the faculty of language and arts, at a private university in central java, indonesia. the study aims to see how the teachers and students’ perceptions about poster presentation and how it can increase the students’ academic speaking performance. the research participants were two of academic speaking class' lecturers and two students of batch 2016. they were interviewed using an audio recording and also the interview protocol. based on the interview, there are some different opinions about using poster presentations in academic speaking class. overall, the results found that poster presentation, a form of speaking skill assessment, could increase the students’ academic speaking performance, such as eye contact, gesture, fluency, pronunciation, vocabulary, and knowledge. keywords: poster, presentation, assess, academic speaking lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 2 introduction “language is first and foremost a spoken and not a written entity” (hussain, 2017). the statement seems to be true that humans spoke to each other long before humans invented writing. speaking is one among other aspects of language. when we learn a language (english), four skills should be mastered: listening, speaking, writing, and reading. since english is an international language, people will communicate with people from other countries with english. therefore, learning to speak english becomes an essential skill. khamkhien (2010), as cited by al-roud (2016), argued that “speaking skill is the most important in the second language” (p.2). asrida (2014) defined speaking as the information sharing between the speaker and the listener in any circumstance. this is in line with bahrani and soltani’s (2012) opinion that the goal of teaching speaking is communication efficiency. nadia and yansyah (2018) also claimed that teaching speaking is a demanding task because it does not deal with language ability only, but with psychological problems like self-confidence, anxiety, and other problems. one of the speaking classes to teach is academic speaking class. in the academic speaking class, the language used differs from the language that is often used every day. according to the topic and issues, the language is academic, which means speaking according to the students' context. many activities have been done in academic speaking class lately to train the students’ academic language, such as speech, dialogue, and presentation. as an illustration is that the students have to do an oral presentation in the classroom where the students talk independently in front of the audience. they choose their topic. in this project, the students should present the topic with excellent academic language, and they should have clear pronunciation, grammar, appropriate vocabulary, and fluency. in presenting the topics, the students also need to pay attention to their appearance or performance, where they should be able to dress well, use a good gesture, and demonstrate in explaining. the students also need tools to facilitate their presentation by using the appropriate visual aid, such as a powerpoint slide and poster. hartatik and rohmah (2016) asserted that pictures and colorful posters could add attractiveness and atmosphere in the language classroom. nowadays, the powerpoint slides and posters are standard tools that the students use in doing their oral presentations. in an academic speaking class of a private university in central java, indonesia, the students do the poster presentation as a final project to meet the requirement of the class. in our experience in this project, students need to prepare the poster creatively, plan the tremendous and controversial topic, and prepare the poster's structure (beginning, middle, and conclusion). the presenter should lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 3 prepare their language with clear pronunciation, use the academic vocabulary, talk in a neutral way, not biased even though the topic is controversial, get dressed well, and prepare their physical for speaking in front of many people. in this project, the students are highly demanded to be able to speak academically in performance. being an academic speaker with perfect performance is emphasized in the academic speaking class. that’s why the students need to consider their pronunciation, grammar, vocabulary, fluency, background knowledge, comprehension, gesture, and outfit. however, speaking for learners of a foreign language is that they do not have confidence in talking because they feel afraid to make mistakes. according to dil (2009), as cited by al-roud (2016) wrote in his study that “anxiety and willingness are the biggest obstacles for the efl students while speaking in the classroom” (p. 3). the students seem afraid to start to speak because they always think negative thoughts before talking. it is not a motivating situation where the students do not feel comfortable with the situation. it is because they always think negatively in their mind. the other problems of academic speaking are found by lin (2014) as cited by al-roud (2016). in his study, he found 213 students as the samples, the biggest problem in “speaking is a mental presentation, being anxious in talking in front of many audiences” (p. 3). the other is guessing word meaning, grasping the main idea, using slang or idioms, and identifying the sentence structure. according to adeyleh (2013), as cited by al-roud (2016), students' most significant problem in speaking is terrible pronunciation. the students change the sound of the vocabulary when they speak to a more regional language. according to the above problems, some students are still in low academic speaking proficiency. the same problem may happen for the students in the english department. even though they can speak fluently, they are unnecessarily fluent at academic speaking performance. in this problem, the students seem to need some solutions to solve their academic speaking performance problem. there are many ways also that the teachers use to train the students so far, such as what has explained above in academic speaking class, the teachers use speech, discussion, debate, and poster presentation as the activity in training their academic speaking performance. however, this study investigated the use of poster presentation to better improve the students’ academic speaking performance in academic speaking class. since the academic speaking class uses the poster presentation as the final and biggest project in this class, the main focus of this research is to see the teachers’ and students’ perceptions about poster presentation. it can increase students' academic speaking performance, including pronunciation, grammar, vocabulary, fluency, background knowledge, comprehension, gesture, and outfit. oceanography society (2005) claimed that a poster must convey the presenter’s basic message within two to three minutes. at best, lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 4 it should also engage the viewers’ interest so that they are willing to invest more of their time in the presenter’s work. there is only one question addressed in this study, that is: how can the poster presentation be used to increase the students’ academic speaking performance according to the teachers and students’ perspectives? the aim of this study is that we want to see the functions of poster presentation in increasing the students’ academic speaking performance. how poster presentation can increase pronunciation, grammar, vocabulary, fluency, background knowledge, comprehension, and gesture. in this study, the point that the study emphasizes is about poster presentation, which is a part of ava (audio-visual aid). it is like a tool in teaching english as teachers' strategies to make the lesson effective and exciting. in the study, the point is not on ava use for teaching but the use of ava for the students. the students learn to present as a teacher and as a learner at the same time because the students should learn to prepare their presentation using the ava and learn to teach while presenting the topic through the ava. hopefully, this study will be helpful for the teachers of academic speaking class, where they can use poster presentations like the way found in this study to increase the students’ academic speaking proficiency. a poster presentation is a tool to share or communicate about the data of research and information on oral communication style. the data can be a picture and graphics data package displayed on an exciting look where it means as a poster. the poster presentation is usually done by presenting the data in front of a large group (audience). in this way, the audience can also ask and comment on the poster. beilenson (2004), as cited by miller (2006: 313), stated that “a poster is a dialogue between the presenter and the viewers'' (p. 313). another opinion is from akister, bannom and lock (2000), who explained in their journal that the poster is a visual presentation with a small work and an exciting viewing that can directly discuss audience and presenter. the same idea is from jennings and o’neill (2012), “poster presentation can allow for question and answer sessions, and the exchange of ideas and information regarding research” (p.3). in education, poster presentations are used for research seminars and conferences. using a poster will usually help the presenter to explain the information to be conveyed. as an example, maugh (1974) found in his study, as cited by hess, tosney, and liegel (2009), “the poster session is a new look at scientific meetings” (p. 1). sorensen and boland (1991) and fowles (1992), as cited by berry and houstan (1995) said that the students use the poster presentation to report their research investigations for nurse education. for mathematics students, poster presentation is the way to communicate with other students and as an activity to take an assessment (berry and houstan, 1995). from arief’s (2020) research, it was also found that posters could be effective media to teach speaking to media students. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 5 for english-speaking students, poster presentation is usually used to learn a language of how the students can practice in speaking. zerin and khan (2013, p.129) state that poster presentation is a tool to demonstrate their understanding and communicate in english speaking. more specifically, english-speaking students use poster presentations to train them talking and thinking more critically. poster presentations can also be a way to explain the results of research. the result of the research is incorporated into an exciting poster. the posters are an effective method of presenting academically. according to wilson & brooks (2014), using oral presentation (it is also a poster presentation) in the language classroom is beneficial because it can improve the students’ communication skills (writing, speaking, listening, and listening) and motivate the students to learn english. through the poster presentation, the students have the opportunities to practice talking and critical thinking. in other words, presenting the topic in front of audiences trains them to speak and write while preparing the poster. on another side, the audience listens to the presenter and reads while seeing the performance and the poster. this is called student-centered and it is good for the students to practice by themselves in learning the language. according to daniel (1992), as cited by berry and houstan (1995), five reasons suggest the students use poster presentation, it is because poster presentation is a great way to increase the students’ communication skill, an assessment that is done by the students themselves, to encourage the students' skill to analyze the topic, give the students opportunity to learn with their friends, and to expand the positive attitude of the students. in addition, zerin and khan (2013) found that the students enjoyed the poster presentation because doing poster presentation makes them creative in learning language, have a comfortable situation between the students and have a chance to practice using language. the same idea comes from ziscovic (2014). he claims that using oral presentation makes the student think broadly and trains strategic thinking. it means that oral communication improves the way of their thinking. niemantsverdriet (2000) added that a poster is considered successful if it conveys a clear message to the audience and generates valuable comments to the presenter. therefore, the poster needs to be crystal clear about the objectives, approach, main results and major conclusions of the work. rahmadevi (2012) also reminded us that pictures in the posters and the colors could attract students’ interest. for the disadvantages of poster presentation, sisak (1997) argues that the students feel difficulty doing poster presentations. it is because they cannot find a suitable topic with suitable references. another disadvantage of the poster presentation is that the students often present the idea or topic with a book source, but it doesn't benefit from increasing their thinking on problem-solving. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 6 the same idea comes from hess, tosney, and liegel (2009), they found in their study that some presenters are not interested in doing poster presentation which impact on the quality of their poster, such as the visualization of poster are not attractive, there is much text, the poster is not explicit and the structure is not organized. academic speaking performance is about presenting a topic academically. the objective of academic speaking, as explained by mcevedy (1986), cited by mcpherson (1995) is to show how to plan, of research materials in a formal presentation, to prepare the written material and oral version in the same way, to prepare and use appropriate visual aid and to take part in seminars. according to zerin & khan (2013), from their survey, 85 to 95 % of 50 students think that using poster presentation is a benefit for them in increasing their speaking proficiency. how can it improve their academic speaking skill fluency? the students like to present the poster by showing the picture with many attractive points to encourage them. they feel proud of making a poster and ready when there is some difficult task in the future. another thing of how a poster can increase the students’ academic speaking skills is by training the students to speak more while presenting all the points. before they do the poster presentation, they will prepare the topic, poster, and speech. indeed, while preparing the speech they will think about good grammar, academic language, and explicit language. so poster presentations can improve the students’ academic speaking fluency. there is also a rubric where they can evaluate their performance by themselves, such as fluency, accuracy, grammar, vocabularies and knowledge about the topic. a summary of this literature review shows that poster presentation is the tool to communicate between presenter and audience. in many cases, the presenters use the poster presentation to make the research easy to explain. most people use poster presentations to explain their result of observation and as a proposal for the work in a company. in education, the students use the poster presentation to tell about research. for english language students, they use the poster presentation as an assessment to assess and train the students’ academic speaking skill. the students always use the poster as the last project and as a test for the students to complete the class requirements. the point is the students that should prepare themselves to be good academic presenters. good academic presenters mean they should have good fluency, accuracy, grammar, vocabulary, and knowledge about the topic. there have been some previous studies done dealing with poster presentation. wahyuni, mukhaiyar, and kusni (2013, p.22) claimed that posters could be one of the techniques modified by thornbury (2005) called “inside/ outside circle technique”. these techniques, onion, poster carousel, and headlines & art gallery, were adequate to improve students’ speaking ability. a similar study was also conducted by putri (2013). using a poster carousel, students could improve their speaking ability. öztürk (2017) also researched whether the use of poster presentations facilitates lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 7 learning when students try to put theoretical elt knowledge into practice. öztürk found those poster presentations could help learners work collaboratively in groups. they could also overcome their anxiety and gain more self-confidence while doing the presentation. in addition, poster presentations could improve creativity, promoted learner autonomy, and inspired learners for their future teaching career. another research study was also conducted by pamela (2019) on 73 eleven graders of sman 1 pandeglang. her experimental research found that students speaking analytical expository text using poster presentation achieved better performance than those who did not use it. ulva (2018) also conducted a study in this matter. her research purpose was to investigate the improvement of students’ english speaking ability by using poster media. the second purpose was to figure out the students’ opinions on using poster media to teach english. data derived from questionnaires, interviews, and observation showed that the speaking ability of students’ mtsn 2 banda aceh increased due to poster media. yavani & anani’s study (2018) on the effectiveness of posters and video in assisting students when speaking found that using posters could significantly improve the students’ speaking ability in the english teaching. in line with yavani and anani, basri (2017) also researched the use of posters. her research was to answer the question about the effectiveness of posters to improve the eleventh graders’ speaking ability at ma pesantren modern datuk sulaiman putri palopo. the research found that the educational poster media were effective in improving the eleventh graders’ speaking ability. method this study is qualitative. qualitative study analyses how the experiences and opinions of the teachers and the students in using poster presentation and how it can increase the students’ academic speaking performance. it is for getting in-depth information about the poster presentation in academic speaking class and increasing the students’ academic speaking skill. the study was done in an academic speaking class, which is the last speaking class at the english department of a private university in central java, indonesia. this class is different from the other speaking classes (such as speaking for social purpose and argumentative class). this study was done in the short semester of the 2017-2018 academic year. in this study, the participants were three students and three teachers of academic speaking class. in this case, three students were 2016 years and have experiences taking the class of academic speaking. the instruments in this study are the list questions (interview protocol), and video recording using a mobile phone or audio recording. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 8 in this research, the data collection method was done through interviews. in this method, the researchers and the participants (the teachers and the students) had dialogues, asking and answering questions one by one with each of the students and teachers. while doing the interview, the researchers took the videos and transcribed all the conversation with the complete answers and questions. after that, the interviews were transcribed. themes were finally drawn, and discussed in depth. findings and discussion based on the interviews, there were some findings of using the poster presentation in academic speaking class and how it can increase students’ academic speaking performance. based on the findings, both students and the teachers have different perceptions about using poster presentations in academic speaking class that can increase the students’ academic speaking performance. here is the explanation about the students and teachers’ perceptions of using poster presentation in academic speaking class. 1. teachers’ perceptions on the use of poster presentation in this section, the two teachers have the same perceptions about using a poster presentation and how it can increase students’ academic speaking performance. in the interview, they said that the previous way had been the best way for them to present the poster in the actual context. the previous way in the academic class was like presentation in the public area and working in groups with three members. the groups from four classes of academic speaking join into one big room in the hotel. there, they made the poster presentation with four sections. in each section, one of the members became a presenter to present the poster, the others members of the group should go around to the other group poster presentation to be the audience for another group presentation. in other words, the teachers wanted to make the poster presentation project in the academic speaking class as the project to train the students to feel the authentic atmosphere in the public areas. the teacher a said that in that concept on the f floor and the hotel setting is the best way to present the poster. it is because the students can feel the authentic atmosphere which means public area. excerpt 1 “the concept to do the presentation in the f building has been well because we had various audiences. the setting of the hotel as the public area also made the atmosphere.” (teacher a, interviewed on may 22nd, 2018) lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 9 the academic speaking students will get challenges to prepare the material well through the previous concept or setting. it starts with collecting the data to make the exciting poster. it certainly can increase the students’ knowledge as the academic speakers. through the previous way, it will train them to improve their knowledge. excerpt 2 “in that way, students have to prepare well before presenting the poster. before doing the presentation, they should provide the materials such as reading books, google, and also do mini research (interview). through that way, they will enrich the information. because if you need to present the poster, you need to express your opinion with enough data and information, without reliable information, people will have nothing from the presentation. so, preparation is most important to prepare data to present.” (teacher a, interviewed on may 22nd, 2018) since they prepare the poster, they should organize the data starting with abstract, the background of the problem, findings, conclusions and the suggestions. in that way, it will help the audience follow the information. the enough data and complete information should be arranged into the best format in the poster presentation. in this case, the students will experience increased knowledge while preparing the poster re-arranges the data to be the best format. excerpt 3 “when they had done the preparation well, of course they would arrange the organization of the data. it also includes the preparation and part of making the poster. however, we need to rearrange the data, therefore the audience can understand the information. so, rearranging the idea in the poster format and investigation the data is in the poster. if the format and the organization have been okay, it would help the students too.” (teacher a, interviewed on may 22nd, 2018) after doing the poster preparation starting from finding enough data to re-arrange the data in the best format, the students also need to practice first with their friends or in the small group to evaluate. they also can get feedback from the teachers through the lesson. the rehearsal is also an important point before the presentation. through this process, the students will get improvement in their language, eye contact and appropriate movement. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 10 excerpt 4 “after data was arranged well, next is the time for presenting. but before that, they need to practice. it can be in the small group, or within the class, peer evaluating from their friends, and also teachers’ input. so it is like a rehearsal. they will practice speaking as academic presenters, use eye contact, and movement.” (teacher a, interviewed on may 22nd, 2018) the same idea comes from amel (2014) that poster session in the classroom aims “to develop the students' fluency in english, improve the vocabulary in the particular area, to see how english is used as communication, to increase the research, reading and presentation skills” (p. 3543). in that way, the students can help also in presenting material through the poster. the point is that the students can develop their academic speaking performance. besides that, teacher b has the same idea with teacher a where they agree to use the poster presentation like the previous concept. the reason for teacher b is because it trains the students to be able to perform similarly to the academic speaker at the international conference. excerpt 5 “we choose the poster presentation just like the previous concept, it is not only to practice speaking but the students can practice to present such as at an international conference.” (teacher b, interviewed on may 22nd, 2018) through the previous concept, the students will also be able to learn in the group. they can prepare the material in the group. sharing with friends can also improve academic speaking performance such as speaking, critical thinking, and other soft skills. conyers (2001), jarvis and cain (2003), as cited by howard (n.d) explained on his paper that “the poster provide a stimulating assessment tool, allowing for creativity and leading the students’ skill to ‘integrate critical thinking and communication skills within the context of diverse subject and content areas”. excerpt 6 “using the poster presentation is not only to improve the speaking skill, but it is like collaborative learning, learning with group friends. when they should be more critical thinking, they also prepare the topic. though this way, the poster presentation has many soft skills which are prepared.” (teacher b, interviewed on may 22nd, 2018) both teachers have similar perceptions about the use of poster presentation in academic speaking class. the point is that poster lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 11 presentations should be in the authentic atmosphere such as the hotel or f floor with the many varieties of the audience. it should also be done as the poster in the group with three or four members for collaborative learning. next, they made the concept similar to the international conference. in this way, teachers a and b believe that the students’ academic speaking skill will improve while doing the process starting from preparing the data to the day of the presentation. the skills that will improve are the students’ speaking, movement, eye contact, knowledge, and critical thinking. 2. students’ perceptions on the use of poster presentation two students were interviewed about their perception of the use of poster presentation in the academic speaking class, increasing the students’ academic speaking skills. as overall, the students have different perceptions about the use of poster presentation. here is the explanation of their every perception. students a agreed to use the poster presentation like the previous concept to work in the group. it is because they can learn with each other with their friends. however, she explains that the poster presentation should be used many times in the class. in that way, the students and the teachers can feel and see the improvement. such as tanner & chapman (2012) they explained in their study that the critical advantages when the students do poster presentations more than one will lead them to increase their skills through repetition. excerpt 7 “we can develop our academic speaking skill, and public speaking and delivery if we do poster presentations a lot in the classroom. when we do it in the classroom, it can make us feel comfortable and confident. it can be done one or two times for a week. after that, the teachers can see the improvement.” (student a, interviewed on may 11th, 2018) the fluency and pronunciation are the skills that improved through this poster presentation project. it is because the students are required to speak in the all-time of the project. through this project, all levels of the students can learn together to learn from each other to improve their speaking. therefore, the students can help them to speak fluently in english by this poster presentation project. excerpt 8 “so, i really think that by presenting this poster presentation we can practice our pronunciation and also our fluency. although not all the students have similar capability no matter whatever they are still in the beginner, average, and the higher level. we can learn lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 12 through the poster presentation to help our fluency.” (student a, interviewed on may 11th, 2018) through the poster presentation, the students will also get the better knowledge. they are required to find some information through doing research, reading the book or browsing. in this way, they will get improvement in their knowledge. excerpt 9 “we have to do the same research, to google, we have to google about something that is to make our world a better world. it really helps the students to enhance, to stimulate our knowledge.” (student a, interviewed on may 11th, 2018) as the student’s a perception is, the used poster presentation in the classroom is essential. it gives positive impacts to the students. they will get improvement in their academic speaking skill, such as pronunciation, fluency and their knowledge. another student interviewed was student b. student b perceived that poster presentation should look like a seminar concept. poster presentations should be done like a big seminar where there are many variations of themes to catch the audience’s attention. in this concept, there is also an activity where the students and the audience can debate. the student b believes that through this way the students will be helped in increasing their academic speaking performance because the activity requires them to critique and debate. excerpt 10 “maybe the presentation should have more variation to catch the audience’s attention. the poster presentation should make a difference. another way, it can be a big seminar. there is an activity where the presenter, critics. so, there is a debate which is useful for the students.” (student b, interviewed on may 9th, 2018) the poster presentation is also good for the students to improve their pronunciation and knowledge because of the mini-research. doing this project makes them practice the pronunciation and knowledge. excerpt 11 “the group poster presentation is also good because it helps the pronunciation, vocabulary and the knowledge. they also have to do mini research to improve their knowledge.” (student b, interviewed on may 9th, 2018) lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 13 the students’ perceptions summarize that the student a’s perception is that using presentation posters should be done many times. it aims to see how poster presentation can train students to see their enhanced skills in academic speaking. when the students have a poster presentation project many times, it will certainly challenge them to do a lot of preparations and practices. in that way, it will be able to improve the students' academic speaking performance. student b’s perception is that poster presentation should be used in the form of a large seminar. variations of the theme for each group should also be multiplied and varied in each group to attract the audience’s attention. in this case, student b believes that poster presentation through the big seminar will improve their knowledge and pronunciation because they will do a mini-research. conclusion this study aims to find out how the use of poster presentation in academic speaking class and how those ways can increase the students’ academic speaking performance. according to the result finding and discussion, there are different opinions from each teacher and student about using the poster presentation in academic speaking class that can increase the students’ academic speaking performance. based on teacher a’s perception, the poster presentation should be in the authentic atmosphere. based on teacher b’s perception, the concept or the setting of the poster presentation should look like an international conference. the students should work in the group of three or four members to collaborate. it is to increase the students’ pronunciation and vocabulary. when the feelings and atmosphere look natural and like an international conference, students can practice improving their abilities such as eye contact, movement, fluency, knowledge, and gesture during the poster presentation. before doing the poster presentation, the students will get peer evaluating and also teachers' input. student a’s perception about using the poster presentation in academic speaking should be done many times in the classroom during the first semester. it can be done once in two weeks. it is to see the improvement. the more they practice in the poster presentation will improve their academic speaking performance. based on student b’s perception, poster presentation should be made like a big seminar with the variations theme to get the audience’s attention. according to the result findings and the discussion, here are some suggestions for using poster presentations to increase the students’ academic speaking performance. first, the use of poster presentation should be done in much time. it can be done once in two weeks. it is to practice speaking as the academic speaker and improve the students’ academic speaking performance. second, group poster presentations are needed in lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.1-16 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x poster presentation as a tool:... renny tarigan,listyani doi: https://doi.org/10.26714/lensa.11.1.2021.1-16 14 academic speaking class because the students can learn from each other through the discussion time. third, the teachers should prepare many variations of themes for each group to catch the audience’s attention. fourth, the setting of the poster presentation can be in the actual setting or public areas, it can also be in the classroom. fifth, the concept of the poster presentation can look like an international conference. it can look like a big seminar. references akister, j., bannon, a., & mullender-lock, h. 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(2014). the importance of oral presentations for university students. mediterranean journal of social sciences, 5(19), 468-475. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 190 girls’ education: danger and resistance reflected in i am malala by malala yousafzai and christina lamb and my name is parvana by deborah ellis1 ria hendriani ria.hendriani@yahoo.co.id universitas negeri surabaya (unesa), surabaya abstract this study attempts to compare dangers and resistances faced by main characters in getting education, especially girls’ education. it also analyzes the significant issues of education in i am malala and my name is parvana by using the concept of comparative literature in american school discipline. this study applies liberal feminism theory. the research findings can be formulated as follows: 1) there are three barriers endangering girls in getting education such as the weak position of women in society, poverty and conflict; 2) the resistances done by both characters to reach equal position in education. they strive to get better education and criticize the inequalities. the resistances in both literary works are conducted in difference ways. malala argued that woman should be treated as equals as men; therefore, she never gives up in resisting dangers although she was shot by taliban. meanwhile, parvana argued that there must be equality of role between women and men. unfortunately, her effort fails and she gives up; 3) the significant issues, malala and parvana are aware of the advantages of education; therefore, they resist all dangers they faced. finally, they become symbol of strong and independent women. in conclusion, both literary works raise clear issues about gender inequalities and the characters’ resistances in getting education. keywords: education, danger, resistance, comparative literature, liberal feminism abstrak studi ini berupaya membandingkan antara bahaya dan resistensi yang dihadapi oleh para tokoh utama di dalam mendapatkan pendidikan, khususnya pendidikan para anak perempuan. studi ini juga menganalisis isu-isu penting dalam bidang pendidikan yang ada pada karya „i am malala‟ dan „my name is parvana‟ dengan menggunakan konsep sastra bandingan aliran amerika. studi ini menggunakan teori feminisme liberal. studi ini menemukan beberapa hal sebagai berikut: 1) terdapat tiga rintangan yang membahayakan bagi perempuan di dalam mendapatkan pendidikan, seperti posisi perempuan yang lemah di dalam masyarakat, kemiskinan, serta konflik; 2) resistensi dilakukan oleh kedua tokoh untuk mendapatkan posisi yang setara 1 this article is a synthesis of a postgraduate thesis written by the same author with the same title. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 191 dalam pendidikan. keduanya berjuang untuk mendapatkan pendidikan yang lebih baik dan mengkritik ketidaksetaraan. resistensi-resistensi di kedua karya sastra tersebut dilakukan dengan cara yang berbeda. malala berpendapat bahwa para perempuan seharusnya diperlakukan setara dengan laki-laki; oleh karena itu ia tidak pernah menyerah di dalam melawan bahaya meskipun ia ditembak oleh kaum taliban. sementara itu, parvana berpendapat bahwa harus ada kesetaraan peran antara perempuan dan laki-laki. sayangnya, upayanya gagal dan ia menyerah; 3) isu-isu yang penting adalah bahwa baik malala maupun parvana sadar tentang manfaat pendidikan; oleh karena itu mereka melawan semua bahaya yang dihadapi. pada akhirnya, mereka menjadi simbol perempuan yang kuat dan bebas.kesimpulannya adalah bahwa kedua karya sastra tersebut mengangkat isu-isu yang jelas mengenai ketidaksetaraan gender dan resistensi-resistensi para tokohnya dalam mendapatkan pendidikan. kata kunci: pendidikan, bahaya, resistensi, sastra bandingan, feminisme liberal introduction throughout the history, human rights are the fundamental rights and freedoms that belong to all people in this world; it is the standards that allow people to live with dignity, freedom, equality, justice and peace. one of the most crucial rights for people is education, it has very important role to promote and protect human from their civil rights. therefore, it must be given to all people without discrimination, it should be free and compulsory, as affirmed in universal declaration of human rights (udhr) in 1948 (article 26, 1-2): everyone has the right to education. education shall be free, at least in the elementary and fundamental stages. elementary education shall be compulsory … (and) shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. it shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the united nations for the maintenance of peace.(streich, 2008: 61) the obligation to supply free education to people implies that each nation should establish free public education system; this right has been further elaborated to address issues like quality and equity. it also deals with the principle of nondiscrimination and the right of people to get education. as cole (2000) stated that equality and human rights are two of the essential key concepts to be reached by the end of compulsory schooling, with a belief in human dignity and equality. human rights are universal since they belong to all human in every society. unfortunately, the education system has hardly shown any credibility in regards of evolvement of human rights and its protection. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 192 most girls in many parts of the world still face difficulties in getting education; they have limited access to get the same education as men, moreover there are many threats and attacks on girls’ education, including bombing or burning schools for girls, killing, kidnapping and torturing the girls’ students, teachers and academics who supports education for girls (gcpea, 2014). as a result, girls will be marginalized in society as they are running a risk of becoming less skilled, getting less opportunities and hope for the future. those conditions make women try to give their voice to deny their subordinated condition to reach their independence. they need to voice their feeling toward the social life as how the men treat them beyond the limit of humanity. spivak (1988) mentions it as theory of change; people who are oppressed will rise to challenge the oppressors. furthermore, mary wollstonecraft explores this problem in her masterpiece, a vindication of the right of woman. she stated that the root of women’s oppression is lack of education; therefore women should empower themselves through the pursuit of knowledge (wollstonecraft, 1796). it is clear that the only way for human being to improve their self is through education; thus, many women are struggling to get it. it was done by r.a. kartini in indonesia and malala yousafzai in pakistan. the struggle by kartini to promote women’s rights in education in the early 1900s and the holding of the first women’s congress have exemplified her contributions in building society (robinson & bessell, 2002). meanwhile, malala also campaign for human rights, especially woman’s right to education. in 2013, malala spoke at the united nations; she brought attention to global education (hansen, 2015). thus, r.a. kartini and malala are the examples of women who struggle for getting equality in education; they consider that education as one of the major tools to stop discrimination and violation against human. the sexual inequality of education does not only occur in real life but also in literary work. thus, the writer used i am malala, a memoir written by malala yousafzai with christina lamb and my name is parvana written by deborah ellis. it is because both literary works raise a problem about women’s resistances against violence that endangers them in getting their rights, especially their rights in education. i am malala was a great memoir in the middle 2013 by malala yousafzai with christina lamb. it talks about the spirit of feminism reflected by young adult named malala. the series of events in this memoir take place in pakistan and discuss its social condition. malala lives in a society in which women are treated as an inferior without the rights to get an education. however, malala believes that education is vital to her future; so she fights to get education although her life is threatened. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 193 meanwhile, my name is parvana was a novel written by deborah ellis. it was the story about a family from afghanistan who always get terror because their fight for girls’ education. the story tells how parvana and her family’s resistances, how they brave threats and challenge circumstances from the villagers to educate girls. parvana and her family have an ambition to make their students who are all women realize that they also have the same opportunities to reach the highest education and to determine their own future. normally, in the society women are known to be passive who often entrust the condition, they just wait their fate without trying to fight. this argument is rejected by wollstonecraft, she disagrees with the ideas that women are weak because she thinks that god created men and women to be partners in life, and therefore they should be equal. wollstonecraft also proclaims women must get their rights and have their personhood. as she stated that, women as well as men get the same education because all human being deserve an equal chance to develop their relation and moral capacities so they can achieve full personhood (wollstonecraft cited in beasley, 2005: 31). wollstonecraft’s ideas are in accordance with what has done by malala and parvana. they show some characteristics that make them different from other women in the patriarchal society they are living in; they are described as smart, courageous, confident and independent persons that make them aware of their rights as women in the society. they fight to find their own identity and keep standing for education especially for girls. the writer found several studies that analyzed and criticized about girls’ education. first study entitled, “isn‟t it too early to drop out of school? a study of girls‟ education in the chepang community of nepal” by tryndyuk (2013), master’s thesis from university of tromsø. second is “the taliban and girls‟ education in pakistan and afghanistan with a case study of the situation in the swat district” by ahmad (2012), master’s thesis from lund university. they found several factors that make girls cannot get access in education. whereby, those previous studies are used by the writer to enrich the analysis of this study. for that purposes, the writer used liberal feminist approach; it is an individualistic form of feminism and theory which supports women’s equality (eagleton, 2003; gamble, 2000; wollstonecraft, 1796). the writer also used comparative literature to conduct this study, as gayley stated that it involved study of two or more literatures (cited in bassnett, 1993:33). this study is generally an effort to elaborate two cases with the same topics, that is gender inequality in getting education and effort to fight the problems; meanwhile the differences are in the way of resistance, region and time. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 194 therefore, this study attempted to find out dangers and resistances that malala and parvana face to achieve equality for girls’ education, and then find out the significant issues of education reflected in i am malala and my name is parvana. literature review feminist approach this study concerned with female characters as the object of the analysis, so the most appropriate approach is feminist approach; it presumes an interdisciplinary approach for understanding women’s lives and women’s issues (mulvey, 1988: 74). this approach has been innovative in its choice to study particular groups of women formerly ignored by social science (e.g., upper-class women), particular behaviors (e.g., feeding one’s family, adult adoption of orthodox religion, improving one’s community) and new forms of data (e.g., women’s subjective social experience or subjective self) (reinharz, 1992: 215). from those explanations, feminism concerned with issues of broader social change and social justice and committed to changing the condition of women. therefore, the ultimate goal is to increase the understanding of women’s experience, both in the past and present, and promote appreciation of women’s value in the world (tyson, 2006: 119). for the purposes of this study, the writer reviewed one types of feminism; it is liberal feminism. liberal feminism is theory that talks about woman as human being that has the same human rights as the other (eagleton, 2003; wollstonecraft, 1796). thus, the basic understanding of liberal feminism is demanding the equal right for everyone, including women. this form of feminism aims to establish women and men have equal access to the public sphere and bringing changes through their resistances. therefore, this approach considered suitable for this study due to both literary works consists of females’ characters that showing their resistances to obtain equality in getting education. method research design this study concerns with social reality in two literary works, for the method of the study the writer applies qualitative method. qualitative method concerns with life as it lived, things as they happen, situations as they are constructed in the day to day, moment to moment course of events (woods, 1999: 2). meanwhile, ary, jacobs, and sorensen (2010: 22) stated qualitative method focuses on understanding social phenomena from the perspective of the human participants in natural settings. the lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 195 data are reported in words or pictures rather than in number so the writer does not need a statistic to collect and interpret the data (creswell, 2012: 18). from those statements, qualitative method is done to understand the social phenomena, which concern in the process of description, analysis and interpretation of data in written form rather than in number or statistical result. therefore, the result of this study is in the form of description and interpretation of some phenomena. by using qualitative method, this study is aimed to describe and compare the dangers and resistances that faced by the characters in getting education. besides that, it also analyzes the significant issues of education reflected in i am malala written by malala yousafzai & christina lamb and my name is parvana written by deborah ellis. findings and discussion education had big role in human life; it was one of the most important things to make changes in girls’ life. according to solovic (2001: 131), education not only helps people to succeed professionally, but it also personally enhances people’s life by opening up new worlds and insights. therefore, well-educated women will have vision and wide knowledge, they will be aware of their position and they not only end as housewives who only serve the husband, child and do household chores but they also can do anything they want. thus, education is a tool for creating opportunities of human, making people knows their importance and rights in life and to gain confidence to claim them. however, girls often face barriers to get education. there are a lot of barriers that they faced when they want get education, according to department for international development (2005) at least there are three barriers that make education is endangering for girls, such as the weak position of women in society, poverty and conflict. thus, women tried to do any resistances toward these barriers. the way out of this condition is called as women’s empowerment or feminism. feminism is an ideology that is believe by the people who struggle for the equality between men and women (tong, 2009: 11). therefore, this analysis presented dangers and resistances that faced by the characters in getting education. besides that, it also analyzes the significant issues of education reflected in i am malala written by malala yousafzai with christina lamb and my name is parvana written by deborah ellis. i am malala implied the inequality between men and women, especially their inequality in getting education. in this memoir, women are the victims of this inequality, they are forbidden to do any activity include going to school meanwhile men can do everything they want. malala is the main character in i am malala resembles a girl who resists the danger in getting equality between men and women, especially in education. she believed that women also can get education as men so lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 196 that they can participate fully in society. she showed her braveness in getting education although her life is threatened. when bbc urdu asked her to write about life under taliban, she seemed very enthusiasts because it was one of her ways to criticize the taliban. unfortunately, she was shot by the taliban. taliban thought they could stop malala by killing her. but in fact, malala became stronger. after she regained consciousness, she continued to campaign and promote education for girls. she spoke at the un on her sixteenth birthday and called for free education for all children. malala was not afraid to show her resistance toward taliban, she wanted to be free and wanted to help other people surround her, she believed that education was the only solution against it. as lange (2012: 1) proclaimed that education is the way to eliminate terrorism, prevent extremism and violence by promoting criticalthinking skills, empathy, peace and tolerance. in short, it can be said that i am malala showed how amazing of young girl changed the community as well as to make women be respected in all aspects. meanwhile, my name is parvana represented the truth condition about afghanistan, about the difficulties of people especially girls in getting their rights. feminism in my name is parvana arose because of parvana as the main character resisted all of the injustice that happened in her society, including inequality in getting education. she resisted all people who prohibited the girls’ education, even though in the end of the story she gave up and asked the parliamentary of afghanistan to save her. from that story, it showed that a fifteen year old girl have braveness against the danger by her action and voice. based on those explanations, it can be seen that both literary works expressed the same ideas, which are dangers and resistances in getting girls’ education. the main characters in both literary works are aware of the advantages of education; therefore, they resisted all of the dangers in getting education. they believed that education is human basic right; it was not only for men but also for women. therefore, women also should be educated as men, it was also clearly written in the holly quran. as statements at the following narration: education is our right. islam has given us the right and says that every girl and boy should go to school. the quran says we should seek knowledge, study hard and learn the mysteries of world. (yousafzai and lamb, 2013: 143) in accordance with the above quotation, women should be equal to men in every aspect, especially education. thus, there is no reason to forbid them if men can do anything they want. however, both characters in i am malala and my name is parvana found that there were inequality of women rights, such as women got less of social status, power and opportunities in getting education. they also got dangers in getting and maintaining education such as, their family, teachers and the other girls who have still encouraged girls’ education were threatened; moreover their school was closed and bombed-out. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 197 these happened because of patriarchy factors and influenced by the taliban. thus, liberal feminism is the response of gender inequality as it claimed about gender equality, which states that all men and women are created equal and have the same opportunity (wollstonecraft, 1796). by seeing that condition, malala and parvana resisted all of the dangers that they faced to get their rights, rights to live peacefully and rights to get education for every girl in the world especially in their country. malala and parvana always fight for girls’ education, they have good purpose; they wanted to get their right as women, especially rights to education. malala and parvana really want to make educational equality between men and women, not just in pakistan and afghanistan but in the entire of the world. the efforts of malala have brought some positive changes to education in pakistan. it has brought worldwide attention to the ongoing challenges. malala also received several awards and even became the youngest nominee for the nobel peace prize. she was one of four runners-up for time magazine’s person of the year and has received numerous other awards. on her speech in every place, she wanted to make the same position between men and women especially in education because education is human basic right. meanwhile, the efforts of parvana also brought some positive impacts, such as she gave the opportunity of girls in her society to get education in the school that she and her family built and it also made society considered that their daughters also need an education for their life. she also did any contribution to the society by letting her student to help people in her village to do anything they do as they learn from the school. the consciousness to resist any danger that main characters faced in getting education as the symbol of the social reform, their resistance toward the danger that they faced in getting education showed their existence in society and it made people realized the importance of education. thus, the stories of i am malala and my name is parvana gave spirit and enrich the people’s understanding about the power of a woman’s resistances for getting equality and happiness in their life. besides the similarities, the two literary works also have differences. the settings of both literary works are different. i am malala settles in pakistan when taliban took control on it and the story also influenced by taliban while my name is parvana took place in afghanistan after taliban regime, the story was influenced by a lot of armies who want to take control over the country. malala’s resistance for the broader scope, that is for the education’s right of all children and girls in the world. meanwhile parvana’s resistance is narrower, it for her school and girls’ education in her village. though both of main characters resisted the danger that they got in getting equality in education, they ended it differently. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 198 malala never gave up to resist the danger in getting education although she was shoot by the taliban, at the end of the story she became totally independent woman. meanwhile parvana gave up and submitted to the fate. she stopped to struggle when she considered that all she has was gone, like her mother, her students, her teacher and her friends due to the brutal condition in her country. conclusion based on the analysis of the main characters in i am malala and my name is parvana, it is clear that the main cause of the movement is the unequal status that happens in the society from the generation to the next until they realize their injustice. this movement is in order to reach the equality of right to men in many aspects, such as education, politic, social, economy and culture. as showed in both literary works, when women’s voices continue to be ignored and neglected they try to struggle to get equality in education although their action sometimes threatens their life. but their bravery in conveying their opinion or idea are very impress. they did not just depend on men or follow the social rules, but they also had bravery to struggle to be equal as men. references ahmad, s. 2012. the taliban and girls' education in pakistan and afghanistan with a case study of the situation in the swat district. lund university. ary, d., jacobs, l. c., & sorensen, c. k. 2010. introduction to research in education. usa: wadsworth publishing. cole, m. (ed.). 2000. education, equality and human rights. usa: routledge falmer. creswell, j. w. 201). educational research: planning, conducting, and evaluating quantitative and qualitative research. united states of america: pearson education, inc. eagleton, m. (ed.). 2003. a concise companion to feminist theory. united kingdom: blackwell publishing ltd. ellis, d. 2012. my name is parvana. new york: oxford university press. gamble, s. 2000. the routledge dictionary of feminism and postfeminism. new york: routledge. gcpea. 2014. education under attack. new york: global coalition to protect education from attack (gcpea). hansen, g. 2015. malala yousafzai: education activist. united states of america: a division of abdo. lange, m. 2012. educations in ethnic violence. new york: cambridge university press. mulvey, a. 1988. community psychology and feminism: tensions and commonalities. journal of community psychology, 16(1), 70-83. reinharz, s. 1992. feminist methods in social research. new york: oxford university press, inc. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 199 robinson, k., & bessell, s. (eds.). 2002. women in indonesia: gender, equity and development. singapore: institute of southeast asian studies. solovic, s. w. 2001. the girls' guide to power and success. united states: amacom books. spivak, g. c. 1988. can the subaltern speak? in marxism and the interpretation of culture, edited by c. nelson, and l. grossberg. chicago: university of illinois press. streich, m. 2008. the universal declaration of human rights. australia: allen & unwin. tong, r. 2009. feminist thought. united states of america: westview press. tryndyuk, i. 2013. isn‟t it too early to drop out of school? a study of girls‟ education in the chepang community of nepal. master’s thesis university of tromsø. tyson, l. 2006. critical theory today. new york: routledge. wollstonecraft, m. 1796. a vindication of the rights of woman. london: courier corporation. woods, p. 1999. successful writing for qualitative researches. london: routledge. yousafzai, m., & lamb, c. 2013. i am malala. united states of america: little brown and company. 105 incorporating local wisdom into creative writing: exploring the students’ perception towards the significance of cultural identity muhammad rozin 1 sri herminingrum 2 abstrak telah banyak penelitian yang menunjukkan bahwa nilai-nilai kearifan lokal, secara umum, telah banyak bergeser dan bahkan cenderung tergerus. dalam banyak hal, globalisasi menggeser persepsi para agen budaya masa kini atas pentingnya warisan nilai-nilai budaya yang luhur. penelitian ini bertujuan untuk mengetahui dan memetakan posisi kearifan lokal dalam persepsi mahasiswa program studi s1 sastra inggris universitas brawijaya malang. hal ini dimaksudkan untuk melacak bagaimana mahasiswa mempersepsi pentingnya nilai-nilai kearifan lokal dan sejauh mana mereka meresapi nilai-nilai tersebut sebagai bagian dari konsepsi diri mereka, khususnya dalam konteks menulis kreatif. penelitian ini menggunakan metode campuran (mixed method), yaitu gabungan antara metode kuantitatif dan kualitatif. pengambilan data kuantitatif dilakukan dengan cara menyebarkan kuesioner kepada 88 mahasiswa semester 5. sedangkan data kualitatif diperoleh dengan cara observasi kelas dan mencermati materi ajar dalam kelas creative writing. meskipun sebagian besar mahasiswa sadar akan pentingnya nilainilai kearifan lokal, hasil penelitian menunjukkan bahwa ada jarak (gap) antara kesadaran mahasiswa akan pentingnya pengetahuan kearifan lokal dalam menulis, dan akses mereka terhadap kearifan lokal itu sendiri. bagi mereka, nilai-nilai kearifan lokal kurang cukup terjangkau (inaccessible). oleh karena itu, mereka menganggap bahwa penting kiranya untuk memasukkan materi tentang kearifan lokal ke dalam mata kuliah creative writing. kata kunci: persepsi, kearifan lokal, konsepsi diri, creative writing, identitas kultural introduction globalization is an era whereby the flow across cultures of ideas, goods, and people occurs at unprecedented speed, scope, and quantity. people around the world have established closer contacts over centuries, but the pace has dramatically increased in recent decades. the communications revolution through cheap telephone services, televisions, computers especially internet has made the world what mcluhan (1964) term a global village. modernization, as a direct impact of globalization, affects all aspects of people‟s life, not to mention people in indonesia. 1 penulis adalah pengajar di program studi s1 sastra inggris universitas brawijaya malang. 2 penulis adalah pengajar di program studi s1 sastra inggris universitas brawijaya malang. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 106 with regard to culture, scholars have different views over the impact of globalization. to some, globalization is viewed as conductive condition to culture homogenization (see ritzer, 1993). while for others (castells, 1997; tomlinson, 2003), globalization is viewed as the harbinger of cultural identity. those who advocate the latter view believe that people are not mere objects of cultural influences, but subjects who can reject or integrate culture (wang, 2007). regardless of this heated debate, in the context of indonesia, it has to be admitted that modernization has in some ways shifted the values of local wisdom among adolescents, in this case college students. nurturing cultural identity among students is not an easy task. arnett (2000) observes that adolescence may be a time of life with a noticeable openness to diverse cultural beliefs and behaviours. adolescents, in many ways, have not yet settled on particular beliefs and behaviours. moreover, globalization makes them increasingly have exposure to different cultures and a global world. therefore, cultural identity development becomes a more complex process. in a cultural paradigm, higher education institution should be one of the places to nurture one‟s identity. university is a place to generate young generations equipped with an inquiring mind, open-minded outlook, constructive attitude and wisdom that are compatible to the values of local wisdom adhered by the concerned community (meliono, 2011). these local wisdom values in turn become the crucial aspect of students‟ cultural identity formation. in the case of english literature course, creative writing provides a means of cultural identity formation by incorporating local wisdom values. to reach this goal, then it becomes an urgent need that requires planning, formulating and constructing a more ideal learning process. why should we consider this? because, an education system should ideally be founded on a certain culture, in this case indonesian culture which comes from the minds of indonesian society, a culture that symbolizes consciousness toward indonesian cultural identity. consequently, there is a need to form a more adaptive curriculum as a crucial factor to reach the goal of directing students to embracing the values of local wisdom and hence constructing their cultural identity. creative writing can be regarded as the process of shaping the self as it tries to piece together or, in other words, “re-member” fragments of recollections from the past, of haunting guilt and traumas, of beautiful dreams and aspirations and that identity, far from being a fixed and essentialised entity, is, rather, an endless and unfinished process filled with clashes and conflicts (nalbantian, 2003). the study of questionnaire revealed some valuable findings. students think that local wisdom provides significant influences in generating imagination needed for inspiration to write. they also think that it becomes an urgent need for materials containing local wisdom to be incorporated into creative writing subject or into the curriculum of english literature course. this effort can be done by incorporating subjects focusing on local novelists concerned with local cultures in their works. more elaborated discussion about this will be given in the following section. this study examines the perception of english literature students at brawijaya university indonesia towards the significance of cultural identity and how it is developed through creative writing. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 107 theoretical framework (indonesian) cultural identity whiting and child (1953) described the relation between cultural beliefs and practices as a “custom complex” that consists of customary practices and of the beliefs, values, sanctions, rules, motives, and satisfactions associated with it (quoted in jensen et al., 2011, p. 286). forming a cultural identity involves adopting the beliefs and practices – the custom complexes – of one or more cultural communities (jensen, 2003). is it necessary to form or to preserve cultural identity? does cultural identity really exist? isn‟t it a mere imaginary construction? these questions are frequently probed and hotly debated among academics. answering these questions is not an easy task to deal with. indeed, a notable scholar like tomlinson (1999) argues that cultural identity is much more the product of globalization than its victim. identity is considered to be a mere contemporary cultural imagination, just like nationalism which is the product of nation-state emergence that flowered since the eighteenth century. but, here we want to assert that cultural identity is more than a sheer national identity. the former is different from the latter. cultural identity, insofar it is simply understood as national identity – nationality – is indeed a modern imagining. an imagining that emerged after nusantara became a nation-state after independence. however, in the context of indonesia, what we mean by cultural identity is not a single unified identity. indonesia consists of hundreds of distinct native ethnic and linguistic groups (http://www.ethnologue.com/country/id) and also various cultures of the western, central and eastern parts of the country. the regional cultures that are cultivated by the ethnics in the indonesian archipelago feature unique as well as original patterns, characteristics, values and particular symbols that are originated from the local wisdom adhered by the concerned communities. the long-rooted influences of foreign cultures of india, china, arab, dutch and others have coloured the developing ethnic cultures of indonesia. the current indonesian culture that we know today is in fact formed through a long process. it has experienced many changes and modifications through various interpretations and understanding of the locals, some are omitted, and some are preserved. in other words, indonesian culture that we are now familiar with has undergone a dynamic and eclectic process started long before the emergence of indonesia as a nation-state. from the discussion outlined above, we argue that indonesian cultural identity is inclusive; it can be understood as the embodiment of two dimensions at the same time. indonesian cultural identity is not exclusive to one‟s own cultural background (javanese, bugis, betawi, papua, etc), but instead includes the multicultural status of the whole indonesia without negating the diversity and uniqueness of each culture that constitute the indonesian cultural identity. so when we talk about indonesian cultural identity, it includes javanese, bugis, betawi, sundanese, bataknese etc. or the other way around. all in one, one includes all. as manifested in the philosophy of the nation bhineka tunggal ika which means unity in diversity. http://jurnal.unimus.ac.id http://www.ethnologue.com/country/id http://jurnal.unimus.ac.id http://www.ethnologue.com/country/id) 108 local wisdom and its existence in indonesia in general, local wisdom can be understood as local ideas that are thoughtful, wise, decent, embedded and followed by the members of the community. local wisdom is a product (ideas, beliefs, practices) of culture of the people related to the environment and human based on godliness, humanity, and the environment that are fused in such a way so as to ensure the harmony between human and the nature (hamad, 2011). local wisdom is generated from decent past cultures that should be consistently adhered as a way of life. though locally generated but the values contained in it are considered universal. the existence of local wisdom is not without function. local wisdom contains values that are very essential. sartini (2004) argues that the local wisdom in indonesia serves as, among others, conservation and preservation of natural resources, ethical and moral guide, source of advice, beliefs, literature and abstinence and also for the development of culture and knowledge. human intelligence, in a way, constructs knowledge in quite a long and complicated process. knowledge then becomes the prime fabrication and potential expression in developing local and global civilization which will give a big impact to the formation of human nature. undeniably, knowledge becomes one of the prime foundations for human civilization. through that knowledge, as a result, human has enabled himself to a civilization and given something beneficial for the fulfilment of his nature, existence, dignity and culture. the knowledge, possessed by ethnic communities throughout indonesia, is one of the strong basic points of the local wisdom in indonesia. in the context of indonesia, therefore local wisdom can be understood as a form of expression of the ethnic communities in indonesia, out of which, the people do their activities and behave accordingly. this means that the local wisdom in indonesia is a compilation of ethnic cultures, a process expressed in the lives of the people through learning process. meliono (2011), observes that there are three basic elements which constitute the sources of local wisdom in indonesia, namely empirical aspects, characteristics of knowledge and symbols of culture which include arts and literatures. one interesting point to note here is, in the context of indonesia, when local wisdom is confronted with the sense of nationalism. as described above, local wisdom emerged as a result of long dialectical process between the individuals and the environment. often, the local wisdom is rooted from our ancestors long before the emergence of indonesia as a nation-state after independence. however, as proven from many cases in many different places, the dialectical process seems to continuously take place, even to this day. hence, local wisdom describes the way people behave and act in response to changes in the scope of the physical environment and distinctive culture (affandy & wulandari, 2012). http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 109 picture 1: opak-opak tradition in dusun rambaan, klandungan village, malang – east java (source: sri herminingrum, 2013) the photographs above depict opak-opak traditional ceremony held yearly in klandungan village, malang east java. the ceremony is conducted as a ritual for saying grace to nature and to the devine being. this practice is handed down from the people‟s ancestors and is continuously carried out over generations up to the present day. the photographs show us how the local wisdom has fused in harmony with the symbol of nationalism (red and white flag of indonesia) and even with the symbol of globalization (notice how the dishes, food and fruits are wrapped with plastic, a relatively new practice). more importantly, this traditional ceremony serves as social integration, religious practices and at the same time for ethical and moral guide. these positive values should be maintained and preserved. adolescents and the quest for identity adolescence is a stage of human development that is the most unique, dynamics and full of challenges and expectations. steinberg (1993), states that at this stage, they experience some fundamental changes including their cognitive aspects as well as their social networks. with regard to change in cognitive aspect, adolescents have reached the formal operational stage. at this time, adolescents undergo major changes in the way they understand many things they encounter in their life and become more critical in responding what happen around them. adolescence is also a stage where the expansion of their social networks is accelerated, moreover those who go to university. in the university, they meet people from different social and cultural backgrounds and also different interests. here, transfer of ideas takes place freely and openly. furthermore, globalization along with all its aspects carries significant effect to the process of cultural identity formation in adolescence. with respect to this, schlegel notes that: the influence of globalization on cultural identity formation may be particularly salient in adolescence and emerging adulthood. media such as television, movies, music, and the internet contribute to the rapid and extensive spread of ideas across cultures, and adolescents and emerging adults have more of an interest in popular and media culture compared to children or adults. (schlegel, in jensen et al. 2011, p. 287) http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 110 a fast pace revolution in the field of communication seems inevitable. it changes our life radically. so many changes come about in such a short time that we could not even really understand what happen to us. our life becomes truly much more comfortable than ever before. we receive information (news, films, music, etc.) faster and easier than ever before. we can reach anyone anywhere in an instant. however, as in many cases, the communication revolution is like a double-edged sword. the bombardment of ideas across cultures through television programs, movies and the internet is so massive and inevitable. and in many cases, youngsters are not yet ready to absorb those ideas. consequently, they are trapped into what erikson (1968) term identity confusion. some successfully pass this stage and some others fail. this identity confusion might happen because adolescents are assumed to be adaptable to changes. adolescence may be a time of life with a very salient openness to diverse cultural beliefs and behaviours. in many ways, they have not yet settled on particulars beliefs and behaviours (arnett 2000, in jansen et al. 2011, p. 287). creative writing and the process of identity construction in an attempt to understand the parallels between the process of writing and the process of identity construction, it is essential to have an overview of the concepts of writing and the concepts of identity. writing can be seen as a form of communication which is composed of three factors: the message, the sender and the receiver. traditionally, these three units are often viewed as mutually exclusive: the sender, the active agent, writes in order to convey the message to the passive receiver. however, as studies on the relationship between literature and culture, especially in postcolonial texts, tend to point out, such a communicative model can be deemed simplistic and insufficient as it is unable to account for the fact that the author and the reader are likely to think, write and read from their position in the cultural context to the extent that it is, in fact, the culture itself which speaks and interprets what an individual perceives of the world. roland barthes (in makaryk, 1993), asserts the idea that the author does not have a privileged position in determining the meaning of his or her work. it can be concluded, therefore, that the surrounding culture is the fourth element, playing a significant part in the construction of identity or narrations of identity. taking such concepts of writing into consideration, the concept of identity and the process of identity construction can be seen in terms of a narrative, as sarup lucidly explains: when considering someone‟s identity, there is necessarily a process of selection, emphasis and consideration of the effect of social dynamics such as class, nation, „race‟, ethnicity, gender and religion. i think we all link these dynamics and organise them into a narrative: if you ask someone about their identity, a story soon appears. (sarup, 1996) previous studies http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 111 there have been some research findings which show how globalization affects adolescents‟ identity development in such key areas as sexuality, marriage, work and moral values (griffin, 1993; dubsky, 1995; nilan, 1999) . one of the valuable works in light of this issue is done by chang (2008). chang observes that in guangdong province, one of china‟s titanic manufacturing bases, a mass movement of “factory girls” in their late-teens to mid-twenties streams from rural villages to cities to work. in the process, their lives are changed in myriad ways as some attend english classes, some become escorts for wealthy businessmen, and many increasingly emphasize self-reliance while also sending hard-earned money back home. likewise, the impact of globalization on adolescents‟ cultural identity development is also salient in indonesia. kaparang (2013) notes how adolescents in manado imitate korean pop culture that is currently very popular in the community. the korean pop culture is imitated more in term of its fashion. in their daily lives, they are without a doubt dressed like a teenage korean or korean artists. kaparang argues that the process of changing and imitating against korean pop culture is snowballed by the rapid development of technology and information through the mass media, especially through television, movies and the internet. research method this study attempts to gather empirical data on how the students perceive the significance of local wisdom values and how far they internalize the values as part of their self-concept. hence, to reach that end, this study combines quantitative and qualitative method. sukmadinata (2008: 130) asserts that although the two methods hold different assumption and different basic principles from one another, many scholars embrace a more pragmatic view seeing that the two methods can be mixed. each method has its advantages and disadvantages. therefore, there is no point of disputing the choice of one over the other as they actually complement each other. the quantitative data in this study were collected through questionnaires involving 88 students of the fifth semester who attended creative writing class offered in that semester. the questionnaires were distributed in the first week of december 2013, at the end of odd semester. these respondents were chosen for the study as they had just completed the creative writing course and they might be entitled to give evaluation to the course they had taken. the quantitative data were then synthesized with the qualitative data obtained through class observation and the scrutiny of teaching materials. the questionnaire contains 10 questions (see the appendix) and it was designed in such a way as to map the position of local wisdom in the students‟ perception and also to disclose how their experience over the accessible cultures helped them shape imagination needed for writing. the results of the questionnaire will be presented in the form of charts containing the percentage of each answer and followed by qualitative discussion (resulted from the synthesis between quantitative and qualitative data) for each of the charts. here, we will present four charts assumed to represent the whole picture of the result of the study. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 112 findings and discussion this section outlines our attempt to map and to locate the position of local wisdom in the perception of english literature department students of universitas brawijaya. it is aimed to trace how the students perceive the significance of local wisdom values and how far they internalize the values as part of their self-concept. figure 1: cultural products that are most favoured by students the above chart is the result showing cultural products that are most favoured by the students. the students were asked to choose one country out of four options, i.e. south korea, japan, the west, indonesia, of which the cultural products they favour the most. as already predicted, the result shows that most students favour the products of western cultures the most. this is not surprising given that first, they are students of english literature, and second, our mass media is always swamped by the products of western cultures. they are exposed to them day and night, moreover with the easy access to the internet. this makes them easy to access the products of western cultures like movies, music, fashion, lifestyle etc. the tv industry personnel also capture this youngsters‟ tendency by reproducing tv programs like reality show, singing contest, cooking talent show etc. that mimic similar programs of the western tvs. and again not surprising, these programs always reap success. from the chart, we can also see that indonesia comes second, accounting for 25% of the total students, ahead of students who chose korea and japan with 17% and 7% respectively. this finding is somewhat a relief considering the cultural products of south korea and japan have been mushrooming indonesia. 17% 7% 51% 25% cultural products that are most favoured by students korea japan west indonesia http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 113 figure 2: level of students‟ horizon of local wisdom figure 3: the influence of the horizon of local wisdom towards the shaping of imagination needed for writing myriad exposure of accessible culture is said to influence what and how people think. in line with this, oyserman asserts that: … one of the ways in which meaning is organized in context is through the meaning provided by salient and accessible culture (operationalized as individualism and collectivism) and that once a particular cultural focus is cued, it is likely to carry with it relevant goals, motives, actions, ways of interpreting information, and processing strategies. (oyserman, 2008) the chart in figure 3 tells us something valuable about students‟ perception of the indonesian local wisdom and how their horizon of this local wisdom helps to shape imagination needed for writing. the chart shows us that 41% out of 88 students believe that their horizon of the local wisdom is very much influential in 0% 19% 77% 4% students' horizon of local wisdom know very well fairly know know a little do not know 41% 51% 8%0% the influence of the horizon of local wisdom towards the shaping of imagination needed for writing (8) very influential influential slightly influential not influential http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 114 generating fresh and original ideas in writing. whereas, 51% of them think the local wisdom is influential, 8% of them think it somehow affects the way and what they write and none of them consider local wisdom has no effect in writing. this result reflects that the students are actually aware of the significance of local wisdom in writing, and it confirms what oyserman asserts above. students are aware that their conscious experience of indonesian local wisdom, given it is sufficiently accessible, is very essential and is directive to what and how they write. but, notice that the awareness depicted in figure 3 is not in line with what is shown in figure 2. here, asked how far they knew about the values of local wisdom, the majority of the students answered, only knew a little. this fact tells us that there is a gap between the students‟ awareness of the significance of local wisdom horizon in writing and their access to the local wisdom per se. the local wisdom is not sufficiently accessible for them. this gap has to be bridged; it is what needs to be considered by the stakeholders, we as lecturers. figure 4: the significance of incorporating local wisdom materials to form cultural identity aware that knowledge of local wisdom can lead to the emergence of fresh and original ideas needed for writing, most students find it very necessary for the local wisdom materials to be incorporated in creative writing course. as we can see from figure 4, this tendency accounts for 49% of the 88 students. only slightly less than the top tendency is the number of students who find it necessary for the incorporation which accounts for 47% of the total students. then, only 4% of them who find it fairly necessary and none of them think the incorporation is not necessary. to sum up, this chart reflects the aspiration of the students of the need to incorporate local wisdom materials in creative writing course. 49% 47% 4% 0% the significance of incorporating local wisdom materials to form cultural identity (10) very necessary necessary somewhat necessary not necessary http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 115 effort that can be done: some concluding remarks literacy practices are believed to be useful in constructing one‟s identity which in turn contributes significantly to development of firm individual personality characterized by the values of local wisdom. in a cultural paradigm, creative writing is perceived to be capable of providing a means of cultural identity formation by incorporating local wisdom. this assumption is justified by the results of this study. it was revealed that most students believe that their knowledge of the local wisdom will greatly assist them in generating fresh and original ideas required for writing. however, their awareness is not supported by the fact that their knowledge of the local wisdom is minimal because they lack access to it. therefore they aspire for the need to incorporate materials containing local wisdom values in creative writing course. one of the efforts that can be done is, among others, incorporating the study of novels (or other literary works) written by indonesian authors that contain some values of local wisdom. one good example is probably a novel by ahmad tohari (1982), ronggeng dukuh paruk. this celebrated work of tohari is known to exploit not only figurative language and imagery with uniqueness and idiosyncrasy but also some dimensions of local wisdom values. the values are, among others, wise attitude facing the wrong doers, living the life in fairness and predetermination of human lives by god. these values have long lived in javanese culture. other novels that contain local wisdom values include tenggelamnya kapal van der wijk by hamka, para priyayi by umar kayam and many others. finally, we argue that the incorporation of local wisdom in creative writing class is an effort of cultural identity contestation against cultural globalization with all its facets. we might not win however, but we have to set the armour. references affandy, d. wulandari, p. 2002. an exploration local wisdom priority in public budgeting process of local government: case study in east java. international journal of economics and research: vol. 3i5: p. 64 arnett, j.j. 2000. emerging adulthood: a theory of development from the late teens through the twenties. american psychologist. vol. 55: p. 469-480 castells, m. 1997. the power of identity, vol. ii of the information age: economy, society and culture. oxford: blackwell. chang, l. 2008. factory girls: from village to city in a changing china. new york: spiegel & grau. dubsky, v. 1995. czech youth and social change. in cavalli, a. and galland, o. (eds.) youth in europe. london: pinter. p. 115-126 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 116 erikson, erik h. 1994. identity, youth and crisis. new york: norton griffin, c. 1993. representations of youth: the study of youth and adolescence in britain and america. oxford: polity press hamad, ibnu. 2011. pendidikan karakter dan kearifan lokal. majalah kemendikbud ri herminingrum, sri. 2003. opak-opak tradition in dusun rambaan, klandungan village, malang –east java, (unpublished documentation). jensen, l. a. 2003. coming of age in a multicultural world: globalization and adolescent cultural identity formation. applied developmental science. vol. 7: p. 188–195 jensen, l.a., arnett, j.j., & mckenzy, j. 2011. globalization and cultural identity in adolescence and emerging adulthood. in schwartz, s.j., luyckx, k., & vignoles, v.l. (eds.) handbook of identity theory and research., new york: springer., p. 28 kaparang, olivia m. 2013. analisa gaya hidup remaja dalam mengimitasi budaya pop korea melalui televisi (studi pada siswa sma negeri 9, manado). journal “acta diurna”. vol. ii: p. 13 makaryk, irena r., comp. and ed. 1993 roland barthes. encyclopedia of contemporary literary theory: approaches, scholars, terms. toronto; london: university of toronto press. mcluhan, marshall. 2001. understanding media: the extensions of man, london: routledge meliono, irmayanti. 2011. understanding the nusantara thought and local wisdom as an aspect of the indonesian education. tawarikh. vol. 2: p. 221 nalbantian, suzanne. 2003. memory in literature: from rousseau to neuroscience. new york; houndmills, basingstoke: palgrave macmillan nilan, p. 1999. young people and globalizing trends in vietnam. journal of youth studies, vol. 2, no. 3. oyserman, daphna. 2008. does culture influence what and how we think? effects of priming individualism and collectivism. psychological bulletin. vol. 134: p. 331 ritzer, george. 1993. the mcdonaldization of society: an investigation into the changing character of contemporary social life. pine forge press. sartini. 2004. menggali kearifan lokal nusantara: sebuah kajian filsafati. jurnal filsafat. vol. 37: p. 2 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 117 sarup, madan. 1996. identity, culture and the postmodern world. ed. tasneem raja. foreword. peter brooker. edinburgh: edinburgh up. steinberg, laurence. 1993. adolescence. new york: mcgraw-hill, inc. sukmadinata, nana syaodih. 2008. metode penelitian pendidikan. bandung: pt remaja rosdakarya tomlinson, john. 1999. globalization and culture. chicago: university of chicago press tomlinson, john. 2003. globalization and cultural identity. in held, d., mcgrew, a.g. (eds.) the global transformations reader: an introduction to the globalization debate. p. 269, new jersey: wiley wang, yi. 2007. globalization enhances cultural identity. intercultural communication studies. vol. xvi: p. 83 http://www.ethnologue.com/country/id, accessed at 06.20 p.m, on june 20 2014. http://jurnal.unimus.ac.id http://www.ethnologue.com/country/id,%20%20%20accessed%20at%2006.20%20p.m http://jurnal.unimus.ac.id http://www.ethnologue.com/country/id, page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 dominasi ilokusi dan perlokusi dalam transaksi jual beli liya umaroh, neni kurniawati liyaumaroh17@gmail.com universitas dian nuswantoro, semarang abstrak ‘dominasi ilokusi dan perlokusi dalam transaksi jual beli’ dipilih sebagai judul dari penelitian ini. pasar johar, salah satu pasar tradisional terbesar di kota semarang, dipilih sebagai tempat pengambilan data oleh karena heterogenitasnya. terdapat banyak pembeli dan penjual yang datang dari berbagai kota, kelompok etnis, strata sosial, bahasa, dialek, serta tradisi kultural yang berbeda-beda, yang akan memproduksi ujaran (utterance) yang kompleks. metode kualitatif deskriptif digunakan dalam penelitian ini, yang bertujuan untuk membantu dalam kajian linguistik, khususnya dalam tindak tutur (speech act) pragmatik. hasil dari penelitian ini menunjukkan bahwa ilokusi dan perlokusi dominan di dalam transaksi jual beli. kata kunci: ilokusi, perlokusi abstract ‘the domination of illocutionary and perlocutionary in buying and selling process’ was choosen as a title of this research. one of the biggest traditional market in semarang, pasar johar was selected as a place to take the data because of its heterogeneity. many buyers and sellers come from different cities, different ethnic groups, social strata, languages, dialects and diversity of cultural traditions that will produce complex utterance. descriptive qualitative method was used in this research, which had purposes to provide in developing linguistic studies, especially in pragmatic speech acts. result of the research shows tha ilocutionary and perlocutionary are dominant in the process of buying and selling. keywords: illocutionary, perlocutionary pendahuluan secara umum pasar dipahami sebagai tempat bertemunya penjual dan pembeli untuk melakukan transaksi pembelian dan penjualan barang dengan kesepakatan harga yang sudah ditentukan. namun ternyata bukan hanya itu saja, pasar juga dapat digunakan untuk mempromosikan barang, mendistribusikan barang dan jasa, bahkan sebagai sarana berkompetisi. keanekaragaman fungsi pasar memberikan dampak positif bagi seluruh aspek perekonomian masyarkat indonesia, dari golongan bawah, menengah, dan atas memperoleh manfaat dari adanya kegiatan pasar. 21 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x mailto:liyaumaroh17@gmail.com sebagai salah satu roda perekonomian, keberadaan pasar mempunyai peranan penting dalam menjalankan perputaran kegiatan ekonomi. berbagai macam aktivitas dapat dilakukan, mulai dari menjual barang, membeli barang, menawarkan produk baru, mempromosikan produk, sampai penawaran barang pada saat proses jual beli. selama ini pasar sudah melekat dan memiliki tempat paling penting dalam kehidupan sehari-hari. bagi sebagian besar masyarakat, pasar tidak hanya digunakan untuk proses jual beli barang akan tetapi juga digunakan sebagai wadah untuk berinteraksi. pasar secara umum diartikan sebagai tempat penjual menawarkan barang atau jasa sesuai taksiran harga penjual serta pembeli mendapatkan barang atau jasa sesuai dengan taksiran harga pembeli. pengertian pasar dalam ilmu ekonomi lebih konseptual, yakni bertemunya permintaan dan penawaran. dengan demikian sebuah pasar tidak harus dikaitkan dengan suatu tempat. menurut philip kotler (1997:12), pasar terdiri atas semua pelanggan potensial yang memiliki kebutuhan atau keinginan tertentu yang sama, yang mungkin bersedia dan mampu melaksanakan pertukaran untuk memuaskan kebutuhan dan keinginan itu. ada pendapat yang menyatakan tentang definisi pasar antara lain; kotler, (2002:73) mengemukakan bahwa pasar adalah tempat fisik bertemunya antara penjual dan pembeli untuk menukarkan barang dan jasa. stanton (200:51) memperjelas bahwa pasar digunakan sebagai tempat berkumpulnya orangorang yang mempunyai keinginan untuk puas, uang untuk berbelanja, dan kemauan untuk membelanjakannya. ahli lain berpendapat bahwa hanya dengan sekumpulan orang bisa dikatakan dengan pasar dengan catatan bahwa memiliki keinginan dan kebutuhan terhadap produk tertentu, memiliki kemampuan untuk membeli produk, memiliki kemauan untuk membelanjakan uangnya, dan mempunyai kesempatan untuk membeli atau tidak membeli produk, simamora (2001:6). syarat utama disebut pasar harus ada penjual, pembeli, barang atau jasa. disisi lain penggunaan bahasa sangat penting sebagai cara mereka menawarkan barang, membeli barang dan melakukan kesepakatan harga. carrol (1961:10) mengemukakan bahwa bahasa adalah sistem bunyi dan urutan bunyi vokal yang terstruktur yang digunakan atau dapat digunakan dalam komunikasi interpersonal oleh sekelompok manusia dan secara lengkap digunakan untuk mengungkapkan sesuatu proses, peristiwa, dan proses yang didapat disekitar manusia. oleh karena itu peran bahasa sangat vital dalam kegiatan di pasar. selain penjual, pembeli, dan barang ataupun produk, peran bahasa merupakan penunjang utama dalam proses terjadinya jual beli. tanpa adanya penggunaan bahasa, interaksi jual beli tidak akan terwujud dan mencapai kesepakatan harga yang diinginkan oleh kedua belah pihak. menurut carrol (1961:10) bahasa adalah sistem bunyi dan urutan bunyi vokal yang terstruktur yang digunakan, atau dapat digunakan, dalam komunikasi interpersonal oleh sekelompok manusia dan secara lengkap digunakan untuk mengungkapkan sesuatu,peristiwa, dan proses yang terdapat disekitar manusia. oleh karena itu dengan 22 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x bahasa, interaksi jual beli dapat terlaksana, promosi yang gencar melalui iklan dapat ditawarkan secara langsung kepada konsumen sehingga menarik konsumen untuk membeli barang atau produknya. bahasa sangatlah beragam, dilihat dari jenis, fungsi, bahkan dari kajian ilmunya. salah satu kajian yang menarik adalah tentang tindak tutur karena setiap pengguna bahasa akan berkomunikasi dengan tuturan sehingga addressee mampu memahami maksud yang diinginkan. tindak tutur merupakan bagian dari sebuah bahasa yang mempunyai pengertian suatu tuturan atau ujaran berupa satuan fungsional dalam komunikasi. diperkuat oleh pendapat dari kridalaksana (1984:154) tindak tutur (speech act) adalah pengujaran kalimat untuk menyatakan agar suatu maksud dari pembicara diketahui pendengar. tindak tutur pelaku pasar menjadi bagian yang menarik untuk dikaji secara ilmiah sebab pelaku pasar adalah masyarakat heterogen, maksudnya adalah masyarakat yang berasal dari berbagai kelompok etnis, strata sosial, bahasa, dialek serta tradisi kultural yang berbeda. dengan demikian tindak tutur yang digunakan akan lebih komplek dan variatif. tinjauan pustaka pengertian pragmatik pragmatik merupakan kajian ilmu termuda setelah, phonology, morphology, syntax, dan semantic. cabang ilmu ini diperkenalkan oleh seorang filosof bernama charles morris. pragmatik adalah kajian tentang hubungan tanda dengan orang yang menginterpretasikan tanda itu (morris, 1938:6 dalam levinson, 1997: 1). beberapa pakar pragmatik mendefinisikan istilah yang berbeda, seperti pragmatik menurut geoffrey leech (1993: 8) adalah ilmu tentang maksud dalam hubungannya dengan situasi-situasi tuturan (speech situation). proses tindak tutur ditentukan oleh konteks yang menyertai sebuah tuturan tersebut. dalam hal ini leech menyebutnya dengan aspek-aspek situasi tutur, antara lain pertama, yang menyapa (penyapa) dan yang disapa (pesapa); kedua, konteks sebuah tuturan; ketiga, tujuan sebuah tuturan; keempat, tuturan sebagai bentuk tindakan atau kegiatan tindak tutur (speech act); dan kelima, tuturan sebagai hasil tindak verbal (leech, 1993: 19-20). george yule dalam bukunya pragmatics (1996) mengemukakan bahwa “pragmatics is the study of speaker meaning as distinct from word or sentence meaning (1996: 133), yang berarti pragmatik mempelajari tentang makna yang dimaksudkan penutur yang berbeda dengan makna kata atau makna kalimat. menurut kedua pakar diatas, pragmatik mengemukakan makna penutur merupakan tuturan yang telah dipengaruhi oleh situasi yang beragam adanya, berkebalikan dengan makna kata yang memiliki cakupan sesuai makna yang tertulis saja. dengan kata lain pragmatik adalah ilmu yang mempelajari struktur bahasa secara eksternal yang ditentukan oleh situasi dan konteks sebagai dasar pemahaman maksud antara penutur dan mitra tutur. karena pragmatik adalah ilmu yang mengkaji pemakaian bahasa dan berhubungan erat dengan konsep tindak tutur maka subbab selanjutya akan membahas tentang tindak tutur. 23 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x tindak tutur (speech act) tindak tutur (speech act) mengandung dua hal yaitu speech bermakna ujaran act bermakna tindakan. keduanya tidak selalu membentuk makna yang sama dengan maksud penutur, terkadang memiliki makna yang berbeda. sebagai contoh ketika penutur berujar “bagus sekali!” belum tentu maksud dari penutur adalah memberikan pujian kepada seseorang, bisa juga bermakna sebaliknya karena penutur menggunakan susunan kata yang berlawanan dengan maksud sehingga menimbulkan keberagaman tindak tutur. terdapat dua hal yang sangat mempengaruhi keberagaman yaitu adanya konteks dan situasi. teori tindak tutur dikemukakan oleh dua orang filosof yang bernama austin dan john searle pada tahun 1960an. teori mereka menyatakan bahwa setiap kali pemb icara mengucapkan suatu kalimat, maka sebenarnya dia sedang mengerjakan sesuatu dengan katakata dalam kalimat itu. misalnya saja seseorang mengatakan “promise”, tidak hanya mengatakan “janji” saja namun juga melakukan tindakan berjanji. klasifikasi tindak tutur (speech act) menurut beberapa ahli 1. klasifikasi tindak tutur (speech act) menurut austin austin mengungkapkan bahwa ketika mengatakan sesuatu pastinya melaksanakan sesuatu itu. menurutnya, ujaran dapat diklasifikan menjadi dua yaitu konstatif dan performatif. a. tipe ujaran i. ujaran konstantif ujaran konstantif adalah ujaran yang tidak melakukan tindakan dan dapat diketahui salah-benarnya. menurut austin (1962), ujaran konstantif adalah jenis ujaran yang melukiskan suatu keadaan faktual, yang isinya boleh jadi merujuk ke suatu fakta atau kejadian historis yang benar-benar terjadi pada masa lalu. ujaran konstantif memiliki konsekuensi untuk ditentukan benar atau salah berdasarkan hubungan faktual antara si pengujar dan fakta sesungguhnya. jadi, dimensi pada ujaran konstatif adalah benarsalah. contoh: “kamu terlihat bahagia.” ii. ujaran performatif ujaran performatif adalah ujaran yang berimplikasi dengan tindakan si penutur sekalipun sulit diketahui salah-benarnya, tidak dapat ditentukan benar-salahnya berdasarkan faktanya karena ujaran ini lebih berhubungan 24 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x dengan perilaku atau perbuatan si penutur. ujaran seperti “kamu dipecat!”, “dengan ini saudara saya nyatakan bersalah” merupakan contoh ujaran performatif. dimensi pada ujaran performatif adalah senang-tidak senang (happy/felicitious-unhappy/infelicitious), yang ditentukan melalui empat jenis kondisi, yaitu: (1) adanya konvensi umum bahwa ujaran kata-kata tertentu oleh orang tertentu dalam situasi tertentu akan menghasilkan efek tertentu, (2) semua partisipan dalam prosedur (1) harus melaksanakan prosedur tersebut secara benar dan lengkap/sempurna, (3) jika konvensinya adalah bahwa partisipan dalam prosedur tersebut memiliki pikiran, perasaan dan niat tertentu, maka partisipan berarti memiliki pikiran, perasaan dan nita tertentu tersebut, dan (4) jika konvensinya adalah setiap partisipan harus bersikap tertentu, berarti partisipan tersebut harus bersikap tertentu (sesuai konvensinya). jika satu dari kondisi diatas tidak terpenuhi, berarti ujaran performatif tersebut tidak senang (unhappy). namun, kemudian austin sendiri meragukan cara pembedaan diatas dengan mengajukan tes “i hereby” untuk menentukan ujaran performatif atau konstantif. austin menyebutkan bahwa ujaran performatif bercirikan “speech act verbs” atau verba performatif. sumbangan terbesar austin dalam teori tindak tutur adalah pembedaan tindak lokusi, ilokusi dan perlokusi. menurut austin, setiap kali penutur berujar, dia me lakukan tiga tindakan secara bersamaan, yaitu (a) tindak lokusi (locutionary acts), (b) tindak ilokusi (illocutionary acts) dan (c) tindak perlokusi (perlocutionary acts). menurut austin (1962), andai si penutur berniat mengutarakan sesuatu yang pasti secara langsung, tanpa keharusan bagi si penutur untuk melaksanakan isi tuturannya, niatannya disebut tindak tutur lokusi. bila si penutur berniat mengutarakan sesuatu secara langsung, dengan menggunakan suatu daya yang khas, yang membuat penutur berntindak sesuai dengan apa yang dituturkannya, niatannya disebut tindak tutur ilokusi. dalam pernyataan lain, tindak ilokusi adalah tindak dalam menyatakan sesuatu (performatif) yang berlawanan dnegan tindak menyatakan sesuatu (konstantif). sementara itu, jika si penutur berniat menimbulkan respons atau efek tertentu kepada mitra tuturnya, niatannya disebut tindak tutur perlokusi. bila tindak lokusi dan ilokusi lebih menekankan pada peranan tindakan si penutur, tindak perlokusi justru lebih menekankan pada bagaimana respons si mitra tutur. hal yang disebutkan terakhir ini, menurut austin, berkaitan dengan fungsi bahasa sebagai pemengaruh pikiran dan perasaan manusia. kendati demikian, ketiga tindak tutur tersebut merupakan satu kesatuan yang koheren di dalam keseluruhan proses tindak pengungkapan bahasa sehingga seharusnya mencerminkan prinsip adanya satu kata dan tindakan atau perbuatan. 25 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x b. tipe tindakan i. tindak lokusi tindakan lokusi berarti melakukan tindakan untuk mengatakan sesuatu. tindakan lokusi mengandung makna literal. contoh: “it is hot here”, makna lokusinya berhubungan dengan suhu udara di tempat itu. contoh lain “ saya lapar”, seseorang mengartikan “saya” sebagai orang pertama tunggal (si penutur), dan “lapar” mengacu pada “perut kosong dan perlu diisi”, tanpa bermaksud untuk meminta makanan. dengan kata lain, tindak tutur lokusi adalah tindak tutur yang menyatakan sesuatu dalam arti “berkata” atau tindak tutur dalam bentuk kalimat yang bermakna dan dapat dipahami. dalam tindak lokusi, austin membagi tiga sub-jenis, yaitu: 1) tindak fonik (phonic), yaitu dikeluarkannya bunyi atau phonesi 2) tindak fatik (phatic), yaitu adanya phemes, bunyi-bunyi tersebut memiliki kosakata dan mengikuti aturan tata bahasa tertentu (phemes) 3) tindak retik (rhetic), yaitu adanya makna dan referensi (rhemes) ii. tindak ilokusi ti n d a k a n il o k u si be r a r t i melakukan suatu tindakan dengan mengatakan sesuatu. pada tindak tutur ilokusi, penutur menyatakan sesuatu dengan menggunakan suatu daya yang khas, yang membuat si penutur bertindak sesuai dengan apa yang dituturkanya. tindakan ini mengandung makna yang berhubungan dengan fungsi sosial. pada kalimat “it is hot here”, makna ilokusinya mungkin permintaan (request) agar membuka jendela lebar-lebar, atau bila kalimat tersebut diulang-ulang, mungkin mengisyaratkan keluhan (complaint). contoh lain: “sudah hampir pukul tujuh.” kalimat di atas bila dituturkan oleh seorang suami kepada istrinya di pagi hari, selain memberi informasi tentang waktu, juga berisi tindakan yaitu mengingatkan si istri bahwa si suami harus segera berangkat ke kantor, jadi minta disediakan sarapan. oleh karena itu, si istri akan menjawab mungkin seperti kalimat berikut, “ya pak! sebentar lagi sarapan siap.” iii. tindak perlokusi (perlocutionary act) tindakan perlokusi berarti melakukan suatu tindakan dengan mengatakan sesuatu. tindak perlokusi menghasilkan efek atau hasil. yaitu hasil atau efek yang ditimbulkan oleh ungkapan itu pada pendengar, sesuai dengan situasi dan kondisi pengucapan kalimat itu. tanggapan tersebut tidak hanya berbentuk kata-kata, tetapi juga berbentuk tindakan atau perbuatan. efek atau daya pengaruh ini dapat secara sengaja atau tidak sengaja dikreasikan oleh penuturnya. 26 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x contoh: “saya lapar”, yang dituturkan oleh si penutur menimbulkan efek kepada pendengar, yaitu dengan reaksi memberikan atau menawarkan makanan kepada penutur. pada kalimat “it is hot here”, berdasarkan konteks tertentu (udara panas, berada dalam ruangan yang jendela dan pintu tertutup semua, misalnya), maka hasil yang akan diperoleh adalah jendela akan dibuka lebar-lebar atau tidak dihiraukan sama sekali. 2. klasifikasi tindak tutur menurut leech seperti halnya searle, leech juga mengkritisi tindak tutur yang disampaikan austin. dia mempersoalkan penggunaan kata kerja tindak tutur austin yang cenderung hanya melihat kata kerja dalam bahasa inggris berhubungan satu lawan satu dengan kategori tindak tutur. leech mengatakan bahwa dalam klasifikasi austin ke dalam verdikatif, eksersitif, komisif, behabit, dan ekspositif mengandung kesalahan kata kerja ilokusi (leech, 1983:176). menurut leech, situasi berbeda menuntut adanya jenis-jenis kata kerja berbeda dan derajat. sopan santun yang berbeda juga. pada tingkat yang paling umum fungsi ilokusi dapat dibagi menjadi empat jenis, sesuai dengan hubungan fungsi-fungsi tersebut dengan tujuan-tujuan sosial berupa pemeliharaan perilaku yang sopan dan terhormat. klasifikasi fungsi ilokusi leech adalah sebagai berikut: a. kompetitif (competitive), tujuan ilokusi bersaing dengan tujuan sosial, misalnya: memerintah, meminta, menuntut, mengemis. b. menyenangkan (convivial), tujuan ilokusi sejalan dengan tujuan sosial, misalnya: menawarkan/mengajak/mengundang, menyapa, mengucapkan terima kasih, mengucapkan selamat. c. bekerjasama (collaborative), tujuan ilokusi tidak menghiraukan tujuan sosial, misalnya; menyatakan, melapor, mengumumkan, dan mengajarkan. d. bertentangan (conflictive), tujuan ilokusi bertentangan dengan tujuan sosial, misalnya: mengancam, menuduh, menyumpahi, dan memarahi. di antara keempat jenis ilokusi ini yang melibatkan sopan santun ialah jenis pertama (kompetitif) dan jenis kedua (menyenangkan). pada ilokusi yang berfungsi kompetitif, sopan santun mempunyai sifat negatif dan tujuannya ialah mengurangi ketidakharmonisan yang tersirat dalam kompetisi apa yang ingin dicapai oleh penutur dan apa yang yang dituntut oleh sopan santun. yang disebut tujuan-tujuan kompetitif ialah tujuan-tujuan yang pada dasarnya tidak bertata krama (discourteous), misalnya meminta pinjaman uang dengan nada memaksa. di sini, tata krama dibedakan dengan sopan santun. tata krama mengacu kepada tujuan, sedangkan sopan santun mengacu kepada perilaku linguistik atau perilaku lainnya untuk mencapai tujuan itu. oleh karena itu, prinsip sopan santun dibutuhkan untuk memperlembut sifat tidak sopan yang secara intrinsik terkandung dalam tujuan itu. 27 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x sebaliknya, jenis fungsi ilokusi yang kedua, yaitu fungsi menyenangkan, pada dasarnya bertatakrama. pada posisi ini, sopan santun lebih positif bentuknya dan bertujuan untuk mencari kesempatan beramah tamah. jadi, dalam sopan santun yang positif, berarti menaati prinsip sopan santun, misalnya bahwa apabila ada kesempatan mengucapkan selamat ulang tahun, kita harus melakukannya. jenis fungsi yang ketiga, yaitu fungsi ilokusi bekerja sama, tidak melibatkan sopan santun karena pada fungsi ini sopan santun tidak relevan. sebagian besar wacana tulisan masuk dalam kategori ini. dalam jenis fungsi ilokusi yang keempat, yaitu fungsi bertentangan, unsur sopan santun tidak ada sama sekali karena fungsi ini bertujuan untuk menimbulkan kemarahan. mengancam atau menyumpahi orang misalnya, tidak mungkin dilakukan dengan sopan, kecuali penutur menggunakan eufemisme (penghalus). agaknya dalam proses sosialisasi, si anak belajar menggantikan komunikasi yang konfliktif dengan jenis komunikasi lain, khususnya dengan jenis kompetitif. oleh karena itu, dapat dikatakan bahwa dalam situasi yang normal, pengaruh linguistik yang konfliktif cenderung bersifat marginal dan tidak memegang peranan yang penting. untuk itu, dalam membicarakan perilaku linguistik yang sopan dan tidak sopan, perhatian akan dipusatkan khusus pada ilokusi kompetitif dan ilokusi menyenangkan, dan pada kategori-kategori sopan santun yang negatif dan positif pada ilokusi-ilokusi tersebut. klasifikasi yang dibuat leech berdasarkan fungsi, sedangkan yang dibuat searle berdasarkan pada berbagai kriteria. menurut leech, klasifikasi searle juga terdapat pengaruh sopan santun. secara garis besar kategori searle apabila dikaitkan dengan sopan santun adalah sebagai berikut. a. asertif (assertives): pada ilokusi ini penutur terikat pada kebenaran proposisi yang diungkap, misalnya: menyatakan, mengusulkan, membuat, mengeluh, mengemukaan pendapat, melaporkan. dari segi sopan santun ilokusi-ilokusi ini cenderung netral, yakni, termasuk kategori bekerjasama. akan tetapi, ada beberapa perkecualian, misalnya membuat biasanya dianggap tidak sopan. dari segi semantik ilokusi asertif bersifat prosisional.. b. direktif (directives): ilokusi ini bertujuan menghasilkan suatu efek berupa tindakan yang dilakukan oleh penutur, misalnya, memesan, memerintah, memohon, menuntut, memberi nasihat. jenis ilokusi ini sering dimasukkan ke dalam kategori kompetitif karena juga mencakup kategori-kategori ilokusi yang membutuhkan sopan santun negatif. namun di pihak lain terdapat juga ilokusi direktif (seperti mengundang) yang secara intrinsik memang sopan. agar ilokusi direktif tidak dikacaukan dengan ilokusi langsung dan tak langsung (direct and indirect ilocutions) digunakan istilah impositif (impositive) khususnya untuk mengacu pada ilokusi kompetitif dalam kategori direktif. 28 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x a. komisif (commissives): pada ilokusi ini penutur sedikit banyak terikat pada suatu tindakan di masa depan, misalnya: menjanjikan, menawarkan. jenis ilokusi ini cenderung berfungsi menyenangkan dan kurang bersifat kompetitif karena tidak mengacu pada kepentingan penutur tetapi pada kepentingan petutur. b. ekspresif (expressive): fungsi ilokusi ini ialah mengungkap atau mengutarakan sikap psikologis penutur terhadap keadaan yang tersirat dalam ilokusi, misalnya: mengucapkan terima kasih, mengucapkan selamat, memberi maaf, mengecam, memuji, mengucapkan belasungkawa, dan sebagainya. sebagaimana juga dengan ilokusi komisif, ilokusi ekspresif cenderung menyenangkan. oleh karena itu, secara intrinsik, ilokusi ini sopan, kecuali tentunya ilokusi-ilokusi ekspresif seperti “mengecam” dan “menuduh”. c. deklarasi (declaration): berhasilnya pelaksanaan ilokusi ini akan mengakibatkan adanya kesesuaian antara isi proposisi dengan realitas, misalnya: mengundurkan diri, membaptis, memecat, memberi nama, menjatuhkan hukuman, mengucilkan/membuang, mengangkat (pegawai), dan sebagainya. searle mengatakan bahwa tindakan ini merupakan kategori tindak tutur yang sangat khusus karena tindakan-tindakan ini biasanya dilakukan oleh seseorang yang berada dalam kerangka acuan kelembagaan diberi wewenang untuk melakukannya. contoh klasik ialah hakim yang menjatuhkan hukuman kepada pelanggar undang-undang, pejabat yang memberi nama pada sebuah kapal baru, dan sebagainya. dapat disimpulkan bahwa definisi antara leech dan searle sama-sama meneliti tindak tutur pada suatu ujaran penutur. akan tetapi, bila dipandang dari segi fungsi searle lebih ke arah kriteria penutur. sedangkan, leech hanya mengkritisi tindak tutur. dengan demikian, dapat disimpulkan dalam suatu tuturan akan berjalan lancar jika ragam bahasa memperhatikan siapa penuturnya dan siapa mitra penuturnya. metode metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. metode ini digunakan dengan tujuan untuk membantu dalam kajian linguistik, khususnya dalam tindak tutur (speech act) pragmatik. hasil dan pembahasan hasil penelitian di lapangan dalam peristiwa tutur dan tindak tutur yang ada di pasar tradisional johar semarang diranah sosial yaitu dari pengertian tindak tutur, terdapat tiga jenis tindak tutur yaitu tindak tutur lokusi, ilokusi, dan perlokusi. 29 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 1. tindak tutur lokusi tindak tutur lokusi memiliki makna secara harfiah, seperti yang dimiliki oleh komponen-komponen kalimat itu sendiri. jadi, tindak tutur lokusi ini mengacu pada makna linguistik. tindak tutur dengan kalimat yang sama mungkin dipahami secara berbeda oleh pendengar untuk menangkap makna secara harfiah, seperti yang dimiliki oleh komponen-komponen kalimat itu sendiri. jadi, tindak tutur lokusi mengacu pada makna linguistik. sebanyak 15% proses jual beli menggunakan tindak tutur jenis lokusi. dibawah ini adalah beberapa contoh tindak lokusi yang ada dalam percakapan saat transaksi jual beli dipasar johar. percakapan antara penjual dan dua orang pembeli (membeli celana panjang) penjual : mari mari silahkan mampir, tanya tanya dulu boleh. pembeli : langsung mampir ke kios penjual celana panjang karena mereka tahu yang dibutuhkan ada di kios itu. pembeli : celana bahan ada buk? penjual : sini masuk dulu, liat-liat dulu, boleh pilih warna semua ukuran komplit. dari petikan percakapan diatas kalimat yang diutarakan oleh penjual “sini masuk dulu, liat-liat dulu, boleh pilih warna semua ukuran komplit”, merupakan tindak tutur lokusi yang berfungsi untuk memberikan informasi saja bahwa pembeli diminta untuk masuk kios dan memilih barang daganganya. percakapan antara penjual dan beberapa orang pembeli (kios baju perempuan) penjual : cari apa, mbak? sini tak kasih murah. pembeli : masuk ke kios dan melihat-lihat baju dan sekilas melihat harga baca itu. pembeli : yang ini berapa, mas? penjual : mendekat dan menanyakan lagi apa yang diinginkan pembeli. penjual : yang mana, mbak? coklat atau hitam? pembeli : hitam aja, dicoba boleh tidak nih? penjual : kamar pas di ujung, mbak. dari petikan percakapan diatas tuturan “cari apa, mbak? sini tak kasih murah” menyatakan bahwa penjual hanya memberikan informasi saja bahwa di kiosnya menjual baju dengan harga lebih murah dibanding dengan kios dan toko lain yang menagndung makna lokusi. 30 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 2. tindak tutur ilokusi tindak tutur dengan kalimat yang sama mungkin dipahami secara berbeda oleh pendengar ini adalah makna tindak tutur ilokusi. sebaliknya, pembicara pun sebenarnya mempunyai harapan bagaimana si pendengar akan menangkap makna sebagaimana yang dimaksudkannya. sebagai contoh percakapan yang mengandung tindak tutur ilokusi adalah dibawah ini. masih dengan setting yang sama yaitu di kios celana panjang kain dan jeans dengan seorang penjual dan dua orang pembeli. penjual : sini, mbak, nek misal harganya cocok nanti ada diskon spesial wis. pembeli 1 : serius buk? pembeli 2 : diskon 50 persen mau banget ya penjual : ya bener, tak kasi harga pas ya? pembeli 2 : lho pie tow? tadi katanya mau kasi diskon kok sekarang bilang harga pas! penjual : iyo, beres. dari penggalan percakapan diatas kalimat “sini, mbak, nek misal harganya cocok nanti ada diskon spesial wis”. penjual mempunyai maksud agar pembeli tertarik dan akhirnya ingin membeli celana panjang yang memang pembeli tertarik sekali maka penjual memberikan penawaran harga dengan iming-iming diskon. tindak tutur ilokusi mempunyai peranan pada si penutur/penjual mempunyai maksud tertentu dibalik kalimat yang telah diucapkannya dengan iming-iming diskon. contoh cuplikan percakapan lain adalah sebagai berikut: setting percakapan berada di kios seragam anak sekolah,ada beberapa orang pembeli dan satu orang penjual. pembeli 1 : sragam sekolah smp ada? pembeli 2 : aku kanggo cah tk ono rak pak? anak-anak : aku rok aja mah, atasanku masih bagus, sama kaos kaki ya mah yang ikut orang tuanya pembeli 3 : topi pramuka ada, pak? penjual dengan sigap melayani semua pembeli. penjual : ada semuanya ada, komplit untuk seragam sekolah 31 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x dari petikan percakapan diatas penjual mengatakan “ada, semuanya ada, komplit untuk seragam sekolah”, dia meyakinkan pembeli bahwa semua yang dibutuhkan untuk perlengkapan sekolah ada dan komplit namun mungkin saja ada beberapa barang yang tidak ada stoknya dan dengan sigap sipenjual bisa mengambil barang dari kios yang lain namun seolah-olah yang memiliki barang lengkap adalah kios milik si penjual. 3. tindak tutur perlokusi makna tindak tutur perlokusi mempunyai pengaruh petutur untuk melakukan apa yg dikatakan oleh penutur, diberikan contoh penggalan percakapan dibawah ini untuk melihat seperti apa contoh tindak tutur perlokusi yanga ada dalam transaksi jual beli dipasar johar. masih dengan setting yang sama yaitu di kios celana panjang pembeli : ya sudah, buk, saya ambil ukuran 29 aja. penjual : warnanya biru atau hitam? pembeli : saya jadinya ukuran 29 warna hitam tapi mintanya yang masih baru bukan yang digantung ini. penjual : ok siap, sebentar ya. dari penggalan percakapan “saya jadinya ukuran 29 warna hitam tapi mintanya yang masih baru bukan yang digantung ini”, jelas bahwa pembeli meminta penjual untuk mengambilkan barang yang diiginkannya. karena kesepakatan harga sudah diperoleh sebelumnya. contoh lain tindak tutur perlokusi adalah sebagai berikut: setting berada di kios baju muslim pembeli : buk, ada gamis corak bunga kecil warna hijau? penjual : masuk sini, say..? masuk lihat lihat dulu. pembeli akhirnya masuk dan memutuskan untuk memilih milih baju yang sangat komplit. pembeli : yang ini bagus banget harganya berapa buk? penjual : ada yang lebih bagus lho, say.... pembeli : boleh, buk, mana saya lihat. 32 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x penjual mengambilkan gamis yang lebih indah penjual : ini, mbak, jadi mau yang mana? pembeli : haduh.. jadi bingung.......(dengan wajah bingung) penjual : beli dua-duanya nanti saya diskon gimana, say? dari cuplikan percakapan diatas seperti tuturan yang dilakukan oleh penjual “masuk sini, say..? masuk lihat lihat dulu”, akhirnya pembeli mau masuk dan melihatlihat dan akhirnya tertarik untuk membeli barang yang padahal sebelumnya tidak diinginkannya. seperti diketahui tujuan dia (pembeli) mencari gamis dengan motif bunga kecil pada kenyataanya dia tertarik dengan bunga motif besar. kemampuan perlokusi bisa mempengaruhi seseorang untuk tertarik dan akhirnya membeli barang yang memang sebelumnya tidak diinginkan. kesimpulan dalam suatu peristiwa tutur peranan penutur dan pendengar dapat bergantiganti. pihak yang tadinya menjadi pendengar sesudah mendengar dan memahami ujaran yang diucapkan oleh penutur akan segera bereaksi melakukan tindak tutur, sebagai pembicara atau penutur. sebaliknya, yang tadinya berperan sebagai pembicara atau penutur berubah kini menjadi pendengar. tindak tutur lokusi, ilokusi, dan perlokusi selalu ada dalam percakapan, namun pada penelitian di pasar johar yang muncul sangat dominan adalah tindak tutur ilokusi dan perlokusi, dua tindak tutur sangat sering dilakukan karena dari sisi penjual mereka mempunya cara untuk mempengaruhi pembeli agar mau membeli barang dagangannya, meskipun barang itu tidak ada dikiosnya, mereka mau mengambilkan dari kios lain demi melakukan pelayanan prima terhadap pembeli. penelitian yang telah dilakukan di pasar johar semarang memperoleh prosentase dominan penggunaan tindak tutur yakni tindak tutur ilokusi sebesar 40% dan perlokusi sebesar 45% dan dilengkapi dengan tindak tutur langsung yang banyak dilakukan pada saat penelitan dilaporkan. daftar pustaka austin, j. l. 1962. how to do things with words. oxford: oxford university press. basastra jurnal penelitian bahasa, sastra indonesia dan pengajarannya volume 2 nomor 1, april 2013, issn i2302-6405. cohen, a.d. 1996. “speech acts” dalam n. h. hornberger & s. l. mckay. sociolinguistics and language teaching. cambridge: cup. geoffrey. 1993. prinsip-prinsip pragmatik. jakarta: universitas indonesia. grice, h.p. 1975. logic and conversation. in cole & morgan, eds. 1975. syntax and semantics, vol. 3: speech acts. ny: academic press. 33 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x hasibuan, namsyah. 2005.perangkat tindak tutur dan siasat kesantunan berbahasa. universitas sumatra utara. halliday, m.a.k, & r. hasan. 1989. language, context, and text: aspects of language in a social-semiotic perspective. victoria: deakin university. kridalaksana, harimurti et al. 1984. tata bahasa deskriptif bahasa indonesia: sintaksis. kridalaksana, h. 1993. kamus linguistik edisi ke-3. jakarta: gramedia pustaka utama.jakarta: pusat pembinaan dan pengembangan bahasa – departemen p dan k. leech, geoffrey. 1983. principles of pragmatics. london dan new york: longman. leech, geoffrey. 1993. prinsip-prinsip pragmatik (diterjemahkan oleh oka). jakarta:universitas indonesia press. leech, g.n. 1983. principles of pragmatics. essex, england: longman group ltd. levinson, s. c. 2011. universals in pragmatics. in p. c. hogan (ed.), the cambridge encyclopedia of the language sciences (pp. 654-657). new york: cambridge university press. malmkjer, k. 2006. the linguistics encyclopedia. london: routledge. philip kotler. 1997. marketing management ed. 9th, prj. hendra teguh dan rony rusli, jakarta. ragam jurnal pengembangan humaniora vol. 12 no. 3, desember 2012. rustono. 1999. pokok-pokok pragmatik. semarang: ikip semarang press. searle. john. 1969. speech acts an essay in the philosophy of language. cambridge: cambridge university press searle, j.r. 1969. speech acts. cambridge: cambridge university press. septy, silvia sari. 2012. analisis tindak tutur penjual dan pembeli di pasar satwa dan taman hias yogyakarta. s1 thesis, universitas negeri yogyakarta. strauss, anselm & juliet corbin. 2003. dasar-dasar penelitian kualitatif. yogyakarta.pustakapelajar. 34 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 206 ethnocentrism in edward zwick’s the last samurai movie: postcolonial perspective yogi setyo pradana ali mustofa english literature, faculty of languages and arts universitas negeri surabaya, jl. lidah wetan, lakasantri, surabaya alimustofa@unesa.ac.id article history: submitted on 27th mei 2021; accepted on 12th november 2021; published on 30th december 2021 abstract the research focused on ethnocentrism in edward zwick's the last samurai movie. it was intended to identify how ethnocentrism is depicted and reflected in the life of samurai. ethnocentrism comprises values, feelings, and behaviors which are reflected in individuals or people's thoughts and perceptions. ethnocentrism is a set of beliefs that compromises one's ethnic community or society is superior to that of other ethnic groups or cultures. the ethnocentrism theory, originally developed by sumner (1906), was used to analyze the issues in the movie. the data were obtained by watching the film, reading the movie's script, identifying the data based on the topic of study, and categorizing the data to contrast and highlight the issues of ethnocentrism in the movie. the result of the analysis showed that ethnocentrism was presented in the form of characters' actions and statements. these actions have been adopted into the spirit of samurai warriors to protect their group culture to fight against japanese emperor army troops. the analysis shows that there are three aspects of ethnocentrism revealed in the movie: firstly, loyal to in-group norms; secondly, express ingroup pride; and thirdly, judge and underestimate the out-group. these three features of ethnocentrism are then being internalized and perceived by samurai physically, psychologically, and ideologically which then influenced their way of life. keywords: ethnocentrism; postcolonialism; samurai; loyal; pride; prejudice; othering http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx mailto:alimustofa@unesa.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 207 introduction ethnocentrism is understood as someone's belief that one's group is the core of everything and the perception is important for a particular group of culture. ethnocentrism is an attitudinal construct that focuses on the belief, and that, as an attitude, it also has strong emotional and behavioral aspects (sumner, 1906; aldrich & kasuku, 2012; etinson, 2018). it is profoundly embedded in the human condition and is most commonly presented in all racial groups, albeit to varying degrees. ethnocentrism is a mindset that includes values, feelings, and behaviors. ethnocentrism has been with humanity since prehistoric societies, and it was still recognized by ancient philosophers. however, it was only in the second quarter of the twentieth century that the term became incorporated into the social sciences. since then, social scientists and a vast range of other academics have embraced the term (hammond & axelrod, 2006). racism, prejudice, mental closure, and an oppressive personality system are also linked to ethnocentrism. it is commonly used in social and political science because it demonstrates a strong and readily recognizable mindset that can be measured legally. while ethnocentrism is linked to racism, it distinguishes it from racial prejudice in that it does not include a hostile attitude toward other cultures or races (permatasari et al., 2019). according to sumner, the view of certain group cultures can be known as vital things, while other group cultures are reduced to the lower status in society. therefore, culture is concerned with many different objects, both biological and physiological, as comportment, music, traditions, and so on. as it affects several facets of life, it is seen in many different activities. matsumoto describes culture because a group of people, though completely different from each individual, share their attitudes, ideals, convictions, and conduct from one generation through the next generation (matsumoto, 2002). community is dealt with in reality through specific individuals or cultures. it reveals a somewhat different personality including its collective consciousness. there are many communities in the society with their cultural specialty including people in ceremony, conduct, faith, and attitude. ethnocentrism encourages in-group preferences in terms of interaction and solidarity, as well as outsider-group animosity. if one group does not tolerate the other, the people within this group assume that their group is preferable to the other (hooghe, 2008). ethnocentrism is the belief that one's ethnic community or society is superior to that of other ethnic groups or cultures. dealing with that, one's cultural traditions should be extended fairly to other ethnic groups or societies. ethnocentrism also believes that their philosophy, action, or mindset is the greatest thing in any way, even the most essential, right, and beautiful and that all cultures are inferior. people with this mindset are referred to as ethnocentric. referring to that, those ethnocentric groups http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 208 will judge the different communities from which they process knowledge if they are ethnocentric and intolerant. as a consequence, people believe that those who live their lives differently are immoral, unnatural, or in the wrong position. edward zwick, the director of the last samurai movie, is well-known for his passion throughout managing but also his experience as a producer on television shows and films in the industry. he was born in chicago in 1952. zwick began his career as a journalist at rolling stone after graduating from the afi conservatory in los angeles. he advanced his career and found work as a film producer, editor, and director in the television industry. the one discussed in this study, the last samurai movie, received four different oscar nominations such as acting category, art direction, sound, and costume. the last samurai movie discusses american military officers who train japanese soldiers how to fight and to battle against the samurai. samurai is a legacy from their ancestors that has an important role in japanese society. they have a preference that samurai culture is better than other cultures. ethnocentrism is the main theme of the last samurai (hooghe, 2008). hooghe argues that social individuality approaches believe that ethnocentrism is the output of strong recognition toward in-group of someone, which directly leads to negative sense toward other culture and underestimate of particular out-group members. from the above arguments, the present paper discussed 1). how is the idea of ethnocentrism depicted in the movie the last samurai? 2). how does the movie represent the oppositional binaries between east and west in which the stereotypes are portrayed as the hierarchical boundaries and burdens toward each other's characters' feelings and perceptions? furthermore, the research problem about ethnocentrism analyzes the standpoint that related to japanese culture and western culture. in this sense, the dichotomy of east and west is contested. the last samurai movie tells the story of an american soldier and samurai warrior who are experiencing being ethnocentric to their own culture. at the beginning of the story, nathan algren is known as us military officer employed to train the country's first new army by the japanese emperor. when the government tries to destroy the traditional samurai warrior class to implement more westernized tradition for some reasons of commercial-friendly policies, it fails miserably. he is suddenly enchanted by his experiences with the life of samurai, which then puts him in the middle of a fight between two ages and two continents. in the ring spectrum, algren puts a recruit to the test. algren thinks they are not prepared to fight against the samurai, so he goes up to one of the targets and warns a soldier that if he does not kill algren, algren will kill him. the soldier is terrified and the scene shows that algren wants to kill a samurai warrior by preparing the japanese army. by this, he becomes ethnocentric to japanese culture because of the uniqueness of its culture and to be a part of the samurai until the end of the movie. he identifies himself to be a part of http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 209 and to help samurai warriors to go to the war. he shows how well he had learned from his enemy of the ways of the samurai's way of life. the last samurai movie has previously been discussed by many scholars (grajdian, 2020). maria grajdian investigates the movie by reframing masculinity in the character embodied by tom cruise, a typical white male from a japanese perspective. the research showed an unexpectedly refreshing insight into the prevalent masculinity ideal in japan as subliminally suggested by the japanese characters. meanwhile, ingvason investigates the way of the warrior in modern japan. the samurai is the japanese version of a warrior who serves their lords with faith and loyalty, ready to give all their lives in the service of their lord (ingvason, 2017). ingvason claims that japan's modernization pushed out the samurai and replaced them with new warfare. concerning the above previous studies, the present paper investigates how ethnocentrism is depicted and reflected in the samurai's life in the last samurai movie. it also approves that japanese masculinity has been long preserved and maintained within their culture to represent their toughness, strong, power, and integrity, as in opposition to what have been argued and narrated by western culture that easterners are weak, docile, submissive, feminine, and impotent. method this research followed several stages which determine the characteristics of being ethnocentric as have been promoted by sumner (1906) and then developed by other sociologists such as bizumic & duckitt (2008); etinson (2018); hammond & axelrod (2006); hooghe (2008); and keith (2015). ethnocentrism is a part of postcolonial issues which centers on the feelings and attitudes of inclusive behavior. therefore, this research applied the postcolonial reading method. postcolonial reading evaluated the binaries and dichotomies in the text. the binaries were discussed to confront the senses of colonialism which involve the geographical poles of east and west in the mode of opposition. the dichotomies were put in a set of power relations that showed incompatible goals of domination. to collect the data, the last samurai movie was firstly enjoyed and analyzed to understand its contents and dialogue. secondly, the script of the movie was also read to gain some more insights on the narration and the explanation from the scriptwriter and also the cast. thirdly, the elements of cinematographic study such as mise en scene, costume, setting, shots, camera angles, and lightings were also analyzed and discussed. fourthly, selected data were analyzed, categorized, and discussed by using sumner's critical lenses of ethnocentrism which encompassed the three components of ethnocentrism: loyal to in-group norms, expressing in-group pride, and underestimating outgroup. findings and discussion the last samurai is a story about a party of samurai in a deep mountain village. the main male character is katsumoto, a samurai warrior chief who is tasked to defend the samurai colony. his colony is proud of its samurai warriors, and they occasionally ban people from other countries to enter the colony. it can be seen in http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 210 a variety of settings, including the home, culture, and how people treat their culture. samurai are distinguished by their two swords, long and short ones. they are referred to as "katana" and "wakizaki" respectively. they normally remain in their lords' castles and are also part of a military aristocracy household. the analysis found out that being ethnocentric, the samurai show some characteristics as the following: 1. loyal to in-group norms ethnocentric people will perform loyalty. it is embodied by a commitment to in-group rules and honesty throughout relations towards fellow in-group members. samurai had a unique routine that they practice every day. they practice imitating any kind of traditional teaching their ancestors had in the past without questioning it (ingvason, 2017). they also learn it by doing and practicing it every day to make it more internalized. the structured ritual of "seppuku" seems to have been a death ceremony, and this is the most terrible yet honorific, in which samurai must disembowel them rather than commit suicide [hara-kiri]. it was often used by samurai who would rather die than face humiliation after defeat or the humiliation of imprisonment or torture at the hands of their opponents. samurai would also do seppuku if they had defeated their lords, depending on the nature of their shortcomings, because samurai valued honor, strength, discipline, and devotion to their lord. the act of seppuku was a way for them to demonstrate their will, as well as to keep their honor and pride intact. hara-kiri and seppuku share the same meaning in japan, but seppuku is more often used because the japanese synonym for seppuku is more prestigious. the first seppuku was mentioned sometime in the 12th century, but it became more common after a while because samurai believed that this was an honorable way to die to atone for their mistakes. if a samurai was ever sentenced to death, they had the option of committing seppuku rather than being disgraced by being executed by a commoner, so that their honor and pride would be preserved following their death. the quotes that reflect adherence to in-group standards are mentioned below. picture 1: katsumoto cuts the head of general hasegawa “nathan: i've seen what you do to your enemies.” “katsumoto: warriors in your country do not kill?” “nathan: they don't cut the heads off defeated, kneeling men.” “katsumoto: “general hasegawa asked me to help him end his life. a samurai cannot stand the shame of defeat. i was honored to cut off his head.” (logan, 2003) in the quotation above, katsumoto claims that samurai may not bear the defeat embarrassment. as a samurai warrior, he thinks it is a pleasure to shave general hasegawa's head. sumner claims that his society is equivalent to that of out-groups http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 211 and that the latter is barbaric. his concept of ethnocentrism includes not only the advancement of one's race but also the development of discriminatory attitudes toward others. in the movie, katsumoto lets nathan alive to stay in his village. he lets him live to learn about his enemy which is nathan, who has a different culture. nathan is curious to know why katsumoto let him live and stay in his village and does not kill him as he did toward general hasegawa. furthermore, katsumoto practices the samurai custom of only dying with his sword, as portrayed by him. "i will die by the sword," he declares. "it's all mine." he needs to die with dignity because he believes that if a samurai is humiliated by failure, he will kill himself with his sword rather than by an enemy's weapon (hooghe, 2008). hoogart and williams argue that they were interested in culture as the 'texture of lived experience' or a 'structure of feeling' rather than as a body of intellectual and artistic activities separate from the rest of society. the last scene shows nathan’s loyalty to the samurai. adherence to ingroup rules including trustworthiness throughout interactions with fellow in-group members are examples of loyalty. at the end of the war, he gives katsumoto a sword to japan emperor to remind him about the struggle of samurai (hagakure: the book of the samurai yamamoto tsunetomo google books, n.d.). yamamoto argues that the way samurai is found in death when it comes with the choice. it is not particularly difficult. there will be always a quick choice of death; found in death without achieving one's goal; a dog's death does seem to be a wasteful way of sophisticates. the development and strength of a behavioral propensity to partiality amongst people with the little cognitive capacity and limited reasoning is also a part of samurai's attitudes (hammond & axelrod, 2006). the japanese are stereotyped as possessing a personality that lacks a fully formed ego or sense of self-sufficiency (sugimoto, 2010). doi claims that the concept of amae, which applies to the supposedly peculiar psychological tendency of japanese people to achieve emotional fulfillment by winning over and relying on their superiors, is incorrect. they believe that no overt display of identity is needed. one of the most important values is community loyalty. giving yourself to be obedient and achieve the group's aims brings a particular psychological fulfillment to the japanese in general. therefore, japanese people sometimes cannot comprehend the life or relationship of the culturally diverse culture of others. perceptual distinctions for otherness are insufficiently detailed to allow segregation between various types of others, which might be viewed as "foreigners" or "minorities" or not at all. people perceive themselves as more "absolute" than others, even to the point where others may not appear entirely human, and the development for perceiving one's own culture is much more nuanced than those required for other cultures. as a result, people, in general, perceive themselves as more "real" than others. according to the samurai tradition, when a samurai feels humiliated by their defeat, they can destroy it with their blade, since this is the only way to die with pride. 2. express group pride according to experts such as jandt and gudykunst and hooghe (in zikargae, 2013), ethnocentrism is the assumption that one race is superior to another. since ethnocentrism considers one's community to be preferable, it causes people to compare and classify other cultures by that norm (zikargae, 2013). the following quotation reflects ethnocentrism, which leads people to believe that their society is the greatest and that they should be proud of it. http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 212 picture 2: samurai warriors practice to use their traditional sword “nathan: they are intriguing people. from the moment they wake... ... they devote themselves to the perfection of whatever they pursue.” “i have never seen such discipline. i am surprised to learn that the word ''samurai'' means ''to serve''...” “... and that katsumoto believes his rebellion to be...” “... in the service of the emperor.” (logan, 2003) although nathan is not japanese, he claims that the samurai community seems to be the preeminent culture. most individuals are willing to migrate to greek and abandon their traditions since they claim samurai customs seem to be the most dominant. he says that samurai culture is unique because it can attract him to learn about the samurai way of life. he praises the culture of samurai because nathan never sees such a discipline in any other culture. katsumoto as the leader of a samurai warrior believes that he is proud to serve his emperor (neuliep et al., 2005). neuliep further states that ethnocentric individuals communicate well with members of their groups but disagree with members of a group corroborates this. another quotation representing the depiction of pride in samurai culture might be seen in the following. katsumoto believes that practicing his own culture is far better than applying other cultures as follows: “omura: minister katsumoto, it is with great regret... ... but i must ask you to remove your sword.” “katsumoto: this sword serves the emperor. only he can command me to remove it. omura: the emperor's voice is too pure to be heard in this council.” “katsumoto: then, i must refuse to give up my sword” (logan, 2003). from katsumoto's above statement, it can be seen that he is an ethnocentric man to his culture. he demonstrates a deep commitment to his culture and a sense of belonging toward it. and he does not want to take off or give his sword off. he resists changing the norm of samurai life to do not bring a weapon during the meeting because it is not samurai culture. on the other hand, omura is the person who wants to change the culture of samurai. he wants to eradicate the norm by using modern culture such as western culture, but katsumoto seems to http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 213 resist omura's opinion, even no one is on his side. in short, ethnocentrism is the assumption that someone's community is superior to that of another (kam & kinder, 2012). symbols, beliefs, and rituals become an object of appreciation and pride, and in extreme circumstances hate, when viewed as belonging to out-groups, is disdain and condescending. ethnocentrism is distinguished as an old phenomenon. however, it is a new phrase established in sumner's ideas at the beginning of the twentieth century. this thought is similar to mcgee's and sumner's conceptions of ethnocentrism as a group-level parallel to personal self-centeredness (bizumic & duckitt, 2008). ethnocentrism and narcissism thus have very strong and apparent connections. and ethnocentrism may and has frequently been perceived as collective narcissism. each person is usually regarded have two kinds of person, one which concerns the distinctive qualities of the individual and the other that concerns the communities to which the individual belongs. 3. judge and underestimate out group individuals' propensity to see their ethnic community as proving the norms for appropriate attitudes and desires is known as ethnocentrism (nurilaila et al., 2020). ethnocentric individuals are intolerant and judgmental of civilizations other than their own. they take great pride in racial and ethnic identities of traditions, while sometimes despising the ideals of others. it can be seen from the following shot: picture 3: katsumoto judges western culture. for being too arrogant and exclusive “katsumoto: many of our customs seem strange to you. the same is true of yours. for example... ... not to introduce yourself is considered extremely rude, even among enemies”(logan, 2003) the dialogues are between katsumoto and nathan when nathan is curious to know about what katsumoto wants from him. in the beginning, katsumoto introduces himself to nathan but nathan does not answer it. katsumoto wants to have a good conversation with nathan by using english. in japanese culture when someone meets with new people, they always bow and then introduce their name. katsumoto sees the differences when meeting with an american soldier. he argues that enemy culture is extremely rude because he does not want to introduce himself even among enemies. http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 214 the kind of superiority that sumner claims might occur in several ways, according to an ethnocentric view (etinson, 2018). sumner's explanation evokes many kinds of hierarchies: esthetic, religious, epistemological, and moral. the view that one's groups are more ethnocentrically might therefore probably mean that it is not only fairer, but also more beautiful, devout, smart, truthful, virtuous, intriguing, or valuable than external alternative along with its beliefs, customs, norms, history, and achievements. they insert whatever positive assessment word that people truly want to perceive. however, the idea of strategic culture was less worrying to booth (aldrich & kasuku, 2012). booth connects strategic culture and ethnocentrism to the 'group thinking' issue with their latent inclinations towards bureaucratic agreement in a classical monograph written in 1979. he states that while ethnocentrism does not lead to group thought inherently, it raises the chance of group thinking, with a drive to achieve an agreement that transcends reasonable evaluations about various ideas and actions. additionally, keith says (keith, 2015) that ethnocentrism is often misinterpreted as a synonym for general antipathy against all out-groups, suggesting a denial of ethnic plurality, widespread discrimination for out-groups, and relational selection for in-group over most out-group. according to berry and kalin, discrimination, xenophobia, misogyny, emotional restraint, and an oppressive personality arrangement are also behaviors associated with ethnocentrism. ethnocentrism is characterized as in-group preferential treatment in terms of coordination and collaboration, as well as outsider-group animosity, which can contribute to intergroup conflict, aggression, or support for discriminatory acts. these are examples of how masculine manners are exercised by samurai among them in the group. in brief, ethnocentric individuals are more egotistical yet they only consider their civilization and are ignorant of other cultures. this contributes to prejudice towards other cultures, as well as judging things based on their expectations and eliminating society from other traditions from their people's existence. whether this behavior is good or bad, japanese people nowadays tend to behave clockwise. they tend to open themselves to global connections and start to be more overt toward global relationships. this is of course connected to global change and also caused by the spirit of accepting the otherness and opening their wide arms for diversity. conclusion in the last samurai movie, the main character of katsumoto is constructed as an ethnocentrically masculine leader. he is a leader of a samurai who has the responsibility to keep the ancestors' culture. the spirit of samurai will not be omitted from the japanese even the foreigners try to eradicate and modernize the culture of samurai. however, ethnocentric is needed to protect people's culture from the outside's bad impact of infiltration. this has been contested when nathan algren, an american soldier, happens to be trapped in between the two cultures, east, and west. he has seen the contestation of completely two oppositional perspectives about japanese culture which he has understood from the military training he joined. he changed his mind and then later on he has been falling in love with the japanese tradition and culture, especially samurai tradition on their loyalty, self-pride, being protective toward their culture. it seems that katsumoto's spirit and individual perseverance have touched nathan in many ways so that he inherited katsumoto's religious point of view about japanese culture, which then magically turned nathan to be the last samurai in the alienated soldiers. western people perceive people from other different cultures with an attitude of othering and, in this manner, the powerful groups perceive that their culture and tradition are far better and greater than other cultures. although the samurai culture has become a famous culture, yet exploitation of weaker http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 215 communities at the hands of more powerful social and political agents is still a burning issue. in different parts of the world, all social agents should accept and keep their culture because it is the legacy of their ancestors. this also happens in samurai culture. they protect and preserve the tradition with their very spirit of love and belonging. based on the analysis, this study has revealed some conclusions about ethnocentrism in edward zwick's the last samurai movie. the analysis has found out that there are three sectors of ethnocentrism revealed in the movie. first, samurai tend to have a strong relationship with others, and they are loyal to the group's norm. second, samurai men tend to express the group's points of pride through preserving and practicing their own culture in masculine ways and these have special meanings for the group's life and bond. third, samurai tend to underestimate the out-group because they perceive samurai culture as far better than other cultures, especially the western culture. these three aspects give effects on the development of the story dramatically because samurai people want to maintain and keep their ancestor's culture unconditionally even they do hara-kiri to show that they are deeply connected to the culture. this made nathan algren feels connected to the samurai culture and thus he wants to be a part of it. regarding the issues of east and west in the movie, the last samurai movie is a perfect example of how japan, one of the asian countries which is said to be the east as opposed to the west, develops their pride of being exclusive upon their unique culture and tradition. japan, as has been represented by samurai, has protected their country from being the object of infiltration and injection of other countries' ideologies and beliefs. the present paper affirms that japanese culture believes in their power and strength to protect them from the invasion of other cultures to japan since they have developed their bumping stone for the insider and the outsider to mutually absorb each other's culture and tradition. references aldrich, r. j., & kasuku, j. (2012). escaping from american intelligence : culture , ethnocentrism and the anglosphere. 5, 1009–1028. bizumic, b., & duckitt, j. (2008). “my group is not worthy of me”: narcissism and ethnocentrism. political psychology, 29(3), 437–453. https://doi.org/10.1111/j.1467-9221.2008.00638.x etinson, a. (2018). some myths about ethnocentrism. australasian journal of philosophy, 96(2), 209–224. https://doi.org/10.1080/00048402.2017.1343363 grajdian, m. (2020). re-framing masculinity in japan: tom cruise, the last samurai and the fluid metanarratives of history. 16(1), 50–64. hagakure: the book of the samurai yamamoto tsunetomo google books. (n.d.). retrieved april 7, 2021, from https://books.google.co.id/books?hl=en&lr=&id=wuiimj1kjnmc& oi=fnd&pg=pr7&dq=the+last+samurai&ots=q4biynhzuu&sig= mb5hwfuh60ziqhnrynjzymqjkry&redir_esc=y#v=onepage&q& f=false hammond, r. a., & axelrod, r. (2006). the evolution of ethnocentrism. journal of conflict resolution, 50(6), 926–936. https://doi.org/10.1177/0022002706293470 hooghe, m. (2008). ethnocentrism. international encyclopedia of the social sciences, 186–209. https://doi.org/10.4324/9780429275296-14 http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.206-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ethnocentrism in edward zwick’s:... yogi setyo pradana, ali mustofa doi: https://doi.org/10.26714/lensa.11.2.2021.206-216 216 ingvason, þ. a. d. i. (2017). way of the warrior in modern japan. kam, c. d., & kinder, d. r. (2012). ethnocentrism as a short-term force in the 2008 american presidential election. american journal of political science, 56(2), 326–340. https://doi.org/10.1111/j.15405907.2011.00564.x keith, k. d. (2015). sumner, william g. (1840-1910). the wiley blackwell encyclopedia of race, ethnicity, and nationalism, 1–3. https://doi.org/10.1002/9781118663202.wberen352 logan, j. (2003). the last samurai. in architectural digest (vol. 60, issue 11, p. 208). matsumoto, d. (2002). culture , psychology , and education. 2, 1–15. neuliep, j. w., hintz, s. m., & mccroskey, j. c. (2005). the influence of ethnocentrism in organizational contexts: perceptions of interviewee and managerial attractiveness, credibility, and effectiveness. communication quarterly, 53(1), 41–56. https://doi.org/10.1080/01463370500055954 nurilaila, e., ricahyono, s., setyadi, d., & arifin, s. (2020). national cultures and politeness strategies in intercultural communication among japanese and american characters in “the last samurai” movie: a cross-cultural pragmatic analysis. social sciences, humanities and education journal (she journal), 1(1), 10. https://doi.org/10.25273/she.v1i1.5853 permatasari, r., ayu, d., sari, p., islam, u., & agung, s. (2019). the negative effects of ethnocentrism in my big fat greek wedding movie. 2(0), 89–97. sugimoto, y. (2010). an introduction to japanese society (third edit). cambridge university press. sumner, g. williams. 1906. folkways: a study of the sociological importance of usages, manners, customs, mores, and morals. ginn: the university of michigan zikargae, m. h. (2013). "the impacts of ethnocentrism and stereotype on inter-cultural relations of ethiopian higher education students" in online journal of communication and media technologies, 3(4), 126–148. http://jurnal.unimus.ac.id/index.php/lensa 7504-25179-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 263 reducing student’s english dialogue anxiety in online learning through board game rahma nuzulia1* catur kepirianto2 diponegoro university, jl. prof. sudarto no.13, tembalang, kec. tembalang, kota semarang, jawa tengah 50275 *rahmazainal27@gmail.com article history: submitted on 18th november 2020; accepted on 30th december 2020; published on 31th december 2020 abstract the covid 19 has been going on since april 2020 in indonesia. it has resulted in the indonesian government, especially the ministry of education and culture, taking preventive steps to minimize contracting the virus. one of them is using online learning for students to go to school. however, there are challenges for teachers and students while learning in an online class. it also happens in an english lesson, especially a dialogue activity. this research aims to prove whether using a board game can be effective media to reduce students’ language anxiety level or not during english learning in an online classroom. the kind of board game is the combination between snake and ladder and candy land, or it has been modified based on learning purpose. the research design used in this research is a quasi-trial non-equivalent control group design. the samples of this research are 60 ninth grades of junior high school students which are divided into the trial and control group. data analyses used in this research are using spss mean score, data deviation, while hypothesis testing used in this research is the mann-whitney test. the result showed that a board game can reduce students’ anxiety levels. the data showed that the mean score of students after implementing board game reduces by 2.90 points, while the standard deviation increases by 2.901 points. from the mann-whitney test, it is known that asymp. sig. (2-tailed) is 0.003 or < 0.05 which shows that h0 is rejected, and h1 is accepted. from the data analysis, it can be shown that the board game is effective media to reduce students’ language anxiety in dialogue activity during learning in an online class. keywords: board game, language anxiety, online learning http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx mailto:rahmazainal27@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 264 abstrak wabah corona telah berlangsung sejak bulan april 2020 di indonesia. hal ini mengakibatkan pemerintah indonesia khususnya kemendikbud mengambil langkahlangkah pencegahan guna meminimalisir terjangkit virus tersebut. salah satunya dengan belajar online bagi siswa. namun terdapat tantangan yang dikeluhkan pendidik dan anak didik selama belajar melalui kelas online, seperti siswa yang sering absen, siswa akan cepat merasa bosan, siswa cenderung pasif dalam proses pembelajaran, siswa kurang menguasai materi pembelajaran, dan masih banyak lagi. . hal ini juga terjadi dalam pelajaran bahasa inggris, khususnya kegiatan berbicara. penelitian ini bertujuan untuk membuktikan apakah penggunaan board game dapat menjadi media yang efektif untuk mengurangi tingkat kecemasan berbahasa siswa selama pembelajaran bahasa inggris di kelas online. jenis permainan papan tersebut merupakan gabungan antara ular tangga dan tanah permen, atau telah dimodifikasi berdasarkan tujuan pembelajaran. rancangan yang digunakan menggunakan pendekatan penelitian percobaan semi dengan ketidakequivalen kelompok pembanding. sampel kajian ini adalah 60 siswa smp kelas ix dibagi kedalam grup ujicoba dan grup pembanding. spss 24 dimanfaatkan sebagai alat analisis dengan melihat rata-rata skor, penyimpangan data, sedangkan pengujian hipotesis adalah uji mann-whitney. data menunjukkan bahwa nilai rata-rata siswa setelah penerapan permainan papan berkurang 2,90 poin, sedangkan standar deviasi meningkat 2,901 poin. dari uji mann-whitney diketahui bahwa asymp. sig. (2-tailed) adalah 0,003 atau <0,05 yang menunjukkan bahwa h0 ditolak dan h1 diterima. dari hasil analisis data dapat diketahui bahwa board game merupakan media yang efektif untuk mengurangi kecemasan berbahasa siswa dalam aktivitas berbicara selama pembelajaran di kelas online. kata kunci: papan permainan, kecemasan berbahasa, pembelajaran daring introduction the corona virus has been going on since april 2020 in indonesia. this has resulted in the indonesian government, especially the ministry of education and culture, taking preventive steps to minimize contracting the virus. these steps include washing hands, using masks, keeping your distance, not shaking hands, and prohibiting gathering activities, and avoiding crowds. these preventive measures have an impact on all sectors, including the education sector. the government or the ministry of education and culture has determined that all levels of education must research from home. to continue to carry out the learning and teaching process between teachers and students even at home, the government offers to use online learning applications that are currently widely used. according to bartley & golek, 2004 as cited in (nguyen, 2015), online learning is a distance learning which http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 265 possibly facilitates students to engage with teachers. during pandemic situation, there are changes in learning and teaching from conventional classrooms to distance classes during a pandemic like today, which is a challenge for both teachers and students. the need for signals, quotas, and devices to learn is a challenge in the online learning process. moreover, there are other challenges, including teacher supervision of students, student interest and motivation, the courage of students to express opinions, learning activities that require discussion or group work, management of learning time, and appropriate teaching approaches and methods. if the above challenges cannot be fixed properly, they will likely cause problems in online learning, such as students who do not submit assignments on time, students who are often absent, students will quickly feel bored, students tend to be passive in the learning process, students do not master the learning material as a whole, and much more. as a consequence, these will have impacts on the students' achievement which are related to the competencies and indicators of each subject, including in english. in learning english, especially dialogue, students generally have difficulty dialogue individually and dialogue in public because dialogue is a production skill in which students must convey ideas and emotions to respond to their interlocutors. it is difficult if the students do not have good english skills, and the students who have shy or passive personality, although they have capable enough. during the pandemic, the use of online learning also adds to the difficulty of teachers in carrying out dialogue lessons. their students are more become passive or embarrassed to speak english individually. besides, the teacher cannot create groups while using an online platform, so the students cannot make short conversation activities or roleplay activities as they do in the class. the problem of students who tend to be passive, afraid, nervous to speak english individually in online learning adds to the difficulty of learning dialogue during the pandemic situation. this case happens in smp negeri 5 tanjungpinang. the levels of students’ language anxiety when they try to speak english are generally at a high and medium level. of the 30 students in one class, there are 21 students at a medium level, 2 students at a high level, and 7 students at a low level. various kinds of reactions or anxiety symptoms arise, both physically such as heart racing, feeling weak, trembling, fidgeting, and behaviorally such as unmotivated to come to an online class, just silent, slow response, or wasting time). alphert and harber cited in (mustapha hajebi, 2017) divided language anxiety into two types which are facilitating and debilitating anxiety: 1. facilitating anxiety encourages the students to be motivated and challenged in a positive way of doing the task. for example, the http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 266 students have good competition in improving themselves to master language. 2. debilitating anxiety reduces student’s confidence, and increasing student’s worry while researching the language. for example, the students feel uncomfortable and try to avoid themselves from the language learning furthermore, the learning process based on the competencies and indicators that have been determined in the 2013 curriculum must still be carried out even through the use of online media. one example of competence is that students can create conversational texts both spoken and written that include interpersonal interactions such as expressing hopes and congratulations on achievement or joy based on the context. to carry out the competencies to be achieved and to overcome students' language anxiety problems, a teacher needs to find appropriate strategies to overcome anxiety in the classroom. it seems that anxiety tends to have negative impacts on acquiring and producing language. according to gardner (1989) explained that anxiety has an impact that is reducing in the learning process and language production itself. this is shown by research conducted by azizifar & fariadian (2015) reveals the effects of uneasiness of having conversation with peers are mental issues, low inspiration, concentration, and accomplishment adversely, and resulting mistakes in language learning. besides, it affects learners’ self-esteem, and their active awareness in the session. ochs (1991) in (fadlan, 2017) may divided the indications of anxiety that which will be happened into: a) voice such as tremble, as well moderate, as well quick, dull, un-emphatic, and raspy, b) verbal impact such as stammers ending or ungainly delays, the chase of words, rehashed the same word, c) mouth and throat such as well gradually over and over, and breathes intensely, d) facial expressions such as no eye contact, roll eye, frowns as well regularly, the confront muscle is tense, e) arms and hands such as unbending or tense, wriggle, motionless, sweat, f) body movement such as body swap too often and paces & shuffles feet. furthermore, some indication can be watched, and few of them cannot be seen and analyzed accurately. the use of games in dialogue learning is trusted to reduce students' anxiety pressure when online learning, while at the same time achieving learning objectives based on predetermined competencies and indicators. saefullah, romly & abdullah (2019), cited in (sofyan et al., 2019) explained that playing games in english dialogue invite students to speak in english and improve their english dialogue skills. furthermore, von ann (2006) cited in fakhrurrazy (2018) added that the use of games in learning is a fun activity through rules. moreover, savignon (1976) cited in (owen et al., 2019), explains the benefits of using games and discussions in learning, namely that http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 267 it can arouse students' emotional interest and attract students' attention to authentic interactions in the classroom. the use of games in english dialogue learning has been carried out by several previous researchers, including (riandi & suryani, 2018) who applied the effectiveness of kim's memory game to improve dialogue skills. the results revealed that the game able to increase their dialogue skills. then, fakhrurrazy has also proven that the use of communication games on the dialogue skills of students at smp pgai padang is better. (fakhrurrazy, 2018). also, owen et al. (2019) researched the effects of using language games and information gap activities on students' dialogue performances. the research has implemented on 124 respondents consisting of 4 experiment classes and one control class. the language games used by researchers are board games, guessing games, passing on information, describing, and drawing. the results of this research indicate that there is an increase in the students' dialogue score or posttest after implementing learning based on the communicative language teaching approach using language games. then, pinandhita (2013) also used a game in teaching dialogue called the riddle game. this game allows students to practice dialogue english in a variety of ways. qualitative applied in collecting data about what are the strengths and the weaknesses of using riddle games in dialogue class 8 mtsn kedungdalar. the results show that riddle games can increase students' interest in dialogue, make students happy in learning narrative text, increases student vocabulary, and make students active in learning, while the drawback is to make the class noisy. of the many choices of games for learning english, the writer chooses one of the games that can be applied in learning dialogue during online learning in this pandemic, namely board game. the reason the researchers chose board game is that besides it can be used as a medium for reaching indicators taught in dialogue, this game is also a type of game where the tools or parts of the game can be easily moved or the game is too easy or not too complicated to be used as a learning tool for students of online learning. since nowadays, games like this are rarely played by z generation, so this game is considered quite appropriate, easy, and challenging for them to play. another reason why researchers choose board games during online learning is that this media can train students' language skills where they can interact or socialize in a fun way and unconsciously practice their language with the help of media such as zoom application. this is in accordance with what indriana said in arfani & sulistia (2019), the selection of media or games must be in accordance with the learning objectives to be achieved and provide training and good character building such as cooperation, honesty, discipline in learning. in addition, researchers also agree with what was conveyed by lely tobing in ainurrohmah (2019) which states that the use of a board game is a medium or media that contains three aspects, namely visual or image, http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 268 audio or discussion, and affective or attitude. and last but not least, board game is an effective tool to encourage or motivate students to learn, especially to speak english. according to fathnan in taka (2019), some benefits of snake and ladder board games are: (1). provide knowledge to children through the learning process of playing while learning. (2). stimulates developing thinking, creativity, and language to be able to foster attitude, mentality, and morals. (3). creating an attractive playing environment, providing a sense of security and sun. (4). know losing and winning (5). encourage students with cooperative and patient learning. then, some benefits of using board games for learners (1). provide meaningful learning opportunities. (2). improve the learning ways (3). connect to real-life situations (4). encore the use of authentic materials (5). guarantee fresh content. while according to radila in taka (2019), there are some benefits for the teacher; (1). helping teachers get learners involved (2). get a more positive and proactive response (3). enhance students’ motivation (4). provide endless possibilities and kinds of material (5). improve teacher’s teaching practice (6). encourage teachers to put aside the textbook and usual teaching practices temporarily in the case of using board games in learning english dialogue, then there some previous studies have been researched about using board games. cheng (2018) had been proof that the board games she applied such as codenames® and dixit®, apples to apples can affect students’ language anxiety. she used a communicative approach and task-based instruction in implementing the board games. the result showed that esl students become more relaxed, and they are more focused on playing the game rather than dialogue english. besides, the students’ performances, such as accuracy, fluency, and pronunciation, are increased after playing the board games for four weeks. based on the pretest and posttest results, 84 percent of participants increased their oral performance. it has supported by the judges of native english speakers, which explained students have positive differences in the posttest. arfani & sulistia (2019) and ratih & ningsih (2017) did qualitative research on the implementation of the “snake and ladder” board game in teaching dialogue. this research is purposed to find out the strengths and weaknesses of using media board game. the result showed that the strengths of using the board game are fun, easy, effective, and motivated media for the students to practice in english dialogue. furthermore, the disstrengths of using a media board game are preparing the equipment of the media board game, managing time wisely, and feeling difficult to control the students’ mistakes while practicing in communications. another similar finding is found by zuhri & kusyairi (2020). they did classroom action research to investigate the use of board games in order to upgrade learners’ oral competency in mts nahdlatun nasyiin kadur http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 269 pamekasan. the aim of this research is to describing the implementation of board games in dialogue class, and describing the increase of students’ dialogue ability through board games. the result showed that using board games able to make students enthusiastic to speak english, and it can improve students’ dialogue skills. ainurrohmah (2019) did research on the advance of the tool board game for teaching greeting and introduction for seventh-grade students of smp dewantara surabaya. this research aims to examine the development of the media board games in teaching greeting and introduction. the result showed mean of the posttest result is increased by 85.32 rather than the mean of the pretest by 56.17. it showed the development of board games used in this research is more effective to improve students’ ability in teaching greetings and introductions. the gap and the significance of this research are there has been no research on the use of a board game during online learning to reduce students’ dialogue anxiety. hence, this research aims to prove whether or not a board game able to reduce dialogue anxiety levels during online learning in a pandemic situation. thus, the formulations of the questions in the research such as: 1) what are the symptoms of student anxiety identified in dialogue english in online learning, 2) is the board game able to reduce student's dialogue anxiety in online learning? besides, the research hypothesis also included in this research is: 1) h0 means there is no significant difference in using a board game toward students’ language anxiety in online learning. 2) h1 means there is a significant difference between using board games toward student's language anxiety in online learning. in this research, the form of a board game follows candy land while the game’s instructions follow a dice consisting of 1 to 6 in which players move counters along with a series of squares according to throws of dice. through this game, the students try to make english conversations when they stop at the color boxes. each player starts with a piece in the first box and takes turns throwing the dice. the pointer counts according to the number of dice that has thrown by the player. http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 270 picture 1: a modified board game method researchers use a quasi-trial research design because this research used treatment, namely board game to prove whether board game was able to reduce students' dialogue anxiety in online classes or not. the research subjects are 60 ninth-grade students of junior high school dividing into 30 students in the trial group and 30 students in the control group. the research location is at smp negeri 5 tanjungpinang. the treatments are six times, including pretest and posttest in the trial group, while the control group does not receive any treatment at all. before experimenting, the two groups (trial and control) received a pretest to determine their level of anxiety, treatments are given in the trial group, and ended with a posttest to find out whether the board game affected student anxiety in this case reducing student’s dialogue anxiety. for more details, the following shows a quantitative research method with a quasi-trial design with a non-equivalent control group design. http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 271 table 1 : non-equivalent control group design group pretest treatment posttest tg a1 t1 a2 cg a3 t2 a4 note: tg = trial group cg = control group t1 = learning using board game, t2 = learning without using board game, a1 and a3 = students’ anxiety level before giving the treatment, a2 and a4 = students’ anxiety level after giving the treatment. through observation, the researcher uses note-taking technique on the students’ behavior to investigate their anxiety symptoms while dialogue english in online learning. moreover, the researcher becomes an active observer who follows the learning process in this research as a teacher. then, eight students are interviewed related to their feelings while dialogue english in online learning. the researcher also uses semi-structured interview to find out the data about students’ feelings while dialogue english in online learning. according to sugiyono (2015), the semi-structured interview is also called an in-depth interview which the questions used in this interview is more flexible because of finding ideas or opinion of respondents. while interviewing, the researcher has to concentrate on what respondents are saying, and they need to are recorded. moreover, the survey used in this research is the public dialogue classroom anxiety scale (pscas), which was implemented and developed by yaikhong & usaha (2012). the pscas divided into seventeen stuffs with optimistic and pessimistic statements which are related to students’ feeling while dialogue. it was planned on a 5 point likert scale extending from “strongly disagree” to “strongly agree” with values 1–5 allotted to them individually. hence, the complete duplicate totals of a pscas are 85 and after that deducted by 17. totals 68-85 are considered as extreme anxiety, 51-68 are categorized as fair anxiety, and 17-51 are categorized as soft anxiety. in analyzing the data, researcher also refers to sugiyono (2015) explains that data analysis in qualitative data conducted interactively and an ongoing process in getting redundant data. there are three parts in examining data, which are data reduction, data display, and conclusion verification. while in quantitative data, the researcher will compare the total of the students’ scores before and after the treatment. if the students’ post-test score http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 272 results are lower than students’ pre-test scores, then the treatment is efficient to reduce students’ language anxiety levels. moreover, the researcher calculates the mean score and standard deviation of the students’ answers. both pre-test and post-test use the statistical product and service solution (spss 24) analysis. to examine of hypothesis, data analysis used in this research is a non-parametric test using the mann-whitney test through spss version 24. in this research, the independent variable is a board game, and the dependent is students’ dialogue anxiety level. findings and discussion as previously explained, a purpose in this research is to find out what anxiety symptoms students experience when learning english in an online class, especially dialogue, and whether the usage of board games can reduce students' dialogue anxiety or not. since anxious feeling is one of the common problems faced by students when learning a foreign language, especially dialogue and learning english during the pandemic through online learning, this research needs to be implemented. based on observations, questionnaires, and interviews as research instruments, this research resulted in the following findings: 1. student's anxiety symptoms when dialogue english in online learning before the researcher finds out the effectiveness of a board game to reduce students’ english dialogue anxiety in online learning, the researcher explores the student’s anxiety symptoms identified in dialogue and learning english during the pandemic through online learning. there are two kinds of symptoms which are called behavioral symptoms and physical symptoms. the following explanations are described below. a. behavioral symptom before giving the treatment, the students are allowed to do dialogue practice in an online classroom with peers. the result showed that most of the students were reluctant or avoided having conversations in english. these indicated that they did not respond to the teacher's instruction to have conversations in english. besides, the signs that appear are they did not dare to convey their ideas when dialogue english or keep quiet. when they speak english, their faces looked tense and afraid if they made errors in conversations with their friends. besides that, when it discovered that next week is the practice of dialogue english, they avoided the class or were absent http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 273 on that day (not motivated), often being late or wasting time when asked to write english conversation scripts. b. physical symptom besides behavioral symptoms, the researcher also interviewed four students who seemed anxious. the researcher identified physical symptoms such as blushing, trembling, and heart racing. for further information, the data which were gathered or summarized are included in the table 1 below. table 2: students’ language anxiety symptoms in dialogue practice in online learning students’ reactions behavioral symptom physical symptom feeling nervous if they should speak english alone in online learning behavioral symptom heart racing physical symptom feeling weak physical symptom nervous and afraid behavioral symptom bringing a book behavioral symptom body is trembling physical symptom the lip is trembling, and the pronunciation is not clear physical symptom waste time and don’t want to come to the class behavioral symptom there is a word ehm ... ehmm, not fluent (stammering) behavioral symptom http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 274 forget everything behavioral symptom shaking their bodies and legs, and their hands put behind their backs or they are fidgeting physical symptom speak so fast and low voice behavioral symptom personality factor (embarrassed) behavioral symptom unconfident behavioral symptom from the data above, it has been shown that the students tend to have behavioral symptoms rather than physical symptoms. it is in line with what has been studied by sanaei (2016) research about english foreign learners’ symptoms and their reaction in doing oral narrative in the classroom. some of the symptoms can be watched, and some of the symptoms cannot be seen and analyzed accurately. also, through this online class, the researcher was easier to identify the behavioral symptoms. furthermore, it is in line with ochs (1991) in fadlan (2017) which also divided the indications of anxiety that which will be happened into: a) voice such as tremble, as well moderate, as well quick, dull, un-emphatic, and raspy, b) verbal impact such as stammers ending or ungainly delays, the chase of words, rehashed the same word, c) mouth and throat such as well gradually over and over, and breathes intensely, d) facial expressions such as no eye contact, roll eye, frowns as well regularly, the confront muscle is tense, e) arms and hands such as unbending or tense, wriggle, motionless, sweat, f) body movement such as body swap too often and paces & shuffles feet. furthermore, some indication can be watched, and few of them cannot be seen and analyzed accurately. 2. the using of board game to reduce students’ dialogue anxiety in online learning there are two parts of explanations researcher covered in this part. first, is a board game able to reduce students’ language anxiety level in http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 275 dialogue through an online class or not, and secondly, the hypothesis testing using mann whitney test of students’ dialogue anxiety score. a. is a board game able to reduce students’ language anxiety level in english dialogue through an online class? before giving treatment, the researcher gives students pre-test or questionnaire to determine or calculate their dialogue anxiety level in online learning table 3: the distribution of frequency and percentage of class in pre-test group dialogue anxiety level sample (n) soft (1750) percentage (%) fair (51-68) percentage (%) extreme (69-85) percentage (%) trial 30 7 23.33 % 21 70 % 2 6.66 % control 30 10 33.33 % 15 50 % 5 16.67% the result is in table 3 above, in the trial group, there are 21 students (70 %) have moderate dialogue anxiety level, 7 students (23.33 %) have low dialogue anxiety level, and two students (6.66 %) have high anxiety level. it showed that students mostly have moderate anxiety while practicing short dialogue conversations in the classroom. meanwhile, in the control class, there are 15 students (50%) have moderate anxiety level, 10 students (33.33 %) have low anxiety level, and five students (16.67 %) have high anxiety level. it showed that in the control class, more students have high anxious rather than in the trial class. moreover, more students have moderate anxiety rather than in the control class. therefore, these findings indicated that there are three levels of anxiety faced by the students from both groups (trial and control) while practicing short dialogue conversation. http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 276 table 4: the distribution of frequency and percentage of class in posttest group dialogue anxiety level sample (n) soft (1750) percentage (%) fair (51-68) percentage (%) extreme (69-85) percentage (%) trial 30 11 36.66 % 17 56.66 % 2 6.66% control 30 6 20 % 20 66.67 % 4 13.33 % after giving the treatment or doing the experiment for six meetings, the comparison of the result can be explained through table 4 above. in the trial group, most students are at moderate levels. there are 11 students (36.66 %) who have low levels of anxiety, 17 students (56.66%) have moderate levels of anxiety, and two students (6.66 %) have high levels of anxiety. meanwhile, after six meetings in control class, the result of the post-test questionnaire that is presented in table 3.3 above showed that there 20 students (66.67%) have moderate anxiety level, 6 students (20 %) have low anxiety level, and 4 students (13.33 %) have high anxiety level. so, in the trial class, there was a noteworthy dissimilarity between pre-test or before giving treatments and post-test or after giving treatment. therefore, it able to be summarize that the use of a board game can reduce students’ language anxiety levels. table 5: mean score and standard deviation of students’ language anxiety level in the pre-test and post-test test n class mean standard deviation pre-test 30 trial 53.70 9.480 pre-test 30 control 57.30 11.284 post-test 30 trial 50.80 11.571 post-test 30 control 58.23 10.871 based on table 5 above, it shows the mean score between the trial and control class in the pretest and the post-test. in the pretest and post-test results, the mean scores of the trial class are lower than the control class, so it indicated http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 277 that the students’ dialogue anxiety level in the control class is higher than the trial class. besides, there was a noteworthy dissimilarity between pre-test and post-test in the trial class, the result showed that the mean score of students after implementing a board game reduces by 2.90 points. meanwhile, in the control class, the result showed that the mean score of learners increases in 0.93 points. moreover, the standard deviation of both groups is dissimilar. standard deviation is central function in descriptive analysis which collects sum of variety of the students’ total. the higher standard deviation implies is that the more fluctuation the score was and the lower standard deviation implies that the more comparable all the score was. from the table, in the trial class, the standard deviation increases 2.901 points. it proved that the use of a board game was better to be implemented in online learning to reduce students’ language anxiety. b. hypothesis testing using mann whitney test of learners’ dialogue anxiety score hypothesis testing uses mann whitney test through spss to verify the hypothesis of the study. in order to prove is there any significant difference between using board games toward student's language anxiety in online learning or not, so statistical analysis was engaged. the result of mann whitney test can be observed in the below: table 6: man whitney test result of trial class test statisticsa student's dialogue anxiety scor e mann-whitney u 250.500 wilcoxon w 715.500 z -2.952 asymp. sig. (2tailed) .003 a. grouping variable: media http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page.263-280 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x reducing student’s english speaking anxiety : ... rahma nuzulia,catur kepirianto doi : https://doi.org/10.26714/lensa.10.2.2020.263-280 278 based on table 6 above, it is known that asymp. sig. (2-tailed) is 0.003 or < 0.05 which shows that h0 is rejected, and h1 is accepted. as a consequence, the result of the test showed that there is a noteworthy dissimilar in using dialogue board game toward students’ language anxiety in practicing short dialogue conversation in online learning. it relates to what has been researched by cheng (2018) that board games make learners become more focused on playing the game rather than using only dialogue english. besides, the students’ performances, such as accuracy, fluency, and pronunciation, are increased after playing the board games for four weeks. based on the pretest and posttest results, 84 percent of participants increased their oral performance. it has supported by the judges of native english speakers, which explained students have positive differences in the posttest. for instance, the result of using a game or board game for english as a second language (esl) is that the students are not being anxious while having an english conversation. conclusion from this research, the researcher can identify some students’ dialogue symptoms like physical and behavioral symptoms. while practicing dialogue in online learning, students tend to have behavioral symptoms such as looked tense and afraid, did not dare to convey their ideas, did not respond to the teacher's instruction. furthermore, the use of a board game can reduce students’ dialogue anxiety in online learning. it has shown that there is a significant difference before and after implementing a board game in english subjects in online learning. the data show that there is a decrease in students’ dialogue anxiety levels after using a board game. through this research, the researcher hopes that modified board games in this research will be beneficial media to those teachers who want to do dialogue activities in online learning. however, this research did not cover the strengths and disstrengths of using a modified board game in online learning, so the researcher suggests for future researchers to research it. references ainurrohmah, d. a. 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(2020). meningkatkan kemampuan speaking siswa dengan media board game di mts nahdlatun nasyiin kadur pamekasan. kabilah : journal of social community, 4(2), 90–100. https://doi.org/10.35127/kbl.v4i2.3494 http://jurnal.unimus.ac.id/index.php/lensa 6508-17352-1-ce%20new.docx 187 the implementation of cooperative learning “stad” in teaching vocabulary of recount text in eight grade junior high school 10 11 milawati milaghinaa.8409@gmail.com abstrak penelitian ini bertujuan untuk mengamati penerapan pengajaran kosakata recount text dengan menggunakan stad. stad adalah sebuah metode untuk memperkenalkan kosakata bahasa inggris kepada siswa kelas viii smp negeri 5 sidoarjo, kabupaten sidoarjo, jawa timur. studi ini fokus pada penerapan pembelajaran kooperatif “stad” dalam pengajaran kosakata dalam recount text kepada siswa kelas viii smp serta untuk mengungkap kemampuan para siswa tersebut dalam menggunakan kosakata setelah menerapkan stad dalam pengajaran kosakata dalam recount text. subjek penelitian ini adalah guru bahasa inggris dan para siswa kelas viii (34 siswa). observasi dilakukan dengan menggunakan checklist pengamatan, catatan lapangan (field notes), tugas, serta kuis. di dalam penelitian ini, peneliti menjadi instrumen kunci di dalam melakukan investigasi kualitatif, sedangkan data utama dari penelitian ini diperoleh melalui observasi (catatan lapangan) dan dokumentasi. observasi dilakukan di kelas selama proses pembelajaran. hasil yang diperoleh mengungkapkan bahwa pengajaran kosakata bahasa inggris dengan metode stad berhasil dalam membuat para siswa paham dan mudah memahami kosakata baru. hal tersebut tidak hanya efektif dalam membuat para siswa merasa lebih tertarik dan menikmati aktivitas di dalam kelas, namun juga dapat memberikan para siswa kesempatan untuk aktif dalam belajar kosakata bahasa inggris. sejalan dengan hal tersebut, lingkungan yang tanpa tekanan membuat para siswa paham dan termotivasi dalam belajar bahasa inggris. di dalam evaluasi akhir, terungkap bahwa dampak positif dari stad dapat dianggap sebagai sebuah alat alternatif untuk mengajar bahasa inggris sebagai bahasa asing, khususnya bagi para pelajar muda, terkait dengan aktivitas-aktivitasnya yang dinamis dan menarik. namun, di dalam mempelajari kosakata menggunakan stad, terdapat beberapa dampak negatif yang salah satunya adalah para siswa cenderung berbicara dengan rekan satu tim di luar pokok bahasan. dalam hal ini, peran guru sangat berpengaruh, untuk menbuat tujuan-tujuan pembelajaran dapat dicapai. kata kunci: pembelajaran kooperatif tipe stad, kosakata, mengajar, recount text 10 penelitian dilakukan di smpn 5 sidoarjo. 11 artikel ditulis berdasarkan tesis pada program pascasarjana pendidikan bahasa dan sastra inggris, universitas negeri surabaya (unesa) oleh penulis yang sama. http://jurnal.unimus.ac.id mailto:milaghinaa.8409@gmail.com http://jurnal.unimus.ac.id 188 introduction it is believed that students in junior high school are different from students in elementary school, senior high school or university. they have different characteristics in learning. this study wants to conduct a research in junior high school. the study focuses on teaching vocabulary through stad. the study focuses on the teaching vocabulary of the recount text through cooperative learning stad with qualitative research design. the objectives of the study are to describe 1) how is the implementation of cooperative learning type “stad” in teaching vocabulary of the recount text to the eighth grade students at junior high school level, and 2) how is the students‟ ability in using vocabulary increased after stad is implemented in teaching vocabulary of the recount text. recount text is a text that tells the reader about one story, action or activity. its goal is to entertain or inform the reader. personal letters to friends are often recounts of experience (lern, 1991-a). vocabulary is one of the necessary components in learning language, because vocabulary is the basic word of a language. troika (1995:11) states that vocabulary knowledge in english is the most important aspect of oral english proficiency. in recount text, vocabulary usually used of the features are including who? where? when? why?, noun or pronoun and past tense. example: i, at home, last night, a magazine, i took … cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. according to slavin (2009:243) in cooperative learning instructional methods or peer assisted learning, students work together in small groups to help each other learn and discuss with each other, they are expected to do the task better than they work individually. stad is the teaching strategy in small heterogeneous groups or teams based on the differences of level academic, genders, race, religion, social background and ethnics. stad is one of cooperative learning, which has five major components such as classroom presentations, teamwork, quizzes, individual improvement scores and team recognition (arends, 1997:21). in the recount text, language feature used is pronouns, nouns, adjectives and simple past tense. to teach vocabulary in the recount text, stad can be used. stad is a cooperative learning that has five major components such as classroom presentations, teamwork, and quizzes. individual improvement scores and team awards are usually grouped in accordance with the level of performance, gender and ethnicity. class presentation made by teacher to explain the subject matter that is of recount text, such as language features, for example, (1) pronoun: i, we, (2) noun: book, bag, (3) adjective: happy, smooth, and (4) the simple past tense: visited, arrived. then, during the teamwork and quiz sessions, the students are asked to find the language features of the text recount in stad, students are grouped in teams. then when a lesson is presented, the teacher and students work in teams to ensure that all team members have completed the lesson. in the end the students are subjected to quiz http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 189 related to the teaching materials. material here is to learn about how to improve vocabulary of the recount text. vocabulary is an important component in the language. so stad is a model of learning so that students are more interested and relaxed to learn, while the vocabularyis material that will be taught in order to improve students' skills in mastering vocabulary. the teacher planners must take careful decisions as to the number of words that the learners can or have to master is available. the teaching of vocabulary of the recount text must take into various grading factors. teacher‟s planning must also be with the grouping of words. in order, the new words are presented by presenting new words. a teacher may be able to know the best way to teach vocabulary of recount text (pronoun, simple past tense, noun and adjective). research method research design the research design was qualitative. this study was intended to reveal implementation and students ability after teaching vocabulary of the recount text using stad. therefore, qualitative research is an approach that is also called investigative approach because usually the researcher collected data by face to face and interact with people in the study. qualitative research can also be intended as a kind of research that the findings are not obtained through statistical procedures or other forms of matter (strauss & corbin in cresswell, 1998:24). in addition, ary et al (2010:29) add that the basic interpretative study provides descriptive accounts targeted to understanding a phenomenon using data that might be collected in a variety of ways, such as interview, observation, and document review. the purpose is to understand the world or experience of another. these are the most simple and most common qualitative studies. qualitative data in this study are in the form of words rather than number. therefore, the result of the research is in the form of description and interpretation of some phenomena that exist during the research. according to bogdan and taylor (1978:5) qualitative is a research procedure that produces descriptive data in the forms of written or spoken from respondents. in addition, bogdan and biklen (1992:27) add that the qualitative research must be natural, descriptive, process-oriented, inductive, and meaning full. qualitative approach is used to describe the quality of the lesson plans used in teaching learning process and the process teaching vocabulary through stad including the problems encountered by teacher and the students‟ attitude toward the use of stad. the research is conducted to find out how is the implementation of cooperative learning type “stad” in teaching vocabulary of the recount text to the eighth grade students at junior high school level, and how the students‟ ability is after implementing stad is implemented in teaching vocabulary of the recount text. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 190 subjects of the study the subjects of the study are one of the english teachers and one class of the grade eight students of junior high school (smpn 5 sidoarjo) in the academic year 2014/2015. the class that was observed as the subjects of the study is class viii2 that consists of 34 students. the reason why choose smpn 5 sidoarjo is because the school is one of the best schools in sidoarjo. this school also is one of the schools that use the 2013 curriculum. in this study, the teacher and students‟ activities in the class one were observed and take some note without disturbing the teaching and learning process. data and source of data the data of this research are qualitative data. the data from observation included teacher‟s and students‟ verbal and nonverbal behaviors. verbal behaviors covered teacher and students verbal activities, the phase of using language both in spoken and written form. the verbal behaviors involving the teacher are instructions, questions and explanation. the student‟s behavior ranges from questioning in questioning stage to explaining when communicating. the sources of data in this research are the students of eight grade in junior high school in the activities of learning process by the implementation teaching vocabulary in the classroom. data collection technique the data of this study were collected by conducting two data collection techniques, namely (1) observation, and (2) documentation. data analysis technique in this research, the data from observation method were analyzed by using qualitative data analysis. the procedure of qualitative data analysis by miles, huberman, and saldana (2014:31) was used as the model. it consists of data condensation, data display, and conclusion: drawing/ verifying. findings and discussion findings 1. the implementation of cooperative learning type “stad” in teaching vocabulary of the recount text a. pre activity in the pre activity, the teaching vocabulary of the recount text using cooperative learning type stad activities includes giving motivation to the students. the teacher motivates students in the classroom in order to make them interested in learning english. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 191 b. main activity teaching vocabulary of the recount text using cooperative learning type stad in main activity in each lesson were various. the teacher planners must take careful decisions as to the number of words that learners can or have to master within available. the teaching vocabulary of the recount text must take into various grading factors. teacher‟s planning must also be with the grouping of words. teacher may be able to know the best way to teach vocabulary of recount text (pronoun, simple past tense, noun, and adjective). 1) the first meeting the teaching vocabulary using cooperative learning type stad in the beginning of main activity was conducted when the teacher explained about recount text to the class. the teacher presented lesson about recount text, in recount text taught pronoun, noun, simple past tense and adjective. students were given the lks and asked to find and rewrite the vocabulary forms of simple past tense, pronouns, noun and adjective found in it. each of the items consisted of five words.the time allotted was 30 minutes to complete lks. then, the students completed lks. the next step was the teacher corrected the students‟ work quickly and then gave the scores. the scores would be used as a base score. the following is a table of scores given to the the students for the works on lks: table 1: scores obtained by students on lks in the first meeting students score students score students score s1 95 s13 60 s25 35 s2 95 s14 55 s26 35 s3 80 s15 55 s27 35 s4 80 s16 50 s28 35 s5 75 s17 50 s29 30 s6 75 s18 50 s30 30 s7 75 s19 50 s31 30 s8 70 s20 50 s32 25 s9 70 s21 50 s33 25 s10 65 s22 50 s34 15 s11 65 s23 45 s12 60 s24 40 the table shows the scores obtained by the students in the task group. the scores would be used as the basis of the students' grades. there were 13 students whose scores were above 60. there were four questions, and in each question there are five vocabularies that must be found and rewritten. it means that there was one who did 5 correct answers out of totally 5 answers. the highest score was 100. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 192 2) the second meeting the implementation of vocabulary teaching using stad activity in this meeting was that teacher asked the students about her last explanation related to recount text. she did it in order to check how far they understand it. however, the students did not respond, and thus the teacher re-explained and connected it with the skill that she was going to teach. this second meeting focused on individual quiz. students were given the quiz that the instructions are to find and rewrite the vocabulary forms of simple past tense, pronouns, noun and adjective. each of the items consisted of five words. the time allotted was 30 minutes to complete quiz. after all the students completed quiz, the next step was that the teacher corrected the students‟ work as quickly and gave the scores. the scores would be used as a quiz score. the following is a table of scores obtained by the students on quiz: table 2: scores obtained by the students on quiz in the second meeting students score students score students score s1 100 s13 65 s25 40 s2 100 s14 70 s26 50 s3 85 s15 60 s27 50 s4 75 s16 60 s28 30 s5 90 s17 60 s29 40 s6 100 s18 70 s30 35 s7 100 s19 45 s31 35 s8 95 s20 55 s32 40 s9 80 s21 65 s33 45 s10 70 s22 60 s34 35 s11 85 s23 70 s12 55 s24 35 table 2 above shows the scores obtained by the students in the quiz. the scores would be used as the basis of students' grades. there were 20 students whose scores were above 60 (out of 100, the highest score). from the table, for first individual quiz, it is seen that:  there were 28 students whose scores increased.  there were 6 students whose scores decreased.  teams that declined were a team of 2 (s15), a team of 3 (s19), a team of 4 (s4), a team of 5 (s12 and s28), and a team of 8 (s24). the table above is the result of the calculation of the team scores for two meetings. the first and second meetings were combined into one activity. scores obtained from: quiz score base score = score. for instance: s1, 100 90 = 10. the winning team was determined by adding all points of improvements, and then those points were divided by the number of team members. of that calculation, the teams were divided into super team, great team and good team. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 193 table 3: team award 1 teams points teams score total teams mean team award 6 s6 30 110 27,5 super team s11 30 s22 20 s27 30 7 s7 30 110 27,5 super team s10 20 s23 30 s26 30 1 s1 30 130 26 super team s16 20 s17 20 s32 30 s33 30 2 s2 30 130 26 super team s15 20 s18 30 s31 20 s34 30 3 s3 20 80 20 great team s14 30 s19 10 s30 20 5 s5 30 80 20 great team s12 10 s21 30 s28 10 8 s8 30 80 20 great team s9 20 s24 10 s25 20 4 s4 10 70 17,5 good team s13 20 s20 20 s29 20 table 3 above shows that there were four teams that became the super teams (team 1, team 2, team 6, and team 7), three teams that became the great teams (team 3, team 5, and team 8) and one team that became the good team (team 4). in the table above, the winning teams were specified into the super team, the great team, and the good team. 3) the third meeting activities in the third meeting were to repeat the lesson in the previous meeting but with different a recount text but still using stad. the activities http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 194 started with greeting and checking the attendance list. in this meeting, the teacher continued the lesson about recount text vocabulary teaching using stad. after all of the students completed lks, the next step was that the teacher corrected the students‟ work quickly and then gave the scores. they would be used as a base score. the following is the scores obtained by the students on lks: table 4: scores obtained by the students on lks in the third meeting students score students score students score s1 90 s13 80 s25 55 s2 90 s14 75 s26 55 s3 90 s15 75 s27 55 s4 90 s16 75 s28 55 s5 85 s17 75 s29 50 s6 85 s18 70 s30 50 s7 85 s19 70 s31 50 s8 85 s20 70 s32 50 s9 85 s21 70 s33 50 s10 80 s22 65 s34 45 s11 80 s23 65 s12 80 s24 60 table 4 above shows the scores obtained by the students in the task. the scores would be used as the basis of the students' grades. there were 24 students whose scores were above 60 out of maximally 100. there were four questions, and in each question there are five vocabularies that must be found and rewritten. it means that there was one who did 5 correct answers out of totally 5 answers. 4) the fourth meeting this fourth meeting focused on individual quiz. the teacher continued the lesson about recount text vocabulary teaching using stad. students were given the quiz that the instructions were to find and rewrite the vocabulary form of simple past tense, pronouns, noun and adjective. each consisted of five words. the time allotted was 30 minutes to complete quiz. after all the students completed quiz, the next step was that the teacher corrected students‟ works as soon as possible and gave the scores. the scores would be used as a quiz score. the following shows the scores obtained by the students on quiz: table 5: score obtained by the students on quiz in the fourth meeting students score students score students score s1 100 s13 90 s25 65 s2 100 s14 90 s26 65 s3 85 s15 75 s27 70 s4 80 s16 80 s28 50 s5 95 s17 90 s29 55 s6 95 s18 85 s30 40 s7 80 s19 75 s31 35 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 195 s8 70 s20 65 s32 55 s9 90 s21 85 s33 85 s10 90 s22 70 s34 60 s11 95 s23 75 s12 90 s24 90 table 5 above shows the scores obtained by the students in the quiz. the scores would be used as the basis of the students' grades. there were 29 students whose scores were above 60 out of maximally 100. after the individual quiz was implemented quickly, the teacher announced the improvement points of the individual and team scores. table 6: improvement points of the individual and team scores students quiz: vocabulary of the recount text base score quiz score score improvement points s1 90 100 +10 30 s2 90 100 +10 30 s3 90 85 -5 10 s4 90 80 -10 10 s5 85 95 +10 20 s6 85 95 +10 20 s7 85 80 -5 10 s8 85 70 -15 0 s9 85 90 +5 20 s10 80 90 +10 20 s11 80 95 +15 30 s12 80 90 +10 20 s13 80 90 +10 20 s14 75 90 +15 30 s15 75 75 0 20 s16 75 80 +5 20 s17 75 90 +15 30 s18 70 85 +15 30 s19 70 75 +5 20 s20 70 65 -5 10 s21 70 85 +15 30 s22 65 70 +5 20 s23 65 75 +10 30 s24 60 90 +30 30 s25 55 65 +10 20 s26 55 65 +10 20 s27 55 70 +15 30 s28 55 50 -5 10 s29 50 55 +5 20 s30 50 40 -10 10 s31 50 35 -15 0 s32 50 55 +5 20 s33 50 85 +35 30 s34 45 60 +15 30 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 196 from the table above, it is seen that,  there were 25 students whose scores increased.  there were 8 students whose scores decreased.  there were 1 students whose scores didn‟t change (team 2, s15)  teams that declined included a team of 2 (s31), a team of 3 (s3 and s30), a team of 4 (s4 and s20), a team of 5 (s28), team 7 (s7), and a team of 8 (s8). the table above shows the result of the calculation of the team scores in two meetings. the third and fourth meetings were combined into one activity. the winning team was determined by adding all points of improvements, and then those points were divided by the number of team members. of that calculation, the teams were divided into super team, great team and good team. in the second period of the implementation of the recount text vocabulary teaching using stad, how the winning team was concluded is shown in in table 7 below: table 7: team award 2 teams points teams score total teams mean team award 1 s1 30 130 26 super team s16 20 s17 30 s32 20 s33 30 6 s6 20 100 25 super team s11 30 s22 20 s27 30 2 s2 30 110 22 great team s15 20 s18 30 s31 0 s34 30 7 s7 10 80 20 great team s10 20 s23 30 s26 20 5 s5 20 80 20 great team s12 20 s21 30 s28 10 3 s3 10 70 17,5 good team s14 30 s19 20 http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 197 s30 10 8 s8 0 70 17,5 good team s9 20 s24 30 s25 20 4 s4 10 60 15 good team s13 20 s20 10 s29 20 table 7 above shows the followings: two teams became the super teams (team 1 and team 6), three teams became the great teams (team 2, team 5, and team 7) and three teams became the good team (team 3, team 4 and team 8). some students were impaired. it was because of several reasons such as the time taken to work on the task and that students weren‟t allowed to ask for things that they didn‟t understand but just to ask the answers. the students fixated on the text so that when the text was given to other students, they became confused. the students looked tenser when working on individual quizzes as they had to sit and might work alone without cooperating with others or asking questions. meanwhile, the scores of basic and improvement points were to enable all of the students to give maximum points to their team, regardless of their past performance levels. the students understood that this was fair because each of the students' performances was compared to its own past performance levels. after the determination of the team awards, the next step was to give the the award to each team. the improvement points were used to determine the team awards. meanwhile, the students' assessments were taken from the task scores and the scores of each of their individual quizzes. c. closing activity the teacher closed her learning activity by reviewing the material. at the end of the class, she summarized the lesson. the teacher provided opportunities for students to share the vocabulary of what they remembered related to the lessons that had been learned. student 1 could mention the vocabulary in the form of a pronoun (he, she, i and we). while student 2 could mention the vocabulary in the form of simple past tense (made, dried and painted) and the vocabulary in the form of an adjective (smooth). the procedure of teaching in four meetings above showed that the teacher did the recount text vocabulary teaching using stad in the process of teaching. the vocabulary teaching was found in the process of teaching and learning. first, the teacher created an environment without stress that make student interested in learning english. second, the subject that was taught was relevant to the lesson so that it made the students get new information related with the subject. third, the team activities created the meaningful learning. four, learning by team did not only make the students feel happy but also get easier to understand the material. nevertheless, the activities showed that the students employed various ways to involve themselves in the learning activities. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 198 the results of the vocabulary teachings in the first and second quizzes were different. in the first quiz, there were only 6 out of 34 students whose scores decreased; meanwhile, in the second quiz, there were 8 out of 34 students whose scores decreased. although the number of students whose scores decreased in the second quiz was more than that in the first quiz, the number students whose scores increased in the second quiz was more than that in the first quiz. in the first quiz, there were 20 students who received grades between 70 and 100; meanwhile, in the second quiz, the number of students who got grades between 70 and 100 was 26. the overall implementation of stad in the recount text vocabulary teaching gave a positive impact on the students. 2. the students’ ability in using vocabulary after the implemention of stad in the vocabulary teaching of the recount text a. the ability in using vocabulary of the recount text of the high achieving students the following is an example text for the students‟ task. in this text, the students were asked to find and rewrite vocabulary including pronouns, noun, adjective or simple past tense. students task 1 the text used by teacher on the first task of teaching vocabulary. the first task, the teacher provides four questions to find and rewrite each of the five words including pronouns, nouns, adjectives, and simple past tense. of the students' answers, there are 9 students who scored above 70 (see appendix 3). the following is an example text for the students quiz. in this text, the students were asked to find and rewrite vocabulary including pronouns, noun, adjective or simple past tense. last saturday i woke up early, but i didn‟t get up because there was no school. suddenly, my telephone was rung. it was my friend fanny, she asked me to go out at 10.00 o‟clock. she wanted to buy something in traditional market. finally we were out. in the street, i saw a piece of pink coupon. interested with its color, i took it, then fanny and i read this out. we were fully shocked. it was a receipt of a four-night tour to lombok! the expired date was that day. to our surprised, the name was fanny fenita and the birth date was exactly the same like fanny my friend, and it was also valid for two persons. my god! we were thinking that maybe the coupon just fell from the sky and it was there for us. we were in hurried to the address of the tour agency that issued the coupon. the tour agency took care of everything. we went home and still could not believe what was going on. two days later we were on the senggigi beach, lied in the warmth sun. moreover, we had long public holiday, so we could enjoy the “gift” happily. we also bought some presents for our family and friends. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 199 students quiz 1 the above text is an example recount text for students quiz. the text used by teacher on the first quiz of teaching vocabulary. the first quiz, the teacher provides four questions that find and rewrite each of the five words including pronouns, nouns, adjectives, and simple past tense. of the students' answers, 14 students scored above 70 (see appendix 4). the score of the quiz there is an increase compared to the score of task. two examples above are the texts used for the first task and the first quiz on teaching vocabulary using stad. the results show that the first task there were nine students who scored above 70, whereas the first quiz, there were fourteen students who received grades above 70. it means that there is an increase from the first task to the first quiz. the implementation in teaching vocabulary of the recount text stad using the second held on the third meeting. as in the previous implementation, early learning teacher explain about recount text. after that, give the second task. the following is the text used by teachers in the second task. students task 2 the second task lists four questions that the students asked to find and rewrite each of the five words that include forms of pronouns, nouns, adjectives, and simple past tense. the second task results indicate there are twenty one students who received grades above 70 compared with the results of the implementation of the first task, the results of the implementation of the latter is holiday in pasir kencana beach last week my friend and i were bored after three weeks of holidays, so we rode our bikes to pasir kencana beach, which is only five kilometers from where i live. when we arrived at the beach, we were surprised to see there was hardly anyone there. after having a quick dip in the ocean, which was really cold, we realized one reason there were not many people there. it was also quite windy. after we bought some hot chips at the takeaway store nearby, we rode our bikes down the beach for a while, on the hard, damp part of the sand. we had the wind behind us and, before we knew it, we were many miles down the beach. before we made the long trip back, we decided to paddle our feet in the water for a while, and then sit down for a rest. while we were sitting on the beach, just chatting, it suddenly dawned on us that all the way back, we would be riding into the strong wind. when we finally made it back home, we were both totally exhausted! but we learned some good lessons that day. my experience my mother, rizal, and i made the garden benches when my father cut down the old mango tree behind our house three weeks ago. we saw a big piece of wood. then we had an idea. we told dad we wanted to make garden benches. he agreed and he would help us. then, he sawed the trunk into three pieces. 25 cm in diameter and 25 cm in height. after that, rizal and i rubbed them with sandpaper to make them smooth. after that, we dried them in the sun for one week. when they were dry, we painted them, one green, one red, and one blue. finally, we dried them in the sun again for three days. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 200 better. in other words, there is improvement because there is an increase is 12 students. after the second task is completed, the next is to give a quiz. this is the second quiz to be done. there are differences in the tasks and quizzes, in which the task is done when students are in the team. but, the students do their own duties and allowed to ask if something is not understood. whereas quiz done alone and should not ask questions or ask for any help, both to fellow teammates or to the teacher. the following is the text used by teacher in the second quiz. students quiz 2 table 8: the ability in using vocabulary of the recount text the high achieving students the first activity the second activity students base score students quiz score students base score students quiz score s1 95 s1 100 s1 90 s1 100 s2 95 s2 100 s2 90 s2 100 s3 80 s3 85 s3 90 s3 85 s4 80 s4 75 s4 90 s4 80 s5 75 s5 90 s5 85 s5 95 s6 75 s6 100 s6 85 s6 95 s7 75 s7 100 s7 85 s7 80 s8 70 s8 95 s8 85 s8 70 s9 70 s9 80 s9 85 s9 90 s10 70 s10 80 s10 90 s11 85 s11 80 s11 95 s14 70 s12 80 s12 90 s18 70 s13 80 s13 90 s23 70 s14 75 s14 90 s15 75 s15 75 s16 75 s16 80 s17 75 s17 90 s18 70 s18 85 s19 70 s19 75 holiday in semirang waterfall on sunday, i and my best friend, sari, visited semirang waterfall in ungaran. it was the first time for me to visit the waterfall. when we arrived at the hill, i felt so fresh and i could enjoy the scene. the air was so pure and all i could see only green and green. in ungaran, we took a little bit trekking to find semirang waterfall. it was too bad for me because the distance to see the waterfall was too far. after taking so far distance, we found semirang waterfall. what a beautiful waterfall. we enjoyed the nice water in the rain forest surrounding the waterfall. hearing the sound of falling water made me peace and relax. it was also excellent drowning out background sound. playing with the water made me feel so happy. finally, the time was over. it was time for us to go home. it was an unforgettable moment. i really enjoyed it. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 201 s20 70 s21 85 s21 70 s22 70 s23 75 s24 90 s27 70 s33 85 table 8 shows the improvement of the students' vocabulary. on the base score in the first activity there were 9 students who received scores above 70 increased to 21 students who received scores above 70 in both activities. the quiz was also increased from 14 students in the first activity to 25 students in the second activity that received scores above 70. b. the ability in using vocabulary of the recount text the middle achieving student students who have the ability to answer questions more than 50% to 69% answered correctly on the task 1 and 2 as well as the quiz 1 and 2. for questions 2 and 3 the average student can answer correctly. whereas, for question number 1 and 4 students little difficult to distinguish between the simple past tense and the adjective. table 9: the ability in using vocabulary of the recount text of the middle achieving students the first activity the second activity students base score students quiz score students base score students quiz score s10 65 s12 55 s22 65 s20 65 s11 65 s13 65 s23 65 s25 65 s12 60 s15 60 s24 60 s26 65 s13 60 s16 60 s25 55 s28 50 s14 55 s17 60 s26 55 s29 55 s15 55 s20 55 s27 55 s32 55 s16 50 s21 65 s28 55 s34 60 s17 50 s22 60 s29 50 s18 50 s26 50 s30 50 s19 50 s27 50 s31 50 s20 50 s32 50 s21 50 s33 50 s22 50 in table can be seen there are 13 students gain a basic score between 50 until 69 on the first activity was reduced to 12 students in the second activity. while on the quiz there are 10 students who received the quiz score between 50 until 69 on the first activity was reduced to 7 students at both events. it shall mean no increase students' ability in vocabulary because the numbers of students who obtain a score of 50-69 are reduced. on the implementation of the first task, four students received grades between 60 until 65, whereas in the first quiz increased to six students. it indicates http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 202 there is an increase of two students who could be score of more than 60. on the implementation of the second task, three students received grades between 60 until 65, while in the second quiz there is an increase of the students who managed to obtain a score above 60. this case shows that there are improvement in every task and quiz. from the results of the students' answers to the quiz, it can be seen that students have understood the recount text. c. the ability in using vocabulary of the recount text of the low achieving students students who have low ability, on average able to answer the question 50% answered correctly on the task 1 and 2 as well as the quiz 1 and 2. for question number 1, students are still a lot of wrong answer and there is no answer, while for questions 2, average number of students can answer correctly. as for question number 3 and 4 students false of the most students to answer because the answer number 3 confused with answer number 4, students little difficult to distinguish between noun and adjective. on the implementation of the first task, twenty-one students received grades below 55, whereas in the first quiz decreased to fourteen students. it indicates there is an increase of seven students who can mencapa score of more than 60. on the implementation of the second task there are ten students who received grades below 55, whereas in the second quiz there is an increase of five students who managed to obtain a score above 60. this case shows that there is an increase in each task and quizzes. from the results of the students' answers to the quiz, it can be seen that students have understood the recount text and ability of the low students. table 10: the ability in using vocabulary of the recount text of the low achieving students the first activity the second activity students base score students quiz score students base score students quiz score s23 45 s19 45 s34 45 s30 40 s24 40 s24 35 s31 35 s25 35 s25 40 s26 35 s28 30 s27 35 s29 40 s28 35 s30 35 s29 30 s31 35 s30 30 s32 40 s31 30 s33 45 s32 25 s34 35 s33 25 s34 15 in table, can be seen that there are 12 students who received a basic score under 50 on the first activity was reduced to 1 student in both activities. while on the quiz there are 10 students who received the quiz score under the first activity http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 203 was reduced to 2 students at both events. it shall mean no increase students' ability in vocabulary because the numbers of students who obtain a score below 50 are reduced. of the two activities within deploy teaching vocabulary by using stad during four meetings can be seen there is increase from the results of the implementation of the first task to the implementation of the second quiz. on the first quiz there are nine students who scored above 70, whereas in the second quiz increase to twenty-five students who received grades above 70. it is seen from the increase experienced by the students. however, the implementation of teaching vocabulary by using stad was also a student who experienced a decrease of six students (s5, s12, s15, s19, s24, and s28) in the first activity and eight students (s3, s4, s7, s8, s20, s28, s30, and s31) in the second activity. decreased could be because; first, the students glued to the text, so that when given a different text although still recount text, students become confused. second, in the implementation of teaching using stad method requires a longer time so that students can who forget about the material that has been taught. finally, the students do not repeat lesson at home so it is easy to forget a lesson. discussion this section mainly discusses the research findings in their relation with some theories presented in chapter 2 and with the prevoius studies. the discussion concerns with the two main findings, i.e., the implementation of cooperative learning type “stad” in teaching vocabulary of the recount text and the students‟ ability after implementing stad in teaching vocabulary of the recount text. the implementation of cooperative learning “stad” in teaching vocabulary of the recount text the findings of this research show that the teaching vocabulary of the recount text using stad involves several aspect including their understanding, feeling, belief and action. this situation corresponds with hornby (1987:959) stating that vocabulary is a basic component of language and total number of words that have rules for combining them to make up of language. the use of the recount text material with metode stad in implementation teaching vocabulary become the basic for classroom presentation, teamwork, quizzes, and scores of improved individual (arend, 1997:21). the teacher constructs class presentation. materials are presenting and explainig to students. however, the students must always realize that they must pay careful attention because the learning content will appear on the worksheet that they will be assigning in the next component. the students’ ability in using vocabulary after the implementation of stad in teaching vocabulary of the recount text in implementing teaching vocabulary of the recount text using stad, the students have different ability. to make the students understand the pronoun, http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 204 noun, adjective and simple past tense of a recount text, the teacher tried to follow method stad as suggested by arends (1997:21) in the implementation of stad, teachers provide individualized tasks and quizzes for students to know the score of each student. then from the base score and quiz scores will be obtained improvement point. slavin (1995 in arends, 2009: 376) the points can be calculated in the ways scale of improvement score (see table 2.2) there are two steps in rewarding team score by slavin (1986 in arends, 1997: 143). the steps are as follows: to calculate the score, enter each student improvement points, the points add up, and divide by the number of team members, rounded to eliminate fractions. there are three levels of awards are given based on the average score of the team. three levels of awards are good team, great team and super team (see table 2.3). in a classroom can be more than one team was awarded the super team, great team or a good home team fulfilled the criteria on levels of award the implementation of teaching vocabulary of the recount text using stad class seems to be more effective due to some factor. first, the students in that class are dicipline, fast learners, and active. second, teacher roles as facilitators of learning be able to create a fun learning atmosphere, and to make them interested and motivated in learning by preparing interesting lesson. the preparing interesting lesson makes learning so much easier so that the learning process can be achieved well. the teacher has a role as a facilitator who offers guidance to the students in creating an interesting and motivating lesson (brown, 2001:340) however, in the implementation of teaching vocabulary by using stad was also a student who experienced a decrease of six students in the first activity and eight students in the second activity. this could be because; first, the students glued to the text, so that when given a different text although still recount text, students become confused. second, in the implementation of teaching using stad method requires a longer time so that students there who forget about the material that has been taught. finally, the students do not repeat at home so it is easy to forget a lesson. conclusion based on the discussion, it can be concluded that the process of teaching vocabulary of the recount text using stad in classroom process that the teacher‟s did with the students and the teacher‟s implementation of cooperative learning type stad activities in the recount text almost applied to almost all of language features. it influences to learners activities that from four languages feature of learners activities, the students respond cover all language feature. it is proved from observation of the teaching vocabulary of the recount text using stad shows that the teacher‟s variations of each activity such as motivations, quiz, reinforcements, stimulations and creation of collaborations between students in the implementations of the teaching vocabulary above. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 205 those activities also apply in the teaching english for vocabulary. even though, the students responds are heterogeneous because of their different capability in english, but the activity shows their activities are interesting, meaningful, and enjoyable. references alderson, j. c. 2000. 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education: an introduction (sixth edition). massachusetts: allyn and bacon. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 124 perbandingan gramatikal kata benda bahasa indonesia dan bahasa jepang diana kartika diana.kartika67@gmail.com universitas bung hatta, padang abstrak bahasa merupakan bagian terpenting dalam kehidupan bermasyarakat serta bersosialisasi, kapanpun dan di manapun seseorang berada, bahasa menjadi sesuatu yang sangat penting karena tanpa bahasa manusia tidak dapat saling berinteraksi dan mengerti budaya satu sama lain, selain itu suatu hubungan juga tidak akan tercipta diantara manusia bila tidak adanya suatu bahasa. dewasa ini bahasa jepang menjadi bahasa asing yang banyak diminati oleh orang indonesia, baik pelajar, mahasiswa atau siapa saja yang memang tertarik dengan bahasa jepang. dalam kepentingan selanjutnya, bahasa jepang dipelajari sebagai ilmu bahasa yang digunakan untuk studi di jepang atau sebagai bahasa pengantar pada perusahaan-perusahaan jepang yang ada di luar negara jepang. jadi untuk memahami jalan pikiran orang jepang salah satunya adalah dengan cara berkomunikasi menggunakan bahasa jepang. konsep ketatabahasaan bahasa jepang berbeda jauh dengan bahasa indonesia, misalnya bentuk struktur kalimat bahasa jepang menggunakan pola subjek (s) objek (o) predikat (p) disingkat menjadi sop, sedangkan struktur kalimat bahasa indonesia menggunakan pola subjek (s) predikat (p) objek (o) disingkat menjadi spo. penelitian ini berfokus terhadap kata benda bahasa indonesia dan bahasa jepang yang dianalisis dengan cara membandingkan dari segi bentuk kata benda kedua bahasa tersebut. penelitian ini menggunakan metode kontrastif dimana unsur lingual dari kedua bahasa yang diteliti dikontraskan dan ditarik kesimpulan sebagai hasil akhir dari penelitian ini. hasil penelitian adalah bahwa unsur kata benda dalam bahasa jepang (subjek, objek) ditentukan oleh partikel seperti wa, o, dan lainnya. sedangkan dalam bahasa indonesia tidak ada sistem gramatikal pengikut kata benda tersebut. unsur kata benda dalam bahasa indonesia ditentukan oleh urutan kata dalam kalimat. persamaan kata benda bahasa indonesia dan bahasa jepang adalah sama-sama menduduki fungsi subjek, objek yang mengacu nama orang, tempat dan sebagainya. kata kunci: kata benda bahasa indonesia, kata benda bahasa jepang, kontrastif abstract language is an important part in social life and socializing, whenever and wherever a person is, the language is very important because without language human cannot interact and understand each other, a relationship is not going to exist between human beings if there is no language. today, japanese as a foreign language is in great demand by the people of indonesia, whether students or anyone who is interested in japanese. in a further interest, the japanese language is studied as a https://bocahsastra.wordpress.com/2012/04/14/perbandingan-bahasa-arab-dan-bahasa-inggris/ lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 125 science language used to study in japan or as an introduction to the language of the japanese companies that are outside of japan. so, one way to understand the japanese way of thinking is to communicate using japanese. the concept of grammatical japanese is much different from the indonesian, for example, the structure of japanese sentence using the pattern of subject (s) the object (o) predicate (p) shortened to sop, while the indonesian sentence structure uses the pattern of subject (s) predicate (p) objects (o) shortened to spo, japanese is also familiar with change of verbs that is not familiar in indonesian. this study focuses on analyzing indonesian and japanese nouns by comparing the terms of the noun form of both languages. this study uses lingual contrastive analysis in which the elements of the two languages studied and were drawn conclusions as the final outcome of this study. the research result is that elements in japanese noun (subject, object) are determined by particles such as wa, o, and more. while in the indonesian language there is no word following grammatical system of the object. elements of noun in indonesian are determined by the order of words in a sentence. indonesian and japanese nouns are equally occupying the function of the subject and the object, which refer to names of people, places, etc. keywords: indonesian nouns, japanese nouns, contrastive pendahuluan manusia sebagai makhluk sosial membutuhkan alat untuk berinteraksi dengan orang lain. oleh karena itu, bahasa adalah alat yang digunakan sebagai sarana interaksi dalam terjalinnya sebuah komunikasi. ketika kita berkomunikasi dengan orang lain menggunakan bahasa lisan maupun bahasa tulis yang tujuannya untuk menyampaikan ide, pikiran, hasrat ataupun keinginan kepada orang lain. dalam bahasa lisan, suatu ide, pikiran atau keinginan disampaikan secara langsung dengan cara diucapkan dan dengan bantuan udara pernapasan. menurut cahyono (1995: 6) pada teori „tata‟dituliskan bahwa bahasa lisan bermula dari peniruan gerakan dan isyarat tubuh secara verbal, berhubungan dengan mulut dan lidah sehingga mendorong orang untuk berbicara. sedangkan bahasa tulis, ditulis dengan menggunakan sistem tulisan. bahasa merupakan bagian terpenting dalam kehidupan bermasyarakat serta bersosialisasi, kapanpun dan dimanapun seseorang berada, bahasa menjadi sesuatu yang sangat penting karena tanpa bahasa manusia tidak dapat saling berinteraksi dan mengerti budaya satu sama lain, selain itu suatu hubungan juga tidak akan tercipta diantara manusia bila tidak adanya suatu bahasa. bahasa juga dapat diartikan sebagai sistem lambang bunyi arbitrer yang digunakan oleh anggota suatu masyarakat untuk bekerja sama,berinteraksi dan mengidentifikasikan diri (kbbi, 2008: 88). dewasa ini bahasa jepang menjadi bahasa asing yang banyak diminati oleh orang indonesia, baik pelajar, mahasiswa atau siapa saja yang memang tertarik dengan bahasa jepang. dalam kepentingan selanjutnya, bahasa jepang dipelajari sebagai ilmu bahasa yang digunakan untuk studi di jepang atau sebagai pengantar bahasa pada perusahaan-perusahaan jepang yang ada di luar negara jepang. jadi untuk memahami jalan pikiran orang jepang salah satunya adalah dengan cara berkomunikasi menggunakan bahasa jepang. tetapi ternyata memang tidak mudah memahami lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 126 tataran bahasa jepang karena banyak sekali ungkapan – ungkapan untuk menyatakan suatu kondisi yang sama. konsep ketatabahasaan bahasa jepang berbeda jauh dengan bahasa indonesia, misalnya bentuk struktur kalimat bahasa jepang menggunakan pola subjek (s) objek (o) predikat (p) disingkat menjadi sop, sedangkan struktur kalimat bahasa indonesia menggunakan pola subjek (s) predikat (p) objek (o) disingkat menjadi spo, bahasa jepang juga mengenal pola perubahan kata benda yang tidak terdapat dalam bahasa indonesia. oleh karena itu, diperlukan pemahaman tentang aturan atau kaidah – kaidah yang terdapat pada bahasa tersebut dan kesabaran dalam mempelajarinya. hal ini dilakukan untuk menghasilkan suatu bahasa yang komunikatif. penulis sebagai pengajar bahasa jepang ingin lebih mendalami bahasa jepang dan merasa tertarik untuk membahas salah satu sub bagian dari kelas kata antara bahasa indonesia dengan bahasa jepang serta mencoba untuk membandingkannya. adapun bagian yang ingin penulis bandingkan adalah kata benda bahasa indonesia dengan kata benda bahasa jepang atau yang sering disebut meishi dan mencoba membahas perbedaan antara keduanya. keraf menjelaskan bahwa kata benda adalah segala kata yang dapat diterangkan atau diperluas dengan yang + kata sifat; contoh: ibu yang baik. di samping itu kata benda juga berarti segala kata yang mengandung morfem terikat kean, pe-an, pe-, -en, ke-; contoh: ke-budayaan, pelaku, makanan, peraturan. sedangkan kata benda dalam bahasa jepang atau yang biasa disebut meishi adalah kelas kata dari segala benda dan segala hal yang telah dibendakan, seperti nama binatang, nama tempat, nama waktu, hal abstrak, dan sebagainya (saputra, 2015: 101). meishi dalam bahasa jepang dibagi kedalam 5 kelompok, yaitu koyuu meishi, daimeishi, futsuumeishi, keishikimeishi dan suushi, yang masing-masing jenis kata tersebut terdapat kosakata (nomina) yang sudah dikelompokkan berdasarkan fungsinya (sudjianto, 2010: 14-15). berdasarkan uraian yang telah dikemukakan di atas maka ada beberapa persoalan pokok yang dapat dijadikan rumusan masalah yaitu: 1. bagaimana bentuk kata benda dalam bahasa indonesia? 2. bagaimana bentuk kata benda dalam bahasa jepang? 3. apa saja perbedaan dan persamaan diantara bentuk kata benda dalam bahasa indonesia dan jepang? tinjauan pustaka konsep ketatabahasaan bahasa jepang berbeda jauh dengan bahasa indonesia, misalnya bentuk struktur kalimat bahasa jepang menggunakan pola subjek (s) objek (o) predikat (p) disingkat menjadi sop, sedangkan struktur kalimat bahasa indonesia menggunakan pola subjek (s) predikat (p) objek (o) disingkat menjadi spo, bahasa jepang juga mengenal pola perubahan kata benda yang tidak terdapat dalam bahasa indonesia. oleh karena itu, diperlukan pemahaman tentang aturan atau kaidah – lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 127 kaidah yang terdapat pada bahasa tersebut dan kesabaran dalam mempelajarinya. hal ini dilakukan untuk menghasilkan suatu bahasa yang komunikatif. penulis sebagai pengajar bahasa jepang ingin lebih mendalami bahasa jepang dan merasa tertarik untuk membahas salah satu sub bagian dari kelas kata antara bahasa indonesia dengan bahasa jepang serta mencoba untuk membandingkannya. adapun bagian yang ingin penulis bandingkan adalah kata benda bahasa indonesia dengan kata benda bahasa jepang atau yang sering disebut meishi dan mencoba membahas perbedaan antara keduanya. kata benda adalah segala kata yang dapat diterangkan atau diperluas dengan yang+kata sifat contah ibu yang baik. di samping itu segala kata yang mengandung morfem terikat ke-an, pe-an, pe-, -en, ke-. contoh: ke-budayaan, pelaku, makanan, peraturan. sedangkan kata benda dalam bahasa jepang atau yang biasa disebut meishi adalah kelas kata dari segala benda dan segala hal yang telah dibendakan, seperti nama binatang, nama tempat, nama waktu, hal abstrak, dan sebagainya (saputra, 2015: 101). meishi dalam bahasa jepang dibagi kedalam 5 kelompok, yaitu koyuu meishi, daimeishi, futsuumeishi, keishikimeishi dan suushi, yang masing-masing jenis kata tersebut terdapat kosakata (nomina) yang sudah dikelompokkan berdasarkan fungsinya (sudjianto, 2010: 14-15). metode penelitian ini dilakukan dengan mencari sumber teori mengenai kata benda bahasa indonesia maupun dalam bahasa jepang. metode penelitian yang akan digunakan oleh penulis adalah metode deskriptif analisis. penulis menggunakan sumber penelitian yang berasal dari karya tulisan seperti buku, skripsi, jurnal dan internet. pertama-tama penulis mengumpulkan teori dan menyeleksinya sesuai dengan tingkat relevansinya dengan topik yang diteliti. selanjutnya penulis akan mendeskripsikan dan menganalisa kata benda yang terdapat dalam kalimat bahasa indonesia dan bahasa jepang. data dari hasil penelitian ini dianalisis dengan menggunakan analisis konstratif yang berguna untukmenemukan persamaan dan perbedaan antara dua bahasa tersebut dalam kaitan dengan bentuk dan fungsi. menurut tarigan (2009:7) analisis kontrastif memiliki lima langkah, yaitu: 1) mengumpulkan data, yaitu dua bahasa yang akan dianalisis, 2) mengidentifikasi dan mengklasifikasi perbedaan dan persamaan dua bahasa tersebut, 3) memprediksi kesalahan dan kesulitan belajar, 4) mengevaluasi kesalahan, dan 5) menyiapkan bahan pengajaran. hasil dan pembahasan kata benda bahasa indonesia kata benda disebut juga denga nomina seperti kata bintang, perbintangan, amal, amalan, raja, kerajaan, catur, dan pecaturan, yakni kata yang umumnya lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 128 menduduki fungsi subjek, objek, atau pelengkap dalam klausa, fungsi induk, pewatas, atau poros dalam frasa, berpenanda bentuk –an, ke-…-an, per-…-an, dan mengungkap makna „kesatuan bernyawa‟, „kesatuan tak bernyawa, „konkret‟ atau „abstrak‟. 1. kata benda dan fungsinya kata benda menduduki fungsi dalam klausa, kalimat atau frasa. dalam kalimat atau klausa fungsi umum yang biasa diduduki kata benda adalah fungsi subjek (s) dan fungsi (o). a. kata benda sebagai subjek berikut ini contoh dari kata benda sebagai subjek. kata yang berfungsi subjek dicetak miring. pemain sepak bola itu sudah kelelahan. tebakannya benar. ibunya sudah bekerja seharian. pada umumnya subjek berada di depan meskipun kadang-kadang didahului oleh keterangan. tiba-tiba adik jatuh ke kali. pada suatu hari seekor harimau memangsa sang kancil. barangkali tebakannya benar. b. kata benda sebagai objek berikut ini contoh dari kata benda sebagai objek. kata yang berfungsi subjek dicetak miring. maria menulis puisi. sang kancil mengelabui sang buaya. mahasiswa mengibarkan sang saka. kata benda sebagai objek terdapat di belakang kata kerja tertentu yang disebit kata kerja transitif seperti membuat, melemparkan, melakukan, menyanyikan. c. kata benda sebagai pelengkap kata benda yang berada di belakang kata intransitif seperti bertemu, bernama, merupakan, menjadikan, dan terkena tidak menduduki fungsi objek tetapi berfungsi pelengkap. dalam contoh-contoh berikut kata yang berfungsi sebagai pelengkap dicetak miring. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 129 perusahaan itu berganti nama. banyak wilayah terkena musibah. indonesia berlandaskan hukum. d. kata benda sebagai predikat dalam bahasa indonesia fungsi predikat tidak hanya dinyatakan dengan kata kerja. kata benda dan kata sifat pun dapat menduduki fungsi predikat. berikut ini beberap contoh kata benda yang menduduki fungsi predikat. dalam contoh-contoh berikut kata yang berfungsi sebagai predikat dicetak miring. nama saya udin. yang diincar indonesia. tempat lahir saya padang. e. kata benda sebagai induk frasa kata benda dapat berfungsi sebagai induk sebuah frasa. artinya, kata benda tersebut merupakan bagian inti yang menandai frasa yang bersangkutan. dalam contoh-contoh berikut kata yang berfungsi sebagai induk frasa dicetak miring. daftar minuman surat edaran hidangan lezat 2. kata benda dan bentuknya berdasarkan bentuknya kata benda dibagi menjadi dua kelompok: kata benda yang tidak berpenanda bentuk, misalnya awan, bumi, daun, gunung, adalah kata benda yang tidak berimbuhan. kata benda yang berpenanda bentuk, misalnya aturan, peraturan, dan keamanan dikenal senagai kata benda dari imbuhan yang ada pada kata itu. a. kata benda tidak berpenanda kata seperti awan kita ketahui sebagai kata benda antara lain karena posisinya dalam kalimat, misalnya awan berarak di langit, matahari tertutup awan, awan itu menyerupai raksasa. pada kalimat pertama awan berfungsi sebagai subjek (s). pada kalimat kedua awan berfungsi sebagai pelengkap. pada kalimat ketiga awan berfungsi sebagai awan diikuti kata tunjuk itu. b. kata benda tidak berpenanda ada sejumlah imbuhan yang jika dibubuhkan atau ditambahkan pada kata dasar akan menyebabkan bentukan yang terjadi berjenis kata benda. imbuhan itu adalah per-, pe-, ke-, -an, ter-, ke-…-an, per-…-an, dan pe-…-an. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 130 i. awalan pe(r)sebagai penanda kata benda penambahan awalan pe(r)kepada kata dasar membentuk kata benda. kebanyakan kata benda bentukan seperti ini (dalam maknanya) berkaitan dengan kata kerja berawalan ber(pedagangberdagang, petinju – bertinju, pemainbermain, pelari-berlari, dan seterusnya). contoh sebagai berikut. 1) kata dasar berupa kata kerja ini pesuruh kantor kami. ramang adalah pemain bola. serengat adalah mantan pelari 100m. 2) kata dasar berupa kata sifat para petinggi di departemen itu sangat memperhatikan karyawannya. hama perusak tanaman padi itu sukar dibasmi. adikku seorang periang. 3) kata dasar kata benda suku-suku itu hidup sebagai peladang berpindah. ayahku seorang petani kecil. beberapa orang petinju indonesia pernah menjadi juara dunia. ii. awalan pesebagai penanda kata benda awalan ini bergabung dengan kata dasar dari beberapa jenis kata membentuk kata benda. umumnya kata benda yang dihasil dala pembentukan itu berkaitan (maknanya) dengan kata berawal me-, me-…-kan, me-…-i, penyejuk-menyejukan. 1) kata dasar berupa kata kerja stadion utama menggunakan mesin pemotong rumput yang canggih. pengurus harian perkumpulan itu berkantordi sebelah kantor camat. para penanam tebu mengharap panen yang bagus tahun ini. 2) kata dasar berupa kata sifat pendingin udara tidak boleh menggunakan gas freon. pemanas air ini menggunakan tenaga panas matahari. campuran penguat semen itu dijual dalam kemasan plastik. 3) kata dasar berupa kata benda profesor watuseke menjadi pengarah seminar. para pengguna barang terlarang perlu mendapat perhatian lebih serius. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 131 pemilik hak cipta buku ini pusat bahasa iii. akhiran –an sebagai penanda kata benda penambahan akhiran –an pada kata dasar atur, turun, buat, pukul, pilih membentuk kata benda aturan, turunan, buatan, pukulan, dan pilihan. penambahan akhiran –an pada kata dasar bulat, lapang, santu, tegang, dan unggul membentuk kata benda bulatan, lapangan, santunan, teganggan, dan unggulan. penambahan akhiran –an pada kata dasar kata jaring, batua, alun, laut, darat membentuk kata benda baru jaringan, batuan, alunan, lautan dan daratan. iv. awalan tersebagai penanda kata benda dalam bahasa indonesia terdapat kata benda yang bertanda terjumlah kata benda seperti itu terbatas. seperti contoh berikut ini. terdakwa dalam perkara penipuan itu mengaku bersalah. seorang pejabat dijadikan tertuduh dalam perkara penyuapan. para tersangka didampingi lima orang pengacara. v. apitan ke-…-an sebagai penanda kata benda apitan adalah imbuhan yang dibubuhkan secara serentak di depan dan di belakang kata dasar. penanda kata benda ke-…-an dapat dibubuhkan kepada kata dasar yang jenis katanya berbeda-beda seperti contoh berikut ini. 1) kata dasar berupa kata kerja keadaan cuaca akhir-akhir ini memerlukan kewaspadaan. kami sedang menunggu kedatangan pak camat. kedudukan ansar dalam organinisasi itu cukup tinggi. 2) kata dasar berupa kata sifat keelokan putrid itu membuat markus antonius mabuk kepayang. sesudah kemalasan datanglah kemiskinan. narkoba hanya memberikan kesenangan sesaat. 3) kata dasar berupa kata benda istilah kekerabatan berbeda menurut bahasa penuturnya. anggota keluarga kerajaan termasuk golongan bangsawan. 4) kata dasar berupa kata keterangan anak-anak itu memperagakan kebolehan mereka masing-masing. ada kemungkinan bahwa subsidi pemerintah akan dikurangi. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 132 3. beberapa kata penanda kata benda kata benda juga dikenal melalui beberapa kata di depan atau di belakangnya. misalnya, kata para dalam rangkaian para sahabat, para santri, para nelayan, para guru. kata para menunjukan jumlah yang lebih dari satu. kata para hanya diiukuti kata benda yang mempunyai makna manusi atau makhluk halus. tidak dapat diikuti kata yang melambangkan binatang atau benda yang tidak melambangkan manusia maupun binatang. a. bukan sebagai pengingkar kata benda kata bukan umumnya diikuti kata benda, jadi kehadiran kata pengingkar ini dapat dipakai sebagai pengenal kata benda juga. contoh sebagai berikut. namanya wilson, tetapi dia bukan orang asing. martina yang ini bukan petenis. kami memerlukan solusi, bukan kolusi. b. kata bilangan sebagai penanda kata benda kata bilangan bilangan juga dapat menjadi penanda kehadiran kata benda. contoh sebagai berikut. harga cabai merah pernah mencapai dua puluh ribu rupiah sekilo. pertemuan itu tidak berhasil membuat satu keputusan pun. waktunya tinggal beberapa menit lagi 4. kata benda dan maknanya penggolongan kata benda berdasarkan maknanya merupakan sesuatu yang rumit. kelas kata benda adalah kelas terbuka. artinya jumlah kata benda dapat bertambah terus. setiap ada penemuan, benda, produk, gagasan, dan tempat baru biasanya ada kata baru yang melambangkannya. menurut ranah yang menggambarkan kesatuan, kata benda dapat dibedakan menjadi dua kesatuan berdasarkan penggambaran kepemilikan nyawa: kata benda bernyawa dan kata benda tidak bernyawa. kata benda dapat juga dibagi berdasarkan pengindraan menjadi kata benda konkret seperti rumah, sungai, bulan, mawar, yang menggambarkan kesatuan yang dapat ditangkap dengan pengindraan dan kata benda abstrak seperti, pendapat, keinginan, kepuasan, tugas, yang menggambarkan kesatuan yang tidak dapat ditangkap dengan pancaindra. kata benda bahasa jepang kata benda adalah kelas kata dari segala benda dan segalah hal yang telah dibendakan ( saputra, 2015:101). tanimori (2012: 82) noun is refer to people, things, and concept, and can be place in the subject or object position of a sentence or can be followed by particles. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 133 berikut ini adalah contoh kata benda, antara lain 1) watashi, 2) yamamoto, 3) neko, 4) oosaka, 5) toire, 6) ai, dan 7) houhou. 1. jenis-jenis kata benda bahasa jepang tanimori (2012: 82) menjelaskan kata benda dalam bahasa jepang dapat menjadi sebuah kalimat yang utuh jika dilengkapi menjadi sebuah kalimat yang utuh jika dilengkapi dengan kata-kata lainnya, seperti kata kerja, kata sifat, keterangan, dan partikel. tidak hanya itu, kata benda dapat digunakan dalam kalimat bentuk positif, negative dan interogatif. adapun jenis-jenis kata benda yaitu: a. futshuu meishi futshuu meishi adalah kata benda umum. seperti menyebutkan barang, peristiwa, dll.contoh: boushi (topi), yama (gunung), jitensha (sepeda), matsuri (festival), dll. b. koyuu meishi koyuu meishi adalah kata benda khusus. seperti nama orang, nama daerah, dll.contoh: yamada san (sdr.yamada), furansu (perancis), asahi (nama sebuah koran), dll. watashi wa yamada desu. kochira wa tanaka san desu. shanhai to nyunyoku ni ikimasu. c. keishiki meishi adalah kata benda yang tidak memiliki arti yang sebenarnya.contoh: koto, mono, hazu, hodo, wake, bakari, mama, kurai, dll. d. suushi suushi adalah kata benda sistem perhitungan. contoh: hachi (delapan), hitotsu (satu buah), sannin (tiga orang), gomai (lima lembar), ichiban (nomor satu), rokudai (enam buah benda bermesin), dll. e. daimeishi daimeishi adalah kata benda sebagai kata ganti. contoh: watashi (saya), kanojo (dia pr.), kore (ini), sochira (sebelah situ), dll. kono neko wa kawaii desu ne. gakusei ga futari kimashita soto o sokoshi kudasai. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 134 2. kata benda yang berasal dari kata kerja beberapa kata kerja berfungsi sebagai kata benda. contoh, kata kerja hajimeru menjadi hajime, nomi-sugiru menjadi nomi-sugi yang berfungsi sebagai kata benda. contoh dalam kalimat sebagai berikut. iki wa basu de kaeri wa takushi desu umare wa doko desu ka tasuke wa irimasen 3. kata benda yang berasal dari kata sifat beberapa kata sifat diikuti oleh kata sifat –sa atau – mi dapat menjadi sebagai kata benda. berikut contoh perubahan kata sifat menjadi kata benda. kata sifat kata benda akai aka fukai fukasa shiroi shiro takai takasa tanoshii tanoshimi 4. kalimat positif kalimat positif dibagi menjadi dua bagian,yaitu positif sekarang dan positif lampau.contoh kalimat positif sekarang (+) watasiwa wa mira desu. joko-san wa gakusei desu. asoko wa uketsuke desu. selanjutnya contoh kalimat positif lampau (+) watashi wa koukousei deshita. sengetsu wa natsuyasumi deshita. asoko wa uketsuke deshita. 5. kalimat negatif kalimat negatif dibagi menjadi dua bagian ,yaitu negatif sekarang dan negatif lampau. contoh kalimat negatif sekarang (-) watashi wa mira dewa arimasen. jokosan wa gakusei ja arimasen asoko wa uketsuke dewa arimasen. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 135 selanjutnya contoh kalimat negatif lampau (-) watashi wa koukousei dewa arimasen deshita. sengetsu wa natsuyasumi ja arimasen deshita. asoko wa uketsuke dewa arimasen deshita. 6. kalimat integrogatif kalimat interogratif dibagi menjadi dua bagian,yaitu interogratif sekarang dan interogratif lampau. contoh kalimat interogratif sekarang (+) anata wa mira-san desuka ? joko-san wa gakusei desuka ? asoko wa uketsuke desuka ? selanjutnya contoh kalimat interogratif lampau (-) anata wa koukousei deshitaka ? sengetsu wa natsuyasumi deshitaka ? asoko wa uketsuke deshitaka ? perbandingan kata benda dalam bahasa indonesia dan bahasa jepang dalam bahasa jepang kata kerja dibagi kedalam 4 bagian: 1) daimeishi, 2) futsuumeishi, 3) keishikimeishi, 4) koyuu meishi, 5) dan suushi. koyuu meishi adalah kata benda nama orang atau tempat yang selalu diikuti dengan –san atau –sama. unsur kata benda dalam bahasa jepang (subjek, obejek) ditentukan oleh partikel seperti wa, o, dan lainnya. sedangkan dalam bahasa indonesia tidak ada sistem gramatikal pengikut kata benda tersebut. unsur kata benda dalam bahasa indonesia ditentukan oleh urutan kata dalam kalimat.pola kalimat dalam bahasa jepang spo sedangkan dalam kalimat bahasa indonesia sop. persamaan kata benda bahasaindonesia dan bahasa jepang adalah sama-sama menduduki fungsi subjek, objek yang mengacu nama orang, tempat dan sebagainya. kata benda bahasa indonesia dan bahasa jepang dapat menjadi sebuah kalimat yang utuh apabila dilengkapi dengan kata yang lainnya seperti kata sifat, kata keterangan, dan partikel. kesimpulan dari analisis kontrastif antara kata benda bahasa jepang dengan kata benda bahasa indonesia diatas dapat diambil kesimpulan kata benda dalam bahasa indonesia disebut juga denga nomina seperti kata bintang, perbintangan, amal, amalan, raja, kerajaan, catur, dan pecaturan, yakni kata yang umumnya menduduki fungsi subjek, objek, atau pelengkap dalam klausa, fungsi induk, pewatas, atau poros dalam frasa, berpenanda bentuk –an, ke-…-an, per-…-an, dan mengungkap makna „kesatuan bernyawa‟, „kesatuan tak bernyawa, „konkret‟ atau „abstrak‟. sedangkan lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 136 dalam bahasa jepang noun is refer to people, things, and concept, and can be place in the subject or object position of a sentence or can be followed by particles. struktur kalimat dalam kalimat bahasa indonesia dan bahasa jepang berlawanan, yaitu bahasa jepang berpola s o p dan bahasa indonesia berpola s p o. dalam bahasa indonesia kata benda dibagi ke dalam 2 bagian; 1) kata benda dan fungsinya yaitu berupa kata benda yang menyebutkan fungsi dari masing-masing kata seperti s (subjek), p (predikat), o (objek), dan pel (pelengkap), 2) kata benda dan bentuknya yaitu kata benda yang yang tidak berpenanda dan kata benda berpenanda. dalam bahasa jepang kata kerja dibagi kedalam 4 bagian: 1) daimeishi, 2) futsuumeishi, 3) keishikimeishi, 4) koyuu meishi, 5) dan suushi. unsur kata benda dalam bahasa jepang (subjek, objek) ditentukan oleh partikel seperti wa, o, dan lainnya. sedangkan dalam bahasa indonesia tidak ada sistem gramatikal pengikut kata benda tersebut. unsur kata benda dalam bahasa indonesia ditentukan oleh urutan kata dalam kalimat. pola kalimat dalam bahasa jepang spo sedangkan dalam kalimat bahasa indonesia sop. persamaan kata benda bahasa indonesia dan bahasa jepang adalah sama-sama menduduki fungsi subjek, objek yang mengacu nama orang, tempat dan sebagainya. kata benda bahasa indonesia dan bahasa jepang dapat menjadi sebuah kalimat yang utuh apabila dilengkapi dengan kata yang lainnya seperti kata sifat, kata keterangan, dan partikel. daftar pustaka alwi, hasan, dkk. (2003). tata bahasa baku bahasa indonesia. jakarta: balai pustaka. arifin, zaenal dan junaiyah. (2007). morfologi bentuk, makna, dan fungsi. jakarta: pt grasindo. badudu, j.s. (1992). cakrawala bahasa indonesia ii. jakarta: gramedia pustaka utama. bleiler. everett f. (1993). basic japanese grammar. tokyo: tutle publishing. cahyono, bambang yudi. (1995). kristal-kristal ilmu bahasa. surabaya: airlangga university press. dahidi, ahmad. “kelas kata dalam bahasa jepang,” diunduh 11 februari 2017 dari direktori. http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_jep ang/195802281983031ahmad_dahidi/artikel2/kelas_kata_dalam_bahasa_jepan g.tugas_cece.pdf. departemen pendidikan nasional. (2008). kamus besar bahasa indonesia. jakarta: pt. gramedia pustaka utama. efendi, dkk. (2015). tata bahasa dasar bahasa indonesia. bandung: remaja rosdakarya. keraf, gorys. (1997). komposisi: sebuah pengantar kemahiran bahasa. ende, flores: penerbit nusa indah. kusdiyana, eman. (2002). “kontrastif antara bahasa jepang dengan bahasa indonesia ditinjau dari segi preposisi”. jurnal usu. masuoka, takubo (1992). kiso nihongo bunpou – kaiteiban. kuroshio. saputra, aditya dan wipriyanto. (2016). jago kuasai bahasa jepang. yogyakarta: pustaka baru press sudjianto. (2010). metode pembelajaran bahasa jepang. bekasi: kesaint blanc. http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_jepang/195802281983031-ahmad_dahidi/artikel2/kelas_kata_dalam_bahasa_jepang.tugas_cece.pdf http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_jepang/195802281983031-ahmad_dahidi/artikel2/kelas_kata_dalam_bahasa_jepang.tugas_cece.pdf http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_jepang/195802281983031-ahmad_dahidi/artikel2/kelas_kata_dalam_bahasa_jepang.tugas_cece.pdf http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_jepang/195802281983031-ahmad_dahidi/artikel2/kelas_kata_dalam_bahasa_jepang.tugas_cece.pdf http://file.upi.edu/direktori/fpbs/jur._pend._bahasa_jepang/195802281983031-ahmad_dahidi/artikel2/kelas_kata_dalam_bahasa_jepang.tugas_cece.pdf lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 137 sukini. (2010). sintaksis sebuah panduan praktis. surakarta: yuma pustaka. sutrisno, hadi. (1993). metodologi research. yogyakarta: andi. tanimori, masahiro. (2012). essential japanese grammar. tokyo: tutle publishing. tarigan, henri guntur. (1990). pengajaran pragmatik. bandung: angkasa. tarigan, henry guntur dan djago tarigan. (2009). telaah buku teks bahasa indonesia. bandung: angkasa. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 31 ricikan sebagai representasi karakter tokoh pada wayang orang dan upaya pengembangannya ricikan as representation of character figure on puppets and its development efforts asmaul farida azizi purwati anggraini universitas muhammadiyah malang, malang asmaulazizi999@gmail.com riwayat artikel: dikirim 7 april 2020; diterima 6 juni 2020; diterbitkan 30 juni 2020 abstrak wayang orang merupakan kesenian drama klasik yang diadaptasi dari wayang purwa. adaptasi tersebut termasuk kostum yang digunakan salah satunya adalah ricikan atau aksesoris pada wayang orang yang memiliki fungsi untuk menunjukkan karakter tokoh. seiring perkembangan zaman, ricikan mengalami perkembangan dalam pengaplikasiaanya. penelitian ini akan mendeskripsikan ricikan sebagai representasi karakter dan mendeskripsikan perkembangan ricikan pada pementasan wayang orang. metode yang digunakan adalah metode metode deskriptif analitik. pendekatan yang digunakan adalah pendekatan kualitatif. sumber data pada penelitian ini adalah pengajar teater wayang orang. data berupa gambar-gambar dan deskripsi lisan. hasil dari penelitian ini adalah ricikan dapat digunakan sebagai representasi karakter tokoh melalui bentuk atau motif ricikan yang digunakan. selain itu, pengembangan ricikan dapat ditemukan dari perubahan bahan pembuataannya dan beberapa ricikan digunakan sama rata tanpa memperhatikan karakter yang diperankan. kata kunci: wayang orang, ricikan, karakter, pengembangan abstract puppet peo ple who are the embodiment of wayang purwa who use ricikan as accessories can show the character of the puppet that is played. the purpose of this study is to describe the story as a representation of character and describe the development of story in the puppet show. the method used is descriptive analytic method by revealing facts. the approach used is a qualitative approach. the data source in this study is a puppet theater instructor. data in the form of pictures and oral descriptions. the results of this study are the instructions can be used as representations of the characters through the forms or motifs used by them. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 mailto:asmaulazizi999@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 32 in addition, the development of turnovers can be found from changes in the fabrication of the ingredients and some of them are used equally without regard to the character played. keywords: puppet people, ricikan, character, change pendahuluan kebudayaan merupakan suatu kebiasaan yang dilakukan oleh masyarakat tertentu. kebudayaan di indonesia memiliki banyak ragam karena banyaknya suku dan beragam keseinan. kebudayaan dan kesenian adalah unsur penting, keduanya berperan untuk melengkapi sejalan dengan dinamika perkembangan masyarakat. kesenian yang dinamis menjadi simbol dari kebudayaan yang juga dinamis dan sebaliknya, kebudayaan yang dinamis dapat menjadi simbol dari kreativitas dunia seni (juliati, 2013:2). kebudayaan dan kesenian yang terdapat dalam masyarakat perlu diapresiasi agar tetap lestari sebagai simbol eksistensi perkembangan masyarakat. di indonesia, masyarakat suku jawa seringnya dianggap memiliki kesenian yang banyak dan beragam. salah satunya adalah wayang orang. wayang orang merupakan salah satu bentuk kesenian yang berarti bagi kraton yogyakarta. hamengku buwono i berhasil menciptakan wayang orang sebagai ritual kenegaraan pada sekitar tahun 1756. wayang orang digunakan sebagai ritual kenegaraan tersebut bertahan hingga tahun 1939 (soedarsono, 1999:71). wayang orang dulunya merupakan drama tari, namun sekarang lebih fokus pada kisahkisah ramayana dan mahabarata (lindsay, 1991:83). mahabarata merupakan pertunjukan wayang orang dengan kisah-kisah yang disertai dengan filosofi kehidupan yang dapat disebut sebagai wadah dari ajaran agama hindu sehingga banyak diyakini oleh masyarakat jawa dan bali (hadi, 2014:78). wayang orang merupakan adaptasi dari wayang purwa, atau biasa disebut wayang kulit purwa. wayang orang adalah sebuah bentuk drama tradisional yang dilustrasikan oleh gerak tari disertai pocapan atau dialog (paneli, 2017:78). dengan begitu, wayang orang tentu memiliki kostum yang sama dengan wayang purwa. hal tersebut meliputi watak, suara, riasan wajah, kostum berupa pakaian hingga aksesoris yang digunakan. pada awal dibentuknya wayang orang pada masa kraton yogyakarta, kostum wayang orang dibuat oleh kanjeng jayadipura (soedarsono, 1990:201). aksesoris dibuat sedemikian rupa oleh kanjeng jayadipura dengan mengacu pada relief-relief yang terukir pada candi-candi di pulau jawa. sampai saat ini, terdapat lakon wayang orang yang masih berjaya yaitu wayang orang sriwedari yang berada di surakarta yang berada di bawah pemerintah untuk menjaga eksistensinya (kusharyani, santoso, & wisnaeni, 2016:64) namun dengan kemajuan zaman, terdapat perubahan yang terjadi pada kostum pemain wayang orang. perubahan tersebut termasuk pada ricikan yang mereka gunakan. selain riasan, aksesoris atau ricikan juga menunjukkan identitas http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 33 pemain termasuk karakter tokoh wayang yang diperankan. dalam pewayangan, tentu ada perbedaan penggunaan aksesoris. contohnya untuk membedakan tokoh bangsawan dengan rakyat biasa; tokoh kesatria dengan tokoh bangsawan; begitu pula tokoh kesatria dengan patih dan karakter yang mereka miliki. riasan untuk tokoh antagonis dengan protagonis harus diperhatikan agar tidak ada kesalahpahaman terhadap pemaknaan karakter tokoh. karakter pada wayang orang tidak hanya dapat diketahui dengan dialog yang diucapkanoleh pemeran wayang. sebelum pemeran melakukan dialog, penonton dapat mengetahui karakter tokoh dengan riasan maupun kostum yang dikenakan. namun pemahaman mengenai hal tersebut masih kurang didukung dengan sedikitnya pementasan wayang orang pada zaman sekarang. penelitian yang sebelumnya mengenai ricikan wayang orang terdapat dalam skripsi yang ditulis oleh prasetyo, berjudul komparasi kostum gathutkaca dalam wayang wong dan wayang purwa gaya yogyakarta. pada hasil penelitian ditemukan perbedaan kostum termasuk aksesoris atau ricikan. kostum pada gathutkaca lebih lengkap pada wayang purwa daripada wayang orang, namun kostum untuk wayang orang tetap dibuat berdasarkan wayang purwa. terdapat cara pememakaian kostum yang berbeda antara wayang purwa dan wayang orang. penelitian kostum tersebut juga menemukan perbedaan nama dari kostum yang digunakan oleh tokoh gathutkaca (prasetyo, 2012). selain itu, terdapat penelitian yang disusun oleh kurniyawan dan utina yang berjudul makna dan fungsi ricikan pada busana wayang wong gaya surakarta. hasil penelitian tersebut adalah ricikan pada busana wayang wong gaya surakarta bermotif tumbuhan dan hewan. motif tumbuhan meliputi: bunga, akar-akaran, lung-lungan, buah, dan daun. motif hewan meliputi: hewan besar, bersayap, dan mitologi. makna simboli ricikan dapat diartikan dari nama dan motif dalam ricikan. ricikan busana wayang wong gaya surakarta sebagian besar memiliki fungsi sebagai aksesoris atau pelengkap (kurniyawan & utina, 2019:177). hasil penelitian terdahulu menunjukkan bahwa terdapat perbedaan kostum dan ricikan yang digunakan dalam wayang orang dipengaruhi oleh kreativitas perajin serta dan keberagaman permintaan oleh pembeli. hal tersebut menimbulkan nilai estetika yang berbeda dari kostum dan ricikan sebelumnya. selain itu, kostum wayang orang didesain lebih sederhana dari wayang purwa karena adanya prinsip mengedepankan kesederhanaan dan penjiwaan pemeran wayang. dengan demikian, tidak menutup kemungkinan ricikan wayang yang berada di kediri mengalami perkembangan. penelitian ini bertujuan untuk mendeskripsikan ricikan sebagai representasi karakter dan pengembangan ricikan sebagai aksesoris pada wayang orang. metode metode penelitian yang digunakan dalam penelitian ini adalah metode deskriptif analitik dengan mengungkapkan fakta-fakta sesuai yang didapatkan di lapangan. lokasi penelitian berada di kediri, jawa timur. pendekatan yang http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 34 digunakan adalah pendekatan kualitatif dengan data berupa ucapan atau kata-kata dan gambar (juliati, 2013:3). sumber data pada penelitian ini adalah pengajar teater wayang orang di sekolah menengah pertama dan sanggar wayang orang di kediri. data yang didapatkan berupa foto dokumentasi, catatan observasi, dan hasil wawancara. teknik pengumpulan data dilakukan dengan wawancara dan observasi. teknik analisis data dilakukan dengan tiga tahapan yaitu reduksi data, penyajian data, dan kesimpulan dari data yang dianalisis. hasil dan pembahasan peran ricikan sebagai representasi karakter tokoh pada wayang orang pada pementasan wayang orang, aktor tidak hanya tampil dengan pakaian biasa. penggunaan kostum serta riasan yang mendukung sangat diperlukan. pada wayang orang terdapat ricikan sebagai pendukung peran agar memiliki visual yang sama dengan wayang kulit sebagai pokok terciptanya wayang orang. ricikan membantu penonton untuk membedakan antara tokoh satu dengan tokoh lain dan merupakan cerminan karakter atau watak tokoh wayang orang. contoh arjuna dengan kresna tentu beda visual yang ditunjukan. berikut pembahasan aksesoris atau ricikan pada wayang orang. sumping sumping adalah perhiasan yang dikenakan di telinga. sumping biasa bermotif makara atau makhluk mitologi ikan berkepala gajah. sumping umumnya berfungsi sebagai pelindung telinga pemakainya (setyowati & lutfiati, 2014). menurut narasumber, sumping dari dulu terbuat dari kulit, dengan begitu kesan seni yang ditimbulkan lebih kuat. sumping juga digunakan dalam riasan pengantin adat pernikahan ponoragan kabupaten ponorogo. sumping melati dengan keseluruhan badan sumping ditutupi bunga melati bermakna kesucian niat dari hati yang tulus dan digunakan oleh pengantin laki-laki (dewi, 2017:115). sumping hanya dipakai oleh para bangsawan. tokoh bawahan seperti punakawan tidak memakai sumping. tokoh yang memakai sumping antara lain arjuna, abimanyu, dan gathutkaca. pada arjuna, sumping digunakan untuk menyimbolkan bahwa arjuna termasuk dalam kasta bangsawan serta kesatria yang hebat dengan nama sumping yang dikenakan adalah sumping surengpati (devianti & amzy, 2019:246). sumping yang arjuna kenakan bernama pari suwuh dan hanya dia yang memakai sumping tersebut membuktikan bahwa arjuna adalah kesatria yang jujur. abimanyu adalah anak dari arjuna dan sumbadra. sumping yang abimanyu kenakan bermakna bahwa dia adalah seorang bangsawan keturunan dari ayah dan ibunya. baimanyu dikenal sebagai sosok yang tidak mengenal rasa takut sebagai kesatria, sesuai kasta yang dia miliki. gathutkaca juga menggunakan sumping, sumping yang ia kenakan adalah sumping makara, menyimbolkan bahwa gathutkaca meruapakan keturunan bangsawan dari ras rakshasa yang memiliki kesaktian yang tidak terkalahkan. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 35 menurut narasumber, pembeda antara tokoh dengan karakter antagonis dan protagonis dapat dilihat dari warna yang digunakan pemain. namun tidak ada perbedaan dalam penggunaan sumping pada pemain. gambar di bawah ini adalah termasuk sumping makara, umumnya warna yang digunakan pada sumping adalah warna emas. ada beberapa sumping wayang orang, antara lain; sumping gajah ngoling, sumping sekar kluwih, sumping rajamala, dan sumping waderan. dan sumping makara. makara merupakan perwujudan hewan mitologi yaitu gabungan dua hewan (naga dan ikan). motif tersebut berarti menghalau gangguan batin pada manusia. pemakai sumping tersebut diharapkan jauh dari gangguan batin seperti angkuh, egois, dan culas sebagai bangsawan yang menjadi teladan dalam tutur dan tindakannya. gambar 1: sumping sumber: dokumentasi pribadi sampur atau selendang sampur atau selendang ini dipakai oleh pemeran wayang orang kecuali punakawan. sampur digunakan pada bagian pinggang dan digunakan untuk menari karena kesenian wayang orang juga menunjukkan adegan menari dalam lakonnya. tarian dalam wayang merupakan representasi dari peristiwa yang terjadi dalam alur cerita seperti latar belakang cerita dan tema (sumiati, 2012:52). menurut narasumber, bahan pembuatan sampur dibebaskan menggunakan berbagai macam jeis kain. umumnya warna yang digunakan adalah hijau, kuning, dan merah dengan hiasan manik-manik di ke dua ujung sampur. tokoh dalam cerita mahabarata, terdapat sampur warna hitam yang hanya dikenakan oleh anoman. warna hitam tersebut sebagai identitas diri dan karakter tunduk patuh serta cerminan kekuatan sakti yang dia miliki. menurut narasumber, penggunaan warna pada sampur tidak membedakan karakter pada wayang orang kecuali anoman, karena wayang orang adalah sebuah seni pertunjukan yang melibatkan tarian. sehingga para tokoh dalam wayang orang menggunakan sampur atau selendang sebagai atribut menari. narasumber mengemukakan bahwa hiasan yang dipasangkan pada sampur tidak http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 36 memiliki makna secara gamblang. hiasan tersebut hanya menambah kesan cantik pada selendang yang digunakan. namun, dalam adat pernikahan ponoragan kabupaten ponorogo, sampur digunakan dengan sebutan stagen cinde sebagai makna manusia dapat menata badan dan perilakunya (dewi, 2017:114). menurut makna tersebut, dalam pewayangan, pemeran wayang orang secara tidak langsung harus mampu menata badan dan perilakunya saat menari agar tetap elok ataupun teratur walaupun tarian tersebut berlatar kesedihan atau peperangan. gambar 2: sampur atau selendang sumber: dokumentasi pribadi kelat bahu kelat bahu digunakan di tangan, diikatkan pada lengan bagian atas. kelat bahu terbuat dari kulit dengan hiasan manik-manik emas. bahan asli pembuatan kelat bahu adalah logam mulia seperti emas. namun zaman sekarang kelat bahu dibuat dari kulit yang dapat dicat emas maupun dihiasi oleh manik-manik warna emas. kelat bahu berasal dari kata “kelat’ yang artinya melekat, sedangkan arti keseluruhannya adalah melekat di bahu. kelat bahu menurut narasumber dipakai oleh laki-laki dan perempuan, tetapi berbeda bentuk. kelat bahu digunakan oleh wayang yang antara lain seorang bangsawan dan kesatria. kelat bahu tidak digunakan oleh tokoh bawahan. mereka adalah bangsawan dan kesatria yang berkarakter rendah hati dan mementingkan kekayaan batin. kelat bahu ini hanya mereka gunakan pada saat muda contohnya pada pasangan arjuna dan sembadra. kelat bahu juga digunakan tokoh dengan karakter antagonis sebagai simbol kebangsawanan maupun kesaktian yang mereka miliki. salah satunya adalah kelat bahu candrakirana yang hanya digunakan tokoh werkudara dan anoman dengan simbol rembulan. makna dari kelat bahu candrakirana tersebut adalah pemakai kelat bahu memiliki banyak pengetahuan yang benar dan ditujukan hanya untuk diamalkan pada sesama. kelat bahu yang digunakan tokoh wayang putra yang lain yaitu kelat bahu yang digunakan bermotif makara atau gabungan dua hewan mitologi hindu yang umumnya berwarna emas, sedangkan untuk tokoh perempuan pada dasarnya menggunakan bentuk yang sama yaitu burung merak dan tidak membedakan karakter yang mereka miliki. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 37 gambar 3: kelat bahu untuk perempuan sumber: dokumentasi pribadi perbedaan antara kelat bau laki-laki dan perempuan adalah bentuknya. kelat bahu untuk perempuan (lih. gambar 3) berbentuk seperti daun dan terdapat ornamen yang timbul pada tengah kelat bahu yaitu burung merak. burung merak pada kelat bahu perempuan menyimbolkan keindahan dan keangguanna perempuan melalui ekor burung merak yang merekah. gambar 4: kelat bahu untuk laki-laki sumber: dokumentasi pribadi kelatbahu yang digunakan laki-laki berbentuk garuda mungkur dengan sisi yang panjang yang dilingkarkan pada lengan lalu diikat. motif garuda mungkur bermakna mendatangkan keselamatan dan keberuntungan. sedangkan untuk garuda sendiri bermakna kepemilikian intelektual yang tinggi pada pemakainya. kelat bahu dipakai dengan dihadapkan ke belakang sedikit sebagai simbol penolak bahaya (sunaryadi, 2013:274). kelat bahu yang dikenakan werkudara memiliki http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 38 motif belahan buah manggis bernama kelat bahu candrakirana. sesuai dengan karakter yang werkudara yaitu manusia yang tidak mengingkari janji yang telah dibuat. selain werkudara tokoh lain yang menggunakan adalah anoman sebagai bagian dari titisan dewa yang juga termasuk kesatria bijaksana dalam pewayangan. uncal uncal adalah aksesoris yang menggelantung di antara dua kaki yang menggunakannya dengan tali yang ujungnya berumbai dan biasanya digunakan sebagai senjata yang cara pakainya dengan dilempar. aksesoris ini hanya dipakai oleh tokoh laki-laki, dengan karakter protagonis maupun antagonis. terdapat dua jenis uncal yaitu uncal kencana dan uncal wastra. uncal wastra digunakan oleh tokoh yang gagah atau rasaksa seperti rahwana. namun untuk gathutkaca yang memiliki karakter baik hati menggunakan uncal yang sama dengan rahwana, untuk menunjukkan bahwa gathutkaca adalah tokoh dengan karakter gagah sebagai keturunan dari raksasa. sedangkan uncal kencana digunakan oleh tokoh putra yang halus yang memiliki kepribadian baik seperti arjuna, abimanyu, dan kresna (prasetyo, 2012: 56). warna yang digunakan dalam pembuatan uncal umumnya berwarna emas dengan warna tengah yang bermacam-macam. ujung yang berumbai umumnya memnggunakan warna yang mencolok seperti digambar warna kuning dan merah. bentuk uncal tidak pernah berubah, selalu ada bagian pipih dengan ujung berumbai. gambar 5: uncal dan badhong sumber: dokumentasi pribadi jamang terdapat dua jenis jamang yang dibuat oleh pembuat kostum wayang orang, kanjeng jayadipura. jamang tersebut adalah jamang mangkara yang dipakai oleh krisna. briswara, gathutkaca dan tokoh pendukung lain dan jamang januran yang dipakai oleh para pandhawa. jamang mangkara memiliki memiliki satu bentuk daun di tengah-tengah dahi dan bagian belakang dihiasi dengan bentuk daun berjumlah 13 daun dibentuk berkelilingdengan ukiran makara sebagai ujung (soedarsono, 1990). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 39 jamang digunakan pada tokoh yang memiliki kasta sebagai kesatri, bangsawan, maupun keluarga kerajaan (soedarsono, 1990). narasumber hanya memiliki satu model jamang yang dapat digunakan pada seluruh tokoh. terbuat dari plasmen dan lebih cerah karena dicat warna emas sesuai dengan pakem. hanya saja ukiran, hiasan, maupun permata pada jaman tidak tergantung pada pakem seperti yang di buat oleh kanjeng jayadipura. hanya diberi permata imitasi di tengah serta permata yang memutari jamang. tokoh pada wayang yang menggunakan jamang januran adalah bima, arjuna, abimanyu, yudhistira, dan nakula dengan pengunaan jamang januran yang berbeda. jamang dengan motif daun kelapa dengan bunga pundhak setegal atau biasa disebut jamang januran pundhak setegal yang biasa dikenakan oleh werkudara dan anoman sebagai simbol karakter kesatria yang jujur, teguh dengan pendiriannya, dan suci. jamang biasanya tersusun dua hingga tingga sebagai simbol keagungan atau simbol seorang raja. tokoh gathutkaca menggunakan jamang cringih susun tiga sebagai simbol kesatri namun memiliki derajat yang sama dengan para raja (prasetyo, 2012: 40). gambar 6: jamang sumber: dokumentasi pribadi irah-irahan irah-irahan adalah hiasan yang dipakai di kepala. irah-irahan biasa dibuat dari beludru. banyak tokoh wayang menggunakan irah-irahan. biasanya irahirahan dan jamang tidak dibuat secara terpisah, tetapi jamang sudah melekat pada irah-irahan dengan sanggul disetiap irah-irah. irah-irahan ketu biasanya dipakai oleh para patih. bentuknya sederhana dan biasa disebut ketu udheng atau trombosan. bentuknya hampir mirip dengan kopiah kain. tokoh yang menggunakan irah-irahan ini memiliki perubahan karakter. contoh sengkuni sebagai patih yang baik mengabdi pada kresna. namun dengan wataknya yang serahkah, dia mampu menghasut keluarga kerajaan hingga terjadi perang. begitu pula dengan aswatama, patih yang sakti dan sangat kuat mendapat hukuman karena perbuatannya yang berhasil membunuh lima pandawa. hukuman tersebut adalah hidup abadi tanpa adanya rasa kasih sayang. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 40 lengkungan atau gelungan pada irah-irahan juga menyimbolkan karakter tokoh wayang. gelung supit urang pada tokoh anoman menyimbolkan karakter pribadi yang sederhana dan rendah hati. irah-irahan biasa disebut mekhuta untuk menyimbolkan pemimpin atau raja, contoh tokoh yang mengenakan mekutha adalah krenas dan rahwana. gambar 7: irah-irahan untuk arjuna sumber: dokumentasi pribadi arjuna memiliki irah-irahan yang khusus dipakai olehnya dengan jamang januran khudup turi. gelungan supit urang yang arjuna kenakan menyimbolkan rendah hati yang dia miliki, sama seperti anoman. gambar 8: irah-irahan gathutkaca sumber: dokumentasi pribadi pada irah-irahan milik gathutkaca terdapat jamang susun 3. gelungan pada irah-irahannya disebut sebagai gelung supit urang. pada gelungan terdapat garuda mungkur yang melingkar. garuda mungkur pada irah-irahan gathutkaca memiliki simbol sebagai karater kesatria yang gagah berani dan sangat kuat didukung dengan kekuatan yang dia miliki sejak kecil. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 41 gambar 9: irah-irahan untuk tokoh antagonis sumber: dokumentasi pribadi narasumber mengatakan bahwa untuk membedakan tokoh protagonis dan antagonis dapat dibedakan melalui warna. tokoh protagonis menggunakan kostum dengan warna seperti hitam, ungu, maupun hijau. tokoh antagonis menggunakan irah-irahan berwarna merah menandakan bahwa dia tokoh yang jahat didukung dengan riasan wajah serta suara yang besar. warna merah dalam wayang orang memiliki makna tokoh yang agresif (sumarni, 2001:44). gambar 9 merupakan jenis irah-irahan topong yang berbentuk bulat dan pendek dan biasa digunakan oleh tokoh adipati karna. adpiati karna memiliki sifat angkuh namun juga dermawan. binggel atau kroncong binggel atau kroncong merupakan aksesoris yang bentuknya sama dengan gelang namun dikenakan di pergelangan kaki. aksesoris ini berwarna emas. terdapat beberapa jenis binggel yaitu gelang binggel rangkep yang biasa digunakan oleh patih seperti pragota yang merupakan patih prabu baladewa. selain itu terdapat jenis gelang binggel rangkep clumpringan, dikenakan khusus tokoh narakasura yaitu raja raksasa. binggel digunakan dengan makna kedudukan yang dimiliki oleh wayang. pada dasarnya penggunaan binggel tersebut dapat ditemui pada wayang kulit, wayang orang sekarang cukup menggunakan binggel dengan warna emas yang menambah estetika aktor ketika pentas. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 42 gambar 10: binggel atau keroncong sumber: dokumentasi pribadi pengembangan ricikan sebagai aksesoris pada wayang orang ricikan atau pada aksesoris wayang orang berubah seiring perkembangan zaman. perubahan tersebut meliputi bahan yang digunakan untuk membuat aksesoris. banyak akseosris wayang seperti sumping, ulat bahu, endhong terbuat dari kulit. kulit yang biasa digunakan adalah kulit sapi atau kerbau. dengan alasan kemudahan mendapatkan bahan dan praktis, pengrajin menggunakan plasmen dalam pembuatan aksesoris. irah-irahan dibuat dengan lapisan beludru. namun sekarang menggunakan bahan yang mudah didapat dengan harga terjangkau. jamang dan mahkota yang dulunya terpisah, sekarang didesain menyatu antara jamang dan mahkota dengan sebutan irah-irahan. ricikan pada busana wayang wong dibuat mengikuti berkembangnya zaman. ricikan dibuat sesuai kreativitas pengrajin yang mengikuti perkembangan zaman, pengrajin dapat mengedepakan estetika ricikan tanpa terlalu kepada makna yang ada pada setiap ricikan. selain itu, terdapat permintaan pembeli yang semakin beragam dan dapat mengesampingkan keaslian ricikan yang telah dirancang sejak zaman dahulu (kurniyawan & utina, 2019:184). perbedaan juga dapat ditemukan pada pengunaan ricikan khususnya jamang yang dahulu ada beberapa bentuk, serta setiap bentuk digunakan oleh tokoh yang berbeda. zaman sekarang dibentuk sama meski yang menggunakan berbeda-beda, dihias dengan permata imitasi dan warna yang tetap yaitu emas. meskipun penggunaan jamang sama rata antar tokoh, namun tidak memengaruhi tampilan wayang orang di panggung. tokoh tetap dapat dibedakan melalui riasan wajah yang digunakan. selain jamang, uncal yang dulunya digunakan sebagai senjata, kini pada wayang orang digunakan sebagai aksesoris semata. bahan pembuatan jaman dahulu adalah besi, namun seiring waktu jamang dapat dibuat dengan kuliat atau bahan yang lebih ringan dan lentur yaitu plasmen. dari sudut pandang narasumber sendiri, ricikan atau aksesoris wayang perlu diketahui oleh pemeran wayang orang sendiri, dikarenakan terdapat aksesoris http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 43 atau ricikan yang hanya digunakan beberapa tokoh saja seperti untuk irah-irahan. di setiap itah-irahan ada jamang yang hanya ada beberapa tokoh wayang yang menggunakan. pembedaan penggunaan ricikan juga harus diiringi oleh kemampuan tata rias yang mendukung visualisasi karakter tokoh. dari segi keindahan, narasumber mengungkapkan bahwa bahan dari plasmen lebih indah dan menarik, namun kesan klasik lebih terlihat pada penggunaan bahan dari kulit. kesimpulan drama tradisional wayang orang memiliki aksesoris dengan berbagai makna. makna tersebut dapat dilihat dari warna, bentuk, serta ukiran yang etrdapat dalam aksesoris tersebut. selain itu, melalui aksesoris atau ricikan tersebut karakter tokoh yang diperankan dapat dikenali dengan mudah. terdapat pula aksesoris yang hanya dikenakan oleh tertentu untuk menyimbolkan kekuatan atau karakter tokoh wayang. aksesoris atau ricikan pada wayang orang mengalami perubahan dari bahan serta segi kepraktisan. kostum terutama ricikan atau aksesoris memiliki tugas sebagai tanda watak atau karakter tokoh pada pementasan wayang orang. sehingga penonton –terutama bagi yang menguasai kesenian wayang dapat mebedakan tokoh satu dengan tokoh yang lain terutama dari ricikan yang digunakan. masyarakat awam dapat mebedakan peran antagonis dan protagonis dari riasan serta warna ricikan yang digunakan pemeran wayang orang. ricikan sendiri sebagai pendukung visualisasi pada wayang orang menyimbolkan berbagai karakter yang dimiliki setiap tokoh yang diperankan. selain itu, ricikan mengalami perubahan pada bahan pembuatan, disebabkan oleh perkembangan bahan, kemudahan produksi, segi praktis, dan keawetan. daftar pustaka devianti, n., & amzy, n. (2019). karakter tokoh arjuna dalam buku ilustrasi lakon wayang arjuna wiwaha. visual heritage: jurnal kreasi seni dan budaya, 1(03), 242–250. dewi, d. s. (2017). pernikahan ponoragan di kabupaten ponorogo,jawa timur ( kajian semiotika visual ) semiotika visual pada dasarnya merupakan sebuah bidang studi semiotika yang secara khusus menaruh minat pada penyelidikan terhadap segala jenis makna yang disampaikan mela. jadecs, 2(2), 107–127. hadi, s. (2014). konsep apik dalam koreografi wayang babar. jurnal kawistara, 4(1), 77–86. https://doi.org/10.22146/kawistara.5234 juliati, a. (2013). pengembangan kesenian wayang orang industri kreatif dalam paguyuban kapribaden kawruh kasepuhan pamencar pramana nyata di desa sragi kecamatan talun kabupaten blitar. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 31-44 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ricikan sebagai representasi karakter tokoh... asmaul farida azizi ,purwati anggraini doi: https://doi.org/10.26714/lensa.10.1.2020.31-44 44 kurniyawan, a. w., & utina, u. t. (2019). makna dan fungsi ricikan pada busana wayang wong gaya surakarta. jurnal seni tari, 8(2), 176–185. kusharyani, m., santoso, b., & wisnaeni, f. (2016). eksistensi dan perlindungan wayang orang sriwedari surakarta ditinjau dari aspek hukum hak cipta. law reform, 12(1), 60–72. https://doi.org/10.14710/lr.v12i1.15841 lindsay, j. (1991). klasik, kitsch, kontemporer: sebuah studi tentang seni pertunjukan jawa. yogyakarta: gadjah mada university press. paneli, d. w. w. (2017). transformasi pertunjukan wayang orang komunitas graha seni mustika yuastina surabaya. journal of art, design, art education and cultural studies (jadecs), 2(2), 74–97. prasetyo, n. s. (2012). komparasi kostum gathutkaca dalam wayang wong dan wayang purwa gaya yogyakarta. universitas negeri yogyakarta. setyowati, i., & lutfiati, d. (2014). riasan wayang wong tokoh rahwana dan anoman kisah ramayana di taman hiburan rakyat surabaya. jurnal tata rias, 3(3). soedarsono. (1990). wayang wong: the state ritual dance drama in the court of yogyakarta. yogyakarta: gadjah mada university press. soedarsono. (1999). seni pertunjukan indonesia di era globalisasi. jakarta: direktorat jendral pendidikan tinggi. sumarni, n. s. (2001). warna, garis, dan bentuk ragam hias. harmonia, 2(3), 37–49. https://doi.org/https://doi.org/10.15294/harmonia.v2i3.860 sumiati, l. (2012). tari wayang karakter satria ladak. panggung, 22(1), 52– 66. https://doi.org/10.26742/panggung.v22i1.35 sunaryadi. (2013). aksiologi tari bedhaya kraton yogyakarta. jurnal kawistara, 3(3), 263–276. https://doi.org/10.22146/kawistara.5221 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 179 incorporating character values in english class through mini-drama performance wiyaka, siti lestari, dias andris susanto wiyaka@upgris.ac.id universitas pgri semarang (upgris), semarang abstract this paper presents the result of a small-scale research which was aimed to find out a model of incorporating character values in english classroom of elementary schools. the government is now campaigning character education that should be incorporated in all subjects through direct and indirect teaching. for subjects such as english, character values need not be taught directly in class, but they are infused during the prosess of teaching and learning. the question arose among the teachers is how to incorporate character values in the subjects of which content is not particularly set to teaching moral values. the proposed model in this study is by using mini drama performance. the research took place at 4 elementary schools (es) in semarang municipality, consisting of 3 public schools and 1 private school. the data were collected from observation and interview with the teachers. the field notes and the results of interview were analyzed descriptively to to portray the existing model of teaching english in general, and teaching character values in particular. keywords: english teaching, elementary schools, character values, mini-drama performance abstrak artikel ini menampilkan hasil dari sebuah penelitian berskala kecil yang bertujuan untuk menemukan metode pendidikan karakter dalam mata pelajaran bahasa inggris di sekolah dasar melalui penampilan minidrama. pemerintah saat ini sedang mengampanyekan pendidikan karakter atau sikap yang dimasukkan ke dalam semua mata pelajaran, termasuk bahasa inggris. pertanyaan yang muncul di kalangan para guru adalah bagaimana cara mengajarkan nilai-nilai karakter secara inklusif ke dalam semua mata pelajaran yang ada. pada mata pelajaran bahasa inggris, salah satu teknik yang digunakan adalah melalui pementasan drama. penelitian ini dilakukan di 4 sekolah dasar (sd) di kota semarang, yang terdiri dari sekolah dasar negeri dan swasta. data dikumpulkan melalui pengamatan dan wawancara dengan para guru untuk menggambarkan model pengajaran bahasa inggris secara umum, serta pengajaran nilai-nilai karakter pada khususnya pada saat pembelajaran bahasa inggris. kata kunci: pengajaran bahasa inggris, nilai-nilai karakter, pementasan drama mini lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 180 introduction character values education is now getting much attention in education context because the 2013 indonesia curriculum brings about a different perpective in the evaluation.the learning outcomes are not only oriented to cognitive competence, but also to skills and attitudes. the 2013 curriculum offers integrative thematic concept applied to elementary, junior high, high school, and vocational school. the changes in the indonesian educational system curriculum is an absolute necessity because of the fact that right now many students don‟t have character, tolerance for others, empathy for others (kompas, 11/4/2012). the need for augmentation was in response to concern that students were becoming overwhelmed with the workload, and that instances of student violence were increasing as a consequence. government officials asserted that students needed to learn how to become better citizens and that it could only be achieved by instilling character and a greater sense of morality. gay (2005) has warned us about the neccesity for teaching character values because of the effects on society when there is no morality guiding student‟s actions character values are not taught as separate subjects in the school curriculum, but they are to be incorporated or infused in all subjects including english. english in indonesia is regarded as a foreign language. eventhough english can be accessed easily in various media, the language is rarely used in daily social communication. this is to say that indonesia‟s english learners have relatively less language input from surroundings and limited interlocutors for its learners to practice the language with. even, the english teacher talks in the students‟ native language rather than in english. efl instructors, therefore, play a crucial role in providing their students with a fun situation in learning so that pupils get interested in learning the foreign language in a non-threatening atmosphere. efl teacher should provide appropriate materials, methods, models or whatever which can facilitate the pupils to acquire the language, at the same time he/she has to incorporate the moral values to students. the calls for the incorporation of moral education into school curricula have attracted the attention of educators in english as a second language (esl) or english as a foreign language (efl). shaaban (2005) proposes a framework for the implementation of teaching moral values in efl/efl. the process includes tentative issues/themes, language skills, learning outcomes, methods of instruction and evaluation, materials and resources, and instructional activities. another model of incorporating character values in english class is offered by tamayo (2015). he found that cooperative learning activities could promote human values in english classroom. apart from the two models above, this research was conducted to seek the feasibility of using another technique, that is,minidrama performance. this technique is actually not new to teachers and the acivities in this technique are not complicated to plan. however, this method is rarely done in english classrooms. by applying the technique, teachers can cultivate the students language skills and at the same time can nurture character values to students. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 181 literature review character is a term which refers to values of kindness which are applied in behavior. lickona (2004) defines a person who has character as a natural trait of a person in responding a situation with moral standard, manifested in good attitudes; honesty, responsibility, respect to other people, and so forth. matera 2001 as quoted by gray (2010) defines character as understanding, caring about, and acting upon core ethical values such as respect, responsibility, honesty, fairness, and caring. if we want students to make good judgments, it can only come as a result of good character. that implies that implanting values of what is good or bad forms a strong character. there should be no debate on whether or not character values should be taught to students besides academics. as what lickona (1992), author of educating for character, states, “moral education is not a new idea. it is, in fact, as old as education itself”. this means that education which sometimes identical to academics, should not be separated from moral education. further lickona says that education must be directed to two great goals: to help young people become smart, and to help them become good. this is in line with what martin luther king jr. said that intelligent is not enough; intelligent plus character is the goal of true education. the education goal in any country in the world is to equip the graduates with intellectual as well as moral values. however, it does not mean that character education must stand by itself as a separate subject; it can be taught through the infusion of good characters in any subjects at schools. to the extreme point, good character cannot be taught actually. it can only be best nurtured through examples and models from the people surroundings. thus, the principal, teachers, administrative staff and the others involved in education must become models of good citizen at schools. and the result of character education cannot be traced in a short term; it takes sustained process of assessment. the intentional teaching of good character is particularly important in today‟s society since our youth face many opportunities and dangers unknown to earlier generations. they are bombarded with many more negative. this is in line with the awareness from the government to put serious attention on character building. act of national education system (uu sisdiknas) year 2003 states that one of the goals of national education is to develop students‟ potency in order to have intelligence, personality, and good values. it is strengthened in the new curriculum 2013 that the learning outcomes cover not only cognitive aspects, but skills and attitudes. the new curriculum could be used to improve religious tolerance as education should not only make people smart but also to train indonesians to be mentally tough, physically healthy, tolerant and willing to live in harmony with others with different religions, race, and tribes. we are educating people not only to make them smart but also to produce indonesians who are mentally tough, physically healthy, tolerant and willing to live in harmony with others of different religion, race, and tribe. that‟s why the orientation of the education in national level needs changing. curriculum 2013 is lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 182 aimed at equiping learners with knowledege, skill and attitudes. one or the ultimate goal of this new curriculum is to improve the moral and character of the students. in indonesia, english is a foreign language. it has become compulsory subject taught in junior and senior high schools all over the country. beginning from 1994 revised curriculum, ministry of education then has allowed elementary schools to include english as a subject for students of grade four, five, and six. however, because of limited budget and the shortage of the teachers, only government primary schools in urban areas and private schools hold english lessons. the students of primary or elementary schools in rural areas do not learn english . however, the english teaching in primary level is usually directed to learning about grammar and vocabulary. not much time is devoted to get much exposure in english. the learners have much less opportunities to be exposed to the language they want to learn than children who acquire their first language in a natural way. that is why harmer (2007) suggests that “a rich classroom environment should not only expose students to language, but also give them opportunities to activate their language knowledge and to study language and the way it works”. in other words, both acquisition and learning should be provided to language learners because they both play an important role in the process of the second language learning and teaching. there are some methods that can be used in teaching a foreign language. traditional methods of foreign language teaching, such as frontal teacher centred instruction, are nowadays viewed as a relic. today‟s methodology admonishes to be engaging, to keep the students focused, but let them enjoy, and therefore like, their education at the same time. as maley and duff in křivková (2011) claim: “much has changed in language teaching, but it is still true that the conviction that vocabulary + essential structures = language lies as the base of nearly every foreign language syllabus”). teaching english at elementary schools in indonesia is typical to that claim. class begins with the teachers‟ greeting in mother tongue language, only sometimes in english, and the students give response in their mother tongue. then, the teacher presents a grammatical pattern the students have to understand. all explanation is in bahasa indonesia.when the teacher tries to use english, the students get reluctant to respond just because they do not understand the language. the class continues with exercises on language form, i.e, converting sentences from positive to negative, from active to passive, or the like. how the language is used is rarely exposed to students. by this condition, of course, it is hard to imagine how to incorporate character values to students.there must be methods feasible for teaching character values in english class. although drama is still seen as something rather alternative to the standard, it has been an essential part of foreign language teaching for centuries. using drama in the language class provides students with the best opportunities for active and involved participation and as hamilton (1993: 2) states: “the use of drama techniques fits naturally into the theoretical context of recent studies into the nature of language learning.” in relation to the techniques of using drama, scrivener (2005) mentions six most commonly used drama activities in english languages teaching classes, stating that lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 183 “by bringing the outside world into the classroom, we can provide a lot of useful practice and there may also be a freeing from the constraints of culture and expected behaviour, which can be personally and linguistically very liberating.” scrivener describes the most traditional drama activities as follows: 1. “role-play – students act small scenes using their ideas or from ideas and information on role cards. 2. simulation – a large-scale role-play. the intention is to create a much more complete, complex „world‟, say of a business company, television studio, etc. 3. drama games – short games that usually involve movement and imagination. 4. guided improvisation – you improvise a scene and the students join in one by one in character, until the whole scene (story) takes on a life on its own. 5. acting play scripts – short written sketches or scenes are acted by the students. 6. prepared improvised drama – students in small groups invent and rehearse a short scene or story that they perform for the others.” (scrivener, 2005: 263) among those types it seems that type number 1, the role play, is feasible to do in the classroom considering that it does not need much time to preparation, and it is not costly.what the teacher has to do is preparing the teaching scenario considering values to be nurtured while mini drama is being performed by students. besides, a rubric of of character assessment should be made to measure the learning outcomes. method this study was based on a research which applied the steps in r and d (research and development) ,adopted from borg, gall and gall (2003). to simplify the process, the approach comprises of three stages; exploration study, drafting model, and implementing the model. however, this study is qualitative in nature, without any numeric computation of the data because all the data are those of qualitative.this is in line with the objectives of this research i.e. to investigate the teachers‟ practice of incorporating character values in their daily teaching and to facilitate teachers with methods of teaching character values using minidrama performmmance. in the exploration study, the informative data were collected through questionaires and interview with the teachers in elementary schools in semarang municipality. 4 english teachers in elementary schools in semarang became the lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 184 subjects of the study. 3 out of them are teachers in public schools, and 1 teacher teaches in a private school. data were collected through documentation, observation and interview with the volunteer teachers. the data were analyzed using descriptive analysis and involves triangulation technique. the result was employed as the ground work to design the model of teaching character values in english language teachinglearning through mini-drama performance. findings and discussion the qualitative data obtained from questionnaires, interview, and field observation are described as follows: the practice of english language teaching at schools english is a subject of local content for elementary school (hence shortened to es) level, which means that it is given depending on the availability of the teacher as well as the school budget to pay for the teacher. it is not given until the grade 4 of es, taught 2 hours in a week in some state ess in semarang, but some private schools provide 3 – 4 hours in a week for english lesson. unfortunately, there is no fixed curriculum for english subject in es. the only guidance for teaching english is the materials listed in some english books for basic level. unfortunately, not all pupils could purchase the book so it is the teacher‟s job to deliver the materials in his own way. writing the material lessons on the chalk board is one way to take by teachers. by such a doing of course, it is naïve to set the goal of teaching english to ideal learning outcomes. classes of such schools are filled with explanation about vocabulary and simple grammar rules. it looks like teaching mathematics which applies certain formulas. dealing with the teachers‟ competence it was found that all teachers are graduates of teacher training colleges majoring english. 3 teachers have teaching experience of more than 10 years; 5 teachers have teaching experience of 5 -9 years; and 2 teachers have less than 5 years teaching experience. they did not find any difficulties in mastering the teaching materials. however, they had problems with classroom management. they faced passive class with low motivation. students did not fully pay attention to the teachers. in this case, teachers tend to search references from books and browse from internet in order to cope with the problem. english teachers attempt to find ways to teach well, so that students enjoy the english learning. related to character education, teachers claimed that they are aware of the responsibility to teach moral values to pupils. however, they did not know how to infuse character values in the real teaching. teacher 1 : “ ya memang tugas guru itu mendidik; tapi kan saya guru bahasa inggris, jadi saya pentingkan yang materi bahasa inggris saja”. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 185 translated : teacher 1 : “ it is true that my duty is educating; but i am an english teacher, so i prioritize the english materials”. she is aware that teching values is also her responsibility, but she thinks she has to make students be good at english while character values is an extra benefit. teacher 2 : “yang penting saya ngajar bahasa inggris, syukur kalo dengan itu anak juga belajar karakter. tetapi itu saya anggap keutungan bonus.” translated : teacher 2 : “ teaching english is more important ; i will be thankful if they also learn character values. but i consider it as bonus benefit”. they think their main job is teaching english, while teaching character values is optional. they call it as a bonus beside teching. tey do not know whether or not they have integrated character values through songs, storytelling, game and role play. this is in line with what milad islami (2016) found in her study about cultivating character values in efl class in a school in samarinda. he found that teachers did not know how to teach character values. it means that teachers had limited awareness about the internalization of character values even though, subconciously, they have already applied it into teaching and learning activities. when the teacher was asked about how she internalized the character values into her teaching, she confessed: teacher 3 : “jujur saja saya belum memahami apa itu pendidikan berkarakter. untuk sosialisasinya kurang sepertinya, terutama dalam bahasa inggris.” translated: teacher 3 : “honestly, i do not understand about what character education is. there is so limited information about it especially for english subject.” when asked about drama performance, 6 teachers (60 percent of respondents) said that they did not know what it is and how to execute mini-drama yet, to be integrated in english learning with character values. four teachers who admitted having employed this technique said they encountered barriers, such as difficulty to provide scripts and create a scenario. however, they confessed that this method is effective and fun. teacher 4 : “saya pernah coba pake role playing, anak –anak suka; tetapi saya yang repot menyiapkan naskah ceritanya dan properti nya. padahal anak-anak sebenarnya senang sekali dengan permainan itu.” translated : lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 186 teacher 4 : “once i tried using role playing and the pupils were happy; but it trobled me to prepare the story and also the properties needed; indeed, the pupils really enjoyed the play”. according to miss anita, an english at a private school, the use of the method is effective to enhance students‟ skills like pronunciation, vocabulary, intonation, expressions, and grammar. one most important thing is that learning english becomes fun. it is admitted that by this technique, moral values, cooperation and tolerance and other values can be easily nurtured. basically they need methods in order to teach creatively, so that students feel fun in the learning process in line with aactive, iinnovative, ccreative, eeffective and fun learning (commonly shortened to paikem in indonesian language).unfortunately, they do not get support from the principals and the school authority. this happened in three public schools in which the research was done. that condition was different in private schools. it seems that because private schools are self-funded by parents so facilities are available in the schools. air-conditioned rooms, lcd, audio and video players are available. learning english in such schools is better carried out because students have relatively good motivation for learning english. teachers find it difficult to incorporate character values in teaching english. based on the interview with the teachers, it reveals that they need a workshop or training. that‟s why, a 3-day workshop was held to train the teachers. the workshop was done to equip teachers with the skill to apply minidrama in teaching character values. character values incorporated in minidrama to facilitate the teachers with ready for use materials, we prepared four simple minidrama stories with titles : the golden cucumber, a farmer and the golden eggs, the smartest turtle, and king midas. the stories are chosen because they contain some moral values which are possibly cultivated to students. besides, the stories are easy to follow without subtle complication so that the students can act the characters with only one or two times of reading. the benefit of using drama in english class is that it integrates language skills in a natural way, careful listening and spontaneous verbal expression (duff and maley,2001). as the students of grade 5 and 6 are the beginners of english language learners, the language of the stories are simplified and adapted to the students language level. by doing so, the learners do not have constraints in using the language in their acting. this is in line with what athiemoolam (2004) suggested that the play must be enjoyable to students. more importantly, as the main objective of the study is to seek the feasibility of using minidrama to cultivate the character values, the stories must foster some seemingly moral values to be possessed by students. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 187 based on the teachers‟ evaluation, some universal values can be adopted from the 4 stories as seen in the following table. table 1: character values found in minidrama stories story character values the golden cucumber a farmer and the golden eggs the smartest turtle king midas honesty, tolerannce, hardworking respect , responsibility, discipline , fairness responsible, respect ,tolerance , prudence , fairness , compassion cooperative hardworking, friendly, fairness, compassion, responsible, democratic, hardworking, open, peacemaker, humble, from the above table it can be infered that some moral values can be learned from the stories. at the end after each story is performed, the teacher can ask the students what moral values they could learn from the minidrama. it is not merely about the character, but also about the way each student proceeds with the acting of the minidrama. how they collaborate with friends, how they feel each other when performing the characters. indeed, performing drama can promote empathy with the ideas, attitudes and feelings of others (munther, 2013). also, it can foster the child‟s creativity, discovery and problemsolving through exploring actively the hole story. playing drama can also help the child to experience open, healthy relationships with all the members of the class and not just with a selected or exclusive few. this teaches students to have sense of belonging to the group or class. unity and diversity can be nurtured from this. conclusion english teachers in elementary schools, in particular, have responsibilities to educate students not only in academic, but also in character. it is at this age that the students should gain insights on what is good and what is not good for life. that is called moral values which belong to people‟s character. this study revealed that english teachers of elementary schools in semarang still maintain high dedication and enthusiasm to educate children in terms of character values. however, they need continuous support from the school communities and the government in that they lack training and mentoring in incorporating character values in their daily teaching. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 188 they also need a forum among english teachers to share information and experience in order to improve learning quality in the classroom. some simple and popular stories can be made into simple minidrama scripts that can be used as drama scenarios to be performed by the students. teacher‟s creativity is needed in providing the materials which are easy to play in the classroom. in the classroom. the conclusion suggests that teachers can cultivate character values to students through minidrama performance, indirectly as hidden curriculum content. references athiemoolam, l. 2004. drama-in-education and its effectiveness in english second/foreing language classes. pengang: the first international language learning conference, university saint malaysia. duff, alan; maley, alan. 2001. drama techniques in language learning: a resource book for communication activities for language teachers. cambridge: cambridge university press. gall, meridith d, gall joyce p. and walter borg. 2003. educational research: an introduction. new york: pearson education inc. gray, tyffani. 2010. character education in schools essai: vol. 7, article 21. available at: http://dc.cod.edu/essai/vol7/iss1/21. hamilton, j., mcleod. 1993. a. drama in the languages classroom. london: cilt publications. harmer, j. 2001. the practice of english language teaching. essex: longman press. krivkova, lenka. 2011. design of the workshop: how to use drama in an english language class? diploma thesis, faculty of educatio , masaryk university, mexico.unpublished. lickona, thomas. 2004. character matters, how to help our children develop good judgment, integrity, and other essential virtues. new york: simon & schuster. lickona, thomas. 1992. educating for character: how our school can teach respect and responsibility. new york: bantam books. maley, a., duff, a. 1982. drama techniques. a resource book of communication activities for language teachers cambridge: cambridge university press. isbn 0-52124907-4. matera, d. 2001. a cry for character. paramus: prentiss hall press. matera 2001 in gray, t. 2010. character education in schools. essai: vol.7, article 21. milad islami dinamika ilmu p-issn: 1411-3031; e-issn: 2442-9651 2016, vol. 16 no. 2. munther, zyoud. using drama activities and techniques to foster teaching english as a foreign language: a theoretical perspective. [online] al quds open university [27/12/2013] http://www.qou.edu/english/conferences/firstnationalconference/pdffiles /munther zyoud.pdf scrivener, j. 2005. learning teaching. 2nd ed. oxford: macmillan education. http://dc.cod.edu/essai/vol7/iss1/21 http://www.qou.edu/english/conferences/firstnationalconference/pdffiles/munther%20zyoud.pdf http://www.qou.edu/english/conferences/firstnationalconference/pdffiles/munther%20zyoud.pdf lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 189 shaaban, kassim. 2005. k. shaaban language, culture and curriculum vol. 18, no. 2. uswatun qoyyimah. 2016. inculcating character education through efl teaching in indonesian state schools. pedagogies: an international journal, 11(2), pp. 109-126. lensa: kajian kebahasaan, kesusastraan dan budaya volume 7 nomor 2 p-issn: 2086-6100 e-issn: 2503-328x 114 linguistic devices reflecting women’s inferiority in tohari’s ronggeng dukuh paruk chusni hadiati chusni.hadiati@unsoed.ac.id universitas jenderal soedirman, purwokerto abstract inferiority is a state in which one part is lower than another. it is deliberately found in our society which consists of female and male because language choices reflect it. utterances produced by female and male speaker carry both superiority and inferiority. in some speech communities, women’s language undoubtedly reflects their inferiority. linguistics offers devices to support the above mentioned phenomena. literary works provide data for linguistic investigation. a novel by ahmad tohari, ronggeng dukuh paruk, shows a social praxis. applying traditional setting, tohari describes how women’s speech is portrayed. rongggeng dukuh paruk is tohari’s masterpiece which tells the life of a traditional dancer. the utterance produced by female characters indicates their lack of self-esteem. using qualitative data analysis and contextual pragmatics, this article proves women’s inferiority through linguistic devices. linguistic devices to show women’s inferiority as they are found in ronggeng dukuh paruk are as follows; (1) question tag, (2) hedging, (3) pragmatic particle, (4) conversational implicature, and (5) metaphor. keywords: inferiority, speech community, linguistic devices abstrak inferioritas merupakan suatu keadaan di mana satu pihak berada lebih rendah dari pihak lain. hal ini sangat mudah ditemukan di dalam masyarakat yang terdiri dari laki-laki dan perempuan karena pilihan bahasa yang mereka gunakan secara jelas merefleksikan hal tersebut. tuturan yang diujarkan laki-laki dan perempuan mengandung superioritas dan inferioritas. dalam beberapa kelompok masyarakat, tuturan perempuan secara nyata menunjukkan adanya inferioritas. kajian ilmu linguistic memiliki perangkat untuk membuktikan gejala inferioritas. novel sebagai sebuah karya sastra memberikan data bagi penelitian linguistic karena novel merealisasikan bahasa sebagai suatu bentuk praktik sosial. „ronggeng dukuh paruk‟ sebagai mahakarya ahmad tohari menggunakan latar belakang sosial seorang penari perempuan untuk menunjukkan inferioritas. dengan menggunakan pendekatan kualitatif dan analisis pragmatik, artikel ini membuktikan inferioritas perempuan yang direfleksikan melalui penggunaan (1) pertanyaan penegas (2) pemagar, (3) partikel pragmatik, (4) implikatur percakapan, dan (5) metafora. kata kunci: inferioritas, masyarakat tutur, piranti linguistik mailto:hadiati@unsoed.ac.id lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 115 introduction speech community is an abstract concept which invites many linguists to broadly define it. speech community is not defined by any marked agreement in the use of language elements, so much as by participation in a set of shared norms; these norms may be observed in overt types of evaluative behavior, and by the uniformity of abstract patterns of variation which are invariant in respect to particular level of usage (labov, 1972: 120). uniformity which is a characteristic of speech community is debatable due to the fact that variation is commonly found in everyday language use. it is in line with gumperz who clearly states that whenever the relationship between language choices and rules of social appropriateness can be formalized, they allow us to group relevant linguistic forms into distinct dialects, style, and occupational or other special parlances (1971: 114). from these two different perspectives, it can be summed up that regardless of its uniformity in speech community, variation exists. variation in society may be caused by social or regional variation. regional variation takes place due to the geographical barriers across the globe. the existence of mountain and valley may hinder the spread of certain language. so does social factors. social factors also affect the language variation. gender is a social factor that may differentiate women‟s language compare to men‟s. in some societies women are treated unequally and it is clearly reflected in their language. language as a means of communication plays an important role in people‟s daily life. a novel is a cultural artifact that can be used to depict social praxis. the language used by the author mirrors the social condition of human real life. tohari‟s ronggeng dukuh paruk is a clear example of social portrait that contain language variation due to gender differentiation. some scholars have conducted several researches on women and men language differences (rodriguez, 2009; balogun, 2010; nakhavaly and sharifi, 2013). they find that women do speak differently compared to man due to some reasons. based on the background of the research, i intend to prove the use of linguistic devices to reflect women‟s inferiority in tohari‟s ronggeng dukuh paruk. it aims at proving that inferiority does exists in society. literature review speech community is constituted by female and male speaker and in some cultures women are treated differently, less important to be specific. sex is biological categorization based primarily on reproductive potential, whereas gender is the social elaboration of biological sex. gender is embedded so thoroughly in our institution, our actions, our belief, and our desires, that it appears to us to be completely natural. gender builds on biological sex, it exaggerates biological difference and indeed, it carries biological difference into domain in which it is completely irrelevant (eckert and mc connell-ginet, 2003: 10). research on how society treats women shows the lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 116 evidences that parents use more diminutives when speaking to girls than to boys (gleason et al., 1994), parents use more inner state words when speaking to girls (ely et al., 1995), and parents use more direct prohibitive and more emphatic prohibitive to boys than to girls (bellinger and gleason, 1982). the different treatment eventually makes girls and boys differentiated. women and men comprise speech community. due to social and cultural background, those two sexes speak differently. women are supposed to be politer than men with respect to their language. ancient history has noted that women are weak creature as it can be traced back to plato‟s and aristotle‟s work. according to plato (427 347 bc), women came about through a physical degeneration of the human being. “it is only males who are created directly by the gods and are given souls. those who live rightly return to the stars, but those who are „cowards‟ or [lead unrighteous lives] may with reason be supposed to have changed into the nature of women in the second generation.” aristotle also has similar perspective. aristotle (384 322 bc) considered women „defective‟ human beings. it has two clear explanations as follows. first, women were „infertile males‟. the female, since she is deficient in natural heat, is unable to „cook‟ her menstrual fluid to the point of refinement, at which it would become semen (i.e. „seed‟). therefore her only contribution to the embryo is its matter, and a „field‟ in which it can grow”. her inability to produce semen is her deficiency. second, the reason why the man dominates in society is his superior intelligence. only the man is a full human being. the relationship between male and female is by nature such that the male is higher, the female lower, that the male rules and the female is ruled. it is deliberately found that women speak differently due to some social and cultural constraints. lakoff (1975) identifies a woman register which serves to maintain woman‟s inferiority role in society. she argues that woman tend to use linguistic terms that reflect and reinforce a subordinate role. these include lexical hedges or filter, tag question, rising intonation on declaratives, empty adjective, precise color term, intensifier, hypercorrect grammar, super polite form, avoidance of strong swear word and emphatic stress. men tend to communicate differently with other men than they do with women, on the other hand, women tend to communicate the same with both men and women. what is introduced as a woman register is then developed by coates as deficit approach (1986). she highlights that deficit approach is atttibuted to jespersen that defines adult male language as the standard, and women‟s language as deficient. it emerges dichotomy between men‟s language and women‟s language. it is still questionable why it is men‟s language that becomes the benchmark as standard language and that women‟s language is the „other‟. as it is considered as the „other‟, women‟s language is labelled as the „wrong‟ language. whether it is conscious or not, language becomes a tool to show inferiority. nowadays, linguists are challenged not only to be able to produce a grammatical utterance but also to know what really happens in the world once an utterance is uttered. a contribution a speaker gives in a conversation does not only count on how she or he can produce an utterance but also how their interlocutor receives and lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 117 i use qualitative research utilizing ccontextual analysis. context becomes this article proves the use of linguistic devices in reflecting women‟s inferiority towards men. the research is conducted qualitatively. cresswell (1994) mentions that a qualitative research is an exploratory research where the researcher explores a single entity or phenomenon (the case) bounded by time and activity and collects detailed information by using a variety of data collection procedures during a sustained period of time. the data used in this research are women‟s utterances containing linguistic devices which reflect their inferiority as they are found in the novel ronggeng dukuh paruk. results and discussion the data shows that linguistic devices used by female speaker to show her inferiority include facilitative tag, hedging, pragmatic particle, conversational implicature, and metaphor. those linguistic devices reflect how women‟s are treated by their society. tag question found in the novel that reflect women‟s language characteristic is facilitative tag. facilitative tags are used as positive politeness devices because they invite the addressee to contribute to the discourse (holmes, 1995: 81). interprets it. conversation in a novel can depict a real condition of a society in a certain time as it can be seen in ronggeng dukuh paruk. the setting of ronggeng dukuh paruk portrayed the 1965‟s indonesian chaotic political situation in banyumas, a district in southern part of central java. the main character was srintil, a beautiful and talented traditional dancer. she was in love with her childhood friend, rasus; somehow; fate took them to different part and they could not be together. she was trained to be a dancer as well as a prostitute. srintil‟s godmother always pushed her to date any man as long as they can pay her. srintil could not refuse whatever her godmother command since she felt her godmother has done a lot for her. life treated srintil fiercely and pushed her in any situation that ruin everything she loved. srintil felt so inferior to the world particularly after she has lost everything. the conversations in the novel make use of some linguistic devices to show female inferiority in that era. method crucial in determining message in conversation since it helps participants to extract the information. besides, speaker sometimes conveys the message directly, thus, understanding context can be very helpful. halliday explicitly highlight the three parts of concept. it includes field, tenor, and mode of discourse (1989: 12). these three concepts are employed in this research. in addition, context includes linguistic context and non-linguistic context. linguistic context are those accompany the text. it can be utterance preceding or following the data. non-linguistic context can be the situation or participant of the conversation. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 118 facilitative tag is found in srintil‟s utterance as it is described by the conversation below. srintil : "rasus, do you want it, don‟t you?" rasus : "srin, this is the cemetery and it is near the sacred place of secamenggala. we may get cursed. we are not allowed to make such a thing here". bukak klambu contest is a traditional contest in which bukak means „to open‟ the conversation depicts the use of dont‟ you. don‟t you is classified as facilitative tag. this tag is used by the speaker to invite adressee to contribute in the discourse.by using don‟t you, srintil invites rasus to accept her offering. it is not only a yes-no question. srintil invites rasus to accept her offering to make love with her. asking a man to make love with her is considered as impolite in javanese traditional culture. a woman is supposed to give her virginity to her legal husband. by using facilitative tag, srintil intends to invite rasus to give respond. srintil does not ask rasus using direct request such as, will you make love to me‟, in fact, she uses facilitative tag to soften her offering. she ignores the use of direct offering because as a woman she feels ashamed asking a man to make love with her. the embarassing feeling caused by her invitation shows that woman feels inferior to man. the conversation clearly shows how women‟s inferiority is hidden in her utterance. the second conversation shows the use of hedging to show women‟s inferiority. hedging are linguistic devices which are aimed at reducing the imposition experienced by the person that the directive is addressed to. they attenuate or reduce the strength of the utterance (holmes, 1995: 74) as it is found in below conversation. context : after being released from jail, srintil does not dance anymore. she does not have any income even though she still has some assets. mrs. kartareja tries to convince her to continue her relation with marsusi, a man who once loved her very dearly. context : approaching the bukak klambu contest, srintil meets rasus in the village's cemetery. srintil intends to give her virginity to rasus. instead of giving her virginity to the man who can pay the highest price in bukak klambu contest, srintil chooses to give it to rasus because she loves him. after putting off her clothes, she asks rasus. and klambu means „a sheet to cover a bed‟. contextually, bukak klambu is a contest when a virgin dancer sells her virginity to those who give the highest payment or to the highest bidder. a dancer is a symbol of prosperity, fertility and motherhood, whoever can buy a dancer‟s virginity he will be highly respected in the society.as a virgin dancer, srintil is supposed to sell her virginity to the man who can give the highest offering. in fact, srintil is in love with rasus but he is only a poor village man who does not have much money. consequently, he cannot join the contest. a day before the contest, rasus meets srintil in secamenggala cemetery, a sacred place in their village. she seduces rasus to have sexual intercourse, however rasus refuses it. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 119 mrs. kartareja : "it goes like this my dearest one. you are different from me. you are still young and no one says that you are not beautiful. beautiful girl will be different from the ugly one until whenever. do you agree on that?" srintil : "hold on mrs. kartareja. what do you actually want to say?" mrs. kartareja : "well, it is like this my dear beauty. you said that you do not have income, so what if you work like you used to be? it iseasy for you, if only you want to”. srintil : "mrs. kartareja, please say it directly". mrs. kartareja persuades srintil so that srintil is willing to dance again. she wants srintil to dance again because of their financial condition. they do not even have enough money to live. however, mrs. kartareja does not express her intention explicitly. in fact, she uses hedging „"it goes like this my dearest one. you are different from me. you are still young and no one says that you are not beautiful. beautiful girl will be different from the ugly one until whenever. do you agree on that?" in spite of the fact that srtintil has asked her to speak directly, mrs. kartareja still uses hedging in her second reply as she says "well, it is like this my dear beauty. you said that you do not have income, so what if you work like you used to be? it is easy for you, if only you want to‟. by using hedging, mrs. kartareja intends to reduce the strength of her directives. knowing that mrs. kartareja has unspoken message, srintil then asks her to say it directly by uttering “mrs. kartareja, please say it directly‟. the use of hedging shows that mrs. kartareja feels inferior to srintil. mrs. kartareja is in the position of begging. she feels that she is in lower position compared to srintil. in her opinion, srintil is young and very talented dancer and it is easy for srintil to earn money. meanwhile, mrs. kartareja is old and she cannot dance as beautiful as srintil. it is hard for her to earn much money that she needs. based on the situation, it can be seen that mrs. kartareja feels inferior to srintil so that she cannot directly ask srintil to date a man. mrs. kartareja persuades her by using hedging to make her utterance more polite. mrs. kartareja needs to smoothe her utterance because she is in lower position compared to her interlocutor. pragmatic particles or commonly recognized as verbal fillers in brown and context : when srintil is going to meet her guest, she asks mrs. kartareja to accompany her. srintil : ”grandma, you should accompany me here.” levinson' term are described in language and gender research as characteristic of women‟s language (holmes, 1995: 86). the most frequently investigated of pragmatic particles are you know, i think and sort of. based on her research, holmes further explains that pragmatic particles have similar patterns. first, it reveals a complexity of functions which emphasises the futility of simply counting unanalysed forms. second, there are differences in the distribution of such forms in women‟s and men‟s speech, women tend to use pragmatic particles to express positive politeness more often than men do. in this novel, pragmatic particle is also used to express women‟s inferiority. the conversation below portraits the use of pragmatic particle in the novel lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 120 mrs. kartareja : “eh…… what happens to you? you act as if you were a virgin.” when srintil asks mrs. kartareja to accompany her, mrs. kartareja simply can answer it by saying yes or no. however, she chooses to use pragmatic particle eh before uttering her reply. by using pragmatic particle, mrs. kartareja has more time (any second) to think about her respond. pragmatic particle can be used by the speaker to make some preparation before answering a question. after uttering eh, mrs. kartareja can save some second to prepare her next utterance. in fact, mrs. kartareja can answer srintil‟s request by saying directly that she does not want to accompany her but she does not do that because she feels inferior to srintil. mrs. kartareja needs srintil as her financial source. due to the fact that she needs srintil, mrs. kartareja needs to behave politely in front of her. pragmatic particle eh as it is shown in the conversation above reflectsmrs. kartareja politeness. her politeness emerges as the clue of her inferiority. mrs. kartareja feels inferior since she is afraid of saying directly that she does not want to accompany srintil. to support her inferiority, she uses pragmatic particle „eh‟ to show her reluctance. her reluctance is a realization of her politeness. her politeness as well as her inferiority are realized in pragmatic particle eh. it can be grasped that women express their inferiority to other women by using pragmatic particle. context : mrs. kartareja persuades srintil who has just finished sexually serving dower, to sexually serve sulam. she tantalizes her with a golden ringgit and ensures her that she will be the only girl in dukuh paruk who has more than just a golden ringgit. srintil : "do i also have to sexually serve sulam?" mrs. kartareja : "it is ok, isn‟t it? you will be the only girl in dukuh paruk who has a golden ringgit". srintil : "but i feel i have a stomachache. it hurts so much". mrs. kartareja as srintil spiritual dancer trainer asks srintil to serve both men who join bukak klambu contest. srintil says that she gets stomachache. she says that she was sick because she does not want to sexually serve sulam, the man who can pay in bukak klambu contest. srintil does not explicitly express her disagreement on mrs. kartareja‟s request. in fact, she says that she is sick. her reply is considered as indirect reply which carries hidden meaning. expressing intention indirectly in a conversation can be categorized as conversational implicature. a speaker has additional meaning in her utterance. the fourth linguistic devices used to show women‟s inferiority is conversational implicature. conversational implicature is defined as an attempt at explaining how a hearer gets from what is said to what is meant, from the level of expressed meaning to the level of implied meaning (grice, 1975). thomas further says that they (conventional and conversational implicature), in the case of conventional implicature, the same implicature is always conveyed, regardless of context, whereas in the case of conversational implicature, what is implied varies according to the context of utterance (1996: 57). the use of conversational implicature to show refusal indirectly is portrayed by the conversation below. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 121 the hidden meaning which is realized in conversational implicature indicates speaker‟s inferiority. srintil feels inferior to mrs. kartareja because she is srintil‟s guardian angel. when her parents passed away, srintil was adopted by mrs. kartareja. she is indebted to mrs. kartareja for everything she has done for her. this feeling arouses srintil‟s inferiority to mrs. kartareja. the use of conversational implicature in her utterance shows srintil‟s inferior feeling to mrs. kartareja. the use of conversational implicature indicates that the speaker hides „something‟. in other word, speaker uses indirect language to express the feeling. it can be summed up that conversational implicature can be used to show women‟s inferiority. the conversation below depicts the use of metaphor to show women‟s inferiority. context : when srintil feels so upset, she decides to go to the market. there are many sellers who know her and are curious to know her condition. seller 1 : “what happens on earth so that srintil‟s world is completely dark (jagate kayong peteng dhedhet)?” seller 2 : “well i guess if there is a sad dancer, there must be something wrong with her boss.” seller 1 : “mrs. kartareja?” metaphor is hardly a manifestation of analogical reasoning; it reveals how humans go about creating analogy. in the metaphor jagate kayong peteng dhedet, there are topic (tenor) and vehicle. the combination of topic and tenor creates a new meaning and it is called ground. the utterance jagate kayong peteng dhedet is a metaphor describing a condition in which a person‟s life is in sadness and despair. jagat means „the world‟ and peteng dhedhet means „very dark‟. seller 1 compares srintil‟s life to a dark night particularly after everything happens in her life. she feels sorry for her. the participants in the above conversation belong to similar group, similar society hence they share similar schemata. they know srintil‟s story so that metaphor jagate kayong peteng dhedet can be clearly understood. describing a life with something very dark shows that life is miserable. using metaphor to express something indirectly indicates that the speaker feels inferior to hearer. srintil as a famous and talented dancer has a higher social status compared to the sellers in traditional market. not everyone can be a dancer. she needs more than talent to become a dancer. hence, by being a famous dancer, srintil has achieved higher social rank in her society. knowing that srintil is higher than herself, the speaker feels inferior to her and consequently she expresses her metaphor is also found in the data as a linguistic device to show women‟s inferiority. metaphor is interpreted because an utterance calls to mind a metaphorical meaning. this meaning has to be (a) restricted to some ways of calling to mind and (b) systematic, shared between speakers and hearers (jaszczolt, 2002: 349). when a speaker uses a metaphor, the hearer is supposed to be able to grasp the additional meaning so that the communication can run smoothly. if the interlocutor cannot fully understand the speaker‟s meaning, the participant cannot reach the communication‟s goal. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 122 feeling by using metaphor. it is noted that metaphor can be used to show inferiority in women‟s utterances. conclusion society which consists of female and male speaker has various linguistic linguistic provide significant devices to express any feeling experienced by society member. the article has proven that inferiority are expressed by using various linguistic devices includes question tag, hedging, pragmatic particle, conversational implicature, and metaphor. by utilizing context, those linguistic devices are clearly depicted to show women‟s inferiority in tohari‟s ronggeng dukuh paruk. to gain a deeper insight what embodided those phenomenon, a more comprehensive reserach can be conducted. in addition, this research, however, does not consider other linguistic realization such as honorific to show inferiority. honorific plays important role in javanese culture since it reflect the positioning. considering honorific in javanese culture would be linguistically beneficial for further research. references balogun, oladele abiodun. 2010. “proverbial oppression of women in yoruba african culture: a philosophical overview.” thought and practice: a journal of the philosophical association of kenya (pak). new series, vol2, no.1, pp.21-36. bellinger, d. and gleason, jean berko. 1982. sex differences in parental directives to young children. journal of sex roles, 8: 1123-1139. coates, jennifer. 1986. women, men and language: a sociolinguistic account of gender differences in language. london: longman. creswell, john w. 1994. research design: qualitative & quantitative approaches. london: sage publications. eckert, penelope and mcconnell-ginet, sally. 2003. language and gender. cambridge: cambridge university press. realization. the language used by a group may reflect something happened in the society itself. in some culture male linguistic choices is regarded as the benchmark of the standard language. it implies that female linguistic form is the subclass. being the member of the subclass group, female tend to show her inferiority through her language choice. realizing that language choice reflects speaker‟s mind, female speaker makes use of linguistic devices to express inferiority. a novel is a miniature of the society. what happens in the society can be genuinely and clearly illustrated in a novel. a novel can be a linguistic resource since it contains utterances showing the imaginary life of the characters. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 123 ely, richards; gleason, jean berko; nnarasimhan, bhuvaneswari; and mccabe, alyssa. 1995. family talk about talk: mothers leads the way. discourse processes, 9(2): 201-218. gleason, jean berko.; perlmann, r.y.; ely d.; evans, d. 1994. the baby talk register: parent‟use of diminutives. in j.l. sokolov and c.e. snow. (eds). handbook of research in language developmen using childes.hilsdale, nj: lawrence erlbaum, pp 50-76. grice, h. p. 1975. logic and conversation. in cole, p., morgan, j.l. (eds). syntax and semantics 3: speech acts. new york: academic, pp 41-58. gumperz, j. j. 1971. language in social groups. stanford: standford university press. halliday, m.a.k. and ruqaiya hasan. 1989. language, context and text: aspect of language in social-semiotic perspective. victoria: deakin university. holmes,janet. 1995. women, men and politeness. essex: pearson education limited. jaszczolt, k.m., 2002. semantics and pragmatics: meaning in language and discourse. london: longman. lakoff, robin. 1975. language and women‟s place: text and commentaries. new york: longman. labov, w. 1972.sociolingusitc patterns. philadelphia: university of pennsylvania press. nakhavaly, fekhteh and shahla sharifi. 2013. “on sex discrimination in persian proverbs”. theory and practice in language studies, vol. 3, no. 1, pp. 195-200. rodriguez, irene lopez. 2009. “of women, bitches, chickens and vixens: animal metaphors for women in english and spanish”. cultural studies journal of universitat jaume1. culture, language and representation. vol.vii, pp.77-100. . thomas, jenny. 1996. meaning in interaction: an introduction to pragmatics. london: longman. aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 45 penggunaan bahasa sunda pada pembelajaran bahasa inggris the use of bahasa sunda in english language teaching lystiana nurhayat hakim pipit prihartanti sugiarto universitas perjuangan tasikmalaya, tasikmalaya tianaghea@gmail.com riwayat artikel: dikirim 17 maret 2020; diterima 22 juni 2020; diterbitkan 30 juni 2020 abstrak bahasa sunda merupakan bahasa pertama masyarakat jawa barat dan tidak sedikit orang yang menggunakan bahasa sunda diberbagai aspek kehidupan, salah satunya dalam pendidikan.sekarang ini banyak dijumpai peomena penggunaan bahasa sunda sebagai bahasa pertama dalam pembelajaran bahasa inggris. beberapa ahli memperdebatkan penggunaan bahasa pertama dalam pengajaran bahasa asing yang dinilai akan menganggu makna, tujuan, dan fungsi bahasa inggris. oleh karena itu penting sekali bagi peneliti untuk melakukan penelitian dengan tujuan untuk mencari tahu fungsi dan alasan penggunaan bahasa sunda dalm pembelajaran bahasa inggris dan mencari tahu persepsi siswa terhadap penggunaan bahasa sunda dalam proses belajar mengajar bahasa inggris. penelitian ini menggunakan studi kasus dimana tiga orang guru bahasa inggris dan 20 orang siswa menjadi subjek penelitian. instrumen penelitian yang dipakai ialah obesrvasi, wawancara, dan kuesioner. hasil dari penelitian ini ialah bahasa sunda digunakan dalam pemberian instruksi, pemberian motivasi, penjelasan kosakata dan materi ajar, menunjukan ekspresi marah, kecewa, dan bahagia, penggunaannya dilakukan dengan tujuan untuk memberikan rasa nyaman dan kemudahan ketika berkomunikasi dan berinteraksi baik dengan guru maupun teman sejawat, serta untuk menghindari kesalahpahaman makna baik dalam komunikasi biasa ataupun dalam pemeberian materi ajar. selain itu hasil dari penelitian ini ialah siswa menunjukan persepsi positif terhadap penggunaan bahasa sunda dalam pembelajaran bahasa inggris di kelas. kata kunci: bahasa ibu, pembelajaran, bahasa asing http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 mailto:tianaghea@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 46 abstract the purposes of this research were to investigate learners’ perception toward the use of bahasa sunda in english class, the function of bahasa sunda in efl class, and the reasons of using bahasa sunda in english class. the participants were 20 students in one of senior high school in west java, indonesia. this research was designed in qualitative study by distributing a questionnaire and conducting observation and interview as the data collection techniques. the findings showed that bahasa sunda used for giving instruction and motivation, explaining vocabulary and teaching materials, and showing several expressions of angry, disappointed, and happy. in addition, the purposes of using bahasa sunda in english language teachings are to create comfort atmosphere, to help students in communicating and interacting with the teachers and friends, and to avoid misunderstanding both in verbal communication and in giving teaching materials. furthermore, they also welcome the l1 (bahasa sunda) and they have positive perception toward the use bahasa sunda in english language learning. in view of this, the use of both their l1 and l2 should be balanced. keywords: efl student teachers; english teaching and learning; first language; foreign language pendahuluan bagi sebagian siswa di jawa barat belajar bahasa inggris merupakan hal yang sangat menakutkan.terkadang mereka merasa frustasi dan tegang untuk belajar bahasa inggris. oleh karena itu beberapa guru bahasa inggris menggunakan bahasa pertama yaitu bahasa sunda dalam kegiatan pembelajaran dengan tujuan agar siswa menjadi lebih mengerti akan materi yang diajarkan. bahasa pertama ialah bahasa yang diperoleh seseorang secara alami dari waktu ke waktu dari lingkungan tempat tinggalnya. dengan kata lain bahasa pertama ialah bahasa ibu atau bahasa yang diperoleh seseorang pertama kali. selain itu (khati, 2012) menyatakan bahwa bahasa pertama ialah bahasa yang diproduksi seseorang sejak kecil dan dapat menggunakannya dengan nyaman diberbagai keadaan. (harmer, 2007) percaya bahwa penggunaan bahasa pertama dalam pembelajaran tidak dapat dihindari dan merupakan hal yang lumrah terjadi pada interaksi kelas. pada umumnya penggunaan bahasa pertama di kelas bahasa inggris ialah untuk menjembatani gap yang terjadi anatara siswa dan guru pada saat interaksi, contohnya seorang guru menerjemahkan ke dalam bahasa pertama mereka saat mereka tidak paham dengan instruksi yang diberikan. akan tetapi penggunaan bahasa pertama dalam pembelajaran bahasa inggris harus dipertimbangkan sebaik mungkin agar tidak terjadi kesalahan dalam pemerolehan bahasa kedua bagi siswa. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 47 penggunan bahasa pertama pada pembelajaran bahasa asing merupakan isu yang sangat menarik untuk diteliti.beberapa teori percaya bahwa hal tersebut memiliki kontribusi yang baik dalam pembelajaran bahasa asing.(harmer, 2007) dan (brown, 2007) menganggap bahwa menggunakan bahasa pertama akan bermanfaat dan berguna untuk memfasilitasi dan mendukung proses belajar mengajar. hal ini didukung dari hasil penelitian yang dilakukan oleh (alshehri, 2017) yang mengatakan bahwa sebagaian besar guru menggunakan bahasa pertama untuk menjelaskan kosakata, mengklarifikasi makna kalimat yang sulit dipahami, serta membangun hubungan yang baik dengan siswa, mereka juga percaya bahwa bahasa pertama akan meningkatkan pembelajaran bahasa asing. penggunaan bahasa pertama juga dilakukan untuk menjelaskan tata bahasa yang sulit, kata yang ambigu, instruksi yang panjang, untuk memberikan masukan dan untuk mengecek kepahaman siswa (buyukyazi, 2011). (zakaria, 2017) juga berpendapat bahwa dalam pembelajaran bahasa inggris sebagai bahasa asing guru mengalami kesulitan untuk memfasilitasi belajar siswa kecuali adanya interfensi atau penggunaan bahasa pertama.sebaliknya, selain itu (ghorbani, 2011) berpendapat bahwa siswa dapat meningkatkan pemahaman dan kemampuan berbicara bahasa inggris secara efektif jika menggunakan bahasa pertama. penggunaan bahasa pertama juga diyakini dapat membantu siswa memperoleh pengetahuan yang dibutuhkan dan untuk memberikan solusi akan ketidakpahaman mereka dalam belajar bahasa inggris. beberapa siswa merasa pembelajaran bahasa inggris sulit dan mereka mengalami masalah dalam mengemukakan ide, pendapat, dan komentar dengan menggunakan bahasa inggris dalam pembelajaran, maka mereka lebih memilih untuk menggunakan bahasa pertama untuk berinteraksi dengan guru dan temannya dikelas. akan tetapi penggunaan bahasa pertama dalam pembelajaran bahasa inggris masih diperdebatkan apakah diperlukan dalam pembelajaran bahasa inggris atau tidak dengan alasan tidak semua instruksi dalam bahasa inggris dapat diterjemahkan ke dalam bahasa pertama langsung, artinya guru harus mempertimbangkan makna dan tata bahasa yang diterjemahkan. dan hal ini tentunya akan sangat memakan banyak waktu dan ditakutkan akan membuat proses belajar mengajar menjadi tidak efektif. cristina dan voicu (2012) mengidentifikasi beberapa kekurangan dari penggunaan bahasa pertama dalam pembelajaran bahasa inggris. pertama, penggunaan bahasa pertama yang terlalu berlebihan mengakibatkan kebiasaan buruk bagi guru dan siswa pada proses pembelajaran, interaksi di kelas dengan menggunakan bahasa pertama akan dirasa nyaman oleh siswa sehingga mereka tidak mau membiasakan berbicara dengan bahasa inggris. kedua, bahasa pertama akan membuat siswa bingung dan salah paham ketika mereka menggunakan bahasa inggris, hal ini dikarenakan terdapat ketidaksesuaian pemilihan kata yang berasal dari bahasa pertama ke bahasa inggris, begitupun sebaliknya. ketiga, ketika guru mengggunakan bahasa pertama dalam http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 48 pembelajaran bahasa inggris maka akan menimbulkan pola kalimat yang tidak benar. melihat pada kelebihan dan kekurangan penggunaan bahasa pertama dalam pembelajaran bahasa inggris maka penelitian terkait tujuan dan alasan penggunaan bahasa pertama tersebut perlu dilakukan, selain itu mencari tahu pandangan siswa akan penggunaan bahasa pertama dalam pembelajaran bahasa asing juga sangat diperlukan untuk mencari langkah yang harus dilakukan oleg guru selanjutnya dalam mengajar bahasa inggris. hal ini tidak dilakukan oleh peneliti sebelumnya maka penelitian ini bertujuan untuk mengidentifikasi fungsi penggunaan bahasa sunda dalam pembelajaran bahasa inggris, mengidentifikasi alasan penggunaan bahasa sunda dalam pembelajaran bahasa inggris, dan mencari tahu persepsi siswa terhadap penggunaan bahasa sunda dalam proses belajar mengajar bahasa inggris. penelitian terkait penggunaan bahasa ibu atau bahasa pertama pada pembelajaran bahasa asing telah dilakukan oleh beberapa peneliti terdahulu diantaranya ialah (romero & manjarres, 2017), (pardede, 2012)(zakaria, 2017), dan (alshehri, 2017). khati (2012) mengidentifikasi peran bahasa nepal sebagai bahasa ibu atau bahasa pertama siswanya pada pembelajaran bahasa asing, hasil penelitiannya menunjukkan bahwa peran bahasa pertama mereka ialah untuk menolong siswanya agar lebih nyaman dan percaya diri, untuk mengecek pemahaman, dan untuk menerjemahkan kosakata.selain itu, pardede (2013) menyimpulkan bahwa jika guru menggunakan bahasa pertama maka penjelasan grammar, pemberian instruksi, diskusi dan pengecekan pemahaman siswa menjadi lebih efektif. selanjutnya penelitian alshehri (2017) juga membuktikan bahwa bahasa pertama atau bahasa ibu digunakan untuk menjelaskan kosakata, mengklarifikasi makna yang tidak jelas, dan membangun interaksi dan kerjasama dengan siswa. akan tetapi, hasil penelitian dia juga menunjukkan bahwa guru memiliki pandangan untuk memaksimalkan penggunaan bahasa asing (bahasa inggris), mereka pun percaya bahwa bahasa inggris harus menjadi bahasa utama pada proses pembelajaran, serta guru menjadi model bagi siswa dalam menggunakan bahasa inggris.hal ini sesuai dengan penelitian yang dilakukan zakaria (2017) yang menunjukkan bahwa penggunaan bahasa pertama oleh guru membantu ketika menimbulkan keamanaan, menyampaikan kata, memeriksa pemahaman, dan menjelaskan pola tata bahasa.dia juga menemukan beberapa siswa yang merasa malu, takut melakukan kesalahan serta cemas dalam menggunakan bahasa asing.oleh karena itu bahasa ibu atau bahasa pertama mereka membantu membuat mereka nyaman dan memperoleh kepercayaan diri, sehingga motivasi belajar mereka tidak menurun. romero & manjarres (2017) juga meneliti akan pengaruh bahasa pertama pada pembelajaran bahasa. hasil penelitian mereka menunjukan bahwa kebiasaan siswa dalam menggunakan bahasa ibu terbawa dalam pembelajaran bahasa asing, contohnya dalam menggunakan tanda baca dalam http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 49 menulis, membuat kalimat yang secara struktur bahasa kurang tepat (bahasa ibu yang diterjemahakan secara langusng pada bahasa asing), serta dalam melafalkan kata dengan intonasi, tekanan, bahkan dialek nya bahasa ibu mereka. bahasa pertama merupakan bahasa yang pertama kali diperoleh seseorang, sedangkan bahasa kedua diperoleh atau dipelajari setelah seseorang menguasai bahasa pertama. pemerolehan bahasa pertama merupakan proses dimana seseorang mendapatkan bahasa ibunya, dan hal ini tejadi mulai masa kanak-kanak hingga dewasa (setyadi & salim, 2013). berbeda dengan pemerolehan bahasa pertama, seseorang memperoleh bahasa kedua melalui proses pembelajaran dan secara sadar dipelajari baik di kelas maupun di luar kelas. pemerolehan bahasa pertama dapat menjadi pembanding yang baik sebagai titik tolak untuk menjelaskan pemerolehan bahasa kedua. selain itu, pada pemerolehan bahasa pertama, anak umumnya melalui beberapa tahapan akuisisi bahasa sehingga pemerolehan bahasa kedua juga memerlukan waktu untuk proses internalisasi (maharani & astuti, 2018). seperti yang terjadi di jawa barat dimana bahasa sunda merupakan bahasa pertama masyarakatnya mempengaruhi pemerolehan bahasa asing yaitu bahasa inggris. mata pelajaran bahasa inggris pun telah diajarkan sejak anak duduk di sekolah dasar hingga sma, akan tetapi hasil yang diperoleh tidak sebanding dengan lamanya proses pembelajaran bahasa inggris. hal ini dikarenakan banyak yang mengasumsikan bahwa bahasa asing hanya dipelajari di dalam kelas saja dan tidak untuk digunakan sehari-hari (syahid, 2015). seperti yang telah dipaparkan sebelumnya bahwa penggunaan bahasa pertama pada pembelajaran bahasa asing memiliki dampak positif dan negatif. selain dapat memberikan kenyamanan, kemudahan, serta kejelasan pada siswa hal ini juga dapat mengakibatkan siswa terbiasa menggunakan bahasa pertama mereka sehingga percaya diri dan tingkat penguasaan bahasa keduanya pun rendah. maka dari itu penelitian ini dilakukan untuk mengidentifikasi alasan, fungsi, serta persepsi siswa dalam menggunakan bahasa pertama pada pembelajaran bahasa asing. metode penelitian ini menggunakan desain kualitatif yaitu studi kasus yang ditujukan untuk mencari tahu fungsi dan alasan penggunaan bahasa pertama tersebut serta mencari tahu pandangan siswa akan penggunaan bahasa pertama dalam pembelajaran bahasa inggris. subjek penelitian ini adalah 3 orang guru bahasa inggris dan 20 siswa di salah satu sekolah di jawa barat. untuk menjawab semua pertanyaan penelitian, peneliti menggunakan kuesioner, wawancara, dan observasi sebagai instrumen penelitian. kuesioner yang digunakan terdiri dari 10 pernyataan, kuesioner ini diberikan kepada siswa untuk mencari tahu pandangan siswa terhadap penggunaan bahasa http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 50 sunda dalam pembelajaran bahasa inggris. untuk mencari tahu alasan penggunaan bahasa pertama dalam pembelajaran bahasa inggris, penulis menggunakan wawancara. wawancara dilakukan kepada 3 orang guru dengan menggunakan 5 butir open-ended questions dimana guru dapat menjawab pertanyaan dengan bebas dan tidak terbatas, dengan demikian peneliti dapat menggali lebih dalam informasi pada guru terkait dengan alasan penggunaan bahasa pertama dalam pembelajaran bahasa inggris. selanjutnya obesrvasi digunakan peneliti untuk melihat fungsi bahasa pertama dalam pembelajaran bahasa inggris. obesrvasi dilakukan sebanyak 4 kali. peneliti mengamati semua proses pembelajaran dari awal hingga akhir pembelajaran. selain menggunakan observation checklist, peneliti jugan menngunakan catatan (field note) untuk mencatat hal-hal yang terjadi selama proses kegiatan belajar mengajar. analisis data pada penelitian ini menggunakan model interaktif (miles, huberman, & saldana, 2014), kegiatan analisis terdiri dari tiga alur kegiatan yang terjadi secara bersamaan, yaitu reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi. pada tahap reduksi data, data diperoleh dari hasil observasi terkait penggunaan bahasa sunda dalam pembelajaran bahasa inggris, kuesioner pada siswa terkait persepsi siswa akan penggunaan bahasa sunda dalam pembelajaran bahasa inggris, dan wawancara terkait alasan dan fungsi penggunaan bahasa sunda dalam pembelajaran bahasa inggris, ketiga data tersebut kemudian dirangkum, dipilih dan dikategorikan serta data difokuskan pada hal-hal yang sesuai dengan tujuan penelitian. tahap selanjutnya ialah penyajian data berupa narasi catatan lapangan, narasi catatan hasil wawancara, dan tabel hasil kuesioner, kemudian tahap terakhir ialah membuat kesimpulan dan menjawab pertanyaan penelitian dari data yang telah direduksi dan disajikan. hasil dan pembahasan seperti yang telah dipaparkan sebelumnya bahwa tujuan penelitian ini ialah untuk mencari tahu fungsi bahasa sunda dalam pembelajaran bahasa inggris, alasan pengginaan bahasa sunda dalam pembelajaran bahasa inggris, dan persepsi siswa terhadap penggunaan fungsi bahasa sunda dalam pembelajaran bahasa inggris. dengan menggunakan observasi, kuesioner, dan wawancara sebagai instrumen penelitian, maka penelitian ini menghasilkan beberapa temuan sebagai berikut: a. fungsi bahasa sunda dalam pembelajaran bahasa inggris: data observasi dan wawancara yang telah dilakukan menunjukkan bahwa sebagian besar fungsi penggunaan bahasa sunda dalam pengajaran bahasa inggris ialah untuk memberikan instruksi atau perintah.berikut merupakan contoh instruski atau kalimat perintah yang diucapkan siswa dan guru. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 51 [1] guru : clean the whiteboard, enggal hapus borna! (clean the whiteboard, cepat bersihkan papan tulisnya!) siswa : nu piket, adi tuh hapus borna geuwat! (yang piket kelas hari ini, adi cepat bersihkan papan tulisnya!) pada data 1 diatas terlihat bahwa guru langsung menjelaskan kalimat perintah kedalam bahasa sunda setelah berbicara menggunakan bahasa inggris, siswa pun meresponnya dengan bahasa sunda dan siswa menyuruh temannya yang piket kelas untuk membersihkan papan tulis menggunakan bahasa sunda. [2] guru : deni, can you come forward! deni : naon bu? (apa bu?) guru : kadieu kapayun! (kesini kedepan!) data 2 menunjukkan siswa tidak paham akan instruksi guru yang menyuruhnya untuk kedepan kelas, siswa pun merespon dengan bahasa sunda dan guru langsung memberi perintah kedepan dengan menggunakan bahasa sunda juga. [3] siswa a : ssst…garandeng geura ih, repeh! (ssst… jangan berisik) siswa b : hey barudak, tuh si ibu nempokeun, ngalobrol wae tuda! (hai, teman-teman, bu guru lihatin kita, jangan ngobrol terus!) [4] siswa d : bu, jelaskeun deui geura, bisi abi salah! (bu, tolong dijelaskan kembali, saya takut salah!) guru : with my pleasure! pada data 3 dan 4 pemberian instruksi atau perintah dilakukan tidak hanya antara siswa dan guru melainkan juga antara siswa dan siswa.pada umumnya siswa di smpn satu atap 1 cipaku lebih cepat dan paham jika kalimat perintah untuk melakukan sesuatu dalam kegiatan belajar mengajar bahasa inggris menggunakan bahasa sunda. fungsi yang kedua ialah untuk memberikan motivasi pada proses belajar mengajar. dengan menggunakan bahasa sunda pemberian motivasi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 52 dari guru ke siswa dan dari siswa ke siswa lainnya lebih berhasil ditambah dengan menggunakan bahasa sunda proses pemberian motivasi pun mudah dipahami. [5] guru : den, where is your homework? siswa : pr bu? guru : yes, your homework. siswa : tapi da padu bu ngerjakeuna. (tapi saya asal mengerjakannya bu) guru : good try. but not quite right. siswa : hese bu (susah bu) guru : sing rajin maca, sok cobian deui gera! (kamu harus rajin baca, coba kerjakan lagi ya!) siswa : uhun bu (baik bu) data 5 menunjukan bahwa guru memberikan motivasi pada siswa agar membaca dan mengerjakan lagi tugasnya. guru menggunakan bahasa sunda dalam memberikan motivasi pada siswa tersebut. fungsi yang ketiga ialah untuk memberikan penjelasan kosakata, kalimat, serta pelafalan kata dalam bahasa inggris. ketika proses belajar mengajar berlangsung dan siswa ada yang tidak paham dengan apa yang diajarkan guru, maka secara langsung guru menerjemahkan materi tersebut ke dalam bahasa sunda, termasuk juga menerjemahkan kosa kata langsung ke bahasa sunda. [6] guru : what is the purpose of the text?jadi tujuan teks ieu naon? (what is the purpose of the text? jadi apa tujuan teks ini? [7] guru : purbaratu’s fiance.tunanganna purbaratu. (purbaratu’s fiancé.tunangannya purbaratu) [8] siswa : bu, ai mole the naon? guru : karang (tahi lalat) data 6, 7, dan 8 jelas menunjukkan bahwa guru langusng menerjemahkan kata dan kalimat ke dalam bahasa sunda. selain itu ketika siswa bertanya akan makna suatu kata, guru tidak memberikan tanda atau gesture dan contoh kalimat lain, tapi guru langsung menjawabnya dengan menggunakan bahasa sunda. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 53 fungsi yang keempat ialah mengeskpresikan marah, kecewa, serta bahagia.hal ini terlihat pada saat pemberian hukuman di kelas.ekspresi marah diberikan oleh guru dan siswa disampaikan dengan bahasa sunda.begitupun sebaliknya ekpresi bahagia dan bercanda ditunjukkan dengan menggunakan bahasa sunda oleh guru dan siswa. [9] guru : i like that! give applause please! siswa x : wow! you did great job! siswa b : bisaan euy, keren lah! (keren, kamu hebat!) [10] siswa : bu, y niron wae ka abi! (bu, y nyontek terus pada saya) guru : y, teu kenging niron atuh. kerjakeun nyalira. (y, tidak boleh nyontek!kerjakan sendiri!) [11] guru : f, stop talking and go out right now! siswa : naon bu? (apa bu?) guru : eeh, kaluar, kaluar! ngaganggu wae nu keur diajar! (eeh, keluar, keluar! menganggu yang sedang belajar saja!) pemberian pujian, mengungkapkan kesal dan marah dilakukan guru dengan menggunakan bahasa sunda. pada data 9, 10, dan 11 ketika guru mengungkapkan perasaannya menggunakan bahasa inggris siswa tidak paham, maka guru pun langsung menggunakan bahasa sunda sebagai respon pada ketidakpahaman siswa akan apa yang telah ia ucapkan. b. alasan penggunaan bahasa sunda dalam pembelajaran bahasa inggris: untuk menjawab pertanyaan penelitian yang kedua ini peneliti menggunakan wawancara sebagai instrumen penelitian. wawancara dilakukan pada siswa dan guru. hasil wawancara menunjukkan bahwa guru dan siswa memiliki alasan yang sangat kuat dalam penggunaan bahasa sunda pada pengajaran bahasa inggris. pertama, untuk memberikan kenyamanan pada siswa agar berani dan aktif di kelas maka guru mempersilahkan siswa untuk mengunakan bahasa sunda. guru sangat paham sekali dengan kondisi siswanya, dengan lingkungan yang jauh dari perkotaan maka kebutuhan siswa untuk belajar bahasa inggris sangatlah rendah, maka ketika guru menggunakan bahasa inggris dikelas siswa terlihat bingung, tegang, dan terkadang tujuan pembelajaran pun tidak tercapai dengan baik. oleh karena itu untuk memberikan rasa nyaman pada siswa untuk belajar bahasa inggris, guru pun menggunakan bahasa sunda pada proses belajar mengajar. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 54 selain itu, karena kepercayaan diri siswa kurang dalam menggunakan bahasa inggris di kelas sehingga ketika guru memberikan perintah untuk tampil di depan kelas, bertanya, atau pun merespon guru, maka siswa pun menjadi pasif bahkan mereka hanya berdiam diri tanpa memberikan kontribusi aktif di kelas. begitu pun sebaliknya, ketika siswa diberi kesempatan untuk tampil dengan menggunakan dua bahasa (bahasa inggris dan bahasa sunda) siswa pun bersemangat dan mau terlibat aktif pada kegiatan belajar mengajar. kedua, penggunaan bahasa sunda menjadi kebiasaan yang digunakan dalam kehidupan sehari-hari siswa, maka penggunaan bahasa sunda dijadikan alasan untuk memudahkan memahami bahasa inggris.guru di sekolah tersebut mengungkapkan bahwa siswa sangat asing dengan bahasa inggris, kondisi lingkungan serta latar belakang orang tua mempengaruhi siswa untuk tidak tertarik mempelajari bahasa asing. dengan demikian, guru memilih menjelaskan materi langsung pada intinya dengan menggunakan bahasa sunda. guru juga merasa proses belajar mengajar menjadi kurang efektif ketika menggunakan bahasa inggris penuh, siswa nya tidak paham dan guru harus menerjemahkan ke dalam bahasa sunda. ketiga, untuk menghindari kesalahpahaman makna bahasa inggris maka guru dan siswa menggunakan bahasa sunda sebagai alat penerjemah bahasa inggris.pada pelaksanaan kegiatan belajar mengajar tidak jarang guru menerjemahkan bahasa inggris ke dalam bahasa sunda. hal ini dikarenakan siswa tidak memiliki kamus bahasa inggris-bahasa indonesia yang dapat mereka gunakan untuk mencari makna kata-kata yang sukar untuk dipahami.guru juga berpendapat bahwa gesture kurang dapat membantu siswa memahami kata atau kalimat dalam bahasa inggris.pemberian contoh dengan menggunakan kata ganti atau sinonim juga telah guru lakukan, namun tetap saja siswa lebih memahami kata yang diterjemahkan guru ke dalam bahasa sunda. c. pandangan siswa terhadap penggunaan bahasa sunda dalam pembelajaran bahasa inggris: untuk menjawab pertanyaan penelitian ini, peneliti menggunakan kuesioner pada siswa. tabel 1: persepsi siswa terhadap penggunaan bahasa sunda pada pembelajaran bahasa inggris no statements sa a n da sda 1 i like when my english teacher tend to use bahasa sunda as the medium instruction 35% 37% 28% http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 55 2 the use of english only in the classroom can improve my english standard. 12% 5% 37% 46% 3 english teacher are good examples if they only use english in the classroom. 35% 50% 15% 4 it is fun to listen to my friends speaking english in the class. 20% 38% 42% 5 i will not be upset if my friends also speak bahasa sunda in the class. 12% 42% 25% 21% 6 given the choice, i prefer using english-only in english classes instead of mixing it with bahasa sunda. 35% 50% 15% 7 if my english teacher uses english to teach english, i will be excited. 32% 18% 50% 8 the use of bahasa sunda can make me master in english well. 32% 25% 23% 20% 9 i don’t understand if my teacher and friend speak english in the classroom. 35% 27% 38% 10 i will not be excited when my teacher use english fully in the classroom. 50% 12% 38% (haryanto, sulistiyo, khairani, & wulan, 2016) berdasarkan data pada tabel 1, 72% siswa menyukai penggunaan bahasa sunda dalam pemberian instruksi atau perintah di kelas, akan tetapi 83% siswa yakin bahwa penggunaan bahasa inggris secara penuh dapat meningkatkan kualitas bahasa inggris mereka. hal ini juga didukung dengan 35% siswa merasa bahwa guru bahasa inggris mereka ialah contoh terbaik dalam pembelajaran bahasa inggris, tentunya jika guru menggunakan bahasa inggris secara penuh di kelas. selanjutnya 80% siswa merasa tidak suka saat mendengar temantemannya menggunakan bahasa inggris di kelas, bahkan 54% siswa tidak merasa khawatir jika dalam pembelajaran bahasa inggris teman-teman mereka menggunakan bahasa sunda dan 71% siswa pun tidak paham saat mendengar guru dan siswa lainnya berbicara bahasa inggris. selain itu 62% siswa tidak bahagia jika guru mereka menggunakan bahasa inggris penuh di kelas. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 56 ketika diberikan pilihan 85% siswa setuju untuk menggunakan bahasa inggris di kelas walaupun dicampur dengan bahasa sunda. mereka memerlukan bahasa ibu mereka dalam kegiatan belajar mengajar, haldemikian juga terlihat bahwa 68% siswa tidak setuju jika guru mereka menggunakan bahasa inggris secara penuh di kelas. dengan menggunakan dua bahasa yaitu bahasa sunda dan bahasa inggris secara bersamaan 57% siswa setuju bahwa mereka lebih paham dan dapat menguasai bahasa inggris dengan baik. melihat hasil kuesioner diatas dapat disimpulkan bahwa siswa memiliki pandangan yang positif terhadap penggunaan bahasa sunda dalam pengajaran bahasa inggris. siswa bahkan lebih menyukai jika guru tidak menggunakan bahasa inggris secara penuh di kelas dan perlu dicampur dengan menggunakan bahasa sunda. kesimpulan fungsi bahasa sunda pada proses kegiatan belajar mengajar bahasa inggris ialah untuk pemberian instruksi, pemberian motivasi, penjelasan kosakata dan materi ajar, menunjukan ekspresi marah, kecewa, dan bahagia. selanjutnya, alasan penggunaan bahasa sunda dalam pembelajaran bahasa inggris karena ingin memberikan rasa nyaman dan kemudahan ketika berkomunikasi dan berinteraksi baik dengan guru maupun teman sejawat, serta untuk menghindari kesalahpahaman makna baik dalam komunikasi biasa ataupun dalam pemeberian materi ajar.siswa menunjukan persepsi positif terhadap penggunaan bahasa sunda dalam pembelajaran bahasa inggris di kelas. daftar pustaka alshehri, e. (2017). using learners’ first language in efl classrooms. iafor journal of language learning, 3(1), 20–33. https://doi.org/10.22492/ijll.3.1.02 brown, d. (2007). principes of language learning and teaching fifth edition (5th ed.). new york: pearson education. buyukyazi, m. s. & m. (2011). 1st international conference on foreign language teaching and applied linguistics politics of english in the arabian gulf 1st international conference on foreign language teaching and applied linguistics may 5-7 2011 sarajevo. conference on foreign language teaching and applied linguistics, (1989), 60–66. https://doi.org/10.1007/s12555-012-0213-z ghorbani, a. (2011). first language use in foreign language classroom discourse. procedia social and behavioral sciences, 29, 1654–1659. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 45-57 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penggunaan bahasa sunda pada pembelajaran ... lystiana nurhayat hakim, pipit prihartanti sugiarto doi: https://doi.org/10.26714/lensa.10.1.2020.45-57 57 https://doi.org/10.1016/j.sbspro.2011.11.408 harmer, j. (2007). the practice of english language learning. england: pearson education limited. haryanto, e., sulistiyo, u., khairani, m., & wulan, r. (2016). indonesian or english? efl student teachers’ preference and perception on the language use in the classroom. ijee (indonesian journal of english education), 3(1), 46–59. https://doi.org/10.15408/ijee.v3i1.3941 khati, a. r. (2012). when and why of mother tongue use in english classrooms. journal of nelta, 16(1–2), 42–51. https://doi.org/10.3126/nelta.v16i1-2.6128 maharani, t., & astuti, e. s. (2018). pemerolehan bahasa kedua dan pengajaran bahasa dalam pembelajaran bipa. jurnal bahasa lingua scientia, 10(1), 121–142. https://doi.org/10.21274/ls.2018.10.1.121-142 miles, m. b., huberman, ;a michael, & saldana, j. (2014). qualitative data analyisis: a mathods sourcebook (3rd ed.). united state of america: sage publications, inc. pardede, p. (2012). the use of native language in elt classrooms. jurnal dinamika pendidikan, 5(april), 19–23. romero, y., & manjarres, m. p. (2017). how does the first language have an influence on language learning? a case study in an english esl classroom. english language teaching, 10(7), 123. https://doi.org/10.5539/elt.v10n7p123 setyadi, a. c., & salim, m. s. (2013). pemerolehan bahasa-kedua. at ta’dib, 8(2), 75. https://doi.org/10.21111/at-tadib.v8i2.504 syahid, a. h. (2015). bahasa arab sebagai bahasa kedua (kajian teoretis pemerolehan bahasa arab pada siswa non-native). arabiyat  : jurnal pendidikan bahasa arab dan kebahasaaraban, 2(1), 86–97. https://doi.org/10.15408/a.v2i1.1797 zakaria, f. (2017). the role of first language in efl classroom. jurnal ilmiah didaktika, 13(2), 373–383. https://doi.org/10.22373/jid.v13i2.484 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 the concept of death in emily dickinson’s because i could not stop for death abstract through her poem, emily dickinson utilized figurative speech to elucidate the concept of death. in addition, the employment of the figurative speech is to illustrate what happened in the united states in the era of puritanism. by using the concept of semiotics theory, the analysis shows that the poem demonstrates the passive protest over the organized religion that is being promoted by puritan in massachusetts, a place where the author was born and dies. dickinson highlights the puritan fierce rules which lead to female’s total submission. keywords: death, emily dickinson, semiotics abstrak melalui puisinya, emily dickinson menggunakan majas untuk menjelaskan konsep kematian. penggunaan majas untuk mengilustrasikan apa yang terjadi di amerika serikat pada era puritanisme. dengan menggunakan konsep teori semiotika, analisis menunjukkan bahwa puisi tersebut menggambarkan protes pasif kepada agama yang terorganisir yang dibesarkan oleh puritan di massachusetts, sebuah tempat di mana pengarang dilahirkan dan kemudian meninggal. dickinson menekankan pada aturan-aturan keras puritan yang mengarah kepada ketundukan total perempuan. kata kunci: kematian, emily dickinson, semiotika introduction poem, like a language, is a speech act – an act in which interlocutors do to convey a message in communication process. unlike general conversation which employs direct and denotative language, poem uses metaphorical language as its language expression to convey the message to the readers. hence, the interpretation of meaning implied in the poem can only be done by interpreting its metaphorical expressions contextually. contextual interpretation is done since poem – like another text – is written by the author with no cultural vacuum, meaning that poem and culture are intertwined. in other words, poem documents the cultural and, not limited to, social situations happened in society. thohiriyah thohiriyah08@gmail.com university of muhammadiyah semarang, semarang 70 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x mailto:thohiriyah08@gmail.com in her poem entitled “because i could not stop for death”, emily dickinson tried to portray her feeling relates to a death. through her poem, she described the atmosphere of death in which her portrayal about death is, of course, being influenced by the cultural existence exists in the immediate vicinity of her residence. since the poem possesses metaphorical meaning, this paper poses hypothesis that the death illustrated in dickinson’s poem is not simply a life cycle that the living individual will face. to investigate the alternative meaning over the dickinson’s poem dealing with the concept of death, further analysis should be imposed. this paper, then, aims for revealing the hidden meaning behind the concept of death that the author tried to communicate to the readers. hence, by employing the semiotic approach, particularly using dramatic situation and connotative poetry, this paper tries to analyze the concept of death and the meaning behind the concept of death. literature review in this study, the employment of semiotic approach is emphasized on the linguistic signification in which metonymy and metaphor are the essential elements to be focused on. in addition, semiotics approach concerns in disclosing the meaning through the analysis of dramatic situations reflected in the texts. semiotics can be defined as “a science which studies the role of signs as part of social life” (al-sharafi, 2004:80). al-sharafi highlights the main concern of semiotics is that of the study of signs. furthermore, heaffirms that the essences of signs are “mediators between messages and signals or between thought and expression”. the signification done by using semiotics approach is considered as doing linguistic signification since semiotics sees the meaning through the language used in literary words. linguistic signification, according to al-sharafi (ibid.), relies the analysis based on “the conceptualization of metonymy as a mode of contiguous and causal signification. metonymy is viewed essentially as a way of abstracting a relation between concepts, words, and objects”. underlying the aforesaid idea that semiotics is lying the meaning over the relation of concepts, words, and objects, then it is being clearly paramount to analyzing the words and concept in relation to the concepts implied behind the words and the objects stated in the literary words. linguistic signification by using semiotic approach, as stated in the abovementioned description, can be done through the analysis of figurative speech in which metonymy, in one hand, is essential element to be analyzed. on the other hand, metaphor is essential element in linguistic signification. unlike metonymy which considers the relationship between concepts, words, and objects, metaphor highlights the abstract relationship between “the part and the whole, the cause and its effect, or the position and the thing which occupies the position” (ssayed-gohrab, 2012:4). what is meant by “the position” is actually cultural, historical, or political position. thus, by considering the aforesaid definition, it can be said that metaphor actually concerns on the comparison between the two things in which those two things have relationship in relation to cultural, historical, or political context. 71 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x other signification done by employing semiotic approach can be focused on the element of dramatic situation in the poem. dramatic situation, according to wardoyo (2014) is a communication process in literary texts particularly in poetry. poem communicates a message through dramatic situation elements. the elements of dramatic situation are as follows: sender, receiver, contact, message, context, and code. sender is the interlocutor who utters the words implicitly in a poem while receiver is the recipient of the poem. the next element is contact in which it can be defined as the way of communication with somebody using certain media of communication like gestures (visual contact) and body language (verbal contact). message is something that is meant to be delivered by the reader either implicitly or explicitly. context is a situation where events are happening, and all situation that describe the events. the last element is code. code is a word/sign system that is used to represent the message implicitly. code encompasses all elements of sender, receiver, contact, message, and context. finally, by analyzing the literary work using semiotics approach, it is hoped that the meaning implied in literary works can be mediated. thus, the reader can see clearly the message hidden in the texts. in other side, metaphorical analysis reveals something unusual by utilizing common medium. 72 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x t h e o re ti c a l f ra m e w o rk e m il y d ic k in so n ’s b ec au se i c ou ld n ’t s to p fo r d ea th c o n ta c t s e n d e r m e ss ag e r e c e iv e r d ra m at ic s it u at io n c o n te x t c o d e i v e rb al v is u al d e at h u s 1 8 3 0 1 8 8 6 e m il y d ic k in so n ’s b io g ra p h y l if e c y c le : h u m an b o d y l an g u a g e s k il l in t h e fo rm o f te x tu al w ri ti n g c u lt u ra l c y c le : w o m an p o si ti o n c o n n o ta ti v e r e ad e r h o u se h o u se o f re li g io u s c h ar n e l h o u se : g ra v e d e at h o f b o d y d e at h o f w o m an f re e d o m 73 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x research method this study administered a research methodology which refers to the concept of semiotics. taking into account over semiotics perspective, the major concepts and steps which were formulated in analyzing the text are the dramatic situation and connotative analyses. in analyzing the dramatic situation, the main elements shall be highlighted are sender, receiver, contact, message, context, code. meanwhile, in investigating the connotative meaning was derived from the interpretation over the message of the poem. finally, as a receiver, the reader will get the significance of the poem by decoding the message and the context of the poem. findings and discussion because i could not stop for death was analyzed by using semiotic approach in which the idea of dramatic situation and connotative elements of the poem are being the main focus of the study. the analysis of the poem is presented below. signifying the dramatic situation and connotative language in because i could not stop for death there are various ways and theories are able to be employed to interpret the meaning in the poem. one of them is semiotic approach. in order to reveal the meaning over dickinson’s poem “because i could not stop for death”, the identification upon dramatic situation and connotative language should be done in an onset. after being identified, signification over those elements can be accomplished. below is the identification table of dramatic situation and poem connotative for dickinson’s poem. table 1 dramatis because i could not stop for death dramatic situation elements referent sender i receiver reader context america 1830-1886 message death contact body language: riding the carriage (stanza 1&2), seeing environment surrounding (stanza 3&5), wearing gown (stanza 4), the journey (stanza 5) code language skill in the form of textual writing 74 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x table 2 connotative aspect: metaphor in because i could not stop for death metaphor meaning i could not stop for death death just like living being who can run toward somebody else death can be meant as the lost of somebody’s freedom in the ring life cycle school life simulacrum as the symbol of children stage fields of gazing grain simulacrum of life: field for growing maturity (mature stage) the setting sun death stage the dews grew quivering and chill dews is like living being that can grow up chill is an atmosphere of cold. this atmosphere can be meant as the atmosphere of “a house” where the dead persona live in. since . . . centuries feels time shifting (from past to present): past: a free life that gives somebody a freedom to have activity e.g. work and leisure activity present: the life along “a house” / grave the horses' heads were toward eternity persona goes to “a new world” a new world covered by the code of death table 3 connotative aspect: metonymy in because i could not stop for death metonymy meaning the carriage the death carriage  moving carriage means carriage which brings the dead person into a grave or into a religious house before the dead person being buried gossamer my gown thin wedding dress for the speaker's marriage to death; hopeless  wedding gown house institution of domination (father with puritanism ideals), church  religious house subject “i” in the above mentioned poem refers to the author of the poem, emily dickinson, who is categorized as the sender. the codes utilization in the form 75 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x of visual and verbal contacts in the poem such as “we slowly drove” in stanza 2 can be interpreted as the subject “i” is driving “the carriage” in which then can be seen in the first stanza. in order to know the hidden meaning of the text, signification over the poem should be done. signification is done by analyzing the words and sentences structurally. the structural signification is presented below. because i could not stop for death – (line 1) he kindly stopped for me – (line 2) the carriage held but just ourselves – (line 3) and immortality. (line 4) the above mentioned lines are the lines of the first stanza in dickinson’s poem. by seeing the first line above, it is immediately clear that the subject who is articulating the poem is “i”. the subject “i” refers to the author of the poem while in the second verse, the subject “he” refers to “death” which was stated in the previous verse. panther and radden (1999:20) explicated that death is a metonymic aspect which highlights the most paramount point in death phenomena namely “burial”. in burial ceremony, there are some properties used such as coffin, gravestone, etc. to affirm the ceremony and there is also “the carriage” to travel the corpse. the term “carriage” itself in one hand is associated with a death carriage exists in the third line of poem. on the other hand, the carriage is a metonymic expression for the death carriage. the carriage is common transportation in burial culture which is also considered as the most crucial thing in the burial ceremony. the carriage function as a vehicle to move the dead body into the cemetery makes it to be the most crucial property in the burial ceremony. the second stanza is a continuation of the story which articulates the process of subject “i” face the death. the word “we” in “we slowly drove, he knew no haste” in the fifth line refers to “i” and “he” who are in the journey to “a house” (see line 17) in which “a house” can be interpreted as the final destination of someone who are driving “the death carriage”. the human’s reaction over her/his existence in the death carriage is explained in the 6 th and 7 th lines of the poem. in the 6 th line of the poem, the sentence “i had put away” explains the condition when the subject “i” is being put in the death carriage. the subject “i” put everything away in her life. her carrier, leisure time, etc. should be “put away”. the last sentence in the second verse “for his civility” shows the sacrifice of the subject “i” to leave everything she has in her life for she is moving forward to “he” in which “he” refers to “god” 1 . the death carriage moves forward carrying the subject “i” to the final house passing the school and wheat field as it is illustrated in stanza 3. the aforesaid illustration over the journey to the final house is a retrospection of life encountered by the subject “i”. 1 “he” or “god” in metaphorical signification can be interpreted as “man” who possesses the dominant culture. when “man” poses his power like god, then he is considered as the most authorized person over other’s life. 76 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x we passed the school, where children strove (line 9) at recess – in the ring – (line 10) we passed the fields of gazing grain – (line 11) we passed the setting sun – (line 12) the experience of the subject “i” is narrated through the perspective of subject “i”. the word “school” which is followed by adverbial clause “where children strove” becomes a sign for a simulacrum of life. “children” is a sign of the early life stage as childhood is a symbol of the beginning of the life. school is a place where the children play and study. in addition, it is also a place where the children are being educated so that they can grow and develop well. once the children get knowledge and being well-educated, they are about to go out of school and penetrate another new phase of life. the word “fields” in line 11 symbolizes a new simulacrum for the children who are about to be mature individuals. the children development stage into mature stage is symbolized by the phrase “gazing grain”. the author used a plant to elucidate the life development, for “grain” symbolizes food source which is being main nutrition supply that is important for human’s physical and non-physical development. the author associated the children with the gazing grain is aimed for showing the author’s hope over the human role in the universe. she hoped that human can pose like a wheat plant which is able to support human’s life. in the final line of the abovementioned stanza, the author inscribed metaphorical expression “setting sun” which means literally a “sun set”. sun is energy resource which is paramount in human’s life. when the sun sets, then there will not be any energy to support the life itself. energy resource as sun’s crucial attribute was being employed by the author to illustrate human’s soul. human’s soul does not “set” but the sun shine “sets”. the term “set” in human life context can be interpreted as “death”. in stanza 4, the subject “i” uses metaphor to highlight that she is starting a new stage of life after death. the word “tippet” and “tulle” are the properties usually attached to complete the “gown” which refers to “gossamer”, a wedding gown for the bride. the metonymic phrase “wedding gown” is commonly worn in happy wedding occasion. however, in this poem, the author employed metonymic phrase “gossamer, my wedding gown” to articulate that the subject “i” is not getting married with a groom but she gets married with the death. the wedding gown then can be interpreted as a symbol of a new life once the couple gets married. the word “house” in line 17 is a new world being penetrated by the subject “i” and her couple. the “house” in which the subject “i” penetrated is explained as a mound where both its roof and wall are invisible as they are buried by the mound. thus, the “house” in line 17 can be interpreted as a metaphorical word which means “grave”. grave being an onset sign of new life once the subject “i” get married with the “death” as her groom. 77 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x “death”: passive protest from the subject “i” in the previous sub-chapter, the signification over the dramatic situation and connotative of poem have been done in order to reveal the author logic over the concept of death. by considering the abovementioned analysis, it is immediately apparent that the author highlights that the death is a normal cycle of life which possesses two signifiers that is first, death as the final stage of life cycle and second, death as the onset sign of a new life. the death is said as the final stage of a life cycle as all beings will die while the death as the sign of a new life articulates that the death symbolizes new beginning of life namely a life in the “house”. however, the signification over the dickinson’s poem should not stop only about the above mentioned hypothesis which solely considers linguistic merits over the poem. it is true that the analysis should also consider the contextual sphere as it goes without saying that the poem was created based on some motifs. motif is being considered as predominant aspect since poem was created with no cultural vacuum. underlying the aforesaid postulate that poem was born with no cultural vacuum, it is now apparently important that the signification over the poem should be intertwined to the historical, social, and cultural contexts where the author produced the text. because i could not stop for death was written in massachusetts, the united states of america in 1830-1886 by emily dickinson. the settings of place and of time over the poem are emily dickinson’s a time and a place where dickinson was born. at the range of time 1830-1866, the united states of america encountered a historical phase namely romantic era. in addition, it also experienced a transcendental era and american renaissance in 1828 till 1865. at those aforesaid years, there were historical, social, and cultural tensions in which american females were being bound by moral norm. it is because america especially massachusetts in which the colonizers called as new england 2 , a place where emily dickinson born and spent her life, was dominated by colonial ideology and culture namely victorian new england ideology 3 . puritanism was the main ideology brought by new england colonizers. puritan then dominated the church in which puritanism was the main ideology. the church in dickinson’s poem is symbolized by the “house” in which it refers to “religious house” or usually called as “house of lord”. the illustration about the church in the poem is described by the word “tippet” in which it is a fabric usually worn by the nun. thus, the word “house” and “tippet” form new meaning namely the church and its religious activity. the idea about church relates to dickinson’s living condition which dominated by the church. dickinson’s family is typically puritan family who object radical ideology. the interconnection between culture and the manner of american people reflected in the poem then motivates the text to disclose the treatise of death. the treatise of death has metaphorical meaning. it describes the death of woman’s freedom. 2 massachusetts, one of american states which was being colonized by british in colonial period in 1607-1776 (check more at teachers.greenville.k12.sc.us/sites/.../major%20literary%20movements.p...) 3 sharon leiter, critical companion to emily dickinson: a literary reference to her life and work, fact on file, inc., new york, 2007, p. xii. 78 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x the death of woman’s freedom is the being highlighted by emily dickinson in her poem. through her poem, she created the subject “i” that signifies to woman subject. it also refers to her own biography. emily dickinson sees the death as the death of woman who was living in the “ring” of puritanism. puritanism and the church limited the woman movement even to express herself. consequently, females solely subjected to the forceful and binding rules and norms. the submissive behavior over of females upon the binding norms is illustrated by the experience of the subject “i”. the subject “i” did not have any choice but submit to the “tippet” meaning that she must comply the church rules like a submissive nun. the sentence “i had run away” can be interpreted as the demarcation line between the old and new life stages specifically a life before and after the subject “i” wear the “wedding gown” with “tippet” and move forward to “religious house” or “a house of lord”. the past life of the subject “i” is a life experienced by the subject “i” in public sphere (outside the house) in which the life offers an excitement in the form of freedom to do all things including “labor and leisure” while the new life is a life inside the “house” namely a life with a code of death as if a life in the grave. “the sentence “i had put run away” is the form of connotation which signifies the submission of the subject “i” namely submission to move forward to the “house”. this submission is strengthened by the expression of the subject “i” who does not show any objection to ride “the carriage”, the vehicle utilized to pick up the subject “i” headed to the “house”. going home for the subject “i” is just like encountering terrible illness which makes her shiver and numb as it is symbolized by the word “chill” in line 14. the subject “i” or the author herself represents american women who were submissive to puritanism and always obey “he”, the powerful and authorized person in “religious house”. “he” himself – as already explained previously – is metaphorical expression which symbolizes “male” who are dominating the culture. when a male utters and postulates a proposition, he acts like god who is powerful and authoritative. in the context of male-female relationship in puritanism, male holds strong authority over females’ life. in the context of “religious house”, “he” poses as ruling power who have strong authority over the tippet-worn women. when the women are wearing the tippet, they are just like nuns who totally submit to “he” (read: religious leader). underlying the total submission done by females, it can be said that women do not have a total freedom in her own life. consequently, women will always feel “chill” over the submission. the “chill” is a connotative utterance which actually can be interpreted as uncomfortable condition that reflects the failure of the organized religion in giving warmness for people. what is being uttered by dickinson through verbal and visual contacts in her poem especially the description of “chill” atmosphere elucidates the passive protest over the organized religion which failed in bestowing the promising happiness and warmness for people. 79 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x conclusion signification process over the poem must not neglect the historical, social, and cultural contexts as a text, whatever it is, is born with no cultural vacuum. therefore, in order to understand the implied meaning, critics should disclose the context which being the main background over the literary text. through her poem, emily dickinson establishes communication with her readers (read: receivers). language written in poem can be a medium for someone to convey the message which can be either positive or negative messages as a response over problems of life that are bound to the codes of historical, social, and cultural contexts. through her poem, emily dickinson utilized metaphors of death to elucidate the passive protest over the organized religion that is being promoted by puritan in massachusetts, a place where she was born and die. dickinson highlights the puritan fierce rules which lead to total submission of females. the submission can be interpreted as the death of females’ freedom. dickinson analogizes the narration of the death of women’s freedom as nuns’ life in which nuns do not have any freedom before the religious house’s rules (read: church as religious house). passive protest is done because women movement is something that is difficult to be accomplished due to the male dominance. besides, the treatise of death is a metaphor of passive protest of the author towards the organized religion in giving the comforts and warmness. references al-sharadi, abdul gabbar mohammed. 2004. textual metonymy: a semiotic approach. london: palgrave macmillan. dickinson, emily. “because i could not stop for death”. available online at http://www.poets.org/poetsorg/poem/because-i-could-not-stop-death-712 [downloaded november 5, 2014]. sayed-gohrab, a.a., et.al. 2012. metaphor and imagery in persian poetry. leiden and boston: brill. leiter, sharon. 2007. critical companion to emily dickinson: a literary reference to her life and work. new york: fact on file, inc. panther, klause-uwe & radden, gunter. 1999. metonymy in language and thought. amsterdam/philadelphia: john benjamins publishing company. “the reconstruction of america (1870-1879)” retrieved from http://www.debold.com/webdesign/webdesign4history/marananjonathan/h istory.html on april 17, 2014. wardoyo, subur l. 2014. semiotika dan interpretasi puisi. unpublished handout. 80 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x http://www.poets.org/poetsorg/poem/because-i-could-not-stop-death-712 http://www.debold.com/webdesign/webdesign4history/marananjonathan/history.html%20pada%2017%20april%202014 http://www.debold.com/webdesign/webdesign4history/marananjonathan/history.html%20pada%2017%20april%202014 aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 31 proses fonologi bahasa belanda sri sulihingtyas 1 abstract phonological process is a process of change in the sounds of language that occurs when a person speaks. this process occurs due to the adjustment of speech organs to sounds that will be generated by the speech organs. this process may occur directly and we do not realize, because this process happens automatically by every speech organs we have said. even if we try to realize the phonological processes that occur, we may actually be difficult to produce these sounds. this paper deals with some phonological processes in dutch language. the dutch language has also some phonological processes that allow for some adjustments to the instrument of articulation he said so that it can produce the desired sounds of language. keywords: phonological process, speech organs, assimilation, articulation, dutch. pendahuluan proses fonologi adalah sebuah proses perubahan bunyi bahasa yang terjadi ketika seseorang berbicara. proses ini terjadi karena adanya penyesuaian alat ucap terhadap bunyi yang akan dihasilkan oleh alat ucap tersebut. proses ini terjadi secara langsung dan mungkin tidak kita sadari, karena proses ini terjadi secara otomatis oleh setiap alat ucap yang kita miliki. bahkan jika kita mencoba untuk menyadari proses fonologi yang terjadi ini, mungkin kita justru akan kesulitan untuk memproduksi bunyi tersebut. (neijt, 2007:59) tetapi bukan berarti proses fonologi yang terjadi ini tidak dapat kita teliti. beberapa peneliti yang meneliti hal ini, mengemukakan beberapa proses fonologi yang terjadi ketika sesorang berbicara. proses fonologi ini terjadi di setiap bahasa yang ada di dunia dan karena setiap bahasa di dunia juga memiliki keistimewaan sistem bunyi yang berbeda maka proses fonologis yang terjadi pada setiap bahasa juga berbeda. bahasa yang satu akan memiliki proses fonologis yang berbeda dengan bahasa yang lainnya. manfaat dari mempelajari proses fonologi ini adalah agar kita bisa mengetahui bahwa ketika alat ucap kita memproduksi suatu bunyi bahasa, maka ada proses yang terjadi baik itu penggabungan, pelesapan, penambahan atau penyesuaian bunyi terhadap bunyi yang lain. hal ini akan sangat membantu ketika misalnya kita belajar bahasa asing yang bukanlah bahasa ibu kita. atau bila ada orang asing yang hendak mempelajari bahasa kita, maka kita akan dapat mengajari mereka bagaimana mengucapkan suatu bunyi bahasa itu dengan baik dan benar. 1 pengajar pada program studi bahasa belanda universitas 17 agustus semarang 32 bahasa belanda adalah bahasa yang sudah tidak asing lagi di indonesia, karena banyaknya sumbangan kosa kata yang diberikan dalam bahasa indonesia. hanya saja kosa kata tersebut sudah mengalami begitu banyak penyesuaian dengan bentuk dan sistem bunyi bahasa indonesia. secara umum artikulasi bahasa belanda tidak jauh berbeda jika dilihat dari tulisan maupun pengucapannya. karena bahasa belanda merupakan bahasa yang sistem penulisan atau ejaannya mirip dengan pengucapannya (collier dan droste, 1987). dalam pengucapan bunyi yang terdapat dalam kata-kata bahasa belanda ini juga terjadi beberapa proses fonologis yang memungkinkan terjadinya beberapa penyesuaian artikulasi pada alat ucapnya sehingga dapat menghasilkan bunyi bahasa yang diinginkan. proses fonologis ini dapat terjadi dalam tingkatan kata, yang dalam bahasa belanda biasanya terdapat dalam kata majemuk, tingkatan antar kata dan bahkan juga pada tingkatan antara kalimat. penulis hanya akan membahas proses perubahan kata yang terdapat dalam tingkatan kata. tulisan ini akan membahas beberapa perubahan atau proses fonologis yang terdapat dalam sistem bunyi bahasa belanda. teori yang akan digunakan untuk membahas proses fonologi bahasa belanda ini adalah fonologi generatif. menurut harimurti kridalaksana fonologi generatif merupakan bagian dari transformasi generatif yang menolak adanya konsep dari fonem dan memberlakukan ciri pembeda sebagai satuan terkecil dan menghubungkan ciri pembeda dan lesikon dengan kaidahkaidah fonologis. oleh karena itu diperlukan kaidah-kaidah untuk mengubah representasi dasar menjadi representasi turunan. (schane, 1992:78) adapun proses fonologis yang dimaksudkan antara lain adalah proses asimilasi bunyi konsonan dengan konsonan baik secara regresif mau pun progresif, penambahan bunyi dan pelesapan bunyi. selain menerangkan proses fonologis yang terjadi dalam sistem bunyi bahasa belanda ini, penulis juga akan menjelaskan kaidahkaidah yang memungkinkan sehingga proses fonologis tersebut terjadi. proses terjadinya bunyi untuk menghasilkan bunyi bahasa ada syarat-syarat yang secara garis besar dapat dibagi menjadi tiga (muslich 2012:58). syarat pertama adalah adanya udara yang mengalir dari paru-paru dan dihembuskan keluar. udara yang ada di dalam paru-paru selanjutnya akan dihembuskan keluar melalui tenggorokan dan keluar melalui hidung atau mulut. selanjutnya ada proses bekerjanya pita suara yang diikuti dengan proses artikulasi atau proses hambatan oleh alat-alat bicara dalam rongga mulut, tenggorokan dan kerongkongan. udara yang keluar dari paru-paru akan melewati pita suara dan udara tersebut akan menggetarkan pita suara untuk menghasilkan bunyi bahasa. 33 sedangkan syarat terakhir dalam menghasilkan bunyi bahasa adalah proses hambatan oleh alat-alat bicara dalam mulut dan hidung. lidah merupakan satu alat ucap yang penting yang terdapat di dalam rongga mulut. bagian mulut lainnya yang dianggap penting untuk membedakan bunyi bahasa adalah bibir. di dalam bahasa belanda bentuk bibir dan durasi memiliki peranan penting dalam proses terjadinya bunyi bahasa. peranan penting yang dimaksud adalah karena baik bentuk mau pun durasi dalam pelafalan, dapat membedakan makna. bentuk bibir yang dalam booij disebut dengan roundness merupakan salah satu ciri yang membedakan bunyi vokal dalam bb. ada empat kelompok roundness menurut booij yaitu close, half close, half open dan open. vokal terbuka dalam bahasa belanda dihasilkan dengan membuka bibir lebih lebar dibandingkan dengan bunyi vokal tertutup. misalnya pada kata baan dan band. bunyi vokaal pada kata baan akan dilafalkan dengan posisi bibir lebih terbuka dibandingkan posisi bibir pada saat melafalkan bunyi vokal yang terdapat pada kata band. sedangkan durasi merujuk pada panjang atau pendek sebuah bunyi tersebut dilafalkan. misalnya pada kata maan dan man . kata maan terdapat bunyi vokal panjang yang dilafalkan lebih lama dari pada bunyi vokal yang terdapat pada kata man. baik bentuk bibir maupun durasi, keduanya memiliki peranan dalam membedakan makna kata dalam bahasa belanda. sehingga pada saat melafalkan suatu bunyi bentuk bibir dan surasi harus benar-benar diperhatikan. misalnya pada pasangan kata baan dan band. keduanya memilili makna yang berbeda, kata baan bermakna pekerjaan, sedangkan band bermakna roda. hal yang sama terjadi pada kata maan dan man. keduanya memiliki makna yang berbeda. kata maan memiliki makna ’bulan’ sedangkan man bermakna ’laki-laki’. dengan demikian baik bentuk bibir maupun durasi pelafalan sebuah bunyi mempunyai peranan yang penting dalam bahasa belanda. klasifikasi bunyi bahasa pada umumnya bunyi bahasa dibedakan atas vokal, konsonan dan semi-vokal. disebut vokal apabila terjadinya bunyi tersebut tanpa hambatan pada arus udara melalui alat-alat bicara, kecuali pada pita suara saja. karena bunyi vokal itu dihasilkan dengan tanpa hambatan pita suara, maka pita suara bergetar, dengan demikian semua bunyi vokal adalah bunyi bersuara. di dalam bahasa belanda terdapat pula bunyi vokal panjang dan vokal pendek. di sebut vokal panjang yaitu apabila dilafalkan dengan mulut yang lebih terbuka dan agak lebih lama. sedangkan disebut vokal pendek yaitu apabila dilafalkan 34 dengan mulut yang tidak terlalu terbuka dan lebih singkat. neijt menggambarkan setidaknya ada 16 bunyi vokal dalam bahasa belanda dan 20 bunyi konsonan bahasa belanda. selain vokal terdapat pula diftong, yaitu bunyi bahasa yang dalam pengucapannya berubah dari bunyi vokal menjadi semi-vokal (ke arah bunyi [j] dan [w]). diftong adalah satu fonem. bahasa belanda memiliki tiga buah fonem yaitu [ɛi], [œy], dan [ɑu]. suatu bunyi disebut konsonan apabila terjadinya bunyi tersebut dibentuk dengan mengambat arus udara pada sebagian alat bicara, jadi ada proses artikulasi pada alat-alat ucapnya. jika proses hambatan ini disertai dengan proses bergetarnya pita suara maka bunyi yang terbentuk adalah bunyi konsonan yang bersuara. tetapi jika proses hambatan itu tidak disertai dengan proses bergetarnya pita suara, maka bunyi yang dihasilkan adalah bunyi konsonan tidak bersuara. bunyi semi-vokal adalah bunyi yang secara praktis merupakan konsonan, tetapi pada saat diartikulasikan belum membentuk konsonan murni, maka bunyibunyi tersebut disebut bunyi semi-vokal. proses fonologi satuan bunyi-bunyi bahasa bila digabungkan akan menghasilkan kata-kata. untuk menghasilkan sebuah kata yang baik, bunyi-bunyi tersebut melalui sebuah yang disebut dengan proses artikulasi. proses tersebut merupakan sebuah proses yang terjadi pada alat-alat bicaranya. bunyi-bunyi yang digabungkan tersebut akan saling mempengaruhi. bunyi yang satu akan mempengaruhi bunyi yang lain, apakah terpengaruh bunyi di depannya atau bunyi di belakangnya. hal ini terjadi karena proses artikulasi yang terjadi pada alat ucap kita. bagaimana dan kapan terjadinya kita tidak menyadarinya, karena prosesnya cepat berlangsung secara otomatis tanpa kita sadari. terjadinya proses artikulasi memudahkan kita untuk melafalkan rentetan bunyi-bunyi bahasa menjadi sebuah kata yang utuh. beberapa bentuk proses fonologi yang terdapat dalam bahasa belanda antara lain adalah proses asimilasi. proses asimilasi adalah proses penyesuaian sebuah bunyi pada bunyi lain di dekatnya. proses asimilasi ini dapat terjadi di dalam kata, biasanya terdapat dalam satu kata, misalnya kata majemuk yang merupakan gabungan dari dua kata atau lebih menjadi satu kata utuh. proses asimilasi dapat juga terjadi di antara dua kata. namun demikian, proses asimilasi ini dapat juga terjadi antar kata di dalam kalimat. ada beberapa jenis asimilasi antara lain, asimilasi progresif dan asimilasi regresif. asimilasi progresif terjadi jika bunyi yang mengalami perubahan terletak di belakang bunyi lingkungannya. sedangkan asimilasi dikatakan regresif apabila bunyi yang mengalami perubahan atau penyerupaan terletak di depan bunyi lingkungannya. (parera, 1988:43) 35 selanjutnya proses fonologi lainnya adalah pelesapan bunyi karena pengaruh bunyi lainnya. bunyi yang biasanya dilesapkan dalam bahasa belanda adalah bunyi [t]. tetapi bentuk pelesapan ini bisa juga terjadi bila terdapat dua bunyi obstruen serupa yang letaknya berdekatan. proses fonologis lainnya adalah adanya penambahan bunyi karena pengaruh bunyi lainnya yang berada di dekatnya. (neijt:2007) berlawanan dengan pelesapan adalah penyisipan. beberapa kata di dalam bahasa belanda juga mengalami proses penyisipan bunyi, meskipun beberapa ahli mengatakan bahwa pelafalan ini tidak sesuai dengan pelafalan yang standar dalam bahasa belanda, namun pelafalan dengan gejala penyisipan ini seringkali terdengar. metatesis adalah sebuah proses perubahan bunyi yang ditandai dengan pertukaran tempat pada beberapa bunyi di dalam kata. dalam bahasa belanda proses ini tidak begitu produktif, maksudnya hanya ada pada bahasa belanda di abad pertengahan sedangkan untuk bahasa belanda modern tidak terlalu banyak dijumpai. kita masih bisa menemukan bentuk-bentuk metatesis ini, terutama dalam dialek bahasa belanda yang masih hidup dan digunakan oleh beberapa wilayah tertentu, misalnya di daerah west-brabants atau friesland. perubahan bunyi secara metatesis ini tidak akan disertakan dalam pembahasan lebih lanjut dalam tulisan ini.untuk lebih jelasnya, penulis akan membahas beberapa proses fonologis yang terdapat dalam bahasa belanda ini dengan memberikan beberapa contoh data dan disertai dengan penjelasan tentang kaidah yang mengatur terjadinya proses fonologis tersebut.data yang digunakan dalam tulisan ini diambil dari buku bahan ajar bahasa belanda help! 1 kunt u mij helpen? dan verstaanbaar spreken. melalui analisis yang dilakukan terhadap beberapa data yang ditemukan, penulis berharap akan dapat menemukan bentuk proses fonologis yang terjadi pada kata-kata dalam bahasa belanda. dengan demikian akan dapat dilihat proses fonologis apa sajakah yang dialami oleh kata-kata dalam bahasa belanda, dan melalui beberapa kaidah-kaidah yang disajikan akan dapat terlihat dengan jelas bagaimana proses fonologis tersebut dapat terjadi. asimilasi progresif seperti yang sudah disebutkan sebelumnya, bahwa asimilasi progresif terjadi jika bunyi yang mengalami perubahan terletak di belakang bunyi lingkungannya. data berikut ini mengalami asimilasi progresif. dalam data ini bunyi yang mengalami perubahan adalah bunyi bersuara menjadi bunyi tidak bersuara karena mendapatkan pengaruh bunyi tidak bersuara yang mendahuluinya. berikut ini adalah data dari katakata yang mengalami proses tersebut. hartziekte /hɑrtziktə/ [hɑrtsiktə] sakit jantung klapzoen /klɑpzun/ [klɑpsun] kecupan berbunyi 36 visvork /vɪsvɔrk/ [vɪsfɔrk] garpu ikan dansvloer /dɑnsvlu:r/ [dɑnsflu:r] lantai dansa luchtvaart /lœλtva:rt/ [lœλtfa:rt] bandar udara hulpzender /hœlpzɛndər/ [hœlpsɛndər] pengirim bantuan’ bila kita perhatikan pada data-data di atas, kita bisa melihat adanya perubahan bunyi bersuara [z] dan [v] menjadi tidakbersuara masing-masing [s] dan [f] karena pengaruh bunyi tidak bersuara yang berada di depannya [t], [p] dan [s]. kaidah fonologi pada proses tersebut dapat dinyatakan sebagai berikut. pada gambar kaidah tampak bahwa bunyi bersuara mengalami proses perubahan menjadi bunyi tidak bersuara. bunyi bersuara tersebut mengalami perubahan karena bunyi tidak bersuara yang mengikutinya. pada proses perubahan tersebut dapat dikatakan bahwa terjadi proses penyesuaian pada alat artikulasi yang terkait. penyesuaian tersebut dilakukan oleh alat artikulasi di dalam mulut dengan tujuan untuk memudahkan kita untuk melafalkan suatu bunyi dalam sebuah kata. 37 asimilasi regresif asimilasi regresif merupakan gejala asimilasi yang ditandai dengan perubahan atau penyerupaan bunyi yang terletak di depan bunyi lingkungannya. di dalam data yang akan disajikan berikut ini terdapat perubahan bunyi tidak bersuara menjadi bunyi bersuara. perubahan ini terjadi karena bunyi tidak bersuara tadi menyesuaikan diri dengan bunyi bersuara yang berada di belakangnya. voetbal /vutbɑl/ [vudbɑl] sepak bola kaakbeen /ka.kbe.n/ [ka.gbe.n] rahang zakdoek /zɑkduk/ [zɑgduk] sapu tangan hulpdienst /hœlpdinst [hœlbdinst] dinas bantuan huisdier /hœysdi:r/ [hœyzdi:r] binatang peliharaan slaapdoek /sla.pduk/ [sla.bduk] selimut pada kelompok data di atas, perubahan bunyi yang terjadi adalah berubahnya bunyi tidak bersuara [t], [k], [p], [s] masing-masing menjadi bunyi bersuara [d], [g][b] dan [z]. hal ini terjadi karena ada pengaruh bunyi bersuara [b] dan [d] yang mengikutinya. dengan demikian bunyi tidak bersuara berubah bunyinya menjadi bunyi bersuara kaidah yang berlaku pada data di atas adalah sebagai berikut: melalui kaidah yang digambarkan dapat terlihat bahwa ada proses perubahan bunyi yang terjadi pada bunyi tidak bersuara menjadi bunyi bersuara. proses perubahan bunyi ini terjadi karena bunyi tidak bersuara tersebut diikuti oleh bunyi bersuara. 1. pelesapan bunyi bahasa belanda juga memiliki gejala proses fonologis yang sifatnya adalah menghilangkan bunyi. pelesapan bunyi dalam data yang ditemukan merupakan kata gabungan. misalnya postkantoor yang merupakan penggabungan dua kata yaitu post dan kantoor. bunyi  yang terdapat pada akhir kata postakan dilafalkan dengan jelas. 38 tetapi ketika kata post digabungkan dengan kata kantoor, bunyi [t] pada kata post akan dilesapkan. hal ini terjadi karena bunyi [t] berada di antara dua bunyi obstruen  dan . dalam bahasa belanda bunyi [t] akan hilang apabila berada di antara dua bunyi obstruen. berikut ini adalah data-data yang mengalami gejala pelesapan tersebut. postkantoor /pɔstkɑnto:r/ [pɔskɑnto:r] kantor pos kerstboom /kɛrstbo.m/ [kɛrsbo.m] pohon natal mestkar /mɛstkɑr/ [mɛskɑr] gerobak pupuk kaftpapier /kɑftpa.pi:r/ [kɑfpa.pi:r] kertas tebal dengan memperhatikan kelompok data tersebut, kita dapat menuliskan kaidahnya sebagai berikut: proses pelesapan sebuah bunyi dalam bahawa terjadi pada bunyi . bunyi tersebut tidak dilafalkan ketika berada di antara bunyi obstruent. prinsip bahwa proses perubahan fonologis terjadi untuk memudahlan seseorang melafalkan sebuah bunyi dapat ditemukan juga pada proses pelesapan. bunyi  di akhir kata dalam bahasa belanda harus dilafalkan dengan jelas. namun ketika bunyi  tersebut diikuti dengan bunyi ,  dan  maka bunyi  akan dilesapkan atau tidak dilafalkan. 2. penyisipan bentuk atau gejala lain yang dapat dijumpai dalam bahasa belanda adalah penyisipan bunyi. beberapa data yang dapat ditemukan untuk gejala ini adalah sebagai berikut: 39 organisatie /ɔrɣa.nisa.ti/ [ɔrɣa.nisa.tsi] organisasi politie /po.liti/ [po.litsi] polisi promotie /pro.mo.ti/ [pro.mo.tsi] promosi deletie /de.le.ti/ [de.le.tsi] penghilangan operatie /o.pəra.ti/ [o.pəra.tsi] operasi dari data di atas dapat dilihat ada penyisipan bunyi /s/ di antara bunyi /t/ dan /i/. berdasarkan data-data di atas, maka kaidah fonologis yang berlaku pada kelompok data ini adalah sebagai berikut bentuk penyisipan lain di dalam bahasa belanda terdapat di dalam bentuk diminutief. diminutief adalah bentuk pengecil yang dialami oleh kata benda. di dalam bahasa belanda penggunaan bentuk ini sering kali digunakan oleh anak-anak, karena berhubungan dengan maknanya yang kecil, misalnya kata zus (saudara perempuan) menjadi zusje (saudara perempuan atau adik perempuan). diminutief dibentuk dengan menambahkan akhiran –je di belakang kata benda tersebut. ada beberapa variasi bunyi yang dapat terjadi dengan ditambahkannya akhiran –je ini dan yang akan disajikan dalam data berikut ini adalah salah satu dari variasi bunyi tersebut. /vle.s/ ‘daging’ /vle.s + -jə/  [vle.sjə] ‘daging kecil’ /blum/ ‘bunga’ /blum + -jə/  [blumpjə] ‘bunga kecil’ /ɑrm/ ‘lengan’ /ɑrm + -jə/  [ɑrmpjə] ‘lengan kecil’ /rɛim/ ‘bencana’ /rɛim + -jə/  [rɛimpjə] ‘rima kecil’ /dœym/ ‘jempol’ /dœym + -jə/  [duimpjə] ‘jempol kecil’ /hɛlm/ ‘helm’ /hɛlm + -jə/  [hɛlmpjə] ‘helm kecil’ 40 dari data di atas didapatkan penjelasan sebagai berikut. bentuk dasar dari kelompok data ini adalah /jə/, namun di dalam data terlihat bahwa bila kata tersebut diakhiri bunyi /m/, maka sebelum bunyi /jə/ akan mendapatkan penambahan bunyi /p/. hal ini disebabkan adanya penyesuaian bunyi labial /m/ dengan /p/ sebelum bunyi palatal /j/. bila digambarkan dalam kaidah fonologis akan tampak seperti demikian. kesimpulan proses fonologis adalah sebuah proses yang terjadi ketika gugusan bunyibunyi bahasa bertemu dan membentuk satu morfem dengan disertai perubahan bunyi yang disebabkan oleh pengaruh bunyi yang berada di dekatnya. perubahan bunyi ini biasanya dipengaruhi oleh lingkungan bunyi yang ciri-cirinya mirip dengan bunyi tersebut. proses fonologis ini terjadi secara otomatis dan tidak kita sadari. proses ini terjadi dengan begitu cepatnya, sehinga ketika kita ingin mencoba membuktikannya dengan mengucapkan satu kata yang terdapat proses fonologisnya itu, kita justru tidak dapat melafalkan kata tersebut dengan baik. proses fonologis dapat kita jumpai di setiap bahasa yang ada di dunia. hanya saja proses fonologis yang dimiliki oleh satu bahasa berbeda dengan bahasa yang lainnya. misalnya perubahan asimilasi regresif yang ada di dalam bahasa belanda mungkintidak dijumpai dalam bahasa lain. begitu pula sebaliknya metathesis yang masih banyak dijumpai di bahasa yang lain, tidak banyak lagi di jumapi di dalam bahasa belanda. hal ini disebabkan karena adanya perbedaan sistem yang dimiliki oleh setiap bahasa tersebut. perubahan bunyi ini tidak hanya terjadi di dalam satu kata, tetapi juga bisa terjadi antar kata, di dalam kalimat dan bahkan antar kalimat. proses fonologis yang terjadi pada tingkatan antar kalimat menyebabkan kalimat yang diucapkan seseorang tersebut menjadi kalimat yang indah dan bukan kalimat yang terbata-bata, karena harus melafalkan kata-kata di dalam kalimat tersebut secara satu per satu. ada beberapa jenis proses fonologis yang dapat kita temui dalam sistem bahasa di dunia. proses fonologis tersebut antara lain adalah asimilasi regresif, asimilasi progresif, pelesapan, penambahan suara, penggabungan dan metatesis. 41 bahasa belanda merupakan bahasa yang tidak lagi asing bagi masyarakat indonesia dan bahasa indonesia. karena baik bahasa belanda mau pun bahasa indonesia masing-masing saling memberikan pengaruh di dalam kosa katanya. sebagian mengalami perubahan atau penyesuaian tulisan sebagian lagi tidak. di dalam bahasa belanda kita juga dapat menjumpai beberapa bentuk dari proses fonologis yang ada. beberapa kata yang terdapat perubahan bunyi di dalamnya adalah termasuk ke dalam kelompok kata majemuk atau kata gabung yang penulisannya adalah satu kata. proses asimilasi progresif dalam bahasa belanda terjadi apabila bunyi bersuara [z] dan [v] berubah menjadi bunyi yang tidak bersuara [s] dan [f] karena pengaruh bunyi tidak bersuara [p], [t], [s] yang mendahuluinya. asimilasi regresif yang terdapat di dalam bahasa belanda adalah proses perubahan bunyi tidak bersuara [p], [t], [k], [s], menjadi bunyi bersuara [b], [d], [g] dan [z] karena pengaruh bunyi bersuara [b] dn [d] yang mengikutinya. kemudian pada pelesapan bunyi [t] yang terletak di antara dua obstruent dan yang terakhir penyisipan bunyi [s] di antara bunyi [t] dan [i] sehingga menjadi [tsi] serta penyisipan bunyi labial [p] yang disisipkan di antara bunyi labial [m] dan bunyi palatal [j] pada bentuk kata diminutief. sedangkan proses fonologis metathesis, yaitu perubahan bunyi yang terjadi akibat adanya perpindahan tempat bunyi di dalam kata, sudah jarang ditemui dalam bahasa belanda. metatesis sudah tidak lagi produktif. metatheis ini biasanya dijumpai dalam bahasa belanda kuno atau terdapat di dalam dialek wilayah di negara ini. beberapa pelafalan yang terdapat di dalam bahasa tidak semuanya sesuai dengan pengucapan standar dalam bahasa belanda. hanya saja orang belanda yang melafalkan dengan lafal tersebut menjadikan lafal tersbut menjadi lebih umum dan lebih sering terdengar dibandingkan dengan lafal yang sebenarnya. hal ini mungkin juga dipengaruhi oleh dialek-dialek yang tersebar di wilayah belanda. dengan mempelajari berbagai perubahan atau penyesuaian bunyi yang terdapat dalam suatu bahasa, dalam hal ini bahasa belanda, selain agar dapat mengetahui beberapa proses fonologis yang terjadi, diharapkan juga dapat digunakan untuk memudahkan orang-orang yang belajar bahasa tersebut untuk bisa melafalkan kata-kata dalam bahasa ini dengan baik. daftar pustaka booij, geert. 1995. the phonology of dutch. new york: oxford university press inc dharmowijono, widjajanti. 2006. fonetik bahasa belanda: bahan ajar.akademi bahasa 17 agustus 1945 semarang. semarang ham, e., w.h.t.m. tersteeg dan l. zijlmans. 2006. help! een cursus nederlands voor anderstaligen. 1. kunt u mij helpen? utrecht: nederlands centrum buitenlanders. muslich, masnur. 2012. fonologi bahasa indonesia: tinjauan deskriptif sistem bunyi bahasa indonesia. jakarta: bumi aksara. 42 harimurti, kridalaksana. 1993. kamus linguistik. jakarta: pt. gramedia pustaka utama. neijt, anneke. 2007. universele fonologie. dordrecht: foris publication. parera, jos d., 1988. proses morfologi.jakarta : pt. gramedia pustaka utama. schane, sanford a., 1992. fonologi generatif. jakarta : pt. gelora aksara pratama. thio, karolien., en m. verboog. 1993. verstaanbaar spreken. muiderberg: coutinho uitgeverij lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 179 women, mothers, and monsters in leïla slimani's novel dans le jardin de l'ogre siti aisyah yasmin1* wening udasmoro2 sajarwa3 universitas gadjah mada bulaksumur, sleman, yogyakarta, indonesia *s.aisyah.yasmin@mail.ugm.ac.id article history: submitted on 19th september 2020; accepted on 25th november 2020; published on 31th december 2020 abstract leïla slimani's novel dans le jardin de l'ogre (2014) examines the elements that influence the development and the construction of female sexuality outside the mainstream or the norms. borrowings from the theories of rossi braidotti, the aspects of motherhood on the one side and the monstrosity of women on the other side are explored through this research. content analysis of the story is used as the research method, as it enables the convenient review of applicable and relevant data, i.e. the polarization between mothers and monsters. the data is collected and categorized according to that polarization. this study employs the notes technique as its research technique. it finds that, in dans le jardin de l'ogre, women are depicted as internalizing values that support the dominant constructs of their sexuality usually constructed under the masculine social regime. as a result, women face severe consequences if they exhibit sexuality that is considered as outside the norms. keywords: construction, female sexuality, mother, monster abstrak novel dans le jardin de l'ogre (2014) karya leïla slimani mengandung aspek-aspek yang menjelaskan konstruksi seksualitas perempuan dengan penggambaran yang keluar dari pandangan mainstream yang normatif. penggambaran perempuan sebagai mothers di satu sisi dan monster di sisi lain menjadi aspek yang ditinjau dalam penelitian ini dengan menggunakan lensa konsep women as mothers dan monsters karya rossi braidotti. penelitian ini menggunakan metode analisis isi cerita (content analysis). metode tersebut digunakan untuk dapat meninjau lebih jauh narasi yang terdapat di dalam novel sesuai http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx mailto:s.aisyah.yasmin@mail.ugm.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 180 dengan aspek-aspek yang ada pada teori. data yang terdiri dari narasi dan dialog antar tokoh dikumpulkan dan dikategorikan sesuai dengan polarisasi perempuan sebagai mothers dan monsters. teknik yang digunakan dalam penelitian ini adalah teknik simak catat. hasil penelitian mengenai konstruksi seksualitas ini menunjukkan penginternalisasian nilai yang mendukung terjadinya konstruksi seksualitas perempuan di dalam novel dans le jardin de l'ogre. penginternalisasian nilai-nilai tersebut menyebabkan seorang perempuan harus menerima konsekuensi ketika ia menunjukkan seksualitasnya yang secara umum diposisikan keluar dari norma. kata kunci: konstruksi, seksualitas, perempuan, mother, monster introduction feminist discourses have developed rapidly since the onset of the second wave of feminism in 1970. over time, scholars have increasingly applied gender perspectives to critically analyze social and literary phenomena, thereby creating spaces that are free of inequality and injustices that, though potentially experienced by men, most commonly impact women. these feminist discourses have expanded to cover a wide range of topics, including sexuality, with extreme perspectives commonly being used to highlight current inequalities. where adultery is most commonly practiced by men, in literature it is sometimes presented as a woman's activity. such feminist works urge readers to wonder adultery is commonly accepted when done by men, but not by women. take, for example, gustave flaubert's famous novel madame bovary, which challenged the sexual mores of nineteenth-century french society by reversing its expectations. leïla slimani's novel dans le jardin de l'ogre (2014), translated into english as adèle (2019), is another novel that deals with the theme of adultery. it follows a young woman named adèle, who loses control of her life and her family because of her sexuality. adèle is narrated as a serial adulterer, as a result of which she neglects her son. upon learning of adèle's extramarital affair, her husband richard begins to obsess over her every activity, and as a result she loses the freedom that she had found in adultery. in its narrative, this novel presents several elements that contribute to the construction of female sexuality and societal morality. the topics of sexuality and women are commonly linked, with various writers seeking to solve the mystery of "women" and their sexuality. groneman (1994) associates this with the term nymphomania, through which women's sexuality is defined as abnormal, as something that both frightens and arouses men. in his book the freudian mystique, slipp (1993) writes that women have historically been identified with irrationality, with the creation of lust, and with http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 181 destruction. this abnormality is further highlighted by the fact that, throughout the 19th century and into the 20th century, women with high libidos were perceived as suffering mental illness. together with women's roles as mothers and as wives, this sexuality is a main theme of dans le jardin de l'ogre. leïla slimani, the author of dans le jardin de l'ogre, is a francophone journalist. she was born in rabat, morocco, to an intellectual family; her mother is an otorhinolaryngologist, while her father is a famous economist. after receiving graduating from a french-standard secondary school, she studied political and communication science at sciences po, paris. for her debut novel, the one discussed in this study—dans le jardin de l'ogre—slimani received the la mamounia literary award. she received greater fame in 2016, after she received the prix goncourt for her novel chanson douce (translated in the united states as the perfect nanny and in the united kingdom as lullaby). slimani was subsequently appointed by president emmanuel macron as his personal representative in the international organisation of la francophonie, an association of francophone nations. of her works, the novel dans le jardin de l'ogre is particularly interesting owing to its frank discussion of sexuality, which is interesting not only because this topic is rarely encroached by women authors from moroccan muslim families, but also because this french-language novel has been read not only in france, but also in morocco and in other francophone countries. it can thus be positioned within the framework of a struggle against established norms and blatant gender disparities, particularly in morocco. such discussion of sexuality is important, as it is foundational for understanding and explaining gender relations and women's social positioning (udasmoro, 2006). michel foucault (2012) argues that sexuality is linearly correlated with power; in other words, a group's ability to express its sexuality determines its specific political power. furthermore, this novel narrates the experiences of a woman who has married and become a mother, both of which inform her social construction. this novel also depicts a woman's secret life, through which she seeks individual freedom even as she is socially constructed as a wife and mother. the novel dans le jardin de l'ogre has previously been discussed by scholars. nessrine naccach (2018), investigating the use of the term ogre in the novel and its title, argues that it refers to the main character, adèle, and the deleterious effects of her inability to control her sexuality. meanwhile, sabrina fatmi (2018) investigated gender roles and dominance in the novel, emphasizing that adèle's lover is narrated solely in terms of his sexual function. several aspects of the novel, thus, can be studied using a range of perspectives. the current study contributes an exploration of the novel's ironic positioning of women as mothers and monsters. http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 182 asmara and kusumaningrum (2018) argue that, in feminist poetry, the institutions of sex and marriage are most commonly "attacked" (read: deconstructed, reversed, and parodied). dans le jardin de l'ogre criticizes the institution of heterosexual marriage through its main character, adèle. frelick (2001) writes that women use several strategies to challenge heterosexual marriage and the patriarchy it embodies, including expressing their sexuality through homosexuality (lesbianism), becoming nuns, and having extramarital affairs. it is this last strategy that is used by adèle, the main character. in its discussion, this article refers to the theory of rossi braidotti. however, it only employs her concepts of mothers, wherein women are constructed as caregivers limited to the domestic realm, and monsters, wherein women are viewed as possessing a frightening and unnatural sexuality; these two concepts are most dominant in dans le jardin de l'ogre. although braidotti's theory also includes such concepts as womb envy—which posits that men envy women and their wombs, which provide them with complete control over the birthing process—these concepts are irrelevant to the novel and thus not employed. method this study employs plot analysis to examine the construction of female sexuality, including its contributive factors, in leïla slimani's novel dans le jardin de l'ogre. data, taking the form of narrative text or dialog that depicts the construction of women as mothers and monsters, were collected through a careful reading of the novel. research followed several stages. first, leïla slimani's novel dans le jardin de l'ogre was read carefully, with its contents fully understood. second, the novel was reread; data were collected during this reading. third, collected data were categorized and selected based on rossi braidotti's concepts of mothers and monsters. fourth, selected data were analyzed and discussed in greater detail. the data analyzed using the content analysis of the story. the aspects found from the selected data were analyzed using the lenses of gender perspectives with the focus on the link between women’s body and the position of women as mothers and monsters usually perceived by the society. findings and discussion the events of the novel dans le jardin de l'ogre are inexorably linked to the construction of female sexuality, particularly through the simultaneous processes of mothering and monstering. braidotti (1997) writes that women are constructed as the binary opposites of men, being the 'negative' form of the http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 183 male 'default'. as slipp (1993) women and femininity have commonly been perceived negatively. men and masculinity are constructed as rational and orderly, while women and femininity are associated with lust, irrationality, and disorder (udasmoro, 2012). such constructions of female sexuality are highlighted in the novel dans le jardin de l'ogre through its depiction of women as mothers and monsters. sexuality is depicted as making adèle, a mother, lose control of her life; her extramarital affairs are seen as detrimentally affecting those around her. in order to clearly understand the novel's construction of female sexuality, it is therefore necessary to investigate how adèle is positioned as a mother and as a monster. 1. women's sexuality as mothers in her investigation of the division of domestic labor between parents, nurhamida (2013) concludes that women handle the majority of caregiving duties. it is predominantly women who are expected to handle domestic affairs, an exploitive situation that results in women rarely having any opportunity to contribute to the public sphere (udasmoro, 2017a). even as many couples have sought a more equitable division of domestic labor, including childcare, disparity has remained (udasmoro, 2017b). this situation that is staunchly criticized through the novel. adèle, the novel's main character, is described as a working mother who is happiest when she is at work, as it enables her to be "free" of her domestic life. adèle desires to be free of her obligation to nurture lucien, her son, and is frustrated by his self-centered behavior and his demand for her time and energy. for the first time in her life, adèle must care for someone aside from herself. although she does love her son, adèle perceives lucien as a burden. this can be seen in the following quote: lucien est un poids, une contrainte dont elle a du mal à s'accommoder. (slimani, 2014: 39) lucien was a burden, something she could barely accommodate. (slimani, 2014: 39) braidotti (1997) explains that, when women are constructed as mothers, they are expected to be responsible for nurturing children and guiding their development. if a child does not meet societal standards upon reaching adulthood, it is the mother who is blamed. firestone (2003) argues that the repression of women is rooted in society's construction of their biological role in reproduction—i.e., their ability to give birth. the social and cultural roles of http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 184 women are constructed based on this biological function; women are viewed as agents responsible for ensuring the continuance of society, including by having children. such a situation is experienced by adèle. after her husband discovers her adultery, her husband's main concern is that adèle neglected their son in order to continue her extramarital affair. as stated below: elle essayait de lui expliquer le désir insatiable, la pulsion impossible à contenir, la détresse de ne pouvoir y mettre fin. mais ce qui l'obsédait, lui, c'est qu'elle ait pu abandonner lucien toute une après-midi pour retrouver un amant. (slimani, 2014: 184–185) adèle tried to explain her urges to richard, her uncontrolled lusts, her suffering when her desires went unfulfilled. but richard could only think of how adèle had left their son for the night so she could rendezvous with her lover. (slimani, 2014: 184–185) ultimately, as a result of this incident, adèle's husband richard moves the family to a small hamlet on france's borders. he believes that restricting adèle's mobility and limiting her to the domestic sphere will prevent any further adultery. this repression of her sexuality is legitimized based on adèle's motherhood and the expectations it carries. in this novel, the author's concerns are not limited solely to the repression of women's sexuality, but their confinement to the domestic sphere, a "prison" wherein they may be rehabilitated. it is not a mere matter of adultery, but rather deeply entrenched in questions of women's domestic roles and their importance as mothers. ultimately, adèle comes to perceive the joy of adultery as nothing but a momentary pleasure. she internalizes the values and the social constructs that have been imposed upon her. she feels guilty about her sexual activities, and promises herself that she will never have another affair, as seen in the following paragraph: adèle a peur. elle voudrait être au lit avec richard. les portes et les fenêtres fermées. lui ne permettrait pas ça. il ne laisserait personne lui faire du mal, il saurait la défendre. elle accélère le pas, tire lauren pas le bras. le plus vite possible, être à la maison, au chevet de richard, sous son regard tranquille. demain, elle préparera à dîner. elle rangera la maison, elle achètera des fleurs. elle boira du vin avec lui, elle lui racontera sa journée. elle fera des projets pour le week-end. elle sera conciliante, douce, servile. elle dira oui à tout. (slimani, 2014: 55–56) adèle was scared. she wanted to be in bed, next to richard. with all of the doors and windows closed. richard would not let anyone hurt her. richard would protect her. she walked faster, gripping lauren's arm. she wanted to http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 185 get home as soon as possible, to be by richard's side, to feel the warmth of her husband's gaze. the following night, she would cook dinner. adèle would clean the house; she would buy flowers; she would drink wine with richard and tell him about her day. she would plan her weekend. adèle would be calm, tender, and obeisant. she would say 'yes' to his every request. (slimani, 2014: 55–56) in the above paragraph, it can be seen that adèle recognizes what is expected of her as a wife and as a mother. she has internalized these values, as doing so has allowed her to find her "place". she has married and become a mother to find a sense of security. delphy and hill (2016) argue that heterosexual marriage is a social construct that serves to strengthen and maintain the patriarchy. as such, heterosexual marriage predominantly benefits men, while women are expected to raise and nurture their children (read: the heirs of their husbands). adèle has internalized these values, and consequently feels guilty after having an affair. 2. women as monsters braidotti (1997) writes that, for millennia, women have been marginalized as weak, passive, and irrational, and that these characteristics have been discursively reproduced to the extent that they are they are perceived as natural. within this context, braidotti links the discursive construction of women with that of monstrosity, of an abnormality that goes against the laws of nature. she argues that monsters are not only sources of fear, but also sources of awe. braidotti draws parallels between women and monsters, writing that both create a sense of fear and awe, and both are framed as an "other" opposed to a dominant "self". the mystery of women and their sexuality has been widely discussed in academia. however, the majority have this discourse has been dominated by male writers employing a phallogocentric paradigm, which influences their findings and observations to such an extent that their validity must be questioned. groneman (1994) writes that, in the victorian era, women who were perceived as excessively sexual were sent to psychiatric hospitals and treated for mental illness. a similar phenomenon is found in dans le jardin de l'ogre. richard believes that he can save adèle from the "disease" which she suffers. he subsequently moves the family to a small hamlet, as he believes that he is the only one capable of curing his wife. he perceives adèle's sexuality as dangerous, as seen in the following quote: il lui a imaginé une nouvelle vie, où elle serait tenue à l'abri d'elle-même et de ses pulsions. (slimani, 2014: 192) http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 186 he imagined a new life, where adèle would be protected from herself and her lust. (slimani, 2014: 192) braidotti (1997) explains that women's non-reproductive sexual activities are deemed dangerous. their ability to carry and bear children is perceived as giving women the ability to determine when life will begin. women's sexuality is thus deemed dangerous, and constructed in a manner that enables men to guarantee the production of heirs. in the novel dans le jardin de l'ogre, hatred of women's sexuality is most tangible when adèle visits an adult entertainment venue, where a man shames her and spits on her after seeing her expensive clothes and her wedding ring. he uses the term h'chouma, a moroccan loan word meaning 'shameful' that has become common in france, to insult her, insinuating that a married women should feel ashamed to not be in her place. women who buck the status quo, such as adèle, face consequences. in the incident narrated above, these consequences take the form of social sanctions. adèle's sexuality is also rejected by her husband, richard, who had previously seen her predominantly as an intelligent woman. personally, richard does not consider sex and sexual intercourse to be important; rather, he sees it as a mindless and animal activity. he only has sex for procreation, and is relieved when adèle becomes pregnant after their first sexual encounter. he believes that, by continuing to have sex with adèle, he would be damaging her body. when adèle's adultery is revealed and richard learns that she has had intercourse with numerous men, he is disgusted. this is emphasized in the following quote: « tais-toi. surtout, tais-toi. ta voix m'écœure. ton odeur m'écœure. tu es un animal, un monstre. » (slimani, 2014: 162) "quiet! shut your mouth! your voice disgusts me. the stench of your body disgusts me. you are an animal, a monster." (slimani, 2014: 162) after learning of her adultery, richard equates adèle with an animal. he is disgusted by her sexuality, and becomes increasingly obsessed with controlling her. after they move to a small hamlet on france's borders, richard keeps a careful watch on adèle, controlling her mobility by restricting her to the domestic sphere. he becomes obsessed with adèle's activities, and after the couple meet their new neighbors he interrogates adèle to ascertain her thoughts. even minor matters such as adèle's clothing are problematized. borrowing from kristeva, braidotti (1997) describes the hatred of women's sexuality as resulting from abjection, as being rooted in the pleasure derived from the othering process. subjectification can only occur—i.e., the self http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 187 can only be the self—through abjection. women, as the "other" in the male– female binary, are viewed as abnormalities that must be correct. correcting such abnormalities creates a sense of pleasure, such as that experienced by richard when he attempts to "cure" his wife. more specifically, through his obsession with curing adèle's "disease", with "correcting" the other, richard receives a sense of satisfaction. he decides that adèle must quit her job, and that the family must move to a distant hamlet. adèle thus becomes financially dependent on her husband. at the same time, as a consequence of her efforts to challenge the status quo, her mobility within the public sphere is restricted. the great hatred of women's sexuality is recognized by simone, adèle's mother, as seen in the following paragraph: « les hommes ne savent pas qui nous sommes. ils ne veulent pas savoir. mois, je suis ta mère, je me souviens de tout. de la façon dont tu te trémoussais, tu n'avais même pas huit ans. tu affolais les hommes. les adultes parlaient de toi alors que tu aurais dû être invisible. ils ne disaient pas du bien d'ailleurs. tu étais ce genre d'enfant que les adultes n'aiment pas. déjà, tu avais le vice en toi. une sainte-touche, une hypocrite de première. » (slimani, 2014: 216) "men don't know who we are; they don't want to know. but i'm your mother. i remember it all. how you shook your hips, even before you were eight years old. you scared all of the men. adults talked about you behind your back, and they didn't have nice things to say. you were the kind of kid that adults hated. your vices were clear; you pretended to be innocent; you were the greatest hypocrite." (slimani, 2014: 216) from simone's story, it is apparent that adèle had shown her sexuality from a young age. the sentence "you scared all of the men" emphasizes that women's sexuality is perceived as dangerous, and that manifestations of female sexuality are inherently rejections of the status quo. the fear of women's sexuality, as narrated above, reflects the negative view of women and womanhood, one that can lead to men losing control of their objectivity and their rationality. in this paragraph, it is clear that, even as a child, adèle had been perceived as a wicked girl. this seemingly validates the belief that women, from birth, have a natural capacity to negatively influence men, a view that supports the positioning of women on the negative pole of a binary opposition (see (braidotti, 1997)). http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 179-189 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women, mothers, and monsters in : ... siti aisyah yasmin, wening udasmoro, sajarwa doi: https://doi.org/10.26714/lensa.10.2.2020.179-189 188 conclusion in dans le jardin de l'ogre, the main character adèle is constructed as a mother and a monster. although she is a working woman, she is also a mother, and thus expected to bear the burden of childcare; this social construct serves to limit her mobility and to increase her time within the domestic sphere. meanwhile, after her adultery is revealed, adèle is constructed as a monster (a being that simultaneously creates a sense of fear and awe, see bradotti (1997)she is perceived by her husband, richard, not only as disgusting, but as "ill", as having a disease that can only be cured by him. richard thus becomes obsessed with adèle and her behavior. owing to her construction as a mother and a monster, adèle frequently feels a loss of her personal identity. her expression of her sexuality is perceived as threatening the status quo. women are believed to have inherently negative characteristics, the effects of which can only be controlled and mitigated through education. however, such a belief results in women losing their freedom and their human dignity. references asmara, r., & kusumaningrum, w. r. 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(2017b). women and the repoduction of literary narratives in the construction of nation. litera, 16(2). https://doi.org/10.21831/ltr.v16i2.17411 http://jurnal.unimus.ac.id/index.php/lensa 6313-16709-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 54 the quality of machine translation assessment on gender markers lingual units hapni nurliana h.d hasibuan universitas negeri yogyakarta jl. colombo yogyakarta no.1, karang malang, caturtunggal, kec. depok, kabupaten sleman, daerah istimewa yogyakarta 55281 hapnihasibuan@gmail.com article history: submitted on 5th april 2021; accepted on 3rd june 2021; published on 30th june 2021 abstract machine translation (mt) is one of the most advanced and elaborate research fields within translation technology, the quality of mt output has always been a great concern, and mt evaluation is a popular research topic. this research aims to assess the quality translation on the gender markers lingual unit of the arabic short story " ُوَاْلعُْصفُْورُ هللاِ َعْبد" which is translated to english and indonesian using machine translation. machine translation used is google translation. further, the research was qualitatively based. the subject is gender markers lingual unit that taken from the arabic short story the key instrument of this research is the human ."وَاْلعُْصفُْورُ هللاِ َعْبدُ " instrument. additional instruments used to support this research consisted of tables of the lingual units of gender markers and a table of rating scales based on nababans' theory (2012). the findings showed that this analysis had discovered 72 lingual units of gender markers in the short story. the most frequent type found was personal pronouns. the research was concluded that the google translate translation on the gender markers lingual units has high quality on the accuracy, acceptance, and readability level. keywords: translation quality assessment; machine translation; gender markers; lingual unit; short story lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 55 introduction with the increased globalization, translation plays a significant role in human’s life. people can communicate and interact with others all around the world. without understanding the culture or system of other languages, communication might be difficult. as the definition, translation is transfer words, phrases, clauses, or sentences from the source language to target language catford (1965: 20). in addition, nida and taber (1974: 12) stated, “translating consists of reproducing in the receptor language the closest natural equivalent of the source-language message, first in terms of meaning and secondly in terms of style”. therefore, it can be said that translation contains the reproduction into the target language as naturally as possible in terms of meaning and style. avoiding translation difficulties, in the sophisticated technology era, humans are no longer flipping through the dictionary or coming to the library. instead, the process of translation cannot only be done by humans but also by machine translation machines. the first machine translation was begun with the dictionary software containing limited words and phrases. however, the rapid development of technology has improved machine translation, translating phrases, sentences, paragraphs, complete manuscripts, and books. several applications have been created to translate, such as google translate, bing.com, translate.com. all these machines can translate into more than 50 languages. one of them is from arabic to english or indonesian. however, as a machine translator, translation is not perfect because basically, machine translation provides only service with a "rough" translation still needs revision. this translation needs to be studied more widely, especially to see errors in the existing language, because many parties doubt its quality. that language error can be morphological, grammatical, syntactic, or phonological. many previous types of research of machine translation have been done. koponen (2010) concluded that the error classification explained the focus on the un-equivalence of machine translation in semantic components (individual concepts and relations between them) of the source and target texts. following research conducted by alawneh et al. (2011), the result showed that translating the well-structure of english into arabic through machine translation has not yet achieved the high-quality assessment. maslihah (2018) researched how google translates accuracy from educational verses arabic into indonesian and its impact. the conclusion stated the google translate application has a deviation accuracy level, but this research also expected students to realize the weakness and deplorable impact after using google translate. the other research conducted by fauziah et al (2012: 15) stated that machine translation has a weakness according to the accuracy of the meaning of google translate in the book "fathul qorib" is not accurate. because, google translate is only correct in translating the meaning of isim, fi'il, and letters lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 56 literally, not in a perfect sentence. in evidence, khoiriyah (2020) stated that google translate has a good quality in vocabulary terms but no in conveying the meaning. furthermore, in grammatical, google translate does not have grammatical arrangement. moreover, some of the results of the google translate translation on special meanings, religious terms, spelling, punctuation, grammar, morphology, and lexicon are inaccurate. thus, the meaning of the resulting translation is incorrect, and the message contained in it cannot be understood. another obstacle experienced by users of this service is that translations that are not grammatical are often found. considering the statement above, one of the sub-categories in grammar is gender (muhammadun, 2016: 46). in webster's new world dictionary, gender is defined as the visible differences between men and women regarding values and behavior. this is reinforced by lips (1993: 7), which defines gender as cultural expectations of men and women. therefore, based on the close relationship between language and cultural treatment of the gender system, the lingual unit elements function as sex differentiators, both at the phonological, morphological and lexicon levels. one language that has a complex gender marker is arabic. all words in arabic are masculine except the words that have a feminine gender marker. the complexities of arabic gender have not been extensively researched. the gender markers of arabic grammatically are nouns, personal pronouns, relative pronouns, demonstrative pronouns, adjectives, verbs, and particles (najjar & shahin, 2015: 256). a word’s gender can affect its form and behavior. farghal and shunnaq (1999: 56) that english makes very few gender distinctions in its pronominal system. however, the issue of gender markers in indonesian rules are not discussed in detail. it can be expressed lexically. based on the background, assessing the quality of machine translation in gender as a sub-category grammatical becomes an interesting idea to research. furthermore, gender in arabic, indonesian, and english have different forms. thus, the problems can be formulated in the following question: “how does the quality of google translate in the gender markers from arabic to indonesian and english, as well as its impact brought about?” the result research will give the beginner or student translator important information about the accuracy, acceptability, and readability of google translate in translating arabic stories into indonesian and english, especially in translation gender marker. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 57 method this research used a qualitative approach to assess the quality of google translate results in the َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع story. the data source was the short story of َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع in arabic as sl and in indonesian and english as tl. to obtain accurate data in this research, the researcher applied several general techniques to collect and analyze data. in data collection, the technique starts from reading data sources related to the research topic. then, data analysis finds the short story, translating through google translate into english and indonesian, classifying the gender marker, asking the raters to assess the data through the instrument table of rating scale. the instruments of this research were the researcher herself, raters who are capable in the translation field, and the instrument table of rating scales based on nababan (2012). table 1: assessment criteria of translation accuracy level (adapted from nababan, et. al, 2012: 50) translation categories score qualitative parameters accurate 3 the source text content that consists of word, technical term, phrase, clause or sentence is accurately transferred into the target text without distortion of meaning. less accurate 2 most of the source text content, such as words, technical terms, phrase, clause or sentence is transferred accurately into the target text, but still needs improvement. inaccurate 1 most of, or the whole source text content is inaccurately transferred into the target text. it includes the deletion and elimination of important information of source text. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 58 table 2: assessment criteria of translation acceptability level (adapted from nababan, et. al, 2012: 50) translation categories score qualitative parameters acceptable 3 translation feels natural; where the technical term has been commonly used and familiar to the reader; while the phrases, clauses and sentences used do not conform to indonesian standards. less acceptable 2 the translation feels natural but consists of a few uncommon technical terms or slight grammatical errors. unacceptable 1 translation feels unnatural, and consists of technical terms that are uncommonly used and unfamiliar to the reader; the phrases, clauses and sentences do not conform to the indonesian standard. table 3: assessment criteria of translation readability level (adapted from nababan, et. al 2012: 5) translation categories score qualitative parameters high readability 3 the content of text (words, phrases, clauses and sentences) can be understood easily. moderate readability 2 generally, the content of text can be understood, but there are certain parts that should be re-read to comprehend. low readability 1 the text is difficult to comprehend lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 59 findings and discussion based on the analysis, the researcher found 72 words containing gender markers found in the narrative story " as shown in ," رُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ عَ the following table: table 4: the gender markers of َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع no gender marker categories utterance (%) masculine (muzakkar) feminine (muannas) 1 pronoun 29 6 49 2 demonstrative pronouns 3 0 4 3 adjective 10 3 18 4 nominal 18 2 28 5 numeral 1 0 1 total 61 11 100 the table above shows the frequency of gender markers, there are 5 categories of reference based on muhammadun's theory (2016). there were 61 data markers for masculine gender from 72 data, while gender feminine funding was 11 from 72 data. this is because the story “ is a رُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ عَ story about a little boy, a bird and his father. all characters are male nouns, meaning more masculine personal pronouns than the feminism used in the story. the table above also concludes that the personal pronouns are most often found in stories, with 29 masculine utterances and 6 feminist utterances (48.6%). the personal pronoun is a pronoun known as اسم ضمير : ism damir. it manifests itself in two forms, namely as an independent word, which is known as ضمير منفصل: damir munfasil. it is the pronoun that separate persons; and as a suffix (suffix) which is attached to a noun, verb, or a preposition known as ضمير متصل: damir muttasil. it is the pronoun that connect persons. this happens because the story َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع contains many personal pronouns, either dhamir munfasil (standing alone) or dhamir muttasil (being together). lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 60 1. assessment of translation quality the story َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع has found 72 gender marker words. in the next discussion, namely assessing the quality of the machine translation results in the َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع story. this assessment is based on nababan's (2012) translation quality assessment theory which states that assessing the quality of the translation is divided into three aspects, namely aspects of accuracy, acceptability, and readability. a. aspects of accuracy according to nababan's theory, accuracy is divided into accurate, less accurate, and inaccurate. for example, the َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع story: table 5: the accuracy assessment of google translate translation category frequency percentage (%) accurate 55 76 less-accurate 8 11 inaccurate 9 13 total 72 100 the table above showed that 55 out of 72 data (76%) were translated accurately, 8 data (11%) were translated less accurately, and 9 data (13%) were translated inaccurately. it can be concluded that the machine translation of the gender marker word in the story َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع can be said to be an accurate translation. the following explicated the examples of data from the three categories of accuracy assessments based on nababan (2012: 51): i. accurate translation accurate translation is defined as the meaning of words, technical terms, phrases, clauses, sentences, or source language text accurately transferred to the target language; there is no distortion of meaning (nababan, 2012). there are 55 out of 72 data that can be described as accurate translation. an example of an accurate translation can be seen below: data 2/ii st: ه ِت يْ َب tt1: rumahnya tt2: his house based on observations of data number 2 / ii, hi is the personal pronoun suffix in arabic, the pronoun hi in the word baitihi refers to him as a man, namely abdullah. baitihi means his house in english and rumahnya in indonesia. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 61 data 4: st: ََواِحًدا ِمْنَهاأَرَادَ أَْن َيأُْخذَ نْ أ tt1: dia ingin mengambil salah satu dari mereka tt2: he takes one from it from the sentences above, it can be seen that the pronoun as the subject was translated as he and dia. therefore, these translated words were accurate. the researcher concluded that the translation is a high-accuracy translation or an accurate translation. the meanings of words, technical terms, phrases, clauses, and source language sentences (st) are accurately transferred to the target languages (tt); there was no distortion of meaning and nothing was deleted. in indonesian, there is no categorization of masculine or feminine in the third person. however, english is masculine in the third person and google translated the word correctly. ii. less accurate translation less accurate is defined as most of the meanings of words, technical terms, phrases, clauses, sentences or the source language text have been transferred accurately into the target language. however, there are still distortions in the meaning or translation of multiple meanings or the meaning is omitted, which disturbs the integrity of the message (nababan, 2012: 50). eight out of 72 data were described as inaccurate translations. example of translation data: data 1 / ii st: ْرُ وْ فُ صْ عُ ال tt1: burung gereja tt2: sparrow the data above was repeated many times in the translation cases, it caused the stories told about the little bird. the noun ْرُ وْ فُ صْ عُ ال should mean little bird. however, the translation is burung gereja in indonesian and/or sparrow in english. this translation is inaccurate. it disturbs the integrity of the message and there is a small distortion of meaning. at the same time, the .word will be explained in an inaccurate translation دُ بْ عَ هللاِ the next example is in data 6/iii st: اعً زَ َف وَ اًف وْ خَ رُ يْ افِ صَ عَ الْ تِ احَ صَ َف . tt1: burung-burung berteriak, dengan ketakutan dan teror. tt2: the birds cried in fear and panic. the data has distortion meaning in tt1, it should be translated as panik as like in english as tt2. it concluded that google translation still has lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 62 inconsistent translations in every language. iii. inaccurate translation inaccurate translation is defined as the meaning of words, technical terms, phrases, clauses, sentences or the source language text is inaccurately transferred to the language (nababan, 2012: 50). the table showed that the inaccurate translation category on google translate has 9 out of 72 data. data 1 / 1 st: َِهللاِ دُ بْ ع tt1: hamba tuhan tt2: servant of god the data above also explicated many times in this story. the translation in english and indonesian was inaccurate. the meaning in the source language is not transferred accurately. further, the name of the person should not be translated. the following data was explicated as an inaccurate translation. data 8 /iii st: هِب لَ زَ َنوَ ادً احِ وَ اهَ نْ مِ ذَ خَ أَ لْ َب tt1: ia mengambil satu darinya dan memasukkannya ke dalam. tt2: but he took one from it and took it down ke dalam and took it was not the accurate translation from هِب . if we can guess the meaning, the correct translation should be dengannya or with his. so it meant the translated words in both target texts were inaccurate. b. acceptability aspects table 6: the acceptance assessment of google translate translation category frequency percentage (%) acceptable 57 79 less-acceptable 3 4 unacceptable 12 17 total 72 100 the table above showed that 57 out of 72 data (79%) acceptable, 3 (4%) less acceptable, and 12 (17%) unacceptable. therefore, it can be concluded that the google translation results of the gender markers in this story has an acceptable translation. the following explicated the examples of data from the three categories of acceptance assessments based on nababan (2012: 51): lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 63 i. acceptable translations translation can be said to be acceptable if the translation feels natural; technical terms are commonly used and familiar to readers; the phrases, clauses and sentences used to follow the rules of the indonesian language (nababan: 2012). thus, there are 57 out of 72 data, including acceptable translations. data 3/i, 3/ii st: َةٍ َي الِ عَ ةٍ رَ جَ ش tt1: pohon yang tinggi tt2: a tall tree the data mentioned is from 2 data but compiled in 1 phrase to be analyzed. the word َةٍ رَ جَ ش is a feminine nominal category in arabic and َةٍ َي الِ ع is a feminine adjective because it follows the noun in front of it. correspondingly, all words in arabic are masculine except those that have a feminine gender marker. the feminine form is derived from the masculine form. because masculine is the original form, this form does not need a marker that shows its distinctiveness as masculine (muhammadun, 2016: 50). this data can be seen that the term َةٍ َي الِ عَ ةٍ رَ جَ ش is translated accurately. the term above should be translated as pohon yang tinggi/a tall tree. however, there are additional words that are usually applied in tl. data 4/i, 4/ii, 4/iii st: ا َسِمَع َصْوتََهاَولَمَّ َواِحًدا ِمْنَهاأََراَد أَْن َيأُْخذَ tt1: dan ketika dia mendengar suaranya, dia ingin mengambil salah satu dari mereka tt2: and when he heard its sound, he wanted to take one of it. as the explanation before this example, this example data also were combined from three data in one sentence. all of the bold words were translations acceptable in the target language. therefore, the readers might understand the translated words. ii. less-acceptable translation according to nababan (2012: 51), a translation that feels natural but there is a problem with using technical terms or a slight grammatical error is called an unacceptable translation. as stated in the translation acceptability assessment table above. there are 3 out of 72 data that contain less acceptable gender markers. data 2/i, 13/i st: َهللاِ دُ بْ ع tt1: abd allah lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 64 tt2: servant of god the data example is mentioned twice in the story. the translation has been natural but not acceptable due to a few grammatical errors in translating and writing people's names. therefore, the st should be translated as abdullah in indonesian and english. data 17/iii st: ِاْألََلمِ وَ اِْلُحْزن أَُكْوُن ِفْي َغاَية tt1: aku akan sangat sedih dan sedih tt2: be in the end of sorrow and pain the translated word meant the less acceptable word, indonesian as the first target text should be translated as rasa sakit. as in english translation was acceptable. the indonesian translation established the translation as less acceptable. iii. unacceptable translation an unacceptable translation is a translation that is not natural or feels like a translation work; technical terms used are not commonly used and are not familiar to the reader; the phrases, clauses, and sentences used are not following indonesian language rules nababan (2012: 51). there were 12 out of 72 gender marker data which included in the unacceptable translation by google translation. data 8/iii st: َهِ ِب لَ زَ َنو tt1: memasukkannya ke dalam. tt2: he took one from it the data is one of the unacceptable translation words. the translation is unnatural and unfamiliar to the reader. if st translated literally, the meaning of َهِ ِب لَ زَ َنو means turun ke bawah bersamanya. in addition, hi in the word bihi is a personal pronoun suffix in the third person. the word hi refers to usfur (little bird). data 5/1 st: َهَوَمدَّ َيد إِلَْيَها tt1: mengulurkan tangannya. tt2: reach out his hand. the translated sentences missed the little meaning. it meant that the data does not got translated fully by the google translate. therefore, the data above is classified as the unacceptable translation. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 65 c. readability aspects table 7: the readability assessment of google translate translation categories frequency percentage (%) high readability translation 59 82 moderate readability translation 0 0 low readability translation 13 18 total 72 100 the table above shows that 59 out of 72 data (82%) have high readability and 13 data (18%) have low readability. it concluded that the goggle translation of the gender markers in the story َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع is legible and easy to understand. the following data were the examples from the three readability categories based on nababan (2012: 51): i. high readability translation qualification for high-level translation legibility is when words, technical terms, phrases, clauses, sentences or translated texts can be easily understood by the reader (nababan, 2012: 51). there are 59 out of 72 pieces of data in this story. data 20 /i-iv st: َأَْهِلهِ إَِلى اْلعُْصفُْورَ أَْن َيرُدَّ اْلَخاِدمِ ِمَن َطَلبَ و tt1: dia meminta pelayan untuk mengembalikan burung itu ke keluarganya. tt2: and he asked the servant to return the blurry to his family the example sentence above has four words containing the gender markers. interestingly, the data above are assessed as high readability translation. ََطلَب is a verb with he as the hidden subject. ْمادِ خَ ال is a masculine noun. ْرَ وْ فُ صْ عُ ال is masculine nouns from animal species and hi in the word هِ لِ هْ أَ , referred to the bird. these translations were accurate and accepted in target languages. it was caused the present data were enough to understand by reading one time. data 7/i-ii st: َِلَحاِلَها َما َرقَّ قَْلبَهُ َولَِكنَّ نكِ َل و tt1: tetapi hatinya adalah apa yang melemparkan kondisinya. tt2: but his heart is what threw her condition. the example has two gender markers. it included into high readability translation. so the translation will get easily in reading and understanding the lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 66 story. ii. moderate readability translation the reader's moderate level of readability assessment is generally understandable; however, certain passages must be read more than once to understand the translation (nababan, 2012: 51). by the table above, no data falls into the category of moderate readability from the results of google translate on gender words in the story of َرُ وْ فُ صْ عُ الْ وَ هللاِ دُ بْ ع . iii. low-level readability translation translations are difficult for readers to understand have a low readability rating (nababan, 2012: 51). regarding the frequent readability table, the low-level readability translation contains 13 out of 72 data. therefore, the following data will be presented. data 14/ii st: هللاِ دَ بْ عَ اَي . tt1: hai hamba tuhan tt2: o servant of god. data 14/iii st: ِهِ ِب تَ ْئ جِ نَ يْ أَ نْ م tt1: dari mana asalmu? tt2: from where you came with it.” the gender markers data above were difficult to understand. first, دَ بْ عَ as the name of the person should not be translated literally. second, hi as هللاِ the suffix in bihi as the personal pronoun had a distortion of meaning in indonesian translation these examples caused the translated text to become difficult to understand. nababan (2012: 51) stated that translation with low readability is difficult to comprehend. conclusion based on the research findings, the quality of 72 gender marker translation assessments is highly accurate, acceptable, and readability in indonesian and english translation. moreover, arabic translation into indonesian as tt1 and english as tt2 has basic grammatical rules. google translate cannot analyze the grammar and context of the sentence from the source language (arabic) to the target languages (indonesian and english). furthermore, the weakness of google translate is unclear and inconsistent in translating the whole text. the use of machine translation provided much convenience to all lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.54-67 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the quality of machine translation assessment:... hapni nurliana h.d hasibuan doi: https://doi.org/10.26714/lensa.11.1.2021.54-67 67 users. google translate or other machine translation can be an economical and practical reason increasingly that creates an instant helper in solving the translation problems. however, the user of machine translation must be accompanied by an awareness of the weaknesses in machine translation. furthermore, the translators should develop the knowledge of the language systems and cultures to avoid machine translation errors. references alawneh, m., omar, n., & sembok, t. m. (2011). machine translation from english to arabic. engineering and technology, 11, 95–99. catford, j. c. (1965). a linguistic theory of translation. london: oxford university press. creswell, w. j. (2013). research design pendekatan kualitatif, kuantitatif, dan mixed (edisi ketiga). (terjemahan achmad fawaidi). yogyakarta: pustaka pelajar. farghal, m. and shunnaq. (1999) a. translation with reference to arabic and english: a practical guide. irbid, jordan: dar al-hillal for translation. khoiriyah, h. (2020). kualitas hasil terjemahan google translate dari bahasa arab ke indonesian. al mi’yar: jurnal ilmiah pembelajaran bahasa arab dan kebahasaaraban, 3(1), 127. https://doi.org/10.35931/am.v3i1.205 koponen, m. (2010). assessing machine translation quality with error analysis. electronic proceedings of the viii kätu symposium on translation and interpreting studies, 4, 1–12. lips, m. hillary. (1993). sex and gender; an introduction. california, london, toronto: mayfield publishing company. maslihah, r. e. (2018). akurasi penggunaan translation machine pada penulisan skripsi mahasiswa. cendekia: jurnal kependidikan dan kemasyarakatan, 16(2), 245. https://doi.org/10.21154/cendekia.v16i2.1295 muhammadun, muzdalifah, (2016). penanda gender dalam perspektif bahasa arab dan indonesian. jurnal al-maiyyah, volume 9 no. 1 januarijuni nababan, m., nuraeni, a., & sumardiono. (2012). pengembangan model penilaian kualitas terjemahan. kajian linguistik dan sastra, 24(1), 39–57. najjar, o. and shahin, s. (2015). the translational impact of gender sensitization on the palestinian society. arab world english journal 4, 253-268 nida, e. a., & taber, c. b. (1982). the theory and practice of translation (second photomechanical reprint) (8th edition). netherlands: e.j. brill ketidakadilan gender dalam cerpen qissatu fathiyah al misriyyah dalam antologi cerpen adab am qillatu adab nawal sa’dawi oleh: mamdukh budiman* abstract literature is an activity or human behavior, both forms of verbal or physical, that seek to be understood by science. it is a fact of human activity that gave rise to a certain social activities, political activity, as well as the cultural creatives such as philosophy, art movement, art, sculpture, music, literature and other art. teuw has argued that literature is placed fourth after religion, philosophy, science and discipline. majazi literature, is the result of the power of reason and imagination that are high, so the form will be contained in the form of creative literature with the stage of creativity and initiative, if it deals with literature, essentially an exploration of creativity and thought to literary works that are created, resulting in the psychological elements will affect the creation of literary works, both from the impact of emotions, as well as the impact of the motif. according to sangidu, things were with literary term for indonesia community, which consists of concepts that are not causing the problem, though it is never stated in a clear and unequivocal statement. this can be seen in situations that do not give a rise to discuss about the use of scientific (sangidu, 2004:31). to understand the essence of literary work that requires some steps that are not always easy to understand the goals, and the necessary steps should be taken before a thorough understanding to level, with an understanding of hermeneutics, and mastered various systems is a fairly complex code, either language or culture code, as well as literature with unique code. key words: majazi literature, feminism, gender injustice. dunia kesusastraan arab dan periodesasi kesustraan arab astra arab ( arab : األدب العربي, al-adab al-'arabi) adalah tulisan yang dihasilkan, baik prosa dan puisi, oleh penulis dalam bahasa arab . kata arab yang digunakan untuk sastra adalah adab yang berasal dari makna etiket , dan menyiratkan kesopanan, budaya dan pengayaan. istilah, kata "adab" mengalami perkembangan yang cukup panjang dalam sejarah kesusastraan arab. perkembangan kata "adab" sejalan dengan perkembangan kehidupan bangsa arab. pengambilan kata itu dari * penulis adalah staf pengajar di fe unimus s masyarakat arab badui sampai masyarakat arab perkotaan yang telah mempunyai peradaban. kata "adab" terdapat banyak perbedaan mengenai maknanya, dan perbedaan makna itu sangat dekat, maksudnya perkembangan dan perubahan makna itu tidak terlalu kontras dengan makna aslinya. perubahan itu diketahui sampai sekarang melalui perkataanperkataan dan tulisan-tulisan. penafsirannya jelas hanya kecenderungan pendengar pendengar pada pengucapan kata "adab" tersebut. pada zaman jahiliyyah kata "adab" berarti "الدعوة إلى الطعام (mengajak makan atau undangan ke perjamuan makan), dan arti ini sudah jarang digunakan, kecuali pada kata "ma'dubah" dari akar kata yang sama yaitu "adab". kata "ma'dubah" berarti jamuan atau hidangan, dengan kata kerja "adaba-ya'dibu" yang berarti menjamu atau menghidangkan makanan. sebagaimana yang terdapat dalam perkataan tharafah bin abdul bakri al-wa'illi: ال ترى اآلدب فینا ینتفر¤ نحن فى المشتاة ندعو الجفلى "pada musim paceklik (musim kesulitan pangan), kami mengundang orang-orang ke perjamuan makan, dan engkau tidak akan melihat para penjamu dari kalangan kami memilih-milih orang yang diundang" kata "adab" juga digunakan dalam arti "prilaku yang terpuji atau terhormat dan sifat-sifat yang mulia" seperti yang terdapat di dalam dialoq antara ‘atabah dengan hindun, puterinya. ‘atabah berkata kepada puterinya tentang abu sufyan yang datang melamarnya: ھوعّز عشیرتھ یؤدب أھلھ وال یؤدبونھ بدرأرومت ".... asal-usulnya mulia, keluarganya terhormat, dia sopan dan hormat kepada keluarganya, meski diantara keluarganya ada yang tidak menghormatinya....". akhirnya hindun pun setuju menikah dengan abu sufyan sambil berkata: وسآخذه بأدب البعل مع لزوم وإنى لھ الموافقة, إنى ألخالق ھذا لوامقة تلفتى وقلة قبتى sungguh, aku benar-benar menyukai akhlak dan perilaku yang demikian, dan aku setuju menikah dengannya dan akan kujadikan ia suami yang dihormati, dan dengan kesetiaan aku akan selalu berada di rumah, dan tidak akan berselingkuh dibelakangnya" dari arti kata “adab” tersebut di atas, kata adab menjadi dua arti, yaitu arti umum dan khusus. arti umum adab adalah akhlak yang baik, seperti jujur, sopan santun, etika dan etiket. dan dapat menjaga amanah. sedangkan arti khusus “adab” adalah kata kata yang indah dan baik yang berpengaruh pada jiwa seseorang. pada umumnya, periodesasi kesusastraan dibagi sesuai dengan perubahan politik. sastra dianggap sangat tergantung pada revolusi sosial atau politik suatu negara dan permasalahan menentukan periode diberikan pada sejarawan politik dan sosial, dan pembagian sejarah yang ditentukan oleh mereka itu biasanya diterima begitu saja tanpa dipertanyakan lagi (wellek, 1989:354) dalam setiap periode perkembangan tersebut, sastra arab mengalami inovasi yang membedakannya dengan periode lainnya. pada fase modern khususnya, ternyata sastra arab memiliki berbagai aliran sastra yang muncul silih berganti, baik karena motivasi kritikan terhadap model sastra yang muncul sebelumnya maupun karena untuk menyempurnakan aliran lainnya yang muncul dalam kurun waktu yang sama muhammad sa'id dan ahmad kahil (1953: 5-6) membagi periodesasi kesusastraan arab ke dalam enama periode sebagai berikut: 1. periode jahiliyyah, dimulai sekitar satu tengah abad sebelum kedatangan islam sekitar dan berakhir sampai kedatangan islam. 2. periode permulaan islam (shadrul islam); dimulai sejak kedatangan islam dan berakhir sampai kejatuhan daulah umayyah tahun 132 h. 3. periode abbasiyah i, dimulai sejak berdirinya daulah abbasiyah tahun 132 h dan berakhir sampai banyak berdirinya daulah-daulah atau negara-negara bagian pada tahun 334 h. 4. periode abbasiyah ii, dimulai sejak berdirinya daulah-daulah dalam pemerintahan abbasiyah dan berakhir dengan jatuhnya baghdad di tangan bangsa tartar atau mongol pada tahun 656 h. 5. periode turki, dimulai sejak jatuhnya baghdad di tangan bangsa mongol dan berakhir dengan datangnya kebangkitan modern sekitar tahun 1230 h. 6. periode modern, dimulai sejak datangnya kebangkitan modern sampai sekarang. teeuw (1988: 311-317) bahwa perbedaan itu disebabkan empat pendekatan utama, yaitu: 1. mengacu pada perkembangan sejarah umum, politik atau budaya. 2. mengacu pada karya atau tokoh agung atau gabungan dari kedua hal tersebut. 3. mengacu pada motif atau tema yang terdapat dalam karya sepanjang zaman. 4. mengacu pada asal-usul karya sastra dalam karya sastra, permasalahan mengenai gender merupakan bentukan dari kebudayaan khusus bentukan budaya patriarki yang mendudukkan posisi perempuan sebagai inferior sedangkan laki-laki sebagai superior. berarti gender itu menggambarkan tentang perbedaan status sosial antara laki-laki dan perempuan. hal ini menunjukkan bahwa gender dan jenis kelamin yaitu feminin-maskulin ditentukan secara kultural, sebagai hasil pengaturan kembali infrastruktur material dan superstruktur ideologis. oleh karena itu, feminitas mengandung pengertian psikologis kultural, seseorang tidak dilahirkan "sebagai" perempuan, melainkan "menjadi" perempuan (ratna, 2004: 184-185) membaca sebagai wanita berarti membaca dengan kesadaran membongkar praduga dan ideologi kekuasaan laki-laki yang androsentris atau patrialkal, yang sampai sekarang masih menguasai penulisan dan pembacaan sastra. perbedaan jenis kelamin pada diri penyair, pembaca, unsur karya dan faktor luar itulah yang mempengaruhi situasi sistem komunikasi sastra. endraswara (2003: 146) mengungkapkan bahwa dalam menganalisis karya sastra dalam kajian feminisme yang difokuskan adalah: a. kedudukan dan peran tokoh perempuan dalam sastra, b. ketertinggalan kaum perempuan dalam segala aspek kehidupan, termasuk pendidikan dan aktivitas kemasyarakatan, c. memperhatikan faktor pembaca sastra, bagaimana tanggapan pembaca terhadap emansipasi wanita dalam sastra. kolodny dalam djajanegara (2000: 20-30) menjelaskan beberapa tujuan dari kritik sastra feminis yaitu: a. dengan kritik sastra feminis kita mampu menafsirkan kembali serta menilai kembali seluruh karya sastra yang dihasilkan di abad silam; b. membantu kita memahami, menafsirkan, serta menilai cerita-cerita rekaan penulis perempuan. wanita arab jaman jahiliyah masa jahiliyah merupakan masa dekonstruksi social dan moral. karena pada jaman jahiliyah pola, tatanan, dan system kehidupan mengalami kerusakan moralitas. bahkan kebiasaan mengubur bayi perempuan hidup-hidup menjadi suatu tradisi masyarakat arab jahiliyah,. dengan kata lain, kaum patriarki arab tidak menginginkan anak berjenis kelamin perempuan. mereka menganggap perempuan adalah sumber kelemahan dan tidak produktif. wanita adalah budak, dan diinferiorkan dan tersubordinasikan oleh system social sehingga terjadi suatu penindasan, kekerasan, dan pelecehan seksual terhadap kaum perempuan. pandangan bangsa arab pada masa jahiliyah tentang wanita, mereka menganggap wanita bagaikan barang atau budak. jika suaminya meninggal maka wali suaminya akan datang dan mengenakan pakaiannya, dengan demikian si wanita tdk dapat menikah kecuali dgn persetujuan oleh wali itu, terkecuali jika ia bisa menebus dirinya dengan harta. kekejaman orang-orang jahiliyah terhadap kaum wanita, juga tidak membiarkan kaum wanita untuk hidup. jika seorang istri melahirkan anak perempuam, maka sang suami akan langsung mengambilnya, dibuat lubang baginya lalu dikubur hidup-hidup didalamnya, tanpa mempedulikan jerit tangis sang anak. itulah sebagaimana yang allah kisahkan tentang mereka: َذا ِ ُ َوإ َمْوُءۥَدة َتْ الْ َىِّ ﴾٨:﴿التكویر ُسئِل أ ِ َتْ َذۢنبٍ ب ِل ُت ﴾٩:﴿التكویر ق "apabila bayi-bayi perempuan dikubur hidup-hidup ditanya,karena dosa apakah ia dibunuh" (q.s.at-takwir : 8-9) perlakuan buruk lainnya adalah mereka memerintahkan kepada budak-budak wanita mereka untk melacur agar mereka dapat memetik keuntungan dari pelacuran itu.lalu allah menurunkan ayat yg melarang akan hal itu: َى َفَتٰیتُِكمْ ُتْكِرُھوا۟ َوَال َغآءِ َعل ِ ب ِنْ الْ ََرْدنَ إ ًنا أ تَ َتَحصُّ ِّ ل َحَیٰوةِ َعَرضَ ْبَتُغوا۟ ْنَیا الْ ِنَّ ُیْكِرھھُّنَّ َوَمن ۚ◌ الدُّ ـھَ َفإ َّ الل ِْكٰرِھِھنَّ َبْعدِ ِمۢن ُورٌ إ ﴾٣٣:﴿النور ِحیمٌ رَّ َغف "dan janganlah kamu paksa budak-budak wanitamu untk melakukan pelacuran sedang mereka rendiri menginginkan kesucian. karena kamu hendak mencari keuntungan duniawi. dan barang siapa yg memaksa mereka, maka sesungguhnya allah maha pengampun lagi maha penyayang (kepada mereka) sesudah mereka dipaksa itu" (qs.annuur:33) islam datang merubah paraadigma dan tatanan social tersebut, mengangkat harkat dan martabat kaum perempuan dan memposisikan sejajar dengan kaum laki laki dalam segala aspek kehidupan., sayangnya perubahan tersebut belum mencapai totalitas. hal ini dikarenakan adanya globalaisme dan kapitalisme serta akulturasi budaya yang masuk ke dalam tatanan kehidupan sehingga mengalami pergeseran makna serta adanya penyimpangan interpretasi posisi perempuan, dan agama sebagai topeng dalam penolakan perempuan untuk sejajar dengan laki-laki. selain itu, kemisikinan, krisis ekonomi, dan distruktur politik system pemerintahan yang melanda negara-negara arab, khususnya mesir, juga ikut berperan. posisi kaum perempuan semakin terjepit, laki–laki mendapat perlakuan istimewa dalam perundang – undangan, sedangkan perempuan sama sekali tidak mendapatkan ketegasan hukum sehingga terjadi penindasan dan kekerasan serta pelanggaran hak azasi manusia terhadap perempuan. feminisme dunia arab tradisi lingkaran sastra perempuan di dunia arab tinggal kembali ke masa pra-islam ketika tokoh sastra terkemuka, al-khansa , akan berdiri di pasar ukaz 'di mekkah , membaca puisi dan ditayangkan pandangannya tentang beasiswa orang lain . dari sini, budaya kritik sastra muncul di kalangan wanita arab, dan di bawah dinasti umayyah , sukaynah binti al-husain mendirikan salon tulisan yang pertama di rumahnya. tradisi ini dihidupkan kembali pada abad kesembilan belas, sebagai akibat dari menyapu perubahan sosial, politik dan ekonomi dalam kekaisaran ottoman dan meningkatkan pengaruh eropa politik dan budaya di wilayah tersebut. para pionir awal dari salon arab adalah perempuan dari keluarga kaya di suriah raya dan mesir , yang dikembalikan dipengaruhi oleh interaksi dengan wanita eropa selama waktu mereka dihabiskan belajar di luar negeri dan sering mengunjungi paris salon, atau belajar di sekolah yang dikelola oleh para misionaris eropa atau amerika. para salon malam hari, dijalankan oleh perempuan tetapi dihadiri oleh pria dan wanita, memberikan kesempatan unik untuk berdiskusi tentang sosial, tren politik dan sastra hari. meskipun tradisi mati agak setelah perang dunia ii , telah meninggalkan warisan abadi pada budaya sastra dan isu-isu perempuan di seluruh dunia arab. memang, lebih dari seratus tahun kemudian, pbbpembangunan manusia arab laporan gema apa yang banyak orang dalam masyarakat arab datang untuk menyadari pada saat itu: ". sebuah renaissance arab tidak dapat dicapai tanpa kebangkitan perempuan di negara arab" renaissance arab ( al-nahda atau arab : النھضة ) adalah berusaha untuk mencapai kompromi antara praktik kontemporer sama dengan yang di eropa dan warisan arab bersama, dengan harapan membentuk sebuah visi baru untuk masyarakat arab di transisi. hubungan antara salon sastra perempuan dan kebangkitan arab, seperti yang juga disebut, adalah sangat penting. tidak hanya pertemuan tokoh sastra merupakan bagian integral dari renaisans, tapi dari awal renaissance arab di abad kesembilan belas, wanita datang untuk mewujudkan ikatan yang kuat antara gerakan sastra-budaya, sosial dan politik, dan bahwa sastra itu kunci untuk membebaskan 'kesadaran kolektif' dari norma-norma tradisional yang telah terhambat kemajuan mereka. pria juga mulai mengakui pentingnya emansipasi perempuan untuk pembebasan nasional dan pembangunan pada saat ini, dan tidak ada keraguan bahwa peningkatan interaksi antara intelektual pria dan wanita di kalangan sastra membuat kontribusi yang tak ternilai. salah satu orang pertama yang menulis tentang pembebasan perempuan adalah qasim amin, dan nawal sa’dawi, dua tokoh sastra berpengaruh pada pergantian abad kedua puluh, berpendapat untuk emansipasi wanita demi renaisans arab, seperti yang dilakukan al-tahtawi. sangat menarik untuk dicatat bahwa kedua pria yang sering dikunjungi salon mayy ziyadah di kairo . perseteruan prinsip dan pemikiran serta gejolak terhadap penolakan penindasan dan pengekangan hak-hak asasi perempuan terus menjadi wacana sentral bagi kalangan akademisi dan politikus yang kemudian dihadapkan dengan sebuah benturan aturan atau hukum konnvensional dan aturan religiusitas. perkembangan wacana tersebut mulai merasakan akan adanya sebuah hak dan eksistensialitas. dan akan adanya dominitas kaum laki –laki terhadap kaum perempuan bahwa kaum perempuan merupakan masyarakat terpinggirkan. dengan demikian keinginan perempuan untuk emansipasi dan impian nasionalis pria menjadi batu kunci dalam kemajuan masyarakat biografi nawal sa’dawi nawal el saadawi lahir di kafr tahla di lower mesir dealta. ayahnya adalah seorang pegawai negeri di departemen pendidikan, ibunya berasal dari keluarga kelas atas. terhadap praktek umum, orang tuanya menyuruh seluruh sembilan anak, bukan anak laki-laki saja, untuk sekolah. nawal el saadawi adalah seorang mahasiswa yang baik, dan pada tahun 1949 ia masuk sekolah kedokteran. dia menjalani pendidikan di universitas kairo, menerima md-nya pada tahun 1955. kemudian ia belajar di columbia university, new york, menerima gelar master of public health pada tahun 1966. menikah dengan ahmed helmi, seorang medis mahasiswa dan pejuang kemerdekaan, berakhir dengan perceraian. suami keduanya adalah seorang tradisionalis kaya, nawal el saadawi yang bercerai ketika ia tidak menerima tulisannya dia mulai menulis sebagai seorang anak. pada tahun 1964 nawal el saadawi menikah sherif hetata, seorang dokter dan novelis. dia telah diterjemahkan ke dalam bahasa inggris beberapa buku saadawi ini. putrinya dan anak menjadi juga penulis kreatif. setelah lulus, ia bekerja sebagai dokter di universitas dan dua tahun di pusat kesehatan pedesaan di tahla. dari 1958-1972 el saadawi adalah direktur genderal pendidikan kesehatan masyarakat departemen kesehatan. dia juga bekerja sebagai editor-in-chief di majalah kesehatan dan asisten sekretaris genderal untuk asosiasi medis mesir. pada tahun 1972 el saadawi diberhentikan dari posnya dalam pelayanan untuk penerbitan al-mar'a wa-al-jins, yang ditangani dengan jenis kelamin, agama, dan trauma pembuangan klitoris perempuan semua mata pelajaran tabu di negara ini. ibu tradisional muslimnya bersikeras sunat saadawi di usia 6. meskipun praktek ini dilarang untuk sementara waktu, itu disahkan lagi di tahun 1990an. kesehatan ditutup dan buku-bukunya disensor. "semuanya di negara kita adalah di tangan negara dan di bawah kontrol langsung atau tidak langsung, dia kemudian menulis dalam memoirs dari penjara perempuan," oleh hukum yang diketahui atau tersembunyi, oleh tradisi atau oleh ketakutan lama terbentuk, yang berakar dari otoritas yang berkuasa sinopsis cerpen qissatu fathiyyah al misriyyah kisah ini di mulai dari kedatangan seorang gadis yang berusia 16 tahun, ke klinik atau yayasan perempuan yang didirikan oleh nawal sa’dawi. perempuan ini datang dengan mencurahkan seluruh kepahitan hidup yang ia alami. dia adalah fathiya. kisah ini bermula ketika mahmud, sepupu ayahnya datang ke rumah dan menawarkan kepada ayahnya kepada seorang laki-laki tua bangka hidung belang dari saudi. usianya 60 tahun lebih tua darinya saat itu fathiya berumur 10 tahun. laki laki tua tersebut bernama syekh ali. seorang konglomerat minyak dari saudi. ia sudah mempunyai tiga orang isteri dan 24 putra. syekh ali melihat fathiya dengan hasrat birahi yang memuncak melihat lekukan tubuh fathiya yang berbalut kain basah dengan membawa air. kemudian syekh ali mengutarakan keinginannya untuk menikahi fathiya dengan mahar 4000 riyal. kontan haji mas’ud ayah fathiya terkejut dan senang mendengar kabar gembira. kabar tersebut dianggap sebagai anugrah dari tuhan. ia langsung menengadahkan tangan dan bersujud serta memanjatkan pujian syukur atas anugrah besar yang telah allah berikan kepadanya. keluarga fathiya adalah keluarga dari buruh tani miskin yang tidak mempunyai tanah ladang. selain petani miskin, ayahnya berjualan kotoran sapid an merpati, tahi ternak dan kotoran ampas minyak. kedatangan syekh ali selain dianggap sebagai anugrah juga sebagi penyelamat hidup. dengan legalitas agama dan kekuatan hukum, ayahnya dengan tega menjualnya kepada orang lain dan memperlakukan anak perempuannya seperti budak. pernikahan paksa yang dialami fathiya tanpa adanya sebuah kebahagiaan, ditambah yang harus ia hadapi dan alami. kemiskinan yang terus melanda membuat ayahnya menceraikan ibunya dengan hanya sebuah alas an yang klise. selama lima tahun perkawinan fathiya dengan syekh ali tersebut, tidak membawa kebahagiaan untuknya. bahkan sebaliknya, kehidupannya selalu terkekang, tertindas, karena suaminya berbuat kasar terhadapnya. fathiya mencari tahu kepada isteri-isteri sebelumnya penyebab kebrutalannya. akhirnya fathiya mengetahui penyebabnya, yaitu suaminya mengalami penyakit kejiwaan, yakni nafsu syahwatnya yang mati tidak akan bangkit, kecuali oleh jeritan perempuan yang didera dengan siksaan dan pukulan. fathiya mengajukan tuntutan cerai kepada suaminya namun suaminya menolaknya, bahkanbahkan ia semakin bertindak kasar, menyiksa dan memukulinya. akibat kebrutalan dan tindakan sadis oleh suami kepadanya, fathiya melarikan diri dan meminta bantuan dari beberapa kenalannya untuk membantu proses pelarian dirinya dan anaknya. proses perjuangan fathiya dalam memperoleh hak dan status kewarganegaraan mengalami terjengan badai, keduanya mendatangi kantor imigrasi dan catatan sipil untuk mengurusi akte dan ijin tinggal di mesir, namun keberadaannya tidak diakui layaknya orang asing. fathiya dan anaknya tidak tahu apa yang akan terjadi esok harinya, apakah aparat penegak hukum akan mengejar-ngejar dan menangkap mereka serta mendeportasikannya. mereka juga tahu akan masa depannya juga masa depan anaknya. karena beban hidup kian bertambah, terbesit olehnya untuk membunuh anaknya, namun rasa keibuannya membuatnya mengurungkan niat tersebut. agama dan kultur sosial dalam subordinasi perempuan perempuan menjadi kaum yang terpinggirkan merupakan implikasi dari konstruksi social budaya. sosok yang mempunyai jiwa kelembutan, kecantikan dan seksualitas. dalam hal ini, sesosok perempuan selalu di tuhankan jika ego seksualitas dieksposkan yang kemudian menjadi hasrat (desire) seksual laki laki sehingga perempuan selalu di agungkan dari segala sesuatu. selain itu juga, pendistorsian dan penafsiran-penafsiran ayat (agama) yang tidak komperhensif sebagai dalih atau upaya untuk meng-cover bentuk bentuk pengekangan dan penindasan terhadap kaum perempuan. dalam cerpen qissatu fathiyyah al-misriyyah dari karya nawal sa’dawi pada antologi cerpen adab am qillatu adab, mengemukakan ada beberapa sisi yang mengandung unsure agama dan kultur social dalam subordinasi terhadap perempuan seperti pada ungkapan berikut ini: ومشكلة أنا القانون او الشرع . اما أنا فقد صنع بي ماھر أبشع من القتل الیعاقب أبي وال یعاقب زوج رابعة ، وال یعاقب األباء وال األزواج إسم عقد الزواج الشرعي ، أو الطالق الذین یبیعون و تسترون فینا ب )٩٦: ١٩٩٩, نوال ( الشرعي ، او تعدد الزوجات الشرعي seperti yang terjadi pada diriku, katanya membeberkan, ayahku telah menciptakan kondisi yang lebih tragis dan mengenaskan daripada sekedar pembunuhan. namun, hukum atau undang-undang tidak pernah menyentuh ayahku. juga suami rabi’ah atau menyeret ayah –ayah dan suami yang telah memperjualbelikan kami dengan legalitas akad pernikahan , talak tau poligami. ولیس في القرآن نص یحدد فارق . وقد أحل هللا للرجل أربع زوجات وقد تزوج الرسول محمد صل علیھ وسالم . الزوج وزوجة السن بین وھو في الستین من عمر من السیدة عائیشة وھي في الثامنة من عمر ، )٩٨: ١٩٩٩نوال ، ( أي كانت تصغرني بعامین إثنتین allah sendiri telah menghalalkan seorang laki-laki untuk menikahi dengan 4 istri sekaligus. dan tidak ada suatu teks pun dalam al-quran yang membatasi masalah perbedaan usia antara suami dan isteri. rasulullah saw, sendiri mengawini sayida aisyah saat usianya 60 tahun, sementara sayida aisyah baru berumur 8 tahun, atau 2 tahun lebih muda darimu. dari penjelasan teks cerpen tersebut dapat disimpulkan bahwa agama merupakan instrument social dalam melegalkan opresi terhadap perempuan dalam bentuk poligami dan dikombinasikan dengan suatu system tradisi social cultural yang telah terkonstruksi. seperti yang diungkapkan oleh asghar ali engineer, bahwasanya di dalam masyarakat arab tidak mengenal istilah keadilan terhadap perempuan, melainkan hanya kaum laki-laki yang berhak memutuskan siapa yang paling ia sukai dan siapa yang ia pilih untuk dimiliki secara terbatas. para kaum perempuan (isteri) harus menerima takdir mereka tanpa ada jalan lain untuk proses keadilan. kasus poligami tersebut di atas merupakan salah satu bentuk interpretasi yang absud yang menjadikan tolak ukur bagi kaum patriarki untuk beristri lebih dari satu. konsep dasar pologami pada zaman nabi muhammad saw. dengan zaman sekarang sangat jauh berbeda. nabi sendiri melakukan poligami dikarenakan kondisi dan situasinya pada saat itu para sahaba nabi banyak yang meninggal di medan pertempuran dalam menegakkan islam serta masih adanya asumsi dasar masyarakat arab bahwa makhluk yang berjenis kelamin perempuan sebagai sumber masalah dan tidak berproduktif. sehingga nabi muhammad melakukan tindakan untuk menyelamatkan dan mengangkat derajat kaum perempuan. berbeda dengan kondisi dan situasi dewasa ini, konsep poligami tersebut di atas di jadikan lisensi oleh kaum patriarki dengan tujuan seksualitas dan ekonomi. marginalisasi dan stereotipe ا لیساعدة وقد طلق أبي ألنھا أنجیت لھ أربع بنتا ، وكن یرید ولد ذكر ( في التجارة ، ویرعى الحمارة التى یتجول بھ في القرى و العزب )٩٦: ١٩٩٩نوال ayah telah menceraikan ibuku, karena ibuku hanya bisa melahirkan empat orang anak perempuan, ayahku menginginkan seorang anak laki-laki yang dapat membantunya dalam berdagang dan menggembala keledai yang bisa dinaikinya untuk berkeliling sawah dan desa. (nawal, 1999: 96) pada ungkapan tersebut di atas, factor pelabelan perempuan adalah makhluk yang lemah dan hanya bisa melakukan pekerjaanpekerjaan domestic yang tidak menghasilkan atau tidak berproduktif secara ekonomi dalam arti menghasilkan uang. hal ini merupakan hasil dari konstruksi peran keluarga. seperti pandangan feminis radikal yakni adanya yang menitikberatkan kepada aspek biologis (nature), ketidakadilan gender bersumber pada perbedaan biologis antara laki-laki dan perempuan. perbedaan biologis terkait dengan peran kehamilan perempuan, dimana seorang perempuan menikah dengan laki-laki maka akan melahirkan peran-peran gender yang erat kaitannya dengan biologis. keluarga dianggap sebagai institusi yang melahirkan dominasi laki-laki sehingga perempuan ditindas. sedangkan menurut lienjte s mourist (dalam kr, 2005 : 13), secara fundamental kedudukan kaum perempuan yang tersubordinasi melalui dominitas laki-laki, berawal dari keluarga. hak istimewa laki laki melegetimasi hiearki gender dalam keluarga itulah yang mendapat perlakuan di dunia luar termasuk ditempat kerja. hal senada juga terdapat marginalisasi terhadap perempuan, seperti ungkapan pada dibawah ini: في البیت الكبیر خادمة مصریة، وكنت أحسدھا إذا لم تكن وكن معنا . وكانت تقبض كّل شھر خمسمائة لایر سعودي . تتعرض للضرب مثلى أما أنا فقد منعنى . وكانت تشافر إلى أھلھا في مصري مرة كّل عام )٩٨: ١٩٩٩نوال . (زوجي من الشفر إلى أھلى طوال السنین الخمس dirumah kami yang besar, di makkah, ada seseorang pembantu dari mesir, aku begitu iri kepadanya, ia tidak pernah menerima pukulan sepertiku. dan ia selalu mendapatkan gaji sebesar 500 riyal saudi setiap bulannya. dan setiap tahunnya ia dapat berkunjung ke keluarganya di mesir, sedangkan diriku, suamiku melarangku untuk berkunjung ke keluargaku selama lima tahun ini. (nawal, 1999: 98) menurut riech (dalam, 2005: 100) masyarakat patriarki dalam kapitalisme, berkeinginan membawa kekuasaan negara dalam struktur keluarga. dalam figure sebagai seorang ayah, suatu negara otoriter mempresentasikan dirinya dalam setiap keluarga, sehingga keluarga menjadi instrument utama kekuasaan. posisi kaum patriarki (ayah) yang demikian sebenarnya mengharuskan represi seksual yang paling keras kepada anak dan perempuan. hal demikian juga diungkapkan oleh mansur faqih (2004:23), ketidakadilan gender telah mengakar pada diri masing-masing orang, keluarga, sehingga pada tingkat negara yang bersifat global. hal demikian sejalan dengan teori sosialis marxis, bahwa institusi keluarga dibawah kapitalisme. menurut marx (dalam lavine, 2003:78) bahwa hubungan keluarga sekarang menjadi uang. kapitalisme telah membalikan nilai individu manusia menjadi sebuah komoditas berharga di pasar. kehidupan manusia tidak memiliki nilai moneter. violence (kekerasan dan pelecehan sexual) sebagai makhluk yang distereotipkan, perempuan bukannya dilindungi, diberdayakan potensi-potensi dasarnya, namun justru diberdayakan kelemahan-kelemahannya dan dieksploitasi seksualitasnya. baik oleh laki-laki disektor domistik maupun di sector publik. bukti tindakan kekerasan laki-laki terhadap perempuan tergambar dalam ungkapan dibawah ini: كان یضربني ضربا مبرخا في . عشت خمس سنوات أشبة بالجحیم ذا یضربني الفراش حتى أبكي وأصرخ من سداة األلم لم أكن أعرف لما )٩٨: ١٩٩٩نوال، ( ثم یحتصبني selama lima tahun perkawinan aku dengannya, aku bagaikan hidup di neraka. i a selalu memukuliku, menyiksaku di atas ranjang sampai aku menangis dan menjerit karena sakit yang amat sangat. dan aku tidak habis berpikir, kenapa ia selalu memukuliku dan menyiksaku ? ( nawal, 1999: 98) interpretasi budaya patrianilistik yang berpihak kepada kaum patriarki melahirkan konsep budaya dominitas yang kemudian muncul sikap ketidakadilan , sewenang-wenangan yang dilakukan oleh kaum patriarki terhdap perempuan, selain tindakan sewenang-wenangan juga perilaku tindakan kekerasan dan penyimpangan seksual baik di dalam sektor publik, maupun tindakan kdrt (kekerasan dalam rmah tangga). perilaku tindakan kekerasan dan tindakan penyimpangan seksual yang di alami oleh fathiya, ia selalu menjadi obyek tindakan kekerasan dan penyimpangan seksual oleh suaminya. menurut sugihastuti ( 2002:308), terjadinya kekerasan terhadap perempuan berawal dari pandangan umum bahwa laki-laki adalah tuanperempuan, sedangkan perempuan itu hamba laki-laki. laki –laki dianggap selalu benar, sedangkan perempuan selalu dipersalahkan sehingga laki-laki dapat berbuat sekehendak hatinya kepada perempuan. burden (beban kerja) konsepsi perempuan sebagai jenis kelamin yang terpinggirkan yang dibentuk oleh oposisi binner patriarki melahirkan suatu bentuk dan sikap pelimpahan beban yang diberikan kepada perempuan untuk menanggung semua resiko atau melakukanpekerjaan diluar sektor publik yaitu urusan domestik, yakni mengepel, mencuci, mencari air untuk mandi, mengasuh anak, dan segala urusan kerumah tanggaan, konsekuensinya adalah perempuan harus memeras tenaga dan pikiran dengan tujuan mendapatkan perlakuan dan sikap yang istimewa dari laki-laki. pada uraian tersebut hanya pada tingkatan kaum borjuis, bila pada tingkatan kaum miskin (proletar), maka pelimpahan beban kepada perempuan menjadi ganda dalam arti, selain mengurusi urusan rumah tangga, juga mencari nafkah untuk menghidupi keluarganya. sikap dan perilaku yang dibebankan oleh laki-laki kepada perempuan digambarkan oleh pengarang, yaitu dengan tokoh sentral fathiya dan laki-laki (suami) dalam hal ini adalah syekh ali. seperti ungkapan dibawah ini: نوال ( وقد رآئي ھذا الشیخ الشري وأنا أحمل عفیحة الماء فوقى رأسي ٩٦: ١٩٩٩( tua bangka (syekh ali) itu telah melihatku ketika aku memanggul tempayan air di atas kepalaku (nawal, 1999:96) pelimpahan beban kerja yang dialami oleh tokoh utama tersebut di atas, fathiya, ia sebagai perempuan mendapatkan perlakuan dari kaum patrilineal untuk menanggung beban sedemikian beratnya, yang sedemikian itu, tidak seharusnya dikerjakan oleh perempuan. fathiya dalam kehidupan sehari-harinya selalu mengurusi urusan rumah tangga, salah satunya mencari air dengan beban yang amat sangat beratnya. karena posisi dan status perempuan belum mendapatkan eksistensi di dalam masyarakat, maka yang ada hanyalah opresi burden kepada perempuan. menurut mansur faqih (2004:21) opresi terhadap perempuan merupakan dari bias gender yang mengakibatkan beban kerja yang melampaui batas, hal ini disebabkan karena adanya pandangan atau keyakinan di masyarakat bahwa pekerjaan yang dianggap masyarakat sebagai pekerjaan jenis perempuan (domestic), dianggap dan dinilai lebih rendah dibandingkan laki-laki, serta dikategorikan sebagai bukan produktif. dari seluruh kasus tersebut, sejalan dengan teori feminis sosialis marxis bahwa timbulnya ketidakadilan gender terhadap kaum matrilineal merupakan implikasi dari dominasi laki-laki dan kebudayaan kapitalisme sehingga memunculkan kelas dan hak kepemilikan pribadi. marx memandang, kapitalisme sebagai hubungan kekuasaan yang eksploitatif, yakni bermula dari hubungan antara proletariat dengan borjuis. bahwasannya kaum borjuis menyukai kebebasan tetapi mereka memperolehnya di atas penderitaan orang lain dan mempertahankannya dengan mengendalikan kelas budak yaitu dengan mengekspoitasi nilai produktivitas mereka termasuk juga dengan hak kepemilikan pribadi dan umum serta penundukan wanita. kaum borjuis memperlakukan wanita seolah olah adalah bagian dari hak milik pribadi mereka. (crick, 2001:88) daftar pustaka amin, qasim. 2003. sejarah penindasan perempuan. jogjakarata: ircisod beauvoir, simon de. 2003. second sex “fakta dan mitos”.jogjakarta: pustaka pelajar brown, phil. 2005. psikologi marxis.jogjakarta: alenia daughter of isis: the autobiography of nawal el saadawi, 1999 (tr. sherif hetata) emra'a 'inda nuqtat al-sifr, 1975 woman at point zero (tr. sherif hetata, 1983) nainen nollapisteessä (suom. kaija anttonen, 1988) fakih, mansour. 2004. analisis gender dan transformasi sosial. jogjakarta: pustaka pelajar hitti, philip. 2001. sejarah ringkas dunia arab.jogjakarta. iqra ismail hamid, 1982. pengantar pramasastra arab klasik. kuala lumpur. syarikat percetakan, tass lavine, t.z. 2003. marx (konflik kelas dan orang yang terasaing). jogjakarta: jendela sa’dawi nawal. 2002. tiada tempat di surga untuknya. jogjakarta: pustaka pelajar. -------------------, 2003. matinya perempuan.jogjakarta: ircisod sangidu, 2003. penelitian sastra,”pendekatan, teori, metode, tekhnik dan kiat”.jogjakarta. fakultas ilmu budaya.ugm sugihastuti, 2000. wanita dimata wanita, bandung: nuansa,. terry egleaton, 2006. teori sastra: sebuah pengantar komprehensif, jogjakarta: jalasutra, sutiasumarga, males. 2001. kesusastraan arab, asal mula dan perkembangannya. jakarta. zikrul hakim teuw, a. 1988. sastra dan ilmu sastra, pengantar teori sastra, jakarta: pustaka jaya girimukti pasaka wallek, rene dan austin waren. teori kesusastraan. penerjemah: melani budianta, jakarta: gramedia. referensi online http://en.wikipedia.org/wiki/women's_literary_salons_and_societies referensi surat kabar kedaulatan rakyat.jogjakarta. 24. desember.2005. 43 genre-based analysis of students‟ descriptive text in the tenth grade students of man 2 semarang testiana deni wijayatiningsih 5 meti yunia wardhani abstract desain penelitian ini menggunakan deskriptif kualitatif yang bertujuan untuk mendeskripsikan tulisan deskriptif siswa dengan analisis genre di kelas x-d man 2 semarang. instrument penelitian adalah tulisan deskriptif text siswa. peneliti menganalisis lembar kerja siswa dengan mengidentifikasi generic structure dan language features dalam menulis teks deskriptif. hasil analisis menunjukkan 75% dari persentase total siswa dapat menulis bagian identifikasi dengan benar dan 100% siswa dapat menerapkan bagian deskripsi dalam penulisan teks deskriptif. pada hasil analisis language features menunjukkan bahwa 100% dari total persentase siswa dapat mengaplikasikan penggunaan specific participant, simple present tense, dan kata sifat. sedangkan 97% siswa dapat menerapkan penggunaan being verb dan noun phrase dengan sukses. hasil ini menunjukkan bahwa analisis genre pada kelas x-d man 2 semarang memperoleh hasil yang memuaskan. kata kunci: analisis genre, teks deskriptif, siswa i. introduction one of the most important skills in english is writing skill. in learning writing, the students of senior high school were taught the material about genre. this learning happened at man 2 semarang which was also learned genre especially descriptive text. based on the pre observation, the students still had low motivation in writing descriptive text. they stil did not write descriptive text based on the generic structures and linguistic features. so, the researchers analyzed their descriptive text to know why they still write the text unstructured. ii. statement of the problem what kinds of genre analysis are found in students‟ descriptive writing at the tenth d grade students of man 2 semarang? iii. literature review writing is one of english skills that should be taught in every level. hyland (2007: 152) also describes that writing is complex structures that is learned by the grammar improvement. according to hyland‟s statement, writing can also consolidate other language aspects learning to vocabulary or grammar. furthermore, writing is used to deliver ideas, thought, and feeling to other people in written form so the other people can understand what the writer‟s goal. it means that writing has purpose to deliver message as a communication device through written form. 5 dosen s1 pendidikan bahasa inggris, fakultas bahasa dan budaya asing, universitas muhammadiyah semarang 44 hyland (2007: 4) defines genre is a group of texts that is used to represent the meaning of the situation that has been caught by the writer. it means that genre is related to the purpose and the meaning of the text. gerot (1995) and macken (1990) cited in hartono (2005: 5) states there are two kinds of genres they are story and factual genre. the story genre consists of narrative, recount, exemplum, anecdote, news story/items, and spoof whereas the factual genre consists of procedure, description, explanation, report, exposition, discussion, review, and commentary. by using genre, the students will be clear in writing text especially descriptive text. they will know the social function, generic structure, and language feature of descriptive text. according to gerot (1995) and macken (1990) as cited in hartono (2005: 6) descriptive text has purpose to describe a particular person, place or thing. through descriptive text, the students can describe someone, their favorite place or thing. meanwhile, the students sometimes got difficulty in writing descriptive text with the correct genre. they know the social function of descriptive text theoretically but they do not know the generic structure clearly. based on the statement above, the teacher should ask the students to try their own writing of descriptive text although the students sometimes got the difficulty to make a good text of it. iv. research method in this research, the researcher used descriptive qualitative research. the researcher described the genre analysis of students‟ writing descriptive texts of the tenth grade students of man 2 semarang. the sampling was used purposive sampling because the second researcher only taught at the tenth d of man 2 semarang. the participants of this study were all students of tenth d in man 2 semarang. it consisted of 36 students who were 26 females and 10 males. the instruments were the students‟ descriptive text. the researcher analyzed the data through identifying the generic structures and language features of text. v. result and discussion the research result analysis was done to describe the genre analysis of students‟ descriptive text. they were generic structures and language features. based on the research finding, the data result was shown as follow: table 1. generic structure analysis of students‟ descriptive text no nama identification description 1 ali imron al amin √ √ 2 ardy pangestu √ 3 corda lebda purnama √ √ 4 eva selviana √ √ 5 faisal wahyu r. √ √ 6 fitria isnaini √ √ 7 gema nurul n. √ √ 8 hilwa putri listiaji √ √ 9 ifatuz zaida √ √ 10 ika wahyu cahya n. √ √ 11 indah purnamasari √ √ 12 isnaeni yuningsih √ 13 istiharoh √ √ 45 14 januaviva fajar m. √ √ 15 mauladina masitoh √ 16 moch. bima bagas w. √ 17 muhamad syamsul m. √ 18 muhammad rizal √ √ 19 niam septia akroma √ √ 20 ninik indah r. √ √ 21 nur fadhilah √ √ 22 oki andika dwi w. √ √ 23 prayuga prasetyo √ 24 riska putri √ 25 rismania ariana √ √ 26 rudi hartanto √ √ 27 shalsabiela destika √ √ 28 siti khoiriyah √ 29 siti musyarofah √ √ 30 siti rohmatul ulfa √ √ 31 siti sholihatun √ √ 32 sukma ayu widiastuti √ √ 33 ulfi zaimah √ √ 34 ulin laila n. √ √ 35 vina yuhar vila √ 36 vira ratna ayudya √ √ total (percentage) 27 (75%) 36 (100%) based on the table above, the total percentage of the students‟ identification was 75%. it meant there were 27 students who applied the right identification. meanwhile, the total percentage of the students‟ description was 100%. it showed all students could apply the right description. from the table above, the researcher could give conclusion that the students got difficulty in giving introduction of their descriptive text because their worksheet showed that they started their writing with description part first. whereas, the students had to write the identification first before they wrote description. table 2. the language features analysis of students‟ descriptive text no nama specific participant present tense being verb noun phrase adjective 1 ali imron al amin √ √ √ √ √ 2 ardy pangestu √ √ √ √ √ 3 corda lebda purnama √ √ √ √ √ 4 eva selviana √ √ √ √ √ 5 faisal wahyu r. √ √ √ √ √ 6 fitria isnaini √ √ √ √ √ 7 gema nurul n. √ √ √ √ √ 8 hilwa putri listiaji √ √ √ √ √ 9 ifatuz zaida √ √ √ √ √ 46 10 ika wahyu cahya n. √ √ √ √ √ 11 indah purnamasari √ √ √ √ √ 12 isnaeni yuningsih √ √ √ √ √ 13 istiharoh √ √ √ √ √ 14 januaviva fajar m. √ √ √ √ √ 15 mauladina masitoh √ √ √ √ √ 16 moch. bima bagas w. √ √ √ √ √ 17 muhamad syamsul m. √ √ √ √ √ 18 muhammad rizal √ √ √ √ √ 19 niam septia akroma √ √ √ √ √ 20 ninik indah r. √ √ √ √ √ 21 nur fadhilah √ √ √ √ √ 22 oki andika dwi w. √ √ √ √ √ 23 prayuga prasetyo √ √ √ √ 24 riska putri √ √ √ √ √ 25 rismania ariana √ √ √ √ √ 26 rudi hartanto √ √ √ √ √ 27 shalsabiela destika √ √ √ √ √ 28 siti khoiriyah √ √ √ √ √ 29 siti musyarofah √ √ √ √ √ 30 siti rohmatul ulfa √ √ √ √ √ 31 siti sholihatun √ √ √ √ √ 32 sukma ayu widiastuti √ √ √ √ √ 33 ulfi zaimah √ √ √ √ 34 ulin laila n. √ √ √ √ √ 35 vina yuhar vila √ √ √ √ √ 36 vira ratna ayudya √ √ √ √ √ total (percentage) 100% 100% 97% 97% 100% from the table above, the result of descriptive text‟s language features showed that almost all students could write the correct elements of descriptive text that consisted of specific participant (100%), simple present tense (100%), being verb (97%), noun phrase (97%), and adjective (100%). all students understood how to use simple present tense, being verb, and adjective in their writing, although some of them still did not understand for applying being verb and noun phrase in their descriptive text. it could be caused that they did not know the appropriate being verb and noun phrase. the best result was supported by the teacher‟s way and the situation in classroom when the teaching and learning process of descriptive text was done successfully. 47 vi. conclusion the students at the tenth grade students of man 2 semarang had known the social function of descriptive text and almost all students also could apply the appropriate generic structure and language features of descriptive text. moreover, the result of the analysis showed that the students knew the purpose of descriptive text to describe about someone, place, or something. the result also showed that the generic structure of the students were almost perfect in description part but only 27 students who applied the appropriate identification of descriptive text. on the other hand, the language features of students showed all students could apply the specific participant, simple present tense, and adjective to construct descriptive text correctly. meanwhile there was one student who did not understand how to apply being verb and noun phrase. the result of the genre analysis had the good result because the writing purpose could be achieved by the students. bibliography gerot, l and wignell, p. 1994. making sense of functional grammar. australia: aee. harmer, jeremy. 2004. how to teach writing. england: pearson education, inc. hartono, rudi. 2005. genre-based writing. semarang states university: english department. hartono, rudi. 2005. genre english text types: theory and practice. semarang states university: english department. hyland, ken. 2007. genre pedagogy: language literacy, and l2 writing instruction. journal of second language writing. http://www2.caes.hku.hk/kenhyland/files/2012/08/genre_pedagogy_languageliteracy-and-l2-writing-instruction1.pdf.html [accessed 09/02/14] saleh, m. 2008. penelitian pendidikan bahasa. semarang: universitas muhammadiyah press. siahaan and shinoda. 2008. text stucture. yogyakarta: graha ilmu. sugiyono. 2010. metode penelitian pendidikan. bandung: cv alfabeta. westwood, peter. 2008. what teacher need to know about writing and reading difficulties. australia: acer press. winarni, r and slamet, y. 2014. developing story-writing textbook. international education e-journal. volume 3, issue 3. http://oiirj.org/oiirj/ejournal/2014/09/30/vol-iii-issue-iii-july-aug-sept 2014/.html. [accessed 12/02/14] http://www2.caes.hku.hk/kenhyland/files/2012/08/genre_pedagogy_language page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 206 teaching english at junior high school in indonesian rural area: the implementation of scientific approach christi agustin malaikosa1* lita liviani taopan2 universitas tribuana kalabahi, alor, ntt *cmalaikosa@gmail.com article history: submitted on 13th october, 2020; accepted on 21th december 2020; published on 31th december 2020 abstract the creation of the curriculum aims to improve the quality of education in the country. it is also happening in indonesia, where the curriculum is always created in order to improve the quality of education in this country. the purpose of this study was to investigate the implementation of scientific approach on teaching english in junior high school in indonesian rural areas context especially in alor regency. qualitative method used on this study on pilot project school of 2013 curriculum. the research subject was the english language teacher who have been teaching using 2013 curriculum. the data then analysed use analysis interactive's miles, huberman and saldana model. it can be found that teacher already implemented the scientific steps consist of observing, questioning, collecting data, associating and communicating. on the hand, there were still a lot of problems face by the teacher while applying this method, such as: amount of time spent on the activity, large number of students, limited time allocation given, and also lack of teaching sources. keywords: english teaching, implementation, scientific approach, rural area abstrak kurikulum dikembangkan untuk dapat meningkatkan kualitas pendidikan. begitu pula di indonesia, dimana kurikulum selalu diperbaiki dengan tujuan untuk meningkatkan mutu dan kualitas pendidikan di indonesia. penelitian bertujuan untuk mengetahui penerapan pendekatan saintifik dalam pembelajaran bahasa inggris di smp di daerah perbatasan. penelitian ini merupakan penelitian kualitatif yang dilaksanakn pada smp pilot proyek kurikulum 2013. subjek penelitian adalah guru bahasa inggris yang selama ini mengajar menggunakan kurikulum 2013. data yang dipeoleh kemudian dianalisis menggunakan model analysis interactive's miles, huberman dan saldana. hasil http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx mailto:cmalaikosa@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 207 penelitian menunjukkan bahwa guru sudah melaksanakan langkah-langkah kegiatan saintifik yang terdiri dari kegiatan mengamati, menanya, mengumpulkan data, mengasosiasikan dan mengkomunikasikan. namun disisi lain masih banyak kendala yang dihadapi guru selama menerapkan metode ini, seperti: banyak waktu yang dihabiskan untuk tiap kegiatan saintifik, jumlah siswa yang banyak, alokasi waktu yang terbatas serta kurangnya sumber belajar yang ada. kata kunci: pengajaran bahasa inggris, implementasi, pendekatan saintifik, daerah perbatasan introduction currently, the indonesia has implemented a new curriculum, namely the 2013 curriculum. this curriculum is applied based on reflection and refinement of the previous curriculum implementation. the 2013 curriculum developed to produce productive, creative, innovative, and effective indonesians through strengthening in attitudes, knowledge, and skills (kementerian pendidikan dan kebudayaan, 2014). this is also emphasized by mulyasa (2016: 66) that, the 2013 curriculum is a competency-based curriculum that includes knowledge, skills, and attitudes so that the students in the future can have good cognitive, affective, and psychomotor behaviours. competency concept is implemented to encourage learners in developing personal abilities, professionalism, and get the benefit of all learning experiences obtained in everyday life (lee et al., 2014;ji, 2017). meanwhile, sundayana,(2015) stated that in the 2013 curriculum, the basic competence are developed based on student needs. therefore it is expected that by considering the needs of students, the selected competencies will be more relevant. the 2013 curriculum shows an integrated and active learning process can help students develop their skills including thinking skills, knowledge, attitudes, and behaviours. the implementation of learning itself is carried out by referring to the three components of learning, namely preliminary activities, core activities and closing activities. furthermore, in this core activity, teachers are asked to apply scientific learning approach. according to menteri pendidikan dan kebudayaan republik indonesia, 2013, the scientific approach involves five learning steps that must be carried out in teaching and learning activities. teachers are expected to apply this approach in learning in order to help students to build their english communicating skill. scientific learning approach can be applied for the four skills (listening, speaking, reading, and writing) (zaim, 2017). based on the peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah, 2016 concerning with the standard process in the learning, three core parts must be carried out as part of the elaboration of the learning implementation plan made by the teacher. the learning activities carried out must reflect the scientific activities (observing, http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 208 questioning, collecting data, associating and communicating) which are the basics of the implementation of the 2013 curriculum. it will enable students to be more innovate, creative, independent, and develop social skills with peers (madya, 2007). the teacher expected to be able to properly involve all the learning components contained in the 2013 curriculum to achieve the expected learning objectives. learning english is carried out so that students are able to improve their competence and language skills in various communication contexts in everyday life. one approach that focuses on increasing the competence of students to use the language they are learning in various communication purposes is text-based teaching. this learning is learning that refers to the function of language and its use, which is a unity of meaning both spoken and written. thus, genre-based learning is very relevant to be applied (kemendikbud, 2016). in addition to this, language learning in junior high school is designed to provide experience for students in using english texts to understand and apply factual, conceptual, and procedural knowledge related to visible phenomena and events, through speaking, listening, reading, and writing in the concrete realm. the use of text also aims to develop the attitudes and character of students so that they implement learning activities in class and in life activities in their social environment, (peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah, 2016). based on the explanation above, it can be understood that the learning process plays an important role in achieving the success and competence of students and teachers as educators. the learning process, which is well-organized and involves holistic aspects of learning (affective, cognitive and psychomotor), is expected to provide space for the development of student creativity and critical thinking. on the other hand, in this learning process using scientific approach teachers are able to developing themselves to become role models in critical thinking, be more innovative, have a leadership spirit, communicative and collaborative as part of the characteristics of educators in the 21st century. alor regency is an part of east nusa tenggara province which is included in outermost, leading, and underdeveloped area has implemented this curriculum since 2016. based on the preliminary interview with the english teachers they thought that 2013 curriculum is very challenging. teachers have difficulty making plans related to syllabus development and how to adding the scientifics elements (observing, questioning, trying, reasoning and communication). beside that teachers still has problems in implementing learning by involving scientific activities because they are not used to using it and also they still have lack of understanding of scientific learning. this problems were also happen in others rural areas of indonesia which implemented scientific approach in their teaching and learning activity (azizah, 2015; sriwahyuni, 2015 & jusnita & ismail, 2018). http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 209 based on that, it is important to do in depth research related to find out the implementation of scientific approach on teaching english at junior high school in rural area of indonesia especially in alor regency. method this research used qualitative descriptive study (moleong, 2017) and carried out on pilot project junior high school which implemented 2013 curriculum in alor, east nusa tenggara on teaching and learning english of the seventh grade. the english teacher become the subject of this research. the data collection techniques used in this study were taken from teaching and learning observation in the classroom, which include the pre-liminary activities, core activities and also the final activities of learning; interviewing with the english teacher regarding with the implementation of scientific approach in the 2013 curriculum; and learning administration documents such as syllabus and lesson plans. the data then analysed using analysis interactive's miles, huberman and saldana model (miles, mattew b, huberman, a. michael, & saldana, 2014) consisting of 3 steps. first, data condensation. in this process all the collecting data from the interview, observations, and document analysis then selected again by the writer into appropriate data needed in this case related to scientific approach. the writer used to double-check and compare data obtained during interviews with teacher, data from observations of learning activities in class, and also lesson plan that design by the teacher. the data which is not relevant with the research problem then were omitted. next, data display. in this step the selected data then presented in a brief and systematic description about the implementation of scientific approach in the form of narrative. it was described based on the interview, observation and document analysis result. the last step was data drawing and verifying conclusions of this research. finding and discussion there are several stages of activities in the learning process using scientific learning. the stages of this activity are adjusted to the learning implementation plan that has been made by the teacher. in general, this learning stage has been carried out by following the learning process standards that have been stated in the regulations that established in indonesia. based on the results of observations in the learning process by the teacher, the steps taken are as follows: 1. observing in this activity, the teacher first asked students to sit in groups of 5 people and distributed papers containing the dialogue to be read. after that teacher asked students to read to the conversations in the material. then the http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 210 students listened to the dialogue which had been read by the teacher. the teacher told the students to focus on the material without doing other activities that could distract the students' concentration, then after finishing the students were asked to imitate the conversation that said by teacher aloud. when the teacher heard that there were students who were wrong in pronouncing certain words, teacher immediately gave the correct pronunciation. teacher : yes, enough. "don't be noisy please!" "stop talking! stop talking!". "pay attention to the piece of paper", pay attention to the dialogue that i shared. "now listen to me", cyprian listen to me please. pay attention to the text. ok, "pay attention here". "listen to me, just listen!" immanuel please look at the textbook i shared. "just listen", “what is it? just listen up. ok, we start now. based on the results of observations in learning activities, it can be seen that the teacher has carried out learning activities by asking students to listen and imitate the dialogue that has been given. this observing activity is also carried out with the same activity at the second meeting with material related to describing animals where students are asked to imitate and listen to the text read by the teacher and also at the third meeting about describing objects in the class. 2. asking in this activity teachers asked the meaning and function of the words "do" and "does" in a conversation given. teacher then explained the function of "do/does" to students. teacher provided illustrations of the material so that students can easily understand the concept of using do/does by showing the subject as a reference in using it. in groups, students are asked to make simple conversations based on examples that have been previously given about their parent’s job. then teacher asked each group to read it and the other group listened to it. student 1 : what does your mother do? teacher : once again what does your mother do?" student 1 : "what do your mother do?" teacher : "what does not what do?" next, the teacher told the right form of "do and does" to the students and after that asked them to do a conversation with their partner. http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 211 teacher : "now pay attention here!" earlier, i still got the error "what do your mother do?" the right answer should be "what does your mother do? i'm sure someone knows. i have crossed it out like this (underlined the words "do" and "does"). there must be someone who knows why you have to add this. the results of observation showed that the teaching materials appropriate with the syllabus given related to the description of animals. the teacher also asked what information students get in the learning or given text. it stimulated the student’s curiosity and increase their motivation in learning. 3. associating in this learning activity (meeting 1) students asked to make a simple dialogue about their parents' work based on the information they had obtained from their group using the correct english. however, in this activity, completing the table has not been implemented by teacher. teacher : “you are now in the group but you have to work the individually on your own exercise book. discuss it in groups then give the answer. the instructions are "make a short dialogue about job and profession." please write a short dialogue about "job and profession". i give five minutes to fulfil the assignment. student : "mom do we work it alone? teacher : "yes, but the group leaders must be able to guide their friends". at the second meeting students told to describe the animal by following the description contained in the dialogue. the teacher helped students understand the words so they can arrange it into good sentences. after the students make a short description of the animal. the teacher challenged the student representatives from each group to write their answers on the board. meanwhile, at the third meeting, the teacher asked students to be able to collect information about objects in the class and describe them according to the exercises given. teacher : ok, i hope your group can follow first practice. in the first exercise, (the teacher distributes pictures related to the objects around them to each group). okay for the first exercise, please look at the picture, pay attention to the picture! in your current assignment, please describe the picture based on their function? as in the example, we have read that. the function of the sofa is to sit. the function of the english book is to read and the function http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 212 of the bowl is to put soup. now please describe the images in your group. please, time for part 1 is only 5 minutes. 4. exploring in this activity, students are asked to play roles by following the dialogue that has been given. in the first meeting, 3 pairs of group representatives came in front of the class to have dialogues related to people and jobs. during their dialogue, teacher giving the attention and also correcting their wrong conversations. teacher : "now in groups please try to read it again”. each group leader please guiding your friends to be able to read this dialogue after that you can come in front of the class and read it aloud. just five minutes. just five minutes only 5 minutes. please help friends to be able to read it. the teacher then allowed the students to be able to study independently in groups while observing if there were any students who had difficulties in learning. when the time limit had fulfil, the teacher asked the students to focus to the instructions explain by the group. teacher: “ok, time is up! enough already! enough, it's time to finish now it's time to move forward ”. “who wants to be the first? who wants to come first? sagratia's group! ” “once again! once again! loudly please! (they read aloud so that other students can listen to them, while they read the teacher keep watch out the pronunciation and vocabulary conveyed by the students). teacher: “ok, thank you very much! give applause please! " (while clapping). "next, okay, dea's group. on this activity, the teacher established students’ errors in pronunciation. it made the teacher paused the conversation and corrected it by giving suggestions. at the end of this activity, teacher requested other students to applaud their friends as their appreciation for their efforts to present their understanding in front of the class. however, the lesson plan showed that students’ asked to do a role-play but in its implementation at the second and third meetings this activity were not carried out because most of the time allocated on associating activities. 5. communicating at the first meeting, students presented their parents' jobs and also provided a brief description of what they do in their work. in this activity students are asked to discuss the questions and answers it by completing the http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 213 words in each column on the table on page 129 with their classmates. in general, teacher has implemented it by involving students to discuss in groups. if in the discussion they still facing the problems, teacher immediately will help them. this activity carried out in groups so that they can learn to create simple dialogues based on examples on the textbooks and also encourage them to communicate with their partner so they will be more confident in conveying the results they had discussed. in this activity students are asked to convey the results of their understanding both oral and written. the activities that can be done include: demonstrating, writing, presenting, editing friends' work, publishing works on wall magazines, student bulletins and others. teachers are expected to be able to apply this approach in learning and also help build students' skills to communicate in english. the use of a scientific learning approach can help students to applying the four skills (listening, speaking, reading and writing) in an integrated manner and improving the ability of students to communicate with their peers, (zaim, 2017) in the pre-liminary learning activities, students are invited to receive learning that can help them to improve their concentration and motivation in learning (hamalik, 2014; mulyasa, 2016). the result showed not all students welcomed it enthusiastically because the students only answered improperly and only followed the answers from other friends. facing this obstacle, the teacher tries to encourage students by asking them about the last meeting materials so they can focus on the teaching activity. in this activity, the teacher also tries to involve the scientific activity even though in its implementation each teacher has a different way of starting a lesson. on the other side, the core activity is an important activity process because it involves all the components that will be discussed in learning. in the core activity the teacher has divided the implementation of teaching and learning activities by incorporating a scientific approach. in general, the teacher asks students to listen to the teacher's explanation about the material and read simple text related to the theme being taught. here the teacher will start by reading a simple text then ask students to imitate it. in the core activities the teacher only acts as a facilitator who facilitates students when they experience problems or do not understand learning. students are invited to be able to complete and understand learning themes with their creativity and understanding and confirm this to the teacher. although in practice not all aspects of the scientific approach can be implemented by teachers due to technical constraints in the field. this is also emphasized by zaim, (2017) that there are steps in a scientific approach that are difficult for teachers to carry out in learning. the teacher tried to follow the lesson plan which contain the scientific activity by developing the activity according to the conditions and learning http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 214 situations in the classroom. the teacher made improvements to the learning objectives, performs specific classification and adds activities that students must obtain. moreover, the teacher also prepared additional learning resources that are taken from the internet as the additional information for students. in the discussion activity, it can be carried out in two directions, either from the teacher or students. in this activity the teacher asked for various information, purposes and functions in the dialogue or text discussed. the teacher tried to explore the students understanding related to the material being taught. the concepts and students’ understanding are explored so that students can be prepared to enter the next learning materials. moreover, students have highly participation in the learning activity. students are asked to play a role, discuss, ask questions, help explain simple material to other friends in the group, and also draw conclusions based on the material that has been taught. the teacher only acts as a facilitator who facilitates students when they encounter obstacles in the learning activities. at the end of the learning activity in general the teacher has ended it well by asking questions related to what they have learned; whether students already understand or not with the material given and also provide additional assignments to do at home. this is also emphasized by mulyasa (2014) that in the final activity the assignment given is a follow-up to the core learning activities that are carried out at that time. however, due to the time spending on the core activities, sometimes at the end of this lesson the teacher has not in giving feedback related to learning at that time. in the learning process activities using scientific approach, the teacher feels that what is being done has not yet fulfilled all the steps of scientific learning activities which is contained in the lesson plan. the teacher has to repeat the explanation several times because the students have not get a good understanding and the class situation is noisy. the total teaching allocation at about 80 minutes per meeting was spent more on the pre-liminary activity and core learning activities because in this learning process the teacher must observe all the processes carried out by students. during the learning process the teacher tried to make scientific activities run well and efficiently by asking students to sit in groups. doing teaching activity in group help teacher easily to control the class and make the students can collaborate with others to solve the assignment or material given. the formation of this group also makes learning more efficient in terms of time. because of the time limitations the teacher asked students to prepare a vocabulary book where they can write down difficult words find on the material being taught. the teacher also asks students in peer to perform role playing, this strategy is used to dare students to appear in front of their friends. http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 215 there are some problems appear while implementing this approach. the lack of learning text books make they have to share it with their partner. the teacher sometimes has to copying the material that is not in the textbook to be given to the students. other problems also arise in learning activity because many students do not have a dictionary so the teacher had to translating a few words from the teaching material to them. this is also a problem expressed by the researchs of wong, 2008; byrne et al., 2013; intansari, 2013; febriana, et al, 2018. therefore, the readiness from all elements regarding to this matter needs to be considerate by the government to support the implementation of the 2013 curriculum properly. conclusion competency-based curriculum is related to how students can have independence and expertise in various elements of knowledge, attitudes and professionalism so that they can use their learning experiences as in the real world (nikolov et al., 2014). on the other hand, the competency-based curriculum also provides opportunities for teachers to identify students potentiality and to cultivate this potential through existing learning to improve the individual quality of the students themselves, (ji, lili & kabita, 2017;curry & docherty, 2017). the competencies that students are expected to have are basic competencies that have a holistic and integrated character, including: knowledge, abilities, attitudes, values and emotions (barbero andrés, 2012) research on competency-based curricula has been widely conducted. some of these studies show that: the competency-based curriculum cannot be implemented effectively, therefore the curriculum, instruction and assessment cannot be correlated with one another (wong, 2008) and teachers have difficulty developing the desired competencies due to various obstacles encountered, among others: large classes, limited learning time and the inability of teachers to implement this curriculum properly (byrne et al., 2013). it can be conveyed that in general, teacher has carried out learning activities using scientific approach. teacher as the part of this curriculum implementation has perform their big effort in order to apply scientific approach ideally but in fact there are lots of problem face by them in implementing it. so, the support from the government, minister of education and culture, parents and all the pedagogical environment is really needed to help the teacher creates a better teaching and learning activity through the implementation of scientific approach. http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 216 references azizah, s. e. a. & i. a. (2015). implementasi pendekatan scientific dalam pengajaran bahasa inggris kurikulum 2013 di smpn 1 pamekasan. okara, 2(november 2015), 296–315. https://doi.org/10.19105/ojbs.v9i2.688 barbero andrés, j. (2012). clil: perspectives from a competency-based approach in the spanish context. estilos de aprendizaje: investigaciones y experiencias: [v congreso mundial de estilos de aprendizaje], santander, 27, 28 y 29 de junio de 2012. http://dialnet.unirioja.es/descarga/articulo/4637073.pdf%5cnhttp:// dialnet.unirioja.es/servlet/extart?codigo=4637073 byrne, j., downey, c., & souza, a. (2013). teaching and learning in a competence-based curriculum: the case of four secondary schools in england. curriculum journal, 24(3), 351–368. https://doi.org/10.1080/09585176.2012.731008 curry, l., & docherty, m. (2017). implementing competency-based education. collected essays on learning and teaching, 10, 61–74. https://doi.org/10.22329/celt.v10i0.4716 febriana, m., nurkamto, j., rochsantiningsih, d., & muhtia, a. (2018). teaching in rural indonesian schools: teachers’ challenges. international journal of language teaching and education, 2(2), 87–96. hamalik, o. (2014). kurikulum dan pembelajaran, (cet. keempatbelas). bumi aksara. intansari, r. (2013). teachers’ strategy in implementing english curriculum in a junior high school in indonesia. indonesian journal of applied linguistics, 2(2), 226–235. https://doi.org/10.17509/ijal.v2i2.167 ji, lili & kabita, d. n. (2017). the why, what and how of competency-based curriculum reforms: the kenyan experience; current and critical issues in curriculum, learning and assessment; vol.:11; 2017. 11. http://unesdoc.unesco.org/images/0025/002504/250431e.pdf jusnita, n., & ismail, a. (2018). implementasi kurikulum 2013 dalam pembelajaran bahasa inggris di smp kota ternate. edukasi, 16(1), 1– 10. https://doi.org/10.33387/j.edu.v16i1.616 kemendikbud. (2016). permendikbud no. 21 tahun 2016 standar isi pendidikan dasar dan menengah. kementerian pendidikan dan kebudayaan. (2014). implementasi kurikulum 2013 konsep dan penerapan. kementrian pendidikan dan kebudayaan, 1– 162. http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 206-217 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teaching english at junior high :... christi agustin malaikosa, lita liviani taopan doi : https://doi.org/10.26714/lensa.10.2.2020.206-217 217 lee, keunho, & ibe. (2014). competency-based curriculum and curriculum autonomy in the republic of korea; ibe working papers on curriculum issues; vol.:12; 2014. unesco ibe, april, 1–12. madya, s. (2007). searching for an appropriate efl curriculum design for the indonesian pluralistic society. teflin journal, 18(2), 196–221. https://doi.org/10.15639/teflinjournal.v18i2/196-221 miles, mattew b, huberman, a. michael, & saldana, j. (2014). qualitative data analysis. a methods sourcebook (third edit). sage publication. moleong, l. . (2017). metodologi penelitian kualitatif. pt. remaja rosdakarya. mulyasa, h. . (2014). lmplementasi kurikulum tingkat satuan pendidikan ( kemandirian guru dan kepala sekolah) (cet. kelima)e. bumi aksara. mulyasa, h. . (2016). pengembangan dan implementasi kurikulum 2013. (cet. kedelapan). bumi aksara. nikolov, r., shoikova, e., & kovatcheva, e. (2014). competence based framework for curriculum development competence based framework for curriculum development pictet: eqf-based professional ict training for russia and kazakhstan. za bukvite, o’pismeneh. https://unesco.unibit.bg/sites/default/files/cbframework_tempus -pictet_nikolov_shoikova_kovatcheva.pdf menteri pendidikan dan kebudayaan republik indonesia, (2013). peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah, (2016). sriwahyuni, e. (2015). pembelajaran bahasa inggris berdasarkan pendekatan saintifik kurikulum 2013 di kelas vii mts negeri padang luar. alfikrah: jurnal manajemen pendidikan, 3(2), 187. https://doi.org/10.31958/jaf.v3i2.402 sundayana, w. (2015). readiness and competence of senior high school english teachers to implement curriculum 2013. indonesian journal of applied linguistics, 5(1), 28–35. https://doi.org/10.17509/ijal.v5i1.828 wong, r. m. h. (2008). competency-based english teaching and learning: investigating pre-service teachers of chinese’s learning experience. porta linguarum, 9, 179–198. zaim, m. (2017). implementing scientific approach to teach english at senior high school in indonesia. asian social science, 13(2), 33. https://doi.org/10.5539/ass.v13n2p33 http://jurnal.unimus.ac.id/index.php/lensa 6388-17151-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 117 studi komparasi strategi pembangkitan kompetensi metakognitif siswa sekolah dasar comparative study of generating metacognitive competence strategy of elementary school students yuliana setyaningsih fransisca despa listiani kristophorus divinanto adi yudono program studi magister pendidikan bahasa indonesia, universitas sanata dharma yogyakarta yuliapbsi@gmail.com riwayat artikel: dikirim 6 juni 2020; diterima 17 juni 2020; diterbitkan 30 juni 2020 abstrak penelitian ini bertujuan mengomparasikan strategi guru dalam membangkitkan kemampuan metakognitif siswa di sekolah dasar. sumber data substantif penelitian ini adalah teks-teks hasil transkripsi rekaman tuturan guru dalam melaksanakan proses belajar-mengajar dengan para siswa yang di dalamnya terdapat strategi-strategi membangkitkan kemampuan metakognitif siswa. sumber data lokatif penelitian ini adalah sekolah dasar kanisius demangan yogyakarta (sekolah dasar a) dan sekolah dasar pius bhakti utama kutoarjo (sekolah dasar b). data penelitian ini berupa cuplikan-cuplikan tuturan hasil transkripsi rekaman guru yang di dalamnya mengandung strategi-strategi pembangkitan metakognisi siswa. metode pengumpulan data yang digunakan adalah metode simak, baik simak libat cakap maupun simak bebas libat cakap. adapun teknik yang digunakan adalah teknik catat dan teknik teknik rekam. selanjutnya, metode analisis data yang digunakan adalah metode analisis isi. hasil penelitian disajikan dengan metode penyajian informal. hasil penelitian ini menunjukkan bahwa strategi pembangkitan kompetensi metakognitif yang dilakukan guru di sekolah a dan sekolah b mencakup strategi-strategi berikut: (1) affirm critical thinkers’ selfworth, (2) listen attentively to critical thinkers, (3) show that you support critical thinkers’ effort, (4) reflect and mirror critical thinkers’ ideas and actions, (5) motivate people to think critically, (6) regularly evaluate progress, (7) help critical thinkers create networks, (8) be critical teachers. adapun strategi make people aware of how they learn critical thinking hanya digunakan di salah satu sekolah saja. realisasi strategi pembangkitan kompetensi metakognitif siswa di kedua sekolah bervariasi sesuai dengan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 yuliapbsi@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 118 pengalaman guru dalam mengajar, latar belakang kemampuan siswa, perspektif guru dalam pembelajaran, dll. kata kunci: studi komparasi; strategi pembangkitan metakognitif; siswa sekolah dasar abstract this study aims to compare teachers' strategy in generating students’ metacognitive abilities in elementary schools. the substantive data source of this research is the texts produced by transcription of teacher's speech records in carrying out the teaching-learning process with students in which there are strategies for generating students' metacognitive abilities. the locative data sources of this research are demangan baru kanisius elementary school yogyakarta (elementary school a) and pius bhakti utama elementary school kutoarjo (elementary school b). the data of this study were the form of speech footage from the transcription of teacher records containing strategies for generating students' metacognition. the data collection method used was the method of listening, both referring to both involved and able to see and be involved freely. the technique used was the note taking technique and record technique. furthermore, the data analysis method used was the content analysis method. the results of the study were presented by the informal presentation method. the results indicated that the metacognitive competence generation strategies undertaken by teachers in school a and school b include the following strategies: (1) affirm critical thinkers' self-worth, (2) listen attentively to critical thinkers, (3) show that you support critical thinkers 'efforts, (4) reflect and mirror critical thinkers' ideas and actions, (5) motivate people to think critically, (6) regularly evaluate progress, (7) help critical thinkers create networks, (8) be critical teachers . the strategy of making people aware of how they learn critical thinking is only implemented in one school. the realization of students’ metacognitive competence strategies in the two schools varies according to the experience of the teacher in teaching, the background of students' abilities, and the perspective of the teachers in learning, etc. keywords: comparative study; metacognitive generation strategies; elementary school students pendahuluan kemampuan metakognisi sebagai salah stau kompetensi penting dari struktur berpikir harus dikuasai siswa dalam belajar. kemampuan ini memiliki peran yang besar bagi keberhasilan siswa dalam proses belajar. beberapa hasil penelitian telah membuktikan kontribusi kemampuan metakognitif dalam mencapai hasil belajar yang lebih efektif. kajian tentang metakognitif, baik yang berkaitan dengan keterampilan membaca maupun menulis ternyata sudah banyak membuktikan hal itu dari waktu ke waktu (el-hindi, 1997; o. alsheikh & mokhtari, 2011; henter & indreica, 2014). kajian tentang http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 119 metakognisi dan peranannya dalam meningkatkan kemampuan pemahaman dalam membaca dan menulis telah dilakukan dan memberikan hasil yang signifikan. kajian-kajian tersebut tidak lepas dari upaya-upaya untuk meningkatkan kemampuan berpikir kritis siswa. kemampuan metakognitif tidak terlepas dari kemampuan berpikir kritis, keduanya memiliki keterkaitan yang tidak terpisahkan. keluhan tentang kemampuan berpikir siswa yang masih belum optimal bukan persoalan baru yang muncul saat ini. persoalan rendahnya kemampuan berpikir siswa sudah lama dikeluhkan oleh para praktisi dan para ahli pendidikan. persoalan ini harus dicari jalan keluarnya. penelitianpenelitian yang mengkaji tentang kemampuan berpikir lebih melihat pada sisi siswa sebagai subjek penelitiannya. kiranya penelitian perlu beralih pada guru sebagai subjek penelitian mengingat peran guru yang sangat penting dalam pendampingan proses pembelajaran. kinerja guru sebagai motivator, fasilitator, inspirator, perlu dioptimalkan agar peran tersebut sungguhsungguh berkontribusi pada keberhasilan siswa. salah satu alternatif yang diduga mampu mengatasi persoalan tersebut adalah melalui penelitian tentang upaya-upaya yang perlu dilakukan guru agar siswa mampu mengelola strategi belajarnya dengan suatu kesadaran. belajar bukan sesuatu yang berlangsung secara mekanis, melainkan suatu kegiatan sadar, teratur, dan sistematis sehingga siswa dapat menguasai kompetensikompetensi yang ditetapkan secara efektif. kesadaran inilah yang penting dibangkitkan oleh guru agar siswa terlatih untuk membangun metakognisinya. penelitian ini penting dilakukan karena menyentuh tataran kemampuan berpikir tingkat tinggi yang harus dilatihkan kepada siswa. penelitian-penelitian di indonesia terkait kemampuan berpikir tingkat tinggi sudah banyak dilakukan. namun, yang menyentuh tentang metakognisi masih perlu dikembangkan lagi. penelitian ini diharapkan dapat memberikan kontribusi untuk mengatasi persoalan rendahnya kemampuan berpikir siswa melalui strategi yang harus dilakukan guru dalam membangkitkan metakognisi siswa. melalui strategi-strategi yang baik diharapkan persoalan rendahnya kemampuan berpikir siswa dapat diatasi. dengan mendasarkan pada uraian latar belakang masalah di atas, penelitian ini bertujuan untuk mengomparasikan strategi guru dalam membangkitkan kemampuan metakognitif siswa sekolah dasar kelas rendah. penelitian tentang kemampuan metakognisi siswa sekolah dasar perlu dilakukan sejak dini. beberapa kajian telah dilakukan dan sebagian besar lebih fokus pada strategi metakognisi siswa. sebagai contoh, penelitian yang dilakukan oleh rukminingrum, dkk. menekankan pada kajian tentang pengetahuan metakognitif belajar siswa kelas v yang dikaitkan dengan tiga aspek yaitu aspek pengetahuan strategi, pengetahuan tugas, dan pengetahuan diri (rukminingrum, hanurawan, & mudiono, 2017). penelitian sejenis juga dilakukan dengan menekankan pada strategi metakognitif keterampilan berbicara bahasa inggris (hamsia, 2018). penelitian tersebut bertujuan untuk http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 120 mengetahui proses pelaksanaan strategi metakognitif dalam pembelajaran keterampilan berbicara bahasa inggris berdasarkan o'malley dan chamot sebagai landasan teorinya. hasil penelitian hamsia menyimpulkan bahwa strategi yang dipakai mampu menumbuhkan kesadaran dan kemandirian siswa dalam keterampilan berbicara sehingga siswa mencapai target pembelajaran dengan sukses dalam tugas berbicara. kajian penelitian di atas sangat relevan dengan penelitian ini bahwa kemandirian siswa merupakan salah satu aspek yang penting dalam mengembangkan kreativitas dan kemampuan berpikir kritis. penelitian yang terkait dengan strategi guru dalam mengupayakan terbangunnya metakognisi siswa dalam belajar juga telah dilakukan. strategi pembelajaran metakognisi yang dilakukan guru sangat penting untuk membantu siswa dalam menyadari proses berpikirnya. ada beberapa strategi pembelajaran metakognitif yang dapat diterapkan, di antaranya strategi pq4r, kwl, ideal, dan self-questioning. strategi pq4r (preview, question, read, reflect, recite, and review) merupakan salah satu strategi pembelajaran metakognisi yang dapat digunakan untuk mengingat hal-hal yang dibaca siswa (mahyaeny, 2018). penelitian yang dilakukan tim peneliti berbeda dengan penelitianpenelitian tersebut. meskipun penelitian bertema metakognitif siswa sekolah dasar sudah banyak dilakukan, tim peneliti melakukan penelitian dengan menghadirkan dimensi kebaruan yaitu tentang strategi-strategi guru dalam meningkatkan kemampuan metakognitif siswa sekolah dasar. dengan demikian, penelitian yang akan dilakukan ini sangat penting untuk dilakukan dan terjamin dimensi urgensi dan kebaruannya. adapun terkait dengan gambaran dinamika strategi-strategi guru dalam membangkitkan metakognisi siswa di kedua sekolah dasar yang menjadi subjek penelitian ini, tim peneliti telah mendapatkan informasi dalam batas tertentu dari perbincangan dengan guru, pengelola, dan telah melaksanakan observasi secara terbatas. gambaran itu penting untuk dijadikan batu pijakan dalam upaya meningkatkan kemampuan metakognisi siswa sekolah dasar melalui pelaksanaan penelitian ini. teori yang mendasari penelitian ini adalah teori metakognisi. metakognisi dipahami sebagai “thinking about thinking”. maksudnya adalah berpikir tentang berpikir itu sendiri. dalam konteks pembelajaran di sekolah dasar metakognisi tersebut diwujudkan dalam kegiatan melatih siswa untuk berani merespons pertanyaan guru, merespons teman sejawat dalam diskusi, dan berani menyampaikan pendapat yang sesuai dengan tingkatan usia mereka. istilah metakognisi (metacognition) diperkenalkan pertama kali oleh john flavell tahun 1976. dalam pandangan flavell metakognisi dibedakan menjadi dua, yakni pengetahuan metakognisi dan pengalaman metakognisi (metacognitive experiences) (flavell, 1979). pengetahuan metakognisi dimaknai sebagai pengetahuan seseorang tentang apa yang dia pikirkan (thinking about thinking). pengetahuan metakognisi dibedakan menjadi tiga, yakni http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 121 pengetahuan deklaratif, pengetahuan prosedural, dan pengetahuan kondisional. pengalaman metakognisi disebut juga regulasi metakognisi. pengalaman metakognisi mencakup aktivitas-aktivitas berikut: pengecekan, perencanaan, pemantauan, pengujian, perbaikan, dan penilaian. pengalaman metakognisi merupakan inti dari inteligensi (core of intelligence) (ajisuksmo & vermunt, 1999). pengalaman metakognisi disebut sebagai inti dari inteligensi karena di dalam pengalaman tersebut diciptakanlah inteligensi seseorang secara baik. penciptaan itu dilakukan dengan menjalankan aktivitas-aktivitas pengecekan, perencanaan, pemantauan, pengujian, perbaikan, dan penilaian sehingga terbangun sistem berpikir yang utuh pada diri seseorang. dalam konteks pembelajaran di sekolah dasar, kebiasaan guru melatih siswa untuk melakukan aktivitas-aktivitas di atas merupakan contoh konkret untuk membentuk pengalaman metakognisi siswa. kegiatan dan latihan itu perlu dilakukan secara terus-menerus kepada para siswa sejak usia dini (changwong, sukkamart, & sisan, 2018). brookfield memaparkan strategi-strategi efektif yang dapat diterapkan untuk membentuk kemampuan kritis siswa. strategi tersebut meliputi hal-hal sebagai berikut: (1) affirm critical thinkers’ self-worth, (2) listen attentively to critical thinkers, (3) show that you support critical thinkers’ effort, (4) reflect and mirror critical thinkers’ ideas and actions, (5) motivate people to think critically, (6) regularly evaluate progress, (7) help critical thinkers create networks, (8) be critical teachers, (9) make people aware of how they learn critical thinking (mckenzie & brookfield, 1989). kesembilan strategi pembentukan kemampuan metakognisi siswa dari brookfield inilah yang dijadikan alat analisis dalam penelitian ini. upaya-upaya pembentukan kemampuan metakognisi siswa di kedua sekolah yang dilakukan oleh guru kelas akan dicermati efektivitasnya dengan menggunakan rumusan-rumusan strategi di atas. akan tetapi beberapa strategi perlu disesuaikan karena kondisi di kedua sekolah tersebut tentu saja tidak persis sama dengan yang dirumuskan brookfield di atas. metode penelitian ini termasuk penelitian deskriptif kualitatif yang bertujuan mengomparasikan strategi guru dalam membangkitkan kemampuan metakognitif siswa sekolah dasar kelas rendah dalam perspektif brookfield. sumber data penelitian ini adalah tuturan-tuturan guru dan siswa selama proses pembelajaran di kelas rendah, yakni kelas iii sekolah dasar. adapun sumber data lokasional penelitian ini ditentukan sd kanisius demangan baru yogyakarta dan sd pius bakti utama kutoarjo. data penelitian ini berupa cuplikan tuturan-tuturan guru kepada siswa yang mengandung strategi guru untuk membangkitkan kemampuan metakognitif siswa. data dikumpulkan dengan menerapkan metode simak dengan teknik catat dan teknik rekam (sudaryanto, 2016). setelah data terkumpul dengan baik, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 122 dilakukan klasifikasi dan tipifikasi data. selanjutnya, data yang telah diklasifikasi dan ditipe-tipekan tersebut dianalisis dengan metode analisis isi atau content analysis (krippendorff, 2010). hasil penelitian disajikan dengan metode penyajian informal. adapun desain metode analisis yang digunakan dalam penelitian ini adalah desain analisis isi untuk estimasi. desain analisis isi untuk estimasi dipilih karena peneliti ingin memeriksa kesesuaian strategi guru untuk membangkitkan kemampuan metakognitif siswa dengan parameter brookfield. desain ini memanfaatkan semua pengetahuan yang dimiliki peneliti dalam menganalisis data berdasarkan strategi yang digunakan guru. hasil dan pembahasan penelitian yang telah dilakukan pada dua sekolah dasar yang menjadi sumber data lokasional penelitian ini, telah ditemukan sembilan strategi yang diterapkan guru dalam upaya membangkitkan kemampuan siswa dalam bermetakognisi. kemampuan bermetakognisi sangat penting ditumbuhkembangkan pada diri siswa agar mereka memiliki memampuan berpikir kritis sesuai dengan tatarannya. kesadaran kemampuan berpikir kritis demikian ini penting ditumbuhkembangkan pada diri setiap siswa agar ke depan mereka dapat berkembang optimal sebagai para pelaku zaman. abad xxi menuntut para siswa bukan saja memahami dan menguasai substansi materi pembelajaran, melainkan mereka juga dituntut dapat mengembangkan kemampuan dan keterampilan berpikir kritisnya untuk menjadi pribadipribadi yang kreatif dan inovatif. kemampuan berkomunikasi dan berteknologi informasi yang baik di era revolusi industri 4.0 juga tidak dapat dilepaskan dari kemampuan bermetakognisi. dari penelitian yang telah dilakukan, ditemukan sembilan strategi kemampuan berpikir kritis yang dikembangkan guru dalam mengajar para siswa di kedua sekolah yang dijadikan tempat penelitian ini. kesembilan strategi tersebut secara berturut-turut disampaikan sebagai berikut: (1) affirm critical thinkers’ self-worth, (2) listen attentively to critical thinkers, (3) show that you support critical thinkers’ effort, (4) reflect and mirror critical thinkers’ ideas and actions, (5) motivate people to think critically, (6) regularly evaluate progress, (7) help critical thinkers create networks, (8) be critical teachers, (9) make people aware of how they learn critical thinking. realisasi strategi pembangkitan metakognisi yang dilakukan oleh guru di sekolah yang satu tentu saja berbeda dengan sekolah yang lainnya. banyak faktor yang dapat menjadi penentu realisasi sttategi pembangkitan kemampuan metakognisi, di antaranya adalah pengalaman guru dalam mengajar, perspektif guru dalam mengajar, kemampuan guru dalam menyikapi perkembangan pembelajaran, kemampuan dasar siswa, pengalaman belajar siswa, kondisi dan kultur sekolah. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 123 pada bagian ini, setiap strategi pembangkitan kemampuan bermetakognisi siswa oleh guru di kedua sekolah ini dibicarakan satu demi satu secara terperinci. justifikasi penerapan setiap strategi pembangkitan metakognisi dicermati sehingga tampak apakah setiap strategi yang diterapkan guru tersebut benar-benar tepat dan dapat membangkitkan kemampuan berpikir kritis siswa. berikut interpretasi strategi dan realisasi strategi pembangkitan metakognisi tersebut satu demi satu. 1. affirm critical thinkers’ self-worth keyakinan pribadi siswa bahwa dirinya adalah para pemikir kritis sangat penting dikembangkan oleh guru dalam proses pembelajaran. siswa sekolah dasar pada umumnya belum mengerti dan belum tumbuh keyakinannya bahwa mereka adalah para calon intelektual yang notabene adalah para pemikir kritis. oleh karena tugas, guru dalam pembelajaran adalah menumbuhkembangkan keyakinan ini lewat kegiatan pembelajaran yang dilaksanakannya. dalam data kspkm1, di sekolah dasar a strategi guru dalam meyakinkan para siswa sebagai pemikir kritis itu dilakukan dengan memotivasi sekelompok siswa yang cenderung tertinggal untuk kembali berusaha berpikir dan menemukan jawaban. motivasi yang disampaikan guru tersebut penting untuk menumbuhkan keyakinan bahwa untuk menjadi pemikir kritis siswa perlu berusaha secara tangguh, tidak boleh mudah menyerah, dan seterusnya. keyakinan dan kepercayaan diri bahwa siswa mampu berpikir kritis perlu dibangun (changwong et al., 2018). adapun di sekolah b, upaya mengembangkan keyakinan siswa bahwa mereka adalah para pemikir kritis disampaikan dengan cara memberi apresiasi baik secara individual maupun kelompok tentang keterlibatan siswa dalam menjawab pertanyaan, diskusi, dan membagikan pengalaman. tuturan guru di sekolah b selengkapnya dapat dilihat pada data kspkm1. hal penting yang perlu dicatat dari strategi guru di kedua sekolah tersebut adalah bahwa pembangkitan keyakinan kemampuan bermetakognisi tersebut ditempuh dengan cara yang tidak sama. guru di sekolah a meminta siswa untuk mencoba, tidak menyerah, dan terus mengerjakan sesuatu, sedangkan di sekolah b pembangkitan kemampuan kritis itu dilakukan dengan memberi apresiasi kepada siswa yang berhasil menjawab pertanyaan, berhasil dalam berdiskusi, dan berhasil dalam membagikan pengalamannya seperti tampak pada tabel berikut. tabel 1: realisasi strategi affirm critical thinkers’ self-worth kode data affirm critical thinkers’ self-worth sekolah dasar a sekolah dasar b kspkm1 guru: guru : “kemarin sore, bu kris naik motor dari sekolah. mau http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 124 “kok semua diam? lha, ayo… kelompok dua boleh melanjutkan diskusi… ayo, satu kata lagi…” pulang ke rumah. sampai alunalun hujan deras sekali. bu kris meneduh di dekat indomaret. ada anak sma pius yang menyapa bu kris dan melihat bu kris basah karena tidak memakai mantol. ketika sudah reda, bu kris kembali melanjutkan perjalanan. sampai di kali jali, hujan deras lagi. hujan terus menerus sampai rumah. kira-kira menurut kalian, apa yang terjadi setelahnya?” siswa : “kedinginan”, guru : “bagus”, (sembari mengacungkan ibu jari kepada siswa) siswa : “sakit masuk angin” guru : “waduh, betul sekali. bisa sakit masuk angin.” (sembari mengacungkan ibu jari kepada siswa) siswa : “basah kuyup.” guru : “pinter, jelas sekali, basah kuyup.” (sembari mengacungkan ibu jari kepada siswa) siswa : “pusing.” guru : “nah tepat sekali ini. pusing. kepalanya basah. tos dulu, kita. sering sekali bu kris pusing kalau habis kehujanan dan kepalanya basah kuyup.” (mengajak siswa untuk tos) realisasi upaya guru membangkitkan keyakinan pribadi siswa bahwa dirinya adalah para pemikir kritis sebagaimana yang tampak pada tabel 1 sangat berbeda. perbedaan realisasi strategi pembangkitan kemampuan metakognisi tersebut disebabkan oleh sejumlah faktor, misalnya saja pengalaman mengajar guru, keadaan siswa di kelas, dan juga latar belakang asal sekolah. 2. listen attentively to critical thinkers mendengarkan adalah pekerjaan yang sangat tidak mudah untuk dilakukan. bukan saja para siswa yang sulit untuk mendengarkan guru, melainkan juga para guru sangat sulit untuk benar-benar mendengarkan siswa. apa yang seharusnya didengarkan oleh para guru dalam proses pembelajaran dapat bermacam-macam wujudnya, misalnya saja keluhan-keluhan siswa, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 125 kesulitan-kesulitan siswa, persoalan-persoalan akademik dan non-akademik siswa dan seterusnya. dalam kaitan dengan pembangkitan kemampuan metakognisi siswa, kemampuan dan kesediaan guru mendengarkan siswa sangatlah penting. sesungguhnya, hanya guru yang benar-benar memahami persoalan para siswanya yang dapat mengembangkan kemampuan berpikir kritis siswa. dalam hal ini, kemampuan guru mendengarkan secara atentif dan memberikan respons yang tepat sangat mendukung terbangunnya metakognitif siswa (helyer, 2015). kemampuan guru mendengarkan secara atentif pada abad xxi merupakan salah satu kriteria yang harus dipenuhi sebagai guru yang profesional (nessipbayeva, 2019). data kspkm2 pada tabel 2 berikut dapat dicermati lebih lanjut bagaimana perbedaan guru di sekolah dasar a dan di sekolah dasar b mendengarkan secara cermat persoalan siswa yang didampinginya. di sekolah dasar b, upaya mendengarkan siswa secara atentif itu diwujudkan dalam bentuk memberikan kesempatan kepada siswa yang belum menguasai materi pembelajaran, untuk senantiasa mencoba dengan memberikan pertanyaan atau soal latihan. adapun di sekolah dasar a, upaya tersebut ditempuh dengan cara sang guru tidak memberikan jawaban secara langsung secara cuma-cuma, tetapi guru memberikan masukan untuk membaca buku lks terlebih dahulu agar siswa lebih bisa berpikir dan menemukan sendiri jawabannya. strategi pengembangan metakognisi yang sama, ternyata dapat ditempuh dengan cara yang tidak sama. kedua-duanya tentu saja baik karena para guru itulah yang benar-benar mengerti dan memahami keadaan siswanya. tabel 2: realisasi strategi listen attentively to critical thinkers kode data listen attentively to critical thinkers sekolah dasar a sekolah dasar b kspkm2 siswa: “bu novi…” guru: “iya…” siswa: “matahari bias nggak? sumber energi matahari? guru: “kan di lks halaman 99 itu ada, to… coba dibaca bukunya itu, lho…” siswa : “bu kris, aku belum bisa menghitung itu. (itu yang dimaksud oleh peserta didik adalah materi operasi penjumlahan pecahan). guru :“oh ya, bu kris ulangi lagi ya. timothy perhatikan di papan tulis. bu kris kasih contoh lagi. setelah ini timothy coba ya di papan tulis. perhatikan contoh bu kris di papan tulis.”, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 126 3. show that you support critical thinkers’ effort dukungan dari guru dalam upaya membangun kemampuan berpikir kritis siswa dapat dilakukan sepanjang waktu. dukungan dari para guru tersebut biasanya justru dirasakan sebagai kekuatan khusus oleh para siswa, yang kadangkala lebih dari dukungan yang diberikan oleh orang lain, bahkan kadangkala dukungan dari keluarganya sekalipun tidak dapat mengalahkan dukungan dari sang guru. mengingat perannya yang sangat besar dalam membentuk kemampuan berpikir kritis siswa, guru harus senantiasa berupaya melakukan tindakan yang mengarah pada dukungan-dukungan itu, bukan tindakan dan sikap yang justru melemahkannya. upaya guru untuk membangun kepercayaan diri dalam diri siswa bahwa siswa mampu melakukan tindakan-tindakan sebagai pemikir kritis sangat penting (changwong et al., 2018). ken changwong menegaskan bahwa “…students need to be able to creatively think and problem solve. solving any problem creatively, offering unique insights for potential solutions, demands the ability to be able to think critically; it also requires that students have confidence in their ability to do so”. dalam data kspkm3 pada tabel 3 di bawah ini, strategi yang dilakukan oleh guru di sekolah dasar a adalah mengingatkan kaidah penulisan yang baik dan benar secara lisan, dan dengan pembawaan diri yang menarik melalui sebuah permainan mencongak kecil. cara tersebut menarik perhatian siswa dan menciptakan pemahaman materi belajar di luar kesadaran siswa. adapun di sekolah dasar b, upaya itu dilakukan oleh guru dengan mendorong siswa melakukan kegiatan-kegiatan positif yang berkaitan dengan contoh konkret pemanfaatan sumber daya dan energi. hal itu dilakukan oleh guru dalam rangka mendukung siswa untuk mencari pengalaman, mengembangkan keterampilan, dan mengasah kepedulian siswa. kedua realisasi strategi yang digunakan oleh guru dari sekolah dasar yang berbeda tersebut diharapkan dapat mendukung usaha para siswa sebagai para calon pemikir kritis, sehingga ke depan mereka dapat menjadi intelektual yang benar-benar tangguh dalam berpikir kritis dan inovatif. peran guru sangat penting untuk mewujudkan bahwa “having in mind that students spend a lot of time in school, teachers are called to help family to develop our students’ critical thinking skills during their regular teaching practices” (uribe-enciso, uribe enciso, & vargas daza, 2017). tabel 3: realisasi strategi show that you support critical thinkers’ effort kode data show that you support critical thinkers’ effort sekolah dasar a sekolah dasar b kspkm3 guru: “untuk itu tahun kemarin ketika masih kemarau, ada salah satu daerah di gunung kidul minta bantuan kita yang ada di jogja ini guru : “sekarang ceritakan pengalaman kalian yang berkaitan dengan dampak perubahan alam yang kalian alami. contoh, ketika hujan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 127 yang masih berkelimpahan air, meminta bantuan untuk apa? siswa: “menyumbang…” guru: “untuk menyum-bangkan air... pada waktu itu kita menyumbangkan dua tangki, satu tangki yang besar dan satu tangki yang kecil. nah, itu berasal dari mana? ya, dari sumbangan kalian itu. nah, kemarin yang berangkat ikut ke sana siapa saja? kakak kelas 5 dan kakak kelas 6. nah, besok kalau kalian sudah kelas 4, 5, atau 6 pasti dilibatkan ketika kita mengadakan kegiatan sosial, misalnya tadi saat menyumbang air, berkunjung ke panti asuhan. misalnya seperti itu… badai, genting rumahku bocor. tulis yang baik. paham?”. guru : “jangan lupa awal kalimat menggunakan huruf?” siswa : “kapital.” guru : “dan di akhir kalimat diakhiri dengan tanda?” siswa : “titik.” guru : “kalau kalimat tanya diakhiri dengan tanda?” siswa : “tanda tanya.” 4. reflect and mirror critical thinkers’ ideas and actions merefleksikan apa yang dialami dan terjadi pada diri siswa sebagai para pemikir kritis, dengan apa yang juga dialami dan terjadi dalam diri para guru sendiri merupakan tindakan yang sangat bijaksana. dengan cara itu, para siswa akan terbangun keyakinannya, bahwa yang dilakukannya benar karena di masa lampau juga pernah terjadi dan dilakukan oleh para gurunya. demikian pula juga tindakan yang dilakukan siswa itu kebetulan sekali salah sehingga tindakan itu tidak cukup mendukung upayanya dalam membangun kemampuan berpikir kritis, para siswa tidak akan merasa jatuh terpuruk karena ternyata gurunya juga pernah mengalami hal serupa dalam pengalaman masa lalunya. jadi, merefleksikan gagasan dan tindakan yang dimiliki oleh para siswa sebagai para pemikir kritis dengan gagasan dan tindakan sang guru, sangatlah baik untuk dilaksanakan di dalam pembelajaran. dalam data kspkm4 pada tabel 4 berikut, upaya itu telah dilakukan oleh para guru di sekolah dasar yang tidak sama. realisasi strateginya dalam pembelajaran juga tidak persis sama, akan tetapi keduaduanya berupaya untuk melakukan hal tersebut untuk mendukung pengembangan kemampuan berpikir kritis siswa. dalam sekolah dasar a, upaya itu dilakukan dengan menceritakan pengalamannya semasa kecil yang sesuai dengan substansi materi pembelajaran. cerita masa lalu guru dituturkan sebagai ilustrasi siswa dalam memahami pembelajaran. akan tetapi di sekolah dasar b, guru menceritakan pengalamannya tentang sumber daya air yang ada http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 128 dalam lingkungan masyarakat tempat tinggalnya. hal tersebut memacu siswa untuk berpikir secara kritis mengenai perbedaan sumber daya air yang tersedia di daerah yang dekat dengan sungai dan jauh dengan sungai. tabel 4: realisasi strategi reflect and mirror critical thinkers’ ideas and actions kode data reflect and mirror critical thinkers’ ideas and actions sekolah dasar a sekolah dasar b kspkm4 guru: “tidak semua daerah itu dapat mendapatkan air, ya… kalau di daerahnya bu novi, dekat sungai progo enak mendapatkan air, karena apa? di dekat sungai progo itu dibentuk sumur. kalau dekat sungai kira-kira sumber mata airnya banyak atau sedikit ya kalau di dekat sungai?” siswa: “banyak…” guru: “banyak… nah, dibentuk sumur kemudian sumur-sumur itu disambungkan ke pipa-pipa, kemudian dialirkan ke rumahrumah warga. jadi, meskipun kemarau tetap ada air.” guru : “dulu ketika bu kris kecil, bu kris sering bermain di tembak-tembakan di kebun jagung. bu kris lari-lari. nah, tapi kalau hujan, bu kris nggak boleh keluar rumah dan diingatkan kalau kehujanan di luar, jangan pernah pergi tengah lapangan. bu kris diminta untuk segera mencari tempat yang teduh sama orang tua bu kris.” siswa : “kata mamahku juga kalau lagi main terus hujan disuruh neduh dulu. apalagi kalau ada petir. biasanya papahku langsung nyusul ke lapangan bola” guru : “nah tuh, sampai disusul ke lapangan. bu kris dulu dilarang, kalian juga dilarang. berarti kan berbahaya ya, bermain ketika hujan petir? sesuai kan dengan yang di buku cetak. ketika hujan petir dan kita masih di luar, langsung harus berteduh.” 5. motivate people to think critically memotivasi orang untuk dapat berpikir kritis memang tidak selalu mudah. akan tetapi para guru memiliki kewajiban untuk selalu menumbuhkan motivasi itu agar ke depan para siswa yang diampunya menjadi intelektual-intelektual sejati. keberhasilan para siswa sebagian terbesar tercapai karena keberhasilan guru dalam memotivasi mereka. oleh karena itu, bahasa, sikap, tindakan, dan perilaku guru terhadap siswa harus senantiasa diupayakan agar selalu baik. sebab hanya jika semuanya itu http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 129 dilakukan secara baik oleh sang guru, maka siswa akan merasa terdukung dan termotivasi. realisasi strategi tersebut ternyata berbeda antara sekolah dasar a dan sekolah dasar b. di sekolah dasar a, upaya tersebut dilakukan dengan menyampaikan substansi pembelajaran, dengan menjadikan pertanyaanpertanyaan siswa sebagai contoh kontekstual substansi pembelajaran tematik. selain menjadikan pertanyaan siswa sebagai ilustrasi contoh, guru menjadikan rasa ingin tahu siswa menjadi pertanyaan untuk dijawab dan dipecahkan bersama-sama. adapun di sekolah dasar b, hal tersebut dilakukan dengan cara sang guru berusaha memotivasi siswa untuk menggunakan pemikirannya sendiri dan menjawab dengan bahasanya sendiri, alih-alih melihat bacaan di buku teks untuk menjawab pertanyaan. perbedaan realisasi strategi dalam memotivasi siswa untuk berpikir kritis seperti ditunjukkan di depan tidak perlu dimasalahkan. hal yang paling penting adalah bahwa guru memiliki kesadaran untuk selalu berusaha memotivasi siswa agar terus-menerus berusaha mengembangkan kemampuan berpikir kritisnya. pengembangan kemampuan berpikir kritis harus inheren dalam pendidikan agar dapat memenuhi tuntutan masyarakat sebagai stakeholders (uribe-enciso et al., 2017). data pada kspkm5 pada tabel 5 berikut dapat dicermati lebih lanjut berkaitan dengan realisasi strategi ini. tabel 5: realisasi strategi motivate people to think critically kode data motivate people to think critically sekolah dasar a sekolah dasar b kspkm5 guru: “siklus air itu seperti apa? ela bisa menjelaskan?” ayo siapa yang ingat? jangan lihat buku, dengan kata-katamu sendiri.” siswa : “bu kris, kemarin rumah saya sama sekali tidak hujan. padahal di sekolah hujan deras sekali. hujannya pilih-pilih ya, bu?” guru : “bagus pertanyaannya. hujannya pilih-pilih ya, bu? bukan pilih-pilih. nah dengarkan, hujan terjadi karena ada awan hujan yang membawa air menjatuhkan airnya ke bumi. anggap tangannya bu kris ini awan hujan yang penuh air. (guru mengepalkan tangan di depan dada). sedangkan awan bisa terbawa angin kesana kemari. (guru menggerak-gerakkan tangan yang mengepal) ketika air di dalam awan sudah penuh, dimanapun awan itu berada ya langsung tumpah semua airnya ke bawah. (tangan yang mengepal http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 130 terbuka sehingga jari-jari tangan sebagai pemeragaan hujan). guru : “kalau kemarin awannya ada di atas di alun-alun, ya hujannya di alun-alun. sekolah kita tidak akan hujan deras. nah, berarti artinya apa kalau begitu? hujan kemarin siang, artinya awan hujannya di mana?”. siswa : “awannya ada di atas sekolah kita, bu.” guru : “betul sekali. awan hujannya ada di sekolah kita, terus karena airnya di awan sudah penuh, nahh tumpah deh airnya. jadilah hujan.” 6. regularly evaluate progress kemajuan belajar siswa harus senantiasa dievaluasi dalam proses pembelajaran. pembentukan kemampuan bermetakognisi ternyata juga mengedepankan evaluasi kemajuan belajar yang dilakukan secara reguler. dengan evaluasi, masukan dan feedback dapat diberikan. hanya dengan masukan dan feedback yang disampaikan secara reguler itulah proses pembelajaran sesungguhnya akan dapat berjalan dengan baik. pembentukan kemampuan berpikir kritis juga dengan sendirinya akan dapat berjalan dengan baik. peran guru sangat penting dalam menciptakan berbagai macam aktivitas yang dapat menumbuhkan kemampuan metakognitif siswa melalui umpan balik dan refleksi (helyer, 2015). jadi semakin jelas, betapa penting evaluasi kemajuan belajar itu dilakukan. demikian pula, dirasakan semakin penting bagaimana kemampuan berpikir kritis siswa itu juga dievaluasi sepanjang masa. dari penelitian yang telah dilakukan, realisasi strategi si sekolah a berbeda dengan realisasi strategi di sekolah b. di sekolah dasar a, strategi tersebut dilakukan dengan mengonfirmasi pemahaman dan perkembangan belajar siswa. guru menyelenggarakan evaluasi belajar dengan memberikan tugas-tugas yang dikerjakan oleh siswa secara mandiri. adapun di sekolah dasar b, strategi tersebut direalisasikan dengan cara mengevaluasi dan mengecek pemahaman siswa tentang konsep fotosintesis yang sudah pernah dipelajari. realisasi cara yang berbeda biasanya akan menghasilkan sesuatu yang berbeda pula. akan tetapi yang penting untuk disadari adalah bahwa guru harus senantiasa berupaya membangun kemampuan berpikir kritis siswa http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 131 dengan cara memberikan evaluasi reguler yang tepat. data pada kspkm6 pada tabel 6 dapat dicermati lebih lanjut untuk memahami realisasi strategi ini. tabel 6: realisasi strategi regularly evaluate progress kode data regularly evaluate progress sekolah dasar a sekolah dasar b kspkm6 guru: “oke, kelompok 3.” siswa: “kata penting : energi cahaya. kalimat: energi cahaya dapat diubah menjadi oksigen.” guru: “energi cahaya dapat diubah menjadi oksigen. gimana menurut pendapat kalian? ada yang mau berpendapat? siswa: “ada kalimat aneh,…” guru: “kenapa aneh, tasya?” siswa: “ada di buku kalimatnya.” guru: “apakah cahaya itu bisa berubah menjadi oksigen? cahaya itu membantu tumbuhan berfotosintesis sehingga hasil fotosintesisnya adalah?” siswa: “sari makanan dan oksigen” guru : “anak-anak, perhatikan bu kris. sekarang, tulis di buku tulis masing-masing, 1 kalimat yang mengandung kata-kata ‘hujan’, ‘badai’, ‘angin’, ‘kemarau’, gunung meletus ‘cuaca’, dan ‘cerah.”. guru : “nah, ini mas aris, diperhatikan nulis huruf n kok seperti ini?”, “yang rapi ya besok lagi nulisnya.”, “ lho, kok tidak ada tanda titiknya? diberi tanda titik, cah ganteng.”, “yang dengan kata gunung meletus masih bisa lebih baik lagi kalimatnya. ini masih ada yang kurang. coba diteliti lagi fernando. oke? nanti kalau sudah, bawa ke bu kris.” 7. help critical thinkers create networks membangun jaringan menjadi kata kunci dalam pendidikan di era revolusi industri 4.0 sekarang ini. dengan membangun jaringan yang luas, prestasi hidup seseorang juga akan menjadi semakin baik. akan tetapi, membangun jaringan untuk perkembangan kemampuan berpikir kritis siswa tidaklah mudah. komunitas virtual memang mudah diciptakan, tetapi komunitas virtual yang benar-benar positif terhadap pembentukan kemampuan berpikir kritis terbukti tidak mudah dilakukan. dalam tataran pembelajaran di sekolah dasar, kemampuan membangun jaringan ini sudah harus mulai dibangun dan diciptakan di antara para siswa. jadingan virtual http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 132 yang sehat semestinya diinisiasi oleh sang guru, dan kontrol terhadap kualitas jaringan itu tidak boleh lepas dari pencermatan sang guru. ini semua merupakan bentuk tanggung jawab guru bahwa proses belajar yang dilakukannya memberikan peluang kepada siswa agar mereka memiliki kemampuan berpikir kreatif dan berpikir kritis (changwong et al., 2018). dari penelitian yang telah dilakukan, upaya membantu para siswa di sekolah dasar a untuk membangun jaringan itu dilakukan dengan cara mengoordinasi siswa untuk bekerja dalam kelompok atau bekerja sama. kerja sama antara siswa dilakukan dalam konteks menyelesaikan tugas atau memecahkan masalah bersama berkaitan dengan pembelajaran tematik. adapun di sekolah dasar b, upaya tersebut dilakukan dengan menerapkan praktik baik saat bekerja dalam kelompok dengan mengajak siswa untuk merefleksikan proses kerja kelompok yang pernah mereka lalui. data kspkm7 pada tabel 7 di bawah ini dapat dicermati lebih lanjut untuk memahami realisasi strategi ini. tabel 7: realisasi strategi help critical thinkers create networks kode data help critical thinkers create networks sekolah dasar a sekolah dasar b kspkm7 guru: “kemarin waktu berkelompok, bu novi lihat ada yang bekerja sendiri, ada yang ketinggalan, ada yang ngamber dan berantem, ada yang tinggal lihat jawaban temannya, ada yang nyalin. apakah seperti itu?” siswa: “tidak…” guru: “sebaiknya kita bagaimana? siswa: “bekerja sama…” guru: “bekerja bersama-sama, saling menghargai teman yang berbeda pendapatnya, begitu kan? kemarin berlum berhasil ya…” guru : “silahkan disuksi bersama teman satu kelompok. tulis macam-macam bentukbentuk perubahan alam dan dampaknya, yang pernah terjadi di kutoarjo atau purworejo. tulis setidaknya lima perubahan alam dan dampak-dampaknya. contoh, ini contoh. nanti tidak boleh dipakai. hujan deras dan angin menyebabkan mati listrik karena banyak pohon tumbang. nah, seperi itu. dikerjakan secara kelompok. setiap kelompok nanti maju ke depan dan menyebutkan apa yang sudah ditulis.” 8. be critical teachers guru haruslah selaku kritis terhadap sikap, perilaku, dan tindakannya sendiri. demikian pula, guru juga harus selalu kritis terhadap apa pun yang dilakukan oleh para siswanya. teladan untuk menjadi sosok yang kritis http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 133 demikian ini penting untuk para siswa karena ke depan mereka juga harus menjadi pribadi-pribadi yang kritis di dalam kehidupannya. dengan demikian, melatih siswa untuk selalu menjadi sosok yang krittis harus senantiasa dilakukan oleh sang guru melalui kegiatan pembelajaran yang dilakukannya. guru harus kreatif dan kritis, serta reflektif agar dapat melatih para siswa agar mereka juga memiliki kemampuan berpikir kreatif dan berpikir kritis (changwong et al., 2018; helyer, 2015; humphreys & brookfield, 1989). dalam data kspkm8 pada tabel 8 di bawah ini, realisasi strategi menjadikan sosok guru yang kritis tersebut dilakukan secara berbeda di dua sekolah dasar yang berbeda tersebut. di sekolah dasar a, realisasi strategi tersebut berupa kegiatan menilai situasi belajar mengondisikan kelas. guru dapat menciptakan suasana belajar yang kondusif agar siswa senantiasa konsentrasi dalam pembelajaran. guru memiliki upaya-upaya untuk mempertahankan situasi belajar kondusif bagi setiap siswa. adapun di sekolah dasar b, strategi itu direalisasikan dalam bentuk penggunaan fenomena faktual dari daerah yang mengalami kekeringan untuk memberikan pemahaman kepada siswa tentang tingkat ketersediaan sumber daya air yang berbeda-beda di indonesia. realisasi stategi untuk menjadikan sang guru menjadi sosok yang kritis berbeda di sekolah yang satu dan sekolah yang lainnya dalam penelitian ini. tentu saja, banyak faktor yang menjadi penentu dari realisasi strategi demikian ini. tabel 8: realisasi strategi be critical teachers kode data be critical teachers sekolah dasar a sekolah dasar b kspkm8 guru: “nah, tidak semua daerah di indonesia bisa mendapatkan air bersih dengan mudah. air tanah sulit diperoleh di daerah gunung kidul terutama saat musim kemarau. guru : “ingat, ingat, jangan malu bertanya. siapa yang belum bisa angkat tangan. siapa yang belum bisa angkat tangan. siapa yang belum bisa janganlah malu-malu, siapa yang belum bisa angkat tangan.” 9. make people aware of how they learn critical thinking membangun kesadaran kritis bahwa siswa belajar berpikir kritis harus dilakukan sepanjang masa oleh sang guru melalui pembelajaran yang dilakukan. kesadaran kritis demikian ini penting untuk terus ditanamkan kepada para siswa karena akan menjamin kelestarian dari kesadaran itu sendiri. sebagai ilustrasi, kesantunan berbahasa di kalangan remaja itu mudah sekali luntur akhir-akhir ini, berbeda dengan para orang tua yang dapat senantiasa menjaga kesantunan berbahasa itu. sebabnya tentu saja, karena kesantunan berbahasa itu tidak tertanam pada diri kaum remaja. kesadaran itu tentu berbeda dengan para orang tua yang sejak sangat lama memang http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 134 belajar kesantunan berbahasa lewat kehidupan sosial dan kultural yang dijalaninya, nah, membangun kesadaran kritis siswa tentang berpikir kritis juga harus dilakukan dengan cara serupa. di pundak para gurulah upaya membangun kesadaran kritis tersebut harus dilakukan karena hal ini akan menjamin keberhasilan siswa pada masa yang akan datang (helyer, 2015; nessipbayeva, 2019). dalam penelitian yang telah dilakukan, upaya menjadikan sadar akan kemampuan berpikir kritis yang dipelajari sepanjang waktu tersebut hanya muncul di sekolah dasar b, sedangkan di sekolah dasar a tidaklah muncul. hal ini mengindikasikan, bahwa sesungguhnya para guru masih harus terus berusaha untuk mengembangkan kemampuan berpikir kritisnya dan mengembangkan upaya menanamkan kesadaran kritis tersebut kepada para siswa. data kspkm8 pada tabel 9 menunjukkan hal ini. tabel 9: realisasi strategi make people aware of how they learn critical thinking kode data make people aware of how they learn critical thinking sekolah dasar a sekolah dasar b kspkm9 tidak muncul guru : “sebelum istirahat, bu kris mau memberi tepuk tangan dulu untuk kelas tiga. kalian pintarpintar. sudah ikut belajar bersama bu kris. disuruh mengerjakan juga nurut. disuruh cerita tentang pengalaman juga mau bercerita. hari ini kita bersama belajar banyak hal dari cerita yang ada. ternyata cerita pengalaman kita bisa buat belajar tematik ya. seperti contoh tadi petir, hujan kemarin sore, banjir di purworejo kemarin juga. wah banyak sekali. dari kejadian di sekitar kita, ternyata banyak sekali contoh perubahan alamnya. nah kalau kita lagi belajar, boleh cerita yang penting ceritanya nyambung dengan pelajaran. boleh ngobrol tapi ngobrol tentang pelajaran, kayak yayan tadi, nara juga..” http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 135 kesimpulan hasil penelitian ini dapat disimpulkan bahwa terdapat sembilan strategi yang digunakan guru untuk membangkitkan metakognitif siswa dalam perspektif brookfield. realisasi strategi yang digunakan guru dari kedua sekolah berbeda walaupun menggunakan strategi yang sama. dalam rangka menumbuhkan strategi metakognitif untuk mempersiapkan masa depan siswa dalam menghadapi era industri 4.0, yakni agar para siswa memiliki kemampuan berpikir kreatif dan berpikir kritis, strategi guru masih perlu dioptimalkan. penelitian ini memiliki keterbatasan dalam hal jangkauan subjek yang diteliti dan instrumen penelitian yang digunakan. oleh karena itu, penelitian tentang strategi metakognitif dengan jangkauan subjek penelitian yang lebih luas dan variasi instrumen penelitian akan sangat bermanfaat untuk mempersiapkan generasi yang kreatif dan kritis seiring tuntutan zaman. ucapan terima kasih para penulis mengucapkan terima kasih kepada lppm universutas sanata dharma atas dana hibah penelitian internal yang disampaikan. di samping itu, ucapan terima kasih juga disampaikan kepada mitra bestari atas masukan dan saran penyempurnaan artikel ini. daftar pustaka ajisuksmo, c. r. p., & vermunt, j. d. (1999). learning styles and self‐ regulation of learning at university: an indonesian study. asia pacific journal of education. https://doi.org/10.1080/0218879990190205 changwong, k., sukkamart, a., & sisan, b. (2018). critical thinking skill development: analysis of a new learning management model for thai high schools. journal of international studies. https://doi.org/10.14254/2071-8330.2018/11-2/3 el-hindi, a. (1997). connecting reading and writing: college learners’ metacognitive awareness. journal of developmental education. flavell, j. h. (1979). metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. american psychologist. https://doi.org/10.1037/0003-066x.34.10.906 hamsia, w. (2018). developing students’ speaking ability through story completion. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip. https://doi.org/10.33394/jo-elt.v5i1.2298 helyer, r. (2015). learning through reflection: the critical role of reflection in work-based learning (wbl). journal of work-applied management. https://doi.org/10.1108/jwam-10-2015-003 henter, r., & indreica, e. s. (2014). reflective journal writing as a http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 117-136 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x studi komparasi strategi pembangkitan kompetensi ... yuliana setyaningsih, fransisca despa listiani, kristophorus divinanto adi yudono doi: https://doi.org/10.26714/lensa.10.1.2020.117-136 136 metacognitive tool. international conference of scientfic paper. https://doi.org/10.1016/j.jcps.2014.06.001 humphreys, w. l., & brookfield, s. d. (1989). developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. teaching sociology. https://doi.org/10.2307/1317962 krippendorff, k. (2010). content analysis: an introduction to its methodology (2nd ed.). organizational research methods. mahyaeny, m. (2018). penerapan strategi pq4r untuk meningkatkan aktivitas dan hasil belajar ipa kelas vii-1 smpn 4 mataram. jurnal pijar mipa. https://doi.org/10.29303/jpm.v13i1.516 mckenzie, l., & brookfield, s. d. (1989). developing critical thinkers. the journal of higher education. https://doi.org/10.2307/1982259 nessipbayeva, o. (2019). the competencies of the modern teacher. international perspectives on education. o. alsheikh, n., & mokhtari, k. (2011). an examination of the metacognitive reading strategies used by native speakers of arabic when reading in english and arabic. english language teaching. https://doi.org/10.5539/elt.v4n2p151 rukminingrum, d. v., hanurawan, f., & mudiono, a. (2017). pengetahuan metakognitif belajar siswa kelas v sd. jurnal pendidikan: teori, penelitian, dan pengembangan. sudaryanto. (2016). metode dan aneka teknik analisis bahasa (1st ed.). yogyakarta: sanata dharma university press. uribe-enciso, o., uribe enciso, d., & vargas daza, m. (2017). critical thinking and its importance in education. rastros rostros. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 1 power of interviewer in “kick andy” on metro tv1 laela mahmudah 2 , yesika maya ocktarani, yulia mutmainnah abstrak penelitian ini berjudul “power of interviewer in kick andy on metro tv”. penelitian ini bertujuan untuk menggambarkan kekuasaan pewawancara yang digunakan andy f noya terhadap bintang tamu dalam talk show kick andy. bentuk penelitian yang digunakan adalah deskriptif kualitatif. dalam penelitian ini digunakan data rekaman sebagai alat koleksi data dengan menggunakan 2 data sampel percakapan antara pewawancara (ir) dan narasumber (ie), yakni episode “reformasi ala amin rais” dan “more heroes big action”. penelitian ini menggunakan beberapa pendekatan meliputi; discourse, power, cooperative and politeness principle dan conversation analysis. hasil dari penelitian ini menunjukkan bahwa ir memiliki kekuasaan terhadap ie. terdapat bentuk-bentuk kekuasaan yang dimiliki ir dalam wawancara; (1) ir berkuasa untuk mengendalikan jalannya wawancara, termasuk mengendalikan ie, (2) ir lebih menerapkan prinsip kooperatif grice daripada ie, (3) ir berkuasa untuk membuat rangkaian pertanyaan terhadap ie, (4) ir sedikit menerapkan prinsip kesopanan leech dibandingkan ie, (5) ir bertanya dalam bentuk single-word, single-phrase, dan single-clauseturn, (6) berdasarkan alokasi giliran bicara, kekuasaan ir meliputi, ir mengalokasikan diri sendiri dan mitra tutur (ie) yang dikehendaki bahkan ir juga berkuasa untuk menerima, mengabaikan, serta untuk tidak menjawab pertanyaan dari ie, (7) ir berkuasa untuk membuka dan menutup sebuah percakapan serta membentuk sekuen percakapan yang ir inginkan, (8) ir melakukan tindakan interupsi kooperatif bentuk klarifikasi dan interupsi kompetitif. kata kunci: kekuasaan, pewawancara, kick andy, discourse, prinsip kerjasama dan kesopanana, analisis percakapan introduction “kick andy” is a talk show which is shown on metro tv. this talk show always puts extraordinary star guests. it does not only represents actresses or public figures as guests, but also politicians and other inspiring people. besides, this talk show also extends an interesting topic in its every episode. the kick andy talk show has been recorded as a qualified talk show. this talk show has got first rank by getting rate 47.1 percents (kompas.com, ed., 2008). 1 artikel ini merupakan rangkuman dari hasil penelitian mahasiswa dalam program kreativitas mahasiswa – penelitian (pkm-p) yang didanai dikti. 2 mahasiswa angkatan 2009 program studi sastra inggris 2 this percentage based on research result done by institute of set together with ijti, institute of tifa, and other networking of tv public observer. furthermore, kick andy talk show which is hosted by andy f noya has given more knowledge for the audience. by adopting heartwarming real story and inspiring people, kick andy has given additional knowledge for public. therefore, this program can be said as mean of information, education, motivation, and inspiration for its public or audience. kick andy is different from other talk show which always only wreaks film actress/actor. kick andy talk show wreaks people who have various backgrounds as well as inspiring public, for instance: politician such as amin rais who has made a reformation, students of junior high school such as ria and nindya who have given a contribution forjamban bersih, sehat, dan jujur (bsj). this talk show is interested and important to be researched. it is considered that kick andy has been regarded as inspiring talk show for public. it also nationally has got first rank of other talk shows. in addition, there is relationship between interviewer and interviewee which indirectly has an effect on quality and public interest of this talk show. consequently, power relationship between interviewer and interviewee is needed to be researched. it is important to give information to the reader about power of interviewer toward interviewee in process of interview. it also can be used as reference for further research which is related to linguistics, especially in power relationship in conversation. as it is known that a host or interviewer has authority in this field. in fact, host is obligated to hold a discussion. the dominance of interviewer also can be seen when asking questions to the interviewee. it causes an assessment that a host (interviewer) has more power over to the guests (interviewee). therefore, it is beneficial to be researched how power of interviewer used by andy f noya to the guests in order to be understood and applied by the readers in social environment. in summarize, it is important to be researched. by knowing about interview style especially in power of interviewer, it can influence its rating and quality. besides, it can be made as material, example, even standardization for others. furthermore, to understand and analyze how power of interviewer of this talk show is, the researcher uses some approach theories. these approaches cover gricean cooperative principle, politeness principle by leech, and conversation analysis (ca) by sack et al. moreover, this is different from previous researches “language, ideology and power relation reflected in the editorial news of the jakarta post and the jakarta globe” by sri winarsih (2010) and “power in political discourse of barak obama” by kamal shayegh and nesa nabifar (2012). first, focus of this research is on conversational power of interview. second, the used data was different. third, the 3 researcher uses a discourse as approach for this research.in addition, it is observed based on cooperative and politeness principles and conversation analysis. literature review in this research, researcher uses theory of gricean cooperative principle, politeness principle by leech, and conversation analysis proposed by sack et al. besides, discourse is also used as an approach of this research. discourse according to widdowson (2007: 6), discourse implies complex of communicative purposes. it refers to intention of first person in producing text and interpretation of second person in receiving that text. in a conversation, it can be described such as speaker and hearer. speaker has own intention in delivering messages to hearer, likewise hearer has interpretation in receiving speaker’s messages. similarly, news in news paper where a writer is first person and a reader is second person. discourse is as utterances. it focuses on structure and function. discourse which focuses on structures means that it needs to identify and analyze constituents, determine procedures for assigning to utterance a constituent status, discover regularities underlying combination of constituents, and make principled decisions about whether or not particular arrangement are well formed (schiffrin, 1994: 42). discourse which focuses on function means that it needs to identify and analyze actions performed by people for certain purposes, interpret social, cultural, and personal meanings, and justify people’s interpretations of those meanings for the participants involved (schiffrin, 1994: 42). according to schiffrin (1994: 41), discourse as utterance also implies several goals of discourse analysis. first, sequential goals: underlying principle of the order in utterances. second, semantic and pragmatic goals: the organization of discourse, and the meaning and use of particular expressions and construction within certain context, and the influence of utterances to the communicative content. power according to fairclough (1989: 43), power in discourse is concerned with discourse as a place where relations of power are actually exercised and enacted. he also explains that powerful participants are controlling and constraining the contributions of non-powerful participants (1989: 46). the constraint is on (1) contents, on what is said or done, (2) relations, the social relations people enter into discourse, and (3) subject, the subject position people can occupy. 4 discourse in conversation, power can be seen through element of pragmatics and conversation analysis as a base. from pragmatics, it shows the way of interviewer in asking the questions. besides, it also shows the act of politeness done by interviewer. while from conversation analysis, it is useful to see the structures of the conversation which indicate the power. in conversational interview, it needs to know the relationship between interviewer and interviewee and how they express the message. power of interviewer can be indicated from a mitigation or lack of information in conversation. in addition, power is also can be seen through how interviewer interrupts and controls as well as handles the process of interview. it belongs to act of politeness done by interviewer to interviewee in an utterance. cooperative and politeness principles pragmatics is a study of meaning of language use in a context. this context covered 2 matters; social context and societal context. social context is occurred as factor of social community and particular culture. however, societal context is occurred as factor of rank in society and its culture. 1. cooperative principle in study of pragmatics, grice in schiffrin (1994) proposes cooperative principle in communication so that message can be well conveyed. this principle consists of 4 maxims as follow: a. maxim of quantity in maxim of quality, speaker is expected to be able conveying enough information and doesn’t give excessive information. b. maxim of quality maxim of quality means speaker is able to convey information appropriate to the fact. c. maxim of relevance in maxim of relevance, between speaker and hearer have good cooperation. it means both are able to give relevance contribution about topic of talking. 5 d. maxim of manner maxim of manner means speaker is able to convey the message directly and clearly. 2. politeness principle in study of pragmatics, leech in schiffrin (1994) also extends that there is politeness principle in doing communication. this principle is divided into 6 maxims as follow: a. tact maxim: minimize cost to other. maximize benefit to other. b. generosity maxim: minimize benefit to self. maximize cost to self. c. approbation maxim: minimize dispraise. maximize praise of other. d. modesty maxim: minimize praise of self. maximize dispraise of self. e. agreement maxim: minimize disagreement between self and other. maximize agreement between self and other. f. sympathy maxim: minimize antipathy between self and other. maximize sympathy between self and other. conversation analysis (ca) conversation analysis (ca) is a structural methodology for analyzing talk (schiffrin, 1994: 341). this focuses on speech production on turn-taking organization; search for recurrent pattern, distribution, and form of organization of talk. 1. types a. turn-construction components turn-construction component is the component which builds the turn at talk out. according to sack et al (2004: 702), there are various unit-type which speaker may set out to construct a turn; (1) single-word turn, (2) single-phrase turn, (3) singleclause turn. b. turn-allocation components 6 sack et al (2004: 703) has distributed turn-allocation component into two groups; (a) those in which next turn is allocated by current speaker selecting next speaker and (b) those in which a next turn is allocated by self-selection. 2. sequential and sequence organization according to schegloff (2007: 2), sequential organization is different from sequence organization. sequential organization refers to kind of organization for the relative positioning of utterance, whereas sequence organization is focused on meaningful succession or sequence of action in turn-at-talk-coherent. according to cutting (2002: 31), there are three types of sequence which emerge in stretches of utterances. they are pre-sequences, insertion sequences, and opening and closing sequences. a. pre-sequence; it is placed before first pair part. in other word, it is said as a small sequence of interaction designed to come before main action of sequence. b. insertion; it is placed between adjacency pair – between base pair part and base second pair part. it means that the base second pair part is shifted for the initiation of insert sequence. c. opening and closing sequences are conventional structure. opening sequence is placed at the beginning of utterances and it tends to contain a greeting, an enquiry after health, and past reference. while, closing sequence is placed at the end of utterances and commonly contains for “saying good bye” or be separated. 3. interruption interruption is the act of interrupting somebody’s speaking. according to tanen in reznik (2004) describes two different types of interruption; cooperative and competitive. cooperative interruption is words of agreement and support and anticipation of how their sentences and thoughts would end. for example; patient : but i don’t have [a bath very often] and …  physician : [oh really that’s in]teresting, interesting (gnivter, ed., 2004: 153) meanwhile, competitive overlap is described as having a tendency to “usurping or switching the topic”. for example; erica : ○uh forgot what i was going to say○ mark : ○yeah i think [that○ 7  erica : [↑oh! oh i know i read an article recently in the ↑times that said that they’re gonna decrease the prices of cds – by thirty per↑cent so a cd that used to cost eighteen dollars is gonna cost like thirteen, now. (teacher college, columbia university working paper in tesol & applied linguistics, vol. 4: 7) the kick andy show kick andy is a talk show which represents not only actresses or actors, but also the inspiring public figures from various areas or circles. the kick andy talk show is shown on metro tv. it is broadcasted every friday at 09.30 p.m. in addition, this talk show has attracted public’s attention. because of that, this has regarded as an inspiring talk show for public. it has been proven that in 2008, this talk show got rate until 47.1 percent (kompas.com, ed., 2008). furthermore, this talk show is guided by a host namely andy f noya. he is a host who plays role as interviewer of this talk show. at the beginning of his career as journalism, andy is then relied as host in a talk show which is named by his name that is kick andy. before becoming host of talk show kick andy on metro tv, he also has had experiences becoming host in jakarta round up and jakarta first channel program in radio trijaya for five years (1994 – 1999)(kompas.com,ed.,2008). method research design this research is designed as descriptive qualitative design. this design is used because in this research, it describes forms of power of interviewer which is explained by words. besides, this description is a description of qualitative data, not numeric. according to dornyei (2007: 26), qualitative research is categorized as verbal data (non-numerical data). besides, it is normally determined left open, flexible, and be able to account by description (non-statistical method). in consequence, it is applicable for this research because (1) the used data of this research is spoken data which can be gotten through recording, (2) the main instrument of this research is human that is interviewer and interviewee, and (3) this research concerns in power of interviewer which is analyzed through data of conversational interaction (qualitative data) between interviewer and interviewee in kick andy metro tv. meanwhile, this research focuses on describing, understanding, and clarifying power used by interviewer andy f noya as a host of talk show kick andy. thus, it is useful to apply description to explain the analysis. 8 technique of data collection base on wray, trott, & bloomer (1998: 153), in doing this research, it is applicable to use tape-recording data as a technique for collecting data. because the object of this research is kind of tv program, so video recorder is chosen and used as a main tool to get the data. in doing this research, researcher is not part of research group. besides, researcher uses observation function as exploration. population and sample the data population of this research is episodes of kick andy metro tv from january to august 2012. while, to get the sample, it is used opportunistic sampling method. according to dornyei (2007: 129), this is an unplanned and potentially haphazard procedure. it means that it is followed on the spur of the moment. through this method, it is acquired the two selected episodes. those are “reformasi ala amin rais” and “more heroes big action”. technique of data analysis because the data are qualitative that is interview transcription, it is inherently a language-based analysis (dornyei, 2007: 243). in examining and exploring the data, researcher uses discourse analysis (da) as an approach whereas conversation analysis (ca) as a technique or method of analyzing spoken data. results and discussion power of interviewer in conversation in conversation of the kick andy talk show, a host/interviewer (ir) has power over the guest (ie) related to ask question. such as an interview, an ir always wants to get deep and detail information toward ie that is by asking questions continuously toward ie. on the contrary, the duty of ie in interview precisely keeps on answering ir’s questions. in other word, ir is in command to control the path of interview, including controlling ie. it is different from ie who just follows the path of interview which is controlled by ir. the table below explains about sum of the implementations and violationsof gricean cooperative principle in both episodes. 9 tabel 1: the implementations and violations of gricean cooperative principle data episode implementation violation qn ql r m qn ql r m a 33 51 39 50 19 1 13 2 b 65 87 88 94 30 8 7 4 total 98 138 127 144 49 9 20 6 history: a: episode “reformasi ala amin rais” b: epsode “more heroes big action” qn: quantity maxim ql: quality maxim r: relevance maxim m: manner maxim from the table above, it gives the evidence that it is occurred a number of implementations and violations of gricean cooperative principle in conversation between ir and ie. totality, the implementation of quantity maxim is 98, quality 138, relevance 127, and manner 144. besides, totality of its violation is quantity 49, quality 9, relevance 20, and manner 6. hence, it can be concluded that implementation of gricean cooperative principle is more than its violation. furthermore, the table below explains the comparison of violation of cooperative principle between ir and ie. tabel 2: the violations of cooperative principle violation quantity quality relevance manner ir 11 1 2 ie 42 9 21 5 totally, ir shows his power in his utterance that is by doing or violating the politeness principle leech. ir has authority to do or violate those principles. nevertheless, in that conversation, ie also often does or violates those principles. thus, there are similarity between ir and ie in implementing and violating the politeness principle of leech. 10 however, there are differences on quantity between ir and ie in implementing the politeness principle leech. on the following table, it is explained the difference ir and ie related to the politeness principle by leech. table 3: politeness principle by leech politeness principle by leech implementation violation ir ie ir ie tact 2 generosity approbation 5 5 2 modesty 2 1 1 agreement 14 90 1 3 sympathy 8 6 total 29 98 7 6 relationship between ir and ie which is occurred in this conversation is that ir has power over to ie. ie is indicated powerless because ie more often talks respectfully toward ir. different from ir, ir is indicated powerful because quantity of polite talks is rare or less than ie.therefore, power of ir is indicated with the quantity of his polite talks where ir has quantity of politeness is fewer than ie. form of conversation in asserting power of interviewer the next power of ir is seen from what components of turn of talking look like. in this talk show kick andy, form of ir’s power is shown through ir’s questions which is brief that is using single-word, single-phrase, and single-clause turn. beside it is used to get deep and detail information as much as possible, three forms of this question are also used ir in order to be understood by ie. afterwards, ie answers ir’s questions so ir can get the needed information.below is the table of turn-construction component which is used by ir in interview. table 4: turn-construction component implemented by ir data episode turn-construction component (ir) single-word turn single-phrase turn single-clause turn a 8 14 37 b 27 42 52 total 35 56 89 11 in conclusion, it can be said that form of ir’s utterance is shorter that is by using three constructional components continuously in conversation. besides, ir uses that strategy because ir wants to get a lot of information of the topic discussion. in addition, power of ir also can be seen from how turn-allocation of talking between ir and ie. based on turn-allocation of talking, ir indicates his power by way of; (1) ir allocates himself to get the turn of talking, (2) ir is in command to decide which partner (ie) who gets turn of talking, (3) ir is in command in accepting, ignoring, even answering or receiving the questions which is given by ie. moreover, if it is seen in its sequences, power of ir covers; (1) ir is power of opening and closing a conversation and (2) ir is powerful of forming questionsequences appropriate to ir’s want. in addition, ir also has power of ending or closing a conversation. next,form of pre-sequence is used by ir in indicating his power in interview.besides, ir is in command in forming a question-sequence ir wants.another form of sequence which is used ir is insertion sequence. interruption as power of interviewer the next power of ir can be proven from interruption which is occurred in interview between ir and ie. basically, ir and ie can make an interruption in interview. however, it is proven that ir is powerful. it is shown by the manner of ir in doing cooperative interruption that is clarification for ie’s question. meanwhile, ie is said powerless because ie only can do cooperative interruption that is an agreement toward ir. it means that ie always follows and agrees of what ir said. in addition, ir also shows his power by doing competitive overlap.ir is able to stop even bring line of the topic discussion of what ir wants. on the contrary, ie almost never does a competitive overlap. ie does competitive overlap only for protecting himself when ir takes the offensive. it clearly can be said that ir is powerful than ie. appropriate to the interruption which ir does, ir does interruptions as a brunt toward ie. it is done through questions as well as clarifications. meanwhile, ie is said powerless based on ie’s interruptions where ie’s interruptions are only for agreement toward what ir conveyed. besides, ie only uses an interruption as protection when ie is attacked. conclusion kick andy has been regarded as an inspiring talk show for public. nationally, it also has got first rank of others talk shows. in addition, there is power relationship between interviewer and interviewee in it. andy f noya as a host or interviewer has 12 authority in this field. he obligates to hold a discussion. the dominance of interviewer also can be proven when making interview to the interviewee. it causes an assessment that a host (interviewer) has more power over to the guests (interviewee). in finding how power of interviewer is, some approaches used: discourse, power, cooperative and politeness principles, and conversation analysis. the researcher uses descriptive qualitative design, tape-recording data for collecting data, 2 episodes – reformasi ala amin rais and more heroes big action – as sample of data, and language-based analysis for analyzing. based on the explanation of the result of the research, it can be concluded that ir is clarified having power over ie. the results are: 1. host (ir) has power over the guest (ie) related to interview or asking question. ir is in command to control the path of interview, including controlling ie. it is different from ie who just follows the path of interview which is controlled by ir. 2. ir indicates more powerful than ie. that is indicated based on cooperative principles. ir implements cooperative principle, while ie does a lot of violation of gricean cooperative principle. ie is reputed powerless in doing conversation with ir because ie emphasizes the politeness more in talking that is by violating that gricean cooperative principle. 3. power of ir is also seen from ir’s manner in chasing information by always making interview or question toward ie. here, ir chooses making simple and direct questions. 4. ir shows his power in his utterance that is by doing or violating the politeness principle of leech. ir has authority to do or violate those principles. ir also shows the power through the quantity politeness which is fewer than ie. 5. form of ir’s utterance is shorter that is by using three constructioncomponents continuously in conversation. they are single-word, singlephrase, and single-clause turn. 6. based on turn-allocation of talking, ir indicates his power by way of (1) ir allocates himself to get the turn of talking, (2) ir is in command to decide which partner (ie) who gets turn of talking, (3) ir is in command in responding, ignoring, even answering or receiving the questions which is given by ie. 7. based on the sequence, power of ir covers: (1) ir is power of opening and closing a conversation and (2) ir is powerful of forming question-sequences appropriate to ir’s want. 13 8. power of ir is in making cooperative interruption in clarification for ie’s question. meanwhile, ie is said powerless because ie only can do cooperative interruption that is for an agreement toward ir. it means ie always follows and agrees of what ir said. in addition, ir also shows his power by doing competitive overlap. while ie is powerless because ie almost never does a competitive overlap but for protecting in getting the offensive from ir. references cutting, joan. 2002. “pragmatics and discourse”. london: routledge. dornyey, zoltan. 2007. “research methods in applied linguistics. new york: oxford university press. fairclough, norman. 1989. “language and power”. new york: longman. li, han z., et al. 2004. “reconceptualizing interuptions in physician-patient interview: cooperative and intrusive”. communication & medicine (2), pp. 145-157: walter de gnivter. accessed date: june 17 th , 2012. reznik, deirdre. 2004. “gender in interuptive turn at talk-in-interaction”. columbia: teacher college, columbia university working papers in tesol & applied linguistics, vol. 4, no. 3, special issue gender in interruptive turns. accessed date: march 29 th , 2013. sacks, harvey et al. 2004. “a simplest systematics for the organozation of turntaking for conversation”. jstor: language, vol. 50, no. 4, part 1 (dec., 1974), 696-735. accessed date: april, 21 st , 2013. schegloff, emanuel a. 2007. “sequence organization in interaction”. new york: cambridge university press. schiffrin, deborah. 1994. “approach to discourse”. uk and usa: blackwell. shayeg, kamal & nabifar. 2012. “power in political discourse of barak obama”. journal of basic and applied scientific research, 2 (4) 3481-3491: textroad publication. accessed date: january 4 th , 2013. widdowson, h.g. 2007. “discourse analysis”. new york: oxford university press. winarsih, sri. 2010. “language, ideology, and power relation reflected in the jakarta post and the jakarta globe”. surakarta: universitas muhammadiyah surakarta. wray, a., et al. 1998. “projects in linguistics”. new york: oxford university press inc. kompas. 2008. “kick andy program tv paling berkualitas”. http://nasional.kompas.com/read/2008/12/03/19074936/kick.andy.progr am.tv.paling.berkualitas. accessed date: october 4th , 2012. http://nasional.kompas.com/read/2008/12/03/19074936/kick.andy.program.tv.paling.berkualitas http://nasional.kompas.com/read/2008/12/03/19074936/kick.andy.program.tv.paling.berkualitas 14 sources of data data 1. reformasi ala amin rais. metro tv. march 13 th , 2013. http://www.metrotvnews.com/read/newsprograms/2012/03/23/11974/1 90/reformasi-ala-amien-rais.accessed date: june 22 nd , 2012. data 2. more heros big action. metro tv. april 27 th , 2012. http://www.youtube.com/results?search_query=kick+andy+more+heroes +big+action&oq=kick+andy+more+heroes+big+action&aq=f&aqi=g1&a ql=&gs_l=youtube.3..0.291.3339.0.50068.12.1.0.11.11.0.669.669.51.1.0...0.0.fs0k3lkeah0. accessed date: june 12 th , 2012. http://www.metrotvnews.com/read/newsprograms/2012/03/23/11974/190/reformasi-ala-amien-rais http://www.metrotvnews.com/read/newsprograms/2012/03/23/11974/190/reformasi-ala-amien-rais http://www.youtube.com/results?search_query=kick+andy+more+heroes+big+action&oq=kick+andy+more+heroes+big+action&aq=f&aqi=g1&aql=&gs_l=youtube.3..0.291.3339.0.50068.12.1.0.11.11.0.669.669.5-1.1.0...0.0.fs0k3lkeah0 http://www.youtube.com/results?search_query=kick+andy+more+heroes+big+action&oq=kick+andy+more+heroes+big+action&aq=f&aqi=g1&aql=&gs_l=youtube.3..0.291.3339.0.50068.12.1.0.11.11.0.669.669.5-1.1.0...0.0.fs0k3lkeah0 http://www.youtube.com/results?search_query=kick+andy+more+heroes+big+action&oq=kick+andy+more+heroes+big+action&aq=f&aqi=g1&aql=&gs_l=youtube.3..0.291.3339.0.50068.12.1.0.11.11.0.669.669.5-1.1.0...0.0.fs0k3lkeah0 http://www.youtube.com/results?search_query=kick+andy+more+heroes+big+action&oq=kick+andy+more+heroes+big+action&aq=f&aqi=g1&aql=&gs_l=youtube.3..0.291.3339.0.50068.12.1.0.11.11.0.669.669.5-1.1.0...0.0.fs0k3lkeah0 58 pc card sony ericsson: semiotik dan iklan yulia mutmainnah 7 abstract through advertisement, producers send messages for their product strength to consumers. those messages are conveyed through various kinds of signs either in the form of language, picture, caption, icon, index, or symbol. there is communicative exchange on gc79 pc card sony ericsson advertisement between sender and receiver. sender (advertisement maker) of this advertisement makes good use of reward polluter style, which is, persuading comsumers to use pc card sony ericsson product. keywords: advertisement, sender, receiver, signs, communication act. i. pendahuluan iklan merupakan sarana pertukaran pesan dan menjadi alat komunikasi antara produsen dengan konsumen. biasanya iklan digunakan untuk mempengaruhi bahkan memikat konsumen agar membeli barang atau mempergunakan jasa yang ditawarkan melalui media cetak (koran, majalah, poster) maupun media audio (radio) dan audio visual (televisi). pada dasarnya iklan digunakan oleh produsen sebuah barang atau jasa untuk memperkenalkan produk-produk baru mereka. disamping itu, iklan juga digunakan untuk mengingatkan konsumen akan keberadaan produk yang telah beredar di pasar, dengan harapan agar konsumen selalu ingat dan akhirnya terpengaruh untuk membeli atau menggunakan produk tersebut. pada hakekatnya, iklan adalah tanda yang diisyaratkan oleh produsen kepada konsumen untuk dicermati, dipertimbangkan, dan selanjutnya dijadikan bahan pertimbangan dalam membuat suatu keputusan untuk mempergunakan atau tidak atas suatu produk. ii. landasan teori a. tanda-tanda (signs) dalam semiotika semiotika adalah ilmu tentang tanda dan penandaan. dengan demikian, semiotika merupakan suatu disiplin ilmu yang menyelidiki semua bentuk komunikasi yang terjadi dengan sarana „signs‟ (tanda-tanda). dalam semiotika, „tanda-tanda‟ bisa berupa kata-kata, atau gambar yang bisa menghasilkan makna. setiap tanda terdiri atas suatu penanda (signifier) – ujud materi tanda tersebut – dan petanda (signified) – yaitu konsep yang diwakili penanda tadi (fiske dalam wardoyo, 2005:2-3). berdasarkan gagasan-gagasan peirce sebagaimana dikutip oleh fiske (1990:46), terdapat tiga jenis signs, yaitu: iconic, yaitu tanda yang serupa dengan yang ditandai (misalnya: foto, foto rontgen, diagram, peta); 7 dosen s1 sastra inggris universitas muhammadiyah semarang, fakultas bahasa dan budaya asing, universitas muhammadiyah semarang 59 symbolic, yaitu tanda yang tidak serupa dengan yang ditandai tapi arbitrer dan murni konvensional (misalnya: kata stop, atau lampu merah lalu lintas). indexical, yaitu tanda yang bersifat terkait secara otomatis dalam suatu hal (existential atau kausal) dengan yang ditandai (misalnya: asap menandakan api, ketukan pintu menandakan tamu, bersin menandakan flu). b. communication act iklan merupakan refleksi ideologis dari produsen dan alat untuk mengadakan komunikasi dengan konsumennya, relasi yang dibentuk oleh produsen dan konsumen dikenal sebagai daya relasi (power relation). dengan demikian akan terjadi “communication act” atau pertukaran komunikasi antara sender (pengririm pesan) dengan receiver (penerima pesan). dalam pertukaran itu digunakan beberapa gaya, diantaranya 1). gaya legitimate power (daya legitimasi), gaya yang memulai konsep mentalnya dengan memiliki power (kekuatan, kekuasaan, daya) untuk mengendalikan konsumennya; 2). gaya reward power (daya hadiah) yang suka menjanjikan (mengimingimingi) pembaca dengan hadiah atau layanan; 3). gaya referent power (daya pengacu) yang senang memanfaatkan ketenaran seorang (artis atau public figure) sebagai reference (acuan); 4). gaya expert power (daya kepakaran), gaya yang memposisikan produsen sebagai yang lebih mengerti, lebih superior, dalam bidang tertentu sehingga konsumen harus mengikutinya. 5). gaya coercive power (daya koersif), gaya yang memanfaatkan hukuman atau meniadakan hadiah yang diberikan jika saran tidak diikuti (loudon dalam supriyono, 2006: 34-35). c. icon, index, atau symbol tanda-tanda tersebut dapat berupa ikon, indeks maupun symbol dalam bentuk gambar ataupun kata-kata. untuk mengetahui makna tanda yang berupa gambar maka harus diketahui pemaknaan terhadap first order signification dan second order signification. first order signification merupakan pemaknaan pada suatu tanda berkaitan dengan benda yang dijadikan tanda. pemaknaan pada second order signification berkaitan dengan karakter atau sifat yang dibawa oleh benda yang dijadikan tanda (wardoyo, 2006:5). d. anchorage anchorage digunakan untuk menggambarkan fungsi kata-kata yang digunakan sebagai caption (teks pendamping gambar). selain itu anchorage juga berfungsi menjelaskan untuk apa sesungguhnya gambar itu. istilah anchorage awalnya diperkenalkan oleh barthes untuk menunjuk penggunaan tanda verbal tertentu yang mempunyai peran sebagai penunjuk utama makna. kendati demikian anchorage mempunyai posisi yang paling berkuasa dalam relasinya dengan tanda-tanda lain yang muncul dalam teks sejauh penggunaannya menjadi „kata terakhir‟. dengan demikian terdapat semacam hirarki tanda dalam teks, beberapa tanda lebih berarti dibandingkan yang lain (hernawan, 2008). e. preferred readings kata-kata tertentu pada bacaan dalam second order siginfication mengarahkan kita untuk memahami mengapa sebuah gambar digunakan serta bagaimana kita harus 60 membacanya. kata-kata tersebut dibuat sebagai suatu preferred readings. parkin (1972 dalam wardoyo, 2006:12) menyatakan bahwa ada tiga system makna yang mendasar yang dugunakan orang untuk menginterpretasikan atau merespek preffered reading tertentu. sistem-sistem tersebut adalah dominant system, subordinate system, dan oppositional system. iii. pembahasan a. communication act pada iklan pc card sony ericsson ini terjadi pertukaran komunikasi antara sender (pembuat iklan) dan receiver (konsumen). sender dalam iklan pc card sony ericsson ini menggunakan gaya reward power, yaitu terdapat dalam frasa „free office workers‟. dengan menggunakan produk ini, maka dalam bekerja anda tidak dikekang oleh ruangan dan jam kantor, namun anda dapat dengan bebas bekerja di manapun dan kapanpun karena anda dapat mengakses internet dari pc atau laptop anda tanpa menggunakan line telepon konvensional. gaya expert power juga digunakan dalam iklan ini, yaitu dalam frase „with the gc79 pc card, the sky‟s the limit‟. sender mempengaruhi konsumennya dan menempatkan dirinya seolah-olah tahu betul bahwa dengan menggunakan produ ini maka hanya langit yang dapat membatasi segala sesuatu. selain itu, kalimat „inilah perangkat wajib bagi anda, pendamba mobilitas sejati. dengan sony ericsson .....‟ juga termasuk dalam gaya expert power. b. icon, index, atau symbol pada iklan pc card sony ericsson tersebut dapat dilihat ada bagian tubuh dari seorang pria, yaitu bagian tangan dan kaki. orang tersebut sedang bekerja dengan perangkat laptopnya. dalam gambar tersebut terlihat pria tersebut sedang bekerja dengan situasi yang sangat santai, mengenakan celana pantai, duduk di atas ayunan taman, berada di pinggir pantai dengan air laut yang biru. berikut ini rantai makna yang muncul dalam iklan pc card sony ericsson. iconic first order signification second order signification kaki kaki seorang pria anggota tubuh, alat untuk berjalan, mobilitas tangan tangan seorang pria anggota tubuh, alat untuk bekerja, kreatifitas, aktifitas celana pantai celana pakaian santai, pakaian tidak formal, santai cincin berlian perhiasan kemewahan, keterikatan, keanggunan, keabadian, kesuksesan bagian dari ayunan ayunan tempat untuk duduk, tempat tiduran, tempat bersantai, kenyamanan pasir putih daerah pantai tempat rekreasi, tempat bermain, tempat berlibur air air laut kesegaran, kehidupan, sumber energi langit biru bagian alam semesta tingi, luas, kehidupan, tempat bernaung, keindahan, tidak terbatas laptop komputer pekerjaan, data, elektronik, kesibukan, alat 61 komunikasi, kesenangan segi empat yang terbuka bangun segi empat keterbukaan, kebebasan, keluar dari rutinitas manusia sedang berlari keluar dari kotak mahluk hidup aktifitas, kegiatan, enerjik, aktif, bebas, tidak ingin dikekang ikon-ikon yang ada di iklan pc card sony ericsson tersebut adalah kaki, tangan, celana pantai, cincin berlian, bagian dari ayunan, pasir putih, air, langit biru, layar monitor, segi empat yang terbuka, dan manusia yang sedang berlari. ikon-ikon tersebut selanjutnya dianalisis melalui pemaknaan first order signification dan second order signification. pada first order signification ikon tangan dan kaki menandakan obyeknya, yaitu tangan dan kaki seorang pria. ikon celana pantai menandakan celana dan ikon cincin berlian menandakan perhiasan. ikon-ikon yang lain yaitu ikon bagian dari ayunan yang menandakan sebuah ayunan, ikon pasir putih menandakan daerah pantai, ikon air yang menandakan air laut, dan ikon langit biru yang menandakan bagian alam semesta. tiga ikon terakhir pada iklan pc card sony ericsson yaitu ikon laptop yang menandakan komputer, ikon segi empat yang terbuka yang menandakan bagun segi empat, dan ikon manusia sedang berlari yang menandakan makhluk hidup. pengungapan tafsiran pada first order signification tersebut tidak terlalu jelas untuk dapat menyatakan apa yang sebenarnya ingin disampaikan oleh pembuat iklan. untuk mengetahui secara lebih detil makna dari tanda-tanda yang ada pada iklan tersebut maka diperlukan pemaknaan second order signification dari iklan-iklan tersebut. dalam second order signification, ikon kaki memaknai anggota tubuh dan alat untuk berjalan, sedangkan ikon tangan bermakna anggota tubuh, alat untuk bekerja, kreatifitas dan aktifitas. ikon berikutnya, celana pantai, bermakna pakaian santai, pakaian tidak formal, dan santai. makna yang muncul dari ikon cincin berlian adalah kemewahan, keterikatan, keanggunan, keabadian, dan kesuksesan. pada second order significant, makna tempat untuk duduk, tempat tiduran, tempat bersantai, dan kenyamanan muncul dari ikon bagian dari ayunan. ikon pasir putih yang terlihat pada iklan tersebut dapat bermakna tempat rekreasi, tempat bermain, dan tempat berlibur. selain itu, pada iklan juga terdapat ikon air yang pada second order significant bermakna kesegaran, kehidupan, dan sumber energi. ikon langit biru pada iklan pc card sony ericsson melambangkan tingi, luas, kehidupan, tempat bernaung, keindahan, dan tidak terbatas. sedangkan ikon laptop melambangkan pekerjaan, data, elektronik, kesibukan, alat komunikasi, dan kesenangan. dua ikon terahir pada gambar iklan tersebut adalah ikon segi empat yang terbuka dan orang yang sedang berlari. ikon segi empat yang terbuka melambangkan keterbukaan, kebebasan, dan keluar dari rutinitas. sedangkan ikon manusia sedang berlari bermakna aktifitas, kegiatan, enerjik, aktif, bebas, dan tidak ingin dikekang. c. anchorage pada iklan pc card sony ericsson, caption yang berbungyi „free office workers‟ menyatakan bahwa dengan produk dari sony ericsson tersebut, para pegawai terbebas dari sebuah ruangan pekerjaan yang membosankan. dengan menggunakan produk ini mereka dapat bekerja dimana saja mereka inginkan. produk pc card sony ericsson ini menawarkan kelebihan yang lain, yaitu konsumen tidak akan terbelenggu 62 di ruang kerjanya dengan jam kerja tertentu karena mereka dapat bekerja dimanapun dan kapanpun. hal ini dinyatakan dalam caption „with the gc79 pc card sony ericcson, the sky‟s the limit‟. apabila dua caption tersebut digabungkan bersama-sama menjadi caption „free office workers. with the gc79 pc card sony ericcson, the sky‟s the limit‟, maka pembuat iklan menggiring calon konsumen ke sebuah produk tertentu, yaitu produk “gc79 pc card sony ericsson”. dengan melihat iklan ini, maka akan muncul kesan bahwa bekerja tidak harus berada di sebuauh ruang kantor dengan suasana yang tegang, namun pekerjaan dapat dikerjakan di tempat-tempat lain yang jauh lebih nyaman dan santai, misalnya di pantai, karena dengan menggunakan produk gc79 pc card sony ericsson mereka dapat mengakses internet dan bekerja di manapun mereka inginkan. hal ini didukung pula dengan gambar pada iklan tersebut, yaitu gambar seseorang yang sedang mengoperasikan sebuah laptop, namun ia tidak mengoperasikannya di sebuah kantor melainkan di pinggir pantai dengan pemandangan laut dan langit biru yang cerah. d. preferred readings kata-kata tertentu pada bacaan dalam second order signification mengarahkan kita untuk memahami mengapa sebuah gambar digunakan serta bagaimana kita harus membacanya. dalam iklan gc79 pc card sony ericsson, preferred reading membantu kita untuk memahami bahwa gc79 pc card sony ericsson memberikan kesan kebebasan ruang dan waktu dalam bekerja. preffered reading yang digunakan pada iklan gc79 pc card sony ericsson ini adalah dominant system, yaitu sistem yang menyampaikan nilai-nilai yang dominan untuk suatu komunitas tertentu. dominant system pada iklan ini adalah kode dari komunitas pegawai yang menggunakan produk gc79 pc card sony ericsson yang memiliki tempat bekerja tidak terbatas dalam bekerja. mereka dapat bekerja di tempat manapun mereka inginkan karena merea dapat mengakses internet dengan mudah dengan menggunakan produk gc79 pc card sony ericsson. iv. simpulan iklan gc79 pc card sony ericsson mencoba membujuk calon konsumen dengan menggunakan reward power dan expert power berupa bekerja dengan tidak dikekang oleh ruangan kantor dan jam kerja tertentu. pada iklan ini, pembuat iklan menggiring calon konsumen ke sebuah produk tertentu yang akan memunculkan kesan bahwa dengan menggunakan gc79 pc card sony ericsson, bekerja tidak harus berada di sebuauh ruang kantor dengan dengan jam kerja yang sudah ditentukan. daftar pustaka eco, umberto. 1984. the role of the reader : explorations in the semiotics of texts. bloomington : indiana university press. fiske, john. 1990. introduction to communication studies. second edition. london: metheun & co. ltd. hernawan, anang. 3 januari 2008. sesudut semiotik: sebuah tawaran pemaknaan berita. http://abunavis.wordpress.com/2008/01/03/sesudut-semiotik-sebuahtawaran-pemaknaan-berita/. diakses pada 22 nopember 2010. http://abunavis.wordpress.com/2008/01/03/sesudut-semiotik-sebuah-tawaran-pemaknaan-berita/ http://abunavis.wordpress.com/2008/01/03/sesudut-semiotik-sebuah-tawaran-pemaknaan-berita/ 63 supriyono, agustinus. 2006. power relation between producers and consumers created in english advertisement. tesis. semarang. program pasca sarjana universitas semarang. wardoyo, subur laksmono. 2005. semiotika dan struktur narasi. kajian sastra, vol.29, no. 1, januari. _______________. 2006. iklan malioboro: semiotika dan iklan. handout mata kuliah semiotika program pascasarjana program studi linguistik universitas diponegoro. page 1 page 2 page 1 page 2 81 triggering students‟ ability in delivering ideas of news item text through video siti aimah10 ari sugianti11 abstrak studi ini ditujukan untuk mengetahui efek dari video di dalam kegiatan mengajar teks news items pada para siswa sma miftahul huda purwodadi tahun ajaran 2014/2015. video digunakan untuk membantu para siswa mengingat bermacam informasi yang diberikan untuk dibuat ke dalam bentuk tertulis. selanjutnya, studi ini dilakukan secara spesifik untuk memicu kemampuan para siswa di dalam menyampaikan ide-ide news items melalui video. terdapat 34 siswa kelas x yang terlibat di dalam studi ini. studi ini berbentuk penelitian tindakan kelas (classroom action research) yang dilakukan dalam tiga siklus yang terdiri dari perencanaan (planning), tindakan (action), observasi (observation), dan refleksi (reflection). terjadi peningkatan dalam kemampuan siswa di dalam menyampaikan ide-ide, yang terlihat dari persentasi skor mean dari siklus 1(59.9%), siklus ii (68.3%) dan siklus iii (76.5%). artinya bahwa penggunaan video dapat membantu para siswa dalam mengonstruksikan ide yang mereka miliki untuk diimplementasikan ke dalam teks news item. kata kunci: siswa, argumen, teks news item, video. introduction based on kurikulum tingkat satuan pendidikan (ktsp), the purpose of english is taught to the senior high school students is developing the competence to communicate both in written and spoken forms to reach the level of informational literacy. in this level, the students are expected to access their knowledge with the language they master. for tenth grade students, the standard competence is only focused on revealing the meaning of the written texts of a short functional and the simple form. 10 pengajar di s1 pendidikan bahasa inggris universitas muhammadiyah semarang 11 mahasiswa s1 pendidikan bahasa inggris universitas muhammadiyah semarang 82 one of the written text that must be learnt and mastered by the students is news item text. news item text is a kind of genre having a purpose to inform the readers, listeners, or viewers about events of the day which are considered newsworthy or important (gerrot and wignell: 1998: 192). writing a text in english for indonesian students of senior high school is not easy. the students are not accustomed to write eventhough in a simple form. consequently, the english teacher needs some efforts of teaching to stimulate and motivate the students in writing. the teacher must introduce the stages of writing in order to compose a written form. harmer (2007: 113) states that writing has various stages; planning, drafting, reviewing, editing, and producing. it is in line with oshima and hogue (2006: 3) mention that writing is a process of prewriting, planning, revising draft and final copy. the teacher needs to encourage the students to do those stages in order to achieve the goal of writing. eventhough in teaching learning process of writing, it will be time-consuming and sometimes makes them bored. one of the students‟ big problems in writing news item text was about the way of delivering the ideas. it was difficult for the students as they never learnt how to ask the question, express their opinion, and/or deliver their argument either in written or oral form. furthermore, they did not know how to start to write the text eventhough the teacher had taught them about the generic structure and the language features of news item text. it was not surprised when the teacher asked about it, they could explain the definition of it well, even mention the generic structure and the lexicogrammatical features used. unfortunately, their knowledge of news item text was limited on their memorization. they looked like very upset to organize the ideas to be written. whereas, to write a good text, weighe cited in harmela (2012: 3) reminded that in writing a text, the students could not ignore about the component of writing; content, organization, vocabulary, language use, and mechanic. those components are important and corellated each others in order to produce a good writing. to help the students in facing the problem of writing could be prevented by the way of the teacher in teaching writing. the approach and the use of appropriate media used by the teacher in the classroom could help the students in comprehending and practising of writing. video that is one of the media offered in teaching writing of news item text is convinced to stimulate the students in joining the writing class and 83 make the students easy in remembering and comprehending how to compose the ideas. riyana (2007: 5) states that video is a media or device servers audio and visual containing good learning messages such as concept, principle, procedure, and theory of knowledge application to help in comprehending toward learning material. by showing the events or information created in a video, it will also help the teacher in transferring the material to be more understandable to the students. this research was purposed to apply the the use of video in teaching writing and to know the effect of using video in triggering the students‟ ability in delivering the ideas of writing news item text. research methodology this research used a classroom action research which has a purpose to improve the process of learning. there were three cycles consisted of four stages of planning, action, observation, and reflection (arikunto, 2004: 92). those stages correlated from one cycle to another cycle. the subject of the study was the x students of sma miftahul huda purwodadi taken by purposive sampling. the data were gotten from the test given for each cycle. the criteria used in scoring the writing were based on content, organization, vocabulary, language use, and mechanic (hughes cited in ulfi, 2010: 50-52). findings and discussion a. findings having known the students‟ problem of writing news item text, the english teacher tried to help the students in teaching writing by using video. it was done in order to stimulate the students‟ interest in learning english especially writing a text. based on the teacher‟s experience in teaching english without using media, it was so hard to the students to comprehend the material given. conventional teaching through lecturing; even, made them bored in learning english. they had no motivation to learn english more which is a foreign language in indonesia and needs some efforts to master it well. whereas, by looking at the standard competence of x grade, it is not easy for both the teacher 84 and the students when they do not have a strategy and effort to achieve the goal of it. based on the result of writing test in initial condition, it showed that there were many students (85.3%) who could not achieve kkm (kriteria ketuntasan minimal). it happened because most of them did not understand what they had to write. they just knew about the generic structure of news item text but they did not understand how to write the components of it; newsworthy events, background events, and sources (bamanti, 2011: 52). it was difficult for them to imagine and memorize the information of the events happened. besides in teaching english, they had never been practised yet to write from the simplest sentence they could. the treatment of teaching writing through video was given three times; cycle i, cycle ii, and cycle iii. the use of video was choosen based on the characteristic of genre taught that was news item text. by delivering the factual information through video, it would help the students in memorizing and imagining the events happened referring to the structure used. the result of writing test for each cycle could be seen in table 1. table 1: the result of writing test of news item text cycle number of students percentage (%) passed failed mean score precycle 34 14.7 85.3 53.9 cycle i 34 29.4 70.6 59.9 cycle ii 34 55.9 44.1 68.3 cycle iii 34 79.4 20.6 76.5 from the table above, it showed that there was an improvement of students‟ writing of news item text. it was proven from the result of mean score got by the students in which the increase of mean score for each cycle was about 7.5%. the percentage of students‟ writing in passing kkm also improved from pre-cycle to cycle iii. the increase of students‟ passing kkm from cycle i to cycle ii was 26.5%. while the increasing of students‟ passing kkm from the cycle ii to cycle iii was only 23.5%. slowly but surely, there was an increasing from cycle 1 to cycle iii as 85 shown in table 1. it meant that the use of video was effective to help the students in composing the ideas to be well-organized. b. discussion the use of video in teaching writing news item text helped both teacher and students in gaining the goal of english learning. eventhough teaching writing was a complex one because it demands the writer to explore thoughts, ideas, and make both are visible concrete (agusferani, 2013: 3). to combine and/or compose the ideas or information needed in writing was not easy for the students. the teacher needed to explain clearly how to get and compose the ideas well. the steps of writing must be implemented well in order they knew how to write from the easiest thing. through the video, the teacher taught how to plan, draft, review, and edit the final product of writing news item text referring to the structure of it. in order to stimulate the students in writing, the teacher also create fun learning in the classroom. forming the students into some groups by using cooperative learning was chosen in order the students learnt much from the other students. besides that, the collaboration of cooperative learning and the use of video gave the positive effects to the students in comprehending, appreciating, analyzing, and sharing the information to the others. discussing and collaborating together formed the positive characters and gave a chance to optimize their competence in mastering the material. the information got from discussing in groups helped the students in composing the ideas in writing. in implementing the use of video by using jigsaw model, for example; the teacher prepared some materials to be distributed to the students in either home team or expert team. the instruction was conveyed clearly to the students in order they really understood what they had to do for themselves and their team. the job description for the students based on the generic structure and language features of news item text was distributed well. they shared the information got from the material given by the teacher. the students‟ ability to analyze the video based on generic structure in cycle i happened in oral form. they were able to determine the structure of news item text by mentioning the events happened through video. the discussion in expert team looked like more active because they had to have the same perception of they had listened and 86 watched. besides they had to tell their home team the different information from the other member of the group. in cycle i, the students‟ ability in writing had not shown the improvement yet. they could tell the factual information from the video but they were not able to write the events based on the generic structure. the problem was lied on the students‟ language use. in cycle ii, the treatment was given by emphasizing to the transforming from the oral form to the written one. it happened because in cycle i, the students got difficulties in explaining the information in the written form. the teacher focused on the steps of writing consisted of planning, drafting, reviewing, and editing the students‟ writing (hammer, 2007: 113). cooperative learning was still a part of technique used to make it easy in comprehending the material. collaborating between friends enabled the teacher to create the process of learning became more effective. the teacher planned the scenario of learning by plotting some students to have the different topic to be discussed in the classroom based on the video watched. think pair share was chosen by the teacher in order to stimulate the students in learning writing. it was also chosen by remembering that in writing process, the number of students in a group would influence the effectiveness of its group. comparing the result of writing test from cycle i to cycle ii, there was an improvement of students‟ ability in writing. more than half percent of students passed the test. their ability in composing sentences referring to the generic structure of news item text showed an improvement than in cycle i although it was not satisfying yet. meanwhile, in cycle iii the teacher only focused on the students‟ developing sentences based on the structure of news item text. looking at the result of students‟ writing in cycle ii had shown an improvement, the teacher tried to show the students an interesting and challenging video to be watched and analyzed together. the appropriate video to be given to the students influenced the success of learning in the classroom. peer reviewing was a part of process of learning writing. the students not only learnt how to write but they also learnt how to review the other‟s writing. the condition gave a positive effect to the students in developing their ability in writing a good text. by guiding 87 from the teacher, it enabled the taecher and the students in achieving the goal of learning settled in the beginning of the lesson. conclusion from the result of the research, it could be concluded as follow: (1) video helped the students in composing the ideas based on information got referring to the structure of a text. it was proven from the result of students‟ writing from cycle i to cycle iii in which there was an improvement of students‟ passing of kkm. (2) cooperative learning enabled the students in exploring their ability in delivering their opinion to the others effectively. references agusferani, f. 2013. improving students‟ writing ability to write narrative text through write pair share.a final project. universitas pakuan. bogor. arikunto, s. 2004. procedure penelitian: suatu pendekatan praktek. bandung. rineke cipta. bamanti, et. al. 2011. ringkasan teori & evaluasi bahasa inggris sma/ma. jakarta: grasindo caroline, t, l. 2006. practical english language teaching: young learners. new york: mc graw hill gerot, linda and wignell, peter. 1994. making sense of functional grammar. australia: antipodean educational enterprises publishing. harmela, s, r. teaching writing through sentence tems strategy. journal of education. vol. i, no.4, 2012 harmer, jeremy. 2007. how to teach english. england: longman oshima, a & hogue ann. 2006. writing academic english. new york: pearson education riyana, cheppy. 2007. pedoman pengembangan media video. bandung: universitas pendidikan indonesia ulfi, n, h. 2010. improving students‟ ability in writing procedure text using realia.thesis. institut agama islam negeri walisongo. semarang page 1 page 2 94 increasing students‟ grammar mastery using think pair share strategy and video ahmad juharto14 dian candra prasetyanti15 abstrak tujuan dari pelelitian ini adalah untuk meningkatkan kemampuan tata bahasa atau grammar murid. subjek dari penelitian ini adalah kelas dua belas sekolah menengah kejuruan negeri 1 sayung tahun akademik 2014/2015. penelitian ini adalah penelitian tindakan kelas. peneliti menggunakan tiga siklus yang mana dalam setiap siklus terdapat empat tahap yaitu perencanaan (planning), tindakan (action), pengamatan (observing), dan refleksi/pemikiran (reflecting). dalam tahap perencanaan (planning), peneliti menyiapkan rencana pembelajaran dan bahan untuk mengajar tata bahasa (grammar) dan juga media yang akan digunakan dalam tahap tindakan (action). di dalam tahap perencanaan (observing), peneliti mengidentifikasi dan mencatat reaksi atau tanggapan selama proses belajar dan pembelajaran, dan tahap releksi/pemikiran (reflecting) dilakukan untuk merefleksikan hasil dari tindakan yang diperoleh dari siklus-siklus tersebut. sementara itu, observasi, kuesioner diberikan dua kali, sebelum dan sesudah penelitian. para murid merasa bahwa strategi think pair share menggunakan video sangat bagus, menyenangkan dan membantu mereka menguasai tata bahasa (grammar). hasil dari penelitian ini menunjukkan bahwa di pre-test nilai rata-rata adalah 17.01. nilai rata-rata di siklus 1 post-test adalah 55.10, dan untuk post-test 2, nilai rata-ratanya adalah 69,72. untuk post-test 3, nilai rata-rata dalam pembelajaran pada umumnya positif, ditandai dengan persentase jawaban positif dalam rata-rata 88%. jadi bisa disimpulkan bahwa strategi think pair share menggunakan video dapat meningkatkan kemampuan tata bahasa para murid dan guru bisa menggunakan stategi dan media ini untuk meningkatkan kemampuan para murid dan membuat suasana positif dikelas. kata kunci : think pair and share, video, grammar. 14 mahasiswa s1 pendidikan bahasa inggris universitas muhammadiyah semarang 15 pengajar di s1 pendidikan bahasa inggris universitas muhammadiyah semarang 95 introduction a. background of the study in indonesia, english is as a foreign language, in order to make indonesian students able to master english, now english is taught from elementary level up to university. based on the pre-observation in the school most of the students have difficulties to master grammar, especially conditional sentences. they find that it is hard to distinguish the right type of conditional sentences. and the teacher must be creative not only in explaining material but also in making positive atmosphere. cooperative learning is believed can increase the student‟s ability in understanding the material and help the students to build positive relationship with their classmates and “think pair and share” is the strategy that has some advantages, they are; the students can learn the concept of material while they are thinking a question posed by the teacher and then they make a pair; and this strategy can help the students get along with their classmates. after considering the advantages of “think, pair and share” strategy, the researchers decided to use strategy to increase grammar mastery for the twelfth grade students of state vocational high school 1 sayung. b. statements of the problem this research has three statements of problems as follow: 1. how is the realization of „think pair and share‟ strategy and video to increase grammar mastery? 2. what are the problems faced by the twelfth grade students of state vocational high school 1 sayung in using „think, pair and share‟ strategy and video in understanding grammar? 3. in what way „think pair and share‟ strategy using video can help students‟ grammar mastery? 96 review of the related literature 1. conditional sentences according to kardimin (2004: 392) conditional sentence is used to express something that could be happened even in the fact, it is be happened as the wish of the speaker. conditional sentences consist of two clauses, that are main clause and if clause. conditional sentence is divided into three types as the following: a. type 1 this type is commonly known as probable condition use to express something that may be happen in the future. type 1 has if clause using simple present tense and main clause which using simple future tense. when the „if clause‟ done or predicate so the main clause will be happen. for example: a). if i have money, i will buy a new house. b). if anita finds his address, she will send him an invitation. c). if you go to the office, please mail this letter. b. type 2 this type is used to assume some contrary meanings with the fact that happen in the present time so it is impossible to happen or has a little chance to happen in the present time. for example: 1) if i were a violist i would give a charity concert. the fact : i am not a violist. 2) if my car broke down i would ask the mechanic to fix it. the fact: i don‟t expect that my car will break down. in this type 2, we never use „was‟ as the simple past form, but we use „were‟ to all the subjects whether it is singular or plural. the fact that the condition should be written in present tense form. as we know that type 2 is unreal condition and contrary with the fact, so the conditional sentences should in the positive form, the fact should be in negative form or the otherwise. 97 c. type 3 type 3 is used to express unreal condition that happened in the past. furthermore, it can be said that entire of the sentences in type 3 refers to the past time. for example: 1) if i had taken up spain when i was in senior high school, i would have studied spain at the university. the fact: i didn‟t take spain when i was in senior high school, so i didn‟t study spain at the university. 2) i would have graduated in october this year, if i had been diligent. the fact: i didn‟t graduate in october because i was too lazy. 2. „think pair and share‟ strategy „think pair and share‟ is one of strategy in cooperative learning, that is said to have some advantages in the teaching and learning process and this strategy can be used in all subjects and all education level. first advantages of this strategy is the students will be able to learn the concept of the topic or the material posed by the teacher then pair up during the second step and share the idea to the others. cooperative learning can help teacher to make the teaching and learning activities become more enjoyable, so they are expected to understand the material easily, and this strategy can help the students get along with their classmates. 3. video as a media video is a kind of visual communication which use moving pictures and sound to tell about something. video is not only give pleasure but also can be used as a media in teaching and learning process. it can help students understand easily, promote motivation and stimulate the students in learning english. 98 research methodology 1. research design the researchers used classroom action research (car) based on arikunto with four stages, they are planning, acting, observing and reflecting. (2008:16). 2. subject of the research a. population the population in this research is twelfth grade students of state vocational high school 1 sayung. they are 115 students which is divided into 4 classes. b. sample the sample is the twelfth grade of motorcycle technique class c. sampling the researcher used purposive sampling or non-random sampling and took one class because in every program just one class in the twelfth grade. 3. instrument of the research three kinds of instruments were used in this research, they are: a. observation sheet this research used non participant observation, the researchers were not going to involve in the classroom activity. b. test there are two kinds of test in this research they are pretest and post-test, the tests given to the students as the research subject after they had learnt the material. the researchers used test to collect the numerical data for this research. c. questionnaire questionnaire is a tool to collect information by providing a set of written questions that must be responded by answers. in this research, the questionnaire was used to know the students‟ response about the learning media that had been used in teaching and to find out the difficulties faced by respondents during the research provided. 99 4. method of collecting data. in collecting the data, the researchers did some steps, those are; observing, holding test and giving questionnaire. 5. method of data analysis after collecting data, the data then analyzed by using the formula to measure the percentage of the result as follows: m = ∑ x n m = the mean ∑ x = the amount of students‟ score n = number of students percentage formula : p = f x 100 % n p = the class percentage f = frequency are being found n = number of students the research is success if it can reach criterion of minimum achievement (kkm) and it is fail if it can‟t reach the kkm. in this case, the research is success if 75% of total students could achieve the score that has been determined from pre-test and post-test. the percentage score to know the students‟ achievement was categorized based on the table below: table 3.1: the category of class percentage the percentages categories 81% ≤ p < 100% very good 61 % ≤ p < 80% good 41 % ≤ p < 60% fair 21 % ≤ p < 40% less 0 % ≤ s < 20% poor (arikunto, 2010:44) 100 6. research procedure in this classroom action research, there were three cycles that were managed through using „think pair and share‟ strategy and video to increase students‟ grammar mastery, which is in each cycle consists of four components namely plan, action, observation, and reflection. findings and discussion 1. the students‟ initial condition before classroom action research (car). the researchers observed the teaching learning process in the classroom before implementing the car. while the researchers were observing the teaching and learning process, the teacher was explaining about conditional sentences type 1. after that, the teacher gave an evaluation question about the material. the next instruction is the teacher asked the students to answer the questions. when the students were doing the task, there were several students who didn‟t understand to answer the question, they asked the teacher about the difficult part of the material, and find several students ignored the instruction. 2. the result of pre-test. the researchers gave pre-test before car. the test consisted of 10 questions, they were based on indicator in learning conditional sentence, they must identifying conditional sentence that been used in every sentence, and completing the sentence by using type i, ii, or iii. the highest score was 70 and the lowest score was 0, the mean was 17.05. from this result, it could be seen that all of the students‟ grammar comprehension was very low. 3. the students condition after car. a. cycle 1 the researchers arranged the lesson plan then conducted action research by giving the students treatment through „think pair and share‟ strategy and video. then the researchers observed all activities that happened in the classroom. the activities included the teacher performance, students‟ activities, and class condition during teaching and learning process. the observation result of teaching and learning process in the first cycled showed that the students‟ contribution was still low 101 because there were some students who didn‟t pay attention to the teachers‟ description. b. cycle ii the result in this cycle was pleased because the researcher‟s effort to use „think pair and share‟ strategy and video to increase student‟s grammar comprehension in this case is conditional sentences showed a progress. c. cycle iii there were some progresses after applying the third cycle of class action research. there was a progress of students‟ score from post-test ii to post test iii. on post-test iii, it showed that the average score was 79,54, and the percentage was 79,54%. it means that the researchers were successful, so the researchers decided to end the research and didn‟t rearrange for next cycle. 4. the discussion result after car a. the result of questionnaire the result showed that the students‟ responses in learning were generally positive by percentage average of 88%. b. the result of post-test from the first until third cycle showed increasing result. conclusions and suggestions 1. conclusions a. there were some problems met by the researchers in teaching conditional sentences. the students still confused with the conditional sentences types. when they found a question to be completed by using conditional type i, ii, iii, the result was low. from pre-test, the researcher found that 97% students were unable to answer the questions. b. the result of the achievement test showed that the class average was 79.54, and the percentage of the test was 79.54% which was categorized as a good result. c. the application of „think pair and share‟ strategy and video give chances to the students to communicate and collaborate with 102 their classmates, so they can get and share information. this learning model and media can increase the students‟ capability in grammar comprehension especially in conditional sentences. 2. suggestions a. the material must be well organized before teaching, and it will be more effective to accomplish time and strategy in teaching process. b. the material must be presented systematically. c. explain the material briefly and clearly to the students. d. it will be helpful to use cooperative learning strategy to make the students more interactive and create enjoyable learning activity. e. it will be interesting if the teaching and learning use media such as video, songs and film to make students more passionate in learning material the classroom. references arikunto, suharsimi, suhardjono, dan supardi. 2008. penelitian tindakan kelas. jakarta: pt bumi aksara. arikunto, suharsimi. 2010. prosedur penelitian: suatu pendekatan praktik. cetakan ketiga belas. rineka cipta. jakarta. kardimin, akhmad. 2004. fundamental english grammar. yogyakarta: pustaka pelajar. richards, jack c. and renandya, willy a. 2002. methodology in language teaching. new york: cambridge university press. page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 80 universal humanity as discourse of nationalism in garin nugroho’s soegija (2012) fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka universitas brawijaya, veteran street, ketawanggede, lowokwaru, malang city, east java 65145 fredyns@ub.ac.id article history: submitted on 19th april 2021; accepted on 25th may 2021; published on 30th june 2021 abstract this research discusses nationalism in garin nugroho’s soegija, a biopic that premiered in 2012. the film is chosen because it presents soegijapranata, an intellectual who is not from dominant nationalist groups during the era of the independence movement; he is neither a prominent military figure nor a figure from the largest religious group in indonesia. this film is analyzed to investigate its position in ideological contestations emerging after the reformation, particularly after the 2000s. seymour chatman’s postulates regarding story and discourse in the narrative structure of fiction and film (1978) is used as a theoretical framework for this research. the results show that discourse of nationalism is presented in the narrative structure of the film in the form of arguing the idea of universal humanity in indonesia as a nation. this effort is portrayed by the main character’s intellectual struggles against shallow primordialism that influences indonesian people’s perspectives during independence movement era and foreign people’s point of view, the colonizers, which are represented by subversive actions of the dutch and japanese in indonesia. the values of universal humanity that have been adopted into the spirit of nationalism are stated through the main characters’ statements and actions. it can be concluded that the concept of nationalism in indonesia was born from a long struggle against oppression and injustice. this concept has become a dominant ideology that remains relevant, as implied in soegija. keywords: universal humanity, discourse, nationalism, soegija lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 81 introduction film is unique because it provides an overwhelming sense of reality it can convey (boggs & petrie, 2008). this verisimilitude aspect enables a film to effectively and efficiently deliver discursive messages from its makers to the audience. this is why we choose a film as the object of the study. the film analyzed in this study is garin nugroho’s soegija which was released in 2012. soegija is one of several biopics portraying prominent national figures who contribute to indonesian independence. this film, for us, is interesting to study because of the background of the chosen main character, soegija. he is not from dominant nationalist groups fighting for indonesian independence who often become inspirations of historical war films. that is to say, and he is not a military warrior who confronts the colonizers in a battlefield. in addition, he is not a muslim intellectual who belongs to the largest religious group in indonesia. therefore, this film offers “an alternative figure” among mainstream biopics. soegija is scrutinized to reveal its roles in articulating discourse through its narrative in the context of ideological contestations occurring after the reformation era, especially after the 2000s when biopics flooded indonesian cinema as if there was an emerging trend revitalizing the spirit of nationalism. therefore, the research question is: how is the discourse of nationalism articulated in the film? as a start, we refer to two previous studies about the same film to identify a research gap so that this study can offer a new perspective. these previous studies are a literature review/ “state of the art” for our study since they were conducted recently (both in 2020). the first previous study is pinontoan’s (pinontoan, 2020) who analyzes patriotism in soegija using semiotic perspectives. the next previous study is done by kartika, prihatini, hastanto, and dharsono (kartika et al., 2020) who analyze political affirmation and identity represented in the film using a deconstructive approach. those studies reveal implied messages about patriotism, politics, and identity by scrutinizing “the texts” in the film. this study tries to provide an additional perspective that has not been discussed in the previous studies by inviting the readers to examine the film’s narrative expressions to understand how nationalism is presented and how it is ideologically intended to be understood. textually, the similarity between novels and films lies in their position as narrative texts. according to mcfarlane, “what novels and films most strikingly have in common is the potential and propensity for narrative” (mcfarlane, 1996). therefore, a film can be treated like a novel in its position as a narrative and can be analyzed by employing the approaches used to analyze written literary works. this is why chatman’s narrative theory explained in his book, story and discourse: narrative structure in fiction and film (1978) is used as a theoretical framework to analyze soegija. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 82 soegija tells the life story of soegijapranata or soegija, the film's titular protagonist, which is portrayed as a religious, nationalist, and anti-colonial figure. soegija’s resistance to colonialism and his determination to instill the spirit of nationalism in his fellow catholics and people around him is shown in the form of intellectual struggles. he does not fight physically against the colonizers. however, he utilizes his thoughts and diplomatic position as the highest catholic church leader in semarang to support the movement for indonesian independence and help people in need, those who become victims of the independence war. throughout the film, he is depicted as a leader who shares his critical perspectives with other figures and his followers who then agree with him and support his visions on overcoming social problems arising from the war. in addition, he makes his church a shelter for refugees and war victims provides food and medical assistance and goes into the field to interact with local communities who are frantic due to the war. soegija’s thoughts in response to the indonesian independence struggle is an important point to analyze. in this case, soegija as a character becomes a medium for articulating discourse of nationalism conveyed by the filmmakers to the audience. the discourse can be traced from the ideological aspect represented by the main character’s ideas which then drive his actions and influence the film’s story. method this is a qualitative-interpretive study. qualitative means this study employs qualitative premises in data gathering by using document review method to scrutinize narrative aspects in the film and present data analysis. interpretive refers to the way the object of the study is analyzed based on chatman’s theory, which can be summarized in graphic 1 as follows. graphic 1: chatman’s diagram of narrative structure (chatman, 1978) lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 83 in detail, the research steps can be explained as follows. the first step is data collection. in this step, we watched the film several times to understand its narrative aspects. our focus was directed to the main character’s talks, thoughts, actions, and interactions with other characters driven by his view about nationalism. then, we gathered the data by referring to chatman’s premises about events and existents that constructed the film's narrative content. the data, in this case, are in the forms of selected scenes and monologues or dialogues. the second step is categorizing or clustering the data. we categorized the identified data following its significance in shaping the film’s story. at this point, we clustered the data under two categories, namely narrative element and visual element. the narrative element contains soegija’s lines of interior monologues and dialogues with other characters. visual element showed the scenes when the monologues above and dialogues happened. the third step is analysis and interpretation. we analyzed the categorized narrative and visual elements by employing chatman’s theory. we also used some additional references about nationalism, humanity, and film studies to support the analysis. the result of the analysis was an interpretation of nationalism in its discursive context. this step was then followed by formulating conclusions. it was where we clarified our findings and stated our final arguments, to sum up the discussion. findings and discussion a statement is ideological if it is observed in its discursive context. it can be judged by who says the statement, to whom the statement is addressed, when the statement is made, and for what purpose the statement is conveyed. the ideological aspect in soegija can be observed through the main character’s statements related to issues of humanity and nationality. the statements in question here are soegija’s statements containing his views toward the situation during the indonesian independence struggle, which in the film is realized using voice over technique. this technique is usually used to represent a character’s inner monologue in a film (pillai, 2015). in this case, the inner monologue is voiced by soegija and appears along with the scene when he is writing a journal. in chatman’s term this is called interior monologue in the cinema, where “the voice over is identifiable as the character’s, whose lips do not move” (chatman, 1978). soegija views and thoughts about humanity and nationality are ideological due to several factors. the first factor is soegija is a character in a film and film, as media, articulates ideas about how to view and understand reality. it offers a perspective on various things including, for example: how to view certain ethnic and cultural groups, women, leaders, or society through messages conveyed to the public, the path or decision taken by certain characters, the way certain characters pursue and maintain power. (pawito, lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 84 2014). thus, perspectives are manifested in soegija through his statements, attitudes, and actions, which can be listened to and witnessed by the audience. following chatman’s premise, soegija serves as a materialization of ideas of an implied author; an author who establishes the norms of the film’s narrative and might not be a single real author in the ordinary sense (chatman, 1978). in other words, it might represent garin nugroho’s ideas as the director and a group of people who are involved and have control in the production of the film. the second factor is related to the production of soegija in 2012, which tries to portray the situations of the indonesian independence movement that occurred in the 1940s. the decades' span between events depicted in the film and contemporary moments of its production indicate an attempt to present the “past” in the “present”. director’s efforts to show historical moments of independence struggle many years ago to the millennial viewers has bridged a bond between then and now. at this point soegija, in addition to being a biopic, serves as a historical film. this is following jonathan stubbs’ argument in historical film: a critical introduction as follows. historical cinema as films…engage with history or which in some way construct a relationship to the past.…these relationships to the past are created not only by the films themselves but also by cultural contexts in which they operate and the discourses that they generate (stubbs, 2009). the link between the past and the present also involves cultural factors in which a film is produced. this is to provide an understanding impact on the targeted audience. thus, a film can portray events in the past but, in reality, is made and published in the present and aimed at present viewers. historical facts are consequently not delivered without considering the zeitgeist, the existing spirit shown by the happening ideas and beliefs of a particular period when the film is released to the public. this also applies to soegija. in soegija, the ideological values which drive the main character’s actions can be seen in table 1 below. the table shows the scenes (visually) when the main character writes a journal to express his thoughts and feelings. what he is writing is articulated by the character’s voice-over (narratively) so the audience knows the contents of his writings at that very moment. each scene serves either to initiate or conclude some “acts” comprising major events in the film. these scenes also signify their functions as either curtain raisers or closure of those acts. therefore, soegija’s narrated thoughts have been the main ideas of what those acts are all about, consisting of a series of scenes constructing the film’s plot. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 85 table 1: narrative and visual elements of soegija’s voice over narrative element (voice over) visual element 1. soegija: “kemanusiaan itu satu, bangsa manusia itu satu, kendati berbeda merupakan satu keluarga besar.”(soegija, 2012: 00:00:36-00:00:48) (soegija: “humanity is one, human race is one, even though (we are) different, (we are) one big family.”) 2. soegija: “apa artinya terlahir sebagai bangsa yang merdeka jika gagal untuk mendidik diri sendiri?”(soegija, 2012: 00:44:43-00:44:55) (soegija: “what does it mean to be born as an independent nation if we fail to educate ourselves?”) 3. soegija: “menggalang cinta kasih dan keadilan belumlah cukup untuk memelihara kedamaian diantara kita. disamping itu kita harus siap bertempur dengan lemah lembut untuk mempertahankan kemerdekaan dan peri kemanusiaan. sebab dalam masyarakat kita pun terdapat juga fanatisme, fatalisme, absolutisme, chauvinisme, dan, last but not least, egoisme.” (soegija, 2012: 01:27:56-01:28:30) (soegija: “raising love and justice is not enough to maintain peace between us. besides, we must be ready to fight gently to defend our independence and humanity. because in our society there is also fanaticism, fatalism, absolutism, chauvinism, and, last but not least, egoism.”) 4. soegija: “kemanusiaan itu satu, kendati berbeda bangsa, asal-usul, dan ragamnya; lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 86 berlainan bahasa dan adat-istiadatnya, kemajuan dan cara hidupnya. semua merupakan satu keluarga besar. satu keluarga besar dimana anak-anak di masa depan tidak lagi mendengar nyanyian berbau kekerasan, tidak menuliskan katakata bermandi darah. jangan lagi ada curiga, kebencian, dan permusuhan!” (soegija, 2012: 01:45:34-01:46:07) (soegija: “humanity is one, despite differences in nations, origins and varieties; differences in languages and customs, progress and ways of life. all are one big family. a large family where the children of the future no longer hear violent songs, nor write words drenched in blood. no more suspicion, hatred and enmity!”) narratively, table 1 contains soegija’s four ideological statements expressed in interior monologues. those statements appear in major scenes, which constitute as the kernels1 of the film. statement no.1 appears in the early seconds of the film to introduce the scenes showing: social problems in society during the dutch colonial era; the arrival of the japanese and their oppression; soegija’s struggle against the colonizers and his efforts to help people in need; and the declaration of indonesian independence. statement no.2 precedes the scenes showing: chaos in society due to people’s unreadiness for independence and they are being uneducated; the dutch attempt to colonize indonesia again; and soegija’s diplomatic efforts to defend indonesia’s independence. statement no.3 initiates the scenes showing: soegija and people’s struggle to defend independence in their ways and the end of the struggle marked by the dutch recognition of indonesian sovereignty. statement no.4 is shown at the last minute of the film, which becomes a closing scene of the story, that is when soegija is writing his journal in his chamber. in this case, soegija’s articulated ideas foreshadow the events that follow, which are not only related to his actions solely. the realization of those ideas is reflected in a series of scenes that show his interactions with other characters and scenes portraying interactions between other characters who are completely unrelated to him. 1 in chatman’s term, “kernels are narrative moments that give rise to cruxes in the direction taken by events” (chatman, 1978). so, they are important moments or major events that create the narrative logic. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 87 visually, table 1 shows four screenshots taken from four different scenes. the screenshots depict soegija’s handwriting as he is expressing his feelings and thoughts. the screenshots are taken using the close-up technique which is consistently used during each interior monologue. this technique is a framing technique used to frame objects to isolate them (villarejo, 2007). this employs the so-called subjective camera technique in which the director “identify our vision with the character’s, and positioning is camera’s lens not only alongside the character, but inside, literally behind his eyes” (chatman, 1978). therefore, viewers are allowed to focus on seeing soegija’s writing, confirming the suitability between soegija’s writing and words at the same time. the explanation above epitomizes what chatman calls as the chain of events (actions and happenings) and existents (characters and settings). the views on humanity and nationality represented by soegija comprise several things. firstly, the belief that humanity is one and nationality is one (see: table 1, narrative elements no.1 and 4) expressed at the beginning and the end of the film. it implies a consistency between the opening and closing messages as if there is a match between the main idea and the conclusion. therefore, the belief that humanity is one and nationality is an important message implied by the film. various characters in various settings, as the existents, and interactions and conflicts among them, as the events, are manifestations of one humanity and one nation and their dynamics. secondly, the belief that being educated in the independence era is important (see: table 1, narrative element no.2) which is shown in several incidents; for example, in a scene where several young indonesian combatants sporadically attack japanese troops without thinking and proper planning, resulting in many casualties. another example is in a scene where soegija explains to the press about the chaos (robbery, looting, and scarcity of basic needs) occurring in a period of power transition that makes people suffer. this shows that opportunistic and radical actions are counterproductive to the efforts to resolve social problems post-declaration of independence. lastly, the belief that defending freedom and humanity must be done in a pacifist, not anarchist way (see: table 1, narrative element no.3) supports the previous point. this reinforces the principle upheld by soegija, that independence should be filled with mutual love to ward off shallow-minded thoughts based on differences in ethnicity, races, countries, and interests that cause disputes. this is seen as a solution for physical and mental suffering of people involved in the war, both friends and foes, as shown in several scenes in the film. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 88 humanity and nationality as having been explained, refer to the ideology of universal humanity. the so-called universal humanity brings the spirit of universality of human values across cultures, religions, and countries. that is to say, all dimensions of human existence are seen as a whole regardless of any differences. this humanism is universal…. comprising both universality (universal, general, altogether) as well as wholeness (entire, at all, whole, all inclusive). as such, it allows us to take into harmonious account present and deceased members of other nations, cultures, and religions…. this humanism also refers to the wholeness dimension, which incorporates all dimensions of human existence into a new whole, therefore integrating material, bodily, religious, spiritual, individual, social, and all other levels of human existence into a new unity (svetelj, 2014). based on svetelj’s argument, it can be said that humanism that applies to all people in the world is a form of honoring multiculturalism, in which various cultures are recognized and respected equally (taylor & gutmann, 1994). the attitude of respecting diversity is fundamental, in which each person can hold on to their identity and culture while welcoming other people and other cultures in a dialogical relationship. therefore, the foundation of human values is not from one characteristic of culture, religion, or nation but the principle of equality as fellow human beings. the dialectic among people across political, social, and cultural backgrounds is constructive to achieve the harmony of life. humanity that every nation, including indonesia should uphold, is highlighted as a manifestation of universal humanity values believed by the main character, soegija. the relevance of upholding humanity with the momentum of the film which premiered in 2012 is as an emphasizes that the enforcement and application of humanity is a national mandate for indonesians, which was initiated in the era of the independence movement and remained to be relevant to refer to, even until the time the film was released. this discourse maintains the continuity of the dominant ideology of nationalism, which in this post-reformation era has been challenged by opposing ideologies. through the film, one of the opposing ideologies of universal humanity is represented as shallow primordialism that triggers fanaticism, fatalism, absolutism, chauvinism, and egoism (see: table 1, narrative element no.3). primordialism is a perspective that believes that ethnic ties are something natural and that identity is given from an early age, for example race (based on physical characteristics and name), language, lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 89 belief or religion, traditions and customs, state, and everything that is in one’s first environment (llobera, 1999). primordial sentiments resulted in negative impacts on the spirit of unity in diversity. disunity arises because of the attitude of glorifying one’s own identity, which can lead to disintegration. soegija has joined with other films promoting nationalism that has returned to prominence since the 2000s, after a similar theme was carried out by films released around the middle of the last century which aimed to strengthen the newly achieved independence while anticipating the threat disintegration (heryanto, 2018). through the imagery of the main character’s ideas, the implied author shows that there is an effort to revive the spirit of nationalism, especially regarding humanitarian issues. furthermore, a historical perspective in this film is needed because many indonesians have experienced the so-called historical amnesia over the past few decades (heryanto, 2018). therefore, the making of this film can also be interpreted to prevent indonesians from amnesia in the history of independence. furthermore, the fact that this film was released in 2012 has provided an opportunity for younger generations who do not experience the era of independence struggle to understand nationalism, which is more than just a matter of taking up arms against colonizers and invaders. a discourse of nationalism that has been described is further put into practice in the forms of togetherness and belief inequality, as shown by several events that involve soegija as an alpha character. togetherness becomes an articulation of the interests of becoming one nation and one family (see: table 1, narrative elements 1 and 3). this, for example, is shown in one of the scenes where soegija is giving a speech to the church congregation. after some scenes showing the proclamation of indonesian independence and the dutch military aggression, this scene shows that indonesia's economic, social, and political conditions were still unstable at that moment. table 2: soegija’s speech before the church congregation narrative element visual element soegija: “lebih mudah mengelola bangsa yang seragam, dari pada mengelola bangsa yang beraneka ragam suku dan adat istiadatnya. tetapi, dengan cara menghormati satu sama lain, kita akan bisa menjadi bangsa yang bersatu menuju keadaan yang lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 90 dikehendaki tuhan.” (soegija, 2012: 00:57:48-00:58:37) (soegija: “it’s easier to manage a homogenous nation, than to manage a nation with various ethnicities and customs. however, by respecting one another, we will be able to be united towards a nation that god wants us to be.”) table 2 shows soegija’s speech on national diversity and how to manage it by respecting others. the goal is unity as a nation that god blesses. the scene is taken using the long shot technique, which shows many people inside a church, where soegija is standing in front of people who are sitting, watching, and listening to him. even though the people on the scene look small, they (as object taken) (villarejo, 2007). this presentation implies discursive action about the importance of togetherness as a nation. soegija, as a catholic church leader, represents authority who has the power to instill religious dogma (which on this occasion is conveyed within the framework of putting forth the issue of nationalism). like other religious institutions, the church is an extension of the state’s hand in spreading the values of nationalism; and one of the basic essences of nationalism is to prioritize common interests over personal and group interests (kusumawardani & faturochman, 2004). therefore, the function of soegija and the church he leads in maintaining the status quo from the dominant perspective is confirmed, namely togetherness within the frame of nationalism. soegija’s role and the words he has spoken represent the nation’s interest in maintaining its integrity through religious forums. in a dominant perspective, religious forums become a medium for fostering a sense of compassion and tolerance among people instead of serving minority interests that aim to glorify certain groups. the church congregation as shown in table 2 represents the intended stance of the implied reader2. the people in the church are taught how to make the most of their freedom by living together in harmony regardless of their ethnicities and customs. the urgency of proposing this idea is that even though they all have the same nationality, they cannot know each other personally. instead, they are united by a mental image of nationality, as fellow people in a group can be identified together communally (anderson, 2006). therefore, instilling a concept of togetherness as one nation in the minds of 2 the implied reader refers to the audience presupposed by the narrtive (chatman, 1978). lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 91 every people is crucial to ensure national integration. this is what the filmmakers, or the implied author, try to promote through the actions of soegija, who actively spreads out the values of nationalism in his capacity as a church leader. in addition to the act of togetherness, belief in equality is described as another realization of nationalism values. equality is one of the pillars of nationalism which is psychologically able to provide hope for marginalized groups of people to get equal rights and obligations. thus, psychological motivation plays an important role in developing nationalism (kusumawardani & faturochman, 2004). thus, soegija’s perspectives, speeches, and actions in responding to other characters provide a discursive context for disseminating nationalism values. this, for example, can be shown in table 3 as follows. table 3: sogija’s talks with lingling about equality unsur naratif unsur visual lingling: “kok setiap saat keluarga kami yang dijarah? engkong selalu cerita tentang itu. mama dan papa selalu bertengkar soal perlunya pagar besi yang tinggi. apa salah keluarga kami? ataukah karena kami tionghoa, kami harus mengalami ini setiap waktu? kami tidak pernah tahu.” soegija: “lingling, tidak ada orang yang dapat merencanakan kita lahir sebagai orang tionghoa. orang jawa, orang belanda, orang bali. kamu nanti akan sekolah hukum? nanti kamu akan ngerti, bahwa kita bisa merencanakan sebuah negara yang melindungimu, melindungi keluargamu. negara yang bisa melindungi keselamatan setiap warganya. kita bisa memilih pemimpin yang menjamin warganya untuk hidup dengan penuh cinta kasih dan tanpa permusuhan.” (soegija, 2012: 01:05:04-01:06:54) (lingling: “why is our family looted every time? grandpa always told me about it. mommy and daddy always argue about the need for a high iron fence. what’s our family’s fault? or is it because we are chinese, that we have to experience this all the time? we never know.” lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 92 soegija: “lingling, no one can plan to be born chinese, javanese, dutch, balinese. you’re going to take law? later you will understand, that we can plan a nation that protects you, protects your family. a nation that can protect the safety of every people. we can choose a leader who guarantees his people to live a life full of love and without hostility.”) the quotation above is an excerpt from a dialogue between soegija and lingling. their dialogue implies an issue regarding the need for a nation to ensure the fulfillment of its people’s basic rights without exception, which is about people’s safety. for this reason, the nation must have a nationalist leader, so that an underprivileged ethnic group does not need to build a high iron fence because of fear of other groups. the scene, taken using the long shot technique, shows two figures with a sandy and wavy beach background. the communication between the two characters contains a contemplative message about cross-ethnic equality issues. soegija’s aspiration, which is said to lingling, a small child of chinese descent who is still innocent, about a nation that can protect and guarantee its people to live in harmony without hostility is an articulation of national education upholds humanity based on equal rights for everyone. the depiction of lingling as a chinese descent who questions the injustice that happened to her family is an issue that is still relevant today. by the implied author, lingling is a guarantee3 portrayed as the voice of a minority group that experiences discrimination in indonesia. various acts of discrimination against minority groups have resulted in crimes against humanity and violations of human rights that should be guaranteed by the constitution (fadhli, 2014; risdianto, 2017). in other words, lingling’s words represent a latent problem in indonesia regarding the implementation of the so-called equal rights, especially for chinese descendants, while soegija’s words are an ideal position that the nation in solving this problem should take. all in all, togetherness and belief in equality are forms of discursive actions as an embodiment of universal humanism. this discursive relationship can be explained in graphic 2 as follows. 3 a naratee is a character in the world of work serving as a device by which the implied author informs the real reader how to perform as implied reader (chatman, 1978:150). lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 93 graphic 2: discursive relationship in soegija conclusion a discourse of nationalism in soegija (2012) is presented to uphold nationalism as a manifestation of universal humanity. the effort is based on an intellectual struggle against shallow primordialism that influenced both indonesians and the colonizers (the dutch and japanese) back then in the era of the independence movement. the presentation of soegija as the main character and the narrative about and around him confirm the implied author’s intention in delivering values of nationalism to the implied reader, the role which is expected to be played by the real reader(s) – the viewers – of soegija. universal humanity implied in discursive expressions of the main character, who structurally performs as an existent in the story, leads to a series of actions and happenings that construct the film’s narrative. ideologically, it serves as a tool to put forth the concept of indonesian nationalism, which remains relevant. this further implies that the presented nationalism values result from the intellectual process undergone by national figures and a long struggle across generations and ages against all forms of ideological threats and oppression and injustice. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 94 acknowledgement our gratitude goes to the advisory board of research and community service, faculty of cultural studies, universitas brawijaya, supporting our research. this article is part of an unpublished research report that we did last year. references anderson, b. (2006). imagined communities: reflections on the origin and spread of nationalism (revised edition). verso. boggs, j. m., & petrie, d. w. (2008). the art of watching films. mcgraw hill. chatman, s. (1978). story and discourse: narrative structure in fiction and film. cornell university press. https://doi.org/10.1075/is.8.2.02you fadhli, y. z. (2014). kedudukan kelompok minoritas dalam perspektif ham dan perlindungan hukumnya di indonesia. jurnal konstitusi, 11(2), 352–370. heryanto, a. (2018). identitas dan kenikmatan: politik budaya layar indonesia. kepustakaan populer gramedia. kartika, b. a., prihatini, n. s., hastanto, s., & dharsono, d. (2020). soegija biopic film, political afirmation, and political identity: deconstruction of indonesian historiography. capture : jurnal seni media rekam, 12(1), 28–47. https://doi.org/10.33153/capture.v12i1.3111 kusumawardani, a., & faturochman. (2004). nasionalisme. buletin psikologi, 12(2), 61–72. llobera, j. r. (1999). recent theories of nationalism. mcfarlane, b. (1996). novel to film: an introduction to the theory of adaptation. clarendon press. pawito. (2014). meneliti ideologi media : catatan singkat. profetik, 7(1), 5– 14. pillai, s. e. (2015). the texture of interiority : voiceover and visuals. studies in visual arts and communication: an international journal, 2(1), 1– 12. pinontoan, n. a. (2020). representasi patriotisme pada film soegija (analisis semiotika john fiske). avant garde, 8(2), 191–206. https://doi.org/10.36080/ag.v8i2.1226 risdianto, d. (2017). perlindungan terhadap kelompok minoritas di indonesia dalam mewujudkan keadilan dan persamaan di hadapan hukum. jurnal rechts vinding: media pembinaan hukum nasional, 6(1), 125–142. https://doi.org/10.33331/rechtsvinding.v6i1.120 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 1, january-june 2021, page.80-95 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x universal humanity as discourse of:... fredy nugroho setiawan, m. andhy nurmansyah, rizki nufiarni, scarletina vidyayani eka doi: https://doi.org/10.26714/lensa.11.1.2021.80-95 95 stubbs, j. (2009). historical film: a critical introduction. bloomsbury. https://doi.org/10.5040/9781501351044 svetelj, t. (2014). universal humanism – a globalization context is the classroom of unheard options how to become more human. the person and the challenges. the journal of theology, education, canon law and social studies inspired by pope john paul ii, 4(1), 23–36. https://doi.org/10.15633/pch.44 taylor, c., & gutmann, a. (ed. . (1994). multiculturalism. princeton university press. villarejo, a. (2007). film studies: the basics. routledge. https://doi.org/10.2307/25557395 pekalongan sebagai kota batik 1950-2007 oleh: chusnul hayati* abstract the purpose of this paper will explain how pekalongan city is known as “batik city” and batik as local genius or cultural identity in pekalongan. batik in pekalongan city is not only as economic and cultural asset, but also is as a way of life. batik society in pekalongan has sense of belonging and sense of pride towards batik as a beautiful work of art. so, they have sense of obligation to revival and to develop batik. batik society in pekalongan is facing the rise and fall of the tides because of there were some kinds economic and political crisis and change. pekalongan batik is big because of challenge not just the contribution. the golden age of pekalongan batik was in 1950s--in the end of 1960s, because batik as the important of livelihood in pekalongan city. some kinds of crisis and challenge could be the positive impact for it. the reaction of these challenges are appearing the creation and innovation so the new products are born in order to enrich pekalongan batik. crisis in 1970s was caused by batik printing technique that changed into silk handmade. the economic crisis in 1997 created batik that used pineapple tight, banana tight, and local silk. as a batik city, pekalongan is the place where batik strongly influenced by china, arabic, european-dutch, and japanese culture. on the other hand, pekalongan batik is influenced by local style from surakarta, yogyakarta, and other places. these various influences effected pekalongan batik so beautiful and interesting, have various motif and colorful. to make to be strong as “batik city”, the government of pekalongan city defined a slogan: batik that means bersih (clean), aman (safety), tertib (disciplinary), indah (beautiful), and komunikatif (communicative). keywords: batik, economy, innovation, cultural identity. a. pendahuluan enyebut nama kota pekalongan orang akan terbayang pada jemuran kain batik dan bau malam yang dapat dijumpai seharihari di setiap sudut kota. dalam masyarakat jawa, batik merupakan simbol status sosial, simbol kekayaan, dan simbol identitas kultural. pekalongan dikenal sebagai kota batik karena merupakan pusat kerajinan dan perdagangan batik, sehingga batik menjadi denyut nadi kehidupan sehari-hari warga masyarakat. batik pekalongan yang tumbuh dan berkembang menjadi salah satu karakteristik produk unggulan telah dikenal sejak dahulu kala, baik di * penulis adalah staf pengajar di jurusan sejarah fib undip semarang m lingkup nasional maupun internasional. sebagai produk seni adiluhung yang pada awalnya diwarnai simbol-simbol keraton dan penggunaannya terbatas pada kalangan bangsawan, sekarang batik telah berkembang memenuhi kebutuhan fashion. batik yang corak motifnya didominasi flora-fauna dengan pewarnaan cemerlang merupakan gaya pesisiran sehingga melahirkan batik khas pekalongan.1 batik sebagai identitas kota pekalongan tidaklah keliru, karena pada awal abad ke-20 broersma sudah mengatakan bahwa pekalongan diwarnai dengan batik yang dibuat oleh penduduk pribumi. meskipun perusahaan batik bukan merupakan industri yang besar, tetapi di hindia belanda pembuatan batik merupakan kerajinan rumah tangga yang diusahakan oleh sebagian besar masyarakat. batik pekalongan merupakan kerajinan tangan yang penting artinya bagi kehidupan ekonomi.2 batik pekalongan sudah lama dikenal, bahkan sejak lebih dari satu abad yang lalu. pada awal abad ke-20 kontrolir keuangan pusat (controleur bij de centrale kas) raden mas utaryo mengatakan: “pekalongan tanpa industri perbatikan bukanlah pekalongan”. kegiatan pembatikan di pekalongan mempengaruhi aktivitas ekonomi di sektor lain sebagai contoh seorang pengelola toko mebel yang besar dan menjual berbagai mebelair kepada orang desa secara angsuran, dalam laporannya kepada direksinya di surabaya menyatakan bahwa naik turun omzet dagangannya tergantung dari pasang-surutnya usaha batik.3 identitas pekalongan sebagai kota batik, selain dilambangkan dalam logo kota pekalongan, juga terdapat pada slogan kota pekalongan yaitu batik yang artinya bersih, aman, tertib, indah, dan komuniakatif. 4 pekalongan sebagai kota batik merujuk pada mata pencaharian warga kota yang sebagian besar bersumber pada batik. batik merupakan andalan ekonomi kota pekalongan setelah perikanan. pekalongan mempunyai 1 pemerintah kota pekalongan, pekalongan membatik dunia, (pekalongan: pemerintah kota pekalongan, 2009), hlm. 9. 2sutejo k. widodo, ikan layang terbang menjulang, (semarang: badan penerbit universitas diponegoro, 2005), hlm. 77. 3 p. de kat angelino, rapport betreffende eene gehouden enquete naar de arbeidstoestanden in de batikkerijen op java en madoera door den inspecteur bij het kantoor arbeid, publicatie no. 6 van het kantoor van arbeid, 1930. hlm. 223. 4sumarni, “selayang pandang museum batik di pekalongan” dalam emirul chaq aka, pekalongan inspirasi indonesia (pekalongan: pemda kota pekolongan bekerjasama dengan the pekalongan institut dan kirana pustaka nusantara, 2006), hlm. 183. potensi besar di bidang perikanan laut yang ditandai dengan status pelabuhan pekalongan sebagai pelabuhan perikanan nusantara. pekalongan yang merupakan pelabuhan perikanan terbesar di pulau jawa.5 hingga kini pekalongan menjadi penghasil batik terbesar di indonesia yang produksinya tersebar ke seluruh nusantara dan diekspor ke berbagai negara. perkampungan batik banyak ditemukan di kota ini. kehidupan sehari-hari masyarakat di berbagai sudut kota diwarnai oleh kesibukan yang terkait dengan batik. batik menjadi nafas kehidupan sehari-hari warga pekalongan dan merupakan salah satu produk unggulan. karena terkenal dengan produk batiknya, pekalongan dikenal sebagai ”kota batik”. citra itu datang dari suatu tradisi yang cukup lama berakar di pekalongan. berkembanganya batik pekalongan didukung oleh kuatnya tradisi membatik yang tidak hanya merupakan kebutuhan ekonomi saja, tetapi juga dorongan untuk mengekspresikan karya seni yang indah. batik selain menjadi mata pencaharian yang dipandang sebagai berkah bagi masyarakat pekalongan juga merupakan ekspresi seni. selain bermanfaat bagi penduduk pekalongan, batik juga dikenal sebagai usaha kerajinan seni yang bersahabat dan kerajinan seni komunal yang dikuasai oleh penduduknya. industri kerajinan batik di pekalongan merupakan industri kerajinan rakyat yang fenomenal. batik merupakan karya seni yang memiliki nilai-nilai kultural yang unik. eksistensi batik dapat dijumpai setiap saat di seluruh sudut kota pekalongan. sementara itu aktivitas produksi dan perdagangan batik hidup sepanjang hari, bahkan hingga larut malam. denyut kehidupan masyarakat yang tidak pernah lepas dari batik ini mengantar pekalongan dengan citra sebagai “kota batik”. pada awalnya pekalongan hanyalah sebuah desa pesisir kecil tetapi karena batik potensial sebagai aset ekonomi dan aset budaya dan adanya masyarakat batik yang kuat kemudian terbentuklah identitas dan citra pekalongan sebagai “kota batik.” bagi masyarakat pekalongan batik bukan hanya sebagai komoditas yang diproduksi dan diperjualbelikan sebagai barang dagangan atau sebagai sumber ekonomis, tetapi secara psikhologis menjadi suatu kebanggaan, karya seni yang indah, dan tindakan ekspresif yang melambangkan simbol masyarakat. citra sebuah kota dimulai ketika terbentuk simbol-simbol perkotaan yang tampak dari toponim, pola pemukiman, bangunan, landscape, logo, monumen, eksterior, interior, lagu, bahasa, ungkapan, mitos, dan simbol referensial 5 kantor pariwisata kota pekalongan, potensi pariwisata kota pekalongan (pekalongan: 2001), hlm. 7. lain.6 terbentuknya kota pekalongan sebagai “kota batik” tidak dapat dilepaskan dari simbol-simbol perkotaan yang melekat di dalamnya. batik telah menjadi ciri kultural masyarakat pekalongan yang tampak dalam berbagai aspek kegiatan ekonomi, sosial, politik, budaya, bahkan agama. penyelenggaraan festival batik juga merupakan upaya untuk memperkokoh identitas kultural sebagai “kota batik”. untuk memperoleh eksplanasi secara jelas mengenai identitas pekalongan sebagai “kota batik”, diajukan beberapa pertanyaan berikut ini. bagaimana sejarah batik di kota pekalongan? mengapa batik mampu mengangkat pekalongan dengan identitasnya sebagai “kota batik”? mengapa batik bisa menjadi simpul yang mengikat berbagai komponen masyarakat pekalongan? b. metode penelitian penelitian ini menggunakan metode sejarah untuk memahami dinamika aktivitas ekonomi batik dan terbentuknya identitas kultural pekalongan sebagai “kota batik”. dalam pengumpulan data digunakan metode sejarah yang digunakan untuk mengumpulkan sumber-sumber sejarah, menyeleksi sumber-sumber yang relevan, dan mengujinya secara kritis untuk memperoleh sumber-sumber sejarah yang otentik dan kredibel sehingga menghasilkan fakta sejarah. fakta sejarah kemudian dianalisis ke dalam suatu uraian yang sistematis dan diletakkan dalam konteks historis. agar kajian historis mampu mengungkapkan berbagai tingkat dan dimensi sesuai dengan fenomena atau realitas sejarah, pembahasan harus dilakukan secara analitis yang berpusat pada masalah dengan cara mencari jawaban atas pertanyaan mengapa, bagaimana, dan apa jadinya fenomena sejarah yang dikaji.7 sumber yang digunakan dalam penelitian berupa sumber tertulis dan sumber lisan. sumber tertulis tentang industri batik cukup memadai sebagai bahan penelitian, baik berupa sumber primer mau pun sumber sekunder. mengingat periode yang dibahas dari tahun 1950 hingga 2007, maka digunakan pula metode oral history untuk mencari informasi tentang berbagai hal yang terkait dengan batik dan kota pekalongan. pengumpulan sumber sejarah lisan mempunyai teknik-teknik dan 6 peter j.m. nas, hypercity the symbolic side of urbanism (london : kegan paul limited , 2006), hlm. 8. 7 sartono kartodirdjo, pendekatan ilmu sosial dalam metodologi sejarah : suatu alternatif (jakarta : pt gramedia, 1992). prasarana tersendiri. pekerjaan yang terpenting adalah : wawancara, menyalin, dan menyunting.8 c. pembahasan hasil penelitian 3.1. perkembangan batik di kota pekalongan dalam buku batik fabled cloth of java, disebutkan bahwa batik telah diperdagangkan di di pekalongan sejak tahun 1840-an atau lebih awal lagi.9 hal ini juga didukung oleh banyaknya pedagang etnis cina dan arab yang tinggal di daerah pesisiran, yang memperdagangkan kain batik sebagai komoditi utama mereka yang sangat menguntungkan. para pedagang batik ini pada awalnya hanya memesan batik kepada pengrajin batik yang saat itu banyak tersebar di desa-desa. konon kebiasaan memesan batik sudah terjadi sejak abad ke-16 atu sebelum jaman voc. di pekalongan batik berkembang di sekitar daerah pantai, yaitu di daerah pekalongan kota dan daerah buaran, pekajangan serta wonopringgo. pada tahun 1850 pekalongan sudah menjadi pusat batik yang terkemuka. motif asli batik pekalongan sebenarnya memiliki persamaan dengan motif batik surakarta dan yogyakarta. masuknya pengaruh budaya asing telah memperkaya motif dan tata warna batik pekalongan. pengaruh asing dari kebudayaan cina, india, arab, belanda, dan jepang sudah jelas cukup besar dalam pembentukan desain dan tata warna batik pekalongan. batik khas pekalongan adalah batik jlamprang yang menggunakan ragam hias patola dan mendapat pengaruh dari india dan arab.10 berbagai inovasi produk dalam ragam hias, teknik pewarnaan, dan penggunaan bahan menyebabkan batik pekalongan memiliki ragam hias dan tata warnanya senantiasa silih berganti, dinamis, dan mengikuti perkembangan pasar. ragam hias batik pekalongan merupakan integrasi dari berbagai macam budaya karena batik pekalongan mengapresiasi keinginan konsumen baik dalam negri maupun manca negara. motif batik di daerah pesisir jawa diperkaya dengan hadirnya pengaruh budaya cina yang melukiskan burung hong, burung merak, burung phoenix, liong, kura-kura, dewa-dewi, motif-motif hiasan pada 8kuntowijoyo, metodologi sejarah (yogyakarta : pt tiara wacana, 1994), hlm. 24. 9 mccabe inger elliot, batik ,fabled cloth of java, (new york : potter, 1984), hlm. 43. 10kusmin asa, batik pekalongan dalam lintasan sejarah, paguyuban pencinta batik pekalongan, 2006, hlm. 19. http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=4&trm=batik http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=4&trm=fabled http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=4&trm=cloth http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=4&trm=java http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=1018&trm=new http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=1018&trm=york http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=1018&trm=potter keramik kuna, dan motif-motif yang menggambarkan mitos cina. 11 wanita belanda yang menjadi pengusaha batik di pekalongan dari tahun 1860-1940 memunculkan motif batik belanda yang memiliki ciri khas sebagai berikut : 1). motif buketan terdiri dari berbagai macam rangkaian bunga, 2). motif dongeng yang menggambarkan dongeng si tudung merah, batik cinderella, batik putri salju, batik arak-arakan penganten, dan sebagainya, 3). batik yang menggambarkan kegiatan penting yaitu batik perang jawa, batik perang lombok, batik kompeni, dan lain-lain.12 motif batik pekalongan juga diperkaya dengan pengaruh jepang berupa kupu-kupu dan bunga sakura, leli, mawar, anggrek dengan kombinasi warna menurut selera jepang seperti kuning, coklat, biru-hijau, violet, pink, dan merah. masa pendudukan jepang melahirkan batik jawa hokokai dengan desain dan warna yang sangat dipengaruhi budaya jepang, meskipun dengan latar belakang batik kraton seperti parang, kawung, lereng, dan ceplokan. batik jawa hokokai merupakan batik dengan ragam hias dan tata warna yang mirip dengan ragam hias pakaian kimono.13 batik jawa hokokai diproduksi oleh pengusaha di pekalongan, terutama oleh pengusaha cina pada sekitar tahun 1942-1945. terdapat pula pengaruh jepang pada ornamen yang disebut susomoyo yaitu desain pada tepi dengan kombinasi bunga dan kupu-kupu yang disusun dari ujung atas ke bawah kain, dan dari sisi bagian bawah kain yang disusun seperti ornamen pada kimono.14 pada masa itu juga lahir batik pagi-sore yang menampilkan dua macam pola batik dengan dua warna yang berbeda pada selembar kain dengan maksud bahwa satu kain dapat dipakai secara bergantian dengan dua pola yang berbeda. munculnya batik pagi-sore karena persediaan kain di jawa mengalami kekurangan akibat impor kain cap sen dari belgia dan belanda terputus, sedang bahan pewarnanya melimpah. selain pengaruh asing pada motif batik pekalongan, pada masa pasca kemerdekaan terdapat batik motif merak ngigel yaitu burung merak menari yang dilukiskan pada kain batik sebagai 11ibid., hlm. 43-49. 12koko sondari & yuswati, album seni budaya batik pesisir (jakarta: direktorat jendral kebudayaan departemen pendidikan nasional, 1999), hlm. 18-22. 13wahono dkk, gaya ragam hias batik tinjauan makna dan simbol. pemerintah daerah propinsi jawa tengah dinas pendidikan dan kebudayaan museum jawa tengah “ronggowarsito”,2004. hlm. 195. 14 santoso doellah, batik the impact of time and environment (surakarta : danar hadi, 2001), hlm. 202-203. simbol sifat masyarakat pekalongan yang tidak mau ditindas, independen, dan mandiri.15 usaha batik mengalami puncak kesuksesan ketika pemerintah menerapkan program benteng pada tahun 1950-an, yang merupakan kebijakan pemerintah untuk menumbuhkan kewirausahaan indonesia dan menumbuhkan nasionalisme ekonomi. di bawah pemerintahan presiden soekarno, gkbi mempunyai kedudukan yang kuat sebagai pemegang lisensi untuk mengimpor kain mori. pada waktu itu gkbi mencakup sekitar 40 koperasi yang mewakili sekitar 8.000 usaha keluarga atau bengkel batik kecil-kecilan dan hampir separoh anggotanya berada di pekalongan. 16 gerakan koperasi saat itu terus berkembang dan mendorong h. ahmad djunaid bersama teman-temannya mendirikan koperasi batik persatuan pembatikan indonesia pekalongan (ppip) pada tahun 1952 dengan anggota 750 orang. langkah pertama yang dilakukan ppip adalah menyediakan cambrics dan zat pewarna. pada tahun 1957 ppip dikenal secara luas. berdirinya ppip mendorong munculnya koperasi-koperasi batik yang lain misalnya koperasi batik setono (kbs) di daerah setono, koperasi batik tirto di kecamatan tirto, dan koperasi pekajangan di pekalongan selatan. gejala ini menandai bangkitnya pengusaha pribumi muslim yang selama ini berada dalam posisi lemah. timbulnya rasa persatuan di antara pengusaha batik melalui wadah koperasi telah memperkuat posisi industri batik sebagai pilar pembangunan ekonomi.17 sejak tahun 1950-an hingga era pertengahan tahun 1970-an bisa dikatakan merupakan puncak kejayaan dunia koperasi di pekalongan. berbagai pabrik mori berdiri megah seperti setono, pringlangu, buaran, kedungwuni, dan pekajangan. kota pekalongan saat itu sebagai pusat penghasil mori yang cukup besar sekaligus sebagai pemasok untuk seluruh jawa.18 pada tahun 1960 ditemukan teknik printing. pembuatan batik dengan sistem printing mulai diterapkan oleh para pelaku pasar dengan modal yang cukup kuat. teknik printing itu akhirnya menggulung perusahaan-perusahaan batik lainnya, terutama perusahaan batik tradisional. hal tersebut diperburuk dengan temuan-temuan warna-warna 15wawancara dengan h.djazuli fadjari pada tanggal 9 agustus 2010 di kauman, pekalongan. 16yahya a. muhaimin, bisnis dan politik : kebijaksanaan politik indonesia 1950-1980, (jakarta: lp3es, 1990), hlm. 236. 17wawancara dengan drs. sony hikmalul msi, 1 september 2010 di pekalongan. 18 maryati, dkk., memori kunjungan presiden, diterbitkan oleh bagian humas dan protokol pemkot pekalongan jl. mataram 1 kota pekalongan, 2007. baru dalam batik yang merupakan kombinasi warna dari bahan-bahan pewarna kimia yang menghasilkan warna lebih cerah dan beragam. batik printing adalah batik yang proses pembuatannya menggunakan sistem sablon, bukan tekstil bermotif batik yang pembuatannya menggunakan mesin. pada tanggal 10 januari 1967 pemerintah memberlakukan undangundang no 1 tentang penanaman modal asing (pma) dan 3 juli 1968 undang-undang no 6 tentang penanaman modal dalam negeri (pmdn). kebijakan itu mendorong munculnya pabrik tekstil yang kemudian dapat menghasilkan tekstil printing motif batik, sehingga mengakibatkan kehancuran sebagian besar pengusaha tradisional atau produsen bumi putera yang diganti oleh perusahaan-perusahaan cina dan asing. 19 perusahaan-perusahaan kecil yang kekurangan uang tunai mengalami kehancuran. pada awal 1970-an para pengusaha tenun dan batik di pekalongan banyak yang gulung tikar karena pemerintah cenderung ingin mengganti industri-industri tradisional atau kerajinan kecil yang menurut pemerintah kurang efektif dengan industri padat modal. beberapa pengusaha batik mengalihkan usahanya di sektor lain, bahkan ada yang beralih kedudukannya menjadi buruh. kegiatan industri dan perdagangan batik sepi, sehingga suasana kota tidak ada gairah. pada tahun 1970-an muncul investor-investor besar yang menanamkan modalnya dalam usaha batik printing seperti batik danar hadi, batik keris, batik semar, dan lain-lain di surakarta. ketika itu di pekalongan juga berdiri industri tekstil printing yang berlatar belakang modal asing maupun modal dalam negri. kehadiran pabrik tekstil itu menyebabkan kehancuran pengusaha batik skala kecil, tetapi pengusaha besar tidak banyak terpengaruh. industri printing tersebut berdampak negatif terhadap kondisi ekonomi masyarakat pekalongan yang sebagian besar bermata pencaharian dalam industri kerajinan batik. pada tahun 1970-an juga banyak pengusaha batik yang mulai memproduksi batik sablon di samping batik tulis. di kota pekalongan pada tahun 1975 terdapat 257 perusahaan batik dengan 3.295 buruh.20 pada tahun 1978 banyak pengusaha yang memproduksi batik sablon atau printing semata dan mulai meninggalkan sama sekali batik tulis. meskipun mendapat persaingan tajam dari batik printing dan industri tekstil skala besar yang efeknya sangat dirasakan pada tahun 1980-an, namun batik sebagai kegiatan ekonomi masih terus bertahan.akan tetapi 19yahya a. muhaimin, op. cit., hlm. 194-196. 20kompilasi data kota pekalongan tahun 1975. karena produksi batik jenis cetak atau printing itu berskala besar atau massal mereka tidak mampu memproduksi banyak dan memasarkannya sehingga produksi menumpuk dan perputaran modal menjadi terhenti. jaringan pemasaran batik ternyata tidak mampu mereka tembus karena sudah dikuasai oleh para pedagang non pribumi, terutama cina. akhirnya mereka banyak yang hanya menjadi buruh para pengusaha atau pedagang cina. salah satu alasan mereka terjebak menjadi buruh adalah ketidakmampuan atau ketidakberdayaan mereka menembus jaringan pemasaran. mereka inilah yang disebut dengan pengusaha buruh.21 kehancuran pengusaha batik tradisional ini sangat dirasakan masyarakat pekalongan. pada masa kejayaan batik, suasana kota pekalongan sangat ramai diwarnai oleh aktivitas masyarakat yang bekerja di sektor industri dan perdagangan batik. pada setiap kamis malam banyak orang pergi berjalan-jalan dan berbelanja karena para buruh batik menerima gaji setiap hari kamis. sebagai masyarakat yang memiliki identitas muslim sangat kental, tradisi hidup santri sangat melekat dalam kehidupan masyarakat. hari jum‟at adalah hari libur, karena hari itu untuk beribadah. perubahan suasana kota sangat terasa terutama di sepanjang jalan protokol di kota pekalongan yang tadinya setiap sore diramaikan oleh jual beli batik, kemudian berubah menjadi sepi. para juragan batik banyak yang menjadi pengusaha-buruh dan sebagian lagi alih profesi karena batik dipandang tidak lagi bisa diandalkan sebagai lapangan kerja yang menjanjikan.22 namun sebenarnya masih banyak perusahaan batik pribumi yang mampu bertahan dalam situasi sulit. bahkan ada perusahaan batik yang tumbuh justru pada saat batik mengalami kemerosotan. tobal batik misalnya dirintis pada tahun 1972 dengan produksi pertama hanya 25 potong. produksinya itu semula hanya dipasarklan dari losmen ke losmen. kemudian wisatawan manca negara juga menjadi sasaran. berkat keuletan memasarkan hasil produksinya kemudian terjadi proses komunikasi sehingga pembeli musiman pun bisa direkrut menjadi pembeli tetap.23 pada tahun 1974 mulai mengekspor produknya ke amerika dan perancis. 21 hajriyanto y. thohari, patah tumbuh hilang berganti studi kasus bertahannya industri kerajinan batik tradisional di desa simbang kulon pekalongan, tesis magister antropologi program pascasarjana program studi antropologi jakarta, 1993, hlm. 80. 22wawancara dengan hj. fatchiyah a. kadir pada tanggal 3 september 2010 di pekalongan. 23pekalongan kota batik, pemerintah daerah tingkat ii kotamadya pekalongan dan kadin daerah tingkat ii kotamadya pekalongan, hlm. 59. motif-motif yang dibuat sesuai dengan permintaan seperti motif indian amerika dan afrika. untuk memenuhi pesanan itu pada awalnya menyalin dari buku-buku, kemudian dimodifikasi dengan didesain sendiri oleh pemilik perusahaan. semua motif-motif itu sampai sekarang masih dikembangkan karena permintaan masih ada. pada akhirnya berkembanglah motif-motif batik yang disukai oleh orang asing. batik yang dibuat adalah batik tulis dan batik cap. saat ini produk batik tobal diekspor ke amerika, canada, dan perancis, dan jerman. pada 1992 atas jasanya mempekerjakan orang-orang cacat, tobal batik memperoleh piagam dari depsos. kemudian pada tahun 1993 memperoleh upakarti dari presiden karena dinilai berhasil bekerja sama dengan perusahaan kecil-kecil. tobal batik sebagai bapak angkat untuk membina mereka. ketika terjadi krisis moneter pada tahun 1998 tidak ada perubahan karena ekonomi amerika dan eropa tidak bermasalah sehingga ekspor tetap baik.24 walaupun terus bertahan batik pekalongan sebenarnya mengalami penurunan. jika pada tahun 1972 industri kerajinan batik di kota pekalongan masih berjumlah 1300-an, namun pada tahun 2005 tinggal 300-an.25 meskipun demikian pekalongan tetap menjadi produsen batik terbesar di indonesia. pada tahun 2005 investasi yang tertanam pada seluruh kegiatan usaha perbatikan di kota pekalongan sangat besar. khusus batik tulis saja mencapai 128,75 miliar. setiap tahun produk batik tulis diekspor ke australia, amerika, korea selatan, jepang, cina, timur tengah, dan singapura rata-rata sebesar 118.275 kodi, dengan nilai ekspor 1.205 juta dolra as. batik motif (batik printing) juga memberikan sumbangan cukup besar terhadap perekonomian kota pekalongan. pada tahun 2005 terdapat 33 industri batik printing dengan nilai investasi 75,27 miliar dan mayoritas merupakan industri kecil dan industri rumah tangga. maraknya industri perbatikan juga ikut andil dalam menumbuhkan industri konveksi. di kota pekalongan terdapat 410 industri konveksi yang tersebar merata di empat kecamatan: pekalongan utara, barat, timur, dan selatan. dari 46 kalurahan yang ada, dua kalurahan memiliki denyut paling kencang dari usaha konveksi ini yaitu klego dan landungsari, keduanya di pekalongan timur. produk yang dihasilkan berupa hem, busana wanita, pakaian anak, sprei, baik yang berbahan 24wawancara dengan hj. fatchiyah a. kadir, pada tanggal 3 september 2009 di pekalongan. 25prosiding seminar batik pekalongan, jejak telusur dan pengembangan batik pekalongan (pekalongan : paguyuban batik pekalongan, 2005), hlm. 45. batik tulis maupun batik printing. 26 sementara pada 2007 setiap harinya minimal 4 truk kontainer yang penuh dengan batik dikirim ke jakarta. jumlah ini belum termasuk yang dikirim ke kota-kota besar lainnya. 3.2. batik sebagai identitas kota pekalongan pekalongan sebagai ”kota batik” tercermin dalam logo kota pekalongan yang menggambarkan simbol kota pekalongan. lambang yang dipakai kota pekalongan sampai sekarang, pada awalnya berasal dari produk dewan perwakilan rakyat daerah kota besar pekalongan tertanggal 29 januari 1957 dan diperkuat dengan dicantumkannya tambahan lembaran daerah swatantra tingkat i jawa tengah tanggal 15 desember 1958 seri b nomor 11. hal ini juga disahkan oleh menteri dalam negeri dengan keputusannya tanggal 4 desember 1958, nomor: des. 9/52/20, dan telah mendapatkan persetujuan penguasa perang daerah teritorium iv dengan surat keputusannya tanggal 18 nopember 1958, nomor: kpts-ppd/00351/11/1958, sehingga simbol kota pekalongan seperti dalam gambar di bawah ini.27 gambar: simbol kota pekalongan 26wawan kardiyanto, “solo kota seni batik, mungkinkah?” gema universitas batik surakarta, th xviii/33/2005, hlm. 6-7. 27 oethomo rs dan bambang adiwahyu danusaputra, menelusuri berdirinya kota pekalongan rasa swarga gapuraning bumi, (pekalongan, 1986), hlm. 5. simbol kota pekalongan itu mempunyai makna sebagai berikut:28 1) daerah kota dilambangkan dengan benteng mataram, sebab kota timbul dari benteng dan pekalongan menurut sejarahnya termasuk wilayah mataram. 2) ikan di dalam jaring lambang kota yang asal mulanya tumbuh karena menjadi tempat penangkapan ikan laut. warna ikan putih melambangkan hasil yang bermanfaat. 3) jaring dan ikan di dalam warna biru melambangkan samudra yang makmur. 4) canthing berwarna merah melambangkan pekalongan sebagai kota perdagangan batik yang hidup. 5) canthing terletak di dalam warna kuning yang merupakan simbol kesejahteraan. 6) motif batik jlamprang menunjukkan identitas batik pekalongan. batik sebagai identitas kultural di kota pekalongan tidak hanya dapat dijumpai dalam bentuk komoditi industri dan perdagangan yang merupakan bagian dari sistem mata pencaharian penduduk, tetapi juga pada bentuk-bentuk lain. masyarakat kota pekalongan mengenal batik tidak hanya sebagai busana dan interior tetapi dalam berbagai bentuk. ada lomba membuat gapura batik dan lukisan batik dalam merayakan hari-hari besar, terutama peringatan hari proklamasi kemerdekaan. maka batik pun akan menyemarakkan landscape kota. baik juga dapat ditemukan sebagai hiasan pada bemper becak dan helm batik. kelebihan dari kemampuan para perajin batik ini adalah ciptaanya yang bersifat eksklusif. batik menjadi aset ekonomi dan aset budaya bagi masyarakat kota pekalongan. sebagai aset ekonomi batik telah lama menjadi sumber mata pencaharian masyarakat kota pekalongan. aneka produk batik menjadi sokoguru perekonomian masyarakat kota pekalongan. kerajinan batik merupakan bagian dari kegiatan ekonomi yang mempunyai kontribusi besar dalam memberi kesejahteraan masyarakat serta menyediakan lapangan kerja sehingga mampu menyerap tenaga kerja yang besar. sebagai seni kerajinan rakyat, sebagian besar proses produksi batik dikerjakan di rumah-rumah sebagai home industry. batik pekalongan juga mempunyai peranan sangat potensial untuk mendukung sektor pariwisata yang menjadi kekuatan perekonomian rakyat secara nasional. sebagai aset budaya batik merupakan hasil karya seni kerajinan lokal yang mengekspresikan keindahan dan nilai budaya yang tinggi, 28ibid., hlm 146. sekaligus dapat mempertegas identitas lokal. batik juga memiliki nilai falsafah yang tercermin pada makna simbolik dari motif dan ragam hias batik serta penggunaan warna. adanya aneka ragam motif batik dari berbagai daerah yang menunjukkan ciri-ciri lokal, memposisikan batik sebagai kebanggaan masyarakat pemiliknya. batik merupakan atribut sosial budaya yang menghasilkan identitas yang berbeda dari suatu masyarakat sehingga memberi suatu perasaan bersama. dengan demikian, batik menjadi ikon atau local genius yang menunjukkan adanya identitas lokal. local genius menunjukkan bahwa masing-masing daerah mempunyai cirinya sendiri, mengalami proses evaluasi tersendiri, dan terdapat diferensiasi antara yang satu dengan yang lain.29 kemampuan untuk menangkap selera konsumen menyebabkan batik pekalongan mempunyai ciri spesifik, yang merupakan gabungan antara berbagai unsur kebudayaan. inovasi produk dalam ragam hias, teknik pewarnaan, dan penggunaan bahan menyebabkan batik pekalongan memiliki ragam hias dan tata warna yang senantiasa silih berganti, dinamis, dan mengikuti perkembangan pasar. pola, ragam hias, dan tata warna batik pekalongan merupakan integrasi dari berbagai macam budaya karena batik pekalongan mengapresiasi dan mengakomodasi keinginan konsumen, desainer, peminat batik, dan pihak-pihak lain baik dalam negri maupun manca negara. batik sebagai identitas kota pekalongan didukung oleh adanya semangat untuk menekuni usaha kerajinan batik karena telah menjadi jiwa dan way of life masyarakat. pandangan hidup memberi makna kepada kehidupan manusia dengan menempatkan kedudukannya dalam alam semesta serta fungsinya dalam hubungan dengan tujuan hidup.30 dalam mencapai tujuan hidupnya, masyarakat pekalongan memiliki jiwa islam cukup kental yang mendorong para pengusaha santri untuk lebih aktif, dinamis, dan inovatif dalam melakukan usaha dan perdagangan batik. konsep bahwa batik itu mberkahi bagi masyarakat pekalongan, mendorong para pengusaha batik untuk melestarikan dan mengembangkan usaha batik dalam situasi apapun juga. tradisi membatik merupakan salah satu identitas kota pekalongan. masyarakat pekalongan mengusahakan industri batik didasarkan pada tradisi, bukan hanya sebagai usaha yang didasarkan sebagai suatu kebutuhan pokok saja. membatik tidak hanya untuk mencari nafkah, 29soerjanto poespowardojo, strategi kebudayaan suatu pendekatan filosofis jakarta: pt gramedia, 1989, hlm. 118-124. 30 sartono kartodirdjo, kebudayaan pembangunan dalam perspektif sejarah yogyakarta: gadjah mada university press, 1987, hlm. 19. tetapi telah menjadi seni kerajinan yang dikuasai secara massal sebagai suatu ketrampilan rakyat. baik pengusaha maupun pembatik atau perajin batik memiliki jiwa seni, artinya mereka sebagai pengusaha atau perajin yang seniman. jiwa seni menjadi potensi yang membangkitkan sikap responsif terhadap perubahan selera masyarakat karena mereka dengan mudah dapat menciptakan karya-karya indah sesuai dengan selera konsumen. adanya jiwa seni menyebabkan masyarakat pekalongan mampu mengembangkan kreativitas dan inovasi dalam produksi. tradisi membatik berlangsung karena adanya proses regenerasi, kaderisasi, dan sosialisasi dalam keahlian teknis membatik dan ketrampilan mengelola usaha batik yang tidak pernah terputus. pola pewarisan ini menjadi sangat penting karena mengatur peralihan sumbersumber daya dan penguasaan ketrampilan teknis yang digeluti dari generasi tua ke generasi muda,31 sehingga batik menjadi sumber ekonomi kerakyatan dan identitas kultural. di pekalongan sudah terbangun rasa cinta dan tertarik pada batik sehingga masyarakat mempunyai tanggung jawab (sense of obligation) untuk melestarikan dan mengembangkan batik. masyarakat mempunyai kewajiban moral untuk membangun image secara kontinu bahwa batik adalah kebanggaan masyarakat pekalongan. masyarakat pekalongan mempunyai rasa memiliki (sense of belonging) serta kebanggaan (sense of pride) pada batik sehingga mereka begitu mencintai batik. 3.3. batik sebagai pengikat masyarakat kota pekalongan bagi masyarakat kota pekalongan batik menjadi media integrasi ekonomi karena mampu menyatukan aktivitas ekonomi dari berbagai komunitas sehingga menjadi sebuah kesatuan ekonomi dalam rangka mencapai kesejahteraan masyarakat. integrasi memiliki dimensi dari segisegi kehidupan politik, ekonomi, sosial, budaya, dan lain-lain. integrasi merupakan suatu proses membuat satu kesatuan dengan cara menambahkan bersama atau mengkombinasikan bagian dari elemenelemen yang terpisah ke dalam satu kesatuan yang integral.32 dalam lingkup lokal batik menjadi media integrasi sosial ekonomi dan budaya sehingga menjadi pengikat dan perekat masyarakat kota pekalongan. masyarakat kota pekalongan terdiri dari suku jawa, bugis, madura, banjar, minangkabau, batak, di samping etnis arab, cina, dan india. suku 31eric r. wolf, petani suatu tinjauan antropologis, terjemahan yayasaan ilmu-ilmu sosial (jakarta : cv gramedia, 1983), hlm. 125. 32j.a. simpson and e.s.c. winner, the oxford english dictionary, vol 7 (oxford: clerendon press, 1989), hlm. 1063. jawa, arab, dan cina banyak berkecimpung dalam dunia batik sehingga profil bisnis batik di pekalongan bersifat multietnis. 33 ungkapan masyarakat pekalongan untuk menggambarkan etnis yang pernah bermukim di pekalongan adalah “encik, cina, bombay, jepang, londo (belanda), tuan, singkek.” etnis yang dulu pernah bermukim di pekalongan semua terikat dengan industri dan perdagangan batik.34 di antara ketiganya, etnis jawa lah yang paling dominan. peranan berbagai etnis dan komunitas secara sinergis sangat menentukan bagi perkembangan batik pekalongan. etnis-etnis itu dapat hidup berdampingan, rukun, damai, saling menghormati, dan saling bekerja sama hingga saat ini.35 integrasi ekonomi dalam kehidupan batik di kota pekalongan bersifat makro dan mikro. secara makro integrasi ekonomi terbentuk melalui perdagangan ekonomi di pasar regional dan global. adapun secara mikro terjadi interaksi dari berbagai pelaku ekonomi yang terlibat dalam industri dan perdagangan batik di kota pekalongan. kegiatan ekonomi batik melibatkan berbagai komunitas sebagai pelaku ekonomi yang saling membutuhkan sesuai dengan profesi dan fungsi masingmasing. komunitas itu terdiri dari pengusaha/juragan, peminjam modal, pemborong, pedagang, dan para buruh berdasarkan spesialisasi kerjanya.36 pengusaha terdiri dari orang jawa, tionghoa, belanda, dan arab. pengusaha dari suku jawa berasal dari kalangan santri yang disebut wong kaji. mereka memiliki posisi terhormat karena dikenal sebagai orang yang alim, berinisiatif untuk membuat kemajuan, dan memiliki modal untuk usaha pembatikan.37 di luar komunitas-komunitas itu terdapat keterlibatan tukang becak, sopir, tukang sablon, dan pembuat bahan pembungkus/kemasan. 33amalinda savirani, “etos entrepreneurship pengusaha batik pekalongan masa kini : bertahannya perilaku „wong kaji‟?” dalam emirul chaq aka (ed), pekalongan inspirasi indonesia (pemerintah daerah kota pekalongan bekerja sama dengan the pekalongan institute & kirana pustaka indonesia, 2008), hlm. 141. 34wawancara dengan dudung alisyahbana, pengusaha batik tulis dan pengurus paguyuban pencinta batik, pada tanggal 22 september 2010. 35 labibah zain yahya, “dengan pengelolaan informasi yang sistematis: pekalongan bukan sebatas kota kenangan, dalam pekalongan inspirasi indonesia (pekalongan: pemda kota pekalongan bekerjasama dengan kirana pustaka indonesia, 2008), hlm. 166. 36 p. de kat angelino, op. cit., hlm. 211. 37hasanudin , batik pesisiran melacak pengaruh etos dagang santri pada ragam hias batik (bandung : pt kiblat buku utama, 2001), 205. ramainya perdagangan batik di kota pekalongan juga membuka kesempatan ekonomi bagi pengusaha penginapan/hotel, pengiriman paket, dan rumah makan atau warung. faktor penunjang perdagangan dan usaha batik di pekalongan didukung oleh penjual obat dan malam, penjual kain, pembuat cap dan canthing, dan pasar yang didominasi oleh para bakul (pedagang eceran).38 adanya berbagai komunitas yang hidup dari batik dan tersedianya fasilitas-fasilitas kebutuhan batik itu lah yang menjadi salah satu faktor batik tetap hidup di kota pekalongan. dari dimensi sosial, batik menjadi perekat dari berbagai komunitas, etnis, suku yang ada di pekalongan. terciptanya hubungan yang harmonis dan penuh kekeluargaan di lingkungan dunia batik mengesankan kuatnya sense of community. batik menjadi alat untuk mengekspresikan persahabatan, rasa hormat, simpati, dan harapan dalam interaksi sosial. adanya paguyuban pencinta batik pekalongan dan asosiasi lain yang beranggotakan berbagai elemen masyarakat menggambarkan bahwa batik menjadi media integrasi sosial. penggunaan seragam batik pada instansi pemerintah, perusahaan swasta, organisasi, sekolah, dan berbagai kelompok masyarakat menempatkan batik sebagai simbol kedudukan seseorang atau suatu identitas kelompok. d. kesimpulan kota pekalongan yang dikenal sebagai “kota batik” mempunyai potensi besar dalam kerajinan pembatikan dan telah berkembang begitu pesat, baik dalam skala kecil maupun besar, di tingkat nasional maupun internasional. pekalongan sebagai “kota batik” merujuk pada mata pencaharian warga kota yang sebagian besar bersumber pada batik dan berkembangnya tradisi membatik. sebagai kota yang mempunyai kegiatan ekonomi tinggi, pekalongan berhasil melintasi krisis ekonomi dengan baik dan menyambut era reformasi dan otonomi arah dengan cukup sukses dan elegan. pasang surutnya perkembangan batik pekalongan, memperlihatkan pekalongan layak menjadi ikon bagi perkembangan batik di nusantara. ikon bagi karya seni yang tak pernah menyerah dengan perkembangan zaman dan selalu dinamis. kini batik sudah menjadi nafas kehidupan sehari-hari warga kota pekalongan dan merupakan salah satu produk unggulan. hal itu disebabkan banyaknya industri yang menghasilkan produk batik. julukan itu datang dari suatu tradisi yang cukup lama berakar di kota pekalongan. 38ibid., hlm. 197. penduduk pekalongan berasal dari berbagai etnis, sehingga tidak mengherankan apabila penduduk kota pekalongan menjadi plural. mereka terikat dalam ”ikatan dunia batik” baik dalam hubungan patronclient maupun hubungan yang bersifat eksploitatif. sebagai ”kota batik” , pekalongan memiliki investasi yang tertanam pada seluruh kegiatan usaha perbatikan sangat besar yang didukung oleh strategi kebijakan pemerintah daerah kota pekalongan dalam memfasilitasi perkembangan batik dan partisipasi aktif masyarakat perbatikan. kota pekalongan kini tumbuh menjadi pusat penghasil dan pemasaran batik terbesar di indonesia. e. daftar pustaka angelino, p. de kat. 1930. rapport betreffende eene gehouden enquete naar de arbeidstoestanden in de batikkerijen op java en madoera door den inspecteur bij het kantoor arbeid, publicatie no. 6 van het kantoor van arbeid. asa, kusmin. 2006. batik pekalongan dalam lintasan sejarah, paguyuban pencinta batik pekalongan. doellah, santoso. 2001. batik the impact of time and environment. surakarta: danar hadi. elliot, mccabe inger 1984. batik, fabled cloth of java. new york: potter. hasanudin, 2001. batik pesisiran melacak pengaruh etos dagang santri pada ragam hias batik. bandung: pt kiblat buku utama. kantor pariwisata kota pekalongan. 2001. potensi pariwisata kota pekalongan pekalongan: kantor pariwisata kota pekalongan. kardiyanto,wawan. 2005. “solo kota seni batik, mungkinkah?” gema universitas batik surakarta, th xviii/33/2005. kartodirdjo, sartono. 1987. kebudayaan pembangunan dalam perspektif sejarah. yogyakarta: gadjah mada university press. kartodirdjo, sartono. 1992. pendekatan ilmu sosial dalam metodologi sejarah: suatu alternatif. jakarta: pt gramedia. kompilasi data kota pekalongan tahun 1975. http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=4&trm=batik http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=4&trm=fabled http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=4&trm=cloth http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=4&trm=java http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=1018&trm=new http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=1018&trm=york http://asa2.pica.nl/db=1/set=10/ttl=2/clk?ikt=1018&trm=potter kuntowijoyo, 1994. metodologi sejarah. yogyakarta: pt tiara wacana. maryati, dkk. 2007. memori kunjungan presiden, diterbitkan oleh bagian humas dan protokol pemkot pekalongan jl. mataram 1 kota pekalongan. muhaimin,yahya a. 1990. bisnis dan politik: kebijaksanaan politik indonesia 1950-1980. jakarta : lp3es. nas,peter j.m. 2006. hypercity the symbolic side of urbanism. london: kegan paul limited. pemerintah daerah tingkat ii kotamadya pekalongan dan kadin daerah tingkat ii kotamadya pekalongan, pekalongan kota batik. pemerintah kota pekalongan. 2009. pekalongan membatik dunia. pekalongan : pemerintah kota pekalongan. poespowardojo, soerjanto. 1989. strategi kebudayaan suatu pendekatan filosofis. jakarta: pt gramedia. prosiding seminar batik pekalongan. 2005. jejak telusur dan pengembangan batik pekalongan. pekalongan: paguyuban batik pekalongan. savirani, amalinda. 2008. “etos entrepreneurship pengusaha batik pekalongan masa kini: bertahannya perilaku „wong kaji‟?” dalam emirul chaq aka (ed), pekalongan inspirasi indonesia. pemerintah daerah kota pekalongan bekerja sama dengan the pekalongan institute & kirana pustaka indonesia. simpson j.a. and e.s.c. winner. 1989. the oxford english dictionary, vol 7. oxford: clerendon press. sondari, koko & yuswati. 1999. album seni budaya batik pesisir. jakarta: direktorat jendral kebudayaan departemen pendidikan nasional. sumarni, 2006. “selayang pandang museum batik di pekalongan” dalam emirul chaq aka, pekalongan inspirasi indonesia. pekalongan: pemda kota pekolongan bekerjasama dengan the pekalongan institut dan kirana pustaka nusantara. thohari, hajriyanto y. 1993. patah tumbuh hilang berganti studi kasus bertahannya industri kerajinan batik tradisional di desa simbang kulon pekalongan, tesis magister antropologi program pascasarjana program studi antropologi jakarta. wahono dkk, 2004. gaya ragam hias batik tinjauan makna dan simbol. pemerintah daerah propinsi jawa tengah dinas pendidikan dan kebudayaan museum jawa tengah “ronggowarsito”. widodo,sutejo k. 2005. ikan layang terbang menjulang. semarang: badan penerbit universitas diponegoro. wolf, eric r. 1983. petani suatu tinjauan antropologis, terjemahan yayasan ilmu-ilmu sosial. jakarta: cv gramedia. yahya, labibah zain. 2008. “dengan pengelolaan informasi yang sistematis: pekalongan bukan sebatas kota kenangan, dalam pekalongan inspirasi indonesia. pekalongan: pemda kota pekalongan bekerjasama dengan kirana pustaka indonesia. daftar informan 1. dudung alisyahbana, pengusaha batik tulis dan pengurus paguyuban pencinta batik. 2. h.djazuli fadjari, pengurus persatuan pembatikan indonesia pekalongan dan paguyuban kampung batik pekalongan. 3. hj. fatchiyah a. kadir, pengusaha/pemilik tobal batik. 4. drs. sony hikmalul msi, pengurus pasar grosir pekalongan. . lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 46 the effect of grammatical understanding on the ability of writing thesis students rati riana*, susanto semarang university, soekarno-hatta, tlogosari kulon, pedurungan, semarang, indonesia rati.riana@usm.ac.id article history: submitted on 16th march 2021; accepted on 30th may 2021; published on 30th june 2022 abstract the purpose of this research is to decrypt and analyze whether grammatical understanding affects the writing ability of semarang university’s students thesis and how it affects. this type of research is quantitative research with the type of research is inference used to test hypotheses to determine the influence of grammatical understanding on the ability to write thesis. the sample of this study was students who were preparing the thesis of four courses that were taken randomly. sampling techniques using probability sampling. data collection techniques are carried out by direct observation using structured questionnaires. quantitative data of questionnaire results tested with f-test. while qualitative data from thesis text analysis is analyzed descriptively. the result is that between right and wrong in 10 criteria of grammatically, that is 57.43% true and 42.57% wrong. based on the f-test results obtained results that the regression coefficient of 0.672 with a significance value of 0.000 < 0.05. this means that the effectiveness of sentences has a positive and significant influence on grammatical understanding in writing thesis. this influence supports the analysis of thesis documents with the findings of 636 sentences from the thesis author. of the 636 sentences found 429 sentences were grammatical and 207 sentences were not grammatical. the ungrammatically of the sentence is caused by several things, namely sentences without a subject, without predicates, without predicates and predicates, double-substitutes, double predicates, objects preceded by forejectives, substitutes and double-predicates, repeating subjects, without objects, not using the conjunction ”bahwa”, and inaccuracies in the use of hyphens ”then”. keywords: ability to write thesis, effectiveness of sentences, grammatically. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 mailto:rati.riana@usm.ac.id mailto:rati.riana@usm.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 47 introduction mastery of syntax and logical reasoning are two skills that writers must possess when producing scientific articles. the ability to think logically is linked to good grammatical knowledge. similarly, mastery of grammar is required while writing a thesis so that students may explain their views using correct and logical grammar that is easily understood by readers. “grammar is a branch of linguistics that explores the principles that control how people communicate. this science belongs to the field of linguistics, which examines language" (alwi, 2008). because of the students' inadequate command of grammar, the tata bahasa baku bahasa indonesia (edisi ketiga) language in the thesis will be misunderstood by the audience. as a result, pupils must be fluent in the language or understand the grammatical structure. the thesis is made up of a series of sentences with a subject, predicate, and object as the highest grammatical unit. students must understand the capacity to comprehend grammar and syntactic patterns, as well as other components such as vocabulary mastery, syntactic norms, and reasoning/logic level. thesis is a scientific paper that presents a problem whose discussion is based on the grammatically data of sentences that are empirical-objective. "thesis is a scientific paper that expresses the opinion of the author based on the opinions of others. the opinions presented must be supported by empirical-objective data and facts, both based on direct and indirect research. the language used also uses a standard language or scientific language "(e. . arifin, 2003). in general, the language used in scientific works has characteristics that can be summarized as follows. scientific language has specific characteristics. " these characteristics, among others (1) clear sentence structure and meaning, (2) brief, containing analysis and proof, present the concept in full, (3) carefully in choosing the term / word, spelling, word form, sentence, paragraph, and reasoning, (4) reproduce existing concepts or findings and develop them with new findings or concepts that have never existed, (5) objective, can be measured openly by the public, avoid persona, and subjective expressions, (6) use standard elements, vocabulary / terms, word forms, sentences, scientific reasoning, and (7) consistent in using reasoning, point of view, control of topic variables, problems, use of theoretical foundations, discussions, to conclusions and suggestions" (widjono, 2005). however, in reality, it is still found that the thesis author does not fully understand the standard indonesian language rules. students have not applied the indonesian spelling rules correctly, still often found the use of incorrect word choices, as well as ineffective sentences. “the linguistic aspect of scientific work is important to know and understand. errors in the linguistic aspect can cause errors in reporting the results of their research.” (damayanti, 2016). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 48 research related to grammatically has been conducted by other researchers. (rachman et al., 2019) examines grammatical errors in the thesis of the sam ratulangi faculty of culture students. the results obtained that there are student errors in writing in english caused by interlingual and intralingual factors. another research conducted by fahmi, namely grammatical error analysis of translated text (indonesian-arabic). the result is as follows. "found errors include word and verb state morphology, and errors in the syntax of phrases, clauses, sentences, and preposition errors. the error occurred due to the influence of indonesian language into arabic" (fahmi, 2015). similar research has also been conducted by the author (2013), namely examining the regularity and irregularity of sentence arrangement in the thesis of students who got and did not get indonesian language courses at the faculty of economics, university of semarang and faculty of animal husbandry, diponegoro university. the results obtained show that there are still many sentences not grammatical on the thesis. this research focuses on the analysis of thematics in the thesis. the results of this study are expected to contribute to students and lecturers to pay attention to aspects of language in the thesis, so that the ideas presented are appropriately understood by the reader. in this study, the analysis was done on respondents, namely the author of the thesis related to grammatical understanding of sentences in writing the thesis. analysis of this sentence is done based on language rules to know whether the sentence is grammatical or not. the problem examined is whether grammatical understanding affects the writing ability the thesis of semarang university’s students and how it affects them. one type of scientific work is the thesis that is the result of pouring out the author's idea. the means of pouring the idea are interconnected sentences that become discourse. "good discourse must have a topic or subject matter. the topic is a proposition in the form of a phrase or sentence that is at the core of the conversation"(alwi, h., soenjono d., hans l., 2003). in line with this opinion, the thesis is also a discourse that has a topic of conversation whose description is in the form of a sequence of sentences that make up the text or essay. "thesis as a whole essay is included in the scope of discourse, in which there is a harmonious meaning among the sentences, as a means of forming elements of discourse. thesis is a scientific paper that expresses the opinion of the author based on the opinions of others. the opinions presented must be supported by empirical-objective data and facts, both based on direct and indirect research"(e. . arifin, 2003) the writing of scientific works including academic writing must be based on the rules of the indonesian language. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 49 … writing is viewed from the standpoint that by following the rules of bahasa indonesia in accordance with the rules of the language, and attending to the context of use of the language, students can produce an academic text. this emphasis is implemented in the following topics covered by the subject bahasa indonesia: improved indonesian spelling, diction, sentence structure, sentences that can effectively express the argument, logic in academic writing, paragraph development, topic and title, objectives and topic sentence, outline, quotation, footnoting and bibliography (jubhari, 2009) according to (efendi s, 2015) that in language is known as grammatical units of sentences, clauses, phrases, words, and morphine. sentences are generally considered the largest grammatical unit, while morphine as the smallest grammatical unit. grammatically is related to conformity with grammar. ”grammatically as a degree of acceptance, we use language models built over shallow features such as parts-of-speech (pos) and chunk tags to estimate the acceptability of a sentence to be part of the summary.... grammatically, in general, can be defined as the quality of sentence to be well-formed or illformed”(vadlapudi, 2010) in order for clarity of sentences can be guaranteed needed effective information. this can be realized if the sentences are arranged in accordance with the rules of language regulation, so that grammatical sentences are realized. "an effective sentence has distinctive characteristics, namely the alignment of structure, paralysed form, firmness of meaning, word frugality, cohesion of ideas (cohesion and coherence), variety, and logic of language" (e. z. & s. a. t. arifin, 2000). (chaer, 2009) explained that free sentences have the freedom to stand alone and have independent meaning, but their acceptableness still depends on various factors. these factors are grammatical, semantic, and reasoning. "each sentence always contains two parts that fill each other. the passage must be able to provide an acceptable and logical understanding" (putrayasa, 2014). “a statement can be said to be a sentence if it contains at least a predicate and a subject, even though it will be accompanied by a predicate, object, complement, explanation, or does not contains any of those components” (busri & badrih, 2018 in elu & rahardi, 2020). based on some of these definitions it is concluded that grammatical, namely sentences are regularly arranged and manifested when the intertwining of sentences is arranged regularly in accordance with the rules. meanwhile, the effectiveness of sentences, in addition to their orderly arrangement, is also complemented by cohesion and coherence, structural alignment, shapeal alignment, word frugality, assertiveness of meaning, variety, and language logic. "the balance between the mind (idea) and the structure of the language used. the coma of this sentence is shown by the unity of a compact http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 50 idea and the integration of a good mind. the equivalent of this sentence has several characteristics, namely (a) it has a subject and predicate, (b) there is no double subject, (c) the intra-word conjunction is not used in a single sentence, and (d) the predicate of the sentence is not preceded by the word" (e. z. & s. a. t. arifin, 2000) meanwhile, according to (e. z. & s. a. t. arifin, 2000) the paralytic form is the similarity of the word form used consistently in that sentence. "the firmness of meaning is a treatment of protrusion on the main idea of the sentence" (e. z. & s. a. t. arifin, 2000). another requirement for such sentences to be effective is to do the saving or economical language. the savings in effective sentences according to (e. z. & s. a. t. arifin, 2000) are sparingly using words, phrases, or other forms that are considered unnecessary. the logic is that the idea of sentences is acceptable to reason and the writing is in accordance with the spelling (e. z. & s. a. t. arifin, 2000) language logic is closely related to adequate grammar mastery. one's language skills, for one, manifest in the skill of choosing the word to be used in a sentence. (rosyid, 2004) says that the benchmark of word choice concerns (1) the accuracy of expressing ideas by using words carefully, (2) truth (conformity) with the use of language rules, (3) the regularity of word use, and (4) the use of effective words (words that are not mubazir). harmony in choosing words must also be considered so that essays are of standard language value. "the author should pay attention to (1) the use of general dictionary and good synonymous dictionary, (2) new word entry, (3) effort to read as many types of writing as possible. in addition, choose words that mean denominations or connotations, choosing concrete and abstract words" (aleks a dan achmad hp, 2010) diction is used to express the right word and suitable for pouring ideas. "the accuracy of a word choice questions the ability of a word to give rise to the right ideas in the imagination of the reader or listener, such as what the author or speaker thinks or feels" (keraf, 2000). this opinion is also affirmed by other opinions. "the use of a single word instead of an expression that is two or more years old can sometimes strengthen and reflect the diction in the writing, but a concise expression makes diction more information-laden. excessive use of pewatas can reduce the strength and carefulness of diction" (aleks a dan achmad hp, 2010) in writing scientific papers, the author must also pay attention to the suitability of diction that the diction used is adjusted to the situation. this is in accordance with the following opinions. "the suitability or suitability of word choices makes it question whether we can express our thoughts in the same way in all the opportunities and environments we enter. there is an atmosphere that demands the language wearer to act more formally, there is also an atmosphere that does not require formal action. the formal atmosphere requires a formal language, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 51 while the non-formal atmosphere requires no formal language" (keraf, 2000) keraf's opinion was also supported by rosyid. "the issue of conformity, i.e. the suitability of the situation or the atmosphere of its size is counterproductive to the situation and conditions" (rosyid, 2004) sentence builder in scientific paper writing (thesis) requires the author's carefulness in putting the element of sentence forming so that there is no confusion of the sentence. "in composing a sentence it takes carefulness to put the word or if the word in question is mis-placed, the reader or listener is disturbed by the process of understanding. in order for the idea or idea of a sentence to be easy to understand, each function of the sentence section, namely subject, predicate, object, and description must support one idea" (riana, 2013). the term badudu (in riana, 2013) is a ambiguous or contamination sentence, which is a sentence that is chaotic in order, but shows distinctive features. if you are in error, then know that you are erring in this world and in the heresy. in writing the thesis should also pay attention to the spelling rules. "spelling is the rules of how to describe sounds (words, sentences, etc.) in the form of writing (letters) and the use of punctuation" (latief, 2001). in the pedoman umum ejaan bahasa indonesia yang disempurnakan dan pedoman umum pembentukan istilah (2014:14-54) it is explained that spelling includes the use of italics and capital letters, word writing, absorption element writing, and the use of punctuation. method this type of research is quantitative research with the type of research is inferential to test the hypothesis to know the influence of grammatically (accuracy of spelling mastery, accuracy of word selection, and effectiveness of sentences) on the ability to write thesis students of the university of semarang, namely in the bachelor of law majors, bachelor of accounting majors, bachelor of management majors, and bachelor of information system majors. the research in this thesis is based on prior studies that show that many thesis’s languages do not use proper syntax and that many phrases are ineffective. it is intended that by conducting this research, it will help to ensure that the sentences in the thesis follow the laws of grammar.the selection of the 4 majors can represent the population of this study. the population in this study is the student of 4 majors graduated in april 2020. based on the graduation in october 2019, the number of students of the 4 majors graduated as many as 566 people (198 student of bachelor of management, 234 student of bachelor of accounting, 59 student of bachelor of communication science, and 79 student of bachelor of law), so that the population in this study used the data. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 52 the sample of this study is the 4th student of the research object study program who is preparing the thesis. sampling techniques use probability sampling that provides equal opportunities for each element of the population to be selected as a member of the sample. the number of samples in this study used the slovin method. based on slovin formula, obtained a sample of 85 people from the 4 majors, namely 30 students from bachelor of management, 35 students from bachelor of accounting, 8 students from bachelor of communication science, and 12 students from bachelor of law. hypothesis testing this research was conducted during the covid-19 pandemic, so that data collection techniques were conducted by distributing questionnaires to students through an online system to students. as a result, 75 students filled out questionnaires. after being evaluated, the number of eligible questionnaires is 70 pieces, so the next data analysis uses 70 questionnaires. research data collection techniques through direct observation to the field using structured questionnaires. primary data consists of the accuracy of spelling implementation; accuracy of word selection; effectiveness of sentences. the accuracy of spelling, accuracy of word selection, and the effectiveness of sentences are measured based on the opinion of students (currently compiling a thesis on the indicators obtained by several definitions. the accuracy of spelling application, accuracy of word selection, and effectiveness of sentences with modified likert scale with even answers (rating scale), are as follows: very understand : 4 don’t understand : 2 understand : 3 really don’t understand : 1 secondary data in the form of literature studies, namely data collection techniques through written materials from books related to the problem studied (research results) as well as research similar thesis documents. meanwhile, the data sources used are theories that reveal aspects of the accuracy of spelling, accuracy of word selection, and effectiveness of sentences. testing this hypothesis uses f-tests to test the effect of free variables (x1, x2, x3) on non-free variables (y) through equations: y = a1 + b1x1 + b2x2 + b3x3 + e descriptions: x1 : accuracy of spelling implementation x2 : accuracy or word choice x3 : effectiveness of sentences y : student ability on writing thesis a : constant http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 53 e : error rate b1, b2, and b3 is the coefficient value of each independent or free variable. the hypothetical formulation of the equation is: ho: b1, b2, b3 = 0, there is no significant influence between the variables x1, x2, and x3 on the variable y ho: b1, b2, b3 ≠ 0, there is significant influence between the variables x1, x2, and x3 on the variable y the decision-making criteria is if the fcount < ftable or sig > significance 0,05 (5%), ho accepted dan h1 rejected, means there is no significant influence on each x variable with the y variable together or sig < significance of 0.05 (5%), ho is rejected and h1 is accepted, meaning there is a significant influence of each variable x with variable y together. in addition to the f test, in this study also used t test the significance of each independent variable against dependent variables, with the following hypothesis formulation. ho: β1, β2, β3 = 0, means independent variables do not significantly affect dependent variables. h1: β1, β2, β3 ≠ 0, means independent variables significantly affect dependent variables. the test criteria is if tcount < ttable or sig > 0,05, ho accepted and h1 rejected, independent variables do not significantly affect dependent variables; jika tcount > ttable or sig < 0,05, ho rejected and h1 accepted, independent variables do not significantly affect dependent variables. findings and discussion student response to accuracy of spelling implementation, word choice, and effectiveness of sentences based on data, the average student understands (43.90%) and very understanding (51.77%), or almost all students (95.67%) understand the accuracy of spelling implementation in the thesis. word selection data shows that (89.53%) students understand the accuracy of word choice in the thesis. furthermore the student's response to understanding the effectiveness of sentences, that 59.84% of students understand and even 20.91% strongly understand the 19 criteria of effectiveness of sentences, only 1.34% strongly do not understand and 16.6% do not understand. however, there are still criteria for the effectiveness of elusive sentences, namely avoiding the use of superordinate in word hypnotheism (32.9% do not understand), form equality (31.4% do not understand), and intra-word hyphens are not used in single sentences (28.6% do not understand). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 54 analysis of thesis writing ability from the results of the data process, obtained the answer data is really wrong student ability in writing the thesis as presented in table 1. table 1: results of analysis of thesis writing ability no criteria of thesis writing ability percentage (%) correct wrong 1. use of letters 52,9 47,1 2. use of punctuation 48,6 51,4 3. accuracy of word meaning 67,1 32,9 4. unambiguous 68,6 31,4 5. structural coma 52,9 47,1 6. parallels of form 68,6 31,4 7. word frugality 61,4 38,6 8. precision 65,7 34,3 9. logic 41,4 58,6 10. accuracy of spelling 47,1 52,9 average 57,43 42,57 in table 1, it appears that between correct and wrong in 10 criteria of thesis writing ability, the correct average is 57.43% and the wrong one is 42.57%. this data supports the three x variables as described earlier, namely 95.67% understand/very understand the accuracy of spelling implementation, 89.53% understand/strongly understand the choice of words (diction), and 80.75% understand/strongly understand the effectiveness of sentences. the effect of spelling accuracy, word choice, and effectiveness of sentences in thesis writing 1. reliability test instrument this test aims to measure the level of capability of an instrument, so that data is obtained consistently and without errors. the measuring technique used in the study was the alpha cronbach technique whose reliability index was declared reliable if the price of r obtained was at least 0.60. the existing values are entered into the formula and return the value of the reliability coefficient as presented in table 2. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 55 table 2: instrument of reliability testing no variable alpha standard alpha description 1. spelling accuracy implementation (x1) 0,830 0,60 reliable 2. word choice accuracy (x2) 0,772 0,60 reliable 3. effectiveness of sentences (x3) 0,929 0,60 reliable from the calculation of the instrument reliability index tested it can be interpreted that the value or price of r obtained above 0.60. this means that the scale structured is reliable. 2. multiple regression multiple linear regression analysis is performed to determine the effect of independent variables on the accuracy of spelling implementation (x1), accuracy of word selection (x2), and effectiveness of sentences (x3) on thesis writing ability dependent variables (y) presented in the following table. the following tables 3, 4 and 5 present multiple regression tests. table 3: summary of model parameter estimation results model r r squares adjustable r squares standard estimation of errors 1 0,648a 0,601 0,664 2,105 apredictors: contant, x3, x2, x1 table 4: variant analysis results (anova)a model sum of squares db average of squares f signification 1 regression 73,408 3 24,469 5,521 ,002b residual 292,534 66 4,432 total 365,943 69 adependent variable: y bpredictors: constant, x3, x2, x1 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 56 table 5: regression coefficienta model unstandardized coefficients standardized coefficients t signification b standard error beta 1 constant 26,342 2,076 12,688 ,000 x1 0,511 0,180 ,410 2,841 ,001 x2 0,503 0,591 ,527 0,700 ,002 x3 0,620 0,652 ,672 0,386 ,000 adependen variable: y based on table 4, 5, and 6 above, the regression equation obtained is: y = β1x1 + β2x2 + β3x3 y = 0,410 x1 + 0,527 x2 + 0,672 x3 descriptions: y = thesis writing ability x1 = spelling implementation accuracy x2 = word choice accuracy x3 = effectiveness of sentences β1, β2, β3 = coefficient of regression the multiple linear equation can be concluded as follows. 1) the regression coefficient indicates that the accuracy of spelling application has a coefficient value of positive 0.410 (β1). this indicates that the better the accuracy of the spelling application received will further improve the ability to write thesis. 2) the regression coefficient indicates that the accuracy of word selection has a positive coefficient value of 0,527 (β2). this indicates that the more precise in the accuracy of word selection done will further improve the ability to write thesis. the regression coefficient indicates that the effectiveness of the sentence has a positive coefficient value of 0,672 (β3). this indicates that the higher the effectiveness of the sentence performed will further improve the ability to write the thesis 3. model test a. anova test (f-test) anova test or f-test is a statistical test whose function is to find out if the accuracy of spelling application, accuracy of word selection, effectiveness of sentences together affect the ability to write thesis. the results showed that http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 57 f-count was 5,521 with a significance value of 0.002 < 0.05. this means that the variable accuracy of spelling implementation, accuracy of word selection, effectiveness of sentences together affect the ability to write thesis. b. coefficient of determination (r2 test) the adjusted r square (r square) coefficient is used to determine how much the free variable affects bound variables. the result of calculation of regression estimation obtained the result that the value of the determinant coefficient (adjusted r square) of 0.664. this means that 66.4% of changes to thesis writing ability (y) dependent variables can be explained by changes in independent variables of spelling implementation accuracy, word selection accuracy, and sentence effectiveness. while the remaining 33.6% is explained by other variables not proposed or described in this research model. 4. hypothesis testing a. t test (partial influence) partial tests were used to test the hypothesis of the effect of the accuracy of spelling, accuracy of word selection, and the effectiveness of sentences on the randomness of sentences in the thesis individually with a degree of significance α = 0,05. i. first hypothesis testing the first hypothesis tested the effect of spelling accuracy on thesis writing ability. a positive coefficient of 0.410 with a significance of 0.001 < 0.05 was obtained. this implies that the first hypothesis is accepted. this means that the accuracy of spelling implementation has a positive and significant effect on the ability to write thesis. ii. second hypothesis testing the second hypothesis tests the effect of word selection accuracy on the ability to write thesis. a positive coefficient of 0.527 with a significance of 0.002 < 0.05. this implies that the second hypothesis is accepted. this means that the accuracy of word selection has a positive and significant influence on the ability to write thesis. iii. third hypothesis testing the third hypothesis tests the effect of sentence effectiveness on thesis writing ability. a positive coefficient of 0.672 with a significance of 0.000 < 0.05 was obtained. this implies that a third hypothesis is accepted. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 58 this means that the effectiveness of sentences has a positive and significant influence on the ability to write thesis forms of influence of grammatical understanding on thesis text based on the analysis of four documents, found 730 sentences consisting of 636 sentences from the author of the thesis and 94 sentences in the form of quotations of other people's opinions. of the 636 sentences found 429 grammatical sentences and 207 sentences that are not grammatical. grammatical sentences or sentences that are organized because of the location of sentence-forming elements, namely subjects, predicates, objects, descriptions, and complements in accordance with the rules of grammar. meanwhile, the findings of sentences that are not grammatical are caused by several things, namely sentences without subjects, without predicates, without predicates, 2 subjects, 2 predicates, forward-speech objects, 2 subjects and 2 predicates, repeating subjects, use of hyphens then, sentences too long, wrong sentence patterns. discover the other is the inaccuracy of choice (29 pieces), the incompati a diction mismatch (12 pieces), the use of synonyms (12 pieces), the influence of foreign terms in which, do not use that word (16 pieces) as a conjunction, and the mis-application of spelling. here's an exposure to examples of ungrammatical sentences found in the study. 1. structural inequality a. sentence without subject based on the results of the study found sentences that are not grammatical because it is not subjected as examples of the following sentences. (1) after being explained at length about the purpose and purpose of the researcher, then the source has understood and is willing to provide the data completely in accordance with what the source knows. the subject of the sentence (1) is preceded by a hyphen then and there are some words that are unuseful. here's an overhaul of the sentence. (1a) after explaining the purpose and purpose of the researcher, the source already understands and is willing to provide complete data in accordance with what the source knows. the subject of the sentence (1a) is the source, the predicate is already understands and is willing to provide complete data in accordance with what the source knows, and after explaining the purpose and purpose of the researcher as a description. sentence (1a) patterned a-s-p. so, the sentence is grammatical. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 59 b. sentence without predicate the findings of sentences without predicates as examples of the following sentences. (2) according to the information shafa, one of the people who is suitable for the source place because it matches the criteria that the source. in the sentence (2) it is necessary to add the predicate is. correction of the sentence is as follows. (2a) according to the information, shafa is one of the people who is suitable to be a source because it meets the criteria sought by researchers. the subject of the sentence (2a) is shafa, the predicate is “is”, and one of the people who is suitable to be a source because it meets the criteria sought by researchers serves as a complement. sentence (2a) patterned s-p-c and grammatical. c. sentence without subject and predicate the following are examples of research findings of sentences without subjects and without predicates. (3) while the dependent variable used in this study is the customer's interest in using savings products. error sentences (3) are caused by the use of the word while in a single sentence, so the subject is unclear. the following is an improvement of the sentence. (3a) dependent variables used in this study are customers' interest in using savings products. (faculty of economics) the subject of the sentence (3a), is dependent variables used in this study, the predicate is ”are”, and the complementary is customers' interest in using savings products. sentence (3a) patterned s-p-c and grammatical. d. sentence with 2 subjects and 2 predicates the findings of sentences that have 2 subject and 2 predicate are described in the following sentences. (4) the first source explained his opinion on the communication between him and his coach, he admitted at the time of the game he only heard words or suggestions from his coach while at training he and his coach exchanged ideas and the coach gave input to his athletes. in sentence (4) there are two subjects, namely the first source and “he”, and two predicates, namely explained and admitted. the correction of the sentence is as follows. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 60 (4a) the first source explained his opinion on the communication he and his coach. (4b) he claimed at the time of the game to only hear words or suggestions from his coach while at training he and his coach exchanged ideas and the coach gave input to his athletes. the subject of the sentence (4a) is the first source, the predicate is explained, and the complementary adalah the first source explained his opinion on the communication he and his coach. sentence (4a) patterned s-p-c. in the sentence (4b), the subject is he, the predicate is only hear, the adverb is the time of the game, and the complementary is words or suggestions from his coach while at training he and his coach exchanged ideas and the coach gave input to his athletes. sentence (4a) patterned s-p-k-c and grammatical. e. subject with prepositions the findings of the study with the subject with prepositions are exemplified in the following sentence. (5) regarding the rights and obligations of employers and workers are not only regulated in the employment agreement, but also regulated in the company's regulations. the improvement of the sentence is the preposition regarding eliminated. here's the fix. (5a) the rights and obligations of employers and workers are not only stipulated in the employment agreement, but also regulated in the company's regulations. the subject of the sentence is the rights and obligations of employers and workers and the predicate is not only stipulated in the employment agreement, but also regulated in the company's regulations. sentence (5a) patterned s-p. so, the sentence is grammatical. f. sentence with 2 predicates here's an example of the sentence in question. (6) this research is a replica of the research (randhoni &ratnasari, 2018) researching the influence of knowledge, quality of service, products and religiosity on customer interest to use savings products in sharia micro finance institutions. sentence (6) has two predicates, namely is and researching. in order for the sentence to be grammatical researching as the second predicate must be eliminated. here's an overhaul of the sentence. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 61 (6a) this research is a replica of the research (randhoni &ratnasari, 2018) the influence of knowledge, quality of service, products and religiosity on customer interests to use savings products in sharia micro finance institutions. the subject of sentence (6a) is this research, the predicate is “is”, the complementary is a replica of the research (randhoni &ratnasari, 2018) the influence of knowledge, quality of service, products and religiosity on customer interests to use savings products in sharia micro finance institutions. sentence (6a) patterned s-p-c. thus, the sentence is grammatical. g. plural wording plural wording is also found in the thesis. (7) until finally forget the generations under these champions. the sentence is not grammatical because the subject begins with a hyphen until and wording a word that already has plural meanings, namely these champions. to correct the sentence, that is, eliminate the hyphen until and eliminate the repetition of the word these champions. here's the correction of the sentence (7). (7a) finally forget the generations under those champions. h. word synonymity the use of synonyms used simultaneously to represent the same idea is exemplified as follows. (8) cooperatives save loans are non-bank financial institutions that provide loans only to their members only. the use of synonyms in sentences (8), i.e. only to and only is ineffective sentences. the correction of the sentence is as follows. (8a) cooperatives save loans are nonbank financial institutions that provide loans only to their members. analysis of diction inaccuracies “inappropriate choice of words causes different meanings, as well as does not conveying the message correctly” (wijayanti¸et.all., 2014). . the diction inaccuracies found in this study were word pairing errors, hyphenation errors, word misreacts, pronouns, pronouns, and synonym usage errors. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 62 a. word pair inaccuracies here are the findings of sentences with word pair inaccuracies. (9) regarding the rights and obligations of employers and workers are not only regulated in the employment agreement, yet regulated in the company's regulations. hyphen yet used for two stand-alone sentences, but opposite each other, while the hyphen but also used for a sentence consisting of a conflicting two clauses (nuryriana, 2017). therefore, the correct hyphen for a sentence (9) is but also. in addition, the word about which means about it, i.e. parikel (ministry of national education, 2016:666) is not placed in front of the subject because it causes the subject of the sentence to be unclear. thus, the improvement of the sentence is as follows. (9a) the rights and obligations of employers and workers are not only regulated in the employment agreement, but also regulated in the company's regulations. in addition, sentences are also found using hyphens then that innaccurate. hyphen then is a conjunction to express the consequences or implications of (departemen pendidikan nasional, 2016). hyphen then in the following sentence is an example that is not appropriate in its use because it results in the sentence is not subjected. (10) when there is a risk to the customer, he will get a claim for compensation in the form of funds that vary depending on the amount of premium. correcting the sentence is to remove the hyphen then so that the sentence is subjected.. (10a) when there is a risk to the customer, he will get a claim for compensation in the form of funds that vary depending on the amount of premium. a. diction mismatch the findings of the diction mismatch study are described in the following sentence examples. (11) one of the badminton union that is on the rise besides djarum is jaya raya jakarta. diction incompatibility in sentences (11) is the use of the term on the rise which is a word meaning connotation. suitable diction is famous. based on this argument, the improvement of the sentence is as follows. (11a) one of the most famous badminton union, besides djarum, is jaya raya jakarta. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 63 b. use of the word saat to indicate the time here's an example of a sentence that uses the word saat incorrectly. (12) this association was born on the idea of the governor of dki jakarta at that time, ali sadikin, who was followed up by property entrepreneur ir. ciputra. in great dictionary of indonesian (2016:1196) that the word when (meaning is a short time) is a type of noun. to designate time must be equipped with a preposition of where it is located, i.e. prepositions on. to point the time must be equipped prepositions of where it is located, i.e. prepositions on. "for the preposition "place to be" states the occurrence of events, actions, or circumstances occurring. included prepositions are words in, on, in, and between" (chaer, 2009). in the sentence there is also a joint writing error of the word, namely followed up and the writing of the word property. based on this argument, the improvement of the sentence (12) is as follows. (12a) this association was born on the idea of the governor of dki jakarta at the time, namely ali sadikin, who was followed up by a property entrepreneur, ir. ciputra. analysis of indonesian language spelling errors the findings of misspellings of spelling are as follows. (13) the most widely used communication by coaches and athletes is verbal communication in during training, matches and at times outside of training time analysis of sentences (13) is as follows. preposition in according to the improvement of the sentence (19) is as follows. (13a) the most widely used communication by coaches and athletes is verbal communication during training, matches, and at times outside training time. conclusion based on the analysis of the influence of grammatical understanding on student thesis, semarang university concluded that the accuracy of spelling application, accuracy of word selection, and effectiveness of sentences have a positive and significant influence and jointly affect the generality of sentences in the thesis. based on the analysis of sentence data grammatically, overall that between right and wrong in 10 grammatically criteria, the correct average 57.43% and the wrong 42.57%. 80.75% understand/strongly understand the effectiveness of sentences. in addition, from the analysis of documents also corroborates that grammatical understanding affects the writing ability of students of semarang university. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 64 ungrammatically is also found in the thesis caused by several things, namely without the subject, without predicates, without subjects and predicates, 2 subjects, 2 predicates, preposition objects, 2 subjects and 2 predicates, repeating the subject, the use of hyphens then, sentences too long, wrong sentence patterns. in addition, errors were also found due to diction selection inaccuracies, diction mismatch, use of synonyms, influence of foreign terms where, not using that word as a conjunction, and misspellings of spelling. references aleks a dan achmad hp. (2010). bahasa indonesia untuk perguruan tinggi. kencana. alwi, h., soenjono d., hans l., & a. m. (2003). tata bahasa baku bahasa indonesia (edisi ketiga). balai pustaka. alwi, h. (2008). kamus besar bahasa indonesia (edisi keempat). gramedia. arifin, e. . (2003). dasar-dasar penulisan karangan ilmiah. grasindo. arifin, e. z. & s. a. t. (2000). cermat berbahasa indonesia untuk perguruan tinggi. akademika presindo. chaer, a. (2009). sintaksis bahasa indonesia: pendekatan proses. rineka cipta. departemen pendidikan nasional. (2016). kamus besar bahasa indonesia pusat bahasa. gramedia pustaka utama. efendi s, d. k. dan b. s. (2015). tata bahasa dasar bahasa indonesia. remaja rosdakarya. fahmi, a. k. (2015). analisis kesalahan gramatikal teks terjemah (indonesia-arab) dalam pendidikan bahasa arab. 105–116. jubhari, r. (2009). academic writing as discourse practice in australian and indonesian universities : iii(2), 67–81. keraf, g. (2000). diksi dan gaya bahasa. gramedia. latief, a. (2001). bahan penyuluhan bahasa indonesia: ejaan. pusat bahasa. departemen pendidikan nasional. putrayasa, i. b. (2014). kalimat efektif: diksi, struktur, dan logika. refika aditama. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 46-65 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the effect of grammatical understanding… rati riana, susanto doi: https://doi.org/10.26714/lensa.11.2.2022.46-65 65 rachman, s. a., rival, r., & haerul, h. (2019). analisis kesalahan-kesalahan gramatikal dalam tulisan bahasa inggris mahasiswa pendidikan guru sekolah dasar fip unm. jikap pgsd: jurnal ilmiah ilmu kependidikan, 3(3), 249. https://doi.org/10.26858/jkp.v3i3.10227 riana, r. (2013). ketidakefektifakan kalimat dalam penulisan skripsi. semarang university press. rosyid. (2004). kalimat efektif. rosdakarya. vadlapudi, r. (2010). on automated evaluation of readability of summaries : capturing grammaticality , focus , structure and coherence. june, 7–12. widjono, h. (2005). bahasa indonesia: mata kuliah pengembangan kepribadian di perguruan tinggi. grasindo. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.46-65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 136 analysis of conceptual metaphors in deutsche welle newspaper based on the perspective of linguistic relativity novia anjani dewi universitas pendidikan indonesia jl. dr. setiabudi no.229 bandung, indonesia noviaadewi@upi.edu article history: submitted on 10th april 2021; accepted on 14th october 2021; published on 30th december 2021 abstract generally, metaphor is a language style that is often used as a form of creativity in communicating. however, the wider scope of the use of metaphors has led to interference from other aspects, one of which is the cultural aspect. the cultural aspect is considered to play an important role in shaping the way each individual perceives something. to prove this perspective, this study aims to identify whether the use of metaphors can be influenced by culture when compared to the perspective of linguistic relativity. the object of this research was discourse text in deutche welle newspapers in indonesian and german. the 5-step metaphor analysis method was used in this research. the results of the meaning analysis that has been done, show that there is a conceptual metaphor used that is influenced by the cultural aspect. this means that the use of metaphors based on the perspective of linguistic relativity is acceptable. keywords: conceptual metaphors, discourse analysis, linguistic relativity introduction in terms of function, language is a means of communication. cruse (in pentopikalan, 2018) states that language is the ability for humans to communicate using certain types of signs and arrangement of several types of units. one of the specific signs referred to is the use of metaphors. in kamus besar bahasa indonesia (kbbi), metaphor is defined as a style of language or figure of speech, which functions to describe something by equating it with something else. this is in line with the view of lakoff & johnsen (2003) which states that metaphors reflect what we think, what we experience, and http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx mailto:noviaadewi@upi.edu lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 137 what we do in everyday life. the purpose of this reflection means that in communicating we do not have to always express something with the real meaning, but we can analogize this expression with other elements in the form of words that are considered to be equivalent to that meaning. one example of using metaphors according to kövecses (2000) is an expression of ‘love is fire’. he explained that the true meaning of the metaphorical expression is ‘i am burning with love’. thus, it can be seen that this expression does not mean ‘i am on fire with love’ but rather a metaphor that means ‘i am drunk with love’. an explanation of the conceptual metaphor put forward by lakoff & johnsen (2003) states that it is the result of mental construction based on the principle of analogy which involves the conceptualization of one element to another. these elements consist of two components, namely the source domain which is usually concrete in nature, such as things that are obtained in everyday life, and the target domain which is usually abstract in nature, thus indicating a transfer of concepts from one concept to another. for example, the expression ‘love is fire’ can be explained that the word ‘fire’ is included as the source domain and the word ‘love’ being the target domain. therefore, it can be concluded that the word love has similarities with the word fire. this means that the analogy of love can be burning, passionate, and can even go out like a fire. this analogy process is called the transfer of one concept to another. it is clear that the use of metaphors in the language is very much influenced by the variety of each individual’s cultural background. this is reinforced by arguments made by kövecses (2000) which reveals that metaphors simply reflect cultural models., the impact of cultural background is closely related to language. because language and culture are like two inseparable sides of a coin. therefore, it can be seen that the language field is not something that can stand alone without being linked or combined with other fields. one example, as put forward by sapir (in baginda, 2012) that the journey of a language goes hand in hand with cultural history. the sapirwhorf hypothesis believes that there is a relationship between language, culture, and human thought. this theory is known as the theory of linguistic relativity initiated by franz boas (1858-1942), edward sapir (1884-1939), and benyamin lee whorf (1897-1941). in kramsch (2011) they claim that people speak differently because they think in different ways. they think in different ways because their language offers a way of expressing (meaning) the world around them in different ways. based on this theory, it certainly fits the criteria for using metaphors in language. the use of metaphors needs to be applied in language use because it adds a different impression o makes it easier for someone to understand. this is reinforced by cameron's thinking (in dorst, 2010) which revealed that when people talk to each other, they will often use metaphors broadly. in a speech, metaphor is a shifting dynamic phenomenon that spreads, connects, and disconnects with other minds and other speakers, starts and restart, http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 138 develops through dynamic speech, expands, and changes. the evidence for the cultural influence of the metaphor is supported by shore's view (in cienki, 2007) which reveals that cultural models are constructed as mental representations in the same way as any mental models with the important exception that the internationalization of cultural models is based on more socially constrained experiences than in the case for idiosyncratic models. this means that the cultural model itself is based on socially constrained experiences. thus, it is assumed that each person will relate the metaphorical analogy differently according to their respective experiences, cultures, and cognition. one example of a metaphorical expression given by lakoff & johnsen (2003) namely ‘time is money’. this expression can be explained with various meanings. it could mean ‘you're wasting my time’ or it could mean ‘i don't have the time to give you’. both of these meanings have negative meanings because the meaning of the word ‘time’ in western culture is indeed something that is considered very valuable. nowadays, the use of metaphors is not only found in the scope of literature, such as in poetry, novels, and films. the use of metaphors is often found in non-fiction fields, such as news discourse and articles. this is usually done by news writers or journalists to increase their creativity in processing words and also aims to attract readers’ attention. several studies proved that the use of metaphor has indeed penetrated the scope of non-fiction such as discourse, newspapers, and others. this is under the research conducted by nirmala et al. (2010), which shows that metaphorical expressions are often used in newspaper discourse, especially when it comes to political issues during the pileg 2009 period. then another study was carried out by tawami & sari (2018) which also showed that conceptual metaphors were used again even in political rhetoric. not only that, further research conducted by haula & nur (2019) is still focused on the conceptualization of metaphors in newspapers. however, in this study, the newspaper under examination is an opinion rubric and examines the study of metaphors in terms of cognitive semantics. therefore, it can be concluded that the use of metaphors in news media or letters has indeed been done a lot and deserves to be examined. even the findings in the research of poyungi et al., (2021) state that there are two types of modality metaphors used to convey the speaker's opinion on what he or she said. this shows that metaphor is very influential on the communication process. however, of course in this study, there will be significant differences. in this study, the newspapers studied were german media newspapers. then it will be linked and compared with the translation in indonesian. this is deemed necessary to find out the irregularities contained in the vocabulary under study, as well as to prove whether the vocabulary is a metaphor or not. in addition, this study will also answer the question of whether a metaphorical expression in german and indonesian has the same or different meaning. in writing articles, journalists assume that the choice of unusual words will make readers more curious about the content of the news. for http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 139 example, news with the headline pergulatan prancis melawan islamisme in newspapers deutsche welle will have a more controversial meaning than simply prancis melawan islamisme. from several exposures which have been mentioned above can raise a specific question, how can we understand the meaning of each metaphorical expression contained in various languages, if the use of metaphors is indeed influenced by culture? in german media newspapers. of course, german and indonesian cultures are very different, especially in terms of language. there are so many vocabularies in german that don't even have their equivalent in indonesian. this is very difficult in the field of translation when you want to interpret a word that has the same meaning. as stated by fauzi et al., (2021) that each culture has its own uniqueness and uniqueness. this is mostly caused by the fact that culture contains the identity or characteristics of a group of people who inhabit a certain area. therefore, this research intends to compare every metaphorical meaning that is in the newspaper and relate it to the theory of linguistic relativity, so that it can be seen that the theory of linguistic relativity is acceptable or not in the use of conceptual metaphors. method this study uses a qualitative descriptive analysis method, as stated by sugiyono (2015) that the descriptive analysis method is used to analyze data by describing or describing the collected data as it is. the quotation means that the data will be analyzed through depiction or comparison according to the context of the sentence and its meaning. the sample selection in this study is used to select data sources, namely newspapers and metaphorical expressions contained in these newspapers. then a 5-step metaphor analysis based on steen's theory will be applied. the step that needs to be done before implementing the 5-step method is to identify the meaning of each word related to the metaphor based on the dictionary. the dictionary used is kbbi (kamus besar bahasa indonesia) and duden (german dictionary). these two dictionaries are used to compare the meanings of words from two different languages, namely indonesian and german. in this way, it will be clear whether or not there is a similarity in the meaning of each metaphor so that it can be continued in the 5-step analysis method. in this process, steen (2011) states that this 5-step metaphor analysis method is to forge the relationships between metaphorical forms in text and speech along with the conceptual structure of metaphors as assumed in cognitive linguistics in the mapping of conceptual metaphors such as argument is war. this 5-step metaphor analysis method is: 1. metaphor focus identification; 2. metaphorical idea identification; 3. non-literal comparison identification; 4. non-literal analogy identification, and http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 140 5. non-literal mapping identification. (steen in deignan, 2016) after the metaphor identification process is complete, it will be continued by comparing the results of each description of the meaning of each metaphor and relating it to the sapir-whorf theory (in kramsch, 2011) which reveals the connection between language, culture, and human thoughts. this hypothesis is closely related to the structure of language, which when used continuously can affect the way a person thinks and behaves. so, by referring to this hypothesis, it is hoped that there will be a clear final result to see whether or not there is a difference in the meaning of each word related to the metaphor based on its description between german culture and indonesian culture. findings and discussion based on the analysis process that has been carried out, identify metaphorical expressions in the newspaper deutsche welle published on 21 and 22 october 2020, it can be concluded that these expressions fall into the realm of conceptual metaphors. this is based on the use of the 5-step metaphor analysis method. steen (2011) reveals that it is important to use this 5-step analysis method to determine whether or not there is a deliberate metaphor. therefore, the use of this 5-step metaphor identification is deemed suitable to be applied in the process of analyzing metaphorical expressions in a text to see clearly whether these expressions can be categorized as metaphorical expressions or not. 1. meaning comparison of the metaphorical expressions in the process of identification of meanings, it is common to find various similarities in terms of meanings between indonesian and german. for example, the word ‘wrestling’ in german has a broader meaning than in indonesian, but this does not become an obstacle in concluding the meaning. if examined more fundamentally the word ‘wrestling’ in german has quite a lot of synonyms, so that it can be compared with the corresponding meaning of the word ‘wrestling’ in indonesian. for example, in german, the word for ‘wrestling’ is der kampf which means: major military conflict between opposing forces; violent controversies between opponents regarding their views, interests, goals; continuous striving to achieve or prevent something; and inner conflict, an inner struggle for something. while in the kbbi mentioned pergulatan has only two meanings, struggle and struggle with great effort. from this brief explanation, the conclusion is that the meaning of the word ‘wrestling’ is ‘struggle’. although the explanation of the meaning of each word element in german always has a broader meaning than in indonesian, it turns out that http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 141 some indonesian words sometimes do not exist in german. this is what causes a little confusion in the search for meaning. the word mengurita, for example, in kbbi means: tightly wrapped around something (such as the hands of an octopus); took root and spread everywhere. whereas in german the word cannot be interpreted. it is very difficult to find a specific german equivalent of the word mengurita. therefore, specifically for drawing conclusions the meaning of the word only refers to one perspective, namely according to indonesian. table 1: meaning comparison of vocabulary related to metaphors vocabulary meaning in indonesian meaning in german language drawing conclusion meaning pergulatan der kampf struggle, struggle with great effort 1. major military conflicts between enemy forces; 2. violent controversies between opponents regarding their views, interests, goals; 3. continuous striving to achieve or prevent something; 4. inner conflict, the inner struggle for something struggle melawan gegen 1. against; violate; 2. compete cheaper than others; 3. serve; 4. invite 5. prevent, eliminate; keep away; 6. resistance processes, methods, efforts to prevent (fend off, survive, and so on) 1. shows contradictions; 2. characterizes certain [opposite] actions of people, groups with each other; 3. show a reaction, approach to someone, something, opponent resistance hantu der geist 1. evil spirits (which are thought to be present in certain places) 1. spiritual beings; 2. ghost, ghost figure; 3. terrifying creature [in human form]; 4. humans in terms of their spiritual qualities; 5. people who are characterized by the nature of a particular activity or behavior scary creature http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 142 aksi die aktion 1. movement; 2. action; 3. attitude or behavior made up 1. treatment [joint planned], measurement; 2. act, be active action menggurita 1. tightly wrapped around something (like octopus hands); 2. took root and spread everywhere spread kebangkitan die auferstehung 1. about rising from the dead; 2. wake up (from sleep, sit) then stand up; 3. wake up (live) again; 4. arise or arise 1. rise again, be reborn; 2. come back arises mengakar verwurzelt 1. be the root; 2. resembling roots; 3. deep or truly united in the heart, mind, and so on (about teachings, customs, and so on) 1. rooted in something (have a strong mental attachment to something: he is deeply rooted in his homeland, in tradition) deep masalah das problem 1. question; 2. application; 3. something that has to be done (solved); question; problem; 4. the most complicated 1. difficult [not completed] tasks, difficult questions to answer, complicated questions, problems; 2. trouble problem mempertajam schärfen 1. looks fierce (view); 2. scathing or harsh (about words, criticism, etc.); 3. easy to grasp or understand (about reason, thoughts, etc.); 4. can easily injure or hurt; 5. more real, clear, and so on; 6. smart (about the mind); 7. make sharper 1. (by grinding or sharpening) make clear, sharp; 2. improve and perfect its function; 3. trained, fix make it even more real http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 143 perdebatan die debatte 1. prebuttal; 2. discussion and exchange of opinions on a matter by giving reasons to each other's opinions 1. lively discussions, arguments, disagreements; 2. discussion on a subject in parliament dispute gerakan die bewegung 1. act or state of motion (water, sea, machinery); 2. movements, businesses, or activities in the social field (politics and so on) 1. the politically significant (intellectual or ideological) joint effort of a large group; 2. more people coming together to achieve common [political] goals activities bawah tanah der untergrund 1. in the ground; 2. figuratively dark or secret (about movement and so on) 1. social area outside the established society, legality; 2. foundation, foundation secret konten der inhalt the information available through media or electronic products 1. something that is expressed in something, is represented; 2. something that fills something up spiritually; spiritual content that gives meaning information pembunuhan der mord process, means, the act of killing the deliberate murder of one or more persons with low motives murder darah membeku die blutgerinnung 1. figuratively has not changed; (rigid); static; 2. figuratively do not care about the circumstances around him; didn't react; 3. figuratively scary thing blood clots in the veins (after injury) scary wajah das gesicht 1. the front of the head; facial features; 2. figures (players and so on); 3. description, pattern vision figure http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 144 2. metaphor analysis process 5 steps method metaphor analysis using this method refers to the example of the analysis conducted by steen et al. (2010). various previous studies have also been conducted using the metaphor identification process of this method, some of which have been carried out by beger (2011) of deliberate metaphorical analysis, group (2007), panther (2009) and steen et al. (2010) has even done a thorough test. this method is suitable to forge relationships between metaphorical forms in text and speech along with the conceptual structure of metaphors as assumed in cognitive linguistics, where the mapping of conceptual metaphors such as argument is war becomes arguments < weapons. the mapping is considered suitable and easy to conclude metaphorical expressions contained in the discourse text, especially in this study. because it can facilitate the analysis process to conclude that the expressions in this text fall into the realm of conceptual metaphors. the following table shows an example of the results of analysis of metaphorical expressions using the 5-step method: table 2: metaphor analysis of the 5 step method (g. steen, 2011) steps analysis text: 1 pergulatan prancis melawan islamisme 1. identification of metaphor related words pergulatan 2. identification of metaphor related propositions p1 (pranciss melawan islamismes pergulatant) 3. identification of open metaphorical comparison sim { f, x, y [ f (pergulatan)t [ prancis melawan islamisme (x,y)]s} 4. identification of open metaphorical comparison sim [ perjuangan (pergulatan)]t [ perlawanan (prancis melawan islamisme)]s 5. identification of cross-domain mapping target < source domain perjuangan < perlawanan pergulatan < perlawanan possible inferences : arguments < weapons text: 2 hantu islam melancarkan aksi kekerasan 1. identification of metaphor related words hantu islam 2. identification of metaphor related propositions p1 (aksis kekerasans hantu islamt) http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 145 3. identification of open metaphorical comparison sim { f, x, y [ f (hantu islam)t [ aksi kekerasan (x,y)]s} 4. identification of open metaphorical comparison sim [ makhluk menakutkan (hantu islam)]t [ tindakan kekerasan (aksi kekerasan)]s 5. identification of cross-domain mapping target < source domain makhluk menakutkan < tindakan kekerasan hantu islam < tindakan kekerasan possible inferences : arguments < weapons text: 3 semakin menggurita menyusul kebangkitan islamic state. 1. identification of metaphor related words menggurita 2. identification of metaphor related propositions p1 (kebangkitans islamic states mengguritat) 3. identification of open metaphorical comparison sim { f, x, y [ f (menggurita)t [ kebangkitan islamic state (x,y)]s} 4. identification of open metaphorical comparison sim [ menyebar (menggurita)]t [ timbul (kebangkitan)]s 5. identification of cross-domain mapping target < source domain menyebar < timbul menggurita < timbul possible inferences : arguments < weapons text: 4 masalahnya sudah mengakar 1. identification of metaphor related words mengakar 2. identification of metaphor related propositions p1 (masalahnyas mengakart) 3. identification of open metaphorical comparison sim { f, x, y [ f (mengakar)t [ masalahnya (x,y)]s} 4. identification of open metaphorical comparison sim [ mendalam (mengakar)]t [ persoalan (masalahnya)]s http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 146 5. identification of cross-domain mapping target < source domain mendalam < persoalan mengakar < persoalan possible inferences : arguments < weapons text: 5 ranah publik ikut mempertajam perdebatan saat ini 1. identification of metaphor related words mempertajam 2. identification of metaphor related propositions p1 (perdebatans mempertajamt) 3. identification of open metaphorical comparison sim { f, x, y [ f (mempertajam)t [ perdebatan (x,y)]s} 4. identification of open metaphorical comparison sim [ membuat semakin nyata (mempertajam)]t [ perselisihan (perdebatan)]s 5. identification of cross-domain mapping target < source domain membuat semakin nyata < perselisihan mempertajam < perselisihan possible inferences : arguments < weapons text: 6 gerakan bawah tanah kelompok salafi. 1. identification of metaphor related words bawah tanah 2. identification of metaphor related propositions p1 (gerakans kelompok salafis bawah tanaht) 3. identification of open metaphorical comparison sim { f, x, y [ f (bawah tanah)t [ gerakan kelompok salafi (x,y)]s} 4. identification of open metaphorical comparison sim [ rahasia (bawah tanah)]t [ kegiatan (gerakan)]s 5. identification of cross-domain mapping target < source domain rahasia < kegaiatan bawah tanah < kegaiatan possible inferences : arguments < weapons text: 7 konten pembunuhan bisa membuat darah membeku 1. identification of metaphor related words darah membeku http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 147 2. identification of metaphor related propositions p1 (konten pembunuhans darah membekut) 3. identification of open metaphorical comparison sim { f, x, y [ f (darah membeku)t [ konten pembunuhan (x,y)]s} 4. identification of open metaphorical comparison sim [ menakutkan (darah membeku)]t [ informasi pembunuhan (konten pembunuhan)]s 5. identification of cross-domain mapping target < source domain menakutkan < informasi pembunuhan darah membeku < informasi pembunuhan possible inferences : arguments < weapons text: 8 sammuel patty menjadi wajah republik 1. identification of metaphor related words wajah republik 2. identification of metaphor related propositions p1 (sammuel pattys wajah republikt) 3. identification of open metaphorical comparison sim { f, x, y [ f (wajah republik)t [ sammuel patty (x,y)]s} 4. identification of open metaphorical comparison sim [ tokoh negara (wajah republik)]t [ sammuel patty (sammuel patty)]s 5. identification of cross-domain mapping target < source domain tokoh negara < sammuel patty wajah republik < sammuel patty possible inferences : arguments < weapons from the results of the metaphorical analysis above, it can be seen that all the bolded words in these expressions are a form of metaphor. in each sentence, there is a source domain and a target domain, which when juxtaposed with mapping arguments < weapons the position is appropriate and does not experience a change in the overall meaning, so it can be said that this conceptual metaphor proof analysis is successful. this is in line with the theory lakoff & johnsen (2003) which reveals that metaphors are the result of mental constructions based on analogy principles that involve the conceptualization of one element to another. it is clear that the analogy process is made to express a word in other words but it can still be understood in context. it's different if each of these words is released from the context, maybe the essence of the sentence will be incomprehensible at all. http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 148 however, one of the weaknesses of this 5-step analysis method is the mapping stage. if only seen from the mapping argument is war becomes arguments < weapons, then maybe there will be some cases of metaphorical expressions which do not fit the mapping and will even add to the confusion. therefore, it is one of the studies that has been conducted by krenmayr (in steen et al., 2010) notes that the difficulty of deciding conceptual metaphors for these non-specific examples is a common problem. then he decided to use the succeeding is winning mapping which more specifically became succeeding in a bid is winning a competition, arguing that the interest in mapping is appropriate for the conceptual structure of ‘winning’. however, mapping can be based on the objective of the analysis itself, so this is a weakness in the process of selecting the appropriate mapping. 3. relationship between language and culture based on the perspective of linguistic relativity there is a theory which states that communication in language cannot be separated from the interference of cultural aspects. this theory is known as the theory of language (linguistics) relativity or better known as the sapirwhorf hypothesis. basically, culture becomes the foundation of life and people's perspective. everyone judges from a cultural perspective. there is no personal discretion for individual choices (silalahi, 2011). in his research, whorf found that language actually affects the world view of its users. this is illustrated in the following scheme: picture 1: whorf's perspective on world view (silalahi, 2011) arrow (a) describes the relationship between language and its users, which can build or generate views of each of the world itself (arrow b). for example, there is a linguistic phenomenon that involves color naming or color terms. there are two sides to the debate about the naming of the colors, namely universalists and relativists. the universalist side claims that the biology of all humans is the same, thus the development of color terminology has absolute universal limits. meanwhile, the relativist side emphasizes that the variability of the term color across linguistically (from language to language) shows a more specific phenomenon in culture. since color denotes both biological and linguistic aspects, color has become the focus of the study of the relationship between language and thought mixed with cultural aspects. language a language users world view b http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx https://translate.googleusercontent.com/translate_c?client=srp&depth=1&hl=id&prev=search&pto=aue&rurl=translate.google.com&sl=en&sp=nmt4&tl=id&u=https://en.m.wikipedia.org/wiki/color_term&usg=alkjrhg8zlvogv0ykjvp5vtzkvi40vhm9a lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 149 another research conducted by kay & regier (2006) concluded that there are universal limitations on the naming of colors, but at the same time, differences in color naming across languages lead to differences in color cognition and/or perception. from these studies, it can be concluded that the color in each environment determines the language used by individuals from that group in daily conversation. thus, the naming of color categories depends partly on language, and more so on objects that stand out in their environment. in other words, for colors to be distinguished, they must already exist in an individual or cultural group environment. in addition, another simple example can be taken from the word padi in the perspective of the indonesian people which already has a different meaning when compared to the perspective of the germans. in kbbi the word padi itself means plants that produce rice; grain and grain. whereas in german the word padi (rice plants) can only be translated into der reis which means nasi (cooked rice). whereas from the indonesian perspective it is clear that the meaning of padi and nasi is different and has different functions. however, in german padi and nasi are the same word, although they may have different meanings. this happens because in german culture there is no need for a vocabulary related to padi. unlike the indonesians, for indonesians, padi is a riceproducing plant that can be processed to nasi as a staple food, while for the germans this is not the case. therefore, the use of a specific name for an object will indeed vary in each environment. this is of course influenced by each existing culture. likewise with the use of metaphorical expressions in two languages and different perspectives, if this is linked to the sapir-whorf hypothesis as previously described, there will be a clear difference that the perspective of metaphorical expressions in the perspective of german and indonesian culture will be different. this is also emphasized by hadiati (2017) in his research which explains that the contribution the speaker makes in a conversation depends not only on how he can produce an utterance but also on how the other person receives and interprets it. so, this can be proven by the existence of different vocabulary placements. for example, metaphorical expressions in two different languages are as follows: • semakin menggurita menyusul kebangkitan islamic state (indonesian) • zunehmend mit dem aufstieg der terrororganisation "islamischer staat" (german language) one analogy of the word menggurita in indonesian means ‘spreading’. whereas in german there is no analogy to the word menggurita and it is replaced by placing the word zunehmend which has the meaning ‘increase’. if we look deeper into the two meanings, between ‘spreading’ and ‘increasing’ it has a similar meaning but with a different vocabulary placement. this is consistent with the sapir-whorf hypothesis where culture determines different thoughts and perspectives. therefore, the theory of linguistic relativity can be said to be acceptable to the use of conceptual metaphors. http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.136-152 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analysis of conceptual metaphors in:... novia anjani dewi doi: https://doi.org/10.26714/lensa.11.2.2021.136-152 150 conclusion nowadays, the use of metaphors is not only found in the scope of literature, such as in poetry, novels, and films. the use of metaphors is often found in non-fiction fields, such as news discourse texts and articles. this is usually done by news writers or journalists to increase their creativity in processing words and also aims to attract the readers’ attention. journalists think that choosing unusual words will make readers more curious about the content of the news. the use of metaphors in the language is very much influenced by the variety of individual cultures. the impact of culture is closely related to language. because language and culture are like two inseparable sides of a coin. therefore, it can be seen that the language field is not something that can stand alone without being linked or combined with other fields. to know clearly the meaning of each metaphorical expression in the discourse text, the 5-step metaphor analysis method can be used. this method is deemed suitable to clearly observe whether these expressions can be categorized as metaphorical expressions or not. it's just that this method has a weakness in mapping, which can lead to confusion in the process of selecting an appropriate mapping. however, the convenience of using this 5step method is that you can clearly observe the analogy of each metaphorical word contained in the text. from the results of the metaphor analysis in this study, it can be concluded that the existence of the theory of linguistic relativity is acceptable in making conceptual metaphors, where culture determines one's thoughts and point of view, especially in analyzing metaphors. references beger, a. 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(2018). hipotesis sapir-whorf , pentopikalan , dan kesantunan berbahasa dalam zul amri refnaldi. january 2010. poyungi, y. s., nababan, m., & santosa, r. (2021). translation techniques of modality metaphor in anne of green gables. lensa: kajian kebahasaan, kesusastraan, dan budaya, 11(1), 68. https://doi.org/10.26714/lensa.11.1.2021.68-79 steen, g. (2011). from three dimensions to five steps: the value of deliberate metaphor. metaphorik.de, 2011(21), 83–110. steen, g. j., dorst, a. g., berenike herrmann, j., kaal, a. a., krennmayr, t., & pasma, t. (2010). a method for linguistic metaphor identification: from mip to mipvu (converging evidence in language and communication research). sugiyono. (2015). metode penelitian pendidikan. bandung. in metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). tawami, t., & sari, r. p. (2018). metafora konseptual pada wacana retorika politik. jurnal akrab juara, 3(4), 59–69. http://jurnal.unimus.ac.id/index.php/lensa 7344-24893-1-le%20new.docx er abstrak studi ini bertujuan untuk menjelaskan kontribusi ―teater lingkar‖ dari fakultas ilmu budaya universitas brawijaya dalam mendidik karakter bagi para anggotanya. metode kualitatif digunakan dalam pengumpulan dan perekaman data yang dilakukan dengan cara menerapkan prinsip-prinsip penelitian lapangan ketika mewawancarai para informan serta penelitian kepustakaan ketika pengumpulan data tekstual maupun visual. analisis wawancara mengungkapkan bahwa teater lingkar telah berkontribusi di dalam meningkatkan kualitas karakter dari anggota-anggotanya. pada kasus ini, kelompok tersebut berfungsi sebagai media pendidikan karakter yang membantu para anggotanya memiliki karakter yang lebih baik. hal tersebut diperoleh melalui aktivitas-aktivitas yang telah mereka lakukan di dalam kelompok. oleh karena itu, temuan ini menyediakan sebuah contoh dari nilai penting kelompok-kelompok teater di kampus dalam kaitannya dengan kontribusi mereka dalam mendidik dan mengembangkan kualitas karakter para anggotanya. kata kunci: kontribusi, pendidikan karakter, teater abstract the study aims to explain the contribution of “teater lingkar” of faculty of cultural studies universitas brawijaya in educating its members’ characters. the researcher employs qualitative method in collecting and recording data by applying the principles of field research in interviewing informants and library research in gathering textual and visual data. the analysis of the interview reveals that “teater lingkar” has contributed in improving the character quality of its members. in this case, the group serves as a medium of character education that helps its members to have better personality. it is obtained through activities they have done in the group. thus, this finding provides an example of the significance of theater groups on campus in terms of their contribution in educating and improving the quality of their members’ characters. keywords: contribution, character education, theater 1 tulisan ini merupakan kontribusi penulis untuk tim penelitian dpp/spp fakultas ilmu budaya universitas brawijaya tahun 2015 yang tidak dipublikasikan. fredynugrohosetiawan@gmail.com universitas brawijaya (ub), malang 81 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x fredy nugroho setiawan, yusri fajar lingkar fakultas ilmu budaya universitas brawijaya1 kontribusi teater kampus dalam pendidikan karakter mahasiswa: studi kasus teat mailto:fredynugrohosetiawan@gmail.com pendahuluan mayoritas naskah drama dibuat dengan tujuan untuk dipentaskan. pickering & hoeper (1981:221) secara definitif mengatakan, “…drama means a story in dialogue performed by actors, on a stage, before an audience – in other words, a play. we also use the term drama in a more general sense to refer to the literary genre that encompasses all written plays and to the profession of writing, producing, and performing plays”. dengan kata lain istilah drama identik dengan serangkaian proses yang meliputi penulisan naskah sampai pementasan naskah tersebut. proses tersebut tidak hanya melibatkan penulis naskah, sutradara dan aktor tetapi juga keseluruhan tim produksi yang bekerja sinergis mewujudkan pementasan. lingkup drama yang lebih luas inilah yang kemudian dikenal sebagai teater. kegiatan dalam teater melibatkan sekumpulan orang yang bekerjasama. teater tidak hanya mengenai pertunjukan drama tetapi juga mengenai bagaimana pertunjukan tersebut digagas dan dikerjakan bersama-sama dalam tim, dalam sebuah organisasi yang terdiri dari beragam individu. ego masing-masing individu harus dikompromikan dengan nilai-nilai kebersamaan sehingga tujuan berteater yang telah disepakati dapat tercapai. oleh karena itu, dengan berteater seseorang terkondisi untuk dapat menerima dan mentoleransi gagasan-gagasan dan kemungkinankemungkinan lain yang tidak sejalan dengan harapannya. ia akan mendapatkan pengalaman transaksional yang berpotensi mempengaruhi karakternya sebagai individu. karakter merupakan perilaku yang tampak dalam kehidupan sehari-hari baik dalam bersikap maupun dalam bertindak yang dibangun secara berkesinambungan melalui pikiran dan perbuatan, pikiran demi pikiran, tindakan demi tindakan (muchlas & haryanto,2012:41-42). pembentukan karakter seseorang berhubungan erat dengan lingkungannya. dengan kata lain, lingkungan merupakan salah satu elemen ―pendidik‖ yang ikut menentukan bagaimana seorang individu akan bersikap dan bertingkah laku. dalam konteks ini kelompok teater dan segala aktivitasnya merupakan sebuah lingkungan yang berpotensi ikut andil dalam pembentukan karakter para penggiatnya. berdasarkan latar belakang yang telah disebutkan di atas, penelitian ini berupaya memaparkan bagaimana kontribusi kelompok teater lingkar fakultas ilmu budaya universitas brawijaya dalam pendidikan karakter para penggiatnya, yaitu mahasiswa. kontribusi yang dimaksud adalah dalam hal peningkatan kualitas pribadi masing-masing individu. dengan demikian diharapkan eksistensi dan aktivitas kelompok teater kampus tidak hanya dapat dilihat dari persepektif idealis sebagai wadah ide-ide kreatif dan ekspresi diri yang terimplementasi dalam bentuk pertunjukan, tetapi juga dari perspektif pragmatis yang memiliki nilai guna bagi mahasiswa dalam kehidupan sehari-hari. 82 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x tinjauan pustaka pendidikan karakter syarbini (2012:17) mengemukakan bahwa karakter dapat dikembangkan melalui beberapa tahap, yaitu tahap pengetahuan (knowing), tahap pelaksanaan (acting), dan tahap kebiasaan (habit). artinya pengembangan karakter tidak terbatas pada aspek pengetahuan saja karena seseorang yang memiliki pengetahuan mengenai suatu hal belum tentu mampu bertindak sesuai dengan pengetahuannya, apabila tidak terlatih untuk melakukan hal tersebut. dengan demikian, persoalan karakter juga menjangkau wilayah emosi dan kebiasaan diri karena memerlukan pemahaman, perasaan, penghayatan, dan pengamalan. mengenai prinsip pendidikan karakter, syarbini (2012:13-14) mengemukakan beberapa prinsip, yaitu: pertama,”karaktermu ditentukan oleh apa yang kamu lakukan, bukan apa yang kamu katakan atau yang kamu yakini”. artinya, perilaku yang berkarakter ditentukan oleh perbuatan, bukan melalui kata-kata seseorang. kedua, “sikap dan keputusan yang kamu ambil menentukan akan menjadi orang macam apa dirimu”. artinya, karakter pribadi akan didefinisikan melalui setiap keputusan yang diambilnya. ketiga, “karakter yang baik mengandalkan bahwa hal yang baik itu dilakukan dengan cara-cara yang baik. bahkan seandainya pun kamu harus membayarnya secara mahal, sebab mengandung resiko”. artinya, setiap individu harus menganggap bahwa dirinya bernilai di dalam dirinya sendiri. dengan demikian, ia tidak akan mengijinkan dirinya diperalat dan dipergunakan sebagai sarana bagi tujuan-tujuan tertentu. hubungan teater dengan pendidikan karakter teater secara luas dapat iartikan sebagai segala jenis pertunjukan yang ditampilkan di depan penonton dan secara terbatas dapat iartikan sebagai drama, yaitu penuturan hidup dan kehidupan manusia yang ditampilkan iatas pentas (asmara,1979:11). mengenai ruang lingkup teater, riantiarno (2011:1) berpendapat bahwa istilah teater mencakup gedung, pekerja (pemain fan kru panggung), sekaligus kegiatannya (isi pentas-peristiwanya). sementara itu, ada juga yang mengartikan teater sebagai semua jenis dan bentuk tontonan (seni pertunjukkan tradisional-rakyat kontemporer), baik di panggung tertutup maupun di arena terbuka. apabila peristiwa tontonan mencakup “tiga kekuatan” (pekerja-tempat-penikmat), atau ada “tiga unsur” (bersama-saat-tempat) maka peristiwa itu adalah teater. hubungan antara teater dan pembentukan karakter dapat ditelusuri sejak era romawi dan yunani kuno. friedman (2006:11) mencatat bahwa aktor-aktor teater romawi dan yunani kuno menggunakan topeng untuk menekankan bahwa mereka sedang memainkan karakter yang berbeda dengan diri mereka sendiri. hal tersebut menekankan adanya kekaguman terhadap hakikat sebenarnya dari individu. dengan memerankan seorang karakter, seorang pemeran teater berinteraksi dengan orang lain yang juga membawakan peran tertentu sehingga memungkinkan setiap pemeran untuk melatih empati, simpati, rasa benci, marah, senang dan lain-lain. 83 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x terkait dengan peran yang dibawakan pemeran dalam teater, rendra (1993:101) berpendapat bahwa peran ialah gambaran orang. semakin utuh gambaran orang itu, akan semakin hidup ia kelihatan. bagaimana gambar pikirannya, perasaannya, wataknya, keadaan dan sifat jasmaninya, bagaimana kedudukannya dalam masyarakat dan lain-lain. dengan demikian, melalui bermain peran dalam pementasan teater, seseorang memiliki kesempatan untuk mengendalikan perasaan, memperoleh wawasan, dan mengembangkan keterampilan menghadapi dan memecahkan masalah melalui peran yang ia mainkan. pada taraf ini, seseorang berpotensi untuk meningkatkan kualitas karakter pribadinya melalui pengalaman berperan dalam teater. sejarah kelompok teater dan beberapa penelitian mengenai kelompok teater di indonesia sejarah teater modern di indonesia dapat ditelusuri sejak jaman penjajahan jepang. akan tetapi menurut nurhadi (2010:1) kelompok teater modern di indonesia baru mulai bermunculan pada tahun 1950-an, yang dipelopori oleh sandiwara maya dan dikuti oleh kelompok-kelompok teater dan akademi-akademi teater. kelompok maya dapat dikatakan sebagai ―avantgarde theatre‖ indonesia. selanjutnya, teater indonesia semakin berkembang pada tahun 1965 ketika dewan kesenian jakarta mengadakan sayembara naskah dan terjemahan naskah drama asing dan menjadikan tim sebagai ―pusat pendidikan‖ teater. pada perkembangannya, teater di indonesia kemuian melahirkan tokoh-tokoh besar seperti: rendra (bengkel teater), arifin c.noor (teater kecil), putu wijaya (teater mandiri), dan nano riantiarno (teater koma). kelompok teater tersebut banyak menampilkan lakon-lakon produksi mereka sendiri, lakon-lakon tradisional yang dikemas secara baru, naskah-naskah asli indonesia maupun naskah-naskah asing (nurhadi, 2010:3). secara lebih luas kelompokkelompok teater juga bermunculan di lingkungan akademis, di kampus-kampus dan di sekolah-sekolah. terdapat beberapa penelitian terdahulu mengenai kelompok-kelompok teater di indonesia. sebagai kajian pustaka penelitian ini, penelitian nurhadi (2010) dan chafit ulya (2011) dipilih karena berada pada wilayah kajian yang sama. kedua penelitian tersebut diharapkan dapat menjadi titik tolak referensi untuk menghasilkan penelitian baru yang khas dan berbeda dengan penelitian-penelitian sebelumnya. penelitian nurhadi (2010) mendeskripsikan kelompok-kelompok teater yang berkecimpung dalam pementasan teater di indonesia dan peta lokasi pementasan sebagaimana diulas dalam majalah tempo pada 2001 2005. subjek penelitiannya adalah resensi teater majalah tempo edisi 2001 2005 berupa kepingan cd yang dikeluarkan oleh pihak tempo. pengumpulan data dilakukan dengan cara baca dan catat. hasil penelitiannya menunjukan kelompok teater yang paling konsisten dalam mementaskan suatu naskah setiap tahunnya adalah teater koma. kelompok teater berikutnya yang relatif banyak berkiprah dari tahun 2001—2005 berdasarkan artikel rubrik teater tempo yaitu teater mandiri, teater garasi, dan actors unlimited bandung. kelompok teater pada jajaran berikutnya yang mementaskan lebih dari satu 84 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kali pada periode 2001—2005 yaitu teater gandrik, bengkel teater, dan mainteater jakarta. adapun penelitian chafit ulya (2011) merupakan penelitian studi kasus kelompok teater ketoprak yang mengambil lokasi di wilayah kota surakarta. berdasarkan hasil penelitian dapat dikemukakan hal-hal sebagai berikut. pertama, sejarah teater tradisional ketoprak berasal dari surakarta dan diciptakan oleh r.m.t. wreksadiningrat pada tahun 1908. lahirnya ketoprak dilatarbelakangi tujuan untuk mengobarkan semangat perjuangan melawan penjajah. kedua, ketoprak memiliki sifat terbuka, relatif, fleksibel, dan responsif sehingga mudah mengalami perubahan sesuai dengan kebutuhan dan tuntutan zaman. atas dasar itulah, ketoprak di surakarta mengalami perkembangan yang cukup baik dengan berbagai bentuk variasi pertunjukan. ketiga, ditemukan empat kelompok ketoprak yang memiliki karakteristik pertunjukan yang berbeda satu dengan yang lainnya. keempat kelompok tersebut yaitu: ketoprak balaikambang, ketoprak pendhapan, ketoprak ngampung, dan ketoprak muda surakarta. keempat, pembinaan terhadap ketoprak di surakarta dilakukan dengan dua cara, yaitu pembinaan materi dan pembinaan non-materi. berbeda dengan dua penelitian terdahulu yang sudah disebutkan, penelitian ini difokuskan pada ruang lingkup yang lebih kecil. penelitian ini mengkaji aktivitas salah satu kelompok teater kampus di kota malang, yaitu teater lingkar di fakultas ilmu budaya universitas brawijaya. teater lingkar merupakan salah satu kelompok teater kampus yang aktif dalam kegiatan berteater dengan rutin melakukan pementasan drama. kegiatan-kegiatan yang dilakukan kelompok teater tersebut – sebagai salah satu wahana aktualisasi diri dan ekspresi mahasiswa – menarik untuk dicermati, terutama terkait relasi kegiatan-kegiatan tersebut dan perkembangan pribadi para anggotanya. metode penelitian ini merupakan penelitian kualitatif yang prinsip-prinsipnya secara umum mencakup antara lain: penentuan fokus penelitian, penentuan dari mana data dikumpulkan, penentuan tahap-tahap penelitian, teknik penelitian, pengumpulan dan pencatatan data dan pelaksanaan analisis data (moleong 2004: 236-241). penelitian ini merupakan penelitian studi kasus dengan batasan objek penelitian yaitu teater lingkar fakultas ilmu budaya universitas brawijaya dan dengan batasan waktu yaitu tiga (3) bulan dari bulan juni-agustus 2015. penelitian difokuskan pada kontribusi teater lingkar dalam pendidikan karakter mahasiswa yang terlibat di dalam kelompok tersebut dengan menggunakan teknik analsis isi (content analysis). pengumpulan data dan pencatatan data dilakukan dengan prinsip-prinsip studi lapangan (field research) terkait wawancara dengan informan dan observasi dan studi pustaka (library research) terkait data tulis dan audio visual. adapun pelaksanaan analisis data dilakukan dengan tahapan sebagai berikut: (1) memproses rekaman dan catatan lapangan; (2) mereduksi data; (3) mengelompokkan data; (4) menginterpretasikan data; (5) menyimpulkan data. 85 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x data-data dalam penelitian ini bisa dibagi dalam data primer dan sekunder. data primer adalah data yang diperoleh dari para informan di teater lingkar. penentuan para informan tersebut dilakukan dengan teknik purposive sampling. adapun data-data sekunder dikumpulkan dari sumber-sumber terkait kedua kelompok teater kampus tersebut yang meliputi dokumentasi observasi, program kegiatan, desain pementasan, naskah pementasan, dan rekaman pementasan. instrumen dalam penelitian ini meliputi (1) peneliti, selaku pewawancara informan; (2) informan, selaku narasumber; (3) panduan pertanyaan-pertanyaan yang akan ditujukan kepada informan; (4) tape recorder, video recorder, dan alat tulis yang akan digunakan untuk mendokumentasikan hasil wawancara dengan informan; (5) dokumen-dokumen tulis dan audio visual yang relevan dengan objek penelitian yang akan memberikan informasi-informasi tambahan terhadap data primer yang dikumpulkan dari catatan program kegiatan, pementasan, naskah pementasan, dan rekaman pementasan teater lingkar. terkait dengan penilaian kontribusi teater lingkar dalam pendidikan karakter, penelitian ini memanfaatkan panduan pertanyaan untuk berinteraksi dengan para informan. panduan pertanyaan tersebut ditujukan untuk mengetahui bagaimana bergabung dengan kelompok teater lingkar dan berkegiatan di dalamnya memberikan kontribusi pada perkembangan karakter anggota kelompok teater tersebut. panduan pertanyaan tersebut dijabarkan dalam bentuk serangkaian pertanyaan in-depth inteview yang ditujukan kepada para informan. contoh panduan pertanyaan tersebut adalah sebagai berikut: no. instrumen panduan pertanyaan 1 minat dan sikap a. untuk aktor dan tim produksi 1. mengapa anda bergabung dengan kelompok teater pelangi/lingkar? 2. apa atau siapa yang mempengaruhi anda untuk bergabung dengan kelompok teater pelangi/lingkar? 3. usaha apa yang anda lakukan untuk bergabung dengan kelompok teater pelangi/lingkar? 4. kegiatan apa yang paling anda sukai dalam kelompok teater pelangi/lingkar? mengapa anda menyukainya? 5. kegiatan apa yang paling tidak anda sukai dalam kelompok teater pelangi/lingkar? mengapa demikian? b. untuk aktor 1. pilihan naskah seperti apa yang anda suka? mengapa? 2. apakah anda bersedia memainkan semua peran atau pilih-pilih peran untuk dimainkan? mengapa demikian? 86 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 3. peran apa yang paling berkesan ketika anda pentaskan? mengapa demikian? c. untuk tim produksi 1. naskah drama apa yang paling berkesan ketika anda produksi? mengapa demikian? 2. apakah anda bersedia memproduksi pementasan semua naskah atau pilih-pilih naskah untuk diproduksi? mengapa demikian? 3. proses produksi naskah apa yang paling berkesan ketika anda pentaskan? mengapa demikian? 2 konsep diri dan nilai a. untuk aktor dan tim produksi 1. apakah bergabung dalam kelompok teater pelangi/lingkar mempengaruhi diri anda sebagai seorang individu? 2. pengaruh apa saja yang anda rasakan setelah bergabung dengan kelompok teater pelangi/lingkar? 3. nilai-nilai apa saja yang anda pelajari selama bergabung dengan kelompok teater pelangi/lingkar? b. untuk aktor 1. dari sekian banyak peran yang anda perankan, apakah ada yang anda internalisasi dalam kehidupan sehari-hari? mengapa demikian? 2. a. apabila ada internalisasi, pengaruh seperti apa yang diberikan oleh peran yang terinternalisasi tersebut? bagaimana karakter tersebut mempengaruhi dan menjadi bagian dari diri anda? b. apabila tidak ada internalisasi, bagaimana anda menjaga karakter asli anda agar tidak terpengaruh peran yang dimainkan? 3. bagaimana anda mendeskripsikan diri anda sebelum dan setelah memainkan peran yang anda senangi? c. untuk tim produksi 1. dari sekian banyak pementasan yang anda produksi, apakah ada pengalaman pementasan yang anda internalisasi dalam kehidupan sehari-hari? mengapa demikian? 2. a. apabila ada internalisasi, pengaruh seperti apa yang diberikan oleh pengalaman pementasan yang terinternalisasi tersebut? 87 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x bagaimana pengalaman pementasan tersebut mempengaruhi dan menjadi bagian dari diri anda? b. apabila tidak ada internalisasi, bagaimana anda memposisikan pengalaman pementasan tersebut dalam kehidupan anda sehari-hari? 3. bagaimana anda mendeskripsikan diri anda sebelum dan setelah memproduksi pementasan yang anda senangi? hasil dan pembahasan sebagaimana yang sudah disebutkan dalam metode penelitian, penelitian ini merupakan penelitian studi kasus teater lingkar fakultas ilmu budaya universitas brawijaya. dengan demikian, sumber data utama berasal dari informan, yang berasal dari kelompok teater tersebut, yang dipilih menurut metode expert sampling. metode sampling ini merupakan salah satu teknik yang mengikuti kaidah purposive sampling dimana individu-individu yang dipilih untuk in-depth interview adalah yang ianggap sudah memiliki pengalaman dan kepakaran di bidangnya (given (ed.), 2008, pp.697‐698). terkait dengan hal tersebut, pengalaman dan kepakaran dalam konteks aktivitas berteater di kelompok teater lingkar ditentukan dengan beberapa hal, yaitu: periode keaktifan, status keanggotaan, dan rekam jejak di kelompok teater. ketiga kriteria tersebut diperoleh dari studi pustaka dari data-data mengenai struktur organisasi, rancangan kegiatan, catatan dan dokumentasi kegiatan. setelah data-data tersebut dikumpulkan dan ianalisis, maka ditentukan 6 (enam) orang informan dari teater lingkar, yaitu: najelina ruth jessica, evan, dan dwi febrianto (tom) selaku senior atau alumni dan baiq yulia rosmalasari, aulia arshinta, dan dewi surya ambarwati selaku pengurus aktif. kelompok teater lingkar aktif dalam melakukan pementasan-pementasan yang sifatnya periodik. pementasan-pementasan tersebut dilaksanakan setelah para anggota kedua kelompok teater melalui serangkaian proses, dari penyusunan program kegiatan hingga pelaksanaan program kegiatan, yang berjalan secara dinamis. berdasarkan informasi dari salah satu informan, yaitu evan, dan data dukung berupa anggaran dasar/anggaran rumah tangga (ad/art) teater lingkar, proses pementasan drama para penggiat teater lingkar dimulai dari diklat (pendidikan kilat) teater yang dilaksanakan pada bulan september – november tiap tahun. dengan demikian kaderisasi anggota baru segera dimulai setelah tahun ajaran baru perkuliahan dimulai. diklat yang diikuti oleh semua anggota baru teater lingkar tersebut merupakan bagian dari proses awal berteater. menurut evan, “…komunitas teater itu delapan puluh persen ada di proses, di culture, di kebudayaan di dalamnya, daripada diproduksinya. jadi delapan puluh banding dua puluh persen-lah antara proses dan produksinya” (in-depth interview, 9 september 2015). pernyataan salah seorang senior teater lingkar tersebut menunjukkan bahwa proses penggarapan sebuah naskah dan penyesuaiannya dengan tradisi di dalam kelompok teater mendapatkan porsi lebih 88 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x besar dibandingkan dengan produk kegiatan pementasan naskah tersebut. dengan demikian, diklat merupakan salah satu instrumen penting dalam mempersiapkan dan mengkondisikan para anggota untuk berteater dengan cara yang diinginkan teater lingkar. setelah mengikuti diklat, para anggota teater lingkar kemuian berproses untuk melakukan serangkaian bentuk pementasan yang terbagi menjadi beberapa kategori kegiatan, yaitu pentas studi, pentas kerjasama, pentas tunggal, theatrical act, parade teater, workshop teater, dan dies natalis dan lomba monolog. parade teater. pentas studi merupakan wahana bagi para anggota baru untuk mendapatkan pengalaman pementaasn secara tim di depan publik. menurut ad/art teater lingkar (2015:27), pementasan tersebut digelar pada minggu ke 3 (tiga) bulan mei. pementasan berikutnya, yaitu pentas kerjasama adalah pementasan teater yang diinisiasi oleh teater lingkar bekerjasama dengan kelompok teater lain di malang raya. pelaksanaan pementasan ini bersifat tentatif antara bulan juli sampai bulan agustus. di lingkungan internal, teater lingkar mengadakan pentas tunggal pada minggu ke 3 (tiga) bulan september dan theatrical act yang rutin diadakan 2 (dua) bulan sekali mulai bulan februari yang bertujuan untuk mengasah kemampuan dan unjuk potensi anggota antar angkatan maupun lintas angkatan. teater lingkar juga mempersiapkan pementasan untuk memperingati kegiatan-kegiatan tertentu, misalnya parade teater, workshop teater, dan dies natalis dan lomba monolog. untuk merealisasikan kegiatan-kegiatan tersebut, teater lingkar melakukan proses persiapan dengan 2 (dua) macam latihan, yaitu latihan rutin dan latihan gabungan, yang bertujuan untuk mengasah kemampuan anggota. latihan tersebut dilaksanakan antara bulan februari sampai bulan november (ad/art teater lingkar, 2015:28). latihan rutin dilakukan di kalangan internal anggota. adapun latihan gabungan dilakukan dengan bekerjasama dengan kelompok teater lain sekaligus sebagai sarana komunikasi antar penggiat teater. komunikasi dengan kelompok teater lain diperkuat dengan agenda ―kamisan’, yaitu kunjungan anggota teater lingkar ke teater lain untuk menjalin komunikasi dan kerjasama. dalam penggagasan pementasan, menurut baiq – salah seorang pengurus aktif teater lingkar 2015 – naskah pementasan didiskusikan bersama dengan melibatkan semua anggota. diskusi tersebut bersifat kekeluargaan sehingga tidak ada istilah senioritas di dalamnya (in-depth interview, 10 september 2015). dengan model diskusi tersebut setiap anggota dapat bebas berargumen terkait dengan pemilihan naskah dan perencanaan pementasan. dalam hal ini, naskah pementasan dapat berasal dari naskah yang sudah jadi atau naskah yang dibuat oleh anggota teater lingkar sendiri. terkait dengan apresiasi dan evaluasi pementasan, teater lingkar melibatkan senior atau alumni untuk membantu memberikan arahan atau komentar mengenai pementasan yang akan dan sudah ditampilkan. para senior yang ingin menyumbangkan ide maupun naskah untuk dipentaskan tetap difasilitasi sehingga terdapat pementasan yang melibatkan para senior meskipun mereka sudah lulus dari universitas brawijaya. selain apresiasi dan evaluasi dari pihak internal, pada beberapa 89 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kesempatan teater lingkar juga mengundang pihak eksternal, yaitu para dosen mata kuliah drama untuk menyaksikan pertunjukan mereka. berdasarkan observasi yang dilakukan peneliti dan metode laporan-diri yang diungkapkan melalui tanggapan para informan teater lingkar terhadap pertanyaanpertanyaan yang diajukan, maka peneliti melakukan analisis terhadap kontribusi teater kampus dalam mendidik karakter para anggotanya. hasil analisis menunjukkan bahwa terjadi beberapa perubahan terkait konsep diri dan nilai antara sebelum dan sesudah bergabung dengan kelompok teater yang mayoritas bermuara pada peningkatan kualitas karakter para anggota kelompok teater. setelah ditelusuri, diketahui bahwa perubahan pemahaman konsep diri dan nilai tidak bisa dilepaskan dari aspek minat dan sikap positif para anggota kelompok teater yang memungkinkan mereka untuk bergabung dan terus konsisten berkarya dalam kelompok teater lingkar. sikap para informan teater lingkar terhadap kegiatan berteater dipengaruhi oleh minat mereka yang memang sudah dari awal ingin bergabung dengan komunitas teater kampus. hal tersebut dapat dilihat dari respon para informan terhadap salah satu pertanyaan dalam instrumen minat dan sikap yang menanyakan alasan mereka bergabung dengan teater lingkar. semua informan menyatakan bahwa mereka bergabung dengan teater lingkar karena mereka menyukai dunia seni peran dan pertunjukan dan ingin mengaktualisasikannya dalam wadah komunitas teater. 4 (empat) orang diantara para informan pernah bergabung dengan komunitas teater sekolah, yaitu tom, evan, aulia, dan baiq, sementara 2 (dua) lainnya, najelina dan dewi, memiliki ketertarikan besar dengan teater meskipun sebelumnya belum pernah bergabung dengan komunitas teater. minat terhadap dunia teater yang memotivasi para informan untuk bergabung dengan kelompok teater lingkar, misalnya, dapat dicermati dari pernyataan baiq (indepth interview, 8 september 2015) yang menyatakan ingin bergabung ke teater lingkar karena pengalaman sejak masih sma sudah tergabung dengan kelompok teater. ketertarikan baiq, dan juga semua informan, terutama berasal dari diri sendiri, bukan dari ajakan teman atau pengaruh luar. para informan yang aktif mengumpulkan informasi mengenai komunitas teater lingkar dan kemudian berusaha bergabung dengan mengikuti prosedur dan diklat sebagaimana ketentuan yang ada dalam ad/art teater lingkar. minat yang besar tersebut mempengaruhi sikap mereka setelah dan selama begabung dengan teater lingkar. setiap kegiatan yang diagendakan dan proses pertunjukan yang harus dilalui untuk menampilkan sebuah pementasan dilaksanakan dengan komitmen. najelina, tom, aulia, dan dewi, misalnya, bersedia memainkan semua naskah yang diinginkan sutradara dan tidak memilih-milih (in-depth interview, 8,9, dan 10 september 2015); meskipun dewi, secara subjektif, lebih senang memerankan peran antagonis (in-depth interview, 8 september 2015). contoh lain adalah evan, yang mengaku menyukai peran yang mirip dengan karakter dirinya yang sebenarnya. meskipun demikian, evan juga tidak menolak untuk memerankan peran yang jauh berbeda dengan karakter aslinya yang urakan. misalnya ketika ia harus memainkan peran sebagai seorang polisi yang tegas dan disiplin. evan yang lebih 90 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x senang menjadi aktor juga tidak keberatan apabila harus ditempatkan di tim produksi pada sebuah pementasan, meskipun ia mengaku tidak terlalu menikmatinya (in-depth interview, 8 september 2015). dengan demikian dapat dikatakan bahwa para informan memiliki kedewasaan yang diperlukan dalam suatu organisasi untuk tidak egois mementingkan keinginan diri sendiri. dalam hal ini, sikap dewasa tersebut ditunjukkan dengan kebesaran hati menerima peran dalam kelompok yang harus dilakukan. bergabung dalam kelompok teater lingkar mempengaruhi diri para informan sebagai individu. baiq, misalnya, sebelum bergabung dengan kelompok teater lingkar adalah seseorang yang sangat pemalu. setelah bergabung, rasa malu baiq jauh berkurang dan ia mulai bisa percaya diri untuk berinteraksi dengan orang lain. selain itu, dengan menjabat sebagai ketua, dan juga sempat menjadi anggota teater lingkar menjadikan dirinya lebih disiplin karena terbiasa datang latihan rutin dan tepat waktu. ia juga belajar nilai-nilai kekeluargaan dan solidaritas terhadap sesama yang membuat hubungannya dengan anggota lain selalu terbuka dan mendukung satu sama lain. selain pengaruh positif, terdapat pengaruh negatif yang ia rasakan, yaitu mengenai cara bertutur kata yang cenderung bebas dan tidak beretika apabila berkumpul bersama anggota lain (in-depth interview, 8 september 2015). pembentukan karakter terhadap anggota teater lingkar juga terjadi sebagai konsekuensi atas internalisasi terhadap satu peran tertentu yang dipentaskan. dalam hal ini, salah seorang yaitu dewi (in-depth interview, 9 september 2015) mengaku mengalami perubahan karakter bahkan setelah pementasan sudah selesai. ia menjadi seseorang yang cenderung sinis terhadap orang lain sebagai akibat dari peran ibu-ibu muda yang dimainkannya dalam sebuah pementasan, yaitu peran sebagai jeng ellya. karena proses observasi lama sekitar 3-4 bulan, maka secara tidak sadar peran jeng ellya ini diinternalisasikan oleh dewi. internalisasi tersebut juga tidak lepas dari teman-temannya yang memperlakukan dewi sebagai jeng ellya agar dewi terbiasa dengan peran yang akan dimainkannya di atas panggung. pada akhirnya, sampai pada saat in-depth interview dilakukan, karakter tersebut masih terbawa dalam kehidupan dewi sehari-hari. kesimpulan kelompok teater lingkar fakultas ilmu budaya universitas brawijaya telah menunjukkan kontribusinya dalam membentuk karakter para anggotanya. pembentukan karakter itu tidak hanya terjadi di atas panggung tetapi juga di luar panggung, di kehidupan sehari-hari dimana para anggota kedua kelompok teater tersebut berinteraksi dengan sesama. dalam hal ini, kelompok teater tersebut menjadi media pendidikan karakter yang membantu para anggotanya untuk menjadi pribadi yang lebih baik. misalnya, kepercayaan diri, kebersamaan, dan komunikasi intensif yang terbentuk selama melakukan kegiatan bersama telah mengajari mereka untuk tidak perlu merasa inferior atau malu apabila berinteraksi dengan orang lain dan melatih mereka untuk lebih adaptif dengan lingkungan sekitar. 91 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x perkembangan karakter para anggota teater lingkar tidak terlepas dari proses kegiatan yang mereka jalani selama berteater. proses yang diawali dengan diklat pengkaderan anggota baru, pentas studi sebagai langkah pertama pengenalan dunia panggung teater, serangkaian pentas-pentas berikutnya yang lebih besar dan programprogram kegiatan yang skalanya semakin luas hingga pada tahap evaluasi telah menjadi sarana pendidikan organisasi sekaligus aktualisasi diri bagi para anggota kelompok teater tersebut. perubahan karakter dari yang tidak atau kurang baik menuju ke yang lebih baik dapat disimpulkan dari pengakuan para informan yang menyatakan bahwa pengaruh kelompok teater lingkar universitas brawijaya mereka rasakan dalam diri pribadi. kepercayaan diri yang meningkat, rasa solidaritas dan kekeluargaan yang muncul antar sesama, rasa tanggung jawab dan kedewasaan dalam kelompok, sikap tidak mudah menyerah menghadapi situasi sulit, keterampilan berorganisasi, dan kepekaan terhadap situasi dan kondisi sekitar adalah beberapa karakter positif yang terbentuk berkat keterlibatan mereka dalam kelompok teater. hal tersebut menegaskan bahwa eksistensi kelompok teater di kampus berkontribusi dalam mendidik karakter para anggotanya ke arah yang lebih baik. daftar pustaka abdul aziz, hamka.2011. pendidikan karakter berpusat pada hati. jakarta: al-mawardi prima asmara, adhy.1979. apresiasi drama, yogyakarta: nur cahaya friedman, howard s.2006. kepribadian: teori klasik dan riset modern, jakarta: erlangga moleong, lexy j. 2004. metodologi penelitian kualitatif. bandung : pt remaja rosdakarya. nurhadi. 2010. lokasi dan kelompok teater indonesia 2001-2005 (analisis rubrik teater majalah “tempo”). artikel no. 61 dalam jurnal atavisme, balai bahasa surabaya volume 13 no.1, juni 2010. pickering, j.h. & j.d. hoeper. 1981. concise companion to literature. new york: macmillan publishing co. inc. pusat kurikulum depdiknas 2010. bahan pelatihan penguatan metodologi pembelajaran berdasarkan nilai-nilai budaya untuk membentuk daya saing dan karakter bangsa. jakarta: kemendiknas. samani, muchlas & haryanto.2012. konsep dan model pendidikan karakter. bandung: pt remaja rosdakarya rendra, w.s.1993. seni drama untuk remaja, jakarta: pustaka jaya riantiarno, n.2011. kitab teater. bandung: grasindo syarbini, amirullah.2012. pendidikan karakter. jakarta: prima pustaka ulya, chafit. 2011. kajian historis dan pembinaan teater tradisional ketoprak (studi kasus di kota surakarta).tesis program pascasarjana universitas sebelas maret surakarta. 92 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 234 double-voiced discourse in susan glaspell’s trifles yulistiyanti1* agnes widyaningrum2 endang yuliani rahayu3 universitas stikubank semarang, indonesia. *yulistiyanti@edu.unisbank.ac.id article history: submitted on 30th october 2020; accepted on 17th november 2020; published on 31th december 2020 abstract this research reveals double-voiced discourse and ideologies found in dialogues of susan glaspell’s trifles. this research is categorized as a qualitative study. it does not need numbers to analyze the data. the data was taken from glaspell’s trifles text by applying close-reading and identified by applying bakhtin’s double-voiced discourse (1981) and baxter’s double-voiced discourse functions (2014). it also applied kate millet’s sexual politics (2000) and putnam tong’s feminist thought (2009) to analyze the ideologies found in the text. there are thirteen double-voiced discourses found in trifles. they represent two opposite ideologies; patriarchy and feminism delivered by the male and female characters. the discourses show three types of double-voiced discourse; personal power, debate ideas, and building solidarity. the male characters, sheriff and county attorney use the discourses to display personal power representing patriarchal ideology. meanwhile, the female characters, mrs. hale and mrs. peters use the discourses to debate ideas and build their solidarity as women that show feminism as an ideology. keywords: double-voiced discourse, susan glaspell, trifles, bakhtin, baxter http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx mailto:yulistiyanti@edu.unisbank.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 235 abstrak penelitian ini mengungkap diskursus double-voiced dalam dialog drama berjudul trifles karya susan glaspell. penelitian ini termasuk penelitian kualitatif. penelitian ini tidak memerlukan data dalam bentuk angka. data penelitian ini diambil dari teks drama trifles karya glaspell dengan menerapkan close-reading dan diidentifikasi dengan menerapkan diskursus double-voiced oleh bakhtin (1981) dan fungsi dari diskursus double-voiced oleh baxter (2014). selain itu, penelitian ini juga menerapkan teori dari kate millet dalam sexual politics (2000) dan tulisan putnam tong dalam feminist thought (2009) untuk menganalisis ideologi yang ditemukan dalam teks. penelitian ini menemukan tiga belas diskursus double-voiced dalam drama trifles. diskursusdiskursus tersebut menunjukkan dua ideologi yang berlawanan; patriarki dan feminisme yang disampaikan oleh karakter laki-laki dan perempuan. diskursus-diskursus tersebut menunjukkan kekuatan pribadi, diskusi, dan membangun solidaritas. karakter laki-laki trifle; sheriff dan county attorney menggunakan diskursus untuk menampilkan kekuatan pribadi yang mewakili ideologi patriarki. sedangkan karakter perempuan; nyonya hale dan nyonya peters menggunakan diskursus untuk diskusi dan membangun solidaritas sesama perempuan yang menunjukkan ideologi feminisme. kata kunci: diskursus double-voiced, susan glaspell, trifles, bakhtin, baxter introduction drama is a literary work that is written containing dialogues. the dialogues represent communication commonly used in daily conversation. the dialogues in a drama are presented by characters a playwright created. the characters also represent human beings’ characteristics that can be revealed from the actions, behaviors, comments, and thoughts (pfister, 1993). the dialogues in a drama flow from one character to another character that transfer information. delivering communication can contain two opposite principles, opinions, intentions, or meanings that the speaker realizes or not. the two opposite principles also contain in a statement that means there is no two-way communication. it happens in one-way communication that the speaker has aims such as entertaining, persuading, commanding, or informing something. two opposite principles, opinions, intentions, or meanings in a dialogue indicate a double-voiced discourse. the discourse causes the readers to create the question or answer on the dialogue because there is one voice disguising in another one. characters in drama bring their principle or ideology and the author’s principle or ideology in the dialogues covered by another intention. the two opposite principles, meanings, opinions, or intentions come out from communication. this kind of communication can be either oral or written. a speaker that applies an utterance containing two different http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 236 or opposite principles is to anticipate, to mitigate, to correct, and to heighten impact and show personal power (baxter, 2014). this kind of communication applies bakhtin’s notion, the double-voiced discourse. baxter applies the notion of daily communication that occurs at work. with some functions of double-voiced discourse that baxter revealed, this discourse is useful in cross-culture communication. cross-culture communication happens among people of different ethnicities, backgrounds, and nations. these differences cause problems among people to interact with. cross-culture communication results in meaning and sense that the recipient understands or not, and it depends on word and phrase choice in the statement used by the speaker (andreyeva, 2015). not only does communication cause different meanings, but different genders also may cause dual intentions. it happens from the relation between men and women in which men are superior while women are inferior (baxter, 2011). men and women have different functions and responsibilities in society. it is a part of calling in genders. the different positions of men and women in society create them to communicate differently (ambarita & mulyadi, 2020). they use different vocabulary, intonation, and voice. they use them differently because society will stamp stigma for them if they do not do as suggested based on gender (coates, 2013). for example, it is not appropriate for a woman to speak loudly. on the other hand, men must speak loudly. communication in different genders often put women as the second player. although some proverbs state differently that women dominate the conversation or communication as foxes are all tails and women are all tongues. this proverb sounds denigrate women by comparing women and foxes. this kind of communication is found in a drama. drama is a literary work that uses dialogues as the composition. one of the dramas that present men-women communication is trifles by susan glaspell. susan glaspell describes women and men’s relationships in a drama entitled trifles. it tells about a murder what mrs. wright did to her husband. the characters from both genders participate in investigating the murder. there are dichotomies between men and women. they come out from the areas they investigate, the way they speak, and how they respond to the case. from the dichotomies, double-voiced discourse takes the role that it shows two different intentions from utterances in the dialogues. the dialogues in the drama contain voices reflected in the characters’ dialogues that represent two opposite ideologies; patriarchy and feminism. glaspell depicts that the female characters of trifles live in a patriarchal society where makes them adopt the norms. she shows their roles in the family and their manners. although the female characters adopt the norms, they disagree with what happens to how men treat women, especially how mr. wright treated his wife. there are some protests in their utterances and their actions toward what they experience. they do not state http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 237 it directly in the dialogue. on the other hand, the male characters show their power in the utterances and actions. nodeh found jane austen’s voices hidden in some utterances of the characters and the narrator of emma. austen applies bakhtin’s doublevoiced discourse in her novel, emma. austen expresses her repressed opinions as a woman living in a patriarchal society through the minor character of emma, miss bates, and the narrator. the narrator delivers two opposite principles in the utterances; one side expresses femininity, and another side shows a monstrous female. then, miss bates is depicted as a rebellious character toward male-domination. she rebels against the domination comically. it shows that austen applies bakhtin’s double-voiced discourse in emma to criticize the social condition (nodeh, 2013). nodeh examined how austen applied double-voiced discourse in emma, and it shows two different ideologies exposed. it only focuses on miss bates’ utterance that shows austen to protest toward the female social condition in the novel. nodeh did not examine why the male characters use the utterances in emma. maddison applied bakhtin’s double-voiced discourse in toni morrison’s beloved. he highlighted the allusion found in the novel. an allusion is one voice heard, but it is spoken in another language. the allusion creates dialogism for the readers. some questions emerge from the allusion. maddison limits the allusions found to the bible and applied intertextuality in discussing the double-voiced discourse of allusion found in morrison’s beloved. the different voices of the allusion are connected to the bible (maddison, 2007). by employing double-voiced discourse of allusion, maddison still dialogized the function of the novel for african-americans; whether the novel will be remembered or will be forgotten. discussing double-voiced discourse through literary works; novel, poetry, or drama can be known the functions of the utterances or dialogues used. this research examines double-voiced discourse, the ideologies, and the functions of it delivered by characters in the drama trifles. this research is applied in drama text that represents verbal communication in life. the functions of the discourse can be applied in verbal communication. double-voiced discourse (dvd) is a notion written by mikhail bakhtin (1981). he wrote his notion in his essay entitled discourse in the novel. this essay reveals languages used in literary work, especially novels. he states the language is from a real condition adopted from society in which people communicate. language is leveled and contains multiple dialect and idiolect as an expressive system in the forms that carry the meaning. then the language is adopted by the author in his/her work. there are some notions in the essay, one of them is double-voiced discourse. bakhtin defines double-voiced discourse as a discourse that serves two speakers at the same time and expresses two different intentions. the speakers are the character who is speaking in the literary work and the http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 238 author who wrote the literary work. each speaker has its own intention, the character delivers direct intention, and the author delivers intention refracted. this kind of discourse contains two voices, two intentions, and two meanings. both voices are interrelated as if they communicate with each other (bakhtin, 1981). bakhtin formulated a double-voiced discourse notion in literary work. then, this notion develops. it is not only applied in literary work, but it is also applied in daily communication. judith baxter (baxter, 2014) developed double-voiced discourse into five types based on the function. the five types of double-voiced discourse are as follows: 1. anticipatory. it is to anticipate and dilute power. 2. corrective. it is to correct or repair a mistake or error that is made by the speaker. 3. mitigating. it is to mitigate the distance, reduce authority, and build solidarity with their team. 4. authoritative. it is to heighten impact and display personal power, especially if it is threatened. 5. dialogic. it is to debate ideas if the speaker is both the addresser and the addressee. the five types of double-voiced discourse emerge when the speaker feels anxious about the responses of the interlocutor that the speaker predicts may threaten him/her. method this study is classified as qualitative research that there is no numerical data needed (kothari, 2004). it focuses on analyzing the doublevoiced discourse, the two opposite ideologies, and the functions of doublevoiced discourse in a drama text entitled trifles written by susan glaspell. the data taken in this research are the dialogues of characters in the drama. conducting this research needs some procedures to conduct study. first, read the data by applying close reading and taking notes. in reading the text, it needs to find out the words meaning and interconnected words meaning in each dialogue. after reading the text and getting the meanings of the dialogues, it identified the dialogues based on bakhtin’s doublevoiced discourse. the identification results in 13 data categorized as doublevoiced discourses. after that, the researchers analyze the data by applying bakhtin’s double-voiced discourse, kate millet’s sexual politics, putnam tong’s feminist thought, and baxter’s types of double-voiced discourse. the analysis is divided into three steps. the first step analyzed the voices of each dialogue. the second step analyzed the ideologies by finding out the meaning of the dialogue relating to the two feminism theories. the third step analyzed the type of the discourse by regarding the meaning of the http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 239 dialogue, actions written in the text, the speaker’s and addressee’s genders. finally, they interpret the data. findings and discussion 1. double-voiced discourse in susan glaspell’s trifles trifles written by susan glaspell is a one-act drama. it means the drama contains rising action, climax, and resolution in one part. from the beginning of the drama, readers can find exposition in which then delivers the story into raising action. then, it goes to climax, and finally, it ends in resolution. in this drama, dialogues spoken by the characters have monologic discourse and dialogic discourse. some dialogues express clear statements of the characters, and some dialogues hide another intention or ideology of the characters. this research focuses on dialogic discourse in which the meaning of an utterance can be negotiable. the kind of discourse revealed is double-voiced discourse. glaspell’s trifles uses male and female characters in solving a homicide. when the sheriff and the attorney investigate the crime scene, they are also accompanied by mr. hale as the witness, mrs. peter, and mrs. hale. in the investigation, the dialogues expose double-voiced discourse in which a speaker speaks in two different ideologies. the characters of glaspell’s trifles bring patriarchal and feminism ideologies. most of the characters are dominated by patriarchal ideologies, especially the male characters. on the other hand, the female characters realize that they live in a male-dominated society in which makes them oppressed, then they want to defend their female neighbor by hiding the evidence. double-voiced discourse comes in trifles from both the male and female characters. the discourse explores john wright’s murder caused by domestic problems. the domestic problem happens not only in wright’s family but also in the male-dominated society in general. the domestic problem here concerns a male and female relationship as a married couple. the problematic relationship goes into the domestic jobs of the female. then, the dialogues in the investigation reveal female characteristics. the researchers focus on the utterances of the male characters first in revealing double-voice discourse. after that, the discussion goes to the female characters’ utterances. both different genders have two different points of view in uttering the condition and situation in glaspell’s trifles. double-voiced discourse in trifles reveals some domestic life and domestic job as trivial things. things that connect to domestic job and life are activities and things that happen in a house. domestic is close to women area. the utterances spoken by the male characters tend to treat domestic things as minor or unimportant ones. the kitchen is one of the women’s http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 240 areas in a house where women spend most of their time here. the utterance of sheriff about the kitchen (‘nothing here but kitchen things’ (glaspell, 2013)) contains double meanings. kitchen things are considered not important things because it is the area of mrs. wright spending her time as a woman in general that is considered inferior. on the other hand, the sheriff assumes it is impossible to find any evidence of the murder. county attorney supports the sheriff’s opinion by stating what the female characters take for mrs. wright is not dangerous (‘oh, i guess they’re not very dangerous things the ladies have picked out.’ (glaspell, 2013)) county attorney utterance shows that female stuff such as apron, quilt, and scarf do not have signs that may help them find out the truth. then, it can be supposed that the female stuff is the minor thing or the trivial thing that only relates to women’s life. the voices of both utterances are refracted from the female playwright into the male characters’ (sherrif and county attorney) dialogues. continuing discussing the kitchen and its stuff in it, double-voiced discourse is also found in county attorney’s utterances about the result of the activity in the kitchen. the food made and the tidiness of the area become spotlights for the characters in trifles. women will get stigma as good persons (successful ones) if they fulfill the characteristics men defined. one of the characteristics of good women is arranging the house well. trifles reflects how men judge women’s jobs in the house. trifles uses a messy and gloomy kitchen as the setting. county attorney speaks out that the kitchen is messy, then he adds that “ i guess before we’re through she may have something more serious than preserves to worry about” (glaspell, 2013). something serious in his utterance can be supposed that mrs. wright cannot arrange the house well or it can be meant there is a problem that causes her to get a problem. county attorney’s utterance shows the refraction of the female voice in the male voice. domestic job in the kitchen is the main job for the female in the male-dominated society. females are responsible for tasks such as cleaning the kitchen towel and the table. county attorney judges mrs. wright’s work in the kitchen. he thinks that she does not do much better in housekeeping. the way he speaks needs agreement from the other female characters (mrs. peters and mrs. hale). his utterance is ‘and yet, for all their worries, what would we do without the ladies?’ (glaspell, 2013). he tries to get sympathy from the females as if he cares about what females do. on the other hand, his voice disgraces the female job that they only do insignificant work. their work is not hard, but the male works hard. his utterance tends to disgrace female work by saying ‘dirty towels!’ (glaspell, 2013) and he also kicks the pans. it is a refraction of the male-dominated society voice in county attorney. glaspell tries to show what the male-dominated society reacts to the condition. ‘not much of a housekeeper, would you say, ladies?’ (glaspell, 2013) is the next utterance that he wants the female to agree to http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 241 what he said. it contains the way to blame mrs. wright as a wife who cannot be able to do her responsibility. the female characters of trifles state their opinions through the dialogues appointing their gender and their conditions. susan glaspell refracts her voices as a female in the two female characters, mrs. peters and mrs. hale. double-voiced discourses are found in some dialogues of them. the voices depict the female condition in the male-dominated society in which they also want to define themselves as human beings. responding to the male characters on judging the female domestic job, the female characters sound to defense their gender in front of the male characters. mrs. hale responds to county attorney that mrs. wright does not do much housekeeping by stating that ‘those towels get dirt awful quick. men’s hands aren’t always as clean as they might be’ (glaspell, 2013). her utterance defenses mrs. wright that is degraded by the attorney. the voice comes from the playwright (female) refracted in mrs. hale’s utterance. ‘the towels get dirt’ results from men’s hands. they are not dirty by themselves. there is a cause of it. she wants to say ‘do not blame women, if the work is not always as the men want’. the male-dominated society puts men to control every field. it goes further when men interfere with domestic chores. one of the female dialogues comes from mrs. hale that ‘i hate to have men coming into my kitchen, snooping around and criticising’ (glaspell, 2013). it is one of the double-voiced discourses in trifles that a female character speaks. this dialogue contains double voices; the male-dominated side and feminism. the male-dominated voice emerges from the society that the female character agrees that the female works in the kitchen as a domestic area. on the other hand, the playwright inserts her voice in mrs. hale’s dialogue to show her hatred for what men do. being snooped around and criticized for what she does in the kitchen makes her inconvenient. mrs. hale feels inconvenient to what men judge on the house condition. it makes her worried when the men go upstairs to find the evidence. mrs. hale’s dialogue contains double voices that are ‘wonder how they are finding things upstairs. i hope she had it a little more red-up up there. you know, it seems of sneaking. locking her up in town and then coming out here and trying to get her own house to turn against her!’ (glaspell, 2013). mrs. hale’s dialogue reflects her worry about the messy house condition. she knows what men will say if they found messy upstairs rooms. this voice is refracted from the male-dominated society. but, she does not want mrs. wright to be degraded in this way. it is her way to defend mrs. wright from men’s criticisms. this voice comes from the playwright into mrs. hale. the wright’s house looks gloomy, and it causes mrs. hale not to come over it. it is reflected in ‘i could’ve come. i stayed away because it weren’t cheerful – and that’s why i ought to have come – i’ve never liked this place. maybe because it’s down in a hollow and you don’t see the road. http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 242 i dunno what it is, but it’s a lonesome place and always was. i wish i had come over to see minnie foster sometimes. i can see now –‘ (glaspell, 2013). the utterance shows mrs. hale’s regret and her support for maledominated society. her regret supports feminism that comes from the playwright’s voice. looking at the house gloomy makes her stay away, it is the effect of male-dominated stigma. women should be able to arrange and make the house tidy and well. she did not know the cause of the gloomy house condition. gloomy house not only reflects the incapability of the wife but also reflects the desperate housewife. they are two opposite points of view. the two opposite voices reflect the inconvenience of mrs. hale concerning mrs. wright. the following is mrs. hale’s utterance that ‘not having children makes less work – but it make a quiet house, and wright out to work all day, and no company when he did come in. did you know john wright, mrs. peters?’ (glaspell, 2013) shows her two opposite opinions. ‘not having children makes less work’ implies that women’s jobs are hard. it is better not to have children that women will have less burden. this voice comes from the playwright into mrs. hale. but, there will be a consequence of it in the male-dominated society. it is reflected in ‘but it make a quiet house’. women will only stay at home, while men work outside. it is a job division in society. another female character responds to mrs. hale’s utterance on women’s domestic condition, especially about children. mrs. peters has experience of how a woman does not have children. she said ‘i know what stillness is. when we homesteaded in dakota, and my first baby died – after he was two years old, and me with no other then –‘ (glaspell, 2013). she agrees with mrs. hale that the voice comes from women in the maledominated society. and her utterance ‘i know what stillness is’ reflects that mrs. peters does not want mrs. wright to experience as she did. she is disappointed with the condition. this voice is the playwright’s in mrs. peters’. she got the impact of losing a baby. double-voiced discourse is found in the following dialogue by mrs. hale; ‘i wish you’d seen minnie foster when she wore a white dress with blue ribbons and stood up there in the choir and sang...oh, i wish i’d come over here once in a while! that was a crime! that was a crime! who’s going to punish that?’ (glaspell, 2013). mrs. hale speaks about minnie foster (mrs. wright) appearance that symbolizes her freedom when she was single. it looks she can express what she wants and likes. minnie foster’s appearance is not only meant how she dressed, but it expresses her freedom that women in the male-dominated society cannot reach. freedom changed after she got married to john wright. glaspell sounds her opinion through mrs. hale that what happened to minnie foster is also a crime. it happens in society. most women change, and it destroys their condition. to minnie foster, it changes into a disaster. the condition turns her to be a murderer. society does not care about the cause. it focuses on the end; the husband http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 243 died because of being strangled. through mrs. hale, glaspell wants to say that it is not fair for women. discussing the appearance of women, mrs. wright needs to wear an apron in jail. mrs. peters comments on what mrs. wright wants as follows; ‘she said she wanted an apron. funny thing to want, for there isn’t much to get you dirty in jail, goodness knows. but i suppose just to make her feel more natural...’ (glaspell, 2013). the dialogue contains two opposite points of view. wearing an apron represents inferiority and it does not need to show it in jail when the woman will not be controlled by the man (the husband). glaspell, through mrs. peters, wants to say that it is the time to release the burden although she has to stay in the jail by saying ‘funny thing to want’. mrs. peters dialogue also contains her curiosity about what she wants to know because it is on the contrary to when she was single. then, mrs. peters convinces herself that her reason for wearing an apron is to feel natural. feeling natural can be meant either that it is the way of mrs. wright to defend herself to be not guilty in front of the society or inferiority has stolen her freedom. mrs. hale sympathizes with mrs. wright’s condition after she and mrs. peters found a dead canary in a box. her sympathy also reflects double-voiced discourse as follows; ‘ i might have known she needed help! i know how things can be – for women. i tell you, it’s queer, mrs. peters. we live close together and we live far apart. we all go through the same things – it’s all just a different kind of the same thing, (brushes her eyes, noticing the bottle of fruit, reaches out for it) if i was you, i wouldn’t tell her her fruit was gone. tell her it ain’t. tell her it’s all right. take this in to prove it to her. she – she may never know whether it was broke or not.’ (glaspell, 2013). mrs. hale realizes the condition that they live in a male-dominated society. what mrs. wright experienced is also experienced by other women in society. this voice comes from a patriarchal society that mrs. hale cannot refuse it. then the rest of the dialogue shows that if they come together, they can pass it. this dialogue is also negotiable that they pass through the hard life together or they try to change the life condition. double-voiced discourse is found in the following dialogue by mrs. peters; ‘my, it’s a good thing that men couldn’t hear us. wouldn’t they just laugh! getting all stirred up over a little thing like – a dead canary. as if that could have anything to do with – with – wouldn’t they laugh!’ (glaspell, 2013). this dialogue contains two voices; the female characters disclose the evidence to save mrs. wright, and the female characters succeed in finding the evidence. the dead canary is the evidence of john wright’s murder. the motive is mrs. wright’s anger because john wright strangled her canary. the female characters succeed in solving the mystery. on the other hand, if they show the evidence, the men will take it and bring it to the court to punish mrs. wright. http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 244 2. patriarchy-feminism ideologies reflected in susan glaspell’s trifles a literary work can be a medium for the contestation of ideologies. two opposite ideologies show their roles at the same time. the readers will not find the winner in it. the work is only the arena of two ideologies or more displaying what they have. one literary work that reflects ideological contestation is susan glaspell’s trifles. trifles is a drama that displays patriarchy and feminism ideologies in the dialogues of the characters. some points of the drama relate to the male-female relationship in society. they are job division and domestication. trifles tells about john wright’s murder which his own wife did it. the murder is the effect of the burden which she has held for years after she married him. the burden can be categorized as the oppression that not only mrs. wright experiences but also all women, especially mrs. hale and mrs. peters of this drama, as mrs. hale states that ‘i might have known she needed help! i know how things can be – for women. i tell you, it’s queer, mrs. peters. we live close together and we live far apart. we all go through the same things – it’s all just a different kind of the same thing’ (glaspell, 2013). the setting of this drama is in the male-dominated society or patriarchal society where puts men in a dominant position. the dominant position creates some effect on the whole field. one of the effects of male domination is job division. patriarchy does not allow women to be outside of the house. so, women only have the right to work in houses or called domestic areas (millett, 2000). then, men have the opportunity to do outside of the house called the public area. this condition is reflected in trifles that all female characters get burden in domestic chores. moreover, glaspell describes by showing what mrs. wright wants in jail is wearing an apron. the apron is a symbol for women who do domestic chores such as cooking and cleaning. on the other hand, the male characters have the opportunity to go outside of the house to sell the harvest to the town. besides that, the area of investigation implicitly depicts the job division. the female characters investigate the kitchen and rooms in the house. but, the male characters go around the inside of the house and the outside of it. the masculine authority takes female liberty. they become inferior and subordinated. it can be seen that women cannot decide what they want and define themselves (tong, 2009). this condition happens in glaspell’s trifles when minnie foster found her canary dead. she also does not wear a beautiful dress and does not sing in a choir. it is her freedom, especially when she was single. marriage takes her freedom. singing and listening canary to sing are her hobbies and to entertain herself, but she cannot do it after she got married to john wright. it shows lacking liberty of minnie foster. this makes mrs. hale sympathetic to her. http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 245 another problem revealed in trifles relates to women’s feminity. women should take care of their children. it is one of her responsibility besides doing domestic service ((millett, 2000), (tong, 2009)). the wright family is described as having no children. it causes two different opinions. one considers that it is easy for women not to have children because they do not have more tasks in the house. another looks at the impact of having no children from the male-dominated society. unless these women get lonely, they can stay at home with the children while the men work outside. moreover, women will get a bad stigma if they do not have children. mrs. wright and mrs. peters experience it. mrs. peters knows how she passed her life when she lost her baby. she is not only left by the baby but also other people around her. glaspell’s trifles portrays feminine and masculine characteristics on the way to investigate the murder. glaspell shows the dichotomy between them on rationality and intuitiveness. patriarchy defines the characteristics of both genders that cause a bad impact on both of them (tong, 2009). the male characters are considered better than the female ones. the males think that they use their logical thinking to solve the mystery by observing the crime scene and the things wright has. the males also underestimate the females on finding the evidence. they mock what the females found are not dangerous. but, this drama wants to show that female also has logical thinking to solve the mystery. they found the motive of the murder that is the anger of mrs. wright and also the evidence, the dead canary in a box. susan glaspell succeeds in showing the effect of masculine authority through this drama. she shows that masculine authority may fight back against the males themselves. the oppression toward his wife causes john wright’s murder. the wife did it to relieve her burden because she has already been in a culminated position. 3. the functions of double-voiced discourse in susan glaspell’s trifles the researchers found thirteen double-voiced discourses in dialogues of susan glaspell’s trifles. baxter suggested that there are five functions of double-voiced discourse. they are used to anticipate, to correct, to mitigate, to heighten and to display personal power, and to debate ideas. the first discourse comes from the sheriff, “nothing here but kitchen things’ (glaspell, 2013). it is classified to display his power as a man. the sheriff considers that the kitchen and the things cannot be evidence of the murder. they are only trivial things that women use. the second discourse is delivered by county attorney, ‘and yet, for all their worries, what would we do without the ladies?...dirty towels!...not much of a housekeeper, would you say, ladies?’ (glaspell, 2013). he judges the kitchen condition that represents mrs. wright’s http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 246 incapability in arranging the house. this dialogue functions to heighten and display his power as a man. the third discourse is found in mrs. hale’s dialogue, ‘those towels get dirt awful quick. men’s hands aren’t always as clean as they might be.’ (glaspell, 2013). she responds to what county attorney judges to the wright’s kitchen condition. this discourse is categorized to build her solidarity as a woman to counter county attorney’s judgment. she gives a different point of view on the cause of the mess in the kitchen. her utterance is so clear defending her gender. it is responded by county attorney that calls mrs. hale is loyal to her gender. the fourth discourse is found in mrs. hale’s dialogue, ‘i hate to have men coming into my kitchen, snooping around and criticising.’(glaspell, 2013). she speaks to herself and her female friend that experiences a similar thing. she expresses her hate for males in front of her female friend. there are two different things in her utterance that makes debate. on one side, she does the work. another side, she hates being criticized by the male without stating in front of the males. this discourse functions to debate the idea which the addressee and the addresser are mrs. hale and mrs. peters. the fifth discourse stated by mrs. peters is, ‘she said she wanted an apron. funny thing to want, for there isn’t much to get you dirty in jail, goodness knows. but i suppose just to make her feel more natural. she said they was in the top drawer in this cupboard. yes, here. and then her little shawl that always hung behind the door...yes, here it is.’ (glaspell, 2013). she wants to know why mrs. wright wears an apron in jail. it is categorized to debate the ideas of wearing an apron in jail. she does not need to confirm the answer. talking to herself and thinking curiously are the ways to have a dialog with herself. the sixth discourse stated by mrs. hale is, ‘well, i don’t see any signs of anger around here, ...it’s wiped to here, ...wonder how they are finding things upstairs. i hope she had it a little more red-up up there. you know, it seems of sneaking. locking her up in town and then coming out here and trying to get her own house to turn against her!’(glaspell, 2013). it functions to debate the ideas. she wants to know what the male characters think and talk about the room condition. but, she does not ask the males. she speaks herself in front of mrs. peters. worrying men judging the room condition makes her debate it. the seventh discourse is in mrs. hale’s dialogue, ‘i could’ve come. i stayed away because it weren’t cheerful – and that’s why i ought to have come – i’ve never liked this place. maybe because it’s down in a hollow and you don’t see the road. i dunno what it is, but it’s a lonesome place and always was. i wish i had come over to see minnie foster sometimes. i can see now –‘ (glaspell, 2013). she regrets what she did. she never came over to the wright family. it is a soliloquy that she speaks herself. the addressee http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 247 and the speaker are mrs. hale herself. she does not need to get responses from others and does not get it. the eighth discourse delivered by mrs. hale is, ‘not having children makes less work – but it make a quiet house, and wright out to work all day, and no company when he did come in. did you know john wright, mrs. peters?’ (glaspell, 2013). she debates on domestic service and child nurture. both of them are female responsibilities. if a female chooses only one, there are consequences of lacking it. mrs. hale’s dialogue is categorized to debate her ideas on domestic chores. the ninth discourse is stated by mrs. peters. she responds to what mrs. hale states about the dead canary. the dead canary symbolized mrs. wright’s stillness (glaspell, 2013). it functions to build her solidarity as a woman on feeling stillness. mrs. peters remembers when she was in dakota and lost her baby. she felt lonely. she discusses and speaks with herself because the addressee talks about different ideas. the tenth discourse stated by mrs. hale is, ‘i wish you’d seen minnie foster when she wore a white dress with blue ribbons and stood up there in the choir and sang... oh, i wish i’d come over here once in a while! that was a crime! that was a crime! who’s going to punish that?’ (glaspell, 2013). mrs. hale expresses her anger and unfairness toward what mrs. wright experienced. her anger functions to debate herself because she does not speak in front of the male characters that represent the male-dominated society. society is too powerful to defeat. the eleventh discourse again stated by mrs. hale to mrs. peters is, ‘i might have known she needed help! i know how things can be – for women. i tell you, it’s queer, mrs. peters. we live close together and we live far apart. we all go through the same things – it’s all just a different kind of the same thing... if i was you, i wouldn’t tell her her fruit was gone. tell her it ain’t. tell her it’s all right. take this in to prove it to her. she – she may never know whether it was broke or not’ (glaspell, 2013). she thinks that every woman experiences the same thing that means burdens caused by male authority. the discussion happens between the female characters. she shares her solidarity with what happened to all women. this double-voiced discourse is categorized to build solidarity as women about women’s burdensome. the twelfth discourse delivered by mrs. peters wonders about finding a dead canary. her dialogue contains worried when the male characters find the dead canary. then they will laugh at it (glaspell, 2013). this utterance functions to debate her curiosity about the dead canary. the thirteenth discourse is spoken by county attorney. he comments on what the female characters get in the kitchen. his discourse sounds powerful, and he has the authority to decide whether it is important or not important. the double-voice discourse here uses the phrase ‘i guess’. then it is followed by instruction ‘...they’re not very dangerous things the ladies have picked out... no, mrs. peters doesn’t need supervising. for that http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 2, july-december 2020, page. 234-249 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x double-voiced discourse in susan :... yulistiyanti,agnes widyaningrum, endang yuliani rahayu, doi: https://doi.org/10.26714/lensa.10.2.2020.234-249 248 matter, a sheriff’s wife is married to the law. ever think of it that way, mrs. peters?’ (glaspell, 2013). conclusion the result of the research presents three points relating to doublevoiced discourse found in drama entitled trifles written by susan glaspell. after conducting the procedures of the research, the researchers found thirteen dialogues that represent double-voiced discourses. the four characters state the dialogues that appoint double-voiced discourse. the characters stating the discourses are two male characters (county attorney and the sheriff) and two female characters (mrs. peters and mrs. hale). double-voiced discourses in susan glaspell’s trifles show two opposite ideologies; patriarchy and feminism. the male character’s discourses represent patriarchal ideologies. the female characters’ discourses are dominated by patriarchal ideology and try to show their defense toward their gender that shows feminism ideology. patriarchal norms influence their discourses to respond to the problem in men and women relation. the discourses are found in job division and gender characteristics. the functions of the double-voiced discourses in trifles are to display personal power, to debate ideas, and to build solidarity. the male character discourses use the function to display personal power. the discourses show his authority as an attorney and a man that thinks more superior than women. the female characters facing the conflicts in the text use discourses to debate their ideas and build solidarity as women. this research may contribute to society to anticipate conflicts, anxiety, fear, and to build 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(2009). feminist thought a more comprehensive introduction. colorado: westview press. http://jurnal.unimus.ac.id/index.php/lensa 6454-16673-1-le%20new.docx apitan: pelestarian tradisi agraris lokal masyarakat jawa heri dwi santoso abstract agrarian activiites in javanese communities cannot be separated yet from traditional rituals, which have been held for generations. one of those activities is sedekah bumi (earth’s alms). in some areas in central java, people use the term ‘apitan’ meaning an event held in apit (the eleventh month in the javanese calendar). this research question deals with what philosophy being apitan that can make this ritual survives. the research was conducted in trongso hamlet, ketangirejo village, grobogan regency, central java province. method used in this research was qualitative research, combining quantitative data (in form of demographic data) with qualitative data (in form of data of observation and interview. the research showed that apitan is a way of expressing people’ gratitudes towards god, for the harvest. keywords: agrarian, rites, apitan, java, harvest pendahuluan latar belakang realitas budaya indonesia yang beragam suku, tradisi yang berbeda, serta agama dan aliran yang berbau mitos merupakan dasar kehidupan sosial dan budaya. bangsa indonesia sejak dahulu percaya adanya kekuatan gaib yang mengatur alam ini. hal ini terbukti dengan berbagai catatan sejarah mengenai berbagai macam upacara adat dan ritual. kekuatan gaib tersebut ada yang dianggap menguntungkan dan merugikan. untuk itu diyakini oleh beberapa kalangan bahwa manusia senantiasa perlu berupaya melembutkan hati pemilik kekuatan gaib dengan mengadakan upacara ritual, ziarah, sesaji, dan kaul, termasuk pementasan seni tertentu. di sisi lain, masyarakat jawa adalah masyarakat yang hidup dengan berorientasi masa lalu dengan demikian keadaan yang ada pada kehidupan saat ini merupakan peran dari apa yang telah dilakukan oleh nenek moyang atau leluhur pada masa lampau. di dalam masyarakat jawa yang agraris, alam menjadi satu faktor yang sangat penting bagi kehidupan manusia. menurut thohir (2007: 22), masyarakat jawa memahami bahwa masyarakat agraris adalah masyarakat yang memiliki konsep bahwa manusia harus tunduk atau selaras dengan alam. hal ini selaras dengan konsepsi msyarakat jawa mengenai perlunya keselarasan dengan alam. sehingga ketika terjadi hal-hal buruk yang terjadi terhadap manusia dalam kaitannya dengan alam seperti terjadinya bencana alam atau wabah penyakit itu terjadi karena keselarasan antara manusia dan alam telah goyah dan itu karena ulah manusia sendiri yang kurang menghargai alam. 77 untuk itu menjaga keselarasan hidup dibutuhkan keseimbangan dengan alam yang harus dijaga agar kehidupan masyarakat berjalan dengan lancar. oleh karena itu muncul berbagai macam tradisi seperti selamatan yang diadakan secara individual seperti dalam peristiwa kelahiran, perkawinan, kematian dan peristiwa lainnya, maupun upacara adat yang dilaksanakan secara komunal di dalam masyarakat yang ternyata banyak ragamnya. berbagai tradisi itu secara turun-temurun dilestarikan oleh para pendukungnya secara turun temurun. di dalam masyarakat jawa yang agraris, upacara yang dilakukan secara komunal tidak akan jauh dari mata pencaharian yaitu pertanian terutama yang berkaitan dengan panen. upacara sedekah bumi yang dilaksanakan di dusun trongso disebut dengan apitan. upacara adat apitan diadakan satu kali dalam satu tahun. sebelum upacara berlangsung, berbagai persiapan telah dipasang tenda-tenda di lokasi upacara. apitan adalah acara tradisional yang rutin dilaksanakan oleh masyarakat dusun trongso. apitan merupakan salah satu bentuk upacara sedekah bumi yang dilakukan dengan tujuan untuk merayakan panen padi yang dianggap merupakan berkah dan pemberian yang kuasa. pelaksanaan upacara ini dilaksanakan sesudah panen dan dipilih bulan apit karena dirasa paling pas sedangkan pemilihan tanggal dan hari dipilih berdasarkan perhitungan hari baik. metode penelitian penelitian terhadap upacara apitan di dusun trongso menggunakan pendekatan kualitatif di mana data yang diambil merupakan gabungan antara data kuantitatif yaitu data kependudukan, dan data kualitatif yang diperoleh dengan cara melakukan observasi dan wawancara. studi pustaka dilakukan sebagai landasan dan acuan peneliti dalam melaksanakan penelitian sekaligus juga sebagai pelengkap penulisan laporan termasuk teori-teori yang memiliki kaitan dengan penelitian. gambaran umum daerah penelitian letak dan keadaan alam dusun trongso termasuk wilayah desa ketangirejo, kecamatan godong, kabupaten grobogan. desa ketangirejo meliputi beberapa dusun yaitu : trongso, ketangirejo, sari, glonggong, truwis, karanganyar, dan kepoh. luas wilayah desa ketangirejo adalah 482,015 ha. menurut catatan peta topografi, desa ketangirejo terletak di antara 07° 1’ 38 ls dan 07° 2’ 40’’ls serta 110° 45’ 50’’bt dan 110° 46’ 52’’ bt. desa ketangirejo secara administratif berbatasan dengan: sebelah utara berbatasan dengan desa kopek dan dorolegi; sebelah selatan berbatasan dengan kecamatan karangrayung; 78 sebelah timur berbatasan dengan desa anggaswangi sebelah barat berbatasan dengan desa dorolegi dan sambung tanah di desa ketangirejo berjenis alluvial kelabu serta cokelat keabu-abuan termasuk dataran rendah yang berada di ketinggian sekitar 12 meter di atas permukaan laut serta mempunyai kemiringan sekitar 0 – 8%. tanah di wilayah ini berproduktivitas sangat tinggi sehingga sangat cocok untuk pertanian terutama untuk tanah persawahan. penduduk menurut catatan kantor desa ketangirejo, jumlah penduduk desa ketangirejo pada akhir tahun 2009 adalah 4.459 orang1. komposisi penduduk berdasarkan mata pencaharian sebagai berikut: no. golongan umur jenis kelamin jumlah laki-laki perempuan 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 0-04 05-09 10-14 15-19 20-24 25-29 30-39 40-49 50-59 60+ 185 295 213 238 190 189 207 246 211 266 191 273 173 176 236 233 189 269 194 279 376 568 386 414 426 422 396 515 405 545 jumlah 2.240 2.219 4.459 sumber data : kantor desa ketangirejo dari jumlah penduduk 4.459 tersebut, 819 orang hidup sebagai petani, 1244 buruh tani, 87 orang di pertukangan, 83 orang wiraswasta, 35 orang pns, 16 orang karyawan (sipil/abri), 9 orang pensiunan, 5 orang sebagai pemulung, dan 185 menyediakan jasa dan lainnya sedangkan sisanya 2007 orang tidak masuk angkatan kerja. upacara apitan di dusun trongso seluk beluk apitan di trongso 1 sumber dari buku monografi desa ketangirejo kecamatan godong kabupaten grobogan keadaan juni 2009 s/d desember 2009 79 keseimbangan manusia dan alam merupakan bagian penting dalam tradisi komunitas adat jawa. mudjahirin thohir (2007: 22) merumuskan kerangka orientasi nilai budaya jawa dan menyatakan bahwa salah satu orientasi masyarakat jawa adalah hidup selaras dengan alam. konsepsi yang ada dalam masyarakat jawa adalah bahwa alam selalu ada yang menunggu dan menjaga sehingga sebagai manusia yang memanfaatkan alam selalu mempercayai perlunya timbal balik sebagai wujud terima kasih terhadap alam yang telah memberikan penghidupan. masyarakat desa ketangirejo termasuk di dusun trongso mayoritas hidup di bidang pertanian2. di dalam masyarakat agraris ada kepercayaan tentang dewi sri yang menjadi simbol kesuburan. sumintarsih dalam jantra (2007: 136) mengatakan bahwa hampir semua tempat yang penduduknya mengenal bercocok tanam di sawah mengetahui cerita tentang seorang tokoh yang dipahami oleh sebagian besar masyarakat agraris sebagai dewi kesuburan, dewi penjaga sawah, atau dewi padi. oleh karena manusia dan alam selalu berhubungan sehingga terjadi interaksi dan untuk itu agar interaksi dan keterikatan dengan alam selalu berjalan dengan baik makan perlu adanya keseimbangan dalam artian ada proses saling memberi dan menerima antara manusia dan alam. dalam tradisi sejak masa lampau, keseimbangan itu selalu diupayakan dengan mengadakan ritual-ritual yang diselenggarakan secara rutin khusus untuk itu. salah satunya adalah sedekah bumi yang di dalam masyarakat trongso disebut dengan apitan. kata “apitan” berasal dari kata apit yaitu bulan ke-11 dalam sistem penanggalan jawa-islam. kata “apit” (bahasa jawa) secara harafiah berarti terjepit yang berarti bulan yang posisinya terjepit di antara dua bulan besar yaitu sawal dan dulhijah/dulkangidah. di dalam kamus besar bahasa indonesia disebutkan bahwa “upacara” adalah peralatan menurut adat istiadat, rangkaian tindakan atau perbuatan yang terikat kepada aturan-aturan tertentu menurut adat atau agama (1988: 994). sedangkan “upacara adat” diartikan sebagai upacara yang berhubungan dengan adat suatu masyarakat. upacara apitan tujuannya adalah untuk membangun keseimbangan. daerahdaerah pedesaan di jawa pada umumnya mengadakan upacara sedekah bumi setiap tahun. sebagai sebuah ritual sedekah bumi, apitan di dusun trongso pelaksanaan upacaranya berbeda dengan yang ada di daerah lain, namun mempunyai tujuan yang sama yaitu sebagai ungkapan terima kasih atas berhasilnya panenan mereka. sesuai dengan catatan sejarah, apitan di trongso sudah menjadi tradisi. menurut isyanti (2007: 131), suatu tradisi merupakan pewarisan serangkaian kebiasaan dan nilai-nilai yang diwariskan dari suatu generasi kepada generasi berikutnya. dalam suatu tradisi selalu ada hubungannya dengan upacara tradisional. dari sinilah penulis bisa merumuskan bahwa apitan sebagai sebuah upacara 2 sumber: data monografi desa ketangirejo 2009. 80 tradisional dalam masyarakat trongso merupakan sebuah tradisi yang dilakukan dari generasi ke generasi. pelaksanaan upacara 1. perlengkapan upacara a. dawet ijo dawet ijo adalah dawet santan yang berwarna hijau yang disediakan panitia upacara. dawet ijo dibuat dalam jumlah besar dan dimasukkan ke dalam dua buah kuali tanah liat dimaksudkan untuk mempermudah membawanya dari rumah tukang masak ke lokasi upacara. dua kuali tersebut dirangkai dengan sebuah pikulan dari bambu dan dibawa ke lokasi upacara sebelum upacara dimulai. fungsi dawet ijo adalah untuk mengguyang atau memandikan para pengantin baru yang diwakili oleh pengantin pria atau ayah dari pengantin pria atau perempuan jika sang pengantin pria tidak hadir. dawet ijo digunakan ketika ritual cucuk lampah. b. pacul pacul atau cangkul yang digunakan adalah cangkul berdoran pendek yang merupakan cangkul umum untuk mencangkuli sawah di daerah dataran rendah. c. pecut pecut atau cemeti yang disiapkan adalah cemeti yang biasa digunakan oleh bocah angon atau penggembala ternak. d. arit arit atau sabit adalah alat yang biasa digunakan oleh masyarakat agraris untuk memanen padi setelah ani-ani tidak lagi digunakan. arit juga digunakan untuk memotongi rumput yang menjadi hama. selain itu arit juga digunakan sebagai alat cah angon mencari rumput untuk ternak. binatang ternak simbol kemakmuran. kepemilikan ternak menjadi parameter kekayaan pada masyarakat agraris selain kepemilikan tanah sawah atau tanah garapan. e. siwur siwur adalah gayung tradisional jawa yang dibuat dari batok kelapa yang bersihkan dari serabutnya. gagangnya dibuat dari bilah bambu. siwur dalam upacara apitan digunakan ketika ritual cucuk lampah yaitu untuk menyiramkan dawet ijo ke para pengantin baru. f. sajen cah angon 81 cah angon atau penggembala ternak mendapat penghargaan tersendiri secara adat karena dianggap sebagai pekerjaan yang ideal dalam sistem masyarakat yang agraris kejawen. sesajian untuk cah angon diberikan secara simbolik di lokasi upacara dengan menghadirkan warga yang memiliki biasa menggembalakan ternak. sesajian tersebut terdiri dari: • 1 gelas wedang kopi • 1 gelas wedang teh • 1 buah kendi berisi air putih • pisang 1 lirang (sisir) • 1 ekor ayam ingkung (panggang) • nasi dan lauk pauk yaitu kering tempe, mi goreng, rempeyek, serundeng, dan sambal godhog. 2. jalannya upacara a. rembug deso rembug deso atau rapat adat desa merupakan tradisi yang biasa dilakukan masyarakat tradisional jawa termasuk di dusun trongso kecamatan godong kabupaten grobogan pasca berakhirnya sistem feodalisme. rembug deso dalam upacara apitan tahun 2009 isinya adalah sebagai berikut : b. cucuk lampah ritual cucuk lampah adalah ritual adat yang mana para perwakilan pasangan pengantin – biasanya diwakili oleh para pengantin pria atau orang tua pengantin baru baik dari pihak pria maupun perempuan – dikumpulkan dan dibariskan di jalan mengikuti kepala dusun dan beberapa sesepuh dusun lain yang mengenakan busana beskap yaitu busana resmi ala keraton yang menyimbolkan pemimpin adat. cucuk lampah berarti mengawali berjalan yang mengandung pengertian bahwa kadus dan sesepuh sebagai simbol orang yang dijadikan panutan menuntun pengantin baru yang menyimbolkan permulaan kehidupan untuk memulai hidup dalam arah yang benar. pada ritual cucuk lampah, para sesepuh desa membawa pacul, arit, dan pecut. mereka berjumlah 4 orang dengan mengenakan pakaian adat berdiri berjajar di jalan yang telah di siapkan dan di belakang mereka adalah para pengantin baru yang diwakili pengantin pria. cucuk lampah ini bernilai simbolis yaitu bahwa untuk memulai kehidupan harus diawali dengan benar. untuk menjadi benar maka orang muda harus mendapat bimbingan dari orang yang dituakan karena dianggap lebih bijaksana. sedangkan orang yang dituakan di dalam masyakat adalah para sesepuh desa. 82 sedangkan pecut, arit, dan pacul adalah simbol dari masyarakat agraris. jadi cucuk lampah ini bermakna tuntunan bagi para generasi penerus dalam mengarungi hidup sebagai masyarakat yang agraris. c. bancakan setelah selesai ritual cucuk lampah, acara selanjutnya yaitu bancakan atau kenduri yang dilakukan di pendapa rumah kepala desa yang menjadi lokasi upacara. dalam kenduri ini masing-masing kepala keluarga membawa berkat yang berisi ayam ingkung 1 ekor, nasi, dan lauk pauk. sebelum acara dimulai, para peserta dipersilakan untuk membuka berkat masing-masing kemudian menumpahkan semua isi berkat yang berupa nasi dan lauk ke atas atas yang telah disusun bersama-sama sehingga semua isi berkat dari warga bercampur menjadi satu. selain itu warga membagi ayam ingkung menjadi dua bagian. satu bagian di simpan sendiri di dalam wadah berkat masing-masing sedangkan 1 bagian lainnya dikumpulkan ke dalam rinjing yang telah dipersiapkan oleh panitia. selanjutnya ayam ingkung dikumpulkan menjadi 1 untuk kemudian dibagi lagi menjadi seperempat bagian. seperempat bagian yang satu dikembalikan kepada warga peserta upacara secara acak sedangkan seperempat bagian lainnya diserahkan kepada para sesepuh desa yang meliputi lurah, kamituwo atau kadus, bayan, dan ulama. hal ini dikandung maksud sebagai penghormatan kepada para sesepuh sebagai orang yang dituakan dan dijadikan panutan. selain itu, ada beberapa petugas yang membawa waskom berputar mengelilingi warga untuk mengumpulkan warit. warit adalah iuran sukarela yang diberikan warga yang akan dimasukkan ke kas dusun. setelah semuanya siap dan masing-masing peserta apitan baik warga maupun panitia sudah siap pada posisi bersila, pak modin memimpin doa dalam bahasa arab yang intinya adalah salawat nabi, meminta keselamatan untuk arwah leluhur dan keselamatan masyarakat khususnya warga trongso. setelah selesai membacakan doa, semua peserta upacara bersama-sama melafalkan surat al fatihah. setelah modin selesai membacakan doa, peserta dipersilakan untuk menyantap ingkung bersama-sama nasi dan lauk yang telah disatukan. setelah beberapa lama, masing-masing peserta upacara kemudian memasukkan nasi dan lauk yang telah bercampur ke dalam loyang berkat untuk kemudian dibawa pulang setelah kenduri ditutup dengan ucapan shalawat oleh modin yang berbunyi: “allahumma shalli alaa muhammad” dan warga menjawab dengan ucapan: “allahumma shalli alaihi” d. klenengan 83 setelah kenduri selesai warga kebanyakan pulang ke rumah. sebagian warga yang pulang kembali ke lokasi apitan karena ada acara selanjutnya yaitu klenengan yaitu pergelaran musik gamelan yang dimainkan oleh para pemain gamelan dengan mengenakan busana jawa. e. wayangan wayangan atau pergelaran wayang diadakan setelah klenengan. wayangan selalu ada pada setiap upacara apitan. wayangan yang di gelar dari sore hingga dini hari sebagai bagian dari acara apitan merupakan acara selamatan sekaligus pesta perayaan atas keberhasilan panen. tema yang disajikan pada pergelaran wayang adalah tema khusus berkaitan erat dengan ritual apitan dan kehidupan masyarakat agraris. judul dari pergelaran wayang pada apitan di dusun trongso adalah sri mulih yang merupakan cerita tentang kearifan dewi sri sebagai dewi kesuburan yang dipercaya secara tradisi berperan besar terhadap keberhasilan panen. setelah wayangan selesai berarti berakhir pula apitan pada tahun tersebut dan akan dirayakan lagi pada tahun berikutnya. penutup dari rangkaian prosesi upacara dan berbagai perlengkapan upacara yang telah disiapkan dan disertakan terlihat bahwa upacara adat apitan merupakan sebuah tradisi yang dimaknai oleh pendukungnya sebagai sebuah ungkapan terima kasih kepada yang kuasa atas keberhasilan hasil panen sekaligus juga sebagai bentuk luapan rasa bahagia yang terepresentasikan dalam sajian-sajian hiburan seperti klenengan dan wayangan meskipun tanpa mengabaikan unsur edukasi kepada generasi penerus mengenai perlunya menjaga keselarasan dengan alam yang tercermin pada tema “sri mulih” yaitu cerita pewayangan yang garis besarnya tentang gambaran kearifan dewi sri sebagai tokoh simbolis kekuatan alam dalam masyarakat agraris. daftar pustaka isyanti. 2007. tradisi merti bumi suatu refleksi masyarakat agraris. yogyakarta: jantra sumintarsih. 2007. dewi sri dalam tradisi jawa. yogyakarta: jantra sumarsih, sri. 2007. upacara keduk beji sebuah refleksi kepercayaan masyarakat terhadap sendang tawun. yogyakarta: patrawidya tim penyusun kamus besar bahasa indonesia. 1988. kamus besar bahasa indonesia. jakarta: departemen pendidikan dan kebudayaan republik indonesia. 84 tim penyusun. 1989. mengenal desa ketangirejo. ketangirejo: pemerintah desa ketangirejo tim penyusun. 2009. data monografi desa ketangirejo keadaan juni 2009 – desember 2009. ketangirejo : pemerintah desa ketangirejo thohir, mudjahirin. 2007. memahami kebudayaan teori, metodologi, dan aplikasi. semarang : fasindo spradley, james. p dan david w. mccurdy. 1972. the cultural esperience: ethnography in complex society. chicago: sra daftar informan nama umur pekerjaan pendidikan dasan hadiwinoto 73 petani, pensiunan sga djadjid 59 guru d2 markum 54 petani sd sujoko 46 petani, kadus sma suratin 48 perangkat desa sma 85 serat centhini serat centhini, sebuah kompleksitas kesusastraan jawa yang mumpuni anies widiyarti 1 abstract „serat centhini‟, also known as „suluk tambanglaras‟ or „suluk tambangraras-amongraga‟, is one of the greatest works in the new javanese literature, written in form of „tembang‟ (songs). the work contains various kinds of javanese knowledge and culture. using literary sociological approach, this article discusses about „serat centhini‟. as one of literary canons, „serat centhini‟ is said as a smart, innovative and very complete work. it is found that „serat centhini‟ successfully integrates three perpectives in literary sociology, such as a) seeing a literary work as a social document, b) seeing a literary work as the reflection of the author‟s social situation, and c) seeing a literary work as the manifestation of a certain historical event and cultural situation. finally, the fact that this work has been one of the greatest works deals with pakubuwono v‟s initial intention to make „serat centhini‟ be the encyclopaedia of the javanese culture. keywords: „serat centhini‟, new javanese literature, sociological approach, canon. pendahuluan ketika belum lama ini kita ribut-ribut soal satu per satu warisan budaya indonesia yang dicuri sekaligus diakui sebagai milik negara tetangga, malaysia, seolah-olah serentak, semuanya merasa paling berhak dan dengan emosionalnya seakan-akan kita memang berhak untuk „mengganyang‟ sekaligus „menghabisi‟ malaysia. mulai dari masalah tempe, reog ponorogo, wayang, tari pendet, sampai lagu kebangsaan malaysia, negaraku, yang konon sama persis dengan lagu terang bulan milik indonesia. hal-hal itulah di antaranya yang membuat kita sebagai bangsa indonesia merasa dipecundangi, seperti ditusuk dari belakang, yang pada akhirnya memperuncing hubungan bilateral indonesia – malaysia menjadi semakin „panas‟. akan tetapi, benarkah kemarahan kita sudah pas dan sepantasnya? jika dilihat dari segi „pencuriannya‟, bolehlah kita marah, toh itu hak milik kita. tetapi, jika dilihat dari segi penghargaan kita terhadap warisan budaya leluhur, sebaiknya pikir dua kali dahulu, sebelum marah kita layangkan. bangsa indonesia memang bangsa yang terlampau reaktif diantara kepasifan anak bangsanya sendiri. mengaku bahwa itu memang budaya asli indonesia, tetapi kemana perhatian ini selama ini ditujukan? ternyata memang kita lebih menyukai musik r & b ala amerika daripada sekedar gamelan atau angklung yang terlalu sederhana. atau juga kita lebih mencermati perhelatan pagelaran busaa di paris dan milan, daripada hanya batik atau ulos yang rumit, tetapi tidak fashionable. 1 universitas diponegoro 67 ironis memang, karena ternyata bangsa dan orang asing yang justru kepincut dengan budaya-budaya indonesia. tak berlebihan juga jika pada akhirnya secara diam-diam, pihak asing mengambil sekaligus mempatenkan yang sebenarnya milik kita. giliran nanti sudah benar-benar kecolongan, baru kita merasa kebakaran jenggot, sibuk me-lobby sana sini, minta dukungan. rupanya shock therapy itu berhasil, karena sedikit demi sedikit rasa nasionalisme dan kebanggaan itu kembali berkobar dan kembali mempertahankan hak miliknya. tetapi apa iya akan terus seperti itu kejadiannya? agaknya tak cukup hanya bertahan untuk membuat bangsa indonesia menjadi lebih bijaksana. bertahan juga harus disertai aksi dan tindak lanjut agar warisan budaya leluhur bisa terus eksis, menjadi kebanggaan, bahkan show up di dunia internasional. kesusastraan jawa; kompleksitas kebudayaan dan pembabakannya sebagai bagian dari warisan budaya indonesia, kesusastraan jawa bisa dikatakan layaknya etalase kebudayaan jawa yang kompleks dan menarik. di dalam kesusastraan jawa boleh jadi adalah gambaran serta rangkuman dari kebudayaan masyarakat yang melingkupinya. dari periode satu ke periode berikutnya, dari mulai zaman kesusastraan jawa kuno sampai masuk jawa baru, masing-masing membawa cerita sendiri-sendiri. kebudayaan jawa khususnya kesusastraannya menjadi beragam karena menurut purwadi, akulturasi dan asimilasi kebudayaan itu menjadikan masyarakat jawa terbiasa dengan perubahan sehingga muncul sebuah jati diri yang terbuka dan akomodatif (2007: v). 1. sastra jawa kuno (awal abad ix) menurut purwadi, kebudayaan asli jawa yang bersifat transendental lebih cenderung pada paham animisme dan dinamisme. perubahan besar pada kebudayaan jawa terjadi setelah masuknya agama hindu-budha yang berasal dari india. kebudayaan india secara riil mempengaruhi dan mewarnai kebudayaan jawa, meliputi: sistem kepercayaan, kesenian, kesusastraan, astronomi, mitologi, dan pengetahuan umum (2007: 1). zoetmulder menjelaskan, kebudayaan hindu-budha ini disebarkan melalui sarana bahasa yaitu bahasa sanskerta. bahasa sansekerta yang merupakan bahasa ilmu pengetahuan, filsafat dan sastra yang dipakai oleh lapisan atas, khususnya di kalangan istana dan brahmana, sangat berpengaruh terhadap perkembangan sastra jawa kuno (melalui purwadi, 2007:1). pengaruh bahasa sanskerta yang bercorak hinduisme tampak sekali dalam sastra pewayangan, misalnya pada kakawin ramayana dan mahabharata (purwadi, 2007: 2). utomo mengatakan, bahasa sansekerta berpengaruh kuat pada bahasa jawa. hal ini terjadi karena kemampuannya berakulturasi untuk membentuk „lambang‟ bahasa pada manusia jawa, maka sanskerta hampir seluruhnya diserap ke dalam bahasa jawa, sebagai ilustrasi dari 9.000 kata bahasa jawa, terutama jawa waktu itu, 7.500 kata merupakan serapan dari bahasa sanskerta (melalui prawoto, 1993: 2-3). 68 masih menurut utomo, sastra jawa kuno dinilai para peneliti mempunyai beberapa spesifikasi yang dapat diunggulkan, selain isinya yang khas, beberapa hal memperbincangkan keadaan manusia dan dewa, namun dalam isinya juga berupa nasihat-nasihat yang ternyata sampai sekarang masih ada relevansinya dengan kehidupan masyarakat jawa masa kini. salah satunya adalah naskah-naskah uphanisat – sebuah karya sastra jawa kuno yang berisi nasehat dengan latar agama hindu yang banyak diteladani sampai sekarang (melalui prawoto, 1993: 3). 2. sastra jawa pertengahan (abad xii – xv) utomo mengatakan, kerajaan mahapahit merupakan tonggak dimulainya pergeseran sastra jawa dengan munculnya karya-karya sastra yang berlawanan bahasa maupun cara pengungkapannya. pergeseran sastra jawa ini terjadi karena masyarakat jawa mencoba mengembangkan identitas diri lebih lanjut (melalui prawoto, 1993: 3). akan tetapi, utomo kembali menjelaskan, bahwasannya perkembangan sastra jawa pertengahan sangat lamban. selain itu, sastra jawa pertengahan terlihat tidak memperhitungkan panjang pendek vokal dalam kata-katanya, maupun pengaruh sanskerta makin tidak dirasakan (melalui prawoto, 1993: 3). gallenfels berpendapat, sastra jawa pertengahan ini merupakan produk asli jawa atau indonesia, karena selain tatanan kata atau kalimat dalam bahasanya berbeda dengan bahasa jawa kuno. juga bentuk puisinya pun telah nampak perbedaan (melalui prawoto, 1993: 3-4). utomo menyebut, karya sastra jawa pertengahan seperti pararaton, calon arang, sudamala dan panji, isi dan ceritanya lebih banyak mengungkapkan tentang masalah manusia pada umumnya, baik itu di kalangan kerajaan atau kalangan masyarakat biasa (melalui prawoto, 1993: 3). utomo juga menambahkan, isi yang berbeda tersebut bisa terjadi mungkin disebabkan pergeseran persepsi masyarakat jawa, di samping keinginan masyarakat jawa saat itu yang sudah menginginkan dan mencoba untuk lebih meng-indonesiakan diri dalam bentuk karya sastranya. itulah sebabnya keaslian sastra jawa semakin nampak dan kemudian menyebar ke berbagai penjuru nusantara, seiring dengan kejayaan majapahit (melalui prawoto, 1993: 4). utomo melanjutkan, akan tetapi setelah majapahit runtuh kekuasaannya karena masuknya agama islam di jawa, pergeseran bahasa jawa kuno dan pertengahan ke arah timur menjadi tak terelakkan lagi, yang akhirnya seperti diketahui sisa-sisa majapahit ini masih hidup dan berkembang sampai sekarang di kawasan tersendiri, yaitu pulau bali (melalui prawoto, 1993: 4). 3. sastra jawa baru utomo menerangkan, setelah majapahit runtuh, sastra jawa terus bergerak mengikuti perjalanan kerajaan yang berkembang setelah majapahit, yaitu kerajaan demak. karena kerajaan demak di bawah pengaruh islam, maka karya sastra pada 69 periode jawa baru ini cenderung bernapaskan keislaman (melalui prawoto, 1993: 45). a.h. johns menjelaskan, bahwa pada periode jawa baru sastra jawa bukan saja berisi tentang masalah kehidupan masyarakat dan masalah kerajaan, tetapi juga masalah keagamaan terutama keislaman dengan rukun islam dan sejarah nabi. ini nampak sekali pada karya-karya sastra waktu awal masuknya islam seperti adanya suluk, primbon, dan babad (melalui prawoto, 1993: 5). utomo mengungkap, karya sastra jawa yang menggunakan bahasa jawa baru ini mengalami masa puncaknya ketika kerajaan beralih ke kartasura sampai pada zaman berikutnya di kerajaan surakarta. pada masa ini sastra jawa memiliki pemikir dan penulis yang begitu terkenal baik di kalangan masyarakat dan kerajaan, seperti halnya yasadipura dan ranggawarsita. karya sastra jawa baru yang berisi kemasyarakatan banyak yang disisipi dengan nasihat ajaran keagamaan, atau bahkan ramalan dan percintaan. antara lain yang menjadi masterpiece adalah serat rama jarwa, jangka jaya baya, centhini atau pepali yang berisi ramalan dan nasib bangsa (jawa) atau juga ensiklopedi segala sesuatu tentang manusia jawa (melalui prawoto, 1993: 5). serat centhini sebagaimana telah dijelaskan sebelumnya, masing-masing pembabakan dalam kesusastraan jawa mempunyai corak dan keistimewaan sendiri-sendiri. namun untuk kesempatan kali ini, penulis memilih serat centhini sebagai fokus pembicaraan dan pembahasan. sebagai salah satu konon sastra di zamannya, serat centhini boleh dibilang sangat cerdas, inovatif, dan sangat lengkap. penulis ingat, dulu ketika masih duduk di bangku smu, gambaran tentang serat centhini adalah tak ubahnya kitab kamasutra versi jawa. bukannya apa-apa, pada awalnya mendengar tentang serat centhini, penulis menganggap isinya melulu tentang seksualitas yang dikupas tuntas. setelah sekian lama berjalan, sedikit demi sedikit informasi mulai membuka jalan. serat centhini ternyata lebih dari sekedar kitab seks vulgar. serat centhini boleh dibilang adalah himpunan pengetahuan kebudayaan jawa yang komplet dan seks ternyata hanya menjadi salah satu bagiannya saja. ada begitu banyak bagian lain yang menjadi faktor penting dalam pola kehidupan khas budaya jawa. penulis sendiri, sampai saat ini belum pernah melihat naskah asli serat centhini yang konon tebalnya mencapai 4.200 halaman folio. serat centhini atau juga disebut suluk tambanglaras atau suluk tambangrarasamongraga, merupakan salah satu karya terbesar dalam kesusastraan jawa baru. serat centhini menghimpun segala macam ilmu pengetahuan dan kebudayaan jawa, agar tak punah dan tetap lestari sepanjang waktu. serat centhini disampaikan dalam bentuk tembang, dan penulisannya dikelompokkan menurut jenis lagunya (http://id.wikipedia.ord/wiki/serat-centhini). 70 http://id.wikipedia.ord/wiki/serat-centhini menurut keterangan r.m.a sumahatmaka, seorang kerabat istana mangkunegaran, serat centhini digubah atas kehendak kanjeng gusti pangeran adipati anom di surakarta, seorang putra kanjeng susuhunan pakubuwana iv, yaitu yang kemudian akan bertahta sebagai sunan pakubuwono v (melalui http://id.wikipedia.org/wiki/serat-centhini). sangkala serat centhini, berbunyi paksa suci sabda ji, atau tahun 1942 tahun jawa atau tahun 1814 masehi, enam tahun menjelang dinobatkannya sunan pakubuwono v. sunan pakubuwono v akhirnya mulai bertahta pada tahun 1748 (jawa) (http://id.wikipedia.org/wiki/serat-centhini). akan tetapi, ada sumber lain menyebutkan bahwasannya serat centhini ditulis tahun 1815 (wirodono, 2009: 7). serat centhini ditulis bersumber pada kitab jatiswara, yang bersangkala jati tunggal swara raja, yang menunjukkan angka 1711 (tahun jawa, berarti masih di zamannya sunan pakubuwono iii). atas kehendak sunan pakubuwono v, gubahan suluk tambangraras atau centhini ini dimanfaatkan untuk menghimpun segala macam pengetahuan lahir batin masyarakat jawa pada masa itu, yang termasuk di dalamnya keyakinan dan penghayatan mereka terhadap agama (http://id.wikipedia.org/wiki/serat-centhini). pengerjaan serat centhini dipimpin langsung oleh pangeran adipati anom, yang mendapatkan tugas membantu mengerjakannya adalah tiga orang pujangga istana, yaitu: 1. raden ngabehi ranggasutrasna 2. raden ngabehi yasadipura ii (sebelumnya bernama raden ngabehi ranggawarsita i) 3. raden ngabehi sastradipura sebelum dilakukan penggubahan, ketiga pujangga istana mendapat tugas khusus untuk mengumpulkan bahan-bahan pembuatan kitab. ranggasutrasna bertugas menjelajah pulau jawa bagian timur, yasadipura bertugas menjelajah jawa bagian barat, serta sastradipura bertugas menunaikan ibadah haji dan menyempurnakan pengetahuannya tentang ajaran islam (http://id.wikipedia.org/wiki/serat-centhini). pengerjaan serat centhini dimulai pada hari sabtu pahing, tanggal 26 muharam tahun je, mangsa vii, angka tahun jawa 1742 dengan sengkalan: paksa suci sabda aji (= bulan januari 1814) (purwadi, 2007: 320). selanjutnya untuk pengerjaan isi, setiap masalah yang berhubungan dengan wilayah barat jawa, timur jawa, atau agama islam, dikerjakan oleh ahlinya masing-masing. terdiri dari 12 jilid dengan jumlah lagu keseluruhannya menjadi 725 lagu, pangeran adipati anom mengerjakan sendiri jilid lima sampai sepuluh (http://id.wikipedia.org/wiki/serat-centhini). purwadi menjelaskan, serat centhini yang baku terdiri atas 12 jilid, rata-rata 350 halaman folio tulisan tangan huruf jawa. seluruhnya memuat 12x350 halaman = 4.200 halaman folio (2007: 320). secara garis besar, serat centhini disusun berdasarkan 71 http://id.wikipedia.org/wiki/serat-centhini http://id.wikipedia.org/wiki/serat-centhini http://id.wikipedia.org/wiki/serat-centhini http://id.wikipedia.org/wiki/serat-centhini http://id.wikipedia.org/wiki/serat-centhini kisah perjalanan putra-putri sunan giri setelah dikalahkan oleh pangeran pekik dari surabaya, ipar sultan agung dari kerajaan mataram. kisah dimulai setelah tiga putra sunan giri berpencar meninggalkan tanah mereka untuk melakukan perkelanaan, karena kekuasaan giri telah dihancurkan oleh mataram. mereka adalah jayengresmi, jayengraga/ jayengsari, dan seorang putri bernama ken rancangkapti (http://id.wikipedia.org/wiki/serat-centhini). dalam perjalanan ini, jayengresmi mengalami „pendewasaan spiritual‟ karena bertemu dengan sejumlah guru, tokoh-tokoh gaib dalam mitos jawa kuno, dan sejumlah juru kunci makam-makam keramat di tanah jawa. dalam pertemuan dengan tokoh-tokoh itu, dia belajar mengenai segala macam pengetahuan dan khazanah kebudayaan jawa, mulai dari candi, makna suara burung gagak dan prenjak, khasiat burung pelatuk, petunjuk pembuatan kain lurik, pilihan waktu berhubungan seksual, perhitungan tanggal, hingga ke kisah syekh siti jenar. pengalaman dan peningkatan kebijaksanaannya ini membuatnya kemudian dikenal dengan sebutan she (syekh) amongraga. dalam perjalanan tersebut, syekh amongraga berjumpa dengan ni tambangraras yang menjadi istrinya, serta pembantunya ni centhini, yang juga turut serta mendengarkan wejangan-wejangannya (http://id.wikipedia.org/wiki/serat-centhini). singkat penjelasan, serat centhini berisi aneka ragam kawruh jawa. ki sumidi adisasmita dalam bukunya yang berjudul pustaka centhini selayang pandang, menyebutkan bahwa serat centhini kurang lebih memuat hal-hal sebagai berikut: sejarah tanah jawa, riwayat hidup, siasat perang, politik, ramalan tanah jawa, jangka jayabaya, ramalan hari kiamat menurut hadits nabi, pralambang negaranegara di jawa, berbentuk palupi, berbentuk papali, berbentuk dongeng, ceritera, berbentuk perlindungan allah kepada orang-orang yang jujur, candi-candi, peninggalan kuno, benda-benda kuno misalnya : meriam, pusaka senjata, dan benda azimat, bekas-bekas yang bersejarah, makam-makam kuno, bangunan-bangunan kuno (melalui purwadi, 2007: 325). selain yang sudah disebutkan di atas, ki sumidi juga menambahkan bahwasannya masalah-masalah seperti halnya gotong-royong, keramahan menerima dhayoh, keakraban, suluk, ilmu kesempurnaan, asmara, kesenian, obat-obatan dan penyakit, primbon, kesenangan dan pertunjukan, ceritera, tata cara upacara, pendidikan, sampai tipe-tipe manusia, juga tak luput dari pembahasan serat centhini (melalui purwadi, 2007: 325-329). sampai saat ini, menurut ki sumidi, serat centhini telah ditulis ulang berkalikali sehingga ada enam versi, yaitu: 1. serat centhini yang baku 2. serat centhini pisungsung, sri sunan pakubuwono vii surakarta ke negeri belanda serat centhini baru ini disalin dari serat centhini baku jilid v, vi, vii, viii, ix. memuat 280 pupuh dan berisikan semua ceritera-ceritera porno tulisan sri sunan pakubuwono v, yang disisipkan sebagai selingan diantara wejangan-wejangan pembicaraan-pembicaraan suci yang diberikan oleh para ahli ilmu tarekat kepada para 72 http://id.wikipedia.org/wiki/serat-centhini http://id.wikipedia.org/wiki/serat-centhini siswa-siswa atau tedhayohnya. serat centhini baru ini digubah pada hari kamis pagi jam delapan bulan ruwah, tanggal 23 tahun dal, mangsa kasa. dengan sengkalan: tata resi amulang janma = 1775 jawa = 1846 m. 3. serat centhini dalam bahasa jawa timur ditulis pada tanggal 1 ramadhan tahun wawu, 1729 jawa = 1802 m 4. serat centhini dalam bahasa jawa pegon ditulis pada 1292 h = 1804 jawa = 1875 m 5. serat centhini jalalen ditulis dengan sengkalan : tri guna surananing rat = 1733 = 1806 m, oleh kyai ngabehi rangga sutrasna 6. serat centhini among raga ditulis dengan sengkalan : tata trus wiku tunggal = 1795 jawa = 1866 m (melalui purwadi, 2007: 330-333). akibat dari tebalnya, menurut purwadi jarang sekali di antara pembaca yang telah dapat membaca serat centhini seluruhnya. serat centhini yang baku itu mulai dengan serat sinom sebagai pupuh pertama pada (bait) pertama dalam jilid, (pertama) dan diakhiri dengan tembang sarkara. adapun bunyi dari sekar sinom adalah sebagai berikut: “sri narpatmaja sudibya talatahing nuswa jawi surakarta adiningrat hagnya ring kang wadu carik sutrasna kang kinanthi mangun reh cariteng dangu sanggyaning kawruh jawa tinengran serat centhini kang minangka dadya lajering caritra (purwadi, 2007: 322) di dalam satu pada ini tercantum beberapa keterangan tentang serat centhini, yakni : perkataan : sri narpatmaja, berarti pangeran adipati anom, ini menunjukkan bahwa tembang pertama di dalam serat centhini ialah sinom. beliau adalah putra mahkota kerajaan surakarta yang unggul. beliau memberi perintah kepada carik bernama sutrasna agar menyusun sebuah pustaka yang mencantumkan segala macam ilmu-ilmu pengetahuan di jawa sejak dahulu hingga pada masa itu. pustaka itu diberi nama : serat centhini (2007: 322-323). adapun sebagai penutup, bunyi dari tembang sarkara pada angka 671 dan 672 adalah sebagai berikut: “pan pinugut wedharing palupi, 73 punang serat centhini karan-nya, wawejangan pamungkase, mamardi maring kawruh, ing kajaten jatining urip, wikan reh kahanan, hananing maha gung, sajati-jatining janma, wus jinayah jejering janma majaji, kang jinurang ing seya”. “kaderpaning panggalih sang aji kang umput wijanganing kata tinaliti saturute tetelane tinutur tititatas tananing gati sakwehning kang kinata ulas samya ingimpun hala hayuning pakaryan kawruh miwah ngelmuning kang lahir batin winedar mring pra mudha (purwadi, 2007: 324-325) ulasan serat centhini dan lingkup pengaruh menurut ulil abshar abdalla, karya yang boleh dikatakan sebagai ensiklopedi mengenai “dunia dalam” masyarakat jawa ini, terdapat resistensi terselubung dari masyarakat elitis (priyayi) keraton jawa di suatu pihak, terhadap pendekatan islam yang menitikberatkan pada syariah sebagaimana yang dibawakan oleh pesantren dan walisongo. melihat jenis-jenis pengetahuan yang dipelajari oleh ketiga putra putri giri tersebut, tampak dengan jelas unsur-unsur islam yang “ortodoks” bercampur baur dengan mitos-mitos tanah jawa. ajaran islam mengenai sifat allah yang dua puluh misalnya, diterima begitu saja tanpa harus membebani para pengguh ini untuk mempertetangkannya dengan mitos-mitos khazanah kebudayaan jawa. dua-duanya disandingkan begitu saja secara “sinkretik” seolah antara alam monoteisme – islam dan paganisme/animisme jawa tidak terdapat pertentangan yang merisaukan. penolakan atau resistensi tampil dalam nada yang tidak menonjol dan sama sekali tidak mengesankan adanya “heroisme” dalam mempertahankan kebudayaan jawa dari penetrasi luar (melalui http://id.wikipedia.org/wiki/serat-centhini). selanjutnya dr. badri yatim ma mengatakan bahwa keraton-keraton jawa islam yang merupakan penerus dari keraton majapahit menghadapi tidak saja legitimasi politik, melainkan juga panggilan kultural untuk kontinuitas. tanpa hal-hal tersebut, keraton-keraton baru itu tidak akan dapat diakui sebagai keraton pusat. dengan demikian konsep-konsep wahyu kedaton, susuhunan, dan panatagama terus berlanjut menjadi dinamika tersendiri antara tradisi keraton yang sinkretis dan 74 http://id.wikipedia.org/wiki/serat-centhini tradisi pesantren yang ortodoks (melalui http://id.wikipedia.org/wiki/seratcenthini). penulisan kembali centhini dalam bentuk prosa liris dilakukan juga oleh elizabeth inandiak dalam bahasa prancis berjudul les chants de i‟ile a dormir debout. bentuk ini dapat dianggap sebagai interpretasi personal karena terdapat perbedaan dengan bentuk kitab aslinya. hal yang agak berbeda, dilakukan oleh r.m.a sumahatmaka yang menerbitkan ringkasan serat centhini berdasarkan naskah milik reksapustaka istana mangkunegaran. ringkasan tersebut telah dia laksanakan dan diterjemahkan secara bebas dalam bentuk cerita, yang diharapkan pembuatnya dapat mudah dipahami oleh masyarakat yang lebih luas. sesuatu yang lain lagi, yang dilakukan berkaitan dengan serat centhini dikerjakan oleh sunardian wirodono. dia mengubah serat centhini menjadi trilogi novel dalam bahasa indonesia (centhini, 40 malam mengintip sang pengantin; centhini, perjalanan cinta; dan cebolang, petualang jalang) (http://id.wikipedia.org/wiki/serat-centhini). penjelasan / kajian teoritis pada prinsipnya, menurut laurenson dan swingewood, terdapat tiga perspektif berkaitan dengan sosiologi sastra, yaitu: (1) penelitian yang memandang karya sastra sebagai dokumen sosial yang di dalamnya merupakan refleksi situasi pada masa sastra tersebut diciptakan, (2) penelitian yang mengungkap sastra sebagai cermin situasi sosial penulisnya, dan (3) penelitian yang menangkap sastra sebagai manifestasi peristiwa sejarah dan keadaan budaya (melalui endraswara, 2003: 79). apabila bercermin dari perspektif tersebut, boleh dikatakan serat centhini mampu mengintegrasikan ketiga perspektif tersebut. ketika suluk tambangraras ini menjadi salah satu masterpiece dan mampu menghimpun segala pengetahuan kebudayaan jawa secara lengkap pada masanya, karena pada awalnya pakubuwono v memang berniat menjadikan serat centhini sebagai ensiklopedi budaya jawa agar tetap lestari yang tentunya bisa juga dianggap sebagai dokumen sosial pada masa itu. masa di mana budaya islam mulai memasuki keraton-keraton di jawa, selepas pengaruh hindu majapahit yang menguasai. dalam kehidupan aristokrat jawa masa itu, para pujangga keraton memang mempunyai peran yang terlampau penting. para pujangga keraton dituntut tidak hanya pandai bercerita, tetapi mereka juga harus terjun langsung untuk melakukan observasi membuat catatan-catatan penting, berkaitan dengan tulisan yang akan mereka buat. serat centhini memang didokumentasikan tepat ketika peralihan dari tradisi hindu-majapahit menuju islam-demak. besar kemungkinan, mulusnya ajaran-ajaran yang ditulis dalam serat centhini berbanding terbalik dengan realitas di lapangan. seperti sebelumnya dikatakan oleh ulil abshar abdalla, bahwa sangat mungkin terdapat resistensi terselubung, antara para priyayi dan pendekatan islam pada umumnya. para priyayi yang sudah terikat dengan sisten kejawen yang kolot, 75 http://id.wikipedia.org/wiki/serat-centhini http://id.wikipedia.org/wiki/serat-centhini http://id.wikipedia.org/wiki/serat-centhini kemungkinan besar tidak bisa masuk sepenuhnya dalam ajaran islam yang sesungguhnya. karena itulah pada akhirnya muncul istilah islam kejawen dan islam puritan. akan tetapi secara garis besar, serat centhini mampu untuk meng-ejawantahkan segalanya satu demi satu, berimbang porsi dalam sudut pandang. daftar pustaka endraswara, suwardi. 2003. metodologi penelitian sastra: epistemologi model dan aplikasi. yogyakarta: pustaka widyautama. prawoto, poer adhie. 1993. wawasan sastra jawa. bandung: penerbit angkasa. purwadi. 2007. sejarah sastra jawa. yogyakarta: shaida. wirodono, sunardian. 2009. centhini: sebuah novel panjang (40 malam mengintip sang pengantin). yogyakarta: diva press. http://id.wikipedia.org/wiki/serat-centhini. 76 http://id.wikipedia.org/wiki/serat-centhini 111 developing students‟ writing skill on recount text by using photograph and group grid technique dian candra prasetyanti17 husnul hotimah18 abstrak kemampuan menulis adalah kemampuan yang sangat sulit bagi para murid sekolah menengah pertama. mereka kesulitan untuk menuliskan ide-ide mereka karena mereka merasa tidak percaya diri dalam menulis kalimat berbahasa inggris. oleh karena itu, peneliti menggunakan teknik group grid dan media foto untuk merangsang para murid mendapatkan ide-ide mereka dalam menulis bahasa inggris. penelitian ini adalah untuk meningkatkan kemampuan menulis para murid dalam menulis teks recount dengan teknik group grid dan media foto. penelitian ini merupakan penelitian tindakan kelas. peneliti menggunakan dua siklus. setiap siklus terdiri dari empat tahap yaitu perencanaan (planning), tindakan (acting), observasi (observing), dan refleksi (reflecting). metode yang digunakan dalam pengumpulan data adalah tes, observasi, wawancara, dan kuesioner. penelitian ini menggunakan teknik group grid dengan menggunakan media foto untuk meningkatkan kemampuan menulis para murid dalam menulis teks recount serta untuk mengetahui pencapaian dan respon para murid selama proses pembelajaran. temuan dalam penelitian ini menunjukkan bahwa ada peningkatan dalam penguasaan murid dalam menulis teks recount. hal itu dapat dilihat dari nilai rata-rata murid dalam pre-test yaitu 40.56. kemudian, nilai rata-rata di posttest 1 adalah 72.93, dan nilai rata-rata post-test 2 adalah 78.12. persentase kelas untuk murid yang nilainya diatas kkm dari post-test 1 adalah 53% dan post-test 2 adalah 84%. respon para murid dalam implementasi teknik group grid dan media foto sangat bagus. hal tersebut juga dapat dilihat dari hasil kuesioner dengan persentase nilai total tertinggi 96% dan nilai terendah 70%. ratarata persentase yang didapat adalah 84% berdasarkan perhitungan dari hasil data, bisa disimpulkan bahwa implementasi teknik group grid dan media foto dapat meningkatkan kemampuan para murid dalam menulis teks recount. kata kunci: menulis, teks recount, teknik group grid, foto. 17 pengajar di program studi s1 pendidikan bahasa inggris universitas muhammadiyah semarang 18 mahasiswa program studi s1 pendidikan bahasa inggris universitas muhammadiyah semarang 112 introduction a. background of the study writing is one of language skills which makes students active to express their idea in written form. according to harmer (2004:11), “before getting students to write we can encourage them to think about what they are going to write”. it can be concluded that teacher must give instruction for students before they are asked to write. students must understand what they will write and what its purpose is. students need stimulus as encouragement to write, so as the teacher should use an interesting technique and media to motivate them in learning. in fact, the problem appeared in the eighth grade students of smpn 3 banjarharjo. the teacher used conventional method in teaching so the students feel bored and not active in teaching learning process especially in writing. in curriculum 2013 students are asked to be able to arrange some texts like recount and descriptive text (depdiknas,2013). the researchers tried to increase and improve students writing recount text because the purpose of this text is to tell the past experience. students will be interested if they are asked to write their experience. one of learning media that can be used to improve students‟ interest in writing recount text is photograph because photographs are real pictures that draw real events. while group grid technique is one of collaborative learning technique which can motivate students to be active. sudarman (2009:09) stated that collaborative learning is learning process that each member of the group contribute their information, experience, ideas, attitudes, opinions, abilities and skills to improve their understanding together. it means that group grid can motivate students to be active in sharing their idea and experience each other in a group. by using group grid and photograph media can make students active to create the sentences in a paragraph. group grid collaborative is a collaborative learning technique that instructs students to choose some words each given by the teacher related to the material. students in small group choose the words and write them on table. after that all students in each group collaborate their words to be sentences. students must choose the words related to the paragraph given by teacher. by looking at the photograph, students can guess the event happened. group grid helps students to find vocabularies and exchange ideas. 113 from the statement above, the researchers use group grid technique and photograph media to improve their writing recount text by guessing the photograph and active to find the words to create the text. b. statement of the problem 1. how is the implementation of group grid and photographs to improve students‟ writing recount text? 2. what are students‟ responses about the implementation on group grid and photographs in writing recount text? c. review of related literature 1. the definition of photograph photograph is kind of still picture that can be shown into the real objects or the events of outside the class. as media for teaching and learning process, the photograph has advantages and disadvantages. based on daryanto (2013:109), there are some advantages and disadvantages using photographs as media in teaching learning english: the advantages are it is easy to be use as practical without the need for any equipment and it can translate an abstract concept or idea becomes more realistic. while the disadvantages are some of the pictures are quite adequate but not large enough in size when used for the purpose of teaching large groups, except when projected through the projector and how wonderful photographs, is still does not show any motion pictures as well as life. 2. the definition of writing skill according to kern (2000:172) cited in helmi (2012:28) said “writing is functional communication, making learners possible to create imagined worlds of their own design”. writing is difficult skill because the writer should make some aspects in writing such as content, organization, vocabulary, language use, and mechanic. it means that the important activity in linguistic is writing and it doesn‟t just focus on selfexpression. writing is one of activities to improve grammatical patterns and lexical item. 114 3. the definition of writing process based on richards (1990:315) cited in astuti (2011:11). the writing process as a private activity may be broadly seen as comprising four main stages, they are: a) planning (pre-writing) is any activity in the classroom that encourages students to write, such as: group brainstorming, clustering, rapid pre-writing, wh-questions and so on. b) drafting (writing) is a stage where the writers are focused on the fluency of writing and are not pre-occupied with grammatical accuracy or the neatness. c) revising is an activity to review the text on the basis of feedback given in the responding stage and to reexamine what was written to see how effectively the writer communicates the meaning to the reader. d) editing is the stage where the students are engaged in tidying up their texts as they prepare the final draft for evaluation by the teacher; they edit their own or their peer‟s work for grammar, spelling, punctuation, diction, sentence structure and so on. the process of writing provides the students with a series of planned learning experiences to help them understand the nature of writing at every point. therefore, the process of writing is important to produce a better writing and it can develop positive attitudes toward writing. 4. the definition of recount text according to hyland (2004:29), recount is a kind of genre that has social function to retell event for the purpose of informing or entertaining. based on anderson (1998:24) cited in astuti (2011:14) mentioned the generic structures of recount text are orientation, events and re-orientation. and the language features of recount text are use words such as “i” or “we”, use passive voice, abstract words, conjunctions, descriptive language and past tenses. 115 5. the definition of group grid according to barkley (2012:321) “the use of group grid as a technique to help students sort out and remember information”. it means that group grid technique can stimulate students‟ to find idea information as their knowledge in learning process. 6. procedure of group grid based on barkley (2012:320) mentions that the procedures of group grid as follow: a) shape groups and distribute blank sheet lattice, or ask students to copy from one sheet that you show in your projection screen or draw on the whiteboard. b) provide a list of items that have not been structured information to students. c) ask students to fill the empty cells that exist in the lattice. group can discuss and make an agreement on how the items will be sorted, and how they will fill the lattice as a group project. or individual students can take turns to fill the order. d) students collect lattice that is equipped to be assessed and evaluated, or you can display a grid that has been fitted correctly so that they can check its accuracy. 7. theoretical framework. a photograph is the real pictures that draw the events happened in the past. in this research, students are asked to write or to remember their experience happened in the past. students write recount text to the photographs they brought and it will help students to remember again about their experiences. by looking at the photographs, students will have motivation to guess some words to be a sentence and students arrange the sentences into paragraph and group grid technique gives students inspiration to find some vocabularies related to events and places happened in the past. 116 research methodology a. research design in this research, the researchers used classroom active research (car) to get the truth and practical benefits by the way of collaborative and participatory action. car is a study conducted by the teacher in the class itself (not done in the usual learning special class) with road design, implement, and reflect the collaborative and participatory actions with the aim of improving its performance as a teacher so the students‟ learning outcomes can be increased. there are four common stages of car, they are (1) planning, (2) acting, (3) observation, (4) reflection. (arikunto, 2008:16). b. subject of the study the research subject is a source for information or description of the desired research. the subject of this research is 32 students of the eighth grade of smpn 3 banjarharjo. c. method and instrument of collecting data. there are two types of collecting data: qualitative data and quantitative data. some instruments were applied to obtain the data in this study. the researcher used observation and interview dealing with qualitative data. on the other side, the researchers used the students‟ final writing as a pre-test and post-test to obtain the qualitative data. d. data analysis in analyzing the data related to students‟ test of writing ability, the researcher used analytical scoring rubric adapted from weigle (2002:6). in this case, the researchers collected the whole data that have gained. in analyzing the statistical data, she put on average students‟ writing score per action in one cycle. it was used to measure the students‟ ability in writing. 117 e. research procedures classroom action research was conducted with four steps. they are, planning, action, observation, and reflection are always accomplished in every cycle. car performed at least two cycles from planning to reflection. these stages are repeated until there is an improvement, with a note that the planning of the next cycle should be based on input from the previous cycle, and indicate what are the weaknesses of the cycle, then an explanation of how it will be repaired (aqib; 2006:41). if the cycle has not shown any signs of change towards improvement (quality improvement), research activities continued in the second cycle, and so on, until the researchers were satisfied and achieved its objectives. (arikunto; 2007:117). research finding and discussion a. the condition before implementing car the first phase, the researchers wanted to know the first condition of class viii a smpn 3 banjarharjo at the first semester academic year 2014/2015. before the researchers did the action in improving students‟ writing recount text using group grid and photograph. the researchers used pre-test to measure the students‟ writing recount text. the pre-test had done before the car. it was conducted on tuesday, august 12 th 2014. in the pre-test, the students were instructed to write about their past experience related to their knowledge background of recount text. after the students finished the pre-test, the researcher collected the result. from the calculation of pre-test result, it is gained mean score 40.56. the highest score was 50 and the lowest score was 34. there was no students get the score reached kkm. so, the class percentage was 0%. it means that the students writing skill of recount text was still very low. 118 b. the implementation of car 1. cycle 1 a) planning in this stage, the researchers made a lesson plan and teaching format, prepared photographs media and also made observation check list to observe the situation in class during learning process. furthermore, the researchers also prepared the post-test i to collect the data; to know whether there are some students‟ improvement scores from pre-test to post-test. b) acting the action of the cycle i was done on tuesday-thursday, 12 th – 14 th august, 2014. the researchers implemented the teaching learning process based on the lesson plan. in the first meeting, the researchers taught recount text through group grid and the students made a group of four. after that, the researchers gave example of recount text to the students and created some vocabularies in white board. then, they asked the students to make a recount text based on the photograph and collected it. in the second meeting, the students were asked to identify again the story of photograph which was given and identify the keywords of each photograph to ease them make their writing. then, they were asked to revise and edit their writing before. the revision of their recount text writing was the data for post-test i. c) observing in this phase, the researchers tried to notice all activities in the classroom activity. the researchers observed class situation and students‟ response. there are some problems in the class, such as: first, related to the teacher‟s performance, as a whole, she had accomplished the task in line with the lesson plan, but the teacher‟s direction was too fast. second, some students also had problem in looking for vocabulary and correcting grammar, therefore they spent too much time to accomplish their task. the implementation of student‟s activity will describe in the table below: 119 no . activities percentage 1 students‟ attendance 100% 2 students asked actively 37% 3 students answered and gave opinion 19% 4 students did the task well on time 100% 5 students paid attention well 100% 6 students did not make noisy in the class 100% d) reflecting in this phase, the researchers told about the result of the action. based on the result of reflection stage, the researchers conclude some revision of the first cycle. first, the students had to bring dictionary in order to help them find out the difficult words. then, the students were given more time to make their recount writing in order to develop their ideas in making it. the last, the researchers should give more explanation about the material and give clear instruction in order to make students understand about the activity that they have to do. in addition, the researchers should walk around the class to check students‟ worksheet. the result of post-test i showed that the mean score of the class derived in which there were 17 students who passed the minimum mastery criterion was 75. 2. cycle ii a) planning in this phase, the researchers made some planning for the action based on revision of the first cycle. there were no significant differences with the previous lesson plan, but there were some modifications, the researchers need to give time to the students in doing writing task and also discuss about the keywords of each photograph and also prepared the post-test ii to collect the data. b) acting the action of the cycle two was done on 19 th and 21 st august 2014. in the first meeting, the students made a group of four and the researchers gave example of photograph about recount text to the students. the researchers wrote some vocabularies in white board. then, the students were asked to do exercises into a recount sheet by 120 using their own words to retell the story of photograph. they were allowed to use a dictionary. in the second meeting, the students were asked to continue their writing and revise it to a good order of recount text. after that, the researchers collected the writing sheet. it was the data for post-test ii. c) observing in the second cycle, generally the class condition in learning process was better than previous cycle. the interpretation of students‟ activities in the second cycle could be seen on this table. no . activities percentage 1 students‟ attendance 100% 2 students asked actively 50% 3 students answered and gave opinion 50% 4 students did the task well on time 100% 5 students paid attention well 100% 6 students did not make noisy in the class 100% d) reflecting the reflection of car was carried out after getting the result of test. the researchers felt satisfied with their efforts the students‟ writing mastery had been realized. the mean score of students‟ score in post-test ii was 78,125 in which there were 27 students who passed the minimum mastery criterion 75. after achieving the target research of where minimally 75% students who passed the minimum mastery criterion, therefore the researchers decided to stop the car because it had already succeeded. c. the discussion of finding result after car 1. the result of post-test in obtaining the data of the students‟ writing achievement, the researchers utilized the data from pre-test, post-test i and post-test ii. to compare the result between pre-test and post-test of each cycle, the researchers used some steps. those were calculating the students mean score of the test, calculating the class percentage, and calculating the students‟ improvement score from pretest to post-test i and ii into percentage. the mean score of the class in pre-test was 40,56. it means 121 that the students‟ writing mean score before using photograph and group grid was 40,56. the second step was known the percentage of students‟ score who passed the minimum mastery criterion. from the computation, the students‟ score percentage in the pretest was 0%. it means there was no students who passed the minimum mastery criterion. the achievements students‟ writing of eighth grade at smpn 3 banjarharjo was very low. next in cycle i of car, the researchers calculated the result of post-test i to know the students‟ score improvement from the pre-test to post-test i result. there were two steps to get this improvement; calculating the students‟ improvement score into percentage and calculating the class percentage. the students‟ mean score of post-test i was 72,93. it proves that there were some improvements from the pretest mean score. it could be seen from the pre-test mean score 40,56 to the mean score of post-test i 72,93. it improved 32,37 (72,93-40,56). the second step was to get the percentage of students‟ improvement score from pre-test to post-test i, the result was 79,80%. it shows that the score in cycle i gas improved 79,80% from the pre-test score. the third step is to know the percentage of students who past minimum mastery criterion. the result was 53%. it means that in cycle i of car, there were 17 students who passed the minimum mastery criterion and 15 students whose score was under minimum mastery criterion. therefore the researchers have to do cycle ii because there were many students who gained low score. in cycle ii of car, the researchers also calculated the result of post-test ii to know further the score improvement either from the result of pre-test or post-test i. the mean score of post-test ii was 78,12. it means that there were some students‟ improvement scores 5,19 from the mean score of post-test i 72,93. the second step was to know the calculation of the percentage students‟ improvement score. the result was 92,60%. it shows that the score in the cycle ii has improved 92,60% from the pre-test score. the third step was to know the percentage of students who passed minimum mastery criterion. the result was 84%. it means that the cycle ii of car there were 27 students who passed minimum 122 mastery criterion and only 5 students whose score under minimum mastery criterion. the class percentage of post-test ii showed that some students‟ improvement of the class percentage in the previous test was 12,80%. the students‟ improvement passed minimum mastery criterion was 31% (84%-53%). from all the calculations above, the researchers can interpret the result after the implementation of car from cycle i up to cycle ii. it can be seen from the result of pre-test i and post-test ii. 2. the result of interview after car. the researchers conducted the interview after car done. the interview was done on tuesday, august 26 th 2014. the researchers took three students as the sample of interview. the purpose was to know students‟ responses directly on the implementation of group grid and photographs media in learning writing recount text. the first question, the researchers asked students about their feeling with learning writing recount text using photographs media and group grid technique. their answer were almost same, they were glad that they learnt writing recount text using photographs through group grid because they could write the text easily. the second question, the researchers asked the students about their difficulties when they carried out the learning process of writing recount text using photograph through group grid. they said that there was an unclear picture, and one student gave reason that there was a student who didn‟t give their opinion during discuss the text. the third question was about students‟ ability to answer the issues raised by the researchers in the early learning. all of them answer that there were problems that could not be answered. the next question was about the students‟ understanding in learning recount text using photographs through group grid or normal way. all of them answered that they were better understand the learning by using photographs and group grid. for the final question was about students‟ profit in learning writing recount text using photograph and group grid. they said that they got profit from the learning. the recount text became easier to understand for students. 123 from the interview result above, it can be concluded that the students‟ responses in learning writing recount text through group grid by using photographs media is very good. they were easy to understand the text using photograph media than using conventional teaching. it means that the implementation of group grid technique and photographs media can improve students‟ writing skill of recount text. 3. the result of questionnaire after car. the questionnaires were given to students on tuesday, august 26 th 2014. the questionnaires were given to know students‟ responses in teaching learning process of writing recount text through group grid by using photographs. the questionnaire consists of 10 questions. from the questionnaire result, most students agreed that collaborative technique like group grid made students easily to understand the text because they can exchange the idea with their friends. besides that, they also agreed that photographs media used in learning writing recount text was interesting, and the media helped them to understand the general overview of recount text. so, their confidence increased to do the test independently. the result of questionnaires calculation showed that the highest total score of students‟ responses in the questionnaires was gained 48 by presentation 96% from the maximum score 50% and the lowest score 35 by presentation 70% from the score maximum. based on the presentation number of students‟ entire value is gained the average of 84%. based on arikunto (2010:44) qualification the result of questionnaire presentation achieved more than 81% and less than 100% was excellent. it means that many students in class support the implementation of group grid technique and photographs media in learning writing recount text. d. conclusion based on the result of data conducted in eight grade of smpn 3 banjarharjo academic year 2014/2015, it could be concluded that the implementation of group grid technique and photographs could improve students‟ responses and mean scores which are increased during teaching learning process in each cycle. in this research, photographs helped students to write recount text easily, and the use of group grid in teaching writing skill had helped both teacher and students as well. finally, the students‟ response about the implementation of photograph 124 media through group grid was positive and it would be alternative way in teaching writing. therefore, photographs could develop the students‟ writing skill in writing recount text through group grid technique. references arikunto, suharsimi. 2007. penelitian tindakan kelas, jakarta:pt bumi aksara. arikunto, suharsimi dkk. 2008. penelitian tindakan kelas, jakarta:pt bumi aksara. arikunto, suharsimi. 2010. prosedur penelitian suatu pendekatan praktik. cetakan ketiga belas. jakarta: rineka cipta. astuti, puji. improve students’ ability in writing recount text: a classroom action research at x grade ma darul ma’arif cipete in academic year 2010-2011. final project, (jakarta, uin, 2011). aqib, zainal. 2006. penelitian tindakan kelas bagi pengembangan profesi guru. bandung: yrama widya cross. barkley, e. e., k. patricia, and m. claire howell (eds). 2012. collaborative learning technique. bandung: nusa media. daryanto. 2013. media pembelajaran. yogyakarta: gava media. harmer, jeremy. 2004. how to teach writing. malaysia: longman. helmi, farid. improving students’ skill in writing recount text by using personal letter. a classroom action research with the tenth graders of ma ss proto pekalongan in the academic year 2011-2012. thesis, (semarang, uin walisongo, 2012). hyland, ken. 2004. genre and second language writing. the united state of america: university of michigan press. sudarman. 2009. penerapan metode collaborative learning. online at http://jurnaljpi.files.wordpress.com/2009/09/vol-3-n02sudarman.pdf. retrived on may 20 th 2014. http://jurnaljpi.files.wordpress.com/2009/09/vol-3-n0-2sudarman.pdf http://jurnaljpi.files.wordpress.com/2009/09/vol-3-n0-2sudarman.pdf page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 268 speech act varieties of chinese and non-chinese community in medan traditional markets vivi adryani nasution, niza ayuningtias university of sumatera utara, jl. universitas no. 19 kampus usu, medan vivi.adryani@usu.ac.id article history: submitted on 4th june 2021; accepted 24th december 2021; published on 30th december 2021 abstract in this study focused on to describing the types and functions of the tionghoa community utterances that tend to use hokkien language and the non tionghoa community that typically to use indonesian language. the theory proposed by austin and leech was used to classify and analyze the speech act data delivered and collected through a non-participative observation and taking notes technique. the data were obtained from five traditional markets in medan from july to september 2020. the data showed five kinds of speech acts from both the tionghoa and non-tionghoa communities. a directive speech act was the dominant speech act obtained because the directive speech act influenced the interlocutor. in this case, the customer dominated the seller to do what the customer demanded. the directive speech act also showed the chief ordering function found in the tionghoa community, and the bargaining function was located in the nontionghoa community. the ordering directive speech act prevalent in tionghoa speakers related to the character of the majority of tionghoa community members in medan, which was straightforward. in this case, they gave orders or directly asked for what they needed or sought. meanwhile, in the non-tionghoa community, the utterances refer to buying and selling laws, dominated by bargaining utterances, both bargaining for goods or prices. in comparison, the declarative speech act is the minor speech act found to express resignation towards the covid-19 condition. keywords: covid-19, medan community,speech acts, traditional market http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 269 introduction interaction of communication between humans can be done orally or in written text. community social life is a form of social interaction in which the social interaction of the community can be seen in various locations, situations and speakers. one of the locations that can show the social interaction of the community is a traditional market. according to kbbi (indonesia language dictionary), 'market' is a place for people to trade and where the power of supply and demand takes place, a place for sellers who want to exchange goods or services for money, and buyers who want to exchange money for goods or services (“kamus besar bahasa indonesia (kbbi),” n.d.). philip kotler argues that the market contains potential customers who have certain needs in common, who are willing to carry out exchanges to obtain these needs and wants (umaroh, n.d.). the diversity of of ethnicity, culture, language, and origin makes traditional markets significant in interaction and communication, especially in buying and selling communications (anagaw, 2019). in bidding, requesting, purchasing and others, there is a speech between the buyer as a speaker and the seller as an addressee that is conveyed, and there is a message or meaning contained in each speech. the speech process between speakers and addressee is a social event that involves several people speaking in a particular situation and place. this speech also makes social interactions and communication in traditional markets classified as discourse. where discourse is an aspect of social interaction and communication is formed from an actual event (anagaw, 2019). this speech process is a series of organized activities to achieve a goal. speech acts are utterances carried out by speakers and addressee in social interactions. speech acts occur in human life when exchanging messages between people (surip, 2019). in this case, both the seller and the buyer each have a goal to be achieved through the transaction carried out. the speech act theory originated from the linguist john langshaw austin and was developed by john searle. according to austin, speech acts are the basic functional unit of the speaker's meaning and language research. "to say something or to do something" is a short term from the speech act theory proposed by austin (ludwig & de ruyter, 2016). based on the idea of speech acts proposed by austin and searle, "that the central premise of speech act theory is language construction in speech or writing, through words, sentences and interactional exchanges, conveys a speaker's underlying meaning and intention" (ludwig & de ruyter, 2016). chaer and agustina mention that "speech acts are individual symptoms, psychological, and it is continuity is determined by the speaker's language ability in dealing with certain situations" (sariasih, 2017). the speech act itself divides into two kinds of categories, constative and performative speech act (bahing, emzir, & rafli, 2018). and he believed that people perform performative speech acts http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 270 into three types of acts when they speak: locutionary, illocutionary, and perlocutionary (bingtang, 2015). illocutionary acts are kind of speech act of doing something, have power or force which is strengthened by the meaning of a speech and expecting reactions from speech partners or called “the act of doing something” (sagita & setiawan, 2020). alston also agreed that in setting something, the speaker should use a certain “force” in speaking (sagita & setiawan, 2020). illocutionary acts are speech acts that are more varied than the other two speech acts. illocutionary speech act activities also have more forms and functions than locutionary and perlocutionary speech acts. searle divides illocutionary forms into 5 kinds of speech, namely assertive, directive, expressive, commissive, and declaration (rahardi, 2009a). these various speech acts are part of a pragmatic study. pragmatics examines how language is used in communication and investigates a meaning as a context, not something abstract in communication (purnamentari, suandi, & wisudariani, 2019). jacob l. mey (1983) defined pragmatics as the study of the conditions of human language uses as these are determined by the context of society (rahardi, 2009b). as koutchade said, the study of pragmatics is the investigation of all aspects of meaning. these aspects come not from the formal nature of words and structures, but from the way of discourse use and how they are related to some contexts in the pragmatic field (sagita & setiawan, 2020). these definitions explain that pragmatics is also determined by the context of the situation in which the context of the situation can be divided into two, namely social and societal contexts. social context is a context that arises because of the interaction between community members in a particular social and cultural society. societal context is a context in which the determining factor is its position in community members in social institutions that exist in the society and culture of a particular society. the study of pragmatic meaning can be said is more subjective because pragmatic meaning contain context or pay attention to context, and each person must have their own meaning according to the context they see (sariasih, 2017). in this research, sellers and buyers are social and cultural members of society in medan; hence the process (speech event) and the interactions have a social context. this implication follows what rahardi said that speech acts are not always be interpreted as something that is implicit or implied. involving the context of the situation can also help obtain meaning in speech (rahardi, 2009a). it means that context helps understand the problem and the pupose of the spoken speech. there is various research on speech acts that focus on transactions speech that has been carried out with multiple locations and objects. in which, the study also involves the social context. one of them focuses on only one type of seller's speech (wahdian, 2016). research also focused on the form and function of speech used by sellers and buyers in traditional markets (padmayanti, wedhanti, & agustini, 2018). some research focused http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 271 on sellers and buyers' speech act strategies in conventional markets. speech act strategies for hawkers at purabaya terminal surabaya city (ziaulhaq, 2017), direct and indirect speech act strategies in surabaya traditional markets (astuti, 2019) and bid strategies carried out on the buying and selling process (sari, sofyan, & rochiyati s., 2020). one study was also carried out in one of the traditional markets in medan (surip, 2019). the thing that distinguishes research from this research is the location and purpose. the area of surip's research was the sukaramai traditional market, and the pursuit of his study was to determine the speech act patterns of the sellers and buyers. according to the book “tionghoa medan: komunitas paling kontroversial di indonesia” stated several ethnic groups are known to be good at trading, including the minangnesse, bataknesse of toba, karonesse, and of course chinese (setiawan, 2018). however, that does not mean the other ethnicities in medan are not good at trading. different ethnicities in medan also have the same opportunity to choose what business or occupation. based on these data, this research is also based on the fact that a person or a society's speech acts or language behaviour has cultural values and applies in the said community. so does medan citizens. medan is a city with a pluralistic society. this progress happened because medan has various ethnic groups, customs, and languages. each ethnic has its language that they are accustomed to using other than the indonesian language (nasution & ayuningtyas, 2020). the habit of using vernacular language can be seen in traditional markets. a marketplace is a place where various multi-ethnic communities in medan gather. multiple ethnicities use different languages in medan. hence, not only a place where buying and selling occur. a market also plays a role in bringing a linguistic phenomenon (nasution & ayuningtias, 2020). and market discourse situation is primarily goal-oriented (anagaw, 2019). as previously stated, one of the ethnicities of which members are good in entrepreneurship, is tionghoa. this research focuses on the utterances of tionghoa community members that tend to use the hokkien language frequently with people of inter-ethnicity as the interlocutors. this tendency happened because the tionghoa community in indonesia is dominated by hokkian people and the hokkian language (nasution & ayuningtyas, 2020). however, it is slightly different with the non-tionghoa community members who do not always use their vernacular language in communication regardless of communicating with people of the same ethnicity. this study also shows the diversity of vernacular language in medan, especially hokkien sub-ethnic in the chinese community. this study, also shows the diversity of vernacular language in medan, especially hokkien sub-ethnic in chinese community. other than functioning as the place for buying and selling transactions or bargaining activities, in the specific condition, a marketplace can also be the place where a variety of utterances is created. particularly in http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 272 this research, the data are not only the utterances in buying and selling transactions or bargaining activities, but the statements in exchanging opinions regarding the negative impacts of covid-19 shared when the transaction takes place are also analyzed. the covid-19 affects the selling and purchasing power so that the utterances will also show a different context. based on that, this research aims to provide an overview of the types and functions of the speech act of tionghoa community members speaking hokkien and in the indonesian language used by non-tionghoa community members in traditional markets in medan during the covid-19 pandemic. this objective distinguishes this research from previous research: marketplaces are places where buying and selling transactions are found, and other interactions are found. and, this research is focused on illocutionary speech act with various types and functions as consideration. method this research conducted direct observation (field research) with a non-participation observation technique. this research employed the descriptive-qualitative method. this method sees the reality of an individual or society as the primary data and the determiner in the study (bungin, 2008). this research describes social interaction in buying and selling transactions and other exchanges of people in traditional markets in medan by employing the descriptive method. there were five traditional markets used to obtain the data, such as pusat pasar, beruang, setiabudi, ramai, petisah, and cemara traditional markets. the consideration of choosing those markets is those markets are located in medan highways and represent the various society in medan that come for transactions, mainly to obtain the utterances of tionghoa community members speaking in hokkien. conversations or the utterances of the seller and customer as the speaker and the listener become the primary data collected by observation and taking note method. still, the researcher does not actively participate in the conversation. the collection process is used by considering obtaining the data as naturally as possible (sudaryanto, 2015); however, the observation method enables the researcher to understand the context and take notes of important things in the data. forty-eight respondents from various ethnicities were obtained, with 1:3 as the ratio of tionghoa and non-tionghoa community members using the purposive random sampling technique. the data collection was conducted using the health protocols from july to september 2020. the result obtained was classified based on the types and functions of the speech act using sudaryanto's determinant-sorting technique (putri & zulaeha, 2020). the data were analyzed based on austin and searle speech act theory http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 273 (bingtang, 2015). the data classification obtained was analyzed and described with words and the table (mahsun, 2005). findings and discussion based on five types of speech acts and their functions according to austin (1962) and john r. searle (1969) theories in (rahardi, 2009a) in both chinese and non-chinese communities, there were five types of speech acts found in the data. namely, directive speech acts (ds), assertive speech acts (as), commissive speech acts, (cs), expressive speech acts (es) and declarative speech acts (dcs). with the number of comparisons of respondents and the speech obtained, it is more dominant in the non-chinese community. the results of the speech acts and the functions obtained from traditional markets in medan are not limited to transactions speech between buyers and sellers. however, this study also analyzed existing conditions because the transactions occurred during the covid-19 pandemic. the manifestation of the speech acts can be seen in tables 1 and 2 below. table 1: the form of chinese community speech in medan traditional market types functions total directive (ds) asking for price asking for goods availability asking for goods condition commanding bidding 4 4 1 10 4 assertive (ts) stating the price expressing an opinion describing ensuring asserting complaining informing 3 1 3 4 1 1 7 commissive (cs) decline the price proposed agreeing the price approving the goods offered agreed with the opinion agreed to provide services offering goods 2 2 2 1 2 2 expressive (es) sad gratitude 1 3 declarative (dcs) resignation 1 total 60 http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 274 table 2: the form of non chinese community speech in medan traditional market types function total directive (ds) asking for price asking for goods availability asking for goods condition bidding commanding suggesting 6 4 4 8 7 1 assertive (ts) expressing an opinion stating the price ensuring describing informing reasurring complaining 1 6 5 8 5 2 5 commissive (cs) agreed with the price agreed with the service agreed with the opinion decline the price decline the goods offering the goods offering the service predicting 2 2 4 5 4 5 1 1 expressive (es) gratitude sad 4 1 declarative (dcs) resignation 1 total 92 1. speech acts variety of chinese and non-chinese community in medan traditional market a. directive speech act a directive speech act is a form of speech intended by the speaker to influence the addressee to carry out the actions they want (rahardi, 2009). according to leech (chaer & agustina, 2004), the structure of ds is to inform, state, strengthen, suspect, complain, and tell. based on data, the form of directive speech acts (td) obtained in chinese (c) and non-chinese (nc) communities is asking for prices, requesting for goods, asking about conditions, bidding on costs, and ordering. the following data can see the form of ds: http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 275 data 1 buyer : hua, itu rak handuk kuice lui? how much is the towel rack? seller : seratus lima belas. : one hundred and fifteen. data 2 buyer : ikan kalau tiga kilo berapa? : how much (money) three kilos of fish? seller : kali sembilan belas aja bu, lima puluh tujuh. : only nineteen thousand ma'am, so it’s fifty-seven. data 1 and 2 indicated that the speech from the buyer is a directive act in which forms of 'asking the price'. this situation is indicated by the word kuice lui which means "what price" spoken by chinese buyers and the word "how much" talked by non-chinese buyers, which means how much the item’s price. this finding is also supported by the responses of the two sellers stating the cost of the item in question. asking is one of the functions classified in ds based on the form of ds according to leech nasution & ayuningtias, 2020). data 3 buyer : ko a, u be gina e ko bo a? : mister, are there any children's pants? seller : u, teng apa te? : yes, do you want long or short? data 4 buyer : nomornya ada yang besar pak? empat puluh apa empat satu. : is there any big size, sir? forty or fourty one. seller : ada ni. : yes, here. data 3 above showed the speech of chinese buyers belonging to ds asking about an item being sought, represented by the words u and bo. u means "there", bo means "not/what". if used in an interrogative sentence, the terms u and bo change the meaning to "whether" followed by the object or thing being asked. and in data 4, the buyer asked about the sandal size of they wanted to buy. http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 276 data 5 buyer : jadi, sengli uw bo? so, how about your shop? seller : sepi la, buka dasar aja belum. it’s too quiet, we haven’t earned the first transaction. data 6 buyer : udah mulai rame pasar ya pak ya? the market is starting to get crowded, isn’t it? seller : ha a, rame, itu daya beli udah ada. well, it is, the customers’ purchasing power is getting better. data 5 and 6 are a form of directive speech that functions to inquire about the state of sales during the covid-19 pandemic, which the buyers spoke about during the transaction. then both sellers respond according to the questions posed by the buyers and state the condition of their business. data 7 buyer : jadi bo kao liao la itu a? can’t the price get any discount? seller : bo kao liao, net liao. (it can’t, the price is fixed.) data 8 buyer : jadi tiga puluh ya? so, i’d take it for thirty. deal? seller : jangan cinta. jangan. (no, please don’t.) the speech conveyed by the buyers in data 7 and 8 showed that the speech is classified as ds of bidding the price. the speech conveyed by the buyers in data 7 and 8 showed that the speech is classified as ds of bidding the price. the sentence bo kao liao indicates this finding means "can the price be less". and the response speech of the furniture seller's is refused the offer or price reduction from the buyer. whereas in data 8, buyers who have calculated the total shopping price immediately say their bid price, the seller also rejects this. data 9 buyer : oh ane a, lu ho wa kua, pi e ancua e? please show me then, which one is the cheap one? seller : pi e ini loh i. (yang murah seperti ini bu) this is the cheap one. data 10 buyer : tiga kilo ya. gak usah dipotong-potong, nanti aku yang motong. i’ll take 3 kilograms of it. just let it be, i’ll cut it by myself later. seller : ikan kepalanya mau? do you want the fish head? http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 277 the directive speech act of commanding in the buying and selling interactions in medan traditional markets are dominated by the buyers because buyers come to look for what they want and need. therefore, in that process, some sentences command the seller to give what the buyer wants, as in data 9 and 10. in data 9, lu ho wa kua, which in this context is clear an order to show the goods to the buyer. and in data 10, it is clear that the buyer orders the seller not to cut the fish. both sellers approved the order even though it did not use the implied sentence. b. assertive speech act 'assertive' speech act is a form of speech that binds the speaker to the truth of the preposition in the form of speech (rahardi, 2009a). stating, proposing, bragging, complaining, expressing opinions, and reporting are functions of as according to leech ( sihotang, 2018). in this research, the as found in the chinese community were in the form of telling, stating, confirming, deciding, and explaining. meanwhile, in the non-chinese community, as was found, namely explaining, stating prices, expressing opinions, confirming, informing, and convincing. this can be seen in the following data: data 11 buyer : ko, a. u cui tahu o a? sui o a? sir, is there any soya? is it fresh? seller : u a. sui a. yes, it is. it’s fresh. data 12 buyer : covid ni berdampak ga? parah? does covid have any impact? is it awful? seller : dampak la bu. yes, it does. data 11 and 12 showed that the seller's response speech is classified as 'telling'. in data 11 case, the buyer knows the seller means telling them they own or sell fresh tofu water. and in data 12, sellers intend to inform that the covid-19 pandemic impacts their sales. data 13 buyer : kalau pak hang kiao li? what about the other brand? seller : oh, itu yang hamik lo phylia, tapi dia bukan aluminium a, dia besi putih yang cat ane uw o, tapi uw hijau, uw pink la ie plastic pinggir-pinggir, tapi bisa sesan, itu murah pekban tun aja. tapi dia bisa sesan punya. http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 278 there is phylia but it’s not aluminum. it’s made from painted white cast iron, it has a green and pink color variant. the green part of the edge is made from plastic. but it can rust, the price is lower – eighty thousand rupiahs. but it can disintegrate. data 14 buyer : eh, covid rame gak, jualan? what about the sales during covid? seller : sepi kali pun. … sepi jualan gara-gara covid ni. the market is quiet. there is only a few sales because of covid based on the conversation data above, on data 13 and 14, the words from sellers who are categorized as as have the function of explaining, namely in data 13, sellers explain the condition of other brands that the buyer asks. in data 14, the seller explained that the covid-19 pandemic dropped the sales conditions. when i collected the data, medan's government urged citizens to reduce the intensity of outside activities. hence there would be fewer buyers who came directly to the market. data 15 buyer : ko a, u be gina e ko bo a? sir, do you sell pants for kids? seller : kui hoi e gina? how old is he? buyer : cap hoi gina, ko. 10 years old, sir. data 16 seller : gak banyak-banyak untungnya ini. sikit-sikit nya itu. the profit is not much. only a little. buyer : udah botul-botul do? is it the actual price? seller : botul-botul. botul-botul do. yes, it is. it is. in data 15, the speech from the seller is categorized as a form of ensuring. the seller of children's clothing guarantees the buyer's child's age because different ages mean different sizes. whereas in data 16, sellers and buyers use mandailing language to communicate. powerful speech of ensuring is spoken by the buyer in which the buyer intends to ensure that the price of fruit offered by the seller is the actual cost / not raised. and the seller also responded with "botul-botul. botul-botul do" repeatedly to convince buyers. http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 279 data 17 buyer : kui ce lui a ko a? how much is it, sir? seller : tiok pak go ceng. a hundred and fifty thousand data 18 buyer : cabenya berapa? how much does the chili cost? seller : cabenya empat ribu. it is four thousand. data 17 and 18 that the seller spoke were the 'stating' form of as. in this case, the buyers ask the price of the item being sought, and the responses of the two sellers are classified as 'stating', namely stating the cost of the goods. data 19 buyer : jadi, sengli uw bo? so, how about the shop? seller : sepi la, buka dasar aja belum. it’s too quiet. we haven’t earned the first transaction. buyer : kok ane kelian. how pity. seller : parah, luar biasa. it is incredibly severe data 20 buyer : mahal jipang ya bang. jipang is costly, isn’t it, sir? seller : yang organik, iya. yes, the organic one. in data 19, shopping buyers asked the seller about their business condition during the covid-19 pandemic. the seller response showed a complaint that the lack of buyer visits the store, even goods with relatively low prices did not sell well because, during the covid-19 pandemic, all people had to reduce activities outside. besides, many medan citizen has switched to shopping by an online store. the speech belongs to as' expressing an opinion. in data 20, buyers expressed their opinion about the price of a vegetable, which turned out to be more expensive than others. it is also agreed by the seller's statement that the vegetables chosen by the buyers are more costly than non-organic vegetables. http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 280 data 21 seller : jangan. nanas gak bisa kakak. aku nanggung kalau nanas. no. i can’t give you the pineapple for that price. buyer : jadi berapa? so, how much is it? seller : tiga lima semua. dua lima tambah sepuluh. jangan cintaku. kalau nanas ampun nandro. cek cek tanya di bawah itu nanti. kemahalan, kembalilah lagi. it is thirty five. twenty five plus ten. please, don’t. i can’t give you the pineapple. you can check the other shops. you can come back after you do the price check. in data 21, the seller's speech convinced the buyer he could not reduce the price of the fruit, and he convinced the buyer by checking with other stores and returning it if the cost of the fruit was higher. data 22 buyer : bo kao liao a? can’t the price have any discount? seller : seratus sepuluh netnya. it is a hundred and ten for the net price. the seller's speech on data 22 indicated as of 'confirming'. in this case, the seller insists that the price bid by the buyer was unacceptable. in the sentence "seratus sepuluh netnya", the word "net" in english refers to the net sales price or, in standard terms, refers to the fixed price, in which the buyer cannot negotiate anymore. data 23 seller : pi e ini loh i. this one is the cheap one. buyer : oh ini lai hio. ada kui e li? i see. what about the expensive one? seller : kui e ini.. ie sia e kek gini e. this one is more expensive. this is how it sounds like. buyer : oh ane a, oh.. wa e kia be hiao tik tok e la, wa be pi e ho liao la ya dek ya. i see. but my child is not good at using toy gun, i’ll have the cheap one. in data 23, the buyer intends to find toys for his child. the seller offers several types of toys and their prices. after looking at the difference in price and quality of toys, the buyer decided to buy a toy gun at a low price because it adjusted the age of his young child which was not too capable of http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 281 playing with a gun toy. this is indicated by the sentence "saya beli yang murah saja ya dek". the buyer's speech is classified as as of 'deciding'. data 24 seller : sepi jualan gara-gara covid ni. the shop is too quiet due to covid. buyer : yaudah, sabar ya. well, be patient, okay. the context in data 24 is the sellers complain about the lack of buyers who come during the covid-19 pandemic because many buyers have switched to online purchases. buyers try to understand the seller's complaints and provide suggestions to be more patient with these conditions. this suggestion arises because the seller and the buyer already know each other. the buyer's speech is classified in the as of 'suggesting'. c. commissive speech act the manifestation of commissive speech acts expresses specific promises or offers (rahardi, 2009). the forms of commissive speech act found in the chinese community in the medan traditional market consist of offering goods, rejecting prices, agreeing on prices, agreeing with opinions, approving goods being delivered and approving services. in the non-chinese community, apart from finding cs of offering goods, rejecting prices, agreeing with prices, agreeing with opinions, approving goods being delivered and approving services, i also found cs of leaving goods presented and predicting. data 25 buyer : lu ho wa qian lam e lo hyo. give me the one with bright blue color. seller : nah uw ini nah, kua e gam bo? yes, i have it. have a look, is it okay? data 26 seller : pilih, pilih pilih. ini la kam ambil. cantik. come, come, come. take this one. it is pretty. buyer : gak mau, itu gak merah. no, i don’t want to. it’s not red. seller : kok gak ini lah. apalagi jeruk madu.. aduh paling cantik sedunia. then take this one. you can also take the tangerine.. this one is the prettiest above all. buyer : rasa dulu lah. i’ll have a bite. seller : jangan lah, kau jangan gitu kau sayang. don’t. please don’t do that, honey. http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 282 : nah, ambil satu lagi ini. take this one for more. buyer : enggak, enggak enggak. enam biji aja. no, no, no. just take six of them. data 25 and 26 above showed cs of 'offering goods' delivered by the seller. these data are indicated in the sentence 'kua e gam bo' by the seller of children's clothing, which means "lihatlah ini terlebih dahulu kira-kira cocok atau tidak" intended offer is for the buyer to see or check the goods offered or shown by the seller. data 22 also showed 'offering' made several times by the seller to the buyer even though there was rejection, but the seller still tried to offer his wares. this situation is commonplace because the offering is standard for sellers; hence, their goods can sell well. data 27 buyer : oh corona, be yang sesan pun bo yao kin. during this pandemic i can have the easily rust one. no problem. seller : ya. habis corona baru beli baru. yes, buy a new one after the pandemic. data 28 buyer : bu, gimana selleran selama corona ini kita? how about the sales during the pandemic? seller : ya.. bekurang, ku akui bekurang, tapi nggak drastis. it is reduced, i admit it, but it’s not too drastic. buyer : iya, karena sembako ya termasuk apa ya kan. yes, because groceries are the primary needs. in data 27, the furniture seller agreed with the opinion expressed by the buyer that during a pandemic, it is felt quite difficult; hence buying goods with low quality helps reduce excess costs. at the same time, they were waiting for the pandemic to end and rearrange finances to believe in better things. in data 28, the buyer agreed with the opinion expressed by the seller. buyers are shopping at grocery sellers while asking about the condition of their business during the covid-19 pandemic. the seller responds that there is a reduction in sales or a decrease in people's purchasing power directly to the market even though the sales have not decreased drastically. and this was approved by the buyer because groceries are a basic need, so there are still many people looking for them, but people who shop directly at the market are reduced due to the covid-19 pandemic. there are calls to reduce activities outside. the two speeches belong to cs of 'agreeing'. http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 283 data 29 seller : nah uw ini nah, kua e gam bo? yes, we have it, have a look. is it good? buyer : oh..e la, e gam liao la ini. oh, yes. this one is okay. data 30 buyer : tahunya empat ya, kasi yang tebel-tebel ya. i’ll take four tofu. give me the thick one. seller : iya. okay. in data, 29 sellers offered and showed the goods beforehand, and the buyer agreed to purchase the goods offered. whereas in data 30, by saying the word "iya", the seller agreed to provide the goods requested by the buyer. hence the speech on data 30 and 31 are categorized as cs of 'approving' the goods offered by the seller and 'agreeing' to provide the requested goods. data 31 seller : be kiam a, be kiam, sit ke liao. i can’t give you any more discounts. i can’t. the price is fixed buyer : hyo oke la. ho wa ce kai lo ya. okay. give me one. data 32 buyer : gak lapan belas? (tidak delapan belas?) is it not eighteen rupiah? seller : yauda gak apa apa. fine, i’ll let you have it. data 31 and 32 showed that buyers and sellers could make price agreements. in data 32, previously, the buyer had offered to reduce the price (bidding) but was rejected by the seller. because the buyer felt that the price shown was acceptable, the buyer then agreed. whereas in data 33, the buyer also made a price reduction offered (bidding) and was immediately approved by the seller because the buyer was one of his customers. hence, in data 32, the buyer's and seller's speech in data 33 are categorized as cs of 'agreeing on the price'. data 33 buyer : e.. brokoli ho wa cekai. ha ini ko a, kimkua e kak wo ciet cepoa o? give me one broccoli. this one too, can you give me a half of this pumpkin for me? seller : e a ci a. yes, i can. http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 284 data 34 seller : ikan kepalanya mau? do you want the fish head? buyer : males la bersihinnya lagi. i’m too lazy to clean it up. seller : tapi kami bersihin, potong-potongi. we’ll clean and cut it for you. buyer : iya? bolehlah. really? okay, then. in data 33, speech by the vegetable seller and data 34, speech by the fish buyers, were 'agreeing' speech acts. however, the difference is that in data 34, the vegetable sellers agreed to provide the services requested by the buyers. in contrast, in data 35, the buyers agreed to be provided with assistance by the fish sellers. data 35 buyer : jadi bo kao liao la itu? so, the price can’t have any discount? seller : bo kao liao, net liao. no, it can’t. the price is fixed. data 36 buyer : gak kurang lagi harganya ini? can’t the price get any discount? seller : gak banyak-banyak untungnya ini. sikit-sikit nya itu. i don’t take a lot of profit from this sale. it’s only a few. in data 36, the furniture seller used a speech that directly rejected the buyer's offer. in contrast, in data 37, the fruit seller used a speech that indirectly denies the bid of price reduction requested by the buyer. hence the speech is classified as cs of refusing a price. data 37 seller : pilih, pilih pilih. ini la kam ambil. cantik. come, come, come. take this one. this one is pretty. buyer : gak mau, itu gak merah. no, i don’t want to. it’s not red. buyer : nah, ambil satu lagi ini. here, i’ll have this one for more. buyer : enggak, enggak enggak. enam biji aja. no, no, no. just take six of them. in data 37, the buyer has refused to accept the goods offered by the seller. the rejection was seen in the words "gak mau" (i don't want it) and http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 285 the words "enggak, enggak enggak," the buyer repeatedly uttered. hence the buyer's speech is categorized as cs refusing the offered item. data 38 buyer : ini berapa yang ini dod? nah ini. how much does this cost? this one. seller : o, ini.. oh, this one… buyer : gedean, gedean coba, nengok. it’s bigger, look at it. seller : aa.. sepuluh ribu. udah ini nah, tiga belas ribu aja tante. murah aja. oh… it’s ten thousand. just take this one here, it’s only thirteen thousand. it’s cheap. buyer : yauda lah. kayaknya cantik ini gulanya. fine. i think this brown sugar is prettier. seller : iya, agak bagus dia. yes, it’s better. the context of the above speech is a woman who wants to buy brown sugar. when choosing an item, she pointed to a large brown sugar. the speech of "yauda lah. kayaknya cantik ini gulanya" belongs to tk of 'predicting'. the word "kayaknya", which means 'likely, and "agak", which means 'a little' are marker words that express predictions of something. in this case, the buyer predicted that the brown sugar she chose was of good quality. the seller's speech also supported this data. d. expressive speech act expressive speech acts (es) are speech forms that express or show a speaker's psychological attitude towards certain situations (rahardi, 2009). in the speech of the chinese community in medan traditional markets, expressive speech acts of gratitude and sadness are identified. explicit speech acts of gratitude remember the definitive speech act of non-chinese communities in medan traditional markets. the following is the discussion: data 39 buyer : ai be noban e la. lu ho wa cekai ya. i’ll have the one that costs twenty thousand. give me one. seller : ya, oke. kamsia ya i. yes, okay. thank you, ma’am. data 40 buyer : nengok dulu, uangnya hitung dulu. keknya pas sih, dod. coba liat dulu. please have a look, count the money first. i think the amount of the money is right. check it. http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 286 seller : pas. makasi banyak yes, it’s right. thank you very much. in data 39 and 40, the expressive speech act of gratitude can be seen clearly from the words spoken by the seller. in the data, the children's toy seller uses "kamsia" in hokkien, which means thank you, and for non-chinese vegetable-sellers use the word "makasih banyak", which means thank you very much. data 41 buyer : jadi, sengli uw bo? so, how about your shop? seller : sepi la, buka dasar aja belum. it’s too quiet, we haven’t earned the first transaction. data 42 buyer : yang dapat bantuan, dapat bantuan. kek awak yang gak dapat bantuan ini nangis la bu. they who gets the aid, gets the aid. for me who don’t get it, i can only grieve, ma’am. seller : ada bantuan, bantuan lima kilo suruh duduk di rumah, anaknya sepuluh. there is a food aid. the aid is only five kilograms and we are ordered to stay at home while we have ten children to feed. in data 41, buyers asked about the business conditions of the furniture seller during the covid-19 pandemic. the response of the seller's speech and expression shows sadness. when the interaction took place, it was 3 p.m., but no buyers had arrived. the context of the speech in data 42 is that the buyer previously asked the seller how their sales were during the covid-19 pandemic. and the seller's response showed sadness. this can be clearly seen in the sentence "kek awak yang gak dapat bantuan ini nangis la bu" (like me, who didn't get the gov. aid, it is very sad mam). sellers feel they deserve to get the aid from the government that was distributed specifically during the covid-19 pandemic for underprivileged people. however, the seller did not get this aid. therefore he felt sad and had to continue to open the business during the covid-19 pandemic to meet the family needs. e. declarative speech act declarative speech acts function to connect the contents of the speech with reality. in this research, only one dcs was found in this research, which served resignedly to the situation. http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 287 data 43 buyer : oh corona, be yang sesan pun bo yao kin. during this pandemic i can have the easily rust one. no problem seller : habis corona baru beli baru. buy a new one after the pandemic. data 44 seller : kalo berdiam di rumah aja pun siapa yang ngasi makan bu. if i stay at home, no one will feed my family. buyer : ha itu dia. yes, that’s it. seller : udah dari rumah bismillah lillahi taala, gitu aja bu. i pray everytime i leave my house, just like that. the context of the speech in data 43 is a buyer who wanted to buy a towel rack and has made an offer, but the seller refused. the buyer felt that the price of the desired item was relatively high, so he decided to buy another article of lower quality than the previous item. the speech of "oh corona, be yang sesan pun bo yao kin" showed the buyers' resignation to the situation. so that during the covid-19 pandemic, buying goods of low quality was not a problem. meanwhile, the context of the speech in data 44 is that the buyer asked about the sales of the chicken seller during the covid-19 pandemic and one of the responses from the seller's speech showed a dcs of resignation to the situation. this speech marked in the seller's speech which stated "udah dari rumah bismillah lillahi taala, gitu aja bu" there is the sentence "bismillah lillahi taala" which in islam "bismilllah" (in the name of allah) the activity is submitted to the creator, namely allah swt. conclusion based on the data and analysis above, the form of speech acts of the chinese community in medan traditional markets is applying the speech act theory proposed by searle, which found five forms of speech acts based on this theory. the five forms of speech acts found are directive speech acts, assertive speech acts, commissive speech acts, expressive speech acts, and declarative speech acts. the directive speech act is the dominant speech act found in the transaction-speech interaction and the communication between the sellerbuyer when they ask and respond to each other about their conditions during the covid-19 pandemic because the directive speech acts have an influencing element to the addressee, in this case, the buyers act dominantly in influencing the seller to do what they want. this characteristic is related to one of the language characteristics as a social act. in other words, language http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.268-290 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x speech acts varities of chinese … vivi adryani nasution, niza ayuningtias doi: https://doi.org/10.26714/lensa.11.2.2021.268-290 288 can be used to influence even control a person's mental state (triana & zamzani, 2019). it can be seen in the directive speech act that the dominant function of commanding is found in the chinese community, and the chief process of bidding is located in the non-chinese community. meanwhile, declarative speech acts are the fewest speech acts that only serve to express resignation to the situation due to covid-19. the ordering directive speech act is dominantly found in tionghoa speakers, and this relates to the character of the majority of tionghoa community members in medan, which is straightforward. in this case, they give orders directly towards what they need and find. meanwhile, in the nontionghoa community, the utterances refer more to one of buying and selling laws, dominated by bargaining utterances. the interaction of tionghoa and non-tionghoa speakers in medan traditional markets shows interactions or utterances in buying and selling activities and expresses opinions regarding the same condition experienced together; the covid-19 pandemic. therefore, the stated views make the statements more varied, yet the purpose of both the seller and customer is still achieved. this study is 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(2019). ragam tindak tutur interaksi sosial di pasar tradisional sukaramai medan. retrieved from https://www.researchgate.net/publication/335109665_ragam_tin dak_tutur_interaksi_sosial_di_pasar_tradisiona l_sukaramai_medan triana, p. m., & zamzani. (2019). power representation in the grammatical form of teacher’s speech acts in indonesian language learning. lensa: kajian kebahasaan, kesusastraan, dan budaya, 9(1), 77. umaroh, l. (n.d.). d ominasi ilokusi dan perlokusi dalam transaksi jual beli. 7, 21–34. wahdian, a. (2016). tindak tutur dalam transaksi jual beli ikan di pasar keppo. wacana didaktika, 4(1), 1–15. https://doi.org/10.31102/wacanadidaktika.4.1.1-15 ziaulhaq, z. (2017). ragam bahasa dan strategi tindak tutur pedagang asongan di terminal purabaya kota surabaya. lingua franca:jurnal bahasa, sastra, dan pengajarannya, 1(2), 123–134. https://doi.org/10.30651/lf.v1i2.566 http://jurnal.unimus.ac.id/index.php/lensa 7608-25364-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 102 multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine) valentina widya suryaningtyas, nina setyaningsih universitas dian nuswantoro (udinus), semarang valentina.widya@dsn.dinus.ac.id nina.setyaningsih@dsn.dinus.ac.id article history: submitted 20 june 2017; accepted 16 march 2018; published 30 march 2018 abstract we play with language when we manipulate it as a source of enjoyment, either for ourselves or for the benefit of others. we take some words, phrases, sentences, and other linguistic features and make them do things that they do not normally do. this language manipulation can result in humor. humor has formed a substantial part of javanese culture. some jokes in javanese contain local wisdom and this plays an important role to maintain the social and cultural norms. this paper examines the humor used in sing lucu rubric which contains jokes in panjebar semangat magazine. in indonesia, there are only a few printed media that specialize in javanese language and culture. one of them is panjebar semangat. it is a magazine that maintains javanese culture, especially by the use of javanese language and javanese related contents. this paper aims to identify the types of humor and to explore the multiculturalism through the javanese language expression. this study is framed by drawing on theories on humor, language play, and ambiguity. the result shows that there are three types of humor used in sing lucu: positive, negative, and neutral. positive and neutral jokes have entertaining contents, while negatives jokes contain stereotyping of certain races. some jokes are not based on facts and therefore they do not always represent certain races stereotyped in such jokes. keywords: humor, javanese, media, multiculturalism abstrak kita bermain dengan bahasa ketika kita mencoba memanipulasi bahasa sebagai sumber kesenangan, baik untuk diri sendiri maupun untuk orang lain. kita menggunakan sebagian kata, frase, kalimat, dan aspek kebahasaan lainnya dan kemudian mengubah fungsinya menjadi fungsi yang tidak biasanya. manipulasi bahasa ini kemudian dapat mailto:valentina.widya@dsn.dinus.ac.id mailto:nina.setyaningsih@dsn.dinus.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 103 menjadi sebuah humor. humor itu sendiri sudah menjadi bagian dari budaya jawa. beberapa humor di jawa mengandung kearifan lokal dan humor ini berperan dalam mempertahankan norma sosial dan budaya. penelitian ini membahas tentang humor yang ada di rubrik sing lucu yang berisi lelucon di majalah panjebar semangat. di indonesia, ada beberapa majalah yang mengkhususkan isinya pada bahasa dan budaya jawa, salah satunya adalah panjebar semangat. majalah ini mempertahankan budaya jawa terutama melalui penggunaan bahasa jawa dan isi yang terkait dengan budaya jawa. penelitian ini bertujuan untuk mengidentifikasi jenis humor dan untuk menganalisis multikulturalisme melalui ekspresi bahasa jawa. penelitian ini menggunakan teori tentang humor, permainan bahasa, dan ketaksaan. hasil penelitian ini menunjukkan bahwa dalam rubrik sing lucu terdapat tiga jenis humor yaitu: positif, negatif, dan netral. humor positif dan dan netral mengandung konten menghibur, sementara guyonan negatif berisi stereotipe suku tertentu. beberapa lelucon tidak berdasarkan fakta, oleh karena itu lelucon tersebut tidak selalu mencerminkan stereotipe suku tertentu. kata kunci: humor, jawa, media, multikulturlisme introduction humans communicate by using language. they deliver a message, idea, or meaning to an interlocutor. crystal (1998) points out that everyone plays with language or responds to language. we play with language when we manipulate it as a source of enjoyment, either for ourselves or for the benefit of others. we take some words, phrases, sentences, and other linguistic features and make them do things that they do not normally do. this language manipulation can result in humor. humor as an element of communication can be created from misinterpretation which occurs in either spoken or written form. humor can be seen in various genres and text types. all elements of a language, from the smallest level (phones) to the biggest level (discourse) are used to create a humorous effect. this effect, which delivers any form of unexpectedness, misunderstanding, and nonsense, is expected to be able to be perceived well by the hearer/reader. in addition, indonesia is a country of different ethnic groups. schermerhorn (in lowe, 1986) points out that an ethnic group is ―a collectivity within a larger society having real or putative common ancestry, memories of a shared historical past, and a cultural focus on one or more symbolic events defined as the epitome of their peoplehood. examples of such symbolic events are kinship patterns, physical contiguity (as in localism or sectionalism), religious affiliation, language or dialect forms, tribal affiliation, nationality, phenotypal features, or any combination of these. a lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 104 necessary accompaniment is some consciousness of kind among members of the group.‖ dealing with humor, then, as it is also related with ethnicity, davies (in lowe, 1986) asserts that ethnic jokes ―delineate the social, geographic and moral boundaries of a nation or ethnic group.‖ furthermore, lowe concludes that humor plays an important role in group identity formation and solidarity. humor has formed a substantial part of javanese culture. there are many tv humor shows, movies, and rubrics in printed media that have big audiences. even the late former president of indonesia, abdurrahman wahid (gus dur) was famous for his jokes. some jokes in javanese contain local wisdom and this, according to bascom (in wijana, 2003) plays an important role to maintain the social and cultural norm. this paper examines the humor used in sing lucu rubric. this rubric contains humorous texts and jokes in panjebar semangat magazine. in indonesia, there are only a few printed media that specialize in javanese language and culture. one of these media is panjebar semangat. it is a magazine that maintains javanese culture, as can be seen from the use of javanese language and javanese related contents. this paper aims to identify the types of humor in sing lucu column and to explore the multiculturalism through the javanese language expression. the humorous texts can be analyzed in terms of their sounds and meanings through language play and ambiguity. these texts also show jokes that deal with various ethnic groups in indonesia. therefore, they demonstrate the multiculturalism in the country. humor humor as a phenomenon, it's philosophical, psychological, and physiological nature, its aesthetic value, its relation to truth, ethical standards, customs, and norms (raskin, 1979). according to lefcourt (2001) humor was initially as an undimensional construct associated with positive effects on health and well being. researcher typically defines humor as a multidimensional construct consisting of both adaptive and maladaptive styles of humor use (ruch, 1996). humor can be defined in terms of an aesthetic response, as measured by funnies ratings of cartoon and jokes. when humor is described in this way, studies have typically found that shared and non-shared environmental factors account for the variance in humor appreciation (cherkas et al., 2000; nias & wilson, 1977; wilson et al., 1977). humor is used in literature, in society and it is treated holistically and generally and naturally, no formal analysis of the linguistics aspect has ever been undertaken. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 105 verbal humor which is of interest to linguists and is thus addressed here stands vis-a`-vis non-verbal humor emerging from, for instance, pictures or body language (norrick 2004a in raskin (1979)). verbal humor is understood as that produced by means of language or text (raskin 1985; attardo and raskin 1991; chiaro 1992; attardo 1994; 1 alexander 1997; norrick 1986, 2004a). according to raskin (1979) in verbal humor it is important to look at the script carefully because it represents common sense cognitive stored in the mind of native speaker. joke as a prototypical form of verbal humor is produced orally in conversations or published in collections (dynel, 2009). a joke comprises a build up and punches (hockett, in dynel 2009). the set up is normally built of a narrative or/ and a dialogue (attardo and chabanne 1992 in dynel 2009), while the punchline (attardo 1994, 2001 in dynel 2009) is the final portion of the text, which engenders surprise and leads to incongruity with the set-up. as dynel (2009) concludes, there are few categories of jokes such as shaggy-dog stories (lengthy stories without punchlines) (chiaro 1992), riddles (questions followed by unpredictable and silly answers) (chiaro 1992; dienhart 1999) or one-liners (one-line jokes with punchlines reduced to a few words) (chiaro 1992; norrick 1993). in analyzing humor there are units of conversational humor range. the unit of conversational humor range includes single-word lexemes, phrasemes to whole sentences and even multi-turn exchanges interwoven into non humorous discourse (dynel, 2009). the shortest humorous chunks are lexemes and phrasemes (mel‘cˇuk 1995, 1998), i.e. lexical units used in discourse for a humorous effect, whose semantic import is usually germane to the whole utterance, often non-humorous as such. the humorous potential of lexemes and phrasemes resides in their novelty, unprecedented juxtapositions (incongruity) of their constituents and the new semantic meaning they carry. even if borrowed from popular media discourse, they are widely repeated in appropriate conversational contexts, they are unlikely to be officially conventionalized and listed in dictionaries as lexical items, and thus always retaining the quality of exceptionality. the two humorous categories, lexemes and phrasemes, deserve meticulous attention, as they do not appear to have been widely discussed in humor literature (chiaro 1992; alexander 1997). according to dynel (2009) most humorous lexemes can be conceptualized as neologisms. those are new words indispensable for naming new inventions and discoveries. however, speakers will also incorporate new words in their idiolects, the sole reason being the novelty of expression and humor. humorous neologisms capitalize on various word-formation processes. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 106 language play language play, according to crystal (1998), is when people play with their own language or respond to the play of the language. some of them will be entertained by this language play. for example, as stated in the previous research conducted by wijana (2003). he finds that people in jogjakarta, indonesia are not only entertained by the language play and turned it into humor but they are also obsessed with it. language play becomes a pleasure to communicate with others, especially if the response matches our inclination. language play then leads into humor. the function of humor is to deliver the information, show the feeling of happy, sad, annoy, or maybe sympathy. furthermore, hermintoyo (2011) also says that humor can also release the tense inside our body and as a way to criticize because sometimes it can decrease the tense in a confrontation. sometimes humor is created not only to reach the enjoyment but it also makes people guess the meaning. hence, it becomes very obvious that humor is quite close with culture and places. as exemplified by wijana (2003), humor in dagadu is sometimes difficult to understand for people outside jogjakarta. by using language play, the copy writers try to create designs which represent the people in jogjakarta. it is also to show the activities in that city and to deliver the social criticism related with sociocultural problems in jogjakarta. crystal (1998: 1) states that we play with language when we manipulate it as a source of enjoyment, either for ourselves or for the benefit of others. the linguistic features such as a word, a phrase, a sentence, a part of word, a group of sounds, a series of letter can be manipulated to achieve the goal. crystal (1998:9) also says that the whole point about conversational language play is that it is unregulated and anarchic. with language play, moreover, everyone is equalin the sense that, once we have achieved adult levels of fluency in a language, we have acquired all the tools and expertise we need in order to play with it successfully. one aspect of humor is ambiguity in meaning. ambiguity of meaning can be resulted from homonymy, homography, and polysemy. verbal humor generally relies on ambiguity, that is, on the use of word, phrase, and sentence, or longer unit which can be understood in two different, usually, conflicting ways. this in turns relates to the tendency, inherent in language, for different phonetic and semantic chains to cross one another. we have all encountered the type of utterance which, in all innocence, is suddenly to carry a second possible meaning which clashes with the first. raskin states that the usage of ambiguity is happened because there is non-bonafide communication process. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 107 humor styles humor styles deal with how people use humor. positive humor gives adaptive function. it includes self-enhancing humor, which involves a tendency to be amused by the incongruities of life such as adversity and helps people attain distance from problems in stressful situations. it also includes affiliative humor, which describes a person‘s tendency to facilitate relationships by telling jokes and engaging in funny banter. on the other hand, negative humor styles are maladaptive, because humor at one‘s own or another‘s expense jeopardizes social relationships and self-worth. it covers aggressive humor, which refers to irony, sarcasm, teasing, and mockery as well as to sexist and racist humor, and is associated with manipulating or belittling others. (scheel and gockel, 2017) indonesian ethnic groups when talking about multiculturalism, relation between ethnic groups is considered. there are over 300 ethnic groups in indonesia. javanese make up 41% of the total population. this ethnic group is concentrated on the island of java. however, millions have moved to other islands throughout the archipelago. the sundanese, malay, and madurese are the next largest groups in the country, while many ethnic groups, particularly in kalimantan and papua, have only hundreds of members. on the course of indonesian history, foreign origin ethnicities were spread throughout indonesia. some of these foreign ethnics include chinese and arabs (wolff & poedjosoedarmo, 2002:3). most chinese are concentrated in pecinan (chinatowns) in java, sumatra and kalimantan, with significant numbers in jakarta, medan, semarang, surabaya, cirebon, bangka island and pontianak in west kalimantan. as for arabs, they have assimilated into local ethnicities such as betawi, malay, javanese, and sundanese (http://en.wikipedia.org/wiki/ethnic_groups_ in_indonesia). according to the 2000 census, the chinese indonesians make up a little less than 1% of the total indonesian population. some of these chinese descendants speak various chinese dialects, most notably hokkien and hakka (http://en.wikipedia.org/wiki/ethnic_groups_ in_indonesia). the javanese and chinese descendants (peranakan) form two sub communities of the javanese by virtue of their respective linguistic repertoires. in a multicultural nation like indonesia, there are so many stereotypes. stereotypes are generalizations about a group of people where one attributes a defined set of characteristics to this group. these lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 108 classifications can be positive or negative, such as when various nationalities are stereotyped as friendly or unfriendly (http://changingminds.org/explanations/theories/ stereotypes.htm). some examples of indonesian ethnic group stereotypes can be described below: 1. chinese people in indonesia are considered mean, stingy, and money oriented. 2. people from padang (west sumatra) cannot be trusted 3. javanese are thought to be hypocrite because what they say is different from what they mean 4. bugis (sulawesi) people like to "back stab" 5. minahasan are party lovers and wasteful 6. ambonese always use physical strength instead of brain 7. people from dayak (borneo) are lazy 8. people from batak (north sumatra) are rude (http://www.anneahira.com/perang-antar-suku.htm) however, as davidson (1987) claims, an ethnic joke is neither necessarily the vehicle for prejudice, nor damaging in its effects. in terms of jokes which involve racial groups, the implied claim is that a racial joke -one with race as its subjectis not necessarily racist. method this research is a qualitative one. therefore, it results in descriptive data. this research described the data by explaining those data without involving any statistical procedures. furthermore, the researchers employed three steps that include collecting, analyzing, and presenting the data (sudaryanto, 1993:5-8). the data were collected from the texts in sing lucu rubric in the online version of panjebar semangat magazine (http://www.panjebarsemangat. co.id/) in january – august 2012. then, these texts were analyzed by classifying the jokes based on their types. next, the data analysis was presented and discussed. a loose translation of the jokes was also provided in the transcription to help understanding the data. findings and discussion the jokes in sing lucu rubric in panjebar semangat magazine are classified into three types. they are positive, negative, and neutral jokes. jokes that do not contain taboo elements (such as sexual matters) are considered as positive and neutral jokes, while those containing taboo and stereotypes of certain races are considered negative. some jokes are not based on facts and therefore they do not always represent certain races http://www.anneahira.com/perang-antar-suku.htm lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 109 stereotyped in such jokes. although the jokes are written javanese and are published in a javanese magazine, the contents of these jokes demonstrate the multiculturalism of indonesia. negative jokes negative jokes are the ones that deal with ethnic stereotyping and sexual humors. the excerpts below demonstrate negative jokes found in sing lucu rubric in panjebar semangat magazine. ethnic stereotyping excerpt 1 shows wordplay that uses sounds of language to create a humorous effect. a sound is the smallest unit in language. in humorous texts, what is expected to be assumed is deviated into another similar sound. excerpt 1: bahasa cina cipto : bahasa cinane mangan mi ajang mangkok, mangkoke pecah? (how do you say ―eating noodle using bowl, the bowl is broken‖ in chinese?) adi : owe ciak mi, jang cuwo, cowek cuwil (owe ciak mi, jang cuwo, cowek cuwil) cipto : bahasa cinane remeng-remeng ora pati padhang? (how do you say ―dim‖ in chinese?) adi : lie mang hwat. saiki genti aku. kakus utawa wc iku bahasa cinane apa? (lie mang hwat. now it‘s my turn. what is the chinese word for toilet?) cipto : ?????!!!! adi : leng tai wong (leng tai wong) cipto : huss!!!! (hush!!!!) from the text above, cipto and adi give each other riddles involving chinese language. in fact, this is a kind of joke that uses language play since they use javanese words that sound similar to chinese. the sentence ―owe ciak mi, jang cuwo, cowek cuwil‖ is similar to chinese in that it uses several chinese (hokkien) words such as owe (i), ciak (eat), mi (noodles), mixed with javanese words cuwo, cowek (bowl) and cuwil (broken). the speakers modify javanese language so as to create a humorous effect that it sounds like chinese language. the next sentence ―lie mang hwat‖ is also similar to chinese. lie mang hwat is actually a language play from lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 110 ―limang watt‖ (5 watts), meaning that that 5 watt lamp is not so bright. the other sentence used is ―leng tai wong‖. this is a modification of javanese language, leng ‗hole‘, tai ‗excrement‘, wong ‗person‘. this also creates a humorous effect as it also sounds like a chinese sentence. the joke above is included into negative jokes because it uses chinese words which create negative meaning. the word ―tai‖ is considered negative and harsh in javanese culture. the use of chinese words to refer to something considered bad may also create negative effect as it can be a form of mockery to chinese descendants in indonesia. meanwhile, the use of hokkien chinese shows the existence of hokkien or chinese community in java. traced from the history of chinese indonesian (http://en.wikipedia.org/wiki/chinese_indonesians), hokkien became the prevailing immigrant group until the middle of the 19 th century. these hokkien descendants are the dominant group in some parts of indonesia including central and east java, areas where javanese is spoken. therefore, hokkien becomes one of major chinese speech groups in indonesia. in 1982 it was estimated that there were 700.000 speakers of the min nan language family, which includes hokkien. it is not surprising then that there are jokes in java or javanese that involve the use of javanese and hokkien. another example of joke using chinese sounding language can be seen in the following text: excerpt 2: cangkriman cipto : “no let dot lore, leni bog” (―no let dot lore, leni bog‖) adi : “apa kuwi?” (what‘s that?) cipto : “cina ngulet pedhot kolore, taleni debog” (a chinese stretches his body and then his pants elastic is broken off, and he uses banana tree bark to tie his pants.) adi : “genti aku, yen kaya ngono wae pinter. yu wot li, li njir cing, ngok pune kot yu.” (my turn, i‘m good at such thing. yu wot li, li njir cing, ngok pune kot yu.) cipto : apa kuwi? (what‘s that?) adi : “mbakyu mowot kali, kaline banjir cincing cincing, bengok-bengok pupune cokot yuyu.” (a woman passes a flooded river. she pulled her skirt up and she screams because her thigh is bitten by a crab). lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 111 in the text above, the javanese words ―cina ngulet pedhot kolor’e, taleni debog‖ are clipped so only parts of their syllable are left to create chineselike words (no let dot lore, leni bog). the syllables which are clipped are the last ones (cina ngulet pedhot kolore, taleni debog), and when they are pronounced they sound similar to chinese language. in indonesia, a chinese man is sometimes stereotyped as a person who likes wearing black boxer pants which have elastic instead of a zipper, white undershirt, and holding a fan. while the banana tree bark is usually used like a string to tie things by javanese. the sentence ―cina ngulet pedhot kolor’e, taleni debog‖ infers another negative stereotype of chinese in indonesia, that they are often regarded as stingy people. the description about using banana tree bark (i.e., instead of getting a new zipper) demonstrates this kind of character. sexual humor the eastern culture considers sex as taboo. therefore, jokes containing taboo topics are delivered indirectly. in panjebar semangat magazine, there are humorous texts that have sexual content or association, although they eventually refer to non-sexual matters. excerpt 3: dawa sirah ing tengah dira : ra batangen sing patitis! (ra, answer my riddle) sura : iya enggal kandhakna! (okay, what is that?) dira : ujude dawa ireng, menthol ing tengah. apa batangane? it is long and black, protruding in the middle. what is that thing?) sura : wah nyerah bae aku, angel kok. (it‘s difficult, i give up.) dira : oalah nyerah. dawa ireng mentol tengah, iku batangane wong manggul pring wulung (ireng). (ah, give up? long, black, protruding in the middle, that is a person carrying a black bamboo on his head). sura : ???!!! the excerpt above is an example of a negative joke which relates to sexual theme in the form of a riddle. the riddle is given by dira by asking what is long, black, and protruding in the middle of something. when javanese people hear this kind of question, at first they will assume or associate that the thing is related to a man‘s genital. meanwhile, talking about sexual part is considered taboo especially in javanese. the black lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 112 bamboo is associated with a male‘s genital so as to create ambiguity which then gives humorous effect. the excerpt below also deals with sexual joke which uses vowel sounds to trigger the humorous effect. excerpt 4: beda vokal cipto : ”basa jawa kuwi pancel angel disinau, isih gampang basa liyane!” (javanese language is difficult, other languages are easier than javanese.) adi : ”lha witikna!!!” (howcome?) cipto : ”beda vokale, (aksara uripe) wis beda tegese!” (different vowel sound gives different meaning.) adi : ”contone!! apa bae?!” can you give example? cipto : ”huk kuwi watuk, hak yen arep mangan, hok arep mutah, hik kuwi geli, hek kuwi jeleh.” (huk is the sound of coughing, hak when you open your mouth eating, hok when you vomit, hik for laughing, hek when you are fed up of something.) adi : ‖lha yen hek (pepet swara e.)” (what about hek?) (with schwa sound) cipto : ”apa kuwi?” (what‘s that?) adi : ”penak!!!” (something that feels good!!) cipto : ”hus! saru kuwi.” (hush! that‘s obscene.) the joke uses language play in phonological form, especially in javanese vowel sounds. to create the humorous effect, people usually associate certain sounds with certain situation or meaning. the excerpt above demonstrates that different vowel can create different meaning in javanese. for example huk [h] is the sound of coughing. then hak [ha] is usually used when a person asks another person to open his/her mouth when feeding him/her, hok [h] when someone vomits, hik [h] for laughing, hek [he] when one is fed up of something. the punch line in this joke is hek which is pronounced with schwa sound [h]. hek [h] is related with something that feels good. what ―feels good‖ here has a sense of one‘s expression when he/she is having a sexual intercourse. furthermore, it is supported by the response of that joke, which is ―hus! saru kuwi.‖ (hush! that‘s obscene.). when javanese people say the word ―saru‖, it usually deals with something vulgar, obscene, or inappropriate. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 113 another joke that deals with sexual matter can be found in the following excerpt. excerpt 5: bedhekan adi : ―kota endi seng pendhuduke lanang kabeh, ora ana wedoke?‖ (what do you call a city whose residents are male?) cipto : ―endi kuwi?‖ (what is that?) adi : ―pemanukan‖ (pamanukan) the joke in the excerpt above tells about a name of a city of pamanukan, a city in madura island. the answer is a kind of wordplay of the word ―manuk‖ which literally means bird in javanese. in java, manuk is used to refer to male‘s genitalia; therefore it can be implied from the joke that pamanukan is a city with male residents only. positive jokes positive jokes function to entertain the readers without having to relate the jokes with ethnic stereotype or racial prejudice or taboo topics. this type of joke usually contains positive aspects of javanese or other cultures. excerpt 6: bedhekan 1 sura : dir, coba reneya tak bedheki! (dir, come here i have a riddle for you.) dira : bedhekan apa? (what‘s that?) sura : jenenge wong jawa sing mung nganggo sa aksara utawa tandha. sa aksara utawa tandha mau pancen bisa dadi jenenge wong. aksara utawa tandha apa iku? (what javanese name can be written in just one letter?) dira : wah langsung sekak seter iki. nyerah aku. (i give up.) [...] sura : jenenge wong sing mung nganggo sa aksara iku: cakra. (it is cakra.) the excerpt above is about a riddle which relates to javanese alphabet. it is about a javanese name which can be written in just one letter. the answer is cakra. cakra ( ) is a javanese letter or symbol which represents a cluster of sounds containing /r/ (ccv, or specifically c – ra – lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 114 v; examples including cakra, putri, krama). cakra is also a common javanese name. this joke is considered positive because the joke writer can make the reader recall javanese letter. nowadays, many javanese can not write or read javanese alphabet as it is not used as the main alphabet in central java and east java. javanese writing is only taught in schools where javanese is spoken but in practice there is no media using this alphabet. javanese alphabet is usually found in old literature. excerpt 7: bedhekan 2 dira : ra, yen pancen kowe pinter coba bedheken! jenenge wong arab mung nganggo sa aksara. dicoba ayo? (ra, if you think you are really smart, answer my riddle! what is the arabic name that can be written in one letter? sura : tinimbang kesuwen nyerah aku. (i give up.) dira : yen pancen wis ora bisa, ora mung jeneng wong arab bae nanging kanggo wong jawa ya bisa, sing mung bisa ditulis nganggo aksara arab mung siji. yaiku i (alip) ya ta? it is an arabic name that can also be used for javanese. it is alif. right? sura : ???? the excerpt above is included into positive joke. it is a riddle about an arabic name which can be written just by a single letter. it is a positive joke because it tells the relation between javanese and arabic through a name. ―alif‖ ( ) is the first letter in arabic, but it is spelled and pronounced as ―alip‖ in javanese. the [f] sound is not native to javanese and indonesian, but occurs in borrowed words from arabic (http://www.gimonca.com/sejarah/pronounce.html). since javanese lacks the sound [f], most javanese people compensate the [f] sound by pronouncing it as [p]. the riddle shows the positive aspect of arabic culture assimilation in java as many javanese use arabic names. neutral jokes neutral jokes have the same function as positive jokes. these jokes are aimed at entertaining the readers without involving ethnic stereotypes or racial prejudice and sexual matters. excerpt 8: benda angkasa joni : rud, benda-benda angkasa sing dibutuhke dening ibu-ibu rumah tangga kuwi apa, ayo? (rud, what space object is needed by housewives?) lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 115 rudi : ya jelas srengenge, sebab kanggo pepadhange jagad raya, sumber energi. (of course it is the sun, because it lights the universe, the source of our energy.) joni : salah. (wrong.) rudi : sing bener? (so what is the right one?) joni : bulan (bulan = moon) rudi : lho kok bisa? (how can it be like that?) joni : lha iya, bulan kuwi rak ya bumbu kelan, kanggo masak! (bulan is bumbu kelan.) the excerpt above is the example of a neutral joke. it is a riddle about the name of a space object which relates to a housewife. the answer of the riddle is bulan (the moon), clipped from the words bumbu (spice) and kelan (a type of javanese dish). it is included in neutral joke because the joke is not concerned with certain negative ethnic stereotype. the joke illustrates the diversity of javanese dishes. moreover, the word bulan is an indonesian word. hence, it shows the creativity in which indonesian word can be clipped from javanese words and shows the bilingualism in the country. conclusion the humorous texts in sing lucu vary in type. there are three types of jokes, namely positive jokes, negative jokes, and neutral jokes. although they all serve the same purpose, i.e. to entertain the readers, the positive and neutral jokes do not contain stereotyping of certain races and taboo or sexual humor, while negatives jokes do. some jokes are not based on facts and therefore they do not always represent certain races stereotyped in such jokes. furthermore, jokes with sexual or obscene contents are included in negative jokes because in javanese culture, it is impolite or prohibited to talk about sexual topic in public. references alexander, richard. 1997. aspects of verbal humour in english. tu¨bingen: gunter narr verlag. chiaro, delia. 1992. the language of jokes: analysing verbal play. london: routledge. crystal, david. 1998. language play. chicago: the university of chicago press. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x multiculturalism in javanese humor (a case study in ‘sing lucu’ rubric of panjebar semangat magazine valentina widya suryaningtyas, nina setyaningsih doi: https://doi.org/10.26714/lensa.8.1.2018.102-116 116 davidson, chandler. 1987. ethnic jokes: an introduction to race and nationality. teaching sociology, vol. 15, no. 3 (jul., 1987), pp. 296-302 dienhart, john. 1999. a linguistic look at riddles. journal of pragmatics 31.95– 125. dynel, marta.2009. beyond jokes: types of conversational humor. language and linguistics compass 3/5 (2009): 1284–1299. hermintoyo, m. 2011. aspek bunyi sebagai sarana kreativitas humor. jurnal kajian sastra vol. 35, no. 1, pp. 14-27. lefcourt, h. m. (2001). humor: the psychology of living buoyantly. new york: kluwer academic. mel‘cˇuk, igor. 1995. phrasemes in language and phraseology in linguistics. idioms: structural and psychological perspectives, ed. by martin everaert, erik-jan van der linden, andre´ schenk and rob schreuder, 167–232. hillsdale, nj: lawrence erlbaum associates. ——. 1998. collocations and lexical functions. phraseology: theory, analysis, and applications, ed. by anthony p. cowie, 23–53. oxford: oxford university press. norrick, neal. 1993. conversational joking: humor in everyday talk. bloomington: indiana university press. raskin, victor. 1985. semantic mechanisms of humor. dordrecht: d. reidel publishing company. raskin,victor. 1979. semantic mechanisms of humor. proceedings of the fifth annual meeting of the berkeley linguistics society. pp. 325-335 ruch, w. 1996. measurement approaches to the sense of humor: introduction and overview. humor, 9, 239-250. scheel, t and c. gockel. 2017. humor at work in teams, leadership, negotiations, learning and health. springerbriefs in psychology. doi 10.1007/978-3-319-65691-5_2. wijana, i dewa putu. 2003. wacana dagadu, permainan bahasa, dan ilmu bahasa. pidato pengukuhan jabatan guru besar pada fakultas ilmu. budaya ugm. yogyakarta: fakultas ilmu budaya, universitas gadjah mada. wolff, john u. & soepomo poedjosoedarmo. 2002. communicative codes in central java. ithaca: southeast asia program publications, cornell university. websites: http://en.wikipedia.org/wiki/ethnic_groups_in_indonesia http://www.gimonca.com/sejarah/pronounce.html http://changingminds.org/explanations/theories/stereotypes.htm http://www.anneahira.com/perang-antar-suku.htm 142 the implementation of task-based learning in teaching recount text writing for junior high school students5 6 mei setya chairena chairena2010@gmail.com abstrak penelitian ini menelaah cara guru dalam menerapkan pembelajaran berbasis tugas dalam pengajaran menulis melalui beberapa langkah dan menjelaskan bagaimana kemampuan siswa dalam menulis teks recount. penelitian ini dilakukan dengan pendekatan kualitatif karena hasil data dianalisis dan dideskripsikan dalam bentuk katakata, kalimat, dan ujaran. data diperoleh dari observasi, wawancara, dan tulisan siswa. analisis data dilakukan melalui kategorisasi, displai data dan pengambilan kesimpulan. subjek penelitian ini adalah seorang guru bahasa inggris dan tiga puluh siswa kelas 8. hasil penelitian menunjukkan bahwa penerapan pembelajaran berbasis tugas memiliki banyak kelemahan dalam beberapa aspek, diantaranya adalah tidak lengkapnya langkahlangkah dalam pelaksanaan pada saat penerapan, kekurangan waktu pada saat mengerjakan tugas dan juga penggunaan bahasa ibu dan bukannya bahasa target oleh siswa yang membuat penerapan pembelajaran berbasis tugas tidak berhasil seperti yang diharapkan. berdasarkan temuan tersebut, beberapa saran diajukan. guru bahasa inggris seharusnya menggunakan dan mendesain tugas yang tidak memakan waktu lama dalam pengerjaannya, sehingga langkahlangkah dalam pembelajaran berbasis tugas ini dapat terlaksana dalam satu pertemuan. para siswa harus berbicara menggunakan bahasa target ketika pembelajaran berbasis tugas ini diterapkan agar tujuan pendekatan ini dapat tercapai. kata kunci: teks recount, task-based learning, tulisan siswa introduction english is considered as foreign language (efl) or second language (esl). in order not to be left behind, english as foreign language (esl) is given to the students as a compulsory subject at schools. the teachers have responsibility to assist the students learning and to apply english through the lessons in the classrooms. as brown (2007) argues that in learning a language, especially esl, it takes a serious and not easy steps. many elements, such as students, educator (teacher) and administrators are getting together to achieve the goals of learning. they must cooperate in the process of achieving it. in addition, firstly students must be aware of what his/ her need or passion, so he can set a road map for where he wants to go and select the most appropriate approach(s) for reaching it. 5 penelitian dilakukan di smp negeri 13 semarang. 6 artikel ditulis berdasarkan pada tesis pada program pascasarjana pendidikan bahasa dan sastra inggris, universitas negeri surabaya (unesa) oleh penulis yang sama. http://jurnal.unimus.ac.id mailto:chairena2010@gmail.com http://jurnal.unimus.ac.id 143 the educator (teacher) has a role to set the plan of drafting students‟ learning goals. teacher will implement the effective instruction about what he/she has planned. she must be able to describe exactly what students will learn, how well they will learn it and what they will do to demonstrate that learning. the administrators have also some responsibility in this cooperation. the administrators refer to the principal and the stake holder which should recognize what does and does not work to promote learning and achievement for all students. they make sure that learning goals made by the teacher have been set up based on the students‟ performance data. in some ways, government also gives a hand to accommodate the teaching and learning process to be successful. one way is by changing the curriculum to a new one, namely 2013 curriculum. based on permendiknas no 103 (2014), this curriculum expects learners to be active and creative. it is believed that the process of learning should emphasize more on learners, it is called students centered leaning. by students centered hopefully the students are able to explore their ability in the four language skills they should master. teachers do not become the giver knowledge or the controller, even the authority (harmer, 2001). students by themselves look for the knowledge from as many resources as they could find. the teachers act as tutors and resources; they help students when they are stuck having no ideas to answer. when students are having small groups‟ discussion, teacher guide and monitor them. even when students have to do the task individually, teacher helps them if only the students are asking for a help. one of the language skills which becomes indispensable in our global literate community is writing (brown, 2004). writing is a way to express someone‟s ideas into written text. today people consider writing as an important thing in daily lives. everything is documented in written; such as agreement, certificate or formal document at school, all of them are in written text. writing belongs to a productive skill and it requires complex cognitive abilities, as well as linguistic and cultural competence. still many esl students have a tendency feeling difficult in composing a text in writing class. this case is found in many junior high schools in semarang. students find difficulties in creating a meaningful and readable text, particularly a recount text. as in permendikbud no 68 2013), it states that students of smp and madrasah tsanawiyah at grade 8 have to be able to compose short and simple recount texts orally or in written about the activity, event or occasion by paying attention to the social function, schematic structure and linguistic features correctly. teacher needs more efforts to teach such kind of text; this is because the recount text deals with tense which doesn‟t belong to their native language, past tense. in indonesia, we do not need changing the part of sentence using the appropriate tense to state past time activity. it is complicated since the learners have to memorize the past form of the verb they use or the past form of auxiliary (be). moreover, making their text coherent and cohesion also is the hard job to do. students are confused when they are asked to put their ideas into written. this problem may be avoided if the students bring the real situation into the classroom. they are easier to express their feeling into the written text. and also by doing small groups‟ discussion the problem related to the past tense is defeated. they share with their peers the difficulties of recount text. as a result http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 144 teacher should decide an approach to overcome students‟ problem dealt with writing recount text. in the classroom context, teachers have many challenges in facilitating the students learning english. consequently, the teachers need to think how to make the students be easier to get knowledge and implement it. to facilitate their students in achieving the goals of the learning, they need to think a set of approach or method as well, to be done. they should choose appropriate approaches which are suitable for the condition of their students (cook, 2008). this approach can lead to an effective learning if it is applied correctly. a teacher must take into account many variables before deciding an approach she/ he use for the students (norland & pruett-said, 2006). wisely a teacher selects an approach which works best and appropriately to the condition of her/his classroom. in curriculum 2013 there are some approaches emerged and can be used by teachers, such as project based learning, problem based learning, discovery learning, and task based learning. related to those point views, taskbased learning is suggested to be an approach in teaching writing recount text because it is supposed to be appropriate with the new curriculum, 2013 curriculum. this approach, called task-based learning, is in line with the instruction existed in the peraturan pemerintah no 32 2013) which mentions in verse 19 that the learning process should be conducted interactively, inspiringly, fun, challenging and motivate the learners to be active participate in it, also give them a spacious part for their creativity and independency based on the talents, physically and psychologically growth. moreover, the learning design has altered in some ways; that it is instructed to be student centered, that mostly students take part in whole session which allow teacher to guide and monitor them, and also group session in doing the assignment. therefore, task-based learning will match with the instruction and help the learning process go smoothly. this approach is students centered, teacher doesn‟t play most roles. they are in groups while doing the assignment and moreover the target language is always used to create communicative language environment. task-based learning task-based learning is an approach which aims at creating opportunities for language learning and skill-development through collaborative knowledgebuilding. through some tasks the students ought to use the target language for a communicative purpose in order to achieve an outcome. the tasks used in this approach interpret the real world, so students sense factual situation in using the target language. it intends to make the students focus on meaning by processing and accomplishing the tasks given. the students do tasks in small groups and practice using language necessary for doing the particular task. its focus is on task completion and therefore students are free to use whatever language they have at their disposal to achieve this. through the steps in task-based learning the teacher focuses on the students, how they explore their target language by increasing the students‟ activities. according to d. willis (1996) the task based language comprised three steps in the structural framework of it. the first step was to raise the students‟ http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 145 consciousness and also to introduce the students with the subject and task, this was called pre task cycle. the teacher explores the topic with the students, highlights useful words and phrases and helps them understand task instruction and prepare. here the teacher may use picture, make use of recording or even text as a lead in to a task. the second step was named task cycle, which has three parts in it; those are task, planning and report. in the planning, students do the task; it can be in pairs or small groups. the students are free to experiment without teacher‟s intervention, since the teacher monitors from a distance, encourages all attempts at communication, and does not correct. mistakes don‟t matter; the students will use whatever target language. in the planning, students prepare to report to the whole class; it can be orally or in written) how they did the task, what they decided or discovered. students are able to request teacher‟s help for language advice, as they will report publicly and they need for sure it will be accurate. report is the part for the students in groups presenting their result of the discussion, or exchanging the written ones to other groups, even comparing the result to others. the last step was named language focus which has two parts in it; analysis and practice. when analysis is undergoing, the students examine and then discuss specific features of the text or transcript of the recording. they can enter new words, phrases and patterns in vocabulary books. afterwards teacher will conduct practice of new words, phrases, and patterns occurring in the data, either during or after the analysis. junior high school students have been introduced to several text genres. based on permendikbud no. 68 (2013) those genres are descriptive, procedural, recount, and narrative text. recount text is one of writing texts that students have to produce in grade eight and nine of junior high school. students have to retell the series of events or experiences which they have ever got in this text. this retelling the writer‟s past experiences aims to inform or entertain others what happened and when it happened (gerot & wignell, 1995). the students still have many obstacles in learning some text writing, especially this recount text. junior high school students need to deal with its structures and the linguistic features which made them frustrated. in recount text, they need to apply the schematic structure properly; there were orientationseries of eventsre-orientation. the orientation introduces the participants and also provides the setting, which can answer 5w+1h. the series of events is told chronologically, the writer may have more than two events in the text. re-orientation is optional; it aims to sum up the story which can be repeating what is in the orientation or events, it may be the writer‟s feeling about the events happened in the story. the linguistic features become students‟ main point to master to succeed in writing the recount text. they should know that recount text uses past simple tense, conjunction and time connectives to sequence the events, action verbs, adverbs and adverbial phrases to state the time, place and the way something happens. in the implementation of the task-based learning, teacher applies the steps proposed by d. willis (1996) along with the application of 2013 curriculum in learning process which using the scientific approach. the three steps of taskbased learning are mixed up with the scientific approach that has five steps, http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 146 observingquestioningassociatingexperimentingnetworking. in the pre-task cycle, teacher includes observing and questioning. while teacher is introducing the topic and the task, the students observe what they are going to learn and able to ask questions related to the topic and the task given. as in this preliminary cycle, teacher helps the students to build their curiosity and connect the knowledge from the previous lesson (suharyadi, 2013). questioning parts can be done by both teacher and the students. teacher takes many advantages by asking some questions to the students, such as developing students‟ interest and motivating them in order to be involved in the learning process, reviewing and summarizing the previous lesson, developing students‟ critical thinking, stimulating them to get the knowledge on their own. the task cycle consists of taskplanningreporting and will be collaborated with experimenting and networking. this part is students centered learning in which students mostly take part and the teacher has fewer roles to play. experimenting is conducted in small groups when the students undergo the task and planning in the task cycle. networking is the reporting cycle, to perform the students‟ result of the discussion. there are many studies conducted on task-based learning. one of them is conducted by keyvanfar and modarresi (2009). they used an experimental study on the impact of task-based activities on the reading skill of iranian efl young learners at the beginner level. this research was comprised of stages such as warming-up, reading, and doing some real life tasks. the result of the study shows that students performed better in tasks which involved creativity and gave them experience. a follow-up reading test showed that the experimental group still enjoyed a higher level of reading skill after one month. moreover by tbl, the students are able to see their progress as they formed the „end-product‟ by themselves. chen and chen (2005) examine the effectiveness of using a collaborative task-based approach in the teaching of reading and they explore efl learners‟ attitudes toward reading-to-writing english instruction. it employed qualitative and quantitative study included both an experimental reading-to-writing instruction and a questionnaire survey. and also, it used the scale of reading and writing attitudes (sorwa). it was proved that the approach they used in this study was effective in reading-to-writing lesson, it also result positive attitudes toward the collaborative task-based reading-to-writing english instruction by the efl learners. the study found out that the effects of reading on vocabulary learning was high, and it was necessary believed that writing not only strengthened the effects of reading but helped to improve learners‟ capability of using either familiar or new words. another study on using task-based language teaching was conducted by hadi (2013). he reveals that this approach has positive effect on the learners speaking. another finding is that the teacher modifies the tbl in the process of teaching and learning at the stage of task and report cycle; it used mind maps in helping the students to accomplish the task. students assumed by using mind map, the modification of tbl, they were easier to speak in front of the class to report the task. meanwhile study on tbl needs to be explored, in terms of the task types in the task-based learning which implemented in the teaching and learning which apply curriculum 2013. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 147 by considering the results of some researches, the researcher will implement the task-based learning in the teaching writing for junior high school students, which had become a burden for a teacher in smp n 13 to teach, and so the students are hard to learn it. the researcher also investigated whether there was any modification in the implementation of task-based learning in teaching english writing have impacted on students‟ writing product in the context of curriculum 2013. teaching writing in esl classroom one of language skills to be mastered by esl students is writing. some reasons underlying writing to be one of skills taught at school are because writing is used to communicate among people and it helps the students learn well. the later happens when writing reinforces the grammatical structures, idioms and vocabulary that have been given to the students. they work with pattern sentences, performing substitution or transformations (raimes, 1983). teachers are supposed to teach english writing by giving them the opportunity to practice writing. for esl students writing class precedes with the simple one move to the higher levels. in brown (2001) there are types of classroom writing performance, first is imitative writing, the students only write down letters, words or sentences. this step aims to make the students familiar with english convention and orthographic codes. second is intensive writing, commonly said as guided writing. teacher uses this type to test students‟ grammatical concept. thirdly, self-writing is writing texts to be read by themselves, such as note, diary or journal. fourth is display writing in which students‟ written products can be exhibited to audience, in the context of classroom environment they might be in the form of short answer exercises, research report or essay examination. other form of display writing it is also known real writing which has goals of delivering messages, they are academic, vocational and personal. with the guidance from the teacher, students try to compose their text with their own words. it is not easy and consumes time in having a good product of written text, students must undergo many steps. this begins with planning, drafting, editing, revising, until they come up to the final version of their written product (harmer, 2004). in line with this, brown, cohen &o‟day (1999) in brown (2001) gives an additional writing strategies, as follows: 1. the first draft: in this step students choose a topic, then generating the ideas from the topic. continued by writing the first draft. after having written the first draft, they have peer editing, and then revising. 2. the second draft: entering the second draft by writing it and do the proof reading. next step is using teacher‟s feedback in revising that draft. the last is keep a journal of related topic. do the same way until you get final version of your writing. the teaching writing helps students to learn language better since they must go through some process dealt with organizing and arranging sentences using complex grammatical rules. . recount text http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 148 recount text belongs to the text which its process is to sequence people and event in time and space (knapp & watkins, 2005). this kind of text is a text which retells events or experiences in the past, and its goal is to entertain or to inform the audiences. recount can be personal, factual and imaginative (australia, 2012); personal recount retells personal activity that writer has been personally involved in and may be used build the relationship between the writer and the readers, e.g. anecdote, diary journal or personal letter; factual recount reports the particular of an incident by reconstructing factual information, such as police reconstruction of an accident, historical recount, biographical and autobiographical recount; imaginative recount applies factual knowledge to an imaginary role in order to interpret and recount events, the examples are holiday in bali, how i discover radium; procedural recount records the steps in an investigation or experiment and thereby providing the basis for reported results or findings; literary recount retell a series of events for the purpose of entertaining. the generic structure or schematic structure of recount text is orientation which provides the readers with background information, introducing the participant, place and time; record of events is describing series of event that happened in the past, typically ordered chronologically; re-orientation is stating personal comment of the writer to the story. the linguistic features which students must apply in the recount text they write includes the use of specific participants, the circumstance of time and place, first person, additive conjunction, material processes, and past simple tense. based on education (1997), it argues some guidance to write recount text: 1) map your ideas of “whom? what? when? why?”; 2) start with an orientation paragraph that informs the reader about the content of the recount; 3) recount events in chronological order (draw a flow of chart to help sequence events); 4) use connectives that signal time, e.g.: then, next, meanwhile, finnaly, etc.; 5) write as if you are telling the story but always use the past tense; 6) end with a closing statement/ the comment on the events. research method this study employs descriptive qualitative design which produces descriptive data in the written form from the respondents. miles, huberman, and saldana (2014) state that in qualitative research, researcher tries to capture data on the perceptions of the local participants from the inside through a process of deep attentiveness of emphatic understanding and suspending or bracketing preconceptions about the topic under-discuss. similarly ary, jacobs, sorensen, and razavieh (2010) agree that qualitative is an approach to study on how people make sense of or interpret their experience. it is believed that qualitative research involves the studies used and collection of a variety of empirical materials. researcher conducted a study which aims to describe the implementation of task-based learning in teaching english recount text. she searched to understand the participants‟ experience through observing deeply on the teacher and students‟ http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 149 activities in the classroom. the data gained from the study is analyzed using words, sentences, and utterances. this research was conducted at smp n 13 semarang. this school uses curriculum 2013 for the teaching and learning process. the researcher selected a class in grade 8 which took recount text based on the consideration that students of grade 8 at junior high school are expected to arrange recount text spoken and written, very short and simple, about activity, actions, and events, by paying attention to social function, and language features, correctly, appropriately, and contextually (permendikbud no 68 tahun 2013). a teacher and the students who participated in this study were ones whose classroom applying task-based learning in their writing class. the researcher chose a class whose students‟ writing scores are low. it aimed to see how tbl was implemented and affects the students‟ writing. data are defined as any information gathered by the researcher from the world of she is studying, particularly researcher seeks the data from the participants, the students and the teacher in the study. the source of data was the results from the process of the implementation of task based learning in the classroom. there two sources of data were used by the researcher. first was the main data source, including the teacher and students‟ verbal behavior in the process of teaching and learning while applying task-based learning in teaching writing, and also the interview result of teacher and students. the researcher posed general, broad questions to participants and allowed them to share their views relatively unconstrained by her perspective. the second data source was the support data; it is called as secondary data source. those were data which researcher collected through the observation in the classroom and also the writing product made by the students during the implementation of task based learning in the classroom. the important part of the research is data collection approach. it determines where the researcher analyzes the data from the participants. in this research the data collection techniques are: 1. observation observation represents a frequently used form of data collection, with the researcher able to assume different role in the process (spradley, 1980). in this research, the researcher did not involve in the activity at the research site. researcher as an outsider, is an observer who visits and takes notes without involving herself in the activity of the subjects research (creswell, 2008). 2. interview interview is a familiar technique to collect data for qualitative research. it is done by asking one or more participants general, open-ended questions and recording their answers, and after that transcribing and typing the data into a computer file for analysis (creswell, 2008). researcher did one-on-one interviews avoiding the participant hesitate to speak and able to share ideas comfortably. it was more polite and considered having respect to the interviewee. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 150 3. documents documents are regarded as valuable source of information in qualitative research. those are such as transcript of interview from both students and teacher and also students‟ writing produced along the implementation of the task based learning. data analysis techniques after collecting the data, the next step researcher should take is analyzing them. the data obtained by researcher is required to form the answers of the research questions (creswell, 2008). inductive analysis was used in this research to analyze the data gained by the researcher before. the data is analyzed from the particular or the detailed data to the general codes and themes (creswell, 2012). the data were obtained from observation of the teaching and learning process, the students and teachers activities in the classroom along the process of study and interview‟s result from both students and teacher. the documentation from the observation and the writing product of the students are as supplementary data in developing the report. this research belongs to basic interpretative research in which the data and the result of the data be interpreted by the researcher‟s point of view(cresswell, 2002). from the result of data analysis the researcher had them as research findings. the data collected by the researcher was analyzed based on suggestion from miles et al. (2014) ary et al. (2010); those are data condensation, data display and conclusion drawing/ verification. result and discussion the implementation of the task-based learning followed three cycles suggested by d. willis (1996). the three cycles that teacher had to conduct were pre-task cycle, task cycle and language focus. in the pre-task cycle, students get exposure, and a chance to recall things they know. teacher helps them in introducing the topic and the task, by asking the students some question related to the topic or read part of a text as a lead in to a task. teacher asked about the places that students had been there before, their experiences at those places. she also had a text for the first task. next cycle was called task cycle which students had the most role, they played in almost part of the task cycle; students should discuss to answer some question based on text given and to rearrange some sentences into a meaningful text. after doing the task, each groups planned to report the result of their discussion in written. in reporting the result of their discussion, the representative of the groups will write their answer on the whiteboard. the last cycle was the language focus; this part was teacher who had the responsibility in explaining things related to the linguistic features or the structure, though it‟s still required students‟ involvement. in this study, the researcher acted as an observer and did not take part in the process of teaching and learning. she observed the activities of teacher and students during the lesson and the method were implemented. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 151 pre-task cycle the first step was pre-task cycle; teacher set the students‟ condition and made them well-prepared to follow the lesson. the teacher arranged the preparation and direction to students what they had to do. the teacher mostly dominated this cycle whereas students listened to her carefully. teacher intended to encourage students in the learning process they would undergo. teacher‟s activities can be introducing to the topic and task, using texts and other activities upon those texts. this activities conducted in the pre-task cycle can be elaborated into five activities which had some goals underlying each of them. those goals must be reached by doing activities in the pre-task cycle were to raise the students‟ consciousness, to introduce students to the subject and task, to explore the topic, to highlight useful words and phrase, to help students understand the task instructions. task cycle the second phase in doing task-based learning was task cycle. this cycle consisted two parts, doing the task and reporting it. mostly in doing the task, students were asked to accomplish the task in groups or in pair. the students were having discussion in groups to accomplish the tasks. the students should communicate in english for every single action they did in the discussion. in this phase, the students played the main roles, whereas teacher only monitored and facilitated them in discussion. it is students centered session; they were free to explore what so ever target language, hence mistakes were not paid attention to, in order to achieve the outcome. doing the task in this cycle, after having join with their friends in the same groups (figure 4.1), teacher handed in the pieces of text to them. then they started to do the task. in this phase there were two parts, first was task and the second was planning and to report. the task was a part when students did discussion in groups. and report was presenting the result of the discussion done by the groups. there were three questions had to be answered for part a, in part b the students had to find the meaning of eighteen words in bahasa indonesia, then in part c the students had to rearrange seven sentences into a meaningful text. in part a, a text entitled “riding on a roller coaster” was presented, along with three questions. for question number one “what is the text tell us about?” it was found an ungrammatical pattern, for it should not use “is” instead of “does.” mostly the students made grammatical inaccuracy since there was error made in the pattern of the question sentences, they followed it. group 6 had written answers as follows: 1. the text tell us about last holiday in “dunia fantasi”. 2. the writer feel when he sat on the roller coaster are really scared 3. the writer do when he was at the highest point are closed his eyes answering number one, the students got grammatical inaccuracy yet the answer was correct. it stated that the text tells about the holiday in dunia fantasi. on number two, the students made error for they did not use the past verb “felt.” http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 152 they used verb base “feel” instead of “felt.” also the use of auxiliary “be” was incorrect. here the agreement of subject and predicator was incorrectly put in the sentence, as they used “are” with the subject “he.” although there were grammatical inaccuracies but the answer was right based on the text, the writer felt scared. number three was as same as number two, students still did the same errors, and did the grammatical inaccuracies. in part b, the students translated some words into bahasa indonesia. most of the students used their dictionary to look up those words, and they did it correctly. when the teacher asked them what the base verbs of those words, the students had acknowledged it generally. the last part is c that students should rearrange seven sentences which had been put disorderedly. they should put those sentences into good order and became a text entitled mother‟s day. generally the sentences were easy to understand, and the students were correctly put those sentences in good order. most of the students choose number four as the first sentence, and number two for the last sentence to end the text. the order of the text they chose was 4-3-6-1-7-5-2. the meaningful text based on the good order they chose as follow: the teacher appreciated the students since most of the group rearranged those sentences correctly. they firstly translated all those sentences into bahasa indonesia and then they put them chronologically. in fact, the students got used to communicate in bahasa indonesia and javanese as their mother tongues. in such manner, it was not easy to have them using english in every single action of discussion. they used english for simple utterances or when the teacher noticed them. using javanese made them easier to understand and discuss the task. the teacher walked around the groups and monitored them. the role of the teacher in this phase was less adequate, since the students played the most acts here. students were free to express their learning process. they ought to use the last sunday was mother‟s day. i wanted to make breakfast fo mum and serve it in her ber for a surprise. i woke up at05:00 and went to the kitchen and made two piecs of toast. i put some butter and jam, also i made a cup of tea. then i put everything on a tray. i brought the breakfast to mum‟s bed and said,”happy mother‟s day, mummy.” and she said, “thank you so much.” rearrange these jumbled sentences into a meaningful text! 1. i put some butter and jam, also i made a cup of tea. 2. and she said, “thank you so much.” 3. i wanted to make breakfast fo mum and serve it in her ber for a surprise. 4. last sunday was mother‟s day. 5. i brought the breakfast to mum‟s bed and said,”happy mother‟s day, mummy.” 6. i woke up at05:00 and went to the kitchen and made two piecs of toast. then i put everything on a tray. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 153 target language in communication to their teammates. they worked together in a group, discussing their task. in this part, teacher played as monitor and facilitator. the teacher approached some groups she considered calling for her help. as in group 6, they asked the meaning of some words, and the teacher gave them clues, and one of the member of the group can answer it. she did not give only the answer directly, but guided the students by giving them some clues to find the answer by themselves. planning after doing the task, groups were planning to report the result of the task. they performed the answer of the assignment by each representative of groups. two groups had accomplished the task in time, but the other groups needed more time of the given time by the teacher. those who could fulfill the tasks in limited time deserved to announce the answer on the whiteboard. teacher monitored the result of the task before the groups performed in front of the class. she only looked at those answer sheet, not to correct those which were un-correct. when she found the answer was not correct, she would ask the group to reassure them. reporting in reporting, the students did not seem enthusiastic. most of them feel bashful making mistakes in their result. they should be directed and commanded by the teacher. students reported their result of discussion by writing it on the whiteboard. they then discussed the answer with the teacher. this role played by the teacher called as advisor, she managed to give the students the knowledge when the students needed to learn the linguistic features and grammatical rules dealt with the task. the students asked about the verbs in past tense as they did not fully remember all of the verbs they need to make a text. language focus the next stage was language focus; in which teacher gave explanation about the linguistic features related to the tasks. there were two parts; those were analyze and practice. in analyzing, students paid attention to her explanation about some difficult words for them. she asked them to look for the meaning of those words in the dictionary, and who‟s getting it first would be the winner. after having known the meaning of those words, she led the students to pronounce them, it included in the practice. the students repeated after her. there were about ten words pronounced together. teacher helped the students translating some words they were confused. moreover teacher explained about the text, its structures and its function. table 1: teacher and students‟ activities during the first implementation cycle teacher’s activities students’ activities pre-task teacher provided information or vocabulary that will help students with the task. students listened and took a note. task cycle the teacher asked students to perform a task in small groups of fourfive students with the tangible outcome. students read text, speak to friends, write on the task. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 154 teacher asked each group to prepare and give a report on the outcome of the task. one of student prepared to perform the result of the task. language focus the teacher provided students with a model of proficient speaker performing the task. students listened to the models. the teacher asked students to study language features in the proficient speaker model. students study new words. the teacher provided students with activities that practices some of the language features in the proficient speaker model students pronounce the new words the table 1 explained about the teacher‟s activities during the lesson. conducting the three cycles in the first implementation of task-based learning, teacher took two hours of meeting. she started by introducing the task and giving information about what the task was and how to do with the task. here the students mostly listened to the teacher. she gave some vocabularies related to the task by asking some questions to the students. teacher made students working the task in small groups. students sat on the groups they belonged to, based on the number they mentioned before by using number together. teacher asked students to read the text, answer the questions based on the text, find the verb base of some past participle verbs, the students should speak using english to communicate in discussing the task, on the contrary they still used their mother tongue to communicate. the second task required teacher to have intense in guiding the students for it dealt with constructing sentences in the target language and arranging them to be coherence. this needed teacher to explain it more carefully so the students could arrange the sentences well. table 2: teacher and students‟ activities during the second implementation cycle teacher’s activities students’ responses pretask cycle teacher started asking questions to random students in order to encourage them and giving some vocabulary related to the topic they would work on. students answered teacher‟s questions. one of them answered excitedly. other students paid attention. teacher told the students they would write a text in groups. students found and joined their groups. task cycle teacher asked the students to work their writing in groups by choosing some clue words or semantic words. students worked in their groups teacher asked students to prepare to report/ perform their writing in the next meeting since the time was up for the lesson that day. students prepared their works for the next meeting. langu age focus teacher explained the result of students‟ writing by taking two texts as samples. students read the samples text and wrote them on the whiteboard. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 155 the activities during the task cycle mostly were dominated by the students. teacher sometimes went moving around the groups to monitor them working on and discussing. when it dealt with writing, it means that students were doing the passive skill. teacher let the students worked on their writing by her guidance and monitor. table 3: the implementation of task-based learning 1 and 2 cycle task based learning 1 task based learning 2 pre-task teacher set information by giving the students some vocabularies related to the topic teacher asked question to encourage and give students information by giving them some vocabularies teacher conducted the same pre-task in both implementations. she gave preliminary information in order to encourage the students and also to set their mind for the lesson. by asking questions, she tried to develop the students knowledge about the topic. task teacher asked the students doing the task in groups of four students and performed their result teacher asked the students writing their text/ story in groups by using some clue words. teacher asked the students in groups to do the tasks in task based learning 1 and 2. each of the groups consisted of four students. after accomplishing the discussion, the groups performed their results in front of the class. language focus teacher provided a model of proficient speaker. she asked the students to listen and study the language features about the task. she asked the students to practice some words. teacher explained the texts/ stories the students had read in front of the class. teacher asked the representative of the group to write their text on the whiteboard so the other students would be easier to read. in those two implementations, teacher explained the language features in the task did by the students. in the task based learning 1, teacher made students to practice the words they were not familiar with. in the task based learning 2, the teacher asked students to write their story on the whiteboard. the implementation of tbl in teaching recount text shows that the teacher conducted the task-based learning in three cycle, those were pre-task cycle, task cycle and language focus (j. willis & willis, 2007) in a sequence. in the first meeting she could implemented those three cycles in two-hour meeting, yet in the second meeting she could not be able to manage the time to have three cycles instead of having two cycles and continuing the last past cycle, language focus, in the later meeting. the incompleteness of having three cycles in one meeting was caused by the lack of time for doing the task. the students felt they needed much time to work on writing recount text. discovering the themes or topics took time to gather the different ideas from the members of a group, then finding the clue words also took more time, and the hardest part was to arrange the sentences from bahasa indonesia into the target language, english. it was not easy for them to compose recount text from many ideas of the member of the group. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 156 task-based learning becomes a different way to teach language, in which it helps the students by placing them in a situation like in the real world, a situation where oral communication is essential for them doing a specific task. task-based learning had the advantage of getting the students to use their skills at their current level, to help develop language through its use. it has the advantage of getting the focus of the students toward achieving a goal where language become a tool, making the use of language a necessity. the students obliged to use the target language in every single action in doing the task (richards & rodgers, 2001). from the observation done in the class, the students mostly spoke their mother tongues, javanese and bahasa indonesia. they did not feel confidence with their english since they only could use simple phrases to speak with their partners. the main goal of task-based learning was to make students able to communicate using the target language. they should speak in the target language even they made error or mistakes, it is crucial since the aim of using this tbl was to make students active and communicatively learning english. hence the teacher also used bahasa collaborated her english in explaining. she felt bahasa indonesia will much more help her students understand the lesson than she always speaks using english all the time. the students prefer mixing the languages, javanese, bahasa indonesia and simple english. they sometime understand only simple english instructions. when the teacher spoke long sentences in english, they did not catch the meaning of those. regarding to the task chosen by the teacher for her students, those were classified as ordering and sorting (1) and sharing personal experience (2) (d. willis, 1996). the task in the first implementation used reading text in which allowed students to answer some questions and find some verb base, other task was to rearrange the jumbled sentences. actually the former task belong to reading, but teacher preferred to use this with the reason that students will be encouraged by seeing the model of text and also answering the text will help them to understand the sample text. the later task was writing a text based on the students‟ experiences. here the teacher didn‟t explain the writing technique which she should have been done, such as stated by harmer (2004) and brown (2001) that teacher should do give some steps such as planning, drafting, editing, revising, until they come up to the final version. on the contrary, the teacher asked the students in the second implementation to make their own composition using clues from some word they looked for, and developed them in groups. it can be concluded that the implementation of tbl in teaching writing in this study relies on the teacher conducting the three steps and the language used by the students to communicate in doing the tasks. since the goal of this method were to achieve students‟ centeredness and communicative learning. students’ writing ability the researcher analyzed students‟ writing text in order to find out the student‟ss ability in writing recount text for the question number two. they were analyzed based on the scoring rubric proposed by m. o'malley and l. v. pierce (1996) which has been modified. there are some criteria for the assessment of writing: organization, style, grammar and mechanic. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 157 the group had chosen the right topic which was about holiday. they developed the paragraph so minimalist. their text consisted of 10 sentences. the following would be the elaboration of the text based on four criteria: 1. the organization this criterion reflects how the students put the ideas appropriately and the structures of the text had been placed properly. from the example text above, the students composed two paragraphs. both of them told about only an event. in the first paragraph, the orientation part used “i” as specific participant. it did not mention the place where the event took place clearly, but the reader will knew it by looking at the title. the sentences mostly used past simple tense, yet still many errors happened there. as we could see in the first sentence of the first paragraph, “when i want to…” the word “want” should be changed into “wanted.” on the second paragraph, it still continued the event in the previous paragraph. actually, in this story they told about how they got in the swing, how they felt when they were in, and after they got off the swing. “after installing a protection tool,…”; it felt like boarding a plane…”; i shouted until my voice…” in this paragraph it showed only one temporal conjunction, in the first sentence of the second paragraph. the ungrammatical sentence was found, it was in the last sentence of the second paragraph, “…it feels our live are still left the vehicle,…” the sentence should be “…it seemed that our lives still left on the swing..” the text did not include the reorientation, it did not sum up the whole story. 2. the style this criteria was about the vocabulary selection to put in the text which was suit and precise. the vocabulary used in the text above was poor. most of the students were lack of vocabulary and sometime they misused them. in the first sentence, we could find some vocabulary which were not proper to be used, such as climb and slimppers. they should change the word “climb” with “ride up”, and use “footwear” instead of “slimppers.” 3. the grammar the rules of the grammar related to the correct use of verb form and tense on sequence, modal articles, preposition and the agreement of subject and predicator. in the text, it was found that many errors were made by the students. it was shown in the first sentence, “when i want to climb the giant swing rides, we had to take off slimppers or shoes and bags are easily taken apart.”the first verb (want) they used present verb, yet in the second verb (had) they changed into the past verb, it happened for the third verb (are) was in the present verb. it still happened in the second paragraph of the text, the use of verb form and tense 4. the mechanic this mechanic criterion was dealt with spelling, punctuation and capitalization used to write in the text. only few errors made by the students regarding to the capitalization, they used capital letter in the beginning of each sentences. but they did not write the capital letter for the beginning of the fourth http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 158 sentence. neither did they write the name of person in the second paragraph, not using the capital letter indeed. as we could see “…with my friend, namely, vira, syifa, rifai, erlangga, rony…” the text from group 3 had more sentences than the previous groups. it consisted of seventeen sentences. some errors were made, and the most fatal was the use of specific participant. orientation at 07.30 we set out from the inn islamic center leading to trans studio bandung in the city of bandung. at the time of our trip go to trans studio bandung. after a long journey, we finally arrived at the trans studio bandung in the city of bandung.  1.containing descriptive words explaining whom the participants are, when and where the events take place  2.the use of specific participants (we)  3.the use of circumstance time and place (at 07.30, the inn silamic center, to bandung)  4.simple past tense (verb of arrived) series of events after all got off the bus, we immediately entered the trans studio bandung and marchen before going into the game area. we want to go down after we met with members of the mission who were mission-x, our first entering a science room in the trans studio bandung. after that we went out for lunch. after that we were given about four hours to play the rides in trans studio bandung. there are a variety of rides there, vertigo, another world, the world of children, the world giant, yamaha, dunlop, cruising, lost city and much more. there when me and my friend rida try some rides that are there. rides i try the most exciting and fun with my friends rida is dunlop. dunlop is one of the most fun game, it‟s my time driving a car, it‟s great fun and very exciting. there when you can feel the actual driving. me and my friends feel on the highway, where the race begin. there when me and my friends are very addictive pleasure to try to ride dunlop racing car trans. record of events: event 1: arriving at trans studio bandung event 2: entering the science room. event 3: having lunch event 4: riding dunlop game. reorientation it‟s great if visiting in trans studio bandung again next time. i really like the the trans studio bandung in the city of bandung. but i was not satisfied yet there. the sum up of the writer‟s feeling of his tour at trans studio bandung http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 159 1. organization the text was composed by full schematic structures. the orientation part was in the first paragraph, it introduced the participant, the place and the time of the event happened. “at 07.30 we set out from the inn islamic center leading to trans studio bandung in the city of bandung.” the events were told chronologically, there were some events happened, “at 07.30 we set out from the inn islamic..,” “after a long journey, we finally arrived at the trans studio bandung…,”” after that we went out for lunch.” this text had reorientation stating the writer feeling of the story. “it‟s great if visiting in trans studio bandung again next time. i really like the the trans studio bandung in the city of bandung. but i was not satisfied yet there.” these senetences summed up the whole story. 2. style the vocabulary chosen by the writers was good enough in telling their trip. but it was lack of sentence variation, it used simple ones. 3. grammar the most fatal error made was the use of specific participant, it used “me” as the subject instead of “i” but in the last two sentences we found the subject “i” there. the groups might be confused when there were two subjects, “me and my friend.” 4. mechanic mostly the group had used correct spelling, but it had less correct punctuation. for example it stated the name of a city, and the first letter of a sentence, it did not use capital letters. it showed that students‟ writing results vary for their organization, style, grammar or mechanic. mostly they had low to average score in most writing criteria. the organization of the text was adequate in describing the topic and ideas. in their texts the topic was supported by the ideas which made the text well organized. the topic they chose was about the holiday was described well enough, it was supported by some ideas developed from the clue words they looked for before. it happened to some groups that the vocabulary they used was very poor and inappropriate. the students used their dictionary to find the english words to put in their text, and they picked the words which they thought have the same meaning with the intended words. in the aspect of grammar, the students were still having trouble to use the tense in the recount text. almost all group got fair for the score of grammar. they had many grammar inaccuracies in their texts, sometimes they forgot to use the past verb in the past sentences. in the aspect of mechanic, the groups had poor score too. they missed the capitalization in writing a person‟s name, first letter in a sentence or even they misused the capital letter. the students‟ recount texts were also analyzed based on the genre of the recount text. as on the previously was stated that every text its own structural and grammatical knowledge for their different purposes and audiences. below was the http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 160 table shown the students‟ recount text which was analyzed based on its genre, recount. generally the students had already understood what recount text was, as most of the group could apply the structure of the text correctly, just two of the groups did not have the orientation for their texts. they just put the events and then ended it. there were no setting and background for the story in the text which made the reader confused as there were unavailable explanation of what was going on, when it happened, who participated and where it was going on. the discussion of students’ writing based on the analysis of students‟ writing recount conducted by the researcher, generally the students were low to average in terms of the criteria proposed by m. o'malley and l. v. pierce (1996). they need to be improved more in many aspects of writing, such as style, grammar and vocabulary. as previously stated that the teacher did not apply the steps in writing (drafting, editing, revising and final draft) as suggested by harmer (2004), which was supported by brown (2001), which might make the students‟ score low to average. the students had achieved the point of understanding what recount text was about, as it was seen from their writing result which was to retell events or experiences in the past, and its goal is to entertain or to inform the audiences (knapp & watkins, 2005). in term of the generic structures of the text, mostly the group had done well in their composition. they put the orientation first in order to be able to explain who participate, when and where the events took place. the events they put chronologically in the good order too. still there were many ungrammatical error found, some inaccuracies happened mostly in those texts. there was text written by group 6 which did not use past simple tense. they used present simple tense in their text. but most of them did not put the re-orientation to sum up their story about their feeling. however there were two groups who did not give any orientation paragraph at all. they only put the series of events in two paragraphs in minimalist sentences. their texts were also found many ungrammatical sentences. the discussion of the implementation of task-based learning and the students’ writing ability this part is the sum up of both discussions answering the two research questions mentioned in the earlier chapter. the teacher who implemented the approach which was called the task-based learning had conducted the three steps of tbl based on d. willis (1996). by doing the appropriate procedure of the tbl, teacher hoped the learning goals were reached by her students at the end of the learning process. the students were expected to be able to communicate in english fluently because in the process of doing the task they should use the target language. they also had to produce a writing product since it was a writing class. the teacher had presented those three steps in the first session, but incomplete steps were showed in the second implementation. this was due to running out of time when the students doing the task, composing the text. the teacher referred to students‟ centered learning as mentioned in harmer (2001), http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 161 she only monitored the students to do the activities and using the target language. in fact, the students did not speak using english in their discussion. they spoke only simple utterance whenever the teacher was near them. they were afraid of making mistakes and had no courage using english. the teacher did not apply the writing guidance for her students as stated in harmer (2004). she did not apply to teach writing by planning, drafting, editing and revising. in fact she gave instructions and only walked around monitoring them. the lesson time was the reason she chose not to apply the writing guidance. as a result the students‟ writing product did not show good result, for they had many weaknesses in some aspects, such as grammar, vocabulary and its schematic structures. from the previous points the researcher presented, it led to a decision that the teaching and learning process determine the result. mostly the successful teaching and learning process using an appropriate approach would produce a good result, whereas the poor teaching and learning process would produce the poor result. conclusions and suggestion conclusions as explained in the previous chapters, this task based learning method was aimed to explore the target language used by students. they should speak in the target language when the task based language implemented in the classroom. the task based learning comprises three steps, pre-task cycle, task cycle and language focus. in the pre task cycle, teacher introduced the topic and the tasks to the students. meanwhile the task cycle includes three activities; task, planning and report. in doing task, the teacher asked the students to be in groups of four. the students planned the task also in group, yet they reported the result by their representative of the groups. the language focus deals with analysis and practice of the linguistic features that the students don‟t understand. the time consuming in undergoing the task cycle makes the teacher conduct incomplete steps of the task based learning. moreover, the students used mostly their mother tongue and bahasa indonesia in their conversation when the task based learning implemented in the teaching writing. those two aspects affects the students‟ result in writing their text, which has many lack of vocabulary, organization and grammatical features. suggestion based on the findings which refer to the conclusions previously, the researcher then makes suggestions. these suggestions are mainly addressed to english teachers, students and other researcher who are interested in conducting similar study. for english teacher, task based learning as an alternative method of teaching writing is better given based on the time, so the teacher will not run out of time to implement all those steps in a meeting. it will be better to design the task which is not consuming time. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id 162 for the students, the students should use target language whenever the teacher teach english since much practicing speaking the target language will make them more fluently in speaking english. for the next researcher who wants to explore the same topic, it is suggested to do the research in different level of students, to know the differences of the implemented or task based learning in different level of students. it is recommended to develop this kind of learning method for teaching different language skills and language component. references ary, donald, jacobs, lucy chester, sorensen, chris, & razavieh, asghar. (2010). introduction to research in education. canada: wadsworth. australia, government of south. (2012). genre writing paper. retrieved on 2 april 2015. brown, h. douglas. (2001). teaching by principles: an interactive approach to language pedagogy. new jerswy: prentice-hall-inc. brown, h. douglas. (2004). language assessment: principles and classroom practices. new york: longman. brown, h. douglas. (2007). principles of language learning and teaching (5ed). new york: pearson education inc. chen, pi-ching, & chen, chien-ying. (2005). bridging reading and writing: a collaborative task-based english instruction. whampoaan interdisciplinary journal, 49, 349-366. cook, vivian. (2008). second language and language teaching. london: hodder education. cresswell, john w. (2002). educational research: planning, conducting, conducting and evaluating quantitative and qualitative research. new jersey: pearson education, inc. educationa, r.m. (1997). recount text. english. retrieved from http://www.primaryresources.co.uk/english/englishd6.htm website. gerot, l, & wignell, p. (1995). making sense of functional grammar. australia: an introductory workbook. harmer, jeremy. (2001). how to teach english. an introduction to the practice of english language teaching. harlow: longman. http://jurnal.unimus.ac.id http://www.primaryresources.co.uk/english/englishd6.htm http://jurnal.unimus.ac.id 163 harmer, jeremy. (2004). how to teach writing. essex: pearson education ltd. hedge, tricia. (2005). writing. oxford: oxford university press. keyvanfar, arsya, & modaresi, mona. (2009). the impact of task-based activities on the reading skills of iranian efl young learners at the beginner level. the journal of applied linguistics, 2(1), 81-102. knapp, peter, & watkins, megan. (2005). genre, text, grammar technologies for teaching and assessing writing. sydney: university of new south wales ltd. kubiszyn, tom, & borich, gary. (2003). educational testing and measurement; classroom application and practice. new jersey: john wiley & sons, inc. marashi, hamid, & dadari, lida. (2012). the impact of using task-based writing on efl learners‟ writing performance and creativity. theory and practice in language studies, 2(12), 2500-2507. miles, matthew b., huberman, a. micahel, & saldana, johnny. (2014). qualitative data analysis, a method sourcebook (3 ed). washington: sage. norland, deborah l., & pruett-said, terry. (2006). a kaleidoskop of models and strategies for teaching english to speakers of other languages. westport: teacher idea press. o‟malley, m., & pierce, l. v. (1996). authentic assessment for english language learners: practical approaches for the teacher. new york: addison wesley publishing company. peraturan menteri pendidikan dan kebudayaan republik indonesia no 58 tahun 2014 teantanf kurikulum 2013 sekolah menengah pertama/ madrasah tsanawiyah. (2014). jakarta: depdikbud. willis, d.(1996). a framework for task-based learning. londond: longman. willis, j., & willis, d. (2007). doing task-based teaching. oxford: oxford universitty press. http://jurnal.unimus.ac.id http://jurnal.unimus.ac.id page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 88 exercise items: how it improves students‟ english performance in classroom situation muhimatul ifadah12 tirta sari murni13 abstrak pemahaman siswa dapat diukur dengan beberapa cara. salah satu cara untuk mengukur pemahaman adalah melalui portfolio dan penilaian alternatif. penilaian formatif, di lain pihak, bertujuan untuk membentuk kompetensi siswa melalui proses. untuk para siswa sekolah menengah pertama, keberadaan buku latihan dapat menjadi lebih penting daripada penjelasan guru itu sendiri. di sisi lain, guru bahasa inggris akan melakukan berbagai upaya untuk membuat para siswa dapat mencapai kriteria ketuntasan minimal (passing grade). berdasarkan observasi dan hasil dari item-item latihan, dapat dilihat bahwa jumlah siswa yang lulus passing grade mengalami peningkatan. melalui kuesioner, para siswa juga mengungkapkan bahwa motivasi mereka mungkin distimulasi oleh isi dari buku latihan dan penampilan dari buku tersebut. meskipun begitu, latihan diakui oleh siswa sebagai salah satu cara bagi mereka untuk lebih mudah dalam memahami materi dan penjelasan dari guru. keywords: item-item latihan, penampilan bahasa inggris, situasi kelas introduction for some reasons, english teacher in junior high school level concern more on the result of the study in the end of the semester, rather than the process. the passing grade or kkm (kriteria ketuntasan minimal) become the main objective that should be gained. however, in a classroom situation, teachers face various conditions in their schools. one of the facts is that the students do not have the same competence and knowledge. 12 pengajar di s1 pendidikan bahasa inggris universitas muhammadiyah semarang 13 mahasiswa s1 pendidikan bahasa inggris universitas muhammadiyah semarang 89 different background and schemata will obviously impact on their learning strategies. on the other hand, the english teachers are demanded to make their students passed the passing grade. the passing grade is believed as the minimum quality or competence for the students in comprehending the material and deserve to be said succeed, as a result that the process of teaching and learning has run well. as the consequences for the demand of being english teacher, he will execute various efforts in making his students understanding and mastering the materials. one of those strategies is by choosing the activity or source that will be used in the teaching process. one of the simplest ways is by giving book for doing the exercise based on the topic that is discussed. however, a good english teachers should be selective in choosing the textbook to lead their teaching learning process (fatmawati, 2013:viii). it can be said that the teacher should concern about the content of the book to support his teaching process. the book that is chosen should also be compatible with the curriculum to avoid the misperception and misinterpretation in achieving the basic and main competence as stated in the curriculum. basic competence and main competence are the guidelines for the teacher to bring the students gain the succeed in achieving english competence. one of basic competencies for junior high school students stated in 2013 curriculum is creating and spoken and written text to identifying themselves appropriately (kompetensi inti dan kompetensi dasar bahasa inggris kelas vii smp/mts). however, the demand might be simple, but in the process, the english teacher may have different restraints because of many factors. most of classroom assessment is formative assessment because it evaluates students in the process of “forming” their competencies and skills with the goal of helping them to continue in the growing process. methodology a descriptive qualitative study was done to analyze the data, through the questionnaire; the respondents‟ opinion and perception were noted about the relationship between doing the exercise with their performance in english subject. the study was done in natural setting without intervention from the researcher to have the data naturally. 90 findings and discussion a. findings from the observation on the result of exercise, 6, 6 per cent of the respondents were not being able to gain the expected score on the passing grade. seen from the exercise sheet, the major mistakes were on the form of writing style. from the questionnaire sheet, almost all of the respondents delivered argued that the exercise items were familiar for them, but have different variation in each term. grammar is part that sometimes made them become confused and uncertain in doing the exercise due to the principles and form of the tenses, especially if the exercise is in the form of essay. on the reading part, all respondents argued that it was easy to understand because the texts were narrated in the form of story. from the questionnaire, it was also known that the respondents were motivated because they have various tasks in doing assignment, not only individual, but also in pairs and groups. they also argued that their enthusiasm was increasing because some assignments asked them to do conversation practice, and it made them speak up with their friends. however, they admitted that because of the conversation assignment, their bravery in creating their own sentences is improving. the observation was not administered to the students only, but also to the english teacher as the party who instructed the exercise, to see their opinion about the exercise itself. the exercise items were taken from the book that was being used in the teaching process. the book was used to ease the teacher in managing activities for their students in understanding the materials and also arranging the students to participate in the teaching process. b. discussion (1) the students‟ performance in doing the exercises several exercises were delivered to the students in the process of teaching, and its result shown different performance of students‟ english skill. the exercise items were in the form of short essay that need to fill in sort answer consisting from one or two words. for some parts, it needed answer in the form of simple sentences, such as “i have a pencil 91 case”. for answer that needed simple sentences, most of the students were not writing the articles, such as a, some, the, and an. the students thought that the meaning was the same without the existence of the articles, however, in bahasa indonesia, they do not need to deliver a sentence in detail, as far as the listener understand the meaning, it is enough. for another exercise, when they have to greet someone when they meet people, all of the students wrote the answer correctly, it because in greeting, there is a platform before the exercise, and they imitate the utterances in the exercise items, and then they have to actualize it in the spoken form in pairs with their friend using their answer depends on the situation. most of the students had no difficulty in answering and practicing this part.another form of exercise that could be described about was whenever the students were asked to state about the time or date about an event. the result showed that the students almost never use the preposition in front of the day; for instance whenever they answer the question” what day you go to the church?”, and the answer was it‟s sunday, that should be answered it‟s on sunday. the argument was still the same with the previous activities on the making short answer, that the use of preposition is thought to be insignificant in the meaning, they said that their partners understood what they intended, so it would not change the meaning for their needs in having communication. however, there was another exercise that in fact ask the students to show direction based on a picture given, and the students were asked to show a place and explain to the their groups. about the result, showing direction is not quite simple for some students who have to distinguish the direction and giving instruction to the listener, as the result, in their exercise, they wrote the main words, the places and direction, but not the instruction. (2) the students‟ perception about the exercise and their performance from the questionnaire, it can be drawn that most of the students thought the exercise were easy, simple, and familiar for them. the material were also been discussed during the teaching process, and only few words and instruction that need to be clarified or confirmed by the teacher. working in pairs or group is believed to help the students to 92 overcome their difficulties, because their friends shared the difference sentences and words that could give them new insight. however, the students need to be more careful in practicing or executing the items in the process of teaching and learning. their teachers sometimes remind the students to complete or revise the use of utterances and sentences even though the students understand what is being discussed or intended by the speakers. by writing the simple answer or content word, it would not give significant impact on the meaning and it was not part of mistake, because the listener and the speaker are understand what is being intended, and they considered that they are successful learners. (3) the teacher‟s perception about the exercise items and the students‟ performance. setting up the students in many activities to do activities such as answering questions and practicing with their friends will help the teacher to observe the students‟ improvement. the improvement might be indicated by many things; participation, result of the exercise, and also motivation. those indicators can be seen from the process of teaching, the result of the exercise might not give the real competence of the students, but through discussion or the practicing in the process, the teacher could have another point from their students. the teacher could not only concern on the right or wrong answer, but also on how the students translate it into communicative ideas and ways in understanding english materials. some students might not be good in writing, but very enthusiastic in creating dialogue with their friends or giving comments to their friends‟ performance. the exercises that were done by the students could give an insight for the teacher about how their students‟ competence be represented in kind of simple utterances and sentences. the simple instruction might also depict the deep understanding about the material through his writing, and so as the competence in explaining can also be seen from the dialogue and working in pairs. on the other hand, there were still some students who did not show the significant improvement, both in the writing or in the spoken activities because of personal problems. 93 conclusion the exercise items helped the teacher in investigating the students‟ competence in various ways. the assessment can be judged from its form that in the form of interactive practice, open ended questions and invite various answers that could lead intrinsic motivation because the teacher could give feedback that formed washback in long term to support the goal of learning english. though, the better performance of english competence need to be strengthens not only in the form of simple communicative means, but also in the sophisticated ones as intended in the curriculum. references brown, h. d. 2004. language assessment: principles and classroom practices. new york: pearson education brown, j. d. 2005. testing in langauge programs: a comprehensive guide to english language assessment. singapura: the mcgraw-hill companies fatmawati, anik. 2013. the analysis of english textbooks: active english 4 and grow with english 4 for elementary students based on young learners’characteristics (thesis). kudus: universitas muria kudus kompetensi inti dan kompetensi dasar bahasa inggris kelas vii smp/mts page 1 page 2 103 kajian sintaksis surat kabar nasional: berita kekalahan timnas indonesia yesika maya ocktarani16 abstract this paper provides information about the lexical system in articles of two national newspapers in providing information about the loss of indonesian national football team in aff cup 2010. every newspaper has its own style in providing information, thus through this paper the different way of writing can be seen from the words which are used in the articles. from two national newspapers, the data is taken and analyzed using descriptive quantitative method based on word and sentences classification. from the analysis, the structure of sentences is used as reminder that every language has specific symbol and forms. the result shows that newspaper a is more comprehensive in providing information than b. newspaper a has more complex sentences and various words compare with the other one. from the words can also be seen that b only focus on how supporters suffered by the loss, instead of explaining the information about the loss itself. kata kunci : sintaksis, pilihan kata, media cetak pendahuluan mengetahui struktur bahasa merupakan kajian yang menarik mengingat selama ini pengguna bahasa hampir tidak pernah berfikir tentang pembentukkan struktur tersebut mulai dari bunyi hingga sampai ke wacana. biasanya pengguna bahasa hanya menggunakan berdasar apa yang biasanya digunakan oleh dunianya (masyarakat tutur) sehingga saat dihadapkan pada pemilihan kata yang tepat, tidak jarang kita menemukan kesulitan saat menjelaskannya. terlebih apabila kita diminta untuk menjelaskan sebuah bahasa kepada mereka yang bukan penutur jati, barulah kita menyadari adanya struktur bahasa tertentu yang menandai sebuah kalimat. media berperan dalam pembentukkan sebuah bahasa. tidak sedikit istilah baru yang muncul melalui media dan akhirnya diterima oleh masyarakat pengguna bahasa tertentu. sehingga media juga dapat secara 16 pengajar di program studi s1 sastra inggris universitas muhammadiyah semarang 104 imajiner menentukan segmentasi pengunanya. pemilihan bahasa yang lugas mengarah pada sekelompok masyarakat tertentu. melalui tulisan ini, digambarkan bagaimana surat kabar menggambarkan kapasitas kebahasaan mereka yang termaktub dalam pilihan kata dan kompleksitas di setiap kalimat yang dipilih dalam pemberitaan mereka. dalam tulisan ini, digambarkan perbandingan leksikal antara dua surat kabar nasional dalam memberitakan tentang kekalahan timnas pada piala aff 2010. pembahasan difokuskan pada kajian kata sebagai sebuah sub sistem bahasa. berdasarkan artikel pada kedua harian tersebut, digambarkan bagaimana setiap kalimat tersusun, sehingga pembaca dapat membandingkan kedua tulisan tersebut dan menarik beberapa kesimpulan. setiap kalimat pada dua harian tersebut dibedah sampai tataran jenis kata. aspek kata dalam ilmu bahasa, kajian tentang hubungan antar kata atau kata dengan satuan bahasa di atasnya disebut dengan sintaksis. syntax is the study of phrases, clauses, and sentences (parker and riley, 2005:53). karenanya, jika terdapat sebuah kajian yang membahas tentang bagaimana sebuah simbol bahasa dapat tersusun sehingga memiliki makna tertentu, baik berupa kata, frase, maupun kalimat, maka masuk dalam kajian sintaksis. chomsky (1954) adalah linguist pertama kali memperkenalkan kajian ini dalam bukunya syntactic structure yang kemudian disebut juga dengan generative grammar. sebagai sebuah studi bahasa yang mempelajari frasa, klausa dan kalimat, sintaksis serta menjadikan kata sebagai bentuk dasar kajiannya. kata berarti satuan bahasa yang terdiri dari atas atau gabungan morfem yang dapat diujarkan secara bebas (kridalaksana, 2008:110). diujarkan secara bebas tentu saja direlasikan dengan makna dari kata itu sendiri. sehingga tidak semua gabungan morfem memiliki makna. seperti pada contoh kata „bius‟, jika susunan morfem-morfemnya tidak tepat sesuai dengan tata bahasa yang berlaku, maka tidak akan disebut kata dan hanya sebagai deret huruf, seperti „uisb‟ atau „sibs‟ yang tidak memiliki makna apapun. sama halnya dengan bahasa lain, dalam bahasa indonesia, juga memiliki cirinya sendiri. ada simbol tertentu yang disusun sedemikian rupa sehingga disebut kata, kalimat, hingga wacana. ciri tersebut mulai dari susunan morfem yang teratur sehingga membentuk kata, sampai 105 dengan kalimat yang berbentuk kompleks sehingga menjadi sebuah wacana. karenanya, seperti bahasa lainnya pula, pada tataran kata, bahasa indonesia juga memiliki kategorisasi seperti kata benda, kata kerja, kata sifat dan lain sebagainya. berikut adalah penjelasan lebih lanjut mengenai kata dan persebarannya dalam struktur bahasa indonesia. a. kelas kata dalam bahasa indonesia ada beberapa jenis kata (kridalaksana, 2007: 52-58). secara sintaksis kategori verba adalah kata yang jika dikaitkan dengan kalimat biasanya berfungsi sebagai predikat. jika kata ini dikaitkan dengan frasa, maka kata ini bisa diawali dengan partikel tidak, jangan, sudah, belum, akan namun tidak mungkin diawali dengan kata seperti sangat, lebih, atau ke, dari. verba sendiri memiliki kategori dilihat dari hubungannya dengan nomina yang mendampinginya. contoh verba antara lain duduk, pergi, memberikan, berhubungan, dan sebagainya. nomina adalah kelas kata yang di dalam kalimat biasanya dapat berfungsi sebagai subjek atau objek. jenis ini biasanya memiliki kesepadanan dengan orang, benda atau sesuatu yang dibendakan seperti kecantikan. berbeda dengan verba, nomina tidak bisa diawali dengan partikel tidak dan mungkin dapat diawali dengan partikel dari. contohnya adalah pada rumah, tanaman, andi, ruas, gunung, dan sebagainya. kelas kata berikutnya adalah ajektiva yang menerangkan nomina. ajektiva dapat dilekati dengan partikel sangat, lebih, kurang, agak. kata ini memiliki bentuk seperti ajektiva dasar, turunan, dan majemuk. contoh ajektiva dasar : siap, tinggi, panas, mirip, dan sebagainya. akjektiva turunan adalah ajektiva yang berafiks, bereduplikasi, deverbalisasi, denominalisasi, de-adverbialisasi, denumeralisasi, dan deinterjeksi. selain ketiga kelas kata tersebut, kridalaksana (2007) menjelaskan setidaknya terdapat kategori lain seperti pronomina, numeralia, interogativa, demonstrative, artikula, preposisi, konjungsi, fatis, dan interjeksi. b. frasa, klausa dan kalimat setelah mengulas kata, tataran berikutnya adalah frasa. frasa merupakan gabungan dua kata atau lebih yang tidak bersifat predikatif, misalnya pada bola besar, gadis cantik. sementara pada bola itu besar gabungan kata ini tidak disebut frasa karena bersifat predikatif. klausa adalah satuan gramatikal berupa kelompok kata yang sekurang-kurangnya 106 terdiri dari subyek dan predikat. selanjutnya kalimat adalah konstruksi gramatika yang dapat berdiri sendiri terdiri dari satu klausa atau lebih. dengan kemunculan frasa, kalusa, dan kalimat maka ciri sebuah bahasa semakin nampak. kata yang tersusun oleh morfem kemudian membentuk frasa sampai kalimat kemudian dapat disatukan dengan kalimat-kalimat yang lain membentuk wacana. wacana merupakan satuan gramatika terbesar yang memiliki kesatuan maksud yang ingin disampaikan oleh penuturnya. wacana dapat berbentuk tulisan seperti pada artikel media cetak (harian) yang akan dibahas dalam karya ini. metodologi untuk mengetahui adanya kesatuan sebuah teks berikut perbandingannya dengan teks lain maka sebuah metodologi ditetapkan. dalam tulisan ini metode deskriptif kuantitatif dipilih karena proses penggambaran dua teks didasarkan pada jumlah kategori tertentu. dengan mengetahui jumlah kata dengan kategori tertentu pada kedua teks, pada akhirnya kedua teks dapat dikelompokkan, dibandingkan, dan diidentifikasi. sumber data adalah dua artikel tentang kekalahan tim nasional sepakbola indonesia melawan malaysia, yang diambil dari harian k dan sm edisi selasa, 28 desember 2010. selanjutnya artikel pada k disebut teks a dan dan yang bersumber dari sm disebut teks b. setelah teks dipilih kemudian dipilah per kalimat untuk diindentifikasi berdasar kategori katanya. selanjutnya akan dihitung jumlah masing-masing kata pada setiap kalimat berikut reratanya. proses akhir dari pengolahan data adalah mengidentifikasi kedua teks dan menggambarkannya dalam bentuk paparan tertulis padapembahasan. hasil dan pembahasan secara umum kedua teks memiliki tentu perbedaan dalam menuliskan berita. teks a menuliskan sepuluh kalimat lebih sedikit dari teks b. namun yang menarik teks a menyajikan dua kali kalimat majemuk yang dimiliki teks b. berikut digambarkan rekapitulasi perbandingan jenis kata dan kalimat pada kedua teks tersebut. 107 tabel. 4.1 : rekapitulasi perbandingan jenis kata dan kalimat pada teks a dan teks b no aspek teks a teks b 1 jumlah kalimat 27 39 2 kalimat pasif 6 12 3 kalimat majemuk 15 7 4 jumlah kata 428 505 5 jumlah nomina 213 197 6 jumlah verba 63 67 7 jumlah ajektiva 23 35 8 jumlah adverbia 42 45 9 jumlah frasa nomina 46 41 10 rata-rata jumlah nomina per np 2,04 2,04 11 rata-rata jumlah kata per kalimat 15,8 12,9 12 rata-rata nomina per kalimat 7,8 5,05 13 rata-rata verba per kalimat 2,3 1,7 14 rata-rata ajektiva per kalimat 0,8 0,8 15 rata-rata adverbia per kalimat 1,5 1,1 pada rekapitulasi tersebut, teks berdasarkan hasil rekapitulasi tersebut diketahui bahwa teks a memiliki jumlah kalimat yang lebih sedikit daripada teks b. dengan demikian, jumlah kata pada teks b lebih banyak dari teks a berikut jumlah nomina, verba, ajektiva dan adverbianya. namun jumlah nomina dan frasa nomina pada teks a lebih banyak dari teks b. setelah ditilik lebih lanjut, baik teks a dan b memiliki kesamaan pada rata-rata jumlah nomina pada frasa nominanya dan rata-rata ajektivanya. selebihnya teks a memiliki rata-rata yang relatif lebih tinggi dari teks b pada jumlah kata per kalimat, dan jumlah nomina, verba, dan adverbia. dari sisi penyusunan wacana, kedua teks memiliki perbedaan penggunaan kalimat. teks b lebih banyak menggunakan kalimat-kalimat pasif, setidaknya sepertiga dari keseluruhan kalimat di teks b adalah kalimat pasif. berbeda dengan teks a, teks b lebih banyak menggunakan kalimat-kalimat majemuk. hal ini tampak dari kemunculan kata „dan‟ dan „tetapi‟ pada teks a, yang jumlahnya dua kali lebih banyak dari teks b. selain nomina yang berkaitan dengan sepak bola, pada kedua teks juga ditemukan pronominal kami. juga muncul dalam pemberitaan tersebut. hal ini disebabkan pemberitaan juga mengutip tuturan dari narasumber mereka secara langsung. 108 pengulangan kata pada kedua teks terdapat pada beberapa kata yang berkaitan tentang kekalahan pada final piala aff 2010. sehingga pilihan kata termasuk pada register permainan sepak bola khususnya tentang kejuaraan tersebut. selain itu kata yang sering muncul secara umum pada beragam teks juga dilihat, seperti kata pada, di, dari, dan sebagainya. tabel berikut ini menunjukkan perbandingan pengulangan kata pada kedua teks tersebut : tabel. 4.2 : perbandingan pengulangan kata pada teks a dan teks b dari data tersebut terlihat bahwa teks a tidak memiliki kata supporter yang dalam teks b muncul sebanyak 11 kali. teks b menyebut timnas sebanyak 13 kali sementara teks a hanya 1 kali. teks b mempunyai kecenderungan untuk banyak menampilkan nomina „indonesia‟, „malaysia‟, „pemain‟, dan „suprorter‟, seperti pada nomor 1,2,8,9. namun teks a memilih nomina pemain lebih banyak dari teks b. hal ini menunjukkan bahwa teks b mengulas kekalahan timnas yang no kata teks a teks b 1. malaysia 3 9 2. indonesia 4 10 3. laga 9 0 4. riedl 2 2 5. gol 9 1 6. pemain 7 2 7. bermain 2 0 8. timnas 1 13 9. suporter 0 11 10. pelatih 3 2 11. namun 0 5 12. justru 0 2 13. yang 11 10 14. di 8 20 15. tetapi 3 1 16. kami 6 5 17. pada 4 1 18. hal 3 1 19. dan 10 4 109 dikaitkan dengan suporternya sementara pada teks a menekankan pada pertandingan itu sendiri (terlihat pada kata gol, pemain, dan pelatih). kata yang secara umum juga muncul dalam kedua teks tersebut. teks a mengulang lebih banyak kata yang dan dan. kata tersebut termasuk konjungsi, sehingga memberikan bukti bahwa kalimat yang digunakan panjang. panjangnya kalimat bukan pada keterangan sebuah nomina atau perpanjangan adverbial tetapi pada jumlah klausa dalam kalimat tersebut. hal ini juga terlihat pada tabel sebelumnya bahwa teks a memiliki lebih banyak kalimat majemuk disbanding teks b. sementara teks b menggunakan kata di lebih banyak, yang memberikan gambaran bahwa panjangnya kalimat dikarenakan adanya tambahan mengenai tempat/lokasi. penutup dari hasil dan pembahasan di atas dapat disimpulkan bahwa setiap media memiliki gaya bahasa yang berbeda dalam menyampaikan ulasanya. k menyajikan berita kekalahan yang dikaitkan pada persiapan menjelang pertandingan berikutnya. sementara sm memilih berita kekalahan yang dikaitkan dengan sensasi dukungan suporternya. dari analisis data dan pemilahan yang dilakukan dalam pembahasan, suara merdeka memiliki kalimat yang lebih sederhana dan mudah dicerna oleh banyak kalangan. dengan demikian anggapan bahwa media masa memiliki segmentasi sendiri terbukti dari kajian ini. harian k memperlihatkan bahwa segmentasinya adalah kalangan yang mampu memahami kalimat majemuk. sementara harian sm membidik pembaca yang memilih kalimat sederhana. dalam karya ini analisis belum dilaksanakan secara menyeluruh, dalam arti proses pembentukan kata (dari morfem) tidak disertakan dalam pembahasan. selain itu, kajian hanya sebatas sintaksis saja sehingga asumsi penulis terhadap simpulan (paragraph sebelumnya) dapat dimungkinkan salah. karenanya penelitian lebih mendalam dan menyeluruh nampaknya perlu dilakukan. 110 daftar pustaka chaer, abdul. 2008. morfologi bahasa indonesia. jakarta: rineka cipta. ja jung song. 2001. linguistics typology: morphology and syntax. harlow, england: longman. kridalaksana, harimurti. 2007. kelas kata dalam bahasa indonesia. jakarta: gramedia pustaka utama. ____________________. 2008. kamus linguistik. jakarta: gramedia pustaka utama. parker, frank dan riley kathryn. 2005. linguistics for non-linguists. boston: longman. page 1 page 2 15 bentuk tuturan laki-laki dan perempuan pada kidungan jula-juli (studi etnografi komunikasi) meka nitrit kawasari 1 abstract the differences between men and women don’t only deal with physical aspects but also the use of language. as for the latter, the differences appear in word choices, as well as speech tones and styles. the research aimed at describing the differences between men’s and women’s speeches in kidungan jula-juli. method used in the research was descriptive qualitative and ethnography of communication. the collected data were described and analysed using theory of speech components of hymes’ speaking. language used was spoken language with the setting located in entertainment stage. results showed that women tended to use the standard form to show politeness and friendliness; meanwhile, men chose to use the vernacular form in order to show familiarity and masculinity as well as express their world. the vernacular form used in kidungan could create some humorous impressions without any exaggeration in comparison to the standard one. keywords: kidungan, speech components, spoken language, standar, vernacular introduction manusia dan bahasa merupakan satu kesatuan utuh yang saling melengkapi. manusia membutuhkan bahasa untuk berkomunikasi dan berinteraksi dalam kehidupan sosial. beitu pula bahasa yang membutuhkan manusia untuk tetap hidup dan berkembang. untuk berinterkasi, manusia memilih berbagai bentuk dan jenis bahasa guna mengungkapkan ide, emosi, dan perasaan. banyak pendapat bahwa bentuk bahasa yang digunakan laki-laki dan perempuan berbeda. di indonesia, laki-laki menggunakan bentuk nonstandar untuk berbicara dengan teman-temannya sebagai gambaran maskulinitas dan keakraban. sedangkan perempuan, sebagai ‘kanca wingking’ laki-laki, dalam mine set masyarakat indonesia, terutama jawa, merupakan sosok yang harus berperilaku halus dan santun untuk menjaga wibawa diri di masyarakat serta sebagai sosok teladan untuk anakanaknya. sama seperti di jepang, bahwa perempuan harus menggunakan bentuk bahasa yang santun dan laki-laki menggunakan bentuk yang kurang santun. pada dunia hiburan, laki-laki dan perempuan biasanya menggunakan bentuk bahasa yang berbeda-beda. bentuk standar dan nonstandar ini akan terlihat jelas penggunaannya pada dunia hiburan yang mengandung humor. sebut saja kidungan 1 universitas diponegoro 16 jula-juli dengan parikan dan pantun, yang penuh dengan muatan nasihat untuk kehidupan sehari-hari. jula-juli kidungan adalah jenis musik khas surabaya lengkap dengan dagelan atau guyonan. kidungan ini dapat berdiri sendiri, namun sering juga digunakan pada cerita ludruk. kidungan merupakan bentuk verbal selain dialog yang digunakan pada ludruk. berdasarkan latar belakang permasalahan di atas, penelitian ini mengkaji tuturan yang diucapkan oleh laki-laki dan perempuan dalam kidungan jula-juli dengan menggunakan metode etnografi komunikasi. pendekatan ini digunakan untuk mengetahui komponen tutur yang melatarbelakangi ujaran penutur. selain itu, untuk mengetahui bentuk bahasa yang digunakan oleh laki-laki dan perempuan dalam menyampaikan pesan, namun tetap dapat menghibur dengan kelucuan. elemen-elemen inti dari penelitian etnografi menurut creswell (dalam. engkus, 2008: 34) adalah penggunaan penjelasan yang detail; gaya laporan bersifat cerita (story telling); menggali tema-tema kultural, seperi tema-tema tentang peran dan perilaku masyarakat; menjelaskan kehidupan keseharian orang-orang (everyday life of persons) yang mana bukan termasuk ke dalam peristiwa khusus yang menjadi pusat perhatian; laporan keseluruhan perpaduan antara deskriptif, analitis, dan interpretatif; hasil penelitian memfokuskan bukan pada apa yang menjadi agen perubahan, tetapi pada pelopor untuk berubah yang bersifat terpaksa. etnografi komunikasi merupakan suatu metode untuk menganalisis pola-pola pemakaian bahasa dan dialek dalam budaya tertentu yang berhubungan dengan bentuk-bentuk peristiwa ujaran (speech event), pilihan-pilihan yang dilakukan penutur, topik pembicaraan dan setting pembicaraan (adistry:2009). etnografi bertutur menguraikan mode-mode tuturan menurut cara-cara yang dengannya mode-mode tersebut mengonstruksikan dan merefleksikan mode kehidupan sosial dalam masyarakat tutur tertentu (fitch & philipsen, 1955: 236) dalam ibrahim, ed (2009: 150). hymes (1972) dalam aslinda & syafyahya (2007: 33) berpendapat bahwa peristiwa tutur harus memenuhi delapan komponen tutur yang berakronim speaking, yaitu sebagai berikut: s = setting & scene, berhubungan dengan waktu, tempat, situasi terjadinya tuturan p = partisipants, merupakan peserta tutur atau pihak-pihak yang terlibat dalam tuturan e = ends, merupakan maksud dan tujuan dari peristiwa tutur a = act sequences, merupakan bentuk dan isi ujaran k = key, merupakan nada, penjiwaan dan sikap dalam bertutur 17 i = instrumentalities, merupakan saluran dan bentuk bahasa yang digunakan pada peristiwa tutur n = norms, merupakan norma-norma yang digunakan dalam berinteraksi g = genre holmes (1992: 71 – 75) membagi penyebab fenomena perbedaan tuturan pada laki-laki dan perempuan ke dalam empat jenis, yaitu: 1) status sosial perempuan lebih peduli terhadap status sosial daripada laki-laki, oleh karena itu perempuan lebih memilih menggunakan bahasa standar. 2) peranan perempuan sebagai penjaga nilai-nilai dalam masyarakat di mata masyarakat, perempuan diharapkan dapat berperilaku sopan dan baik dibandingkan laki-laki. oleh karena itu, perempuan harus menggunakan bahasa standar untuk menjaga kesopanan. 3) keharusan kaum subordinat untuk berlaku sopan di beberapa kebudayaan, perempuan berada pada satu tingkat di bawah laki-laki. sebagai kelompok subordinat, perempuan harus sopan. oleh karena itu, perempuan menggunakan bahasa standar agar terkesan sopan dan dihargai masyarakat. 4) bentuk vernacular menunjukkan maskulinitas bentuk vernacular lebih dapat mengekspresikan dunia kaum laki-laki. mereka pun beranggapan bahwa bahasa standar merupakan bahasa milik kaum perempuan. metode penelitian penggunaan metode penelitan yang tepat sangatlah penting dalam suatu penelitian. berhasil atau tidaknya penelitian tergantung pada metode yang digunakan. metode adalah cara yang harus dilaksanakan. teknik adalah cara melaksanakan metode dan ditentukan oleh alat yang dipakai (sudaryanto, 1993:9). penelitian dilakukan melalui tiga tahap, yaitu tahap penyediaan data, tahap analisis data, dan tahap penyajian hasil analisis data (sudaryanto, 1993: 5 – 8). pada tahap penyediaan data, penulis menggunakan metode simak dengan teknik lanjutan simak bebas libat cakap. penulis menyimak tuturan pada video 18 rekaman supali karya buana kidungan joss, kemudian mencatat semua tuturan yang dikeluarkan. pada tahap analisis data, metode yang digunakan adalah metode kualitatif deskripsi dan etnografi untuk menganalisis komponen tutur yang terdapat pada data. tahap terakhir adalah tahap penyajian analisis data, digunakan metode informal dengan merumuskan hasil penelitian menggunakan kata-kata biasa. hasil dan pembahasan analisis akan dilakukan menggunakan komponen komunikasi untuk mengetahui varietas bahasa, pesan yang ingin disampaikan, dan jenis tindak tutur yang menimbulkan humor. komponen komunikasi tersebut berakronim speaking, yaitu setting & scene, participation, ends, act sequence, key, instrumentalities, dan norms. berikut adalah analisis dengan menggunakan teori speaking: setting & scene tuturan pada data jula-juli bertempat di panggung hiburan, pada tahun 2006, dan dengan ruang dan waktu terjadinya beberapa bencana pada tahun 2005 dan 2006. participation partisipan pada data jula-juli adalah sembilan laki-laki dan dua perempuan dewasa yang termasuk ke dalam tim penyanyi di supali karya buana kidungan joss. partisipan ini beretnis jawa yang tinggal di surabaya dengan usia rata-rata setengah baya. end secara umum tujuan dan maksud tuturan yang tertuang dalam data kidungan adalah untuk menghibur dengan memuat humor, nasihat, pengungkapan perasaan, informasi, ejekan, ajakan, gambaran, dan sindiran. berikut data yang relevan dengan tujuan tuturan kidungan. 1. humor data 1 wedang kopi gulo sak kintal gak payu rabi nek turu mancal-mancal slamet : setan-setan gondul trubus : nek gak gondul ojok dadi setan 19 data 2 kopi susu enak wedange aku kadhung napsu ndadak kliru podho lanange data 3 ono tekek buntute ireng cah gung tak demek lha kok wis meteng data 6 tung tung keripik, he tulang bawang, wak men lak jeret-jeret, mergo anune kecepet lawang 2. memberi nasihat data 1 slamet : buto buto galak trubus : solahe lonjak-lonjak slamet : ojok enak-enak wus diceluk bapak trubus : nek gak isok nyekolahno anak data 2 onok dongengan dolur, tinggalane wong tuwo, sing becik ketetek, sing olo ketoro pinongko babaran urip ana alam donya sopo sing eling bakale bejo merga wong urip dolur mesti kanggonan lali 20 sipat nggendong welek ayok disigeri sipat andhap asor, hormat menghormati nek ajine diri iku soko lati dadi wong tuwo neng pancen abot sanggane momong anak wedok kathek wis gedhe ibarat diculno ndase ayok digecoki buntute supoyo slamet momong ragane data 3 mbiyen tau lali neng saiki ayo dilakoni jarene wis kroso nek awakmu cak kakeyan doso mbiyen tak elengno poro gage dhek ndang tobato ing dunyo ojo sira podho sembrono yen leno mesti bakale ciloko sokur bisa sholat limang wektu cak ojo nganti telat dimen dingapuro gusti kang kuwoso data 4 wati : penako po wong urip ono alam donyo, nek wegah rekoso urip ra biso mulyo, kudangane bapak lan ibune, sregepo nyambut gawe ojo lali gustine data 6 ono kodok, kodok lan bakmi, nek betindhang sing mikul alate peno dadi wong wedok yu, kudu sing gemi, sebab wong lanang sing nyambut gawe 3. mengungkapkan perasaan data 3 21 sayang sayang bojoku sing tak sayang sayang aku tresno padamu hanya seorang satu hari tak jumpa koyo sak wulan hati rindu rasanya tidak karuan sayang sayang sayang, pacarku sing tak sayang sayang, sayang engkau manja membuat aku terbayang engkau marah tambah cantik nan rupawan kau menangis membuat aku terkenang sayang sayang sayang jangan ragu alias bimbang percayalah cintaku tak kan berkurang tidak makan ingat kamu rasanya jadi kenyang mau tidur kusebut namamu sayang data 5 lintaaaang lintang ngiwir iwir kangmas tresnaku sunduling ati ndek semono janjimu disekseniiii migolaken tigo ra eling rasa tresno asih yen neng tawang ono lintang wong bagus rungokno tangiseng ati pinarun swarane ratri kangmas enteni bulan ndadari 4. menginformasikan data 5 probolinggo nyoto kondang tekan bongso monco gunung bromo klebu tlatah probolinggo 22 dasar nyoto endah ing swasono tuwo mudo podho anyatakno gunung bromo kwi sumedong tepung hasil kela yen sinawang ambyak endahe samudro kinubengan kabut dadi mendho kawah bromo kinujung projalmo 5. mengejek data 1 kenalan lanang arane cowok, mula akeh cowok sing lholhak lholhok nek gak duwe duwek mripate mlorok bareng ono arek wedok, irunge mekrok data 2 ngombe jamu puthu laos nek numpak motor uline drodos rupane wis gak ayu ndadak plentas plentos bareng noleh ndadak untune mrongos data 6 b : lak yo ngene lho cak layangan mono dasaran telo cak supali bolahe ijo lak yo ngene lho cak trubus wong lanang mono dasare ngganteng gurung duwe bojo 6. mengajak data 1 slamet : setan setan gondul trubus : temokno yo duwikku 23 slamet : dadi wong urip ojok ngombal ngambul trubus : sing penting ayok bersatu data 2 onok sing ngarani dolur iku murkaseng teko mahakuasa mulane ayok seng ati-ati klawan was wahargiyan data 3 mulo ayuk padha nyumbang cak klawan dedongo ayok podho memuji nyenyuwun marang gusti alloh data 6 kenthut : manuk emprit budhal begadang onok yuyu dadi penyanyi mumpung jek urip ayo padha sembahyang kanggo sangu besok nek mati 7. memberi gambaran data 1 jaman, jaman sakniki, akeh wong wedok sing pinter berai alise dikerik, lambe dibengesi, rambut disemir, mripat dicelaki data 2 kejadian alam dolor taun duaribu lima ndadekna peristiwa terjadi beehehehencanaaiaaa gempa melanda, angin kencang menerpa mulane akeh perkampungan tergenang banjir poraaaaaaaaakpooooooraaahaaahaaaanda tanpo disadari dolur tekane musibah sing jiwane gak tertolong 24 kehilangan keeeluuuhuuuwaaahahargiaaaaiaaa data 3 ayok podho eling dolur nasipe rakyat aceh kenek bencana alam sing mati wis akeh korbane jiwo lan donya bondho dadekno rakyat aceh atine nelongso gelombang sunami dolur pancen bebayani dadekno rakyat aceh kelangan sanak pamili data 4 pendik : eeeenake jangan aseeeem keecut sambelee kemangi maangane bubar nyambut gawe, nadyan lawuh tempe neng sehat awake wati : segere ngombe banyu keendi , ngrokok nglinting dewe, nadyan mung manggon ono ndeso nyatane ayem tentrem, ngempal sakkluwargo 8. menyindir data 2 pancen wis dadi hobine arek nom-noman nek onok orkes kaya kepethuk panganan sing nyanyi ayu-ayu mengundang gaya merangsang sing nontok cengingar-cengingir mergo nguwasno goyangan data 3 opo bener dolor sak iki jaman wis tuwo buktine akeh dulur kok dadi wong liyo wis akeh wong sugueh kok padha mentolo uga akeh anak sing wani karo wong tuwo 25 uga akeh penjahat sing ngilangno nyowo kok tego mentolo karo sak podho-podho sing tujuane dolor cumak pamrih donya bondho sampek gak wedi doso, gak wedi sing kuwoso uga akeh menungsa dolor sipate angkoro dumeh awake saiki duwe panguwoso kendel tumindak murko klawan cendolo gak perduli rugekno bongso lan negoro data 6 supali : gethuk babat wong babat kecemplung jodho aku mbiyen tau sekolah lulus smp terus nang sma eling-eling aku anake wong kaya tapi uripku gak tau foya-foya mari nang sma nerusno kuliah akeh cewek-cewek ngirim surat cinta tapi ngono aku gak gelem nggaya sebab bojoku ayune koyok kasandra act sequence tahap ini merupakan tahap pengungkapan bentuk dan isi tuturan yang terdapat pada data tuturan kidungan, yaitu sebagai berikut. data 1 menggunakan bentuk parikan yang terlihat pada penggunaan kalimat langsung dengan rima. isi tuturan berupa humor, nasihat, ejekan, gambaran, dan ajakan. berikut data mengenai bentuk. wedang kopi gulo sak kintal, gak payu rabi nek turu mancal-mancal 26 rima pada data tersebut adalah ab ab yang terlihat pada kesamaan vokal dan konsonan yang terletak di tengah dengan tengah dan di akhir dengan akhir, yaitu: kopi – rabi  /i/ kintal – mancal  /l/ data 2 menggunakan bentuk pantun dengan didukung oleh rima dan menggunakan kalimat langsung, terdapat pula bentuk ucapan biasa. isi tuturan berupa sindiran, ajakan, ejekan, humor, nasihat, dan gambaran. berikut data dari bentuk. ngombe jamu puthu laos nek numpak motor uline drodos rupane wis gak ayu ndadak plentas plentos bareng noleh ndadak untune mrongos rima pada tuturan di atas adalah aa aa, yang terlihat pada kesamaan akhir fonem pada setiap kalimat, yaitu /s/. data 3 menggunakan bentuk pantun dengan didukung oleh rima dan menggunakan kalimat langsung. isi tuturan berupa humor, nasihat, ungkapan, gambaran, dan sindiran. berikut data dari bentuk. sayang sayang bojoku sing tak sayang sayang aku tresno padamu hanya seorang satu hari tak jumpa koyo sak wulan hati rindu rasanya tidak karuan rima : aa bb  /ng/ dan /n/ data 4 menggunakan bentuk kalimat langsung. isi tuturan berupa nasihat dan gambaran. data 5 27 menggunakan bentuk kalimat langsung. isi tuturan berupa ungkapan dan informasi. data 6 menggunakan bentuk pantun dengan didukung oleh rima dan menggunakan kalimat langsung. isi tuturan berupa sindiran, ejekan, humor, dan ajakan. berikut data dari bentuk. nek nang jombang kampunge sengon, lemah keneng akeh wedhine nek peno gak sambang cak kirimo ingon, nek gak seneng opo mestine rima: ab ab  /n/ dan /e/ key key menunjukkan sikap, cara, nada suara, serta penjiwaan saat tuturan berlangsung. pada keseluruhan data, sikap para penutur adalah akrab dengan cara yang santun pada data 4 dan 5, kemudian tidak santun dan santun pada data 1, 2, 3, 6. nada suara cenderung tinggi dengan penjiwaan yang gembira. instrumentalities instrumentalities merupakan saluran, bentuk bahasa dan variasi dalam peristiwa tutur. saluran yang digunakan adalah saluran oral, karena semua melalui pengucapan. bentuk bahasa yang digunakan oleh penutur adalah bahasa ibu mereka, yaitu bahasa jawa. data 1, 2, 3, 6 menggunakan ragam dialek surabaya, sedangkan 4 dan 5 menggunakan bahasa jawa standar. selain itu, terdapat variasi bahasa yang bermacam-macam, seperti pada data 1 yang mengalami alih kode dari bahasa jawa, indonesia kemudian jawa lagi. bahasa indonesia digunakan untuk menyanyikan lagu ‘semanggi surabaya’. lalu data 3 mengalami peristiwa alih kode dari bahasa jawa ke bahasa spanyol, kemudian jawa lagi. bahasa spanyol digunakan untuk menyanyikan lagu ‘asereje’. kemudian, data 3 mengalami gejala alih kode dari bahasa indonesia ke bahasa jawa. data 6 menunjukkan gejala alih kode antardialek, berawal dari dialek surabaya ke dialek ‘walikan’ malang, kemudian kembali ke dialek surabaya. selain itu, tampak pula peristiwa campur kode yang terdapat pada data 1, 2, dan 3. berikut tuturan tersebut. data 1 trubus : sing penting ayok bersatu 28 data 2 man taman ayok muleh nang mojokerto kejadian alam dolor taun duaribu lima ndadekna peristiwa terjadi beehehehencanaaiaaa gempa melanda, angin kencang menerpa mulane akeh perkampungan tergenang banjir data 3 padahal bencana alam wis sering terjadi dimana-mana dolur silih berganti n = norms norms di sini mencakup norma interaksi dan norma interpretasi dalam peristiwa tutur. penutur pada data 1, 2, 3, dan 6 berjenis kelamin laki-laki, sehingga banyak tuturan yang vernacular. tuturan vernacular ini terlihat pada tuturan yang terkesan ceplas-ceplos, gampang mengejek dan berbau porno. sedangkan tuturan pada data 4 dengan partisipan laki-laki dan perempuan menggunakan bahasa yang standar dan sederhana. meskipun terdapat laki-laki, si laki-laki menyesuaikan diri dengan perempuan untuk menggunakan bahasa yang halus dan sopan, namun demikian tetap terkesan akrab. tuturan pada data 5 mempunyai partisipan dua perempuan yang jelas-jelas meskipun akrab tetap menggunakan bahasa standar di depan umum serta menggunakan bahasa yang sederhana dan tidak berbelit-belit. genre memperhatikan data tuturan yang telah di tuliskan di atas, genre peristiwa tutur pada data yang telah dianalisis adalah disampaikan secara dialog dan monolog. data 1 menggunakan monolog dan dialog, data 2 menggunakan monolog, data 3 menggunakan monolog, data 4 menggunakan dialog, data 5 meskipun memiliki dua partisipan, tetap menggunakan monolog, data 6 meskipun mempunyai partisipan yang berjumlah tujuh, tetap menggunakan monolog. jadi, mayorias genre yang digunakan adalah monolog. bentuk genre ini adalah lagu yang diiringi dengan musik. dari analisis speaking di atas, dapat dilihat adanya perbedaan antara bahasa yang digunakan oleh laki-laki dan perempuan. ini sejalan dengan budaya indonesia yang menempatkan perempuan sebagai sosok yang lebih santun daripada laki-laki. 29 perbedaan ini terletak pada penggunaan kalimat, pemilihan kata, dan penyampaian pesan. penutur perempuan ketika berada di depan umum dalam bertutur lebih mengungkapkan perasaan dan menyelipkan nasihat. selain itu, bahasa yang digunakan ialah standar, sopan, halus, tidak aneh-aneh, dan tidak menggunakan campur kode maupun alih kode sebagai lelucon. penutur laki-laki untuk menunjukkan keakraban menggunakan bentuk vernacular/ nonstandar. bahasa ini digunakan untuk humor, sindiran, dan ejekan. sedangkan ketika mengajak, menasihati atau memberi gambaran, laki-laki menggunakan campuran bahasa standar dan vernacular yang terkesan lebih kasar namun akrab. ketika mengungkapkan perasaan kepada lawan jenis, laki-laki lebih memilih kata-kata dan kalimat yang terkesan halus dan merayu. laki-laki juga menggunakan cerita yang mengarah ke cerita porno dan plesetan untuk menimbulkan humor. gaya tuturan laki-laki pun lebih beranekaragam, dengan menggunakan rima atau nada yang naik turun. selain kebiasaan laki-laki dalam menggunakan bentuk vernacular, pemilihan bentuk tuturan vernacular pada tuturan kidungan, berdasarkan analisis di atas dapat memunculkan humor yang tidak terlihat dibuat-buat. berbeda dengan bentuk standar yang digunakan perempuan, pada kidungan tidak menimbulkan kesan lucu. kesimpulan laki-laki dan perempuan memiliki perbedaan bentuk bahasa yang dipilih dalam melakukan tuturan. laki-laki lebih memilih bentuk vernacular untuk berinterkasi dengan sesamanya, sedangkan perempuan menggunakan bentuk standar untuk menjaga kesopanan dan kelembutan di mata masyarakat umum. laki-laki akan berubah menggunakan bentuk standar ketika mitra tuturnya adalah perempuan. selain itu, laki-laki juga akan menggunakan bentuk standar untuk mengungkapkan perasaannya kepada lawan jenis serta untuk merayu. bentuk vernacular digunakan dalam rangka pengakraban dan kemaskulinan dengan bahasa yang lugas, kasar, plesetan, dan terkadang berbau tabu, termasuk ke dalamnya mengenai hal-hal porno. bentuk standar digunakan perempuan baik untuk pengakraban maupun tidak, untuk kesopan, kelemahlembutan, dan kesederhanaan, namun tegas. pada kidungan, bentuk vernacular dapat menimbulkan kesan humor, sedangkan bentuk standar tidak karena akan mengakibatkan kesan kaku. daftar pustaka adristy, charisma. 2009. etnografi komunikasi bahasa pergaulan studi kasus speech community mahasiswa stikom interstudi wijaya dalam http:www.digilib.ui.ac.id/opac/themes/libri2/detail.jsp?id=1233948 aslinda & syafyahya, leni. 2007. pengantar sosiolinguistik. bandung: refika aditama. holmes, janet. 1992. in introduction to sociolinguistics. uk: longman. 30 kuswarno, engkus. 2008. etnografi komunikasi suatu pengantar dan contoh penelitiannya. bandung: widya padjadjaran. sudaryanto. 1993. metode dan aneka teknik analisis bahasa. pengantar penelitian wahana kebudayaan secara linguistik. yogyakarta: duta wacana university press. titscher, stefan dkk. 2009. metode analisis teks & wacana. ibrahim, abdul syukur (ed). yogyakarta: pustaka pelajar. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 75 efl learners’ responses on the use of performance-based assessment zfanyprasti@gmail.com article history: submitted 12 january 2018; accepted 28 february 2018; published 30 march 2018 abstract assessment is an ongoing process of evaluating learners’ ability or skill after process of teaching and learning. in english class, assessment also plays an important role. according to the facts found, assessment mostly used in english class is traditional assessment. english class needs more alternative assessments to set the goals of learning english. curriculum 2013, which is used in indonesia right now, emphasizes the use of authentic assessment, and performance – based assessment is to be a subset of authentic assessment. this article is trying to discuss the students’ responsess on the use of performance-based assessment applied by the english teachers. this study applied descriptive qualitative research design. the subjects of this research were 30 senior high school students. to collect the data needed, this study used observation and interview as the instrument. the observation was used to discover performance-based assessments which had already been applied by the english teachers in school. the result of the interview was interpreted to clarify the students’ responsess on the use of performance-based assessment applied by the english teachers. performance-based assessments which had already been applied were roleplays, writing sample, and retelling. from 6 classes, 3 classes (50%) applied role-plays. moreover, 2 (33,3%) classes applied writing sample, and the rest applied retelling (16,66%). it means that role-plays was performance-based assessment which was mostly applied by the english teachers. furthermore, the students’ responsess on the use of performance-based assessment was good. almost of the 30 students considered that performance-based assessment can improve their english skills and confidence instead of traditional assessment. 24 of the 30 students also claimed that traditional assessment is still inadequate to activate their english skill. in short, 80% of 30 students gave a positive responsess on the use of performance-based assessment. keywords: assessment, performance-based assessment, english learning entika fani prastikawati universitas pgri semarang (upgris), semarang mailto:zfanyprasti@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 76 abstrak penilaian merupakan proses berkelanjutan dalam mengevaluasi kemampuan dan ketrampilan siswa setelah melalui proses belajar mengajar. dalam pembelajaran bahasa inggris di kelas, penilaian memiliki peran yang sangat penting. berdasarkan fakta yang didapatkan, jenis penilaian yang digunakan dalam kelas bahasa inggris masih menggunakan jenis penilaian tradisional. padahal, pembelajaran bahasa inggris di kelas membutuhkan lebih banyak jenis penilaian alternative untuk mencapai tujuan pembelajaran yang sesuai dengan kurikulum 2013 yang digunakan di indonesia sekarang ini. kurikulum tersebut menitikberatkan pada penggunaan penilaian autentik-penilaian berbasis unjuk kerja sebagai jenis penilaian utama yang digunakan. artikel ini akan membahas mengenai respon siswa terhadap penggunaan penilaian berbasis unjuk kerja yang digunakan oleh guru. desain penelitian ini adalah deskripitif kualitatif dengan subjek 30 siswa. instrumen pengambilan data yang digunakan adalah observasi dan interview. observasi dilakukan untuk melihat penggunaan penilaian berbasis unjuk kerja yang digunakan guru, sedangkan interview digunakan untuk menginterpretasi respon siswa terhadap penggunaan jenis penilaian berbasis unjuk kerja yang telah digunakan oleh guru. jenis penilaian berbasis unjuk kerja yang digunakan guru antara lain bermain peran, menulis ulang, dan menceritakan kembali. dari keenam kelas, 3 kelas menggunakan bermain peran (50%). selebihnya 2 kelas menggunakan menulis ulang (33,3%) dan 1 kelas menggunakan jenis penilaian dengan menceritakan ulang (16,66%). hal tersebut menunjukan hasil bahwa bermain peran yang paling banyak dgunakan oleh guru bahasa inggris. terlebih lagi, respon siswa baik terhadap penilaian berbasis unjuk kerja yang digunakan oleh guru. hamper 30 siswa menganggap bahwa penilaian berbasis unjuk kerja dapat meningkatkan ketrampilan dan kepercayaan diri berbahasa inggris mereka daripada penilaian tradisional. 24 siswa dari 30 siswa mengatakan bahwa penilaian tradisional masih kurang mampu untuk meningkatkan kemampuan berbahasa inggris mereka. kesimpulanya, 80% dari 30 siswa telah memberikan respon positif terhadap penggunaan penilaian berbasis unjuk kerja. kata kunci: penilaian, penilaian berbasis unjuk kerja, pembelajaran bahasa inggris introduction teaching and learning process is an action necessary to accomplish a goal of education. it is the most powerful instrument of education to bring about desired improvement in the students. according to fulcher and davidson (2007:25), teachers usually understand a great deal about the knowledge, abilities and skills of the learners in their classroom without the need to resort to formal tests. over periods of time they have the opportunity to observe learners participate in a wide range of activities and tasks. to measure whether the desired improvement has been achieved, it needs assessment. assessment is an ongoing process of evaluating learners’ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 77 ability or skill after process of teaching and learning. by assessment, learners can get feedback of what they have learnt and they are expected to be able to apply knowledge in their life. therefore, an assessment should be meaningful and can be applied in learners’ real life. in english class, assessment also plays an important role. by assessment, english teachers are able to measure the goals of learning english. according to the facts found, assessment mostly used in english class is traditional assessment (wiyaka, et all: 2013). based on brown (2004: 13), two of traditional assessment’s characteristics are standardized exam and the use of multiple-choice format. meanwhile, o’malley and valdez pierce (1996: 2) state that multiple-choice tests is not authentic since they do not represent activities students typically perform in classrooms. wiyaka, et al (2016:54) also says that multiple choice tests cannot capture what the students are able to do in terms of language use. thus, traditional assessment may not be useful enough to learners’ need because they are demanded to apply knowledge in their real life. in accordance with the problem above, english class needs more alternative assessments to set the goals of learning english. it is supported by permendikbud 66 (2013: 1), curriculum 2013, which is used in indonesia right now, emphasizes the use of authentic assessment. mueller (2005: 2) explains that authentic assessment is a form of assessment in which students are asked to perform real-world tasks that demonstrates meaningful application of essential knowledge and skills. moreover, o’malley and valdez pierce (1996) taken by brown (2004: 255) consider that performance – based assessment to be a subset of authentic assessment. now, senior high schools have already applied curriculum 2013. it means that authentic assessments including performance-based assessments are supposed to have been applied. abedi (2010) from stanford center for opportunity policy in education writes an article about research entitled “performance assessment for english language learners”. this research focuses on the effectiveness of performance assessment for english language learners to improve their academic performance. the research findings state that performance assessments are a powerful alternative. they can engage english language learners in the assessment tasks and more comprehensively demonstrate their knowledge in content-based areas. performance assessment also can contribute to the academic careers of students by informing instruction and supporting higher-quality teaching and learning. such tasks are also instructional, allowing students to actively engage in worthwhile learning activities in the classroom. to add, research entitled “performance and portfolio lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 78 assessment for language minority students” conducted by valdez pierce and j michael o’malley (1992) focuses on describing performance assessment procedures and a portfolio assessment framework for monitoring the language development of language minority students. the result shows to be able to effectively monitor the progress of language minority students, assessment needs to be conducted on an ongoing basis with procedures that promise to yield the most useful information for classroom instruction. while standardized achievement tests cannot provide this type of information, performance-based assessment can. therefore, it needs to find how is the students’ responsess on the use of performance-based assessment to assess their achievement in learning english. this article is trying to discuss the students’ responsess on the use of performance-based assessment applied by the english teachers. authentic assessment the term authentic assessment is well known in line with the implementation of curriculum 2013. permendikbud 66 (2013: 1) declares that curriculum 2013, which is used in indonesia right now, emphasizes the use of authentic assessment. however, “the concept of authenticity has generated quite a ripple in esl/efl classrooms. contrasting perspectives have emerged over the years in reaction to this concept” (joy, 2011: 7). wiggins (1993) taken by muller (2005) explains authentic assessments are “engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. muller (2005: 2) adds authentic assessment is a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. to add, aksu (2012: 7) states that authentic assessment also emphasizes the importance of the teacher’s professional judgment and commitment to enhance student learning. it guides the teaching and learning through the creation of various learning activities carried out by the students during the teaching and learning process which contains character values (yunus, 2012: 174). according to o’malley and valdez pierce (1996: 4), authentic assessment includes: 1. performance-based assessment performance-based assessment consists of any form of assessment in which the students construct a responsess orally or in writing. moreover, it requires students to accomplish complex and significant tasks, while lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 79 bringing to bear prior knowledge, recent learning and relevant skills to solve realistic or authentic problem. 2. portfolios based on valencia (1991) taken by o’malley and valdezpierce (1996: 5), portfolio assessment is a systematic collection of student work that is analyzed to show progress over time with regard to instructional objectives. one of the defining features of portfolio assessment is the involvement of students in selecting samples of their own work to show growth or learning over time. 3. students-self assessment self-assessment is an important process for a students in learning. aryadoust (2012: 1) states that it is a process by which students evaluate their own language competence. according to o’malley and valdez pierce (1996: 5), self-assessment promotes direct involvement in learning and the integration of cognitive ability with motivation and attitude toward learning. it means that the students are given a chance to make some choices, select what learning activities and make a plan of learning. this directs the students to have a challenging activities when they are learning. performance-based assessment performance based assessment is as one of alternatives to measure students’ achievement by asking them to perform their ability in real life situation. for example, to assess students’ reading skill, retelling provides better measurement instead of answering multiple-choice because in a real life, students do not face multiple-choice after reading, but the possible action that they have to do is retelling what they have read. thus, performance assessment is meaningful and can give experience for students that then they can apply in their real life. based on hibbard (1996: 5) in griffith (2012: 2), performance based assessment is an assessment that represents a set of strategies for the application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. this implies that performance based assessments are designed to more closely reflect and to emulate the context or conditions in which the learned knowledge or skill are actually applied. stiggins (1992) has also defined this form of assessment under the name of performance assessment in this way: “performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 80 mastered”. in addition, palm (2008: 4) asserts performance assessment can be viewed as responsess-centered or simulation-centered. responsesscentered definitions focus on the responsess format of the assessment, and simulation centered definitions focus on the observed student performance. it means assessments built up by tasks with any responsess format requiring student-constructed responsess are performance assessment. they require students to produce an answer of a question instead of selecting possible answers such as multiple-choice. meanwhile, simulation-centered can be interpreted as assessments reflecting real life experience. in other words, performance based assessments require students to take part actively in the assessment. o’malley and valdez pierce (1996: 5) assert that some of the characteristics of performance-based assessment are as follow: 1. constructed responsess performance-based assessment requires students to construct a responsess, provide an expanded responsess, engage in a performance, or create a product. 2. higher-order thinking in performance-based assessment, student typically uses higher levels of thinking in constructing responsesss to open-ended questions. 3. authenticity tasks are meaningful, challenging, and engaging activities that mirror good instruction or other real-world contexts where the student is expected to perform. 4. integrative the tasks call for integration of language skills and, in some cases, for integration of knowledge and skills across content areas. 5. process and product procedures and strategies for deriving the correct responsess or for exploring multiple solutions to complex tasks are often assessed as well (as or sometimes instead of) the product or the “correct” answer. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 81 6. depth versus breadth performance assessments provide information in depth about a student’s skills or mastery as contrasted with the breadth of coverage more typical of multiple-choice tests. meanwhile, o’malley and valdez pierce (1996: 5) give the types of performance-based assessment as the following: table 1: types of performance-based assessment assessment description advantages oral interview teacher asks students questions about personal background, activities, reading and interest  informal and relaxed context  conducted over successive days with each student  record observations on an interview guide story or text retelling students retell main ideas or selected details of text experienced through listening or reading  student produces oral report  can be scored on content or language components  scored with rubric or rating scale  can determine reading comprehension, reading strategies writing sample students generate narrative, expository, persuasive or reference paper  student produces written document  can be scored on content or language components  scored with rubric or rating scale  can determine writing processes projects or exhibitions students complete project in content area, working individually or in pairs  students make formal presentation, written report, or both  can observe oral and written products and thinking skills  scored with rubric or rating scale experiments/ students complete  students make oral lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 82 demonstrations experiment or demonstrate use of materials presentation, written report, or both  can observe oral and written products and thinking skills  scored with rubric or rating scale constructedresponsess item students respond in writing to open-ended questions  student produces written report  usually scored on substantive information and thinking skills  scored with rubric or rating scale method since the objective of this study is to find out the students’ responsesss on the use of performance-based assessment applied by the english teachers, this study applied descriptive qualitative research design. the subjects of this research were 30 senior high school students. to collect the data needed, this study used observation and interview as the instrument. the interview would be open interview which explore the students’s responsesss on the use of performance-based assessment. the observation was used to discover performance-based assessments which had already been applied by the english teachers in school. the result of the interview was interpreted to clarify the students’ responsess on the use of performance-based assessment applied by the english teachers. findings and discussion this study was conducted to find out the students’ responsesss on the use of performance-based assessment. the data were gained by doing an observation and interview. the observation was conducted in order to find out performance-based assessments which had already been applied by the english teachers in school. these observation was done in 6 classes, and from the 6 classes the researcher took the students who were as the subject. there were 5 students from each class, so the amount of the subject was 30 students. the first step of the research was conducting the observation. from the observation, the data were obtained as clearly described in the following chart: lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 83 graphic 1: performance-based assessments which had already been applied by the english teachers in school the chart above shows that the types of performance-based assessment which had already been applied by the english teachers were role-plays, writing sample, and retelling. from 6 classes, 3 classes applied role-plays. 2 of 6 classes applied writing sample, and the rest, which was only 1 class, applied retelling. in other words, role-plays was performancebased assessment which was mostly applied by the english teachers in school. according to the data above, the interview was conducted to find out how is the studens’ responsess on the use of performance-based assessment applied. it is clearly defined in the following chart. graphic 2: the students’ responsess on the use of performance-based assessment and traditional assessment 0 1 2 3 category 1 role-plays writing sample retelling 0 5 10 15 20 25 30 the use of performancebased assessment the use of traditional assessment lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 84 from the interview done, the data found is that from 30 students, there are 24 students considered that performance-based assessment can improve their english skills. moreover, they are interested in performancebased assessment. it can be seen from the question in which their answers show that they expect the teacher applies performance-based assessment to assess them. meanwhile, from 30 students, there are only 6 students who are interested in traditional assessment since they regard that traditional assessment is easier that performance-based assessment. they also regard that traditional assessment is not time-consuming to answer. the chart showed that 24 (80%) of the 30 students gave a positive responsess on the use of performance-based assessment. from the question about what the students’ opinion on the use of performance-based assessment. 24 of the 30 students were interested in practicing their english skill, and they were happy since they were not demanded to answer correctly and they regard that performance-based assessment can improve their confidence. blaz (2001) cited by griffith and lim (2012: 3) states that performance-based assessments have several benefits, one of which is that performance-based assessment can increase students’ confidence. it is accordance with the students’ responsess that performance-based assessment can increase their confidence. moreover, in the next question – “in your opinion, could performance-based assessment improve your english skills? why?” 24 of the 30 students considered that performancebased assessment could improve their english skills. meanwhile, there was only 6 (20%) student who was doubtful that performance-based assessments could improve their english skills. furthermore, those 6 students regard that performance-based assessment is more difficult than traditional assessment. however, it was argued by the 24 students who claimed that although traditional assessment is still not enough to activate their english skills. those 6 students also prefer doing multiple choice to practicing their english skill. according to smaldino et al (2000) cited by dikli (2003: 15), traditional assessments often focus on learner’s ability of memorization and recall, which are lower level of cognition skills. all in all, the students’ responsess on the use of performance-based assessments applied by the english teachers was good instead of the use of traditional assessment since they considered that traditional assessments was inadequate to fill their academic needs’. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 85 conclusion based on the discussion of the research findings above, it can be concluded that performance-based assessments which had already been applied were role-plays, writing sample, and retelling. from 6 classes, 3 classes (50%) applied role-plays. moreover, 2 (33,3%) classes applied writing sample, and the rest applied retelling. it means that role-plays was performance-based assessment which was mostly applied by the english teachers. furthermore, the students’ responsess on the use of performancebased assessment was good. almost of the 30 students considered that performance-based assessment can improve their english skills and confidence instead of traditional assessment. 24 of the 30 students also claimed that traditional assessment is still inadequate to activate their english skill. in short, 80% of 30 students gave a positive responsess on the use of performance-based assessment. references abedi, jamal. 2010. performance assessment for english language learners. california: stanford center. avalaible on https://edpolicy.stanford.edu/sites/default/files/events/materials/ 2011-06-linked-learning-performance-based-assessment.pdf (accessed 24 october 2015). aksu atac, b. 2012. foreign language teacher’s attitude toward authentic assessment in language teaching. the journal of language and linguistic studies, vol. 8 no. 2, pp. 7-19. aryadoust, vahid. 2012. reliability of second language listening assessments: implications for pedagogy. eltworld, vol. 4, pp. 116. brown, h. d. 2004. language assessment; principles and classroom practices. usa: longman. dikli, semire. 2003. assessment at a distance: traditional vs. alternative assessments, vol. 2, issn 1303-6521. fulcher, glen and fred davidson. 2007. language testing and assessment. new york: routledge. griffith, w. i. 2012. performance based assessment, vol. 36 no. 1. taken from http://www.mextesol.net/journal/index.php?page=journal&id_arti cle=108.( accessed 4 nov 2015). joy, j. j. l. 2011. the duality of authenticity in elt. the journal of language and linguistic studies, vol. 7 no. 2, pp. 7-23. https://edpolicy.stanford.edu/sites/default/files/events/materials/2011-06-linked-learning-performance-based-assessment.pdf https://edpolicy.stanford.edu/sites/default/files/events/materials/2011-06-linked-learning-performance-based-assessment.pdf http://www.mextesol.net/journal/index.php?page=journal&id_article=108 http://www.mextesol.net/journal/index.php?page=journal&id_article=108 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x efl learners’ responsesss on the use of performance-based assessment entika fani prastikawati doi: https://doi.org/10.26714/lensa.8.1.2018.75-86 86 ministry of education and culture. 2013. peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 66 tahun 2013. jakarta: unplished. mueller, jon. 2005. the authentic assessment toolbox: enhancing student learning through online faculty development, vol. 1 no. 1. avalaible on http://www.google.com/vol1_no1_mueller_001.pdf (accessed 5 dec 2015). mueller, jon. 2012. authentic assessment toolbox. avalaible om http://jfmueller.faculty.noctrl.edu/toolbox.whydoit.htm (accessed 5 december 2015). o’malley, j. m & p. valdez pierce. 1996. authentic assessment for english language language learners. usa: longman. palm, torulf. 2008. performance assessment and authentic assessment: a conceptual analysis of literature, vol. 13 no. 4. issn 1531-7714. taken from http://-pareonline-net/-getvn.asp-?v=13&n=4.pdf. (accessed 17 march 2016). stiggins, r.(1992). high quality classroom assessment: what does it really mean? ncme instructional topics in educational measurement series,module 12, summer. valdes pierce, l. & j. m, o’malley. 1992. performance and portfolio assessment for language minority students, no 9. available on https://www.google.com/academics-education-perfassessmentv2-1.pdf (accessed 24 0ctober 2015). wiyaka, et.al. 2016. alternative assessments for reading in senior high schools: a guide for classroom practices. celt (culture, english language & literature), vol. 6 no. 1, pp. 49-66. yunus, abidin. 2012. model penilaian otentik dalam pembelajaran membaca pemahaman berorientasi pendidikan karakter. jurnal pendidikan karakter tahun 2, no. 2, pp. 164-178. http://www.google.com/vol1_no1_mueller_001.pdf http://jfmueller.faculty.noctrl.edu/toolbox.whydoit.htm http://-pareonline-net/-getvn.asp-?v=13&n=4.pdf https://www.google.com/academics-education-perf-assessmentv2-1.pdf https://www.google.com/academics-education-perf-assessmentv2-1.pdf 48 penguasaan kosakata bahasa inggris pada mahasiswa d3 teknik sipil universitas diponegoro semarang wiwiek sundari 6 abstract this research is aimed at knowing the mastery of english vocabulary of the 2010 d3 of civil engineering student of diponegoro university. to research the objective, the researcher has observed the sum of 30 respondents by giving them tests and questionares to collect data. the tests and questionares include productive and receptive vocabulary. the collected data are grouped and analyzed based on their kids (such as nouns, verbs, adjectives, adverbs, and function words) and they are also analyzed in terms of their usage in various constractions, such as in phrase, clauses, and sentences. i. pendahuluan bahasa inggris merupakan salah satu mata kuliah yang harus ditempuh oleh setiap mahasiswa di universitas diponegoro. sebagai mata kuliah wajib, seluruh mahasiswa yang mengikuti kuliah di universitas diponegoro juga harus mengambil mata kuliah bahasa inggris. salah satu hal yang berkaitan dengan kemampuan berbahasa yakni penguasaan kosakata dari bahasa yang dipelajari. penguasaan kosakata merupakan hal yang mutlak perlu bagi pembelajar bahasa. sebagai pembelajar bahasa inggris, mahasiswa d3 teknik sipil universitas diponegoro juga harus menguasai kosakata bahasa inggris, paling tidak sesuai dengan tingkat kebutuhan mereka. dengan menguasai kosakata bahasa inggris tentu saja sangat menunjang penguasaan bahasa inggris secara keseluruhan. dengan demikian, para mahasiswa dapat mengikuti perkuliahan dengan lancar dan pada akhirnya mereka juga mempunyai peluang yang lebih besar untuk mendapatkan pekerjaan setelah mereka menyelesaikan studinya. untuk mengetahui penguasaan kosakata bahasa inggris pada mahasiswa d3 teknik sipil semester i universitas diponegoro, maka perlu dilakukan penelitian mengenai hal itu. hal ini menarik untuk dilakukan karena penelitian kosakata bahasa inggris belum pernah dilakukan pada mahasiswa fisip undip. selain itu, mengingat bahwa masih banyak sekali buku teks yang dipakai dalam perkuliahan masih tertulis dalam bahasa inggris, sehingga ada kemungkinan mahasiswa akan mengalami kesulitan dalam mengikuti perkuliahan atau memahami materi kuliah yang masih tersaji dalam bahasa inggris. adanya hal tersebut mendorong peneliti untuk mengetahui penguasaan kosakata bahasa inggris pada mahasiswa d3 teknik sipil angkatan 2010 di universitas diponegoro semarang. ii. rumusan masalah dalam penelitian penguasaan kosakata bahasa inggris pada mahasiswa d3 teknik sipil semester i undip ini, peneliti membatasi masalah sebagai berikut. 1. responden penelitian ini adalah mahasiswa d3 teknik sipil undip semester i angkatan 2010. 6 dosen s1 sastra inggris, fakultas ilmu budaya, universitas diponegoro 49 2. penguasaan kosakata yang akan diteliti yaitu menyangkut kosakata bahasa inggris yang digunakan dalam kegiatan berbahasa yang bersifat “receptive”, yakni kegiatan berbahasa seperti membaca dan mendengarkan (reading dan listening) dan kosakata yang digunakan dalam kegiatan berbahasa yang bersifat “productive” seperti menulis dan berbicara (writing dan speaking). 3. masing-masing kosakata akan diteliti berdasarkan jenis kata yakni kata nomina, verba, ajektiva, dan adverb (content words) serta kata tugas (structural words). tujuan penelitian ini adalah untuk mengetahui proporsi atau presentase kosakata yang dikuasai responden sesuai dengan kebutuhan mereka terutama sekali dalam kegiatan proses belajar mengajar yang berkaitan dengan keilmuan mereka. iii. tinjauan pustaka kosakata atau yang dalam bahasa inggris dikenal dengan istilah “vocabulary” merupakan salah satu unsur penting dalam penguasaan suatu bahasa. nation (1989) menggolongkan penguasaan kosakata ini dalam kelompok “language items” bersamasama dengan “pronunciation” dan “grammatical construction”. penguasaan kosakata ini juga tidak kalah penting dibanding penguasaan 4 macam keterampilan berbahasa yang meliputi kemampuan “speaking”, “writing, “reading”, dan “listening”. pandangan bahwa penguasaan kosakata merupakan salah satu aspek yang sangat penting dalam mempelajari bahasa inggris sebagai asing dinyatakan oleh palmer dalam richards dan rodgers (1986:32). hal yang senada juga dinyatakan oleh michael west dalam richards dan rogers (1986:32) bahwa kosakata merupakan komponen yang penting dalam penguasaan bacaan. hal-hal yang sering dijumpai dalam pemakaian kosakata bahasa inggris bermacam-macam. mengenai hal ini wallace (1982:9-13) menyatakan bahwa ada 8 hal yang berkaitan dengan pemakaian kosakata dalam kegiatan berbahasa. hal-hal tersebut adalah: (1) ketidakmampuan untuk menggunakan kosakata yang telah diketahuinya; (2) pemakaian kosakata yang tidak sesuai dengan situasinya; (3) penggunaan kosakata yang tidak sesuai dengan tingkat formalitasnya; (4) penggunaan kosakata yang tidak sesuai dengan tingkat kebutuhannya; (5) penggunaan kosakata dengan cara yang tidak idiomatik; (6) penggunaan kosakata pada kalimat atau ungkapan yang tidak berarti; (7) penggunaan kamus yang salah; dan (8) penggunaan bentuk gramatika yang tidak benar, ejaan, pengucapan atau penekanan. dari delapan poin di atas dapat diketahui bahwa penguasaan kosakata menyangkut berbaai macam ketrampilan. penguasaan kosakata tidak cukup hanya mengetahui satu arti dari suatu kosakata tetapi juga pemakaiannya dalam kalimat atau pengucapannya dalam berbicara. selain itu, termasuk juga di dalamnya pemakaian kosakata yang sesuai dengan situasi, kata yang mengikutinya, ejaannya, tekanannya dan sebagainya. nation (1987) mengatakan bahwa penguasaan kosakata yang berkaitan dengan “receptive use” adalah: 1. kemampuan untuk dapat mengenali suatu kata pada saat mendengar kata tersebut diucapkan atau ketika melihat kata tersebut dalam teks. 2. kemampuan untuk membedakan suatu kata dan kata lainnya walaupun kelihatannya sama serta dapat memutuskan bahwa kata tersebut benar tulisannya atau benar pengucapannya. 50 3. kemampuan untuk meramalkan/menggambarkan pola gramatikal kata tersebut dalam sruktur yang lebih besar atau unsur pembentukan kata tersebut. 4. kemampuan untuk dapat mengerti arti kata tersebut pada saat menemuinya. ini termasuk juga kemampuan untuk menentukan arti yang paling tepat sesuai dengan konteksnya, serta kemampuan untuk dapat menubungkan kata itu dengan kata lainnya yang mempunyai arti sama. sedangkan penguasaan kosakata yang berkaitan dengan “productive use” yaitu kemampuan “receptive use” dan pengembangannya, antara lain: 1. kemampuan untuk dapat mengucapkan kata tersebut, menuliskan serta mengejanya. 2. kemampuan untuk menggunakan kata tersebut dalam pola gramatikal yang benar serta dapat menggunakan kata tersebut dengan kata yang biasa mengikutinya. 3. kemampuan untuk tidak menggunakan kata itu terlalu sering jika kata tersebut termasuk kata yang jarang dipakai (low frequency words) serta kemampuan untuk menggunakan kata tersebut dalam konteks yang tepat. termasuk dalam kemampuan ini adalah kemampuan untuk menggunakan kata tersebut sesuai dengan apa yang dimaksudkannya serta mengetahui kata lain, bila ada, yang dapat menggantikannya. tingkat penguasaan kosakata yang berkaitan dengan “receptive use” biasanya berbeda dengan kosakata yang berkaitan dengan “productive use”. jumlah kosakata yang berkaitan dengan “receptive use” biasanya lebih besar dari jumlah kosakata yang berkaitan dengan “productive use”. iv. pembahasan responden penelitian ini adalah para mahasiswa d3 teknik sipil undip. setelah dilakukan pengamatan, seluruh mahasiswa (30 mahasiswa) dianggap memenui kriteria untuk menjadi responden. data tentang penguasaan kosakata dilakukan dengan cara: 1. yang berkaitan dengan “receptive use” mahasiswa diberi daftar kata yang telah disediakan dan diminta untuk menuliskan arti atau padanannya dalam bahasa inggris atau bahasa indonesia. 2. yang berkaitan dengan “productive use” mahasiswa diminta untuk menuliskan kata yang mereka ketahui serta memuat kalimat berdasarkan kata yang sudah mereka tuliskan. 3. untuk mengeahui faktor-faktor yang menyebabkan kesulitan dalam penguasaan kosakata, responden diberi kuesioner untuk diisi. data yang sudah terkumpul kemudian dianalisis dengan menggunakan metode kualitatif dengan cara: 1. menghitung jumlah kosakata yang mereka kuasai baik yang berkaitan dengan “receptive use” maupun “productive use”. 2. menggolongkan kosakata yang sudah ada berdasarkan jenis kata yang ada dalam bahasa inggris. 3. melihat faktor-faktor apa yang sekiranya mendukung dan menghambat kosakata mereka. dari data yang terkumpul dapat diketahui bahwa penguasaan kosakata dapat digolongkan menjadi 5 macam kosakata yaitu: nomina, verba, ajektiva, adverba, dan kata tugas. sedangkan berdasarkan tingkatannya kosakata yang mereka kuasai 51 dapat digolongkan menjadi 4 macam tingkatan yaitu: kosakata tingkat 1000 kata, 2000 kata, 3000 kata, dan tingkat universitas. a. penguasaan kosakata “productive” kosakata “productive” yakni kosakata yang digunakan dalam kegiatan berbahasa yang bersifat menghasilkan susuatu ujaran atau tuturan berbahasa. kegiatan-kegiatan yang termasuk “productive” yaitu kegiatan berbicara dan menulis. dari data yang terkumpul dapat diketahui bahwa penguasaan kosakata dapat digolongkan menjadi 5 macam kosakata, yaitu: nomina, verba, ajektiva, adverba, dan kata tugas. sedangkan berdasarkan tingkatannya kosakata yang mereka kuasai dapat digolongkan menjadi 4 macam tingkatan, yaitu: kosakata tingkat 1000 kata, 2000 kata, 3000 kata, dan tingkat universitas. dari hasil penelitian, dapat diketahui bahwa penguasaan responden terhadap kosakata menurut jenisnya yang paling banyak adalah kosakata yang berupa nomina dengan jumlah rata-rata seluruh kosakata sebanyak 58,52% dari rata-rata seluruh kosakata sejumlah 170. selanjutnya kosakata yang juga masih banyak dikuasai yaitu kosakata berjenis verba, yaitu sebanyak 53 kosakata atau sekitar 31,24%. sedangkan kosakata ajektiva sejumlah 13 kata atau sekitar 7,68%. adapun jenis kosakata lainnya, yakni adverbia dan kata tugas masing-masing sebanyak 1,96 dan 2,27 kata atau sekitar 1,14% dan 1,30% dari rata-rata keseluruhan kosakata produktif. dari responden sebanyak 30 mahasiswa, 18 responden menguasai kosakata nomina di atas rata-rata, berkisar antara 101 sampai dengan 124. sedangkan 12 orang responden menguasai kosakata di bawah rata-rata, yakni berkisar antara 68 hingga 98. penguasaan tertinggi sebanyak 124 dan terendah sebanyak 68. kemudian penguasaan kosakata verba, 14 responden menguasai kosakata di atas rata-rata yakni 53,16 kata, sedangkan sisanya yaitu 16 responden menguasai sejumlah sama atau kurang dari rata-rata. penguasaan kosakata ini tertinggi sekitar 87 kata dan terendah sebanyak 25 kata yang masing-masing sebesar 43,28% dan 22,73%. penguasaan kosakata ajektiva rata-raa sebesar 13 kata atau sekitar 7,68% dari keseluruhan kosakata, 15 responden mempunyai skor sama atau di atas ratarata, berkisar antara 13 hingga 17 atau sekitar 7,26% hingga 10,83%. selanjutnya penguasaan adverba tidak setiap responden menguasainya. ada 17 responden yang tidak menuliskan adverba dalam daftar kosakata produktif mereka. sedangkan rata-rata penguasaan kosakata adverba sebanyak 2 atau sebesar 1,14% dari keseluruhan kosakata. tiga belas responden menguasai kosakata ini sama atau di atas rata-rata, dan sisanya sebanyak 17 responden mempunyai skor di bawah rata-rata. penguasaan kata tugas oleh para responden rata-rata sebanyak 2,27% kata atau sekitar 1,30%. dilihat dari jumlah responden yang menguasai sebanyak 18 responden yang tidak menuliskan kata tugas pada ksoakata mereka. sebanyak 10 responden menguasai kosakata ini di atas rata-rata dan 20 orang sisanya menguasai sejumlah atau kurang dari rata-rata. 52 bila dilihat secara keseluruhan, penguasaan kata berdasarkan jenisnya oleh responden rata-ratanya sebanyak 170 kata. ada 16 responden yang menguasai di atas jumlah rata-rata yang berkisar antara 171 hingga 208 kata. sejumlah 14 responden sisanya menguasai sejumlah sama atau di bawah rata-rata yakni berkisar antara 110 sampai dengan 169 kosakata. penguasaan kosakata utama yakni nomina, verba, ajektiva, dan adverba oleh responden rata-rata sebanyak 170 kata. sedangkan perbandingan diantara keempat kosakata utama tersebut adalah kosakata nomina mempunyai rata-rata 94 kata atau sebanyak 59,33% dari keseluruhan kata sejumlah 170 kata. kosakata verba mempunyai rata-rata sebanyak 53 kata atau sekitar 31,64%. kosakata ajektiva rata-ratanya sebesar 7,78% atau sama dengan 12 kata, sedangkan kosakata adverba mempunyai rata-rata 2 kata atau sebesar 1,16% dari keseluruhan kosakata utama. selain itu, dari hasil penelitian dapat diketahui bahwa penguasaan responden tentang kosakata berdasarkan pengelompokannya didominasi oleh kosakata tingkat 1000 kata yang jumlah rata-ratanya sebanyak 166 kata atau sebesar 96,11% dari seluruh koaskata. sedangkan kosakata tingkat 2000, 3000 dan tingkat universitas, ketiganya kurang dari 10%. penguasaan kosakata tingkat 2000 jumlah rata-ratanya hanya kurang dari 2 kata, sedangkan tingkat 3000 kata jumlah rata-ratanya hanya 0,13 kata. kosakata tingkat universitas jumlahnya relatif lebih besar dibanding kosakata tingkat 2000 dan 3000, yakni lebih dari 3 kata atau mencapai 1,90%. hal ini memang sangat dimungkinkan mengngat responden adalah mahasiswa yang seringkali berhubungan dengan buku teks berbahasa inggris. sehingga bisa dimengerti apabila penguasaan responden terhadap kosakata tingkat universitas lebih baik dibanding penguasaan responden terhadap kosakata tingkat 2000 dan 3000. dari hasil tersebut, dapat dijelaskan bahwa dari 30 responden yang ada, 17 responden menguasai kosakata tingkat 1000 kata di atas rata-rata yang berkisar antara 96,65% sampai dengan 100%. sedangkan sisanya sebanyak 13 respnden menguasai kurang dari jumlah rata-rata kosakata dengan kisaran antara 71,57% sampai dengan 95,98%. sedangkan penguasaan tingkat 2000 kata yang jumlah rata-ratanya 1,37 kata adalah 10 responden yang menguasainya di atas rata-rata dengan kisaran antara 2 sampai 7 kata. adapun 20 responden sisanya mempunyai skor di bawah rata-rata dengan kisaran antara 0 sampai dengan 1 kata. mengenai penguasaan kosakata tingkat 3000 kata dapat dikatakan bahwa hanya sedikit sekali responden yang menguasai kosakata tingkat ini. ini bisa dilihat dari rendahnya rata-rata kosakata tingkat 3000 yang jumlahnya hanya kurang dari 1 kata. jumlah kosakata yang paling banyak hanyalah 4 kata, bahkan beberapa responden tidak menguasai kosakata tingkat ini. dari hasil penelitian lebih rinci mengenai penguasaan kosakata berdasarkan jenisnya dan juga berdasarkan tingkatannya didapatkan bahwa sebagian besar nomina yang dikuasai oleh responden berupa nomina tingkat 1000 kata. hal ini bisa dilihat dari jumlah rata-rata kosakata tingkat 1000 kata yang mencapai 98 kata atau sebesar 98,72% dari seluruh jumlah kosakata nomina productive sebanyak 99 kata. sedangkan kosakata productive tingkat 2000, 3000 dan universitas, secara bersama-sama jumlahnya kurang dari 3%. 53 mengenai penguasaan kosakata nomina productive sebagaimana tersebut di atas, kosakata nomina tingkat universitas merupakan kosakata yang lebih banyak dikuasai dibanding dengan kosakata tingkat tiga ribu. jumlah rata-rata kosakata nomina tingkat universitas sebanyak 0,37 kata atau sebesar 0,35% dari jumlah rata-rata kosakata nomina productive. dari hasil penelitian didapatkan bahwa, dari 30 responden sebanyak 18 diantaranya menguasai kosakata nomina productive tingkat 1000 kata di atas rata-rata, yakni berkisar antara 98,94% sampai dengan 100%. sedangkan 12 responden sisanya menguasai kosakata ini di bawah ratarata dengan kisaran antara 95,16% sampai dengan 98,55%. penguasaan kosakata nomina productive tingkat 2000 kata dan tingkat 3000 kata prosentasenya jauh di bawah prosentase kosakata tingkat 1000 kata yang jumlahnya keduanya kurang dari 3% dari keseluruhan kosakata nomina productive. selanjutnya, dari hasil penelitian dapat diketahui bahwa penguasaan responden terhadap kosakata verba productive di dominasi oleh kosakata verba tingkat 1000 kata yang prosentase rata-ratanya mencapai 89,32% dari kosakata verba sejumlah 48 kata. sedangkan kosakata verba productive tingkat 2000 dan tingkat universitas keduanya berjumlah kurang dari 11%. dari hasil penelitian dapat diketahui bahwa kosakata verba productive tingkat 3000 kata tidak dijumpai. bila dilihat lebih jauh kosakata verba productive yang dikuasai responden di atas rata-rata sebanyak 16 responden, sedangkan 14 responden lainnya menguasai kosakata tersebut di bawah rata-rata. kisaran di atas rata-rata mulai dari 91,04% sampai dengan 100% sedangkan kisaran di bawah rata-rata berkisar antara 0% sampai dengan 89,18%. dari tabel di atas dapat dilihat bahwa penguasaan responden terhadap kosakata ajektiva productive pada penelitian ini juga didominasi oleh kosakata ajektiva tingkat 1000 kata. ini terbukti dari tingginya jumlah rata-rata kosakata verba tingkat 1000 kata yang mencapai 11,86 kata dari rata-rata jumlah kosakata verba untuk semua tingkatan yang jumlahnya 13 kata. ini juga berarti bahwa penguasaan kosakata ajektiva diluar tingkat 1000 kata sangatlah sedikit. kosakata adjectiva tingkat lainnya adalah kosakata tingkat universitas yang rata-ratanya berjumlah sebesar kurang dari satu kata. hasil penelitian tentang penguasaan adverba productive oleh responden tidak sebaik penguasaan mereka terhadap ketiga jenis kosakata lainnya yaitu nomina, verba, dan ajektiva. ini terbukti dengan tidak dijumpainya kosakata adverba pada tingkat 2000 dan 3000 kata. hal lain yang bisa diketahui dari hasil penelitian bahwa tidak semua responden menguasai kosakata adverba productive tingkat 1000 kata. dengan kata lain hanya kosakata adverba tingkat 1000 kata dan tingkat univeristas saja yang sebagian besar dikuasai oleh responden. dari jumlah rata-rata kosakata adverba memang jumlahnya paling sedikit yaitu sebanyak 2 kata sehingga tidaklah mengherankan apabila prosentase untuk semua tingkatan juga rendah. selain itu juga didapatkan bahwa untuk kosakata adverba tingkat 1000 kata mempunyai rata-rata sebanyak 1,70 kata. sebanyak 12 responden menguasai kosakata adverba 1000 kata di atas rata-rata yang berkisar antara 2 sampai dengan 8 kata. sedangkan 18 responden sisanya menguasai kurang dari rata-rata dengan kisaran antara 0 sampai dengan 1 kata. 54 hasil penelitian mengenai perbandingan antara jumlah kosakata dan kalimat yang benar dapat diketahui hal-hal sebagai berikut: 1. perbandingan antara jumlah kosa kata yang diketahui dengan umlah penggunaannya dalam kalimat sangatlah kecil yakni kurang dari 6%. dari 30 responden hanya ada 13 yang prosentasenya di atas 5,46%, sedangkan sisanya sebanyak 17 responden mempunyai kemampuan untuk menggunakan kosakata itu dalam kalimat kurang dari 5,46%. 2. jumlah antara kalimat yang ditulis dnegan kalimat yang benar tidaklah merata. sebanyak 15 responden dapat menulis kalimat yang benar di atas 61,44%, sedangkan 15 responden sisanya kurang dari 61,44%. dengan kata lain dalam menuliskan kalimat, resonden atau sebagian responden masih membuat kesalahan yang relatif besar, karena masih banyaknya responden yang perbandingan antara kalimat yang benar dan kalimat yang salah masih ada yang di atas 50%. b. penguasaan kosakata “receptive” yang dimaksud dengan penguasaan kosakata “receptive” yakni penguasaan kosakata yang dalam penggunaannya dilakukan dalam kegiatan berbahasa yang sifatnya menerima, atau dengan kata lain kosakata tersebut dipakai dalam kegiatan berbahasa seperti membaca atau mendengarkan, mengingat terbatasnya waktu, maka untuk mengetahui pengusaan kosakata “receptive” oleh para responden hanya dilakukan dengan satu kegiatan yakni membaca. sebagaimana disebutkan di atas, untuk mengetahui penguasaan kosakata ini responden di beri daftar kosakata. daftar kosakata “receptive” ini dibagi menjadi dua yakni: (1) kosakata tingkat 1000 kata; dan (2) kosakata tingkat universitas (kosakata yang digunakan dalam lingkup pendidikan tinggi). untuk mengetahui penguasaan kosakata secara lebih mendetail, kedua macam kosakata (tingkat 1000 kata dan tingkat universitas) terdiri dari 4 jenis kata utama yakni nomina, verba, ajektiva, dan adverba. penguasaan responden terhadap kosakata tingkat 1000 kata rata-rata sebesar 52,93%. proses tersebut yang paling tinggi yakni 87% dan penguasaan paling rendah yakni 27%. dari keseluruhan responden ada 14 orang yang penguasaannya di atas rata-rata 52,93%. ini berarti lebih dari 50% responden menguasai kosakata di atas rata-rata dan yang di bawah rata-rata adalah 16 responden atau 53% responden yang menguasai kosakata “receptive” di bawah skor rata-rata. penguasaan kosakata “receptive” tingkat 1000 kata oleh responden masih dianggap kurang memuaskan karena penguasaan yang rata-rata hanya 52,93% dianggap masih terlalu banyak yang belum dikuasai yaitu 47,07% sehingga dari penelitian diperoleh hasil atau menunjukkan bahwa penguaasaan kosakata “receptive” tinggal 1000 kata perlu ditingkatkan dalam pengajaran bahasa inggris di tingkat perguruan tinggi mengingat masih cukup banyak teks yang masih menggunakan bahasa inggris. untuk jenis kata nomina penguasaan rata-rata yang diperoleh para responden sebesar 34. dari angka tersebut 14 orang responden mempunyai penguasaan di atas rata-rata. sedangkan penulisan jenis kata nomina yang tertinggi sebesar 49 buah dari 62 jenis kata yang ditulis atau 79,03%. sedangkan 55 prosentase terendah adalah 59,26% karena jumlah nomina yang ditulis 16 kata dari 27 buah kata. pada jenis kata verba angka penguasaan rata-rata yang diperoleh sebesar 14 kata dengan 15 orang memperoleh angka di atas rata-rata dan 15 orang di bawah rata-rata. dari keseluruhan jenis kata, prosentase verba tertinggi sebesar 27,59% dengan penulisan sebanyak 24 verba dari 87 kata yang ditulis. sedangkan prosentase terendah adalah 10,87% atau 5 buah verba dari 46 buah kata. angka penguasaan rata-rata untuk ajektiva diketahui sebesar 6 kata dengan 15 orang memperoleh angka di atas rata-rata serta 15 orang di bawah rata-rata. adapun prosentase tertinggi yang diperoleh sebesar 13,33% atau 10 buah ajektiva dari 75 kata, dan prosentase terendah adalah 3,77%. hasil yang diperoleh dari penulisan adverba sebesar 3 kata dengan 8 orang mendapatkan angka di atas rata-rata dan 22 orang di bawah rata-rata. prosentase penulisan adverba tertinggi adalah 11,11% atau 3 adverba dari 27 kata, sedangkan prosentase terendah sebesar 2,99% atau 2 adverba dari 67 kata. berdasarkan hasil penelitian pada mahasiswa d3 teknik sipil undip dapat diketahui bahwa prosentase penulisan yang terbesar adalah pada penulisan jenis kata nomina yakni sebesar 63,99%, disusul kemudian verba yaitu sebanyak 17,59% dan berikutnya adalah ajektiva sebanyak 12,00% serta adverba sebesar 6,42%. jumlah kata tertinggi yang diperoleh sebanyak 24 buah atau 53,33% dan yang terendah 18 buah kata atau 31,11%. dari tabel tersebut juga dapat diketahui bahwa 14 responden mempunyai prosentase di atas rata-rata dengan kisaran antara 44,44% sampai dengan 53,33%. sedangkan 16 responden sisanya menguasai di bawah prosentase rata-rata yang berkisar antara 31,11 sampai dengan 43,33. hal ini menunjukkan bahwa sebagian besar dari responden menguasai kurang dari 50% dari kata yang disediakan didalam daftar kata. hasil penelitian mengenai penguasaan kosakata responden mengenai kosakata tingkat universitas dapat diketahui hal-hal sebagai berikut: 1. penguasaan kosa kata tingkat universitas berdasarkan jenisnya yang mempunyai prosentasi tertinggi adalah jenis nomina dengan prosentasi sebesar 51,41%. 2. penguasaan kosa kata jenis lainnya yang nomor dua adalah ajektiva dengan prosentase sebesar 29,64%. 3. penguasaan kosa kata yang paling sedikit adalah berjenis verba dengan prosentase 18,80%. hasil penelitian mengenai kosakata yang kurang diketahui, didapatkan ternyata masih ada satu kosakata tingkat 1000 kata yang tidak diketahui oleh responden atau sebanyak 1% dari sampel sebanyak 100 kata. selain itu juga masih ada beberapa kata yang kurang diketahui oleh responden. dengan demikian hal ini juga menunjukkan bahwa tidak semua kosakata tingkat 1000 kata diketahui dengan baik oleh seluruh responden. oleh karena itu pemberian kosakata tertentu dari tingkat 1000 kata juga masih perlu dilakukan. selain itu, masih ditemui kosakata “receptive” tingkat universitas yang tidak dikenali oleh seluruh responden, yakni sebanyak lima kata atau sebesar 11,11% dari sejumlah sampel sebanyak 45 kosakata. 56 apabila dibandingkan dengan kosakata “receptive” tingkat 1000 kata maka jumlah responden yang tidak mengenal kosakata tingkat universitas ini lebih besar. hal semacam ini tentu saja bisa dimaklumi karena memang tidak semua kosakata yang ada dalam daftar tingkat universitas ini berkaitan dengan ilmu yang dipelajari oleh responden. sehingga memang bisa dimaklumi apabila kosakata tingkat ini tidak seluruhnya dikuasai oleh responden. berdasarkan kuesioner yang diberikan kepada responden ada faktor yang mendorong responden untuk mempermudah dalam mempelajari dengan mudah, pada garis besarnya ada dua faktor utama yang mendorong responden dalam mempelajari kosakata baik untuk tujuan “receptive” maupun untuk tujuan “productive”. kedua faktor tersebut adalah: 1. faktor dari dalam yang termasuk faktor pendukung responden dalam mempelajari kosakata adalah faktor dari dalam diri pembelajar. faktor yang termasuk kategori ini misalnya motivasi dan minat yang dimiliki oleh responden. rasa ingin tahu yang besar akan mendorong responden untuk mempelajari kosakata lebih baik. 2. faktor dari luar yang termasuk faktor dari luar yang mendukung responden dalam mempelajari kosakata adalah: a. faktor lingkungan keluarga. ada sebagian responden yang memang dalam lingkungan keluarga sudah gemar atau berminat untuk mempelajari bahasa inggris. b. faktor lingkungan di luar keluarga. yang termasuk faktor ini adalah adanya teman atau kelompok lain yang berminat untuk mempelajari bahasa inggris yang tentu saja juga meliputi kosakatanya. adanya kelompok peminat bahasa yang ada di sekitar lingkungan responden juga akan mendorong responden untuk mempelajari bahasa inggris. yang termasuk faktor di luar lingkungan keluarga yaitu lingkungan di sekolah. ada beberapa responden yang di sekolah asal ketika masih di sekolah lanjutan atas yang menyelenggarakan semacam kegiatan yang berkaitan dengan latihan berbahasa inggris. dan juga ada faktor yang berkaitan dengan fasilitas, misalnya televisi dengan program berbahasa inggris, juga radio asing seperti bbc, abc, dan voa, dan bahkan juga ada yang berlangganan majalah berbahasa inggris yang diterbitkan di semarang, majalah berbahasa inggris “hello”. beberapa responden juga kadang-kadang membaca koran berbahasa inggris yang terbit di jakarta seperti “the jakarta post” dan “ the indonesian observer”. v. simpulan dari penelitian mengenai kosakata bahasa inggris pada mahasiswa d3 teknik sipil semester i universitas diponegoro angkatan 2010 dapat disimpulkan hal-hal sebagai berikut: 1. penguasaan kosakata berdasarkan jenisnya secara berurutan dari yang terbanyak dikuasai sampai dengan yang tersedikit adalah kosakata nomina, 57 verba, ajektiva, dan adverba. ini berlaku untuk dua macam kosakata berdasarkan pemakaiannya yakni kosakata “receptive” dan “productive”. 2. penguasaan responden terhadap kosa kata “receptive” berbeda dengan penguasaan kosakata “productive”. untuk kosakata tingkat 1000 kata, penguasaan responden tentang kosakata “receptive” prosentasinya lebih besar daripada kosakata “productive”. 3. berdasarkan tingkatannya,penguasaan kosa kata tingkat 1000 kata lebih banyak dikuasai daripada ketiga tingkatan lainnya, yakni tingkat 2000, 3000, dan tingkat universitas. ini verlaku tidak hanya untuk kosakata “productive” tapi juga untuk kosakata “receptive”, dengan urutan terbanyak tingkat 1000 kata, tingkat universitas, tingkat 2000, dan yang terakhir tingkat 3000 kata. 4. penguasaan responden tentang penggunaan kosa kata dalam kalimat ternyata sedikit sekali dibandingkan dengan penguasaan responden tentang kosakata yang mereka kuasai. 5. faktor lingkungan ternyata juga berpengaruh terhadap pembelajaran kosakata baru, disamping tentu saja faktor dari dalam seperti minat dan bakat. adanya fasilitas penunjang seperti bacaan dan media informasi lainnya juga sedikit banyak berperan dalam pengembangan kosakata bahasa inggris. daftar pustaka fowler, w.s. 1987. the right word. london: thomas nelon and son ltd. nation, i.s.p. 1984. vocabulary lists: words, affixes and stems. new zealand: english languageinstitute vuw. ___________. 1987. teaching and learning vocabulary. new zealand: english languageinstitute vuw. ___________. 1989. language teaching techniques. new zealand: english languageinstitute vuw. palmer, h.e. 1923. the oral method of teaching languages. cambridge: heffer. richards, j.c. and t.s. rodgers. 1986. approches and methods in language teaching. cumbridge: cup. stern, h.h. 1983. fundamental concepts of language teaching. oxford: oup. wallace, m.j. 1982. teachig vocabulary. london: elbs heinemann education books. west, m. 1953. a general service list of english words. london: longman. page 1 page 2 page 1 page 2 56 abstract subject matter with sociological approach in a literary study is very well-connected to the theme and social message. meanwhile, when discussing about character with the same approach it usually talks about studies on race, class or gender. social theories that can be used include feminism, marxism, postcolonialism and some others. in connection to that, postcolonial theory is used in this study in order to analyse the subject matter and characters in „waiting for the barbarians‟, the object of this study. waiting for the barbarians is a novel written by john maxwell coetzee, a south american author. keywords: subject matter, characters, postcolonial pendahuluan berdasarkan sejarahnya, teori post-kolonial lahir bermula sebagai reaksi dan resistensi kolonialisme barat terhadap dunia timur. pada perkembangannya, studi postkolonial melebar luar mengembangkan model relasi kuasa antara dominan dan subordinat; penjajah dan terjajah; atau di dalam konsepsi orientalisme, relasi antara occident dan orient. ashcroft dan ahluwalia (2001: 14-15) menguraikan bahwa pokok pembahasan dalam teori postkolonial berkembang sangat luas diantaranya meliputi investigasi dan pengembangan proporsi mengenai dampakdampak kultural dan politis sebagai akibat dari penaklukan bangsa eropa terhadap masyarakat masyarakat yang didudukinya sekaligus juga penelitian terhadap respon-respon yang muncul dari yang terjajah. istilah “post” dalam konteks ini berarti “setelah kolonialisasi dimulai”, bukan “setelah kolonisasi berakhir. ini karena berjuangan kultural antara imperium dan masyarakat yang didominasi berlangsung dan berlanjut hingga saat ini. ranah studi postkolonial tidak bisa lepas dari persoalan relasi kuasa antara pihak dominan dan pihak subordinat. di dalam konteks postkolonialisme, pihak dominan adalah barat, kolonialis, imperialis, dan occident; sedangkan pihak subordinat diposisikan sebagai pihak non-barat, bangsa pribumi,bangsa dunia ke-3, dan dalam pengertian yang lebih luas yaitu semua pihak yang tidak sejalan dengan ideologi dari barat atau ideologi dominan. heri dwi santoso1 1 pengajar di akademi bahasa asing harapan bangsa surakarta backup.plan typewritten text kajian pokok dan tokoh dalam novel waiting for the barbarians karya john maxwell coetzee 57 persoalan relasi kuasa secara sistematis berdampak pada dominasi, penguasaan, pendudukan, penghegemonian ideologi, dalam taraf selanjutnya, penindasan baik yang bersifat ideologis maupun fisik. salah satu efek yang tidak bisa dihindari dari proses ini adalah terciptanya marjinalitas sebagai hasil dari alienasi oleh kubu-kubu dominan, dalam hal ini imperial barat, sebagai reaksi atas upaya upaya pendobrakan ideologi yang sudah menjadi “master-discourse” di dalam sebuah masyarakat kolonial. novel waiting for the barbarians merupakan penggambaran tentang tokoh aku, seorang hakim di frontier, kota perbatasan di sebuah wilayah koloni tak bernama dari sebuah empire, kerajaan kolonial yang merasa terusik dan terganggu sikap paranoia berlebihan dari yang ditunjukkan oleh kerajaan atas berkembangnya isu-isu mengenai rencana serangan besar-besaran bangsa barbar ke wilayah frontier yang tidak pernah bisa dibuktikan kebenarannya. paranoia yang direpresentasikan dalam bentuk kebijakan investigasi represif, penyiksaan, dan pembunuhan orang orang barbar menyiksa hati nurani tokoh aku. pada saat yang beriringan, hubungan yang berawal dari rasa iba tokoh aku, meski posisinya sebagai aparat kolonial, terhadap seorang gadis barbar korban penyiksaan sadis pasukan kerajaan dianggap sebagai bentuk persekongkolan terhadap bangsa barbar sehingga tokoh aku teralienasi dari lingkungannya, di siksa dan diabaikan menjadikannya sosok marjinal yang tidak memiliki tempat di dalam masyarakatnya. dalam penelitian ini, penulis akan meneliti permasalahan yang penulis temukan setelah membaca karya ini yaitu marjianalisasi tokoh aku oleh kolonial sebagai dampak akhir dari perbenturan ideologi tokoh aku dengan ideologi represif pemerintahan represif empire dalam cerminan tokoh kolonel joll. pokok permasalahan dan tema dari perspektif postkolonial, pokok permasalahan dalam novel waiting for the barbarians karya john maxwell coetzee adalah kritik terhadap kebijakan represi pemerintahan kolonial. tema dari novel ini adalah bahwa kritik yang dilakukan terhadap sistem represif berdampak nyata pada penindasan dan marjinalisasi pihak pihak yang melakukan perlawanan. pokok permasalahan dapat dilihat dari latar dan konflik sebagai dua unsur penting di dalam novel. latar analisis latar sangat penting dalam penelitian postkolonial. latar memiliki peran yang vital untuk menunjukkan relasi sosial di dalam masyarakat postkolonial. latar juga berpengaruh besar dalam melihat kondisi sosial masyarakat yang digambarkan di dalam sebuah kisahan. latar tempat di dalam novel waiting for the barbarians adalah frontier. 58 frontier sebagai elemen penting bagi kedaulatan kolonial frontier adalah wilayah perbatasan yang merupakan bagian penting bagi empire atau kerajaan, sebuah wilayah koloni dari kerajaan kolonial barat / kulit putih yang tidak dijelaskan dengan nama. frontier merupakan simbol kedaulatan kerajaan kolonial sehingga setiap persoalan sekecil apapun yang melibatkan kawasan ini menjadi sebuah isu penting yang haruse segera ditangani. frontier berwujud sebuah kota kecil yang dihuni oleh warga koloni kulit putih—sebuah kota dalam salah satu provinsi dari kerajaan yang berbatasan langsung dengan daerah pedalaman di luar kekuasaan kerajaan yang dihuni oleh suku-suku asli— dan ada beberapa bagian dalam porsi yang kecil dan terpotong-potong, cerita berlatar di luar kawasan perbatasan. karakteristik afrika di era-pra modern sebagai latar kolonial bagian awal cerita berlatar di kantor tokoh aku di kota perbatasan dimana tokoh aku kedatangan kolonel joll beserta staf biro ketiga lainnya sebagai kekuatan darurat. latar berpindah di daerah di luar kekuasaan koloni dari satu pemukiman suku ke pemukiman suku lainnya ketika biro ketiga melakukan ekspedisi untuk menangkap para penduduk barbar yang dicurigai. setelah ekspedisi yang diikuti oleh tokoh aku latar hampir sepenuhnya berada di kota perbatasan. pada ketiga, setting tempat didominasi oleh wilayah-wilayah di luar perbatasan dengan diawali dengan perjalanan keluar menuju batas luar wilayah kerajaan melewati lahan-lahan pertanian dan gurun pasir yang sangat luas dengan alam yang sangat berat: “two miles due to south of the town a cluster of dunes stands out from the flat sandy landscape”. saat itu tokoh aku dengan beberapa pasukan mengantarkan si gadis barbar kembali ke suku asalnya. setelah itu keseluruhan latar bertempat di kota perbatasan, terutama di lokasi barak. secara umum tidak ada penyebutan nama tempat yang pasti sebagai identitas tempat tempat yang digambarkan. namun karakteristik wilayah yang digambarkan sangat menyerupai daerah afrika bagian selatan. daerah yang digambarkan merupakan daerah dengan empat musim yang merupakan ciri wilayah sub tropis. hal ini ditunjukkan pada kalimat “the winter has settled in” (coetzee, 1980: 37). waktu dalam novel waiting for the barbarians tidak digambarkan dengan pasti. namun, rezim kolonial dan cerita-cerita yang menggambarkan perlakuanperlakuan kolonial untuk menerapkan hukum yang berlaku di kerajaan menggambarkan bahwa cerita dalam novel waiting for the barbarians berada dalam rentang waktu di era penjajahan yaitu sekitar abad ke-18, yaitu ketika bubuk mesiu telah ditemukan karena telah ada penggunaan senjata api dalam di cerita. hal ini diperkuat dengan salah satu bagian cerita tepat di bagian permulaan ketika tokoh aku mendeskripsikan sebuah kacamata hitam (sun-glasess) yang dikenakan oleh kolonel joll 2 . 2 menurut sumber sejarah, sun-glasses ditemukan pada pertengahan abad ke-18. 59 i have never seen anything like it: two little discs of glass suspended in front of his eyes in loops of wire. is he blind? i could understand it if he wanted to hide his blind eyes. but he is not blind. the discs are dark, they look opaque from the outside, but he can see through them. he tells me thay are a new invention. “they protect one‟s eyes against the glare of the sun. he says.... (coetzee, 1980: 1) karakteristik latar sosial masyarakat kolonial pelukisan latar sosial bertolak dari deskripsi tokoh aku merupakan pria dari kalangan menengah yang bertugas sebagai hakim di kota perbatasan. kehidupan di sekitarnya adalah kehidupan yang dilandasi dengan nilai-nilai keberadaban ala barat dengan segala kemudahan hidup yang tersedia. rutinitasnya adalah menarik pajak, tanah-tanah masyarakat, memastikan persediaan pangan garnisun, mengawasi petugas-petugas junior, staf yang hanya dimiliki kota tersebut, mengawasi perdagangan, serta memimpin persidangan dua kali seminggu. oleh karena itu ia juga terbiasa berinteraksi dengan penduduk suku pribumi yang menjalankan rutinitas berdagang dengan penduduk koloni sehingga tokoh aku juga menguasai bahasa kaum pribumi. keadaan sosial pada masa-masa sebelumnya sangat damai sebelum adanya isu penyerangan bangsa barbar yang mengakibatkan biro ketiga datang dan menetapkan kota perbatasan tempat tokoh aku bekerja dalam keadaan darurat. kerajaan menerapkan sistem represif untuk menggantikan pemerintahan sipil di frontier. latar sosial ini merupakan penggambaran kondisi masyarakat di dalam novel. kondisi sosial di dalam novel mengindikasi sebuah dominasi kekuasaan kolonial di dalam wilayah koloni dan sekitarnya. latar sosial ini memperlihatkan relasi yang hirarkis antara pribumi dan koloni. dominasi kolonial di dalam relasi yang tidak seimbang dan disertai represi pihak dominan menjadi pokok permasalahan yang dikembangkan di dalam cerita. konflik sebagai konsekuensi perlawanan tokoh aku ambivalensi sikap dan pemikiran tokoh aku tokoh aku berada pada posisi yang paradoks karena sebagai hakim (magistrate) di frontier, tokoh yang merupakan bagian dari sistem kolonial empire, ia harus taat pada sistem kolonial, namun di sisi lain, hati nurani menolak sistem baru yang represif yang diterapkan empire di kota perbatasan tempat dia berada melalui biro ketiga yang dipimpin oleh kolonel joll. hal tersebut terjadi sejak biro ketiga datang pertama kali ke frontier dan langsung mengambil alih kekuasaan di kota perbatasan dan menempatkan tokoh aku sebagai bawahannya dan harus tunduk dengan peraturan dan kebijakan baru yang diterapkan biro ketiga sebagai utusan dari empire. kebijakan baru yang diterapkan sangat erat dengan 60 kekerasan dan penindasan yang sebagian besar dialamatkan kepada para penduduk pribumi yang dianggap bersalah. akibatnya adalah sempat muncul ambivalensi pemikiran atau pemikiran yang mendua dalam diri tokoh aku. dalam novel waiting for the barbarians, ambivalensi pemikiran dalam diri dang hakim timbul dalam kaitan dengan kewajibannya dalam mematuhi peraturan dan menjalankan tugas bagian dari aparatus negara dalam sistem pemerintahan ko lonial yang dikuasai oleh empire dengan mengikuti perkataan hati nuraninya yang pada dasarnya tidak sesuai dengan apa yang harus dan telah ia kerjakan untuk mendukung praktik-praktik kolonialisme dan imperialisme yang kejam dan munculnya keinginan untuk memberontak terhadap kekuasaan kolonial yang ada pada saat itu. status kepemerintahan tokoh aku di kota perbatasan (frontier) membuatnya harus terbentur antara ketaatan dan pelanggaran melawan hukum : dia mempraktikkan peradilan praktis (practical justice). ketika biro ketiga datang, perannya menjadi ambigu dan kemudian menjadi tidak relevan dengan “status darurat” yang diterapkan mengantisipasi ancaman suku barbar. tetapi seketika setelah kepergian pertama kolonel joll dari kota persebut, the rule of the law berada di bawah yuridiksi tokoh aku. pada konteks ini, hal tersebut menjadi berguna untuk menerapkan dan menguji pandangan-pandangan tokoh aku terhadap segala seuatu yang menyusun sebuah “cerita lama”. cerita adalah penggambaran tokoh aku terhadap pola hidup dan praktik-praktik ada di masyarakat pada suatu masa. cerita lama sendiri merupakan istilah yang digunakan tokoh aku untuk menggambarkan pola dan praktik kolonial yang sudah berlangsung begitu lama. yuridiksi tokoh aku ia gunakan pula sebagai bentuk klaim terhadap tekanan hidup di dalam sebuah tanah yang terbagibagi. pada bagian awal cerita, tokoh aku berusaha untuk membedakan dirinya dari metode-metode dan teknik-teknik kerajaan dengan berbagai hal yang memalukan dirinya. perpisahan pertama dengan kolonel joll mengingatkan dirinya bahwa: throughout a trying period he and i have managed to behave towards each other like civilized people. all my life i have believed in civilized behaviour: on this occasion, however, i cannot deny it, the memory leaves me sick with myself (coetzee, 1980: 24) horor atau kengerian atas operasi kilat (magic operation) yang dilakukan kolonel joll dan pasukannya melahirkan pemikiran dalam diri tokoh aku bahwa ia berusaha terlepas turut campur atau terlibat dalam setiap praktik-praktik kerajaan. but that will not be my way...i struggle on with the old story, hoping that before it is finished it will reveal to me why it was that i thought it worth the trouble. (coetzee, 1980: 24-25) ada banyak benturan ideologi antara dirinya dengan kerajaan. ketika tokoh aku hendak mengantarkan si gadis barbar kembali ke sukunya, tokoh aku menulis dua surat untuk dikirimkan ke pemerintah provinsi. surat pertama yang berhasil dengan mudah ia tuliskan yang berisi laporan : “to repair some of the 61 damage wrought by the forays of the third bureau...and to restore some of the goodwill that previously excited”, namun ia memikirkan apakah yang harus ia tuliskan pada surat kedua mengenai laporan yang ia kumpulkan bertahun-tahun. “a testament?a memoir? a confession? a history of thirty years on the frontier? all that day i sit in a trance at my desk staring at the empty white paper, waiting for words to come. a second day passes in the same way. on the third day i surrender, put the paper back in the drawer, and make preparations to leave. (coetzee, 1980: 57-58) tokoh aku bingung untuk membuat laporan mengenai keadaan pada saat itu yang jelas sangat kontras dengan keadaan terdahulu yang ia laporkan. sebagai seorang yang bekerja di bawah sistem hukum dan pemerintahan kolonial, ia seharusnya patuh dan melaksanakan semua peraturan kerajaan. namun hatin nuraninya mengakibatkan tokoh aku memutuskan untuk membebaskan tahanan kolonel joll,“...a hopeless little knot in the corner of the yard, nomads and fisherfolk together, sick, famished, damaged, terrified. kemudian tokoh aku mengatakan: it would be best if this obscure chapter of history of the world were terminated at once, if these ugly people were terminated at once, if these ugly people were obliterated from the face of the earth and ww swore to make a new start, to run an empire in which there would be no more injustice, no more pain. it would cost little to march them out into the desert (having put a meal in them first, perhaps, to make them to lie in (or even to dig it for them!), and, leaving the buried there forever and forever, to come back to the walled town full of new intentions, new resolutions. (coetzee, 1980: 24-25) pemberontakan visi tokoh aku menolak untuk melakukan metode-metode represif seperti yang dipraktikkan biro ketiga. ketidakberdayaan tokoh aku dialihkan kepada usahausaha lain yaitu dalam kaitannya dengan seorang gadis barbar yang luka parah dan tertinggal oleh kelompoknya setelah penyiksaan dalam interogasi yang dipimpin oleh kolonel joll. motif-motifnya cenderung merupakan pembalikan dari tindakantindakan represi yang dilakukan empire. ada beberapa hal yang dilakukan oleh tokoh aku diantaranya sebagai berikut: 1. pemulihan si gadis barbar bagian pertama dari novel waiting for the barbarians berfokus pada hubungan antara tokoh aku dengan si gadis barbar; seorang gadis dari suku barbar yang engkel kaki kirinya patah dan pandangannya terbatas pada titik dimana ia hanya bisa melihat bentuk tanpa rupa dan hanya garis-garis tepi dari bentuk tersebut yang bisa dilihat akibat dari interogasi yang dilakukan biro ketiga. tokoh aku terlihat kabur di mata si gadis. usaha tokoh aku dengan menggunakan si media tubuh si gadis adalah untuk menunjukkan kekejian dan kebrutalan kolonel joll. dengan menggunakan si gadis sebagai dalam ritual penyembuhan, tokoh aku mengeksplorasi bagian-bagian yang terluka dan cacat akibat dari penyiksaan yang 62 kejam yang dilakukan biro ketiga. ritual penyembuhan juga dilakukan sebagai simbol penebusan dosa atas apa yang telah disiksakan kolonel joll kepada si gadis. tokoh aku memandikan dan meminyaki kaki dan paha si gadis,memeluki bagianbagian tubuh yang patah dan bergerak di balik tulang-tulang yang patah dengan keintiman yang tidak bisa ditolak oleh si gadis barbar. meski begitu, pada awalnya keintiman tersebut tidak ditujukan untuk menggauli. ritual tersebut bertujuan sebagai media pelarian atas ketidakmampuan tokoh aku melakukan perlawanan terhadap kerajaan. tokoh aku menyadari bahwa di balik ritual penyembuhan dan penebusan dosa, ritual-ritual tadi menciptakan sebuah hasrat untuk memiliki dan tidak ingin melepaskan si gadis. “it has been growing more and more clear to me that until the marks on this girl‟s body are dechipered and understood i cannot let go of her. (coetzee, 1980: 31) tokoh aku juga menyadari bahwa seiring dengan interogasi biro ketiga, ritual penyembuhan oleh tokoh aku akan terus-menerus berlanjut dan tidak akan berhenti sebagai perlawanan terhadap penyiksaan yang dilakukan oleh pemerintah kerajaan. sesuai dengan pandangan tokoh aku bahwa bantuan rohani (ministration) yang diberikan terhadap si gadis barbar adalah sebanding dengan interogasi imperial dan penyiksaan adalah sebanding dengan ritual penyembuhan, tokoh aku juga mencoba memulihkan sebelum ia disiksa. hasrat untuk melihat si gadis barbar seperti keadaan sebelum penyiksaan diperkuat dengan refleksi atau bayangan-bayangan tokoh aku bukan pada kematian ayah dari si gadis barbar namun refleksi lenyapnya figur dirinya sebagai seorang ayah: all i see is a figure named‟ father‟ that could be the figure of any father who knows a child is being beaten whom he cannot protect. to someone he loves he cannot fulfil his duty. for this he knows he is never forgiven. this knowledge of fathers, this knowledge of condemnation, is more than he can bear. no wonder he wanted to day. i gave the girl my protection, offering in my equivocal way to be her father. but i came too late, after she had ceased to believed in fathers...thereafter she was no longer fully human, sister to all of us. certain sympathies died, certain movements of the heart became no longer contagion and turned into a creature that believes in nothing. so i continue to swoop and circle around the irreducible figure of the girl, casting one net of meaning after another over her. (coetzee, 1980: 80-81) 2. ritual penyucian si gadis barbar saat menstruasi berdasarkan pembacaan penulis terhadap novel waiting for the barbarians, ada ritual lain yang dilakukan tokoh aku terhadap si gadis barbar selain ritual penyembuhan luka yaitu ritual penyucian haid. dalam analisis penulis, ritual penyucian adalah media simbolis yang dipakai oleh tokoh aku sebagai wujud ketidakberdayaannya menentang praktik kolonialisme yang ada di dalam masyarakat. 63 tubuh sang gadis barbar diibaratkan sebagai sebuah tanah dengan darah kotor sebagai simbol praktik-praktik yang dilakukan oleh biro ketiga. metode pembersihan menjadi simbol pembersihan terhadap seluruh kekotoran praktik yang dilakukan biro ketiga sebagai representasi dari kekuasaan pemerintah kolonial yang disatukan dalam sebuah sistem pemerintahan yang disebut empire. dengan menggunakan media tubuh si gadis, tokoh aku memimpikan sebuah era yang bisa diperbaiki dan diatur. sebagaimana tokoh aku berjuang untuk membedakan diri atau memisahkan diri dari kerajaan (empire), ritual penyembuhan dan penyucian haid menjadi hal terpenting di dalam kesadaran dan suara hati tokoh aku. ritual yang ia lakukan menjadi sebuah alternatif bagi mimpi tokoh aku untuk membentuk sebuah awal yang baru. 3. marjinalisasi tokoh aku persepsi-persepsi tokoh aku yang berlawanan dengan empire beresiko sangat besar bagi perkembangan statusnya dalam masyarakat yang akhirnya menyebabkan dirinya teralienasi dan terbuang ke dalam golongan kaum marginal. penolakanpenolakan yang bersifat ideologis terhadap praktik-praktik kekejaman kolonialisme sejak kedatangan biro ketiga dalam diri tokoh aku dan kemudian berubah menjadi tindakan-tindakan melawan arus kolonial sebagai bentuk dari kritik yang bersifat praktis dianggap sebagai sebuah usaha dan tindakan yang melanggar tatanan sistem aparatus negara kolonial. sikap tersebut berdampak besar bagi eksistensi status tokoh aku dalam rezim kolonial. semenjak menyaksikan praktik-praktik kejam yang dilakukan oleh biro ketiga, tokoh aku berusaha mencari identitasnya sendiri dengan lepas dari pemerintah kolonial. hal ini dapat ditemukan dari kalimat “i wanted to live outside history.” (coetzee, 1980: 154). kutipan di atas menunjukkan ketidakterimaan tokoh aku dengan realitas yang terjadi di sekitarnya. ia mengalihkan sikapnya dengan tindakantindakan nyata. ia memulangkan si gadis barbar ke sukunya. hal tersebut kemudian dianggap oleh pemerintah kolonial sebagai penghianatan terhadap kerajaan (empire). pemerintah kolonial melalui biro ketiga secara tidak langsung mengubah status tokoh aku seorang pemimpin dalam rezim kolonial menjadi seorang yang dianggap sebagai penghianat negara. tokoh aku masuk dalam golongan orang-orang marjinal yang kehilangan hak bersuara, memerintah, dan memiliki hak atas tanah dan harta milik seperti halnya dengan kaum kolonial. sebagai orang yang dianggap pemerintah kolonial yang disimbolkan dengan kerajaan (empire), tokoh aku menerima perlakuan buruk sama dengan apa yang diberikan kepada kaum pribumi barbar. the wound on my cheek, never washed or dressed, is swollen and inflamed. a crust like a fat caterpillar has formed on it. my left eye is a mere slit, my nose a shapeless throbbing lump. i must breathe through my mouth....i have had nothing to drink for two days...in my suffering there is nothing ennobling. little of what i call suffering is even pain. (coetzee, 1980: 115) 64 perlakuan-perlakuan terhadap tokoh aku yang setara dengan perlakuan terhadap kaum pribumi barbar membuat keterikatan tokoh aku dengan pemerintah kolonial terputus dan secara langsung menempatkan status tokoh aku berada di posisi yang berseberangan dengan kerajaan. dituliskan dalam petikan sebagai berikut: i am aware of the source of my elation: my alliance with the guardians of the empire is over, i have set myself in opposition, the bond is broken, i am a free man. who would not smile? but what a dangerous joy! is should not be so easy to attain salvation. and is there any principle behind my opposition? have i not simply been provoked into a reaction by the sight of one of the new barbarians usurping my desk and pawing my papers? as for this liberty which i am in the process of throwing away, what value does it have to me? have i truly enjoyed the unbounded freedom for the past in which more than ever before my life has been mine to make up as i go along? (coetzee, 1980: 78). status tokoh aku berubah sangat drastis dari seseorang yang menjadi bagian dari pemerintah kolonial menjadi seseorang yang dianggap sebagai musuh pemerintah kerajaan kolonial. tokoh dalam novel waiting for the barbarians analisis tokoh dan penokohan dalam novel waiting for the barbarians karya j.m. coetzee di dalam makalah ini dikaikan dengan perspektif postkolonial. tokoh yang penting untuk dianalisis dengan perspektif ini adalah tokoh yang memiliki posisi dan peran berpengaruh di dalam menjalankan cerita yang persoalanpersoalan terkait dengan kolonialisme dan imperialisme terutama praktik-praktik dan dampakdampak dari kolonialisme dan imperialisme yang diuraikan di dalam karya. tokoh yang menyiratkan kritik postkolonial adalah tokoh utama yaitu tokoh aku. berikut adalah uraiannya: tokoh dan penokohan “tokoh aku” tokoh ini adalah tokoh yang memiliki peranan paling besar dalam keseluruhan novel. tokoh aku muncul pada keseluruhan novel karena penceritaan novel ini menggunakan sudut pandang orang pertama (1st person point of view) yang dinarasikan oleh si aku. tokoh aku berperan sebagai protagonis. ia adalah tokoh fokal sepanjang cerita. apa yang diucapkan dan dilakukannya menggerakkan perjalanan cerita novel ini. tokoh aku pada dasarnya merupakan tokoh yang baik hati. watak dasar tokoh aku adalah adil terhadap sesama, anti kekerasan dan sadar hukum. hal yang membuat tokoh aku terkesan memiliki perawatakan yang kompleks adalah kedudukannya di dalam pemerintahan kolonial yang bertentangan dengan hati nuraninya yang tidak suka melihat praktik kekejaman yang dilakukan oleh biro ketiga sebagai biro kolonial terhadap para pribumi dan perlakuan yang sangat 65 tidak manusiawi. pengalaman menjadi saksi praktik kekerasan kolonial yang tidak pernah tokoh aku lihat sebelumnya sempat membuat perasaan tokoh aku mendua. muncul ambivalensi pemikiran dalam diri tokoh aku untuk memilih menjadi seorang pejabat negara yang harus selalu patuh dan mendukung sepak terjang pemerintah kolonial atau bertahan dengan hati nuraninya yang menentang praktik kolonial. tokoh aku menganggap tindakan-tindakan yang dilakukan biro ketiga menyimpang dengan hukum yang berlaku sehingga ia harus menentangnya. penokohan si aku banyak tampilkan dengan stream of conscoiusness. salah satunya ketika ia menarasikan dirinya, pekerjaannya, dan pandangan hidupnya seperti pada kutipan di bawah ini: i am a country magistrate, a responsible official in the service of the empire serving out my days on this lazy frontier, waiting to retire. i collect the tithes and taxes, administer the communal lands, see that the garrison is provided for, supervise the junior officers who are the only officers we have here, keep an eye on trade, preside over the law-court twice a week. for the rest i watch the sun rise and set, eat and sleep and am content. when i pass away i hope to merit three lines of small print in the imperial gazette. i have not asked for more than a quiet life in quiet times. (coetzee, 1980: 8) tokoh aku seperti bermonolog kepada pembaca untuk menguraikan pemikiran dan cara pandang dia mengenai kehidupannya. gambaran tentang kedamaian, ketentraman, dan ketenangan selama berpuluh-puluh tahun yang ia nikmati di dalam koloni terlihat jelas dalam narasinya. kutipan di atas juga menjelaskan kontradiksi antara pemikiran tokoh aku dengan sistem yang ada di masyarakat setelah intervensi kerajaan. pernyataan pada kutipan di atas menjadi sebuah sindiran terhadap kebrutalan dan kekejaman dari tindakan-tindakan yang dilakukan oleh biro ketiga. tokoh aku aku berkebalikan dengan kolonel joll, tokoh antagonis di dalam novel ini yang berkedudukan sebagai pimpinan dari biro ketiga. pemikiran tokoh aku selalu berseberangan dengan kolonel joll. kolonel joll merepresentasikan sistem represif kolonial. hal ini terlihat pada kutipan pernyataan joll berikut ini: “...i am speaking of a situation in which i am probing for the truth, in which i have to exert pressure to find it. first i get lies, you see – this is what happens – first lies, then pressure, the more lies, the more pressure, then the break, the more pressure, the the truth. that is how you get the truth.” (coetzee, 1980: 5) sifat represif terlihat dari pernyataan kolonel joll. ideologi ini terus ditolak oleh tokoh aku. tokoh aku menjalankan hidup sesuai dengan hati nuraninya yang diliputi rasa keadilan dan kedamaian sehingga benturan ideologi pada akhirnya membuatnya sengsara. 66 kesimpulan kajian pokok dan tokoh terhadap novel waiting for the barbarians karya john maxwell coetzee menemukan beberapa gambaran cerita mengenai permasalahanpermasalahan yang muncul sebagai konsekuensi dari penjajahan. represifitas kolonial adalah karakteristik pokok yang ditampilkan oleh pengarang di dalam karya ini. pengarang menampilkan tokoh aku sebagai seorang tokoh yang ambivalen sehingga membuat cerita semakin kompleks. tokoh aku menjadi media untuk menyampaikan kritik dan penolakan terhadap kolonialisme, imperialisme, serta konsekuensi logis yaitu penindasan dan pemaksaan terhadap masyarakat yang terkuasai. dari sisi penokohan, pengarang banyak menggambarkan pemikiran tokoh utama, si aku, menggunakan stream of consciusness. kesimpulan yang diperoleh dalam analisis ini adalah bahwa novel waiting for the barbarians karya john maxwell coetzee adalah novel yang mengkritisi pengalaman kolonialisme di afrika selatan. pengarang menggunakan latar yang identik dengan karakteristik wilayah asalnya, afrika selatan, yang memiliki kedekatan fisik dan emosional dengannya. daftar pustaka ashcroft, bill, gareth griffiths and helen tiffin. 1989. the empire writes back: theory and practice in post-colonial literatures. london and new york: routledge ashcroft, bill & pal ahluwalia, 2001. edward said. new york: routledge boehmer, elleke. 2002. empire, the national and the postcolonial. oxford university press: new york coetzee, john maxwell. 1980. waiting for the barbarians. london: penguin books loomba, ania. 1998. colonialism / postcolonialism. london: routledge mcleod, john. 2000. beginning postcolonialism. united kingdom: manchester university press morner, kathleen dan ralph rausch. 1998. ntc’s dictionary of literary terms. illinois: ntc publishing group inc. said, edward w. 1978. orientalism. new york: vintage books . 1993. culture and imperialism. new york: vintage books www.inventors.com, 9 mei 2010, 10:11 http://www.inventors.com/ http://www.inventors.com/ http://www.inventors.com/ 84 dampak film serial terhadap akuisisi bahasa anak liya umaroh12 hetty catur ellyawati13 abstract the effect of serial film in children’s language acquisition. children’s language skills already possessed since they were born in the world (nature). however, the development of language acquisition such as morphology, syntax, phonology, and pragmatics can be obtained from surrounding environment (nurture). between heredity and environmental factors are closely related to the process of language acquisition. by now, many sources of children’s language acquisition demand all parents for accompanying their children's activities. one of the example is the accompaniment while they watched serial film. various kinds of events can be enjoyed by children without considering the feasibility of the program. therefore, this study focused on serial film entitled "balveer". the reason for choosing "balveer" is because the indian film still dominated until right now and most of children merely never missed in every episode. qualitative research method and case study are used in this research. the result shows that in the age of five years old, children can produce language properly, in term of morphology, syntax, phonology, and pragmatics. on the other hand, a serial film also helps children in their language acquisition, many new words, clauses, and sentences automatically imitated and directly produced. parents take important role to guide their children in their language acquisition. keywords: children, language, acquisition, serial, film pendahuluan latar belakang masa kanak-kanak atau lebih sering disebut dengan istilah prasekolah merupakan masa yang sangat menyenangkan, dikatakan demikian sebab kegiatan sehari hari mereka dipenuhi dengan bermain, meminta, dan mecoba melakukan kegiatan apapun sesuai dengan keinginan hati anak. selain itu mereka juga sudah mulai merasakan indahnya dunia dan 12 penulis adalah pengajar di universitas dian nuswantoro semarang, jl nakula no 5-11 semarang. 13 penulis adalah pengajar di universitas semarang, jl. sukarno-hatta semarang. 85 bersinggungan secara langsung dengan lingkungan sekitar. pada masa ini, mereka mulai berantusias mempersiapkan diri menghadapi masa sekolah. sebagai orang tua tentunya dalam masa golden age tidak akan dilewatkan begitu saja, segala treatment dilakukan demi mewujudkan buah hatinya menjadi anak yang santun, cerdas dan membanggakan. dimulai dari menentukan pola asuh, memilih sekolah, memilih pergaulan si anak, sampai menentukan jenis hiburan dapat berupa acara televisi atau film yang akan disajikan ketika anak sedang berada dirumah. selepas kegiatan bermain, hal yang kebanyakan anakanak lakukan ketika dirumah yaitu melihat tayangan program acara televisi. pendampingan sangat penting dilakukan oleh orang tua karena berbagai macam acara tersedia dimulai dari musik, program acara untuk dewesa yang semestinya tidak tampil disaat jam anak-anak melihat tayangan televisi, film kartun, dan film khusus anakanak. sekali lagi, orang tua wajib mengarahkan tayangan apa saja yang diijinkan untuk dilihat bagi anak-anak mereka. diawal tahun 2015 sampai menjelang akhir tahun ini, serial tayangan dari negara india masih mendominasi sebagai tayangan favorit keluarga. dari kemunculan serial mahabarata, abad kejayaan, joda akbar dan serial india yang konon dikhususkan untuk anak-anak yaitu balveer. dari plot, setting, nama tokoh, ungkapan, kata, istilah bahkan kalimat yang ducapkan oleh pemeran di serial tersebuh secara otomatis terekam dalam pikiran anak dan mungkin akan berpengaruh pada bahasa dan perilaku anak. adapun beberapa penelitian sebelumnya yang membahas tentang pemerolehan bahasa anak diantaranya oleh aulia, dkk (2011) berjudul “ pemerolehan dan perkembangan anak”. mereka menjelaskan bahwa pemerolehan dan perkembangan bahasa anak berawal dari lingkungan terutama dari keluarga. pemerolehan bahasa diperoleh dari strategi imitasi, produktvitas, umpan balik, dan prinsip oprasi. disamping itu setiap anak juga mempunyai lad (language acquisition device) atau sering disebut kemampuan bahasa yang diperoleh secara alamiah. yogatama (2011) yang berjudul “pemerolehan bahasa anak usia 3 tahun ditinjau dari sudut pandang morfosintaksis”. hasilnya memaparkan bahwa anak usia 3 tahun bernama huda sudah mampu bersosialisasi melalui komunikasi dengan lawan bicara yang memiliki rentang usia lebih dewasa. tataran morfologi dan sintaksis sudah mampu digunakan. 86 berdasarkan pemaparan latar belakang dan dua penelitian sebelumnya maka judul dalam penelitian ini adalah “ akuisisi bahasa anak terhadap tayangan serial balveer” pembahasan akan dititik beratkan terhadap dampak tayangan balveer terhadap akuisisi bahasa anak. perumusan masalah rumusan masalah yang akan dibahas adalah tentang “ dampak dari serial balveer terhadap akuisisi bahasa anak”. metode penelitian metode penelitian jenis metode yang digunakan dalam penelitian ini adalah kualitatif dengan metode pendukung studi kasus. dilanjutkan dengan mendeskripsikan hasil pemerolehan bahasa dari segi phonologi, morfologi, sintaksis, semantik dan pragmatik. tujuan penelitian adapun tujuan dari penelitian yang akan dilakukan antara lain untuk mengetahui sejauh mana pemerolehan bahasa terhadap tayangan serial “balveer”, baik dari segi morfologi, sintaksis, dan pragmatik. tujuan selanjutnya adalah mendeskripsikan hasil data analisis dalam bentuk analisa. populasi dan sampel sampel yang akan diambil sejumlah 6 orang anak, bernama syifa, jihan, anin, ivana, zaky, dan jingga. mereka semua adalah teman sepermainan. usia mereka 5 tahun. setiap hari hampir selalu berkumpul mulai jam 4 sore sampai menjelang magrib. lokasi penelitian lokasi dari pelaksanaan penelitian bertempat di jl.kentangan utara no.41 kelurahan jagalan, kecamatan semarang tengah. tempat berkumpulnya anak-anak disore hari tepat didepan rumah no.41 atau rumah pribadi syifa. 87 hasil penelitian dan pembahasan hasil penelitian karena data dari penelitian ini berupa ujaran, maka akan dipaparkan cuplikan dialog antara 6 orang anak ( syifa, anin, jihan, ivana, zaky, jingga). dialog ini diambil di sore hari pada saat pengamatan pertama kali. anin : mbak sip, yuk maen ndek sana, tempate zaky. syifa : gak usah nin, kita pergi kerumah zaky trus diajak kesini, maennya didepan rumah aja, soalnya bundaku bilang kalau maen jangan jauh-jauh. anin : yowes yuk. diparani aja zaky karo jihan. syifa : baiklah, kita ke sana (mereka berdua berjalan dan menghampiri zaky dan jihan yang kebetulan satu rumah. lokasi rumah zaky dan jihan hanya selisih satu rumah) syifa : (memanggil dari depan rumah) zaky.. jihan... yuk dolanan bareng ke depan rumahku, kita maen balveer-balveeran (ajak syifa). zaky : mau awan apik ya mbak pilem balpil, kowe nonton yak mbak sipa? syifa : iyolah, aku mesti nonton balveer terus soale apik ok. jihan : mb syifa, aku ikut main boleh nggak? anin : ayo, ikut wae syifa : baiklah.. (mereka berempat mulai main bersama, selang beberapa saat tiba-tiba ivana dan jingga datang dan bermain bersama) jingga : tadi pada nonton balveer nggak? zaky : heeh mbak jingga, apik yo? duba-dubane diajar mbek bayengkel peyi tus jatuh. anin : iyo, soale gak iso ambil tongkat balveer, untuk memusnahkan dunia anak-anak. jihan : orak yo, meh iso diambil tapi duba-dubane jatuh trus tongkat balveer diambil meneh. (zaky, anin, dan jihan saling adu argumen sampai mereka saling mendorong dan jatuh) syifa : sudah cukup! sebaiknya kalian jangan saling bertengkar, karena bertengkar akan membuat persahabatan menjadi kejahatan. ingat kata balveer kan? jihan : baiklah, aku dan semua teman akan berhenti berantem, mari kita lanjutkan bermain kita. syifa : ayo, saling bersalaman dan memaafkan, cepatlah! karena kebaikan akan mengalahkan kejahatan. anin : iyo mb sip bener, balveer kan mesti ngomong koyo ngono (setelah mereka saling baikan, permainan dilanjutkan seperti biasanya.) 88 cuplikan dialog antara ke 6 anak tersebut dianalisis setiap ujarannya sesuai pemerolehan data kebahasaan yaitu; dari segi fonologi, sintaksis, semantik dan pragmatik. 1. fonologi fonologi merupakan salah satu aspek linguistik yang mempelajari tentang fonem, yaitu bunyi yang berbeda dilingkungan yang sama berpengaruh terhadap kata-kata yang berlainan. misal kata “serat” dan “serap”. keduanya bisa diucapkan dengan jelas antara huruf vokal dan konsonannya. berdasarkan cuplikan dialog diatas, ditemukan beberapa temuan pemerolehan bahasa dilihat dari segi fonologi antara lain sebagai berikut: anin : mbak sip, yuk maen ndek sana, tempate zaky. syifa : gak usah nin, kita kerumah zaky trus diajak kesini, maenya didepan rumah aja, soalnya bundaku bilang kalau maen jangan jauh-jauh. pada saat anin memanggil nama syif menjadi “sip”. karena fonem /p/ lebih mudah diucapkan oleh anak. /p/ disebut dengan bilabial dengan cara pengucapan merapatkan bibir atas dan bawah. berbeda ketika mengucapkan kata syif, terdapat huruf konsonan /f/ dengan pengucapanya terjadi pada gigi bawah dan bibir atas, bibir bawah merapat pada bibir atas. bunyi semacam ini disebut dengan labiodental. namun anakanak terkadang masih mengalami kesulitan dalam pengucapan bunyi labiodental dibanding dengan bilabial sehingga pengucapan /f/ berubah menjadi /p/. zaky : mau awan apik ya mbak pilem balpil, kowe nonton yak mbak sipa? syifa : iyolah, aku mesti nonton balveer terus soale apik ok. hal yang sama terjadi ketika zaky mengatakan “ pilm dan“sipa”. fonem /f/ labiodental susah diucapkan ketimbang bunyi bilabial /p/. pengucapan dengan cara merapatkan gigi bawah dan bibir atas menghasilkan fonem /f/ lebih susah dibandingkan dengan mengucapkan fonem /p/ dengan cara merapatkan bibir atas dan bawah. perubahan bunyi juga terjadi pada kata “balpil” yang seharusnya “balveer”. pengucapan /r/ dihasilkan oleh gerakan cepat dari sejumlah organ elastis, sedangkan /l/ disebut dengan bunyi lateral lebih mudah diucapkan oleh anak sebab bunyi /l/ dihasilkan dari hambatan yang terletak ditengah-tengah mulut sehingga udara secara bebas bisa keluar. perubahan anak anak belum sepenuhnya mampu mengucapkan fonem /r/ dengan sempurna. 89 2. sintaksis secara sintaksis, anak-anak telah mampu membuat ujuran, sebuah frasa, ataupun kalimat yang berpola. frasa merupakan kumpulan kata yang memiliki salah satu unsur dalam sebuah kalimat. frasa yang ditemukan antara lain: (1) “ heeh mba jingga” (2) “sudah cukup” (3) “apik yo” dari ketiga contoh frasa tersebut hanya memiliki satu fungsi dalam unsur kalimat saja. pada frasa no (1) memiliki unsur nomina pada kata jingga sebagai nama orang, (2) frasa kedua ditemukan unsur adjektiva/ kata sifat (3) frasa ketiga ditemukan hal yang sama, yaitu adjektiva. berbeda lagi pada tataran akuisisi pada kalimat, pola kalimat yang dihasilkan anak-anak sudah memenuhi pola kalimat sederhana yakni minimal memiliki subjek dan predikat. temuan kalimat yang diperoleh antara lain: (1)“kita pergi kerumah zaky” (2)“ aku mesti nonton balveer” (3)“aku ikut main boleh?” (4)“duba dubane diajar mbek bayangkel peyi tus jatuh” pada kalimat pertama (1) subjek: kita predikat: pergi, telah memenuhi sebagai kalimat sederhana karena terdapat subjek dan predikat. begitu pula pada no 2,3, dan 4. (2) subjek: aku, predikat : nonton (3) subjek: aku, predikat: ikut (4) subjek: duba-duba, predikat: diajar. 3. semantik akuisisi semantik anakanak umur 5 -7 tahun berada pada tahap generalisasi. fase ini sudah mengenal bendabenda yang sama dari sudut persepsi bahwa benda itu mempunyai fitur semantik yang sama. misalnya “ hewan” berarti semua hewan seperti kambing, sapi, semut dan nama hewan lainya bisa dikatakan dengan “ hewan” bukan memaknai “hewan” sebagai salah satu jenis/ nama hewan. kata “kejahatan” menurut pemahaman anak berarti sebuah kenakalan. pada tahap generalisasi, “kejahatan” bisa dimaknai pencurian, pemukulan, kenakalan, mencubit, mengambil barang dengan paksa. begitu pula memaknai kata “kebaikan” bukan hanya bermakna tidak nakal saja namun bisa dimaknai dengan saling menyayangi, memberi, tidak nangis, 90 tidak nakal, dan mau berbagi. jadi pada fase ini, anak mampu menjeneralisasi sebuah makna kata. 4. pragmatik pada bidang pragmatik, akuisisi bahasa anak telah terlihat pemahaman tentang deikses personal. kapan mereka menggunakan kata ganti orang pertama, kedua dan ketiga sesuai dengan konteks percakapan misalnya, aku, kamu, mereka, dan dia. anak-anak mampu menerapkan penggunaan aku, kamu, mereka, dan dia sesuai dengan situasi dan pada siapa mereka berbicara. dari sisi pragmatik, anak-anak telah mampu menggunakan tindak tutur langsung dan tak langsung dalam keseharianya. pembahasan berdasarkan data tersebut dapat dijelaskan bahwa akuisi bahasa anak umur 5 tahun secara keseluruhan telah berkembang sesuai dengan tahap perkembanganya, namun ternyata ada satu anak yang masih mengalami kesulitan dalam pelafalan /r/ yang biasa diucapkan dengan bunyi /l/ yang dilihat dari segi phonology. hal tersebut bisa terjadi karena minimya keaktivan orang tua dalam berkomunikasi, keaktivan dalam pergaulan dengan teman, saudara dan guru. pentingnya sebuah motivasi oleh seluruh keluaraga, teman, dan guru akan membuat anak menjadi lebih baik lagi dari sebelumnya. pemerolehan dibidang sintaksis dapat dinyatakan baik secara keseluruhan. anak-anak telah mampu menghasilkan frasa adjekif, nomina dan adverbia. dari jenis kalimat, mereka sudah bisa membuat kalimat sederhana bahkan kalimat majemuk. beberapa anak telah mampu menggunakan fungsi subjek kalimat dan predikat secara tepat. dari segi semantik, anak-anak sangat mampu membuat generalisasi dan memaknai sebuah kata dengan tepat, mereka tidak mengalami kesulitan dalm menggenarilasasi sebuah makna kata. yang terakhir adalah pemerolehan bahasa dilihat dari bidang pragmatik. anak-anak telah mampu menggunakan deikses dalam penggunaan percakapan sehari-hari. mereka mampu menerapkan dalampercakapan formal dan non formal, percakapan dengan orang tua ataupun dengan teman sebaya. berdasarkan hasil pengamatan pada waktu kegiatan prapenelitian, anak-anak tersebut aktif dan memiliki teman yang banyak. mereka mampu berkomunikasi bersama temannya dengan baik. sumber data yang memiliki 91 kompetensi berbahasa baik dibekali dari kebiasaan orang tua untuk memberikan contoh penggunaan bahasa secara tepat, tidak perlu dibuat cadel dan mengikuti bahasa anak, perhatian dariguru. faktor yang mempengaruhi pemerolehan bahasa antara lain berupa faktor pribadi dan faktor umum. peserta didik yang memiliki keaktifan dalam berbahasa, sering terlibatnya orang tua dapat dikategorikan sebagai faktor pribadi sedangkan faktor umum meliputi usia, minat, bakat, intelegensi, sikap, dan motivasi. kesimpulan akuisi bahasa anak umur 5 tahun secara keseluruhan telah berkembang sesuai dengan tahap perkembanganya, namun ternyata ada satu anak yang masih mengalami kesulitan dalam pelafalan /r/ yang biasa diucapkan dengan bunyi /l/ yang dilihat dari segi phonology. hal tersebut bisa terjadi karena minimya keaktifan orang tua dalam berkomunikasi, keaktivan dalam pergaulan dengan teman, saudara dan guru. pentingnya sebuah motivasi oleh seluruh keluaraga, teman, dan guru akan membuat anak menjadi lebih baik lagi dari sebelumnya pemerolehan dibidang sintaksis dapat dinyatakan baik secara keseluruhan. anak-anak telah mampu menghasilkan frasa adjektif, nomina dan adverbia. dari jenis kalimat, mereka sudah bisa membuat kalimat sederhana bahkan kalimat majemuk. beberapa anak telah mampu menggunakan fungsi subjek kalimat dan predikat secara tepat. dari segi semantik, anak-anak sangat mampu membuat generalisasi dan memaknai sebuah kata dengan tepat, mereka tidak mengalami kesulitan dalm menggenarilasasi sebuah makna kata.yang terakhir adalah pemerolehan bahasa dilihat dari bidang pragmatik. anak-anak telah mampu menggunakan deikses dalam penggunaan percakapan sehari-hari. mereka mampu menerapkan dalampercakapan formal dan non formal, percakapan dengan orang tua ataupun dengan teman sebaya. ucapan terimakasih terimakasih kepada lembaga penelitian dan pengabdian masyarakat universitas dian nuswantoro semarang sebagai penyandang dana penelitian, dan semua rekan-rekan yang telah membantu dalam pelaksanaanya. 92 daftar pustaka aulia, nur, dkk. 2011. “pemerolehan dan perkembangan bahasa anak.” www.academia.edu. chaer, abdul. 2003. psikolinguistik kajian teoritik. jakarta: pt rineka cipta. —. 2009. sintaksis bahasa indonesia: pendekatan proses. jakarta: pt rineka cipta. chaplin, j. p. 1997. kamus lengkap psikologi. jakarta: grafindo persada. dardjowidjojo, soenjono. 2005. psikolinguistik: pengantar pemahaman bahasa manusia. jakarta: yayasan obor indonesia. hetherington, r. d., dan m. parke. 1975. child psychology: a contemporary viewpoint. fifth edition. united states: mcgraw-hill. jamaris, martini. 2006. perkembangan dan pengembangan anak usia taman kanak-kanak. jakarta: gramedia. maksan, marjusman. 1993. psikolinguistik. padang: ikip padang press. mansur. 2005. pendidikan anak usia dini dalam islam. yogyakarta: pustaka pelajar. sudaryanto. 1993. metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistis. yogyakarta: duta wacana university press. sugiyono. 2012. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. sujiono, yuliani nurani. 2011. konsep dasar pendidikan anak usia dini. jakarta: pt indeks. suyanto, slamet. 2005. dasar-dasar pendidikan anak usia dini. yogyakarta: hikayat publishing. tedjasaputra, mayke. s. 2011. bermain, mainan, dan permainan untuk pendidikan anak usia dini. jakarta: grasindo. yogatama, adiprana. 2011. “pemerolehan bahasa anak umur 3 tahun ditinjau dari segi morfosintaksis.” lensa (fakultas bahasa dan budaya asing universitas muhammadiyah semarang) volume 1, nomor 1: 66-77. page 1 page 2 page 1 page 2 lapdog days lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 87 sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days” karya lana citron cultural, social, behavioural, and psychological systems in lana citron’s “lapdog days” hadiyanto universitas diponegoro (undip), semarang hadiyanto_smg@yahoo.co.id riwayat artikel: dikirim 9 november 2017; diterima 14 maret 2018; diterbitkan 30 maret 3018 abstrak paper ini membahas sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerita pendek yang berjudul lapdog days karya lana citron. pendekatan penelitian yang digunakan dalam paper ini adalah pendekatan ekletik dengan ciri khasnya yang menggabungkan lebih dari satu pendekatan penelitian. paper ini memanfaatkan kajian teori tindakan yang diformulasikan oleh talcott parson untuk menganalisis fenomenafenomena temuan dalam teks cerita pendek tersebut. hasil penelitian ini menunjukkan bahwa sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian tercermin dalam kehidupan tokoh-tokoh remaja dalam cerita pendek tersebut yaitu, tokoh saya, sean, niamh, frederick, dan tokoh-tokoh lainnya dalam cerita pendek tersebut. kata kunci: sistem budaya, sistem sosial, sistem perilaku, sistem kepribadian abstract this paper discusses cultural, social, behavioral, and personality system in lana citron’s lapdog days. the approach used in this research is eclectic approach by combining more than one research approach and is endorsed with talcott parsons’s action theory to analyze phenomena in the short story. the result of this research indicates that cultural, social, behavioral, and personality system are reflected in teenagers’ life of the characters in the short story namely, i, sean, niamh, frederick and other characters. keywords: cultural system, social system, behavioral system, personality system mailto:hadiyanto_smg@yahoo.co.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 88 pendahuluan telaah karya sastra dari zaman ke zaman terus mengalami berbagai ragam perkembangan. saat ini perkembangan telaah karya sastra telah mencapai titik analisis interdisiplin. hal ini disebabkan sifat teks sastra yang cenderung semakin kompleks, sehingga karya sastra membutuhkan paduan kajian pendekatan penelitian teks yang lebih beragam. sifat karya sastra yang fleksibel terhadap berbagai macam kajian memungkinkan berbagai teori dapat diterapkan dalam analisis teks seperti misalnya aplikasi action theory talcott parsons. dalam teori tersebut, ia mensintesiskan beragam unsur teori budaya, teori sosial, serta teori kepribadian-psikoanalisis hingga terpadukan menjadi satu teori baru holistik yang diberi nama action theory. action theory parsons berpijak pada asumsi bahwa bahasa adalah lambang budaya pemiliknya. teori tersebut mencakup pengelompokkan lambang– lambang budaya yang dibagi menjadi empat bagian yaitu; tata lambang konstitusi, tata lambang kognisi, tata lambang evaluasi, dan tata lambang ekspresi. karya sastra bagaimanapun adalah buah gagasan, buah karya, serta buah ide–ide seni yang terwujud dalam bentuk lisan atau tulisan. media bahasa, sebagai salah satu unsur kebudayaan universal manusia (cultural universals) yang digunakan dalam torehan karya sastra agar dapat dinikmati orang lain, adalah ―representasi budaya, zaman dan kepribadian pengarangnya‖ seperti tercermin dalam cerpen lapdog days karya lana citron. cerpen lapdog days berkisah tentang seorang gadis remaja yang pada masa lalunya jatuh hati dan tergila-gila kepada seorang mahasiswa yang menurut dirinya revolusioner. kerevolusioneran pemuda tersebut membuat si gadis tidak lagi merasa malu dan mempermalukan diri bahkan bersikap sangat konyol, melakukan apa saja untuk mendapat perhatian dan cinta lelaki idolanya. perasaan tergila-gilanya membawa dirinya terombangambing dalam ―hempasan antara harapan dan kekecewaan‖ berulang kali. di penghujung cerita akhirnya si gadis harus membayar mahal kekonyolan sikapnya dengan deraan perasaan terluka dan sakit hati. sikap seorang remaja yang sedemikian tentu bukan sekedar fiktif imaginatif belaka, karena hal itu faktual yang dapat dijumpai dalam realitas sosial sehari-hari, sehingga cerita dalam cerpen dapat dikatakan sebagai refleksi kehidupan sosial budaya masyarakat dan gaya hidup remaja ketika cerpen tersebut ditulis oleh pengarangnya. cerpen lapdog days akan dikaji dengan teori parsons yang mencakup kajian sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 89 metode pendekatan penelitian berdasarkan tema cerpen lapdog days karya lana citron yang sarat dengan eksplorasi fenomena sistem budaya, sistem sosial, sistem kepribadian-psikoanalisis, dan sistem perilaku serta kehidupan remaja dan masyarakat dalam cerpen tersebut, penulis meneliti karya sastra tersebut dengan pendekatan eklektik yang menggabungkan pendekatan antropologi sastra, sosiologi sastra, psikologi sastra, dan pendekatan moral. pendekatan eklektik adalah pendekatan penelitian teks sastra yang menggabungkan dua pendekatan atau lebih dengan maksud mengambil kekuatan masing-masing pendekatan setelah mempertimbangkan pendekatan tunggal tidak mampu memecahkan kompleksitas fenomena permasalahan dalam teks sastra (semi, 1993: 92-93). metode pengumpulan data metode pengumpulan data dilakukan terhadap objek penelitian cerpen lapdog days karya lana citron dengan memanfaatkan penelitian kepustakaan (library research), yaitu penelitian yang dilakukan di ruang kerja peneliti atau di perpustakaan tempat peneliti memperoleh data dan informasi tentang objek penelitiannya melalui buku-buku atau alat-alat audiovisual lainnya (semi, 1993:8). pemanfaatan metode kepustakaan ini dilakukan mengingat data–data yang digunakan dalam penelitian ini seluruhnya diperoleh dari cerpen tersebut, sedang sumber tertulis atau pustaka seperti; buku, ensiklopedia, esei, jurnal, artikel, dan sebagainya difungsikan sebagai referensi penunjang. hasil dan pembahasan sistem budaya 1. tata lambang konstitusi berangkat dari paradigma action theory parsons tentang empat tata lambang budaya, maka dapat dianalisis bahwa tata lambang konstitusi yang merupakan unsur bahasa yang menjadi lambang konsep yang berhubungan dengan kepercayaan atau keagamaan dalam cerpen lapdog days karya lana citron tersebut, sangat jelas tersurat melalui ekspresi ucapan dan perkataan tokoh-tokohnya yang berulang kali menyebut kata god, jesus, jesus christ, atau tersirat dalam penggalan rangkaian kata trinity sebagai kompleks ide-ide atau gagasan tentang wujud kebudayaan manusia: lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 90 “god, this is so uncool,” she said,… jesus, niamh had been in there for ages and i guessed she wasn’t coming out. “wanker, jesus christ, i’m not staying here a minute longer…” “how come you are always waiting at the gates of trinity and no one ever arrives?” (citron, 2002:420-427) kata god yang dipilih pengarang di atas adalah representasi kepercayaan seseorang terhadap sesuatu yang bersifat supranatural transendental yang dijadikan sandaran hidup manusia, dalam hal ini tokohtokoh pelaku cerita seperti aku, niamh, frederick, dan lainnya di kala mereka susah maupun senang. adapun kata jesus ataupun jesus christ yang dihadirkan pengarang dalam cerpen itu merepresentasikan konsepsi ketuhanan bagi pemeluk agama kristen atau katolik, karena kata jesu berarti tuhan yesus, jesus christ berarti yesus kristus, istilah tuhan yang hanya digunakan sebagai simbol keagamaan kaum nasrani. sedangkan kata trinity dalam rangkaian kata the gates of trinity, mempunyai arti konsepsi trinitas ketuhanan kaum nasrani yang meliputi father, jesus, dan holy spirit, konsepsi 3 tuhan yang menyatu dalam 1 wujud. tidak ada kata dogmatis religius atau kalimat ekspresi religiusitas seseorang baik tersirat maupun tersurat dalam cerpen tersebut yang mengindikasikan keberadaan kepercayaan atau agama lain yang dipegang teguh atau dijadikan ideologi hidup tokoh–tokoh pelaku cerita itu, kecuali konsep kepercayaan kaum nasrani. dengan demikian dapat disimpulkan bahwa kepercayaan yang dijadikan pedoman hidup dan dianut oleh pengarang, lana citron, dan masyarakat tempat pengarang hidup dan berinteraksi sosial, secara umum adalah agama nasrani. 2. tata lambang kognisi tata lambang kognisi berkaitan dengan unsur bahasa yang melambangi konsep ilmu pengetahuan dan teknologi. para tokoh remaja yang berperan dalam cerpen tersebut seperti tokoh i (aku) dan niamh adalah pelajar setingkat sekolah menengah atas, tokoh sean yang disebut sebagai the revolutionary student bersama 5 orang teman kuliahnya --termasuk frederick yang belajar hukum dan acne face yang belajar teknik-adalah orang-orang terpelajar yang belajar pada trinity college dublin, sebuah sekolah setingkat universitas atau perguruan tinggi yang terletak di kota dublin irlandia sebelah barat inggris tempat mereka tinggal. trinity college adalah institusi pendidikan yang berfungsi memberikan kontribusi dan sumber pengetahuan kepada masyarakat khususnya para remajanya di berbagai bidang disiplin ilmu pengetahuan. oleh karena itu, dapat disimpulkan bahwa kehidupan remaja di kota tersebut tidak terlepas dari lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 91 keberadaan serta peran institusi trinity college sebagai identitas atau jati diri mereka dan zamannya. “the revolutionary student stood between the arch and the main gates of trinity college, dublin, selling his pamphlet…” (citron, 2002:418) konsep pengetahuan lain yang dominan tersurat dalam cerpen lapdog days lana citron adalah pengetahuan tentang poetry atau puisi yang menjadi simbol kebanggaan tokoh utama i (aku) dan niamh serta tokohtokoh perempuan pelaku cerita lainnya. talenta dan kemahiran berpuisi tokoh sean, sang the revolutionary student, yang spektakuler memberi dampak kekaguman berlebihan bagi tokoh-tokoh remaja putri dalam cerpen tersebut, sehingga mereka menjadi tergila-gila dan ingin menjadi kekasih sean tanpa menghiraukan bagaimana karakter sebenarnya sang tokoh pujaan. telah menjadi sesuatu yang umum di kalangan remaja putri dalam cerpen tersebut bahwa sang idola di samping mempunyai bakat besar berpuisi, ia adalah seorang yang berhobi berganti-ganti kekasih, pindah dari satu gadis ke gadis yang lain di lingkungan tempat remaja itu saling berinteraksi sosial. selain mendapat pengetahuan puisi dari karya orang lain, tokoh i (aku) dalam cerpen lapdog days banyak mendapat inspirasi pengetahuan tentang puisi dari karya-karya puisi pria pujaan hatinya yaitu, sean the revolutionary student, sehingga sedikit banyak ia mampu mengekspresikan isi hati dan buah pikirannya melalui puisi dengan gaya sentuhan bersastranya seperti misalnya karya puisi yang ditulisnya setelah ia merasa terluka dan sakit hati melihat pujaan hatinya sedang akrab bermesraan berdua dengan gadis lain: now and forever if not today tomorrow if not tomorrow no matter time will tell you what i know already (citron, 2002:425) atau karya puisi lain yang ia tulis ketika dirinya merasa kecewa atas sikap kedua orang tuanya yang sering meninggalkannya di rumah sendiri, sedang ia berharap untuk dapat diajak bersama orang tuanya. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 92 hurt my flower of hope is dying my eyes are wet from crying and my heart beats still. (citron, 2002:428) konsep teknologi terefleksikan dari bahasa yang dimunculkan pengarang dalam cerpennya. konsep marlboro, martini, mcdonald adalah hasil cipta karya peradaban manusia yang telah maju/modern. marlboro adalah produk rokok yang sangat populer, prestisius, dan relatif mahal harganya dibandingkan merek rokok lainnya. rokok yang berasal dari amerika dengan simbol kehidupan koboi berkuda itu diproduksi dengan mesin teknologi yang canggih, sehingga menghasilkan cita rasa tinggi bagi penggunanya. martini adalah sejenis minuman cocktail yang telah dicampur dengan vodka beralkohol dan dedaunan yang beraroma. minuman itu juga hanya dapat diracik dengan bantuan teknologi canggih agar dapat diminum dengan segar dan bercitra ekslusif oleh peminumnya. sedang mcdonald, jenis fast-food restaurant yang tentu begitu tenar dan tidak asing di telinga masyarakat indonesia, khususnya masyarakat yang tinggal di kota-kota besar, juga merupakan hasil produk teknologi dan kapitalisme global amerika. ketiga jenis simbol hasil karya teknologi tersebut dapat disimpulkan sebagai representasi kehidupan masyarakat elite-modern, bukan sebaliknya marjinal-primitif secara budaya. produk simbol teknologi tersebut dapat dilihat dalam penggalan kutipan di bawah ini: “i ran across the road to the tobacconist’s and bought a pack of twenty of marlboro’s.” “we met outside mcdonald’s on grafton street.” “i poured half a bottle of martini into an empty glass jar.” (citron, 2002:419-422) berdasarkan uraian di atas dapat dianalisis bahwa bahasa yang melambangi konsep pengetahuan dan teknologi dalam cerpen tersebut adalah representasi sumber pengetahuan sang pengarang dan juga masyarakat remaja pada umumnya yang hidup dekat dengan dunia pendidikan sekolah tinggi dan predikat zaman modern yang ditandai dengan simbol teknologinya. 3. tata lambang evaluasi tata lambang evaluasi berkaitan dengan unsur bahasa yang melambangi konsep etika, mengacu pada nilai baik atau buruk sesuatu. perangkat teori parsons yang satu ini erat berkorelasi dengan etika budaya suatu masyarakat yang muncul dalam bahasa dari sudut pandang orang luar lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 93 (etic perspective). apa yang baik menurut seseorang dalam komunitas budaya tertentu, belum tentu baik pula menurut pandangan dan penilaian orang lain yang hidup di lingkungan budaya lain. demikian halnya yang terjadi pada cerpen lapdog days yang sarat mengeksplorasi ekspresi perasaan cinta dan perilaku seksual remaja belasan tahun, sehingga untuk mendapatkan hati dari laki-laki pujaan seorang gadis rela tanpa rasa malu lagi, bahkan berbuat konyol apa saja demi tercapai tujuan mendapatkan perhatian sang idola. tokoh i (aku) dikarakterisasikan sebagai gadis yang terkesan lemah perasaannya sehingga dengan penuh kesadarannya rela berpura-pura menunggu lama, berdusta, membelikan sekaligus melakukan sesuatu hal yang seharusnya tidak ia lakukan seperti merokok misalnya. cinta membutakan logika berpikir tokoh utama pelaku cerita untuk rela berbuat apa saja demi tujuannya. dapat dikatakan bahwa cerpen tersebut sarat dengan ―ekspos sikap kekonyolan dan perasaan tidak tahu malu sebagai seorang perempuan‖ yang mendominasi hampir keseluruhan bagian alur cerita, karena memang tema yang diangkat ke permukaan oleh sang pengarang adalah kehidupan remaja dengan perasaan cinta dan pengesampingan perasaan malu yang akhirnya berakibat kecewa serta luka hati bagi pelakunya. menurut penulis sikap berbuat apa saja dengan mengabaikan rasa malu secara berlebihan yang tercermin pada tokoh i (aku) demi menjadi kekasih sang idola adalah cermin etika moral masyarakat yang tidak baik, karena seorang perempuan meskipun dirinya mempunyai hak untuk memperjuangkan perasaan dan cintanya sebagaimana dilakukan kaum lakilaki, adalah tidak etis berbuat sedemikian. ketidaketisan itu erat kaitannya dengan asumsi dogmatis ideologis bahwa perempuan yang baik adalah perempuan yang ―terpilih dan dipilih‖ oleh laki-laki, bukan sebaliknya agresif dan tidak tahu malu yang image serta konotasinya terkesan tidak memiliki harga diri. pandangan sebagian besar masyarakat, perempuan yang menerima pendekatan laki-laki adalah figur perempuan yang tinggi citranya. sikap agresif berlebihan di luar batas kewajaran yang dilakukan tokoh i (aku) dalam cerpen itu membawa resiko mahal yang harus ia tanggung sendiri sebagai pihak perempuan. cuplikan kutipan tentang perilaku tokoh utama yang menunjukkan nilai yang tidak baik dan tidak etis antara lain sebagai berikut: i had been watching him for almost six months. i used to stand at the gates, pretending i was meeting someone else. “…no, i don’t smoke.” “too bad…” and off he went. damn, i should have said something else, something witty. why didn’t i smoke? “i ran across the road to the tobacconist’s and bought a pack of twenty of marlboro’s.” “heaven…i’m in heaven and i took one and that was how i started smoking.” lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 94 “do you like poetry?” he asked. “i love it,” i lied. “i’ve blown it, i know i’ve blown it. he probably thinks i’m really thick. why do i say such stupid things?” (citron, 2002:418-419) berdasarkan kutipan di atas tampak jelas bagaimana ―perjuangan cinta‖ tokoh i (aku) untuk menggapai hati pujaan hatinya, ia rela berbuat apa saja dari survei lapangan mengamati berbulan-bulan, berpura-pura menunggu seseorang, menjadi perokok, berbohong, dan sebagainya. dalam perspektif orang dunia timur, perempuan yang suka merokok dianggap berani melanggar nilai etika dan norma sosial yang telah dianggap sebagai pedoman konvensi masyarakat sejak dahulu dari nenek moyang, hal tersebut disebabkan perilaku dan kebiasaan merokok hanya diperuntukkan bagi kaum laki-laki. asumsi lain, perempuan yang gemar merokok diidentikkan dengan stereotip perempuan nakal, perempuan penjaja seks komersial. demikian jelas ―ekspresi perilaku dan perjuangan cinta‖ tokoh i (aku) terhadap sang idola the revolutionary student dilukiskan pengarang, sehingga pembaca akan sampai pada sebuah kesimpulan bahwa kondisi sosial kehidupan remaja ketika pengarang menuliskan karyanya memang sedemikian adanya dari perspektif moralitas dan etika budaya. bahkan dengan perangkat teori analisis sosiologi bahasa dan orientasi ekspresif sastra yang mengkaji tentang diri sang pengarang, mungkin saja tokoh i (aku) dalam cerpen lapdog days itu adalah representasi diri pengarang dan kehidupannya saat masih remaja. 4. tata lambang ekspresi tata lambang ekspresi berkaitan dengan unsur bahasa yang melambangi konsep estetika tentang nilai keindahan atau ketidakindahan sesuatu. dalam cerpen lapdog days terdapat ekspresi bahasa --berdasarkan penilaian subjective aesthetics— yang indah dan yang tidak indah. keindahan itu disebabkan pengarang pandai membuat metafora atau simile sebagai pengganti derivative kata semula. sedangkan unsur bahasa yang mengindikasikan ketidakindahan adalah kata–kata vulgar, kasar, dan jorok yang memang sengaja diciptakan, dihidupkan dan tidak diganti oleh pengarang untuk memberi efek psikologis pada pembaca. pengarang menyebut tokoh laki-laki (sean), pujaan para gadis dalam cerpen itu the revolutionary student, frase yang digunakan pengarang untuk mengganti kata mahasiswa atau pelajar yang menyukai perubahan radikal. pengarang menyebut demikian agar terkesan elite, elegan, dan indah bagi lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 95 yang membaca atau mendengarnya. kata tampan atau cakep bagi laki–laki yang seharusnya dalam bahasa inggris handsome oleh pengarang diganti dengan kata beautiful atau dalam bahasa indonesia berarti cantik dan bukan juga dengan istilah good-looking. keindahan ungkapan bahasa tersebut memberi kesan psikologis yang begitu ―beda‖ di telinga pembacanya. frasa lain yang terdengar tidak kalah indahnya adalah writhing snake dalam bahasa indonesia berarti ular yang sedang menggeliat, namun dalam hal konteks cerpen itu artinya merujuk pada kerumunan orang yang sedang enjoy berdansa atau menari disko dengan iringan house music di sebuah pub. pengarang tidak menuliskan dengan frasa the dancing crowd atau the dancing girls, atau the dancing guys. kata ataupun frasa tersebut tentu mempunyai nilai estetika lebih di hati pembaca karya sastra dibandingkan bila menggunakan kata dan frasa denotatif semata. “with the most sensitive, beautiful, most intelligent…” i told her about my revolutionary student. then someone pushed me on and i disappeared back into the writhing snake. (citron, 2002:420,428) adapun kata–kata yang dianggap tidak indah karena kekasarannya antara lain adalah ekspresi bahasa yang diucapkan tokoh i (aku) kepada tokoh lain: “for fuck sake man, i’m drenched,”. kalimat itu adalah ekspresi bahasa kejengkelan yang digunakan seseorang di barat untuk merujuk kepada sesuatu atau orang dengan konotasi yang sudah barang tentu negatif, bodoh, atau dungu, meskipun akar esensi kalimat tersebut pada dasarnya baik. contoh ekspresi bahasa tidak indah lainnya terdapat dalam kalimat: “what the fuck…”, “fucking a1”. kata fuck atau fucking yang difungsikan sebagai tekanan atau penyangat, sering terdengar dalam percakapan orang barat ketika mereka merasa sangat marah, kesal, atau kecewa. fuckin’ dapat juga diartikan ―brengsek‖, ―sialan‖, ―bajingan‖, dan seterusnya yang berkonotasi negatif. dalam cerpen lapdog days itu terdapat pula kata shit, merupakan ekspresi kata yang artinya sangat jorok apabila diucapkan seseorang dengan lawan bicara. shit adalah bahasa pasaran yang juga begitu populer diucapkan orang barat, yang berarti kotoran manusia. di samping itu terdapat ungkapan kata-kata yang lebih pedas dan tajam tentang citra wanita yang dipersamakan dengan pelacur atau wanita penjaja seks komersial seperti tercermin dalam ekspresi “niamh can be such a bitch” atau “i’m not a bleeding slut.” dengan demikian bahasa yang digunakan dalam cerpen tersebut menunjukkan kualitas estetika pengarang dalam memilih dan merajut bahasa sastra. “…all the shit i have to deal with at home, important stuff.” “yeah, and don’t go fucking up, we’ve got to look cooler than cool, got it?” “you should just say fuck off.” (citron, 2002:424,428,429) lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 96 sistem sosial sistem sosial dalam paradigma teori parsons mencakup status dan peranan. terdapat sejumlah tokoh utama yang status dan peranannya mendominasi alur cerita lapdog days karya lana citron tersbut. pertama, status yang terlihat pada tokoh i (aku) sebagai tokoh utama dalam cerpen lapdog days karya lana citron itu adalah seorang gadis remaja belia, berusia 16 tahun. ia yang masih polos dan lugu dengan usia yang masih sangat muda mempunyai status sebagai seorang pelajar yang hidup bersama kedua orang tuanya di dublin. tokoh i (aku) tersebut mempunyai nama panggilan “cigarette girl”, sebuah nickname yang diberikan oleh sang pujian hati the revolutionary student. sedang peranan tokoh i (aku) dalam cerpen adalah sebagai seorang gadis belia seperti layaknya para gadis muda lainnya yang sedang jatuh hati dan tergila-gila pada seorang pemuda yang pintar, tampan, dan revolusioner. peranan tersebut sudah umum terjadi pada tiap gadis dari negara, ras, etnis apapun, di manapun, dan kapanpun selalu berkecenderungan mendambakan tipe seorang laki-laki yang ideal untuk dijadikan kekasih hati. tokoh lain yang tidak kalah penting dalam lapdog days itu adalah tokoh sean yang disebut sebagai the revolutionary student. tokoh itu memiliki status sebagai seorang pemuda yang kuliah di trinity college, dublin tingkat pertama, tinggal bersama 5 orang teman kuliahnya di sebuah flat. kepopuleran tokoh the revolutionary student itu tidak terlepas dari peranannya sebagai seorang mahasiswa yang pandai dan mahir menulis karya puisi spektakuler sehingga mampu ―menghipnotis‖ gadis-gadis remaja tersentuh hatinya, simpati, ingin berteman dekat atau jatuh cinta dengannya. walupun tokoh the revolutionary student mempunyai perangai dan kebiasaan yang kurang baik, gemar berganti-ganti pacar atau kekasih, ketenaran dan aura kharismatiknya tidak memudar di mata tokoh i (aku) dan gadis lainnya. disebut sebagai “the revolutionary student”, karena menurut analisis penulis secara pribadi, tokoh sean adalah representasi ―semangat zaman‖ (zeitgeist) ketika cerpen itu ditulis oleh lana citron, pengarang lapdog days tersebut. “the revolutionary student” sangat mungkin diidentikkan pengarang dengan semangat revolusi yang dimiliki figur yasir arafat sebagai tokoh terkemuka pembebasan bangsa palestina yang diekspansi dan dikolonisasi bangsa yahudi israel. hal itu dapat dianalisis dan ditelusuri dari deskripsi karakterisasi tokoh utama “the revolutionary student” yang mengenakan syal plo. plo itu sendiri kepanjangan dari palestine liberation organization atau organisasi pembebasan bangsa palestina. yasir arafat, pemimpin utama plo itu, bagaimanapun sangat dibanggakan dan diagungkan rakyatnya karena kepemimpinannya melakukan perjuangan melawan ekspansi israel di tanah palestina. figur yasir arafat itulah yang ingin lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 97 dijadikan semangat inspirasi lana citron pengarang lapdog days melalui tokoh sean “the revolutionary student”. there he stood in his black-coat and plo scarf. (citron, 2002:418) tokoh lain yang muncul dalam cerpen lapdog days, yaitu tokoh niamh yang mempunyai status sebagai teman sekolah dan sahabat tokoh i (aku) . ia juga seorang gadis remaja seusia tokoh i (aku) yang menyukai “the revolutionary student”. peranan tokoh niamh adalah sebagai sahabat yang membantu tokoh utama aku mengenal lebih dekat tokoh ―the revolutionary student”. pengarang kembali menekankan aspek zeitgeist atau semangat zaman dalam cerpennya melalui tokoh niamh, yang namanya mengandung cita rasa timur tengah atau arabic-sounding name. niamh dengan suffix huruf ―h‖ di belakangnya --menurut saya pribadi-berasal dari akhiran bahasa arab ni’amah yang menunjukkan nama perempuan, dan artinya “wanita yang mendapat kenikmatan”. sedang nama arab itu sendiri mempunyai kaitan erat dengan nama orang palestina yang mayoritas rakyatnya pemeluk agama islam, sehingga nama orang palestina seperti yasir arafat juga tidak jauh dari ruh ideologis komunitas masyarakat islam arab. sistem kepribadian sistem kepribadian yang diadopsi sebagai pelengkap perangkat action theory holistik oleh talcott parsons adalah berasal dari konsep sistem kepribadian sigmund freud, pakar dan pelopor utama teori psikoanalisis. esensi teori psikoanalisis freud adalah will to pleasure, yakni bahwa kekuatan motivasi manusia dalam menjalani hidupnya adalah untuk mencari kesenangan. lingkup cakupan sistem kepribadian freud yang diadopsi ke dalam action theory parsons tersebut mencakup unsur identitas, id, ego dan super ego. identitas yang dimaksud tersebut berkaitan dengan jati diri ras, etnis, atau kebangsaan seseorang. id adalah bagian primitif dalam sistem kepribadian manusia tempat penyimpanan kebutuhan–kebutuhan manusia yang mendasar seperti; makan, tidur, minum, seksual, dan agresivitas dengan prinsip kerja pleasure principle. ego adalah sistem kepribadian manusia yang membantu manusia mengadakan kontak dengan realitas, sehingga prinsip kerjanya pun didasarkan reality principle. superego adalah sistem kepribadian manusia yang bekerja berdasarkan internalisasi nilai–nilai moral masyarakat yang didapat dari orang tua seseorang. identitas kultural dan ras eropa dengan jiwa modernitas peradaban zamannya membawa konsekuensi terhadap pembentukan pola pikir, karakter, dan mental masyarakatnya. wanita yang hidup di zaman pra modern dengan modern tentu lain mental dan konstruksi kognitifnya, karena wanita yang dibesarkan di zaman modern umumnya kukuh lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 98 menghendaki dan menuntut kesetaraan jender (feminisme) dalam berbagai hal; dari pendidikan, peran sosial, politik, hukum, pekerjaan, kesenian, dan sebagainya. ideologi feminis terefleksikan dalam cerpen lapdog days melalui keberanian tokoh i (aku) dalam mengekpresikan perasaan cintanya yang agresif kepada pemuda pujaan hatinya. dia tidak pasif, defensif, dan menunggu, tapi dia aktif, reaktif, dan bertindak memperjuangkan perasaannya kepada orang yang dicintainya. dalam perspektif feminisme, tokoh i (aku) ingin memiliki hak yang sama dalam ―perjuangan‖ mendapatkan cinta dan perhatian dari lawan jenisnya. identitas kultural lain yang terefleksikan dari cerpen lapdog days adalah sikap individualisme yang begitu tinggi dari tokoh-tokoh pelaku cerita. individualisme berarti sikap mengutamakan kepentingan diri sendiri terlebih dahulu daripada kepentingan orang lain. individualisme sangat erat arti dan korelasinya dengan sikap ―egoistis, acuh tak acuh, atau cuek‖. sikap tersebut tercermin juga dari tokoh i (aku) yang tidak peduli dengan apa kata orang untuk tetap rela berbuat apa saja tanpa rasa malu demi mendapatkan tujuan, meski harus menjadikan dirinya korban rasa malu, kecewa, dan sakit hati. sikap individualistis juga tercermin dari tokoh sean “the revolutionary student”, ia dengan sangat percaya diri, tanpa rasa malu dan tanpa rasa bersalah meminta rokok kepada tokoh i (aku) . dengan santai dan cueknya ia pergi meninggal gadis belia itu tanpa mengucapkan rasa terima kasih sedikitpun. tokoh the revolutionary student itu pun tidak malu dan lagi-lagi acuh tak acuh tanpa rasa sensitif apapun berduan dan berjalan mesra di depan si gadis yang mendambakan cintanya. namun demikian di sisi lain, dengan sikap individualistisnya pula ia mampu menjadi penulis puisi yang lihai dan cerdas, sehingga banyak diidolakan orang. individualisme, yang dimiliki orang barat eropa dalam hal ini orang inggris-irlandia, dipraktikkan dalam kehidupan sehari-hari mereka dengan tujuan untuk kepentingan kemajuan, kepandaian, dan kebahagiaan diri mereka. id dalam cerpen lapdog days tercermin melalui gejolak psikologis remaja–remaja, pemuda–pemudi khususnya tokoh i (aku) yang terlihat begitu agresif tak terkendali memperturutkan id-nya. id yang bersifat negatif, selalu bekerja sesuai dengan pemuasan libido seksual dan dorongan kesenangan secara maksimal (pleasure principle), cenderung mengabaikan konvensi norma masyarakat dan tanpa menghiraukan kemungkinan resiko– resiko psikologis, sosial, maupun agama. tokoh i (aku) dikarakterisasikan sebagai tokoh yang agresif memperjuangkan dan menuntut pemenuhan keinginan id agar dicintai dan dijadikan kekasih tokoh sean “the revolutionary student”, tapi apa yang terjadi, sang pujaan hati yang telah dikejar-kejar, diperhatikan, dicintai, dan didambakan tidak terlalu memperhatikan apalagi mengerti perasaan dirinya. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 99 sebaliknya, tokoh i (aku) malahan merasa terombang-ambing dipermainkan oleh pemuda itu maupun perasaan dia sendiri sebagai konsekuensi perjuangan cinta yang berlebihan. semakin besar perjuangan cinta seseorang dan apabila tujuan yang ingin ditargetkan gagal berantakan, maka semakin besar pula resiko kecewa, stress, dan sakit hati. sifat id selalu menginginkan pemuasan kesenangan dari objek yang dituju, apabila hal itu tidak terpenuhi, id dalam diri seseorang menimbulkan dampak rasa sakit, ketegangan psikologis, kecemasan yang intense pada diri orang yang bersangkutan, demikian halnya id pada tokoh i (aku) ketika tidak terpenuhi. untuk meredakan ketegangan psikologis dan memenuhi keinginan, id dalam diri tokoh i (aku) mencari kompensasi jalan keluarnya dengan membentuk gambaran objek dalam bentuk lamunan dan khayalan tentang pemuda idolanya. ia sering melamun dan berkhayal tentang idolanya, sean “the revolutionary student”, karena dengan cara itu ia dapat memuaskan serta memenuhi hasrat id-nya. i day-dreamed the week away. i kissed his lips a thousand times. i fell into his arms and he wrapped himself around me. i love you, i love you, i love you, written all over my folder with hearts and flowers, balloons and kisses. (citron, 2002:425) tokoh i (aku) sebagaimana remaja umumnya yang normal secara psikologis juga membutuhkan cinta dan pemuasan libido seksual dari pemuda idolanya. tanpa berpikir panjang terhadap kemungkinan resiko psikologis terburuk yang akan terjadi, tokoh i (aku) begitu menikmati perjuangan cintanya sampai titik klimaks pejuangan. ketika id dalam diri tokoh i (aku) terpuaskan bersama sean “the revolutionary student” --meskipun hanya sekedar saling sharing mencurahkan isi hati dan mengobrol ringan- dia telah merasa senang dan bahagia saat itu. namun demikian, harapan kebahagiaan itu tidak dapat berlangsung lama, sebelum dia benar-benar menjadi kekasih sean “the revolutionary student”, karena dia terpaksa harus merasa kecewa, hancur hatinya dengan sangat menyakitkan melihat pemuda impiannya berkali-kali berasama gadis lain. pada puncaknya ia yang telah tiga kali mencari pujian hatinya akhirnya melihat sang idola sedang asyik bermesraan bertiga di kamar sebuah pub dengan dua gadis. konsekuensi pemuasan id yang tanpa dijembatani oleh ego dalam relitas eksternalnya berakibat kekecewaan, sakit hati dan penyesalan pada diri tokoh i (aku). sistem perilaku sistem perilaku dalam kerangka action theory parsons menguraikan pola perilaku suatu masyarakat. dengan melihat fenomena perilaku remaja yang dihadirkan pengarang dalam cerpen lapdog days, dapat dianalisis bahwa perilaku remaja dublin dalam cerpen itu atau di zaman pengarang lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 100 hidup menunjukkan tendensi ―sikap hidup agresif dan individualistis‖ yang telah membudaya. tendensi sekulerisme remaja juga tercermin dalam cerpen tersebut, di samping sikap hedonisme yang ditandai dengan kultur free sex-nya. hedonisme berarti ideologi yang menganggap hidup tidak lain adalah pemenuhan kesenangan, hidup dijadikan sebagai tempat pemuasan kesenangan biologis semata tanpa mempertimbangkan apakah perilaku itu bertentangan dengan norma–norma atau tidak. sekulerisme berarti ideologi pemisahan eksistensi tuhan dari kehidupan manusia. tokoh perempuan remaja di dalam cerpen itu dideskripsikan sebagai gadis yang agresif dan mengesampingkan rasa malu dan mempermalukan diri sendiri dalam memperjuangkan perasaan cintanya. sedang tokoh “the revolutionary student”, dideskripsikan sebagai pemuda tampan, cerdas, dan lihai berkarya dengan puisinya, tapi sangat individualistis dan suka memanfaatkan perasaan simpati, kagum dan cinta para gadis belia, khususnya tokoh i (aku). gaya hidup mereka yang dekat dengan free sex, pub dan minuman kerasnya tercermin dalam cerpen itu, misalnya tokoh sean yang sedang bercinta dengan seorang wanita di ruang dapur dan bercinta bertiga di salah satu kamar bar keogh dublin. hal sedemikian menunjukkan indikasi gaya hidup hedonis-sekuler. tokoh–tokoh dalam cerpen tersebut seakan tidak menghiraukan adanya norma sosial maupun agama yang harus dipatuhi. kesimpulan berdasarkan pembahasan cerpen lapdog days, perangkat paradigma action theory talcott parsons mampu menganalisis setiap aspek dan fenomena kultural, sosial, perilaku, kepribadian dalam cerpen sekaligus diri pengarang dan kehidupan masyarakatnya melalui unsur bahasa yang dimunculkan dalam karya sastra. kehidupan remaja tokoh i (aku), niamh, dan “the revolutionary student” dengan perilaku hidup remaja metropolitan dublin adalah simbol dan representasi gaya hidup remaja di zaman modern, yang meski setuju atau tidak setuju dampak modernitas berpengaruh pada pergeseran nilai moral manusia. sebagai orang timur yang membaca cerpen itu, dapat disimpulkan bahwa tidak selamanya perubahan zaman yang kian mendekati kesempurnaan modernitasnya dengan kecanggihan teknologi informasi yang dimilikinya, mampu menjamin kesempurnaan moralitas manusianya. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sistem budaya, sistem sosial, sistem perilaku, dan sistem kepribadian dalam cerpen “lapdog days”karya lana citron hadiyanto doi: https://doi.org/10.26714/lensa.8.1.2018.87-101 101 daftar pustaka citron, lana. 2001. flash: international short story magazine, london: flash publisher. hall, calvin, s. 2000. libido kekuasaan sigmund freud, yogyakarta: terawang publisher. harris, marvin. 1991. cultural antrophology. harper collins publishers, new york. harsono, siswo, 2000. sosiologi & psikologi sastra, semarang: published by yayasan deaparamartha. honigmann, jj. 1959. the world of man. new york: harper & bross publishing, usa. keesing, roger m. 1989. antropologi budaya: suatu perspektif kontemporer. (dialihbahasakan samuel gunawan), penerbit erlangga, jakarta. koentjaraningrat, 2000. pengantar ilmu antropologi, rineka cipta, jakarta. poyatos, fernando. 1998. introduction: the genesis of literary anthropology. john benyamin publishing company, amsterdam. ratna, nyoman kutha. 2004. teori, metode, dan teknik penelitian sastra. pustaka pelajar, yogyakarta. ratna, nyoman kutha. 2005. sastra dan cultural studies: representasi fiksi dan fakta, pustaka pelajar, yogyakarta. ratna, nyoman kutha. 2011. antropology sastra: peranan unsur-unsur kebudayaan dalam proses kreatif, pustaka pelajar, yogyakarta. semi, atar. 1993. metode penelitian sastra. angkasa publishing, bandung. parsons, talcott. 1937. the structure of social action. new york: mcgraw-hill book co. parsons, talcott. 1951. the social system. glencoe, illinois: the free press. parsons, talcott. 1951. toward a general theory of action. new york: harper & row. thohir, mudjahirin. 2005. teori–teori kebudayaan. program pascasarjana universitas diponegoro semarang lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 138 budaya patriarkhi dan perjuangan perempuan dalam novel pesan cinta dari hujan karya erni aladjai muhammad rafi’i hafsawahab@gmail.com universitas muhammadiyah luwuk, banggai abstrak tulisan ini mengkaji tentang budaya patriarki dan perjuangan perempuan dalam sebuah novel pesan cinta dari hujan karya erni aladjai (2010). budaya patriarkhi tertuang dalam sikap, perilaku, dan tindakan tokoh-tokoh laki-laki terhadap tokohtokoh perempuan. pendekatan yang dipakai untuk menelusuri budaya patriarki dan perjuangan perempuan dalam novel adalah feminis. temuan-temuan menunjukkan bahwa budaya patriarkhi terwujud dalam bentuk kekerasan dalam rumah tangga atau perempuan, kekerasan pada pendidikan dan pembentukan karakter anak, kekerasan untuk memberikan ruang dan gerak mengaktualisasikan diri. perjuangan oleh tokohtokoh perempuan terhadap budaya patriarkhi dengan ketabahan, air mata, dan lari. kata kunci: budaya patriarki, perjuangan perempuan, pendekatan feminis abstract this paper discusses patriarchy culture and women’s struggles in pesan cinta dari hujan, a novel written by erni aladjai (2010). patriarchy culture can be seen in attitudes, behaviors, and actions conducted by male characters toward female characters. this paper adopts a feminist approach to explore patriarchy culture and women’s struggles in the novel. the findings show that patriarchy culture includes violence of domestic or women, violence of education and building children’s characters, and violence of space and movement given for self-actualization. women characters’ struggles to fight patriarchy culture are determination, tear, and running. keywords: patriarchy culture, women’s struggles, feminist approach pendahuluan karya sastra adalah adonan fiksi yang disimpan, diolah, disangrai, dan dicampur dengan bumbu imajinasi yang tertangkap dalam dunia imajiner, dunia abstrak, lalu disajikan bersama tumpukan paragraf. alur-alur kehidupan, interaksi antar tokoh di dalamnya coba dihidupkan oleh pengarangnya, kemudian disajikan, jadilah karya sastra sebagai hidangan hasil rekaan. karya sastra lebih dari sekadar berita tidak hanya untuk dibacakan atau diperdengarkan, tapi menggiring para pembacanya terseret dalam haru-biru, tak jarang justru terjebak dalam pusaran konflik. karya sastra bisa jadi adalah sebuah refleksi dari suatu realitas yang benarmailto:hafsawahab@gmail.com lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 139 benar nyata. pengarang sengaja bermain-main dalam kata guna menyamarkan kejadian, atau malah dengan polos menyajikan sesuatu itu apa adanya. dengan kata lain, karya sastra sebenarnya merupakan potret kehidupan yang benar-benar terjadi. cermin kehidupan atau keadaan sosial yang terjadi dapat direpresentasikan kedalam misalnya novel melalui tokoh-tokoh dan konflik yang ada dalam cerita. novel adalah satu dari sekian jenis karya sastra yang dapat dipakai sebagai sarana atau perantara untuk mendeskripsikan, mengungkapkan, mengkampanyekan atau bahkan menghujat suatu kenyataan sosial yang terjadi di sekitar oleh pengarang. didalam karya sastra, ada pesan yang ingin disampaikan, ada nilai yang ingin dititipkan, ada hak yang ingin diperjuangkan, ada ketimpangan yang ingin diteriakkan, ada kehadiran yang seharusnya diakui, ada kekerasan yang ingin diperlihatkan. kesohoran maskulinitas lebih di atas dari feminitas telah ada sejak berpuluhpuluh tahun yang lalu. kondisi ini sudah beranak-pinak, telah membudaya sebagai sesuatu yang harus diterima, bahkan sudah mengakar dalam sistem kehidupan masyarakat. laki-laki mewakili superioritas sedangkan perempuan diidentikkan sebagai perwujudan inferioritas dipolarisasikan sebagai dua kutub yang tidak sama atau berbeda. more (1998: 33) mengungkapkan bahwa pria diasosiasikan sebagai „atas‟, „kanan‟, „tinggi‟, „budaya‟, dan „kekuatan‟. sedangkan wanita dikaitkan dengan hal sebaliknya „bawah‟, „kiri‟, „rendah‟, „alam‟ dan „lemah‟. klasifikasi-klasifikasi nilai laki-laki dan perempuan tersebut dipraktekkan secara kaffah (menyeluruh) dan utuh, begitu kental dalam budaya patriarkhi, suatu praktek kehidupan dimana keberpihakan lebih cenderung pada laki-laki. lebih tepatnya kemudi kehidupan sosial dimonopoli oleh laki-laki dan berperan ganda sebagai aktor sekaligus sutradara. novel pesan cinta dari hujan karya erni aladjai (2010) mempertontonkan bagaimana superioritas ditunjukkan dengan gagah berani oleh laki-laki baik melaui sikap dan tindakan. lewat tokoh hujan, novel ini menguraikan praktek-praktek patriarkhi yang sangat kental terjadi di pulau terpencil, pulau lipulalongo yang terletak di kabupaten banggai kepulauan sulawesi tengah. diceritakan bahwa sejak kecil hujan menyaksikan dan merasakan sendiri kekerasan ayahnya terhadap ibunya, adiknya, dan dirinya. keadaan itu membuat hujan lebih dekat terhadap sahabatnya, hasna. sahabat yang dikenalnya saat mulai masuk smp. hasna adalah gadis yatim piatu yang tak lagi punya siapa-siapa di pulau lipulalongo dan membiayai hidupnya sendiri dengan cara mencari kerang remis. saat tengah melanjutkan sekolahnya di kota, hujan mendapat kabar bahwa hasna diusir oleh penduduk pulau lipulalongo karena menderita penyakit kusta, suatu penyakit yang dianggap terkutuk. ia pun kemudian diasingkan di pulau pedal, sebuah pulau yang tak berpenghuni oleh kepala desa dan penduduk pulau lipulalongo. hujan akhirnya kembali ke kampung halamannya dan menggunakan seluruh waktunya untuk menghibur, menemani, dan merawat sahabatnya di pulau yang tak berpenghuni itu. hujan merasa penderitaan yang terjadi di pulau lipulalongo semuanya berawal dari satu hal, yaitu kekerasan yang dilakukan oleh dunia laki-laki. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 140 bila kecenderungan lebih banyak berkaitan dengan masalah-masalah praktis yang terjadi dalam masyarakat, terutama yang menggali keseluruhan aspek mengenai perempuan maka dipandang perlu adanya kehadiran kajian feminis. teori feminis telah ada sejak pembagian kerja dalam keluarga, dimana perempuan berperan sebagai ibu rumah tangga, melahirkan dan memelihara anak. peran ini juga mengkondisikan perempuan harus tinggal di rumah, sedangkan laki-laki bekerja di luar rumah. adanya perbedaan pembagian tugas dan fungsi mengindikasikan perbedaan derajat manusia, yaitu laki-laki memiliki nilai yang lebih tinggi (ratna, 2007: 220 – 223). kondisikondisi seperti di atas dirasakan dan dialami oleh baik tokoh-tokoh laki-laki sebagai sumbu praktek-praktek patriarkhi dalam kehidupan berumah tangga, maupun tokohtokoh perempuan yang tersubordinasi rendah dalam novel pesan cinta dari hujan karya erni aladjai. tinjauan pustaka untuk mengungkap persoalan-persoalan dan keadaan perempuan oleh kungkungan sistem patriarkhi dalam masyarakat, dan keluarga dalam novel pesan cinta dari hujan, maka penggalian dilakukan dengan menggunakan pendekatan feminis, yang mengarah pada keseimbangan. tujuan pendekatan feminis adalah mencari informasi yang hilang mengenai perempuan dan menguak budaya patriarkhi yang kuat terhadap perempuan (reinhartz, 2005). budaya patriarkhi sendiri adalah sistem sosial yang menempatkan laki-laki menguasai perempuan (bhasin, 1996). misalnya, ayah berkuasa terhadap perempuan, anak-anak, termasuk harta benda. dalam pengertian yang lebih luas, feminis dengan subjek dari perempuan berupaya menolak segala sesuatu yang dimarginalisasikan, disubordinasikan, dan direndahkan oleh kebudayaan dominan. feminis juga menolak ketidakadilan sebagai akibat masyarakat patriarkhi, menolak sejarah dan filsafat sebagai disiplin yang bersumbu pada laki-laki. keadaan ini dapat berbentuk misalnya dalam masyarakat patriarkhat, laki-laki dianggap sebagai tumpuan harapan keluarga yang justru berakibat akan mengkondisikan superioritas pada laki-laki, suatu kondisi yang menempatkan posisi laki-laki lebih tinggi daripada perempuan (ratna, 2007: 184 – 186). dalam feminisme terdapat beberapa sasaran dimana feminisme memanfaatkan kajian kualitatif yang mencakup deskripsi status dan peran perempuan dalam keluarga, masyarakat, dan lingkungan pekerjaan. sasaran dalam analisis feminisme di antaranya adalah mengungkap karya-karya penulis wanita masa lalu dan masa kini agar jelas citra wanita yang ditekan oleh tradisi, mengungkap berbagai tekanan pada tokoh wanita dalam karya yang ditulis oleh pengarang pria, mengungkap ideologi pengarang wanita dan pria, memahami bagaimana proses kreatif kaum feminis, serta mengungkap aspek psikoanalisa feminis (endraswara, 2013: 146 – 147). lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 141 metode kajian dalam tulisan ini menggunakan analisis kajian feminisme yang diharapkan mampu mengungkap aspek-aspek ketertindasan wanita atas pria. secara politis, dampak patriarkhi, menjadikan wanita pada posisi inferior, suatu kondisi yang menempatkan posisi wanita lebih rendah daripada laki-laki. secara khusus, tulisan ini bertujuan untuk menemukan praktek budaya patriarkhi yang dilakukan oleh tokohtokoh laki-laki dan perjuangan terhadap budaya patriarkhi yang sudah mengakar dalam sistem masyarakat di pulau lipulalongo oleh tokoh-tokoh perempuan. kegiatan dengan tujuan menemukan praktek-praktek budaya patriarkhi dan perjuangan perempuan dalam novel pesan cinta dari hujan karya erni aladjai ini dilakukan dari bulan oktober sampai dengan november 2015, yang mencakup membaca berualang-ulang, membuat catatan-catatan, mengkategorikan temuan dan menginterpretasikan temuan. pembahasan budaya patriarkhi dalam novel pesan cinta dari hujan masalah-masalah yang terjadi di pulau lipulalongo dalam novel pesan cinta dari hujan lebih diakibatkan oleh mengakarnya sistem patriarkhi dalam masyarakat. perwujudannya dalam bentuk kekerasan terhadap perempuan, juga sebagai akibat dari status dan kondisi perempuan yang tersubordinasikan atas budaya patriarkhi. budaya patriarkhi diwujudkan dalam bentuk kekerasan terhadap perempuan dalam rumah tangga, kekerasan untuk mengaktualisasikan diri, kekerasan pada anak, kekerasan dalam keluarga yang dilakukan oleh tokoh laki-laki. lelaki pertama adalah hasar, ayah hujan sendiri. lelaki kedua adalah abudanti, adik ipar hujan. kekerasan yang dilakukan oleh tokoh hasar dapat terlihat dalam sikap dan tindakan hasar, bagaimana tokoh mia, istri hasar, tokoh hujan dan hijria, kedua putri hasar, dan juga damia, mertua hasar yang mewakili kaum perempuan dipandang dan diperlakukan oleh tokoh hasar sebagai representasi laki-laki. di pulau lipulalongo, laki-laki berkuasa seperti raja. segalanya ingin serba dilayani. saat para laki-laki pulang ke rumah mereka langsung duduk melahap semua makanan yang telah disediakan. kaum perempuan dituntut untuk memberikan pelayanan yang terbaik bagi kaum laki-laki, sebab jika tidak, kesalahan kecil dapat menjadi malapetaka dalam rumah tangga, seperti yang dalami oleh tokoh mia sebagaimana terlihat dalam kutipan berikut. hujan masih duduk di sana. ia merasa sangat sedih, karena baru saja menyaksikan ayah dan ibunya bertengkar hebat. persoalannya sepele, teh yang diseduh ibunya tak terlalu manis. ayahnya langsung membanting gelas ke lantai sambil mengeluarkan kata-kata kasar: “dasar perempuan tak becus, apa gunanya kau tinggal di rumah?” sementara ibunya hanya diam ketakutan sambil memungguti beling yang berserakan di lantai (aladjai, 2010: 6 – 7). lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 142 pertengkaran antara ayah dan ibunya menjadi tontonan bagi anak-anaknya, yakni hujan dan hijria. jika sudah marah, ayahnya seringkali menampar dan menendang ibunya tak jarang ibunya harus lari dari rumah karena diancam dibunuh. bahkan, ibunya akan pergi dan tinggal di rumah orang lain sampai amarah ayahnya reda. bukan hanya dua atau tiga kali ayahnya berlaku kasar pada ibunya. diceritakan, sejak hujan masih dalam kandungan ayahnya sering tak pulang selama dua malam, karena bermain kartu solitaire dengan taruhan uang di rumah juragan cumi-cumi. terkadang ayahnya pulang dengan mata merah sambil menggedor-gedor dan membanting pintu rumah dengan keras. kebiasaan ayahnya bermain judi, mengakibatkan kondisi ekonomi keluarga terpuruk. semua barang-barang di ruamah pun habis terjual seperti lemari, kursi, dan tempat tidur. sikap superioritas laki-laki kadangkala ditunjukkan dengan ketidakpedulian terhadap perempuan yang menjadi tanggung jawabnya. sebagai seorang suami, tokoh hasar kerap memperlihatkan keperkasaannya terhadap istrinya. perlakuan kasar, makian, sikap memandang rendah harus menjadi menu setiap hari. sebagai istri, mia sering mendapat pukulan setiap harinya. sekalipun pemicunya adalah hanya masalah sepele misalnya lantaran bunyi parutan kelapa ketika mia akan membuatkan nasi santan, beras yang ditanak dengan menggunakan air kelapa untuk hasar, suaminya, yang meminta untuk dibuatkan. perlakuan kasar tokoh hasar tak hanya terhenti pada tokoh mia, namun juga dialami pada tokoh perempuan lainnya, hujan dan hijria, kedua putri hasar. sebagai anak, tokoh hujan sulit memahami perilaku ayahnya. hasar akan marah untuk hal-hal yang menurut hujan hal itu adalah wajar. misalnya, ketika hujan menginap di rumah neneknya, damia. hasar muncul dan memukul betis hujan berkali-kali dengan menggunakan kayu bakar seperti dapat dilihat dalam kutipan berikut. “jadi ini yang kau lakukan jika ayah tak ada di rumah?! kenapa kau tak tinggal di rumah menjaga adikmu jabir?! sekarang ayo pulang! pulang! pulang!” hasar berkata kasar dan keras pada hujan. sepanjang jalan hasar memukuli betis hujan (aladjai, 2010: 73 – 74). selain hujan, anak pertama hasar, tokoh hijria pun tak lepas dari praktekpraktek patriarkhi yang dilakukan oleh ayahnya sendiri. hasar pernah menyuruh hijria, anak keduanya, mencari kelapa di kebun, kemudian menjual kelapa tersebut pada juragan kopra dan uangnya untuk membelikan hasar rokok. mia pun pernah melihat hijria terkapar di halaman sekolah. anak perempuannya itu dihantam hasar dengan sepotong bambu penyiram air. bahkan orang-orang tak ada yang berani mendekat, mereka ketakutan melihat amarah hasar seperti orang kesurupan. masalahnya ketika hasar menghadap wali kelas hijria dan meminta agar anaknya tinggal kelas. keputusan diambil tanpa memberitahu mia, hujan dan hijria. wali kelas menyuruh hijria masuk kedalam kelas, tapi ia tetap berdiri diluar menunggu dan terus berdiri di lapangan depan kantor guru, dengan harapan bahwa ibu guru wali kelas lupa membawa rapor untuknya. tak tahan melihat ulah hijria, hasar pun langsung naik pitam sebagaimana dalam kutipan berikut. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 143 “sudah ayah suruh masuk kelas! kenapa tak masuk kelas? dimana otakmu?” suara hasar terdengar bergemuruh di dalam kantor guru…… ia mengambil batang bambu penyiram yang terletak di sudut pintu dan memukuli pinggang hijria, anaknya sendiri. batang bambu penyiram itu berkali-kali menghantam pinggang kecil anaknya sendiri. berkali-kali, tanpa ada jeda waktu bagi anaknya untuk berkelit. sampai kemudian bambu penyiram itu pecah dan terlepas dari tangan hasar (aladjai, 2010: 95 – 96). dari kutipan di atas, terlihat tokoh hasar seolah-olah lupa kalau hijria adalah anak kandungnya sendiri. tokoh mia, sebagai istri, tak mampu memahami sikap, perilaku bahkan tindakan hasar. begitu juga bagi tokoh perempuan lainnya, damia. sebagai mertua, damia sebenarnya ingin hasar memperlakukan dirinya layaknya ibu mertua. sejak hasar menikahi mia, damia tak pernah bertegur sapa denganya. hasar tak pernah menyebut damia dengan panggilan ibu. aktor antagonis kedua yang ikut melanggengkan praktek patriarkhi di pulau lipulalongo adalah abudanti, adik ipar hujan, suami dari hijria. hijria mengambil keputusan menikah karena ia tak mampu lagi menahan penderitaan yang ada di rumah. ironis, ketika rumah seharusnya menjadi tempat bernaung, tempat berlindung, tempat untuk pulang, tapi tidak bagi tokoh hujan dan hijria. tokoh hijria pernah bercerita pada hasna, sahabat hujan, bahwa ia ingin cepat besar dan dewasa, lalu menikah dengan orang jauh dan meninggalkan rumah serta kampungnya. bagi hijria pernikahan adalah jalan pintas lepas dari kekerasan terhadap dirinya. tokoh hijria pada akhirnya tetap bersikeras untuk menikah, sebab ia sudah bosan dan lelah berada di rumah karena selalu menerima pukulan hasar. keinginan keras tokoh hijria dapat dilihat pada kutipan berikut. “aku akan menikah, kak hasna!” kata gadis berlesung pipit itu dengan bibir gemetar… “tapi umurmu baru 12 tahun, apakah ayahmu memaksamu menikah? apakah hujan juga mengetahui hal ini?” hijria menggeleng…… “dengan menikah, barangkali ayah tak akan sering-sering memukulku. kalau aku sudah punya suami, aku akan keluar dari rumah, ikut suamiku. ada orang yang dating melamarku kemarin malam, kelihatannya ayah tak keberatan. ayah dan ibu menyerahkan keputusan itu padaku!” (aladjai, 2010: 228) pernikahan yang semula menjadi harapan tokoh hijria, ternyata tidak berjalan dengan indah. tokoh abudanti seperti reinkarnasi dari tokoh hasar, atau mungkin saja tokoh abudanti adalah wujud lain dari tokoh hasar, yang jumlahnya lebih dari satu, lebih dari lima atau lebih dari sepuluh. hal-hal sepele yang dilakukan hijria selalu mendapat amarah dari suaminya. misalnya, ketika hijria membeli sebuah tempat nasi lalu dan menunjukkan kepada abudanti, yang terjadi justru tokoh abudanti marah dan menginjak-nginjak tempat nasi itu. padahal uang yang dipakai tokoh hijria untuk membeli wadah alumunium itu diberikan oleh ibunya, mia. perlakuan tersebut dapat dilihat pada kutipan berikut. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 144 “sudah kubilang, kau tak bisa mengambil uang untuk membeli keperluan rumah tangga sesukamu!” abudanti berteriak dan keluar membanting pintu. hijria hanya bisa menangis, uang untuk membeli tempat nasi itu bukanlah uang suaminya melainkan dari mia yang memberinya (aladjai, 2010: 238). tidak tahan perlakuan kasar suaminya, dan seringnya tokoh hijria mendapatkan pukulan, hijria ingin segera bercerai dari suaminya. bahkan, tokoh hijria pernah mengalami keguguran karena abudanti menendang hijria hingga jatuh tersungkur. ruang gerak bagi tokoh-tokoh perempuan, mia, hujan, dan hijria sangatlah sempit. mereka seperti tinggal dalam rumah tahanan. misalnya, tokoh hujan mengira, setelah memakai seragam smp, hasar, ayahnya, akan berhenti memukulnya di jalanan karena sudah menjadi gadis remaja. namun, itu tak terjadi, perilaku kasar hasar tak berubah. tokoh-tokoh perempuan tak bisa layaknya tokohtokoh laki-laki yang bisa keluar, dan kapan saja pulang ke rumah. tokoh hujan pun merasakannya, ia tak bisa keluar rumah sekalipun alasannya cukup jelas, yaitu belajar kelompok bersama teman-temannya. tokoh hasar takut jika hujan keluar rumah, ia akan tertipu daya oleh laki-laki. label lemah, mudah terbuai, labil disematkan dipihak perempuan. prasangka-prasangka berlebihan tokoh hasar itulah penyebab adanya batasan-batasan yang tidak seimbang bagi perempuan dalam hal ruang dan jarak. sekalipun guru sekolah hujan telah datang ke rumah hujan untuk meyakinkan tokoh hasar tentang belajar kelompok tersebut, namun tidak mengubah apa yang diyakini tokoh lelaki hasar, tentang cenayang kaum lelaki pada kaum perempuan. sangkaan berlebihan tokoh hasar pada tokoh hujan untuk memberikan ruang mengaktualisasikan diri dapat dilihat pada kutipan berikut. “begini pak guru, hujan itu anak perempuan. sebagai seorang ayah, saya khawatir dia tergoda dengan laki-laki. apa pak guru tak pernah mendengar belakangan ini banyak anak-anak remaja yang hamil di luar nikah? kampung ini hampir semua anak gadisnya bunting sebelum bersuami. saya tak ingin itu terjadi pada anak saya, maka saya harus menjaganya dengan cara apa pun!” (aladjai, 2010: 82). perjuangan perempuan dalam novel pesan cinta dari hujan perempuan adalah makhluk yang terkastrasi, terkebiri, terbelenggu oleh sistem patriarkhi dimana kaum perempuan itu berada. budaya patriarkhi senantiasa membelenggu sehingga kaum perempuan mendapat jatah ruang, jarak, dan gerak yang sedikit. untuk lepas dari kungkungan keadaan itu, kaum perempuan harus berjuang terhadap kuasa superioritas kaum laki-laki. akan tetapi, perjuanganperjuangan itu kadangkala hanya sampai pada lari dan air mata. kaum perempuan lebih banyak pasrah menerima sikap, perilaku, dan tindakan kaum lelaki, meski kaum perempuan tak pernah benar-benar memahami apa yang ada dalam pikiran kaum laki-laki itu, yang hanya dapat mereka pahami dari perlakuan dan perangai kasar kaum laki-laki, khususnya dalam keluarga. bukan kebetulan, semua tokoh-tokoh perempuan di sini berjuang atas keadaan dan realitas yang hampir sama, realitas yang dibuat oleh tokoh-tokoh laki-laki. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 145 lelah bertahun-tahun menjadi budak kekerasan, hati dan perasaan para tokoh perempuan mulai bergejolak. mereka mulai berani menyadarkan kaum lelaki bahwa mereka juga adalah kaum yang setara, meskipun perjuangan tokoh-tokoh perempuan masih dalam bentuk, kata-kata balasan, lari atau pun air mata. tokoh mia berjuang mempertahankan keutuhan rumah tangganya meskipun di tengah perlakuan kasar yang kerap didapatinya. misalnya, ketika gempa bumi terjadi semua orang langsung berhamburan ke tengah lapang, suasana mendadak panik, baik di sekolah maupun di rumah-rumah penduduk. tokoh mia kemudian berlari ke tempat ibunya, damia. kaki damia tertimpa reruntuhan tembok sebesar bantal. pada saat tokoh hasar melihat tokoh mia berada di rumah damia, amarahnya berkobar. tanpa meminta penjelasan, mia pun dihajar dan dianggap lalai menjaga anak. dengan perasaan yang sudah tak tertahankan tokoh mia mencoba memberikan perlawanannya seperti dapat dilihat pada kutipan berikut. “dimana jabir dan hijria?! kau tinggalkan mereka dimana?” belum pula jawaban meluncur dari bibir mia, hasar langsung menampar pipinya… “aku sudah cukup bersabar dengan sikap setanmu itu! situasi macam begini tetapi amarahmu masih juga tak terkendali! kau tahu, aku bukan perempuan bodoh. dua anakmu baik-baik saja dan aku titipkan sementara pada tetangga!” (aladjai, 2010: 132 – 133). para tokoh perempuan sesungguhnya adalah makhluk yang sangat tangguh. mereka bertahun-tahun dapat menahan dengan sabar tindakan kasar dan keras dari tokoh laki-laki. tidak hanya kekerasan fisik yang harus ditanggung oleh tokoh mia, tetapi hinaan yang menyayat hati pun harus diterima dengan tabah oleh tokoh mia. semuanya hanya untuk berjuang mempertahankan keutuhan rumah tangga. mungkin lari adalah bentuk sementara perlawanan atas kekerasan pada perempuan. setidaknya itu yang dilakukan oleh tokoh mia. di suatu pagi, setelah hijria berangkat ke sekolah, mia melompat dari rumahnya dengan hanya memakai daster. ia berlari penuh ketakutan. dari belakang, hasar berlari menyusulnya sambil membawa sebilah golok yang diacung-acungkan. jika bagi mia lari dari rumah adalah cara untuk melawan kekerasan dalam rumah tangga, maka hujan memaknai perjuangan melawan kekerasan kepada ayahnya, aktor utama patriarkhi, dengan lari dalam pengertian menghindar atau tidak berada di rumah dalam kurun waktu yang cukup lama. sejak lama hujan telah berkeinginan, ia ingin cepat besar dan dewasa lalu merantau ke kota, atau sebuah tempat yang tak pernah dan tak bisa didatangi ayahnya. puncak dari perlawanan hujan ketika mengetahui bahwa sahabat akrabnya, hasna, telah diasingkan ke pulau pedal, pulau yang tak berpenghuni. hujan bertekad untuk meninggalkan rumah dan hidup bersama hasna, menghibur dan merawat hasna di pulau pedal. mendengar jawaban hujan, hasar langsung menampar dan menghardiknya. hujan mengambil tas yang berisi pakaian berlari sambil menangis keluar rumah. inilah lari, wujud perlawanan dan simbol perjuangan yang hanya bisa dilakukan oleh kaum perempuan. lari dengan satu tekad dan tujuan justru akan mengalirkan kekuatan, kekuatan harapan, keinginan, dan impian. dengan kekuatan tersebut hujan mampu mendayung perahu selama tiga jam menuju pulau pedal. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 146 ketabahan untuk menerima suatu keadaan adalah bentuk perjuangan yang dilakukan oleh tokoh hasna. setelah hasna mengetahui dari petugas kesehatan bahwa di tubuhnya bersarang mycobacterium leprae, atau yang dikenal dengan penyakit kusta, hasna pasrah pada penyakitnya. namun, yang paling dikhawatirkan oleh hasna adalah ketabahannya akan diuji dan akan diperhadapkan dengan vonis dari para penduduk kampung, dimana keberpihakan cenderung pada kepentingan laki-laki begitu kental. tak butuh lama penyakit hasna menyebar keseluruh kampung, keadaan ini membuat kepala desa cepat mengambil keputusan. putusan kepala desa yang membuat hasna pasrah dan menitikkan air mata dapat dilihat dalam kutipan berikut. “penyakit itu adalah penyakit terkutuk. gadis itu tak bisa tinggal di kampung kita, ia mesti diasingkan. aku tak ingin wabah penyakit itu menyebar di kampung ini!” keras dan tegas perkataan kepala desa (aladjai, 2010: 242) tokoh hijria, hujan dan hasna adalah representasi kaum perempuan. meskipun terbelenggu oleh sikap, perilaku dan tindakan serta pandangan dunia lakilaki, mereka masih tetap bergulat dengan kenyataan yang dihadapi. hujan dan hasna, kedua tokoh perempuan yang ikut terjebak dalam lingkaran yang tersubordinasi rendah oleh tokoh laki-laki membuktikan pada alam bahwa mereka adalah tokohtokoh perempuan yang tak pernah berhenti berjuang hingga di detik-detik kematian. akibat gemuruh angin topan, hujan dan hasna terhempas ke tengah laut. usaha keras kedua gadis itu untuk menyelamatkan diri, ternyata tak mampu menandingi kekuatan alam. pertahanan mereka perlahan-lahan melemah karena mereka tak menemukan sebilah papan maupun benda yang bisa digunakan sebagai pelampung. tubuh hujan dan hasna tenggelam ke dasar laut. hujan pada akhirnya menemukan kebebasan yang sejati. budaya patriarkhi dan perjuangan perempuan dalam novel pesan cinta dari hujan seringkali tokoh-tokoh perempuan dalam novel pesan cinta dari hujan karya erni aladjai mendalkan ketabahan, kesabaran, lari dan air mata sebagai wujud perjuangan terhadap marginalitas yang disematkan pada tokoh-tokoh perempuan. dalam diam, tanpa protes, mereka mencoba melawan praktek-praktek patriarkhi. misalnya ketika hasar tidak tertarik lagi untuk satu kamar dengan mia, setelah mereka punya tiga anak. hasar justru memilih tidur di ruang tamu. ketidakpedulian yang ditunjukkan tokoh laki-laki, seperti hasar, pada mia sebagai istrinya, ditanggapi dengan tidak menuntut atau mengajukan protes pada suatu realita dalam rumah tangga, terutama yang berkaitan dengan kebutuhan sandang anak-anak dan istri. ketabahan untuk menerima realitas sosial yang dibentuk oleh dunia superioritas laki-laki juga dilakukan oleh tokoh-tokoh perempuan seperti hujan, hasna dan hijria. sekalipun kemudian tokoh hujan dan hijria menjadikan lari sebagai metamorfosa dari bentuk perjuangan melawan kekerasan tokoh laki-laki. namun, lari sebagai simbol eksistensi bahwa mereka masih ada, dan bertahan dalam lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 147 kungkungan patriarkhat, pemaknaannya pun menjadi taksa. bagi hujan, lari adalah saat ia cepat besar dan dewasa, lulus sekolah menengah pertama, lalu pergi meninggalkan rumah, merantau ke kota untuk melanjutkan pendidikan sekolah menengah atas. tokoh hijria memaknai lari sebagai kebebasan dari belenggu patriarkhi melalui perkawinan. dalam definisi hijria, dengan menikah, ayahnya tak akan bisa lagi memukulnya. ia pun bisa keluar dari rumah mengikuti suaminya. sekuat apapun tokoh hasna melarang hijria menikah dengan tokoh laki-laki, yaitu abudanti, pada akhirnya hijria tetap memilih menikah muda agar secepatnya bisa meninggalkan rumah. tokoh hujan dan hijria memaknai lari dalam kacamata konotasi. sekalipun tokoh mia juga melakukan cara-cara yang sama, yaitu menjadikan lari untuk meraih kebebasan dalam lingkungan budaya patriarkhi, lari dalam pengertian tokoh mia lebih bersifat denotasi. lari dari rumah adalah benar-benar lari secara fisik. bentuk perlawanan ini justru tidak memberikan pengaruh yang sifatnya permanen, tidak memberi efek apa-apa terhadap posisi yang berlawanan. malahan, pengertian lari jenis ini justru menjadi bumerang pada penggunanya sendiri. sekalipun berkali-kali tokoh mia berhasil lari dalam pengertian denotasi, akan tetapi terjadi pergulatan batin dalam hati, kegalauan menyerang jiwanya. ia masih harus berjuang melawan perasaan dirinya sendiri. walaupun mia berhasil lari dari rumah dan tinggal di rumah orang lain, di rumah sepupunya sampai amarah suaminya reda. tetapi, disaat yang bersamaan, batin mia berjuang melawan kekhawatiran-kekhawatiran lain. mia harus diperhadapkan pada kenyataan anaknya, hijria, pada jabir anak bungsunya yang masih membutuhkan dirinya, pada ibunya yang lagi sakit, siapa yang akan mengurus mereka nanti. ketidakberdayaan pada keadaan di atas membuat mia menguburkan perjuangannya dan pulang ke rumah dengan segala resiko fisik yang sudah sejak lama mengintainya. kekerasan dalam rumah tangga adalah kata kunci bagi tokoh laki-laki, sebagai petanda bahwa kaum laki-laki tengah membangun istana patriarkhi di dalam rumahnya sendiri. satu demi satu bentuk-bentuk kekerasan dalam rumah tangga atau keluarga mulai ditata dan disusun rapi. sasarannya jelas, yakni tokoh-tokoh perempuan yang memang sudah sejak lama disubordinasikan rendah. kekerasan dalam rumah tangga yang dilakukan tokoh lelaki hasar memberi pengaruh yang sangat kuat pada dunia pendidikan dan pembentukan karakter anak, khususnya pada tokoh hujan dan hijria. tokoh-tokoh perempuan akan memiliki jiwa-jiwa pemberontak meski aktualisasi masih tersamarkan oleh mimpi dan keinginan-kenginan yang hanya mengikutkan dirinya sendiri. keinginan tokoh hijria menikah pada usia 12 tahun, keputusan yang penuh resiko, selain resiko pada dirinya sendiri, juga karena laki-laki yang ingin dinikahinya adalah tokoh abudanti, lelaki yang memiliki catatan buruk di pulau lipulalongo. tokoh hijria tak lagi memikirkan sekelumit resiko yang akan dialaminya nanti, yang terpenting ia bisa meninggalkan rumah dengan cepat, sebab ia lelah mendapatkan pukulan setiap harinya di rumahnya sendiri. sekalipun pada akhirnya hijria mengambil keputusan untuk bercerai dengan abudanti. pernikahan muda, mendapatkan siksaan dari keluarga suaminya, lalu bercerai di usia seumur lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 148 jagung di saat hijria tengah hamil, menurut hjiria, semua berakar dari kekerasan dalam rumahnya. kekerasan yang dilakukan oleh ayahnya, hasar, tokoh yang seharusnya menjadi pengayom bagi keluarga. tentu saja, simpulan hijria ini, akan membentuk tokoh hijria ini berbeda dari karakter anak remaja, atau anak seusianya. kekerasan oleh tokoh hasar pada anak-anaknya, khususnya pada tokoh hujan bukan saja menimbulkan resiko yang sangat besar. terutama resiko dalam kejiwaan dan pola pikir, serta karakter yang dibangun oleh kekerasan tokoh hasar. ini dapat dilihat pada keinginan-keinginannya yang ingin cepat besar dan ingin berada jauh dari rumahnya, atau di sebuah tempat di mana ayahnya, tokoh hasar tak dapat menemukannya. tokoh hujan pada akhirnya berhasil mewujudkan impianimpiannya. saat hujan dan hasna tenggelam di dasar laut, hujan berjuang dan berhasil bebas, dan berada di tempat di mana hasar tak dapat melihatnya, atau menamparnya. buah dari budaya patriarkhi bagi pelaku kekerasan hanyalah penyesalan. diceritakan bahwa hasar merasa menyesal dan pasrah. ia menangis terisak-isak dan terduduk lemas di atas pasir putih yang basah, di pulau pedal, tempat di mana hasna dan hujan tinggal. pengaruh lain dari bentuk kekerasan dalam keluarga oleh tokoh hasar adalah timbulnya kebencian yang sangat besar pada tokoh laki-laki. bagi tokoh hujan, sederetan perlakuan tokoh laki-laki, pengalaman pahit bersama tokoh laki-laki, dan apa yang dialami, dilihat, dirasakan akan kekerasan dari tokoh laki-laki seperti hasar dalam periode waktu yang sangat lama, menciptakan kontra dan pertempuran yang hebat dalam jiwanya. tokoh hujan membenci tokoh laki-laki. sekelumit kisah dan jejak rekam tokoh laki-laki dalam novel, menggiring hujan dan hasna memiliki cinta yang lain. tokoh hujan jatuh cinta pada hasna begitupun sebaliknya. cinta yang tidak akan pernah dipahami oleh orang kampung, tidak juga ibu dan ayahnya, mia dan hasar. sebuah cinta yang akan dikecam semua orang di negeri ini. sebuah cinta yang lahir dari belenggu patriarkhi. sebuah cinta yang bagi hujan dan hasna tak bisa dipahami. namun cinta matilah yang juga membawa mereka tenggelam ke dasar laut. penutup dalam konteks pesan cinta dari hujan, budaya patriarkhi diwujudkan dengan bentuk kekerasan dalam rumah tangga, terutama pada istri, dan pada anggota keluarga lainnya, anak-anak khususnya anak perempuan. keadaan ini tampak sebagaimana yang dilakukan oleh tokoh hasar, sebagai seorang suami sekaligus sebagai seorang ayah kepada tokoh mia, hujan, serta hijria. selain itu, ketidakpedulian pada keadaan keluarga, penghinaan serta memberikan batasan dalam gerak dan jarak juga masuk sebagai daftar kekerasan oleh praktek patriarkhi yang dikemudikan oleh tokoh-tokoh laki-laki, yaitu tokoh hasar, abudanti, serta kepala desa dan para lelaki pulau lipulalongo. bertahun-tahun menerima hantaman kekerasan dari superioritas tokoh lakilaki, para tokoh perempuan coba melawan dari ketidakseimbangan yang dialami. bentuk-bentuk perlawanan atau perjuangan para tokoh perempuan adalah dengan lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 149 ketabahan menerima keadaan, air mata, serta lari. pengertian lari bagi tokoh hujan adalah pergi ke tempat jauh dari rumah, sedangkan bagi tokoh hijria lari itu dengan menikah dan memiliki suami yang nantinya pernikahan akan menyelamatkan dirinya dari kekerasan. bagi tokoh mia, makna lari masih bersifat denotasi, yaitu lari dari rumah. di sini dapat dilihat bahwa, pesan cinta dari hujan, menyuguhkan perjuangan pada bentuk-bentuk kekerasan yang dilakukan tokoh-tokoh patriarkhi dengan tidak menggunakan cara yang sama seperti yang dilakukan oleh para tokoh laki-laki. ketabahan, air mata, dan lari baik dalam pengertian konotasi maupun denotasi perlahan mencoba menetralisir praktek-praktek patriarkhi dalam rumah tangga dan keluarga. apapun bentuknya, kekerasan yang dilakukan oleh tokoh hasar akan meminta tumbal, terutama tumbal pada pembentukan karakter dan pola pikir anak, dan perkembangan kejiwaan yang akan menimbulkan kebencian pada laki-laki. keadaan itulah yang terjadi pada tokoh hujan. kekerasan dalam budaya patriarkhi hanya akan menjanjikan kemenangan yang semu bagi tokoh hasar. pada akhirnya, kekerasan tokoh-tokoh laki-laki hanya akan berujung pada penyesalan. daftar pustaka aladjai, erni. 2010. pesan cinta dari hujan: sebuah novel. yogyakarta: insistpress. bhasin, kamla. 1996. menggugat patriarki pengantar tentang persoalan dominasi terhadap kaum perempuan. yogyakarta: bentang budaya. endraswara, suwardi. 2013. metodologi penelitian sastra: epistemologi, model, teori, dan aplikasi. yogyakarta: caps. more, h. l. 1998. feminis dan antropologi. jakarta: obor. ratna, nyoman kutha. 2007. teori, metode, dan teknik penelitian sastra: dari strukturalisme hingga postrukturalisme perspektif wacana naratif. yogyakarta: pustaka pelajar. ratna, nyoman kutha. 2007. sastra dan cultural studies: representasi fiksi dan fakta. yogyakarta: pustaka pelajar. reinhartz, shulamit. 2005. metode-metode feminis dalam penelitian sosial. diterjemahkan dalam bahasa indonesia oleh lisabona rahman dan j. bambang agung. jakarta: women research institute. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x blended learning: improvisasi dalam pembelajaran menulis pengalaman blended learning: improvisation in experience writing learning miftakhul huda universitas muhammadiyah surakarta (ums), surakarta miftakhul.huda@ums.ac.id riwayat artikel: dikirim 27 oktober 2017; diterima 30 juli 2018; diterbitkan 10 desember 2018 abstrak pembelajaran menulis dengan menggunakan blended learning secara umum meningkatkan partisipasi mahasiswa. blended learning membuat mahasiswa memiliki kesempatan berlatih menulis lebih banyak karena mahasiswa bisa menulis tanpa dibatasi oleh ruang kelas. selain itu, interaksi antarmahasiswa dan dosen dapat maksimal, serta transparansi penilaian terpenuhi. 75% mahasiswa pernah membaca novel sejumlah 3-4 judul. kriteria dibaca adalah novel tersebut harus dibaca tuntas. genre karya sastra yang dibaca oleh mahasiswa rata-rata adalah roman percintaan. sangat sedikit yang membaca karya sastra bergenre misteri, dan tidak ada yang membaca karya sastra terjemahan. dengan demikian, variasi karya sastra yang dibaca oleh mahasiswa kurang heterogen. berdasarkan data tersebut, diperlukan pemetaan bacaan sastra bagi mahasiswa dan dimasukkan ke dalam kegiatan intrakurikuler sehingga lebih terpantau. kata kunci: blended learning, menulis pengalaman, karya sastra, schoology abstract writing lesson using blended learning in general improves students’ participation. blended learning makes the students have more opportunities to learn to write as they can practice outside the classroom. besides, interactions between students and the lecturer can be optimal, and assessment transparency will be possible as well. 75% of the students had read 3-4 novels. the criterion of ‘read’ is that it had been completely read. the most common genre of the works read was romance/love story. there were only a few of them who read mystery, and none of them had read translated works. thus, the works read were not really varied. based on the data, mapping of literary readings for the students is required, and need to be included in the intra-curricular activities to make it easier to monitor. keywords: blended learning, experience writing, literary works, schoology blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 117 https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa mailto:miftakhul.huda@ums.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x pendahuluan keterampilan menulis merupakan keterampilan berbahasa terakhir yang diperoleh siswa. dalam tahap kehidupannya, seorang siswa secara bertahap mendapatkan keterampilan mendengarkan dan berbicara secara berurutan. setelah itu, secara aktif siswa akan memperoleh keterampilan membaca dan disusul dengan keterampilan menulis. keterampilan menulis diperoleh paling akhir menunjukkan kompleksitas pembelajarannya. menulis tidak sekadar mengandalkan kemampuan inderawi. akan tetapi, seluruh potensi pengetahuan dan pengalaman siswa akan menunjang hasil tulisannya. berbeda dengan bahasa lisan, bahasa tulis relatif lebih rumit karena tidak didampingi oleh konteks tuturan. konteks tuturan akan membantu mitra tutur memahami makna pembicaraan. oleh karena itu, dalam bahasa tulis untuk menggantikan konteks tuturan dan menjaga agar makna tulisan tidak salah dipahami, maka diperlukan gramatikal yang benar. menulis membutuhkan skemata yang baik. skemata merupakan jaringan pengetahuan yang dimiliki siswa. informasi yang pernah didengar, dibaca, dan dilihat oleh siswa akan terekam di dalam memori otak (zhao, 2013). selain itu, pengalaman yang dialami oleh siswa, baik langsung maupun tidak langsung akan menambah jaringan pengetahuan. jaringanjaringan tersebut akan aktif dan terpanggil ketika siswa akan menulis tentang sesuatu yang ada kaitannya dengan informasi yang pernah didengar, dibaca, dan dilihat sebelumnya (frear & bitchener, 2015). oleh karena itu, skema pengetahuan sangat penting. tanpa skemata ini siswa tidak mampu menghasilkan sebuah tulisan yang baik. contoh, ketika diminta menulis karangan bertema “persekusi”, setidaknya siswa harus mengetahui apa itu persekusi, bagaimana persekusi itu muncul, hukum tentang persekusi, dan pihak yang menjadi korban persekusi. dalam pembelajaran menulis di perguruan tinggi, materi menulis sebaiknya diambil dari hal-hal yang ada di sekitar pebelajar bahasa (chen, 2014). hal ini disebabkan semakin jauh dengan pebelajar bahasa, maka skemata semakin minimal. pembelajaran menulis tidak sekadar dinilai dari tema-tema tulisan yang global dan aktual (renshaw, 2016). akan tetapi, proses menulis itu sendiri yang utama dan harus diperhatikan. kemampuan pebelajar mengorganisasikan ide, memilih kata, dan memadukan berbagai elemen tatabahasa menjadi fokus awal dalam pembelajaran menulis. setelah tahap ini selesai, barulah pebelajar diperkaya skematanya untuk menghasilkan tulisan yang lebih baik (park & kim, 2017). berdasarkan hal tersebut, pembelajaran menulis pada hakikatnya memiliki dua sisi, yaitu sisi bentuk dan sisi isi. sebelum berbicara tentang kualitas isi tulisan, pembelajaran menulis perlu dikokohkan dari segi bentuknya terlebih dahulu. artinya, hal-hal dasar seperti tata bahasa, kepaduan gagasan, pemilihan kata, dan kejelian dalam menentukan tema perlu dikuasai terlebih dahulu. aspek blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 118 https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x bentuk yang kokoh akan menjadikan tulisan baik. aspek bentuk yang saling bersinergi menjadikan gagasan besar yang ada di dalamnya dapat tereduksi ke dalam diri pembaca. sebagai upaya menguatkan hal dasar dalam pembelajaran menulis, poin yang harus diperhatikan di antaranya adalah pemilihan materi ajar. karena tujuannya adalah menguatkan aspek bentuk, maka materi ajar yang sesuai adalah materi yang sederhana dan tidak memerlukan pemikiran yang mendalam. materi yang sederhana sebagai sumber belajar dalam kegiatan menulis dapat berupa hal-hal yang berasal dari sekitar pebelajar. materi menulis yang berasal dari sekitar pebelajar di antaranya adalah pengalaman. menulis pengalaman adalah hal yang dekat dengan pebelajar karena pebelajar mengalaminya. dengan demikian, pebelajar akan fokus pada teknis menulis. pebelajar tidak terjebak mencari informasi tentang isi dan tema tulisan karena skemata telah terbangun dengan baik dalam diri. pembelajaran bahasa hampir selalu disandingkan dengan pembelajaran sastra. pembelajaran menulis berbasis pengalaman juga bisa dilakukan dalam pembelajaran sastra. pengalaman siswa dalam membaca novel dapat dikembangkan sebagai materi menulis. pengalaman yang didapat siswa ketika membaca novel ataupun isi novel itu dapat dijadikan bahan dalam pembelajaran menulis. pengalaman ketika membaca novel lebih pada hal-hal teknis yang dialami siswa ketika membaca novel, misalnya jenis novel yang disukai, novel pertama yang dibaca, pengalaman mendapatkan novel pertama, dan pengalaman kehilangan novel. selain pengalaman teknis, isi novel atau cerita novel dapat dijadikan sebagai bahan ajar dalam pembelajaran menulis. menulis pengalaman membaca novel setidaknya ada dua manfaat, yaitu materi dekat dengan siswa dan melatih apresiasi sastra. dekat dengan siswa menjadikan siswa tidak lagi menggali informasi secara utuh sebagai bentuk membangun skemata. apresiasi sastra merupakan kegiatan menyelami dan memberikan penilaian terhadap karya sastra. dalam apresiasi sastra, siswa dapat menuliskan resensi novel yang pernah dibaca, kemudian memberikan tanggapan atas tokoh, penokohan, alur, latar, dan amanat. tanggapan tersebut tidak sekadar untuk mahasiswa, tetapi akan menjadi pengalaman tambahan bagi mahasiswa lain yang belum membaca novel tersebut. pembelajaran menulis membutuhkan proses (weigle & parker, 2012). artinya, pembelajaran menulis tidak bisa dilakukan secara instan. siswa tidak serta-merta langsung bisa menghasilkan tulisan yang baik secara mutu (chen dkk., 2017). akan tetapi, siswa harus melewati tahapan-tahapan dan pengalaman menulis terlebih dahulu. tahapan tersebut di antaranya mengenal lambang bunyi, mengenal kata, mengorganisasikan ide, mengutip, blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 119 https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dan mengembangkan gagasan. tahapan-tahapan tersebut perlu dilakukan berulang. masing-masing tahapan dapat dinilai dengan menggunakan portofolio untuk mengontrol perkembangan siswa (tahriri, 2014). proses pembelajaran menulis tidak sekadar dilakukan di sekolah. akan tetapi, harus dilakukan secara intens, meskipun di rumah. hal ini disebabkan pembelajaran atau latihan menulis perlu dilakukan secara berkelanjutan (souto-manning, 2006). apabila latihan menulis hanya mengandalkan kegiatan intrakurikuler di sekolah, maka tentu saja akan sangat kurang. siswa di sekolah sekitar 7-8 jam pelajaran setiap hari. pada pelajaran bahasa indonesia, setiap minggu siswa hanya belajar 4 jam. hal tersebut masih terbagi dengan sederet kompetensi dasar lain yang harus dikuasai oleh siswa. di perguruan tinggi, jumlah jam belajar untuk pembelajaran menulis relatif lebih banyak, yaitu sekitar 2-6 sks pada semester tertentu. akan tetapi, hal itupun masih dirasa kurang karena menulis merupakan skill dan skill memerlukan latihan.. perkembangan teknologi memungkinkan proses pembelajaran menulis dapat dilakukan kapan saja dan di mana saja (noriega, 2016). guru dapat memberikan arahan kepada siswa tentang model pembelajaran menulis yang akan dilakukan pada saat kegiatan intrakurikuler di kelas. akan tetapi, proses pembelajaran selanjutnya dapat dilakukan kapan saja. proses pembelajaran menulis yang dapat dilakukan kapan saja bukan berupa penugasan mandiri (despotović-zrakić, 2015). akan tetapi, pembelajaran menulis tetap terpantau oleh guru. selain itu, interaksi siswa dalam pembelajaran tetap ada, hanya saja interaksi terjadi dalam jaringan menggunakan gawai. model pembelajaran demikian, yaitu pembelajaran yang dilakukan tanpa batas ruang dan waktu, memungkinkan berbagai metode pembelajaran digunakan sekaligus, dan tetap terjadi interaksi antaraguru dan siswa dengan menggunakan bantuan teknologi, merupakan blended learning (plakans & gebril, 2013). dengan kata lain, blended learning menjadi solusi dalam pembelajaran menulis. salah satu teknologi mobile pembelajaran adalah schoology. schoology merupakan salah satu aplikasi e-learning. melalui aplikasi ini, guru/ tutor dapat membuat kelas yang nantinya akan diikuti oleh siswa. guru dapat membuat beberapa kelas sekaligus yang masing-masing kelas memilihi access code. access code ini akan digunakan oleh siswa untuk masuk ke dalam kelas yang telah dibuat oleh guru. melalui aplikasi ini, guru dapat merancang kelas, membagi informasi kepada siswa, menentukan capaian pembelajaran, menentukan grade penilaian, membuat folder untuk mengelola materi pembelajaran, membuat forum diskusi, membuat penugasan, membuat kuis, melakukan penilaian sekaligus mengunduh hasil analisis perkembangan siswa. blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 120 https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x schoology memungkinkan interaksi antarsiswa dan guru dalam elearning. siswa dapat melihat argumentasi siswa lain dan memberikan komentar atas argumen tersebut. dengan demikian, pembelajaran interaktif dapat terjadi layaknya di ruang kelas (griffin, 2002). tulisan mahasiswa sebagai proses pembelajaran dapat dilihat oleh mahasiswa lain dan mahasiswa tersebut dapat menerima masukan selain dari dosen. dosen dapat memantau arus informasi yang terjadi antarmahasiswa sehingga dosen dapat meluruskan apabila terjadi kesalahan argumen pada mahasiswa. penelitian ini bertujuan memaparkan efektivitas blended learning (schoology) sebagai upaya meningkatkan apresiasi fiksi pada mahasiswa. efektivitas blended learning meliputi manajemen kelas dan tipe pembelajaran yang menembus batas ruang dan waktu. kemampuan apresiasi fiksi dapat terlihat dari aktivitas mahasiswa memberikan penilaian dan komentar terhadap karya sastra yang telah dibaca, baik dibaca oleh dirinya sendiri maupun dibaca oleh rekannya. metode blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 121 pendekatan dalam penelitian ini adalah kualitatif. data penelitian ini berupa deskripsi yang dibuat oleh mahasiswa yang ditulis di schoology dalam mata kuliah pengkajian fiksi. deskripsi tersebut merupakan salah satu tugas mahasiswa untuk memaparkan karya sastra apa saja yang pernah dibaca beserta pengalaman yang didapatkan selama membaca karya sastra. sumber data penelitian ini adalah 40 mahasiswa penempuh mata kuliah pengkajian fiksi di program studi pendidikan bahasa indonesia, fakultas keguruan dan ilmu pendidikan, universitas muhammadiyah surakarta. penelitian ini dilakukan dengan beberapa tahapan. sebagai langkah awal, pengampu mata kuliah membuat akun di schoology dengan nama mata kuliah “pengkajian fiksi”. setelah akun terverifikasi pengampu mata kuliah menentukan desain pembelajaran yang akan diterapkan, meliputi penentuan materi, mengunggah referensi yang dapat diunduh mahasiswa sebagai bahan bacaan, menentukan jenis penugasan, menentukan jenis penilaian, dan membuat skala penilaian. penugasan yang diberikan kepada mahasiswa untuk melihat partisipasi dalam pembelajaran menulis adalah pemaparan pengalaman membaca fiksi. pengampu membuat kriteria penilaian berdasarkan dua hal. pertama, jumlah karya sastra yang telah dibaca, meliputi variasi judul dan sebaran genre. kedua, kualitas tulisan yang terdiri dari penggunaan bahasa dan logika pemikiran. masing-masing kriteria tersebut memiliki skala penilaian 1 4. setelah penyiapan akun selesai, berikutnya mahasiswa mengakses dengan menggunakan kode wr6jr63k2w. tahap selanjutnya, mahasiswa yang telah tergabung dalam akun schoology pengkajian fiksi, dapat mengerjakan tugas kapan saja dan di mana saja. tulisan yang dibuat oleh mahasiswa dapat dilihat dan https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa dosen pengampu kode kelas informasi mata kuliah kelas lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dikomentari oleh mahasiswa lain. tahap akhir, pengampu memberikan penilaian berdasarkan skala yang telah diketahui bersama. nilai tersebut bersifat transparan karena mahasiswa bisa mengetahui proses dan hasil penilaian itu. hasil dan pembahasan blended learning: pembelajaran multiruang dan waktu pembelajaran menulis dengan menggunakan blended learning berbantuan schoology secara umum meningkatkan partisipasi mahasiswa. hal ini di antaranya disebabkan kemudahan akses. mahasiswa bisa mengakses tanpa batasan ruang dan waktu. meskipun demikian, pembelajaran menggunakan schoology tetap terpantau oleh pengampu mata kuliah. pembelajaran blended learning berbantuan schoology tidak sekadar berbasis personal komputer. akan tetapi, blended learning berbantuan schoology telah tersedia dalam perangkat lunak (aplikasi) yang berbasis android. dengan demikian, mahasiswa ketika berinteraksi dalam pembelajaran tidak terpaku pada waktu dan tempat tertentu. mahasiswa dapat mengakses pembelajaran dari tempat yang berbeda-beda dan dapat pula dilakukan dengan aktivitas lain secara bersamaan. gambar 1: laman depan schoology berdasarkan tampilan tersebut dapat diketahui bahwa schoology menyajikan informasi mata kuliah, kode kelas, kelas, dan dosen pengampu. mahasiswa dapat mengetahui topik-topik pembelajaran yang akan blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 122 https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dilaksanakan dalam satu semester. selain itu, mahasiswa dapat mengunduh materi dalam setiap topik. kemudahan akses dan kejelasan tampilan menjadi salah satu penyebab mahasiswa tertarik dengan program ini. mahasiswa cenderung memilih hal yang sederhana, tetapi padat informasi. aplikasi ini juga tersedia dalam versi telepon genggam. dengan demikian, mahasiswa dapat menulis dan berpartisipasi atas tulisan mahasiswa yang lain kapan pun, misalkan di bus, di rumah, atau bahkan ketika sedang berbelanja. kondisi ini menunjukkan bahwa pembelajaran menulis dengan menggunakan blended learning menghilangkan batasan ruang dan waktu (noriega, 2016). mahasiswa tidak harus di kumpulkan dalam suatu ruang untuk melakukan proses pembelajaran. melalui blended learning, mahasiswa dapat saling memberikan komentar terhadap tulisan meskipun terpisah jarak. pendidikan di masa depan akan memperkecil batas ruang dan waktu. hal ini disebabkan pendidikan semakin bersifat global. partisipan dalam pembelajaran tidak hanya berasal dari lokal atau daerah dilaksanakannya pembelajaran tersebut, tetapi partisipan dapat berasal dari seluruh penjuru dunia. dengan demikian, blended learning membuka peluang dan merupakan tahapan awal bagi kemajuan pendidikan di masa depan. blended learning: efektivitas manajemen kelas pembelajaran dengan menggunakan blended learning akan membuat dosen lebih mudah melakukan manajemen kelas. semua aktivitas pembelajaran akan terdokumentasikan, misalkan tugas yang dikirimkan oleh mahasiswa, tinjauan (review) dari dosen, dan keaktifan atau partisipasi dalam pembelajaran di kelas. aktivitas pembelajaran yang berbasis online relatif lebih tertata apabila dibandingkan dengan aktivitas pembelajaran yang pendokumentasiannya berbasis manual. tugas yang dikirimkan oleh mahasiswa dan tinjauan dari dosen dapat dikategorikan dan dikelompokkan berdasarkan pertimbangan tertentu. hal ini akan memudahkan dosen melihat dan mengomentari tugas mahasiswa. pengiriman tugas melalui jaringan internet akan terekam secara detail waktunya, misalkan tanggal, bulan, tahun, jam, menit, dan detik tugas tersebut dikirimkan. kondisi demikian akan membuat pembelajaran tertib karena dosen dan mahasiswa mematuhi peraturan atau kontrak belajar yang telah disepakati di awal perkuliahan terkait waktu pengumpulan tugas dan batas waktu dosen memberikan tinjauan. batas waktu pengiriman tugas akan membuat mahasiswa tertib karena apabila melampaui waktu yang telah ditentukan, sistem schoology akan membacanya. demikian pula aktivitas dosen dalam mengulas tugas mahasiswa. dosen akan lebih tertib karena tinjauan sifatnya terbuka sehingga mahasiswa bisa memantau apakah tugas yang dikerjakan diulas atau tidak. blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 123 https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gambar 2: peserta mata kuliah pada laman tersebut dosen pengampu mata kuliah dapat memantau siapa saja yang mengikuti perkuliahan ini. pengampu memiliki fasilitas untuk mengeluarkan mahasiswa dari daftar peserta apabila dipandang belum memiliki persyaratan tertentu. dengan demikian, pengampu mata kuliah tetap memiliki kontrol kelas. dosen bisa mengatur jumlah mahasiswa setiap kelas sehingga aktivitas apresiasi menulis lebih optimal. optimal dalam artian tinjauan atau review yang diberikan oleh dosen dan rekan mahasiswa lebih tajam dan mendalam karena jumlah mahasiswa dalam kelas tersebut ideal. pengaturan jumlah mahasiswa dalam setiap kelas sehingga mencapai angka yang ideal adalah salah satu kelebihan blended learning. dalam kelas konvensional kondisi ini sulit untuk dilakukan karena akan berbenturan dengan ketersediaan ruang dan jam pembelajaran. dalam blended learning tidak memerlukan ruang elas yang bersifat fisik sehingga kelas pembelajaran dapat di-setting ideal. demikian halnya dalam jam pembelajaran, blender learning memungkinkan pembelajaran antarkelas berjalan dalam waktu yang bersamaan. dalam jam yang bersamaan tersebut, dosen dapat hadir pada semua kelas sekaligus, dan hal ini pula yang tidak bisa dilakukan di kelas konvensional. pada fitur member menunjukkan partisipasi mahasiswa bergabung di kelas pengkajian fiksi. pada fitur ini mahasiswa bisa diarahkan ketika membuat akun untuk menuliskan nim pada kolom first name dan nama pada kolom last name. hal ini bertujuan untuk mengurutkan mahasiswa blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 124 nama dan nim mahasiswa penempuh https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x sesuai dengan nim. apabila hal demikian dilakukan, maka nantinya nilai hasil proses pembelajaran yang diunduh dengan menggunakan program microsoft excel akan urut sesuai dengan daftar nama kelas reguler. hal ini bermanfaat untuk meminimalisasi kesalahan ketika melakukan transfer nilai apabila sistem yang digunakan masih semi manual. efektivitas manajemen penyelenggaraan kelas sangat penting dalam pembelajaran. dengan kelas yang efektif, proses belajar dapat maksimal. selain itu, proses evaluasi dapat berjalan dengan baik. keberhasilan pembelajaran sangat dipengaruhi oleh efektivitas manajemen kelas. melalui blended learning, manajemen kelas dapat berjalan dengan baik. dosen dapat mengidentifikasi keaktifan siswa. penyelenggaraan kelas pengkajian fiksi tidak sepenuhnya online. ujian tengah semester dan ujian akhir semester misalnya, diselenggarakan secara tatap muka. dengan demikian, tidak semua kriteria nilai dilakukan secara online. oleh karena itu, diperlukan penggabungan nilai pembelajaran tatap muka dan pembelajaran mobile. penggabungan nilai ini bisa menyebabkan missing. dengan memandu mahasiswa dalam menuliskan nama dan mengurutkannya akan meminimalisasi kesalahan saat penggabungan nilai. gambar 3: tampilan rekapitulasi nilai tampilan tersebut dapat diunduh dalam format microsoft excel. rekapitulasi nilai yang telah diunduh dapat digabungkan dengan nilai pembelajaran yang dilakukan secara tatap muka. dengan demikian, model pembelajaran ini cukup lengkap karena meng-cover penilaian. selain itu, dosen bisa memilih nilai dapat diakses oleh semua mahasiswa, mahasiswa yang bersangkutan, atau hanya bisa diakses oleh dosen. penilaian dapat blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 125 rekapitulasi nilai aspek yang dinilai https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dilakukan secara transparan. penilaian tidak lagi menjadi sesuatu yang rahasia. komponen yang dinilai, persentase, dan skor dapat diketahui oleh mahasiswa. keterbukaan ini akan mengubah paradigma yang menganggap nilai adalah hasil akhir pembelajaran. penilaian yang terbuka akan menjadikan mahasiswa melihat kelemahannya sehingga bisa meningkatkan kualitas pembelajaran pada sisi-sisi tertentu. partisipasi mahasiswa dalam perkuliahan dapat dilihat dari aktivitas peserta. mahasiswa secara aktif menuliskan pengalamannya ketika membaca karya sastra. tidak hanya itu, mahasiswa juga responsif memberikan komentar atas pengalaman mahasiswa lain. dengan demikian, interaksi kelas dengan menggunakan mobile learning tetap ada. tinjauan atas tugas tidak hanya diberikan oleh dosen. akan tetapi, rekan mahasiswa juga diberikan porsi untuk memberikan tinjauan. saling memberikan tinjauan akan melatih mahasiswa profesional dan berlomba dalam kebaikan. selain itu, paradigma bahwa dosen sebagai sumber tinjauan utama akan bergeser. tidak menutup kemungkinan tinjauan yang bagus justru datang dari rekan mahasiswa. kunci pembelajaran sastra adalah apresiasi. melalui blended learning, mahasiswa bisa mengeksplorasi apresiasi terhadap karya sastra secara mendalam. selain itu, hasil apresiasi dapat dibaca dan dikomentari oleh mahasiswa lain. masukkan terhadap apresiasi yang dilakukan oleh mahasiswa dapat berasal dari dosen dan teman sejawat. mahasiswa dapat saling mengeksplorasi pendapat dan pandangan. teori sastra, sejarah sastra, kritik sastra yang telah dipelajari di semester sebelumnya dapat digunakan oleh mahasiswa dalam mengeksplorasi pendapat terhadap hasil pembacaan karya sastra oleh mahasiswa lain. pembelajaran yang berkelanjutan akan menjadikan ilmu lebih holistik. tinjauan dan komentar akan lebih tajam dan berbobot apabila unsur teori sastra, kritik sastra, dan sejarah sastra menjadi dasar dalam mengulas. melatih apresiasi melalui menulis pengalaman membaca karya sastra apresiasi sebagai kegiatan membaca, mengenal, dan menginterpretasikan karya sastra tidak muncul begitu saja. kedalaman dan keluasan apresiasi perlu dilatih. oleh karena itu, melalui blended learning, mahasiswa akan berlatih membaca dan menulis hasil apresiasi karya sastra. pada tahap selanjutnya, apresiasi menjadikan karya sastra tidak sekadar media hiburan, tetapi lebih luas keberfungsiannya sebagai sumber pembelajaran. sastra sebagai sumber pembelajaran mengandung pemahaman bahwa sastra memberikan berbagai informasi yang bermanfaat bagi kehidupan pebelajar. blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 126 https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x blended learning membuka peluang terhadap pola apresiasi yang diterapkan oleh mahasiswa. mahasiswa dapat memulai dari sisi bentuk. komentar atau tinjauan yang terkait bentuk di antaranya pemilihan diksi, keefektifan kalimat, dan kepaduan kalimat. setelah itu, mahasiswa masuk ke sisi isi, yaitu melihat konten komentar. tinjauan dilakukan berdasarkan teori tertentu. meskipun demikian, pola tinjauan yang dilakukan oleh seorang mahasiswa dengan mahasiswa lain dapat berbeda. pola tinjauan yang berbeda-beda bukan sebuah kekurangan, melainkan sebuah kekuatan. pola tinjauan yang berbeda menjadi kekuatan karena memberikan referensi yang bervariasi kepada mahasiswa. mahasiswa akan memiliki gambaran struktur tinjauan yang beragam. pengetahuan yang beragam akan menjadikan mahasiswa tidak mudah menyalahkan bentuk lain yang berbeda dengannya. pola tinjauan selain dimulai dari bentuk, dapat pula dikembangkan dari isi. pola pengembangan lain, tinjauan bisa dimulai dari teori sastra tertentu yang akan digunakan sebagai pijakan. bahkan, tinjauan bisa dimulai dari simpulan terlebih dahulu, dengan kata lain menggunakan pola pembalikan. gambar 4: pengalaman mahasiswa dalam membaca karya panjang tulisan tidak dibatasi. artinya, mahasiswa dapat bereksplorasi dalam menulis pengalamannya ketika membaca karya sastra. setiap tulisan dapat dikomentari oleh dosen dan mahasiswa lain. berdasarkan uraian yang telah disampaikan oleh mahasiswa, sekitar 75% mahasiswa pernah membaca novel sejumlah 3-4 judul. kriteria dibaca adalah novel tersebut harus dibaca tuntas. artinya, apabila mahasiswa blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 127 jumlah komentar mahasiswa lain partisipasi mahasiswa dalam menulis pengalaman membaca novel nilai yang diberikan atas tulisan mahasiswa kolom komentar dosen atas tulisan mahasiswa https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x pernah membaca resensi atau kutipan novel dalam buku pelajaran, hal tersebut tidak dihitung. jumlah tersebut termasuk jumlah minimal bagi mahasiswa program studi pendidikan bahasa indonesia. mahasiswa akan lebih baik jika telah akrab dengan berbagai karya sastra, terlebih mahasiswa yang mengikuti mata kuliah pengkajian fiksi. pengkajian fiksi setidaknya memiliki dua fondasi, yaitu teori sastra sebagai alat untuk mengkaji dan karya sastra untuk dikaji. oleh karena itu, apabila mahasiswa kurang membaca karya sastra, maka akan kesulitan menemukan objek kajian. genre karya sastra yang dibaca oleh mahasiswa rata-rata adalah roman percintaan. sangat sedikit yang membaca karya sastra bergenre misteri, dan tidak ada yang membaca yang membaca karya sastra terjemahan. dengan demikian, variasi karya sastra yang dibaca oleh mahasiswa kurang heterogen. berdasarkan data tersebut, diperlukan pemetaan bacaan sastra bagi mahasiswa dan dimasukkan ke dalam kegiatan intrakurikuler sehingga lebih terpantau. bacaan sastra bagi mahasiswa perlu dipetakan. artinya ada gradasi bacaan setiap semester. gradasi ini berfungsi untuk mempolakan bacaan dari yang sederhana menuju kompleks, bacaan yang bersifat konkret menuju abstrak, bacaan yang mudah menuju bacaan yang lebih sulit. selain fungsi tersebut, pelevelan bacaan sastra akan membuat mahasiswa tidak terkonsentrasi pada jenis tertentu. semakin beragam jenis bacaan sastra mahasiswa, maka akan semakin tajam dalam memberikan komentar terhadap sebuah karya. komentar yang baik akan mengaitkan satu karya dengan karya yang lain. gambar 5: kriteria penilaian blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 128 kriteria dan grade penilaian batas akhir mahasiswa mengunggah tulisan https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x mahasiswa dapat memantau waktu terakhir untuk mengunggah tulisannya. dengan demikian, mahasiswa dapat mengunggah kapan saja, tetapi tidak boleh melampaui batas waktu yang ditentukan oleh pengampu mata kuliah. selain itu, mahasiswa dapat melihat kriteria dan grade penilaian, sehingga proses penilaian terlaksana secara transparan. blended learning membuat mahasiswa memiliki kesempatan berlatih menulis lebih banyak karena mahasiswa bisa menulis tanpa dibatasi oleh ruang kelas (martin-beltrán dkk., 2017). selain itu, interaksi antarmahasiswa dan dosen dapat maksimal, serta transparansi penilaian terpenuhi. penggunaan blended learning dalam pembelajaran menulis menjadikan proses pembelajaran lebih optimal (aloesnita dkk., 2012). selain itu, blended learning menjadikan tulisan mahasiswa memiliki peluang untuk dibaca dan diulas oleh orang lain. komentar rekan dan dosen sangat penting untuk mendewasakan tulisan mahasiswa. melalui komentar dan tinjauan tersebut, mahasiswa dapat mengetahui kekurangan tulisannya sehingga memunculkan peluang agar tulisan yang dihasilkan menjadi tulisan yang bermutu. kesimpulan daftar pustaka aloesnita, n. dkk. (2012). writing to learn via text chat : task implementation and focus on form. journal of second language writing, 21(1), hal. 23–39. chen, b.q.n. (2014). the effects of reading and writing habits on learning performance in a blog learning environment. asianpacific educations reasearch, (70), hal. 1–10. chen, p., kenneth, a. & wang, h. (2017). growing the critical thinking of school children in taiwan using the analects of confucius. international journal of educational research, (1221), hal. 1–12. blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 129 menulis pengalaman membaca novel setidaknya ada dua manfaat, yaitu materi dekat dengan mahasiswa dan melatih apresiasi sastra. dekat dengan mahasiswa menjadikan mahasiswa tidak lagi menggali informasi secara utuh sebagai bentuk membangun skemata. apresiasi sastra merupakan kegiatan menyelami dan memberikan penilaian terhadap karya sastra. pembelajaran menulis pengalaman membaca karya sastra dapat dilaksanakan dengan menggunakan blended learning. blended learning membuat mahasiswa memiliki kesempatan berlatih menulis lebih banyak karena mahasiswa bisa menulis tanpa dibatasi oleh ruang kelas. selain itu, interaksi antarmahasiswa dan dosen dapat maksimal, serta transparansi penilaian terpenuhi. https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x despotović-zrakić, m.m.a.l.v.s.z.b.m. (2015). designing a mobile language learning system based on lightweight learning objects. multimed tools appl, 74, hal. 903–935. frear, m.w. & bitchener, j. (2015). the effects of cognitive task complexity on writing complexity. journal of second language writing, 30, hal. 45–57. griffin, c.l. (2002). creative writing as resistance and discovery in an analysis. journal of applied psychoanalytic studies, 4(4), hal. 413–443. martin-beltrán, m. et al. (2017). using digital texts vs . paper texts to read together : insights into engagement and mediation of literacy practices among linguistically diverse students. international journal of educational research, 82, hal. 135–146. noriega, h.s.r. (2016). mobile learning to improve writing in esl teaching. teflin, 27(2), hal. 182–202. park, h. & kim, d. (2017). english language learners ’ strategies for reading online texts : in fluential factors and patterns of use at home and in school. international journal of educational research, 82, hal. 63–74. plakans, l. & gebril, a. (2013). using multiple texts in an integrated writing assessment : source text use as a predictor of score. journal of second language writing, 22(3), hal. 217–230. renshaw, p. (2016). (re) searching learning across contexts : conceptual, methodological and empirical explorations. international journal of educational research, (1183), hal. 8–10. souto-manning, m. (2006). families learn together : reconceptualizing linguistic diversity as a resource. early childhood education journa, 33(6), hal. 443–446. tahriri, a.m.k.s.a.a. (2014). the effect of portfolio assessment on learning idioms in writing. international journal of education and literacy studies, 2(2), hal. 53–57. weigle, s.c. & parker, k. (2012). source text borrowing in an integrated reading / writing assessment. journal of second language writing, 21(2), hal. 118–133. zhao, j. (2013). application of metacognitive strategy training into listening class. research journal of applied sciences, engineering and technology, 5(11), hal. 3239–3242. blended learning: improvisasi dalam pembelajaran menulis pengalaman miftakhul huda doi: https://doi.org/10.26714/lensa.8.2.2018.117-130 130 https://doi.org/10.26714/lensa.8.2.2018.117-130 http://jurnal.unimus.ac.id/index.php/lensa metode analisis puisi karya tere liye dengan model atau pendekatan sosiologi sastra memaknai puisi ini dengan mengaitkan kehidupan masyarakat dalam memahami cinta, perasaan, dan kasih sayang sehingga terdapat pembelajaran moral untuk kehidupan masyarakat. sosiologi sastra lebih memperoleh tempat dalam penelitian sastra karena sumber-sumber yang dijadikan acuan mencari keterkaitan antara permasalahan dalam karya sastra dengan permasalahan dengan masyarakat lebih mudah diperoleh. berdasarkan analisis di atas, dapat disimpulkan bahwa kumpulan puisi atau sajak tere liye memaknai tentang cinta, perasaan, rahasia, kebencian, jodoh, kesedihan dan sakit hati. hal tersebut dapat disebut sebagai kesimpulan dari kumpulan puisi ini. kemudian telah dijelaskan pula aktifitas benda mati, dalam puisi tersebut sajak remote sifat on dan off yaitu seperti perasaan manusia dapat tumbuh dapat mati, mungkin pembaca atau masyarakat terhibur dengan membaca puisi ini. daftar pustaka references 17 59 8 3 4 1 1 2 3 98 daftar pustaka 54 pengembangan siswa melalui pembelajaran menulis di sekolah dasar k. endang sri nuryani10 guru sd negeri purworejo abstract one aspect that was developed in the implementation of the curriculum in primary schools in 2013 is the aspect of "creativity". this aspect is developed through the activity of observing, questioning, reasoning, and try;. this aspect is taught through a "thematic". the development of this aspect can be done through a variety of learning activities in schools. one of them is through learning to write. writing activities are believed to be used to develop the creativity of students. because in the process of writing, the author of processing what they see, they read, they listen, and they feel to be the text that is meaningful and interesting. and through the writing process, students develop other competencies as well, such as grammatical competence, textual, and sociocultural. thus, through creative writing students will develop. keywords: child creativity, study write, elementary school. pendahuluan sejak kurikulum 2004, (kurikulum berbasis kompetensi / kbk), kurikulum 2016 (kurikulum tingkat satuan pendidikan /ktsp), dan yang terakhir, yaitu kurikulum 2013 / tematik), aspek kreativitas merupakan aspek penting untuk dikembangkan di sekolah dasar. di dalam kbk dan ktsp, aspek “kreativitas” (creativity aspects) ini tercermin dalam rumusan target pencapaian kbk 2004 di sd, yaitu bahwa target kbk di sd adalah mengantarkan siswa untuk menjadi kompeten dalam berbagai bidang kehidupan yang dipelajarinya. dalam kurikulum ini “kompentensi” (compentence) dimaknai sebagai pengetahuan, keterampilan, dan nilai-nilai dasar yang direfleksikan dalam kebiasaan berpikir dan bertindak secara konsisten dan terus-menerus yang memungkinkan seseorang menjadi kompeten. (puskur balitbang depdiknas, 2001). dengan demikian, maka siswa yang kompeten menurut kbk adalah siswa yang memiliki pengetahuan, keterampilan, dan nilai-nilai dasar untuk melakukan sesuatu. hal tersebut berarti bahwa kbk 2004 di sd 10 penulis adalah pengajar di sd negeri purworejo. 55 menargetkan agar siswa sd yang menjadi subjeknya berkembang menjadi siswa yang kreatif. pada kurikulum 2013 aspek kreativitas tetap menjadi bagian penting yang perlu dikembangkan melaui aktivitas pembelajaran. aspek kreativitas ini dikembangkan melalui proses mengamati, bertanya, menalar, dan mencob. aspek ini diajarkan melalui pendekatan tematik. kemendiknas, 2013). dengan demikian di dalam aktivitas pembelajarn wajib mengedepankan pengalaman personal melalui pendekatan keterampilan proses yang dikemas dalam pendekatan tematik. dengan pendekatan ini kompetensi kreativitas siswa akan meningkat. output pada kbk, ktsp, dan kurikulum 2013 hampir sama, yaitu agar siswa memiliki dasar-dasar karakter, kecakapan, keterampilan, sikap dan pengetahuan yang memadai untuk mengembangkan potensi dirinya secara optimal sehingga memiliki ketahanan dan keberhasilan, baik untuk melanjutkan ke jenjang pendidikan yang lebih tinggi maupun untuk menghadapi kehidupan nyata yang cenderung dinamis (berubah-ubah sepanjang zaman). pada kurikulum 2013 aspek tersebut dikembangkan melalui kompetensi inti dan kompetensi dasar. kompetensi inti ini dikembangkan melalui 4 aspek yang saling terkait, yaitu: (1) sikap keagamaan (kompetensi inti 1), (2) sikap sosial (kompetensi inti 2), (3) pengetahuan (kompetensi inti 3), dan (4) penerapan pengetahuan (kompetensi inti 4). dengan demikian, dalam proses pembelajaran siswa harus dibiasakan aktif, kreatif, dan kritis baik dalam belajar untuk memperoleh pengetahuan / keterampilan maupun dalam mengembangkan karakter untuk menjadi manusia yang beriman, berbudi luhur dan cinta tanah air. untuk mengembangkan sikap kritis dan kreatif ini dapat dilakukan melalui berbagai pembelajaran di kelas. salah satunya dapat dilakukan melalui pembelajaran menulis. karena di dalam proses menulis terjadi proses pemolaan berpikir yang diekspresikan dalam sistem sosial sesuai dengan konteks (pappas, dkk. 1990) masalah yang muncul adalah “bagaimanakah cara mengembangkan kreativitas siswa melalui pembelajaran menulis?” apakah aktivitas menulis dapat digunakan sebagai media pengembangan kreativitas? jawabannya inilah yang menjadi fokus uraian dan sekaligus tujuan pada penulisan makalah ini. dengan demikian makalah ini akan mencoba menampilkan uraian yang berkaitan dengan berbagai upaya yang dapat dilakukan guru untuk mengembangkan kreativitas siswa melalui pembelajaran menulis. aktivitas ini mengacu pada kegiatan pembelajaran menulis berbarengan dengan pengembangan kreativitas anak. 56 profil siswa kreatif kata “kreatif” (creative) dalam kamus inggris indonesia dimaknai sebagai “memiliki daya cipta” (john m echols dan hassan shadily, 2003:154). oleh munandar (1987) siswa yang kreatif dimaknai sebagai siswa yang memiliki kompetensi untuk memunculkan ide-ide baru, penemuanpenemuan baru, dan teknologi baru (maju) dari anggota masyarakatnya. dengan demikian, siswa yang kreatif adalah siswa yang mau dan mampu berpikir inovatif untuk mengembangkan pengetahuan, teknologi, dan sosial budaya masyarakatnya. busono (1995) menyatakan bahwa “kreatif” merupakan kemampuan untuk menggunakan akal sehat agar dapat menciptakan sesuatu yang baru dan asli atau orisinil. dalam pengertian umum, siswa yang kreatif seringkali dinilai sebagai pribadi yang tidak seperti lazimnya, seringkali menentang arus, suka aneh-aneh, suka menciptakan sesuatu yang baru. dengan demikian siswa yang kreatif memiliki kemampuan untuk berpikir rasional, berimajinasi, berintuisi, dan berfantasi (seniawan, 1988). siswa yang kreatif menunjukan keluwesan dan kelancaran dalam berpikir, selalu ingin tahu, selalu merasa tertantang oleh tugas-tugas yang kompleks, berani mengambil resiko dalam bertindak, menghargai keindahan, dan dapat memunculkan ide-ide, model-model yang orisinal, serta selalu ingin mencari pengalamanpengalaman baru. dalam kaitan ini guru diharapkan tidak mematikan bakat siswa. siswa yang kreatif kadang-kadang menunjukkan sikap yang tidak bersahat dengan teman-temannya. kadang-kadang juga suka berbuat gaduh sehingga guru kadang dibuatnya kesal. kondisi ini kadang membuat guru memberikan vonis pada anak yang kreatif sebagai anak nakal, anak tidak tertib, dan anak yang tidak patuh kepada guru dan tataterbib di kelas. sebaliknya guru perlu mengidentifikasi kelebihan siswa untuk mengembangkan potensi yang dimiliki siswa dan mengaktualisasikan dalam aktivitas menulis. filosofi yang mendasari pengembangan kreativitas siswa setiap siswa pada dasarnya memiliki “kreativitas” hanya kadarnya saja yang berbeda-beda. tugas guru mengembangkan kreativitas siswa tersebut. salah satu caranya adalah dengan mengembangkannya melalui pembelajaran menulis atau mengarang. pembelajaran menulis diyakini dapat dimanfaatkan sebagai ajang untuk menumbuhkan kreativitas siswa. keyakinan tersebut didasarkan pada prinsip-prinsip bahwa dalam pembelajaran menulis: 57 1. siwa merupakan pebelajar yang aktif dan konstruktif. siswa aktif membuat makna dan mereka terus-menerus akan berpikir tentang dunia mereka sebagai dasar tentang apa yang mereka pelajari dan mereka susun. 2. bahasa merupakan sistem makna yang dikomunikasikan dalam kehidupan sosial untuk bermacam-macam tujuan, makna tersebut diekspresikan dengan cara yang bermacam-macam. sistem makna tersebut tidak akan dapat dipahami, ditapsirkan, dan dievaluasi, jika tidak dikaitkan dengan konteks pemakaian. 3. siswa pada dasarnya sudah mempunyai pengetahuan. pengetahuan tersebut diorganisasikan dan disusun melalui interaksi sosial dan berubah-ubah sesuai dengan perubahan kehidupan. selain itu, pengetahuan merupakan wujud representasi mental yang didasarkan pada pengalaman individu siswa yang bersangkutan. pappas, dkk (1990) prinsip-prinsip tersebut, memberikan dasar filosofis pada kita, bahwa pembelajaran menulis menghendaki agar siswa dihadapkan dan diajak aktif berinteraksi dengan dunia nyata di lingkungan sosialnya. dan dengan bekal pengetahuan yang telah dimilikinya, mereka diajak untuk mengolah kehidupan dari yang mereka rasakan, mereka lihat, mereka yakini, dan yang mereka angan-angankan, untuk kemudian dipresentasikan dalam bentuk tulisan yang bermakna dan menarik sesuai dengan imajinasi mereka masing-masing. dengan cara ini kreativitas siswa akan tumbuh dan berkembang. pikiran, perasaan, dan imajinasi siswa perlu kita gali. penggalian pikiran, perasaan, dan imajinasikan anak kita bimbing untuk dimunculkan dan diorganisakan dan dipresentasikan dalam bentuk tulisan. dengan cara ini kreativitas dan bakat anak akan menjadi berkembang. akhirnya anak dapat menemukan jatidirinya sebagai anak yang punya potensi dan potensi itu dapat dituliskan. hasil tulisan anak diapresiasi untuk memberikan motivasi pada potensi yang mereka miliki. aktivitas apresiasi ini akan membuat anak menjadi bangga dan percaya diri. pengembangan kreativitas melalui pembelajaran menulis di dalam aktivitas pembelajaran selalu terjadi proses berpikir. proses berpikir tersebut, dikembangkan melalui aktivitas mengamati, mengklasifikasi, memecahkan masalah, membuat hipotesis, membuat abstraksi, membuat generalisasi, merefleksi, menyimpulkan, berpikir divergen, berpikir kreatif dan kritis. di samping pengembangan proses 58 berfikir tersebut, dalam proses pembelajaran juga dikembangan prilaku personal, seperti pribadi yang kreatif, bekerjasama, tekun, ingin tahu, mandiri, percaya diri, berpartipasi, mau menghargai karya teman, toleransi dan peduli terhadap teman dan lingkungan. aspek berpikir dan aspek perilaku personal tersebut secara khusus dapat dikembangkan melalui pembelajaran menulis. hal ini dapat terjadi karena dalam proses menulis terjadi proses merepresentasikan pikiran dan pengalaman personal yang diolah berdasarkan imajinasi penulisnya. melalui menulis siswa belajar cara-cara mengembangkan ide-ide, menyeleksi, dan menyusunnya, menemukan cara yang sesuai untuk mengekspresikannya, mengevaluasi, serta merevisi apa yang telah mereka tulis. dengan demikian, melalui pembelajaran menulis dapat dikembangkan bakat siswa untuk berekspresi secara kreatif. di dalam proses menulis siswa mengolah apa yang mereka lihat, baca, dengar, dan rasakan menjadi sesuatu yang bermakna, dan melalui proses menulis itu pulalah siswa sekaligus dapat mengembangkan kompetensi gramatikal, kompetensi tekstual, dan kompetensi sosial linguistik yang dapat menghasilkan tulisan yang menarik hati pembaca. hal tersebut dapat terjadi karena dalam proses menulis, disamping terjadi pengolahan penglaman batin penulisnya, juga terjadi proses pengolahan bahasa baik secara mekanik maupun sosiokultural sebagai upaya agar tulisan yang dibuat siswa menjadi bermakna dan menarik. di dalam proses mengolah apa yang mereka lihat, baca, dengar, dan rasakan menjadi sesuatu tulisan yang bermakna, guru harus bijak, yaitu guru memberikan kesempatan kepada siswa untuk merevisi bahkan mengganti tulisannya sampai berkali-kali. biarkan mereka menulis tanpa tekanan sehingga siswa dapat dengan leluasa mengembangkan kreativitasnya masingmasing sampai berujud suatu tulisan yang menurut mereka bagus. biarkan siswa memberikan ilustrasi tulisannya sesuai dengan yang mereka kehendaki dan yang mereka anggap bagus. menulis sebagai suatu proses menurut pappas, dkk.(1990) selama menulis, penulis mengandalkan struktur pengetahuan yang dimilikinya untuk dikomunikasikan kepada orang lain melalui tulisannya. dengan demikian, dalam peristiwa menulis terjadi proses mental yang sangat aktif. penulis aktif mengolah secara kreatif skemata yang dimilikinya untuk dituangkan dalam bentuk tulisan agar bisa dinikmati orang lain. proses penuangan ide-ide ke dalam bentuk tulisan pada umumnya melalui tahap-tahap berikut: (1) prapenulisan (prewriting), (2) 59 penyusunan buram (drafting), (3) revisi (revising), (4) pengeditan (editing), dan (5) publikasi (publishing). (pappas, dkk, 1990; tompkins, 1994). kelima tahap menulis tersebut, merupakan pengalaman yang selalu dilalalui penulis dalam mengkonstruksi sebuah teks (karangan). kelima tahap tersebut tidaklah bersifat lenier, dan merupakan langkah yang terpisah-pisah, tetapi merupakan tahap-tahap yang terintegrasi secara simultan dan terjadi secara berlapis berulang. artinya, pada saat penulis membuat kerangka karangan (tahap pramenulis), penulis bisa saja sudah melakukan revisi, dan mempublikasikan kerangkanya kepada teman, guru, atau orang lain yang dianggap ahli untuk mendapatkan tanggapan sebagai input untuk melakukan perbaikan (revisi). pada tahap penulisan buram, pengeditan, dan lainnya bisa saja penulis melakukan hal yang sama dengan yang dilakukan ketika penulis menyusun kerangka. dengan kata lain, kelima tahap proses menulis tersebut sering dilalui penulis secara berlapis dan berulang. selengkapnya tahap-tahap tersebut dapat dijelaskan sebabagi berikut: 1. tahap “prapenulisan” (prewriting), penulis mulai menggali ide, mengingat, memunculkan ide, dan menghubung-hubungkan ide berdasarkan skemata yang dimilikinya. proses ini dapat dibentuk melalui membaca, meng-observasi, menyimak, diskusi, brainstorming, dan sebagainya. melalui kegiat-an tersebut penulis akan menemukan ide baru, model baru, dan pengalaman baru yang akan diwujudkan dalam bentuk karangan kreatif (original) yang berbeda dengan karangan lain yang pernah dibacanya. setelah ide ditemukan dilanjutkan dengan proses penyusunan kerangka karangan (outline) 2. tahap “penyusunan buram” (drafting) penulis mencoba mengembangkan kerangka (mengkreasi teks) ke dalam bentuk karangan utuh. menyusun buram merupakan pengalaman spontan dalam memproduksi wacana. penulis secara kreatif akan memilih kata-kata (diction), tanda baca dan ejaan, sebagai upaya mengkontruksikan ideidenya ke dalam teks. dalam tahap ini siswa harus dibiasakan bebas mengungkapkan ide-idenya dalam kata-kata ke dalam bentuk teks. siswa jangan dibiasakan takut salah, sebab buram masih dapat diperbaiki, dan diperbaiki lagi sampai terbentuk teks yang diharapkan. 3. tahap “revisi” (revising). pada tahap ini siswa sebagai penulis mencoba untuk berpikir kembali, melihat kembali, dan mengkonstruksi kembali teks yang telah disusun. revisi merupakan aktivitas yan berlangsung terus-menerus, baik pada saat pramenulis (prewriting) maupun pada saat menyusun buram (drafting) termasuk pada saat mengembangkan kerangka (autline), penulis harus mengecek kembali apakah ide-idenya 60 sudah diungkapkan dengan jelas, runtut, dan lengkap. apakah cara-cara pengungkapannya sudah cukup kreatif dan tidak menjiplak (original)? 4. tahap “pengeditan” (editing). pada tahap ini siswa sebagai penulis teks mencoba memperhalus, mempertajam, dan memperjelas pesan-pesan yang telah dituangkan dalam buram agar menarik dan mudah dipahami pembaca. pada kegiatan ini lebih menekankan pada upaya menata aspek kebahasaannya, seperti struktur kalimat, diksi, ejaan, dan tanda baca. 5. tahap “publikasi” (publishing). pada tahap ini siswa sebagai penulis mempresentasikan tulisannya baik dalam forum kelas, melalui jurnal, majalah dinding atau lainnya. publikasi dengan presentasi pada forum kelas, sekaligus dapat difungsikan untuk memperoleh masukan dari teman sejawat atau dari guru. publikasi melalui media massa, seperti jurnal atau majalah dinding juga dimaksudkan untuk memperoleh apresiasi atau masukan dari khalayak. dengan publikasi ini siswa akan memperoleh masukan untuk tulisan-tulisan berikutnya. kelima tahapan menulis tersebut dilakukan dengan bimbingan guru. guru perlu memiliki seni membimbing, seni bertanya untuk mengungkap buah pikiran siswa dalam aktivitas menulis. motivasi untuk mengajak siswa menulis sangat diperlukan. upayakan agar guru tidak membuat siswa frustasi. sebaliknya guru harus bisa mendorong agar siswa berani mengungkapkan pikiran, perasaan, dan imajinasinya dalam tulisan. upayakan siswa tidak takut menulis, tetapi guru harus pintar membuat siswa gemar dan menulis dengan hati senang. peranan guru dalam mengembangkan kreativitas siswa peranan guru dalam mengembangkan kreativitas siswa melalui pembelajaran menulis sangat besar. bentuknya adalah guru harus secara terus-menerus menciptakan kondisi yang memungkinkan siswa dapat terus berinteraksi dan bertanggung jawab dalam pembelajaran menulis. guru perlu menciptakan situasi pembelajaran yang aktif, kreatif, dan menyengkan (disingkat pakem) sehingga siswa tidak takut mengembangkan kemampuannya secara optimal. caranya, guru harus selalu siap memberikan bantuan kepada siswa dalam membangkitkan ide-ide, memberikan kesempatan kepada siswa untuk mengedit tulisan mereka, dan guru dapat memberikan saran-saran untuk perbaikan tulisan mereka yang dilakukan secara simpatik dan bersahabat pada siswa. salah satu cara yang dipandang efektif untuk menciptakan kondisi yang baik untuk mengembangkan kreativitas siswa adalah melalui pembelajaran menulis dengan “strategi proses menulis”. 61 setiap langkah dalam proses menulis harus diberikan ruh agar kegiatan bermaknak dan menarik bagi siswa. setiap langkah harus diupayakan sebagai kegiatan yang membuat siswa bergembira dalam menulis. dengan demikian setiap langkah bukan merupakan kegiatan yang mecekam yang membuat siswa frustasi dan takut untuk memulai menulis. dengan cara ini maka imajinasi siswa akan muncul dan mengalir dan dapat dituangkan menjadi tulisan yang menarik. dalam aktivitas ini guru dapat memulainya dengan mengajak siswa untuk membaca tulisan orang lain. atau membaca karangan penulis terkenal tentang sastra anak-anak. dari bacaan yang mereka baca itulah anak-anak diajak untuk berimajinasi membuat tulisan sendiri yang berbeda dengan yang telah mereka baca. kalu perlu sekali-kali mereka diajak untuk mengunjungi tempat-tempat yang menarik. setelahnya siswa diminta menuangkan sesuatu yang diperoleh dari yang mereka lihat dan mereka amati. jika tidak memungkinkan, siswa dapat diajak untuk menonton film atau video yang cocok dengan sesuatu yang bisa ditulis sebagia suatu karangan. atau guru juga dapat menggunakan media audio visual yang telah dikemas dalam beberapa slide powerpoint. langkah pembelajaran menulis dengan pendekatan proses menulis setiap siswa pada dasarnya memiliki “kreativitas” hanya kadarnya saja yang berbeda-beda. tugas guru mengembangkan kreativitas siswa tersebut. salah satu caranya adalah dengan mengembangkannya melalui pembelajaran dengan “strategi proses menulis”. strategi ini diyakini dapat dimanfaatkan sebagai ajang untuk menumbuhkan kreativitas siswa. langkah-langkahnya antara lain sebagai berikut: 1. pada tahap pramenulis (prewriting) pada tahap ini penulis berusaha menemukan apa yang akan mereka tulis. siswa sd pada umumnya masil mengalami kesulitan dalam menemukan ide-ide yang hendak mereka tulis, oleh sebab itu guru sd perlu membantu mereka menemukan ide-ide / topik-topik yang hendak mereka tuliskan. cara yang dapat dilakukan guru antara lain sebagai berikut: a. mengajak siswa membuat daftar topik dari jurnal yang pernah mereka baca, dari jenis-jenis makanan yang mereka sukai, dari berbagai bidang 62 olah raga, dari acara televisi, dari majalah, atau menawarkan topik dari topik-topik yang telah dipersiapkan guru. b. mengajak siswa melakukan sumbang saran, dari sumbang saran antar teman memungkinkan munculnya topik baru yang menarik baik dari individu maupun dari kelompok. guru membantu mengorganisasikan dala mengelompokkan topik yang muncul dari sumbvang saran tersebut. c. mengajak siswa melihat kembali topik-topik yang pernah ditulisnya dalam jurnal mereka masing-masing. siswa dapat diajak untuk memperluas atau menyempit-kan topik-topik yang pernah mereka tulis. d. mengajak siswa untuk menulis bebas, yaitu menulis apa saja tanpa dibatasi topik. dari tulisan bebas mereka itulah barangkali ada ide atau topik yang dapat mereka gunakan sebagai bahan tulisan, waktu yang digunakan untuk aktivitas ini jangan lebih dari 5 menit. e. mengajak siswa menulis bebas dengan petunjuk. siswa diminta menulis bebas dari bahan yang ditunjukkan oleh guru, misalnya siswa diajak untuk menuliskan suatu tempat yang pernah mereka kunjungi, makanan yang disukai atau lainnya, bisa tentang baunya, rasanya, bentuknya, dan lainnya. dari situ akan dapat ditemukan topik yang dapat digunakan sebagai bahan tulisan. f. mengajak siswa untuk menggambar. anak kecil suka menggambar. bahwa menggambar dan gambar itu sendiri merupakan pendukung yang baik untuk menulis. dengan menggambar mereka secara spontan dapat menceritakan cerita yang digambarkannya. dari cerita itu dapat dimintakan kepada siswa untuk menuliskannya menjadi teks. g. mengajak siswa untuk membaca berbagai buku cerita. dari membaca siswa akan menemukan model tulisan sekaligus dapat memunculkan inspirasi tentang isi yang dapat memunculkan topik baru dari isi bacaan yang pernah mereka baca. h. mengajak siswa untuk membuat peta konsep tentang berbagai peristiwa yang pernah mereka alami, misalnya ikut ibu berbenja ke pasar, dapat dibuat peta konsep seperti pada halaman berikut: 63 peta konsep dengan topik “ikut ibu berbenja ke pasar” 2. pada tahap penyusunan buram (drafting) pada tahap ini siswa diajak untuk mencoba mengembangkan kerangka (mengkreasi teks) ke dalam bentuk karangan utuh. mereka kita ajak memproduksi dan menuangkan kata-kata secara kreatif ke dalam kalimat / paragraf secara spontan. merka diberikan kebebasan dalam mengembang teks, sebab buram belum merupakan teks jadi, siswa nanti masih diberikan untuk merevi dan mengeditnya pada tahap berikutnya. munculkan keberanian menulis, dan jangan dibuat mereka takut salah. biarkan mereka secara kreatif memilih kata-kata (diction), menggunakan tanda baca dan ejaan, sebagai upaya mengkontruksikan ide-idenya ke dalam teks. 3. pada tahap “revisi” (revising). pada tahap ini siswa sebagai penulis diajak mencoba untuk berpikir kembali, melihat kembali, dan mengkonstruksi kembali teks yang telah disusun. mereka diajak unk melihat kembali apakah ide-idenya telah diungkapkan dengan jelas, runtut, dan lengkap. apakah cara-cara pengungkapannya sudah cukup kreatif dan tidak menjiplak (original)? untuk memperhalus / mempercantik tulisannya dapat dilakukan dengan cara konferensi (conference). konferensi dilakukan antara siswa sebagai penulis, guru, dan siswa lain sebagai pembaca. konferensi merupakan aktivitas berbagi pendapat (sharing) untuk melihat kembali kesalahan-kesalahan dalam menunculkan ide-ide, menyusun kerangka, dan dalam menuangkannya ke dalam buram. sharing pendapat dapat difokuskan pada penggunaan struktur kalimat, diksi, ejaan, atau pada tanda baca. melalui konferensi struktur adik dibelikan boneka perasaanku senang ikut ibu ke pasar banyak barang dan mainan aku dibelikan buku dan mainan ayah dibelikan kaos dalam ibu membeli keperluan dapur 64 kalimat yang kurang logis, diksi yang kurang tepat, ejaan dan tanda baca yang salah dapat diperbaiki. konferensi ini juga sekaligus dapat digunakan untuk memberikan apresiasi terhadap tulisan siswa yang berkaitan dengan keaslian tulisan (originality), keindahan bahasa, maupun yang berkaitan dengan unsur-unsur tulisan / sastra lainnyaberikut: 4. pada tahap “pengeditan” (editing). pada tahap ini siswa sebagai penulis teks diajak untuk mencoba memperhalus, mempertajam, dan memperjelas pesan-pesan yang telah dituangkan dalam buram agar menarik dan mudah dipahami pembaca. pada kegiatan ini aktivitas yang ditekankan adalah aktivitas menata aspek kebahasaannya, seperti struktur kalimat, diksi, ejaan, dan tanda baca, sampai teks yang dibuat siswa dianggap layak untuk dipublikasikan. masukan dari teman dan guru pada tahap revisi dan dari membandingkan dengan model tulisan orang lain, sangat baik digunakan sebagai bahan pertimbangan dalam melakukan aktivitas editing ini. 5. pada tahap “publikasi” (publishing). pada tahap ini siswa sebagai penulis diminta untuk mempresentasikan tulisannya baik dalam forum kelas, maupun melalui jurnal, majalah dinding, atau lainnya. publikasi dengan presentasi pada forum kelas, sekaligus dapat difungsikan untuk memperoleh masukan dari teman sejawat atau dari guru. publikasi melalui media massa, seperti jurnal atau majalah dinding juga dimaksudkan untuk memperoleh apresiasi atau masukan dari khalayak. dengan publikasi ini siswa akan memperoleh masukan untuk tulisan-tulisan berikutnya. akhir pembelajaran pada akhir pembelajaran, guru dapat meneruskan kegiatan menulis ini dengan kegiatan kreatif lainnya. pada tahap akhir ini siswa dapat diajak untuk melakukan hal-hal berikut: 1. memberikan ilustrasi berupa gambar. gambar-gambar ini dimaksudkan untuk membuat tampilan teks ayang dibuat siswa menjadi lebih indah. atau dapat juga ilustrasi yang dibuat siswa dimaksudkan untuk lebih membuat kongkret akan kisah-kisah yang dituangkan dalam tulisan. 65 2. siswa dapat diajak mengubah tulisan narasinya ke dalam bentuk dialog sehingga tulisan anak yang berbentuk narasi dapat dipentaskan di depan kelas. 3. dapat juga siswa diajak untuk membuat pentasan drama terkait dengan tulisan anak. dengan cara ini siswa akan dapat melakoni apa yang telah ditulisanya secara kreatif. 4. siswa dapat juga diminta untuk mempublikasikan karangannya ke dalam majalah dinding. dengan cara ini siswa akan bangga dengan tulisannya karena dibaca teman-teman lain. 5. siswa bisa juga diminta untuk membacakan ceritanya di depan temanteman lain. 6. siswa juga dapat diajak untuk mengirimkan tulisannya kepada temannya yang ada di kota lain, dikirim melalui pos, melalui facebook atau media lainnya. kegiatan akhir ini boleh dipilih satu atau dua kegiatan saja yang cocok dengan kondisi kelas. guru dapat juga melakukan kegiatan lainnya yang lebih kreatih. yang penting melalui kegiatan menulis ini anak dapat termotivasi untuk mengembangkan kreativitasnya. simpulan salah satu aspek yang perlu dikembangkan dalam pelaksanaan kurikulum 2013 untuk sd dan mi adalah aspek “kreativitas” (creativity aspecs) aspek kreativitas ini dikembangkan melalui proses mengamati, bertanya, menalar, dan mencoba. aspek ini diajarkan melalui pendekatan tematik. kemendiknas, 2013).. dengan demikian, kbk 2004 di sd secara inklusif menargetkan agar siswa sd yang menjadi subjeknya berkembang menjadi siswa yang kreatif. setiap siswa (termasuk siswa sd) pada dasarnya memiliki “kreativitas” kadarnya saja yang berbeda-beda. siswa yang kreatif dimaknai sebagai siswa yang memiliki kompetensi untuk memunculkan ide-ide baru, penemuan-penemuan baru, dan teknologi baru (maju) dari anggota masyarakatnya. dengan demikian, siswa yang kreatif adalah siswa yang mau dan mampu berpikir inovatif untuk mengembangkan pengetahuan, teknologi, dan sosial budaya masyarakatnya. 66 salah satu tugas guru adalah mengembangkan kreativitas siswa tersebut. salah satu cara untuk mengembangkan kreativitas siswa adalah melalui pembelajaran menulis atau mengarang. pembelajaran menulis diyakini dapat dimanfaatkan sebagai ajang untuk menumbuhkan kreativitas siswa sebab di dalam proses menulis siswa mengolah apa yang mereka lihat, baca, dengar, dan rasakan menjadi sesuatu yang bermakna, dan melalui proses menulis itu pulalah siswa sekaligus dapat mengembangkan kompetensi gramatikal, kompetensi tekstual, dan kompetensi sosial linguistik yang dapat menghasilkan tulisan yang menarik hati pembaca. hal tersebut dapat terjadi karena dalam proses menulis, disamping terjadi pengolahan penglaman batin penulisnya, juga terjadi proses pengolahan bahasa baik secara mekanik maupun sosiokultural sebagai upaya agar tulisan yang dibuat siswa menjadi bermakna dan menarik. aktivitas semacam ini hanya bisa dilakukan oleh siswa yang kreatif. salah satu strategi pembelajaran menulis yang dinilai efektif untuk mengembangkan kreativitas siswa adalah “strategi proses menulis”. di dalam strategi ini, siswa diajak menenemukan, mengolah, dan menuangkan ideidenya ke dalam bentuk teks yang bermakna dan menarik hati pembaca. tahap-tahap pembelajaran dengan strategi proses menulis ini, adalah tahap pramenulis (prewriting), penyusunan buram (drafting), memperbaiki (revising), mengedit (editing), dan publikasi (publishing). melalui tahap-tahap tersebut guru membimbing siswa menumbuhkan kreativitas siswanya agar dapat menghasilkan teks yang bermakna dan menarik.. daftar pustaka busono, mardiati. 1995. upaya merangsang kreativitas anak berbakat. cakrawala pendidikan no 2 tahun xiv. juli 1995 conny r seniawan, dkk. 1998. dimensi kreatif dan filsafat ilmu. bandung: remaja karya depdiknas. 2001. kurikulum berbasis kompetensi: kebijaksanaan umum pendidikan dasar dan menengah. jakarta: puskur balitbang depdiknas. depdiknas. 2006. kurikulum tingkat satuan pendidikan (ktsp). jakarta. depdiknas kemendiknas. 2013. kurikulum 2013 kompetensi sekolah dasar (sd)/ madrasah ibtidaiyah (mi).jakarta: kemendiknas. echols, john.m. dan hassan shadaly. 2003. kamus inggris indonesia. jakarta: pt gramedia 67 munandar, s.c. utami. 1987. mengembangkan bakat dan kreativitas anak sekolah: petunjuk bagi para guru dan orang tua. jakarta: pt gramedia. pappas, christine c. et all. 1995. an integrated language perpective in elementery school. toronto: lonman tompkins, g.e. 1994. teaching writing: balancing process and product. new york: macmillan college publishing company page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 249 representation of 'muslim' in jakarta governor election 2017 in the washington post: a critical discourse analysis titania sari1*, ai yeni yuliyanti2, ponia mega septiana3 1sekolah tinggi teknologi bandung, 2uin sunan gunung djati, 3sekolah tinggi ilmu ekonomi stan indonesia mandiri indonesia *titaniasari@sttbandung.ac.id article history: submitted on 21st july 2022; revised on 17th december 2022: accepted on 18th december 2022; published on 31st december 2022 abstract this research explores how the washington post online newspaper represents muslims and non-muslims in the jakarta governor election in 2017. the researcher obtained the data from the article in the washington post on may 5, 2017. this qualitative research used norman fairclough's critical discourse analysis theory (2003) approaches in the textual and social practice analysis dimensions. the textual analysis dimension is analyzed using halliday's transitivity theory (2014), focusing on process type at representational meanings. the researcher collects, classifies, and explores the data. the findings show that the most apparent in the sentences of articles are mental and verbal processes, and there is no behavioral process. the result shows that the washington post represents muslims primarily negatively. muslims is represented as conflict maker and a winner in the event because of the non-muslim candidate's offense. the muslim society is represented as having conflict, and hard-line muslim communities want to apply islamic law to the indonesian government. keywords: critical discourse analysis, muslim, representation, transitivity introduction the representation of muslims in the us became an interesting issue, especially after the wtc building attacks in 2001. trevino, et al. (2010) claimed that there are still many misconceptions about this religion and its adherents in the united states due to media portrayals, language barriers and http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 mailto:titaniasari@sttbandung.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 250 cultural differences, and a lack of understanding about true islam. despite not being considerably different in their portrayals of islam, all three elite newspapers—the new york times, the los angeles times, and the washington post—portrayed muslims more negatively after september 11. before and after the attack, each newspaper had given more negative terms than positive and neutral terms combined. muslims were described in the majority of negative terms as terrorists, extremists, fundamentalists, radicals, and fanatics (trevino et al., 2010). in addition, using corpus-assisted critical discourse analysis, mahmoud samaie and bahareh malmir (2017) found that, in general, islam and muslims are associated with violence, religious radicalism, and islamic extremist militants. islam is mostly portrayed as violent, with muslims often negatively framed (ahmed & matthes, 2017). the research on how the media shapes muslim and islamic identity focused on western nations, muslim nations, and muslim media was largely ignored (ahmed & matthes, 2017). shahram akbarzadeh and bianca smith examined the representation of islam and muslims in australian media (akbarzadeh & smith, 2005). onaiza drabu examined the representation of muslim and islam indian prime-time news (drabu, 2018). in line with research in the us media, both studies in australia and india show that islam and muslims are portrayed with negative impressions. however, to positively portray islam and australian muslims, australian media is deliberately constructed with familiar and positive imagery. over time, much research has focused on muslim countries in various issues such as religious practice, political issues, and the welfare of muslim countries. as the world's largest majority muslim nation, indonesia has many compelling issues for either local or overseas media. one of the biggest issues attracting the world's interest is the jakarta election, colored by many conflicts and demonstrations in blasphemy cases accused by hard-line islamist groups toward the non-muslim governor candidate. numerous scholars have examined this issue using diverse focus points and methodologies. rai and mahadian (2017) analyzed the representation of ahok in the case of blasphemy in suara merdeka and rakyat merdeka semiotically. they discovered that ahok represents minorities who lack influence and power among the majority of the political class, particularly in indonesia. ahok feels intimidated by the accusations of blasphemy charged against him, and some politicians who disagree with him have politicized the accusation. sukma alam (2019) used critical discourse analysis to evaluate how the republika ideology was represented in the news coverage of the second round of the jakarta election. he discovered that anies baswedan is portrayed as the incumbent's opponent, which results in an image of a courteous leader who refrains from cursing in public and has ties to muslims. in comparison, islam's blasphemy movement stands in for ahok as the incumbent. syafruddin ritonga's analysis of the anti-ahok rally's news http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 251 reality construction in 2020 examined the clash of civilizations. they discovered that conflict polarization in media had been influenced by the mediated symbolic conflict upheaval practiced by both kompas and republika (ritonga et al., 2020). the third study examined the problem using communication research. linguistically, hakim et al. (2019) examined the representation of both candidates (ahok-djarot and anies-sandi) in the jakarta election in online media. using critical discourse analysis, they found that the tirto.id represented anies-sandi negatively while ahok-djarot positively. in contrast, republika.co.id represented anies-sandi positively and ahoh-djarot negatively. based on the previous studies, the focus of the studies is the representation of ahok (rai & mahadian, 2017), both anies-sandi and ahokdjarot (hakim et al., 2019), media news ideology (alam, 2019) and the civilization clash constructed by the newspaper (ritonga et al., 2020). there is no study focusing on muslim representation in that case. the data of all the studies are from newspapers in indonesia. meanwhile, this study aims to analyze the indonesian muslim representation in us media related to the jakarta governor election in 2017. thus, the novelty of this study is focusing on muslim representation in us newspapers. using critical discourse analysis (fairclough, 2013), the authors tried to analyze the view of the washington post online newspaper as the american post media about 'muslim' in the jakarta governor election 2017 concerning representation analysis. at the textual level, this study aims to analyze processes type at representational meanings using the transitivity theory of halliday (2014a). it is expected that indonesian aware of the effect of muslim activities in indonesia on the world. therefore, this study shows a representation of muslims in indonesia based on a us newspaper view. therefore, future research is expected to find a solution to construct a positive representation of indonesian muslims in the worldview through linguistics. method the methodology of this study is qualitative research because this research is concerned with qualitative phenomena or phenomena relating to or involving quality or kind (creswell, 2014). it uses critical discourse analysis by norman fairclough (2003) and grammatical analysis by m.a.k. halliday (2014a) in analyzing the data. this study is concerned with the jakarta governor election 2017, which is very interesting to investigate because of the blasphemy case accused by hard-line islamist groups toward non-muslim governor candidates. the data source is the washington post online newspaper article titled "rise of hard-line islamist groups alarms moderate indonesian muslims," may 7, 2017 (emont, 2017). the researchers become a crucial instrument for collecting, classifying, and analyzing the data to analyze the representation of 'muslim' http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 252 in the jakarta governor election 2017 from the washington post online newspaper article. in analyzing the data, the researchers do many steps: 1. selecting the clause about muslim 2. classifying the process 3. describing the representation in textual analysis 4. describing the representation in the social analysis. the analysis steps are described in the following figure 1 based on fairclough’s approach: figure 1: critical discourse analysis based on figure 1 above, after data reduction, the collected data have then been analyzed in three levels. the first is text analysis using halliday's theory about processes in the clause. the second is how the data are interpreted due to their context and the broadest scope, discourse practice. the last is social analysis due to situational, institutional, and societal practice. findings and discussion jorgensen & phillips (2002) analyze that the norms and values that underlie texts are often hidden rather than overtly stated. they argued that norman fairclough and others suggested that a critical approach to discourse analysis might help reveal these often 'out of sight' values. it is an approach http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 253 that examines the use of language and asks why it has been used that way and its implications. jorgensen & phillips (2002) state that critical discourse analysis (often abbreviated to cda) provides theories and methods for the empirical study of the relations between discourse and social and cultural developments in different social domains. fairclough (2010) argues that critical discourse analysis is not just an analysis of a discourse (or, more concretely, texts). still, it is also part of the systematic transdisciplinary analysis of relations between discourse and other elements of the social process. it is a general commentary on discourse and includes a systematic analysis of texts. it is not just descriptive, but it is also normative. it addresses social wrongs in their discursive aspects and possible ways of righting or mitigating them. critical discourse analysis (cda) draws from work carried out by a critical theory that considers people's social, cultural, economic, and political ways and how relations of power ideologically shape the production and reception of texts. critical literacy draws on this critical view of discourse and originates in paolo freire's work. he proposed an approach to education that aimed to empower and give a voice to marginalized groups of learners. a critical perspective on discourse analysis explores the connections between language use and the social and political contexts in which it occurs. it deals critically with discourse communities' norms and expectations and raises social, economic, and political issues. the cases are gender, ethnicity, cultural difference, ideology, and identity, and how these are reflected in texts. based on the three dimensions of fairclough's approach to critical discourse analysis in the previous discussion, fairclough (2006:4) states that the 'text' dimension attends to the language analysis of texts. social and cultural analyses can only be enriched by this textual evidence, which is partly linguistic and partly intertextual partly a matter of how links between one text and other texts and text types are inscribed on the surface of the text. texts are viewed as multi-functional in this sort of sense, though in a somewhat different way, under the distinction between genres, discourses, and styles as the three main ways in which discourse figures as a part of social practice – ways of acting, ways of representing, ways of being. alternatively, to put it differently: the relationship of the text to the event, the wider physical and social world, and the persons involved in the event. three major types of text meaning are: 1. action 2. representation 3. identification. fairclough (2003) analyzes that all three main types of meaning (action, representation, and identification) are simultaneously at issue in clauses. each gives a particular perspective on the clause and specific analytical categories. an essential element in group formation is representation, meaning one can be represented by proxy when physically absent. there are no objective groups since groups are always created through http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 254 the contingent construction of equivalence among different elements. it is not the case that the group is formed first and later represented; the group and representative are constituted in one movement. van leeuwen (2008) argues that anthropologists and sociologists have always realized that representation is ultimately based on practice, on "what people do." a. textual analysis: representation in clause fairclough (2003) states that representational meanings in the clause can be represented in clauses including aspects of the physical world (its processes, objects, relations, spatial and temporal parameters), parts of the 'mental world' of thoughts, feelings, sensations and so forth, and aspects of the social world. representational meanings, from this perspective, clauses can be seen as having three main types of elements: processes, participants, and circumstances. processes are generally realized as verbs, participants as subjects, objects, or indirect objects of verbs. furthermore, sujatna (2013) argued that there are six different processes: material, mental, relational, verbal, existential, and behavioral process. halliday (2014b) explores the different types of processes that are built into the grammar of english as follows: i. material clauses: processes of doing-&-happening ii. mental clauses: processes of sensing iii. relational clauses: processes of being and having iv. behavioral clauses: processes of physiological and psychological behavior v. verbal clauses vi. existential clauses after collecting the data, the clauses about muslims. the researchers analyze those clauses based on their processes. the total data found in the article "rise of hard-line islamist groups alarms moderate indonesian muslims" is 46. those are material, mental, relational, and verbal processes. there are no behavioral and existential processes found. the dominant process is verbal (15 data). then, it is followed by the material process (5 data) and the relational process (3 data). the minor appearance is a mental process. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 255 i. material processes based on halliday's theory of clause as representation (halliday & matthiessen, 2014b), the data analysis is described in the following. data 1: in mid-february, muhammad al-khaththath, leader of the hard-line muslim community forum, held a court on the top floor of a jakarta fast-food joint. in midfebruary muhammad alkhaththath, leader of the hard-line muslim community forum held court on the top floor of a jakarta fast-food joint circumstance participant process participant circumstance time actor material goal place the type of process is a process of doing; therefore, the process type is material. then, in mid-february is time, muhammad al-khaththath, leader of the hard-line muslim community forum, is an actor, held is the material, court is the goal or affected, on the top floor of a jakarta fast-food joint is place. from the analysis above, the kind of process is a material process. the process extends to another participant; that is goal. the material clause construes a quantum of change in the flow of the event, that is jakarta governor election 2017. the actor, muhammad al-khaththath, leader of the hard-line muslim community forum, does the process that is held, affecting the goal of court. the editor of the washington post represents muhammad al-khaththath, leader of the hard-line muslim community forum, as the actor affects court in mid-february on the top floor of a jakarta fast-food joint. ii. mental processes data 25: nuruzzaman of ansor compared such organizations to the indonesian communist party, a boogeyman from indonesia's past. nuruzzaman, of ansor compared such organizations to the indonesian communist party, a boogeyman from indonesia's past participant process participant senser mental phenomenon from the analysis above, the type of process is a mental process. mental clauses are concerned with the experience of the world of a person's consciousness. the mental clause construes a quantum of change in the flow of the jakarta governor election 2017 event in a person's consciousness. the phenomenon, which is nuruzzaman of ansor, is senser. furthermore, referring to the previous clause, such organizations are muslim organizations pushing to create a caliphate. the phenomenon, such organizations to the indonesian communist party, a boogeyman from indonesia's past, is a thing. the editor of the washington post represents nuruzzaman, of ansor as a senser construed by a change in the jakarta governor election 2017 event. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 256 iii. relational processes data 45: for nuruzzaman, the moderate muslim leader, it is crucial to oppose the hardliners, whatever the difficulties. ("rise of hard-line islamist groups alarms moderate indonesian muslims") for nuruzzaman, the moderate muslim leader it is crucial to oppose the hardliners, whatever the difficulties circumstance participant process participant purpose carrier attributive attribute the process is a process of being. therefore, the process type is relational. then the process is the attributive mode of the relational clause. furthermore, for nuruzzaman, the moderate muslim leader is the purpose. it is the carrier. crucial to oppose the hard-liners, whatever the difficulties is attribute. since it is the relational clause, the clause characterizes the carrier, which is it. the editor of the washington post attributes it, which is to oppose the hardliners, as crucial. iv. verbal process data 3: sharia would become the law of the land, non-muslims would lose their leadership posts, and thieves, in accordance with islamic law, would have their hands lopped off, he said. ("rise of hard-line islamist groups alarms moderate indonesian muslims") sharia would become the law of the land, non-muslims would lose their leadership posts, and thieves, in accordance with islamic law, would have their hands lopped off he said participant participant process reported sayer verbal the type of process is a process of saying; therefore, the process type is verbal. then, sharia would become the law of the land, non-muslims would lose their leadership posts, and thieves, in accordance with islamic law, would have their hands lopped off is reported, he is the sayer, and said is verbal. based on the analysis above, the type of process is verbal. verbal clauses are an essential resource in various kinds of discourse in this article. they contribute to creating a narrative by making it possible to set up dialogic passages. 'saying' must be interpreted in a rather broad sense. it covers any symbolic exchange of meaning. the sayer, he, puts out a signal. verbal processes might more appropriately be called 'symbolic' processes, which in this clause is said. the reported sharia would become the law of the land, non-muslims would lose their leadership posts, and thieves, in accordance with islamic law, would have their hands lopped off, is the reporting service of what is said. the editor of the washington post represents sharia would become the law of the land, non-muslims would lose their leadership posts, and thieves, in accordance with islamic law, would have their hands lopped off as the topic of what he says. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 257 b. social analysis: sociocultural practice the discourse production process's nature can be referred to as the more comprehensive sociocultural practice within which it occurs. fairclough (2006:6) states that the 'social practice' dimension attends to issues of concern in social analysis, such as the institutional and organizational circumstances of the discursive event and how that shapes the nature of the discursive practice and the constitutive/constructive effects of discourse referred to above. based on fairclough's theory, wodak & meyer (2016) argue that the social process can be seen as the interplay between three levels of social reality: social structure, practices, and events. social practices 'mediate' the relationship between general and abstract social structures and particular and concrete social events; social fields, institutions, and organizations are constituted as networks of social practices. fairclough (2010) said that sociocultural practice is a relationship between heterogeneous textual features, discourse processes' complexity, and sociocultural change processes. a piece of discourse is embedded within the sociocultural practice at several levels. those are situational, institutional, and societal levels. as wodak & meyer (2016) explain, the analysis of the third dimension of a discursive event – that of social practice – relates to the different levels of social organization: the situation, the institutional context, the wider group, or the social context. a situational level is in the immediate situation. fairclough describes four main dimensions of the situation: what is going on (activity, topic, purpose), who has been involved, what relationships are at issue, and what the role of language is in what is going on (fairclough, 2010). an institutional level is on the broader institution or organization (fairclough, 2010). darma (2014:159)) explains that institutional practice context is broader than situational context. the media affects the news results, social or certain power, and politics, i.e., specific media politics, media economics, or media culture. fairclough (2013) describes that a social institution is (amongst other things) an apparatus of verbal interaction or an 'order of discourse.' he regards an institution as a sort of 'speech community,' with its repertoire of speech events describable in terms of the types of 'components' which ethnographic work on speaking has differentiated – settings, participants (their identities and relationships), goals, topics, and so forth. each institution has its own set of speech events, its norms for their combination – for which cast members may participate in which speech events play which parts. in these settings, in pursuing which topics or goals, for which institutionally recognized purposes. it is necessary to see the institution simultaneously facilitating and constraining its members' social actions (verbal interaction). it provides them with a frame for action without which they could not act, thereby restraining them from acting within that frame. moreover, every such institutional frame includes formulations and symbolizations of a particular set of ideological representations: ways of talking are based upon particular 'ways of seeing. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 258 a societal level is in the larger society (fairclough, 2010). fairclough (2010) states that a societal order of discourse is a particular structuring of constituent institutional orders of discourse, and given structuring may be destructured during the social struggle. there are three explanations for social analysis in sociocultural practice: situational, institutional, and societal. furthermore, fairclough (2010) describes that a piece of discourse is embedded within the sociocultural practice at several levels: the immediate situation, the broader institution or organization, and the social level. based on the explanation above, the washington post's account of how muslims were represented in the 2017 jakarta governor election illustrates the connection between discursive and social processes. i. situational in the immediate situation, the washington post represents 'muslim' in the jakarta governor election 2017 in four main dimensions of the situation: what is going on (activity, topic, purpose), who has involved, what relationships are at issue, and what is the role of language in what is going on? it is described in the following analysis. the analysis is in the four main dimensions of the situation. the analysis is divided into activity, topic, and purpose in the dimension of what is going on. the washington post represents muslims in the activity context in the jakarta governor election 2017, mostly in harmful activities. the activity can be presented in data 1 that muhammad alkhaththath, a muslim leader of the hard-line muslim community forum, held a court on the top floor of a jakarta fast-food joint. according to an article titled "jejak al khaththath, caleg gagal yang coba gulingkan jokowi" in cnn indonesia, muhammad al-khaththath is a failed legislative candidate who is suspected of intending to overthrow the jokowi government, making his actions detrimental to the jakarta governor election (akbar, 2017). the washington post represents the activity as a negative based on the article "polisi: al-khaththath cs matangkan rencana makar di dua tempat" in media indonesia online newspaper (irwanto, 2017). police reveal that muhammad al-khaththath cs held a meeting twice in kalibata, south jakarta, and menteng, centre of jakarta, to finalize the plan of overthrowing the government. as the hard-line muslim community forum leader, it can be analyzed that muhammad al-khaththath, has a negative representation in the activity context. regarding topic context, muslims are represented as a winner of an april 19 runoff election for governor of jakarta. the topic can be presented in data 7: the preferred candidate, fellow muslim anies baswedan, defeated the christian incumbent, basuki tjahaja purnama, after a campaign laden with religious overtones. referring to the article titled "ini hasil rekapitulasi suara putaran kedua pilkada d.k.i. jakarta" (the result of the runoff election for governor of jakarta) in kompas online newspaper is achieved by the third candidate pair, anies baswedan-sandiaga uno, in 57,96 percent of the vote http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 259 (nailufar, 2017). it represents that the muslim defeats the non-muslim candidate. based on the context of data 3, muhammad al-khaththath said three things: sharia would become the law of the land, non-muslims would lose their leadership posts, and thieves who follow islamic law would have their hands lopped off. he wants to apply islamic law to the indonesian government, as stated in the article "jejak al khaththath, caleg gagal yang coba gulingkan jokowi" in cnn indonesia online newspaper. in line with him, many other islamic organizations, such as front pembela islam (fpi), has ever produced a shariah indonesia discourse aiming to apply islamic law in indonesia (akbar, 2017). in conclusion, muhammad al-khaththath, as a muslim, is represented as an agent hoping the loose leadership posts of nonmuslims. ii. institutional on the broader institution or organization level, the washington post represents 'muslim' in the jakarta governor election 2017. the institution can be presented in data 39 that marcus mietzner, an associate professor at australian national university, expressed concern that heavyhanded charges would harm indonesia's democracy. based on the previous data in data 9 that moderate muslims who worry that conservative islamists are wrecking indonesia's tradition of religious tolerance, hard-line islamist groups are represented as harming indonesia's democracy. iii. societal at the societal level, which is in the larger society, the washington post represented 'muslim' in the jakarta governor election in 2017. in data 24, the community can be presented that moderate muslim and civil society groups are increasingly calling for bans on muslim organizations that push to create a caliphate. it is referred to the article entitled "selengkapnya: penolakan hizbut tahrir di berbagai kota" in ltnnu jawa barat online newspaper. it is due to the dissolution of many activities of hizbut tahrir indonesia, along with the urge for the government to dissolve organizations that carry the khilafah issue or leadership based on islamic shari'a (http://ltnnujabar.or.id/selengkapnya-penolakan-hizbut-tahrir-di-berbagaikota/). it can be analyzed that the representation of muslims in a societal context is moderate, with civil society groups on the one hand and a banned muslim organization on the other. it represents a conflict in muslim society during the jakarta governor's election in 2017. society comments about muslims in the event from the newspaper coverage. glueball on 5/8/2017 9:47 pm gmt+0700 comments: "looks as if islam is in doubt and needs "defending." that is why moderate muslims have become irrelevant, and fundamentalist fanatics rule the religion." it represents that muslims are irrelevant and rule the religion. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 260 in data 18, sidarto danusobroto, a former speaker of the senate and key adviser to the president, said: "i am not worried about the candidates who won. i am worried about the groups that supported them — the islamic defenders front and hizbut tahrir." furthermore, in data 19, mohammad nuruzzaman, head of strategic research for ansor, a moderate muslim youth movement working with the police to break up hard-line muslim gatherings, said: "islam is different from how the islamic defenders front portrays it." in the societal dimension, muslims are represented as a hard-line and moderate group, each having a different portrayal. conclusion this study investigates the representation of 'muslim' in the washington post online newspaper. the processes found in the washington post online newspaper article are material, mental, relational, and verbal processes. the verbal process is the most apparent, which is 15 data. the second one is material processes with 5 data, and then relational processes with 3 data. the slightest appearance is a mental process. moreover, there are no behavioral and existential processes. the total amount of data is 46 data. the representation of "muslim" in the jakarta governor election 2017 in the washington post online newspaper can be seen from the sociocultural practice context. the newspaper primarily negatively represents muslims. muslims are portrayed as conflict makers and winners in the event because of the non-muslim candidate's offense. the muslim society is described as having conflict, and hard-line muslim communities want to apply islamic law to the indonesian government. references ahmed, s., & matthes, j. 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(2017, april 30). ini hasil rekapitulasi suara putaran kedua pilkada dki jakarta. kompas.com. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 249-262 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representation of 'muslim' in jakarta… titania sari, ai yeni yuliyanti, ponia mega septiana doi: https://doi.org/10.26714/lensa.12.2.2022.249-262 262 https://megapolitan.kompas.com/read/2017/04/30/06030941/ini.ha sil.rekapitulasi.suara.putaran.kedua.pilkada.dki.jakarta rai, i. g. a., & mahadian, a. b. (2017). representasi ahok dalam kasus penistaan agama pada surat kabar berdasarkan analisis semiotika roland barthes. jurnal ilmu komunikasi, 4(1), 1–22. http://journal.unla.ac.id/index.php/dialektika/article/view/309 ritonga, s., samosir, h. e., luthi, m., junaidi, j., & nugroho, e. (2020). clash of civilization in the news reality construction of the anti-ahok rally in kompas and republika newspapers. jurnal komunikasi ikatan sarjana komunikasi indonesia, 5(1). https://doi.org/10.25008/jkiski.v5i1.370 samaie, m., & malmir, b. (2017). us news media portrayal of islam and muslims: a corpus-assisted critical discourse analysis. educational philosophy and theory, 49(14), 1351–1366. https://doi.org/10.1080/00131857.2017.1281789 sujatna, e. t. (2013). understanding systemic functional linguistics. unpad press. trevino, m., kanso, a. m., & nelson, r. a. (2010). islam through editorial lenses: how american elite newspapers portrayed muslims before and after september 11, 2001. journal of arab and muslim media research, 3(1– 2), 3–17. https://doi.org/10.1386/jammr.3.1-2.3_1 van leeuwen, t. (2008). discourse and practice: new tools for critical discourse analysis. oxford university press. wodak, r., & meyer, m. (2016). methods of critical discourse studies (3rd ed.). sage publications ltd. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.249-262 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 217 the use of affixed words in bipa student writing beginner class candra ayu dyah khoirun nisa’1*, fida pangesti2, hari windu asrini3 1,2,3university of muhammadiyah malang, indonesia *candraayu41@webmail.umm.ac.id article history: submitted on 2nd september 2022; revised on 29th november 2022; accepted on 12th december 2022; published on 31st december 2022 abstract indonesian is a second language for bipa students and should be learned after the primary language. this leads to differences in the understanding of linguistic structures focused on the order of affixes. this research aims to describe the use of affixed words and the errors of words with affixes in the essays of beginner class bipa students at the university of muhammadiyah malang. the method used in this research is a qualitative method with a descriptive type of research. the source of the data used is a narrative text compiled by students of bipa university of muhammadiyah malang for beginner class. the data used in this research are words with affixes with both appropriate and inappropriate use in bipa students’ essays. in this research, reading and note-taking techniques were used for data collection. the technique used to analyze the data in this research is replacement technique. based on the result of the study, it can be concluded that there are three forms of affixes in bipa students’ essays, including 118 data prefixes, 66 data confixes, and 38 data suffixes. in this case, three types of affixation errors were also found, including the omission of affixes as much as 7 data, replacement of morphs as much as 2 data, and the use of incorrect affixes as many as 26 data. this research can be used as a reference for further research, and as information for readers, especially bipa students and teachers, to use correct indonesian grammar. keywords: affixation, bipa, error analysis, use of affixes. introduction indonesian for foreign speakers (bipa) is one of the ways to internationalize the indonesian language. internationally, this endeavor is witnessing a rather quick expansion. indonesia maintains a key location with diverse interests relating to other countries, such as economic interests, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 mailto:candraayu41@webmail.umm.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 218 politics, education, tourism, and others. consequently, the international community's interest in studying indonesian is increasing. this is consistent with the fact that indonesian is used as a second language in vietnam, similar to the usage of english (rohimah, 2018). this indicates that the existence of the indonesian language on the global stage cannot be questioned. foreign students or speakers are categorized into three categories in bipa learning: beginner, intermediate, and advanced (arumdyahsari et al., 2016). bipa instruction focuses on four components of language skills: listening, reading, speaking, and writing. bipa learning also teaches other cultures and knowledge in indonesia in addition to these capabilities. there are variances in the subject matter presented to bipa students of the three aptitude levels. this is consistent with hanifah et al. (2020) assertion that the objective of differentiating the material at each level is to enable bipa students to sequentially comprehend indonesian based on their circumstances and level of difficulty. thus, bipa students are able to master correct and proper indonesian. the position of indonesian is the second language for bipa students, so after learning their first language, they acquire their native tongue (maharani & astuti, 2018). the grammar of the native language differs significantly from that of indonesian as a second language. this results in the formation of several language usage problems. in addition, a lack of comprehension in the production of words and a poor grasp of linguistics are additional reasons why pupils commit language issues. both oral and written errors might frequently occur when bipa students utilize indonesian. the production of texts by bipa students contains a number of faults in the area of morphology or word formation. the use of attached words is one of the errors that frequently occur. this is consistent with a remark made by (budiawan & rukayati, 2018) in their research, namely that the usage of improper affixes will result in meaning discrepancies. rusminto (2022) in his research emphasized that bipa students are often inaccurate in using indonesian. the error that often appears in this study is the formation of affixed words. from this case, it is hoped that learning indonesian foreign speakers will pay more attention to the accuracy of teaching materials and techniques that bipa students have not mastered. affixation is the process of adding an affixed form to a basic word (herawati et al., 2019). basic words that can be affixed with affixes can be in the form of single or complex root words. this affixed form is very important in a sentence because it can affect the meaning of a word or sentence. classifications of errors resulting from the affixation process include (1) affix removal, (2) sounds that should undergo leaching, (3) sounds that should not undergo leaching, (4) morphe replacement, (5) morphe abbreviation, (6) inappropriate use of affixes, (7) improper http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 219 determination of basic forms, (8) improper placement of affixes in word combinations, and (9) inappropriate repetition of compound words. there are numerous kinds and functions of affixation usage (fitriyani et al., 2017). affixation consists of prefixes, suffixes, confixes, infixes, and simulfixes. the affix that appears at the beginning of a word is known as a prefix. suffixes are used to add the affix form to the end of words. infixes is the type of affix that are found in the center of a word. affixes that are fused to a fundamental word or that do not take the form of a syllable are referred to as simulfixes, while those that are placed at the start and end of a word are known as confixes. according to the performed case studies, bipa students at the university of muhammadiyah malang have varying levels of indonesian language proficiency. this proficiency can be communicated orally and in writing (yuniar et al., 2022). the teacher can assess one of these skills through assignments and examinations. this activity is really useful for assessing the student’s ability to speak indonesian. after completing a case study on the writing subject, the midterm exam requires the creation of a narrative text or essay. an essay or narrative text is one method for determining the level of indonesian language competency, particularly with regard to writing. in accordance with the assertion of anjarwati & sabardilla (2021), the form of writing that originates from the human mind or from communication is then poured into the shape of a written work that is widely known as an essay. there are three studies addressing the same topic, affixation. additionally, muchti & oktavidianty (2021) have explored affixation research. in this study, it was determined that the narrative text created by three bipa students at bina darma university palembang had 205 types of affixation and four affixation usage faults. yahya et al. (2018) have also examined the same object for research purposes. this research explored the written language syntax errors made by bipa students at upt, the language of sebelas maret university, surakarta. according to the results of the study, a significant number of bipa students commit errors in the area of written language faults. wijayanti & siroj (2020) also analyzed affixation in their study titled analysis of indonesian students' writing errors for foreign speakers (bipa) level 2b wisma bahasa yogyakarta. according to the results of the study, based on 224 sentences in the questionnaire, students made 80 language errors in 50 sentences. the usage of particles in the area of diction choice, which was shown to account for 61.25% of all language errors, was found to be the most frequent error in this study. students frequently choose their words incorrectly, making mistakes with verbs, nouns, adjectives, adverbs, numbers, particles, and clitics. up to 6.25 % of affixation errors include prefixes, suffixes, and confixes. as much as 20% of punctuation marks have mistakes, specifically periods and commas. subject, predicate, and description errors comprise up to 12.5% of all grammatical errors. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 220 this research is the only one of the three with updated information. in the first study, research was conducted at the university of bina darma palembang using only three data sources, but this research utilized seven data sources and employed affixes with greater diversity. updates to this research are also included in the second study, which focuses on analyzing the object from a morphological perspective, particularly with regard to affixation. in the third study, morphological features and affixation were analyzed in greater depth. based on the explanation above, research was carried out on the topic of morphology and selecting text objects written by bipa students at the university of muhammadiyah malang. this research was conducted to answer two questions, namely (1) how is the use of affixed words in the essays of bipa students at the university of muhammadiyah malang? and (2) what are the errors in affixed words in the essays of bipa students at the university of muhammadiyah malang? method this study was carried out and completed utilizing qualitative research techniques and descriptive research types. according to muhyidin (2018), qualitative research methods are one of the methods of data analysis by outlining data from data collection techniques based on phases of analysis that are in accordance with the themes of the research. this method is used to examine the use and errors of affixed words in the essays of bipa students at the university of muhammadiyah malang. in this instance, a descriptive technique is also employed to characterize the examined data regarding the kinds of affixation found in the essays of bipa students at university of muhammadiyah malang. for the 2021/2022 academic year, 12 students from various countries took part in the bipa program at upt. bipa university of muhammadiyah malang. the 12 students are divided into two, seven students in the beginner class and five students entering the middle class. this study used bipa students at the university of muhammadiyah malang for the 2021-2022 academic year in the beginner class as the subject of study. the source of the data used is narrative text compiled by bipa students at the university of muhammadiyah malang for beginner classes when carrying out the mid semester examinations. this essay was written as a requirement for bipa students' participation in the mid semester examination (uts). seven bipa beginner class students took the uts, thus obtaining seven essays as data sources. the data used in this study are affixed words in the essays of bipa students at the university of muhammadiyah malang. for data gathering in this study, reading and taking notes were employed. acquiring essays produced by bipa students at the university of muhammadiyah malang, reading essays that have been compiled, marking http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 221 and noting words that contain affixation forms and have faults in their use are the stages involved in data collection. after intelligence gathering, the next stage is to analyze the data. the technique used to analyze the data in this study is the replacement technique (wijayanti & siroj, 2020). this approach is used to replace the morphological unit in the appended word. the initial step of this investigation is to collect the data previously highlighted in the essay content. the subsequent stage is identifying and tabulating the form of attached errors according to their type. additionally, the attached word is described by the theory. findings and discussion the findings of the research that will be discussed in this chapter are the use of affixation and errors in the use of affixation in essays by bipa students at the university of muhammadiyah malang, which are based on the case studies that have been conducted. according to the study's findings, there are 66 data confixes, 38 data suffixes, and 118 data affixes in the form of prefixes. this research's findings are consistent with those of muchti & oktavidianty (2021), who discovered that prefixes dominated the usage of affixation in the essays of bipa students, then confixes, and lastly suffixes. the second finding is the incorrect use of affixation by bipa students at the university of muhammadiyah malang in their essays. the faults consisted of removing 7 data affixes, replacing 2 data morphs, and using improper affixes for as much as 26 data. the following are the results of an analysis of the use of affixation and affixation errors in the essays written by bipa students at the university of muhammadiyah malang. 1. the use of affixation in the writings of bipa students affixation is utilized to develop new meanings from a morphological perspective (musthafa & rahmawati, 2021). according to the conducted case studies, there are word constructions in the essays of bipa students that undergo an affixation procedure. the types of affixation included in these essays are prefixes, suffixes, and confixes. a. prefix the initial type of affixation is the prefix. prefixes are affixes that come before the root of a word. based on a study of the data, it was determined that ber-, pen-, men-, ter-, and se-. this section provides a description of the data. (1) saya berlibur di dalam indonesia atau di luar indonesia. (3/pa-preber/frz) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 222 [i am on holiday inside indonesia or outside indonesia. (3/pa-preber/frz)] (2) … saya bertemu banyak mahasiswa asing dan berkomunikasi… (34/pa-pre-ber/idr) [… i met many international students and communicated… (34/pa-pre-ber/idr)] (3) … saya menyewa sepeda motor untuk saya… (45/pa-pre-men/say) [… i rented a motorbike for myself… (45/pa-pre-men/say)] (4) di pantai saya menikmati waktu saya karena melihat berbeda hal… (37/pa-pre-men/idr) [at the beach, i enjoy my time because i see different things… (37/pa-pre-men/idr)] the data (1), (2), (3), and (4) reflect the use of prefixes in essays written by bipa students. there is an appended word of the kind in (1)'s data berlibur. bipa students employ affixation in the form of the prefix in this data berto word of berlibur. the word has its fundamental form libur. the word's morphological process is ber+ libur. employing prefix ber likewise seen in data (2). there are two words in the quotation, and they are berkomunikasi and bertemu. the word berkomunikasi is composed of two forms, specifically the form of affix in the form of prefix berand the basic form komunikasi, while the word bertemu starts with the prefix berand basic form temu. these three terms contain the prefix berwhich means "to engage in an activity." this affix serves as a verb stem. this prefix may be added to verbs, adjectives, nouns, and nouns. in quotations (3) and (4), there are affixes, specifically the prefix men-. the data is in the word menyewa on quote (3) and melihat on quote (4). there are two forms in data (3), including the basic form sewa plus suffixes men-. the basic form of sewa then, it undergoes fusion and becomes attached. meny-, so that by morphological transformation it becomes menyewa. there is a basic structure lihat followed by the prefix men-. the word lihat is a type of verb if the suffix is added menentails carrying out the action without altering the word form. similar to the preceding form, this prefix appears at the beginning of the base form. this prefix operates as a form of the verb. (5) ada wisatawan pemandu untuk akses fasilitas di hotel. (165/pa-prepen/ami) [there is a tourist guide to access the facilities at the hotel. (165/pa-pre-pen/ami)] (6) pantai bolo-bolo terletak di wilayah jawa timur… (197/pa-preter/far) [bolo-bolo beach is located in the east java region… (197/papre-ter/far)] (7) … saya mengunjungi beberapa tempat wisata terindah di… (212/papre-ter/far) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 223 [… i visited some of the most beautiful sights in…212/pa-preter/far)] (8) jadi sehari saya pergi ke karangploso… (24/pa-pre-se/frz) [so one day, i went to karangploso… (24/pa-pre-se/frz)] the form of the prefix found in data (5) is pen-. this prefix appears in the works of pupils with the initials bipa ‘ami’. this data contains the prefix pencontains the word pemandu. the word is made up of the prefix penand the basic terms pandu. the kbbi reports that the word pandu implies a guide. consequently, given this explanation pemandu signifies a person who leads the path based on research, the prefix penused to describe a "becoming" somebody. within citations (6) and (7) are examples of the use of the prefix ter-. employing prefix terdata (6) contains the word terletak. process morphological of word development terletak which is ter+ letak. according to the kbbi, the meanings of this word include 'to be,' 'there,' and 'positioned. the data is distinguished by a prefix terwith the verb's function in mind. utilize the word terindah included in data (7) is also the attached word ter-. affix terthe word 'most' within the context of the quote carries the meaning 'most,' hence the word terindah has the most profound significance. prefix terpassive verbs, but not all words contain the prefix ter category of passive verbs (ramlan, 2012). this is due to the fact that intransitive verbs can contain a variety of word constructions. prefix tercan also mean 'most,' can describe the circumstance, has been experienced, and so on. this prefix can create either a verb or an adjective. the aforementioned quotation (8) was discovered in a bipa student's essay belonging to ‘frz’. there are statistics in the citation that demonstrate the presence of the prefix. se-. the prefix form appears within the word sehari, with basic form hari. this suffix in the word carries the meaning 'one', so sehari means 'one day'. these affixes function as forming nouns and adjectives. b. suffix suffix is the second type of affixation. suffix is an affix that is added to the base form. according to data analysis, the forms of suffix affixation include the following: -i, -an, and -wan. this section provides a description of the data. (9) perasaan yang saya alami adalah ketakutkan… (12/pa-suf-i/frz) [the feeling i experience is fear… (12/pa-suf-i/frz)] (10) ada banyak layanan pada penglaman bagus. (173/pa-suf-an/ami) [there are many services at a good experience. (173/pa-sufan/ami)] (11) ada bagus makanan dan minuman di sana seperti, makanan laut, daging bakar, nasi goreng, … (185/pa-suf-an/ami) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 224 [there is good food and drink there such as seafood, grilled meat, fried rice, … (185/pa-suf-an/ami)] (12) untuk wisatawan yang tidak bisa berkomunikasi lokal bahasa… (191/pa-suf-wan/ami) [for tourists who cannot communicate the local language… (191/pa-suf-wan/ami)] in the citation (9), the word of alami as data with basic form alam. this could be said that the term contains the suffix –i when a term has two different forms. the two forms of the word consist of the fundamental form alam and the form of the suffix –i whose location follows the base form. in data (10) and (11), words are appended in the form of a suffix – an. there is a mention of the word layanan as data containing the suffix –an. the constituent parts of the term are the root form of service and the suffix form. –an. according to the kbbi, the word layanan means ‘regarding’ or "how to serve." two data in the quotation (11) indicate the form of the suffix. –an. the initial mention of the word makanan. the word has two forms, including the fundamental form makan and the form of the affix is the suffix –an. as well as the word of makanan, the word of minuman identified as the second piece of information showing the presence of the suffix –an within this sentence. this form of suffix is compatible with verbs, nouns, and adjectives. this is consistent with the remark made by (yusuf et al., 2022) in their research, which implies that the meaning-forming suffixes fall into three categories: forming nouns, creating adjectives, and forming verbs. suffix –an can be understood as a consequence of actions or instruments. the last form of suffix encountered in bipa student essays is –wan. using statistical analysis, the data that demonstrate the suffix –wan found in the essay written by 'ami', a bipa student, in data (12). the data is in the word wisatawan, with standard form wisata. in this situation, the usage of affixes is correct, yet there is an error in the sentence. this sentence should be untuk wisatawan yang tidak bisa berkomunikasi bahasa lokal… this suffix works as a noun form and can be applied to nouns or adjectives. suffix – wan carries the meanings of ‘expert’ and ‘person of character’. c. confix confix is the final affixation type. confixes are prefixes and suffixes that occur at the beginning and end of words. based on the data analysis, the following forms of affix affixation were identified: ber-an, pen-an, menkan, dan men-i. this section provides a description of the data. (13) … dan berkenalan dengan budaya dan tradisi mereka. (243/pa-konber-an/far) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 225 [… and get acquainted with their culture and traditions. (243/pakon-ber-an/far)] (14) saya ingin menceritakan pengalaman pribadi saya mengenai… (1/pakon-men-an/frz) [i would like to share my personal experience regarding… (1/pakon-men-an/frz)] (15) untuk mengunjungi hotelnya, kungunji… (85/pa-kon-men-i/ami) [to visit the hotel, visitors… (85/pa-kon-men-i/ami)] the aforementioned data indicates the existence of attached words in the form of confixes. the number thirteen (13) appears on the word berkenalan. words consisting of the base form kenal this is classified as data since it overlaps other information ber-an. according to the kbbi, the primary term is kenal has the meaning of 'know,' so if the word 'know' is added, the phrase becomes ber-an, the connotation thus becomes ‘know each other’. the only function of this confix is to construct a verb, although it has three meanings: acts (in the root word) performed by many individuals, actions (in the root word) performed repeatedly, and 'mutually'. there are indications of the existence of an affix in the form of confix in the cited passage (14) me-kan. the data is in the word menceritakan with basic form cerita. basic shapes cerita then added a suffix me-kan so as to form words menceritakan. data (15) also discovered attached words in the form of confix me-i. the information is in the word mengunjungi. this word has two forms, including the fundamental form kunjung and confix me-i. (16) saya pergi ke sudan untuk pernikahan teman saya… (89/pa-kon-peran/ibr) [i went to sudan for my friend's wedding… (89/pa-kon-peran/ibr)] (17) saya ingin menceritakan pengalaman pribadi saya mengenai… (14/pakon-pen-an/frz) [i would like to share my personal experience regarding…(14/pakon-pen-an/frz)] in the data (16) and (17), attached words in the form of confix were discovered per-an and pen-an. the quotation (16) is from an essay written by ibr, a bipa student. the existence of evidence for a sort of confix per-an namely in the data (16) words of pernikahan. the word of pernikahan has two forms, including the fundamental form nikah and the form of afiks per-an. although the word's structure is correct, it does not quite fit in the context of the statement. the proper sentence structure is saya pergi ke sudan untuk datang ke pernikahan teman saya… kofiks per-an serves the purpose of creating nouns that can be joined to verbs, adjectives, nouns, and numbers. meaning of confix per-an illustrates the subject in its fundamental form, consequence, or location. the meaning of per-an can also be understood to represent a region or multiple things (ramlan, 2012). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 226 the data shown in the bipa student 'frz's' quotation (17) from an essay demonstrates the existence of a form of confix pen-an. the data in question is in the word pengalaman. words consisting of the base form alam it means ‘ever encountered’. kofiks pen-an serves the same purpose as peran namely as a form of nouns. meaning of confix pen-an this illustrates the procedure, its outcome, and the location. 2. affixed word errors in bipa student writings referring to the fact that beginner-level bipa students do not speak indonesian as their native language, as well as their lack of grasp of word structure and linguistics, which results in numerous use problems. one of the frequent errors is in the morphological aspect, particularly in the form of affixation. this is consistent with setyawati (2013)'s assertion in her book, which identifies linguistic faults at the morphological level. in this study, affixation errors were discovered, such as the omission of affixes, the substitution of morphs, and the improper usage of affixes. a. affix detachment based on data analysis of affixation errors, it was determined that bipa students at the university of muhammadiyah malang committed linguistic faults in the form of affixing omissions. along with a description, data indicating the kind of affix removal were detected in the essay of bipa student 'ami'. (18) ada banyak objek wisata bisa akses. (196/ka-pa-di/ami) [many tourist objects can be accessed. (196/ka-pa-di/ami)] (19) ada wisatawan pemandu untuk akses fasilitas di hotel. (207/ka-padi/ami) [there is a tourist guide to access the facilities at the hotel. (207/ka-pa-di/ami)] in sentences (18) and (19), there is a mistake involving the omission of affixes (19). the data sentence (18) cannot be accepted due to a spelling error in a single word akses. the word should be provided with an affix di-, thus becoming diakses. similar to the prior data, there are still sentence problems in data (19), therefore, it must be improved so that the data can be simply studied. the sentence should read ada pemandu wisata untuk akses fasilitas di hotel. the found data is the access that must be formatted as a prefix me-, morpheme meinserted with access morpheme replaced with morph meng-, thus becoming mengakses. the data contains words that should be appended, but they are omitted from the essay, resulting in a sort of error. this is consistent with the assertion made by kartika et al. (2021) in their research that the error occurs because the sound that should present in both spoken and written form is absent. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 227 b. morph replacement in the writings of bipa students at the university of muhammadiyah malang, errors in the use of language and affixation, specifically the substitution of morphs, were identified. this case was discovered in the essays of say and ami, both bipa students. the following is a description of the data set. (20) ... kopi dengan bebeda varian rasa… (188/ka-pm-ber/ami) [... coffee with different flavors… (188/ka-pm-ber/ami)] (21) ... dan kami mulai berpergian kami sekitar jam 3 pagi… (41/ka-bsber/say) [... and we started our journey around 3 am… (41/ka-bsber/say)] the word of bebeda the citation's prefix (20) is incorrect. this is due to the morphological structure berthe affix form does not convert into an allomorphic form when coupled with the basic form beginning with the phoneme /b/ be-. the prefix is added to a separate basic version of the word ber-. based on this rationale, the appropriate suffix is bernot undergo a smelting process, hence the right term is not smelted berbeda. also included in the data (21) are errors in the substitution of morphs with the basic form pergi on the word berpergian. the basic form of pergi the element is contained in the first phrase er if it is added to affixed ber-an which should be replaced by allomorph be-, such that the appropriate term becomes bepergian. this has also been examined by kartika et al. (2021) with the replacement of morphs in the use of the word berpergian. in kbbi, bepergian means 'to go far'. c. misapplication of affixes based on a case study of an essay written by a bipa student at the university of muhammadiyah malang, it was determined that the usage of an improper form of the prefix was present. this discovery can be represented by affixes in the form of prefixes, suffixes, and confixes (setyawati, 2013). the issue with this element is the improper use of affixes where affixes should be present ber-, pen-, di-, me-i, pe-an, me-kan, -nya, and terms to which affixes shouldn't be appended. in this instance, the data below were discovered. (22) … untuk berkomunikasi dan pertanya saya yang makanan kamu mau. (219/ka-patt-ber/ibr) […to communicate and ask me which food you want. (219/kapatt-ber/ibr)] (23) dia pertanyaan menggapa kami seperti itu. (21/ka-patt-ber/frz) [he questions why we are like that. (21/ka-patt-ber/frz)] (24) ada wisatawan pemandu untuk akses fasilitas di hotel. (184/kapatt-0/ami) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 228 [there is a tourist guide to access the facilities at the hotel. (184/ka-patt-0/ami)] data (22), (23), and (24) reflect the type of affixation errors seen in the writings of bipa students, specifically the inappropriate use of affixes. the use of the word pertanya the cited material is inaccurate. considering the context of the quotation, the word of pertanya it would be better suitable to replace it with the word bertanya. consequently, the right expression is … to speak with me and tell me what you want to eat. data (23) has an additional affix mistake in the word pertanyaan. the word is classified as a noun, although in the quotation the word that bears the basic form is a verb tanya this needs to be a verb. the fundamental form of this inquiry must be combined with an affix to produce a verb ber-, thus becoming bertanya which means ‘asking’. there are affixes and inappropriate phrase structure in the data (24). the sentence should be there is a guide wisatawan in order to use the hotel's facilities. after changing the phrase structure, it became easier to identify the data containing affixation problems. affixation error-containing data are the words wisatawan. this word contains an improper usage of affixes, specifically the -wan suffix, which should be eliminated. this form of suffix functions as a noun form, while in quotations (24) the suffix functions as an adjective form –wan should be eliminated, leaving the word pemandu wisata. according to kbbi, a tour guide is a person who accompanies tourists by organizing visits and providing information about the visited locations. conclusion based on the results and discussion of the research, it can be concluded that there is the use of affixation in the essays of bipa students at the university of muhammadiyah malang. the most frequently used form of affixation is the prefix, then the confix, and finally the suffix. this research also shows affixation errors in bipa students' essays at the university of muhammadiyah malang. the most frequently encountered errors are the use of inappropriate affixes, then the omission of affixes, and what is rarely encountered is the replacement of morphs. these results indicate that the indonesian language skills of bipa students, especially the use of affixed words, are still simple. there are also a number of affixation errors found in the narrative text written by bipa students, so this research can provide input that learning indonesian needs to focus on the correct use of affixation and other learning that students have not yet mastered. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 217-230 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the use of affixed words… candra ayu dyah khoirun nisa’,fida pangesti,hari windu asrini doi: https://doi.org/10.26714/lensa.12.2.2022.217-230 229 references anjarwati, l., & sabardilla, a. 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(2022). analisis afiksasi pada teks eksposisi karangan siswa kelas 8 smp bina mandiri teluknaga (kajian morfologi). lingua rima, 11(1), 149–163. https://doi.org/http://dx.doi.org/10.31000/lgrm.v11i1.5795 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.217-230 microsoft word 2. multikulturalisme _mifbakhuddin_ http://jurnal.unimus.ac.id ����������� ���� �� �������������������� ������������ ����� � �mifbakhuddin ����� � � �������� �������������� � � � ��� � ������� �� � �� ����� ��� � ������ ���� �� ��� �� � �� ������� ��� �� �� ��� � ������������� � ��� � � ���� ���� ��� � � �� ���� ������ ��� ������ ������������� �������� ����������� ������������������� �� � �������������� �������� ���������������� ������������� � ��� �� ��� ������ ��� ���� �� �� ��� ��� ���� � ���� �� ��� ������������� ����� � ����� ��������� ������ ������ ���� ���������������� ��� ���������� ������������������������������� �������������������� ���������������������������������� 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.�� �� ���� 3������ .����� ������!���� 2������$�6��� � ����� "� ���(�� ����+���������� ��� ���.���14�������144>���������&���� � �����������4�������'�2������$�m� �������� lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 22 teacher’s directive expressions analysis in english teaching classes haryanto, husni mubarok universitas islam nahdlatul ulama, jepara hary74pangestu@yahoo.co.id husni@unisnu.ac.id article history: submitted 6 september 2017; accepted 28 february 2018; published 30 march 2018 abstract this paper aimed at finding out the types of teacher‟s directive expressions at two schools and describing the realizations of directive expressions in english teaching. this research was designed as a qualitative and comparative study. the subjects of the research were english teachers at one senior high school (first school) at semarang city and one (second school) at jepara city. the data of this research were gained through recording, observation and interview. the result showed that there were 11 illocutionary kinds found in the teacher‟s directive expressions at the first school, and 8 illocutionary types in teacher‟s directive expressions at the second school. the most illocutionary kind found in the conversation of teaching activity in both schools was question. the directive‟s expression in both schools used direct and indirect utterances. the teachers of first school more often used language instruction in the classroom because they applied varieties of directive expression. meanwhile, the teachers at the first school used little directive expressions in english teaching because they did not apply varieties of directive‟s expressions. the implication in teaching learning english process is that teacher-centered and student-centered type of learning depends on the frequency of production of directive expressions. more directives the teacher expresses, more center the learning by the teacher. on the other hand, less directives the teacher expresses, less center the learning by the teacher. keywords: directive speech acts, english teaching, comparative descriptive. abstrak penelitian ini bertujuan untuk menemukan tipe ungkapan perintah guru dalam pembelajaran bahasa inggris pada dua sekolah yang berbeda dan menggambarkan realisasi dari ungkapan perintah guru dalam pembelajaran bahasa inggris. penelitian ini dirancang sebagai penelitian kualitatif komparatif. subjek peneltian ini adalah gurumailto:hary74pangestu@yahoo.co.id mailto:husni@unisnu.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 23 guru bahasa inggris pada satu sekolah menengah atas di kota semarang dan guruguru bahasa inggris pada satu sekolah menengah atas di kota jepoara. data penelitian ini diambil melalui perekaman, pengamatan, dan wawancara. hasil penelitian menunjukkan bahwa terdapat 11 jenis illocutionary dalam ungkapan perintah guru di sekolah pertama dan 8 jenis illocutionary dalam ungkapan perintah guru di sekolah kedua. tipe illocutionary yang paling banyak ditemukan dalam percakapan kegiatan pembelejaran bahasa inggris di kedua sekolah adalah ungkapan bertanya. ungkapan perintah di kedua sekolah juga menggunakan ujaran langsung dan tidak langsung. guru-guru bahasa inggris di sekolah pertama lebih sering menggunaan ungkapan perintah di kelas karena mereka menerapkan macam-macam ungkapan perintah. sedangkan guru-guru bahasa inggris di sekolah kedua hanya menggunakan sedikit ungkapan perintah dalam pembelajaran bahasa inggris karena mereka kurang menerapkan variasi ungkapan perintah. hal ini menunjukkan bahwa pembelajaran berpusat pada guru dan pembelajaran berpusat pada siswa siswa tergantung pada frekuensi pemakaian ungkapan perintah. semakin banyak guru menggunakan ungkapan perintah, maka pembelajaran semakin berpusat pada guru. sebaliknya semakin sedikit ungkapan perintah digunakan, maka pembelajaran semakin berpusat pada siswa. kata kunci: tindak tutur perintah, pembelajaran bahasa inggris, pemerian, perbandingan introduction language, as a tool of communication, becomes an important role in transferring information among people. al-omari (2013: 20) states that there is a shift from language as an abstract code, i.e., a system of linguistic signs, to language as a process of communication. while english language is widely used throughout the world both as a medium for written and oral communications (lo, lajuni, & yee, 2007: 14). being the one playing central managerial role in classroom, normally the teacher has the authority to direct the students‟ classroom activities. the teacher‟s authority is primarily manifested in the teacher‟s use of directive expressions. as the class has to do activities of varying types and complexities, it is assumed that the teacher uses directive expressions implying various linguistic forms and illocutionary forces including asking, ordering, requesting, inviting, suggesting and permitting. directive speech acts are regarded as one function of communication (yule, 1996: 54). people use directive speech acts to direct someone to something. directives are speech act that is frequently used in a classroom interaction. the teachers use it to make the students do lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 24 something. the types of directive speech act used are command, order, advice, request, warning, and so forth (searle, 1969). yule (1996: 23) defines directive speech acts as those kinds of speech acts that speakers use to get someone else to do something. they express what the speaker wants. they are commands, orders, requests, and suggestions. they can be formed as positive and or negative sentences. in using a directive, the speaker attempts to make the world fit the word (via the hearer). yule (1996: 23) also explained that based on its structure, the sentence/utterance showing speech acts can be classified into three different forms, namely: (i) declarative, (ii) imperative, and (iii) interrogative. recognizing the relationship between the structural form (declarative, imperatives, and interrogative) and the general communicative functions (statement, question, command/request), yule distinguished two kinds of speech acts: (i) direct speech acts and, (ii) indirect speech acts. in the terms of utterances form, please attend to these examples below. you wear a seat belt (declarative) do you wear a seat belt? (interrogative) wear a seat belt! (imperative) according to those examples, there are three uses of those forms: (i) declarative form used to make a statement, (ii) interrogative form used to make a question, (iii) imperative one used to make command/request). when there is a direct relationship between the form and the function of utterances, it is called direct speech act. when there is indirect relationship between the form and the function of utterances, it is called indirect speech acts. when a declarative form and interrogative form are used to make request/ command, it is called indirect speech acts. besides, when an imperative one used to make command/request, it called direct speech acts. vanderveken (1990: 189) proposes illocutionary forces in the case of directive speech acts types through performative verbs. directive speech act means that the speech hearer objects to do what the speaker want as illocutionary force. he also identifies fifty two types of directives speech acts. vandervaken‟s classification of directives speech acts falls into the following sub-verbs:1) directs, 2) request, 3) question, inquiry, and interrogate, 4) urge, encourage, and discourage, 5) solicit, appeal, petition, 6) invite, convene, convoke. 7) beg, supplicate, beseech, implore, entreat, lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 25 conjure, pray, 8) insist, 9) tell, instruct, 10) demand, require, claim, 11) order, command, dictate, 12) prescribe, enjoin, 13) adjure, exercise, 14) forbidding, 15) commission, charge, 16) suggest, propose, 17) warn, advise, caution, alert, alarm, 18) recommend, 19) permit, allow, 20) authorize, consent, and 21) invoke, imprecate, intercede. indicating the illocutionary forces, yule (1996: 25) proposes the most significant devices namely ifids (illocutionary force indicating devices). there are five devices to indicate: (i) explicit performative verbs, (ii) implicit performatives verbs, (iii) word order, (iv) intonation, (v) stress, as the following examples: (1) i order you that you finish your assignment. (2) you finish your assignment. (3) honestly, he is a good man. (4) can i meet your father (/) (5) i tell you that there is no one here expression (1) indicates the basic format for explicit perfromative verb as follows: i hereby vp you that you finish your assignment (based on this ifid, it is called performative verb. the speaker orders someone to finish the assignment). in expression (2), the speaker implicitly expresses the meaning which is shown below: i hereby tell you that you finish your assignment. (based on this ifid, the speaker may tell the hearer to finish the assignment). in expression (3) the speaker tells the hearer that he is a good man. (based on ifid, the speaker uses the word order to order the speaker that he/she is a good man. in expression (4), the speaker is asking the hearer a question – can he/she meet hearer‟s father? (based on ifid, the speaker may ask the hearer that he/she call his/her father). lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 26 in expression (5), the speaker is asking the hearer that there is no one there. (based on ifid, the speaker may tell the hearer that there is nobody around by using stress device). identifying the illocutionary points of teachers „directives expressions, the researcher used not only illocutionary force indicating devices by yule (1996) but also the theory of felicity conditions by searle (1969). according to him, there are some circumstances of felicity conditions: (i) propositional content, (ii) preparatory condition, (iii) sincerity condition, and (iv) essential rule, (searle, 1969: 64). preparatory condition circumstance happen if hearer would prefer speaker‟s doing action to their not doing action. the other circumstance, propositional condition, in expressing that proposition expressed, speaker predicates a future act action of speaker. the third is sincerity condition. in terms of directive, it is described as the speaker wants hearer to do asserted actions. the last is essential rule. searle regarded it as counts as attempt to get hearer to do action. looking up some research dealling with directive speech acts that have already been done by the researchers, the researcher found some as follows: first, a research conducted by sari (2013) who investigated some directive sentences frequently used in teaching non formal institution like pondok pesantren. the expressions analysis is in two mixed languages; they are indonesian and javanese language. another study was conducted by novianti (2008) which focuses on melayu language on sambas dialect used in that society. the target language to be researched and analyzed is not in english language. it deals with local language study. the fourth study was conducted by hasan (2013) who discusses sociolinguistic aspects of particular language usage (english) in general. the next previous study is conducted by maftuchah (2010). the result obtained are the form of politeness in a directive speech recalled the events within the state senior high school 1 surakarta can be viewed on the basis of markers and rules of polite language, the principle of decency directive speech forms employed by students and teachers in the events recalled in surrounding of surakarta senior high school 1 surakarta, the rank order or decency of speech perception directive on senior high school students 1 surakarta from the most polite form to the least polite, factors that determine the propriety and form of speech not directive on the events recalled in surakarta senior high school 1, among other linguistic factors and non language. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 27 the other previous study is written by tamara (2016) which shows that there are several data categorized as commanding acts, request acts, admonishing act, suggesting acts, urging acts, reminding acts, reproving acts. there is no data that categorized as ordering, advising, warning, prohibition, and inviting. second, the finding researches of female utterances show that almost female express direct utterance in the dialog using commanding in every situation. the next one is written by siska (2016) which aimed to find out whether any congruency or in congruency between linguistic form and pragmatic realization both of teacher‟s and students‟ illocutionary acts in english classroom interaction, to delineate cooperative principle implied in illocutionary acts of teacher and students, and to delineate politeness implied in illocutionary acts of teacher and students. the last previous study is written by saner (2008) which shows the possibility of using theatre of absurd as works of literature in the teaching of speech act theory and the applicability of the theory to the analysis of literary works. those previous studies have similarity and dissimilarity in this research. the similarity of this current study is it investigates the same topic about directive speech act, therefore it can support this study in term of the theory. besides, the previous studies and this current study have differences. the first and second studies are conducted on directive speech acts in nonenglish expressions, even though the third one analyses the english as the targeted language. it necessarily discusses and focuses on types of english directive expressions in classroom interaction of english teaching classes. to get to be different from other research, this research also describes various types of directives speech acts. vanderveken (1990) in „meaning and speech acts‟ proposes illocutionary forces in the case of the types of directive speech acts through performative verbs. vandervaken‟s classification of directives speech acts falls into the following sub-verbs:1) directs, 2) request, 3) question, inquiry, and interrogate, 4) urge, encourage, and discourage, 5) solicit, appeal, petition, 6) invite, convene, convoke. 7) beg, supplicate, beseech, implore, entreat, conjure, pray, 8) insist, 9) tell, instruct, 10) demand, require, claim, 11) order, command, dictate, 12) prescribe, enjoin, 13) adjure, exercise, 14) forbidding, 15) commission, charge, 16) suggest, propose, 17) warn, advise, caution, alert, alarm, 18) recommend, 19) permit, allow, 20) authorize, consent, and 21) invoke, imprecate, intercede. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 28 designing this research in comparative one by comparing the english teachers of a city school with another one in countryside, the researcher aims at exploring the factors of education, experience, and culture connected to institutional culture as well as the cultural and social background of teacher and the students. also, all the previous studies only conducted in a teaching learning class, meanwhile this current study is done in two different classes. method the design of this research was descriptive qualitative comparative study. descriptive comparative design can be defined as a research that compares two or more variables (sukmadinata, 2006: 79). this design was selected because the purposes of this study were to describe and to compare the teacher‟s directive expression in the conversation of english teaching in karangturi national high school and mathalibul huda school. this comparative study used in this research because the data were taken in two different schools but it has a same characteristic. the teaching learning process in both schools used bilingual as a daily language. therefore, the researcher took these both of schools because of the same characteristic. the data were the students‟ and teacher‟s conversations of english teaching at karangturi national high school (first school) and at mathalibul huda school (second school). the data were taken from the transcription of conversations. the subjects of the research are teachers in both schools. the data of this research were gained through recording, observation and interview. recording is used by the researcher for record all the activities in the english teaching in both schools. the observation is an effective means of learning to observe how the types of teacher‟s directive expression, and how is the realization of teacher‟s directive expression. in this case, the researchers also used interview to the teachers and the students. it was used to gain deep information of the type and the realization of directive‟s expression in both schools. the researchers used four steps in analyzing data. the first step is collecting the primary and the secondary data. the primary data were taken from audio recording while the secondary data were taken from interviews. the second step is choosing the utterances which indicate directive expressions purposively. the third step is analyzing the data according to the theories. the last step is presenting the result of analysis in description and comparison. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 29 findings and discussion as stated in underlying theory above, vanderveken (1990) proposes illocutionary forces in the case of the types of directive speech acts through performative verbs. corpus data of this research are analysed based on vandervaken‟s classification of directives speech acts which consist of some sub-verbs within the conversation of teaching activity, the researcher found 8 illocutionary kinds at karangturi national school, while at mathalibul huda school, the researcher found 11 illocutionary kinds. all the illocutionary kinds can be seen in table 1. table 1: percentage of occurance of directive speech acts at karangturi school and mathalibul huda school no. directives speech act at karangturi national school at ishs mathalibul huda total percentage total percentage 1 directs 12 71% 5 29% 2 request 20 96% 1 4% 3 question, inquiry , and interrogate 215 44% 282 56% 4 urge, encourage, and discourage 0 0% 2 100% 5 tell, instruct 23 74% 8 26% 6 demand, require, claim 0 0% 1 100% 7 order, command, dictate 74 63% 43 37% 8 adjure, exercise 0 0% 1 100% 9 forbidding 11 79% 3 21% 10 suggest, propose 5 28% 13 72% 11 warn, advise, caution, alert, alarm 5 63% 3 37% total 373 utterances 325 utterances as described on table 1 above, the most illocutionary kind found in the conversation of teaching activity at both schools is question. question is produced by the teacher to show that the teacher asks for information and need an answer from the students. the occurrence can be seen in the conversation fragment of table 2. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 30 table 2: sample data of direct question at mathalibul huda school the conversation fragment on table 2 can be analyzed on the following description. the conversation‟s topic is regular and irregular verb where the conversation took place in the eleventh class of mathalibul huda school at 09.00 a.m. the analysis of the speech act is as follows: t: the word is the first verb. kalo the second verb is? kalo bentuk keduanya apa? oke for the group. the words want w-a-n-t, apakah irregular or regular verb? the italic sentences are formed by interrogative sentence and it is produced by using stressing intonation. these utterances are categorized as directive speech act because the teacher gives question to the students related in the regular and irregular verb topic. in giving question, the teacher gets appropriate response from the students. the appropriate response indicates that there is a good interaction among the teacher and the students. therefore, the teacher‟s directive expression successfully delivers the teacher‟s intention. based on the ifid, the researcher interprets that the sentence form is interrogative sentence and the function is directive. it can be concluded that there is direct relationship between the form and the function, because the function of directive expression is to ask for information and it showed by the word apakah as one of wh question. conversation fragment data 10 directive’s types speech act’s types direct indirect 1 s : ingin 2 t : i want… 3 s : i want 4 s  : the word is the first verb. kalo the second verb is? kalo bentuk keduanya apa? oke for the group. the words want w-a-n-t, apakah irregular or regular verb? 5 s : regular verb question √ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 31 beside ifids, it also can be analyzed by the concept of felicity condition. in propositional content circumstance, the students could know and apply regular and irregular verb. in preparatory condition circumstance, the students looked confuse in determining regular and irregular of certain verb. meanwhile, in other circumstance that is sincerity condition, the teacher wants the students to know and to master regular and irregular verb, and in essential rule circumstance, the teacher orders the students to know and to master regular and irregular verb. let us see the other conversation sample of question in table 3. table 3: sample data of indirect question at mathalibul huda school the conversation fragment on table 3 above can be analyzed on the following description. the conversation‟s topic is tsunami. the students asked by the teacher for doing presentation in front of the class. this conversation took place in the eleventh class of mathalibul huda school at 09.00 a.m. the analysis of the speech act is as follows: t : i went or i want the italic sentences are formed by declarative sentence and are produced by using falling intonation. these utterances are categorized as directive speech act because the teacher gives question to the students related in the pronouncing want or went. in giving question, the teacher also gets appropriate response from the students. it showed by the students‟ answer which choosing one of the teacher‟s offering question. the appropriate response indicates that the interaction among the teacher and the students is good. therefore, the teacher‟s directive expression successfully delivers the teacher‟s intention. based on the ifid, the researcher interprets that the sentence form is declarative sentence and the function is directive. it can be concluded that there is indirect relationship between the form and the function because the conversation fragment data 10 directive’s types speech act’s types direct indirect 1 s : hai friend, i went// 2 t  : i went or i want? 3 s : i want……… question √ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 32 form of the utterance is declarative which has function to declare information, in fact this declarative sentence is used to ask information. beside ifids, it also can be analyzed the speech acts with the concept of felicity condition. in propositional content circumstance, the students could master deeply how to pronounce a word. in preparatory condition circumstance, the students still confused in pronouncing want and went. we go to the next circumstance, sincerity condition, the teacher wants the students to well pronouce the word want and went, then in essential rule, the teacher orders the students to master pronunciation every word especially the words want and went. table 4: sample data of indirect question at karangturi national school conversation fragment data 1 directive’s types speech act’s types direct indirect 1 t: very good. i really hope that you can really get it. so the next will be this type everyone. so i told you at the beginning, the content of the lesson will be about (2,0) the language point we are trying to develop today is listening, especially listening to the specific information. we finish the first three exercises, and three forward. and now, we do to make some connections, some web that connects to the exercise two, three, and four. hello put your tablet inside the bag. well, of course we need to read the instruction, if you want to be able to answer the question. if you don‟t read the instruction that means you put yourself in dangerous situation. the last person to answer was naomi. naomi, you have question one to three to be placed in the correct letter in a, b, or c. so, which letter question √ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 33 the conversation fragment on table 4 can be analyzed on the following description. the conversation‟s topic is listening exercise. the students are given question for mentioning the last answer. this conversation took place in the eleventh class of karangturi shs at 09.00 a.m. the analysis of the speech act is as follows: t : and the last is …….. the italic sentences are formed by declarative sentence and are produced by using falling intonation. these utterances are categorized as directive speech act because the teacher asks for information by giving question to the students for mentioning the last answer. the teacher gives question and gets appropriate response from the students. the appropriate response indicates that there is a direct interaction among the teacher and the students. therefore, the teacher‟s directive expression effectively delivers the teacher‟s intention. based on the ifid, the researcher interprets that the sentence form is declarative sentence but the function is directive. it can be concluded that there is indirect relationship between the form and the function because the form of the utterance is declarative which functioned to declare information, in fact this declarative sentence is used to ask information. beside ifids, the researcher also analyzes the speech acts with the concept of felicity condition. in propositional content, the students could answer all the questions given by the teacher. in preparatory condition, the students do not continue their answer for the question given by the teacher. in sincerity condition, the teacher wants the students to continue and to answer for the question given by the teacher. in essential rule, the teacher orders the students to answer for the question given by the teacher. as explained above that question as an illocutionary types in both schools have an equal number, there is differentiate between the number of other illocutionary types in mathalibul huda school and karangturi national school. the differences are some illocutionary types like request, order, and forbid in karangturi national school have higher number than in mathalibul huda school. goes with number one? 2 s : b, c,… 3 t  : and the last is ….. 4 s : a lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 34 request is produced by the teacher to show that the teacher will ask the students to do something. the occurrence can be seen in the conversation fragment in table 5. table 5: sample data of direct request at mathalibul huda school the conversation fragment on table 5 can be analyzed on the following description. the conversation‟s topic is opening in the beginning lesson. the students requested by the teacher for cleaning the whiteboard. this conversation took place in the eleventh class of mathalibul huda school at 09.00 a.m. the analysis of the speech act is as follows: t : very nice, thank you for asking okay, can you clean the whiteboard please? the italic sentences are formed in interrogative sentence and consist of modal verb (can). these utterances are categorized as directive speech act because the teacher requests the students to clean the whiteboard. in request service, the teacher gets appropriate response from the students. it showed by the students answer “yes” in accepting the teacher‟s request. the appropriate response indicates that the interaction among the teacher and the students is good. therefore, the teacher‟s directive expression successfully delivers the teacher‟s intention. based on the ifid, the researcher interprets that the sentence form is interrogative and the function is directive. it can be concluded that there is direct relationship between the form and the function, because the form of the utterance is interrogative which has function to request for service which is showed by the word can. conversation fragment data 9 directive’s types speech act’s types direct indirect 1. t : how are you today? 2. s : wonderful, excellent, amazing, and you? 3. t : very nice, thank you for asking okay, can you clean the white board please? 4. s : yes miss request √ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 35 beside ifids, it can be analyzed with the concept of felicity condition. the circumstance of propositional content, the students should clean the whiteboard after the end of lesson. in preparatory condition, the students only sit and do not know if the whiteboard is dirty. in sincerity condition, the teacher wants the students to clean the whiteboard every starting the lesson, then in essential rule, the teacher orders the students to clean the whiteboard. table 6: sample data of direct request at karangtri national school the above conversation fragment on table 6 can be analyzed in the following description. the conversation‟s topic is sex education. the students requested by the teacher for silent when their friends do presentation. this conversation took place in the eleventh class of karangtri nhs at 09.00 a.m. the analysis of the speech act is as follows: t : ok, the same topic, orchit. after this i will let you discuss other topic. excuse me, quiet please! the italic sentences are formed by imperative sentence. these utterances are categorized as directive speech act because the teacher requests the students to keep talking in the classroom. in request something, the teacher gets appropriate response from the students. it showed by the students continue the presentation after the teacher request them to be quiet. the appropriate response indicates that there is a good interaction among the teacher and the students. it showed by the act that all students are silence and continue their presentation. therefore, the teacher‟s directive expression successfully delivers the teacher‟s intention. conversation fragment data 3 directive’ s types speech act’s types direct indirect 1. t: you want more examples about sex education? 2. s : yes…… 3. t  ok, the same topic, orchit. after this i will let you discuss other topic. excuse me, quiet please! 4. ts : (starting the presentation) request √ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 36 based on the ifid, the researcher interprets that the sentence form is imperative sentence and the function is directive. it can be concluded that there is direct relationship between the form and the function because the form of the utterance is imperative sentence which has function to ask for service or good and the function of this directive also for asking service or good. beside ifids, analyze the speech acts with the concept of felicity condition below. in propositional content, the students may not speak when their friend do presentation. in preparatory condition, the class is crowded when a group of students are doing presentation. in sincerity condition, the teacher wants the students to be quiet when a group does presentation. in esential rule, the teacher orders the students to be quiet in the classroom. the other dissimilarity is the number of illocutionary types in the form of order or command in karangturi national school is higher than in mathalibul huda school. order is produced by the teacher to show that the teacher wants to command or to order the students to do something. the occurrence can be seen in the conversation fragment in table 7. table 7: sample data of indirect order at mathalibul huda school on table 7 above the conversation fragment can be analyzed on the following description. the conversation‟s topic is tsunami the teacher orders conversation fragment data 11 directive’ s types speech act’s types direct indirect 1 s : the highest tsunami is 500 miles per hour 2 t : you don‟t need of. the highest speed of tsunami then don‟t add of after tsunami. jangan tambahkan of lagi setelah tsunami ya. the highest speed of tsunami is (0,0) your answer. oke repeat…. 3 s : the highest speed of tsunami is……………… order √ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 37 the students for repeating the explanation of the related topic. this conversation took place in the eleventh class of mathalibul huda school at 09.00 a.m. the analysis of the speech act is as follows: t : you don‟t need of. the highest speed of tsunami then don‟t add of after tsunami . jangan tambahkan of lagi setelah tsunami ya. the highest speed of tsunami is….your answer. oke repeat…. the italic sentences are formed by declarative sentence and produced by falling intonation. these utterances are categorized as directive speech act because the teacher orders the student for repeating her/his explanation. in ordering, the teacher also gets appropriate response from the students. it showed by the students repeat what the teacher wants. the appropriate response indicates that there is a good interaction among the teacher and the students. therefore, the teacher‟s directive expression successfully delivers the teacher‟s intention. based on the ifid, the researcher interprets that the sentence form is imperative sentence but the function is directive. it can be concluded that there is indirect relationship between the form and the function because the form of the utterance is imperative which has function to ask for service or good. beside ifids, it will be analyzed by the concept of felicity condition, in propositional content, the students should master the sentence structure. while, in preparatory condition, the students do mistake in arranging the sentence structure. in sincerity condition: the teacher wants the students to correct her/his explanation. also, in essential rule, the teacher orders the students to correct her/his explanation. table 8: sample data of indirect order at karangturi national school conversation fragment data 4 directive’s types speech act’s types direct indirect 1 t : ok. next! if you don‟t want i will cross you out and no score for you. 2 s : i don‟t have any pet because i don‟t like pet. 3 t : who want to say again? come on! 4 s : pet. pet is animal. there are many kind of pets for order √ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 38 the conversation fragment above can be analyzed on the following description. the conversation‟s topic is pet. the teacher orders one of the students for giving opinion related in the topic. this conversation took place in the eleventh class of karangturi national school at 09.00 a.m. the analysis of the speech act is as follows: t: ok, thank you. kevin next! grasela, are you ok. pay attention to us. the name that i mentioned before please! ok, kenan! the italic sentences are formed by declarative sentence and produced by falling intonation. these utterances are categorized as directive speech act because the teacher orders the student for giving opinion. in ordering the students, they give appropriate response of the teacher‟s utterance. the appropriate response indicates that there is a good interaction among the teacher and the students. therefore, the teacher‟s directive expression effectively delivers the teacher‟s intention. based on the ifid, the researcher interprets that the sentence form is imperative sentence and the function is directive. it can be conclude that there is indirect relationship between the form and the function because the form of the utterance is imperative which has function to ask for service or good and this directive also used to ask for service or good. beside ifids, it also can be analyzed with the concept of felicity condition, in propositional content, one of the students should giving her/his opinion about pet. in preparatory condition, the students are waiting for the teacher before the teacher points to give their opinion. in sincerity condition, the teacher wants the students to give opinion one by one. in essential rule, the teacher orders the students to give opinion one by one. the other illocutionary type is suggest. suggest is produced by the teacher to show that the teacher give attention and give advises for the students. the occurrence can be seen in the conversation fragment in table 9 below. example fish, cat, and many more. 5 t : ok, thank you. kevin next!grasela, are you ok. pay attention to us. the name that i mentioned before please! ok, kenan! 6 s : (explaining) lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 39 table 9: sample data of indirect suggestion at mathalibul huda school the conversation fragment on table 9 above can be analyzed on the following description. the conversation‟s topic is entrepreneurship. the teacher gives suggestion to the students for making planning and schedule before starting business. this conversation took place in the eleventh class of mathalibul huda school at 09.00 a.m. the analysis of the speech act is as follows: t : yah if you want an entrepreneur and start your own business start your own schedule also the italic sentences are formed by declarative sentence. these utterances are categorized as directive speech act because the teacher gives suggestion to the student for making planning and schedule before starting business. in giving suggestion, the teacher gets appropriate response from the students. the appropriate response indicates that there is a good interaction among the teacher and the students. therefore, the teacher‟s directive expression effectively delivers the teacher‟s intention. based on the ifid, the researcher interprets that the sentence form is imperative sentence but the function is directive. it can be concluded that there is indirect relationship between the form and the function because the form of the utterance is imperative which has function to ask for service or good and this directive is used to give suggest. beside ifids, the researcher analyze the speech acts with the concept of felicity condition. in propositional content, the students should have a planning and a schedule before starting their business. in preparatory condition, the students do not have any idea for making planning in preparing their business. in sincerity condition, the teacher wants the students to have and to make a schedule related in their business. in conversation fragment data 10 directive’s types speech act’s types direct indirect 1 t : oh permintaan kita sendiri gitukan? yah permintaan 2 s : dan juga membuat// 3 t  : yah if you want an entrepreneur and start your own business start your own schedule also suggestion √ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 40 essential rule, the teacher orders the students to make a schedule related in their business. table 10: sample data of direct suggestion at karangturi national school the conversation fragment on table 10 can be analyzed on the following description. the conversation‟s topic is movie. the teacher gives suggestion to the students for listening music. this conversation took place conversation fragment data 2 directive’s types speech act’s types direct indirect 1 t : uhum.. okay. right, cherlia. what can blogs offer that newspapers cannot offer. 2 s : music. 3 t : music? can‟t you find the information about music in a newspaper? 4 s : no, i mean… 5 t  : oh, okay. you can listen to the music as well. there‟s audio, there‟s video alright. what else? what else can blogs offer that newspapers not? jennifer. jennifer choke, okay. just kidding alright. 6 s : movie trailers. 7 t : you can ask about movie trailers and watch them, alright. un? what else, un? what are the advantages of blogs besidesa, em.. offering music that you can listen to or mu-movie trailer that you can watch or information that you want related to certain subjects, what else others? the advantages. suggestion √ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 41 in the eleventh class of karangturi national school at 09.00 a.m. the analysis of the speech act is as follows: t: oh, okay. you can listen to the music as well. there‟s audio, there‟s video alright. what else? what else can blogs offer that newspapers not? jennifer. jennifer choke, okay. just kidding alright. the italic sentences are formed by declarative sentence. these utterances are categorized as directive speech act because the teacher gives suggestion to the student for listening music. in giving suggestion, the teacher gets appropriate response from the students. it showed by the students‟ answer that correlates in the teacher‟s suggestion. the appropriate response indicates that there is a good interaction among the teacher and the students. therefore, the teacher‟s directive expression successfully delivers the teacher‟s intention. based on the ifid, the researcher interprets that the sentence form is declarative sentence and the function is directive. it can be concluded that there is direct relationship between the form and the function because the form of the utterance is declarative which has function to declare something, in fact this directive used to give suggestion. beside ifids, it also can be analyzed with the concept of felicity condition. in propositional content, the students should listen the music as one of electric learning. in preparatory condition, the students do not listen the music, therefore they cannot learn more through music. then in sincerity condition, the teacher wants the students to listen the music. in essential rule, the teacher orders the students to listen the music. conclusion summarizing the background and data analysis as described above, the researcher at last draw a conclusion that types of directive‟s speech act at karangturi national high school is different from those at mathalibul huda islamic high school. there are 8 illocutionary types of directive‟s speech acts found in english teaching of karangturi shs and 11 illocutionary types of directive‟s speech acts found in english teaching of mathalibul huda school. the most illocutionary types found in the conversation of teaching activity in both schools is question. both also use directive‟s expressions in direct and indirect types. the teachers of karangturi national high school more often used language instruction in the classroom because they apply a varieties directive expression. meanwhile, the teacher at mathalibul huda school only uses several directive expressions in english teaching because lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teacher’s directives expressions analysis in english classes haryanto, husni mubarok doi: https://doi.org/10.26714/lensa.8.1.2018.22-42 42 they do not apply a variety of directive‟s expression. in conclusion, the english teaching activities at karangturi national school emphasize on the students center learning, while the english teaching activities at mathalibul huda school emphasize on the teacher center learning. at last, the implication in teaching learning english process is that teacher-centered and student-centered type of learning depends on the frequency of production of directive expressions. more directives the teacher expresses, more center the learning by the teacher. on the other hand, less directives the teacher expresses, less center the learning by the teacher. references al-omari, s. k. 2013. promising as a speech act in jordanian arabic. international forum of teaching and studies, 9(1), 30–35. hasan. 2013. politeness strategy of directive used in indonesian and libyan students of undip when using english as a foreign language. diponegoro university. lo, b., lajuni, n., & yee, c. c. p. 2007. developing english communication skills through self-practice method. labuan ejournal of muamalat and society, 1(1), 14–20. maftuchah, n. 2010. kesantunan bentuk tuturan direktif di lingkungan sma negeri 1 surakarta. universitas negeri surakarta. novianti, e. 2008. kesantunan direktif pada bahasa melayu dialek sambas. diponegoro university. saner. 2008. teaching speech act theory and its reflection on the study of the theatre of absurd in elt classes. egypt: dokuz eylul university. sari, k. p. 2013. islamic priests’ directive at pondok pesantren al-muhammad cepu blora. diponegoro university. searle, j. r. 1969. speech acts: an essay in the philosophy of language. london: cambridge university press. siska, v. 2016. analyzing illocutionary acts of teacher and students in english classroom interaction at tunas mekar indonesia elementary school. bandar lampung university. sukmadinata, n. s. 2006. metode penelitian pendidikan. bandung: remaja rosdakarya. tamara, c. w. 2016. directive speech act realization in the teaching and learning at magister of language studies muhammadiyah university of surakarta. universitas muhammadiyah surakarta. vanderveken, d. 1990. meaning and speech acts. cambridge: cambridge university press. yule, g. 1996. pragmatik. yogyakarta: pustaka pelajar. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 197 the application of socio-cultural pedagogical approach in teaching popular literature nestiani hutami1*, meria zakiyah alfisuma2 1uin raden mas said surakarta, 2universitas trunojoyo madura, indonesia *nestiani.hutami@staff.uinsaid.ac.id article history: submitted on 2nd august 2022; revised on 15th november 2022 accepted on 21th november 2022; published on 31st december 2022 abstract the trend of online learning during the covid-19 pandemic has driven english literature lecturers to come up with effective ways of teaching literature. concerning this issue, this research aims to analyze how literature, especially popular literature, is taught online. focusing on the socio-cultural pedagogic principles, the approach of teaching popular literature is examined using a qualitative descriptive approach. this study was conducted at english literature department, adab and humanity faculty, uin sunan ampel surabaya, involving two popular literature lecturers. the data were obtained through interviews, observations, and documentation and analyzed using the interactive analysis method. it was found that the socio-cultural pedagogic principles were applied partially. (1) the principle of engagement was applied by warming-up questions, mind-mapping technique, mentioning adjectives, and watching movie trailers, (2) the principle of intelligibility was not applied because the lecturers explained the theory of genre and sub-genre characteristics before giving examples, and (3) the principle of participation was applied by delivering quizzes through various online platforms, like google classroom, mentimeter, and kahoot! and giving tasks which were uploaded in uin sunan ampel’s e-learning system, sails ‘sunan ampel integrated learning service’. the significance of these findings will contribute to the teaching and learning process of popular literature. besides, the results will provide insight for popular literature lecturers to apply a better teaching approach. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 mailto:nestiani.hutami@staff.uinsaid.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 198 keywords: popular literature, socio-cultural pedagogic principles, online learning. introduction teaching literature in higher education is considerably challenging, even more so for efl students. the language ability of the students becomes the main problem when discrepancy with the language of the text exists (krishnasamy, 2015). other issues consistently faced by the lecturers are students’ lack of interest, lack of confidence, insufficient time, challenging materials because of unfamiliarity with the cultural and social background as well as literary devices, not to mention inadequate teaching approach (arvidson & blanco, 2004; büyükyavuz & i̇nal, 2008; dar et al., 2021; hussein & al-emami, 2016; işıklı & tarakçıoğlu, 2017; karci & akar-vural, 2011). considering all these challenges, lecturers must develop a curriculum and approach to help students successfully learn literature with few difficulties. most undergraduate students majoring in english literature in indonesia learn literature from its genres, divided into prose, poetry, and drama (uin-malang, 2021; uin-suka, 2020; unsoed, 2018; uny, 2018; utm, 2012). by this, students are expected to comprehend the idea of literature easily because they learn different literary texts. however, a tedious learning process in the classroom is one of the reasons genre-based literature learning is rather ineffective. for instance, students get bored and become unmotivated because they only read poems in the same class for a whole semester and slowly lose interest in learning poems. another reason is that students learn various characteristics rather than specific ones, making it difficult for them to understand literary texts. for these reasons, the english literature department at uin sunan ampel surabaya has reformed its curriculum. students in this department are required to study literature based on the periods of literature. classic, romantic, modern, and popular literature are the period divisions chosen by this department to assist the students in learning literature. each period carries distinct characteristics that students can learn from reading all kinds of text. students learn specific characteristics in prose, poetry, and drama using the new curriculum. this setting is expected to create non-boring literature learning because students read different forms of texts. for example, when students are in modern literature class, they learn that one of the characteristics is absurdity. with this understanding, students will make an effort to identify that certain characteristics when reading prose, poetry, and drama. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 199 interestingly, after conducting a preliminary research, the researchers found that the students were learning differently in a popular literature class because they were given materials related to genre fiction. genre fiction is a widespread-appealed fiction that follows certain formulas (callahan, 2020; glatch, 2021; strathy, 2021). in this sense, the students learned fiction genres according to the reference book they used, the readers’ advisory guide to genre fiction (saricks, 2009). the genres are adrenaline, emotions, intellect, and landscape genre. because the learning materials are different in popular literature class, the lecturers of the english literature department at uin sunan ampel surabaya have made efforts to ensure that the students comprehend and take an interest in what they are learning. the idea that genre fiction “attracts a broad audience” (french, n.d.) is actually helpful in increasing interest in learning popular literature. lecturers can also underline several positive impacts to make students take more interest in reading fiction from various genres, for instance, increasing vocabulary, improving empathy and social relationships, and bringing out creativity (fong et al., 2013; mar & oatley, 2008; seifert, 2020; seiter, 2018; tamir et al., 2015). it is also revealed in a study conducted by lao & krashen that “university level efl students in hong kong who participated in a popular literature class that emphasized reading for content and enjoyment, including some self-selected reading, made superior gains on measures of vocabulary and reading rate” (2000). the attempts to teach literary texts, in this case, popular literature texts, are even more challenging with the pressure of conducting online learning as a result of the covid-19 pandemic. most universities in indonesia have switched their teaching and learning process to online learning (haris et al., 2021; pradana & syarifuddin, 2021; salehudin et al., 2021). this way of learning has benefits and also drawbacks. some benefits are that students have flexible learning time, and learning can be conducted anywhere. however, the teaching-learning process can differ greatly from previous years before the covid-19 pandemic. lecturers must change their approach to teaching that is adapted to online media. moreover, lecturers must have pedagogic skills to deliver various genres in the course of popular literature. thus, lecturers need a good teaching approach to assist students in understanding popular literature texts. this way, socio-cultural pedagogic principles are chosen as the approach to teaching popular literature. according to chambers & gregory (2006), socio-cultural pedagogic principles are categorized as a good teaching approach that has the purpose of making a possible learning situation. teaching is purposed to arouse students’ interest in the course http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 200 object and encourage them to study without burden. moreover, this principle of good teaching evaluates skills of teaching which relate learning materials to students’ background knowledge. lecturers have to hone their skills with the ability to choose the introductory materials that engage students’ attention to learning, explain the material that encourages students to understand easily and encourage students to participate in discussion and assignments. there is hardly any study discussing socio-cultural pedagogic principles as a teaching approach for teaching literature. a number of studies, as written by yimwilai (2015), divsar & tahriri (2009), and savvidou (2004), proposed an integrated approach to teaching literature in the efl classroom or context. this approach combines the three existing models; cultural-based, language-based, and personal growth, based on carter & long (1991). another research has been conducted by poedjiastutie et al. (2021), exploring the challenges of english teaching and learning due to socio-cultural aspects. unlike this research focusing on teaching literature, poedjiastutie’s study discusses more english language learning in remote areas of indonesia. furthermore, studies concerning teaching and learning popular literature are also scarce. one research conducted by mustakim et al. (2014) delved into approaches to teaching contemporary children’s literature. other studies written by dar et al. (2021) and bernstein (2013) examined teaching world literature which is entirely different from teaching popular literature. building upon the stated framework, this study aims to answer how the socio-cultural pedagogical approach is applied in teaching popular literature in the context of online learning. hopefully, the results of this study will contribute to the teaching and learning process of popular literature, especially for the english literature department or study program that includes popular literature in the curriculum. this study also represents the teaching experience in online learning. accordingly, it can give popular literature lecturers insight into applying a better teaching approach. method this study employed a qualitative descriptive approach. it was designed to examine how the socio-cultural pedagogical approach is applied in teaching popular literature online. in conducting the research, the researchers gathered the information and interpreted it (creswell & creswell, 2018). since this research analyzed the approach to teaching popular literature, the respondents chosen were two lecturers from the english literature department at uin sunan ampel surabaya who were http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 201 teaching it. following the socio-cultural pedagogical approach guideline by chambers & gregory (2006), the data were collected through interviews, observations, and documentation. according to doyle, “a semi-structured interview is a meeting in which the interviewer does not strictly follow a formalized list of questions. instead, they will ask more open-ended questions, allowing for a discussion with the interviewee rather than a straightforward question and answer format” (2020). for this reason, the researchers asked ten questions (interview sheet) which were then followed by conversations concerning the issues “deemed important in relation to the research project” (leavy, 2014, p. 286). furthermore, the second data collection was observations done two times for each respondent. by doing this, data had reached saturation for no more new data could be collected. as stated by glaser & strauss, “saturation means that no additional data are being found…and similar instances are seen over and over again” (1967, p. 61). since the learning sessions were conducted online, the researchers did observations in google classroom and google meet or zoom meeting, as these were the online platforms used by the two respondents. the last means of data collection was documentation. the researchers collected two public documents that were considered essential for teaching popular literature. the first one was the lesson plan. the researchers used it to know the appropriate times to do the observations. scanning through the lesson plan, the lecturers alternately divided the theories and readings. for instance, meeting ii is for theory, meeting iii is for reading, meeting iv is for theory, meeting v is for reading, and so forth. hence, the researchers decided to do the observations once in a meeting for theory and once for reading. below is one part of the lesson plan: picture 1: the lesson plan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 https://drive.google.com/drive/u/2/folders/1kcef6pb_3omdjhj3-smweldwzw2jfnwv lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 202 the second document was the reference book, the readers’ advisory guide to genre fiction, written by joyce g. saricks (2009). the researchers used it to understand what materials were taught in popular literature classes and how the learning process was done. in analyzing the data, the researchers utilized the interactive analysis method consisting of three parts: data condensation, data display, and drawing and verifying conclusions (miles et al., 2014). in the condensation process, the data were selected based on the focus of this research which is the teaching approach of popular literature. after that, the data were abstracted into three principles of the socio-cultural pedagogical approach. it was done to see how each principle was applied in teaching popular literature. moreover, data display in this study was done to form a description from a compilation of information to allow conclusion drawing. the last is conclusion drawing and verification, done after all data were examined. in addition, this research did triangulation in the data collection technique by comparing the data taken from interviews, observations, and documentation. findings and discussion findings teaching popular literature during the covid-19 pandemic is challenging. lecturers need to adapt to the teaching-learning process from face-to-face learning to online learning. this study focuses on teaching popular literature in online learning using socio-cultural pedagogic principles (chambers & gregory, 2006). this section presents the results dealing with the socio-cultural pedagogic principles applied by the two lecturers in teaching popular literature classes based on the interviews first and then observations; they are the principles of engagement, intelligibility, and participation. the principle of engagement this principle was applied in the first step of the meetings by the lecturer, the introduction, by exposing warming up activities, like asking questions about students’ experiences. in online learning, the virtual meeting application was zoom meeting or google meet. the lecturers implemented introductory strategies related to students’ experience or background knowledge, which had an impact on arousing students’ enthusiasm in the learning process. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 203 i ask students about popular stories on wattpad’s storytelling platform: have you ever read a story on wattpad? what is the title? what genre does the story belong to? (respondent 1) the strategies used by the first respondent to initiate a course on the topic of emotion genre were warming up questions and a mind mapping application. in the first thirty minutes, the lecturer generated students’ enthusiasm for studying the emotion genre by asking them about popular stories on online reading platforms, such as wattpad. this question was also used to understand students’ reading references and preferences, particularly their current knowledge and experience of popular literature. the brief discussion would have run smoothly if the students had read references related to their emotions or feelings. moreover, the lecturer raised questions and wrote the students’ answers in a mind-mapping application (mindmup 2 for google drive). the mind mapping application is used in the introduction session to examine students’ understanding of a given or previous topic. in this approach, i ask for the summary of the lesson, and students will answer it. i then write down the answers in the mind mapping application. (respondent 1) i give warming-up questions in google classroom or sails as a preview of the lesson. instruction for the warming-up activity is: mention any adjectives related to ‘emotion’! (respondent 1) the mind mapping activity was applied as the overview of the previous lesson because that could measure students’ understanding of the previously discussed topic. furthermore, the lecturer asked students about the common adjectives of the emotion genre for the lesson preview. the lecturer helped students find the meaning by relating the words with students’ background knowledge or things that they had already known. for the second respondent, the lecturer implemented an introductory strategy that was adapted to the lesson topic. i usually start my class with games or question-and-answer (q and a) sessions. (respondent 2) then, to sustain and increase students’ enthusiasm, the lecturer always checked students’ understanding by simultaneously asking questions to students. moreover, to teach literature joyfully, the lecturer had to update http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 204 herself on the latest popular information to relate it to the lesson and engage students’ attention. i try to connect with them by following what is happening nowadays. (respondent 2) based on the observation, not all students responded in the q and a on the warming up session in the first meeting of the intellect genre. students who did not prepare well for the course experienced difficulty answering the question. besides that, the answers given were mostly copied from the coursebook. another strategy to arouse students’ enthusiasm, which the second respondent used when she taught the intellect genre, was exposing students to a movie trailer that correlated with one of the sub-genres explained, science fiction. this strategy resulted in students’ activeness in learning about popular literature. watching movies and giving them questions related to literary works are used to engage students in learning. (respondent 2) it can be inferred from the observations that the introductory strategy using a movie trailer that students are familiar with may evoke more enthusiasm. after watching the star wars movie trailer, students were actively involved in a brief discussion. it means an interesting opening arouses students’ interest in the learning process. in conclusion, the lecturers conducted the principle of engagement using various strategies such as warming up questions, mindmapping technique, and watching movie trailers. these activities have the purpose of attracting students’ attention and arousing students enthusiasm the principle of intelligibility the two respondents did not apply the principle of intelligibility because they explained the theory first and then gave examples in teaching popular literature. the learning process was in the form of lecturing and group discussion via virtual meetings, such as zoom meetings or google meet. the lecturers explained the summary of the materials in power points. the first respondent exposed the theory first and then gave examples. besides that, to explain the sub-genres key points and characteristics, the lecturer cited paragraphs taken from a novel to discuss. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 205 i explain from the theory to example because students don’t have any reading references. after explaining the theory using powerpoint, it is continued by giving examples through paragraphs taken from the novel or wattpad. (respondent 1) for the first meeting on the emotion genre, the lecturer explained the theory of the genre and sub-genres. she asked the students to open their reference book, the readers’ advisory guide to genre fiction, written by joyce g. saricks (2009), to find out the meaning of sub-genres names, which were gentle reads, horror, romance, women lives, and relationships. in this case, the lecturer explained the gentle reads sub-genre first, followed by other sub-genres. in explaining the theory, the lecturer frequently did code-switching and mixing between english and indonesian to ensure that the students understood. this activity was followed by a powerpoint presentation that contained a summary of the four sub-genres, consisting of the definition, characteristics, pace, setting and focus. while explaining the characteristics of one of the sub-genres, for example, gentle reads, the lecturer asked about the stories or novels students had read in the sub-genre. since it was a new sub-genre for the students, they had difficulty answering the lecturer’s questions. it was easy for the students to mention the novel examples for the horror subgenre. in this case, the students mentioned goosebumps. the reason was they were already familiar with horror. however, the students hardly ever knew about certain sub-genre like gentle reads. thus, the lecturer first explained the sub-genres theory, which was then followed by giving examples. after explaining the theory, the lecturer mentioned a novel’s title as an example of one of the sub-genres, in this case, gentle reads. the novel chosen as an example was a walk to remember by nicholas sparks. after that, she exposed the novel's prologue, showing how the gentle reads described the detail of the setting. in this session, students assisted by the lecturer practiced analyzing the sub-genres characteristics by reading and analyzing several paragraphs of the novel. for the second meeting of the emotion genre, the class activities were group presentations that trained students to analyze a novel entitled the undomestic goddess by sophie kinsella. students practiced analyzing the novel by showing certain sub-genres characteristics and the novel’s quotations. after the presentation, the respondent provided feedback by presenting a powerpoint analyzing the novel’s intrinsic elements and quotations. after the discussion, the lecturer invited all students to determine the novel’s sub-genre. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 206 based on the observations, some students actively analyzed or interpreted the given theory. the students actively engaged in the lecture could follow the materials well. meanwhile, those who did not have any preparation for the discussed topic, neither read the novel nor did the tasks, would avoid any discussion in the class. the second respondent took the same approach as the first one. she explained the characteristics of the sub-genres, which were presented using powerpoint. the explanation was followed by a question and answer (q and a) session to ensure students’ understanding. then she provided examples of famous movies or literary works that students were familiar with. i teach theory first, then give an example. after giving warmingup questions regarding genre fiction, i explain the theory using powerpoint. (respondent 2) based on the observation, some students actively analyzed or interpreted the given theory. it was because the lecturer gave students a chance to mention some movies related to each sub-genre. moreover, at the second meeting of the intellect genre, a group of students did a presentation about the novel the abc murders by agatha christie. the lecturer applied class discussion to train students’ understanding of the characteristics of the novel’s sub-genre and the students’ critical thinking. in this case, whenever the group presented one characteristic found in the novel, the lecturer would invite other students to give questions or responses to the group or ask several questions herself. at the end of each discussion, the lecturer would give feedback. the lecturer invited all students to determine the novel’s sub-genre by the end of the group’s presentation. to sum up, the lecturers did not conduct the principle of intelligibility because they explained the theory of genre and sub-genre characteristics before giving examples. both of the respondents began to explain the theory first, followed by giving examples. finding familiar examples of novels or movies was rather difficult for certain sub-genres, for example, gentle reads, because students did not have any reading references, which was new for them. however, providing examples of novels or movies for sub-genres like horror, science fiction, or mystery was easier because students were already familiar with them and had many movie references. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 207 the principle of participation the principle of participation was applied by delivering quizzes on various online platforms, such as google classroom, mentimeter, and kahoot!, and giving tasks uploaded in sails ‘sunan ampel integrated learning service’. this online learning platform enabled lecturers to assess students’ understanding and participation since that platform facilitated lecturers to give feedback. the data from the interviews and observations are presented below. the reflection section at the end of each meeting is used to observe students’ understanding. the example of questions given in the reflection session is: of the four sub-genres of emotion, what are the points that distinguish those sub-genres? (respondent 1) besides that, to always monitor students’ learning progress, i give an assignment of ‘sharing notes’ on instagram. the notes contain a summary of learning in class. (respondent 1) from the first respondent’s point of view, a post-teaching or reflection session was used to summarize the course by giving a question, for example, “what are the differences between the four sub-genres?”. the answer was considered as the summary of the meeting. other than that, to encourage students to read the literary works and the theory, the lecturer gave both individual assignments by sharing notes on instagram and a group assignment which was preparing a presentation about the genre characteristics of the novel given using powerpoint. in the next meeting, to start the class, the lecturer always gave students questions or trivia quizzes uploaded in sails to measure the extent to which students read or understood the novel about to discuss. at the end of the meeting, the students were given a question regarding possible issues discussed in the novel. it was done to hopefully boost students’ critical thinking in analyzing the novel by relating the possible issues with the theme of the novel discussed. a trivia quiz is uploaded in sails which will be scored. the examples of questions in the trivia quiz are (1) mention one fact from the novel! (2) is it possible if the novel to be discussed using the romantic suspense genre? (3) what is adrenaline? the other examples from the trivia quiz are: (1) the novel has … chapters. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 208 (2) there are … chapters told from the main character’s point of view. (respondent 1) at the end of the meeting, i ask questions about possible issues in the novel. an example of the question is: by observing the character of the main character and her mother, what elements can be analyzed? (respondent 1) the questions were expected to lead students to study the theory through literary analysis or genre analysis of the literary works. however, according to the observation in the classroom, some of the students were actively engaged in learning about popular literature, especially those who had reading references of the genres or sub-genres discussed. at the beginning of the class, the second respondent applied mentimeter, an online quiz, to assess students’ understanding. this online application creates an engaging class because this encourages teacherstudent communication in teaching-learning (mentimeter, n.d.). the example of the lecturer’s question in the mentimeter was, “what mystery movies have you ever watched?” students answered the question based on their experience of watching movies. this strategy promoted the activeness of all students, who were eager to write the answers. after the quiz session, feedback in the form of discussion was given to ensure that all students understood the genre and the sub-genres learned. in the next meeting, the second respondent invited all students to take a google classroom quiz to start the class. the questions for the quiz were related to the novel that the students must read before attending the class. the questions were (1) “what is the theme that you find in the abc murders?” and (2) “which character do you suspect as the murderer?”. this quiz was given as one way to motivate students to read the literary text so that all could participate in the class discussion. some students actively participated in the class discussion, while others did not. however, most of the students could correctly answer the questions asked by the lecturer, although they were not active in the class discussion. in addition, at the end of the course, the lecturer checked the students’ attendance and gave an assignment that must be submitted in sails. the questions i give students are about the intrinsic elements of the literary texts and the characteristics of the literary texts’ genre. (respondent 2) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 209 the purpose of asking questions about the intrinsic elements of the literary works, such as characterization, point of view, plot, and setting, was to guide students to understand more deeply the genres and characteristics of the novel that had been discussed. the questions encouraged the students to learn popular literature through literary or genre analysis. in brief, the two respondents applied the principle of participation to assess students’ comprehension of the topic given in each meeting. the techniques applied were giving quizzes using various online platforms and tasks uploaded in uin sunan ampel’s online learning service. the assignments were in the form of individual and group works. the questions in the tasks guided students to read the theory of genres, subgenres characteristics, and literary works. discussion teaching literature in the efl classroom or context is challenging. according to tayib & hassan, one of the challenges is “the teaching approach or teachers’ wrong choice of teaching methods” (2020), as also mentioned in a thesis (prochet, 2017). the challenge is even more apparent when the learning process is done online, and specific kinds of literature are taught, in this case, popular literature. teaching popular literature is different from teaching literature in general because of the materials prepared. while, in general, literature is usually taught based on its literary devices, popular literature is taught based on its genre fiction. in this case, students will learn not only the literary devices but also the genre’s characteristics, and at the end of the course, they will be able to identify the genre fiction of literary works. teaching popular literature online is another issue because as the materials are unfamiliar to students, lecturers must be able to deliver the materials with limited interaction. in doing so, the lecturers must develop a teaching approach that can assist students in learning and understanding the materials, which is genre fiction, thoroughly. in the english literature department at uin sunan ampel surabaya, the popular literature lecturers have applied a certain approach for their students to comprehend the idea of genre fiction, which is based on socio-cultural pedagogic principles (chambers & gregory, 2006). however, only two principles out of three were applied: the principle of engagement and the principle of participation the principle of engagement intends to “arouse students’ interest in the study of literature/sustain their initial enthusiasm and aim to increase it”. one way to do it is by “connecting with something that already exists (people’s knowledge, experience, understanding, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 210 preconception, skill, desire) and harnessing it, ready to take off in appropriate directions” (chambers & gregory, 2006, p. 125). the lecturers of popular literature have attempted to arouse the students’ enthusiasm for studying genre fiction by using warming-up questions. the questions should be related to students’ knowledge of stories they are familiar with, novels they have read, or movies they have watched. when this strategy is applied directly at the beginning of the class, it sometimes does not work because certain sub-genres are new for students, so they cannot give examples if they have no prior knowledge. the strategy that might work to start students’ interest and understanding is asking questions about the adjectives related to the genre. it is more effective because the lecturers can help students find the meaning of the adjectives and associate them with students’ background knowledge or things they already know. another strategy to introduce the genre of fiction is the mind-mapping technique. this technique will also be effective if students already have knowledge about the genre fiction theory because in applying it, the lecturers will interact with students in a discussion by asking questions, and the student’s answers will be created as a mind map. the discussion will not run smoothly if students do not have prior knowledge about the genre fiction theory. the last strategy to arouse students’ interest in learning genre fiction is watching movie trailers. this strategy seems to be the most effective because the visuals will attract students’ enthusiasm. as cited in briggs (2015), kennedy states, “ninety percent of all the information we take in from the world we take in visually”. it means that visual information will be easier to be captured. hence students learn better and understand quickly. by watching movie trailers, students will get an immediate idea of what they are going to study because they can see the characters and the movie’s setting. the second principle is the principle of intelligibility. this principle “demands teachers to teach from example to explanation” (chambers & gregory, 2006, p. 129). the lecturers in the english literature department at uin sunan ampel surabaya did not apply this principle because they explained the theory first and offered examples. the main reason for this procedure is that the materials are new to students. because students’ prior knowledge greatly influences how they receive and process new information (assessing prior knowledge, 2022; dong et al., 2020; hailikari et al., 2008; van kesteren, 2016), without prior knowledge of popular literature materials, the learning process will not go well. as students learn genre fiction, they will be exposed to various genres and sub-genres. some sub-genres are familiar to students, and others are not, for example, gentle reads. even the term ‘gentle reads’ is uncommon http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 211 and not used in everyday life. accordingly, students need to comprehend the term before learning the characteristics, then find examples of the genre. the last principle is the principle of participation. this principle “is promoted through the series of activities referred to two previous principles, which drives the teaching narrative and is designed to keep students actively engaged in their studies” (chambers & gregory, 2006, p. 131). the two lecturers of popular literature applied this principle in uin sunan ampel surabaya by delivering quizzes and tasks. even after the learning process in the class is done, students are still engaged with what they have learned by doing quizzes and tasks, as revealed by a study that “homework benefited and supported students’ learning” (songsirisak & jitpranee, 2019). from the quizzes and the tasks, the lecturers can assess and measure students’ understanding of topics discussed in the class because both the quizzes and the tasks will be scored. conclusion the covid-19 pandemic has changed the approach to teaching popular literature. in this study, the lecturers have partially applied sociocultural pedagogic principles to engage students in the learning process. the principles are divided into three: engagement, intelligibility, and participation. the principle of engagement that is purposed to increase students’ enthusiasm was presented by the lecturers using warming-up questions, mind-mapping technique, mentioning adjectives, and watching movie trailers. second, the principle of intelligibility was not applied because the lecturers explained the theory of genre and sub-genre characteristics before giving examples. the last one, the principle of participation which aims to assess students’ comprehension, was conducted by delivering quizzes through various online platforms, such as google classroom, mentimeter, and kahoot! and giving tasks uploaded in uin sunan ampel’s e-learning system, sails. the quizzes and the tasks guided students to read and understand the theory provided in the reference book. the challenges faced by the lecturers in teaching popular literature were the student’s background knowledge of popular literature and preparation for reading the given literary texts. the students’ lack of knowledge of the genre of fiction in popular literature obstructed class discussion because they had difficulty giving examples of literary works or movies, especially for the new sub-genres. aside from that issue, providing encouragement to students to read literary works was another problem. as popular literature deals mostly with novels, students were not eager to read. the thickness of novels and the difficult language have become the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 212 main 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(2012). kurikulum. program studi sastra inggris, universitas trunojoyo madura. http://sasing.trunojoyo.ac.id/?page_id=24 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 197-216 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the application of socio-cultural… nestiani hutami,meria zakiyah alfisuma doi: https://doi.org/10.26714/lensa.12.2.2022.197-216 216 van kesteren, m. (2016). what you already know is the key to learning new things. the guardian. https://www.theguardian.com/education/2016/jan/09/what-youalready-know-is-the-key-to-learning-new-things yimwilai, s. (2015). an integrated approach to teaching literature in an efl classroom. english language teaching, 8(2), 14-21. https://doi.org/10.5539/elt.v8n2p14 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.197-216 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 263 empowering digital language literacy in writing instructions: lecturers’ and students’ voices masriatus sholikhah1*, candradewi wahyu anggraeni2 1stkip pgri jombang, 2universitas tidar indonesia *marish.sholikhah@gmail.com article history: submitted on 28th september 2022; revised on 28th november 2022; accepted on 12th december 2022; published date on 31st december 2022 abstract in facing the metaverse era, technology in language instruction plays an essential role in elevating students’ digital literacy. it leads teachers to integrate digital tools utilization in the instructional context to accommodate the students’ need for productive and meaningful learning. following this issue, this research explores teachers’ and students’ voices regarding the empowerment of digital language literacy in writing instructions. the research method used in this study is a case study. researchers administered interviews and questionnaires as data collection instruments in obtaining the data. the open-ended interview was carried out with the lecturers of writing courses. besides, the close-ended questionnaire was also administered to the students of writing courses. the participants of this current study were 3 lecturers and 40 students from two universities in indonesia. to uphold the theoretical lens of digital language literacy, this research uses and adapts the theory of eshat (2004) and porat, blau & barack (2018) as the underlying framework. the results showed the three aspects of lecturers’ and students’ perspectives in which they cover digital language literacy implementation, digital language literacy challenges and opportunities, and the ways to empower digital language literacy in the writing instructions. as a result, the research findings contribute to improving digital language literacy implementation, specifically in teaching writing in efl higher education context. keywords: digital language literacy, writing instruction, teachers’ and students’ voices. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 mailto:marish.sholikhah@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 264 introduction in recent years, digital literacy has played a pivotal role in all aspects. in the english language teaching (elt) context, digital literacy is transformed into digital language literacy promoted in elt to fulfill the 21st-century skills and face the metaverse era. the notion of 21st-century skills refers to students' ability to develop to succeed in the information age (borja ii, 2018). kim et al. (2019) highlighted six domains of 21st-century skills that cover critical thinking, problem-solving, creativity, metacognition, communication, digital and technological literacy, civic responsibility, and global awareness. furthermore, these 21st-century skills intertwine with the current and future phenomena of a metaverse in education. conversely, mystakidis (2022) contend that the metaverse is a post-reality universe, a perpetual and persistent multiuser environment that merging physical reality with digital virtuality. regarding online distance education as the response to school closure by the spread of contagious covid-19, metaverse has the potential to remedy the fundamental limitations of web-based 2d e-learning tools. riberio (2021) adds that augmented and virtual reality (ar & vr) are involved in the metaverse. referring to the notion of 21st-century skills and metaverse, teachers and students must prepare all aspects to face the new era of the educational system in the future. as mentioned earlier, one of the 21st-century skills is digital literacy. in this case, digital language literacy is needed to be integrated and empowered in all english skills, with no exception in writing instruction. writing instruction in english as a foreign language can be challenging because it needs many preparations to fulfill the learning goals. celce-murcia (2001) proposes that teaching writing needs countless efforts due to various settings, classrooms, and teaching methods. harmer (2015, p. 360) denotes, “writing is the one that teachers and learners seem most reluctant to focus on because it requires them to make special efforts.” those notions reflect that teaching writing is a complex skill that requires many domains to achieve effective teaching. cheung (2016) views that teachers must understand and realize the concept of writing skills and the process involved. instilling the creative process of writing, lecturers should accommodate students with magnificent learning tools and materials to combat all the hurdles commonly faced during the session. regarding the implementation of digital language literacy in writing instruction, it needs to consider learning objectives, students’ and teachers’ level of being a digital native and digital immigrant in this digital savvy era. furthermore, son in son et al. (2017) denote that digital literacy relates to the competence to use digital technologies for creation, communication, collaboration, and information search and evaluation in a digital society which intertwines with knowledge and skills development. in line, hobbs (2011) focuses on five fundamental dimensions of digital literacy: the access http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 265 dimension, the critical thinking dimension, the expressive dimension, the social responsibility dimension, and the act dimension. again, son et al. (2017) mention that identifying the digital literacy level of students’ target language and knowing the factors affecting students’ uses of digital technologies in the local context are essential to be explored in achieving the effective implementation of digital language literacy. hague & payton son et al. (2017) emphasize eight domains of digital literacy: functional skills, e-safety, effective communication, the ability to find and select information, collaboration, cultural and social understanding, critical thinking and evaluation, and creativity. challenges and opportunities exist when implementing digital language literacy in the english language teaching context. a study conducted by argawati and suryani (2020), their study aimed to explore the changes and barriers in digital based instruction (dbi). the study used a descriptive qualitative research design. the instruments of data collection were observation and interview. the research participants were five english teachers who taught five courses and two hundred students. the findings showed four advantages of dbi implementation: activating students, elevating digital literacy, provoking students’ creativity, and creating a new application. however, three barriers to implementing dbi were limited devices, limited access, and limited digital. another study was conducted by hafifah and sulistyo (2020). the purpose of their research was to investigate teachers’ knowledge, experiences, ict literacy levels, and to what extent they integrate icts in elt to explore teachers’ knowledge, experiences, ict literacy levels, and to what extent they integrate icts in elt. this study employed a correlational study, and an online survey was conducted. the research participants were two hundred and eighty (280) english lecturers who taught english subjects from more than 130 different universities in indonesia. the results showed a significant correlation between the lecturers’ ict literacy levels, the lecturers’ training experiences, internet frequency usage, and icts integration in language teaching. furthermore, sholikhah (2017) employed classroom action research to investigate students speaking skill achievement by collaborating tedx video watching with whatsapp voice mode recording. the research participants were thirty-nine (39) efl students of the tertiary level. the results showed that combining digital tools significantly improved students’ speaking skills, vocabulary range, and grammar usage. they viewed the implementation of digital tools as helpful, enjoyable, and beneficial as the implementation of digital tools skills. in addition, anggraeni (2017) conducted a case study using instagram in writing class. in her study, the research participants were sixty writing class students who responded to the open-ended questionnaire. the findings showed that the students had positive voices toward using instagram as a digital application in writing courses. in addition, it highlighted the drawbacks and benefits of integrating http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 266 instagram into writing classes. the defects dealt with the internet connection issues, the writing quality, and the students’ instagram privacy. however, the virtues covered the use of instagram was not timeconsuming, it could improve students’ writing skills, it developed students’ confidence in publishing their writing, and it could be done every time and everywhere. the previous studies captured similarities and differences between those four earlier studies with this study. the similarities were in implementing digital language literacy in the english classroom context. on the other hand, the different domains were in the research design, research participants, and study context. by considering the differences, they benefit from insight into the knowledge and practice of implementing digital language literacy in an english classroom with different research participants and contexts of study. therefore, to close the gap, the novelty of this study concerns more on the perspectives of students and lecturers in empowering digital language literacy in writing instruction in the efl higher education context. it is crucial to explore the students’ and lecturers’ voices because it captures the actual conditions that they feel and views toward digital language literacy, so it contributes to the empowerment of digital language literacy, specifically in writing classes. in the future, the result of this current study is also adventitious for developing language skills materials for both institutions. regarding digital language literacy implementation, the writing lecturers of the english education department of stkip pgri jombang and universitas tidar have already integrated digital language literacy in writing instruction through some learning applications and gamification such as google classroom, quizziz, and google scholar. however, there are still barriers to implementing it. to cope with the problems of digital language literacy implementation, it is paramount to empower digital language literacy. this study is pivotal to exploring the perspectives of lecturers and students toward digital language literacy implementation in writing instruction. this study is guided by the main research question: how do lecturers’ and students’ voices toward empowering digital language literacy in writing instruction? method this study employed a case study to explore lecturers’ and students’ perspectives on empowering digital language literacy in writing instruction. yin (2003) defines “case studies are the preferred strategy when “how” or “why” questions are being posed and when the focus is on a contemporary phenomenon within some real-life context.” in conducting a case study, the researchers focused on one or more cases through in-depth and detailed data collection related to multiple sources of information (creswell, 2011). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 267 this study focused on one point, which was the empowerment of digital language literacy. this study was conducted in writing classes in the english education department of stkip pgri jombang and universitas tidar. these two institutions were chosen because the lecturers have already implemented digital literacy in their writing classes, starting from the introduction of paragraph writing, essay writing, professional writing, and creative writing. besides, three writing lecturers (romeo, ann, juliet – pseudonym), and forty students were research participants. considering the concept of a case study, this case study used structured interviews and close-ended questionnaires to collect the data. the structured interview consisted of six questions to obtain the lecturers' voices. the questions can be viewed below. 1. have you ever implemented some or all digital literacy skills (critical thinking and evaluation, functional skills/ ict skills, creativity, cultural and social understanding, collaboration, effective communication, the ability to find and select information, and esafety) in your writing class? 2. what are the digital language tools that you mostly use in writing class? 3. what factors affect the use of digital technologies for language learning? 4. what are the benefits of implementing digital language literacy in your class? 5. what are the barriers to implementing digital language literacy in your class? 6. how do you empower digital language literacy in writing instruction? moreover, the close-ended questionnaire consisted of forty items (adopted from son et al., 2017) administered to the forty tertiary students. the questionnaire can be accessed at this link https://bit.ly/digitallanguageliteracyinwritingclass. in collecting the interview data, the researchers implemented three steps; the first is to construct the interview subject of the ref questions based on the theoretical framework. second, asking permission from the interviewee to be interviewed (the researchers did this process by asking the participants orally and making sure that the respondence data are confidential), and interviewing the interviewee. in collecting the questionnaire data, the researchers adopted the questionnaire items and created the google form, the google form link was sent to the students via whatsapp, and the students completed the form. as the link is spread out towards the students joining the writing classes of both institutions, forty students completed the questionnaire. in analyzing the data, the researchers read all data, sorted the data representing the research topic, organized the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 https://bit.ly/digitallanguageliteracyinwritingclass lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 268 data into themes, examined and elaborated on the research findings, and validated the data with triangulation. in this case, the researcher implemented peer debriefing and data triangulation derived from either the students’ or lecturers’ voices to confirm the data's trustworthiness. findings and discussion generally, the population demographic of this research is a group of writing skills lecturers and students of tertiary level in two universities in indonesia. in detail, the interview session was administered to three lecturers (1 male and two females) and 40 students (9 males and 31 females). the students are actually of different ages and taking other writing classes (argumentative essay, professional writing, introduction to essay writing, and creative writing). most students were between eighteen and twenty years (18 years old=5%, 19 years old=25%, and 20 years old=50%), 17% were in their 21, and only 1% were in their thirties. all participants’ responses are presented based on the research objective as the following; students’ voices towards empowering digital language literacy as the research objective explored above, three prominent aspects are generally becoming the issue of concern; 1) digital language literacy implementation, 2) digital language learning challenges and opportunities, and 3) ways to empower digital language learning in writing classes. the three core issues will be elaborated as the following. 1) digital language literacy implementation students were asked to answer several questions related to detailed information on digital applications implementation, internet, and website usage, computer and word processing application utilization, and digital language tools usage. the questions are close-ended (adapting the likert and guttman scales) and multiple choice. students explored that, generally, the lecturers of writing skills they join have already implemented different educational instructional applications. out of the total respondents, 87% of them (35 students) believed that the lecturers experienced them in digital literacy skills such as cultural and social understanding, collaboration, and effective communication). in addition, with a range of minimally two years and an average of eight years of experience, the students typing skills reached 45%, which involved them working with word processing applications, while 50% sat at an acceptable level. it means that working with words spreadsheet is not an obstacle for them, mainly for the 5% of the total amount. furthermore, 70 % of the total respondents are at a good level of web search skills. it infers that in searching for information through the internet clouds, the students are at a good level, and the lecturers do not need to put a great effort in assisting students with some tasks that require http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 269 them to surf the websites. (see table 1). table 1: percentage of students’ typing skills and web search skills no level of students’ literacy students’ typing skills students’ web search skills 1 very poor 0 % 2.5 % 2 acceptable 45 % 20 % 3 good 50 % 70 % 4 very good 5 % 7.5 % although more than 85 % of the students do not have a personal homepage, they use computers for learning needs rather than other activities. the learning activities here mean reading on screen (85%), watching educational videos (100%), and using social networking (95%) to support their learning language process. it then reflects the students’ internet literacy (good 65% and very good 10%), digital literacy (good 57.5% and acceptable 37.5%), and computer literacy (55% good and acceptable 35%). the data is resumed in the following (see table 2). table 2: students’ internet, digital, and computer literacies no level of students’ literacy students’ internet literacy students’ digital literacy students’ computer literacy 1 very poor 2.5 % 0 % 0 % 2 acceptable 22.5 % 37.5 % 35 % 3 good 65 % 57.5 % 55 % 4 very good 10 % 5 % 10 % becoming digital natives in the disruption era, the students take great advantage of technology such as mobile applications, social networking, accessing digital learning resources, and some dictionary applications to assist them in the instructional process (see table 3). it helps them fulfill the lecturers' tasks, such as constructing microblogs, constructing an essay, or arguing ideas through the academic text. table 3: language tools mostly used by students and lecturers in writing class no aspects students lecturers 1 word processing application 95 % 90 % 2 spreadsheet applications 42.5 % 15 % 3 database applications 7.5 % 2.5 % http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 270 4 presentation applications 90 % 87.5 % 5 communication applications 10 % 2.5 % 6 learning management systems 92.5 % 85 % 7 virtual worlds 5 % 0 % 8 social networking services 80 % 60 % 9 blogs 17.5 % 5 % 10 podcasts 10 % 2.5 % 11 photo sharing sites 12.5 % 2.5 % 12 video sharing sites 60 % 42.5 % 13 web search engines 62.5 % 25 % 14 dictionary apps 45 % 5 % 15 educational platform 60 % 47.5 % 16 online conference 87.5 % 80 % 17 writing apps to avoid plagiarism 50 % 100 % the fact portrayed in instructional activities, course projects, and the assessment process presented. lecturers require students to do some projects individually or in a group, including using spreadsheets, presentation applications, educational platforms, and others (see table 3). in addition, lecturers always highlight the importance of originality and authenticity in constructing ideas by elaborating on the plagiarism-checking system and dictionary applications. students stated that five primary digital language tools were utilized during the session: a word processing application, a learning management system, an online conference, a presentation application, and social networking services. interactivity with lecturers, peers, and online knowledge-sharing behavior has significantly impacted students’ engagement, consequently impacting students’ academic performance (ansari & khan, 2020). 2) digital language learning challenges and opportunities to achieve the learning outcomes based on the curriculum, lecturers are presented with magnificent material and applications to support the interaction between lecturers-students and students-students. however, some issues need to be tackled, and benefits can pursue (see table 4). table 4: the challenges of digital language literacy inside the classroom wall no aspects percentage 1 lack of time 57.5 % 2 lack of knowledge of teachers 25 % 3 lack of skills of teachers 32.5 % 4 lack of interest of teachers 37.5 % http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 271 5 lack of training 47.5 % 6 lack of supporting resources 60 % 7 lack of budget 45 % 8 lack of knowledge of students 65 % 9 lack of skills of students 52.5 % 10 lack of interest of students 47.5 % 11 lack of learning materials 27.5 % 12 lack of facilities 52.5 % in detail, the barriers during the instructional process include internal and external factors. external factors or so-called technical factors in this research refer to lack of time (57.5 %), lack of facilities (52.5 %), and lack of supporting resources (60 %). the school closure policy and the learning time restriction cut the standard learning hour to 50% off. it leads to weaknesses in classroom interaction, lecturers/peers-feedbacks, and a limited chance to practice inside the classroom wall. for some universities in developing countries like indonesia, such shortcomings are pretty common in developing countries where financial constraints hinder ict access (korangten, 2012). in addition, internal factors also become the hurdles of the learning process, which include students’ lack of skills and knowledge (65 %), lack of training (47.5 %), lack of materials (27.5 %), and even some students’ voice their weakness from the lecturers (knowledge 25 25 % and skills 32.5 %). the phenomena inferred that successful technological-based instruction requires a preparation that requires lecturers' knowledge, the institution's amenities, and the students’ readiness. despite the weaknesses, the ict-based instruction outweighs the failings, as reported in the following table; table 5: students’ response to the digital literacy empowerment no level of students’ agreement disagree strongly disagree agree strongly agree 1 enjoying using the digital devices 3 % 0 % 45 % 52 % 2 feeling comfortable using digital devices 3 % 0 % 40 % 57 % 3 knowing various types of digital devices 10 % 0 % 40 % 35 % http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 272 4 knowing the definition of digital literacy 11 % 1 % 52 % 7 % 5 feeling threatened by digital technology 40 % 25 % 28 % 3 % 6 feeling left behind compared to other fellows in using digital technology 19 % 5 % 10 % 6 % 7 improving digital fluency is crucial 2 % 0 % 23 % 72 % 8 personal writing skills can be enhanced by using digital tools and sources 1 % 0 % 35 % 62 % 9 training in technologyenhanced language learning should be included in language education programs 2 % 1 % 35 % 57 % 10 motivated to develop writing skills by using digital tools 2 % 0 % 38 % 57 % table 5 above reported that the ict enactments during the instructional process significantly broadened students' horizons. they said they enjoyed the class, which utilized digital devices (strongly agree 52.5 %). despite all the projects, they also feel comfortable (57.5 % strongly agree). hence, they finally know the various digital devices they can use to support their learning process despite their limitations. electronic devices and social media allow students to collaborate in learning and share resource materials with their colleagues (gikas & grant, 2013). students feel confident and no longer intimidated using digital technologies (40%). the learning process also provides an equal chance for the students to actively engage during the sessions (19%), and students can improve their writing by using different types of technologies (62.5 %). further, students believe that they also need to improve their digital fluency (72.5 %) and that they can easily find writing sources (57.5 % strongly agree). in addition, students are motivated to use digital tools (57.5 % strongly agree) because it provides them a chance to find ideas and elaborate their work. 3) ways to empower the digital language learning in writing class the magnificent technology incorporated in the class would be vague unless the lecturers, as the learning facilitator, assist students in understanding the materials and recognizing the educational app's operation system. in detail, students perceive that to keep the student engaged and relate to real-life context (strongly agree 57.5 %), lecturers and students should use social media as a learning and collaborating medium. avoiding http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 273 plagiarism is also becoming a concern of the students since lecturers require the originality of their works (67.5 %); as a result, it can manage their online identity (65%). for some reason, social media also potentially becomes a learning distraction for the students; therefore, they hope lecturers also provide them with the trick to keep them from distraction (65%) and authentic materials (67.5 %). above all, students believed in the significance of facilitating students with gamified learning, digital field trips, integrating social media, gathering student feedback, creating digital content, and using a shared-online classroom calendar. besides, the chance to review and critique web pages and incorporate video and multimedia into lessons, presentations, and online activities for students who finish work early (57% strongly agree). and finally, it can improve students' critical thinking in a writing class (strongly agree 60%). in line with the findings, burton et al. (2015) believed that digital literacy also comprises practical problem-solving skills, critical thinking and communication skills, creativity and selfregulation, and an understanding of culturally and contextually-based practice in user engagement with digital technologies. lecturers’ voices toward empowering digital language literacy the domains of digital language literacy cover critical thinking and evaluation, functional skill/ ict skill, creativity, cultural and social understanding, collaboration, effective communication, the ability to find and select information, and e-safety. the elements root of the digital literacy concept proposed by son et al. (2017). the obtained data thoroughly revealed that the lecturers of writing skills in stkip pgri jombang or universita tidar implemented a wide range of ict that stimulated students’ digital literacy in at least six domains. the lecturers believe that the domain of collaboration and the ability to find and select information is the prominent area that the students should master in the first place. in line with this finding, leu et al. (2008) stated that the central to being effective with the web is strategically searching for information and evaluating its accuracy and relevancy. it means that comprehending students in locating and consuming the suitable site as the source or reference of students' work is essential throughout the academic writing process. in addition, some decades ago, paul gilster (1997) defined that the ability to understand and use information in multiple formats from various sources when presented via computers is primarily characteristic of digital literacy. it then leads lecturers to elaborate digital activities in nurturing students individually or in a group. table 6: the implementation of digital language literacy name of lecturers (pseudonym) responses romeo 7 out of 8 domains http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 274 (cultural and social understanding, collaboration, effective communication, the ability to find and select information) ann 6 out of 8 domains (critical thinking and evaluation, functional skill/ ict skill, creativity, collaboration, effective communication, the ability to find and select information) juliet all domains regarding the utilization of digital tools during the learning process, all lecturers already presented material with the local learning management system (lms), such as elita or spada (see table 2). this functions to facilitate the students in accessing material during the school closure because of the contiguous covid-19. the utilization of lms requires lecturers’ ability to handle the system; however, it contributes beneficial impacts to the course simultaneously (pertiwi & musthafa, 2020). besides, the lecturers also introduced students to various types of writing an application to maintain their work originality through some dictionary apps and the magnificent plagiarism checking system. in line with this current research finding, muthmainnah (2019) revealed a positive correlation between digital literacy understanding and students' writing originality. in addition, rahman et al. (2019) also found that incorporating students with social networking services is a valuable experience to share with the students. it contributes a lot of benefits and satisfaction among students. furthermore, melles & unsworth (2015) and wahyuningsih (2020) enforced the urgency of a wide range of recognition of institutional and personal factors, a broader approach to reference management instruction and support would increase the relevance of library instruction, and it can enhance the library instruction. table 7: digital language tools name of lecturers (pseudonym) responses romeo word processing applications, learning management systems (elita), social networking services (e.g., whatsapp, instagram), web search engines (e.g., google), educational platforms (kahoot, mentimeter), online conference (zoom), writing apps to avoid plagiarism (mendeley, digital reference manager) ann word processing applications, learning management systems (elita), social networking services (e.g., whatsapp), web search engines (e.g., google), online http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 275 conference (zoom), writing apps to avoid plagiarism (mendeley) juliet word processing applications, presentation applications, learning management systems (e.g., spada stkip pgri jombang), social networking services (e.g., whatsapp), video sharing sites (e.g., youtube), dictionary apps (e.g., dictionary.com), educational platform, online conference, writing apps to avoid plagiarism based on the interview transcription (see table 3), there are some urgent reasons behind ict implementation. practically, incorporating various types of technology inside the remote classroom wall requires complex preparation. however, the wise choice during the school closure is to engage students in the mediated learning process, either synchronously or asynchronously. the policy or decision is taken under specific circumstances, including the necessity of information access, the chance to manage the classroom, and internet accessibility. jacobs et al. (2015) and vanek (2017) believed that acquiring digital literacies is a pivotal moment and crucial to seeing the relevance of digital technology in their lives and goals. as learners gain digital experience through multiple exposures, they can increase their confidence and engagement. table 8: factors of using digital technologies for language learning name of lecturers (pseudonym) responses romeo the need of the information, faster information, the broader engagement in our work in language ann the factor is in the lecturer and students. how the lecturers can manage the class and build the students' activeness. juliet both lecturers’ and students’ readiness, students’ engagement toward the use of technologies, and internet access (for online mode) despite the complexity of preparing the instructional process by utilizing ict, the material incorporated with various technologies contributes to many opportunities. in line with the research conducted by issa et al. (2021) revealed a better understanding of the benefits and risks, awareness, culture, and sustainability associated with the use of social networking (sn) in the higher education (he) sector in the middle east. in addition, another contribution is that the students may become selfdirected and very active – exploratory – learners in a short amount of time. they immediately take advantage of the system's flexibility and control, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 276 which allows them to demonstrate their proficiency in specific language areas (watts & lloyd, 2004). the lecturers believe that using various applications during the session will elevate students’ critical thinking, create a lively, dynamic classroom atmosphere, and reduce the negative impact of irresponsible technology usage. table 9: benefits of implementing digital language literacy name of lecturers (pseudonym) responses romeo it can make students adjust to their social needs/ social environment, like the need for faster info in broader engagement; they can be more responsive to recent phenomena around them. digital language literacy makes them more responsible in their digital platform. it can help students to be well-trained to provide proper materials (higher level) to reach broader engagement. it can decrease the negative impact of digital platforms. ann the students can use ict in writing, and it can build students' hots juliet the class will be more alive; it encompasses e-learning skills for strengthening students’ thinking and learning; it helps students to develop dynamic creativity since implementing ict inside the classroom wall need a systematic process, it creates some challenges in some areas, including assessing students’ work, monitoring the instructional techniques, and the limited time. common problems also happen in typical online classrooms due to inadequate training, lack of accessibility, and inconsistent instructors' teaching styles (rababah, 2020). the issue of lack of ict competence and lack of ict facilities for lecturers or students, oversized classes, heavy teaching load, lack of technical support, and lack of support from relevant authorities (nhu et al., 2019). it can be inferred that conducting an online classroom or a technological-based learning process is prone to technical drawbacks. and it happens in almost all parts of the world, either in state or private universities. another obstacle is that digital resources can also free up lecturers, allowing them to spend more time facilitating student learning and less time lecturing (spires et al., 2017). table 10: barriers of implementing digital language literacy name of lecturers (pseudonym) responses romeo in monitoring the students in online teaching. the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 277 number of students is too many students in writing class, it’s a bit difficult to control them, it’s less effective for the writing practices ann how to make the students understand writing instruction via online learning. giving feedback one by one online is challenging. i have given feedback, but some students still create writing mistakes after getting feedback. then, i ask my students to install mendeley; i explain how to use it. some students can use it, but the rest don’t apply it. juliet time limitations and internet access sometimes cause trouble, especially in hybrid learning mode. to pursue a beneficial yet meaningful learning process, the lecturers stated that there are ways to encounter the problems that might appear during the session (see table 10). encouragement is one way to uphold the classroom's positive atmosphere effectively. the lecturers must guide the students to work by using technology persistently. it started with introducing them to how to operate the apps, allowing the students to consult with the project or task assigned, and providing positive feedback on their work. regarding this issue, ihmadeh et al. (2010) believed that a positive communication environment offers a forum for learners to learn how to communicate and improve their communication skills. in addition, forutanian (2021) found that instructors focused on enhancing the educational context for better teaching, for example, increasing the students' motivation or developing learner autonomy. digital tools also promoted individualized learning, engagement, participation, creativity, imagination, group work, and digital design. giving students the task to write microblogs and instagram feeds is also part of digital tech for writing purposes to boost engagement in writing. furthermore, establishing an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods, and level of analysis are parts of digital literacy empowerment (spante et al., 2018). table 11: empowering digital language literacy in the writing instruction name of lecturers (pseudonym) responses romeo giving tasks to the students to write microblog and upload it on instagram. introducing students to many digital technologies for writing purposes to boost engagement in writing. remind the students to avoid plagiarism by asking students to use a digital plagiarism checker, i also remind students the concept of plagiarism is not only copying and pasting. i http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 278 introduce the idea of plagiarism from the side of the cultural paradigm ann i ask them to make a group and ask them to use grammarly, turnitin, mendeley, zetero. for the evaluation, i give feedback and ask the students to have peer feedback (so their friends can provide comments to the others) juliet i use various technologies to support my teaching and learning process and encourage students to use technology in the writing course process. for example, i introduce them to referencing system applications, use thesaurus, etc. conclusion the current finding explores the implementation of digital language literacy in two universities in indonesia, especially in the writing class context. it revealed that students or lecturers meticulously studied their experience regarding the occurrence inside the classroom wall. interestingly, students and lecturers consistently present the same idea related to implementing the digital tools, the barriers that exist during the preparation, employment, and assessments, and the benefits they gain from the digital language tools. the pedagogical implications of this current research are that lecturers presented various materials and tasks with magnificent different educational tools. it helps students broaden their horizons and enrich their digital experiences. despite the obstacles experienced due to internal and external factors, classroom activities can still keep students engaged in the learning process. the issue of elevating students’ critical thinking skills, collaboration, and creativity is also achieved during the instructional process for the lecturers to empower students passionately and patiently. due to some limitations in the context of the study and instrument of data collection, the researchers believe that the gaps in fulfillment are still open for further research on empowering digital language literacy in other language skills such as speaking, listening, and reading. in addition, a wide range of sources of data can be undertaken to enrich the empirical research finding. all in all, the implementation of digital language literacy empowers students in writing classes. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.263-281 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 263-281 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x empowering digital language literacy in… masriatus sholikhah, candradewi wahyu anggraeni doi: https://doi.org/10.26714/lensa.12.2.2022.263-281 279 references anggraeni, c.w. 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(2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 49 the relationship between student’s habit of watching english youtube content and vocabulary mastery rahmi maulidiyah1, sheila agustina2, khoirul umam3 1,2universitas muhammadiyah sidoarjo 3sma muhammadiyah 2 sidoarjo indonesia rahmimaulidiyah16@gmail.com article history: submitted on november 16th, 2022; revised on december 7th, 2022: accepted on may 26th, 2023; published on june 30th, 2023. abstract vocabulary mastery is a crucial skill for english language learners. it will be much simpler for students to communicate verbally and in writing if they have a strong command of the english language's vocabulary. considering this issue, this research aims to investigate the correlation between how often senior high school students watch english content on youtube and how well they know their vocabulary. in this research, the method is quantitative and the design is a correlation. this research population was eleventh graders of a senior high school in sidoarjo, while the sample was 45 students majoring in science. the first data collection instrument was a questionnaire used to collect data on student habit of watching english youtube content. the second instrument was a vocabulary test used to collect data on students’ vocabulary mastery. both results of data collection were analyzed and calculated using microsoft excel 2013 and spss version 26. this research found that the r-count was higher than the r-table. the r-count was 0.528 while the r-table was 0.294. it indicated a significant correlation between the two variables. the more often the students watch english youtube content, the greater their vocabulary mastery. then, h1 is accepted and h0 is rejected. keywords: habit, relationship, vocabulary, youtube http://jurnal.unimus.ac.id/index.php/lensa mailto:rahmimaulidiyah16@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 50 introduction mastering vocabulary is an essential thing for english language learners. students who master a lot of english vocabulary will make it very easy for them to express their thoughts and understand other people’s verbal and written words. as noted by sri, ningsi, and agustina (2021) students who do not master vocabulary well, when they try to understand english text and listen to people who speak english will be imperfect. this results in frequent there is a misunderstanding in communication. many students are not interested in learning vocabulary. they think that english is very difficult because the pronunciation and writing are different. in addition, according to rahmah, nurhasanah, and islamiah (2020), students have difficulty adding vocabulary because it is difficult to memorize new words. therefore, teachers must overcome this problem. teachers need to provide strategies or media that can make learning exciting and effective so that students can improve their vocabulary mastery well. in the current era of globalization, no one will be separated from technology such as cell phones. using a cell phone has become a habit that is done by people because they can easily access whatever they want. cell phones provide a variety of applications that they can use for business, online shopping, searching for information, communicating, playing games, and learning. one of the applications available on cell phones is youtube. according to rusmanayanti (2019), youtube is one of the media that teachers can use to carry out learning activities creatively. by using youtube, learners will easily find various kinds of educational videos, teaching aids, the latest news, and language learning, which is a trendy part of education (rob, theresa, carucci, 2015). as stated by burhanli & bangir-alpan (2021) youtube can facilitate everyone’s learning needs according to what they want and can support everyone to learn for life. youtube videos provide educational benefits because it is quickly accessible and contains languages and cultures around the world (hariyono, 2020). in addition, videos have been widely used by people from various fields around the world (grégis & carvalho, 2019). several previous researchers assert that youtube is beneficial in education, including the english language area. as stated by sayidin et al. (2021) social media is currently an instrument to support language learners in mastering vocabulary. as stated by mokodompit & samola (2020), by using youtube videos, students will not become bored when learning languages because youtube provides many learning videos, films, video clips of songs, animation videos, and others. with the habit of watching english youtube content, it is hoped that students can easily memorize and master english vocabulary well, and can easily understand and apply it in everyday life. according to previous researchers, students’ habit of spending time on youtube video content is correlated to vocabulary acquisition. in their research, sri, ningsih, and agustina (2021) found that most learners who http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 51 enjoyed english films moderately also scored moderately on their tests of vocabulary. based on the results, the learners’ habit of enjoying english movies and their vocabulary acquisition has a positive relationship. another research conducted by yulianti, muhayyang, and munir (2022) also found that most of the students who often watched english youtube videos in the form of english material got good scores on their vocabulary tests. based on the results, students’ habits of enjoying english youtube videos have a positive correlation with their vocabulary abilities. next, the third research conducted by sahayu & friyanto (2019) showed that students learn many english words by watching youtube video blogs. every day, they look at the vlogger’s video blog and, by accident, become accustomed to the english words they hear. the habit of watching youtube video blogs has a significant impact on students’ learning and second language acquisition. as the results of research conducted by hayati & rahimia (2021) showed that by using the english-language youtube channel media, students were able to recognize new words. on youtube, there are lots of animated video uploads that have a variety of learning materials that students can watch to increase their knowledge. one of them is language learning. the results of the research conducted by syafrizal, masrupi, and mauludah (2019) show that applying animated videos as a language-learning strategy can overcome the problem of students’ lack of vocabulary mastery. as stated by heriyanto (2015), youtube provides various opportunities for students to learn english by watching and listening so that they acquire new vocabulary and improve their language skills. however, the research conducted by juniari, darmayanti, and arsana (2021) stated that the average outcome of the learners’ frequency in enjoying english videos is less than the average result of the vocabulary test score, which is a negative t-count. this shows that in previous research the frequency of enjoying english videos only slightly affected learners’ vocabulary scores. therefore, in this research, the researchers wanted to analyze more deeply the learners’ familiarity with english youtube content with the correlation to their vocabulary skills. in addition, the researchers also wanted to prove whether a meaningful relationship between learners’ regular practice of enjoying english youtube content and their vocabulary skills is tangible. if the students’ habit of watching english content can improve student’s vocabulary mastery, then the relationship is positive. however, if the student’s habit of watching english youtube content does not improve the student’s vocabulary mastery, then the relationship is negative. what distinguishes this research from previous research is that the use of english youtube content in this research is not only english animated cartoon films and video material that students usually watch at school but also english youtube content that students watch every day at home. for example, video clips of english songs, english video blogs, english news on youtube, and so on. in addition, in this research, the researchers took a different place and subject from the previous researchers. the place and subject of this research http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 52 are sma muhammadiyah 2 sidoarjo. the previous researchers only took one class as a participant. while this research took more participants than the previous researcher, they were two classes. method research design a quantitative research design with a correlational method was used in this research. this research has two variables: the independent and dependent variables. because in this research, the researchers wanted to investigate a relationship between learners’ habits in enjoying english youtube content and their vocabulary knowledge. students’ habits in watching english youtube content become the independent variable and their vocabulary mastery becomes the dependent variable. as stated by husna & suryana (2017), if in research there are two variables, then one is the independent variable and the other one is the dependent variable. population and sample this research was conducted at sma muhammadiyah 2 sidoarjo. the population was eleventh-grade students majoring in science. the sample was taken purposively with permission from the school. the sample selection was done by random sampling by shuffling the names of all classes and then taken randomly. the samples taken were from two classes, namely class 11 science 2, which amounted to 25 students, and class 11 science 7, which amounted to 20 students. the total sample size taken was 45 students. according to leavy (2017), random sampling is a selection technique in which each member of the population being researched has a chance of being chosen. instrument this research used primary data because the data sources of this research are obtained directly in the form of questionnaires and tests. as noted by gunawan (2015), primary data is data that has been collected directly by researchers in the form of new data or original data. questionnaires and vocabulary tests were used as instruments. the questionnaire is used to collect data on students’ regular practice of enjoying english youtube content. the vocabulary assessment is used to collect data on the learners’ vocabulary skills. data collection this research employs a questionnaire and test as its technique of data collection. in the questionnaire, the researchers prepared a closed-ended questionnaire consisting of twenty-four questions. this questionnaire was adapted from a research journal by irana, hayati, and kurniawan (2021). the questionnaire was slight changes to suit this research. it covered 6 features including frequency, materials, attitude, automaticity, competence, and image. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 53 the frequency aspect questionnaire consists of three questions; the first question provides four answer options, namely never (1), once a week (2), twice a week (3), and every day (4). in the second question, there are 4 answer options, namely strongly disagree (1), disagree (2), agree (3), and strongly agree (4). in the third question, there are four answer options, namely <5 videos (1), 5-9 videos (2), 10-20 videos (3), and >20 videos (4). furthermore, the materials aspect consists of three questions. the attitude aspect consists of four questions. the automaticity aspect consists of three questions. the competence aspect consists of six questions. the image aspect consists of five questions. for each question about materials, attitude, automaticity, competence, and image, there are four answer options: strongly disagree (1), disagree (2), agree (3), and strongly agree (4). before the distribution of the questionnaires to the samples, the researchers asked the advisor for approval to use the questionnaire. after approval, the questionnaire can be given to the sample. in the vocabulary test, the researcher prepared vocabulary tests consisting of ten items in which each item provided three meanings of words or synonyms and provided six-word options that students had to answer by ticking one of the words. thus, the total number of meanings of words or synonyms that must be answered was thirty. this vocabulary test was adopted from the research journal by webb, sasao, and ballance (2017). before the vocabulary test was given to the sample, the researchers asked the advisor for approval to use the vocabulary test. after approval, the vocabulary test can be given to the sample . data analysis data analysis in this research is done using analysis of variance because there is only one comparison variable used. as stated by astiti (2017) the goal of the analysis of variance is to find the independent variables in the research and figure out how these variables interact to affect responses or treatment. the questionnaire provided twenty-four items through google forms, and the results of the student’s answers were inputted into microsoft excel 2013 and calculated. the total score of each student’s questionnaire was obtained by adding up the scores of each item from each student’s answer. after that, it was inputted into spss version 26 for analysis. then, for the vocabulary test, it provided ten questions in which each question provided three-word meanings that had to be answered. if each question is answered correctly with all the meanings of the words provided, the score is six. if each question is answered correctly but only one meaning of the word is answered, then the score is two. if it is not answered and is incorrect, the score is zero. the score that will be obtained by students is a scale of 0 to 100. 92 until 100, meaning “very good,” 67 until 91, meaning “good.” 42 until 66, meaning “enough,” and 0 until 41, meaning “poor.” http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 54 after obtaining data from the questionnaire and vocabulary tests. the data is analyzed and calculated through spss version 26. it was done to determine if there is a relationship between english-language youtubewatching habits and vocabulary mastery. findings and discussion habits of watching english youtube content 1. frequency aspect diagram 1: the percentage of how much english youtube content watched by students each month from the results of the answers to the questionnaire about how much english youtube content do you watch? it shows that out of 45 students, only 15.6% of students had never watched english youtube content. this indicates that almost all students have the habit of watching youtube content. this can be seen that 35.6% students of watched english youtube content once a week, 17.8% of students watched it twice a week, and there were 31.1% of students watched it every day. from the results of the answers to the questionnaire about watching english youtube content when having free time. it shows that out of 45 students, 28.9% of students were selected to strongly agree and 31.1% of students were selected to agree. it can be seen that 60% of students are used to using their free time to watch english content wherever and whenever they want. only 40% of participants are less accustomed to watching english youtube content in their spare time. it can be seen that there were 35.6% of participants chose to disagree and 4.4% of participants chose to strongly disagree. from the results of the answers to the questionnaire about how much english-language youtube content do you watch every month? it shows that out of 45 students, 31.1% of students watched english youtube content less than 5 videos, 35.6% of students watched between 5 to 9 videos; 15.6% of http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 55 students watched between 10 to 20 videos, and 17.8% of students watched more than 20 videos. it can be viewed that all students ever watch english youtube content in one month. from the results of the frequency aspect questionnaire, it can be determined that almost all students regularly consume english youtube content. this is evidenced by the fact that every month they filled their spare time by watching some english youtube content, and there were even more than 20 pieces of content that were watched by students. although there were 7 students (15.6%) who were not used to streaming english youtube content, they watched english youtube content for at least 1 to 4 videos in a month. according to badruddin & zainuddin (2016), students do activities to learn something repeatedly that can be used to improve their abilities. 2. materials aspect table 1: the frequency of students in the materials aspect the results of the answers to the questionnaire about watching english youtube content anytime and anywhere using a laptop or cellphone show that out of 45 students, 15 participants always watch english youtube content anytime and anywhere using their devices, 28 participants do not always watch them using their devices, and 2 participants were against the idea of watching the contents regularly using their personal this indicates that most students watch english youtube content on their laptops or phones whenever and wherever they want. from the results of the answers to the questionnaire about watching english youtube content without subtitles. it shows that out of 45 students, 4 participants strongly approved the statement, 7 participants approved it, 19 participants were in disagreement, and 15 participants were in strong disagreement. this indicates that a few students watch english-language youtube content without using subtitles. watching english youtube content anytime and anywhere using a laptop or cell phone. watching english youtube content without subtitles. watching english youtube content with indonesian subtitles. strongly agree 15 4 24 agree 14 7 10 disagree 14 19 10 strongly disagree 2 15 1 total 45 45 45 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 56 from the results of the answers to the questionnaire about watching english youtube content with indonesian subtitles. it shows that out of 45 students, there was only 1 participant who strongly disapproved of the statement, 10 participants disapproved of it, 10 participants were in agreement, and 24 participants were in strong agreement. this demonstrates that the majority of students use indonesian subtitles to comprehend english youtube content. from the results of the questionnaire on the materials aspect, it can be seen that some students use their free time to view english youtube content on their laptops or phones wherever they want. in addition, most of them take advantage of the indonesian subtitle feature on english-language youtube content. students do this so that they understand what is conveyed in the content and so that they know the meaning of words, they have never known. as research conducted by devanti & amalia (2018) that students would not acquire new vocabulary if they watch english videos without subtitles, this will make students bored and not pay attention to the video. 3. attitude aspect table 2: the frequency of students in the attitude aspect i learn english by watching english youtube content. watching english youtube content allows me to become familiar with various english cultures. i feel that watching english youtube content will help me improve my vocabulary mastery. watching english youtube content is enjoyable and amuses me. strongly agree 19 13 18 15 agree 16 18 14 17 disagree 8 12 12 12 strongly disagree 2 2 1 1 total 45 45 45 45 the results of the answers to the questionnaire about learning english through watching english youtube content show that out of 45 students, there were 19 participants strongly concurred with the statement, 16 participants concurred with it, 8 students did not concur with it, and 2 participants strongly disapproved of it. this proves that most students when learning english will find it easier with english youtube content. from the results of the answers to the questionnaire about watching english youtube content, allow me to become familiar with various english http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 57 cultures. it shows that out of 45 students, there were 13 participants strongly coincided with the statement, 18 participants coincided, 12 participants did not coincide, and 2 participants strongly disapproved of it. this proves that most students can recognize various cultures in english. from the results of the answers to the questionnaire about watching english youtube content will help improve my vocabulary mastery. it shows that out of 45 students, there were 18 participants strongly accepted the statement, 14 participants accepted, 12 participants did not accept, and 1 participant strongly disapproved. this provides that by watching english youtube content, students can improve their vocabulary mastery. from the results of the answers to the questionnaire about watching english youtube content are enjoyable and amusing. it shows that out of 45 students, there were 15 participants strongly consented to the statement, 17 participants consented, 12 participants did not consent to it, and 1 participant strongly disapproved. this proves that most students enjoy and are entertained by watching english youtube content. from the answers to the attitude aspect of the questionnaire, it postulates that most learners can take much benefit from english-language youtube content to learn english, get to know various cultures in english and improve vocabulary mastery, as noted by kabooha & elyas (2018) youtube is an effective tool for helping students comprehend and learn english, especially vocabulary. in addition, english youtube content can be used as entertainment for students. because according to nur islamia & rosmaidar (2020) when students are starting to be entertained, students will be easily motivated to learn vocabulary. 4. automaticity aspect table 3: the frequency of students in the automaticity aspect by watching english youtube content, i am getting more familiar with english terms. by watching english youtube content, i learn new english terms. when i gain a new phrase by watching english youtube content, i immediately put it to use in my daily life. strongly agree 17 21 4 agree 14 14 12 disagree 12 8 25 strongly disagree 2 2 4 total 45 45 45 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 58 from the results of the answers to the questionnaire about being more familiarized with english phrases by watching english youtube content. it shows that out of 45 students, 17 participants strongly shared the opinion, 14 participants shared the opinion, 12 participants did not share the opinion, and 2 participants strongly disapproved. this proves that students who often watch english youtube content become more familiar with english terms. from the results of the answers to the questionnaire about learning new english terms by watching english youtube content. it shows that out of 45 students, 21 participants strongly acknowledged the statement, 14 participants acknowledged it, 8 participants did not acknowledge it, and 2 participants strongly disapproved of it. this proves that students can learn new english terms by watching english youtube content. from the results of the answers to the questionnaire about applying new english phrases in daily life after watching youtube content. it shows that out of 45 students, there were 4 participants strongly conformed to the statement, 12 participants conformed, 25 participants did not conform, and 4 participants strongly disapproved. this proves that some students can apply the new vocabulary they have learned from watching english youtube. from the results of the questionnaire answers on the automaticity aspect, it can be seen that most students who watch english youtube content will become more familiar with terms in english, get accepted with different english words, and some students use them in everyday life. 5. competence aspect table 4: the frequency of students in the competence aspect i can recognize proper intonation and pronunciat ion. i can repeat what the youtube r says in english videos. the plots of the english videos on youtube are understa ndable to me. i under stand how idiom s are applie d. i can retell the plot of an english youtub e video. i underst and the languag e said by the youtub ers. strongly agree 15 10 12 6 7 10 agree 14 15 20 22 16 19 disagree 13 16 11 14 19 15 strongly disagree 3 4 2 3 3 1 total 45 45 45 45 45 45 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 59 the results of the answers to the questionnaire about the ability to recognize proper intonation and pronunciation after watching english youtube content show that out of 45 students, there were 15 participants strongly admitted the statement. 14 participants admitted, 13 participants did not admit it, and 3 participants strongly disapproved. this proves that students can identify the correct tone and pronunciation after watching english youtube content. from the results of the answers to the questionnaire about the ability to repeat what the youtuber says in english videos. it shows that out of 45 students, 10 participants strongly complied with the statement, 15 participants complied, 16 participants did not comply, and 4 participants strongly disapproved. this proves that students will easily imitate what the youtubers say in english youtube content. from the results of the answers to the questionnaire about the ability to identify the storyline of the english youtube video. it shows that out of 45 students, 12 participants strongly acceded to the statement. 20 participants acceded, 11 participants did not accede, and 2 participants strongly disapproved. this proves that students can comprehend the plot of the english youtube content they view. from the results of the answers to the questionnaire about the ability to understand the way idiomatic expressions are applied in english youtube videos are based on their meaning. it shows that out of the 45 students, 6 participants strongly accorded with the statement, 22 participants accorded, 14 participants did not accord, and 3 participants strongly disapproved. this proves that students can gain knowledge about the idioms used in the english youtube content they watch based on the meaning of the idioms. from the results of the answers to the questionnaire about the ability to retell the plot of an english video on youtube. it shows that out of 45 students, 7 participants strongly assented, 16 participants assented, 19 participants did not assent, and 3 participants strongly disapproved. this proves that students who are used to watching english youtube content can retell the plot of the english youtube content. from the results of the answers to the questionnaire about the ability to understand the language said by the youtubers in the english videos. it shows that out of 45 students, 10 participants strongly endorsed the statement, 19 participants endorsed it, 15 participants did not endorse it, and 1 participant strongly disapproved. this proves that students can understand the sentences spoken by youtubers. from the results of the questionnaire answers on the competence aspect. it can be seen that by watching english youtube content, students can identify the correct tone and pronunciation after watching english youtube content. they can easily imitate what youtubers say in english youtube content, comprehend the plot of english youtube content that they view, gain knowledge about the idioms used in english youtube content, retell the plot of a piece of content, and understand sentences http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 60 spoken by youtubers. according to arndt & woore (2018), students can get vocabulary from youtube videos depending on the chosen topic and genre. 6. image aspect table 5: the frequency of students in the image aspect i learn a lot about the english language from watching english videos on youtube. i see no moral standards in the english youtube videos i watch. i can obtain a variety of slang language s in the english youtube content i watch. i can compreh end the youtube r’s feelings by seeing their faces on the display. after watching english content on youtube, i may use formal or informal language depending on whom i speak. strongly agree 16 4 19 13 8 agree 15 11 18 19 21 disagree 11 25 7 12 12 strongly disagree 3 5 1 1 4 total 45 45 45 45 45 results of the answers to the questionnaire about learning the english language much from enjoying english youtube videos show that out of 45 students, 16 participants were in strong agreement, 15 participants agreed, 11 participants were in disagreement, and 3 participants strongly disapproved. this proves that students may learn a great deal about foreign languages by viewing youtube content. from the results of the answers to the questionnaire about understanding the lack of morality in the english youtube videos. it shows that out of 45 students, 5 participants strongly disapproved of the statement, 25 participants did not correspond to it, 11 participants corresponded, and 4 participants strongly correspond to it. it proves that students can value moral standards in youtube videos. from the results of the answers to the questionnaire about the ability to obtain a variety of slang languages in english youtube content. it shows that out of 45 students, 19 participants strongly concurred with the statement, 18 participants concurred, 7 participants did not concur, and 1 participant strongly disapproved. this proves that students can acquire and find slang when watching english-language youtube content. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 61 the results of the answers to the questionnaire about understanding the youtubers’ feelings by seeing their faces on the display show that out of 45 students, 13 participants strongly accepted the statement, 19 participants accepted, 12 students did not accept it, and 1 participant strongly disapproved. this proves that students can understand the feelings of youtubers on english youtube content by looking at the youtubers’ faces on the display. the results of the answers to the questionnaire about applying the use of formal or informal language after watching english content on youtube show that out of 45 students, 8 students strongly approved of the statement, 21 participants approved, 12 participants did not approve, and 4 participants strongly disapproved. this demonstrates that after viewing english youtube content, students can use formal or casual language depending on the interlocutor. from the results of the questionnaire answers on the image aspect, it can be seen that students can learn a lot about language by watching youtube content. in addition, they can see the moral standards in youtube content, obtain and find slang when watching english youtube content, understand the feelings of youtubers on youtube content in english by looking at the faces of youtubers on the screen, and can use the formal or casual language according to the person they are talking to. the result of vocabulary mastery table 6: classification of vocabulary test scores category predicate frequency percentage (%) score 92 – 100 very good 21 46,7 score 67 – 91 good 21 46,7 score 42 – 66 enough 3 6,7 score 0 – 41 poor 0 0 total 45 100 it can be viewed from the table above that the vocabulary test results of the 45 students were divided into four categories. in the first category with a score of 92-100 with a very good predicate, there were 21 students. in the second category with a score of 67-91 with a good predicate, there were 21 students. in the third category with a score of 42-66 with enough predicate, there were 3 students. in the last category with a score of 0-41 with a poor predicate, there were no students who got this score. the majority of the students’ vocabulary test results have a score of 92-100 as much as 46.7 %, a score of 67-91 as much as 46.7%, and a minor number of students have a score of 42-66, as much as 6.7%. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 62 the results of the vocabulary test above show that the student’s vocabulary mastery is at a good level because most of them get very good and good predicates. in addition, there are only a few students, whose vocabulary mastery is still at an enough level, and there are no students, who are at a poor level. this shows that students who do not master the vocabulary well get poor scores, while students who master the vocabulary well have good scores. therefore, vocabulary is very important to learn because if students know many words, they will be able to communicate well with no misunderstandings. as stated by darwin (2016) the choice of words used by students in speaking can affect the level of students’ understanding of what the speaker is saying. in addition, according to purwanti, setiyadi, and nurweni (2015) if students have less vocabulary they may not be able to apply their english language. relationship between student habit of watching english youtube content and vocabulary mastery from the results of the discussion above, it can be seen that the results of the questionnaire were about the students’ habits of watching english youtube content and the results of the student’s vocabulary mastery tests. then the two datasets are inputted into microsoft excel 2013 and created in chart form as follows: then the two datasets were analyzed using spss version 26. in this analysis, using the person product moment correlation formula as follows: 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% s 1 s 3 s 5 s 7 s 9 s 1 1 s 1 3 s 1 5 s 1 7 s 1 9 s 2 1 s 2 3 s 2 5 s 2 7 s 2 9 s 3 1 s 3 3 s 3 5 s 3 7 s 3 9 s 4 1 s 4 3 s 4 5 graphic 1: students’ habits of watching english youtube content and the results of the students’ vocabulary mastery tests habit of watching english youtube content (x) vocabulary mastery test (y) http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 63 table 8: correlations between student habit of watching english youtube content and vocabulary mastery the habit of watching english youtube content vocabulary mastery the habit of watching english youtube content pearson correlation 1 .528** sig. (2-tailed) .000 n 45 45 vocabulary mastery pearson correlation .528** 1 sig. (2-tailed) .000 n 45 45 **. correlation is significant at the 0.01 level (2-tailed). according to the results of the analysis above, the significance value for the relationship between the habit of watching english youtube content and vocabulary mastery is 0.000, which means this value is smaller than 0.05 based on decision-making. therefore, it can be proved that there is a relationship between the frequency with which students watch english youtube content and their mastery of vocabulary. the person correlation value was obtained at 0.528. in the guidelines for the degree of relationship, the person correlation value is in the moderate correlation category. therefore, it can be known that the habit of watching english youtube content is positively linked to students’ vocabulary mastery. therefore, there is no doubt that the use of technology can overcome and provide solutions to educational problems (alwehaibi, 2015). according to pane & geroda (2019) using video to teach vocabulary resulted in better vocabulary mastery than previously. conclusion from the six aspects contained in the questionnaire about students’ habits of watching english youtube content, the results are quite good because most students have the habit of watching english youtube content, which can improve their english skills, especially in vocabulary. in the vocabulary test, students also showed good results in mastering their vocabulary. none of them was in the poor category. however, on the automaticity aspect, question number thirteen asks about the application of the use of vocabulary mastered by students in everyday life. students do not maximally carry out this application. therefore, it is hoped that researchers who want to research this are expected to be able to analyze more deeply related to the lack of application of the use of vocabulary mastered by students in everyday life. so that english learning becomes more optimal. from the results of the discussion above, there is a considerable relationship http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 64 between the habit of watching english youtube content and mastery of vocabulary. because the r-count is greater than the r-table. it is known that n = 45 in the r-table of 5% significance is 0.294, while the r-count is 0.528. based on the decision of the correlation test, if the r-count is higher than the r-table, then the result is that the correlation coefficient is significant. therefore, h1 is approved whereas h0 is rejected. therefore, it can be stated that the more students get used to watching english youtube content, the more vocabulary will be obtained or their vocabulary mastery will increase. acknowledgement the researchers gratefully thanked the iss mbkm team of universitas muhammadiyah sidoarjo for the financial support in the preparation of this research article. researchers also thanked ms. wigatiningsih, m. pd who had permitted to conduct this research at the school, as well as the students who agreed to become participants in this study. references alwehaibi, h. o. (2015). the impact of using youtube in efl classroom on enhancing efl students’ content learning. journal of college teaching & learning, 12(2), 121–126. arndt, h. l., & woore, r. (2018). vocabulary learning from watching youtube videos and reading blog posts. language learning & technology, 22(3), 124–142. https://doi.org/https://doi.org/10125/44660 astiti, d. p. (2017). bahan ajar teori dan konsep dasar statistika dan lanjut program studi psikologi. badruddin, d., & zainuddin, m. (2016). the correlation between student’s habit in watching english movies and vocabulary mastery in the second year of sman 1 anggeraja. eternal (english, teaching, learning and research journal), 2(1), 110–121. https://doi.org/10.24252/eternal.v21.2016.a9 burhanli, s., & bangir-alpan, g. (2021). why do university students prefer youtube to learn and study? educational policy analysis and strategic research, 16, 0–3. https://doi.org/10.29329/epasr.2021.383.9 darwin. (2016). increasing vocabulary mastery of tenth grade students at smkn 1 galang through song. jme, 4(4), 249–255. devanti, y. m., & amalia, a. r. (2018). the use of video as a media to improve students’ vocabulary mastery. ellite: journal of english language, literature, and teaching, 3(1), 42–47. https://doi.org/10.32528/ellite.v3i1.1778 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 65 grégis, r. a., & carvalho, a. p. (2019). using videos for vocabulary improvement in english classes as an additional language. revista prâksis, 1(0), 211–225. gunawan, m. a. (2015). statistik penelitian bidang pendidikan, psikologi dan sosial (1st ed.). parama publishing. hariyono, t. c. (2020). teaching vocabulary to young learner using video on youtube at english course. language research in society (larso) journal, 1(1), 41–46. hayati, m., & rahimia, r. f. (2021). pemanfaatan youtube channel cocomelon sebagai media pengenalan kosa kata bahasa inggris anak. al hikmah: indonesian journal of early childhood islamic education, 5(1), 14–26. heriyanto, d. (2015). the effectiveness of using youtube for vocabulary mastery. eternal (english teaching journal), 6(1), 1–12. husna, a., & suryana, b. (2017). metodologi penelitian dan statistik (1st ed.). irana, n. a., hayati, r., & kurniawan, d. (2021). the relationship between preservice english teachers’ perception of watching english video on youtube as a habit and listening skill achievement. the journal of english literacy education, 8(1), 15–26. https://doi.org/http://dx.doi.org/10.36706/jele.v8i1.14018 juniari, n. k. s., darmayanti, p. a. p., & arsana, a. a. p. (2021). the correlation between students ’ watching english animation movie habit with their vocabulary mastery. journal of english language teaching, linguistics and literature, 4(2), 1–13. kabooha, r., & elyas, t. (2018). the effects of youtube in multimedia instruction for vocabulary learning: perceptions of efl students and teachers. english language teaching, 11(2), 72. https://doi.org/10.5539/elt.v11n2p72 leavy, p. (2017). research design (p. leavy (ed.)). the guilford press. mokodompit, r. n., & samola, n. f. (2020). students ’ perception of using youtube in vocabulary mastery. jellt (journal of english language and literature teaching), 5(02), 53–62. nur islamia, a., & rosmaidar. (2020). the correlation between watching movie with subtitles and students’ vocabulary mastery at universitas bina darma. jurnal ilmiah bina bahasa, 13(02), 1–10. https://journal.binadarma.ac.id/index.php/binabahasa/article/view/1 169 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.49-66 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): maulidiyah, r., agustina, s., & umam, k. (2023). the relationship between student’s habit of watching english youtube content and vocabulary mastery. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 49–66. https://doi.org/10.26714/lensa.13.1.2023.49-66 66 pane, w. s., & geroda, g. b. (2019). the effect of the use of video on english vocabulary mastery of the elementary second level students at sdn 018 samarinda. borneo educational journal (borju), 1(1), 50–58. https://doi.org/10.24903/bej.v1i1.294 purwanti, setiyadi, b., & nurweni, a. (2015). relationship between vocabulary mastery and vocabulary learning strategies. unila journal of english teaching, 4(9), 12. rahmah, z., nurhasanah, & islamiah, n. (2020). the correlation between students ’ habit in watching english movie and vocabulary mastery at the fourth semester of english education study program in islamic university of kalimantan. 2020, 46–50. rob, c., theresa, m., & carucci, j. (2015). youtube-channels-for-dummies. rusmanayanti, a. (2019). songs from youtube as an alternative media innovation. getsempena english education journal (geej), 6(1). sahayu, w., & friyanto. (2019). the effect of youtube on high school students ’ second language acquisition. international journal of linguistics , literature and translation ( ijllt ), 2(6), 38–44. https://doi.org/10.32996/ijllt. sayidin, s. k., isnaini, i., rohmah, t., & fitrianingsih, a. (2021). an analysis the use of english singsing channel in youtube to learning english vocabulary to young learners at tk kartika iv. 1–7. sri, p., ningsi, a., & agustina, s. (2021). the correlation between students ’ habit in watching english movie and their vocabulary mastery at the eleventh grade students of sman 1 raha. 6(2), 196–202. syafrizal, s., masrupi, m., & mauludah, i. (2019). the impact of experiential learning method and vocabulary mastery toward indonesian students ’ reading comprehension through animation video. journal for the education of gifted young scientists, 7(3), 449–458. webb, s., sasao, y., & ballance, o. (2017). the updated vocabulary levels test. itl international journal of applied linguistics, 168(1), 33–69. https://doi.org/10.1075/itl.168.1.02web yulianti, s., muhayyang, m., & munir. (2022). the correlation between the habit of watching english youtube videos and students ’ vocabulary mastery in efl class. journal of technology in language pedagogy (jtechlp), 1(2), 1–14. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 82 rhetorical moves of research article abstracts written by american and indonesian authors : comparative study nur alfin karimah1*, ahmad munir2, syafiul anam3 1 universitas muhammadiyah gresik 2,3 universitas negeri surabaya indonesia alfinkarimah@umg.ac.id article history: submitted on november 28th, 2022; revised on february 27th, 2023; accepted on may 8th, 2023; published on june 30th, 2023. abstract as an indispensable part of the research article (ra), an abstract should be well written. the variability of information included in a research article abstract will likely vary because of different discourses among academicians worldwide. this paper compares the rhetorical moves manifested in research article abstracts written by american and indonesian authors published in two reputable journals. data presented are move sequences of 25 research article (ra) abstracts from the latest six years issue (2022-2016). the abstracts were selected from a particular discipline, english language teaching and learning, to control the variability. each move was identified based on the lexical used. the findings revealed that move 1-move 2-move 3-move 4move 5 and move 2-move 3-move 4-move 5 were the most salient move patterns found in both groups. interestingly, abstracts of american authors showed cyclicity patterns and had an additional move. move 3 and move 4 were considered as obligatory moves, while move 1 and move 5 could be positioned as optional moves. the study also found that american and indonesian authors' writing styles differed. the implication of this study is expected to strengthen the theory of rhetorical moves in the literature. also, it can be scientific evidence for indonesian scholars to get a reference of how native academicians write their abstracts in reputable international journals. keywords: comparison, moves, abstract, article. http://jurnal.unimus.ac.id/index.php/lensa mailto:alfinkarimah@umg.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 83 introduction this research was inspired by the status of english as an international language that affects the practice and policy of publication. a well-known phenomenon arose when there was a requirement from the journals for researchers to complete their articles with english abstracts if the research articles (ras) were written in other languages. the policy may emerge the ‘variability’ of rhetorical moves in writing abstracts among researchers in inner, outer, and expanding circles who have different l1 backgrounds. the classifications have flourished since braj kachru introduced the terms. tajeddin & pakzadian (2020) had the same perspective as braj kachru that inner circle includes those who live and grow with english as their first language. outer circle refers to the country or english users who use english as a second language and are members of former british colonies, while expanding circle users are associated with those who spoke english as a foreign language or international purpose only. the classification as aforementioned closely related to the native and non-native speakers, and broadly speaking, the term ‘native’ refers to people in inner-circle countries, while non-native refers to people in outer and expanding circle countries. indonesia can be classified as expanding circle country since english is learnt as a foreign language. therefore, they can be called as non-native speakers. a number of comparative studies have been conducted to investigate whether there is variability of rhetorical moves in writing research article abstracts of researchers in different circles. for example, li (2020) did a comparative analysis based on the framework of hyland (2004) for ra abstracts written in english, chinese, and chinese abstracts translated to english. the english abstracts were written by wider authors in inner circle countries: usa, uk, australia, new zealand, and canada, while the chinese abstracts were only focused on the abstracts written by chinese author who is expanding circle author. it found that rhetorical patterns between those groups are different because abstracts of inner circle authors include more information about product and method than chinese authors. using framework of hyland (2000), al-khasawneh (2017) compared how native and non-native speakers of english wrote ra abstracts. the study found that both groups frequently follow the rhetorical structure (purpose, method, and conclusion) to compose their abstracts. the authors only mentioned that the non-native speakers are iranian, while there is no clear information about who the native speaker is. in a similar vein, iranian (nonnative) ra abstracts were analysed by farnia & barati (2017) based on the framework of swales (2004). the study remains vague for the subjects of english native speakers. the finding showed that native english involves more moves than the non-native speakers. a comparative study of honami & chalak (2018) investigated english ra abstracts section of native english and non-native english. the researcher did not mention specifically who the native english is or who the author of inner circle is. however, non-native english is clearly mentioned http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 84 referring to persian authors. results of the study revealed that i-m-r-d (introduction-method-result-discussion) and i-m-r (introductionmethod-result) are the most frequent rhetorical moves pattern used in both of groups. indonesian scholars also conduct other comparative studies, but they have different concern. andika, safnil, & harahap (2018) compared english ra abstracts from three groups based on swales’ (2009) model. the groups are indonesian postgraduate students who published on their local institutional journal website, indonesian authors who published on the indonesia national journal, and international authors who published on international journals. although the research highlighted the “international” term, the researchers did not clarify who the authors are. based on the comparative analysis, it showed move 1 (introduction/background/situation) is found fewer in the ra abstracts of postgraduate students than other two groups. the study of amalia, kadarisman, & laksmi (2018) did a comparison regarding to students’ gpa with undergraduate and master thesis abstracts as the data. all of the participants in the study are indonesian. based on samraj’s (2002) framework, the study concluded: 1) some of the students with a low gpa involve five or complete moves; 2) not all students with high gpa write complete moves. to the best of our knowledge, a comparative study on the rhetorical moves of ra abstract written by inner circle author (american) and expanding circle author (indonesian) have not yet been explored. thus, the present study is intended to analyse the difference and similarities of rhetorical moves manifested in research article abstracts written by american and indonesian authors. specifically, this study investigates the following question: 1. how do american and indonesian authors variegate the rhetorical moves pattern in composing the information of research article (ra) abstracts? 2. to what extent, do the research abstracts (ra) of two groups (american and indonesian) show similarities and differences in terms of move frequency and writing style? methods this research is qualified to be discourse analysis since it not only matches the lexical items for each move (move 1, move 2, move 3, move 4, and move 5) but also comprehends the intended meaning of the author before deciding that the lexical items are genuinely intended to represent the moves. the method is in line with the following statement about discourse analysis that: what is important is that the discourse analyst looks for patterns and links within and across utterances in order to form hypotheses about how meaning is being constructed and organized. (gee, 1999: 99) http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 85 1. source of the study the data of this study were ra abstracts of a particular discipline, english language teaching and learning, for controlling the variability among disciplines. 25 abstracts were used in this study. corpus a consists of 15 ra abstracts from tesol quarterly journal. corpus b consists of 10 ra abstracts from cakrawala pendidikan journal. the ras were published from the latest seven-year issues (2022-2016). 2. unit of analysis in this study, moves of ra abstract were used as the unit analysed based on the framework of swales & feak (2009). a move refers to a functional term rather than the grammatical term as a stretch of text that has a particular job of revealing different information classifications inside it (swales & feak, 2009). the moves were analysed based on the representative lexical resources used by the authors. 3. data collection technique there were some considerations for selecting corpora: the disciplinary, the prestige of the journal, the identity of the author, and the type of the articles. each criterion is explained as follows. this study took ra abstracts from a particular discipline, english language teaching and learning, for controlling the variability among disciplines. tesol quarterly has a high quartile of scopus, q1, from q4 to q1 as how it is described in scimago journal rank (sjr) website. cakrawala pendidikan also has a high score classification journal by sinta indonesia, s1, from s6 to s1. thus, those considerations could be a fair criterion to select the reputation of the journals. the researchers focused on ra abstracts written by americans as corpus a because the availability of articles by american authors is larger compared to other inner circle authors. the identity of american authors was determined based on their name and the status of their affiliation. although identifying american authors' names to determine their first language status is hazardous, the indonesian author’s name is quite indicative. in this study, only ra abstracts from empirical studies were used either qualitative, quantitative, or mixed methods. non-empirical study articles mean that the articles contain concepts or further issue that should be finished for further research. it makes the structure of non-empirical study articles is different from the empirical study. so, a non-empirical study was eliminated. the researchers used the snowball sampling technique to restrict the number of ras used. the process of analysing data also became a part of the data collection process. the data collection process was stopped when the abstracts showed moves that were adequate to represent corpus a and b. thus, the number of the ra used in each corpus was different. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 86 4. data analysis technique in the analysis process, the researchers separated each sentence and classified them on which they represent rhetorical moves based on swales & feak (2009) framework in table 1. aarts (2014, as cited in yin (2016)) defined a sentence as the main clause, including all its dependent clauses, that is recognised by orthographical cues; the orthographical cues refer to the presence of a capital letter at the beginning and a full stop at the end. the abstracts were then analysed manually based on the lexical expressions manifested in each move. every vocabulary that represents move 1, move 2, move 3, move, and move 5 were coded as m1, m2, m3, m4, and m5. when there was a new move found in the ra abstracts that was not covered on the framework of swales & feak (2009), the move was considered as additional move and coded as am. with regard to lexical expressions, sometimes identical word of particular move is used by the author to support different kind of move. in this case, the move will be interpreted by considering which intended meaning that is wanted to deliver by the authors. the following excerpts (1 and 2) are sequence sentences found in one of ra abstracts of corpus b, while excerpt 3 is retrieved from swales & feak (2009): (1) this study examined individual differences in spanish and english academic language skills and their contribution to english reading comprehension in a cross-sectional sample of dli students in grades 4–6 (n = 101). (2) taking advantage of a recently proposed construct, the core academic language skills (cals), and the cals instruments available in spanish and english, dual academic language skills were examined as predictors of english reading comprehension. (3) the object of this study was to examine postpartum women for psychiatric symptomatology including cognitive disturbances, anxiety, depression, and anger to better meet their needs for support and involve them in the care of their infants. in the first sentence, the word examined tend to support move 2 (purpose) after the sentence is read as a whole sentence. it has similar meaning with “the object of this study was to examine …” as well as example (3) written by swales & feak (2009) to demonstrate move 2. in the second sentence, the word examined becomes the signal of move 3 when it is combined with the data, language skills. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 87 table 1: rhetorical moves classification of an abstract in the research article by swales & feak (2009) move typical labels implied questions move 1 background/introduction/situa tion what do we know about the topic? why is the topic important? move 2 present research/ purpose what is this study about? move 3 methods/ materials/ subjects/ procedures how was it done? move 4 results/ findings what was discovered? move 5 discussion/ conclusion/ implications/ recommendations what do the findings mean? findings and discussion 1. rhetorical moves pattern and language expression used in research article abstracts written by american and indonesian authors this study found that american authors (native speakers) had more varieties of rhetorical moves patterns than indonesian authors (non-native speakers); table 2 gives further details for the varieties. the finding is in line with what had been found in the study of rania (2017) that english native speakers use more strategies (move steps and the application of the moves) than non-native speakers. table 2: rhetorical moves variation between two groups based on global rhetorical moves pattern patterns of american authors total occurrence in the articles patterns of indonesian authors total occurrence in the articles 1 m1-m2-m3-m4m5 2 m1-m2-m3m4-m5 4 2 m1-m3-m2-m3m5 1 m1-m2-m3-m4 1 3 m1-m2-m3-m4am-m5 1 m2-m3-m4 2 4 m1-am-m2m3-m4 1 m2-m3-m4-m5 3 5 m2-m3-m4-m5 2 6 m1-m3-m4 1 7 m3-m4 1 8 m3-m2-m3-m4 1 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 88 9 m2-m3-m4 1 10 m1-am-m2m3-m4-m5 1 11 m2-m3-m4-m3m5 1 12 m3-m4-m5 1 13 m2-m3-m4-m5 1 the most salient rhetorical moves pattern found in research articles (ra) abstracts of american authors are m1-m2-m3-m4-m5 and m2-m3-m4-m5. those patterns also become the most salient moves pattern found in the ra abstract of indonesian authors. another rhetorical moves pattern that indonesian authors frequently use is m2-m3-m4. from the table, some moves are missing. in other words, the authors do not involve all moves in writing the abstracts. the authors tend to focus on some moves rather than involve all of the moves because some of the moves are considered as the moves that cover more substantial information about their research (li, 2020). due to the maximum capacity of ra abstracts that is normally written in 150 to 200 words, particular moves are omitted (asari, 2018). the rhetorical moves pattern of american authors covered the rhetorical moves pattern of indonesian authors, but the rhetorical moves pattern of indonesian authors did not always cover the variety of american authors’ pattern. for example, cyclicity pattern that is written in the following sentences: (1) this qualitative study applies linguistically responsive instruction as a framework to understand corequisite instructors’ beliefs about students’ learning, knowledge of teaching language, and understanding of the broader contextual factors at community colleges, including institutional policies and definitions of students’ readiness and success. (2) … ongoing interviews conducted with faculty members throughout one semester … the first and second sentences are written consecutively in one of the american author’s abstracts. the lexical phrase qualitative study in the first sentence represent move 3 that shows kind of the study. the author also includes move 2 (purpose of the study) begun with the lexical phrase to understand. in the second sentences, the author emerges another move 3 by highlighting interview as process of data collection. the cyclicity pattern usually occurs in writing research background between move reviewing items of previous research (move 1) and indicating a gap (move 2) (swales, 1990); the cyclicity pattern in writing research background is: m1-m2-m1. the varied expressions used to identify move 1, move 2, move 3, move 4, and move 5 by american and indonesian authors are explained as follows. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 89 the following examples (1 and 2) were found in ra abstracts of american authors, while examples (3-6) were written by indonesian authors. (1) the critical importance of the second language … is considered the most fundamental … (2) research over the past decade has demonstrated … (3) the number of … improves significantly … (4) the urgency for developing students … (5) polytechnic has characteristic which prioritises the application of practical aspects supported by appropriate theory. blended learning can be applied in polytechnic, but a scheme is needed … formulate correct instructional mode. the underline lexical phrase in example (1 and 4) indicates there is a degree of importance for the topic investigated. move 1 also occurs to indicate that the present research topic is well-established (example 2) or significant (example 3) to be conducted. in example (5), the writers claim that blended learning, the combination between online and offline learning, is applicable for polytechnic major, although it prioritises the application of practical aspects, that means face-to-face learning. in other words, the authors want to convey that the situation of blended-learning research is still significantly conducted, although it is implemented in the polytechnic. since presenting the purpose of the research is a must to avoid bias, either american or indonesian authors included move 2 in their ra abstracts. the following examples (1, 2) were written by american authors, while examples (3, 4, 5) were written by indonesian. (1) this study examined … (2) this article discusses … (3) this research examines … (4) the present study was aimed (5) this study attempted to investigate … both of the groups write move 2 with ‘main verb’ in the simple present or past tense. also, indonesian authors write move 2 by using the ‘to infinitive’ pattern. move 3 also appeared in all abstracts of american authors and indonesian authors. in general, the authors provided information to move 3 by giving information about subjects involved in the study, kinds of study, materials (data source or kind of data collected), method, and procedure to establish the study. some expressions of move 3 below were written by american authors. (1) the study participants … (2) a longitudinal 15 week … (3) data presented are from 2-year ethnography … (4) using content analysis … (5) the reading project was carried out …, and participants had the opportunity … http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 90 the underlined lexical in example 1-5 represents subject of the study, types of study, materials, method, and procedure respectively. the following expressions are also the same, but they were written by indonesian authors. (1) forty-five english education sophomore students … (2) this experimental study … (3) the data are in the form of essay written by … (4) this study employed a mix-method … (5) students descriptive were measured through … the crucial move, move 4, were written in all abstracts of two groups. example (1) and (2) were found in american’s abstracts, while example (3-6) were found in indonesian’s abstracts. (1) specifically, findings reveal changes in how educators … (2) result revealed that spanish and english calls … (3) the findings indicated that even though such framework triggers positive perception … (4) the results reveal that (1)…, (2)…, … (5) …principal component analyses that …, positioning 31%, 27.3% … (6) the result of data analysis showed no significant differences … the main verbs “reveal”, “indicate”, and “show” were frequently used to indicate move 4. ‘that clause’ was found in all abstracts to introduce the results or findings. the word ‘that’ of ‘that clause’ may leave out as in example (1) and (6). not all of the american authors and indonesian authors included move 5 in their abstracts. the expressions of move 5 written by american authors were in example (1, 2, 3, 4, 5); others were written by indonesian authors. overall, american authors includes contribution, implication, conclusion, and discussion to support move 5. indonesian authors also included implication and conclusion, but another information included was recommendation. (1) … inform teacher educators … who seek to improve … (2) implication for teacher education … (3) the article concludes … (4) …indicating that dwcf may be an effective pedagogical … to improve … (5) the article discusses the importance of … (6) several recommendations … (7) the interpretation of those components is coherent …, in which the component 1 shows the positive effect … component 2 … indicates the negative affects item”. (8) “the study had implications on the learning process … (9) some implications and recommendations are also discussed. in example (1), the expression implies the contribution of the research to others. example (2 and 8) states the implication explicitly. the underlined lexical in example (3) presents the conclusion in a quite obvious way. the use of adjective words in example (4) and (7) concludes implicitly the results of http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 91 the studies. the word discuss in example (5) states explicitly for the move 5 (discussion). example (6) indicates explicitly for the recommendation of the study. sometimes the author indicates implication and recommendation in the same sentence as in example (9). interestingly, some american authors provided information not only move 1 to move 5 but also another move that was considered as an additional move. the move provided information of indicating research gap. however, there is no empirical data found in ra abstracts of indonesian authors regarding to this move. (1) yet little systematic research examines … (2) this study addresses a gap in tesol research … (3) to date, scarce research has explored associations … the lexical words, such as little, gap, and scarce strongly indicative to present research gap. the move was considered as an additional move because the framework of swales & feak (2009)in writing research article abstract only cover: move 1(background/introduction/situation), move 2 (purpose), move 3 (methods/materials/subjects/procedures), move 4 (results/findings), and move 5 (discussion/conclusion/implications/recommendations). asari (2018) also considered a move as an additional move when the move found is not covered in the framework that is used in the study. he considers ‘recommendation’ as additional move because it is not covered in the framework of swales & feak (2004), a framework that he used in his study. 2. the proportion of five moves and writing style of american and indonesian authors based on five moves, the total occurrence of move 3 and move 4 in the ra abstracts of american authors was the same and become the highest number of total occurrences (27). move 1 and move 5 also has the same frequency of occurrence (11), and those moves are move with the least number of total occurrences. in ra abstracts of indonesian authors, move 3 dominates with 30 number of occurrence, while move 4 is the second highest (22). move 5 has the least number of occurrences (7) after move 1 which appears 8 times. table 1 and 2 in https://drive.google.com/file/d/1efnacea8cckelqecmw8cyy0qqdj rv-5e/view?usp=drive_link gives complete information for the total occurrence of each move. from the findings, move 3 and move 4 can be concluded as obligatory moves, while move 1 and move 5 are optional moves. a move can be classified as the obligatory or optional moves based on the total occurrence; the occurrence indicates the degree of importance for a move (irawati, saukah, & ruslan, 2018). the study of setyorini (2017) also proved that method move is never left out in writing abstracts, while conclusion move is 50% found in some abstracts. in terms of writing style, american authors frequently combined some moves. hence, the information in a sentence is more complex as well as the http://jurnal.unimus.ac.id/index.php/lensa https://drive.google.com/file/d/1efnacea8cckelqecmw8cyy0qqdjrv-5e/view?usp=drive_link https://drive.google.com/file/d/1efnacea8cckelqecmw8cyy0qqdjrv-5e/view?usp=drive_link lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 92 structure. complex sentences were also found in the ra abstracts of indonesian authors, but they consistently wrote one sentence for one move. consequently, indonesian authors tended to produce more simple sentence. (1) drawing on data from interviews and students’ online writing, this study suggests that, as students shared videos and “linguistic landscape” images and discussed language differences, the ma tesl students confronted linguistic and racial diversity in the united states, recognising the presence of dialects like african american vernacular english and drawing on shared english as a second language status to gain confidence in communicating internationally. (2) this study employed a mixed method approach for the analysis of questionnaire data from 34 preservice teachers and qualitative data of open-ended questions. the findings revealed that after being enrolled in a collaborative course, preservice teachers’ self-efficacy changed significantly (t 34 = -2.16; p < .05), especially in efficacy for instructional strategies (t 34 = -2.73; p < .05) example (1) is a complex sentence written by one of american authors. it is indicated with the use of that-clause. the author present move 3 (research materials) from interview and students online writing. the sentence also indicates move 4 (result) through the lexical suggest that. in the second example, indonesian author separate move 3 (type of study & research materials) in two different sentences. the underlined phrases mixed method approach, questionnaire data, and qualitative data closely indicates move 3, while the word findings indicates explicitly move 4 (result). that-clause written in the second sentence of example (2) shows that indonesian author writes move 4 within a complex sentence. the use of more complex sentence by native author than non-native speaker is likely affected due to the language proficiency level of the authors. the term of complexity flourishes among scholars concerned in second language acquisition (sla) study. grammatical complexity becomes one of the aspects that predict writers’ language proficiency. it has been confirmed through the studies conducted by revesz, michel, & lee (2017), haque (2017), and calzada & mayo (2021). acknowledgment we are grateful for professor khoirul anwar’s valuable input given. we also thank the chief editor and other anonymous reviewers for the helpful feedback. any shortcomings are our own. conclusion the ra abstracts of american authors is more varied than ra abstracts of indonesian authors in terms of rhetorical moves pattern used within 5 moves. however, both groups show that m1-m2-m3-m4-m5 and m2-m3m4-m5 are the most frequently used pattern. the variation also occurs due to the emergence of cyclicity pattern and additional move (indicating research http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. (2023). rhetorical moves of research article abstracts written by american and indonesian authors : comparative study. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 82–94. https://doi.org/10.26714/lensa.13.1.2023.82-94 93 gap). based on the total number of occurrences, move 1 and move 5 can be concluded as optional move in writing ra abstracts, while move 3 and move 4 are obligatory moves. in terms of writing style, american authors tend to use complex sentence and sometimes combine some moves in the same sentence. on the contrary, indonesian authors prefer writing in simple sentence and consistently separating each move in different sentence. in brief, representation of ra abstracts written by american and indonesian authors is quite different. references al-khasawneh, f. m. 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(2021). effects of proficiency and collaborative work on child efl individual dictogloss writing. language teaching for young learners, 3(2). https://doi.org/https://doi.org/10.1075/ltyl.20003.cal farnia, m., & barati, s. (2017). writing introduction sections of research articles in applied linguistics: cross-linguistic study of native and non-native writers. indonesian journal of applied linguistics, 7(2), 486– 494. https://doi.org/10.17509/ijal.v7i2.8357 gee, j. p. (1999). an introduction to discourse analysis. new york: routledge. haque, t. n. (2017). analysis of linguistic and discourse features of the essays written for the york english language test. gstf journal on education, 4(2). http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.82-94 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): karimah, n. a., munir, a., & anam, s. 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(2017). ielts research reports online seriesinvestigating ielts academic writing task 2: relationships between cognitive writing processes, text quality, and working memory. setyorini, a. (2017). moves analysis on abstracts written by the students in academic writing class. lensa: kajian kebahasaan, kesusastraan dan budaya, 7(2), 167–178. swales, j. (1990). genre analysis: english in academic and research settings. uk: cambridge university press. swales, j. m., & feak, c. b. (2009). abstracts and the writing of abstracts. usa: the university of michigan press. tajeddin, z., & pakzadian, m. (2020). representation of inner, outer and expanding circle varieties and cultures in global elt textbooks. asian-pacific journal of second and foreign language education, 5(10). https://doi.org/10.1186/s40862-020-00089-9 yin, b. (2016). an exploratory genre analysis of three graduate degree research proposals in applied linguistics. functional linguistics, 3(1). https://doi.org/10.1186/s40554-016-0032-2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat literary sociological analysis on tere liye’s poems as literary learning in the society hera wahdah humaira pbi universitas muhammadiyah sukabumi hera_humaira87@yahoo.co.id riwayat artikel: dikirim 27 januari 2018; diterima 13 november 2018; diterbitkan 10 desember 2018 abstrak karya puisi tere liye menggambarkan perasaan cinta, sajak tentang memiliki, pun tentang melepaskan. sajak tentang pertemuan, juga tentang perpisahan. sajak tentang kebahagiaan, juga tentang kesedihan. sajak bergurau, bercanda dengan perasaan. para pencinta adalah pujangga terbaik yang pernah ada dan kasih sayang pun adalah sumber inspirasi paling deras yang pernah ada. model sosiologi sastra membuat siswa terkesan dengan sajak tere liye ini karena bermanfaat terhadap sifat-sifat kebaikan dan pendidikan karakter tentang cinta dan kasih sayang. siswa dalam memahami cinta dan perasaan menjadi seseorang yang kuat, optimis dan tidak mudah putus asa. masyarakat dengan latar belakang pendidikan, suku, agama, ras, dan antar golongan memahami puisi ini akan mengubah sikap dan perilakunya dalam memahami cinta, dan juga siswa serta masyarakat dapat mengambil manfaat moral dan ideologi dari model sosiologi sastra ini. tere liye menyadari makna cinta dan perasaan seorang sehingga menghubungan nilai moral dengan sajak atau puisi cinta ini. seperti makna kasih sayang adalah perasaan ikhlas dan bukan nafsu itu terkadang terjadi pada sebagian orang yang sedang jatuh cinta bukan cinta berlebihan memberikan kasih sayangnya dengan tulus dan ikhlas terhadap orang yang dia sayangi. kata kunci: sosiologi sastra, puisi, sastra abstract tere liye's poetry portrays the feelings of love, the poem about having, and about releasing. the poem about the meeting, also about separation. the poem about happiness, also about sadness. sok jokes, jokes with feelings. lovers are the best poets ever and love is the most powerful source of inspiration ever. the model of sociology of literature makes students impressed with this tere liye poem because it is beneficial to the virtues and character education of love and affection. students in understanding love and feeling analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 131 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa mailto:hera_humaira87@yahoo.co.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x become someone who is strong, optimistic and not easily despair. people with educational, ethnic, religious, racial, and interreligious backgrounds understand this poetry will change their attitudes and behavior in understanding love, and also students and society can take the moral and ideological benefits of this model of sociology of literature. tere liye realizes the meaning of one's love and feelings so as to connect moral values with this poem or love poem. like the meaning of affection is a sense of sincere and not lust sometimes happens to some people who are in love instead of excessive love to give affection sincerely and sincerely towards the person he cares about. keywords: sociology of literature, poetry, literature pendahuluan bahasa merupakan sebuah ungkapan kata yang bermakna. ketika seseorang berkomunikasi melalui bahasa maka akan memberikan pengaruh kepada orang yang mendengarkan. apakah akan diam atau bertindak memahami bahasa yang dituturkannya. melalui sajak seorang penulis mampu bercerita tentang perasaannya baik bersifat senang atau sedih. dengan menyampaikan sajak konsep seseorang dalam berekspresi telah dilakukan. sajak adalah puisi, tetapi puisi belum tentu sajak. puisi mungkin saja terdapat dalam prosa seperti cerpen, novel, atau esai sehingga sering orang mengatakan bahwa kalimatkalimatnya puitis (bersifat puisi). puisi menjadi suatu pengungkapan secara implisit, samar, dengan makna yang tersirat, di mana kata-kata condong pada artinya yang konotatif, demikian menurut putu arya tirtawirya. sementara sajak, lebih luas lagi, tak sekadar hal yang tersirat, tetapi sudah menyangkut materi isi puisi, bahkan sampai ke efek yang ditimbulkan, seperti bunyi. maka itu, sajak terkadang juga dimaknai sebagai bunyi. dengan karya sastra seperti sajak membawa masyarakat untuk berkomunikasi dengan baik dengan masyarakat yang lainnya sehingga terdapat pengaruh terhadap jalannya sistem sosial. oleh karena itu maka kajian ini” analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat”. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 132 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x metode data dan sumber data 1. data data yang akan dikaji dalam penelitian ini adalah kumpulan puisi tere liye yang berjudul “dikatakan atau tidak dikatakan tetap cinta”. 2. sumber data sumber data dalam penelitian ini diambil dari beberapa referensi dan buku sosiologi sastra (studi, teori dan interpretasi) yang diterbitkan di yogyakarta. 3. metode pengumpulan data metode kepustakaan adalah metode yang digunakan untuk menemukan masalah yang diteliti dengan memanfaatkan pustaka. dalam hal ini masalah yang akan diteliti adalah tentang pendekatan sosiologi sastra dalam kumpulan puisi tere liye yang berjudul “dikatakan atau tidak dikatakan tetap cinta”. hal yang sangat mendasari peneliti mengambil puisi atau sajak ini adalah karena sajak ini menceritakan “cinta” yang dimetaforkan sebagai sisi kehidupan manusia. 4. metode analisis data metode yang digunakan dalam menganalisis data adalah metode deskriptif kualitatif. menurut sutopo (2006), metode pengumpulan data dalam penelitian kualitatif secara umum dikelompokkan ke dalam dua jenis cara, yaitu teknik yang bersifat interaktif dan non-interaktif. metode interaktif meliputi interview dan observasi berperanserta, sedangkan metode noninteraktif meliputi observasi takberperanserta, tehnik kuesioner, mencatat dokumen, dan partisipasi tidak berperan. sedangkan pendapat yang lain bahwa metode deskriptif adalah suatu bentuk penelitian yang ditujukan untuk mendeskripsikan fenomena-fenomena yang ada, baik fenomena alamiah maupun fenomena buatan manusia. fenomena itu dapat berupa bentuk, aktivitas, karakteristik, perubahan, hubungan, kesamaan, dan perbedaan antara fenomena yang satu dengan fenomena lainnya (sukmadinata, 2006). furchan (2004) menjelaskan bahwa penelitian deskriptif adalah penelitian yang dirancang untuk memperoleh informasi tentang status suatu gejala saat penelitian dilakukan. lebih lanjut dijelaskan, dalam penelitian deskriptif tidak ada perlakuan yang diberikan atau dikendalikan serta tidak analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 133 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ada uji hipotesis sebagaimana yang terdapat pada penelitian eksperimen. dalam menganalisis data, ada beberapa prosedur yang akan digunakan diantaranya. a. identifikasi data hal-hal yang perlu dipertimbangkan dalam tahap identifikasi data adalah sebagai berikut: i. memasukkan data yang penting dan benar-benar dibutuhkan; ii. hanya memasukkan data yang bersifat objektif; dan iii. hanya memasukkan data yang otentik. b. klasifikasi data i. pengklasifikasian data yaitu penggolongan aneka ragam data itu ke dalam kategori-kategori yang jumlahnya terbatas. ii. koding yaitu usaha mengklasifikasikan uraian data dengan jalan menandai masing-masing kode tertentu. c. interpretasi data dalam interpretasi data merupakan acuan penarikan kesimpulan, penulis menggunakan metode deduksi. metode deduksi adalah suatu pola pemikiran untuk mengambil kesimpulan dimulai dari hal-hal yang sifatnya umum untuk mengajak kepada hal-hal yang khusus. metode ini digunakan untuk menganalisis dan menentukan data tentang pengkajian sosiologi sastra dalam kumpulan puisi tere liye yang berjudul “dikatakan atau tidak dikatakan tetap cinta”. hasil dan pembahasan analisis data data 1 sajak un jika cinta adalah pilihan, maka dia persis soal pilihan ganda. jika cinta adalah alasan, maka dia persis soal esai. jika cinta adalah kesempatan, maka dia persis soal “benar” atau “salah” jika cinta adalah kecocokan, maka dia persis soal mencocokkan daftar a dengan daftar b. entahlah, jenis soal seperti apa cinta ini. yang pasti, tidak ada cinta yang tidak pernah diuji. dan ketahuilah, semakin tinggi cinta itu, maka akan semakin dahsyat analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 134 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ujiannya. jangan mengeluh. jangan risau. hanya orang-orang terbaik yang akan lulus. lantas melihat kristal cintanya begitu indah. analisis: jika cinta adalah pilihan, maka dia persis soal pilihan ganda. jika cinta adalah alasan, maka dia persis soal esai. jika cinta adalah kesempatan, maka dia persis soal “benar” atau “salah” jika cinta adalah kecocokan, maka dia persis soal mencocokkan daftar a dengan daftar b. pengkajian makna: ujian nasional dalam puisi tersebut mengibaratkan cinta penuh dengan ujian, cinta itu adalah tentang benar dan salah, ketika menghadapi cinta jangan mengeluh dan jangan risau dan jika pembaca memiliki cinta kepada pasangan maka cinta itu sangat dahsyat ujiannya. entahlah, jenis soal seperti apa cinta ini. yang pasti, tidak ada cinta yang tidak pernah diuji. dan ketahuilah, semakin tinggi cinta itu, maka akan semakin dahsyat ujiannya. jangan mengeluh. jangan risau. hanya orang-orang terbaik yang akan lulus. lantas melihat kristal cintanya begitu indah. pengkajian makna: ini dapat diartikan sebagai seseorang yang dapat menghadapi rintangan dan ujian dari allah swt yang akan lulus menjadi terbaik untuk pasangan hidup seseorang itu. bila dikaitkan dengan kenyataan sehari-hari, dari judulnya saja itu sudah merupakan ujian nasional. karena un merupakan ujian tertulis pada jenjang sekolah di sekolah formal seperti sekolah menengah atas (sma) yang pada kegitan itu pelaksanaannya adalah ujian tes tertulis, bukanlah ujian cinta. jika dilihat dari sisi penyairnya pada waktu itu si penyair ingin menyampaikan tentang cinta kepada seseorang dan si penyair juga berusaha untuk menghapuskan pandangan serius tentang ujian nasional sehingga menggambarkan ujian cinta si penyair hanya dapat menyampaikannya lewat sebuah puisi. di sini penyair menyampaikan sebuah pesan kepada pembaca atau masyrakat yaitu beberapa aspek ketika ujian nasional agar pembaca atau masyarakat diharapkan memiliki sifat-kuat dalam ujian cinta karena gambaran ujian cinta itu adalah kesempatan, karakter kuat itu yaitu jangan mengeluh dengan rintangan dan ujian cinta karena hanya orang terbaik yang analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 135 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x akan lulus. data 2 saat hujan berteriaklah di depan air terjun tinggi, debam suaranya memekakkan telinga agar tidak yang tahu kau sedang berteriak. berlarilah di tengah padang ilalang tinggi pucuk-pucuknya lebih tinggi dari kepala agar tidak ada yang tahu kau sedang berlari. termenunglah di tengah senyapnya pagi yang kicau burung pun hilang entah ke mana agar tidak ada yang tahu kau sedang termangu. dan, menangislah saat hujan ketika air membasuh wajah agar tidak ada yang tahu kau sedang menangis, kawan. perasaan adalah perasaan tidak kita bagikan, dia tetap perasaan. tidak kita sampaikan, ceritakan, dia tetap perasaan. tidak berkurang satu helai pun nilainya. tidak hilang satu daun pun dari tangkainya. perasaan adalah perasaan hidup bersamanya bukan kemalangan. hei, bukankah dia memberikan kesadaran betapa indahnya dunia ini? hanya orang-orang terbaiklah yang akan menerima kabar baik. hanya orang-orang bersabarlah yang akan menerima hadiah indah. analisis: berteriaklah di depan air terjun tinggi, debam suaranya memekakkan telinga agar tidak yang tahu kau sedang berteriak. pengkajian makna: pada bagian ini ketika kau merasa sedih atau senang kamu dapat meluapkan emosi di tempat ini yaitu depan air terjun karena suaranya yang keras akan meredam suara manusia yang berteriak sehingga tidak akan ada yang tahu kau sedang berteriak. penyair ingin menggambarkan ketidaknyamanan seseorang dapat diluapkan dengan berteriak di depan air terjun dengan harapan ketika meluapkan emosi orang lain tidak akan tahu. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 136 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x berlarilah di tengah padang ilalang tinggi pucuk-pucuknya lebih tinggi dari kepala agar tidak ada yang tahu kau sedang berlari. pengkajian makna: puisi tersebut menggambarkan seseorang yang berlari di padang ilalang yang tinggi dan dia tidak dapat terlihat orang lain karena terhalangi oleh pucuk-pucuk ilalang yang lebih tinggi dari kepala. disini penyair menyampaikan pesan kepada pembaca atau masyarakat saat hujan jika tidak ingin ketahuan orang lain maka berlarilah ke padang ilalang karena bentuknya yang tinggi sehingga ketika berlari dia tidak terlihat orang lain. termenunglah di tengah senyapnya pagi yang kicau burung pun hilang entah ke mana agar tidak ada yang tahu kau sedang termangu. dan, menangislah saat hujan ketika air membasuh wajah agar tidak ada yang tahu kau sedang menangis, kawan. pengkajian makna: puisi tersebut juga menggambarkan jika seseorang ingin termenung, dan mencoba untuk menghilangkan kesepiannya dengan termangu yaitu di waktu pagi karena di tengah senyapnya pagi kicau burung pun tidak terdengar. ketika seseorang menangis pada saat hujan maka tangisan itu tidak akan terdengar karena berbarengan dengan suara hujan. penyair ingin memberikan nasihat kepada pembaca pada waktu pagi orang yang termenung tidak akan diperhatikan karena kesunyian pagi. dan ketika hujan orang yang akan menangis tidak akan terlihat menangis karena berbarengan dengan air hujan yang mengalir. perasaan adalah perasaan tidak kita bagikan, dia tetap perasaan. tidak kita sampaikan, ceritakan, dia tetap perasaan. tidak berkurang satu helai pun nilainya. tidak hilang satu daun pun dari tangkainya. pengkajian makna: puisi tersebut juga menggambarkan bahwa perasaan seorang manusia adalah perasaan yang tidak dapat diungkapkan dengan kata-kata tetapi dengan dirasakan oleh seseorang dan tidak dapat berkurang nilainya. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 137 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penyair ingin memberikan nasihat kepada pembaca bahwa perasaan tetaplah perasaan walaupun dibagikan, disampaikan dan diceritakan. dan perasaan tidak dapat berkurang nilainya. data 3 rahasia kecil kalau kita ingin tahu setidak-tidaknya sebuah gedung, lihatlah toiletnya. kalau kita ingin tahu setidak-tidaknya sebuah kamar, lihatlah seprai ranjangnya. kalau kita ingin tahu warung makan yang lezat, lihatlah pengunjungnya. kalau kita mau tahu rahasia satu kompleks perumahan, tanyakanlah ke mamang sayur. kalau kita mau tahu lantai-lantai gedung, tanyakanlah ke kurir surat. kalau kita mau tahu jalan-jalan pintas, tanyakanlah ke tukang ojek. dan terakhir, tentu saja, kalau kita mau tahu rahasia orang-orang yang sedang jatuh cinta, kelakuan ajaibnya, semua galaunya, maka tanyakanlah ke teman dekatnya. ke sanalah semua rahasianya tumpah. sadar atau tidak sadar. ssttt, tapi ini rahasia kecil. jangan bilang-bilang. analisis: kalau kita ingin tahu setidak-tidaknya sebuah gedung, lihatlah toiletnya. kalau kita ingin tahu setidak-tidaknya sebuah kamar, lihatlah seprai ranjangnya. kalau kita ingin tahu warung makan yang lezat, lihatlah pengunjungnya. pengkajian makna: puisi tersebut juga menggambarkan bahwa perasaan seorang manusia adalah perasaan yang tidak dapat diungkapkan dengan kata-kata tetapi dengan dirasakan oleh seseorang dan tidak dapat berkurang nilainya. kalau dikaitkan dengan kenyataan sehari-hari, dari judulnya saja itu merupakan sesuatu penyair ingin memberikan nasihat kepada pembaca bahwa perasaan tetaplah perasaan walaupun dibagikan, disampaikan dan diceritakan. dan perasaan tidak dapat berkurang nilainya. kalau kita mau tahu rahasia satu kompleks perumahan, tanyakanlah ke mamang sayur. kalau kita mau tahu lantai-lantai gedung, tanyakanlah ke kurir surat. kalau kita mau tahu jalan-jalan pintas, tanyakanlah ke tukang ojek. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 138 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x pengkajian makna: puisi tersebut juga menggambarkan bahwa perasaan seorang manusia adalah perasaan yang tidak dapat diungkapkan dengan kata-kata tetapi dengan dirasakan oleh seseorang dan tidak dapat berkurang nilainya. kalau dikaitkan dengan kenyataan sehari-hari, dari judulnya saja itu merupakan sesuatu. penyair ingin memberikan nasihat kepada pembaca bahwa perasaan tetaplah perasaan walaupun dibagikan, disampaikan dan diceritakan. dan perasaan tidak bisa berkurang nilainya. dan terakhir, tentu saja, kalau kita mau tahu rahasia orang-orang yang sedang jatuh cinta, kelakuan ajaibnya, semua galaunya, maka tanyakanlah ke teman dekatnya. ke sanalah semua rahasianya tumpah. sadar atau tidak sadar. ssttt, tapi ini rahasia kecil. jangan bilang-bilang. pengkajian makna: puisi tersebut juga menggambarkan bahwa perasaan seorang manusia adalah perasaan yang tidak dapat diungkapkan dengan kata-kata tetapi dengan dirasakan oleh seseorang dan tidak dapat berkurang nilainya. kalau dikaitkan dengan kenyataan sehari-hari, dari judulnya saja itu merupakan sesuatu. penyair ingin memberikan nasihat kepada pembaca bahwa perasaan tetaplah perasaan walaupun dibagikan, disampaikan dan diceritakan. dan perasaan tidak dapat berkurang nilainya. data 4 memilikimu aku mencintai sunset, menatap kaki langit, ombak berdebur. tapi aku tidak akan pernah membawa matahari ke rumah. kalaupun itu dapat dilakukan, tetap tidak akan kulakukan. aku menyukai bulan, entah itu sabit, purnama, tergantung di langit sana. tapi aku tidak akan memasukannnya ke dalam ransel. kalaupun itu mudah dilakukan, tetap tidak akan kulakukan. aku menyayangi serumpun mawar, berbunga warna-warni, mekar semerbak. tapi aku tidak akan memotongnya, meletakkannya di kamar. tentu bisa dilakukan, apa susahnya, namun tidak akan pernah kulakukan. aku mengasihi kunang-kunang, analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 139 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terbang mendesing, kerlap-kerlip, di atas rerumputan gelap. tapi aku tidak akan menangkapnya, dibotolkan, menjadi penghias di meja makan. tentu masuk akal dilakukan, pakai perangkap, namun tidak akan pernah kulakukan. ada banyak sekali jenis cinta di dunia ini. yang jika kita cinta, bukan lantas harus memiliki. ada banyak sekali jenis suka, kasih dan sayang di dunia ini. yang jika memang demikian, tidak harus dibawa pulang. egois sekali, kawan, jika tetap kaulakukan. lihatlah, tiada lagi sunset tanpa matahari tiada lagi indah langit tanpa purnama juga taman tanpa mawar merekah ataupun temaram malam tanpa kunang-kunang. ada banyak sekali cinta di dunia ini yang jika sungguh cinta, kita akan membiarkannya seperti apa adanya hanya menyimpan perasaan itu dalam hati. selalu begitu, hingga akhir nanti. analisis: aku mencintai sunset, menatap kaki langit, ombak berdebur. tapi aku tidak akan pernah membawa matahari ke rumah. kalaupun itu dapat dilakukan, tetap tidak akan kulakukan. pengkajian makna: puisi tersebut juga menggambarkan bahwa perasaan seorang manusia adalah perasaan yang tidak dapat diungkapkan dengan kata-kata tetapi dengan dirasakan oleh seseorang dan tidak dapat berkurang nilainya. aku menyukai bulan, entah itu sabit, purnama, tergantung di langit sana. tapi aku tidak akan memasukannnya ke dalam ransel. kalaupun itu mudah dilakukan, tetap tidak akan kulakukan. pengkajian makna: puisi tersebut juga menggambarkan bahwa perasaan seorang manusia adalah perasaan yang tidak dapat diungkapkan dengan kata-kata tetapi dengan dirasakan oleh seseorang dan tidak dapat berkurang nilainya. aku menyayangi serumpun mawar, berbunga warna-warni, mekar semerbak. tapi aku tidak akan memotongnya, meletakkannya di kamar. tentu bisa dilakukan, apa susahnya, namun tidak akan pernah kulakukan. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 140 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x pengkajian makna: puisi tersebut juga menggambarkan bahwa perasaan seorang manusia adalah perasaan yang tidak bisa diungkapkan dengan kata-kata tetapi dengan dirasakan oleh seseorang dan tidak dapat berkurang nilainya. data 5 sajak jangan habiskan kawan, jangan habiskan air mata untuk menangisi seseorang, yang janganjangan tidak pernah menangis untuk kita. jangan habiskan waktu untuk memikirkan seseorang, yang boleh jadi tidak pernah memikirkan kita. hidup ini memang kadang ganjil sekali. ada miliaran orang, tapi kita menambatkan satu hati. ada berjuta kesempatan, tapi kita memilih satu saja. hidup ini memang kadang rumit sekali. ada banyak hari esok, tapi kita tetap tidak beranjak. terlalu banyak hari kemarin, tapi kita terus terbenam. aduhai, hidup ini memang kadang menyebalkan sekali. ada begitu banyak tempat, tapi kita masih di situ-situ saja. ada begitu banyak pilihan kendaraan, tapi kita tidak segera naik. masih saja di sana. menatap kosong kesibukan sekitar. sungguh, jangan habiskan waktu kita untuk seseorang yang tidak pernah tahu bahwa kita menghabiskan waktu demi dia. pengkajian makna: puisi tersebut juga menggambarkan bahwa perasaan seorang manusia yang menambatkan satu hati yang tidak pernah mencintainya sehingga hanya membuang waktu saja. penyair ingin menggambarkan janganlah sebagai manusia yang jatuh cinta menghabiskan waktu untuk seseorang yang tidak tahu kita mencintainya dan mengharapkannya. mengharapkan seseorang yang tidak pasti hanya menghabiskan waktu dengan sia-sia. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita bisa mengambil nilai yang terdapat di dalamnya yaitu ketika jatuh cinta maka mencintailah seseorang yang juga mencintainya tidak menghabiskan waktu kepada seseorang yang tidak mencintainya. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 141 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x data 6 sajak “kalaupun tidak” kalaupun dia tidak tahu kita menyukainya kalaupun dia tidak tahu kita merindukannya kalaupun dia tidak tahu kita menghabiskan waktu memikirkannya maka itu tetap cinta. tidak berkurang sesenti pun perasaan tersebut. justru dengan ngotot ingin bilang, ingin pacaran, ingin aneh-aneh, perasaan itu tiba-tiba bermetaforsis menjadi egoisme dan sebatas keinginan yang tidak terkendali saja. bersabar dan diam lebih baik. jika memang jodoh akan terbuka sendiri jalan terbaiknya. jika tidak, akan digantikan dengan orang yang lebih baik. pengkajian makna: puisi tersebut juga menggambarkan bahwa cinta merupakan sebuah keinginan yang tidak terkendali ingin menjalin kasih dengan pasangannya. tetapi perasaan cinta itu tidak terkendali dan jika memang jodohnya akan mudah jalannya dan jika bukan jodohnya akan digantikan dengan seseorang yang lebih baik. penyair ingin menggambarkan janganlah sebagai manusia memaksakan orang lain untuk mencintai kita untuk menjalin kasih karena bersabar itu lebih baik karena jodoh sudah ditentukan oleh allah swt kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita bisa mengambil nilai yang terdapat di dalamnya yaitu ketika jatuh cinta maka bersabarlah untuk menemukan jodohnya karena jika jodohnya itu akan mudah jalannya dan jika bukan jodoh allah swt akan menggantikan yang lebih baik. data 7 benci aku membencimu seperti aku membenci bayanganku seperti bunga membenci duri-durinya seperti kanguru membenci kantong di perutnya seperti ngarai membenci buih dan percik airnya seperti laptop membenci keyboard-nya seperti ular membenci bisa seperti handphone membenci simcard... dan sejuta seperti-seperti yang lain. aku membencimu seperti aku membenci bayanganku. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 142 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x pengkajian makna: puisi tersebut juga menggambarkan bahwa perasaan benci seorang manusia kepada satu hati dan dibaratkan oleh beberapa benda baik hewan atau benda mati. penyair ingin menggambarkan bahwa kebencian seseorang yang jatuh cinta adalah seperti membenci sebuah bayangan yang terus mengikuti kemana arah kita pergi. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita bisa mengambil nilai yang terdapat di dalamnya yaitu ketika jatuh cinta maka jangan sampai kita membenci orang yang kita sayangi karena kebencian tidak akan membuatmu bahagia. data 8 sajak menjagamu akan kurawat kau dalam diam agar tumbuh penuh pemahaman akan kurawat kau dalam hening agar tumbuh tinggi penuh kesabaran akan kurawat kau dalam senyap agar tumbuh kokoh penuh keikhlasan. sungguh akan kurawat kau agar tidak ada yang menyakiti pun kalau memang harus disakiti kau dan aku tahu apa yang terbaik dilakukan pun kalau memang harus gugur daun kau dan aku tahu besok lusa akan kembali rindang. akan kurawat kau dengan baik duhai "perasaaanku" agar kita bisa melewati semua kisah cerita sedih maupun gembira karena kau adalah milikku satu-satunya dan setiap orang memiliki "perasaannya" masing-masing kan kujaga "perasaanku" sebaik-baiknya. pengkajian makna: puisi tersebut juga menggambarkan bahwa jaga dan rawatlah perasaan seorang manusia seperti gembira dan sedih sehingga sehingga kita akan menikmati hidup. penyair ingin menggambarkan menjaga perasaan adalah suatu bentuk kebahagiaan sehingga bisa menjalani hidup baik senang ataupun sedih. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 143 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita bisa mengambil nilai yang terdapat di dalamnya yaitu jagalah dan rawatlah perasaanmu untuk belajar kesabaran dan keikhlasan sehingga kamu bisa menjaga perasaanmu dari kebahagiaan dan kesedihan. data 9 angin, hujan dan sakit hati kenapa ada angin? agar orang-orang tahu ada udara di sekitarnya. tiap detik kita menghirup udara, kadang lupa sedang bernapas. tiap detik kita berada dalam udara, lebih sering tidak menyadarinya. angin memberi kabar bagi para pemikir wahai, sungguh ada sesuatu di sekitar kita meski tidak terlihat, tidak bisa dipegang. kenapa ada hujan? agar orang-orang paham ada langit di atas sana. tiap detik kita melintas di bawahnya, lebih sering mengeluh. tiap detik kita bernaung di bawahnya, lebih sering mengabaikan. hujan memberi kabar bagi para pujangga. aduhai, sungguh ada yang menaungi di atas meski tidak tahu batasnya, tidak ada wujudnya. begitulah kehidupan. ada banyak pertanda bagi orang yang mau memikirkannya. kenapa kita sakit hati? agar orang-orang paham dia adalah manusia. tiap saat kita melalui hidup, lebih sering tidak peduli tiap saat kita menjalani hidup, mungkin tidak merasa sedang hidup sakit hati memberi kabar bagi manusia bahwa kita adalah manusia sungguh, tidak ada binatang yang bisa sakit hati apalagi batu, kayu, tanah tiada pernah mereka sakit hati. maka berdirilah sejenak, rasakan angin menerpa wajah lantas tersenyum, ada udara di sekitar kita. maka mendongaklah menatap ke atas, tatap bulan gemintang atau langit biru tersaput awan lantas menangguk takzim, ada langit di atas sana. maka berhentilah sejenak saat sakit hati itu tiba, rasakan segenap sensasinya. lantas tertawa kecil atau terkekeh juga boleh, kita adalah manusia. pengkajian makna: puisi tersebut juga menggambarkan bahwa rasa syukur sebagai manusia karena pernah sakit hati karena itu yang membedakan kita dengan analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 144 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x makhluk ciptaan allah swt yang lainnya dan mensyukuri ciptaan allah swt seperti angin seperti udara untuk bernafas dan hujan ada langit yang menaungi kita dalam kehidupan. penyair ingin menggambarkan janganlah sebagai manusia tidak bersyukur tentang kehidupan dan alam ini. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita bisa mengambil nilai yang terdapat di dalamnya yaitu pandailah bersyukur sebagai manusia karena kita bisa merasakan sakit hati karena kita adalah manusia dan bisa menikmati udara dan hujan. data 10 keliru maaf, aku sudah pindah rumah tentu saja tidak akan ditemukan di sana pohon kelapanya sudah lama tumbang juga taman mawar di sebelah parit bersama kusamnya cat dinding depan maaf, aku tidak memberitahumu bukan tak ingin bukan karena masih menyakitkan tapi bahkan saat kuketikan namamu di google, tidak kutemukan jadi harus ke mana kucari nomor hp-mu? maaf, aku sudah pindah rumah entah apakah kau akan membaca kertas ini atau tidak atau terlanjur dimakan rayap hingga terberai hancur seperti perasaan yang dimakan kebencian jadi.. maaf ya, pak bambang kalau ada kiriman paket atau surat, tolong kirimkan saja ke kantor kalau kantor saya belum pindah masih ingat kan alamatnya? pengkajian makna: puisi tersebut juga menggambarkan bahwa seseorang yang pergi entah kemana dan tidak meninggalkan alamat dan jejak sehingga tidak memberitahukan temannya untuk bisa mencarinya sehingga terjadi kekeliruan dalam mencari alamat. penyair ingin menggambarkan kekeliruan dalam mencari seseorang yang telah pergi dan tidak meninggalkan alamat barunya. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 145 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita bisa mengambil nilai yang terdapat di dalamnya yaitu ketika kita pergi atau pindah rumah sebaiknya sebagai masyarakat yang suka bergaul memberikan alamat kepada tetangga kita ketika tetangga ada yang mencari dan perlu dengan kita maka akan mudah ditemukan. data 11 sajak embun dan perasaan kenapa embun itu indah? karena butir airnya tidak menetes sekali dia menetes, tidak ada lagi embun. kenapa purnama itu elok? karena bulan balas menatap di angkasa sekali dia bergerak, tidak ada lagi purnama. aduhai, mengapa sunset menakjubkan? karena matahari menggelayut malas di kaki langit sekali dia melaju, hanya tersisa gelap dan debur ombak. mengapa pagi menentramkan dan dingin? karena kabut mengambang di sekitar sekali dia menguap, tidak ada lagi pagi. di dunia ini, duhai, ada banyak sekali momen-momen terbaik meski singkat, sekejap yang jika belum terjadi langkah berikutnya maka dia akan selalu spesial. sama dengan kehidupan kita, perasaan kita menyimpan perasaan itu indah karena penuh misteri dan menduga sekali dia tersampaikan, tidak ada lagi menyimpan. menunggu seseorang itu elok karena kita terus berharap dan berdoa sekali masanya tiba, tiada lain kecuali jawaban dari kepastian sungguh tidak akan keliru bagi orang-orang yang paham. wahai, tahukah kita kenapa embun itu indah? karena butir airnya tidak menetes sekali dia menetes, tidak ada lagi embun masa singkat yang begitu berharga. pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan bahwa menyimpan perasaan itu indah diibaratkan keindahan embun. penyair ingin menggambarkan perasaan seseorang dalam menunggu dan bersabar analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 146 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu dalam kehidupan ini bahwa menyimpan perasaan itu indah menunggu seseorang itu elok dan bersabar itu sungguh menakjubkan seperti keindahan embun yang tidak menetes sekali dia menetes tidak ada lagi embun. data 12 sepotong bulan untuk berdua malam ini, saat dikau menatap bulan, yakinlah kita melihat bulan yang sama, mensyukuri banyak hal, berterima-kasih atas segalanya.. terutama atas kesempatan untuk saling mengenal, esok-pagi semoga semuanya dimudahkan.. malam ini, saat dikau menatap bulan, yakinlah kita menatap bulan yang satu, percaya atas kekuatan janji-janji masa depan, keindahan hidup sederhana, berbagi dan bekerja keras, mencintai sekitar dengan tulus dan apa adanya.. malam ini, saat dikau menatap bulan, yakinlah kita menatap bulan itu, semoga yang maha memiliki langit memberikan kesempatan, suatu saat nanti, dengan segenap pemahaman baik, menjaga kehormatan perasaan kita menatap bulan, dari satu bingkai jendela. pengkajian makna: berdasarkan teks puisi tersebut mengibaratkan ketika dua sepasang kekasih sedang menatap bulan dan berdoa untuk diberikan kesempatan untuk saling mengenal, untuk berjanji di masa depan dan berdoa semoga yang maha memiliki langit memberikan kesempatan pada suatu saat nanti. penyair ingin menggambarkan untuk menyukuri banyak hal tentang perkenalan sepasang kekasih. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu ketika memiliki pasangan hidup hendaknya kita mentukuri banyak hal beterimakasih atas segalanya dapat mengenal dapat berbagi dan bekerja keras dan juga mencintai sekitar dengan tulus. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 147 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x data 13 sajak remote off/on mute menu sleep timer stop freeze previous volume angka 0-9 favourite seandainya aku bisa mengatur-atur perasaan ini persis seperti remote maka sekarang akan ku-cancel, reset, atau malah off sajalah semua perasaanku padamu! pengkajian makna: berdasarkan teks puisi tersebut perasaan seseorang terhadap kekasihnya diibaratkan seperti remote yang dapat mengatur channel televisi maka ku hapuslah semua perasaan seseorang itu terhadap kekasihnya. penyair ingin menggambarkan seorang yang patah hati ingin menghapus perasaannya seperti di ibaratkan remote. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu ketika seorang yang patah hati dapat menghapus perasaannya dan dapat menjalani hidup dengan perasaan yang baru. data 14 diam sebentar sssst... diamlah sebentar! cinta sejati hanya bisa didengar justru dalam senyap bukan gegap gempita kalimat yang mengaburkan makna dan kita tertipu oleh tampilannya sssst... ayo duduk sejenak! cinta sejati hanya bisa dikenali saat sepi diperhatikan dengan seksama, dalam kesadaran diri paripurna analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 148 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x bukan berisik teriak-teriak "aku cinta kamu!" tapi esok lusa kita meratao kencang-kencang sebaliknya. sssst... bisakah kita diam dulu? agar cinta sejati menunjukkan diri sebenarnya apakah yang ini, atau yang itu, atau mungkin yang lain lagi dan kita harus menunggu dan bersabar. pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan bahwa cinta sejati tidak perlu di ungkapkan dengan banyak kata-kata justru cinta sejati itu didengar, dikenali, dan menunggu dengan sabar. penyair ingin menggambarkan ketika memiliki cinta sejati hendaknya tidak perlu diungkapkan dengan banyak kata-kata tetapi dengan diam. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita bisa mengambil nilai yang terdapat di dalamnya yaitu cinta sejati bisa dirasakan dalam diam, didengar dalam senyap, dikenali saat sepi, dan cinta sejati itu harus menunggu dan bersabar. data 15 sendiri tidakkah kita memikirkan jangan-jangan purnama yang bercahaya indah itu ternyata kesepian menatap kita dari atas sana, dalam lengang sendirian. tidakkah kita memperhatikan jangan-jangan gunung kokoh berdiri menjulang itu ternyata kesepian menatap kita dari puncaknya, dalam senyap sendirian. tidakkah kita mengamati jangan-jangan hidup otang-orang besar yang gemerlap diperhatikan orang banyak yang menjadi bahan pembicaraan yang begitu memesona, begitu hebat ternyata kesepian sendirian. maka bersyukurlah yang memiliki keluarga memiliki teman-teman terbaik analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 149 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x boleh jadi, kitalah bulan purnama dalam hidup ini kitalah gunung kokoh bagi mereka dikelilingi orang-orang yang menyayangi kita dan kita menyayangi mereka. pengkajian makna: berdasarkan teks puisi tersebut menggambarkan bahwa kesendirian diibaratkan seperti purnama, gunung kokoh yang menatap kita dalam kesendirian maka bersukurlah sebagai manusia yang memiliki keluarga, teman terbaik dengan dikelilingi orang yang menyayangi kita. penyair ingin menggambarkan janganlah kita seperti bulan purnama dan gunung dalam senyap sendirian, dan seperti orang besar yang gemerlap ternyata kesepian dan kesendirian. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu ketika kita sebagai manusia bersyukurlah memiliki keluarga, teman terbaik dan dikelilingi orang-orang yang menyayangi kita tidak seperti bulan purnama, gunung dan orang-orang besar yang kesepian dan sendiri. data 16 si pembawa pesan lapar adalah si pembawa pesan bahwa tubuh kita minta diisi agar bertenaga haus juga si pembawa pesan bahwa tubuh kita minta disiram agar kembali segar kebelet ke belakang juga si pembawa pesan bahwa tubuh kita hendak mengeluarkan sesuatu ada begitu banyak si pembawa pesan setia mengingatkan, objektif tanpa peduli kondisi kita pun termasuk ketika kita sakit hati, kawan itu juga si pembawa pesan bahwa kita punya sesuatu di dalam sana tidak penah kita lihat, tidak bisa kita pegang tapi kita tahu, kita semua punya hati maka, besok lusa hormatilah orang lain jangan sebaliknya, jadi sumber menyakiti hati orang lain analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 150 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x pengkajian makna: berdasarkan teks puisi tersebut kegiatan manusia seperti lapar, haus, kebelet, sakit hati, dan seseorang yang memiliki perasaan adalah si pembawa pesan. penyair ingin menggambarkan kegiatan manusia seperti lapar, haus, kebelet, sakit hati, dan seseorang yang memiliki perasaan adalah si pembawa pesan oleh karena itu hormatilah perasaan orang lain jangan sebaiknya menjadi sumber menyakiti perasaan orang lain. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu setiap orang memiliki perasaaan maka hormatilah hati orang lain jangan sebaliknya menjadi sumber menyakiti perasaan orang lain. data 17 sajak tidak dituliskan kau tahu, kawan, kasih sayang tidak dibisikkan lewat kata-kata karena setelah kata itu hilang, tiada yang tersisa kasih sayang juga tidak dituliskan di atas kertas, batu, bahkan besi sekalipun karena kertas bisa robek, batu bisa hancur, dan baja besi bisa berkarat, dan tiada yang tersisa kasih sayang pun tidak disimbolkan dengan cincin, hadiah, dan sebagainya karena benda di dunia tiada yang abadi, akan rusak pun binasa kasih sayang selalu diungkap dengan perbuatan lantas perbuatan mengukir kenangan dalam waktu akan terus dipeluk erat oleh para pecinta yang mengerti menyajak kasih sayang sesuai petunjuknya tidak melanggar batas, tidak pula melampaui nafsu hingga kelak kemudian bertemu kembali dalam janji tuhan yang sungguh pasti sungguh beruntunglah mereka. pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan kasih sayang tidak dibisikkan kata-kata, tidak dituliskan di atas kertas, batu, bahkan besi sekalipun, kasih sayangpun tidak disimbolkan dengan cincin, hadiah, dan sebagainya tetapi kasih sayang selalu diungkap dengan perbuatan. penyair ingin menggambarkan janganlah sebagai manusia yang jatuh analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 151 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cinta menghabiskan waktu untuk seseorang yang tidak tahu kita mencintainya dan mengharapkannya. mengharapkan seseorang yang tidak pasti hanya menghabiskan waktu dengan sia-sia. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu kasih sayang manusia tidak dibisikkan, ditulis dan disimbolkan tetapi kasih sayang para pecinta kasih sayang menjalaninya sesuai dengan petunjuknya tidak melanggar batas dan tidak pula melampaui nafsu sehingga beruntunglah yang merasakan kasih sayang. data 18 sajak putri dan pangeran aku akan jatuh cinta, tentu saja seorang putri selalu jatuh cinta tapi tidak sekarang atau hanya untuk urusan murah aku akan jatuh cinta, kepada seorang pangeran yang datang dengan gagah berani menagambil tanggung jawab dalam hubungan yang diberkahi menjadi imam sampai mati. aku akan jatuh cinta, tentu saja seorang pangeran selalu jatuh cinta tapi tidak sekarang atau hanya untuk hubungan main-main aku akan jatuh cinta, kepada seorang putri yang diambil dari tempat terhormatnya, dengan cara terbaiknya mengikatkan diri pada hubungan yang dirahmati menjadi pasangan bidadari hingga hari penghabisan nanti. pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan bahwa ketika jatuh cinta diibaratkan seperti putri yang jatuh cinta hanya kepada pangeran yang bertanggung jawab dan seperti pangeran yang akan jatuh cinta kepada putri yang diambil dari tempat terhormatnya dengan cara terbaik dalam ikatan suci pernikahan. penyair ingin menggambarkan sebagai manusia yang jatuh cinta pilihlah pasangan hidup seperti pangeran yang bertanggung jawab dan putri yang terhormat dalam satukan hubungan yang dirahmati itu dengan ikatan suci pernikahan. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 152 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu ketika jatuh cinta adalah dengan pasangan yang bertanggung jawab dan terhormat sehingga hubungan cinta itu dapat berlanjut ke dalam ikatan suci pernikahan. data 19 sajak kalkulator perasaan 1 hari ditambah 1 hari tidak otomatis jadi 2 hari jika itu rindu, maka hasilnya bisa berminggu-minggu waktu, mana tahan jika itu pertemuan, maka hasilnya hanya sekejap saja, cepat sekali terasa 1.000 km jarak ditambah 500 km jarak tidak otomatis jadi 1.500 km kalau itu dekatnya hati, maka hasilnya 0 saja, selalu dekat di hati tapi kalau itu perjalanan menemui belahan hati, maka aduh terasa jauh sekali urusan perasaan kadang tak sesederhana kalkulator golongan darah o menikah dengan golongan darah o, pastilah anaknya o tapi benci bertemu benci, tidak otomatis berpisah, kalau jodoh tidak akan ke mana pun cinta bertemu cinta, tidak otomatis bersatu, kalau tidak jodoh tidak akan terjadi aduhai, urusan perasaan tidak sepasti teori biologi dan jelas tidak macam sedang download sesuatu, berapa persennya ketahuan kita tidak pernah bisa mengukur persentase rasa suka dan jelas tidak seperti penunjuk kecepatan, berapa kilometer per jam kita tidak pernah bisa menghitung kecepatan berkurang atau bertambahnya rasa sayang urusan perasaan bahkan lebih rumit dari rumus matematika 10 dikurang 1 tidak bearti 9 10 dikurang 10 tidak bearti 0 kalau itu perasaan, semakin dikurangi, semakin dienyahkan, dipaksa dibuang hasilnya justru berlipat ganda jadi 100 atau bahkan 1.000 tumbuh tak terbilang pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan bahwa perasaan seorang manusia yang menambatkan kepada belahan hatinya tidak seperti kalkulator yang selalu dihitung dengan rumus matematika. penyair ingin menggambarkan janganlah sebagai manusia yang jatuh analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 153 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x cinta menghitung rasa suka dan bencinya karena semua tidak dapat terhitung. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu perasaan itu bukan seperti teori biologi, teori matematika ataupun sesederhana kalkulator. karena perasaan itu lebih rumit dari rumus matematika tumbuh tak terbilang. data 20 bukankah, atau bukankah bukankah, banyak yang berharap jawaban dari seseorang? yang sayangnya, yang diharapkan bahkan tidak mengerti apa pertanyaannya "jadi, jawaban apa yang harus diberikan?" bukankah, banyak yang menanti penjelasan dari seseorang? yang sayangnya, yang dinanti bahkan tidak tahu harus menjelaskan apa "aduh, penjelasan apa yang harus disampaikan?" bukankah, banyak yang menunggu, menunggu, dan terus menunggu seseorang yang sayangnya, hei, yang ditunggu bahkan sama sekali merasa tidak punya janji "kau menungguku? sejak kapan?" bukankah, banyak yang menambatkan harapan yang sayangnya, seseorang itu bahkan belum membangun dermaga "akan kau tambatkan di mana?" bukankah, banyak yang menatap dari kejauhan yang sayangnya, yang ditatap sibuk memperhatikan hal lain bukankah, banyak yang menulis puisi, sajak-sajak, surat-surat, tulisan-tulisan yang sayangnya, seseorang dalam tulisan itu bahkan tidak tahu dia sedang jadi tokoh utama pun bagaimana akan membacanya aduhai, urusan perasaan, sejak dulu hingga kelak sungguh selalu menjadi bunga kehidupan ada yang mekar indah senantiasa terjaga ada yang layu sebelum waktunya maka semoga, bagian kita, tidak hanya mekar terjaga tapi juga berakhir bahagia analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 154 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan bahwa ketika seseorang sedang menunggu jawaban, penjelasan, menambatkan harapan tidak menyadari sedang ditunggu. ketika menatap seseorang sedangkan yang ditatap sibuk memperhatikan orang lain dan ketika menulis puisi tetapi seseorang dalam tulisan itu bahkan tidak tahu sedang menjadi tokoh utama. sedangkan urusan perasaan selalu menjadi bunga kehidupan. penyair ingin menggambarkan janganlah sebagai manusia yang jatuh cinta mengharapkan seseorang yang sama sekali tidak mengerti perasaannya. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu banyak yang menambatkan hatinya kepada seseorang yang tidak membalas cintanya. urusan perasaan ada yang tumbuh terjaga ada yang layu mudah-mudahan bagian kita tidak hanya tumbuh terjaga tetapi berakhir bahagia. data 21 dan kesedihan dihabisi oleh waktu kita hapus nomor hp-nya di phone book kita delete alamat emailnya di address book kita buang whatsapp-nya kita putus bbm-nya, sayang beribu sayang, kita sudah terlanjur ingat di luar kepala hafal nomornya bahkan saat tidur pun bisa mengigau pin bb-nya kita hapus message-nya kita delete foto-fotonya kita remove dari friend list, bahkan block sekaligus kita usir jauh-jauh dari home sungguh jangan ganggu lagi di dunia maya sayang beribu sayang, kita tetap kepo, stalking, ngintip ingin tahu apa yang dia lakukan bahkan bangun tidur, masih ileran first thing in the morning inilah sajak melupakan di zaman modern sungguh malang anak sekarang karena zaman dulu, orangtua kita paling cukup membakar tumpukan surat analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 155 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x atau mengirim telegram: "lupakan saja, koma, jangan hubungi aku lagi. titikhabis" dan kesedihan dihabisi oleh waktu. pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan bahwa perasaan seorang manusia yang patah hati menghapus kenangan tentang dia. semua tentang dia dihapus. penyair ingin menggambarkan bahwa kehidupan zaman modern berbeda dengan zaman dulu sekarang ketika seseorang yang patah hati untuk menghapus kenangan kekasihnya harus menghapus kenangan tersebut dalam aplikasi teknologi yang banyak tetapi zaman dulu kenangan itu hanya untuk sekedar menghapus tumpukan surat saja. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu ketika patah hati janganlah kasihanmu itu kamu habiskan dengan waktu sehingga kamu tidak dapat melakukan kegiatan kedepannya dengan baik. data 22 puisi lebay kenapa laut memiliki ombak, tapi aku tak bisa memiliki dia? aduhai, kenapa langit punya awan putih bergumpal-gumpal lembut tapi aku tak punya dia? kenapa bunga disukai kumbang, tapi dia tidak suka aku? wahai, kenapa kereta berjalan di atas rel, tapi dia tidak mau berjalan di atas kehidupanku? kenapa cincin berjodoh dengan jari manis, tapi dia tidak mau menjadikanku jari manisnya? kenapa mi suka bersama bakso dalam mangkuk, tapi dia tak suka bersamaku di mana pun--apalagi di mangkuk? kenapa untuk menulis "lengkap" harus ada huruf "k"-nya, atau nanti jadi "lengap", tapi dia tidak mau jadi huruf apa pun untuk melengkapiku? padahal lalat saja selalu nempel di tumpukan sampah dia tidak mau nempel sama sekali padaku kenapa? kenapa kalau pak presiden sms, menterinya selalu me-reply sigap, tapi dia tak pernah membalas satu pun sms-ku? kenapa kalau pak presiden posting sesuatu selalu di-like/comment/mention, analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 156 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tapi dia tak pernah sekalipun like/comment/mention aku? kenapaaa? hiks, kenapa lau memiliki ombak, tapi aku tidak bisa memiliki dia? pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan bahwa seseorang yang bertanya-tanya dengan kehidupan sehingga dia berlebihan memaknai kehidupan. penyair ingin menggambarkan janganlah sebagai manusia berlebihan memaknai hidup, putus asa, dan tidak optimis. kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu ketika seorang manusia menjalani hidup harus optimis dan tidak mudah putus asa. data 23 mekar kenapa bunga harus mekar? kuncup berubah mengembang sempurna dan dia tahu persis kapan harus mekar tidak terlambat walau satu detik, tidak juga terlalu cepat. kenapa bulan harus purnama? sabit berubah separuh kemudian penuh jadi sempurna dan dia tahu persis kapan harus purnama tidak terlambat walau satu kejap mata, tidak juga terlalu cepat. kenapa kupu-kupu harus melewati fase kepompong? kepompong terbelah mengeluarkannya dan dia tahu persis kapan harus keluar juga tidak terlambat, pun tidak terlalu cepat. aduhai, kenapa? entahlah. tapi sungguh, siapa pun yang sabar dan tekun akan mekar seperti bunga akan indah seperti purnama dan menakjubkan seperti kupu-kupu. pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan bahwa kehidupan manusia yang sempurna itu diibaratkan seperti bunga yang mekar, bulan yang harus purnama dan seperti kupu-kupu harus melewati fase kepompong. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 157 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x penyair ingin menggambarkan lewat puisi ini kehidupan manusia yang sempurna dan bahagia itu seperti mekarnya bunga tidak terlambat dan tidak terlalu cepat. kaitan di masyarakat bahwa sebagai seorang manusia siapapun yang sabar dan tekun akan mekar seperti bunga, indah seperti purnama dan menkjubkan seperti kupukupu. data 24 bilang semangka adalah semangka, meski kita tidak tahu apakah isinya manis atau tawar paling disebut semangka tak berasa ayam tetaplah ayam, meski ada yang berbulu, ada yang habis bulunya paling disebut ayam tak berbulu buku adalah buku meski isinya berbahasa latin dan kita tidak mengerti paling disebut buku entahlah pun mobil adalah mobil meski rodanya copot dia paling disebut mobil oleng, mobil tak bisa jalan maka, perasaan adalah perasaan cinta adalah cinta meski tidak kita bilang, tetap saja cinta bahkan kalaupun cinta itu ditolak, dihina, dibanting dia sungguh tetap cinta paling disebut dengan cinta tak sampai cinta terpendam dan tidak mengapa kita tahu persis, tidak berkurang nilainya. pengkajian makna: berdasarkan teks puisi tersebut juga menggambarkan semangka tetaplah semangka, ayam tetaplah ayam, buku adalah buku, perasaan adalah perasan, cinta adalah cinta kita tahu persis bentuknya dan nilainya. penyair ingin menggambarkan manusia. analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 158 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kaitan di masyarakat bahwa sebagai seorang manusia hendaknya kita dapat mengambil nilai yang terdapat di dalamnya yaitu perasaan, cinta meski kita tidak menungkapkannya tetap saja cinta tidak berubah nama dan sebutannya, kita tahu persis alasannya dan tidak berkurang nilainya. kesimpulan analisis puisi karya tere liye dengan model atau pendekatan sosiologi sastra memaknai puisi ini dengan mengaitkan kehidupan masyarakat dalam memahami cinta, perasaan, dan kasih sayang sehingga terdapat pembelajaran moral untuk kehidupan masyarakat. sosiologi sastra lebih memperoleh tempat dalam penelitian sastra karena sumber-sumber yang dijadikan acuan mencari keterkaitan antara permasalahan dalam karya sastra dengan permasalahan dengan masyarakat lebih mudah diperoleh. berdasarkan analisis di atas, dapat disimpulkan bahwa kumpulan puisi atau sajak tere liye memaknai tentang cinta, perasaan, rahasia, kebencian, jodoh, kesedihan dan sakit hati. hal tersebut dapat disebut sebagai kesimpulan dari kumpulan puisi ini. kemudian telah dijelaskan pula aktifitas benda mati, dalam puisi tersebut sajak remote sifat on dan off yaitu seperti perasaan manusia dapat tumbuh dapat mati, mungkin pembaca atau masyarakat terhibur dengan membaca puisi ini. daftar pustaka aminuddin. (2004). pengantar apresiasi karya sastra. bandung: sinar baru algensindo. damono, s. d. (1989). sosiologi sastra: sebuah pengantar ringkas. jakarta: pusat pembinaan dan pengembangan bahasa depdikbud. djojosuroto, k. (2006). pengajaran puisi, analisis dan pemahamannya. bandung: nuansa. endraswara, suwardi. (2008). metodologi penelitian sastra, epistemologi, model, teori, dan aplikasi. yogyakarta: medpress. endraswara, s. (2013). sosiologi sastra (studi, teori dan interpretasi). yogyakarta: ombak (anggota ikapi) furchan, a. (2004). pengantar penelitian dalam pendidikan. yogyakarta: pustaka pelajar. nurgiyantoro, b. (2002). teori pengkajian fiksi. yogyakarta: gadjah mada analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 159 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x university. pradopo, r. d. (1990). pengkajian puisi. yogyakarta: ugm press. pradopo, r. d. (2005). beberapa teori sastra, metode kritik, dan penerapanya. yogyakarta: pustaka pelaja ratna, n. k. (2003). paradigma sosiologi sastra. yogyakarta: pustaka pelajar. sarwono. (2010). pengantar psikologi umum. jakarta: rajawali pers. siswanto, wahyudi. (2008). pengantar teori sastra. bandung: grasindo. sukmadinata. (2006). landasan psikologi proses pendidikan. bandung: pt. remaja rosdakarya. suratman dkk. (2011). ilmu sosial dan budaya dasar. malang: intimedia. sutopo, h. b. (2006). metode penelitian kualitatif. surakarta: uns press. teeuw, a. (1983). membaca dan menilai sastra. jakarta: gramedia. tere liye. (2014). kumpulan sajak: dikatakan atau tidak dikatakan tetap cinta. jakarta: gramedia pustaka utama tarigan, h. g. (1984). prinsip-prinsip dasar sastra. bandung: angkasa. waluyo, j. h. (1991). teori dan apresiasi puisi. bandung: angkasa. wellek, r. & warren, a. (1989). teori kesusasteraan. terjemahan melani budianto. jakarta: gramedia http://kbbi.web.id/ analisis sosiologi sastra puisi tere liye sebagai pembelajaran sastra di masyarakat hera wahdah humaira doi: https://doi.org/10.26714/lensa.8.2.2018.131-160 160 https://doi.org/10.26714/lensa.8.2.2018.131-160 http://jurnal.unimus.ac.id/index.php/lensa http://kbbi.web.id/ metode analisis puisi karya tere liye dengan model atau pendekatan sosiologi sastra memaknai puisi ini dengan mengaitkan kehidupan masyarakat dalam memahami cinta, perasaan, dan kasih sayang sehingga terdapat pembelajaran moral untuk kehidupan masyarakat. sosiologi sastra lebih memperoleh tempat dalam penelitian sastra karena sumber-sumber yang dijadikan acuan mencari keterkaitan antara permasalahan dalam karya sastra dengan permasalahan dengan masyarakat lebih mudah diperoleh. berdasarkan analisis di atas, dapat disimpulkan bahwa kumpulan puisi atau sajak tere liye memaknai tentang cinta, perasaan, rahasia, kebencian, jodoh, kesedihan dan sakit hati. hal tersebut dapat disebut sebagai kesimpulan dari kumpulan puisi ini. kemudian telah dijelaskan pula aktifitas benda mati, dalam puisi tersebut sajak remote sifat on dan off yaitu seperti perasaan manusia dapat tumbuh dapat mati, mungkin pembaca atau masyarakat terhibur dengan membaca puisi ini. daftar pustaka references 17 59 8 3 4 1 1 2 3 98 daftar pustaka 9 pengaruh metode snowball throwing berbantuan media papan indikator terhadap kemampuan menulis paragraf pada siswa sma 1 jekulo kabupaten kudus enny dwi lestaringingsih2 suhartono catur karya agus priono ennydl@ut.ac.id abstract the study design used the control group pretest-post-test with data analysis using product moment correlation formula with rough numbers. the the problems are: how can the problem of media-assisted method of snowball throwing indicator board be applied in writing class? and, how much is influence the media-assisted method of snowball throwing indicator board on writing competence of students? the results of pre-test a hypothesis test on normality test show that x 2 hitung = 39.8 for the experimental group and x2hitung = 23.7 for the control group. if confirmed in x2tabel = 55.8, then x 2 hitung < x 2 tabel. the initial values of the two groups are not normally distributed. at the homogeneity test, it shows that fhitung = 0.913 and ftabel = 0.578 that fhitung > ftabel.. the value of the initial distribution is not homogeneous. thus, the initial value of the ability of students in both groups is equal. in the experiment class research activities treated media-assisted method of snowball throwing indicator board, while the control group was not given treatment, only using conventional methods. after the post-test was held, the final activity shows that thitung = 2.631 and t tabel = 1.67 for  = 0.05 ttabel = 2.39  = 0.01. this means t hitung > ttabel for  = 0.05 and  = 0.01.thus, it can be concluded that the use of snowball throwing method indicator board in writing paragraphs have a significant effect. keywords: snowball throwing, media indicator board, write a paragraph pendahuluan pembelajaran kemampuan berbahasa di sekolah meliputi empat keterampilan, yaitu: mendengarkan, berbicara, menulis, dan membaca. keterampilan mendengarkan dan membaca digolongkan ke dalam keterampilan reseptif. keterampilan berbicara dan menulis digolongkan ke 2 penulis adalah pengajar di fkip ut upbjj semarang, jalan raya semarang-kendal km 14.5, mangkang wetan, semarang 10 dalam keterampilan produktif dan ekspresif. keterampilan reseptif berkaitan dengan keterampilan menerima, menelaah, dan menafsirkan; sedangkan keterampilan produktif/ekspresif berkaitan dengan keterampilan menyampaikan, mengungkapkan, menuangkan ide atau gagasan. menurut tarigan (1994: 1) keempat keterampilan berbahasa tersebut memiliki hubungan yang sangat erat. satu keterampilan akan berkaitan dengan keterampilan lain. ketika orang berbicara ada orang yang mendengarkan. dalam peristiwa dialog, orang tidak hanya berbicara, ia juga akan mendengarkan orang lain. ketika orang akan merangkum pembicaraan orang lain, ia akan mendengarkan dan menulis. ketika menulis, ia pun membutuhkan kegiatan membaca. tidak akan mungkin orang hanya menulis tanpa ada kegiatan membaca. begitu eratnya keempat keterampilan berbahasa sehingga ketika dalam pembelajaran tidak mungkin seorang guru hanya akan menggunakan satu keterampilan. guru akan menggunakan lebih dari satu keterampilan. bahkan, di dalam kurikulum dijelaskan pembelajaran keterampilan berbahasa minimal menggunakan dua keterampilan, hanya fokus tujuan pembelajarannya pada satu keterampilan, misalkan pembelajaran bahasa dengan fokus mendengarkan, pembelajaran bahasa dengan fokus berbicara, pembelajaran bahasa dengan fokus menulis, dan pembelajaran bahasa dengan fokus membaca (solchan, dkk., 2011: 8.1 – 11.47). pembelajaran bahasa indonesia di sekolah juga menggunakan integrasi keempat keterampilan berbahasa sehingga diharapkan siswa tidak hanya menguasai satu keterampilan berbahasa, tetapi juga keempat keterampilan berbahasa. siswa harus memiliki keterampilan berpidato, menyampaikan pendapat, saran, ataupun kritik dalam diskusi. siswa juga harus terampil mendengarkan berita, informasi yang disampaikan secara langsung atau tidak langsung. keterampilan menulis surat, menuangkan ide atau gagasan dalam bentuk paragraf juga harus dikuasai. bahkan, membaca artikel, buku fiksi atau nonfiksi juga harus dikuasai. namun, pada kenyataannya kompetensi menulis pada siswa kelas xii ipa sma 1 jekulo kabupaten kudus masih rendah. berdasarkan hasil jajak pendapat guru bahasa indonesia di kabupaten kudus, ternyata kemampuan menulis siswa masih di bawah standar. banyak siswa yang menulis paragraf rancu, baik dari kesatuan ide pokok, maupun pengembangan paragrafnya. satu paragraf memiliki dua ide pokok atau lebih. siswa belum dapat mengembangkan paragraf yang bervariasi. kenyataan permasalahan pembelajaran menulis bukan hanya dari guru, namun juga dari siswa. siswa menginformasikan bahwa mereka tidak memiliki motivasi untuk mengikuti pembelajaran menulis. menulis karya 11 ilmiah adalah materi yang paling tidak disukai. mereka juga menyampaikan kebosanannya pada pembelajaran menulis karena metode yang digunakan oleh guru tidak bervariasi. guru hanya menentukan topik karangan kemudian siswa mengembangkannya menjadi karangan utuh. maka, perlu ada tindakan untuk mengatasi permasalahan di dalam pembelajaran menulis. guru harus menciptakan pembelajaran menulis yang dapat meningkatkan motivasi siswa untuk belajar. guru harus memilih metode pembelajaran menulis yang lebih bervariasi. jika memungkinkan gunakan media pembelajaran untuk meningkatkan kompetensi siswa di dalam keterampilan menulis. peneliti mencoba menggunakan metode yang menarik siswa untuk mengikuti pembelajaran menulis. selain itu, metode yang digunakan akan dipadukan dengan media sehingga siswa lebih termotivasi dan pada akhirnya siswa memilki kompetensi menulis yang lebih baik. peneliti akan mencoba menggunakan metode snowball throwing berbantuan media papan indikator dalam pembelajaran menulis di sma. berdasarkan latar belakang dan identifikasi masalah tersebut dapat dirumuskan beberapa masalah yang akan menjadi pijakan peneliti dalam melakukan penelitian, yaitu: (1) bagaimana metode snowball throwing berbantuan media papan indikator diterapkan dalam pembelajaran keterampilan menulis? dan (2) seberapa besar pengaruh metode snowball throwing berbantuan media papan indikator terhadap kompetensi keterampilan menulis siswa? adapun tujuannya adalah (1) mendeskripsikan penerapan metode snowball throwing berbantuan media papan indikator di dalam pembelajaran keterampilan menulis, dan (2) mengetahui besaran pengaruh penggunaan snowball throwing berbantuan media papan indikator terhadap kompetensi siswa. tinjauan pustaka landasan teori ada beberapa teori yang dijadikan sebagai landasan di dalam penelitian ini. teori-teori tersebut berkaitan dengan keterampilan menulis, metode snowball throwing, dan media papan indikator. secara lengkap kajian teori diuraikan sebagai berikut: 1. menulis paragraf paragraf disebut juga alinea. menurut keraf (1989: 63) alinea adalah kesatuan bahasa yang terdiri dari kalimat-kalimat yang bertalian satu sama lain secara mesra dan bersama-sama membentuk satu kesatuan ide. menurut 12 kridalaksana (2008: 173) paragraf adalah (1) satuan bahasa yang mengandung satu tema dan perkembangannya; (2) bagian wacana yang mengungkapkan pikiran atau hal tertentu yang lengkap tetapi yang masih berkaitan dengan isi seluruh wacana atau sekelompok kalimat yang saling berkaitan. jadi, paragraf atau alinea adalah satuan bahasa bagian dari wacana yang terdiri dari beberapa kalimat yang saling berkaitan atau berhubungan satu sama lain dan membentuk satu kesatuan ide pokok. sebuah paragraf memiliki empat persyaratan, yaitu kesatuan, kepaduan, kelengkapan, dan keruntutan. kesatuan berarti sebuah paragraf hanya memiliki satu ide pokok. kepaduan berarti kalimat-kalimat dalam paragraf saling berkaitan, saling berhubungan membentuk satu kesatuan ide pokok. kelengkapan berarti kalimat-kalimat dalam paragraf, baik itu kalimat utama, maupun kalimat pengembang, sudah memenuhi apa yang harus ada untuk pengembangan ide pokok. keruntutan dalam paragraf artinya kalimat-kalimat di dalam paragraf disusun berdasarkan logika atau penalaran yang benar dan runtut. sebuah paragraf juga harus memiliki koherensi dan kohesi, baik di dalam kalimat, maupun di antara kalimat. koherensi adalah keterkaitan unsur-unsur bahasa, misalnya susunan konsep atau gagasan, dan berkat hubungan-hubungan yang menggarisbahahi hal tersebut sehingga mudah dipahami dan relevan (zaimar dan ayu, 2009: 5). koherensi dapat juga berarti hubungan logis antara bagian karangan atau kalimat dengan kalimat dalam paragraf. kohesi adalah keserasian hubungan antara unsur yang satu dengan unsur yang lain dalam paragraf (wacana) sehingga terciptalah pengertian yang apik atau koheren (moeliono, 1993: 343). kohesi berkaitan dengan bentuk bahasa, sedangkan koherensi berkaitan dengan makna bahasa. sebuah kalimat atau paragraf dapat memiliki kohesi sehingga menjadi koheren, misalnya penggunaan kata ganti, konjungsi, atau pengulangan kata kunci dapat membuat kalimat atau paragraf memilki pengertian yang apik. kalimat “anita pergi ke toko buku” dan “ia akan membeli peralatan sekolah” adalah dua kalimat yang memiliki kohesi dan terjadi koherensi, yaitu kata ganti ia pada kalimat kedua yang merujuk kata anita pada kalimat pertama. namun, kedua kalimat berikut “anita pergi ke toko buku” dan “mereka akan membeli perlatan sekolah” tidak ada koherensi sekalipun ada kata ganti mereka. kata ganti tersebut tidak merujuk kata anita karena mereka digunakan untuk menggantikan kata jamak. 13 2. metode pembelajaran ada tiga istilah dalam pembelajaran yang saling berkaitan dan kadangkala terjadi tumpang tindih, yaitu pendekatan, metode, dan teknik. dalam pembelajaran bahasa ketiganya dapat dibedakan. pendekatan (approach) adalah seperangkat asumsi yang saling berkaitan mengenai hakikat bahasa dan hakikat pengajaran bahasa, serta belajar bahasa, seperti pendekatan komunikatif, pendekatan proses, atau pendekakatan cbsa. jadi pendekatan bersifat aksiomatis. metode berarti sistem perencanaan pembelajaran secara menyeluruh untuk memilih, mengorganisasikan, dan menyajikan materi pelajaran bahasa secara teratur, contohnya metode diskusi, tanya jawab, atau metode tugas. metode bersifat prosedural. teknik (technique) berarti keterampilan dalam mengolah dan menerapkan/ menyajikan pelajaran di depan kelas. dalam pembelajaran bahasa, teknik mengacu pada implentasi perencanaan pengajaran di depan kelas. jadi, teknik bersifat implementasional (syafe’i, dkk., 1997: 1.14). metode pada hakikatnya adalah suatu prosedur untuk mencapai suatu tujuan yang telah ditetapkan, yang meliputi pemilihan bahan, urutan bahan, penyajian bahan, dan pengulangan bahan (solchan, 2011: 3.9). ada beberapa faktor yang mempengaruhi pemilihan metode pembelajaran bahasa, yaitu (a) persamaan dan perbedaan antara sistem bahasa pertama siswa dengan bahasa kedua yang akan mereka pelajari, (b) usia siswa pada saat mereka belajar bahasa, (c) latar belakang sosial budaya siswa, (d) pengalaman, pengetahuan, dan keterampilan berbahasa siswa dalam bahasa yang dipelajarinya yang sudah mereka punyai, (e) pengetahuan dan keterampilan berbahasa guru dalam bahasa yang akan diajarkannya, (f) kedudukan dan fungsi bahasa yang dipelajari siswa dalam masyarakat tempat kehidupan siswa, (g) tujuan pembelajaran yang diinginkan, dan (h) alokasi waktu yang tersedia untuk kegiatan pembelajaran (syafe’i, dkk., 1997: 1.9 – 1.13) 3. metode snowball throwing kata snowball berasal dari bahasa inggris yang berarti ‘bola salju’ dan throwing berarti ‘melempar’. jadi, snowball throwing berarti melempar bola salju. pengertian bola salju dalam istilah metode snowball throwing bukan arti yang sebenarnya, namun istilah dari kertas yang diremas sehingga membentuk seperti bola salju. selanjutnya kertas tersebut dilempar ke siswa lain. metode snowball throwing merupakan salah satu dari modifikasi teknik bertanya yang dikemas dalam bentuk permainan sehingga siswa memiliki motivasi belajar yang lebih tinggi (widodo, 2009: 44) 14 menurut asrori dalam agustina (2013: 19) bahwa snowball throwing termasuk metode pembelajaran aktif (active learning) yang banyak melibatkan siswa. lebih jelas widodo dalam agustina (2013: 19) menjelaskan bahwa metode melempar bola salju melatih siswa agar lebih tanggap menerima pesan dari siswa lain dan mengomunikasikannya dengan siswa lain dalam kelompok. metode snowball throwing menerapkan tiga pembelajaran yaitu konstuktifisme, inkuiri, dan bertanya. ini berarti banyak kelebihan metode snowball throwing, baik dilihat dari keaktifan siswa, maupun pembentukan karakteristik siswa. ada beberapa langkah metode snowball throwing yang sering digunakan dalam pembelajaran ips, yaitu: (a) guru menyampaikan materi yang akan disajikan, (b) guru membentuk kelompok-kelompok dan memanggil masing-masing ketua kelompok untuk memberikan penjelasan tentang materi, (c) masing-masing kelompok kembali ke kelompok masingmasing, kemudian menjelaskan materi yang disampaikan guru kepada teman satu kelompoknya, (d) masing-masing siswa diberi satu lembar kertas kerja untuk menuliskan satu pertanyaan apa saja yang menyangkut materi yang sudah dijelaskan ketua kelompok, (e) kertas yang berisi pertanyaan diremas sehingga membentuk seperti bola salju kemudian dilempar dari satu siswa kepada siswa lain, (f) setelah siswa mendapat satu bola salju yang berisi satu pertanyaan, siswa harus menjawab pertanyaan tersebut, dan (g) siswa, secara bergiliran, menyampaikan pertanyaan dan jawabannya kepada siswa lain di dalam kelas. selain di dalam pembelajaran ips, metode snowball throwing ini juga sudah banyak digunakan di dalam pembelajaran lain yang bertujuan untuk melatih siswa untuk membuat pertanyaan. pada penelititian ini metode snowball throwing digunakan dalam pembelajaran menulis. tentu saja penerapannya setelah dimodifikasi sesuai dengan tujuan menulis. pertanyaan diganti dengan kalimat untuk mengawali paragraf dan jawaban siswa lain diganti kalimat yang koheren dengan kalimat sebelumnya dan begitu seterusnya sehingga akan membentuk sebuah paragraf. 4. media pembelajaran dalam kamus besar bahasa indonesia media adalah alat dan bahan yang digunakan dalam proses pengajaran atau pembelajaran. media pembelajaran adalah salah satu aspek yang memegang peranan penting dalam pembelajaran. oleh karena itu, sangat baik jika di dalam pembelajaran menggunakan media. fungsi media pembelajaran adalah untuk memperjelas bahan pembelajaran (safe’i, 1997: 9.26). 15 pemilihan media pembelajaran yang tepat akan menciptakan situasi belajar yang merangsang, menantang, dan menyenangkan bagi siswa. ada persyaratan pemilihan media agar memiliki fungsi dengan tepat, yaitu: (a) media yang dipilih disesuaikan dengan tujuan pembelajaran, (b) media dipilih dan disesuaikan dengan metode atau teknik pembelajaran sebenarnya pemilihan metode atau teknik tertentu akan menentukan pula medianya, (c) media mudah digunakan dan dapat melibatkan siswa, baik secara individu, kelompok, maupun klasikal, (d) media adalah alat pembelajaran dan bukan materi pembelajaran, oleh karena itu, media dipilih yang sederhana dan tidak terlalu memerlukan waktu yang lama, dan (e) media yang melibatkan seluruh persepsi siswa, seperti media audio-visual, akan lebih baik daripada media yang hanya melibatkan satu persepsi, seperti audio saja atau visual saja. menurut santoso, dkk. (2013: 6.9 – 6.11) ada lima prisip pemilihan media pembelajaran yaitu fungsional, tersedia, murah, dan menarik. fungsional berarti bahwa media pembelajaran sesuai dengan tujuan pembelajaran dan benar-benar berfungsi untuk menunjang ketercapaian tujuan pembelajaran. tesedia artinya bahwa media pembelajaran saat diperlukan dalam pembelajaran, media itu bisa didapatkan. murah artinya bahwa media pembelajaran tersebut tidak mahal, terjangakau, dan dapat menggunakan yang sudah ada di lingkungan sekolah. menarik artinya siswa termotivasi untuk terlibat dalam proses pembelajaran secara lebih inten. 5. media papan indikator media papan indikator adalah media yang dibuat dan dikembangkan oleh peneliti. media ini terdiri dari papan lighting dan papan tempel. papan lighting adalah papan utama tempat papan tempel dipasang. papan lighting berukuran 60 x 60 cm. papan ini berfungsi sebagai papan indikator kebenaran. jika papan tempel ditempatkan pada posisi benar, maka lampu berwarna hijau menyala, tetapi jika salah lampu berwarna merah yang menyala. papan tempel terdiri dari enam papan dengan ukuran 7 x 50 cm. papan tempel berfungsi untuk menempel kalimat. satu papan tempel hanya boleh ditempel satu kalimat. kalimat-kalimat yang sudah tertempel di papan tempel akan ditempatkan pada papan lighting. papan tempel harus diurutkan sehingga membentuk paragraf dengan urutan kalimat yang benar. jika semua kalimat ditempatkan dengan benar, maka semua lampu berwarna hijau akan menyala. namun, jika ada papan tempel diletakkan pada posisi yang tidak benar, artinya ada kalimat yang tidak pada urutan yang benar dalam paragraf, maka lampu merah akan menyala. ini artinya kalimat tersebut tidak pada posisi yang benar. 16 kajian penelitian terdahulu ada beberapa penlitian yang berkaitan dengan menulis dan penggunaan metode snowball throwing dalam pembelajaran. penelitian tersebut yang sudah dilakasnakan oleh mahmudah, agustina, dan jayanti. uraian lebih lanjut tentang penelitian mereka adalah sebagai berikut. mahmudah meneliti tentang menulis paragraf deskripsi dengan menonoton power point gambar tumbuhan atau binatang melalui metode inkuiri. tujuan penelitiannya adalah mendeskripsi peningkatan kemampuan siswa di dalam menulis paragraf deskripsi dan perubahan perilaku belajar siswa setelah diberi tindakan. setelah dilakukan penelitian dengan menggunakan penelitian tindakan kelas (ptk), hasilnya adalah ada peningkatan kompetensi siswa di dalam menulis paragraf deskripsi setelah melihat power point gambar tumbuhan atau hewan melalui metode inkuiri. agustina meneliti siswa smk negeri 14 bandung dengan judul “implementasi model pembelajaran snowball throwing untuk meningkatkan hasil belajar siswa dalam membuat produk kriya kayu dengan peralatan manual”. tujuannya adalah meningkatkan hasil belajar siswa dalam materi membuat produk kriya dengan menggunakan model pembelajaran snowball throwing. hasil penelitian tersebut adalah ada peningkatan kompetensi siswa. jayanti telah meneliti tentang menulis dengan judul “peningkatan kemampuan menulis paragraf deskripsi dengan media gambar pada siswa kelas xi smk pn 2 purworejo tahun ajaran 2012/2013”. penelitian ini dilakukan dengan tujuan mendeskripsikan (1) langkah-langkah pembelajaran menulis paragraf deskripsi dengan media gambar pada siswa kelas xi tp 2a smk pn 2 purworejo tahun ajaran 2012/2013, (2) pengaruh pembelajaran menulis paragraf deskripsi dengan media gambar terhadap minat siswa, dan (3) kemampuan siswa dalam menulis paragraf deskripsi setelah memperoleh pembelajaran dengan media gambar. hasil penelitian adalah adanya pengaruh dan peningkatan kompetensi siswa di dalam menulis paragraf deskripsi. berdasarkan beberapa contoh hasil penelitian yang dilakukan pakar maka dapat disimpulkan bahwa penelitian tentang menulis paragraf menggunakan metode snowball throwing berbantuan media papan indikator belum pernah dilakukan. jika ada kesamaan dalam penelitian lain adalah kesamaan pada materi menulis paragraf atau hanya penggunaan metode snowball throwing dalam pembelajaran lain, apalagi penelitian yang menggunakan media papan indikator. media papan indikator ini dibuat dan dikembangkan oleh peneliti. 17 kerangka berpikir berdasarkan latar belakang masalah dan landasan teori yang dipaparkan di atas maka diperkirakan ada pengaruh kemampuan keterampilan menulis paragraf dengan menggunakan metode snowball throwing berbantuan media papan indikator bagi siswa sma kabupaten kudus. logika pemikirannya dapat dipaparkan berikut ini. kenyataan bahwa kemampuan keterampilan menulis siswa masih rendah, baik kemampuan mengembangkan ide pokok menjadi sebuah paragraf, maupun mengurutkan kalimat-kalimat menjadi paragraf yang runtut. hal ini dikarenakan motivasi siswa yang rendah pada pembelajaran menulis dan kurangnya guru memberikan kesempatan kepada siswa untuk berpraktik menulis. kenyataan ini jelas tidak sesuai dengan tuntutan pembelajaran bahasa bahwa siswa harus memiliki kemampuan berbahasa yang meliputi empat keterampilan, yaitu keterampilan mendengarkan, keterampilan berbicara, keterampilan membaca, dan keterampilan menulis. kenyataan tersebut dapat diatasi dengan cara pemilihan metode yang tepat dan pemilihan media yang dapat meningkatkan motivasi siswa untuk mengikuti pembelajaran. salah satu metode yang dapat digunakan dalam pembelajaran menulis adalah metode snowball throwing. metode tersebut menjadi lebih menarik jika dilengkapi dengan media. dalam hal ini media yang dipilih adalah media papan indikator. harapan penggunaan metode snowball throwing berbantuan media papan indikator adalah adanya pengaruh yang positif terhadap kemampuan keterampilan menulis paragraf bagi siswa sma di kabupaten kudus. lebih jelasnya perhatikan bagan kerangka berpikir berikut ini harapan pembelajaran bahasa adalah siswa memiliki kemampuan empat keterampian berbahasa. kenyataannya siswa memilki kemampuan keterampilan menulis rendah karena motivasi rendah. perlu ada perlakuan dengan cara memilih metode yang tepat dan media yang meningkatkan motivasi. metode snowball throwing berbantuan media papan indikator digunakan dalam pembelajaran menulis. setelah menggunakan metode dan media yang tepat akan berpengaruh pada kemampuan menulis siswa. ada pengaruh keterampilan siswa setelah digunakan metode snowball throwing berbantuan media papan indikator dalam pembelajaran 18 hipotesis hipotesis kerja atau hipotesis alternatif (ha) dalam penelitian ini adalah “ada pengaruh metode snowball throwing berbatuan media papan indikator terhadap kemampuan keterampilan menulis paragraf bagi siswa sma kabupaten kudus”. metode penelitian setting penelitian penelitian ini dilaksanakan selama enam bulan dua minggu, dari minggu kedua bulan mei 2015 sampai dengan minggu keempat mei 2015 dan minggu ketiga juli 2015 sampai dengan minggu keempat bulan november 2015. penelitian ini dilaksanakan di kelas xii ipa sma 1 jekulo, kabupaten kudus. pelaksanaan dibagi menjadi tiga, yaitu pelaksanaan uji coba instrumen dilaksanakan di kelas xii ipa 4, pelaksanaan penelitian (pada kelas eksperimen) di kelas xii ipa 1, dan kelas kontrol di kelas xii ipa 2. uji coba instrumen dilaksanakan satu kali pertemuan dan pelaksanaan eksperimen dilaksanakan dua kali pertemuan. subjek penelitian subjek penelitian eksperimen ini adalah kemampuan siswa dalam materi menulis paragraf. siswa yang diteliti berjumlah 106 siswa dari kelas xii ipa sma 1 jekulo tahun pelajaran 2015/2016. jumlah siswa tersebut terbagi ke dalam tiga kelompok, yaitu kelompok uji coba ada 34 siswa, kelompok eksperimen ada 36 siswa, dan kelompok kontrol ada 36 siswa. siswa yang dipilih adalah siswa kelas xii ipa sma 1 jekulo karena memiliki kemampuan keterampilan menulis yang hampir sama sehingga pemilihan kelas yang berbeda untuk pelaksanaan uji coba, eksperimen, dan kontrol, tidak akan berpengaruh pada hasil penelitian. variabel penelitian variabel penelitian ini ada dua macam, yaitu variabel bebas (independent variable) dan variabel terikat (dependent variable). menurut arikunto (2006: 119) variabel bebas adalah variabel yang mempengaruhi atau variabel penyebab, sedangkan variabel terikat adalah variabel akibat. dua variabel dalam penelitian ini adalah 19 1. variabel bebas variabel yang mempengaruhi dalam penelitian ini adalah metode snowball throwing berbantuan media papan indikator. metode ini dipilih sebagai variabel pengaruh karena berdasarkan hasil penelitian dan teori yang ada, metode snowball throwing sudah terbukti keberhasilannya untuk meningkatkan hasil belajar siswa. apalagi dalam penelitian ini metode tersebut didukung metode yang dapat menantang siswa untuk berkompetisi, yaitu media papan indikator. 2. variabel terikat variabel terikat adalah variabel yang merupakan akibat berdasarkan variabel penyebab, maka variabel ini disebut juga variabel tergantung (dependent variable). dalam penelitian ini variabel terikat adalah kemampuan siswa menulis paragraf. berdasarkan pengalaman peneliti, kompetensi menulis siswa merupakan kompetensi yang paling rendah yang dimiliki siswa. peneliti menentukan menulis paragraf karena menulis ini sebagai kemampuan dasar menulis wacana. desain penelitian penelitian ini dilakukan dengan menggunakan penelitian eksperimen atau memberikan perlakuan tertentu pada kelas eksperimen. eksperimen dilakukan untuk mengetahui pengaruh metode snowball throwing berbantuan media papan indikator terhadap kemampuan keterampilan siswa di dalam menulis paragraf. desain penelitian dilakukan dengan menggunakan control group pre-test-post-test dengan pola sebagai berikut. e adalah kelompok eksperimen k adalah kelompok control lebih jelasnya deskripsi langkah-langkah penelitian dilakukan sebagai berikut e : o1 x o2 k : o3 x o4 20 1. penyusunan instrumen penelitian instrumen yang dibutuhkan dalam penelitian ini ada dua yaitu, intrumen untuk mendapatkan data pre-test dan instrumen untuk mendapatkan data post-test. instrumen tersebut diperoleh dari soal tes yang disusun berdasarkan kisi-kisi soal. berdasarkan kisi-kisi tersebut dibuat soal pilihan ganda sebanyak empat puluh soal. soal tersebut diujicobakan untuk mendapatkan validitas dan reliabilitas soal. 2. uji coba instrumen penelitian instrumen penelitian berupa tes yang terdiri dari dua instrumen, yaitu pre-test dan post-test. sebelum digunakan, kedua instumen tersebut diujicobakan pada kelas uji coba, yaitu kelas yang tidak termasuk kelompok eksperimen atau kelompok kontrol. tujuannya agar instrumen tidak mengalami kebocoran. tujuan diadakannya uji coba adalah untuk menentukan dan memilih intrumen yang baku karena kebakuan instrumen adalah syarat mutlak dalam penelitian eksperimental. hasil uji coba dapat diperhatikan di dalam tabel berikut ini tabel 1: ringkasan hasil analisis soal hasil analisis nomor soal jumlah soal persentase valid 1, 2, 3, 4, 7, 8, 9, 10, 11, 15, 16, 17, 19, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 38, 39. 28 70% tidak valid 5, 6, 12, 13, 14, 18, 20, 26, 33, 34, 37, 40. 12 30% dari dua puluh delapan soal tersebut dibagi dua untuk instrumen pre-test dan post-test. namun, agar jumlah instrumen untuk dua kegiatan tersebut lima belas soal, maka ada dua soal yang akan disajikan berulang. secara lengkap nomor berapa saja yang digunakan untuk instumen pre-test dan post-test dapat dikelompokkan sebagai berikut: soal pre-test diambil 15 soal dari 28 soal yang valid, yaitu nomor 1, 3, 7, 8, 10, 15, 16, 21, 23, 24, 28, 29, 32, 35, dan 38. soal pos-test diambil 15 soal dari 28 soal yang valid, yaitu nomor 2, 4, 7, 9, 11, 17, 19, 22, 25, 27, 30, 31, 32, 36, dan 39. selain validitas instrumen, untuk mengetahuai tingkat kepercayaan instrumen juga dicari tingkat reliabilitas. untuk menguji tingkat reliabilitas intrumen digunakan rumus alpha cronbach. hasil analisis adalah r hitung = 0,996 > 0,320 = r tabel (dk = 38 dan koefisien alpha = 0,05), sehingga dapat disimpulkan intrumen memiliki tingakat reliabilitas sangat tinggi. 21 3. penentuan kelompok eksperimen dan kelompok kontrol kelompok eksperimen dan kelompok kontrol dipilih berdasarkan kesamaan kemampuan dan program studi. hal ini agar faktor-faktor lain di luar variabel dapat diminimalisasi. penelitian ini hanya untuk mengetahui pengaruh metode snowball throwing berbantuan media papan indikator terhadap kemampuan keterampilan siswa dalam menulis paragraf. maka, kelompok eksperimen dan kelompok kontrol ditentukan pada kelas yang sama dan program studi yang sama, yaitu kelas xii ipa. 4. pelaksanaan pre-test kelompok eksperimen dan kelompok kontrol pelaksanaan pre-test pada kelompok eksperimen dan kelompok kontrol bertujuan untuk mendapatkan data awal sebelum perlakuan dilaksanakan. kondisi awal sebelum perlakuan sangat membantu dalam penelitian ini karena kondisi awal menginformasikan keadaan yang sama baik kelompok eksperimen, maupun kelompok kontrol. pelaksanaan pretest menggunakan instrumen pre-test yang telah dipilih memiliki kebakuan sebagai alat tes. 5. pelaksanaan perlakuan pada kelompok eksperimen langkah ini adalah langkah terpenting dalam penelitian eksperimen. kelompok eksperimen akan mendapatkan pembelajaran menulis paragraf dengan menggunakan metode snowball throwing berbantuan media papan indikator. langkah-langkah pembelajaran dilakukan sesuai metode snowball throwing yang banyak dilakukan untuk melatih siswa membuat pertanyaan. namun, dalam pembelajaran keterampilan menulis paragraf ini sudah dimodifikasi dengan penggunaan media. secara lengkap langkah-langkah pembelajaran menulis paragraf dengan menggunakan metode snowball throwing berbantuan media papan indikator adalah sebagai berikut: (a) guru menyampaikan materi menulis paragraf kepada semua siswa, (b) guru membentuk kelompok, (c) guru menyampaikan tugas melalui ketua kelompok, yaitu membuat kalimat sebagai awal untuk membuat paragraf, (d) ketua kelompok menyampaikan tugas kepada siswa lain yang termasuk kelompoknya, (e) siswa menerima lembar kertas kerja untuk membuat satu kalimat sebagai awal membuat paragraf, (f) siswa membuat sebuah kalimat di dalam kertas kerja dan diremas sehingga membentuk seperti bola salju, (g) siswa melempar kertas kerja kepada siswa lain (guru memastikan setiap siswa menerima satu kertas 22 kerja), (h) siswa melengkapi/ menambah satu kalimat lain yang koheren dengan kalimat sebelumnya. ini dilakukan dengan cara mendiskusikan dengan siswa satu kelompoknya, (i) siswa meremas kertas kerja yang sudah berisi dua kalimat dan melemparkannya kepada siswa lain (langkah ini pun guru harus memastikan setiap siswa mendapat satu lembar kerja), (j) selanjutnya siswa mengulang langkah h dan i berulang-ulang sehingga diperoleh lembar kerja yang sudah terisi beberapa kalimat, (k) siswa membuat paragraf dengan menambahkan satu kalimat sebagai penutup paragraf, (l) siswa dalam kelompok mendiskusikan paragraf mana yang akan ditempelkan sebagai kuis dengan media papan indikator (dalam hal ini guru menjelaskan cara kerja papan indikator), (m) setiap kelompok memberikan tantangan kepada kelompok lain untuk mengurutkan kalimat-kalimat dalam papan tempel dan di pasang pada papan lighting, dan (n) kelompok yang menang adalah kelompok yang dapat mengurutkan dengan benar yang ditandai dengan lampu hijau menyala semua. 6. pelaksanaan post-test kelompok eksperimen dan kelompok kontrol test dilakukan pada dua kelompok siswa yang diteliti. instrumen post-test menggunakan instrumen yang memiliki kebakuan berdasarkan hasil analisis uji coba instrumen. tujuan diadakannya post-test untuk mendapatkan data setelah diadakan perlakuan. hasil post-test dibandingkan dengan hasil pre-test sehingga akan diperoleh kesimpulan apakah ada pengaruh penggunaan metode snowball throwing berbantuan media papan indikator terahadap kemampuan keterampilan siswa di dalam menulis paragraf. jika ada pengaruh, berapa besar pengaruh tersebut. metode pengumpulan data data yang diperoleh adalah data kuantitatif. data tersebut dikumpulkan dengan menggunakan tes. tes dilakukan tiga kali, yaitu tes uji coba, pre-test, dan post-test. tes uji coba dilakukan pada kelompok uji coba untuk menentukan dan memilih instumen yang memiliki kebakuan tes. pretest dilakukan pada kelompok eksperimen dan kelompok kontrol sebelum pelaksanaan perlakuan. tes ini berfungsi untuk mengetahui kondisi awal yang akan dibandingkan dengan post-test. post-test dilakukan setelah diadakan perlakuan pada kelompok eksperimen. post-test dilakukan dengan tujuan untuk mendapatkan data akhir setelah ada perlakuan. data pre-test dan post-test, baik kelompok 23 eksperimen, maupun kelompok kontrol, dibandingkan untuk mengetahui pengaruh metode snowball throwing berbantuan media papan indikator terhadap kemampuan keterampilan siswa di dalam menulis paragraf. metode analisis data analisis data kuantitatif dilakukan untuk mengetahui kebakuan instrumen dan pengaruh antara dua variable. analisis data uji coba bertujuan untuk menentukan mana item tes yang valid dan mana yang tidak valid. selanjutnya, item tes yang valid akan digunakan dalam pre-test dan post-test. untuk mengetahui validitas intrumen digunakan rumus korelasi product moment yang dikemukakan oleh pearson: keterangan: x = x – rerata x y = y – rerata y hasil hitung dilambangkan dengan rh yang selanjutnya dikonfirmasikan dengan r tabel (rt). jika rh > rt maka item valid, tetapi jika rh < rt maka item tidak valid. untuk mengetahui pengaruh antara dua variabel dilakukan dengan cara membandingkan selisih post-test dan pre-test kelompok eksperimen dengan selisih post-test dan pre-test kelompok kontrol. rumus yang digunakan untuk menghitung efektivitas treatmen adalah dengan mengguanakan t-test paired two sample for means. pengolahan data dilakukan menggunakan program excel untuk menegetahui harga thitung. setelah dilakukan perhitungan thitung akan dikonfirmasi dengan ttabel. setelah dikonfirmasi barulah dapat diketahui pengaruh pemberian perlakuan pada kelompok ekaperimen signifikan atau tidak. secara lebih jelas dapat dilihat di dalam tabel berikut: no. hasil analisis data kesimpulan 1. jika thitung < ttabel tidak signifikan 2. jika thitung > ttabel signifikan rxy= 24 hasil penelitian dan pembahasan penelitian ini menggunakan desain control group pre-test-post-test. menurut arikunto (2006: 86) desain ini termasuk true experimental design. ciriciri penelitian ini adalah adanya kelas eksperimen (e) yang diberi perlakuan dan kelas kontrol (k) yang tidak diberi perlakuan. untuk mengetahui pengaruh pada hasil penelitian, maka baik kelompok eksperimen, maupun kelompok kontrol diberi pre-test dan post-test dengan menggunakan instrumen yang sama, yaitu tes pilihan ganda sebanyak lima belas soal. hasil penelitian hasil penelitian ini dikelompokkan menjadi empat, yaitu hasil pelaksanaan pembelajaran, hasil pre-test, hasil post-test, dan hasil uji hipotesis untuk mengetahui pengaruh variabel bebas (x) terhadap variabel terikat (y). keempat hasil tersebut diuraikan dalam laporan hasil penelitian ini. 1. hasil pelaksanaan pembelajaran hasil pelaksanaan pembelajaran yang dilaporkan adalah pembelajaran pada kelas eksperimen karena kelas ini sebagai kelas perlakuan, sedangkan kelas kontrol tidak dilaporkan karena kelas kontrol tidak diberi perlakuan. kelas eksperimen diberi perlakuan dengan menggunakan metode snowball throwing berbantuan media papan indikator dan kelas kontrol digunakan metode konvesional, yaitu metode ceramah dan tugas. pelaksanaan pembelajaran dengan menggunakan metode snowball throwing berbantuan media papan indikator dikelompokkan menjadi tiga kegiatan pokok, yaitu kegiatan awal, kegiatan inti, dan kegiatan akhir. sebelum tiga kegiatan pokok dilakukan pre-test dan setelahnya dilakukan posttest. a. kegiatan awal kegiatan awal ini dimulai dari memberikan salam kepada siswa dan menanyakan siswa yang tidak hadir. kegiatan ini mengkondisikan siswa agar tidak tegang karena siswa merasa dirinya adalah bagian dari kegiatan pembelajaran. siswa lebih siap mengikuti pembelajaran ketika guru menyampaikan apersepsi tentang kehidupan siswa dalam tulis-menulis dan menyampaikan tujuan pembelajaran. 25 b. kegiatan inti kegiatan inti diwalai dengan penyampaian materi pembelajaran tentang paragraf oleh guru. guru menggunakan tayangan power point melalui lcd. ini dilakukan agar siswa memiliki motivasi yang tinggi. guru kadangkala bertanya jawab dengan siswa berkaitan dengan isi materi. langkah kedua kegiatan inti adalah pelaksanaan snowball throwing. siswa mendapat penjelasan aturan main snowball throwing. setelah itu, siswa membentuk kelompok. masing-masing kelompok harus berkompetisi karena hasilnya akan ditayangkan dengan menggunakan media papan indikator. kegiatan inti ini dilaksanakan siswa dengan semangat. apalagi ketika masing-masing berkompetisi menggunakan media papan indikator c. kegiatan akhir kegiatan akhir adalah kegiatan pemantapan dan penegasan materi pembelajaran. untuk mengetahui kompetensi siswa, secara individu siswa menyusun paragraf berdasarkan topik yang dusampaikan oleh guru. hasil pembelajaran pada kelas eksperimen secara umum berhasil dan baik diikuti siswa. siswa memiliki motivasi yang tinggi. lebih jelas motivasi siswa mengikuti pembelajaran dengan menggunakan metode snowball throwing berbantuan papan indikator ini dapat dilihat pada tabel berikut ini. tabel 2: hasil kuesioner motivasi siswa no. pertanyaan jawaban f % 1. apakah anda merasa senang mengikuti pembelajaran? ya 36 94,7 tidak 2 5,3 jumlah 38 100 2. apakah anda merasa lebih mudah menerima materi pembelajaran? ya 33 86,8 tidak 5 13,2 jumlah 38 100 3. apakah anda merasa ada manfaat menggunakan metode snowball throwing berbantuan media papan indikator? ya 35 92,1 tidak 3 7,9 jumlah 38 100 26 2. data nilai awal kelas eksperimen dan kelas kontrol data nilai awal diperoleh dari hasil kegiatan pre-test. soal pre-test menggunakan lima belas soal pilihan ganda yang sudah dianalisis validitas dan reliabilitas (soal pre-test dapat dilihat pada lampiran). baik kelompok eksperimen, maupun kelompok kontrol mengerjakan soal yang sama. pada pelaksanaan pre-test kelas eksperimen belum mendapat perlakuan pada materi menulis paragraf. hal ini dimaksudkan untuk mengetahui kompetensi awal kelompok eksperimen. kelompok eksperimen adalah kelas xii ipa 4 yang terdiri dari 38 siswa. berdasarkan pre-test, nilai tertinggi kelompok eksperimen adalah 93 dan nilai terendah 40, dengan rentang nilai (r) adalah 53, dari perhitungan (fi xi) = 2.599 dan (fi xi 2) = 176.914 , maka diperoleh rata-rata ( x ) = 68,07 dengan simpangan baku 12,88. untuk menentukan banyaknya kelas interval dan panjang interval dilakukan dengan menggunakan aturan sturges, penghitungannya sebagai berikut: menentukan banyak kelas interval banyak kelas interval = 1 + 3,3 log n (n adalah banyaknya data) = 1 + 3,3 log 38 = 1 + 3.3 (1,6) = 1 + 4,9 = 5,9 sehingga banyaknya kelas ditetapkan sebanyak 6 kelas menentukan panjang kelas interval (p) panjang kelas interval = = 53 : 6 = 8.83 sehingga panjang kelas interval adalah 9. berdasarkan data tersebut dapat dibuat tabel data nilai pre-test kelompok eksperimen sebagai berikut rentang (r) banyaknya kelas 27 tabel 3: data nilai pre-test kelompok eksperimen no. interval frekuensi absolut frekuensi relatif 1. 85 – 93 3 7,90% 2. 76 – 84 8 21,05% 3. 67 – 75 12 31,58% 4. 58 – 66 7 18,42% 5. 49 – 57 5 13,16% 6. 40 – 48 3 7,90% berdasarkan data tabel tersebut dapat diperjelas dengan menggunakan histogram sebagai berikut: pada pelaksanaan pre-test kelas kontrol yaitu kelas xii ipa 1 yang terdiri dari 38 siswa diperoleh data nilai tertinggi adalah 87 dan nilai terendah 40, dengan rentang nilai (r) adalah 47, dari perhitungan (fi xi) = 2.609 dan (fi xi 2) = 178.508 , maka diperoleh rata-rata ( x ) = 68,42 dengan simpangan baku 13,48. untuk menentukan banyaknya kelas interval dan panjang interval dilakukan dengan menggunakan aturan sturges, penghitungannya sebagai berikut: menentukan banyak kelas interval banyak kelas interval = 1 + 3,3 log n (n adalah banyaknya data) = 1 + 3,3 log 38 = 1 + 3.3 (1,6) = 1 + 4,9 = 5,9 sehingga banyaknya kelas ditetapkan sebanyak 6 kelas grafik 1: data nilai pre-test kelompok eksperimen 28 menentukan panjang kelas interval (p) panjang kelas interval = = 47 : 6 = 7.83 sehingga panjang kelas interval adalah 8. berdasarkan data tersebut dapat dibuat tabel data nilai pre-test kelompok kontrol sebagai berikut: tabel 4: data nilai pre-test kelompok kontrol no. interval frekuensi absolut frekuensi relatif 1. 80 – 87 11 28,95% 2. 72 – 79 6 15,79% 3. 64 – 71 9 23,68% 4. 56 – 63 6 15,79% 5. 48 – 55 1 2,64% 6. 40 – 47 5 13,15% berdasarkan data tabel tersebut dapat diperjelas dengan menggunakan histogram sebagai berikut 3. data nilai akhir kelas eksperimen dan kelas kontrol data nilai akhir diperoleh dari hasil kegiatan post-test. soal post-test menggunakan lima belas soal pilihan ganda yang berbeda dengan soal pretest, tetapi dari kisi-kisi yang sama. soal post-test ini juga sudah dianalisis validitas dan reliabilitas (soal post-test dapat dilihat pada lampiran). rentang (r) banyaknya kelas grafik 2: data nilai pre-test kelompok kontrol 29 pada pelaksanaan post-test kelas eksperimen dilakukan setelah mendapat perlakuan yaitu metode snowball throwing berbantuan media papan indikator pada materi menulis paragraf. hal ini dimaksudkan untuk mengetahui seberapa besar pengaruh pemberian perlakuan dengan metode tersebut dibandingkan dengan kelompok kontrol yang tidak diberi perlakuan. dengan data siswa yang sama dan kelas yang sama diperoleh data nilai post-test sebagai berikut, nilai tertinggi kelompok eksperimen adalah 93 dan nilai terendah 47, dengan rentang nilai (r) adalah 46, dari perhitungan (fi xi) = 2.731 dan (fi xi 2) = 206.982 , maka diperoleh rata-rata ( x ) = 75,79 dengan simpangan baku 10,21. untuk menentukan banyaknya kelas interval dan panjang interval dilakukan dengan menggunakan aturan sturges, penghitungannya sebagai berikut: menentukan banyak kelas interval banyak kelas interval = 1 + 3,3 log n (n adalah banyaknya data) = 1 + 3,3 log 38 = 1 + 3.3 (1,6) = 1 + 4,9 = 5,9 sehingga banyaknya kelas ditetapkan sebanyak 6 kelas. menentukan panjang kelas interval (p) panjang kelas interval = = 56 : 6 = 7.67 sehingga panjang kelas interval adalah 7 atau 8. berdasarkan data tersebut dapat dibuat tabel data nilai post-test kelompok eksperimen sebagai berikut tabel 5: data nilai post-test kelompok eksperimen no. interval frekuensi absolut frekuensi relatif 1. 87 – 93 10 26.32% 2. 79 – 86 9 23,68% 3. 71 – 78 7 18,43% 4. 63 – 70 9 23,68% 5. 55 – 62 2 5,26% 6. 47 – 54 1 2,63% rentang (r) banyaknya kelas 30 berdasarkan data tabel tersebut dapat diperjelas dengan menggunakan histogram sebagai berikut: pada pelaksanaan post-test kelas kontrol yaitu kelas xii ipa 1 yang terdiri dari 38 siswa diperoleh data nilai tertinggi adalah 87 dan nilai terendah 40, dengan rentang nilai (r) adalah 47, dari perhitungan (fi xi) = 2.653 dan (fi xi 2) = 182.447 , maka diperoleh rata-rata ( x ) = 68,77 dengan simpangan baku 12,88. untuk menentukan banyaknya kelas interval dan panjang interval dilakukan dengan menggunakan aturan sturges, penghitungannya sebagai berikut: menentukan banyak kelas interval banyak kelas interval = 1 + 3,3 log n (n adalah banyaknya data) = 1 + 3,3 log 38 = 1 + 3.3 (1,6) = 1 + 4,9 = 5,9 sehingga banyaknya kelas ditetapkan sebanyak 6 kelas menentukan panjang kelas interval (p) panjang kelas interval = = 47 : 6 = 7.83 sehingga panjang kelas interval adalah 8. grafik 3: data nilai post-test kelompok eksperimen rentang (r) banyaknya kelas 31 berdasarkan data tersebut dapat dibuat tabel data nilai post-test kelompok kontrol sebagai berikut: tabel 6: data nilai post-test kelompok kontrol no. interval frekuensi absolut frekuensi relatif 1. 80 – 87 12 31,58 2. 72 – 79 9 23,68 3. 64 – 71 7 18,42 4. 56 – 63 3 7,89 5. 48 – 55 2 5,27 6. 40 – 47 5 13,16 berdasarkan data tabel tersebut dapat diperjelas dengan menggunakan histogram sebagi berikut 4. analisis data dan pengujian hipotesis analisis data penelitian dimaksud untuk mengetahui pengaruh pemberian perlakuan metode snowball throwing berbantuan media papan indikator pada kelompok eksperimen terhadap kelompok kontrol. analisis data tersebut dilakukan pada saat pelaksanaan pre-test dan post-test. a. analisis data keadaan awal tujuan dari analisis data awal adalah untuk mengetahui apakah kelompok eksperimen dan kelompok kontrol memiliki kemampuan yang sama atau berbeda sebelum kelompok eksperimen diberi perlakuan metode snowball throwing berbantuan media papan indikator dan kelompok kontrol tidak diberi perlakuan, hanya menggunakan metode konvensional. grafik 4: data nilai post-test kelompok kontrol 32 adapun langkah-langkah yang ditempuh untuk menganlisis data awal adalah 1) uji normalitas data nilai pre-test ho = data berdistribusi normal ha = data tidak berdistribusi normal dengan kriteria pengujian, ho ditolak jika x2hitung  x 2 tabel untuk taraf nyata  = 0,05 dan db = n-1 dan ho diterima jika x2hitung < x 2 tabel. tabel 7 daftar chi kuadrat data nilai awal no kelas kemampuan x2hitung x2tabel 1. eksperimen tes awal 39,8 55,8 2. kontrol tes awal 23,7 55.8 2) uji homogenitas data nilai pre-test ho = 1 2 = 2 2 ha = 1 2 2 2 dengan kriteria pengujian ho diterima jika fhituk < ftabel untuk taraf nyata  = 0,05 dan db = n-1. berikut ini disajikan data hasil perhitungan uji homogenitas. tabel 8 hasil uji homogenitas nilai pre-test no. kelas kemampuan varian n fhitung ftabel 1. eksperi. tes awal 166,14 38 0,913 0,5782. kontrol tes awal 181,82 38 b. pengaruh hasil pre-test kelompok eksperiemn dan kelompok kontrol menurut perhitungan hasil pre-test antara kelompok eksperimen dan kelompok kontrol yang sama-sama belum mendapat perlakuan diperoleh hasil rata-rata nilai pre-test kelompok eksperimen adalah 68,07 dengan nilai simpangan baku 12,88. untuk kelompok kontrol diperoleh hasil rata-rata nilai pre-test adalah 68,42 dengan nilai simpangan baku 13,48. berdasarkan hasil perhitungan t-test diperoleh thitung = 0,116 dan dikonsultasikan ttabel pada  = 0,05 dengan dk = (n1 + n2 – 2) = 74 diperoleh ttabel = 1,67 dan ttabel = 2,39 pada  = 0,01. hal ini menunjukkan bahwa thitung < ttabel baik pada taraf 95 %, maupun 99% sehingga ho diterima dan ha ditolak. ini artinya bahawa antara kelompok eksperimen, maupun kelompok kontrol memliliki rata-rata yang sama atau tidak signifikan. 33 c. pengaruh hasil post-test kelompok eksperimen dan kelompok kontrol menurut perhitungan hasil pembelajaran setelah kelompok eksperimen diberi perlakuan berupa penggunaan metode snowball throwing berbantuan media papan indikator pada pembelajaran menulis paragraf dan kelompok kontrol tidak mendapat perlakuan karena hanya menggunakan metode konvensional, yaitu metode ceramah dan tugas, maka diperoleh hasil rata-rata nilai post-test kelompok eksperimen adalah 75,79 dengan nilai simpangan baku 10,21. untuk kelompok kontrol diperoleh hasil rata-rata nilai post-test adalah 68,77 dengan nilai simpangan baku 12.88. berdasarkan hasil perhitungan t-test diperoleh thitung = 2,631 dikonsultasikan ttabel pada  = 0,05 dengan dk = (n1 + n2 – 2) = 74 diperoleh ttabel = 1,67 dan ttabel = 2,39 pada  = 0,01. hal ini menunjukkan bahwa thitung > ttabel baik pada taraf 95 %, maupun 99% sehingga ho ditolak dan ha diterima. ini artinya bahawa antara kelompok eksperimen, maupun kelompok kontrol memliliki rata-rata yang tidak sama atau berbeda secara signifikan. pembahasan hasil penelitian di dalam pembahasan hasil penelitian ini dikelompokkan menjadi empat, yaitu (1) pembahasan hasil pelaksanaan pembelajaran, (2) pembahasan hasil nilai awal, (3) pembahasan nilai akhir, dan (4) pembahasan hasi uji hipotesis. secara lengkap pembahasan tersebut diuraikan berikut. 1. pembahasan hasil pelaksanaan pembelajaran secara umum hasil pelaksanaan pembelajaran pada kelas eksperimen berjalan dengan baik. guru menggunakan metode snowball throwing berbantuan media papan indikator dilakukan dengan menggunakan urutan dan langkah-langkah sesuai dengan perencanaan. bahkan guru mampu mengembangkan metode tersebut dengan menggunakan media papan indikator. siswa sebagai subjek pembelajaran juga mengikuti dengan tertib dan memiliki motivasi yang tinggi. hal ini dibuktikan dari data hasil kuesioner. ada 36 siswa (94,7%) dari 38 siswa yang merasa senang mengikuti pembelajaran dengan menggunakan metode snowball throwing berbantuan media papan indikator, sedangkan yang merasa tidak senang hanya 2 siswa atau 5,3%. siswa juga merasa ada manfaatnya menggunakan metode ini, ada 35 siswa (92,1%) yang merasakan hal tersebut, tetapi ada juga yang merasa 34 tidak ada manfaatna, ada 3 siswa (7,9%). siswa merasa lebih mudah jika menggunakan metode ini, ada 33 siswa (86,8%) yang merasa lebih mudah, sedangkan siswa yang tidak merasa lebih mudah ada 5 siswa (13,2%). ada juga kelemahan pelaksanaan pembelajaran menggunakan metode snowball throwing berbantuan media papan indikator, yaitu kurangnya pemahaman siswa pelaksanaan pembelajaran yang menggunakan metode ini, ada siswa yang merasa bahwa permainan “bola salju” adalah tujuan akhir, dan media papan indikator yang perlu disempurnakan. metode snowball throwing baru dikenal dan diterapkan siswa sehingga siswa banyak bertanya ketika mengikuti pembelajaran, bahkan ada beberapa siswa yang salah, tidak mengikuti sesuai dengan aturan mainnya. ada beberapa siswa keasyikan bermain “bola salju” sehingga tidak tahu bahwa “bola salju” hanya sebagai saran untuk memotivasi siswa untuk belajar menulis paragraf. kurang sempurnya media papan indikator sebagai salah satu kendala karena ketika dinyalakan ada lampu indikator yang tidak dapat menyala sehingga siswa tidak mengetahui kalimat tersebut sudah sesuai dengan urutannya atau belum. 2. pembahasan hasil nilai awal kegiatan awal ini adalah pemerian pre-test kepada siswa kelompok eksperimen dan kelompok kontrol. kegiatan ini, baik kelompok ekspserimen, maupun kelompok kontrol belum mendapat perlakuan. hasil tersebut menunjukkan adanya persamaan antara kelompok eksperimen dan kelompok kontrol. hasil rata-rata kelompok eksperimen 68,07 dan kelompok kontrol 68,48. nilai tertinggi memang berbeda, yaitu kelompok eksperimen 93 dan kelompok kontrol 87, tetapi nilai terendah sama, yaitu kelompok eksperimen dan kelompok kontrol sama-sama 40. standar deviasi ternyata kelompok eksperimen hanya bernilai 12,88, tetapi kelompok kontrol 13,48. berdasarkan data tersebut, baik kelompok eksperimen, maupun kelompok kontrol memiliki kesamaan dalam kemampuan materi menulis paragraf. 3. pembahasan hasil nilai akhir setelah siswa kelompok eksperimen diberi perlakuan berupa metode snowball throwing berbantuan media papan indikator dan kelompok kontrol tidak diberi perlakuan karena hanya menggunakan metode konvensional, maka diadakanlah post-test. hasil post-test menunjukkan adanya perubahan pada kelompok eksperimen. hal ini tampak pada nilai rata-rata post-test, 35 kelompok eksperimen nilai rata-ratanya menjadi 75,79 dari 68,07. artinya, nilai rata-rata kelompok eksperimen mengalami kenaikan sebesar 7,79 poin. pada kelompok kontrol, nilai rata-rata post-test hanya 68,77. jika dibandingkan nilai rata-rata pre-test, maka kelompok kontrol nilai rata-ratanya hanya naik, 0,29 poin. pada nilai terendah juga mengalami perubahan pada kelompok eksperimen. pada kelompok eksperimen nilai terendah post-test adalah 47, tetapi pada kelompok kontrol nilai terendah masih tetap 40. untuk nilai tertinggi post-test, baik kelompok eksperimen, maupun kelompok kontrol tidak mengalami perubahan, yaitu kelompok eksperimen tetap 93 dan kelompok kontrol juga tetap 87. standar deviasi untuk kelompok ekaperimen mengalami penurunan menjadi 10,21. demikian juga pada kelompok kontrol juga mengalami penurunan menjadi 12,88. 4. pembahasan hasil uji hipotesis pada kemampuan awal yang dimiliki siswa kelompok eksperimen dan kelompok kontrol adalah sama. hal ini tampak pada hasil pre-test setelah dilakukan uji normalitas kelompok eksperimen hasilnya ho diterima karena thitung < ttabel, yaitu 39,8 < 55,8. demikian juga untuk kelompok kontrol, ho juga tidak diterima karena thitung < ttabel, yaitu 23,7 < 55,8. ini berarti dari awal kedua kelas, baik kelompok eksperimen, maupun kelompok kontrol adalah berdistribusi tidak normal. berdasarkan uji homogenitas dengan kriteria pengujian ho diterima jika fhitung < ftabel untuk taraf nyata  = 0,05 dan db = n-1, diperoleh fhitung = 0,913 dan ftabel diperoleh 0,578. karena fhitung > ftabel maka dapat disimpulkan bahwa data awal berdistribusi tidak homogen. jadi, berdasarkan kedua uji hipotesis tes awal dapat disimpulkan bahwa kondisi kemampuan awal siswa sebelum dikenai perlakuan metode snowball throwing berbantuan media papan indikator untuk kelompok eksperimen dan metode konvensional untuk kelompok kontrol memiliki kemampuan yang setara atau sama. hal lain lebih diperjelas setelah dilakukan uji t atau t-test dari nilai awal kelompok eksperimen dan kelompok kontrol. berdasarkan hasil perhitungan t-test diperoleh thitung = 0,116 dan dikonsultasikan ttabel pada  = 0,05 dengan dk = (n1 + n2 – 2) = 74 diperoleh ttabel = 1,67 dan ttabel = 2,39 pada  = 0,01. hal ini menunjukkan bahwa thitung < ttabel baik pada taraf 95 %, maupun 99% sehingga ho diterima dan ha ditolak. ini artinya bahawa antara kelompok eksperimen, maupun kelompok kontrol memliliki rata-rata yang sama atau tidak signifikan. 36 perbedaan akan tampak setelah kelompok eksperimen diberi perlakuan yaitu pembelajaran dengan menggunakan metode snowball throwing berbantuan media papan indikator dan kelompok kontrol hanya menggunakan metode konvensional. setelah selesai kedua kelompok diberi post-test dan hasilnya dianalisis dengan menggunakan t-test. berdasarkan hasil perhitungan t-test diperoleh thitung = 2,631 dan dikonsultasikan ttabel pada  = 0,05 dengan dk = (n1 + n2 – 2) = 74 diperoleh ttabel = 1,67 dan ttabel = 2,39 pada  = 0,01. hal ini menunjukkan bahwa thitung > ttabel baik pada taraf 95%, maupun 99% sehingga ho ditolak dan ha diterima. ini artinya bahwa antara kelompok eksperimen, maupun kelompok kontrol memliliki rata-rata yang tidak sama atau berbeda secara signifikan. jadi, dapat disimpulkan bahwa ada pengaruh penggunaan metode snowball throwing berbantuan media papan indikator pada materi menulis paragraf yang dilakukan pada siswa kelas xii ipa sma 1 jekulo kudus. penutup simpulan berdasarkan uraian di dalam pembahasan hasil penelitian, maka dapat disimpulkan: 1. kegiatan pembelajaran menggunakan metode snowball throwing berbantuan media papan indikator dapat berjalan dengan baik. hal ini tampak pada guru yang dapat menerapkan metode tersebut dengan urut, sesuai langkah-langkah di dalam perencanaan. siswa juga merasa senang dan termotivasi mengikuti pembelajaran. 2. pada kegiatan awal dilakukan pre-test untuk kelompok eksperimen dan kelompok kontrol. hasilnya adalah baik kelompok eksperimen, maupun kelompok kontrol memiliki kemampuan yang setara atau sama. 3. perlakuan pada kelompok eksperimen berdampak sangat signifikan. ada pengaruh yang signifikan antara kelompok eksperimen dan kelompok kontrol setelah dilakukan analisis uji hipotesis dari hasil post-test. saran hasil penelitian ini berdasarkan eksperimen yang dilakukan peneliti untuk menerapkan metode yang inovatif. oleh karena itu, pada kesempatan ini ada beberapa saran berkaitan dengan hasil penelitian. 37 1. hasil penelitian ini sebagai sumbang pikir untuk meningkatkan mutu pemebelajaran di kelas. guru dapat menerapkannya dengan beberapa penyesuaian. 2. guru hendaknya kreatif di dalam memilih metode yang bermutu sehingga siswa termotivasi untuk mengikuti pembelajaran. 3. tidak ada metode yang sempurna, baik atau pun tidak tergantung dari cara guru mengemasnya untuk diterapkan di dalam pembelajaran di kelas. maka, guru sebaiknya jangan terlalu fanatik pada satu metode yang dianggapnya metode paling baik. carilah metode sebanyak mungkin sehingga pembelajaran di kelas akan lebih bervariasi. daftar pustaka agustina, entin t. 2013. "implementasi model pembelajaran showball throwing untuk meningkatkan hasil belajar siswa dalam membuat produk kria kayu dengan peralatan manual." jurnal invotec volume ix (no. 1): 17-28. arikunto, suharsimi. 1998. prosedur penelitian: suatu pendekatan praktik. jakarta: rineka cipto. asrori, mohib. 2010. penggunaan model belajar showball throwing dalam meningkatkan keaktifan belajar. jakarta: rineka cipta. jayanti, entri. 2013. peningkatan kemampuan menulis paragraf deskripsi dengan media gambar pada siswa kelas xi smk pn 2 purworejo tahun ajaran 2012/2013. skripsi, purworejo: pendidikan bahasa dan sastra indonesia universitas muhammadiyah purworejo. keraf, gorys. 1989. komposisi: sebuah pengantar kemahiran bahas. endeflores: nusa indah. kridalaksana, harimurti. 2008. kamus linguistik. jakarta: gramedia pustaka utama. mahmudah, siti. 2009. peningkatan keterampilan menulis paragraf deskripsi dengan penontonan power point gambar tumbuhan atau binatang melalui metode inkuiri pada siswa kelas ii sd negeri 4 jati wetan kudus tahun ajaran 2008/2009. . skripsi, semarang: fpbs universitas negeri semarang. moeliono, anton m, dkk. 1993. tata bahasa baku bahasa indonesia. jakarta: balai pustaka. 38 solchan t. w., dkk. 2011. pendidikan bahasa indonesia di sd. jakarta: universitas terbuka. sukmadinata, nana syaodih. 2005. metode penelitian pendidikan . bandung: rosda karya. suparno, and muhamad yunus. 2011. keterampilan dasar menulis. jakarta: universitas terbuka. syafe'i, imam, mam'ur saadie, and roekhan. 1997. materi pokok pendekatan pembelajaran bahasa indonesia. jakarta: universitas terbuka. syamsudin, a. r., and s. damayanti vismaia. 2006. metode penelitian pendidikan bahasa. bandung: rosda karya. tarigan, hendry guntur. 1994. membaca sebagai suatu ketrampilan berbahasa. bandung: angkasa . —. 2008. menulis sebagai suatu keterampilan berbahasa. bandung: angkasa. bandung: angkasa. widodo, p. slamet. 2009. "meningkatkan motivasi siswa bertanya melalui metode snowball throwing dalam pelajaran pendidikan kewarganegaraan." jurnal pendidikan penabur no. 13, tahun ke-8: 44-55. widodo, rachmad. 2009. model pembelajaran 'snowball throwing'. jakarta: bumi aksara. zaimar, okke kusuma sumantri, and ayu basoeki harahap. 2011. telaah wacana. jakarta: the intercultural institute. page 1 page 2 page 1 page 2 phonology analysis of acehnese phonology analysis of acehnese yunita nugraheni 1 hetty catur ellyawati abstrak bahasa aceh, sebagai bahasa lokal provinsi nanggroe darussalam (nad), memiliki dua bentuk pengejaan dan kaya akan diftong. di dalam penelitian ini, fitur-fitur fonetik dari bahasa aceh seperti fonem, pasangan minimal, pasangan meragukan, dan prosedur yang diterapkan dalam mengidentifikasi fonem dianalisis. metode wawancara, yang melibatkan penutur asli, dan metode studi pustaka diterapkan dalam pengumpulan data. sedangkan analisis data, khususnya analisis fonem, dilakukan dengan melalui beberapa prosedur, antara lain prosedur pendahuluan (preliminary procedure), prosedur pemisahan (separating procedure), dan prosedur penggabungan (separating prosedure). hasil penelitian menunjukkan bahwa terdapat 16 fonem konsonan dan 8 fonem vokal di dalam bahasa aceh. terdapat sebuah fonem khusus untuk /t/ di dalam bahasa aceh, yaitu /ţ/. kata kunci: bahasa aceh, diftong, fonetik, fonem introduction background nanggroe aceh darussalam (nad) is one of the provinces of indonesia located in west sumatera. it is 60.000 km 2 in large and has 4.200.000 population. nad has, besides indonesian, many local languages, but the two most common local languages, they are acehnese and gayo. other examples of languages in nad are as follows: a) alas in the area of kutacane. it is related to the gayo language; b) jame is spoken in the southwestern coastal parts of nad and in pulau banyak. it is a mix of several languages, for example minangkabau of west sumatera, batak languages ang nias; c) in simeulue are the three different local languages; defayan, sigulai, and lekon and; d) haloban is language spoken by only 1.000 persons in pulau banyak. acehnese is more difficult to learn, but everyone you meet will love to help you along. acehnese was written with the arabic alphabet until the first half of the 20 th century, nowaday, acehnese is written in ejaan yang disempurnakan (eyd). there are at least two different forms of spelling acehnese which can make it confusing at times. it is also rich in diphthongs. a rough shortcut to pronunciation is to pronounce the words as a frenchman would do. 1 pengajar s1 sastra inggris di universitas muhammadiyah semarang 86 acehnese has five vowels and each vowel has several variations. they are: a : a, ä, à e : e → [ə] is pronounced as ‘dekat’ in indonesian è → [ε] is pronounced as ‘besok’ in indonesian é → [e] is pronounced as ‘kue’ in indonesian eu → [ə] is pronounced as ‘dekat’ in indonesian i : i, ί, ie o : ό → [ ] ô → [o] ö → [λ] u : u, ue, ú the gayo language has five major dialects that differ rather much between themselves. it is pronounced basically in the same way as indonesia. the gayo language closely related to the karo language in berastagi and kabanjahe in south of the aceh border. this paper only analyzed the acehnese involves the phonetic features, those are phoneme, minimal pairs, suspicious pairs, and the procedures which is taken to identify the phoneme. aim of the research the aim of this analysis is to describe acehnese include its pronunciation, the phoneme, the system of vowels and consonants, the minimal pairs and to analyze the acehnese by using three procedures namely, the preliminary procedure, the separating procedure, and the uniting procedure. data source the data source is taken from a native speaker of acehnese, her name is dra. cut aja puan allisafny, 52 years old. although she has been living in semarang for years, she still can speak acehnese well, since acehnese is her mother tongue. method of the research there are two kinds of data used in this analysis, namely; primary and secondary data. the primary data of this research are some words in acehnese obtained by interviewing the acehnese’s native speaker, while the secondary data are 87 taken from the acehnese’ dictionary. the writers used the secondary data to support their primary data. for collecting the data, this research used interview method and library research method. in interview method the writers interviewed the respondent to get the data; while in library research method, the writers explored a lot of books and brows through the internet to support the data of analysis. to analyze the data, especially analyzing the phoneme, the writers used some procedures, they are preliminary procedure, separating procedure and uniting procedure. analysis theory of phonetics the study of the sound system or the sound pattern is called phonology. there are two branches of phonology, they are phonetics and phonemics. phonetics is the study of the forms of sound while phonemics is the study of the function of sound. there are three aspects in phonetics, they are articulatory phonetics, auditory phonetics and the last is acoustics phonetics. articulatory phonetics is the study of organ of speech such as tongue, pharynx, and larynx. auditory phonetics is the study of the sound we received through ears. 1. vowels a vowel is a type of sound for which there is no closure of the throat or mouth at any point where vocalization occurs. shortly, vowel sound produced when there are no obstructions from the air passage. the vowel classification is based on the movement of the tongue. based on the high of tongue raised, vowels are divided into three classifications; they are high vowels, middle vowels and low vowels. according to part of the tongue raised, vowels are divided into front vowels, central vowels and back vowels. based on the position of the lips, vowels are divided as rounded and unrounded. for further information, see the following table of vowel chart; 88 2. consonants a consonant is a speech sound that is articulated with complete or partial closure of the upper vocal tract, the upper vocal tract being defined as that part of the vocal tract that lies above the larynx. simply, consonant is sound for which there are one or more points where air is stopped. the classification of consonants is based on three things, namely, place on articulation, point of articulation and nature of vocal cords. the place of articulation refers to the place of the sound produced or where the sound produced. the manner of articulation refers to way the sound produced or how the sound produced. the last classification, the nature of vocal cords, is determined whether the sound produced is voiced or voiceless. based on the place of articulation or point of articulation, consonants are divided into bilabial, labiodentals, dental, alveolar, palato or post alveolar, palatal, velar and glottal. according to the manner of articulation, consonants are divided in to plosive, affricative, fricative, lateral, nasal and semi vowel. according to the nature of vocal cords or voicing state, consonants are divided in to voiceless and voiced. for further information see the following table; 89 http://en.wikipedia.org/wiki/speech_sound http://en.wikipedia.org/wiki/vocal_tract http://en.wikipedia.org/wiki/larynx theory of phonemics a phoneme is the smallest unit of speech that distinguishes meaning, phonemes are not the physical segments themselves, but abstractions of them. here is the phoneme identification or premises: 1. sounds tend to be modified by their environment 2. sound systems have a tendency toward phonetics symmetry 3. sounds tend to fluctuate 4. characteristic sequence of sound exerts structural pressure on the phonemic interpretation of suspicious segments or suspicious sequences of segments. analytical procedures this chapter discusses on the phonemics units. the first procedure is called by preliminary procedure. this procedure consists of several steps of phonemics analysis, namely; recording the data, making a phonetics chart (consonant chart and vowel chart), listing suspicious pairs of sounds, listing non suspicious sounds. analytical procedure is the second procedure in analysing phonemes. it is divided into three parts, they are; the phonemic separation of similar segments upon finding them in contrast in identical environment, the phonemic separation of similar 90 segments upon finding them in contrast in analogous environment, the phonemic uniting of similar segments upon finding them in mutually exclusive environment. the following will be the discussion of each procedure. preliminary procedures recording the data the researchers got the data by interviewing the acehnese’s native speaker. her name is mrs. cut aja puan ellisafny. the acehnese data are the following: table 1. phonetics data of acehnese no english phonetics transcription 1 chicken [manɔ?] 2 rooster [agam] 3 hen [inoŋ] 4 toothbrush [soǯo] 5 eye [maţa] 6 die [maţε] 7 arrogant [mboŋ] 8 fierce [mənţa] 9 foam [munţa] 10 beach [pasə] 11 pus [pasi] 12 schedule [ǯudə] 13 difficult [payah] 14 set feet on [payεh] 15 umbrella [payoŋ] 16 neck [ţakuə] 17 cook [ţagun] 18 fish preserved in salt wet/ ‘peda’ fish [pəda?] 19 smarting [pədεh] 20 eat [paǯɔh] 21 when [paǯan] 91 22 urinate [pipεh] 23 rest [piɔh] 24 damage [pəpak] 25 broken [puţɔh] 26 near [rab] 27 yeast [rugɔ] 28 tame [ragɔ] 29 washing face [rahop] 30 record [rakam] 31 friend [rakan] 32 wasteful [rampɔh] 33 harbour [bandar] 34 sob [sok-sok] 35 put into [sɔ?] 36 shop (n) [kədε] 37 amazed [ţahε] 38 shop (v) [bəlanǯe] 39 alo 40 rope [ţalɔ] 41 loose [ţalo] 42 hit [pɔh] 43 many [lə] 44 past [lε] 45 by [lε] 46 place something [boh] 47 put something outside [ţoh] 48 boxing [soh] 49 fruit [bɔh] 50 which [ţɔh] 51 empty, blank [sɔh] 92 making a phonetics chart after assuming the accuracy of the data studied, the researchers made a phonetics chart, both consonant and vowel chart, of all the kinds of segments in the language studied. table 2. consonant chart bilabial labio dental dental alveolar post alveolar palatal velar glottal plosive p,b ţ,d k,g ? affricate ǯ fricative s h lateral l,r nasal m n ŋ semi vowel y there are 16 consonants. figure 1. vowel chart there are 8 vowels. listing suspicious pairs of sounds in this step, the researchers listed all pairs of segments which are suspicious because they are phonetically similar and might be proved to be sub members of a single phoneme. the following are the suspicious pairs of segments found in the data of language studied (acehnese); 1. [p,b] 6. [m,n] 11. [o,ɔ] o ɔ æ ə e/ ε i u front central back high middle low a 93 2. [ţ,d] 7. [n,ŋ] 12. [u,o] 3. [k,g] 8. [k,?] 13. [a,ε] 4. [l,r] 9. [i, ə] 14. [ε,ə] 5. [g,?] 10. [a,ɔ] 15. [h,?] listing non suspicious sounds the researchers listed all the segments which do not occur in the suspicious pairs and which are presumably phonemically distinct. the non suspicious sound are; [ǯ, h, y,s ] separating procedures identical the phonemic separation of similar segments upon finding them in contrast in identical environment. 1. for [p] and [b] the phonetic difference between them; [p] is voiceless; [b] is voiced. the most similar environment in which they occur; [pɔh] ‘hit’ [p] and [b] contrast in identical environment [bɔh] ‘fruit’ and are separate phonemes 2. for [m] and [n] the phonetic difference between them; [m] is bilabial; [n] is alveolar. the most similar environment in which they occur; [rakam] ‘record’ [m] and [n] contrast in identical environment [rakan] ‘friend’ and are separate phonemes 3. for [o] and [ɔ] the phonetic difference between them; [o] is middle; [ɔ] is low. the most similar environment in which they occur; [sok] ‘sob’ [o] and [ɔ] contrast in identical environment and [sɔk] ‘put into’ are separate phoneme 94 [ţalo] ‘loose’ [o] and [ɔ] contrast in identical environment and [ţalɔ] ‘rope’ are separate phoneme [boh] ‘place something’ [o] and [ɔ] contrast in identical environment [bɔh] ‘fruit’ and are separate phoneme [toh] ‘put something outside’ [o] and [ɔ] contrast in identical [tɔh] ‘which’ environment and are separate phoneme [soh] ‘boxing’ [o] and [ɔ] contrast in identical environment and are [sɔh] ‘empty’ separate phoneme 4. for [ε] and [ə] the phonetic difference between them; [ε] is front; [ə] is central. the most similar environment in which they occur; [lε] ‘by’ [ε] and [ə] contrast in identical environment and are [lə] ‘many’ separate phoneme 5. for [i] and [ə] the phonetic difference between them; [i] is front; [ə] is central. the most similar environment in which they occur; [pasi] ‘pus’ [i] and [ə] contrast in identical environment [pasə] ‘beach’ and are separate phoneme 6. for [a] and [ε] the phonetic difference between them; [a] is front; [ε] is central. the most similar environment in which they occur; [payah] ‘difficult’ [a] and [ε] contrast in identical environment [payεh] ‘set feet on’ and are separate phoneme analogous the phonemic separation of similar segments upon finding them in contrast in analogous environment. 1. for [k] and [?] the phonetic difference between them; [k] is velar; [?] is glottal. the most similar environment in which they occur; 95 [pəpak] ‘damage’ [k] and [?] contrast in analogous environment [pəda?] ‘peda fish’ and are separate phonemes 2. for [h] and [?] the phonetic similarity between them; [h] is glottal; [?] is glotal. the most similar environment in which they occur; [pəda?] ‘peda fish’ [h] and [?] contrast in analogous environment [pədεh] ‘smarting’ and are separate phonemes 5. for [o] and [ɔ] the phonetic difference between them; [o] is midle and back; [ɔ] is back and low. the most similar environment in which they occur; [boh] ‘place something’ [o] and [ɔ] contrast in analogous [pɔh] ‘hit’ environtment and are separate phoneme uniting procedure 1. for [a] and [ɔ] table 3. test: occurrence in word final position before /h/ phonetics conclusion: [a-ɔ] are sub member of a single phoneme, since they are phonetically similar and mutually exclusive in their distribution. conclusion from the analysis above we can conclude that there are 16 phonemes of consonant and 8 phonemes of vowels in acehnese. that there is a specific phoneme for /t/ in acehnese, it is /ţ/. the suspicious pairs of acehnese are: 1. [p] and [b] [pɔh] ‘hit’ [bɔh] ‘fruit’ 2. [m] and [n] [rakam] ‘record’ [rakan] ‘friend’ 3. [o] and [ɔ] [sok] ‘sob’ in the final position elsewhere /a/ 1 (once) 2 (twice) /ɔ/ 8 (eight times) never 96 [sɔk] ‘put into’ 4. [ε] and [ə] [lε] ‘by’ [lə] ‘many’ 5. [i] and [ə] [pasi] ‘pus’ [pasə] ‘beach’ 6. [a] and [ε] [payah] ‘difficult’ [payεh] ‘set feet on’ 7. [k] and [?] [pəpak] ‘damage’ [pəda?] ‘peda fish’ 8. [h] and [?] [pəda?] ‘peda fish’ [pədεh] ‘smarting’ 9. [k] and [g] – never occurrence of /g/ in the final position after /a/ 10. [a] and [ɔ] the occurrence of / ɔ / in the final position before /h/ the non suspicious of acehnese are: [ǯ, h, y,s ] references aboebakar, dkk. 1984. kamus aceh indonesia 2. jakarta: pusat pembinaan dan pengembangan bahasa carr, phillip. 1993. phonology. london: the macmillan press ltd kridalaksana, harimurti. 2008. kamus linguistik. jakarta: gramedia pustaka utama muslich, masnur. 2008. fonologi bahasa indonesia: tinjauan deskriptif sistem bunyi bahasa indonesia. jakarta: bumi aksara pike, k.l. 1978. phonemics: a technique for reducing languages to writing. canada: the university of michigan press ramelan, 1977. english phonetics. semarang: unnes press. roach, peter. 1990. english phonetics and phonology. a practical course. cambridge: cambridge university press acehnese language and dictionary 97 125 spoken text principles analysis found in conversation video entitled “at the travel agent” testiana deni wijayatiningsih 19 ani pratiwi imas ardiyani 20 abstrak desain penelitian ini menggunakan deskriptif kualitatif yang bertujuan untuk mendeskripsikan tulisan deskriptif siswa dengan analisis genre di kelas x-d man 2 semarang tahun ajaran 2014/2015. instrument penelitian adalah tulisan deskriptif text siswa. peneliti menganalisis lembar kerja siswa dengan mengidentifikasi generic structure dan language features dalam menulis teks deskriptif. hasil analisis menunjukkan 75% dari persentase total siswa dapat menulis bagian identifikasi dengan benar dan 100% siswa dapat menerapkan bagian deskripsi dalam penulisan teks deskriptif. pada hasil analisis language features menunjukkan bahwa 100% dari total persentase siswa dapat mengaplikasikan penggunaan specific participant, simple present tense, dan kata sifat. sedangkan 97% siswa dapat menerapkan penggunaan being verb dan noun phrase dengan sukses. hasil ini menunjukkan bahwa analisis genre pada kelas xd man 2 semarang tahun ajaran 2014/2015 memperoleh hasil yang memuaskan. kata kunci: analisis genre, teks deskriptif, siswa introduction a. general background language is a tool we have to share our ideas through words. it has a significance role to ensure we get deliver them communicatively. as a human being, language is basic element that we should master. having ability in communicate a language in many forms like written and 19 pengajar di program studi s1 pendidikan bahasa inggris universitas muhammadiyah semarang 20 mahasiswa di program studi s1 pendidikan bahasa inggris universitas muhammadiyah semarang 126 spoken it‟s a must. through language, you can know everything besides mainly giving and responsing ideas, information and etc. one of four skill that emphasize in this area is an oral production, means speaking skill. it is a skill, a complex skill requiring the simultaneous use of number of different abilities which often develop at different rates (david p harris, 1969) when we talk about it, actually we concern about the ability to communicate the ideas informally on everyday subjects with suffecient ease and fluency to hold the attention of listeners. in a spoken language in use (a text) there are number of reasons for emphasizing the spoken dimension. language originates in a speech, both historically and in terms of an individual‟s own linguistic development. and most day to day language is spoken. most of the border between written and spoken language are blurred so we need to analyse what characteristic or principle of the spoken text that not appear in written text. especially when we get some problems in decode and encode the language which appear in this area. it‟s a common fact because english is our second or foreign language not our first language furthermore our mother tongue. it‟s true if people say that the speaking ability can represent yours in different manner. how you are thingking and responsing something, etc. the ability is quite sophisticated but it‟s also a key to convey how far you mastering language. basically, every language form includes a spoken language has its own characteristics and differences as the principle identity that differ from another. the researcher described about spoken text principles which found in a conversation video entitled “ at the travel agent” by conducting this research eraborately. b. thesis statement this research described some principles of spoken text that applied in the short video conversation. based on this scope, the researcher sets two problems as follows: 1. what kind of spoken principles are employed in the conversation of “at the travel agent video?” 2. how the spoken text principles are delivered in the conversation of “at the travel agent video? “ 127 spoken text principles analysis found in conversation video entitled “at the travel agent” spoken text is term used to name spoken language in use. sometimes it‟s called an oral language which means language produced in its spontaneous form, as opposed to written language. in this form, meaning is determined by the context while another is not. in spoken language, the truth of a preposition is referred to sense of experience. whereas in written form, it emphasizes more about logical and other written devices. the relation between spoken and written form is really complex. the first term concers about subjective information including the relationship between speaker and the audiences. then, another is only convey the objective of the information. clearly, the researcher discusses about spoken dimension. in most daily use spoken language is more flexible than written form. although those are the common fact that both of them are quite blurred sometimes. they don‟t have clear border to separate their areas. through analysing spoken language/ text principles, the researcher can easily understand and classify its form of language. some principles below are not usually found in written text but rather that as categorization of spoken language features. according to david nunan, there are some principles in spoken area that we should know, those are: a. spontaneity most of spoken utterances are produced directly or online without any planning before. spontaneity effects to producing one clause or phrase at a time rather constructing the lenght one. it has some characteristics, such as: fliled pauses, repetitions, false starts and backtracking, incomplete sentence. usually speaker will use chunks to make their production seems easier to be understood to the listeners. nunan said, “chunks are multi word units that behaved as if they were single words and typically consist of short formulaic that are stored and retrieved in their entirely.” 128 b. interactivity interactivity focuses on process during the utterance produced by the speaker and the listener and vise versa. they have same important role that influence each other. the speaker interacts by taking turns to speak, keeping silent for a moment when other is speaking, interrupting at times, and the last is signalling their agreement or amusement like grunts, laughts and chunks. generally, in order to manage and make their conversation being smooth as speakers use some discourse markers to signal their intensions and show how what they are talking about is connected to what went or coming up. they signpost shifting and turning during the conversation is happened. discourse markes same as the cohesive devices in written form. they also note in their changes in pitch and emphasis that the use of intonation will bring different meaning for same words. c. interpersonality doing conversation activity is not only exchange topics or informations, but also transfers an interpersonal functions. the fact is, sometimes it serves to establishing and maintaining groups solidarity. for example we find a casual conversation is often use laugh, etc. both speaker and listener do not threat each other when they have different agreement. they prefer to use a vague language to share their opinions by markes of some question tags and rising intonation. d. coherence coherence in this term is quite same as the written form, that is the text which produced a makes sense link from one sentence to other sentences. the differences between them are written form just delivers the coherence as the responsibility of the writer itself. while, spoken form is like a collaborative enterprise. the speaker tries to cooperate all utterances to ensure what being talk about is relevant with others or not. if it fails the conversation cannot happen well because it has been broken down and contain some lacks of relevance. besides that, the researcher also analyzed about relevance and macrostructure of spoken text. according to grice, relevance is one of conversational maxim which relates to a speaker purpose or direction of the talk exchange. it means that speakers signal and relevance their utterances by repeating some words in previous utterance. on the other hand, when talking about microstructure we will discuss about 129 organizational sequences in a conversation. how they deliver the utterances like using adjacency pairs (predictable two ways exchanges i.g greeting, thanking etc), irc (three part exchanges in a lot of classroom talk, initiaterespondfollow up) or a transactional talk (longer predictable sequences which has purpose to achieve the exchange of goods or information). all of them are used to signalling and distinguishing whether it is form of spoken text or not in producing utterances in the conversation. a conversation happens when people talking each other. it comes from the old french word that is “manner of conducting oneself in the world.” if you get a conversation with others you obviously listen closer and response them appropriately in order to sharing ideas. a good conversation makes the listener feels clearly and satisfied. in short, a conversation can be clasify as an informal exchange of thoughts, information by spoken words or we named it as an oral communication between persons to share their information and ideas than just turn taking a speaking process. spoken text principles analysis found in conversation video entitled “at the travel agent” the conversation video entittled “at the travel agent” was a video which told us about getting conversation between a staff and a customer or client. the conversation was in the office of its travel agent. the reseacher described the transcription of the video. it could be seen below; transcript of the conversations: unit 1 at the travel agent arranging a trip a : ehm.... b : good morning sir, how can i help you? a : well i‟ve some times off of work next month, and i was thinking of going to australia. b : oh, that sounds great! how long is your vacation? a : just one week. my last day of work is the 26 th july and i go back on the 5 th of august. 130 b : ok, here is our sydney brochure. have a look and see, if there is a hotel that you like. a : oh, this one is good. the 4 seasons hotel. it‟s expensive but i‟ve thought it‟s very nice. b : yes, it‟s a very high class hotel. i‟m sure you‟ll enjoy your staying there. would you like me to make the booking now sir? a : hmm...yes please. giving personal information b : i just need to take some personal information. what‟s your full name? a : martin...andrew...white b : and your address? a : 11 sue jun han, kong san, bangkok. b : and your telephone number? a : 026249734 b : do you have a day time number i can call if necessary? a : 027771212 b : that‟s fine. do you will travelling alone mr. white? a : yup...just me. b : ok, your finish work on friday the 26 th . so shall i try to book your flight for the next day? a : yes, please. and a return flight on saturday od the 3 rd of august. booking flight b : i just check your availability. a : ok. b : there‟s seat available on the spantash airways. but there is 3 hours stop on the singapore. a : is there a direct flight that i can take? b : hm... yes malaysian airways. their flight departs at 7 o‟clock on saturday morning and arrive at sydney at 6.30 p.m. local time. a : hm... that sounds better, but it‟s a little longer that i thought b : well it‟s 8 hours long flight. don‟t forget the time difference. all the time given on local time. a : oh, yes that‟s right. the 3 hours ahead of here. b : yes. a : ok, can i have the details of the return flight? 131 b : certainty. hm... their flight departs at 6 p.m. in the time bangkok at 11.15 on that same night. shall i reserve the seat for you? a : yes please. making a hotel reservation b : now, let‟s reserve a room for you at the 4 seasons. do you want a single or double room? a : oh, a single room will be fine thanks. will it have a view in the harbor? b : oh yes, all rooms serve harbor views. hm... they have a room available. shall i make the confirmation? a : yeah, go ahead. b : ok, so now you have a room available at the 4 seasons on saturday the 27 th of july until saturday the 3 rd of august. a : that‟s great! can i pay by credit card? b : no problem. so, it is 62 thousands bath including your flight. a : here is my card. when will i be able to collect my ticket? b : it should be ready in the couple of days. i‟ll call you if it‟s ready flight. a : yeah, thanks very much. note : the customer/ client is a and the other, b is the staff. the techniques of data collection was the video transcription. the researcher analyzed spoken text principle from in a short video conversation talking about a service by a staff of a travel agent and her client. while the researcher used spoken text analysis to find out its principle that found from this conversation. the steps were, first, getting the video then identifying the conversation which mentioned inside the major topic of the video above. second, trying to engage the meaning by writing its conversational transcription manually. then, analysing the video mainly the conversations based on their spoken text principles which found in every form of their subtopic. after knowing about spoken text principles and their definition, the reseracher analyzed this conversation by breaking down it into two forms, those were, finding the kind of principles of spoken text which applied in the conversation. then analysing the manner to deliver each priciples in it all at once with its theory. later, as the last step, the researcher drawing the final conclusion relates to the result of this analysis. 132 the result showed that there were some principles of the spoken text found in the video as follow: a. spontaneity actually, the conversation were held by continuing one subtopic to the others. from the conversation above found little bit characteristics of spontaneity like hm...yeah...oh...that included in filled paused category. whereas repetitions, false stars and backtracking and also incomplete sentence were not found there. the reason appears that both of them were native speaker who used english as their daily language. so that‟s why the conversation occured naturally and fluently without any problem. b. interactivity mainly, it focused on the conversation process which indicated by some general processes of speaking like the speaker took turn to speak, another speaker (listener) kept silent for a moment or interrupts at times. then signalling their agreement through expression liked smile. the process was be repeated more and more until the topic was finished. both speakers were doing a smooth conversation used some markes like yup...well...yeah which obviously didn‟t need a respond. there were also conjunction used for example but...that means to clarify then interacting a new topic to be discussed. using right intonation (pitch) to share the meaning was also important. person used intonation to engage the meaning of their spoken utterances. perhaps, same words with different intonation had different intension. c. interpersonality interpersonality related to transfer interpersonal functions between speakers liked group solidarity, in this conversation showed that both speakers had different position. the first was person who provided the service while another was asking for service. the type of conversation was really formal which indicated with their body language and the use of common word such as; “sir”. the conversation occured in formal circumstances. most of the speakers talked as provider of the service used vague language and used rising intonation in order to ask something. 133 d. coherence of course this conversation was made sense. it proved by the sentences or utterance that deliver by both speakers were connecting each others. although it divided into some sub topics but all of them had corelation enough. every speaker turned their part well in process of conversation production. one topic that emphasized in this area was talking about service in the travel agency. e. relevance a speaker signal and relevance their utterances by repeating some words in previous utterances. actually, this conversation didn‟t show it well. some of them only mentioned partly then the other interrupted with other question. the example of the conversation were view in the harbor with harbor view. then, room available that mentioned by same person caused interrupting with a question. the true meaning of relevance didn‟t appear well in this conversation. f. macrostructure there were two forms of macrostructure therefore an adjacency pairs and transactional talk. in adjacency pairs, both speakers began their talk with greeting, during the process they used some expressions of thanking and the last they showed leave taking. while, transactional talk in this conversation was to achieve the best service (place, time, flight, etc) for a holiday. the transactional talk proved by bargaining process which had purpose to get something. thus, all of the result showed that principles above distingushed the spoken text form with written text form. moreover, they had their own role together to engage communicative purpose in getting good communication. conclusion this analysis concerned about the use of principles of the spoken text that used as term to distinguish characteristics between written and spoken text. and the result showed that there were some principles or characteristics of spoken text, found in this analysis such as finding part 134 of spontaneity characteristic that only filled pauses which could be noted. interactivity included process of the conversation which occured smoothly and the meaning of using intonation in speaking. next, interpersonality which had interpersonal function related to speakers‟ position. later, determining coherence used in spoken text and it was differences with written text. those were basic principle of spoken text, but while researcher established this spoken form the researcher couldn‟t ignore simplify the use of relevance and also its macrostructure. the relevance in this analysis didn‟t found truly. but, the macrostructure of the conversation worked well when offering the meaning intension in the conversation above. references gerot, l and wignell, p. 1994. making sense of functional grammar. australia: aee. harris, david p.1969. testing english as a second language.new york: mcgraw-hill book company. nunan, david.1996.discourse analisis. london:penguin group. http://dictionary.reference.com/browse/conversation accessed on 12th december 2015 http://www.vocabulary.com/dictionary.conversation accessed on 12th december 2015 sugiyono. 2010. metode penelitian pendidikan. bandung: cv alfabeta. http://dictionary.reference.com/browse/conversation http://www.vocabulary.com/dictionary.conversation page 1 page 2 orientasi dan pendekatan belajar berbahasa inggris 50 gaya bahasa pepindhan dalam candra pawiwahan jawa pesisiran widodo8 abstract “pawiwahan” is a medium to conserve a cultural tradition, especially a javanese cultural tradition. in practice, a cultural rite is guided by a “panatacara”. one of the media of understanding symbols in a cultural custom is by doing “chandra” on when such a procession that has been a tradition is held. “panyandra” by a “panatacara” makes use of variative styles of language dealing with the capacity and trust of each individual. one of the styles of language used by a “panatacara” when “nyandra” is “pepindhan”, comprising of “sanepa”, “saloka” and “bebasan”. pepindhan is used by a “panatacara” to disentangle the meaning and eyewitness report dealing with the beauty and grandeur of the ambience. keywords: javanese wedding, “panatacara”, style of language, “panyandra” 1. latar belakang prosesi adat dalam pawiwahan jawa diyakini bermanfaat positif bagi pengantin dan keluarga kedua belah pihak. lebih dari hal tersebut juga sebagai sarana melestarikan nilai-nilai budaya metradisiyang disimbolkan dalam bentuk ritual. secara tradisi, prosesi pawiwahan terus mengalami perubahan, akulturasi, dan perkembangan dengan berbagai gaya yang semakin menujukkan identitasnya. secara adat jawa, khususnya dalam pernikahan, dikategorikan menjadi dua gaya dasar. gaya yang dianut dalam tatacara adat pernikahan adalah gaya surakarta dan yogyakarta. wilayah pesisiran dalam menyelenggarakan tradisi budaya dalam prosesi pernikahan mengadopsi keduanya. meskipun demikian pesisir lebih banyak condong ke gaya surakarta. masyarakat pesisir menurut (thohir, 2006:39) adalah masyarakat yang tinggal disepanjang daerah pantai khususnya pantai utara jawa dikenal dengan sebutan masyarakat pesisir atau orang pesisir. pawiwahan gaya pesisiran diselenggarakan dengan mengadopsi kedua pakem gaya tersebut yang selanjutnya diakulturasikan sesuai dengan kaidah yang masih dibenarkan dalam pranata adat budaya. panatacara atau bisa disebut awicarita adalah seorang yang ahli di bidang mendongeng atau bercerita yang membuat pendengar merasa terharu (prabowo, 2007:23). istilah awicarita setara dengan beberapa istilah lain yaitu: (1) paramengsastra (ahli di bidang sastra dan bahasa), (2) paramengkawi (ahli di bidang karang mengarang), (3) mardawa lagu (ahli di bidang tembang dan lagu). menurut yatmana (2000:1) panatacara adalah orang yang mengatur jalannya acara dengan bahasa khas yang mengekpresikan gaya (style) individu. lebih lanjut (prabowo, 2007:24) juga menguraikan kompetensi menjadi seorang panatacarase tidaknya menguasai empat kemampuan dasar yang menjadi bekal mranatacara. empat hal tersebut yaitu: (1) antawecana „monolog‟, seorang panatacara harus mampu 8 penulis adalah staf pengajar di fakultas bahasa dan sastra jawa, universitas negeri semarang 51 menguraikan makna terkait ubarampetataupacara dan simbol serta mampu nyandra acara dari awal hingga akhir, (2) renggep yaitu dalam mengatur jalannya acara harus bisa serasi tidak tumpangsuh dan tidak menjenuhkan para tamu yang hadir bahkan dituntut menciptakan suasana gayeng dan regenging pawiwahan, (3) pandai merangkai kata, yaitu seorang panatacara harus mampu dan dituntut dalam menggunakan kepandaiannya dalam memaduka ketepatan tata bahasa.untuk mengurai makna dan simbol budaya dalam pawiwahan jawa, panatacara secara lisan membangun suasana agung dengan gaya bahasa yang indah dan mantap. gaya bahasa tidak hanya dalam arti keindahan, melainkan dalam arti kemantapan pengungkapan. panatacara ada kalanya juga dengan memperlihatkan pertentangan dengan bahasa klise (atmazaki, 1990:93). bahasa panatacara dalam prosesi pawiwahan adat jawa selalu mengedepankan komposisi yang tepat agar para tamu tidak merasa bosan walaupun sulit memahami maknanya. panatacara menggunakan gaya khas dalam pilihan bahasa ketika memandu prosesi pawiwahan sebagai icon masing-masing daerah. kata yang digunakan oleh panatacara untuk menguraikan filosofi dan makna dalam prosesi pawiwahan tidak sama antara panatacara satu dan lainnya. rangkaian prosesi adat dalam pawiwahan yang dipandu oleh panatacara. dengan menggunakan gaya (style) berbeda-beda. gaya berhubungan dengan makna yang berkaitan erat dengan elemen bahasa. konsep tersebut tidak bisa dilepaskan dari bahasa yang digunakan untuk menimbulkan keindahan tersendiri karena berhubungan dengan style secara khusus dalam bahasa panyandra. panyandra secara etimologi berasal dari kata candra yang artinya menjelaskan tentang keadaan dengan sarana perumpamaan. sedangkan menurut prabowo (2007:38) nyandra adalah menggambarkan atau mendiskripsikan keindahan atau keadaan dengan carapepindhan „perumpamaan‟. panyandra merupakan gaya bahasa khas yang digunakan panatacara pada prosesi adat pawiwahan jawa. panyandra lebih menekankan pada pengambaran suatu objek dengan objek lain yang lebih tinggi. keindahan yang dirangkai dengan bahasa pepindhan lebih menekankan pada keindahan badan (kecantikan dan ketampanan), keindahan suasana, kerapian pakaian, makanan, dan ketepatan acara oleh panatacara dalam prosesi adat budaya dengan gaya bahasa masing-masing. menurut poerwadarminta (1939:354) nyandra adalah njlentrehake kaananing wewangunan kanti sarana pepindhan. pepindhan (gaya dalam bahasa jawa) adalah unen-unen kang ngemu surasa pepadhan, irib-iriban, emper-emperan. dhapukaning ukarane nganggo tembung pindha utawa dasanamane padmosoekatja tanpa tahun (... :93) “kalimat pendek yang memuat maksud persamaan. penghubung kalimat menggunakan kata pindha atau kata lainnya yang sejenis. unsur pepindhan antara lain terdapat dalam sanepa, saloka, dan bebasan. sanepa adalah unen-unen bangsane pepindhan, ngemu surasa mbangetake, nanging nganggo tembung sing tegese kosok balen karo karepe (sukiyat, 1997:66) dalam kawruh sapala basa (edisi 1) sanepa adalah „kalimat pendek sejenis pepindhan‟, memuat maksud menyangatkan, tetapi memakai kata yang artinya berlawanan dengan maksudnya. saloka iku unen-unen kang gumathok, ngemu surasa pepindhan, dene pepindhan mau tumrap uwong lan kaanane utawa pakartine (sukiyat, 1997:65). “saloka itu kalimat pendek yang menjadi pedoman, memuat maksud pepindhan, sedangkan pepindhan itu digunakan untuk manusia dan perbuatannya. 52 bebasan iku unen-unen gumathok, ajeg panganggone, ngemu rasa pepindhan sing dipindhakake pakarti utawa kaanan uwong (sukiyat, 1997:63) „bebasan itu kalimat pendek yang menjadi pedoman, penggunaannya tetap, mempunyai rasa menyamakan yang disamakan perbuatan atau keadaan manusia. penelitian ini dibatasi pada unsur gaya bahasa pepindhan sebagai salah satu aspek panyandra pada ranah kepanatacaraan yang disampaikan oleh panatacara ketika memandu prosesi pawiwahan. penelitian ini menganalisis pemakaian gaya bahasa pepindhan oleh panatacara dalam prosesi pawiwahan, kususnya di pesisir. 2. metode penelitian metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. jenis penelitian yang dipilih sesuai dengan permasalahan yang akan dibahas dengan berfikir fenomenologis yang lentur dan terbuka. penelitian ini menekankan pada analisis data dasar untuk memahami fakta-fakta yang ada. dalam penelitian ini penulis melakukan rekam dan simak data lapangan. mengumpulkan data dalam teks yang berkaitan dengan candra panatacara pesisiran kemudian menginterpretasikannya berdasarkan teori pepindhan dan paribasan. 3. hasil dan pembahasan panyandra merupakan keindahan yang dirangkai dengan bahasa pepindhan. panyandra setipe dengan gaya bahasa simile (baca simile), tetapi panyandra lebih menekankan pada pepindhan bukan unsur penyangatan. hal yang dicandra antara lain terkait keindahan badan (kecantikan dan ketampanan), keindahan suasana, kerapian pakaian, makanan, dan ketepatan acara. bentuk-bentuk pepindhan dalam candra panatacara dalam pawiwahan gaya pesisiran sebagai berikut. 1) …mencorong pindha barlean, sumurup pindha srengenge, mrabu pindha raja sehari… „menyala seperti emas, bersinar seperti matahari, gagah seperti raja sehari‟ 2) …meloking wadana sumunar agilar-gilar angelam-lami pindha kencana binabar…„keindahan raut wajah yang mengeluarkan sinar yang bersih (gilargilar)menyilaukan mata yang melihatbagai emas yang di pajang secara berderet‟. 3) …ketingal pajar gumebyar pindha kartika sasra aliru pernah arebut praba kaya lintang sewu aliyan candrane.…„seperti sinar mentari di pagi yang cerah, bagai seribu bintang yang saling memancarkan sinar atau seperti bintang yang memancarkan sinar ketika berpindah tempat (lintang ngalih dalam istilah jawa)‟. 4) …gebyar-gebyar pating calorot busananing penganten sarimbit cinandra kadya daru lelana…„menyala-nyala menyinari semua penjuru, pakaian mempelai berdua jika diibaratkan seperti cahaya yang berjalan‟. 5) …lampahing pangombyong pindha widyatmala asesanderan kaya kumilating kilat asesautan…„seperti widyatmala yang saling berkejaran bagai kilat yang bersahutan‟. bentuk candra pepindhan pada data pertama mengibaratkan mempelai berdua yang bersinar sangat terang seperti benda benda yang bersinar. kata mencorong 53 pindha barlean merupakan tuturan yang mengibaratkan mempelai berdua seperti berlian yang bersinar menyala menerangi sekelilingnya. hal tersebut diperkuat dengan tuturan selanjutnya yaitu sumurup pindha srengenge.tuturan sumurup pindha srengenge merupakan tuturan candra pepindhan yang memperkuat candra pepindhan sebelumnya mengenai sumbaga yang bersinar keluar dari wajah kedua mempelai di pelaminan. frasa terakhir adalah mrabu pindha raja sehari merupakan candra pepindhandampak dari kata sebelumnya. mempelai yang mencorong, sumurup menjadikan mempelai mrabu „seperti raja.‟ pada data kedua meloking wadana (raut wajah) yang bersinar diibaratkan menyenangkan yang melihat karena wajah yang bersih bersinar kekuning-kuningan yang diibaratkan seperti kencana (emas). ketika midodareni adat tatacara jawa mengenal sumbaga atau paes yang tidak hanya sekedar memakai bedak tetapi dijapani sehingga mempelai disaat pesta pernikahan mengeluarkan aura berwibawa yang membuat semua orang terpesona oleh kecantikan dan ketampanan mempelai berdua. objek candra yang dipilih panatacara adalah wajah kedua mempelai yang digambarkan sangat sempurna tidak hanya cantik dan tampan tetapi juga memancarkan aura kewibawaan khas jawa. adat tatacara pawiwahan jawa, seorang mempelai yang baru menikah dan melaksanakan upacara panggih serta kirap. maka diijinkan memakai busana seperti raja. dan posisi serta statusnya diangung-agungkankan sebagaimana raja yang sedang berkeliling negara. kata pindha „seperti‟ yang dipilih oleh panatacara merupakan bentuk penyangatan yang melebihkan dari suasana dan kondisi asli mempelai berdua. untuk mengagungkan suasana pembawa acara memilih kata tersebut untuk menambah wibawa kedua mempelai. pada data tiga objek yang dicandra oleh panatacara bukan hal yang nampak tetapi suasana yang ada di dalam pawiwahan. ketingal pajar gumebyar pindha kartika sasra aliru pernah arebut praba kaya lintang sewu aliyan candrane. pilihan kalimat tersebut untuk menggambarkan suasana di dalam pawiwahan yang sugreng (lawan kata dari singup atau sepi). pilihan perumpamaan suasana dengan kartika (bintang) bukan benda angkasa lain yang juga mengeluarkan sinar misal matahari. panatacara ingin menggambarkan suasana indah yang menyenangkan banyak orang. meskipun bintang bersinar terang tidak sampai menerangi bumi sebagaimana bulan dimalam hari tetapi keberadaannya bisa menjadi tanda-tanda ilmu titen dalam kepercayaan jawa. data keempat objek candra adalah busana yang dipakai oleh pengantin. panatacara mengibaratkan busana seperti ndaru lelana. ndaru adalah sinar yang kelaur berkait dengan rejeki atau pulung dan berhenti menyatu di rumah atau orang yang menggayuh kaluhuran. di kampung misalnya ada pencalonan lurah maka malam sebelum pilihan diyakini ada ndaru yang masuk kerumah salah satu calon lurah. calon tersebut yang dipastikan besok akan menang oleh sebagian masyarakat yang melihatnya. pepindhan busana dengan ndaru bukan asal pilih dalam kalimat candra tetapi berhubungan dengan busana (ageman).barang siapa dalam pernikahannya ibarat berbusana ndaru (pulung) maka dia dikasihi banyak orang. apa yang menjadi gegayuhan dalam berumah tangga lebih mudah tercapai. data kelima objek candra adalah para tamu yang hadir memberi doa restu kepada mempelai berdua. pangombyong (tamu yang hadir dari pihak sanak/keluarga) diibaratkan saling merebut mendekat memberi ucapan selamat kepada mempelai. 54 para tamu diibaratkan seperti kilat yang menyambar dan saling menyinari. satu sama lainnya saling memberi dukungan sehingga tercipta sinar terang di dalam suasana pawiwahan. data candra pawiwahan di atas merupakan pepindhan yang menggunakan sinar atau cahaya dalam bentuk berbagai benda yang bercahaya. benda benda yang dipilih sebagai pepindhan diantaranya adalah rembulan, lintang, srengenge, dan emas. untuk kilat adalah sinar yang ditimbulkan oleh benda tetapi hasil dari gesekan kedua benda yang berbeda dengan udara sehingga memancarkan sinar sesaat. 6) …canela awarna kresna rinenggeng sosotya pating galebyar kinarya lumaksana, tinon saking mandrawa pindha sirahing nagaraja…„sepatu(slop) yang berwarna hitam berhiaskan sinar memancarkan keindahan seperti kepala naga yang berjalan.‟ 7) …mlathi rinonce munggwing pamidhangan kanan miwah kering ngalewer tumibeng jaja cinandrakadya taksaka ngulet rumambat…„bunga melati yang diuntai terlihat di kanan dan kiri pundak sampai di dada diibaratkan seperti ular yang merambat.‟ candra pepindhan pada data enam merupakan bentuk tuturan yang digunakan untuk menggambarkan bentuk sepatu (slop dalam busana adat jawa) pengantin yang berwarna hitam berhiaskansinar cahaya yang diibaratkan seperti kepala raja naga yang turun dari kayangankedunia penggambaran tersebut bertentangan dengan keadaan sebenarya. hal tersebut dilebih-lebihkan oleh panatacara untuk menciptakan suasana greget. selain pilihan bahasa ketika mempelai memasuki singgasana pelaminan dan panatacara nyandra maka semua yang sudah hadir diminta untuk menghormati masuknya mempelai dengan berdiki di samping kanan dan kiri jalannya mempelai berdua. data ketuju, candra merupakan tuturan yang mengibaratkan dengan kata cinandra kadya. panyandra tersebut mengibaratkan busana pengantin seperti sinar yang berjalan sedangkan pada data berikutnya mengibaratkan bunga melati seperti ular yang merambat. 8) …lamun cinandra pindha ywang batara kamajaya myang dewi ratih … „kalau diibaratkan seperti batara kamajaya dan dewi ratih‟. data delapan adalah tuturan panyandra dengan menggunakan kata pindha. pada data mengibaratkan keindahan pakaian dengan emas yang diuntai dan dipakai oleh mempelai berdua. data mengibaratkan keindahan suasana yang menakjubkan seperti dewa kamajaya dandewi ratih. candra yang mengibaratkan mempelai berdua seperti dewa asmara batara kamajaya dan dewi ratih yaitu dewa yang paling cantik dan paling tampan di kayangan. selain cantik dan tampan dewa tersebut adalah dewa asmara yang menitahkan rasa cinta dan kasih sayang kepada umat manusia. 9) …ingkang busana ijo kumpul pada wilis, pindhaning ilat tandhuran kang lagi gumadhung…„yang berbusana hijau berkumpul sesama hijau, seperti lidah daun tanaman yang baru tumbuh‟. 55 10) …ingakang ireng kumpul padha langking pindhaning dandang raton…„yang hitam kumpul dengan yang hitam seperti dandang raton‟. 11) …ingkang jenar kumpul padha kuning pindhaning bang pinuryan…„yang kuning berkumpul dengan yang kuning seperti bang pinuryan‟. 12) …ingkang pethak kumpul padha seta pindhaning kuntul neba sarawa…„yang putih kumpul dengan yang putih seperti kuntul yang berkumpul memenuhi rawa‟. 13) …ingkang abrit kumpul padha rekta pindhane kaya giri kaloka ginuruk parata geni…„yang merah berkumpul dengan merah seperti gunung yang kebakaran‟. panyandra pada data sembilan sampai tigabelas merupkan tuturan yang cara menggunakan pepindhan berbeda-beda. data dan menggunakan pepindhan endahing, data dan menggunakan pepindhan pindhaning, data menggukanan pepindhan pindhane, datadan menggunakan pepindhan kaya. pepindhan yang digunakan panatacara pada data tersebut berbeda dengan data candra sebelumnya. candra warna yang dipilih oleh panatacara adalah bentuk penyangatan pada berbagai warna busana yang dipakai oleh keluarga dan among tamu yang berbeda-beda tetapi semua menjadi indah jika berkumpul dengan warna-warna yang sama sehingga diibaratkan sesuai dengan konotasi yang pas. 4. kesimpulan pepindhan yang dipilih oleh panatacara dalam pawiwahan pesisiran dapat dibedakan menjadi beberapa jenis pepindhan. pepindhan yang pertama adalah pepindhan yang menyangatkan dengan perumpamaan hal yang bercahaya. misalnya sinar, emas, matahari, bintang dan rembulan. semua benda tersebut memancarkan sinar yang dibutuhkan dan disukai semua orang. sinar sebagai pepindhan yang dibutuhkan antaranya sinar matahari, bulan, dan bintang. sedangkan sinar yang disukai adalah berlian dan emas. pepindhan yang kedua adalah perumpamaan yang disejajarkan dewa yang bertugas andum katresnan misalnya dewa kama jaya dan dewi ratih. selain itu pepindhan diungkapkan oleh panatacara dalam panyandra rangkaian prosesi pawiwahan sebagai bentuk penyangatan atas warna tertentu. misalnya warna hijau seperti tanaman yang baru tumbuh (gumadhung) warna busana hitam seperti dandang raton.dan makluk yang dianggap lebih daripada makluk sejenisnya.misalnya menggambarkan slop seperti kepala naga. 5. daftar pustaka alwi dkk. 2003. kamus besar bahasa indonesia. jakarta: balai pustaka atmodjo s. prawiro. 1996. bausastra jawa (edisi 4). surabaya: yayasan djoyo boyo. dwiraharjo, maryono dkk.2006. kamus istilah perkawinan adat jawa gaya surakarta. surakarta: jurusan sastra daerah uns. endraswara, suwardi. 1998. adat tatacara jawa.sleman. dinas kebudayaan prabowo, dhanu priyo. 2007. glosarium istilah sastra jawa. yogyakarta: narasi. pringgawidagda, suwarna 2001.pengembangan model pelatihan nyandra penganten.literatur. yogyakarta: fbs, uny. ---------. 2003a. gita wicara jawi. yogyakarta: kanisius. 56 ---------. 2003b. pawiwahan dan pahargyan. yogyakarta: adicita. ---------.2006. penganten jawa gaya yogyakarta, tataupacara dan wicara. yogyakarta: kanisius. poerwadarminta, w.j.s. 1959. baoesastra djawa. batavia: j.b. wolters vitgevers maatschappij groningen. sukiyat. b.r., dkk. 1997. kawruh sapala basa (edisi 1). klaten: pt intan pariwara. sutrisno, verhaak. 1993. estetika filsafat keindahan.yogyakarta: kanisius. s padmosoekotjo..ngrengrengan kasusastran djawa (edisi 4). yogyakarta: hien hoo sing. thohir, mujahirin. 2006. orang islam jawa pesisiran. semarang: fasindo widada, dkk. 2001. kamus basa jawa (bausastra jawa). yogyakarta: kanisius yatmana, sudi. 1985. pranatacara saha pamedharsabda. semarang: aneka ilmu. page 1 page 2 page 1 page 2 orientasi dan pendekatan belajar berbahasa inggris 8 penerjemahan kosa kata budaya indonesia dalam rubrik life lines di harian the jakarta post diana hardiyanti2 yesika maya ocktarani3 abstract this study attempts to figure out the existing and interesting relationship between translation and culture, how the indonesian cultural words were translated and explained to the reader of the english newspaper. the aims of this study are to define the cultural words in life lines rubric from the jakarta post newspaper, how they were explained to the target language reader using translation method, what strategies being used and whether the results in the target language are considered equivalent. this study uses a qualitative descriptive method. the data for this study are indonesian cultural words found in article. the data were taken from the life lines rubric published from march until may 2014. the rubric is about the social life of the society, sometimes it writes about society, culture and life. the data consists of indonesian cultural words as the source language and their explanation in english as the target language. the finding shows that from 58 articles of the rubric published within 3 months, there are 76 cultural words found in the articles. from 76 data, 36 words are categorized into material culture, 13 words into social culture, 2 words into ecology, 25 words into organization etc. the translation strategies are loan words, loan words plus explanation, paraphrase, and illustration. the translation in the target language shows that 72 data are equivalent to the source language, 3 data are less equivalent, and 1 data is not equivalent to the source language. keywords: cultural word, translation, translation strategies, equivalent. 1. pendahuluan informasi menjadi isu yang mengemuka di era globalisasi ini. keberadaan informasi yang tepat dan akurat dibutuhkan oleh semua kalangan masyarakat. salah satu dampak perkembangan informasi adalah pertumbuhan media informasi. pertumbuhan media ini diapresiasi menjadi sarana untuk menyebarkan realita sosial yang terjadi di masyarakat, opini seseorang, motivasi serta informasi terkini di suatu wilayah. contoh media informasi adalah media cetak seperti harian, tabloid, dan majalah dan media elektronik seperti radio, televisi, serta media online. informasi menjadi bagian penting bagi seluruh elemen masyarakat. sebagai salah satu negara berkembang, banyak warga negara asing yang tinggal di indonesia. keterbatasan bahasa menjadi kendala bagi para penutur asing ini untuk mendapatkan informasi tentang indonesia dan sekitarnya. hal ini menjadi 2 penulis adalah staf pengajar di program studi s1 sastra inggris, universitas muhammadiyah semarang. 3 penulis adalah staf pengajar di program studi s1 sastra inggris, universitas muhammadiyah semarang. 9 peluang bagi tumbuhnya media informasi terutama media cetak dengan pengantar berbahasa inggris. harian the jakarta post adalah salah satu harian berbahasa inggris yang terbit di indonesia. sasaran khalayak pembacanya adalah penutur asing yang tinggal di indonesia. harian ini mengulas banyak hal seperti politik, ekonomi, sosial budaya serta isu terkini yang hangat dibicarakan di indonesia. life lines adalah salah satu rubrik yang terdapat dalam harian the jakarta post. rubrik ini banyak menulis tentang sosial budaya masyarakat indonesia seperti batik dan wayang di jawa atau tradisi melasti bagi masyarakat bali. yang menarik adalah, banyak kosa kata budaya indonesia yang tidak mempunyai padan kata dalam bahasa inggris karena konsep tersebut tidak ada dalam budaya pembacanya. bagaimana penulis menjelaskan konsep budaya seperti dalang, pecalang atau bahkan jenis hantu seperti leak kepada penutur asing yang menjadi khalayak pembaca harian tersebut menjadi hal yang menarik untuk diteliti. penelitian ini merupakan penelitian penerjemahan, bagaimana kosa kata budaya indonesia dijelaskan dalam bahasa inggris. kosa kata budaya indonesia seperti kata dalang akan dianggap sebagai teks sumber (tsu) dan penjelasannya dalam bahasa inggris akan dianggap sebagai teks sasaran (tsa). teori yang akan digunakan dalam penelitian ini adalah teori kosa kata budaya atau cultural words yang dikemukakan oleh newmark (1988: 95-102) dan strategi penerjemahan yang dikemukakan oleh mona baker (1992). penelitian ini bertujuan untuk mengidentifikasi kosakata budaya indonesia yang tidak memiliki padan kata dalam bahasa sasaran di rubrik life lines pada harian the jakarta post, mendeskripsikan strategi penerjemahan apa yang dipergunakan dalam menjelaskan kosakata tersebut, dan kemudian menentukan kesepadanan makna antara tsu dan tsa. 2. metode penelitian penelitian ini merupakan penelitian deskriptif kualitatif. deskriptif karena penelitian ini bertujuan memberikan gambaran secara sistematis dan faktual berkaitan dengan data dan hubungannya dengan fenomena yang diteliti (djajasudarma 1993: 9). penelitian ini bersifat kualitatif karena data yang dikaji berupa data kualitatif, yang berwujud kata, frasa atau ungkapan yang berasal dari sumber data dokumen. data yang dianalisis berupa kosakata budaya indonesia pada rubrik life lines harian the jakarta pos sebagai tsu dan penjelasanya dalam bahasa inggris sebagai tsa. data diambil dari rubrik life lines, harian the jakarta post yang terbit selama 3 bulan berturut-turut (maretmei 2014). metode dan teknik analisis data difokuskan pada penerjemahan kosa kata budaya indonesia dengan menggunakan metode kualitatif. kosa kata budaya indonesia dikategorikan dalam kategori budaya (newmark, 1988: 95-102) sebagai berikut: (1) ekologi (ecology); (2) kebudayaan material (artefacts); (3) kebudayaan sosial (social culture); (4) organisasi (organization); (5) gerak-gerik tubuh dan kebiasaan (gestures and habits). selanjutnya untuk menentukan strategi penerjemahan yang digunakan oleh penulis dalam menjelaskan kosa kata budaya indonesia digunakan teori yang dikemukakan oleh baker (1992: 26). setelah itu, analisis dilanjutkan untuk menentukan kesepadanan antara makna tsu dan tsa. 10 3. hasil dan pembahasan hasil analisis dan pembahasan pada penelitian ini meliputi kategori kosakata budaya yang tidak mempunyai padan kata pada bahasa inggris, strategi penerjemahan yang digunakan dan kesepadanan antara makna tsu dan tsa. 3.1. kategori kosakata budaya yang tidak memiliki padan kata dari 58 artikel diperoleh 76 kosa kata budaya indonesia yang tidak mempunyai padan kata dalam bahasa inggris sebagai data. data kemudian dipilah berdasarkan kategori budaya dan diperoleh hasil sebagai berikut : tabel 1.kategori kosa kata budaya indonesia yang tidak memiliki padan kata no. kategori kosa-kata budaya jumlah % 1 ekologi (ecology) 2 2,6 2 budaya material (artefact) 36 47,4 3 budaya sosial (sosial culture) 13 17,2 4 organisasi (organization) 25 32,8 5 gestur dan kebiasaan (gesture and habits) 0 total 76 100 % 3.1.1 analisis kosa kata budaya indonesia yang tidak memiliki padan kata dalam bahasa sasaran pada data penelitian, hanya ditemukan 4 dari 5 kategori budaya yang ada. tidak ditemukan data untuk kategori gestur dan kebudayaan. 3.1.1.1 kategori ekologi berdasarkan identifikasi data, pada kategori ekologi terdapat kosakata budaya yang tidak berpadan kata sebanyak 2 kosakata, yaitu: luweng dan jalak bali. luweng dimasukan dalam kategori kosa kata budaya yang tidak mempunyai padan kata dalam bahasa inggris karena perbedaan karakteristik dari jenis gua biasa (cave), luweng cenderung menyerupai sumur yang sangat dalam di perut bumi (kbbi, 2011:558). sedangkan jalak bali, adalah spesies burung tertentu yang banyak terdapat di bali. bulunya yang berwarna putih membedakan jalak jenis ini dari jenis jalak lain. 3.1.1.2 kategori budaya material kosakata budaya indonesia pada kategori budaya material ada 36 kosakata. kategori ini terbagi menjadi sub kategori makanan, pakaian, alat musik, alat transportasi, rumah dan perabot rumah tangga. kategori makanan adalah babae, sup kacang khas dari daerah nias dan pepes, lauk yang terbuat dari ikan yang dirempahi dan dibungkus duan pisang, kemudian dikukus atau dipanggang (kbbi, 2011:1049). untuk pakaian, kosa kata seperti batik, ulos, tapis, songket tidak mempunyai padan kata dalam bahasa inggris karena merupakan sebutan untuk kain tradisional khas di daerah yang berbeda. untuk sub kategori alat musik terdapat kata gong dan gambelan, keduanya adalah alat musik tradisional indonesia yang tidak dikenal konsepnya di bahasa inggris. pada sub kategori alat transportasi, kosa kata bemo, sepeda onthel, becak, bajaj, metro mini tidak mempunyai padan kata yang sepadan di bahasa sasaran. untuk 11 sub katgori rumah, terdapat kosa kata ruma , dan sopo yang merupakan budaya spesifik dari masyarakat batak. dan sub kategori perkakas adalah hombung yang merupakan kosa kata budaya spesifik masyarakat batak, untuk perabot tempat menyimpan harta berharga seprti emas, perak, uang, benda pusaka dan lain-lain (http://kebudayaanindonesia.net/id/culture/1323/makna-hombung-bagi-sukubatak) 3.1.1.3 kategori budaya sosial terdapat 13 kosa kata budaya indonesia dengan kategori budaya sosial pada data. kategori ini terbagi menjadi sub kategori pekerjaan dan kegiatan di waktu luang. pada sub kategori pekerjaan terdapat kosa kata penggrawit, empu, dalang. katakata ini tidak mempunyai padan kata dalam bahasa inggris. penggrawit adalah orang yang memainkan alat musik khusus, gamelan. pada sub kategori kegiatan di waktu luang terdapat kata karawitan, ansambel musik dari daerah jawa, jenis-jenis tarian daerah seperti legong, rejang, kecak, dan barong. 3.1.1.4 kategori organisasi terdapat 25 kosa kata budaya dalam kategori organisasi. kategori ini terbagi menjadi sub kategori, yaitu : adat, kegiatan, konsep, keagamaan. kosa kata seperti melasti, tawur kesanga, banten, paku pipit, canang sari, pecalang, odalan adalah kosa kata yang erat kaitannya dengan upacara keagamaan hindu bali, dan tentunya tidak mempunyai padan kata dalam bahasa inggris. kata punakawan (jawa) masuk ke dalam sub kategori konsep. punakawan menurut kbbi (2011:1116) adalah abdi dalem atau pengiring setia para bangsawan yang terdiri dari empat orang yaitu semar, petruk, gareng dan bagong. 3.2 strategi penerjemahan yang digunakan terdapat lima strategi penerjemahan dari delapan strategi yang ditawarkan olen baker (1992) yang dipergunakan oleh penulis dalam menjelaskan 76 kosakata budaya yang tidak mempunyai padan kata dalam bahasa inggris. tabel 2. strategi penerjemahan kosakata budaya yang tidak mempunyai padan kata dalam bahasa sasaran no strategi penerjemahan ekologi budaya material budaya sosial organisasi gesture dan kebiasaan total 1 menggunakan kata yang lebih umum 1 1 2 kata serapan tanpa penjelasan 6 8 1 15 3 kata serapan dengan penjelasan 2 17 4 22 45 4 parafrasa dengan kata terkait 13 1 2 16 5 dengan ilustrasi 3 1 2 6 total 2 40* 13* 25* 0 83 12 *beberapa kosa kata dijelaskan menggunakan lebih dari satu strategi. seperti telah disebutkan di atas bahwa kosa kata budaya indonesia akan dianggap sebagai tsu dan penjelasannya dalam bahasa inggris akan dianggap sebagai tsa. 3.2.1 strategi penerjemahan dengan menggunakan kata yang lebih umum. peneliti hanya menemukan satu data yaitu data no 31 untuk penggunaan strategi ini. data no 31 :„apart from the boiled pig as the main specialty of nias festivities, there was also babae , soup prepared from nuts known in nias as fakhe harita.‟(tjp: wed, 26 th march 2014) tsu : „fakhe harita.‟----------------tsa : „nuts known in nias as fakhe harita‟ penulis menggunakan strategi menggunakan kata yang lebih umum yaitu „nuts‟ (kacang) untuk menjelaskan konsep fakhe harita, varietas kacang yang tumbuh di daerah tersebut dan diolah dengan cara tertentu untuk masakan nias, babae. 3.2.2 strategi penerjemahan dengan menggunakan kata serapan tanpa penjelasan. kata serapan dari bahasa indonesia tersebut dicetak miring dalam teks tanpa diberikan penjelasan. kosa kata budaya indonesia yang dianggap sudah sangat familiar dengan pembaca asing tidak diberikan penjelasan lagi, seperti kata batik, dalang , wayang. data 74 : „recognizing younger dalang and contemporary artists, the festival will also present performances of wayang urban revolusi (urban revolution)…‟ (tjp: friday, 23rd may 2014) tsu : „dalang‟ ; „wayang‟------------tsa : „dalang‟ ; „wayang‟ (dicetak miring ) kata dalang dan wayang tidak diberikan penjelasan dalam teks, kendatipun kata tersebut tidak mempunyai padan kata dalam bahasa inggris. hal ini disebabkan karena penulis merasa bahwa pembaca pada bahasa sasaran sudah familiar dengan kata tersebut sehingga tidak perlu memberikan penjelasan, cukup hanya dengan dicetak miring. selain itu pada artikel ini juga disertai dengan foto wayang kulit sebagai ilustrasi. 3.2.3 strategi penerjemahan dengan menggunakan kata serapan dengan penjelasan kata yang dimaksud dicetak miring kemudian diberikan penjelasan. ada tiga teknik yang banyak digunakan penulis untuk menjelaskan. pertama, dengan cara dijelaskan dengan penjelasan di dalam kurung. kedua, kata dijelaskan dengan menggunakan strategi gramatikal, inverted comas atau extra information clauses, dengan kata lain penjelasan suatu kata ditulis diantara dua koma dibelakang kata yang dimaksud. ketiga, dengan memberikan alternatif kata lain dalam bahasa inggris menggunakan kata sambung „or‟. 13 dibawah ini adalah contoh penerjemahan menggunakan strategi gramatikal, inverted comas : data 34 : „for his pieces, he transformed batik cloths with motifs of punakawan, the four comical characters in javanese shadow puppet play, into stylish.‟ tsu : punakawan tsa : „the four comical characters in javanese shadow puppet play‟ kata punakawan dicetak miring sebagai tanda bahwa kata tersebut adalah kata serapan. penjelasannya berupa klausa yang diletakkan diantara dua koma, dibelakang kata yang dimaksud. secara gramatikal dalam bahasa inggris, cara tersebut digunakan untuk memberikan informasi lebih pada kata yang diikutinya (murphy: 1998). 3.2.4 strategi penerjemahan dengan menggunakan parafrasa kata terkait. penjelasan kosa kata budaya dilakukan dengan memparafrasakan kata tersebut ke dalam teks, agar pembaca bahasa sasaran paham dengan arti kata yang dimaksud. data no 3 : dian exposed her palembang background by using the region‟s unique songket woven fabric for a long dress with a dramatic red robe. (tjp: sat, 1 st march ‟14) tsu : songket ---------- tsa : songket woven fabric pada data di atas, penulis menambahkan frasa „woven fabric‟ (kain tenun) dibelakang kata „songket‟, penambahan ini menjelaskan pada khalayak pembaca bahwa „songket‟ adalah sejenis kain tenunan (woven) dari palembang (palembang background). 3.2.5 strategi penerjemahan dengan menggunakan ilustrasi pemberian gambar atau ilustrasi menjadikan pembaca bahasa sasaran mendapat gambaran atas konsep yang dimaksud. data no 30 : apart from the boiled pig as the main specialty of nias festivities, there was also babae , soup prepared from nuts known in nias as fakhe harita. gambar1. ilustrasi (the jakarta post, 26 th march 2014) 3.3 kesepadanan makna antara tsu dan tsa inti dari kesepadanan adalah makna. larson (1984:153) menyatakan bahwa penerjemah harus mencari cara yang paling alamiah dan akurat dalam mengespresikan makna tsu dan kesepadanan bukanlah kesamaan ( machali, 2000: 106). dari 76 data, makna yang dihasilkan pada tsa : 72 data sepadan dengan tsu (95%), 3 kurang sepadan (4%) dan hanya 1 (1%) yang tidak sepadan dengan tsu. 14 3.3.1 terjemahan sepadan data 1 : „known for her sophisticated and trendsetting drawings on kebaya blouses and dresses, anne created 24 looks in classic colors such as black, red and gold… (tjp: sat, 1 st march ‟14) tsu : kebaya------------------------------tsa : kebaya blouses penerjemahan menggunakan kata serapan „kebaya‟ dengan menambahkan kata „blouses‟ pada tsa menjadikan hasil penerjemahan dianggap sepadan. kebaya adalah baju perempuan bagian atas yang biasa digunakan dengan kain panjang (kbbi, 2011:642), penambahan kata „blouses‟ memperjelas maksud „kebaya‟ bagi pembaca tsa yang mungkin belum familiar dengan kata tersebut, bahwa yang dimaksud adalah sejenis baju atasan bagi perempuan. 3.3.2 terjemahan kurang sepadan data 24 : since then, every odalan (six month), we perform the kecak with 150 dancers. we believe if we dance the kecak it can cure people. (tjp: thurs, 20 th march ‟14) tsu : „odalan‟ ---------------------tsa : „odalan (six month)‟ makna penerjemahan di dalam kurung untuk menjelaskan arti „odalan‟ dianggap kurang sepadan. „odalan‟ adalah perayaan keagamaan bagi penganut hindu bali yang jangka waktunya beragam, bisa setiap 1 tahun, 6 bulan , atau setiap 4 bulan. jika hanya dijelaskan dengan „six month‟ saja akan merubah makna. penjelasan dengan „hindu‟s festival held every six month‟ akan dianggap lebih sepadan. 3.3.3 terjemahan tidak sepadan data 20 : one motif in the semen category, babon angrem ( a hatching chicken ), symbolizes a good luck in business (tjp: sat, 8 th march ‟14). tsu : „babon angrem‟------------------------tsa : babon angrem (a hatching chicken) penggunaan kata „hatch‟ sebagai padan kata „angrem‟ tidak sepadan. secara keseluruhan, frasa dalam bahasa jawa „babon angrem‟ berarti ayam betina yang sedang mengerami telurnya, sedangkan „hatching chicken‟ berarti anak ayam yang baru saja menetas dari dari telurnya. hal ini menyebabkan makna penerjemahan antara tsu dan tsa berbeda. 4. kesimpulan berdasarkan hasil analisis dari data yang ada, maka dapat ditarik kesimpulan bahwa : 1. pada harian the jakarta post, penulis menggunakan strategi penerjemahan untuk menjelaskan konsep kosa kata budaya indonesia yang tidak mempunyai padan kata dalam bahasa inggris. 2. strategi penerjemahan yang banyak digunakan adalah menggunakan kata yang lebih umum, menggunakan kata serapan baik dengan penjelasan atau tanpa penjelasan, menggunakan parafrasa dengan kata yang terkait dan menggunakan ilustrasi 3. tingkat kesepadanan makna antara tsu dan tsa cukup tinggi dimana 95% data dinyatakan sepadan antara makna tsu dan tsa. 15 5. daftar pustaka baker, mona. 1992. in other word.a course book on translation,oxford university press.london.. catford, john c. 1965. a linguistic theory of translation: an essay on applied linguistics. routledge. london and new york djajasudarma, t. fatimah. 1993. meode linguistik 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�#� 3=k>#� *�� +��� �� *�� +�����, -'%����� ��� � ��� ��� �� �� �� *�'��#�$���� �� ��(�-�� ����,� ��� ��!�� #� * ���� ;���#� 3==1#� )�������� �� �� .����� ��� �� ���� ��#� 6�����(� f�� ������ ! ��� ��;���#�3=j)#����������� ��#�6�����(�f�� ����������'������!���� ����� �������� �� ��#�3===#������� �� ��� �� �������#�8���"��� (��#� d�����q�d�#�6 �#� ����� �������� �� ��#�3=j2#������� ��� ���� �������#�;���� �� (�!�#� "�� ��!� ����;���� ���������������6�� ����#�0112#���� �� �� ��� �������� /���� #�'�� ��� �� ����:��#0=��8�#�3��;����� � 93 lesson study: a way to enhance students’ motivation in learning process in the classroom siti aimah, muhimatul ifadah, testiana deni wijayatiningsih,14 siti.aimah@unimus.ac.id, ifadah_83@yahoo.com, testiana@unimus.ac.id issy yuliasri, dwi anggani linggar bharati15 issyuliasri@yahoo.com, dwi_anggani@yahoo.com abstract studi ini dimaksudkan untuk meningkatkan motivasi mahasiswa yang mengambil program sarjana pendidikan bahasa inggris di universitas negeri semarang (unnes). selanjutnya, sebuah penelitian mendalam dilakukan untuk menemukan apakah lesson study yang dilakukan secara kolaboratif dapat diterapkan di kelas dengan baik dan memberikan dampak terhadap motivasi siswa untuk bergabung di dalam perkuliahan yang diberikan oleh para dosen di kelas. untuk tujuan-tujuan tersebut, mata kuliah language testing administration (lta) yang diikuti oleh 30 mahasiswa pada tahun akademik 2014/2015. terdapat 2 siklus yang dilakukan oleh tiap-tiap program melalui research lesson; plan, do, dan see. untuk mengamati minat para mahasiswa yang bergabung di dalam kelas, 4 pengamat mengamati dan menulis aktivitas-aktivitas para smahaiswa selama proses belajar-mengajar yang diajarkan oleh dosen di dalam kelas. untuk menstimulasi keaktifan para mahasiswa di kelas, circle the sage dipilih oleh dosen dengan tujuan untuk membangun kreativitas mereka di dalam mempelajari materi. temuan dari para mengamat disampaikan kepada dosen yang sedang mengajar di dalam kelas dengan tujuan untuk direfleksikan dan dicarikan solusi atas permasalahan-permasalahan yang ditemukan secara kolaboratif. data diambil melalui observasi, kuesioner, dan rekaman video dan kemudian dianalisis secara descriptif untuk menyimpulkan hasil dari penelitian tersebut. kata kunci: lesson study, motivasi, sikap, circle the sage, proses pembelajaran introduction teaching students in the classroom needs some efforts to make them active in learning. the students’ activeness in joining the course could not only be measured from asking or answering the teacher’s questions but also their 14 para penulis adalah pengajar di program studi s1 pendidikan bahasa inggris. universitas muhammadiyah semarang 15 para penulis adalah pengajar di program studi s1 pendidikan bahasa inggris, universitas negeri semarang 94 participation in building up the knowledge by doing some stimulated activities. the stimulated activities mean that the lecturer should be able to build up some skills by optimizing the students in learning process to be active and autonomous in the classroom. it is in line with novian (2013) that states that the students’ ability for being autonomous learners would be the goal of active learning. in this case, the role of the lecturer would be very important in deciding and designing the teaching process to be a meaningful learning. the teacher would be a facilitator for making the students easier in studying, and also a manager who is able for organizing, designing and doing the teaching learning process. through the active learning, the students are expected to realize and analyze their capability to learn, comprehend, build up, develop, and transfer their knowledge to the others so that they will learn much by doing those activities. it is hoped that they would be responsive, critical, and able to solve any problems that they face. unfortunately, the activities done by the students in the classroom do not always run well. many lecturers have optimized to make an active learning in the classroom by using the strategy of cooperative learning, but sometimes some students still do not involve actively in teaching learning process. the students do not show their interest to join the class and tend to be passive in learning process even though each of them has different responsibility to do. they join in the classroom to fulfill a compulsory subject offered in that semester. consequently, the teaching learning process does not run well. the strategy used by the lecturer in applying a cooperative learning model of the classroom is chosen in order that the students are easy to be organized and controlled through the activity designed before. as in cooperative learning, each student could learn and share what s/he has to the others. she/he would have the responsibility toward what they had learnt to share. in this case, the process of learning could be from students themselves before it would be confirmed by the lecturer in the end of the class. the use of strategy chosen by the lecturer for supporting the teaching learning process; unfortunately, is not always success. the lecturer has still found some students who do not have the responsibility in learning the materials given to share to the others. even though that the principle of cooperative learning is to stimulate all students involving the process of learning in the classroom to be autonomous and responsible learners, in fact, some lecturers tell that they have some difficulties to overcome some students who have no much motivation to join the class. 95 based on that phenomenon, the solution to overcome that problem is by applying the use of cooperative learning model as an approach to teach based on lesson study. lesson study is a way to enhance the quality of learning process by collaborating with the other lecturers/teachers for designing, observing, and reflecting the teaching learning process in the classroom (syamsuri and ibrohim: 2011: 19). it means that the lecturers have a chance to share with others regarding to the lesson plan of learning process designed before by identifying the students’ problems/weaknesses. here, it could be identified whether or not the design of learning process uses the appropriate approach to overcome those students who are lack of motivation and enthusiasm to learn. besides that, the strategy used by the lecturer in doing the activity in the classroom determines the success of learning process because every step of activities done by the students will also be discussed in the collaboration of the lecturers in which it will determine the success of making the students’ activeness in the classroom. the application of cooperative learning model-based lesson study was aimed to enhance the students’ motivation and attitude in the classroom. both of them are really important in determining the lecturer’s success of conducting teaching learning process in order the students involve in doing the activities of learning in either classroom or out of classroom. to observe the students’ motivation in joining the classroom, keller (1968) cited in suprijono (2010: 164) states that there are four categories of motivational conditions to create the interesting, challenging, and meaningful teaching learning process to the students. they are attention, relevance, confidence, and satisfaction. besides using arcs, the students’ motivation could also be seen from some indicators; cheerful, enthusiastic, and their intention to ask and answer the questions from either the lecturer or their friends. the important thing in stimulating them to have good motivation for being active students in the classroom could also be determined by the strategy used by the lecturer in teaching learning process in which it stimulates them to have good confidence and enjoyable for doing some activities during the class. lesson study hendayana (2006) cited in sadia (2008) states that lesson study is a collaborative and sustainable learning based on the principles of collegiality and mutual learning to build up a learning community. furthermore, he mentioned that lesson study is not a method or strategy of learning but the activity of lesson study could apply any kind of methods or strategies that is appropriate to the situation, condition, or problems faced by the 96 teachers/lecturers in the classroom. while according to lewis (2002) he mentions that lesson study is an approach that is done in order to improve the teaching learning process. the improvement here is done collaboratively by the teachers/lecturers. there are three stages of lesson study; they are plan, do, and see. the preparation of lesson study could be done through some activities; identify the problems of learning, analyze the material of learning, decide the strategy used in learning process, and make the design of learning in the classroom (sadia: 2008). based on the explanation, it means that in the activities of lesson study, there are some teachers/lecturers collaboratively discuss about teaching learning process. there is a model teacher/lecturer and some observers involved in research lesson. the lecturer/teacher could collaboratively design the lesson plan that would be used to the teaching learning process with the others to produce the design of learning in achieving the learning outcomes targeted. while the observers would observe the students’ activities or response shown during the process of learning. having observed in the learning process, all the observers and the model teacher/lecturer discuss and share what the experience of learning and something found from the observation. the lecturer used the result of the observation as a reflection to create a design of learning and also a consideration in solving the students’ problems in the classroom for the next cycle. cooperative learning cooperative learning is an approach of learning focused on the study of comprehending and discussing the materials with the others and also solving the problems that they have. it is in line with slavin cited in jacobs et.al (1997) states that cooperative learning is basically emphasized to all students to study together, have the responsibility to their team to gain their success of learning through the activities that they have done. in cooperative learning, there are some components that must be concerned; cooperate to complete the tasks, and have the responsibility individually or in group. some benefits that would be got by the students by using cooperative learning are they could learn how to cooperate to each other, appreciate what the others have, learn how to share something that they have to be discussed to the others, and be responsible to the task so it could not enable them to depend on the others. 97 by using the cooperative learning model, the students could gain the learning outcomes determined by the lecturer. they could also have broadened knowledge, improve their interest and motivation to be active in joining the class, and develop their skill in communicating to the others. the interesting and challenging activities created in cooperative learning model could stimulate the students to be more active. they will be given an opportunity to learn together in a group that enable them to learn how to be responsible. circle the sage one of cooperative learning models that could be applied in gaining and developing the students’ soft skill is circle the sage. kagan (1998) states that it is an activity to attend a listening activity for an extended period of time; listen to comprehend or acquire information. in this activity, the teacher firstly chooses the special students having a special knowledge of the topic discussed to be sages. those sages then stand and spread out to in the room. the sage explains what they know while the others listen, ask the questions, and take a note. having shared about the topic, all students then return to their group and each of them explains what they have learnt from the different sage. they may compare the notes that they have got, and if there is disagreement, they may stand up and convey the argumentation to be covered. from the explanation above, it could be seen that the students may work in small groups and spread out to the other groups, and actively engage the learning process in the classroom to improve their comprehension about the content of the material. here, each student not only has responsibility for his/her own learning but also shares the materials that they master to the others. an opportunity to learn from one group to another one enables them in comprehending well about the material that they learn. those activities show that it also enables them to have a good responsibility either individually or in a group because they not only have to learn and comprehend for themselves but also make the others understand with what they have shared through the explanation given. motivation in learning process keller (1968) cited in suprijono (2010) states that there are four categories of motivation that must be paid attention to the teachers in order to promote and sustain the teaching learning process. those are attention, relevance, confidence, and satisfaction. 98 1. attention keller divided this attention into two kinds: perceptual arousal and inquiry arousal. the perceptual arousal is about surprise to gain interest. while inquiry arousal is focused on the stimulation given by the teacher to the students by giving some challenging questions or problems to be solved. for stimulating students’ attention, the teacher should use some strategies enabling them to be involved in teaching learning process. 2. relevance in order to be clear in delivering the materials to the students, the teacher could use the simple and concrete examples so that they could correlate the materials with the experience of life. the categories that are related to the relevance are experience, present worth, future, usefulness, needs matching, modeling, and choice. 3. confidence to stimulate the students in having their confidence in joining the teaching learning process, the teacher should give a chance to the students for showing their work. a praise given by the teacher will give the positive impact to the students so that they will be sure for their ability and competence that they have. 4. satisfaction the success of teaching learning process for gaining the goal of learning will give the impact of the students’ satisfaction. from the reinforcement got by the teacher, the students will try to achieve the success of learning process by doing some activities supporting it. from the definition above, students’ motivation in the process of teaching learning basically can be set up by the design of learning prepared by the teacher/lecturer. the teacher/lecturer should prepare well the process of learning held in order that the goal of teaching learning process can be achieved well. 99 methodology of the research the subject of the study was the language testing administration (lta) class of state university of semarang consisting of 30 students. the students in the classroom were managed into some groups enabled them to collaborate each other in comprehending the material given. this research was an action research-based lesson study by using the qualitative descriptive approach. there were two cycles applied in the research consisted of three stages; they were plan, do, and see. the data were taken from the result of observation sheet, questionnaire, and video recording. in planning phase, the lecturer focused on some preparations as conveying the lesson plan that had been made before to the observers. she conveyed the students’ problems faced in teaching learning process. the problems were generally about the understanding of the materials and the lack of motivation in learning. besides that, she also presented to the observers about the strategy, the media used, and the material that would have been used in teaching learning process in order to cope with those problems. in this case, the observers gave some suggestions to her based on their own experience and knowledge of teaching. it was done in order all the instruments prepared by the lecturer in doing teaching learning process would be appropriate in solving the problems. in the stage of doing, the lecturer did teaching learning process based on the lesson plan that had been made while the observers observed the students’ activities and attitude during the class based on back numbers attached to them. in order to achieve the learning outcome of teaching and make easier in observing the students, the lecturer had prepared the observation sheets based on the need of teaching and the observers wrote the findings during the process of observation. in the process of teaching, the lecturer chose 6 students to be sages while the other students who are not the sages will be divided into 6 groups consisted of 5 students. the students in a group were given the materials that had been prepared to be read in some minutes. the same thing was done by the sages to learn the materials as the others had. having learnt the materials, each member of the group met all of the sages to get the information of the material. after getting the information, they must come back to their own group to share what they had got from the sages. in the end of the learning, the lecturer asked the representative of each group to present the material that they had chosen in front of the others while the other group prepared to convey the arguments if possible. 100 in the last stage of seeing, the data gathered by the observers during the observations of teaching-learning process were presented to be discussed and analyzed. at the first time, the lecturer was given a chance to tell the impression and reflect the teaching process that had been done to the facilitator and the observers. each observer also conveyed the result of the observation note based on the activities done by the students and/or their attitude during teaching learning process and gave some suggestions to the next teaching to the lecturer. the observer had to observe the students’ activities in the classroom based on the number back attached. in this phase, all participants discussed the problems to overcome based on the result of analysis of the observation and/or the recommendation for improving the next teaching learning process. findings to know the students’ motivation in joining the teaching learning process in the classroom through lesson study, it was begun by doing the activities of learning designed to stimulate all students to involve in the process of learning and interact with the others well by discussing, sharing, presenting, and so on, so that they could have achieved the learning outcomes targeted. the students’ motivation in joining learning process in the classroom could be measured from the questionnaire given before and after the learning process. the aspects of motivation are divided into attention, relevance, confidence, and satisfaction (suprijono: 2010). those four aspects represented the students’ motivation because it might portrait the students’ attitude in performing their motivation during the process of learning. the students’ motivation in joining the class could be presented in table 1. table 1. the students’ questionnaire result no. aspect students’ questionnaire result pre-cycle cycle i pre-cycle cycle ii 1. attention 3.00 3.05 3.05 3.20 2. relevance 2.80 3.05 3.05 3.01 3. confidence 2.95 3.05 3.05 3.25 4. satisfaction 3.00 3.09 3.09 2.80 average 2.94 3.06 3.06 3.07 from the table above, the aspect of attention could be seen from the way of students enjoyed the class, felt curious to know about the materials, and paid attention to the tasks given by the lecturer well. the lecturer also asked some questions to the students to stimulate them in delivering their arguments. based on the result of questionnaire above, there 101 was an improvement of the result from pre-cycle to cycle i and cycle ii in which the result in pre-cycle was 3.00. then it was continued in cycle i in which the result was 3.05 with the category fair. while in the cycle ii, it could be seen from the result of questionnaire from 3.05 to be 3.20. the improvement of the score in each cycle was little even though all results from pre-cycle to cycle i and cycle ii were categorized fair. it happened because the students of state university of semarang used to do lesson study combined by cooperative learning model so that in the beginning of the class, they had had enough attention to the teaching learning process. in the aspect of relevance, the result of students’ effort to learn, comprehend, and share the materials to the others showed the improvement which was not too significant. every meeting of the cycle, the lecturer applied the difference approach. the learning outcomes determined in each cycle was also different. not all students had the same comprehension of the materials learnt. the perception that they had was also different. in this case, the approach of learning used by the lecturer in teaching learning process determined whether or not they could comprehend well the materials. from the data of pre-cycle, cycle i, and cycle ii, they showed that the result of pre-cycle was 2.80. it improved in the cycle i in which the result was 3.05. but the result of cycle ii decreased from 3.05 to be 3.01. the decrease happened because of some factors. first, the content of the materials that they had to master was difficult. second, the learning model used by the lecturer in conveying the material also determined whether or not it enabled them to explore their knowledge well. sometimes, the model would give a chance for them to discuss, share, and take a conclusion from what they have learnt. while in confidence aspect, it also showed the improvement. from pre-cycle, the result of questionnaire was 2.95. it improved in the cycle i to be 3.05 and it was continued in the cycle ii in which the result was 3.25. the improvement of the result of confidence was significant enough. it was meant that the implementation of lesson study in teaching learning process applied by circle the sage helped the students in having their belief of what they have learnt. they were sure to be the best friend from others to share any experience and knowledge that they had. the opportunity given by the lecturer to each student through the model of circle the sage-based lesson study enabled them to improve and explore their ability in comprehending the materials well. the special students chosen by the lecturer to share the information that they had while the others listened and told their opinion or argumentation if there was disagreement gave a chance for them to know and be sure with the ability that they had. so here, the students not having good confidence in presenting or conveying what they had learnt were given a chance to learn with the special students in sages for listening what they delivered. 102 satisfaction could be seen from the students’ response to the process of learning included the response of using the model of learning, the students’ happiness in joining the class, getting a praise, etc. the appropriate of the lecturer in choosing the model of learning could help him/her in getting the success of doing teaching learning process in the classroom. otherwise, the inappropriate for choosing the model could make the students confused to what they had to do in joining the classroom. as it was shown from the table above in which not all students felt comfort and satisfied for using the model of circle the sage based-lesson study. in pre-cycle, the result of questionnaire was 3.00. it improved in the cycle i in which the result showed 3.09 with the category fair. and in cycle ii, the result was 2.80. for some students, being the sages did not always make them enjoyable and ready for that position. but they did not have a choice in which the lecturer had chosen them to be that sages. besides that, they had a responsibility to comprehend well about the content of the material to be shared to the others. each student had different character. special students would have had special character. discussion lesson study was conducted in order to help the lecturer in achieving the goal of learning. through lesson study, it enabled them to interact intensively what kind of the problems faced by the students in the classroom. besides that, the lecturer also could find out the strategy used in the process of teaching learning. lesson study also enabled to discuss, and share the knowledge-based experience that the observers had so that the problems could be solved. one of the students’ problems in language testing administration (lta) class was about the lack of students’ motivation in comprehending the material given by the lecturer in the classroom. it could be seen from some students who were not active during the class. they did not give any response to either the lecturer or the other students by answering the questions given. some of them did not enjoy the class because the material was so complicated to be understood while they did not master english well. it made them difficult to analyze and create the language test. to trigger the students’ motivation in interacting to the others, the lecturer designed the scenario of learning aimed to solve the students’ problems. based on the result of discussion in the phase of planning, the model of learning that would have been done was also discussed. it was aimed to know whether or not the lecturer tried to answer the students’ problems through the model applied in teaching process of the classroom. in that case, the lecturer chose the use of circle the sage. in the model of circle the sage, each student had responsibility to comprehend well the 103 material got from the sage that later she/he had to share the information to her/his own group in turn based on what she/he had got from the sage. interaction happened between them made the different situation of learning. a chance to develop their ability in english was used effectively through discussion in group. every student competed to be the best in delivering as much as information that she/he had to the others. conclusion lesson study enabled some lecturers to collaboratively discuss the problems of teaching learning process in the classroom. the problems presented by the model lecturer through lesson plan were analyzed and solved by the other lecturers (observers). the use of the appropriate strategy in the teaching learning process determined the success of it. the success of teaching learning process also determined the students’ study result and positive response in joining the class. maintaining the students’ motivation through lesson study was necessary through fostering the positive atmospheres. however, motivation gave significant impact to the learning purpose. in the learning process, when someone could not solve a problem for himself, the other’s help would be an important factor to lead a comfortable and valuable situation which might proceed to successful learning. in addition, the lecturer had definite role to make it happen through various strategies and approaches to gain the purpose of his/her teaching. though, the students’s characteristic in a classroom situation would also give different atmosphere in the learning process. what was meant by characteristic was the way of the students responded to the scenarios given because the models were also showed different responses for different subjects. the number of students who were enthuiastic and attentive because their internal interest would be helpful for the lecturer in delivering successful learning scenario. another factor that might give different response was also the number of students in the classroom, the more students you have in the classroom, the more various strategies that can be implemented. references bonwell, charles c., “active learning: creating excitement in the classroom,” available at https://www.ydae.purdue.edu/lct/hbcu/documents/active_learni ng_creating_excitement_in_the_classroom.pdf 104 jacobs, george m, gan siowk lee, and jesica ball, “learning cooperative learning via cooperative learning: a sourcebook of lesson plans for teacher education”.singapore: seameo regional language centre, 1997 keller, “arcs model of motivational design’” available at https://learn.vccs.edu/bbcswebdav/institution/so/idol/unit%20 1%20%20analyze%20learners/arcs%20model%20of%20motivati onal%20design.pdf. lewis, chaterine c, “lesson study: a handbook for teacher-led improvement of instruction,” oackland ca: education department, mills college, 2010. novian, “model pembelajaran active learning,” 2013. available at http://novian25.blogspot.com/2013/09/model-pembelajaran-activelearning.html sadia, i wayan, “lesson study (suatu strategi peningkatan profesionalisme guru),” jurnal pendidikan dan pengajaran undiskha, edisi khusus th. xxxx1 (online) http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web &cd=2&cad=rja&uact=8&ved=0cdeqfjab&url=http%3a%2f% 2fpasca.undiksha.ac.id%2fimages%2fimg_item%2f891.rtf&ei=ww zzu9ryl8efrafm3ydobw&usg=afqjcnhgwtlvq4v7wq94lrxh bvi2zc2p1g&sig2=ycncbrfjqyv3lub4tcpmba&bvm=bv.6539761 3,d.bmk suprijono, a. 2010. “cooperative learning: teori dan aplikasi paikem,” yogyakarta: pustaka pelajar syamsuri, i., and ibrohim. 2011. “lesson study (study pembelajaran),” malang: um press page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 167 moves analysis on abstracts written by the students in academic writing class ajeng setyorini ajengsetyorini@yahoo.com universitas pgri semarang (upgris), semarang abstract this paper contains analysis results on abstracts written by students in academic writing course. the analysis includes analyses on moves and linguistic features. the analysis aims at finding out how the abstract writing structures of the english education students are in the academic writing course. the abstract analysis also includes the analysis on the use of the linguistic features in the abstracts. the analysis uses a qualitative research approach. there are totally 10 abstracts that are analyzed. these are then called as the data. data obtained is analyzed using genre analysis approach. results of analysis on the 10 abstracts showed that some of the abstracts are written using 5 kinds of moves. all of the abstracts are found using purpose move and method move. meanwhile, situation move is found in 5 abstracts. 8 abstracts are identified using result move. conclusion move is found in 5 abstracts. the results also show that all of the abstract writers use pronouns „the writer‟ and „the researcher‟. the use of personal pronoun „she‟ is also found in 1 abstract. hedges used in abstracts written by students in academic writing course vary from modal auxiliary verbs, adjectival, adverbial, nominal, to approximates of degree. keywords: genre, academic writing, abstract abstrak tulisan ini secara khusus menampilkan hasil analisis pada abstrak yang ditulis oleh mahasiswa pada mata kuliah academic writing. analisis hasil tulisan abstrak in meliputi analisis move dan lingusitic features. tujuan analisis ini adalah untuk mengetahui bagaimana struktur penulisan abstrak yang ditulis oleh mahasiswa semester 6 jurusan pendidikan bahasa inggris pada mata kuliah academic writing. analisis abstrak ini juga meliputi analisis penggunaan linguistic feature dalam abstrak. analisis ini mengguakan pendekatan penelitian kualitatif. total abstrak yang dianalisis adalah 10 yang kemudian abstrak ini disebut sebagai data. data yang diperolah dianalisis dengan menggunakan pendekatan analisis genre. hasil analisis dari 10 abstrak menunjukkan bahwa sebagian dari abstrak tersebut telah ditulis dengan lima macam move. semua abstrak yang ditulis ditemukan menggunakan move purpose dan move method. sedangkan move situation ditemukan pada 5 abstrak. kemudian 8 abstrak teridentifikasi menggunakan move result. move conclusion ditemukan di lima abstrak. hasil analisis juga menunjukkan bahwa semua penulis abstrak menggunakan kata ganti ‘the writer‟ dan ‘the researcher‟. penggunaan kata ganti orang seperti ‘she’ juga ditemukan pada satu abstrak. hedges yang digunakan pada abstrak yang ditulis oleh mahasiswa pada lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 168 matakuliah academic writing cukup beragam seperti modal auxiliary verbs, adjectival, adverbial, nominal dan approximates of degree. kata kunci: genre, academic writing, abstrak introduction teaching english as a second language refers to teaching students whose first language is not english. in the academic context, students are required to produce a piece of writing named academic writing. at the end of the study, they must be able to write an academic writing. writing an academic text requires some aspects that form a good writing. good writing usually requires good grammar and organization. grammar feature in writing must fulfill a rhetorical function. the use of proper sentence structure, precise vocabulary and proper rhetoric helps the reader to identify proposition in the text more readily (richards, 1992: 103). a final project as one of the academic writings, consist of several parts. one of the final project parts is abstract. abstract as a part of a final project is the preview of the whole pages in a final project writing. abstract writing is a highly specialized form of academic writing. it requires a clear and concise writing ability that conveys complicated information in a limited amount of space. abstracts reach broader audience than almost any other form of academic writing. academic writing, as one of the subjects in english department, is developed to give the students knowledge of writing in academic context. in producing academic writing, it is a important that the students to have a sufficient knowledge on writing and have competence in producing a text especially the final projects. the fact has triggered to conduct a study on the students‟ academic writing, particularly on the abstract. specifically, it focuses on the students abstracts based on the genre analysis which covers the study of the generic structure and the linguistic features. in this study the linguistic features will depend on the theory of swales which states that the typical linguistic features of abstract in academic writing are the tense, the use of personal pronoun and the hedges. this study was conducted for two reasons, practically and theoretically. practically, the students do not have enough exercise especially in writing their final project urged by some factors, each of the courses is conducted for around fourteen to sixteen meetings and the focus of each course varies differently. in this study, i will not take the whole courses as the object of the study. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 169 literature review definition of genre according to martin genre is “a stage, goal-oriented, purposeful activity in which speakers engage as members of our culture” (in eggins 1994: 26). there are three things that can be noted from martin‟s definition of genre: stages, purposes, and culture. in other words, to be called as a genre, an activity must have some stages, purposes and contexts of culture. swales also mention communicative purpose, stages, and linguistic features for a genre. finally, it can be inferred that a genre has some features like communicative purpose, stages, and linguistic features. in addition, genre must belong to a particular discourse community and culture. communicative purposes one of the genre characteristics is the occurrence of communicative purpose. communicative purposes become the characteristic of genre that differentiate one genre to another. this means that what makes a communicative event belongs to the same genre will be defined by the communicative purpose. it was explained by that “the principal criteria feature that turns a collection of communicative events into a genre is a shared set of communicative purposes” swales (1990:46). similarly, bhatia states that communicative purposes are reliable to be the criterion in determining a genre as well as to distinguish it from other genres (cited in safnil, 2000: 5). thus, the communicative purposes are of primary importance in creating a genre (lakic, 2000). the move text should realize a certain structure to maintain the purpose of communicating a meaning, some definitions of move which are proposed by linguists of english for specific purposes. one of those linguists is holmes (cited in safnil, 2000:86) that explains move as „a realization of a specific overall communicative purposes through a variety of linguistic strategies‟. move as‟…a semantic unit which is related to the writers‟ purpose (dudley-evans, 2000:87. another definition by ngowu (noted by safnil only) adds the constituent elements of move may consist of a number of constituent elements called steps. a text should have an organization of ideas, according to hyland generic structure” as the prototypical sequences of writers‟ meaning move through in a text to achieve a particular purpose”. (hyland, 2002: 62) generic structure is “the stages, step by step organization of the genre” (eggins, 1994: 36), it can be inferred, then, that generic structure is the organization of ideas in a text that consists of stages or steps. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 170 using the most general term, (eggins, 1994: 89) labels the stages of a genre: a beginning, a middle, and an end. however, because she feels that the labels are „empty‟ and can be found in all genres, eggins finally suggested that they should be avoided. instead, the term move is commonly used for both written and spoken genres to refer to a stage in a genre. the writing of a move is capitalized for the first letter. then, it can be noted that a move is a semantic unit that realizes the communicative purposes. to realize the communicative purpose of a particular move, a move may consist of a step or a series of steps. the presence of steps normally occurs for long texts like research article, dissertations, and theses. abstract, as the focus of this study, is a kind of short text. steps are not found in this genre so, the genre of abstracts only consists of a series of moves (samraj, 2002: 34), being more specific in move analysis, swales suggests that “a crucial starting point…is to consider the purpose of the target genre…” meanwhile (dudley-evans, 1994: 5) proposes two techniques to identify a move: by using linguistic evidence and understanding the text together with the expectations on the text from the general academic community and the particular discourse community. the latter technique is applied when the linguistic evidence seems to be unclear. linguistic features in this study, the three linguistic features are analyzed. they are tense choice, personal pronouns and hedges. those features were taken as they are characteristic features usually found in abstracts. the linguistic features in this study refer to the tense choice, personal pronouns and hedges. tenses tense is encoded in the part of the verbal group called finite. the interpersonal role of finite for tenses is as a sign of time in relation to the speaker. tenses used in the abstract vary from past to present tense. the use of the tenses is also related to moves. for example, situating the research move is more likely to use present tense. other moves like purpose, method, and result moves tend to use past tense as i found. past tense is usually used for purpose, methods and results (samraj, 2002: 42). meanwhile present tense is used in the background and conclusion. however, salager-meyer (cited in samraj, 2002:43) emphasizes that tense choice is a rhetorical choice and not an obligatory constraint. thus one might write purpose or result using present tense instead of past tense supported salager-meyer‟s when in her study she found that the uses of tenses are varied (samraj, 2002: 7). lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 171 personal pronoun the use of personal pronoun seems to have been shifted from graetz era to nowadays. graetz observed that the third person pronoun was found in an abstract, but nowadays studies demonstrate the use of first personal pronoun. referring to hyland‟s explanation (hyland, 2002: 103), the use of personal subjects in academic writing reveals overt acceptance of personal responsibility for the claims being made. hedges hedges, in academic discourse, are significant since “they are a central rhetorical means of gaining communal adherence to knowledge claims” (salagermeyer, 1997:106). hedges are used to encode the speaker‟s opinion. this is because hedges relate the proportional information in the text and the writer‟s factual interpretation (salager-meyer, 1997:115). there are two elements which serve the function of hedges. they are finite and mood adjunct. finite which encodes speaker‟s opinion is usually called modal finite such as will, can, must, should, etc. however, not all mood adjuncts can serve the function of hedges. they are adjuncts of polarity for example not, yes, no, adjuncts of readiness such as willingly, readily, gladly, and adjuncts of temporality of time for instance yet, still, already. meanwhile mood adjuncts, which express hedges from (halliday, 1994:82-83), can be seen below. 1. adjuncts of modality: a. probability : probably, possibly, certainly, perhaps, maybe b. usuality : usually, sometimes, always, never, seldom c. obligation : definitely, absolutely, possibly 2. adjuncts of temporality typically : occasionally, generally, regularly 3. adjuncts of mood: a. obviousness: of course, surely, obviously b. intensity : just, simply, merely, only, actually c. degree : quite, almost, scarcely, hardly, totally, entirely the modal finites and mood adjuncts that express hedges are actually not so different from what salager-meyer mentions. he composes seven expressions that represent the use of hedges in scientific english called „strategic stereotypes‟ (1997:109-110). they are: lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 172 1. modal auxiliary verbs, for example like may, might, can, could, should, would. 2. modal lexical verbs, for example to believe, to assume, to suggest, to estimate, to tend, to appear, to seem, to think, to argue, to indicate, to propose, to speculate 3. adjectival, adverbial and nominal modal phrases, for example possible, probable, un/likely (adjectives); assumption, claim, possibility, estimate, suggestion (noun); perhaps, possibly, probably, practically, presumably, virtually, apparently (adverbs) 4. approximators of degree, quantity and time, for instance approximately, roughly, about, often, occasionally, generally, usually, somewhat, somehow, a lot of 5. introductory phrases, like i believe, to our knowledge, it is our view that, we feel that 6. “if” clause, for example if true, if anything 7. compound hedges, for instance: it would appear, it seems reasonable to assume that. the last linguistic features that will be analyzed in this thesis is personal pronoun. when appearing as subject, personal pronoun is one of the elements of mood block. (butt et al, 1994:68) stated that “a fundamental relationship in english grammar”, then it is together with finite and subject result in strong bound. while the use of personal subject, according to: personal pronoun commonly used in abstract includes first person pronoun and third person pronoun. first person pronoun may be in the form of singular or plural. singular first person pronoun is commonly found in thesis, dissertation or other academic works that is done by one person. whereas the plural person pronoun is taken by them whose work are conducted by more than one person, like research article abstract. and the use of those forms is same as that of first person pronoun forms. hyland (cited in samraj, 2002:54) since the final project abstracts in this study are written by a single person, the appropriate personal pronoun used should be singular. the singular first person can be in the form of subject „i‟, object me, or possessive pronoun my. the singular third person pronoun may also have the same possible position as subject he/she/the researcher, object him/her, or possessive pronoun his/her. abstract is always the first to read after the title in the papers either a published or an unpublished one. this makes an abstract together with title are „at the same time both front matter and summary matter‟ (swales, 1990: 179). thus abstract can be used as the representation of the content and the structure of the texts. as a genre, abstract must have the distinctive features of genre, one of which is the communicative purpose. the communicative purpose of the abstract is then to represent the text briefly and objectively through highlighting the major points and outlining the significant details of the text. to realize this communicative purpose, abstract has schematic structure that consists of some moves. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 173 describe the data represented in the form of words. as nunan (1992: 4) suggests that qualitative research advocates the use of qualitative methods, concerning the behavior from the actor‟s own understanding of reference, exploratory, descriptive and process oriented. the purpose of descriptive research is to describe systematically the fact and the characteristics of the given population or area of interest factually and accurately (isaac and michael, 1997: 46). furthermore, mc millan and schumaker (1984: 26), (as cited in mirriam, 1988: 77) stated that the aim of descriptive research is to examine events or phenomenon. object of the study the object of this study was the abstracts written by english education department students of „universitas pgri semarang‟. there were only 10 abstracts taken. it represents one class of the academic writing subject. generic structure refers to the organization of ideas in a text which characterizes the genre of the text and which consists of stages where the communicative purposes are of the text realized. the stages are called moves. meanwhile the linguistic features include the use of tenses, personal pronouns and hedges in the abstracts. unit of analysis to analyze the generic structure, the unit of analysis in this research was move. meanwhile, the units of analysis for the linguistic features were tenses, personal pronouns and hedges. move is a communicative unit that has a communicative purpose. this communicative purpose is a distinctive feature that determines a segment of a text as a particular move. for example, method move has a communicative purpose to describe the method used for the research done, whereas result move explains the result of the research gained. in thesis abstract, each paragraph is usually assigned to a move as notes that “when a unit of thought conveyed in a particular has a distinctive communicative unit of a move, then the boundary of the paragraph signals the boundary of the communicative unit at the same time” (safmil, 2000: 8) . hedges are also the unit of analysis in this research. subject, when representing the personal pronoun, together with the finite results in a strong relationship called mood. meanwhile hedges are used to show the speaker‟s opinion. method this study applies the descriptive qualitative method which attempts to lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 174 technique of data collection the data of this study were sentences in the abstracts. the total of 10 final projects formed the data of this study. there is one type of data collection procedure in qualitative research applied in this study; it was documenting. in this study, the data were collected through documents. the steps conducted were as below: 1. taking 10 abstracts from 10 english final projects of english department. 2. writing down those chosen abstracts to be analyzed. technique of data analysis the analysis of the data of this study was done in an attempt to analyze the genre of the abstracts. the evaluation was based on the data gathered. the analysis focuses on the generic structure realized by move and linguistic features. the data of the study were analyzed using the genre approach. the steps of the data analysis are as follows: 1. identifying the stages inside the abstracts in this case defined as moves found in the abstracts. 2. identifying the linguistic features of the abstracts which include tense, personal pronoun, and hedges. findings and discussion the generic structure displayed on the students‟ abstracts consists of five moves: situating the research, purpose, methods, results and conclusion. this move was found in abstract numbers 5, 6, 8, 9, 10. the following table shows the number and percentage of the presence of each move in the data. the move on the abstracts found in this study consisted of five moves. those moves are situating the research, purpose, methods, results, and conclusion. those moves were the same as the moves proposed by santos. this means that all of the english final project abstracts applied the generic structure or the moves. table 1: the moves found in the abstracts moves number percentage situating the research 5 50% purpose 10 100% methods 10 100% result 8 80% conclusion 5 50% lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 175 from the following table, it can be seen that the use of tenses varies. both tenses, present and past tenses are used in moves. table 2: the use of tenses in the abstracts abstract present tense past tense abstract 1 p, m, r, c m abstract 2 p, m, r, c r abstract 3 p, m, r, c abstract 4 p, r, c m abstract 5 s, p, m, c abstract 6 s, c p, m, r abstract 7 p, c m, r abstract 8 s, p, m, r, c abstract 9 s, p, m, c abstract 10 s, p, c m, r the table 2 above presents the finding of tenses in the whole moves. there were only two tenses used in the abstracts. those tenses were used in various moves. it is obviously shows that present tense can be found in most of the moves of abstracts. past tense can only be found in three moves, they are methods move, result move and only one purpose move applied past tense. in order to simplify the identification method, the first letter of each move is used to define the move. here is the list of the moves: s: situating the research move r: result move p: purpose move c: conclusion move m: methods move the use of personal pronouns in the final project abstracts only two personal pronouns were found in the final project abstracts. the table below shows the findings of the use of personal pronouns in the final project abstracts. table 3: the use of personal pronoun no. abstract personal pronoun used 1. 1, 5,10, 9, 8,7, 6, 4, 2,3 the writer, the researcher 2. 10 she the table above shows the findings of personal pronouns used in the abstracts. there were only three kinds of personal pronoun. they were „the writer‟, „the researcher‟ and „she‟. the first two pronouns were found in all of the abstracts and the third personal pronoun was found in abstract 10. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 176 the use of hedges in the final project abstracts from the findings in table 4.4, it can be seen that there were only four expressions of hedges that were used in the final project abstracts. those expressions appeared in abstracts 1, 3, 5, 6 and 9. the expressions of hedges were found in various moves. the hedges found in the data can be seen in the following table. the table shows that only three of the hedges expressions were found in the moves of the abstracts. the result of analysis has presented that students‟ abstract was written structurally and follow the moves. the five moves introduced were surface construction in which build the abstract. the students of english department, as undergraduate students, being structurally constructing their text. undergo the structure in their abstract writing as their assignment has described their ability in understanding the text structure. it also portrays the outcome of the learning academic writing. further discussion lead to the students‟ ability in creating an academic text. realizing the generic structure by putting the moves structurally, emerged the students to well practice of learning that later build their ability in writing academic text. linguistic features as range from the use of tenses like present and past tense, the use of personal pronoun and the hedges. the students used the simple present and past in various moves, as they are the most common ones. a certain move may require certain tenses, such as in method, it takes past tense. the correct use of tenses brings reader to the precise meaning for academic text. should the result shows that students use inappropriate tenses in certain move, the students abstract would not represent the content of the text. students misused of tenses considered the lack of grammatical notions. hedges go around two kind of personal pronoun. the abstracts contain the appropriate hedges all around the paragraphs. the abstract as the academic text is understand as restricted text which only written by one person. students written those abstract has successfully put themselves as the researcher or the writer of the text. conclusion the first analysis was to find out the generic structure called move. those moves are situating the research move, purpose move, method move, result move and the conclusion move. the study revealed that the situating the research move as the first move showed 50% which means that it was applied in 5 abstracts out of 10 abstracts in the data. while analysis of purpose, and method moves showed 100%. it proves that the whole ten abstracts in the data applied those two moves. the analysis of the result move showed that this move is found in eight abstracts, that means 80%. finally the conclusion move is found in 5 abstracts, so that the percentage showed 50%. from the findings of the analysis, i can conclude that only five abstracts which have the moves in sequence. lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 177 the second thing covered in this study is linguistic features. it includes the use of tenses, personal pronoun and hedges. the analysis revealed that the tense used in the abstracts are present tense and past tense. the past tense is used in all of abstracts which varied in moves. meanwhile, the personal pronoun is only the third personal pronoun, which is found in nine abstracts, and the other personal pronoun is „she‟, which is used in only one abstract. finally, the analysis showed that the use of expression that represents hedges is varied. those are modal auxiliary verb, approximators, adverbials and intensity. table 4: expression of hedges, number of abstract, and moves references dudley-evans, tony. 1997. genre models for the teaching of academic writing to second language speakers: advantages and disadvantages. in tom miller (ed.), functional approaches to written text: classroom applications (pp.150-159). washington: elp us information agency. flowerdew, john. 2002. academic discourse. harlow: pearson education. gerot, linda and peter wignell. 1994. making sense of functional grammar. sydney: gerd stabler. halliday, m. a. k. 1978. spoken and written language. victoria: deakkin university press. halliday, m. a. k. 1994. an introduction to functional grammar. london: edward arnol halliday, m. a. k. and cristian matthiessen. 1999. constructing experience through meaning. london: continuum. hyland, ken. 2002. teaching and researching writing. harlow: longman. isaac, stephen and michael, b. william. 1987. handbook in research and evaluation. california: edits publishers. kies, daniel. 2005. writing an abstract. http://papyr.com/hypertextbook/comp2/abstract.htm. kress, gunther. 1985. linguistic processes in sociocultural practice. victoria: deakin university press. kwan, becky s. c. 2006. the schematic structure of literature reviews in doctoral theses of applied linguistics. www.sciencedirect.com. expression of hedges number of abstract moves modal auxiliary verbs 6 c modal lexical verb adjectival, adverbial and nominal 1, 3, 9 m, c, s approximators of degree 3, 5, 6 c, s, m introductory phrases „if‟ clause compound hedges http://papyr.com/hypertextbook/comp2/abstract.htm http://www.sciencedirect.com/ lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 2 e-issn: 2503-328x 178 lakic igor. 2000. genre analysis of article introductions in economics. http://www. institut.cg.yu/institute/projeckti.htm. lemke, j. l. 1987. analysing verbal data: principle, methods, and problems. http://academic.brooklyn.cury.edu/education/jlemke/theories.htm. marriam, s.b. 1998. case study research in education, a qualitative approach. london. jossey bass. martin, jr and david rose. 2003. working with discourse. london: continuum. nunan, d. 1992. research method in language learning. cambridge: cambridge university press. safnil. 2000. rhetorical strcuture analysis of the indonesian research articles. ph.d‟d dissertation. australian nationla university, australia salager-meyer, francoise. 1997. i think that perhaps you should: a study of hedges in written scientific discourse. in tom miller (ed.), functional approaches to written text: classroom applications (pp.105-118). washington: elp us information agency. samraj, betty. 2002. disciplinary variation in abstracts: the case of wildlife behaviour and conservation biology. in john flowerdew (ed.), academic discourse (pp.40-56). harlow: pearson education. schaefner, christina. 2000. available at/casetud/schaeffner2.htm. swales, john m. 1990. genre analysis. cambridge: cambridge university press. http://academic.brooklyn.cury.edu/education/jlemke/theories.htm 29 negotiation of meaning in the english as a foreign language classroom interaction martinus lafu salu 4 abstract studi ini difokuskan pada negosiasi makna di dalam bahasa inggris sebagai interaksi kelas bahasa asing. dua pertanyaan penelitiannya adalah: 1) tipe-tipe transaksi, pertukaran, perpindahan dan tindakan apakah yang terjadi pada negosiasi makna dalam bahasa inggris sebagai sebuah interaksi kelas bahasa asing antara dosen dan mahasiswa? 2) sampai pada tingkatan apakah dosen dan mahasiswa memerankan peranan di dalam proses negosiasi makna dalam bahasa inggris sebagai sebuah interaksi kelas bahasa asing? penelitian ini menggunakan metode kualitatif-deskriptif. subjek studi ini adalah dosen dan mahasiswa semester enam pada program studi pendidikan bahasa inggris pada kelas metodologi penelitian. analisis ini pada dasarnya didasarkan pada analisis wacana kelas yang diajukan oleh sinclair dan coulthard dengan sistem yang disebut: transaksi, pertukaran, perpindahan, dan tindakan. hasil dari studi ini menunjukkan bahwa (a) tiga tipe transaksi pokok yang terjadi pada wacana kelas efl adalah; 1) melaporkan transaksi sebanyak 44 kali (45,36%), 2) memunculkan transaksi sebanyak 35 kali (35.05 %), dan 3) mengarahkan transaksi sebanyak 19 kali (19.59 %). (b) tipe-tipe pertukaran yang terjadi pada wacana kelas efl meliputi 14 jenis pertukaran, yang terjadi sebanyak 128 kali, tetapi yang paling sering terjadi adalah membatasi (boundary), yaitu sebanyak 51 kali (39.84 %) dari keseluruhan kejadian pertukaran, sedangkan memperkuat (reinforce) dan menerima (accept) menempati posisi terendah, yaitu satu kali (0.78 %) dari keseluruhan kejadian pertukaran. (c) tipe-tipe perpindahan yang terjadi pada wacana kelas efl di dalam kelas metode penelitian adalah: 1) perpindahan awal (pembukaan) terjadi sebanyak 36 kali (37.5 %), 2) perpindahan respon (memberikan jawaban) terjadi sebanyak 34 kali (35.42 %), dan perpindahan umpan-balik (tindak lanjut) terjadis sebanyak 26 kali (27.08 %). (d) pada tipe-tipe tindakan yang terjadi pada wacana kelas efl, terdapat 22 jenis tindakan yang terjadi, sebanyak 1.106 kali, tetapi yang paling sering terjadi adalah yang membenarkan (acknowledge), yaitu sebanyak 238 kali (21.52 %) dari seluruh kejadian tindakan, sementara memeriksa (check) menempati posisi terendah yaitu 3 kali (0.27 %) dari seluruh kejadian tindakan. peran dosen dan mahasiswa di dalam proses negosiasi makna antara lain: 1) proses ritual yang dilakukan oleh dosen, sebanyak 8 kali (53.33 %), proses ritual yang dilakukan oleh mahasiswa, sebanyak 7 kali (46.67 %); sementara ritual negosiasi yang dilakukan sebanyak 12 kali dibagi ke dalam data i sebanyak 6 kali atau 50 % dan data ii sebanyak 6 kali atau 50 % pula. diharapkan bahwa hasil dari studi ini akan memberikan informasi kepada para dosen bahsa inggris di indonesia sebagai konteks efl mengenai beberapa strategi yang dapat digunakan untuk mengoptimalkan makna negosiasi antara dosen dan mahasiswa di dalam wacana kelas. partisipasi mahasiswa di dalam wacana kelas efl tergantung kepada bagaimana dosen menciptakan situasi, dengan menggunakan metode-metode yang tepat, karakteristik mahasiswa, serta alat-alat instruksi pilihan serta tidak didominasi oleh dosen. kata kunci: wacana kelas, negosiasi makna, interaksi kelas, bahasa inggris sebagai bahasa asing, metodologi penelitian 4 dosen s1 pendidikan bahasa inggris, fkip, universitas timor 30 i. introduction talking about of discourse analysis has played a vital role in the modern theory of linguistics. until now it has drawn many investigations and discussions in the area of foreign language context. classroom discourse analysis has been a major theme in much research like linguistic, applied linguistic and educational for some years now. in this area, classroom discourse deals with the communication between lecturer and students in foreign language classroom interaction setting. many experts studies focus on the classroom interactions which involve meaning negotiation, conversational interaction and classroom discourse in teaching and learning activity. sometimes they did not realize the different of classroom interaction and classroom discourse. those researchers are working within classroom discourse with a focus on the meaning negotiation between the learners and their interlocutors. hartono (2003) in her classroom discourse research about native-non native teachers‟ negotiation rituals implementate of sinclair and coulthard analysis. her focus analysis just only one part of the five elements of sinclair and coulthard analysis namely exchange especially the irf patterns. considering the importance of meaning negotiation in classroom discourse to facilitate foreign language learning, i believe that language lecturers and researchers still need to conduct more studies about classroom discourse. the analysis of classroom discourse is a very important form which classroom process research has taken. the present study focuses on college english classroom discourse. through a detailed description and analysis of the collected data by referring to sinclair and coulthard‟s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear and on the basis of which a few strategies for college english teachers are put forward by the researcher in order to improve college english teaching and learning. the discourse analysis model (da), also known as the birmingham model or, at the level of exchange, the initiation-response-follow-up structure (ifr), was developed by sinclair and coulthard from research concerning the structural description of discourse found in the classroom. since its original description in 1975, it has evolved and expanded to allow the application of less structured discourse, through the works of coulthard and montgomery (1981), sinclair and brazil (1982), and sinclair and coulthard (1992). historically, the early implementation of sinclair and coulthard model is for the level children of first language. the next development of the model is to implementation for the second language situation. the resent research implement to the foreign language situation. it is very interested because from the early implementation model, sinclair and coulthard realize that the model could be developed in the other situation like foreign language situation, the larger classes or the university learners‟ level. the model itself helps the teacher and students for realize their activity in classroom setting how to make dynamic of classroom interaction. these some perspectives arise my curiosity to conduct a research. meaning negotiation is the one important strategy to overcome the classroom discourse problems. classroom discourse analysis as the part of discourse analysis subject helps english lecturer and students in understanding how real people use real language, as opposed to studying artificially created sentences. it is therefore of immediate interest to english language lecturers because we need to consider how 31 people use language when we design materials, or when we engage learners in exercises and activities aimed at making them proficient users of their target language, or when we evaluate a piece of commercially published material before deciding to use it. lack of promoting about teaching classroom discourse at university levels leads many students and lecturers to have not understanding the role of social interaction of a language teaching to help student success in their studies. in this research, researcher want to know about 1) pointing at of transaction, exchange, move and act that occur in foreign language lecturer students‟ meaning negotiation in the english as a foreign language classroom intraction; and 2) finding out how the lecturer and students play roles in the process of meaning negotiation in the english as a foreign language classroom intraction. ii. review of related literature a. meaning negotiation of english as a foreign language and it is application in classroom discourse meaning negotiation can help accomplish a great deal for second language acquisition by enabling learners modify their own output, and by providing opportunities for them to access second language form and meaning. cclassrooms interaction can help monitor students by interacting with their teacher and communicating their immediate problems through interaction with their teachers of their peers. interaction in the class time is important because students can take these opportunities to develop their language ability. moreover, students have opportunities to speak as the real life situation in classroom setting and they can exchange their ideas and negotiate their meaning of speech. classroom discourse analysis helps us in understanding how real people real use real language as opposed to studying artificially created sentences. it is therefore of immediate interest to language teachers because we need to consider how people use language when we design teaching materials, or when we engage learners in exercises and activities aimed at making them proficiency users of target language, or when we evaluate a piece commercially published material before deciding to use it (mccarthy, 2002). walsh (2006) in his book „investigating classroom discourse‟ shows that there are three kinds of approaches to investigating l2 classroom interaction namely: interaction analysis approaches, discourse analysis approaches and conversational analysis. further, wallace (1978) shows that observation instruments are divided according to whether they are system-based or ad hoc. there are some models of system-based namely: bellack et al. (1966), flanders (1970), moskowitz (1971), frohlich et al. (1985), spada and fröhlich (1995). there are one kind of ad hoc system namely, sett model. perhaps the earliest and most wellknown proponents of a da approach to classroom interaction are sinclair and coulthard (1975) who, following a structural functional linguistic route to analysis, compiled a list of 22 speech acts representing the verbal behaviors of both teachers and students participating in primary classroom communication. the outcome is the development of a descriptive system incorporating a discourse hierarchy: lesson, transaction, exchange, move and act. these models would be analysis more comprehensive in this study. based on the main topic of the study, as a researcher i would like to applicate the study using sinclair & coulthard model (coulthard, 1992:1-34). this research has 32 been very much text-based. we began with very few preconceptions and the descriptive system has grown and been modified to cope with problems thrown up by the data. the system we have produced is hierarchical and our method of presentation is closely modelled on halliday‟s „categories of a theory of grammar‟. all the terms used, structure, system, rank, level, delicacy, realization, marked, unmarked, are halliday‟s. b. the review of previous studies there are some studies it related for this study namely: nunn (2001), hsiao (2005), yu (2009), sampson (2008), bannik & dam (2007), jia (2005), atkins (2001), white (2003), saikko (2007) and hartono (2005). yu (2009) in his research entitled an analysis of college english classroom discourse has studied a chinese college english classroom of non english major at qingdao university of science and technology about college english classroom discourse and to provide information for improving teaching and learning in college english classroom. in sum, sinclair and coulthard‟s model can be applied to college english classroom discourse analysis in that there were quite a lot patterns found agreeing with their model although there also existed some discrepancy. the patterns of discourse in college english classroom were that: teacher-initiated exchange dominated; “irf” patterns did exist and accounted for the most proportion of all the discourse patterns. nunn (2001) in his study entitled language learning across boundaries – negotiating classroom rituals stated that when opposed to communicative language teaching, teacher-fronted classroom discourse is sometimes devalued, represented as a rigid and ritualistic process of eliciting pre-planned responses. the analysis of a data sample of twelve teacher-fronted language lessons revealed highly repetitive structuring in the flow of discourse, frequent verbatim repetition in the collective reconstruction of texts, and restrictive turn-taking norms. however these ritual features of discourse need to be considered alongside the essential negotiation which takes place during the continuous process of adjustment and re-adjustment between participants. white (2003) in his study entitled „the application of sinclair and coulthard‟s „irf‟ to a classroom: analysis and discussion‟ found that sinclair and coulthard define a teacher unform as an exchange where the teacher contributes facts, opinions, ideas and a new information to the pupil. most difficulties in fitting the data to the ifr categories can be attributed to two related factors namely small class size and a relaxed perception of teacher/student roles. despite difficulties in application, discourse analysis of these types has many benefits to teachers wanting a better understanding of classroom discourse. meanwhile, hartono (2005) in her research entitled native-non-native teacher negotiation rituals in the introductory parts of speaking classes: a report pay special attention to see how negotiation ritual element of one part of five elements of sinclair and coulthard is exchanges with the special part of irf pattern. she realizes that the exchange structure is often criticized as a rigid and ritualistic patterns. this study highlights the role of teachers in providing context for the students. the context will encourage negotiation meaning among the classroom discourse participants. although the irf pattern helps to keep the discourse run 33 smoothly, the communication between the teacher and the students is often unnatural. within the foreign language setting like in indonesia, english teachers have to be skillful and creative to create and provide a context for their language class. the context must be the one which can encourage students to speak in the target language. based on the previous studies by researchers not more specific study about the all elements from five elements by sinclair and coulthard system could be implement in the classroom discourse. the more studies of meaning negotiation rituals as a part of exchange element run by researcher especially just for the irf/ire context. it has the lack study of the application of sinclair and coulthard system of college english classroom discourse. based on the fact, as a researcher i would like to further explore of the application of sinclair and coulthard system of outstanding classroom discourse analysis. c. theoretical framework there are three basic theories should be discussed as a grounded theory with related this study namely: 1. hallidays‟ rank scale description of grammar the original sinclair-coulthard system of analysis is based on halliday‟s (1961) rank scale description of grammar (willis in coulthard, 1992:112). the ranks in the model are lesson; transaction, exchange; move and act, and these are related to one another in a „consists of‟ relationship. a lesson is made up of a series of transactions, which in turn is made up of a number of exchanges. exchanges are made up of moves, which in turn are made up of acts. the new paradigm in post modern english grammar developed functional grammar run by halliday. the one indicator to this statement is speedily in implement of discourse analysis in linguistic analysis. this phenomenon is a spirit of classroom discourse analysis in teaching learning activity. according to halliday, basic concepts for the study of language has raised a number of theoretical issues, as can be seen from the variety of technical terms that had to be used. we have referred to language (i) as text and as system, (ii) as sound, as writing and as wording, (iii) as structure – configurations of parts and (iv) as resource – choices among alternatives. these are some of the different guises in which a language presents itself when we start to explore its grammar in functional terms: that is, from the standpoint of how it creates and expresses meaning (halliday, 2004:19). 2. austin theory of speech act the other basis theory is speech act theory by austin. all of the issues in the general theory of language used, speech act theory has probably aroused the widest interest. as showed by coulthard (1994), originally sinclair pays more interesting of his study based on description of grammar by halliday and speech act by austin. psychologists have suggested that the acquisition of the concepts underlying speech acts may be a prerequisite for the acquisition of language in general, while linguists have seen the notions of speech acts theory as variously applicable to problems in syntax, second language learning and elsewhere. from a linguistic perspective, the original discourse analysis work was motivated by a wish to make a description of spoken interaction, using the insights of the philosopher j.l. austin (1962). 34 3. vygotksy theory of the zone of proximal development (zpd) the work of vygotsky, a social psychologist, highlights the role of social interaction in learning and development. this study will also investigate how the teachers provide the context for language learning and how the teacher takes important roles in the process of meaning negotiation in fact, teacher‟s presence is a must to create contexts which will facilitate meaning negotiation and language learning. in other words, teacher‟s presence will help the students improve their target language. this based on the theory proposed by vygotsky: the zone of proximal development (zpd). vygotsky defines it as „the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. vygotsk‟s views on learning and development in children differ markedly from those of piaget, for whom learning and mental development is independent processes. according to piaget (1979), learning does not affect the course of development since maturation precedes learning. in this framework, the learner must be cognitively and developmentally ready to handle certain learning tasks. in vygotsky‟s (1978) view, however, learning precedes and contributes to maturation, and the learner‟s language performance with others exceeds what the learner is able to do with the language without assistance. the learner bring two levels of development to the learning task: an actual developmental level, representing what the learner can do, and a potential developmental level, representing what the learner should be able to do in the future. through interaction with others, the learner progresses for the “actual developmental level” to the “potential developmental level.” in this process, the potential development level of the learner‟s interaction with others and the expansion of cognitive abilities. the three basic theories discussed above inspire sinclair and coulthard make of theory building and have closely related to the substance of the study. these theories become a grounded theory to make more exploration and deep analysis in classroom discourse analysis. halliday (1961) developed a description of grammar based on a rank scale. this theory has been used by sinclair and coulthard to create a model for spoken discourse analysis. speech act theory proposed by austin offered a functional theory of meaning. the study will also investigate how the teacher provides the context for language learning and how the teacher takes important roles in the process of meaning negotiation. to maximize the quality of classroom discourse, teacher‟ presence in the class becomes very important. teacher‟ presence is a must to create contexts which will facilitate meaning negotiation and language learning. iii. methodology a. research design research design as an important point to conduct a research. research is systematic investigation to answer a problem. this study belongs to descriptive qualitative method and included discourse analysis approach. i had apply descriptive qualitative approach to analyze english foreign language lecturer and students‟ meaning negotiation rituals of classroom discourse in the research methodology classroom of the fifth semester students of english study program of timor 35 university. the analysis model is basically based on classroom discourse analysis which is proposed by sinclair and coulthard as revised it in coulthard (1992). b. subject of the study the subject of the study is the fifth semester students and lecturer of research methodology subject of english study program of timor university in the academic year of 2012/2013. on the basis of the characteristics and availability of the data needed, this study applied a purposive sampling technique. based on the sample of the study i determined which class is chooses. so, from the four parallel classes of the fifth semester students, i would like determined two classes to conduct research. c. instrument of data collection in this study, instrument is defined as a technique used to get the data needed. to get the data needed, it applies two kinds of instruments. firstly, it used observation technique. through this technique, the researcher have opportunities to observe the lecturer of the research methodology subject and the fifth semester students as will become subject of the study. the observation do in this study aims at finding which classes adjust to conduct this research. the observation will do two weeks. based on the result of the observation, the researcher determines which classroom is chosen. secondly, using a video-tape recording (vtr) to record the classroom discourse during the classroom interaction between lecturer and students. the result of the classroom discourse become of the data transcription as a requirement will be further analyzed based on sinclair and coulthard system will focus on transaction, exchange, move and act as proposed by sinclair and coulthard. d. techniques of data collection for the conducting of my research, i had joint some procedures to collect the data needed namely: first; before the researcher conduct the research, i had ask permission from the rector, dean, head of the english study program of timor university and lecturer of research methodology subject for conducting the study. second; after getting the permission and legality on the some administration procedures, the researcher recorded the classroom interaction that happened during the teaching learning activity in the research methodology subject. third; during the process of recording, the researcher observes and makes notes of what the lecturer and students do during the interaction. the notes include how lecturer prepares the setting of the classroom or activities which the lecturer and students do during the classroom learning – teaching process. fourth; the recorded data is played several times and transcribed. the transcription is also accompanied with the notes made by the researcher. e. data analysis the analysis of the data in this study is conducted in the following steps: 1. transcribing transcribing is a process of representing the talk or speech event in written form. the teaching and learning process on the classroom is transcribed carefully in accordance with flow of talk. then the transcript becomes the writer‟s required data for further analysis. 36 2. codification after the transcript is completely done, the data is used to make the analysis of four ranks of sinclair & coulthard system in classroom discourse analysis, namely: transaction, exchanges, move and act. and then, the available transcript is codified or labelled to facilitate the researcher in identifying the characteristics of interaction take place in the teaching learning process between the lecturer and students in the research methodology subject of the fifth semester students of timor university. 3. categorizing the purpose of categorizing the data is to facilitate the tabulation of the data. in this study, the data is classified into four elements of sinclair and coulthard system covers: transaction, exchanges, move and act; and categorize them based on their frequency of occurrences. 4. tabulation based on the classification above, the data were expressed in the form of table. this is make things simple, but meaningful and comprehensibly represented. the result was put in a table to see the distribution of lecturer and students‟ transaction, exchanges, moves and acts, and their participation in the classroom discourse. 5. interpretation the results of the analysis above were interpreted to answer the research questions which were presented in statement of the problem in chapter one. the interpretation of the data analysis is also discussed clarify some findings and see whether the types of interaction between english lecturer and students contains positive values to improve teaching and learning process at english study program of timor university. based on the results of the analysis above, the data are expressed quantitatively in the form of table to facilitate the description and discussion. iv. discussion this section presents a discussionon how the types of transactions, exchanges, moves and acts are used and their sructure as well as the samples taken from the body of language in the classroom discourse between lecturer and students in the fifth semester sudents of english study program of timor university during the english classroom process. much previous research has been done in efl classroom discourse analysis which implemented by sinclair and coulthard system, but none of them could not pay more attention of transaction element. as we know that transactions normally begin with a preleminary exchange and end with a final exchange. within these boundaries a series of medial exchanges occur. although we have identified eleven types of medial exchanges, we cannot yet specify in detail how they ordered within transactions. we can specify that the first medial exchange in a transaction will normally be selected from the three major teacher-initiated free types – inform, direct and elicit. 37 table 6b. the finding/result text of efl classroom discourse between lecturer and students (transactions). transaction type frequency percentage informing 44 45.36 directing 19 19.59 eliciting 34 35.05 t o t a l 97 100 % the data shows that the top rank transaction types occured is informing, that is 44 times (45.36 %) of the total transaction occurence, after the informing is eliciting with 34 times (35.05%), while directing occupied the lowest rank that is 19 times (19.59 %) of the total transaction occurence. informing is top rank because in the classroom discourse it has most frequences than another. from each types of transaction, especially informing, boundary is the highest level with 19 times or 19.59 %. from the eliciting transaction, l-elicit is the highest level with 12 times or 12.37 %. from the directing transaction, boundary is the highest level with 6 times or 6.18 %. the table 7 shows the all types of exchange occured in the classroom discourse between lecturer and students in the sixth semester sudents of english study program of timor university during the english classroom process. the exchange types copying the top rank or the most frequences occured is boundary, that is 51 times (39.84 %) of the total exchange occurence, while reinforce and accept occupied the lowest rank that is 1 times (0.78 %) of the total exchange occurence. boundary is top rank because in the classroom discourse it has most frequences than another. there exists two types of exchanges, boundary and teaching. boundary exchanges mark an end or a beginning to a stage of the lesson, and can be implemented either with a framing move or a focusing move. typical framing and focusing moves are indicated by acts such as „wel‟, „good‟, „okay‟, in addition to an extended pause, and/or comments by the teacher which summarize the preceding or following discourse. teaching exchanges concern the actual progression of the lesson, and depending on the teacher‟s intent, can be actualized through informing, directing, eliciting or checking. there are eleven subcategories of teaching exchanges. six are free exchanges and are defined by their function and by the type of head act in the initiating move. wether the teacher or student initiates the exchange also affects categorization. the five remaining exchanges are bound exchanges, in that they normally contain no initiation and thus are bound to the previous exchange‟s function in some way. table 8. the finding/result of the move types occured in the efl classroom discourse between lecturer and students. move types structure of moves frequency percentage initiation (i) (opening) (s) (pre-h) h (post-h) (select) 36 37.5 response (r) (answeringg) (pre-h) h (post-h) 34 35.42 38 feedback (f) (follow-up) (pre-h) h (post-h) 26 27.08 t o t a l 96 100 % table 8 above shows that initiation have occupies the top rank. it occured 36 times (37.5 %) while feedback move occupies the lowest rank. it occured 26 times (27.08 %) of the total move occurance because in the classroom discourse the initiation (opening) has the big percentage than another. teaching exchanges consist of initiation moves, response move and follow-up moves. this three-move structure of an exchange (irf) is commonly cited. from the 22 types of act in the sinclair and coulthard system, there are 1.106 acts occuring in the research of classroom discourse between lecturer and students in the fifth semester sudents of english study program of timor university during the english classroom process. the act types of the top rank or the most frequences occured is acknowlegement, that is 238 times (21.52 %) of the total acts occurence. example: l: the first chance to the back group. (d) s: yah, … (ack) l: who is the leader? (d) akcnowledge, a verbal or non verbal signal which confirms that the students is listening and understanding. acknowledge is also an optional part of the response to a directive, when it serves to let the lecturer know that the students has heard. as we know that acknowledge realized by „yes‟, „ok‟, „cor‟, „mm‟, „wow‟, „yah‟ and a certain non-verbal gestures and expressions. its function is simply to show that the initiation has been understood, and, if the head was a directive, that the student intends to react. in the normal classroom interaction, sometimes lecturer or students using acknowledge as filler, and become one strategy to maaximize the communication. from this research, acknowledge used by lecturer to maximize the context of situation. while check occupied the lowest rank that is 3 times (0.27 %) of the total acts occurence. in the check realized by a closed class of polar questions concerned with being „finshed‟ or „ready‟, having „problems‟ or „difficulties‟ being able to „see‟ or „hear‟. they are „real‟ questions, in that for once the lecturer doesn‟t know the anwer. the function of checks is to enable the lecturer to ascertain wether there are any problems preventing the successful of the lesson. the types of ritual of classroom discourse between the lecturer and students are depicted in the following table: table 10. the finding/result of the ritual types occured in the efl classroom discourse between lecturer and students. ritual of efl classroom discourse frequency percentage lecturer 8 53.33 students 7 46.67 t o t a l 15 100 % 39 table 10 above shows that lecturer have occupies the top rank. it occured 8 times (53.33 %) while students occupies the lowest rank. it occured 7 times (46.67 %) of the total ritual occurance because in the classroom discourse the lecturer has the big percentage than students. meaning negotiation ritual of classroom discourse between the lecturer and students in english as a foreign language (efl) context, actually an atempt to know how meaning negotiation element is captured by the elemens of classroom discourse: the initiation, response and feedback. the three exchange structure is often criticized as a rigid and ritualistic pattern. some of us as a researcher are worried that if the students do not get enough opportunities to develop an effective communicative learning within the rigid pattern happens during the classroom interaction. yu (2009:157) is her studied saw the the role of teachers in providing context for the students. the context will encourage meaning negotiation among the classroom discourse participation. the types of meaning negotiation of classroom discourse between the lecturer and students are depicted in the following table: table 11. the finding/result of the meaning negotiation types occured in the efl classroom discourse between lecturer and students. meaning negotiation of efl classroom discourse frequency percentage data i 6 50 data ii 6 50 t o t a l 12 100 % based on the research it shows that lecturer have occupies the top rank. it occured 8 times (53.33 %). while students occupies the lowest rank. it occured 7 times (46.67 %) of the total ritual occurance. it is shown that not more significant of the irf exchange between the efl lecturer and students in classroom discourse. as in previous study of yu (2009:156) stated that irf still dominate the classroom exchange pattern but meaning negotiation is a solution to this problem. the commonly of irf pattern from occured by the lecturer or students. the previous study shown that classroom discourse interaction which involve the meaning negotiation between efl learners are also important for the production of comprehensible output (shehadeh in hartono, 2005:70). meaning negotiation are important not only because they provide efl learners with an opportunity to receive input, which they have made comprehensible through negotiation, but also because these interaction efl learners with opportunities that enable them to modify their speech so that the output is more comprehensible. from the table of the meaning negotiation shows that lecturer and students have the same occurences in efl classroom discourse , that is 6 times (50 %) of the data i and 6 times (50 %) also in data ii. it is an indicated that meaning negotiation need by the lecturer or students in the classroom discourse activities to maximize the quality of the language learning and teaching. many previous studies about classroom discourse are based on the theory proposed by sinclair and coulthard (jia:2005; yu:2009; bannik & dam:2007; samson:2008; hsiao:2005; nunn:2001; andrew:2001 & 2003; saikko:2007; 40 hartono:2005) which is recognized as three-part structure of exchange : initiation (i), response (r) and feedback (f). traditionally, the discourse between lecturer and students follows the l-s-l pattern (lecturer-students-lecturer). the l-s-l pattern occurs when a lecturer asks a question, a student answers, and the lecturer gives feedback. this pattern is then repeated again and again during the class session. sinclair and coulthard categorizes this pattern as irf (initiation, respond, feedback). this pattern is mostly found in english as a foreign language (efl). this condition prove by nunn (2001) that in era of communicative language teaching (clt), the three-part exchange structure which is also recognized as teacher-fronted discourse is often considered devalued. it is represented as a rigid and ritualistic process of eliciting preplanned responses. the teacher-fronted classroom discourse which is represented as a predominantly three-part structure seems to have negative characterization. learner‟s opportunities to develop their communicative competence are limited and bounded under the three-part exchange structure. however, along those rituals, there are some interesting phenomena of negotiating shared meaning which take place during the continous process of adjustment and readjustment between the participants. i believe that lecturer will take a significant role in the negotiation process because teaching a language is not simply a process of linguistic knowledge transmission. it is more an attempt to negotiate shared meanings and understanding between the learners and their interlocutor. humor as a poweful strategy in classroom discourse using by lecturer to maximize students participation in context of english as a foreign language (efl). as prove by saikko (2007:65) stated that students in a foreign language classroom do not probably know much of the language they are studying, and that with youger learners the types of questions they might ask is limited by their lack of intellectual maturity in general and their lack of metalinguistic knowledge. v. conclusion based on the analysis of the efl classroom discourse in the research methodology classroom between the lecturer and the fifth semester students of english study program of timor university, the researcher would like to conclude the results of the findings to answer the statement of the problems as follows; the three major types of transactions that occuresd in the efl classroom discourse in the researech methodology classroom are: (a) informing transaction occured 44 times (45.36 %), (b) eliciting transaction occured 34 times (35.05 %), and directing transaction occured 19 times (19.59 %). the types of exchanges, that occured in the efl classroom discourse, there are 14 kind of exchanges which occured in 128 times, but the top rank or the most frequences occured is boundary, that is 51 times (39.84 %) of the total exchange occurence, while reinforce and accept occupied the lowest rank that is 1 times (0.78 %) of the total exchange occurence. the types of move that occuresd in the efl classroom discourse in the researech methodology classroom are: (a) initiation (opening) move occured 36 times (37.5 %), (b) response (answering) move occured 34 times (35.42 %), and feedback (follow-up) move occured 26 times (27.08 %). the types of acts that occured in the efl classroom discourse, there are 22 kind of acts which occured in 1.106 times, but the top rank or the most frequences occured is acknowledge, that is 238 times (21.52 %) of the total 41 acts occurence, while check is the lowest rank that is 3 times (0.27 %) of the total acts occurence. the lecturer and students roles in the process of meaning negotiation rituals are: (a) ritual process occured by the lecturer 8 times (53.33 %), ritual process occured by the students 7 times (46.67 %); while meaning negotiation ritual occured 12 times divided in data i 6 times or 50 % and in data ii 6 times or 50 % too. vi. suggestions hopefully, the results of this study will provide information to english language lecturers especially in indonesia as foreign language context about some strategies. they can also be used by the lecturers to optimize negotiation meaning between the lecturer and students in the classroom discourse. lecturer-students‟ meaning negotiation in the english as a foreign language (efl) of research methodology classroom effected by some factors like lecturer, students, materials, methods and environment, so in the classroom discourse lecturer should be adjust with characteristics from these factors above. students participation in the efl classroom discourse it depends on the lecturer how to create the situation, using exactly methods, characteristics of students, choosing materials of instruction and not dominated by the lecturer. in the classroom discourse, it is better that should be a ballance between the lecturer talks and students talks. it is better that classroom interaction follows the typical pattern of irf model. actually sinclair and coulthard system analysis is a reflective model, so this model could be apply by the lecturer of efl at university level to maximize the quality of classroom discourse activity. for the future researcher; its suggested to apply this model to other subjects beside research methodology subject because this subject as a prerequisite for the students before finished their study, not as based on talent or interest of students. so, it should be better for efl university level could be apply sinclair and coulthard system for english for spesific purpose (esp) context. bibliography atkins, andrew. 2001. siclair and coulthard‟s „irf‟ model in a one-to-one classroom: an analysis; july 2001, www.ccsenet.org/journal.html; accessed october 13 th 2010. bannink, anne, & dam, jet van. 2007. a dynamic discourse approach to classroom research. linguistics and education journals, www.elsevier. com/located/linged; accessed october 13 th 2010. broughton, geoffrey, christopher brumfit, roger flavell, peter hill & anita pincas. 2003. teaching english as a foreign language (2 nd ed.). london: routledge. coulthard, malcolm (ed.). 1992. advanced in spoken discourse analysis. london: routledge. cazden, c. b. 2001. classroom discourse: the language of teaching and learning.portsmouth, nh: heinemann. christie, frances. 2002. classroom discourse analysis: a fuctional perspective. london: continuum. halliday, m.a.k. 2004. an introduction to functional english grammar. london: arnold. http://www.ccsenet.org/journal.html 42 hsiao, cheng-hua. 2005. teacher-student communicative patterns in an english language class-examination of classroom discourse; www.ccsenet.org/journal.html; accessed october 13 th 2010. hartono, heni. 2005. native non-native teacher negotiation in the introductory part speaking classes research projects. journal penelitian kependidikan, tahun i, nomor 1,april 2005, program pascasarjana universitas negeri semarang. jia, aiwu. 2005. feedback in the irf discourse model in foreign language classroom; sino-us english teaching journal, july 2005, volume 2, no.7 (serial no. 19) www.ccsenet.org/journal.html; accessed october 13 th 2010. maxom, michelle. 2009. teaching english as a foreign language for dummies. england: 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www.ccsenet.org/journal.html; accessed october 13 th 2010. walsh, steve.2006. investigating classroom discourse. 2006. london: routledge yu, weihua. 2009. an analysis of college english classroom discourse. asian social science journals, vol. 5, no. 7, july 2009; www.ccsenet.org/journal.html; accessed october 13 th 2010. http://www.ccsenet.org/journal.html http://www.ccsenet.org/journal.html http://www.ccsenet.org/journal.html http://www.ccsenet.org/journal.html http://www.ccsenet.org/journal.html http://www.ccsenet.org/journal.html http://www.ccsenet.org/journal.html page 1 page 2 page 1 page 2 64 the analysis of students‟ responses in implementing collaboration picture & picture and think pair share in teaching writing of narrative text dodi mulyadi8 nur hikmah9 abstrak tujuan dari penelitian ini adalah untuk mengetahui opini siswa mengenai implementasi kegiatan mengajar menulis (writing) dengan menggunakan penelitian tindakan (action research) yang dilakukan di kelas viii-2 di mts nurrussalam tersono batang tahun ajaran 2013/2014. disimpulkan bahwa respon siswa terhadap proses pembelajaran teks naratif melalui “picture & picture” dan “think pair share” bagus. hasil penelitian ini menunjukkan bahwa kolaborasi antara “picture & picture” dengan “think pair share” membuat para siswa lebih mudah untuk menulis teks naratif, dan membuat mereka lebih mudah di dalam mengeksplorasi ide mereka di dalam menulis teks naratif serta membuat mereka antusias di dalam mengikuti proses pembelajaran. introduction writing is important for the students to practice their language learning. it is used as a practice tool to help students practice and work with language they have been studying (harmer 2007:112). in addition, in teaching writing, teacher teaches about genres based on syllabus class eighth junior high school. there are some types of genres (text) to learn by the students at eighth grade of junior high school. one of them is narrative text. narrative text is a text which tells an interesting story to entertain and inform the readers or listeners. 8 pengajar di program studi s1 pendidikan bahasa inggris universitas muhammadiyah semarang 9 mahasiswa program studi s1 pendidikan bahasa inggris universitas muhammadiyah semarang 65 in fact, most students have difficulties when the teacher asked them to write a text. they cannot recognize or develop a sentence or paragraph correctly or they do not have any ideas about what they want to write. besides that, they also have low-motivation to study the subject that makes them difficult to improve their writing ability and they were bored in learning process because their teacher taught monotonously. they need interesting model learning to motivate them in writing. here, the teacher has an important role to solve the students‟ problem in writing. as a teacher, he/the researchers should give an interesting teaching technique that makes students enjoy during teaching learning process, one of teaching technique is the use of media and learning model in the classroom. the appropriate media for teaching writing of narrative text is picture media. according to harmer (2007: 118), picture is excellent stimuli for writing. from the statement above, it can be inferred that picture can give stimulus for the students to produce text by imaging in the picture. the students can make story from the picture because it contains a story that is abstract, so they can realize the story to be concrete. to make students active in learning writing narrative text, the teacher must choose appropriate learning model. the appropriate learning model that uses picture media is picture and picture learning model. picture & picture is leaning model that the application is to arrange some pictures in order to the right story. meanwhile, picture & picture can be collaborated with think pair share because it is one of cooperative learning that asked the students to be active in pair group. so, the researcher uses of collaboration picture & picture and think pair share using collaboration picture & picture and think pair share in teaching writing narrative text, students of junior high school will accept something new and different from what usually they get from the teacher in the classroom. the students can describe about pictures, they can create the text by looking at the pictures, and they also share their text or opinion to the other friends. the goal of the research is to describe the students‟ response of using collaboration picture & picture and think pair share in teaching narrative text at eighth grade junior high school. 66 review of the related literature a. writing writing is one of communication tool in written form. most people use text on message of mobile phone for communication with the other people. according to brown cited in susanti (2013: 4), writing as process of transferring the word that comes from our mind effectively, we can work up to what we really want to say and write. in education, writing is an important skill that students need to develop their knowledge in english language, to write well, students must have experience and knowledge to create ideas into sentences, paragraph, and text easily. when students often write something, they have to improve their cognitive, because write excessively will improve their cognitive. that is good for the students. according to kellogg (2008: 4), writing skill is shown as continuously improving as a function of practice, as typical for cognitive skills in general. it can be inferred that when the teachers teach english, they must often ask the students to try and write to improve students‟ cognitive skill. meyers (2005: 2) states that writing is a way to produce language you do naturally when you speak. material of writing at eighth grade of junior high school is types of text that must students learn to improve students‟ writing ability. according to harmer (2004: 36), writing is a process and that what we write is often heavily influenced by constraints of text types, and then these elements have to be presented in learning activities. according to nunan cited in styati (2010: 20) defines that writing is the process of thinking to invent ideas, thinking about how to express into good writing, and arranging the ideas into statement and paragraph clearly. riswanto and putra (2013: 3) also state writing is sometimes used for learning, reinforcing, or testing grammatical concepts. based on the statement above, it is clear that writing is important to be learned by students. writing is a process of expressing ideas to be some paragraphs and its skill is needed for the students. it can conclude that writing is one of ways to produce ideas from collection of word be sentences or paragraph. 67 based on meyers (2005: 3-12), there are six steps in good writing, they are: (1) explore ideas before the writer starts to write, let her/his mind explore freely. he/the researchers should focus on her/his explanation more systematically by considering three questions. first, the subject that is the material that wants to write. second, the purpose, students‟ intention about their written toward the reader. third, the reader, to persuade the reader who knows subject well. (2) pre write writing process involves writing on paper or on the computer. in this step do not worry about grammar, right word choice, spelling or punctuation because it will be revised later. there are three process: brainstorming is one way to grab your thoughts, clustering is write subject in the middle of the page, free writing are write about subject without worrying about sentence structure, spelling, logic, and grammar. (3) organize after the writer has put ideas into words, and next begins to organize them. this process involves selecting, subtracting, and adding ideas, and then outlining them. (4) write a first draft after the writer has done some prewriting, selected best ideas, expended on them, and arranged them in some reasonable order. next the writer can begin the draft of paragraph on paper. (5) revise the draft revising is among the most important writing, especially for people who write in second language. it is the part of the writing process that may take the most time. (6) produce the final copy after revising the work, the writer can edit it and carefully check the correction of written. all of its content develops the main point and it has plenty of details. 68 b. narrative text every language has text and text is created by collection of word. text has different function from generic structure and language features of the text are called text types (genre). there are text types: narrative, recount, descriptive, explanation, and etc. narrative text is one of text types that contains about story telling story using spoken or written language. there are explanation about narrative text: according to pardiyono (2007: 67) narrative text is a kind of text has function to amuse, entertain and deal with actual or experience indifferent ways. the narrative text has generic structures they are orientation (sets the scene and introduce the participants), complication (a crisis arises), and resolution (the crisis is resolved, for better or worse). the narrative text also has grammatical features that has function to improve student‟s knowledge (pardiyono 2007: 67), they are: (1) past tense: narrative text uses past tense to tell about past activities or events. (2) sequence markers: first, then, after that, next, finally (3) adverb can express the information about time, place, reasons, and purpose, example: once upon a time, one day, long time ago, as soon as, day and night. according to sudarwati and grace (2007: 62), narrative text is a text to entertain the readers with actual or imaginary experiences in difference ways. the generic structure of narrative text are orientation, complication, and resolution. language features are the use of noun phrases, the use of connectives, the use of adverbial phrases of time and place, the use of simple past tense, the use of action verb, the use of saying verbs, and the use of linking verbs, feeling verbs, verbs of senses. based on explanation above, narrative text is a text which tells an interesting story to entertain the readers. in narrative text, there are first paragraph contain introduction, next paragraph contain problem, final paragraph contain resolution of the problem. to make good narrative text, we must focus on using simple past tense, adverbial place and time, and linking verbs. 69 c. cooperative learning english language is one of the foreign subjects in education. most students have difficulties when they study about it because english language is different with indonesian language. students‟ motivation and interested are low when they study it at school. so, teachers use cooperative learning when they teach them. according to jolliffe (2007: 14) cooperative learning requires students to work together in small groups to support each other to improve their own learning. in line, cooperative learning is a way to make students be more active and make students learn how to work together with their friends. cooperative learning is a strategy that involves small groups of students working together to complete a project or task. teachers are using this instructional strategy often assign specific roles, duties, and tasks to specific group members. according to cohen, brody, and the researchersvin (2004: 3) cooperative learning is to disrupt typical hierarchies of who is “smart” and who is not, and allow all students to work together, each student experiencing the role of teacher and of learner, and each student modeling recognition of and respect for many different skills and learning styles. cooperative learning is the way to teach, will help learners be better learners, praise and support each other‟s learning, and develop necessary social collaborative skills for use in problem solving. suprihatingrum (2013: 191) states, cooperative learning is a teaching method where students work together in small groups to help each other in learning and every member of the group responsible for completeness task of groups and to study the matter itself. in line, the use of cooperative learning in learning-process is effective because it helps students to understand easier and clearer, and the teacher can explain the material clearer. d. picture & picture according to kiranawati cited in kurniati (2012: 4) states, picture & picture is a learning model that uses pictures and installed, arranged to be logical arrangement (logical sequence). here, picture is as tool in learning process and students are ordered to be creative and active to make story about the pictures. 70 suprijono cited in huda (2013: 236) says, picture & picture is learning strategy that uses pictures as media, the pictures must be arranged logically. picture & picture is learning method that uses pictures and arrange it to be logical arrangement (hamdani 2010: 89). in line, picture & picture is learning model which uses a series pictures to arrange to be logical picture story that is meaningful, and it makes students more active and creative when learning narrative text. picture & picture has steps in applying, according to huda (2013: 236-237) there are six steps of picture & picture: a. the teacher conveys the competence that desires achieved. b. the teacher presents the material as an introduction. c. the teacher shows pictures about activity that relates to material. d. the teacher calls students to post or arrange pictures to be logical arrangement. e. the teacher gives question to students about reason or based on thinking of arrangement these pictures. f. from the reason or the result of arrangement pictures, the teacher gives explanation about material. e. think pair share suprihatiningrum (2013: 208) says, think pair share is a strategy that has the explicit procedure in giving students more time to think, respond, and help each other. each student has responsibility to understand the material or do the task and share with the other. according to huda (2013: 206), think pair share is cooperative learning that this time to be one of affective factors in involving students‟ response to question. think pair share is learning method that orders students to make a group, each student does his/her exercise then discuss with his/her member group, finally his/her group share about the result of discussion with the other (huda 2013: 132). based on explanation above, think pair share is cooperative learning that orders students in a group to be responsible with their task, discuss and share their opinion or ideas with their member of group, finally share their work to the other group. here, the students are ordered to be active. 71 think pair share has steps that has to be followed. based on huda (2013: 206-207) there are six steps of think pair share, they are: a. the teacher conveys the core material and the competence. b. the students are asked to think about the materials/ issues given by teachers. c. the students are asked to pair up with a friend next to it (group 2) and express the ideas of each. d. the teacher leads small plenary discussion, each group reveals the results of their discussions e. starting from these activities to direct talks on the subject matter and adding material that the students have not revealed. f. the teacher gives conclusions. huda (2013: 206-207) describes that the implementation of think pair share has three strategies, they are: a. step 1: thinking. the teacher asks questions that relate to the subject matter and asks the students to think about the question for a few moments b. step 2: pairing. next, the teacher asks the students in pairs to discuss the answer to the question of the first step. these interactions are expected to share answers or ideas. c. step 3: sharing. the teacher asks students to take turns to share with the class about what they have discussed. f. collaboration picture & picture and think pair share this learning method will be applied in teaching narrative text. this collaboration will be modified with ten steps (huda 2013: 209:210), they are: a. the teacher conveys the competency. b. the students are made in a group, each a group contains two students. c. the students pay attention to teacher‟s explanation about the material as introduction. d. the teacher gives pictures to each group with same theme. e. each group arranges the pictures, makes the pictures to be logical arrangement. f. each group discusses about the reason based on thinking and writes the story of the pictures. 72 g. each group assembles the result of discussion. h. each group presents the result of discussion in front of class (one student tells story and one student tells the reason of arrangement the pictures). i. the teacher gives evaluation and motivation to the students. j. the teacher explains and provides reinforcement to the subject matter at the end of the lesson. there are some factors that make the collaboration picture & picture and think pair share be important. the reasons for collaborating picture & picture and think pair share are: a. a group that contains 2 students will create effective discussion, they can share their ideas each other. b. to make students more creative and improve students‟ motivation in study. c. the students will enjoy in learning process and they will easy to understand the material. d. collaboration this learning method emphasizes the students to understand the pictures and they can explain with their own word. method of research a. research design this study used the qualitative and also quantitative data. in this research, the writer used the kind of classroom action research design (car). action research is used by person who wants to do something to improve, to change, to develop their own situation. according to arikunto (2008: 3), classroom action research is research activities in the classroom, observation of teaching and learning activities in the classroom to obtain information about the teachers, students and learning process. mc niff (1992) cited in arikunto (2006: 102) states, action research is a form of self-reflective inquiry undertaken by participants in a social (including educational) situation in order to improve the rationality and justice of their own social or educational practices, their understanding of these practices and the situations in which these practices are carried out. 73 b. method and instrument of collecting data in this study, the researcher used questionnaire. the purpose of questionnaire has to know the responses of despondences toward collaboration of picture & picture and think pair share in teaching narrative text. instrument that used was question the researcherset. the question contained about the collaboration of picture & picture and think pair share, students‟ writing ability, and narrative text. questionnaire was given after cycle 1, 2 and 3. the study of this subject was applied to teach writing narrative text at eighth grade students of mts nurussalam tersono-batang in the academic year 2013/2014. the sample class was viii-2 that has 40 students. the researcher used this class because students of class viii-2 had low motivation in learning english and they got low score than score of the other class. (1.) classifying the result of questionnaire table 3.3: qualification the result of questionnaire average percentage score the answer positive question negative question ta 4 1 d 3 2 a 2 3 td 1 4 ta = totally agree, d = disagree, a = agree, and td = totally disagree. from the table above, the result of questionnaire is analyzed by 3 steps, there are: 1. each question is categorized related to aspects observed. 2. each question is measured the amount of score related aspects observed. how to count the percentage will be explained below: percentage: x 100 3. the amount of score result needed. it is qualified to determine how students‟ responses to follow learning process. 74 to know the position of the students‟ responses, can be interpreted with the following table: table 3.4: percentage result qualification of score analysis the percentage got explanation 81% -100% very good 61% 80% good 41% 60% fair 21% 40% poor 0 – 20 % very poor (arikunto 2010: 44 ) the statements of questionnaire will be responded by students are a) the first impression of the students in following the lesson were easy and fun, b) the teacher‟s explanation was easy to understand because the teacher used, c) collaboration of picture & picture and think pair share and simple sentences, d) the use of collaboration between picture & picture and think pair share encouraged the students to learn english, e) a group learning made the students could exchange ideas with the other friends, f) students were motivated to improve their english, g) the use of collaboration between picture & picture and think pair share made the students became aware that learning english was interesting and not scaring, h) the students became enthusiastic to learn and make narrative text, i) the students had not been understood of the use of collaboration between picture & picture and think pair share, j) many opinions in the group learning made the students confused, and k) english teacher while teaching was tensing and boring. research findings and discussion a. the application of collaboration picture & picture and think pair share the collaboration of picture & picture and think pair share were applied at eighth grade students of mts nurussalam tersono-batang. in conducting the application of collaboration picture & picture and think pair share, there were pre cycle, cycle 1, cycle 2, and cycle 3. the result of the research consisted questionnaire and observation. 75 1) the result of cycle 1 the cycle 1 was done on may 23 nd and 24 nd 2014. the result of treatment on cycle 1 consisted the result of questionnaire toward student‟s opinion. in this cycle, the researcher started by asking about the definition, the language feature, and the generic structure of narrative text to know students‟ understanding and refresh the students‟ memories about the material. in the first meeting, the researchers showed picture about “malin kundang” and asked students to comprehend about the story related to the meaning, the language feature, and the generic structure of it. the researchers asked them to discuss about it together with their friends. then, the researchers made students pair groups and each group had picture about “malin kundang”. the researchers ordered each group to analyze the picture and also asked them to construct make story based on the picture. finally, the researchers confirmed to the students based on their writing, and then the researchers gave evaluation of the students‟ work and gave motivation to learn narrative text. in the second meeting, students were asked to fill questionnaire to get the students‟ responses. the result of questionnaire in cycle 1 was 74%. it meant that the result did not achieve the target decided 77% and the students‟ response to the collaboration picture & picture and think pair share in learning process was low. therefore, the next cycle needed to conduct. 2) the reflecting of cycle 1 based on the result of questionnaire toward teaching learning process in this cycle 1 are some students still did not understand about past tense. it made the students could not write well. from the reflecting stage, the researcher needed to motivate the students and explain again about how to make narrative text by using the collaboration picture & picture and think pair share. 3) the result of cycle 2 the action of the cycle 2 was done on may 30 nd and 31 nd 2014. the researcher tried to motivate the students more by giving reward to 76 the students who were active in learning process and passed the kkm. then, the researchers explained about language feature and how to write well. then the researchers made the students in a group, and each group contains two students. each group got discourse about “the sun and the moon” and asked them to analyze relation to language feature. the researchers made ball and thrown the ball to the students. the group who got the ball must present their work in front of class. the researchers gave evaluation from the students‟ work and gave them motivation. the researchers let the students ask if they did not understand. next day, the researchers asked the students to make story about “snow white” based on instruction given. then, the researchers evaluated the students‟ error. finally, the researchers gave questionnaire to the students to get the students‟ responses data. the result of questionnaire in cycle 2 was 79% and it included in good category. it meant the result achieved of the target as well as 77%. these students‟ responses toward the collaboration picture & picture and think pair share was good. they were more interesting to learn narrative text. 4) the reflecting of cycle 2 based on the result of observation and questionnaire toward teaching learning process in this cycle showed that there were some students who still did not pay attention to the teacher‟s (the researcher) explanation. from the explanation above, the researchers would modify the treatment in the next cycle because there were some students did not active and pay attention in learning process. in the next cycle, the researchers would ask the students to get many points in the game that is made by her in learning process and then they would get reword as appreciation to the active students. 5) the result of cycle 3 the action of cycle 3 was done on june 6 nd and 7 nd 2014. the researcher implemented the teaching in learning process based on the lesson plan that had been made. here, the researchers tried to motivate more to the students and gave a reward to the student who was active in learning process and passed the kkm. 77 the researchers explained to the students about the moststudents‟ error. then, the researchers gave pictures to the students. each student was asked to make a paragraph based on the picture. the researchers asked the students to come forward and write their work on the board. the researchers asked the students to discuss about the students‟ work. then, the researchers let the students to ask if they did not understand. next meeting, the researchers asked the students to make a narrative text about “snow white” based on the instruction given. finally, the researchers gave the students questionnaire to get the students‟ responses data. the result of questionnaire in cycle 3 was 84% and it included very good category. it meant the result achieved the target more than 77%. the students‟ responses toward the collaboration picture & picture and think pair share was very good. 6) the reflecting of cycle 3 the researcher felt satisfied in as much her effort to improve the students‟ ability in writing narrative text. the students could understand how to make narrative text easily and could explore their idea easily. after the students seemed more interested during learning process, the researcher decided to stop the action research because it had already succeeded. b. the students‟ response of collaboration picture & picture and think pair share the questionnaire was given in each cycle (cycle 1, 2,and 3) to know the students‟ response of the use collaboration picture & picture and think pair share in teaching narrative text. the researcher compared the questionnaire result between cycle 1, cycle 2 and cycle 3. in the cycle 1, the questionnaire result was 74% and it meant that the result did not achieve the target decided 77%. next, the questionnaire result in the cycle 2 was improving, it was 79 % and the result was achieving of the target as well as 77%. in the cycle 3, the questionnaire result was better than cycle 1 and cycle 2, and based on the indicator used in the research it was belonged to very good result. the result of questionnaire in the cycle 3 was 84%. 78 figure 4.2: the graphic of questionnaire result the graphic above showed that the result of questionnaire got improvement in each cycle. in the cycle 1 and cycle 2 the students‟ response was good. meanwhile, the students‟ response in cycle 3 was very good. it could be concluded that students‟ response to the use of collaboration picture & picture and think pair share in teaching narrative text was very good and they were interested in learning narrative text. conclusion based on the research carried out at viii-2 grade in mts nurrussalam tersono batang academic year 2013/2014. it concluded that collaboration picture & picture was effective to improve the students‟ writing ability of narrative text. he questionnaire result showed that the students agree with the positive statement and disagree with the negative statement in the question the researcherset, it could be concluded that the students‟ responses about the process of learning narrative text through picture & picture and think pair share was good. from the result of research on the previous chapter showed that collaboration picture & picture and think pair share made the students easier in creating narrative text, and made them easier in exploring their idea in creating narrative 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3) bentuk-bentuk viktimisasi terhadap homoseksual yang dialami tokoh utama menggunakan teori d 'augelli dan rivers. kajian queer diterapkan untuk mendeskripsikan dan menganalisis data dalam bentuk kata-kata, frasa, kalimat, pernyataan, dialog dan monolog di rainbow trilogi yang mencatat pikiran dan tindakan dari tokoh dalam kaitannya dengan fokus penelitian. sebagai hasilnya, penelitian ini menemukan bahwa ketiga novel menggambarkan dengan jelas semua tahapan model cass tentang perkembangan identitas homoseksual pada jason dan kyle yang homosexual identity in alex sanchez's rilogyinbow abstract this research aims at describing 1) stages of homosexual identity development in three main characters in the rainbow trilogy using cass’ model, 2) factors influencing the development of homosexual identity using d ‘augelli’s theory, and 3) forms of victimization towards homosexuals experienced by the main characters using theories of d ‘augelli and rivers. queer studies was applied to describe and analyze the data in forms of words, phrases, sentences, statements, dialogues as well as monologues in the rainbow trilogy, recording thoughts and actions by the characters in accordance with the research focus. as a result, the research finds out that the three novels describe clearly all stages of cass’ model of homosexual identity development in jason and kyle, including their identity confusions, comparisons, acceptances, tolerances, prides and syntheses. in nelson, only one stage that can be identified as nelson is described as one whose sexual identity has been formed. the research also reveals how factors of personal subjectivity and action, interactive intimacy and sociohistorical connection are connected to each others and also influencing the homosexual identity developments of the main characters. besides, the research also shows that various kinds of victimization occur to jason, kyle and nelson. normative victimizations made to feel different are experienced by nelson and kyle. family stressor and prejudices in connection to aids are experienced by the three characters. victimization of direct attacks in forms of verbal and physical abuses are experienced by kyle and nelson. lastly, the research finds out that nelson is the only character experiencing sexual abuse. it occurs in form of undesired comments oriented to a sexual violence. keywords: homosexual identity development, victimization ra t 1 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x mailto:mominamika@gmail.com meliputi kebingungan identitas, perbandingan identitas, penerimaan identitas, toleransi identitas, kebanggaan identitas dan sintesis identitas. pada nelson, tahapan yang dapat diidentifikasi hanya meliputi tahap sintesis identitas karena dalam novel ini nelson digambarkan sebagai seseorang yang telah memiliki identitas seksual yang sudah terbentuk.. penelitian ini juga mengungkapkan bagaimana faktor-faktor subjektivitas pribadi dan tindakan, keintiman interaktif dan koneksi sosial sejarah saling berhubungan satu sama lain dan mempengaruhi perkembangan identitas homoseksual dari tokoh utama. selain itu, penelitian ini menunjukan berbagai bentuk viktimisasi yang terjadi pada jason, kyle dan nelson. viktimisasi normatif dibuat untuk merasa berbeda dialami oleh jason dan kyle. stressor keluarga dan prasangka yang berkaitan dengan aids dialami oleh ketiga tokoh utama. viktimisasi serangan langsung dalam bentuk kekerasan verbal dan serangan fisik hanya dialami oleh kyle dan nelson. terakhir, penelitian ini menemukan bahwa nelson adalah satu-satunya tokoh yang mengalami pelecehan seksual. pelecehan seksual terjadi dalam bentuk komentar yang tidak diinginkan yang mengarah pada kekerasan seksual. kata kunci: perkembangan identitas homoseksual, viktimisasi introduction on june 26, 2015, the us supreme court ruled that same sex marriage is a right protected by the us constitution in all 50 states. this fact became international trending topic because it shows that america has given its full support to homosexual acts. people wave the rainbow flag and change display picture on their social network account with rainbow shade to show their support to this decision. lgbt (lesbian, gay, bisexual and transgender) issue itself has become pros and cons for decades. those who support believe that being homosexual is a fundamental right of every individual. while those who oppose argue that being homosexual violates natural law and god's law. living in this hetero-normative world makes the homosexual develop their sexual identity in difficult way. discrimination, social injustice, and violence are often addressed to them. according to rosario, schrimshaw, hunter and braun (2006), the development of a lesbian, gay, or bisexual (lgb) sexual identity is a complex and difficult process. other minority groups (e.g., ethnic and racial minorities) are raised in community with similar condition. they can learn the identity and get support from other members of the group while lgb individuals are often raised in communities that can be ignorant of or openly warring toward homosexuality (rosario et al., 2006). gay youths struggle with the coming out process and integrate their sexual identity into greater cultural experience as the most intense conflict when they live in religious community, in family with high expectation for the children to marry and have kids, in society where gender roles are polarized and stereotypical. (tremble et al., 1989). alex sanchez’s rainbow trilogy provides us clear description on how homosexual people must struggle hard to develop their sexual identity. the novels highlight not only the homosexual identity development but also the victimizations 2 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x that must be faced by the main characters as the impact of having homosexual identity. literature review stages of homosexual identity development homosexual identity is conceptualized as a developmental process that should be passed through by an individual in his lifespan. this process eventually leads to a personal acceptance of positive self-image as a gay and to the establishment of a coherent personal identity (milton and macdonald, 1984:91). cass explains that homosexual identity develops gradually out of groups of self images which are linked together by the individual's unusual understanding of what characterizes someone as ‘homosexual’ (1984:110). many theorists have written about the development of homosexual identity. there are many models and many different stages proposed. one of the foundational theories of gay and lesbian identity development was developed in 1979 by vivienne cass. she describes the six stages of a theoretical model of identity formation, the process by which a person comes first to consider and later to acquire the identity of homosexual as a relevant aspect of life (cass, 1979:219). the stages are described as follows. 1. identity confusion the beginning of this stage is characterized by the first conscious awareness that an individual has a certain connection to homosexuality in terms of behavior, thoughts, or feelings (white et al., 2000). this stage begins with the person’s first awareness of gay or lesbian thoughts, feelings, and attractions. the person typically feels confused and experiences disturbance or uncertainty. reactions to this confusion are diverse. positive reactions will lead to further development while negative reaction may lead to foreclosure (cass, 1979:222-225). 2. identity comparison this stage is characterized by feelings of alienation, in which one accepts the possibility of being gay and becomes isolated from non gay others (gervacio, 2015:52). the person accepts the possibility of being gay or lesbian and examines the wider implications of that provisional commitment. cass described several approaches used to address this new realization, including seeking out other gay and lesbian individuals to learn what this status means; having a private gay or lesbian identity while maintaining a public heterosexual identity; or trying to change or inhibit gay or lesbian behavior (cass, 1979:225-229). 3 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 3. identity tolerance the person acknowledges that he or she is likely gay or lesbian and seeks out other gay and lesbian people to combat feelings of isolation. the nature of this interaction with others who are gay and lesbian often determines how the individual feels about his or her sexual orientation identity (cass, 1979:229-231). 4. identity acceptance this stage is characterized by continued and increasing contacts with other homosexuals. at this stage, the person attaches a positive connotation to his or her gay or lesbian identity and accepts rather than tolerates it. there is increased contact with other gay and lesbian people, with whom the individual prefers socializing. the norms of social groups influence the manner in which the person presents him or herself in heterosexual society. some people choose to pass as heterosexual; some disclose their identity to selected heterosexuals; and others may be more public about their identity (cass, 1979:231-233). 5. identity pride the person dichotomizes the world into heterosexuals and homosexuals, and becomes immersed in the gay and lesbian subculture while minimizing contact with heterosexuals. the person acquires a sense of pride in his or her identity and becomes angry with heterosexual society, often resulting in public and vocal activism (cass, 1979:233-234). 6. identity synthesis the person integrates his or her sexual identity with all other aspects of self, and sexual orientation becomes only one aspect of self rather than the entire identity. the homosexual and heterosexual worlds become less dichotomized, and people are judged individually rather than based on their sexual orientation (cass, 1979:234235). public and private identities become more congruent as individuals become comfortable and secure with who they are. sexual identity is now seen as just one aspect of self rather than one ’ s entire identity (evans et al., 2010:309). factors influencing homosexual identity development d’augelli in trickett et al (1994:212) outlines three sets of interrelated variables which are involved in identity formation: personal actions and subjectivities, interactive intimacies, and sociohistorical connections. 4 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 1. personal subjectivities and actions personal subjectivities and actions include individuals’ perceptions and feelings about their sexual identities, as well as actual sexual behaviors and the meanings attached to them. it is about how individuals feel about their sexual identities over their lives, how they engage in diverse sexual activities with different meanings and how they construct their sexual lives and feel about them (d’augelli in tricket et al, 1994: 212). 2. interactive intimacies interactive intimacies include the infl uences of family, peer group, and intimate partnerships and the meanings attached to experiences with signifi cant others. its concern is on how sexuality is developed by parental and familial factors, how age peer interactions shape and modify the impact of early parental and familial socialization and how this learning affects and is affected by intimate partnership of different kinds (d’augelli in tricket et al, 1994: 212). 3. sociohistorical connections sociohistorical connections are defi ned as the social norms, policies, and laws found in various geographical locations and cultures, as well as the values existing during particular historical periods (d’augelli in tricket et al, 1994: 212). the social norms, policies, laws and cultures which support homosexuality will shape positive attitudes in the development of homosexual identity. as bauer (2006:82) said, “the identification with socially institutionalized groups, customs, and ways of life shapes the possibilities in constructing a positive homosexual identity.” victimization towards homosexuals in recent years, a lot of attention has been given to the victimization experienced by the people with same sex attraction especially the homosexual youths because of its associations with suicidal behavior and drugs use. this has resulted in researchers, educators, and policy makers emphasizing same-sex attraction as a key risk factor for being victimized and experiencing negative health outcomes (collier et al., 2013). the victimizations towards homosexual youth can be experienced in several forms. d’ augelli and rivers (2001:199-209) classified the victimizations towards homosexual youths into two different parts; normative victimization and direct attacks. 5 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 1. normative victimization d’ augelli and rivers (2001) put forward three primary areas of cultural or normative victimization: being made to feel different, the experience of atypical family stressors and the implications of the aids epidemic. a. being made to feel different the stress of being made to feel different is inherent in the social marginalization of homosexuals of all ages. according to d’augelli and rivers, this sense of "otherness" results from isolation from those with similar feelings and from messages that homoerotic feelings are shame worthy. a cyclical pattern emerges: feeling different (and often not being able to understand the feeling), youths withdraw from others, or try to act "straight," with varying degrees of success which widen the gaps between private identity and public identity (2001:200). being minority group in hetero normative culture often results in the involvement of gay youth in social problems such as prostitution, drug use and homelessness (radkowsky and siegel, 1997). b. atypical family stressor the second area of cultural victimization centers on the families of gay youth. many problems lgb youths face are intensified by the lack of parental, sibling, and extended family support. rivers and d’augelli suggest that disclosing a non heterosexual identity to parents and family can be a salient turning point in a young person’s identity development and that support from parents can help alleviate other forms of cultural and social stressor. a number of research studies cited by d’augelli and rivers suggest that family environment does not always provide the foundation needed for gay youth to thrive and that fact lead to a conclusion, “the home is often not a safe haven for lgb youth if they tell their families about themselves or if their sexual orientation becomes known.” (2001:206). c. hiv/aids d’augelli and rivers (2001:201) said that the aids epidemic of the 1980s has left a legacy for contemporary gay youths which exacerbates their feelings of otherness and isolation, particularly for males. authoratively, linking sexual orientation rather than specific behaviors to hiv transmission sends a cultural message that has direct implications for youth who are coming to understand their sexuality. 6 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 2. direct attacks the other primary type of victimization experienced by lgb people are direct attacks caused because the attackers know, suspect, or presume that their targets are lgb persons. according to d’ augelli and rivers (2001) direct attacks toward homosexuals often happened in three settings; secondary and high school setting, at home and in the community. the direct attack victimization may come in various forms such as; verbal abuse, physical/violent attack and sexual abuse. a. verbal abuse verbal abuse, according to grady (2003), can be defined as “words that attack or injure an individual, words that cause one to believe an untrue statement, or words that speak falsely of an individual”. verbal abuse is worse than physical abuse as verbal abuse constitutes psychological violence. there are many types of communication behaviors that may be included as verbal abuse. brendgen et al. (2007), for instance, view that behaviors which can be considered as verbal abuse include ridiculing and teasing, name calling, yelling, verbal putdowns, negative prediction, negative comparison, shaming, cursing and swearing, and threats at the child. b. physical attack/ physical abuse according to national center of elder abuse (ncea), physical abuse is defined as the use of physical force that may result in bodily injury, physical pain, or impairment. physical abuse may include but is not limited to such acts of violence as striking (with or without an object), hitting, beating, pushing, shoving, shaking, slapping, kicking, pinching, and burning. in addition, inappropriate use of drugs and physical restraints, force-feeding, and physical punishment of any kind also are examples of physical abuse (http://www.ncea.aoa.gov/faq/type_abuse/index.aspx). c. sexual abuse world health organization (who) defines sexual abuse/ sexual violence as any sexual act, attempt to obtain a sexual act, unwanted sexual comments or advances, or acts to traffic, or otherwise directed, against a person’s sexuality using coercion, by any person regardless of their relationship to the victim, in any setting, including but not limited to home and work (http://www.who.int/violence_injury_prevention/violence/global_campaign/en/ch ap6.pdf). according to american psychological association (apa), sexual abuse refers to unwanted sexual activity, with perpetrators using force, making threats or taking advantage of victims not able to give consent (http://www.apa.org/topics/sexual-abuse/). 7 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x http://www.ncea.aoa.gov/faq/type_abuse/index.aspx http://www.who.int/violence_injury_prevention/violence/global_campaign/en/chap6.pdf http://www.who.int/violence_injury_prevention/violence/global_campaign/en/chap6.pdf http://www.apa.org/topics/sexual-abuse/ method research design the study of queer or lgbt people is under the field of queer studies which include the academic study of issues raised in biology, sociology, anthropology, the history of science, philosophy, psychology, sexology, political science, ethics, and other fields by an examination of the identity, lives, history, and perception of queer people. this research applied queer studies with focused on describing the stages of homosexual identity development and factors influencing the identity development and victimizations experienced by the main characters of alex sanchez’s rainbow trilogy. data collection and analysis close reading, highlighting and note taking techniques were used in collecting the data for this study. the data used in this research are in the form of words, phrases, sentences, statements, dialogues and monologues which record the thought and actions of the characters. the sources of data are alex sanchez’s trilogy novels; rainbow boys, rainbow high and rainbow road. after being collected, the data will be analyzed using descriptive approach so the findings and conclusion can be drawn. findings and discussion stages of homosexual identity development in analyzing stages of homosexual identity development in the characters of rainbow trilogy, cass’s model is applied. 1. identity confusion the first stage of homosexual identity development of jason carillo starts when he begins to realize something wrong has happened to him. on the one hand he is in a relationship with a girl but later on he finds out that he is also attracted to men at the same time. jason feels confuse about what is going on inside him. that night he made it with her-a girl. homos couldn’t do that. ergo, he couldn’t be a homo. … so why’d he continue to have those dreams of naked men-dreams so intense they woke him in a sweat and left him terrified his dad might find out? (sanchez, 2001:3). the quotation indicates that jason is experiencing the stage of identity confusion which characterized by the first conscious awareness of gay thoughts, feelings and attraction. the person typically feels confused and experience turmoil 8 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x (cass, 1979:222-225). unlike jason who starts the identity confusion in his teen age, kyle realizes that he is different when he was little. since kyle was little, he’d known he was different, though he couldn’t explain exactly how. when other boys began to talk about girls, he never felt interested. but it was another story when they bragged about their erections and first ejaculation (sanchez, 2001:12). the stage of identity confusion is not found in the character of nelson glassman as well as the other four stages since he is described as a homosexual who already has fixed identity. this study finds that the only stage of homosexual identity development of nelson portrayed in the novels is the stage identity synthesis and more explanation about this stage will be provided in the other section of this sub chapter. 2. identity comparison the second stage of homosexual identity development is identity comparison. in this stage, the homosexual try to seek out other gay individuals to learn about the confusing status. during this stage, the homosexual may have two different sex identities; having private gay identity while maintaining a public heterosexual identity (cass, 1979:225-229). this study reveals that the stage of identity comparison in jason carillo is illustrated when he decides to seek out other gay individual by attending a rainbow youth meeting; a regular meeting for youths or teenagers with homosexual identity to share experience, thoughts and information. jason decides to go to the meeting in order to find out the right person to talk about his feeling of attraction to men. he checks the member of the group one by one during introduction session and pay attention to a girl named shea who is a lesbian. jason hopes that shea can be the right person who can help him with his problem (sanchez, 2001:6).. kyle’s identity comparison stage begins in senior high school. after keeping the confusion for about three years, he begins to seek out other gay individual to learn more about his feeling. finally, he meets nelson. then came high school, where i met nelson. and my whole world changed. he’s like no one i’ve ever known-out and outrageous, totally okay with who he is (sanchez, 2003:3). 3. identity tolerance after experiencing the stage of identity comparison, the person starts to acknowledge that he is likely gay and seeks out other gay and lesbian people to combat the feelings of isolation. it means that the person begins the new stage of homosexual identity development called identity tolerance. the interaction with 9 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x other homosexual people often determines how individual feels about his or her sexual orientation identity (cass, 1979:229-231). jason carillo starts to understand his feeling of attraction to men after he talks to kyle meeks, a schoolmate he sees in the rainbow youth meeting. at first jason thinks to talk about this gay thing to shea but later on he finds it more comfortable to talk to kyle since kyle is also gay and he already experienced the same thing (sanchez, 2001:66). kyle’s identity tolerance can be seen from his presence in rainbow youth meeting (sanchez, 2001:4). since he has passed through the stage of identity comparison, the reason kyle attends the meeting is not similar with jason who tries to find answer of his confusion about being homosexual. the reason is more likely to build up interaction to other homosexual in order to combat feelings of isolation. to be part of minority group, it feels more secure and comfortable to be around people with the same problem. 4. identity acceptance feeling comfortable to make friendship relation with his gay friend kyle, jason opens himself to make friends with other homosexuals. in addition of being close to kyle, jason frequently interacts with nelson, another gay schoolmate. this indicates that jason has been entering identity acceptance the next stage of homosexual identity development. in this stage, homosexuals may choose to pass as heterosexual, some disclose their identity to selected heterosexuals, and others may be more public about their identity (cass, 1979:231-233). jason chooses to disclose it to his mother. he wanted to tell her about going to the youth group and about kyle, about how he felt relieved and excited to be finally accepting himself (sanchez, 2001:200). the stage of identity acceptance in kyle starts when he tells his mother about his homosexuality. “… but i knew i was different. i didn’t want to be. i used to sit in my room and tell myself, i’m not going to let myself this way. i wanted to tell you.” (sanchez, 2001:75). kyle’s honesty to his mother shows that he could accept his situation as a homosexual. kyle chooses to disclose his identity to his parents but still hide it from public because he’s afraid to face public’s reaction to his queerness. he has seen how his friend nelson takes the bash and other harassment so kyle decides to stay in the closet and keep the identity for himself at school. 10 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x 5. identity pride the next stage of homosexual identity development is identity pride. the person acquires a sense of pride in his or her identity and becomes angry with heterosexual society, often resulting in public and vocal activism (cass, 1979:233234). jason’s identity pride comes when he has no more hesitation to open his identity to public. even when a tv channel proposes to interview him about his homosexuality, jason gladly accepts it although he knows it means like he gives announcement to the whole society that he is a gay (sanchez, 2003:155-156). kyle’s pride for being a gay can be seen when one day he finds out someone scratched across the word ‘queer’ on his locker. instead of keeping silent on what happened, kyle decided to paint the words ‘and proud’ beside the word ‘queer’ even if it means that he will let people know about his homosexuality (sanchez, 2001:171). another part of kyle’s identity pride can be seen when finally he and nelson have courage to actualize their idea to establish a club where gay and straight students can talk. the club is called gay straight alliance. by establishing this club, kyle and nelson wish that the abuse and harassment towards homosexual students at school will no longer exist. 6. identity synthesis the last stage in the development of homosexual identity is identity synthesis. in this stage, the person integrates his or her sexual identity with all other aspects of self and sexual orientation becomes only one aspect of self rather than the entire identity (cass, 1979:234-235). jason recently accustomed to his new identity as a homosexual. he no more covers this identity to anyone. in addition, he was confident introducing his gay boyfriend to public. and then he did something he’d never have imagined in his wildest dreams. in front of hundreds of stadium viewers and the tv camera, he turned to kyle-and kissed him (sanchez, 2003:193). kyle goes through identity synthesis stage as he becomes more comfortable with who he is. his team in swimming club refuses to have shower in the same place with him. at first, kyle chooses to follow their wants and has shower after he arrives home but later he changes his mind (sanchez, 2003: 182). kyle is tired of being made to feel different. he wants to be comfort to be himself so he ignores all the rejections and starts his new life with his true self identity. this means that kyle has completed all stages of homosexual identity development. it has been explained previously that the only stage of homosexual identity development which can be seen from nelson glassman is the identity synthesis. from the beginning until the end of the novels, the figure of nelson is described as a homosexual who already feel comfortable and proud of his homosexual identity. 11 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x furthermore, the stage of identity synthesis is portrayed trough nelson’s physical appearance. he does not have to tell everybody he is queer since most people can see it from his way performing himself physically. colorful hair, many earrings on his ears, polished nails and the way he dresses up are enough to make people see his queerness. besides, the way he talks and walks is different from common men. jason thought that the earrings and nail polish makes nelson looks so gay. jason has a homophobic father. mr. carillo will never let any queer person to enter his house. so when jason brings nelson and kyle to his house after save them from a physical abuse, he is worry that his father will notice nelson’s queerness from the physical look (sanchez, 2001: 193). nelson’s gay look often makes him as target of harassment from homophobic people but nelson never cares about that. he chooses to keep performing his homosexual identity because it is who he is. the sexual identity has been integrated with his self identity. factors influencing homosexual identity development d’ augelli in trickett et al (1994:212) outlines three sets of interrelated variables which are involved in identity formation. the factors are personal subjectivities and actions, interactive intimacies and socio historical connections. the following analysis will reveal the factors influencing homosexual identity development in three main characters of sanchez’s rainbow trilogy. 1. personal subjectivities and actions personal subjectivities and actions include individuals’ perception and feeling about their sexual identities, as well as actual sexual behaviors and the meaning attached to them. it is about how individuals feel about their sexual identities over their lives, how they engage in diverse sexual activities with different meanings and how they construct their sexual lives and feel about them (trickett et al., 1994:212). compared to the two other main characters, it can be said that jason is the most successful one in shaping his homosexual identity. he receives a lot of support that are not owned by kyle and nelson. the support helps him to form positive perception about his homosexual behavior. jason is proud with his new sexual identity especially after comes out to the people around him and to the public (sanchez, 2003:149). although at first he feels a bit scared, he gets through it very well. jason’s confidence, honesty and act of respecting himself are part of his personal subjectivities and actions that help him to establish a positive attitude towards the identity. kyle’s personal subjectivities and actions can be seen from his attitude in respecting his own self. he does not enjoy being different. the discomfort is caused by the feelings of shame and fear to be homosexual. and while he laughed with classmates at fag and aids jokes, on the inside he felt ashamed and frightened (sanchez, 2001:12). 12 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x kyle’s fear of his homosexuality affects the development of homosexual sexual identity on him. he needs more time to get through each stage of the homosexual identity development. kyle experiences the identity confusion, the first stage of homosexual identity development, since he was in the seventh grade and passes the next stage three years later. there is three years gap between the stage identity confusion and comparison because it is difficult for him to establish a relationship with another person. nelson glassman’s positive perception about his homosexuality makes it easier for him to develop his homosexual identity. among the three main characters, nelson was the first one who is able to pass through all stages of homosexual identity development completely. he is proud to be a queer. he has no doubt and fear to live life as a homosexual as seen when he proudly introduces himself as a queer in front of people in a youth meeting (sanchez, 2001:7). 2. interactive intimacies interactive intimacies include the influences of family, peer group and intimate partnership. its concern is on how sexuality is developed by parental and familial factors, how age peer interaction shape and modify the impact of early parental and familial socialization and how this learning affects and is affected by intimate partnership of different kind (d’augelli in tricket et al, 1994: 212). interactive intimacy is a significant factor which influences one’s development of homosexual identity. in the three main characters of rainbow trilogy, the various interactive intimacies factors make them develop the homosexual identity in different way. jason had trouble to pass through the stage identity acceptance because he has homophobic father. knowing her son was gay, jason's father left his home and family. jason's mother did not show support either. she keeps asking jason to see the psychologist to help him change his sexual identity but jason remains at his decision. although both parents do not support jason, he was lucky to get enough support from his friends, basketball coach and teacher. he was also greatly helped by the presence of kyle as a boyfriend who always provides good input and advice for him. if it were not for kyle, he might never have accepted himself (sanchez, 2005:180). the positive response from the people around him encourages jason to develop a homosexual identity with a positive attitude. different circumstances experienced by kyle. at first kyle’s parents shock and deny the fact that their son is a gay (sanchez, 2001: 78) but then they try to understand and accept the condition (sanchez, 2001: 205). kyle grows up in a normal, well educated and happy family, a representation of ideal family figure in the community. growing up in a heterosexual environment makes kyle has to pass through the stage of identity confusion alone. in fact, at this time, someone who has just realized that he is a gay needs other gay friend to go through the next stage of 13 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x homosexual identity development. no wonder if kyle must get through the stage of identity confusion in quite a long time, for about three years. kyle’s first support comes when he finally meets nelson. as a friend who has undergone every stage of the development of homosexual identity, nelson gives positive influence on kyle’s homosexuality. for kyle, nelson is a perfect person to share anything about being homosexual and with nelson, kyle does not have to pretend to be anything other than himself (sanchez, 2001:14). support for kyle grows when he begins a relationship with jason. this relationship makes kyle even prouder of the sexual identity and finally he completely succeeded in developing his homosexual identity. nelson’s big support comes from his mother. since mrs. glassman knows that her son is different, she accompanies and helps him passes through every step of the homosexual identity development. she is the one who first cover him when he gets the bullies and abuses because of his homosexuality. moreover, she becomes the vice president in parents and friends of lesbian and gay community or often called pflag (sanchez, 2001:82). it is a group that support homosexual youths. this support helps nelson to build positive perception of his homosexuality which he needs to develop positive attitude on his homosexual identity. 3. socio-historical connections another factor that influences the development of homosexual identity is sociohistorical connection which is defined as the social norms, policies and laws found in various geographical locations and cultures, as well as the values existing during particular historical period (d’augelli in tricket et al, 1994: 212). the social norms, policies, laws and cultures which support homosexuality will shape positive attitudes in the development of homosexual identity. the social norms in the area where jason, kyle and nelson live doesn’t support homosexuality as seen in the following quotation. ... that's what's wrong with the society-if you're in any way different, you get clobbered (sanchez, 2005:156). the above quotation is nelson’s comment when in talks with jason about how hard it is of being different person to live in the community. the existence of homophobic inevitably affects the development of the sexual identity. because of the fear of negative reactions of society, homosexuals often cover up their sexual identity. this led to stages of identity pride and identity synthesis cannot be passed easily and sexual identity formation takes place in a longer period of time. in addition to culture, the applicable law in the area where the three main characters of the three novels live also shows inequity toward homosexuals. my dream is for jason and me to go college together. who knows? by the time we graduate, gay marriage might even be legal (sanchez, 2003:5). 14 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x from the above quotation it can be seen that in the state where jason, kyle and nelson live, same sex marriage has not been approved. this means that the existing law has not shown support toward homosexuals. homosexuals who live in countries which have laws that support their existence can develop their sexual identity easily. in contrast, homosexuals who live in countries with laws that do not support them will find difficulties in developing their homosexual identity. victimization towards homosexual as people with deviant behavior, homosexuals often experience a series of bad experiences caused by the sexual identity. this experience brings various negative impacts on them. the difficulty in socializing, difficulty in getting a job, until the coming of mental disorder or depression which may lead to suicide are some examples of the impacts they must face caused by the victimization against them. according to d’ augelli and rivers (2001: 199-209), there are two different kinds of victimization towards homosexuals; normative victimization and direct attacks. 1. normative victimization there are three primary areas of normative or cultural victimization. they are being made to feel different, the experience of atypical family stressor and the implications of aids epidemic. a. being made to feel different according to d’ augelli and rivers, being made to feel different or this sense of otherness results from isolation from those with similar feelings and from messages that homoerotic feelings are shame worthy. the cyclical pattern may emerge: feeling different, youth withdraw from others, or try to act straight (2001: 200). in rainbow trilogy, being made to feel different is experienced by jason and kyle. amid the spray of water, corey was talking about some tv show with skip, while andre discussed cars with odell. as jason entered, everyone became quiet (sanchez, 2003: 131). the quietness of jason’s friends shows that there is something wrong happened. usually, they will chat, make a joke and do other things together after the practice but when jason is already came out to the whole team, he feels like he is being shunned. to make someone feels that he is not belong to particular group or existing group means that the person is being made to feel different. this is because of the society cannot accept the difference so the different individual is considered as ‘other’. 15 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x the sense of otherness is also experienced by kyle when his swimming teammates refuse to use the shower together with him. kyle is insisted to shower till he gets home after practice (sanchez, 2003:87). besides, after the teammates know about kyle’s homosexuality some of the guys never talk to him anymore (sanchez, 2003:26). another sign of being made to feel different can be seen when one day kyle has to attend a swimming meet by school bus. in the school bus, none of the boys offers him a seat. even when he finds an empty seat, the boy sit next to the empty sit harshly asks him to find another one (sanchez, 2003:175). in addition, when kyle and his teammates reach the area of the swimming meet, all of the boys refuse to share the hotel room with him (sanchez, 2003:177). those bad treatments to kyle are happened because of his sexual identity. for the boys, kyle’s homosexuality is disturbing and annoying. commonly, this act of ‘othering’ becomes the start of further victimizations. b. atypical family stressor the atypical family stressor is a kind of normative victimization due to parental, sibling and extended family support. d’ augelli and rivers (2001:206) suggest that disclosing a non heterosexual identity to parents and family can be a salient turning point in a young person’s identity development and that support from parents can help alleviate other forms of cultural and social stressor. jason’s family stressor is indicated by the reaction of his parents knowing about his homosexuality. after jason discloses his sexuality, his father leaves the house and the family while her mother asking him to meet the psychologist (sanchez, 2001: 199-200) and persuading him to join the ex gay group (sanchez, 2003:185) to cure his sexual orientation. kyle’s parents react different way. at first they shock and deny the truth that kyle is a gay (sanchez, 2001: 78) but later on they try to understand and accept kyle just the way he is. nelson’s mother gives full support on his homosexuality but the family stressor comes from his father. mr. glassman always blames nelson for every trouble in the family. he often asks nelson to act like a normal boy (sanchez, 2001:221). from nelson’s side, he thinks that his father abandons him. nelson grows up swearing that mr. glassman is not his real father because he feels that his father treats him like a mistake (sanchez, 2005:157). jason’s and kyle’s parents’ reaction and nelson’s father’s reaction becomes serious stressor to the boys. family support is one of important factors which determine the development of homosexual identity. fortunately for jason, he gets enough support from outside the family. it’s also lucky for kyle to have parents who have the willing to understand and accept kyle’s condition. nelson is also lucky to have mother who always support and care about him. if these boys cannot handle the family stressor, the development of their homosexual identity may fail. 16 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x c. hiv/aids d’ augelli and rivers said that the aids epidemic of the 1980s has left a legacy for contemporary gay youths which exacerbates their feelings of otherness and isolation, particularly for males. the society tends to link sexual orientation to hiv transmission (2001: 201). the fact that most people who suffer from aids epidemic in 1980s are homosexuals brings the prejudice that the homosexuals are hiv transmitter. since debra, jason’s ex girlfriend knows that jason is in relationship with kyle, she is so worried about jason’s health and her own health because she’s afraid if jason makes love with infected boy while he also makes love with her (sanchez, 2003:153). kyle’s parents also worried about the same thing. when kyle comes out to them, the issue about aids also makes them worry (sanchez, 2001:106). nelson’s mother has the similar worry either. she gets angry knowing that nelson has done an unsafe sex with a gay man he knows from the internet (sanchez, 2001:176). the response might be different if nelson did it with a girl. the fear that nelson will get hiv infection is bigger since nelson is a gay. the prejudice about the issue of aids and homosexuals grows even more uncontrollable in the society. people in the society considered the homosexuals as the ones who will drag their children to have the sinful behavior and contaminate them with aids (sanchez, 2001:180). the prejudice that a homosexual has high risk in getting the hiv infection and has high potential opportunity in contaminating other people often becomes a stressor for the homosexual. furthermore, additional victimization may occur owing to aids-related homophobia. 2. direct attacks the other type of victimization toward homosexual is direct attacks. according to d’ augelli and rivers (2001), direct attacks toward homosexuals often happened in three settings; secondary and high school setting, at home and in the community. the direct attacks may come in various forms such as verbal abuse, physical attack and sexual abuse. a. verbal abuse verbal abuse is a form of victimization which commonly accepted by a homosexual. name calling, teasing, yelling, verbal put down are some examples of verbal abuse which are often experienced by the homosexuals. in rainbow trilogy, the verbal abuse is mostly experienced by kyle and nelson. the name calling and obscenities like “faggots” (sanchez, 2001:35), “homo” and ‘queer” (sanchez, 2001:233) are parts of kyle’s and nelson’s everyday life. 17 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x b. physical attack there are some actions which included into physical attack such as striking, hitting, beating, pushing, shoving, shaking, slapping, kicking, pinching and burning. the homophobia often triggers someone to do such abuse to the homosexuals. the extreme and irrational aversion to homosexuality and homosexual people results the act of victimization towards gay people. sanchez’s rainbow trilogy novels reveal some examples of physical attack experienced by the main characters because of the homosexual identity. the physical attacks towards kyle can be seen when he gets slapped and knocked against a car by jack ransom, a homophobic friend (sanchez, 2001:36). the physical attacks towards nelson are even worse than kyle. in her speech in front of the gay straight alliance school board meeting, nelson’s mother uncovers the physical abuse experienced by nelson since his childhood. nelson has been hit, kicked, beat up, spit upon and received death threats simply because he walks and talks differently from other boys (sanchez, 2001:181). she speaks on behalf of her son and represents other parents whose children have different sexual orientation. she tries to reassure the audiences that the physical abuses toward homosexuals are real. c. sexual abuse according to who, sexual abuse or sexual violence can be defined as any sexual act, attempt to obtain a sexual act, unwanted sexual comments or advances, or acts to traffic, or otherwise directed, against a person’s sexuality using coercion, by any person regardless of their relationship to the victim, in any setting. the sexual abuse in rainbow trilogy is only experienced by nelson. he gets the sexual abuse in the form of unwanted sexual comments twice. first, nelson accepts it from unknown person through a phone call. the anonymous caller tells nelson to suck his dick (sanchez, 2001:144). this utterance can be categorized as unwanted sexual comments as a part of sexual abuse. another similar sexual comment is received by nelson from jack ransom (sanchez, 2001:192). the difference is jack utters the comment directly, not through the phone call. conclusion this study finds out that the novels described clearly all stages of cass’s model of homosexual identity development in jason and kyle which include identity confusion, identity comparison, identity acceptance, identity tolerance, identity pride and identity synthesis. while in nelson, this study can only find the stage of identity synthesis. this study also reveals how personal subjectivity and actions, interactive intimacies and socio historical connections proposed by d’ augelli, influence the development of homosexual identity of the three main characters. jason’s confidence and a lot of supports make him strong enough to face the obstacles in developing the 18 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x homosexual identity. kyle’s fear and shame and lack of support make him has to spend three years for passing the first two stages of the identity development. nelson’s pride about his homosexuality and full support from his mother make him be the first among the three characters who successfully forms his homosexual identity. the heterosexual culture and laws as a part of socio historical connections in the area where the three boys live shows no support for homosexual people. it shapes homophobic society which indirectly brings the concept of denial toward the existence of homosexuals. this concept is built in the family values and forces the family members to never give support for the homosexuals and this condition automatically influence the identity development of the homosexuals. due to the victimizations toward homosexuals, this study finds out various kinds of victimizations experienced by jason, kyle and nelson. the victimizations are analyzed using d’ augelli and rivers’ forms of victimization. the normative or cultural victimizations include being made to feel different, atypical family stressor and prejudice related to hiv/aids. the direct attacks victimization includes verbal abuse, physical attack and sexual abuse. the study found out that being made to feel different is experienced by jason and kyle. the family stressor and prejudice related to aids are experienced by all of the three characters. furthermore, the study reveals that the verbal abuse and physical attacks are only happened to kyle and nelson. last, this research found that nelson is the only character who experienced sexual abuse. references aglipay, fraylanie a. 2014. the cass’ theory of sexual identity formation: a study of the complexities of queer identity development. psychology research vol. 4 no. 6 pp. 411-418. american psychological association. 2016. sexual abuse. http:www.apa.org/topics/sexual-abuse/. retrieved 02 february 2016 bauer, dominique. 2006. homosexuality within the context of institutionalisation and moral sense. journal of the european ethics network vol. 13 no. 1 pp. 6391. brendgen, m., bukowski, w.m., wanner, b., vitaro, f., & tremblay, r.e. 2007. verbal abuse by the teacher during childhood and academic, behavioral, and emotional adjustment in young adulthood. journal of educational psychology vol. 99 no. pp. 26-38. cass, vivienne c. 1984. homosexual identity. journal of homosexuality vol. 9 no. 2 pp. 105-126. cass, vivienne c. 1979. homosexual identity formation: a theoretical model. journal of homosexuality vol. 4 no. 3 pp. 219-235. collier, k.l., van, beusekom g., bos, hmw, & sandfort, tgm. 2013. sexual orientation and gender identity/expression related peer victimization in adolescence: a systematic review of associated psychosocial and health outcomes. journal of sex research vol. 50 no. pp. 299-317. d'augelli, anthony r., & patterson, charlotte j. 2001. lesbian, gay, and bisexual identities and youth. new york: oxford university press. 19 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x evans, nancy j., forney, deanna s., guido, florence m., patton, lori d., & renn, kristen a. 2010. student development in college. usa: jossey-bass. gervacio, jesenia. 2015. a comparative review of cass’s and fassinger’s sexual orientation identity development models. the vermont connection vol. 33 no. 7 pp. 51-59. grady, j. 2003. stop verbal abuse. houston: therepia publishing. milton, henry l., & macdonald, gary j. 1984. homosexual identity formation as a developmental process. journal of homosexuality vol. 9 no. 2-3 pp. 91-104. national center on elder abuse. 2016. types of abuse. http://www.ncea.aoa.gov/faq/type_abuse/index.aspx#. retrieved 02 february 2016 radkowsky, m., & siegel, l.j. 1997. the gay adolescent: stressors, adaptations, and psychosocial interventions. clynical psychology review vol. 17 no. pp. 191-216. rosario, m., schrimshaw, e., hunter, j., & braun, l. 2006. sexual identity development among lesbian, gay, and bisexual youths: consistency and change over time. journal of sex research vol. 43 no. 1 pp. 46-58. sanchez, alex. 2001. rainbow boys. new york: simon & schuster. sanchez, alex. 2003. rainbow high. new york: simon & schuster. sanchez, alex. 2005. rainbow road. new york: simon & schuster. smith, ralph r. 2003. queer theory, gay movements, and political communication. journal of homosexuality vol. 45 no. 2-4 pp. 345-348. tremble, b., schneider, m., & appathurai, c. 1989. growing up gay or lesbian in a multicultural context. journal of homosexuality vol. 17 no. 3 pp. 253-267. trickett, e. j., watts, r. w., & birman, d. 1994. human diversity: perspectives on people in context. san francisco: jossey bass. white, suzanne degges, rice, barbara, & myers, jane e. 2000. revisiting cass' theory of sexual identity formation: a study of lesbian development. journal of mental health counseling vol. 22 no. 4 pp. 318-333. world health organization. 2016. sexual violence. http://www.who.int/violence_injury_prevention/violence/global_campaign/en/cha p6. pdf. retrieved 02 february 2016. 20 lensa: kajian kebahasaan, kesusastraan dan budaya p-issn: 2086-6100 volume 7 nomor 1 e-issn: 2503-328x aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai aaai page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 1 page 2 page 3 page 1 page 2 page 3 page 1 page 1 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 56 peningkatan keterampilan menulis descriptive text dengan menggunakan media magic card pada mata pelajaran bahasa inggris di kelas x improving the descriptive text writing skill using magic cards in english class in 10th grade atiek indriyastuti sma negeri 15 semarang, kota semarang atiekindriyastuti15@gmail.com riwayat artikel: dikirim 9 november 2017; diterima 28 februari 2018; diterbitkan 30 maret 2018 abstrak tujuan penelitian ini adalah untuk mengetahui sejauh mana peningkatan keterampilan siswa kelas x dalam menulis descriptive text. penelitian dilakukan di kelas x-7 sma negeri 15 semarang pada semester 2 tahun pelajaran 2014-2015 sebagai hasil penggunaan media magic card. penelitian ini juga digunakan untuk mengetahui sejauh mana peningkatan pengetahuan dan sikap belajar siswa selama pembelajaran. metode yang digunakan dalam penelitian ini adalah metode penelitian tindakan kelas dengan teknik siklus yang terdiri dari dua tindakan siklus yaitu i dan siklus ii. alat pengumpulan data yang digunakan untuk data kuantitatif berupa tes tertulis ulangan harian dan data kualitatif digunakan lembar observasi atau pengamatan, lembar refleksi diri, lembar penilaian antar teman, dan rubrik penilaian kinerja. hasil penelitian menunjukkan media magic card dapat meningkatkan keterampilan menulis descriptive text. ketuntasan belajar mengalami peningkatan dari kondisi awal 28,13% menjadi 50% pada siklus i dan meningkat menjadi 84,38% pada siklus ii. peningkatan keterampilan siswa dalam menulis descriptive text mencapai 5,31% dari rata-rata hasil belajar pada pra siklus, dan hasil belajar pada siklus ii mengalami peningkatan sebesar 6,40% dari ratarata hasil belajar pada siklus i. kata kunci: menulis, descriptive text, media, magic card abstract the purpose of the research was to find out how far the improvements of tenth grade students’ skills were in writing descriptive text. the research was conducted in class of x-7 at sma negeri 15 semarang in the 2 nd semester of the academic year 20142015 as a result of the use of magic card media. this research was also conducted to find out the students’ improvement levels of knowledge and learning attitudes during the learning period. method used in the research was class action research with technique of mailto:atiekindriyastuti15@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 57 cycles, consisting of cycle i and ii. data collection tool used for quantitative data was in the form of written daily test and, the tools for qualitative data were observation, selfreflection, and peer-review sheets as well as performance appraisal rubrics. the research results showed that magic card media could improve the skills in writing descriptive text. the learning mastery improved from 28.13% to 50% in cycle i and 84.38% in cycle ii. the students’ skill in writing descriptive text improved up to 5.31% compared to the average learning outcomes in the pre-cycle stage. and the learning outcomes in cycle 2 increased up to 6.40% from the average learning outcomes in cycle i. keywords: writing, descriptive text, media, magic card pendahuluan untuk dapat menguasai keterampilan menulis dengan baik, seorang penulis harus dapat (1) menemukan masalah yang akan ditulis untuk dijadikan topik;(2) menentukan pembaca (audience) yang manakah tulisan tersebut ditujukan; (3)membuat rancangan (draft) karangan, dimana setiap teks memiliki masing-masing struktur atau susunan teks sesuai dengan kegunaan teks tersebut; (4) memiliki kemampuan menggunakan bahasa yang terdiri dari berbagai aspek seperti pemakaian kosa kata yang tepat, tata bahasa yang baik dan benar, penggunaan ejaan dan tanda baca yang benar; (5) menguasai kemampuan memulai sebuah paragraf yang akan ditulisnya dengan topik atau pokok bahasan yang dikembangkan menjadi kalimat sehingga akhirnya menjadi sebuah paragraf yang bermakna;(6) memiliki kemampuan memeriksa tulisan (editing). hasil pengamatan pada kelas x-7 sma negeri 15 semarang menunjukkan siswa memiliki prestasi yang kurang memuaskan. pada pokok bahasan menulis descriptive text pada awalnya tidak ada siswa yang mendapatkan nilai amat baik yaitu dari rentang nilai 90-100 dan hanya 9 siswa yang mendapatkan nilai baik yaitu dari rentang nilai 80-89 dari 32 orang siswa. siswa yang mendapatkan nilai cukup yaitu rentang 70-79 ada 15 siswa dan ada 8 siswa mendapatkan nilai kurang. sehingga prosentase ketuntasan secara klasikal pada kelas x-7 tergolong masih sangat kurang yaitu 28,13%. siswa kelas x-7 menganggap bahwa keterampilan menulis descriptive text dalam bahasa inggris sulit sekali. hal ini disebabkan karena ada beberapa aspek kebahasaan (misalnya :pemakaian kosa kata yang tepat, tata bahasa yang baik dan benar, penggunaan ejaan dan tanda baca yang benar) yang harus dikuasai siswa apabila ia ingin terampil menulis teks berbahasa inggris. penulis merasa kurang maksimalnya presentase ketuntasan minimal secara klasikal dikarenakan guru belum menggunakan media pembelajaran yang menarik. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 58 berdasarkan latar belakang di atas, peneliti berusaha mencari alternatif media pembelajaran yang menyenangkan dalam menyajikan materi descriptive text dengan harapan dapat meningkatkan keterampilan menulis siswa. media pembelajaran yang dipilih untuk penelitian ini adalah media magic card. dengan media magic card siswa diharapkan dapat meningkatkan keterampilannya menulis descriptive text. media magic card ini dirancang oleh siswa sendiri sehingga tampak unik, menarik dan membantu siswa dalam memunculkan ide-idenya. magic card merupakan sebuah media pembelajara yang terbuat dari selembar kertas tebal atau karton tipis berbentuk persegi panjang, pada karton terebut terdapat gambar yang disajikan dengan tampilan yang menarik dan unik. berlatar belakang masalah yang telah dikemukan di atas, teridentifikasi 2 (dua) permasalahan sebagai berikut : (1) keterampilan menulis teks siswa masih rendah, sehingga diharapkan setelah menggunakan media magic card keterampilan menulis teks siswa terutama dalam menulis descriptive text meningkat. (2) guru peneliti belum menggunakan media magic card dalam mengajarkan keterampilan menulis descriptive text. diharapkan tindakan tersebut akan meningkatkan keterampilan menulis teks siswa terutama dalam menulis descriptive text. secara spesifik permasalahan ini dapat dirinci menjadi perumusan masalah penelitian yakni: bagaimanakah pembelajaran dengan menggunakan media magic card dapat meningkatkan keterampilan siswa dalam menulis descriptive text pada siswa kelas x-7 sma negeri 15 semarang tahun pelajaran 2014/2015? penelitian ini bertujuan untuk mendeskripsikan peningkatan keterampilan menulis dalam descriptive text menggunakan media magic card pada siswa kelas x-7 sma negeri 15 semarang tahun pelajaran 2014/2015. hakikat menulis bell dan burnaby (dalam nunan 1989:141) menyatakan bahwa menulis adalah aktivitas kognitif yang kompleks dimana penulis membutuhkan untuk mempertunjukkan pengaturan sejumlah variabel secara bersamaan. variabel menulis terdiri dari dua yaitu tingkat kalimat dan di luar kalimat. dalam tingkat kalimat variabel menulis terdiri dari pengaturan isi, susunan, struktur kalimat, kosa kata, tanda baca, ejaan dan susunan huruf. sedangkan di luar kalimat, variabel menulis terdiri dari penyusunan dan penggabungan kalimat menjadi sebuah paragraf yang koheren dan kohesif. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 59 tarigan (2008:15) menyatakan bahwa menulis adalah kegiatan menuangkan ide/gagasan dengan menggunakan bahasa tulis sebagai media penyampai. sedangkan nurgiyantoro (2008:273) juga menyampaikan hal yang senada bahwa menulis adalah aktivitas aktif produktif, yaitu aktivitas yang menghasilkan bahasa. descriptive text descriptive text merupakan jenis teks yang banyak digunakan dalam kehidupan sehari-hari dalam menggambarkan benda, tempat, manusia, hewan dan lain sebagainya. descriptive text adalah sebuah teks bahasa inggris untuk menggambarkan seperti apa benda atau mahluk hidup yang kita deskripsikan, baik secara kenampakan, bau, suara, atau tekstur dari benda atau makhluk hidup tersebut. tujuan komunikatif dari descriptive text adalah untuk menggambarkan dan mengungkapkan ciri-ciri dari benda, tempat, atau mahluk tertentu secara umum, tanpa adanya riset atau penelitian secara mendalam dan menyuluruh. 1. generic structure descriptive text di setiap descriptive text terdapat dua bagian yang menjadi ciri dari descriptive text itu sendiri. kedua bagian tersebut adalah: a. identification identification adalah bagian dari descriptive text yang berisi tentang topik atau "apa" yang akan digambarkan atau dideskripsikan. b. description description adalah bagian terakhir dari descriptive text yang berisi tentang pembahasan atau penggambaran tentang topik atau "apa" yang ada di identification mengenai kenampakan fisik, kualitas, perilaku umum maupun sifat-sifatnya. 2. ciri kebahasan descriptive text descriptive text menggunakan present tense, misalnya: go, eat, fly, etc. a. descriptive text menggunakan berbagai macam adjectives (kata sifat) yang bersifat describing (mengambarkan), numbering (menomerkan), dan classifying (mengklasifikasikan), misalnya: two strong legs, sharp white fangs, etc. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 60 b. descriptive text menggunakan relating verbs untuk memberikan informasi tentang subjek, misalnya: my mum is realy cool, it has very thick fur, etc. c. descriptive text menggunakan thinking verbs (kata kerja berfikir, seperti believe, think, etc.) dan feeling verbs (kata kerja perasa, seperti feel)untuk mengungkapkan pandangan pribadi penulis tentang subjek, misalnya: police believes the suspect is armed, i think it is a clever animal, etc. d. descriptive text juga menggunakan adverbs (kata keterangan) untuk memberikan informasi tambahan mengenai perilaku atau sifat (adjective) yang dijelaskan, misalnya: it is extremely high, it runs definitely past, etc. media pembelajaran briggs (1977) dalam bahri (2006: 120) berpendapat bahwa media pembelajaran adalah sarana fisik untuk menyampaikan isi/materi pembelajaran seperti : alat peraga, foto, gambar, film, video dan sebagainya. briggs juga mengartikan media sebagai alat untuk memberikan perangsang bagi siswa agar terjadi proses belajar. menurut bahri (2006:124) dilihat dari jenisnya, media pembelajaran terbagi menjadi: (1) media auditif yaitu media yang hanya mengandalkam kemampuan suara saja, seperti radio, kaset, cd; (2) media visual yaitu media yang hanya menggandalkan indra penglihatan. media visual ini ada yang menampilkan gambar diam, gambar bergerak, foto, lukisan, dan alat peraga; (3) media audiovisual yaitu media yang mempunyai unsur suara dan unsur gambar. jenis media ini mempunyai kemampuan yang lebih baik, karena meliputi kedua jenis media yang pertama dan kedua. dalam penelitian ini jenis media yang difokuskan adalah jenis media visual berupa kartu ajaib (magic card) dengan tema: benda, orang dan tempat. sudrajat (2008) menuliskan bahwa media pembelajaran memiliki beberapa fungsi diantaranya: 1. media pembelajaran dapat mengatasi keterbatasan pengalaman yang dimiliki oleh para peserta didik; 2. media pembelajaran dapat melampaui batasan ruang kelas. banyak hal yang tidak mungkin dialami secara langsung di dalam kelas oleh siswa. melalui penggunaan media yang tepat, maka semua obyek itu dapat disajikan kepada siswa; 3. media pembelajaran memungkinkan adanya interaksi langsung antara peserta didik dengan lingkungannya; lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 61 4. media menghasilkan keseragaman pengamatan; 5. media dapat menanamkan konsep dasar yang benar, konkrit, dan realistis; 6. media membangkitkan keinginan dan minat baru; 7. media membangkitkan motivasi dan merangsang anak untuk belajar;media memberikan pengalaman yang integral/menyeluruh dari yang konkrit sampai dengan abstrak. ardiani (2008) menyatakan manfaat media pembelajaran adalah memperlancar interaksi antara guru dengan siswa, sehingga kegiatan pembelajaran lebih afektif dan efisien menjadikan bahan yang sifatnya abstrak menjadi lebih konkrit agar media dipahami dan tidak mudah dilupakan. magic card magic card merupakan sebuah media pembelajara yang terbuat dari selembar kertas tebal atau karton tipis berbentuk persegi panjang, pada karton terebut terdapat gambar yang disajikan dengan tampilan yang menarik dan unik, di setiap kartu terdapat gambar yang berbeda. gambar tersebut menunjukkan gambar benda atau orang atau tempat. bila tampilan yang menarik dan unik tersebut dibuka di dalamnya akan tampak sebuah gambar yang akan digunakan siswa sebagai media untuk membuat teks descriptive. disitulah letak keajaiban kartu tersebut. sehingga setelah menerima, membuka dan mencermati kartu tersebut siswa akan merasa senang, lebih bersemangat dan mudah menuangkan ide-idenya menjadi sebuah descriptive text. dengan demikian kiranya tepat apabila magic card dipergunakan sebagai media pembelajaran dalam menulis descriptive text karena: (1) magic card merupakan benda yang sangat unik dan menarik (2) magic card adalah media yang bisa membantu siswa memunculkan ide-idenya; (3) dengan menggunakan media magic card siswa seolah-olah melihat benda atau orang atau tempat seperti aslinya. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 62 gambar 1: magic card kerangka berpikir prosedur penelitian tindakan kelas merupakan siklus dan dilaksanakan sesuai perencanaan tindakan atau perbaikan dari perencanaan tindakan terdahulu. penelitian ini memerlukan evaluasi awal untuk mengetahui masalah dan menemukan solusinya. tindakan kelas dilaksanakan dalam bentuk pembelajaran menggunakan media magic card disertai dengan pendekatan, model, strategi, dan tehnik. dalam setiap tindakan peneliti dan observer akan mengamati baik aktivitas maupun sikap siswa selama pembelajaran. apabila dijabarkan dalam sebuah bagan maka akan didapati kerangka berpikir sebagai berikut: gambar 2: kerangka berpikir penelitian keterampilan menulis descriptive text siswa kelas x-7 rendah penggunaan media magic card sebagai sarana menulis descriptive text keterampilan menulis descriptive text pada siswa kelas x-7 meningkat kondisi awal tindakan kondisi akhir lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 63 hipotesis tindakan hipotesis yang diajukan dalam penelitian tindakan ini adalah” jika dalam pembelajaran menulis descriptive text pada siswa kelas x-7 sma negeri 15 semarang tahun pelajaran 2014/2015 menggunakan media magic card maka keterampilan menulis descriptive text siswa akan meningkat.” metode penelitian ini dilaksanakan di sma negeri 15, jalan kedungmundu raya no. 34 semarang pada siswa kelas x-7. tempat penelitian dilaksanakan di sma negeri 15 semarang. penelitian tindakan kelas ini dilaksanakan selama 4 (empat) bulan yaitu pada awal bulan januari sampai dengan akhir bulan april 2015 pada saat jam pembelajaran yaitu pada hari senin dan rabu. subyek dalam penelitian ini adalah siswa kelas x-7 sma negeri 15 semarang tahun pelajaran 2014/2015 sebanyak 32 orang yang terdiri dari 10 orang siswa putera dan 22 orang siswa puteri. sumber data penelitian ini, yaitu sumber data primer dan sumber data sekunder. sumber data primer pada penelitian ini diambil dari:1) hasil pre-test siswa sebelum tindakan berlangsung; 2) hasil lembar refleksi diri siswa; 3) hasil belajar siswa pada setiap siklus tindakan; 4) hasil observasi tentang sikap belajar siswa pada saat proses pembelajaran; 5) hasil observasi atau pengamatan mengenai kegiatan belajar dan sikap belajar siswa yang dikumpulkan selama tindakan berlangsung dari guru sejawat atau peneliti ahli (expert); dan 6) jurnal guru (teacher’s anecdotal record). sedangkan sumber data sekunder pada penelitian ini diperoleh dari : 1) data mengenai jumlah siswa-siswi kelas x-7 yang diperoleh dari daftar hadir kelas; 2) data studi pustaka yang menunjang penyusunan penelitian ini; dan 3) dokumentasi berupa fotofoto tentang kegiatan siswa selama siklus i dan ii berlangsung. teknik yang digunakan ada 2 (dua) macam yaitu tes dan non-tes. teknik tes yang digunakan untuk mengukur kemajuan hasil belajar siswa adalah ulangan harian dan lembar rubrik penilaian produk menulis descriptive text. sedangkan teknik non-tes berupa observasi perilaku belajar siswa selama proses pembelajaran berlangsung serta lembar refleksi diri siswa setelah setiap siklus selesai dilaksanakan. alat pengumpulan data yang digunakan dalam penelitian ini meliputi : lembar soal pre-test sebelum siklus i tentang menulis descriptive text tanpa menggunakan magic card; lembar rubrik penilaian (rubric assessment sheet) yang dipakai untuk mengukur keterampilan siswa dalam menulis descriptive text digunakan guru peneliti untuk menilai produk; lembar refleksi diri siswa digunakan untuk menggali kesulitan-kesulitan apakah yang dihadapi siswa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 64 dalam proses pembelajaran siklus i; lembar pengamatan yang digunakan oleh guru sejawat untuk mencatat aktivitas dan tingkat motivasi siswa selama proses pembelajaran berlangsung; studi pustaka tentang peningkatan keterampilan menulis descriptive text menggunakan media magic card untuk mendukung penelitian ini, dokumentasi yang berupa foto-foto tentang kegiatan siswa pada setiap siklus pembelajaran. untuk menganalisis data hasil penelitian peneliti menggunakan metode : (1) deskriptif, yaitu digunakan untuk upaya memecahkan masalah atau menjawab permasalahan yang dihadapi. (2) kualitatif, yaitu penggambaran dengan kata-kata atau kalimat yang dipisahkan dengan katagori analisis data deskriptif kualitatif yaitu analisis data yang tidak dapat diukur melalui perhitungan dengan angka-angka melainkan dengan menggunakan kata-kata. validasi penelitian tindakan kelas ini menggunakan triangulasi sumber dan triangulasi metode. triangulasi sumber data berasal dari guru kelas, siswa dan guru teman sejawat sebagai kolaborator. sedangkan triangulasi metode yaitu data dari pengumpulan dokumen, hasil obeservasi dan hasil tes tertulis. akhir dari pada penelitian tindakan kelas ini adalah tercapainya peningkatan keterampilan menulis siswa dalam descriptive text dan perubahan dalam sikap belajar siswa. tabel 1: predikat hasil antar siklus no nilai persentase predikat 1 90% 100% amat baik 2 80% 89% baik 3 70% 79% cukup 4 60% 69% kurang 5 ≤ 59% kurang sekali prosedur penelitian tindakan kelas (ptk) ini dirancang untuk dilaksanakan dalam 2 siklus dimana siklus i dilaksanakan dalam 2 kali pertemuan, siklus ii dilaksanakan juga dalam 2 kali pertemuan, dengan alokasi waktu setiap pertemuan 2x45 menit (90 menit). setiap siklus terdiri dari 4 tahapan yang harus dijalani yaitu perencanaan, pelaksanaan/ tindakan, pengamatan/ observasi dan refleksi. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 65 laporan kegiatan: siklus i 1. perencanaan (planning) tahap perencanaan dimulai dari (1) merencanakan rpp dan skenario pembelajaran siklus i untuk dua kali pertemuan dengan alokasi waktu 2x45 menit per pertemuan; (2) menyiapkan materi descriptive text yang akan disajikan untuk siswa; (3) mempersiapkan materi ;(4) menyiapkan media magic card yang akan digunakan siswa untuk membantu menulis descriptive text; (5) menyusun soal-soal evaluasi yang berkaitan dengan teks yang telah disiapkan; (6) menyiapkan instrumen penilaian. 2. pelaksanaan (acting) kegiatan pembelajaran descriptive text dilakukan terlebih dahulu agar siswa mendapatkan konsep descriptive text dengan jelas. guru memberikan pemahaman kepada siswa tentang social function, generic stucture dan language features dari descriptive text. selanjutnya guru memberi penjelasan tentang media magic card dan penggunaan magic card yang akan digunakan siswa dalam upaya peningkatan keterampilan menulis descriptive text. setelah memberikan penjelasan secara detail tentang descriptive text dan media magic card, guru memberikan contoh teks berbentuk descriptive dan bagaimana cara menulis descriptive text. setelah kegiatan tanya jawab antara gurudan siswa tentang menulis teks berbentuk descriptive berlangsung, siswa mulai melakukan perintah guru menuliskan descriptive text berbahasa inggris dengan menggunakan media magic card. pembelajaran dilakukan sesuai acuan kurikulum 2006 atau ktsp. 3. observasi (observing) kegiatan observasi ( pengamatan ) yang harus dilakukan adalah mengamati perilaku siswa yang sedang mengikuti kegiatan pembelajaran menulis descriptive text pada mata pelajaran bahasa inggris di kelas x-7 sma negeri 15 semarang, memantau kegiatan diskusi atau kerja sama kelompok dalam menyiapkan media magic card, mengamati pemahaman tiap siswa dalam penguasaan memahami descriptive text dan mengamati kegiatan siswa dalam menuangkan gagasannya dalam tulisan berbentuk descriptive. observasi dilakukan oleh teman guru yang sama mata pelajarannya, atau teman guru mata pelajaran serumpun dan juga ahli (expert) bidang ptk dengan menggunakan lembar penilaian observasi yang telah disiapkan oleh guru peneliti sebelumnya. pengamat mencatat semua kejadian yang berlangsung dari awal pertemuan sampai akhir pertemuan serta memberikan catatan temuan-temuan selama proses pembelajaran berlangsung yang kemudian lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 66 dijadikan sebagai acuan untuk lebih meningkatkan pembelajaran dalam menulis teks descripsi pada mata pelajaran bahasa inggris pada siklus berikutnya. 4. refleksi (reflecting) kegiatan refleksi yang harus dilakukan oleh guru peneliti adalah mencatat hasil observasi, mengevaluasi hasil observasi, menganalisis hasil pembelajaran, mengolah data dari hasil lembar refleksi diri siswa, mencatat kelemahan-kelemahannya untuk dijadikan bahan penyusunan rancangan siklus berikutnya sampai tujuan ptk tercapai. guru peneliti juga melakukan diskusi dengan guru observer untuk membicarakan kekurangan-kekurangan, kendala-kendala dalam pembelajaran yang perlu diperbaiki pada siklus berikutnya. hasil yang diperoleh dari pengamatan dan hasil evaluasi pada siklus i, digunakan sebagai dasar apakah sudah memenuhi target atau perlu dilakukan penyempurnaan strategi agar di siklus ii diperoleh hasil yang lebih baik. hasil dan pembahasan hasil 1. deskripsi kondisi awal pada kondisi awal belajar guru melakukan pra siklus (pre test) yaitu menulis descriptive text tanpa menggunakan media magic card. pra siklus dilakukan untuk mengetahui kondisi awal siswa sebelum dilakukan tindakan siklus i. hasil dari refleksi kondisi awal hasil belajar siswa kelas x-7 sma negeri 15 semarang sebelum dilakukan tindakan pada siklus i didapatkan hasil sebagai berikut. tabel 2: hasil tes dalam pra siklus no nilai jumlah responden persentase % keterangan 1. 2. 3. 4. 5. 90-100 80-89 70-79 60-69 0-59 0 9 15 8 0 0 28,13 46,87 25,00 0 amat baik baik cukup kurang kurang sekali jumlah 32 100 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 67 dari 32 siswa yang mengikuti tes pra siklus, tidak ada siswa yang mendapatkan nilai amat baik atau 0%, 9 siswa atau 28,13% mendapatkan nilai baik, 15 siswa atau 46,87% mendapatkan nilai cukup sedangkan 8 siswa atau 25% mendapatkan nilai kurang. pada tabel diatas diketahui bahwa ketuntasan belajar klasikal hanya 28,13% dimana persentase ini masih kurang dari indikator ketuntasan belajar minimal yaitu 80%. 2. deskripsi hasil siklus i dari hasil tes pra siklus yang ditunjukkan oleh tabel diatas bahwa persentase ketuntasan belajar klasikal masih sangat kurang oleh sebab itu peneliti mengambil tindakan pada siklus i yaitu dengan menggunakan media magic card sebagai media untuk membantu siswa meningkatkan keterampilan menulis descriptive text. pada siklus i siswa menulis descriptive text menggunakan media magic card. siklus i dilakukan untuk mengetahui sejauh mana peningkatan keterampilan siswa dalam menulis descriptive text dengan menggunakan media magic card. dari siklus i diperoleh hasil seperti terlihat pada tabel 3 sebagai berikut: tabel 3: hasil tes dalam siklus i no nilai jumlah responden persentase % keterangan 1. 2. 3. 4. 5. 90-100 80-89 70-79 60-69 0-59 2 14 10 6 0 6,25 43,75 31,25 18,75 0 amat baik baik cukup kurang kurang sekali jumlah 32 100 berdasarkan tabel 3 di atas dapat diketahui bahwa keterampilan siswa dalam menulis descriptive text sebelum menggunakan media magic card mengalami peningkatan dibandingkan dengan hasil belajar pada pra siklus. ada 2 siswa atau 6,25% mendapatkan nilai amat baik, 14 siswa atau 43,75% mendapatkan nilai baik, 10 siswa atau 31,25% mendapatkan nilai cukup sedangkan 6 siswa atau 18,75% mendapatkan nilai kurang. dari tabel 3 diatas menunjukkan bahwa ketuntasan belajar klasikal mencapai 50%. namun penulis masih berusaha untuk lebih meningkatkan keterampilan siswa dalam menulis descriptive text. penulis mencoba berkonsultasi dengan para observer dengan cara meminta pendapat dan juga masukan untuk lebih meningkatkan keterampilan siswa dalam menulis descriptive text. setelah lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 68 mendapat saran, masukan dan motivasi dari para observer, penulis melangkah ke siklus ii. 3. deskripsi hasil siklus ii skenario pembelajaran siklus ii memiliki alur yang sama dengan skenario pembelajaran siklus i namun pada siklus ii guru peneliti menggunakan media pembelajaran berupa magic card, dengan harapan dapat meningkatkan keterampilan siswa dalam menulis descriptive text. pada siklus ii perbaikan-perbaikan berdasarkan catatan dari observer dilakukan untuk lebih meningkatkan kualitas pembelajaran dan hasil prestasi siswa dalam menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x-7 sma negeri 15 semarang. hasil dari siklus ii diperoleh seperti terlihat pada tabel 4 sebagai berikut: tabel 4: hasil tes dalam siklus ii no nilai jumlah responden persentase % keterangan 1. 2. 3. 4. 5. 90-100 80-89 70-79 60-69 0-59 8 19 4 0 0 25,00 59,37 15,63 0 0 amat baik baik cukup kurang kurang sekali jumlah 32 100 berdasarkan tabel di atas dapat diketahui bahwa keterampilan siswa dalam menulis descriptive text dengan menggunakan media magic card mengalami peningkatan drastis. dari 32 siswa yang diteliti ada 8 siswa atau 25% mendapatkan nilai amat baik, 19 siswa atau 59,37% mendapatkan nilai baik sedangkan hanya 4 siswa atau 15,63% mendapatkan nilai cukup. dari tabel 2 diatas menunjukkan bahwa ketuntasan belajar klasikal mencapai 84,38%. pada siklus ii tidak ada siswa yang mendapatkan nilai kurang atau kurang sekali. rekapitulasi perbandingan hasil belajar antar siklus dapat dilihat pada tabel 5. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 69 tabel 5: rekapitulasi perbandingan antar siklus uraian nilai pra siklus siklus i siklus ii rata-rata 72,75 78,06 84.46 tertinggi 88 95 98 terendah 55 63 73 diagram 1: perbandingan prosentase keterampilan siswa dalam menulis descriptive text dengan menggunakan magic card berdasarkan data di atas dapat disimpulkan bahwa: 1. nilai rata-rata keterampilan siswa dalam menulis descriptive text pada siklus i meningkat mencapai nilai 78,06 yang semula pada pra siklus keterampilan siswa dalam menulis descriptive text tanpa menggunakan media magic card mendapatkan nilai rata-rata 72,75 .sedangkan nilai ratarata pada siklus ii mununjukkan bahwa keterampilan siswa dalam menulis descriptive text dengan menggunakan media magic card meningkat drastis yaitu mencapai 84,46. 2. nilai tertinggi keterampilan siswa dalam menulis descriptive text pada siklus i meningkat mencapai nilai 95 yang semula pada pra siklus mendapatkan nilai tertinggi 88. sedangkan nilai tertinggi pada siklus ii mununjukkan bahwa keterampilan siswa dalam menulis descriptive text dengan menggunakan media magic card meningkat drastis yaitu mencapai 98. 0 2 4 6 8 10 12 14 16 18 20 amat baik baik cukup kurang kurang sekali siklus i siklus ii lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 70 3. demikian juga pada pencapaian nilai terendah keterampilan siswa dalam menulis descriptive text meningkat hingga mencapai 63 yang semula pada pra siklus nilai terendah mencapai 55. sedangkan nilai terendah pada siklus ii menunjukkan bahwa keterampilan siswa dalam menulis descriptive text dengan menggunakan media magic card meningkat drastis yaitu mencapai 73. 4. hasil non tes hasil non tes mencakup hasil yang diperoleh dari observasi berupa angket. hasil observasi menunjukkan bahwa siswa merasa lebih senang, semangat, tertarik dan termotivasi sehingga menjadikan siswa lebih terampil dalam menulis descriptive text dengan menggunakan media magic card. siswa merasa sangat terbantu dalam menulis descriptive text dengan menggunakan media magic card. dari angket yang ditujukan pada 32 siswa diperoleh informasi bahwa pada siklus i ada 20 siswa atau 62,50 % siswa tampak antusias dalam menulis descriptive text. sebanyak 15 siswa atau 46,87 % siswa tampak berkonsentrasi dalam menulis descriptive text. sebanyak 17 siswa atau 53,12 % siswa tampak kreatif. sedangkan sebanyak 20 siswa atau 62,50 % siswa tampak tenang atau tidak gaduh selama pembelajaran. dari hasil tersebut kami sajikan dalam tabel sebagai berikut: tabel 6: aktivitas siswa selama pembelajaran siklus i no jumlah responden persentase % keterangan 1 2 3 4 20 15 17 20 62,50 46,87 53,12 62,50 antusias konsentrasi kreatif tenang pada siklus ii berdasarkan tabel 7 dapat terbaca bahwa activitas siswa selama pembelajaran mengalami peningkatan jumlah responden. ada 27 siswa atau 84,37% tampak antusias dalam menulis descriptive text menggunakan media magic card. sebanyak 20 siswa atau 62,50 % siswa tampak berkonsentrasi dalam menulis descriptive text menggunakan media magic card. sebanyak 22 siswa atau 68,75 % siswa tampak kreatif dalam menulis descriptive text menggunakan media magic card. sedangkan sebanyak 24 siswa atau 75,00 % siswa tampak tenang atau tidak gaduh selama pembelajaran. dari hasil tersebut kami sajikan dalam tabel sebagai berikut: lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 71 tabel 7: aktivitas siswa selama pembelajaran siklus ii no jumlah responden persentase % keterangan 1 2 3 4 27 20 22 24 84,37 62,50 68,75 75,00 antusias konsentrasi kreatif tenang diagram 2: perkembangan hasil belajar pembahasan keterampilan siswa dalam menulis descriptive text pada siklus i diperoleh hasil secara klasikal sebanyak 2 siswa atau sebesar 6,25% menempati kategori amat baik. sedangkan 14 siswa atau 43,75% menempati kategori baik. sehingga siswa yang berhasil mencapai kriteria ketuntasan minimal ada 16 siswa atau 50%. jika dibandingkan dengan keberhasilan siswa pada pra siklus yaitu hanya ada 9 siswa atau 28,13% siswa menempati kategori baik. artinya hanya 9 siswa atau 28,13% siswa yang benar-benar terampil dalam menulis descriptive text dengan menggunakan media magic card. siswa yang berhasil mencapai kriteria ketuntasan minimal hanya ada 9 siswa atau 28,13%. berdasar hasil pengamatan para observer dan learning log siswa, pada siklus i, suasana pembelajaran yang menyenangkan dan kondusif sejalan dengan kemampuan dan kepribadian guru. dengan kemampuan dan 0 20 40 60 80 100 pra siklus siklus i siklus ii 1 rata-rata 2 tertinggi 3 terendah lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 72 kepribadian guru yang baik akan meningkatkan kualitas, semangat dan motivasi siswa untuk lebih terampil dalam menulis descriptive text. setelah siklus i, berdasarkan angket siswa diketahui bahwa terjadi peningkatan dalam kualitas pembelajaran dan peningkatan hasil belajar. hal ini disebabkan karena antusias, semangat dan motivasi siswa untuk mencapai prestasi yang tinggi dan mendapat nilai yang tinggi. pada siklus ii terjadi peningkatan yang sangat drastis , baik dalam kualitas pembelajaran maupun peningkatan hasil belajar. peningkatan kualitas pembelajaran terlihat dari meningkatnya semangat dan motivasi siswa dalam menulis descriptive text. siswa tampak lebih kreatif dalam menuangkan ide-idenya sehingga terbentuk descriptive text yang bermakna dan berkualitas peningkatan kualitas pembelajaran tersebut signifikan dengan kemampuan dan kepribadian guru mata pelajaran. apabila guru tidak memiliki kemampuan pedagogis yang baik dan tidak memiliki kepribadian yang baik sangat mungkin menyebabkan menurunnya kualitas pembelajaran. sebaliknya guru yang memiliki kemampuan pedagogis dan kepribadian yang baik dapat meningkatkan kualitas pembelajaran. keterampilan siswa dalam menulis descriptive text dengan menggunakan media magic card pada siklus ii merupakan perbaikan dan peningkatan dari siklus i. kelemahan dan kekurangan siswa dalam menulis descriptive text dengan menggunakan media magic card pada siklus ii baik dari guru maupun siswa sudah tidak tampak. peningkatan kualitas pembelajaran ditandai dengan meningkatnya kreativitas, semangat dan motivasi siswa, serta suasana belajar yang menyenangkan. hal inilah yang menyebabkan keterampilan siswa dalam menulis descriptive text dengan menggunakan media magic card pada siklus ii mengalami peningkatan yang drastis. jika dibandingkan dengan hasil tes pada siklus i yang rata-rata 78,06, maka rata-rata nilai hasil tes pada siklus ii yang mencapai 84,46 berarti mengalami kenaikan sebesar 6,40 atau 6,40%. sedang dibanding dengan hasil belajar pada pra siklus yang 72,75, maka hasil belajar pada siklus ii mengalami peningkatan sebesar 11,71%. dengan demikian keterampilan siswa dalam menulis descriptive text dengan menggunakan magic card pada siklus ii sebagian besar siswa yaitu 84,37% benar-benar terampil menulis descriptive text. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 73 penutup simpulan 1. keterampilan menulis descriptive text pada pelajaran bahasa inggris dengan menggunakan media magic card di kelas x-7 sma negeri 15 semarang tahun 2014/2015 meningkat 2. peningkatan kualitas pembelajaran dapat terlihat dari meningkatnya rasa senang, semangat dan motivasi siswa dalam keterampilan menulis descriptive text dengan menggunakan media magic card. guru juga bisa tampil lebih percaya diri karena bisa membuat situasi kelas menjadi lebih menyenangkan, bersemangat dan termotivasi. 3. keterampilan menulis descriptive text dengan menggunakan media magic card di kelas x-7 sma negeri 15 semarang dapat meningkatkan prestasi hasil belajar. keterampilan siswa dalam menulis descriptive text pada pra siklus rata-ratanya adalah 72,75 , sedangkan pada siklus i rata-rata nilai mencapai 78,06 dan pada siklus ii rata-rata nilai mencapai 84.46. peningkatan keterampilan siswa dalam menulis descriptive text pada siklus i sebesar 5,31 % dari rata-rata hasil belajar pada pra siklus dan hasil belajar pada siklus ii mengalami kenaikan sebesar 6.40 % dari rata-rata hasil belajar pada siklus i atau mengalami peningkatan sebesar 11,71 % jika dibandingkan dengan rata-rata hasil belajar pada pra siklus. saran/rekomendasi 1. bagi para guru mata pelajaran bahasa inggris, hendaknya perlu menggunakan media pembelajaran sebagai upaya meningkatkan kemampuan siswa dalam menguasai berbagai keterampilan di kelas. 2. para guru bahasa inggris perlu berlatih untuk mulai melaksanakan penelitian tindakan kelas sebagai syarat pengembangan profesi seorang guru sehingga mampu mengatasi permasalahan pembelajaran bahasa inggris di kelas. daftar pustaka ahmadi, abu & supriyono, widodo.2008, psikologi belajar, jakarta: pt. rineka cipta. ahmadi, iif khoiru & amri, sofan. 2011 paikem gembrot (sebuah analisis teoritis, konseptual dan praktis), jakarta: prestasi pustaka publisher. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis descriptive text pada mata pelajaran bahasa inggris dengan menggunakan media magic card di kelas x atiek indriyastuti doi: https://doi.org/10.26714/lensa.8.1.2018.56-74 74 arikunto, suharsimi, 2008, penelitian tindakan kelas, bandung: penerbit alfa beta. anni, catharina. tri. 2005. psikologi belajar. semarang: cv. ikip semarang press. dadang sulaiman, 1988, teknologi / metodologi pengajaran, depdikbud ditjen dikti proyek pengembangan lptk: jakarta. departemen pendidikan nasional. peraturan mentri pendidikan nasional no. 22 tahun 2006. tentang standart isi untuk satuan pendidikan dasar dan menengah. djamarah, syaiful bahri dan aswan zain. 2002. strategi belajar mengajar. jakarta: pt. rineka cipta. gilbert a. churchil. 1991. marketing research metodological foundations. new york: the dryden press. hakim, thursan. 2002. belajar secara efektif. jakarta: penerbit puspa swara. harisiati, titik. 1999. penelitian tindakan sebagai aplikasi metode ilmiah dan pemecahan masalah pembelajaran bahasa dalam seminar fpbs ikip malang. manser, martin h. 1991. oxford learner’s pocket dictionary. new york: oxford university press. purwanto, ngalim. 1984. prinsip-prinsip dan teknik evaluasi pengajaran. jakarta: ramadia. peraturan menteri pendidikan nasional no. 22 tahun 2006. tentang standart isi untuk satuan pendidikan dasar dan menengah. riduan, 2004. belajar mudah penelitian untuk guru-karyawan dan peneliti pemula. bandung: alfabeta. rustana, cecep, 2002, pembelajaran dan pengajaran kontekstual, direktorat pendidikan dasar dan menengah. spencer, d.h. 2005. guided composition exercises. yogyakarta: kanisius. sudaryo, dkk. 1990. strategi belajar mengajar. semarang: ikip press. trianto. 2007. metode-metode pembelajaran inovatif berorientasi konstruktivistik. jakarta: prestasi pustaka. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 166 women’s empowerment in the matriarch of kamathipura, a part of hussain zaidi’s mafia queens of mumbai irwan sumarsono1*, ima masofa2 1politeknik elektronika negeri surabaya, 2smp unggulan amanatul ummah indonesia *irwan@pens.ac.id article history: submitted on 1st august 2022; revised on 1st september 2022: accepted on 21st november 2022; published on 31st december 2022 abstract women’s oppression and discrimination occur in many places in the world, especially in developing nations. to end this oppression and discrimination, it is important to empower women so that they know that they are oppressed and discriminated against. women’s empowerment also makes women independent, skillful, educated, and able to compete against their opponents. this study focused to analyze the women’s empowerment reflected in the matriarch of kamathipura, an episode of s. hussain zaidi’s mafia queens of mumbai, especially on how the main character, gangubai kathiawadi, fought to empower women in her area to get the equality as the men had. the researchers used the theory of feminism to analyze this study. the study’s main source was the book mafia queens of mumbai, while the supporting data were derived from english literature journals, e-books, and other internet sources. this research used a qualitative method which was based on library research. the collected data were analyzed, discussed, and presented to the readers. the study found that gangubai successfully empowered women from the lower class to have the same rights, services, and equality in society using the ability, capability, and networking she built. gangubai empowered them by advocating their rights, fighting against discrimination, and demanding the performance and patterns that generate difference and segregation. this study was expected that it would make readers know that men and women are equal in that they have the same right and responsibilities, and they will disagree with the oppression and discrimination against women. keywords: gangubai, women’s empowerment, equality, discrimination, feminism http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 mailto:irwan@pens.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 167 introduction india, as one of the most populated countries in the world, has a very complex problem, especially women’s problems. women in india still experience serious problems, especially the ones who live in reported areas where they do not get a better education. the violence against women is high. because of that situation, india is mentioned as the world’s most dangerous country for women. in india, sexual assault, sexual harassment resulting from civilizing and classical practices, and the unlawful practice of buying and selling people for the purpose of whoredom, slave labor, and other forms of exploitation are all issues that women must deal with (goldsmith, b. et al, 2018). in india, women are subjected to some forms of unwanted sexual activity including marital rape, the inability to obtain fairness in forced sex cases, sexual aggravation, and the compulsion of sex as a means of bribery. domestic rape, often known as marital rape, is a sort of rape that occurs in an intimate relationship between a husband and wife or another person (trazy, 2021). indian law does not consider domestic rape or marital rape as a crime only if the wife is not under 15 years old. once married, women do not have the right to refuse sex with their husbands. husbands have the right to have sexual intercourse with their wives in direct contravention of the human rights principles and husbands have the right to rape their wives (abhayan, 2021). traditional and religious practices also have an important role in violating women’s and girls’ rights. girls have to experience genital mutilation, forced marriage, physical abuse, and female infanticide. bohra tradition, called khatna, is a tradition in which the clitoris of six or seven-year-old girls is commonly cut. this practice is causing real pain for women and girls. this tradition is carried out since they believe that the clitoris is the unwanted skin, a source of sin that makes them stay out of their marriage (baweja, 2022). forced marriage is also a serious problem in india. girls are forced to get married to a man she does not know, a man she does not love or are in love with. it takes place usually among the people who live in rural places. this takes place since they do not afford to earn their daughter’s life. marriage is the family’s way of eliminating the economic burden, this tradition usually happens among people in the same castes. girls are not allowed to marry men from a different community. it happens because both the parents of the girls and the men agree to make their children married. children's agency, consent, and personhood are violated in forced or child weddings, as they are compelled into unions they do not want to be in (mrudavi, 2020). children’s marriage is a kind of violation and oppression of their rights. children have the right to direct their lives and to find their destinies. when their marriage is arranged by their parents, they cannot have the power to protest against http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 168 the parents’ decision. they have to get married to people that they do not know, people whom they are not in love with. the result is the number of divorced couples is increasing. these broken families can lead the widows and daughters involved in prostitution. even though it is against the law in india, human trafficking is nevertheless a major issue. this unlawful action has been going on for a while. women are trafficked to be used as sex slaves, factory employees, domestic helpers, beggars, and other forms of forced labor in addition to commercial sexual exploitation. they may be trafficked by members of their own family or by a third party, such as their husband or partner. teenagers, as well as adult ladies, experience it. even though they are still minors, they are made to work as servants, factory workers, and, worst of all, sex workers in brothels. human trafficking can result from several factors, including poverty, a lack of educational possibilities for women in rural regions, pressure to work abroad to help support their parents, domestic abuse against women, poor status of women, etc (vidushy, 2016). indian women and girls also experience discrimination. the discrimination against indian women and girls starts at their birth. indian people think having a baby girl is a curse, not a blessing (chauhan, 2016). many abortions take place after they find out that their infants are baby girls. when they are not aborted and were born as babies and grow up, they continue to experience discrimination in their childhood. girls, especially the ones who live in remote areas, are refused to get an education. this results from the lack of literacy, which makes girls are easy to be humiliated. adult women also experience discrimination in the workplace. women’s wages or salaries are lower than men’s, although they have equal qualifications and positions. this study focused to analyze the empowerment of women in india as reflected in hussain zaidi’s mafia queens of mumbai, especially the second part of the book entitled the matriarch of kamathipura. this chapter presents the life and struggle of the main character, gangubai kathiawadi, a girl that comes from an educated and respected family who is sold by her husband whom she just gets married for 1000 rupees to a brothel of shelaa. she is forced to have sex with the customer of the brothel. at the beginning of her profession as a sex worker, she is very frustrated and sad, but she manages to control her life and become a strong woman. a. zaidi's gangubai kathiawadi, which is based in large part on the book mafia queens of mumbai by journalist hussain, reads like a sanitized account of the true story of the renowned prostitute who championed women's rights at the beginning of the 1960s (roy, 2022). hussain zaidi was an investigative reporter who turns into an author. most of his books are about the mumbai underworld life. his books dongri to dubai: six decades of the mumbai mafia, mafia queens of mumbai, my name is abu salem, and byculla to bangkok are all focused on the mumbai mafia (rashid, 2015). he is well-known as india's most productive crime author (ians, 2020). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 169 writers with an international reputation like misha glenny in mcmafia and vikram chandra in his book sacred games have drawn on his large-scale research on the mumbai mafia. years of meticulous research, fact-gathering, and his honest and artistic depiction of events make him a master storyteller. during the early 2000s, zaidi's stories breathed new life into gangster cinema and the underworld in bollywood (sen, 2022). zaidi is best determined for his books dongri to dubai: six decades of the mumbai mafia, mafia queens of mumbai, black friday, headley and i, and my name is abu salem, all of which were adapted into films (ians, 2018). the lives of 13 women who participated in criminal activity in mumbai are told in the book mafia queens of mumbai. the researchers want to investigate one of its parts, the matriarch of kamathipura, in particular, what gangubai, the main character, does to empower women and girls, particularly their sex workers and their children. although gangu claims to have great values, she is far from a saint. she is conceited, moody, haughty, and always seen with a split of alcoholic beverages in her hand (bunbury, 2022). thus, people are constantly on her side. they stand by her as she gives up her common name, ganga, and her manners to become gangu, the feckless but fiercely educated promoter of the 4000 women who make their living as sex workers in mumbai's kamathipura red-light area. (soni, 2022). they wallow in her anguish when she discovers that she has been betrayed. to analyze this study, the writers used the theory of feminism. feminism is a motion to eradicate an end to sex discrimination, bigoted exploitation, and oppression and to obtain full equality of gender in law and practice (gender matters, 2022). feminism helps women to comprehend how they are harassed and monopolized and influences them to make a broader social change (turner & maschi, 2015). to help women to understand their life and make a broader change, they need women’s empowerment. empowerment increases the individual, mutual, and political power of exploited and diminished populations for personal and cumulative transformation (lee, 2001). empowerment is needed to make women know that they get oppression and discrimination against. empowering women and girls will make them independent, skillful, and educated so they can compete against the opposite sex. to empower women, it is important to fight for their rights and those of girls, to end discrimination, and to challenge the roles and stereotypes that lead to unfairness and segregation (kapur and narayan, 2020). the empowerment of women will enable girls and women to attain gender equality. men and women are capable of having equal power and access to chances for individual development and engagement in the economy. this research focused to analyze how the main character, gangubai, empowers women, especially sex workers to get equality in their life, and how she fights against men’s oppression and exploitation. women’s empowerment is needed by society since women’s discrimination and http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 170 oppression still take place now. to make women be able to gain equality, women must be educated, skillful, and independent so that they can compete against the opposite sex. this research is expected to increase readers’ good responses toward the problem of women’s oppression and discrimination that take place anywhere in the world. this study can be one of the few studies that were conducted in analyzing hussain zaidi’s mafia queens of mumbai. to analyze this study, the researchers needed to read and study what other researchers have done with the book mafia queens of mumbai, especially about gangubai kethaiwidi in a chapter of the book, the matriarch of kamathipura. the first study that the researchers read was the one that was conducted by basu. in his study, basu stated that what drives ganga to leave her family for mumbai is her id or her dream of becoming an actress. her id makes her besotted by ramnik laal who exploits her by selling her to a brothel. however, her ego withholds her from losing her virginity before marriage and she marries ramnik privately without her familial agreement (basu, 2020). the researchers also read some reviews, one of which was made by kukreja. he stated that gangubai kathiawadi invents a universe of her own that is filthy, bloody, and careless but overflowing with feelings. gangubai kathiawadi changes from a helpless victim to a fierce warrior. the narrative is split into two sections. the second half shows gangubai's ascent to "gharwali" status (madame of a brothel), her subsequent fight for the rights of sex workers, and her campaign for kamathipura's presidential elections. the first half of the play details the transformation of gangubai, a prostitute who was sold as a child, into gangu (kukreja, 2022). the researchers also read a study by sarkar and rai (2022), who looked at gangubai's experiences of oppression and helplessness as well as her valiant resistance to patriarchal dominance to obtain access to rights for prostitutes and their children to live according to their customs. method in analyzing this study, the researchers use the descriptive qualitative method based on library research. data were collected from several sources. the primary data were collected from the book written by hussain zaidi entitled mafia queens of mumbai, especially one of the parts entitled the matriarch of kamathipura. the secondary data were collected from english literature journals, e-books, book or novel reviews, and other sources on the internet. the gathered information was organized, examined, discussed, and then presented to the audience. to obtain the data, the researchers took several steps. the researchers started by reading books and reviews of articles about women's empowerment around the world, particularly in india, and doing some online research. second, the researchers took notes and highlighted the relevant information. the researchers then sorted and selected the data to get the primary data. the researchers then classified the data by the purpose of the study. the researchers then used the theory of http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 171 feminism to analyze the data that had been collected, demonstrated and presented their findings using language and data that had been organized by the study's main points, and finally concluded. findings and discussion how gangubai empowered women in kamathipura gangubai is the main character in a part of zaidi’s mafia queens of mumbai, entitled the matriarch of kamathipura. this chapter was written based on the true story of ganga hajeevandas kathiawadi. she comes from an educated family that comprises reputed lawyers and educationists and shares strong ties with the royal kathiawadi family. ganga harjeevandas kathiawadi was brought up in the village of kathiawad in gujarat. her family comprised reputed lawyers and educationists and shared strong ties with the royal kathiawadi family (zaidi & borges, 2011, 54). her father and brothers are strict disciplinarians and interested in her education, an unusual thing for rural families, but she is attracted by movies and acting. she has a dream to be an actress and is obsessed with the desire to visit and live in mumbai. ramnik laal, the new accountant of her father, has succeeded to heighten her dream. he promises to get a role in a movie for her and asks her to marry him, but he betrayed and sold her to a brothel to be a sex worker when she is still 16 years old. finding that her husband betrayed and sold her to a brothel makes her very disappointed and depressed for several days, but finally, she can rise herself to be strong enough to face her faith. she knows that once a girl enters prostitution in kamathipura, she cannot go back to her family since she has embarrassed the family and damaged the family image. when she comes back to the family, she will be hanged in front of the villagers. ‘like you, even i had run away. i was your age when my husband sold me off .. . i never returned because if my family learned that i had come from kamathipura, they would have killed me. there was no option but to make this place my home (zaidi & borges, 2011, 63). in order to empower women and girls, it is important to fight for their rights, end discrimination, and dispel the stereotypes and roles that lead to inequality and exclusion. gangubai, as an educated woman, knows how to survive. she knows that she is a prostitute or a sex worker, but she cannot be oppressed and humiliated. she fights to get her right as a woman, and the rights of the sex workers in the brothel, such as wanting all the sex workers at her brothel to have a day off every sunday and not to have any visitors. all sex workers are free not to give any services to any quest on sundays. sex http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 172 workers have the right to enjoy their day off such as by going to a movie without being humiliated by men or any other people. the only solution to the problem is by treating sex workers as equals. i will believe that society has achieved 'women's empowerment' (zaidi & borges, 2011, 65). gangubai knows that human trafficking is a serious problem. women and girls are sold for many different purposes and reasons. it can be caused by the poverty and lack of education that makes the family send their girls to work leaving their villages. they can be domestic workers who work as a servant or a factory worker, but if they are unlucky, they can be forced to be sex workers in a brothel or on street. because of the poverty and lack of education, parents can sell their daughters, or husband can sell their wives to sex workers, just like gangu, madhu, and many other unlucky women or girls. gangubai knows that women and girls, especially the sex workers in kamathipura need someone who can empower them, so they can get their rights and equality between women and men or sex workers and the common women. although she has to face a lot of hardships in her life, she is determined to work for the betterment of all sex workers. she starts by herself that she never forces women and girls into prostitution. when she is called to see madhu in one of the brothels in kamathipura, she has to spend a lot of money to save or take madhu from the brothel because she does not stay there to be a sex worker. ‘let her go, she is not meant to stay here.’ madam rashmi was shocked. ‘but we have paid a thousand rupees for her. how can we let her go? “i am aware of that. you can attribute it to business loss. in the future, i don’t want any girl being pushed around against her will. do you understand?’ gangubai asked (zaidi & borges, 2011, 64). when she finds a girl or woman who is forced into prostitution because she is sold by someone, she will give a choice whether to stay and face the reality or leave the brothel to go back home with the risk to be killed by the family and when she is lucky that she is not hanged by the family, gangubai still welcomes her to go back to the brothel. for her, all women and children in kamathipura are her children and she cares for them very much like a mother. there was no option but to make this place my home. and even if you do return to your family, what’s to stop them from ostracising you? there was a girl here, vinita, who thought her family was different and went back to them.’ (zaidi & borges, 2011, 63). as mentioned before that to empower the sex workers, gangubai wants the owner of the brothels to give their sex workers a day off every http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 173 sunday, so the sex workers are free to do their respective activities without having a mandatory to have visitors. and she starts it by inviting the sex workers who stay at the same brothel with her to go to a movie just like common women. she is very angry when one of the men in the movie tries to seduce and humiliate her. she fights against him and asks people to respect all women, although they are just sex workers. she does not want the sex workers to be humiliated, since they have the same right to enjoy their time and live like normal people. this is one of her ways to empower women, especially the sex workers in kamathipura. she wants sex workers to be treated equally as common women in general without any discrimination both by the male and the female. how gangubai fought against men’s oppression and exploitation her fight against men’s oppression and exploitation can be seen when she is raped by one of her visitors, pathan sahuquat, who is found out as one of abdul karin khan’s men. abdul karim khan, known popularly as karim lala, is the leader of the pathan organization called the pakhtoon jirgai hind, one of the gangs in mumbai. pathan raped her sadistically and made her hospitalized for weeks with some wounded in her body. when gangu learns that sheela does nothing to address her issue, she becomes enraged not only with sheela but also with herself for being so impotent. pathan is the only person she can deal with, so she resolves to meet karim lala. gangu is aware that if she keeps quiet right now, it will create a precedent for even worse issues later. after having a bitter argument with sheela, gangu finally took it upon herself to deal with the pathan. gangu realized that if she remained quiet now, it would set a precedent for bigger problems in the future (zaidi & borges, 2011, 58). as a sex worker, seeing karim lala is a kind of courage. she knows that she will not be welcomed by him, but her eagerness to protect herself and the other sex workers from a man like pathan sahuquat khan is more important. she must search for help from karim lala because she wants to avenge pathan for exploiting her sadistically. it is done not only for her safety but also for all sex workers. to get lala’s protection from a man like pathan, gangubai has to say that she is ready to be lala’s mistress. her negotiation with lala has astonished him which makes him willing to help to avenge pathan. and for his willingness to help her, gangubai wants to make him her brother. it is a very smart tactic because making him her brother will make her have a network with the gangs and give protection for her and her women and children in kamathipura. the new bond between lala and gangubai also provides significant financial assistance to gangu that she uses for the betterment of her sex workers. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 174 ‘karim bhai, it has been years since i tied a rakhi for anyone because ever since i was brought here, i never felt safe with any man. today, by offering me protection, you have only reinstalled my faith in brotherhood (zaidi & borges, 2011, 59). as a brothel madam, gangubai prioritizes her business, money, and women. the business that she runs under the protection of karim lala is used to empower sex workers. she will spend money just to save girls or women who are sold or forced into prostitution. even she has to sacrifice her lover to marry one of the daughters of a sex worker at her brothel to avoid her being forced to be a sex worker when men find her. as a brothel madam, she never forces them to be sex workers. she protects the sex workers from any abuse, humiliation, and exploitation or from any men who want to get the advantage of the sex workers by promising to marry them and get sex without paying the sex worker. under the guidance of her rakhi brother, gangubai forges close ties with both the police and the criminal underworld. gangubai is protected by the sex workers in kamathipura because she is feared by men due to her connections with the police and the underworld. her connection with the most feared gangster in south mumbai put her on another pedestal altogether. nobody dared to take advantage of her. under the tutelage of her rakhi brother, she began to develop strong ties with the nagpada police and the underworld (zaidi & borges, 2011, 60). gangubai also fights against a movement that tries to remove the brothel from kamathipura since it is close to a school complex. the school wants the brothel removed from kamathipura since they think that the brothel brings negative effects on education. gangubai answers this movement by taking the children of the sex workers at the brothel to the school to register them as students there, but they are refused to be registered as students. gangubai fights for the equal right of the children of the sex workers to get an equal education since they are also the future of the country. education for them is very important since by getting an education the children of the sex workers will have the knowledge and qualification to develop to be empowered women that will change the future betterment of the country. she wants the children of the sex workers to have the same opportunities to study and become a certain profession in the future, like doctors, nurses, engineers, teachers, and so on. she does not want the children of the sex workers to have better futures and professions, not like their mothers. when the anti-prostitution sentiment swelled, sex workers sought gangubai’s help and she successfully spearheaded the movement against the evacuation of sex workers from the belt (zaidi & borges, 2011, 67). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 175 gangubai is a liberal woman. with her connection, charisma, courage, and dedication to her gender, she rules as bhareghorwau, or president of kamathipura. as a liberal woman who fights for women’s empowerment, she has an opportunity to speak in azad maidan when she talks about the causes of sex workers for legalizing prostitution. she talks about the equal rights that sex workers can obtain such as getting better protection, education, health care, respect, and equality in front of the law and society. she wants to erase the discrimination that sex workers always experience. she wants society to learn about equality and unity from the brothel where there is no discrimination. society always talks about unity and equality and should be ashamed since they still discriminate against sex workers from others. different from the brothels, anybody, old or young, rich or poor, educated or uneducated, good-looking or not, without seeing any kind of religion, they are not discriminated against. all are welcome and have to pay the same tariff and get the same service. why is a jawan rewarded and given national honors, while prostitutes are insulted and treated like pariahs? (zaidi & borges, 2011: 65). gangubai also challenges the roles and stereotypes that create inequalities and exclusion. in india, especially in rural places and among the poor and uneducated society, people still hold the roles and stereotypes of women. they believe that women do not have the same right as men. they do not need education since they have to be housewives and stay at home to care for the family. even, parents will be ashamed to have baby girls. baby girls will be their burden and they believe that having baby girls is a curse. gangubai thinks differently, women and girls must have the same rights as men. society cannot just take advantage of women, such as by using them to vote for them in the election, abusing and oppressing them. gangubai fights against that kind of discrimination and changes the stereotype of women. she does not stop just fighting for women and sex workers to get equality in kamathipura, but also nationally. once she has to see the prime minister talk about the problems faced by sex workers. the only brothel madam or prostitute who is granted a secret meeting with the nation's leader is gangubai. she discusses the significance of mumbai's red-light district and the need to save it. when the prime minister questions her about why she operates her company and requests that she stop, she responds that she will stop operating as a madam of brothels if the pm will make her mrs. prime minister. she also imparts the advice to "practice before you preach" to him. ‘don’t get angry pradhan mantriji. i just wanted to prove a point; it is always easier to preach than practice.’ nehru remained silent. at the end of the meeting nehru, who had bluntly rejected her second proposal, conceded to gangubai’s first demand and also promised to look into the matter (zaidi & borges, 2011, 69). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 176 finally, the prime minister approves her proposal to protect the red-light areas, meaning to protect the sex workers. it is one of the biggest victories that gangubai can achieve in gaining protection for women from men’s oppression and exploitation. gangubai never gets married, but she adopts several children and live with her in kamathipura, and she never returns to her hometown and family. most of the adopted children are orphans and homeless. they can be the sex workers’ children. they are looked after by her, and she ensures they get a good education. while she never got married, she is said to have adopted several children who lived with her in her small room in kamathipura 12th lane. most of them were either orphans or homeless. gangubai took a keen interest in bringing them up and ensured they received a good education (zaidi & borges, 2011, 68). the study of how gangubai fights against men’s exploitation and oppression expected the readers to know that men and women are equal in that they have the same right and responsibilities, and they will disagree with the oppression and discrimination against women. it is expected that the study can increase people’s care about the equality of any class of people that forms society. conclusion the empowerment of women not only in india but also in other countries, especially in developing countries is very important. by empowering women, they can get equal rights and obligations. they can get an education and have the same right to direct their future. gangubai as one of the educated women who have experienced as a victim of human trafficking knows how hard how to live as a sex worker who is always disrespected, abused, humiliated, and discriminated against by her society. she has succeeded in empowering women and girls through her dedication to her work and relationships with the nation's leaders. she does this by standing up for their rights, combating discrimination, and challenging the roles and stereotypes that lead to inequality and exclusion. equality and being free from oppression and discrimination can be obtained, when women’s empowerment is given to make them know that they have the same right and the same responsibility as men do. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 166-179 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x women’s empowerment in the matriarch… irwan sumarsono,ima masofa doi: https://doi.org/10.26714/lensa.12.2.2022.166-179 177 references abhayan. 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(2016). human trafficking in india: an analysis. international journal of applied research 2(6): 168-171. https://www.allresearchjournal.com/archives/2016/vol2issue6/part c/2-6-41-698.pdf zaidi, h.s., and borges, j. (2011). mafia queens of mumbai. stories of women from the ganglands. chennai: tranquebar press. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.166-179 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x mengulik akar kritis dalam analisis wacana kritis dan implementasinya terhadap teks berita exploring critical roots in critical discourse analysis and its implementation on news text aswadi stkip muhammadiyah rappang, kabupaten sidenreng rappang aswadi@stkipmsidrap.ac.id riwayat artikel: dikirim 12 desember 2017; diterima 10 november 2018; diterbitkan 10 desember 2018 abstrak paradigma atau pemikiran kritis memandang bahwa individu tidaklah dianggap sebagai subjek yang netral yang bisa menafsirkan secara bebas sesuai dengan pikirannya karena dipengaruhi oleh kekuatan sosial yang ada di masyarakat. bahasa/teks merupakan representasi yang berperan dalam membentuk subjek tertentu, tema wacana tertentu, maupun strategi di dalamnya. reproduksi realitas dalam suatu teks pada dasarnya sangat dipengaruhi oleh bahasa, simbolisasi pemaknaan dan politik penandaan. praksis sosial memerlukan makna dan makna tidak bisa lepas dari bahasa. makna mempertajam serta memengaruhi segala sesuatu yang dilakukan seseorang, maka semua praktik sosial tidak bisa lepas dari dimensi wacana.analisis wacana termasuk dalam kategori paradigma kritis.oleh karenanya, istilah analisis wacana kritis hadir untuk membedah kuasa-kuasa dalam teks. analisis wacana kritis digunakan untuk membongkar kuasa yang ada dalam setiap proses bahasa, batasan yang diperkenankan menjadi wacana, perspektif yang digunakan, dan topik yang dibicarakan, yang dalam berupa teks berita. analisis wacana kritis yang digunakan mengacu pada model van dijk. kata kunci: kritis, analisis wacana kritis, teks berita abstract paradigm or critical view considers that an individual is not considered a neutral subject who can interpret freely according to his mind because it is influenced by the social forces that exist in society. language/text is a representation that plays a role in shaping a particular subject, a particular theme of discourse, as well as a strategy in it. reproduction of reality in a text is basically strongly influenced by language, meaning symbolization, and political tagging. social praxis requires meaning and meaning cannot be separated from language. meaning can strengthen and influence everything that a mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 176 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa mailto:aswadi@stkipmsidrap.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x person does, all social practices cannot be separated from the dimensions of discourse. discourse analysis belongs to the category of critical paradigms. therefore, the term critical discourse analysis is present to analyze the powers in the text. critical discourse analysis is used to uncover the power that exists in each language process, the boundaries that are allowed to become discourse, the perspectives used, and the topics discussed, which in this study are news texts. critical discourse analysis used refers to the van dijk model. keywords: critical; critical discourse analysis; news text pendahuluan sebagai makhluk sosial, manusia tidak bisa hidup sendiri tanpa berinteraksi dengan manusia lainnya. manusia membutuhkan bahasa untuk menyampaikan ide, perasaan, dan gagasannya sehingga mitra tutur dapat memahami maksud yang diinginkan. pateda (2011:6) menyatakan bahwa bahasa merupakan alat yang ampuh untuk menghubungkan dunia seseorang dengan dunia yang ada di luar dirinya, dunia seseorang dengan lingkungannya, dunia seseorang dengan alamnya bahkan dunia seseorang dengan tuhannya. bahasa merupakan hal yang sangat kompleks. bahasa meliputi tataran fonologi, morfologi, sintaksis, semantik dan wacana. dari tingkat tataran bahasa tersebut, wacana menempati posisi yang paling tinggi. berdasarkan hierarkinya, wacana merupakan tataran bahasa terlengkap, terbesar dan tertinggi. wacana dikatakan terlengkap karena mencakup tataran di bawahnya yakni fonologi, morfologi, sintaksis, semantik dan ditunjang oleh unsur lainnya, yaitu situasi pemakaian dalam masyarakat. di era sekarang ini, manusia dimanjakan dengan melimpahnya informasi yang tersedia. hal tersebut terjadi karena semakin majunya industri media informasi dan komunikasi, baik berupa media cetak maupun media elektronik. hal tersebut tentu sangat menggembirakan bagi seseorang yang mempunyai kebutuhan untuk mendapatkan informasi. namun, informasi yang didapat terkadang seakan bersifat subjektif, memihak suatu kepentingan dan golongan tertentu. bahkan, perang ideologi dan kepentingan tertentu terjadi antar satu media dengan media lain. bagi penikmat/pembaca media awam tentu akan membuat bingung karena tidak bisa mengetahui secara pasti informasi yang dapat dipercaya. dalam pandangan kritis, individu tidaklah dianggap sebagai subjek yang netral yang bisa menafsirkan secara bebas sesuai dengan pikirannya karena dipengaruhi oleh kekuatan sosial yang ada di masyarakat. bahasa/teks merupakan representasi yang berperan dalam membentuk mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 177 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x subjek tertentu, tema wacana tertentu, maupun strategi di dalamnya. media bukan hanya alat dari kelompok dominan, melainkan juga memproduksi ideologi dominan. media membantu kelompok dominan menyebarkan gagasannya, mengontrol kelompok lain, dan membentuk konsensus antaranggota komunitas. melalui media, ideologi dominan, segala yang baik dan yang buruk dimapankan (barrat, 1994:51-52). teks tidak bisa lepas dari wacana.analisis wacana termasuk dalam kategori paradigma kritis. oleh karenanya, analisis wacana kritis digunakan untuk membongkar kuasa yang ada dalam setiap proses bahasa, batasan yang diperkenankan menjadi wacana, perspektif yang digunakan, dan topik yang dibicarakan, yang dalam hal ini berupa teks berita. analisis wacana kritis adalah sebuah upaya proses (penguraian) untuk memberikan penjelasan dari sebuah teks (realitas sosial) yang mau atau sedang dikaji oleh seseorang atau kelompok dominan yang kecenderungannya mempunyai tujuan tertentu untuk memperoleh segala sesuatu yang diinginkan (darma, 2009:49). salah satu analisis wacana kritis yang digunakan untuk menganalisis teks berita di media online adalah analisis wacana kritis model van dijk. paradigma atau pemikiran kritis dalam analisis wacana kritis filsafat dan ilmu sosial abad xx diwarnai oleh empat pemikiran besar yaitu, fenomenologi-eksistensialisme, neo-thomisme, filsafat analitis dan aliran neo marxis (yang sering mengklaim dirinya sebagai pewaris tradisi marxisme yang disesuaikan dengan keadaan jaman). teori kritis, secara klasifikatif, dapat digolongkan pada kelompok yang terakhir. meski dalam perdebatan filosofis, ada yang menganggap bahwa teori kritis adalah teori yang bukan marxis lagi. neo marxisme adalah aliran pemikiran marx yang menolak penyempitan dan reduksi ajaran karl marx oleh engels. ajaran marx yang dicoba diinterpretasikan oleh engels ini adalah versi inferpretasi yang nantinya sebagai “marxisme” resmi. marxisme engels ini adalah versi interpretasi yang dipakai oleh lenin. interpretasi lenin nanti pada akhirnya berkembang menjadi marxisme-leninisme (atau yang lebih dikenal dengan komunisme). beberapa tokoh neomarxisme sebetulnya pada akhirnya menolak marxisme-leninisme. mereka menolak interpretasi engels dan lenin karena interpretasi tersebut adalah interpretasi ajaran marx yang menghilangkan dimensi dialektika ala karl marx yang dipercaya sebagai salah satu bagian inti dari pemikiran karl marx. tokoh neomarxisme adalah georg lukacs dan karl korsch, ernst bloch, leszek kolakowski dan adam schaff. mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 178 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x salah satu aliran pemikiran kiri baru yang cukup ternama adalah pemikiran sekolah frankfurt. institut penelitian sosial di frankfurt (institut für sozialforschung) didirikan pada tahun 1923 oleh seorang kapitalis yang bernama herman weil, seorang pedagang grosir gandum, yang pada akhir hayat “mencoba untuk cuci dosa” mau melakukan sesuatu untuk mengurangi penderitaan di dunia (termasuk dalam skala mikro: penderitaan sosial dari kerakusan kapitalisme). paradigma kritis terutama bersumber dari pemikiran sekolah frankfrut. ketika itu di jerman tengah terjadi proses propaganda besarbesaran hitler. media dipenuhi prasangka, retorika dan propaganda. media dijadikan alat dari pemerintah untuk mengontrol publik, menjadi saranan pemerintah mengobarkan semangat perang, berangkat dari sana ternyata media bukalah entitas yang netral, tetapi bisa dikuasai oleh kelompok yang dominan. dari pemikiran sekolah frankfrut inilah lahir pemikiran paradigma kritis. pernyataan utama dari paradigma kritis adalah adanya kekuatankekuatan yang berbeda dalam masyarakat yang mengontrol proses komunikasi. menurut sindhunata (eriyanto 2001:24), teori kritis lahir karena ada keprihatinan akumulasi dan kapitalisme lewat modal yang besar, yang mulai menentukan dan mempengaruhi kehidupan masyarakat. individu tidak lagi mempunyai kontrol terhadap modal tersebut, malah secara alamiah pula jadi diluar kesadarannya ia harus menyesuaikan dengan masyarakat yang dikuasai modal. paradigma kritis pada dasarnya adalah paradigma ilmu pengetahuan yang meletakkan epistemologi kritik marxisme dalam seluruh metodologi penelitiannya. fakta menyatakan bahwa paradigma kritis yang diinspirasikan dari teori kritis tidak bisa melepaskan diri dari warisan marxisme dalam seluruh filosofi pengetahuannya. teori kritis pada satu pihak merupakan salah satu aliran ilmu sosial yang berbasis pada ide-ide karl marx dan engels (denzin, 2000: 279-280). pengaruh ide marxisme-neomarxisme dan teori kritis mempengaruhi filsafat pengetahuan dari paradigma kritis. asumsi realitas yang dikemukakan oleh paradigma kritis adalah asumsi realitas yang tidak netral namun dipengaruhi oleh nilai dan kekuatan ekonomi, politik, serta sosial. oleh sebab itu, proyek utama paradigma kritis adalah pembebasan nilai dominasi dari kelompok yang ditindas. hal itu akan mempengaruhi usaha paradigma kritismembedah realitas dalam penelitian ilmiah, termasuk di dalamnya penelitian atau analisis kritis tentang teks media sebaga wacana. terdapat beberapa karakteristik utama pada seluruh filsafat pengetahuan paradigma kritis. ciri pertama adalah ciri pemahaman mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 179 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x paradigma kritis tentang realitas. realitas dalam pandangan kritis sering disebut dengan realitas semu. realitas ini tidak alami tapi lebih karena bangun konstruk kekuatan sosial, politik, dan ekonomi. dalam pandangan paradigma kritis, realitas tidak berada dalam harmoni tapi lebih dalam situasi konflik dan pergulatan sosial (eriyanto, 2001:3-46). ciri kedua adalah ciri tujuan penelitian paradigma kritis. tujuan penelitian paradigma kritis adalah mengubah dunia yang tidak seimbang. dengan demikian, seorang peneliti dalam paradigma kritis akan mungkin terlibat dalam proses negasi relasi sosial yang nyata, membongkar mitos, menunjukkan bagaimana seharusnya dunia berada (newman, 2000:75-87; denzin, 2000:163-186). ciri ketiga adalah ciri titik perhatian penelitian paradigma kritis. titik perhatian penelitian paradigma kritis mengandaikan realitas yang dijembatani oleh nilai-nilai tertentu. ini berarti bahwa ada hubungan yang erat antara peneliti dengan objek yang diteliti. setidaknya peneliti ditempatkan dalam situasi bahwa ini menjadi aktivis, pembela atau aktor intelektual di balik proses transformasi sosial. dari proses tersebut, dapat dikatakan bahwa etika dan pilihan moral bahkan suatu keberpihakan menjadi bagian yang tak terpisahkan dari analisis penelitian yang dibuat. ciri keempat dari paradigma kritis adalah pendasaran diri paradigma kritis mengenai cara dan metodologi penelitiannya. paradigma kritis menekankan penafsiran peneliti pada objek penelitiannya. ada proses dialogal pada seluruh penelitian kritis. dialog kritis itu digunakan untuk melihat secara lebih dalam kenyataan sosial yang telah, sedang, dan akan terjadi. ciri keempat ini menempatkan penafsiran sosial peneliti untuk melihat bentuk representasi pada setiap gejala, dalam hal ini media massa sebagai wacana berikut teks yang diproduksinya. pada paradigma kritis, penelitian yang bersangkutan tidak bisa menghindari unsur subjektivitas peneliti dan hal itu dapat menimbulkan perbedaan penafsiran gejala sosial dari peneliti lainnya (newman, 2000:63-87). reproduksi realitas dalam suatu teks/media pada dasarnya dan umumnya akan sangat dipengaruhi oleh bahasa (littlejohn, 2002:210-211), simbolisasi pemaknaan dan politik penandaan. bahasa di samping sebagai realitas sosial, juga bisa dilihat sebagai sebuah sistem penandaan. sistem penandaan dalam arti bahwa bahasa atau suatu realitas ingin menandakan realitas lainnya (peristiwa atau pengalaman hidup manusia). dengan demikian, sebuah realitas dapat ditandakan secara berbeda pada peristiwa yang sama, atau dapat dikatakan bahwa pemaknaan yang tidak sama bisa dilekatkan kepda peristiwa yang sama. mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 180 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x namun, suatu makna yang ditafsirkan dan dikonstruksi ulang oleh kelompok tertentu dari peristiwa yang sama tersebut cenderung mendominasi penafsiran. ada kecenderungan suatu makna bisa lebih unggul dan bisa diterima dibandingkan pemaknaan yang lain yang terkesan termarginalkan. oleh karenanya, melihat proses bahasa dan pemaknaan, sebetulnya juga melihat ranah atau wilayah pertarungan sosial (hall, 1982:80). pertarungan sosial tersebut lebih konkret terbentuk dalam sebuah wacana. dari uraian di atas, dapat dijelaskan bahwa praksis sosial memerlukan makna dan makna tidak bisa lepas dari bahasa. makna mempertajam serta memengaruhi segala sesuatu yang dilakukan seseorang, maka semua praktik sosial tidak bisa lepas dari dimensi wacana. menurut santoso (2012:127-130) istilah “kritis” yang melekat pada “analisis wacana” mengandung pengertian sebagai berikut: (1) fitur wacana hanya sebagai gejala dari persoalan yang lebih besar; (2) dominasi satu formasi ideologis diskursif dalam setiap institusi; (3) hubungan dialektis antara struktur mikro dan makro; (4) tujuan kritis dan naturalisasi; (5) tiga kritikan terhadap analisis wacana deskriptif. analisis wacana kritis bertujuan (1) menganalisis praktik wacana yang mencerminkan atau mengkonstruksi masalah sosial; (2) meneliti alasan ideologi dibekukan dalam bahasa dan menemukan cara mencairkan ideologi yang mengikat bahasa atau kata, (3) meningkatkan kepekaan akan ketidakadilan, diskriminasi, prasangka, dan bentuk penyalahgunaan kekuasaan (4) membantu memecahkan hambatan yang menghalangi perubahan sosial (haryatmoko, 2017:14). metode penelitian ini tergolong jenis penelitian kualitatif dengan pendekatan analisis wacana kritis. pendekatan analisis wacana kritis yang dipakai adalah analsis wacana model van djik. analisis wacana model van djik merupakan model analisis wacana yang paling sering digunakan untuk menganalsis teks. ada berbagai macam model analisis wacana yang telah dikembangkan oleh beberapa ahli, antara lain roger fowler dkk (1979), norman fairclough (1998), sara mills (1992), theo van leeuwen (1986). dari banyaknya tokoh yang mengembangkan analisis wacana, model van dijkyang paling sering dipakai dalam berbagai penelitian teks media (eriyanto, 2001:221). mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 181 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x van dijk berpandangan bahwa dalam menganalisis wacana tidak cukup hanya didasarkan pada teks sajakarena teks hanya hasil dari suatu praktik produksi. pemahaman produksi teks pada akhirnya akan memperoleh pengetahuan alasan suatuteks bisa demikian. van dijk juga melihat struktur sosial, dominasi, kelompok kekuasaan yang ada dalam masyarakat, kognisi atau pikiran dan kesadaran yang membentuk berpengaruh terhadap teks-teks tertentu. model van dijk (dalam wetherell, et.al., 2001) berusaha mengungkap hubungan antara wacana, kekuasaan, dominasi, dan struktur sosial. secara khusus, model van dijk mengkaji struktur, strategi atau properti teks, interaksi verbal atau peristiwa komunikasi berperan model reproduksi. wacana digambarkan oleh van dijk (1994:96) mempunyai tiga dimensi atau bangunan yaitu, teks, kognisi sosial, dan konteks sosial. inti analisis model van dijk adalah menggabungkan tiga dimensi wacana tersebut  dalam satu kesatuan analisis, yaitu: 1) dimensi teks yang diteliti adalah bagaimana struktur teks dan strategi wacana  yang dipakai untuk menegaskan suatu tema tertentu; 2) kognisi sosial dipelajari  proses produksi teks berita yang melibatkan kognisi individu dari wartawan; 3) konteks  mempelajari bangunan wacana  yang berkembang dalam masyarakat akan suatu masalah. analisis van dijk menghubungkan analisis tekstual ke arah analisis yang komprehensif bagaimana teks diproduksi, baik dalam hubungannya  dengan individu wartawan dan masyarakat. van dijk membagi struktur teks ke dalam tiga tingkatan. pertama, struktur makro yang merupakan makna global dari suatu teks yang dapat diamati dari topik/tema yang dianggkat oleh suatu teks. kedua, superstruktur yang merupakan kerangka suatu teks, seperti bagian pendahuluan, isi, penutup, dan kesimpulan. ketiga, struktur mikro yang merupakan makna lokal dari suatu teks yang dapat diamati dari pilihan kata, kalimat dan gaya yang dipakai oleh suatu teks (dalam eriyanto, 2001:227). van dijk (2009:67-83) juga memberikan langkah-langkah atau prosedur penerapan studi analisis kritis, yaitu: (1) analisis konteks, (2) menentukan topik atau semantik makrostruktur, (3) pemaknaan lokal, (4) relevansi struktur formal yang tersamar, (5) menghubungkan teks dan konteks dalam bentuk model-model konteks, (6) semantik wacana, yaitu model peristiwa, (7) kognisi sosial, (8) ideologi, (9) situasi masyarakat, (10) dimensi mikro dan makro masyarakat, (11) tindak diskursif sebagai tindakan sosio-politik, (12) pelaku sebagai partisipan yang memiliki berbagai peran, (13) analisis struktur masyarakat. mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 182 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x untuk menggambarkan modelnya, van dijk membuat banyak sekali studi analisis pemberitaan berita.titik perhatiannya pada studi rasialisme.dari berbagai kasus, dengan ribuan berita, van dijk menganalisis bahwa wacana media turut memperkuat rasialisme yang ada di masyarakat (dalam eriyanto, 2001:222).rasialisme diwujudkan dan diekspresikan melalui teks. oleh karenanya, analisis wacana kritis model van dijk cocok diimplementasikan dalam menganalisis teks berita yang berjudul “ini imbauan wapres kepada peserta demo 2 desember” dalam paparan di bawah ini. hasil dan pembahasan implementasi analisis wacana kritis model van djik terhadap teks berita berikut adalah teks berita yang dimuat di salah satu situs berita online yaitu kompas.com pada tanggal 28 november 2016. berikut ini adalah himbauan wakil presiden kepada peserta demo pada tanggal 2 desember 2016, jakarta, kompas.com– wakil presiden jusuf kalla mengatakan, setiap orang memiliki hak untuk menyatakan pendapat di publik dalam bentuk apapun.akan tetapi, cara menyampaikan pendapat itu jangan sampai menghalangi orang lain yang akan beraktivitas. hal itu diungkapkan kalla menanggapi rencana aksi damai bela islam jilid iii yang akan digelar gerakan nasional pengawal fatwa majelis ulama indonesia (gnpf mui) pada 2 desember mendatang.rencananya, massa aksi akan melakukan shalat jumat berjamaah. aksi ini merupakan aksi lanjutan atas dugaan penistaan agama yang menjerat basuki tjahaja purnama. "mengimbau untuk tidak shalat jumat di jalan. karena shalat itu diutamakan di masjid,” kata kalla di kantor wapres, senin (28/11/2016).ia mengatakan, pada umumnya, hanya shalat idul fitri atau idul adha, serta shalat istisqa yang dilakukan di lapangan atau di jalan.selebihnya, dilangsungkan di masjid atau mushala.“cuma itu saja, yang lainnya di masjid, bukan di jalan. jadi silakan (shalat jumat). kalau di masjid, banyak masjid di jakarta. jangan di jalan, menghalangi ekonomi masyarakat juga dan lalu lintas dan juga tentu tidak enak,” kata kalla.dalam rapat koordinasi antara mui, polri dan gnpf mui, hari ini, disepakati bahwa aksi damai digelar di lapangan silang monumen nasional. menurut kapolri jenderal pol tito karnavian, kawasan monas bisa menampung 600 ribu sampai 700 ribu orang.jika ternyata pendemo lebih daripada kapasitas di monas, jalan merdeka selatan disiapkan sebagai tempat untuk menampung peserta aksi.polisi, kata tito, akan mengawal demonstrasi dibantu sejumlah pihak."kami dibantu tni, satpol pp, laskar dari ormas-ormas yang ada, kita akan atur," kata tito di gedung majelis ulama indonesia, jakarta, senin (28/11/2016).(baca: kembali temui mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 183 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa http://nasional.kompas.com/tag/jusuf%20kalla http://nasional.kompas.com/tag/tni http://nasional.kompas.com/tag/tito%20karnavian http://nasional.kompas.com/tag/polri http://nasional.kompas.com/tag/basuki%20tjahaja%20purnama http://nasional.kompas.com/tag/basuki%20tjahaja%20purnama http://nasional.kompas.com/tag/2%20desember lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x mui, kapolri koordinasi soal aksi 2 desember)tito mengimbau agar kegiatan lain di luar demonstrasi 2 desember untuk ditunda.mantan kapolda metro ini menuturkan, kegiatan lain jangan sampai mengganggu kesucian kegiatan demonstrasi 2 desember. analisis wacana kritis model van dijk dapat digunakan untuk menganalisis berita tersebut. teks berita di atas memberitakan tentang imbauan wakil presiden jusuf kalla terhadap rencana aksi damai bela islam jilid iii yang akan digelar oleh gerakan nasional pengawal fatwa majelis ulama indonesia (gnpf mui) pada 2 desember mendatang. demo aksi damai bela islam yang digelar oleh gnpf mui tersebut sebagai aksi lanjutan atas dugaan kasus penistaan agama yang dilakukan oleh basuki tjahja purnama. aksi tersebut rencananya juga diikuti dengan kegiatan salat jumat berjamaah. waprestidak melarang para pendemo untuk menyuarakan aspirasinya dan mengimbau tidak mengganggu atau menghalangi aktivitas orang lain, namun tidak untuk kegiatan salat yang dilakukan di jalan. wapres jusuf kalla kurang setuju bila kegiatan salat jumat berjamaah dilaksanakan di jalan karena idealnya salat tersebut dilakukan di masjid. selain itu, kegiatan tersebut jugadapat mengganggu ekonomi masyarakat dan lalu lintas jalan. kondisi ini mendapat tanggapan cepat dari pihak kepolisian. polri, mui, dan gnpf mui telah melakukan rapat koordinasi dan menyepakati bahwa kegiatan demo dilaksanakan di lapangan silang monumen nasional, dan menyiapkan jalan merdeka selatan untuk kegiatan pendemo bila tidak mencukupi. polisi, dibantu tni, satpol pp, dan laskar dari para ormas yang ada akan membantu pengamanan kegiatan demo tersebut. bahkan, kapolri jenderal pol, tito k. mengimbau agar kegiatan lain pada tanggal 2 desember ditunda agar kesucian kegiatan demonstrasi tersebut tidak terganggu. dilihat dari struktur makro (tematik), setidaknya ada dua tema yang diungkap dalam berita tersebut. pertama, imbauan wapres kepada para pendemo 2 desember. kedua, dukungan kapolri jenderal pol. tito karnavian terhadap para pendemo 2 desember. tema utama ini mensugestikan bahwa demonstrasi yang dilakukan oleh gnpf mui terhadap kasus penistaan agama yang dilakukan oleh basuki tjahja purnama mendapat dukungan penuh baik dari wakil presiden maupun kapolri jenderal dan apparat pendukung lainnya. kasus penistaan agama merupakan hal yang tidak bisa dianggap main-main. dalam konteks indonesia, terdapat dua undang-undang yang bisa dijadikan dasar untuk menyeret seseorang atau kelompok tertentu sebagai penoda/penista agama, yaitu uu no. 1/pnps/1965 tentang pencegahan penyalahgunaan dan pasal 156a kuhp tentang penodaan agama. tema wacana ini didukung dengan cara penceritaan (skematik) tertentu, yakni pertalian antara satu peristiwa dengan peristiwa laindalam mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 184 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa http://nasional.kompas.com/tag/2%20desember http://nasional.kompas.com/tag/2%20desember http://nasional.kompas.com/tag/2%20desember http://nasional.kompas.com/tag/2%20desember lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x satu teks berita. cara penceritaan (skematik) ini terdiri atas bagian pendahuluan, isi, dan penutup. pada bagian pendahuluan dijelaskan tentang pandangan wakil presiden yang menyatakan bahwa setiap orang memiliki hak untuk menyuarakan pendapat di depan publik dalam bentuk apapun dan setelah itu memberikan penekanan bahwa aksi menyampaikan pendapat jangan sampai menghalangi orang lain untuk beraktivitas. pada bagian isi, diuraikan tentang (1) penekananwapres agar pendemo tidak mengganggu aktivitas orang lain; (2) shalat jumat dilakukan di masjidbukan di jalan karena bisa mengganggu lalu lintas dan kegiatan perekonomian masyarakat, (3) kapasitas daya tampung monas untuk tempat demo, (4) polisi dibantu tni, satpol pp, laskar dari ormas-ormas yang ada akan mengawal aksi demo. pada bagian penutup, diuraikan tentang himbauan kapolri agar kegiatan lain di luar demonstrasi 2 desember untuk ditunda karena dikhawatirkan mengganggu kesucian kegiatan demonstrasi. dari skematik tersebut tampak bahwa dukungan terhadap gnpf mui sangat ditekankan. kegiatan/aksi-aksi yang akan dilakukan oleh pendemo tidak diuraikan secara detail. dukungan dari wapres dan kapolri jenderal mendapat porsi detail yang cukup panjang dan disampaikan secara eksplisit. dalam teks berita ini, pembaca seolah diajak untuk berhati-hati dalam bersikap, khususnya dalam berbicara soal agama. segala hal yang menyangkut agama tentu akan disikapi secara serius karena sudah masuk dalam ranah ideologi/kepercayaan yang dianut tiap orang. dilihat dari struktur mikro, setidaknya ada tiga poin yang dapat dianalisis, yakni analisis semantik, analisis sintaksis, dan analisis stilistik. analisis semantik meliputi latar, detail, dan maksud. latar dalam berita di atas adalah jalan dan lapangan monas. wakil presiden menghimbau untuk tidak shalat di jalan pada tanggal 2 desember 2016 disebabkan karena beliau mengkhawatirkan adanya aksi yang berujung anarkis seperti yang terjadi pada aksi sebelumnya, yakni pada 4 november 2016. detail dalam berita di atas adalah keterangan yang menunjukkan bahwa kawasan monas bisa menampung 600 sampai 700 ribu orang seperti pada kutipan berikut. menurut kapolri jenderal pol tito karnavian, kawasan monas bisa menampung 600 ribu sampai 700 ribu orang.jika ternyata pendemo lebih daripada kapasitas di monas, jalan merdeka selatan disiapkan sebagai tempat untuk menampung peserta aksi. maksud dalam berita di atas adalah keterangan yang disampaikan oleh kapori jenderal menanggapi imbauan wakil presiden yang menjelaskan bahwa pelaksanaan shalat jumat hendaknya di masjid karena jumlah masjid mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 185 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa http://nasional.kompas.com/tag/tito%20karnavian lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x di jakarta banyak. hal tersebut bermaksud agar peserta aksi tidak berkumpul di satu titik karena dikhawatirkan terjadi hal-hal yang tidak diinginkan. analisis sintaksis meliputi koherensi. penanda koherensi dalam teks di atas adalah adanya penghubung intra kalimat ‘akan tetapi’. ini tampak pada kutipan berikut: “wakil presiden jusuf kalla mengatakan, setiap orang memiliki hak untuk menyatakan pendapat di publik dalam bentuk apapun. akan tetapi, cara menyampaikan pendapat itu jangan sampai menghalangi orang lain yang akan beraktivitas.” kutipan koherensi di atas merupakan koherensi pembeda yang digunakan untuk membedakan atau membandingkan dua peristiwa atau elemen. wacana tersebut dipakai untuk menggambarkan pembalikan bahkan ada kecenderungan ironi (eriyanto, 2001). analisis stilistik meliputi leksikon. leksikon yang terdapat dalam berita di atas tampak dalam kutipan berikut. “jika ternyata pendemo lebih daripada kapasitas di monas, jalan merdeka selatan disiapkan sebagai tempat untuk menampung peserta aksi.” dalam teks berita tersebut, penulis berita lebih leksikon‘pendemo’ dibandingkan dengan kata lain yang memiliki makna yang sama, misalnya peserta aksi, pengunjuk rasa dan sebagainya. walaupun memiliki makna yang sama, kesan yang ditimbulkan dari setiap kata tersebut berbeda. kesan berbeda itulah yang ingin ditekankan oleh penulis berita. selain kata ‘pendemo’, penggunaan leksikon pada berita di atas juga tampak pada kutipan pada akhir penutup berita berikut. “mantan kapolda metro ini menuturkan, kegiatan lain jangan sampai mengganggukesucian kegiatan demonstrasi 2 desember.” penggunaan leksikon ‘kesucian’ pada berita di atas diasosiakan bahwa kegiatan aksi bela agama merupakan aksi yang benar. penulis dalam alam pikirannya, atau secara kognisi dan kesadarannya seolah menegaskan bahwa kegiatan demo sebagai aksi bela agama merupakan kegiatan yang suci, sebagai gerakan moral indivisu akan yang mengekspresikan pandangan berdasarkan keyakinannya yang terusik. pilihan kata ‘kesucian’ digunakan untuk mensakralkan peristiwa tersebut. selain itu, aksi demo tersebut diikuti dengan kegiatan salat jumat berjamaah yang menambah khidmat aksi tersebut. mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 186 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa http://nasional.kompas.com/tag/jusuf%20kalla http://nasional.kompas.com/tag/2%20desember lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kesimpulan asumsi dasar paradigma kritis adalah keyakinan bahwa ada kekuatan laten dalam masyarakat yang begitu berkuasa mengontrol proses komunikasi masyarakat. ini berarti paradigma kritis melihat adanya “realitas” di balik kontrol komunikasi masyarakat. teori kritis melihat adanya proses dominasi dan marginalisasi kelompok tertentu dalam seluruh proses komunikasi masyarakat. reproduksi realitas dalam suatu teks/media pada dasarnya dan umumnya akan sangat dipengaruhi oleh bahasa, simbolisasi pemaknaan dan politik penandaan. melihat proses bahasa dan pemaknaan, sebetulnya juga melihat ranah atau wilayah pertarungan sosial. pertarungan sosial tersebut lebih konkret terbentuk dalam sebuah wacana. praksis sosial memerlukan makna dan makna tidak bisa lepas dari bahasa. makna mempertajam serta memengaruhi segala sesuatu yang dilakukan seseorang, maka semua praktik sosial tidak bisa lepas dari dimensi wacana. analisis wacana kritis hadir untuk mengurai kuasa-kuasa yang terdapat dalam teks. salah satu model analisis wacana kritis yang digunakan adalah analisis wacana kritis model van dijk.van dijk berpandangan bahwa dalam menganalisis wacana tidak cukup hanya didasarkan pada teks sajakarena teks hanya hasil dari suatu praktik produksi. van dijk juga melihat bahwa struktur sosial, dominasi, kelompok kekuasaan yang ada dalam masyarakat, kognisi atau pikiran dan kesadaran yang membentuk berpengaruh terhadap teks-teks tertentu. hal demikian yang tampak dalam situs berita online yaitu kompas.com pada 28 november 2016. daftar pustaka denzin, norman k dan yvonna s. lincoln. (2005), handbook of qualitativeresearch, london: sage publication. eriyanto, (2001). analisis wacana, pengantar analisis teks media. yogyakarta: lkis. gee, j. p. (2005).an introduction to discourse discourse analysis, theory and method, london and new york: routledge. hall, s. (1992). culture, media dan language. london:routledge. haryatmoko. (2017). critical discourse analysis: landasan, teori, metodologi, dan penerapan. jakarta: rajawali press. littlejohn, s. (2002).theories of human communication. california:wadsworth publishing company. newman, l. w. (2000). social research methods. london:allyn and bacon. pateda, m. (2011). linguistik sebuah pengantar. bandung: angkasa rogers, r. (2011). an introduction to critical discourse analysis in education. new york: routledge. mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 187 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x santoso, a. (2012). studi bahasa kritis, menguak bahasa membongkar kuasa. bandung: cv mandar maju. van dijk, t. a. (1994). discourse and cognition society. in david c. & david m. (eds). communication theory today. cambridge: polity press. wetherell, m., taylor, s., yates, s.j. (2001). discourse theory and practice. london: sage. mengulik akar kritis dalam analisis wacana kritis dan implementasinya … aswadi doi: https://doi.org/10.26714/lensa.8.2.2018.176-188 188 https://doi.org/10.26714/lensa.8.2.2018.187-198 http://jurnal.unimus.ac.id/index.php/lensa metode analisis puisi karya tere liye dengan model atau pendekatan sosiologi sastra memaknai puisi ini dengan mengaitkan kehidupan masyarakat dalam memahami cinta, perasaan, dan kasih sayang sehingga terdapat pembelajaran moral untuk kehidupan masyarakat. sosiologi sastra lebih memperoleh tempat dalam penelitian sastra karena sumber-sumber yang dijadikan acuan mencari keterkaitan antara permasalahan dalam karya sastra dengan permasalahan dengan masyarakat lebih mudah diperoleh. berdasarkan analisis di atas, dapat disimpulkan bahwa kumpulan puisi atau sajak tere liye memaknai tentang cinta, perasaan, rahasia, kebencian, jodoh, kesedihan dan sakit hati. hal tersebut dapat disebut sebagai kesimpulan dari kumpulan puisi ini. kemudian telah dijelaskan pula aktifitas benda mati, dalam puisi tersebut sajak remote sifat on dan off yaitu seperti perasaan manusia dapat tumbuh dapat mati, mungkin pembaca atau masyarakat terhibur dengan membaca puisi ini. daftar pustaka references 17 59 8 3 4 1 1 2 3 98 daftar pustaka 68 english for young learners teachers’ strategy in teaching reading husni mubarok11 husni@unisnu.ac.id abstract penelitian ini bertujuan untuk 1) mengetahui strategi-strategi yang digunakan oleh para pengajar bahasa inggris di dalam pengajaran reading for young learners, 2) mengetahui hambatan-hambatan yang dihadapi oleh para pengajar bahasa inggris di dalam mengajar reading for young learners, dan 3) mendeskripsikan cara para pengajar mengatasi hambatan-hambatan di dalam mengajar reading for young learners. penelitian ini dilakukan di lima sekolah yang berbeda di jepara, jawa tengah. penelitian ini dapat menjadi deskripsi mengenai strategi-strategi pembelajaran bahasa yang sangat penting di dalam proses pengajaran dan pembelajaran english for young learners (eyl). penelitian ini menggunakan penelitian kualitatif dalam bentuk studi kasus. data diperoleh melalui observasi, wawancara, dokumentasi, dan kuesioner. berdasarkan pada data yang ditemukan, dapat disimpulkan bahwa para pengajar bahasa inggris di dalam mengajar reading menggunakan strategi-strategi yang berbeda, yang didasarkan pada kebutuhan siswa dan kondisi sekolah. strategistrategi tersebut digunakan untuk mengatasi permasalahan yang dihadapi di selama proses pengajaran dan pembelajaran. hasil dari kuesioner menunjukkan bahwa para siswa menyukai bahasa inggris, bukan para pengajarnya. sehingga para pengajar perlu mengimplementasikan strategi-strategi yang baik dan tepat dalam memenuhi kebutuhan para siswa. kata kunci: english for young learners, reading, strategi pembelajaran bahasa introduction english is a compulsory subject in our curriculum that has been taught from elementary until senior high school and university level. english is the global language (crystal, 2003:1). this shows that english becomes a main subject in indonesian school either from elementary school, junior high school, senior high school, vocational school or university level. english 11 penulis adalah pengajar di fakultas tarbiyah dan ilmu keguruan, unisnu jepara 69 plays an important role for students to access and get information while they are in classroom setting or outside the classroom. the successful student in learning english stems from english teacher competences in designing classroom activities and in implementing an appropriate strategy in teaching english. moreover, students in growth period need a right strategy to acquire and to habitualize language. the strategy which is used in teaching and learning process is very important because it can help students to participate actively in classroom and become self-directed. teaching strategy can help students’ curiosity about the topic, engage students in learning and develop critical thinking for students. brown (2001:208) called that strategic investment will make students their own learning process. language learning strategies are related to the features of control, goal directedness, autonomy, and self-efficacy (carter & nunan, 2001:167). elementary students are english young learners that should be facilitated well in their learning (english) by using good strategy. hopefully, they can master english and get message from the materials given by teachers because english is not their first language. it means that teaching strategy is very useful in bridging students to understand and comprehend the material. larsen-freeman (2000:9) stated that methods serve as a foil for reflection that can aid teachers in bridging to conscious awareness of thinking that underlines their action. if there is not teaching strategy, students will not be active in teaching and learning process. when teachers are exposed to methods and asked to reflect on their principles and actively engage with their techniques, they can become clearer about why they what they do. they become aware of their own fundamental assumption, values, and beliefs (larsen-freeman, 2000:9). students in elementary or primary school are grouped as children where the range of their age is 6 until 12 years old. brown (2001:86) elaborated that children exercise a good deal of both cognitive and affective effort in order to internalize both native and second languages. the different between children and adult (that is a person beyond under puberty) lies primarily in the contrast between the child’s spontaneous, peripheral attention to language to language forms and the adult’s overt. english has some skills namely listening, speaking, reading and writing. beside these skills, reading becomes important skill that should be mastered by students since they are still young. reading is one of english skill that is very important that should be taught and delivered well. reading comprehension skills can be acquired easily through positive communication between the educator and the learner (alharbi, 2015:1258). 70 reading comprehension is an active reading to get information and to create meaning from reading materials by integrating what to be end into what has already known (guthrie, wingfiels & perencevich, 2004:227). so that students understand the material. reading is a receptive skill besides listening. it becomes a fundamental factor for students to produce writing. brown (2001:298) stated that reading ability will be developed best in association with writing, listening, and speaking activities. huang and yang (2015:381) investigated two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching (et-rt) vs. direct instruction (di). therefore, there are three types of reading strategies (i.e., global, supp ort, and problem solving). cho and brutt-griffler (2015:242) reported a study in which students desired extra help on their writing to gain balanced english competence; also they wanted to learn reading and writing together. alharbi (2015:1257) measured the correlations between reading strategies, learning styles and reading comprehension of the saudi efl college learners' english reading comprehension. the findings showed that the variation of reading strategies, namely oral reading versus silent reading strategies, did not produce any statistically significant differences on efl learners' reading comprehension. findings also showed that high visual learners did not perform significantly differently from the silent reading group or the oral reading group. najva (2015:1343) investigated the effects of teaching self-regulated learning strategies on efl learners reading comprehension was investigated. as the results indicated there is statistically significant difference between mean scores of the two experimental and control group in posttest administration of the reading test (p=.016<.05). so, it can be concluded that teaching self-regulated learning strategies have effects on efl learners reading comprehension. in teaching reading, english teachers should implement good and appropriate strategies which can be a stimulus to become active students and participate in teaching and learning process. there are so many strategies in teaching reading but it should be suitable with students’ condition and learning environment. in literate societies, most normal children learn to read by the age of five or six, and some even earlier. with the exception of a small number of people with learning disabilities, reading is a skill that is taken for granted (brown, 2004:185). language learning certainly occurs across all subject areas, but it is more focused and direct in reading and language arts. the ability to speak, read, and write affects students’ success in all subject areas, making reading and language arts a critical area in which to apply instructional principles 71 that will support ells (haager, klingner, aceves, 2010:2). explicit strategy instruction is a useful method of teaching learners at all levels and competencies. in fact, this way of instruction provides learners with the observation of the teacher as a model and helps them apply different learning strategies (alharbi, 2015:1258). this article is aimed at investigating learning strategies which were used by english teachers, obstacles faced by students, and the solution in teaching reading for young learners. this research was carried out in five different schools in jepara central java. review of related literature in educational setting, it is known two kinds of term, namely; teaching and learning. teaching cannot be defined apart from learning. teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. learning is "acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction (brown, 2007:8). major strategies of language learning strategies are cognitive, mnemonic, metacognitive, compensatory, affective and social (carter & nunan, 2001:167). cognitive strategy helps learners make and strengthen associations between new and already-known information and facilitate the mental restructuring of information. examples of cognitive strategies are guessing from context, analyzing, reasoning inductively and deductively, taking systemic notes and organizing information. mnemonic strategies help learners link a new item with something known. these devices are useful for memorizing information in an orderly string in various ways; examples are by sounds (rhyming), by body movement (tpr) or location on page or blackboard (the locus technique). metacognitive strategies help learners manage; 1) themselves as learners, 2) general learning process, 3) specific learning tasks. this strategy helps students know themselves better as language learners. compensatory for speaking and writing help learners make up for missing knowledge when using english in oral or written communication, just as strategy of guessing from the context while listening and reading compensates for a knowledge gap. affective strategies include identifying one’s feelings (e.g. anxiety, anger, and contentment) and becoming aware of the learning circumstances. 72 reading needs to be approached as a disciplinary practice linked to knowledge-building rather than as a discrete skill (bharuthram and clarence, 2015:53). reading is important for every people. in foreign language learning, reading is likewise a skill that teacher simply expects learners to acquire. reading arguably become the most essential skill for success in all educational context, remains a skill of paramount importance as we create assessment of general language ability (brown, 2004:185). reading instruction often aims to develop students’ decoding skills and knowledge of syntax or vocabulary for literal comprehension (huang and yang, 2015:381). therefore, reading is a skill that used simply to reinforce the oral learning and have process. in most modern foreign language courses, instructions begin with the teaching of the sound system and the most frequent and useful grammatical patterns of spoken language. reading is one of receptive skills in english. receptive skills are the ways in which people extract meaning from the discourse they see or hear (harmer, 2007:199). reading is attended as primary source of comprehensible input (najva, 2015:1344). according to ahmadi gilakjani et.al (2012) as cited by (najva, 2015:1344), we considered reading as an interactive process mediated between the reader and the text. the fundamental concept is that the reader reorganizes the available information in the text not only based on the knowledge achieved from the text but also from the prior knowledge of the reader. the age of students is a major factor in taking a decision about how and what to teach. people of different ages have different needs, competences and cognitive skills. as a teacher, we might children of primary age to acquire of more a foreign language through play, for example, whereas for adults we can reasonably expect a greater use of abstract thought (harmer, 2007:37). it means that students from different levels need different strategy in their learning. according to brown (2001:87), there are five categories may help give some practical approaches to teaching children; intellectual development, attention span, sensory input, affective factors, and authentic; meaningful language. children are generally less able to give selective and prolonged attention to features of learning tasks than adults, and are more easily diverted and distracted by other people (cameron, 2001:15). children still need help and guidance from other people to understand things around them. young children, especially those up to the ages of nine or ten, learn differently from older children, adolescents and adult in the following ways (harmer, 2007:82): they respond to meaning even if they do not understand individual words, they often learn indirectly rather than directly – that is 73 they take in information from all sides, learning from everything around then rather than only focusing on precise topic they are being taught, their understanding comes not just from explanation, but also from what they see and hear and, crucially, have a chance to touch and interact with, they find abstract concepts such as grammar rules difficult to grasp, they generally display an enthusiasm for learning and a curiosity about the world around them, and they have a need for individual attention and approval from the teacher. children actively try to make sense, to find and construct a meaning and purpose for what adult say to them and ask them to do. they can only make sense in terms of their world knowledge, which is limited and partial. teachers thus need to examine classroom activities from the child’s point of view in order to assess whether pupils will understand what to do or will be able to make sense of new language (cameron, 2001:19). research method the research method which was used in this research was qualitative research. qualitative research is sometimes defined as naturalistic approach in which the researcher did a research as natural as possible. this meant the research was used to describe phenomenon which was found during the research. the kind of qualitative research which was used in this research was case study. according to cohen, manion, and morrison (2007:253) case studies opted for analytic rather than statistical generalization, which is they develop a theory which can help researchers to understand other similar cases, phenomena or situation. this research was conducted in five different elementary schools in jepara central java. these schools were chosen because of different levels; upper level school, middle level school, and lower level school. the schools were sekolah dasar negeri 4 jambu mlonggo, sekolah dasar negeri 1 mayong, mi masalihul huda jepara, sekolah dasar negeri 3 tahunan, and mi tamrinussibyan ii bangsri. in order to collect complete data, the researcher used some data collections; class observation, interview for english teachers, documentation, and questionnaire for students. finding and discussion the research, which was done in sdn 4 jambu mlonggo, found that in teaching reading which was integrated in english subject, english teacher did not implement good teaching strategies in teaching and learning process in the classroom. she only asked her students to open their dictionaries if they found difficulties in finding the meaning of the word. in explaining the material, the english teacher tried to make a good interaction 74 to her students by involving students in classroom activities without implementing exact teaching strategies. the english teacher of sdn 1 mayong began teaching and learning process by preparing lesson plan. the activities done in classroom were in line with the lesson plan. it meant that the english teacher was wellprepared in transferring knowledge to students. the strategy used by the teacher was reading aloud. reading aloud was used to build students’ foundation skill, introduce vocabulary, provide a model of fluent, expressive reading, and help students to recognize what reading for pleasure is about. in teaching reading, the english teacher of mi masalihul huda jepara prepared lesson plan first, but in real teaching and learning in the classroom, teacher applied different activities and strategy in teaching reading. the changing of the activities and strategy was caused of students’ need toward the material. she thought to implement appropriate strategy to deliver the material. teacher used drilling method and total physical response (tpr). drilling method was used to make student more active in classroom activities and to overcome students’ difficulties in pronouncing some words. the teacher also inserted explanation of difficult word to students. the english teacher of sdn 3 tahunan used reading aloud strategy in teaching reading. this strategy was implemented to make all students participate actively in the classroom activities. one of the reasons with the implementation of reading aloud for young students was this strategy could stimulate language and cognitive skill. besides that, reading aloud built students motivation, curiosity, and memory. the technology was not used in this class. it meant the english teacher only maximize teaching strategy to attract students’ participation in the class. based on the observation conducted on the mi tamrinussibyan ii bangsri, it was found that the english prepared the material first before coming to the school. it was proved by the lesson plan for the day. the english teacher arranged the activities in line starting opening phase, core phase, and closing phase. the opening phase was consisted of greeting, checking students’ attendance, and building students’ motivation before starting the material. in core phase, the english teacher applied the strategy namely eec; exploration, elaboration, and clarification. this strategy was used to arise students’ participation during the class. besides that, the english teacher also wanted students to study in depth with their groups. by implementing this strategy, students worked in pair by discussing the material given by the english teacher. they made small discussion guided by their teacher. they made small dialogue, practiced it, and wrote the mistake they made. 75 table 1: teachers strategy in teaching reading items sdn 4 jambu mlonggo sdn 1 mayong mi masalihul huda jepara sdn 3 tahunan mi tamrinussi byan ii bangsri lesson plan (real) not match with the implement ation yes not match with the implementa tion not match the implementa tion yes teacher’s interaction two-way communic ation two-way communi cation one-way communica tion one-way communica tion two-way communicati on teaching strategy no number head together drilling & tpr reading aloud exploration, elaboration, and confirmation medium of learning yes no no no no obstacles in teaching reading for young learners based on the research conducted on sdn 3 jambu mlonggo, it was found that there were many students found difficulties in learning reaching. when students faced a text which of course contained of grammar or structure, they would be confused to the grammar. therefore, students only focused in finding meaning each word. besides that, students could not take the meaning of the short text based on the context of the text. they still translate and understand the text based on single word. students also could not focus on the text reading strategies well. students of sdn 1 mayong had difficulties in pronouncing words. the aspects of pronunciation which had been made by students were intonation, vowel/consonant, and linking. the pronunciation problem happened because students never practice it while they were at home. besides that, the english teachers also rarely gave students more time to practice pronunciation with their friend in the classroom. because of lack of activities, students felt bored in learning english. they could not participate actively because the activities were implemented by the teacher was monotone. this was why for next meeting, the english teacher switched and added some interested activities to make students participate in classroom activities. the next meeting, the english teachers planned the activities well by inserting some interesting activities which allowed students to participate more active in teaching and learning process. 76 the main obstacles were faced by students of mi masalihul huda jepara is unfamiliar with english. this was caused by english in indonesia was not first or second language, but foreign language. students communicated using bahasa indonesia. to solve the problem, teacher mixed languages, sometimes used bahasa indonesia and sometimes used english. the other problems were students were neglected to bring dictionary. so the english teacher asked students to bring englishindonesia dictionary or indonesia-english dictionary. besides that, students had less attention in participating in the classroom. to anticipate the problem in next cycle, the english teacher tried to maximize the teaching and learning process by applying teaching strategy, it was small discussion. table 2. obstacles and solution items name of school sdn 4 jambu mlonggo sdn 1 mayong mi masalihul huda jepara sdn 3 tahunan mi tamrinuss ibyan ii bangsri obstacles  use of grammar (to be, ing, and others)  unfocuse d to the text.  single word  pronuncia tion  boring; lack of interested activities  english is foreign language  students do not bring dictionary  less attention translating of single word students participatio n was low shallow understandi ng to the material solution  pair work for students  a guide for students  guiding student  demonstr ating  varying activities  implem enting drilling  asking students to bring dictiona ry  applyin g activities which can grasp students ’ attentio n explaining by connecting it with real condition controller guide 77 one of the problems faced by students of sdn 3 tahunan that appeared in the research was inability to translate single word. when students faced the difficult word, they were afraid to ask to their teacher. they passed the meaning of a single word when they read the text without asking to their teacher and friend. this made students could not understand the overall meaning of the text based on the context wholly. they did not have confident in asking the word because they were afraid to pronounce it correctly in english. based on the observation conducted on mi tamrinussibyan ii bangsri, it was found that there were two basic problems during the teaching and learning process. they were low participation and shallow understanding about the material. although the english teacher implemented eec strategy (exploration, elaboration, and clarification), some students still had low participation during the class. some students still talked to their friends which were not in line with the material of discussion. they made joking, played themselves, and ignored the teacher’s instruction. to solve the problem as stated in the above table, the english teacher of sdn 4 jambu asked students to discuss the material to their pairs, but it could be done if students understand the materials. a student, who discussed with his/her partner, would be monitored by english teacher to make sure that students could understand to the material well. if students made inappropriate understanding of the text, the english teacher would correct it. beside became a monitor in teaching reading, the english teacher also became a guide who control and guide student in learning english. because of the main problem appeared in pronunciation, the english teacher of sdn 1 mayong solved the problem by demonstrating words and asked students to repeat what teacher had said. in demonstrating the sound for students, teachers asked students to observe her face and mouth. this was done if students made mistakes until students could say it correctly by themselves. to solve the problem, the english teacher of mi masalihul huda jepara implemented drilling and total physical response. it was implemented by sorting out some difficult words and discussed it one by one. later on, she began to explain the reading text and questions. to solve the problem, the english teacher of sdn 3 tahunan used contextual teaching and learning strategy (ctl). this kind of strategy was good to be applied in teaching and learning process to help the english teacher to connect the material taught to the real context faced by students. it also pushed students to make connection between the material which was learnt and the implementation in a real life. contextual teaching and 78 learning would involve students actively in class activities and connect it with their real life. to solve the problems appeared, the english teacher of mi tamrinussibyan ii bangsri played his role as a controller. this role was done to control and monitor the continuous discussion during the class. besides that, the english teacher also played as a guide. this role was used to make sure that the students did not only focus on the surface of the material but also they could understand the material in depth. strategy to teach reading in sdn 4 jambu mlonggo, the english teacher did the affective and social strategy although teacher only taught used conventional strategy. the aspect of affective was found from the way of teacher in making a good and close relationship to her students when they did not understand toward the material. it would eliminate negative feeling from students in learning reading like nervous, anxiety, and others. the aspect of social was done because teacher asked students to do pair work when they faced difficulties in learning reading. the discussion could be in the form of finding meaning from dictionary, grammar, and meaning of the word, or phrase, or sentence. in sdn 1 mayong, the strategy, which was implemented, was implied mnemonic and metacognitive strategies. in mnemonic strategies, the english teacher facilitated learning and memorization of words such as pronunciation and grammar. the advantage of this strategy was student related new material to information that is already store in their long-term memory. in metacognitive strategy, students would understand the way they learn. the english teacher guided students to learn what they have learnt before, it could be previous material taught by the teacher. in mi masalihul huda jepara, the english teacher apply the strategy belonged to cognitive strategy. this strategy helped students make and strengthen associations between new and already-known information and facilitate the mental restructuring of information. the concept of the strategy appeared in the teaching and learning process was social and cognitive strategies. the social strategy was found from the interaction during the class. it could be students-students interaction and studentsteacher interaction. so there would be social interaction. besides that, the cognitive was found from the process of teaching and learning and the process of evaluation. the focus of the cognitive strategy was the students’ result. 79 based on the research conducted on mi tamrinussibyan bangsri, it was found that the english teacher used two different kind of strategies, namely social strategy and cognitive strategy. the cognitive strategy was implemented to solve the problems appeared in the teaching and learning process by including reasoning, planning, and interaction between each component in the class. the english teacher taught his students by repeating some words which was difficult. besides that, the english teacher also implemented organization of new ideas, summarizing meaning, and using image to memorize. the application of the cognitive strategy was by using clues in reading comprehension, underlining key words, and scanning. the social strategy implemented in reading class was a discussion among students. the english teacher asked his students to make small discussion. the material of the discussion was the topic in the hand book. in social strategy, there was a communication among students which could arise students understanding toward the materials. based on the observation conducted on sdn tahunan was found that the teaching strategy used was social strategy and cognitive strategy. social strategy was implemented through small group discussion. the english teacher asked the students to make a group discussion and the material was given before. the material was in line with the material. when the discussion happened, the english teacher controlled and guided them. the cognitive strategy was implemented through reading aloud and discussing the questions. table 3. language learning strategies sdn 4 jambu mlonggo sdn 1 mayong mi masalihu l huda jepara sdn 3 tahuna n mi tamrinussibya n ii bangsri  affective strategy  social strategy  mnemonic strategies  metacognitiv e strategies cognitive strategies social strategy cognitive strategies social strategy cognitive strategies based on the table above, it could be concluded that there were five kinds of strategies used by english teachers in five different schools. the strategies are affective strategy, social strategy, mnemonic strategy, metacognitive strategy, and cognitive strategy. each strategy had their characteristics and main point to be taught by the english teachers. if english teachers used and implemented well the five strategies, students could get the best learning from the teachers. 80 students responses toward teaching reading based on the questionnaire conducted on students of five different schools, it was found that: table 4: students responses toward teaching reading no statement sdn 4 jambu mlonggo sdn 1 mayong mi masalihul huda jepara sdn 3 tahunan mi tamrinuss ibyan ii bangsri 1 saya menyukai pelajalan bahasa inggris va = 45% a = 32% d = 23% vd = 0% va = 36% a = 49% d = 10% vd = 5% va = 25% a = 40% d = 25% vd = 10% va = 40% a = 43% d = 17% vd = 0% va = 30% a = 35% d = 15% vd = 20% 2 saya tertarik dengan materi membaca (reading) bahasa inggris? va = 22% a = 35% d = 28% vd = 15% va = 25% a = 40% d = 19% vd = 16% va = 15% a = 46% d = 23% vd = 16% va = 35% a = 40% d = 15% vd = 10% va = 20% a = 55% d = 13% vd = 12% 3 guru menerangkan materi membaca (reading) bahasa inggris dengan menyenangka n. va = 25% a = 25% d = 35% vd = 15% va = 27% a = 38% d = 25% vd = 10% va = 38% a = 49% d = 13% vd = 0% va = 28% a = 48% d = 14% vd = 10% va = 22% a = 45% d = 23% vd = 10% 4 ketika guru mengajar membaca (reading), guru menggunakan strategi/meto de pembelajaran yang menarik. va = 10% a = 30% d = 35% vd = 25% va = 17% a = 48% d = 23% vd = 12% va = 35% a = 45% d = 20% vd = 0% va = 30% a = 43% d = 17% vd = 10% va = 20% a = 45% d = 25% vd = 10% 5 ketika guru mengajar, guru meminta siswa untuk berpartisipasi secara aktif. va = 34% a = 42% d = 10% vd = 14% va = 27% a = 53% d = 10% vd = 10% va = 10% a = 30% d = 32% vd = 28% va = 19% a = 34% d = 35% vd = 12% va = 34% a = 51% d = 15% vd = 0% 6 ketika saya menghadapi kesulitan va = 35% a = 45% d = 15% va = 25% a = 55% d = 13% va = 36% a = 44% d = 18% va = 38% a = 48% d = 14% va = 24% a = 41% d = 20% 81 dalam belajar reading, guru membantu saya dalam memahami materi yang susah saya pahami. vd = 5% vd = 7% vd = 2% vd = 0% vd = 15% note: va = very agree a = agree d = disagree vd = very disagree based on the questionnaire number 1, it was found that, most of students from five different schools liked english subject. it was proved by the most appeared answers were strongly agree and agree, while there were some students who answered disagree and strongly disagree. the statement number 2 was in line with the result of statement number 1. it meant that besides students liked english, students also liked reading as a material in teaching and learning process. from the statement number 3, it was found that most of students thought that when the english teachers explained the material, they explained in enjoying activities, although there were some students who answered disagree and strongly disagree. from the statement number 4 it was known that there was an equal answer between students who answered agree and disagree. this was in line with the result of observation conducted when the english teachers taught in the classroom. from the statement number 5, it was found that the english teachers asked students to participate in class activities while they taught them. from the statement number 6, it was found that when students faced difficulties in their learning, the english teachers helped them to solve students’ learning problem by giving guidance, suggestion, and direct feedback. conclusion the teachers’ communication ways in teaching reading were oneway communication and two-way communication. in two-way communication, there was interaction between teacher and students. besides that, most of english teacher did not use technologies and teaching media in teaching learning process. the teaching strategies were number 82 head together, drilling, total physical responses, explanation, elaboration and confirmation. the obstacles found during the research were mostly coming from students. they had faced difficulties in learning grammar, pronunciation, reading aloud, guessing meaning, and lost of words. besides that, students had low motivation and less participation in teaching and learning process. the obstacles came either from students and teachers. from the students were like they did not understand the meaning of words so they tried to find the meaning of single word. from the english teachers were for example their educational background was not from english education department. the solutions used by the english teachers were implementing pair work and guide students, demonstrate and vary the activities, and doing authentic activities. the best solution that could be implemented by english teachers in teaching reading was by asking students to be more active during teaching and learning process. they should participate and involve in class activities actively like in discussion, paying attention, or doing tasks given by the english teachers. references alharbi, majed abdulkareem. 2015. reading strategies, learning styles and reading comprehension: a correlation study. journal of language and teaching. vol. 6 (6) 1257-1268. bharuthram, s. and clarence, s. 2015. teaching academic reading as a disciplinary knowledge practice in higher education. south african journal of higher education. vol. 29 (2) 42-55. brown, h. douglas 2007. principles of language learning and teaching. san francisco: pearson education. brown, h. douglas. 2001. teaching by principles; an interactive approach to language pedagogy. new york: longman. brown, h. douglas. 2004. language assessment; principles and classroom practice. san francisco: longman. cameron, lynne. 2001. teaching languages to young learners. cambridge: cambridge university press. 83 carter, ronald, and nunan, david. 2001. teaching english to speakers of other languages. cambridge: cambridge university press. cho, hyonsuk and brutt-griffler, janina. 2015. integrated reading and writing: a case of korean english language learners. reading in foreign language. vol. 27 (2) 242-261. cohen, l., manion, l., and morrison, k. 2007. research method in education. london: routledge. crystal, david, 2003. english as a global language. cambridge: cambridge university press. haager, diane, klingner, janette k., and aceves, terese c. 2010. how to teach english language learners. san francisco: jose-bass. harmer, jeremy. 2007. the practice of english language teaching. united kingdom: pearson education limited. huang, ching-ting, and yang, shu ching. 2015. effects of online reciprocal teaching on reading strategies, comprehension, selfefficiency, and motivation, journal of educational computing research. vol 52 (3) 318-407. guthrie, t., wigfiels, a. & perencevich, k.c. 2004. scaffolding for motivation and engagement reading. new jersey: lawrence erlbaum associates inc. larsen-freeman, diana. 2000. techniques and principles in language teaching. new york: oxford university press. najva, nejabati. 2015. the effect of teaching self-regulated learning strategies on efl students’ reading comprehension. journal of language teaching and research. vol. 6 (6) 1343-1348. page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 14 common errors found in the diverse kinds of paragraphs composed by first year efl university students ida ayu mela tustiawati1*, ni luh nyoman seri malini2 1universitas mahasaraswati denpasar 2udayana university indonesia mela.tustiawati@unmas.ac.id article history: submitted on october 1st, 2022 ; revised on may 8th, 2023; accepted on may 29th, 2023; published on june 30th, 2023. abstract the present study aims at showing the major types of errors that students make in their written products and their perspectives on the cause of errors that they make. in this research, 180 students’ paragraphs were analysed for the purpose of error analysis and a questionnaire was distributed to the students to find out their perspectives on the cause of errors that they made. the errors found in the students’ written products were first categorised into several major categories, then further classified into four general categories: morphological, lexical, syntactical, and mechanical. the findings show that there were 12 major errors that the students made in their writing. seven of them fall under the category of morphological, two under lexical, one under syntactical and another two under mechanical. the majority of students are aware that they make errors in their writing but find it hard to allocate them. as a result, they may not be able to correct or avoid the errors. thus, incorporating error analysis in teaching and learning is a necessary practice for students to minimise the production of errors in their writing. furthermore, lack of understanding of grammatical functions and limited knowledge of vocabulary are considered the major causes of errors based on the perspectives of the students. through the classification system provided by the error analysis procedure, teachers are able to address this issue by incorporating smaller groupings of errors into the curriculum and teaching program. keywords: efl , errors, error analysis, paragraphs, writing http://jurnal.unimus.ac.id/index.php/lensa mailto:mela.tustiawati@unmas.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 15 introduction the essence of learning a new language is learning to be able to communicate in that language. however, this idea of communication seems to be vague in terms of the second and or foreign language learning. students’ success in learning the language is closely related to their competence in the spoken use of the language. little emphasise is given to their written ability in using the language. miftah (2015) explained that the issue comes not only from students, but also lecturers. students find it hard to adjust their writing ability from the first language writing pattern to the second language writing pattern. meanwhile, applying varied teaching strategies and approach in the writing classroom for lecturers appears to be quite challenging due to students' lack of motivation to respond and learn in the classroom. rashid, et al (2022) added that the curriculum and instructional techniques are not designed to support students’ writing development. the inclusion of these factors influences the progress of students’ writing proficiency. yet, in order to be able to communicate effectively, an ability to comprehend the language both spoken and written is vital. it is said that to master a language, acquiring an ability to write in the language is fundamental (wijayatiningsih, lestariningsih, & agustina, 2018). however, writing skill is still neglected by many students who learn a foreign language. one of the factors that contribute to this issue is that writing is considered a complex task for students. they are required to develop good linguistic and communicative competence in the target language simultaneously (hidayati, 2018). additionally, students have difficulty in showing satisfactory results in writing in their first language, and to expect them to perform well in the other language seems to be hard both for the teachers and the students. writing activities require students to perform various cognitive activities, such as deciding on the choice of words, styles, mechanics, and a proper structure for sentence production, which contribute to how students view writing skills (eliwarti & maarof, 2017). the nature of writing skill requires students to not only able to produce a product in written language, but also to formulate the information through a thinking process before transferring them into a product (pardosi, et al, 2019). as a result, not many students are capable to master these two learning processes in writing skill. in addition, the task requires regular practice and is time consuming, which may not be supported by the curriculum used. furthermore, the learning process of writing can be quite boring when it is not done properly (nida, 2021). teachers’ creativity in preparing and delivering the materials for writing will also play an important role in students’ writing achievement. as an example, in the teaching and learning of english as a foreign language in indonesia, the teachers work with students who have learned english for a certain time but rarely use the language in their daily life. generally, the students have little access to the use of english for http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 16 communication. in relation to the written products of the students, the teachers not only work with the students’ compositions per se but also other parts of the writing such as the use of grammar functions that may be less found in the first language writing. writing skill can be said progressing in a sequential way. students will need to undergo several steps and development to be capable in writing (huda, 2018). the first step that students will acquire is the ability to listen, which then followed by speaking ability. then, students will actively gain the ability to read to finally are able to produce information in written. as it is the last aspect of language learning to be acquired, it makes the writing skill as the most difficult skill to conquer (dewi, 2016). a number of studies mentioned how this issue impacts on not only the students but also the teachers. the teachers found that the teaching of writing is a challenging job (tran, 2013; heydari & bagheri, 2012; silalahi, 2014; chen, 2006). ferries (2011) described the teaching of writing as a daunting task for a teacher. the teacher is required to not only know about the pedagogical options, materials, and techniques, they also need to have sufficient understanding of the linguistic knowledge and also be able to analyse the written products effectively. adam et al. (2021) explained that teachers still find it difficult to balance the teaching of writing between theory and practice. many times, teachers do not teach students how to acquire writing skills which are the skills that students should be able to perform at the end of the lessons. furthermore, hidayati (2018) divided two factors that are challenging for teachers to manage in writing classrooms namely internal and external factors. internal factors come from the students, and external factors involve the teaching and learning circumstances of the teachers. although some researchers described the application of error analysis as no use for the teaching and learning of a new language, most are positive about the importance of understanding the errors made by the students. many researchers stated that error production in the students’ learning process is unavoidable and it is related to their learning process. robinson, for example stated that error-making is part of the natural phenomenon in learning of all kinds (as cited in tizon, 2011). similarly, based on the results of his research, rao (2018) suggested that error production and the learning process are two aspects that cannot be separated and should be treated as something natural to each other. the same idea was proposed by ancker, that learning happens when the students naturally make mistakes or errors (as cited in darus & subramaniam, 2009). this was also supported by olasehinde who argued that errors are a necessary part of the learning process (as cited in napitupulu, 2017). to further illustrate the relation between errors and the learning process, hasyim (2002) provided five aspects that influence the production of errors by students which again emphasised the idea that errors are http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 17 inevitable both for the students and the teachers. darus and subramaniam (2009) had also suggested that we should consider the production of errors by students as part of the cognition process. after all, one indicator to show that learning is happening is when the students make mistakes or errors and are able to correct them independently. all these studies highlighted the idea that errors are important in the development of students’ learning. on the other hand, some studies show that the errors made by students have not always been considered to be a good thing. some researchers view errors as something to be avoided, and for most cases they are not acceptable. an earlier study by klassen mentioned that student errors are the types of forms used inappropriately and are not acceptable by the native speaker of the language (as cited in lu, 2010). similarly, richards related the production of errors as a result of incomplete learning by the students (as cited in lu, 2010). even though rao (2018) mentioned that errors are closely related to the learning process, he also pointed out that there are some researchers who described errors as the result of insufficient learning by the students. thus, it is their fault that they produce those errors. furthermore, gunawan strongly suggested that error production by learners should not happen. it is considered as a deviation in the learning process (as cited in imaniar, 2018) and needs to be erased immediately (darus & subramaniam, 2009). these two perspectives of errors made by the students lead to the question whether analysing errors is profitable for the students and teachers or does more harm than good in the students’ understanding of their writing. however, previously conducted studies on these issues showed that it is important for the teachers and also the students to understand the errors in their writing. al-khresheh (2016) described errors produced by the students during their learning process as the main source for teachers’ feedback. thus analysing them will help teachers provide meaningful feedback to the students. corder explained that a systematic analysis of the errors will provide a chance to understand and identify solutions for error production (as cited in al-khresher, 2016). it means that the students and the teachers will have a better understanding about the production of errors and work together to reduce the production of those errors. this is also supported by cohen (1975). he explained that having error analysis in the classroom will enable the teachers to find a better way to deal with errors in their teaching and learning. other than that, hasyim (2002) argued that for the students, error analysis will provide them with systematic information about a certain part of the language where they need to further improve their competence. meanwhile, for the teachers, this technique will help them to evaluate their teaching and learning procedures in the classroom. similar to hasyim, subekthi (2018) agreed that error analysis is important for teachers for it will http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 18 help them to be more prepared for the possibility of language difficulties in the future. the students will become more familiar with the errors and try to avoid the production of those errors. subramaniam and darus (2009) mentioned that there are two purposes in the application of error analysis in the second language learning process. the first purpose is “diagnostic” (to in-point the problem) and the other one is “prognostic (to make plans to solve a problem). despite the number of earlier studies addressing these issues, the current research tries to emphasise the idea that error analysis (ea) is not only a research methodology but it can also be used as a technique to teach in the classroom. it is important to understand that error analysis is not a onetime technique to identify and classify students’ errors and expect the results to be applicable in general. the technique is universally used but the results from one study may be slightly different from another study. thus, what works in one situation may not work in the other. however, the process itself has shown that error analysis will provide general aspects of the errors made. the current research suggests that error analysis should be used as an ongoing process of evaluation for the students, teachers and also the course. this current research supports the idea that it is important to do an error analysis of the students’ productive skills, especially writing skills. in order to properly illustrate this issue, the current study aims to first identify and classify the errors made by the students followed by a description of the students’ perspectives of the errors, causes of the errors that they made and finally suggestions on the application of this error analysis as part of the teaching technique in the classroom. method the present study is a qualitative study that concentrates on the errors in writing of undergraduate students majoring in english literature and their perspectives on the causes of the errors. the samples used in this study are what ellis (1999) called a specific sample in which data was collected from a limited number of participants. in this case 180 paragraphs were taken from the students who enrolled in two classes of english in academic discourse (writing class). during the research period, the students were in their second year as university students. the data analysed for this study were the errors in the students’ written products. these were gathered during the first half of their fourth semester in their english in academic discourse classes. this study was conducted for three months in which the participants were required to write three types of paragraphs over time. the students were free to choose the topics and approach. thus, they were able to write the paragraphs as they wanted and by doing so, the researchers were able to collect the data in their natural production. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 19 at the end of the third submission, an online questionnaire was delivered to the students. their participation in this part of the research was voluntary, thus they were free to answer or not answer the questionnaire. the results of the questionnaires were used to describe the students’ perspectives on the errors made in their writing and their views on the cause of the errors. in order to describe the errors made in these paragraphs, the researchers had to familiarize themselves with the paragraphs to get the general ideas about what the paragraphs were about. then, the identification of the errors was done by highlighting the parts in which the errors occurred. once the errors were identified, they were classified into more general classifications. the last step was to explain and describe the errors based on the classification. additional data collected from the results of the questionnaire were used to support the results of the main data. findings and discussion errors found in the students’ writing from 180 paragraphs collected in this study, there were two divisions of errors found in the writing; minor errors and major errors. in this research, the minor errors were those that were less than 1% of the total; the major errors were all greater than 1% of the total. the minor errors in this study were considered too small. the study concentrated on the understanding of the major errors only. from 180 paragraphs there were 563 errors in the students’ assignments. the table below illustrates the type of errors, the frequency of occurrence and the percentages of the errors in total. table 1: student error types no error types total number of errors percentage of the total errors 1 article 120 21% 2 noun ending 72 13% 3 preposition 70 12% 4 s + v agreement 60 11% 5 verb form 50 9% 6 word form 45 8% 7 verb tense 35 6% 8 punctuation 30 5% 9 translation 27 5% 10 word choice 15 3% 11 spelling 16 3% http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 20 12 conjunction 8 1% total 563 100% based on the above table, it appears that the students’ production of errors is relatively low. however, almost all errors could be found in each of the students’ writing. no paragraph was found without any errors. the conclusion is that these errors are frequently made by students. errors in the use of the article were found to be the highest error produced by the students, which was 21% of the total errors made. these errors were caused by either the students leaving out the article or adding unnecessary articles which were not needed or the wrong choice of article. the second highest error was in the use of noun ending which was about 13% of the total errors made, followed by the use of preposition and the use of noun ending. the students tended to overgeneralise the idea of singularity and plurality in english. it also appears that the idea of countable and uncountable nouns is one of the issues related to this type of error. below are some examples of sentences made by the students (ss) that show the errors made related to the use of noun endings in sentences and their revised versions: ss : these foods provide the necessary vitamins, proteins and fibre revision : this food provides the necessary vitamins, proteins, and fibre ss : so many beautiful moment over there revision : so many beautiful moments over there ss : why i like those place? revision : why do i like those places? ss : first make it for 10 cup (dough) revision : first, make it into 10 cups (dough) meanwhile, in terms of preposition most of the students made a wrong choice of preposition in their sentences. ss : people start to learn music instrument to fulfill their likes about music revision : people start to learn how to play a musical instrument to fulfil their liking of music ss : the right thing to do is seat under tree near the beach and seat in a chair around revision : the right things to do are sitting under the trees near the beach or sitting on the chairs around http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 21 another type of error frequently made by the students (more than 10% of the total errors) was the errors on the subject + verb agreement. most of the errors were related to the understanding of the students on whether the subject of their sentence was singular or plural and the correct choice of related verb. ss : the situation at home make relax myself revision : the situation at home makes me feel relaxed ss : all the instruments makes you smarter revision : all the instruments make you smarter even though the rest of the error types in this study are below 10% of the total errors made by the students, these errors were spread throughout the written work. the errors on verb form contributed 9% of the total. almost all errors related to this type were connected to the use of verb + ing in sentences. ss : i really love my family, we can laugh together, sharing each other, dinner together, and many kind of activities revision : i really love my family. we can laugh together, share with each other, have dinner together, do other types of activities ss : we can playing the sand, listening music while sunbath and reading book while sunbath revision : we can play with the sand, listen to the music while sunbathing or read a book while sunbathing 8% of the errors were made due to the wrong choice of word forms by the students. it seems that the students found it difficult to identify the words that belonged to two different word classes or they used the same words to represent two different word classes. ss : the right thing to do is seat under tree near the beach and seat in a chair around revision : the right things to do are sitting under the trees near the beach or sitting on the chairs around ss : the beautiful colors of sunset that treat my eyes like a peaceful revision : the beautiful colour of sunset that treats my eyes peacefully 6% of the errors were due to the use of incorrect verb forms to follow the tense used in the sentences. this type of error is closely related to the subject + verb agreement error. the first sentence below indicates that the error can be seen as an incorrect choice of verb form or it can also be seen as an error on the subject + verb agreement. ss : he always give me good advice when i am sad http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 22 revision : he always gives me good advice when i am sad ss : she likes to playing games revision : she likes to play games both punctuation and translation contribute 5% to the total errors made by the students. the students prefer to use commas rather than full stops which in many cases ended with their paragraph running. in relation to the translation errors, it seems that the students first thought or wrote the paragraph in bahasa indonesia and then directly translated into english. ss : i really like noodles, i have tested various kinds of processed noodles revision : i really like noodles. i have tested various kinds of processed noodles ss : my favourite place to relax is a garden restaurant near from my hometown revision : my favourite place to relax is a garden restaurant near my hometown 3% of the errors were due to the incorrect word choice and misspelling of the words. looking at the errors that the students made on the choice of words used in their paragraphs, it can be said that it is closely related to their issues with translation. the students directly translated the words into english without making sense of the sentences or understanding whether the words represented the intention of the sentence. ss : they can make a rich harmonic sound revision : they can produce a rich harmonic sound ss : they really cute and always make me want to huge them revision : they are really cute and always make me want to hug them finally, 1% of the errors were because of the false use of conjunction. this error is also closely related to that of punctuation errors. as previously mentioned there were some run-on sentences in the students’ writing in which they preferred to use a comma instead of a full stop. another option for the student is to insert a conjunction in their sentences. below is one of the examples in which no conjunction was added. ss : then seperate half of dough mix with food colouring revision : then separate half of the dough and mix it with food colouring from those individual error types made by the students, a more general classification is made based on the ferries’ model of common errors in students’ writing. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 23 table 2: student error categories no error categories error types total number of errors percentage of the total errors 1 morphological errors article 120 74% s + verb agreement 60 preposition 70 conjunction 8 verb form 50 verb tense 35 noun ending 72 2 lexical errors word form 45 11% word choice 15 3 syntactical errors translation 27 5% 4 mechanical spelling 16 8% punctuation 30 total 563 100% based on the above table, almost two third, 74% of the errors made by the students are considered as morphological errors and 11% of them are lexical errors. both syntactical and mechanical errors are not as frequent as the other two categories of errors. a closer look at the error categories above shows that the biggest error contributor to the students’ writing is related to grammatical errors. it doesn’t mean that the students do not know the grammar but it shows that most of the students still have a lack of understanding of the use of english grammar in forming good sentences and paragraphs. these findings are in line with the study conducted by setiyorini, dewi, & masykuri, (2018) who also found that majority of the students produced grammatical errors in their essay product. lexical errors were much less than those categorised as morphological. there are a number of possible reasons for this. firstly, the http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 24 written product used in this research was a short paragraph which may have limited the use of vocabulary. secondly, the topic used in their writing was free choice. this may have affected the choice of words that the students used. students generally use those words they are familiar with. it also appears that the students are more comfortable writing in simple sentences rather than compound or complex sentences, even though they have learnt them. as a result, the syntactical and mechanical errors are very small compared with the morphological errors. students’ perspectives on the cause of errors that they made understanding the reason why errors are made is important for the teachers and also the students. there are many studies that discuss this topic, but not many of them look at the causes from the perspectives of the writers, in this case the students. analysis of the questionnaire shows that students identified two major causes of errors in their writing: lack of grammatical understanding and limited knowledge of vocabulary. the result of the questionnaires shows that most of the students believed that the majority of errors in their writing were grammatical errors. this view is in line with the results of the current research that the highest number of errors made by the students was morphological errors. the students further indicated that they have a problem with the use of tenses and articles in english. this is borne out by the research findings. although pan (2010) was quite pessimistic with the application of error correction to writing, the result of her study documented similar issues as what has been described in the current study. she grouped the errors found in her study into grammatical, lexical, and semantic errors, in which grammatical errors appear to be the most common errors made by the participants. when the participants were asked to think about the cause of errors, most of the students explained that they don’t have “good grammar skills”. it is interesting that the students considered understanding grammar as a skill in the english language and they found themselves lacking in this skill. “i can write something but most of the time i find that what i wrote is grammatically incorrect” (revised version). “i don’t know how to connect the first word and the next word so it will be grammatically correct” (revised version). clearly, it is not that students cannot write but their lack of grammatical understanding that hinders them in writing effectively and correctly. insufficient ability to produce good grammatical text influences their confidence to produce a writing product in general. therefore, it is not surprising that almost all students who filled in the online questionnaire considered writing as their worst skill in english. it appears that most of the http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 25 students are fully aware of the cause of the errors that they make. it was also documented in the earlier study by sermsook, liamnimitr, and pochakorn (2017) that grammar and vocabularies understanding affect how poorly students view their writing ability. similarly, the current study confirms that another cause of error from the students’ perspective is their limited english vocabulary, which makes it difficult for them to express themselves in their writing. “i think that i am ok with my writing but i don’t have many words to write and sometimes i choose the wrong words in my writing”(revised version) “i can’t write well because i don’t have beautiful words in my mind” (revised version) this is contrary to the research analysis which indicates that the problem is related to lexical understanding rather than grammatical issues. it can be assumed that the length and the free topic given to the students helped them to produce fewer errors in their vocabulary choices and form. one of the student’s responses noted that the students could not write properly because they did not understand the topic for their writing. “it is more difficult to write when we are given a topic. sometimes, i do not understand the topic and in the end i do not have much idea about it” (revised version). it is possible that when the students write about something that they know well, they may be able to write better. as what setyorini (n.d) described in an earlier study that for students to be competent in their writing, they need to be capable of writing production and also excel in their content knowledge. pedagogical implication the present study proposes that error analysis can be applied as part of the teaching technique in the classroom. there are two key findings from this study: firstly, that morphological and lexical errors form the greatest number of errors produced by the students and secondly, that the students’ responses concurred with these findings. students are aware that they make errors in their writing but do not know the types of errors that they make and what to do to correct or avoid those errors. thus, it is important for the students to know the errors so they will be able to do something about those errors. firstly, use the error analysis technique as a pre-test for students. it will help teachers to know the language level of the students and their initial http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. (2023). common errors found in the diverse kinds of paragraphs composed by first year efl university students. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 14–29. https://doi.org/10.26714/lensa.13.1.2023.14-29 26 writing skills. secondly, an adjustment to the writing syllabus is needed. one of the advantages of error analysis is the usefulness of the classification system it provides. it is suggested that when the error classification is broken down into smaller groupings, the analysis can be incorporated into the curriculum and teaching program. dealing with the errors in a chunk will help teachers and students to focus on that particular error (fang & xue-mei, 2007). lastly, getting students involved in the analysis of the errors that they make. if students are familiar with the process, they will become accustomed to recognizing and reducing the production of errors. conclusion based on the findings of this research, it can be concluded that there are 12 different common error types that the students produced in their writing. these errors were classified into four different categories: morphological, lexical, syntactical, and mechanical. the study showed that students made the most errors in the morphological category which was related to errors in grammatical functions. the second highest number of errors was the lexical errors which were related to the use of appropriate vocabulary or word forms. these two categories of errors found in the study were supported directly by the findings from the questionnaires given to the students in which they describe lack of understanding of the grammatical functions and also limited knowledge of vocabulary as the cause of errors produced in their writing. the syntactical and the mechanical errors in this study were considered to be less compared to the other two categories because the students did not have to write a long paragraph and the writing was based on a topic in which they were interested which gave them more confidence in their writing. this was supported by the findings of the questionnaires that they had difficulties in writing when they are not familiar with the topic. acknowledgement i would like to thank the participants involved in this study and also my co-author and several colleagues who have provided meaningful feedback during the writing process of this article. my gratitude also goes to the anonymous reviewers for their feedback and the editorial team of lensa journal to make this publication possible. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.14-29 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): ayu mela tustiawati, i., & nyoman seri malini, n. l. 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(2014). errror analysis on information and technology students’ sentence writing assignments. ijee, 1(2), 151-166. subekthi, a.s. (2018). error analysis in complex sentences written by indonesian students from the english education department. studies in english language and education, 5(2), 185203. tizon, m.n. (2011). error analysis of lsu students’ written composition., 15(5), 53-89. retrieved from: http://local.lsu.edu.ph/institutional research office / publications/vol.15no.5/4.html tran, t.h. (2013). approaches to treating student written errors. paper presented at midtesol. lawrence, kansas, 1-12. wijayatiningsih, t.d., lestariningsih, e.d., & agustina, d.a. (2018). designing scientific writing materials using task based language teaching. lensa: kajian kebahasaan, kesusastraan, dan budaya, 8(2), 219233. xue-mei, j. & fang, x. (2007). error analysis and the efl classroom teaching. us – china education review, 4(9), 10-14. http://jurnal.unimus.ac.id/index.php/lensa http://local.lsu.edu.ph/institutional%20research%20office%20/%20publications/vol.15no.5/4.html http://local.lsu.edu.ph/institutional%20research%20office%20/%20publications/vol.15no.5/4.html lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kohesi gramatikal konjungsi dalam karya sastra dan implikasinya bagi pembelajaran bahasa indonesia di sma conjuction gramatical cohesions in a literary work and their implications for indonesian language learning in senior high school asep muhyidin universitas sultan ageng tiryatasa, kota serang muhyidin21@untirta.ac.id riwayat artikel: dikirim 18 januari 2018; diterima 13 november 2018; diterbitkan 10 desember 2018 abstrak penelitian ini bertujuan untuk mendeskripsikan dan menganalisis aspek kohesi gramatikal konjungsi dalan cerita pendek titian pelangi karya helvy tiana rosa. penelitian ini menggunakan pendekatan kualitatif -deskriptif. berdasarkan uraian hasil dan pembahasan maka dapat disimpulkan bahwa wacana cerpen berjudul titian pelangi karya helvy tiana rosa ini memiliki tingkat kohesi yang cukup baik ditinjau dari aspek gramatikal konjungsi. dalam wacana cerpen ini ditemukan piranti kohesi gramatikal konjungsi sebanyak 158 buah yang terdiri atas: 1) hubungan penambahan; 2) hubungan peningkatan; 3) hubungan pertentangan; 4) hubungan waktu; 5) hubungan syarat; 6)hubungan tujuan; 7) hubungan kausal atau sebab akibat; 8) hubungan pemilihan; dan 9) hubungan memperlihatkan cara. kata kunci: kohesi gramatika, konjungsi, analisis wacana, cerita pendek abstract the purpose of this study is to describe and analyze the aspects of conjunction grammatical cohesions in the short story of “titian pelangi” by helvy tiana rosa. the research method is qualitative analysis technique to characterize descriptive presentation of data obtained by the research. the result showed short story “titian pelangi” has a fairly good degree of cohesions in terms of grammatical conjunction cohesion. in this short story discourse, the number of conjection grammatical cohesions is as many as 158 pairs of sentences. grammatical cohesions in the aspect of conjunctions include: 1) conjunction relation additions; 2) conjunction enchancement relationship; 3) conjunction relationship contradictions ; 4) time relationship conjunction; 5) terms relationship conjunction relationship terms ; 6) conjunction relationship goals; 7) conjunction of causality; 8) conjunction of election relations ;and 9) conjunctionrelationship way. keywords: grammatical cohesion, conjunctions, discourse analysis, short story kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 161 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa mailto:muhyidin21@untirta.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x pendahuluan wacana merupakan bentuk komunikasi antara penulis dan pembaca (hoey dalam haris dan yunus, 2014: 848). wacana yang baik adalah wacana yang harus memperhatikan hubungan antarkalimat. hal ini harus selalu diperhatikan untuk memelihara keterkaitan dan keruntutan antarkalimat dalam sebuah paragraf. pandangan selama ini menyatakan bahwa bahasa itu terdiri atas bentuk (form) dan makna (meaning). hubungan dalam wacana dapat dibedakan menjadi dua jenis yaitu hubungan bentuk yang disebut kohesi, dan hubungan makna atau hubungan semantis yang disebut koherensi. dalam komunikasi tulis, proses komunikasi penyapa dan pesapa tidak berhadapan langsung. penyapa menuangkan ide dan gagasannya dalam kode-kode kebahasaan yang biasanya berupa rangkaian kalimat. rangkaian kalimat tersebut nantinya ditafsirkan maknanya oleh pembaca (pesapa). di sini pembaca mencari makna berdasarkan untaian kata yang tercetak dalamteks. sebagai tataran terbesar dalam hierarki kebahasaan, wacana tidak merupakan susunan kalimat secara acak, tetapi merupakan satuan bahasa, baik lisan, maupun tulis. berdasarkan media penyampaiannya wacana dapat dibagi menjadi dua, yaitu wacana tulis dan wacana lisan. wacana tulis adalah wacana yang disampaikan dengan menggunakan bahasa tulis atau melalui media tulis, dan dalam wacana tulis tersebut terjadi komunikasi secara tidak langsung antara penulis dengan pembaca. wacana lisan adalah wacana yang disampaikan melalui lisan atau langsung dengan bahasa verbal, dan dalam wacana lisan terjadi komunikasi secara langsung antara pembicara dengan pendengar. kohesi memegang peranan yang sangat penting dalam pemahaman sebuah wacana. berkaitan dengan hal tersebut, kohesi dibedakan menjadi dua, yaitu kohesi gramatikal dan kohesi leksikal. untuk menciptakan kohesi baik kohesi gramatikal maupun kohesi leksikal, maka digunakan sebuah alat yang disebut penanda kohesi. dengan menggunakan penanda-penanda kohesi tersebut, baik leksikal maupun gramatikal, maka penutur atau penulis akan lebih mudah menyampaikan ide atau amanat yang ingin disampaikan melalui sebuah wacana yang kohesif dan koheren. selain itu, ide atau amanat yang hendak disampaikan tersebut akan mudah diterima atau dipahami oleh mitra tutur atau pembaca. wacana berdasarkan sifatnya digolongkan menjadi dua, yaitu wacana fiksi dan wacana nonfiksi. salah satu bentuk wacana fiksi adalah wacana prosa yang berupa cerita pendek. wacana cerita pendek ini dapat dikaji, baik dari segi gramatikalnya maupun dari segi konteksnya. cerita pendek merupakan wacana fiksi yang ditulis dalam bentuk naratif yang isinya lebih ringkas dari novel dan sifatnya fiksi yang penulisannya menuntut tingkat kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 162 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kohesi dan koherensi yang tinggi agar menjadi sebuah wacana yang utuh dan padu. pemilihan wacana cerita pendek titian pelangi karya helvy tiana rosa dalam penelitian ini mempertimbangkan beberapa aspek. cerita pendek sebagai sebuah realisasi wacana tulis menuntut agar meniliki tingkat kohesi dan koherensi yang tinggi agar tetap berupa satu kesatuan wacana yang utuh. penggunaan aspek gramatikal berupa konjungsi dalam cerita pendek ini cukup banyak ditemukan. hal ini menjadikan cerita pendek ini terasa lebih mudah dibaca dan dimengerti alur ceritanya. dipilihnya cerita pendek karya helvy tiana rosa dikarenakan beliau merupakan tokoh sastra angkatan 2000-an yang sangat produktif dalam menghasilkan karya-karya sastra baik novel maupun cerita pendek. karya sastra adalah gambaran kehidupan yang dituangkan dalan berbagai bentuk wacana fiksi. karya sastra dalam hal ini cerita pendek merupakan hasil pemikiran tentang kehidupan yang berbentuk fiksi dan diciptakan pengarang untuk memperluas, memperdalam, dan menjernihkan penghayatan pembaca terhadap sisi kehidupan yang disajikan. karya sastra merupakan cermin dari sebuah realitas kehidupan masyarakat. karya sastra yang baik memiliki sifat-sifat yang abadi dengan tentunya memuat kebenaran-kebenaran yang hakiki. karya sastra termasuk cerita pendek memiliki sifat dulce et utile yang berarti menyenangkan dan bermanfaat bagi pembaca melalui penggambaran kehidupan nyata. kurikulum meliputi sejumlah pelajaran yang keluasan dan kedalamannya merupakan bahan belajar bagi peserta didik pada satuan pendidikan. dalam peraturan pemerintah nomor 32 tahun 2013 tentang standar nasional pendidikan (snp) ditegaskan bahwa kedalaman muatan kurikulum pada setiap satuan pendidikan dituangkan dalam kompetensi pada setiap tingkat sesuai dengan standar nasional pendidikan. kompetensi yang dimaksud terdiri atas kompetensi inti (ki) dan kompetensi dasar (kd). kurikulum 2013 bertujuan untuk mempersiapkan manusia indonesia agar memiliki kemampuan hidup sebagai pribadi dan warga negara yang beriman, produktif, kreatif, inovatif, dan afektif serta mampu berkontribusi pada kehidupan bermasyarakat, berbangsa, bernegara, dan peradaban dunia. kurikulum 2013 dikembangkan berdasarkan budaya indonesia yang beragam, diarahkan untuk membangun kehidupan masa kini, dan untuk membangun dasar bagi kehidupan bangsa yang lebih baik di masa depan. pembelajaran bahasa indonesia diarahkan untuk meningkatkan kemampuan peserta didik untuk berkomunikasi dalam bahasa indonesia dengan baik dan benar, baik secara lisan maupun tulis serta menumbuhkan apresiasi terhadap karya kesastraan manusia indonesia. kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 163 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x bahasa indonesia tidak semata diajarkan sebagai ilmu pengetahuan tetapi dipraktikkan sebagai penghela ilmu pengetahuan. hal ini dilakukan karena kurikulum 2013 dirancang untuk menyongsong model pembelajaran abad 21, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa mencari tahu dari berbagai sumber belajar melampaui batas pendidik dan satuan pendidikan. karenanya peran bahasa menjadi sangat sentral. menurut mahsun (2014: 94) penempatan bahasa indonesia sebagai penghela ilmu pengetahuan disamping memberi penegasan akan pentingnya kedudukan bahasa indonesia sebagai bahasa nasional yang mempersatukan berbagai etnis yang berbeda latar belakang bahasa lokal dan kedudukannya sebagai bahasa resmi negara, juga menjadi langkah awal dalam mewujudkan hajat para pendiri bangsa yang mengumandangkan bahasa indonesia sebagai bahasa ilmu pengetahuan. karenanya bahasa indonesia harus berada di depan semua mata pelajaran lain. pembelajaran bahasa indonesia memiliki peranan yang sangat penting bukan hanya untuk membina keterampilan komunikasi melainkan juga untuk kepentingan penguasaan ilmu pengetahuan. mengingat fungsi penting pembelajaran bahasa indonesia sudah selayaknya pembelajaran bahasa indonesia di sekolah dilaksanakan dengan sebaik-baiknya. pembelajaran bahasa indonesia dalam kurikulum 2013 meliputi prinsip-prinsip sebagai berikut: 1) materi yang diajarkan ditekankan pada kompetensi berbahasa sebagai alat komunikasi untuk menyampaikan gagasan dan pengetahuan; 2) siswa dibiasakan membaca dan memahami makna teks serta meringkas dan menyajikan ulang dengan bahasa sendiri; 3) siswa dibiasakan menyusun teks yang sesuai sehingga sistematis, logis, dan efektif melalui latihan-latihan penyusunan teks; 4) siswa dikenalkan dengan aturan-aturan teks yang sesuai sehingga tidak rancu dalam proses penyusunan teks (sesuai dengan situasi dan kondisi: apa, siapa, dimana); dan 5) siswa dibiasakan untuk dapat mengekspresikan dirinya dan pengetahuannya dengan bahasa yang menyakinkan secara spontan. aspek kohesi gramatikal dalam analisis wacana terdapat beberapa jenis, diantaranya aspek referensi, subtitusi, ellipsis, dan konjungsi. wiyanti (2015) dalam penelitiannya tentang analisis kohesi gramatikal subtitusi dan elipsis pada novel laskar penangi karya andrea hitara menemukan beberapa faktor yang mempengaruhi karya sastra disukai pembacanya. disamping isi ceritanya juga adalah teknik penulisannya. hal ini berkaitan dengan penggunaan piranti kohesi, baik gramatikal maupun leksikal. hasil penelitian menunjukkan pemakaian unsur bahasa berupa kata, frasa, klausa, dan kalimat sebagai bagian perujuk dua kalimat berpasangan untuk mengetahui hubungan kohesif belum merata.dalam penelitian ini dikhususkan kepada aspek kohesi gramatikal konjungsi. kegiatan analisis aspek kohesi gramatikal lebih mudah dilakukan terhadap wacana nondialog (achmad h.p., 2006: 12). cerita pendek merupakan salah satu jenis wacana kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 164 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nondialog, yaitu wacana monolog. wacana monolog tidak menghendaki dan tidak menyediakan alokasi waktu terhadap respon pendengar atau pembacanya. bertolak dari apa yang telah dikemukakan terdahulu, peneliti akan menganalisis aspek kohesi gramatikal konjungsi dalan cerita pendek titian pelangi karya helvy tiana rosa. adapun rumusan masalah dalam penelitian ini adalah “bagaimanakah penggunaan penanda kohesi gramatikal konjungsi dalam cerita pendek titian pelangi karya helvy tiana rosa dan implikasinya bagi pembelajaran bahasa indonesia di sma?” kohesi gramatikal menurut halliday dan hasan (zaimar dan harahap, 2011:115) kohesi adalah suatu konsep semantik yang menampilkan hubungan makna antar unsur teks, dan menyebabkannya dapat disebut sebagai teks. kohesi terjadi apabila interpretasi salah satu unsur teks tergantung dari unsur lainnya. unsur yang satu berkaitan dengan unsur iainnya, sehingga unsur tersebut tidak dapat benar-benar dipahami tanpa yang lain. kaitan makna ini disebut kohesi. maka, kohesi adalah keterkaitan semantis antar unsur pembentuk wacana halliday dan hasan (zaimar dan harahap, 2011:115). selanjutnya, zaimar dan harahap (2011:117) kohesi adalah konsep relasional (hubungan), bukan salah satu unsur saja yang menjadikan teks itu kohesif, melainkan relasi antara suatu unsur dengan yang lain. kohesi menampilkan kontinuitas makna antara satu bagian teks dengan yang iainnya. kohesi merupakan kepaduan bentuk (bahasa) yang secara struktur membentuk ikatan sintasksis (anfin dan junaiyah, 2010:24). ltulah sebabnya kohesi memegang perananan yang sangat penting dalam pemahaman teks. ada dua macam kohesi, yaitu: 1) kohesi gramatikal, dan 2) kohesi leksikal. menurut halliday dan hasan (zaimar dan harahap, 2011:117) kohesi gramatikal dapat diklasifikasikan dalam beberapa kategori, yaitu: referensi (pengacuan); substitusi (penyulingan); elipsis (pelepasan); dan konjungsi (penyambungan). sedangkan dalam kohesi leksikal dapat diklasifikasikan dalam beberapa kategori, yaitu: sinonim, antonim, hiponim, meronim,repetisi, kolokasi, dan ekuavalensi. masirig-masing kategori inimempunyai dasar teoritis sebagai jenis-jenis hubungan kohesif, melainkan juga mempersiapkan suatu cara yang praktis untuk menggambarkan dan menganalisis teks. cook (1989: 21) mengemukakan bahwa konjungsi adalah hubungan yang ekplisit antara satu kalimat atau satu klausa dengan yang lainnya. sedangkan kridalaksana (arifin dan junaiyah, 2010:36) berpendapat bahwa konjungsi atau kata sambung adalah bentuk atau satuan kebahasaan yang berfungsi untuk menyambung, merangkai ataumenghubungkan kata dengan kata, frasa dengan frasa, klausa dengan klausa, kalimat dengan kalimat dan kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 165 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x seterusnya. penyambungan (konjungsi) sebagai alat kohesi, juga berkaitan dengan aspek semantik. menurut zaimar dan harahap (2011:132) dalam konjungsi memiliki 16 pemaknaan sifat kohesif penghubung (konjungsi) dalam wacana, antara lain: 1) hubungan penambahan (dan, juga, baik, maupun, lagipula, se!ain itu, tambahan pula); 2) hubungan peningkatan (bahkan, malahan, iebih-lebih); 3) hubungan pertentangan (tetapi, padahal, meskipun, biarpun, sekalipun, namun, walaupun, sedangkan, sebaliknya, kendatipun,kendatipun demikian, biarpun demikian atau begitu, meskipun demikian atau begitu); 4) hubungan pemilihan (atau, entah... entah...); 5) hubungan waktu (sesudah,setelah, sebelum, sehabis, sejak,selesa ketika, tatkala, sewaktu, sementara, sambil, seraya, selagi, selama, hingga, sampai kemudian, sesudah itu, selanjutnya, sebelum itu, akhirnya); 6) hubungan syarat (jika, kalau, jikalau, asalkan, bila, manakala, seharusnya); 7) hubungan pengadaian (andaikan, seandainya, umpamanya, sekiranya); 8) hubungan tujuan (agar, supaya, untuk); 9) hubungan konsesif (biarpun, meskipun, sekalipun, walaupun, sungguhpun, kendatipun); 10) hubungan pemiripan (seakan-akan, seolah-olah, sebagaimana, seperti, sebagai, laksana).; 11) hubungan kausal atau sebab (karena, sebab, oleh sebab itu, oleh karena itu); 12) hubungan akibat (sehingga, maka, sampai-sampai); 13) hubungan penjelasan (bahwa). ; 14) ubungan yang memperlihatkan cara (dengan); 15) hubungan pengecualian (kecuali itu, kecuali, selain itu); dan 16) hubungan posisional (alkisah, sebermula, syahdan arkian, mulanya, sementara itu, mengenai, akan hal, apapun, mulanya, mengenai, akan hal itu, adapun, dalam pada itu, demikianlah) yang ditandaioleh sudut pandang penentuankelompok konjungsi yang berbeda, berdasarkan posisinya dalam teks. pengertian cerpen menurut abrams (1993: 193) cerita pendek merupakan wacana fiksi yang ditulis dalam bentuk naratif. meskipun isinya lebih ringkas dari novel dan bersifat fiktif, namun penulisan cerita pendek tetap menuntut tingkat kohesi dan koherensi yang baik. menurut s. effendi (2015:18) cerita pendek merupakan cerita rekaan (fiksi) yang mengisahkan serangkaian peristiwa (event) atau suatu kejadian (insiden) yang melibatkan beberapa individu dalam aktivitas fisik dan mental. dengan kata lain, cerita pendek memotret peristiwa atau kejadian dalam kehidupan, dan keberhasilan memotret itu bergantung pada mediasi antara pembaca dan objek yang dipotret seperti cermin menangkap suatu objek yang cepat dan lengkap. berdasarkan uraian diatas, dapat disimpulkan bahwa cerita pendek merupakan wacana fiksi yang ditulis dalam bentuk naratif yang isinya lebih ringkas dari novel dan sifatnya fiksi yang penulisannya menuntut tingkat kohesi dan koherensi yang baik agar menjadi sebuah wacana yang utuh dan padu. kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 166 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x metode penelitian ini merupakan jenis penelitian kualitatif-deskriptif. pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif. menurut bogdan dan biklen (1982: 4-7), penelitian kualitatif merupakan suatu penelitian yang menghasilkan data deskriptif berupa katakata tertulis atau lisan dari orang-orang dan perilaku yang dapat diamati. pendekatan kualitatif difokuskan pada latar tersebut secara holistik. penelitian ini bertujuan mendeskripsikan fenomena konjungsi sebagai  peranti kohesi gramatikal dalam wacana berupa cerita pendek yang berjudul titian pelangi karya helvy tiana rosa. data penelitian ini adalah penggunaan konjungsi dalam wacana cerita pendek titian pelangi karya helvy tiana rosa, sedangkan sumber datanya adalah cerita pendek yang berjudul titian pelangi karya helvy tiana rosa yang diambil dari buku kumpulan cerita pendek yang berjudul ketika mas gagah pergi. pengumpulan data dilakukan dengan menggunakan metode simak. menurut sudaryanto (1993:133) metode simak atau penyimakan dapat disejajarkan dengan metode pengamatan atau observasi karena kegiatan yang dilakukan pada dasarnya adalah menyimak atau mengamati penggunaan bahasa. selanjutnya yang diambil dalam penyediaan data yaitu teknik catat untuk mencatat data yang diperoleh dari hasil penyimakan dalam sebuah tabel data. adapun langkah-langkah yang dilakukan dalam penelitian ini adalah sebagai berikut: 1) menyimak adalah langkah awal yang dilakukan dengan memperlihatkan dan mempelajari dengan seksama objek yang diteliti yaitu wacanacerita pendek titian pelangi karya helvy tiana rosa. setelah itu dipilih wacana-wacana yang dianggap menerapkan prinsip kesinambungan wacana berupa aspek kohesi gramatikal konjungsi, 2) pencatatan dilakukan setelah data yang berupa wacana-wacana tersebut dinilai cukup untuk dijadikan data penelitian, dan 3) data kemudian dicatat dalam kartu data untuk dianalisis mengenai aspek kohesi gramatikal konjungsi yang digunakan untuk menciptakan kesinambungan wacana. analisis data penelitian ini dilakukan dengan menggunakan teknik segmentasi seperti yang digunakan oleh suparno (2000) dan mengikuti alur analisis model interaktif yang dikembangkan oleh miles dan huberman (emzir, 2010). kegiatan analisis tersebut meliputi (1) reduksi data, (2) penyajian data, dan (3) penarikan simpulan. hasil dan pembahasan sesuai rumusan permasalahan yang telah dijabarkan di atas, cerpen titian pelangi ini mengandung banyak konjungsi. konjungsi amat mudah kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 167 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dikenalikarena menjadi pemarkah formal. setelah penelitimenganalisis secara keseluruhan ternyata di dalam cerpen ini terdapat 158 penghubung (konjungsi). penghubung (konjungsi) dalam cerpen ini terbagi menjadi 9 hubungan pemaknaan sifat kohesif penghubung (konjungsi) pada wacana yang terdiri dari: 1) hubungan penambahan; 2) hubungan peningkatan; 3) hubungan pertentangan; 4) hubungan waktu; 5) hubungan syarat; 6) hubungan tujuan; 7) hubungan kausal atau sebab akibat; 8) hubungan pemilihan; dan 9) hubungan memperlihatkan cara. tabel 1: bentuk kohesi gramatika konjungsi no. bentuk kohesi gramatikal konjungsi jumlah 1. hubungan penambahan 102 2. hubungan peningkatan 2 3. hubungan pertentangan 4 4. hubungan waktu 18 5. hubungan syarat 10 6. hubungan tujuan 10 7. hubungan kausal 1 8. hubungan pemilihan 1 9. hubungan memperlihatkan cara 10 jumlah total 158 hubungan penambahan pada data ini, ditemukan sejumlah 102 penghubung (konjungsi). konjungsi yang terdapat pada hubungan penambahan “dan” sebanyak 67 buah, dan hubungan penambahan “juga” sebanyak 35 buah. berikut adalah contoh konjungsi berupa hubungan penambahan yang ditemukan dalam cerpen titian pelangi karya helvy tiana rosa. 1) “sopir metro mini p 11 juruan senen-kemayoran yang ramah, jujur, dan gemar menolong itu mendapatkan kecetakaan” (halaman 165). 2) ”dia juga masih mikirin dana sumbangan buat kaum dhuafa disekitar rumahnya” (halaman 162). kalimat di atas menunjukkan hubunganpenambahan sederhana yang merupakan konjungsi dan bersifat kohesif. berdasarkan hasil analisis pada data dapat disimpulkan bahwa hubungan penambahan penghubung (konjungsi) dalam wacana cerpen titian pelangi ini paling mendominasi. kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 168 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa hubungan peningkatan pada data ini, ditemukan sejumlah 2 konjungsi. penghubung yang terdapat pada hubungan peningkatan “bahkan” sebanyak 2 buah. berikut adalah contoh konjungsi berupa hubungan peningkatan yang ditemukan dalam cerpen titian pelangi. 3) “la ... tidak terisak-isak...! senyum itu bahkan tak lepas darinya kala ia menatapku” (halaman 166). contoh kalimat di atas menunjukkan hubungan peningkatan. kehadiran penyambungan konjungsi “bahkan” menjadikan klausa dalam kalimat tersebut kohesif dalam wacana cerpen titian pelangi ini. hubungan pertentangan pada data ini, ditemukan sejumlah 4 konjungsi. penghubung yang terdapat pada hubungan pertentangan “tetapi” sebanyak 4 buah. berikut adalah contoh hubungan penambahan pertentangan yang ditemukan dalam cerpen titian pelangi. 4) “mas-ku yang satu ini memang suka nggak nyambung! kesal! aku tahu semua yang di katakannya, tetapi mbokya, bersimpati dikit kek, tolongin yang dekat ini, kek” (halaman 161). kalimat di atas menunjukkan hubungan pertentangan sederhana yang disertai dengan penegasan. kalimat di atas terdiri dan dua klausa yang mempunyai hubungan pertentangan. berkat konjungsi ini wacana cerita pendek menjadi lebih kohesif. hubungan waktu pada data ini, ditemukan sejumlah 18 konjungsi. penghubung yang terdapat pada hubungan waktu “setelah” sebanyak 5 buah, hubungan waktu “sebelum” sebanyak 1 buah, hubungan waktu “ketika” sebanyak 7 buah, hubungan waktu “sementera” sebanyak 5 buah. berikut ¡ni adalah contoh konjungsi hubungan waktu yang ditemukan dalam cerpen titian pelangi. 5) “insya allah, setelah lebaran ia resmi menjadi iparku” (halaman 173). 6) “ketika aku mengunjunginnya ternyata ia belum ke dokter”(halaman 169). 7) “mereka dibiarkan saja mengatakan kami telah beriman, sedang mereka tidak diuji lagi? 8) dan sesungguhnya kami telah menguji orang-orang yang.... sebelum mereka” (halaman 166). 9) “mas irvan menyuruhku sabar dan berdoa, sementara ia mencari informasi” (halaman 165). contoh kalimat di atas menunjukkan hubungan waktu ini ada yang menunjukkan satu peristiwa yang berlangsung lebih dahulu dan yang lain, ada yang menampilkan kedua peristiwa berlangsung bersamaan, ada kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 169 e-issn: 2503-328x https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peristiwa yang terjadi selama peristiwa yang lain berlangsung, dan atau peristiwa yang satu terjadi setelah peristiwa yang lain sehingga kelima contoh di atas tampak lebih kohesif dengan kehadiran konjungsi yang menunjukkan waktu dalam wacana cerpen titian pelangi ini. hubungan syarat pada data ini, ditemukan sejumlah 10 konjungsi. penghubung yang terdapat pada hubungan syarat “kalau” sebanyak 10 buah. berikut ini adalah contoh konjungsi hubungan syarat yang ditemukan dalam cerpen titian pelangi. 10) “levernya kena! harus istirahat penuh kalau tak mau dirawat di rumah sakit. itu kata dokter (halaman 170). contoh kalimat di atas tanpa konjungsi yang menunjukkan syarat sehingga kalimat tersebut kohesif dalam wacana cerpen titian pelangi. hubungan tujuan pada data ini, ditemukan sejumlah 10 konjungsi. penghubung yang terdapat pada hubungan tujuan “agar” sebanyak 1 buah, hubungan tujuan “untuk” sebanyak 9 buah. berikut ini adalah contoh konjungsi hubungan tujuan yang ditemukan dalam cerpen titian pelangi. 11) “sayang sama bang ical, juga pada kita semua. ini ujian dari allah agar kita sabar” (halaman 160). 12) “mereka kaum iemah, papa, dan tak punya apa-apa.. yang bahkan seperti tahun-tahun kemarin, harus mengais-ngais sampah di hari fitri ini untuk sekadar bisa makan... dan ita ... yang suasana idul fitrinya tahun ini drastis berubah... ah...” (halaman 170). kalimat di atas, hubungan antarklausa pada masing-masing kalimat, dijamin oleh adanya penghubung (konjungsi) tujuan yang menampilkan kohesi dalam wacana cerpen titian pelangi. hubungan kausal (sebab akibat) pada data ini, ditemukan sejumlah 1 konjungsi. penghubung yang terdapat pada hubungan kausal “karena” sebanyak 1 buah. berikut ini adalah contoh konjungsi hubungan kausalyang ditemukan dalam cerpen titian pelangi. 13) “coba bayangkan, yah. coba bayangin, bu! bulan puasa begini, bapaknya yang menjadi tulang punggung keluarga selama ini, meninggal karena kecelakaan” (halaman 161). pada contoh kalimat di atas, klausa masing-masing kalimat mempunyai hubungan kausal dengan kausal pertamanya. hubungan kausal tersebut dinyatakan dengan konjungsi kausal sehingga kedua klausa pada kalimat di atas kohesif dalam wacana cerpen titian pelangi. kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 170 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hubungan pemilihan pada data ini, ditemukan sejumlah 1 konjungsi. penghubung yang terdapat pada hubungan pemilihan “atau” sebanyak 1 buah. berikut ini adalah contoh konjungsi hubungan pemilihan yang ditemukan dalam cerpen titian pelangi. 14) “beberapa kali saat aku mengunjunginya di rumah tantenya, ia selalu terbatuk-batuk, atau merasakan sakit di ulu hatinya”(halaman 169). pada contoh kalimat di atas, terlihat pemilihan yangsederhana. kehadiran konjungsi yang menyatakan hubungan pemilihan menjadikan antarklausa dalam kalimat di atas menjadi kohesif. hubungan memperlihatkan cara pada data ini, ditemukan sejumlah 10 konjungsi. penghubung yang terdapat pada hubungan memperlihatkan cara “dengan” sebanyak 10 buah. berikut ini adalah contoh konjungsi hubungan memperlihatkan cara yang ditemukan dalam cerpen titian pelangi. 15) “la terduduk lemas dan menutup wajahnya dengan kedua tangan. menangis sesegukan. makin lama makin keras”(halaman 167). pada kalimat di atas, konjungsi “dengan” merupakan konjungsi yang memperlihatkan hubungan cara. hal ini menyebabkan kedua klausa menjadi kohesif. wacana cerpen berjudul “titian pelangi” ini memiliki tingkat kohesi yang cukup baik ditinjau dan segi gramatikal konjungsi. kohesi merupakan keterkaitan antarbagian dalam teks yang ditandai dengan penggunaan unsur bahasa baik berupa piranti gramatikal maupun piranti leksikal (bex dalam rostami dan gholami, 2016:125). cerpen merupakan sebuah wacana naratif yang pendek dengan alur yang singkat dan dominasi penggunaanpenggunaan dialog dalam setiap tokoh dan awal hingga akhir. terutama aspek gramatikal dengan adanya penghubung (konjungsi) di dalamnya yang menyebabkan berbagai hubungan sifat kohesif penyambungan (konjungsi) dalam wacana. pada cerpen ini di dominasi oleh penghubung (konjungsi) hubungan penambahan. unsur-unsur tersebut membuat kohesifitas wacana tersebut terbangun dan merupakan salah satubahan dasar untuk membangun wacana yang utuh. sehingga cerpen tersebut dapat dinikmati pembaca dengan keutuhannya. namun, tidak dapat dimungkiri bahwa ada unsur-unsur lain yang membangun keutuhan suatu wacana seperti koherensi dan konteks. karena wacana tidak hanya terbentuk dari diri sendiri berupa struktur pembentuk wacana yang utuh tetapi juga faktor-faktor yang lainnya. jadi, kohesi penting untuk suatu wacana tetapi faktor yanglain juga perlu diperhatikan agar suatu wacana dapat terbentuk secara utuh baik teks maupun konteksnya. kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 171 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kohesi gramatikal terjadi pada lapis luar sebuah teks (bahaziq, 2016: 118). salah satu bentuk kohesi gramatikal adalah konjungsi. konjungsi (kata sambung) adalah bentuk atau satuan bahasa yang berfungsi sebagai penyambung, perangkai, atau penghubung kata dengan kata, frasa dengan frasa, klausa dengan klausa, kalimat dengan kalimat, bahkan paragraf dengan paragraf (tarigan,1987:101;kridalaksana, 2008:105). konjungsi disebut juga sarana perangkai unsur-unsur kewacanaan. konjungsi atau penghubung dengan bantuan kata sambung ini besar perannya dalam mewujudkan kohesi gramatikal, perhatikan bahwa di sini kata konjungsi digunakan sebagai salah satu jenis kohesi gramatikal sekaligus sebagai alat gramatikalnya. konjungsi sebagai piranti kohesi yang digunakan dalam wacana tulis cerita pendek dapat dibedakan atas konjungsi antarklausa, konjungsi antarkalimat, dan konjungsi antarparagraf. sesuai dengan pendapat rahardi (2010:105), yang menyebut konjungsi ini dengan kata penghubung dalam kalimat atau intrakalimat, konjungsi ini dapat berwujud kata penghubung koordinatif dan kata penghubung subordinatif. menurut rahardi (2010:109), dikatakan penghubung antarkalimat karena tugasnyamenghubungkan makna yang ada pada kalimat yang satu dengan makna yang ada pada kalimat yang lainnya. kohesi yang dibangun dengan konjungsi ini adalah kohesi yang sifatnya proposisional. maksudnya adalah keterpaduan dan kesatuan proposisi yang ada pada kalimat yang satu dengan kalimatyang lainnya. aspek kohesi gramatikal konjungsi dalam cerita pendek memiliki peran dalam pembentukan sebuah teks dalam wacana sehingga wacana tersebut dapat tersusun menjadi wacana yang koheren. wacana cerita pendek titian pelangi adalah sebuah wacana yang mempertimbangkan hal-hal tersebut sehingga meskipun cerita pendek bercirikan minimalis secara ortografis dibandingkan wacana berupa novel misalnya, tetapi maksud dan tujuan yang terkandung dalam cerita pendek tersebut dapat tersampaikan dengan jelas dan mudah dipahami oleh pembacanya. hal ini membuktikan pendapat halliday dan hasan (1976:5) yang menyatakan bahwa kohesi merupakan satu set kemungkinan yang terdapat dalam bahasa untuk menjadikan suatu teks tersebut memiliki kesatuan dan kepaduan. implikasi penelitian ini pada pembelajaran bahasa indonesia siswa sma khususnya kelas xi mengenai materi menginterpretasi teks cerita pendek. kemudian setelah siswa mampu menginterpretasi teks cerita pendek diharapkan langkah selanjutnya adalah siswa mampu memproduksi teks cerita pendek yang kohesif dan koheren sesuai dengan karakteristik teks yang dibuat secara tertulis. selain itu, berkaitan dengan materi kesastraan, siswa harus mampu mengapresiasi dan memahami isi cerita pendek yang dibaca. aspek pembelajaran tersebut akan menuntut siswa untuk memahami penanda gramatikal yang berupa konjungsi yang merupakan penanda yang kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 172 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dapat digunakan untuk menjadikan suatu teks menjadi padu. sehubungan dengan hasil penelitian, uraian di atas dapat diintegrasikan terhadap pembelajaran bahasa indonesia di sma kelas xi sesuai dengan pelaksanaan kurikulum 2013. berdasarkan tujuan pembelajaran tersebut, guru harus mampu membuat skenario pembelajaran yang bisa membuat siswa menjadi mampu untuk menggunakan penanda kohesi gramatikal berupa konjungsi dengan tepat sehingga siswa mampu menciptakan suatu paragraf yang kohesif. langkah-langkah pembelajaran dapat dilakukan sebagai berikut: 1) guru mermberikan materi mengenai syarat-syarat paragraf yang padu berkaitan dengan penggunaan penanda kohesi gramatikal berupa konjungsi; 2) tiaptiap siswa ditugasi untuk membaca sebuah teks cerita pendek kemudian mengidentifikasi penggunaan penanda kohesi gramatikal berupa konjungsi; 3) guru menugasi siswa untuk menyunting kembali isi teks cerita pendek dengan menggunakan kalimat sendiri dan menandai bagian-bagian yang penting; 4) setelah siswa menyunting, guru menugasi siswa untuk mengabstraksi isi teks cerita pendek dengan menggunakan kalimat sendiri secara padu dengan menggunakan penanda kohesi gramatikal berupa konjungsi sebagai alat untuk menjaga kekohesifannya; 5) setelah tugas selesai, hasil tulisan ditukar dengan teman yang lain; dan 6) tiap-tiap siswa ditugasi untuk mengidentifikasi penggunaan penanda kohesi gramatikal berupa konjungsi yang ada pada tulisan temannya, lalu diidentifikasi pula apakah penanda kohesi gramatikal berupa konjungsi tersebut telah digunakan sebagai penjaga kepaduan teks atau tidak. berdasarkan langkahlangkah tersebut, diharapkan tujuan pembelajaran yang berkaitan dengan kebahasaan serta kesastraan dapat tercapai, yaitu siswa mampu menggunakan bahasa yang komunikatif dalam kegiatan komunikasi lisan maupun tulisan. selain itu tujuan pembelajaran yang berkaitan dengan sastra juga dapat tercapai, yaitu siswa mampu mengapresiasi dan memahami isi teks cerita pendek yang dibaca serta mampu mendapatkan amanat yang baik dari teks cerpen tersebut. kesimpulan berdasarkan uraian hasil dan pembahasan maka dapat disimpulkan bahwa wacana cerpen berjudul titian pelangi karya helvy tiana rosa ini memiliki tingkat kohesi yang cukup baik ditinjau dari aspek gramatikal konjungsi. dalam wacana cerpen ini ditemukan piranti kohesi gramatikal konjungsi sebanyak 158 buah yang terdiri atas: 1) hubungan penambahan; 2) hubungan peningkatan; 3) hubunganpertentangan; 4) hubungan waktu; 5) hubungan syarat; 6) hubungan tujuan; 7) hubungan kausal atau sebab akibat; 8)hubungan pemilihan; dan 9) hubungan memperlihatkan cara. kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 173 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x berdasarkan hasil penelitian dan pembahasan, peneliti memberikan saran kepada guru bahasa indonesia, khususnya untuk pembelajaran kebahasaan dan kesastraan, agar dapat memaksimalkan penggunaan konjungsi sebagai penanda kohesi gramatikal dalam membentuk suatu wacana yang kohesif. selain itu, guru bahasa indonesia harus dapat memanfaatkan media teks cerita pendek sebagai suatu bahan pembelajaran untuk memperlihatkan kepaduan suatu wacana sekaligus sebagai media untuk menanamkan nilai-nilai moral kepada siswa. daftar pustaka abrams, m. h. (1993). a glossary of literary terms. new york: harcourt brace colege publisher. ahmad hp. (2006). wacana dan pengajaran bahasa (orasi ilmiah). jakarta: unj. arifin, zaenal dan junaiyah. (2010). keutuhan wacana. jakarta: gramediawidiasarana indonesia. bahaziq, afnan. (2016). cohesive devices in written discourse: a discourse analysis of a student’s essay writing. journal english language teaching, 9(7), 112-119. bogdan, robert c., & biklen, s. k. (1982). qualitative research for education: an introduction to theory and methods. boston: allyn and bacon, inc. cook, g. (1989). discourse. oxford: oxford university press. emzir. (2010). metodologi penelitian kualitatif: analisis data. jakarta: rajagrafindo persada. halliday, m. a. k., & hasan, r. (1976). cohesion in english. london: longman group ltd. haris, haris, s. n. f., & yunus, m. m. (2014). the use of lexical cohesion among tesl post graduate students in academic writing. journal of education and human development, 3(2), 847-869. kridalaksana, h. (2008). kamus linguistik. jakarta: gramedia pustaka utama. mahsun. 2014. teks dalam pembelajaran bahasa indonesia kurikulum 2013. jakarta: rajagrafindo persada. rahardi, k. (2010). teknik-teknik pengembangan paragraf karya tulis ilmiah. yogyakarta: universitas atma jaya. rosa, t. h. (2015). ketika mas gagah pergi. depok. asma nadia publishing house. rostami, g., & gholami, h. (2016). a contrastive study of lexical cohesion used in sport texts of washington times and tehran times newspapers written by english native and iranian non-native writers. journal of applied linguistics and language research, 3(1), 121-132. kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 174 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x effendi, s. (2015). bimbingan apresiasi piosa naratif cerita pendek. tangerang: pustaka mandiri. sudaryanto. (1993). metode dan aneka teknik pengumpulan data. yogyakarta: ugm press. tarigan, h. g. (1987). pengajaran wacana. bandung: angkasa. wiyanti, e. (2016). kajian kohesi gramatikal substitusi dan elipsis dalam novel “laskar pelangi” karya andrea hirata. jurnal pendidikan bahasa dan sastra upi, 16(2), 188-202. zaimar, o. s. k., & ayu basoeki harahap. (2009). telaah wacana. jakarta: the intercultural institute. kohesi gramatikal konjungsi dalam karya sastra dan implikasinya … asep muhyidin doi: https://doi.org/10.26714/lensa.8.2.2018.161-175 175 https://doi.org/10.26714/lensa.8.2.2018.161-175 http://jurnal.unimus.ac.id/index.php/lensa metode analisis puisi karya tere liye dengan model atau pendekatan sosiologi sastra memaknai puisi ini dengan mengaitkan kehidupan masyarakat dalam memahami cinta, perasaan, dan kasih sayang sehingga terdapat pembelajaran moral untuk kehidupan masyarakat. sosiologi sastra lebih memperoleh tempat dalam penelitian sastra karena sumber-sumber yang dijadikan acuan mencari keterkaitan antara permasalahan dalam karya sastra dengan permasalahan dengan masyarakat lebih mudah diperoleh. berdasarkan analisis di atas, dapat disimpulkan bahwa kumpulan puisi atau sajak tere liye memaknai tentang cinta, perasaan, rahasia, kebencian, jodoh, kesedihan dan sakit hati. hal tersebut dapat disebut sebagai kesimpulan dari kumpulan puisi ini. kemudian telah dijelaskan pula aktifitas benda mati, dalam puisi tersebut sajak remote sifat on dan off yaitu seperti perasaan manusia dapat tumbuh dapat mati, mungkin pembaca atau masyarakat terhibur dengan membaca puisi ini. daftar pustaka references 17 59 8 3 4 1 1 2 3 98 daftar pustaka 39 hegemoni dan dominasi perusahaan semen terhadap penduduk di wilayah pembangunan pabrik semen dalam samin vs semen3 fredy nugroho setiawan4 abstract samin vs semen is a documentary film portraying efforts of cement companies – supported by the government – to build cement plants near the samin followers’ lands against resistance from samin followers and nearby villagers who believe the activities of cement factories will harm their farmlands. regarding gramscian premises on hegemony and domination, this study describes some actions undertaken by the cement companies to cope with the resistance. the results of the study show that the cement companies, assisted by the government through its “apparatus of state coercive power”, attempt to dominate and hegemonize the local villagers. the domination of cement companies can be seen through a series of coercive measures of government apparatuses in handling the resistance.the hegemony, on the other hand, is yet to be proven due to the limitation of data from the film, which only takes the viewpoint of samin followers and their proponents. nevertheless, indications leading to hegemony exist although consent of the people remains subtle. keywords: domination, hegemony, coercive, consent pendahuluan sejalan dengan semakin meningkatnya jumlah penduduk, kebutuhan akan bahan baku pembuatan infrastruktur, seperti rumah, gedung, dan pertokoan, juga semakin meningkat. salah satu bahan baku yang dimaksud adalah semen. pencarian sumber daya alam sebagai material pembuat semen mendorong perusahaan-perusahaan semen untuk melakukan eksplorasi wilayah-wilayah pegunungan karst. sebagai contoh, menurut informasi dari walhi.or.id, antisipasi terjadinya kekurangan semen dalam negeri menjadi dasar pt indocement berencana membangun pabrik semen di pati (fitri, 2014:2). realisasi rencana tersebut berpotensi membuka lapangan kerja berupa penyerapan tenaga kerja pabrik dan menaikkan pendapatan daerah. akan tetapi terdapat kekhawatiran para petani yang resah karena dampak 3 tulisan ini merupakan kontribusi penulis untuk tim penelitian boptn fakultas ilmu budaya universitas brawijaya tahun 2015 yang tidak dipublikasikan. 4 pengajar di program studi sastra inggris fakultas ilmu budaya universitas brawijaya 40 lingkungan yang akan diakibatkan oleh aktivitas penambangan pabrik semen. mereka melakukan resistensi terhadap eksploitasi lahan untuk penambangan yang dinilai akan merusak ladang pertanian dan mencemari sumber mata air. persoalan tersebut didokumentasikan dalam film samin vs semen (2015) arahan dandhy dwi laksono. melalui samin vs semen usaha-usaha perlawanan para petani – khususnya para pengikut samin – di daerah sukolilo, pati terhadap pembangunan pabrik semen dapat disampaikan dengan konkret. hal tersebut dimungkinkan karena keunikan film sebagai salah satu sarana berekspresi. menurut petrie & boggs (2012:3), “…film is unique…unlike the stage play, film can provide a continuous, unbroken flow, which blurs and minimizes transitions without compromising the story’s unity. unlike the novel and the poem, film communicates directly, not through abstract symbols like words on a page but through concrete images and sounds.” film yang menyajikan gambar dan suara secara mengalir menawarkan dimensi yang lebih lengkap untuk dicerap secara inderawi apabila dibandingkan dengan drama, novel, dan puisi. dengan demikian film dapat dinikmati dan dipahami oleh berbagai segmen masyarakat, terutama apabila menceritakan fenomena sosial yang nyata atau sekadar tampak nyata. dalam kasus samin vs semen film diposisikan sebagai alat untuk menangkap dan menginformasikan fenomena sosial nyata yang ada di daerah konflik antara perusahaan semen dan para pengikut samin dengan menekankan pada sudut pandang orang samin. dalam film digambarkan bagaimana masyarakat samin dan tetangga desa mereka melakukan perlawanan dengan melakukan demonstrasi. perlawanan tersebut diinisiasi oleh tokoh-tokoh intelektual samin yang melakukan persuasi terhadap warga sekitar untuk mempertahankan tanah mereka dan menolak pembangunan pabrik semen. di sisi lain, digambarkan pula bagaimana usaha perusahaan semen yang memperoleh dukungan dari pemerintah berusaha mengendalikan perlawanan warga dengan memanfaatkan aparat negara. sekilas juga ditampilkan kelompok warga yang mendukung dibangunnya pabrik semen di wilayah mereka. pertentangan yang terjadi antara para pengikut samin dan perusahaan semen tidak hanya soal konfrontasi fisik tetapi juga ideologis. kedua pihak sama-sama berusaha mempertahankan prinsip yang melandasi tindakan mereka. meskipun demikian dalam film terlihat perusahaan semen lebih agresif dalam melakukan usaha-usaha mendominasi melalui law enforcement. selain itu terdapat indikasi bahwa tindakan hegemonik perusahaan semen telah berhasil menarik sebagian warga setempat untuk 41 mendukung mereka mendirikan pabrik. oleh karena itu, penelitian ini berusaha untuk mendeskripsikan bagaimana bentuk hegemoni dan dominasi perusahaan semen terhadap penduduk di wilayah pembangunan pabrik semen. tinjauan pustaka dominasi dan hegemoni bertolak dari tradisi marxist, antonio gramsci mengembangkan konsep tentang bagaimana suatu kelas dapat berkuasa. gramsci berpendapat bahwa kelas penguasa tidak hanya memanfaatkan cara koersif dalam memperoleh kekuasaan tetapi juga menanamkan ideologi dengan cara-cara yang tidak kentara. untuk melanggengkan kekuasaan, dominasi yang diperoleh melalui koersi fisik didukung oleh kontrol yang diperoleh dengan cara subtle sehingga dapat diterima oleh kelompok tersubordinasi. saat yang dikuasai mematuhi kendali penguasa dan, disaat yang sama, mereka menyetujui subordinasi atas diri mereka, maka hegemoni bekerja. hegemoni mengacu pada kontrol ideologis dan consent yang terinternalisasi dalam struktur nilai, sikap, keyakinan dan moral. mengenai ideologi yang ditanamkan dalam sebuah struktur, gramsci mengatakan: “...they 'organize' human masses, they form the terrain on which men move, acquire consciousness of their position, struggle, etc. (forgacs (ed.),2000, 199) dengan demikian, kelompok masyarakat yang terhegemoni memiliki konsep diri, bergerak, dan bertindak dalam wilayah ciptaan ideologi yang menguasainya. keadaan tersebut menempatkan ideologi dominan pada posisi status quo. meskipun ideologi dominan didukung oleh aparatus koersif dan konsensus antara penguasa-terkuasa, posisi status quo-nya berpotensi untuk digulingkan oleh ideologi-ideologi lain yang menjadi minoritas. dalam hal ini, peran organic intellectuals ideologi minoritas yang ingin berkontestasi dengan ideologi dominan diperlukan untuk melakukan counter-hegemony. terkait hal tersebut, carroll mengatakan, “gramsci envisages the constitution of a collective will encompassing a wide range of identities and democratic aspirations, posing an alternative social vision, a socialist way of life – what we now call counter-hegemony”(2010, p. 174). 42 oleh karena itu, salah satu syarat terjadinya counter-hegemony adalah gerak nyata dari aktivis, organisator, dan pembujuk yang tindakantindakannya berakar dari pengalaman-pengalaman subordinasi dan resistensi. dalam penelitian ini, fokus ditujukan pada hegemoni perusahaan semen yang didukung oleh pemerintah untuk membangun pabrik semen di daerah sekitar pemukiman para pengikut samin dan penduduk desa tetangga mereka. fokus juga diarahkan pada dominasi perusahaan semen yang telah mendapatkan legitimasi dari pemerintah dalam bentuk dukungan aparat keamanan untuk menertibkan warga yang berdemonstrasi menolak pembangunan pabrik semen di daerah mereka. studi film menurut klarer, film merupakan genre semi-tekstual yang dipengaruhi dan mempengaruhi sastra dan kritik sastra. film dilandasi dengan teknik sastra dan, sebaliknya, praktik sastra berkembang di bawah pengaruh film (2004:56). dengan demikian dapat dikatakan bahwa film dan karya sastra bersimbiosis mutualisme sehingga memungkinkan keduanya berdampingan dan saling bertukar unsur. fim samin vs semen merupakan film berjenis dokumenter. menurut phillips, “...a documentary film presents a version of events that viewers are intended to accept not primarily to as the product of someone’s imagination but primarily as fact” (1999:311). dengan demikian, metode dan motivasi pembuatan film samin vs semen sebagai film dokumenter berbeda dengan pembuatan film fiksi. terkait dengan motivasi pembuatan film dokumenter, phillips (1999:311312) berpendapat pembuatan film dokumenter dapat dimotivasi oleh: (1) keinginan untuk mengkomunikasikan wawasan, menyampaikan keindahan dan menawarkan pemahaman; (2) memperbaiki kondisi politik, ekonomi, dan sosial. terdapat berbagai macam aspek yang dapat dijadikan pijakan sudut pandang untuk menganalisis sebuah film. adapun unsur-unsur dalam film dapat dapat dikategorikan dalam dimensi spasial, dimensi akustik, dan dimensi temporal (2004:59-60). terkait hal tersebut, dimensi dalam film samin vs semen yang akan dijadikan data dukung dalam analisis adalah dimensi spasial, khususnya aspek mise-en-scene. dalam film, mise-en-scene digunakan sebagai istilah umum untuk berbagai elemen yang membentuk 43 frame termasuk jarak kamera, sudut kamera, lensa, pencahayaan, serta posisi orang dan objek dalam hubungan satu sama lain (klarer, 2004:61). menurut villarejo (2007:29), mise-en-scene menggambarkan “realitas” dunia nyata dalam dunia film melalui gaya visual. dalam penelitian ini teknik kamera yang digunakan dalam film ”samin versus semen” akan dianalisis, khusunya ketika kamera menyorot aktivitas tokoh-tokoh di film tersebut. kamera mewakili mata penonton dan merupakan salah satu sarana penyampaian pesan diskursif film. oleh karena itu, diperlukan pemahaman terhadap implementasi teknik kamera dalam sebuah film untuk komprehensi analisis. secara rinci, teknik kamera yang dikaji dalam penelitian ini adalah mengenai lenses, camera distance, angles & point of view shots, dan perspectives (phillips, 1999:86-105). metode penelitian ini merupakan penelitian kualitatif-interpretatif untuk mengetahui hegemoni dan dominasi perusahaan semen terhadap penduduk di wilayah pembangunan pabrik semen dalam samin vs semen. yang dimaksud dengan kualitatif adalah rancangan penelitian ini menerapkan kaidah-kaidah dalam penelitian kualitatif yang meliputi: penentuan fokus penelitian, penentuan sumber data penelitian, penentuan tahap-tahap penelitian, teknik penelitian, pengumpulan dan pencatatan data dan pelaksanaan analisis data (moleong 2004:236-241). adapun yang dimaksud interpretatif adalah mengacu pada analisis objek kajian dengan mengaplikasikan premis-premis gramsci, khususnya mengenai dominasi dan hegemoni. terkait sumber data, penelitian ini mengkaji sumber data primer dan sekunder. data primer adalah data yang diperoleh dari film samin vs semen arahan dandhy dwi laksono yang diproduksi oleh watchdoc pada tahun 2015, terutama data tentang tindakan-tindalkan hegemonik dan usaha-usaha mendominasi yang dilakukan oleh perusahaan semen dan pendukungnya terhadap penduduk setempat. adapun data sekunder adalah data yang diperoleh dari referensi-referensi berupa buku, jurnal, artikel, dan lain-lain yang terkait dengan objek material penelitian. secara rinci, langkah-langkah penelitian yang dilakukan adalah sebagai berikut. pertama, menentukan objek material dan objek formal penelitian. kedua, menyaksikan film samin vs semen, sebagai objek material, dan melakukan kategorisasi terhadap scenes yang berkaitan dengan hegemoni dan dominasi perusahaan semen terhadap penduduk di wilayah pembangunan pabrik semen, sebagai objek formal. document review juga dilakukan untuk memperoleh data dukung dari sumber data sekunder. ketiga, menyusun masing-masing scenes yang telah teridentifikasi ke dalam 44 unit-unit analisis. keempat, menganalisis dan menginterpretasi data yang sudah tersusun dengan mengaplikasikan premis-premis gramsci mengenai hegemoni dan dominasi. referensi mengenai teknik pengambilan scenes juga digunakan dalam tahap ini untuk memberikan penjelasan mengenai scenes yang dipilih dan kontribusinya dalam mendukung interpretasi hegemoni dan dominasi. kelima, membuat kesimpulan atas analisis yang telah dilakukan. hasil dan pembahasan bagian awal film samin vs semen, antara menit 00:01:28-00:02:48, memberikan informasi singkat mengenai dua perusahaan semen, yaitu pt semen indonesia dan pt indocement group yang berusaha membangun pabrik semen di daerah rembang dan pati. pada adegan-adegan selanjutnya, sampai dengan film berakhir, samin vs semen lebih menunjukkan konfrontasi antara warga anti pabrik semen dengan pt semen indonesia saja; selain tentu saja memperlihatkan pemikiran-pemikiran pengikut samin mengenai kearifan lokal dan ekspansi pabrik semen ke wilayah mereka. terkait hal tersebut, dapat dikatakan bahwa konflik yang ditampilkan dalam film adalah antara pt semen indonesia dan warga pengikut saminisme. pt semen indonesia adalah persero, yang merupakan bumn, dengan 51% sahamnya dikuasai oleh pemerintah dan sisanya milik publik5. merujuk pada istilah gramsci, maka kombinasi pt semen indonesia – pemerintah serupa class alliance yang dominan, gabungan antara pemerintah dan publik pemilik modal (pemilik saham) yang berusaha melakukan hegemoni. hegemoni beroperasi melalui media yang kompleks, lembaga yang beragam, dan proses yang dinamis, sebagaimana dikatakan buttgieg (1995:7), “…hegemony is pursued through extremely complex mediums, diverse institutions, and constantly changing processes.” pada akhirnya, hegemoni dicapai melalui consent, persetujuan, dari masyarakat yang terhegemoni. oleh karena itu, untuk mengetahui bentuk hegemoni pt semen indonesia dan pemerintah terhadap masyarakat yang tinggal di daerah pembangunan pabrik semen, diperlukan analisis terhadap bukti rekaman audio visual tentang tanggapan warga pendukung pemerintah mengenai pabrik semen yang sudah dan/atau akan dibangun di daerah mereka. tanggapan mereka akan menunjukkan bagaimana kontrol ideologis pt semen indonesia dan pemerintah terinternalisasi dalam pernyataan dan 5 data terakhir tahun 2010, disarikan dari http://www.semenindonesia.com/page/get/profil-perusahaan-9 45 sikap. akan tetapi, hal tersebut tidak dapat dilakukan karena mereka tidak bersedia difilmkan. screenshot 1 screenshot 2 gambar 1. warung makan milik warga pendukung pembangunan pabrik semen (screenshot 1, samin vs semen, 2015: 00:07:29) dan informasi mengenai warga pendukung yang tidak bersedia difilmkan (screenshot 2, samin vs semen, 2015: 00:07:36) dalam gambar 1, screenshot 1 diambil dengan teknik medium shot sehingga objek tulisan jelas memberikan informasi bahwa terdapat warga di sekitar lokasi pembangunan pabrik semen yang mendukung pemerintah dan pt semen indonesia. pada screenshot 2, latar hitam dan tidak natural yang dipilih untuk menampakkan objek tulisan yang menyatakan warga prosemen tidak bersedia difilmkan memberikan kesan figuratif misterius dan gelap6, menegaskan kebuntuan informasi yang ingin didapatkan. meskipun demikian, indikasi adanya hegemoni muncul karena narasi “warung makan pro semen” dalam spanduk yang dipasang di depan warung makan milik warga (screenshot 1). artinya, terdapat petunjuk yang mengarah pada consent terhadap eksploitasi lahan penduduk untuk pembangunan pabrik semen. apabila justifikasi hegemoni dengan cara subtle belum bisa dibuktikan lebih lanjut dengan data-data yang ada di film, upaya dominasi dengan cara koersif lebih jelas ditampilkan dalam film. cara tersebut ditempuh pt semen indonesia dan pemerintah sebagai upaya untuk membubarkan warga yang menolak pembangunan pabrik semen. tindakantindakan tegas, keras, dan kasar dilakukan oleh apparatus of state coercive power, yaitu polisi, tentara, dan hansip dalam menanggapi demonstrasi penduduk yang menolak kehadiran pabrik semen di daerah mereka. dalam hal ini, posisi mereka adalah para aktor dari political society7. 6 lihat: villarejo (2003:29-33), mengenai latar dan pencahayaan. 7 gramsci menggunakan istilah political society untuk perangkat koersif yang dimaterialisasikan dalam bentuk aneka institusi negara – angkatan perang, polisi, lembaga 46 screenshot 1 screenshot 2 gambar 2. aparat berkumpul mengamankan jalan menuju lokasi pembangunan pabrik semen (screenshot 1, samin vs semen, 2015: 00:04:20) dan memberikan peringatan keras kepada warga yang melawan (screenshot 2, samin vs semen, 2015: 00:05:13) gambar 2, yang berisi dua screenshots diambil dengan teknik long shot, menunjukkan bagaimana para aparat pemerintah mempersiapkan diri (screenshot 1) dan “mengamankan” demonstrasi warga (screenshot 2). teknik long shot memungkinkan untuk menampilkan banyak orang sekaligus dengan latarnya, sehingga orang-orang yang dijadikan objek terlihat kecil meskipun tetap jelas teridentifikasi (villarejo, 2007:38). khusus screenshot 2 dapat dilihat bahwa mayoritas demonstran berhasil diposisikan untuk jongkok, yang menandakan inferioritas mereka dihadapan aparat. pada saat yang sama seorang pimpinan polisi (berbaju putih, berada di tengah) memberikan pemberitahuan dan peringatan dengan nada ancaman. …sampai saat ini polres rembang tidak pernah menerima pemberitahuan atas kegiatan yang dilakukan pada pagi hari ini. maka atas nama undangundang ibu-ibu saya minta untuk berlaku tertib menyampaikan pendapat. kalau ibu-ibu melakukan blokir seperti ini, saya tangkap! (samin vs semen, 2015: 00:05:08-00:05:25) ujaran pimpinan polisi tersebut menunjukkan legitimasi tindakan koersi aparat pemerintah dengan dasar undang-undang. kalimat terakhir, khususnya, menegaskan kuasa aparat untuk mendisiplinkan warga yang tidak bersedia diatur. hal tersebut adalah realisasi fungsi dari aparat sebagaimana dikatakan oleh gramsci, peradilan, lembaga administratif, dan lain-lain yang digunakan sebagai alat koersi. (simon, 2015:72) 47 “the apparatus of state coercive power 'legally' enforces discipline on those groups who do not 'consent' either actively or passively” (forgacs, 2000:307). tindakan koersif aparat untuk mendukung dominasi pt semen indonesia dalam samin vs semen dapat dilihat secara langsung maupun tidak langsung. langsung berarti berdasarkan perilaku para aparat (figure behaviour) yang mereka tunjukkan dalam film. perilaku yang dimaksud adalah ketika mereka berkonfrontasi dengan warga yang menentang pembangunan pabrik semen dan dengan beberapa jurnalis yang meliput demonstrasi warga. sedangkan tidak langsung berarti berdasarkan ujaran warga masyarakat yang menjadi objek tindakan koersif. komentar mereka dijadikan acuan untuk melakukakan penilaian perilaku para aparat. screenshot 1 screenshot 2 screenshot 3 screenshot 4 gambar 3. aparat memaksa warga untuk tidak menghalangi jalan (screenshot 1 dan 2, samin vs semen, 2015: 00:06:30 dan 00:14:32) dan melarang jurnalis untuk meliput demonstrasi (screenshot 3 dan 4, samin vs semen, 2015: 00:04:20 dan 00:05:13) 48 gambar 3 menunjukkan tindakan koersif langsung aparat terhadap demonstran dan jurnalis. gambar tersebut terdiri dari empat screenshots yang diambil dengan camera distance yang berbeda. screenshot 1 dan 2 menampilkan tindakan koersif polisi terhadap ibu-ibu yang melakukan demonstrasi. screenshot 1 diambil dengan teknik long shot untuk menangkap banyak objek, yaitu para aparat dan sekumpulan warga. dalam screenshot tersebut terlihat seorang polisi yang menarik paksa seorang ibu-ibu demonstran. screenshot 2 diambil dengan teknik medium long shot yang memungkinkan untuk menampilkan figur objek sampai sekitar bagian kaki (villarejo, 2007:38). screenshot tersebut menunjukkan bagaimana dua orang aparat (seorang polisi dan seorang tentara) memaksa untuk merebut sebatang kayu yang digunakan seorang ibu demonstran untuk memblokir jalan. selanjutnya, screenshot 3 dan 4 menampilkan tindakan koersif polisi terhadap jurnalis yang meliput. keduanya diambil dengan teknik medium shot untuk menangkap figur objek dari kepala sampai sekitar pinggang (villarejo, 2007:38). screenshot 3 menunjukkan seorang jurnalis yang dikepung beberapa orang polisi dengan salah seorang diantaranya berusaha merebut alat perekam dan sambil menunjuk wajah jurnalis dengan agresif. screenshot 4 menunjukkan seorang polisi yang berusaha mendekati seorang jurnalis dengan bahasa tubuh yang intimidatif, berekspresi dingin dengan membusungkan dada. jurnalis mengangkat tangan ke arah polisi tersebut dan membuka lebar jari-jari tangan kirinya mengindikasikan ketakutan. gambar 2 dan 3 memperlihatkan dengan jelas bahwa aparat negara sedang menjalankan fungsinya sebagai perangkat koersif. strategi koersif digunakan oleh ideologi dominan, dalam hal ini mengacu pada orientasi pt semen indonesia untuk ekspansi pembangunan pabrik semen, untuk mendominasi masyarakat sipil (civil society) yang berusaha untuk melakukan perlawanan, dalam hal ini adalah penduduk desa yang menolak pembangunan pabrik semen. hal tersebut dilakukan karena consent terhadap ideologi dominan tidak terjadi pada penduduk desa karena munculnya hegemoni tandingan yang digagas para pengikut samin.8 bukti tindakan koersif aparat juga ditunjukkan melalui pengakuan beberapa orang petani asal tuban yang lebih dulu merasakan dampak pembangunan pabrik semen. pada adegan ini, ada tiga orang petani yang bersedia memberikan informasi mengenai proses pembelian lahan mereka oleh perusahaan semen. dalam gambar 4 berikut ditampilkan dua orang petani yang diwawancarai oleh gunretno (seorang pengikut samin). 8 masyarakat sipil merupakan ranah dimana kelompok sosial dominan membangun consent dan menancapkan hegemoni. di sisi lain, masyarakat sipil juga menjadi tempat kelompok sosial yang terdominasi untuk menggagas perlawanan dan mengajukan hegemoni alternatif (forgacs, 2000:420). 49 screenshot 1 screenshot 2 screenshot 3 screenshot 4 gambar 4. dua orang petani tuban menjelaskan pada gunretno (pengikut samin) mengenai pembelian lahan mereka oleh pihak semen (samin vs semen, 2015: 00:32:54, 00:32:59, 00:33:01, dan 00:33:11) keempat screenshot di gambar 4 diambil dengan teknik long shot dengan fokus pada dua petani yang melakukan testimoni. kedua petani tersebut bukan orang samin. akan tetapi, penggunaan teknik long shot memungkinkan sosok gunretno untuk masuk dalam frame dan terlihat melakukan aktivitas wawancara dengan mereka mengenai nasib petani petani pasca pembangunan pabrik semen. dengan demikian, relevansi isu upaya perlawanan orang samin terhadap pabrik semen tetap terjaga meskipun latar sudah berpindah dari wilayah orang samin di rembang ke tuban. adapun transkrip percakapan antara mereka adalah sebagai berikut. gunretno : …dipekso kon ngedol?....lajeng wedi ngoten, nggih? petani 1* : nggih…wong ndek jaman sakmonten niku wonten babinsa niku turene, “nek’e ora didol, nggone ning tengah, ape metu endi leh nggarap?” ngoten…dadose kulo niku…nggih…. 50 petani 2* : …tambah ajrih, pak… wong ndek riyin niku…nek sakniki nggih…tiyange nggih…duka… (samin vs semen, 2015: 00:32:54-00:33:11) *keterangan: petani 1: posisi jongkok, memakai caping petani 2: posisi berdiri, menaiki motor terjemahan percakapan tersebut menurut versi samin vs semen adalah sebagai berikut. dipaksa untuk menjual tanah? iya. kalau tidak mau jual, takut? iya. dulu ada babinsa bilang, “kalau gak dijual, mau lewat mana kalau ke sawah?” semua takut. jaman dulu (orde baru) orang takut. entah bila terjadi sekarang. (samin vs semen, 2015: 00:32:54-00:33:11) selain dengan kedua petani tersebut, gunretno juga melakukan wawancara dengan seorang petani lain yang kebetulan melintas di lokasi. wawancara kedua ini dapat dilihat di gambar 5 berikut. screenshot 1 screenshot 2 screenshot 3 screenshot 4 gambar 5. seorang petani tuban menjelaskan pada gunretno (pengikut samin) mengenai pembelian lahannya oleh pihak semen (samin vs semen, 2015: 00:36:54, 00:36:59, 00:37:12, dan 00:37:14) 51 gambar 5 terdiri dari empat screenshot yang diambil. dalam screenshot 1 dan 2 digunakan teknik medium close-up sehingga objek terlihat dari bagian kepala sampai sekitar dada (villarejo, 2007:38). dengan teknik tersebut ekspresi wajah petani jelas terlihat. sedangkan screenshot 3 dan 4 memanfaatkan medium shot dengan memperluas fokus pada pakaian yang dikenakan dan sepeda tua yang ia dorong. teknik tersebut berhasil menampilkan kaos warna hijau berlogo semen gresik dan bertuliskan “semen gresik peduli penghijauan”. unsur hegemonik semen gresik (sekarang pt semen indonesia) jelas terrepresentasi dalam kaos yang dikenakan petani tersebut. dengan demikian, dapat disimpulkan bahwa perusahaan semen yang menambang di daerah tuban sejak dua puluh tahun yang lalu, sebagaimana disinggung dalam pembukaan adegan wawancara dengan para petani tuban, adalah pt semen indonesia. transkrip percakapan antara gunretno dengan petani ketiga yang ia temui adalah sebagai berikut. gunretno : sing medeni sinten, mbah, riyin? petani 3 : sing medeni nggih tiyang gede-gede klambi ijo niku… gunretno : ijo kados jenengan niku? petani 3 : nggih, wong teng mriki men rong montor…medenmedeni…ah…nek ngoten nggih sampean tumbas…boten enten dalan nggih medal pundi. gunretno : dadi mergo wedi ora dike’i dalan, akhire sing ora didol didol? petani 3 : pancene wong cilik nggih ngoten niku. (samin vs semen, 2015: 00:36:54-00:37:14) terjemahan percakapan tersebut menurut versi samin vs semen adalah sebagai berikut. yang menakut-nakuti dulu siapa? badannya besar-besar pakai baju hijau. berbaju hijau seperti anda? mereka datang dua mobil dan menakut-nakuti. “kalau begitu kalian beli saja tanah saya”. kalau memang tidak diberi akses jalan ke lahan mau lewat mana kami. jadi karena takut tak diberi akses jalan, yang tadinya tak dijual terpaksa dijual? memang kami orang kecil diperlakukan begitu. (samin vs semen, 2015: 00:36:54-00:37:14) percakapan antara gunretno dengan tiga petani tuban menunjukkan koersi dari institusi negara yang mereka alami. terdapat unsur pemaksaan dalam pembelian lahan pertanian petani. akibatnya, mereka terpaksa menjual tanah karena ketakutan. yang juga perlu digarisbawahi 52 adalah keluarnya ujaran dari petani ketiga, pancene wong cilik nggih ngoten niku (memang kami orang kecil diperlakukan begitu.)(samin vs semen, 2015: 00:37:1). ujaran tersebut menandakan kepasrahan dan penerimaan petani sebagai rakyat yang biasa diperlakukan tidak adil oleh penguasa. konsepsi mengenai wong cilik yang dikatakan petani tersebut telah membentuk common sense petani tersebut sehingga mengganggap tindakan subordinasi oleh penguasa adalah sesuatu yang lazim, natural.9 kesimpulan hegemoni perusahaan semen terhadap penduduk sukolilo, pati, tidak dapat secara jelas diidentifikasi karena samin vs semen tidak memaparkan rekaman audio visual yang menunjukkan ujaran dan tindakan warga pendukung pembangunan pabrik semen, meskipun terdapat satu scene yang menunjukkan spanduk dukungan terhadap pabrik semen. hal tersebut berbeda dengan usaha dominasi perusahaan semen yang ditunjukkan di beberapa scenes. dominasi terlihat ketika konfrontasi antara aparat keamanan dan warga sukolilo yang sedang berdemonstrasi. keberadaan aparat keamanan yang menandakan legitimasi dukungan pemerintah kepada pt semen indonesia berhasil mengendalikan demonstrasi warga dengan tindakan koersif. dominasi dengan cara serupa juga dilakukan terhadap beberapa petani di tuban. melalui cara tersebut, perusahaan semen berhasil mencapai tujuannya. berdasarkan temuan tersebut dapat dikatakan bahwa samin vs semen menekankan pada potret arogansi perusahaan semen, dan pemerintah, yang tidak bersedia berkompromi dengan dinamika yang terjadi di kalangan petani. alih-alih melakukan persuasi, tindakan opresif dipilih karena consent dari para petani tidak didapatkan. . daftar pustaka carroll, william k. (2010). crisis, movements, counter-hegemony.interface: a journal for and about social movements, volume 2 (2): 168 198 (november 2010) 9 menurut gramsci, setiap orang memiliki serangkaian konsepsi mengenai dunia dan mayoritas konsepsi tersebut ditanamkan dari lingkungan, atau dari masa lalu, dan diterima, dijalani apa adaanya. konsepsi-konsepsi itulah yang membentuk common sense. pada kenyataannya, banyak unsur dalam common sense populer yang turut andil dalam subordinasi masyarakat sehingga mereka mengganggap situasi ketidakadilan dan penindasan yang mereka alami adalah sesuatu yang biasa dan tak terelakkan (forgacs, 2000:421). 53 fitri, ning. (2014). rencana pembangunan pabrik semen, penambangan batu kapur dan tanah liat oleh pt indocement di kabupaten pati propinsi jawa tengah. diunduh dari www.walhi.or.id forgacs, david (ed.). (2000). the gramsci reader: selected writings 1916-1935. new york: new york university press. http://www.semenindonesia.com/page/get/profil-perusahaan-9, diakses tanggal 17 november 2015 klarer, mario. (2004). an introduction to literary studies (second edition). london & new york: routledge moleong, lexy j. (2004). metodologi penelitian kualitatif. bandung: remaja rosdakarya. petrie, dennis & joseph boggs. (2012). the art of watching films (eighth edition). new york: mcgraw-hill phillips, william h. (1999). film: an introduction. boston & new york: bedford/st. martin’s. simon, roger. (2015). gramsci’s political thought – an introduction (revised edition). london: lawrence & wishart villarejo, amy. (2007). film studies – the basics. london & new york: routledge. page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 119 literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism r. hariyani susanti universitas islam negeri sultan syarif kasim riau indonesia radenhariyani@uin-suska.ac.id article history: submitted on march 30th, 2023; revised on june 19th, 2023; accepted on june 25th, 2023; published on june 30th, 2023. abstract this article explores the role that literature plays in social movements, particularly in the gender equality movement such as women’s autonomy in social settings. by comparing two literary works, a doll’s house by henrik ibsen and bumi manusia by pramoedya ananta toer, the article investigates the impact of literature on the first wave of the feminist movement in norway in 1879 and the portrayal of women's conditions in indonesia at the time. the research employed qualitative research methods such as content analysis and discourse analysis, as well as comparative analysis of the two literary works. the research found that a doll’s house played a significant role in the norwegian feminist movement and gave women confidence and the awareness that they were not merely puppets for men, but human beings whose voices needed to be heard. similarly, bumi manusia showed resistance and awareness of the oppression faced by indonesian women, highlighting the role of literature in promoting equality movements. these important literary works demonstrate the power of literature in documenting, retelling, and raising awareness of people's stories, ultimately reaching a larger audience. keywords: feminism; literature; gender; comparative http://jurnal.unimus.ac.id/index.php/lensa mailto:radenhariyani@uin-suska.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 120 introduction during the time when a doll’s house was first performed on december 21, 1879, norway was in the midst of the first wave of the feminist movement, which lasted from 1879 to 1890 (siim & skjeie, 2008). the movement aimed to empower women by giving them a platform to assert their opinions and participate in social and political activities without the influence of men. at that time, women were oppressed by restrictive and damaging societal stereotypes, and their voices were not given any weight or consideration (mattila, 2019). they were not allowed to have their own opinions or make decisions, and if any issues arose in their household or social environment, their opinions and votes were not counted. women were also severely limited in terms of financial and decisionmaking power. they were not allowed to engage in transactions or make any moves outside of their homes without a permit signed by their father, husband, or male relatives. the notion of a woman's life was limited to merely moving from one household to another, from her father's to her husband's, and their birth was not considered a cause for celebration. women were not allowed an education and were considered unable to work in government positions (balaky & sulaiman, 2016). before the advent of the feminist movement, the types of jobs that women were typically allowed to perform were limited to small-scale industrial jobs such as food and cigarette production, and they were not considered competent enough for more advanced or physically demanding work. as explained by ana mendez (2013), the gender roles and job responsibilities in norway during that time period were vastly different for men and women. men were expected to secure employment and handle important matters while women were confined to the home. at social events, men and women were kept separate, with men engaging in discussions about economics, sports, and politics, while women were relegated to the kitchen to serve the male members of the household. literary works that emerged before the first wave of the feminist movement in norway reflected the state of society and the values that were widely accepted during that time period. the focus of literature for women was primarily on their journey to find a husband, and these works were largely addressed to women. some of the famous female writers of the time were hanna winsnes, marie wexelsen, and anna magdalena thoresen. these writers provided insight into the societal norms and expectations placed on women during that time period, highlighting the limitations they faced and their experiences in navigating these restrictions. through their works, they also portrayed the struggles and experiences of women in a male-dominated society, giving a voice to the marginalized and often unheard female perspective. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 121 camilla collett was a writer who inspired the first wave of feminist awareness in norway through her work, "the daughters of the prefect," which was published in 1855. later, in 1871, four male writers known as the "big four" emerged and made significant contributions to the cause of women's rights through their writing. these writers, henrik ibsen, bjørnstjerne bjørnson, alexander kielland, and jonas lie, wrote works that were intended to empower and uplift women, highlighting the need for equal rights and opportunities for women in society. their contributions helped to lay the foundation for the feminist movement and sparked a change in attitudes and beliefs towards women in norway. through their works, these writers aimed to break down the barriers and limitations that women faced, and to inspire change and progress towards a more equitable and just society for all. as seen from the discussions of various authors, the feminist movement in norway was initiated with the first wave of feminism and was later spread throughout europe through its literary works. one such work that has had a significant impact and has been widely translated and performed outside of europe is henrik ibsen's a doll’s house. this play was a powerful representation of the feminist ideals and a reflection of the societal norms and values of the time. through its portrayal of the experiences and struggles of women in a male-dominated society, it was able to bring attention to the need for equal rights and opportunities for women and inspire change towards a more equitable and just society. the success and popularity of a doll’s house demonstrated the growing awareness and support for the feminist movement and its ideals and helped to spread its message to a wider audience, making it an influential work in the history of the feminist movement. feminism in indonesia has a rich and complex history that dates back to the early 20th century. the indonesian feminist movement emerged during the era of dutch colonial rule when educated indonesian women, inspired by global feminist ideas, began advocating for gender equality and women's rights. the colonial period saw the rise of prominent women activists such as kartini, who fought for women's education and empowerment. according to soekarno, the first president of indonesia, women were instrumental in the nation's struggle for independence and should be granted equal rights. this early feminist movement laid the foundation for subsequent waves of feminism in indonesia (missbach, 2013; robinson, 1995). the second wave of feminism in indonesia occurred during the 1980s and 1990s. this period was characterized by an increased focus on women's rights, gender equality, and reproductive rights. women's organizations and ngos played a significant role in advocating for legal reforms to address discrimination against women and improve their socio-economic conditions. the influential national commission on violence against women (komnas perempuan) was established in 1998 to monitor and address gender-based violence and discrimination. the second wave of feminism also witnessed the http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 122 emergence of feminist scholars and activists who critiqued patriarchal structures and highlighted the intersectionality of gender with other forms of oppression (hedman, 2006; robinson, 2008). the third wave of feminism in indonesia has been marked by increased awareness of diverse gender identities and intersectional issues. it has seen a growing number of young feminists using digital platforms and social media to raise awareness, organize campaigns, and challenge societal norms. online feminist communities and platforms such as twitter and instagram have provided spaces for discussions on topics like sexual harassment and women's bodily autonomy. the #metoo movement also had an impact on indonesian feminism, encouraging survivors of sexual assault to speak out and pushing for changes in attitudes towards genderbased violence. the third wave of feminism in indonesia continues to evolve and adapt to the changing socio-political landscape, aiming to create a more inclusive and equitable society for all (blackburn, 2004). in 1980, indonesia saw the publication of bumi manusia by pramoedya ananta toer. this post-colonial literary work provides insight into the lives of indonesian women during that time period and appears to share similarities with henrik ibsen's play a doll’s house. as both works address gender equality in their respective countries, it is of interest to the writer to examine and compare the level of gender equality awareness depicted in these two literary pieces. by analyzing the two important canon works, the writer seeks to determine if norway and indonesia had similar experiences regarding gender equality during the same time period. the research on the role of literature in social movements is a wellestablished area of study. scholars have explored the impact of literature in promoting social change in various contexts, including feminist movements. however, the comparative analysis of two literary works from different cultural contexts, a doll’s house and bumi manusia, in the context of the first wave of feminism in norway and the portrayal of women's conditions in indonesia, is a unique contribution to the field. by comparing these literary works, the research aims to shed light on the similarities and differences between norwegian feminism and indonesian feminism during the respective time periods. such a comparative approach allows for a nuanced understanding of the specific socio-cultural and historical contexts that shaped the feminist movements in these two countries. it enables the exploration of how literature served as a platform for raising awareness about women's rights and challenging patriarchal norms within distinct cultural and societal frameworks. additionally, the comparison provides an opportunity to examine the specific challenges faced by women in each context and the strategies employed to advocate for gender equality. ultimately, this comparative research enriches our understanding of the global diversity and complexities within feminist movements and highlights the importance of considering local contexts in analyzing the impact of literature on social change. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 123 this research adds to the state of the art by providing insights into the role of literature in promoting gender equality movements in different cultural contexts. the study uses a qualitative research method that combines content analysis and discourse analysis to analyze the literary works, which is a novel approach in the field of literature studies. the research also highlights some research gaps in the area of literature and social movements. while scholars have explored the impact of literature in promoting social change, there is still a lack of studies that compare the impact of literary works in different cultural contexts. moreover, there is still a need for more studies that explore the role of literature in promoting social movements, particularly in the context of the feminist movement in developing countries. method this qualitative research included the process of close reading of the texts to identify themes and motifs related to social movements and feminist ideologies. the researcher will also examine the historical context in which the works were written and analyze the ways in which they contributed to or were influenced by social and political movements. qualitative research method is conducted which is content analysis and discourse analysis. content analysis involves systematically categorizing and analyzing the content of written or spoken material to identify patterns and themes. in this case, the researcher would use content analysis to identify themes related to social movements and feminism in the literary works. discourse analysis involves examining the use of language in a particular text or set of texts to identify underlying power dynamics and cultural assumptions. in this case, the researcher would use discourse analysis to identify how the literary works contributed to or challenged dominant cultural narratives about social movements and feminism in a doll’s house and bumi manusia which involves a rigorous examination of the literary works themselves and the historical and cultural context in which they were written to identify themes related to social movements and feminism. findings and discussion before delving deeper on their works, it is important to understand both the background of the authors and the content of their work so the analysis would not be one sided. henrik johan ibsen was a renowned norwegian writer who lived in the 19th century. throughout his career, he wrote numerous works that gained him prominence in the literary world. ibsen was not only productive in norway but also during his time in italy where he lived due to exile. he also wrote in germany before finally returning to norway as a well-known writer. one of his most celebrated works is the play script a doll’s house, which was written in germany in 1868 (von klenze, 1941). http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 124 henrik ibsen was a pioneering writer of his time who challenged societal norms and wrote about topics that were not yet widely understood or accepted. despite his unconventional approach, he has had a profound impact on the literary world and served as an inspiration for some of the greatest writers of all time, including george bernard shaw, oscar wilde, arthur miller, james joyce, eugene o'neill, and miroslav krleža. ibsen's impact on literature is further evidenced by the fact that he was nominated for the nobel prize in literature three times, in the years 1902, 1903, and 1904. his writing was ahead of its time, and he remains one of the most important figures in the history of literature. henrik ibsen is widely regarded by feminist critics as a visionary writer who was ahead of his time. he is seen as a social realist and a revolutionary thinker who sought to give voice to the marginalized and oppressed women of 19th-century norway. through his writing, he shed light on the struggles and challenges faced by women during this period and sought to raise awareness of the issues they faced. one of his most famous characters, nora, was created to represent the thoughts, confusion, and frustration of women during this time, and has become an iconic figure in european and global literature. ibsen's commitment to using his writing as a means of advocating for women's rights continues to inspire and inform feminist critics to this day. women are complete and whole human beings who deserve respect and value in their own right, regardless of their relationship to men. however, the differences in life experiences and gender can sometimes lead men to only recognize the humanity of women through the women in their own lives. this is reflected in the work of pramoedya ananta toer, who through his writing seeks to emphasize the individual worth and dignity of women. by doing so, he challenges societal norms and calls for a deeper appreciation of the unique experiences and perspectives of women. through his writing, toer endeavors to promote gender equality and to give voice to the experiences of women in his society. pramoedya ananta toer's life and works have been widely documented and many scholars have explored the connection between his feminist writing and his personal relationships with the women in his life, such as his mother and grandmother (yanuar bagas arwansyah & nanda saputra, 2021). his writing often reflects the experiences of women in colonial and post-colonial societies, and he portrays female characters who are independent, strong, and progressive but who still face challenges in a patriarchal environment that views them as subservient (aryani & maullinda, 2019; auliana, 2020; azwar et al., 2020; permana & maulana, 2020). through his writing, toer seeks to challenge these societal norms and to raise awareness of the challenges faced by women in patriarchal societies. by creating powerful female characters and exploring their experiences, he strives to promote gender equality and to give voice to the struggles of women in his world. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 125 one of the most notable female characters in pramoedya ananta toer's writing is nyai ontosoroh, a woman who is marginalized and considered a non-respectable figure in society due to her status as a nonlegitimate wife. despite this, she rises above the prejudices against her and builds a successful business empire. her story has become a focus of discussion in gender studies and is considered relevant to the early movements for gender justice in indonesia (arwansyah & saputra, 2021). toer's depiction of nyai ontosoroh serves as a powerful critique of the patriarchal structures that limit women's opportunities and as a celebration of the resilience and determination of women in the face of adversity. by shining a light on the experiences of women like nyai ontosoroh, toer hopes to inspire and empower women and to challenge societal norms that hold them back. comparing the works of two authors and the literary pieces they have created can lead to a valuable discussion. such a comparison can shed light on the similarities and differences between the authors' styles, themes, and perspectives. it can also provide a deeper understanding of the cultural, historical, and societal context in which the works were created, and help to situate the authors within the broader literary tradition. ultimately, a comparison of the two authors and their works can foster a deeper appreciation of the intricacies and complexities of the literary landscape and provide a more nuanced understanding of the writers' contributions to literature and their impact on the world. first wave feminism and gender stereotypes the first wave of feminism in europe, which took place in the late 19th and early 20th centuries, was primarily focused on women's rights in the public sphere. women sought to gain political identity and the right to vote, marking a significant turning point in the struggle for gender equality. however, according to maguire (2016), simone de beauvoir's seminal work "the second sex" marked the beginning of the second wave of feminism, which broadened the scope of feminist concerns to include a wide range of issues such as sexuality, family, the workplace, reproductive rights, and more. in her book, beauvoir outlines the ways in which women are perceived as inferior and secondary to men in a patriarchal society. she argues that women are often treated as the "other" and that patriarchal norms and cultural practices contribute to this marginalization. by highlighting these systemic inequalities, beauvoir helped to lay the foundation for the second wave of feminism, which sought to challenge and change these structures and attitudes. simone de beauvoir's book "the second sex" was a crucial catalyst for the second wave of feminism. at the time of its publication, the voices of women in america, europe, and much of the world were still largely marginalized, with many of their experiences and perspectives going unheard. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 126 women were often seen as subordinate to men and were excluded from many areas of public life, leading to a significant lack of representation and influence. however, beauvoir's voice and writings helped to give rise to a new feminist movement that sought to challenge these systemic inequalities and empower women to speak out and make their voices heard. her book became a central point of inspiration for this movement, helping to inspire a new generation of feminists to demand greater rights, equality, and respect for women. by elevating women's voices and highlighting the experiences of women who had been marginalized for so long, beauvoir made a powerful impact on the world and helped to set the stage for the second wave of feminism. in her book "simone de beauvoir, philosophy & feminism," nancy bauer cites simone de beauvoir's perspective on the issue of gender and identity. according to bauer's quote from beauvoir, men do not have to establish themselves as individuals of a certain gender; it poses no problem for them. this observation by beauvoir highlights the ways in which patriarchal systems often privilege men and automatically assume their identity as a default. beauvoir's words emphasize the need to critically examine these societal norms and to challenge the assumption that being a man is unproblematic. this insight is a powerful reminder of the need to actively work towards a more equitable and inclusive society, where all individuals are free to define themselves and their own identities, regardless of their gender. the quote by simone de beauvoir points out the stark contrast between the experiences of men and women in patriarchal societies. while men are not burdened by having to prove their worth or justify their existence, women are often confined to narrow gender roles and expectations. the idea that men's presence poses no problem highlights the inherent biases that exist within society and the ways in which women are routinely marginalized and made to feel inferior. this disparity is especially evident when it comes to issues related to sex, which have a significant impact on social order and contribute to the continued inequality between men and women. beauvoir's words serve as a biting critique of the patriarchal system and a call to action to work towards a more equal and just society where both men and women are valued and respected. nora, the protagonist in ibsen's play, represents the struggles faced by women in the 19th century. despite her intelligence and understanding of business matters, she is oppressed by both her husband and the societal expectations placed upon her. she rebels against this pressure in small ways, unable to fully express her dissatisfaction with her limited role as a mere housewife. this character highlights the limitations and frustrations faced by women in a patriarchal society and serves as a testament to the limitations faced by women at the time. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 127 gender stereotypes, also known as sexism, are harmful and limiting beliefs about individuals based on their gender. these negative assumptions stem from the patriarchal structure of society which prioritizes and elevates the role of men over women. one example of such a stereotype is the idea that women are seen as being emotional and unreliable due to hormonal influences. this type of belief is fueled by the notion that gender is solely determined by biology, rather than being shaped by societal norms and expectations. the establishment and perpetuation of gender stereotypes begin from a young age and are often influenced by the beliefs and attitudes of the parents. these stereotypes, which define expected behaviors for men and women, shape the perception of young children and contribute to the creation of gender-based biases. these biases, rooted in patriarchal values, impose limitations and restrictions on women, leading to a gender-unequal society. the first wave of feminism primarily focused on addressing legal and economic issues faced by women (hulme, 2021). however, this movement was also rooted in the negative stereotypes and distrust of women's abilities that had been ingrained in society. this led to the belief that women were not capable of handling professional careers and managing money, which ultimately resulted in limiting opportunities for women and hindering their progress. the impact of these negative stereotypes can still be seen today, highlighting the ongoing importance of challenging and breaking down gender-based biases and limitations. nora helmer the doll prior to the emergence of a doll’s house as a cultural phenomenon, the institution of marriage in norway imposed strict and clearly defined roles and responsibilities on women as wives. women were expected to remain at home, serve their husbands, and take care of their children. consequently, when the play was first performed, it came as a surprise to many people, as ibsen challenged these traditional expectations and introduced new possibilities for women. the protagonist, nora, was dubbed the "new woman" for her portrayal of a female character who had a mind of her own and sought to establish her own identity, beyond the confines of traditional gender roles that simply transferred a woman from the protection of her father to that of her husband. at the start of the performance, nora is depicted as a joyful and content individual. her behavior and demeanor towards her husband, torvald, are marked by obedience and a cheerful disposition. torvald, in turn, seems to easily find happiness and takes pleasure in giving nora playful nicknames, such as "silly." the scene in which torvald gives her these endearments effectively conveys the dynamic between the two characters, with nora appearing submissive and torvald appearing to be the dominant http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 128 figure in the relationship. the tone of their interactions in the beginning of the play sets the stage for the dramatic developments that occur later on. (a bell rings in the hall; shortly afterwards the door is heard to open. enter nora, humming a tune and in high spirits. she is in outdoor dress and carries a number of parcels; these she lays on the table to the right. she leaves the outer door open after her, and through it is seen a porter who is carrying a christmas tree and a basket, which he gives to the maid who has opened the door.) nora: hide the christmas tree carefully, helen. be sure the children do not see it until this evening, when it is dressed. (to the porter, taking out her purse.) how much? porter: sixpence. nora: there is a shilling. no, keep the change. (the porter thanks her, and goes out. nora shuts the door. she is laughing to herself, as she takes off her hat and coat. she takes a packet of macaroons from her pocket and eats one or two; then goes cautiously to her husband’s door and listens.) yes, he is in. (still humming, she goes to the table on the right.) (hal. 3-4, ibsen, 2001). in the opening scene of a doll’s house, nora is initially portrayed as a typical, cheerful norwegian wife who is seen busy shopping for her family's necessities. she is depicted as being generous when it comes to finances and is portrayed as being active and energetic. however, as the play progresses, it becomes apparent that nora is not simply an ordinary wife, content to play the role of eye candy for her husband. she displays an astute understanding of financial matters, as evidenced by her desperate measures to pay for her husband's medical expenses. this highlights nora's intelligence and resourcefulness, which exceeded the expectations of the typical wife at the time. women were not allowed to conduct transactions at the bank, let alone borrow money without the permission of their husbands or fathers. however, in a moment of desperation, nora forged her deceased father's signature and secured a loan, which she later paid off by secretly taking on odd jobs and using the shopping money given to her by her husband. these actions demonstrate nora's cunning and her determination to provide for her family, even if it means disregarding societal norms. krogstad, an employee of the bank who was involved in the illicit transaction, eventually threatened nora to pressure her husband, who was the manager of the bank, to reinstate krogstad's position. if nora's husband failed to do so, krogstad threatened to expose the secret to helmer. nora. (walking up and down the stage). sometimes one has a tiny little bit of influence, i should hope. because one is a woman, it does not necessarily follow that—. when anyone is in a subordinate position, mr. krogstad, they should really be careful to avoid offending anyone who—who— krogstad. who has influence? http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 129 nora. exactly. krogstad. (changing his tone). mrs. helmer, you will be so good as to use your influence on my behalf. nora. what? what do you mean? krogstad. you will be so kind as to see that i am allowed to keep my subordinate position in the bank. nora. what do you mean by that? who proposes to take your post away from you? krogstad. oh, there is no necessity to keep up the pretence of ignorance. i can quite understand that your friend is not very anxious to expose herself to the chance of rubbing shoulders with me; and i quite understand, too, whom i have to thank for being turned off. ... krogstad. when your husband was ill, you came to me to borrow two hundred and fifty pounds. (hal. 25-26, ibsen, 2001). nora demonstrates her rebellious nature by engaging in behavior that is considered unconventional for women of her time. when her husband is not present, she freely curses to vent her frustrations, which elicits surprise and shock from those around her. this behavior serves as a testament to her growing discontent with the restrictions imposed upon her by societal norms and her husband's domineering ways. nora further resists helmer's attempts to control her by secretly consuming a macaroon, despite her husband forbidding her from eating it due to concerns about damaging her teeth. this act of defiance highlights nora's determination to assert her independence and assert control over her own life, despite the strict expectations placed upon her as a wife and mother. rank: well, what is that? nora: it’s something i should dearly love to say, if torvald could hear me. rank: well, why can’t you say it? nora: no, i daren’t; it’s so shocking. mrs. linde: shocking? rank: well, i should not advise you to say it. still, with us you might. what is it you would so much like to say if torvald could hear you? nora: i should just love to say—well, i’m damned! rank: are you mad? mrs. linde.: nora, dear—! rank: say it, here he is! nora: (hiding the packet). hush! hush! hush! (helmer comes out of his room, with his coat over his arm and his hat in his hand.) (hal. 20, ibsen, 2001). http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 130 the conflict reaches its peak when helmer discovers the secret that nora has been hiding from him. instead of addressing the issue head-on, helmer dismisses it and asks nora to simply forget about it and change, much to her disappointment. this event serves as a turning point for nora, as it forces her to confront the reality of her unhappiness and her unfulfilled desires. she realizes that she doesn't want to merely play the role of a submissive wife and be confined to the domestic sphere, despite what society and her husband may consider as normal. instead, nora yearns to find her true identity and to pursue her own aspirations. in a bold move, she defies societal norms and leaves her home, husband, and children behind. she renounces the constraints that have been holding her back and chooses to break free from the social norms that have limited her freedom and suppressed her individuality. nyai ontosoroh the businesswoman if ibsen brings attention to the potential of women through nora's defiance, pram raises awareness about the everyday injustices faced by women through the character of nyai ontosoroh, the mistress of mr. mellema. despite the negative connotations attached to the title of "nyai," nyai ontosoroh is depicted as a woman of great character and dignity. she is intelligent, capable of running a business in the absence of mr. mellema, and is a single mother who raises her children with great care and dedication. the societal stereotypes of the time suggest that women are not intelligent and lack the educational opportunities that men have. however, nyai ontosoroh shatters these notions as she is fluent in dutch, madura, and javanese and is well-read and possesses the poise and grace of a respectable woman. ... i'm still fascinated to see a native woman not only speak dutch, very well, but mostly because she doesn't have a complex towards male guests. where else can a woman like her be found? what school was it? and why a nyai, a concubine? who else has educated her to be so free like european women? (p. 34, toer, 2016). in the quoted passage, minke is astounded by nyai's confident and assertive personality. he has preconceived notions about indonesian women being submissive and intimidated by men and is taken aback by nyai's intelligence and bravery. he is also puzzled as to why someone as capable as nyai would only be a mistress, rather than a legally recognized wife. this is due to the gender stereotype that women are not supposed to be educated or have careers. despite this, nyai is a successful businesswoman and a leader in the household of mr. mellema, who is often away at ah tjong's brothel. minke's surprise at nyai's character highlights the societal expectations and biases of the time. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 131 the issue of marriage in nyai ontosoroh's era was a highly oppressive one for women. they were not given a choice in the matter and were not allowed to choose their own partners. even when they reached the appropriate age for marriage, they were expected to hide themselves away. nyai, whose real name was sanikem, was traded off to a stranger for money by her father, with no opportunity for her to object. her mother was unable to intervene, despite her tears and opposition, and this serves as a poignant example of the lack of power and agency that women faced in nusantara in the 1973s. the situation highlights the patriarchal nature of the society at the time, where women were subjected to the whims of men and were stripped of their ability to make decisions about their own lives. “when i was thirteen i was secluded, and only knew the kitchen, the back room, and my own room. other friends have already married. when neighbors or relatives come, i feel like i'm outside the house like when i was a child. even sitting in the pavilion i was not allowed. not even stepping on the floor (p. 118, toer, 2016). this quote highlights the limited options available to women in terms of their personal and professional lives. they were confined to the domestic sphere and did not have any control over who they married. nyai harbors resentment towards her parents for treating her as a commodity, trading her for money and status. she refuses to see them or forgive them, even when they attempt to visit her. she feels that her mother could have done something to stop this from happening but was too afraid of her husband to speak up. this experience drives nyai to become highly educated and determined to prove to her parents that she can make the most of her situation. through her hard work and dedication, nyai seeks to demonstrate that she is not a passive victim of her circumstances, but a capable and resilient woman who can take control of her own life. comparative analysis of both works in henrik ibsen's a doll’s house and pramoedya ananta toer's bumi manusia, the characters of nora helmer and nyai ontosoroh serve as powerful symbols of female empowerment and resistance against societal expectations. through a comparative analysis of these literary works, we gain insights into the distinct challenges faced by women in norwegian and indonesian societies during the respective time periods. nora's defiance of traditional gender roles in norway challenges the prevailing norms of her time, while nyai's determination to establish her identity as a businesswoman in indonesia breaks through societal stereotypes. this comparative study illuminates the unique paths taken by these women in their quest for liberation and sheds light on the complex dynamics of feminism in different cultural contexts. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 132 the portrayal of nora helmer in a doll’s house showcases the constrained existence of women in norwegian society, particularly within the institution of marriage. nora's initial portrayal as a cheerful and submissive wife highlights the restrictive gender roles imposed on women, perpetuated by the dominant male figure of her husband, torvald. however, as the play unfolds, nora's resourcefulness and defiance emerge, as she challenges societal expectations and takes bold actions to secure her independence. this departure from the traditional portrayal of women as passive reinforces the significance of nora's character as a catalyst for feminist discourse in norway. on the other hand, nyai ontosoroh's character in bumi manusia challenges the norms of indonesian society during the colonial era. as a mistress and single mother, nyai defies the limited expectations imposed on women by demonstrating her intellect, business acumen, and resilience. her journey serves as a powerful critique of the oppressive nature of arranged marriages and the lack of agency afforded to women at the time. through nyai's determination to pursue her own path, the novel brings attention to the struggle faced by indonesian women in their quest for personal freedom and self-realization. by comparing these two literary works, we gain a broader understanding of the diverse experiences of women in different cultural contexts. the comparative analysis of nora helmer and nyai ontosoroh allows for a nuanced examination of the unique challenges and opportunities faced by women in norway and indonesia during their respective time periods. the exploration of the feminist themes and character development in these works enhances our understanding of the complexities within the feminist movements of these countries and the broader global struggle for gender equality. conclusion a doll’s house by henrik ibsen was a major force in the first wave of the feminist movement, and its impact on the fight for gender equality cannot be overstated. through its realistic depiction of women's lives, the play gave women the confidence and self-awareness to realize that they were not simply playthings for men, but human beings with their own thoughts, feelings, and desires. similarly, bumi manusia by pramoedya ananta toer, though not the only indonesian literary work to contribute to the fight for gender equality in the country, provides an important representation of the lives of women during a specific period in indonesian history and illustrates the existence of resistance and awareness of the oppression experienced by women. these two canonical works demonstrate the crucial role that literature can play in social movements, particularly in the movement for equality. through documenting, retelling, and raising awareness of people's stories, literary http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. (2023). literary works empowering social movements: a doll’s house & bumi manusia analysis in norwegian-indonesian feminism. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 119–134. https://doi.org/10.26714/lensa.13.1.2023.119-134 133 works can reach a wider audience and help to shape public discourse and attitudes. the implications of the research reveal that both a doll’s house by henrik ibsen and bumi manusia by pramoedya ananta toer have made significant contributions to the feminist movement and the fight for gender equality. these literary works have not only shed light on the experiences and struggles of women but also empowered them to challenge societal norms and assert their rights as individuals. by examining the impact of these works, it becomes evident that literature has the power to influence public opinion and shape social movements by amplifying marginalized voices and challenging established norms and beliefs. acknowledgement the researcher would like to thank enago for providing the proofreading and editing service of this article. references ananta toer, pramoedya. (2016). bumi manusia. jakarta timur: lentera dipantara. aryani, a., & maullinda, r. (2019). bentuk ketidakadilan gender dalam naskah drama mangir karya pramoedya ananta toer. jurnal sasindo unpam, 7(2). https://doi.org/10.32493/sasindo.v7i2.78-86 auliana, s. (2020). eksistensi perempuan dalam novel bumi manusia karya pramoedya ananta toer (sebuah kajian kritik sastra feminisme). in skripsi mahasiswa um. azwar, a. f., andriani, d., & ramadhan, s. (2020). citra perempuan dalam novel gadis pantai karya pramoedya ananta (kajian feminisme). deiksis, 12(01). https://doi.org/10.30998/deiksis.v12i01.3796 balaky, s., & sulaiman, n. (2016). a feminist analysis of henrik ibsen’s a doll’s house. beytuchikme an international journal of philosophy, 6(1). bauer, nancy. (2001). simone de beauvoir, philosophy, and feminism. new york chichester: columbia university press. blackburn, s. (2004). engendering the nation-state: the indonesian women's movement, 1900-1942. cambridge university press. daiches, david. (1956). critical approaches to literature. london: longmans, green & co. hedman, e.-l. e. (2006). indonesian women and local politics: islam, gender, and networks in post-suharto indonesia. nias press. hulme, e. (2021). first wave feminism: craftswomen in plato’s republic. apeiron. https://doi.org/10.1515/apeiron-2020-0089 ibsen, henrik. (2001). a doll’s house. pennsylvania: pennsylvania state university (a publication of the electronic classics series) http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.119-134 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): susanti, r. h. 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(1941). paul ernst and hendrik ibsen. the germanic review: literature, culture, theory, 16(2). https://doi.org/10.1080/19306962.1941.11786024 yanuar bagas arwansyah, & nanda saputra. (2021). study of feminism and women’s existence in the novel bumi manusia by pramoedya ananta toer. linglit journal scientific journal for linguistics and literature, 2(4). https://doi.org/10.33258/linglit.v2i4.553 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.33258/linglit.v2i4.553 orientasi dan pendekatan belajar berbahasa inggris 25 reader-response analysis in gone with the wind novel by margaret mitchell putu diah kanserina6 abstract penelitian ini adalah analisis mengenai kepribadian para tokoh utama yang diungkapkan di alam novel gone with the wind karya margaret mitchell, dengan rumusan masalah “faktor apa sajakah yang mempengaruhi kepribadian para tokoh utama di dalam gone with the wind, berdasarkan pada analisis respon pembaca (reader-response)”. objek studi ini merupakan pemenang dari pulitzer prize dan national book award di 1936. data yang terkait dengan penelitian ini adalah berbentuk kata, kalimat, dan kutipan yang diambil dari novel tersebut. data tersebut diambil dari pembacaan terhadap novel tersebut dengan menyeleksi data yang terkait dengan analisis. untuk mendukung analisis, dua rekan penulis (akhlis and vivi) memberikan dukungan terhadap detail dari cerita. penulis bertanya satu demi satu tentang para tokoh utama dan faktor-faktor yang memengaruhi kepribadian para tokoh utama. analisis dilakukan menggunakan beberapa teknis yang meliputi pemilihan, mengutipan, penjelasan, dan pembuatan kesimpulan dan saran. analisis menghasilkan beberapa temuan. terdapat juga beberapa data yang merefleksikan kepribadian para tokoh utama. pertama, ditemukan beberapa faktor seperti cinta, pernikahan, dan patriotisme. kedua, penulis dan rekan tidak belajar tentang perang yang terjadi di abad kedelapan belas tetapi belajar tentang mengapresiasi orang lain. kita juga seharusnya memiliki sikap “memberi dan menerima” terhadap pasangan kita. berdasarkan hasil penelitian, disimpulkan bahwa kita harus menghargai institusi pernikahan. kita harus mengapresiasi pasangan kita. jika kita tidak menyintai pasangan kita, sebuah cinta yang sejati tidak akan terjalin. kata kunci: novel, kepribadian, kritis respon pembaca 1. introduction reading english novels is enjoyable. it is advantegous as well. rees (1973: 1113), gives the opinion that people learn literature to help them understand another country and its people, especially to appear well-cultured, well-read, and welleducated, to pass examination or simply to enjoy. by studying literature people are exposed to many kinds of reasons and backgrounds which cause many happenings. besides, studying literature also makes the readers aware of the problems of life. literature, whether it is in the form of novel, short story, poetry or play, always serves real life values, such as health and comfort, ambitions, love, friendships, ethical or moral knowledge, technology and or imagination which include art and religion. literature allows the readers to enjoy the vision and imagination of the writer. it can expand people‟s minds and sense of life. because of its importance, they do not only need enjoyment but also understanding and they want literature to give 6 penulis adalah staf pengajar di universitas ngurah rai. 26 them something more pleasing. rees states (1973: 13) by studying literature, people make themselves better people. on the other hand, nuttal (1982: 3) states that we read because we want to get something from the writing such as facts, ideas, enjoyments, even feelings of family community (from a letter). whatever writing is, we want to get the message that the writer has expressed. according to collie and slater (1992: 5), literature can help students master the vocabulary and grammar of the language as well as the four language skills: reading, writing, listening, and speaking. it means that by reading literature students can improve their reading skill automatically. in addition to it, students can make summary of the literature they read and write it. numerous activities involving the students‟ application of these four skills can be developed around the reading of literary work. having discussed literature, we should be keep in mind that the aim of studying literature is to provide the learners with literary works to respond so that they may have recourses for language activities such as analyzing literary works. novel is a relatively long fictional prose narrative with a more or less complex plot or pattern of events, about human beings, their feelings, thought, actions, etc (merriam webster, 1976). on the other hand, novels are written fictional prose narratives of substantial length and complexity. novels tell us about the events within the range of ordinary experience and avoid supernaturalism, and their stories are original, not traditional or mystique. most novels use language close to that of the colloquialism of normal daily speech, frequently including jargon, slang and humorous expression. (encyclopedia americana: vol. 20, p. 458) the word novel itself is ultimately derived from the latin novus, meaning “new”, via the italian word for a short story, novella, which tends to mean not only “an original as opposed to a traditional” story, but also one that was, retendedly at least, of recent occurance”. (encyclopedia britannica, 1978: 551) by studying the novel, we can learn human experience e.g, especially the author itself. we cannot enjoy reading prose fiction or novel unless we comprehend what the author wants in transferring the idea, so we should have more imagination if we want to know the idea of the author. in this paper, the author interested in the novel of margaret mitchell “gone with the wind”. as one of her novels, it offers the readers, especially english learners, several new words which are mostly unfamiliar to the readers. those unfamiliar words are due to the common use of the words in the bible or ancient literary fictions. in the novel “gone with the wind”, the readers have more to think about what has happened and how to get the correctness about the story. so the reader can understand the whole of story. the study addresses the following problem is what are the factors which influence the main characters‟ personality in the gone with the wind, based on reader-response analysis? 2. review of related literature 2.1. definition of personality the term “personality” is derived from the latin word persona, which means “mask”. among the greeks, actors used masks to hide their identity on stage. this 27 dramatic technique was later adopted by the romans to whom persona denoted “as one appears to others,” not as one actually is. (elizabeth b. hurlock, 1976: 6) personality is the sum of the patterns of thinking, feeling, and behaving that are characteristic of a person. within psychology the emphasis in the field of personality is an individual difference and on the organization of psychological processes in the person. personality is formed by the joint action of inherited qualities and learning. personality psychologists differ, sometimes sharply, in the relative imperative importance that should be attached to these two factors. while inherited and environmental factors are often discussed as if they are separate, in fact both are always contributing to the development of every personality characteristic. the role of one or the other may be great in a particular case, but the influence of both is always present (encyclopedia americana: 757-758). according to pervin (1996: 414), personality is the complex organization of cognition, affect, and behavior that give direction and pattern (coherence) to the person‟s life. like the body, personality consists of both structures and processs, and reflects both nature (genes) and nurture (experience). in addition, personality includes the effect of the past, including memories of the past, as well as constructions of the present and future. based on gordon allport (1937: 48), personality is the dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to his environment. the phrase “dynamic organization” emphasizes the fact that personality is constantly developing and changing, although at the same time there is an organization or system that binds together and relates the various components of personality. the term “psychophysical” reminds the reader that personality is “neither exclusively mental or exclusively neural. the organization entails the operation of both body and mind, inextricably fused into personal unity. the word “determine” makes clear that personality is made up of determining tendencies that play an active role in the individual‟s behavior. based on its derivation, the writer can conclude that personality refers to those external and visible aspects of a person that other people can see. personality is unique to each person. although there are similarities among people, still there are individuals possessed special properties or combinations of properties that distinguish them from one another. thus, in everyday life, personality can be called as an enduring and unique cluster of characteristic. sometimes, personality is often confused with character. although the two are synonymous, they cannot be used interchangeably. character implies a moral standard and involves a judgement of value. when used in connection with personality, character relates to behavior that is regulated by personal effort (elzabeth b. hurlock, 1976: 8). the terms personality and character have often been used interchangeably. allport (1961: 32) shows that traditionally the word character has implied some code of behavior in terms of which individual acts are appraised. therefore, in describing an individual‟s character the word “good” or “bad” is often employed. he suggests that character is an ethical concept and states that character as personality evaluated, and personality as character is devaluated. 28 2.2. elements of the personality pattern according to elizabeth (1976: 20), personality pattern is composed of a care or center of gravity, called the “concept of self”, and an integrated system of learned responses, called “traits”. 1. concept of self in recent decades, people called this in more definite and specific terms. it has been referred to (1) an attitude toward self, (2) an organized configuration of perceptions of self, (3) those perceptions, beliefs, feelings, attitudes, and value which the individual views as part of characteristic of himself, (4) the organization of qualities the individual attributes to himself, and (5) a system of central meaning he has about himself and his relation to the world about him. the importance of the self-concept in the personality pattern is supported by the labels usually given to it. 2. traits traits are closely related to and influenced by the concept of self. the major function of traits is to integrate lesser habits, attitudes, and skill into larger thoughts, feelings, and action patterns. the concept of self, in turn, integrates the psychological capacities of the person and initiates action (elizabeth b. hurlock, 1976: 34). hans eysenck (1961, 1991) has extended the search for personality dimensions to the area of abnormal behavior, studying such traits as neurotism-emotional stability. he also has investigated introversion-extraversion as a dimensional trait. eysenck emphasized that his dimension of introversion-extraversion is based entirely on research (eysenck & rachman, 1965: 19), the typical extrovert is sociable, likes parties, has many friends, needs to have people to talk to, and does not like reading or studying by himself. he craves excitement, takes chances, often sticks, his neck out, acts on the spur of the moment, and is generally an impulsive individual. he is fond of practical jokes, always has a ready answer, and generally likes change; he is carefree, easygoing, optimistic, and „likes to laugh and be merry‟. he prefers to keep moving and doing things, tends to be aggressive and loses his temper quickly; altogether his feelings are not kept under tight control, and he is not always a reliable person. the typical introvert is a quiet, retiring sort of person, introspective, fond of books rather than people; he is reserved and distant except to intimate friends. he tends to plan ahead, „looks before he leaps‟, and mistrusts the impulse of the moment. he does not like excitement, takes matters of everyday life with proper seriousness, and likes a well-ordered mode of life. he keeps his feelings under close control, seldom behaves in an aggressive manner, and does not lose his temper easily. he is reliable, somewhat pessimistic and places great value on ethical standards. 2.3. reader-response criticism a collective term used to describe a number of critical theories that have emerged since the 1960s, all of which focus on some ways on the responses of the reader rather than on the text itself as the source of meanings in a literary work. in reader-response criticism, a work of literature, rather than being considered a fixed and stable entity with a single correct meaning, is viewed instead of an activity or process that goes on in readers‟ minds. this process evolves as readers experience 29 anticipation, frustration, retrospection, and reconstruction. in a sense, the literary work has its existence in the mind of the reader, not on the printed page, so that the reader participates in its creation (ntc‟s dictionary, 1991: 181) regardless of their particular perspectives, all reader-response criticism agree that since, in varying degrees, the individual reader creates or produces the meanings of a text, there is no one correct meaning for a text or for any of its linguistic parts. however, these criticisms offer different opinions regarding how readers read the fact, what the specific factors that influence readers‟ response, and what controls, if any, the exertion in shaping those responses. jane p. tompkins (1980: ix), in her introduction to reader-response criticism writes that: this criticism is not a conceptually unified critical position, but a term that has come to be associated with the works of critics who use the words reading, the reading process, and response to mark out an area for investigation. it is a new way of looking at literature as text by taking account of the reader who, in his reading process, has an active response to it. according to jane p. tompkins (1980: x), reader-response criticism could be said to have started with i.a. richards discussion of emotional response in 1920s or with the work of d.w. harding and louis rosenblatt in the 1930s. in 1950s, walker gibson writes about the “mock reader”. “mock reader” is not a “real reader”, but his essay constitutes the first step in a series that gradually breaks through the boundaries that separate the text from its producer and readers. gibson‟s mock reader forms an early realization of the role of reader in reading a text. his essay moves the focus of attention from the text toward the reader. the reader-response criticism uses the idea of the reader as a means of producing a new kind of textual analysis and it suggests that literary criticism be seen as part of larger, more fundamental processes such as the forming of an identity. gerald prince, with his conception of narratee, is similar to gibson in a way of looking at the text and reader. for him, the narratee belongs to the text. michael riffaterre (1962: 5-21), based on his critique to levi-strauss-jacobson writes that: literary meaning is a function of the reader‟s response to a text and cannot be described accurately if that response is left out of account. the reader‟s response is evidence of the presence of poetic meaning at a given point in the text but is not constitutive of it. the subjective element in this response is screened out by ignoring the specific content of the readers‟ responses and focusing on the fact of response to a given locution. the new background brings to light new aspects of what we had committed to memory; conversely these, in turn, shed their light on the new background, thus arousing more complex anticipations. thus, the reader, in establishing these interrelations between past, present, and future, actually causes the text to reveal its potential multiplicity of connections. these connections are the product of the reader‟s mind working on the raw material of the text, though they are not the text itself, for this consists just of sentences, statements, information, etc. (wolfgang iser, 1971: 42) wardhaugh (1969:90) states that at the very least the rules must characterize some sort of norm, the kind of semantic knowledge that an ideal speaker of the 30 language might be said to exhibit in an ideal set of circumstances which is semantic competence. in this way the rules would characterize just that set of facts about english semantics that all speakers of english have internalized and can draw upon in interpreting words in novel combinations. when one hears or reads a new sentence, make sense out of that sentence by drawing on both syntactic and semantic knowledge. the semantic knowledge enables us to know what the individual words mean and how to put these meanings together so that they are compatible. 3. method of investigation 3.1. method of analyzing the data the author uses the reader-response analysis to analyze the data. based on stanley e. fish as cited by jane p. tompkins (1980: 73), the analysis must be of the developing responses to distinguish it from the atomism of much stylistic criticism. a reader response to the fifth word in a line or sentence is to a large extent the product of his responses to words one, two, three, and four. the category of response includes some activities caused by a string of words. this category consists of syntactical or lexical words, the subsequent occurrence or non occurrence, and attitudes toward persons, things, and ideas that referred to the reversal or questioning of those attitudes. the category of response also includes transformational grammar. some of the grammarians believe that comprehension is a function of deep structure perception, it would be allowed. the critic has the responsibility to inform the readers, each of whom will be identified by a matrix of political, cultural, and literary determinants. stanley e. fish, as cited by jane p. tompkins (1980: 89), there are three objections to the methods that should be considered. first, analyzing an effect without worrying about whether it was produced accidentally or on purpose. second, taking the form of a question. it is only when readers become literary critics and the passing of judgment takes precedence over reading experience, that opinions begin to diverge. third, practicing a lot. the point is the goal of criticism that believes in content, in extractable meaning, and in the utterance as a repository. in analyzing the main characters‟ personality in gone with the wind novel, i use the questions, based on stanley e. fish theory. my friends (akhlis and vivi) give supporting details of the story in my paper. i asked them one by one about the main characters, and the factors which influence the main characters‟ personality in gone with the wind novel. the factors themselves are love, marriage and patriotism. i hope that they can give something new in my paper. 4. result of the analysis 4.1. the main characters 1. scarlett o’hara akhlis and vivi gave different opinion. according to akhlis, scarlett was a beautiful young lady, smart and following whatever opinion was dominant. on the other opinion, vivi said that, she was not beautiful, and also had bad temper. i agree with akhlis that scarlett was beautiful, and she had some boy friends besides her. there were a lot of boys that loved her. however, she only loved ashley wilkes. 31 scarlet was not beautiful, but men seldom realized it when caught by her charm as the tarleton twins were. in her face were too sharply blended the delicate features of her mother, a coast aristrocat of french descent, and the heavy ones of her florid irish father. but it was an arresting face, pointed of chin, square of jaw. her eyes were pale green without a touch of hazel, starred with bristly black lashes and slightly tilted at the ends. above them, her thick black brows slanted upward, cutting a startling oblique line in her magnolia-white skin, that skin so prized by southern women and so carefully guarded with bonnets, veils and mittens against hot georgia suns. (p. 3) vivi gave her reason for scarlett‟s bad temper. vivi told me, when the women were whole hearted and sincere in their devotion to the cause, but scarlett could not feel enthusiastic. she must go on making a pretense of enthusiasm and pride in the cause which she could not feel, acting out her part of the widow of a confederate husband officer who bears her grief bravely, whose heart is in the grave, who feels that her husband‟s death meant nothing if it aided the cause to triumph. (p.137, par. 2) still according to vivi, when scarlett and melanie went to the bazaar for the cause, melanie did not know that scarlett was not thinking about cause. however, when rhett butler came to the bazaar, he knew that she did not care about it or the hospital. he told her that she has an easy face to read. she only wanted to dance and enjoyed herself. i gave a different opinion, although she had a bad temper, she also had good temper. according to cashdan as cited by mischel, walter, et al., (2003: 126), in time, individuals come to view themselves as good or bad depending on their earlier god-bad emotional experience. the sense of self-esteem that ultimately emerges characterizes how persons feel about themselves. the evidence is shown when scarlett helped melanie while she wanted to have birth. she tried to think of all the things mammy and ellen had done for her when wade was born, but the merciful blurring of the childbirth pains of obscured almost everything in mist. (pg. 292 line 26-28) it was going to be difficult, telling melanie that she and prissy were to deliver her baby. (pg. 292 line 37-38) i added that scarlett was a brave girl. when the war came to atlanta, she decided to go home, tara. she asked prissy to look for rhett butler. then, he came to her house with the horse. after that, they went to tara. in the middle of the way, rhett stopped. he told her that he wanted to help the confederate army. then, he asked her to go home without him. akhlis gave his opinion that, the dreadful moment for her, when the sick horse balked and cavalry passed by in the dark, past where they sat breathlessly. he also 32 informed that she killed a man who was regarded as a yankee in tara. scarlett did not realize that she loved rhett very much. according to stanley e. fish, as cited by jane p. tompkins (1980:90), the belief that there is such a quality or attribute, which attaches the things which we rightly call beautiful, is probably inevitable for all reflective persons at a certain stage of their mental development. from the explanation above, we knew that scarlett was beautiful, as the explanation before, that beauty was reflective persons for the mental development. 2. rhett butler for this character, akhlis, vivi and i, gave the same opinion that he was opportunist, confident and realistic. rhett butler was the third husband of scarlett. before he married her, he was a famous person in charleston because of his rumour. he has the most terrible reputation. he refused to marry a girl, then her brother fought a duel and rhett shot the girl‟s brother and he died. after that, he left charleston, and nobody wanted to receive him. he was a dashing figure and one that people turned to look at. he spent money freely, rode a wild black stallion, and wore clothes which were always the height of style and tailoring. had it not been for the upset conditions due to the war and his own services to the confederate government, rhett butler would never have been received in atlanta. outside the army heroes, he was the most topic of conversation in atlanta. before he came to atlanta, he wandered to california in 1849. and then, to south america and cuba. the reports of his activities in these parts were none too savory. akhlis and vivi added that he was a great blockader because of his business. he went to new york to buy food, clothes, medicine, etc., from the yankee firms. “.......... there are plenty of sturdy union patriots who are not averse to picking up money selling goods to the confederacy. i run my boat into new york, buy from yankee firms, subrosa, of course, and away i go. and when that gets a bit dangerous, i go to nassau where these same union patriots have brought powder and shells and hoop skirts for me. it‟s more convenient than going to england. sometimes it‟s a bit difficult running it into charleston or wilmington, but you‟d be surprised how far a little gold goes.” (pg. 151 line 3-10) according to akhlis, rhett loved scarlett very much, although she did not love him. i agree with my friends‟ opinion that he loved scarlett very much. when he married her, he tried to be a kind husband. according to wolfgang iser as cited by jane p. tompkins (1980:62), we look forward, we look back, we decide, we change our decisions, we form expectations, we are shocked by their nonfulfillment, we question, we muse, we accept, we reject, this is the dynamic recreation. rhett butler never looked 33 back for his life. he did not care what the people talked about him. he felt that he has done the best for his life. he also decided something without thinking about the risks. 3. ashley wilkes he was a gentle, blond, courteous, interested in books, music and wrote poetry. according to vivi, he was a dreamy person. it was because he was born of line for men who used their leisure for thinking. for ashley was born of a line of men who used their leisure for thinking, not doing, for spinning brightly colored dreams that had in them no touch of reality. he moved in an inner world that was more beautiful than georgia and came back to reality with reluctance. he looks on people, and he neither like nor disliked him.... (p. 22 par. 5) akhlis added that he was a patriot. when the war was begun, he risked his life at the country interest. in my opinion, ashley was a weak person. when he got the problems, he usually was forced to shelter behind melanie‟s skirt. according to i.a. richards, as cited by stanley e. fish (1980:90), whether we are discussing music, poetry, painting, sculpture, or architecture, we are forced to speak as though certain physical objects...are what we are talking about . and yet the remarks we make as critics do not apply to such objects but to states of mind, to experience. it means that, ashley was interested in music, and wrote poetry, what he had seen in his surrounding, then he wrote it in the diary with beautiful words. 4. melanie hamilton akhlis and vivi gave the same opinion that she was kind, shy and modest but she did have common sense. melanie had the face of a sheltered child who had never known anything but simplicity and kindness, truth and love, a child who had never looked upon harshness or evil and would not recognize them if she saw them. akhlis and vivi also said that, she was different from scarlett. the difference between the two girls lay, in the fact, that melanie spoke kind and flattering words from a desire to make people happy, if only temporarily, and scarlett never did it except to further her own aims. some exercised the same charms as melanie but with a studied artistry and consummate skill. (p. 125 line 8-11) in my opinion, melanie was young but she also patient, kind, and loyal to her fsmily. according to, jane p. tompkins (1980:205), and they have no reticence or proprieties towards different classes of persons, and, if they are unjustly assailed or abused, their parent is needed to protect her/his offspring, for they cannot defend themselves. melanie was a shyness girl, she was different from scarlett, she did not have boy friends. her boyfriend was only ashley 34 wilkes. her parents also were taught her to become a kind and patient girl. she always emphasized other people from herself. according to hans eysenck (eysenck & rahman, 1965:19), there are two types of personality, extrovert and introvert. the characteristics of an extrovert are sociable, like parties, has many friends, needs to have people to talk to, and does not like reading or studying by himself. while the characteristics of an introvert are quiet, retiring sort of person, introspective, fond of books rather than people, he is reserved and distant except to intimate friends. from the explanation above, i conclude that scarlett o‟hara was an extrovert girl, because she has many friends although her friends were boys. she also like d to go to the party. although she did not like reading, she would do anything for ashley wilkes. melanie hamilton was an introvert girl, because she was a quiet girl and liked reading some books. she did not have many friends as scarlett. 4.2. analysis of the factors 4.2.1. love scarlett o‟hara loved ashley wilkes very much. although her father, gerald o‟hara said that the wilkes family were different from them. “our people and the wilkes are different” he went on slowly, fumbling for words. “ the wilkes are different from any of our neighbors-different from any family i ever knew. they were queer folk, and it‟s best that they marry their cousins and keep their queerness to themselves.” (p. 29, par. 2) when the o‟hara came to the wilkes party, scarlett secretly went to the library. unintentionally, ashley went to see her. she said that she loved him. ashley told her that he was going to marry melanie. he also said that they were different, he knew that scarlett wanted the man of his body, his soul, and his thoughts. “love isn‟t enough to make a successful marriage when two people are as different as we are. you would want all of man, scarlett, his body, his soul and his thoughts. and if you did not have them, you would be miserable. and i couldn‟t give yon all of me. i couldn‟t give an of me to anyone....” (p. 95, par. 7) according to, waller and shaver as cited by mischel, walter, et al., (2003: 329), six different love styles were measured, ranging from one that values passion, ecitement, intimacy, self-disclosure and “being in love from the start”, to one that values a relationship that is affectionate, reliable, has companionship and friendship. vivi and akhlis said that when scarlett was in the library, rhett butler heard what they talked about. she said to him that, he was an eavesdropper. he grinned that eavesdroppers often hear highly entertaining and instructive things. when scarlett lived in atlanta, she still met rhett butler. he always remembered the incident at twelve oaks. if he went to the town, he always visited her, and gave her the prizes. for all his exasperating qualities, she grew to look forward to his calls. there was something exciting about him that she could not analyze, something different 35 from any man she had known. there was something breathtaking in tile grace of his big body which made scarlett seemed to love him. “it‟s almost like i was in love with him!”, she thought, bewildered. “but i‟m not and i just can‟t understand it.” (p. 177) one day, they went together across five points. scarlett and rhett butler talked about yankee. “i believe you‟re lying about a siege. you know the yankees will never get to atlanta.” (p. 246, par. 4) “i‟ll bet you they will be here within the month. i‟ll bet you a box of bonbons against.“ his dark eyes wandered to her lips. “against a kiss.” (p. 246, par. 5) for a last brief moment, fear of a yankee invasion clutched her heart but she forgot about the word “kiss”. this was familiar ground and far more interesting than military operations. then, rhett said that he would wait for the memory of the estimable ashley wilkes to fade. at the mention of ashley‟s name, sudden pain went through her, sudden hot tears stung her eyes. the memory of ashley would never fade. she was angry and they rode along in silence for a while. “i understand practically everything about you and ashley, now,” rhett assumed. “i began with your inelegant scene at twelve oaks and, since then, i‟ve picked up many things by keeping my eyes open. what things? oh, that you still cherish a romantic schoolgirl passion for him which he reciprocates as well as his honorable nature will permit him. and that mr. wilkes knows nothing and that, between the two of you, you‟ve done her a pretty trick.... (p. 247) in my opinion, melanie and rhett sacrificed for scarlett and ashley‟s love. akhlis added that melanie loved ashley very much, it was equivalent to him, because when ashley met scarlett he remembered about their memory at twelve oaks and tara. for this love, scarlett recognized that she loved rhett butler very much. she regretted it all. georges poulet, as cited by jane p. tompkins (1980:43), asserts that: this dependence is at once a disadvantage and an advantage. by definition they are condemned to change their very nature, condemned to lose their materiality. they become images, ideas, words, that is to say purely mental entities. in sum, in order to exist as mental objects they must relinguish their existence as real objects. on the one hand, is cause for regret. disadvantage here means that when rhett butler was in the library, he heard what scarlett and ashley talked together. he also saw her when ashley did not love 36 her, she threw the vase on the wall. according to georges poulet, if we use the object as real object to see that we are angry or sad, it means that we had regretted what we had done. it happened to scarlett, when ashley refused her love, she was angry and then threw the vase on the wall. advantage here means that, when ashley refused scarlett‟s love, then he decided to marry melanie hamilton, he felt that his decision was true. 4.2.2. marriage scarlett married three times. first, she married charles hamilton. in fact, scarlett did not love him. however, charles loved her very much. scarlett knew that he wanted to marry honey wilkes in the next fall. charles was not excited over the prospect of marrying her, he only loved books, he did not have aromantic feeling to his wife. he had always yearned to be loved by some beautiful, dashing creature full of fire and mischief. when he said he wanted to marry her, she said nothing. he was so embarrassed. he wanted to shout, to sing, and to kiss her, then he ran to tell everyone that she loved him. within two weeks, scarlett had become a wife, and two months later she was a widow. akhlis and vivi said that, she married charles hamilton because she wanted to make ashley jealous. when she knew that ashely‟s wedding had been moved up from the autumn to the first may, scarlett set the date of her wedding for the day before his. nightmarish as her own wedding had been, ashley‟s wedding was even worse. she saw the plain little face melanie hamilton glow into beauty as she became melanie wilkes. she thought that ashley had gone forever and she married a man that she did not love but for whom she had an active contempt. she regretted it all. second, she married frank kennedy. she knew that frank loved her sister suellen o‟hara. he wanted to marry her if he had enough money. he said to her that he had store and mill. for a moment she considered asking him to lend her three hundred dollars, because she had to pay the taxes for tara. she thought that suellen could not posses frank, his store and mill. then, scarlett said to frank that her sister wanted to marry tony fontaine. finally, she married frank kennedy two weeks after they met and talked together. he did not know during those two weeks she had walked the floor at night, praying that no untimely letter from suellen. then, frank gave her three hundred dollars. she also had a letter from suellen, poorly spelled, violent, abusive, and tear splotched. however, suellen‟s word could not make her happy that tara was safe from the danger. frank learned of the deception scarlett had used him in thier marriage. perhaps the truth dawned on him when tony fontaine came to atlanta on business, or from her sister in jonesboro who was astounded at his marriage. scarlett was his wife and a wife was entitled to the loyalty of her husband. furthermore, he could not bring himself to believe she had married him coldly and with no affection for him at all. his masculine vanity would not permit such a thought to stay long in his mind. it was more pleasant to think she had fallen so suddenly in love with him, she had been willing lie to get him. but it was all very puzzling. he knew, he was no great catch for a woman, half his age, pretty, and smart to boot, but frank was a gentleman and he kept his bewilderment to himself. scarlett was his wife and he could 37 not insult her by asking awkward questions which, after all, would not remedy matters. (p. 496, par. 2) i gave the readers opinion that when scarlett handled the business, frank thought that in the tradition men were omniscient and women none too bright. when she heard that frank died because he went out with the klan. she felt that she killed him. he had begged her not to go out alone but she had not listened to him. she shivered, frightened, and wishing frank were alive, she could be nice to him to make up for it all. my friends said that scarlett regretted again. my friends also said that she always remembered ashley, she could not lose his name from her mind. third, scarlett married rhett butler. he knew everything about scarlet. her love, and her reputation. since the first day he saw at twelve oaks when she threw a vase, he began to love her. “i always intended having you, scarlett, since that first day i saw you at twelve oaks when you threw that vase and swore and proved that you weren‟t a lady. i always intended having you, one way or another. but as you and frank have made a little money, i know you‟ll never be driven to me again with any interesting propositions of loans and collaterals. so i see i‟ll have to marry you”. (p. 672, par. 10) with rhett, she could tell him anything. he had been so bad himself that he would not sit in judgment on her. for her it was wonderful to know someone who was bad, a cheat, a liar, and dishonorable. rhett brought her to honeymooning in new orleans. she did have fun, more fun than she had had since the spring before the war. new orleans was such a strange, glamorous place and scarlett enjoyed it. she felt happy since she had married rhett. however, she could not loss ashley from his mind. when melanie mamilton died, rhett told her everything about his feeling. “did it occur to you that i loved you as much as a man can love a woman?loved you for years before i finally got you?during the war i‟d go away and try to forget you, but i couldn‟t and i always had to come back. after the war i risked arrest, just to come back and find you. i cared so much i believe, i would have killed frank kennedy if he hadn‟t died when he did. i loved you but i couldn‟t let yon know it. you‟re so brutal to those who love you. scarlett! you take their love and hold it over their heads like a whip.” (p. 810, par. 10) then he continued, “i knew you didn‟t love me when i married you. i knew about ashley, you see. but, fool that i was, i thought i could make you care. laugh, if you like, but i wanted to take care of you, to pet you, to give you everything you wanted. i wanted to marry you, and to protect you and give you a free rein in anything that would make you happy.....” (p. 810, par. 12) 38 scarlett had never understood either of the men, ashley wilkes and rhett butler. she had little knowledge about their love. ashley wilkes loved melanie very much. for rhett butler, he loved scarlett very much, but she did not know. now, she had lost them both. my friends added that she realized to rhett butler‟s love. she would come home, tara, and she would get rhett back. according to my friends opinion, scarlett had made a fool of a sacred marriage. in my opinion, scarlett and rhett had never felt of their loved and they also did not care of each others for their marriage. stanley e. fish as cited by jane p. tompkins (1980:90), asserts that: a statement may be used for the sake of the reference true or false, which it causes. we may either use words for the sake of the references they promote, or we may use them for the sake of the attitudes and emotions which ensue. it means that scarlett had made a big mistake for her feeling. she only loved ashley and she had sacrificed her feeling to other men. she did not love them, but she wanted to change ashley for her life and left melanie. however, ashley still loved her wife, melanie hamilton. 4.2.3. patriotism for the patriotism, melanie and ashley were honest and straightforward of it. ashley hoped the yankees would let go and people in the country would live peacefully without fighting anymore. “.........if georgia fights, i‟ll go with her......” (p. 88) he joined his army to save the country. he was willing to die to maintain the country from the yankee. melanie also did the same with him. she gave the wedding ring for the cause. as rhett butler said to her, “what a great gesture, it is such sacrifices as yours that hearten our brave lads in gray.” there was mockery in everything he said. she disliked him heartily, lounging there against the booth. but there was something stimulating about him, something warm, vital and electric.all that was irish in her rose to the challenge of his black eyes. (p. 149) when he returned her ring, he wrote a letter that confederacy needed the lifeblood of women. rhett could not have chosen a more difficult time to beat his way back to respectability. since the surrender, rhett‟s name had been inextricably linked with yankees, and republicans. atlanta cursed the name of bullock and his republicans, they cursed the name of anyone connected with them. rhett was connected with them. for scarlett, sometimes she was honest and straightforward for it. when she went to the bazaar with melanie, she was embarrassed to be the only person who was giving nothing. then, she saw the bright gleam of her wide gold wedding ring. and then she threw into the basket which was full of chains, watches, rings, pins, and 39 bracelets. but sometimes, she was bored with the cause. when she helped the troops in the hospital, she felt queasy. she chose to go out from the hospital. she did not care about that anymore. “i‟m just sick and tired of that old hospital,” she said, settling her billowing skirts and tying her bonnet bow more firmly under her chin. “and every day more and more wounded come in. it‟s all general johnston‟s fault, if he‟d just stood up to the yankees at dalton, they‟d have.” scarlett had no qualm of conscience as she watched them, but only a feeling of vast relief that she had made her escape. (p. 241) for their patriotism, my friends and i, gave the same opinion. they said that ashley and melanie were honest and straightforward for this patriotism. they were willing to die to maintain their country. for scarlett, we gave the opinion that sometimes she supported the patriotism, but sometimes she was unconcerned of this patriotism. she always thought that the war had ruined her happiness. for rhett butler, we informed that he was a traitor. akhlis said that he always thought of his business. he did not care of the war, he also disparaged this patriotism. according to david bleich, as cited by jane p. tompkins (1980:144), the reader defines this experience by bringing to the work personality traits, memories of past events, present needs and preoccupations, a particular mood of the moment and a particular physical conditions. it means that when we read this patriotism, we could feel what happened in the past. we could feel that ashley and melanie were straightforward and honest for their country. ashley and his soldier hoped that yankee would let them go from the country. we also could feel the physical conditions of the soldier and the people because of the war. 5. conclusion from the analysis above, the writer conclude that the main characters have the problems during the war. first, according to akhlis and vivi, scarlett o‟hara had the obsession of her love that she love ashley wilkes very much. although scarlett had married three times, she could not forget him from her mind. however, she recognized that she loved rhett butler, and she would get him back. it is different from rhett butler, he loved her. he knew that she love ashley, he felt that she would forget him after they got married. second, for their marriage, according to akhlis, only ashley wilkes and melanie hamilton who were happy. scarlett o‟hara and rhett butler were not happy, because of scarlett could not forget ashley from her mind. third, for the patriotism, according to vivi, only 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york: john wiley & sons, inc. may, elaine tyler. 1980. great expectations: marriage and divorce in post-victorian america. chicago: university of chicago press. morner, kathleen & ralph rausch. 1991. ntc‟s dictionary of literary terms. new york: ntc publishing group inc. moskowitz, merle j. 1967. psychology life. new york: scott, foresman and company. pervin, lawrence a.1984. personality: theories and research. new york: john wiley & sons, inc. schultz, duane. 1981. theories of personality: 2nd edition. new york: wordsworth, inc tesch, renata. 1990. qualitative research: analysis types and softwaretools. london: the falmer press. tompkins, jane p.1980. reader-response criticism from formalism to post-structuralism. london: the johns hopkins press ltd. tressider, megan. 1997. the secret of language of love. san fransisco: chronicle books. wardhaugh, ronald. 1969. reading: a linguistic perspective. new york: harcout brace and world. woody. rh, and jane divita woody. 1973. sexual, marital, and familial relations. new york: charles c. thomas. www.explorelove.co.uk http://www.explorelove.co.uk/ page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 151 metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course sweethsy awinindia english language education department universitas kristen satya wacana indonesia awinindias@gmail.com article history: submitted on april 20th, 2023; revised on june 21st, 2023; accepted on june 23rd, 2023 ; published on june 30th, 2023. abstract listening has an essential role in the language learning process. the success or failure of language learning is influenced by how students use the strategies. however, sometimes students still find it difficult to choose appropriate listening strategies. therefore, listening strategies are crucial for the learning process in english as a foreign language context. this study aimed to investigate the learning strategies used by the english language education program students in the academic listening course. the study was conducted in the first semester, 2022/2023 academic year. by using qualitative methods, the researchers employed close-ended and open-ended questionnaires and semi-structured interview protocols to collect the data. the participants were thirty seven students of batch 2021 who have taken the academic listening course. the findings showed that the students used metacognitive, cognitive, and socio-affective strategies. in metacognitive, they tended to make plans before study, paid attention to the speakers, and learned from previous mistakes. students also used dictionaries and glossaries to define the meaning of unfamiliar words, took notes, and summarized cognitive strategies. then, they tended to relax and practiced english with others in socio-affective strategies. the study hopefully can increase academic listening students' awareness of listening strategies that can help them during the learning process. moreover, it is hoped to be useful for lecturers who want to teach academic listening and support students’ listening strategies. keywords: metacognitive, cognitive, socio-affective, listening, strategies http://jurnal.unimus.ac.id/index.php/lensa mailto:awinindias@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 152 introduction listening has an important position in daily communication and education (gilakjani and ahmadi, 2011). in communicating, listening is the key to understanding the information conveyed. when someone speaks, they will listen and try to understand the information. besides that, listening comprehension plays a significant role in language learning because it is one of the four main skills in language acquisition (sharaf, 2018). nevertheless, listening is not as easy as one might think. in fact, listening involves complicated perception, attention, cognition, and memory (saraswaty, 2018). gilakjani and sabouri (2016) found that students face significant problems in listening comprehension because universities pay more attention to writing, reading, and vocabulary. it shows that listening is not a priority in language learning. however, ferris (1998) mentioned that listening is the most frequently used english skill in the classroom (as cited in bingol, celik, yildiz & mart, 2014, p.2). students in university will more often listen to explanations from their lecturers in the classroom. they will listen first before they do other activities such as speaking, writing, and reading, which their teacher informs in the target language. according to darti and asmawati (2017), some students face difficulties interfering with their listening process, especially those learning english as a foreign language in non-native settings. in indonesia, listening an english recording is usually challenging to learn because it is considered a foreign language (alfuatin, 2019). this statement showed that many students get confused when they understand a foreign language conversation. students are used to their mother tongue with their family or friends, so they will have difficulty learning to listen in english. gilakjani and sabouri (2016) also found that iranian students faced problems in listening, such as cultural differences, the quality of the material, accent, unknown vocabulary, and length and speed of listening. however, partiwi and andriyanti (2019) stated that many students have problems in listening because of two factors, internal and external factors. internal factors affect listening skills from inside the students, like bad concentration and lack of vocabulary knowledge. when students have listening problems or device problems that affect volume or sound, this can interfere with their listening process. likewise, concentration affects students' listening comprehension. when students are nervous or anxious, they will lose concentration in listening (darti and asmawati, 2017). meanwhile, the external factor is the listening factor that comes from outside the students, such as the speaker, motivation, and context (sari and fithriyana, 2019). students will find difficulties understanding the meaning of words if the speakers speak too fast and without pauses. further, they stated that students also have difficulty understanding the content in the listening text. the unfamiliar topics also make it hard for students to imagine and understand the contents of the listening text. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 153 in a research undertaken by yulisa (2018), it was found that students did not know about listening strategies, and teachers also did not know how to use and implement listening strategies. this statement showed that both teachers and students are often unaware of the listening strategies that can be useful for a successful listening teaching and learning process. however, sometimes students still find it difficult to choose appropriate listening strategies. the success or failure of listening learning is influenced by how students use the strategies. therefore, listening strategies are crucial for the learning process in english as a foreign language context. seeing these needs, the researchers decided to conduct this study about the students' essential listening strategies. this study aimed to identify the learning strategies used by the english language education program (elep) students in the faculty of language and arts in private university, who have taken the academic listening course. this study answered the question: what are students' listening strategies in the academic listening course? the findings of this study, hopefully, can boost academic listening students' awareness of listening strategies that can help them during the learning process. moreover, this research is hoped to be useful for lecturers who want to teach academic listening and support students’ listening strategies. listening listening is a skill to identify and comprehend what others are saying (turgunova, 2020). therefore, someone will understand the information conveyed through listening. turgunova (2020) mentioned that listening combines understanding the speaker's accent or pronunciation, grammar and vocabulary, and understanding the meaning of the information. o’malley, chamot, and kupper (1989) stated that listening is an active and conscious process of listeners using contextual information and knowledge cues to understand the meaning but still using several strategies (as cited in gilakjani and ahmadi, 2011, p.2). in addition, nurkhamidah (2020) mentioned that listening is a complex process because the listener needs to hear the words and interpret the speaker's speech simultaneously. academic listening is a course that must be taken by elep students in the private university in central java. as stated in the course syllabus, students are hoped to improve their listening skills in an academic context in this course. the objectives of this course are that the students can understand listening materials presented in the forms of academic discussions, lectures, and english proficiency tests, such as toefl and ielts. students gain several knowledge and skills in this class: listening for main ideas, listening for details, making inferences while listening to academic discussions and/or lectures, taking notes from academic discussions and/or lectures, and summarizing academic discussions and/or http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 154 lectures. in this course, students have vocabulary exercises and glossaries to study before the listening practices prepared by the lecturers. listening strategies listening strategy is one of the essential aspects that influence listening comprehension (bao, 2017). it shows that students carry out the learning strategies to develop their understanding of listening. applying listening strategies is necessary to create more effective learning. each student has their listening strategies to overcome their difficulties. o’malley and chamot (1990, as cited in gilakjani and ahmadi, 2011, p. 6) proposed three types of listening strategies: metacognitive, cognitive, and socioaffective strategies. 1. metacognitive strategies metacognitive strategies lead to students' conscious activities while listening to spoken texts. this strategy help them control their learning progress in listening. according to gilakjani and ahmadi (2011), metacognitive strategies involve students' opportunities to plan, check, observe, select, revise, evaluate, and do some other necessary actions. hence, students try to think before they listen until they reflect on their learning process in listening. therefore, metacognitive strategies make students more careful with problems in listening class. moreover, bacon (1992) categorizes metacognitive strategies into three types: pre-listening, while-listening, and post-listening (as cited in nowrouzi, sim, zareian & nimehchisalem, 2014, p.35). 2. cognitive strategies cognitive strategies related to the way students perceive and store input in working or long-term memory (gilakjani & ahmadi, 2011). this strategies help students gain linguistic knowledge, such as understanding the meaning of a word from a context. students try to relate the new information to the previous context. further, huy (2015) states that cognitive strategies are divided into practicing, accepting and sending messages, analyzing and reasoning, and structuring input and output. he mentions that practice helps students retrieve information from long-term memory, such as when they guess the meaning of a word. additionally, huy (2015) states that accepting and sending messages allow students to get an idea through the main idea and details they focus on. furthermore, he adds that analysis and reasoning help students structure or compare words to their first or second language. this activity is usually called translation to make it easier to understand the word's meaning. the last is the input and output structure. further, he states that it supports students in getting information from what they hear, which can be done through note-taking and summarizing. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 155 3. socio-affective strategies socio-affective strategies involve students interacting with others and controlling their emotions (o’malley and chamot, 1990, as cited in prayogi, elfrida & hardiah, 2018, p.78). example of socio-affective strategies is when students motivate themselves and ask for feedback on their listening progress through their peers. therefore, students focus not only on listening comprehension but also on their comfort in achieving goals in listening class. in addition, this strategies help students understand the target language by working together to reduce anxiety, control emotional temperature, and encourage themselves (huy, 2015). the previous study was done by ratnaningsih (2015), who analyzed the effect of applying metacognitive and cognitive strategies that influence students' english listening comprehension. this study involved 60 diploma iii students of the deck department in surabaya merchant marine polytechnic, who were chosen randomly. the instruments were the toeic listening test and the lsuq, which were developed from lee (1997), adapted by ho (2006) and based on vandergrift's (1997, 2003) cognitive and metacognitive listening strategies. from this study, the researcher found that there was no effect of using metacognitive or cognitive strategies in english listening comprehension in the lower and upper-level groups. the results suggested that other listening strategies classifications were needed to significantly affect learning english listening comprehension. to sum up, from the previous study that have been conducted, the study from ratnaningsih (2015) showed no effect of using listening strategies on listening comprehension in english. the success or failure of listening learning is influenced by how students use the strategies. learning students' listening strategies in the academic contexts needs to be done so that listening learning runs more productively. therefore, it is crucial to know students' listening strategies to maximize their listening comprehension in the classroom, especially for english language education program (elep) students. this study is intended for elep students in the academic listening class, such as students' activities in listening in academic contexts and listening to academic subjects. method the study was conducted in the first semester of the 2022/2023 academic year at the english language education program of private university in central java. this research answered the following question: what are students' listening strategies in the academic listening course? this study used a qualitative method to investigate listening strategies used by english language education program students in the academic listening course. dawson (2009) mentioned that the qualitative method examines attitudes, actions, and experiences through interviews or focus http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 156 groups. this study used a qualitative method because the researchers wanted to explore participant opinions more deeply. the participants of the study were thirty-seven students of the 2021 batch from the english language education program in the private university who have taken the academic listening course in their second semester of the first year. the data was taken from batch 2021 students who are actively studying and are willing to fill out the questionnaire. the thirty-seven students were narrowed into four participants to be interviewed and randomly selected. researchers chose participants randomly because it reduced data bias which could lead to unprofessionalism. besides, the number of participants was four because the participants could provide rich data. their interview answers varied because each student has a different learning strategy. furthermore, the four interviewees were taken from approximately 10% of all the participants in this study. moreover, this study used purposive sampling to determine the participants because they had taken the listening classes before reaching the academic listening class. initially, the participants were forty-four students. the researchers tried to contact all participants via personal whatsapp. nonetheless, seven students did not respond even though they had been contacted several times. thus, the number of participants in this study was thirty-seven (37). in order to gain the data from the students, the researchers used closeended and open-ended questionnaires. the questionnaire was conducted using google form. the questionnaire was adapted from oxford (1995) strategy inventory for language learning (sill). researchers adapt questions that include metacognitive, cognitive, and socio-affective strategies. in the close-ended questionnaire, students answered based on four scales: strongly agree, agree, disagree, and strongly disagree. the researchers did not use a "neutral" scale because the answer could make the participant tend to have a neutral opinion, whether they agree or disagree. moreover, a semi-structured interview protocol was chosen because the researchers got more subjective information related to the listening phenomenon or situation of the participants. the interview session took approximately 10 minutes by using open-ended interview questions. the interview session was conducted using google meet. the researchers distributed the questionnaire to the participants via personal whatsapp on september 12, 2022. in filling out the questionnaire, participants were asked about their willingness to be interviewed which was continued via personal whatsapp. then, the researchers contacted the participants who were willing to be interviewed to determine the interview schedule. after that, the researchers asked the participants for permission to record the interview session before starting the interview. this interview was conducted via google meet. this study used thematic analysis to analyze the data. the purpose of using thematic analysis was to obtain detailed data about the strategies used http://jurnal.unimus.ac.id/index.php/lensa https://docs.google.com/document/d/1rsculhygm0i25wlgiaxn7wtpp_z8q2y8/edit?usp=sharing&ouid=107817253081229388115&rtpof=true&sd=true https://docs.google.com/document/d/1rsculhygm0i25wlgiaxn7wtpp_z8q2y8/edit?usp=sharing&ouid=107817253081229388115&rtpof=true&sd=true lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 157 by students in the academic listening class. after getting the questionnaire data, the questionnaire results were analyzed. then, the same or similar answers were coded and categorized. the recorded interviews were transcribed. next, the interview results were coded and categorized. the researchers categorized the data into three: metacognitive, cognitive, and socio-affective strategies. after that, the themes emerged from the answers. finally, conclusions were drawn. findings and discussion this section shows the participants’ answers to the questionnaire and interview conducted in the first semester of the 2022/2023 academic year. the data were collected from thirty seven participants of batch 2021. the questionnaires and interview findings showed different strategies elep students used in the academic listening course. several strategies are implemented to help students understand what they are listening to. the strategies are divided into three main classifications based on o’malley and chamot’s (1990) theory. the strategies are metacognitive strategies, cognitive strategies, and socio-affective strategies. metacognitive strategies used by students in academic listening course metacognitive strategies focus on students' control processes during learning. for example, making a study plan and evaluating student work. according to ratebi (2013), metacognitive strategies relate to knowledge and the control of learning through planning, observation, and evaluation of learning activity. in this section, the results were derived from the questionnaire and interview results of the participants. this study will answer one research question: what are students' listening strategies in the academic listening course? some of the activities students did in metacognitive strategies include making study plans, focusing on english speakers, and learning english from previous mistakes in the academic listening course class. 1. making a plan to study english statement number two is “i plan my schedule so i will have enough time to study english.” thirty two (32) out of 37 participants or 86.5% strongly agreed that they chose to plan their schedule to have enough time to study english. however, five participants (13.5%) disagreed that they tended to plan their schedule to study english. student 6 said that she was afraid of being disappointed if the plan was not carried out. therefore, she did not make any plans to study english in the academic listening course. nonetheless, making a study plan helps students to manage study time before the listening test. in relation to this, student 13 & student 21 stated: excerpt 1: http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 158 “usually, i make a study plan before the test so that my test scores are better than before.” (student 13/questionnaire, september 18, 2022) excerpt 2: “before the academic listening class, i would listen to listening exercises on youtube. i also looked for vocabulary exercises on the internet. these exercises often appeared in tests, so it really helped me.” (student 21/interview, november 1, 2022) these statements are in line with nowrouzi et al.’s statement (2014). prelistening allows students to prepare themselves before listening by controlling the environment, paying attention, and deciding to think in english. student 21 did the exercises before listening class which is included in pre-listening. pre-listening helps students to prepare themselves before joining the academic listening course. moreover, vocabulary exercises make students understand english statements in the recording easier. students also have more time to prepare themselves to practice deepening their vocabulary. 2. paying attention to the english speaker first statement is “i pay attention when someone is speaking english,” there were 97.3%, or 36 out of 37 participants who strongly agreed that they tended to pay attention when someone was speaking in english. then, one participant (2.7%) disagreed that she chose to pay attention when someone was speaking in english. thirty-six (36) or 97.3% of participants preferred to focus on the english speaker while listening to the recording. participants would try to concentrate on listening material because it could control their thoughts on english speakers. it is shown by student 21 & 22’s comments below: excerpt 3: “it was because many english speakers spoke too fast, i needed to focus on the keywords in the recording so that i could understand them.” (student 21/interview, november 1, 2022) excerpt 4: “while listening to the recording, my lecturer allowed me to play the recording twice. therefore, i had to focus so i did not miss any important points.” (student 22/interview, october 25, 2022) then, only one participant was not paying attention to english speakers, student 6. it was because she thought she would lose too much time doing the listening test if she paid too much attention to the english speakers. nevertheless, in understanding the monologue, students experience confusion because it is complicated; therefore, they are advised to focus on keywords (kurniawati, 2014). in addition, paying attention to recordings helps students remember the information conveyed by english speakers longer. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 159 3. learning english from previous mistakes statement number three is “i try to learn english from my mistakes.” all the participants (37) or 100%, strongly agreed that they chose to learn english from previous mistakes. in the questionnaire, twenty-five (25) participants had listening problems when listening to english recordings, such as a lack of vocabulary and could not to recognize unfamiliar words. therefore, these participants would try to review their errors. in metacognitive strategies, students can plan, examine, observe, select, revise, evaluate, and do some other necessary actions (gilakjani & ahmadi, 2011). thus, these strategies make students more careful and learn from their mistakes, as stated by student 5 & student 22 below: excerpt 5: “usually, i recall the storyline or the information i got from recording. i also check whether there is any information i missed or not.” (student 5/interview, october 22, 2022) excerpt 6: “after listening to the recording, i drew conclusions based on the information i got. my lecturer also advised us to draw conclusions after taking notes. then, i compared my notes with the recordings to see whether they were appropriate with the recording or not.” (student 22/interview, october 25, 2022) in metacognitive strategies, students would evaluate and check what they have done. student 5 and student 22 showed that these processes included post-listening activity. student 22 tried to evaluate how far the information she had noted was in line with the english recording. besides, student 5 also tried to recheck the storyline that she got when she listened to the english recording. related to the study by kurniawati (2014), metacognitive strategies have a significant important effect on the success of students' listening because, in their post-listening activities, they practice developing other skills, such as reading and writing. so, participants did this strategy by making study plans, focusing on english speakers, and learning english from previous mistakes in the academic listening course class. all strategies that participants used in the academic listening course are summarized in table 1. these strategies are included in metacognitive strategies. data were derived through interviews and questionnaires, especially open-ended questions. the participants' initials are followed by details of their strategies in table 1 below. table 1: metacognitive strategies of elep students in academic listening course student’s initials student strategies student 2 being focused on the english recordings student 4 watching english movies to practice english student 5 checking information from english recordings http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 160 student 6 listening to english conversations to practice english student 11 watching english movies and listening to english songs to practice english student 13 making a plan to study english student 14 paying attention to english recordings and learning english from previous mistakes student 15 being focused on the english recordings student 16 paying attention to english recordings student 19 being focused on the english recordings student 21 listening to english exercises to practice and being focused on keywords in english recordings student 22 paying attention to english recordings and learning previous mistakes by evaluating the note-taking student 24 checking information from english recordings student 25 being focused on english recordings and writing new vocabulary to practice english student 27 making a plan to study english and evaluating information in notetaking from english recordings student 33 checking information from english recording from table 1, sixteen (16) participants use metacognitive strategies in the academic listening class. first, they made a plan to study english. in addition, the participants paid attention to the english speakers. finally, they learned english from previous mistakes. hence, what participants did here indicated three types of metacognitive: pre-listening, while-listening, and post-listening, as in line with (bacon, 1992, as cited in nowrouzi, et al., 2014, p.35). cognitive strategies used by students in academic listening course cognitive strategies relate to students’ thinking processes. based on huy (2015), cognitive strategies support students in acquiring knowledge and understanding linguistic systems, for example, understanding words’ meaning and combining information obtained. the results were based on the questionnaires and interviews. the activities students did in this strategy were using a dictionary and a glossary to look up unfamiliar words and taking notes. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 161 1. summarizing information from english recordings statement number five is “i make summaries of information that i hear in english.” there were 32 out of 37 (86.5%) participants agreed that they chose to summarize the information they heard in english recordings. meanwhile, five participants, or 13.5%, disagreed that they tended to summarize information from the recordings. student 3 said that she did not need to summarize the data from the recordings because she already understood it. concerning this, student 27 said: excerpt 7: “after listening to the recording, i summarize the results of my notes on the information i heard. if i forget something, i will look at the results of my summary again later.” (student 27/interview, october 23, 2022) based on the comments above, student 3 did not summarize anything because she had already memorized the information. nonetheless, student 27 revealed that summarizing information could help her remember forgotten things. moreover, she could recall recorded information quickly. when summarizing, students will make it in their own words and be aware of what they know (roldan, 2017). therefore, this method supports students’ memorization and understanding of what they have learned. 2. using a dictionary to define unfamiliar words from statement six, “i use a dictionary when i find unfamiliar words.” it was found that 35 out of 37 participants (94.6%) strongly agreed that they chose to use a dictionary to define unfamiliar words. stated below is the opinion of student 1: excerpt 8: “when i find unfamiliar words in english, i look them up in the dictionary and memorize them.” (student 1/questionnaire, september 12, 2022) however, 5.4% or two participants disagreed that they preferred to use the dictionary to find unfamiliar words as the participant’s answer below: excerpt 9: “… the dictionary did not give the meaning according to the context i want. besides, it makes us addicted to always looking for the meaning of words.” (student 18/questionnaire, october 3, 2022) from the excerpt above, student 18 considered that the dictionary did not give the word’s meaning following the recording context that she listened to in academic listening class. besides that, student 1 used a dictionary to find unfamiliar words. this is in line with hamouda’s opinion. dictionaries are an essential tool for language learners, especially foreign language learners, because they can provide quick and direct access to the http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 162 meanings of unfamiliar words (hamouda, 2013). therefore, a dictionary allows students to understand the contents of english recordings easily. 3. taking notes of the english recordings based on the data of the questionnaire in the open-ended section, it was found that 11 out of 37 participants (29.7%) liked to take notes of english recordings while listening. however, 70.3% or 26 out of 37 participants did not like to take notes of english recordings. student 18 and student 20 stated that they were confused about what they had to write. in addition, they were worried about the limited duration if they had to listen and do the exercises simultaneously. nevertheless, taking notes is one of the learning strategies that help academic listening students when listening to recordings. stated below are the opinions of student 5 and student 12: excerpt 10: “… besides that, i take notes and write down any important points from english recordings. i did not write down the whole sentences from the recordings.” (student 5, interview/ october 22, 2022) excerpt 11: “i take notes on unfamiliar words that i found on english recordings on a piece of paper. after class, i learned how to pronounce it and looked up the meaning of the word to increase my knowledge.” (student 12, questionnaire/ september 18, 2022) from the participant’s comments above, they preferred to take notes of english recordings in academic listening course. student 12 mentioned that writing down unfamiliar words could increase her knowledge. in cognitive strategies, students can write down important points and also unknown words they find. furthermore, note-taking is also a part of cognitive strategies’ input and output structure (huy, 2015). moreover, note-taking helps learners integrate what they hear to facilitate information storage. 4. finding the meaning of unfamiliar words in a glossary statement number seven is “i use a glossary when i find unfamiliar words.” twenty-eight (28) out of 37 participants (75.7%) agreed that they tended to use a glossary to find the meaning of unfamiliar words. a glossary is an alphabetical order of words, terms, or abbreviations with meanings, usually related to a particular field of knowledge (vanier college, 2012). a glossary helps students to discover new vocabulary and its definitions. moreover, students have glossary to study before the listening practice in the academic listening class. furthermore, students can get examples of the use of words in context. the glossary can be found at the end of the book or accessed through online searches. however, 9 participants (24.3%) disagreed that they chose to use the glossary to define unfamiliar words. looking for unknown words in the glossary is quite time-consuming for http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 163 students because students need to find the word’s meaning again if they are still confused. the findings are summarized in table 2. these strategies are included in students’ cognitive strategies in the academic listening course. the researchers got participants’ answers through interviews and questionnaires, especially open-ended questions. the participants’ initials are followed by details of their strategies in table 2. table 2: cognitive strategies of elep students in academic listening course student's initials student strategies student 1 using a dictionary to define unfamiliar words and trying to memorize that student 3 using a dictionary or google translate to define unfamiliar words student 5 using a dictionary to define unfamiliar and taking note of important points from recordings student 6 using google translate to define unfamiliar words and learning how to pronounce them student 9 taking note of unknown vocabulary and trying to memorize that student 12 taking note of unfamiliar words, learning how to pronounce them, and searching for their definition student 13 looking up the definition of unknown words in a dictionary student 17 taking note of important points from recordings student 21 taking note of keywords from recordings student 22 taking note of important points and using a dictionary to define unfamiliar words student 23 guessing the meaning of unfamiliar words from recordings student 24 using a dictionary to define unfamiliar words and taking notes while listening to english recordings student 27 summarizing information from recordings and taking note of important points student 34 searching the meaning of unfamiliar words and taking notes while listening to english recordings student 36 using a dictionary to define unfamiliar words as shown in table 2, fifteen (15) participants used cognitive strategies in the academic listening course. their answers revealed that they used a dictionary and a glossary to search for the meaning of unknown vocabulary. they also took notes while listening to english recordings. moreover, they summarized information from english recordings. hence, what the student participants did here reflect the cognitive strategies related to students doing activities in accordance with problem-solving, as in line with mulyadi (2018). http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 164 socio-affective strategies used by students in academic listening course socio-affective strategies involve students working with others and controlling their feelings. dang, au, & chau (2021) stated that listeners use this strategy to collaborate with others, check understanding or reduce anxiety. in the learning process, students can apply some appropriate strategies to ask for help from their friends. in this study, participants liked relaxing before listening to english recordings and practicing english with others. the results were based on the data analysis of the questionnaire and interview results. 1. relaxing before listening to the english recording statement number nine says, “i try to relax whenever i feel afraid of using english.” the result showed that 33 out of 37 participants or 89.2% agreed that they tended to relax whenever they felt afraid of using english. in this case, participants applied it before listening to the english recordings. participants relax themselves to reduce anxiety while listening to the recordings. however, 4 out of 37 participants (10.8%) disagreed that they relaxed themselves before listening. student 7 said that she could not relieve her worry until she finished listening to the recordings. it can be seen that student 7 has difficulty controlling her emotions. nonetheless, it will be revealed in participants 21 and 22’s comments below: excerpt 11: “i felt nervous and scared before listening to the listening test. i was afraid that i would get a bad grade that would affect my grades. therefore, i tried to relax before listening to the recording.” (student 21, interview/ november 1, 2022) excerpt 12: “before listening to the recording, sometimes i feel worried. i also have to relax, so i do not panic.” (student 22, interview/ october 25, 2022) from the opinion of student 21 and student 22, it can be concluded that relaxing before listening can help reduce their anxiety. student 21 also stated that these strategies could help him calm down before taking tests in the academic listening class. socio-affective strategies involve students interacting with others and controlling their emotions (o’malley and chamot, 1990, as cited in prayogi, elfrida & hardiah, 2018, p.78). therefore, students tended to prepare themselves to control their emotions before listening to english recordings. 2. practicing english with other students in statement number ten, “i practice english with other students,” thirty-four (34) or 91.8% of participants strongly agreed that they preferred to practice english with their friends. practicing with friends makes students try to find ways to understand english more deeply. students could give http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 165 each other feedback about their mistakes in academic listening class. in relation to this, student 27 said: excerpt 13: “if i practiced with friends, they could correct my mistakes and give me suggestions on good listening material. they could make the learning atmosphere more comfortable. i think my learning progress is slow if i study alone.” (student 27, interview/ october 23, 2022) besides that, three participants (8.2%) disagreed that they preferred to practice english with other students as participant’s comment below: excerpt 14: “i took the academic listening course during the covid-19 pandemic, and this class was held online. therefore, i prefer to practice english by myself because i could not meet my friends face to face.” (student 22, interview/ october 25, 2022) from the data above, student 27 said that she was comfortable studying with others because it would be easy to give suggestions. based on student 22’s comment, she could not meet up with her friends, so she practiced independently. moreover, student 5 thought that she felt that practicing alone made her focus more. students who were practicing alone had the freedom to learn at their speed. so, they could concentrate more on listening to subjects that interest them most. students should listen a lot in practicing english in the academic listening class. they listen to the academic subject in this class, such as lectures, academic discussions, and talks. therefore, students should have a quiet atmosphere to avoid misunderstanding recordings. nonetheless, student 27 thought that practicing english with friends helped her in this class. according to vandergrif (1997), socio-affective strategies are a method that students use by collaborating with others to check their understanding or lower anxiety. the findings are summarized in table 3 below. these strategies are included in the socio-affective strategies that participants used in the academic listening class. the researchers got the answers through interviews and questionnaires, especially open-ended questions. the participants' initials are followed by details of their strategies in table 3. table 3: socio-affective strategies of elep students in academic listening course student's initials student strategies student 6 relaxing while doing the listening test student 8 practicing speaking english with others student 21 relaxing before listening to english recordings student 22 relaxing before listening to english recordings student 23 practicing english, such as how to pronounce words with other students student 27 practicing english with other students http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. (2023). metacognitive, cognitive, and socio-affective strategies used by efl students in academic listening course. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 151–168. https://doi.org/10.26714/lensa.13.1.2023.151-168 166 student 30 relaxing before listening to english recordings and reviewing previous material student 32 relaxing before listening to english recordings based on table 3, eight (8) participants used socio-affective strategies in the academic listening course. first, students relax before listening to the english recording. furthermore, they practice english with other students. students overcame their difficulties by asking friends for help in an academic listening class. socio-affective strategies help students to give each other motivation or feedback. conclusion this study aimed to investigate the learning strategies used by the english language education program (elep) students in the faculty of language and arts of private university. the researchers used this question to guide the study, "what are students' listening strategies in the academic listening course?" from this study, the researchers found that the participants used three strategies; metacognitive, cognitive, and socioaffective strategies. this study also showed that the students often used metacognitive and cognitive strategies. the results showed that students used metacognitive strategies by planning to study english, paying attention to the english speaker, and learning english from previous mistakes. the study also revealed the cognitive strategies used by the students. the activities in cognitive strategies were summarizing information from recordings, taking notes of the recordings, and using a dictionary and a glossary to define unfamiliar words. besides that, students employed socioaffective techniques by practicing english with other students and relaxing themselves before listening to recordings. furthermore, there are some implications for the academic listening teachers. they could use some strategies discussed above for activities in the learning process. applying several strategies can make students enjoy this class. teachers can add more listening exercises to increase students' vocabulary knowledge. however, the researchers experienced certain limitations. first, the researchers did not get detailed information in the questionnaire session. it would be better if the researchers provided more open-ended questions in the questionnaire so that she could get clear answers. then, only 37 out of 44 academic listening students were willing to participate. the researchers tried to contact all participants via personal whatsapp. nonetheless, seven students did not respond despite being contacted several times. therefore, it would be better if the participants were all students in this class to make this study more credible. this study only compares three strategies, namely metacognitive, cognitive, and socio-affective strategies. for future studies, it would be interesting to examine the difficulties faced by the students and the strategies they apply in listening classes. moreover, future studies can compare students' other strategies in all listening classes. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.151-168 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): awinindia, s. 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(2018). learning to listen: listening strategies and listening comprehension of islamic senior high school students. edukasi: journal pendidikan dan pengajaran, 5(1), 22-30. https://doi.org/10.19109/ejpp.v5i1.2046 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.7575/aiac.ijalel.v.3n.6p.35 https://doi.org/10.30650/ajte.v2i2.1386 https://doi.org/10.21462/jeltl.v4i2.282 https://doi.org/10.33508/mgs.v0i37.727 https://doi.org/10.32502/ecj.v2i1.1003 https://doi.org/10.21070/jees.v4i1.1722 https://doi.org/10.7575/aiac.ijalel.v.7n.3p.188 https://www.vaniercollege.qc.ca/pdo/2012/04/teaching-tip-glossaries-what-glossaries-why-glossaries-where-glossaries/#:~:text=glossaries%20can%20be%20useful%20for,learn%20vocabulary%20from%20limited%20exposure https://www.vaniercollege.qc.ca/pdo/2012/04/teaching-tip-glossaries-what-glossaries-why-glossaries-where-glossaries/#:~:text=glossaries%20can%20be%20useful%20for,learn%20vocabulary%20from%20limited%20exposure 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�!�+��!�+ � !�5 �� ���� �� ��� � � � � � � � � lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 282 an analysis of branding at islamic universities using mark and pearson’s archetypes nur asiyah1*, robith khoiril umam2, yustin sartika3 1,2,3universitas raden mas said surakarta, indonesia *nur.asiyah@staff.uinsaid.ac.id article history: submitted on 21st august 2022; revised on 30th november 2022; accepted on 14th december 2022; published on 31st december 2022 abstract competition between universities to gain market attention requires various strategies, including the activities of the institution's branding. university branding is obligatory to publicize their existence and values, which differ from competitors, whether in scientific values or other elements. however, sometimes stakeholders to not understand the "branding map" of the competitors surrounding campuses. this study aims to reveal the university's branding using the concept of archetypes written by mark and pearson. twelve archetypes are commonly used for branding: the innocent, the explorer, the sage, the hero, the outlaw, the magician, the regular guy, the lover, the jester, the caregiver, the creator, and the ruler. the data in this research is in the form of text and pictures taken from logos, slogans, visions, and missions of 13 islamic universities under the ministry of research, technology and higher education and the ministry of religious affairs. the study shows that nine of the twelve archetypes appear in islamic universities. the nine archetypes are the sage, the caregiver, the creator, the explorer, the hero, the innocent, the ruler, the regular guy, and the lover. each islamic university has multiple archetypes at once. therefore, campus branding used in marketing and publication programs can use the most dominating archetypes. keywords: archetype, branding, islamic universities http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 mailto:nur.asiyah@staff.uinsaid.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 283 introduction branding a college is crucial because it brings a message to society's subconscious. brands have become a significant player in modern society (kapferer, 2008). moreover, branding is part of a strategy to build public trust amid increasingly fierce competition between universities. in marketing, the conceptual framing of needs wants, and demands are considered central to understanding customers and consumers and developing strategies for satisfying needs (lowrie, 2018). university as a representative of the knowledge-intensive sector of the economy, uses multivariate tools to develop a brand (bulgakova et al., 2022). a college with a good branding image will quickly get "customers" more than other universities. (agus r & ummah, 2019). the benefits of branding the university the findings indicate that student numbers have improved and revenue has increased, leading to the management expanding programs (deheer & tandoh-offin, 2016). through branding and activities, an educational institution makes special deference to the quality of learning, user satisfaction, academic achievement, and alumni competence. from those, people can understand the urgency of branding, which is closely related to the image or impression to build. (karsono et al., 2021). strategic brand management can be done by identifying critical branding decisions and suggesting some of the essential considerations for those decisions (keller, 2013). a brand can be conceptualized as ‘‘a name, symbol, design, or mark that enhances the value of a product. (leijerholt et al., n.d.). in its application in the field, university branding is represented in the logo, slogan, vision, and mission. the logo of a university is believed to be a symbol representing the image the college wants to campaign. (fanny, raden & ardi, 2017). meanwhile, dian kristiani s et al. mentioned a close correlation between the creation of slogan texts and efforts to image the campus with optimistic assumptions in the minds of the community. (kristiani samosir et al., 2016). furthermore, yusuf hamdan considered that the vision and mission are prepared very carefully because they contain dreams of the expected future (hamdan, 2001). branding, when viewed from an archetypal perspective, will create a specific personification of an image which collectively gives rise to a particular narrative. archetypes are images that emerge through symbol narratives that are universally accepted (jung in mark and pearson, 2001). jung emphasizes collective narrative experience that emerges from what jung calls the collective unconscious, a shared unconscious that is hereditary, crossgenerational, and cross-cultural. several researchers do research on branding http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 284 and archetypes, such as certain brand management archetypes, to coexist to optimize specific effects and manage paradoxes. from a managerial perspective, the article suggests that understanding strategic brand management and related paradoxes is fundamental for organizations to achieve desired effects with their value creation (högström et al., 2015). the elaboration of the strongest national brands is based on the archetypes of national culture (aurelia peru-balan, v. b. 2014). research on university branding so far tends to analyze and describe an institution's branding only so that the reality is that various universities branding their institutions are less exposed. among the research that discusses the branding of campus, the research that examines campus branding has been conducted (farida & azizah, 2019), which measures the effectiveness of branding programs at the veteran national development university (upn) with the spss program. the other research was written by (fanny, raden & ardi, 2017), who examined the semiotics of the stmik bumigora logo, mataram. these studies differ from this research, considering that they consist of 13 islamic universities under the ministry of research, technology and higher education and the ministry of religious affairs. several researchers also research campus branding that is generally descriptive. the role of brand reputation is a mediator between public and private universities (tan et al., 2022). further (hamdan, 2001) discusses the urgency and how to make the vision and mission of a campus. bechter c et al. (2016), in their research, advertising between archetypes and brand personality has implications for advertisers who may want to specify an archetype and related personality attributes for their promotional campaigns. further, poernomo et al. (2018) do the research entitled application of personal branding as a campus “bela negara” at upn “veteran” jawa timur. they emphasize that institution’s image is positively and significantly related to an institution’s reputation but insignificant to personal branding. nevertheless, those are different from this research. this research no longer discusses the urgency and step-by-step creation of branding. this research descriptively explains the meaning of branding carried out by islamic campuses through logos, slogans, visions, and missions. this research aims to complement the shortcomings of previous studies by examining the implied and expressed meanings of the branding of several islamic universities, both within the ministry of religious affairs and the ministry of research, technology and higher education. by comparing many universities at once, this research can provide complete information on http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 285 what archetypes were built, planned, and aligned with the work culture in the campus environment. an archetype is an idea, symbol, pattern, or charactertype, in a story. it is a prototype on which a brand character or personification is done and accepted universally (siraj, s., & kumari, s. (2012). this research is based on the argument that each archetype image in university branding has a specific message that wants to be portrayed to the public. the archetype's image should be a differentiator between one college and another even though they both carry the "name of islam". this research classifies the meaning of branding using the concept carried out (mark & pearson, 2001). they state that every branding is inseparable from one of the 12 archetypes: the innocent, the explorer, the sage, the hero, the outlaw, the magician, the regular guy, the lover, the jester, the caregiver, the creator, and the ruler. these twelve archetypes are used to understand the implied and expressed meanings of the archetype image of a logo, slogan, vision, and mission. the archetype image is then compared between one islamic campus and another based on the ministry of religious affairs and the ministry of research, technology and higher education scope. method this research applies qualitative library research. the primary data sources for qualitative research are words and actions, which are supported by documents and other data sources (lofland, 1984). the data of this study were the branding of the islamic universities under the ministry of religious affairs and the ministry of research, technology, and higher education. the data were in text and visuals collected from each university's logo, slogan, vision and mission, advertisement, jargon, and mascot, mainly from their websites and supporting sources. the data is the branding material from 13 islamic universities under the ministry of religious affairs and the ministry of research, technology and higher education. these universities were chosen since seven campuses under the ministry of religious affairs were transforming their status from iain (islamic state institute) to uin (islamic state university). therefore each campus creates a new branding to promote its campus. grabbing market attention requires various strategies, including institutional branding activities. this activity is important because it aims to convey messages to the subconscious community. however, it is not http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 https://literaryterms.net/character/ https://literaryterms.net/character/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 286 uncommon for stakeholders to not understand the "branding map" of surrounding campuses that are competitors. some campuses still needed to publish their new branding materials during the research. in this case, what is done as observation material is mixed with the old branding data of the new branding found. the thirteen universities studied are uin satu (sayyid ali rahmatullah) tulungagung, uin raden intan lampung, uin rms (raden mas said) surakarta, uin saizu (prof. kh. saifuddin zuhri) purwokerto, uin khas (kh achmad siddiq) jember, uinsi (sultan aji muhammad idris) samarinda, uin fsb (fatmawati sukarno bengkulu) bengkulu, universitas nahdlatul ulama (unu) surakarta, universitas sultan agung (unissula) semarang, universitas islam batik (uniba) surakarta, universitas sains al-quran (unsiq) wonosobo, institut ilmu al-quran universitas aisyiyah (unisa) yogyakarta, and universitas muhammadiyah surakarta (ums). the selection of 13 campuses is sufficient to explain mark and pearson's concepts because these campuses are chosen based on purposive sampling, in which the criteria determined are based on the research purpose. sukandarrumidi (2012) explained that three things need attention in purposive sampling: 1) sampling is adjusted to the research objectives 2) the number and size of the sample are not disputed 3) the sample units are determined according to specific criteria set based on the research objectives. islamic universities under the ministry of religious affairs are transforming from institutes to universities. in comparison, islamic universities under the ministry of research, technology, and higher education are based on various islamic organizations or specific characteristics such as the quranic and business based. the collected data were analyzed by using the content analysis procedure. muhadjir (2002) states that content analysis requires objectivity, a systematic approach, and generalization. the data found was collected, classified into 12 archetypes (mark & pearson, 2001) and then analyzed based on its categories. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 287 findings and discussion to explain the implied and express the meaning of branding of islamic campuses, it is necessary to first elaborate on twelve types of archetypes, according to mark and pearson. based on the analysis, islamic campuses do branding on their logos, slogans, visions, and missions. these four things are the most frequently published in various activities and media. in the early stages, black (2008) mentioned that when an organization publishes its brand, they carry out brand promise activities. this activity is narrated through textual, visual, audial, and kinetic elements. the distinctive value that arises from a college's logo, slogan, vision, and mission concepts carried out by mark and pearson are used, which divide archetypes into 12 types. the twelve archetypes are the innocent, the explorer, the sage, the hero, the outlaw, the magician, the regular guy, the lover, the jester, the caregiver, the creator, and the ruler. of the twelve archetypes, only nine were found whose characteristics were confirmed in the branding of the islamic campuses studied. the nine archetypes are explained as follows: a. the sage the sage is a branding pivot on science and mindset. in the process, the sage wants to be free to voice thoughts and opinions. harvard university also uses this archetype as its branding because intellectuals are used as a medium and support to understand the world. sage tends to be used by educational institutions under its motto, "the truth will set you free". this type of branding offers more information related to something. it could be that in non-educational commercial organizations, sage still provides education about its advantages or how to use it. sage makes its customers decide things more carefully. sage archetypes appear on all the campuses under study, even though they vary in location. at uin raden mas said, for example, the sage archetype is found in all its branding, logo, slogan, vision, and mission. from the data analyzed, the institution that is most aggressively branding itself with sage is uin raden mas said, followed by uin raden intan lampung and uinsi samarinda. the table below shows that the three sage archetypes on raden mas said's uin logo are read from three aspects. first, the golden yellow colour signifies science's luxury, wealth, glory and brilliance. secondly, the symbol "love" means the love of the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 288 quran and the hadith, which is the source of all knowledge. furthermore, the third is read from the inscription "uin", shaped like a book. table 1: the sage archetype found in islamic universities branding name of the sage in total university logo slogan vision mission uin satu tulungagung 1 1 3 5 uin lampung 4 1 2 7 uin rm said surakarta 3 1 1 3 8 uin saizu purwokerto 3 2 5 uin khas jember 1 2 1 1 5 uinsi samarinda 3 1 1 2 7 uin fas bengkulu 1 1 2 4 unu surakarta 1 1 unissula semarang 2 1 1 4 uniba surakarta 2 1 3 unsiq wonosobo 1 1 unisa yogyakarta 1 1 ums surakarta 1 1 1 3 total 21 7 8 18 54 islam, throughout its historical journey, has always been identified with science. even islam places science in line with the faith (supriatna, 2019). it is no wonder that islamic universities brand their institutions as science centres. science, which is the subject matter of a campus curriculum, is expected to be able to bring and foster students to have a good attitude of religiosity so that they are the successors of a nation that is faithful, moral, knowledgeable, and educated. (amini et al., 2019) b. the caregiver an essential point of the caregiver archetype is helping others. many figures used this archetype, one of which is princess diana, the daughterin-law of the benevolent british empire. the caregiver is described as a nurse. he is willing to take good care of and take care of his patients. he participated in many social service events and also helped people in need. islamic campus branding context, the emergence of the caregiver archetype is characterized by the campus' concern for the community. in http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 289 the unisa yogyakarta branding, rice and cotton symbolize the campus's commitment to fighting for justice and prosperity. in addition, on the logo is a flower with five petals representing the five darma bhakti, which hints that the campus not only thinks about internal problems but actively participates in social affairs. table 2: the caregiver archetype found in islamic universities branding name of the caregiver in total university logo slogan vision mission uin satu tulungagung 3 1 1 5 uin lampung 1 1 1 3 uin rm said surakarta 1 1 2 uin saizu purwokerto uin khas jember uinsi samarinda 1 1 uin fas bengkulu 1 1 unu surakarta 1 1 2 unissula semarang 1 1 uniba surakarta 2 2 unsiq wonosobo 1 1 2 unisa yogyakarta 2 1 3 5 ums surakarta 1 1 total 10 5 1 10 25 the selection of caregiver branding, when connected to the islamic campus, can be found relevant because it is part of the tri dharma of higher education. this devotion can relate to the linkage of science, its application in the relationship between humans, and its concern for social change (moh soehadha et al., 2016). the relevance is seen in islamic campuses focusing on nursing and health education, such as unisa yogyakarta. branding caregivers means the campus has a unique study program in proselytizing or islamic communication and broadcasting. by indicting islam, it means that the campus makes a valuable contribution because they disseminate solutions to various kinds of problems that exist in society (kristiani samosir et al., 2016). the change serves the community (dianto, 2018) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 290 c. the creator the creator archetype is used in artists, writers, innovators, and the like. the creator does not focus on whether he can adapt to his place but on what he produces and how he orchestrates himself. this archetype has a personality to motivate others to realize work with tangible results. usually, his works include various things such as clothes, paintings, and buildings. therefore, this archetype also contains characters with high aesthetic value to attract others and satisfy themselves. creators there usually only do simple tasks as an obligation to carry out, but this also supports them so that they can know their talents and develop them in the future. in keeping with the archetype's motto, "if it can be imagined, it can be created". uin satu tulungagung seems aggressive in branding itself with the creators of the 13 campuses studied. however, the appearance of sage archetypes and caregivers in branding confirms that branding creators are not the dominant ones the campus wants to convey to the community. the creator archetypes appear in the mission of universities with the words: "building an educational system", "producing national leaders", "forming agents of social change", and the like. the branding creator at uin satu tulungagung, which appeared eight times, is also illegible from the university logo, the most often occurring in publications. table 3: the creator archetype found in islamic universities branding name of the creator in total university logo slogan vision mission uin satu tulungagung 1 1 6 8 uin raden intan lampung 1 1 uin rm said surakarta 1 1 2 uin saizu purwokerto 1 1 uin khas jember uinsi samarinda uin fas bengkulu unu surakarta 1 1 unissula semarang 1 1 2 uniba surakarta 1 1 unsiq wonosobo 1 1 2 unisa yogyakarta 1 1 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 291 name of the creator in total university logo slogan vision mission ums surakarta 1 1 total 0 1 8 11 20 an islamic campus that brands itself with archetype creators requires earnestness and hard work. in the trajectory of history, islamic education has given birth to significant figures who are influential in various fields. it is not unusual when some people are experts in medicine, mathematics, astronomy, and language and, for example, are alumni of "islamic education"(fahruddin, 2009). of course, islamic campuses that brand themselves with archetype creators must be disciplined in preparation and process so that what is promised through symbols and branding publications is not considered a dream in the past day, considering that the recent graduates' work is so easy to trace (rohaeni & wijiharta, 2020) d. the explorer explorer is he who wants to realize his hopes and ideals through constant cruising. a hallmark of the explorer archetype is his efforts to focus on a better search for the world, the desire to find something is more appropriate than simply staying in wait for something to come. explorer is also often called an adventurer because he insists on gaining freedom of exploration. it can also be said that this archetype likes sports, but sports or challenges are individually pleasing, not competitive. table 4: the explorer archetype found in islamic universities branding name of the explorer in total university logo slogan vision mission uin satu tulungagung uin raden intan lampung 1 1 2 4 uin rm said surakarta 1 1 1 3 uin saizu purwokerto 2 2 uin khas jember 1 1 1 1 4 uinsi samarinda uin fas bengkulu 1 1 unu surakarta 1 1 unissula semarang http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 292 name of the explorer in total university logo slogan vision mission uniba surakarta 1 1 unsiq wonosobo 2 2 4 unisa yogyakarta ums surakarta total 4 3 4 9 20 among the islamic campuses that branded themselves with explorers was unsiq wonosobo. from the campus logo, it was found that the campus name was written circularly, indicating something "looping" and not brimming. the campus also interprets the white kris as perpendicular to new links and experiences between brotherhood, religious, scientific, and religious values. branding explorer at unsiq wonosobo was also confirmed in its mission which stated that it wanted to develop science, technology, and art based on the quran and science. this mission statement shows the campus's desire and the entire academic community to explore these various things. learning from unsiq wonosobo, to brand the campus with an archetype explorer, the critical thing to prepare is to combine several fields in a new program. from the name itself, it can be seen that unsiq wonosobo combines modern science and islamic religious sciences. this branding promises the public as "potential customers" to explore a unique learning experience combining modernity and religiosity (unsiq media center, 2022). e. the hero the hero archetype is often represented as a saviour character in a story. usually, the hero is in a war environment or a possible place for it. "where there is a will, there is a way" is the motto of this archetype. a fight begins with the existence of a will. initially, this hero will "wake up" because he is harassed or treated arbitrarily, after which the courage arises to retaliate, and he begins to strategize and fight back. heroes in branding impress the persistence of fighting for others. this branding is not only on a person but also on advertising an item like nike. nike initially collaborated with the university of oregon alumnus and its coach, who wanted to make strong shoes to wear for running but at a reasonably low price. his company's primary mission is to arouse athletes' passion with the slogan "just do it", which is the beginning of a heroic attitude toward starting something http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 293 striking is the use of the name of a figure or hero as the university's name. many campuses in indonesia use this archetype, although heroes are not their central domination. uin sultan aji muhammad idris (uinsi) samarinda is among the universities that use hero archetypes. the naming of this uin uses hero archetypes even though the dominance of the archetypes is sage. in addition to the uinsi logo and naming, hero archetypes also appear in campus missions. uin branded its campus with three things: first, adaptative to the phrase "relevant to the development and needs of the community". the second is educational by educating students to think critically. furthermore, the third is participatory in community development through the tri dharma of higher education. these three things are the characters of the hero archetypes. table 5: the hero archetype found in islamic universities branding name of the hero in total university logo slogan vision mission uin satu tulungagung uin raden intan lampung 1 1 uin rm said surakarta 1 1 uin saizu purwokerto 1 1 uin khas jember 2 2 uinsi samarinda 1 3 4 uin fas bengkulu 1 1 unu surakarta 1 1 unissula semarang 1 1 uniba surakarta 1 1 unsiq wonosobo 1 1 unisa yogyakarta 1 1 2 ums surakarta 1 1 total 8 1 2 6 17 hero archetypes can appear exclusively by making heroes the name of the campus. it can also be implicitly by branding the campus with hero traits. naming a place with the name of a character or hero indicates an emotional bond with the hero (f e m puti et al., n.d.)(febri ersa millenia puti et al., 2022). heroes are understood as people who have died in the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 294 nation's struggle or contributed to the nation's and state's progress (seto et al., 2015). naming places, or objects with the names of heroes, to commemorate their struggles is also a form of optimism so that the names of places and objects are as high and incredible as they are (budiono & sofyan, 2022) f. the innocent branding with innocent archetypes promises that life should go on without obstacles. therefore, these archetypes emphasize how to enjoy life. under his desire to be happy, he is afraid to do wrong because it will provoke punishment. historically, many brands have worn these archetypes by promising "beautiful things" that will happen in bad or imperfect things. table 6: the innocent archetype found in islamic universities branding name of the innocent in total university logo slogan vision mission uin satu tulungagung uin raden intan lampung uin rm said surakarta uin saizu purwokerto uin khas jember uinsi samarinda 1 1 2 uin fas bengkulu 1 1 unu surakarta unissula semarang 3 1 1 3 8 uniba surakarta 1 1 1 3 unsiq wonosobo unisa yogyakarta ums surakarta 1 1 2 total 7 3 2 4 16 from the data of 13 campuses studied by unissula semarang, it is a campus that is quite dominant in its innocent archetypes. branding appears three times each on the logo and mission, once on the slogan and vision. there are seen as symbols of islam and divinity. as a matter of course, unissula promises "beautiful things" by offering an islamichttp://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 295 based learning culture with the strengthening of ruhiyyah, aqidah, worship, and akhlaq. this branding is implemented in the congregational prayer movement, the muslim dress movement for female students, the thaharah movement, and the like. (class, 2016) g. the ruler as the name implies, the ruler has tremendous power over an institution that he holds, so it cannot be denied that he is legal and has the right to determine the running of something. of course, his motto, "power is not everything. it is the only thing", indicates that anything can be done if we have the power. rulers love the hierarchy system because, with it, we know where we should stand and how to behave. with the desire to control and make things prosperous, it is necessary to have this ruler's character as the face of leadership. when this archetype is in a person, he will have good leadership traits because he will determine the next step in what he holds. the ruler is experienced in completing missions, so he can cleverly decide on a way out. table 7: the ruler archetype found in islamic universities branding name of the ruler in total university logo slogan vision mission uin satu tulungagung 1 1 2 uin raden intan lampung 1 1 uin rm said surakarta 1 1 uin saizu purwokerto 1 1 uin khas jember 1 1 2 uinsi samarinda 1 1 2 uin fas bengkulu 1 1 1 3 unu surakarta unissula semarang uniba surakarta unsiq wonosobo 1 1 unisa yogyakarta ums surakarta total 2 2 6 3 13 an example of the application of ruler archetypes appears on the (old) logo of iain bengkulu. the campus branded its institution as a "centre http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 296 of excellence" in the logo. in addition to being part of the logo, the phrase is also a slogan for iain bengkulu. meanwhile, in its vision, iain bengkulu uses the word "superior" to affirm that the institution is indeed the holder of scientific authority in its territory. h. the regular guy this archetype has the motto that all human beings are created; equally, no one is higher, and nothing is lower than others. if this archetype is in a person, he is described as a human being who becomes an ordinary worker; everyone is important because everything has its share. "all men and women are created equal", she said. this archetype aims to blend in with others without feeling tall and more because he also has advantages on the side of empathy that make him an archetype that cares and is kind to others. this archetype also has a negative side; sometimes, people do not want to socialize further because they feel that they are already mediocre. regular guys do not like those who are selfreliant because they are born out of solitude, which makes it difficult for them to find friends or people as a place to lean on. table 8: the regular guy archetype found in islamic universities branding name of the regular guy in total university logo slogan vision mission uin satu tulungagung 2 2 uin raden intan lampung uin rm said surakarta 1 1 uin saizu purwokerto uin khas jember uinsi samarinda 1 1 uin fas bengkulu unu surakarta unissula semarang uniba surakarta unsiq wonosobo 1 1 unisa yogyakarta ums surakarta 2 1 3 total 7 0 0 1 8 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 297 the data of the ums surakarta campus found three regular guy archetypes. on the ums logo, there is a blue pentagonal frame that represents the pillars of islam. besides being able to be interpreted as an innocent archetype, this blue-set frame emblem can be construed as a regular guy type. the regular guy type becomes appropriate for the branding of this university because other elements of his university identity also reflect how he interacts with others without any sense of selfexaltation. the branding conveys the message that the islam brought by the campus is an open islam and can be accepted by anyone. i. the lover it is not uncommon for this application of archetypes to air something erotic and sensual (mark & pearson, 2001, p. 178). these archetypes are found in cosmetics, jewellery, and other advertisements. an example is victoria's secret. it can also be found in wine advertisements presented with models that show models drinking them sexy to arouse love in someone. lovers in this archetype can include different types of love, such as love for family, friends, friends, spirituality, or something else. “i only have eyes for you” as a motto signifies that the lover is an archetype full of love. an example is cupid (the god of romance) in roman mythology, who fell in love with the psyche. table 9: the lover archetype found in islamic universities branding name of the lover in total university logo slogan vision mission uin satu tulungagung 2 2 uin raden intan lampung 1 1 uin rm said surakarta ` 1 1 1 3 uin saizu purwokerto uin khas jember uinsi samarinda uin fas bengkulu unu surakarta unissula semarang uniba surakarta http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 298 unsiq wonosobo unisa yogyakarta ums surakarta total 2 1 1 2 6 there are a few archetypes used in campus branding. it did not become the central dominance due to the lack of data relevant to these archetype features. in the uin raden intan lampung data, for example. the vision of the campus wants to organize services for the "benefit of the community and environmental development". the concern for the surrounding community is interpreted and categorized into the archetype of lovers. this study found 179 branding archetypes in logos, slogans, visions, and missions of the 13 campuses analyzed. of these 179 occurrences, 59 of them exhibit the sage archetype. this archetype is found on all islamic campuses. even so, not all campuses use sage as the dominant branding archetype. there are also those whose branding dominance comes from the creator, as seen from the data from uin satu tulungagung. on the islamic campus under the ministry of research, technology and higher education, nahdlatul ulama university (unu) surakarta appeared archetypes six times with the dominance of caregivers. sultan agung university (unissula) semarang 16 times with innocent as dominance. universitas islam batik (uniba) surakarta 11 times with the dominance of sage and ruler. wonosobo's university of quranic sciences (unsiq) 18 times with the domination of explorers. universitas aisyiyah (unisa) yogyakarta 9 times with the dominance of caregivers. university of muhammadiyah surakarta (ums) 11 times with the most archetype is a sage and regular guy furthermore, in the future, it is necessary to align the domination of the campus branding archetypes with programs that are used as publications and promotions. this archetype domination automatically differentiates each campus from competitors around it. marketing and publication strategies preceded by branding will further strengthen the message conveyed to the public. in detail, the following is a summary of the branding domination of each campus that has been studied. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 299 table 10: the summary of branding archetype in islamic universities name of university t h e s a g e t h e c a re g iv e r t h e c re a to r t h e e x p lo re r t h e h e ro t h e i n n o c e n t t h e r u le r t h e r e g u la r g u y t h e l o v e r t o ta l uin satu tulungagung 5 5 8 2 2 2 24 uin raden intan lampung 7 3 1 4 1 1 1 18 uin rm said surakarta 8 2 2 3 1 1 1 3 21 uin saizu purwokerto 5 1 2 1 1 10 uin khas jember 5 4 2 2 13 uinsi samarinda 7 1 4 2 2 1 17 uin fas bengkulu 4 1 1 1 1 3 11 unu surakarta 1 2 1 1 1 6 unissula semarang 4 1 2 1 8 16 uniba surakarta 3 2 1 1 1 3 11 unsiq wonosobo 1 2 2 4 1 1 1 12 unisa yogyakarta 1 5 1 2 9 ums surakarta 3 1 1 1 2 3 11 total 54 25 20 20 17 16 13 8 6 179 understanding branding through 12 archetypes can bring up competitors' branding maps so stakeholders can position themselves. the summary above is an example of reading the branding of islamic campuses with purposive sampling. for its application in the field, stakeholders can take data samples from geographically adjacent agencies because they are usually the leading competitors. to get a detailed picture regarding the characteristics and characteristics of each archetype can be examined more deeply in the book, "the hero and the outlaw: building extraordinary brands through the power of archetypes." http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 282-303 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x comparative study of archetypal branding… nur asiyah,robith khoiril umam, yustin sartika doi: https://doi.org/10.26714/lensa.12.2.2022.282-303 300 conclusion a university's branding material, usually in the form of a logo, slogan, vision, and mission, is easier to read by understanding the archetypes by mark and pearson. research on 13 islamic campuses shows nine of the 12 archetypes are found in branding materials. those are the sage, the caregiver, the creator, the explorer, the hero, the innocent, the ruler, the regular guy, and the lover. even though each campus has various archetypes that appear, campuses can dominate an archetype in their branding materials. furthermore, the domination of these archetypes is amplified in marketing and socialization activities so that in the future, there will be alignment between branding, marketing, and program realization. references agus r, a. h., & ummah, b. 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(2022). profil universitas sains al qur’an jawa tengah di wonosobo. youtube.com. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.282-303 orientasi dan pendekatan belajar berbahasa inggris 16 using english movie akeelah and the bee with english subtitle to improve students’ listening ability dodi mulyadi4 yulia mutmainnah5 abstrak penelitian ini menggunakan objek film inggris dengan english subtitle bahasa inggris. menonton film inggris dengan subtitle bahasa inggris dapat menjadi salah satu cara alternatif dalam mengajarkan kemampuan berbahasa berkaitan dengan keterampilan listening. akeelah and the bee adalah film yang akan digunakan oleh peneliti untuk memfasilitasi dan memotivasi siswa dalam belajar bahasa inggris dari keterampilan listening dengan antusias tanpa beban apapun. tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan listening siswa melalui penggunaan film inggris dengan english subtitle dan tahu bagaimana listening instruction menggunakan film inggris dengan subtitle bahasa inggris mempengaruhi sikap dan kinerja dalam mendengarkan siswa. penelitian dilakukan dengan menggunakan penelitian tindakan kelas dalam program sarjana dari jurusan bahasa inggris pendidikan di universitas muhammadiyah semarang pada tahun akademik 2014/2015. pengumpulan data menggunakan kuesioner, catatan pengamatan kinerja, pre-test dan posttest. penelitian dilakukan dengan model siklus melalui langkah-langkah perencanaan, pelaksanaan, observasi, dan refleksi. hasil penelitian ini menunjukkan hubungan yang signifikan antara belajar siswa dengan film inggris dengan subtitle yang berhubungan dengan keterampilan mendengarkan mereka seperti yang ditunjukkan dalam perbaikan mereka dari post test dan tanggapan positif dari siswa. kuesioner menunjukkan bahwa lebih dari 75% siswa merasa mudah untuk memahami materi listening dari penutur asli. akibatnya, ia menyarankan bahwa proses belajar mengajar menggunakan film inggris dengan subtitle bahasa inggris dianjurkan dalam proses pembelajaran untuk meningkatkan keterampilan mendengarkan siswa di kelas bahasa inggris. 1. introduction 1.1. background of the research the ability of english has pivotal role in mastering language proficiency in line with sophisticated media and ict (information and communication technology) growth recently. english as international language is very beneficial for acquiring knowledge, information sources, and online transaction. thus, learning english language should be innovative and relevant to the current technology in order to make students enjoy and happy to master english without any burden such as we learned indonesian language or 4 penulis adalah staf pengajar di program studi s1 pendidikan bahasa inggris, universitas muhammadiyah semarang. 5 penulis adalah staf pengajar di program studi s1 sastra inggris, universitas muhammadiyah semarang 17 local language as a mother tongue when we were young or children. the first step of language acquisition when we were children is listening skills as a receptive skill. the researchers, therefore, try to find out how listening skill is very useful to master english ability as a media of communication. we know that using language as a communication media is part of our daily interaction activities. unfortunately, second language students or foreign language students have perception that listening skills are very hard to learn dealing with their lack of practice and unusual activities. teaching listening is one of the duties that have to be conducted by teachers of english to improve to the students‟ listening ability in english. listening is a skill that tends to get neglected for various reasons. they are teacher thought by learning speaking, listening skill would be acquired automatically by the students, no serious attention given to listening skill, we just give a nod or hand shake when we try to pretend that we understand others speaking, thought we are not and when teacher teaches listening skill, actually they are not. they just teach more about other skills. there is still plenty of evidence that listening is under-valued. when there is pressure on contact hours, it is often the listening session that is cut. students are rarely assessed on their listening kills, and the problems of many weak listeners pass undiagnosed. (field, 2009:1). the methodology of the listening lesson has been little discussed, researched or challenged; and there is a tendency for teachers to work through well-worn routines without entire conviction. alternatively, a faddish commitment to an 'integrated skills' approach may result in listening being relegated to a hasty topic-driven session wedged between reading and writing, which tend to be regarded as more manageable skills. based on the problems above, the researchers strive to find out the effective model of teaching listening in order to make students happy and interested to follow learning process. in teaching english, the teacher has to be aware and considers the capacity, the need and the interest of the students so that the teacher can choose the best way to deliver the essence of learning to the students. since indonesian students learn english as a foreign language and they can be called beginner in english, learning in pleasant circumstances is very important for them. interesting media in learning can attract their interest and help their concentration stay longer. so, their attention and motivation in learning can be maintained. products of creativity in all aspects of life are easily to be accessed like movies, videos, music, books, and many others in this modern technology era. animation movie is also one of them. this movie is colorful, fun, interesting and liked by people in all ages. as a result, that existing products of people creativity can be used as media in teaching and it can be easily to get, modified, developed or even created by a creative teacher to be brought into the classroom. the researchers focus on listening skill in this research. it has big influence of acquiring language proficiency. burely-allen (1995) says that more than 40% of daily communication is listening, 35% for speaking, 16% for reading and 9% for writing. nunan (1997) suggests that mastering english language should be 50% for practicing listening skills. hence, listening has big role for acquiring language proficiency of english language. the process of teaching listening should be innovative and creative in order that students don‟t get bored to learn. there are various techniques can be used by the teacher to teach reading, writing, speaking and especially listening. some teachers thought that listening is the easiest skill to teach, so many of material or english 18 handbook put it in the beginning of material. actually we can use many interesting media to teach them those english skills such as using english movie with english subtitle. watching film or movie is fun learning process in comprehending language, especially english language mastery because of interesting story and plot of it. national innovative technology center and education technology implementation center (pusat teknologi inovatif nasional dan pusat pelaksana teknologi dalam pendidikan) (2010) assert that teaching foreign language to students by using english movie with english subtitle can give advantages such as improving their understanding and comprehension of language mastery throu fun learning, increasing their vocabularies acquisition, and upgrading their learning motivation. using english movie with english subtitle hopefully facilitate students to identify the words they listened with the correct words and spelling of them. they will be familiar to listening native speaker by practicing that process in order that their listening ability can improve automatically. therefore, the researchers expect by teaching-learning of listening skill through english movie with english subtitle become one of the good alternative in teaching listening. based on the background above, the title of the research is using english movie „akeelah and the bee „with english subtitle to improve students‟ listening ability. the scope of the study in this research is limited to english education department at semarang muhammadiyah university in the academic year 2014/2015 in listening comprehension subject and film that used in the research is educated english movie entitled “akeelah and the bee”. 1.2. research questions the research questions of the study are as follows. 1. is there any improvement of students‟ listening ability through using english movie with english subtitle. 2. how does listening instruction using english movie with english subtitle affect student attitudes and performance in listening? 1.3. the goal of the research the goals of research are as follows. 1. to find out the improvement of students‟ listening ability through using english movie with english subtitle. 2. to know how listening instruction using english movie with english subtitle affect student attitudes and performance in listening. 1.4. literature review 1.4.1. listening skill to define listening, saha (2008) expresses that even though listening and hearing are related, listening involves an active process, which requires an analysis of sounds, in contrast to hearing that only perceives sounds in a passive way. in the same way, harmer (2001) expresses that listening is a “receptive skill” where people obtain the main idea according to what they hear. listening is the process to pay attention somebody/something that you can hear, to take notice of what somebody say to you so that you follow their advice or believe them (oxford advanced learner‟s dictionary). the important of listening in language teaching can hardly be overestimated. through reception, we 19 internalize linguistic information without which we could not produce language. in classroom, students always do more listening than speaking. listening competence is universally “larger” than speaking competence. is it any wonder, then that is recent years the language teaching profession has placed content emphasized on listening comprehension (brown, 1994:233). according to derrington &groom (2004) there are five types of listening: informative, which consists of information retained by the learner; appreciative, when the learner listens according to his style and feels pleasure about it. critical is based on retaining information and analyzing it deeply. discriminative in which the listener identifies emotions and inferences through the tone of voice. empathic consists on non verbal behavior of the listener that is attending to what is said. all these types of listening help us to identify the kind of video material that can be used depending on the students´ style of learning, and their listening needs. moreover, listening skill is the process that allows the listener to understand a determinate message, to identify the parts that contains the speech and also it allows the listener to be an active participant in the society he/she is involved. for that reason, it is important to take into account the verbal communication characteristics established by the society that surrounds them. therefore, the community requires processes by which second language learners are trained to be active listeners, and also to have a high role in an academic environment 1.4.1.1. teaching listening using english movie with english subtitle karakas and saricoban (2012) show that watching movie with english subtitles the learners‟ can get more benefits. this study suggests that learners may improve their spelling, word recognition ability, pronunciation of new words and words they have already acquired, their understanding of spoken language, and intonation when they watch movies with the second language subtitles. therefore, english movie with english subtitle can be a good technique in teaching listening. while watching a video, the person is exposed to both audio and visual inputs; for that reason, this project is based on videos to develop listening skills. besides, helgesen (cited by gonzales moncada, 2003) supports that listening helps learner to be “flexible listeners”, to know how to listen in order to get the general idea or the specific information needed to understand videos. images of videos benefit students as was found in ting hung (2009) study, where his participants benefit from the visual part of the video, that supported them to selfanalyze their own performance; thus, students become autonomous learners and critical thinkers not only for them but for others´ learning process; focus on analyzing images, comprehend the video and identify their “weaknesses and strengths”. additionally, according to beare (2008), videos support students to become more conscious of their learning process. they allow the learner to get an immediate feedback being videos more effective than “simple teacher correction”. moreover, esseberger (2000) claims that videos can be used in a diverse way in a language classroom since they are an exceptional medium of learning. however, videos can be used not only in a classroom, but also on distance learning settings where facilitators can interact with students via internet, as ramal (2006) points out. in this way, through videos, an immediate feedback can be provided in addition to the opportunity to having self-monitoring and selfevaluation processes. besides 20 that, english movie that was educational moral value is not only entertaining but also can motivate and encourage students to master english subject especially in mastering listening abilities from native speakers. 1.4.1.2. students’ responses students‟ responses are students‟ perceptions toward the process of teachinglearning dealing with listening comprehension subject by using english movie with subtitle as one of the aspects to improve their learning achievement. 1.5. research method 1.5.1. research design the research design used by the researchers is classroom action research with three cycles. they are cycle 1 and cycle 2. as classroom action research, this study followed the design in which cycle consists of four steps: planning of action, implementing of action, observing and evaluating and analysis and reflection. the four main steps were preceded by reconnaissance (preliminary study) and analysis and identification of problem. for discussing findings, researchers used descriptive quantitative technique. descriptive was intended to describe the results of questionnaire and observation. meanwhile, quantitative technique were used to define pre-test and post-test dealing with the improvement of students‟ listening abilities 1.5.2. subject and setting of research the research subjects are students in semester iv of english education department at semarang muhammadiyah university in the academic year 2014/2015 on listening comprehension subject. the research has been conducted in six meetings. 1.5.3. the data sources and research instruments data was collected in this research is as follows. 1. written test of listening skill comprehension was intended to know the improvement of students‟ ability dealing with pre-test and post test. those were carried out before treatment and after treatment. 2. the result of questionnaire was used to find out students‟ responses of teaching-learning process related to every treatment of each cycle. 3. observation was conducted to know the improvement occurred during teaching-learning process in every meeting. 1.5.4. data analysis students‟ listening comprehension was assessed based on aspects including their understanding, accuracy and efforts based on test instrument and observation instrument. the results of them were analyzed by using comparative-descriptive analysis by comparing the improvement of each cycles based on their performance during teaching-learning process and test. meanwhile questionnaire that was conducted in the research was analyzed by using descriptive analysis. 21 1.5.5. research procedure conducting a classroom action research consists of two steps-preparation and application-are involved. this classroom action research was conducted by using of the cycles process. the researchers started the study with preliminary observation in search for identifying the real problem in the teaching learning. the activities in the preliminary study were conducting an observation in the classroom. the result of these collecting of data was used as consideration in planning the action to be applied. next, the researchers conducted the study following the procedures consist of planning, action, observing and reflection (mistar, 2006). 1.5.6. classroom action research application the result of a preliminary study shows the real problems in the teaching of the listening skill dealing with students‟ abilities. the researchers conducted the study by following the procedure of the action research starting from planning the action, followed by action, observation and reflection. in this step, all cycles are used to solve the same problems that have been found through the pre-test, which is related with the students‟ listening ability, then continued to the next step. if the problems are not solved yet, the following cycles should be continued with its revised planning, re-implementation, re-observing and re-reflecting until the criteria of success are satisfied. 1.5.6.1. planning planning step consists of overall plan concerning the action that would be implemented. the plan covered the activities in designing action plan and criteria of success. 1.5.6.2. designing action plan the researchers followed the steps on doing this study. they were a) identifying teaching goal of teaching listening using english movie with english subtitle, b) recognizing the teach listening using english movie with english subtitle entitled „akeelah and the bee‟ as education movie in order to encourage students‟ motivation and aptitude of learning english, 3) determining movie in which it could be fits fits them and easy to understand of spelling english words and education theme of the film, and 4) designing the test form for teaching listening using english movie with english subtitle is suitable to analyze students‟ ability in listening. 1.5.6.3. determining the criteria of success the criteria of success of this study were emphasized on the listening process and the test result. those criteria are determined as follows: 1. the students get the meaning of the conversation happen in the english movie with facilitating english subtitle. 2. the students are actively involved in the teaching listening using english movie with facilitating english subtitle. . 3. the students are motivated and enthusiast to follow the process of teaching listening by using english movie with facilitating english subtitle. 22 4. the average number of understanding language from a english movie with facilitating english subtitle by the student is 70%. so, they can understand what the movie scene talking about. by the end of these processes, the students should achieve the standard score, which is 70; if it is not, it means that the researchers should do the following cycle. 1.5.6.4. conducting action in this research, the researchers implemented the proposed strategy by referring to the teaching listening plan designed before and observed the activities done in the class. the teaching listening test assessment strategy is carried out in the classroom according to the existing schedule of writing class. in this stage, the researchers must obey what he had set up in the planning stage. during the implementation of the teaching listening test assessment strategy in the classroom, the researchers play a role as a facilitator to whom the students consult their problems 1.5.6.5. observation this stage is the process of recording and collecting data about any aspects or event which happened during the implementation of the action of each treatment. the data were analyzed by using descriptive analysis. the observer observed the teaching and learning and the assessment process focusing on the activities done by the teacher and the students. the teacher and students‟ activities during the implementation of the strategy were evaluated using the instrument that had been developed previously. in evaluating the process, a product evaluation was also applied. in this case, the students‟ listening test were collected and scored. 1.5.6.6. reflection the reflection stage actually covers two processes, those are the process of analyzing and reflecting on the data obtained through the reflecting stage. 1.5.6.7. analyzing data the qualitative data obtained during this study were classified and analyzed in certain orders. the data obtained provided the description about the assessment process, the students‟ test result and the students‟ participations. here are the following procedures of data analysis were conducted 1) data classification; the collected data were grouped on the basis of their forms in the sense that the data obtained from the students‟ test result were distinguished from those obtained from the field notes and so on. and 2) data presentation; the data presentation was based on the result of the observation, field notes, test/assessment, and the collection of the students‟ test result. 1.5.6.8. reflecting data the reflection stage was the process of giving judgment and responses to the action. the researcher analyzed all the data obtained and compared the result of analysis with the criteria of success. if the results of test result meet with the criteria of success, the classroom action research should be stopped. if not, the strategy 23 should be revised; the revised strategy becomes a revised plan of another cycle of action research. 2. findings and discussion the results of the research shows that a good improvement by using english movie with english subtitle related to students‟ listening ability. it can be seen from the results of observation analysis, questionnaire and test. 2.1. results from the observation analysis before giving treatment the researchers tried to observe the whole activity in the first meeting. in this meeting, many of students still got difficulties about the listening new vocabulary without explanation first, and high speed spelling words in the english movie. besides that, the class‟ condition was a little bit noisy that was caused by they are attracted to the english movie and ignoring to check english subtitle as a media for being familiar with native pronunciation. after conducting the first meeting as cycle 1, the researcher tried to observe the whole activity in the previous meeting. in this meeting, there were only some difficulties that were faced by the students, but it did not matter because they had eagerness to follow the class and they looked enjoyed on doing the teaching-learning process. it was all because they began familiar with this method. after conducting the second meeting as cycle ii, the researcher tried to observe the whole activity in this meeting. in this meeting, the students had eagerness to listening and they looked enjoyed on doing the teaching-learning process. it was all because they really understood how to improve their listening ability by watching english movie with english subtitle. 2.2. the result of questionnaire questionnaire results show that more than half of the students (75%) after following treatment in cycle i and (85%) in the cycle ii states that teaching-learning process using media of english movie with english subtitle are attractive and interesting media in mastering listening. most of them have felt motivated and enthusiastic in following listening comprehension subjects because of moral education values conveyed from „akeela and the bee movie‟. they are also very easy in listening conversation and dialogue of english native speaker thoroughly in the english movie after scrutinizing english subtitle related to the movie. 2.3. the test results the test result before doing the treatment is 48,68. meanwhile, after giving treatment in cycle i got 64,50. furthermore,after giving the treatment in cycle ii got 75,45. it means that teaching listening using english movie with english subtitle is effective for improving students‟ listening ability. 3. conclusion this research shows a significant relationship between students' learning by english movie with subtitle related to their listening skills as shown in their improvement of post test and positive responses of students. the questionnaire shows that more than 75% students felt easy to understand listening materials from 24 native speakers. consequently, it was suggested that teaching learning process using english movie with english subtitle is recommended into learning process to improve students' listening skills in english language classroom. the important things that the researcher found in this study was the students enjoyed joining this study. it was caused by (a) they got a new experience in which they were given a chance to improve their listening skill by watching movies, (b) behave with native speaker say in the movie scene, (c) understands more new vocabulary and its use in daily life communication, (d) learn to listen language contextually. 4. references beare, k. (2008). choosing props for the esl/efl classroom, props in class. retrieved may 5, 2008, from http://esl.about.com/od/esleflteachingtechnique/a/t_props_2.htm burely-allen. (1995). listening: the forgotten skill: a self-teaching guide. new york: john wiley & sons, inc. d.yuksel and b. travendi. (2009). effects of watching captioned movie clip on vocabulary development of efl learners. the turkish online journal of education technology , 8. esseberger, j. (2000). notes on using video in the language classroom. retrieved april 26, 2008, from http://www.englishclub.com/tefl-articles/video.htm field, john. (2009). listening in the language classroom. cambridge: cambridge university press. gonzálezmoncada, a. (2006). on materials use training in efl teacher education: some reflections. retrieved august 22, 2008, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=s165707902006000100008&lng=en&nrm=iso harmer, j. (2001). teaching with video. in a. pearson education limited. practice of english language teaching (pp. 282). england: editorial logman. karakas and soricoban. (2012). the impact of watching subtitled animated cartoons on incidental vocabulary learning of elt students. teaching english with technology , 1 nunan, david. (1997).” listening in language learning” dalam methodology in language teaching: an anthology of current practice. richards, jack and willy a renandya. 2002. uk : cambridge university press. rammal, s. (2006). using video in the efl classroom. retrieved may 5, 2008, from http://www3.telus.net/linguisticsissues/using%20video saha m. (2008). teaching 'listening' as an english language skill. retrieved septemeber 18, 2008. http://journal-archieves27.webs.com/1027-1041.pdf sugandi, a. (2004). teori pembelajaran. semarang: unnes press. http://www.englishclub.com/tefl-articles/video.htm http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=s1657-07902006000100008&lng=en&nrm=iso http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=s1657-07902006000100008&lng=en&nrm=iso http://www3.telus.net/linguisticsissues/using%20video http://journal-archieves27.webs.com/1027-1041.pdf page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 30 face maintenance rituals and communication strategies used in puja astawa’s youtube videos novita mulyana1*, yana qomariana2 1,2faculty of humanities udayana university indonesia novitamulyana@unud.ac.id article history: submitted on october 15th, 2022; revised on november 10th, 2022: accepted on may 23rd, 2023; published on june 30th, 2023. abstract youtube, a video sharing platform, is famously used these days, not only due to its function as part of entertainment, but also a media of interaction. unlike, face-to-face interaction or other computer-mediated interaction, youtube served multi-party interaction and three levels of communication. its uniqueness leads to questions on whether people engaged in this interaction manage maintaining their interlocutor’s face and what communication strategies are used amid this multi-party interaction considering it may involve people from different social and cultural background. this qualitative research was aimed to analyse the first level communication in youtube videos by using interactional sociolinguistics approach in order to figure out the types of face maintenance rituals as well as the communication strategies used by the participants in youtube videos. the data source of the study was puja astawa’s youtube videos, one of the most popular content creators in bali. in collecting the data, documentation method and note taking technique were used. the data were further analysed using the face maintenance theory proposed by goffman and communication strategies proposed by canale and swain. the result of the analysis shows that presentational rituals is the main rituals used by the participants in puja astawa’s youtube videos. in terms of communication strategies, there are three strategies found, namely (1) code switching, (2) repetition, (3) the use of balinese particles. code switching is the mostly used strategy while the use of balinese particles is the least used strategy. keywords: communication; discourse; face; strategies; youtube. http://jurnal.unimus.ac.id/index.php/lensa mailto:novitamulyana@unud.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 31 introduction as the rapid growth of technology and the emergence of social media platform, social interaction is extended. not only extended, today’s communication, with the support of communication, can be done in speed and without boundaries (syartanti, 2021). these days, interaction and communication are not limited to face-to-face interaction, but expanding to computer-mediated communication. typically, computer-mediated interaction may involve people from different language, social, and cultural background. one of the most significant one is youtube interaction. according to dynel (2014), unlike face-to-face interaction or other types of computer-mediated interaction, this video sharing platform, has three levels of communication. the very first level is the communication between the speaker and hearers in the videos. the second one is the communication which concerns the youtube viewers and their interpretation of youtube video discourse. the last is communication between youtube speakers and hearers via comments section. the fact that youtube videos has three levels of communication leads us to questions. the first question is whether the people involved in the interaction manage to maintain their interlocutor’s face. if so, what types of face maintenance rituals and communication strategies are used. these two aspects are typically not only related to context of situation but also the speakers’ social and cultural background. they are also important aspects to be considered in communication as mentioned by (andriyani et al., 2022) that being aware of cultural differences in language could help us on having more appropriate social interactions as well as fitriah & hidayat (2018) and yusparizal, et al. (2018) who state that choosing strategies in conversation is essential to sustain good communication. as part of discourse, there are some approaches that can be utilized to analyse utterances found in youtube interaction, such as multimodal discourse analysis (mda) which is widely used to analyse texts, including spoken and written text, for their underlying meanings (margaretha, et al., 2020). however, concerning that three levels of communication in youtube interaction typically involves people from different social and cultural background, interactional sociolinguistics approach to discourse analysis is considered to be one of the most effective approaches to analyse discourse interaction in youtube. interactional sociolinguistics (is) approach to discourse analysis is based on three different field of studies, namely anthropology, sociology, and linguistics (schiffrin, 1994). this approach seeks to analyse a discourse on the basis of those three yet related fields of study. is approach to discourse analysis is also based on the work of john gumperz, a linguistic anthropologist as well as erving goffman, a sociologist. gumperz through his works provides an understanding on how people who may share grammatical knowledge of a language, can differently contextualize what is being spoken. while, goffman’s contribution to is is providing a description on how language is situated in particular http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 32 circumstances in social life as well as how then it can reflect meaning and structure in those circumstances. in conclusion, is enables us to understand the way people use language and their meaning not only in relation to the context of situation under which the language is used but also the speaker’s social and cultural background (anggreni et al., 2021; schiffrin, 1994). is can help us revealing how speaker’s utterance reflects not only the message it conveys but also social and cultural aspects underlying the utterance, including face maintenance rituals and communication strategies used by a speaker. is approach to discourse analysis has been acknowledged by many other linguists, proven by several researches conducted by researchers around the globe to analyse discourses in some different languages. awang, et al (2010) analysed discourse in the form of admission interview which was conducted by the programme of executive master in business administration (emba) of universiti mara kelantan, malaysia. in analyzing the discourse, awang et al. (2010) utilized is as the framework for her analysis which aimed to find out the communication strategies used by the participants in the interview. mirvahedi (2021) also analysed malay respondents within the framework of is to discourse analysis. yet, in his study, he utilized is to analyze family language policy of a malay-english bilingual family who live in singapore, a multi ethnic country. both of these researchers were conducted in the setting of multilingual and multi-ethnic community. similar to malaysia or singapore, indonesia as a multi-ethnic country consists of multilingual communities, meaning that it is rich of languages and cultures. it’s condition as a multilingual community has been a perfect subject for is analysis. a study which used is approach to analyse discourse in one of indonesian language communities is the study conducted by ramadhanti (2018). the study was aimed to figure out the characteristic behaviour in students’ speech of minangkabau culture. the results of her analysis shows that the students involved in the research, always pay attention to their interlocutor so that they can appropriately choose their words. the study is limited to analysing discourse produced by those who share similar cultural background, namely minangkabau culture. ghasani (2021) also used is to analyse casual conversation of graduate students in semarang state university, indonesia, to investigate the structural patterns of conversations, context, function, and social norms, conventions and principles done by the students in the conversations. the result of the research shows that the speaker friendship marked by interactional talk claiming common ground with vague references. it can be learnt that the previous research which uses is as the framework of analysis put the emphasis on analysing discourse uttered by people who live in a multilingual and multi-ethnic community. however, none of this aforementioned research discussed on how these people, who are attached to their social and cultural background, communicate and http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 33 interact in computer-mediated communication, such as youtube interaction. as it is important to note that every culture has its own way in the application of norms and politeness values (ardi et al., 2018; fitri, 2018) and failing to understand our speaker’s social and cultural background may result in misunderstanding in communication. this study tries to fill in this gap, to give an overview on how people who lives in multilingual and multi-ethnic community interact in computer-mediated communication, especially youtube. in addition, this study tries to reveal on how first level of communication in youtube interaction displays social interaction by finding out and analyse face maintenance rituals, as well as communication strategies used by the participants in the video. method this study is a qualitative descriptive study. lambert & lambert (2012) define qualitative descriptive study as a study that “tend to draw from naturalistic inquiry”, meaning that it commits to study a phenomenon in its natural state and then describe it within the context of research arena. the data used in this study was taken from videos posted puja astawa, one of the most popular and influencing youtuber in bali, in his youtube channel named haipuja. in his channel, to the date this research was conducted, astawa has posted 162 videos since he joined youtube in september 2019. most of his videos are aimed to entertain his viewers, yet in his every video he always tries to deliver certain moral value to the audience. all of the videos posted are in the form of conversations of two or more people talking about certain topic in casual way. the topics of his videos are varying and most of the time the topic of his videos was based on the topic that was happening at the time. for instance, in 2019 and 2020, most of his videos took covid 19 pandemic as the topic. though in some of his videos, the topic is a serious matter, yet humour can always be found. this is one of his uniqueness that makes him become one of the most famous youtubers in bali. balinese youtube videos were chosen to be the data source of this study is due to the fact that bali is inhabited by multilingual and multiethnic communities (ruastiti, 2010; maunati, 2018). though balinese is one of the nine most spoken language in indonesia (abdullah et al., 2014), balinese is not the only language spoken in the island due to the various ethnics living and interacting there. bali, itself, also has many popular youtuber locally. one of the most famous one is puja astawa, a balinese youtuber who is famous for his entertaining videos of balinese life. the genre of most of his videos are comedy and they are humorous, yet in his videos he always tries to deliver certain moral values to his viewers. he wraps the values through casual conversations among balinese and or other people with different cultural backgrounds, that typical balinese have in their daily lives. the amusing yet full of meaning videos shared by puja astawa make his become one of the most famous youtuber in bali. his videos are highly liked and http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 34 watched by many viewers, due to the nature of his videos, which are humorous. it is not a wonder, since humour is capable of reducing tension in one’s mind (puri, 2020). in addition, his videos have been acknowledged as an object of linguistic research, as being analysed in some previous research conducted by suciartini (2018) and mulyana (2021). this youtube channel was not chosen due to its popularity to balinese people, yet because most of the videos portrays interactions among people who live in multicultural and multiethnic groups. in collecting the data in this study, purposive sampling technique was utilized. according to sugiyono (2015), purposive sampling is a way to select samples with certain consideration. the first consideration of selecting the data source in this study is the year in which the video was posted and due to the huge number of videos that he has posted in his channel, this study limits the videos used as the data source based on the recentness of the video. the selected videos are some of the videos published in 2021 until july 2022. in total there are 24 videos in that range of period. those videos were then selected based of other considerations. the second consideration was the duration of the video. astawa usually posts short videos, the duration in average was 2 – 7 minutes. in order to meet the need of the research, the selected videos are the above 4 minutes length videos and should be capturing conversation of more than 2 participants in order to be able to demonstrate an in-depth description of face maintenance in the video. based on those criteria, finally, there were 13 videos selected as the data sources of this study. table 1: list of videos used as data source no date of published title duration 1 03/10/21 teman baik 5 mins 15 secs 2 04/01/21 pompa tanpa cetak cetek 4 mins 02 secs 3 04/12/21 sekolah langsung jadi pns atau asn di poltrada 4 mins 12 secs 4 04/20/21 agama manapun selalu mengajarkan kebaikan 5 mins 18 secs 5 05/08/21 ditunda dulu 6 mins 11 secs 6 05/11/21 kucing dalam karung 7 mins 47 secs 7 07/03/21 lebih simple lebih aman 5 mins 28 secs 8 08/05/21 jangan asal beli obat 4 mins 06 secs 9 11/01/21 dagang salak cantik 5 mins 40 secs 10 11/04/21 sing penjara 11 mins 09 secs 11 12/22/21 hadiah 100 bmw 1000 vespa 5 mins 35 secs 12 06/27/22 selamatkan dunia 4 mins 39 secs 13 06/29/22 cegah stunting 9 mins 47 secs http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 35 after selecting the videos eligible as the data source, the next was transcribing the videos. then, the videos were watched while reading the transcript. the utterances produced by each participant in the videos were observed and note-taking technique was utilized in order to record the utterances that classified and considered reflecting goffman’s contribution to is, which includes face maintenance rituals and communication strategies. the result of the analysis was presented informally and descriptively, by using words, phrases, and sentences. the following graphic shows the analysis process conducted in this study. graphic 1: data analysis procedure findings and discussion this section presents the results of the research followed by discussion. as aforementioned above, there are two problems formulated in this study. therefore, this section is divided into two parts based on the problems of the study, those are (1) face maintenance rituals and (2) communication strategies used by the participants in the first level of communication in youtube videos. face maintenance rituals goffman (1967) argues that in face-to-face social interaction, one possesses what he calls as self which is a social construction. he further explained that one way of viewing the self as public construction in though the notion of face (in schiffrin, 1994: 102). the notion face, which one possesses, can be maintained in communication and face maintenance deals with the condition of the interaction, not the objective. goffman’s contribution to is is in maintaining one’s self and face in an interaction, one can do an interpersonal ritual. this ritual is divided into two types of ritual, watching and selecting videos that fits the criteria to be the data source downloading and transcribing the selected video rewatching the video while reading the transcription. taking notes to the utterances that considered reflects face maintenance rituals and communication strategies classifying and analysing the utterances based on the theories used drawing conclusion http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 36 namely presentational ritual and avoidance ritual. the former deals with acts which reflects individual’s specific manifestations to recipients concerning how he regards them, while the later deals with the forms of deference which lead one to keep at a distance from the recipient. based on the analysis conducted, the results show that in puja astawa’s youtube videos, both of the rituals exist. yet, the most dominant rituals found in the interaction is the presentational rituals. the following data shows the use of presentational rituals in puja astawa’s youtube video. data (3-1) p1 : “mekelo niki pak gde, dikarantina atau baange pil, mesuntik keto sing?” (is the quarantine will take a long time, mr. gde? the patient will be given any medicine,or injection, won’t they?) p2 : “ten. ten keto nak rehabilitasi, rehabilitasi nika” (no, that’s not how rehabilitation works) p1 : “men nak sing nawang, dek” (i really wonder, dek) p2 : “datang akan di-assessment namanya, diajak apa namanya dialog oleh konselor” (the patient come to our facility, then he will be assessed by a counsellor through conversation) p3 : “ajake ngorte, ajake ngorte” (he will be asked to have a conversation with the counsellor) p2 : “ajake ngorte, sejauh mana tingkat ketergantungannya apakah dia memakainya tingkat ketergantungannya rendah, sedang atau tinggi. ………………… besok ga bisa dia kembali 100%” (he’ll have a conversation with the counsellor and the level of his addiction to drugs will be assessed) data (3-1) above was taken from conversation in puja astawa’s youtube video entitled “sing penjara”. the participants in the conversation talked about procedure of rehabilitation that one undergoes if he reports himself using drugs to badan narkotika nasional (bnn) or the national antinarcotics agency. the conversation involved three participants. p1 and p3 are close friend and their interlocutor, p2 is the head of the national antinarcotics agency in bali. viewed from the cultural backgrounds, the three participants are balinese, meaning that they share similar cultural background, signified by the use of balinese language, as the vernacular, and indonesian language as the national language throughout the conversation. in the chunk of the discourse, it can be seen that p1, one of the participants, was asking for some information regarding how one would be treated in the rehabilitation facilities if he reported himself using drugs. p2, who is also the head of the national anti-narcotics agency in bali, provided some information, and he used indonesian language in his explanation. realizing that his friend, p1, might have difficulties in understanding p2’s explanation, p3, chipping in through his utterance, typed in bold in (3-1), tried to translate p2’s utterance to balinese, to give emphasis and help p1 to http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 37 understand their interlocutor’s message. language, aside from its function as medium of communication, it is also used to express social process in certain context of situation and context of culture ((butt et al., 2000; halliday, 1994). in other words, in communication, language does not solely convey the message one wish to deliver but also social process embedded in it. p3’s action can either has a positive sense as chipping in or negative one as butting in, as schiffrin (1994) argues that when one involves himself in conversation between two other people, his action can be considered having two senses. the decision is made based on his social relationship with the people in the conversation. schiffrin (1994) further explained that the positive sense “chipping in” can be seen as a display of positive politeness, while the latter is a displace of violation of negative politeness. as can be seen in (3-1), the way p3 concluded and translated p2’s utterance to make it easier for p1, to understand, indicates social process. his close relationship with p1 makes him feel responsible to help p1 in the interaction and make sure that p1 can understand p2’s utterance since p1’s failure in understanding the message conveyed by p2 may resulted in face redress. avoiding this, p3, through his utterance, made himself ‘present’ to p1. in this case, it can be concluded that p3 has performed presentational ritual to save p1’s face during the interaction. this result of analysis is aligned with the one conducted by ramadhanti (2018). her research which was conducted to analyse students’ conversation reveals that when one of the student’s was questioned by a teacher, the other (the one who has close friendship with him), chipping into the conversation, speak for the other person, in order to save him from the punishment he may get from the teacher. in that case, the social relationship between the students, enable him to speak for other and save his friend’s face during the conversation. similar to this, p3’s action in the above conversation, by chipping into the conversation, was aimed to save his friend’s face. by that, his action would be considered as a display of positive politeness and being present for his friend rather than the negative one. in addition, in accordance to leech (in jeanyfer & tanto, 2018) concept of politeness in which to be polite meaning that we speak in a way that gives benefits to our interlocutor. in this case, by his utterance, p3 benefits p1, in that way, he displayed politeness to p1. another example of the use of presentational ritual in puja astawa’s youtube video is seen in the following data. data (3-2) p4 : “eh, harus dengan resep dokter ne, dah, sube liu ti anake mengalami kondisi fatal karena salah mengkonsumsi dah, oooh, jangan sampai menyesal dah” p5 : “men kenkenang harus ne ne?” (so, what should i do? p4 : “jika ingin segera sembuh dan sehat, beli obat keras dengan resep dokter, dah” (if you want to get well soon, you have to buy medicine based on http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 38 doctor’s prescription) p5 : “oh, keto yok” (oh, i see) p4 : “gunakan dengan benar sesuai dengan anjuran dokter dan apoteker, keto.” (take the medicine appropriately in accordance to the doctor’s and pharmacist’s prescription) p5 : “meh aget ake mai yok” (luckily, i come here to see you, yok) data (3-2) above was taken from conversation in puja astawa’s youtube video entitled jangan asal beli obat. there are two participants involved in the conversation (here labelled as p4 and p5. hymes (1980) proposes speaking grid that can be used to analyse the context of situation that underlies a conversation. based on the observation towards the video that have been conducted, using the speaking grid framework, it can be concluded that the two participants involved in the conversation are close friends. the topic of the conversation is the use of potent drug. the language used in the conversation are balinese and indonesian language. both of the participants share similar cultural backgrounds since both of them are balinese as well as indonesian. the conversation took place in an informal situation and the topic started to be discussed by the participants when p5 stated that he would go to a drugstore to buy some medicine. noticing that p5 was going to buy a potent drug without prescription, p4 gave him a sympathetic advice by explaining the harm that can be caused by using potent drugs without prescription from a doctor. responding to p4’s advice, p5 was thankful since he was aware that he did not have sufficient knowledge regarding the matter and p4 explanation has broaden his knowledge and avoid him from the harm that the drugs could have done to him. the sympathetic advice given by p4 to p5 in the conversation above can be concluded as presentational ritual conducted by p4. goffman (1967) explains presentational rituals as manifestation of how one regards their interlocutor. being based by the close relationship that he has with p5, urged him to give advice and explanation to p5 of how using potent description could harm p5’s body. by doing so, p4 has managed to save his interlocutor’s face during the interaction by showing that he cares to p5’s wellbeing. though most of conversations in puja astawa’s youtube videos reflect the use of presentational rituals, some applications of avoidance ritual are also found. the following data is an illustration of how avoidance ritual is used in the videos. data (3-3) p6 : “selamat siang, pak” (good afternoon, sir) p7 : “selamat siang, pak” (good afternoon, sir) p6 : “maaf perjalanan anda terganggu, ini motor anda yang mematikan apa saya yang bantu ceklek?” (i am sorry to interrupt your trip, will you turn off the bike, or should i help to turn it off ?) http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 39 data (3-3) above was taken from a video entitled ditunda dulu. the conversation takes place between policemen and a group of motorbike riders. data (3-3) occurred when the policeman noticed that the people violated traffic regulations by riding a motorbike with two passengers. then, the policeman, here labelled as p6, stopped them and started asking questions. the conversation was initiated by p6 with a greeting. in response to p6’s greeting, one of the motorbike passengers, p7, replied the greeting. p6 then apologized from stopping them and ask them by giving options, whether they would turn off their vehicle or he would turn it off for them. the interaction occurred between p6 and p7 reflects the use of avoidance ritual. by initiating the conversation with greeting and using deference pak or sir at the end of his utterance as well as asking questions by giving options, shows that the speaker, p6, try to fulfill the negative face of his interlocutor. negative face deals with one’s desire to be respected and to have freedom to act as one chooses (brown & levinson, 1987; thomas, 2013). p6’s duty and authority as a policeman enables him to give instruction directly to those who don’t obey the traffic regulations. however, in the above conversation, instead of turning off the bike directly, while he can do so, he gave option to the rider. by doing this, it can be seen that he tried not to impinge the hearer’s negative face. his action also reflects his effort on keeping social distance with his hearer which is a characteristic of avoidance ritual. in addition, as leech (aulia et al., 2019)states that politeness is a strategic conflict avoidance, p6 displays an effort to avoid conflict by giving options to his interlocutor, meaning that he displays politeness through his utterance. communication strategies tarone (in trihastuti & zamzani, 2018 defines communication strategies as strategy in using language, a mutual attempt done by people engaged in conversation to agree on meaning in a situation in which shared requisite meaning is not apparent. corder (in masithoh et al., 2018) proposed that communication strategy is systematic technique use by someone to express his meaning in communicating with others with the presence of difficulties. communication strategies are part of one’s strategic competence in communication (canale & swain, 1980). it consists of verbal and nonverbal strategies. this study concerns with the verbal strategies that the participants used their interaction. based on the analysis conducted, there are three major verbal strategies found in puja astawa’s youtube videos. those are (1) code, (2) repetition, and (3) the use of balinese particles. the most used strategy found is code switching while the least used strategy is the use of balinese particles. the following data show the uses of those communication strategies. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 40 data (3-4) p8 : “eh, ngomong ngomong seririt, ake sik ne pak dogler ke seririt dibi be, ngabe sepeda motor ngabe pis duang koper, yok.” (hey, talking about seririt, i went to mr. dogler in seririt yesterday, rode a bike while carrying two suitcases of money) p9 : “buih, zaman teknologi maju, nu masih ngaba pipis wadah koper, cai o.” (in this advanced era of technology, you still carry money in suitcases? unbelievable!) the above data is taken from puja astawa’s youtube video entitled hadiah 100 bmw 1000 vespa. the conversation happened between two participants, here labelled as p8 and p9. the relationship of the participants is brothers meaning that they share a close relationship. hoffman (1991) defines code switching as the use of two languages or linguistic varieties in an utterance or in a conversation. he further divides code switching into three types, namely tag switching, inter-sentential switching, and intra-sentential switching. data (3-4), especially the bold phrase, shows one of the uses of code switching in puja astawa’s youtube videos. the bold phrase is classified into intra-sentential code switching. this type of code switching is a switch that happens when a speaker switches languages within a sentence. from data (3-4), it can be seen that the switch happens within the same utterance from indonesian language to balinese language. the switch occurred in indonesian language, the official language of the participant when he was speaking in his vernacular, balinese language. the reason for someone switches language many vary. it can be due to contextual, situational or personal reasons (hoffman, 1991;115). the switch done by p9 in the above data can be identified done due to the specific topic of the conversation. the two participants were involved in a conversation talking about delivering money. p8 initiated the conversation by telling his interlocutor his experience of delivering money in a very conventional way. p9, responding to p8 utterance, questioned p8’s conventional way of delivering money in this advance era of technology. finding no suitable equivalent words in his mother tongue, p9 inserted phrase in his national language, into his utterance. another example of how intra-sentential switching occurred in puja astawa’s youtube videos can be shown by the following data. data (3-5) p10 : “nyampahang? ye, tut, yen ade anak endep be, berag to, to adane kuang gizi, tut” (taking it easy? hey, tut, small and thin child indicates malnutrition, tut) the chunk of conversation above is taken from puja astawa’s youtube video entitled cegah stunting. at the beginning of the conversation, the participants in the video used their vernacular to interact. yet, by the time the topic of the discussion switch to a more specific and urgent matter, the http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 41 language used by one of the participants began to switch. he switched from balinese language to indonesian language. data (3-5) above shows the use of intra-sentential switching, in which the switch was only done in word level. the utterance was delivered in balinese, yet the word in bold gizi is expressed in indonesian. the switch occurred due to the nature of the topic of the conversation, and when the information is easier to be expressed in a language than the other, code switching is inevitably to occur (hoffman, 1991) as seen in data (3-5). another type of code switching which was also identified in puja astawa’s youtube video in inter-sentential code switching. it is defined as the type of code switching that occurs between clause or sentence. the following data shows the inter-sentential switching that occurred in the video. data (3-6) p11 : “pih, eh kene bet ne kepala sekolahne. bapak, silahkan cek dulu, pak. keliling biar bapak ndak beli kucing dalam karung, keto abet ne” (here is what the headmistress said to me, “please go ahead and check the facilities of our school, so that you will not buy a cat in a sack”) p12 : “oh, ngadep meong ye?” (oh, she sells cats) p11 : “adi ngadep meong, kenken meme ne?” (she doesn’t sell cats, what do you mean?) p12 : “men ngadep karung?” (she sells sacks, then?) p11 : “aduh, meme. eh, artine, duh keweh gati ngomong jak meme ne. artine, silahkan cek dulu pak, biar bapak tidak merasa dibohongi. seken luung me, luwung ne luwung gati.” (it’s really difficult to talk to you. what she meant was to allow me to check the school facilities, so that i won’t feel deceived. the school facilities are really good, really good). data (3-6) is a conversation taken from puja astawa’s youtube video entitled kucing dalam karung. the conversation occurred between two participants, here labelled as p11 and p12, a son and his mother. previously, p12 asked p11 to go to a vocational school to check for the learning facilities offered by the school. after p11 went to the school, he reported what the facilities he saw and the conversation he had with the headmistress. the above data shows the use of inter-sentential code-switching, meaning that the switch occurred between clause or sentence. in p11’s utterance, when he finished his first sentence in balinese, he switched his language to indonesian, and ended his utterance in balinese. the indonesian was used to express a full sentence. in this case, unlike the previous data, in which the switch occurred due to the topic of the conversation, data (3-6) shows that the speaker was merely quoting someone else’s utterance. he was informing his mother what the headmistress told him when he visited the school by quoting her utterance. yet, p12 misunderstood the utterance, therefore p12 tried to re-explain what he meant by directly quoting the headmistress’ utterance. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 42 aside from the reasons of switching language proposed by hoffman (1991), the way the participants in the conversation shift languages throughout the conversation is influenced by not only the topic of the conversation, but also the social background of the participants in the conversation as can be seen in data (3-1). in the chunk of the conversation, it can be seen that the participants switch language throughout the conversation, both in inter-sentential and intra-sentential level. p2 who is a civil servant as well as someone who is considered has higher social status among the other participants tends to use indonesian, which is the national language of the participants, in the conversation. this analysis is relevant to the result of the research conducted by awang, et al (2010) which shows that the communication strategies used by the research subject is much influenced by their social background and their roles in the conversation. in data (3-1), p2 who was the source of the information, considering his high social status, at least the highest among the participants chose the national language to express his ideas. his choice is not only made on the basis of the topic of the conversation, but also his social status and role in the conversation. in addition to code switching, the other type of communication strategies found in puja astawa’s youtube videos are repetition. the following data shows how repetition is used as communication strategy in the videos. data (3-7) p11 : “adi kuang gisi kenken, dek, nak be sai ti gisine jak memene” (what do you mean, dek?) p10 : “kekurangan gizi, kekurangan gizi dalam waktu yang lama itu bisa menyebabkan stunting, tut, endep tinggi badanne” (what i mean is malnutrition, malnutrition, in a long period of time it will cause stunting, tut). p11 : “adi care dokter kandungan bungut caine dek, adi gawat gati” (you speak just like you are a gynaecologist, you exaggerate things) data (3-8) p12 : “men kenken? bapak seger? bapak seger? nah, yang penting seger deen. yang penting seger deen. eh, men men ente dije jani? mejaga? nyagain pak jokowi? kene nah salam jak pak jokowi. …………….. ne agak sibuk ne asih nah, yuk yuk yuk.” (so how? how’s your father doing? how’s your father doing? the most important thing is that he’s healthy. anyway, where are you now? on duty? guarding our president, mr. jokowi? send my warm regard to him……. i am quite busy these days. alright) http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 43 data (3-7) and (3-8) above are taken from two different videos. data (3-7) is taken from a video entitled cegah stunting while (3-8) is taken from a video entitled sing penjara. though they are taken from two different videos, the chunks of the conversations show that repetitions can be found in puja astawa’s youtube videos. the repetition is used as communication strategy to achieve the purpose of the communication. data (3-7) shows the use of repetition in which the speaker used indonesian language in his utterance. the bold phrases above are the repetition that occurred in the conversation. in this conversation, the repetition was done in order to clarify he message that the speaker wanted to deliver. in the utterance uttered by p11, it can be inferred that p11 did not quite understand the message that p12 wanted to deliver. in order to avoid misunderstanding, p12 clarified his utterance by doing repetition. data (3-8) also shows the use of repetition as strategy of communication. the data was a chunk of conversation that was done via telephone. in the case of the use of telephone as the channel of communication, some interference may affect the smoothness of the conversation. therefore, due to the interference that may occur, the speaker, p12, chose to repeat his utterance several times in order to make sure his interlocutor can understand his utterance. the two samples above indicate that though repetition can be found in most of puja astawa’s youtube videos, yet the function or the purpose of the speaker of using the strategy is various. it depends on several factors including the channel of communication. this finding is similar to awang, et al (2010) research, it shows that repetition is also one of the strategies that people can use in an interaction and the purpose using it may vary. in his research, he found out that there are three main reasons of why his subjects used repetition in their speech. the first was to double check, making sure that the person is not misled by any wrong information. the second was to show that the person is fully understood, and the last was also to show a sign of respect. in the above examples, data (3-7) and (3-8) the purpose of the repetition was the first reason which is to double check, make sure that the interlocutor is not misled by any wrong information. the last type of communication strategies found in puja astrawa’s youtube videos is the use of balinese particle. according to ginarsa et al. (1984), particle is defined as a term used to refer to words in certain language which is hard to classify into the classes of words. he further explains that in terms of the form of the words, they may look like affixes, however those words are free morphemes which can stand by themselves. these words actually don’t have certain assigned meaning. ginarsa, et al (1984) classify balinese particles into four different types in accordance to their function. those are (1) softening particle, (2) complementing particle, (3) emphasizing particle, and (4) referring particle. the following data show the use of http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 44 balinese particle in puja astawa’s youtube videos. data (3-9) p13 : “nak sing nawang, tapi liu ngorang di ahmad yani kone, tapi raga umah asline sing nawang, be mekelo gati sing tepuk. eh iraga ngomong-ngomong rage be 8 tiban sing maan tepuk ne. nah, kayang ne ajakine kopi darat, nyak?” (i don’t know, but some people say he lives in ahmad yani street, but i don’t know his hometown. i haven’t met him in ages. anyway, we haven’t seen each other for eight years. let’s meet up when we have free time) data (3-9) above shows the use of balinese particle nak or anak. according to ginarsa, et al (1984) anak, which is usually shorten to nak, is one of balinese particles which is used to soften an utterance. in the above utterance, align with ginarsa’s explanation towards the use of particle nak, the particle used in (3-9) is indeed used to soften the speaker’s utterance. in general, this research shows and confirms goffman’s contribution to interactional sociolinguistics approach. he argues that what is being said and done in an interaction displays relationship between interpersonal meanings and social structure. the result of this research also shows that people’s way of saying something, their choice of words and how they deliver it is pretty much influenced by their roles, position, and cultural background when the interaction takes place as has been also suggested by awang et al. (2010), ramadhanti (2018) and ghasani (2021). conclusion the are two conclusion that can be drawn from this research. first, in term of face maintenance rituals, the participants in the interactions found in puja astawa’s youtube videos mostly use presentational rituals to maintain their interlocutors’ face. the dominant use of the presentational rituals is due to the close relationships between the participants involved in the conversations. second, there are three main communication strategies used by the participants in puja astawa’s youtube videos. those strategies are the use of code switching or mixing, repetition, and balinese particle. it is realized that this ready is limited to scripted interaction, therefore further research studying how face maintenance and communication strategies work in non-scripted social media interaction is suggested to be conducted. acknowledgement author’s gratitude is expressed to rector of udayana university as well as the head of research and community services institute of udayana university for the support and research fund granted to the authors so that http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.30-48 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): mulyana, n., & qomariana, y. (2023). face maintenance rituals and communication strategies used in puja astawa’s youtube videos. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 30–48. https://doi.org/10.26714/lensa.13.1.2023.30-48 45 the research can be conducted. it is the author’s sincerest hope that the research will be able to contribute to the diversification of language research in the field of discourse analysis, especially the interactional sociolinguistics approach. references abdullah, s. i., yunita, & maria, c. (2014). distribution of daily use local language in indonesia. the second international conference on education and language (2nd icel). http://www.ethnologue.com/ andriyani, a. a. a. d., ardiantari, i. a. p. g., santika, i. d. a. d. m., & nurita, w. (2022). language politeness strategy in japan-bali intermarriage among balinese family. eurasian journal of applied linguistics, 8(3), 134–141. https://doi.org/10.32601/ejal.803011 anggreni, n.p.y., & antara, i.m.a.r. 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(2021). critical discourse analysis on celebrity case in online news headlines. lensa: kajian kebahasaan, kesusastraan, dan budaya, 11(1), 124. https://doi.org/10.26714/lensa.11.1.2021.124-135 thomas, j. (2013). meaning in interaction: an introduction to pragmatics. new york: routledge. trihastuti, y.a. & zamzani. (2018). the role of communication strategies in the classroom communication. advances in social science, education and humanities research volume 165. doi: 10.2991/iccsr-18.2018.65 yusparizal., irawati, e., anugerahwati, m. (2018). communication strategies used by elt students across genders. jurnal pendidikan humaniora 6(1), 24 – 47. http://journal.um.ac.id/index.php/jph http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.2991/iccsr-18.2018.65 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tipe-tipe dan dominasi kompositum subordinatif substantif pada nama-nama makanan tradisional jawa tengah types and domination of substantive subordinative compounding words on central javanese traditional dishes rng isyfa rohmah nurhayati, rangga asmara universitas tidar asmara@untidar.ac.id riwayat artikel: dikirim 6 juli 2018; diterima 1 desember 2018; diterbitkan 10 desember 2018 abstrak tujuan penelitian ini yaitu mendeskripsi tipe-tipe kompositum subordinatif substantif pada nama-nama makanan tradisional jawa tengah dan menemukan dominasi pada nama-nama makanan tradisonal jawa tengah. objek dalam penelitian ini berupa nama-nama makanan tradisional jawa tengah. penyediaan data menggunakan metode simak (observasi) dan cakap (wawancara). analisis data menggunakan metode dari sudaryanto yaitu agih dan teknik bagi unsur langsung (bul). penyajian hasil analisis dengan metode deskriptif formal dan informal. hasil penelitian menunjukkan ada beberapa tipe-tipe kompositum subordinatif substantif yang baru sebanyak sembilan tipe. pada nama-nama makanan tradisional didominasi oleh tipe leksem a bersumber pada leksem b sebanyak 59 nama dan leksem a sasaran perbuatan leksem b sebanyak 17 nama. kata kunci: leksem, kompositum subordinatif substantif, nama makanan tradisional, jawa tengah abstract the purpose of this study is to describe the types of substantive subordinative compounding words on javanese traditional dish and find the dominant patterns these javanese traditional dishes. the object of this study is the javanese traditional dish in central java. techniques of data collection are observation and interview. the method of data analysis is sudaryanto’s distributional method with immediate constituent analysis technique. the results were presented with the formal and informal descriptive methods. the results showed that there were nine types of substantive sub-ordinative compounding words. the dominant patterns on this javanese traditional dish were dominated by lexeme type a based on lexeme b with 59 names, and lexeme type an as the target of lexeme b with 17 titles. tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 203 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa mailto:asmara@untidar.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x keywords: lexeme, types of substantive sub-ordinative compounding words, javanese traditional dish, central java pendahuluan masyarakat jawa tengah memiliki banyak tradisi yang hingga sekarang masih dilestarikan. tradisi ini mulai dilakukan dari pernikahan, kehamilan, kematian, selamatan desa, serta upacara adat lainnya. nama tradisi yang biasa dilakukan yaitu kepaten, tingkeban, tedhaksiten, ruwatan, larungsesaji, kenduren, bancakan, dan lain-lain. hal ini selaras dengan pendapat kyalo (2013:34) yang didasari dari hasil pengamatannya terhadap masyarakat afrika, menyatakan bahwa pertama selamatan atau ritus mencakup ritus mengenai siklus hidup manusia (the human life cycle), seperti kelahiran, pernikahan, dan kematian; termasuk di dalamnya adalah ritus yang terkait dengan krisis manusia (human crises), seperti ketika terkena penyakit, masa pubertas, dan inisiasi. jenis ritus kedua terkait dengan peristiwa penting atau bersejarah dalam kalender tahunan serta perubahan musim. makanan tradisional merupakan salah satu pelengkap kebudayaan dalam masyarakat. selain itu, makanan tradisional juga menjadi identitas di setiap daerah. daerah di jawa tengah banyak dijumpai berbagai jenis makanan tradisional dengan nama-nama yang unik dan menarik. misalnya nasi penggel, dadar gulung, soto klethuk, jenang abang, dan lain-lain. nama-nama makanan tersebut dapat berfungsi untuk menandakan sistem kepercayaan, agama, dan praktik aturan dan kompleks ideologi dari orang atau kelompok masyarakat tertentu terkait dengan budayanya (noor, zakaria, shahril, hadi, salehuddin, dan zahari, 2013:29-40). nama-nama makanan tersebut dipandang penting untuk diteliti karena terdapat khazanah budaya yang adiluhung dan seiring dengan perkembangan zaman, banyak khalayak mulai kurang akrab dengan nama-nama makanan tersebut dan lebih dekat dengan nama-nama makanan dari negara asing (baehaqie, 2017:204). penelitian ini dapat mendukung upaya pemertahanan bahasa jawa (javanese language maintenance) sebagai bentuk konservasi bahasa, mengingat dalam komunikasi sehari-hari, bahasa jawa sudah mulai ditinggalkan oleh para penuturnya. meskipun sama-sama berkomunikasi dengan penutur jawa, orang cenderung menggunakan bahasa indonesia yang dianggap lebih bermartabat (mardikantoro, 2016:270). pemertahanan ini terutama menyangkut kearifan lokal dan penguatan filosofi budaya dan bahasa jawa (nurhayati, mulyana, mulyani, dan suwardi, 2013:159). mayoritas nama makanan tradisional terdiriatas kata majemuk. ada tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 204 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x beberapa istilah untuk menyebut kata majemuk. salah satunya dari kridalaksana (2009:104) menggunakan istilah paduan leksem atau kompositum. kompositum adalah satuan bahasa yang terdiri atas dua pokok kata atau lebih yang membentuk kesatuan makna (yusuf, 2008:38). klasifikasi kompositum yang akan dikaji yaitu kompositum subordinatif substantif (tipe a) sehingga nama-nama makanan tradisional yang digunakan berleksem sekunder. data penelitian diperoleh dari hasil wawancara dengan pedagang di kabupaten kebumen dan buku jalan-jalan dan jajan di jawa tengah. pada nama-nama makanan tradisional jawa tengah terdiri atas leksem primer dan leksem sekunder. leksem primer adalah leksem yang terdiri atas satu kata yang merupakan bentuk generik dalam sebuah set kata tertentu. adapun leksem sekunder adalah leksem primer yang mengandung atribut atau tambahan kata tertentu sebagai penjelasnya. leksem sekunder selalu berbentuk polimorfemis, baik berupa paduan morfem bebas dengan morfem bebas maupun paduan morfem bebas dengan morfem terikat (berlin dalam baehaqie, 2015:3). namun, peneliti akan mengkaji nama-nama makanan tradisional yang berbentuk leksem sekunder. leksem sekunder terdiri atas leksem primer atau leksem a dan atributnya atau leksem b. metode metode penyediaan data menggunakan metode simak. disebut metode simak karena metode yang digunakan dengan cara penyimakan penggunaan bahasa (sudaryanto, 2015). metode simak diterapkan dengan teknik simak libat cakap. adapun metode cakap ditempuh dengan percakapan antara peneliti dan informan. teknik dasar yang diterapkan adalah teknik pancing dan teknik lanjutannya adalah teknik cakap semuka, artinya peneliti langsung melakukan percakapan dengan informan dengan bersumber pada pancingan berupa daftar pertanyaan(mahsun, 2007:9596). sesuai dengan pendapat spradley (2006:ix), daftar pertanyaan yang disiapkan itu terbuka, artinya dapat dikembangkan untuk mencapai kesempurnaan. informan dalam penelitian ini adalah informan yang mengetahui seluk-beluk makanan tradisional jawa. informan penelitian ini adalah warga masyarakat di wilayah kedu. pemilihan lokasi penelitian didasarkan atas hasilsurvei bahwa di tempat tersebut masih banyak ditemukan makanan tradisional jawa. dalam menganalisis data dalam penelitian ini menggunakan metode agih. metode agih merupakan metode yang alat penentunya hanya bagian dari dalam bahasa sendiri (sudaryanto, 2015:18). teknik analisis data tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 205 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x menggunakan teknis dasar yaitu teknik bagi unsur langsung (bul). teknik bul yaitu cara membagi satuan lingual data menjadi beberapa kelompok dan unsur-unsur yang bersangkutan dipandang sebagai bagian yang langsung membentuk satuan lingual yang dimaksud (sudaryanto, 2015:37). teknik lanjutan yang digunakan adalah teknik perluasan. teknik perluasan adalah teknik yang digunakan dengan memperluaskan analisisnya baik ke kanan maupun ke kiri dan perluasannya dengan unsur tertentu. langkahlangkah teknik bul yaitu (1) data dikelompokkan sesuai dengan tipe-tipe kompositum subordinatif substantif, (2) data dijabarkan sesuai leksem a atau leksem primer dan leksem b atau atributnya, (3) selesai menjabarkan data, kemudian dicari tipe kompositum subordinatif substantif yang paling banyak mendominasi nama-nama makanan tradisional jawa tengah. hasil dan pembahasan tipe-tipe kompositum subordinatif substantif pada nama-nama makanan tradisional jawa tengah nama-nama makanan tradisional dapat dikelompokkan menjadi beberapa tipe-tipe kompositum subordinatif substantif. tipe-tipe kompositum subordinatif substantif pada nama-nama makanan tradisional jawa tengah dapat diuraikan yaitu. 1. leksem a sasaran perbuatan leksem b perpaduan leksem ini terjadi dari leksem nominal dan leksem verba. leksem a hasil dari perbuatan dari leksem b yang termasuk tipe leksem ini contohnya: yutuk goreng. yutuk goreng salah satu makanan tradisional yang berasal dari kabupaten kebumen. yutuk termasuk leksem a dan goreng termasuk leksem b. leksem yutuk sasaran perbuatan leksem goreng. pengolahan yutuk dengan cara digoreng sehingga diberi nama yutuk goreng. yutuk adalah hewan laut yang berbentuk seperti serangga kecoak namun cara jalan hewan ini mundur (ke belakang) tidak seperti hewan lainnya. sebagian masyarakat di kebumen biasa menyebutnya undur-undur. asal usul nama berasal dari bahasa jawa yaitu undur atau mundur. dalam bahasa indonesia undur memiliki makna ke belakang. penamaan ini sesuai dengan cara jalannya yang berjalan ke belakang dan cepat sehingga sulit ditangkap. tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 206 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x 2. leksem a memakai leksem b perpaduan leksem pada kelompok ini memakai salah satu bahan tertentu sebagai pelengkap dalam membuat makanan tradisional. pada leksem sekunder ini leksem nomina bertemu dengan leksem nomina. pada nama-nama makanan tradisional ditemukan beberapa nama makanan yang menggunakan leksem b. contohnya: soto klethuk salah satu makanan tradisional khas kabupaten demak adalah soto klethuk. soto sebagai leksem a dan klethuk sebagai leksem b. leksem soto memakai leksem klethuk. soto klethuk adalah soto yang memakai taburan klethuk sehingga renyah dan gurih. klethuk adalah gethuk singkong yang digoreng bentuknya kecil-kecil. 3. leksem a memiliki rasa leksem b leksem sekunder yang termasuk kelompok ini berasal dari leksem nomina dan leksem adjektiva. penamaan makanan tradisional jawa tengah ini sesuai dengan rasa leksem b. contohnya: garang asem garang asem salah satu makanan tradisional khas pesisir utara jawa tengah yakni demak. penamaan garang asem dapat dijabarkan yakni garang sebagai leksem a dan asem sebagai leksem b. leksem garang memiliki rasa leksem asam. garang asem adalah makanan yang berasal dari ayam yang dipotong kecil-kecil dan diberi santan dan cabai saat dikukus. selain itu, diberi belimbing sayur sehingga rasanya lebih dominan asam. 4. leksem a disajikan dengan cara leksem b dalam leksem sekunder tipe ini ada perpaduan antara leksem nomina dan leksem verba. penamaan makanan tradisional ini disesuaikan dengan cara penyajiannya. contohnya: nasi penggel makanan tradisional khas kabupaten kebumen ini yang cocok dijadikan menu sarapan pagi yakni nasi penggel. nasi sebagai leksem a dan penggel adalah leksem b. leksem nasi disajikan dengan cara leksem penggel. penamaan nasi penggel berasal dari nasi yang cara penyajiannya dibentuk bulat kecil-kecil (penggel). penggel merupakan bahasa ngapak yang ada di kebumen sehingga memiliki arti cara penyajiannya berbentuk bulat kecil-kecil. nasi ini disajikan dengan sayur gudeg dan tumis kikil sapi. sejarah asal usul nama ini yaitu pada zaman dahulu ketika kebumen masih di jajah oleh belanda. saat itu wilayah kebumen dibagi dua, yakni daerah kekuasaan belanda dan daerah kekuasaan pribumi. hanya sungai kemit tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 207 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x yang memisahkan daerah kekuasaan ini. pada saat pribumi ingin merebut daerah kekuasaan belanda, masyarakat membantu menyuplai konsumsi bagi para pejuang. untuk memudahkan distribusi nasi, maka nasi dibentuk dengan di kepal kecil-kecil hingga saat ini diberi nama penggel. 5. leksem a dikonsumsi dengan cara leksem b perpaduan leksem sekunder kelompok ini antara leksem nomina dengan leksem verba. leksem ini dikelompokkan sesuai dengan cara mengonsumsinya. contohnya: lontong lemprak salah satu makanan tradisional khas kabupaten batang yang bersantan ini bernama lontong lemprak. lontong sebagai leksem a dan lemprak sebagai leksem b. leksem lontong dikonsumsi dengan cara leksem lemprak. lontong lemprak adalah sajian lontong (ketupat) yang diberi daging ayam kampung yang dinikmati dengan cara nglemprak. lemprak berasal dari bahasa jawa yang memiliki arti yaitu duduk sila. jadi lemprak itu cara menikmati lontong dengan cara duduk sila diatas tikar ayam kampung yang disajikan sudah diberi rempah-rempah sehingga bertekstur lembut. 6. leksem a dikonsumsi oleh leksem b perpaduan leksem sekunder kelompok ini antara leksem nomina dan leksem nomina. leksem ini dikelompokkan sesuai dengan orang yang mengonsumsi makanan tradisional tersebut. ada satu nama makanan tradisional yang termasuk kelompok ini, yaitu sate kere makanan tradisional khas solo ini merupakan makanan yang sudah popular di kalangan masyarakat. sate kere termasuk leksem sekunder yang dapat dijabarkan sate termasuk leksem a dan kere leksem b. leksem sate yang dikonsumsi oleh leksem kere. penaman sate kere memiliki makna sate yang hanya dikonsumsi oleh orang yang miskin atau dalam bahasa jawa di sebut kere. sate umumnya berbahan baku daging yang hanya bisa dikonsumsi oleh kalangan atas. namun, kalang bawah pun ingin mencicipi sate, sehingga timbul kreativitas untuk membuat sate kere. sate ini berbahan baku tempe gembus karena dahulu orang-orang kere tidak mampu membeli daging karena harganya mahal. tempe gembus adalah tempe yang berasal dari ampas tahu sehingga empuk saat dimakan. tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 208 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x 7. leksem a jika dimakan berbunyi leksem b leksem sekunder pada tipe ini terjadi antara leksem nomina dan leksem verba. leksem ini dikelompokkan saat dikonsumsi akan menghasilkan bunyi pada leksemb. pada nama-nama makanan tradisional ini ditemukan yang termasuk tipe ini yaitu contohnya: soto kriyik kabupaten purbalingga memiliki soto kriyik yang unik dan menarik. penamaan soto kriyik dapat diuraikan soto sebagai leksem a dan kriyik sebagai leksem b. leksem soto jika dikonsumsi berbunyi leksem kriyik. soto kriyik adalah soto yang bahan bakunya sama dengan soto lainnya hanya saja diberi taburan perkedel yang digoreng hingga kering. jika dimakan maka akan menimbulkan suara “kriyik..kriyik” sehingga soto ini diberi nama sesuai dengan bunyi yang dihasilkan saat menyantap soto. 8. leksem a berwarna leksem b. leksem sekunder pada tipe ini terjadi antara leksem nomina dan leksem adjektiva. leksem ini dikelompokkan sesuai warna pada leksem b. pada nama-nama makanan tradisional jawa tengah ini ditemukan yang termasuk tipe ini yaitu contohnya: jenang abang salah satu adat masyarakat jawa tengah selalu menghadirkan jenang dalam ritual-ritual adatnya baik saat kelahiran anak, selamatan desa, sesaji dan lain-lain. jenang termasuk leksem a dan abang sebagai leksem b. leksem jenang berwarna leksem abang. penamaan jenang abang adalah jenang yang terbuat dari tepung beras dan diberi gula jawa sehingga berwarna merah. masyarakat lebih mengenalnya dengan jenang abang. jenang abang ketika digunakan berbagai tradisi jawa memiliki makna sebagai lambang persetubuhan pihak ibu. alasannya ibu karena adanya keturunan berasal dari bapak dan ibu. ibu memiliki sumbang sih sel telur dan rahim identik warna merah. oleh karena itu jenang abang selalu berdampingan dengan jenang putih. 9. leksem a bersumber pada leksem b perpaduan leksem ini terjadi dari leksem nomina dan leksem nomina. leksem a atau leksem primer bersumber dari leksem b atau atribut. tipe leksem ini dapat digolongkan lagi menurut bahan baku, nama tempat, nama alat, bumbu, dan slogan. nama nama makanan tradisonal jawa tengah yang termasuk leksem dalam ranah ini dapat dijabarkan sebagai berikut. tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 209 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x a. leksem a berbahan baku biji-bijian leksem b leksem sekunder pada tipe ini bertipe sesuai dengan bahan baku pembuatan leksem a. dalam nama-nama makanan tradisional telah ditemukan jenis makanan yang berasal dari biji-bijian. contohnya: jipang kacang makanan yang memiliki rasa manis dan gurih khas kabupaten kebumen ini termasuk leksem sekunder. jipang sebagai leksem a sedangkan kacang sebagai leksem b. leksem jipang berbahan baku biji leksem kacang. penamaan jipang kacang ini berasal dari nama bahan bakunya yakni kacang tanah. b. leksem a berbahan baku umbi-umbian leksem b leksem sekunder pada tipe ini dikelompokkan sesuai bahan baku umbi-umbian. perpaduan antara leksem nomina dan leksem nomina. pada nama-nama makanan tradisional telah ditemukan leksem yang berbahan baku umbi-umbian. contohnya: talam ubi makanan asli kabupaten jepara ini memiliki bentuk mungil dan warna yang menarik. talam ubi telah lama menyebar diberbagai daerah. talam sebagai leksem a dan ubi sebagai leksem b. leksem talam berbahan baku umbi leksem ubi. penamaan talam ubi berasal dari makanan yang berbahan baku ubi jalar. uniknya ada dua warna dalam satu talam yaitu warna putih dan warna kuning/ungu. warna putih berasal dari campuran santan, tepung beras, dan tepung tapioka. sedangkan warna putih, kuning atau ungu berasal dari warna bahan baku ubi yang berwarna putih, kuning, maupun ungu. c. leksem a berbahan baku tepung leksem b perpaduan leksem sekunder ini terjadi berdasarkan leksem nomina dan leksem nomina. pada tipe ini digolongkan sesuai nama bahan baku yang digunakan yaitu tepung. contohnya: tahu aci makanan tradisional khas kabupaten tegal ini termasuk leksem sekunder. tahu sebagai leksem a dan aci sebagai leksem b. leksem tahu berbahan baku tepung leksem aci. penamaan tahu aci berdasarkan tahu yang berasal dari tepung tapioka atau biasa disebut aci. tahu aci bisa dimakan langsung atau diolah baik digoreng maupun ditumis. tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 210 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x d. leksem a bernama daun leksem b perpaduan leksem sekunder ini terjadi berdasarkan leksem nomina dan leksem nomina. daun sebagai bahan baku utama dalam pembuatan makanan tradisional. ada beberapa nama makanan tradisional yang berbahan baku daun. contohnya: pecel kenci makanan khas kabupaten temanggung ini biasanya ditemui di tempat wisata pemandian pikatan water park. pecel sebagai leksem a sedangkan kenci sebagai leksem b. leksem pecel bernama daun leksem kenci. pecel kenci adalah makanan tradisional yang berbahan baku daun kenci. kenci biasanya di daerah sini terkenal dengan nama selada air. di daerah temanggung tanaman kenci banyak ditemukan didaerah yang berair. kombinasi dalam pecel kenci selain daun kenci yang direbus ada mie goreng, dan kubis rebus yang diberi taburan bumbu kacang. saat menyantap pecel keci juga bisa diberi tambahan tempe mendoan dan telur yang dibacem. e. leksem a bernama buah leksem b pengelompokkan leksem sekunder pada nama-nama makanan tradisional ini berdasarkan leksem nomina dan leksem nomina. tipe leksem sekunder iniberbahan baku buah. contohnya: sale pisang makanan yang memiliki cita rasa manis khas kabupaten kebumen ini termasuk leksem sekunder. sale sebagai leksem a dan pisang sebagai leksem b. leksem sale bernama buah leksem pisang. sale pisang adalah jenis makanan yang berbahan baku buah pisang. proses pembuatan sale pisang yaitu pisang diiris tipis memanjang dan dilumuri tepung beras dan goreng hingga berwarna kecoklatan. f. leksem a berasal dari nama tempat leksem b perpaduan leksem sekunder ini terdiri atas leksem nomina dan leksem nomina. dalam hal ini leksem tipe ini dikelompokkan berdasarkan nama tempat. pada nama-nama makanan tradisional terdapat banyak makanan yang diberi nama sesuai tempat atau lokasi dibuatnya. contohnya: serabi ngampin makanan yang berbentuk unik dan menarik ini salah satu makanan khas dari kabupaten semarang. serabi sebagai leksem a dan ngampin sebagai leksem b. leksem serabi berasal dari nama tempat leksem ngampin. penamaan serabi ngampin karena serabi ini banyak ditemukan di daerah tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 211 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ngampin, kecamatan ambarawa, kabupaten semarang. serabi ngampin terbuat dari tepung beras yang dipanggang. biasanya serabi ini berbentuk tipis dan mungil. serabi ini diberi kuah yakni campuran santan dan gula jawa yang dicairkan dan dituangkan diatas serabinya. ada tiga warna serabi yang tersedia yakni warna hijau, putih, dan coklat. g. leksem a berbahan baku hewan leksem b perpaduan leksem sekunder tipe ini berdasarkan bahan baku yang digunakan yaitu hewan. leksem nomina bertemu dengan leksem nomina. pada nama-nama makanan tradisional telah ditemukan ada yang menggunakan nama bahan baku pembuatannya seperti hewan air maupun hewan mamalia. contohnya: sate blenggong sate merupakan salah satu makanan asli indonesia. banyak variasi sebagai bahan dasar pembuatan sate. salah satu jenis sate di kabupaten brebes yaitu sate blenggong. penamaan sate ini termasuk leksem sekunder yang dibentuk dari leksem a yaitu sate serta blenggong sebagai leksem b. leksem sate berbahan baku hewan leksem blenggong. sate blenggong adalah sate yang berasal dari hewan blenggong. blenggong adalah perpaduan hewan hasil perkawinan silang antara bebek jantan dan enthok betina. makanan ini biasanya disantap dengan kupat. h. leksem a berbahan baku bagian tubuh hewan leksem b perpaduan leksem sekunder tipe ini berdasarkan bahan baku yang digunakan yaitu bagian tubuh hewan. leksem nomina bertemu dengan leksem nomina. pada nama-nama makanan tradisional telah ditemukan beberapa ada yang menggunakan nama makanan yang bahan baku pembuatannya berasal dari bagian tubuh hewan. contohnya: brongkos kikil brongkos kikil merupakan salah satu makanan tradisional khas kabupaten temanggung. penamaan makanan tradisional inibisa diuraikan yakni brongkos sebagai leksem a dan kikil sebagai leksem b. leksem brongkos berbahan baku bagian dari tubuh hewan leksem kikil. brongkos kikil adalah jenis makanan yang berasal dari bahan baku kikil yang dimasak dengan rempah-rempah. kikil atau sikil adalah kulit yang berasal dari kaki kambing yang sudah direbus berjam-jam hingga kenyal. i. leksem a berbentuk leksem b perpaduan leksem ini berasal dari leksem nomina dan leksem tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 212 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nomina. pengelompokkan leksem ini sesuai dengan bentuk leksem b. dalam nama makanan tradisional jawa tengah banyak dijumpai penamaannya yang sesuai bentuk makanannya yakni berbentuk rel, krikil, balung, dan lainlainnya. contoh: ganjel rel roti yang berbentuk unik dan menarik ini merupakan salah satu makanan khas dari kota semarang. ganjel sebagai leksem a dan rel sebagai leksem b. leksem ganjel berbentuk leksem rel. ganjel rel adalah sebuah roti yang berbentuk besar seperti balok sebagai ganjel (pengganjal) rel kereta api dan ketika dimakan langsung kenyang. roti ini dibuat dengan campuran rempah-rempah dan diberi taburan wijen diatasnya. ganjel rel ini bertektur agak keras dibanding dengan roti-roti lainnya. warnanya pun seperti balok kayu yakni coklat. j. leksem a nama bumbu leksem b leksem sekunder yang termasuk tipe ini adalah leksem nomina bertemu dengan leksem nomina. penamaan pada kelompok ini berdasarkan nama bumbu yang digunakan. contohnya: sate bumbon kabupaten kendal memiliki makanan tradisional yakni sate bumbon. sate termasuk leksem a dan bumbon termasuk leksem b. leksem sate nama bumbu leksem bumbon. sate bumbon adalah sate yang berbahan dasar daging sapi yang diberi bumbu yang bermacam-macam disetiap prosesnya. bumbon merupakan bahasa jawa yang artinya variasi bumbu yang lengkap. perbedaan dengan sate lainnya yakni saat dibakar tidak menggunakan kecap. saat disajikan sate bumbon diberi pelengkap kupat, sayur lodeh dan tauge yang sudah direbus. k. leksem a nama alat leksem b leksem sekunder yang termasuk tipe ini adalah leksem nomina bertemu dengan leksem nomina. penamaan pada kelompok ini berdasarkan nama alat yang digunakan. contoh: gethuk lindri jenis gethuk bervariasi salah satunya bernama gethuk lindri. makanan rasa manis dan gurih ini berasal dari kabupaten magelang. gethuk lindri berasal dari komponen leksem sekunder yang dapat dijabarkan gethuk sebagai leksem a dan lindri sebagai leksem b. leksem gethuk nama alat leksem lindri. penamaan gethuk lindri berasal dari nama alat untuk mencetaknya yaitu lindri. gethuk adalah makanan yang berasal dari singkong yang direbus dan dihaluskan dengan alat tradisional (lumpang dan alu) maupun menggunakan mesin. campurkan adonan dengan gula pasir, tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 213 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x vanili dan pewarna makanan. setelah selesai mencampurkan adonan, adonan dimasukan ke dalam alat yang bernama lindri. gethuk yang yang keluar dari lindri ini berbentuk gulungan panjang dan kecil-kecil. saat penyajian gethuk lindri diatasnya beri taburan kelapa yang sudah diparut agar semakin gurih. l. leksem a nama slogan leksem b perpaduan leksem sekunder yang termasuk tipe ini adalah leksem nomina bertemu dengan leksem nomina. penamaan pada kelompok ini berdasarkan nama slogan yang digunakan leksem b. contohnya: tahu serasi olahan makanan tanpa bahan pengawet namun tetap kenyal dan gurih khas kabupaten semarang yaitu tahu serasi. penamaan tahu serasi itu berawal dari tahu sebagai leksem a dan serasi sebagai leksem b. leksem tahu nama slogan leksem serasi. tahu serasi merupakan nama tahu yang diambil dari slogan dari kota ungaran yaitu serasi. serasi merupakan kepanjangan dari sehat, rapi, aman, sejahtera, dan indah. sesuai namanya tahu ini ketika dikonsumsi membuat tubuh kita sehat karena dalam tahu ini mengandung protein nabati. selain itu, tahu ini juga aman dikonsumsi oleh semua kalangan karena tidak mengandung bahan pengawet dan bentuknya rapi dan indah sehingga menarik bagi para pembeli. tahu ini banyak dijumpai di daerah wisata. salah satu wisata yang dipastikan ada tahu serasi di lereng gunung ungaran. produk ini juga termasuk oleh-oleh khas bandungan. untuk memudahkan dalam memahami contoh-contoh tipe-tipe leksem disajikan dalamtabel 1 dan tabel 2. tabel 1: contoh tipe-tipe kompositum subordinatif substantif no tipe-tipe kompositum subordinatif substantif contoh nama makanan tradisonal 1 leksem a sasaran perbuatan leksem b yutuk goreng, dadar gulung, gethuk goreng, mie ongklok, nasi liwet, tempe kemul, serabi gulung, kembang goyang. 2 leksem a memakai leksem b gudeg ceker, soto klethuk, kerupuk petis, nasi pindang, soto tauco, soto so 3 leksem a memiliki rasa leksem b garang asem, bothok mercon, lanthing pedas, 4 leksem a disajikan dengan cara leksem b nasi penggel, nasi grombyang, sayur becek, nasi gandul, tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 214 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x 5 leksem a dikonsumsi dengan cara leksem b lontong lemprak 6 leksem a yang dikonsumsi oleh leksem b sate kere 7 leksem a jika dikonsumsi berbunyi leksem b soto kriyik, soto klethuk 8 leksem a berwarna leksem b jenangabang, jenang putih, nasi kuning no tipe leksem a bersumber pada leksem b contoh nama makanan tradisional 1 leksem a berbahan baku bijibijian leksem b jipang kacang, emping mlinjo, grontol jagung 2 leksem a berbahan baku umbiumbian leksem b talam ubi,keripik boden, keripik tela, tape singkong 3 leksem a berbahan baku tepung leksem b lupis ketan, jenang beras,tahu aci, tape ketan 4 leksem a bernama daun leksem b pecel kenci, kluban bothok leksem a bernama buah leksem b sale pisang, kripik pisang 6 leksem a berasal dari nama tempat leksem b serabi ngampin, tauto pekalongan, selat solo,soto kudus, apem kesesi, kacang bogares,sate ambal 7 leksem a berbahan baku hewan leksem b mangut beong, sate blenggong, sate kelinci 8 leksem a berbahan baku bagian tubuh hewan leksem b brongkos kikil, pindang tetel,kerupuk rambak, sop buntut 9 leksem a berbentuk leksem b ganjel rel, tahu pong, tahu gimbal, kupat glabed, balung kuwuk 10 leksem a nama bumbu leksem b kelo merica, soto kemiri, sate bumbon 11 leksem a nama alat leksem b gethuk lindri 12 leksem a nama slogan leksem b tahu serasi dominasi tipe-tipe kompositum subordinatif substantif pada nama-nama makanan tradisional jawa tengah ada sebanyak 98 nama-nama makanan tradisional jawa tengah yang sudah dikelompokkan menurut tipe-tipe kompositum subordinatif. jumlah dan dominasi nama-nama makanan tradisional yang termasuk tipe-tipe kompositum subordinatif substantif tampak pada tabel 3. tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 215 tabel 2: contohtipeleksem a bersumber pada leksem b https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tabel 3: rincian jumlah tipe-tipe kompositum subordinatif substantif pada nama-nama makanan tradisional jawa tengah no tipe-tipe kompositum subordinatif substantif jumlah 1 leksem a sasaran perbuatan leksem b 17 2 leksem a memakai leksem b 59 3 leksem a memiliki rasa leksem b 8 4 leksem a disajikan dengan cara leksem b 3 5 leksem a dikonsumsi dengan cara leksem b 4 6 leksem a yang dikonsumsi oleh leksem b 1 7 leksem a jika dikonsumsi berbunyi leksem b 1 8 leksem a berwarna leksem b 2 9 leksem a bersumber pada leksem b 3 jumlah 98 dari tabel 3 dapat dilihat bahwa ada dua tipe yang paling mendominasi tipe-tipe subordinatif substantif pada nama-nama makanan tradisional adalah leksem a bersumber pada leksem b sebanyak 59 nama dan leksem a sasaran perbuatan leksem b sebanyak 17 nama. pada tipe leksem a bersumber pada leksem b juga dapat dijabarkan lagi seperti tabel berikut ini. tabel 4: rincian jumlah tipe leksem a bersumber pada leksem b no tipe leksem a bersumber pada leksem b jumlah 1 leksem a berbahan baku biji-bijian leksem b 7 2 leksem a berbahan baku umbi-umbian leksem b 5 3 leksem a berbahan baku tepung leksem b 4 4 leksem a bernama daun leksem b 2 5 leksem a bernama buah leksem b 2 6 leksem a berasal dari nama tempat leksem b 18 7 leksem a berbahan baku hewan leksem b 4 8 leksem a berbahan baku bagian dari tubuh hewan leksem b 5 8 leksem a berbentuk leksem b 7 9 leksem a nama bumbu leksem b 3 10 leksem a nama alat leksem b 1 11 leksem a nama slogan leksem b 1 jumlah 59 pada tipe leksem a bersumber pada leksem b yang paling mendominasi adalah leksem a berasal dari nama tempat leksem b sebanyak 18 nama. salah satu alasannya bahwa nama-nama makanan tradisional tersebar di berbagai daerah di jawa tengah sehingga untuk memudahkan dalam membedakan nama-nama makanan tradisional tersebut menggunakan nama asli daerah pada makanan tersebut. walaupun ada beberapa nama tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 216 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x makanan yang leksem a sama namun leksem b berbeda tetap memiliki perbedaan baik bahannya, penyajiannya maupun rasa. setiap daerah memiliki ciri khas dan keunikan masing-masing yang tidak bisa ditemukan didaerah lainnya. tipe kedua yang mendominasi nama makanan tradisional jawa tengah adalah leksem a sasaran berbuatan leksem b. pada tipe ini nama makanan tradisional memang diberi nama sesuai dengan perlakukan saat proses pembuatannya. simpulan dan rekomendasi berdasarkan hasil penelitian tentang tipe-tipe dan dominasi kompositum subordinatif substantif pada nama-nama makanan tradisional jawa tengah diperoleh simpulan bahwa ada 9 tipe-tipe kompositum subordinatif substantif yaitu (1) leksem a sasaran perbuatan leksem b, (2) leksem a bersumber pada leksem b, (3) leksem a memakai leksem b, (4) leksem a memiliki rasa leksem b, (5) leksem a disajikan dengan cara leksem b, (6) leksem a dinikmati dengan cara leksem b, (7) leksem a dikonsumsi oleh leksem b, (8) leksem a jika dimakan berbunyi leksem b dan (9) leksem a berwarna leksem b. pada tipe leksem a bersumber pada leksem b dapat diuraikan lagi yakni leksem a bernama bahan baku biji-bijian leksem b, leksem a berbahan baku umbi-umbian leksem b, leksem a berbahan baku tepung leksem b, leksem a berbahan baku nama hewan b, leksem a berbahan baku bagian tubuh hewan leksem b, leksem a bernama daun leksem b, leksem a bernama buah leksem b, leksem a nama tempat leksem b, leksem a berbentuk leksem b, leksem a bernama bumbu leksem b, leksem a nama alat leksem b, leksem a nama slogan leksem b. tipe-tipe kompositum subordinatif substantif yang mendominasi pada nama-nama makanan tradisional jawa tengah yaitu ada dua tipe leksem a bersumber pada leksem b sebanyak 59 nama dan leksem a sasaran perbuatan leksem b sebanyak 18 nama. pada tipe leksem a bersumber pada leksem b yang paling mendominasi adalah leksem a berasal dari nama tempat leksem b. dari hasil analisis data, dalamnama-nama makanan tradisional jawa tengah dapat diketahui patokan yang dipakai oleh masyarakat tutur berlatar budaya jawa dalam membuat klasifikasi. seiring perkembangan zaman dan kreatifitas masyarakat tuturnya, sangat dimungkinkan akan muncul proses reproduksi nama-nama makanan baru. penamaan dalamyutuk goreng, gethuk goreng, gudeg ceker, dll. berpotensi muncul nama-nama baru tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 217 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x seperti yutuk bakar, gethuk bakar, gudeg koyor, dll. hasil penelitian ini sangat mengkin diperluas titik amatannya untuk mendapatkan komprehensi data yang lebih signifikan. analisis terhadap nama-nama makanan tradisional jawa tengah juga dapat diperluas pada aspek pandangan hidup masyarakat jawa dalam penamaan dan klasifikasi. analisis terhadap nama-nama makanan tradisional jawa tengah juga dapat dibatasi hanya pada salah satujenis ritual dauh hidup manusia misalnya menikah, kelahiran, pindahrumah, dll. daftar pustaka baehaqie, i. (2015). leksem nama-nama makanan dalam sesaji selamatan daur hidup masyarakat jawa. di dalam prosiding seminar nasional pibsi xxxvii (hlm 364-375). baehaqie, i. (2017). makna semiotis nama-nama makanan dalam sesaji selamatan tingkeban di dukuh pelem, kabupaten wonogiri. litera, 16(2): 203-216. dinas kebudayaan dan pariwisata. (2014). jalan-jalan dan jajan di jawa tengah. semarang: dinas kebudayaan dan pariwisata. kyalo, p. (2013). initiation rites and rituals in african cosmology. international journal of philosophy and theology,1(1): 34-46. kridalaksana, h. (2009). pembentukan kata dalam bahasa indonesia. jakarta: gramedia. mahsun. (2007). metode penelitian bahasa: tahapan, strategi, metode, dan tekniknya. jakarta: pt raja grafindo persada. mardikantoro, h. b. (2016). javanese language maintenance in traditional art performances in central java. litera, 15(2): 269-280. noor, s. m., zakaria, n. a., shahril, n. m., hadi, h. a., & zahari, m. s. m. (2013). pulut kuning in malay society: the beliefs and practices then and now. asian social science, 9(7), 29. nurhayati, e. (2013). strategi pemertahanan bahasa jawa di provinsi daerah istimewa yogyakarta. litera, 12(01). spradley, j. p. (2006). metode etnografi (penterjemah: elizameth, mz, dari the ethnographic interview), edisi ii. yogyakarta: tiara wacana. sudaryanto. (2015). metode dan aneka teknik analisis bahasa. yogyakarta: sanata dharma university press. yusuf, c. (2008). morfologi bahasa indonesia. semarang: bandungan-institue. tipe-tipe dan dominasi kompositum subordinatif substantif pada ... rng isyfa rohmah nurhayati, rangga asmara doi: https://doi.org/10.26714/lensa.8.2.2018.203-218 218 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa metode analisis puisi karya tere liye dengan model atau pendekatan sosiologi sastra memaknai puisi ini dengan mengaitkan kehidupan masyarakat dalam memahami cinta, perasaan, dan kasih sayang sehingga terdapat pembelajaran moral untuk kehidupan masyarakat. sosiologi sastra lebih memperoleh tempat dalam penelitian sastra karena sumber-sumber yang dijadikan acuan mencari keterkaitan antara permasalahan dalam karya sastra dengan permasalahan dengan masyarakat lebih mudah diperoleh. berdasarkan analisis di atas, dapat disimpulkan bahwa kumpulan puisi atau sajak tere liye memaknai tentang cinta, perasaan, rahasia, kebencian, jodoh, kesedihan dan sakit hati. hal tersebut dapat disebut sebagai kesimpulan dari kumpulan puisi ini. kemudian telah dijelaskan pula aktifitas benda mati, dalam puisi tersebut sajak remote sifat on dan off yaitu seperti perasaan manusia dapat tumbuh dapat mati, mungkin pembaca atau masyarakat terhibur dengan membaca puisi ini. daftar pustaka references 17 59 8 3 4 1 1 2 3 98 daftar pustaka microsoft word 4. email group _dewi_ http://unimus.ac.id �������� ��� ���� ���� ���� ���� � �������� ������� �� � ���dewi wahyu mustikasari������ � � �������� ������ � ���� ���� ������������������ �� �� ���� �������������������������������� �������� �� ������� �������� ������� ��������� ������� ����� ��������� �� ������� � ��������� �� � ������ ������� �������� ����� ��� ������ ��������� ������� ��� � �� ����� ������������������ �������������������������������� ������ �� ��� ��������������� ����������� ���� ���� ���� ��� ��� ������ ������������������ ������������� ������� ������������ ���������������� �� � ����� ���������� �������� 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(2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 95 conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic siti ayu nurhidayati1*, mulyadi2 1,2universitas sumatera utara indonesia sitiayu@students.usu.ac.id article history: submitted on december 25th, 2022; revised on february 7th, 2023: accepted on june 18th, 2023; published on june 30th, 2023. abstract this study discusses the conceptualization of metaphors in the discourse of the bali g20 summit using cognitive semantic theory. the purpose of this study is to explore and analyze the types and meanings of metaphors and create a semantic network to see the relationship of meanings with one another. this research is included in the descriptive qualitative research. the source of metaphor data comes from online mass media. the method used in data collection is the simak method, with the note-taking technique as the primary technique, and the data analysis method uses the distribution method with advanced techniques for natural elements (bul). the results showed three types of metaphors, namely three structural, two orientational, and five ontological metaphors. based on the metaphorical mapping between the source domain and the target domain of the image scheme, namely the identity of the suitability feature matching; space with features up-down, front-back, left-right, near-far, center-periphery, contact; force strength with the characteristics of balance, state of existence characteristic of an object, cycle, and process, limited space bounded space. cognitive roles influence the conceptualization of metaphors in the discourse of the bali g20 summit. the meaning of the metaphor is reflected based on different thoughts and experiences in the context of the sentence. the linkage of meaning between one meaning and another can be connected through synonymous meaning relations in a semantic network. keywords: cognitive, image, networks, metaphors,semantic http://jurnal.unimus.ac.id/index.php/lensa mailto:sitiayu@students.usu.ac.id1 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 96 introduction the importance of language for human life causes language to vary wildly, one of which is conveying messages or information using figurative or figurative language. for example, this figurative or figurative language can be found in metaphors. metaphor (kridalaksana, 2008) is the use of words or other expressions for objects or other concepts based on figures of speech or similarities, eg, mountain foot, table leg, based on the allegory of the human leg. in producing utterances and words, language users can form certain concepts influenced by their thoughts' realm, giving rise to creative forms of language, such as the emergence of metaphorical expressions. according to ungerer (2006:118), metaphor is not only a form of creative language phenomena but the result of a way of thinking about something. (lakoff, & johnson, 2003:71) also mention that a person thinks and conceptualizes something in metaphorical expressions. conceptual metaphors are studied through cognitive linguistics. in conceptual metaphors, there are the source and target domains. the source domain is the concept used as the basis for conceptualization, and the target domain is where the conceptualization is directed (nirmala, 2012). between the source and target domains are things embedded in our cognition and transformed through metaphorical conceptualization. ungerer (2006:118) suggests the same thing in the view of cognitive linguistics; metaphor is a mapping of concepts from the source to the target domain. in this article, the metaphor discussed is a conceptual metaphor using a cognitive semantic approach. language phenomena will continue to emerge along with the times. this language phenomenon arises because of the dynamic nature of language. language also develops following the development of the language of its speakers. language has a significant role in the process of human thinking, the linkage between language and thought lies in the assumption that language influences how people view the world and the minds of individual language users. humans interpret each concept with their cognition, and language conveys these concepts. in linguistics, some studies study the relationship between language and cognition, namely cognitive linguistics. according to (evans, vyvyan., & green, 2006), cognitive linguistics studies how a person thinks about something spoken through his language. this definition is in line with the opinion (cuyckens, 2012) that cognitive linguistics is the relationship between language and one's cognitive function. everyone's cognition is used to know and learn everything in this world. therefore, every concept that exists in the world can be interpreted cognitively by someone, and these concepts can be different because different cultures influence them. the study in linguistics that dissects meanings is called cognitive semantics. evans (2007) defines cognitive semantics as a study that studies the meanings in one's cognition or the interpretation of one's cognition. one of the main focuses of this study is a metaphor. a metaphor is http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 97 a figurative language that conceptualizes one concept to another. for example: hujan debat di sidang luhut vs haris-fatia: mulai dari pesan whatsapp minta tolong soal freeport sampai minta saham. (kompas.com) rain of debates in luhut vs haris-fatia trial: from whatsapp messages requesting help on freeport to requesting shares. (kompas.com) the metaphorical expression is shown by the linguistic marker debate rain. the phrase debate rain consists of the word rain, which is defined lexically in kbbi v online, as 'water droplets falling from the air due to the cooling process' and the word debate, which is defined lexically in kbbi v online, as 'discussion and exchange of opinions on a matter by giving each other reasons to defend their respective opinions'. the concept of metaphor in the phrase debate rain is that the amount of debate that occurred in the trial is like the concept of rain. what is being compared is a lot of debate with rain. conceptual metaphor (lakoff, g., & johnson, 2003) results from mental construction based on the analogy principle of conceptualizing one thing with another. the components of metaphor in the view of cognitive linguistics include: (1) the domain of the source (source domain), generally of a concrete nature; (2) the target domain, generally abstract; and (3) mapping between the two domains (mapping). the following is an example of a conceptual metaphor with the expression life is a journey described in table 1 below. table 1: metaphor mapping life is a journey (source realm and target realm) source realm (life) target realm (journey) the starting point is birth, and the ending point is death the starting point is the starting place to start the journey, and the ending point is the destination. have goals. the purpose of life is to enter heaven. on the way must have a goal. for example, we are going to the beach. have barriers. in life, there are obstacles, such as distractions in worship. i sometimes encounter obstacles during the journey, such as a vehicle breaking down. according to lakoff & johnson (2013) (tawami, t., & sari, 2018; setiaji, 2019) conceptual metaphors consist of three types: structural metaphors, orientational metaphors, and ontological metaphors. 1. structural metaphor, namely a concept formed metaphorically by using another concept. this structural metaphor is based on two domains: the http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 98 source domain and the target domain. structural metaphors are based on systematic correlations in everyday experience. 2. orientational metaphors are metaphors related to spatial orientation, such as up-down, inside-out, front-back, and so on. this spatial orientation arises from the fact that we have bodies, and bodies function in a physical environment. therefore, this metaphor is based more on human physical experience in adjusting direction orientation in everyday life, such as updown, measured from human physical experience. 3. ontological metaphors conceptualize thoughts, experiences, and processes of abstract things into something physical. in other words, ontological metaphors consider abstract nouns as concrete nouns. for example, "the mind is a machine" in the sentence "my mind just is not operating today" (today my brain is not working or today i do not want to think). interpreting the meaning contained in the metaphor can be seen with the image scheme. image scheme (saeed, 2003) is a fundamental cognitive semantic conceptual structure. in addition, image schema is a structure of meaning derived from the experience of how the body interacts with the world. this experience is useful for understanding abstractly and understanding the truth. furthermore, (cruse & croft, 2004) describes the image schema categories as follows (in amant, morrison, chang, cohen, & beal, 2006). table 2: image scheme space up-down, front-back, left-right, near-far, center periphery, contact scale path container containment, in-out, surface, full-empty, content force balance, counterforce, compulsion, restraint, enablement, blockage, diversion, attraction unity/ multiplicity merging, collection, splitting, iteration, part-whole, mass-count, link identity matching, superimposition excistence removal, bounded space, cycle, object, process http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 99 the different meanings of a polysemic linguistic unit are unified based on the categorization relations between the meanings, such as elaboration and expansion, to form a semantic network (langacker, 2008: 37; check further geeraerts, 2010). it is believed that the emergence of a new meaning in a word must have a driving force. for example, the word roll out means to hold, unfold, spread out, make, open, spread out, develop, carry out, carry out, widen, hold, and organize, until the meaning of hitching must be something that motivates it. the form of the relationship between these meanings can be described (nurhidayati, 2017:4). lakoff & johnson 1987) have tried using metaphorical language styles, metonyms, and image schemas to describe the relationship between meanings in the meaning of the metaphor. at the same time, langacker describes it through his prototype theory and schema. the dynamic nature of language is evidenced by the many language phenomena that arise along with the development of technology in every era. technological developments at this time make it very easy for us to obtain information; many media provide the various information we want, one of which is mass media in the network (online). information in the form of news is conveyed in an informative manner to attract readers' attention. one of the attractions for readers is the use of metaphors in the delivery of news in the mass media.the study of the conceptualization of metaphors in mass media is attractive because journalists use language that rarely or has nothing to do with the scope of news in expressing an intention. the g20 bali summit was the seventeenth meeting of the group of twenty. the summit has been held in bali, indonesia, in 2022. indonesia's presidency runs from december 1, 2021 until the summit in the fourth quarter of 2022. the coverage of the g20 bali summit was very popular because the event was held in indonesia. the g20 bali summit is a discourse to build the nation's economy. the role realized through linguistic discourse is not only understood as information, but builds the reality of people's understanding of a phenomenon. the mass media that produces the g20 bali summit discourse will influence the readers' cognition. in this case, people are influenced to participate in building the nation's economy or vice versa. in the manifestation of role fulfillment, the mass media has a variety of languages that are flexible and interesting in conveying events. in this case, the mass media uses various language tools to package constructive and destructive ideologies related to the nation's economic development, one of which is the use of metaphors. metaphorical expressions are used in delivering messages so that they have a deeper flavor. in previous studies, several articles discussed conceptual metaphors that were dissected using a cognitive semantic analysis knife. research conducted by aulia, zn (2020) entitled conceptual metaphors in the rubric of manglé online magazine unak-anik kahirupan: cognitive semantic analysis examines the types of conceptual metaphors, conceptual meanings, and image schemes in the writing of manglé online magazine unak-anik http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 100 kahirupan. haula (2019) examined metaphor conceptualization in the kompas opinion rubric: a cognitive semantic study and found that the use of metaphors in opinion texts is intended to convey the author's intention in an unclear way and provide more interesting things for readers to listen to. the distinctive feature of metaphors found in kompas opinion texts is metaphors related to nature. (sofa, 2019b) sofa (2019) metaphor conceptualization of emotional experience: case study of university of indonesia students with the findings of the relationship between emotions and conceptual metaphors through the production of metaphors related to emotional experiences. masthuroh (2020), with the title conceptualization of drug metaphors: a cognitive linguistic study, concluded that metaphors are not only part of a language style, but behind that, there are ways and thought processes when producing expressions containing metaphors so that there is a cognitive process that occurs when someone produces an expression metaphorically. although the theoretical umbrella used is similar, the approach and analysis of conceptual metaphors by making the bali g20 summit discourse in the mass media as the object of study has never been done. therefore, this study was conducted to continue and find the meaning of metaphors in the mass media from the perspective of cognitive semantics. then, create a semantic network to see the relationship of meaning between one word and another (which was not analyzed in previous studies). meanwhile, the convention between the source domain and the target domain is generated by looking at the similarities and comparing the characteristics, traits, and categories between them. the similarity between the research conducted by aulia, z. n. & nur, t. (2020) and this study are discussing and focusing on the conceptualization of metaphors, while the difference in this study is that the researcher focuses on the study of metaphors in online mass media data sources related to the bali g20 summit discourse, dissecting the types and meanings of metaphors according to theory (lakoff, g., & johnson, 2003) and image schemes according to theory (cruse, & croft, 2004) to capture meaning and then create a semantic network. although the approaches and theories used are similar, in previous studies there has been no formulation of the semantic network of metaphor usage, especially in the discourse of the bali g20 summit. this study looks at how the mass media package the form and realization of the use of conceptual metaphors in the discourse of the bali g20 summit in the mass media and then create a semantic network to see the relationship of meaning between one another. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 101 method the method in this research is a descriptive qualitative method. (djajasudarma, 2006) states that the qualitative method is a procedure that produces descriptive data both orally and in writing that develops or exists in society. in this case, the data is presented as it is factually, analyzed systematically, and described for accuracy. the data taken comes from online mass media related to the g2o bali summit discourse, data in the form of words or phrases containing metaphorical meanings are classified based on lakoff & johnson's (2013) types of metaphors. then create a semantic network to ensure the relationship between one meaning and another can be connected through synonymous meaning relations. descriptive qualitative method is used to answer the problem of conceptual metaphor in the discourse of g20 bali summit in indonesian mass media. this research method is used to obtain data logically and empirically. the data obtained were then analyzed using the conceptual metaphor approach (lakoff & johnson, 1980) and image schema (cruse & croft, 2004 and then captured the meaning with semantic networks. thus, the data from the bali g20 summit discourse in the mass media in indonesia represented the meaning of metaphors, image schemes, semantic networks. in collecting data, this research uses the simak method followed by note-taking techniques (mahsun, 2014). the simak method is a trick in obtaining data that is done by listening to the use of language, both orally and in writing. in collecting data, researchers listened to news related to the discourse of the bali g20 summit in online mass media. furthermore, the note-taking technique is carried out by looking at and recording words and phrases that contain metaphors in the news of the bali g20 summit discourse in online mass media. the data analysis method used is the distributional method (agih) with the basic technique for direct elements (bul) (sudaryanto, 2018). the bul technique aims to determine the source and target domains in the metaphor data contained in the news. distributional method (agih) is a data analysis method whose determining tool is an element of the language concerned itself (sudaryanto, 1993: 15). the distributional method (agih) is used to analyze the types of metaphors, metaphorical meanings, and synonyms to create a semantic network. the basic technique is the direct element division technique (bul). this technique is used to divide the lingual unit of data into several elements (sudaryanto, 1993: 31). the next technique is the expansion technique. metaphorical expressions are subject to expansion, the expansion is only two kinds: to the left (forward) or to the right (backward). this is in accordance with the linear nature of language (sudaryanto, 1993: 55). in that case, the result is the same as the use of other techniques, there are two kinds: those that are acceptable (grammatical) and those that are not http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 102 (ungrammatical). example: metaphorical expression in the context of a sentence: proyek kerja sama tersebut yang akan membantu membumikan kerja g20 lebih dekat dengan rakyat. the cooperation project will help membumikan the work of the g20 closer to the people. proyek kerja sama tersebut yang akan membantu memperkenalkan kerja g20 lebih dekat dengan rakyat. the cooperation project will help memperkenalkan the work of the g20 closer to the people. the flow of data provision is carried out in several stages, namely as follows. 1. the author searches for and marks news related to the bali g20 summit discourse that contains conceptual metaphors. 2. the author records news that has the potensial to become data news source from https://www.cnbcindonesia.com/ data 1 news source from https://ekon.go.id/ data 2,3,10 news source from https://www.kominfo.go.id/ data 4,5,6,9 news source from https://www.esdm.go.id/ data 7 news source from https://analisadaily.com/ data 8 3. the author reduces the data included in conceptual metaphors and classifies them based on the types of metaphors according to lakoff & johnson's theory. 4. the author analyzes the data using the bul technique. metaphors experience a change in meaning, and there is a reference between the literal meaning (source meaning) to the target meaning. conversely, if the basic meaning does not change the meaning, then there is no element of metaphor in it. i refer to the big indonesian dictionary and examine it introspectively to see the literal meaning. the reason is that the big indonesian dictionary is sufficient to reveal the basic meaning of a word. then, expressions containing metaphor elements are analyzed based on the transfer of meaning from the source domain to the target domain. then, the data is displayed in a table to explain the semantic elements contained in the meaning of the source, transfer markers, and semantic elements in the meaning of the target. the analysis results in this way are used to show the similarity of meaning between the source domain and the target domain so that the type of similarity in meaning can be formulated between the two. furthermore, this research is to analyze the target content concerning the source domain and relate it to the context where the metaphor is used in the discourse of the bali g20 summit, as well as take inferences to reveal the function (use) of metaphors and image schemes in the discourse of the bali g20 summit. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 103 finding and discussion the presentation of the results of this study is arranged based on the types of metaphor categories found. the research results generally show that ontological metaphors are most commonly found. there are five image schemes found in the metaphor, namely identity (matching), space (updown), existence (object, bounded space, cycle, process), and force (balance) image schemes. furthermore, the linkage of meaning between one meaning and another can be connected through synonymous meaning relations in a semantic network. the following is an explanation of the analysis of structural, orientational, and ontological metaphors found in the discourse of the bali g20 summit. structural metaphor data 1 selain deklarasi, presidensi indonesia juga menghasilkan concrete deliverables yang berisi daftar proyek kerja sama negara anggota g20 dan undangan. proyek kerja sama tersebut yang akan membantu membumikan kerja g20 lebih dekat dengan rakyat.( https://www.cnbcindonesia.com/) apart from the declaration, the indonesian presidency also produced concrete deliverables containing a list of cooperation projects for g20 member countries and invitations. this cooperation project will help ground the work of the g20 closer to the people. the linguistic markers show the metaphorical expression in data (1) to be grounded. the word earthing has a lexical meaning in kbbi v online 1 to plant or store in the soil and 2 to socialize. the word "earth" in this sentence means that the g20 cooperation projects can be planted like plants planted on earth, whereas what can be planted are plants. the cooperation project of the g20 countries is expected to introduce/broadcast/popularize the work of the g20 in a society like the earth, which is very close to the people. therefore, the word in the sentence is an example of a metaphorical lexicon. table 3: metaphorical lexicon membumikan source realm membumikan/ grounded target realm mempopulerkan/popularize/memperkenalkan/ introduce/ menyiarkan/ broadcast • plant or store in the soil • the earth where humans live • socializing • the meaning of grounding becomes introducing. • the cooperation projects of g20 member countries are expected to introduce the work of the g20 to the public. http://jurnal.unimus.ac.id/index.php/lensa https://www.cnbcindonesia.com/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 104 • humans live on earth. as a place to live, humans are close to the earth. this close/close similarity feature makes the word grounding orientated to the meaning of introducing. the concept equation of the source and target domains in the data gives rise to an identity image scheme of the 'identity' type of suitability. the metaphorical expression of grounding has a 'matching' suitability, indicating that one thing is the same as another. the metaphor of grounding has the same relationship as introducing/popularizing. the semantic network and the interrelationship of the meaning of the word grounding. memasukan menanamkan menancapkan membenamkan menaruhkan mendaftarkan membumikan menyiarkan menempatkan memuatkan menghantar data 2 kesuksesan pelaksanaan 437 acara g20 di 24 kota di seluruh indonesia dan ratusan pertemuan bilateral merupakan hasil jerih payah para pengampu di kementerian/lembaga dan seluruh pihak yang terlibat. (https://ekon.go.id/) the successful implementation of 437 g20 events in 24 cities throughout indonesia and hundreds of bilateral meetings results from the hard work of supervisors in ministries/agencies and all parties involved. the linguistic markers of effort show the metaphorical expression in data (2). the phrase toil has a lexical meaning in kbbi v online: a business carried out with great difficulty: finally, -the community also appreciates the effort as a beneficial endeavor. the phrase jerih payah is worth the hard work. the expression jerih payah is equivalent to hard work. the phrase jerih payah shows an expression of being tired, bored, tired, lethargic, or weak, feeling bored, tired, withered and limp. the word payah in kbbi v online means weary; tired: stiff; difficult: in trouble. the meaning of metaphor of toil refers to struggle or hard work. lakoff, g., & johnson (2003) have tried using metaphorical language styles, metonyms, and image schemas to describe the relationship between meanings in the meaning of the metaphor. the following is the meaning of the metaphor based on the source and target domains. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 105 table 4: metaphorical lexicon jerih payah source realm (jerih payah) target realm (kerja keras—perjuangan)( hard work—struggle) • tired: expression tired, bored, weary, tired, or lethargic, feeling bored, tired, withered, and lethargic. • tired: means tired; tired: hard; difficult: in trouble. • jerih payah metaphorical meaning of 'hard work'. • the struggle process • the successful implementation of 437 g20 events in 24 cities throughout indonesia and hundreds of bilateral meetings results from the jerih payah of supervisors in ministries/agencies and all parties involved. • jerih payah→ hard work → struggle →success the concept equation of the source and target domains in the data gives rise to an image schema of the 'identity' image schema of the suitability type. the metaphorical expression of toil has a 'matching' suitability, indicating that one thing is the same as another. the metaphor of toil has the same relationship with jerih payah (struggle). the process of struggle shows a tired and troubled expression. tired and stiff is the meaning contained in the phrase toil. the connection between jerih payah and other meanings can be shown through the following semantic network and attachment to the meaning of jerih payah. jerih payah --kerja keras→ perjuangan jerih payah lelah bosan letih penat lelah penat sukar susah dalam kesulitan. lunglai perasaan jemu payah layu lungkrah data 3 concrete deliverables merupakan kumpulan proyek, program, atau inisiatif dari negaranegara g20 yang berkaitan dengan pilar-pilar presidensi indonesia. terdapat 226 proyek/program/inisiatif bersifat multilateral dan 140 proyek matang bersifat bilateral dengan nilai total usd71,5 miliar. ((https://ekon.go.id/)) http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 106 concrete deliverables are a collection of projects, programs, or initiatives from the g20 countries related to the pillars of the indonesian presidency. there are 226 multilateral projects/programs/initiatives and 140 bilateral mature projects with a total value of usd 71.5 billion. mature linguistic markers indicate the metaphorical expression in data (2). for example, the word matang has a lexical meaning in kbbi v online is old, and it is time to be picked, eaten, and so on (about fruits); matang: the mango is left -on the tree. the metaphorical meaning of the word matang is 'ready'. ripe fruit is a fruit that is "old" time to pick. a mature project is a project that is ready to be worked on in detail "steadily".look at the source and target domains of mature metaphorical meaning below. table 5: metaphorical lexicon matang source realm (matang)(old) target realm (siap)(ready) • fruit--it is old--time to be picked---eaten. • project -concept ready -design ready -detailed -feasible – solid • concrete deliverables are a collection of projects, programs, or initiatives from the g20 countries related to the pillars of the indonesian presidency. there are 226 multilateral projects/programs/initiatives and 140 bilateral ready/feasible projects with a total value of usd 71.5 billion. the concept equation of the source and target domains in the data gives rise to an image schema of the 'identity' image schema of the suitability type. mature metaphorical expressions have a 'matching' suitability, indicating that one thing is the same as another. the matang metaphor has the same relationship with readiness/worthiness. like a fruit, it can be picked and eaten when it is matang. likewise, a mature project means a project that is ready in terms of concept, ready in terms of planning, and detailed so that it is feasible and solid to work on. here, semantic networks and meaning attachments of words mature to show the similarity of meaning. dalu dewasa intensif komprehensif luas matang sinonim balig cukup umur mantap mendalam mendetail masakmenguning sinonim sinonim selesaisiapteperinci ranum sampai umur tua matur sempurna akal http://jurnal.unimus.ac.id/index.php/lensa https://m.persamaankata.com/3645/dalu https://m.persamaankata.com/4120/dewasa https://m.persamaankata.com/6618/intensif https://m.persamaankata.com/8916/komprehensif https://m.persamaankata.com/10365/luas https://m.persamaankata.com/1277/balig https://m.persamaankata.com/3472/cukup-umur https://m.persamaankata.com/10799/mantap https://m.persamaankata.com/3631/mendalam https://m.persamaankata.com/4096/mendetail https://m.persamaankata.com/10863/masak https://m.persamaankata.com/9311/menguning https://m.persamaankata.com/15656/selesai https://m.persamaankata.com/16317/siap https://m.persamaankata.com/33163/teperinci https://m.persamaankata.com/26622/ranum https://m.persamaankata.com/20727/sampai-umur https://m.persamaankata.com/19010/tua https://m.persamaankata.com/10962/matur https://m.persamaankata.com/15864/sempurna-akal lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 107 orientational metaphor data 4 presiden joko widodo secara resmi menutup konferensi tingkat tinggi (ktt) g20 tahun 2022 yang digelar di bali selama dua hari pada 15 s.d. 16 november 2022. (https://www.kominfo.go.id/) president joko widodo officially closed the 2022 g20 summit, held in bali for two days from 15 to 2022. november 16, 2022. the word closed linguistic marker indicates the metaphorical expression in data (4). the lexical meaning in kbbi v online is to make it not open (such as closing, locking, closing): ~ book; ~ window; ~ eyes; ~ door. the lexical meaning of closed will be used as a thinking orientation. the word closed not only makes it not open but also becomes a metaphorical expression in data (4) which means ending/ending the event. about opening and closing, the concept of space becomes an orientation to reflect different things (ending/ending). every culture in society is different, including in indonesia. the metaphorical expression opening-closing is used to start-end events as if a window can be opened and closed as well as an event that can be opened and closed even though events are abstract forms that are reflected as space. table 6: metaphorical lexicon menutup source realm (menutup)(closed) target realm (mengakhiri)( end) • make something not open • space-oriented (window, door, or similar) • reflection on the concept of opening-closing space to the concept of starting-ending an event. the orientation of thinking reflection on the concept of closed from the realm of sources and targets in the data gives rise to the existence of an imaging scheme of 'space.' the metaphorical expression of closed has space up-down, front-back, left-right, near-far, center-periphery, and contact, which shows the similarity of the spatial concept of space with other things. the closed metaphor has the same thinking orientation as the ending/end. the following shows the network of meanings and the interrelationships of the meaning of the word closed. closed words have synonyms or equivalent words. the word equation has its concept in its use, depending on the context of the sentence. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 108 menutup membubarkan mengakhiri menyudahi menamatkan menyelesaikan menghentikan sinonim mengunci mengatup membkolade sinonim melunasi sinonim membayar melengkapi mencukupi blokir ontology metaphor data 5 dalam kesempatan tersebut, presiden menyampaikan bahwa presidensi g20 indonesia dimulai dengan harapan untuk menyatukan niat bersama dalam mewujudkan pemulihan dunia yang inklusif dari pandemi. (https://www.kominfo.go.id/) on this occasion, the president said that indonesia's g20 presidency began with the hope of uniting a common intention in realizing an inclusive world recovery from the pandemic. the word "menyatukan" belongs to ontology metaphor because in the statement there is an abstract process. the word unify has a process. the process of bringing two or more components together into the final form of the product. in this case, the process of uniting the intentions of many people into one common intention. uniting intentions is an abstract process, while uniting scattered objects is a concrete process. thus, the word "menyatukan" falls into the category of ontological metaphor. the metaphorical expressions in data (5) are indicated by uniting linguistic markers. for example, the word uniting has a lexical meaning in kbbi v online: to make one, collect (merge, and so on) into one. conceptually, uniting means collecting scattered objects. for example, some marbles were scattered on the floor and then quoted in one place. that is what is understood as the meaning of uniting. however, the intention is an abstract element—mind-oriented intention. so, usually, what is understood to unite is objects, not intentions. the metaphorical expression of ontology means this; some things are compared directly or indirectly. as lakoff, g., & johnson (2003) stated, ontological metaphors are metaphors that conceptualize thoughts, experiences, and other abstract processesinto something that has physical properties. in other words uniting intentions is seen as an entity through the adjective determination ‘tekad’. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 109 table 7: metaphorical lexicon menyatukan source realm (menyatukan)(uniting) target realm (tekad)(determination) • concrete objects • several marbles scattered on the floor and then picked up and put in one place. • unite scattered marbles. • the equivalent word for uniting in this concept is “collecting” • abstract/inner • on this occasion, the president said that indonesia's g20 presidency began with the hope of uniting a common intention in realizing an inclusive world recovery from the pandemic. • the equivalent word that uniting this concept is determination ‘tekad’. in this research, we found ontology metaphor data with image schema, namely force in the form of balance. the word unites on uniting intentions, a metaphorical expression of ‘tekad’ in balance with the concept of thinking, uniting on uniting marbles, the meaning of collecting. the uniting intention interpreted as a ‘tekad’ has inner strength as the target domain while uniting as lexical meaning has concrete power as the source domain. here are some equivalent words to menyatukan. look at the semantic web and the entanglement of the meanings of words that uniting. menyatukan mencampur mengumpulkan menghubungkan sinonim menjalin mengawinkan mengelompokkan merapatkan sinonim mempertemukan menggabungkan menghimpun data 6 “diskusi mengenai hal ini berlangsung sangat-sangat alot sekali dan akhirnya para pemimpin g20 menyepakati isi deklarasi yaitu condemnation perang di ukraina karena telah melanggar batas wilayah, melanggar integritas wilayah,” ujar presiden dalam pernyataan pers di media center di bali international convention center, kabupaten badung, provinsi bali, rabu (16/11/2022). (https://www.kominfo.go.id/) "the discussion on this matter was very, very tough, and finally, the g20 leaders agreed on the contents of the declaration, namely the condemnation of war in ukraine for violating regional boundaries and violating territorial integrity," the president said in a press http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 110 statement at the media center at the bali international convention center, district badung, bali province, wednesday (16/11/2022). the metaphorical expression in data (6) is indicated by linguistic markers violating. the word violating has a lexical meaning in kbbi v online: crashing; crashing; pounding: the car is damaged by ~ trees. in data (6), ontological metaphors are found; according to lakoff and johnson (1980), ontological metaphors are metaphors that conceptualize thoughts, experiences, and other abstract processesinto something that has physical properties. his car was damaged by breaking a tree. this means that the lexical meaning of the word violating is 'crash.' the tree is a thing and is a concrete realm. however, the word transgression as a metaphorical expression has an abstract realm defined as 'beyond.' usually, violating is an object, for example, a tree, whereas in data (6), what is being violating is territorial integrity. thus, the expression of this ontological metaphor is based on the concept of thinking in the form of an indirect comparison between a tree and integrity. table 8: metaphorical lexicon melanggar source realm (melanggar)( violating) target realm (melampaui)( go beyond) • the car was damaged by breaking a tree. • breaking a tree is a concrete domain. • melanggar means 'to hit' • discussions on this matter took place very, very tough, and finally, the g20 leaders agreed on the contents of the declaration, namely the condemnation of war in ukraine because it had violated territorial boundaries, violated the territorial integrity. • violating integrity is an abstract realm. • the word violating is interpreted as 'beyond' in data (6), an imaging scheme is found which depicts the concept of existence (state) with various characteristics, namely, object 'object,' bounded space 'limited space,' and cycle 'cycle.' violating the object tree is a tree. it was violating the integrity of the object integrity. this ontological metaphor has an image schema of a 'state of affairs'; violating it is considered a state of being beyond the limit. this reflection underlies that data (6) is an event with a state exceeding the limit. why is there a war in ukraine? because it has violated the integrity of territorial boundaries, territorial integrity. integrity here is defined as going beyond limits. the semantic network and the attachment to the meaning of the word violating will be described below. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 111 mengingkari melangkahi melalui melanggar melewati melawan melampaui melanda membentur menabrak menghantam mengenai menumbuk menerpa menimpa menarung mencabuli mendampak menempuh menerjang menubruk data 7 untuk diketahui, deklarasi bali mencatatkan 52 poin kesepakatan kepala negara g20 guna mendorong pencapaian tujuan masyarakat dunia melalui peningkatan upaya dan komitmen di berbagai sektor. (https://www.esdm.go.id/) to note, the bali declaration recorded 52 points of agreement of the g20 heads of state to encourage the achievement of the goals of the world community through increased efforts and commitment in various sectors. the linguistic markers show the metaphorical expression in data (7). the word encourage has a lexical meaning in kbbi v online: to refuse from the back or the front; shoves: they roll in ~ a broken down car. similar to data (6), data (7) is also included in the findings of ontological metaphors. lakoff and johnson (1980) say that ontological metaphors are metaphors that conceptualize thoughts, experiences, and other abstract processes into something that has physical properties. the meaning of the metaphorical expression encourage is to 'move.' usually, it is objected that are pushed, but in this finding, it is different that it is an achievement that is pushed. achievement is an abstract realm. this is inversely proportional to the lexical meaning of pushing in the sentence. they pushed the stalled car together. car driven. the car is a concrete realm. the meaning of encourage in the sentence is 'pushing.'the linguistic markers show the metaphorical expression in data (7). the word encourage has a lexical meaning in kbbi v online: to refuse from the back or the front; shoves: they roll in ~ a broken down car. similar to data (6), data (7) is also included in the findings of ontological metaphors. lakoff and johnson (1980) say that ontological metaphors are metaphors that conceptualize thoughts, experiences, and other abstract processes into something that has physical properties. the meaning of the metaphorical expression encourage is to 'move.' usually, it is objected that are pushed, but in this finding, it is different that it is an achievement that is pushed. achievement is an abstract realm. this is inversely proportional to the lexical meaning of pushing in the sentence. they pushed the stalled car together. car driven. the car is a concrete realm. the meaning of encourage in the sentence is 'pushing.' http://jurnal.unimus.ac.id/index.php/lensa https://m.persamaankata.com/6529/ingkar https://m.persamaankata.com/9531/melalui https://m.persamaankata.com/10106/melewati https://m.persamaankata.com/9569/melampaui https://m.persamaankata.com/1910/membentur https://m.persamaankata.com/17334/menabrak https://m.persamaankata.com/5895/menghantam https://m.persamaankata.com/8197/mengenai https://m.persamaankata.com/21687/menumbuk https://m.persamaankata.com/29197/menerpa https://m.persamaankata.com/17903/menarung https://m.persamaankata.com/18276/menempuh https://m.persamaankata.com/18276/menempuh https://m.persamaankata.com/18521/menerjang https://m.persamaankata.com/19041/menubruk https://www.esdm.go.id/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 112 table 9: metaphorical lexicon mendorong source realm (mendorong) ( encourage) target realm (menggerakkan)(move) • they pushed the stalled car together. • cars—the concrete realm • the meaning of encourage is 'pushing.' • for your information, the bali declaration recorded 52 points of agreement of the g20 heads of state to encourage the achievement of the goals of the world community through increased efforts and commitment in various sectors. • achievements—the realm of the abstract • the meaning of encourage is 'moving/advancing.' in data (7), an imaging scheme depicts the existing concept of 'state' with process characteristics. for example, the word push is an event characterized by a processing activity. encourage which has a metaphorical meaning of 'moving/advancing,' is a process of moving/advancing achievement. several equivalent words of encouragement can be seen from the following semantic networks and meaning attachments. menggerakkan menggiatkan mengobarkan menjorokkan menyorong mendorong memotivasi memecut memaksa memajukan mengajak data 8 analisadaily.com, nusa dua segala bentuk upaya terus dilakukan negaranegara anggota groups twenty agar perhelatan konferensi tingkat tinggi (ktt) g20 itu memiliki dampak positif tidak hanya bagi negara peserta, tetapi punya efek yang besar bagi dunia internasional. salah satu dari sekian banyak agenda yang saat ini dijalankan adalah peluncuran dana pandemi (pandemic fund). all kinds of efforts continue to be made by the member countries of group twenty so that the g20 summit will positively impact the participating countries and the international community. for example, one of the many agendas currently being carried out is launching a pandemic fund (pandemic fund). http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 113 the launching linguistic marker indicates the metaphorical expression in data (8). the word launching has a lexical meaning in kbbi v online: the way (place) to launch. launching falls into the category of ontological metaphor. lakoff, g., & johnson (2003) say that ontological metaphors are metaphors that conceptualize thoughts, experiences, and other abstract processes into something that has a physical nature. launching originally meant a place to slide (call it a slide), but what is meant in data (8) is different. the meaning of the launching metaphor on the data is 'sending.' the place to launch is a concrete realm while launching a fund is an abstract process. the reason is that objects are usually launched, but in data (8), what is launched is in the form of funds. can the fund be launched? this ontological metaphor results in the meaning of launching being the same as the meaning of sending. comparing a launch as a 'gliding place' with the launching as the meaning of 'sending' is a human concept of thinking based on experience. table 10: metaphorical lexicon peluncuran source realm (peluncuran)( launching) target realm (mengirimkan) (sending) • peluncuran is a slide (slide) • the launch was slippery. • the launch pad is a thing. however, objects include the realm of concrete. • metaphorical meaningful peluncuran is sending • one of the many agendas currently being carried out is sending pandemic funds (pandemic fund). • fund ---abstract the image schema found in data (9) is the concept of existence (state) with characteristics, namely object 'object,' cycle 'cycle,' and process 'process.' the launching object in data (9) is the fund. the fund launching cycle is included in the process. funds are usually in the form of money, a means of payment. hence, the funds are close to paying. what is the process for launching the fund? can the funds slide? the concept of thinking like this can be categorized as a metaphor. what is the comparison between launch and funding? this metaphorical expression expands the meaning of the word launching. the following is a semantic network and the meaning of the launching word. lembaga meresmikan menginstal peluncuran memulai mengirimkan mengeluarkan http://jurnal.unimus.ac.id/index.php/lensa https://indonesian.abcthesaurus.com/browse_synonyms/synonyms_for_lembaga.html https://indonesian.abcthesaurus.com/browse_synonyms/synonyms_for_meresmikan.html https://indonesian.abcthesaurus.com/browse_synonyms/synonyms_for_menginstal.html https://indonesian.abcthesaurus.com/browse_synonyms/synonyms_for_memulai.html https://indonesian.abcthesaurus.com/browse_synonyms/synonyms_for_mengirimkan.html https://indonesian.abcthesaurus.com/browse_synonyms/synonyms_for_mengeluarkan.html lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 114 data 9 “hoaks dan perundungan siber dapat memecah persatuan dan mengancam demokrasi. kebocoran data akibat kejahatan siber berpotensi menimbulkan kerugian ekonomi hingga 5 triliun dolar as pada tahun 2024. untuk itu, keamanan digital dan perlindungan privasi harus dijamin. g20 harus mampu membangun kepercayaan sektor digital, termasuk melalui tata kelola digital global,” tegasnya. (https://www.kominfo.go.id/) "hoaxes and cyberbullying can divide unity and threaten democracy. data leaks due to cyber crimes can potentially cause economic losses of up to 5 trillion us dollars by 2024. for this reason, digital security and privacy protection must be guaranteed. the g20 must be able to build trust in the digital sector, including through global digital governance," he stressed. the linguistic markers of the leaks show the metaphorical expression in data (9). the word leaks has a lexical meaning in kbbi v online, which means a hole so that water (air) can come in or out; drain: replace the roof tiles that -it; because of this teapot --, its contents are getting less and less. the concept of thought and experience related to the meaning of leaks is an event. for example, when it rains, the roof of the house leaks, so water gets into the room. this means that liquid objects can penetrate the perforated roof. therefore, the concrete concept is leaking; there must be a hole. then, the metaphorical meaning appears in the leakage event, exemplified in data (9). however, in contrast to the concrete concept, the leakage referred to in data (9) is data. data is an abstract realm, different from roofs. so, this similarity in characteristics of the leaks event results in the emergence of metaphorical meaning. table 11: metaphorical lexicon kebocoran source realm(kebocoran)( leaks) target realm (tersebar)(spread) • leaks = holes • rainwater enters because the roof leaks. • leaks = scattered • the spread of data due to cybercrime has the potential to cause economic losses of up to 5 trillion us dollars by 2024 the image schema found in data (10) is the concept of existence (state) with characteristics, namely object 'object,' cycle 'cycle,' and process 'process.' the leaks event described above is included in the process feature in the image schema. the metaphorical meaning of the word leak is 'spread out.' this scattered process can be done intentionally or unintentionally. ontological metaphors relate to thoughts or points of view, associating something with an abstract process. if the data is like water, data can also leak like a liquid. the following is the relationship between the meaning of the word leaks so that a metaphorical meaning can appear, described in the semantic network. http://jurnal.unimus.ac.id/index.php/lensa https://www.kominfo.go.id/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 115 kebocoran bocor sinonim menstruasi berburai (rahasia) berlubang mencret merembes murus sinonim terkuak tersibak tersingkap terungkap tersebar tiris tembus data 10 tepat sehari sebelum ktt g20 dimulai, menko airlangga mewakili presiden joko widodo membuka b20 summit dan juga membuka secara resmi l20 summit, guna memberikan arahan dan dukungannya terhadap pengembangan dunia bisnis dan ketenagakerjaan global. menko airlangga menekankan bahwa kerja sama yang baik antara sektor publik dan swasta akan menjadi kunci kebangkitan ekonomi pascapandemi, namun juga harus tetap diiringi dengan inklusivitas dan perlindungan bagi semua tenaga kerja.( https://ekon.go.id) just a day before the g20 summit began, airlangga represented president joko widodo to open the b20 summit and also officially opened the l20 summit, to provide direction and support for the development of global business and employment. airlangga emphasized that good cooperation between the public and private sectors will be the key to post-pandemic economic revival, but it must also be accompanied by inclusiveness and protection for all workers. the metaphorical expression in data (10) is shown by the linguistic marker kebangkitan. the word kebangkitan has a lexical meaning in kbbi v online is awakening (becoming aware): ~ indonesia is just one part of the general ~ in asia regarding rising from the dead: the day of ~jesus almasih. conceptualizing the word kebangkitan in thought, experience, and other abstract processes-to something that has physical properties. the lexical meaning of resurrection relates to the human body being weak or unconscious and then rising or becoming conscious or awake. then, the metaphorical meaning can be raised through the point of view or thought that awakening can refer to abstract things such as economic awakening. the process of awakening starts from an unstable condition towards balance and then awakening or progress. this means that awakening can be interpreted as progress. http://jurnal.unimus.ac.id/index.php/lensa https://www.persamaankata.com/11095/menstruasi https://www.persamaankata.com/24650/berburai-rahasia https://www.persamaankata.com/10374/berlubang https://www.persamaankata.com/24071/mencret https://www.persamaankata.com/20689/merembes https://www.persamaankata.com/11538/murus https://www.persamaankata.com/9138/terkuak https://www.persamaankata.com/16341/tersibak https://www.persamaankata.com/16533/tersingkap https://www.persamaankata.com/19571/terungkap https://www.persamaankata.com/18815/tiris https://www.persamaankata.com/18226/tembus https://ekon.go.id/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 116 table 12: metaphorical lexicon kebangkitan source realm (kebangkitan) target realm (kemajuan) • awakening = realize/wake up • awakening = progress • unstable state equilibrium – awakening • economic revival= economic progress the ontological metaphor of the word kebangkitan has an image scheme, namely force in the form of balance and enablement. given the economic concept that needs balance and empowerment in accordance with the image of the word economic revival. the reflection of kebangkitan refers to the economist's principle that proper empowerment will give birth to a balance that realizes economic revival or progress. the linkage of the meaning of awakening can be seen in the following semantic network scheme. kebangkitan kesadaran kemajuan bangkit kebangunan keinsafan perjuangan sinonim bangun jaga berdiri terbit timbul sinonim hidup muncul tegak sinonim memuai kambuh sadar conclusion the use of ontological metaphors is more widely used in the discourse of the bali g20 summit than structural metaphors and orientational metaphors. there are three types of metaphors: three structural, two orientational, and five ontological. the use of ontological metaphors is more common because it implies that the writer does not want to convey the intention of the news directly but prefers to transfer the meaning of his writing into the concept of objects that have physical properties. the use of metaphors in the discourse of the bali g20 summit is to express the author's intention in an unclear manner and to provide a deeper flavor. the depiction of the metaphors that were found to be dominant imaged the concept of identity, characteristics of matching; space with features up-down, front-back, left-right, near-far, center-periphery, contact; force strength with the http://jurnal.unimus.ac.id/index.php/lensa https://m.persamaankata.com/22769/kesadaran https://m.persamaankata.com/1375/kebangunan https://m.persamaankata.com/6569/keinsafan https://m.persamaankata.com/7233/perjuangan https://www.persamaankata.com/1373/bangun https://www.persamaankata.com/6807/jaga https://www.persamaankata.com/20270/berdiri https://www.persamaankata.com/18493/terbit https://www.persamaankata.com/18709/timbul https://www.persamaankata.com/6059/hidup https://www.persamaankata.com/11484/muncul https://www.persamaankata.com/18056/tegak https://www.persamaankata.com/22760/memuai https://www.persamaankata.com/7528/kambuh https://www.persamaankata.com/14896/sadar lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.95-118 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): nurhidayati, s. a., & mulyadi. (2023). conceptualization of metaphor at the discourse of the bali g20 summit in online mass media : cognitive semantic. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 95–118. https://doi.org/10.26714/lensa.13.1.2023.95-118 117 characteristics of a balance ; state of existence characteristic of an object, cycle, and process, limited space bounded space. cognitive roles influence the conceptualization of metaphors and discourse of the bali g20 summit. the meaning of the metaphor is reflected based on different thoughts and experiences in the context of the sentence. the linkage of meaning between one meaning and another can be connected through synonymous meaning relations in a semantic network. references aulia, zn, t. n. (2020). metafora konseptual dalam rubrik unak-anik kahirupan majalah online mangle: analisis semantik kognitif. jurnal lokabasa, ii(2), 226–236. cruse, & croft, w. (2004). cognitive linguistics. cambridge university press. cuyckens, g. and g. 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dalam masyarakat juga dapat berfungsi sebagai metode untuk memahami modernitas. dalam hal ini, muncul novel modern psikologis yang mewakili kategori fungsi novel tersebut. dalam penelitian ini ditelaah salah satu novel yang sering dikategorikan sebagai novel modern psikologis, yaitu “the sound and the fury” karya william faulkner. metode yang dipakai dalam penelitian ini adalah studi kepustakaan yang mana fokusnya adalah menelaah karya memanfaat literatur-literatur yang relevan. konsep-konsep tentang modernitas, psikologi, dan teknik arus kesadaran (stream of consciousness) dimanfaatkan untuk dapat menelaah secara mendalam novel ini. khusus untuk teknik arus kesadaran, teknik ini terbukti cukup dominan di dalam jenis novel ini. kata kunci: novel modern psikologis, modernitas, psikologi, arus kesadaran. 1. introduction modernism and william faulkner the accelerated pace of change, resulted from the industrial revolution, created a breeding ground for a modernist writings that took shape in the early twentieth century. rapid social change was reflected in arts especially in how writers expressed a chaotic condition and loss of certainty, mostly in dark ways, abrupt break with all tradition. the impact on literature of these losses was expressed in the work of writers such as james joyce, virginia woolf, and t. s. eliot, who are labeled with faulkner as high modernists. between 1913 and 1915, the modern psychological novel was born. another name was the stream of consciousness novel or novel of silence. it offered the hidden world of fantasy and isolation from external stimuli that the mind plays over past and present. there was no plot. above all, this kind of novel seemed to turn the readers into an author. speaking of this kind of novel, we can‟t simply ignore the existence of william faulkner, one of the best authors in the twentieth century. and, nothing in william faulkner's writings has received more critical attention than his fourth novel, the sound and the fury, which is called as a major period of his literary career. the novel's stunning technical innovations partially account for this attention, because the difficulty of reading and understanding this text is somehow compatible with being moved by it. 9 penulis adalah staf pengajar di universitas surakarta. 10 penulis adalah staf pengajar di program studi d3 bahasa inggris, akademi bahasa asing harapan bangsa, surakarta 58 faulkner expresses the loss of certainty, in terms of breakdowns of meaning, structure, and origin, putting the reader in the position of seeking to integrate what is broken. leon edel describes how to understand and to comprehend faulkner‟s work. “we have, in effect, been thrown bodily into scene and narrative; the author has withdrawn, as in play, to allow us to figure things out for ourselves. he placed us neither in a labyrinth nor a puzzle: we are merely in an unfamiliar landscape, as if we had journeyed in foreign country, and we are asked to use benjy‟ s eyes and ears and nose, indeed all his sense as well as our to determine where we are” (edel, 1964 p. 166). faulkner used modernist techniques such as stream of consciousness, interior monologues, and multiple narrative points of view to make his work distinctive, and outstanding. stream of consciousness was used by faulkner to set out humanistic representation toward style, and technique. first published in 1929, the sound and the fury is recognized as one of the most successfully innovative and experimental american novels of its time, not to mention one of the most challenging to interpret. the novel concerns the downfall of the compsons, who have been a prominent family in jefferson, mississippi, since before the civil war. faulkner represents the human experience by portraying events and images subjectively, through several different characters‟ respective memories of childhood. the novel‟s stream of consciousness style is frequently very opaque, as events are sometimes obscured and narrated out of order. despite its complexity, the sound and the fury is a deeply moving novel. it is generally regarded as faulkner‟s most important and remarkable literary work. 2. methodology this research use quality research method as the research method. data is collected by reading literatures that are related to the research. the primary data is the work. meanwhile, the secondary data is comprised of any related reference including books that can help formulate the theoretical framework of the research. 3. review of literature 3.1. modernity of a novel there are two terms characterizing modern psychological novel or stream of consciousness novel or novel of silence. they are modernity and psychology. as for modernity, malcolm bradbury and james mcfarlane states that: “modernity is a new consciousness, a fresh condition of human minda condition which modern art has explored, felt through, sometimes reacted against.” (1976: 22). they also add that the movement toward sophistication and mannerism, toward introversion, technical display, internal self skepticism, has often been taken as a common base for a definition of modernism (1976: 26). modernism indeed, is a revolutionary movement to capitalize a vast intellectual readjustment and radical dissatisfaction with the artistic past. marshall berman in stonely (2007: 97) also gives definition about modernism, which offered greatness and destruction: 59 “to be modern is to find ourselves in an environment that promises us adventure, power, joy, growth, transformation of ourselves and the world – and, at the same time, that threatens to destroy everything we have, everything we know, everything we are”. he also points out that fiction captures both the negative and positive energies associated with modernity, not least because it both draws upon and critiques the socioeconomic processes as intrinsic to modernity: “…demographic movements (for example, immigration and migration), industrialization, growth of cities, technological advances, and, above all, the extraordinary expansion of the capitalist market” (stonely, 2007: 112). then, all these chaotic revenues are absorbed in fictions in a new way unlike the previous works before. 3.2. stream of consciousness techniques the psychological aspects of a novel are more or less manifested by the stream of consciousness techniques in the creation of it. stream of consciousness (a term coined by the philosopher william james) refers to the recording of the flow of a character‟s thoughts in a fragmentary, nonlinear manner. images and impressions suggest others through an associative process that ignores distinctions between past, present, and future (in moreland, 2007: 68). robert humphrey also points out that stream-of-consciousness techniques encompass various levels or degrees of consciousness, ranging from unconscious, preverbal depths to levels of conscious verbalization, whether written or spoken. presentation of character via images that stream through consciousness matched the modernist concept of incoherent and fragmented selfhood. interior monologues and multiple points of view further isolate and fragment how readers experience and perceive characters in modernist literature (in weinstein, 2006 p. 105). 4. discussion the comprehending of the sound and the fury the novel is about the three compson brothers‟ obsessions with their sister caddy, but this brief synopsis represents merely the surface of what the novel contains. a story told in four chapters, by four different narrators and out of chronological order, the sound and the fury requires intense concentration and patience to interpret and to understand. 4.1. the first narrator: benjy the order of narratives is started on 7 th april 1928. it is benjy‟s section. the uniqueness of this part, readers are invited by faulkner to place ourselves within the angle of vision of benjy. his eyes become readers‟ eyes and his sense is readers‟ and his experience is also readers. benjy, the narrator of the difficult first section of the novel, has no concept of time. he portrays all events in the present, april seventh, 1928, regardless of when they actually occurred in his life. the events that actually take place on april seventh are rather insignificant. far more important are the memories evoked by benjy‟s experiences on that day. the summary below therefore includes not only the 60 events that take place on april the seventh, but the past events that these cues from the present cause benjy to recall. benjy, whose eyes are our only window on the compsons thus far, is one of the most incomprehensible and challenging narrators in all of literature. benjy‟s severe mental disability has left him with virtually no capacity for subjective thought. from his perspective, life is merely a string of images, sounds, and memories that he is unable to interpret, express, or organize in any meaningful way. benjy does not understand any of the abstract concepts of human existence, such as birth, death, love, family, virginity, intimacy, and marriage. the greatest barrier to benjy‟s ability to narrate is the fact that he has no concept of time. benjy lives in an endless present tense. he interprets all events and memories as taking place in the present, april seventh, 1928, regardless of when they actually occur in his life. visual and auditory cues from the present cause benjy to remember events from the past, but he does not understand that these remembrances are memories. he regards them just as if they were experiences from the present. edel states that certain thing happen which have happened before, they melt together. each memory, recalls another and enfolds it (1965, p. 164). when benjy snagged nail with luster, his memory jumped ahead when he and caddy in christmas. readers read benjy‟s section, in term of his perception as they come to him. he smells things and people (visual objects) as if they were odour. he smells her sister, caddy, “ like tress” or versh smells “like rain”. readers are dealing with 3 years old boy whom the world is safe and neat. his world is of stimulus and response. for benjy, however, time is a constant, not a flow, and is almost meaningless. the struggle we endure in reading benjy‟s narrative forces us to confront what life would be like without the solidifying presence of time. benjy offers us a few shattered pieces of truth, but they are difficult to discern. indeed, reading the chapter can be very disorienting. benjy‟s flashbacks occur frequently and without warning, sometimes even middle of sentence. faulkner sometimes marks these leaps in time with italicized text, but not always. the easiest way to tell when we are in the present is if we sense the presence of luster: he plays a role only in the scenes from 1928. compounding the temporal confusion of this section is the fact that several characters have the same names. benjy‟s brother quentin can easily be confused with miss quentin, caddy‟s illegitimate daughter. likewise, benjy‟s brother jason can be confused with the boys‟ father, mr. compson who is also named jason. finally, we learn only implicitly that benjy and maury are the same person, as the compsons renamed benjy when they discovered his mental disability in 1900. the presence of mrs. compson‟s brother, uncle maury, confuses events in the novel even further. one of faulkner‟s primary reasons for using benjy as the narrator of this first section is to hint at the tragic events and circumstances of the compson family history through a completely objective voice that offers no commentary. benjy‟s objectivity is based on his powerful, innate sense of order and chaos. he interprets the world by comparing his perceptions and experiences to the pattern of order and familiarity that exists in his mind. benjy immediately notices if something (especially something involving caddy) seems wrong or out of place. any 61 such deviation from benjy‟s pattern of familiarity creates chaos in his mind and upsets him, making him cry or moan. benjy‟s first whiff of caddy‟s perfume, for instance, shocks his sense of order, he detects something awry and it disturbs him greatly. benjy‟s almost inhuman objectivity contrasts sharply with the perspectives of quentin and jason, who, as readers will see in the next two sections, are both so skewed by their obsessions with caddy that neither can narrate without significant embellishment or prejudice. benjy‟s objectivity, on the other hand, allows readers to gather clues on their own. his narrative gradually gives us an understanding of the relationships that govern the compson household. mr. compson is a distant figure, lost in his own cynicism and alcoholism. likewise, mrs. compson is clearly ineffectual as a mother to her children, and her understanding of benjy‟s needs is astonishingly feeble. she is constantly absorbed in self-pity and is neurotically insecure about her bascomb family name. for whatever reason, mrs. compson favors jason, the most wicked of her children. the only true role model and parent to the compson children is dilsey, who is the only real source of stability in the household. though illiterate, dilsey is faithful, devoted, and competent. she treats the children firmly but kindly, with clear concern for their welfare and character. the compson children‟s vastly differing personalities are apparent from a very young age. caddy acts as a mother figure to benjy and is his only real source of affection. however, caddy seems stubborn, as readers see when she insists that the other children “mind” her instead of minding dilsey. additionally, caddy‟s muddying of her underwear in the stream as a young child foreshadows her later promiscuity. caddy literally dirties herself, and the fact that dilsey is unable to wipe the mud off suggests that caddy‟s indiscretions will taint the family name. the mud on caddy‟s underwear prefigures her later promiscuity. we see that caddy begins experimenting with boys at a young age, wearing perfume and having amorous encounters on the swing near the stream. benjy senses that something is out of place, which disrupts the familiar patterns in his mind. he can sense caddy‟s promiscuity, which in his mind is linked to the smell of her perfume. indeed, benjy becomes upset and cries every time he smells caddy‟s perfume. the first time he smells the perfume, in 1905, caddy washes it off. still a virgin at this point, she is literally able to wash away the evidence of her indiscretions. however, when caddy comes home from a date in 1909, benjy cries loudly when he sees her. caddy knows that she cannot simply wash away her sin as she could before. aware that benjy is upset, caddy avoids him. this evasion makes benjy cry even louder. the moment the three compson boys look up into the tree and see caddy‟s muddy underwear represents one of the climactic moments in the novel‟s theme of moral decay. whether or not they know it at the time, all three boys are made aware of the curse on the compson name at this moment. the promiscuity heralded by caddy‟s dirty pants eventually unravels each brother‟s emotional or mental stability. quentin commits suicide due to his despair over caddy‟s lost purity. jason lives a life of resentment and hatred after caddy‟s promiscuity ruins his chances of getting the job that caddy‟s husband had promised him. caddy‟s banishment from the 62 compson household destroys the order in benjy‟s world, leaving him confused, haunted, and longing futilely for her return. 4.2. the second narrator: quentin the second narrator is quentin, on second of june 1910. this section of the narrative relates quentin‟s tormented and jumbled inner thoughts on the day that he commits suicide. faulkner uses quentin‟s narrative to continue his exploration of the human experience of time. though not quite as disorienting as benjy‟s narrative, quentin‟s is nonetheless very abstract. benjy is able to offer only vague impressions and objective observation. quentin, however, has a conscious, subjective voice and frequently tends toward abstract thought. quentin‟s narrative puts readers into questions of human motivation, cause and effect, and circumstance that benjy is unable to identify or consider. like benjy, quentin has memories of the past that intrude on his narrative constantly and without warning. quentin‟s memory is complicated because it is largely intertwined with his fantasies. sometimes it is difficult to tell which of his memories are based on events that actually occurred and which are based on fantasy or wishful thinking. quentin‟s mind is far more complex than benjy‟s, and, unlike benjy, he is aware that his flashbacks are just memories. faulkner emphasizes the importance of time and memory in quentin‟s world through the frequent appearance of clocks and watches. quentin is effectively trapped in time, obsessed with his past and memories. he always notices the bells of the harvard clock tower. the ticking of his watch haunts him even after he breaks the watch against his dresser. quentin asks the owner of the clock shop whether any of the clocks is correct, but does not want to know what time it is. quentin is trapped by time, unable and unwilling to move beyond his memories of the past. he attempts to escape time‟s grasp by breaking his watch, but its ticking continues to haunt him afterward, and he sees no solution but suicide. time and watch is used by faulkner as a symbol to subjective entity owned by human. additionally, quentin repeatedly mentions walking into and out of shadows, which are constant reminders of time as gauged by the position of the sun throughout the course of a day. unlike benjy, who is oblivious to time, quentin is so obsessed and haunted by it that he sees suicide as his only escape. clearly, the main thrust of quentin‟s section is his struggle with caddy‟s promiscuity. quentin is horrified by caddy‟s conduct, and he is obsessed by the stain it has left on the family‟s honor. quentin, like benjy, has a strong sense of order and chaos. however, while benjy‟s order is based on patterns of experience in his mind, quentin‟s order is based on a traditional, idealized southern code of honor and conduct. this code is a legacy of the old south, a highly paternalistic society in which men were expected to act as gentlemen and women as ladies. quentin believes very strongly in the ideals espoused under this traditional code: family honor; gentlemanly, virtue, strength, and decency; and especially feminine purity, modesty, and virginity. caddy‟s promiscuity deeply hurts quentin because he views it as dirty and shameful, a blatant violation of the ideal of femininity found in his southern code. quentin takes his code very seriously, as it forms the basis of order in his world. when caddy‟s promiscuity breaks the code, quentin attempts to maintain his sense 63 of order by responding in a manner he considers honorable. thinking that suicide is the only way to salvage the family name, quentin tells caddy that he will kill himself if she does the same. when she is uninterested, quentin‟s next idea is to falsely accept the responsibility for fathering caddy‟s child a lie, but one he considers honorable and gentlemanly. when quentin sees that no one else in his family shares his code and his convictions, he reverts to suicide as the only remaining option, a means of exit while preserving his ordered universe. quentin‟s struggle to reconcile caddy‟s actions with his own traditional southern value system reflects faulkner‟s broader concern with the clash between the old south and the modern world. like a medieval code of chivalry, the old south‟s ideals are based on a society that has largely disappeared. men and women like quentin, who attempt to cling to these increasingly outdated southern ideals, sense that their grasp is slipping and their sense of order disappearing. their reliance on a set of outdated myths and ideals leaves them unequipped to deal with the realities of the modern world. several characters in the sound and the fury embody this changing of the guard from old ideals to modern realities. damuddy, the lone representative of the old south left in the compson family, dies before any of the other action in the novel takes place. miss quentin, the lone member of the compsons‟ new generation, is not only a bastard child, but has continued in caddy‟s promiscuous ways without displaying any of the guilt caddy feels about doing something wrong. quentin‟s obsession with his moral code is just one indication of his overall tendency toward thought rather than action. quentin is clearly very bright, but his fixation on abstractions paralyzes him. he spends all his time thinking about nebulous concepts; time, honor, virginity, etc that have no physical presence. existing only as words, these abstractions are difficult to act upon tangibly. indeed, readers see that quentin is largely incapable of effective action: he frequently comes up with ideas, but never carries them out successfully. quentin devises the double suicide pact with caddy as a means of escape, but caddy rejects the idea and escapes the compson family without him. 4.3. the third narrator: jason compson the third narrator is jason compson iv. it is. friday, 6 th april 1928. it is the date before benjy‟s section. his world is a world of fury. his life is driven by consuming rage. faulkner sets the tone of jason‟s section from the first sentence: “once a bitch always a bitch, what i say.” jason has grown into a petty, sadistic, and bitter man, and we see that the form of his narrative reflects thishardened mind. jason‟s narrative is clear, precise, swift, and almost completely emotionless. his clarity helps reveal several key plot details that the two previous sections have merely implied. jason confirms that benjy has been castrated, that quentin drowned himself, and that caddy was divorced. however, though a relief after the chaotic stream of consciousness of benjy‟s and quentin‟s narratives, jason‟s section is ultimately disturbing in its clear depiction of the hatred and cruelty with which jason runs the compson family. though cunning and clever, jason does not put his talents to good use. instead, he succumbs to his own hatred and wallows in a sense of victimization. he 64 resents caddy for costing him the job at herbert‟s bank, but fails to appreciate the fact that without caddy he would never have been offered the job in the first place. the simple wickedness jason displayed as child has intensified in his adulthood. he takes pleasure in tormenting everyone around him and takes strength from a conviction that, because he has been wronged, he is always right. considering that jason is the new head of the compson household, the family truly has sunk deeper. whereas his grandfather was a civil war general and his greatgrandfather the governor of mississippi, jason works as a clerk in a farm-supply store and steals from his own family. he is hardly of the same material as the ancestors who built up the family name. ironically, however, jason is the only one of the compson children to win mrs. compson‟s love. jason abuses his mother‟s trust, using it to blind her to the fact that he is stealing large sums of money from her. it is unclear why mrs. compson favors jason so much, but perhaps it is because he shares mrs. compson‟s tendencies toward misery and self-pity much more than the other children. jason is not bothered by failing to live up to his ancestors‟ greatness because he is completely unconcerned with the past. unlike benjy and quentin, jason is wholly focused on the present and on manipulating the present for future personal gain. he does recall past events, but only concentrates on the effect those events have on him here and now. jason dwells on caddy‟s divorce, for example, only because it has left him in a menial and unfulfilling job. however, despite jason‟s constant attempts to twist present circumstances to his own benefit, he does not really have any aspirations. he maintains overwhelming greed, selfishness, and focus on future gain, but does not use these to work toward any higher goal. jason is all motivation with virtually no ambition. 4.4. the fourth narrator: disley the fourth narrator is dilsey, in easter sunday, april 8 th 1928. the sound and the fury ends with the symbolic completion of the compsons‟ downfall, but also hints at the possibility of resurrection or renewal. importantly, this last chapter takes place on easter sunday, the day ofchrist‟s resurrection and thus a powerful symbol of redemption and hope. dilasey says: “ i seed the beginning en now i sees the endin”. readers may expect caddy to narrate the last section, since she is in many ways the most important character in the novel, and the only one of the compson children who has not had a chance to speak. however, faulkner narrates this section himself, from a third-person perspective. this viewpoint takes us a step back from the compsons‟ inner world and provides a more panoramic view of the tragedy that has unfolded. the narrative voice faulkner adopts is an objective one, similar to benjy‟s in its ability to view the compson world without resentment, but unlike benjy‟s in that it is omniscient and relies on a more traditional mode of storytelling. when miss quentin flees, the compson name is definitively ruined. caddy has been banished and neither of the remaining brothers is emotionally or mentally capable of passing the compson name on to an heir. the storied, near-mythic past of the compson family has disintegrated, with nothing remaining but a bitter, wifeless, and now penniless farm-supply clerk. the compsons are finished. miss quentin‟s 65 successful escape emphasizes the impotence and failure of the compson men, especially in relation to the compson women. mr. compson sets this precedent, constantly bowing to his wife‟s complaining and allowing her to pervert the family with her self-pitying and dependent nature. likewise, we have seen that benjy, quentin, and jason have all been dominated by caddy in one way or another: benjy cannot function without the sense of order caddy provides him, quentin cannot carry on with the knowledge of caddy‟s promiscuity, and jason cannot get past the fact that caddy‟s out-of-wedlock pregnancy cost him a job. however, caddy has never actively attempted to dominate her brothers. each brother‟s impotence comes from an internal weakness or a form of self-absorption: benjy‟s internal sense of order that relies entirely on caddy, quentin‟s neurotic ideal of feminine purity, and jason‟s relentless self-pity. caddy herself has never really done anything to harm her brothers directly. despite the compsons‟ weakness and downfall, one source of hope and stability remains to hold the family together, dilsey‟s simple, strong, protective presence. dilsey adheres to the same traditional southern values of religion and family upon which the original compsons built their name. however, unlike the compsons, dilsey does not allow these values to be corrupted by self-absorption. unlike the rest of the family, she is not ashamed to bring benjy to church with her. she loves benjy as only caddy has, and believes that god loves benjy regardless of his lack of intelligence. dilsey is not obsessed with the passage of time as quentin is, and she is not overcome by the chaos of experience as the other compsons are. rather, she endures happiness and sadness with the same incorruptible will to carry on and sense of duty to protect those she loves. she looks on the compson tragedy with sadness, but does not let it contaminate her own spirit. in her words, “i seed de beginning, en now i sees de ending.” dilsey‟s words imply that the compsons‟ downfall is part of a larger cycle. indeed, dilsey has, in effect, resurrected the original values of the compsons‟ ancestors. the compsons become carried away with the greatness of their own name, neglecting the strength of family in favor of self-absorption. dilsey, on the other hand, is the opposite of self-absorption. she maintains a strong spirit and a profound respect for an unpretentious, unadorned, yet powerful code of values. dilsey is the redeemer of the compson legacy, and provides an almost graceful landing after the resounding fall of the once-great household. in some respects, dilsey‟s new role represents a reversal of the traditional southern order: a black servant, once considered the lowest position in southern society, is now the only torchbearer for the name of a prestigious white family. 5. conclusion the novel closes where it started, with benjy. for a brief moment, we return to the world of order and chaos that exists in benjy‟s mind. benjy is almost unable to bear it when the carriage turns in an unexpected direction, as this deviation shatters his familiar, ordered routine. when luster steers back onto the familiar route, benjy becomes peaceful. order prevails, and the elements of benjy‟s experience return to the places where he expects to find them. faulkner implies a hope that the compson name itself, under dilsey‟s guardianship, will likewise be set in order. 66 6. references bradbury, malcolm & james mcfarlane (editors). 1976. modernism 1890-1930. england: penguin books. middlesex edel, leon. 1964. the modern psychological novel 3rd edition. new york: the university library grosset & dunlap stonely, peter & cindy weinstein. 2007. a concise companion to american fiction: 19001950. blackwell publishing ltd weinstein, phillipe. the cambridge companion page 1 page 2 page 1 page 2 microsoft word 1. orientasi dan pendekatan belajar berbahasa inggris ���������� ��� ���� �� � ��������� �� ��� ������ ������ �� ����� ������� � ��djamaluddin�darwis������� � � � ������������� ��� ��������� � � � ��� �� ���� �� ����������� ����� ����� �� ��� ������ � � � 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;������ #������� ����� ������������ 2�� �������% 5� 0������������ <����� #�� ���% 9������ !�������� 2������ 4-��� +�� ���� ����� 9�������� !� ��� <�� �� � "���% � "��� <��)������ 9����� / ������ 5�7� ��� +�������� 5�6� ��b�� 5 9�������� !� ��� �������� � "���% � "��� <��)������ 9����� 76 islamic da’wah through american novel (a study of sociology of literature on umm zakiyyah’s if i should speak) bondan eko suratno 2 abstrak tujuan tulisan ini, yang berasal dari sebagian kecil penelitian tesis penulis, adalah untuk mengungkap dan menjelaskan strategi dakwah islam dalam novel if i should speak karya umm zakiyyah. dalam if i should speak, aspek keagamaan mendominasi isi cerita sekaligus menjadi tema besar novel ini. aspek keagamaan merupakan bagian dalam pembahasan sosiologi sastra. kajian sosiologi sastra terhadap if i should speak menitikberatkan pada pengungkapan aspek dokumenter beserta fungsinya di tengah prasangka publik amerika terhadap islam. pada konteks tulisan ini, strategi dakwah yang terungkap adalah tanggapan mengenai isu jihad yang menjadi pangkal berkembangnya stereotip terhadap islam. hal ini dilakukan untuk meluruskan pandangan negatif terhadap islam. kata kunci: aspek sosial, novel, stereotip islam, sosiologi sastra, dakwah islam 1. background representation of the west view on islam can be seen in the academician work and national survey conducted in america. a professor of the science of government from harvard university, samuel p. huntington, in an article sa ys: civilization identity will be increasingly important in the future, and the world will be shaped in large measure by the interactions among seven or eight major civilizations. these include western, confucian, japanese, islamic, hindu, slavicorthodox, latin american and possibly african civilization. the most important conflicts of the future will occur along the cultural fault lines separating these civilizations from one another. (huntington, 1993:25) considering this he then explains one of his reasons, “first, differences among civilizations are not only real; they are basic. civilizations are differentiated from each other by history, language, culture, tradition and, most important, religion.” (huntington, 1993:25). when he talks about relation be tween the west and islam, he says “conflict along the fault line between western and islamic civilizations has been going on for 1, 300 years.” (huntington, 1993:31). in the military aspect, for example, the west and some islamic countries have been compet ing for welldeveloped weapons. as stated further, “this centuries-old military interaction between the west and islam is unlikely to decline. it could become more virulent.” (huntington, 1993:31-32). he ultimately concludes “on both sides the interaction between islam and the west is seen as a clash of civilizations.” (huntington, 1993:32). with this conclusion, he reasserts his hypothesis that “a central focus of 2 pengajar bahasa inggris di universitas isla m sultan agung (unissula) se marang 77 conflict for the immediate future will be between the west and several islamic confucian states.” (huntington, 1993:47). a survey, as quoted by jack g. shaheen, professor emeritus from southern illinois university, can also be another way to see the west view on islam as follows. consider the national conference’s 1994 survey on inter-group relations. pollster louis harris conducted in-depth interviews with nearly 3,000 people; asians, blacks, latinos, and whites were asked about negative stereotypes. 42 percent agreed with the statement that “muslims belong to a religion that condones or support terrorism.” 47 percent concurred with the assertion that muslims “are anti-western and anti-american;” and 62 percent agreed with the declaration that muslims “segregate and suppress women.” (shaheen, 1997:2-3) concerning this view, general definition for judgment about people or something which is often not true called as stereotype. a.s. hornby defines “stereotype is a fixed idea, image, etc that many people have of particular type of person or thing, but which is often not true in reality.” (hornby, 1995 :1169). while in the dictionary of sociology “a stereotype is an exaggerated and usually prejudiced view of a group of people that is based on little or no evidence and is resistant to modification by evidence.” (bruce and yearley, 2006:289). a bomb attack in oklahoma can help us to understand what stereotype of islam is, when a powerful bomb destroyed the alfred p. murrah federal building in oklahoma city on april 19, 1995, news organizations were quick to identify middle easterners as suspects and reported that the fbi was specifically looking for two men with dark hair and beards. within hours, arab and muslim americans became the targets of physical and verbal assaults. as it turned out, an american with european ancestors, timothy mcveigh, committed what was said at the time to be the most deadly terrorist deed on american soil. (nacos and torres-reyna, 2002:1) this tragic incident reflects that stereotype of islam has been internalized by most american. right after the bombing, suspicion falls on muslim. they think that muslim must be the suspect in the bombing to interrogate even before it is finally revealed. 2. review of literature 2.1. islamic da’wah based on the explanations above, islamic da’wah urgently needs to be done mainly in america. jum’ah amin abdul ‘aziz says da’wah has several meanings such as to call, to ask, to assert, to preserve, every effort to call people into a religion (2003:24-25). therefore, in the context of this paper islamic da’wah means to call/inform american of islam, to assert/preserve islam from any stereotype, and to call on the people to embrace islam. in the holy qur’an, allah subhanahu wa ta’ala commands ‘let there arise out of you a group of people inviting to all that is good (islam), enjoining al-ma’ruf (i.e. islamic monotheism and all that islam orders one to do) and forbidding almunkar (polytheism and disbelief and all that islam has forbidden). and it is they who are the successful.’ (al-‘imran:104). it is the primary guide for every muslim to do da’wah. in a hadits, as narrated by nisa’i, rasulullah muhammad salallahu alaihi wassalam says ‘from abu sayeed khudri r.a. rasulullah saw said, “who observes 78 munkar [evildoings] and he stops it by force, he is excused [from accountability] and if he could not remove it by force but used his tongue against it, he is exempted and if he cannot condemned it by tongue, but abhors it in his heart, he may also be exempted and that is the weakest position of iman”. [al -targheeb wa al-tarheeb: nisa’i]. this hadits reasserts the primary guide of da’wah as stated in the holy qur’an surah al-‘imran 104. in accordance, every muslim in this case american muslim is asked to do da’wah. 2.2. da’wah through literature an alternative media for da’wah is through literary works, for instance novel. alan swingewood explains to us the function of novel, thus the novel, as the major literary genre of industrial society, can be seen as a faithful attempt to re-create the social world of man’s relation with his family, with politics, with the state; it delineates too his roles within the family and other institutions, the conflicts and tensions between groups and social classes. (laurenson and swingewood, 1972:12) based on the context of this paper, islamic da’wah constructed in the novel can be the media to introduce islam. he then tells us “we learn both of the nature of society and the ways individuals experienced it, through the fictional characters who see and record ‘not only the reality around them, but their hopes, wishes, dreams and fantasies…’ (laurenson and swingewood, 1972:16). islamic da’wah can be well constructed within the characters in the novel and their interaction to respond the reality. this paper making use of the first approach suggested by swingewood in the sociology of literature, “at the present time it is possible to characterize two broad approaches to sociology of literature. the most popular perspective adopts the documentary aspect of literature, arguing that it provides a mirror to the age.” (laurenson and swingewood, 1972:13). this paper focuses on the problems and situation faced by the characters in the novel and its relation to social context. 3. discussion islamic da’wah through if i should speak (called as iiss) in the very beginning of this paper, the writer has explained the condition related to the view of the west on islam. in fact, public opinion of islam helps to build the negative issue. it asks the muslim to implement da’wah. one of noted characteristics of american is their open-mindedness. in practical level, opinion which is delivered confidently will usually be accepted. it is often, however, preceded by sequence of question and answer or debate. the same strategy used in iiss to tell readers of islamic da’wah. the values of islamic da’wah are constructed in the dialogue of tamika douglass, aminah ali and durrah ‘dee’ gonzalez. tamika represents american non-muslim, while aminah and durrah represent american muslim. american public often misuses the word jihad to justify muslim as the suspect of terrorism. they think islam teaches its followers to do holy war towards people with different religions. after being investigated, the writer finds out that jihad issue becomes the starting point of further stereotypes towards islam. jihad is usually used to describe terrorism. islam is then seen as a religion of violence. iiss corrects this view by explaining to readers about the concept and purpose of jihad in islam. 79 american view of jihad as portrayed in iiss can be summed up as follow; they disagree with jihad since they claim that it is similar to terrorism done in the name of god, islam is considered as a dangerous religion for a belief that jihad is a holy war, jihad allows every muslim to attack innocent people, therefore jihad harms the world peace (2000:113-114). responding to the stated view, iiss starts with the definition of jihad. jihad means struggle, in certain condition, in battlefield. the meaning of struggle is the same with what the us army is doing when defending their beloved country (2000:113-114). with the definition and comparison given, jihad physically means struggle to defend someone’s soul against the oppressor to get their right. meanwhile, the concept of jihad in islam is explained in the following dialogue. “well,” aminah replied, “in islam, it’s similar to that. just like america does not tolerate oppression in the world and at times goes to help those who are oppressed, muslims are not allowed to permit people to be oppressed. and when the oppression occurs, muslims must defend and help the oppressed. these are the two types of jihad, the f irst being when muslims fight to help people who are being oppressed, like america does at times, and the second being when muslims defend themselves from attack.” (p. 114) this quotation explains that jihad in islam is taught to protect the peace from anything harmful to this. when there is intolerable oppression islam commands its followers to help the oppressed, but when muslim is oppressed they must defend themselves against the oppressor. it is the true meaning of physical jihad in islam. in other words, islam never teaches any form of jihad out of the context of what has already been taught. in the context of human relation, islam forbids its follower to harm other people including terrorism. “harming the innocent is not something taken lightly in our religion.” she continued, “terrorism is not allowed in islam whatsoever, and whoever does take part in it, no matter what religion they claim to be a part of, is risking punishment in the hereafter for that grave sin.” (p. 114) human will be responsible in the hereafter for whatever he or she does in the world. committing terror is considered a sin that will be punished by god. even it includes the prohibition to harm as much as tree in the battlefield (2000:114). related to the peace of the world, jihad is taught to preserve it. people will live peacefully when their life is free from oppression. but, when there is oppression people must defend themselves to gain their rights as truly human. for that reason jihad is taught. 4. references ‘aziz, jum’ah amin abdul. 2003. fiqih dakwah, prinsip dan kaidah asasi dakwah islam (translated from ad-da’wah, qawa’id wa ushul into bahasa indonesia by abdus salam masykur, lc.) 4 th edition. solo: era intermedia. bruce, steve dan steven yearley. 2006. the sage dictionary of sociology. trowbridge wiltshire: cromwell press ltd. hornby, a.s. 1995. oxford advanced learner’s dictionary of current english, fifth edition. oxford: oxford university press. 80 huntington, samuel p. 1993. the clash of civilizations? in the changing security environment and american national interests. cambridge ma: john m. oline institute for strategic studies, harvard university. laurenson, diana dan alan swingewood. 1972. the sociology of literature. london: paladin. nacos, brigitte l. dan oscar torres-reyna. 2002. muslim americans in the news before and after 9-11. department of political science, columbia university. nadvi, moulana jalil ahsan. 2002. the provision for akhirah (translated from zaderah into english by shamim a. siddiqi). new york: islamic circle of north america. shaheen, jack g. 1997. arab and muslim stereotyping in american popular culture. washington d.c.: center for muslim-christian understanding, history and international affairs, edmund a. walsh school of foreign service, georgetown university. the noble qur’an, english translation of the meanings and commentary published by king fahd complex for the printing of the holy qur’an, madinah, k.s.a. zakiyyah, umm. 2000. if i should speak. college park, m.d.: al-walaa publications. microsoft word 8. pemerolehan bahasa pada anak usia 3 tahun ditinjau dari sudut pandang morfosintaksis _yoga_ http://jurnal.unimus.ac.id ���������� ������ �� � � �� ���� � ���� ��� ��� ��� �� �� �� � � ������� ������ � ��adiprana yogatama������ � � �������� ������������ ������ ���� ����������� ��������� �������� ������� ���������� ���������� �� ����� ������ � ���������������� � ����� � ������� 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���������1������ orientasi dan pendekatan belajar berbahasa inggris 41 penggunaan media kartu bergambar dalam pengembangan materi ajar buku hanyu tingli jiaocheng untuk mata kuliah menyimak i dan ii bahasa mandarin rizky wardhani7 abstract this research focused on the study on the development of teaching materials using the instructional media card with a picture in a book “hanyu tingli jiaocheng” especially vocabulary as supporting the learning process. the choosing of appropriate learning media supported the teaching-learning process. the choosing of the media must be done carefully using many considerations to achieve the target of learning in facilitating the learners. this research was conducted on the mandarin listening i and ii. approproate teaching materials are needed to support teachers who teach this course. this study used qualitative research. the research was done in the basic class i and basic class ii. the result showed that the mandarin students got new concept for mandarin learning process. keywords: ability to speak mandarin, cd audio, learning method 1. pendahuluan bahasa sebagai alat komunikasi, pada hakikatnya tidak bisa dipisahkan dari kehidupan manusia, mengingat kebutuhan manusia yang harus selalu berhubungan dengan orang lain. akan tetapi, tidak semua orang yang berbahasa atau menggunakan bahasa dapat memahami bahasa orang lain. bahasa manusia berwujud rangkaian kata yang bermakna yang berada di balik kata-kata dan terdapat menanggapi maksud lawan bicara (nababan: 1993). menyimak merupakan salah satu keterampilan berbahasa yang penting dalam komunikasi. karena itu, dalam pembelajaran bahasa menyimak merupakan satu komponen keterampilan berbahasa yang penting untuk diajarkan. baik disadari atau tidak, kegiatan berbahasa yang paling pertama dan banyak digunakan adalah menyimak. paul t. rankin dalam (henry guntur tarigan, 1985:3) menjelaskan bahwa 45% waktu penggunaan bahasa adalah menyimak. menyimak merupakan proses kegiatan mendengarkan penuh perhatian dan pemahaman serta interprestasi. dengan demikian, kegiatan menyimak terletak pada jenis komunikasi lisan. tarigan juga mengatakan bahwa menyimak adalah mendengarkan baik-baik apa yang diucapkan orang. apa yang diucapkan oleh orang lain disimak untuk memahami maksud ucapannya. yang menjadi permasalahan adalah bahwa tidak semua orang bisa menyimak dengan baik dan benar. setiap orang mempunyai kadar menyimak yang berbeda-beda. dalam penelitian ini yang dimaksud adalah peserta didik dalam menyimak apa yang disampaikan oleh guru. 7 penulis adalah staf pengajar di universitas negeri jakarta. 42 penguasaan kosakata mempunyai hubungan yang sangat erat dengan kegiatan menyimak. penguasaan kosakata yang baik dapat menunjang proses menyimak. untuk menguasai kosakata yang baik maka dibutuhkan suatu metode untuk mempermudah penguasaan kosakata. hal ini sesuai dengan pendapat purwanto (1988: 196) yang mengatakan bahwa kemampuan memahami kosakata terlihat dalam kegiatan menyimak dan membaca. kosakata yang dimiliki seseorang sangat mendukung kegiatan menyimaknya. kemampuan menyimak akan lebih baik jika didukung oleh penguasaan kosakata yang baik. seorang pembelajar jika mempunyai penguasan kosakata yang memadai, maka ia akan dapat mencerna makna kata per kata yang diucapkan oleh orang lain, sehingga maksud pembicara dapat ditangkap dengan jelas dan tepat. penggunaan media yang baik juga sangat diperlukan dalam proses pembelajaran menyimak. media yang tepat dapat menunjang peserta didik untuk menguasai kosakata. salah satu penggunaan media yang tepat dalam pembelajaran kosakata adalah penggunaan media kartu bergambar / flashcard. media kartu bergambar ini akan memudahkan peserta didik untuk memahami penggunaan kosakata dalam suatu kalimat terutama ketika menghadapi lawan bicara. pengembangan yang tepat dalam pembelajaran juga sangat diperlukan sehingga bahan ajar dan media yang digunakan dapat berjalan beriringan. bahan ajar merupakan salah satu komponen pembelajaran yang mempunyai peranan penting dalam kegiatan pembelajaran. pemilihan bahan ajar yang tepat seharusnya merupakan bagian yang harus mendapat perhatian guru / dalam setiap kegiatan pembelajaran. oleh karena itu guru perlu mempelajari bagaimana menetapkan bahan ajar sehingga dapat mengefektifkan pencapaian tujuan pembelajaran dalam proses belajar mengajar. media pembelajaran juga dapat membantu memberikan materi dalam pemberian bahan ajar yang telah ditentukan sehingga digunakan untuk menyalurkan contoh melalui penyajian kata-kata, angka-angka, dan simbol/gambar yang tepat dan biasanya digunakan untuk menarik perhatian, memperjelas sajian ide, dan mengilustrasikan fakta-fakta sehingga menarik dan diingat pembelajar. pada penelitian ini, peneliti memfokuskan pada penggunaan kosakata yang digunakan dalam buku hanyu tingli jiaocheng. bagaimana pengembangan dari buku tersebut dapat memberikan penambahan kosakata sehingga dapat meningkatkan kemampuan menyimak dengan melihat kartu bergambar sehingga terjadi visualisasi dari rangkaian gambar dan aksara dengan suatu gambar yang dapat dimengerti. permasalahan yang dapat dirumuskan dari penelitian ini adalah apakah isi bahan ajar yang akan digunakan dapat dikembangkan dengan menggunakan media pembelajaran seperti kartu bergambar sehingga memudahkan peserta didik untuk menunjang proses pembelajaran menyimak. 2. metodologi penelitian penelitian ini secara umum ingin mengembangkan bahan ajar yang akan digunakan dalam mata kuliah menyimak i dan ii untuk meningkatkan kemampuan menyimak. bahan ajar yang kelak akan digunakan oleh peserta didik akan dibuat media yang menarik dengan menggunakan media kartu bergambar sehingga peserta didik akan mudah mengikuti proses pembelajaran. bahan ajar yang digunakan dalam mata kuliah ini yaitu hanyu tingli jiaocheng yang telah disiapkan untuk pemakaian para 43 peserta didik semester 1 dan 2 program studi pendidikan bahasa mandarin. penelitian ini juga bertujuan untuk : 1) mengembangkan penggunaan media kartu bergambar untuk memotivasi peserta didik agar lebih memahami kosakata yang diberikan dalam buku hanyu tingli jiaocheng sehingga dapat meningkatkan kemampuan menyimak bahasa mandarin. 2) teknik pembelajaran dengan menggunakan media kartu bergambar dapat mempermudah peserta didik memvisualisasikan kosakata dalam bentuk yang lebih konkrit 3) mengembangkan latihan-latihan yang ada dalam buku hanyu tingli jiaocheng sehingga peserta didik dapat lebih mudah menangkap isi percakapan dalam buku tersebut. dalam penelitian ini pendekatan yang dilakukan adalah melalui pendekatan kualitatif. artinya data yang dikumpulkan bukan berupa angka-angka, melainkan data tersebut berasal dari naskah wawancara, catatan lapangan, dokumen pribadi, catatan memo, dan dokumen resmi lainnya. metode kualitatif adalah metode penelitian yang digunakan untuk meneliti pada kondisi obyek yang alamiah, di mana peneliti adalah sebagai instrumen kunci, teknik pengumpulan data dilakukan secara gabungan, analisis data bersifat induktif, dan hasil penelitian kualitatif lebih menekankan makna dari pada generalisasi. 3. pembahasan proses pembelajaran suatu materi sangat ditunjang oleh kemampuan para pengajar di dalam kelas. pengajar yang baik mempunyai berbagai macam cara untuk menyampaikan suatu pembelajaran kepada para peserta didik dengan cara menyenangkan. media pembelajaran secara umum adalah alat bantu proses belajar mengajar. segala sesuatu yang dapat dipergunakan untuk merangsang pikiran, perasaan, perhatian dan kemampuan atau ketrampilan peserta didik sehingga dapat mendorong terjadinya proses belajar. inti dari media pembelajaran adalah untuk memudahkan pengajar menyampaikan pesan kepada peserta didik. media pembelajaran yang digunakan dalam kegiatan pembelajaran dapat mempengaruhi terhadap efektivitas pembelajaran. pada mulanya, media pembelajaran hanya berfungsi sebagai alat bantu pengajar untuk mengajar tetapi sesuai dengan kemajuan dan perkembangan dalam dunia pendidikan media pembelajaran makin berkembang menjadi suatu kebutuhan agar dapat memudahkan peserta didik memahami materi dan komunikasi yang disampaikan oleh pengajar. demikian juga dalam suatu pembelajaran bahasa yang membutuhkan suatu bentuk komunikasi yang teratur. oleh karena proses pembelajaran merupakan proses komunikasi dan berlangsung dalam suatu sistem, maka media pembelajaran menempati posisi yang cukup penting sebagai salah satu komponen sistem pembelajaran. tanpa media, komunikasi tidak akan terjadi dan proses pembelajaran sebagai proses komunikasi juga tidak akan bisa berlangsung secara optimal. media pembelajaran adalah komponen penting dari sistem pembelajaran. menurut edgar dale yang dikutip arief sadiman (edisi 10: 2007:9), dalam dunia pendidikan, penggunaan media pembelajaran seringkali menggunakan prinsip kerucut suatu pengalaman, yang membutuhkan media seperti buku teks, bahan belajar yang dibuat oleh guru dan “audio-visual” seperti penggunaan gambar, benda asli, film dan lain sebagainya. http://belajarpsikologi.com/macam-macam-metode-pembelajaran/ http://belajarpsikologi.com/macam-macam-metode-pembelajaran/ http://belajarpsikologi.com/pentingnya-pendidikan-bagi-kehidupan/ 44 gambar 1 dari gambar di atas dapat dijelaskan bahwa dalam proses pembelajaran, peserta didik akan lebih memahami proses pembelajaran melalui komunikasi yang berlangsung dalam suatu sistem, dimulai dari yang abstrak lalu menggunakan media pembelajaran untuk menempati posisi yang cukup penting sebagai salah satu komponen sistem pembelajaran. tanpa media, komunikasi tidak akan terjadi dan proses pembelajaran sebagai proses komunikasi juga tidak akan bisa berlangsung secara optimal. dari pendapat di atas disimpulkan bahwa media pembelajaran adalah segala sesuatu yang dapat menyalurkan pesan, dapat merangsang pikiran, perasaan, dan kemauan peserta didik sehingga dapat mendorong terciptanya proses belajar pada diri peserta didik. di antara media pembelajaran yang tersedia seperti media grafis, bagan, audio dan lain sebagainya, penelitian ini menggunakan media kartu bergambar/flashcard/foto. media kartu bergambar merupakan salah satu bentuk media grafis atau media visual dan berfungsi untuk menyalurkan pesan dari sumber ke penerima pesan. saluran yang dipakai menyangkut indera penglihatan. pesan yang disampaikan dituangkan dalam simbol-simbol komunikasi visual. simbol-simbol tersebut perlu dipahami benar artinya agar proses penyampaian pesan dapat berhasil dan efisien. selain fungsi umum tersebut secara khusus grafis berfungsi pula untuk menarik perhatian, memperjelas sajian ide, mengilustrasikan atau menghiasi suatu sumber belajar yang mungkin akan cepat dilupakan. media ini mudah untuk digunakan dan dapat membantu peserta didik untuk memvisualisasikan bentuk abstrak ke dalam imajinasi berupa gambar sehingga mudah untuk dipahami dan dimengerti. beberapa kelebihan media kartu bergambar berdasarkan hasil wawancara dengan pengajar dan peserta didik yaitu sifatnya yang konkret, kartu bergambar dapat mengatasi ruang dan waktu yaitu gambar yang besar pun dapat dibawa ke dalam kelas dengan memfotonya terlebih dahulu dan menjelaskan kepada peserta didik. untuk menyediakan media kartu bergambar tidak membutuhkan banyak biaya dan mudah untuk dibawa-bawa. media pembelajaran yang digunakan pada buku hanyu tingli jiaocheng adalah media audio cd dengan penambahan media kartu bergambar dari setiap bab yang ada. audio cd menjadi nilai lebih untuk menunjang proses pembelajaran menyimak. setiap bab dari buku ini juga memiliki beberapa latihan, tetapi sangat disayangkan media pembelajaran yang hanya cd audio dalam buku hanyu tingli jiaocheng ini bersifat monoton. sehingga peneliti berusaha untuk memberikan media pembelajaran dari awal latihan dengan memilah latihan dengan menggunakan visualisasi gambar berupa : 1) kartu bergambar. 2) poster dan 3) meminta pemelajar http://belajarpsikologi.com/pengertian-media-pembelajaran/ http://cdn.belajarpsikologi.com/wp-content/uploads/2012/01/media-pembelajaran.png 45 untuk memberikan contoh gambar setelah pengajar memberikan arti dari daftar kosakata pada latihan untuk diartikan. dari keseluruhan isi pada buku ajar hanyu tingli jiaocheng, peneliti membuat daftar untuk menyediakan kartu bergambar yang sesuai. selain sederhana dan mudah pembuatannya media kartu bergambar termasuk media yang relative murah ditinjau dari segi biayanya dan mudah dibawa-bawa. selain kelebihan yang dimiliki oleh media kartu bergambar, media ini juga tidak terlepas dari beberapa kelemahan seperti gambar yang terlalu kompleks kurang efektif untuk kegiatan pembelajaran, ukurannya juga sangat terbatas untuk kelas besar, kecuali media kartu bergambar ini dibuat dan disesuaikan dengan besarnya kelas. 4. hasil tujuan penelitian ini adalah untuk menganalisis buku ajar hanyu tingli jiaocheng untuk tingkat dasar i dan ii. tujuan lebih lanjut dengan dilaksanakanya penelitian ini adalah, (i) menganalisis buku ajar hanyu tingli jiaocheng terbitan beijing language and culture university press dengan menggunakan media pembelajaran kartu bergambar (ii) menganalisis penyajian buku ajar hanyu tingli jiaocheng dengan menggunakan media pembelajaran kartu bergambar dapat memudahkan proses pembelajaran peserta didik (iii) serta mengembangkan materi ajar dengan penggunaan media kartu bergambar pada buku hanyu tingli jiaocheng untuk memperdalam penggambaran ilustrasi pada buku ajar hanyu tingli jiaocheng. buku ajar hanyu tingli jiaocheng untuk tingkat dasar i dan ii sebagai buku ajar mata kuliah menyimak i dan ii digunakan di beberapa universitas, antara lain universitas indonesia, universitas nasional, universitas kristen indonesia, universitas dharma persada universitas brawijaya malang, universitas soedirman purwokerto. metode penelitian yang digunakan adalah deskriptif kualitatif. penelitian deskriptif kualitatif adalah data yang dikumpulkan bukan berupa angka-angka, melainkan data tersebut berasal dari kuisioner, catatan lapangan, dokumen pribadi, catatan memo, dan dokumen resmi lainnya. adanya kriteria, tolok ukur, atau standar, yang digunakan sebagai pembanding bagi data yang diperoleh. bukan hanya pada kesimpulan sudah terlaksana dengan baik atau tidaknya, tetapi mengetahui bagaimana pengembangannya. pengembangan materi ajar yang berkaitan dengan ilustrasi contoh yang terdapat pada setiap bab pelatihan. dari hasil kuisioner yang diberikan kepada beberapa universitas yang menggunakan buku teks ini, ada 68% kusioner kembali ke peneliti. 12% kuisioner tidak dapat dikembalikan karena faktor keterbatasan waktu yaitu pengajar masih memberikan materi yang belum terlalu dalam sehingga belum mencapai ujian tengah semester dan belum terlihat kemampuan dalam mengerjakan latihan-latihan yang terdapat dalam buku teks tersebut, 10 % karena faktor banyaknya kegiatan yang sedang dilakukan pada saat kuisioner diberikan hingga tenggang waktu tertentu kuisioner tidak kembali ke peneliti, 5% karena faktor alpa, 5% karena faktor lainnya. buku hanyu tingli jiaocheng lebih memfokuskan kepada latihan menyimak. dari hasil kuisioner buku hanyu tingli jiaocheng banyak pembelajar merasa kesulitan untuk memaparkan suatu bunyi pelafalan karena tidak terdapat ilustrasi yang memadai. dari segi ilustrasi diberikan sudah sesuai dengan materi yang diberikan tetapi sisanya tanpa ilustrasi dan 46 penggambaran visual yang tepat menyulitkan pembelajar untuk menangkap pelafalan apa yang dikeluarkan tabel 1 : pengembalian kuisioner 5. pembahasan penelitian terhadap kelayakan isi buku teks hanyu tingli jiaocheng i dan ii sudah pernah diteliti oleh salah satu dosen di universitas swasta di jakarta. dari penelitian tersebut dihasilkan bahwa bahan ajar hanyu tingli .jiaocheng i dan ii yang digunakan sebagai buku wajib mata kuliah menyimak atau pemahaman lisan yang diperuntukkan bagi mahasiswa semester 3 dan 4 di salah satu universitas swasta tersebut menemukan kelebihan dan kekurangan. data mengenai persepsi pengajar dan peserta didik terhadap buku ajar hanyu tingli jiaocheng diperoleh melalui penyebaran kuesioner kepada pengajar dan peserta didik yang telah menggunakan buku ajar tersebut. penelitian terhadap evaluasi ini menghasilkan temuan-temuan yang menunjukkan bahwa buku ajar hanyu tingli jiaocheng memiliki banyak kelebihan daripada kekurangan. sebagai hasil dari evaluasi ini, penggunaan buku ajar hanyu tingli jiaocheng dapat dipertahankan karena sesuai dengan tujuan pembelajaran yang telah ditetapkan. kekurangan yang ditemukan dalam evaluasi ini diharapkan dapat membantu pengajar dan institusi dalam meningkatkan mutu bahan ajar. dari beberapa data responden yang telah didapat maka pemakaian buku hanyu tingli jiaocheng ini memang sudah tepat untuk digunakan tetapi diharapkan para pengajar dapat lebih aktif lagi memberikan beberapa media untuk menunjang pemahaman pembelajar dalam memahami setiap latihan yang diberikan dalam buku ini. dengan demikian tujuan pembelajaran yang ingin dicapai dapat terlaksana. dari kesesuaian materi dengan kurikulum yaitu suatu materi yang berisikan suatu program pendidikan dengan bahan ajar dan pengalaman belajar yang diprogramkan secara sistemik atas dasar norma-norma yang berlaku dan dijadikan pedoman dalam proses pembelajaran bagi pengajar dan pembelajar untuk mencapai tujuan pendidikan. pada kurikulum bahasa mandarin, kemampuan berbahasa terutama dalam bidang menyimak dibedakan menjadi dua, yaitu menyimak ekstensif dan menyimak intensif. kedua kemampuan berbahasa tersebut harus mendapat perhatian. materi yang ada dalam buku teks hanyu tingli jiaocheng ini telah mencerminkan hal tersebut. kelengkapan materi dalam buku teks ini bisa dilihat dari adanya pelatihan lafal, ton, percakapan dan perkerjaan rumah. melalui pelatihan dan pekerjaan rumah, tugas serta 0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 kuisioner kembali keterbatasan waktu banyak kegiatan alpa lainnya 47 kegiatan mandiri sehingga pengajar mampu menggali dan memanfaatkan informasi serta menyelesaikan masalah yang ada. kekurangan dan kelemahan pada buku ajar ini apabila dikaitkan dengan penggunaan media pembelajaran masih sangat sedikit sekali contoh-contoh diberikan dalam bentuk visualisasi yang jelas dan konkret. visualisasi ini sangat dibutuhkan untuk memudahkan peserta didik dalam memahami arti sebuah kosakata. materi yang disajikan dalam buku ini telah disesuaikan dengan tingkat pemahaman semester 1 dan ii di beberapa universitas. hal ini terlihat dari berbagai macam tanggapan yang tercantum dalam kuisioner yang disajikan. menurut salah satu responden materi telah disesuaikan dengan kebutuhan dan kondisi. keakuratan konsep dan teori terlihat sesuai dengan memperhatikan kesesuaian antara teori dan konsep yang disajikan untuk mencapai kompetensi dasar (kd) . penulis mengambil materi pada mata pelajaran pertama untuk dijadikan contoh. berurutan dengan mempelajari pelafalan b, p, m, f. pada bab pertama ini akan berlatih seluruh pelafalan dengan inisial yang disebutkan di atas. kosakata yang diberikan juga disesuaikan dengan pelafalan yang telah dipelajari. permasalahan timbul ketika para pemelajar mendengar bunyi yang mirip bagi para pendengar dasar seperti bunyi z-c, zhch, j-q, sedangkan pada buku tidak terdapat penggambaran ilustrasi yang tepat sehingga dibutuhkan suatu media pembelajaran berupa kartu bergambar dengan berisikan kosakata yang mewakili bunyi yang ingin dilatih. relevansi ilustrasi dengan tema atau subtema.dengan menggunakan media gambar, dapat membantu siswa untuk lebih mempermudah menyerap materi yang ada dalam buku. selain itu, dengan penggunaan media gambar materi yang disampaikan akan lebih tahan lama dalam memori siswa daripada hanya dengan menggunakan kata-kata saja. selain itu, media gambar pun bisa membuat tampilan buku ini lebih menarik minat siswa untuk mempelajari materi di dalamnya, dan dalam sebagian besar bab dan subbab buku ini tidak menampilkan ilustrasi, baik yang berupa gambar, grafik maupun tabel atau contoh pada penggunaan kosakata. dari hasil yang didapat maka peneliti memberikan penambahan media pembelajaran berupa kartu bergambar untuk menunjang pembelajar untuk melatih kemampuan mereka dalam menyimak. penambahan media kartu bergambar ini dapat membantu pembelajar dalam menangkap apa yang dimaksud dari bunyi pelafalan terutama pemahaman kosakata. 6. simpulan penggunaan media pada buku hanyu tingli jiaocheng mendapat banyak kendala dengan keterbatasan waktu persiapan dan sangat sedikit sekali digunakan. diharapkan penggunaan media kartu bergambar dapat menunjang proses pembelajaran peserta didik dalam memahami materi menyimak yang terdapat dalam buku hanyu tngli jiaocheng. dalam menerapkan penggunaan media pembelajaran yang digunakan pengajar banyak menemukan kesulitan karena banyak kosakata yang sangat susah divisualisasikan seperti ketika mempelajari bagian pelafalan sehingga peneliti hanya menggunakan beberapa abjad dan contoh media bergambar yang sangat sederhana. bermain peran sangat membantu dalam penggunaan media pembelajaran, apabila media kartu bergambar sudah susah untuk digunakan maka peserta didik dapat menggunakan anggota tubuh untuk memvisualisasikan apa yang dimaksud. selain itu penggunaan media kartu bergambar ini dapat diterapkan dalam mata kuliah 48 menyimak i dan ii dengan catatan peserta didik sudah mempersiapkan materi perkuliahan dari rumah sehingga pada saat di kelas mereka hanya mempraktekkan dan menceritakan kembali isi dari rekaman dengan menggunakan kartu bergambar. selain itu, dalam setiap bagian pelatihan dicantumkan menit untuk memudahkan pengajar mengulang materi menyimak apabila peserta didik belum dapat menangkap isi latihan atau percakapan. buku pedoman untuk pengajar juga sangat jelas untuk digunakan. dalam buku tersebut dijelaskan bagaimana memberikan instruksi dan penggunaan buku hanyu tingli jiaocheng ini. tapi sangat disayangkan buku ini tidak memberikan rangkuman per bab pelafalan apa saja yang telah dipelajari. dalam hal ini pengajar dituntut untuk memberikan rangkuman kepada peserta didik sehingga mereka mampu dalam memahami seluruh isi pembelajaran di setiap bab. penggunaan aksara han yang terdapat pada buku hanyu tingli jiaocheng juga disesuaikan dengan kemampuan pembelajar dari tingkat dasar sehingga sangat tepat digunakan untuk tingkat pemula. pada bagian penutupan buku hanyu jiaocheng tidak disertakan dengan rangkuman pelajaran yang telah dipelajari. hal ini berkaitan dengan keterkaitan buku ini dengan seri pembelajaran dari buku duiwai hanyu benke xilie jiaocai dan buku ini akan berlanjut ke buku tahap ke dua untuk mata kuliah menyimak 2. penggunaan media pada buku hanyu tingli jiaocheng sangat sedikit sekali digunakan. buku ini hanya memberikan materi menyimak tanpa menyediakan sarana media yang memadai. diharapkan penggunaan media kartu bergambar dapat menunjang proses pembelajaran pembelajar dalam memahami materi menyimak yang terdapat dalam buku hanyu tingli jiaocheng. 7. daftar pustaka chaer, abdul. linguistik umum . jakarta : rineka cipta, 2003. lu, bisong(吕必松). 汉语和汉语作为第二语言教学 bahasa mandarin dan an bahasa mandarin sebagai bahasa kedua. beijing : beijing daxue chubanshe, 200 49 mbulu, j. dan suhartono. 2004. pengembangan bahan ajar. malang: elang mas. moleong, lexy j.2010. metodologi penelitian kualitatif. bandung : remaja rosdakarya. nababan, sri utari subyakto. metodologi pengajaran bahasa. jakarta: pt gramedia pustaka utama, 1993. pannen, p., purwanto. 2001. penulisan bahan ajar. jakarta: dirjen dikti depdiknas sadiman, arief s. media pendidikan. jakarta: raja grafindo persada, 2007 smaldino, sharon e. instructional technology and media for learning. pearson-merrill prentice hall, 2005 syahid, a. 2003. pengembangan bahan ajar matakuliah rancangan dengan menerapkan model elaborasi. tarigan, h. g. 1985. menyimak sebagai suatu keterampilan berbahasa. bandung: angkasa. yang xue mei (杨雪梅), 2009 《hanyu tingli jiaocheng di yi ce》beijing yuyan daxue zhou, yue liang (周跃良). 现代教育技术 （teknologi pendidikan modern）. beijing : gaodeng jiaoyu chubanshe, 2008 http://blog.elearning.unesa.ac.id/tag/jenispengertian-mediaanhttp://edukasi.kompasiana.com/2010/04/11/media-audio-visual-slide-bersuara/ http://blog.elearning.unesa.ac.id/tag/jenispengertian-media-pembelajaran http://blog.elearning.unesa.ac.id/tag/jenispengertian-media-pembelajaran http://edukasi.kompasiana.com/2010/04/11/media-audio-visual-slide-bersuara/ page 1 page 2 page 1 page 2 1 error analysis of phonetic fossilization uttered by english department students university of pgri semarang sukma nur ardini1 maria yosephin wl nicolas lodawik ouwpoly sukmanurardini27@gmail.com abstract penelitian ini bertujuan untuk menentukan tipe dan latar belakang fosilisasi fonetik yang diucapkan oleh mahasiswa semester 5 pendidikan bahasa inggris di universitas pgri semarang tahun 2014/2015. penelitian ini menggunakan desain penelitian deskriptif dengan data kualitatif. populasi dari penelitian ini adalah para mahasiswa semester 5 yang mengambil mata kuliah english phonology dengan jumlah mahasiswa 200. sampel penelitian adalah kelas 5e, kelas yang paling aktif dan dominan. hasil penelitian menunjukkan bahwa hanya 15% kata di dalam kuesioner penelitian yang berhasil dilafalkan dengan baik oleh para responden. itu artinya bahwa fosilisasi fonetik dilakukan lebih dari 75% responden. tipe kesalahan yang dibuat adalah tipe fosilisasi fonetik baik dalam kategori perseorangan maupun kelompok, sementara itu alasan-alasan mereka melakukan kesalahan adalah; 1) simbol fonetik yang masih tidak familier bagi mahasiswa semester. 2) terdapat habituasi dan kebiasaan-kebiasaan yang merujuk pada dua faktor: internal dan eksternal. faktor internalnya adalah mahasiswa itu sendiri, yang berarti motivasi untuk belajar dan hasrat untuk lebih dalam mempelajari simbol-simbol fonetik. faktor eksternalnya merujuk pada proses pembelajaran dan sudut pandang dosen. 3) metode yang digunakan oleh para dosen pengampu mata kuliah english phonology and pronounciation. masalah ini harus diturunkan karena 90% dari mahasiswa menyatakan di dalam wawancara bahwa mereka sangat tertarik dengan subjek ini dan juga menyatakan bahwa para dosen tidak memberikan tekanan, namun faktanya persentase kesalahan dalam pelafalan di atas rata-rata. berdasarkan pada hasil-haasil ini, peneliti memberika saran sebagai berikut; 1) permasalahan ini menjadi tugas bagi seluruh dosen bahasa inggris, tidak hanya dosen yang mengajar mata kuliah english phonology and pronunciation. 2) simbolsimbol fonetik harus diterapkan secara intensif dan integral sehingga para mahasiswa dapat familier dengan simbol-simbol tersebut. 3) kebutuhan akan penelitian lebih lanjut yang terkait dengan metode-metode yang digunakan oleh para dosen. kata kunci: fosilisasi fonetik, mahasiswa semester 5, pendidikan bahasa inggris 1 penulis adalah pengajar di universitas pgri semarang. 2 introduction to be very unfortunate that the researchers still found a lot of phonetic fossilization uttered by students of english education in university of pgri semarang. it is quite in contrast to the daily activities carried out by the students of the english department in each semester in which the course is taught all in english language component. however, the fact shows that the phenomenon is students are still making pronunciation errors even in simple english words. for example, the word 'wear' pronounced /wir/ should be /weǝr/, the word 'bear' is pronounced /biǝ(r)/, the word 'student' is pronounced /stʌdən/ and more. this shows that the mindset of students still strongly influenced by indonesian and javanese language which have the same pronunciation with the writing, e.g. the word 'student'. 'u' in bahasa indonesia is pronounced 'ʌ' as the word 'hut' /hʌt/ or 'butter' /bʌtǝ(r)/. this is still done by the 5th semester students who will take ppl 1 and 2 courses or in the current curriculum is now turned into magang course. but whatever the name, this course is closely associated with student’s skill. as a prospective english teacher, different from other majors, students of english education have a heavier task. they "should" be able to communicate in english very well. therefore, the four major skills must be mastered as listening, reading, writing and speaking. this is the main goal of this research; 1) obtaining a type of phonetic fossilization errors uttered by 5th semester students majoring in english education university of pgri semarang, and 2) knowing the background of phonetic fossilization errors made by 5th semester students majoring in english education university of pgri semarang . research methodology this study used a qualitative descriptive study design to analyze the data. the qualitative data are in the form of utterances (in words) produced by 40 students from class 5e as a sample out of 200 students who are majoring english education university of pgri semarang as the total population. this research was done by doing observation, questionnaires distribution, personal interviews, and documentation. all of the data are processed and developed by the researchers descriptively. 3 phonetic fossilization an effective learning implies that the learners have to interact with every language aspects (lexicon, grammar, phonology, etc) through different teaching methods. the first who raises the fossilization idea is selinker. he records that 95 percent of l2 learners are failed to reach the same pronunciation level as the real l1 speakers. such phenomenon is defined as fossilization by selinker (1972). fossilization is a mechanism that grounds every surface of linguistic materials where speakers will tend to keep producing their l1, no matter what is the learner’s age and how long does the speaker studies or speaks by using target language (l2). selinker adds if usually, individual fossilization consists of two aspects: error appearance and language competence fossilization. error appearance refers to interlanguage structures that considered as inappropriate that has been estimated to have fixed but still keeps appeared regularly. this often found on low-competence learners. while the second aspect, language competence fossilization, refers to learner’s l2 phonology development, grammatical competence, lexical, and pragmatics. these can be found on l2 learners that has been learning target language for a long time and on a relatively high level. it will be worse if such language mistakes keep repeatedly continually so that it forms a community and a fossilization group will be exist. the indians community and singaporean community that speak english is an example of existing fossilization group. fossilization is a linguistic phenomenon in an individual and realized as a form of deviation from target language. this happens on all levels, from phonologic level through pragmatics level. finding and discussion phonetic fossilization done by students (in words) it found that the error percentage is high when students pronounce the word 'wear, prize, shame, measure, and clown' by the percentage of 100% or it can be said that none of the students pronounce those words correctly. 97,5% of errors generated to the pronunciation of the word 'caught and pale'. only one student is able to pronounce correctly. 92,5% of students made mistake in pronouncing the word 'page and voice'. the word 'cure' has a percentage of 90%, while the word 'toast and teeth' have a percentage of 87,5%. furthermore, 85% of students made mistake in pronouncing the word 'chart' and 82,5% for the word 'kite'. 75% of students made a mistake in pronouncing the word 'cease', followed by 65% of the word 'breast', 62.5% for 'beneath', 60% for the word 'curb', 4 57.5% for 'chop', 42.5% for 'beard', 27.5% for the word 'laugh', 25% for 'goose', 22.5% for 'who', 10% for 'harvest', 5% for 'enemy', and 2.5% of students made mistake in pronouncing the word 'back and enough'. there are five words that are pronounced correctly by the 5th semester students; 'hiss, pull, about, other, and sink'. phonetic fossilization done by students (in phonetic transcription) the result shows that 100% of students made mistake in pronouncing word /saikaiǝtrist/, which means that none of the students was correct in pronouncing this word. 95% for the word /jestǝdi/, 87.5% for /kǝnfju:zd/ and /auǝ/, 72.5% for /ʃi:l/, 75% for /steinʤ/, 67.5% for /jǝ/ and /eniθiƞ/, 62.5% for /tǝ/, 50% for /ǝuvǝr/, 45% for /dʌznt/, 37.5% word /ðaet/, 35% for /ʤǝst/, 30% for /ǝpinjǝn/, 20% for /ka:nt/, 15% for /mætǝ/, and 5% for /iksplein/. from the results of calculations which have been described above, it is known that the type of phonetic fossilization errors made by 5th semester students of english education university of pgri semarang is the type of phonological fossilization for the category of individuals and groups. this refers to the persistence of individual learners in developing l1 and the development of language communities. the data obtained by researchers are also derived from the direct observation for the respondents by observing their speech act or utterance at campus both in the lecture and non-lecture. observations did show results that support the results of the questionnaire that 50% of 5th semester students made errors in phonetic fossilization of english words. this fact certainly requires attention of all lecturers, especially english department university of pgri semarang. the 5th semester students who should be capable for taking out into schools were not yet able to fully pronounce english words properly. from the observations, it appears that the english language is still not a daily language even though they are students of the english department. questionnaire that researchers distributed is in the form of a cluster or sequence of words in english with the average difficulty level. background of the phonetic fossilization this problem is becoming one of the important objectives in this research. this is considered important to find out the background of the respondents why they still do the phonetic fossilization. it is required 5 spontaneous and honest answer from respondents, therefore, the interviews were conducted. based on interviews that have been obtained, the answers are as follows: 1. what do you like from english phonology course? a. 31 respondents said that they really like english phonology subject because they are able to know the proper pronunciation as well as the emphases on the sentence pronunciation. b. 4 respondents said that the lecturers did not make students feel depressed in the classroom. c. 5 respondents said that the english phonology subject was interesting. 2. what do you dislike from english phonology course? a. 28 respondents said that things were disliked was when asked to write phonetic transcription without opening a dictionary. b. 5 respondents said that what they did not like was if the pronunciation was difficult and wrong. c. 4 respondents said that the material and the explanation were too long and difficult to understand. d. 3 respondents said no / not yet. 3. mention vowel that you think is hard? explain why? a. 40 respondents answered the same thing that there are some vowels which are considered difficult; e, ɜː, æ, ə, ʊ, ɔː. b. the respondents said that these symbols were often reversed with similar pronunciation symbols. on the other hand, they are not familiar with these symbols. 4. mention consonant that you think is hard? explain why? a. 40 respondents answered the same thing that there are some consonants which are considered difficult; j , s , z , θ , ð , tʃ , ʃ , ʒ. b. the respondents said that they are not accustomed to utter these symbols correctly. besides that, the respondents also said that they found it difficult when they have to memorize the symbols and use them correctly. 5. mention diphthong that you think is hard? explain why? a. 40 respondents answered the same thing that there are some diphthongs which are considered difficult; eɪ, aɪ, ɔɪ, aʊ , əʊ , oʊ , eə , ɒ , ʊə. b. all respondents answered that they are not familiar with the way of writing and the pronunciation of those diphthongs symbols. then, 6 they are still confused to distinguish vowel, consonant, and diphthongs symbols. 6. how do you think the most effective way to make you read phonetic transcription properly? the response of the respondents is as follows: a. read phonetic transcription a lot. b. being familiar with the phonetic transcription. c. practice writing phonetic transcription a lot. d. watch and listen audio visual of phonetics matters as well as face to face with the one who is cleverer. e. watch a lot of english movies. f. increase vocabulary. g. read books that are relevant to facilitate students’ knowledge of english phonology and phonetic transcription. h. lecturers’ support by giving suggestions and examples of correct pronunciation and writing. conclusions that can be underlined are: 1) the 5th semester students are not familiar with phonetic symbols. 2) there is no habituation and habits. it refers to two factors; internal and external. the internal factor is from the students itself which means their self-motivation and desire to explore phonetic symbols are low. interviews showed that 90% of students stated they are very interested in this subject, but frequent occurrence of phonetic fossilization is still remaining. other evidence refers to the 75% of students do not like to write using phonetic symbols as well as the lack of opportunities in practicing these symbols written or oral. meanwhile, the external factors refer to the learning process and lecturer of the english phonology and pronunciation courses. if 90% of the students stated they are very interested in this subject and the lecturers do not give pressure, it means the background of the frequent occurrence of phonetic fossilization lead to the method used by the lecturer of the english phonology and pronunciation courses. conclusion and suggestion the conclusions from the researchers are as follows: 1. from the 33 cluster words of orthographic writing and 17 words from the phonetic transcription, only 15% of the words that are pronounced correctly by the 5th semester student of english education. this means phonetic fossilization is still happening in more than 75% students. 7 2. type of phonetic fossilization committed by the 5th semester student of english education university of pgri semarng is the type of phonological fossilization for category of individuals and groups. 3. the background why this mistake still remain is; 1) the 5th semester students are not familiar with phonetic symbols. 2) there is no habituation and habits. it refers to two factors; internal and external. the internal factor is from students itself which means the students self-motivation and intention to explore phonetic symbols is low. the external factors refer to the learning process and the lecturers of the english phonology and pronunciation courses. 4. there are allegations backgrounds of the frequent occurrence of phonetic fossilization lead to the method used by the lecturers of the english phonology and pronunciation courses. because 90% of the students stated they are very interested in this subject and also the lecturers do not give pressure. but it is inversely related to the fact that the percentage of pronunciation errors are still high. by considering the results of the research, some suggestions are given as follows: 1. requiring all lecturers to pay attention more to this issue, not only the lecturers of english phonology and pronunciation courses so students more aware that pronunciation is very important for them. 2. pronunciation and phonetic symbols need to be introduced intensively by lecturers in each of semester until they graduate. 3. further studies are needed refer to the method used by lecturers. bibliography corder, s. d. 1981. error analysis and interlanguage. oxford: oxford university press. krashen, s. d. 1981. second language acquisition and second language learning. elseiver. http://www.sdkrashen.com/. nunan, david. 1993. research methods in language learning. cambridge: cambridge university press. ramelan. 1994. english phonetics. semarang: ikip semarang press. 8 —. 1992. introduction to linguistic analysis. semarang: ikip semarang press. roach, p. 1983. english phonetics and phonology. cambridge: cambridge university press. selinker, l. 1972. “interlanguage.” international review of applied linguistics 10: 209-231. xueping, wei. 2008. “implication of il fossilization in second language acquisition.” english language teaching 1 (1). diakses april 19, 2014. page 1 page 2 page 1 page 2 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 15 chanel sebagai representasi modal simbolis dalam novel “the devil wears prada” karya lauren weisberger chanel as a symbolic capital representation in “the devil wears prada” novel by lauren weisberger frisila agvi nurhusna syarifudin1, nenden rikma dewi s. program studi sastra inggris, universitas komputer indonesia bandung 1frisilaagvinsy@gmail.com riwayat artikel: dikirim 30 juli 2018; diterima 25 juni 2019; diterbitkan 30 juni 2019 abstrak kajian ini menggunakan novel karya lauren weisberger berjudul the devil wears prada dan berfokus pada modal simbolis yang muncul pada merek chanel. sebagai salah satu merek dagang ternama di dunia, chanel memusatkan produksinya berupa pakaian dan tas yang mewah dan terbatas. dua hal itu saja mampu memberikan prestise tersendiri kepada setiap pemiliknya, sehingga memberikan keuntungan bagi mereka berupa reputasi dan status. terlebih lagi, dengan naiknya status seseorang, ia akan menjadi salah satu bagian dari masyarakat kalangan kelas atas. dengan menunjukkan bahwa status sosial seseorang dapat meningkat di suatu habitus dapat mengarahkan bahwa chanel memiliki pengaruh yang besar bagi para pemiliknya. melalui kepemilikan chanel seseorang dapat dengan mudah memeroleh reputasi dan status sosial dan diakui keberadaannya, terlebih lagi apabila ia memiliki salah satu produk chanel yang terbatas dan tidak dijual bebas. teori yang digunakan dalam analisis adalah teori tentang modal simbolis berbentuk prestise dari pierre bourdieu, dengan penerapan metode metode kualitatif berdasarkan gagasan sugiyono. adapun tujuan dari kajian ini adalah untuk menunjukkan faktor-faktor yang mendukung chanel sebagai representasi modal simbolis yang dimiliki oleh orang-orang pada industri fesyen maupun masyarakat luas. berdasarkan analisis yang telah dilakukan pada kajian ini, sebuah simpulan dapat sarankan bahwa chanel merupakan sebuah representasi dari modal simbolis yang dimiliki suatu kalangan di habitus tertentu berupa materi yang mengandung prestise sehingga bisa menaikkan reputasi serta status pemiliknya. kata kunci: chanel, modal simbolis, prestise http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 mailto:frisilaagvinsy@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 16 abstract this study uses lauren weisberger's novel the devil wears prada and focuses on the symbolic capital that appears on the chanel brand. as one of the world's leading trademarks, chanel focuses its production of luxury and limited clothing and handbags. this two things could give its own prestige to each owner, thus providing benefits for them in the form of reputation and status. moreover, by the rise of someone's status, they will be on same part of the upper class society. by showing that a person's social status can increase in a habitus could direct that chanel has a great influence on the owners. through chanel's ownership, someone can easily gain reputation and social status and be acknowledged to exist, even more if they has one of chanel's limited products and the products that not for sell freely. theory about symbolic capital in the form of prestige of pierre bourdieu is used in the analysis, with the application of qualitative methods based on the idea sugiyono. the purpose of this study is to show the factors that support chanel as a representation of the symbolic capital possessed by people in the fashion industry as well as the wider community. based on the analysis that has been done in this study, a conclusion can suggest that chanel is a representation of symbolic capital owned by a circle in a particular habitus of prestigecontaining material that can enhance the reputation and status of the owner. keywords: chanel, symbolic capital, prestige pendahuluan perancis merupakan salah satu kiblat fesyen dunia disebabkan sejarah panjangnya yang berkaitan dengan budaya dan fesyen. pada awal abad ke-19 perancis telah memiliki sebuah rumah busana yang kemudian menyebabkan menyebarnya rumah busana dan sekolah-sekolah tata busana dan berbagai jenis kosmetik. menjamurnya rumah busana dan sekolah yang memusatkan pada fesyen menjadikan prancis, khususnya paris, sebagai ibukota fesyen dunia. dengan demikian, prancis telah banyak melahirkan merek-merek pakaian terkenal, luis vuitton dan chanel. dua merek ini memiliki pengaruh tersendiri bagi para pemilik dan peminat di industri fesyen. chanel, khususnya, merupakan merek yang terkenal dengan barang-barang mewah seperti parfum, tas, aksesori, sepatu, dan pakaian siap pakai (zeybek, 2013). ketenaran chanel di kalangan para pelaku fesyen hingga kalangan atas sebagai merek mewah membuat nama chanel diingat sebagai merek yang memiliki harga-harga mahal. ini terjadi akibat reputasi chanel sebagai pelopor barang-barang mewah dengan kualitas terbaik dan harga yang tinggi, tanpa terkecuali reputasi yang telah dibangun oleh perintisnya, gabrielle ‘coco’ chanel. coco chanel merupakan perintis merek chanel yang mengawali karirnya sebagai seorang perancang busana, diiringi dengan menjadi ikon fesyen yang terkenal dunia karena ia dianggap sebagai perancang mode revolusioner yang karyanya telah http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 17 digunakan oleh artis-artis pada jamannya sehingga chanel mendapatkan reputasinya diantara orang-orang di kalangan atas. dengan memiliki reputasi yang baik di industri fesyen serta kontribusinya dalam perkembangan fesyen dunia. merek chanel kemudian dinobatkan sebagai merek mewah yang menjadi era baru perkembangan pakaian siap pakai di dunia di abad 20 ini (tungate, 2004). hal ini kemudian membuat barang-barang produksi chanel dianggap sebagai materi yang harus dimiliki oleh kalangan orang-orang kelas atas serta para pelaku fesyen di industri fesyen. chanel pada saat ini menjadi salah satu merek yang eksistensinya masih besar di kalangan para pelaku fesyen maupun dunia. eksistensinya yang terus menerus mengakibatkan barang-barang yang diproduksi oleh chanel memiliki nilai tersendiri sehingga tiap barang yang diproduksinya memiliki prestise. prestise yang muncul dalam barang-barang bermerek inilah yang membuat chanel dianggap sebagai materi yang harus dimiliki oleh orangorang kalangan atas atau mereka yang ingin meningkatkan status sosialnya. kepemilikan materi seperti barang-barang bermerek ini mengacu kepada gaya hidup para pelaku fesyen, pesohor dan masyarakat kalangan atas dalam menggunakan materi untuk merepresentasikan kemapanan yang mereka miliki. hal ini sejalan dengan gagasan bourdieu (1977) mengenai modal simbolis yang menyatakan bahwa modal simbolis merupakan sebuah prestise dan sesuatu yang melekat pada ‘nama’ sehingga materi tersebut dapat mengembalikan keuntungan ekonomi pemiliknya. dengan demikian, ini merupakan sebuah bentuk imbal balik nilai materi paling berharga di masyarakat. isu semacam ini muncul dan dialami oleh para pelaku fesyen di dalam novel the devil wears prada. novel ini dengan jelas merepresentasikan kehidupan masyarakat kalangan atas dari berbagai golongan dan sikap konsumtif mereka terhadap barang-barang bermerek seperti chanel. sikap dan gaya hidup ini tergambar dari cara para pelaku fesyen menggunakan pakaian, tas, sepatu hingga aksesori berlogo merek-merek terkenal. para pelaku di industri fesyen ataupun kalangan atas ini mengapresiasi prestise yang terkandung pada barang-barang bermerek tersebut sehingga ketika seseorang menggunakan barang sekelas chanel atau barang bermerek lainnya mereka akan mengklasifikasikan barang tersebut sebagai materi yang berharga. berdasarkan pemaparan tersebut, kajian ini bermaksud untuk mengidentifikasi faktor yang menyebabkan chanel sebagai modal simbolis pada novel the devil wears prada. modal simbolis modal simbolis merupakan salah satu modal yang nyata dimiliki hampir setiap orang dari kalangan tertentu. orang-orang kelas atas memiliki modal simbolis yang mereka anggap sebagai sesuatu yang mampu http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 18 memberikan keuntungan bagi mereka. keuntungan tersebut dapat berupa materi atau reputasi. hal ini didukung dengan gagasan bourdieu (1977) yaitu modal simbolis nyatanya berupa prestise dan juga berbentuk ‘nama’ sebagai hal yang mampu ditukar dengan keuntungan ekonomi. dengan demikian, hal ini berarti bahwa modal simbolis merupakan modal yang berbentuk prestise. alhasil prestise yang berbentuk barang-barang atau reputasi dari ‘nama’ dapat dimiliki oleh seseorang dengan status apapun. modal simbolis berupa prestise yang muncul dalam barang-barang bermerek merupakan salah satu hal yang dijadikan sebagai nilai yang mampu menaikkan prestise pemakainya. hal inilah yang dicari oleh banyak orang yang mengkonsumsi barang-barang bermerek karena prestise yang muncul pada barang-barang bermerek yang mereka miliki akan berdampak pada naiknya prestise mereka para pemiliknya sehingga mereka akan mengklasifikasikan diri mereka pada golongan orang-orang yang memiliki prestise yang sama. chanel merupakan salah satu bentuk dari munculnya barang-barang bermerek sebagai representasi materi yang dimiliki oleh orang-orang dari kalangan atas. orang-orang kelas atas memiliki gaya hidup yang memiliki tingkat konsumsi tinggi terhadap barang-barang bermerek. tingkat konsumsi yang mereka miliki ini tidak terlepas dari bagaimana anggapan mereka bahwa barang-barang bermerek memiliki nilai prestisenya sendiri. nilai prestise inilah yang membuat barang-barang bermerek dianggap sebagai materi yang nantinya bisa memberikan keuntungan kepada pemiliknya. materi merupakan salah satu bentuk dari modal yang harus dimiliki oleh orang-orang dari kalangan atas, yang kemudian disebut sebagai modal simbolis. metode pada kajian ini, metode penelitian kualitatif digunakan untuk melakukan pembacaan, penelaahan dan penganalisisan data yang diambil dari novel. berdasarkan gagasan sugiyono (2006:3), metode kualitatif merupakan metode yang menekankan kepada makna. artinya metode kualitatif digunakan untuk mendapatkan data yang memiliki makna mendalam. makna yang terkandung pada data merupakan suatu nilai yang muncul dibalik data yang terlihat. dalam hal ini dapat diartikan bahwa, penggunaan metode kualitatif ini digunakan untuk mencari data melalui makna mendalam yang tersirat dari data yang tampak sebenarnya. pada pelaksanaannya metode kualitatif diterapkan untuk mencari data dengan membaca data tersebut dan menganalisis makna yang terkandung di dalam data tersebut. makna yang muncul dalam data tidak semuanya terlihat dengan jelas, oleh karena itu dibutuhkan penelaahan terlebih dahulu sebelum penulis mengambil data tersebut untuk diteliti. data yang telah rampung, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 19 kemudian diklasifikasi kembali sehingga hanya menunjukkan data chanel dan isu modal simbolis. berdasarkan pengklasisfikasian ini, data kemudian dianalisis dengan menerapkan gagasan bourdieu mengenai modal simbolis. hasil dan pembahasan modal simbolis berupa materi yang muncul dalam barang-barang bermerek seperti chanel direpresentasikan dalam beberapa bagian pada novel the devil wears prada. dalam novel ini, modal simbolis muncul pada merek chanel yang digunakan oleh para pelaku fesyen diantaranya miranda priestly, andrea sasch, dan beberapa pekerja runway lainnya. para pelaku fesyen seperti para pekerja runway merupakan orang-orang yang memiliki ketertarikan dan selera tersendiri terhadap barang-barang bermerek seperti chanel. chanel memiliki beberapa faktor yang bisa membuatnya dikenal sebagai salah satu merek mewah dengan reputasinya yang tinggi. dalam kemunculannya di industri fesyen, chanel dirintis oleh seorang desainer busana bernama gabrielle ‘coco’ chanel. gabrielle dikenal dengan sebutan coco chanel ini merupakan salah satu ikon fesyen yang namanya dikenal di seluruh dunia terutama di paris. paris merupakan salah satu kiblat fesyen dunia yang memiliki begitu banyak rumah busana ternama serta sekolah fesyen yang kemudian banyak memunculkan produk dan model terkenal. melalui kondisi budaya dan fesyen di paris, ikon fesyen dunia bermunculan, tanpa terkecuali merek-merek pakaiannya. salah satu merek pakaian asal paris yang diakui di dunia adalah chanel. merek chanel memiliki reputasi besar yang didapat dari perintisnya sehingga membuatnya dikenali sebagai salah satu ikon fesyen. coco dapat memberikan pengaruh melalui cara berpakaian dan busana rancangannya yang tidak lekang oleh masa. coco berhasil mengubah cara pandang masyarakat mengenai busana berwarna hitam sebagai sebuah gaya yang elegan dan anggun untuk dikenakan pada malam hari. gaun malam hitam rancangan coco berhasil menjadi rancangan revolusioner di paris dan menjadi seorang perancang khusus bagi para penari balet (biography.com., 2018). munculnya nama coco di dunia hiburan kemudian mampu membuat semua rancangan coco yang diberi nama chanel menjadi tren bagi sebagian kalangan yang memiliki selera berkelas. coco kemudian dengan cepat dikenali sebagai ikon yang memiliki kecerdasan dan kemampuan di bidang fesyen dan pembuatan pakaian siap pakai. kemampuan yang ia miliki ini dikembangkannya pada area yang tepat bersama orang-orang terbaiknya untuk mengembangkan marketing mereka dalam merek chanel. melalui kerja keras coco bersama timnya, chanel berhasil menjadi merek mewah dan digemari kalangan kelas atas. hal inilah yang menjadi sebab mengapa nama ‘coco chanel’ banyak diabadikan pada http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 20 nama-nama tertentu salah satunya nama kamar pada salah satu hotel di paris dalam novel the devil wears prada. “she is in the coco chanel suite.” (weisberger, 2003, p. 326) kutipan di atas terjadi ketika andrea, seorang asisten penyunting senior di majalah fesyen bernama runway, telah sampai di paris. sesaat setelah menunggu untuk mengambil bagasi. andrea menyadari bahwa seorang utusan miranda—atasan andrea yang memiliki pengaruh besar pada dunia industri fesyen—telah menjemputnya. andrea mengetahui hal itu melalui cara utusan miranda berpakaian elegan serta melambaikan kertas bertuliskan nama andrea. sebagai asisten pribadi miranda, andrea dapat memeroleh akses di beberapa tempat eksklusif dan keistimewaan untuk menghubungi miranda di jalur pribadinya. salah satu akses yang digunakan andrea adalah saat utusan miranda menjelaskan tempat miranda beristirahat adalah kamar suite coco chanel. berada di kamar eksklusif yang diberi nama seorang perancang busana ternama dapat dikatakan sebagai suatu kebanggaan dan dinantikan oleh setiap pelaku industri fesyen. dipilihnya nama ‘coco chanel’ untuk nama sebuah kamar suite merupakan sebuah apresiasi yang baik untuk coco. kamar suite merupakan kamar terbaik dalam sebuah hotel, di dalamnya terdapat fasilitas-fasilitas terbaik dan mewah. sebagian besar kamar suite di hotel-hotel ternama dipesan dan ditempati oleh orang-orang dari kalangan atas. hal ini menjadi alasan harga sewa untuk per malam kamar suite lebih mahal dibanding kamar-kamar lainnya. penggunaan ‘coco chanel’ pada kamar suite yang biasa digunakan oleh orang-orang kelas atas seperti miranda ini merepresentasikan prestise yang muncul dari nama ‘coco chanel’ dan diabadikan kedalam nama sebuah kamar. dengan demikian, hal itu dianggap sebagai cara pihak hotel mengapresiasikan eksistensi coco sebagai ikon fesyen dunia dan kontribusinya terhadap fesyen melalui merek chanel. dalam hal ini tidak hanya para pelaku fesyen yang memeroleh prestise dari nama chanel, melainkan juga hotel tempat suite coco chanel berada. melalui nama chanel, berbagai produk mewah dan terbatas memiliki nilai yang tinggi. chanel sendiri pada mulanya hanya bergerak di bidang busana dan segala kelengkapannya, namun chanel berkembang dan memiliki berbagai produk. adapun produk yang dikembangkan oleh chanel meliputi tas, sepatu, riasan wajah, dan pakaian. produk-produk yang diproduksi oleh chanel ini dibandrol dengan harga tinggi dan memiliki kualitas terbaik sehingga menjadi barang-barang yang digandrungi oleh para pelaku fesyen maupun kalangan atas. hal itu dapat diketahui melalui kutipan di bawah ini, “she picked up a matching quilted chanel purse and placed the chain hendle over her shoulder.” (weisberger, 2003, p. 335) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 21 kutipan ini terjadi ketika miranda priestly—seorang penyunting senior majalah runway—meminta andrea untuk menyiapkan dokumen pidato untuk miranda bacakan pada sebuah acara besar dan dihadiri berbagai kalangan. andrea menyelesaikan lembar pidato itu dan menyerahkannya kepada miranda sebelum mereka berangkat ke tempat acara berlangsung. pada saat ini juga andrea, secara terperinci mendefinisikan pakaian yang dikenakan miranda sebagai seorang pelaku fesyen yang namanya telah dikenal. seorang penyunting majalah fesyen tentunya memiliki selera dan kelas yang tinggi sehingga tentunya cara berpakaian miranda tidak terlepas dari pakaian-pakaian bermerek. caranya berpakaian kemudian menjadi representasi materi yang dimiliki miranda serta menunjukkan statusnya di kalangan para pelaku industri fesyen. salah satu barang bermerek yang dikenakan miranda adalah tas berlapis dari chanel. chanel memiliki salah satu desain tas dengan ciri khasnya yang masih diminati hingga saat ini dan terdapat pada kutipan, “a matching quilted chanel purse”. tas seri ini selalu menjadi best seller di antara penjualan produk-produk chanel lainnya. rancangannya yang klasik dengan kualitas dari bahan kulit terbaik sudah cukup menjadi kriteria tingginya nilai tas chanel ini. akan tetapi, rumah busana chanel pun mengedepankan proses dan cara pembuatan yang sangat presisi dan apik sehingga setiap produk chanel memiliki perawatan terbaik dari tahap awal pembuatan hingga akhir. akumulasi dari seluruh hal itu menjadikan tas chanel memiliki nilai yang besar untuk sekelas tas tangan. setiap penggemar chanel memahami dan mengetahui bahwa bahan baku yang digunakan merupakan bahan baku terbaik dan memiliki kualitas sangat tinggi. oleh karena itu, chanel selalu memerhatikan kondisi dan kualitas bahan baku dari setiap barang yang akan diproduksinya. hal ini penting untuk dilakukan sebab bahan baku merupakan tahap awal dari pembuatan tas dengan kualitas terbaik. bahan baku kulit dengan kualitas terbaik membuat tas ini mampu bertahan lama. pemilihan warna pada tas ini juga merupakan hal penting untuk membuat tas tersebut sesuai dengan selera konsumen. salah satu keunggulan chanel adalah setiap produk yang dibuatnya dapat disesuaikan dengan kebutuhan dan keinginan konsumen tanpa mengurangi kualitas dari produk. hal ini mengarah kepada tas tangan klasik buatan chanel ini memiliki warna hitam sebagai ciri khasnya, selain warna hitam yang menjadi ciri khas, tas tangan ini juga memiliki ciri khas berupa rantai berwarna emas yang melengkapinya. warna hitam merupakan salah satu warna yang merepresentasikan keeleganan, dikombinasikan dengan warna emas yang merepresentasikan sisi glamor dari warna hitam membuat tas ini diminati oleh kalangan atas. hal ini dipicu berdasarkan selera kalangan atas yang hampir seluruhnya mengapresiasi warna-warna elegan, seperti warna hitam dan emas. selain itu, hitam dan emas merupakan salah satu warna khas dan kegemaran http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 22 chanel selain beige, putih, dan merah. warna-warna seperti beige merupakan representasi dari sisi natural dan elegan, selain beige, chanel memiliki warna yang menjadi ciri khasnya seperti putih yang merepresentasikan kemurnian dan keindahan serta warna merah yang melambangkan kehidupan, beranian dan energi. hal inilah yang membuat barang-barang chanel dengan warna selain warna ciri khasnya memiliki harga lebih tinggi lagi dari barang-barang dengan warna ciri khasnya (cadet, 2017). ciri khas inilah menjadikan tas ini sebagai tas dengan prestise yang tinggi karena selain kualitas yang baik dan pengerjaannya yang sangat teliti tas ini menjadi idaman perempuan di kalangan atas. hal tersebut menjadi alasan tas-tas produksi chanel dapat dikatakan sebagai materi yang dimiliki oleh kalangan yang mampu memilikinya. miranda priestly merupakan salah satu pelaku fesyen yang mampu memiliki begitu banyak barang-barang mahal sekelas chanel. pekerjaannya sebagai seorang kepala editor di majalah fesyen ternama di new york bernama runway menjadikan dirinya memiliki banyak barang-barang tersebut sebagai materi yang ia kenakan sehari-hari. seperti pada kutipan di bawah ini, “i’ll need my chanel suit pressed for tonight, since it was practically ruined with wrinkles on the flight over.” (weisberger, 2003, p. 329) kutipan di atas terjadi ketika miranda menghubungi andrea untuk menyetrika setelan pakaian bermerek chanel miliknya sesaat setelah sampai di paris. setelan chanel miliknya berkerut karena perjalanan yang panjang dari manhattan, amerika serikat, ke paris, perancis. bagi miranda tampil dengan pakaian bermerek chanel tidak tidak hanya sekedar memakainya tapi tampil rapi dengan barang bermerek akan meningkatkan kepercayaan dirinya. selain itu miranda memilih chanel sebagai pilihan untuk pakaian yang ia kenakan pada jamuan makan malam karena acara tersebut dilaksanakan di paris, dimana paris merupakan tempat lahirnya coco chanel dan berdirinya rumah busana chanel. hal lain yang membuat miranda memilih chanel adalah posisi miranda sebagai seorang editor fesyen ternama, sehingga ia akan menggunakan kesempatan tersebut untuk memberi apresiasi kepada chanel sebagai ikon fesyen dunia. miranda merupakan wanita yang dapat digolongkan sebagai kalangan atas yang memiliki selera terhadap barang-barang bermerek salah satunya adalah setelan bermerek chanel yang akan digunakannya pada salah satu acara malamnya di paris. seperti terdapat pada pernyataan, “i’ll need my chanel suit pressed for tonight” acara malam memang biasanya berhubungan dengan acara gala dinner seperti yang biasa orang-orang dari kalangan atas lakukan. acara ini adalah waktu dimana miranda akan bertemu dengan kolega-koleganya untuk jamuan makan malam. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 23 pemilihan pakaian yang dikenakan miranda pada acara malam ini merepresentasikan statusnya yang tinggi yaitu dengan pemilihan setelan bermerek chanel yang diketahui memiliki harga fantastis. sudah sejak lama chanel diketahui memproduksi barang-barang dengan harga yang terbilang mahal untuk ukuran atasan, rok, atau gaun malam. salah satu produksi chanel yang terbilang mahal selain adalah setelan formalnya. setelan formal biasa digunakan untuk acara-acara resmi seperti jamuan makan malam dan acaraacara resmi lainnya. hal ini yang memicu mahalnya harga setelan formal pada merek-merek ternama seperti chanel karena pakaian-pakaian tersebut dibuat dengan kualitas dan desain terbaik sehingga bisa memunculkan persepsi yang baik bagi penggunanya. keadaan ini ditambah dengan kebiasaan bagi para kalangan kelas atas yang memanfaatkan jamuan makan malam sebagai sarana pertemuan dengan kolega-kolega mereka. hal inilah yang menjadi arena bagi orang-orang kelas atas untuk menampilkan penampilan mereka yang hampir semua didominasi oleh pakaian-pakaian beremerek yang memiliki harga tinggi. salah satu merek yang biasanya digunakan oleh kalangan atas ini adalah chanel. dalam kemunculannya pada industri fesyen, chanel telah memiliki begitu banyak produk yang mampu bersaing dengan banyak merek-merek terkenal di dunia. ini didasari dari kualitas dari bahan baku produk-produk chanel hingga desainnya yang klasik namun modis membuat chanel memiliki banyak pelanggan setia. pelangaan-pelanggan merek chanel rata-rata datang dari kalangan atas yang memang memiliki ketertarikan konsumtif terhadap barang-barang bermerek. barang-barang bermerek seperti gaun malam dan pakaian siap pakai lainnya menjadi ciri khas pakaian yang diproduksi oleh chanel. oleh karena itu orang-orang yang akan membeli produk dari merek chanel sudah harus siap dengan uang yang mereka miliki untuk mendapatkan pakaian dengan merk chanel ini. seperti yang terdapat pada kutipan di bawah ini, “you’re wearing black, right? insist on chanel ruby red. just tell her to bill us.” (weisberger, 2003, p. 278) kutipan diatas terjadi ketika allison dan andrea bersiap untuk pergi ke suatu acara. allison mengatakan bahwa miranda menginginkan andrea yang seharuasnya menggunakan gaun hitam untuk menggantinya dan menggunakan gaun berwarna merah rubi dari merk chanel. allison mengatakan bahwa miranda harus membayar gaun tersebut untuk mereka karena mereka terpaksa menggunakan gaun dengan warna berbeda dari yang lain sedangkan miranda meminta andrea untuk menggunakan gaun berwarna merah rubi dari chanel. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 24 gaun dari merek chanel memang memiliki kisaran harga yang lebih mahal dari kebanyakan gaun dari merek lainnya. chanel memiliki reputasi sebagai merek mewah dengan kualitas yang baik sehingga menjadi alasan banyak barang-barang produksi chanel yang dipasarkan dengan harga tinggi. hal inilah yang menyebabkan barang-barang chanel kebanyakan dikonsumsi oleh kalangan atas yang mampu membelinya, termasuk salah satunya miranda pristly. miranda priestly merupakan salah satu pelaku fesyen yang akrab dengan barang-barang bermerek sekelas chanel. miranda juga mengharapkan bahwa para pekerjanya untuk akrab dengan barang-barang bermerek mengingat mereka bekerja pada industri dimana kemampuan untuk mengenali barang-barang dengan merek terkenal dibutuhkan. sehingga ia akan menyuruh pekerjanya untuk menggunakan barang-barang bermerek seperti yang ia kenakan. allison yang telah lama bekerja untuk miranda sangat mengetahui selera bosnya terssebut sehingga ia berani untuk mengatakan biar miranda yang membayar tagihan untuk pakaian yang mereka kenakan, seperti pada pernyataan, “just tell her to bill us.” kalimat ini mengindikasikan bahwa mereka membiarkan miranda membayar tagihan pada gaun mahal bermerek chanel yang andrea kenakan. ini terjadi sebagai akibat dari keinginan miranda uang menginginkan para pekerjanya untuk tampil sesuai dengan apa yang ia inginkan. keinginan miranda bagi andrea untuk menggunakan gaun merah rubi dari chanel ini tidak terlepas dari reputasinya sebagai seorang yang mahir dalam urusan fesyen. kemahirannya ini membuatnya menginginkan para pekerjanya untuk bisa bekerja dan tampil sebagai seseorang yang merepresentasikan industri dimana ranah mereka bekerja yaitu industri fesyen. dengan demikian, alasan allison berkata untuk membiarkan miranda membayar tagihan untuk pakaian andrea adalah dikarenakan ia mengetahui kalau pakaian-pakaian bermerek chanel merupakan pakaian yang memiliki harga tinggi sehingga ia tau bahwa miranda adalah orang yang tepat untuk membayar tagihan yang mereka dapatkan ketika menggunakan gaun bermerek chanel tersebut. kesimpulan paris sudah lama dikenal sebagai kiblat fesyen dunia, dan dari sanalah banyak merek-merek fesyen muncul sejalan dengan perkembangan fesyen dunia. salah satu merek pakaian yang dikenal dunia sebagai salah satu pelopor http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x chanel sebagai representasi modal simbolis dalam novel “the devil … frisila agvi nurhusna syarifudin, nenden rikma dewi s. doi: https://doi.org/10.26714/lensa.9.1.2019.15-25 25 pakaian siap pakai adalah chanel. chanel merupakan salah satu merek pakaian mewah yang sudah dikenal sejak lama karena perintisnya yang merupakan seorang ikon fesyen dunia. gabrielle ‘coco’ chanel merupakan perintis merek chanel yang namanya telah dikenal banyak kalangan di dunia karena perjuangannya mengembangkan pakaian siap pakai. hal inilah yang menjadi alasan mengapa chanel dianggap sebagai salah satu merek yang sangat berpengaruh di industri fesyen maupun dunia. pengaruh yang ditimbulkan oleh coco chanel ini membuat merek chanel memiliki harga yang tinggi untuk pakaian-pakaian siap pakai. hampir seluruh produk-produk yang diproduksi oleh chanel memiliki harga yang mahal dikarenakan pasarnya yaitu kalangan orang-orang kelas atas. hal inilah yang menyebabkan chanel dianggap sebagai salah satu materi yang memiliki prestise yang memberikan keuntungan bagi para pemakaianya. dianggapnya chanel sebagai materi ini tidak terlepas dari berbagai faktor yang mendukungnya diantaranya, sejarah chanel yang merupakan merek buatan gabrielle ‘coco’ chanel, seorang ikon fesyen dunia. selain sejarah dari merek chanel, chanel memiliki beragam produk dengan desain yang mengikuti perkembangan jaman serta kualitas dari bahan bakunya yang terbaik sehingga membuat chanel dikenal memiliki kualitas produk yang baik. desain dan kualitas yang baik inilah yang membuat chanel memiliki harga yang tinggi. prestise yang dimiliki chanel ini membuatnya dianggap sebagai materi bagi sebagian orang. materi inilah yang dibutuhkan orang-orang untuk dikenal pada kalangan tertentu, sehingga akan berakibat pada reputasi mereka pada kalangan dimana mereka berinteraksi. hal inilah yang membuktikan bahwa chanel merupakan representasi dari modal simbolis yang dimiliki orang-orang untuk memberikan keuntungan bagi kehidupan mereka. daftar pustaka bourdieu, p. (1977). outline of a theory of practice (vol. 16). cambridge university press. cadet, dayana. 2014. chapter 11: the colours of chanel. http://kaonlinemagazine.com/chapter-11-the-colours-of-chanel/ sugiyono, m. p. p. p. k. (2007). kualitataif dan r&d, bandung: alfabeta, 2010. tungate, m. (2008). fashion brands: branding style from armani to zara. kogan page publishers. weisberger, lauren. (2003). the devil wears prada. london: the harper collins publisher. zeybek, i. (2013). locality transmission of global luxury brands: chanel no: 5 perfume commercial and interculturality. the turkish online journal of design art and communication, 3(4), 12-19. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.15-25 http://kaonlinemagazine.com/chapter-11-the-colours-of-chanel/ 22 opresi dan perubahan relasi kuasa antara tokoh “si perempuan” dan badran badawi dalam cerita pendek “the answer is no” karya naguib mahfouz heri dwi santoso 3 abstract not only in plays and novels but in short stories and even poems, feminist voices can be conveyed so massively. in line with that, this study on the short story the answer is no aims to unveil the feminist voice in the story. feminist approach, particularly focusing on some concepts in feminism, such as sexual oppression, binary opposition and relation of power in the patriarchal paradigm are used to analyze the work. the result of the study shows that sexual oppressions done to the character “her”, the protagonist, in the story cause her more and more aware of the relation of power between her and the oppression. it causes the gradual changes of the relation of power between her and the oppressor, strongly indicated at the end with her denial to marry. keywords: sexual oppression, relation of power, denial to marry. i. pendahuluan salah satu karya sastra yang dianggap mewakili suara kaum feminis adalah cerita pendek the answer is no karya naguib mahfouz. cerita pendek ini mengisahkan seorang tokoh utama tanpa nama, hanya disebutkan dengan “dia (she). sehingga, di dalam studi ini, penulis menamainya dengan “si perempuan”. di dalam cerita pendek, si perempuan diceritakan bertemu kembali dengan tokoh bernama badran badawi, seseorang yang pernah melakukan pelecehan seksual terhadap dirinya dulu ketika ia berusia 14 tahun. badran badawi juga lah yang dahulu sempat melamarnya ketika ia sedang menjalani studi di sebuah universitas. cerita ini menarik karena sangat kritis membicarakan penindasan (opresi) terhadap seorang perempuan. oleh karena itu pula studi ini dilakukan dengan menggunakan pendekatan feminisme. ii. metodologi metode yang digunakan di dalam studi terhadap cerita pendek the answer is no karya naguib mahfouz adalah deskriptif kualitatif dengan teknik pengumpulan data yaitu studi kepustakaan. data primer adalah karya itu sendiri. sementara itu, data sekunder adalah literatur-literatur yang relevan terhadap studi ini. iii. tinjauan pustaka sebelum kemudian dikategorikan sebagai salah satu teori sosial dan marak dipakai untuk menelaah persoalan-persoalan perempuan, termasuk yang disampaikan 3 dosen d3 bahasa inggris, akademi bahasa asing harapan bangsa surakarta 23 melalui karya sastra, feminisme adalah suatu bentuk kepercayaan. feminisme adalah suatu keyakinan (bukan tentang religiusitas), yang berisikan kumpulan gagasan yang secara umum menyuarakan persoalan-persoalan perempuan, yang pada awalnya berangkat dari beberapa sebuah gerakan sosial perempuan revolusioner yang mengkritisi dan berusaha mendobrak dominasi patriarki (sebuah masyarakat atau gagasan di mana kaum laki-laki berkuasa atas kaum perempuan). dominasi yang dimaksud meliputi dominasi di semua sendi kehidupan dan di seluruh level masyarakat, termasuk unit terkecil masyarakat yaitu keluarga. seiring waktu, dukungan terhadap gerakan ini terus meluas bukan hanya dukungan yang muncul dari kalangan perempuan maupun juga dukungan dari kaum laki-laki. fakta yang paling menarik sekaligus juga yang membuat rumit gerakan ini adalah adanya keberagaman pemikiran. hal tersebut yang ditandai dengan eksistensi beberapa aliran feminisme yang berbeda. beberapa aliran feminisme di kenal dalam feminisme, diantaranya feminisme liberal, feminisme radikal, dan feminisme multikultural, ekofeminisme, dan marxis-feminisme, yang ada kaitannya dengan gelombang-gelombang feminisme yang telah ada. di sisi lain, isu-isu perempuan yang disuarakan oleh masing-masing aliran dalam feminisme sangat beragam mulai dari isu-isu politik, pendidikan, pengasuhan anak, seksualitas, dan lain sebagainya. dalam semangat yang sama, aliran-aliran tersebut memiki keberagaman suara, terkait cara pandang atas permasalahan perempuan serta solusi-solusi atas permasalahan-permasalahan tersebut. sebagai contoh, salah satu yang aliran yang paling menarik perhatian penulis, terutama dalam kaitannya dengan kajian ini, adalah kaum feminis radikal. penganut aliran feminisme ini, khususnya kaum feminis radikal cultural, yang muncul pertama kali pada decade 1960an di amerika serikat, bersuara paling keras tentang salah satu akar permasalahan penindasan perempuan yaitu heteroseksualitas. sebagaimana pemikiran charlotte bunch dalam tong (2009:3) bahwa solusi feminis radikal kultural atas persoalan tersebut adalah penolakan terhadap heteroseksualitas yang diwujudkan dalam bentuk selibat, otoerotisme, ataupun lesbianism (2009: 3). secara keseluruhan, ada beberapa poin pokok yang disuarakan para feminis radikal yang sekaligus menjadi ciri khas aliran ini. salah satunya adalah fokus feminis radikal terhadap aspek biologis manusia. ciri yang kedua adalah serangan kaum feminis radikal terhadap institusi keluarga, terutama keluarga partriarkis, karena dianggap sebagai sumber penindasan perempuan. secara global, kaum feminis mengkritisi relasi kuasa konstruksi patriarki antara laki-laki perempuan baik dalam ranah seksualitas maupun yang lainnya. dalam konteks ini, patriarki percaya akan oposisi biner (binary opposition). oposisi biner di dalam paradigma feminisme menciptakan garis di antara maskulin dan feminin, jenis kelamin dan gender, serta laki-laki dan perempuan (tong, 2009: 9). dari sini kemudian tercipta pemisahan laki-laki dan perempuan mengenai peran, kedudukan, dan karakteristik, dan watak yang dilandaskan pada adanya perbedaan yang bersifat biologis. dalam kasus terburuk, oposisi biner di dalam sistem patriarki menciptakan relasi kuasa (relation of power) antara laki-laki penindas (opresor) dan perempuan yang ditindas (yang teropresi) di sisi lain, perpektif ideologi patriarki melihat bahwa dominasi mengacu pada sistem pemikiran patriarki yang mana aspek mengenai sifat 24 dan ciri-ciri biologis yang berbeda laki-laki dan perempuan secara sertamerta dikaitkan dengan sifat, watak, takdir, dan kodrat dan kemudian merujuk kepada pembedaan peran dan kekuasaan. pandangan patriarkis seperti ini yang dibantah oleh kaum feminis. melani budianta dalam analisis wacana (2002: 205) menyatakan bahwa: “pemakaian istilah gender juga menunjukkan kritik feminisme terhadap determinisme biologis. dalam perspektif ini, perbedaan biologis tidak sertamerta menentukan perbedaan sikap, sifat, dan perilaku.” salah satu hal yang tidak diperoleh perempuan di dalam masyarakat yang patriarkis adalah otonom dan kemandirian, kebebasan untuk berpikir, bertindak, dan berpendapat atas dasar kehendak diri. sementara itu wollstonecraft dalam tong (2009: 16) membuat analogi bahwa perempuan bukanlah mainan maupun lonceng laki-laki yang harus berbunyi di telinga si laki-laki kapanpun ia ingin dihibur. iv. pembahasan di dalam cerita pendek ini digambarkan sebuah akhir cerita mengenai tokoh si perempuan yang menolak menikah. persoalan yang hendak dipecahkan terkait dengan hal-hal yang melatarbelakangi keputusan tersebut. si perempuan menolak lamaran dari seorang laki-laki tua bernama badran badawi yang ketika ia kecil telah melakukan pelecehan seksual terhadapnya. secara logika, adalah sangat menyakitkan untuk dipersunting oleh seorang laki-laki yang pernah melakukan opresi (seksual). lebih dari itu, adalah sebuah ironi bahwa ia harus menerima kenyataan untuk bertemu kembali dengan si penidas setelah dewasa. di dalam perspektif feminisme, pelecehan bagi seorang perempuan tidak berbeda halnya sebagai bentuk penindasan, yang dapat dimaknai juga sebagai sebuat bentuk penjajahan. laki-laki masuk secara paksa ke dalam wilayah “pribadi” si perempuan tanpa dapat dihindarkan. janji untuk menikahi si perempuan protagonis ini dapat dikatakan sebagai sebuah legitimasi kekuasaan patriarkis. artinya, hal tersebut menjustifikasi atau mengukuhkan keyakinan atau ideologi yang representasi fisiknya berupa tindakan-tindakan opresi. secara keseluruhan terdapat tiga (3) opresi yang dilakukan oleh badran badawi terhadap si perempuan. a. tiga (3) opresi dalam kehidupan tokoh “si perempuan” dan perubahan relasi kuasa antara badran badawi dan si perempuan opresi atau penindasan menjadi unsur utama yang disajikan di dalam cerita pendek the answer is no. opresi menciptakan relasi kuasa yaitu antara pihak penindas sebagai pihak yang menguasai dan pihak tertindas sebagai pihak yang dikuasai. di dalam cerita pendek ini yang berfungsi sebagai penindas adalah badran badawi sedangkan yang ditindas adalah si perempuan. relasi kuasa pada perkembangan cerita mengalami perubahan seiring dengan perubahan waktu, status, dan usia kedua tokoh tersebut. berikut ini adalah uraiannya: 1. opresi pertama: opresi fisik dan psikis ini terjadi sejak si perempuan berusia 14 tahun ketika badran badawi memberikan les privat. awal mula permasalahan adalah ketika tokoh utama sebagai seorang anak masih sebagai anak berusia 14 tahun. dalam perkembangan 25 mental pengetahuan, dan kesadaran gender, pada usia ini ia belum bisa mengenali apa yang disebut dengan cinta dan bagaimana cinta, suka, dan rasa hormat dengan semestinya. “in her innocence she had not noticed any change in his behavior to put on her guard.” (mahfouz, 1991: 25) innoncence atau keluguan menggambarkan karakteristik si perempuan pada usia belasan tahun. pada usia 14 tahun ia belum memiliki kepekaan untuk membaca gelagat yang bisa menyiratkan buruk motivasi tersembunyi dari kedekatan badran badawi. bahkan ketika pelecehan seksual yang dilakukan kepadanya pada usia itu, ia yang masih belum memahami bagaimana harus bersikap ketika ia dijanjikan untuk dinikahi suatu hari kelak. si perempuan tidak menyadari bahwa ketika ia diopresi secara seksual oleh badran badawi, harga dirinya telah jatuh di bawah dan telah diinjak-injak oleh badran badawi. oleh karena si perempuan belum memahami arti cinta sehingga tidak bisa memahami niat dan bujukan dari badran badawi untuk menikahinya pada saat ia beranjak dewasa. pada tahap atau masa ini, si perempuan mengalami penindasan baik fisik maupun psikis. ada relasi kuasa antara si perempuan dengan badran badawi yaitu antara guru les dan anak les sekaligus antara pemerkosa dan yang diperkosa. sebagai pemerkosa dan guru les, badran memiliki kemampuan untuk memaksakan kehendak nafsunya secara fisik dan psikis kepada si perempuan 2. opresi kedua: opresi psikis opresi ini terjadi ketika tokoh si perempuan beranjak dewasa. pada masa atau tahap ini, terjadi perubahan di mana tokoh perempuan mulai beranjak dewasa dan mulai berfikir dan menyadari posisi dirinya yang lemah dan tragis sebagai korban opresi fisik dan psikis yaitu diperkosa. ia telah mendapatkan pendidikan yang sebelumnya ia tidak dapatkan. disadari maupun tidak, pendidikan membentuk pemikiran si perempuan. dengan pendidikan ia memperoleh pengetahuan dan pemahaman dalam berbagai hal termasuk juga pemahaman mengenai hidup termasuk mengenai posisi gendernya sebagai perempuan. sang perempuan berkembang dari seorang anak belasan tahuh yang lugu menjadi seorang gadis beranjak dewasa yang pintar dan terpelajar. hal ini ditunjukkan pada kalimat di bawah ini: “by then she attained a degree of maturity that gave her an understanding of the dimensions of their tragic position.” (mahfouz, 1991: 25) kalimat di atas menunjukkan sebuah keterkaitan erat antara tingkat kedewasaan dengan pemahaman diri. sedangkan dalam lingkungan masyarakat, karena pendidikannya dan kekayaannya, si perempuan menjadi sosok yang dihormati dan dipandang tinggi. dalam hal ekonomi, si perempuan posisinya lebih kaya dibandingkan dengan badran badawi. fakta ini ditemukan pada kalimat: “she had also guessed he was after her money.” (mahfouz, 1991: 26) kalimat diatas menyiratkan kekhawatiran si perempuan terhadap motivasi lain dari lamaran badran badawi. ia merasa badran badawi ingin menikahi si perempuan untuk menguasai harta si perempuan. 26 pada masa ini si perempuan sedang menjalani studi di universitas. ia adalah perempuan dari keluarga kaya pada saat itu dan dihormati di dalam masyarakat. ia berfikir dan berprasangka bahwa ada motivasi ekonomi di balik lamaran badran badawi. pernikahan dengan badran badawi akan membuatnya kembali terjajah dan dikuasai badran badawi. dalam perspektif feminisme ketika seorang perempuan dilecehkan, semisal diperkosa maka selanjutnya ada perasaan dirinya sudah berada di bawah kekuasaan atau dominasi laki-laki pemerkosanya. begitu pula dengan yang dialami si perempuan. “she was the rich beautiful girl, a byword in abbasiyya for her nobility of character, and now she was struggling helplessly in a well-sprung trap, while he looked down at her with rapacious eyes.” (mahfouz, 1991: 26) meskipun si perempuan sudah memiliki derajat sosial yang tinggi dan cukup untuk digolongkan sebagai seorang perempuan terhormat, namun begitu ia merasa lemah ketika dihadapakan dengan badran badawi. hal ini tertera pada kalimat: “just as she had hated his strength, so did she hate her own weakness.” (mahfouz, 1991: 26) kalimat di atas menunjukkan bahwa ada kekuatan yang dimiliki badran badawi untuk menguasai si perempuan dan fakta ini disadari oleh si perempuan namun belum bisa ia atasi sehingga memunculkan kekecewaan dan kebencian baik atas ketidakberdayaannya maupun terhadap badran badawi. kebenciannya kemudian memunculkan prasangka-prasangka buruk terhadap usaha badran badawi melamarnya ia berpikir bahwa mungkin saja dengan pernikahan tersebut, badran badawi sekaligus juga menguasai seluruh kekayaannya. 3. opresi ketiga: opresi psikis opresi ketiga terjadi ketika tokoh si perempuan telah menjadi guru. pada tahap ini, kekuasaan badrawi atas si perempuan sudah melemah. si perempuan lebih otonom. pada masa dewasa yaitu ketika si perempuan sudah menjadi guru. ia memutuskan untuk menolak institusi pernikahan. keputusan ini menunjukkan bahwa ada independensi dari sang perempuan untuk menentukan pilihan sendiri meskipun terlihat sangat radikal. namun ketika badran badawi muncul kembali sebagai kepala sekolah, rasa ketertindasan itu muncul kembali pada diri si perempuan. bentuk-bentuk penindasan sudah tidak ada pada masa ini namun yang muncul adalah dampak-dampak psikologis dari penindasan. terlihat pada kalimat di bawah ini: “she forgot her worries through her daily tasks, though she did not look in good shape.” (mahfouz, 1991: 24) kalimat di atas menggambarkan mentalitas yang sangat turun pada diri si perempuan ketika badran badran badawi muncul kembali. masuknya badran badawi sebagai kepala sekolah bermakna sebagai wujud kekuasaan kedua atas diri si perempuan setelah dia sebelumnya menguasai si perempuan melalui perkosaan. namun, ada perubahan signifikan dalam relasi antara badran badawi dengan si perempuan. jurang relasi kuasa yang dalam antara badran badawi dan si perempuan secara bertahap menipis karena perubahan kedudukan masing-masing. perubahan tersebut dijelaskan pada tabel berikut : 27 tabel 1. perubahan relasi kuasa antara badran badawi dengan si perempuan si perempuan usia 14 tahun si perempuan setelah dewasa, lulus kuliah tokoh kedudukan kedudukan badran badawi guru les kepala sekolah si perempuan murid les guru kelas tabel di atas menunjukkan bahwa ada pergeseran relasi antara badran badawi dan sang perempuan. namun relasi tersebut masih bersifat biner karena kedudukan badran badawi tetap berada lebih tinggi dari si perempuan. relasi tersebut bergeser yaitu dari relasi antara guru les dan murid les menjadi relasi antara kepala sekolah dan guru kelas. perubahan yang signifikan dari relasi antara badran badawi dan si perempuan adalah bahwa badran badawi sudah tidak memiliki kemampuan dan kekuasaan untuk memaksakan kehendak terhadap si perempuan. di dalam cerita pendek itu nampak jelas bahwa pengarang ingin memperlihatkan suatu kritikan terhadap opresi patriarki melalui diri sang tokoh utama yang merasakan sakitnya dikuasai secara ideologis seperti perasaan direndahkan dan perasaan terikat sejak opresi itu oleh badran badawi. b. pola pikir si perempuan 1. kesadaran untuk mandiri dan menciptakan pilihan kemandirian atau otonomi dalam konsep feminisme adalah keterlepasan perempuan dari ketergantungan laki-laki. ketergantungan tersebut meliputi tentang pengambilan keputusan dan cara berfikir yang independen. di dalam cerita pendek the answer is no, tokoh si perempuan memperoleh kesadaran ini secara bertahap seiring dengan terbentuknya kedewasaan berfikir. peran pendidikan tidak bisa diabaikan berpengaruh besar kepada cara berfikir si perempuan. “she had felt such anger as she had never felt before. she had rejected coercion in the same way as she rejected ugliness.” (mahfouz, 1991: 26) di dalam masyarakat yang dikuasai sistem patriarki, si perempuan berani menolak coercion atau paksaan dari laki-laki yang mengusung ide patriakis. 2. penolakan terhadap institusi perkawinan puncak dari kemandirian berfikir si perempuan adalah pilihannya yang radikal untuk menolak pernikahan. “it had meant little to her to sacrifice marriage. she had welcomed being on her own, for solitude accompanied by self-respect was not loneliness.” (mahfouz, 1991: 26) 28 kalimat di atas jelas memperlihatkan bahwa keputusan untuk tidak menikah bukan sebagai hal benar-benar diinginkan namun lebih sebagai keputusan terbaik dari pilihan lain yang buruk yaitu menikah dan hidup sebagai istri dan tidak mendapatkan rasa hormat atas dirinya. kata „self-respect‟ pada kalimat di atas menjelaskan bahwa rasa hormat adalah sesuatu yang lebih diinginkan oleh si perempuan. hal ini mengindikasikan bahwa tidak ada respek atau penghormatan yang akan didapatkan si perempuan dari keluarga yang patriarkis. v. kesimpulan melalui si perempuan tokoh utama, pengarang ingin menyampaikan kritik terhadap dominasi-dominasi patriarki di dalam masyarakat yang tidak jarang menciptakan penindasan-penindasan terhadap perempuan. kekerasan seksualitas menjadi contoh yang ditampilkan di dalam cerita pendek ini meskipun sayangnya sedikit mengecewakan bahwa pengarang tidak menguraikan tindakan pemerkosaan atau pelecehan seksual itu dengan lantang dan tajam sehingga setiap pembaca harus merumuskan sendiri. namun demikian, mungkin begitulah teknik dan ciri khas naguib mahfouz dalam menulis dan dengan jelas bisa ditangkap bahwa pada dasarnya ketertindasan perempuan dalam konteks kekerasan seksual bukan terletak kepada tindakan fisik opresi tersebut namun justru dampak psikologis yang muncul setelah itulah yang menyebabkan perempuan tersubordinasi karena trauma dan harga diri yang terinjak-injak oleh laki-laki opresor sebagai simbol ideologi patriarki. daftar pustaka aminuddin, dkk. 2002. analisis wacana. yogyakarta: penerbit kanal mahfouz, naguib. 1991. the time and the place and other stories naguib mahfouz, 1st ed. (selected and translated by denys johnson-davies). new york: doubleday tong, rosemarie putnam. 2006. feminist thought. yogyakarta: jalasutra http://www.sabri.org/the-answer-no.htm http://www.sabri.org/the-answer-no.htm page 1 page 2 page 1 page 2 orientasi dan pendekatan belajar berbahasa inggris 1 the analysis of the elements of poetry in a poem sunflower by pam stewart chandra kurniawan wiharja1 abstrak penelitian ini bertujuan untuk menggambarkan tentang unsur-unsur intrinsik di dalam puisi yang berjudul sunflower karangan pam stewart. pengarang sengaja memakai unsur intrinsik puisi seperti unsur denotasi dan konotasi, citraan, dan juga majas sebagai daya tarik di dalam puisi ini. unsur citraan yang dominan di dalam puisi ini adalah citra penglihatan, dan citra gerakan. selain itu pengarang juga memakai dua buah majas yaitu simile dan personifikasi di dalam puisi ini agar pembaca dapat merasakan puisi tersebut menjadi lebih hidup. hal yang membuat puisi ini menarik adalah pemakaian majas simile dengan bunga matahari yang ternyata memiliki sebuah sisi gelap yang disembunyikan. hasil penelitian menunjukkan bahwa pam stewart sengaja memakai unsur citraan dan majas simile untuk memberikan kesan misterius dan indah pada puisi bunga matahari ini. kata kunci: konotasi, citra, simile, flower, sunflower, seeds. 1. introduction poetry is an expression of art which can be beautiful and deep. reading a poem is not like reading a book. we have to read it more and more because the more you read it, the better interpretation you will get. a poem is the expression of soul from the author to the readers. usually when someone falls in love, the idea of expressing his/her love can be as sweet as a candy. when someone falls in love, that person will think about what kind of object to give to his/her lover. women usually love flowers and poems. this time, the writer wants to analyze a poem about a flower which titled “sunflower”. “sunflower” is a poem made by pam stewart. this poem talks about a wish of someone who wants to be like a sunflower. the poem itself is not that long. it has only six lines but, there is something deeper and attractive in each of its lines. in this paper, the writer will analyze the aspects of poetry in this “sunflower” poem. the writer would like to find out about the author‟s technique of describing the spring itself and if there is something more than meets the eye. 2. reviewing the literature poetry is a rhythmical composition of words expressing an attitude, designed to surprised and delight, and to arouse an emotional response. (kennedy, 2005:698) reading a poem is unlike reading any text. to read a poem, we have to read it with the right reading speed. we can‟t read a poem too quickly or too slowly because if we read it inappropriately we won‟t catch the beauties and the feeling of the poem. 1 penulis adalah staf pengajar bahasa inggris di universitas bina nusantara, jakarta 2 according to kennedy, there is an objection that poetry should not be studied but merely looked at closely so that we can appreciate it more. the basic part of a poem is denotation and connotation. every word has at least one denotation. denotation is the meaning as defined in the dictionary. besides that, a word also has a connotation. connotation is overtones or suggestions of additional meaning that it gains from all the contexts in which we have met in the past. (kennedy, 2005:776) the word skeleton for example by denotation means the bony framework of a human being or other vertebrate animal, which supports the flesh and protect the organs, but by connotation it can suggest thoughts of war, disease and death. imagery is a word or sequence of words that refers to any sensory experience. the term image does not only suggest a thing which can be seen, but it may also be a sound, a touch, or even an odor or a taste. (kennedy, 2005:790) according to perrine, a good imagery is “an experience and not an information” (perrine, 1969:55) imagery is very important to help the readers feel the author‟s experience and passion about an object or situation as if they are there inside the poem. there are many kinds of imagery. they are: visual imagery, an imagery that appears from the sense of seeing. auditory imagery, an imagery that appears from the sense of hearing. olflactory imagery, an imagery that appears from the sense of smelling. tactile imagery, an imagery that appears from the sense of touching from skin. kinesthetic imagery, an imagery that appears from the sense of motion. gustatory imagery, an imagery that appears from the sense of tasting. organic imagery, an imagery that appears from the sense of thinking. (perrine: 1984: 552-553) figurative language is language that cannot be taken literally. as hamlet said, “i will speak daggers to her, but use none.” it means that hamlet will use the words that are as sharp as dagger. a figure of speech may be said to occur whenever a speaker or writer, for the sake of freshness or emphasis, departs from the usual denotations of words. figures of speech are not devices to state what is demonstrably untrue. indeed, they often state truths that more literal language cannot communicate. (kennedy, 2005:814-815) “sunflower” a poem by pam stewart, is a short poem. it only has six stanzas. however, it talks about the natural scenery and beauty of the sunflower as if it is a human. this is the reason why the writer feels interested to analyze it. there are 3 main aspects that will be analyzed. they are: denotation and connotation imagery figurative language 3. research method in making this research, the writer as a researcher will use two kinds of methods. they are intrinsic method and library research. as we all know, poem or poetry is the most unique form in literature compared with the others such as novel, and drama. poetry contains a lot of ambiguous words which is why we can‟t just read a poem once or twice to fully understand its meaning. that is why the writer uses the 3 intrinsic method to analyze the elements of literature in poetry. the other method is called library research. this research is a method of researching by collecting or acquiring data and information about the object of research from books in library or via internet and any other audiovisual devices. sunflower if i were a flower.. i would be a sunflower. to always follow the sun, turn my back to darkness, stand proud, tall and straight even with my head full of seeds. 4. discussion 4.1. denotation and connotation the basic part of a poem is denotation and connotation. as the writer explained in the section of reviewing the literature, inside a poem there are usually denotation and connotation. in this poem, the writer found quite a lot of words that use denotation and connotation. the writer found that this poem contains six lines and the total words of thirty two words. the first word is “flower”. “flower” in denotation means a part of a plant that produces seeds. however in a poem, flower has many connotations. it can be happiness, love, youth, and beauty. the author uses the “flower” word twice in his poem. the first “flower” word occurred at the first line, while the second occurred at the second line as a specific flower, a sunflower. if calculated correctly, it means that the word flower has occurred in two out of thirty two words in the poem, which means it is six percent out of one hundred percent in the poem. although it doesn‟t occur quite a lot, but the author (pam stewart) used it in the first and second line, and also makes it as the title of this poem. the writer concludes that the author wants to emphasize the beauty and happy feelings. flowers have many shapes and colors. they are very attractive and also express the energy of young life as it will bloom and then wither when the time comes. the next word is “sunflower”. sunflower is a specific flower and people believe that each flower is unique and has their own meanings. the most common flower is rose. rose is a connotation of passion, love, and desire. sunflower has its own connotation too. sunflower is a flower which has bright yellow color and has round petals which shapes like a sun. it makes the impression of light, pride, and power. the author used this sunflower as her expression of pride and beauty. the next word is “seeds”. seed in denotation means a part of plant which is used for reproduction. however in a poem, seeds can have many connotations. it can be the energy of a new life, children, young generation, and even the sexual desire. in this poem, the word “seeds” occurred at the sixth line and also the end of the poem. however, there is an interesting part. the lines starts with the word “even”. this word functions as a contradiction between the previous thing and the next thing. the fifth line tells about “stand proud, tall, and straight”, but the next line is “even with my head full of seeds”. these two lines are a comparison about 4 contradiction. stand proud describes a positive activity, but the head full of seeds describes a negative activity. the writer concludes that the word “seeds” here means that it is the sexual desire of the narrator. the author used this word to create an effect of climax for the readers. it is the most interesting part from the poem because finally the reader can find the weakness or the dark side of the narrator. that darkness is her sexual desire. 4.2. imagery the word image itself often gives a suggestion of mental picture to our mind when we read the words. imagery itself is also important in poetry. in this poem, the writer found two kinds of imagery. those are: 4.2.1. visual imagery visual imagery is an imagery that appears from the eyesight. visual imageries found in this poem are: i would be a sunflower, as if we can see that a person changes into a sunflower. (line 2) to always follow the sun, as if we can see the sunflower follow the sun. (line 3) stand proud, tall, and straight, as if we can see the sunflower stands so tall and straight. (line 5) the author used three visual imageries in the poem. the effects of these visual imageries are to convince and to enhance the feeling of the poem to the readers about the sunflower itself. pam stewart tried to attract the readers into the feeling of seeing a sunflower which can follow the sun and stand tall and straight. these words bring a mood of peaceful and cheerful because the sunflower is a flower which follows a sun. the sun only shines bright during the day and it represents the situation of bright day where everybody is awake and does their daily activities happily. the visual imageries also bring the readers as if they see the sunflower as a confident and happy flower. the feeling of confidence is expressed by the fifth stanza which is “stand proud, tall, and straight”. someone who stands proud, tall, and straight is a person with full confidence. on the other a person who stands crooked, not straight and shy can be interpreted by other people as a shy or introvert person. 4.2.2. kinesthetic imagery kinesthetic imagery is an imagery that appears from the sense of motion. kinesthetic imageries found in this poem are: to always follow the sun,, as if we can see the sunflower is running or moving toward the sun. (line 3) turn my back to darkness, as if we can see the sunflower moves its back like a human. (line 4) stand proud, tall, and straight, as if we can see the sunflower stands and becomes bigger and taller. (line 5) the author used three kinesthetic imageries in this poem. the first one is the sense of movement from the sunflower to always look for the sun. following is an activity of going after something. usually it happens to someone who is looking for a 5 leader or a guide. in this here, stewart took the readers imagination to see and imagine as if the sunflower is looking for the sun and running toward it. we can also see that stewart used other movement words such as “turn my back” and “stand tall, and straight”. both of these activities are commonly found in humans. again, stewart used these words to multiply the effect of making a sunflower into a human for the readers. by doing this, the reader will feel as if the sunflower is acting like a very sturdy person. 4.3. figurative language the writer found out that there are two figurative languages in the poem “sunflower”. those figurative languages are simile and personification. 4.3.1. personification personification is a figure of speech which endows animals, ideas, abstractions, inanimate objects with human form, character, or sensibilities. here are the personifications found in the poem: to always follow the sun. (line 3) turn my back. (line 4) stand proud. (line 5) my head full of seeds. (line 6) by using the personification, this poem will be more dramatic and realistic for the readers. the first personification is “to always follow the sun”. as we know sunflower is a flower or a plant. although plant is also a living thing, however a plant can‟t do anything as free as other living things such as humans, and animals. a plant can grow bigger and bigger toward up direction, however it can‟t move to its left or right freely. in this poem, the sunflower is described as a person who can follow the sun. follow is an activity of going after something. in this stanza, the sunflower follows the sun. the sun itself moves from east to west. that means if the sunflower can follow the sun, so the sunflower is able to go from east to west too. stewart used these words to express that sunflower is moving like a person who goes after something, which is the sun. it makes a great impression for the readers as if the sunflower can run freely from east to west to follow the sun. next personification is “turn my back”. again, pam stewart used this word to express another human-like ability from the sunflower. “turning my back”, which usually can only be done by humans and animals, is used to describe sunflower‟s movement. in reality, the sunflower doesn‟t have a back. but in this poem, the author deliberately used the word “back” to make the sunflower appear as human. this effect makes the readers feel as if the sunflower can move by itself and leaving away from the darkness. next personification is “stand proud”. in this stanza, the sunflower is described by the author as if it is a human. it can stand and becomes proud of itself. in reality, the sunflower can stand by itself, tall, and straight. however, it doesn‟t have the “proud” feeling because the sunflower doesn‟t have feeling. here, stewart used the word “proud” to create an effect for the readers. this effect is a hypnotize effect. actually, a plant doesn‟t have feelings like humans, however by combing the word “stand” and “proud”, stewart is able to make the readers believe as if the 6 sunflower enjoys itself by standing proudly. besides that, stewart also wants to impress the feeling of “confidence” inside the sunflower. next personification is “my head full of seeds”. in this last stanza, the sunflower is described by the author as if it has a “head”. however, there is another word which doesn‟t connect with the word “head”. that word is “seeds”. sunflower is a plant. usually the plant doesn‟t have something which is called “head”. plant can have roots, leaves, flowers, trunks, and fruits, but not a head. head is a part of the body which only humans and animals have. inside a head there is brain and thoughts. inside a fruit, there is a seed. stewart used these two words as a unique combination or compound word. by doing this, stewart wanted to create an effect for the readers that the sunflower is like a human. it has a head but the difference is this head is not filled with brain and thought, but it is filled with seeds. it is like making a contradictory point which makes the sunflower becomes unique. from all of those personifications, the writer concludes that the author used them to make an impression of life and struggle. in this poem, sunflower is associated with human‟s personality and behavior. with these personification, the poem will be more attractive and alive as if the readers can experience what the sunflower is feeling and doing. 4.3.2. simile simile is a figurative language which compares two different things, or two similar things, as abrams said in his book, “a figurative of speech in which one thing is said to be like another thing, or in which two things are compared”. (1971:78) in simile, the comparison usually uses words like, as if, looks like. in this poem, the similes are: if i were a flower, as if it compares the narrator as a human with a flower. (line 1) i would be a sunflower, as if it compares the narrator as a human with a sunflower. (line 2) there are two similes in this poem and both of them are comparing the narrator and flower. the first line is the comparison between the narrator and a flower. the writer assumes that the narrator is a human but then there is a question why does he/she compare him/herself to a flower, especially a sunflower. the writer can only interpret that this flower is a symbol of modest and small object, and also that the narrator identifies herself as she. flower is a delicate, small and beautiful. usually men used flowers as an object to bring happiness to his girlfriend or any other woman. men are not associated with flowers because they think that flowers are only for women. men like to be associated with macho or masculine objects such as sport car, pen, or motorcycle. on the other hand, women like to be associated as delicate yet beautiful objects such as flower, moon, or angel. the next simile is the comparison between the narrator and the sunflower. from the explanation above, the writer assumed that the narrator identifies herself as she and then she picks a unique flower; a sunflower. every flower has its own meanings and symbols; for example, a rose. women who falls in love like to get roses from men and that‟s why rose is a symbol of passion and love. jasmine is a symbol of innocence and purity because of its white color. sunflower is the symbol of pride, wealth, and ambition. the sunflower is the only flower which moves its big petal 7 toward the sun direction which represents ambition and struggle toward the light. the bright yellow color of the sunflower also makes it appears majestic as if you are looking at the miniature of sun itself. the writer interprets this simile as the desire of the narrator to express her pride and ambition in her life. she has a goal and she will work her best to get it like a sunflower which always follow the sun. 5. conclusion based from the analysis of the poem “sunflower” by pam stewart, the writer concludes that this poem is interesting. at first the readers find the story of a beautiful and proud sunflower, however, at the end of the poem the readers will find the dark side of the narrator. the narrator of the poem identifies itself as a proud, ambitious woman but yet she hides her sexual desire which is big. it is described in the words such as “head full of seeds”. the author used the elements of poetry well to describe the feeling of the narrator when she identifies herself as a flower. the usage of figurative language such as simile and personification are very strong here. they have good effects to the readers. the readers can feel the characteristics of the sunflower and imagine it. besides the usage of the figurative languages, the author also used two imageries. they are visual imagery and kinesthetic imagery. these imageries help the readers to see, feel, and imagine the poem as if it was real. the author chose the words well because it expresses the feeling of visualization. the writer concludes that pam stewart‟s style in this poem is the domination usage of the imagery and simile and personification figurative language. although the poem is short, which has only six lines, it has so detailed and expressive choice of words. with those aspects the author can make the poem becomes so attractive to the readers as if they can see and feel the sunflower growing in front of their eyes. last but not least is the hidden climax of the poem. in the fourth line, there is the word “darkness”. the readers will probably try to figure out what does it mean and they might confuse themselves. however, in the end of the poem it can be inferred that the darkness from the narrator is actually the sexual desire inside her mind. 6. references kennedy, x.j. 2005. literature: an introduction to fiction, poetry, and drama. united states: quebecor world. perrine, laurence. 1969. literature: structure, sound and sense. new york: harcourt, brace. ______. 1984. the elements of poetry. usa: harcourt, brace jovanovich, inc. page 1 page 2 page 1 page 2 1 a study on the ability in writing a recount text by using pictures of the eighth grade dian candra prasetyanti 1 abstrak tujuan dari penelitian ini adalah untuk mengetahui kemampuan menulis teks recount pada siswa kelas viii smpn 2 tambakromo pati yang sudah diajari menggunakan media gambar. penelitian ini dilakukan pada 7-8 februari 2013 di smpn 2 tambakromo pati. populasi dari penelitian ini adalah siswa kelas viii smpn 2 tambakromo pati. ada 102 siswa dan penulis menggunakan metode purposive. penulis mengambil 31% dari populasi yaitu 31 siswa dari kelas c yang diharapkan dapat mewakili seluruh populasi. instrumen yang digunakan untuk mengumpulkan data adalah sebuah tes. para siswa diminta untuk menulis sebuah paragraf teks recount. elemen dari penulisan yang akan diteliti adalah isi, susunan, grammar, penggunaan kata dan mekanisme. dalam mengumpulkan data, penulis menggunakan penelitian perpustakaan dan penelitian lapangan. dalam menganalisa data, penulis menggunakan persentase penilaian dalam tes para siswa untuk mengetahui kemampuan dalam tes menulis, kemudian penulis juga mengunakan rumus mean/ rata untuk menghitung kemampuan rata-rata semua siswa dalam menguasai penulisan teks recount. setelah memberikan tes menulis, penulis menyimpulkan bahwa siswa yang mendapatkan nilai a= 0 (0%), b= 12 siswa (38,7%), c= 12 siswa (38,7%), d= 6 siswa (19,4%) and e= 1 siswa (3,2%). penulis juga mendapatkan bahwa kemampuan menulis teks recount para siswa yang menggunakan gambar adalah 68,67%, kemudian penulis menggunakan referensi criteria penilaian dari sutrisno hadi dan penulis mendapatkan hasil bahwa kemampuan menulis teks recount para siswa adalah memuaskan. untuk menambah kualitas belajar dan pembelajaran bahasa inggris dan untuk mendapatkan hasil yang memuaskan di smp, penulis menyarankan bahwa para guru bahasa inggris seharusnya memberikan materi menulis yang tepat, member banyak latihan sebagai pekerjaan rumah, memberikan pelajaran ulangan pada para siswa yang mendapatkan nilai rendah, dan menggunakan bermacam-macam teknik pengajaran yang menyenangkan bagi siswa seperti menggunakan gambar. i. introduction in indonesia english is taught as the first foreign language from junior high school up to university. as we know that language can be spoken and written. so it is also necessary to learn about writing. so far, technologically advanced people will make written language. it means that writing also plays very important role in modern society. 1 dosen s1 pendidikan bahasa inggris, fakultas bahasa dan budaya asing, universitas muhammadiyah semarang students of smpn 2 tambakromo pati academic year 2012/2013 2 gerot and wignell (1998 : 194) said that recount is a kind of genre which retell an event, for the purpose of informing or entertaining, tend to use past tense. recount has generic structure: the first orientation is provides the setting and introduces participants, second is events tell what happened, in what sequence, third is re-orientation; optional-closure of events. in oemar hamalik opinion (1985: 43-44) types of pictures are sketch, draft, graphs, comics, poster, cartoon, diagram and map. it means that to teach writing recount text, the teacher can use picture as the media. moreover the students at junior high school are the students that usually like pictures. by using pictures, the students will feel relax, enjoyable and more interested in study. so it is hoped that their vocabulary will increase. from descriptions which have been explained above, the writer chooses the topic on her study with title “ a study on the ability in writing recount text by using pictures of the eight grade students of smpn 2 tambakromo pati academic year 2012/2013“. ii. review of related literature a. the importance of writing the importance of writing can be seen in people daily activities and business activities. because of writing activities people in big cities event in villages may get newest information through written media of communication. a lot of people can communicate to another over long distance only in very short limit of time through writing. it also makes the possibility for people to send messages because it can store the messages as long wished. beside that, writing activity has more and more meaning in daily life. b. writing ability writing ability is somebody‟s ability in bearing mind, feeling, and will desire to others of through graph device understood by writer of itself and also others owning congeniality equality to graph symbol and own the congeniality equality also to language utilized. writing is one of way of communicating in writing beside the existence of communications verbally. c. recount 1. definition of recount recount is a kind of genre which has been taught in junior high school. recount has a social function to retell events for the purpose of informing and entertaining. the tense that used in recount text is past tense (gerot and wignell, 1998:194). 2. social function of recount social function of recount is to retell events for the purpose of informing and entertaining. 3 3. generic structure of recount there are three generic structures of recount a. orientation : provides the setting and produces participants. b. events : tell what happened, in what sequence. c. re-orientation : optional-closure of events 4. significant lexicogrammatical features of recount there are five significant lexicogrammatical features of recount a. focus on specific participants b. use of the material processes c. circumstances of time and place d. use of past tense e. focus on temporal sequence (gerrot and wignell. 1998: 194) d. pictures among the educational media, picture is the most common media to be used. visual media in relation with the human being‟s ability to memorize have the highest percentage. based on the research done by education projection corporation (in rinanto, 1982:14). in the united stated about the human being‟s ability to memorize through the five senses, the data on the ability are as follows: (1) sense of taste: 2%, (2) sense of smell: 3% ,(3) sense of touch: 5% (4) sense of hearing: 30%, and (5). sense of sight: 60%. from the data stated above it is clear that visual media, which include pictures, are more advantageous than many other. iii. research method a. research design there are many kinds of method that may be taken in the research based on the objectives of the study and can be accounts as scientific. a scientific research is one that learns a method or a way to find out, to develop and truth of knowledge (sutrisno hadi,: 1988 : 4). in this research, the writer uses descriptive method by purposive technique in the present time based on the reliable and factual data. the aim that will be reaches in this research is to find out students ability in writing recount text by using pictures of the eighth grade students of smpn 2 tambakromo pati in academic year 2012/2013. b. subject of the research 1. population the population of research in the eighth grade students of smpn 2 tambakromo pati in the academic year 2012/2013 which the number of the population is 102 students. they are divided into a, b and c. 2. sample sample is part of population being studied (suharsimi arikunto, 1998 : 125) recommends that the total number of population is less than 100 subjects, it is enough to take a sample 25-30 % or depending on the situation. because the total number of the population is more than 100 subjects, the writer takes respectively 31 4 students from the total population that is 102 students, so it is 31% from the population. 3. sampling sampling is a technique to take a sample (suharsimi arikunto, 1998). in this research, the writer uses purposive technique. c. method of collecting data to make this research successful, the writer uses two ways in collecting the data. 1. library research the writer tries to find some statements, ideas, and information from some books and literatures which have relation with the title. the writer attempts to look for some books that are related to the topic of the thesis. they are some books that are related to genre – grammar connection, english story, writing skills, and using pictures creatively. the basic ideas from those books are used to strengthen the writer‟s theoretical foundation. 2. field research to get the empirical data, the writer gave an assignment in writing recount text by using pictures to the students. she gave them some explanations to write recount text and opportunities to the students to write their writing of recount text for about 60 minutes as the writer‟s data. d. instrument of the research in this study the writer uses a composition test that is the students ask to write paragraphs by using picture in recount form. the choice of the test type is based on the consideration that is the effectiveness of composition test to measure the writing-ability. considering the explanation above, it is clear that the test used in this study belong to a composition test. 1. construction of the test to find out the required data for this analysis, the writer constructs the test items. in this case, the writer make the writing task clear and specific: provide full directions. in this study the writer asks to the students to write paragraphs by using pictures in recount form. 2. scoring technique in measuring the test, a standard technique should be used to show the results of the research are reliable. to measure the writing test the writer uses the element of writing that are content, organization, grammar, use of words, and mechanics. 5 the writer gives score for each element as follows: table 1: the elements of writing elements of writing score content organization grammar use of words mechanics 25% 20% 25% 15% 15% total score 100% (joy m reid. the process of composition.2000) e. technique of analyzing the data the writer analyzes the data through giving test to the students, it needs some steps in analyzing the data. the following are the steps that had been taken by the writer: to reach the level ability of writing recount text by using pictures in general, the writer count up the elements of writing to be one unity. 1. individual score the writer checks the assignment sheet of the students. the material in writing test which is included the elements of writing that are content, organization, grammar, use of words and mechanic. in processing the data obtained form the result of the test, the writer use the percentage of scoring of the students‟ test. a percentage of descriptive analysis formula as follows: np= sm r x 100% where: np= the percentage of scoring r= the students‟ writing score sm= the maximum/total score for the writing test (ngalim purwanto, 1990:102) then, after getting the score of the test, the writer could make a conclusion of the student‟s ability by categorizing them into some group in order to express various criterions of the students‟ achievement. each level is represented a, b, c, d, e, each of them range about certain grade. the criteria of students‟ ability is based the following percentage: table 2: criteria of student‟s ability level of mastery letter score value criterion 86% 100% 76% 85% 60% 75% 55% 59% 0% 54% a b c d e 4 3 2 1 0 excellent good fair less poor (ngalim purwanto, 1990:102) 6 the next analysis of the student‟s score on the ability in writing recount text by using picture was counting the percentage score of the eighth grade students by using distribution of relative frequency. the formula stated by suharsimi arikunto was as follows: p = n f x 100% where: p = the percentage f = frequency n = number of students 2. measure of central tendency after getting the score of the test the writer measure of central tendency of the student‟s ability in writing recount text by using pictures. there are three measures of central tendency; there are mean, median and mode. the writer computes the mean score as the most frequency by using formula as follow: x = n x where : x (mean) = the average score of students ability in writing recount text by using pictures. x = the total score of students n = total number of students (sutrisno hadi, 1988) when scoring is done and the mean ( x ) of difficulties appear. the writer will know how far the students‟ ability in writing recount text by using pictures. the writer categorizes it into the following level of achievement: table 3: the students‟ level achievement the percentage ability grade level of achievement 90 – 100% excellent = a outstanding 75 – 89% good = b above average 55 – 74% fair = c satisfactory 50 – 54% less =d bellow average 20 – 49% poor = e insufficient (sutrisno hadi, 1988) iv. research findings and discussion a. research findings 1. students‟ writing ability a. individual score after conducting the actual test on writing recount text by using pictures, the writer wants to know the students‟ ability in writing recount text by using pictures. the distribution of the scores in each elements of writing can be seen in chapter iii. the following table is the result of students‟ writing test: 7 table 4: the students‟ scores on the writing test no. students‟ code elements of writing total scores content organization grammar use of words mechanics 1. 2. .3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13 14. .15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. r-1 r-2 r-3 r-4 r-5 r-6 r-7 r-8 r-9 r-10 r-11 r-12 r-13 r-14 r-15 r-16 r-17 r-18 r-19 r-20 r-21 r-22 r-23 r-24 r-25 r-26 r-27 r-28 r-29 r-30 r-31 20 20 20 20 20 18 18 16 20 18 18 18 20 20 16 16 16 18 16 18 16 20 20 18 16 16 15 18 20 16 12 18 18 18 18 18 10 15 12 18 15 16 18 18 18 12 10 14 15 12 12 10 15 18 16 12 12 12 12 16 10 10 18 16 18 18 18 10 15 10 18 18 18 16 16 18 10 10 12 15 12 15 10 15 18 16 12 12 10 10 16 10 8 12 12 12 12 12 12 12 10 12 12 12 12 12 12 12 12 10 10 10 12 12 12 12 12 12 10 10 12 12 12 10 10 10 12 12 10 8 12 8 12 12 12 12 12 12 10 8 12 10 10 10 10 12 12 12 12 10 8 10 12 10 8 78 76 80 80 78 58 72 56 80 75 76 76 78 80 60 56 64 68 60 67 58 74 80 74 64 60 55 62 76 58 48 then the other result of the students‟ ability on writing recount text by using pictures can be seen on the table below. table 5: the descriptive analysis table no. students‟ code total score percentage letter score value predicate 1. 2. 3. 4. 5. 6. r-1 r-2 r-3 r-4 r-5 r-6 78 76 80 80 78 58 78% 76% 80% 80% 78% 58% b b b b b d 3 3 3 3 3 1 good good good good good less 8 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. r-7 r-8 r-9 r-10 r-11 r-12 r-13 r-14 r-15 r-16 r-17 r-18 r-19 r-20 r-21 r-22 r-23 r-24 r-25 r-26 r-27 r-28 r-29 r-30 r-31 72 56 80 75 76 76 78 80 60 56 64 68 60 67 58 74 80 74 64 60 55 62 78 58 48 72% 56% 80% 75% 76% 76% 78% 80% 60% 56% 64% 68% 60% 67% 58% 74% 80% 74% 64% 60% 55% 62% 78% 58% 48% c d b c b b b b c d c c c c d c b c c c d c b d e 2 1 3 2 3 3 3 3 2 1 2 2 2 2 1 2 3 2 2 2 1 2 3 1 0 fair less good fair good good good good fair less fair fair fair fair less fair good fair fair fair less fair good less poor based on the table above, it can be concluded the writing ability of the eighth grade students of smpn 2 tambakromo pati in the academic year 2012/2013 is satisfactory. from 31 samples in the research, there are 24 students who are capable in doing the test and 7 students fail in doing the test. the specification of the capability is none of the students have excellent criterion, 12 students have good criterion, 12 students have fair criterion, 6 students have less criterion and 1 student has poor criterion. so, it can be said that there are only 77,4% of the eighth grade students of smpn 2 tambakromo pati who are capable on the material of the test, and 22,6% of the eighth grade students of smpn 2 tambakromo pati who are not able on the material of the test. b. measure of central tendency after analyzing the students‟ score in mastering writing test by using the percentage score of the eighth grade students of smpn 2 tambakromo pati,, the writer calculates the mean score of the students to know the students‟ average in writing ability. 9 using the formula as stated by suharsimi arikunto (1998: 246), the writer computes the average of the score is as follows: x = n x x = 31 2129 = 68,67 the mean of the test score is 68,67, then it will be calculated by using the formula as stated by suharsimi arikunto (1998: 246) namely: percentage of student‟s average = the mean of score x 100% the total score on the test = 100 67,68 x 100% = 68,67% based on the classification of the criterion-referenced grading introduced by sutrisno hadi that the writer mentions in chapter iii, 68,67% is regarded satisfactory achievement. so it can be concluded that the average of the students‟ ability on the writing recount text by using pictures are fair. b. discussion by analyzing and identifying the mistakes made by the students, it is useful for the teachers of english to formulate the better strategy in learning process in the classroom in order to improve their writing ability in english. by learning the mistakes commonly made by the students in learning writing are important because the writing process involves many language skills and components. it means that it is easier to write an english paragraph if the students master the language skills and components well. based on the research above, the writer concludes that the research findings of the eighth grade students of smpn 2 tambakromo pati shows that 0% of the students are categorized “ excellent “, 38,7% of the students are categorized “ good “, 38,7% of the students are categorized “fair”, 19,4 % of the students are categorized “less”, and 3,2% of the students are categorized “poor”. then according to sutrisno hadi the eighth grade students of smpn 2 tambakromo pati also have satisfactory ability in mastering writing recount text by using pictures, because their average ability are 68,67%, and it is categorized satisfactory achievement. the eighth grade students of smpn 2 tambakromo pati also face the difficulties in doing the writing test, from the analysis of their test result, only several students are still confused in mastering each elements of writing such as content, organization, grammar, use of words, and mechanics as has been explained above. 10 v. conclusions and suggestions a. conclusions the data analysis shows that the students who passed the writing test are 24 students which have percentage 77, 4%. none of the students who got score a which the percentage is 0% of the score, 12 students got b which the percentage are 38, 7%, and 12 students got c which the percentage are 38, 7%. then the students who fail in the writing test are 7 students which have percentage 22, 6 %, there are 6 students got d which the percentage are 19,4% and 1 student got e which the percentage are 3,2%. then the writer concludes that based on the criterion referenced grading given by sutrisno hadi as the writer mentions in chapter iii, if the students‟ ability is between 55%-74%, their ability will be categorized into satisfactory. since the students ability in writing test are 68, 67%, so it can be concluded that the students‟ ability in writing recount text by using pictures are satisfactory. the data analysis also shows that only several students of the eighth grade students of smpn 2 tambakromo pati face the difficulties in mastering writing recount text by using pictures. they are still confused in mastering the elements of good writing such as content, organization, grammar, use of words, and mechanics as explained in chapter iv. b. suggestions based on the conclusion above, the writer would like to give some suggestions: 1. to the teachers a. the english teachers should give the students appropriate reading material to enrich the students vocabulary and minds, such as english books, english magazines, english stories, and english articles, so the students will be easy to develop their ideas in writing. b. because of limited time at school, the teacher should give more exercises as the homework, especially the exercises that related to writing process. c. after analyzing the result of the test, the teacher should give the remedial teaching to the students who got low score and an enrichment to those who got satisfactory score. d. the teacher should give a lot of practices related to writing as the writing skills is an integrate process. 2. to the students a. the students should pay attention to the teacher when he or she gives the english lesson. b. the students should learn the elements of good writing especially grammar and its application in the writing process. c. the students should practice their ability of writing from the simple to the complex one. 3. to the readers the readers are hoped to get information, knowledge, and advantages by reading this thesis. 11 4. to the writer the writer expects to english teachers, students, and others who are interested in mastering and developing writing recount text by using pictures can follow this study. bibliography arikunto, suharimi.1998. prosedur penelitian: suatu pendekatan praktis. jakarta: rineka cipta. hadi, sutrisno. 1988. methodology research jilid iv. yogjakarta: fakultas psikologi ugm press. hamalik, oemar. 1985. metode belajar dan kesulitan-kesulitan belajar. bandung: tarsito. purwanto, ngalim. 1990. prinsip-prinsip dan tehnik evaluasi pengajaran. bandung: pt. remaja rosda karya. reid, joy m. 2000. the process of composition (third edition). university of wyoming. longman. wignell and gerot. 1998. making sense of functional grammar : an introductory workbook. australia : gred stabler aee. page 1 page 2 page 1 page 2 100 strategi guru dalam mengonstruksikan kondisi pembelajaran sukardi ks 4 abstract a teacher has big responsibilities when he/she does his/her work. the duty of a teacher is not only to teach in the classroom but also to become a model who motivates, facilitates, constructs, and inspires his/her students. one the principles of professionalism is to have a competence required according to the competence standard. the competence of a teacher can be understood as a combination of knowledge, skills, anad behavior manifested in any smart and responsible action he or she does in doing the duty as a learning agent. the competences of a teacher as a learning age nt as stated in uugd no. 14 year of 2015, is paedagogic, personality, social, and professional competences. a good teacher is someone who can inspire the students as well as is liked by them. in order to make a teacher can inspire the students, his or her behavior has to be a role model for the students. to make a teacher can do the duty professionally, he or she has to be able to construct an active, innovative, creative, effective, and enjoyable learning. besides, a teacher has to have a good character, is able to conduct researches, and can act smartly. keywords: teacher, professional, to construct learning 1. pendahuluan dalam undang-undang sistem pendidikan nasional tahun 2003 (uuspn 2003) dijelaskan bahwa pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. sedangkan pendidikan nasional adalah pendidikan yang berdasarkan pancasila dan undang-undang dasar negara republik indonesia tahun 1945 yang berakar pada nilai -nilai agama, kebudayaan nasional indonesia dan tanggap terhadap tuntutan perubahan zaman. selanjutnya dijelaskan pendidik adalah tenaga kependidikan yang berkualifikasi sebagai guru, dosen, konselor, pamong belajar, widyaiswara, tutor, instruktur, fasilitator, dan sebutan lain yang sesuai dengan kekhususannya, serta berpartisipasi dalam menyelenggarakan pendidikan. di dalam uuspn 2003 dijelaskan pula tentang tujuan pendidikan na sional, yaitu untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada tuhan yang maha esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. secara teoritis bahwa tujuan pendidikan nasional sangat mulia. namun di dalam realitasnya tujuan tersebut akan hilang manakala peserta didik telah dewasa, bekerja di sebuah perusahaan atau menjadi pegawai negeri atau yang lainnya. para peserta didik yang tadinya sebagai anak yang berperilaku baik atau berbudi pekerti luhur, mereka 4 staf edukatif fkip upbjj-ut semarang 101 akan berubah seratus delapan puluh derajat dari perilaku baiknya. setelah mereka berkomunikasi dengan lingkungan, pada umumnya nilai-nilai budipekerti yang sudah terpatri di dalam sanubarinya menjadi luntur atau hilang. mereka berperilaku negatif sesuai dengan perilaku orang-orang yang tidak terdidik. guru di dalam tugasnya mempunyai tanggung jawab yang besar. tanggung jawab ini akan terasa manakala seorang guru benar-benar menjalankan tugasnya secara professional. tugas profesi guru bukanlah tugas sebagai pedagang atau politikus atau profesi-profesi yang lain tetapi guru adalah figur yang diharapkan dapat memotivasi, memfasilitasi, mengkonstruksi, dan menginspirasi para peserta didiknya. tugas profesi guru adalah bukan hanya mengajar, yaitu mentranformasikan ilmu pengetahuan kepada peserta didik tetapi juga mendidik, yaitu bagaimana mengubah dan membangun tiga bidang, yaitu pengetahuan, sikap, dan keterampilan. guru termasuk salah satu profesi yang berkaitan langsung dengan pembentukan sikap dan keterampilan selain pengetahuan. disadari atau tidak seseorang yang telah memutuskan profesinya sebagai guru harus menyiapkan diri bahwa dirinya sebagai pendidik pula. hal ini akan menuntut seorang guru harus tampil sebagai seorang yang dapat diteladani oleh para anak didiknya. salah satu prinsip profesionalitas menurut uugd no. 14 tahun 2005, yakni memiliki kompetensi yang diperlukan sesuai dengan standar kompetensi. kompetensi guru dapat dimaknai sebagai kebulatan pengetahuan, keterampilan dan sikap yang berwujud tindakan cerdas dan penuh tanggung jawab dalam melaksanakan tugas sebagai agen pembelajaran. dengan demikian guru di dalam mengemban tugas sebagai guru tidak semata-mata berangkat pagi dan pulang sesuai dengan jadwal pelajaran yang ditentukan oleh sekolah. guru diharapkan dapat menyiapkan rencana pembelajaran yang inovatif yang dapat membangun dan mentransformasikan pengetahuan, membangun sikap atau perilaku yang baik, dan membekali keterampilan kepada para anak didiknya. anak diajak belajar bagaimana mereka belajar. 2. kompetensi guru sebagai agen pembelajaran ada empat kompetensi guru yang diharapkan sebagaimana tercantum dalam uugd no.14 tahun 2005, yaitu kompetensi pedagogik , k ompetensi kepribadian, kompetensi sosial, dan kompetensi professional. 1. kompetensi pedagogik adalah kompetensi dalam bidang pendidikan yang mencakup: 2. pemahaman wawasan atau landasan kependidikan 3. pemahaman terhadap peserta didik 4. pengembangan kurikulum/silabus 5. perancangan pembelajaran 6. pelaksanaan pembelajaran yang mendidik dan dialogis 7. pemanfaatan teknologi pembelajaran 8. evaluasi hasil belajar 9. pengembangan peserta didik untuk mengaktualisasikan berbagai potensi yang dimilikinya kompetensi kepribadian, adalah kompetensi yang berkaitan dengan watak atau perilaku guru. guru yang berkepribadian diharapkan memiliki dan bersikap: 1. mantap 102 2. berakhlak mulia 3. arif dan bijaksana 4. berwibawa 5. stabil 6. dewasa 7. jujur 8. menjadi teladan bagi peserta didik dan masyarakat 9. secara objektif mengevaluasi kinerja sendiri 10. mengembangkan diri secara mandiri dan berkelanjutan kompetensi sosial, yaitu kompetensi yang berkaitan dengan kehidupan guru di dalam berinteraksi dengan lingkungan, mencakup: 1. berkomunikasi lisan, tulisan, isyarat 2. menggunakan teknologi komunikasi dan informasi secara fungsional 3. bergaul secara efektif dengan peserta didik, sesama pendidik, tenaga kependidikan, pimpinan satuan pendidikan, orang tua/wali peserta didik 4. bergaul secara santun dengan masyarakat sekitar dengan mengindahkan norma serta sistem nilai yang berlaku 5. menerapkan prinsip-prinsip persaudaraan sejati dan semangat kebersamaan kompetensi profesional, kompetensi yang berkaitan dengan tugas yang diembannya sebagai guru, meliputi: 1. kemampuan guru dalam pengetahuan isi (content knowledge) : 2. materi pelajaran secara luas dan mendalam sesuai standar isi program satuan pendidikan, mata pelajaran, atau kelompok mata pelajaran yang diampu 3. konsep-konsep dan metode disiplin keilmuan, teknologi, atau seni yang relevan, yang secara konseptual menaungi atau koheren dengan program satuan pendidikan, mata pelajaran, atau kelompok mata pelajaran yang diampu untuk mengembangkan kompetensi guru, syamsul maarif (2011) menjelaskan bahwa ada tiga hal yang wajib dikuasai oleh guru, yaitu 1) menciptakan pembelajaran aktif, inovatif, kreatif, efektif, dan menyenangkan (paikem) dalam pembelajaran, 2) mampu melaksanakan penelitian tindakan kelas (ptk), dan 3) mampu meneliti. 1. menciptakan paikem dalam pembelajaran pembelajaran yang aktif, inovatif, kreatif, efektif dan menyenangkan harus diusahakan oleh guru di dalam pembelajaran. aktif, artinya guru diharapkan dapat menciptakan kondisi aktif siswa secara mental, sehingga siswa selalu terlibat dalam pembelajaran. inovatif, artinya guru diharapkan dapat menciptakan temuan-temuan baru, baik metode, pendekatan atau media pembelajaran yang baru sesuai dengan kondisi siswa. kreatif, artinya guru diharapkan tidak monoton di dalam pembelajaran. guru kreatif dalam menentukan teknik, metode, dan media pembelajaran. efektif, guru diharapkan dapat mencapai hasil sesuai dengan kompetensi yang telah dirumuskan dalam rencana pembelajaran yang dilakukan. menyenangkan, artinya, guru diharapkan berlaku sabar dan menyenangkan di dalam pembelajaran. sindiran dan kritikan masyarakat terhadap kondisi pembelajaran yang dilakukan sebagian guru bersifat monoton, pendekatan 103 yang cenderung normatif, hubungan guru dan anak didik bersifat satu arah. pembelajaran lebih bersifat transfer of knowledge daripada transfer of value. 2. mampu melaksanakan ptk ptk pada dasarnya sebuah penelitian yang berawal dari kerisauan guru terhadap kinerjanya. fokus ptk adalah pembelajaran yang dirasakan oleh guru bermasalah dan bertujuan untuk memperbaiki. guru diharapkan mampu melakukan penelitian tindakan kelas dengan benar sesuai dengan kaidah penelitian. kaidah ptk dapat dikemukakan sebagai berikut. a. on the job oriented (masalah yang diteliti adalah masalah yang real yang muncul dari dunia kerja peneliti). b. problem solving oriented, yaitu penelitian yang berorientasi pada pemecahan masalah. c. improvement oriented, yakni berorientasi kepada peningkatan kualitas. d. multiple data collection, yaitu menggunakan berbagai cara untuk mengumpulkan data, seperti observasi, tes, wawancara, kuesioner dan sebagainya. e. cyclic, yaitu memandang siklus sebagai penggambaran pikiran kritis dan reflektif (critical and refective thinking) dengan tahap: perencanaan, tindakan, pengamatan, dan refleksi. f. collaborative, peneliti bekerjasama dengan orang lain (peneliti, sesama guru, kepala sekolah, pengawas, dosen, widyaiswara) dalam pemahaman dan kesepakatan terhadap permasalahan untuk diambil keputusan yang melahirkan kesamaan tindakan (action) 3. mampu meneliti menjadi guru yang mau dan mampu meneliti adalah harapan setiap insan pendidikan. agar mampu meneliti memang perlu usaha keras dan tidak menyerah dengan keadaan dan kesibukan sehari-hari. (syamsul ma’arif, 2011). 3. menjadi guru yang berkarakter guru yang baik adalah guru dan dapat menginspirasi dan disenangi oleh para anak didiknya. agar guru dapat menginspirasi anak didik maka segala perilaku guru harus dapat menjadi teladan para anak didiknya. teladan itu berupa bagaimana cara berpakaian, bagaimana cara bertutur kata, bagaimana ketepatan waktu dalam pembelajarannya dan tidak kurang pentingnya adalah bagaimana cara mengajarnya. apakah guru dalam pembelajaran hanya memberi tugas kepada anak didiknya sedangkan dia duduk-duduk di depan sambil menanti jam istirahat sehingga pembelajaran menjadi monoton, apakah guru berlaku keras, tegas, berdisiplin tinggi tanpa kompromi dalam pembelajaran sehingga para siswa menjadi tegang dan takut, apakah guru selalu tampil dengan kreativitas tinggi dan selalu berinovasi dalam pembelajaran sehingga pembelajaran menjadikan para siswa aktif, kreatif, dan menyenangkan anak didiknya. menurut idris (2014) guru yang menyenangkan bagi anak didik itu apabila guru tersebut memiliki karakter atau sifat: demokratis, suka bekerja sama (kooperatif), baik hati, sabar, adil, konsisten, bersifat terbuka, suka menolong, dan ramah tamah. selain itu ditambahkan pula guru tersebut bersifat: humoris, memiliki bermacam ragam minat, menguasai bahan pelajaran, fleksibel, dan menaruh minat baik kepada 104 anak didiknya. guru yang baik diharapkan juga mempunyai sikap atau karakter staf (sidiq, tablig, amanah, fatonah). a. sidiq sidiq adalah sifat kebenaran yang tercermin dalam ucapan, tindakan, dan keadaan batin. sidiq ini dapat dijabarkan ke dalam butir-butir perilaku seperti berikut. (1) memiliki keyakinan untuk merealisasikan visi, misi, dan tujuan (2) memiliki kemampuan kepribadian yang mantap, stabil, dewasa, arif, jujur, dan berwibawa, berakhlak mulia, serta dapat menjadi teladan bagi anak didik b. tablig tablig adalah perilaku selalu berupaya merealisasikan pesan tertentu yang dilakukan dengan pendekatan atau metode tertentu. perilaku tablig ini meliputi butir-butir: (1) memiliki kemampuan untuk merealisasikan pesan dan misi. (2) memiliki kemampuan berinteraksi secara efektif (3) memiliki kemampuan menerapkan pendekatan dan metode yang dengan tepat. c. amanah amanah sebuah kepercayaan yang harus diemban dalam mewujudkan sesuatu yang dilakukan dengan penuh komitmen, kompeten, kerja keras, dan konsisten. perilaku amanah ini dapat dijabarkan menjadi butir-butir: (1) merasa memiliki dan tanggung jawab yang tinggi (2) memiliki kemampuan mengembangkan potensi secara optimal (3) memiliki kemampuan mengamankan dan menjaga kelangsungan hidup (4) memiliki kemampuan membangun kemitraan dan jaringan d. fatonah fatonah adalah kecerdasan, kemahiran atau penguasaan bidang tertentu, mencakup kecerdasan intelektual, emosional, dan spiritual. perilaku fatonah ini dijabarkan menjadi butir-butir seperti berikut. (1) arif dan bijaksana (the man of wisdom) (2) integritas tinggi (high in integrity) (3) kesadaran untuk belajar (willingness to learn) (4) sikap pro aktif (proactive stance) (5) orientasi kepada tuhan (faith in god) (6) terpercaya dan terkenal (credible dan reputable) (7) menjadi yang terbaik (being the best) (hidayatullah, 2010) lebih lanjut dijelaskan oleh ibnu qayyim dalam hidayatullah (2010) bahwa diharapkan para guru memiliki karakter yang baik. guru yang berkarakter baik memiliki sifat-sifat: a) sabar, guru dapat menguasai diri, dapat menahan amarah, tidak mengganggu orang lain, lemah lembut, tidak gegabah, dan tidak tergesa-gesa. b) kehormatan diri, dapat menjauhkan diri dari hal-hal yang hina dan buruk, baik dalam kata dan perbuatan, memilki rasa malu, mencegah sifat keji, dusta, bakhil, mengadu domba, dan ghibah. c) keberanian, mempunyai sifat berjiwa besar, luhur, rela berkorban, memberikan sesuatu yang dicintai. d) adil, berada di jalan tengah, tidak meremehkan, dan tidak berlebih-lebihan. 105 sedangkan karakter yang buruk oleh hidayatullah dijelaskan ada empat sifat, yaitu: a) kebodohan, perilaku yang menampakkan kebaikan dalam wujud keburukan atau sebaliknya, menampakkan kekurangan dalam wujud kesempurnaan atau sebaliknya. b) kedhaliman, meletakkan sesuatu bukan pada tempatnya, merelakan sesuatu yang mestinya dimarahi, memarahi perkara yang mestinya diridhai, tindakan-tindakan yang tidak proposional. c) syahwat, tidak menjaga kehormatan, rakus, bakhil, dan hina d) marah, mendorong sifat takabur, dengki, iri, mengadakan permusuhan, menganggap orang lain bodoh. 4. mengonstruksikan kondisi pembelajaran pelaksanaan pembelajaran saat ini guru masih menjadi sentral sedangkan anak didik sebagai objek yang menerima saja materi yang diberikan guru. kondisi seperti ini sudah barang tentu belum seperti yang diharapkan. pembelajaran pada hakikatnya adalah kegiatan guru dalam membelajarkan anak didik. pembelajaran seharusnya dipandang sebagai proses membuat atau menjadikan anak didik dalam kondisi belajar. kondisi belajar dikatakan baik apabila dapat diamati dengan indikator, yaitu perhatian fokus, antusias, bertanya, menjawab, berkomentar, presentasi, diskusi, mencoba, menduga, dan menemukan. sebaliknya anak dalam kondisi tidak belajar manakala kondisi belajar, anak berdiam diri, beraktivitas tidak relevan, pasif, dan senang menghindar (syatra, 2013). sedangkan ma’arif (2011) menyatakan bahwa untuk dapat mengonstruksikan kondisi pembelajaran seperti yang diharapkan, maka diperlukan guru yang dapat menciptakan kondisi pembelajaran yang aktif, inovatif, kreatif, efektif, dan menyenangkan (paikem). untuk mewujudkan kondisi paikem itu hal-hal yang diperhatikan adalah: 1. guru dapat menentukan strategi pembelajaran pemilihan strategi pembelajaran yang dilakukan oleh guru diharapkan dapat mempertimbangkan aspek perbedaan dalam, kecerdasan anak didik, latar belakang anak didik, dan aspek lain yang ada di sekolah. beberapa strategi pembelajaran yang dapat menciptakan paikem adalah seperti berikut. a) inkuiri, adalah strategi pembelajaran yang menekankan kepada proses mencari dan menemukan. b) strategi pembelajaran kontekstual (contextual teaching and learning), merupakan proses pendidikan yang holistic dan bertujuan memotivasi siswa untuk memahami makna pelajaran dikaitkan dengan konteks kehidupan sehari -hari. c) guided discovery learning (pembelajaran penemuan terbimbing), merupakan strategi yang digunakan untuk menemukan sesuatu secara terbimbing atau terarah. guru merancang pertanyaan atau pernyataan yang memandu anak didik untuk secara bertahap membuat penemuan yang mengarah kepada tujuan yang telah ditetapkan. d) student-led reviw seasion, merupakan strategi pembelajaran yang menitikberatkan pada pemberian peran guru kepada anak didik. guru berperan sebagai nara sumber dan fasilitator. strategi ini digunakan pada saat pengambilan kesimpulan atau rangkuman pada akhir pembelajaran. 106 e) group investigation go a round, yaitu strategi pembelajaran yang dimulai dengan membagi kelas menjadi kelompok. guru memberikan tugas dan setiap kelompok diharuskan untuk melakukan presentasi atas hasil investigasi mereka di depan kelas. kelompok lain melakukan evaluasi sajian kelompok yang melakukan presentasi. f) think-pair-share, yaitu strategi pembelajaran yang menggabungkan tiga tahapan dalam belajar pada satu kelas, yakni berpikir atas satu masalah, mendiskusikan masalah itu dengan teman terdekat (sebangku), menyampaikan k epada seluruh peserta didik hasil diskusi tersebut. dengan demikian dapat dinyatakan bahwa maksud strategi ini, yaitu berciri “think”, yaitu adanya masalah yang dipikirkan, “ pair” masalah tersebut didiskusikan dengan teman sebangku, “share” adanya berbagai pemikiran dari masing-masing kelompok kepada seluruh kelas. g) student teams achievement division (stad), yaitu merupakan tipe pembelajaran kooperatif yang paling sederhana. teknis pelaksanaannya, kelas dibagi menjadi kelompok, merupakan campuran tingkat kinerja, jenis kelamin. guru menyajikan pelajaran, kemudian siswa bekerja dalam kelompok (tim) dan memastikan bahwa semua anggota dalam kelompok telah menguasai materi. pada akhir pembelajaran diadakan kuis tentang materi yang dibahas dan anggota lain tidak diizinkan membantu anggota lainnya. 2. guru yang menyenangkan guru yang menyenangkan para anak didiknya dapat membangkitkan motivasi belajar. melalui penyampaian materi yang menarik, mengesankan akan menjadikan anak menjadi senang dan tidak merasa terpaksa dalam mengikuti pembelajaran. idris (2014) menjelaskan bahwa guru yang menyenangkan saja tidaklah cukup untuk menciptakan pembelajaran yang menyenangkan. ada empat hal yang harus diwujudkan, yaitu 1) tempat belajar yang nyaman, 2) media pembelajaran yang menarik, 3) cara penyampaian materi mengesankan dan tidak monoton, dan 4) kesiapan anak didik dalam menerima pelajaran. lebih lanjut dijelaskan bahwa agar guru dapat diakui sebagai guru yang baik, berhasil, dan menyenangkan apabila guru tersebut memiliki sifat seperti berikut ini. 1. tampil di depan kelas dengan prima dan menguasai betul materi yang diajarkan. berbicara lancar tidak melihat buku pegangan atau catatan yang lain. 2. berlaku bijaksana, guru diharapkan memahami keragaman kemampuan para anak didiknya. jika guru memahami hal ini maka guru akan memiliki sifat sabar. 3. berusaha ceria di depan para anak didiknya. guru harus dapat memendam permasalahan pribadi agar tidak sampai atau terbawa di dalam pembelajaran 4. dapat mengendalikan emosi, guru diharapkan tidak cepat marah, tidak mudah tersinggung karena perilaku siswa. 5. berusaha dapat menjawab menjawab pertanyaan anak didknya dengan tepat dan tidak memarahi siswanya yang selalu bertanya. 6. memiliki rasa takut dan malu. guru yang baik harus malu apabila melakukan hal-hal yang tidak sesuai dengan norma susila, agama, dan sosial karena takut akan akibat dari perbuatan yang melanggar norma yang berlaku. 107 7. guru dapat menerima hidup apa adanya. guru harus berani hidup sederhana dan tidak membanding-bandingkan penghasilan dengan pegawai di instansi lain. 8. tidak sombong dan tidak menyombongkan diri di hadapan para anak didiknya baik di dalam kelas atau di luar kelas. 9. berlaku adil, berlaku adil dalam memberikan nilai dan mampu menjadi orang tua di kelas. 3. guru yang cerdas guru yang cerdas adalah guru yang secara tepat dan cepat menentukan sikap atau bertindak yang dapat menyelamatkan kondisi. bertindak cerdas dalam pembelajaran dapat dimaknai melakukan pembaharuan atau perubahan di dalam menciptakan kondisi pembelajaran dari keadaan yang tidak baik menjadi baik. untuk dapat melakukan tindakan cerdas guru dapat melatih diri dengan cara bersikap untuk tidak selalu senang dengan kenyamanan di dalam bekerja. guru harus selalu berpikir apa yang akan dilakukan agar pekerjaan dapat selesai dan memperoleh hasil maksimal. kecerdasan yang diharapkan bagi seorang guru ada empat hal, yaitu kecerdasan intelektual, kecerdasan sosial, spiritual, dan emosional. kecerdasan intelektual adalah kecerdasan dalam berpikir secara logika atau akal, dapat membedakan benar dan salah. kecerdasan sosial adalah kecerdasan yang berkaitan dengan nilai kemasyarakatan, misalnya mempunyai sifat gotong royong, sifat suka bekerja sama, tidak egois atau mementingkan diri sendiri. kecerdasan spiritual, berkaitan denga n nilai-nilai ketuhanan, cinta sesama, berakhlak mulia. kecerdasan emosional, berkaitan dengan nilai yang berkaitan dengan perasaan, misalnya memiliki sifat empati, simpati, menghargai perasaan orang lain. 5. kesimpulan berdasarkan uraian yang telah dipaparkan dapat disampaikan kesimpulan, bahwa di dalam mengkonstruksi pembelajaran faktor yang menentukan adalah guru. guru yang yang dapat mengkonstruksi pembelajaran adalah guru yang memiliki kompetensi, yaitu kompetensi pedagogik, sosial, kepribadian, dan professional. guru yang memiliki kompetensi diperlukan dukungan sifat yang lain, yaitu kecerdasan yang meliputi kecerdasan intelektual, spiritual, sosial, dan emosional. dengan kecerdasan itu, diharapkan guru dapat menciptakan pembelajaran yang aktif, inovatif, kreatif, efektif, dan menyenangkan. 6. daftar pustaka hidayatullah, furqon. 2010. pendidikan karakter membangun peradaban bangsa. surakarta: yuma perkasa. idris, meity h dkk. 2014. menjadi pendidik yang menyenangkan dan professional.jakarta: pt luxima metro media ma’arif, samsul. 2011. guru profesional harapan dan kenyataan. semarang: walisongo press. saliman. …. seri pembekalan pengajaran mikro.yogyakarta: …. sudjana, nana. 2011. dasar-dasar proses belajar-mengajar. bandung: sinar baru algensindo 108 syamsul ma’arif. 2011. guru profesional harapan dan kenyataan. semarang: walisongo press. syatra, nuni yusvavera. 2013. desain relasi efektif guru dan murid. jogjakarta: bukubiru. lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 85 the concept of color in batak mandailing communities: natural semantic metalanguage approach dina amalia*, mulyadi fakultas ilmu budaya, universitas sumatera utara dinaamalia210897@gmail.com article history: submitted on 5th january 2022; accepted on 13th june 2022; published on 30th june 2022 abstract the concept of naming colors in each culture and language is certainly different. color is defined as a means of expression to interpret the meaning exactly. this study was analyzed about the concept of color in the batak mandailing culture. the aim of the study is to describe the vocabulary of colors and their meanings in the batak mandailing language. the theory used in this study is the theory of natural semantic metalanguage (nsm). the type of method used in this study is descriptive qualitative. the technique used is the recording and note-taking technique and to obtain the data it is done by recording the use of language, both written and spoken language. data were collected through primary and secondary sources. where the primary source collects library data about the names of colors. then, secondary data was taken by conducting interviews with native speakers of the batak mandailing language. the results of this study indicate that there are six basic colors in the batak mandailing language, namely lomlom, bontar, rara, gorsing, average for green and average for blue. and the color pattern of the batak mandailiing language is formed by the components 'x is something' and 'x is something like this'. keywords: batak mandailing language, color, natural semantic metalanguage http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 mailto:dinaamalia210897@gmail.com mailto:dinaamalia210897@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 86 introduction in essence, meaning and language cannot be separated, because between the two have a very close relationship. each language in a culture certainly has a different meaning. according to the opinion (wierzbicka, 1996) the form or structure of language that is studied without regard to the aspect of meaning is likened to studying traffic signs that only look at physical characteristics because language itself is a tool to express something. language also has an attachment to culture, because with language a society in a particular culture can express various types. moreover, the name of the color in each culture also has its own meaning. (wierzbicka, 1992) expressed his opinion on color, that color is something that is attached to human experience that can be universally identified, such as day, night, fire, sun, vegetation, sky, and earth. color is not a human concept because it can be created in each group of people differently as well as the concept of television, computers, and so on. likewise, the term color itself is not a universal phenomenon according to (wierzbicka, 1996). in a culture, color becomes a means of expression to express a true meaning or with an implied meaning. in naming of the color itself, it is very important to study in each culture. because, although in the general of the overall color naming is the same, it is certainly different if the color is juxtaposed with the names of objects around humans. as well as green leaves, sky blue, olive yellow and so on. for this reason, the naming of colors like that takes the name of color in general and is juxtaposed with surrounding objects that refer to the nature. for this reason, not all cultures use the naming of the color to indicate that color specifically. therefore, this issue needs to be studied in detail. at the connotative level too, color is certainly perceived as different or even very different between cultures in one society and another. this is in line with the opinion of (ghafel & rasekh, 2011) which stated that color is a kind of natural phenomenon where the term color plays an important role in describing something, expressing the meaning of words and strengthening the influence of language, and also rich in cultural associations. this, referring to the previous description. that is, a cultural association can be used either literally to refer to different colors or metaphorically to convey the associative meaning of that culture. colors in different languages and cultures can convey different associative meanings. color itself has a symbolic meaning, but color in words, being mere words, can only express those words and other meanings in relation to other words (philip, 2011). color in a particular culture or language can be in the form of basic words, phrases, or sentences. the approach can use multiple fields. one approach to study color itself is used the natural semantic metalanguage theory or commonly known as msa theory. the msa theory itself was developed by anna wierzbicka and http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 87 continues to be updated until now. research on color in language has also been carried out by several people, including (diputra, 2017) with the research title is “konotasi warna pada masyarakat bali”. then, (pratiwi, 2017) in the research entitled is “konsep warna dalam budaya batak toba kajian metabahasa semantik alami”. after that, (yulianti, 2016) in the research entitled is “kosakata warna bahasa sunda (pendekatan metabahasa semantik alami).” furthermore, research conducted by (hendrawati, 2014) regarding color terms in saput poleng using the natural semantic metalanguage approach. then (qtaishat & al-hyari, 2019) conducted research on color as well, but in this case the researchers examined the comparison of the connotative meanings of the two cultures with the title of the research is "color connotations in two cultures; the arabic and american culture-a contrastive study.” however, this is different with (suhandra, 2019) who conducted research on the different connotations of the term color in western society (english users) and the sasak lombok community in indonesia, both of which have different contrasts. and there are many more researchers who studied about color both in terms of metalanguage and metaphor as well as color connotations in each culture. from these studies, which are often used as a reference in color research are berlin and kay (1969). the necessity of naming colors applies to all corners of the world. this is a challenge that must be solved by every human being in various ways, one of which is by conducting research. color names need to be made to identify a color character and distinguish each perception produced by that color. this is what underlies that every corner of the world has the names of various colors, especially in their own regional languages. therefore, the urgency of the research is needed so that there is no misinterpretation of the color names in each region. this is considered important because color itself is considered as one of the distinguishing elements at the visual level. this is one of the reasons why this research needs to be done. based on the background of the research that has been described, the focus of this research is to identify the consept of color in the culture of the batak mandailing community by using the natural semantic metalanguage theory approach. based on this approach, the concept of color is classified based on basic colors, natural signs and descriptions or adjectives. in this case, the researcher wanted to know as well as explain the results of the analysis and also the description of the naming and color connotations contained in the culture of the batak mandailing people. the significance of this research in general is expected to be able to contribute to the field of semantics, especially about color. and the results of this study are expected to provide new knowledge about the naming of colors and their connotations for other cultures. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 88 method this study uses a descriptive qualitative approach with a natural semantic metalanguage theory approach. the data collection method used in this research is the listening method and the speaking method as proposed by sudaryanto (1993:133-139). the listening method was used for written data and the proficient method for oral data. furthermore, the data sources used in this paper are primary and secondary. where, primary data is sourced from informants who are native speakers of the batak mandailing language from south tapanuli, north sumatra by conducting interviews about the colors contained in the language. the informants selected by the researcher who came from the researcher's own family and also friends and according to the topic to be discussed, these informants were suitable to be used as resource persons because these informants had lived or still lived in the south tapanuli area then the second language of the informants was batak mandailing and can also use the language fluently in everyday life. therefore, the researchers chose some of these informants as reliable sources. then, secondary data are sources that collect library data about color names. the data analysis method used in this paper is the method of viewing. the data were analyzed by describing the concept of the color vocabulary contained in the batak mandailing language then the meaning of the color vocabulary was described. the diagram process of interview can be seen as follows: chart 1: diagram process of interview interview the informants researcher /interviewer inputing the informants’ answer choosing the appropriate answer analysing the answers getting the data http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 89 findings and discussion in a book (duranti, 1997) explained that berlin and kay through their research, show how a language expresses and organizes color terms and how language changes by adding color terms in their vocabulary. universally according to (berlin and kay, 1991) there is a total inventory of eleven basic color categories from which eleven or more basic color terms from a given language are always taken. the eleven basic color categories are white, black, red, green, yellow, blue, brown, purple, pink, orange, and gray. this can be seen in the basic color chart in the research conducted by berlin and kay as follows: chart 2: basic color order by berlin and kay based on the chart described above, it can be seen that the most basic colors are black and white. it can also be said that the black and white colors were the first to appear and must exist in every language in any culture. then the next color is red. according to this concept, if there is no red, then there is no black and white. and so on until the color gray. between each color has its own relationship, in the sense that one color will not exist if the other color does not exist. in this case, the naming of colors can also be distinguished based on several indicators. this research will be discussed using the theory of natural semantic metalanguage (msa). this theory is a theory that links linguistics with other sciences outside of linguistics such as philosophy, anthropology and psychology. some of these fields of science have been represented through the original meaning. according to goddard, the original meaning is a set of meanings that cannot be changed (goddard, 1996: 2) because humans are inherited from birth. this meaning is a reflection of the basic human mind. the original meaning can be extracted from natural language (ordinary language) which is the only way of presenting meaning (wierzbicka, 1996) wierzbicka developed msa since 1972 and continues to update until now. nowadays, there are 63 original meanings (goddard, 2015), as follows: black white red green yellow blue brow n purple pink orange grey http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 90 table 1: original meaning component wierzbicka (1996) goddard (2006) substantive i aku, you kamu, someone/person seseorang, people orang, something/ thing sesuatu/hal i aku, you kamu, someone seseorang people/person orang, something/thing sesuatu/hal, body tubuh relational substantive kind of jenis, part of bagian kind jenis, part bagian barrier this ini, the same sama, other lain this ini, the same sama, other/else lain total one satu, two dua, much/many banyak some beberapa, all semua one satu, two dua, much/many banyak some beberapa, all semua evaluator good baik, bad buruk good baik, bad buruk descriptor big besar, small kecil big besar, small kecil mental predicate think pikir, know tahu, want ingin, feel rasa, see lihat, hear dengar think pikir, know tahu, want ingin, feel rasa, see lihat, hear dengar talk say ujar, words kata, say ujar, words kata, true benar http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 91 action, event, movement, hit do laku, happen terjadi, move gerak, do laku, happen terjadi, move gerak, touch sentuh place, existence, property, specification there is ada be (somewhere), there is/exist ada have punya, be (someone/something) adalah (seseorang/ sesuatu) life and death live hidup, die mati live hidup, die mati time when/time bila, before sebelum, after setelah, a long time lama, a short time singkat, for some time sebentar when/time bila, now sekarang, before sebelum, after setelah, a long time lama, a short time singkat, for some time sebentar, moment saat room where/place (di) mana/tempat, above (di) atas, under (di) bawah, far jauh, near dekat, side sisi, inside (di) dalam where/place (di) mana/tempat, here (di) sini, above (di) atas, below (di) bawah, far jauh, near dekat, side sisi, inside (di) dalam logical concept not tidak, maybe mungkin, can dapat, because karena, if jika, if ...would jika ...akan not tidak, maybe mungkin, can dapat, because karena, if jika augmentor, intensifier very sangat, more lebih very sangat, more lebih similarity like seperti like/as seperti http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 92 1. base color all languages use basic color terms and the basic color term must be a single word, such as blue or yellow, not a combination of words, such as light blue or pale yellow (wardhaugh, 2010). as previously explained, in the batak mandailing language there are six basic color vocabularies, namely lomlom (black), bontar (white), rara (red), gorsing (yellow), narata (green), and narata (blue). in this case, the designations for the colors green and blue are the same. this is because people in ancient times thought that green and blue looked the same according to native speakers of the batak mandailing language itself. in indonesian, there are also six basic color vocabularies, namely white, black, red, yellow, green, and blue. if using the msa theory (natural semantic metalanguage), it can be seen that between indonesian and batak mandailing have the same number of basic color vocabularies. x is lomlom (i) if the users of batak mandailing language used x, the reference referred to is black. x is black (ii) if the users of indonesian language used x, the reference referred to is black. x is bontar (iii) if the users of batak mandailing language used x, the reference referred to is white. x is white (iv) if the users of indonesian language used x, the reference referred to is white. x is rara (v) if the users of batak mandailing language used x, the reference referred to is red. x is red (vi) if the users of indonesian language used x, the reference referred to is red. x is gorsing (vii) if the users of batak mandailing language used x, the reference referred to is yellow. x is yellow (viii) if the users of indonesian language used x, the reference referred to is yellow. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 93 x is rata (ix) if the users of batak mandailing language used x, the reference is green or blue. x is green (x) if the users of indonesian language used x, the reference is green. x is blue (xi) if the users of indonesian language used x, the reference referred to is blue. 2. color combination in a study of color, (purwaningtyas, 2012) explained the results of the research that the color terms from the inventory in the third edition of the big indonesian dictionary contained 118 color terms. of course, all these color terms are combined with natural attributes or so on. however, in each culture and language, of course, these colors are not all known by a culture. in this case, there are several classifications of color concepts in batak mandailing language which are equivalent to indonesian. however, not all of these basic colors when combined with natural signs and descriptions, are pronounced in batak mandailing language. however, there are also some that are combined using indonesian. this is because if you use batak mandailing language, the meaning will not be commensurate. some color concepts with attributes of natural signs or descriptions in batak mandailing language are described as follows. a. lomlom (black) the basic color of lomlom (black) in batak mandailing language does not have a combination with attributes of natural signs or descriptions. because there is no black color that distinguishes the concept of the lomlom (black) color. it is the same with indonesian which does not have a black color combination with attributes of natural signs or descriptions. however, in sundanese as described by (yulianti, 2016) in the research on the concept of color in sundanese, the black color combines with the attributes of natural signs, namely hideung leutak which means black mud. on the other hand, there are also black color combinations as in the research conducted by (budiono, 2018) which there are three black color classifications, namely item blek (showing color), item dop (car parts) and item manis (face). b. bontar (white) based on the research that has been done by asking native speakers of batak mandailing language, that is the basic color of bontar (white) in batak mandailing language does not have many color combinations with natural signs, namely bontar apas which means in indonesian it is cotton white. and http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 94 bontar nidanon which means the color like some rice. in this case, the color white is generally only known for only one vocabulary without having a combination. however, in english there is a white vocabulary, namely broken white. which means that the color is white which is slightly darker than white in general. c. rara (red) some of the basic color vocabulary of rara (red) when combined with attributes of natural signs or descriptions, namely: rara asok : burgundy rara daro : blood red rara lasiak : carmine rara poso : pink rara jambu : fuchsia rara manggis : maroon rara tanobato : brick red rara tobang : dark red in this case, as previously mentioned, not all basic color vocabulary in batak mandailing language is combined with attributes of natural signs or descriptions, the pronunciation is different. however, back to the original form, namely in indonesian. d. gorsing (yellow) some of the basic color vocabulary of gorsing (yellow) when combined with attributes of natural signs or descriptions, are as follows: gorsing piraitik : orange gorsing langan : olive gorsing tobang : dark yellow gorsing poso : light yellow gorsing kunyit : mustard in this case, as with the previous color vocabulary, not all basic color vocabulary in batak mandailing language is combined with attributes of natural signs or descriptions, the pronunciation is different. however, back to the original form, namely in indonesian. like the example of gorsing kunyit, the pronunciation of 'kunyit' still uses indonesian. e. rata (green) some basic color vocabularies are rata (green) when combined with attributes of natural signs or descriptions, namely: rata asok : dark green rata pucuk pisang : leaf green rata tobang : dark green rata poso : light green rata lumut : jade http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 95 rata botol : bottle green in this case, the concept of the rata (green) is the same as the previous color vocabulary. in fact, not all vocabularies of rata color (green) will combine with batak mandailing language. however, it is combined with natural signs that use indonesian, such as rata pucuk pisang, rata lumut and rata botol. which in the three examples uses indonesian as a combination of flat color vocabulary (green). f. rata (blue) in the research that has been carried out, according to several speakers of the batak mandailing language, the green and blue vocabularies are considered the same in batak mandailing language, which is the named is rata. according to one speaker, this is because in ancient times people thought green and blue looked the same. and according to other batak mandailing speakers, there is no reason why the two colors are pronounced the same. because since ancient times it has been like that. in this case the researcher can conclude, to distinguish the two colors can be done by combining the color vocabulary with natural signs or so on. like the following example: rata ombun : sky blue rata laut : aquamarine rata poso : light blue rata tobang : dark blue in the example above, it can be seen that the flat color vocabulary (blue) with green has the same pronunciation. however, when combined with attributes of natural signs or descriptions, when spoken by the speaker to the other person speaking the batak mandailing language will understand. this is due to the impossibility of rata ombun meaning is sky green. of course that has a color like the sky is blue. therefore, the difference between blue and green in batak mandailing language can still be distinguished. as previously mentioned for the rata color vocabulary (blue) when combined with attributes of natural signs or descriptions, the pronunciation is different. however, back to the original form, namely in indonesian. for example, rata laut which means sea blue. in the explanation previously described, the classification of color gradation types in batak mandailing language is influenced by the color of fruits, plants or leaves, animals, surrounding conditions, body parts and also descriptions of traits such as old, young, and so on. however, the pronunciation of these adjectives varies from one speaker to another, such as the adverb of the word 'old' (tobang or asok), young (torang or poso). in this case, even though the narrative vocabulary is different, the meaning is the same and can be understood by the same speaker and the interlocutor. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 96 goddard and weirzbicka in their presentation of 'words and meanings' explained that all the basic colors possessed by each language will be combined with derived colors which basically have the same in all languages because the references used are mostly derived from natural signs, environment. and human body parts. the concept that makes it different in each language (cliff c. goddard, and wierzbicka, 2014). this can be seen as the presentation of the concept of color gradation in batak mandailing and indonesian language which has been described one by one. the pattern used is the same pattern as the sentence pattern in the base color. x is bontar apas (xi) the speakers of batak mandailing language will use x if given a description of the color white like cotton x is white cotton (xii) indonesian language users will use x if they are given a description of the white color like cotton. the concept of white vocabulary has the same combination in the batak mandailing and indonesian languages, which refers to the color 'cotton' in the attributes of natural signs. the construction of meaning that is built is also the same in both languages. x is rara daro (xiii) batak mandailing speakers will use x if given a description of the red color like blood x is blood red (xiv) indonesian language users will use x if they are given a description of a red color like blood from the use of the combination pattern, it can be stated that the colors of rara daro and blood red have the same basic color reference. the color is considered to be a deep red or dark color. x is gorsing piraitik (xv) batak mandailing speakers will use x if given a description rosewood x is orange (xvi) indonesian language users will use x if given a reddish yellow description from the use of the combination pattern, it can be stated that the colors of gorsing piraitik and orange have the same basic color reference. the difference is that the word construction used in batak mandailing language http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 97 emphasizes the use of phrases consisting of noun + noun (animal) while the indonesian language adapts it from english, namely orange. x is rata pucuk pisang (xvii) the speakers of batak mandailing language will use x if given a color description such as leaf green x is leaf green (xviii) indonesian language users will use x if given a description of the green color of the leaf. the concept of green vocabulary has the same combination in the batak mandailing and indonesian languages, which refers to the color 'leaves' in the attributes of natural signs, namely plants. the construction of meaning that is built is also the same in both languages, namely the flat color of the pucuk pisang which has a meaning like the color of the leaf, which is a light color. x is rata ombun (xix) the speakers of batak mandailing language will use x if given a description of the blue color like the color of the sky x is sky blue (xx) indonesian language users will use x if given a description of the blue color, which is like the color of the sky the concept of the blue color vocabulary that is the same as green in batak mandailing language can be distinguished when combined with natural signs such as the sky. that way, the other person will understand if rata ombun color is a sky blue color, which is a bright blue color. basically all basic colors or colors that have been combined must have an original meaning that exists in all languages. the difference that occurs in each language is a concept that describes all these colors in the language of each region and culture. in batak mandailing language, the concept of the color rara (red) combined with natural signs or descriptions is more commonly found. in this case, because the color red has various types of speech that can be distinguished from the concept of the color itself. like the maroon color which refers to the skin of the mangosteen according to the batak mandailing speakers themselves. then in each color combination must be combined with information such as old and young. because in general, to distinguish colors only mention whether the color refers to old or young. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 98 conclusion from the explanation that has been explained about the concept of color in batak mandailing language which is equivalent to indonesian using anna wierzbicka's theory, namely natural semantic metalanguage (msa), it can be concluded that there are six basic color vocabularies in batak mandailing language, namely lomlom, bontar, rara, gorsing, and rata for green and blue. in this case, the basic color vocabulary in batak mandailing and indonesian is the same, namely black, white, red, yellow, green and blue. the concept of each color combination is certainly different. however, in all the concepts of the color vocabulary, it is certainly combined with natural signs and information. the classification of the types of color gradations in batak mandailing language is influenced by the color of fruits, plants or leaves, animals, surrounding conditions, limbs and also descriptions of characteristics such as old, young, pale and so on. however, for some color combinations in batak mandailing language, indonesian is still used as a combination. for example, rara manggis which means in indonesian is maroon. this refers to the red color that is like the skin of the mangosteen. then, in each concept of the color vocabulary, it must be combined with old or young information such as rata tobang which means dark green, gorsing poso which means light yellow and so on. this paper is expected to contribute to enriching knowledge in other cultures regarding the study of color, especially by using the theory of natural semantic metalanguage which continues to develop. references budiono, s. (2018). klasifikasi warna masyarakat betawi di marunda , jakarta utara volume 4 nomor 2 edisi desember 2016 jurnal ilmiah kebahasaan dan kesastraan sirok bastra jurnal kebahasaan dan kesastraan volume 4 nomor 2 desember. december 2016. https://doi.org/10.37671/sb.v4i2.79 cliff c. goddard, a. a. w. (n.d.). words and meanings: lexical semantics across domains, languages, and cultures.oxford university press. 2014. diputra, g. d. r. (2017). konotasi warna pada masyarakat bali. 24(47), 203– 220. duranti, a. (1997). linguistic anthropology. cambridge university pres. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 85-99 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the concept of color in … dina amalia, mulyadi doi: https://doi.org/10.26714/lensa.11.2.2022.85-99 99 ghafel, b., & rasekh, a. e. (2011). color terms in persian and english metaphoric expressions : al-hasnawi ’ s cognitive schemes in focus. 7(3), 198– 210. https://doi.org/10.3968/j.ccc.1923670020110703.185 goddard, c. (2015). semantic molecules and semantic complexity : ( with special reference to " environmental " molecules ). june 2012. https://doi.org/10.1075/rcl.8.1.05god hendrawati, p. a. (2014). a semantic analysis of colour terms in saput poleng. 1–8. philip, g. s. (2011). colouring meaning: collocation and connotation in figurative language. amsterdam/philadelphia: john benjamins. pratiwi, g. (2017). konsep warna dalam budaya batak toba kajian metabahasa semantik alami. purwaningtyas, d. (2012). medan makna ranah warna dalam bahasa indonesia. qtaishat, w., & al-hyari, d. (2019). color connotations in two cultures; the arabic and american culture-a contrastive study. international journal of linguistics, 11(2), 56. https://doi.org/10.5296/ijl.v11i2.14751 suhandra, i. r. (2019). studi komparatif makna konotasi warna dalam budaya masyarakat barat dan masyarakat suku sasak lombok indonesia cordova jurnal issn (p) 2302-3155, (e) 2714-5808 vol. 9, no. 1 2019. cordova jurnal, 9(1), 129–145. doi: 10.20414/cordova.v9i1.1778 wardhaugh, r. (2010). an introduction to sociolinguistics. wiley-blackwel. wierzbicka, a. (1992). defining emotion concepts. cognitive science, 16(4), 539–581. https://doi.org/10.1016/0364-0213(92)90031-o wierzbicka, a. (1996). semantics: primes and universals. in language. https://doi.org/10.2307/417582 yulianti, s. (2016). kosakata warna bahasa sunda (pendekatan metabahasa semantik alami). 5, 74–86. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.85-99 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 90 analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya iwan simatupang analysis of elements of semiotics on iwan simatupang’s drama entitled “rt nol rw nol” ardhian nurhadi1, amila hillan, arfian arrosid nurd universitas sebelas maret, surakarta 1ardhianjb@gmail.com riwayat artikel: dikirim 14 januari 2019; diterima 28 juni 2019; diterbitkan 30 juni 2019 abstrak penelitian ini bertujuan untuk menemukan unsur-unsur semiotika yang terdapat dalam naskah drama rt nol rw nol karya iwan sipatupang. datadata yang didapatkan berupa percakapan-percakapan dan juga tindakan yang dilakukan oleh tokoh. keseluruhan unsur semiotika menjadi fakta bahwa bahasa tidak hanya bersifat lisan melainkan dapat diciptakan melalui penanda dan petanda. naskah drama yang diteliti berjudul rt nol rw nol karya iwan sipatupang yang memiliki pesan sosial begitu kental tentang kehidupan manusia di kolong jembatan. rt nol rw nol memberikan gambaran suatu lokasi atau latar yang tidak memiliki suatu pengakuan dari kependudukan di negaranya sendiri. data yang dihasilkan berupa kutipan-kutipan baik berupa perkataan atau tingkah laku yang memuat semiotika dalam berkomunikasi. teknik pengumpulan data peneliti menggunakan teknik simak dan catat. hasil analisis drama memuat unsur semiotika yang digunakan dalam menyampaikan suatu maksud tertentu oleh tokoh-tokohnya. kata kunci: semiotika, naskah drama, rt nol rw nol, iwan simatupang abstract this research aims to find elements of semiotics that is contained in the script of the play iwan simatupang works rt nol rw nol. the data obtained in the form of dialogues and also the actions taken by the character. the overall elements of semiotics into the fact that language is not only verbal but can be created through the markers and alert. researched screenplay titled iwan simatupang works rt nol rw nol which have a social message is so strong about human life in space under a bridge. rt nol rw nol gives an overview of a location or background that do not have a population of recognition in his own country. the resulting data in the form of quotations either words or behavior http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 mailto:ardhianjb@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 91 that includes semiotics in communicating. data collection techniques researchers using the technique see and note. the results of the analysis of the play contain elements of semiotics that are used in a particular intent delivered a by his characters. keywords: semiotics, drama, rt nol rw nol, iwan simatupang pendahuluan drama merupakan salah satu karya fiksi yang berisi cerita dengan dialog antartokoh. drama seperti halnya dalam karya sastra pada umumnya dapat dianggap sebagai interpretasi penulis lakon tentang hidup. unsur dasar drama yakni perasaan, hasrat, konflik, dan rekonsiliasi (dejowati, 2010: 9). kisah yang muncul merupakan cerita fiksi yang isinya berupa dialog antartokoh dan diceritakan secara runtut selama satu babak atau lebih. drama merupakan tiruan kehidupan manusia yang diproyeksikan di atas pentas. drama adalah potret kehidupan manusia, potret suka duka, pahit manis, dan hitam putih kehidupan manusia. istilah drama berkaitan dengan dua kemungkinan, yaitu drama naskah dan drama pentas. keduanya bersumber dari drama naskah. oleh karena itu, pembicaraan tentang drama naskah merupakan dasar dari telaah drama. dalam arti sempit, drama dapat ditafsirkan sebagai gambaran kisah hidup manusia yang dituangkan dalam bentuk pementasan, disaksikan banyak orang yang didasarkan pada naskah, dengan media (dialog, gerak, laku, gesture, mimik), dengan musik atau tanpa alat musik pengiring (harymawan, 1988). maka, dapat disimpulkan bahwa drama merupakan ceirta yang dituliskan dengan dialog antartokoh yang berisi tentang kehidupan manusia dan bertujuan untuk dipentaskan dengan gerak, dialog, mimik, dan gestur yang dapat dinikmati dalam pementasan. drama naskah disebut juga drama lakon. drama naskah dibangun oleh sebuah struktur fisik (kebahasaan) dan struktur batin (semantik atau makna). wujud fisik sebuah naskah adalah dialog atau ragam tutur. ragam tutur itu adalah ragam sastra (widyahening, 2012). menurut teeuw (dalam widyahening, 2012) ragam sastra meliputi hal-hal berikut: 1) teks sastra memiliki unsur atau struktur batin atau intern structure relation yang bagianbagiannya saling menentukan dan saling berkaitan; 2) naskah sastra juga memiliki struktur luar atau extern structure relation yang terkait oleh bahasa pengarangnya; 3) sistem sastra juga merupakan model dunia sekunder yang sangat kompleks dan bersusun. konflik manusia bioasanya terbangun oleh pertentangan antara tokoh-tokohnya. dengan pertikaian itu muncullah dramatic action. perkembangan dramatic action dari awal sampai akhir merupakan unsur penting http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 92 perkembangan cerita. unsur kreativitas pengarang terlihat dari kemahiran pengarang menjalin konflik, menjawab konflik dengan surprise, dan memberikan kebaruan dalam jawaban itu (widyahening, 2012). menurut stanton (melalui wiyatmi, 2006), unsur-unsur pembangun fiksi sebagai berikut: (1) tokoh; (2) alur; (3) latar; (4) judul; (5) sudut pandang; (6) gaya dan nada; (7) tema. artinya unsur pembangun dalam sebuah teks drama menurut pendapat stanton tersebut menyeluruh pada aspek intrinsik cerita dan mengabaikan aspek ekstrinsiknya. hal ini cukup masuk akal, mengingat penulisan naskah drama akan bertalian dengan aspek yang ada dalam cerita tersebut. alasannya adalah, drama tidak hanya berupa teks yang selesai dibaca sebagai sastra kamar, melainkan harus dilanjutkan dalam penuangan pementasan di atas panggung sebagai sebuah sastra mimbar. kajian terhadap sebuah karya sastra dapat menjadi acuan untuk melihat isi yang terkandung dalam karya tersebut baik secara tersirat maupun tersurat secara komprehensif. sebuah teori mengarahkan karya pada tujuantujuan penulisannya. dalam perkembangannya, mengaji karya sastra dapat dispesifikkan pada aspek terkecil dalam karya tersebut. misalnya dari aspek kebahasaan sebuah karya sastra, akan memunculkan berbagai macam aspek kajian analisis yang dapat ditelaah dari sebuah karya. melalui kajian-kajian ini, dapat dikupas secara tuntas hal-hal yang berkaitan dengan aspek bahasa dalam karya sastra. salah satu kajian yang dapat digunakan untuk menelaah aspek kebahasaan secara komprehensif adalah semiotika. dalam pandangan semiotik –yang berasal dari teori sausurre– bahasa merupakan sebuah sistem tanda, dan sebagai suatu tanda bahasa mewakili sesuatu yang lain disebut makna (nurgiantoro, 2012). semiotik lebih lanjut dianggap sebagai sebuah kajian karya sastra yang mendasari objek kajian pada sistem tanda. teori semiotik muncul pertama kali dari ferdinand de saussure dan charles sanders peirce. keduanya mengemukakan teori yang secara prinsip sama. bedanya pada teori pierce, semiotik dianggap bersifat analitis. pada teori ini, tanda ditempatkan pada fungsi umumnya dengan menempatkan tanda-tanda linguistik pada tempat yang penting namun bukan yang utama. nurgiantoro (2012) berpendapat bahwa teori pierce ini mengatakan jika sesuaru itu dapat disebut sebagai tanda jika ia mewakili sesuatu yang lain. sebuah tanda harus mengacu pada suatu hal yang oleh pierce disebut sebagai objek atau acuan. objek ini menjadi kesepakatan yang sebelumnya disetujui oleh sistem dalam komunikasi. sementara proses pembentukan tanda yang dilakukan oleh pengirim agar sampai ke pengirim sesuai maksudnya disebut dengan semiosis. hoed dalam nurgiantoro (2012) menyatakan bahwa semiosis adalah suatu proses di mana suatu tanda berfungsi sebagai tanda, yaitu mewakili sesuatu yang ditandainya.sementara pada teori saussure, semiotik lebih http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 93 ditekankan pada aspek strukturalnya. semiotika adalah studi tentang tanda dan segala yang berhubunan dengannya: cara berfungsinya, hubungannya dengan tanda-tanda lain, pengirimannya, dan penerimaannya oleh mereka yang mempergunakannya zoest dalam santosa (2015). semiotik biasa juga disebut dengan semiologi. keduanya merupakan istilah yang sama, meski dalam perkembangannya istilah yang sering digunakan adalah semiotik. dalam studi semiotika secara khusus dibagi atas 3 bagian utama yaitu, (1) sintaksis semiotik, yaotu studi tentang yanda yang berpusat pada penggolongannya, pada hubungannya dengan tanda-tanda lain, dan pada caranya bekerja sama menjalankan fungsinya; (2) semantik semiotik, yakni studi yang menonjolkan hubungan tanda-tanda engan acuannya dan dengan interpretasi yang dihasilkannya; (3) pragmatik semiotik, yakni studi tentang tanda yang mementingkan hubungan antara tanda dengan pengirim dan penerima zoest dalam santosa (2015). menurut nurgiantoro (2012) semiotik dapat dibedakan dalam dua jenis semiotik, yaitu semiotik komunikasi dan semiotik signifikansi. semiotik komunikasi menekankan pada teori produksi tanda, sedangkan semiotik signifikansi menekankan pada pemahaman dan atau pemberian makan, suatu tanda. semiotik komunikasi lebih mengarah pada bagaimana tanda itu dihasilkan atau diciptakan dalam sebuah wacana, hingga dapat memunculkan interpretasi pada sebuah sistem atau pesan yang disampaikan. sedangkan semiotik signifikansi mengarahkan pada pemahaman yang didapatkan pada tanda yang telah diciptakan itu agar segala hal yang dimaksudkan akan disampaikan oleh penulis dapat diambil oleh pembaca itu sendiri. lebih lanjut semiotika signifikansi ini tidak mengindahkan adanya produksi dan tujuan komunikasi dan hanya berkutat pada pemahaman tanda serta interpretasinya. teori semiotik saussure teori sausurre ini mengacu pada semiotik struktural yang pada mulanya banyak berkembang di eropa. dalam sejarah perkembangannya, istilah-istilah yang dipakai oleh para pemakainya dalam kajian semiotik ini banyak meminjam istilah dan model linguistik. hal ini terjadi karena saat teori semiotik ini tengah dikembangkan, teori linguistik telah berkembang pesat sehingga menyebabkan terjadinya pertautan pada dua cabang ilmu yang tidak jauh berbeda. gambar 1: tanda, penanda, dan petanda penanda petanda tanda sumber: pribadi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 94 menurut nurgiantoro (2012) teori saussure mengemukakan bahwa bahasa sebagai sebuah sistem tanda memiliki dua unsut yang tak terpisahkan; signifier dan signified, signifiant dan signifie, atau penanda dan petanda. unsur tersebut yang kemudian disebut sebagai model dyadic. penanda berwujud bunyi-bunyi yang dihasilkan melalui ujaran atau bisa berupa huruf-huruf yang dihasilkan dari tulisan-tulisan, sedangkan petanda adalah unsur konseptual. dengan kata lain, penanda adalah symbol yang diekspresikan baik secara lisan maupun tertulis, dan pertanda adalah makna yang tersebunyi di dalam symbol. kedua baik petanda maupun penanda memiliki sifat arbitrer dalam suatu masyarakat sebagai sebuah bahasa. sehingga konsep yang muncul dari gagasan yang ada dalam pikiran kemudian mampu diinterpretasikan sebagai sesuatu yang bermakna oleh si penerima pesan. hal ini dapat diartikan, tanda dianggap sebagai sesuatu yang penting dalam sistem bahasa. tanda dapat ditangkap dan dipahami dengan maksud-maksud tertentu ketika pengirim tanda dan penerima tanda memiliki sifat bahasa yang arbitrer atau telah memiliki kesepakatan sosial. bahasa dianggap sebagai sebuah sistem. artinya berarti bahasa memiliki unit kesatuan yang terdiri dari unsur-unsur terpisah dan menjadi satu. unsur-unsur tersebut yang kemudian dijadikan objek analisis dalam teori saussure ini dalam kaitannya dengan sebuah karya sastra. aspek yang berkaitan dengan unsur kebahasaan yang muncul pada perkembangan teori linguistik struktural ini kemudian dijadikan sebagai landasan dalam kajian sastra semiotik. beberapa aspek memiliki unsur kesamaan antara aspek linguistik dan sastra seperti semantik, sintakasis, dan pragmatik. menurut todorov dalam nurgiantoro (2012) kajian semiotik karya sastra dikelompokkan berdasarkan aspek verbal, aspek sintaksis, dan aspek semantik. sedangkan menurut kaum formalis rusia dibedakan kedalam wilayah kajian stilistika, komposisi, dan tematik. konsep teori yang banyak digunakan pada teori saussure adalah hubungan paradigmatik dan sintagmatik. ronald barthes dan tzvetan tedorov mengelompokkan dua konsep tersebut dalam sintaksis dan semantik. hubungan sintagmatik dipergunakan untuk menelaah struktur karya sastra dengan menekankan urutan satuan-satuan makna karya yan dianalisis, sementara hubungan paradigmatik merupakan hubunganmakna dan pelambangan, hubungan asosiatif, pertautan makna, antara unsur yang hadir dengan yang tidak hadir (nurgiantoro, 2012). lebih singktnya dapat dipahami bahwa hubungan sintagmatik merupakan hubungan yang bersifat linear pada satu aspek dengan aspek yang lainnya. semisal antara tokoh dan latar yang muncul dalam cerita, memiliki dua kesatuan unsur yang sama dan dapat dianalisis hubungan keduanya melalui sistem tanda yang dibangun dalam dialog atau secara deskriptif. sementara hubungan paradigmatig lebih condong pada asosiatif. misalnya membahas tentang perwatakan tokoh dan gagasan yang dimunculkannya dalam cerita, atau bisa berupa hubungannya http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 95 dengan latar baik tempat, waktu maupun suasana. cerita yang tidak disusun secara runtut namun berkesinambungan antara satu dan lainnya merupakan bagian dari sistem tanda. dalam sebuah cerita atau karya fiksi, tidak perlu ada hal-hal yang berkaitan secara terstruktur meskipun dalam teori digambarkan tentang struktur cerita yang runtut. namun, sebuah karya harus memiliki kauaslitas atau rasional jika dipikirkan atau dimainkan dengan logika dan akal sehat. analsis sistem tanda atau semiotika dalam sebuah karya sastra bukan menjadi hal yang asing terlebih pada karya sastra surealis yang biasanya mengisahkan permasalahan tersirat berkaitan dengan kritik sosial, keadilan sosial, dan halhal yang bisa diselesaikan secara realistis untuk kehidupan banyak orang. metode jenis penelitian ini adalah penelitian deskriptif kualitatif. sumber data pada penelitian ini adalah cerpen yang berjudul rt nol rw nol karya iwan simatupang. data yang dihasilkan berupa kutipan-kutipan yang memuat semiotika pada percakapan dan tingkah lagu dalam naskah drama rt nol rw nol karya iwan simatupang. teknik pengumpulan data peneliti menggunakan teknik simak dan catat. mahsun (2006: 90-91) menyatakan bahwa teknik simak adalah cara yang digunakan untuk memperoleh data dengan menyimak penggunaan bahasa, sedangkan teknik catat adalah teknik lanjutan yang dilakukan ketika menerapkan metode simak. keabsahan data merupakan alat ukur yang mempersoalkan alat ukur tersebut benar dapat mengukur yang hendak diukur. keabsahan data dapat dilakukan dengan beberapa cara dalam penelitian kualitatif untuk menjamin data yang diperoleh. keabsahan data dalam penelitian ini menggunakan trianggulasi teori. trianggulasi adalah teknik pemeriksaan keabsahan data yang memanfaatkan sesuatu yang lain diluar data itu untuk keperluan pengecekan atau sebagai pembanding terhadap data itu (ibrahim, 2015: 121). trianggulasi teori digunakan untuk menguji keabsahan data yang ditemukan dengan berlandaskan pada teori yang ada. hasil dan pembahasan semiotika memfokuskan kajian pada tanda yang dibentu dari petanda dan penanda. jika mendasarkan pada teori saussure ini, keberadaan semiotika menjadi hal pokok dalam sebuah karya sastra. pasalnya, diksi yang digunakan sebagian besar penulis sastra atau bahkan sebagian besar karya sastra baik realis maupun surealis, akan melibatkan frasa dan kata yang konotatif. konotasi merupakan makna yang ada dalam kata, namun bukan makna secara http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 96 langsung. adapun kaitannya dengan epistemologi, karya sastra akan mengantarkan susunan kata-kata sebagai sistem tanda menjadi salah satu jenis metode memperoleh ilmu pengetahuan. sistem tanda yang dibangun melalui diksi yang digunakan, dapat memberikan indikasi suasana, budaya dan bahkan kecirikhasan penulis dalam karya sastranya. dalam drama rt nol rw nol, pemakaian sistem tanda memberikan gambaran keadaan sosial begitu kental terasa. pada kalimat yang dipaparkan dalam prolog, penulis memaparkan deskripsi keadaan atau suasana yang dibentuk dalam ruangan yang dihuni oleh para tokoh di bawah jembatan terebut. peralatan-peralatan yang ada dijelaskan dengan menguatkan sistem tanda yang berhubungan dengan kekurangan, kemiskinan dan keterbatasan. kutipan di bawah ini. tikar-tikar robek. papan-papan. perabot-perabot bekas rusak. kaleng-kaleng mentega dan susu kosong. lampu-lampu tomplok. dua tungku, berapi. di atasnya kaleng mentega, dengan isi berasap kutipan tersebut mmberikan penjelasan sistem pengetahuan yang berkaitan dengan nalar atau reason. penalaran tersebut diciptakan oleh penulis dalam mendeskripsikan suasana tempat tinggal tokoh dengan ciri khas dan penyesuaian pada status sosial yang terbentuk dari tokoh-tokoh cerita. kemudian sistem tanda yang kedua ditemukan berkaitan dengan penginderaan yaitu indra penglihatan. dalam sistem tanda ini, hal yang terjadi ketika tokoh kakek, melakukan sistem kode ketika berdialog dengan lawan bicaranya. kakek (menggeleng-gelengkan kepalanya, sambil mengaduk isi kaleng mentega di atas tungku) kata “menggeleng-gelengkan kepalanya” merupakan suatu sitem tanda yang memberikan penjelasan dengan indera penglihatan. dalam kehidupan sehari-hari menggelengkan kepala dapat diartikan sebagai sebuah jawaban dari pertanyaan yang berupa penolakan atau bisa sebuah kekaguman atau kekagetan dalam menyikapi suatu hal yang terjadi. dalam kutipan tersebut, menggelengkan kepala yang dilakukan oleh kakek lebih mengarah pada sebuah kekaguman atau ketidak percayaan pada suasana yang ada dalam cerita. ini dibuktikan dengan sikap kakek yang menggelengkan kepala tanpa melihat lawan bicaranya. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 97 selanjutnya, sistem tanda yang digunakan dalam bentuk nalar. nalar yang digunakan dalam dialog berkatian dengan pola mata pencaharian yang ada dalam cerita. pemakaian majas, atau gaya bahasa lebih mengarah pada istilah kasar yang diperhalus atau biasa disebut dengan ironi. kutipan di bawah ini. ani: negara punya kesibukan. kesibukan itu namanya: bernegara. frasa yang dipilih (diksi) dalam kutipan di atas yaitu “negara punya kesibukan” dapat diartikan secara denoatif sebagai makna pemerintah malas mengurus negara atau biasanya merupakan tugas aparatur negara dan pemerintah sangat sibuk sehingga tidak mampu mengurusi hal-hal kecil. namun dalam kutipan di atas jika disesuaikan dengan konteks kalimat dalam naskah drama, kata “negara punya kesibukan” dimaksudkan adalah kode bahwa pemerintah tidak akan mau mengurusi masalah-masalah rakyat kelas bawah dan rakyat kecil karena kesibukan pemerintah dalam mengurusi negara sendiri. selanjutnya, sistem pengetahuan diperoleh dari tanda berupa intuisi. intuisi merupaka proses kejiwaan dengan atau tanpa rangsangan dan stimulus. dalam kutipan di bawah ini, tokoh ani mengalami proses kejiwaan yang langsung berdampak pada pola tingkah lakunya. kutipan berikut. ani kesal. ia pergi ketepi bawah jembatan, melihat kelangit. diacung-acungkan tinjunya berkali-kali kelangit. suara geluduk. dalam kutipan di atas, digambarkan tingkah laku ani yang melihat ke langit untuk memberi respon pada suatu kejadian dan kemudian mengacungkan tinjunya berkali-kali. melihat ke langit merupakan efek dari sistem indera pendengaran yang difungsikan ketika mendengar suara kilat bergemuruh. perkiraan akan datangnya hujan padahal ani hendak pergi. hal tersebut digabungkan dengan”diacung-acungkan tinjunya berkali-kali ke langit”. memberikan gambaran bahwa tokoh ani, mengalami intuisi dalam jiwanya ketika keinginan yang dimilikinya tidak didukung oleh keadaan yang ada di lingkungannya. ketika diceritakan bahwa ani akan pergi untuk mencari nafkah, langit justru tidak hentinya bergemuruh dan menandakan hujan akan datang. sistem tanda yang muncul selanjutnya berkaitan dengan nalar sekaligus keyakinan. dalam dialog diceritakan bahwa mereka adalah orangorang yang serba kekurangan, namun masih memiliki usaha untuk bekerja dan bertahan hidup sekalipun hanya untuk makan. dalam dialog digambarkan sebuah konteks keberhasilan dalam mencari nafkah adalah dengan memperoleh makanan dengan lauk enak dan serba kecukupan. dalam kutipan berikut. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 98 sepiring nasi putih panas, sepotong daging rendang dengan bumbunya kental berminyak-minyak, sebutir telur balado, dan segelas penuh teh manis panas. dan sebagai penutup, sebuah pisang raja yang kuning emas… kutipan di atas secara komprehensif menunjukkan sistem tanda yang berupa nalar. artinya sekumpulan makanan-makanan yang disebutkan dalam dialog atau narasi dialog dalam naskah drama, memberikan gambaran sesuatu yang amat istimewa bagi lapisan masyarakat tertentu. stigma ini berhasil ditanamkan dalam lingkungan sosial masyarakat tersebut bahwa yang berhasil adalah yang suatu hari bisa makan dengan nasi putih panas, daging rendang berbumbu kental berminyak, telur balado, dan teg manis panas. pola pikir demikian juga merupakan rujukan dari keyakinan. masyarakat daerah tersebut atau yang digambarkan dalam cerita memiliki keyakinan tentang makanan yang mereka konsumsi dengan seolah-olah seperti memberikan kasta pada hal-hal tertentu. selanjutnya, sistem pengetahuan berkaitan dengan indera. pada kutipan berikut. selama ani ngoceh tentang makanan enak itu, yang lainnya mendengarkan dengan penuh sayu. berkali-kali mereka menelan liurnya. suara geluduk. semuanya melihat sayu pada ani. kutipan di atas menggambarkan tokoh ani dan tokoh yang lain dinarasikan dalam pola tingkah lakunya. frasa “berkali-kali mereka menelan ludah” dilakukan ketika ani menceritakan hal-hal berhubungan dengan makanan-makanan yang enak. dalam kehidupan sehari hari, indera pengecap atau lidah memiliki fungsi merasakan makanan yang masuk ke mulut. kutipan tersebut menunjukkan tokoh yang menelan liur, diartikan bahwa tokoh tersebut memiliki keinginan untuk memakan sesuatu yang mereka imajinasikan. imajinasi yang tidak dapat direalisasikan tersebut akhirnya terwujud dalam pola tingkah laku menelan liur. kutipan selanjutnya berkaitan dengan intuisi. hal ini disebabkan oleh rangsangan atau stimulan yang muncul sebagai stimulan untu tokoh dalam mengambil tindakan yang diwujudkan dalam bentuk tingkah laku. kutipan berikut. pincang tiba-tiba menyepak kuat-kuat sebuah kaleng kosong di tanah. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 99 kutipan tersebut berdasarkan teks diartikan sebagai sebuah respon pada rangsangan dengan ungkapan emosional tingkah laku. sementara pada kutipan berikut. pincang diam, kemudian bersungut-sungut. sama halnya dengan kutipan pertama, kalimat yang dibangun memberikan indikasi keadaan seseorang dalam merespon rangsangan yang diberikan oleh orang lain atau tokoh lain. pada kutipan pertama luapan emosi menjadi respon yang diwujudkan dalam tingkah laku, sementara pada kutipan kedua, respon yang terjadi berupa sikap dingin dan diam yang dapat diartikan sebagai sebuah kekecewaan. kutipan selanjutnya berkaitan dengan intuisi dan juga indera yang dibangun dalam tingkah laku tokoh. kutipan berikut. kakek mengoreki kaleng itu, makin, dan menjilati jari-jarinya. dalam kutipan di atas digambarkan tingkah laku kakek dalam mengoreki kaleng dan menjilati jari-jarinya. sistem tanda yang dibangun dalam kalimat tersebut berkaitan dengan intuisi yang muncul atas pengaruh dari jiwa dan bukan dari rangsangan yang dimunculkan dalam kejadian atau keadaan di sekitarnya. selain itu “menjilati jari-jarinya” merupakan kaitan dengan panca indera yaitu pengecap. pola pikir masyarakat akan melihat bahwa tingkah laku menjilat jari berarti menikmati makanan yang telah selesai dimakan. begitu nikmat, hingga tidak membiarkan makanan tersebut tersisa dijarinya. selanjutnya kalimat dialog dalam kutipan di bawah ini memberikan sistem pengetahuan melalui sistem nalar dan juga keyakinan. pincang tidak banyak, kecuali barangkali sekedar mempertahankan hidup taraf sekedar tidak mati saja, dengan batok kotor kita yang kita tengadahkan kepada siapa saja, kearah mana saja. mereka anggap kita ini sebagai suatu kasta tersendiri, kasta paling hina, paling rendah. kutipan tersebut menciptakan suatu nalar yang amat kental. dapat dilihat dari kutipan “...dengan batok kotor kita yang kita tengadahkan kepada siapa saja”. dalam kalimat tersebut muncul anggapan konotatif tentang sebuah usaha yang dilakukan oleh tokoh dalam mempertahankan hidup melalui kegiatan mengemis. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 100 sementara itu, keyakinan dibangun dari unsur kejiwaan rasa. dalam hal ini rasa yang muncul adalah merasa rendah digambarkan dalam kutipan “mereka anggap kita ini sebagai suatu kasta tersendiri..”. kutipan tersebut merujuk pada anggapan oleh masyarakat secara umum yang kemudian memunculkan respon perasaan pada objek. selanjutnya, kesamaan alat memperoleh pengetahuan dari nalar atau reason, dalam kedua kutipan berikut. setengah modar aku tadi mengitari pelabuhan bersama dia, tapi suaminya tetap tak ketemu. kutipan pertama, memberikan gambaran pilihan diksi konotatif dari frasa “setengah modar”. meskipun kata “modar” sebenarnya diambil dari bahasa jawa yang artinya mati. ungkapan tersebut berarti si tokoh sudah melakukan sesuatu dengan usaha yang sangat keras. setengah modar atau setengah mati artinya nyawanya sudah setengah hilang. biasanya digunakan sebagai ungkapan kerasnya usaha yang telah dilakukan. pincang o, apa aku harus menutup mulutku terus? mengapa setiap ucapanku kauanggap sebagai cari fasal saja? sama halnya dengan kutipan sebelumnya, frasa “menutup mulut” dalam kalimat di atas memberikan gambaran sebuah pertanyaan dengan nada protes. dalam konteks drama, hal tersebut dapat dianggap sebagai sebuah respon dari keadaan yang bertentangan. dalam kehidupan sehari-hari, ungkapan menutup mulut berarti diam. diam yang dapat diartikan dari segi mana pun bisa berupa, menjaga rahasia, diam karena takut, atau bahkan diam karena tak bisa melakukan perlawanan. alat memperoleh pengetahuan selanjutnya dengan panca indera. indera yang terlibat dalam tingkah laku yang dilakukan oleh dua orang tokoh tersebut adalah indera penglihatan. berikut kutipan dalam teks. pincang terdiam. lama ia bertukar pandangan dengan bopeng. kutipan di atas memakai frasa “bertukar pandangan” setelah sebelumnya disebutkan dengan tingkah laku “terdiam lama”. kedua pola tersebut sebenarnya tersistem dan saling bertautan satu dengan yang lainnya. hal itu terjadi dalam keadaan saling bingung antara satu dengan yang lainnya sehingga tidak ada yang bisa dilakukan selain diam dan saling bertatapan. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 101 selanjutnya, ketiga kutipan dalam cerita yang dipaparkan melalui dialog memiliki kesamaan alat dalam memperoleh pengetahuan. kutipan berikut. pincang apa kau tak tahu, bahwa mereka dengan bang becak itu selama ini membentuk suatu usaha, namanya “becak komplit”? kakek seingatku, di restoran yang besaran dikit, kita bisa pesan apa yang disebut “biefstuk komplit”. bopeng baru-baru ini ada ditulis di koran tentang “patriot komplit”. ketiga kutipan di atas memberikan sebuah ungkapan konotatif di mana keseluruhan menuju ke dalam suatu makna yang dapat diartikan sebagai ironi atau memperhalus ungkapan yang sebenarnya kasar. “becak komplit” dalam konteks cerita diartikan sebagai becak yang juga berperan atau merangkap pekerjaan sebagai mucikari atau penyedia jasa pekerja seks untuk laki-laki hidung belang. sementara “biefstuk komplit” mengarah pada sebuah nama makanan yang ada di restoran yang memberikan paparan bahwa makanan yang dimaksudkan adalah makanan mewah. sementara “patriot komplit” memberikan pengertian masalah negara yang dianggap menyeluruh pada seluruh aspek kehidupan sosial dan masyarakat sehingga dianggap sebagai suatu hal kompleks yang disederhana menjadi aspek komplit. kutipan berikut melibatkan alat pencarian pengetahuan yang berupa indera. kaitan indera yang terlibat dalam tingkah laku berikut adalah indera peraba. kutipan sebagai berikut. kakek (setelah menyenggol pincang keras-keras dengan sikunya di samping) kata “menyenggol pincang” memberikan indikasi ungkapan denotatif. namun dalam kelanjutannya “dengan sikunya” menunjukkan bahwa senggolan yang dilakukan dengan siku merupakan sistem tanda yang dapat diartikan sebagai, ajakan untuk menyetujui permintaan. dalam konteks cerita, senggolan yang dilakukan dengan siku tersebut meminta sebuah respon untuk memberikan persetujuan pada pernyataan yang telah dibuat oleh si kakek. dua kutipan terakhir memiliki kesamaan dalam hal alat memperoleh pengetahuan. kedua kutipan ini melibatkan nalar/reason dan juga keyakinan dalam jiwa, akal, dan kehendak dalam meyakini suatu hal. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 102 tapi, kemudian koran-koran bungkem saja mengenai penghinaanpenghinaan yang kita terima di sana. kemudian kita dengan sendirinya berusaha dapat lari dari sana, untuk kemudian terdampar lagi di tempattempat seperti ini. tidak, bang! mulai sekarang, aku mengharapkan tidurku bisa nyenyak, tak lagi sebentar-sebentar terkejut bangun, basah kuyup oleh keringat dingin. kutipan di atas lebih menonjolkan alat nalar sebagai pencari pengetahuan. nalar yang dimunculkan berupa kemampuan dalam budi manusia dalam menghubungkan situasi yang ada dalam kehiduan nyata yang disaksikan melalui media dalam kutipan “...koran-koran bungkem saja mengenai penghinaan-penghinaan yang kia terima...”. masalah ini menggambarkan kehidupan nyata di mana, media mereka anggap tidak pernah berpihak pada mereka. ini muncul dari nalar yang dihubungkan dari realitas yang ada dengan kondisi kehidupan para tokoh yang memiliki anggapan tersebut. dalam kutipan berikutnya. semakin tua kita, semakin lamban kita, semakin keluar kita dari rel… dan akhirnya: dari tuna karya, kita jadi tuna hidup. selanjutnya, tinggallah lagi kita jadi beban bagi kuli-kuli kotapraja yang membawa mayat kita ke rsup. apabila kita mujur sedikit, maka pada saat terakhir mayat dan tulang-tulang kita masih dapat berjasa bagi ilmu urai kedokteran, menjadi pahlawanpahlawan tak dikenal bagi kemanusiaan. sebagai kalimat penutup, yang memuat amanat sangat dalam sekali mengenai hubungan manusia dengan manusia, dan manusia dengan tuhannya. pada kalimat “semakin tua kita, semakin lamban kita...” memberikan gambaran fase hidup manusia yang selanjutnya mengalami masa redup dan tidak akan berdaya melawan takdir yang ada. selanjutnya “...jadi beban bagi kuli-kuli kotapraja...” merupakan kaitan hubungan manusia dengan manusia yang kemudian dilanjutkan dengan, “...saat terakhir mayat dan tulang-tulang kita masih dapat berjasa bagi ilmu urai kedokteran...” mendukung gagasan sebelumnya berkaitan dengan hubungan manusia dengan manusia. kaitan kedua aspek manusia dengan manusia dan juga manusia dengan tuhan ini memunculkan gagasan bahwa alat keyakinan merupakan suatu sistem kesatuan yang menyeluruh dan tidak dapat dipisahkan. keduanya berjalan beriringan menjadi satu pola dalam menentukan suatu pengetahuan yang baru. berdasarkan analisis di atas, keberadaan sistem tanda atau semiotika dalam naskah drama rt nol rw nol karya iwan simatupan memuat aspek panca indera, nalar, intuisi, dan keyakinan dalam mencari pengetahuan. secara epistemologi, proses dalam mencari pengetahuan baru akan muncul melalui banyak hal, utamanya dari budaya dan peradaban baru yang dibentuk dalam suatu sistem sosial tertentu. hal-hal tersebut, dalam epistemologi merujuk http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 103 pada sistem yang menyatu melalui struktur cerita yang disebut dengan unity. melalui unity dalam sebuah karya sastra, sistem tanda atau semiotika ini terbentuk dan menjadi satu kesatuan sebagai sarana menyampaikan hal-hal tersirat maupun tersurat. kesimpulan analisis unsur semiotika dalam naskah drama rt nol rw nol karya iwan simatupang memuat berbagai macam kode dan tanda yang menjadi ciri khas atau selingkung (slank) dalam suatu lingkaran komunikasi manusia. di dalam drama ini, terdapat banyak sekali tanda-tanda bahasa baik yang diucapkan secara lisan maupun yang dipakai dengan tingkah laku tertentu. hal ini tentu menarik karena pada dasarnya pola komunikasi dalam setiap lingkaran sosial masyarakat berbeda-beda. dikaji dengan pendekatan teori semitoika dari ferdinand de saussure, konsep teori yang digunakan adalah hubungan paradigmatik dan sintagmatik. ronald barthes dan tzvetan tedorov mengelompokkan dua konsep tersebut dalam sintaksis dan semantik. hubungan sintagmatik dipergunakan untuk menelaah struktur karya sastra dengan menekankan urutan satuan-satuan makna karya yan dianalisis, sementara hubungan paradigmatik merupakan hubunganmakna dan pelambangan, hubungan asosiatif, pertautan makna, antara unsur yang hadir dengan yang tidak hadir berdasarkan analisis yang telah dilakukan pada karya iwan simatupang yang berjudul rt nol rw nol, peneliti menemukan berbagai macam unsur semiotika yang digunakan dalam percakapan maupun sebagai kode dalam menyampaikan sesuatu. hal tersebut bisa dilakukan dan dimengerti oleh orang-orang tertentu dan tidak akan bisa dimengerti oleh orang yang tidak biasa. gaya bahasa atau semiotika ini bisa berlaku karena adanya pembiasaan yang dilakukan dan menjadi tradisi bagi kehidupan sosial dan sehari-hari orang-orang di sana. daftar pustaka dejowati, c. (2010). drama sejarah teori dan penerapannya. yogyakarta: gadjah mada university press. ediyono, s. (2015). filsafat ilmu. yogyakarta: kaliwangi. endraswara, s. (2012). filsafat sastra: hakikat, metodologi, dan teori. yogyakarta: layar kata. harymawan, r. m. a. (1988). dramaturagi. bandung: cv rosda. ibrahim. (2015). metodologi penelitian kualitatif. bandung: alfabeta. mahsun. (2006). metode penelitian bahasa: tahapan strategi, metode, dan tekniknya. jakarta: pt raja grafindo persada. nurgiyantoro, b. (2012). teori pengkajian fiksi. yogyakarta: gadjah mada http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya … ardhian nurhadi, amila hillan, arfian arrosid nurd doi: https://doi.org/10.26714/lensa.9.1.2019.90-104 104 university press. nurgiyantoro, b. (2014). stilistika. yogyakarta: gadjah mada university press. nurhadi, b. w. (2012). perkembangan muthakir teatre indonesia (analisis rubrik teater majalah tempo 2001 – 2005). yogyakarta: kanwa publisher pradopo, r. d. (2011). prinsip-prinsip kritik sastra. yogyakarta: gadjah mada university press. pramayoza, d. (2012). dramaturgi sandiwara. yogyakarta: penerbit ombak. rahmanto, b & haryanto, p. (2001). cerita rekaan dan drama. jakarta: universitas terbuka. tim dosen filsafat ugm. (2010). filsafat ilmu. yogyakarta: liberty waluyo, herman j. (2010). pengantar filsafat ilmu. salatiga: widya sari press. wellek & warren. (2014). teori kesusastraan. jakarta: gramedia. wiyatmi. (2009). pengantar kajian sastra. yogyakarta: pustaka book publisher. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.90-104 1 analisis reduplikasi bahasa jawa pada novel dom sumurup ing banyu oleh yunita nugraheni* abstract reduplication is one of the morfological process by which the stem or the root of the word is repeated. in this paper, the writer found the form of reduplication of javanesse on the novel entitle dom sumurup ing banyu. the research was done by collecting the data from the novel. the data classified into five groups of reduplication, namely; dwilingga, dwilingga salin swara, dwipurwo, dwiwasana, trilingga, and the combination of reduplication and affixation. keywords: reduplication, stem, root, affixation a. pendahuluan orfologi, seperti sintaksis dan fonologi merupakan salah satu cabang ilmu linguistik yang termasuk dalam tataran ilmu struktural. dinamakan struktural karena ketiga ilmu tersebut membahas dan mempelajari struktur unsur-unsur kebahasaan di dalam suatu bahasa. pembahasan di dalam kajian morfologi, fonologi dan sintaksis cenderung mengabaikan unsur-unsur di luar bahasa. oleh karena itu kecenderungan ketiga ilmu tersebut bersifat tetap, karena tidak mempertimbangkan unsur-unsur di luar kebahasaan, yang biasanya cenderung mengalami perubahan, seperti misalnya faktor sosial, budaya dan latar belakang pendidikan. bahasa jawa merupakan salah satu bahasa terbesar di indonesia, karena memiliki jumlah penutur terbanyak serta tersebar di seluruh indonesia. kajian yang membahas mengenai unsur-unsur dan struktur pembentuk dalam bahasa jawa telah banyak ditemukan. dalam tulisan ini, penulis tidak akan banyak mengomentari kajian-kajian morfologis mengenai bahasa jawa, namun penulis akan berusaha mencoba menemukan bentuk-bentuk reduplikasi dalam bahasa jawa dalam sebuah novel berbahasa jawa yang berjudul dom sumurup ing banyu karangan suparto brata. selain menemukan bentuk-bentuk reduplikasi dalam novel tersebut, penulis juga akan menganalisis makna serta proses pembentukan bentuk-bentuk reduplikasi tersebut. * penulis adalah staf pengajar di s1 sastra inggris fbba unimus semarang m 2 b. kajian teori 1. pengertian morfem objek utama dalam kajian morfologi adalah morfem. morfem merupakan dasar atau satuan terkecil di dalam proses pembentukan kata (kentjono, 2007:145). katamba memberikan definisi morfem sebagai unit terkecil dari suatu kata yang memiliki makna (1994:19). lebih jauh katamba mengidentifikasi morfem sebagai satuan yang memiliki makna yang berarti bahwa poin terpenting dalam mengidentifikasi sebuah morfem adalah dengan mengidentifikasi makna yang terkandung dalam morfem tersebut. misalnya morfem –s dalam bahasa inggris yang walaupun hanya terdiri dari satu fonem, namun memiliki makna sebagai penanda jamak. menurut kemungkinannya berdiri sebagai kata, morfem dibedakan menjadi morfem bebas dan morfem terikat. morfem bebas merupakan morfem yang bisa berdiri sebagai kata (missal; pergi, sekolah, masuk, dll). sedangkan morfem terikat tidak bisa berdiri sendiri sebagai kata, sehingga selalu muncul bersamaan dengan morfem lainnya (misalnya; ber-, me-, di-, dll). morfem terikat sendiri terbagi lagi menjadi dua bagian, yaitu morfem derivasi dan morfem infleksi. morfem derivasi merujuk pada pengertian morfem yang mengubah makna kata dasar yang ditambahinya (misalnya kind vs unkind) serta mengubah kelas kata dasar yang ditambahinya (misalnya kind (adj) vs kindly (adv)) (katamba, 1994:47). pengertian morfem infleksi adalah kebalikan dari pengertian morfem derivasi. 2. proses-proses morfologis seperti yang telah disebutkan sebelumnya bahwa objek kajian morfologi adalah struktur kata. menurut kentjono, kata merupakan satuan gramatikal bebas yang terkecil (2007:151). kata disusun oleh beberapa morfem, seperti misalnya:  persoalan → terdiri dari morfem per+ soal + an.  agreements → terdiri dari morfem agree + ment + -s proses penggabungan morfem-morfem menjadi sebuah kata disebut dengan proses morfologis. kentjono memberikan pengertian proses morfologis sebagai proses yang mengubah bentuk kata, memberikan kedudukan gramatikal yang tertentu kepada kata yang dibentuknya, terutama memungkinkan kata itu berperanan dalam kalimat atau dalam menandai hubungan sintaktik. pembahasan mengenai proses morfologis tidak bisa dilepaskan dari leksem, karena leksem merupakan cikal terbentuknya suatu kata, jadi leksem merupakan bahan dasar yang setelah mengalami 3 pengolahan gramatikal menjadi kata dalam subsistem gramatikal (kridalaksana, 2007:9). secara singkat, leksem memiliki pengertian sebagai satuan terkecil dalam leksikon, satuan yang berperan sebagai input dalam proses morfologis, bahan baku dalam proses morfologis, serta merupakan unsur yang diketahui adanya dari bentuk yang setelah disegmentasikan dari bentuk kompleks merupakan bentukbentuk dasar yang lepas dari proses morfologis (kridalaksana, 2007:9). proses morfologis pada dasarnya ada tiga macam, yaitu proses afiksasi, proses reduplikasi, proses komposisi atau pemajemukan. ketiga proses morfologis tersebut mengubah leksem menjadi kata kompleks. dalam proses afiksasi, leksem berubah bentuknya, berubah makna dan kelas katanya (tergantung jenis affiks yang diimbuhkan). proses reduplikasi mengubah leksem menjadi kata kompleks dengan beberapa macam proses pengulangan. sedangkan proses komposisi atau pemajemukan merupakan salah satu proses morfologis yang memadukan dua buah leksem atau lebih sehingga menjadi paduan leksem atau kompositum (dalam tataran morfologi) atau majemuk (dalam tataran sintaksis) (kridalaksana, 2007:13—14). 3. pengertian reduplikasi secara umum, reduplikasi merupakan salah satu proses morfologis dimana salah satu stem atau dasar dalam suatu kata yang penggunaannya diulang. reduplikasi adalah pengulangan satuan gramatik, baik seluruhnya maupun sebagian, baik dengan variasi fonem maupun tidak (ramlan, 2001:62). katamba memberikan pengertian reduplikasi sebagai suatu proses morfologis dimana sebuah affiks direalisasikan oleh materi-materi fonologis yang diambil dari bentuk dasarnya (1994:180). jadi menurut katamba, reduplikasi berfungsi seperti affiks yang bisa memiliki makna dan fungsi infleksi maupun derivasi. masih menurut katamba, proses reduplikasi juga meliputi fungsi gramatikal dan semantis, misalnya untuk menyatakan jamak, jumlah, intensitas dan frekwensi dari suatu tindakan (1994:180—181). sejalan dengan katamba, kridalaksana (1983: 143) mengatakan bahwa reduplikasi adalah proses dan hasil pengulangan satuan bahasa sebagai alat fonologis atau gramatikal, misalnya rumahrumah, tetamu, dan bolak-balik. 4. klasifikasi reduplikasi reduplikasi merupakan mekanisme yang penting dalam pembentukan kata, selain afiksasi dan komposisi. namun, meski reduplikasi masuk ke dalam tataran morfologi, kenyataaannya pembahasan mengenai reduplikasi juga tidak bisa dilepaskan dari kajian sintaksis dan semantis (chaer, 2008:178). berikut akan 4 dijelaskan pemahaman reduplikasi dari masing-masing kajian fonologi, sintaksis dan morfologis. a. reduplikasi fonologis reduplikasi fonologis terjadi pada dasar yang bukan leksem atau terhadap bentuk yang statusnya lebih tinggi dari leksem (chaer, 2008:178). reduplikasi fonologis menghasilkan kata yang memiliki makna leksikal, bukan makna gramatikal. yang termasuk reduplikasi fonologis, menurut chaer (2008:179), adalah: i. kuku, dada, pipi, dan sisi. bentuk-bentuk tersebut bukan merupakan pengulangan dari ku, da, pi dan si, hanya saja katakata yang memiliki bunyi sama pada kedua suku katanya. ii. foya-foya, tubi-tubi, alang-alang atau dalam bahasa jawa ada muga-muga. bentuk-bentuk tersebut memang berupa sebuah pengulangan kata dasar secara utuh, namun bentuk dasarnya bukan merupakan leksem kata yang mandiri. di dalam bahasa indonesia maupun bahasa jawa, tidak ditemukan leksem foya, tubi, alang, muga. iii. laba-laba, paru-paru, onde-onde; atau dalam bahasa jawa ugel-ugel, wara-wara. bentuk-bentuk tersebut merupakan bentuk pengulangan serta mempunyai leksem atau dasar yang jelas. namun, hasil reduplikasinya hanya menghasilkan makna leksikal, bukan makna gramatikal. iv. mondar-mandir, kocar-kacir; atau dalam bahasa jawa ingahingih merupakan bentuk reduplikasi, hanya saja bentuk dasar pengulangannya tidak diketahui secara pasti. makna yang dihasilkan juga hanya makna leksikal. b. reduplikasi sintaksis reduplikasi sintaksis merupakan proses pengulangan terhadap sebuah dasar yang biasanya berupa leksem, tetapi menghasilkan satuan yang lebih tinggi dari sebuah kata (chaer, 2008:179). reduplikasi sintaksis sering disebut sebagai ‘ulangan kata’, bukan ‘kata ulang’. contoh:  jangan jangan kamu mau mencuri ya!  kata beliau, “tenang tenang, jangan panik”. c. reduplikasi morfologis reduplikasi morfologis merupakan bentuk reduplikasi, dimana terjadi pengulangan pada bentuk dasar. reduplikasi morfologis menghasilkan makna gramatikal dan makna leksikal. bentuk-bentuk reduplikasi morfologis bisa berupa pengulangan utuh (dwi lingga), pengulangan berubah bunyi (dwilingga salin swara), pengulangan sebagian (dwipurwo), pengulangan dengan infiks (dwiwasana), dan pengulangan 5 dasar berafiks. berikut akan dijelaskan pengertian dari masingmasing bentuk reduplikasi morfologis: i. pengulangan utuh (dwilingga) pengulangan bentuk dasar tanpa melakukan perubahan fisik dari leksem itu (chaer, 2008:181). atau menurut kridalaksana pengulangan leksem (2007:89). contoh: makan-makan, rumah-rumah, pagi-pagi, awan-awan, saben-saben. ii. pengulangan berubah bunyi (dwilingga salin swara) pengulangan bentuk dasar dengan disertai perubahan bunyi (chaer, 2008:181). kridalaksana memberikan pengertian dwilinggo salin swara sebagai pengulangan leksem dengan variasi fonem atau bunyi. perubahan bunyi bisa terjadi pada bunyi vokalnya atau bunyi konsonannya. contoh: bolak-balik, bola-bali, kelap-kelip, sayur-mayur. iii. pengulangan sebagian (dwipurwo) pengulangan suku pertama pada leksem dengan pelemahan vokal (kridalaksana, 2007:89). misalnya: tetangga, jejeari, gegodhongan. iv. pengulangan dengan infiks (dwiwasana) pengulangan bagian belakang dari leksem, maksudnya sebuah leksem atau akar diulang, tapi diberi afiks pada unsur ulangannya. misalnya; turun temurun, tali-temali. v. pengulangan dasar berafiks ada tiga bentuk pengulangan dasar berafiks, yaitu: a) sebuah leksem diberi afiks dulu, kemudian direduplikasi. misalnya leksem lihat, diberi tambahan prefiks me-, kemudian diulang menjadi melihat-lihat. b) sebuah leksem diulang terlebih dahulu, baru kemudian diberi affiks. misalnya; leksem jalan, diulang menjadi jalanjalan, baru kemudian diberi tambahan prefiks bermenjadi berjalan-jalan. c) sebuah leksem diberi affiks dan diulang secara bersamaan. 5. pemaknaan reduplikasi proses morfologis mengakibatkan adanya perubahan makna pada suatu leksem. makna tersebut bisa berupa makna leksikal dan juga makna gramatikal. berikut akan dijabarkan makna-makna yang muncul dari adanya proses reduplikasi: a. reduplikasi pembentuk nomina akan menghasilkan makna gramatikal; banyak, atau jamak, bermacam-macam, bervariasi, segala macam, yang dianggap, tidak tentu, yang bertindak sebagai, yang menyerupai, yang mirip, kumpulan berbagai jenis, 6 banyak dan tidak bernilai baik, banyak dan bernilai baik (kridalaksana, 2007: 94—98) b. reduplikasi pembentuk verba akan menghasilkan makna gramatikal; sungguh-sungguh (intensif), sambil lalu & kurang sungguh-sungguh (deintensif), berkali-kali (interatif), sungguhsungguh (deintensif), berbalasan (resiprokal) (kridalaksana, 2007: 91—93). c. reduplikasi pembentuk adjektiva akan menghasilkan makna gramatikal; mempunyai sifat lebih dari satu, pasti (iteratif), berkalikali (iteratif), ketidakpastian, sungguh-sungguh (intensif), tidak sungguh-sungguh (kridalaksana, 2007: 93—94). d. reduplikasi pembentuk pronomina akan menghasilkan makna gramatikal; dramatisasi dan meremehkan (negatif) (kridalaksana, 2007: 98). e. reduplikasi pembentuk adverbia akan menghasilkan makna gramatikal; sungguh-sungguh (intensif), berulang-ulang (frekuentif), ketidakpastian, berkali-kali (intensif) (kridalaksana, 2007: 98—99). f. reduplikasi pembentuk interogrativa akan menghasilkan makna gramatikal intensif (kridalaksana, 2007: 99). g. reduplikasi pembentuk numeralia akan menghasilkan makna gramatikal beberapa (kridalaksana, 2007: 99). 7 c. temuan data pada novel dom sumurup ing banyu setelah melakukan studi pustaka pada novel dom sumurup ing banyu karangan suparto brata, penulis menemukan banyak sekali data bentuk-bentuk reduplikasi dalam bahasa jawa. oleh karena itu, penulis membatasi pengamatannya hanya pada bab 1 novel dom sumurup ing banyu. daftar temuan data reduplikasi pada novel dom sumurup ing banyu no reduplikasi dp dl dlss tl dw kombinasi makna reduplikasi 1 saben-saben (adv) √ intensif, berkali-kali gek saben-saben mlebu kutho, gawe rerusuh ing tlatahe mungsuh, terus ngilang menyang sabrang kali. 2 wadon-wadon (n) √ jamak restauran tong sien kondhang ora mung marga masakane cina mirasa lan ngijeni, nanging ugo marga sing ngladeni wong wadon-wadon ayu, rok-rokan, bengesan abing-abing. 3 rok-rokan (adj) √ r + -an memakai rok restauran tong sien kondhang ora mung marga masakane cina mirasa lan ngijeni, nanging ugo marga sing ngladeni wong wadon-wadon ayu, rok-rokan, bengesan abing-abing. 4 abing-abing (adj) √ mempunyai sifat lebih dari satu restauran tong sien kondhang ora mung marga masakane cina mirasa lan ngijeni, nanging ugo marga sing ngladeni wong wadon-wadon ayu, rok-rokan, bengesan 8 abing-abing. 5 barang-barang (n) √ jamak bareng walanda ngejeki kutha, barangbarang sing asat ing toko metu kabeh. 6 prajurit-prajurit (n) √ jamak nalika samana prajurit-prajurit walanda uga akeh sing ngelak. 7 aturan-aturan (n) √ jamak aturan-aturan militer kang dilakoni saben dinane, kadhang-kadhang rinasa megahmegahake. 8 kadhang-kadhang (adv) √ ketidak pastian aturan-aturan militer kang dilakoni saben dinane, kadhang-kadhang rinasa megahmegahake. 9 megah-megahake (adv) √ r + -ake menyatakan keadaan; berulang-ulang aturan-aturan militer kang dilakoni saben dinane, kadhang-kadhang rinasa megahmegahake. 10 ngombe-ngombe (v) √ berkali-kali (iteratif) ana sing golek wong wadon, ana sing kepengin mangan masakan cina, ana sing ngombe-ngombe nganti mabuk. 11 serdhadhu-serdhadhu (n) √ jamak restauran tong sien nyediyani kebutuhane serdhadhu-serdhadhu. 12 memba-memba (v) √ sungguh-sungguh akeh wong-wong republik sing memba 9 memba dadi wong royal ngiras ing restoran kono sinambi ngrungok-ngrungokake pawarta kegiyatane tentara walanda. 13 ngrungokngrungokake (v) √ r + -ake sambil lalu, kurang sungguh-sungguh (deintensif) akeh wong-wong republik sing membamemba dadi wong royal ngiras ing restoran kono sinambi ngrungok-ngrungokake pawarta kegiyatane tentara walanda. 14 wara-wara (n) 15 warung-warung (n) √ jamak akeh gang-gang peteng, warung-warung utawa restoran-restoran dipasangi wara-wara: verboden toegang voor militairen, para serdhadhu ora oleh mlebu, ing pamrih supaya prajurit walanda aja padha mrono. 16 restoran-restoran (n) √ jamak akeh gang-gang peteng, warung-warung utawa restoran-restoran dipasangi wara-wara: verboden toegang voor militairen, para serdhadhu ora oleh mlebu, ing pamrih supaya prajurit walanda aja padha mrono. 17 cekel-cekelan (v) √ r+ -an berbalasan, sungguh-sungguh (resiprokal, intensif) nanging sajake wara-wara kuwi ora mutlak, nyatane akeh serdhadhu-serdhadhu walanda kang mampir mrono ngombe bir lan cekelcekelan karo wong ayu peladen ing kono. 10 18 ingah-ingih √ 19 mikir-mikir (v) √ sungguh-sungguh dheweke njujug ing bar, sawise mikir-mikir sedhela, banjur pesen bir sabotol. 20 ngulat-ulatake (v) √ ng + r + an berkali-kali saka kono dheweke ngulat-ulatake swasane restoran. 21 rogoh-rogoh (v) √ sungguh-sungguh, berkali-kali rogoh-rogoh sak, ndudut rokok davros saeler, nanging ora enggal diudut. 22 nemu-nemu (v) √ berkali-kali nganti botol lan gelas lumadi, rokok dislempitake ing lambene, nggagapi kantongan golek korek, ora nemu-nemu. 23 mubra-mubru √ 24 rame-rame (adv) √ sungguh-sungguh tentara republik brontakan adate rame-rame nyabrang kali lan ora preduli sapa sing budhal sapa sing bali menyang dhangkane. 25 ajur-ajer (adv) √ menyatakan keadaan ‘ajur’ muga-muga kowe bisa manjing ajur-ajer. 26 entek-entekan (adj) √ menyatakan pekerjaan yang dilakukan dengan sungguh-sungguh “lo! saipan kuwi rak kepuloan ing tengahe lautan teduh? kabare jepang entek-entekan ngukuhi pulau kuwi, gusis sak cindhile abang. kowe melu nyerbu mrono ngewangi marinir amerika?” 11 27 diobah-obahake (v) √ di + r + ake berkali-kali wong jawa mau ngecungake driji marang peladen, driji panudinge diobah-obahake ngundang peladen. 28 jepang-jepang (n) √ menyatakan banyak dan tidak bernilai baik herlambang melu ngadeg ing mburine jendral mau, lan ngedreli jepang-jepang sing padha nyerbu. 29 lelakon (n) √ yang dianggap gene kowe wis krungu dhewe lelakonku ing tarakan. 30 wewehane √ 31 rowak-rowek (adj) √ menjelaskan keadaan buku nanging majalah wewehane... wis lethek rowak-rawek marga katut kegawa kancakanca ing front (garis ngarep watese tentara rong pihak padha memungsuhan), kodanan kepanasan, aku ora patia lega macane. 32 kanca-kanca (n) jamak nanging majalah wewehane... wis lethek rowak-rawek marga katut kegawa kancakanca ing front (garis ngarep watese tentara rong pihak padha memungsuhan), kodanan kepanasan, aku ora patia lega macane. 33 ayang-ayang (n) √ menyerupai nalika kuwi wayah surup srengenge, aku weruh ayang-ayang siluete mcarthur marga 12 sorote srengenge. 34 regemeng-regemeng (adj) √ aku uga weruh regemeng-regemeng uwong maranii pucuke punthuk gunung... 35 menyanyi-menyanyi (v) √ berkali-kali serdhadhu-serdhadhu krocuk ana sing padha mendem, menyanyi-menyanyi nganggo basane dhewe, “alle lieve meisjes...!” 36 nginceng-inceng (v) √ ng + r berkali-kali srengenge isih manjer ing sisih kulon. sorote kaya nginceng-inceng saselane gegodhongan wit-witan kang mentiyung ing tengah lurung. 37 gegodhongan (n) √ segala macam srengenge isih manjer ing sisih kulon. sorote kaya nginceng-inceng saselane gegodhongan wit-witan kang mentiyung ing tengah lurung. 38 wit-witan (n) √ r + -an berbagai macam srengenge isih manjer ing sisih kulon. sorote kaya nginceng-inceng saselane gegodhongan wit-witan kang mentiyung ing tengah lurung. 39 sedhela-sedhela (adv) √ ketidak pastian herlambang sedhela-sedhela noleh memburi, maspadakake restoran kang lagi wae ditinggal karo nglirik sunare srengenge, nerka-nerka jam pira wektu kuwi. 40 nerka-nerka (v) √ sambil lalu 13 herlambang sedhela-sedhela noleh memburi, maspadakake restoran kang lagi wae ditinggal karo nglirik sunare srengenge, nerka-nerka jam pira wektu kuwi. 41 gegancangan √ 42 kawat-kawat (n) √ jamak ngarepe ditambahi canthuk wesi, piranti kanggo ngresiki kawat-kawat kang mantheng malang ing marga sing dipasang dening gerilyawan republik. 43 saora-orane (adv) √ ketidak pastian anggone ngadeg rada ngampingake lawang jip, saora-orane ngendhani samangsa-mangsa pistul mau jumledor. 44 samangsa-mangsa (adv) √ ketidak pastian anggone ngadeg rada ngampingake lawang jip, saora-orane ngendhani samangsa-mangsa pistul mau jumledor. 45 sentik-sentik (v) √ sungguh-sungguh & berulang-ulang mripate bunder, irunge ngrungih, dhadhane ambegan sentik-sentik. 46 priye-priyea (adv) √ ketidak pastian priye-priyea tingkah lakune van grinsven sing takon-takon nyujanani mau luwih ndrawasi katimbang pratingkahe wong wadon ing jip kuwi. 47 takon-takon (v) √ sungguh-sungguh & berulang-ulang priye-priyea tingkah lakune van grinsven 14 sing takon-takon nyujanani mau luwih ndrawasi katimbang pratingkahe wong wadon ing jip kuwi. 48 bebaya (n) √ berbagai macam jip wis mlayu ing aspalan anyar, bebaya saka pihak van grinsven saya adoh,.... 49 ngomomg-ngomong (v) √ sambil lalu, kurang sungguh-sungguh apa padatan kowe yen megawe ora tau ngomong-ngomong? 50 gegaman √ 51 kira-kira (adv) √ ketidak pastian kira-kira durung nganti rongpuluh taun. 52 sawang-sawangan (v) √ r + -an berbalasan, sungguh-sungguh herlambang noleh saka anggone ngulatake dalan. sawang-sawangan karo ngestireni. 53 putri-putri (n) √ jamak anggep, kaya putri-putri bangsawan sala. 54 omong-omongan (v) √ r + -an berbalasan, sungguh-sungguh aku mung kober omong-omongan karo dheweke limang menit. 55 pulo-pulo (n) √ jamak van grinsven wis crita bab pengalamanmu mbiyantu tentara amerika serikat ing pulopulo mariane, saipan, iwojima. 56 bebarengan (v) √ berulang-ulang van grinsven wani tanggung aku slamet tekan sala yen bebarengan karo kowe. 57 angger-angger (n) √ jamak 15 apa bener kandhamu mau, yen kowe kaayoman angger-angger negara inggris? 58 siyap-siyap (v) √ sungguh-sungguh gage wae smith titip aku, lan aku gage siyapsiyap. 59 cluwegan-cluwegan (n) √ jamak dalane wis ora aspalan maneh, pating gronjal, malah akeh cluwegan-cluwegan kang sengaja dikedhuki ing tengah lurung, marahi lakune mobil menggak-menggok ngadohi kedhukan. 60 menggak-menggok (v) √ berulang-ulang dalane wis ora aspalan maneh, pating gronjal, malah akeh cluwegan-cluwegan kang sengaja dikedhuki ing tengah lurung, marahi lakune mobil menggak-menggok ngadohi kedhukan. 61 kumudu-kudu 62 remeng-remeng (adv) √ menyatakan keadaan kahanan saya remeng-remeng. 63 sawayah-wayah (adv) √ ketidak pastian yen lungan karo aku, luwih becik siyaga apa wae ing sawayah-wayah. 64 enak-enakan (v) √ r + -an sambil lalu, kurang sungguh-sungguh ana pulo seram aku ya ora enak-enakan, kok. 65 prahoto-prahoto √ 66 wong-wonge (n) √ saiki wong-wonge padha sikep gegaman 16 r + -e kaya wong koboi njaga sapi grombolane saka serangane wong indian. 67 mripat-mripat (n) √ berbagai macam ngesthireni nyoba mesem, ora ditanggapi grapyak dening mripat-mripat siwer kuwi. 68 surat-surat (n) √ jamak kowe wis nuduhake surat-surat sertipikat? 69 gilap-gilap (adj) √ mempunyai sifat lebih dari satu ing payone prahoto sing kejeglong malah ana metraliyur 12,7 kanthi mimise sing direntengi gilap-gilap ora theding aling-aling ngincer sopire jip. 70 sawalang-walang 71 bola-bali (v) √ berulang-ulang anggone maca diambal bola-bali, mripate waspada, sok-sok nglirik herlambang. 72 muga-muga √ 73 alon-alon (v) √ sungguh-sungguh & berkali-kali alon-alon dheweke ngliwati konvoi prahoto perang. 74 landa-landane (n) √ r + e jamak landa-landane pating jenggereng ngawasi jip liwat ing sandhing prahotone. 75 thor-thor-thor √ pengulangan onomatope dari bunyi senapan. thor! thor-thor-thor-thor! durung mingkem kandhane herlambang, keprungu suarane bedhil mbledos. 76 pihak-pihak (n) √ jamak 17 unine bedhil saka pihak gerilyawan kuwi uga enggal dibalesi karo pihak-pihak kovoi. dadi drel-drelan rame banget. throl! throl-throlthrol! dhor-dhor-dhor-dhor! dhet-dhet-dhet! 77 drel-drelan (v) √ r + -an saling berbalasan unine bedhil saka pihak gerilyawan kuwi uga enggal dibalesi karo pihak-pihak kovoi. dadi drel-drelan rame banget. throl! throl-throlthrol! dhor--dhor-dhor! dhet-dhet-dhet! 78 dhor-dhor-dhor √ pengulangan onomatope dari bunyi senapan. unine bedhil saka pihak gerilyawan kuwi uga enggal dibalesi karo pihak-pihak kovoi. dadi drel-drelan rame banget. throl! throl-throlthrol! dhor-dhor-dhor! dhet-dhet-dhet! 79 dhet-dhet-dhet √ pengulangan onomatope dari bunyi senapan. unine bedhil saka pihak gerilyawan kuwi uga enggal dibalesi karo pihak-pihak kovoi. dadi drel-drelan rame banget. throl! throl-throlthrol! dhor-dhor-dhor! dhet-dhet-dhet! 80 dienggak-enggokake (v) √ di + r + ake sungguh-sungguh & berkali-kali jipe dienggak-enggokake, lakune sigsag ngebaki dalan kaya kewan mbanyaki. 81 bedhil-bedhil (n) √ jamak herlambang ora kudu mung nylametake jip saka incerane mimis 12,7 nanging uga bedhilbedhil saka pihak geilyawan kang ngadang dalan. 82 gerilyawan-gerilyawan √ jamak 18 (n) marga gerilyawan-gerilyawan mau mesthine ugo ora bakal ngetogake jip kuwi uwal saka jebakane kanthi slamet. 83 ungkrak-ungkrek √ 84 bedhil-bedhilan (v) √ r + -an saling berbalasan bedhil-bedhilan ing sisih wetan saya rame. 85 mancal-mancal (v) √ sungguh-sungguh & berkali-kali ngesthireni mancal-mancal golek cekelan ing nduwur tanggul. 86 mancat-mancat (v) √ sungguh-sungguh & berkali-kali oleh cekelan oyote wit ingas pinggir kali, banjur mancat-mancat perenge kali. 87 kaya-kaya (adv) √ kaya-kaya arep oleh pancatan munggah dadak kepleset. 88 bekah-bekuh √ 89 alang-alang √ 90 dhor-dhoran (v) √ r + -an unine bedhil dhor-dhoran saya adoh, nanging keprungu saya rame lan mremen menyang dherah liya-liya. 91 liya-liya (adv) √ unine bedhil dhor-dhoran saya adoh, nanging keprungu saya rame lan mremen menyang dherah liya-liya. 92 kejungkel-kejungkel (v) √ terkadhang mlayu, kadhang-kadhang tiba kejungkel-kejungkel. 93 keberet-beret (v) √ ke + r kulit kentole ngesthireni krasa perih marga keberet-beret godhong alang-alang. 94 ecek-ecek √ 95 grumbul-grumbul (n) √ banyak, jamak 19 mripate wong loro mau wis kulina karo pepeteng, ngawruhi regemenge grumbulgrumbul sing disasak. 96 pedhot-pedhota √ 97 grayang-grayang (v) √ berkali-kali grayang-grayang sikile herlambang , banjur dienggo bantalan nggloso. 98 cepet-cepetan (v) √ r + -an sungguh-sungguh (intensif) playune iki mau pancen cepet-cepetan banget. 99 akeh-akehe (adv) √ r + -e nanging wayah mene akeh-akehe wis padha tekan kutha pendudukan, perlu ngaco. 100 awan-awan (adv) √ sungguh-sungguh (intensif) yen ana wong republik awan-awan katon ing daerah iki , mortire landa ora bakal luput. 101 klesak-klesik (v) √ sungguh-sungguh & berkali-kali sawise crita klesak-klesik mengkono, herlambang banjur nguculi benike klambine. 102 barang-barang (n) √ banyak, jamak “wis, barang-barang kuwi saiki kudu dipendhem,” printahe herlambang. 103 ngira-ira (v) √ ng+r ketidak pastian herlambang nyawang langit, ngira-ira obahe wektu sarana lakune lintang. 104 ugel-ugel 105 apik-apik √ pasti (iteratif) ngesthireni arep bangga,ngukuhi jame. eman pancen, jam apik-apik kok dibuwang! 20 keterangan: dp : dwipurwo v : verba dl : dwilinggo n : nomina dlss : dwilinggo salin swara adj : adjektiva dw : dwiwasono adv : adverbia tl : trilingga 106 sisa-sisane √ r + -e segala macam sisa nanging meksa nyoba brontak, ngerahake kekuwatan sisa-sisane. 107 wegah-wegih (v) √ sungguh-sungguh apa maneh herlambang uga saya brutal ora wegah-wegih anggone arep ngalahake kekuwatane mungsuhe. 108 jerit-jerit √ sungguh-sungguh & berkali-kali ngreti ngestireni anggone bangga ngetog sarosane nganggo apa wae, nganggo jerit-jerit barang, herlambang saya brangasan anggone enggal ngrampungi prekara kuwi. 21 d. analisis reduplikasi di dalam analisis reduplikasi ini, penulis akan menjelaskan urutan proses dalam reduplikasi bahasa jawa yang terdapat pada novel dom sumurup in banyu. data yang berhasil dikumpulkan ada 108 buah bentuk reduplikasi bahasa jawa pada novel dom sumurup ing banyu. dari data tersebut, penulis telah mengklasifikasikannya berdasarkan macamnya serta memberikan makna reduplikasi yang terdapat pada data tersebut. data yang berbentuk reduplikasi dwilinggo berjumlah 67 buah, dwipurwo berjumlah 7 buah, dwilinggo salin swara memiliki data sebanyak 10 buah, trilingga sebanyak 3 buah. selain itu, ada beberapa bentuk reduplikasi yang bukan termasuk dalam reduplikasi morfologis. data bentuk reduplikasi yang bukan termasuk reduplikasi morfologis tetap penulis cantumkan sebagai data sekunder, namun penulis abaikan. dari data tersebut, penulis hanya mengambil sebagian data untuk dijadikan sampel. penulis menggunakan metode purposive sampling dalam mengambil sampel. data yang akan penulis jadikan sampel adalah bentuk reduplikasi bahasa jawa berimbuhan. dari data yang penulis temukan, ada sekitar 24 buah data yang merupakan reduplikasi berimbuhan. berikut adalah proses dalam reduplikasi bahasa jawa, metode yang penulis gunakan adalah metode yang digunakan oleh kridalaksana dalam menjelaskan proses reduplikasi: 1. rok-rokan 2. megah-megahake 3. ngrungokngrungokake 4. cekel-cekelan 5. ngulat-ulatake 6. entek-entekan 7. diobah-obahake 8. nginceng-inceng 9. wit-witan 10. saora-orane 1. sufiksasi –an 2. reduplikasi regresif 1. sufiksasi –ake 2. reduplikasi 1. prefiksasi –ng 2. sufiksasi –ake 3. reduplikasi 1. sufiksasi –an 2. reduplikasi regresif 1. sufiksasi –ake 2. reduplikasi 1. sufiksasi –an 2. reduplikasi regresif 1. reduplikasi 2. konfiksasi 1. reduplikasi 2. prefiksasi 1. reduplikasi 2. sufiksasi –an 1. reduplikasi 2. konfiksasi : rokan : rok-rokan : megahake : megah-megahake : ngrungokake : ngrungok-ngrungokake : cekelan : cekel-cekelan : ngulatake : ngulat-ulatake : entekan : entek-entekan : obah-obah : diobah-obahake : inceng-inceng : nginceng-inceng : wit-wit : wit-witan : ora-ora : saora-orane 22 11. samangsa-mangsa 12. sawang-sawangan 13. omong-omongan 14. sawayah-wayah 15. enak-enakan 16. wong-wonge 17. sawalang-walang 18. landa-landane 19. dienggok-enggokake 20. bedhil-bedhilan 21. dhor-dhoran 22. keberet-beret 23. cepet-cepetan 24. akeh-akehe 25. ingon-ingone 26. ngira-ira 27. sisa-sisane 1. prefiksasi 2. reduplikasi 1. sufiksasi –an 2. reduplikasi 1. sufiksasi –an 2. reduplikasi 1. prefiksasi 2. reduplikasi 1. reduplikasi 2. sufiksasi –an 1. reduplikasi 2. sufiksasi –e 1. prefiksasi 2. reduplikasi 1. reduplikasi 2. sufiksasi –e 3. konfiksasi 4. reduplikasi 1. reduplikasi 2. sufiksasi –an 1. reduplikasi 2. sufiksasi –an 3. prefiksasi 4. reduplikasi 1. reduplikasi 2. sufiksasi –an 1. reduplikasi 2. sufiksasi –e 1. reduplikasi 2. sufiksasi –e 3. prefiksasi 4. reduplikasi 1. sufiksasi –e 2. reduplikasi : samangsa : samangsa-mangsa : sawangan : sawang-sawangan : omongan : omong-omongan : sawayah : sawayah-wayah : enak-enak : enak-enakan : wong-wong : wong-wonge : sawalang : sawalang-walang : landa-landa : landa-landane : dienggokake : dienggok-enggokake : bedhil-bedhil : bedhil-bedhilan : dhor-dhor : dhor-dhoran : keberet : keberet-beret : cepet-cepet : cepet-cepetan : akeh-akeh : akeh-akehe : ingon-ingon : ingon-ingone : ngira : ngira-ira : sisane : sisa-sisane e. kesimpulan bahasa jawa memiliki struktur morfologis yang hampir sama dengan bahasa indonesia, khususnya pada proses reduplikasi. dalam novel dom sumurup ing banyu, bentuk reduplikasi yang banyak muncul adalah bentuk pengulangan utuh atau dwilingga. 23 daftar pustaka brata, suparto. 2006. dom sumurup ing banyu. yogyakarta: narasi chaer, abdul. 2008. morfologi bahasa indonesia. pendekatan proses. jakarta: rineka putra katamba, francis. 1993. modern linguistik: morphology. london: the macmillan press ltd kridalaksana, harimurti. 2007. pembentukan kata dalam bahasa indonesia. jakarta: gramedia pustaka utama kushartanti (editor). 2005. esona bahasa: langkah awal memahami linguistik. jakarta: gramedia pustaka utama lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 187 tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia the illocutionary speech acts of ridwan kamil in the insight talkshow at cnn indonesia veranita ragil sagita1*, teguh setiawan2 1,2pendidikan bahasa dan sastra indonesia, program pascasarjana universitas negeri yogyakarta, yogyakarta *veranita.ragil2016@student.uny.ac.id riwayat artikel: dikirim 23 oktober 2019; diterima 27 desember 2019; diterbitkan 31 desember 2019 abstrak penelitian ini bertujuan untuk mendeskripsikan (1) bentuk tindak tutur ilokusi, dan (2) jenis tindak tutur ilokusi di cnn indonesia. penelitian ini merupakan jenis penelitian deskripsi kualitatif. sumber data dalam penelitian ini adalah tuturan yang diucapkan oleh ridwan kamil pada acara talkshow insight di cnn indonesia periode 2017-2018. teknik pengumpulan data dalam penelitian ini adalah teknik simak bebas libat cakap (sblc) dan teknik catat. instrumen penelitian yang digunakan dalam penelitian ini adalah peneliti sendiri (human instrument). instrumen penelitian kemudian divalidasi oleh expert judgment. teknik analisis data dalam penelitian ini menggunakan metode padan pragmatis dan metode agih. berdasarkan analisis data dapat ditarik dua simpulan. pertama, bentuk tindak tutur ilokusi yang ditemukan berupa deklaratif, imperatif, dan interogatif. kedua, jenis tindak tutur ilokusi yang ditemukan berupa asertif, direktif, komisif, dan ekspresif. kata kunci: pragmatik, tindak tutur, ilokusi, dan talkshow. abstract this study aims to describe (1) the form of illocutionary speech acts, and (2) the types of illocutionary speech acts on cnn indonesia. this research is a type of qualitative description research. the data source in this study is the utterances uttered by ridwan kamil on talkshow insights on cnn indonesia for the 2017-2018 period. the data collection technique in this study is the skillful free listening technique (sblc) and note taking technique. the research instrument used in this study was the researcher himself (human instrument). the research instrument was then validated by expert judgment. the data analysis technique in this study uses the pragmatic equivalent method and the agih http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 mailto:veranita.ragil2016@student.uny.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 188 method. based on data analysis, two conclusions can be drawn. first, the forms of illocutionary speech acts found are declarative, imperative, and interrogative. second, the types of illocutionary speech acts found were assertive, directive, commissive, and expressive. keywords: pragmatics, speech act, illocutionary, talkshow pendahuluan komunikasi merupakan suatu kegiatan yang dilakukan oleh manusia dalam kehidupan sehari-hari. dengan adanya komunikasi manusia akan menerima suatu informasi baik lisan maupun tulis. komunikasi lisan merupakan komunikasi yang berupa tuturan langsung dari penutur terhadap mitra tutur. sementara, komunikasi tulis berupa penyampaian informasi dalam media tulisan. alat utama dalam berkomunikasi adalah bahasa, jadi dapat dikatakan bahwa fungsi bahasa yang paling utama ialah sebagai alat komunikasi. bahasa sebagai alat komunikasi memiliki fungsi sebagai alat untuk menyampaikan maksud yang ingin disampaikan penutur terhadap mitra tutur. ilmu bahasa yang mengkaji mengenai maksud penutur adalah pragmatik. seperti dikatakan koutchade (2017) bahwa kajian pragmatik bahasa adalah penyelidikan terhadap aspek makna ada bukan berasal dari sifat formal kata dan konstruksi, tetapi dari cara ujaran digunakan dan bagaimana mereka berhubungan dengan konteks tertentu yang berada dalam domain pragmatik. sejalan dengan parker (1986:11) bahwa pragmatik merupakan studi mengenai bagaimana suatu bahasa digunakan dalam berkomunikasi. sementara itu, levinson (1983:9) mengatakan bahwa pragmatics is the study of those relations between language and context that are grammaticalized, or encoded in the structure of a language. levinson disini mendefinisikan pragmatik sebagai suatu kajian antara bahasa dan konteks dalam struktur bahasa. fokus kajian pragmatik adalah maksud penutur yang tersurat ataupun bisa juga tersirat dalam suatu tuturan. agar dapat memahami maksud penutur dengan baik dan benar diperlukan pemahaman mengenai konteks tuturan. seperti yang dikatakan mey (1993:42) bahwa pragmatics is the study of conditions of human language uses as these are determined by the context of society. pendapat mey disini menjelaskan bahwa pragmatik merupakan ilmu bahasa yang mempelajari kondisi dalam penggunaan bahasa manusia yang ditentukan oleh konteks yang melatarbelakangi bahasa tersebut. pragmatik juga dapat dikatakan ilmu bahasa yang mengkaji mengenai maksud yang ingin disampaikan penutur terhadap lawan tutur. ilmu bahasa ini berhubungan dengan analisis tentang apa yang dimaksudkan orang dengan tuturan-tuturannya. menurut yule (2006:5) pragmatik adalah studi tentang hubungan antara bentuk-bentuk linguistik dan pemakai bentuk-bentuk itu. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 188 pragmatik juga banyak kita temukan dalam setiap percakapan. nadar (2009:2) juga mengungkapkan bahwa pragmatik merupakan cabang ilmu linguistik yang mempelajari bahasa yang digunakan untuk berkomunikasi dalam situasi tertentu. jadi dapat dikatakan bahwa pragmatik adalah suatu kajian ilmu linguistik yang membahas mengenai pemakainya dalam percakapan yang memiliki tujuan menyampaikan maksud tertentu dan melibatkan situasi/konteks tertentu. kajian pragmatik sendiri memiliki peran yang penting dalam pembelajaran bahasa, karena dipandang sebagai studi penggunaan bahasa dalam konteks komunikatif seperti mengenali pesan yang dikomunkasikan atau tindak ucapan yang sedang dituturkan. salah satu topik utama dalam kajian pragmatik adalah tindak tutur. ilmu pragmatik sendiri merupakan bidang di dalam linguistik yang mengkaji maksud ujaran, bukan makna kalimat yang diujarkan. selain maksud ujaran, pragmatik juga mempelajari fungsi ujaran: untuk apa ujaran suatu ujaran dibuat atau dilakukan. jadi dapat dikatakan bahwa satuan analisisnya bukanlah kalimat (kalimat adalah satuan tata bahasa), melainkan tindak ujaran atau tindak tutur (purwo, 1994:84). dengan satu ujaran “saya haus” misalnya, sebenarnya kita melakukan dua tindak ujaran, yaitu memberitahu dan meminta. seperti dikatakan oleh bayat (2012:214) saat menggunakan bahasa orang tidak hanya menghasilkan serangkaian kalimat yang terisolasi, tetapi juga melakukan tindakan. dengan kata lain, dengan menggunakan bahasa mereka melakukan sesuatu atau membuat orang lain melakukan sesuatu. melalui tindak tutur dapat dikaji mengenai maksud dari suatu ujaran. selain itu, teori tindak tutur mencoba menjelaskan bagaimana penutur menggunakan bahasa untuk mencapai tujuan tindakan dan bagaimana mitra tutur menyimpulkan makna yang dimaksudkan sehingga membentuk apa yang dikatakan (altikriti, 2011). teori tindak tutur merupakan aspek fungsi pragmatik yang dikembangkan oleh j.l. austin pada tahun 1962. austin menekankan lebih jauh bahwa ketika kita berbicara, kita melakukan tindakan tertentu (olagunju, 2016). pada bukunya yang berjudul “how to do things with world”, austin menganut teori dengan berkonsentrasi pada tiga komponen yaitu, lokusi, ilokusi, dan perlokusi. ketiga tindakan tersebut merupakan tindakan untuk menyatakan sesuatu, tindakan untuk melakukan sesuatu, dan tindakan untuk mempengaruhi. di lain pihak, searle (1974) yang berangkat dari gagasan dan ide austin, mengembangkan pemikirannya ke dalam buku yang berjudul “specch act, and eassy in the philosophy of language” yang membagi tindak tutur menjadi tiga macam tindakan yaitu tindakan lokusioner (utterance act atau locutionary act) merupakan tindakan dalam mengatakan suatu ujaran atau menyatakan sesuatu (the act of saying something), tuturan ini dituturkan oleh penutur untuk menginformasikan suatu hal tanpa adanya maksud tertentu., tindak http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 189 ilokusioner (illocutionary act) suatu tindakan yang terkandung dalam suatu tuturan atau memiliki maksud tertentu, atau dapat juga dikatakan mengharapkan reaksi dari mitra tutur (the act of doing something), dan tindak perlokusioner (perlocutionary act) tuturan yang dituturkan untuk mempengaruhi lawan tutur untuk melakukan apa yang diinginkan oleh penutur (an act of effecting someone). dari ketiga tindakan tersebut, tindakan ilokusi merupakan tindakan utama atau sumber makna yang ada di dalam ketiganya. untuk itu, searle mengembangkannya ke dalam lima tindak tutur ilokusi. kelima teori tindak tutur ilokusi tersebut diantaranya: asertif, komisif, direktif, ekspresif, dan dekrlarasi. seiring perkembangannya, tindak tutur ilokusi dapat ditemukan dalam berbagai macam tuturan, entah itu tuturan lisan maupun tuturan tulis. dalam tuturan lisan salah satunya terdapat pada media elektronik. salah satu media massa yang paling banyak dan sering digunakan adalah televisi. untuk itu berbagai stasiun televisi khususnya di indonesia semakin bersaing dalam membuat tayangan yang menarik bagi pemirsanya. salah satunya adalah program talkshow insight di cnn indonesia. program talkshow yang dipandu oleh desi anwar ini, menghadirkan narasumber dengan tema yang berbeda setiap episodenya seperti sosial, politik, dan budaya. salah satu narasumber dalam acara tersebut yaitu ridwan kamil, yang saat itu menjabat sebagai walikota bandung. berdasarkan pemaparan tersebut dapat disimpulkan bahwa dalam tuturan antara pembawa acara dan narasumber terdapat tuturan tindak ilokusi. dalam penelitian ini, tuturan lebih difokuskan pada tuturan ridwan kamil yang mengandung tuturan ilokusi yang dapat dilihat dari bentuk dan jenisnya. keduanya dapat membantu mitra tutur dalam memahami maksud tuturan penutur pada saat berkomunikasi. konsep tindak tutur ilokusi sebuah tuturan selain berfungsi untuk mengatakan atau menginformasikan sesuatu, dapat juga digunakan untuk melakukan sesuatu. kejadian seperti ini dapat membentuk tindak tutur yang biasanya diesbut tindak ilokusi. tindak ilokusi disebut sebagai the act of doing something. tindak ilokusi merupakan apa yang ingin dicapai oleh penuturnya pada saat meunuturkan sesuatu dan dapat merupakan tindakan menyatakan, berjanji, minta maaf, mengancam, meramalkan, memerintah, meminta, dan lain sebagainya (putrayasa, 2014:87). dalam menuturkan sesuatu, penutur harus menggunakan kekuatan dalam bertutur, seperti yang dikatakan oleh alston bahwa an illocutionary act is the act of issuing a locution with a certain “force”, for example, the force of question or a warning or a promise. sejalan dengan kaswanti purwo (1994) bahwa tindak ilokusi lebih berbicara mengenai maksud, fungsi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 190 atau daya ujaran yang bersangkutan, dan bertanya untuk apa ujaran itu dilakukan. seperti dalam contoh tindak ilokusi “saya haus” yang dimaksudkan dalam tuturan tersebut adalah untuk meminta minuman. jadi dapat dikatakan bahwa pada dasarnya tindak ilokusi ini lebih pada maksud dari tuturan untuk melakukan sesuatu atau tindakan. dalam bukunya, cutting (2003:16) juga mengutarakan bahwa illocutionary force, ‘what is done in uttering the words’, the function of the words, the specific the purpose that the speakers have in mind. jadi pada dasarnya kekuatan dari ilokusi sendiri tergantung pada apa yang diucapkan dengan melihat fungsi kata dan tujuan yang ada dalam benak penutur. hal ini sejalan dengan pendapat parker (1946:15) bahwa this is what the speaker intends to do by utterancing a sentence, illocutionary acts would include stating, promising, apologizing, threatening, predicting, ordering, and requesting. seperti pada contoh berikut “letakan sepatumu diatas meja”. maksud yang terkait dengan tindakan ilokusi biasanya dapat dikatakan bahwa kekuatan ilokusi ibu merupakan ucapan yang berupa perintah, karena tindakan ilokusi tidak seperti tindakan lokusi. sementara itu menurut horn and ward (2007:55) bahwa illocutionary acts are acts done is speaking, including and especially that sort of act that is the apparent purpose for using a performative sentence. hal ini sejalan dengan pendapat yule (1996:48) bahwa the illocutionary acts is performed via the communicative force of an utterance. seperti pada contoh “i have just made some coffe” pada tuturan tersebut diucapkan untuk membuat pernyataan, tawaran, penjelasan, atau untuk beberapa tujuan komunikatif lainnya. levinson (1983:236) juga sependapat bahwa the making of statement, offer, promise, in uttering a sentence, by virtue of the conventional force associated with it. dalam pengembangan atas teori tindak tutur austin, dapat diklasifikasikan tindak tutur ilokusi menurut searle secara umum yang dikelompokan atas lima bentuk yang didasari oleh empat dimensi, yakni titik ilokusi atau bentuk tindak tutur, arah kecocokan atau hubungan antara katakata dengan dunia, keadaan psikologis yang diungkapkan, dan muatan proporsional. kelima jenis tindak tutur ilokusi menurut searle dijelaskan lebih jauh sebagai berikut. 1. representatif atau asertif (representatives or assertives), merupakan tindak tutur yang memberikan dorongan terhadap penutur ke arah kebenaran proporsi yang ditunjukan, sehingga membawanya pada suatu nilai kebenaran. pada dasarnya tindak tutur jenis ini mengungkapkan kepercayaan penutur. sementara itu, dalam menampilkan bentuk tindak tutur ini, penutur sendiri mewakili dunia yang dipercayainya apa adanya, sehingga membuat kata-kata yang dituturkannya cocok dengan dunia yang diyakini dan dipercayainya. contoh kata-kata tersebut antara lain menyatakan, menyimpulkan, melaporkan, mengklaim, menuntut, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 191 mengeluh, dan mengemukakan pendapat. misalnya, tuturan she will come in a few minutes ‘dia akan datang sebentar lagi’, merupakan tuturan yang bertujuan untuk memberitahu bahwa orang yang dimaksud penutur akan kembali sebentar lagi. 2. direktif (directives) merupakan bentuk tindak tutur yang membuat mitra tutur melakukan sesuatu atas apa yang dituturkan oleh penutur. menurut arani (2012:163) arahan adalah ucapan yang ditujukan kepada lawan bicara untuk membuat dia melakukan sesuatu. tindak tutur jenis ini menunjukan harapan atau keinginan penutur terhadap mitra tutur untuk melakukan sesuatu. dalam penggunaannya, penutur bermaksud memperoleh beberapa tujuan tindakan mengenai masa depan, sehingga menjadikan dunia sesuai dengan kata-kata melalui mitra tuturnya. contohnya seperti nasehat, perintah, pertanyaan, permintaan, penawaran, dan pemesanan. misalnya pada tuturan come here, please ‘tolong kemari’, pada tuturan tersebut penutur bertujuan untuk menyuruh mitra tuturnya agar mendekatinya. 3. komisif (commissives) merupakan bentuk tindak tutur yang memberikan dorongan penutur kepada beberapa tindakan yang akan datang. tindak tutur jenis ini mengungkapkan maksud dari penutur untuk melakukan sesuatu. contohnya termasuk janji, penolakan, ancaman, sumpah, dan tawaran. misalnya pada tuturan if you keep working like this, i will fire you ‘jika kamu tetap bekerja seperti ini, saya akan memecatmu. pada tuturan tersebut penutur berusaha mengancam mitra tuturnya bahwa dia akan memecat seandainya mitra tuturnya tetap bekerja yang tidak sesuai dengannya. 4. ekspresif (expressive) merupakan bentuk tindak tutur yang mengungkapkan suatu tindakan atau pernyataan psikologis penutur berupa kegembiraan, rasa suka atau tidak suka, dan kesedihan. tindak tutur jenis ini, tidak ada hubungan antara kata-kata yang dituturkan dengan dunia pada area penutur. contohnya berupa menyalahkan, memberi selamat, meminta maf, berterima kasih, dan memuji. misalnya pada tuturan congratulations on your graduation ‘selamat atas wisudamu’, dituturkan penutur terhadap mitra tutur untuk mengucapkan selamat atas wisudanya. 5. deklaratif (declaratives) merupakan bentuk tindak tutur yang mempengaruhi dan mengubah keadaan peristiwa tertentu yang terjadi pada saat itu. tindak tutur jenis ini biasanya diutarakan oleh suatu pihak tertentu, seperti suatu pihak yang mewakili suatu lembaga. oleh karena itu, tindak tutur jenis ini dapat dikatak sebagai tindak tutur performatif terlembaga. hal ini dikarenakan pada saat menampilkan tindak tutur ini, penutur sendiri menghasilkan adanya suatu perubahan dunia. contohnya http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 192 seperti membaptis, memecat, menjatuhkan hukuman, dan menominasikan calon. misalnya pada tuturan for the mistakes you have made, i suspend you for three days ‘atas kesalahan yang telah kamu perbuat, saya skors kamu selama tiga hari’, tuturan tersebut bermaksud menjatuhkan hukuman atas dari penutur kepada mitra tutur atas kesalahan yang telah diperbuat mitra tutur. bentuk tindak tutur ilokusi seperti kita ketahui, dalam uraian mengenai tindak tutur, bentuk tindak tutur ilokusi dapat dilihat melalui kalimat yang diutarakan. kalimat dibedakan menjadi kalimat berita (deklaratif), kalimat tanya (interogatif), dan kalimat perintah (imperatif). ketiga kalimat tersebut dalam nadar (2009:71) akan diulas sebagai berikut: 1. kalimat deklaratif kalimat deklaratif atau biasa disebut kalimat berita adalah kalimat yang isinya memberitakan sesuatu kepada pembaca atau pendengar. kalimat berita dapat berbentuk aktif, pasif, dan lain sebagainya, akan tetapi semuanya bermaksud memberitakan sesuatu. sesuatu yang diberitakan kepada mitra tutur itu, merupakan pengungkapan suatu peristiwa atau suatu kejadian (rahardi, 2005:75). dalam bahasa indonesia, kalimat deklaratif dapat merupakan tuturan langsung dan dapat pula merupakan tuturan tidak langsung. 2. kalimat interogatif kalimat tanya yang juga biasanya disebut kalimat interogatif merupakan kalimat yang isinya menanyakan sesuatu. sejalan dengan rahardi (2005:76) kalimat tanya mengandung maksud menanyakan sesuatu kepada si mitra tutur. dengan kata lain, apabila sesorang penutur bermaksud mengetahui jawaban terhadap suatu hal atau suatu keadaan, penutur akan bertutur dengan menggunakan kalimat interogatif kepada si mitra tutur. 3. kalimat imperatif kalimat perintah atau kalimat imperatif merupakan kalimat yang maknanya memberikan perintah untuk melakukan sesuatu. kalimat imperatif mengandung maksud memerintah atau meminta agar si mitra tutur melakukan suatu seperti yang diinginkan penutur. rahardi (2005:77) juga http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 193 menambahkan bahwa dalam bahasa indonesia, kalimat imperatif dapat berkisar antara suruhan yang sangat keras atau kasar sampai dengan permohonan yang sangat halus dan santun. metode penelitian ini berjenis kualitatif dengan metode deksriptif. penelitian deskriptif kualitatif ini digunakan untuk menggambarkan fenomena yang ada, baik secara alamiah maupun rekaan, yang dialami oleh subjek penelitian seperti persepsi, motivasi, perilaku, dan dengan cara mendeskripsikan dalam bentuk kata dan bahasa. objek penelitian ini adalah tuturan yang dituturkan oleh narasumber yaitu ridwan kamil dalam acara talkshow insight di cnn indonesia. acara tersebut ditayangkan pada tanggal 31 maret 2017 dengan tema “wajah kota paris van java”. penulis akan meneliti tentang bentuk dan jenis tindak tutur ilokusi yang diututurkan oleh ridwan kamil dalam talkshow insight di cnn indonesia periode 2017-2018. teknik pengumpulan data dalam penelitian ini adalah teknik simak bebas libat cakap (sblc) dan teknik catat. sementara itu, instrumen penelitian ini adalah peneliti sendiri (human instrument), karena kedudukan peneliti sebagai perencana, pelaksana pengumpulan data, pelaksana analisis data, penafsiran, dan menjadi pelapor hasil temuannya (sugiyono, 2014:59). keabsahan data penelitian ini diperoleh dengan cara memanfaatkan sesuatu yang lain diluar data itu sendiri, untuk keperluan pengecekan atau sebagai pembanding terhadap data itu. keabsahan data ini dimaksudkan lebih sebagai perangkat heuristik (pembantu) bagi seorang peneliti (denzin, 2009:271). teknik analisis data yang digunakan adalah teknik padan dan teknik agih. teknik padan digunakan untuk menganalisis jenis, sedangkan teknik agih digunakan untuk menganalisis bentuk tindak tutur ilokusi. teknik padan merupakan teknik analisis yang alat penentunya berada di luar bahasa dan tidak menjadi bagian dari bahasa itu sendiri (sudaryanto, 2001: 13). selanjutnya teknik padan yang digunakan adalah teknik padan pragmatik yang alat penentunya merupakan penutur dan mitra tutur. sementara itu teknik agih menggunakan bagian dari bahasa yang bersangkutan itu sendiri sebagai alat penentunya. alat penentunya berupa bagian atau unsur dari bahasa objek sasaran penelitian itu sendiri, seperti kata, klausa, dan fungsi sintaksis. hasil dan pembahasan hasil penelitian menunjukan adanya bentuk dan jenis tindak tutur ilokusi dalam talkshow insight di cnn indonesia yang terdapat 90 tuturan yang meliputi: pertama, bentuk tindak tutur ilokusi terdapat tiga bentuk yaitu http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 194 deklaratif, interogatif, dan imperatif. kedua, jenis tindak tutur ilokusi terdapat empat jenis yaitu asertif, diretif, komisif, dan ekspresif. bentuk deklaratif terdapat 68 tuturan, sedangkan bentuk interogatif terdapat 14 tuturan, dan imperatif terdapat 8 tuturan. sementara itu, dari jenisnya terdapat 54 tuturan berjenis asertif, 18 tuturan berjenis direktif, 7 tuturan berjenis komisif, dan 11 tuturan berjenis ekspresif. berikut disajikan deskripsi hasil penelitian. berdasarkan fokus kajian tersebut secara keseluruhan hasil penelitian menunjukan adanya bentuk dan jenis tindak tutur ilokusi yang terlihat dalam tuturan yang dituturkan oleh ridwan kamil dalam talkshow insight di cnn indonesia periode 2017-2018. komunikasi yang tercipta antara penutur dan mitra tutur mengandung bentuk yang berbeda-beda sesuai dengan jenis tuturannya. tuturan penutur itulah yang memperlihatkan maksud tuturannya yang diucapkan kepada mitra tutur. dengan begitu mitra tutur dapat menangkap maksud atau fungsi tuturan penutur saat berkomunikasi. tindak tutur sendiri merupakan suatu pengujaran kalimat untuk menyatakan agar mitra tutur dapat menerima maksud dari penutur (kridalaksana, 2009:191192). dengan begitu dapat dikatakan bahwa dalam suatu kalimat, tindak tutur dapat lihat bentuknya dan dapat dipahami oleh pendengarnya atau mitra tuturnya. tabel 1: bentuk dan jenis tindak tutur ilokusi no. bentuk jenis ∑ asertif direktif komisif ekspresif 1. deklaratif 43 11 5 9 68 2. interogatif 11 1 1 1 14 3. imperatif 6 1 1 8 ∑ 54 18 7 11 90 bentuk tindak tutur ilokusi ditinjau dari bentuknya tindak tutur ilokusi terdiri dari atas tiga bentuk yaitu, deklaratif, interogatif, dan imperatif. 1. bentuk deklaratif (1) “terima kasih, ini kayaknya udah mau ujan tapi kita ingin sekali diluar untuk menunjukan keasrian dari pendopo ini.” (tti/01/01) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 195 (konteks : tuturan diucapkan oleh ridwan kamil kepada desi anwar saat melihat cuaca yang sudah mendung di sekitar pendopo walikota bandung.) tuturan (1) tergolong dalam bentuk tuturan deklaratif, karena tuturan tersebut dapat memberikan informasi kepada mitra tutur. tuturan berbentuk deklaratif tersebut termasuk dalam jenis direktif, karena penutur mengajak mitra tutur masuk ke dalam pendopo. dari data di atas, informasi yang dimaksud yakni mengenai cuaca yang mendung disekitar pendopo dan menunjukan akan turun hujan. tuturan tersebut dapat dilihat dari beberapa segi aspek, seperti dilihat dari segi fakta yang menginformasikan bahwa memang cuaca pada saat komunikasi terjadi sudah mendung. dari segi bentuknya tuturan tersebut ditandai dengan adanya intonasi nada yang cenderung netral dan tanda titik di akhir kalimat. sementara itu dilihat dari segi isi, tuturan tersebut mengandung informasi yang dituturkan oleh penutur terhadap mitra tutur bahwa pada saat itu mendung dan diperkirakan akan turun hujan sehingga penutur mengajak mitra tutur untuk masuk ke dalam pendopo. dari beberapa aspek tersebut dapat disimpulkan bahwa tuturan tersebut merupakan tuturan deklaratif. 2. bentuk interogatif (2) “ibu mau saya denda, tilang, atau saya masukin facebook?” (tti/01/53) (konteks : tuturan diucapkan oleh ridwan kamil kepada desi anwar mengenai salah satu warga yang melanggar peraturan lalu lintas dengan mengendarai sepeda motor di atas trotoar.) tuturan (2) tersebut berbentuk interogatif dengan jenis komisif. dalam tuturan tersebut, tindak tutur komisif terlihat pada saat penutur mengancam mitra tutur dengan berbagai pilihan sanksi yang diberikannya. tuturan tersebut dapat dilihat dari beberapa segi aspek, seperti dilihat dari segi fakta bahwa mitra tutur telah melanggar aturan lalu lintas dengan mengendarai sepeda motor di area trotoar. selain itu dilihat dari bentuknya, tuturan tersebut ditandai adanya tanda tanya (?) di akhir kalimat dan adanya intonasi yang cenderung turun di akhir kalimat. sementara itu dari segi isi, tuturan tersebut mengandung pertanyaan yang diberikan kepada mitra tutur berupa pilihan sanksi seperti di denda, tilang, atau di posting di facebook. penutur mengajukan pertanyaan karena mitra tutur yang telah melanggar aturan lalu lintas dengan mengendarai kendaraan di area trotoar. dari beberapa aspek tersebut dapat disimpulkan bahwa tuturan tersebut merupakan tuturan interogatif karena tuturan tersebut membutuhkan jawaban dari mitra tutur atas pertanyaan yang telah diucapkannya. 3. bentuk imperatif http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 196 (3) “jangan buang sampah sembarangan!” (tti/01/06) (konteks: tuturan diucapkan oleh ridwan kamil kepada desi anwar saat menceritakan kejadian salah satu warga bandung yang membuang sampah sembarangan.) tuturan (3) tergolong dalam bentuk tuturan imperatif atau perintah karena tuturan tersebut mengandung perintah penutur kepada pembaca sebagai mitra tutur. dari data di atas perintah yang dimaksud adalah untuk membuang sampah pada tempatnya, khususnya masyarakat bandung. tuturan berbentuk imperatif tersebut termasuk dalam jenis direktif, karena penutur meminta masyarakat untuk membuang sampah pada tempatnya. tuturan tersebut dapat dilihat dari beberapa segi aspek, seperti dilihat dari segi bentuknya yang ditandai dengan adanya tanda seru (!) pada akhir kalimat, dan ketika dituturkan oleh penutur mengandung intonasi naik di awal kalimat dan berintonasi rendah di akhir kalimat. selain itu dari segi isi yang mengandung perintah atau himbauan dari ridwan kamil sebagai penutur kepada pendengar khususnya masyarakat bandung, agar membuang sampah pada tempatnya, sehingga kebersihan dan keindahan di kota bandung tetap terjaga. dari beberapa aspek tersebut dapat disimpulkan bahwa tuturan tersebut merupakan tuturan imperatif. jenis tindak tutur ilokusi ditinjau dari jenisnya tindak tutur ilokusi terdiri dari atas empat jenis yaitu, asertif, direktif, komisif, dan ekspresif. 1. asertif (4) “karena orang indonesia lebih takut dipermalukan dibanding hukuman badan atau denda.” (tti/01/20) (konteks : tuturan ini di tuturkan oleh ridwan kamil kepada desy anwar saat menjawab pertanyaan mitra tutur terkait sanksi yang diterima atas pelanggaran yang dilakukan.) tuturan (4) tergolong dalam jenis tuturan asertif karena tuturan tersebut dituturkan oleh ridwan kamil sebagai penutur kepada desy anwar sebagai mitra tutur. dari data di atas, tuturan tersebut ditentukan oleh keyakinan penutur bahwa setiap orang lebih takut dipermalukan di tempat umum salah satunya di media sosial dibandingkan hukuman badan atau denda. tuturan asertif tersebut berbentuk deklaratif karena berisi informasi mengenai orang indonesia yang lebih takut dipermalukan dibanding hukuman denda. tuturan tersebut dapat dilihat dari beberapa aspek, seperti http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 197 dilihat dari segi fakta bahwa masih banyak orang yang melanggar peraturan seperti aturan lalu lintas, bahkan dengan berkembangnya media sosial orang semakin takut viral dikarenakan terkena suatu hukuman. dilihat dari isinya tuturan tersebut mengandung keyakinan penutur bahwa kebanyakan orang indonesia lebih takut viral atau dipermalukan dibanding hukuman badan atau denda. hal ini dikarenakan dengan berkembangnya media sosial tentu akan membantu menyebarkan informasi dalam waktu yang singkat, sehingga membuat orang tidak terlalu suka dipermalukan apalagi di media sosial. dari beberapa aspek tersebut dapat disimpulkan bahwa tuturan tersebut merupakan tuturan ilokusi jenis asertif karena tuturan tersebut mengandung keyakinan penutur atas tuturan yang diucapkan. 2. direktif (5) “saya hanya punya prinsip “ayo only post positive news, only post postive mood!” (tti/01/14) (konteks: tuturan diucapkan oleh ridwan kamil kepada desi anwar terkait penggunaan media sosial dalam menjalin kedekatan dengan masyarakat.) tuturan (5) tergolong dalam tuturan ilokusi jenis direktif, karena tuturan tersebut mengungkapkan keinginan penutur kepada mitra tutur. dari data di atas, tuturan tersebut berupa ajakan kepada masyarakat untuk memposting berita yang positif dan hal-hal yang baik di sosial media. tuturan direktif tersebut berbentuk imperatif karena berisi ajakan atau permintaan penutur kepada mitra tutur untuk memposting hal-hal yang bersifat positif di sosial media. tuturan tersebut dapat dilihat dari beberapa segi aspek, salah satunya dari segi fakta. dari segi fakta dapat dilihat bahwa selama ini ridwan kamil selaku penutur selalu memposting hal-hal yang positif dan baik di sosial medianya seperti instagram, twitter, dan facebook. hal ini tentu dapat memberikan efek yang positif terhadap kehidupan serta terhindar dari hoax atau isu. dari segi bentuknya, tuturan tersebut dapat dilihat wujudnya dengan adanya kata “ayo” yang berarti ajakan atau permintaan penutur terhadap mitra tuturnya untuk melakukan sesuatu seperti dirinya. selain itu dari segi isi, tuturan tersebut berisi ajakan penutur untuk selalu memberikan informasi dan postingan yang positif di sosial media agar hidup menjadi damai dan tidak memacing keributan dengan berita-berita hoax. dari beberapa aspek tersebut dapat disimpulkan bahwa tuturan tersebut merupakan tuturan ilokusi jenis dirketif karena tuturan tersebut mengandung ajakan atau permintaan penutur agar mitra tutur melakukan sesuatu. 3. komisif http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 198 (6) “lestoran ini belum bayar pajak!” oh panik tuh, karena saya posting di 9 juta followers saya, 24 jam kemudian akhirnya dia bayar.” (tti/01/47) (konteks: tuturan diucapkan oleh ridwan kamil kepada desi anwar saat menceritakan mengenai warganya yang belum bayar pajak.) tuturan (6) keenam tergolong dalam bentuk imperatif dengan jenis komisif. dalam tuturan tersebut, tindak tutur komisif terlihat pada saat penutur mengancam mitra tutur agar membayar pajak. tuturan tersebut dapat dilihat dari beberapa segi aspek, seperti dilihat dari segi bentuknya yang ditandai dengan adanya tanda seru (!) pada akhir kalimat, dan ketika dituturkan oleh penutur mengandung intonasi naik di awal kalimat dan berintonasi rendah di akhir kalimat. selain itu dari segi isi yang mengandung perintah atau ancaman apabila tidak membayar pajak akan di posting disosial media milik ridwan kamil. dari beberapa aspek tersebut dapat disimpulkan bahwa tuturan tersebut merupakan tuturan imperatif. 4. ekspresif (7) “kadang-kadang saya berubah pikiran juga jadi istri saya selain penyemangat, partener juga dalam mengambil keputusan. dia juga cerdas, jadi kadang-kadang mengkritisi, ngomentarin postingan saya semua demi kebaikan kan tentunya.” (tti/01/27) (konteks: tuturan ducapkan oleh ridwan kamil kepada desi anwar mengenai sosok istrinya.) tuturan (7) tergolong dalam bentuk deklaratif dengan jenis ekspreisif. dalam tuturan tersebut, tindak tutur ekspresif terlihat pada saat penutur memuji sosok istrinya yang cerdas dan pengertia terhadap dirinya. tuturan tersebut dapat dilihat dari beberapa segi aspek, seperti dilihat dari segi bentuknya yang ditandai dengan adanya nada yang cenderung netral dan adanya tanda titik di akhir kalimat. sementara itu dilihat dari segi isi, tuturan tersebut mengandung informasi yang dituturkan oleh penutur kepada mitra tutur mengenai sosok istrinya yang cerdas dan pengertian seperti menjadi penyemangat dan memberikan hal positif baginya. dari beberapa aspek tersebut dapat disimpulkan bahwa tuturan tersebut merupakan tuturan ilokusi berjenis ekspresif. kesimpulan berdasarkan analisis data di atas, dapat disimpulkan bahwa dalam penelitian ini ditemukan adanya bentuk dan jenis tindak tutur ilokusi dalam talkshow insight di cnn indonesia. keduanya ditemukan dalam tuturan yang dituturkan oleh ridwan kamil sebagai penutur yang terdapat 90 tuturan. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 199 pertama, bentuk tindak tutur ilokusi terdapat tiga bentuk yaitu deklaratif, interogatif, dan imperatif. masing-masing bentuk memiliki penanda atau karakteristik pada saat dituturkan seperti ditandai dengan intonasi dalam kalimat dan adanya tanda baca. kedua, jenis tindak tutur ilokusi terdapat empat jenis yaitu asertif, diretif, komisif, dan ekspresif. masing-masing jenis juga memiliki penanda dan karakteristiknya, seperti asertif yang merujuk pada fakta atau keyakinan penutur. direktif, yang mengarahkan mitra tutur untuk mengikuti apa yang dikatakan oleh penutur. dengan kata lain, terdapat suatu unsur paksaan atau keharusan yang terkandung dalam tuturan direktif.. tuturan komisif yang merujuk pada tindakan yang mengikat penutur pada beberapa tindakan yang akan datang seperti, menolak, mengancam, dan menjanjikan. jenis tuturan ekspresif yang ditemukan merujuk pada rasa suka atau tidak suka penutur terhadap suatu hal. tuturan jenis ekspresif ini tergolong dalam beberapa rujukan seperti memuji, menyindir, dan mengeluh. implikasi dari hasil penelitian mengenai tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia periode 2017-2018 ini, khususnya dalam bidang pembelajaran dapat dijadikan sebagai sumber belajar atau referensi bagi pembelajar maupun pengajar. selain itu dalam kehidupan sehari-hari, pembaca diharapkan dapat memahami bahwa dalam setiap tuturan hampir dapat ditemukan adanya maksud lain yang dikehendaki oleh penutur terhadap mitra tuturnya. pembaca juga diharapkan mampu mencerna dengan baik maksud-maksud tertentu atau maksud ilokusi dari tuturantuturan yang diujarkan oleh orang lain. untuk menyampaikan maksud dengan baik, penutur memilih kata-kata yang seharusnya digunakan serta dapat dimanfaatkan untuk melatih kepekaan siswa terhadap lingkungan yang ada disekitar. selain itu dapat digunakan sebagai referensi bagi guru dalam memberikan pelajaran pada materi negosiasi. daftar pustaka altikriti, s. f. (2011). speech act analysis to short stories. finland: academy publisher, 2(6), 1374-1375. austin, j. l. (1962). how to do things with words. oxford: oxford university press. cutting, j. (2003). pragmatics and discourse. london: routledge. denzin, n. k. (2009). handbook of qlitative research. yogyakarta: pustakan pelajar. horn, l. (2007). the handbook of pragmatics. australia: blackwell. koutchade, i. s. (2017). analysing speech acts in buhari’s address at the 71st session of the un general assembly. australia: australian international academic centre. 6(3), 226. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x tindak tutur ilokusi ridwan kamil dalam talkshow insight di cnn indonesia veranita ragil sagita, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.187-200 200 levinson, s. c. (1983). pragmatics. cambridge: cambridge university press. mey, l. j. (1993). pragmatics: an intoduction. oxford: blackwell publisher ltd. nadar, f.x. (2009). pragmatik dan penelitian pragmatik. yogyakarta: graha ilmu. olagunju, s. (2016). pragmatic functions in 2010 world cup football matches in selected print media in nigeria. nigeria: an international peer-review journal. 23, 52-53. parker, f. (1946). linguistics for non linguist. london: tylor and francis, ltd. purwo, b. k. (1994). pelba 7: analisis klausa, pragamatik wacana, pengkomputeran bahasa. yogyakarta:kanisius. putrayasa, i. b. (2014). pragmatik. yogyakarta:graha ilmu. rahardi, k. (2005). pragmatik : kesantunan imperatif bahasa indonesia. jakarta: erlangga. searle, j. r. (1974). studies in the theory of speech act: expression and meaning. cambridge: cambridge university press. sudaryanto. (2001). metode dan aneka teknik analisis bahasa. yogyakarta: duta wacana university pers. sudaryanto. (2014). memahami penelitian kualitatif. bandung:alfabeta. yule, g. (2006). pragmatik. yogyakarta: pustaka pelajar yule, g. (1996). pragmatics. oxford: oxford university press. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.187-200 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 1 translation in movie subtitles: foreignization and domestication mega septy puspitasari sri endah tabiati esti junining universitas brawijaya, malang megag6@gmail.com riwayat artikel: dikirim 17 desember 2019; diterima 14 juni 2020; diterbitkan 30 juni 2020 abstract translation not only concerned with the transfer of languages but also the cultural aspect of language. this study aims to investigate the treatment -foreignization, and domestication and to find the pattern concerning the treatment in two movie subtitles, one from bahasa indonesia to english and from english to bahasa indonesia. this study is conducted through a qualitative approach to the theory proposed by venuti (1995): foreignization and domestication focusing on cultural specific items (csis) as categorized by espindola (2005). the result of this study shows that foreignization and domestication, as well as a mix treatment, are found to be employed by the translator. the translator tends to favor foreignization and only used domestication if the csis already have an equivalence in the target text culture. furthermore, a mix treatment will be applied if the csis are in the form of a phrase containing a general or familiar word and a specific or unfamiliar word. keywords: foreignization, domestication, culture-specific items (csis). abstrak penerjemahan tidak hanya tentang mentransfer antar bahasa, tetapi juga tentang aspek budaya yang ada di dalam suatu bahasa. penelitian ini bertujuan untuk menginvestigasi perlakuan apa yang diberikan -foreignization dan domesticationdan pola apa yang bisa ditemukan yang berkaitan dengan perlakuan yang diberikan pada dua subtilte (inggris ke indonesia dan indonesia ke inggris) dari dua film berbeda. pendekatan qualitatif deskriptif dipakai untuk melaksanakan penelitian ini. teori yang digunakan adalah teori foreignization dan domestication dari venuti (1995) yang berfokus pada culture specific items (csis) yang telah dikategorikan oleh espindola (2005). hasil dari penelitian ini adalah telah ditemukan bahwa kedua subtitle telah diberikan perlakuan foreignization, domestication, dan perlakuan campur foreignization dan domestication-. selanjutnya, ditemukan juga kalau dua penerjemah dari kedua subtitle tersebut lebih mengutamakan foreignization http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 mailto:megag6@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 2 dan akan hanya menggunakan domestication apabila csis-nya sudah memiliki terjemahan lokal di kultur target. yang terakhir, penerjemah akan menggunakan perlakuan campur jika csis dalam betuk frasa dimana terdapat kata yang familiar dan juga terdapat kata yang tidak familiar. kata kunci: foreignization, domestication, culture-specific items (csis). introduction translation is an activity that transfers source language (sl) into a comprehensible target language (tl). this definition is in line with larson (1984) that states "translation means an activity that converts written information, idea and thought expressed in one language or source of language (sl) to target language (tl)". the essence of translation is to transfer the information or meanings of one language to another language in a way that will make the target readers/audiences get the information correctly. however, the process of translation is not simply about transferring the words from the sl into words from the tl. such a thing cannot be done because "languages are not nomenclatures and the concepts of one language may differ radically from those of another" (culler in ordudary, 2007). it means that the more different one language to another more difficult it is for the translator to translate. another difficulty that the translator may face when doing translation is cultural factors. as stated by zhang, feng and wang (2018, p. 20) “the process of translation is not only the process and practice of exchanging and transmitting languages, but also the spread of culture”. this statement is also supported by aixela (1997, p.52), "translation is a complex rewriting process". not only the translator has to translate the linguistic units of a language, but they also have to translate the culture-specific items (csis) of a language. as said by venuti (2000, p. 468) "translation never communicates in an untroubled fashion because the translator negotiates the linguistic and cultural differences of the foreign text". csis are hard to translate because of the relation with the source culture (sc) of the language which not all items are understood by the target culture (tc) audience. most translators agree that translating csis is more difficult than translating linguistic units. culture-specific items (csis) are a term proposed by aixela (1997) to describe the culturally bound words of a language. culture-specific items are words and phrases which are determined by cultural diversity. espindola (2005) has classified csis into ten categories, there are (1) toponym (name of place), (2) anthroponym (people name), (3) form of entertainment, (4) means of transportation, (5) fictional characters, (6) local institution, (7) measuring system, (8) foods and drinks, (9) scholastic reference, (10) religious celebration. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 3 in order to answer the problem that the translator face when facing csi, many translation strategies had been proposed by many linguists. two of them are foreignization and domestication by venuti (1998). foreignization and domestication mainly focused on cultural items than linguistic units. when foreignization is used, the csis of the sl will be preserved when it is translated to the tl. this strategy retains the "foreignness" of the source culture (sc). while domestication emphasizes an easy understanding of the target audience. domestication will translate csis into the equivalence in the target culture. in doing so, this strategy will erase any "foreignness" of the source culture. these strategies can be applied in any mode of translation; one of them is film translation in the form of a subtitle. subtitle is "transcription[s] of film or tv dialogue, presented simultaneously on the screen" (gottlieb 2001, p. 244-5). subtitle is a translation from a spoken utterance into a written form; it is usually placed on the bottom of the screen and only seen for a few seconds. according to carvalho (2005) cited in matielo and espindola (2011, p. 73), the number of characters per line in a subtitle depends on some factors, such as the means (cinema, vhs, or television), the target audience, and preferences established by clients. a subtitle ranges from 32 to 40 characters 3 per line (cinema) and 30 to 35 per line (vhs and cable tv). the duration of the subtitles on the screen may last up to 6 seconds only. so, these are the constrains that the translator must follow to translate the film's subtitle. in this study, the researcher chose two sets of subtitles as the object of the study. the first subtitle is an english to indonesia subtitle from grown up 1 (2010) movie and the second subtitle is indonesia to english subtitle from laskar pelangi (2008). grown up 1 (2010) is an american comedy film directed by dennys dougan. it depicts about five friends of a middle school basketball team and their families reuniting for a july fourth weekend after learning that about the sudden death of their basketball coach. the researcher chose this film to represent the english to indonesia translation because this film contains american characters in their daily american life and because of that this film contains many english languages (america) csis. the second film is indonesian entitle laskar pelangi (2008). this film is adapted from the novel of the same title written by andrea hirata. the film is one of the highest-grossing in indonesian box office history and won several local and international awards. the researcher chose this film to represent indonesia to english translation because this film shows many csis from indonesia, especially from bangka belitung that was spoken by the characters. foreignization and domestication are very popular topics among researchers. over the year, many researchers have tried to choose which is the most appropriate form of translation between foreignization and domestication. one of those researchers is matielo & espindola (2011) in their study entitled domestication and foreignization: an analysis of culturehttp://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 4 specific items in official and non-official subtitles of the tv series heroes. the initial analysis of the data found that when foreignization has used the feeling of strangeness decrease significantly and when domestication has used the feeling of foreignness that was created will impact the time processing and acceptance of the audience. in this study, the translators both employed foreignization and domestication. in the case of foreignization and domestication in their relation to culture, wang (2014) come to a similar conclusion that the choosing of foreignization and domestication is not fixed, and the two methods should supplement and complement each other. though, there also a dissimilarity as in the object of the study which is novels in which he concludes that in literature translation, translators should mainly apply foreignization, and don't hesitate to choose domestication when it is necessary. another similar finding is found by harared (2018) in his study on foreignization and domestication focusing on two categories of csis which are household goods and house surroundings in a translated novel. foreignization and domestication are both used by the translator in translating the novel. the gap and the significance of the study is there still little study that compares how english to indonesia subtitles differ from indonesia to english subtitles regarding the foreignization and domestication of culturespecific items (csis). whether any patterns can be found in the subtitles or not. this research is aimed at finding out: (1) the treatment–domestication or foreignization– given to the csis in the two types of subtitles, bahasa indonesia (laskar pelangi) and english-bahasa indonesia (grown up). (2) the pattern in term of the treatment given to the csis in the two types of subtitles, bahasa indonesia (laskar pelangi) and english-bahasa indonesia (grown up), cultural specific items according to wang (2014, p. 2424) "translation process involves both the transfer of language and culture". the definition clearly stated that culture and translation are something cannot be separated. as is said by munday (2009, p. 179) translation is "a more complex negotiation between two cultures". this definition is supported by shirinzadeh and mahadi (2015) that states "culture and language cannot be separated from translation" the translator must not only understand the source culture but also the target culture. especially, the translator must be able to recognize and understand the culture-specific items (csis) of the target culture. the translation of csis is context-oriented thus; the translator must be able to recognize the context surrounding the csis if they want to successfully translate csis. this kind of translation is called contextual translation. contextual translation is dependent on (dis)similarly to the source culture and the target culture. the more similar the culture the less problem http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 5 translator will face when translating the csis. in this study, the researcher will use the csis category from espindola (2015). espindola (2015) cited in matielo & espindola (2011, p.78) categorized csis into 10 parts, there are: 1. toponyms: a place name, a geographical name, a proper name of locality, region, or some other part of the earth’s surface or its natural or artificial feature (http://www. wisegeek.com/what-is-a toponym.htm); 2. anthroponyms: ordinary and famous people's names and nicknames and names referring to a regional background which acquires identification status 3. forms of entertainment: amusement or diversion including public performances or shows, it also encompasses hospitality provided, such as dinners, parties, business lunches, etc (cambridge advanced learner’s dictionary, 2003); 4. means of transportation: the facilities used for the movement of people and goods from one place to another; the term is derived from the latin trans meaning across and portare meaning to carry, such facilities are, many times, associated with specific cultures; 5. fictional character: a person in a novel, play, or a film who is related to fiction, works of imagination; 6. local institution: an organization that helps or serves people in a certain area health, education, work, political, administrative, religious, artistic; 7. measuring system: units used in the determination of the size, weight, speed, length, etc; 8. food and drink: any solid or liquid substance that is used by human beings as a source of nourishment (www.cogsci. princeton.edu/cgi bin/webwn); 9. scholastic reference: related to school or studying. 10. religious celebration: something special which marks a religious occasion; foreignization and domestication translation is an act that closely related to culture, therefore culture becomes a common problem when a translator comes across a text to translate. thus, venuti (1995) in his book the translator’s invisibility proposed two possible procedures to solve the problem, there are foreignization and domestication. schleiermacher (1813, in venuti, 1995, p. 19), states that "either the translator leaves the author in peace and moves the reader towards him, or he leaves the reader in peace and moves the author http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 6 towards him". foreignization, according to venuti (1995) must preserve the 'foreignness' of the source culture text and only disturb the culture words if they already exist in the target culture language even when the end product will look strange to the target audiences/readers. in other words, when foreignization is applied the translator becomes 'visible' thus, the target audiences/readers are forced to move toward the translator. meanwhile, domestication value the transparency of the translation which means that the cultural item of the source text will be reduced significantly as was stated by munday (2001) “domestication refers to translating in a transparent, fluent and invisible style to minimize the foreignness of the target text”. this also means that the end product of domestication will be more comprehensible to the target audiences/readers. foreignization and domestication both have their advantages and disadvantages. according to yang (2010) foreignization may introduce source text culture to the target text readers but the foreign word/style my overload the readers. while domestication may make it easier for the readers to understand but at the expense of source text culture and messages.this part is written in english. method this study is conducted through a qualitative approach to the theory proposed by venuti (1995): foreignization and domestication focusing on cultural specific items (csis) as categorized by espindola (2005). data for this study are the translated subtitles from the two movies: bahasa indonesia-english (laskar pelangi) and english-bahasa indonesia (grown up) containing cultural specific items (csis) as categorized by espindola (2005). the data source of this study is the bahasa indonesiaenglish and english-bahasa indonesia translated subtitle from laskar pelangi (2008) and grown up movie (2010). the data were collected by reading and note taking the downloaded subtitles. the csis was then noted and categorized using espindola's (2005) theory. then, the categorized data were analyzed to find the treatment used (foreignization and domestication). after that, the data from laskar pelangi (2008) and grown up (2010) movie were analyzed carefully to find the pattern. the data were then compared. at last, the researcher concluded the analysis. findings and discussion the findings of the study consist of a total of 142 data in which 89 data belongs to grown up (2010) movie and 53 belong to laskar pelangi (2008) movie. a total of 10 categories, 7 categories of csis are presented in the grown up (2010) movie and 8 categories are presented in laskar pelangi (2008) movie. the occurrences range from 1-48 times in grown up (2010) and 2-22 times in laskar pelangi (2008). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 7 csis are mainly foreignized in both movies. grown up (2010) consists of 78 foreignized items, 22 domesticated items, 9 mixes (foreignized and domesticated) items, and 2 omitted. while laskar pelangi (2008) consists of 40 foreignized items, 22 domesticated items, and 14 mix (foreignized and domesticated) items. toponym grown up original version indonesia version 1. i am the biggest agent in hollywood and you just pissed me off. aku agen terhebat di hollywood dan kau membuatku kesal. 2. it's up the street from lake como, where george clooney has a villa. di jalan menuju danau como, dimana george clooney punya villa. laskar pelangi original version english version 3. belitung adalah salah satu pulau terkaya di indonesia. belitong is one of indonesia's richest islands 4. surat dari pengawas sekolah sumatera selatan ini the south sumatera school supervisor's letter 5. kau bisa jadi istri saudagar di tanah jawa you would've been a merchant's wife in java by now. foreignization dominated the category of toponym. if the target text culture does not have the equivalent word for the term then foreignization is the favorite choice of translation. like for example, hollywood (occurrence 1) and indonesia (occurrence 3) are both translated into the target text culture without changing anything. some toponymic occurrences employ both foreignization and domestication when there is a general term followed by the name of the place, for example, lake como (occurrence 2) and sumatra selatan (occurrence 4). the general term lake and selatan are domesticated as they have already an established term in the target text culture, while the actual name of the place is foreignized to add the feeling of 'foreigness' and to introduce the term to the target text reader. other occurrences are domesticated if the toponymic term in source text culture already has an equivalent term in target text culture. one of the domesticated toponymic terms is jawa (occurrence 5) which acquired another written form in target text culture because java is the established term of jawa. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 8 anthroponym grown up original version indonesia version 6. bank's open. peluang terbuka. 7. i'm sorry, mr. feder, i don't know. maaf, tn. feder, aku tak tahu 8. no, honey. tidak, sayang laskar pelangi original version english version 9. lintang, anak pesisir lintang, a boy from the coastal area 10. apa kabar, pak mahmud? how are you, mr. mahmud? 11. kumohon, yong. help me, kiong anthroponym represents the most frequent csis to appear in both movies where almost all of the data presented are foreignized. in occurrence 6, the translator chose to omit the specific word (bank). this action can lead to a shift in meaning from the source text to the target text reader. the phrase 'bank's open' indicates that the player holding the ball (basketball) should give the ball to bank, while in the target text 'peluang terbuka’ only indicates that there is a chance. some confusion might occur in the target text reader because of this. the occurrence 7 and 10 where the title is followed by the name of a person (mr. feder and pak mahmud) both foreignization and domestication are used. the actual name of the person is foreignized, while the title is given the domestication treatment tn and mr respectively. this leads a question on the correct usage of tn and mr, as in indonesia, the term tn can be used to either first or last name so, occurrence 1 translation is correct, while in english, the term mr is followed by a person's last name. so occurrence 10 translation can be considered incorrect. another occurrence where there is a term of endearment honey (occurrence 8) is being domesticated for easier comprehension even though the term honey itself is familiar in bahasa indonesia. the occurrence 11 involves the translation of nickname yong which is a shorter version of kiong. the translator chose to use the full version (foreignized) of the name probably to reduce the unfamiliarity of bahasa indonesia's nickname. form of entertainment grown up original version indonesia version 12. you guys ever hear of a game called chutes and ladders? pernah dengar permainan yang namanya ular tangga? 13. playstation 3 in every room, playstation 3 di setiap kamar http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 9 laskar pelangi original version english version 14. sebentar lagi 17-an. ada lomba karnaval. the independence day's carnival contest. domestication is the most selected treatment for the category form of entertainment. chutes and ladders (occurrence 12) are translated into the indonesia equivalent ular tangga because the game itself has already an established name in indonesia. however, playstation 3 (occurrence 13) is foregnized probably because of indonesian people already very familiar with the term. another domesticated term happens in occurrence 14 where the culture-specific item is translated into the english equivalence to reduce the unfamiliarity of the term. mean of transportation grown up original version indonesia version 15. hey, rob's car is an oompa loompa too. hei, mobil rob juga oompa loompa laskar pelangi original version english version 16. pembuat perahu kayu terbesar yang pernah dibuat oleh manusia? making the biggest manmade ark ever? the category of the mean of transportation is dominated by domestication because the term use in the source text is easily recognizable in the target text culture. for example, car (occurrence 15) is translated as mobil in target text culture because the term itself is a direct translation of car. while perahu kayu (occurrence 16) is a little harder to recognize by some people because of the religious context presented in source text culture. the term ark is chosen to ‘domesticate’ the unfamiliarity of perahu kayu of prophet nuh. fictional character grown up original version indonesia version it's like if elvis was an oompa loompa, seperti elvis yang mirip oompa loompa there's no tooth fairy peri gigi itu tak ada? http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 10 laskar pelangi original version english version ini. seperti samson, bukan? see, like samson! as for fictional characters, foreignization is the one that dominated this category. foreignization is employed to avoid confusion because the term does not exist in the target text culture. because of the exposure of technology especially the internet and tv, some of the terms in fictional characters are known to the target audience, so the term is domesticated, as in the case of the translation from 'tooth fairy' to 'peri gigi’ in occurrence 18. local institution laskar pelangi original version english version kami tahu sd pn timah telah dipenuhi murid baru we knew the pn timah elementay was full of new students jadi, kau tega meninggalkan muhammadiyah? you have the heart to abandon muhammadiyah? mana mau dia pergi ke puskesmas? he never wants to go to the clinic for a checkup. as for the category of a local institution, the data are only found in laskar pelangi (2008) movie. the treatment given to this category is mainly a mix of foreignization and domestication. for example, sd pn timah (occurrence 20) in which the type of institution ‘sd' is domesticated into the english equivalence while the name of the institution 'pn timah' is foreignized. another occurrence such as occurrence 21 is foreignized because the term itself does not have equivalence in english. domestication also occurs in a term that already has equivalence in target text culture such as 'puskesmas’ that is translated into 'clinic' in occurrence 22. food and drink grown up original version indonesia version i made the pumpkin risotto that we saw aku buatkan pumpkin risotto yang kita lihat but put the marinara sauce on the side. tapi taruh saus marinara disampingnya. with corn, either on the cob or whatever you got. dengan jagung, dengan tongkolnya atau semua yang kau punya. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 11 laskar pelangi original version english version gangan yang enak itu dibuatnya memakai ikan ilak. i told you, gangan soup is best cooked with ilak fish sebentar lagi nasi matang. kau angkat, ya? once the rice is cooked, get it off the stove. foreignization dominated the category of food and drink but only for grown up (2010) movie, while laskar pelangi (2008) has an equal number of domestication treatment and the foreignization-domestication treatment. the translator chooses to foregnized the term even though the term can be domesticated is probably because the target audience is already familiar with the term presented as in occurrence 23. the mix treatment of foreignizationdomestication happens when the term is in form of phrase where the type of food is foreignized (sauce-saus and sup-soup) while the actual name of the food is domesticated (marinara into marinara) because the term is already familiar and (gangan into gangan) to introduce the foreign term to the target text reader. scholastic reference grown up original version indonesia version it's taking a piss, not the sats. kau cuma pipis, bukan tes sat. laskar pelangi original version english version kenapa mereka mengenakan sandal saat ulangan? why are they wearing sandals to an exam? in the case of grown up movie, foreignization is the preferred treatment, the term presented in occurrence 28 is unfamiliar in indonesia because indonesian does not have the 'sat' test. the opposite happens in the laskar pelangi movie where the csi ‘ulangan’ is given the domestication treatment 'exam'. the general term in the source text culture already has equivalence in the target text culture. now, regarding the treatments applied to the translation of the subtitles, three patterns can be seen. firstly, both translators seem to favor foreignization as the treatment of the translation in almost all of the csis' categories. secondly, domestication will become the preferred treatment if the csis already have an equivalence in the target text culture. thirdly, the least favored treatment, the mixed treatment -foreignization and domesticationwill be applied if the csis are in the form of phrase. in this case, foreignization will be used http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 12 into the word that does not have an equivalence in the target text culture as in 'pn timah’ and domestication will be applied into the familiar word or have equivalence in the target text culture as in 'sd become elementary’ in the phrase ‘sd pn timah’. discussion foreignization seems to be the most preferred treatment in the subtitle translation, whether it is from english to indonesia or from indonesia to english. according to the data of grown up (2010), foreignization consists of 75.28% of all the data in which foreignization dominate almost all of the csis categories, except two: forms of enterntainment dan means of transportation. these two categories favor domestication for the former and equal amount of domestication and the mix treatment. the result is unlike the result found by judickaite (2009) who stated that domestication is much more dominant than foreignization. another thing, in the case of the translation from indonesia to english in laskar pelangi (2008) subtitle, bahasa indonesia which is considered as a minority to english, foreignization still manages to dominate. this finding broke the finding from tiwiyanti (2016) who states "the minority position of the source text culture of does not allow foreignization to be applied in a greater extent". this difference in finding could be because of the difference in the object of the study, which is novel, as opposed to the current study which is movie subtitles. in this case, the translator of laskar pelangi (2008) subtitle applied foreignization to a greater extent and manage to introduce indonesian culture to the english speaking country. in this regard, when foreignization is used, the source text manages to maintain the 'strangeness' and introduce the culture, in this case, the culture-specific items, to the target text reader. in line with the finding from matielo and espindola (2011) who states "by foreignizing, a feeling of strangeness or foreignness might have been created, possibly impacting the processing or acceptance towards these elements". from the analysis of the data, not only foreignization the translators of subtitles from the two movies seem to also apply domestication and the mixed treatment -foreignization and domesticationwhen translating the subtitle. this in line with wang (2014) who states that "the two methods (foreignization and domestication) should supplement and complement each other". because it will be hard for the target text readers to understand the movies if all of the csis are translated only with foreignization (to many unfamiliar words are confusing to the target text readers) and it will also put the source culture at a disadvantages if all of the csis are translated using domestication (the source culture will disappear completely eventhough the target text readers will have easier in understanding the movies) another treatment that is applied to both subtitles is domestication. domestication will be applied if the csis are already had an equivalence in the target text culture. this treatment used mainly to reduce the feeling of http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 13 'foreigness' and for easier understanding of the target text reader. by ‘foreigness’, it means the possible cultural words that may confuse or make the target reader uncomfortable because of the unfamiliarity of the foreign culture to the target readers. eventhough using domestication helps the target readers immensily, the foreign culture will be put at a disadventage like stated by venuti, using domestication diminishes the importance of the foreign culture presented in source text. but, since the percentage of the data of the current study is quite small (14.61% for the grown up and 24.56% for laskar pelangi), the importance of the foreign culture can still be preserved. unlike the previous finding, this finding agreed with tiwiyanti (2016) who states"domestication is preferred as it will allow target text readers to understand the text easily". regarding the uses of domestication , the difference in the object of the study between the previous study and the current study is insignificant. the mixed treatment of foreignization and domestication also appears in some data of the study. according to the data, the grown up (2010) consists of 10.11% and laskar pelangi (2008) consists of 26.42% of all the data. this treatment will be used if the data is in the form of a phrase containing a general word that is familiar in the target text culture (domestication) and specific word that is unfamiliar to the target text word (foreignization). the mix treatment most often used if the translator are unable to convey the meaning of the csis by only using one of the treatments. this finding is in line with putrawan (2018) that also finds "some indonesian cultural terms are also partially foreignized (partial foreignization) and partially domesticated (partial domestication)". such finding is also supported by other researcher such as judickaitė (2009). in this case, even though the present study and the previous study used different objects of study (novel), the finding of the two studies are similar. so regardless of if the object of the study is movie subtitle, novel or any others, mixed treatment sometime can be found as one of the treatment chosen by the translator. conclusion foreignization and domestication are applied in the subtitle translation, furthermore, the researcher also found a mix treatment where foreignization and domestication are used together. the dominating treatment of the subtitle, whether it is from english to indonesia or from indonesia to english, is foreignization. domestication will become the preferred treatment if the csis from the source text already has its term in the target text culture. furthermore, the mixed treatment of foreignizationdomestication will be applied if the csis are in the form of a phrase containing a general of a familiar word and a specific or unfamiliar word. in the process of analyzing the data, the researcher found that when translating the subtitle the feeling of politeness sometimes does not come across culturally. so, for the future study, the researcher suggests studying the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 14 cultural translation involving politeness. how politeness will translate across culture. references aixelá, j. f. (1996). culture-specific items in translation. translation, power, subversion, 8, 52-78. espindola, e. (2005). the use and abuse of subtitling as a practice of cultural representation: cidade de deus and boyz ‘n the hood. master’s dissertation, universidade federal de santa catarina. gottlieb, h. (2001) “subtitling”. in mona baker (ed), encyclopedia of translation studies. london and new york: routledge. harared, n. (2018). foreignization and domestication ideology in cultural term translation on novel tuesday with morrie: category household goods and house surrounding. jurnal arbitrer, 5(2), 54-59. judickaitė-pašvenskienė, l. (2009). the notions of foreignization and domestication applied to film translation. jaunųjų mokslininkų darbai, (2), 36-43. larson, m. l. (1984). meaning-based translation: a guide to cross-language equivalence (vol. 366). lanham, md: university press of america. matielo, r., & espindola, e. b. (2011). domestication and foreignization: an analysis of culture-specific items in official and non-official subtitles of the tv series heroes. cadernos de tradução, 1(27), 71-94. munday, j. (2001). introducing translation studies: theories and applications. london: routledge. munday, j. (2009). the routledge companion to translation studies. routledge. ordudari, m. (2007). translation procedures, strategies and methods. translation journal, 11(3), 8. putrawan, g. e. (2018). foreignization and domestication of indonesian cultural terms in the novel gadis pantai translated into english. lingua cultura, 12(3), 309-315. shirinzadeh, s. a., & mahadi, t. s. t. (2015). translators as cultural mediators in transmitting cultural differences. procedia-social and behavioral sciences, 208, 167-174. tiwiyanti, l. (2016). foreignization and domestication in translation culturespecific items in the english translation of ahmad tohari’s lintang kemukus. pujangga, 2(1), 237-252. venuti, l. (1995). the translator’s invisibility: a history of translation. london: routledge venuti, l. (1998). strategies of translation. in m. baker (ed.), encyclopedia of translation studies, 240-244. venuti, l. (2000). the translation studies reader. new york: routledge. wang, f. (2014). an approach to domestication and foreignization from the angle of cultural factors translation. theory and practice in language studies, 4(11), 2423-2427. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1,januari-juni 2020, hal. 1-15 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x translation in movie subtitles :... mega septy puspitasari, sri endah tabiati, esti junining. doi: https://doi.org/10.26714/lensa.10.1.2020.1-15 15 yang, w. (2010). brief study on domestication and foreignization in translation. journal of language teaching and research, 1(1), 77-80. zhang, y., feng, z., & wang, j. a study on domestication and foreignization in english song title translation from the perspective of memetics. international journal of arts and commerce, 7(4), 19-35. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 26 peningkatan keterampilan menulis letter of opinion (surat opini) pada mata pelajaran bahasa inggris dengan menggunakan media fantastic card di kelas xi improving the skill of writing letter of opinion in english subject using fantastic card in the 11th grade atiek indriyastuti sma negeri 7 semarang, kota semarang atiekindriyastuti15@gmail.com riwayat artikel: dikirim 21 september 2018; diterima 27 juni 2019; diterbitkan 30 juni 2019 abstrak tujuan penelitian ini adalah untuk mengetahui sejauh mana peningkatan keterampilan siswa dalam menulis letter of opinion di kelas xi. penelitian ini dilakukan pada kelas xi-ips-2 sma negeri 15 semarang semester 1 tahun pelajaran 2017-2018 sebagai hasil penggunaan media fantastic card. penelitian ini juga digunakan untuk mengetahui sejauh mana peningkatan pengetahuan dan sikap belajar siswa selama pembelajaran. metode yang digunakan dalam penelitian ini adalah metode penelitian tindakan kelas dengan teknik siklus yang terdiri dari dua tindakan siklus yaitu siklus 1 dan siklus 2. alat pengumpulan data yang digunakan untuk data kuantitatif berupa tes tertulis ulangan harian dan data kualitatif digunakan lembar observasi atau pengamatan, lembar refleksi diri, lembar penilaian antar teman, dan rubrik penilaian kinerja. hasil penelitian menunjukkan media fantastic card dapat meningkatkan keterampilan menulis letter of opinion. ketuntasan belajar mengalami peningkatan dari kondisi awal 53,13% menjadi 65,63% pada siklus i dan meningkat menjadi 93,75% pada siklus ii. peningkatan keterampilan siswa dalam menulis letter of opinion pada siklus i mencapai 2,53% dari ratarata hasil belajar pada pra siklus dan hasil belajar pada siklus ii mengalami peningkatan sebesar 6,81% dari rata-rata hasil belajar pada siklus i atau mengalami peningkatan sebesar 9,34% jika dibandingkan dengan rata-rata hasil belajar pada pra siklus. kata kunci: menulis, letter of opinion, media fantastic card abstract this research was aimed to find out the extent of students’ skill at writing letter of opinion in 11th grade. the research was conducted in the 11th grade of social science 2at public senior high school 15 semarang in academic year 2017-2018 after using fantastic http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 mailto:atiekindriyastuti15@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 27 card. it was to know the improvement of knowledge and attitude of the students during learning. method used was class action research method with cycle technique consisting of two cycles, i.e. cycle 1 and cycle 2. instruments of data taking were written daily tests and as for qualitative data, observation sheet, self-reflection sheet, peer evaluation sheet, and performance evaluation rubric were used. results of the research showed that fantastic card could improve the skill of writing letter of opinion. the learning completeness improved from 53.13% to 65.63% in cycle i, and 93.75% in cycle ii. the students’ skill in writing letter of opinion in cycle i improved up to 2.53% from the average learning result in pre-cycle. meanwhile, th elearning result in cycle ii improved as much as 6.81% from the average learning result in cycle i, or 9.34%, compared to the average learning result in pre-cycle. keywords: writing, letter of opinion, media fantastic card pendahuluan latar belakang untuk dapat menguasai keterampilan menulis dengan baik, seorang penulis harus dapat (1) menemukan masalah yang akan ditulis untuk dijadikan topik;(2) menentukan pembaca (audience) yang manakah tulisan tersebut ditujukan;(3)membuat rancangan (draft) karangan, dimana setiap teks memiliki masing-masing struktur atau susunan teks sesuai dengan kegunaan teks tersebut; (4) memiliki kemampuan menggunakan bahasa yang terdiri dari berbagai aspek seperti pemakaian kosa kata yang tepat, tata bahasa yang baik dan benar, penggunaan ejaan dan tanda baca yang benar; (5) menguasai kemampuan memulai sebuah paragraf yang akan ditulisnya dengan topik atau pokok bahasan yang dikembangkan menjadi kalimat sehingga akhirnya menjadi sebuah paragraf yang bermakna;(6) memiliki kemampuan memeriksa tulisan (editing). hasil pengamatan pada kelas xi-ips-2 sma negeri 15 semarang menunjukkan siswa memiliki prestasi yang kurang memuaskan. pada pokok bahasan menulis letter of opinion pada awalnya tidak ada siswa yang mendapatkan nilai amat baik yaitu dari rentang nilai 86-100 dan hanya 7 siswa yang mendapatkan nilai baik yaitu dari rentang nilai 76-85 dari 32 orang siswa. siswa yang mendapatkan nilai cukup yaitu rentang 70-75 ada 10 siswa , ada 13 siswa mendapatkan nilai kurang dan ada 2 siswa mendapatkan nilai sangat kurang. sehingga prosentase ketuntasan secara klasikal pada kelas xi-ips-2 tergolong masih sangat kurang yaitu 53,13%. siswa kelas xi-ips-2 menganggap bahwa keterampilan menulis letter of opinion dalam bahasa inggris sulit sekali. hal ini disebabkan karena ada beberapa aspek kebahasaan (misalnya : pemakaian kosa kata yang tepat, tata bahasa yang baik dan benar, penggunaan ejaan dan tanda baca yang benar) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 28 yang harus dikuasai siswa apabila ia ingin terampil menulis teks berbahasa inggris. penulis merasa kurang maksimalnya presentase ketuntasan minimal secara klasikal dikarenakan guru belum menggunakan media pembelajaran yang menarik. berdasarkan latar belakang diatas, maka peneliti berusaha mencari alternatif media pembelajaran yang menyenangkan dalam menyajikan materi letter of opinion dengan harapan dapat meningkatkan keterampilan menulis siswa. media pembelajaran yang dipilih untuk penelitian ini adalah media fantastic card. dengan media fantastic card siswa diharapkan dapat meningkatkkan keterampilannya menulis letter of opinion. media fantastic card ini dirancang oleh siswa sendiri sehingga tampak unik, menarik dan membantu siswa dalam memunculkan ide-idenya. identifikasi masalah berlatar belakang masalah yang telah dikemukakan diatas, teridentifikasi 2 (dua) permasalahan sebagai berikut : (1) keterampilan menulis teks siswa masih rendah, sehingga diharapkan setelah menggunakan media fantastic card keterampilan menulis siswa terutama dalam menulis letter of opinion meningkat. (2) guru peneliti belum menggunakan media fantastic card dalam mengajarkan keterampilan menulis letter of opinion. diharapkan tindakan tersebut akan meningkatkan keterampilan menulis siswa terutama dalam menulis letter of opinion. rumusan masalah secara spesifik permasalahan ini dapat dirinci menjadi perumusan masalah penelitian yakni: bagaimanakah pembelajaran dengan menggunakan media fantastic card dapat meningkatkan keterampilan siswa dalam menulis letter of opinion pada siswa kelas xi-ips-2 sma negeri 15 semarang tahun pelajaran 2017/2018? tujuan penelitian ini bertujuan untuk mendeskripsikan peningkatan keterampilan menulis letter of opinion menggunakan media fantastic card pada siswa kelas xi-ips-2 sma negeri 15 semarang tahun pelajaran 2017/2018. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 29 hakikat menulis slameto (2010) menyampaikan bahwa belajar ialah suatu proses usaha yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan, sebagai hasil pengalamannya sendiri dalam interaksi dengan lingkungannya. definisi tersebut menekankan bahwa belajar adalah sebuah proses, artinya belajar tidak dilakukan secara singkat melainkan terus menerus (continu). belajar adalah usaha, yang dilakukan oleh individu untuk menjadi lebih baik, dan merupakan hasil dari perilaku sebelumnya yang berupa pengalaman. sementara surya (1997) dalam rusman (2015), menjelaskan bahwa belajar sebagai suatu proses yang dilakukan oleh individu untuk memperoleh perubahan prilaku secara keseluruhan, sebagai hasil dari pengalaman pribadi itu sendiri dalam interaksi dengan lingkungannya. suraya menjelaskan bahwa belajar adalah proses, artinya bahwa belajar adalah hasil dari sebuah tindakan yang dilakukan atau tidak tiba-tiba berubah. lebih lanjut belajar itu merupakan suatu tindakan yang disengaja. tindakan yang disengaja itu adalah untuk mencapai perubahan yang bertujuan. rusman (2015) berpendapat bahwa belajar merupakan salah satu faktor yang mempengaruhi dan berperan penting dalam pembentukan pribadi dan perilaku individu. pendapat tersebut menempatkan belajar sebagai faktor dalam pembentukan karakter dan perilaku. pembentukan pribadi dan prilaku seseorang sangat dipengaruhi oleh kegiatan belajarnya, misal dia tidak dapat belajar dengan baik, maka akan menghasilkan pembentukan pribadi dan prilaku tidak baik begitupun sebaliknya. letter of opinion (surat opini) fungsi sosial dari teks jenis ini adalah untuk menyampaikan keluhan atau opini mengenai sesuatu kepada publik. struktur umum (generic structure) : menyatakan sesuatu hal kepada publik memberikan opini dan ide mengenai sesuatu kepada publik fitur bahasa : meminta dan memberi opini dan ide menyetujui atau tidak menyetujui opini dan ide penggunaan “i think”, i suppose dan “in my opinion” http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 30 letter of opinion dapat merujuk segala surat yang tertulis yang menyatakan opini, baik secara personal maupun profesional. surat ini dapat dikirimkan ke editor sebuah majalah, yang mempersoalkan konten dari sebuah artikel (personal), atau lebih formal dikirimkan ke pengembang terkait dengan nilai suatu properti (profesional). setiap orang memiliki opini dan beberapa dari kita malu untuk mengungkapkannya. di sinilah letter of opinion diperlukan. dengan menyampaikan sudut pandang kita dalam menulis, letter of opinion memberikan legitimasi atas perasaan kita. letter of opinion seperti buku telepon: memiliki beragam kegunaan. berikut ini ada beberapa kegunaan yang paling umum: 1. untuk memuji ataupun mengkritisi sebuah perusahaan 2. untuk menyampaikan pandangan anda terhadap suatu isu di masyarakat 3. untuk mengomentari kebijakan publik 4. untuk merespon suatu editorial atau artikel 5. untuk mendukung kandidat atau pejabat yang terpilih lainnya semua letter of opinion menyampaikan opini anda secara jelas dan menyediakan alasan-alasan yang mendukungnya. sebuah letter of opinion dapat menyatakan baik gagasan positif maupun negatif, misalnya: anda dapat menulis kepada sebuah tokoh mengenai pujian atas kasir yang sangat membantu, atau kepada sebuah perusahaan mengenai pujian terhadap sebuah produk atau layanan. atau, letter of opinion dapat menyatakan pandangan yang sebuah pandagan yang berbeda, sebuah cara yang berbeda dalam melihat isu yang sama. anda dapat menulis ke sebuah koran, majalah, ataupun stasiun televisi mengenai pandangan editorial mereka. apapun tujuan anda atau audiens, berikut ini beberapa saran dalam menulis. 1. untuk letters of praise (surat sanjungan): a. nyatakan dengan tegas siapa atau apa yang sedang anda sanjung. b. beri tanggal dari layanan yang dimaksud. c. identifikasi karyawan-karyawan yang disanjung dengan nama dan gelar (misal, jimmy joe johnson, clerk). d. sertakan nama, alamat, dan nomor telepon anda. 2. untuk letters of dissent (surat perbedaan pendapat): a. sampaikan apa editorial, artikel atau tulisan lainnya yang anda maksud di dalam respon anda. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 31 b. tetap tenang; penyebutan nama akan merugikan anda. c. tetap pada masalah yang dibahas; hindari penyimpangan yang sia-sia. d. cantumkan nama, alamat, dan nomor telepon anda. media pembelajaran media dalam dunia pendidikan menempati posisi yang sangat penting sebagai salah satu komponen dalam pemebelajaran. tanpa adanya media proses pembelajaran tidak akan mendapatkan hasil maksimal. menurut heinich dkk. (dalam arsyad 2013) kata media merupakan bentuk jamak dari kata “medium”. medium dapat didefinisikan sebagai perantara atau pengantar terjadinya komunikasi dari pengirim menuju penerima. definisi media juga diungkapkan oleh gerlach dan ely (dalam arsyad (2013). ia menyatakan media merupakan manusia, materi atau kejadian yang membangu suatu kondisi atau membuat siswa mampu memperoleh pengetahuan, keterampilan dan sikap. secara lebih khusus. pengertian media dalam proses belajar mengajar cenderung diartikan sebagai alat-alat grafis, fotografis, atau elektronis untuk menangkap, memproses, dan menyusun kembali informasi visual atau verbal. selain itu munadi (2013) menyatakan bahwa kata media berasal dari bahasa latin, yakni medius yang secara harfiah berarti tengah, pengantar, atau perantara. dalam bahasa arab, media disebut wasail bentuk jamak dari wasilah yakni sinonim al-wast yang artinya tengah. kata tengah berarti berada di antara dua sisi, maka disebut juga sebagai perantara (wasilah) atau yang mengantarai kedua sisi tersebut. lebih lanjut munadi (2013) mendefinisikan media pembelajaran sebagai segala sesuatu yang dapat menyampaikan dan menyalurkan pesan dari sumber secara terencana sehingga tercipta lingkungan belajar yang kondusif di mana penerimanya dapat melakukan proses belajar secara efisien dan efektif. dari beberapa pendapat tersebut dapat disimpulkan bahwa media pembelajaran merupakan perantara atau pengantar yang dapat menyalurkan pesan dan digunakan dalam kegiatan belajar mengajar oleh pendidik, guna mempermudah tersampainya pesan dan informasi kepada penerima. media dalam penggunaanya memiliki berbagai macam jenis. jenis media yang dipilih disesuaikan dengan kebutuhan oleh penggunanya agar tersampaikannya pesan atau informasi. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 32 fantastic card fantastic card adalah selembar kertas tebal atau karton tipis berbentuk persegi panjang dan bergambar yang disajikan dengan tampilan yang menarik dan unik, disetiap kartu terdapat gambar yang berbeda. gambar tersebut menunjukkan gambar benda atau orang atau tempat. bila tampilan yang menarik dan unik tersebut dibuka di dalamnya akan tampak sebuah gambar yang akan digunakan siswa sebagai media untuk membuat letter of opinion. disitulah letak keajaiban kartu tersebut. sehingga setelah menerima, membuka dan mencermati kartu tersebut siswa akan merasa senang, lebih bersemangat dan mudah menuangkan ide-idenya menjadi sebuah letter of opinion. dengan demikian kiranya tepat apabila fantastic card dipergunakan sebagai media pembelajaran dalam menulis letter of opinion karena: (1) fantastic card merupakan benda yang sangat unik dan menarik; (2) fantastic card adalah media yang dapat membantu siswa memunculkan ide-idenya; (3) dengan menggunakan media fantastic card siswa seolah-olah melihat benda atau orang atau tempat seperti aslinya. gambar 1. gambar fantastic card kerangka berpikir prosedur penelitian tindakan kelas merupakan siklus dan dilaksanakan sesuai perencanaan tindakan atau perbaikan dari perencanaan tindakan terdahulu. penelitian ini memerlukan evaluasi awal untuk mengetahui masalah dan menemukan solusinya. tindakan kelas dilaksanakan dalam bentuk pembelajaran menggunakan media fantastic card disertai dengan pendekatan, model, strategi, dan tehnik. dalam setiap tindakan peneliti dan observer akan mengamati baik aktivitas maupun sikap siswa selama pembelajaran. apabila dijabarkan dalam sebuah bagan maka akan didapati kerangka berpikir sebagai berikut: http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 33 kondisi awal  keterampilan menulis letter of opinion pada siswa kelas xi-ips-2 rendah tindakan  penggunaan media fantastic card sebagai sarana menulis letter of opinion kondisi akhir  keterampilan menulis letter of opinion pada siswa kelas xi-ips-2 meningkat hipotesis tindakan hipotesis yang diajukan dalam penelitian tindakan ini adalah” jika dalam pembelajaran menulis letter of opinion pada siswa kelas xi-ips-2 sma negeri 15 semarang tahun pelajaran 2017/2018 menggunakan media fantastic card maka keterampilan menulis letter of opinion siswa akan meningkat.” metode penelitian ini dilaksanakan di sma negeri 15, jalan kedungmundu raya no. 34 semarang pada siswa kelas xi-ips-2. tempat penelitian dilaksanakan di sma negeri 15 semarang. penelitian tindakan kelas ini dilaksanakan selama 4 (empat) bulan yaitu pada awal bulan juli sampai dengan akhir bulan oktober 2017 pada saat jam pembelajaran yaitu pada hari kamis. subyek dalam penelitian ini adalah siswa kelas xi-ips-2 sma negeri 15 semarang tahun pelajaran 2017/2018 sebanyak 32 orang yang terdiri dari 7 orang siswa putera dan 25 orang siswa puteri. sumber data penelitian ini, yaitu sumber data primer dan sumber data sekunder. sumber data primer pada penelitian ini diambil dari:1) hasil pre-test siswa sebelum tindakan berlangsung; 2) hasil lembar refleksi diri siswa; 3) hasil belajar siswa pada setiap siklus tindakan; 4) hasil observasi tentang sikap belajar siswa pada saat proses pembelajaran; 5) hasil observasi atau pengamatan mengenai kegiatan belajar dan sikap belajar siswa yang dikumpulkan selama tindakan berlangsung dari guru sejawat atau peneliti ahli (expert); dan 6) jurnal guru (teacher’s anecdotal record). sedangkan sumber data sekunder pada penelitian ini diperoleh dari : 1) data mengenai jumlah siswasiswi kelas xi-ips-2 yang diperoleh dari daftar hadir kelas; 2) data studi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 34 pustaka yang menunjang penyusunan penelitian ini; dan 3) dokumentasi berupa fotofoto tentang kegiatan siswa selama siklus i dan ii berlangsung. tehnik yang digunakan ada 2 (dua) macam yaitu tes dan non-tes. tehnik tes yang digunakan untuk mengukur kemajuan hasil belajar siswa adalah ulangan harian dan lembar rubrik penilaian produk magic card. sedangkan tehnik non-tes berupa observasi perilaku belajar siswa selama proses pembelajaran berlangsung serta lembar refleksi diri siswa setelah setiap siklus selesai dilaksanakan. alat pengumpulan data yang digunakan dalam penelitian ini meliputi: lembar soal pre-test sebelum siklus i tentang menulis letter of opinion tanpa menggunakan media fantastic card; lembar rubrik penilaian (rubric assessment sheet) yang dipergunakan untuk mengukur keterampilan siswa dalam menulis letter of opinion menggunakan media fantastic card yang dipergunakan guru peneliti untuk menilai produk; lembar refleksi diri siswa dipergunakan untuk menggali kesulitan-kesulitan apakah yang dihadapi siswa dalam proses pembelajaran siklus i; lembar pengamatan dipergunakan oleh guru sejawat untuk mencatat aktivitas dan tingkat motivasi siswa selama proses pembelajaran berlangsung; studi pustaka tentang peningkatan keterampilan menulis letter of opinion menggunakan media fantastic card untuk mendukung penelitian ini, dokumentasi yang berupa foto-foto tentang kegiatan siswa pada setiap siklus pembelajaran. untuk menganalisis data hasil penelitian peneliti menggunakan metode: (1) deskriptif, yaitu digunakan untuk upaya memecahkan masalah atau menjawab permasalahan yang dihadapi. (2) kualitatif, yaitu penggambaran dengan kata-kata atau kalimat yang dipisahkan dengan katagori analisis data deskriptif kualitatif yaitu analisis data yang tidak dapat diukur melalui perhitungan dengan angka-angka melainkan dengan menggunakan kata-kata. validasi penelitian tindakan kelas ini menggunakan trianggulasi sumber dan triangulasi metode. triangulasi sumber data berasal dari guru kelas, siswa dan guru teman sejawat sebagai kolaborator. sedangkan triangulasi metode yaitu data dari pengumpulan dokumen, hasil obeservasi dan hasil tes tertulis. akhir dari pada penelitian tindakan kelas ini adalah tercapainya peningkatan keterampilan menulis letter of opinion dan perubahan dalam sikap belajar siswa http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 35 tabel 1: predikat hasil antar siklus no nilai persentase predikat 1 86-100 amat baik 2 76-85 baik 3 70-75 cukup 4 60-69 kurang 5 ≤ 59 kurang sekali prosedur penelitian tindakan kelas (ptk) ini di rancang untuk dilaksanakan dalam 2 siklus dimana siklus i dilaksanakan dalam 1 kali pertemuan, siklus ii dilaksanakan juga dalam 1 kali pertemuan, dengan alokasi waktu setiap pertemuan 2x45 menit (90 menit). setiap siklus terdiri dari 4 tahapan yang harus di jalani yaitu perencanaan, pelaksanaan/ tindakan, pengamatan/ observasi dan refleksi. siklus i 1) perencanaan (planning) tahap perencanaan dimulai dari (1) merencanakan rpp dan skenario pembelajaran siklus i untuk dua kali pertemuan dengan alokasi waktu 2x45 menit per pertemuan; (2) menyiapkan materi letter of opinion yang akan disajikan untuk siswa; (3) mempersiapkan materi ;(4) menyiapkan media fantastic card yang akan digunakan siswa untuk membantu menulis letter of opinion; (5) menyusun soal-soal evaluasi yang berkaitan dengan teks yang telah disiapkan; (6) menyiapkan instrumen penilaian. 2) pelaksanaan (acting) kegiatan pembelajaran letter of opinion dilakukan terlebih dahulu sehingga siswa mendapatkan konsep letter of opinion dengan jelas. guru memberikan pemahaman kepada siswa tentang social function, generic stucture dan language features dari letter of opinion. selanjutnya guru memberi penjelasan tentang media fantastic card dan penggunaan media fantastic card yang akan digunakan siswa dalam upaya peningkatan keterampilan menulis letter of opinion. setelah memberikan penjelasan secara detail tentang letter of opinion dan media fantastic card, guru memberikan contoh letter of opinion dan bagaimana cara menulis letter of opinion. setelah kegiatan tanya jawab antara guru dan siswa tentang menulis letter of opinion berlangsung, siswa mulai melakukan perintah guru menuliskan letter of opinion berbahasa inggris dengan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 36 menggunakan media fantastic card. pembelajaran dilakukan sesuai acuan kurikulum 2013 atau k-13. hasil dan pembahasan deskripsi kondisi awal pada kondisi awal belajar guru melakukan pra siklus (pre test) yaitu menulis letter of opinion tanpa menggunakan fantastic card. pra siklus dilakukan untuk mengetahui kondisi awal siswa sebelum dilakukan tindakan siklus i. hasil dari refleksi kondisi awal hasil belajar siswa kelas xi-ips-2 sma negeri 15 semarang sebelum dilakukan tindakan pada siklus i didapatkan hasil sebagai berikut : tabel 2: hasil tes dalam pra siklus no nilai jumlah responden persentase % keterangan 1. 2. 3. 4. 5. 86-100 76-85 70-75 60-69 0-59 0 7 10 13 2 0 21,88 31,25 40,63 6,25 amat baik baik cukup kurang kurang sekali jumlah 32 100 dari 32 siswa yang mengikuti tes pra siklus, tidak ada siswa yang mendapatkan nilai amat baik atau 0%, 7 siswa atau 21,88% mendapatkan nilai baik, 10 siswa atau 31,25% mendapatkan nilai cukup sedangkan 13 siswa atau 40,63% mendapatkan nilai kurang sedangkan 2 siswa atau 6,25% mendapatkan nilai kurang sekali. pada tabel diatas diketahui bahwa ketuntasan belajar klasikal hanya 53,13% dimana persentase ini masih kurang dari indikator ketuntasan belajar minimal yaitu 70%. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 37 deskripsi hasil siklus i dari hasil tes pra siklus yang ditunjukkan oleh tabel diatas bahwa persentase ketuntasan belajar klasikal masih sangat kurang oleh sebab itu peneliti mengambil tindakan pada siklus i yaitu dengan memberikan penjelasan secara detail tentang materi letter of opinion. pada siklus i siswa menulis letter of opinion tanpa menggunakan media fantastic card. siklus i dilakukan untuk mengetahui sejauh mana peningkatan keterampilan siswa dalam menulis letter of opinion tanpa menggunakan media fantastic card. dari siklus i diperoleh hasil seperti terlihat pada tabel 3 sebagai berikut: tabel 3: hasil tes dalam siklus i no nilai jumlah responden persentase % keterangan 1. 2. 3. 4. 5. 86-100 76-85 70-75 60-69 0-59 0 9 12 11 0 0 28,13 37,50 34,36 0 amat baik baik cukup kurang kurang sekali jumlah 32 100 berdasarkan tabel 3 di atas dapat diketahui bahwa keterampilan siswa dalam menulis letter of opinion pada siklus i mengalami peningkatan jika dibandingkan dengan hasil belajar pada pra siklus. ada 9 siswa atau 28,13% mendapatkan nilai baik, 12 siswa atau 37,50% mendapatkan nilai cukup, 11 siswa atau 34,36% mendapatkan nilai kurang sedangkan 0 siswa mendapatkan nilai kurang sekali. dari tabel 3 diatas menunjukkan bahwa ketuntasan belajar klasikal mencapai 65,63%. namun penulis masih berusaha untuk lebih meningkatkan keterampilan siswa dalam menulis letter of opinion. penulis mencoba berkonsultasi dengan para observer dengan cara meminta pendapat dan juga masukan untuk lebih meningkatkan keterampilan siswa dalam menulis letter of opinion. setelah mendapat saran, masukan dan motivasi dari para observer, penulis melangkah ke siklus ii. deskripsi hasil siklus ii skenario pembelajaran siklus ii memiliki alur yang sama dengan skenario pembelajaran siklus i, namun pada siklus ii guru peneliti menggunakan media pembelajaran berupa fantastic card, dengan harapan dapat meningkatkan keterampilan siswa dalam menulis letter of opinion. pada http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 38 siklus ii perbaikan-perbaikan berdasarkan catatan dari observer dilakukan untuk lebih meningkatkan kualitas pembelajaran dan hasil prestasi siswa dalam menulis letter of opinion pada mata pelajaran bahasa inggris dengan menggunakan media fantastic card di kelas xi-ips-2 sma negeri 15 semarang. hasil dari siklus ii diperoleh seperti terlihat pada tabel 4 sebagai berikut: tabel 4: hasil tes dalam siklus ii no nilai jumlah responden persentase % keterangan 1. 2. 3. 4. 5. 86-100 76-85 70-75 60-69 0-59 3 13 14 2 0 9,38 40,63 31,25 18,75 0 amat baik baik cukup kurang kurang sekali jumlah 32 100 berdasarkan tabel di atas dapat diketahui bahwa keterampilan siswa dalam menulis letter of opinion dengan menggunakan media fantastic card mengalami peningkatan drastis. dari 32 siswa yang diteliti ada 3 siswa atau 9,38% mendapatkan nilai amat baik, 13 siswa atau 40,63% mendapatkan nilai baik sedangkan hanya 14 siswa atau 31,25% mendapatkan nilai cukup. dari tabel 2 diatas menunjukkan bahwa ketuntasan belajar klasikal mencapai 93,75%. pada siklus ii tidak ada siswa yang mendapatkan nilai kurang sekali. rekapitulasi perbandingan hasil belajar antar siklus dapat dilihat pada tabel 5: tabel 5: rekapitulasi perbandingan antar siklus uraian nilai pra siklus siklus i siklus ii rata-rata 70,5 73,03 79,84 tertinggi 80 83 90 terendah 60 68 69 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 39 diagram 1: perbandingan prosentase keterampilan siswa dalam menulis letter of opinion dengan menggunakan fantastic card keterangan: siklus i : 0 siswa menempati kategori amat baik ; 9 siswa menempati kategori baik ; 12 siswa menempati kategori cukup ; 11 siswa menempati kategori kurang dan o siswa menempati kategori kurang sekali siklus ii : 3 siswa menempati kategori amat baik ; 13 siswa menempati kategori baik ; 14 siswa menempati kategori cukup ; 2 siswa menempati kategori kurang dan o siswa menempati kategori kurang sekali berdasarkan data di atas dapat disimpulkan bahwa: 1. nilai rata-rata keterampilan siswa dalam menulis letter of opinion pada siklus i meningkat mencapai nilai 73,03 yang semula pada pra siklus keterampilan siswa dalam menulis letter of opinion mendapatkan nilai rata-rata 70,5. sedangkan nilai rata-rata pada siklus ii mununjukkan bahwa keterampilan siswa dalam menulis letter of opinion dengan menggunakan media magic card meningkat drastis yaitu mencapai 79,84. 2. nilai tertinggi keterampilan siswa dalam menulis letter of opinion pada siklus i meningkat mencapai nilai 83 yang semula pada pra siklus mendapatkan nilai tertinggi 80. sedangkan nilai tertinggi pada siklus ii mununjukkan bahwa keterampilan siswa dalam menulis letter of opinion dengan menggunakan media fantastic card meningkat drastis yaitu mencapai 90. 0 2 4 6 8 10 12 14 amat baik baik cukup kurang kurang sekali siklus 1 siklus 2 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 40 3. demikian juga pada pencapaian nilai terendah keterampilan siswa dalam menulis letter of opinion meningkat hingga mencapai 68 yang semula pada pra siklus nilai terendah mencapai 60. sedangkan nilai terendah pada siklus ii menunjukkan bahwa keterampilan siswa dalam menulis letter of opinion dengan menggunakan media fantastic card meningkat yaitu mencapai 69. hasil non tes hasil non tes mencakup hasil yang diperoleh dari observasi berupa angket. hasil observasi menunjukkan bahwa siswa merasa lebih senang, semangat, tertarik dan termotivasi sehingga menjadikan siswa lebih terampil dalam menulis letter of opinion dengan menggunakan media fantastic card. siswa merasa sangat terbantu dalam menulis letter of opinion dengan menggunakan media fantastic card. dari angket yang ditujukan pada 32 siswa diperoleh informasi bahwa pada siklus i ada 17 siswa atau 53,13% siswa tampak antusias dalam menulis letter of opinion. sebanyak 15 siswa atau 46,87 % siswa tampak berkonsentrasi dalam menulis letter of opinion tanpa menggunakan media magic card. sebanyak 15 siswa atau 46,87 % siswa tampak kreatif sedangkan sebanyak 20 siswa atau 62,50 % siswa tampak tenang atau tidak gaduh selama pembelajaran. dari hasil tersebut kami sajikan dalam tabel sebagai berikut: tabel 6: aktifitas siswa selama pembelajaran siklus i no jumlah responden persentase (%) keterangan 1 2 3 4 17 15 15 20 53,13 46,87 46,87 62,50 antusias konsentrasi kreatif tenang pada siklus ii berdasarkan tabel 7 dapat terbaca bahwa aktifitas siswa selama pembelajaran mengalami peningkatan jumlah responden. ada 27 siswa atau 84,37% tampak antusias dalam menulis teks descriptive menggunakan media magic card. sebanyak 20 siswa atau 62,50 % siswa tampak berkonsentrasi dalam menulis teks descriptive menggunakan media magic card. sebanyak 22 siswa atau 68,75 % siswa tampak kreatif dalam menulis teks descriptive menggunakan media magic card. sedangkan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 41 sebanyak 24 siswa atau 75,00 % siswa tampak tenang atau tidak gaduh selama pembelajaran. dari hasil tersebut kami sajikan dalam tabel sebagai berikut: tabel 7: aktifitas siswa selama pembelajaran siklus ii no jumlah responden persentase (%) keterangan 1 2 3 4 27 20 22 24 84,37 62,50 68,75 75,00 antusias konsentrasi kreatif tenang diagram 2. perkembangan hasil belajar keterangan  pra siklus nilai rata-rata 70,5 ; nilai tertinggi 80 ; dan nilai terendah 60  siklus i nilai rata-rata 73,03 ; nilai tertinggi 83 ; dan nilai terendah 68  siklus ii nilai rata-rata 79,84 ; nilai tertinggi 90 ; dan nilai terendah 69 0 10 20 30 40 50 60 70 80 90 100 pra siklus siklus 1 siklus 2 rata-rata nilai tertinggi nilai terendah http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 42 pembahasan hasil keterampilan siswa dalam menulis letter of opinion pada siklus i diperoleh hasil secara klasikal sebanyak 9 siswa atau sebesar 28,13% menempati kategori baik. sedangkan 12 siswa atau 37,50% menempati kategori cukup. sehingga siswa yang berhasil mencapai kriteria ketuntasan minimal ada 21 siswa atau 65,63%. jika dibandingkan dengan keberhasilan siswa pada pra siklus yaitu hanya ada 7 siswa atau 21,88% siswa menempati kategori baik. siswa yang berhasil mencapai kriteria ketuntasan minimal hanya ada 17 siswa atau 53,13%. berdasar hasil pengamatan para observer dan learning log siswa, pada siklus i, suasana pembelajaran yang menyenangkan dan kondusif sejalan dengan kemampuan dan kepribadian guru. dengan kemampuan dan kepribadian guru yang baik akan meningkatkan kualitas, semangat dan motivasi siswa untuk lebih terampil dalam menulis letter of opinion. setelah siklus i, berdasarkan angket siswa diketahui bahwa terjadi peningkatan dalam kualitas pembelajaran dan peningkatan hasil belajar. hal ini disebabkan karena antusias, semangat dan motivasi siswa untuk mencapai prestasi yang tinggi dan mendapat nilai yang tinggi. pada siklus ii terjadi peningkatan yang sangat drastis , baik dalam kualitas pembelajaran maupun peningkatan hasil belajar. peningkatan kualitas pembelajaran terlihat dari meningkatnya semangat dan motivasi siswa dalam menulis letter of opinion. siswa tampak lebih kreatif dalam menuangkan ideidenya sehingga terbentuk letter of opinion yang bermakna dan berkualitas peningkatan kualitas pembelajaran tersebut signifikan dengan kemampuan dan kepribadian guru mata pelajaran. apabila guru tidak memiliki kemampuan pedagogis yang baik dan tidak memiliki kepribadian yang baik sangat mungkin menyebabkan menurunnya kualitas pembelajaran. sebaliknya guru yang memiliki kemampuan pedagogis dan kepribadian yang baik dapat meningkatkan kualitas pembelajaran. keterampilan siswa dalam menulis letter of opinion dengan menggunakan media fantastic card pada sikluas ii merupakan perbaikan dan peningkatan dari siklus i. kelemahan dan kekurangan siswa dalam menulis letter of opinion dengan menggunakan media fantastic card pada siklus ii baik dari guru maupun siswa sudah tidak tampak. peningkatan kualitas pembelajaran ditandai dengan meningkatnya kreatifitas, semangat dan motivasi siswa, serta suasana belajar yang menyenangkan. hal inilah yang menyebabkan keterampilan siswa dalam menulis letter of opinion dengan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 43 menggunakan media fantastic card pada siklus ii mengalami peningkatan yang drastis. jika dibandingkan dengan hasil tes pada siklus i yang rata-rata 73,03, maka rata-rata nilai hasil tes pada siklus ii yang mencapai 79,84 berarti mengalami kenaikan sebesar 6,81 atau 6,81%. sedang dibanding dengan hasil belajar pada pra siklus yang rata-ratanya 70,5 , maka hasil belajar pada siklus ii mengalami peningkatan sebesar 9,34%. dengan demikian keterampilan siswa dalam menulis letter of opinion dengan menggunakan fantastic card pada siklus ii sebagian besar siswa yaitu 93,75% benar-benar terampil menulis letter of opinion. kesimpulan simpulan 1. keterampilan menulis letter of opinion pada pelajaran bahasa inggris dengan menggunakan media fantastic card di kelas xi-ips-2 sma negeri 15 semarang tahun 2017/2018 meningkat. 2. peningkatan kualitas pembelajaran dapat terlihat dari meningkatnya rasa senang, semangat dan motivasi siswa dalam keterampilan menulis letter of opinion dengan menggunakan media fantastic card. guru juga bisa tampil lebih percaya diri karena bisa membuat situasi kelas menjadi lebih menyenangkan, bersemangat dan termotivasi. 3. keterampilan menulis letter of opinion dengan menggunakan media fantastic card di kelas xi-ips-2 sma negeri 15 semarang dapat meningkatkan prestasi hasil belajar. keterampilan siswa dalam menulis letter of opinion pada pra siklus rata-ratanya adalah 70,5 , sedangkan pada siklus i ratarata nilai mencapai 73,03 dan pada siklus ii rata-rata nilai mencapai 79,84. peningkatan ketuntasan keterampilan siswa dalam menulis letter of opinion tanpa menggunakan media fantastic card pada siklus i sebesar 65,63% dan pada siklus ii mencapai peningkatan yang drastis sebesar 93,75%. saran/rekomendasi 1. bagi para guru mata pelajaran bahasa inggris, hendaknya perlu menggunakan media pembelajaran sebagai upaya meningkatkan kemampuan siswa dalam menguasai berbagai keterampilan di kelas. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 44 2. para guru bahasa inggris perlu berlatih untuk mulai melaksanakan penelitian tindakan kelas sebagai syarat pengembangan profesi seorang guru sehingga mampu mengatasi permasalahan pembelajaran bahasa inggris di kelas. daftar pustaka anni, c. t. (2004). psikologi belajar. semarang: cv. ikip semarang press. arsyad, a. (2013). media pembelajaran. depok: pt. rajagrafindo persada. bahri & aswan. (2006). strategi belajar mengajar. jakarta: pt rineka cipta. churchil, g. a. (1991). marketing research metodological foundations. new york: the dryden press. daryanto. (2015). media pembelajaran. bandung: pt sarana tutorial nurani sejahtera. departemen pendidikan nasional. peraturan menteri pendidikan nasional no. 22 tahun 2006. tentang standart isi untuk satuan pendidikan dasar dan menengah. djamarah, s. b., & zain, a. (2002). strategi belajar mengajar. jakarta : pt. rineka cipta. hakim, t. (2002). belajar secara efektif. jakarta: penerbit puspa swara. harisiati, t. (1999). penelitian tindakan sebagai aplikasi metode ilmiah dan pemecahan masalah pembelajaran bahasa. dalam seminar fpbs ikip malang. manser, m. h. (1991). oxford learner’s pocket dictionary. new york: oxford university press. munadi, y. (2013) media pembelajaran. jakarta: referensi. peraturan mentri pendidikan nasional no. 22 tahun 2006. tentang standart isi untuk satuan pendidikan dasar dan menengah. purwanto, n.. (1984). prinsip-prinsip dan teknik evaluasi pengajaran. jakarta: ramadia. putra, n. (2015). research & development, jakarta: rajawali press. riduan. (2004). belajar mudah penelitian untuk guru-karyawan dan peneliti pemula. alfabeta: bandung. rustana, c. (2002). pembelajaran dan pengajaran kontekstual. jakarta: direktorat pendidikan dasar dan menengah. siregar, e., & hartini. (2014). teori belajar dan pembelajaran. ciawi bogor: ghalia indonesia. slameto. (2010). belajar dan faktor-faktor yang mempengaruhi, jakarta: rineka cipta. spencer, d. h. (2005). guided composition exercises. yogyakarta: kanisius. sudaryo, dkk. (1990). strategi belajar mengajar. semarang : ikip press. suharsimi, a. (1993). prosedur penelitian suatu pendekatan praktek. jakarta: pt. rineka cipta. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peningkatan keterampilan menulis letter of opinion … atiek indriyastuti doi: https://doi.org/10.26714/lensa.9.1.2019.26-45 45 sujana, n., & rifai, a. (2009). media pengajaran: penggunaan dan pembuatannya. bandung: penerbit sinar baru algensindo. sulaiman d. (1988). teknologi / metodologi pengajaran. depdikbud ditjen dikti proyek pengembangan lptk: jakarta. trianto. (2007). metode-metode pembelajaran inovatif berorientasi konstruktivistik. jakarta: prestasi pustaka. winataputra, u. s., dkk. (2007). teori belajar dan pembelajaran. jakarta: universitas terbuka. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.26-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 174 oposisi dalam novel rahuvana tattwa karya agus sunyoto: analisis intertekstual julia kristeva opposition in agus sunyoto’s ‘rahuvana tattwa’ novel: julia kristeva’s intertextual analysis viandika indah septiyani1*, suminto a. sayuti2 1,2pascasarjana universitas negeri yogyakarta, yogyakarta *viandika0730pasca2016@student.uny.ac.id riwayat artikel: dikirim 27 april 2019; diterima 12 desember 2019; diterbitkan 31 desember 2019 abstrak novel rahuvana tattwa digunakan dalam penelitian ini untuk mengkaji teori intertekstual perspektif julia kristeva yang berupa oposisi. terdapat dua pertentangan atau lebih yang disandingkan dalam teori oposisi. pertentangan itu menyebabkan terjadinya perpecahan karena tidak dapat dipersatukan. oposisi diungkap menggunakan teori intertekstualitas julia kristeva yang terdapat pada novel rahuvana tattwa karya agus sunyoto. novel rahuvana tattwa merupakan salah satu pertentangan dari cerita ramayana. metode penelitian yang digunakan adalah deskriptif kualitatif, data dikumpulkan melalui baca catat, penelitian dilakukan dengan cara membaca secara keseluruhan kemudian mencatat data-data yang terdapat di dalam novel rahuvana tattwa karya agus sunyoto cetakan pertama tahun 2009. instrumen penelitian pada metode penelitian kualitatif adalah peneliti sendiri yang bertugak untuk mengumpulkan data, menganalisis, kemudian menjabarkan. ditemukan tiga oposisi pada novel rahuvana tattwa, yaitu sesembahan dengan jumlah tujuh data, sistem kekerabatan empat data dan peradaban 12 data dari kedua golongan. kata kunci: intertekstual, oposisi, budaya, rahuvana tattwa, julia kristeva abstract rahuvana tattwa is the novel used in this study to examine the intertextual theory of julia kristeva's perspective in the form of opposition. there are two or more contradictions that are juxtaposed in opposition theory. this contradiction causes division because it cannot be united. the opposition was expressed using julia kristeva's intertextuality theory contained in agus sunyoto's rahuvana tattwa novel. rahuvana tattwa's novel is one of the contradictions of the ramayana story. the research method used is descriptive qualitative, data is collected through reading notes, research is done by http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 mailto:viandika0730pasca2016@student.uny.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 175 reading as a whole and then recording the data contained in the novel rahuvana tattwa by agus sunyoto the first printing in 2009. the research instrument in qualitative research methods is the researcher himself which has a duty to collect data, analyze, and then describe. found three oppositions in the novel rahuvana tattwa, namely offering seven data, kinship four data systems and 12 civilization data from both groups. keywords: intertextual, opposition, culture, rahuvana tattwa, julia kristeva pendahuluan oposisi merupakan bagian dari penelitian intertekstual julia kristeva yang menekankan pada pertentangan antara dua kelompok atau lebih yang tidak dapat disatukan. intertekstual julia kristeva dapat dicari melalui transposisi, transformasi dan oposisi. penelitian ini hanya mengungkap oposisi dan yang merupakan inti dari penelitian intertekstualitas julia kristeva adalah ideologeme. oposisi merupakan salah satu pengungkap makna dalam menghasilkan ideologeme. oposisi dalam konsep yang dijelaskan oleh julia kristeva adalah sesuatu yang tidak dapat tukar-menukar dan mutlak di antara dua kelompok yang kompetitif, tidak pernah rukun, tidak pernah saling melengkapi, dan tidak pernah bisa didamaikan. mengacu pada konsep oposisi maka novel rahuvana tattwa karya agus sunyoto menemparkan beberapa kelompok yang saling serang dan tidak dapat didamaikan. paham yang merupakan oposisional dalam novel rahuvana tattwa adalah rahuvana dan rama, rahuvana dan indra, raksasha dan wanara. oposisi terjadi karena adanya rasa iri dengan majunya peradaban dari kelompok raksasha, perbedaan pradaban yang terlihat dari ilmu pengetahuan, sosial budaya serta penerapan kehidupan sehari-hari. terdapat perbedaan paham dan pandangan hidup antara kaum yang dipimpin indra dan rahuvana. bangsa raksasha merupakan bangsa dengan peradaban yang tinggi, terlihat dengan kemakmuran dan kekayaan kerajaan alengka. oposisi terjadi karena adanya perebutan wilayah yang dilakukan oleh indra terhadap bangsa raksasha. oposisi terjadi karena indra menganggap bahwa kaum raksasha tidak pantas menduduki wilayah benua jambhudvipa karena fisik bangsa raksasha yang dianggapnya menjijikkan. sehingga terjadi peperangan antara bangsa arya yang dipimpin oleh indra dengan bangsa raksaha. orang-orang yang memihak indra antara lain adalahwisnu, agni, rama, wanara dan raja-raja bangsa arya yang lain. sedangkan sebelum dipimpin oleh rahuvana, wangsa raksasha dipimpin oleh mali, sumali dan malyavan yang tidak berhasil mengalahkan indra. sehingga satu per satu dari mereka gugur. perbedaan terdapat pada peradaban bangsa raksasha yang berupa pendidikan sehari-hari, sosial budaya, serta pemenuhan kebutuhan sehari-hari. wangsa raksasha merupakan wangsa yang kaya raya dan maju http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 176 dalam berbagai hal, sehingga menimbulkan keinginan bagi indra untuk merebut wilayah wangsa raksasha. wangsa raksasha telah mengenal cara mandi dan menggosok gigi, telah menentukan masa upacara persembahan serta mengetahui cara untuk mencari uang. penelitian ini merupakan pendeskripsian cara menerapkan teori intertekstual yang ditulis oleh julia kristeva. julia kristeva menuliskan beberapa penelitiannya dalam buku yang berjudul desire in language: a semiotic approach to literature and art. dalam buku tersebut jelas dinyatakan bahwa intertekstual tidak menjelaskan tentang pengaruh dari satu pengarang atas pengarang yang lain atau pengaruh karya sastra yang dibaca. akan tetapi beberapa penelitian intertekstual yang dituliskannya membahas tentang adanya kaitan antara satu karya dengan karya yang lain. intertekstual menganggap bahwa karya yang muncul lebih dahulu disebut dengan hipogram dari karya sesudahnya. di antara penelitian terdahulu yang terkait dengan kajian intertekstual dapat dilihat berikut ini. “hubungan intertekstual novel wisanggeni sang buronan karya seno gumira ajidarma dengan komik lahirnya bambang wisanggeni karya r.a. kosasih” (nugraha hardi saputra, 2015), “hubungan intertekstual syair paras nabi dan hikayat nabi bercukur” (muzakka, 2018), “intertekstual cerita pandji gandroeng angreni dengan roman tjandra kirana” (munawaroh, 2014), dan “perbandingan: cerita jaka tarub masyarakat jawa dan gunung kensor ayus dari kabupaten paser, kalimantan timur” (herawati, 2010). pengkajian penelitian di atas menghasilkan kesimpulan yaitu (1) penelitian dengan menerapkan teori intertekstualitas selalu menyandingkan dua atau lebih karya sastra sebagai objek kajiannya; (2) kehadiran dua atau lebih karya sastra dianggap penting untuk menghasilkan pemaknaan karya yang akan digunakan sebagai bahan kajian; (3) objek kajian karya terdahulu dianggap sebagai hipogram sebagai karya yang melatarbelakangi karya yang baru lahir; (4) karya yang kemudian muncul atau karya yang terbaru sering dianggap sebagai hasil resepsi pengarang dari pembacaan karya sebelumnya. terdapat penelitian yang membahas tentang intertekstual perspektif julia kristeva yang juga digunakan sebagai sumber acuan, yaitu penelitian yang berjudul “novel asywak karya sayyid quthb kajian intertekstual julia kristeva” (islahuddin, 2012) dan ”idelogeme novel anak dan kemenakan karya marah rusli: kajian intertekstual julia kristeva” (nasri, 2013). kedua penelitian tersebut menghasilkan penemuan berupa oposisi, transposisi dan transformasi dalam satu karya sastra. penelitian intertekstual perspektif julia kristeva tidak menyandingkan dua karya, akan tetapi mencati ideologeme dalam satu karya. teori intertekstual yang dikemukakan kristevapun bukan untuk melihat hubungan satu karya dengan karya yang lain. akan tetapi, melihat teks http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 177 sosial dan sejarah yang muncul dalam satu karya. teks tersebut berasimilasi satu dengan yang lainnya dan memiliki kesejajaran atau kesamaan dengan teks sosial dan sejarah pada suatu masyarakat. demikian pula dengan pemikiran riffaterre tentang intertekstualitas, yaitu bukanlah nama lain untuk pengaruh atau imitasi. dia menjelaskan bahwa interteks tidak berarti kumpulan karya sastra yang mungkin telah mempengaruhi teks atau teks itu mungkin ditiru. selain itu kata riffaterre, interteks bukan sebuah konteks yang dapat menjelaskan teks atau efeknya pada pembaca, atau salah satu dapat digunakan sebagai dasar perbandingan untuk menunjukkan orisinalitas penulis. sebuah interteks menurut riffaterre adalah korpus teks, fragmen tekstual, atau segmen seperti teks dari sosiolek yang membagi satu leksinkon, dan pada tingkat lebih rendah, sintaks dengan teks yang kita baca (secara langsung atau tidak langsung) dalam bentuk anonim atau, bahkan sebaliknya, dalam bentuk antonim. teks tersebut berasimilasi satu dengan yang lainnya dan memiliki kesejajaran atau kesamaan dengan teks sosial dan sejarah pada suatu masyarakat. penelitian intertekstual julia kristeva berbeda dengan penelitian intertekstual yang lain karena menekankan pada mengungkapan ideologeme. cara menemuan ideologeme dengan menemukan oposisi terlebih dahulu. tetapi penelitian ini mengungkap oposisi yang terdapat pada novel rahuvana tattwa karya agus sunyoto. pengungkapan oposisi ini akan memperjelas perbedaan antara dua kelompok yang tidak akan pernah bisa menyatu. bukan hanya tidak dapat menyatu, tetapi juga menimbulkan peperangan yang akan berakhir jika salah satu pihak telah kalah bahkan meninggal. berikut adalah landasan teori untuk penelitian ini. penelitian tentang teori intertekstual perspektif julia kristeva tidak menyandingkan dua karya atau lebih, tetapi meneliti satu karya yang berhubungan dengan sosial budaya suatu masyarakat (nasri, 2013: 52). penulisan sebuah karya sering ada kaitannya dengan unsur kesejarahan sehingga pemberian makna akan lebih lengkap jika dikaitkan dengan unsur kesejarahan tersebut. masalah ada tidaknya hubungan antar teks ada kaitannya dengan niatan pengarang dan tafsiran pembaca. penelitian intertekstual perspektif julia kristefa tidak untuk mencari persamaan dan perbedaan antar dua atau lebih karya yang berbeda, sehingga banyak yang menganggap bahwa penelitian intertekstual julia kristeva sama dengan penelitian intertekstual yang lainnya (faruk, 2012:48). kristeva mengembangkan pemikiran intertekstual yang sebelumnya telah dikemukaan oleh bakhtin tentang gagasan dalam suatu karya sastra yang muncul tidak semata – mata tercipta dari sesuatu yang tidak ada dan bersifat mandiri, tetapi selalu tercipta dari sesuatu yang telah ada sebelumnya, sehingga karya sastra selalu berada dalam hubungan dengan karya sastra sebelumnya. gagasan bakhtin itu merupakan gagasan awal intertekstual, tetapi bakhtin masih http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 178 menyebutnya dengan istilah dialogis, bukan intertekstual. prinsip dasar interteksrual adalah hubungan teks dengan teks-teks lain. oleh karena itu, seorang penulis karya sebelumnya juga disebut sebagai pengamat hal-hal yang terjadi di lingkungan. julia kristeva menuliskan teori intertekstual di dalam bukunya yang berjudul desire in language: a semiotic approach to literature and art, teorinya menjelaskan bahwa bukanlah menyanding dua buah karya yang berbeda dan menganggap karya yang lebih awal sebagai hipogram dari karya sesudahnya. atau dengan kata lain, berbagai penelitian yang pernah kita baca, bahwa karya yang muncul belakangan dianggap sebagai resepsi dari karya yang ada sebelumnya. namun, yang dimaksudkan intertekstual oleh kristeva adalah sebagaimana kutipan berikut ini. intertekstual perspektif julia kristeva dianggap berbeda karena tidak mengakui adanya hipogram. karya terdahulu tidak dianggap sebagai hipogram dari karya sesudahnya. intertekstual (kristeva) menganggap bahwa lahirnya suatu karya akibat dari pengaruh sosial dan sejarah suatu tempat. teks yang dianggap menjadi hipogram dalam penelitian intertekstual julia kristeva, hanya menjadi metriks, yang digunakan sebagai sumber acuan untuk membenarkan suatu sejarah yang dituliskan pada karya setelahnya (faruk, 2012:48). konsep intertekstual bukanlah berbicara pengaruh dari satu pengarang atas pengarang yang lain atau pengaruh dari karya sastra yang dibaca. konsep intertekstual juga tidak menyinggung persamaan dan perbedaan antarkarya sastra dan juga tidak untuk menemukan hipogram dari teks tersebut, sebagaimana ditemukan pada penelitian terdahulu. namun, intertekstual yang digagaskan oleh kristeva adalah dalam sebuah ruang teks terdapat berbagai ujaran atau tuturan, yang diambil dari teks lain dan teks tersebut silang-menyilang dan menetralisir satu sama lain (kristeva, 1980 via nasri, 2015). kajian intertekstualitas yang digagas kristeva adalah untuk mengetahui ideologeme yang terdapat dalam novel. kristeva melihat novel sebagai sebuah teks yang merupakan suatu praktik semiotik, yang polanya dipersatukan dari beberapa tuturan yang dapat dibaca. ideologeme yang dimaksud oleh kristeva adalah memahami transformasi tuturan/ungkapan (teks tersebut tidak bisa diperkecil/dikurangi lagi) terhadap keseluruhan teks. lebih lanjut, kristeva menjelaskan bahwa ideologeme adalah persilangan dari pengaturan teks yang disampaikan melalui tuturan sehingga tuturan tersebut berasimilasi ke dalam ruangnya sendiri (interior text) dan merujuk ke ruang teks luar (exterior text). setiap teks adalah mozaik kutipan-kutipan. ketika menulis karya, seorang pengarang akan mengambil komponen-komponen dari hal lain yang ada di lingkungannya dan dianggapnya penting untuk diolah dan diproduksi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 179 dengan beberapa penambahan, pengurangan, penentangan, atau pengukuhan sesuai dengan pemaknaan dan imajinasi yang muncul baik secara sadar maupun tidak sadar. prinsip intertekstual memandang setiap teks sastra perlu dibaca dan dipahami dengan latar belakang teks-teks lain. artinya, setiap teks merupakan mozaik kutipan-kutipan. namun, intertekstual yang digagaskan oleh kristeva menghasilkan ideologeme yang berupa teks sosial dan sejarah. jadi, penelitian intertekstual perspektif julia kristeva akan menhasilkan data yang berupa transposisi, oposisi dan transformasi suatu karya terhadap sosial dan sejarah (nasri, 2015: 106). suatu teks yang hadir merupakan bentuk penyerapan dan transformasi dari teks lain. kehadiran teks lain, dalam keseluruan hubungan ini, bukanlah sesutu yang polos (innocent), yang tidak mengikutkan suatu proses pemaknaan, suatu signifying process. prinsip intertekstualitas yang utama adalah prinsip memahami dan memberikan makna suatu karya. karya itu diprediksikan sebagai reaksi, penyerapan, atau transformasi dari karya yang lain, masalah intertekstual lebih dari sekedar pengaruh, ambilan, atau jiplakan, melainkan bagaimana kita memperoleh makna sebuah karya secara penuh dalam kontrasnya dengan karya yang lain yang menjadi karya acuannya. oleh karena itu teks yang kemudian hadir, tidak hanya diambil dari satu karya saja, tetapi bisa dililhami dari lebih dari satu karya. konsep teks sebagai ideologeme mengharuskan prosedur semiotik, dengan mempelajari teks sebagai sebuah intertekstualitas mempertimbangkannya seharusnya berada dalam teks sosial dan sejarah. dengan kata lain, tuturan atau potongan teks yang ditemukan dalam dalam sebuah teks sastra memiliki kaitan dengan yang ada di luar karya. hal itu memiliki kesejajaran dengan teks sosial dan sejarah yang ada di tengah masyarakat. ideologeme sebuah teks dapat dilihat melalui tiga proses, yaitu oposisi, transposisi, dan transformasi. oposisi, adalah sesuatu yang tidak dapat tukar menukar dan mutlak di antara dua kelompok yang kompetitif tidak pernah rukun, tidak pernah saling melengkapi, dan tidak pernah dapat didamaikan. transposisi, yaitu adanya perpindahan teks dari satu atau lebih sistem tanda ke tanda yang lain, disertai dengan pengucapan baru (nasri, 2017: 209). maksudnya adalah bagaimana sebuah sistem tanda dimasukkan ke dalam sistem tanda lain serta hal-hal yang berkaitan dengan perubahan semiotik sebagai akibat transposisi itu. misalnya, dari posisi denotatif ke konotatif. dalam hal ini, bahasa merupakan kode yang tidak terbatas. istilah transposisi mencakup empat makna, yaitu ‘penambahan’, ‘pengurangan’,‘penggantian’, dan ‘penyusunan kembali huruf-huruf dalam sebuah kata dan kalimat (kristeva, 2013:150). ideologeme sebagai persilangan dari pengaturan susunan teks-teks dengan ucapan-ucapan yang akan menyamakan ke ruangannya sendiri atau merujuknya dalam ruang teks-teks luar. ideologeme merupakan fungsi baca http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 180 intertekstual sebagai sesuatu yang terwujud ditingkat struktural yang berbeda dari setiap teks, dan membentang pada seluruh lintasan atau alur, memberikan keselarasan antara sejarah dan sosial (kristeva 1980:36 via nasri, 2017: 210). untuk mendapatkan ideologeme dalam teks dapat dilakukan dengan dua analisis yaitu analisis suprasegmental dan analisis intertekstual. analisis intertekstual dilakukan dengan cara memahami dialog dalam teks.transformasi adalah adanya perubahan bentuk dari satu teks ke teks yang lain (kristeva, 1980: 36 via nasri, 2017: 210). dalam konteks ini, teks dilihat sebagai teks yang dibaca oleh penulis, kemudian penulis itu menyisipkan dirinya sendiri dengan menulis ulang teks tersebut sehingga dalam tulisan tersebut yang diakronis bisa berubah menjadi sinkronis. sehubungan dengan landasan teori di atas, penulis hanya membicarakan konsep oposisi yang terdapat dalam teks anak dan kemenakan. konsep oposisi yang dimaksudkan adalah teks yang memperlihatkan pertentangan seperti lama dan baru, kaya dan miskin, tradisi dan modern, yang semua itu tidak mungkin dipersatukan. terkait dengan penelitian ini, oposisi yang dilihat dalam ranah intertekstual kristeva adalah yang berhubungan dengan teks sosial politik antara dua kubu yaitu kubu pemuja indra dan kubu pemuja siva. penelitian ini akan menghasilkan dua data dalam kerangka oposisi karya, yaitu data yang berhubungan dengan sosial dan yang berhubungan dengan sejarah. berhubungan dengan sosial dapat berupa hubungan antar sesama manusia dan kemajuan peradaban. sedangkan yang berhubungan dengan sejarah, dapat berupa sesembahan, upacara adat dan lain sebagainya. metode metode pegumpulan data pada penelitian ini adalah metode baca catat, penelitian dilakukan dengan cara membaca secara keseluruhan kemudian mencatat hal-hal yang sesuai dengan teori yang digunakan dalam penelitian ini. data yang dihasilkan berupa kata, kalimat dan paragraf yang terdapat di dalam novel rahuvana tattwa karya agus sunyoto cetakan pertama tahun 2009. pengumpulan data dilakukan dengan cara pembacaan secermat mungkin , sehingga pengumpulan data akan lebih maksimal. kemudian, dilakukan pengidentifikasian dan pengklasifikasian teks oposisi yang berkaitan dengan teks sosio-budaya dan sejarah yang berupa oposisi tentang sosial, budaya dan politik. setelah pencatatan dan pengklasifikasian selesai, maka tahapan yang terakhir adalah pendeskripsian data. data yang dihasilkan kemudian dideskripsikan ke dalam bentuk katakata sehingga menjadi jelas. metode analisis data ada dua macam, yaitu metode analisis data yang ditawarkan kristeva dalam kajian intertekstual, yaitu suprasegmental dan intertekstual. pertama, analisis suprasegmental mengkaji ungkapan atau tuturan yang berupa kata, kalimat, dan paragraf yag http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 181 terdapat dalam kerangka novel. dengan analisis suprasegmental tersebut akan mengungkapkan keberadaannya sebagai sebuah teks yang memiliki keterbatasan. kedua, analisis intertekstual, yaitu mengungkapkan hubungan tuturan antara teks dalam novel dan teks di luar novel. kedua analisis tersebut tidak dapat dipisahkan. analisis suprasegmental bergerak dari teks dalam novel, sedangkan analisis intertekstual berbicara dari teks luar novel. artinya, teks yang muncul dari dalam novel dihubungkan dengan teks lainnya, yaitu teks yang menjadi asal usul dari teks tersebut. untuk memahami teks tersebut harus dipahami fungsi yang menggabungkan potongan-potongan teks itu. fungsi tersebut terdiri atas variabel terikat dan variabel tidak terikat (kristeva, 1980). varibel terikat berupa kata, kalimat, dan paragraf yang ditemukan dalam novel. dengan kata lain, variabel terikat mengacu pada tekstual novel, sedangkan variabel tidak terikat mengacu pada exterior text atau teks luar. menurut kristeva, kedua variabel tersebut direalisasikan dalam dua langkah berikut ini. pertama, menetapkan sebuah tipologi atau klasifikasi dari tuturantuturan yang ditemukan dalam novel. penetapan tipologi itu dilakukan dengan pembacaan teks secara keseluruhan atau dari awal hingga akhir cerita. kedua, menghubungkan teks dalam dengan asal-usulnya yang berada di luar karya. hasil dan pembahasan rahuvana tattwa merupakan novel yang dituliskan oleh agus sunyoto sebagai penentang novel ataupun cerita-cerita ramayana sebelumnya. rahuvana tattwa menempatkan rahwana atau disebut dengan rahuvana sebagai tokoh antagonis dan rama sebagai tokoh protagonis. oposisi merupakan pertentangan antara dua hal yang tidak dapat dipersatukan kembali dengan cara apapun. oposisi merupakan salah ssatu penelitian intertekstual julia kristeva yang sangat penting untuk dilakukan. oposisi dalam novel rahuvana tattwa karya rajagopalachari adalah. tabel 1: data oposisi pada novel rahuvana tattwa no oposisi jumlah 1 2 3 sistem kekerabatan sesembahan peradaban 4 7 12 jumlah 21 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 182 sistem kekerabatan perbedaan budaya terjadi antara rama dan rahuvana. rama dan penduduk ayodya yang lain merupakan penganut patrelineal yang menganggap bahwa kaum laki-laki berkedudukan lebih tinggi dibandingkan kaum perempuan. hal itu dibuktikan dengan posisi sinta kepada rama yang selalu menuruti rama. rama juga berlaku sewenang-wenang terhadap sinta ketika ia telah berhasil mengalahkan rahuvana. rama menganggap sinta telah tidak suci lagi dan mengatakan bahwa tindakannya menyelamatkan sinta hanya untuk melakukan darmanaya sebagai wangsa ksatria. rama bahkan mengusir sinta saat sinta sedang hamil tua karena ia tidak tahan dengan omongan rakyat yang menganggap bahwa sinta mengandung anak rahuvana. sedangkan wangsa raksasha, yang di dalamnya termasuk juga rahuvana menganut sistem matrilineal yang meninggikan dan menghormati perempuan. terbukti saat rahuvana menculik sinta, ia sangat menghormati sinta dengan cara memperlakukan sinta dengan baik. rahuvana tidak pernah sekalipun menodai sinta, ia memberikan makanan enak dan semua dayang diperintahkan untuk menuruti sinta. oleh karena itu, rahuvana sangat marah ketika adik perempuannya dilukai dan dipermalukan oleh rama dan lesmana. kemarahan rahuvana itulah yang menyebabkan ia menculik sinta. perbedaan sistem kekerabatan itulah menyebabkan kubu rama yang merupakan bangsa arya yang disebut sebagai keturunan mannusa tidak dapat disandingkan dengan kubu rahuvana yang merupakan bangsa daksha keturunan raksasha. bahkan sistem kekerabatan yang berbeda tersebut menimbulkan pertengkaran karena suku bangsa raksasha merasa tidak dihargai karena perlakuan rama dan lesmana terhadap suphanaka, adiknya. contoh kutipannya adalah laksmana yang memiliki pandangan sama dengan rama terheran-heran melihat perilaku surpanakha yang dianggapnya tidak wajar. bagaimana mungkin seorang perempuan bisa mengungkapkan perasaan cintanya begitu terbuka kepada laki-laki. (sunyoto, 2009:336). (1) merasa dipermainkan, surpanakha sangat marah. selama hidup belum pernah ia menyaksikan ada perempuan dihina sedemikian rupa oleh lakilaki. (sunyoto, 2009:336). (2) keterangan dari kutipan di atas adalah, kutipan ke (1) menjelaskan bahwa adanya rasa tabu pada diri laksmana karena mengetahui surpanakha yang menyatakan cinta kepada laki-laki tanpa rasa malu. surpanakha merupakan bangsa raksasha, keheranan laksmana dikarenakan dirinya dan rakyat ayodya yang lainnya menganut sistem kekerabatan patrilineal yang mengharuskan perempuan bersikap halus dan tidak berani terhadap laki-laki. sedangkan pada kutipan ke (2) menjelaskan kemarahan surpanakha karena http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 183 penghinaan yang dilakukan oleh rama dan laksmana. surpanakha merasa bahwa perempuan dibangsanya selalu dihargai, dihormati dan diagungkan, oleh sebeb itu iapun bisa menjadi seorang raja. perbedaan itulah yang membuat surpanakha berani mengutarakan cintanya, tetapi hal itu menimbulkan kemarahan pada laksmana. sesembahan terdapat oposisi pada sesembahan suku bangsa daksha dan arya. suku bangsa daksha menyembah indra sedangkan arya menyembah siva. indra digambarkan memiliki karakter yang sombong dan ingin menjadi penguasa di berbagai wilayah milik suku daksha. karekter yang murka itulah membuat indra selalu memperluas daerah jajahannya dan membuat suku bangsa daksha tersingkir. bukan hanya kehilangan tempat tinggal saja, tetapi juga kehilangan sesembahan yang selama ini mereka agungkan, yaitu siva. indra memerintahkan suku bangsa dhaksa untuk menyembahnya dan tidak lagi menyembah siva karena siva bukanlah penolong, melainkan ia mengakui memiliki kesaktian yang lebih dari siva. keinginan indra untuk menguasai wilayah jambhudvipa yang merupakan tempat tinggal suku bangsa daksha dan memerintahkan untuk menyembahnya telah menimbulkan mala petaka yang teramat besar padanya. hingga pada akhirnya penyerangan indra telah masuk ke wilayah alengkadiraja yang dipimpin oleh prabu sumali yang juga memiliki kesaktian yang teramat dahsyat. prabu sumali mempertahankan daerah kekuasaannya sehingga membuat indra merasa lelah untuk bertempur dan memutuskan menyudahi perluasan wilayahnya. prabu sumali memindahkan ibu kota kerajaan alengka ke lokapada dan meninggalkan alengkapura karena dianggap terlalu dekat dengan wilayah kekuasaan indra. prabu sumali adalah kakek dari rahuvana yang setelah mangkat, rahuvanalah yang menggantikan tahtanya menjadi raja alengka. rahuvana menyimpan dendam yang sangat dalam kepada indra dan bertekat suatu saat nanti akan membalaskan dendam atas tersakitinya suku bangsa daksha yang di dalamnya termasuk wangsa raksasha. rahuvana merasa marah karena dia termasuk pemuja siva yang setia, sehingga dia merasa terhina karena indra telah memaksa suku bangsa daksha untuk menyembahnya. rahuvana menganggap kejahatan yang dilakukan oleh indra merupakan penghinaan terbesar bagi siva. maka dari itu, rahuvana menyerang daerah kekuasaan indra dengan membabi buta setelah menduduki tahta raja alengka. kesaktian rahuvana yang sudah terkenal di belahan dunia manapun membuat indra merasa takut. dendam itu semakin membara dan akhirnya rahuvana berhasil megalahkan indra dan pemeluknya. contoh kutipan yang menyatakan perbedaan sesembahan adalah, dengan kepongahan seorang pemenang, indra menganggap bahwa takluknya anak-anak negri jambhudvipa adalah sama maknanya dengan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 184 tahuknya dewa-dewa sesembahan mereka. itu sebebnya setelah mengagungkan diri sendiri sebagai surapati, raja para dewa yang wajib disembah seluruh penduduk bumi (sunyoto, 2009:50). (3) menurut nyanyian para raksasha, setelah indra dikalahkan meganada, di benua jambhudvipa terutama di tujuh wilayah varsa, pemujaan terhadap indra telah diganti kembali pleh pemujaan terhadap siva (sunyoto, 2009:315). (4) keterangan dari kutipan di atas adalah adanya perbedaan sesembahan antara suku bangsa arya yang menyembah indra dan suku bangsa dhaksa yang menyembah siva. kepongahan indra yang berhasrat untuk menaklukan suku bangsa daksha dan memerintahkan mereka untuk menyembahnya membuat rahuvana memendam dendam yang akhirnya dilampiaskan dengan cara mengalahkan indra untuk mengagungkan sesembahannya, yaitu siva. peradaban perbedaan peradaban juga terjadi antara suku bangsa arya dan suku bangsa daksha. asal usul suku bangsa arya merupakan suku bangsa pengembara yang tidak memiliki tempat tinggal tetap. mereka selalu berpindah dari suatu tempat ke tempat yang lain. peradabannya pun rendah karena mereka tidak memiliki tempat tinggal yang layak, sehingga mereka hidup berdampingan dengan hewan-hewan yang dianggap kotor dan menjijikkan. suku bangsa aryapun buta huruf, sehingga tidak memiliki budaya baca tulis. mereka memiliki kebiasaan untuk menjarah apa saja yang dilaluinya tanpa perasaan bersalah dan tanpa takut dengan dosa. mereka awalnya tidak memiliki sesembahan, hingga pada akhirnya indra yang sakti dan menaklukkan berbagai wilayah itulah yang mereka sembah. mereka tidak mengenal berbagai sistem ilmu pengetahuan, seperti pertanian, arsitektur, hukum apalagi filsafat. mereka merasa ingin hidup seperti bansa daksha yang memiliki tempat tinggal subur, makmur dan berperadaban tinggi. oposisi peradaban dari suku bangsa arya adalah suku bangsa daksha yang memiliki ilmu pengetahuan dan mendalami kitab serta ajaran siva dengan baik. harta benda sangat pelimpah karena mereka telah mengenal sistem pertanian, arsitektur serta telah mengenal budaya baca tulis. perbedaan peradaban itulah yang akhirnya membuat suku bangsa arya berhasrat untuk menempati wilayah benua jambhudvipa. contoh kutipan yang menyatakan oposisi tentang peradaban adalah sebagaimana ciri-ciri bangsa-bangsa pengembara yang berperadaban rendah, puak-puak wangsa keturunan mannu dan wangsa keturunan dewadewa yang menyebut diri arya itu pada dasarnya adalah kawanan suku-suku pengembara biadab yang hidup bersama hewan-hewan ternaknya: kuda, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 185 lembu, domba, keledai, ayam, kutu, dan lalat. mereka adalah bangsa buta huruf berperadaban rendah. mereka tidak memiliki budaya baca dan tulis. hidup mereka diliputi takhayul yang dicipta oleh dukun-dukun shaman. mereka tidak mengenal ilmu pengetahuan, arsitektur, pemerintahan, hukum, apalagi filsafat (sunyoto, 2009:54). (5) sebab, dibalik kemenangan-kemenangan atas wangsa-wangsa keturunan daksha di jambhudvipa itu, mereka justru terperangah kagum dengan ketinggian peradaban bangsa yang mereka kalahkan. tanpa sadar dalam ketakjuban luar biasa, mereka berkeinginan meniru-niru kehidupan bangsa yang yang mereka taklukan. mereka tertegun-tegun menyaksikan kemegahan dan keindahan bangunan yang sebelumnya belum oernah mereka saksikan. mereka tercengang-cengang menyaksikan gedung-gedung pustaka yang menyimpan kepustakaan bangsa beradab (sunyoto, 2009:55). (6) keterangan dari kutipan di atas menunjukkan adanya oposisi pada kelompok suku bangsa arya dan daksha dari segi peradabannya. suku bangsa arya berperadaban rendah, sedangkan suku bangsa dhaksha berperadaban tinggi. hal itulah yang menyebabkan kecemburuan dari suku bangsa arya dan adanya keinginan untuk merasakan kehidupan seperti suku daksha. oleh karena itu, suku bangsa arya yang dipimpin oleh indra berusaha untuk merebut benua jambhudvipa dan beroleh kemenangan, hal itulah yang menyebabkan adanya dendam di dalan diri rahuvana untuk merebut benuanya kembali. kesimpulan terdapat oposisi di dalam novel rahuvana tattwa karya agus sunyoto, yaitu pada ranah sosial budaya tentang sistem kekerabatan, sesembahan dan sistem peradaban bangsa. oposisi tersebut menyebabkan kedua kubu saling serang sehingga tidak dapat dipersatukan. hal itu sesuai dengan konsep oposisi yaitu dua hal yang saling silang dan bertentangan sehingga tidak dapat disatukan. daftar pustaka dewojati, c. (2003). intertekstualitas dalam drama senandung semenanjung karya wisran hadi. tesis. program pascasarjana universitas gadjah mada, yogyakarta. farukh. (2012). metode penelitian sastra: sebuah pembelajaran awal. yogyakarta: pustaka pelajar. herawati, y. (2010). perbandingan: cerita jaka tarub masyarakat jawa dan gunung kensor ayus dari kabupaten paser, kalimantan timur. kandai 6(1), 78-88. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x oposisi dalam novel rahuvana tattwa karya agus sunyoto: …. viandika indah septiyani, suminto a. sayuti doi: https://doi.org/10.26714/lensa.9.2.2019.174-186 186 islahuddin. (2012). novel asywāk karya sayyid quthb kajian intertekstual julia kristeva. yogyakarta: universitas gadjah mada. munawaroh. (2014). intertekstual cerita pandji gandroeng angreni dengan roman tjandra kirana. yogyakarta: universitas negeri yogyakarta. muzakka, m. (2014). hubungan intertekstual syair paras nabi dan hikayat nabi bercukur. semarang: universitas diponegoro. nasri, d. (2017). oposisi anak dan kemenakan karya marah rusli: kajian intertekstual julia kristeva. sumatra barat: balai bahasa sumatra barat. kandai 13, 205-222. nasri, d. (2015). ideologeme novel anak dan kemenakan karya marah rusli: kajian intertekstual julia kristeva. laporan. balai bahasa provinsi sumatra barat. nugraha, h. s. (2015). hubungan intertekstual novel wisanggeni sang buronan karya seno gumira adjidarma dengan komik lahirnya bambang wisanggeni karya r. a. kosasih. yogyakarta: universitas negeri yogyakarta. sunyoto, agus. (2006). rahuvana tattwa. yogyakarta: lkis. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.174-186 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 67 the character values of the pati ka offering ritual at kelimutu lake maria marietta bali larasati1*, josephina nirma rupa2 1,2bahasa dan sastra indonesia study program universitas flores indonesia marialarasati7370@gmail.com article history: submitted on november 25th, 2022; revised on june 22th, 2023; accepted on june 23rd, 2023; published on june 30th, 2023. abstract this study aimed at describing the character value of education through understanding the semiotic meaning of the offerings ritual pati ka in the kelimutu lake. this study used descriptive qualitative and ethnolinguistic approach. the research subject were two people namely mosalaki (clan chief) who organized the pati ka ritual and a local villager. data collection techniques which is done by observation, interview and documentation. the techniques used in analyzing the data was the techniques model by miles and huberman with 4 stages namely, data collection, the data reduction, data analysis, data display and drawing conclusion. the result showed that the presence of the value of education, religious character, honest, hard work, spirit of nationality, love of country, communicative, love peace, environmental care, social care and responsibility through understanding the semiotic meaning of the offerings pati ka in kelimutu lake. understanding the semiotic meaning of the offerings ritual pati ka has two dimensions of interlocking character value of education that is contained in the offerings ritual pati ka and that the meaning of the offerings itself. keywords: character, meaning, pati ka, semiotics, value. http://jurnal.unimus.ac.id/index.php/lensa mailto:marialarasati7370@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 68 introduction culture is a manifestation of human thoughts, actions, or deeds. culture can be interpreted as a series of activities carried out by humans as a form of creativity, taste, and human initiative that are useful for fulfilling human needs. every culture that exists anywhere contains local wisdom that can be the foundation of the community to think and act (rufaindah, 2018:169). culture is closely related to tradition. koentjaraningrat (in endraswara, 2015:171) tradition is something that has been done for a long time and is part of the life of a community group, usually from the same country, culture, time or religion. traditions can be adapted to meet changing needs in order to be accepted as part of an ancient tradition. diverse cultures can add to the treasures of insight of other cultural owners, so that they can enrich the mindset that has been previously owned. local culture is known for values that teach cooperation, community life, tolerance, mutual respect, and so on. these values are passed down from generation to generation through oral traditions, one of which is the pati ka ritual in lake kelimutu. the pati ka ritual is a ritual to feed the deceased lio ethnic ancestors which includes the stages of greeting, feeding, and dancing together. this ritual is carried out every year on august 14th by mosalaki (customary elder) from 23 indigenous communities that support kelimutu lake. each indigenous community is attended by a minimum of 20 ana kalo fai walu (indigenous community members). the pati ka ritual is carried out at kelimutu lake because the lio ethnic community believes that kelimutu lake is the final resting place for the spirits of the ancestors. the pati ka ritual is also a form of expression of a request to god and the ancestors in order to give fertility to the planted seeds, obtain satisfactory harvests, and provide good health for the lio ethnic community. the expression of the request is realized through the giving of offerings to the ancestors. some of the names of these food and drink offerings have certain semiotic meanings. character values will grow in children and the younger generation in general through understanding the semiotic meaning of the pati ka ritual offerings at kelimutu lake. pati ka constitutes a ceremonial act of providing sustenance and nourishment to ancestral spirits at kelimutu lake. in addition to beseeching the ancestors for the restoration of the lake's pristine waters, as elucidated by yohanes don bosco watu, chairman of the kelimutu indigenous community forum, the pati ka ritual serves as a protective measure against afflictions and plagues befalling ende district. this sacred rite is conducted in reverence to the lio tribe's deeply held belief that kelimutu lake represents the ultimate resting abode for departed souls, signifying the culmination of their earthly sojourn. thus, the lio tribe reveres kelimutu lake as the eternal sanctuary wherein all spirits find repose upon the cessation of their mortal existence. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 69 the ceremony is conducted by presenting special food offerings to the ancestral spirits believed to reside in the three lakes known as tiwu ata mbupu, tiwu nua muri koo fai, and tiwu ata polo. this ritual serves as a means of communication and maintaining a connection with the ancestors, the universe, and the divine power. the community believes that the souls or spirits will come to kelimutu lake after passing away and reside in its craters for eternity. all participants of the ritual will walk, accompanied by traditional music called i lio ende, towards the summit of kelimutu, covering a distance of 700 meters. the men will wear specially woven sarongs (luka) and don-destar headpieces, and batik fabrics (lesu), as well as ikat weavings (semba) or scarves. meanwhile, women will wear ikat woven sarongs (lawo) and traditional attire (lambu). mosalaki pu'u leads the pinnacle of the ritual and commences with offering food to the ancestors at a designated location. the offerings include pork, red rice, betel leaves with betel nuts, and moke (a traditional cake). mosalaki pu'u places the offerings on a stone that serves as the mesbah or altar for the ritual. the pati ka procession begins with a collective prayer recited by the mosalaki (elders). the prayer is offered to seek blessings from god and the ancestors for the food and drinks that will be presented to the ancestors. the food is on serving plates and consists of red rice with pusu ate babi (pork liver and heart) as the main dish, accompanied by water and coffee as beverages. each mosalaki carries a serving plate containing food for the ancestors. the ritual is accompanied by the recitation of prayers by a representative mosalaki and concludes with the gawi sodha dance performed by the mosalaki pu'u. the mosalaki commences the ritual by offering prayers to the ancestors. afterward, they "feed" the spirits of the ancestors by placing red rice with pork on the spirit stone. they dance while circling the location of the altar for the offerings. after the procession is completed, traditional dances and songs from local art groups in the lio ende community are usually performed (nabila, 2021, ritual adat pati ka memberi makan dan minum kepada leluhur di danau kelimutu, retrieved from https://www.mediantt.com/2021/08/05/ritual-pati-ka..). to realize the implementation of character education in the education sector, 18 values that form the nation's character have been set that are sourced from religion, five principles (pancasila), culture, and national education goals (kemendiknas, 2010:9). furthermore, mansur (2014: 6-7) explains in more detail the eighteen values of character education, namely (1) religious, (2) honest. (3) tolerance, (4) discipline, (5) hard work, (6) creative, (7) independent, (8) democratic, (9) curiosity, (10) national spirit, (11) love for the homeland, (12) appreciate achievement, (13) communicative, (14) love peace, (15) likes to read, (16) cares about the environment, (17) cares about social, (18) responsibility. http://jurnal.unimus.ac.id/index.php/lensa https://www.mediantt.com/2021/08/05/ritual-pati-ka lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 70 there are various functions of food names to signify complex belief systems, religions, rules, and ideologies of certain people or communities related to their culture (noor, 2013: 29-40). regarding to character education through understanding the meaning of the pati ka ritual offerings, it is considered urgent because along with the times, many young generations of the lio ethnic group are starting to be less familiar with the names of these foods and are closer to the names of foods from foreign countries such as nuggets, pizza, kimchi. , and tteokbokki, even though in general the meaning behind the pati ka ritual offerings is the precious treasure of the lio culture. the indonesian government wants to prevent the destruction of the nation due to the loss of character by issuing the minister of education and culture regulation of the minister of education and culture of the republic of indonesia no. 20 of 2018 concerning strengthening character education (ppk) in formal education unit. one that can be used in strengthening the nation's character in formal schools is through cultural diversity (hartatik, et al, 2021:228). research on character values through understanding the meaning of the pati ka ritual offerings at lake kelimutu is a form of introduction and cultural inheritance to the younger generation and can be used as learning material for children's character building. the local cultural wealth contains values and views of life that are valuable for human survival, especially the younger generation. language and culture have a close relationship. language serves as a tool to express thoughts, concepts, and cultural revealers. the same thing was stated by mahadi and jafari (2012: 230) that language and thought are an inseparable unit, likened to two sides of a coin, language on the one hand and thought on the other. an opinion regarding the relationship between language and culture was also conveyed by chaer (2013: 4) who stated that in analyzing the meaning of a language, it can also be known about the cultural life of the wearer. furthermore, aji (in rostanawa, 2018: 271) said that language can be a treasure for certain cultures. djawanai (2009: 2) language is a sign system that is used as a tool to convey thoughts, concepts, and everyday human experiences. the position of language in various human activities is very important. language can be used in all aspects of life, both in daily conversation and in certain rituals. language is also used in the ritual of giving offerings to deceased ancestors in the lio ethnic community. previous research related to this research is conducted by susilowati, et al (2021) entitled character values in ngawi batik artwork as content for fine arts education in elementary schools. the difference from this research is in terms of the area and research subjects. susilowati's research conducted in an analysis of character values in batik artworks typical of ngawi regency at the elementary school (sd) level, while this study was to analyze character values through understanding the semiotic meaning of the pati ka ritual offerings at kelimutu lake. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 71 method the approach used in this research is an ethno linguistic approach and character education. the ethno linguistic approach is a branch of linguistics that studies language in relation to a particular culture. the benefit of the ethno linguistic approach for researchers according to foley (2001:35) is to understand cultural phenomena through the language used by the community. the character education approach is an educational system that aims to instill certain character values in students, in which there are components of knowledge, awareness or willingness, as well as actions to carry out these values. the source of the data for this research is mr. wora ba'o, aged 72 years, he is a customary elder or mosalaki pu'u nua one and mr. rangga ba'o, aged 60 years, he is a community that inhabits one of the traditional houses buffering kelimutu lake. these two informants knew the name and meaning of the pati ka ritual offerings at kelimutu lake. the data of this research were obtained by using the method of listening, interviews, and documentation (mahsun, 2007:92-93). in other words, the ethnographic data collection was carried out using the observation-participation technique (spradley, 2006:ix). the listening method is done by listening to the information conveyed by the informant regarding the names and meanings of the offerings in the pati ka ritual. the proficient method is carried out by researchers conducting conversations with informants which are from a list of questions that have been prepared (mahsun, 2007: 95-96). furthermore, spradley (2006: ix) said that to achieve data completion, the list of questions prepared was open, meaning it could be further developed by researchers. ethnographic questions were also prepared to collect ethnographic data complemented by photographs. the data analysis technique uses an interactive model analysis technique by miles and huberman (2004). analysis of research data includes several stages, namely data reduction, data presentation, and drawing conclusions. to examine the object of research, the following research steps were used: (1) collecting data on the pati ka ritual offerings in the form of photographs, (2) classifying the data into food, drink, and complementary groups, (3) analyzing the semiotic meaning of the pati ka ritual offerings, (4) describing the character values contained in the pati ka ritual offerings, and (5) drawing conclusions from the research as a whole. furthermore, the research process diagram can be seen as follows. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 72 diagram 1: the analysis process of the semiotic meaning of the pati ka ritual findings and discussion kelimutu lake is a lake located in the kelimutu national park area, precisely in pemo village, kelimutu district, ende flores regency, east nusa tenggara province. this lake consists of three lakes with different colors so this lake is also known as the three-colored lake. it is located at an altitude of 1,639 meters above sea level, this tricolor lake presents a very beautiful natural panorama. the myth that is believed by local people is that kelimutu lake is the abode of the spirits of the dead. the black lake (tiwu ata bupu) is believed to be the abode of the spirits of the elders, the red lake (tiwu ata polo) is believed to be the abode of the spirits of people who during their life always did evil, the blue lake (tiwu nuwa muri kofai) is believed to be a place where the spirits of young people reside. because of this belief, the lio ethnic community around kelimutu lake performs the pati ka ritual or feeds the ancestors in the form of offerings. the pati ka ritual offerings at kelimutu lake include are mera, are bara, nake wawi, filu, moke, mota nata, and mbako. collecting the data classifying the data analyzing the data drawing conclusions character values the semiotic meaning of pati ka's ritual offerings http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 73 1. semiotic meaning the semiotic meaning in this discussion is obtained based on research techniques in the form of observation and documentation that have been carried out when conducting the research in kelimutu lake. a. are mera (brown rice) picture 1: are mera (brown rice) source: maria marietta bali larasati are mera (brown rice) is a natural brown rice cooked from brown rice (oryza rufipogon). the 'sign' in the form of the name are mera [are mera] becomes a marker for the 'concept': (1) the character of the lio people themselves. the brown color on the rice represents the character/character of the lio people who are firm, brave, aggressive, strong, enthusiastic, selfconfident, and courageous in defending the territory of the indigenous community, (2) the most basic food needs to survive in the lio indigenous community. linguistically, the lexeme are mera is formed from the words are 'rice' and mera 'red'. so, are mera means brown rice. the semiotic meaning of are mera/brown rice for pati ka ritual offerings is a request and hope to be given strength, courage, and self-confidence to defend oneself from any danger and protect customary rights from enemy attacks. b. are bara (white rice) picture 2: are bara (white rice) source: maria marietta bali larasati http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 74 are bara (white rice) is a natural white rice cooked from white rice (oryza sativa). the 'sign' in the form of the name are bara [are bara] becomes a marker for the of 'concept': (1) are bara/white rice for the lio people as a symbol of purity. the white color gives meaning to the character of the lio people who are open, developed, and honest, (2) the color white is always associated with positive things, purity of soul, purity and kindness, attainment of heaven, salvation, brilliance, holy faith, humility, sincerity, protection, and perfection. linguistically, the lexeme are bara is formed from the words are 'rice' and bara 'white'. so, are bara means white rice. the semiotic meaning of are bara/white rice for pati ka ritual offerings is a request and hope to live in holiness, kindness in order to obtain life safety, and to receive protection from god and the ancestors. c. nake wawi (pork) picture 3: nake wawi (pork) source: maria marietta bali larasati nake wawi (pork) is a piece of pork that has been cooked by boiling with salt without using other spices. the 'sign' in the form of the name nake wawi [nake wawi] becomes a marker for the 'concept': (1) a symbol of one's economic wealth status, (2) social status in social life, and (3) the sacredness of a ritual that is carried out. linguistically, the lexeme nake wawi is formed from the words nake 'meat' and wawi 'pork'. so, nake wawi means pork. the semiotic meaning of nake wawi/pork for pati ka ritual offerings is a wish and hope to live with an established economic wealth, a dignified social life, beneficial to others, and loved by many people, as well as being able to carry out sacred rituals to establish a harmonious relationship between lio ethnic community with their ancestors (embu mamo). http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 75 d. filu (cucur cake) picture 4: filu (cucur cake) source: maria marietta bali larasati filu (cucur cake) is a traditional cake made from rice flour, granulated sugar, brown sugar, a little alcohol, and cooking oil. the “sign” in the form of the name [filu] becomes a marker of the 'concept': (1) request and prayed to god and the ancestors, (2) attitude of surrender to the blessings given by god, (3) golden color symbolizes glory, splendor, and majesty which means good. linguistically, the lexeme filu is formed from the word filu 'cucur cake'. so, filu means cucur cake. the semiotic meaning of filu/cucur cake for ritual offerings of pati ka is the shape of the edge of filu/cucur like looking up, for the lio people it is a symbol of asking for prayer and submission to god. it is with that philosophy that the lio people choose cucur cake in the hope of getting blessings and guidance from the almighty god and the ancestors. e. moke (nira wine) picture 5: moke (nira wine) source: maria marietta bali larasati http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 76 moke (nira wine) is a fermented drink of nira. the water from this nira is then distilled and stored in bamboo or wooden barrels. the 'sign' in the form of the name [moke] becomes a marker for the 'concept': (1) as a medium for opening rituals (2) a medium for establishing communication between humans, nature, god, and the ancestors (embu mamo). linguistically, the lexeme moke is formed from the word moke ' nira wine’ is a fermented drink of nira '. so, moke means nira wine. the semiotic meaning of moke for the pati ka ritual offerings is that moke is a medium for establishing communication between humans and god and between humans and their ancestors. the request submitted will be granted in the form of good weather and no obstacles during the ritual. communities who attend the pati ka ritual hope that god and the ancestors will witness the offerings and accept them. f. mota nata (betel nut) picture 6: mota nata (betel nut) source: maria marietta bali larasati mota nata (betel nut) is a complement to offerings in the form of betel fruit (mota) and areca nut (nata). the custom in the lio ethnic community is that the betel used is the fruit instead of the leaves as is commonly used in javanese and other local customs. the 'sign' in the form of the name [mota nata] becomes a marker for the 'concept': (1) intimacy, kinship, a sense of friendship, maintaining good relations, (2) respect, courtesy, and appreciation, and (3 ) liaison between humans and their ancestors (embu mamo). linguistically, the lexeme mota nata is formed from the words mota 'betel' and nata 'pinang'. so, mota nata means betel nut. the semiotic meaning of mota nata/betel nut for the pati ka ritual offerings is (1) a medium to establish interaction between people of the same indigenous community, people of different indigenous communities, and between indigenous http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 77 communities buffering kelimutu lake and people from outside (guests), (2 ) media to establish communication and appreciation of the presence of people in the ritual, (3) liaison media between the adat elders (mosalaki) who lead the rituals with the ancestors (embu mamo). g. mbako (tobacco) picture 7: mbako (tobacco) source: maria marietta bali larasati mbako is tobacco that is roughly chopped and wrapped in palm leaves that have been dried and shaved thin and then tied with palm leaves that have been made like rope. the 'sign' sign in the form of the name [mbako] becomes a marker for the 'concept' of (1) communication between human beings, and (2) establishing a transcendental relationship. linguistically, the lexeme mbako is formed from the word mbako ' tobacco'. so, mbako means tobacco. the semiotic meaning of mbako for pati ka ritual offerings is (1) a symbol of building communication between others and establishing a transcendental relationship with the ancestors, (2) mbako in the lio people offerings experience a shift from rolling tobacco to cigarettes but does not eliminate the meaning the symbol is to build social communication between humans and their ancestors. 2. the character values contained in the pati ka ritual offerings the character values contained in the pati ka ritual offerings were described based on the results of interviews with mosalaki (customary elders) and indigenous communities in the kelimutu lake area. the character values contained in the pati ka ritual offerings at kelimutu lake based on 18 characters that can be applied in learning are as follows. a) the value of love for the homeland shown in the offerings of are mera (brown rice). the color red means bold. brave is a character of the lio ethnic community in general. they love their customary land so much that they will unite against the enemy who wants to usurp their http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 78 customary land rights. the courage to defend this customary land shows the value of love for the homeland. b) the value of honesty is shown in the offerings of are bara (white rice). white color means holy and clean. honest, a heart that is clean from prejudice, open, and speak frankly is the character of the lio ethnic community. they live in honesty and kindness to get life safety and get protection from god and their ancestors. if they violate it there will be natural and customary sanctions. c) the value of hard work is shown in the offerings of nake wawi (pork). pork is a status symbol of economic wealth. for the lio ethnic community, the status of economic wealth can only be achieved by hard work. by working hard they can live well, live a social life that is dignified and beneficial to many people. d) religious values are shown in the offerings of filu (cucur cake). the golden brown cake symbolizes the glory and majesty of god the creator. for the lio ethnic community, the shape of a round cake with the edge raised up becomes a symbol of people who are praying and surrendering to god. their hope in god is endless. they live in trust in god for a harmonious and blessed life. e) the communicative value is shown in the offering of moke (nira wine). nira wine is a fermented drink from the juice of the sap fruit which is sliced, tapped, and collected in bamboo reeds. for the lio ethnic community, tuak is commonly used as offerings in traditional rituals. they believe that by giving offerings of palm wine, there will be transcendental communication between the mosalaki (customary elder), god, and the ancestors. thus, the submitted application will be granted. f) the creative value is shown in the offerings of mota nata (betel nut). apart from being a symbol of brotherhood and respect, for the lio ethnic community, offerings of betel nut can be used as an ingredient in traditional medicine. betel nut is believed to strengthen teeth, heal wounds in the mouth, eliminate bad breath, and stop bleeding. from the offerings of betel nut, it is hoped that god and the ancestors will provide good health and be kept away from dangerous diseases in the lio ethnic community. g) the value of social care is shown in the offerings of mbako (tobacco). for the lio ethnic community, tobaccos are usually used to open a conversation. they will invite other people to smoke tobacco together, after that communication will occur between them. in the pati ka ritual, tobacco offerings are used as a medium to establish transcendental communication between mosalaki (customary elders) and god and embu mamo (ancestors). http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. (2023). the character values of the pati ka offering ritual at kelimutu lake. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 67–81. https://doi.org/10.26714/lensa.13.1.2023.67-81 79 conclusion the pati ka ritual at kelimutu lake ende is a form of expression of the lio ethnic community's request to the highest form and ancestors in order to give fertility to the planted seeds, obtain satisfactory harvests, and provide good health for the people. the expression of petition in the pati ka ritual is realized through the giving of offerings to ancestors. in the pati ka ritual, several names of food and drink offerings can be found, which have certain symbolic or semiotic meanings. based on the results of the analysis, it is known that the names of the food and drink offerings in the pati ka ritual at kelimutu lake include 7 names, namely are mera, are bara, nake wawi, filu, moke, mota nata, and mbako covering 3 categories, namely food, drink, and complementary. from understanding the semiotic meaning of the names of food and drink offerings in the pati ka ritual, the character values contained in it are reflected. these character values will be formed in children in line with the relationship that exists between the ancestors (embu mamo) and the lio ethnic community who are still alive in order to be given safety, health, and welfare. references baehaqie, imam. 2018. etnolinguistik telaah teoritis dan praktis. surakarta: cakrawala media. baehaqie, imam. 2018. “makna aneka jenang dalam wilujengan lairan bayi masyarakat jawa: studi etnolinguistik”. https://core.ac.uk/display/227157841 baehaqie, imam. “makna semiotis nama-nama makanan dalam sesaji selamatan tingkeban di dukuh pelem, kabupaten wonogiri”. jurnal litera, volume 16, nomor 2, oktober 2017. https://journal.uny.ac.id/index.php/litera.article.dwonload/15459/ pdf chaer, abdul. 2012. pengantar linguistik umum. jakarta: rineka cipta. chaer, abdul dan leoni agustina. 2010. sosiolinguistik perkenalan awal. jakarta: rineka cipta. djawanai, s. 2009. “telaah bahasa, telaah manusia”. pidato pengukuhan jabatan guru besar dalam ilmu linguistik pada fakultas ilmu http://jurnal.unimus.ac.id/index.php/lensa https://core.ac.uk/display/227157841 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.67-81 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): larasati, m. m. b., & rupa, j. n. 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no. 1. hlm. 124-132 https://journal.ubm.ac.id/index.php/semiotika/article/view/1793 subroto, d. edi. 2002. ihwal relasi makna: beberapa kasus dalam bahasa indonesia dalam telaah bahasa dan sastra (suntingan hasan alwi dan dendy sugono). jakarta: kerjasama pusata bahasa dan yayasan obor indonesia. subroto, edi. 2011. pengantar studi semantik dan pragmatik. surakarta: cakrawala media. spradley, j.p. 2006. metode etnografi. yogyakarta: tiara wacana wijana, i dewa putu. 2015. pengantar semantik bahasa indonesia. yogyakarta: pustaka pelajar. http://jurnal.unimus.ac.id/index.php/lensa https://e-journal.undikma.ac.id/index.php/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 105 the implementation of teaching materials reading graphic organizers in elementary schools otang kurniaman1* cici oktari2 pahrurazi3 1,2,3universitas riau, kota pekanbaru *otang.kurniaman@lecturer.unri.ac.id article history: submitted 2 november 2018; accepted 7 july 2019; published 31 december 2019 abstract reading is a very important skill that must be mastered by elementary school students, in the implementation of learning the teacher also provides a large contribution so that it is required to be able to develop teaching materials as a professional requirement. this research is a classroom action research using graphic organizer teaching materials in reading in the fourth grade of sdn 38 pekanbaru with a total of 24 students. before the implementation of learning in advance the implementation plan of learning was validated by several experts and practitioners with the results of the identity aspect validation obtained an average of 87 with a very decent category, and the assessment aspect obtained an average of 98 with a very decent feasible category. the results of the implementation of teacher activities in cycle i have obtained an average of 79% at meeting 1, meeting 2 obtained an average of 83%, meeting 3 obtained an average of 88% and meeting 4 obtained an average of 92%. the results of the research activities of meeting 1 student have obtained an average of 75%, meeting 2 was obtained an average of 79%, meeting 3 was obtained an average of 83%, and meeting 4 obtained an average of 88%. the results of the assessment of reading comprehension with the use of graphic organizer teaching materials from a base score of 42.50, the first cycle obtained an average of 71.88, the second cycle obtained an average of 76.88, with an increase from the base score to the first cycle obtained by 29, 38% while from the basic score to the second cycle obtained an average of 34.38%. the results of this study prove that the implementation of teaching materials to read the graphic organizer is able to improve reading comprehension skills. keywords: teaching materials, graphic organizer, reading http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 mailto:otang.kurniaman@lecturer.unri.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 106 abstrak membaca merupakan keterampilan yang sangat penting yang harus dikuasai oleh siswa sekolah dasar, dalam pelaksanaan pembelajaran guru juga memberikan kontribusi yang besar sehingga dituntut untuk mampu mengembangkan bahan ajar sebagai syarat profesional. penelitian ini merupakan penelitian tindakan kelas dengan menggunakan bahan ajar graphic organizer dalam membaca di kelas iv sdn 38 pekanbaru dengan jumlah siswa 24 orang. sebelum pelaksanaan pembelajaran terlebih dahulu rencana pelaksanaan pembelajaran divalidasi oleh beberapa ahli dan praktisi dengan hasil validasi aspek identitas diperoleh rata-rata 87 dengan kategori sangat layak, dan aspek penilaian diperoleh rata-rata 98 dengan kategori sangat layak. hasil implementasi aktivitas guru siklus i diperoleh rata-rata 79% pada pertemuan 1, pertemuan 2 diperoleh rata-rata 83%, pertemuan 3 diperoleh rata-rata 88%, dan pertemuan 4 diperoleh rata-rata 92%. hasil penelitian aktivitas siswa pertemuan 1 diperoleh rata-rata 75%, pertemuan 2 diperoleh rata-rata 79%, pertemuan 3 diperoleh rata-rata 83%, dan pertemuan 4 diperoleh rata-rata 88%. hasil penilaian kemampuan membaca pemahaman dengan penggunaan bahan ajar graphic organizer dari skor dasar 42,50, siklus i diperoleh ratarata 71,88, siklus ii diperoleh rata-rata 76,88, dengan peningkatan dari skor dasar ke siklus i diperoleh sebesar 29,38% sedangkan dari skor dasar ke siklus ii diperoleh ratarata 34,38%. hasil penelitian ini membuktikan bahwa implementasi bahan ajar membaca graphic organizer mampu meningkatkan keterampilan membaca pemahaman kata kunci: bahan ajar, graphic organizer, membaca introduction indonesian language learning at the elementary / mi level includes components of language skills and literary abilities which cover four aspects, namely listening skills, speaking skills, reading skills, and writing skills (zulela, 2012). reading is one component of indonesian language learning which is the most important skill in elementary school. this skill is developed after the child enters formal education. learning to read that is done by the teacher must be effective, a teacher must be able to develop teaching materials in elementary schools as learning media that facilitate the learning process (kurniaman, 2018). one of the developments of teaching materials in elementary schools is by applying reading comprehension teaching materials based on media graphic organizer. media-based graphic organizer teaching material is a visual communication tool that uses visual symbols to express ideas and concepts, to convey meaning, the development of these teaching materials written text symbols in the form of reading folklore are made visual that has meaning to improve understanding obtained by children. so that by applying this teaching material child can express their ideas in the form of graphs that have been provided and can analyze the graph (kurniaman, 2018). a teacher must be able to analyze the child's ability to read so that http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 107 learning is more meaningful (emily e. scida and jill n. jones, 2017). graphic organizers are able to improve critical thinking skills in reading, critical thinkers who are able to process and interpret available data, make assumptions, monitor the implications of their decisions, analyze various points of view and terms of reference before making any judgments, and above all, to distinguish between reasoning and subjective reactions (paweł sobkowiak, 2016). reading is also a strategic one. effective readers use various reading strategies that are in accordance with the text and context in order to construct meaning when reading (otang kurniaman, and eddy noviana, 2017). reading also requires imagination in thinking, some of these theories focus on rules, practice patterns, humanistic aspects, and aspects of student learning interactions but none of these theories is based on giving students total freedom in visualizing the content delivered by the teacher in a way that they think is best for them (sumaya emjawer, and dina al-jamal, 2016). reading and critical thinking is very important for academic achievement in higher education and developing critical thinking skills of students are considered a very important educational goal in many communities around the world (surasak khamkhong, 2018). graphic organizers are visual representations of information and concepts. by nature, we tend to learn in pictures; as such, the graphic organizer is a more innate structure for processing information exclusively in words (katherine s mcknight, 2013). although there are many variations and possible combinations of graphic organizers used in the classroom, most of them fall into four basic categories, namely cyclical organizers, conceptual organizers, sequential organizers and hierarchical organizers (bromley, irwindevitis, and modlo, 1999, suhaidi pratama, et al, 2017). the curriculum in elementary schools is currently focusing on improving student literacy, known as literacy or literacy. simple literacy can be interpreted as an ability to read and write. to achieve this goal the teacher must be a facilitator in achieving literacy skills by developing teaching materials. easy reading skills (munjiatun et al, 2015). learning to read must be fun and able to contribute well to students' cognitive development (fauziah abdul rahim & lee seung chun, 2017). development of graphic organizer teaching materials must be able to develop cognitive abilities, to see students' ability in reading needs implementation so that accurate data is obtained on the effectiveness of teaching materials that have been developed. learning materials for reading graphic organizer teaching materials to read graphic organizers are developments in making learning devices compiled into teaching materials that contain basic http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 108 competencies, competency standards, indicators, and learning objectives that are mixed into one, and equipped with tasks in each lesson. teaching materials needed by the teacher to facilitate the presentation of reading learning in grade iv elementary school and make it easier for students to absorb information from the text that is read to the fullest. teaching materials are adjusted to the sk and kd which are determined by the curriculum, then arranged according to the stages of reading and media graphic organizers. picture 1: (a) discourse with graphic organizer (b) meaning analysis in discourse (c) main mind analysis (a) (b) (c) before giving assignments that will be done by students, first, a discourse will be read that students will read with the text will be long in accordance with the sk and kd that will be developed. presentation in the discourse that students will read is shaped like a house by using graphic organizers which gives an idea of what will be discussed in the next text. at the top before the discourse, there are instructions for students what will be done in reading the discourse. presentation of a picture or design discourse like home to give an idea of the greenhouse effect. the exercises or assignments contained in this teaching material are a reading process exercise, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 109 which consists of pre-reading, reading, and post-reading. in searching for the meaning of words students are expected to carry an indonesian dictionary. after that, the students will look for words that are considered less understanding of the greenhouse effect discourse. task 1 in figure b students will write words that do not understand and will search for their meaning in the indonesian dictionary by writing in the columns that are available. task 2 that the students will do is to write down the main thoughts contained in the discourse, the design in assignment 2 still uses the concept of graphic organizers in the form of houses adapted to the theme or title of the "greenhouse effect". in working on assignment 2 the teacher must explain in advance about the main thoughts in the reading text, this textbook also contains instructions that the child will do in doing the work. method this type of research is classroom action research (car) which was carried out in two cycles with one cycle of two meetings. classroom action research is research that explains both the implementation process and the results carried out to improve the quality of learning (arikunto, 2015). classroom action research is characterized by actions carried out repeatedly with stages of planning, implementation, observation, and reflection. picture 2: classroom action research cycle (arikunto, 2015) cycle-i cycle-ii if the problem isn't finished ... continue to the next cycle ... implementation of action-i action planning i problem data collection-i reflection i new problems resulting from reflection action planning ii implementation of action-ii data collectionii reflection ii http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 110 the learning tools prepared in this study consisted of the syllabus, learning implementation plans, graphic organizer teaching materials, task sheets contained in graphic organizer teaching materials, teacher activity observation sheets, and student activity observation sheets. data collection techniques are obtained directly from the main sources of research by carrying out observations on teacher & student activities and tests carried out to determine achievement in the use of graphic organizer teaching materials. the implementation of learning using graphic organizer teaching materials was carried out at sdn 38 pekanbaru with a total of 24 students. to analyze the data that has been obtained from the research process, data analysis techniques are carried out which consist of an analysis of teacher and student activities carried out to analyze the quality of the implementation of teacher and student activities during the learning process by applying graphic organizer teaching materials. the implementation of this observation was assisted by an observer who gave an assessment in the learning process. the activities of teachers and students during the learning process are analyzed using the formula: nr = 𝑅 𝑆𝑀 × 100 (purwanto, 2013) information: np = the percent value sought or expected r = raw score obtained by students sm = maximum score of the text in question 100 = fixed number table 1: teacher and student activities no interval category 1. 86–100 very good 2. 76–85 good 3. 60–75 enough 4. 55–59 less 5. ≤54 less once (purwanto, 2013) to analyze data on the results of students' reading ability with the application of graphic organizer teaching materials can be analyzed using the formula: s = 𝑅 𝑁 × 100 (purwanto, 2013) information: s = expected value (searchable) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 111 r = the number of scores from items or questions answered correctly n = maximum score from the test table 2: reading comprehension assessment with graphic organizer no interval kategori 1. 86–100 very good 2. 76–85 good 3. 56–75 enough 5. 10-55 less once (nurgiyantoro, 2010) to analyze the average value of students with the application of graphic organizer teaching materials can be analyzed using the formula: mx = ∑ 𝑥 𝑁 × 100% (sudjana, 2009) information: mx = average ∑ 𝑥 = number of all students n = many subjects seeing students' reading ability with the application of teaching materials graphic organizers before being given action and after being given the action use the following formula: p = 𝑃𝑜𝑠𝑟𝑎𝑡𝑒−𝐵𝑎𝑠𝑒𝑟𝑎𝑡𝑒 𝐵𝑎𝑠𝑒𝑟𝑎𝑡𝑒 × 100% (aqib, 2011) information: p = percentage increase 𝑃𝑜𝑠𝑟𝑎𝑡𝑒 = value after being given an action baserate = value before given action the validation aspects assessed by the validator are made in the form of a rating scale. the type of scale that researchers use is the likert scale. this likert scale provides broadness to the validator in assessing the teaching material that the researcher develops. questionnaire validation is determined by the average score given by the validator with a predetermined score of 14. the categorization of assessments to be given by the validator is shown in table 3. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 112 table 3: assessment category by validator assessment score category 4 very good 3 good 2 less good 1 not good the guidelines for calculating the percentage of questionnaire validator scores are as follows: ps = 𝓃 n x 100% information: ps = percentage score n = number of scores obtained n = maximum score the criteria for making decisions in the validation of teaching materials with media graphic organizers can be seen in table 4. table 4: percentage of validity criteria for teaching materials average interval score (%) category 81 – 100 very decent 61 – 80 decent 41 – 60 enough decent 21 – 40 less decent 0 – 20 not decent findings and discussion validation of learning implementation plans validation of lesson plans is an action taken by a validator to measure the degree to which it conforms to several aspects including identity, competency standards, basic competencies, formulation of indicators, formulation of learning objectives, selection of learning materials, selection of learning resources and media, preparation of learning activities, and judgment. the results of the validation of the learning implementation plan for aspects of identity can be seen in the following table: http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 113 table 5: results of rpp validation for identity aspects no. rated aspect average (%) category 1. include educational units, subjects, classes, and semesters 83 very decent 2. include sk, kd, indicators and time allocation 90 very decent average 87 very decent in table 5. after the numbers are analyzed, the average for each statement ranges from 83 to 90 which is in the very feasible category. while the average validity of the identity aspect of the learning implementation plan is 87 with a very decent category. this means that for the aspect of identity in the implementation plan the learning has been written in accordance with the rules of writing the plan for implementing the proper learning. the last aspect for the learning implementation plan validation is assessment. the results of data processing validity for the assessment aspects can be seen in the following table. table 6: results of rpp validation for assessment aspects no. rated aspect average (%) category 1. assessments are prepared in accordance with indicators of achievement of competencies and learning objectives 100 very decent 2. questions can measure the achievement of learning objectives 95 very decent 3. the assessment instrument is clear and is accompanied by a complete scoring guide 98 very decent average 98 very decent table 6 after the numbers are analyzed, shows that each statement on the assessment aspect has a value range between 95 and 100 which is in the very decent feasible category. thus for the average validity of the assessment aspect as a whole is 98 with a very decent feasible category. thus it can be said that the assessment instrument has been prepared according to the indicators of competency achievement and learning objectives, the questions presented have been able to measure the achievement of learning objectives and the assessment instrument has been clear and accompanied by a complete scoring guide. besides the expert validator, the researcher also asked the practitioner's validator to assess the lesson plan that the researcher had designed. the researcher determines practitioners according to the teaching http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 114 experience and academic experience held by practitioners. to validate the learning implementation plan in this study the researchers asked practitioners to provide an assessment and suggested improvements from the learning implementation plan that had been designed. results of implementation of teaching materials learning graphic organizer this research was conducted in two cycles with the application of reading materials based on graphic organizers. in the initial activity the teacher uses a graphic organizer, the teacher provides presentations of new material while showing the relationship between the ideas that will be conveyed by the teacher. the teacher obtains information from students by creating a graphic organizer on the board to get an accurate idea of the students' prior knowledge. during this activity, graphic organizer teaching materials can be used to help students isolate, process and reorganize key information. this is because graphic organizer teaching materials allow students to approach cognitive subjects because they help students think. students have an active role in the learning process when processing information and reorganization. modification of organized structures of information that give students the opportunity to learn from their own mistakes. this also allows students to build maps that fit their respective learning styles. in closing activities students can create their own graphic organizer to isolate and organize key concepts. summarizing technique is a method used to find out whether students can interpret what is being taught by the teacher in an accurate form. the use of the graphic organizer in closing activities also encourages student elaboration activities. if a student can relate prior knowledge to what has been learned and identify the relationship between ideas, they will actively learn more in as simple a form as possible in a more interesting process. this can be proven from the results obtained from this study. the results of observations obtained from this action research are observation of teacher activity and observation of student activities. recapitulation of observations of teacher and student activities is obtained from each learning process. the description of the results of the recapitulation of teacher activity observations is described in the following table form: http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 115 table 7: teachers activity analysis cycle i and cycle ii aspect cycle i cycle ii meeting i meeting ii meeting i meeting ii total score 19 20 21 22 percentage 79% 83% 88% 92% category good good very good very good the table above shows that there was an increase in teacher activity during the four meetings in the application of graphic organizer teaching materials. at the first meeting of the first cycle with a percentage of 79% of teacher activities classified as good. the second meeting with a percentage of 83% of teacher activities is classified as good. while in the first meeting of the second cycle with a percentage of 88% the activity of teachers can be categorized very well. in the second meeting of the second cycle, the teacher's activity had increased again by a percentage of 92% and could be categorized as very good. the results of the analysis of student activities with the application of graphic organizer teaching materials are described in the following table form: table 8: student activity analysis cycle i and cycle ii aspect cycle i cycle ii meeting i meeting i meeting i meeting ii total score 18 19 20 21 percentage 75% 79% 83% 88% category enough good good very good the table above shows that there is an increase in student activity during the four meetings in the application of graphic organizer teaching materials. at the first meeting of the first cycle with a percentage of 75% the activity of teachers was classified as sufficient. the second meeting with a percentage of 79% of teacher activities is classified as good. while in the first meeting of the second cycle with a percentage of 83% the activity of teachers can be categorized as good. in the second meeting of the second cycle, the teacher's activity again increased by a percentage of 88% and could be categorized very good. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 116 table 9: results of understanding reading ability assessment aspect basic score cycle i cycle ii total score 1020 1725 1845 average percentage 42,50 71,88 76,88 category not good enough good good the table above shows that there is an increase in the reading comprehension ability from before the action was taken with the application of the graphic organizer media until action was taken in the second cycle. the increase can be seen from the basic score with an average percentage of 42.50 categorized as good, the first cycle with a percentage of 71.88 is categorized quite well, and the second cycle with an average percentage of 76.88 is categorized as good. improving the skills of writing descriptions can be seen from the following table: table 10: peningkatan kemampuan membaca pemahaman no data average increased points basic score to cycle i basic score to cycle ii 1. basic score 42,50 29,38% 34,38% 2. cycle i 71,88 3. cycle ii 76,88 the table above shows that the increase in the ability to read comprehension can be seen from the point of increasing the basic score to the first cycle with an increase of 29.38% and from the base score to the second cycle with an increase of 34.38%. this proves that the application of teaching materials to graphic organizers can improve students' ability to read comprehension. discussion the discussion in this study is based on the results of rpp validation analysis for aspects of identity, rpp validation for aspects of assessment, teacher activities, student activities, and results of students' ability to read. from the results of the rpp validation analysis for aspects of identity, it can be categorized as very feasible to use. this is because the aspects listed in it can already be used in accordance with the results that the observer has rated which aspects are assessed, namely including the education unit, subjects, classes and semesters with an average of 83, then including sk, kd, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 117 indicators and time allocation used in the learning process with an average of 90. the overall value of the average lesson plan validation for aspects of identity is 87 with a very decent category. in addition, the results of the rpp validation analysis for the assessment aspects can also be categorized as very feasible. this is because the aspects listed in it are very feasible to be assessed by the aspects assessed, namely the assessment is arranged in accordance with indicators of achievement of competencies and learning objectives with an average of 100 which are categorized as very feasible, questions can measure achievement of learning objectives with an average of 95 which is categorized as very feasible, and a clear assessment instrument accompanied by a complete scoring guide with an average of 98 which is categorized as very feasible. the overall average value of the lesson plan validation for the assessment aspect is 98 with a very feasible category. in the learning process, the application of graphic organizer teaching materials gets the attention of students. this can be seen from the teacher's activities and student activities during the learning process carried out in two cycles. from the results of the analysis during the learning process, the teacher's activities get a significant increase, the increase occurs because the teacher is able to apply teaching materials to students well so that the application of teaching materials students are able to do the exercises contained in teaching materials independently. this increase occurs gradually, in the first cycle of the first meeting the percentage of teacher activity is 79%. in this first meeting, the teacher has not been able to guide students thoroughly because students are quite busy. students who are quite crowded making it difficult for teachers to explain the steps to do the tasks that are on the teaching language. so that the implementation of teacher activities in the first meeting is in a good category. at the second meeting, the teacher's activities experienced an increase with the percentage of 83% in the good category. at this meeting the teacher has begun to guide students in working on tasks that are in teaching materials, only the teacher needs a long time in the application of teaching materials. in the second cycle, the first meeting was the percentage of teacher activity 88% in the very good category. while the second meeting percentage of teacher activities 92% were in the very good category. in the second cycle, the teacher's activities have been able to increase as expected. deficiencies that occur in the first cycle can be increased in cycle ii. the teacher has been able to adjust the time provided so that the implementation of learning can run effectively and efficiently. analysis of student activities during the learning process takes a significant increase, this is in line with the activities carried out by the teacher. activities of students in the first cycle of the first meeting with a percentage of 75%. these results indicate that student activities are still in the relatively http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 118 good category, in the implementation the students do not understand the explanation from the teacher regarding teaching materials because the class conditions are quite crowded and the atmosphere is noisy. at the second meeting, student activities experienced an increase with the percentage of 79% categorized as good. this meeting shows an increase in a better direction, students have begun to improve the deficiencies that occur. while in the second cycle of the first meeting the percentage of student activity 83% were in the good category and the second meeting the percentage of student activity 88% were in the very good category. in the second cycle, student activities have been able to increase as expected. deficiencies that occur in the first cycle can be increased in cycle ii. the results of the analysis of students' reading ability with the application of graphic organizer teaching materials have increased from before the action was carried out with the average percentage at the base score of 42.50 classified as good. before the implementation of the learning activity is still centered on the teacher, so that teachers are more active in providing subject matter to students, this can make students bored because the implementation seems monotonous. after taking action with the application of graphic organizer teaching materials, in the first cycle, the percentage of students' average score increased to 71.88 with a fairly good category. this increase can occur with the help of teaching materials which in the implementation of students can work on tasks that are on teaching materials independently and equipped with instructions and discourse illustrated in it. re-increase occurs after the action taken in the second cycle with the percentage of the average value of students 76.88 which is classified as good. this increase proves that the application of graphic teaching materials to students can improve their reading skills. conclusion the results of the study can be concluded that the use of a graphic organizer in the learning process can improve students' reading skills. this is because the graphic organizer can develop the cognitive abilities of students in reading and can improve the effectiveness of students in learning and understanding learning materials that are designed with varied and interesting graphics. references abdul rahim, f., & lee, seung chun (2017).proposing an affective literacy framework for young learners of english in malaysian rural areas: its http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the implementation of teaching materials reading graphic organizers …. otang kurniaman, cici oktari, pahrurazi doi: https://doi.org/10.26714/lensa.9.2.2019.105-119 119 key dimensions and challenges.malaysian journal of learning and instruction (mjli), 14 (2), 115-144. aqib, zainal. 2011.penelitian tindakan kelas. bandung: yrama widya arikunto, suharsimi. 2015. penelitian tindakan kelas. jakarta: bumi aksara. bromley, karen., linda irwin-devitis, and marcia modlo. 1999. 50 graphic organizers for reading, writing, and more.new york: scholastic professional books. emjawer, sumaya and dina al-jamal. an imaginative approach to teaching grammar.tional sciences. 28 (1).183-202. kurniaman, otang. et al. (2018). implementation drta strategy for elementary school. beau bassin: lambert academic publising. kurniaman, otang. et al. (2018). reading comprehension skill using graphic organizer for elementary school student.journal of teaching and learning in elementary education (jtlee).1(2).75-80. kurniaman, otang and eddy noviana. (2018). metode membaca sas (struktural analitik sintetik) dalam meningkatkan keterampilan membaca permulaan di kelas i sdn 79 pekanbaru. jurnal primary: pendidikan guru sekolah dasar. 5 (2).149-157. khamkhong, surasak. (2018). developing english l2 critical reading and thinking skills through the pisa reading literacy assessment framework: a case study of thai efl learners. 3l: the southeast asian journal of english language studies. 24(3). 83 – 94 . http://doi.org/10.17576/3l-2018-2403-07. mcknight, katherine s. (2013). the elementary teacher’s big book of graphic organizers. san francisco: jossey bass teacher. mujiatun, et al. (2015).kemampuan mahasiswa pgsd fkip ur dalam keterampilan membaca pemahaman. jurnal primary: pendidikan guru sekolah dasar. 4 (1).12-20. nurgiyantoro, burhan. 2010. penilaian pembelajaran bahasa berbasis kompetensi. yogyakarta: bpfe-yogyakarta. pratama, suhaidi. et al. (2017). graphic organizer as one alternative technique to teach writing. english education: jurnal tadris bahasa inggris. 10(2).344-357. purwanto, ngalim. 2013. prinsip-prinsip dan teknik evaluasi pengajaran. bandung: pt remaja rosdakarya. scida, emily e and jill n. jones. (2017). the impact of contemplative practices on foreign language anxiety and learning. studies in second language learning and teaching.7(4).573-599. doi: 10.14746/ssllt.2017.7.4.2. sobkowiak, paweł. (2016). critical thinking in the intercultural context: investigating efl textbooks. studies in second language learning and teaching.6(4).697-716. doi: 10.14746/ssllt.2016.6.4.7. sudjana, nana. 2009. penilaianhasil proses belajarmengajar. bandung: pt remaja rosdakarya. zulela. 2012. pembelajaran bahasa indonesia. bandung: pt remaja rosdakarya. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.105-119 67 enhancing students’ academic writing skill by using research paper writing instructional materials m. ali ghufron 1 abstrak tujuan dari penelitian ini adalah (1) untuk menginvestigasi apakah penggunaan research paper writing instructional materials dan meningkatkan kemampuan mahasiswa dalam menulis paper/artikel jurnal penelitian; dan (2) untuk menginvestigasi situasi kelas ketika research paper writing instructional materials diterapkan sebagai materi ajar di kelas. penelitian ini termasuk dalam kategori penelitian tindakan kelas. penelitian tindakan ini dilakukan pada mahasiswa semester iv prodi pendidikan bahasa inggris ikip pgri bojonegoro tahun akademik 2014/2015. penelitian tindakan ini dilakukan dalam 2 siklus. setiap siklus terdiri atas 4 tahapan, yaitu: tahap persiapan, tahap pelaksanaan, tahap observasi, dan tahap refleksi. data yang diperoleh dari penelitian tindakan ini berupa data kualitatif dan data kuantitaif. data kualitatif diperoleh dengan menggunakan teknik observasi dan interview. sedangkan data kunatitatif diperoleh dengan cara tes. hasil penelitian menunjukkan bahwa penggunaan research paper writing instructional materials dapat meningkatkan kemampuan mahasiswa dalam menulis paper dan juga meningkatkan motivasi mahasiswa dalam pembelajaran menulis akademis. dengan demikian dapat disimpulkan bahwa penggunaan research paper writing instructional materials dapat meningkatkan ketrampilan menulis akademis mahasiswa dan juga situasi kelas. kata kunci: research paper writing instructional materials, menulis akademis 1. introduction regardless of their major, university students a re required to compose different types of writing, such as term papers or exam answers, throughout their studies. moreover, the students must write a research paper as their final project at the end of their study in university. the students will be considered to pass or fail from their study depending on this research paper. moreover, the directorate of higher education (dikti), every year, also always offers many kinds of grants for students in order to develop students’ ability in expressing their ideas and the results of their scientific activity in the form of scientific article based on the criteria or standard of writing scientific journal (ditlitabmas dirjen dikti, 2014: 24) the status of writing in language teaching has accelera ted tremendously since 30 years ago. according to richards (2001), in the teaching of writing, the sequence of activities typically involves: (1) familiarization: learners study grammar and vocabulary, usually through a text; (2) controlled writing: earne rs imitate given patterns, often from substitution tables; (3) guided writing: learners manipulate model texts; and (4) free writing: learners employ the patterns they have developed to write a letter, a paragraph, an essay, and the like. writing in a second or foreign language is regarded as one of the most difficult skills for a learner to master, 1 pengajar d i progra m studi pendid ikan bahasa inggris , ikip pgri bo jonegoro, jawa t imu r 68 particularly in free academic writing. the difficulty is due to the need to generate and organize ideas using an appropriate choice of vocabulary, sentence, and paragraph organization and to turn such ideas into a readable text (richards and renandya, 2002). writing course is a compulsory subject which is taught in english education study program of ikip pgri bojonegoro, east java, generrally in 8 credits which are distributed in 4 semesters, each semester 2 credits. in writing 4, the teaching and learning process is focused on academic writing to prepare the students to be able to write their final project at the end of their study. the goal of this subject is mainly to make the students to be able to write scientific writing in term of article of research report with appropriate content, good organization, correct diction, grammar, and mechanics. based on the pre-cycle study, it was found that the students get difficulties in academic writing. these difficulties were indicated by both the low score of students writing skill, their scores are in range of 50 – 68; and supported by the result of interview to the students. the students get difficulties in academic writing since there are limited sources of materials which are appropriate to be implemented and challenging materials. the teaching materials are a hundred percent taken from printed books which are availabe in the market, in which these books in some cases are not really relevant to the students. the students also said that they felt bored with the materials used. besides, they also said that there was no challenging activity during the teaching and learning process. the lecturer usually teaches them by explaining the textbook materials, then, asks the students to write based on instruction in the book. based on the result of pre-cycle study, then, i conducted some analysis dealing with the results found. the reseacher concluded that the problems faced by the most of students in english education study program of ikip pgri bojonegoro in academic writing were caused by the monotonous teaching material used and the lack of challenging activities that could motive students during teaching and learning process. there should be teaching materials that teach students how to write elt research paper in detail, such as: writing a topic and title; gathering information; writing an introduction; developing main paragraphs; quotations, paraphrasing and summarizing; commenting on data; writing a conclusion; writing a review; writing an abstract; writing references; revising and editing texts. besides, there should also teaching materials that combine challenging activities and relevant materials. to overcome those problems, i proposed to use research paper writing instructional materials in teaching academic writing in english education study program of ikip pgri bojonegoro in the academic year of 2014/2015. this research paper writing instructional materials do not only teach relevant materials but also ask the students to do a research (a mini research) dealing with english language teaching as pre-writing activity. conducting a research is a challenging activity that could motivate students during teaching and learning process since the students will write scientific writing based on facts that they found in their mini research. based on the background above, the formulation of research problems are (1) can research paper writing instructional materials improve students’ academic 69 writing skill of the fourth semester students of english education department of ikip pgri bojonegoro in the academic year of 201 4/2015?; and (2) how is the class situation when research paper writing instructional materials are implemented in teaching academic writing at the fourth semester students of english education department of ikip pgri bojonegoro in the academic year of 2014/2015? 2. review of related literature academic writing is a general term that refers to all writing created for the purpose of study (chin, khoizumi, reid, wray, & yamazaki, 2012). university students are evaluated largely based on their writing, so writing skill is essential for academic success. chin et al. (2012) state that academic writing is different from other types of writing in several ways, they are: (1) purpose: academic writing is mainly purposed to demonstrate knowledge of a topic; (2) audience: it refers to the reader of the writing; (3) evidence; (4) style; and (5) the process of writing. acoording to guthrie, johnson, pfaff, and hildebrandt (2012: 2) instructional materials are those items such as books, other printed matter, video and audio recordings, computer software, and digital content w hich are used as part of the instructional process. while the format of instructional materials has evolved and will continue to change, the purpose remains the same. maryland state department of education (2014) defines instructional materials as a variety of materials in any format which influence the student's learning and the instructor's teaching. they include, but are not limited to, textbooks, library books, periodicals, pamphiets, art prints, study prints, pictures, transparencies, films, filmstrips, slides, videocassettes, videodiscs, audio cassettes, sound recordings, compact discs, computer software, cd-roms, and electronic resources. based on the definitions above, it can be synthesized that instructional materials mean textbooks and other materials written and published for use by students in instruction that are required or essential to students’ success in a course of study. instrcutional materials are divided into printed and non-printed instrcutional materials. printed instrcutional materials refer to materials that are printed in book or other printed form. non-printed instructional materials mean insructional materials in formats other than print, and includes instructional materials that require the availability of electronic equipment in order to be used as a learning resourse, including software programs, video disks, and audio tapes. referring to the definition above, research paper writing instructional materials for academic writing course are resource materials that teachers can use when planning and carrying out instruction. the materials focus on research paper writing. the materials teach students how to write research paper well. these instructional materials are used to teach academic writing for students in higher education. 3. research methodology this study belongs to classroom action research which was conducted through two cycles. action research develops through self reflective spiral: planning, acting, observing, and reflecting (mcniff, 1988: 27). mcniff (1988: 2) says that action research is the name given to an increasingly popular movement in educational research. it encourages a lecturer to be reflective of his own practice in order to 70 enhance the quality of education for himself and his students. it is a form of self reflective inquiry that is now being used in school-based curriculum, professional development, school-improvement schemes, and so on, and it is actively involves lecturers as participant in their own educational process. therefore, in order to conduct an action research, i must have the ability to become self-reflective in solving the problems that he is dealing with. this design was considered as the most appropriate design since the purpose of this study was concern to the students’ behavior improvement. the population of this research is the fourth semester students of english education department of ikip pgri bojonegoro in the academic year of 2014/2015 which consists of 60 students, divided into two classes. in this study there were two kinds of data: qualitative and quantitative data. the qualitative data were collected by observation and interview. observation was done when the teaching-learning-process took place, before the lecturer used research paper writing instructional materials to teach academic writing and after the lecturer used research paper writing instructional materials in teaching academic writing. it was to know the students’ skill and the students’ difficulties in academic writing. then the observation was continued by focusing on the use of research paper writing instructional materials in teaching academic writing. here, i observed the activity by myself since i am actually the lecturer of writing class. the second technique of collecting qualitative data was interview. it was done by interviewing the students after the teaching-learning-process to add the data. the quantitative data were collected by a test. the test was done to measure the students’ writing skill which was obtained from writing test before the lecturer used research paper writing instructional materials to teach academic writing (pretest) and after the lecturer used research paper writing instructional materials to teach writing (post-test). 4. findings and discussion 4.1 pre-research situation the problems of students in the fourth semester of english education department of ikip pgri bojonegoro were dug up through observation, interview, and pre-test. from those three things conducted, there were two main problems. the first is writing skill problem to write research paper and the uneffectiveness of teaching and learning. the first problem is students’ writing skill to write research paper. based on the pre-test score that was low, 42,67 – which is below the passing grade 60, then it can be concluded that the writing skill was low. from the effective point of view, there are some points to be considered: the students’ attitude and the class situation. first, the attitude – the students said that academic writing is difficult and boring. the materials and classroom activities were the same every day. second, the class situation – there was no interaction in the class. the only interaction was teacher-centered. there were no activities except the teacher explanation in front of the class. to measure the improvement of the students, there are some indicators of writing skill and the effectiveness of teaching and learning process. the indicators of writing are: content, organization, diction, grammar and mechanics. the indicators 71 for the effectiveness of teaching and learning process were taken from brown’s principles (2003). they are automaticity, meaningful learning, the anticipation of reward, intrinsic motivation, strategic investment, language ego, self-confidence, risktaking, the language culture connection, the native language effect, interlanguage, and communicative competence. 4.2. post-research situation 4.2.1. improvement in writing skill since this research belongs to classroom action research, i conducted this research based on the cycles of car. in each cycle, i did planning, acting, observing, and reflecting. i conducted this research in two cycles because after i conducted observation and reflection in the first cylce the result was not enough although there was significant improvement in class situation. the students’ scores after cycle 1 were still could not achieve the passing grade. the implementation of research paper writing instructional materials in academic writing class followed some certain steps in doing academic writing. according to chin, et.al, (2012: vi) successful academic writing often cannot be achieved in one try. certain steps should be followed before and after writing to ensure that ideas are presented effectively. those steps are pre -writing, writing, editing, and re-writing. in pre-writing activities, all students, in group of 4-5 students, conducted a mini research dealing with english language teaching. i gave them a freedom to choose their own topic as far as it is still in the area of elt. then, they also read some examples of elt research paper and identified the structure of the paper. besides, i also guided them in conducting their mini research and explained to them about the generic structure of research paper. the students conducted their mini research in about 2 weeks. then, the results of their mini research were used as sources of their project in academic writing class. after some activities in pre-writing, then the students started writing phase. in this phase, students individually wrote the results of their mini research into a paper (research article). then, after finishing the research article, the students, in group of 4 -5, started editing their research article. they checked their writing based on content, organization, diction, grammar, and mecganics. after editing phase was done, the students individually started rewriting the reasearch article. the last, the students submit their works to be evaluated by the lecturer. after conducting the reaserch in two cycles, the followings are the average scores comparison of students’ academic writing skill after pre-test, post-test of cycle 1 and post-test of cycle 2. table 1. average scores comparison of students’ writing skill after pre test, post-test of cycle 1 and cycle 2 no. indicators pre-test post-test of cycle 1 cycle 2 1. content 13.65 15.13 15.67 2. organization 8.27 11.45 14.33 3. diction 8.27 11.92 14.32 4. grammar 8.87 11.92 15.83 5. mechanics 3.62 5.00 5.00 sum of average scores 42.67 49.47 65.15 72 comparing the result of pre-test, post-test 1, and 2, there were some indicators of writing skills improved. they are as follows: the first indicator is content. the pre-test result was 13.65, then post-test 1 result was 15.13, and post-test 2 result was 15.67. it can be concluded that students’ skill in writing research paper with appropriate content was improved. the students who firstly can write research paper with showing no knowledge of subject, non-substantive, not pertinent, or not enough to evaluate, are now able to write research paper with limited knowledge of subject, little substance, and inadequate development of topic. the second indicator is organization. the pre-test result was 8.27, then posttest 1 result was 11.45, and post-test 2 result was 14.33. it can be concluded that students’ skill in writing research paper with good organization was improved. the students who firstly can write research paper with no communication, no organization, or not enough to evaluate, are now able to write research paper with somewhat choppy, loosely organized but main ideas stand out, limited support, and logical but incomplete sequencing. the third indicator is diction. the pre-test result was 8.27, then post-test 1 result was 11.92, and post-test 2 result was 14.32. it can be concluded that students’ skill in writing research paper with correct diction was improved. the students who firstly can write research paper with essentially translation, little knowledge of english vocabulary idioms, word form or not enough to evaluate, are now able to write research paper with adequate range, occasional errors of word/idiom form, choice, usage but meaning not obscured. the fourth indicator is grammar. the pre-test result was 8.87, then post-test 1 result was 11.92, and post-test 2 result was 15.83. it can be concluded that students’ skill in writing research paper with correct grammar was improved. the students who firstly can write research paper with virtually no mastery of sentence constructions rules, dominated by errors, no communication or not enough to evaluate, are now able to write research paper with major problems in simple/complex constructions, frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions, and/fragments, runons, deletions, meaning confused/obscured. the fifth indicator is mechanics. the pre-test result was 3.62, then post-test 1 result was 5.00, and post-test 2 result was 5.00. it can be concluded that students’ skill in writing research paper with correct mechanics was improved. the students who firstly can write research paper with frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured, are now able to write research paper with demonstrate mastery of conventions, few errors of spelling, punctuation, capitalization, and paragraphing. 4.2.2. the effectiveness of teaching and learning the effectiveness of teaching and learning would be said good when it has the twelve teaching principles of brown (2003). the measurement of the effective teaching and learning was by the researcher during the implementation of collaborative writing technique. the results are as follows: 1) automaticity when the students discuss with their partners, they started speaking english as much as possible. they were unconsciously using english in the classroom. when the lecturer asked some questions in english, they would directly raise their hands 73 and answered in english. it could be seen in each meeting that when the lecturer asked, or ordered something they could answered them well. 2) meaningful learning the chosen material of research paper writing instructional materials helped the students to face the real world situation. they were forced to think on their own research; they have to take a stand on an issue, support their stand with solid reasons, and support their reasons with solid evidences. besides, they must work collaboratively with their partner and discuss together. therefore, it could be said that the activity in the classroom had reflected the principle of meaningful learning. 3) the anticipation of reward during the teaching and learning process, the lecturer also gave reward for those who could write research paper well. the reward is their articles/papers would be included to follow the grants held by the directorate of higher education (dikti) in the category of pkm-ai. they were proud of the reward and the reward had directly changed their motivation and their mood for the day. 4) intrinsic motivation due the students cheered with their achievement and the activities such as conducting mini research, they started to compete with their friends in class. they wanted to get reward. their motivation seemed higher than before. 5) self-confidence through research paper writing instructional materials , the students were asked to collaborate with their friends in conducting mini research that would be used as sources in writing research paper. they also discussed together. these make the students’ self-confidence higher. 6) risk-taking students’ risk taking could be seen in their attitude toward the activit ies. the students actively used english in their discussion and conversation in the classroom. not only in discussion, but also the students actively involved in conducting mini research. these made the students started writing resaerch paper confidently. 7) strategic investment this principle was clearly seen when all the students actively doing mini resaerch and discussion. they had to do a research thoroughly and to wait their turn to express their opinion patiently in discussion. they also had to listen and respect their friends’ opinion, and to finish all tasks given by the lecturer well. they would do something that they thought was became their investment of language. 8) language ego the chosen activity of research and group discussion meant to be challenging but at the same time improving the effective level. the lecturer should overtly display attention to the students to make the students believe that the lecturer would be there to help anytime they need him. the language learner should be treated with tender loving care and patience. when the lecturer asked questions and no one answered, the lecturer would find a way to make the students understood a bout what he said. 9) langugae culture connection it is generally agreed that language and culture are closely related. language can be viewed as a verbal expression of culture. it is used to maintain and convey culture and cultural ties. language provides us with many of the categories we use 74 for expression of our thoughts, so it is therefore natural to assume that our thinking is influenced by the language which we use. the values and customs in the country we grow up in shape the way in which we think to a certain extent. this aspect could be seen from the result of students’ writing in research paper. the students wrote their papers based on the research results in elt. this researches were done based on the condition and culture in indonesia. therefore, it can be inferred that there was a connection between language and culture in teaching academic writing using research paper writing instructional materials . 10) the native language effect the translation method that students used usually would be a big obstacle for this principle to appear. therefore, as the lecturer it was a challenge to make the students understand that not everything about “bahasa” system would cause error. the lecturer had tried to trigger the students to think in english instead of translating it to comprehend and to write the language. 11) interlanguage the principle of interlanguage gave the students to correct their error themselves. the students should learn to correct their mistakes with the guide from the lecturer. when the students could correct their mistakes, it is a good indicator to conclude that students’ language abilities are alive and well. 12) communicative competence the communicative competence deals with the chosen materials that was grammatically, sociolinguistically, and functionally acceptable in the daily life. one example is when the students had to write research paper based on the research they had done. table 2. the effectiveness of teaching and learning process based on brown’s principles (2003) no. indicators pre-test post-test 1 post-test 2 1. automaticity √ √ 2. meaningful learning √ √ 3. the anticipation of reward √ √ 4. intrinsic motivation √ √ 5. strategic investment √ √ 6. language ego √ √ 7. self-confidence √ √ 8. risk-taking √ √ 9. language culture connection √ √ 10. the native language effect √ √ 11. interlanguage √ √ 12. communicative competence √ √ 75 5. conclusions based on the research findings above, it can be concluded that research paper writing instructional materials can improve students’ skill in academic writing and improve class situation (effective teaching and learning) of the fourth semester students of english education department of ikip pgri bojonegoro in the academic year of 2014/2015. 6. references brown, h. doughlas. (2003). teaching by principles: an interactive approach to language pedagogy. second edition. new york: longman inc. chin, p., koizumi, y., reid, s., wray, s., and yamazaki, y. (2012). academic writing skill: students’ book 1. new york: cambridge university press. ditlitabmas dirjen dikti. (2014). pedoman kreativitas mahasiswa. jakarta: ditlitabmas dikti. guthrie, stephen h., johnson, steven m., pfaf, margaret e., and hildebrandt, irene d. (2012). selection, evaluation, and adoption of instructional materials. maryland: caroll county public school. maryland state department of education. (2014). instructional resource evaluation guidelines http://www.marylandpublicschools.org/msde/programs/etma/reports/e tm_evaluation.htm mcniff, jean. (1988). action research: principles and practice. basingstoke: macmillan. richards, j. c. (2001). curriculum development in language teaching. cambridge: cambridge university press. richards, j.c. and w. a. renandya. (2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. http://www.marylandpublicschools.org/msde/programs/etma/reports/etm_evaluation.htm http://www.marylandpublicschools.org/msde/programs/etma/reports/etm_evaluation.htm microsoft word 7. motif-motif _arief budiman_ http://jurnal.unimus.ac.id ������������� ������� � � � � ���������� � �� �� ���������� ������ �� � ��muhammad arief budiman������ � � ������� � ������� �� �� ���� �� ��� ����� ���� �� �������� ��� �� �� ��� ������������������� ��������� ������������ ���� ���� ��� ���� ����� ��� ���� �� ������� � ��� ��� �� �������� � ��������� �� �� ��������������� ����� ������ ��� �������� ������������ �� � ����� ������ ��� ���� �� ���� � � ������ �� �� �� ������ �� ����� ����� �� ���� �� �� ���� ������ ��� ��� � � ��� � ������ �� � �� ����� �� ���� �� �� ���� ������ ��� ��� �� � � ��� ��� ��� ���� � �� ��� �� ��� �� � ����� ���������������� �������� �� ���� ��������� �������� �� 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kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x designing scientific writing materials using task based language teaching testiana deni wijayatiningsih1, enny dwi lestariningsih2, dwi ampuni agustina3 1)universitas muhammadiyah semarang, 1)testiana@unimus.ac.id article history: submitted december 4, 2018; accepted december 9, 2018; published december 10, 2018 abstract one of the consequences of teachers as functional positions is that teachers are required to carry out continuous professional development (pkb), so they can carry out their duties and functions professionally. continuous professional development is the development of teacher competencies carried out in accordance with the needs, gradually, continuously to improve their professionalism; one of them is scientific publication (kti) or academic writing. this study aims to determine the process of designing the task based language teaching method in scientific writing material and examine the learning outcomes of elementary school teachers who take tutorial courses on scientific work writing techniques based on task based language learning. the subjects of this study were students who took the eight semester of scientific writing techniques course. the method of this research used the modified 4-d instructional development model of thiagarajan, semmel and semmel (4-d models). the methods of collecting data used interviewing, observing, test, and filling out questionnaires. the results shows that the application of the task based language teaching method is appropriate to use in classroom tutorial teaching by considering the results of validation, namely conformity to concept indicators, content feasibility indicators, presentation indicators, and competency indicators with existing rat and sat along with engineering learning modules writing scientific work. furthermore, students' self-concept is good in learning the scientific writing technique in the tutorial class. this means that students' self-concept had a good improvement and reached a percentage above 70%. this proves that the application of the task based language teaching method runs seamlessly and according to what is expected. all in all, the students are more enthusiastic and challenging in writing research articles. keywords: task based language teaching, scientific writing, materials designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 219 2, 3)universitas terbuka upbjj-ut semarang https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa mailto:zfanyprasti@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x abstrak salah satu konsekuensi guru sebagai posisi fungsional adalah guru dituntut untuk melakukan pengembangan profesi berkelanjutan (pkb), sehingga mereka dapat menjalankan tugas dan fungsinya secara profesional. pengembangan profesional berkelanjutan adalah pengembangan kompetensi guru yang dilakukan sesuai dengan kebutuhan, secara bertahap, terus menerus untuk meningkatkan profesionalisme mereka; salah satunya adalah publikasi ilmiah (kti) atau tulisan akademik. penelitian ini bertujuan untuk mengetahui proses merancang metode pengajaran bahasa berbasis tugas dalam materi penulisan ilmiah dan menguji hasil belajar guru sekolah dasar yang mengambil kursus tutorial tentang teknik penulisan karya ilmiah berdasarkan tugas berbasis bahasa pembelajaran. subyek penelitian ini adalah mahasiswa yang menempuh kursus teknik penulisan ilmiah selama delapan semester. metode penelitian ini menggunakan model pengembangan instruksional 4-d yang dimodifikasi dari thiagarajan, semmel dan semmel (model 4-d). metode pengumpulan data menggunakan wawancara, observasi, tes, dan pengisian kuesioner. hasil penelitian menunjukkan bahwa penerapan metode pengajaran bahasa berbasis tugas sesuai untuk digunakan dalam pengajaran tutorial kelas dengan mempertimbangkan hasil validasi, yaitu kesesuaian dengan indikator konsep, indikator kelayakan konten, indikator presentasi, dan indikator kompetensi dengan tik dan sat yang ada di sepanjang dengan modul pembelajaran teknik menulis karya ilmiah. selanjutnya, konsep diri siswa baik dalam mempelajari teknik penulisan ilmiah di kelas tutorial. ini berarti konsep diri siswa mengalami peningkatan yang baik dan mencapai persentase di atas 70%. ini membuktikan bahwa penerapan metode pengajaran bahasa berbasis tugas berjalan dengan lancar dan sesuai dengan apa yang diharapkan. kemudian, respon motivasi siswa dalam kelas tutorial setelah diterapkan memiliki peningkatan motivasi yang baik dan mencapai persentase di atas 70% dalam pembelajaran tutorial dan mereka lebih antusias dalam proses belajar mengajar. kata kunci: pengajaran bahasa berbasis tugas, penulisan karya ilmiah, bahan ajar introduction the teacher is a professional educator with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education in formal education, basic education, and secondary education. one of the consequences of teachers as functional positions is that teachers are required to carry out continuous professional development (pkb) so that teachers can carry out their duties and functions professionally. continuous professional development is the development of teacher competencies carried out in accordance with the needs, gradually, continuously to improve their professionalism; one of them is scientific journal publication (kti). writing scientific papers for teachers can be the references to improve insight or disseminate knowledge. designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 220 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x writing scientific papers will be useful in improving reading and writing skills, practicing integrating various ideas and presenting them systematically, broadening horizons, and providing intellectual satisfaction, while contributing to the expansion of the horizons of science. papers that have been made by a teacher need to be presented in a scientific forum such as; seminars, workshops, symposia or conferences. besides being presented in scientific forums, papers or articles can also be published in scientific journals periodicals. in contrast, in reality teachers focus more on classroom learning, administrative preparation, assessment, and matters relating to teaching. this is where many teachers forget their duty to write scientific works. this happened to students who came from teachers who continued their pgsd undergraduate education. they tend to be confused in determining the topic of their research, then do not understand the flow of research or scientific work which is worthy of being the result of developing their own competencies. because of the problems above, we tried to designing the task based language learning method in scientific writing material. the development and design of material and assignments is expected to motivate students to be able to compile scientific work based on the task based language teaching method. based on the initial observations of the research team, students who took the course of scientific writing engineering tended to be confused in summarizing the results of the report strengthening professional capabilities into a scientific work that is worthy of publication both online and not. furthermore, the low motivation of students to write scientific papers triggers difficulties in compiling coherent sentences per sentence. in addition, the tendency of students to see models from senior students who have taken the course is very numerous. the method of writing interesting scientific work, teaching techniques that are suitable for the classroom atmosphere, applicable media, and teaching materials based on task based language teaching are considered to support the creation of scientific work in the form of articles uploaded on ut's online digital library pages. based on the problems above, we need to design the interesting teaching materials and support the design of their respective scientific works, namely through the task based language learning method. based on the results of the observations, we can conclude the obstacles faced by students when preparing scientific papers to be published, namely the lack of motivation to publish research results in the form of articles or reviews from a book. other observations were also found in the low understanding of students in designing scientific works designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 221 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x that would later be published online and printed both in terms of language, topics, and the selection of interesting scientific articles so that many intellectual or non-intellectual communities were interested in reading and adopting the results of the research expressed in scientific article. in line with the complex problems above, it is necessary to do reflection and changes to the right teaching methods that make the implementation of student tutorials more active and effective. changes and reflections are carried out through the application of the task based language teaching method to the material of scientific writing as a stimulus, so the students are more active and creative in compiling scientific works that are well published online and in print. research questions based on the description of the obstacles faced above, we can formulate the problem as follows: a. how is the process of designing the task based language learning method in scientific writing material? b. does the application of the task based language learning method improve the learning outcomes of elementary school teachers who take courses in scientific writing techniques? task based language teaching (tblt) tblt method provides learners the opportunity to be able to exchange knowledge in pairs or groups, this is also called talk on task and off task. on task talk is the conversation that is used related to matters relating to learning. conversely, off task talk is talk that is not related to learning, such as chatting, joking, etc. task-based language teaching (tblt) is one method of teaching students that focuses on students, taskbased language teaching (tblt) is a language teaching system that focuses on the tasks given to students. the tasks (questions) given to students are central to language teaching activities. empirically it can be said that giving problems or problems to students will be a benchmark for students' abilities and understanding of a material (richards 2001). according to richards & rodgers (2001) task-based language teaching (tblt) is a language teaching method that uses tasks as a core unit to plan and compile instructional materials in language teaching. in other words, the main subject of language teaching is the use of tasks as a way to achieve teaching goals. based on the tblt definition above, nunan (2005) distinguishes tasks in two types, namely: tasks as targets and pedagogical tasks. the task as a target refers to the use of language in daily designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 222 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x activities outside the teaching-learning realm, while the pedagogical task refers to the use of language in the teaching-learning process in the classroom in the form of assignments or exercises in the classroom with context and relating to real life. ellis (2003) further emphasizes that the task as a work plan (learning) consists of: (1) some input or information where the learner is required to implement it, and (2) the instructional objectives reflect the results that must be achieved by the learner. in other words, tasks as a work plan have four characteristics. first, the assignment emphasizes the acquisition of language meaning rather than the acquisition of language rules. second, assignments require learners to gain communicative abilities as goals and learning outcomes. third, the task of improving linguistic abilities through the context of natural communication. fourth, assignments are designed as classroom activities related to daily activities. oxford (2006) states that there are three perspectives of pedagogic tasks in the learning process of the second language. first, the task functions as a general activity or exercise from the second language. in this perspective, the teacher uses and discusses the exercises or tasks in the textbook as class assignments without emphasizing learning outcomes (values). second, the task of describing instructional objectives is oriented towards the results of second language learning. this perspective focuses on learners completing the demands of curriculum content through teacher teaching procedures. third, the task is a classroom learning behavior framework. this perspective considers the task as a planned activity for learners to obtain learning while displaying language skills. although these three perspectives seem to support the use of language, assignments are still regarded as activities that force learners to develop both language skills. although assumed to be coercive, assignments are still considered useful to facilitate learners in learning aspects of language, increasing their motivation to speak, and promoting their ability to negotiate meaning when communicating and collaborating with other learners (hatip, 2005). therefore, hatip (2005) states that there are six types of tasks that are considered to support the success of language learning, namely: 1. sort (listing) 2. in this type, learners are involved in the process of idea and fact finding. 3. arranging and sorting (ordering and sorting) 4. in this type, learners are involved in the process of sorting, ranking, categorizing, and classifying various things in different ways. 5. comparing designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 223 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x 6. in this type learners learn to identify the main points of certain information from different sources by activating the matching process and seeing the similarities and differences of the information. 7. solve problems (problem solving) 8. in this type, learners are involved in the process of analyzing real situations or hypotheses only, weighing reasons and making decisions. 9. sharing personal experiences (sharing personal experiences) 10. in this type, learners are required to activate their ability to narrate, describe, explain attitudes and opinions and respond to various opinions. 11. creative tasks 12. this type of task includes a combination of types of sorting, organizing and sorting, comparing and solving problems. in this type, learning learners display their abilities through various types of tasks.skehan (1998) as quoted by ellis (2003) states those pedagogic tasks as a work plan (learning) have four main characteristics. first, the meaning of the language expressed is important and a priority. second, there are goals that must be achieved from the tasks given. third, the design of learning activities on the given task must be evaluated for results. fourth, the design of learning activities must be related to daily activities. the four characteristics clearly emphasize the acquisition of the meaning of the language used must be in accordance with the context and related to real life. in general, assignments to students can be said to be the basic concept of tblt. but in this case the assignment of students at the beginning of the material or meeting is a characteristic of this method. of the various experiences that are often experienced by teachers is, when given a new material, the teacher will do a lot of elaboration to embed a concept into the minds of students. however, in tblt, students will be required to first understand the material to be delivered and after that the conceptualization of the teacher will be limited to true or false assessments. with this method the role of the teacher as a supervisor will be more optimized. in short, task-based language teaching allows students to produce target language through communicative task completion. in addition, the principles of task based language teaching according to robinson (2011) that can facilitate the sla process are as follows; the task must have a context to negotiate and it can be understood its meaning, the assignment given can be explained implicitly or explicitly and has production feedback from the participant, by a partner, or by a teacher, the assignment can be modified inputs and have positive evidence to be more communicative, the assignment can pay attention to the gap (noticing gap) between production and input given by participants and designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 224 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x output as a metalinguistic reflection, the task must be able to focus on specific concepts needed for language learning and quick efforts to understand their grammar, assignments a simple one that can be used as access to improve language fluency and automation will emerge if it is used to fulfill demands with consequences to improve production fluency, tasks can also be reconceptualizing and recall / recalling events, conceptual ways realization as a learning process, assignments must have a sequence of problem solving that can strengthen memory for learner participants, and assignments given must be adapted from a simple version, then complex tasks so that students try to be more ambitious, using complex language so that the solution task demands are more communicative / syntactic priming (boston, 2010). in addition, the task designed must be able to foster the motivation of students to learn. in conclusion, the use of tblt can represent what is in the real world can be practiced as much as possible in the classroom. the goal is when students can reach the target of learning in the classroom can be applied in the real world , and this is considered very effective. as the results of the research of ahmed and bidin (2016) conducted in malaysia which stated that the use of the tblt method was very positive for students in learning english both in the classroom and in the real world. there are also results from hu's (2013) research conducted in beijing, china, which recommends the tblt method is very appropriate and can be implemented in all levels for teaching english. the tblt framework according to nunan (2005) in the figure below. nunan (2005) scaffolding is inviting and teaching students to read in the first place so as to create the concept of critical thinking as taught. second, task dependency is the exercise given must be related to before and after so designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 225 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x there is a measure of the development of the level of teaching. third, recycling is the spinning and consistent learning. fourth, active learning is that students are required to learn actively or student learning centers and tutors apply as facilitators. fifth, integration, which is the material taught, can be integrated in other words, for example, given an essay training but can at the same time learn to write scientific work. sixth, reproduction to creation is the students are directed to be able to produce maximally what is learned. finally, reflection is the students are given the opportunity to be able to reflect on what has been learned and the extent of the theory of scientific work that has been owned. writing the ability to write is a very important part of mastering the language. writing is an attempt to make or re-write an existing one (barli, 2002). it means that writing is an activity to create a record or information on a media using letters. writing is usually done on paper by using tools such as pens or pencils. in line with the above understanding hyland (2004) states that writing is an ability that is supported by situations, conditions, and instructors who provide support but do not interfere directly. boardman (2002) adds that repetitive processes that start from planning, organizing, then writing, editing, revising, and final writing are called writing. from all the statements above it can be concluded that writing is an integrated and sequential part that requires vocabulary and the ability to compose words into sentences, sentences being paragraphs that make up the text. scientific work scientific work is a writing that contains a study of a particular problem using scientific rules. scientific rules include the use of scientific methods and the fulfillment of scientific principles, such as: objective, logical, empirical, systematic, straightforward, clear, and consistent. scientific works can be divided into two, (i) scientific works written based on the results of research, and (ii) scientific works written based on the results of serious thought. both types (i) and (ii), in writing still use the problem analysis method that is approaching the truth (scientific). scientific works are essays of science that present facts and are written according to good and correct writing methodologies (haryanto, 2000). designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 226 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x research framework the hypothesis of this study is generated through the task based language teaching method on valid scientific writing material, with indicators: a. describing the process of designing the task based language teaching method on scientific writing material for elementary school teachers. b. examining the learning outcomes of elementary school teachers who took the course tutorial on scientific works writing technique on the application of the task based language teaching method. c. research student activity in the tutorial process on the application of the task based language teaching method to scientific writing material. method the subject of this research was pgsd students who took the upbjj-ut scientific writing techniques course in the 8th semester of 2018 which consisted of 20 people in the kaliwungu kendal. this study used research and development methods whose its goal is finally to form a valid product and measure the effectiveness of the application of the product. the development uses the 4-d method of developing the modified thiagarajan, semmel and semmel instructional systems (4-d models). this development model consists of define (design), design (design), develop (development), disseminate (spread). in this study a modification of the 4-d model was carried out, namely simplification of four stages into three stages, namely, define (definition), design (design), develop (development). disseminate is not done due to time and implementation considerations and consideration that the development (validation) has produced a valid device. the data collection of this study uses the following methods: 1. interview according to sugiyono (2011) the interview is used as a method of collecting data if a preliminary study is conducted to find and look for the problems being studied. interviews were conducted with students to obtain mastery level data about the material of scientific writing before and after the study. 2. questionnaire the researcher used a questionnaire to obtain information about student responses after participating in activities using textbooks as a result of development. 3. observation observations were made to obtain information about the learning outcomes of scientific writing on field trials using the learning tools developed. in addition, the observation method was also conducted to determine the validity of learning devices with a checklist technique. designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 227 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x this research is said to be successful if: a) the learning devices are considered valid if the score of the validator or expert is in the category of good or very good. b) the average ability of students to master the concept of scientific writing material reaches 70%. c) the average ability to write scientific papers reaches 70%. d) at least 70% of the number of students gives a positive response to the learning done. findings and discussion findings this study had some results which described into some stages below. 1. define stage (defining) this defining stage aims to define and define learning needs by analyzing the goals and boundaries of the material. the activities in define this include analysis of material needs and assignments of students through tutor discussions with observers from upbjj, analysis of indicators, analysis of learning characteristics with the task based language teaching method on scientific writing material, analysis of concepts, task analysis, analysis of students, research studies relevant to answering existing problems and literature studies on supporting theories. 2. stage design this stage has the purpose of designing teaching devices so as to produce a form of teaching material design based on the task based language teaching method on scientific writing material. the results of this design phase are hereinafter referred to as draft 1. 3. stage develop (development) the purpose of this stage is to produce a draft of a good teaching device. activities at this stage include validation of small trials and field trials. the explanation of this stage is as follows; a. expert validation is done to get suggestions for improvement as well as an assessment of experts (validators) on the design of teaching device instruments based on the task based language teaching method on scientific writing material (draft 1). validation of learning device designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 228 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x instruments and teaching materials based on the task based language teaching method on scientific writing material is carried out by experts in their fields. based on the results of expert validation, revisions to the devices and instruments were carried out so as to produce a draft 2 that was feasible to use. the results can be seen in the table below. table 1: the validation results from experts no validator the validation average rat sat teaching materials ttm 1 1 4,31 4,13 4,10 4,11 2 2 4,08 4,00 4,10 4,00 criteria valid valid valid valid based on the table above it can be concluded that the results of the average rat, sat, teaching material, and independent tutorial assignments are valid because they have reached criteria 4. therefore, the rat & sat instrument, teaching materials, independent tutorial assignments can be used properly in learning scientific works writing techniques that use the task based language teaching method. in addition, there are things that need to be considered, namely the clarity of teaching material indicators in relation to the application of the task based language teaching method, referring to seven principles. from the suggestion, the researcher then revised the results of the teaching material by adding a description of the teaching material which explained what the teaching material was about and what the objectives were, as well as adding procedures for writing scientific papers or proposals using the ptk method whereas for rat & sat it is feasible to use because it has included the application of the task based language teaching method. b. test the closed interview sheet that will be used at the field trial stage. trials of interview sheets were given to pgsd students who had taken courses in scientific works writing techniques. a small trial is conducted to reflect the learning device that has been validated (draft 2). c. the simulation results in the small trial class were analyzed and revised to obtain teaching materials based on the task based language teaching method on scientific writing material to be used for field testing (draft 3). the results of the reliability analysis indicate that the questions in the motivation questionnaire questionnaire have entered into the reliable category. this is evidenced by the reliability calculation using the following formula; designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 229 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x   (arikunto, 2009) from the results of calculations using the formula above, the results of the question validity in the motivation of students that the number of questions in the questionnaire are 15 questions, then valid, there are 10 questions which lie in the questions number 1,2,4,5,6,9,11,12, 14 , and 15. from these results it can be concluded that only 10 questions will be used in this study because only 10 are valid. the results of the questionnaire data reliability are at 0.712, which means that the question can be used in research. d. field trials trial revised learning device (draft 3) is done in the tutorial class. at the end of the meeting students were also given a questionnaire to find out the response of students to the use of teaching materials based on the task based language teaching method on scientific writing material that had been developed. during teaching and learning researchers are accompanied by observers who observe student activities. after learning, researchers and observers reflect on the activities that have been carried out. reflection results are used to base the revision of learning devices so that learning devices are obtained from the development results. from these data, it can be concluded that student motivation increased from before the task based language teaching application on teaching materials and learning devices in the tutorial class. this is known from the results of observations and student motivation questionnaires. they tend to be enthusiastic in writing and summarizing ptk reports into weighty scientific articles that deserve to be uploaded because they are written using the collaborative task based language teaching method so that they are more skilled at summarizing and active in writing weighty scientific articles specifically using classroom action research. this means that the task based language teaching application in learning and teaching materials is feasible to be used in learning subjects in scientific writing techniques. b). student learning outcomes before and after the application of teaching materials, rat, sat, and learning tools task based language teaching the results of the independent tutorial assignment assessment have increased success in answering questions and analyzing the problems presented by the tutor with task based language teaching based on the average score of 70% pre test increasing to 85%. this means that students experience increased ability to understand and apply task based language teaching. designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 230         2222xy r            2222xy r    https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x discussion from the results of the above research, results can be obtained that the application of the task based language teaching method is appropriate to use in learning scientific works writing techniques. this result is proven by the results of research stating that the results of the validation of the task based language teaching method specifically using teaching materials are appropriate to use in classroom tutorial teaching taking into account the results of validation, namely conformity to concept indicators, content eligibility indicators, presentation indicators, and indicators competency with the existing rat and sat along with the ptk tutorial learning module. in addition, the application of the task based language teaching method can invite them to think critically and applicatively to compile scientific articles that are worth uploading online. furthermore, the scientific articles produced by the students trace the seven principles (tblt) of the task based language teaching method, namely scaffolding by inviting and teaching students to read the most fluent so that they create the concept of critical thinking as taught. second, task dependency, namely the exercise given must be related to before and after so there is a measure of the development of the level of teaching. third, recycling with spinning and consistent learning. fourth, active learning is that students are required to learn actively or student learning centers and tutors apply as facilitators. fifth, integration, which is the material taught, can be integrated in other words, for example, given an essay training but can at the same time learn to write scientific work. sixth, reproduction to creation, namely students are directed to be able to produce the maximum of what is learned. finally, reflection where students are given the opportunity to be able to reflect on what has been learned and the extent of the theory of scientific work that has been owned. furthermore, the results of the student self-concept assessment reached a good category when attending ptk learning in the tutorial class. this means that the self-concept of students has a good increase in the application of the task based language teaching method specifically using development teaching materials. this proves that the application of the task based language teaching method runs smoothly and according to what is expected. then the motivation of students in following the tutorial after being applied to the task based language teaching method has increased motivation in tutorial learning and was more enthusiastic in following the tutorial. in this case the motivation of students in designing scientific articles, composing titles, making abstracts or essays that attract readers to read them more deeply. furthermore they feel confident in placing their ptk research results that are worthy of publication both online and in print. designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 231 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x conclusion and suggestion conclusion based on the results of the study, we draw some conclusions as follows: 1. the validation results show that the application of the task based language teaching method specifically uses teaching materials and learning devices that are used in classroom tutorial teaching taking into account the results of validation, namely conformity to concept indicators, content feasibility indicators, presentation indicators, and competency indicators with rats and the sat is available along with the tutorial learning module scientific writing techniques. 2. self-concept of students who are good at participating in learning scientific writing techniques in the tutorial class. this means that students' self-concept has a good increase and reaches a percentage above 70% in the application of the task based language teaching method specifically using teaching materials. this proves that the application of the task based language teaching method runs smoothly and according to what is expected. 3. the average value of students increases which can be seen from the pre test results of 70% to 85% in the results of the test post. these results indicate that the application of the task based language teaching method improves thinking skills and understanding of scientific article writing uploaded online. suggestion upbjj tutors should be able to apply the task based language teaching method to other subjects so that the development of interesting tutorial learning is created and stimulates a positive response in upbjj students. references arikunto, s. (2009). prosedur penelitian: suatu pendekatan praktek (5th ed). jakarta: pt rineka cipta. boardman, c. a. (2002). writing to communicate paragraphs and essays (2nd ed). new york: longman. designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 232 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ellis, rod. (2003). task-based language learning and teaching. oxford: oxford university press. haryanto, a. g., et al. (2000). metode penulisan dan penyajian karya ilmiah: buku ajar untuk mahasiswa. jakarta: egc. hardini, t. i. (2006). penilaian kemampuan menulis mahasiswa dengan model writing workshop melalui internet dalam jurnal bahasa dan sastra. bandung: fpbs upi. hatip, f. (2005). task-based language learning. retrieved on march 20th, /2018 from http://www.yde.yildiz.edu.tr/uddo /belgeler/incafundahatip-tbl.htm. hyland, k. (2004). genre and second language writing. usa: the university of michigan press. nunan, d. (2005). design task for the communication classroom. cambridge: cambridge university press. oxford, r. (2006). task-based language teaching and learning. asian efl journal: english language teaching and research articles, 8(3), 1-18. richard, c., & rodgers, t. (2001). approaches and methods in language teaching, second edition. new york: cambridge university press. richards, j. c. and renandya, w. a (2002). methodology in language teaching an anthology of current practice. cambridge: cambridge university press. sugiyono. (2009). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r & d. bandung: alfabeta. sugiyono. (2011). metode penelitian pendidikan (pendekatan kualitatif, kuantitatif, dan r&d). bandung: alfabeta. designing scientific writing materials using task based language teaching testiana deni wijayatiningsih, enny dwi lestariningsih, dwi ampuni agustina doi: https://doi.org/10.26714/lensa.8.2.2018.219-233 233 https://doi.org/10.26714/lensa.8.2.2018.202-217 http://jurnal.unimus.ac.id/index.php/lensa http://www.yde.yildiz.edu.tr/uddo%20/belgeler/inca-fundahatip-tbl.htm http://www.yde.yildiz.edu.tr/uddo%20/belgeler/inca-fundahatip-tbl.htm metode analisis puisi karya tere liye dengan model atau pendekatan sosiologi sastra memaknai puisi ini dengan mengaitkan kehidupan masyarakat dalam memahami cinta, perasaan, dan kasih sayang sehingga terdapat pembelajaran moral untuk kehidupan masyarakat. sosiologi sastra lebih memperoleh tempat dalam penelitian sastra karena sumber-sumber yang dijadikan acuan mencari keterkaitan antara permasalahan dalam karya sastra dengan permasalahan dengan masyarakat lebih mudah diperoleh. berdasarkan analisis di atas, dapat disimpulkan bahwa kumpulan puisi atau sajak tere liye memaknai tentang cinta, perasaan, rahasia, kebencian, jodoh, kesedihan dan sakit hati. hal tersebut dapat disebut sebagai kesimpulan dari kumpulan puisi ini. kemudian telah dijelaskan pula aktifitas benda mati, dalam puisi tersebut sajak remote sifat on dan off yaitu seperti perasaan manusia dapat tumbuh dapat mati, mungkin pembaca atau masyarakat terhibur dengan membaca puisi ini. daftar pustaka references 17 59 8 3 4 1 1 2 3 98 daftar pustaka lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 137 penerjemahan kosakata budaya dalam film yowis ben i translation of cultural words in ‘yowis ben i’ film faijah ida fatmawati1*, teguh setiawan2 1,2universitas negeri yogyakarta, yogyakarta *faidjah@gmail.com riwayat artikel: dikirim: 6 maret 2019; diterima 27 desember 2019; diterbitkan 31 desember 2019 abstrak penerjemahan kosakata budaya dinilai sulit untuk dilakukan sebab kosakata budaya bahasa sumber (bsu) belum tentu memiliki padanan yang sama dalam bahasa sasaran (bsa). penelitian ini bertujuan untuk mendeskripsikan jenis kosakata budaya yang terdapat dalam film yowis ben i. data dianalisis dengan menggunakan teknik padan translasional. parameter yang digunakan adalah jenis kosakata budaya menurut newmark. hasil penelitian diperoleh hasil sebagai berikut. (1) terdapat 69 kata yang merupakan jenis kosakata budaya berdasarkan paramaeter jenis kosakata budaya menurut newmark. (2) jenis kosakata budaya yang paling sering muncul berupa sosial budaya sebanyak 26 data atau sebesar 37,68%. selanjutnya, jenis kosakata material sebanyak 17 data atau 25,64%, organisasi sebanyak 17 data atau 24,64%, kial/kebiasaan sebanyak 5 data atau 7,25%, dan ekologi sebanyak 4 data atau 5,80%. kata kunci: terjemahan, kosakata budaya, subtitle, film. abstract translation of cultural word is considered difficult to do because the source language cultural word does not necessarily have the same equivalent in the target language. this study aims to describe the types of cultural word found in ‘yowis ben i’'s films. data were analyzed using translational equivalent techniques. the parameter used is a type of cultural word according to newmark. the results of the study obtained the following results. (1) there are 69 words which are types of cultural word based on parameter types of cultural word according to newmark. (2) the type of cultural word that most often appears in the form of socio-culture is 26 data or 37,68%. furthermore, the type of material was 17 data or 25,64%, organizational as much as 17 data or 25.64%, the gesture/ habit were 5 data or 7,25%, and ecology as much as 4 data or 5,80%. keywords: translation, cultural word, subtitles, films. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 mailto:faidjah@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 138 pendahuluan tidak semua kosakata budaya dalam bsu memiliki padanan yang sama dalam bsa. oleh sebab itu, penerjemahan budaya memerlukan waktu yang lebih lama dan pertimbangan khusus (nugroho & prasetyo, 2009). budaya dan penerjemahan, keduanya saling berkaitan meskipun tidak dijelaskan secara eksplisit. misalnya, kata ‘jancuk’ sebagai umpatan yang menjadi cerminan budaya masyarakat arekan atau jawa timur (surabaya, madiun, dan sekitarnya). berdasarkan beberapa penelitian mengenai kosakata umpatan, konteks umpatan dalam bahasa arekan ini tidak selalu bermakna negatif. selain menyatakan ketidakpuasan, kekesalan, terkejut, atau kemarahan, kata ‘jancuk’ ternyata juga digunakan sebagai bentuk keakraban dan sapaan. perbedaan konteks budaya ini yang menyebabkan kata ‘jancuk’ sulit untuk diterjemahkan ke dalam bahasa indoneisa, karena di dalam bahasa indonesia tidak mengenal konsep kosakata tersebut sehingga ketika diterjemahkan ke dalam bahasa indonesia kata tersebut cenderung bermakna negatif saja. budaya (newmark, 1988) sebagai cara hidup dan manifestasi khas dari sebuah komunitas yang menggunakan bahasa tertentu sebagai sarana ekspresi juga menjadi dua sisi mata uang yang tidak dapat dipisahkan. pendapat tersebut senada dengan hornby dalam pelawi (2016) yang menyatakan bahwa bahasa adalah ekspresi dari keduanya, yaitu budaya dan individualitas pembicara yang merasakan dunia melalui bahasa. bahasa adalah bagian budaya yang memainkan peranan yang sangat penting bahkan menjadi ‘batu kunci’ (geng, 2013). dengan kata lain, budaya dapat diimplementasikan melalui bahasa. tanpa bahasa, budaya sulit untuk dipertahankan. oleh karena itu, salah satu cara untuk mengungkapkan dan menyembunyikan identitas, karakter, dan latar belakang (budaya) mereka adalah melalui penerjemahan. berdasarkan kompleksitas permasalahan di atas, film sebagai salah satu contoh sarana untuk mengenalkan beragam budaya dari berbagai masyarakat bahkan dunia menjadi objek kajian yang menarik dalam penerjemahan. perkembangan teknologi digital saat ini, memungkinkan film menjadi sarana transfer informasi, peristiwa, teknologi, termasuk budaya kepada penontonnya. jika penonton sudah menguasai bahasa asli film itu tentu akan sangat mudah untuk menangkap isi film tersebut. namun, ketika penonton tidak menguasai bahasa yang digunakan dalam film tersebut tentu akan ada banyak kesulitan, salah satunya pesan yang terkandung dalam film tersebut tidak akan sampai pada penonton. jika menggunakan subtilte sebagai wujud penerjemahan dalam film juga tidak akan maksimal, sebab subtitle hanya dapat ditampilkan makskimal dua baris dengan empat karakter per baris (bosch, 2015). waktu penonton untuk membaca subtitle sangat terbatas. penonton hanya akan merespon bahasa tulis enam detik lebih lama dibandingkan dengan bahasa lisan, sehingga perlu mengurangi jumlah kata http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 139 dan fokus pada pesan kunci dan dialog. meskipun penonton masih memiliki waktu untuk beralih dari subtitle ke gambar atau visual dari film, namun hal tersebut tidak berlaku dengan kosakata yang mengandung unsur budaya. kata-kata demikian masih perlu penanganan khusus dalam proses penerjemahan film. apa lagi, informasi verbal mengenai kosakata budaya tersebut terletak pada subtitle. latar belakang di atas menjadi dasar film yowis ben i menarik untuk dikaji dalam penelitian ini. tujuan utamanya adalah mendeskripsikan jenis kosakata budaya yang terdapat dalam film tersebut. sebab, film ini menggunakan kurang lebih 80% bahasa jawa arekan sebagai dialog dengan subtitle bahasa indonesia di dalamnya. penggunaan bahasa jawa sebagai bahasa utama dalam film ini menjadi permasalahan tersendiri karena beberapa makna kosakata budaya jawa arekan (jawa timur) yang digunakan tidak selalu dapat ditransfer ke dalam bahasa indonesia. hal tersebut menyebabkan pemahaman penonton terhadap makna dan isi film berkurang. penerjemahan bagi nida & taber (1974), penerjemahan merupakan proses reproduksi bahasa sasaran yang senatural mungkin dalam hal makna dan gaya. sementara itu, machali (2009) menyatakan bahwa penerjemahan adalah upaya mengganti teks bahasa sumber dengan teks yang sepadan dalam bahasa sasaran dan yang diterjemahkan adalah makna sebagaimana yang dimaksudkan pengarang. kedua pengertian tersebut mempunyai sudut pandang yang berbeda. jika nida & taber menekankan pada ‘kesepadanan atau ekuivalensi’ yang senatural mungkin dengan makna bahasa sasaran, baik dalam bentuk juga dalam hal gaya menjadi fokus ekuivalensi tersebut sehingga hasil terjemahan membuat pembaca bsa tidak merasa sedang membaca sebuah teks terjemahan. maka machali menekankan pada upaya penggantian teks bahasa sumber ke dalam bahasa sasaran agar mendapatkan makna yang sesuai bahasa sumber. selain nida dan machali, bassnet (2002) menyatakan hal yang lebih kompleks bahwa penerjemahan bukan hanya transfer teks dari satu bahasa ke bahasa lain, tetapi penerjemahan adalah proses negosiasi antara teks dengan budaya. agar dapat mendefinisikan istilah referensi budaya khusus, definisi kerja ‘budaya’ harus lebih dulu di sediakan. kosakata budaya kosakata budaya adalah kata-kata yang tidak memiliki makna leksikal dalam budaya lain atau memiliki nilai berbeda dalam budaya lain (eshraq, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 140 2014). hal tersebut terjadi karena kata-kata dalam bsu dapat mengekspresikan konsep yang sama sekali tidak diketahui atau tidak dikenal dalam bsa (baker, 1992). kata-kata itu mungkin berkaitan dengan konsep yang abstrak atau konkret, agama, keyakinan, kebiasaan, jenis makanan, dan lain sebagainya. pendapat yang sama juga dikemukakan oleh koentjaraningrat (2015) yang menyatakan bahwa corak khas dari budaya/kebudayaan tersebut tampil karena kebudayaan tersebut menghasilkan unsur yang kecil baik berupa unsur fisik dengan bentuk khusus atau pola khusus dalam suatu pranata, atau bahkan karena warganya sendiri menganut tema budaya khusus. corak khusus ini juga yang kemudian membedakkan dari satu budaya dengan budaya yang lain. misalnya, indonesia dengan latar belakang budaya ketimuran dan latar bahasa melayu pun memiliki ratusan bahasa daerah yang berbeda dan beberapa masih tetap aktif digunakan untuk komunikasi seharihari. perbedaan bahasa di indoensia ini juga mengakibatkan adanya perbedaan budaya di masing-masing daerah. mengadaptasi dari nida, newmark (1988) mengklasifikasikan katakata, istilah, atau ungkapan budaya sebagai berikut. a. ekologi, kategori ini meliputi fitur-fitur geografis seperti flora, fauna, bukit, angin, dataran, sawah, dan hutan tropis. b. material atau artefak, meliputi makanan, pakaian, rumah atau tempat tinggal, transportasi, dan komunikasi. c. sosial budaya, antara sosial budaya meliputi pekerjaan dan waktu luang. d. organisasi, meliputi politik, administratif, agama, dan seni (artistik). e. kial (gestur) dan kebiasaan, penerjemah harus memahami konteks sosial budaya yang ada pada bahasa sumber dan bahasa sasaran. metode penelitian adalah penelitian deskriptif kualitatif. data berupa keseluruhan kata dan frasa yang mengandung kosakata budaya yang terdapat dalam film yowis ben i. korpus data tersebut bsu diambil dari dialog dalam film kemudian ditraskripsikan ke dalam teks sedangkan korpus data bsa diambil dari teks subtitle yang terdapat dalam film tersebut. data diidentifikasi dan diklasifikasikan satuan lingualnya sesuai dengan kriteria kosakata budaya menurut newmark sebagai grounded theory dengan metode padan. metode padan tersebut menggunakan unsur penentu di luar bahasa dengan daya pilah bersifat mental (sudaryanto, 2015). dilanjutkan dengan teknik lanjutan berupa teknik catat. teknik catat dilakukan dengan menggunakan tabel data untuk memudahkan proses klasifikasi. validasi dilakukan dengan strategi triangulasi sumber data dengan memeriksa bukti-bukti dari sumber data tersebut untuk membangun justifikasi yang koheren. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 141 hasil dan pembahasan hasil dan pembahasan meliputi jenis kosakata budaya yang terdapat dalam film yowis ben i. hasil diperoleh berdasarkan kriteria jenis kosakata budaya menurut newmark, yaitu (1) sosial budaya, (2) material/artefak, (3) ekologi, (4) organisasi, dan (5) kial serta kebiasaan. berikut adalah jenis kosakata budaya yang terdapat dalam film tersebut. tabel 1: frekuensi jenis kosakata budaya dalam film yowis ben i terdapat 69 data berupa kosakata budaya sebagai berikut. sosial budaya sebanyak 26 data atau 37,68% dari total data yang ada dan merupakan jenis kosakata budaya yang paling dominan muncul dalam film tersebut. kategori berikutnya adalah jenis material sebanyak 17 data atau 26,64%, jenis budaya organisasi sebanyak 17 data atau 26,64%, kial/kebiasaan sebanyak 6 data atau 7,25%, dan jenis ekologi sebanyak 4 data atau 5,80%. jenis kosakata budaya berupa sosial budaya diwujudkan dalam umpatan sebanyak 9 data, sapaan sebanyak 9 data, kekerabatan 7 data, serta pekerjaan 1 data, sedangkan untuk jenis material terdiri dari makanan sebanyak 5 data, tempat sebanyak 5 data, alat sebanyak 4 data, rumah sebanyak 1 data, dan pakaian sebanyak 2 data. jenis kosakata organisasi terdiri dari agama sebanyak 12 data, konsep sebanyak 2 data, dan seni/artistik sebanyak 3 data. berikutnya, jenis kosakata kial/gestur sebanyak 4 data, dan ekologi berupa hewan sebanyak 4 data. no. jenis kosakata budaya wujud kosakata budaya jumlah jumlah data prosentase (%) 1. sosial budaya umpatan 9 26 37,68 sapaan 9 kekerabatan 7 pekerjaan 1 2. material makanan 5 17 24,64 tempat 5 alat 4 rumah 1 pakaian 2 3. organisasi agama 12 17 24,64 konsep 2 seni/artistik 3 4. kial atau gestur gestur 5 5 7,25 5. ekologi hewan 4 4 5,80 total 69 100,00 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 142 1. sosial budaya gejala-gejala sosial dan gejala-gejala budaya tidak dapat dipisahkan dalam kehidupan masyarakat, keduanya saling berpengaruh. antara sosial budaya bahasa satu dengan bahasa yang lain belum tentu sama. semakin jauh kekerabatan bahasa cenderung berbeda sosial budayanya. jenis sosial budaya ini meliputi pekerjaan dan waktu luang (newmark, 1988). selain itu, sistem sosial juga menekankan pada hubunganhubungan sosial, yaitu manusia dengan manusia, manusia dengan masyarakat, dan masyarakat dengan masyarakat. hasil sistem sosial ini kemudian menghasilkan dan mengembangkan unsur-unsur budaya untuk memenuhi hajat-hajat sosial dan budaya suatu masyarakat dalam melangsungkan dan mengembangkan kehidupan sosial-budayanya. secara luas sosial budaya tidak hanya meliputi pekerjaan dan waktu luang saja, tetapi juga berkaitan dengan sistem kekerabatan dan sapaan sebagai wujud hubungan manusia dengan manusia dan manusia dengan masyarakat. umpatan sebagai wujud budaya berupa bahasa yang telah membedakan sistem sosial budaya yang satu dengan sistem sosial budaya yang lain. berikut adalah jenis sosial budaya yang ada di dalam film yowis ben i. a. umpatan bahasa menjadi ‘kunci utama” dan memainkan peran yang sangat penting dari budaya. selain mengacu pada susunan sistem fonetik, fonologi, sintaksis, dan semantik hingga tata bahasa secara keseluruhan, bahasa juga berkaitan kosakata yang mewakili ciri khas suatu budaya (misalnya, idiom, dialek, strata sosial, dan sebagainya). setiap bahasa juga mempunyai kata-kata atau ungkapan yang dihakimi sebagai ‘bahasa yang buruk’ dalam bentuk umpatan/makian, atau pisuhan. menerjemahkan kosakata yang demikian menjadi sulit. meskipun umpatan cenderung dihindari, namun setiap bahasa dan budaya mengetahui dan mengakui adanya kosakata berupa umpatan ini. selain mempunyai karakter yang kuat, bahasa yang penuh emosi, dan digunakan untuk mengekspresikan kemarahan, kekesalan, pengihanaan, serta sejumlah besar emosi dan sikap yang kuat, umpatan juga merupakan budaya yang spesifik. rentang frekuensi umpatan antar bahasa sangat bervariasi, bahkan diantara berbagai variasi ikatan bahasa yang sama tingkat dan frekuensi umpatan ini belum tentu sama. berikut contoh umpatan sebagai wujud jenis kosakata budaya yang berkaitan dengan sistem sosial http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 143 budaya suatu masyarakat. (1) bsu: “duh, jangkrik mogok meneh rek!” bsa: “aduh jangkrik, apalagi?” bagi masyarakat jawa timur (surabaya, madiun, dan sekitarnya) umpatan tidak hanya digunakan untuk menunjukkan kekesalan, kemarahan, rasa menyesal, rasa terkejut, kemarahan, kekaguman, penghinaan, keterkejutan saja, tetapi digunakan pula sebagai bentuk keakraban, sapaan, dan lain-lain. hal tersebut yang membedakan pula antara bahasa jawa timur atau yang lebih dikenal sebagai bahasa arekan dengan bahasa jawa mataraman (yogyakarta, solo, dan sekitarnya). bagi masyarakat mataraman yang kental dengan budaya keraton tentu sedapat mungkin bertindak dan bertutur seperti orang keraton, sehingga umpatan tidak dianggap sebagai penanda identitas masyarakat. begitu pula dalam budaya masyarakat indonesia, kata umpatan juga cenderung dihindari karena dianggap kasar, vulgar, serta bersifat ofensif dan sangat berpotensi menimbulkan perpecahan bagi bangsa indonesia yang multibudaya. oleh karena itu, umpatan dengan ciri khas sebuah budaya ini menjadi wujud budaya yang spesifik. pada data (1) dalam bahasa jawa arekan, kata jangkrik adalah salah satu bentuk turunan dari kata jancuk. jancuk sendiri merupakan umpatan yang paling sering ditemui di masyarakat arekan. turunan lain dari kata jancuk adalah dancuk, ancuk, jancik, ancik, cuk, jamput, dan damput. ketika kata jangkrik tersebut diterjemahkan ke dalam bahasa indonesia rentang frekuensi umpatan tersebut menurun. hal tersebut disebabkan kata jangkrik dalam bahasa indonesia diartikan sebagai hewan serangga yang biasa hidup di tanah, berwarna coklat atau hitam dengan sayap ganda dan mengeluarkan bunyi krik-krik dan tidak mengandung fungsi umpatan. meski keduanya memiliki realisasi makna yang berbeda, kondisi sosial budaya masyarakat indonesia yang sangat terbuka dan memungkinkan adanya kontak bahasa telah menjadi jembatan penghubung antara bahasa yang satu dengan yang lain. oleh karena itu, kata jangkrik pada data (1) dapat diterjemahkan secara langsung dengan membawa penuh seluruh unsur yang ada di dalamnya. masyarakat penutur bahasa indonesia dianggap sudah paham dengan konteks dan konsep kata tersebut sehingga makna kata tersebut dapat direalisasi sebagaimana bsu dan dapat diterima masyarakat bsa sebagai bentuk umpatan yang lebih halus. meskipun tidak dijelaskan secara detail penonton bahasa sasaran dapat merasakan emosionalitas penutur yang diungkapkan melalui kata tersebut. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 144 (2) bsu: “ya, persis kaya cangkemmu iki.” bsa: “seperti ucapanmu itu.” (3) bsu: “mlayu, cuk!” bsa: “lari, bro!” selain bertujuan untuk menunjukkan emosional penutur, umpatan dalam bahasa jawa arekan juga merupakan bentuk keakraban. pada data (2) dan (3) berikut merupakan bentuk kata umpatan yang menunjukkan keakraban. pada data (2), kata cangkemmu diterjemahkan menjadi ucapanmu dalam bahasa sasaran. hasil penerjemahan tersebut tidak ekuivalen karena terjadi pergeseran makna. dalam bahasa jawa, kata cangkem berekuivalensi dengan kata mulut, sedangkan ucapanmu dalam bahasa sasaran mengacu pada perkataan lawan tutur. oleh karena itu, agar referen makna tersebut tidak berubah seharusnya cangkemmu diterjemahkan menjadi mulutmu, bukan ucapanmu. namun, jika kata cangkemmu diterjemahkan menjadi mulutmu, konteks pembicaraan pada kata tersebut tidak sesuai. oleh karena itu, penerjemah lebih memilih untuk menerjemahkan kata cangkemmu menjadi ucapanmu. meski kata cangkemmu termasuk jenis umpatan yang cukup kasar, namun konteks tuturan menunjukkan umpatan tersebut justru sebagai bentuk keakraban. ketika kamidi (penutur) mengucapakna kalimat “ya, persis kaya cangkemmu iki.” sambil menunjuk mulut bayu (lawan tutur), bayu tidak marah. bayu justru tersipu karena ternyata dia masih mempunyai fans meski band yang dibuatnya bubar. begitu pula dengn kata cuk pada data (3), kata cuk diterjemahkan menjadi bro sebagai sapaan bahasa gaul dalam bahasa indonesia. kata cuk sering kali digunakan untuk komunikasi seharihari dalam bahasa sumber. sama halnya dengan kata jancuk, kata cuk ini juga mempunyai rentang frekuensi yang berbeda ketika diterjemahkan ke dalam bahasa sasaran. dalam bahasa sasaran kosakata tersebut masih dianggap cukup tabu sehingga kata tersebut tidak diterjemahkan secara murni ke dalam bahasa indonesia. (4) bsu: “kirik! sepeda motor kirik!” bsa: “anjing. sepeda motor anjing.” kirik adalah kata umpatan yang diungkapkan dengan nama binatang. kata tersebut bukan sebagai bentuk kearaban melainkan digunakan untuk menunjukkan rasa kesal penutur. penggunaan nama http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 145 binatang tertentu sebagai wujud umpatan juga memberikan nilai yang berbeda. meskipun sama-sama menggunakan nama binatang sebagai bentuk umpatan, kata jangkrik pada data (1) dirasakan lebih halus dibandingkan dengan kata kirik pada data (4). perbedaan nilai rasa atau rentang frekuensi umpatan ini juga dirasakan dalam bahasa indonesia sebagai bsa. pada data (4), meskipun kata kirik dapat diterjemahkan secara sepadan sebagai anjing dalam bahasa sasaran, namun umpatan tersebut masih cukup tabu sehingga keduanya cenderung digunakan untuk mengungkapan kekesalan penutur. (5) bsu: “dapurmu sing liyane! wong aku dodol pecel!” bsa: “mukamu, masak yang lain?aku ini jualan pecel!” (6) bsu: “alah, ojo nyocot” bsa: “jangan bacot!” selain nama binatang, kosakata umpatan juga sering diungkapkan dengan nama anggota tubuh manusia seperti pada data (2) di atas dan data (5) dan (6) berikut. selain untuk mengungkapkan keakraban, data (2) di atas merupakan jenis kosakata umpatan yang diungkapkan dengan nama anggota tubuh manusia. pada data (5), kosakata umpatan menggunakan kata dapurmu yang diterjemahkan menjadi mukamu. kata dapur dalam bahasa indonesia diartikan sebagai tempat memasak, namun dalam bahasa jawa, dapur diartikan sebagai jidat (dalam arti yang kasar). ketika di terjemahkan ke dalam bahasa indoensia, konsep tersebut tidak sepadan, sehingga penerjemah menggunakan kata mukamu yang dianggap paling dekat dan mewakili kata dapurmu dalam bahasa jawa tersebut. pada data (6) kata nyocot yang diterjemahkan menjadi bacot yang berarti mulut dalam bahasa indonesia. mirip dengan data (2) di atas, bedanya, kata bacot pada data (6) biasa digunakan untuk mengungkapkan kekesalan atau rasa marah penutur. baik dalam bahasa jawa maupun bahasa indonesia kata tersebut memiiki relasi makna yang sama dan merupakan jenis kosakata yang dianggap kasar. namun, pada data (2) justru sebaliknya. kata cangkemmu diterjemahkan menjadi ucapanmu dan ungkapan tesebut digunakan untuk menunjukkan keakraban antarpenutur. berdasarkan penjelasan tersebut, data (5) dan (6) di atas menunjukkan penggunaan kata umpatan untuk mengungkapkan rasa kesal atau tidak senang dengan menggunakan nama bagian tubuh http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 146 manusia. meskipun tidak memiliki semua padanan sesuai dengan konsep yang diacu dalam bsu, namun secara keseluruhan makna dan maksud masih dapat diterima dalam bahasa sasaran. berbeda dengan data (2) yang sangat bergantung pada konteks situasi tuturan yang membedakan kata tersebut sebagai umpatan atau justru sebagai bentuk keakraban. b. sapaan sistem tutur sapa (sapaan) adalah alat bagi seseorang untuk menyatakan sesuatu kepada orang lain (nababan dalam widyastuti, 2015). kegiatan menyapa ini menjadi wujud sistem sosial budaya sebuah masyarakat. ketika bertegur sapa, seseorang tidak serta merta menyebut nama diri yang disapa, tetapi hendaknya memperhatikan aspek kesantunan berbahasa, yaitu usia dan status sosial penutur. berbeda budaya berbeda pula cara untuk bertutur sapa. selain itu, kata sapaan menjadi penanda dan penghargaan terhadap derajat dan martabat seseorang dalam kehidupan bermasyarakat. (7) bsu: “pokokmen, sampeyan ora usah ngei duit.” bsa: “pokoknya kamu gak usah bayar.” (8) bsu: “koen saiki critanen, kenopo yowis ben bubar!” bsa: “sekarang kamu cerita, kenapa yowis ben bubar?” pada data (7), kata sampeyan berartikan sebagai kamu di dalam bahasa indonesia. tejemahan kata tersebut sepadan dengan bsu. sementara itu, pada data (8) kata koen juga memiliki arti yang sama, yaitu kamu dalam bahasa indonesia. meskipun kata sampeyan dan koen sama-sama berarti kamu di dalam bahasa indonesia, namun keduanya memiliki perbedaan. bagi masyarakat jawa timur, kata sampeyan memiliki nilai kearaban dan kesopanan yang lebih tinggi dibandingkan dengan kata koen, meskipun sama-sama mengacu pada kata ganti orang kedua, yaitu kamu. kata koen juga merupakan kosakata budaya yang sangat spesifik, hanya ada di dalam bahasa jawa timur tidak seperti kata sampeyan yang kerap digunakan dalam bahasa jawa mataraman (yogyakarta, jawa tengah, dan sekitarnya). sistem sapaan di indonesia (termasuk bahasa jawa) juga berkaitan dengan istilah kekerabatan. istilah kekerabatan sebagai sapaan ini sering digunakan untuk menyapa orang yang bukan menjadi anggota keluarga atau mempunyai garis keturunannya karena dianggap lebih akrab. penggunaan istilah yang berkaitan dengan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 147 kekerabatan ini semata-mata ditujukan untuk memberikan penghormatan dan penghargaan kepada lawan bicaranya. berikut data berupa sapaan yang berkaitan dengan sistem kekerabatan. (9) bsu: “mas bayu to?” bsa: “mas bayu kan?” (10) bsu: “de, mas bayu! de!” bsa: “pakde, mas bayu!” mas dan pakde merupakan kata sapaan yang berkaitan dengan istilah kekerabatan. namun, pada data (9) dan (10) konteks kedua penutur tidak memiliki hubungan darah atau garis keturuanan. bagi masyarakat jawa, kata mas kerap digunakan untuk menyebut kakak laki-laki, sedangkan de atau pakde merupakan sebutan bagi saudara laki-laki dari bapak atau ibu yang usianya lebih tua. istilah tersebut biasa digunakan untuk menyapa saudara laki-laki dari bapak atau ibu yang usianya lebih tua (sukesti, 2000). kata mas juga dapat digunakan untuk menyapa lawan tutur yang sudah akrab atau belum dikenal sekalipun. bahkan, penggunaan sapaan mas juga biasa digunakan ‘supaya dituruti’ misalnya, orang tua kepada anak yang lebih kecil supaya memanggil kakak laki-lakinya dengan sapaan mas tersebut. tujuannya sama, yaitu, untuk memberikan penghargaan dan menunjukkan rasa hormat kepada lawan tutur (supriyanto, dkk., 1986: 190). kebiasaan penggunaan kata mas yang dipengaruhi budaya jawa inilah yang menyebabkan kata mas juga akrab digunakan dalam sapaan bahasa indonesia. keduanya sama-sama berfungsi untuk menghormati dan menghargai lawan tuturnya. oleh karena itu, kata mas pada data (8) diterjemahkan secara langsung ke dalam bahasa sasaran. pengguna bahasa sasaran dianggap sudah paham dengan konsep yang melekat pada kata mas tersebut. keduanya kerap digunakan sebagai bentuk penghormatan dan penghargaan kepada lawan bicara yang usianya jauh lebih tua dibandingkan penutur. sistem norma sebuah masyarakatlah yang membentuk jenis sapaan tersebut. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 148 c. kekerabatan bahasa mempunyai seperangkat sistem yang menunjukkan hubungan kekerabatan. kekerabatan atau kinship selalu berkaitan dengan jenis kelamin, garis ketururan, umur, darah, dan perkawinan seorang individu di dalam sebuah masyarakat. sistem kekerabatan masyarakat jawa timur pada umumnya yaitu bilateral. lingkungan pergaulan individu dalam masyarakat meliputi kerabat dari pihak ayah maupun kerabat dari pihak ibu mereka. berikut data sistem kekerabatan yang terdapat dalam film yowis ben i. (11) bsu: “tapi iki temenan blas gak direspon cak jon...” bsa: “tapi ini beneran dicuekin, gak direspon loh cak jon!” (12) bsu: “ati-ati yo, le?” bsa: “hati-hati ya, nak.” kata cak pada data (11) sepadan dengan kakak dalam bahasa indonesia. namun, kata cak ini dipertahankan dalam istilah bahasa sumber untuk menunjukkan perbedaan budaya keduanya. kata cak berasal dari kata cacak yang digunakan untuk menyebut abang, mas, atau kakak laki-laki. sebutan ini juga akrab di surabaya dan madura. berbeda dengan kata cak pada data (11), kata le pada data (12) menunjukkan adanya hubungan kekerabatan orang tua dan anak. kata le akrab digunakan untuk sebutan anak (baik laki-laki maupun perempuan) di dalam bahasa jawa. namun, kata le ini memiliki padanan yang tepat di dalam bahasa indonesia sehingga tidak perlu teknik khusus, hanya diterjemahkan secara literal saja. selain itu, istilah le juga sudah dianggap akrab dengan penonton bahasa sasaran sehingga tidak diperlukan penejelasan khusus. d. pekerjaan pekerjaan merupakan salah satu fitur sosial budaya. pekerjaan ini berkaitan dengan sistem pemanfaatan sumber alam, cara mengumpulkan modal kerja, pengerahan dan pengaturan tenaga kerja, teknik produksi, perdagangan, distribusi, konsumsi, dan sebagainya. berikut data jenis pekerjaan yang muncul dalam film yowis ben i. (13) bsu: “saben dino iku aku ngrewangi ibuku dodol pecel.” bsa: “tiap hari aku bantuin ibu jualan pecel.” http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 149 kosakata dodol merupakan wujud sosial budaya berupa pekerjaan. masyarakat jawa dan indonesia biasa memenuhi kebutuhan mereka dengan proses jual beli. kata dodol dalam bahasa indonesia lebih dikenal sebagai jenis makanan yang terbuat dari tepung ketan, santan, dan gula merah. namun, konsep yang dimaksudkan dalam kata dodol bukanlah jenis makanan melainkan pekerjaan jual beli. oleh karena itu, kata tersebut kemudian diterjemahkan menjadi jualan dalam bahasa sasaran. 2. organisasi jenis kosakata budaya organisasi ini meliputi politik, administratif, agama, dan seni (artistik). kehidupan sosial politik tercermin dari istilah institusional. penerjemahan konsep agama memerlukan perhatian khusus untuk menghindari kesalahpahaman dan pergeseran makna. begitu pula dalam hal seni. setiap negara ataupun daerah mempunyai ciri khas tersendiri dalam hal tersebut. berikut adalah data jenis organisasi yang terdapat dalam film yowis ben i. a. agama agama merupakan segala sesuatu yang berhubungan dengan tuhan dan alam gaib, misalnya gereja, kenduri, upacara, penyaiaran agama, pantangan, ilmu gaib, dan kepercayaan. tidak banyak data berupa agama yang ditemukan dalam penelitian ini. (14) bsu: “innalillahi pitikku matek.” bsa: “innalillahi ayamku mati.” (15) bsu: “mlekum.” bsa: “mlekum.” (16) bsu: “posoo seminggu.” bsa: “puasalah seminggu.” data (14), (15), dan (16) merupakan wujud kepercayaan berupa agama islam yang dianut oleh tokoh dalam film tersebut. orang islam, ketika mendapatkan musibah, memulai sesuatu, dan bertemu dengan sesama islam akan mengucapkan kalimat-kalimat toyibah seperti pada data (14) di atas. karena berkaitan dengan kepercayaan, penerjemah memilih untuk secara langsung membawa http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 150 dan merealisasikan kata tersebut dalam bsa. penerjemah harus sangat berhati-hati ketika menerejmahan jenis kosakata ini. salah menerjemahkan akan berakibat sangat fatal terhadap pemahaman penonton bahasa sasaran. apalagi berkatian dengan kepercayaan terhadap tuhan. pada data (15) terdapat kesalahan pengucapan karena agama islam bersumber dari bahasa arab, sedangkan orang jawa (indonesia) sering kali kesulitan untuk mengucapkan kalimat-kalimat tersebut. ada penyesuaian lafal pada data (16), yaitu posoo menjadi puasa. posoo adalah rukun islam dengan ibadah berupa menahan diri dari makan, minum, dan lain sebagainya yang dapat membatalkannya dari terbit fajar hingga terbenamnya matahari. b. konsep berikut adalah jenis data berupa konsep sebagai jenis organisasi dalam film yowis ben i. (17) bsu: “duh, arek koyok demit!” bsa: “bocah kayak demit.” setiap masyarakat memiliki beranekaragam kepercayaan yang menjadi keyakinannya yang diwujudkan dalam tingkah laku seharihari. bagi masyarakat jawa, demit, roh jahat, utusan, setan, dan makhluk di luar manusia lain menjadi bagian dari kepercayaan atas kekuatan alam yang berpengaruh terhadap kehidupan mereka. makna kata demit direalisasikan dengan konsep yang sama dalam bahasa sasaran, meskipun tidak disampaikan dalam bahasa yang baku dalam bahasa indonesia. c. kesenian jenis kesenian ini berkaitan dengan seni tari, seni rupa, seni drama, kesusastraan, permainan, kesusastraan, permainan, dan lainlain yang hidup dalam sebauh masyarakat. (18) bsu: “modele mah koyo ludruk ngene iki sih?” bsa: “penampilannya seperti pemain ludruk gini sih?” http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 151 (19) bsu: “ndeloke videone nasyid. subahnallah sing ndelok sak ndayak.” bsa: “lagi lihat video nasyid. penontonnya banyak.” ludruk pada data (18) merupakan kesenian tradisional khas jawa timur yang diperankan dalam grup. biasanya menggunakan bahasa surabaya dan dimulai dengan tari remo. ludruk diterjemahkan secara langsung ke dalam bahasa indonesia karena tidak ada padanan yang sama dalam bahasa sasaran. sementara itu, pada data (19) nasyid juga merupakan kesenian islam yang biasa dinyanyikan secara berkelompok. jawa timur merupakan salah satu provinsi yang mempunyai banyak pesantren, sehingga kesenian nasyid banyak berkembang di sana. 3. material/artefak kategori material atau artefak diwujudkan dalam bentuk makanan, rumah, pakaian dan perhiasan, transportasi, dan komunikasi. material atau artefak ini juga erat kaitannya dengan hasil sistem peralatan hidup dan teknologi dalam sebuah masyarakat yang meliputi cara memproduksi, memakai, dan memelihara segala peralatan hidup. berikut adalah data kosakata budaya dengan kategori material atau artefak. (20) bsu: “bu, ndi pecele?” bsa: “bu, mana pecelnya?” data (20) menunjukkan bentuk kosakata budaya material berupa makanan. pecel merupakan makanan yang terdiri atas sayuran rebus seperti kacang panjang, bayam, taoge, yang disiram dengan kuah sambal kacang, dsb. makanan ini populer di diy, jateng, dan jatim. menurut babad tanah jawi, makanan ini muncul pertama di hidangan di yogyakarta. kini, pecel menjadi salah satu makanan khas dari daerah jawa timur, terutama madiun. pecel muncul hingga 49 kali dalam dialog film tersebut. pecel juga telah menjadi bagian dari kehidupan budaya di indonesia, sehingga realisasi makna dapat seutuhnya ditransfer di dalam bahasa sasaran. selain berupa makanan, berikut merupakan kosakata budaya berupa material atau artefak dalam wujud tempat. (21) bsu: “yo wis lah, jeding sik.” bsa: “ya sudah lah, ke toilet dulu.” http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 152 jeding dalam bahasa indonesia merupakan bak atau tempat penampungan air. kata tersebut memang diambil dari bahasa jawa arekan yang digunakan untuk menggambarkan tempat atau ruang untuk buang air, sehingga kata tersebut kemudian di terjemahkan menjadi toilet. selain itu, jeding juga sepadan dengan bahasa jawa mataraman, yaitu kolah atau kulah yang memiliki arti kamar mandi. (22) bsu: “tambah nganggo gincu.” bsa: “tambah pakai lipstik.” gincu adalah nama yang digunakan untuk menamai pewarna bibir dalam bahasa jawa. kini, benda kecantikan itu dikenal sebagai lipstik. makna direalisasikan dengan konsep yang sama dalam bahasa sasaran. (23) bsu: “bali mulet mlayu metu nang pawon ra katek suwe.” bsa: “usai nguap lari keluar ke dapur gak pake lama.” pawon atau dapur tradisional dalam budaya jawa merupakan representasi dari tata kehidupan sehari-hari masyarakat jawa, baik dari tata letaknya, fungsinya, dan isinya. kata tesebut kemudian diterjemahkan ke dalam bahasa sasaran yang sepadan yaitu dapur. (24) bsu: “lah, cawetku ndi?” bsa: “lah celana dalamku mana?” cewat dalam bahasa jawa merupakan jenis pakaian dalam. makna yang sama direalisasikan dalam bahasa indonesia. tetapi, ada penyesuaian lafal cawat dalam bahasa indonesia adalah kain dan sebagainya, penutup kemaluan yang bagian atasnya bertali untuk dikaitkan di pinggang. selain itu, dalam bahasa indonesia kata tersebut jarang digunakan karena dinilai kurang sopan, sehingga digunakan istilah lain, yaitu celana dalam. 4. ekologi ekologi merupakan salah satu jenis kosakata budaya yang berkaitan dengan fitur-fitur geografis yang unik di dalam sebuah masyarakat. ekologi meliputi flora, fauna, bukit, angin, dataran, sawah, dan hutan tropis. berikut adalah data kosakata budaya berupa fauna yang terdapat dalam film yowis ben i. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 153 (25) bsu: “umah tawon.” bsa: “rumah tawon.” (26) bsu: “tapi durung dipangan codot masio tuwek.” bsa: “tapi belum dimakan ‘codot’ sampai tua.” (27) bsu: “lek ngguyu merdu. koyok manuk larang. “ bsa: “kalau ketawa merdu, kayak burung mahal.” tawon pada data (25) berarti lebah dalam bahasa indonesia. meskipun dalam bahasa indonesia memiliki konsep yang sama, namun kata tawon tidak diterjemahkan ke dalam bahasa sasaran. begitu pula dengan kata codot pada data (26) yang merupakan nama sejenis kelelawar yang memakan buah-buahan. codot tidak diterjemahkan ke dalam bahasa indonensia padahal di dalam bahasa indonesia mempunyai kata yang sepadan dengan konsep yang dimaksud. berbeda dengan kata manuk pada data (27). kata manuk yang memiliki arti burung di dalam bahasa indonesia diterjemahkan secara akurat. konsep yang diwakilkan diwiujudkan dalam bahasa sasaran dengan baik. tidak diperlukan penjelasan tambahan karena kata-kata tersebut sudah cukup familiar di telinga penonton bahasa sasaran. 5. kial/gestur dan kebiasaan kategori ini sangat berkaitan dengan konteks sosial budaya yang ada pada bahasa sumber dan bahasa sasaran. setiap bagian tubuh manusia mempunyai fungsi untuk mengomunikasikan berbagai makna. berikut contoh gestur yang terdapat di dalam film yowis ben i. (28) bsu: “wis gak usah nginceng-nginceng.” bsa: “udah gak usah intip-intip.” intip merupakan kata yang mengacu pada kegiatan melihat sesuatu secara tersembunyi, sedangkan nginceng sesungguhnya lebih tepat digunakan untuk mewakili konsep mengincar sesuatu yang sangat diinginkan oleh penutur dan dilakukan dengan cara melihat-lihat terlebih dahulu. meski demikian kedua konsep ini dinilai dekat, sehingga penerjemah menggunkanan kata intip untuk mewakili kata nginceng tersebut. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 154 kesimpulan penerejmahan jenis kosakata budaya memerlukan perhatian khusus. dalam film yowis ben i, terdapat 69 data berupa jenis kosakata budaya. jenis kosakata budaya tersebut berupa sosial budaya sebanyak 26 data atau sebesar 37,68%, organisasi sebanyak 17 data atau 24,64%, material sebanyak 17 data atau 24,64%, kial/kebiasaan sebanyak 5 data atau 7,25%, dan ekologi sebanyak 4 data atau 5,80%. jenis kosakata budaya berupa sosial budaya diwujudkan dalam umpatan, sapaan, kekerabatan, dan pekerjaan. jenis kosakata ini merupakan ciri budaya paling spesifik dan manifestasi paling nyata dalam kehidupan bermasyarakat. umpatan merupakan wujud penggunaan bahasa yang muncul dalam sebuah masyarakat. berbeda masyarakat berbeda pula rentang frekuensi sebuah kata dikatakan sebagai umpatan. selain umpatan, masingmasing masyarakat juga memiliki kekhasan tersendiri untuk bertegur sapa sebagai wujud interaksi antaranggota masyarakat. begitu pula dengan kekerabatan. namun, kekerabatan budaya jawa dan indonesia dalam film ini tidak jauh berbeda, sehingga kosakata khas budaya jawa timur yang berkaitan dengan kekerabatan hanya muncul dibeberapa bagian saja. selanjutnya, jenis kosakata budaya berupa organisasi diwujudkan dalam agama, konsep, dan kesenian. sementara itu, untuk jenis material terdiri dari makanan, tempat, alat, rumah, dan pakaian. jenis makanan menjadi pembeda kekhasan sebuah daerah. selain itu, masing-masing budaya juga memiliki ‘kearbitreran’nya sendiri untuk menamai tempat, alat, rumah, dan pakaian yang menjadikan budaya tersebut juga berbeda dengan budaya masyarakat lain. kemudian, untuk ekologi dan jenis kial atau kebiasaan hanya sedikit data yang ditemukan. meskipun di indonesia (termasuk jawa) tidak memiliki banyak perbedaan jenis hewan, namun masing-masing masyarakat sering menamainya dengan istilah yang berbeda. meskipun konsep yang dimaksudkan sama, sering kali diungkapkan dengan bahasa yang berbeda. oleh karena itu, menjadi pekerjaan penerjemah untuk mendapatkan padanan yang paling dekat dengan bahasa sasaran tanpa menimbulkan distorsi makna. daftar pustaka baker, mona. (1992). in other word. a coursebook on translation. london & new. york: routledge. bassnet, susan. (2002). translation studies (3rd ed.). london: routledge. bosch, benjamin. (2015). the translation of culture-spesific humor in the animated sitcom familly guy a comparative analysis of dutch and http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x terjemahan kosakata budaya dalam film yowis ben i faijah ida fatmawati, teguh setiawan doi: https://doi.org/10.26714/lensa.9.2.2019.137-155 155 spainsh. thesis, tidak di terbitkan, faculteit letteren and wijsbegeerte universiteit gent. eshraq, b. (2014). translation of culturally-specific items in hooshang moradi's the palm. bookbird: a journal of international children's literature, 52(4), 23-29. geng, x. (2013). techniques of the translation of culture. theory and practice in language studies, 3(6), 977. koentjaraningrat. (2015). pengantar ilmu antropologi. jakarta: rineka cipta. machali, rochayah. (2009). pedoman bagi penerjemah. bandung: kaifa-mizan pustaka. newmark. (1987). a textbook of translation. london: prentice hall international. nida, e. a., & taber, c. r. (2003). the theory and practice of translation (vol. 8). brill. nugroho, b., & prasetyo, j. (2009, september). domestikasi dan foreinisasi dan dampaknyaterhadap terjemahan. in international conference on sfl and its contributions to translation studies (vol. 1). pelawi, b. y. (2017). the translation of cultural terms in the novel “ronggeng dukuh paruk” by ahmad tohari. ilmu dan budaya, 40(51). sudaryanto. (2015). metode dan aneka teknik analisis bahasa, pengatar penelitian wahana kebudayaan secara linguistis. yogyakarta: sanata dharma university press. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.137-155 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 135 self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? widjati hartiningtyas fakultas ilmu budaya, universitas airlangga indonesia widjati.hartiningtyas-2022@fib.unair.ac.id article history: submitted on march 15th, 2023; revised on june 16th, 2023; accepted on june 22nd, 2023 ; published on june 30th, 2023. abstract in november 2022, a twitter account reported fraud committed by an owner of a well-known vanity publisher. the post that was retweeted thousand times revealed that many authors experience the same thing. based on that case, this study analyzed reasons that drive authors to selfpublish or use the vanity and indie publishing service. the researcher conducted semi-structured interviews with five authors acting as informants to answer the research question. the researcher presents the interview's results in three categories: the romanticism of publishing printed books, idealism in writing, and the prestige of indie publishing. the researcher analyzes the data using michael foucault's thoughts in his essay what is an author? this study found that although the informants used alternative publishing because conventional publishers did not accept their works, they had different reasons for using alternative publishing. the informants agreed that alternative publishing offers flexibility that enables them to maintain their idealism. however, the informants had different opinions on the classic conflict between idealism and income. the informants do not consider indie publishing more prestigious than conventional publishers or vice versa. however, they have their considerations when choosing a type of publisher. the interviews also showed that a supporting community, a valuable network, and pieces of information are necessary before using alternative publishing. keywords: authors, indie, publishing, vanity http://jurnal.unimus.ac.id/index.php/lensa mailto:widjati.hartiningtyas-2022@fib.unair.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 136 introduction on november 8, 2022, the twitter account @ngeneaewes_ posted a thread about fraud by an indie publisher indie book corner (ibc), and its owner, irwan bajang. the post was retweeted more than 4000 times and went viral. many people later claimed to have been victims of the same publisher and its owner. it was surprising considering that ibc is a wellknown publisher and its owner is one of the literacy activists in indonesia. on the next day, irwan bajang clarified on his twitter account that his company went through an internal problem that caused the publishing delay. on november 10, 2002, the account owner @ngeneaewes_ reported that ibc had returned his money. however, the other victims will still bring this case to court. the case shows high public interest in publishing books. but since publishing books in big publishers such as gramedia and mizan are not easy, new-coming authors choose to self-publish their works or use the service of vanity and indie publishing. the researcher will briefly explain the difference since the definitions of those three publishing alternatives often overlap. when self-publishing, an author writes, edits, layouts, designs, promotes, and sells his book. the only third-party involved in this process is the printing company. for simple books like zines, authors can print and bind them independently. authors open pre-orders before printing to avoid the need for initial investment. self-publishing books usually do not have an isbn (international standard book number). most of the self-published authors do not consider isbn important. however, those who want isbns for their books may have them processed by a third party. vanity publishing offers editing, layout, and cover design services. the author only needs to submit their manuscript and pay some money. the amount of money depends on the number of pages and books. indie publishing is similar to conventional publishing. it only differs in the size of the company. since indie publishers are usually more idealistic and not profit-oriented, they publish books with specific themes in fewer copies (solihin 2018). some indie publishers have their books printed somewhere because they do not have printing machines (anggraini, 2020). some indie publishers also sell their books in mainstream bookstores to help the sales (ningsih, 2019). technology plays a significant role in the birth of cyber literature (mawardi 2018; kurniawan & merawati 2017) and online writing platforms such as wattpad (bakar et al. 2020; mawardi 2018; lifiani & krismayani 2019) and its use in the educational field (hutami & alfisuma, 2022). with the birth of print-on-demand schemes that make publishing easier, alternative publishing in indonesia has grown rapidly in the last five years. previous studies in indonesia about alternative publishing tended to show the good sides of it. studies showed that indie publishers act as a resistance against big publishers and mainstream books (solihin 2018). by holding http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 137 writing competitions, indie publishers actively increased public interest in literature (ningsih, 2019; pratiwi & pritanova, 2018). besides, indie publishing offered employment (santoso & kasuma, 2020), protected local wisdom (aritenang & ratna dewi, 2022), and provided opportunities for young writers to voice their ideas by making publishing easier (bakar et al., 2020). in 2017, latifah analyzed the process of publishing books in ibc and how this publisher helped aspiring writers publish their books. the researcher only found one study reporting several indie publishers that gave up their idealism to accommodate the market demand (waluyo 2020). meanwhile, research studies conducted abroad indicate that selfpublishing aided by technology and digital structure has created a rupture in the publishing sector (cordón-garcía & muñoz-rico, 2022). the phenomenon is still growing, but ‘not yet taken advantage of all the potential that technological advances could provide’. klimczak also (2020) states that the term vanity publishing has experienced pejoration and that writers are more likely to become victims of fraud when using vanity publishing; because they have to pay some initial investment. the research on alternative publishing in indonesia and abroad indeed shows different findings, but none of them explains the difference between alternative publishing and conventional publishing and why authors chose alternative publishing. using foucault's thoughts to analyze the data gained from interviews, this paper aims to analyze the advantages and disadvantages of using conventional publishing services versus alternative publishing services from the authors’ point of view. the result of this study can provide new knowledge about self-publishing, vanity publishing, and indie publishing and help aspiring authors. method creswell (in sugiarti et al, 2020: 19) mentioned the characteristics of qualitative research as focusing on the participant's perspective and framing of human behavior, its beliefs, and the underlying context. since this research data is obtained from interviews (participant's perspective) and discussing human behavior (writing and publishing), the researcher believes that a qualitative approach is the best approach to answer the research questions. the researcher conducted semi-structured interviews to obtain data. this type of interview keeps the questions in line with the research objectives but enables the interviewee to answer freely. in addition, the design of the questions will ensure that the researcher gets the same type of data from each informant. interviews aim to find the informants' motives and experiences when using alternative publishing and their views on authorship. to obtain diverse data, this study invited informants with varied ages, genders, genres of writing, and experiences. the following is the detail of the informants: http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 138 table 1: participant the researchers processed the data in three stages. first, identifying aspects that are relevant to the research question. in this stage, the researchers designed the interview questions to enable the informants to share their reasons to choose certain publishers and their experience when using differekindsind of publishers. second, categorizing the data into three groups: the romanticism of publishing printed books, the idealism of creating, and the prestige of indie publishing. in this stage, the researchers read the interview transcript and separate the participants’ answers into the categories mentioned above. third, analyzing and discussing selected data based on foucault's view of the author in what is an author? after compiling the participants’ answers in each category, the researchers analyze them with focault’s thoughts. findings and discussion who is entitled to be considered authors? do people who write shopping lists or a posting on twitter have the right to be called an author? can someone who writes a diary—that no one ever reads—be called an author? can someone whose blog is read by thousands of people be called an author? discussing authorship means discussing the two most influential essays by the end of 1960, roland barthes' the death of the author and michael foucault's what is an author? barthes questions how literary criticism tends to connect writing with its author. according to barthes, analyzing a text only from its author will limit its meaning because a text is not purely the author's thoughts—a text is a mixture of quotes from all the works the author has read. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 139 we know now that a text is not a line of words releasing a single 'theological' meaning (the 'message' of the author-god) but a multidimensional space in which a variety of writings, none of them original, blend and clash. the text is a tissue of quotations drawn from the innumerable centers of culture (barthes, 2016: 143) note: the researcher put important parts in bold barthes argued that the readers can only properly interpret a literary work when the presence of the author fades. in contrast to barthes, foucault believed that authors play a significant role in literature and thus cannot be separated from their works. it has been understood that the task of criticism is not to reestablish the ties between an author and his work or to reconstitute an author's thought and experience through his works and, further, that criticism should concern itself with the structures of a work, its architectonic forms, which are studied for their intrinsic and internal relationships. yet, what of a context that questions the concept of a work? what, in short, is the strange unit designated by the term, work? what is necessary to its composition, if a work is not something written by a person called an 'author'? (foucault, 1969: 301) note: the researcher put important parts in bold . the informants give different answers when asked to define the word, author. noor h. dee described an author as someone who writes, while a professional author is a person who has an income from writing. according to langit renjani, an author is a person who engraves stories that last through time. kincirmainan called an author an artist. she explained that an author could not live without writing; an author will keep creating literary work whether people like it. meanwhile, yuzril stated: an author has a big responsibility to himself and his readers. books shape how people think. the things that construct people's way of thinking become our culture today. like it or not, a person's thoughts can shape culture and traditions. and when other people consider it attractive, they will continuously consume it. in other words, an author shaped our culture and tradition by resisting or strengthening the existing values. yusril’s opinion is consistent with andrew bennett’s opinion in his book the author: the author can influence others and is often thought of as having authority over matters of opinion, as being one to be trusted even obeyed (bennett, 2005: 7) http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 140 note: the researcher put important parts in bold meanwhile, setyaningsih shared her thought on the increasing interest among young people to become an author: people might want to be an author for the sake of popularity, though perhaps they also want to express creativity or voice their concerns … people think writing is easy, but it is not. the younger generation tends to only read books that interest them … i don’t think everyone can be an author. people might need to create a piece of writing using their style, but being a professional author is another different thing. based on foucault and bennett's theory, there is a significant difference between the terms writer and author. bennett once again formulated the difference during an interview with nicola watson: i think that it is useful to think about the writer as somebody who does something – who writes – and by contrast, the author who is also someone who, on the whole, writes, the author has a certain ideological privilege, a status, which is afforded the author and not necessarily afforded the writer. note: the researcher put important parts in bold 1. the romanticism of printed books setyaningsih argued that a person does not have to write a book to be considered an author. she believed that someone is entitled to be an author when s/he writes any piece. setyaningsih’s opinion is interesting. the fact shows that online platform authors with highly viewed stories still want to publish their stories. according to kincirmainan, many vanity publishings target authors on online platforms such as wattpad. some of those publishings intend to facilitate new authors, but some have planned a scam since the beginning. kincirmainan said that the twitter posting about fraud did not surprise her. the “everyone can publish a book” slogan seems promising to impatient novice authors with little knowledge about the publishing world. further, kincirmainan explained that even big publishers seek popular stories on online platforms to be published. but those publishers will edit the chosen stories to keep their standard and quality. kincirmainan said that her popular writings on the online platform still have good sales when published by major publishers. langit renjani argued that, despite the quality, online platform authors can self-publish their writings and sell the book for rp200.000.00. if those authors have many followers, they can sell their books in minutes. this phenomenon proves that printed books survived the rise of cyber literature (mawardi, 2018). http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 141 despite the risk of losing their initial investment, many people are still interested in using vanity publishing. langit renjani first used vanity publishing when printing her anthology book with 82 other authors from a writing community raws. the authors agreed to publish a book as a keepsake. langit renjani learned a lot about vanity publishing from that experience. she then concluded that publishing books are easy when you have money. according to langit renjani, the cost of vanity publishing ranges between idr 300,000.00 to idr 1,500,000.00 yusril shared a different reason when printing his book. yusril thinks that it would be ideal that, as an actor, he also writes his script. his play scripts had a warm reception from the audience and even won some nominee awards. but yusril wants his writing to be read and played by more people. that was why he needed to print his scripts. yusril realized that most indie and mainstream publishers are not interested in publishing a play script. then, yusril published his play script on an indie publisher owned by his writing mentor and a reputable author. setyaningsih had a similar experience with yusril. setyaningsih realized that mainstream publishers only publish essays from public figures. therefore, she decided not to waste her time by trying to submit her essay compilation to mainstream publishers. she had it printed by a printing company recommended by her writing community. then, she published her second essay compilation with her indie publisher. setyaningsih, yusril, and langit renjani admit that, as authors, they wish to publish their writing. on the other hand, they understand that publishers are generally profit-oriented. publishers decide what manuscript to publish based on its genre and its author. based on that knowledge, they consciously decided to use the service of alternative publishing. unfortunately, alternative options to publish may lead to misinformation. according to noor h. dee, most would-be authors associate publishing with an initial investment. they do not know they can publish works freely by submitting them to conventional publishers. foucault argued that an author’s name does not only function as a reference to refer to a person with specific traits. for example, dee, one of the members of the trio rida sita dewi, is tall and has long hair. an author’s name also refers to his writing. therefore, people will associate dee with the supernova series and filosofi kopi (foucault, 1969). novice authors may consider the attempt to get published by a big publisher as a road with no end. after waiting for months, there is a possibility that an author only receives a rejection letter. repeating the same process with other publishers means waiting in uncertainties. therefore, novice writers who never won a prestigious writing competition or had supporting networks might see vanity publishing as an assuring shortcut. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 142 2. idealism versus income kincirmainan self-published her first novel, senna because the story had an lgbt theme. kincirmainan understood that no publishers would want to publish a book with such a sensitive theme. she had tried to offer her manuscript to an indie publisher, but they refused to publish it. with the help of a friend to edit and a cover designer, kincirmainan published senna with a print-on-demand system. the story, which was freely displayed on wattpad for a year, had good views. in total, she managed to sell 1500 copies of this title. kincirmainan said authors need alternative publishing since their works are not always in line with the market demand. for an author with solid fans like kincirmainan, self-publishing is a profitable option because, in self-publishing, all the profit belongs to the author-which can be four times bigger than the 10-15% royalty offered by a traditional publisher. kincirmainan argued that idealism is in accordance with income. she said that she does not always write for money. hence, she does not always publish her highly-viewed stories. according to her, writing needs energy. re-writing to publish an online novel means having to spend more energy. setyaningsih shared a different story. she printed and bound her first essay compilation and sold it for rp10.000,00 per copy. she even gave away some copies for free. she did the publishing with the writing community she used to be part of. years later, she founded an indie publisher, penerbit babon, and self-published her second essay compilation. though her close friends did the editing and illustrating, setyaningsih tried to be professional by paying them properly. setyaningsih was grateful that the sales of her second essay compilation managed to cover the production cost. setyaningsih claimed that the chance to express ideas is the most important thing for her. writing gives her satisfaction because she feels like she has done something that she has to do. she would feel better if her readers feel connected with her writing. however, setyaningsih confessed that she started to think about publishing as a business for the sake of her company's viability. as virginia wolf said, ‘one cannot think well, love well, sleep well if one has not dined well.’ besides publishing her anthology book, langit renjani also had experience with vanity publishers through a writing competition scheme. the competition organizer publisher her short story and other winning stories into a book. as a winner, langit renjani also got some merchandise and a publishing discount voucher. still, she felt disappointed for “being used” by the publisher to run their printing machines. langit renjani confessed that in the future, she would try a writing competition with money as a prize for the winner. according to her, http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 143 the amount of the money is more valuable and “transparent” than a publishing discount voucher. money and idealism will always be conflicting. how can an author survive without money? langit renjani shared about her acquaintance who uses her income from writing for an international online platform to publish her idealistic writing. langit renjani said the decision is a win-win solution she might do in the future. as an author, an indie publisher owner, and an in-house editor in a big publisher, noor h. dee has the advantage of learning about the publishing world from different points of view. according to him, selfpublishing enables an author to express his ideas freely. through selfpublishing, an author can publish whatever they want. authors can also write the book that people need, though it may not necessarily be the book that meets the market demand. but on the other hand, noor h. dee said that rejections from traditional publishers help authors to measure their writing quality and build resilience. different from langit renjani’s opinion, the experience taught noor h. dee that idealism and money are not always in disagreement. they can synergize and bring out an excellent outcome. after mastering basic writing techniques, he argued that an author needs to know details about publishing and the procedures of publishing a book. with the same knowledge, he published his poetry book, jus puisi, by his own publisher, minima. noor h. dee admitted that he doesn’t earn much money as an indie author. but the branding he has been doing consistently and his patience to keep writing give him a chance to be a speaker or a judge in a writing competition. in the end, his track record as an author brings him income. yusril has a similar experience with noor h. dee. he often felt desperate financially and pitied himself for choosing authorship as a profession. but he believes that being an author is a learning and maturing process. he knows that his knowledge can be useful to the readers. like noor h. dee, yusril gets chances to be a speaker and lecturer from his writing portfolio. i'd better move underground or independently than sweet-talk some people to win a literary award. if so, how does it differ from a lucky draw? i will let my writing speaks for itself. i would be honored to have one person read my book and put it on a shelf or the best spot in his house than having my book mass printed but end up in thrift stores. a literary work is invaluable. we can not measure it with some amount of money. thus, i want like to write without burdens. what matters the most is giving my best when i write. i have to finish what i have started. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 144 the researchers will use foucault’s theories to analyze the authors’ idealism. he argued that the function of an author is built rather than automatically formed. saint jerome in foucault mentioned four criteria related to the authors’ role as follows: 1. the author is defined as a standard level of quality dee said in one of her writing classes, "in the end, if we strip down all good stories, we will only find strong structures." a good author is not merely a talented author. a good author continually hones his writing techniques and works hard to achieve a certain quality. in the end, that's what makes an author a great author. 2. the author is defined as a certain field of conceptual or theoretical coherence an author has a specific aim when writing. either voicing gender injustice, criticizing the hypocrisy of an organization, or sharing a peaceful message. some authors repeatedly adopt similar themes despite the difference in their writing genres. for example, dee consistently writes about spiritualism and a selffinding journey to find oneself. 3. the author is seen as a stylistic uniformity authors have their own styles and voices. the more unique their style, the more recognizable their work is. 4. the author is thus a definite historical figure in which a series of events converge from all the criteria above, the second and third points represent the idealism of an author. for some authors, compromising idealism can be considered as changing their identity. despite their different experiences, the five informants admit that idealism is essential to them. instead of sacrificing their value, they tried to find a way to maintain idealism and still earn some money. 3. a prestigious club or the outcast? when asked to explain the difference between self-publishing and publishing at a major publisher, kincirmainan explained that self-publishing requires authors to deal with tiny details. even though she always uses a print-on-demand scheme whenever self-publishing to avoid initial investment, she still has to pay for the editor, lay-outer, and designer. moreover, any errors in the self-published book are at the author's risk. reckless writing will surely arouse harsh criticism. however, kincirmainan said she does not favor any publishing over others. she still self-publishes her work, publishes on a writing platform, and publishes at big publishers. as an author, she would like to have her works judged by diverse readers, not only by those who love them. major http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 145 publishers with a broad distribution coverage can easily accommodate that wish. setyaningsih claimed that she founded her own publishing because she wanted to create a publisher that specializes in publishing essays. thus, penerbit babon not only publishes setyaningsih’s works but also the works of other authors through a selection process. alternative publishing not only gives a chance for novice authors but also provides a space for them to meet their readersconsidering they are unknown to the public. setyaningsih thinks that indie publishers are fearless. apart from that, she does not think indie publishers are better than big publishers, and vice versa. she also had a similar opinion about indie authors. some indie authors amazed her, while others annoyed her. according to setyaningsih, nowadays, writing festivals such as the ubud writer festival provides space for both mainstream and indie authors. though she already had her publisher, setyaningsih admits that he still wants to publish at marjin kiri because it is a publisher with outstanding character and style. yusril admitted that he used to yearn to have his work published by a major publisher. but since he sensed an unhealthy atmosphere in the indonesian literature environment, he chose to self-publish. then, yusril shared the experiences of his poet friends who rejected the offer to publish at big publishers despite their renowned status. these poets deliberately use their popularity to support indie publishers. yusril hopes publishers can support and respect each other and not treat literature as merely business. noor h. dee said he does not see big and indie publishers differently. he judges writing from its quality, not on the publisher. however, he added, it would be ideal if indie publishers had distinct characters that differ them from mainstream publishers. independent means free from the market demand that controls the industry. it would be great if indie publishers can publish specific and unique such as french children’s literature based on the observations and experiences of her close friends, langit renjani learned that the fan base greatly affects sales. sales options are also important. for example, a writing mentor or a speaker can boost their sales when holding a workshop. in short, langit renjani claimed that she will only try to publish her work in big publishers when she has a big fan base and reliable sales options. pierre bourdieu's theory of the field of cultural production aims to understand the process of forming a social structure. in the social space or arena, the agents constantly compete. they either try to reach a dominant position or maintain existing power relations. writers, editors, lecturers, critics, and publishers compete in the arena of art and literature (karnanta, http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 146 2013). in this study, researchers will focus on the publishers as agents. conventional publishers, indie publishers, and vanity publishers fight to dominate the literature arena and become the most seek agent to publish literary works. bordieau (1993) argued: the literary or artistic field is at all times the site of a struggle between two principles of hierarchization: the heteronomous principle, favourable to those who dominate the field economically and politically (e.g. ‘bourgeois art’), and the autonomous principle (e.g. ‘art for art’s sake), which those of it advocates who are least endowed with specific capital tend to identify with a degree of independence from the economy, seeing temporal failure as a sign of election and success as a sign of compromise (p. 40) note: the researchers put important parts in bold the analysis of the interview result using bourdieu's theory shows that conventional publishers, especially mainstream book publishers, still dominate the literary arena in indonesia. however, alternative publications continue to try to seize the dominating position. the following is the summary of the informants' opinions: table 2: informants’ opinions http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. (2023). self-publishing, vanity publishing & indie publishing: a shortcut to fame or a dangerous game? lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 135–150. https://doi.org/10.26714/lensa.13.1.2023.135-150 147 conclusion alternative publishing offers benefits and inflicts risks that are different from conventional publishing. not every self-published writers experience fraud, and at the same time, alternative publishing does not always guarantee success. there are other factors that affect the result of using alternative publishing. the results and discussion of this paper show that many novice writers have little knowledge about publishing. people think that one needs money to have his writing published. everybody can be a writer, but not everybody can be a professional author. writing needs creativity and techniques, but earning money as a professional author requires a good knowledge of the publishing business. authors can gain this information by researching or joining a writing community (fediyanto & mandarani, 2021). literary communities provide networks and support for their members (nilofar, 2020). even some writing communities turn themselves into indie publishers to publish their members' works (santoso & kasuma, 2020). knowing the character of each publisher and the rules in the publishing world may help an author avoid scams. authors naturally want to publish their works because a printed book proves one's ability. most of the time, novice authors have to compromise when publishing for the first time. the result of the interviews showed that printed books still exist amidst the rise of cyber literature. the followers on the writing platform, the fan base, and branding on social media can boost book sales. pieces of information and careful analysis can help an author gain benefit from writing, so he does not need to choose between idealism and money. publishing companies aim to help authors publish their books. without authors, publishers will not exist. therefore, authors have bargaining power and freedom to choose. indie publishers are not better than big publishers, and vice versa. alternative publishing is different from conventional publishing. each has advantages and disadvantages. selfpublishing does not always guarantee profits, while on the other hand, big publishers do not always promise popularity and vast distribution. some indie publishers eventually surrender to market demand (waluyo, 2020), and some big publishers still keep their idealism. since this article only analyzes the difference between conventional and alternative publishing and the author’s consideration when choosing to use their service, the reader’s responses towards books published independently and books published by big publishers should be analyzed separately in the future. acknowledgement the researchers thank the informants for their help. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june, page.135-150 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): hartiningtyas, w. 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(?) the romantics – audio: romantic authorship. interview transcript of andrew bennett and nicola watson. the open university. retrieved from http://mediapodcast.open.ac.uk/feeds/a230theromantics/transcript/romantic_authorship_01684_16789.pdf (accessed on 10 december 2022 http://jurnal.unimus.ac.id/index.php/lensa http://media-podcast.open.ac.uk/feeds/a230-theromantics/transcript/romantic_authorship_01684_16789.pdf http://media-podcast.open.ac.uk/feeds/a230-theromantics/transcript/romantic_authorship_01684_16789.pdf http://media-podcast.open.ac.uk/feeds/a230-theromantics/transcript/romantic_authorship_01684_16789.pdf lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 252 teachers' perspective of distance learning tv in teaching speaking during covid-19 qothrunnada almubarokah, yudhi arifani universitas muhammadiyah gresik jl. sumatera no. 101 61151 gresik indonesia qothrunnada_180403@umg.ac.id article history: submitted on 7th september 2021; accepted on 25th december 2021; published on 30th december 2021 abstract the pandemic situation of covid-19 has damaged various aspects, including education. distance learning becomes the substitute to facilitate teaching-learning, especially in rural areas. it uses television as a teaching medium to tackle the internet connection problem. television has been used for a long time and used for entertainment purposes. however, educators start to add educational purposes, especially to learn a language. unfortunately, television was only an additional teaching tool and was not used thoroughly. this research aims to observe the teacher's perspective of distance learning television (dltv) to teach speaking, particularly in a rural area, thailand. the subject research is two english teachers who teach primary school in thailand, and they use dltv as the teaching media. the result showed that teachers have a positive perspective on dltv as a teaching medium, especially in speaking. it contains benefits that can support students in their speaking comprehension. furthermore, teachers have the role of facilitators and encourage students during the learning process. despite the drawback of dltv, it is still be taken care of by teachers by collaborative work with colleagues. keywords: distance learning television, speaking, teacher perspective http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 253 introduction english teaching and learning process is essential to conduct to improve the ability of language in many kinds of communication contexts in daily life (malaikosa & taopan, 2020). however, novel coronavirus (covid19) has globally spread and damaged all fields, including education (ma’rifah et al., 2021). the government has instructed schools and educational institutions to conduct the teaching-learning activity using the online method (tafazoli, 2021). it means that the teachers and students are not able to meet face-to-face. it is such a challenging situation for developing countries. therefore, this sudden change required teachers to quickly define, adopt, and implement the digitalized teaching methods. they should promote flexibility as well as match the student's needs (budianto & arifani, 2021; tafazoli, 2021). therefore, it is necessary to decide the suitable media to facilitate distance learning as the response of coronavirus. television is one of the great choices to support this type of learning since it contains several benefits and is used worldwide. television has been used worldwide since a long time ago. according to the australian bureau of statistics (2001), 99.2% of australian households had one television at home at least. moreover, in a united states study, 96% of respondents stated that their children watched television every day. furthermore, 81% of respondents argued that their children watched television for an hour or more in a day (michael cohen group, 2007). further research by rideout (2003) revealed that the united states children spend an average of 3-5 hours a day viewing television. a recent study of children’s television programming in canada found that canadian preschoolers (two to six years old) spend nearly 19 hours per week watching television (centre for youth and media studies, 2010). in addition, in terms of the benefits of television, several studies have proven that excellent educational programming can assist that improves children's initial literacy as well as literacy skills (b. samuels, 1970; bachrach et al., 2009; hubbard, 2004; kendeou et al., 2005; linebarger & piotrwoski, 2006; linebarger & wainwright, 2006; moses, 2008; singer, 2002; stipp, 2003; sutherland, 2004). another issue that can be solved by television is internet connection lacking. in addition, there is also an issue in purchasing digital devices in developing countries (dos santos et al., 2006; tafazoli, 2021). a report by the statistical centre of iran in 2017 showed that 28% of iranians lack internet connections (tafazoli, 2021). it means that many of the population will struggle in implementing online learning. therefore, the government tries to utilize television as a learning medium. brazil has become one of the countries that are studying digital television (dtv) to meet the needs of the county by the name of "sbtvd (sistema brasileiro de tv digital: brazilian digital tv system)” (dos santos et al., 2006). similarly, thailand also implements the strategy to use television as the alternative for learning media. dltv (distance learning television) http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 254 is running under the collaboration of her royal highness princess maha chakri sirindhorn: royal it projects and distance learning foundation. the dltv can be applied in schools to increase the learning opportunity for rural students. it shows that television programs can be an alternative to demonstrate distance learning. teaching using television has been applied in several aspects of language, including vocabulary, grammar, reading, listening, and learning retention (lin & siyanova-chanturia, 2014; van lommel et al., 2006). however, the former studies contain some shortcomings. television only became a "teaching tool" in which the role is subordinated. moreover, none of them has discussed the use of television to improve speaking skills which is also a crucial communicative skill. therefore, the current research investigates teachers' perspectives of the television's use in distance learning programs to increase speaking ability in thailand. during the pandemic situation, teachers need to optimize the use of various teaching media. therefore, the distance learning method has been a substitution for online learning. one of the methods is by conducting a live video conference. however, it cannot proceed because of poor connection and overuse, especially in rural areas (schneider & council, 2021; stelitano et al., 2020; tafazoli, 2021). it leads to a crucial barrier to overcoming the covid19. however, the challenge of internet connection may come from different aspects, both from the teachers and the students. similarly, lack of internet connection has caused several issues, such as limited dial-up speed that causes buffering (srivastava, 2020). it restricts the ability to acquire information and makes the learning activity unable to run smoothly. television is one of the one-way media communications that has been used since a long time ago. the essential function is sharing the information both on a national and international scale. furthermore, nowadays, television is also used for the learning process, basic educational management (grade 1 to 11), educational management for professional development, the development of life skills in social and community development (fell & lukianova, 2018). in addition, educational television program promotes free service and non-formal education. when students must study remotely due to the covid-19 pandemic, the distance learning foundation cooperated with the ministry of education in thailand to promote distance learning and teaching programs using digital television systems. the national broadcasting and telecommunications commission (nbtc) has agreed to allow students access to education through 17 tv channels consisting of 15 that involve basic education programs, channel concerns distance education, and another is related to vocational education (tortermvasana, 2020). the dltv (distance learning television) was established to solve several problems, including the lack of teachers in a specific field in rural areas. in addition, it also tackles the issue of the lack of internet connection during pandemic (fadhilah & sastramiharja, 2019). http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 255 moreover, in terms of the learning process, it is shown that television can assist students in learning in various ways. van lommel et al. (2006) concluded that the vocabulary skill is easier to acquire by subtitled-movie television. similarly, koskinen et al. (1986) revealed closed-captioned television as a medium for reading instruction with deaf students. it showed a significant improvement in reading comprehension, vocabulary retention, and students' motivation. another research by huang & eskey (1999) examined the aftermath of closed-captioned tv (cctv) on the listening skill of intermediate english as a second language (esl) students. cctv can support esl students' comprehension in listening and other aspects, including general comprehension and vocabulary acquisition. nonetheless, these studies are inadequate since none of them investigated the use of television in teaching speaking skills and solely used television as an additional teaching medium. consequently, this current research aimed to investigate how the teachers use the dltv to teach speaking and scrutinize the teacher’s perspective of dltv as the television's role has become the teaching tool. with the integration of technology in the 21st century, teachers must utilize the technology to increase their effectiveness. by conducting meaningful teaching-learning, teachers can construct a way to connect the learners to the knowledge and its application in their actual condition (ertmer & ottenbreitleftwich, 2010). moreover, technology can support teachers to teach by providing routine materials, developing a better approach in teaching, and altering the learning context and content (lawless & pellegrino, 2007). therefore, there is an integration between teachers' knowledge, belief, and culture (ertmer & ottenbreit-leftwich, 2010). that is why the teacher's perspective is significant for investigating the importance of technology use in the teaching-learning process. therefore, this research was under the following research questions: 1). how are teachers using the dltv to teach speaking during the covid-19 pandemic? 2) how are teachers' perspectives in teaching speaking using dltv? method this research belongs to the qualitative case study approach, which focused on collecting data through interviews. the interview questions are adopted and modified from davidson et al. (2014), which focuses on the teacher's view on using technology as an instructional tool. furthermore, the researchers employed some alterations to fit the research focus on teaching speaking with dltv. http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 256 two english teachers were examined related to their perspective in using dltv in teaching speaking. the teachers were chosen by their teaching experience, particularly in the familiarity of technology in teaching and learning activities. in addition, the decision was found as one of the teachers was the mentor of the researcher's internship program in academic collaboration in english learning development between thailand and indonesia from july 2nd, 2020 to november 16th, 2020. another teacher was from the researcher's fellow's mentor, who also has exposure to teaching english with technology. the research was conducted during the internship program and focused on speaking at the elementary level. due to the pandemic of covid-19, there is the main change that the researchers do which is replacing face-to-face focus group interviews with online-based digital interviews using platform zoom meeting and line voice-recording feature, following the research conducted by kucirkova et al. (2020). the researchers interviewed the participants to know their attitudes towards the teaching method. also, the researchers want to know and the challenges they face when applying the dltv. the case study design is chosen for this study since it provides an intensive description and analysis of a phenomenon or social unit such as an individual, group, institution, or community (ary et al., 2018). furthermore, the researchers used “how” and “why” questions since it is the more preferred method of research (yin, 2009). therefore, the researchers have a deep analysis of the phenomenon. furthermore, it can define the different characteristics of each case. in addition, by doing these steps, it is hoped that the researchers could inform future studies that experience the same situation (kucirkova et al., 2020). online interviews were conducted using open-ended questions and recorded by the researcher's device. the interviews were conducted after the participants had finished teaching, so they have more plenty of time. the participant had separate interviews to avoid interfering with their answers. each interview lasted for approximately 20-30 minutes. hatch (2002) argued that interviews provide researchers with insights into participants' perspectives. therefore, the interview data give valuable information for designing professional development plans to solve the problems revealed in the interviews. moreover, the researchers immediately transcribed the data after the interviews had finished, as suggested by hatch (2002). once the data were obtained and collected, the interviews were transcribed and coded according to the themes and categories, researchers stored them in a safe location. the questions give clear and detailed information to answer each study question. janesick (2004) argued that it is essential to conduct interviews. hence, we can get rich and meaningful data in a qualitative study. the video recording was stored, and researchers sent the documentation to each participant to conduct an individual member checking where they are given a chance to validate or add more information to increase the data accuracy. furthermore, http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 257 the triangulation process of the data and multiple sources of evidence strengthened the study's validity and can make it more varied based on the suggestion by yin (2009). the data are analyzed by employing the typological method. since the researchers only rely on interviews solely as the sole source, the data must be narrow. also, it should be specific on the outcomes needed. the study aimed to capture the attitude of individual teachers around particular topics. therefore, the typological study is an appropriate strategy to assist them in grouping the data based on the research objectives (hatch, 2002). the procedure of analyzing the data was following hatch (2002) that began with identifying the aspects that will be analyzed related to teaching speaking with technology. moreover, they conducted a deep reading and looked at the patterns, correlations, and themes of each category. the categories include the easiness of dltv, challenges during the implementation, aspects that affect dltv, and teacher’s perspective and their roles in teaching using dltv. furthermore, researchers decided whether the category by data then correlated it. once they got the correlation among the categories, researchers wrote the pattern in a one-sentence generalization and chose the supporting data. findings and discussion the data were collected from two teachers from a different school in a rural area, thailand. both are teaching primary school. the finding focused on observing the use of dltv and the teachers’ point of view regarding the dltv as teaching media to teach speaking during the pandemic. the interview questions aimed to find how and why the subjects view the dltv as a teaching media to teach speaking during pandemic covid-19. the excerpts below explain more about participants' responses. the participants' identity is disclosed with initial t1, which means teacher 1, and t2 means teacher 2. according to (arifani et al., 2021), excerpts are used to provide participants’ responses. in line with the research questions, the result sections are grouped into two categories. the first is the use of dltv in teaching speaking during the pandemic of covid-19. this category includes the easiness of dltv, challenges during the implementation, and aspects that affect the use of dltv. the second category is teacher’s perspective and their roles in teaching using dltv. http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 258 1. the use of dltv in teaching speaking during the pandemic of covid-19 a. the easiness of dltv excerpt 1 r: i want to ask about your own opinion, more specifically in teaching speaking in the classroom using dltv. in terms of english teaching speaking, how do you see the dltv for the learning activity? t1: i think it is a new teaching innovation for the students they can easily study at dltv, especially in this pandemic where teachers cannot see the students directly. r: do you combine the textbook material with dltv when you teach speaking in your classroom? t1: yes, because it can match with the content of students' lessons. it is easy to teach students because it has connected with the students. r: so, does the content of dltv is match with students' textbooks? t1: yes, it is. excerpt 2 r: i want to ask about your own opinion, more specifically in teaching speaking in the classroom using dltv. in terms of english teaching speaking, how do you see the dltv for the learning activity? t2: it is good for the school if the teachers could not make the class in this distance learning. so, it is a good innovation from the government to establish the dltv, especially to teach the students and to teach new things. r: do you combine the textbook material with dltv when you teach speaking in your classroom? t2: there is the material and content scheduled from the central area the following excerpt demonstrates the accessibility of dltv in conducting the teaching activities. the questions above trigger the teachers to explain how they utilize dltv to deliver the materials. the first teacher stated that dltv is an innovation that helped students during the pandemic. since the outbreak, students cannot study regularly and must rely on the limited material given by teachers. with dltv, they have more chances to access the school lesson easily. in addition, dltv is flexible and easy to use since there will be more various kinds of teaching resources. if the students http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 259 want to follow the subject in real-time, they can stream it because it is broadcasted through the satellite (fadhilah & sastramiharja, 2019). therefore, students can watch it from local television and online. in addition, the participant also stated that students are supplied with printed book materials. they are synchronized with dltv to guide and track students’ performance of their activities or the exercise. the printed module comes from the government. therefore, most all schools have the same module. the module is available for the whole class from 1st to 6th grade, and the themes follow their level in elementary school. despite the easiness of the dltv, teachers still face several barriers during the teaching process as they cannot take control thoroughly during the distance learning activity. the following excerpt will support the data related to the challenge of the dltv implementation. b. challenge during the implementation excerpt 3 r: now, let's talk about the challenge or difficulties during teaching speaking using dltv. t1: i think the challenge of teaching is how can you get the students to be focused on the content. that is because sometimes the students were too engaged in a fun activity and they forgot to be focused on the material. this is why sometimes i create follow-up speaking activities afterward so, the students can be focused. r: so, it is hard because you need to keep students engaged yet focused on using dltv? t1: yes r: what about the other challenges? is it just one or do you have another challenge in teaching speaking using dltv? t1: i think the challenge for me is to make everybody in the classroom study. r: how do you overcome the challenge in teaching speaking using dltv? t1: i try to know the interaction between students and teachers for teaching speaking. r: so, do you talk with another teacher to find the solution (how to create an engaging and focused classroom, even though you use dltv to teach? t1: yes, like that r: do you think it is helpful for you? t1: yes, it is http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 260 excerpt 4 r: now, let's talk about the challenge or difficulties during teaching speaking using dltv. t2: yes, when your students are not focusing on having the class, and there is no teacher to supervise because it is far, it can be dangerous. r: how do you overcome the challenge to teach speaking using dltv? t2: usually, i do some evaluation pretty often after school the excerpt investigates the barrier when implementing the teachinglearning process. according to the participants, the main issue in using dltv is maintaining the student's focus on the lessons. the excerpt revealed that both teachers encountered the same problem. it makes them work harder to keep the students focused. especially, when they sit in front of the television they can get easily distracted and forget the fundamental purpose of learning. for instance, they can misunderstand the teachers’ instruction. to define technology, teacher participants encounter several obstacles during utilizing the technology (megawati et al., 2020). therefore, to overcome the problem, the teachers give a follow-up teaching activity to ensure that the students followed the class well and measure their understanding. other than that, t2 also works with other teachers to share the same struggle and find the solution together. c. aspects that affect dltv excerpt 5 r: how much time do you use the dltv in teaching speaking in the classroom? t1: hm… about one hour, sometimes 50, 30, or up to one hour r: how do you enjoy using dltv to teach speaking? and what's the effect on the students? t1: yes, i enjoy it, and it makes students have many learning sources, especially for speaking. r: do you think dltv is helpful for the teaching process? t1: i think it is helpful. sometimes i do not have enough time to teach students, i can use dltv to teach, and i found it is useful. and if the school cannot open the class because of the pandemic, we can use the dltv. dltv is also helpful during this pandemic to help both students and teachers to conduct distance learning, you don't have to meet face to face, but we still can learn. r: in your opinion, can dltv increase teaching and learning of speaking? http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 261 t1: students can speak a single communication sentence from dltv, but they can also talk with the teacher in the classroom. excerpt 6 r: how much time do you use the dltv in teaching speaking in the classroom? t2: i teach from 8.30 am to 1:30 pm every day r: how do you enjoy using dltv to teach speaking? and what's the effect on the students? t2: i enjoy and even gain more knowledge from it r: in your opinion, can dltv increase teaching and learning of speaking? t2: yes, especially if the students practice and work hard. the excerpt showed that teachers teach for sixty to ninety minutes each day. based on the interview, the participants stated that they enjoy teaching with dltv as they can give students many activities to learn, especially during speaking. dltv also provides them with numerous teaching resources that synchronize with the school textbooks, and they can develop follow-up activities for the student. moreover, it helps the teachers when they cannot make the class on time. for instance, in the case of t1 in excerpt 5, she uses dltv to help the students understand the material. in addition, dltv helps the students increase their communication skills as they can imitate expression in dltv and then demonstrate it with their teachers. therefore, dltv gives teachers and students new things to learn. 2. teacher’s perspective and their roles in teaching using dltv. d. teacher’s attitude towards dltv excerpt 7 r: how do you see about dltv in your what do you think about dltv? t1: i think dltv of thailand is a technology that is used to teach from distance and used by some schools. and i think it is good to teach students many skills such as speaking. r: what about gender? is there any difference in teaching using dltv for male and female teachers? t1: women and men teachers are not different because they have a technique to teach http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 262 r: so, both man and woman are the same t1: yes r: what is the teacher's contribution of dltv to the students' speaking skills? t1: well, the teacher can encourage students to remember simple things by dltv, right? excerpt 8 r: how do you see about dltv in your what do you think about dltv t2: i have three years of teaching experience, and dltv has helped me a lot. especially nowadays in the pandemic situation. r: what about gender? is there any difference in teaching using dltv for male and female teachers? t2: no, there is no difference r: what is the teacher's contribution of dltv to the students' speaking skills? t2: teachers can also help to teach some students when they do not know about certain words or sentences. in terms of perspective, both teachers show a positive way of viewing dltv to teach speaking in english. female and male teachers also have the same capacity for using dltv in teaching activities. t1 stated that the dltv is a helpful resource to teach english skills particularly in speaking. meanwhile, t2 has been teaching for three years. she argued that dltv helped her teach english, and it is much more helpful during this pandemic era to conduct distance learning. moreover, teachers' role in teaching activity using this media is to become a facilitator to encourage students to explore more by themselves and guide them when the students get lost. moreover, four aspects influence this study, including the easiness of dltv, the challenge during the implementation kinds of attitude that affect dltv, and teachers' perspectives in teaching using dltv. the overall result showed that dltv is advantageous for teachers to conduct a teaching activity especially speaking. the initial discussion argues with the easiness of dltv to assist the students in distance learning, particularly in teaching speaking. from the result, dltv is an innovation that helps them in distance learning. during the pandemic, students are limited by the study materials. with the flexibility and accessibility of dltv, they can learn individually anywhere. since dltv can be accessed live through broadcast and online, students can learn easily. if students have missed the live broadcast can watch it through the website of the dltv satellite on https://dltv.ac.th. in addition, to align the students' understanding, teachers should assist them during the learning activity. http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx https://dltv.ac.th/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 263 according to bates (1988), letting the students study themselves without any assistance would not develop their skills. therefore, students are provided with printed modules integrated into the government curriculum. the second discussion is related to the challenge faced by teachers during implementing dltv in teaching speaking. moreover, physical faceto-face learning activity is challenging in distance learning. hence, television could be an adequate substitute. however, even though the dltv is flexible and easy to access, it is inevitable that dltv still contains disadvantages. the result found that both teachers experience the same problem, which is keeping the students focused and not being distracted by the entertainment purpose of the television. bates (1988) explained that the characteristics of television contain lots of information density as the result of the amount and kinds of symbol systems it carries simultaneously. in addition, television combines words, moving images, events, animations, and even texts. therefore, television has enchanting features that other media lack. it could be a challenge to keep the students on study purpose. based on the research by webb (2015), it is because television is an entertainment form rather than a learning source. it will lead them to enjoy the entertainment part only, without paying attention to the actual purpose of learning (lin & siyanovachanturia, 2014). hence, it is likely that students will get distracted easily and not focus on the initial learning purpose. thus, teachers need extra work to overcome this challenge. the findings reveal that working together with other teachers can help them find the solution. a study by hargreaves (2000) shows that a group of teachers that work together can accomplish any task much better than an individual. it happens because this teamwork assists teachers in collecting various resources, sharpening the sense, and improving the response towards demands on their practice. more importantly, teachers can share their experience in a field so others can learn from it. moreover, teachers conduct a follow-up activity to ensure the students are on the right track and not overwhelmed. the third discussion deals with the aspects that affect the dltv in teaching speaking skills. the result initially stated the duration of teaching and how teachers enjoy the dltv. with that long duration, that teacher needs to think about the activity that can keep them engaged to learn. research by webb (2015) concluded that television contains the value that provides the spoken input of the l2 massively. moreover, it also develops other learning aspects, including vocabulary knowledge and listening comprehension. the interview result supported the positive effect of the television program in supporting the distance learning activity. it helps teachers because dltv can make students imitate simple sentences and expressions. it will be beneficial for them to practice their speaking skill. the ultimate discussion highlighted how teachers view dltv as a helpful teaching media. more importantly, the teacher plays an essential role in teaching speaking in the teaching-learning process. in terms of gender, the http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 264 finding unveiled that there is no difference between male and female teachers on using dltv to teach speaking. this media allows teachers to gain more teaching resources and make students learn regardless of the distance. moreover, teachers see dltv trigger students who are doing distance learning, especially on this occasion. furthermore, according to the finding result, students can imitate various words and expressions used on the tv. it will also enrich their vocabulary. since the government has prepared the printed module for dltv, the students can follow along with the dltv and synchronize it with their modules. even though teachers cannot directly conduct face-to-face during distance learning, they still play an essential role in teaching-learning. the finding results explained that teachers encourage the students in the learning activity and guide them. furthermore, according to char et al. (1993), teachers can develop the learning by demonstrating the learning goal, encouraging students to be confident and proud of themselves. they also assist them in using the printed material. they can also show the connection between television and daily life. it would build a good correlation, where students can relate what they have learned and implement it. finally, it will strengthen their interest in further learning. therefore, it will result in the improvement of students' skills. conclusion from the data collected by interview using an online platform, english teachers in thailand have an excellent perspective towards the dltv as a solution for conducting distance learning activity during pandemic covid-19. it happens as the dltv is easy and flexible to be used by both teachers and students because it optimizes the use of television satellite and combines it with printed materials for the students. thus, the students can improve their speaking ability since they can easily imitate words and expressions used by the dltv. therefore, it will also enrich vocabulary knowledge. despite the challenges during the implementation, dltv still becomes an adequate substitute for the physical face-to-face meeting. especially during distance learning. with good collaboration among teachers, they will be able to tackle the barriers. finally, it is recommended for further research to investigate whether this teaching media is applicable for higher education as they also have developed their skill much more than at the primary level. http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.252-267 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x teachers' perspective of distance learning … qothrunnada almubarokah,yudhi arifani doi: https://doi.org/10.26714/lensa.11.2.2021.252-267 265 references arifani, y., barianty, t. n., & paulina. 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(2009). case study research: design and methods (4th ed.). sage. http://jurnal.unimus.ac.id/index.php/lensa 8130-25357-1-le%20new.docx https://doi.org/10.26714/lensa.10.2.2020.137-151 https://doi.org/10.1177/1468798407087162 https://doi.org/10.1007/s00403-020-02088-9 https://www.bangkokpost.com/thailand/general/1917656/17-new-digital-channels-sequenced-for-education https://www.bangkokpost.com/thailand/general/1917656/17-new-digital-channels-sequenced-for-education https://doi.org/10.1348/000709905x38946 132 peningkatan kecepatan membaca pemahaman melalui model pembelajaran berbasis komputer pada siswa kelas v sd 1 jekulo kabupaten kudus enny dwi lestariningsih 31 , suhartono, catur karya agus priono s 32 abstract according to the initial test result in year v, sd negeri 1 jekulo, kudus regency, it is known that the ability of speed reading and comprehension in year v of the school was low. there were still several students that had a low abilities of reading. there were only 31 students (68.89%) out of 45 students that achieved scores the same or higher than 70. meanwhile, the number of students who got scores under 70 was 14 (31.11%). it is estimated that the students’ low abilities were due to the lack of variations of learning models of reading so that the motivations of the students to learn were low. a solution is needed to cope with such a condition in order to enhance the ability of reading comprehensions. the solution offered in this research is “computer-based learning model as an effort of enhancing the ability of reading comprehensions in the year v, sd negeri 1 jekulo. the problem in this research is that “can the ability of reading comprehensions be improved after attending reading comprehensions learning through computer-based learning model using learning cds?” based on the research, the purpose of the research is to improve the students’ reading comprehension skills through computer-based learning model using learning cds. the type of this research is classroom action research) using a qualitative method in form of recycle consisting of learning cycles. there are two cycles used in this research, such as classical learning management and individual learning. the result of this research is that the computer-based learning method using learning cds is able to improve the ability of reading speed and comprehension of the students of year v, sd negeri 1 jekulo, kudus regency. keywords: reading speed, learning model, computer 1. pendahuluan kemampuan membaca siswa kelas v sd i jekulo kabupaten kudus, diketahui masih kurang, terutama kemampuan membaca yang berkaitan dengan membaca cepat untuk memahami suatu bacaan. berdasarkan hasil tes awal kemampuan membaca pemahaman siswa kelas v sd 1 jekulo tahun pelajaran 2014/2015 masih perlu ditingkatkan. hasil tes awal membaca pemahaman tersebut, kemampuan mereka rata-rata kurang dari 100 kata per menit. setelah diberi pertanyaan yang berkaitan dengan isi bacaan hanya 31 siswa (68,89%) dari 45 siswa yang berhasil mendapat nilai di atas atau sama dengan 70. dari 31 siswa tersebut siswa yang 31 dosen fkip ut pada upbjj se marang , jalan se marang-kendal km 14,5 mangkang wetan se marang 32 drs. suhartono, m.pd. sebagai anggota 1 dari upbjj -ut se marang dan drs. catur karya agus priono, m.pd. sebagai anggota 2 dari luar ut 133 mendapat nilai 100 ada 3 siswa (6,67%), mendapat nilai 90 ada 12 siswa (26,67%), mendapat nilai 80 ada 9 siswa (20,00%), dan yang mendapat nilai 70 ada 7 siswa (15,56%). siswa yang mendapat nilai di bawah 70 sebanyak 14 siswa (31,11%). di antara siswa tersebut yang mendapat nilai 60 ada 6 siswa (13,33%), mendapat nilai 50 ada 5 siswa (11,11%), dan mendapat nilai 40 ada 3 siswa (6,67%). dengan demikian secara klasikal kemampuan membaca siswa kelas v sd 1 jekulo tersebut belum berhasil dan perlu ditingkatkan kemampuan membacanya. kemampuan membaca pemahaman siswa yang masih rendah tersebut diduga disebabkan oleh (1) rendahnya motivasi siswa pada materi membaca, dan (2) siswa kurang menyadari betapa pentingnya kemampuan kecepatan membaca pemahaman untuk menunjang pemahaman materi mata pelajaran lain. guru juga mejadi penyebab rendahnya kemampuan kecepatan membaca pemahaman siswa. guru kurang memberi kesempatan kepada siswa untuk berlatih mengembangkan kecepatan membaca pemahaman. kemampuan guru memvariasikan teknik pembelajaran kecepatan membaca pemahaman juga diduga masih kurang. guru seharusnya memberi kesempatan siswa untuk berlatih empat keterampilan berbahasa. keempat keterampilan berbahasa tersebut harus dilatihkan secara berimbang sesuai fungsi bahasa sebagai alat komunikasi. empat aspek keterampilan berbahasa yaitu (1) keterampilan menyimak atau mendengarkan; (2) keterampilan berbicara; (3) keterampilan membaca; dan (4) keterampilan menulis. tarigan (1994:1) mengelompokkan empat keterampilan tersebut menjadi dua yaitu: pertama, keterampilan menyimak dan keterampilan berbicara sebagai komunikasi lisan; dan kedua, keterampilan membaca dan keterampilan menulis sebagai komunikasi tulis. syafe’i (1997:1.7) menyebutkan fungsi utama bahasa adalah untuk berinteraksi dan berkomunikasi. fungsi tersebut dijabarkan ke dalam enam fungsi bahasa, yaitu (1) menyatakan fungsi faktual; (2) menyatakan sikap intelektual; (3) menyatakan sikap emosional; (4) menyatakan sikap moral; (5) menyatakan perintah; dan (6) untuk bersosialisasi. oleh karena itu, syafe’i memberikan konsep-konsep pembelajaran bahasa, yaitu belajar bahasa pada hakikatnya adalah belajar berkomunikasi, kegiatan-kegiatan berbahasa yang melibatkan komunikasi yang sebenarnya akan mendorong proses belajar bahasa, kegiatan-kegiatan bahasa sebagai tugas-tugas yang bermakna mendorong proses belajar bahasa, materi pelajara n bahasa yang berguna atau bermakna bagi siswa akan mendorong belajar bahasa, dan materi pelajaran bahasa dipilih berdasarkan kesesuaiannya yang diperlukan siswa dalam pemakaian bahasa yang bermakna dan nyata. hal di atas berkaitan dengan kurikulum 2004, yang sudah disempurnakan menjadi kurikulum 2006 atau yang lazim disebut sebagai kurikulum kerbasis kompetensi (kbk) dan sesuai dengan kompetensi inti ke -3 kurikulum 2013 (berkaitan dengan memahami dan menganalisis pengetahuan faktual). di dalam standar isi kbk disebutkan bahwa keterampilan yang harus dikuasai siswa mencakup empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca, dan menulis (bsnp, 2007:3-4). namun demikian pada kenyataannya menunjukkan bahwa diantara empat keterampilan tersebut keterampilan membaca dan keterampilan menulis, merupakan keterampilan yang paling rendah mendapat perhatian guru dan paling rendah dikuasai siswa. bahkan, taufiq ismail (1998) 134 membuat simpulan bahwa bangsa indonesia adalah bangsa yang ‘rabun membaca’. ia bersimpulan demikian karena hasil penelitiannya tentang membaca di beberapa negara, hanya di indonesia yang tidak ada kewajiban siswa untuk membaca buku. hasil penelitian yang dilakukan “program of international student assessement” (pisa) tahun 2006 juga menunjukkan bahwa kemampuan membaca siswa indonesia masih di bawah standar (rata-rata internasional). skor yang diperoleh siswa indonesia dalam kemampuan membaca 393. skor tersebut masih di bawah skor standar internasional yaitu 450 dan di bawah jauh dari skor ideal yaitu 500. guru sebagai ujung tombak pendidikan memberikan andil yang sangat kurang untuk meningkatkan kemampuan siswa dalam hal membaca pemahaman. guru harus melatihkan secara berulang kepada siswa. guru tidak boleh merasa bosan untuk melatih siswanya membaca sehingga mereka memiliki kemampuan membaca pemahaman yang lebih baik. pada kenyataannya guru sangat kurang memperhatikan kemampuan siswa dalam hal keterampilan membaca. beberapa faktor yang menyebabkan rendahnya perhatian guru dan kemampuan siswa dalam keterampilan membaca, yaitu (1) kurangnya sarana dan prasarana yang berkaitan dengan membaca, terutama untuk latihan membaca pemahaman; (2) kurangnya motivasi guru untuk memberikan kesempatan siswanya berlatih membaca; (3) motivasi siswa rendah pada kegiatan membaca; dan (4) lingkungan masyarakat yang kurang mendukung untuk menciptakan budaya membaca. di antara faktor-faktor tersebut, pemilihan model pembelajaran yang tepat untuk melatih siswa membaca pemahaman adalah faktor yang sangat penting untuk diadakan penelitian. oleh karena itu, peneliti menggunakan model pembelajaran berbasis komputer dalam pembelajaran kemampuan membaca pemahaman. model pembelajaran berbasis komputer dapat meningkatkan motivasi siswa sd untuk berlatih kecepatan membaca pemahaman. berdasarkan latar belakang dan identifikasi masalah tersebut dapat dirumuskan beberapa masalah yang akan menjadi pijakan peneliti dalam melakukan penelitian, yaitu: (1) bagaimana model pembelajaran berbasis komputer dengan menggunakan cd pembelajaran diterapkan dalam pembelajaran membaca pemahaman? (2) apakah kemampuan membaca pemahaman siswa dapat ditingkatkan setelah mengikuti pembelajaran membaca pemahaman melalui model pembelajaran berbasis komputer dengan menggunakan cd pembelajaran? dan (3) apakah siswa termotivasi mengikuti pembelajaran membaca pemahaman melalui model pembelajaran berbasis komputer dengan menggunakan cd pembelajaran? penelitian ini bertujuan (1) mendeskripsikan penerapan model pembelajaran berbasis komputer dengan menggunakan cd pembelajaran, (2) meningkatkan keterampilan membaca pemahaman siswa melalui model pembelajaran berbasis komputer dengan menggunakan cd pembelajaran, dan (3) memotivasi siswa mengikuti pembelajaran membaca pemahaman melalui model pembelajaran berbasis komputer dengan menggunakan cd pembelajaran. 2. kerangka dasar teori ada beberapa teori yang dijadikan sebagai dasar dalam penelitian ini. teori teori tersebut berkaitan dengan teori motivasi belajar, kecepatan membaca pemahaman, model pembelajaran berbasis komputer, cd pembelajaran, dan cd 135 pembelajaran menggunakan flash. secara lengkap kajian teori diuraikan sebagai berikut 2.1. motivasi belajar motivasi adalah seluruh proses gerakan, termasuk situasi yang mendorong, dorongan yang timbul dalam diri individu, tingkah laku yang ditimbulkannya, dan tujuan atau akhir dari gerakan atau perbuatan (sobur, 2003:268). belajar adalah proses perubahan tingkah laku yang lebih baik yang terjadi melalui latihan dan pengalaman secara terus-menerus dan relatif tetap (morgan dalam sobur, 2009). jadi, motivasi belajar adalah dorongan dari dalam diri individu untuk melakukan latihan atau pengalaman secara terus menerus dan tetap untuk memperoleh perubahan tingkah laku yang baik. belajar dipengaruhi oleh beberapa factor, antara lain: (1) pengetahuan dan pengertian tentang materi yang dipelajari; (2) situasi yang mendukung belajar; (3) sarana dan prasarana yang diperlukan dalam belajar; (4) motivasi individu untuk mengikuti proses pembelajaran; dan (5) intensitas latihan dan penga laman yang dilakukan individu (fauzi, 1997:45). 2.2. kecepatan membaca pemahaman tarigan (1994:13) membedakan membaca menjadi dua, yaitu membaca dalam hati dan membaca nyaring. membaca dalam hati bertujuan untuk memahami isi bacaan. membaca dalam hati di antaranya membaca pemahaman. membaca nyaring bertujuan untuk melatih intonasi (dinamik, pitch, jeda, dan nada). tarigan (1994: 3037) membagi membaca dalam hati ada dua macam, yaitu membaca ekstensif dan membaca intensif. membaca ekstensif terdiri dari membaca survei ( survey reading), membaca sekilas (skimming), dan membaca dangkal (superficial reading). membaca intensif terdiri dari membaca telaah isi (content study reading) dan membaca telaah bahasa (linguistic study reading). membaca pemahaman perlu dilatihkan dengan menggunakan kecepatan tertentu sehingga siswa memiliki kemampuan kecepatan membaca pemahaman dengan baik. hal ini karena sangat mendukung pemahaman materi mata pelajaran lain. membaca pemahaman yang baik adalah membaca yang dapat memahami isi bacaan minimal 70% dari isi bacaan dengan kecepatan tertentu. maka, setelah membaca, sebaiknya siswa diberi pertanyaan yang berkaitan dengan isi bacaan (tarigan, 1994). 2.3. model pembelajaran berbasis komputer pembelajaran berbasis komputer menurut hick & hyde (dalam joiner, 1982) adalah a teaching process directly involving a computer in the presentation of instructional materials in an interactive mode to provide and control the individualized learning environment for each individual student. ini berarti bahwa pembelajaran yang berbasis komputer siswa akan berhadapan dengan computer secara individu. hal tersebut memungkinkan siswa akan belajar sesuai dengan kemampuannya. model pembelajaran berbasis komputer dapat dikelompokkan menjadi tiga, yaitu: model latihan dan praktik, model tutorial, dan model simulasi. model latihan dan praktik adalah model pembelajaran dengan cara siswa diberi pertanyaan-pertanyaan atau masalah yang harus diselesaikan siswa yang sudah diprogram dalam komputer lalu siswa langsung menerima umpan balik dari komputer. model tutorial adalah model 136 pembelajaran yang menyediakan rancangan pembelajaran secara kompleks disertai dengan latihan di dalam program komputer sehingga siswa langsung mendapat umpan balik. model simulasi, model pembelajaran berbasis komputer ini menyajikan simulasi yang berkaitan dengan materi yang dibahas (simon dalam wena, 2009: 203). model yang digunakan dalam penelitian ini adalah model latihan dan praktik karena model ini sesuai dengan materi yang akan dibahas, yaitu kecepatan membaca pemahaman. selain itu, ada beberapa manfaat menggunakan model la tihan dan praktik yang berbasis komputer, yaitu: 1) mampu membangkitkan siswa dalam belajar, 2) mampu mengaktifkan dan menstimulasi metode mengajar dengan baik, 3) meningkatkan pengembangan pemahaman siswa terhadap materi yang disajikan, 4) merangsang siswa belajar dengan penuh semangat dan mudah dipahami siswa, 5) memberi umpan balik secara langsung, 6) siswa dapat menentukan sendiri laju pembelajaran, dan 7) siswa dapat melakukan evaluasi diri (wena, 2009: 204). 2.4. cd pembelajaran cd pembelajaran ini diprogram dengan menggunakan power point. power point adalah program yang handal untuk presentesi dengan animasi yang lengkap. selain untuk mempresentasikan, power pint juga bisa digunakan untuk membuat cd pembelajaran. hal ini dapat dilakukan jika menggunakan power point yang dipadukan dengan menggunakan program visual basic (vba). dalam dunia pendidikan program power point juga banyak digunakan untuk menunjang pembelajaran, terutama untuk membuat multimedia yang interaktif dan ada kaitannya dengan animasi. power point juga bisa digunakan untuk pembuatan kuis interaktif, presentasi materi pembelajaran yang lebih interaktif, dan bisa juga digunakan untuk latihan membaca pemahaman yang menggunakan program kecepatan membaca tertentu. power point memungkinkan teks bisa diprogram muncul dan hilang/berganti dalam waktu tertentu. teknik pembelajaran yang menggunakan program ini akan mampu meningkatkan motivasi siswa dalam belajar (wena, 2009). 2.5. cd pembelajaran menggunakan power point model pembelajaran berbasis komputer yang menggunakan cd pembelajaran adalah model pembelajaran yang diturunkan dari teori belajar behavioristik, yaitu teori tentang keberhasilan belajar yang dipengaruhi oleh stimulus atau rangsanganrangasangan dari luar. behaviorisme ini sangat mengagungkan proses belajar (sobur, 2003). teknik yang digunakan dalam pembelajaran membaca adalah belajar keterampilan (skill learning), yaitu proses belajar yang bertujuan memperoleh keterampilan tertentu dengan menggunakan gerakan-gerakan motorik. dalam belajar jenis ini, proses pelatihan yang intensif dan teratur sangat diperlukan (sobur, 2003). maka, bentuk belajar keterampilan ini sering disebut juga latihan atau training. dalam teori behavioristik (soepartinah pakasi dalam sobur, 2009) motivasi sangat diperlukan agar individu memiliki keinginan atau minat untuk belajar. motivasi yang tinggi akan memperoleh hasil belajar yang baik. maka, metode pengulangan dirancang menggunakan power point dengan vba sebagai software dan komputer sebagai hardware agar pembelajaran lebih menarik. pembelajaran yang menggunakan komputer dengan program pembelajaran multimedia memungkinkan motivasi siswa dalam belajar akan meningkat. 137 model pembelajaran berbasis komputer diprogram oleh peneliti untuk membantu siswa berlatih membaca pemahaman. model pembelajaran berbasis komputer yang menggunakan terdiri atas dua jenjang, yaitu jenjang dasar dan jenjang lanjut. jenjang dasar terdiri atas dua bacaan yang dilengkapi beberapa pertanyaan, yaitu bacaan 1 tingkat dasar dan bacaan 2 tingkat da sar. bacaan 1 tingkat dasar diprogram dengan kecepatan 50 kpm (kata per menit) dan bacaan 2 diprogram dengan kecepatan 75 kpm. jenjang lanjut juga terdiri atas dua bacaan yang dilengkapi beberapa pertanyaan yaitu bacaan 1 tingkat lanjut dan bacaan 2 tingka t lanjut. bacaan 1 tingkat lanjut deprogram dengan kecepatan 100 kpm dan bacaan 2 diprogram dengan kecepatan 125 kpm. pembelajaran membaca pemahaman menggunakan media komputer dipaparkan lebih jelas sebagai berikut 1. siswa atau guru mempersiapkan komputer yang memiliki program power point dan sudah diisi file program membaca untuk sd dengan menggunakan power point. 2. hidupkan komputer kemudia buka file power point “membaca untuk sd” sehingga muncul gambar pembuka hingga slide menu (lihat gambar 1 s.d. 2) latihan kecepatan membaca kelas v sd oleh: dra. enny dwi lestariningsih, m.pd. upbjj ut semarang gambar 1 jendela pembuka gambar 2: slide menu pilihan program 3. klik menu “sk” untuk mengetahui kompetensi yang akan dicapai sehingga akan muncul standar kompetensi yang ada di slide standar kompetensi (lihat gambar 3) standar kompetensi mampu memahami ragam teks bacaan dengan berbagai cara membaca untuk mendapatkan informasi tertentu melalui membacakan tata tertib/pengumuman, membaca cepat, membaca intensif dan ekstensif, membaca sekilas, dan membaca memindai teks-teks khusus, serta membacakan puisi. gambar 3 jendela standar kompetensi 4. klik menu “kd” untuk mengetahui kompetensi dasar yang harus dikuasai (lihat gambar 4) kompetensi dasar membaca cepat teks dengan kecepatan 100 kata per menit dan memahami isinya. gambar 4 jendela kompetensi dasar 138 5. setelah memahami sk dan kd, langkah selanjutnya adalah latihan membaca dasar dengan mengklik menu “membaca dasar” sehingga muncul jendela pilihan “membaca dasar 1” (lihat gambar 5). selanjutnya, letakkan krusor di atas “menu” maka secara automatis muncul gambar pilihan (lihat gambar 6). membaca dasar 1 menu petunjuk letakkan kursor di atas “menu”, maka akan tampil menu yang dapat kalian pilih membaca dasar 1 menu pengantar bahan membaca soal bacaan gambar 5 menu “membaca dasar 1” gambar 6 : isi menu “membaca dasar 1” 6. klik gambar atau teks isi menu, klik penagantar jika ingin mengetahui isi pengantar, untuk membaca klik gambar atau teks “bahan membaca” sehingga akal muncul bacaan yang sudah deprogram dengan kecepatan 50 kpm. ikuti garis merah untuk melatih kecepatan membaca. jika garis merah sudah sampai bawah, maka slide berikutnya akan muncul dengan sendirinya (lihat gb. 7). berawal dari susu, jadilah mentega dan keju susu termasuk makanan yang sangat penting bagi tubuh. sejak kecil, sebelum mengenal makanan lain, pertama kali kita diperkenalkan dengan makanan berupa susu. baik itu berupa asi (air susu ibu), ataupun susu sapi. karena susu banyak mengandung zat penting untuk menunjang perkembangan tubuh. khusus untuk susu sapi, selain segar diminum, juga dapat digunakan sebagai bahan utama pembuatan keju dan mentega. untuk membuat mentega awalnya susu dari para peternak dikumpulkan menjadi satu dan disimpan di tempat penyimpanan. gambar 7: bahan bacaan 7. bacalah teks sampai “selesai” kemudian klik kembali pada “menu” dan pilih “soal bacaan” untuk menjawab pertanyaan sesuai bacaan. ini dimaksudkan untuk mengetahui daya serap siswa (lihat gambar 8 dan 9). selesai membaca dasar 1 menu pengantar bahan membaca soal bacaan gambar 8: slide “selesai” gambar 9: menu membaca dasar 8. ketika siswa mngklik “soal bacaan” maka akan muncul bacaan secara urut, dari nomor 1 s.d. 10 (lihat salah satu contoh soal dan hasil). garis merah akan bergerak turun dengan kecepatan tertentu. 139 soal 10 a b c d disucihamakan diperas digarami dikemas setelah susu menjadi keju dan mentega, bagaimana cara memasarkannya? gambar 10: slide contoh soal 9. selesai membaca, siswa harus menjawab pertanyaan hingga selesai. siswa harus menjawab karena pertanyaan sudah diprogram. jika anda merasa yakin maka klik “yes” dan jika belum klik “no”. selesai menjawab sepuluh nomor soal, siswa akan segera tahu daya serap membaca pemahaman. siswa akan langsung mengetahui hasil tes formatif (lihat gambar 11 dan 12) klik di sini untuk mengetahui hasilnya daya serap kalian adalah 50 gambar 11 slide mengetahui hasil gambar 12 hasil membaca dasasr i 10. setelah selesai membaca dasar 1, langkah selanjutnya ke slide awal, yaitu bagian menu utama. klik pada dasar 2, dan seterusnya seperti pada kegiatan membaca dasar 1 sehingga sampai pada membaca “lanjut 2”. 2.6. penelitian yang relevan beberapa penelitian yang sudah dilakukan oleh pakar ada yang mencakup materi membaca pemahaman dan ada juga yang mencakup media pembelajaran, di antaranya penelitian yang dilakukan linda (2000), agustin (2003), cepy riyana (2006) linda (2000) menemukan bukti bahwa pembelajaran membaca pemahaman pada kelas v sd sumbersari iii malang dapat dilakukan dengan strategi aktivitas membaca berpikir terbimbing. dalam penelitian itu, siswa diarahkan agar mengaitkan pengetahuan dan pengalaman dengan isi bacaan, memprediksi isi bacaan sebelum membaca, dan mencocokkan prediksi pada saat membaca, dan membuat prediksi baru yang didasarkan pada pengetahuan yang diperoleh. agustin (2003) meneliti kemampuan membaca pemahaman interpretatif untuk siswa smp. dalam penelitian itu, peningkatan kemampuan membaca pemahaman interpretatif dilakukan dengan teknik jigsaw. dalam penelitian agustin t ersebut secara jelas dinyatakan bahwa kemampuan membaca interpretatif siswa dapat meningkat setelah dilakukan tindakan pembelajaran dengan teknik jigsaw. cepy riyana (2006) meneliti implementasi pembelajaran ict di sma 15 bandung. hasil penelitian dapat dideskripsikan bahwa prosedur implementasi mata pelajaran teknologi informasi dan komunikasi di sma 15 bandung meliputi prosedur umum dan prosedur khusus. prosedur umum meliputi perencanaan yang berisi aktivitas (1) pengadaan fasilitas belajar, (2) penyediaa n ruang laboratorium, (3) pengadaan komputer, (4) identifikasi sumber daya, dan (5) menyiapkan silabus. adapun dalam pelaksanaan meliputi aktivitas : (1) menentukan prosedur kegiatan 140 pbm, (2) penggunaan metode mengajar, (3) penggunaan media pembelajaran da n penyajian bahan ajar. berdasarkan beberapa contoh penelitian tersebut, ternyata penelitian yang berkaitan dengan penelitian membaca pemahaman dengan penggunaan komputer sudah banyak dilakukan pakar. namun, penelitian yang dilakukan ini sangat berbeda dengan penelitian-penelitian sebelumnya. jika ada persamaan, maka persamaannya hanya pada materi penelitian yaitu sama-sama meneliti membaca pemahaman. penelitian membaca pemahaman yang menggunakan komputer, sepengetahuan peneliti, belum pernah dilakukan. 2.7. kerangka berpikir penelitian di dalam kbk siswa dituntut untuk menguasai empat keterampilan berbahasa, yaitu siswa harus terampil mendengarkan, berbicara, membaca, dan menulis. di antara empat keterampilan tersebut, keterampilan membaca adalah keterampilan yang paling rendah dikuasai siswa. hal tersebut disebabkan guru kurang melatih siswa memaca. guru kurang sarana untuk latihan membaca sehingga teknik pembelajarannya belum bervariasi. akibatnya, kemampuan siswa membaca pemahaman rendah dan motivasi siswa untuk berlatih membaca pemahaman rendah. guru memerlukan teknik pembelajaran membaca pemahaman yang inovatif sehingga siswa memiliki motivasi berlatih membaca. akhirnya, kemampuan membaca pemahaman akan meningkat. di dalam teknik pembelajaran itu guru bisa menggunakan software komputer untuk melatih siswa membaca pemahaman dengan menggunakan kecepatan membaca yang sudah diprogram. softwer power point dapat diprogram untuk berlatih membaca pemahaman. guru dan siswa bisa menggunakan power point yang sudah diprogram untuk berlatih membaca pemahaman. teknik latihan membaca dengan menggunakan program power point tersebut diberi nama ‘model pembelajaran berbasis komputer’. setelah latihan membaca menggunakan model tersebut kemampuan siswa dalam membaca pemahaman akan meningkat. selain itu, siswa juga memiliki motivasi untuk berlatih membaca pemahaman. kerangka berpikir tersebut dapat digambarkan dalam bentuk bagan berikut ke ma mpuan dan mot ivasi me mbaca pemaha man siswa masih rendah tuntutan kbk tentang ketera mpilan berbahasa siswa perlu latihan me mbaca dengan teknik me mbaca yang menarik gu ru perlu te knik latihan me mbaca dengan menggunakan media yang menarik model pembelaja ran berbasis ko mputer menggunakan program power point siswa me miliki ke ma mpuan me mbaca pe maha man yang lebih baik dan me miliki mot ivasi untuk berlatih berulang-ulang 141 2.8. hipotesis tindakan berdasarkan kerangka teoretis dan kerangka berpikir di atas dapat dirumuskan hipotesis “dengan menggunakan model pembelajaran berbasis komputer dengan menggunakan cd pembelajaran dapat meningkatkan kemampuan membaca pemahaman dan dapat meningkatkan minat siswa berlatih membaca cepat. 3. metode penelitian 3.1. setting penelitian 3.1.1. waktu penelitian penelitian ini dilaksanakan selama enam bulan, dari minggu kedua bulan mei 2014 sampai dengan minggu keempat mei 2014 dan minggu ketiga juli 2014 sampai dengan minggu kedua bulan november 2014, dengan perincian sebagai berikut: a) minggu kedua sampai dengan minggu keempat bulan mei 2014 membuat proposal penelitian, b) minggu pertama, 4 sampai dengan 6 agustus 2014, menyusun instrument tes awal dan melaksanakan tes awal (prasiklus) kemampuan membaca pemahaman untuk mengetahui kondisi awal kompetensi siswa, c) minggu kedua, 7 sampai dengan 10 agustus 2014, menganalisis masalah, dan merencanakan ptk, menyusun rencana pelaksanaan pembelajaran (rpp) perbaikan siklus i, d) minggu ketiga dan keempat, 11 sampai dengan 25 agustus 2014 membuat membuat program latihan membaca cepat yang diaplikasikan ke dalam komputer (menggunakan program power point yang berbasis vba), e) minggu kedua, 8 dan 10 september 2014, melaksanakan perbaikan pembelajaran i (siklus i) berdasarkan rpp perbaikan i, yaitu pembelajaran klasikal, f) minggu ketiga, 1 5 sampai dengan 20 september 2014, refleksi hasil siklus i dan membuat rpp perbaikan ii, g) tanggal 22 dan 24 september 2014 melaksanakan perbaikan pembelajaran ii (siklus ii) berdasarkan rpp perbaikan siklus ii, yaitu pembelajaran individual, h) minggu pertama, 1 sampai dengan 10 oktober 2014, menganalisis data siklus kedua dan mengambil simpulan, i) tanggal 11 september sampai dengan 31 oktober 2014 menyusun laporan, dan j) bulan november 2014 mereview dan desiminasi hasil penelitian 3.1.2. tempat penelitian penelitian ini dilaksanakan di ruang kelas v sd 1 jekulo pada saat siklus pertama dan ruang komputer (laboratorium tik) sma 1 jekulo pada saat siklus kedua. siklus i dilaksanakan di kelas (bukan laboratorium tik) karena pengelolaan pembelajaran dilakukan secara klasikal, sedangkan siklus ii dilakasanalan di laboratorium tik karena pengelolaan pembelajarannya secara individu. 3.2. subjek penelitian subjek penelitian tindakan ini adalah siswa dalam materi membaca pemahaman. siswa yang diteliti berjumlah 45 siswa dari kelas v sd 1 jekulo tahun pelajaran 2014/2015. siswa yang dipilih adalah siswa kelas v sd 1 jekulo karena memiliki kemampuan kecepatan membaca pemahaman yang paling rendah dan memiliki motivasi membaca yang rendah. selain itu, siswa kelas v sd 1 jekul o tersebut sudah memiliki kemampuan dasar untuk mengoperasikan komputer. 142 3.3. desain penelitian penelitian dilakukan untuk meningkatkan kemampuan membaca pemahaman karena subjek penelitian mengalami masalah tentang proses dan hasil pembelajaran membaca pemahaman. maka, metode penelitian ini menggunakan penelitian tindakan kelas (ptk). ptk ini direncanakan menggunakan dua siklus karena harapan peneliti hanya dengan dua siklus sudah diketahui hasilnya, namun jika dua siklus belum diketahui hasilnya akan dilanjutkan siklus berikutnya. setiap siklus terdiri atas perencanaan, pelaksanaan, observasi, dan refleksi (subyantoro, 2009:27). model pembelajaran yang digunakan dalam setiap siklus adalah model pembelajaran berbasis komputer dengan menggunakan cd pembela jaran. cd pembelajaran ini dibuat dan dirancang oleh peneliti yaitu dengan menggunakan program power point dan “macromedia flash”. pengorganisasian kelas pembelajaran menggunakan dua pengorganisasian kelas yang berbeda. siklus pertama menggunakan pengorganisasian kelas secara klasikal, sedangkan siklus kedua menggunakan pengorganisasian kelas secara individual. langkah-langkah alur ptk yang dilakukan digambarkan dalam bentuk bagan berikut siklus i persiapan 1. menyusun rpp 2. menyusun pedoman observasi, wawancara, dan jurnal. 3. menyusun rancangan evaluasi. 4. menyiapkan alat dan media pelaksanaan pembelajaran membaca pemahaman menggunakan mode l pembelajaran berbasis komputer dg cd pembelajaran secara klas ika l observasi guru bersama teman kolaborasi mengadakan observasi pelaksanaan pembela jaran refleksi hasil tes dan observasi: jika siswa masih rendah maka perlu dilakukan tindakan pada siklus kedua dengan menggunakan pembela jaran individu. persiapan 1. merevis i rpp 2. menyusun rancangan evaluasi. 3. menyiapkan alat dan media pelaksanaan pembelajaran membaca pemahaman menggunakan mode l pembelajaran berbasis komputer deg cd pembelajaran secara individua l observasi guru bersama teman kolaborasi mengadakan observasi pelaksanaan pembela jaran refleksi berdasarkan hasil tes dan observasi diduga ada >80% siswa yang sudah memiliki kemampuan membaca pemahaman dengan baik siklus ii 143 3.3.1. prosedur penelitian siklus i penelitian tindakan kelas merupakan terjemahan dari classroom action research, yaitu penelitian yang dilakukan guru di dalam kelas tempat mengajarnya melalui refleksi diri, dengan tujuan memperbaiki kinerja sebagai guru sehingga hasil belajar siswa menjadi meningkat (wardhani, 2009: 1.4). prosedur penelitian siklus i ini meliputi a) perencanaan, b) pelaksanaan tindakan, c) pengamatan, dan d) refleksi (arikunto, 2006: 74). 1) perencanaan tahap perencanaan merupakan tahap awal yang terdiri atas kegiatan (1) membuat dan mempersiapkan rencana pelaksanaan pembelajaran (rpp); (2) mempersiapkan sarana dan prasarana, seperti lcd, laptop, komputer, alat evaluasi, dan lembar-lembar pengamatan; (3) menyiapkan kelas dan siswa sebagai tempat dan objek penelitian; dan (4) mengoordinasikan dengan teman sejawat. 2) pelaksanaan tindakan siklus i dilaksanakan di kelas dalam waktu 4 x 40 menit (dua kali pertemuan). langkah-langkah pelaksanaan pembelajaran kecepatan membaca pemahaman menggunakan model pembelajaran berbasis komputer dengan menggunakan membaca untuk sd dasar 1 dan membaca untuk sd dasar 2 yang dilakukan secara klasikal dalam waktu dua kali pertemuan adalah: pertemuan pertama: a. siswa memperhatikan penjelasan guru tentang tujuan pembelajaran dan proses kegiatan untuk mencapai tujuan tersebut. b. siswa melaksanakan kegiatan membaca pemahaman dengan menggunakan program power point membaca untuk sd dasar 1 dan membaca untuk sd dasar 2 secara klasikal. guru menayangkannya menggunakan lcd di kelas. c. siswa mendiskusikan dan mengoreksi jawaban teman satu kelas untuk mengetahui kemampuan daya serap mereka. d. siswa berlatih lagi membaca pemahaman menggunakan teks yang dipersiapkan guru. e. siswa mengoreksi jawaban teman satu kelas untuk mengetahui jawaban yang benar f. siswa mendapat tugas membuat pertanyaan sesuai dengan isi teks bacaan. pertemuan kedua: a. siswa menyampaikan pertanyaan yang sudah dibuat di rumah, sedangkan siswa lain mencoba menjawab pertanyaan dari teman lain. b. siswa yang dapat menjawab dengan benar maju menyampaikan pertanyaan yang harus dijawab siswa lain. c. siswa bersama guru menyimpulkan hasil kegiatan pada siklus i. d. siswa mengerjakan postes siklus i 3) pengamatan observasi dilakukan selama pelaksanaan pembelajaran oleh teman sejawat (kolaboratif) dengan menggunakan lembar pengamatan. teman sejawat mengamati kegiatan pembelajaran dari kegiatan awal, inti, hingga kegiatan penutup. hal yang diamati adalah ketepatan guru menggunakan model pembelajaran berbasis 144 komputer dengan menggunakan program membaca untuk sd dan keaktifan siswa mengikuti pembelajaran. 4) refleksi refleksi dilakukan berdasarkan hasil pengamatan yang dilakukan teman sejawat dan hasil postes siklus i. selain itu, peneliti juga mengadakan wawancara dengan siswa yang belum mencapai ketuntasan belajar. berdasarkan ketiga hal tersebut; hasil observasi, hasil tes, dan hasil wawancara; peneliti merencanakan tindakan sebagai kegiatan siklus ii. 3.3.2. prosedur penelitian siklus ii siklus ii dilaksanakan di ruang komputer (lab. tik) sd 1 jekulo dalam waktu 4 x 40 menit (dua kali pertemuan). langkah-langkah pelaksanaan pembelajaran membaca pemahaman menggunakan model pembelajaran berbasis komputer dengan menggunakan program membaca untuk sd lanjut 1 dan lanjut 2 yang dilakukan secara individu adalah: 1) perencanaan tahap perencanaan pada siklus ii ini terdiri atas kegiatan (1) membuat dan mempersiapkan rencana pelaksanaan pembelajaran (rpp) perbaikan pada siklus ii; (2) mempersiapkan sarana dan prasarana, komputer yang diiinstal dengan menggunakan program program membaca untuk sd lanjut 1 dan lanjut 2, alat evaluasi, dan lembar-lembar pengamatan; (3) menyiapkan ruang laboratorium tik sebagai tempat penelitian dan siswa sebagai objek penelitian; dan (4) mengoordinasikan dengan teman sejawat. 2) pelakasanaan tindakan pelaksanaan tindakan pada silus ii ini dua kali pertemuan. pertemuan pertama pengorganisasian kelas dilakukan secara individu menggunakan program membaca untuk sd lanjut 1 dan lanjut 2, sedangkan pertemuan kedua dilakukan secara individu menggunakan lembar kerja membaca untuk mengetahui ide pokok paragraf. pada pertemuan kedua ini juga dilaksanakan postes siklus ii. penjelasan langkahlangkah tindakan perbaikan pada siklus ii ini dipaparkan sebagai berikut: pertemuan pertama a. siswa memperhatikan penjelasan guru tentang pelaksanaan membaca pemahaman pada siklus i (merefleksi siklus i), terutama siswa yang memiliki daya serap kurang dari 70%. b. siswa melaksanakan kegiatan membaca pemahaman dengan menggunakan program membaca untuk sd lanjut 1 secara individu. guru memandu agar pelaksanaan kegiatan dilakukan bersama-sama. c. siswa mendiskusikan dan mengoreksi jawaban teman satu kelas untuk mengetahui kemampuan daya serap mereka. d. siswa berlatih lagi membaca pemahaman menggunakan program membaca untuk sd lanjut 2. e. siswa mengoreksi jawaban teman satu kelas untuk mengetahui perbandingan daya serap membaca pemahaman yang pertama (membaca untuk sd lanjut 1) dengan yang kedua ini (membaca untuk sd lanjut 2). 145 f. siswa merefleksi tentang kegiatan pembelajaran membaca pemahaman ya ng telah mereka lakukan. pertemuan kedua: a. siswa bersama guru mendiskusikan materi kemampuan membaca pemahaman yang akan dilaksanakan hari ini. b. siswa menerima lembar kerja yang dipersiapkan guru. c. siswa membaca teks bacaan dengan kecepatan 100 kpm. d. siswa mengerjakan tugas-tugas yang mengikuti teks yang dibaca secara individu. e. siswa mendiskusikan hasil pekerjaannya dengan teman lain. f. siswa menyimpulkan hasil diskusi. g. siswa melaksanakan kegiatan postes. 3) observasi selama kegiatan pembelajaran berlangsung, peneliti dan teman sejawat (kolaborasi) mengadakan pengamatan tentang aktivitas siswa. kegiatan pengamatan guru dan teman kolaborasi menggunakan lembar observasi. kegiatan siswa yang diamati adalah perhatian siswa, kegiatan siswa membaca, kegiatan siswa me njawab pertanyaan, keaktifan berdiskusi, dan aktivitas mengikuti postes. setelah akhir kegiatan, siswa mengisi kuesioner yang berkaitan dengan tanggapan siswa tentang pembelajaran yang dilaksanakan, kesan dan pesan tentang materi pembelajaran yang diterima, proses pembelajaran, dan teknik pembelajaran yang digunakan guru. 4) refleksi berdasarkan hasil postes, pengamatan, dan pengisian kuesioner; guru mengadakan refleksi sebagai dasar pelaksanaan siklus ii. setelah dibandingkan dengan hasil pengamatan dan isian kuesioner, peneliti dan teman sejawat menentukan kesimpulan yang akan dijadikan dasar untuk membuat kesimpulan dalam laporan penelitian. oleh karena itu, selama proses pembelajaran siswa akan mendapat bimbingan guru agar semua siswa memiliki motivasi yang baik pada pembelajaran membaca pemahaman menggunakan model pembelajaran berbasis komputer dengan menggunakan program membaca untuk sd. 3.3.3. sumber data sumber data dalam penelitian ini ada dua, yaitu person dan paper. sumber data person adalah sumber data yang diperoleh dari siswa dan hasil observasi teman sejawat. data yang diperoleh dari siswa adalah jawaban siswa berdasarkan wawancara dan pengisian kuesioner. hasil observasi teman sejawat berupa data pelaksanaan pembelajaran di kelas, seperti kegiatan guru dan motivasi siswa. sumber data paper adalah sumber data yang diperoleh dari hasil tes siswa. data yang diperoleh dari sumber data paper adalah angka-angka yang menunjukkan keberhasilan siswa dalam menjawab pertanyaan bacaan yang telah dibaca siswa. 3.3.4. metode pengumpulan data agar data yang terkumpul bervariasi dan lengkap diperlukan teknik pengumpulan data yang bervariasi. dalam penelitian ini teknik pengumpulan data digunakan empat macam, yaitu wawancara, pengisian kuesioner, observasi, dan tes. wawancara digunakan agar peneliti memperoleh data berupa informasi dari siswa 146 tentang masalah-masalah yang dialami ketika mengikuti pembelajaran dengan menggunakan metode pembelajaran berbasis komputer dengan menggunakan program membaca untuk sd. alat yang digunakan untuk wawancara adalah pedoman wawancara. pengisian kuesioner digunakan untuk memperoleh data tentang motivasi siswa dalam mengikuti pembelajaran. alat yang digunakan untuk pengisian kuesioner adalah lembar kuesionar. observasi digunakan untuk mengamati keaktifan siswa mengikuti pembelajaran dan ketepatan guru menggunakan model pembelajaran berbasis komputer dengan menggunakan program membaca untuk sd. alat yang digunakan untuk observasi adalah lembar observasi. tes digunakan untuk memperoleh data kemampuan siswa dalam memahami isi bacaan. alat yang digunakan untuk tes adalah lembar tes. 3.3.5. metode analisis data analisis data dalam penelitian ini ada dua macam, yaitu analisis kuntitatif dan analisis kualitatif. analisis kuantitatif digunakan untuk menganalisis data yang diperoleh dari tes dalam proses dan postes, sedangkan analisis kulitatif digunakan untuk menganalisis data yang diperoleh dari observasi dan pengisian kuesioner. selanjutnya kedua analisis data dibandingkan untuk mendapatkan simpulan. untuk mengetahui keberhasilan dalam penelitian ini analisis kuantitatif dilakukan dengan mencari persentase daya serap setiap siswa terhadap isi bacaan (batas daya serap membaca minimal 70%). selain itu, persentase daya serap siswa juga dilakukan secara klasikal (daya serap klasikal minimal 80%). analisis data kulitatif dilakukan untuk mengetahui tingkat motivasi siswa ketika mengikuti pembelajaran membaca pemahaman menggunakan model pembelajaran berbasis komputer dengan menggunakan program membaca untuk sd dengan power point. tingkatan motivasi dibagi menjadi empat, yaitu motivasi sangat tinggi (skor 3,5 – 4,0), motivasi tinggi (skor 2,5 – 3,4), motivasi sedang (skor 1,5 – 2,4), dan motivasi kurang (skor 1,0 – 1,4). berdasarkan empat tingkatan tersebut dicari jumlah siswa dan persentase setiap tingkatan. lebih jelas lihat tabel berikut ini tabel kategori mativasi siswa no skor kategori 1. 2. 3. 4. 3,5 – 4,0 2,5 – 3,4 1,5 – 2,4 1,0 – 1,4 sangat tinggi (st) tinggi (t) sedang (s) kurang (k) 4. hasil penelitian dan pembahasan 4.1. hasil penelitian dalam penelitian ini digunakan penelitian tindakan kelas (ptk) yang terbagi atas dua siklus. siklus pertama dilakukan dengan menggunakan pengorganisasian kelas secara klasikal dan siklus kedua menggunakan pengorganisasian secara individu. metode yang digunakan dalam pelaksanaan perbaikan, baik siklus pertama, maupun siklus kedua menggunakan metode pembelajaran berbasis komputer menggunakan program membaca untuk sd dasar dan lanjut. lebih terperinci deskripsi hasil penelitan setia p siklus diuraikan di bawah ini. namun, sebelumnya dideskripsikan hasil prasiklus sebagai kondisi awal. 147 4.1.1. deskripsi prasiklus (kondisi awal penelitian) prasiklus dilakukan untuk mengetahui kompetensi siswa sd 1 jekulo dalam materi membaca cepat pemahaman. oleh karena itu, pada prasiklus ini peneliti tidak melakukan tindakan/ perlakuan kepada siswa. pembelajaran pada prasiklus dilakukan menggunakan metode konvensional. siswa menerima pembelajaran membaca cepat pemahaman dan langsung mengerjakan tes. siswa diberi bacaan lalu membacanya. setelah waktu yang ditentukan (kecepatan membaca adalah 100 kpm), siswa diberi soal sebanyak sepuluh nomor soal pilihan ganda. hasil tes pada kegiatan prasiklus dapat dilihat pada tabel berikut tabel nilai prasiklus no. nilai f % ketuntasan 1 2 3 4 5 6 7 8 9 100 90 80 70 60 50 40 30 20 3 12 9 7 6 5 3 0 0 06,67 26,67 20,00 15,56 13,33 11,11 06,67 00,00 00,00 tuntas tuntas tuntas tuntas belum tuntas belum tuntas belum tuntas belum tuntas belum tuntas jumlah 45 100 t = 68,89% bt= 31,11% 4.1.2. deskripsi hasil penelitian siklus i siklus i dilaksanakan dengan menggunakan metode pembelajaran membaca pemahaman yang berbasis komputer dengan menggunakan program membaca untuk sd dasar 1 dan dasar 2. pengorganisasiannya menggunakan klasikal. secara klasikal siswa bersama-sama membaca dasar 1 (kecepatan membaca 50 kpm) yang ditayangkan melalui lcd. setelah selesai, siswa menjawab pertanyaan. membaca dasar 2 juga dilakukan sama seperti membaca dasr 1, tetapi kecepatan membacanya ditingkatkan, yaitu 75 kpm. hasil penelitian siklus i dikelompokkan menjadi dua, yaitu hasil pelaksanaan kegiatan pembelajaran membaca pemahaman dan hasil tes membaca pemahaman. 4.1.2.1. hasil kegiatan pembelajaran membaca pemahaman pada siklus i langkah-langkah pembelajaran yang dilaksanakan pada siklus i ini sudah dapat berjalan dengan baik. hal ini tercermin dari motivasi siswa mengikuti kegiatan pembelajaran yang meningkat. motivasi ini diamati ketika siswa mengikuti pembelajaran, baik pada kegiatan awal, inti, maupun penutup. setiap kegiatan diberi skor 4 untuk siswa yang sangat aktif, skor 3 untuk siswa yang aktif, skor 2 untuk siswa yang memiliki motivasi sedang, dan skor 1 untuk siswa yang memiliki motivasi kurang. hasil pengamatan secara lengkap dapat dilihat dalam tabel motivasi siswa mengkuti pembelajaran pada siklus i berikut ini: 148 tabel motivasi siswa mengikuti pembelajaran membaca pemahaman berbasis komputer pada siklus i no. skor f % kategori 1. 2. 3. 4. 3,5 – 4,0 2,5 – 3,4 1,5 – 2,4 1,0 – 1,4 10 21 12 2 22,22 46,67 26,67 04,44 sangat tinggi (st) tinggi (t) sedang (s) kurang (k) jumlah 45 100 4.1.2.2. hasil tes membaca pemahaman pada siklus i tes dilakukan tiga kali, pertama saat siswa mengikuti kegiatan membaca pemahaman dasar 1, kedua saat siswa mengikuti kegiatan membaca pemahaman dasar 2, dan ketiga saat postes. tes pertama dan kedua digunakan sebagai latihan untuk mengetahui pemahaman siswa pada teks yang telah dibacanya. kecepatan membaca pada membaca pemahaman dasar 1 adalah 50 kpm, sedangkan dasar 2 adalah 75 kpm. postes digunakan untuk mengetahui peningkatan pemahaman siswa pada teks yang telah dibacanya. kecepatan membaca untuk postes adalah 100 kpm. hal ini sesuai dengan kompetensi dasar yang diharapkan. hasil tes siklus i ini secara lengkap dapat dilihat pada tabel berikut tabel hasil latihan kecepatan membaca pemahaman dalam kegiatan pembelajaran membaca berbasis komputer pada siklus i no. nilai dasar 1 dasar 2 ketuntasan f % f % 1 2 3 4 5 6 7 8 9 100 90 80 70 60 50 40 30 20 5 9 6 10 11 2 1 0 1 11,11 20,00 13,33 22,22 24,44 04,44 02,23 00,00 02,23 6 22 5 5 4 2 1 0 0 13,33 48,89 11,11 11,11 08,89 04,44 02,23 00,00 00,00 tuntas tuntas tuntas tuntas belum tuntas belum tuntas belum tuntas belum tuntas belum tuntas jumlah 45 100 45 100 tabel hasil postes kecepatan membaca pemahaman dalam kegiatan pembelajaran membaca berbasis komputer pada siklus i no. nilai f % ketuntasan 1 2 3 4 5 6 7 100 90 80 70 60 50 40 8 6 6 13 7 3 2 17,78 13,33 13,33 28,89 15,56 06,67 04,44 tuntas tuntas tuntas tuntas belum tuntas belum tuntas belum tuntas 149 8 9 30 20 0 0 00,00 00,00 belum tuntas belum tuntas jumlah 45 100 t = 73,33% bt= 26,67% 4.1.3. deskripsi hasil penelitian siklus ii perbaikan pembelajaran pada siklus ii ini masih menggunakan metode pembelajaran kecepatan membaca pemahaman berbasis komputer. namun, pada siklus ii pengelolaan kelasnya menggunakan pembelajaran individual karena berdasarkan pelaksanaan pembelajaran pada siklus i ada beberapa siswa yang belum aktif. satu siswa menghadapi satu komputer. oleh karena itu, kegiatan ini dilaksanakan di ruang laboratorium tik. hal ini jelas berbeda dengan pelaksanaan perbaikan pembelajaran siklus i yang menggunakan pembelajaran secara klasikal. selain itu, pada siklus ii ini program membaca pemahaman menggunakan kecepatan 100 kpm, untuk membaca lanjut 1, dan kecepatan 125 kpm untuk membaca lanjut 2. hasil penelitian siklus ii ini juga dikelompokkan menjadi dua, yaitu hasil pelaksanaan kegiatan pembelajaran membaca pemahaman dan hasil tes membaca pemahaman. 4.1.3.1. hasil kegiatan pembelajaran membaca pemahaman pada siklus ii kegiatan perbaikan pembelajaran pada siklus ii dilakukan dua kali pertemuan, yaitu pertemuan pertama siswa berlatih kecepatan membaca pemahaman menggunakan komputer yang sudah diinstal dengan program membaca untuk sd lanjut 1 dan lanjut 2, kegiatan ini dilakuakan secara individu, satu siswa mengahadapi satu komputer. pertemuan kedua, siswa berlatih mencari ide pokok dan diakhiri postes. selama kegiatan perbaikan pembelajaran siklus ii siswa memiliki motivasi yang lebih tinggi dibandingkan dengan kegiatan pembelajaran siklus i. hasil observasi tentang motivasi siswa mengikuti pembelajaran pada siklus ii se cara lengkap dapat dilihat dalam tabel berikut tabel motivasi siswa mengikuti pembelajaran membaca pemahaman berbasis komputer pada siklus ii no. skor f % kategori 1. 2. 3. 4. 3,5 – 4,0 2,5 – 3,4 1,5 – 2,4 1,0 – 1,4 17 26 2 0 37,78 57,78 04,44 00,00 sangat tinggi (st) tinggi (t) sedang (s) kurang (k) jumlah 45 100 4.1.3.2. hasil tes membaca pemahaman pada siklus ii ada dua hasil tes membaca pemahaman pada kegiatan perbaikan pembelajaran siklus ii, hasil tes latihan kecepatan membaca pemahaman dengan program membaca untuk sd dan hasil postes. hasil tes latihan ada dua, yaitu latihan membaca lanjut 1 dengan kecepatan 100 kpm dan latiahn membaca lanjut 2 dengan kecepatan 125 kpm. hasil postes dilaksanakan pada akhir pertemuan kedua siklus ii dengan menggunakan lembar tes. kecepaatan membaca yang ditentukan adalah 100 kpm. secara lengkap hasil tes tersebut dapat dilihat di dalam tabel berikut 150 tabel hasil latihan kecepatan membaca pemahaman dalam kegiatan pembelajaran membaca berbasis komputer pada siklus ii no. nilai lanjut 1 lanjut 2 ketuntasan f % f % 1 2 3 4 5 6 7 8 9 100 90 80 70 60 50 40 30 20 1 0 1 12 8 8 9 6 0 02,23 00,00 02,23 26,67 17,77 17,77 20,00 13,33 00,00 8 6 14 11 5 1 0 0 0 17,77 13,33 31,11 24,44 11,11 02,23 00,00 00,00 00,00 tuntas tuntas tuntas tuntas belum tuntas belum tuntas belum tuntas belum tuntas belum tuntas jumlah 45 100 45 100 tabel hasil postes kecepatan membaca pemahaman dalam kegiatan pembelajaran membaca berbasis komputer pada siklus ii no. nilai f % ketuntasan 1 2 3 4 5 6 7 8 9 100 90 80 70 60 50 40 30 20 12 16 5 8 2 2 0 0 0 26,67 35,56 11,11 17,78 04,44 04,44 00,00 00,00 00,00 tuntas tuntas tuntas tuntas belum tuntas belum tuntas belum tuntas belum tuntas belum tuntas jumlah 45 100 t = 91,11% bt= 08,89% 4.2. pembahasan hasil penelitian berdasarkan hasil penelitian yang telah dipaparkan di atas dapat dibahas berdasarkan kegaiatan setiap siklus. 4.2.1. pembahasan hasil penelitian siklus i berdasarkan hasil pelaksanaan perbaikan pembelajaran siklus i di atas ada hal yang positif dan hal yang negatif yang perlu dibahas. hal yang posistif tampak pada motivasi mengikuti pembelajaran membaca menggunakan model pembelajaran berbasis komputer. ada 10 siswa (22,22%) dari 45 siswa yang memilki motivasi sangat tinggi. siswa yang memiliki motivasi tinggi ada 21 siswa (46,67%). motivasi siswa tersebut dapat terjadi karena model pembelajaran yang digunakan adalah model pembelajaran yang inovatif. hal positif yang lain dapat dilihat dari hasil tes siswa, baik tes saat latihan, maupun hasil postes. hasil tes saat latihan terbagi menjadi dua yaitu membaca dasar 1 dengan kecepatan membaca 50 kpm dan membaca dasar 2 dengan kecepatan 151 membaca 75 kpm. saat latihan membaca dasar 1 ada 30 siswa (66,66%) dan saat latihan membaca dasar 2 ada 38 siswa (84,44%) yang tuntas. hasil postes juga menunjukkan hal yang positif, yaitu ada 33 siswa (73,33%) yang tuntas. namun, pelaksanaan perbaikan pembelajaran siklus i ini yang mengggunakan pengorganisasian kelas secara klasikal masih memiliki hal negati f. berdasarkan hasil penelitian masih ada 12 siswa (26,67%) yang memiliki motivasi sedang. bahkan, ada 2 siswa (4,44%) yang memiliki motivasi kurang. selain itu hasil tes, baik tes dalam latihan membaca, maupun postes juga menujunjukkan adanya kekurangan hasil tes latihan membaca dasar 1 masih ada 15 siswa (33,34%) yang belum tuntas. pada saat latihan membaca dasar 2 ada 7 siswa (15,56%) yang belum tuntas. setelah diadakan postes pada siklus i ini masih ada 12 siswa (26,67%) yang belum tuntas. ini artinya secara klasikal perbaikan pembelajaran pada siklus i belum berhasil. 4.2.2. pembahasan hasil penelitian siklus ii pelaksanaan perbaikan pembelajaran siklus ii ini didasarkan pada refleksi hasil perbaikan pembelajaran siklus i. ada beberapa hal negatif yang masih ada pada perbaikan pembelajaran siklus i, yaitu 1) masih ada 2 siswa yang memiliki motivasi kurang, 2) pada saat latihan dasar 1 masih ada 33,34% siswa yang belum tuntas, dan 3) pada saat postes masih ada 26,67% siswa yang belum tuntas. hal tersebut karena pelaksanaan pembelajaran yang dilakukan secara klasikal. maka, pada perbaikan pembelajaran siklus ii ini menggunakan pembelajaran individual. berdasarkan hasil penelitian siklus ii di atas maka ada beberapa hal yang perlu dibahas, yaitu motivasi siswa mengikuti kegiatan pembelajaran dan hasil tes sebagai indikator keberhasilan pemahaman siswa pada teks yang dibacanya. motivasi siswa mengikuti perbaikan pembelajaran siklus ii ini ada 17 siswa (37,78%) yang memiliki motivasi sangat tinggi, 26 siswa (57,78%) yang memiliki motivasi tinggi, dan hanya 2 siswa (4,44%) yang mimiliki motivasi sedang. namun, tidak ada siswa yang memiliki motivasi kurang. keberhasilan perbaikan pembelajaran siklus ii dalam hal meningkatkan motivasi disebabkan pengorganisasian kelasnya yang dilakukan secara individual. setiap siswa menghadapi satu komputer dan dilaksanakan dalam laboratorium tik. hal ini belum pernah dilakukan untuk pembelajaran membaca. apalagi perbaikan pembelajaran yang dilakukan menggunakan model pembelajaran yang berbasis komputer dengan menggunakan program membaca untuk sd. ada dua latihan yang dilakukan siswa saat mengikuti pembelajaran membaca ini, yaitu latihan membaca lanjut 1 dengan kecepatan membaca 100 kpm dan latihan membaca lanjut 2 dengan kecepatan 125 kpm. setelah siswa mengerjakan soal hasilnya dipaparkan sebagai berikut: 1) pada saat latihan membaca lanjut 1 hanya ada 14 siswa (31,13%) yang sudah tuntas dan 2) yang belum tuntas ada 31 siswa (68,87%). ini artinya pada saat latihan membaca lanjut 1 belum berhasil. ketidakberhasilannya disebabkan siswa belum mengenal program membaca ini. namun, setelah mengenal program dan dilakukan latihan membaca lanjut 2 ada 39 siswa (86,66%) yang sudah tuntas dan hanya 6 siswa (13,34%) yang belum tuntas. pada saat dilakukan postes ada 41 siswa (91,12%) siswa yang tuntas dan hanya 4 siswa ( 8,88%) yang belum tuntas. dari siswa yang tuntas ada 12 siswa (26,67%) siswa yang mendapat nilai 100. nilai terendah adalah 50 yang didapat hanya 2 siswa 152 (4,44%). ini artinya secara klasikal pelaksanaan perbaikan pembelajaran siklus ii berhasil. 4.2.3. pembahasan hasil penelitian antarsiklus agar dapat diketahui adanya peingkatan pembelejaran, maka perlu dibahas hasil penelitian antarseiklus, yaitu prasiklus, siklus i, dan siklus ii. pembahasan hasil penelitian antar siklus dikelompokkan menjadi dua yaitu pembahasan pelaksanaan perbaikan pembelajaran antara siklus i dan siklus ii serta pembahasan hasil postes anatara prasiklus, siklus i, dan siklus ii. 4.2.3.1. pembahasan pelaksanaan perbaikan pembelajaran antara siklus i dan siklus ii pembahasan pelaksanaan perbaikan pembelajaran ini ditekankan pada motivasi siswa mengikuti pembelajaran. pada saat pelaksanaan perbaikan pembelajan siklus i siswa yang memiliki motivasi sangat tinggi baru ada 10 siswa ( 22,22%), tetapi pada saat siklus ii ada 17 siswa (37,78%). ini artinya ada peningkatan 7 siswa (15,56%). sebaliknya, siswa yang memiliki motivasi kurang mengalami penurunan dari 2 siswa (4,44%) pada siklus i menurun menjadi 0% siswa. secara lengkap bisa dilihat pada grafik berikut ini 4.2.3.2. pembahasan hasil postes anatara prasiklus, siklus i, dan siklus ii pembahasan antarsiklus yang kedua adalah hasil postes, yaitu hasil postes prasiklus, siklus i, dan siklus ii. pada saat prasiklus ada 31 siswa (68,89%) yang tuntas, pada saat siklus i siswa yang tuntas ada 33 siswa (73,33%), dan pada saat siklus ii ada 41 siswa (91,11%) yang sudah tuntas. sebaliknya, siswa yang belum tuntas ada 14 siswa (31,11%) pada siklus i ada 12 siswa (31,11%), dan pada saat siklus ii ada 4 siswa (8,89%). secara lengkap dari hasil nilai dipaparkan dalam grafik berikut ini : 0 10 20 30 sangat tinggi tinggi sedang kurang siklus i siklus ii 0 5 10 15 20 100 90 80 70 60 50 40 prasiklus siklus i siklus ii 153 5. penutup 5.1. kesimpulan berdasarkan paparan di atas maka dapat disimpulkan bahwa 1. pelaksanaan perbaikan pembelajaran membaca pemahaman dengan menggunakan model pembelajaran yang berbasis komputer motivasi siswa mengalami kenaikan. motivasi yang dimiliki siswa bukan hanya motivasi tinggi, melainkan juga motivasi sangat tinggi. bahkan pada saat perbaikan pembelajaran siklus ii siswa yang memiliki motivasi sangat tinggi ada lebi h dari sepertiga siswa. 2. kecepatan siswa dalam membaca juga mengalami kenaikan, hal tersebut terlihat dari pada perkembangan kecepatan membaca yang semula hanya 50 kpm, kemudian bertambah menjadi 75 kpm, dan akhirnya menjadi 100 kpm, bahkan sampai di akhir mencapai 125 kpm. pemahaman siswa pada teks yang dibaca juga mengalami peningkatan. hal ini terbukti dari ketuntasan siswa yang mengalami kenaikan, bukan hanya pada saat pelaksanaan perbaikan pembelajaran siklus i, melainkan juga pada saat siklus ii. secara klasikal juga tercapai 5.2. saran-saran sehubungan dengan kegiatan penelitian ini ada beberapa saran yang perlu disampaikan kepada guru, pada khususnya, dan kepada semua pembaca pada umumnya. saran-saran yang perlu disampaikan adalah 1. guru hendaknya melatihkan siswa membaca, tidak hanya melatihkan kecepatan membacanya, tetapi juga melatihkan siswa untuk memahami bacaan dengan cara memberi pertanyaan sesuai dengan isi teks yang dibaca. 2. guru menggunakan model pembelajaran yang bervariasi untuk pembelajaran membaca sehingga siswa tidak merasa bosan untuk berlatih membaca. 3. guru harus pandai menerapkan teknologi, terutama penggunaan komputer, untuk melaksanakan pembelajaran sehingga dapat tercapai pembelajaran yang berbobot, bernilai, dan menyenangkan. 6. daftar pustaka arikunto, suharsimi. 1998. prosedur penelitian , suatu pendekatan praktek. jakarta : rineka cipto -------, dkk. 2006. penelitian tindakan kelas. jakarta: bumi aksara bsnp dan depdiknas. 2007. petunjuk teknis pengembangan silabus dan contoh / model silabus : mata pelajaran bahasa indonesia kelas xi dan xii program ipa, ips, dan bahasa. jakarta: dirjen dikdasmen depdiknas daryanto. 2004. animasi macromedia flash. bandung: yrama widya fauzy, ahmad. 1997. psikologi umum. bandung: pustaka setia harjasujana, ahmad slamet. 1999. keterampilan membaca. jakarta : depdikbud dirjen 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sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 66 the resistance of javanese and sundanese cultural identities in indonesian magical-realism novel into english nadia khumairo ma’shumah*, sajarwa sajarwa universitas gadjah mada, yogyakarta, indonesia nadia.khumairo@mail.ugm.ac.id article history: submitted on 18th october 2021; accepted on 13th march 2022; published on 30th june 2022 abstract identity is also at the core of the translation project. thus, the translator's role as a mediator between different languages and cultures cannot be isolated from efforts to harmonize the building of identity and cultural knowledge. this study investigates how the translator preserves the source text's cultural identity in the target text, based on evidence that the translation process is likewise a cultural transfer. the frameworks for this study were venuti's idea of "resistancy", newmark's cultural terms categorizations, baker's techniques for specific-culture items, and newmark's transposition procedure. the material objects of this research were the indonesian magical-realism novel 'cantik itu luka' and its english translation ‘beauty is a wound’. by employing descriptive-qualitative approach, a thorough investigation of this study revealed that the translator tends to challenge the target readers’ knowledge by preserving the source text's identity in the target text. to do so, the translator frequently uses loan words and the application of blended strategies, such as loan words with superordinate (a more general word), loan words with explanation (couplets), and loan words with transposition and explanation strategies (triplets). keywords: cultural identity resistance, javanese and sundanese cultural terms, literary text translation, magical-realism novel, translation strategies. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 mailto:nadia.khumairo@mail.ugm.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 67 introduction the position of language as the most sensitive indicator of an individual's affinity within a social group makes the relationship between language and culture multidimensional and complex. from the cultural viewpoint, language serves as a cultural vehicle for expressing identity. meanwhile from the political viewpoint, the presence of formal and informal links between language and certain ethnic and national identities. based on the notion that culture shapes a person's identity by influencing how they see themselves and the organizations with which they identify, a person's understanding of their own and others’ identities is needed. thus, at least two different languages, two cultural traditions, and two cultural identities must be included in the translation. from the description above, it can be drawn that translation activities are fundamental when it comes to cross-cultural communication. the translation process should be considered not only as an action or transfer of form and meaning but also as a transfer of culture. translators are part of the culture during the text conversion. in the translation process, translators hold the first authority to either accept or rebel against the culture rendered in the target text (venuti in munday, 2008). the translator's treatment of the source culture has a significant impact on the existence or absence of the source culture in the target language. therefore, translators are essential in the communication process to intervene in culture and identity which have emerged as one of the difficult issues in translation studies. consequently, adjustments, alterations, agreements, and cultural activities are unavoidable during the translation process (delabastita, 2011). in the history of translation studies, ever since some experts (e.g., nida & taber, 1982; newmark, 1988; komissarov, 1991; bassnett, 2005; munday, 2009; hoed, 2006; and baker, 2018) emphasized the importance of culture in translation nuance based on the theory of linguistic relativity or sapir-whorf hypothesis, researchers in various parts of the world massively identify and investigate the strategies that can be done to accommodate culture in translation studies. as a result, translation studies are increasingly developed and flourished towards cultural studies time by time. relating to translation and culture, some studies have been carried out. filladsen & jordenzen (2020) believe that translating means reproducing meaning using the appropriate lexicon, grammar, structure, and cultural context in the target language. the involvement of language and culture requires that translation processes must include not just the transfer of form and meaning but also the transfer of cultural characteristics. both agreed at the end of the debate that the translator must have sufficient information and references about the source and target cultures for the translated work to be fully understood by the reader. liu (2019) examines cultural preservation in the publication media. translation, according to liu, is not simply a method of transmitting language, but also a means of propagating and fostering culture. this http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 68 statement emphasizes the importance of language in the transmission of culture. thus, cultural references demonstrate that over time, each ethnic group steadily accumulated activities and built distinct physical artifacts that distinguished them from other ethnic groups. focusing on translation procedures, kuleli (2019) applying newmark’s cultural item categorizations and newmark’s translation procedures. kuleli concluded that transferring cultural-specific items into a new culture will almost surely result in conflict due to the cultural divide between the two civilizations. nevertheless, he also admitted that translation procedures could assist translators in making decisions during translation process. similarly, haroon & daud (2017) by using pedersen's (2011) taxonomy of techniques for rendering cultural references, haroon and daud discover that the translator tends to prioritize the original text while simultaneously taking steps to ensure the translation's comprehensibility for the target readers. previous research mostly focused on translation procedures and strategies for accommodating cultural diversity. nonetheless, the best-suited technique was still controversial, especially when dealing with specific cultural items. furthermore, there is less emphasis on how translators accommodate the notion of identity, even though identity is extremely important since culture comprises all one must know, master, and feel to assess (gohring in snell-hornby, 1995). because of that, additional research on identity preservation is required to fill the gap. when faced with the complexity of identity, the process of push and pull of decisions significantly occurs in translation activities. nonetheless, the translator’s decisions to treat the source culture (in the form of faithful translation or treacherous (betrayal translation) into the target text become something dilemmatic as it will affect cultural identity as one of the most pressing issues of the time (cronin, 2006). the effort to be faithful or loyal to source text cultural value then reveals the term “cultural identity resistance” as a concept of maintaining cultural identity. so far, the term "resistance" has been used frequently in the fields of medicine, economics, politics, and psychology to refer to "the ability not to be affected by something"1. however, in translation studies, “resistancy” is critical for emphasizing the source text's foreign identity and protecting it from the target text's ideological dominance (venuti in munday, 2008). to all intents and purposes, venuti describes “resistancy” as a non-fluent or peculiar translation style intended to draw attention to the translator's presence (venuti in munday, 2008). further, along with the fact that literary translation is positioned as an act of communication (acte de communication) that combines language and literary conventions (holmes et al., 1970; teeuw, 1980, 1998; ladmiral, 1979) and literary works are not born from a cultural vacuum, indonesia has 1 the data were tracked from https://openknowledgemaps.org/ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 https://openknowledgemaps.org/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 69 massively used literary works as media for promotion to the international literary community. by stepping on teeuw, holmes at. al. and ladmiral, a magical realism novel ‘cantik itu luka’ (2002) by eka kurniawan and its english translation beauty is a wound (2015) translated by annie tucker were served as material objects in this study. beginning with the story of dewi ayu, the author tells the story of indonesia from its dutch colonial periods (through the japanese occupation during world war ii and into independence as a modern state in halimunda) as a fictional setting of the story. this story was followed by the complicated story of 10 more characters. thus, most readers believe that halimunda is a depiction of a place in the middle of nowhere in java (between java and sunda), given that the author intensely incorporates and inserts javanese and sundanese cultures into the story as the author did not state the actual place. in ‘beauty is a wound’, cultural words are commonly transferred to add local flavor, interest readers, and establish a sense of intimacy between the text and the reader. therefore, this novel becomes interesting to be analyzed from a translation studies’ point of view since literary studies open new avenues for translation research by incorporating translation processes into a broader understanding of regional literary works influenced by ethnic and cultural influences. hence, the translation is a culturally produced and historically dependent relative idea, rather than an immanent (independent) concept. as a form of upheaval, this research tends to contribute to understanding how the translation has become a means of inheriting national identity alongside the emergence and construction of the idea of a nation through literary works. this research is predicated on the premise that translation activities can be a powerful tool for facilitating intercultural engagement and bridging gaps (cronin, 2006). to do so, this study was positioning indonesian as self and english as others. in this study, the relationship between self and others was expressed in the transfer of the meaning of cultural terms linked to javanese and sundanese identities. method the print market is divided into two sorts of borders: cultural (linguistic) and political, while the translation of literary works indeed plays a vital role in it (sapiro, 2016). under this circumstance, this study used the indonesian novel 'cantik itu luka' written by eka kurniawan (2002) as the source text (consisting of 18 chapters with 505 pages), published in 2020 by pt. gramedia pustaka utama (20th edition), and its english translation ‘beauty is a wound’ (2015), translated by annie tucker, published in 2016 (2nd edition) by pushkin press as the target text (consisting of 18 chapters with 470 pages). the novel and its translated version were chosen as data sources for three primary reasons. first, ‘cantik itu luka,’ written by eka kurniawan, is well-known and has been translated into over 30 languages, including korean, polish, spanish, swedish, vietnamese, and japanese. meanwhile, the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 70 english version entitled beauty is a wound was selected as the winner of the 2016 world readers' award in hong kong and is claimed to be one of the essential achievements in indonesian literature. as cronin in zanettin (2014) states, “translation can make an important contribution to genuine biocultural diversity in the contemporary world, especially when it can bring minor languages and cultures into the most powerful vehicle of media products: english.” second, regarding the translator’s competencies and education. annie tucker is a native english speaker who lives in los angeles. she graduated from barnard college with a bachelor of arts in english and from the university of california, los angeles with a doctor of philosophy in culture and performance (ucla). applying her interest in translation, she brings her training in writing, anthropology, curation, education, and artistic practice to every act of translation. moreover, tucker's reliability can also be demonstrated by his years of living in java and bali, as well as a decade of professional experience performing original research on indonesia that has been published in publications, journals, and books. third, the acceptability of the translation was evidenced and supported by the inclusion of “beauty is a wound” in the list of 100 notable books by the new york times, the man booker international press (2016) longlist announced, best translated book awards (2016) longlist announced, and the winner of world reader award (2016). this study falls under the category of data-driven research which makes judgments based on data analysis and interpretation (vanderstoep & johnston, 2009). the data collection procedure is divided into the following steps. firstly, the data were analyzed using the descriptive-comparative method by comparing st with the tt. secondly, the data in words and phrases containing javanese and sundanese-cultural terms were identified using newmark’s (1988) cultural terms categorization (such as ecological terms, material cultures, social cultures, organizations, gestures, and habits). lastly, the resistance patterns were identified using baker’s (2018) strategies to cope with cultural terms combined with newmark’s (1988) translation procedures. this study used a descriptive qualitative approach for in-depth analysis, which involves textual analysis to produce textual descriptions of the phenomena under consideration (vanderstoep & johnston, 2009). the overall data were analyzed by identifying and exploring strategies used by the translator relying on the concept of equivalence and correspondence by comparing the st’s cultural term with the tt’s translation. meanwhile, to find the resistance patterns, this research was eliminating non-equivalence and non-correspondence pairs. thus, the source text was used to comprehend the translators' decisions rather than to evaluate the target texts. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 71 graphic 1 : the conceptual framework in order to avoid subjectivity and bias, this study used theoretical and methodological triangulation to attain credibility, dependability, transferability, and confirmability. theoretical triangulation incorporated multiple approaches, whereas methodological triangulation employed appropriate methodologies during data collection, observation, and analysis. findings and discussion referring to the undeniable role of translation in shaping culture and national identities, muñoz & buesa-gómez (2010) state that translators used translation to strengthen group identity and, as a result, cultural knowledge. thus, translation became a means to enrich the national identity heritage as the idea of the nation was rising and beginning to be established through literary works (petrina, 2020). the overall findings have shown that the resistance of javanese and sundanese identities can be identified and formulated through how the translator managed the translation conflict by faithfully translating what the source text says. here, the use of loan words (transference) and couplet or blended strategies by combining loan words with superordinate words, loan words with explanations, or explanations with loan words and transposition in the target text. the results are shown in table 1. table 1: degree of resistance in the translation of javanese and sundanese cultural terms no. st tt form meaning constant change constant change 1. ajak ajak + + 2. selamatan selamatan + + 3. tumpengan tumpengan + + 4. janur kuning janur kuning + + 5. blangkon blangkon + + 6. kyai kyai + + 7. dukun dukun + + 8. nina bobo nina bobo + + http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 72 no. st tt form meaning constant change constant change 9. lutung kasarung lutung kasarung + + 10. wayang wayang + + 11. buta buta + + 12. mahabharata mahabharata + + 13. orkes melayu orkes melayu + + 14. keroncong keroncong + + 15. sintren sintren + + 16. kuda lumping kuda lumping + + 17. silat silat + + 18. kalong kalong, a fruit bat + + 19. kebaya kebaya lace blouses + + 20. mie bakso mie bakso meatballs + + 21. becak becak rickshaws + + 22. dalang dalang, master puppeteers + + 23. kuda lumping kuda lumping trance dancing + + 24. tukang ojek ojek driver + + 25. syukuran syukuran, ritual of thanks + + 26. puasa daud alternate-day daud fasting + + the degree of resistance shows how correspondence and equivalence play a role in identity formation. through discreet investigation, local cultural identities are discovered in the novel and its translation. cultural words can be maintained or negotiated in translation if culture is open, sustainable, and adaptable. from table 1., javanese and sundanese identity resistance could be identified when the translation of cultural words does not change the source (literal or semantic) meanings. in addition, forms may be changed, but the meanings were constant. the findings, then, developed some patterns as a whole concept of resistance in translation. it can be concluded that the more the form and meaning change, the more blurred the identity becomes. for a brief explanation, the patterns of javanese and sundanese identities’ resistance from the st into the tt in this study as depicted below. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 73 1. the resistance of javanese and sundanese identities by using loan words the cross-cultural translation is influenced by cultural identity (shirong, zhang & an-na, 2012). since the translated text is a component of the target culture, cultural identity is marked by the translator's success in displaying specific national cultural characteristics (shi-rong, zhang & an-na, 2012). the realization was shown by implementing foreignization ideology as a decentered translation while protecting the originating cultures. loan words are an intriguing area of study since they conflate multiple linguistic systems, cultures, and identities (stancu, 2020). the limit of the language’s vocabulary causes innumerable linguistic interactions, and as a direct consequence, the use of loan words from other languages is needed (stancu, 2020). baker (2018) proposed that using loan words is particularly common in dealing with culture-specific items as if once a word or expression is borrowed into a language, translators and readers cannot predict or control its development or additional meaning. relying on baker's statement, the results showed that tt was dominated by using loan word strategy in this study. a prominent finding showed no change in form and meaning from st to tt. when the translation fulfilled the aspects of correspondence and equivalence, the st cultural terms could be maintained. thus, using loan words in the translation of st becomes essential as a powerful instrument to preserve the javanese and sundanese identities that existed in the source novel by showing the authorship of indonesian writers and indonesian cultural heritage. the use of loan words as a translator’s effort to maintain javanese and sundanese identities is served and described in table 2. table 2: the application of the use of loan word strategies in the translation of javanese and sundanese fauna no. st tt culturalcategory 1. orang belanda banyak memelihara ajak, teman mereka berburu babi, dan bukan cerita bohong jika ada pribumi yang mereka tak suka, akan diadu hidup-mati dengan ajak. (cil, 2002/2020: 30) many dutch people raised wild dogs for hunting wild boar, and it was no lie that if they didn’t like a native, he would be pitted against those ajak in a fight to the death. (bitw, 2015/2016: 31) javanese and sundanese fauna in excerpt (1), there was no change in the translation of ‘ajak’ from st to tt. it must be realized that translating ‘ajak’ into ‘a wild dog’ will be misleading as there are a lot of species of wild dogs around the world, such as grey wolf, red fox, arctic fox, kit fox, african wild dog, golden jackal, etc. thus, the word ‘ajak’ refers to endemic coyote species (wild dog) eventually http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 74 only found in south and east asia, including sumatra and java island (https://artsandculture.google.com/) was maintained in the target text. table 3: the application of the use of loan word strategies in the translation of javanese and sundanese tradition no. st tt culturalcategory 2. maka ia membiarkan perutnya semakin besar, menjalankan ritual selamatan pada umur tujuh bulan, membiarkannya lahir, meskipun ia menolak untuk melihat bayinya (cil, 2002/2020: 6) so, she let her stomach get bigger, held the selamatan ritual at seven months, and let the baby be born, even though she refused to look at her. (bitw, 2015/2016: 6) javanese and sundanese tradition 3. ibunya membuat semacam pesta kecil atas kesembuhan yang mendadak tersebut, berupa nasi kuning tumpengan dengan seonggok ayam yang disembelih secara baik-baik,… (cil, 2002/2020: 36) his mother had a small party to celebrate his sudden recovery, with a yellow cone of tumpengan rice and a chicken that had been slaughtered the proper way, … (bitw, 2015/2016: 37) javanese and sundanese tradition in java, madura, sunda, and many other parts of indonesia, a traditional ceremony is known as a 'selamatan' is performed before any special occasion, whether it is for family, such as a wedding, birth event, or to celebrate or congratulate of any other special occasion. the ceremony is a sign of unity. as indonesian people believe in the spirit of their ancestors, they believe that they will receive the protection and blessing of god when taking part in the ‘selamatan’ tradition. looking into the connotative meanings, the word ‘selamat’ in javanese refers to the situation of ‘safe from harm’, concerning seeking god’s protection from all misfortune and danger. a dish called ‘nasi tumpeng’ is served in ‘selamatan’ with yellow cone rice and seven side dishes representing the helping of god. based on excerpts (2) and (3), it can be inferred that the translator tends to protect the source text from any target text’s ideological dominance as ‘selamatan’ and ‘tumpengan’ mainly refer to javanese and sundanese traditions. table 4: the application of the use of loan word strategies in the translation of javanese and sundanese equipment no. st tt culturalcategory 4. hampir di setiap ruas jalan ada janur kuning tertancap di pinggir pagar, dan crowds of villagers attend the ceremony after the ceremony for weeks on end javanese and sundanese http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 https://artsandculture.google.com/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 75 no. st tt culturalcategory rombongan orang-orang yang pergi ke undangan nyaris tanpa henti dari minggu ke minggu. (cil, 2002/2020: 338) and the golden janur kuning poles marking the houses holding wedding parties stick out of fences at almost every single intersection, arching over the street to dangle their festive decorations. (bitw, 2015/2016: 314) equipment according to javanese custom, ‘janur kuning’ has a significant meaning and symbol and is familiar among the javanese, sundanese, and balinese. cited from www.budayajawa.id, the word ‘janur’ was adapted from arabic, which means ‘light from heaven’, while the term ‘kuning’ is taken from javanese, which means holy. nevertheless, javanese perceived ‘janur’ as ‘sejatining nur’ means ‘true light’ as a symbol of happiness. because of that, javanese and sundanese people use ‘janur kuning’ as a marker for weddings occasion. thus, translating ‘janur kuning’ to ‘yellow leaf’ will eliminate javanese and sundanese philosophy. this reason clearly showed how the translator kept the source culture in excerpt (5). table 5: the application of the use of loan word strategies in the translation of javanese and sundanese accessories no. st tt culturalcategory 5. …dan orang-orang melemparkan uang recehan ke dalam blangkonnya yang digeletakkan terbalik (cil, 2002/2020: 60) …and people threw small change into the blangkon that muin now set out upside down. (bitw, 2015/2016: 59) javanese accessories from excerpt (5), it must be noticed that there are some types of headbands in indonesia, such as ‘blangkon’ in java, ‘udeng’ in bali, ‘tanjak’ in palembang, ‘totopong’ in sunda, ‘kampurui’ in buton, and so on. focusing on ‘blangkon’, it has a deep philosophical meaning as hope in life values. ‘blangkon’ hints at‘jagad gede’ [the big universe], while the head indicates ‘jagad alit’ [the small universe] which symbolizes god's power. as ‘blangkon’ is the identity of the javanese people and represents the characteristics of javanese culture, ‘blangkon’ becomes significant to show the character’s javanese identity in the novel (muin’s identity). it was noteworthy that the word ‘blangkon’ was maintained in the target text using loan words. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 http://www.budayajawa.id/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 76 table 6: the application of the use of loan word strategies in the translation of javanese and sundanese social status and occupation no. st tt culturalcategory 6. kyai jahro, imam masjid itu, akhirnya menyerah dan memimpin upacara pemakaman dewi ayu (cil, 2002/2020: 12) kyai jahro, that mosque imam, finally gave up and led dewi ayu’s funeral. (bitw, 2015/2016: 12) javanese and sundanese social status 7. keluarganya dan temantemannya yang sangat khawatir segera memanggil seorang tabib, atau dukun, datang dari jauh…(cil, 2002/2020: 34) his family and his friends were deeply concerned and called in a dukun from a distant land…(bitw, 2015/2016: 35) javanese and sundanese occupation ‘kyai’ is well-known in indonesian society, especially in java and sunda. this term is written in the latin script of new java, which was standardized as ‘kiai’. the word‘kyai’ combines with‘ ki’, which means ‘kakek’ [grandfather] and ‘ayi’, which means ‘adik’ [brother], belonging to ‘everything respected like the older’. connecting with the context, kiai jahro, as one of the characters in the novel, is described as an imam of the mosque (which is one of the prominent people in the village) so that it reveals identity. table 7: the application of the use of loan word strategies in the translation of javanese and sundanese song and tale no. st tt culturalcategory 8. ketika kecil, perempuan tua itu selalu menemaninya tidur, menyanyikan nina bobo, dan dongeng lutung kasarung. (cil, 2002/2020: 61) when she was little the old woman had always kept her company as she slept, singing the lullaby nina bobo, and telling her the fairy tale of lutung kasarung (bitw, 2015/2016: 60) javanese song and sundanese tale 9. ia seharusnya menggambar wajah drupadi, atau shinta, atau kunti, atau siapalah tokoh wayang yang cantik, sebab begitulah setiap ibu mengharapkan anaknya, paling tidak di kota itu. kau akan menggambar yudistira, arjuna, atau bima, jika kau berharap anak lelaki. (cil, most mothers would have drawn the face of drupadi, shinta, or kunti, or whichever wayang character was the prettiest, or if they were hoping for a boy, they would have drawn yudistira, arjuna, or bima. (bitw, 2015/2016: 18) javanese tale http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 77 no. st tt culturalcategory 2002/2020: 18) excerpts (8) and (9) showed that the target text still preserved javanese and sundanese identities, focusing on javanese and sundanese songs, tales, and arts. it can be seen in how cultural terms, such as ‘nina bobo’, ‘lutung kasarung’, and ‘wayang’, were maintained or just transferred in the target text by the translator. through the investigation, the findings showed the motives behind the translator’s decision rather than a coincidence. ‘nina bobo’ is a lullaby which close to java. the song ‘nina bobo’ is taken from a girl named helenina mustika van rodjnik. helenina is an indonesian-dutch mulatto who was born in 1871. her mother, mustika, is a native and works as a traditional dancer. whereas his father, captain van rodjnik, is from the netherlands. since childhood, helenina is always said to suffer from insomnia. her mother then sang a lullaby every night for her until she slept. on the other side, when talking about “lutung kasarung’ in excerpt (9), ‘lutung kasarung’ is rhyming storytelling of the legend of the sundanese people. it was the journey of sanghyang guruminda from heaven. he was sent down to ‘buana panca tengah’ or earth, in the form of a ‘lutung’ [langur]. in the same case, ‘wayang’ in excerpt (9) was maintained since it was born from the ancestors of the javanese tribe in the past. played in rituals of worshipping ancestral spirits and traditional javanese ceremonies, ‘wayang’ comes from the word ‘ma hyang’, which leads to “a spiritual spirit or god”. as a rule, ‘wayang’ is played by a ‘dalang’ as the narrator, accompanied by ‘gamelan’ music played by a group of ‘nayaga’ and sing ‘tembang’ sung by some ‘sinden’. due to the complexity of the existing culture, ‘wayang’ cannot be translated into ‘puppet’ as the term ‘puppet’ is very general. 2. the resistance of javanese and sundanese identities by applying blended strategies because equivalence is required in the translation process, formal correspondence is sacrificed in favor of equivalence over formal correspondence (nida & taber, 1982). as a result, shifting is frequently performed by the translator. this study discovered some differences in cultural terms from the source text to the target text. by utilizing either superordinate or explanation, the total changes are from a noun (n.) to a noun with a noun phrase (np). this type of transformation was referred to by the researcher as the deployment of hybrid translation methodologies. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 78 a. the resistance of javanese and sundanese identities by using loan word with superordinate (a more general word) as loan words were unfamiliar to target readers, the translator manipulated the target text using loan words with superordinate strategy when faced with javanese and sundanese cultural terms. the example of the data found in the novel and its translation were presented in table 8. table 8: the application of the use of loan word with superordinate strategies in the translation of javanese and sundanese fauna and cloth no. st tt culturalcategory 10. “panggil aku mama kalong,” katanya. “seperti kalong, aku lebih sering bangun di malam hari daripada siang. (cil, 2002/2020: 79) “call me mama kalong,” she said. “because like a kalong, a fruit bat, i’m much more often up and about at night than during the day.” (bitw, 2015/2016:77) javanese and sundanese fauna 11. ia sering berdandan menirukan perempuanperempuan itu, dengan sarung yang melilit ketat dan kebaya serta rambut disanggul. (cil, 2002/2020: 62) …they loved to laugh, and they would dress her up in their tight sarongs and kebaya lace blouses and pull her hair back in a bun. (bitw, 2015/2016 :61) javanese and sundanese cloth excerpt (10) represents how superordinate, or a more general word, followed a specific cultural term in the target text. here, the term ‘a fruit bat’ becomes general as there are a lot of fruit bat genera and species around the world (such as little red flying fox, mariana fruit bat, ryukyu flying fox, admiralty flying fox, and so on). however, by inserting the specific cultural word “kalong”, it can be mentioned that it refers to species pteropus vampyrus linnaeus which mainly lived in java. the term ‘manusia kalong’ is a designation for humans with sleep disorders (sarkandian disorder), so the translator has preserved it in the target text. in the same case, the term ‘lace blouse’ in excerpt (11) was very general since many lace blouses exist. nevertheless, protecting the term ‘kebaya’ refers to javanese and sundanese traditional blouse dress as identity. the word ‘kebaya’ is derived from the arabic word ‘kaba’ which means ‘clothing’ introduced by portuguese to javanese. it was first worn and familiar in indonesia during the 15th and 16th centuries. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 79 table 9: the application of the use of loan word with superordinate strategies in the translation of javanese and sundanese food and transportation no. st tt culturalcategory 12. rosinah telah membelinya di toko roti dan dewi ayu melumuri dirinya dengan pengawet mayat tersebut meskipun orang-orang kadang mempergunakannya untuk campuran bikin mie bakso. (cil, 2002/2020: 10-11) rosinah had bought it at the bakery and dewi ayu had sprinkled herself with the corpse preservative that others sometimes mixed in with their mie bakso meatballs. (bitw, 2015/2016:11) javanese and sundanese food 13. dan sesungguhnya tak hanya anak-anak yang akan berhenti di depan gerbang pagar berharap melihatnya, sebab ibu-ibu yang melintas di dalam becak juga akan menengokkan wajahnya sejenak, begitu pula orangorang yang berangkat bekerja, dan para penggembala yang menggiring domba.. (cil, 2002/2020: 22) in truth, it wasn’t only children who would stop in front of the fence gate hoping to see beauty, because the women who passed by in becak rickshaws would also turn their heads for a moment, as would the people leaving for work and the shepherds leading their sheep. (bitw, 2015/2016:23) javanese and sundanese transportation findings in excerpts (12) and (13) show the importance of target readers’ perception when reading a kind of translated text. as ‘mie bakso’ was translated into ‘mie bakso meatballs’ using a more general word, it will help the target reader perceive what kind of food it is since there is no ‘mie bakso’ in it their food reference. similarly, ‘becak’ was translated into ‘becak rickshaws’ to designate a three-wheeled pedal-powered bike with a passenger seat as becak’ is the modification of the japanese original hand-pulled rickshaws. table 10: the application of the use of loan word with superordinate strategies in the translation of javanese and sundanese transportation no. st tt culturalcategory 14. jarak dari tempat pemakaman umum ke rumahnya bukanlah jarak yang pendek, tapi tukang ojek lebih suka membanting motornya ke parit dan segera melarikan diri daripada mengantarkannya. the distance from the public cemetery to her house wasn’t a short distance, but ojek drivers preferred to crash their motorcycles into a ditch and run away sundanese transportation http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 80 (cil, 2002/2020: 18) as fast as they could rather than give dewi ayu a ride. (bitw, 2015/2016: 19) unlike previous findings, in excerpt (14), the term ‘tukang ojek’ was translated into ‘ojek driver’. in sunda, ‘ojek’ derives from ‘oto’ [vehicle]’ and ‘jegag’ [straddle]. in 1969, ‘ojek’ had developed in rural areas in central java. the existence of ‘ojek’ is driven by the condition of the village roads, which are badly damaged (www.voi.id). nevertheless, the target text translated the word ‘tukang’ into ‘driver’. this decision means that the translator tends to use a more general word since ‘tukang’, according to kbbi (refers to a person who has expertise in a job’. in contrast, ‘driver’ is a broad term that refers to a person who drives a vehicle’ (see https://www.oxfordlearners dictionaries.com/). the influence of superordinate usage changed the form, but the meaning stayed the same, allowing the translator to maintain the identity. b. the resistance of javanese and sundanese identities by using loan word with explanation (couplets) to deal with culture-specific items, baker (2018) states that when the word in issue is repeated numerous times in the text, a loan word with an explanation helps the reader grasp the word without being sidetracked by further long explanations. an example of the datum found in the novel and its translation was in table 11. table 11: the application of the use of loan word with explanation strategies in the translation of javanese and sundanese tradition no. st tt culturalcategory 14. pesta syukuran yang meriah tidak hanya dilakukan oleh para nelayan itu, … (cil, 2002/2020: 294) the fishermen weren’t the only ones to hold a cheerful syukuran ritual of thanks. (bitw, 2015/2016: 280) javanese and sundanese tradition in excerpt (14), the translator inserts the explanation of ‘syukuran’ as ‘a ritual of thanks’ in the target text. as ‘syukuran’ is thick with javanese and sundanese cultures, the term syukuran’ is unfamiliar to the target reader. the term syukuran’ is the communal feast from java which derives from the word ‘syukur’. when ‘syukur’ is defined as an expression of gratitude to god, syukuran’ symbolizes that expression by holding a ceremonial feast. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 http://www.voi.id/ https://www.oxfordlearnersdictionaries.com/ https://www.oxfordlearnersdictionaries.com/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 81 overall, while the employment of blended translation approaches may appear redundant, this study discovered that the translator commonly employed them to shield source cultures from the destination text's ideological dominance. at the same time, this study discovered that mixed translation procedures were adequate for providing target readers with a good understanding (non-indonesian native speakers). c. the resistance of javanese and sundanese identities by using loan word with transposition and explanation (triplets) the process of translation is a matter of priority, especially when it comes to literary works (khaled, 2020). in terms of priority, this study discovered that the translator used newmark's (1988) transposition process in addition to employing numerous loan words, assuming that the translator prefers to lessen the strangeness since leaving too many loan words weakens the translation output. surprisingly, the translator includes an explanation before the borrowing word and transposition including a grammatical category change. the example was depicted in table 12. table 12: the application of the use of loan word with transposition and explanation strategies in the translation of javanese and sundanese tradition no. st tt culturalcategory 16. tubuhnya kurus dan telanjang, ia memiliki disiplin tubuh yang ketat, melakukan puasa daud meskipun semua orang tahu ia bukan penganut agama yang taat. (cil, 2002/2020: 140) his naked body was skinny due to his strict regimen of alternate-day daud fasting, even though everyone knew he was not a religious person. (bitw, 2015/2016: 135) javanese and sundanese tradition unlike previous excerpts, the phrase ‘puasa daud’ into ‘daud fasting’ in excerpt (16) strongly connects with javanese and islamic identities because javanese and sundanese cultures are sometimes open to adopting islamic culture. as an illustration, during ‘daud fasting’ (javanese), known as ‘saum’ (sundanese form from the arabic word ‘shiyam’) or alternate day fasting (adf), people will fast for one day and then eat what they want the next day, and so forth. so that, people will be restricted in what they eat half of the time. although ‘daud fasting’ is often used as a diet program, translating ‘daud’ into ‘david’ or ‘alternate day fasting’ will obscure the existing identity since not all people execute and are familiar with it. nevertheless, translating ‘puasa’ into ‘fasting’ is a kind of transposition as it was changed from ‘fast’ (v.) into ‘fasting’ (n.) as ‘abstinence from food or drink or both for health, ritualistic, religious, or ethical purposes’ (see https://www.britannica.com/). because of that, the translator combined loan word with explanation and newmark’s procedure of transposition in the target text. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 https://www.britannica.com/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 82 conclusion as the concept of equivalence and correspondence were used, one issue that most bothers translation experts are the translator's style and priority, particularly the preference for both keeping identity and interpreting the cultural word fluently. focusing on the resistance of javanese and sundanese cultural identities, this research findings showed that resistance to javanese and sundanese identities could be identified and formulated through the translator's conflict management. thus, javanese and sundanese identity resistance could be determined when the translation of cultural words does not change the source meanings and references (in this case by using loan words, blended strategy by applying loan words with superordinate, loan words with explanation, and loan words with transposition and explanation strategies). here, loan words became essential for protecting the source culture. in practice, the study of translation resistance can be used as an interpretive synthesis for researchers as well as an educational tool for translators to recognize that translators also play an important role in efforts to maintain identity and to increase audience appreciation for the translator's performance as a cultural mediator. however, the findings explored in this study are limited to analyzing translation decisions in the translation of an existing novel and do not include the translation's final judgment. therefore, a follow-up study that investigates the acceptability and readability of the translation by taking identity issues into consideration is required. acknowledgments we'd like to convey our sincere gratitude to the editor and/or anonymous reviewers who provided us with constructive feedback on our piece of writing. references baker, m. 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(2016). how do literary works cross borders (or not)?: a sociological approach to world literature. journal of world literature, 1(1), 81–96. https://doi.org/https://doi.org/10.1163/24056480-00101009 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 https://doi.org/10.17576/gema-2017-1701-10 https://doi.org/10.4304/tpls.2.3.642-646 https://doi.org/10.21744/ijllc.v6n4.908 https://doi.org/10.7202/037080ar https://doi.org/10.17263/jlls.631551 https://doi.org/10.4236/ce.2019.105062 https://doi.org/10.1484/m.tmt-eb.5.120916 https://doi.org/https:/doi.org/10.1163/24056480-00101009 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 66-84 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the resistance of javanese and … nadia khumairo ma’shumah; sajarwa sajarwa doi: https://doi.org/10.26714/lensa.11.2.2022.66-84 84 shi-rong, zhang & an-na, t. (2012). analysis of translator’s cultural identity in intercultural communication translation from the example of chief job’s love letter. us-china language, 10(11), pp. 1766-1771. snell-hornby, m. (1995). translation studies: an integrated approach explained. st. jerome publishing. stancu, a. m. (2020). mots français d’origine allemande. analele universitatii din craiova seria stiinte filologice, lingvistica, 42(1–2). teeuw, a. (1980). sastra baru indonesia (yayasan ilmu-ilmu sosial (yiis), trans.). nusa indah. teeuw, a. (1998). sastra dan ilmu sastra. pustaka jaya. vanderstoep, s. w., & johnston, d. d. (2009). research methods for everyday life: blending qualitative and quantitative approaches (1st ed.). jossey-bass. zanettin, f. (2014). comics in translation (2nd ed.). routledge. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.66-84 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 134 the representation of palestinian-israeli conflict in online news articles: a critical discourse analysis adnania nugra heni*, oktiva herry chandra department of linguistics, faculty of humanity diponegoro university jln. prof. sudarto no. 13 tembalang semarang, indonesia. adananianugraheni@gmail.com article history: submitted on 17th april 2022; accepted on 16th june 2022; published on 30th june 2022 abstract this study aims to analyse how palestinian-israeli conflicts are reported by two different news media, in this case fox news (american) and detik.com (indonesian). the data in this study were words and sentences which represent how palestinian-israeli conflict is reported by the two media. the data were taken from 4 news articles of fox news and detik.com which were reported from may 15 to may 31, 2021. the data were collected by using participant non-observation method with note-taking techniques. then, the data were analyzed based on critical discourse analysis (cda) theory proposed by fairclough (1995). the results of the research indicate that there are differences in the representation of palestinian and israeli conflicts in the two media. in fox news articles, palestine, especially hamas, is represented as a terrorist and there is an element of the american government's alignment with israel. meanwhile, in detik.com articles, israel is represented as the perpetrator of the attack while palestine is represented as the victim. keywords: critical discourse analysis, detik.com, fox news, palestinian-israeli conflict http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 mailto:adananianugraheni@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 135 introduction lately, it is undeniable that media plays an important role in people's lives. almost everyone relies on the media for information, especially in a pandemic situation like as of now. media acts as the main source for getting information. with the ability to control the flow of information, media not only has the ability to influence the readers or listeners, but also to shape their knowledge of the information provided. one of the media that is widely used by public to obtain information is online media, such as online newspapers. considering the dependency of the public on the information available in online media nowadays, it can be seen that online media have power over the information being reported. according to fowler in (sivandi & dowlatabadi, 2016:92), a newspaper is a report which is reported from a certain point of view so it is not necessarily neutral. as stated by kabgani, to conceal an ideology, news can be said as “the best shelter” (kabgani, 2013:58). this means that media can be biased by reporting information from their point of view to form an understanding in the community about an issue based on their beliefs. to understand what is reported in the media, it is necessary to have the ability to understand how a social event is reported by media. one of the ways to uncover the truth of the news provided by media is by using critical discourse analysis (cda). ullinnuha state that cda can be used to mediate between language and social as it cannot be analyzed adequately unless the two approaches are combined (ulinnuha et al., 2013:274). in addition, mass media is crucial in increasing the study of cda in order to explore the relationship between ideology and language (anwar et al., 2020:35). from those statement we can see that cda can be used to explore how a social issue is portrayed in a media, especially in online news. one of the topics that often becomes headlines in online news media is the conflict between israel and palestine. as we can see, the conflict between israel and palestine is the longest conflict in middle east that is widely known all over the world. as a result, this conflict gets the world’s attention and become discussion material in many events. one of which is by using this topic as news headlines in various news media, either in printed media or online media. one of the factors that make this topic becomes the media’s attention is the news value contained in this topic such as; 1) unusualness, in which the effect of this conflict cause many victims, 2) the conflict which caught many people’s interest, and 3) proximity, in which psychologically the people who view or read this news feels emotional attachment toward the object of the topic discussed. in addition, each media http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 136 has their own point of view in conveying the news about this topic to the viewers or readers which is worthy to be explored further. this is also in line with the research’s objectives which is to uncover how a social issue is portrayed in different online news media. there are some researchers who have tried to explore how a social event portrayed in an online news and they found that some of the media are biased to one side such as the one conducted by setiawan (setiawan, 2011) who found that there is a gender bias in the delivery of news related to violence against women. this can be seen from the delivery of news that places women as objects of suffering and implicitly shows that men are superior to women. another research conducted by putra et al., (putra et al, 2015) who examined the analysis of cases of tapping indonesian elite telephones by australian agents in online media found that there are differences in discourse between indonesian and australian online media in delivering news related to the wiretapping issue. furthermore, putra & triyono (h. p. putra & triyono, 2018) examined the analysis of the #2019changepresident movement in kompas.com. in the result, he found that the movement is considered as an element of rebellion because it was supported by political interest in the government at that time. the results of this study also indicate that kompas.com is a pro-government media. another research regarding this topic is conducted by azwar et al., (azwar et al, 2021) who examined the elements of partiality to online media regarding campaign reporting on kumparan.com. the results of his research show that the news on kumparan.com sided with one of the candidate pairs, which is jokowi-ma'aruf. from the previous researches above we can see how an online media portrayed a social issue and found that they tend to be biased to one party. and from the studies above we can also find that it will be interesting if we try to compare how two different media portrayed the same issue since we can clearly see how different the media covered the issue. the issue related to palestine and israel conflict has been studied by some previous researchers such as hilda (hilda, 2015) who analyze how it is represented in harian republika and reski et al., (reski et al, 2020) who analyze how it is represented in al-jazeera. based on the related studies, i found that most of the researchers are only focusing on one media and rarely compared two different media. for this reason, i tried to explore this issue by comparing how it is covered by two different media, fox news (american media) and detik.com (indonesian media). i choose these two media for some factors; 1) each media has their own way of portraying the issue related to the topic chosen, 2) the two media represent two different beliefs, 3) fox news and detik.com can be http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 137 categorized into one of the most visited online media in america and indonesia which means that they can influence the public opinions. to analyze the representation of a social issue in the media, i use a critical discourse analysis approach and analyze the data based on fairclough’s theory. in analysing the data, i used three main dimensions of cda proposed by fairclough; micro structured, mesostructured (discourse aspects), and macro structured which is related to socio-cultural practice. these three dimensions are suitable in analysing how a social issue is represented in media because they gave thorough analysis from micro-structure (linguistic aspects such as grammar, lexical choice, cohesion and coherence) to macro-structure which explains the relations between the text and the context or discourse. method this research is a descriptive research. according to (kuntjojo, 2009:42), a descriptive research is a research which is aimed to describe or explain phenomena based on the facts. in this research, i tried to explain how two different online media reported the same issue. this research is a qualitative research using cda approach. descriptive qualitative is relevant to cda theory in which this theory describes and explains thoroughly the content of the texts, including the relationship between the texts and the contexts or discourse. in this study, the data were words and sentences which represent how palestinian-israeli conflict are reported by fox news and detik.com. the source of data for this research were taken from online news articles related to palestinian-israeli conflicts, on fox news and detik.com which is reported from middle to the end of may 2021 (may 15th till may 31st 2021) which is the time where this issue occurs and massively reported by news media. from many news headlines reported on the news media, i chose 4 news article which have similar topic, which is about the cease fire between the two countries. the data were collected using participant non-observation method by using note taking techniques. after browsing the web of fox news and detik.com, i searched the articles which reported the topic related to palestine and israeli’s ceasefire which is published from middle to the end of may 2021. after reading the related articles, i wrote the headlines of the articles chosen and then note the contents of the articles. then, the data were analysed by using cda’s theory proposed by (fairclough, 1995). there are three steps of analysis based on fairclough’s theory which can be seen in the figure below. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 138 graphic 1: fairclough’s three-dimensional framework description text production and consumption text interpretation discourse practice sociocultural practice explanation the first step is analysing the text (micro-structure). this step describes linguistic aspects of the texts. this includes lexical choice, cohesive and coherence, the use of conjunction and other linguistic aspects (dahl et al., 2013). the second step is discourse practice analysis (meso-structure). in this step, the analysis is done by interpreting the relations between texts and discourse aspects (who produced the news, the media used to spread the news and the background of the media (fox news and detikcom). the last step is socio-cultural analysis (macro-structure). this step explains the relationship between discourse practice and sociocultural aspects, such as how the background of the news media influences the content of the news produced. after analysing the content of the news articles, i compared the result analysis of the news article in the two media and analyse the differences between the news articles from fox news and detik.com. findings and discussion in this research, i used 4 news articles, 2 articles were taken from fox news and 2 articles were taken from detik.com. all of the articles taken have related topic which is about the conflict of palestine and israel. the headlines of the news articles chosen can be seen as follows. table 1: headlines of the news articles in two news articles no titles media 1. israel officials approve cease-fire with hamas following 11 days of gaza violence fox news 2. israel-palestinian conflict: whitehouse defends not publicly calling for cease-fire, says approach is ‘quiet’ fox news 3. israel sebut penyelidikan pbb soal serangan ke gaza memalukan detik.com 4. tak henti jatuh korban nyawa meski israel-palestina gencatan senjata detik.com http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 139 fairclough's theory of critical discourse analysis includes 3 points of analysis; 1. microstructural aspects related to linguistics such as grammar, cohesion and coherence, and diction. 2. discourse aspects (mesostructural), and 3. dimensions of socio-cultural practice (macrostructural). based on those three points, further analysis of the 4 news articles can be seen as follows. 1. micro-structural analysis a. actor representation based on the results of data analysis, i found some differences in the representation of actors in the two online news media. the representation of actors highlighted by the two media can be seen as follows. table 2 representation of the actors in fox news and detik.com no. actors fox news detik.com 1. white house / united states 5 2. joe biden / biden’s administration / u.s leader 10 3. benjamin netanyahu 2 3 4. israel 3 5. hamas 3 2 from the table above, it can be seen that online media fox news tends to prioritize the united states government as actors/agents when reporting the news. this shows that fox news prioritizes the role of us government in discussing the issue of the palestinian-israeli conflict. one of the actor's roles that is often repeated in the news is support for israel as shown in the following data. data 2 "the united states fully supports israel's right to defend itself against indiscriminate rocket attacks from hamas and other gaza based terrorist groups that have taken the lives of innocent civilians in israel," he said. (fox news, may 17th 2021) pronoun ‘he’ in the data above refers to the us’ president, joe biden. in this direct quotation, it can be seen that biden is more supportive of israel by stating that israeli’s attack on palestine is a form of self-defense against hamas attacks. in addition to prioritizing the united states government, the online media fox news also put hamas as an active actor in attacks against israel while attacks on israel are described as a form of self-protection. this is completely different to the representation of actors on detik.com. in detik.com news, israel, both the prime minister and its soldiers, are represented as actors responsible for attacks on palestine and also cases for gun shooting. in the news on detik.com, israel is represented as the perpetrator while palestine as the victim. this can be seen in the following data. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 140 data 4 misalnya pada hari ini, afp mengabarkan tentara israel menembak mati pria palestina di tepi barat. pria itu bernama zakaria hamayel (28) … ‘for example, afp today reported that israeli’s troops shot and killed palestinian man in the west bank. the man’s name is zakaria hamayel (28)…’ …kementerian kesehatan gaza menyatakan, serangan israel di gaza sejak 10 mei telah menewaskan 232 warga palestina, termasuk 65 anak-anak, dan telah melukai 1.900 lainnya. ‘…gaza’s health ministry stated that israeli’s attack since may 10th have killed 232 palestinians, including 65 children and 1.900 others are injured.’ (detiknews, may 29th 2021) as can be seen in the data above, israeli’s soldiers are represented as perpetrators of attacks while palestinians are depicted as the victims. from this data, it is implied that on the news in detik.com, israel is represented as having a great power since they can kill and injured many people while palestine is a victim who has no power. b. the use of active-passive voice in the news on fox news, i found that active sentences tend to be used to represent attacks. the use of active voice is used to foreground the subject / actor in an activity. in fox news, the use of this active sentence implicitly puts hamas as the perpetrator of the attack as it is seen in the following data. data 2 hamas, the palestinian militant group, has launched a sustained rocket campaign targeting civilian areas in israel; in response, israel directed heavy artillery and airstrikes into gaza, killing at least 180 people, including 55 children and 33 women. (fox news, may 17th 2021) on the contrary, the news in detik.com media used active sentences to put israel as the perpetrator of the attack, while palestine is the object of attack as can be seen in data 4 above. in addition to the use of active voice, detik.com media also uses passive voice to foreground the objects as shown in the following data. data 4 seorang pemuda palestina bernama ahmad jameel fahad tewas ditembak pasukan israel di kamp pengungsi al-amari, dekat ramallah. lebih dari 25 warga palestina tewas dalam bentrokan di tepi barat. ‘a palestinian young man, ahmad jameel fahad, was shot dead by israeli’s army in al-amari refugee camp, near ramallah. more than 25 palestinians have been killed in clashes in the west bank.’ (detiknews, may 29th 2021) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 https://www.foxnews.com/category/world/world-regions/middle-east lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 141 as can be seen from the data above, the israeli’s army, as the perpetrators of the shooting, were backgrounded while the object/victim who was shot was foregrounded. the passive voice here is used to convey that palestine is a victim of israeli’s crimes. the passive voice is also used to promote the object so that it becomes the main focus in the sentence. c. the use of contradictory conjunction in the news on fox news, i rarely found the use of contradictory conjunctions while in the news on detik.com, there are some contradictory conjunctions used by the author which contain an implicit meaning as shown in the following data. data 4 israel dan hamas resmi melakukan gencatan senjata untuk mengakhiri pertempuran selama kurang lebih 11 hari pada minggu lalu. namun, meski keduanya menyepakati itu korban meninggal warga palestina terus menerus terjadi seakan-akan tidak ada kesepakatan… ‘last week, israel and hamas formally signed a ceasefire to end roughly 11 days of the battle last week. however, despite both agreeing the ceasefire, the death toll of palestinians continued to occur as if there was no agreement…’ …militer israel mengatakan hamas dan kelompok bersenjata islam lainnya di gaza telah menembakkan lebih dari 4.300 roket ke israel selama konflik. namun, sebagian besar dari roket-roket yang menuju ke daerah berpenduduk itu berhasil dicegat oleh sistem pertahanan udara iron dome. ‘…the israeli’s military says hamas and other armed islamist groups in gaza have fired more than 4,300 rockets at israel during the conflict. however, most of the rockets heading towards the populated area were intercepted by the iron dome air defense system.’ (detiknews, may 29th 2021) from the data, the use of conjunction 'however' is used to express the opposite meaning. in sample data in the first paragraph, the conjunction is used to convey that israel continues to carry out attacks even though it has entered into a ceasefire. from this example, it can be seen that israel is represented as a country who does not comply with the agreement and palestine is depicted as a victim of injustice. in the second paragraph of the sample above, conjunction 'however' is used to represent that palestine is still defeated / is not as strong as israel. this can be seen from the relationship between the two sentences which states that although palestine has fired many rockets at israel, the country is able to overcome it with its air defense system. from the two examples above, it can be implied that palestine is described as a weak state and is a victim of israeli injustice. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 https://www.detik.com/tag/israel https://www.detik.com/tag/palestina lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 142 d. the use of direct quotation the news report in fox news and detik.com there are a lot of use of direct quotation, especially from important figures such as biden and netahanyu (israeli’s prime minister). of the four news articles, direct quotations from these two figures are the most frequently used direct quotations. this direct quotation is used to strengthen the argument given by the news writer to convince the readers. e. lexical choice from the four articles chosen, i found there are several lexical choices which state the partiality of a news media. a more detailed explanation can be seen as follows. i. the word ‘violence’ in fox news, the conflict between palestine and israel is often represented by the word 'violence'. the word violence here refers to the attack by hamas as a palestinian military group. the sample of the data can be seen in the following data. data 2 biden has condemned the violence and asserted israel's right to defend itself. (fox news, may 17th 2021) from the data above, the word 'self-defense' refers to israel because it has been explained in the sentence so that the word 'violence' refers to palestinian attacks as it is the state which is in conflict with israel. the data above also shows the partiality of the united states government towards a party. this can be seen from the use of word 'condemned' or denounce which refers to the attack on hamas and the word 'asserted' that support israel's counterattack and consider it as a form of self-defense. ii. the word ‘terrorist’ in the news on fox news, the palestinian military group, hamas, is represented by the word terrorist which has a negative meaning. in the news, it can be implied that us government put hamas as perpetrator of the attack and israel as the victim. this can be seen from the data as follows. data 2 president biden conveyed "the need for hamas to cease firing rockets into israel and affirmed israel’s right to defend itself against terrorist attacks," white house press secretary jen psaki said during the press briefing monday… (fox news, may 17th 2021) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 https://www.foxnews.com/category/person/joe-biden lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 143 iii. the word ‘brother’ in the news on fox news, there is the word 'brother' which is directed at the egyptian government. the use of the word 'brother' indicates the close relationship between the united states government and the egyptian government. the closeness of these two states can be implied from the use of the word ‘brother’ which is usually used for someone who really has a close relationship or a relative in a family. for more details can be seen in the following data. data 1 "we were informed by our brothers in egypt that an agreement had been reached for a mutual and simultaneous ceasefire… president biden thanked israeli and egyptian leaders for their roles in stopping the violence during a national address thursday evening. (fox news, may 20th 2021b) from these data, it can be seen that america, israel, and egypt are on the same side, as the party who is trying to stop the violence, while palestine (hamas) is considered as the party that commits violence. iv. the word ‘support’ of the 2 news articles on fox news, the word 'support' is one of the words that is often repeated. the word 'support' is used for the israeli’s government. this indicates the united states government's alignment with one party, namely israel. v. the word ‘shoot’ and ‘kill’ from 2 articles in the detik.com, the words ‘shooting’ and ‘kill’ are used to denote the acts of violence of israel. if it is on fox news, the word violence is represented to palestine (hamas), then on detik.com news media, the word violence is represented to israel, by using the words ‘shooting’ and ‘killing’, while palestine is represented as a victim by using the word ‘killed’. the representation of israel as perpetrators of violence and palestine as victims can be seen from the following data. data 3 tidak hanya itu, pada selasa (25/5) setelah adanya kesepakatan gencatan senjata, pembunuhan terhadap warga palestina terus berlanjut. seorang pemuda palestina tewas ditembak pasukan israel …lebih dari 25 warga palestina tewas dalam bentrokan di tepi barat. (detiknews, may 28th 2021a) ‘not only that, on tuesday (25/5) after the ceasefire agreement, the killings of palestinians continued. a palestinian youth was shot dead by israeli forces … more than 25 palestinians were killed in clashes in west bank.’ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 144 2. discourse aspect analysis (mesostructural analysis) a. fox news fox news or fox news channel (fnc) is an american multinational conservative cable news television channel based in new york. it was launched on october 9, 1996 and is managed by fox corporation. in 2018, according to nielsen, fox news was rated as the most-visited cable network in america with an average record of 2.4 million viewers during prime time. during the 2020 pandemic, there was an increase in viewership so that in the first quarter of january-march 2020, fox news was at the top rank in the history of the network in america with a total audience of 3.387 million viewers (wikipedia, 2021b). from the explanation above, it can be seen that fox news is one of the most famous online media in america, so it is very likely that the news conveyed can influence public opinion. in addition to being one of the most viewed media, fox news is also rumored to be a progovernment media and researchers/scholars refer to fox news as a government media (wikipedia, 2021b). b. detiknews or detik.com detik.com is an indonesian digital media company owned by ct corp's subsidiary, trans media. detik.com is an online news portal that publishes the latest news. this online media is consistently among the top 10 most visited websites in indonesia and is among the top 250 in the world receiving around 180 million visits per day. this online media was founded in 1998, precisely on july 9, 1998 and is owned by chairul tanjung (wikipedia, 2021a). from the description above, it can be seen that detik.com is one of the media which is most frequently visited by indonesian, so that, similar to the fox news above, the news delivered by the media can influence the public opinion. 3. analysis of socio-cultural practice (macro-structural) socio-cultural practice analysis is an analysis of the microstructural and mesostructural aspects and their relationship to the social context. this analysis is also closely related to the microstructural and mesostructural aspects that have been analyzed previously. one of the macrostructural aspects that can be analyzed based on the results of the data analysis above is to take a look at the partiality of a media in representing the palestinian-israeli conflict. from the two online news media chosen, it was found that there were some differences in how to represent the palestinian-israeli conflict. in fox news media, palestine, especially hamas, is represented as terrorist where israel is represented as a victim and an ally of america. in reporting on this issue, fox news also tends to put forward the topic of the role of the united states government in overcoming the conflict and also openly sided with israel by stating that israeli’s attack is a form of self-protection. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 145 meanwhile, on detik.com, the representation of this conflict is very different. in the reported news, israel is represented as the perpetrator of the attack while palestine is the victim. this can be seen from many uses of offensive words such as ‘shooting’, and ‘murder’ which refer to israel as the perpetrator of the attack, where the representation of palestine as a victim is expressed by using the words ‘victim’, and ‘killed’. if we relate this representation to the mesostructural aspect, it can be concluded that the news on fox news which foreground the topic of the the united states government’s role in dealing with palestinian-israeli conflict and the representation of palestine as a terrorist is intentional because fox news is one of the pro-government’s media. therefore, the news reported supports the government's opinion. meanwhile on detik.com, the representation of israel as the perpetrator and palestine as the victim is influenced by indonesia's position as one of the countries that opposes israel and as one of the countries that fights for the freedom of palestine. conclusion based on the results of the data analysis, it can be concluded that there are differences in the way of representing the palestinian-israeli conflict between fox news and detik.com online news media. in fox news, the focus of the news is the united states government’s role in overcoming the palestinianisraeli conflict. in addition, in fox news, palestine, especially hamas, is represented as terrorist where israel is represented as the victim and an ally of america and there is an element of the american government's partiality with israel. the news that favors the united states government is a form of fox news media's support for the government because fox news is one of the pro-government’s media. meanwhile, on detik.com, israel is represented as the perpetrator of the attack while palestine is the victim. this can be seen from many uses of words such as the word ‘shooting’ and ‘kill’ which refer to israel as the perpetrator of the attack, where the representation of palestine as a victim is expressed through the words ‘victim’ and ‘killed’. the representation of israel as the perpetrator and palestine as the victim is influenced by indonesia's position as one of the countries that opposes israel and as one of the countries that fights for the freedom of palestine. references anwar, a., laraswati, a., & ridhani, r. (2020). critical discourse analysis in media studies: a review research on its application in indonesian context. elsya : journal of english language studies, 2(1), 32–36. https://doi.org/10.31849/elsya.v2i1.3615 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 146 azwar, a., putra, r. p., & uljanatunnisa, u. (2021). unsur keberpihakan pada pemberitaan media online analisis wacana kritis pemberitaan kampanye pada kumparan.com. jurnal studi jurnalistik, 3(1), 48–62. https://doi.org/10.15408/jsj.v3i1.19878 dahl, b. m., andrews, t., & clancy, a. (2013). contradictory discourses of health promotion and disease prevention in the educational curriculum of norwegian public health nursing: a critical discourse analysis. scandinavian journal of public health, 42(1), 32–37. https://doi.org/10.1177/1403494813502585 detik.com, t. (2021, may 29). tak henti jatuh korban nyawa meski israelpalestina gencatan senjata. detiknews. https://news.detik.com/internasional/d-5586953/tak-henti-jatuhkorban-nyawa-meski-israel-palestina-gencatan-senjata fairclough, n. (1995). discourse and social change. polity press. hilda, h. k. (2015). representasi israel dan palestina dalam harian republika menggunakan analisis wacana theo van leeuwen isu konflik palestina-israel pada headline edisi juli-agustus 2014 [thesis, uin sunan gunung djati]. https://onesearch.id/record/ios14695.4829/preview kabgani, s. (2013). the representation of muslim women in non-islamic media: a critical discourse analysis study on guardian. international journal of women’s research, 2(1), 57–78. kuntjojo. (2009). metodologi penelitian. universitas nusantara pgri. putra, a., cangara, h., & darwis. (2015). wacana kritis berita online kasus penyadapan pembicaraan telepon elit indonesia oleh agen rahasia australia. jurnal komunikasi kareba, 4(1), 2. putra, h. p., & triyono, s. (2018). critical discourse analysis on kompas.com news: “gerakan #2019gantipresiden.” leksema: jurnal bahasa dan sastra, 3(2), 113–121. https://doi.org/10.22515/ljbs.v3i2.1412 rahayu, l. s. (2021, may 28). israel sebut penyelidikan pbb soal serangan ke gaza memalukan. detiknews. https://news.detik.com/internasional/d5584965/israel-sebut-penyelidikan-pbb-soal-serangan-ke-gazamemalukan reski, s., jafar, i., & muhammad, f. (2020). analisis framing konflik israelpalestina dalam pemberitaan media al-jazeera. jurnal washiyah, 1(4). https://journal.uinalauddin.ac.id/index.php/washiyah/article/view/18283 ruiz, m. (2021, may 20). israel officials approve cease-fire with hamas following 11 days of gaza violence. fox news. https://www.foxnews.com/world/israel-officials-approve-ceasefirehttp://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 134-147 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the representation of palestinian-israeli … adnania nugra heni, oktiva herry chandra doi: https://doi.org/10.26714/lensa.11.2.2022.134-147 147 with-hamas setiawan, y. b. (2011). analisis wacana kritis pemberitaan kekerasan berbasis gender di surat kabar harian suara merdeka. jurnal ilmiah komunikasi: makna, 2(1), 13–20. singman, b. (2021, may 17). israel-palestinian conflict: whitehouse defends not publicly calling for cease-fire, says approach is ‘quiet.’ fox news. https://www.foxnews.com/politics/israel-palestinian-cease-fire-quietdiplomacy sivandi, z., & dowlatabadi, h. r. (2016). a critical discourse analysis on newspapers: the case study of nuclear program of iran. international journal of research studies in education, 4(5), 93–103. https://doi.org/10.5861/ijrse.2015.1141 ulinnuha, r., udasmoro, w., & wijaya, y. (2013). critical discourse analysis: theory and method in social and literary framework. indonesian journal of applied linguistics, 2(2), 262–274. https://doi.org/10.17509/ijal.v2i2.170 wikipedia. (2021a, may 31). detik.com. https://en.wikipedia.org/wiki/detik.com. wikipedia. (2021b, may 31). fox news. https://en.wikipedia.org/wiki/fox_news#cite_note-auto1-29 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.134-147 88 analysis of connection-making process in grandfather counts picture book by andrea cheng kukuh dharmawan faculty of languages and culture, the university of 17 agustus 1945 semarang amerika serikat sebagai negara maju memiliki banyak imigran, sebagaimana digambarkan pada berbagai karya sastra, salah satunya adalah grandmother counts karya andrea cheng. penelitian ini menggunakan objek material karya tersebut dengan fokus kajian pada proses membangun koneksi dengan asal-usul yang dialami oleh para imigran sebagaimana tergambar dalam cerita bergambar berjudul grandfather counts karya andrea cheng (2000). hasil kajian ini menunjukkan bahwa tidak mudah bagi para imigran, terutama anak-anak yang terlahir di tanah asing, untuk mengenal asal-usul mereka. ditunjukkan pula bahwa kunjungan keluarga dari tanah asal menjadi faktor penting dalam proses pembangunan koneksi tersebut. i. introduction at present, america is one of the countries which has so many immigrants. they came from various countries around the world. there are some reasons why people decide to leave their homeland and move to america or the other countries. as we know that it is not easy for immigrants especially for immigrant children to adapt to new homeland. most adults tend to do not care because they think that they have grown up enough and can take care themselves, but it is different for children because they still try to find out who they are, why i move to here why i live here. in this paper, i discuss a picture book called "grandfather counts by andrea cheng in 2000. this picture book is sophisticating because it gives us the various condition of the immigrant who lives in america. i choose this picture book to analyze it and the relationship between the picture book and the author. in this picture book, i will talk further about the making connection process in grandfather counts. firstly, i discuss the background of the study, the relationship between the author and the picture book, the discussion, and the conclusion of this picture book. immigrant as portrayed in children picture book in the present, america is famous as the immigrant country because there are so many authors who create picture books based on immigrants' real experience in their family who came from different countries. based on some 89 picture books, it tells about some relatives who visit their family abroad; the relatives visit their family who has been an immigrant in abroad. as immigrants increase fast, america must be ready for what immigrants children need in school. immigrants children are also hard to adapt to their new land because of the difference in language, culture, and education. in addition, adaptation process and missing friend in homeland also become hard things for them. based on so many picture books, american children are able to understand what immigrants experienced in their lives while the immigrant children feel that they exist. the readers can feel the picture books so much because two of authors are the same. the authors categorize common experience into 3 groups; making the transition, making the connection, and becoming american. the transition is not an easy process for any immigrant children because sometimes they feel homesick, and missing their friends in the homeland. they get transition processes that are painful mostly. they have no choice which means that they have to adjust to their new beginning in america such as learning the cultures, language and many others. after having transition processes, they would experience a phase that is called making connection. when they get better to live in america, they look for people who have the same as their country in america. they gather to celebrate special events and traditional cultures from their countries in america. some immigrants also try to call their family in homeland and some of them also has a desire to go back to their home. as time goes by, immigrants will feel comfortable and used to be living in america. even some of them change their names so that it sounds like more american. some of them also celebrate american special celebration while the others collaborate 2 different cultures in america. discussion in this paper, the writer tries to relate making connection process with a picture book by andrew cheng “grandfather counts”. grand father count tells the story of helen who is a mixed-child from china and america. his mother is from china and his dad is from america. the story begins when helen’s grandfather from china came to her house. she was a little bit angry and she had to give up her room to her grandfather so she cannot watch the trains passes by from her room. when gonggong arrived, he looked wondered and disappointed because his grandchildren only speak english. same as her grandfather, helen also seemed confused that her grandfather only speaks chinese. at first, gonggong just read the newspaper that he brought from china. however, the next day, gong-gong joined helen who watched the trains go by behind her house. helen and his grandfather counted the trains together; suddenly gong-gong started counting the trains passed by using chinese and helen repeated her grandfather, while helen also taught her grandfather to count using english. both of them taught each other to count in their own languages a this book tells us that helen 90 and her grandfather learn together about chinese and english by counting trains that pass by. based on the paraphrase above, we can see that there are so many differences which appear in grandfather counts picture book. we know that helen and her sisters are children from a mixed parent; his mother is from china and her father is from america. it means that there are some cultural differences in the family e.i. helen and her sisters who were born in america and also grow up in america have a different perspective about respecting their parents compared with her mother who is originally from china. as we know, perhaps in america the level of respect for people who have older age than them is not as high as people from asia, especially from china. according to the picture book, we see that from the statement of helen's mother that parents are very important to her so she has to take care of her parents; moreover, when hellen's mother knows that her dad will visit her family in america, of course, it will be the responsibility of her to take care of her father. in the other case as a good mother, hellen's mother also tries to teach chinese language and culture to helen and her sisters. helen's mother and father have tried to put helen and her sisters in the chinese school but in fact, they cannot adapt well the condition because in that school the kids already speak chinese which makes them not confident and not continues to learn about chinese language and culture. it makes helen and her sisters are hard to learn about chinese heritage and makes her grandfather wondered why helen and his sisters only speak english. in addition, her grandfather's/gong-gong's visit to america opens the way for helen and her children to learn about chinese language and culture. how helen's mother responds when she knows that her father will visit from china explicitly gives helen and her sisters a lesson one of the cultures that usually asian or chinese people do. in the other case, helen's grandfather also teaches them about chinese language and culture by reading a chinese newspaper and counting the trains passes behind their house which makes them learn their own languages. those things also make helen's foster interest in learning more about her chinese heritage. it shows that her grandfather becomes one of the media of making transition process. conclusion in conclusion, america is a big country who has so many citizens, and it also an interesting place to live in, especially for the immigrants. there are so many immigrants who live in america for many reasons e.i. to have a good life, trying to have a different condition, and being married to american. based on the picture book, we know that helen's mother is married to the american man and they have children who were born in america. as a parent, helen's mother tries to teach her children about her origin either the language or the culture, but it was not an easy thing for her; she has tried to put her children in chinese school but they cannot adapt well. finally, helen's grandfather visit can 91 change the situation. by a simple thing, learning to count trains pass by near her home make them learn about the chinese language. we can see that family or relative’s visit can help someone to learn a new thing for them, especially in this case learning about a heritage which is very important for some people. references cheng, andrea (2000)”grandfather counts” published by lee and low book new york lamme, linda, danling fu, and ruth lowery. “immigrants as portrayed in children’s picture books.” the social studies (may/june 2014): 123-28. “teacher’s guide for grandfather counts” https://www.leeandlow.com/books/grand father-counts/teachers_guide (accessed on july 1, 2018) 12 analisis pragmatik dalam penggunaan bahasa iklan di surat kabar the jakarta post online dias andris susanto 2 pipit mugi rahayu abstract the purpose of this study are to describe and explain: 1) to determine how the use of the types of speech acts in the language of the ads found in the newspaper “the jakarta post online”, 2) to determine how the process or how the formation of the language of advertising in letter “the jakarta post online” news as linguistic teaching materials. research design in this research was descriptive qualitative, which means providing indepth explanation of the phenomenon or object in a systematic way, based on the facts and accuracy (moleong, 2006: 5). the authors applied this research method in order to determine how to use the types of speech acts (speech act) in the language of the ads found in the newspaper “the jakarta post online”, and how the formation of the language of advertising in the newspaper “the jakarta post online”. “the jakarta post online” as the subject of this study .object of this research was that there were ads on the newspaper “the jakarta post online". the following discussion of the study as a pre-supposition that the authors used the ads they generally use two clauses (contained in 10 ads), and only one ads which used three clauses, namely ad restaurant “seafood house”. locutionary acts /illocutionary meaning, in outline form, the advertising writer intended to give statements about the advertised product, foe readers, illocutionary acts / illocutionary meaning, each of these ads had already targeted and specific targeted for its prospective users. perlocutionary acts / perlocution meaning has meaning as if the two-ways communication between the advertised product with potential buyers. implicate happened is all the ads implied that the advertised product is not a regular product, but they are the selected product and the best. suggestions related to the results of research are as follows: pragmatics is a science that is very beneficial to the world of advertising for a product that was introduced in the community must be accompanied by the sentence / speech / word which is able to make the prospective buyer / user interested and decided to purchase / use these products, science pragmatic needs to be introduced and taught in the course is primarily for students of english education in order to understand the context of what happened around them. furthermore, the research and in-depth associated with advertising and pragmatic needs to be held to answer curiosity more about the scientific treasures. keywords: pragmatics, language advertising, the jakarta post online. i. pendahuluan a. latar belakang dalam pembelajaran bahasa indonesia, kajian pragmatic sebagai telaah mengenai relasi antar bahasa dan konteks yang merupakan dasar bagi suatu catatan atau laporan pemahaman bahasa. dengan demikian, ia merupakan telaan mengenai kemampuan pemakaian bahasa dalam menghubungkan serta menyelaraskan kalimat 2 dosen s1 pendidikan bahasa inggris, fakultas bahasa dan seni, universitas pgri semarang 13 kalimat dan konteks secara tepat. pragmatic merupakan suatu kajian bahasa dengan melibatkan berbagai aspek di luar bahasa yang mampu membri makna. kemampuan untuk mengkaji hal-hal di luar bahasa pastilah akan sangat membantu peserta didik (siswa) dalam mengaplikasikan kompetensi berbahasa yang dimilikinya secara praktis dalam kondisi senyatanya. dalam dunia perdagangan, iklan mempunyai peran yang sangat penting dan merupakan salah satu sarana untuk mencapai tujuan perdagangan yakni mendapatkan keuntungan. salah satu komponen yang sangat penting dalam iklan adalah bahasa iklan. bahasa dalam periklanan digunakan untuk menguasai jalan pikiran orang lain dengan membujuk dan merayu yang tujuannya untuk menarik perhatian para pembeli. salah satu contoh bentuk pemakaian bahasa dalam dunia iklan adalah membuat bahasa iklan yang ditampilkan dalam media massa atau surat kabar menjadi tidak biasa/ menarik. oleh karena itu, para pemilik produk atau barang sering menggunakan bahasa iklan sebagai sarana menyampaikan, membujuk, ataupun menarik simpati masyarakat agar masyarakat membeli produk mereka. dengan kata lain bahwa penggunaan bahasa iklan akan menentukan keberhasilan penjualan produk/jasa di masyarakat. sebagai ragam bisnis, iklan tidak hanya menggunakan bahasa tapi juga penyusunan teks atau wacana iklan yang menarik perhatian orang-orang yang melihatnya. melalui penyusunan teks atau wacana yang baik, masyarakat akan tertarik untuk melakukan sesuatu seperti yang diinginkan oleh pengiklan (pesan). oleh karena itu, bahasa iklan harus dibuat semenarik mungkin sehinggga konsumen tertarik untuk mencoba atau membeli produk yang ditawarkan. seiring dengan kemajuan teknologi, para produsen dalam menyampaikan iklan dari produk mereka tidak hanya pada media massa seperti tv, koran, majalah, atau baliho. pada saat ini, banyak produsen menyebarkan iklan mereka melalui media elektronik ataupun internet, salah satunya adalah surat kabar online. hal ini dinilai lebih efisien dibandingkan dengan pemasangan iklan pada baliho, tv, atau koran. iklan pada surat kabar online lebih tepat sasaran dan mampu menjangkau wilayah yang luas sehingga penyebaran produk mereka bisa dikenal oleh masyarakat luas. salah satu surat kabar tersebut adalah the jakarta post online. bahasa iklan merupakan sarana komunikasi yang memiliki makna atau pesan yang ingin disampaikan kepada masyarakat. tidak hanya tampilan fisik atau visual yang menarik, tapi juga bahasa iklan mampu mengkomunikasikan pesan atau message yang tersembunyi. artinya, mampu memadukan pesan yang eksplisit dengan pesan yang implisit. kata–kata yang persuasif dalam makna eksplisit dan implisit sebuah iklan dapat mempengaruhi otak manusia untuk mempercayai iklan tersebut dan menguji kebenarannya. untuk mengkaji makna komunikasi dalam bahasa iklan, maka digunakan teori pragmatik. teori pragmatik berpusat pada wacana (teks) sebagai proses penggunaan bahasa secara efektif dan wajar untuk berkomunikasi dalam situasi tertentu (nababan dalam sudaryat, 2009:120). menurut mey (dalam rahardi, 2005:49) pragmatik adalah ilmu bahasa yang mempelajari kondisi penggunaan bahasa manusia yang pada dasarnya sangat ditentukan oleh konteks yang mewadahi dan melatarbelakangi bahasa itu. jadi, pragmatik adalah studi ilmu bahasa yang menganalisis penggunaan bahasa secara efektif dalam berkomunikasi yang berdasarkan pada konteks yang mewadahi dan melatarbelakangi bahasa itu sendiri. 14 b. rumusan masalah berdasarkan penjelasan di atas, maka rumusan masalah dalam penelitian ini adalah: 1. bagaimanakah penggunaan jenis-jenis tindak tutur (speech act); presupposition (praanggapan) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online? 2. bagaimanakah penggunaan jenis-jenis tindak tutur (speech act); locutionary acts (lokusi) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online? 3. bagaimanakah penggunaan jenis-jenis tindak tutur (speech act); illocutionary acts (ilokusi) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online? 4. bagaimanakah penggunaan jenis-jenis tindak tutur (speech act); perlocutionary acts (perlokusi) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online? 5. bagaimanakah penggunaan jenis-jenis tindak tutur (speech act); conversational implicature (implikatur) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online? c. tujuan penelitian setiap penelitian memiliki tujuan yang hendak dicapai. dalam penelitian ini tujuan yang hendak dicapai adalah: 1. untuk mengetahui bagaimanakah penggunaan jenis-jenis tindak tutur (speech act) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online. 2. untuk mengetahui bagaimanakah proses atau cara pembentukan bahasa iklan pada surat kabar the jakarta post online sebagai bahan pengajaran linguistik. ii. kajian pustaka a. pengertian pragmatik pragmatik merupakan cabang ilmu yang semakin dikenal pada masa sekarang ini, walaupun pada kira-kira dua dasa warsa yang silam, ilmu ini jarang atau hampir tidak pernah disebut oleh para ahli bahasa. hal ini dilandasi oleh semakin sadarnya para linguis, bahwa upaya untuk menguak hakikat bahasa tidak akan membawa hasil yang diharapkan tanpa didasari pemahaman terhadap pragmatik, yakni bagaimana bahasa itu digunakan dalam komunikasi (leech,1993:1). leech (1993:8) juga mengartikan pragmatik sebagai studi tentang makna dalam hubungannya dengan situasi-situasi ujar (speech situations). pragmatik sebagaimana yang telah diperbincangkan di indonesia dewasa ini, paling tidak dapat dibedakan atas dua hal, yaitu: (1) pragmatik sebagai sesuatu yang diajarkan, (2) pragmatik sebagai suatu yang mewarnai tindakan mengajar. bagian pertama masih dibagi lagi atas dua hal, yaitu : a) pragmatik sebagai bidang kajian linguistik, dan b) pragmatik sebagai salah satu segi didalam bahasa atau disebut „ fungsi komunikasi‟ (purwo,1990:2). pragmatik ialah berkenaan dengan syarat-syarat yang mengakibatkan serasi tidaknya bahasa dalam komunikasi (kbbi,1993:177). menurut levinson ( 1983:9), ilmu pragmatik didefinisikan sebagai berikut: 15 1) pragmatik ialah kajian dari hubungan antara bahasa dan konteks yang mendasari penjelasan pengertian bahasa.” disini , “ pengertian / pemahaman bahasa ” menghunjuk keoada fakta bahwa untuk mengerti sesuatu ungkapan / ujaran bahasa diperlukan juga ppengetahuan diluar makna kata dan hubungan tata bahasanya, yakni hubungannya dengan konteks pemakainya. 2) pragmatik ialah kajian tentang kemampuan pemakai bahasa mengaitkan kalimatkalimat dengan konteks-konteks yang sesuai bagi kalimat-kalimat itu.” (nababan,1987:2). pragmatik juga diartikan sebagai syarat-syarat yang mengakibatkan serasi tidaknya pemakaian bahasa dalam komunikasi; aspek-aspek pemakaian bahasa atau konteks luar bahasa yang memberikan sumbangan kepada makna ujaran (kridalaksana,1993: 177). menurut verhaar (1996: 14), pragmatik merupakan cabng ilmu yang membahas tentang apa yang termasuk stuktur bahasa sebagai alat komunikasi antara penutur dan pendengar, dan sebagai pengacuan tanda-tanda bahasa pada hal-hal ‟‟ekstralingual” yang dibicarakan. purwo (1990:16) mendefinisikan pragmatik sebagai telaah mengenai makna tuturan (utterance) menggunakan makna yang terikat konteks. sedangkan memperlakukan bahasa secara pragmatik ialah memperlakukan bahasa dengan mempertimbangkan kkonteksnya, yakni penggunaannya pada peristiwa komunikasi (purwo, 1990:31). berdasarkan beberapa pendapat diatas, dapat disimpulkan tentang batasan pragmatik. pragmatik adalah suatu telaah umum mengenai bagaimana caranya konteks mempengaruhi peserta tutur dalam menafsirkan kalimat atau memelaah makna dalam kaitannya dengan situasi ujaran. b. the jakarta post the jakarta post adalah sebuah harian berbahasa inggris di indonesia. harian ini milik pt bina media tenggara yang berkantor pusat di jakarta.the jakarta post didirikan oleh gabungan antara empat media indonesia atas desakan dari menteri penerangan ali moertopo dan politikus jusuf wanandi. setelah pertama kali terbit tanggal 25 april 1983, the jakarta post selama beberapa tahun dapat bertahan hanya dengan beberapa iklan dan sirkulasinya makin meningkat. setelah pergantian kepala editor tahun 1991, harian ini mulai mengambil posisi pro-demokrasi. the jakarta post adalah salah satu harian indonesia berbahasa inggris yang selamat dari krisis keuangan asia 1997 dan saat ini memiliki sirkulasi sebesar 40.000 eksemplar. the jakarta post juga memiliki edisi minggu (sunday) dan daring (online), yang isinya tidak diterbitkan di edisi cetak harian. sasaran pembaca harian ini adalah masyarakat asing dan masyarakat indonesia yang berpendidikan, meskipun jumlah pembaca indonesia dari kelas menengah juga terus meningkat. dikenal sebagai tempat latihan para wartawan lokal dan internasional, the jakarta post telah memenangkan sejumlah penghargaan dan dijuluki sebagai “harian berbahasa inggris paling terkemuka di indonesia”. berikut adalah penjelasan dari edisi the jakarta post. http://id.wikipedia.org/wiki/indonesia http://id.wikipedia.org/wiki/jakarta http://id.wikipedia.org/wiki/ali_moertopo http://id.wikipedia.org/wiki/jusuf_wanandi http://id.wikipedia.org/wiki/krisis_keuangan_asia_1997 http://id.wikipedia.org/wiki/krisis_keuangan_asia_1997 16 iii. metodologi penelitian a. desain penelitian ada banyak jenis desain penelitian, dan salah satunya adalah penelitian deskriptif. penelitian ini menggunakan metode atau desain deskriptif kualitatif yang berarti memberikan penjelasan secara mendalam terhadap penomena atau objek dengan cara sistematis, berdasarkan fakta, dan ketepatan (moleong, 2006:5). penulis menarapkan metode penelitian ini dengan tujuan untuk mengetahui bagaimana penggunaan jenis-jenis tindak tutur (speech act) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online, dan bagaimana cara pembentukan bahasa iklan pada surat kabar the jakarta post online. b. subjek dan objek penelitian setiap penelitian membutuhkan sebuah subjek penelitian. dalam penelitian ini, jenis tindak tutur, dan cara pembentukan bahasa iklan pada surat kabar the jakarta post online sebagai subjek penelitian ini. sebuah penelitian membutuhkan objek untuk diteliti dimana data diperoleh. dalam penelitian ini, peneliti menggunakan iklan-iklan yang ada pada surat kabar the jakarta post online. adapun objek penelitiannya adalah sebagai berikut; no sentence 1 the jakarta post travel : “consider on spending your precious vacation time by going on a retreat in bali; it could push the refresh and recharge button that you always seek for in your life” 2 seafood house : “the first imported live seafood restaurants in bali with malaysian chefs” 3 nokia: “new nokia lumia 1520 what‟s your story?” 4 arano: “1 st in blind taste tests‟ the deaf were also impressed and the dumb didn‟t have a bad word to say about it” 5 honda crv: “inspiring is calling” 6 burger king: “it just tastes better, it will blow your mind away” 7 dunkin‟ donuts: “real food for your busy lifestyle” 8 mitsubishi pajero sport: “ elegantly made from the legend” 9 speedy: “kini jauh lebih cepat, plus konten lebih hebat” 10 johnson n johnson shampoo: “nothing but tears, because it‟s never too early to grow the hell up” 11 starbucks coffee: “if you care vote enough to, we care enough to give you a free cup of coffee” c. prosedur pengumpulan data dalam langkah pengumpulan data, iklan-iklan di surat kabar the jakarta post online edisi septemberoktober 2014 diseleksi berdasarkan parameter emuchay. parameter tersebut adalah: kejelasan pesan, kualitas fitur pragmatik, kekayaan linguistik, clarity of message, quality of pragmatic features, linguistic richness, pesan yang bisa dicapai, dan kedalaman cakupan tematik. selain itu, penulis menggunakan beberapa artikel dan buku referensi yang berhubungan dengan topik diskusi (emuchay 2010: 139). 17 9% 14% 9% 9% 9%10% 10% 10% 10% 10% presupposition (pra anggapan) jakarta post travel seafood house nokia lumia honda crv burger king dunkin donald mitsubishi pajero d. teknik analisis data berdasarkan data yang diperoleh kemudian dianalisis melalui langkah-langkah penelitian sebagai berikut. 1. mengumpulkan iklan yang ada di surat kabarthe jakarta post online 2. menyeleksi iklan yang ada di surat kabarthe jakarta post online. 3. menganalisis tindak tutur atau speech actdalam bahasa iklan. 4. menganalisis cara pembentukan bahasa iklan. 5. menarik kesimpulan dari hasil analisis. iv. pembahasan penggunaan jenis-jenis tindak tutur (speech act); presupposition (pra anggapan) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online adalah bahwa pada iklan no.01 terdapat dua klausa, iklan no.02 terdapat dua klausa, iklan no. 03 terdapat tiga klausa, iklan no. 04 terdapat dua klausa, iklan no. 05 terdapat dua klausa, iklan no. 06 terdapat dua klausa, iklan no. 07 terdapat dua klausa, iklan no. 08 terdapat dua klausa, iklan no. 09 terdapat dua klausa, iklan no. 10 terdapat dua klasua dan terakhir iklan no 11 terdapat dua klausa. dalam penggunaan presuppositioan (pra anggapan) dalam iklan-iklan tersebut para penulis iklan memang secara akurat sudah mempersiapkan segala yang dibutuhkan termasuk klausa yang akan dimunculkan. dari semua iklan dapat disimpulkan dengan menggunakan pie chart sebagai berikut; penggunaan jenis-jenis tindak tutur (speech acts); locutionary acts (lokusi) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online adalah sebagai berikut; bahwa pada iklan the jakarta post travel mempunyai lokusi „stating/, iklan seafood house mempunyai lokusi stating/pernyataan, iklan nokia lumia questioning/pertanyaan, iklan arano mempunyai lukusi stating/pernyataan, iklan honda crv mempunyai lokusi stating/pernyataan, iklan burger kingn mempunyai lokusi persuading/membujuk, iklan dunkin donald mempunyai lokusi advising/nasehat, iklan mitsubishi pajerono mempunyai lokusi stating/pernyataan, iklan speedy mempunyai lokusi advising/nasehat, iklan johnson n johnson mempunyai lokusi advising/nasehat dan terakhir iklan starbuck coffee mempunyai lokusi stating/pernyataan. dari uraian di atas dapat disampaikan bahwa dari seluruh iklan tersebut penulis iklan cenderung lebih memilih menggunakan 18 „stating/pernyataan‟ di dalam mendesain kalimat iklannya tersebut seperti dapat digambarkan dalam diagram pie sebagai berikut; penggunaan jenis-jenis tindak tutur (speech acts); illocutionary acts (ilokusi) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online adalah sebagai berikut; bahwa pada iklan the jakarta post travel membawa pesan illokusi „jika anda ingin bepergian ke bali untuk menikmati liburan dan menyegarkan pikiran, anda harus menghubungi kami (the jakarta post travel) untuk menikmati hidup dan liburan lebih baik‟, iklan seafood house membawa pesan illokusi „jika ingin makan seafood di bali jangan lupa untuk makan di seafood house‟, iklan nokia lumia membawa pesan illokusi „dengan new nokia lumia 1520 anda bisa menceritakan apapun dengan menggunakan fasilitas yang dimilikinya‟, iklan arano membawa pesan illokusi „sensasi rasa arano tidak dapat dibohongi sekalipun orang buta, dia akan sanggup mengatakan bahwa yang terenak adalah arano‟, iklan honda crv membawa pesan illokusi „dengan mengendarai honda crv, anda akan selalu mendapatkan inspirasi‟, iklan burger king membawa pesan illokusi „beli dan nikmati rasanya yang enak sampai anda melayang‟, iklan dunkin donald membawa pesan illokusi „jika anda sibuk beli saja dunkin‟ donuts pas buat mengisi perut‟, iklan mitsubishi pajerono membawa pesan illokusi „jika anda mengendarai pajero maka anda akan menjadi elegan dan melegenda”, iklan speedy membawa pesan illokusi „tidak ada hambatan untuk memakai sppedy, jauh dan konten semakin baik‟, iklan johnson n johnson membawa pesan illokusi „shampoo ini snagat coco bagi balita karena tidak pedih di mata dan aman bagi kesuburan rambut si kecil” dan terakhir iklan starbuck coffee membawa pesan illokusi “kami menanti loyalitas para penikmat starbuck dan kami akan membeikan gift bagi mereka yang fanatic starbuck” penggunaan jenis-jenis tindak tutur (speech acts); perlocutionary acts (perlokusi) dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online adalah sebagai berikut; bahwa pada iklan the jakarta post travel mempunyai perlokusi „bagi siapapun yang mengingingkan pergi berlibur ke bali, pastikan memakai biro perjalanan „the jakarata post travel‟. iklan seafood house mempunyai perlokusi „restoran sea food di malaysia itu enak, maka jika ingin makan sea food di bali pastikan menikmatinya di „seafood house‟. iklan nokia lumia mempunyai perlokusi „file-kan ceritamu sesukamu dengan menggunakan smart phone “new nokia lumia 1520‟. iklan arano mempunyai perlokusi „selalu ada pujian bagi „arano‟ oleh siapapun‟. iklan honda 19 crv mempunyai perlokusi „jika kau mengendarai honda crv, maka kau akan mengdapatkan banyak inspirasi selama berkendara‟. iklan burger king mempunyai perlokusi „enak saja untuk menikmati makanan tidaklah cukup, maka anda juga akan merasakan melayang jika memakan „burger king‟. iklan dunkin donald mempunyai perlokusi „di jaman sekarang yang serba instant dan kompetisi yang padat, pastilah setiap orang sibuk dengan pekerjaanya dan tidak ingin terganggu hanya karena belum makan siang, maka „dunkin‟ donuts‟ siap mengantarkan dan menyajikan makanan yang akan mengisi perut anda di saat anda sibuk. iklan mitsubishi pajerono mempunyai perlokusi „mengendarai mitsubishi pajero membuat anda bangga karena anda akan tampak elegan, selain itu anda juga bagaikan musisi legenda atau seseorang yng melegenda dan terkenal. iklan speedy mempunyai perlokusi „dahulu speedy memang cepat, dan sekarang speedy lebih cepat ditambah konten yang lebih hebat, maka tidak akan rugi jika memakai speedy. iklan johnson n johnson mempunyai perlokusi „dua keuntungan dalam satu produk johnson n johnson, dan produk ini memenuhi harapan para bunda yang ingin memandikan buah hatinya selain mandi juga bias bershampoo sekaligus. dan terakhir iklan starbuck coffee mempunyai perlokusi „loyalitas penikmat kopi starbuck adalah segalanya bagi produsen kopi starbuck ini, sehingga starbuck akan memberikan free acup of coffee bagi mereka yang loyal dengan starbuck. penggunaan jenis-jenis tindak tutur (conversational implicature) implikasi; dalam bahasa iklan yang ditemukan pada surat kabar the jakarta post online adalah bahwa pada iklan no.01 mengimplikasi „the jakarta post travel is the best travel agent to whom who want to go to bali for holiday‟. iklan no.02 mengimplikasi „there are many seafood restaurant in bali but the first with malaysian chefs is „seafood house‟. iklan no. 03 mengimpikasi „if you want to tell your more stories, use nokia lumia 1520‟. iklan no. 04 mengimplikasi „arano cannot be compared in taste and anyone will say that arano is best in taste‟. iklan no. 05 mengimplikasi „a successful person needs an inspiration, and the inspiration is in honda crv‟. iklan no. 06 mengimplikasi „burger king is the best in taste and it will make you blow‟. iklan no. 07 mengimplikasi „in the era of busy, you do not want to leave your jobs away even though only a minute, by having dunkin donuts you stil can manage and do your jobs instead you have your meal‟. iklan no. 08 mengimplikasi „if you drive mitsubishi pajero you will get two things; elegant and legend‟. iklan no. 09 mengimplikasi „speedy menjawab tantangan para konsumen, kini speedy bias dihandalkan karena tidak ada kata lelet dan konten yang tidak lengkap‟. iklan no. 10 mengimplikasi „don‟t be afraid to shampoo your baby‟s hair because johnson and johnson is save in eyes and make baby‟s hair grow beautifully‟. dan terakhir iklan no 11 mengimplikasi „once you enjoy coffee starbuck then you will be its loyal consumen. dalam penggunaan implikasi, para penulis iklan tersebut dengan cerdas menggunakan kata-kata yang tepat dan efektif sehingga dapat dicerna dan mempengaruhi para konsumen untuk membeli/merasakan/menggunakan produk yang diiklankan. v. kesimpulan setelah menganalisa dan membahas hasil temuan di bab iv, tim penulis dapat menyimpulkan hal-hal sebagai berikut; 1. presupposition/pra-anggapan yang digunakan para penulis iklan-iklan tersebut secara umum mereka menggunaka dua klausa (terdapat dalam 10 iklan), dan 20 hanya ada satu iklan yang menggunakan tiga klausa yaitu iklan rumah makan seafood house. 2. locutionary acts/ makna ilokusi yang ada dalam iklan-iklan tersebut secara garis besar para penulis iklan bermaksud memberikan „stating/pernyataan‟ tentang produk yang diiklankan, contoh bahwa produk tersebut dinyatakan yang terbaik, dan lain-lain. meskipun ada juga yang mempunyai maksud „advising/menasehati‟, pada iklan ini penulis memberikan gambaran kata yang positif dengan seolah-olah tidak menganjurkan produknya. 3. illocutionary acts/makna illokusi masing-masing iklan tersebut bagi pembaca sudah tepat sasaran dan spesifik yang ditujukan bagi calon user nya. contoh, iklan dunkin „ donald, kata-kata yang digunakan adalah mensasar para orang sibuk yang mempunyai waktu sedikit untuk sekedar makan siang, maka dunkin‟ donald memberikas solusi dengan ujaran dalam iklannya. 4. perlocutionary acts/makna perlokusi di dalam kalimat iklan-iklan tersebut mempunyai makna seolah-olah adanya komunikasi dua arah antara produk yang diiklankan dengan para calon pembeli. produk yang diiklankan merasa dekat dengan para calon pembeli dan merasa bagian dari diri si calon pembeli sehingga diharapkan dengan adanya perasaan seperti tersebut para calon pembeli akan segera membeli/menggunakan/menikmati produk tersebut. 5. conversational implicature/implikatur dalam bahasa iklan tersebut dapat dikatakan sebagai berikut; penulis iklan menulis iklan tersebut dalam bahasa inggris karena beberapa hal diantaranya adalah bahasa inggris dipahami sebagai bahasa pergaulan dunia selain sebagai bahasa ilmu pengeetahuan. selain itu, sebetulnya iklan-iklan ini menyasar para calon pembeli dari golongan menengah ke atas. implikatur yang terjadi adalah, semua iklan yang ada mengimplikasi bahwa produk yang diiklankan adalah bukan produk biasa tetapi mereka adalah produk pilihan dan yang terbaik. implikasi lain yang tampak adalah semua produk tersebut memberikan label yang positif baik bagi user maupun bagi calon user terhadap dampak menggunakan/menikmati produk tersebut. vi. saran tim penulis menyampaikan beberapa saran terkait dengan hasil penelitiaan ini sebagai berikut; 1. ilmu pragmatic adalah suatu ilmu yang sangat bermanfaat bagi dunia periklanan karena sebuah produk yang diperkanalkan di masyarakat harus disertai dengan kalimat/ujaran/kata yang mampu membuat para calon pembeli/user tertarik dan memutuskan untuk membeli/menggunakan produk tersebut. 2. ilmu pragmatic perlu diperkenalkan dan diajarkan di perkuliahan utamanya adalah bagi mahasiswa program studi pendidikan bahasa inggris agar mereka memahami konteks yang terjadi di sekeliling mereka. 3. penelitian lebih lanjut dan mendalam terkait dengan iklan dan pragmatic perlu diadakan guna menjawab rasa ingin tahu yang lebih tentang khasanah keilmuan tersebut. 21 daftar pustaka emuchay j, 2010. university of ilorin, nigeria, unpublished ph.d dissertation. gerot, linda. and wignell, peter. 1994. making sense of functional grammar. australia: gerd stabler. grice hp. „‟logic and conversation.‟‟ in cole and morgan eds. halliday mak, 2002. “language structure and language functions” in new horizons in linguistics. ed. j. lyons. harmondsworth. penguin. pp.140-165. leech g, 2000. principles of pragmatics. london. longman. lyons j, 2007. semantics and pragmatic. cambridge. cambridge university press. moleong. 2006. qualitative research design. london. longman inc. nunan, david. 1993. indroducing discourse analysis. london : penguin group. searle j, 2009. speech acts: an essay in the philosophy of language. new york. cambridge university press. subroto, d. edi. 1992. pengantar metoda penelitian linguistik struktural. surakarta: sebelas maret university press. van d, teun a, 2001. texts and contexts. london. longman inc. http://www.thejakartapost.com (diakses pada 23/02/2014) http://www.thejakartapost.com/ page 1 page 2 page 1 page 2 microsoft word 5. struktur wacana iklan lowongan pekerjaan pada _yulia_ http://jurnal.unimus.ac.id ����������� � ������ �� � �� ��������� ������� ������������������������� ������ ��������������� � ��yulia�mutmainnah������ � � ��������� ����� � � �� ��� ��� �� � � �� ��� � � � � 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(2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 1 online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis denni iskandar*1, wildan2, nurrahmah3, muhammad fauzi4 1,2,3department of indonesian education, faculty of teacher training and education, universitas syiah kuala 4department of english literature, universitas lancang kuning indonesia denniiskandar@fkip.unsyiah.ac.id article history: submitted on june 15th, 2022; revised on may 11th, 2023; accepted date may 21th, 2023; published on june 30th, 2023. abstract the vaccination discourse is one of the discourses that is always reported by the mass media because of the increasing cases of covid-19. news about vaccinations elicited various responses from the public. this study aimed to examine the strategy of online media news related to the vaccination discourse that had resulted in various public responses. the research was conducted using theo van leeuwen’s theory on critical discourse analysis. four online media consisting of kompas.com, detik.com, liputan6.com, and tribunnews.com were chosen as data sources for this research. this study uses a qualitative method. data in the form of phrases, clauses, and sentences were collected through reading and note-taking techniques. then, the data were analyzed using a qualitative descriptive approach. the research results showed that the online media of kompas.com, detik.com, liputan6.com, and tribunnews.com used exclusion and inclusion strategies in producing news discourse. however, kompas.com and detik.com online media tended to use exclusion strategies that included passivation, nominalization, and substitute clauses. furthermore, liputan6.com and tribunnews.com online media tended to use inclusion strategies such as nomination-categorization, nominationidentification, and differentiation-indifference. commonly, in this vaccination discourse, the news written by these four online media were not over-criticizing the government but more emphasized driving opinions http://jurnal.unimus.ac.id/index.php/lensa mailto:denniiskandar@fkip.unsyiah.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 2 concerning various public responses to vaccination. these findings suggest readers to read information in the mass media critically. thus, readers are not easily influenced by the conflicts that are reported. keywords: discourse, media, news, strategy, vaccination introduction vaccination is one of the government's efforts to deal with covid-19 cases. however, this effort raises pros and cons among the people. many people are not willing to be vaccinated. it is influenced by various information related to vaccination reported by the mass media, especially online media. the information received is not necessarily under the existing reality. news media is one media that seeks to describe a situation, event, or object. in other words, the media functions as a compiler for the reality of various events that occur so that it becomes a meaningful discourse (anderson et al., 2016; gutsche jr, 2015; lloyd & toogood, 2014). in this case, the main task of the news media is to construct various realities that will be reported. in compiling reality, the news media must, of course, use language. as revealed by badara (2014) language is the main element in describing the process of reality. furthermore, the language in news media can also affect the reader's view of the reported reality. the choice of words and strategies for presenting reality also determine the meaning that emerges. the use of language has implications for the meaning generated. it is as illustrated in the news about vaccinations. news media, in this case, online media, is the most important form of media in influencing the spread of the information in the community. it is due to online media that is very easy to access; online media information can be received very quickly; and old information or data can be reopened easily at any time. in indonesia, several online media are quite mainstream, with quite a lot of readers, including kompas.com, tribunnews.com, detik.com, and liputan6.com. this research described the strategy of news coverage and alignments of online media of kompas.com, tribunnews.com, detik.com, dan liputan6.com in preparing vaccination discourse. according to the digital news report 2021 released by the reuters institute for the study of journalism, these four online media are included in the best news portals. in addition, the media tribunnews and kompas.com are online media that will receive the adam malik award in 2022. media alignments can be expressed by studying the language used in the news text. studies on the use of language that can reveal media alignments can be carried out using critical discourse analysis. critical discourse analysis was discourse analysis that focused on language and http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 3 related it to ideology (fairclough, 2013; jinxuan ma, n.d.; richardson, 2017)critical discourse analysis was more concrete to see that language grammar carries specific ideological meanings. in critical discourse analysis, the language factor is crucial. this is because language is used to see the power imbalance that occurs in society (silaswati, 2019).critical discourse analysis investigates how language is used by certain social groups (fairclough, 2013). the critical discourse study in this research was the analytical study of theo van leeuwen. theo van leeuwen's critical discourse analysis is able to reveal media alignments through the figures or groups that appear in the discourse. according to (van leeuwen, 2008) two media strategies in constructing news were disguising actors and presenting actors. the process of disguising actors or removing actors from the news was called the exclusion strategy, and the process of presenting actors in the news was called the inclusion strategy. this research was interesting to study for several important reasons. first, vaccination was one topic that was still widely discussed in the mass media. interestingly, every vaccination topic was discussed, and there were continuously varying opinions (pros and cons) among the public. it was due to the many incorrect issues related to this vaccination. second, critical discourse analysis can reveal hidden meanings in a text. research related to vaccination has been carried out by several researchers before. these included research on critical discourse analysis on vaccine reporting (abbas, 2021; ahmed & ali, n.d.; sherman et al., 2021; spire et al., 2021) , refusal of vaccination (sapitry, 2021), hoax news related to vaccines (chiou & tucker, 2018; rahayu, 2021), and public perception of vaccination (raghupathi et al., 2020; zaid, 2021). in addition, research on critical discourse analysis has also been carried out, including critical discourse analysis on celebrities (syartanti, 2021) and critical discourse analysis of social distance and covid-19 news (alfaritsi, 2020). based on some of the results of this study, it shows that critical discourse is able to express media alignments in reporting. the news of vaccination was very political in government circles. furthermore, there was a misperception of the public about vaccination and public communication about the success of vaccination. from the previous studies above, we can be seen that how the media reported news about vaccines, whether news of rejection, fake news, or related to the politicization of vaccines. from the studies above, it can be seen that most of the researchers focus on the vaccine discourse itself and there have not been many studies on the bias of the media in reporting vaccines. for this reason, this study will try to explore of several online media in reporting vaccines. thus, this study will compare the strategies used by several media in reporting vaccines. the strategy used will determine the media's view of the vaccine. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 4 method this research was qualitative research using the content analysis method. content analysis methods were commonly used to understand the symbolic message of discourse or text (krippendorff, 2018), in this case, they were news texts. these symbolic messages were the social, political, economic, and ideological aspects of vaccination news discourse. next, this research also used a critical approach, which focused on uncovering hidden aspects behind a reality (ahmed & ali, n.d.; xie, 2018). the critical approach was used to complement of content analysis methods that did not focus on hidden messages. the content analysis method only emphasized the visible message so that the real message in a text could not be found. the primary data sources for this research were 16 news stories taken from the online media kompas.com, detik.com, liputan6.com, and tribunnews.com. all of this data can be accessed on https://drive.google.com/drive/folders/1jrki3_839wv_zduuvpy2jkdut y7ncjbw?usp=share_link. each online media selected four news related to vaccinations published between juli-februari 2022. the selection of vaccination news was based on various public comments regarding vaccination. these comments were in the form of comments on vaccine rejection, the covid-19 vaccine being made for the benefit of pharmaceutical corporations, and also support for vaccines. therefore, the news chosen to be used as a data source was vaccination news related to the issue of acceptance and rejection of vaccines by the public. the research data were in the form of phrases, clauses, and sentences contained in the text of the vaccination news. data were collected in two stages: searching for written data sources in online media and purposively determining the news to be analyzed (rukajat, 2018; wertz, 2011). at the data analysis stage, the data determined was analyzed using critical discourse analysis techniques. data analysis was carried out in three steps, namely (1) determining the main topic of a discourse; (2) do review discursive strategies; and (3) analyzing real meanings in linguistics, as well as linguistic meanings in other forms. the critical discourse framework used was theo van leeuwen's analytical framework. the analytical framework was shown in the following figure. http://jurnal.unimus.ac.id/index.php/lensa https://drive.google.com/drive/folders/1jrki3_839wv_zduuvpy2jkduty7ncjbw?usp=share_link https://drive.google.com/drive/folders/1jrki3_839wv_zduuvpy2jkduty7ncjbw?usp=share_link lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 5 graphic 1: theo van leeuwun’s framework the validity of the data in qualitative research was needed. thus, two essential things must be done to test the validity of the data, namely checking the reliability and checking the validity (rukajat, 2018). based on this, checking the validity of the data was carried out seriously by reading, checking, and intensifying data analysis. reading validation activity is done by reading each word repeatedly. data checking is done by checking data from various sources. source triangulation is done by checking the data that has been obtained through several sources. in addition, theoretical triangulation was also carried out, linking the theoretical analysis results with other theories. in this case, theoretical triangulation was carried out using the theory of social cognition proposed by teun van dijk. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 6 findings and discussion the analysis results of the vaccination discourse reporting strategy found on kompas.com, detik.com, liputan6.com, and tribunnews.com showed that the four online media used an exclusion strategy and an inclusion strategy. the following is an explanation of the use of these two strategies exclusion strategy the exclusion strategy was carried out by not bringing up actors or perpetrators in the reported text. in other words, this strategy tried to disguise the perpetrator so that the victim became the center of attention of the reader (idul, 2020). some of the exclusion strategies described in the four online media are as follows. a. passivation one of the exclusion strategies was passive sentences (passivation). the use of passive sentences focused the reader's attention on the object. it was due to the absence of actors in the text (sahragard & davatgarzadeh, 2010; van leeuwen, 2008). this passivation strategy protected the actor or perpetrator from the reader's focus. thus, it would lead the reader's mind to the victim. the use of this passivation strategy can be seen in the following quotes. “booster vaccination will be given to districts/cities whose vaccination achievements have met the criteria for 70 percent of the first dose and 60 percent of the second dose.” (detik.com) in the excerpt of the news text, the passivation strategy was indicated by using the word given. the choice of the passive formed given obscured the actor or who was giving. the party providing the vaccine was excluded from the news. if the whole context were known, it would be apparent that the party providing the vaccine was the indonesian government. in this sentence, the actor did not appear because the object was more important in the news, namely the district/city whose vaccination achievement has met the criteria of 70 percent of the first dose and 60 percent of the second dose. “more people have not been vaccinated and were hospitalized than people who have received the vaccine”. the third dose was given to israeli citizens aged 40 years and over who received the second dose at least five months earlier (kompas, 26/8/2021). in the excerpt of the news text, the passivation strategy was indicated using the words 'vaccinated' and 'treated' (in sentence 1) and the word 'given' (in sentence 2). the words 'vaccinated', 'treated', and 'given' in the two quotes above also hid social groups in the news. one of the goals of http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 7 journalists who did not involve actors in reporting was so that readers were more focused on the object of the news, namely patients who were being treated or citizens of israel. the choice of the passive form given obscures the actor or who was giving. the party providing the vaccine was excluded from the news. if the entire context were known, it would be apparent that the party providing the vaccine was the indonesian government. in this sentence, the actor did not appear because what was more critical in reporting was the object. b. nominalization nominalization was also one of the exclusion strategies, namely, eliminating a particular group of actors (idul, 2020; yaghoubi-notash & nouri, 2016). this strategy could be characterized by changing the verb into a noun. generally, nominalization was done by giving the suffix pe-an. the purpose of using the nomination strategy is to hide or omit the actor/subject: by changing the verb form to a noun, the presence of the subject or actor does not need to be indicated in the sentence. thus, nominalization can eliminate the subject/actor of the actionit was as seen in the following quote. although at this time, the victim claimed to be paralyzed after receiving the injection, according to junaidah, it could not be confirmed medically. (tribunnews.com) the word injection was included in the type of noun. the word injection came from the active verb to inject. when applied in a sentence, the active verb must present a subject. by changing the word inject to inject, the actor doing the injection could be hidden. the use of this nominalization made the reader uncritical. "he said that the implementation of the first vaccination was part of the socialization to convince the public to be willing to be vaccinated for the next wave." (tribunnews.com/10/02/2021) the word "implementation" above is a type of noun. the word implementation comes from the verb "to carry out". based on this, who the actor/actor who carried out the first vaccination was not seen or not discussed. inclusion strategy the inclusion strategy was a news strategy by displaying something, someone, or a group in the news text (van leeuwen, 2008). there were several types of inclusion strategies, namely differentiation-indifferentiation, objectivation-abstraction, nomination-categorization, nominationhttp://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 8 identification, determination-indetermination, assimilation-individualization, and association-dissociation. however, not all these inclusion strategies were used in the online media tribunnews.com, tempo.com, kompas.com, and detik.com. some of the strategies used by the four online media are as follows. a. differentiationindifferentiation differentiation-indifferentiation was a strategy of presenting more than one event or another actor . in writing a news text, an event or an actor could be presented independently, or the comparison could be made by displaying other events or groups in the news. the appearance of other events or actors in the news text indirectly showed that the group was marginalized. the following is an excerpt that uses a differentiationindifferentiation strategy. differentiation: “in the viral video, the woman could argue with some officers because she refused to be injected with the vaccine." indifferentiation: “in the video that went viral, the woman was seen arguing with some officers because she refused to be injected with the vaccine. an officer in a police uniform was seen explaining, but he insisted on refusing the officer's explanation." (detik.com) the first sentence above explains a commotion between a woman and a police officer. in contrast, the facts about the police officer who explained to the woman were presented in the second sentence. the second sentence indirectly distinguished between a woman's attitude and a police officer's. next, in the third sentence, the female actor was further marginalized with the statement, "but she insists on refusing the officer's explanation". on the other hand, the police were portrayed better than female actors. b. objectivation-abstraction objectivity-abstraction was a strategy related to displaying information clearly or concretely, or what was displayed was an abstraction (liasidou, 2008). it is as shown in the following quote. abstract: dozens of mothers held a demonstration in front of the dprd of padang city, west sumatra, on monday. this action addressed the issue of the local government circular requiring covid-19 vaccination for elementary school students (tribunnews.com, 14/2/2022). the sentence above did not mention the number of mothers concretely. the word tens made the information abstract. this abstraction was often not mentioned due to journalists' ignorance of the exact number. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 9 however, the term abstraction was often chosen by journalists to present something. “it was sensitive because, in the world, there were still many people who had not received the vaccine; why were developed countries given boosters? moreover, the issue of injustice in the covid-19 vaccination globally was very high. even some countries have not received the first dose of the vaccine yet.” (kompas.com) the mention of many people and some countries was also one of the abstraction strategies used by journalists. the sentence indirectly wanted to marginalize the position of the indonesian state, which wanted to give booster vaccinations even though countries in the world still had not received vaccines evenly. "supposedly, he said, the task force gave journalists access to cover so that the dissemination of this vaccination would not be questioned. one of the representatives of the covid handling task force in bener meriah, hendra yenko faruly, told the acehnese that the implementation of the vaccine was carried out simultaneously throughout aceh. "today's activity is a grand launching in bener meriah regency and as a notification to the public that the vaccine is needed to overcome the covid-19 pandemic," he said (tribunnews.com/10/02/2021) the quote above is an example of objectivity, because in the sentence above there are words that give clear instructions. the word “a representative” above shows the provision of clear evidence, no longer abstract. c. nomination-categorization in constructing an event or an actor, there was often a choice whether the actor was shown concretely or only the categories of social actors were mentioned (aris badara, 2014; liasidou, 2008; yaghoubinotash & nouri, 2016). the categories displayed by journalists in the news were valuable information about the media's ideology. the categories that arose could be religion, status, physical form, etc. according to van leeuwen (2008, 31–54), the nomination-categorization strategy is concerned with selecting individual identification submissions, whether stated as they are or in categories (gender, race, religion, physical, etc.). hundreds of students at state elementary school of paccinang and state elementary school 1 of paccinang in makassar city enthusiastically participated in the mass vaccination event for children aged 6 to 11. they even seemed to be scrambling to be the first to get the vaccine. undoubtedly, the researchers have informed parents of students so that their children should be http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 10 vaccinated so that we did not return to online learning (distance learning)," said zaenab on friday (liputan6.com,18/2/2022). in the quote above, although it was not clearly stated in the media's approval regarding the provision of vaccines to children, the second sentence reinforced the journalists against the government by quoting the words of the school principal (muttaqin, 2011; suharyo et al., 2015). as we all know, there are still many people who question vaccines, so its implementation needs to be done openly and known to the public," he said. (uri)”(tribunnews.com/10/02/2021) the quote above is an example of a nomination, because in the sentence above the actor is not clearly shown. actors are simply called "society". the phrase "community" is still common so it is not clear who it refers to. d. nomination-identification nomination identification was an inclusion strategy that defined a particular group, event, or action (aris badara, 2014). the definition process was done by adding a clause as an explanation. in this strategy, there were two propositions. the second proposition was an explanation or explanation of the first proposition. generally, these propositions were connected by the word 'who'. according to van leeuwen (2008, 31–54), identification nomination is related to the presence of additional clauses or propositions as a form of explanation of the first proposition. this means that journalists want to provide an explanation of who a person is or what the action or event was. giving an explanation gives a certain meaning, because it is generally in the form of an assessment of a certain person, group or action. this is a discourse strategy in which one person, group, or action is given a bad explanation so that it is accepted by the audience that it will be bad as well. the use of the nomination-identification theory is found in three news headlines on dailyrakyataceh.com totaling four sentences, namely two sentences from nominations and two sentences from identification. nomination: a paralyzed student suspected of being psychotic identification: a student who was paralyzed after the vaccine, suspected of being psychopathic (liputan6.com,18/2/2022). in the quote above, a paralyzed clause after the vaccine was the identification given by the editor. the identification could assess the direction in which the event was taken. the paralyzed clause after the vaccine conveyed that the vaccine was the cause of the paralysis. in fact, as an explanatory sentence, the presence or absence of a clause did not affect the meaning of the http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 11 sentence, which informed that a student was paralyzed due to psychosis. nomination: "unlike other areas, the implementation of vaccinations in bener meriah regency is openly considered closed and journalists are not given access to coverage in one of the rooms at the muyang kute bener meriah general hospital, wednesday (10/2)."(kompas.com/ 10/02/2021) the quote above is an example of a nomination, because in the sentence above the actor is not clearly shown. actors are simply called "journalists". the phrase "journalist" is still common so it is not clear who it refers to. identification:"in response to this problem, the chair of the bener meriah regency journalists association (pewaber) mashuri said that the task force should be able to provide space for journalists so that the socialization process can be known to the public." (kompas.com/10/02/2021) the quote above is an example of an identification strategy. indirectly, the task force was described in a bad way, considered not to give space to journalists so that the process of socializing the covid-19 vaccine 19 are available to the public. e. association-dissociation according to van leeuwen (2008, 31-54) associations relate to social actor reporting that is directed at the individual or associated with other larger groups. in the association strategy, the actor or party is not shown alone, but is associated with another larger group. while in the dissociation strategy, the actor or a party is presented alone "he added, apart from the pictures that don't look bright, no sound can be heard, so journalists can't listen to what's going on in the room. according to him, the journalists who did the coverage also looked confused by the first vaccination activity that was carried out in bener meriah. “we can't describe what's going on in there so we cannot provide accurate information to the public,” firmly.” (tribunnews.com/10/02/2022) the sentence above is an example of using the association strategy; the actor in the sentence is related to another actor. in his statement, actor journalists who looked confused while covering the inaugural vaccination activity associated with community actors did not receive accurate information. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 13 no. 1, january-june 2023, page.1-13 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x how to cite (in apa 7th edition): iskandar, d., wildan, nurrahmah, & fauzi, m. (2023). online media news strategy on vaccination discourse: theo van leeuwun’s critical discourse analysis. lensa: kajian kebahasaan, kesusastraan, dan budaya, 13(1), 1–13. https://doi.org/10.26714/lensa.13.1.2023.1-13 12 conclusion the research results showed that the online media of kompas.com, detik.com, liputan6.com, and tribunnews.com used exclusion and inclusion strategies in producing news discourse. however, kompas.com and detik.com online media tended to use exclusion strategies that included passivation and nominalization. furthermore, liputan6.com and tribunnews.com online media tended to use inclusion strategies such as objectivation-abstraction, nomination-categorization, nominationidentification, and differentiation-indifference. commonly, in this vaccination discourse, the news written by these four online media were not over-criticizing the government but more emphasized driving opinions concerning various public responses to vaccination. references abbas, a. h. 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(2021). public perception on covid-19 vaccination intention. international journal of public health science, 906–913. http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 1 dongeng sebagai sarana pembentukan kepribadian pada era disrupsi fairy tales as a means of personality formation in the era of disruption krisna pebryawan1, luwiyanto universitas widya dharma, klaten 1krisna.pebryawan@unwidha.ac.id riwayat artikel: dikirim 5 agustus 2018; diterima 26 juni 2019; diterbitkan 30 juni 2019 abstrak era disrupsi membawa pengaruh yang kuat bagi perubahan kehidupan masyarakat. inovasi teknologi yang terjadi di semua sektor membuat persaingan semakin ketat. literasi lama seperti membaca, menulis, dan matematika tidak cukup untuk sekedar bertahan hidup. dibutuhkan literasi data, literasi teknologi, dan literasi manusia. sehingga tidak hanya intelegensinya yang perlu ditingkatkan, tetapi juga aspek manusianya juga perlu ditingkatkan supaya lebih manusiawi dan berbudaya. oleh karenanya, dongeng sebagai warisan budaya yang memiliki nilai kearifan lokal perlu diajarkan kepada generasi x dan y untuk lebih arif memaknai era disrupsi. metode penelitian yang digunakan adalah deskriptif kualitatif. adapun data yang digunakan berupa kumpulan dongeng yang didapat dari berbagai sumber. berdasarkan hasil analisis yang dilakukan, ditemukan bahwa dongeng dapat dimanfaatkan sebagai pembentuk kepribadian anak. nilai yang bisa dipetik dari cerita dongeng adalah nilai religi, nilai sosial (kesetiawakanan), dan nilai budaya. selain ketiga nilai tersebut, dongeng juga mengandung pendidikan seperti kerjasama, kerja keras, pantang menyerah dan kemandirian. kata kunci: dongeng, kepribadian, disrupsi abstract the disruption era brings a strong influence on the changing lives of the people. technological innovations that occur in all sectors make competition even tighter. old literature such as reading, writing, and mathematics is not enough to just survive. data literacy, technology literacy and human literacy are needed. so that not only the intelligence needs to be improved, but also the human aspect also needs to be improved so that it is more humane and cultured. therefore, fairy tales as cultural heritage that have the value of local http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 mailto:krisna.pebryawan@unwidha.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 2 wisdom need to be taught to generations x and y to be wiser in understanding the disruption era. the method used in this research is descriptive qualitative. the data used in the form of a collection of fairy tales obtained from various sources. based on the results of the analysis conducted, it was found that fairy tales can be used as the formation of the child's personality. the values that can be taken from fairy tales are religious values, social values (kesetiawakanan), and cultural values. in addition to these three values, fairy tales also contain education such as cooperation, hard work, never give up and independence. keywords: fairy tales, personality, disruption pendahuluan dongeng sangat efektif digunakan sebagai sarana untuk memberikan masukan atau nasehat kepada anak, terkait dengan pentingnya pendidikan karakter untuk membentuk kepribadian seseorang. pada era disrupsi sekarang ini pendidikan karakter sangat dibutuhkan sebagai pegangan untuk manusia supaya tidak turut tenggelam di telan zaman. faktanya krisis karakter sudah seperti penyakit yang menjangkiti banyak elemen masyakarat. sekali tertular akan sulit untuk disembuhkan. krisis karakter dapat dijumpai di berbagai lingkungan seperti lingkungan pendidikan, lingkungan ekonomi, dan lingkungan sosial kemasyarakatan. krisis karakter tersebut disadari betul oleh banyak pihak, seperti yang dikemukakan (kisworo, 2016) bahwa penataan moral merupakan hal mendasar dalam pendidikan. pentingnya penanaman pendidikan karakter sedari kecil untuk mengurangi dampak dekadensi moral seperti tawuran, tindak kekerasan, seks bebas, penganiayaan, penggunaan narkoba, dan lain sebagainya. apa yang diutarakan oleh kiswara tersebut sesungguhnya sudah sering kita dengarkan di banyak tempat. sejak dahulu masalah itu sudah terjadi dan sekarang semakin menjadi. dahulu kejahatan terjadi ketika ada kontak fisik, sekarang dapat terjadi di dunia digital (cyber crime). dahulu bully hanya terjadi ketika ada pertemuan dan percakapan, sekarang bully banyak terjadi di sosial media. ini adalah contoh kecil penyalahgunaan kemajuan teknologi. berangkat dari permasalahan tersebut, maka diperlukan kajian mendalam dalam dunia pendidikan. literasi lama seperti membaca, menulis, dan matematika tidak cukup untuk sekedar bertahan hidup. dibutuhkan literasi data, literasi teknologi, dan literasi manusia. dibutuhkan perubahan baik sistem maupun sdm-nya. inovasi dalam penyampaian materi, teknik, strategi, maupun kreatiftas dalam pemanfaatan media belajar, termasuk kemampuan guru dalam memasukkan nilai pendidikan karakter di dalamnya. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 3 peneliti meyakini, sekolah mampu membentuk anak menjadi pribadi yang pandai, terampil, dan berbudi pekerti luhur. (pebryawan, 2016) menyebutkan bahwa pendidikan karakter merupakan dasar yang sangat penting bagi siswa. dibuktikan dengan adanya pembicaraan dengan bertemakan karakter, khususnya pada forum-forum ilmiah1 seperti di umm (2012), unwidha klaten (2013), uny (2014), ump purworejo (2015), uns (2016), universitas pgri semarang (2018), dan universitas udayana bali (2018). sebagai salah satu upaya pemerintah adalah dengan melahirkan kurikulum 2013 yang menekankan pada pendidikan karakter, meskipun dalam pelaksanaannya masih terjadi saling-silang pemaknaannya. setidaknya hal ini membuktikan pentingnya pendidikan karakter. lebih lanjut perguruan tinggi diharuskan untuk berkoordinasi dengan program studi di instansinya untuk membuat kerangka capaian pembelajaran lulusan yang disesuaikan dengan kkni dan sn-dikti yang diatur dalam peraturan menteri pendidikan dan kebudayaan nomor 49 tahun 2014. disebutkan bahwa ada 3 kriteria minimal yang wajib dicapai oleh lulusan yakni, sikap, pengetahuan, dan keterampilan. termasuk kemampuan merespon perubahan zaman. melalui (ristekdikti, 2016) pemerintah juga mendukung penumbuhan karakter dengan memasukkannya dalam rumusan rirn. dapat dirunut pada tema 4.1.10 bidang sosial humaniora seni budaya pendidikan jelas disebutkan topik riset adalah pendidikan berkarakter dan berdaya saing. sedangkan target yang diharapkan yaitu desain pendidikan berkarakter kebangsaan berbasis nilai agama dan nilai budaya nasional berdaya saing global. mendongeng merupakan salah satu metode untuk mendidik, menumbuhkan potensi, dan membangun karakter siswa secara evolutif. menurutnya, dongeng mampu memberikan sentuhan psikologis pada anak, sehingga anak mendapatkan pelajaran dari tokoh-tokoh yang ada tanpa merasa digurui, tanpa merasa dipaksa, ataupun disuruh-suruh (hendri, 2013). dari beberapa referensi yang ada, peneliti menemukan beberapa penelitian terkait, diantaranya penelitian (nuryanto, 2017) yang meneliti tentang pendidikan karakter dengan metode mendongeng cas cis cus. metode penelitian nuryanto menggunakan ptk (penelitian tindakan kelas). cas cis cus adalah singkatan dari cas (cipta aksi super) sebagai sarana untuk membuka dongeng, cis (cipta inspirasi super) sebagai inti dari 1 forum ilmiah tersebut dikemas dalam bentuk seminar, baik skala nasional maupun internasional. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 4 pelaksanaan dongeng, dan cus (cipta usulan super) sebagai penutup dongeng. penelitian yang sama diungkapkan oleh (vitali, 2016), tujuan penelitiannya adalah untuk menyadarkan pentingnya seorang calon guru mempunyai kompetensi untuk mendongeng. seorang guru yang terampil mendongeng maka dapat membangun hubungan dan memiliki kedekatan dengan siswanya. sehingga guru akan lebih mudah dalam memberikan pengajaran. (patimah, 2015) penelitiannya tentang efektifitas pembelajaran dongeng dalam upayanya meningkatkan literasi anak pada jenjang sd terbukti efektif. menurutnya mendongeng memicu kekuatan berpikir dan mendorong daya imajinasi anak. guru yang menerapkan teknik mengajar dengan cara mendongeng (berbeda dengan ceramah) pada umumnya pasti memiliki siswa yang berkemampuan literasi yang baik dibandingkan dengan guru yang hanya mengajar dengan cara konvensional. kebiasaan yang di timbulkan dari aktivitas mendongeng mampu memberikan banyak dampak positif terhadap kemampuan literasi siswa baik kemampuan membaca, menulis dan berbicara. hal serupa juga dikemukakan oleh (ipriansyah, 2011) dalam tulisannya terkait dongeng, dia menghasilkan dua kesimpulan. pertama, dongeng dapat dimanfaatkan sebagai wahana hiburan dan pendidikan. kedua, membantu perkembangan anak baik dalam hal berpikir dan berbahasa. selain itu melalui percakapan tokoh-tokohnya, anak juga dapat mempertimbangkan baik dan buruk, boleh dan tidak boleh. dengan demikian dongeng juga berperan dalam perkembangan moral anak. peran penting dongeng dalam mempercepat penyerapan informasi juga dibuktikan (abasi & soori, 2014) dalam artikelnya berjudul is storytelling effective in improving the english vocabulary learning among iranian children in kindergartens? menyimpulkan bahwa dongeng terbukti efektif meningkatkan kemampuan anak iran usia tk belajar menguasai kosakata bahasa inggris. artikel tersebut juga menginformasikan bahwa dongeng memang dapat digunakan untuk menyampaikan materi pembelajaran dengan efektif. tidak hanya hasil penelitian, akan tetapi terdapat pula artikel ilmiah yang tertarik dengan tema pendidikan karakter. salah satunya artikel karya (padmaningsih, sujono, & suwanto, 2016) yang dimuat pada prosiding seminar nasional di uns. mereka menemukan bahwa nilai kearifan lokal yang terdapat dalam dongeng tradisional jawa adalah sebagai berikut. pertama, terdapat nilai moral religi yang berhubungan dengan tuhan, kedua, terdapat nilai moral sosial, dan ketiga, terdapat nilai moral individual. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 5 metode bentuk penelitian yang digunakan adalah penelitian deskriptif kualitatif. penelitian deksriptif kualitatif adalah suatu metode yang bertujuan memberi gambaran secara utuh dan mendalam tentang realitas sosial. penelitian deksriptif kualitatif juga bertujuan untuk memberi gambaran berbagai fenomena yang terjadi di masyarakat yang menjadi subjek penelitian sehingga tergambarkan ciri, kararkter, sifat, dan model dari fenomena tersebut (sanjaya, 2014) berdasarkan pengertian tersebut, maka langkah-langkah penelitian ini adalah pertama, mengidentifikasi masalah penelitian. kedua, merumuskan dan membatasi masalah. ketiga, melakukan studi pustaka. keempat, menentukan objek penelitian sebagai sumber data dan data. kelima, mengumpulkan data, melakukan analisis data. keenam, membahas hasil penelitian dan menarik kesimpulan. terakhir, menyusun laporan penelitian dan mempublikasikannya. adapun dongeng bahasa jawa yang digunakan yakni berjudul “kancil nyolong timun”, “kancil lan sabuk nabi sulaiman”, “andong lan laler cilik”, “semut lan walang”, “kadal lan ula”, “kancil lan merak”, “kancil lan siput”, “kethek lan bulus”, “kidang lan bulus”, “kucing sing pinter ngalembana”, “lutung kasarung”, “tikus mungsuh ula”, “timun mas”, “kucing lan tikus”, “wedhus lan jaran”, “bebek rupane elek”, “telu babi cilik”, “pangeran kodok”, “serigala lan pitung bocah”, dan “pangeran seneng”. aspek pemilihan dongeng didasarkan pada pendidikan karakter dan diutamakan keberagaman cerita untuk menghindari kejenuhan. tahap awal penelitian adalah melakukan tinjauan pustaka yang berkaitan dengan teknik mendongeng yang dilanjutkan dengan perekaman dongeng. hasil dan pembahasan berdasarkan penelitian yang telah dilakukan, dongeng berbahasa jawa terbukti efektif dipergunakan sebagai pembentuk kepribadian anak. nilai-nilai yang terkandung di dalam dongeng-dongeng tersebut terangkum dalam tiga nilai pokok, yakni nilai religi, nilai sosial, dan nilai budaya. dongeng yang berhasil diidentifikasi tersebut juga mengandung nilai-nilai pendidikan seperti kerjasama, kerja keras, pantang menyerah, dan kemandirian. pertama, dongeng bahasa jawa kaya akan cerita sehingga dengan jumlah yang cukup banyak itu dapat menghindarkan kebosanan bagi para pendengar. kedua, dongeng bahasa jawa mempergunakan ragam bahasa jawa ngoko yang mudah dipahami oleh anak-anak saat ini. ketiga, alur ceritanya sederhana sehingga mudah dipahami. keempat, dongeng merupakan salah satu sarana untuk menyampaikan ajaran, nasehat ataupun petuah tanpa membuat pendengar merasa digurui. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 6 era disrupsi sebetulnya sudah banyak disinggung pula dalam berbagai pertemuan ilmiah seperti workshop ataupun seminar. era yang muncul akibat revolusi industri 4.0 memang tidak bisa dihindari oleh siapapun. suatu era yang di dalamnya terjadi perubahan secara besar-besaran dan mendasar. perubahan terjadi bukan dalam tempo yang ajeg, tetapi cepat dan mengagetkan. suatu era yang memaksa manusia untuk berubah atau punah. pasalnya, ketika seseorang sekedar berubah, tidak semua nilai akan mereka bawa. pengetahuan dan keterampilan akan selalu dibawa. namun ada satu yang sering dilupakan, yakni moral. moral sering diabaikan dan ditinggalkan seiring kerasnya perubahan zaman. film train to busan garapan yeon sangho memberi ilustrasi tentang hal ini. bahwa manusia yang tidak kuat karakternya akan terjebak pada rangsangan dari luar. dilukiskan di dalam film tersebut, banyak orang rela menutup mata dan mementingkan dirinya sendiri. diam melihat sesamanya sengsara, membuang muka saat saudaranya membutuhkan pertolongan. tidak salah apabila banyak pihak mengkhawatirkan dampak dari era disrupsi. ketakutan yang muncul saat orang-orang kehilangan kewarasannya dan tega menyakiti sesamanya asalkan dapat bertahan hidup. sikap individualistis kuat muncul ke permukaan hingga melenyapkan batas-batas norma yang ada. seolah pendidikan yang telah lama mereka terima hanya sebagai pakaian belaka. tentu saja kita tidak ingin semua ini terjadi. berbagai cara dan upaya dilakukan, salah satunya adalah penguatan nilai karakter. dongeng sebagai bagian dari karya sastra merupakan salah satu alat yang bisa dipergunakan sebagai sarana untuk mendidik. sudah sejak dahulu dongeng menjadi andalan bagi orang tua untuk mendidik anaknya. kekuatan dongeng dan keterikatan anak anak era 80-an terhadap dongeng bahkan sampai terabadikan pada sebuah lagu. salah satu group band lawas indonesia yaitu wayang, yang ngetop di tahun 1999 merilis album berjudul dongeng dengan lagu andalan berjudul sama. munculnya lagu tersebut merupakan sebuah bukti bahwa dongeng menjadi bagian dalam masyarakat kita selama turun-temurun. dongeng dalam penelitian ini berhasil diidentifikasi dengan kandungan nilai-nilai sebagai berikut. tabel 1: dongeng berbahasa jawa no dongeng nilai religus sosial budaya 1. kancil nyolong timun √ √ 2. kancil lan sabuk nabi sulaiman √ √ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 7 3. andong lan laler cilik √ √ √ 4. semut lan walang √ √ 5. kadal lan ula √ √ 6. kancil lan merak √ √ √ 7. kancil lan siput √ √ √ 8. kethek lan bulus √ √ 9. kidang lan bulus √ √ 10. kucing sing pinter ngalembana √ √ 11. lutung kasarung √ √ √ 12. tikus mungsuh ula √ √ 13. timun mas √ √ 14. kucing lan tikus √ √ √ 15. wedhus lan jaran √ 16. bebek rupane elek √ √ 17. telu babi cilik √ √ 18. pangeran kodok √ √ 19. serigala lan pitung bocah √ √ √ 20. pangeran seneng √ √ √ jumlah 17 18 11 pada dasarnya semua dongeng mengandung nilai nilai tersebut di atas, tentu dengan kadar yang berbeda. dari ketiga nilai tersebut, nilai yang paling menonjol adalah nilai religius. kentalnya unsur religi dalam dongeng tidak terlepas dari sejarah warisan budaya bangsa sejak dahulu. kebudayaan negara timur yang terkenal karena religiusnya. indonesia pun terkenal pula dengan masyarakatnya yang santun dan murah senyum. sebenarnya etika, sikap, dan unggah-ungguh bangsa kita inilah yang membuat para wisatawan dari mancanegara betah tinggal di indonesia. beberapa dongeng dalam penelitian ini juga merupakan adaptasi dari cerita negara lain yang juga telah mengalami proses akulturasi sehingga kental nuansa jawa termasuk bahasa yang digunakannya. dongeng seperti pangeran kodok, sebetulnya adalah adaptasi dari cerita pangeran katak dari negara lain. begitu juga dongeng pangeran seneng dan dongeng serigala lan pitung bocah. sekali lagi ini membuktikan bahwa negara kita memiliki daya akulturasi yang tinggi. meskipun sekarang, daya akulturasi bangsa kita tidaklah sekuat dahulu. inilah salah satu dampak disrupsi. perubahan yang terlalu cepat, membuat banyak orang gagap dan tertatih tatih mengikuti perubahan yang terjadi. salah satu contoh kandungan nilai religus terdapat dalam dongeng bebek rupane elek, memberikan pelajaran kepada kita bahwa setiap orang diciptakan tuhan dengan keistimewaan masing-masing. lengkap dengan kekurangan dan kelebihannya. namun kita seringkali lupa mengucap syukur http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 8 sehingga merasa minder atau menjadi orang paling tidak beruntung di dunia. begitu juga sebaliknya, ada orang-orang yang merasa overconfident sehingga mudah sekali mencela kekurangan orang lain. hal ini sering terjadi di lingkungan anak-anak dan remaja. istilah umum yang sering kita dengar adalah “bully” terhadap teman-teman sebaya yang dapat menghancurkan kepercayaan diri seorang anak. seorang anak yang menerima bully berlebihan dan tidak mampu mengelola emosinya maka akan semakin membuatnya terpuruk dalam mentalitas pecundang, penakut, dan minder. bebek yang berwajah jelek, kulitnya pucat dan berbeda dari saudaranya tersebut, dikucilkan dari pergaulan, bahkan oleh saudara dan ibu bebek. hingga waktu berlalu, saat beranjak dewasa dia berubah menjadi sosok bebek yang tampan. belakangan baru disadari bahwa dia bukanlah bebek, tetapi seekor angsa. dahulu, ketika masih berupa telur. telur angsa secara tidak sengaja menggelinding dan bercampur dengan telur bebek yang kemudian dierami oleh ibu bebek. tentunya banyak pesan moral yang bisa diambil dari cerita tersebut. baik dari sudut pandang si angsa, saudara-saudara bebek, si ibu bebek, ataupun beberapa hewan yang sempat ditemui oleh si angsa. begitu juga dengan dongeng-dongeng yang lain dalam penelitian ini juga memberikan pesan moral yang baik bagi para pendengarnya. nilai sosial juga kental mewarnai beberapa dongeng hingga mencapai 18 judul dongeng. dongeng pangeran seneng misalnya, merupakan salah satu dongeng yang sangat kental sekali dengan aroma sosial dan religi. diceritakan seorang pangeran yang dulunya hidup serba kecukupan, dari kecil hingga ajal menjemputnya hidupnya dipenuhi kebahagian. hingga masyarakat kota tersebut sampai membuat patung yang menyerupai dirinya. patung yang bertatakan emas dan berlian. dimaksudkan orang-orang yang melihatnya akan ikut bahagia. oleh bantuan para dewa patung itu pun mempunyai nyawa sehingga bisa melihat sekitar kota itu. kisah sang pangeran senang itupun berlanjut, hari-hari dia lalui dengan melihat kenyataan yang jauh dari hidupnya dahulu. ternyata banyak orang yang hidup serba kekurangan. banyak kesedihan dan air mata dalam kota itu. pangeran itupun menangis pilu, hingga tangisnya disadari oleh seekor burung pipit. singkat cerita burung pipit itu mengabulkan permintaan sang pangeran untuk menolong orang-orang yang kelaparan dan membutuhkan uang dengan cara mengambil tiap permata dan emas yang ada pada tubuh si pangeran, hingga akhirnya tidak satupun ada bagian tubuh patung pangeran yang tertutup emas. burung pipit yang kelelahan dan tidak kuat akibat perubahan musim itupun akhirnya mati di bawah kaki sang pangeran. pangeran semakin sedih melihat teman satu-satunya yang selalu bersamanya pun ikut mati. hingga dewa melihat hal itu kemudian membawa mereka ke surga dan menghidupkan mereka kembali. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 9 dongeng pangeran senang memiliki kandungan nilai sosial yang cukup tinggi. mengajarkan anak-anak untuk berbagi dengan teman-temannya. mengajarkan arti kebersamaan dan tidak mementingkan dirinya sendiri. dalam era disrupsi, orang-orang bisa berubah menjadi liar dan tidak peduli lagi dengan sekitarnya ketika mereka dihadapkan dengan keadaan “survival of life”. intinya orang-orang akan cuek dan menjadi sangat egois ketika berbenturan dengan kepentingan atau sesuatu yang mengancam kenyamanan mereka. dalam penelitiannya, patimah menyatakan bahwa dongeng yang disajikan dengan cara yang tepat dapat menjadi batu loncatan dalam membentuk seorang jenius. fokus penelitiannya adalah bagaimana dongeng dapat meningkatkan kemampuan literasi anak dengan lebih cepat. hal ini berbeda dengan hasil penelitian ini yang menekankan pada kandungan moral atau fungsi dongeng sebagai pembentuk kepribadian anak. namun, setidaknya ada korelasi antara kedua penelitian yakni mengungkap tentang keunggulan dari dongeng. karakter atau kepribadian menempati posisi yang krusial. apapun zamannya, seberapapun majunya teknologi saat ini, belum mampu menggantikan peran kepribadian atau karakter seseorang. ketika seseorang berkarakter, maka orang itu tidak akan melakukan hal-hal negatif seperti membolos kerja, budaya ngaret, korupsi, dan sifat deskruktif lainnya. kepribadian yang telah terbentuk akan berakar kuat dalam diri seseorang dan tidak mudah terpengaruh oleh stimulus yang berasal dari luar. dalam konsep kecerdasan majemuk yang dikemukakan oleh gardner, terdapat dua kecerdasan yang dekat dengan pembentukan kepribadian, yakni kecerdasan interpersonal dan kecerdasan intrapersonal. tentu saja kemampuan untuk mengelola emosi diri dan berempati terhadap kondisi orang lain amat dibutuhkan dalam kehidupan sehari-hari. seseorang yang mampu mengelola intrapersonal dan interpersonalnya akan menjadi seorang pribadi yang tangguh dan tidak mudah terpengaruh dengan berbagai hambatan dari luar. bagi peneliti kedua kecerdasan itu peneliti terjemahkan menjadi pendidikan karakter. kecerdasan majemuk menurut gardner ada di setiap manusia, dan setiap individu tersebut mempunyai setidaknya satu kecerdasan yang paling menonjol di dalam dirinya. lihat pada gambar 1. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 10 gambar 1: kecerdasan majemuk dongeng sebagai sarana pembentuk kepribadian berperan dalam hal memberikan stimulus melalui alam bawah sadar untuk memberikan kode pada tubuh supaya bertindak tepat dalam menghadapi segala sesuatu dari luar. terlebih di era industri 4.0 yang akan didominasi oleh teknologi internet. tantangan anak semakin besar. ponsel pintar membawa beragam manfaat yang pada saat bersamaan membawa petaka pula bagi generasi muda. kekhawatiran orang tua mengharuskan mereka untuk memberikan kontrol ekstra untuk anak-anaknya. pro dan kontra tentang penggunaan ponsel pintar memang belum sampai ke permukaan, akan tetapi secara laten para orang tua membangun kesepakatan dengan anak-anak mereka tentang penggunaannya. ada yang memberikan kebebasan penuh, dengan argumen dangkal, yang penting anak senang. ada pula yang membatasi penggunaan ponsel dalam periode sehari sekali, atau seminggu sekali dan sebagainya. adapula yang melarang sama sekali anaknya untuk tidak menggunakan ponsel pintar, karena kecerdasan majemuk linguistik logikamatematika visual-spasial musikal kinestetik interpersonal intrapersonal naturalis http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 11 ketakutan terhadap dampak negatif teknologi. padahal teknologi tidak dapat kita hindari. dongeng bahasa jawa yang kaya akan cerita membuktikan bahwa kandungan petuah dan nasehat di dalamnya memberikan banyak alternatif dalam upaya menanamkan budi pekerti tanpa khawatir akan merasakan kejenuhan. terlebih lagi, penggunaan dongeng sebagai penanaman budi pekerti didukung oleh pemerintah daerah klaten yang mewajibkan adanya jam literasi (pemahaman terhadap karya sastra) di setiap minggunya. peneliti merasakan sekali manfaat ini, ketika melakukan penelitian di sekolah tersebut. kedua, dongeng bahasa jawa menggunakan ragam bahasa ngoko yang mudah dimengerti oleh anak-anak yang notabene tinggal di jawa tengah. bahasa pengantar yang mudah dimengerti menjadikan penyampaian dongeng menjadi lebih efektif dan tepat sasaran. beberapa judul dongeng yang bahasanya paling sederhana contohnya ada dongeng “kancil lan merak”, “dongeng kancil lan siput”, dan “dongeng kidang lan bulus”. tentunya selain bahasa yang sederhana, penggunaan bahasa jawa juga diharapkan dapat memelihara kearifan lokal budaya jawa. anak-anak menjadi terlatih untuk berpikir dan terbiasa menggunakan bahasa ibunya. hal ini sejalan dengan instruksi peraturan gubernur jawa tengah nomor 55 tahun 2014 tentang bahasa, sastra, dan aksara jawa. salah satu pasal di dalamnya yaitu mewujudkan suasana belajar agar peserta didik memiliki kemampuan berkomunikasi dengan bahasa jawa, dan secara aktif mampu memahami nilai-nilai estetika, etika, moral, kesantunan, dan budi pekerti. selain itu pula adanya instruksi untuk mengupayakan, menjaga dan memelihara kelestarian bahasa, sastra, dan aksara jawa termasuk melakukan pembinaan dan pengembangan. ketiga, alur cerita yang mudah dipahami juga menjadikan dongeng sebagai sahabat yang baik bagi anak. ada berbagai genre karya sastra, seperti lakon drama, cerpen, puisi, dan lain sebagainya. beberapa diantaranya perlu pemahaman yang lebih, sedikit diantaranya dibutuhkan seseorang dengan tingkat literasi yang tinggi untuk bisa membedahnya. puisi atau geguritan misalnya, membutuhkan pemahaman yang mendalam. orang yang tidak biasa berpuisi akan kesulitan menafsirkan isi dari puisi tersebut. salah-salah justru akan menjadi salah tafsir. seperti yang telah terjadi beberapa waktu lalu, sampai ramai di sosial media. mengapa hal itu bisa terjadi? karena puisi itu multi tafsir. kaya dengan makna, indah, menginspirasi, namun juga sangat berbahaya. disaat muncul karya-karya sastra dengan nilainya yang begitu luarbiasa. dengan berbagai rasa, bahagia, elegi, maupun karya yang menggemparkan dunia karena mengusik kemapanan. dongeng hadir dengan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 12 tanpa gebrakan. ibarat kata seorang musafir yang berjalan tenang, anggun, tetapi bernas. karena kehadirannya juga tidak kalah memberi manfaat bagi yang dilewatinya. dongeng merupakan jenis karya sastra yang ringan, bahasa yang sederhana hinnga mudah dipahami, dan memang diperuntukkan untuk anak-anak. tidak menutup kemungkinan untuk orang dewasa sekalipun. beberapa dongeng dalam penelitian ini pun memiliki beberapa alur yang menarik seperti dongeng andong lan laler cilik. dalam kisahnya, pendengar diajak untuk berimajinasi tentang sosok seekor laler (lalat) yang berkomunikasi dengan andong. padahal andong adalah benda mati. akan tetapi karena ketidaktahuan si lalat, dia tetap saja bercakap cakap dengan andong. banyak hal menarik yang bisa digali dalam cerita ini. misalnya pemilihan tokoh lalat. lalat dalam kehidupan sehari-hari digambarkan sebagai hewan yang kotor dan jorok. sejak kecil anak-anak selalu diajarkan untuk tidak mendekati lalat karena dapat tertular penyakit dan sebagainya. melalui dongeng ini, kita bisa menyentuh sisi humanis seorang anak, bahwa lalat itu juga makhluk ciptaan tuhan yang memiliki sisi lain. memiliki manfaat dan tanpa keberadaan lalat, maka dunia tidak akan seimbang. keempat, dongeng merupakan salah satu sarana untuk menyampaikan ajaran, nasehat ataupun petuah tanpa membuat pendengar merasa digurui. dongeng umumnya menceritakan sebuah peristiwa yang indah, jenaka, menarik perhatian, namun tetap memberikan petuah di akhir cerita. hal ini sesuai dengan karakter dongeng yang menjadi obat pelipur lara. hal-hal yang indah dan menyenangkan adalah bagian dari hidup anak. dunia anak adalah dunia yang penuh dengan tawa, kebahagian, dan petualangan. dongeng “kancil nyolong timun” merupakan salah satu dongeng yang sangat terkenal dan sering sekali dijadikan sebagai materi dongeng di manapun. nilai moral yang terdapat di dalamnya merupakan salah satu nilai luhur yang tersampaikan kepada pendengar dengan cara yang menyenangkan tanpa merasa sedang digurui. kancil digambarkan sebagai sesosok hewan yang nakal karena berani mencuri timun kepunyaan pak tani. hal ini mengajari kita juga untuk tidak mengambil sesuatu yang bukan haknya. justru pendidikan sejak dini inilah yang dapat menjadi pondasi atau dasar bagi sang anak untuk tidak mengambil apa yang bukan haknya. ramai dibicarakan ditelevisi bagaimana budaya korupsi sudah merasuki hampir di semua instansi. apa perlu para koruptor itu didongengkan “kancil nyolong timun”? untuk sekedar mengingatkan mereka kembali tentang mengambil yang bukan haknya? di dalam kehidupan seharihari kita terkadang lupa juga mengambil yang bukan haknya, mengajarkan anak-anak dengan cara yang keliru. oleh karena itu perlu sekali untuk mereset ulang sistemnya atau memberikan antivirus untuk memperbaiki sistem yang telah rusak tersebut. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 13 era disrupsi pastinya juga akan kental dengan berbagai tantangan tersebut. era ini telah memunculkan inovasi teknologi di semua sektor karena dipicu temuan baru diberbagai bidang seperti quantum komputing, teknologi nano, mobil otonom, robotik, bioteknologi, internet of things, dan artificial intelegence yang sudah menjadi bagian beberapa masyarakat kekinian. perkembangan yang luar biasa tersebut pastilah membawa dampak. seperti yang pernah diucapkan oleh erik brynjolfsson bahwa “technology has always been destroying jobs, and it has always been creating jobs”. apabila kita mau merenungkan kembali, ucapannya memang benar adanya. teknologi membuat banyak orang kehilangan pekerjaannya, namun pada waktu yang bersamaan pula muncul banyak peluang kerja baru di depan mata. contoh lainnya dapat dilihat pada dongeng “kancil lan merak”, yang memberikan nilai moral bahwa sesungguhnya setiap manusia sudah diberikan bakat dan keistimewaan masing-masing. sehingga tidak perlu ada rasa iri satu sama lain. sosok kancil sebenarnya adalah refleksi dari diri kita yang sering kali lupa untuk bersyukur. sosok merak adalah orang lain yang sering kita jadikan ukuran atas kesuksesan diri kita sendiri. sistem pendidikan kita tanpa disadari juga mirp dengan dongeng “ kancil lan bulus”. sistem yang memunculkan kancil-kancil dan bulus-bulus. perlombaan dalam dunia pendidikan begitu kental. sistem mengharuskan para siswa untuk berlomba dan istilahnya “saling gigit” demi mendapat predikat siswa terbaik. perlombaan yang berfokus bukan pada kecerdasan majemuk, namun hanya pada kecerdasan logika saja. akibatnya banyak kancil-kancil yang selalu kehausan akan pengakuan, kepandaian, dan keinginan agar eksistensi mereka diakui. apabila ada yang lebih baik dari mereka, maka secepat kilat mereka akan berupaya untuk menyainginya. jikalau dimungkinkan melebihinya. bayangkan saja jika sebuah perusahaan, sekolah, universitas, atau instansi tertentu dipimpin oleh kancil? kesimpulan dongeng masih sangat dibutuhkan utamanya berfungsi sebagai pembentuk kepribadian anak di era disrupsi. beberapa nilai yang bisa diambil dari cerita dongeng adalah nilai religi, nilai sosial (kesetiawakanan), dan nilai budaya. tentu saja selain ketiga nilai tersebut, dongeng juga mengandung didikan seperti kerjasama, kerja keras, pantang menyerah dan kemandirian. daftar pustaka abasi, m., & soori, a. (2014). is storytelling effective in improving the english vocabulary learning among iranian children in http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x dongeng sebagai sarana pembentukan kepribadian pada era disrupsi krisna pebryawan, luwiyanto doi: https://doi.org/10.26714/lensa.9.1.2019.1-14 14 kindergartens? international journal of education and literacy studies, volume 2, nomor 3:, 7-11. doi:10.7575/aiac.ijels.v.2n.3p.7 hendri. (2013). pendidikan karakter melalui dongeng. bandung: simbiosa rekatama. ipriansyah. (2011). peran dongeng bagi perkembangan dan pembentukan kepribadian anak. ta'dib, volume 16, nomor 1, 77-92. diambil kembali dari http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/55/50. kisworo. (2016). revolusi mengajar. jakarta: asik generation. nuryanto, s. (2017). peningkatan nilai-nilai karakter dengan metode mendongeng cas cis cus di ba aisyiyah kaponan 2 ponorogo. journal of nonformal education, vol 3, no 1 (2017), 11-20. doi:10.24914/pnf.v3i1.8732. padmaningsih, d., sujono, & suwanto, y. (2016). kearifan lokal yang terdapat dalam dongeng tradisional jawa. penggalian nilai-nilai budi pekerti dan kearifan lokal melalui pengajaran bahasa dan sastra jawa (hal. 102-112). surakarta: pendidikan bahasa jawa, fkip, uns. patimah. (2015). efektifitas metode pembelajaran dongeng dalam meningkatkan kemampuan literasi anak pada jenjang sekolah usia sekolah dasar. al ibtida: jurnal pendidikan guru mi, volume 2, nomor 2, 1-19. doi:http://dx.doi.org/10.24235/al%20ibtida.v2i2.123 pebryawan, k. (2016, oktober). pembelajaran budi pekerti dalam novel clemang-clemong karya suparto brata. aditya, vol 9, nomor 2, 158-168. ristekdikti. (2016). rirn.risetdikti. diambil kembali dari direktorat jendral penguatan riset dan pengembangan kementrian riset, teknologi, dan pendidikan tinggi republik indonesia: http://rirn.ristekdikti.go.id. sanjaya, w. (2014). penelitian pendidikan. jakarta: kencana prenada media group. vitali, f. (2016). teaching with stories as the content and context for learning. global education review, volume 3, nomor 1, 27-44. diambil kembali dari http://ger.mercy.edu/index.php/ger/article/view/153/182. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.1-14 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 100 the experiences of efl teachers teaching english skills and contents in the midst of covid-19 pandemic kenny shania lestari r*, langgeng budianto maulana malik ibrahim state islamic university of malang jl. gajayana no. 50 malang 65144 kennyshania027@yahoo.com article history: submitted on 23rd december 2021; accepted 20th june 2022; published on 30th june 2022 abstract the major purpose of this research was to obtain the voices of efl senior teachers toward the use of whatsappgroup tool. the researchers applied a qualitative method design by practicing two instruments: semi structured interview and indirect observation. case study design was undertaken by engaging two efl senior teachers who actively implemented whatsappgroup tool in the learning process in the midst the outbreak of covid-19. four designs of qualitative frameworks were convenience aspect (ease of use) and usefulness aspect (interaction and motivation), educational aspect, and technical aspect were simultaneously utilized to draw their experience in teaching english skills and content course. the result of research discussions declared that the efl teachers claimed the different voices toward the utilizing whatsapp-group tool. grammar lecturer claimed that this digital tool as a learning management system, integrating the tools for educational aims, and perceiving advantages in boosting the effectiveness and efficiency of teaching and learning process. in addition, grammar lecturer as educator emphasized to his learners that young generation does not only learn the academical aspects but also build a good attitude, critically thinking, social caring, and high tolerance with the society. the learning strategies is wellknown as maternity reflective method. in contrast, the prose lecturer claimed several obstacles; junk notifications, flooding irrelevant chats in the whatsapp forum, poor signal, and consuming extra time. furthermore, he added that interactions in whatsapp-group tool as supportive learning cannot boost learners to be an active due to some factors. these evidences became significant challenges in applying whatsapp as a management teaching media. thus, pedagogical implication of utilizing whatsappgroup http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 mailto:kennyshania027@yahoo.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 101 tool in efl classroom should be carefully tackled to minimize the overuse of this mobile application. keywords: efl classroom, efl senior teachers, and whatsapp-group tool. introduction the home learning policy has received mixed reactions from school, educators, parents and learners. the discrepancies of efl teachers’ perspective and the unreadiness of schools in applying distance learning from home showed that the educational government still survive to solve several obstacles. educators can be said as the frontline in implementing distance learning or online learning, they are emphasized to prepare various strategies related to the effectiveness of learning techniques and learning agenda midst covid-19. today, the most crucial role in the education sector is teachers because they should adapt to the shifting from face-to-face meeting in the classroom to distance-learning (bao, 2020). distance learning is efficiently designed to apply from practically anywhere. it arranged by involving several types of learning resources such as documents, pictures, audios, and videos that can be learned by learners in whatsappgroup tool. learning materials is one of the major aspects of developing digital learning. learning outcomes can be well-accomplished if the teachers can design the learning materials as interactive as possible and in accordance with the learners’ characteristics even it is in digital classroom. nowadays, the unexpected pandemic of a deadly disease caused by coronavirus was starting to impact to indonesia educational aspect. this shifting regulation was unpredictable and caused teachers’ learning agendas messed up (cruickshank, 2021). of these phenomenon, online-based learning is considered an option. it occurred because face-to-face learning cannot be conducted. therefore, the only option is a mobile application that requires an internet connection. maintaining the learning activities of schools and universities became an important aspect in the midst of the outbreak of covid-19 (el-seoud, 2020). although, this paradigm shift could generate changes in taechers’ perspective of this way of teaching and arise some challenges. for instance, the transition from traditional learning systems to online learning system happened suddenly because the coronavirus pandemic was not preceded by mature preparation (efriana, 2021). thus, the teachers should find the familiar tool that they used in daily basic. apjii (2020) is well-known as indonesian internet service providers association was conducted a survey, it demonstrated that 196,7 million indonesian users used the internet to aid them in daily life. this result also showed that a 73,7% increase rapidly compared to the number of internet penetration in 2019 ago. indonesian users applied a specific tool, it demonstrated on another finding; the top online tool for indonesian people http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 102 is whatsapp tool (population review and census, 2019). college learners who applied whatsapp in daily basic can reflect the popularity of whatsapp (dahlstrom & bichsel, 2014; tahat, al-dabesi, & al-qta, 2014). this digital tool can fulfil teachers’ need as a familiar tool in this unreadiness situation due to covid-19. in addition, the use of whatsapp can be addressed in educational purposes. especially, college learners to deliver the learning materials, post the links, share iamges, videos, audios, attach the current location regarding with maps, organize the schedule and meeting related to courses (yeboah & ewur, 2014). in addition, the social aims were included the features of whatsapp-group tool (devi & tevera, 2014). the findings concerning to the learners’ positive voices of whatsapp-group tool to create socialization, ease of implement for educational aims, intensive training for learners, leaners’ enjoyment, and assist to solve the current issues (ahad & lim, 2014; davis, umar, ema, & dian, 2020). whatsapp-group tools as a communicative tool for distance learning has been applied by several classes in the state of islamic university of maulana malik ibrahim malang. survey report revealed the findings about distance learning in the midst covid-19 (uin malang, 2020). college learners claimed about their online learning tool they used, their challenges, and constructive feedbacks. however, among majors in the state of maulana malik ibrahim malang, english education department did not do this survey report. several present studies investigated the perspective of the whatsappgroup tool on teaching and learning. one of them was mistar & embi (2016) who led the qualitative study and collected the data from 20 respondents of pilah pre-university by applying a questionnaire form. the findings showed that whatsapp-group tool in supporting the l2 learning, engages learners’ proficiency in practicing the english language, and teaches increasingly better. in addition, the subject of informants shown the positive statements of the utilization of whatsapp-group tool in efl teaching were significant in dealing with the process of learning english and stimulating l2 learning would be easy, interactive, and valuable (gasaymeh, 2017). however, fatimah’s study (2019) revealed different findings. they found some technical issues when learners applied whatsapp-group tool such as flooding the irrelevant texts, error signal, and junks notification. previous studies had focused on investigating the perspective of leaners. however, a lack of studies addressed the lecturer’s voices in the terms of utilizing whatsapp-group tool assistance in the context of efl classroom. thus, this current study focused to analyze the voices of efl teachers in implementing whatsapp-group tool in the midst of coronavirus pandemic. the researchers expect the findings would give an evaluable evaluation of utilizing of whatsapp-group tool from teachers’ side. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 103 based on the phenomenon above, the researchers designed the research problems; “how do the voice of efl senior lecturers towards the utilize of whatsapp-group tool in the efl classroom?” the scope of the study was only done to figure out and analyze the perspective of efl senior lecturers toward the use of whatsapp tool, especially in english language competency and content courses classroom management who actively implement whatsapp tool in the online learning. the contribution of this qualitative study would be expected for the theoretical and practical contribution. theoretically, it contributes to supply an insightful in the term of educators’ view of implementing whatsappgroup tool as alternative media in the midst of coronavirus outbreak. practically, the researchers expect to give the constructive feedback for evaluating learning strategies, optimizing the features of educational learning apps, facilitating the efl educators to evaluate the learning pedagogic for designing the further lesson plan, and handling the current issues while practicing whatsapp-group tool. method the aims of the study were to addressed to figure out the perspective of the senior lecturers during utilizing of whatsapp tool in the midst of covid-19. a qualitative design applied to obtain focuses on the analyzing phenomenon appeared (creswell, 2013). graphic 1: design of the research in this case study approach, the researchers applied constructivist learning theory as theoretical framework (izani & embi, 2016). this study shows that learners boosted the learning process when they are interacted http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 104 with their peers and english teachers during teaching prose and grammar classes and content knowledge. similarly, using whatsapp-group tool, the researchers also observed how this digital tool facilitate learners’ learning process. his theory consisted of four theoretical key frames; educational aspect, technical aspect, usefulness aspect (interactions and motivation) and convenience aspect (ease of use). the findings research of fatimah (2019) added some aspects; technical and educational aspects. miles &huberman’s (1994) perspective showed that qualitative approach consisted some steps. firstly, data reduction (the researchers took the data based on the commonalities from the interview and observation such as advantages of what in teaching prose and grammar, so the researchers drawn the positive side of utilizing whatsapp-group tool in the findings). secondly, data display (the researchers classified the data based on the category like ease of use or other categories). the last step, drawing conclusion (the researchers drawn the interpretation regarding the classified data was done to find the meaning behind the emerging themes). two efl senior lecturers were selected to be the participants of this study. they were english educators at the english education department of uin malang who actively utilized whatsapp-group tool chat as a learning tool in the midst of coronavirus pandemic, the lecturers were grammar and prose english lecturer the research participants were selected using purposive sampling. the selection based on their teaching experiences, availability and length implement of whatsapp-group tool in teaching english skills and content courses. the first lecturer was mr. a (pseudonyms) aged 52 years old. he has been using whatsapp-group tool for more than 3 years and his teaching experience was 23 years. the second participant was mr. b (pseudonyms) aged 56 years old. he has been teaching grammar and content courses for 3 years and his teaching experiences was 25 years. both of them were available for the research based on voluntary basis. the researchers designed the form of interview guideline and observation sheet. the semi structured interview questions consist of six items, namely: (a) what do you think of successful practice using whatsapp in teaching both english grammar and content courses; (b) what are the potential challenges of teaching the two subjects; (c) how do you use whatsapp for teaching grammar; (d) how do you use whatsapp for teaching content course? (e) what make you convenience with whatsappbased teaching? (f) do you find any technical supports during teaching english skills and content using whatsapp? those are the examples of semistructured interview questions. the guideline of the observation sheet has validated by expert validator. it consisted of the ease of content observation lists, consistency of item questions, and language used. all revisions and correction from the advisors are carefully addressed to meet their standard. semi structured interview was selected by researcher to collect the data. it is in lined with corbit & strauss’ studu (2004), they claimed that this type http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 105 of interview was including on depth-interview. furthermore, the researchers expected the subject of informants can truly deliver their original views while using this tool. because of the unpredictable situation of pandemic, the interview has done by face-to-face interview and non-face-to-face interview using video call and chat at http://bitly.ws/sm5x the researchers decided to observe indirectly by online. it can be applied because whatsappgroup tool can record every text clearly. the study of anguera et al. (2018) stated that “indirect observation is kind of present concept of systematically observation, it involves the depth analyzing form textual data from group discussions”. the researchers monitored the learning process from a leaners’ phone. it is addressed to avoid inconvenience situation, the bias data, and unnatural behavior. findings and discussion the voices of efl senior lecturers’ towards the utilize of whatsapp-group tool during pandemic. the findings of this qualitative study noted that efl senior lecturers’ view towards practicing whatsapp-group tool as an alternative digital aid in the distance learning. the informants claimed the contradictory statements regarding whatsapp-group tool based on the categories; usefulness, technical, educational, and convenience aspects. the findings are proved from interview and observation as follows. excerpt 1 mr. a : “the implication of whatsapp aid is very enthusiastic, the learners can boost their learning motivation, it can be proved by their activeness in the whatsapp forum, learners can express their views and questions. in every class, i delivered 5 questions and the online discussion can clearly enough.” mr. a : “i always give them opportunity to ask the difficult materials at 24 hours. learners can freely to chat me on personal messages or in the online group discussion, i give them freedom to be expressive, thus teaching-learning in the grammar class feels alive and fun, learners can get materials and express their ideas related with their characteristic. so, whatsapp aid is not confining them.” (interview on february, 23th 2021) excerpt 2 mr. b : “certainly, because that's the only way we can communicate two ways in real-time. especially for giving the information and post the link of virtual http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 http://bitly.ws/sm5x lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 106 conferences and material has been provided in elearning.” mr. b : “perhaps, learners face hard situations, because one of the learners has already asked. others learner feel their question have already presented. so, in the whatsapp forum, not all the learners to be active. (interview on february, 23th 2021) the interview extract showed that mr. a had the positive reactions, whatsapp-group tool could engage learners more enthusiastic and boost grammar class to be alive. he also stated that real illustration by following statement “i delivered 5 questions and the online discussion can clearly enough.” it can be indicated that learners truly express their feelings and have done with the materials, they enjoyed the discussion process in grammar online classroom. mr. a divided the online meeting into two sections; question and discussion section to make sure that grammar materials are well-understood. the findings of observation results can be drawn that, mr. a posted the welcoming letter which included of the rules of grammar class, brief lecturers’ introduction, managing learners’ attitude, and ascertaining learners were alive and enjoy to express their ideas. the grammar lecturer expected that the interactions can fun and alive. on the extract 2 mr. b noted the usefulness aspects of whatsapp-group tool, he said that this digital aid is the only way for them to communicate two ways in real-time. he presented the positive views while implementing whatsapp-group tool; posting the information, attaching the links, informing the changes of agenda. those views are similar with the findings ida sanjaya (2012) who noted that majority of learners are concerned in applying whatsapp forum, because this alternative tool can facilitate to share the educational information related with the courses in several forms; videos, documents, images, and audios. convenience aspect whatsapp-group tool as a media communication can facilitate the satisfaction and convenience aspects to have distance meeting. the research results can be drawn that the efl senior lecturers’ attitudes towards the implementation of whatsapp-group tool. they revealed the positive statements; whatsapp forum is easy to use and post the educational documents. furthermore, it can assist them while discussing section. the further extracts interview can be drawn as follows. excerpt 3 mr. a : “in my view, this app is effortless aid to operate. however, before i begin the online meeting, i must set the extra preparation, such as ppt, quiz, etc. so, that’s my effort.” http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 107 mr. a : “whatsapp app can provide flexible time for learners to continue acting as children at home, such as help their mom and dad to do activities. they also do not fall behind with grammar lessons. because i think, it is the right time to spend with their family. it is more important. so, whatsapp -group tool is considered a suitable application that can bridge this.” mr. a : “i think the suitable method is offline meeting, but in this case, whatsapp-group tool is the suitable alternative application that fulfilled my needs. of course, i take some risks such as taking a long time till 3 hours to deliver the materials and preparing the materials before class.” (interview on february 23th 2021). excerpt 4 mr. b : “yes, i believe that” mr. b : “yes, of course” mr. b : “absolutely true! in term of informing something about the material that i have posted in the e-learning etc.” (interview on february 23th 2021). mr. b’s brief opinion can be shown on the extract 3 “yes, i believe that”. it can indicate that learners’ positive views of the implication of whatsapp tool in their experiences similar with the statements on the extract 4, mr. a was reinforced with the following statement “this app is effortless to operate.” it can be concluded that implementing whatsapp-group tool was not complicated app. furthermore, users don’t need to prepare anything. so, it is easy to use. in relation with the result of observation, the convenience aspect could draw when learners used whatsapp hence this aid did not need specific time and tools. this illustration can answer the indicator of “flexible to use”, “assist successfully every time” and “easy to operate”. the findings declared that whatsapp tool could be categorized as a flexible digital tool, it was boosted by the following argument “this app provides flexible time….” it indicated that efl senior lecturers should not prepare the certain ict tools, did not need specific time and place. furthermore, it aided the learning process everywhere. similar with the results of interview and observations, all of the subject informants deal to state that the whatsapp forum is pleasant to use, effortless, and can be alternative aid during pandemic. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 108 educational aspect to facilitate distance-learning, the educators need the aspect of ease to use while using a learning application. the findings of interview posted the positive arguments towards the implementation of whatsapp-group tool in the educational meeting. precisely in this section, the researchers focused to analyze the enjoyments aspect while practicing whatsapp-group tool. excerpt 5 mr. a : “absolutely! almost all of the students every classes already knew my rules’ class. so, i think that the switching method from face-to-face meeting to online learning in whatsapp-group tool does not bring big matters. we still enjoy and have fun.” mr. a : “certainly, i post links of learning videos or motivation quotes and videos for them, furthermore, i deliver some documents such as ppt and the information related with grammar course.'' mr. a : “yes, i divided the meeting into two sections such as the asking section and discussion section.” mr. a : “for this case is enough.” (interview on february 23th 2021). excerpt 6 mr. b : “i post a link of virtual meeting, information and greetings. for feedback i used others' aid.” mr. b : “yes, i did. i posted the materials in the whatsapp forum but recently i do not do that due to some obstacles.” (interview on february 23th 2021). the extract above drew some positive views while utilizing whatsappgroup such as posting greeting and educational documents related with the course. this excerpt revealed the positive experience by the following argument: “the switching method from face-to-face meeting to online learning in whatsapp-group tool does not bring big matters.” it indicated that the learning activity is still alive, fun, and enjoyable either using whatsapp forum or direct learning in the classroom. in the other hand, mr. b claimed the different view, he faced some obstacles and sent the feedback and materials using another supportive tool. form the observation results, the behavior and interview results of mr. a were totally presented by following statement “whatsapp-group tool is enough” however, mr. b as prose lecturer has claimed different view. he utilized other supportive application. it was similar with mr. b’s behavior, he only posted the conferences links in the whatsapp forum. it caused by http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 109 several reasons; new media could assist learners to handle their boredom, sometimes online meeting should do to build the strong interactions between educator and leaners. technical aspect normally, conducting distance meeting has equal opportunities and risks. controlling the agenda course and monitoring all of the learners at the same time using application is complicated situation. thus, in this section, the researchers concerned on analyzing the issues survived by educators while practicing whatsapp aid. excerpt 7 mr. a : “it’s very easy, there are no obstacles. flooding chat is not my problem.” mr. a : “i am not exhausted when waiting for learners' responses, as they are very active. i give feedback based on the schedule. furthermore, preparing the materials, quizzes, etc makes me exhausted, and whatsappgroup tool do not make my eyes stare.” mr. a : “stable internet connection will never be my big matter, but i ever faced obstacle when sending videos because the data is big capacity.” (interview on february 23th 2021). excerpt 8 mr. b : yes, i do. mr. b : certainly, i have to scroll up flooding texts, it takes time and exhausted. on the next session, mr. a revealed the positive reactions towards the obstacles while implementing this alternative tool. it strengthened by following statements; “there’s no obstacle”, “i am not exhausted when waiting for students' respond”,” internet or stable connection will never be my big problem”, and “flooding chat is not my problem”. on the excerpt 8, mr. b tended to state the negative experiences; “i have to scroll up flooding chats, it takes time and exhausted” it indicated that he faced the trouble of flooding chat in the whatsapp forum. moreover, mr. b should survive the poor signal and waiting learners’ reactions in the whatsapp forum, he assumed that the learning process is consuming extra time and inefficient. all of those statements have strongly connected with the previous study of sonia and alka (2017) that noted several technical obstacles; consuming extra time, junk notification from others application, eye strain, and, and flooding of irrelevant chats. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 110 mr. a posed that whatsapp aid could reach him needs during this unpredictable situation due to covid-19. he added that shifting from conventional meeting to online meeting is not a big deal. furthermore, he also always told his class that learning activity is board and general, learners do not always find the lesson from classroom but also from environment. as a young generation, mr. a stated that learners should build their critical thinking, full of tolerance, be a good caring, and nice attitude. the researchers could indicate that mr. a’s behavior applied the theory of maternal reflective approach. it is similar with previous study which conducted by putera (2017) and prasetya et al (2015) that the learning strategies’ mother to children. educators have essential role, they give the direct stimulus, apply depth interactions, and motivate their children like a mother. conclusion the findings can be concluded whatsapp tool could assist the practice of english learning process in the midst of coronavirus outbreak. utilizing of whatsapp-group tool as alternative aid are presented discrepancies views from the efl senior in english education department at uin malang. they revealed several reactions; positive and negative side. whatsapp can integrate the learning activity with digital media, optimize educational aims, learning management system, and never facing any troubles. in addition, senior lecturers emphasized to learners that young generation should build their critical thinking of environment, social-caring, and high tolerance. those learning approaches can be well-known as maternity reflective method. in contrast, prose lecturer noted several obstacles such as junk notifications, flooding irrelevant texts, takes extra time, and poor internet connection. in addition, whatsapp tool cannot engage learners to be active in discussion section due to some factors. by these explanations, whatsapp might be included as supportive digital learning in the pandemic. the positive contribution of this study is analyzing the educators’ view towards the use of whatsapp. however, this current study is limited of subject informants. so, the findings might not be generalized. acknowledgement we hereby express our immense gratitude to the following people’s help andrea mason, ph. d and dr. yudhi arifani who read and suggest critically of this paper. besides, our gratitude to the english education department students and colleagues who participated in this study we also highly appreciate reviewers’ constructive comments which strengthen the paper. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 100-112 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the experiences of efl teachers … kenny shania lestari r,langgeng budianto doi: https://doi.org/10.26714/lensa.11.2.2022.100-112 111 references bao, w. 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(2014). the impact of 112hatsapp messenger usage on students’ performance in tertiary institutions in ghana. journal of education and practice, 5(6), 157-169. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 https://doi.org/10.33365/ts.v17i2.324 http://www.science/ http://worldpopulationreview.com/countries/indonesia%20population/ http://worldpopulationreview.com/countries/indonesia%20population/ lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x examining the impact of teaching strategies and reading habits on students’ reading comprehension husni mubarok, nina sofiana universitas islam nahdlatul ulama, jepara husni@unisnu.ac.id abstract this study investigated the impact of two teaching strategies of cooperative learning; teams games tournaments (tgt) and student team achievement divisions (stad) on reading comprehension achievement of junior high school students with different reading habits. after 34 students in experimental and control class did a pre-test, they were treated by using tgt and stad. the students were also assigned into two group reading habits; high and low. the experimental group received treatment of tgt whereas the control group was treated by stad. then, a post-test was administered, and its results were analyzed through two-way anova. the results revealed that tgt and stad are effective in improving students’ reading comprehension where f ratio (28.846) ˃ f table (3.99), but on the other side, students’ reading habit, both high and low, cannot affect students' reading comprehension. it was also concluded that there was no interaction effect between teaching strategies and reading habits on students’ reading comprehension. keywords: teaching strategies, tgt, stad, reading habit. abstrak penelitian ini meneliti dampak dari dua strategi pembelajaran kooperatif, teams games tournaments (tgt) dan student team achievement divisions (stad) pada pemahaman membaca siswa smp dengan kebiasaan membaca yang berbeda. setelah 34 siswa di kelompok eksperimen dan kontrol mengejakan pre-test, mereka diajar mengunakan tgt dan stad. para siswa juga dibagi ke dalam dua kebiasaan membaca, tinggi dan rendah. kelompok eksperimen diajar menggunakan tgt sedangkan kelompok kontrol dengan stad. kemudian, post-test diberikan, dan hasilnya dianalisis melalui anova dua arah. hasil penelitian menunjukkan bahwa tgt dan stad efektif dalam meningkatkan pemahaman membaca siswa dimana frasio (28.846) ˃ f table (3.99), akan tetapi pada sisi lain, kebiasaan membaca examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 189 article history: submitted july 17, 2018; accepted november 18, 2018; published december 10, 2018 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa mailto:husni@unisnu.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x peserta didik, baik tinggi maupun rendah, tidak dapat mempengaruhi pemahaman membaca peserta didik. hasl penelitian juga dapat disimpulkan bahwa tidak terdapat pengaruh interaksi antara strategi pembelajaran dan kebiasaan membaca pada pemahaman membaca peserta didik. kata kunci: strategi pembelajaran, stad, tgt, kebiasaan membaca. introduction english learning at junior high school level aims to provide learners' learning experience in using english text in factual, conceptual, and procedural related to daily communication. the important purpose of reading is the communication efficacy between the ideas and the readers (pilten & kuralbayeva, 2018) which require students to have reading skills and strategies to obtain information from printed text. reading has been claimed as the most important academic language skill for all second and foreign language learners where students learnt new information and become more competent in their subject matter through reading (akarsu & darıyemez, 2014:94).reading could be defined as the ability to get the understanding from written text (zarei & keshavarz, 2011). reading in a foreign language is an active process (olsson, 2009:13), a complex skill which requires students to extract meaning textually through cognitive skills (huang & yang, 2015:382), and the ability to get understanding from written text (gupta & ahuja, 2014). it is also the ability to draw meaning from the printed page and interpret this information appropriately (grabe & stoller, 2002). it needs critical thinking; the abilities to find out the problem and then provide the solution (li & yang, 2014). therefore, foreign language reading could be understood as a combination of skills and abilities which students have as they begin to read. the question arises, then, whether the students of junior high school have good reading skills or not. to answer this question, it is actually teacher’s responsibility to give instruction to make them possess the expected skill. english teachers of junior high school have to be able make reading activities more interesting and engaging by implementing specific teaching and learning strategies. this is important since fun learning activities will engage students with their learning. however, most of teachers rarely did it in their classroom. they still set their classroom in traditional setting in teaching reading. teachers usually stand in front of the classroom and read a text from the textbook while the students take notes of some difficult words. after that, they will ask the students to answer questions related to the text. thus, it makes the students bored with the teaching and learning process of reading. consequently, they do not pay examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 190 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x attention to the lesson and they do not absorb any of the information that the teachers give them. to make students interested in what the teachers teach them, the teachers must make the teaching and learning process more interactive and get the students involved in everything that the teachers teach by implementing enjoyable teaching strategies. students team achievement divisions (stad) and team games tournaments (tgt) are two teaching strategies that teachers can do to keep the class interested and engaged. stad and tgt are part of student team learning methods. they are cooperative learning techniques which emphasize the use of team goals and team success that can be reached if they work together to learn (slavin, 1995). they can be used to all subjects including english from grade two to college and proved to be effective to enhance students’ achievement (gencosman & dogru, 2009; harmandar & çýl, 2008; ibraheem, 2011; shafiee & branch, 2017; wodarski & feit, 2011). slavin (1995) mentioned that in stad and tgt, the teacher has to divide students into some groups consisting of 4 students and the members of the groups should be heterogonous. teachers have to follow cycle of teaching started from presenting the lesson, and ask the students to work in their teams. all members of the groups must make sure that they have mastered the materials explained by the teachers. then, in stad, students take an individual assessment, while in tgt they compete in a tournament with members of other teams. studies on tgt have proved to be successful in improving students’ achievement of reading. an experimental study of the effect of two cooperative learning techniques, stad and gi, conducted by jalilifar (2010) revealed that stad was more effective in enhancing achievement of efl reading comprehension. another study conducted by (ferina, 2015) showed that the use of stad was also effective in teaching reading comprehension of junior high school students since it could improve students’ reading achievement.in addition, tgt also can be used to teach reading. pangestuti, corebima, & zubaidah (2015) combined readingconcept map and tgt to improve students’ interest in reading. they argued that the implementation remap-tgt technique was able to increase students’ interest in reading especially entertainment materials. a study on the effectiveness of stad and tgt was also conducted by hastuti & yuliasri (2015) which the strategies affected significantly the reading comprehension achievement of narrative text. in reading activities, reading habit plays a fundamental role in enhancing students’ academic achievement of reading. students’ reading habits are students’ attitude towards reading (alexander and filler, 1976 in examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 191 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x quadir & chen, 2015) and behavioral patterns (ouellette and wood, 1998 in quadir & chen, 2015) with respect to the frequency and regularity of reading. (genc, 2017) explained that reading habits is useful to improve students’ inquisitiveness and self-confidence. the students will have the ability to question, to recognize different perspectives, and to anticipate many possible conclusions rather than demanding a single correct answer in which they are important in reading. as a consequence, students who keep more often in reading activities will have higher reading performance. from synthesizing the need of the junior high schools students to have a good reading skill and the importance of teaching strategies and reading habits, the researchers chose two of the reading teaching strategies, stad and tgt, and reading habits give significant impact to the reading comprehension of junior high school students with different reading habits. after getting the result, we can get some information about the impact of teaching strategies and reading habits on reading comprehension of junior high school students. method this study used factorial design of experimental research. factorial design investigates the effect of independent, moderator, and dependent variables on the mean value. it also refers to a true experimental design with more than one independent variable or it is called as moderator variable which is included to the treatment variables. the participant of this study was eight grade students of smp n 1 tahunan jepara with the total of 220 students. the sampling used in this research was simple random sampling as proposed bysugiyono (2010). in the sampling used, it was obtained class viii f consisting of 34 students and viii g consisting of 34 students as sample classes. in this study, there were two independent variables and one dependent variable. the first independent variable referred to the experimental or treatment variables, namely team game tournament (tgt) and student team achievement division (stad). the second independent variable was students' reading habits, which was divided into two categories; high and low habit. the dependents variable was an indication that arose because of the implementation of an experiment and was also called the effect variable in this study, the dependent variable was the reading skill of the eight grade students of smp n 1 tahunan jepara. students in class viii f were taught by using team-game tournament teaching strategy (tgt) or also called experimental group while students in examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 192 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x class viii g were taught by using student team achievement division (stad) teaching strategy or also called control group. students in both classes were grouped with high and low reading habits. prior to the treatment, they were tested firstly in the form of pre-test whose results would be used as a basis for evaluating the changes that occurred and illustrating that students were homogeneous before the treatments were performed. after that they were given treatments and then they were tested again in the form of post-test to know their reading skill after being treated. it could be concluded that the design of this study was 2 by 2 (2 x 2) factorial design. it meant that there were four subject groups. each group of subjects who had two reading habits was given two treatments. the design could be described in table 1: table 1: factorial design reading habits teaching strategies total tgt (b1) stad (b2) high (a1) µ a1b1 µ a1b2 µ a1 low (a2) µ a2b1 µ a2b2 µ a2 total µ b1 µ b2 to achieve the goal of the research, this study used two instruments, namely questionnaire and test. questionnaire was used to determine the students’ reading habit; high or low. the questionnaire was consisted of fifteen statements which represented the indicators of 1) quantity of reading, 2) reading perception, 3) reading purpose, and 4) type of reader. based on the results of the questionnaire, it was found that there were 17 students with high reading habits and 17 students with low reading habits in each class. test was used to examine the students’ ability in reading. pretest and posttest used in this study were objective tests in the form of multiple choices which was consisted of 25 questions after being tried out. based on the calculation of the validity of the test item, it is found that there were 25 questions out of 30 tried out questions was good at statistical calculation which showed the significant correlation at 0.05 level by using product moment. to test the hypothesis, this study used two ways anova (multifactor analysis of variance) by using f-test at 0.05 significance level to find out the significant difference between the score of both groups; experimental and control group. before calculating the pattern, the first step to be conducted was counting homogeneity test which was used to examine out whether the sample variance was homogenous or not. to find out the homogeneity of variance, levenes test was used. the result of the output of homogeneous examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 193 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x subsets by levenes’ test for posttest could be seen in table 2: tabel 2: levene's test of equality of error variances f df1 df2 sig. 1.233 3 64 .305 based on the above table, it was known that the f test was 1.233 with a probability value of 0.305. since the probability number was greater than 0.05, the null hypothesis (ho) was accepted and the alternative hypothesis (ha) was rejected because of the probability of 0.305> 0.05. this meant that the variant of the bound variable was same (homogeneous) with the variant of the independent variable. the students in experimental group were taught by using team-game tournament teaching strategy, while the students the control group were taught by using students team achievement division. learning activities in tgt and stad followed the steps that had been exposed by (slavin, 1995). the first stage of tgt in this research was a class discussion where the teacher explained about learning materials (reading text). then the next stage was group discussion. at this stage, each student with their team members discussed about the material that the teacher had explained. each group member had a work sheet and answer sheets that they could use to practice the skills taught and assess themselves and their teammates. the results of their discussions were then presented to the front of the class. furthermore, what distinguishes between stad and tgt activities is in the fourth stage. in stad, the students worked on individual quizzes. they were not allowed to help each other to measure their understanding individually. meanwhile in tgt students did tournament, where in this game students were given some questions to test the knowledge gained from students’ activities in class presentation and group learning. students must choose numbered cards and tried to answer questions that matched the number. then, the students who answered correctly the question would get a score. the last was the reward for each group. at this stage, the teacher calculated the score of each individual to add up the score of their team members and then the winning group is announced. each team would get a certificate or prize if the average score met the criteria specified. examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 194 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x findings and discussion the purpose of this study was to investigate whether there were significant difference in reading ability between experimental and control group for students with high and low reading habit. there were three hypotheses in this study. those were: 1. hypothesis test for teaching strategies ho = there was no significant effect of tgt and stad as teaching strategies on students' reading ability. ha = there was a significant effect of tgt and stad as teaching strategies on students' reading ability. 2. hypothesis test for reading habits ho = there was no significant effect of students reading habits (high and low) on students' reading ability. ha = there is a significant effect of students reading habits (high and low) on students' reading ability. 3. hypothesis test for interaction between teaching strategies and reading habits on reading ability ho = students 'reading ability because of reading habit did not depend on teaching strategies and students' reading ability because of teaching strategies did not depend on students reading habits. ha = students 'reading ability because of reading habits depended on the teaching strategies and students 'reading ability because of teaching strategies depended on the students reading habits. before treatments were done to both groups, the first step was conducting pretest to know the initial level of the student reading ability. the result of pretest calculation was elaborated like the following: table 3: descriptive statistics of hypothesis test dependent variable: score habits strategies mean std. deviation n high tgt 64,0000 16,60949 17 stad 58,5294 10,29027 17 total 61,2647 13,88548 34 low tgt 64,0000 17,88505 17 stad 62,8235 10,95579 17 total 63,4118 14,61655 34 total tgt 64,0000 16,99554 34 stad 60,6765 10,69047 34 total 62,3382 14,19019 68 examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 195 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x table 03 above showed means score before the treatment implemented for both groups. the mean scores of high reading habit for experiment students was higher than control students. on the other hand, students who had low reading habit in experimental got higher score than control group. in addition, the total means of students with high and low reading habit in experimental and control group were 64 and 60,6765. it indicated that any reading habits of students when they were taught by using tgt, would get the same score. it meant that there was no average difference between students with high and low reading habits. on the other hand, students with low reading habit gained good result if they were taught by using stad rather than those who had high reading habit. table 04: tests of between-subjects effects dependent variable: score source type iii sum of squares df mean square f sig. corrected model 344,515a 3 114,838 ,559 ,644 intercept 264251,779 1 264251,779 1286,415 ,000 habits 78,368 1 78,368 ,382 ,539 strategies 187,779 1 187,779 ,914 ,343 habits * strategies 78,368 1 78,368 ,382 ,539 error 13146,706 64 205,417 total 277743,000 68 corrected total 13491,221 67 a. r squared = ,026 (adjusted r squared = -,020) the table 04 showed that there was no difference between students who were taught by using tgt and those who were taught by using stad where f ratio was lower than f table (0,914 <3.99). this means that ho was accepted and ha was rejected which implied that students’ reading comprehension was not affected by teaching strategies. there was also no significant different between students with high or low reading habits where f ratio (for habits variance) was lower than f table; 0,382 <3.99. so, in second hypothesis as shown by table 04, ho was accepted and ha was rejected which meant that students reading habit did not influence students’ reading comprehension. meanwhile, for third hypothesis, ho was accepted and ha was rejected where f ratio for habits and strategies variance was lower than f table (0,382<3.99). table 04 indicated that both of groups (experimental and control group) had the same initial condition in reading ability before getting treatments. examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 196 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x after performing pretest to know students initial level of reading ability, treatments were implemented for both group. experiment students were treated by using team game tournament (tgt) while control students were treated by using student team achievement division (stad). the result of the test performed after treatment was depicted like the following: table 5: descriptive statistics of hypothesis test descriptive statistics dependent variable: score habits strategies mean std. deviation n high tgt 79,5294 7,69836 17 stad 68,8235 5,63732 17 total 74,1765 8,58282 34 low tgt 76,2353 7,13731 17 stad 69,1176 6,72572 17 total 72,6765 7,72529 34 total tgt 77,8824 7,49854 34 stad 68,9706 6,11251 34 total 73,4265 8,13930 68 as it was known that the experimental group was a class which treated by using team-game tournament (tgt) and control group was a class that was treated by using student achievement division (stad) teaching strategy in english learning. based on the above table, the mean score of students with high reading habits in the experimental group was 79.5294 and the mean score of students with low reading habits in the experimental group was 76.2353. there was a range of mean scores of 3.29 between students with high reading habits and students with low reading habits. while the mean score in the experimental group of both students with high and low reading habit was 77.8824 with a standard deviation of 7.49854. the table showed that students with high reading habit got good results when taught by using tgt rather than students with low reading habits. furthermore, the mean score of students with high reading habits in the control group was 68.8235 and the mean score of students with low reading habits in the control group was 69.1176. there was a range of values of minus 0.3 between students with high reading habits and students with low reading habits. while the average value in the control group of students with high and low reading habits was 68.9706 with a standard deviation of 6.11251. it indicated that students with low reading habit gained good result if they were treated by using stad rather than those with high reading habit. examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 197 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x table 05 also showed that there was a difference between students who had high reading habits in experimental group with students in the control group, where the experimental group average (79.5294) was higher than the control class average (68.8235). similarly, there was a difference between students who had low reading habits in experimental group with students in the control group, where the experimental group average (76.2353)was higher than the control class average (69.1176). it indicated that team-game tournament (tgt) as teaching strategy was more effective than student team achievement division (stad) to be implemented for those who had high or low reading habits. in relation to the main effect of students’ reading habits on students reading ability, it showed that the mean score for students with high reading habit was 74,1765 and 72,6765 for those with low reading habit. it was clear that there was a considerable distance between two groups of 1.5. this indicated that students with high reading habit, regardless the teaching strategies used whether tgt or stad. students with high reading habits which was given treatments by using tgt or stad could performed reading activities and tasks better than students with low reading habits. therefore, it could be concluded that team game tournament (tgt) and student team achievement division (stad) was good at enhancing students’ reading ability for students with high reading habits. the following table is the result of hypothesis test calculation by using two ways anova. the table was used to read the impact tests raised by each subject. tabel 6: tests of between-subjects effects dependent variable: score source type iii sum of squares df mean square f sig. corrected model 1443,103a 3 481,034 10,277 ,000 intercept 366618,368 1 366618,368 7832,86 4 ,000 habits 38,250 1 38,250 ,817 ,369 strategies 1350,132 1 1350,132 28,846 ,000 habits * strategies 54,721 1 54,721 1,169 ,284 error 2995,529 64 46,805 total 371057,000 68 corrected total 4438,632 67 a. r squared = ,325 (adjusted r squared = ,293) examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 198 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x the result of two ways anova testing of the table 05 above showed that the combined effect of two teaching strategies (team game tournament and student team achievement division) and reading habits (high and low reading habits). from table 05, it could be found that f ratio for the strategies factor was 28.846. if this f ratio was confirmed with f table with significance level of 0.05 (5%), where the degree of freedom was 1for numerator and 64 for denominator was 3.99. this showed that f ratio was bigger than f table where 28.846> 3.99 then ho was rejected and ha was accepted. this meant that teaching strategies (tgt and stad) affected students' reading ability. at least one of the two teaching strategies affected the students' reading ability. besides that, it was also found that f ratio for the habits factor was 0,817. if this f ratio was confirmed with f table with significance level of 0.05 (5%), where the degree of freedom was 1for numerator and 64 for denominator was 3.99. this showed that f ratio was lower than f table where 0.817˂ 3.99 then ho was accepted and ha was rejected. this meant that students reading habits (high and low) did not affect students' reading ability. students who had high reading habit did not guarantee to get good result in reading, while students who had low reading habit did not guarantee to get bad result in reading. it was also proven with the data in table 05 where groups who had high reading habits had gained a combine mean of 74,1765as compared with a combined mean of 72,6765 for those who low reading habits. the range of combined mean between two groups was 1,5. for the interaction between habits and strategies showed that f ratio is1,169. if this f ratio is confirmed with f table with significance level of 0.05 (5%), where degree of freedom is 1 for numerator and 64 for denominator is 3.99, the result shows that f ratio is smaller than f table where 1,169˂ 3.99 then ho is accepted and ha is rejected. this means that teaching strategies and student reading habits together do not affect students' reading ability. therefore, ha which claims "students 'reading ability because of reading habits depended on the teaching strategies and students 'reading ability because of teaching strategies depended on the students reading habits" is rejected. while ho, which reads "students 'reading ability because of reading habit did not depend on teaching strategies and students' reading ability because of teaching strategies did not depend on students reading habits" accepted. it means f tabel indicated there was no interaction between teaching strategies and reading habits on students’ reading ability. examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 199 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x graphic 1: graphic format estimated marginal means of score the graph above shows that there is no interaction between reading habits of students with teaching strategies. students with high reading habits get good grades by using tgt compared with students with low reading habits. this is inversely proportional to students with high reading habits getting lower grades when taught by using stad than those with low reading habits. results shows that stad and tgt are effective in enhancing reading comprehension of junior high school students, which confirms the findings by ferina (2015); hastuti & yuliasri (2015); and jalilifar (2010) who stated the same results as this study. the significant improvement was due to the characteristics of tgt and stad which gave reward to the best team. the rewards aroused the students’ motivation to learn. however, in relation to the students’ reading habits, high and low, they do not affect their reading comprehension. conclusion based on the above findings and discussion, it can be concluded that 1) the use of tgt and stad as teaching strategies can affect students' reading ability. this is proven by f ratio ˃ f table where 28.846> 3.99 then ho is rejected and and ha accepted. this means that teaching strategies (tgt and stad) affect students' reading ability. 2) students’ reading habit both high and low students cannot affect students' reading ability. this is proven by f ratio <f table where where 0.817˂ 3.99 then ho accepted and ha rejected. this means that reading habits do not affect students' reading examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 200 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x ability. 3). teaching strategies (tgt and stad) and students 'reading habits (high and low) do not simultaneously affect students' reading ability. this is evidenced by f ratio <f table where where 1.169˂ 3.99 then ho is rejected and and ha accepted. this means that students' reading ability due to reading habits does not depend on learning strategies and students' reading abilities because learning strategies are not dependent on reading habits. the use of both strategies in the cooperative learning approach is able to provide more learning opportunities for students than conventional strategies due to the award. although there are awards in tgt and stad, students are more interested in participating in the learning process by using the tgt strategy because there are tournaments in their learning steps. to confirm the results of this study, other researchers can use different variables such as high and low motivation and interest in reading. references akarsu, oktay darıyemez, t. (2014). the reading habits of university students studying english language and literature in the digital age. journal of language and linguistic studies, 10(2), 85–99. ferina, f. (2015). stad as a strategy of teaching reading comprehension in junior high school. jeels, 2(1), 29–43. genc, g. (2017). the relationship between academic achievement , reading habits and critical thinking dispositions of turkish terttiary level efl learners. education research quarterly, 43–73. gencosman, t., & dogru, m. (2009). effect of student teams achievement divisions technique used in science and technology education of selfefficacy, test anxiety and academic achievement. journal of baltic science education, 11(1), 43–55. grabe, w., & stoller, f. (2002). teaching and researching reading. london: longman. gupta, m., & ahuja, j. (2014). cooperative integrated reading composition (circ): impact on reading comprehension achievement in english among seventh graders. impact: international journal of research in humanities, arts and literature (impact: ijrhal), 2(5), 37–46. retrieved from http://www.impactjournals.us/journals.php?id=11&jtype=2&page=8 harmandar, m., & çýl, e. (2008). the effects of science teaching through team game tournament technique on success levels and affective characteristics of students. journal of turkish science education, 5(2), 26–46. retrieved from http://search.proquest.com.ezp.lib.unimelb.edu.au/docview/1658764 860?accountid=12372%5cnhttp:// sfx.unimelb.hosted.exlibrisgroup.com/sfxlcl41?url_ver=z39.882004&rft_val_fmt=info:ofi/ examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 201 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 8 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x fmt:kev:mtx:journal&genre=article&sid=proq:proq3aeducation&atit le=the+ef hastuti, d., & yuliasri, i. (2015). the effectiveness of stad and tgt to enhance narrative text reading comprehension of the students with high and low achievement. english education journal, 5(2), 46–52. huang, c., & yang, s. c. (2015). effects of online reciprocal teaching on reading strategies, comprehension, self-efficacy, and motivation. journal educational computing research, 52(3), 381–407. https://doi.org/10.1177/0735633115571924 ibraheem, t. l. (2011). effects of two modes of student teams – achievement division strategies on senior secondary school students ’ learning outcomes in chemical kinetics. asia-pacific forum on science learning and teaching, 12(2), 1–21. jalilifar, a. (2010). the effect of cooperative learning techniques on college students ’ reading comprehension. system, 38(1), 96–108. https://doi.org/10.1016/j.system.2009.12.009 li, z., & yang, c. (2014). reading-to-write: a practice of critical thinking. journal of art and humanities, 3(5), 67–72. olsson, e. (2009). learning styles and reading. pangestuti, a. a., corebima, a. d., & zubaidah, s. (2015). using readingconcept map-teams games tournament ( remap-tgt ) to improve reading interest of tenth grade student of laboratory senior high school state university of malang. american journal of educational research, 3(2), 250–254. https://doi.org/10.12691/education-3-2-19 pilten, g., & kuralbayeva, a. (2018). investigation of reflecting reading comprehension strategies on teaching environment among preservice classroom. international electronic journal of elementary education, 10(4), 397–405. https://doi.org/10.26822/iejee.2018438129 quadir, b., & chen, n. (2015). the effects of reading and writing habits on blog adoption. behaviour & information technology, 34(9), 893–901. shafiee, s., & branch, s. (2017). effects of cooperative learning on vocabulary achievement of reflective / impulsive iranian efl learners. international journal of foreign language teaching & research, 5(17). slavin, r. e. (1995). cooperative learning; theory, research, and practice (2nd ed.). massachusetts: allyn & bacon. sugiyono. (2010). metode penelitian pendidikan; pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. wodarski, j. s., & feit, m. d. (2011). adolescent preventive health and team-games-tournaments: five decades of evidence for an empirically based paradigm. social work in public health, 26(5), 482–512. https://doi.org/10.1080/19371918.2011.533561 zarei, a. a., & keshavarz, j. (2011). on the effects of two models of cooperative learning on efl reading comprehension and vocabulary. modern journal of language teaching methods, 1(2), 38–54. examining the impact of teaching strategies and reading habits on ... husni mubarok, nina sofiana doi: https://doi.org/10.26714/lensa.8.2.2018.189-202 202 https://doi.org/10.26714/lensa.8.2.2018.188-201 http://jurnal.unimus.ac.id/index.php/lensa metode analisis puisi karya tere liye dengan model atau pendekatan sosiologi sastra memaknai puisi ini dengan mengaitkan kehidupan masyarakat dalam memahami cinta, perasaan, dan kasih sayang sehingga terdapat pembelajaran moral untuk kehidupan masyarakat. sosiologi sastra lebih memperoleh tempat dalam penelitian sastra karena sumber-sumber yang dijadikan acuan mencari keterkaitan antara permasalahan dalam karya sastra dengan permasalahan dengan masyarakat lebih mudah diperoleh. berdasarkan analisis di atas, dapat disimpulkan bahwa kumpulan puisi atau sajak tere liye memaknai tentang cinta, perasaan, rahasia, kebencian, jodoh, kesedihan dan sakit hati. hal tersebut dapat disebut sebagai kesimpulan dari kumpulan puisi ini. kemudian telah dijelaskan pula aktifitas benda mati, dalam puisi tersebut sajak remote sifat on dan off yaitu seperti perasaan manusia dapat tumbuh dapat mati, mungkin pembaca atau masyarakat terhibur dengan membaca puisi ini. daftar pustaka references 17 59 8 3 4 1 1 2 3 98 daftar pustaka lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 120 resistensi pada rezim represif: telaah atas opera kecoa karya riantiarno dan perahu retak karya emha ainun najib resistance efforts towards the repressive regime: study on riantiarno’s ‘opera kecoa’ and emha ainun najib’s ‘perahu retak’ lina meilinawati rahayu1* aquarini priyatna2 fakultas ilmu budaya unpad, bandung 1*lina.meilinawati@unpad.ac.id riwayat artikel: dikirim 5 maret 2018; 12 desember 2019; published 31 december 2019 abstrak tulisan ini ingin membuktikan bagaimana upaya perlawanan terhadap penguasa disampaikan melalui karya sastra. penganalisisan berfokus pada peristiwa, adegan, kalimat, dan ungkapan yang mengindikasikan upaya resistensi. drama yang dijadikan sumber data adalah opera kecoa (1985) karya riantiarno dan perahu retak (1992) karya emha ainun najib. kedua drama tersebut diterbitkan pada zaman pemerintahan orde baru yang pada saat itu membatasi kebebasan berbicara dan berpendapat. resistensi atau perlawanan terhadap struktur yang mapan ini banyak dilakukan para sastrawan. upaya ini merupakan bagian dari penyadaran bahwa sebenarnya kita sedang diopresi tanpa disadari. kritik sosial yang disampaikan dalam drama --juga bentukbentuk kesenian-tentu tidak gamblang karena pengarang sadar akan situasi pemerintahan. dengan demikian, sistem komunikasi diubah sedemikian rupa agar maksud sampai pada penonton atau pembaca. penyadaran ini juga akan menjadi kontrol terhadap jalannya suatu sistem sosial. data dalam teks drama akan dianalisis menggunakan pendekatan new historicism. hasil kajian ingin membuktikan bahwa sejarah sebuah bangsa dapat dibaca melalui karya sastra. new historicism berkeyakinan bahwa selalu ada kaitan antara teks (sastra) dan sejarah. pemikiran ini memberi persfektif bahwa “kenyataan sejarah” tidak lagi tunggal dan absolut, tetapi bisa bermacam-macam versi dan sudut pandang. dalam konteks demikian teks sastra yang merefleksikan sejarah dapat diposisikan sebagai pembacaan sejarah dari versi yang lain. hasil penelitian membuktikan bahwa selalu ada upaya resisten dengan berbagai cara pada penguasa yang represif. kata kunci: resistensi, represif, penguasa, drama http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 mailto:1*lina.meilinawati@unpad.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 121 abstract this paper aims to show the resistance effort towards the authorities. the analysis focuses on the events, scenes, sentences, and expressions which indicate the resistance efforts. the dramas used as the data in this research are titled opera kecoa ‘the cockroach opera’ (1985) by riantiarno and perahu retak ‘the cracked boat’ (1992) by emha ainun najib. the both of dramas were published during the new order regime when the freedom of speech and expression were restricted. resistance towards that established structure was mostly done by authors. this action is kind of effort to make us realized that we were actually being oppressed but did not realize it. the social criticsm delivered through the drama –as well as the form of art—of course, cannot be adequately conveyed because the authors are aware of the situation of the government. hereafter, the communication system is changed in such a way so that the messages contained in the drama can be understood by the audiences or the readers. this awareness effort also becomes the controller for the implementation of the social system. the data in the drama text is analysed by using new historicism approach. the research results aim to show that the history of a nation can be read through the literary works. new historicism believes that there is always connection between text (literature) and history. this thought gives perspective that “historical reality” is no longer singular or absolute, but also can be various versions with many points of view. in this context, literary texts which reflected the history can be positioned as a reading on a history from the different versions. the research results show that there are always resistance efforts towards the repressive authority with which the delivery methods are done in various ways. keywords: resistance, repressive, authority, drama pendahuluan sastra dijadikan salah satu alat untuk menyuarakan perlawanan pada penguasa. dengan begitu, sastra yang demikian memiliki dua mata pisau: yang satu merepresentasikan sejarah dan yang kedua dijadikan alat untuk melakukan resistensi. sebagaimana yang diungkapkan foucault (1978:95-96) bahwa "di mana ada kekuatan, di situlah ada resistensi, namun, atau lebih tepatnya, perlawanan ini tidak pernah berada dalam posisi eksterior dalam kaitannya dengan kekuasaan". perlawanan pada penguasa tidak harus atau tidak lagi disampaikan secara terbuka dan terang-terangan, atau melalui gelombang demonstrasi. namun, dapat melalui berbagai cara yang lebih halus, bahkan menghibur dan menyenangkan. para sastrawan di berbagai belahan dunia melakukan cara yang sama untuk melawan, menentang, atau mempertanyakan berbagai hal yang sedang terjadi. dengan demikian, karya sastra merupakan representasi dari zamannya. karya sastra khususnya drama di indonesia, dan pastinya di mana pun, selalu erat kaitannya dengan perubahan sosial yang penting. dunia dan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 122 peristiwa yang tergambar dalam karya sastra bukan sekadar latar belakang. dia menyatu dan koheren. new historicism menekankan kaitan antara teks dan sejarah. pemikiran ini memberi perspektif bahwa “kenyataan sejarah” tidak lagi tunggal dan absolut, tetapi bisa bermacam-macam versi dan sudut pandang. berdasarkan pandangan itulah penelitian ini dilakukan. tulisan ini akan mendeskripsikan konstruksi indonesia dalam dua naskah drama indonesia tahun 80-an dan tahun 90-an. deskripsi indonesia ini menjadi penting dan relevan diteliti karena versi sejarah indonesia lebih sering tunggal. dalam konteks demikian teks sastra indonesia yang merefleksikan sejarah indonesia dapat diposisikan sebagai pembacaan sejarah dari versi yang lain. oleh karena itu, perspektif new historicism menjadi tepat digunakan untuk mendedah fenomena teks sastra yang demikian; yakni, dengan cara menyingkap cara beroperasinya kenyataan-kenyataan di luar teks sejarah yang mainstream. pendekatan new historicism tidak memisahkan karya sastra dengan pengarangnya, juga tidak memisahkan karya sastra itu dengan konteks zamannya. bagi sejarawan yang beraliran new cultural historian, yang tidak lagi memisahkan fakta dan fiksi, sangat menganggap penting setiap karya sastra yang lahir pada suatu zaman. karena, dengan pendekatan itu mereka juga bisa melihat perilaku dan perubahan budaya suatu masyarakat melalui karya sastra. para sejarawan juga bisa menilai nilai-nilai yang berkembang di suatu masyarakat pada zaman tertentu dari karya-karya sastra yang lahir pada zaman itu. sejarah merupakan representasi kesadaran penulis sejarah dalam masanya (kartodirdjo, 1982: xiv ). putu wijaya (2009:36-38), sastrawan dan dramawan indonesia menyebutkan bahwa “bila sejarah secara rinci adalah saksi peradaban manusia ke belakang, ilmu pengetahuan potret manusia masa kini, sastra adalah eksistensi manusia dalam seluruh dimensinya.” taufik abdullah dalam mahayana (2008) menyebutkan ada dua hal penting yang dapat disampaikan novel (sastra). pertama, sastra dapat memberikan pantulan-pantulan tertentu tentang perkembangan pemikiran, perasaan, dan orientasi pengarangnya. kedua, sastra dapat pula memperlihatkan bagaimana bekerjanya suatu bentuk struktural dari situasi historis tertentu dari lingkungan penciptanya. sependapat dengan pemikiran wijaya dan abdullah di atas bahwa sastra melihat sejarah dengan mata yang lain. wijaya menekankan bahwa eksistensi manusia masa lalu, masa kini, dan mungkin masa yang akan datang dapat terekam dalam karya sastra. begitu pun abdullah melihat bahwa sastra, dari sisi subjektif, merekam situasi historis. kedua drama ini, opera kecoa dan perahu retak, dengan caranya merekam sisi historis satu periode sebuah zaman dan melakukan upaya http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 123 resistensi untuk menanggapi berbagai realitas yang terjadi. upaya-upaya inilah yang akan dijadikan objek analisis dalam kedua drama tersebut. landasan teori karya sastra merupakan representasi dari kehidupan. dengan kata lain karya sastra merekam berbagai peristiwa yang terjadi dalam semua aspek kehidupan yang salah satunya peristiwa penting atau peristiwa sejarah. karya sastra dapat dijadikan salah satu cara membaca sejarah dari sisi yang lain. bagi sejarawan sastra yang demikian dapat membantu untuk memahami dinamika masyarakat pada saat peristiwa terjadi sementara bagi pembaca juga dapat meresapi pergulatan batin bukan sekadar rangkaian waktu dan peristiwa. proses pembacaan karya sastra seperti di atas dapat dilakukan dengan memakai kacamata new historicism (nh). budianta (2006) dalam jurnal susastra, vol. 2 nomor 3 mencoba melihat kontribusi new historicism (nh) dalam sejarah kritik sastra di barat dan apa yang ditawarkannya bagi kritik sastra indonesia. ada tiga pertanyaan yang coba dijawabnya dalam tulisan terkait kritik yang berkembang dalam dua dekade terakhir abad ke-20, 1) pembaharuan apa yang disumbangkan nh? apakah nh menawarkan kemungkinan-kemungkinan baru bagi kajian sastra di indonesia? dan apa keterbatasananya? dengan kata lain budianta menjelaskan dengan rinci tentang new historicism. greenblatt (1989) melalui new historicism menawarkan pembaharuan dalam bidang sejarah yang waktu itu masih dominan di amerika. dalam kaitan dengan penelitian di indonesia hal ini belum banyak dilakukan selain pandangan terhadap sejarah masih mainstream. artinya, teks lain yang juga mengungkapkan sejarah secara lebih benderang diabaikan karena dianggap fiksi. selama ini, sejarah masih dilihat dari kacamata penguasa. di bawah ini terlebih dahulu akan diuraikan penelitian-penelitian yang memakai pendekatan new historicism dalam berbagai artikel dalam jurnal. barry (2002:172) menekankan bahwa teks-teks sastra dan nonsastra semuanya merupakan produk budaya. new historicism merupakan pendekatan kritik sastra yang menekankan keterkaitan teks sastra dengan berbagai kekuatan sosial, ekonomi, dan politik yang melingkupinya. pendekatan ini memungkinkan para peneliti memiliki peluang untuk memeriksa teks-teks sastra juga teks-teks nonsastra yang merepresentasikan persoalan yang sama. dari penjelasan di atas dapat disimpulkan bahwa semua teks selalu merepresentasikan zamannya termasuk karya sastra dalam hal ini teks drama. seperti yang dikemukakan foucault (2011) bahwa semua teks, termasuk wacana akademis suatu zaman atau representasi suatu zaman, muncul karena http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 124 kondisi zamannya. sastra tidak dapat lagi dipandang sebagai sesuatu yang keluar dari sejarah dan terapung di udara seperti sebuah entitas yang terasing dan terpisah. sastra tidak lahir dari kekosongan dan tidak jatuh dari langit. hal ini sejalan dengan pendapat greenblatt (2005:6-7) menegaskan bahwa dunia yang digambarkan dalam karya sastra bukanlah sebuah dunia alternatif, melainkan sebuah cara mengintensifkan dunia tunggal yang kita huni. dalam mengkaji jaringan tersebut, new historicism menekankan dimensi politis ideologis produk-produk budaya. dengan demikian, sejalan yang dikemukakan budianta (2006) sejarah, sastra, monumen, potret, mode, uang adalah bagian dari sistem tanda yang mewakili dan sekaligus menghadirkan kembali sesuatu di luar dirinya dengan menyusun dan memilih tanda-tanda dalam sistem yang ada. dengan demikian, melihat konstruksi indonesia dalam sastra drama dan membandingkan dengan teks nonfiksi akan merepresentasikan kondisi indonesia ketika karya itu terlahir. hasil dan pembahasan dalam bagian ini akan dibaca bagaimana teks drama menunjukkan upaya-upaya melakukan resistensi. drama opera kecoa (1985) lebih nyata melakukan resistensi pada penguasa dengan cara frontal dan kasar, sementara perahu retak (1992) resistensi disampaikan melalui pemikiran yang argumentatif. penelitian ini akan menelusuri juga relasi antara karya dengan zaman ketika sebuah karya dilahirkan. drama opera kecoa dan perahu kertas: konstruksi indonesia tahun 80-90-an drama opera kecoa ditulis oleh nano riantiarno pada tahun 1985 dan dipentaskan pertama pada tahun yang sama oleh teater koma. lakon ini menceritakan kehidupan sekelompok orang kelas sosial rendah, yaitu pekerja seks komersial (psk), waria, dan bandit. kelompok yang selalu dimanfaatkan lalu dibuang oleh pejabat-pejabat dan kelas atas. opera kecoa diawali dengan kemunculan tokoh roima yang membawa jenazah tokoh julini. roima dan julini adalah sepasang ‘hampir suami-istri’ karena mereka berdua adalah laki-laki. karakter julini digambarkan seorang waria yang sedang mencari kehidupan baru karena tempat tinggal mereka yang lama telah digusur oleh para petugas keamanan. akhirnya mereka memutuskan untuk merantau ke kota dan menemui salah satu kerabat mereka bernama tuminah yang mereka lihat beritanya di salah satu surat kabar. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 125 tuminah adalah seorang psk yang bekerja di sebuah lingkungan "nakal" pimpinan tarsih bersama psk lainnya yang terancam digusur oleh petugas keamanan. hal itu dikarenakan tokoh pejabat akan membuat sebuah proyek di lingkungan itu bekerja sama dengan tamu asing yang datang dari jepang. tarsih selalu mengeluhkan ancaman petugas-petugas itu dan merenungkan bagaimana nasib para karyawannya nanti. sebenarnya tokoh pejabat tersebut merupakan salah satu tamu langganan tuminah yang sering berkunjung. sementara itu, drama perahu retak ini ditulis oleh emha ainun nadjib atau yang kerap dipanggil cak nun. di bawah subjudul drama tersebut tertulis tahun 1992. upaya itu tampaknya untuk mengontekstualisasikan cerita yang mengambil sudut penceritaan pada permulaan berdirinya kerajaan mataram (sekitar abad 16) dengan zaman modern. secara garis besar, lakon ini menceritakan perselisihan antara islam dengan budaya jawa pada masa kerajaan mataram dengan segala intriknya. permasalahan esensial kedua gagasan tersebut direpresentasikan melalui dialog antartokoh, kejadian atau peristiwa, dan juga sikap para tokoh. syech jangkung merupakan salah satu tokoh utama dalam drama perahu retak yang menjadi representasi dari kalangan islam. ia juga seorang guru yang berpengetahuan luas dan seantiasa mendidik murid-muridnya dengan cara yang terkadang tidak terduga. tokoh muridnya yang terkenal dalam cerita ini adalah raden mas kalong. kalong ditampilkan sebagai seorang murid yang keras kepala, cerdas dalam berfilosofi, namun terkadang plin-plan. sementara itu, tokoh yang mewakili dari pihak kerajaan mataram yang memegang peranan penting yaitu ki mondoroko dan ki jogoboyo marsiung. ki mondoroko dipercaya sebagai penasihat kerajaan yang licik, tetapi juga cerdas. ia seorang yang sabar dan cukup cerdas dalam mengatasi suatu permasalahan yang sedang terjadi. kemudian ki jogoboyo marsiung ialah tokoh pamong trambesi yang angkuh, pemarah, dan tidak sabaran. ki marsiung juga ditengarai menjadi penyebab kericuhan antara hubungan islam dengan mataram jawa yang semakin lama semakin menegangkan. selain tokoh-tokoh yang disebutkan di atas, terdapat banyak tokoh lain yang kehadirannya turut memperkaya penggambaran cerita yang ditampilkan dalam drama tersebut. pada bagian awal cerita terdapat pendahuluan yang dituliskan untuk memberikan pengetahuan dasar kepada para pembaca bahwa berdirinya kerajaan mataram memiliki nilai-nilai histroris yang berbeda dengan kerajaan demak dan pajang. jika gelar yang diberikan kepada pemimpin demak dan pajang adalah sultan yang bersumber dari kekuasaan islam, maka pemimpin mataram dianugerahi gelar panembahan yang justru bersumber dari kekuasaan jawa. selain itu, kepemimpinan demak dan pajang dilatarbelakangi oleh legitimasi islam dari wali songo, sedangkan mataram http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 126 tidak lagi meneruskan legitimasi islam, melainkan legitimasi mistik jawa terutama melalui figur nyai roro kidul. pemimpin mataram diduga berhubungan karib dengan tokoh ratu pantai selatan tersebut sehingga semakin memperkuat nilai-nilai mistik jawa yang tumbuh dalam lingkungan kerajaan mataram. pada akhirnya, pergeseran dua legitimasi tersebut menjadi landasan, watak, dan orientasi politik mataram dalam menjalankan roda pemerintahan. selanjutnya, pertentangan antara islam dan mataram jawa yang digambarkan dalam lakon perahu retak timbul karena ajaran islam bertentangan dengan sistem kerajaan yang sedang berjalan. hal ini direpresentasikan oleh dialog tokoh ki mondoroko dengan syech jangkung yang sama-sama mempertanyakan kedudukan islam dan mataram. namun dari jawaban ki mondoroko tercermin bahwa islam harus berjalan selaras dengan mataram. sementara itu, syech jangkung berpendapat bahwa sebagai konsep agama, kebenaran islam merupakan kebenaran hakiki yang seharusnya dapat berdiri tegak di tengah kekuasaan dunia. oleh karenanya, ia juga menghendaki agar mataram mampu melaksanakan ajaran islam secara menyeluruh, sampai pada berbagai sendi kehidupan. dengan berkembangnya mitos ratu pantai selatan yang tumbuh subur di tengah kehidupan masyarakat jawa justru hal tersebut menjadi pertanyaan besar bagi golongan islam. sekilas dari kedua drama tersebut berkisah tentang dua hal yang berbeda, tetapi dari keduanya memperlihatkan bagaimana konstruksi indonesia yang tecermin dalam sastra drama tahun 80-90-an. drama opera kecoa menggambarkan kondisi sosial indonesia melalui mata pencaharian masyakarat kelas bawah, sedangkan drama perahu retak menggambarkan kondisi sosial masyarakat indonesia dilihat dari pertentangan tentang kepercayaan dan keyakinan. kedua kondisi ini menjadi menarik diperbincangkan karena melihat indonesia dari dua sisi yang berbeda dan bagaimana resistensi dibangun dalam keduanya. a. drama opera kecoa: upaya resistensi melalui sindiran dalam drama opera kecoa ini banyak ungkapan-ungkapan yang merupakan sindiran. ungkapan-ungkapan ini biasanya ditujukan dari rakyat pada penguasa. upaya-upaya menyindir penguasa biasa dilakukan oleh para sastrawan di berbagai belahan dunia. hal ini biasanya karena upaya untuk bersuara sangat dibatasi. misalnya ketika jepang berkuasa di indonesia, pemerintah kolonial membuat patron atas karya sastra, para pengarang berusaha menyampaikan suaranya melalui berbagai simbol dan tanda. seperti logika bola pejal, semakin ditekan sebuah bola yang berisi udara, akan mencari http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 127 jalan atau ruang lain untuk berpindah. begitu pula dengan para sastrawan. sindiran merupakan cara ampuh untuk menunjukkan upaya resistensi. sindiran, menurut kamus besar bahasa indonesia edisi v adalah perkataan (gambar dan sebagainya) yang bermaksud menyindir orang; celaan (ejekan dan sebagainya) yang tidak langsung. menurut badudu (1980: 77), sindiran adalah apa yang dikatakan sebaliknya dari apa yang sebenarnya. menurut purwadarminta (1980), sindiran adalah perkataan yang maksudnya untuk menyindir orang, celaan (ejekan dan sebagainya) secara tidak langsung. sementara, menurut waluyo (1991: 86) sindiran adalah kata-kata yang bersifat berlawanan. dari beberapa pengertian di atas dapat disimpulkan bahwa sindiran merupakan perkataan untuk tujuan mencela, mengejek, atau pun mengungkapkan sesuatu yang biasanya berlawanan dan lebih rendah dari hal yang sebenarnya. sindiran biasanya digunakan mengungkapkan sesuatu yang sifatnya tidak sesuai dengan yang diharapkan. namun, sindiran juga dapat menjadi “tameng” untuk melindungi diri. sindiran dapat digunakan sebagai bentuk perlawanan terhadap sesuatu. sindiran bersifat “menyerang”, tetapi terkadang, serangan dimaksudkan sebagai upaya koreksi. karena itu, sindiran dapat termasuk dalam salah satu upaya resistensi seseorang atau sekelompok orang untuk mengingatkan halhal yang semestinya menjadi kewajibannya. gaya bahasa sindiran dibagi menjadi tiga, yaitu: sarkasme, sinisme, dan ironi. dalam drama opera kecoa, ungkapan sarkasme paling dominan. sarkasme adalah sebuah cemoohan atau ejekan kasar. biasanya sarkasme dilontarkan untuk kekesalan yang sudah memuncak. dalam drama opera kecoa, ada banyak bentuk sarkasme, yaitu sarkasme yang diucapkan oleh penguasa dan sarkasme yang diucapkan oleh kalangan bawah atau rakyat jelata. ungkapan-ungkapan sarkasme, seperti terlihat dalam kutipan di bawah ini: (1) "penting sebab kita pikir, hanya bangsa yang goblok saja yang tidak mempedulikan dokumentasi sejarah masa lampau." (hlm. 38) (2) "aku tidak berubah goblok, aku kerja. aku ingin jadi orang kaya, supaya tidak ada lagi yang bisa menghinaku. aku tidak ingin terus menerus hidup di got. aku ingin punya rumah, bukan rumah-rumahan seperti yang kita punya sekarang. kandang anjing bapak pejabat jauh lebih bagus dari rumah kita." (hlm. 46) (3) "dalam rangka pembangunan mental, segala prilaku yang menyinggung perasaan akan disikat habis. apalagi perilaku yang amoral, seperti kalian. menjadi banci saja sudah dosa, apalagi sekalian menjadi pelacur." (hlm. 53) ungkapan sarkasme yang paling sering, yaitu "goblok. kata itu digunakan sebagai ekspresi kekesalan atau kemarahan yang luar biasa. kata tersebut merupakan umpatan yang sangat kasar. dalam kutipan (1) dan (3), http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 128 terlihat bahwa yang terjadi adalah sarkasme yang diungkapkan oleh penguasa. yang pertama dilakukan oleh para pejabat dan yang ketiga dilakukan oleh para petugas. keduanya dalam kedudukannya sebagai penguasa. pejabat dalam opera kecoa mencaci kalangan bawah yang dianggapnya tidak paham pada kebijakan pemerintah. pembangunan monumen yang dari sudut pandang penguasa dianggap penting tidak didukung oleh rakyat. penguasa menganggap rakyat seperti itu adalah goblok/bodoh dan tidak punya kepedulian terhadap sejarah. begitupun dalam kutipan (3) para petugas mencaci banci yang dianggapnya tidak bermoral. petugas atau penguasa yang punya kewajiban untuk melindungi rakyatnya malah berbuat sebaliknya. mereka mengancam akan mengusir para banci. namun, pada akhirnya para banci tidak tinggal diam dan melakukan perlawanan yang membuat takut para petugas. berbeda dengan kutipan (1) dan (3) dalam kutipan kedua sarkasme yang dilakukan oleh rakyat. yakni tentang seorang miskin yang berandaiandai jadi orang kaya. ungkapan sarkasme yang sengaja dibuat paradoks. kata "rumah" diparadokskan dengan "got" lalu "rumah" juga diparadokskan dengan "kandang anjing". ungkapan ini sekadar ingin menunjukkan bahwa kehidupan rakyat dan pejabat/penguasa itu seperti bumi dan langit. semua merupakan kebalikan. namun, bila kita telusuri lebih dalam, dapat ditemukan bahwa kutipan-kutipan sarkastis di atas adalah bentuk sindiran terhadap pemerintah pada saat itu. yang dimaksud dengan pembangunan monumen bisa jadi disejajarkan dengan kondisi sosial pada saat itu. pembuatan patung pancoran misalnya yang tak pernah kunjung rampung atau boleh jadi masyarakat yang lapar dan tidak punya pekerjaan tak pernah merasa perlu akan pembuatan sebuah monumen. sudut pandang penguasa dan sudut pandang rakyat tentu berbeda hingga keduanya saling mengumpat. selain sarkasme, gaya bahasa yang lain adalah sinisme. sinisme menurut kamus besar bahasa indonesia edisi v berarti (1) pandangan atau pernyataan sikap yang mengejek atau memandang rendah; (2) pandangan atau gagasan yang tidak melihat suatu kebaikan apa pun dan meragukan sifat baik yang ada pada manusia. sementara itu, menurut badudu (1975), sinisme merupakan sindiran yang setingkat lebih kasar daripada ironi. dari kedua pengertian terebut, tentulah dapat dibedakan bahwa sinisme merupakan caracara mengejek/memandang rendah suatu hal, cara-caranya dengan mencela, mencemooh, atau meragukan sifat baik. bedanya sarkasme itu di dalamnya termuat ungkapan-ungkapan kasar, sedangkan sinisme biasanya ungkapan yang berlawanan atau sebaliknya. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 129 dalam opera kecoa, ada banyak sinisme yang ditemukan, kita perhatikan kutipan di bawah ini: (4) “coba tunjukkan cara lain untuk bisa memperoleh penghasilan. coba tunjukkan, tunjukkan. tak pernah ada jawaban. yang ada hanya pidato, pidato dan pidato. apa hanya dengan pidato-pidato saja dia, kami, bisa kenyang? dia bekerja, banting tulang memeras keringat.” (hlm. 2, 58) (5) di mana-mana kita tidak diterima. kita ini kayak hidup di negeri orang, padahal saya punya ktp. (hlm. 20) (6) yah, namanya juga usaha. halal atau haram kan kita sendiri yang nanggung. orang lain bisanya cuma bilang: harom, harom . . . , begitu kita datang minta kerjaan atau duit, eh mereka ngumpet. baru datang di luar pagar,…sudah disuguhi tulisan: awas anjing galak. (hlm. 35) dari ketiga kutipan di atas, terlihat ada ungkapan paradoks yang diucapkan oleh rakyat pada penguasa. bila dalam sarkasme ada umpatan kemarahan yang diwakili dengan kata-kata yang tidak pantas, dalam sinisme ungkapan kemarahan disampaikan dengan ungkapan berlawanan atau sebaliknya. kutipan (4) ada kata yang berlawanan, yaitu "tindakan nyata" dipadankan dengan "pidato-pidato". artinya, penguasa hanya berjanji kosong tanpa ada tindakan nyata. sementara dalam kutipan (5) kata "tidak diterima" dipadankan dengan kata "punya ktp". ungkapan sebaliknya ini menunjukkan bahwa seseorang yang punya ktp seharusnya diakui dan diperhatikan sebagai warga negara karena tercatat, tetapi kenyataannya kehidupan mereka tidak pernah diperhatikan seolah-olah seperti bukan bagian dari warga negara. pada kutipan (6) sinisme melawankan kata halal dan haram. para penguasa dan petugas selalu berbicara haram untuk pekerjaan dan perbuatan yang dilakukan rakyat kecil, tetapi mereka tidak pernah memberikan solusi untuk setiap masalah yang ada. kondisi sebaliknya atau berlawanan ini merupakan ungkapan kemarahan rakyat pada penguasa. saat itu kondisi di indonesia ditandai dengan maraknya demo-demo yang dilakukan oleh mahasiswa ataupun rakyat biasa. seringnya demo merupakan cerminan dari kebobrokan pemerintah. saat itu juga banyak terjadi penculikan mahasiswa yang dianggap membahayakan pemerintah. mereka banyak yang hilang dan tidak kembali ke rumah. kondisi sosial inilah yang ingin dipotret oleh drama opera kecoa. seperti dua gaya bahasa lainnya yang telah dipaparkan di atas, yakni sarkasme dan sinismea, ada satu lagi, yaitu ironi. tokoh-tokoh dalam drama melakukan upaya resistensi dengan melontarkan ironi. posisinya dalam percakapan kurang lebih sama seperti sinisme. misal, pada kutipan-kutipan dalam drama opera kecoa yang menunjukkan ironi, sebagai berikut: http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 130 (7) bau tengik comberan nanah, kudis, panu, dan kurap bagian pasti nasib kita nasib kita, ya sayang, nasib kita (hlm. 6) (8) setelah bekerja keras demi rakyat, boleh dong kita sejenak memikirkan diri sendiri. (hlm. 22) (9) rencana mulia, sekali lagi luar biasa. kami tidak menyesal telah membantu terlaksananya rencana mulia itu, malah bangga. sekali lagi, luar biasa. (hlm. 38) (10) pasti jam itu yang betul, karena dibikin oleh pemda. (hlm. 46) kutipan (7) sampai (10) gaya bahasa ironi ditunjukan dengan sangat ironis. misalnya sesuatu yang busuk, seperti bau comberan, nanah, kudis, panu adalah sesuatu yang menjijikan diibaratkan seperti nasib rakyat jelata. sementara kutipan (9) rencana yang menyengsarakan rakyat disejajarkan dengan rencana mulia. pada kutipan (10) segala "yang benar" disejajarkan dengan pemda (pemerintah daerah). ironi ini menunjukkan yang selalu benar itulah hanya pemerintah daerah atau ukuran benar atau salah selalu dari sudut penguasa. berbeda dengan ketiga ironi yang sudah diungkapkan di atas, ironi dalam kutipan (8) berasal dari sudut pandang penguasa. mereka sudah merasa bekerja demi rakyat, padahal sesungguhnya hanya memikirkan diri sendiri. dalam karya sastra tentulah banyak kiasan yang digunakan untuk mewakili atau menyembunyikan maksud yang sebenarnya ingin disampaikan. opera kecoa ini adalah salah satunya. dalam opera kecoa, banyak digunakan kiasan-kiasan yang sebenarnya melambangkan orang-orang kecil yang diibaratkan atau disejajarkan dengan kecoa. kecoa dianggap sebagai binatang yang mengganggu dan layak untuk disingkirkan, juga biasanya hidup di tempat kumuh. itulah yang pada akhirnya menjadi representasi dalam drama ini. terlihat pada kutipan-kutipan tersebut yang menunjukkan kias-kias dalam opera kecoa: (11) mereka berhimpitan di gorong-gorong dan kolong jembatan sementara yang lainnya main golf. mereka merindukan rumputan sementara yang lain berkelimpahan. mereka cuma kecoa sementara yang lain, garuda. (hlm. 2) (12) kecoa-kecoa itu harus dibasmi sampai ke anak cucunya. harus. jika tidak, kecoa itu suatu saat akan makin berkembang biak dan kita kewalahan. mereka akan mendesak kita, jika dibiarkan, akan mengganyang kita, melumat kita. (hlm. 73) dua kutipan di atas (11) dan (12) merupakan sarkasme dari rakyat kecil ibarat seperti kecoa: kecil dan tidak bermakna, mengganggu, dan perlu disingkirkan. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 131 drama ini sejak awal dengan gamblang sebenarnya sudah terasa mengobarkan kemarahan dan kebencian pada penguasa yang tidak memperhatikan rakyatnya dan hanya sibuk dengan kepentingan diri sendiri. kemarahan-kemarahan tersebut disampaikan dengan perumpamaan serta ungkapan-ungkapan yang berupa sindiran. ungkapan sarkasme, sinisme, dan ironi terus-menerus digunakan untuk menunjukkan resistensi pada penguasa dalam drama dan tentu saja kondisi ini sejalan dengan pemerintahan yang sedang berjalan pada saat itu. drama perahu retak: resistensi sebagai upaya melanggengkan kekuasaan persitegangan antara golongan islam dengan kubu kerajaan mataram semakin memuncak setelah peristiwa pembunuhan sahil, seorang santri pesantren islam. syech jangkung dan kiai tegalsari seketika langsung menemui ki mondoroko untuk meminta pertanggungjawaban terkait pembunuhan terhadap sahil yang diduga dilakukan oleh perwakilan pihak kerajaan. pihak kubu islam menduga pembunuhan sahil sengaja dilakukan untuk memperkeruh suasana dan menyingkirkan islam dari sendi-sendi kehidupan kerajaan mataram. namun, yang melatarbelakangi peristiwa pembunuhan tersebut ternyata adalah persoalan asmara. permusuhan ki jogoboyo marsiung dari pihak kerajaan dengan murtadlo dari pihak islam sejatinya semata-mata bukan hanya karena dilatarbelakangi persoalan islam dan mataram saja, namun juga dipengaruhi oleh rasa cemburu yang menggelayuti perasaan ki jogoboyo marsiung. walaupun persoalan asmara hanyalah bumbu, persoalan sosial menjadi tema utama. secara keseluruhan, naskah drama perahu retak menampilkan perselisihan antara islam dengan tradisi jawa yang telah terjadi sejak dulu dan terekam dalam sejarah indonesia. kemunculan berbagai kepercayaan yang dijiwai oleh tradisi jawa yang digabungkan dengan nilai-nilai islam juga telah banyak dilakukan sejak dahulu dan sampai sekarang kelangsungan kepercayaan tersebut masih dipegang teguh oleh sebagian orang yang memercayainya. lakon ini juga mencoba menghadirkan ilustrasi tentang usaha pencarian kemungkinan kerja sama dan demokratisasi antara islam dan jawa. meskipun pada realisasinya, upaya tersebut mendapat banyak tantangan dari berbagai pihak yang terlibat di dalam cerita. setelah ditelaah secara saksama, upaya resistensi yang dilakukan oleh para penguasa mataram pada islam semata-mata karena mereka merasa terancam dengan masuknya islam. upaya-upaya yang dilakukan, baik berupa tindakan nyata atau hasutan-hasutan dimaksudkan untuk melanggengkan kekuasaannya. dalam drama ini kekuasaan adalah kewenangan, tetapi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 132 kadang-katang kesewenang-wenangan tersebut menjadi kesewenangwenangan. kekuasaan tentu tidak begitu saja diperolah namun ada proses dan hal yang menunjang untuk menempatkan diri pada pemegang kekuasaan, sumber kekuasaan itu sendiri sangatlah bermacam-macam, misalnya kekayaan, fisik , keahlian, kedudukan, serta agama (kepercayaan atau keyakinan tertentu). seorang atau kelompok orang yang berkuasa mendapat "kenikmatan" sendiri karena menjadikan ego termanjakan. ketika kekuasaannya terancam atau terganggu otomatis stabilitas dia sebagai manusia juga terganggu. begitupun penguasa mataram ketika islam masuk menjadi ancaman karena agama baru itu mulai banyak pengikutnya. kaitannya dengan kekuasaan di mataram yang mempercayai pada tradisi dan kepercayaan lama dan para penguasa mendukung itu. menurut jones, (2015: 5) antropologi telah mengakui bahwa praktik kebudayaan dan cara hidup komunitas dapat dibentuk dalam negosiasi dengan negara dan politik lokal. namun, tak dipungkiri bahwa praktik-praktik kebudayaan bisa memperkuat hierarki politik dan pada kesempatan lain, dapat menumbangkan kekuasaan politik. dalam drama ini, digambarkan bahwa pengaruh kebudayaan islam yang datang ke jawa sekitar abad ke-15 hingga abad ke-16 akhirnya turut membawa pengaruh kepada kerajaan mataram yang waktu itu berdiri. hal tersebut digambarkan dalam drama perahu retak, seperti terlihat dalam kutipan-kutipan berikut: (13) kalian yang mengancam keamanan cinta antara penduduk dan para santri. dan lagi kami mendapat mandat penuh dari allah, panglima alam semesta, untuk menyebarkan ajaran-ajaran dan cintanya. (14) agama islam pun harus dijalankan secara mataram. kedua kutipan di atas menunjukkan bagaimana islam hadir ketika mataram berkuasa dan bagaimana agama itu dijalankan di tengah-tengah masyarakat. kutipan (13) menunjukkan bahwa kedatangan islam ke nusantara dianggap mengancam harmonisasni yang sudah lama terbentuk. mereka khawatir para santri ini akan merusak kedamaian hidup dan keyakinan yang sudah lama mereka jalankan. namun, ketakutan nyata itu tampak dalam kutipan (14) mereka bukan hanya berharap tapi menekankan bahwa agama yang baru masuk harus dijalankan dan disesuaikan dengan mataram. kedatangan islam ke pulau jawa ini disambut oleh banyak pengikut dan sudah barang tentu kondisi ini membawa banyak perubahan di masyakat. perubahan-perubahan tersebut tentu menjadi pertentangan di antara masyarakat. mereka jadi harus memilih antara menerima dan menerapkan kebudayaan baru atau mempertahankan kebudayaan lama. namun, pada akhirnya masyarakat pun menyadari bahwa semua kebudayaan menjadi baik http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 133 apabila tidak disalahgunakan. perbedaan yang ada justru menjadi kekayaan dan harus dihargai. seperti dalam kutipan berikut: (15) musuh jiwa jawa terletak pada jiwa orang jawa sendiri, dan musuh islam bersemayam dalam diri orang islam sendiri. menjadi tidak jelas mana jawa mana islam. juga tidak jelas mana mataram. yang jelas hanyalah sejumlah penguasa yang mengatasnamakan jawa, islam, dan mataram untuk kepentingan kekuasaannya semata-mata. oleh karena itu, mari, ki warok dan ki tumenggung berdua kuundang pergi ke pesantrenku. kuundang untuk saling belajar kembali. belajar bergaul, belajar bekerja sama, belajar menemukan titik temu di tengah perbedaanperbedaan. mari. mari. kutipan itu berusaha menyadarkan bahwa sebenarnya musuh besar adalah diri sendiri yang bebal dan mengganggap ancaman pada setiap perubahan yang terjadi. sentralisasi berarti pemusatan. sentralisasi adalah pemusatan semua kewenangan pemerintahan (politik dan administrasi) pada pemerintah pusat (nurcholis, 2014: 4). dapat dibayangkan bahwa sentralisasi kekuasaan berarti memusatkan semua urusan kepada pemerintahan pusat. tidak hanya dalam sistem pemerintahan yang demokratis seperti sekarang sistem sentralisasi dapat diterapkan, melainkan juga pada sistem monarkis seperti pada zaman mataram. namun, tidak jarang bahwa negara dengan sistem sentralisasi ketika menghadapi masalah eksternal akan terlihat buram atau saru. kedatangan islam sendiri di satu sisi melebur dengan budaya, tetapi di sisi lain mereka juga merasa keduanya berbeda, seperti tampak dalam kutipan-kutipan berikut: (16) mataram yang mana, islam yang mana. (17) para priyagung mataram itu kelihatannya saja islam, padahal sebenarnya mataram…. (18) kami sendiri merasa bahwa mataram dengan islam telah menyatu seperti sungai dengan airnya, seperti matahari dengan cahayanya. (19) mataram menjadi bagian dari islam ataukah islam menjadi bagian dari mataram? kutipan (16) sebenarnya menunjukkan kebingungan antara islam dan mataram karena mereka yang menganut islam masih menjalankan kepercayaan leluhurnya begitupan sebaliknya orang-orang jawa mataram pun sudah beralih ke kepercayaan yang baru. namun, kutipan (17) merupakan sindiran pada orang-orang mataram yang sudah menganut islam tapi tidak menjalankan ritual keislaman dan masih mengikuti dan percaya pada ajaran leluhurnya. walau sebagian mengatakan bahwa sebenarnya mereka sudah melebur dan bersatu hingga sulit dipisahkan dan dibagi seperti tampak dalam kutipan (18) dan (19). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 134 dalam drama perahu retak, kerajaan mataram lama seperti menerapkan sistem otoritarianisme, sehingga pemerintahan agak sukar menerima ideologi baru, karena dikhawatirkan ideologi tersebut pada akhirnya akan meruntuhkan kekuasaan. seperti tergambar dalam kutipankutipan berikut: (20) padahal mau memasukkan aliran kepercayaan baru! huh! mendo menyun! mau-maunya jadi budak orang arab! kita para pamong jadi serba repot. kalau dibiarkan mereka nyelonong saja. kalau diawasi, katanya kita tidak mau menerima kebenaran. rupanya pemilik kebenaran di muka bumi ini adalah kakek mereka! penguasa dengan berbagai cara selalu ingin melanggengkan kekuasaannya karena sudah dijelaskan bahwa kekuasaan itu memberikan kenyamanan dan memanjakan ego. kutipan (20) di atas menunjukkan bagaimana ketakukan penguasa terhadap kedatangan ideologi baru yang dimungkinkan akan mengancam kekuasaannya. ancaman ini bukan hanya dia tidak bekuasa lagi, tetapi lebih pada ketakukan bahwa ajaran yang selama ini dipatuhi dan diikutii rakyatnya akan digantikan dengan kepercayaan baru. kehilangan wibawa, kepercayaan, dan kharisma adalah kehilangan besar untuk sebuah kekuasaan. namun, masih ada beberapa tokoh dalam drama tersebut masih menerima ideologi baru yang datang, dan lebih memilih untuk bersikap terbuka, seperti dalam kutipan-kutipan berikut: (21) apakah itu tidak lebih baik, kiai, dibanding samudera darah yang akan menggenangi hari-hari mendatang kalau hubungan antara mataram dengan islam tidak dibenahi? kutipan (21) di atas adalah sikap terbuka dari beberapa penguasa yang berusaha bernegosiasi dengan kepercayaan baru yang hadir yang diikuti dan dipercaya serta diterima dengan baik oleh banyak orang. namun, memang tetap akan ada kegelisahan di hati tokoh-tokoh penguasa karena seringnya perbenturan di antara mereka. di sisi lain, tetap ada tokoh yang menuntut agar pemeluk-pemeluk islam pergi karena telah dianggap menimbulkan keresahan. bahkan, takjarang perbedaan tersebut diartikan sebagai pemberontakan. ini adalah salah satu bentuk ketakutan rezim penguasa jika ada ideologi-ideologi baru yang masuk, seperti dalam kutipan, “ini benihbenih pemberontakan terhadap kekuasaan mataram!” usaha-usaha untuk menyatukan kembali mataram sampai harus memakan nyawa orang-orang yang tidak bersalah. seperti dalam kutipan berikut: http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 135 (22) atas nama persatuan mataram, apa saja boleh dilakukan oleh raja. demi persatuan mataram, nyawa orang yang tak sependapat boleh dimusnahkan. demi persatuan mataram, rakyat kecil boleh diperas, boleh diusir dari kampungnya sendiri. kutipan di atas menunjukkan ketakutan penguasa kehilangan wibawa dan kekuasaannya. dia menggunakan kekuasaannya dengan membuat kebijakan yang semuanya demi melanggengkan kekuasaannya. di satu sisi, ini adalah cerita fiksi, tetapi kita tidak dapat menutup mata bahwa dalam kondisi sosial indonesia pada waktu itu juga demikian. otoritarianisme kekuasaan ternyata tidak terjadi hanya dalam drama saja, melainkan juga pada rezim orde baru. terbukti pada tahun 1977-1997, hanya selalu ada tiga partai politik yang menjadi peserta dalam pemilu legislatif. ditambah lagi, partai golongan karya selalu mendapatkan persentase terbanyak untuk duduk di kursi legislatif. karena pada zaman itu pemilihan presiden didasarkan pada hasil sidang mpr, maka soeharto selalu memenangkan kedudukan paling tinggi di indonesia. penutup resistensi atau perwalanan terhadap kekuasaan di mana pun selalu ada dalam berbagai bentuknya. salah satunya melalui karya sastra. drama bukan hanya dibaca, melainkan terminal akhirnya adalah dipentaskan. dengan demikian, khalayak sasaran akan lebih luas dan lebih beragam. seni pertunjukan dianggap bentuk kesenian yang paling efektif dalam menyampaikan pesan. pesan-pesan yang disisipkan ke dalam drama akan lebih efektif dibandingkan bentuk-bentuk sastra yang lainnya. drama opera kecoa dan perahu retak dijadikan sarana untuk melakukan perlawanan dengan cara yang berbeda. dalam drama opera kecoa upaya resistensi pada peguasa disampaikan dengan cara sarkastis, sinisme, dan ironi. sementara drama perahu kertas upaya resistensi oleh penguasa yang terancam kekuasaannya dilakukan dengan depensif dan represif. daftar pustaka budianta, m. (2006). budaya, sejarah, dan pasar: new historicism dalam perkembangan kritik sastra” dalam jurnal susastravol 2 nomor 3, hal 1-19. jakarta: hiski. damono, s. d. (2005). pegangan penelitian sastra bandingan. departemen pendidikan nasional, pusat bahasa. damono, s.d. (2006). "revolusi, kemerdekaan, ketimpangan." dalam antologi drama indonesia 1946-1968. jakarta: amanah lontar. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x resistensi pada rezim represif: telaah atas opera kecoa … lina meilinawati rahayu, aquarini priyatna doi: https://doi.org/10.26714/lensa.9.2.2019.120-136 136 damono, s.d. (2006). "romantisme dan propaganda dalam drama indonesia." dalam antologi drama indonesia 1931-1945. jakarta: amanah lontar. damono, s.d. (2006). "sayembara, absurditas, dan protes." dalam antologi drama indonesia 1969-2000. jakarta: amanah lontar. damono, s.d. (2006). "sebermula adalah realisme." dalam antologi drama indonesia 1895-1930. jakarta: amanah lontar. damono, s.d. (2006). “100 tahun drama indonesia: pengantar umum antologi drama indonesia 1-4. jakarta: amanah lontar, 2006. foucault, m. (2011). pengetahuan dan metode: karya-karya penting foucault. yogyakarta: jalasutra. greenblatt, s. (1989). “toward a poetics of culture” dalam the new historicism (h. aram veeser, ed.) new york & london: routledge. greenblatt, s. (2005).”the touch of the real” dalam the greenblatt reader stephen greenblatt. (edited by michael payne). malden, ma: blackwell publishing. kartodirjo, s. (1982). pemikiran dan perkembangan historiografi indonesia: suatu alternatif. jakarta: gramedia. mahayana, maman “fakta dan fiksi: pertalian sastra dan sejarah” dalam http://mahayana-mahadewa.com/2008/11/20/fakta-dan-fiksipertalian-sastra-dan-sejarah/#ixzz1y7e2ygif. mc ricklefs, sejarah indonesia modern. yogyakarta: ugm press. 2008. rahayu, l. m. (2004). perubahan ideologi dari drama sangkuriang dayang sumbi ke sang kuriang karya utuy tatang sontani (doctoral dissertation, tesis, program pascasarjana ilmu pengetahuan budaya. depok: universitas indonesia). rahayu, l. m. (2017). identitas keindonesiaan dalam drama indonesia tahun 7o-an: sebuah pembacaan new historicism. fkip e-proceeding, 311-320. ricklefs, m. c. (2008). sejarah indonesia modern. yogyakarta: gadjah mada university press. soemanto, b. (2001). jagad teater. yogyakarta: media pressindo. sumardjo, j. (1988). "perkembangan terjemahan sastra drama asing di indonesia." dalam afrizal malna dkk., ed. beberapa pemikiran tentang pementasan naskah barat oleh teater indonesia, jakarta: goethe-institute jakarta, hal. 5-16. sumardjo, j. (2004). perkembangan teater modern dan sastra drama indonesia. bandung: stsi press. suparlan, p. (2014). kesukubangsaan dan posisi orang cina dalam masyarakat majemuk indonesia. antropologi indonesia. taum, y. y. (2013). representasi tragedi 1965: kajian new historicism atas teks-teks sastra dan nonsastra tahun 1966-1998. disertasi. yogyakarta: pascasarjana fakultas ilmu budaya universitas gadjah mada. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.120-136 http://mahayana-mahadewa.com/2008/11/20/fakta-dan-fiksi-pertalian-sastra-dan-sejarah/#ixzz1y7e2ygif http://mahayana-mahadewa.com/2008/11/20/fakta-dan-fiksi-pertalian-sastra-dan-sejarah/#ixzz1y7e2ygif lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 231 students’ perception toward english online presentation on instagram mazulfah1*, eni suriyah2 1,2universitas islam negeri salatiga, indonesia *mmazulfah@gmail.com article history: submitted on 9th june 2022; revised on 22nd june 2022; accepted on 22nd july 2022; published on 31st december 2022 abstract this study has purpose to know students' perception of english online presentations on instagram, its advantages and its disadvantages that are seen from students' point of view. a qualitative method was employed in this article. observation, documentation, and interview are used to collect the data. there are ten students involved in the discussion. the result shows that students positively perceive english online presentations on instagram. with presentation via instagram, there are several advantages, including (1) it is neater; (2) no need to open other applications; (3) more concise; (4) easy to use; (5) all presentations and comments are stored securely. however, there are still some drawbacks to using instagram for presentation, namely (1) not being able to contain all the material and explanations; (2) cannot use audio and video for presentation; (3) requiring a lot of internet quota and a sound signal; (4) students do not focus because they are distracted by other entertainment on instagram; (5) too many questions; (6) access to instagram is only owned by lecturers; (7) the audience takes a long time in responding; (8) confusing for some students who have this experience for the first time. keywords: english presentation, presentation on instagram, online learning. introduction student activeness in the classroom is important to keep building because they are the learning subjects. one way to do it is through a student group presentation (sgp). presentations can be interpreted as sharing and transmitting knowledge among many people(hanauer & watanabe, 2012). the oral presentation is essential in university environment in language http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 mailto:mmazulfah@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 232 teaching because verbal communication is suitable for the curriculum and gives students better skills in communicating professional knowledge to other professionals or non-specialists (živković, 2014). by practising oral presentation, students integrate aspects of communication such efficiently and accurately collect, analyze, and distribute scientific or technical information to specific audiences, etc. therefore, the lecturer designed an oral presentation. in designing students' oral presentations in the class, the teacher usually divides the class into several groups, and then each group will make a paper with a different theme and present it in front of the class. the presentation in the english language teaching or elt class is done entirely in english. most of the students present the material using ppt or powerpoint. they think that powerpoint slides are good to use because they can increase students' grades (hafis, 2013). with ppt, the interaction and communication between students and teachers become more interesting, fun, and relaxed since the picture and animation feature can illustrate the lesson more objectively and in reality. it motivates students to be active in giving their opinion, idea, advice or suggestion and is easier for them to understand the lesson. unfortunately, powerpoint slides cannot be used in conditions where there is no electricity, so they cannot be used for teaching in class (hafis, 2013). presentations are made online and do not use a projector and lcd as in face-to-face learning in class. in addition, besides using ppt and direct presentation, students can also use other methods, such as making video presentations using editing applications such as powtoon (oktaviani & mandasari, 2020). students can make video presentations so that their classmates better understand the material if the teacher allows and does not limit students' creativity, applications, and methods used. students can also use online presentation applications such as prezi, which is also effective as a learning and teaching tool (ismail et al., 2017). the application of presentation to deliver material can help students understand the material, and students are more confident in using english during the presentation. the presentation also motivates students to speak english and learn to communicate with friends in english. on the other hand, students also learn to edit videos so that the materials can be understood by classmates. the presentation can be done online and offline (wardhani, 2021). regarding this, many teachers implement online presentations using online platforms. this is also supported by the covid-19 pandemic, which enhances the use of technology in online learning. when using video conference platforms, students can do oral presentations directly in real-time. the video conference platforms are zoom, google meet, microsoft teams, and many more. on the other side, online presentation is rarely done orally when it is done through media's social platforms like what's app, telegram, instagram, and so on. social media are web-based applications that allow users to communicate, collaborate, and share resources with others. in this http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 233 case, instagram is used for presentation by utilizing the feed feature. they use instagram as a presentation medium according to the directions and regulations of the lecturer. instagram is a social network that allows users to take photos and videos and share them publicly or privately on instagram, similar to other social media such as facebook and twitter (handayani, 2016). in the mlt or methods of language teaching course, they were asked to form groups of four and each group created a ppt according to the materials provided by the lecturer. before the day when the class takes place, the group that will present the material sends the ppt to the lecturer. then the lecturer uploads the ppt in the form of an image on the lecturer's instagram feed account that has been prepared for learning. this feed is accompanied by the class schedule in the caption and questions for each group member in the comments column. they did not present ppt orally on instagram but there were so many questions in the comments column that the presenters had to answer. even though instagram has become one of the social media to improve skills such as speaking (azlan et al., 2019), listening (aminatun & oktaviani, 2019; sitorus & azir, 2021), reading (putri et al., 2021; sitorus & azir, 2021), writing (gunantar & transinata, 2019), and vocabulary (aminatun & oktaviani, 2019), but online presentation in efl class via instagram is new. as the aim of the presentation is communication, especially for teacher and training faculty, presentation on instagram cannot fulfil the aim of verbal communication because the feed instagram that is used for presentation in this phenomenon only contain ppt slides or picture and text in the caption and comment box so that it is interesting for researchers to see how students' perceptions of this phenomenon. researchers also dig what are the advantages and disadvantages so that it can be a consideration to keep the instagram feed as a presentation platform. presentation is applied in teacher and faculty training in universities linked to the curriculum. in schools generally, curriculum 2013 encourage students' activeness by doing presentation and active discussion meanwhile teacher has the role of facilitator. presentation is possibly done every day in class, so the teacher should make sure that the material explained by students can be understood by others, the purposes of learning can be achieved, and the aims of implementing students' group presentation are fulfilled. perception is the process that precedes the perceptual process, the process of taking in an individual's stimuli through the senses, also called the sensory process(saleh, 2018). the process of perception can be explained as follows. the object gives rise to a stimulus, and the stimulus hits the sense organs or receptors. it should be stated that the object and stimulus are different, but there are times when the object and stimulus become one, for example in the case of stress. the object as an object directly hits the skin, so you will feel the pressure. the stimulus process regarding the senses is a natural process or physical process. the stimulus received by the sense organs is transmitted by the sensory nerves to the brain. this process is known as a http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 234 physiological process. then there is a process in the brain as the centre of consciousness so that individuals realize what they see, what they hear, or what they feel. the process that occurs in the brain or in the centre of consciousness is called a psychological process. so that the human ability to distinguish, classify then, and focus the mind on a thing and interpret it is called perception. perception is part of the cognitive process. cognition can be defined as an activity or process of acquiring knowledge, including awareness, feelings and so on, or an effort to explore something through one's own experience (alizamar & couto, 2016). therefore it is important to see students' perceptions regarding the phenomenon. "presentation" is a very loose term. it includes everything from initial job interviews to retirement speeches, standard sales pitches to health and safety present ations, progress reports to project teams and court appearances. includes one or more people speaking in front of an audience (siddons, 2008). class presentation or also called oral presentation is a term used to describe a teaching method in which students participate in a project to explore a topic and share their findings with the class (widyastuti & mahaputri, 2018). student presentations are used in advocacy/advocacy, training, teaching and learning, information provision, and assessment (chivers & shoolbred, 2007). in this research, students` presentation includes teaching and learning, information provision and evaluation. teaching and learning presentation content typically focuses on topics related to the course or module being studied. student presentations are graded frequently and may be given a percentage of the grade that contributes to the module's overall grade and credits. according to chivers & shoolbred (2007), her eight advantages of presentations by students are: (1) participation in student-centered learning; (2) develop new knowledge and different perspectives on the topic; (3) practice in a familiar environment/situation. (4) gain confidence in speaking and presenting in front of an audience. (5) improved module test scores. (6) develop broad communication and presentation skills. (7) preparing the skills needed in the workplace. (8) an exchange of roles and perspectives from the audience to the presenter. the presentation should cover four basic aspects, namely: (a) a clear explanation of the idea, (b) explaining the idea, (c) the idea is supported by evidence and other sources, (d) a conclusion or restating the idea (hamm & dunbar, 2006). when students are making a presentation, they often take notes when presenting the material, and they feel nervous, vibrate and keep moving; students are stiff in delivering the presentation so that the presentation becomes boring, and they end the presentation with a lack of inspiration (widyastuti & mahaputri, 2018). when the teacher or other friends make a presentation using ppt, other students as the audience have a better performance than they are explained not using ppt and only using the blackboard (gambari et al., 2015). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 235 instagram is a social networking service that can be used to share photos and videos. instagram was created in 2010. mike krieger and kevin systrom are the main names behind the invention of instagram (holmes, 2015). it was designed for mobile use with the aim of allowing users to take pictures with their mobile devices and upload them "on the fly" through the instagram app.like most social media sites, its purpose is to connect you with friends, family, colleagues and others with similar interests. instagram was acquired by facebook in 2012. nearly a year after being signed by facebook, instagram hit the milestone of 150 million monthly active users.(herman, 2014). when the site was first launched, young users between the ages of 14 and 25 were the main demographics (herman, 2014). instagram has a private message feature, tagged content with searchable hashtags that can post several photos or one video in one post, and a story feature, which allows users to share a feed that can be accessed for 24 hours (carpenter et al., 2020). all of these features are also a way for users to communicate with other users, either privately in private messages or publicly in the comments column of feed posts. in each feed post, captions can be included with a maximum of 2200 text characters and a maximum of ten slides. these complete features and their famous among the youth generation make instagram chosen as learning media by teachers. the main reason why teachers choose instagram for learning is to build an educator community or support network and collaborate with other educators to share ideas and content. another reason is to communicate with students, families, or the school community and make the most of hashtags to ensure that shared content leads to other similar content (carpenter et al. ., 2020). for example, educators can use #teachfirstgrade to increase the visibility of their posts among other elementary school teachers who teach 1st grade. rashid et al. (2021) analyzed the advantages and disadvantages of instagram as a medium for learning english from various sources, including journals. the advantages are flexible design, joyful learning experience, innovation, enable to maintain motivation, fun, effectiveness, and multifunction. while the disadvantages are that it causes addictive behaviour in students, distracts attention, and requires a lot of internet quota. similarly to this, akhtar et al. (2017) found that there were three challenges faced by students. first, students were distracted by celebrity posts and entertainment posts while attending classes and doing assignments on instagram. second, the challenge in terms of language. students feel threatened to write english captions on instagram for fear of being criticized if the english sentences they wrote were wrong. third, privacy issues. students do not want to expose their social media instagram life to teachers or unknown strangers. akhtar et al. (2017) examine students' perceptions at university and their behaviour towards the use of instagram in writing english. the results show that students have positive perceptions and see instagram as a medium that can improve their writing skills, but they have moderate behaviour. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 236 instagram also has a positive impact on language learning in terms of the grades they achieve (erarslan, 2019). instagram features are perfect for bringing authentic english materials from native english speakers or verified accounts to students so that students can improve their english skills academically (sitorus & azir, 2021). this social media facilitates students to quickly read a short paragraph (putri et al., 2021) and not read english texts that are so long as they are found in textbooks. although instagram has been widely used as a medium in efl classes, not many teachers have used instagram as a medium for students to present the results of their group work. lina (2021) describes the experience of lecturers in guiding students in group presentations through what's app which is also one of the social media. the step in the student group presentation is that first, the lecturer gives examples to students of how presentations are carried out in the what's app group, warm-up, brainstorming, main course, cool-down, offer of the day (qotd) and closing. the group also made a presentation based on the presentation method the lecturer did. here the lecturer assesses student activity from the responses sent by students in the what's app group. compared to the previous study, the phenomenon of this research is a unique phenomenon since instagram is used as a platform where students' presentation is done. there is still limited research discussing presentations on sharing photos and videos on social media platforms. therefore theoretically, the result of this research can contribute to the gap by giving knowledge on how students perceive online presentations on instagram, its' advantages, and its' disadvantages. the results also help the teacher to implement online presentations, especially on instagram, better and improve the effectiveness of the online presentation. method a qualitative research method is basically a method for the meaning or interpretation of phenomena or symptoms in both offenders and the consequences of their actions (saleh, 2017). this research relies on in-depth interviews, observation, and documentation methods. respondents were chosen randomly from 5th-semester students of english education uin salatiga because the phenomenon of online learning on instagram only recently happened in their class. there were ten students who were interviewed online via what's app. ten students have fulfilled the requirements of the phenomenology approach. the interview is a semistructured interview. students answered the questions orally using voice notes and using text. the question given are: 1. as presenter, what do you think of having an online presentation on instagram? 2 .as a presenter, what makes an online presentation on instagram different from an online presentation on others platforms? 3.what are the advantages of online presentations on instagram? http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 237 4. what are the disadvantages of online presentations on instagram? 5. do you have any difficulties when presenting materials through an online presentation on instagram? if any, what? 6. as an audience, when your friends are having a presentation, do you understand the material being presented on instagram? or do you have a better understanding of using other platforms? 7. are you satisfied with the online presentation on instagram if it is seen from the timing, explanation, and question and answer aspects? researchers did observations on instagram accounts where the online presentation took place. the observation is done several times to get validity. from the observation, researchers wrote notes about how the learning process, how students' reacted to students' presentations based on their comments, and the role of the lecturer. this observation supports the result of the interview. the documentation is the complement of the interview and observation technique (sidiq & choir, 2019). documentation in this research is in the form of non-formal documents such as presentation outlines and comments on instagram, which then is saved in photo format. the analysis process is carried out using the theory of miles & huberman (2014): (1) data display. all collected data is displayed. (2) data reduction. when presenting all collected data, researchers divide and classify based on the research purpose. 3) drawing conclusions and verification. researchers conclude the result and recheck that all the data collected are valid. picture 1: qualitative analysis of miles and huberman http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 238 findings and discussion findings through observations and documentation carried out on instagram, these are how students’ presentations through instagram look like: picture 2: students’ presentation on instagram picture 3: students’ presentation on instagram picture 4: students’ presentation on instagram picture 5: questions, answer, and discussion session at first, the lecturer posted the slides from the presentation group by including the class and lesson hours in the caption. students are given 1-2 hours to read and understand the material. then they are required to ask and respond as a sign of attendance. furthermore, the lecturer provides http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 239 comments that other students can ask each student who is presenting. discussions were conducted using english, but when students had difficulty using english, they were allowed to use indonesian. the paragraphs below describe the results of interviews with ten students of english education at uin salatiga who have experienced presenting the results of group work via instagram. one (s1) out of ten students believes that instagram is not good for presentation, while nine students agree that instagram is good for presentation media. their responses regarding presentation on instagram are: s1: "for me, i don't like using instagram for presentations in class. for a presentation that is not done face-to-face, even online, such as using zoom media and google meet, it is better to use the what's app group because the response from the performer and audience can directly ask questions and give explanations via voice notes. less efficient when using instagram." s2: "i think presentations using instagram are more interesting because many children are now using instagram. using instagram is also not too monotonous like using wa, google meet or zoom. and also creative because you can use social media for learning media, not only for entertainment." s3: "i found presentation quite interesting using instagram because it was the first time for me." s4: "in my opinion, participating in learning english in the form of a presentation through instagram is so much fun. because the slides presented can be organized and there are supporting features that make it easier for us to handle presentation such as the use of multislides, comment box, and the instagram story feature in the form of asking opinions and polls." s5: "this is my first time presenting online using instagram, so i was a little confused at first, but over time i think it is easier." s6: "this is a new innovation that is being widely applied, especially among students. with presentation via instagram, students are expected to be able to use social media not only for entertainment, but also for education. " s7: "in my opinion, presentations using instagram are anti-mainstream; yes, we usually present using meet, zoom or through what's app groups. but this is different from the others, namely using instagram; i think this is a very interesting and fun presentation via instagram." http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 240 s8: "i think it is very easy for presenters to present via instagram. however, this is also difficult for presenters because they have to answer questions from all students in one class. we don't need to explain more about the material because the material already has a complete explanation in written form on the slide." s9: "my presentation style feels trendy and accessible." s10: "in my opinion, presentations via instagram are quite effective because instagram is an application that is often used by teenagers, especially students. and students' interest in using instagram is quite big, so presentations using instagram are considered more effective and also more current than our presentations using other media. the likes and comments feature are quite helpful in creating content based on social media so that educational content is better done in modern media, which is often used by teenagers, especially students." students consider presentations on instagram to be interesting things. this makes students more enthusiastic about following the lesson. compared to the platforms they've used for presentations, here are the advantages of instagram for presentations based on their opinion: 1. neat. these are said by s2 supported s3, which says, "images and comments are separate for easy reading". s8 added, "it makes it easier for students to make a presentation and control the course of the presentation." this was stated because there were only two sessions, namely, students understanding the posted material and asking questions in the comments. that way, the presenter can easily see the feedback given by friends through the comments column. s4 says, "the comments can be grouped by name. so we know that if there is a question or feedback, it is addressed to whom. or you can also tag a friend's instagram account to answer and provide questions or criticism suggestions." no need to open another application during the presentation. s3 said, "become more focused because you don't have to open other applications. explanation slides and questions are in one app." usually, when students make a presentation using what's app group, they have to open ppt files with other applications such as microsoft office and wps, so they have to repeatedly open what's app group and open ppt file applications at the same time. 2. more concise. s7 and s5 explained, "the presentation on instagram is more concise because the presenter only explains through ppt slides and doesn't need to explain again using text and audio. posting material is then understood by other friends. only if there are questions can be written in the comments column." http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 241 3. instagram is easy to use, easy to access, and flexible. s8 and s9 agree that instagram is easy to use and easy to access. s8 explained, "as a presenter, it is also easy to answer every question because the time is long, exceeding the hours of related courses." so that the time to understand the material and discussion is longer, s10 added, "many students definitely have instagram and are familiar with instagram and its features." s6 said, "there are various features that are not boring on instagram and are very minimalist but have provided effectiveness in their use for education. 4. can view previous presentations and minutes. s10 said, "we can see the previous presentation and see comments from friends, which are not only questions but also provide additional knowledge. that is very useful. usually, when we present using other media, there are often no minutes or results of discussions, but on instagram, it is always there and will never be lost unless it is deleted by the account owner. so the track record is safe and recorded or notified automatically." the disadvantages of presentation on instagram are: 1. not all materials able to be delivered. s1 said, "this presentation only uses ppt slides posted on the feed, so all material cannot be explained in ppt." master said, "in 1 group, there is a maximum of 10 ppt slides because the instagram feed contains a maximum of 10 slides. sometimes there is a group of friends who make more slides than specified. so that when posted on the instagram feed, not all the material is uploaded." 2. unable to explain the material using audio and video. s1 stated, "because if all the explanations of the material are included in the ppt, we as presenters feel that there is no totality in explaining because the audience only reads. can't use vn." s4 complained, "and there are no additional voice notes in each slide, so our brains have to work two times to understand the material." s9 chimed in, "commenting can be done easily but cannot comment in other forms (images, audio, gifs, or others) can only express arguments through text and emoticons." s10 also said the same thing as s9 and explained the consequences "so there was some miscommunication because the comments the audience read had a different tone/ intonation from what the presenter expected." 3. instagram requires a large quota of power, and signal constraints are a problem for students. s2 said, "sometimes when it rains, the signal is interrupted, so it takes a long time to load to open instagram." s3 adds, "requires more internet quota when compared to what's app." s4 also agrees that the internet quota needed to open instagram is big. he said, "instagram is famous for its big data usage, so the quota can run out quickly and is less effective because http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 242 i, as a presenter, can't stay too long in this application to save on data packages. and a waste of money. the quality of the uploaded image is reduced so that it can be broken and less clear when read. the problem i'm having is the signal sometimes crashes, and the app sometimes exits on its own." s7 added that "students whose internet speed is less stable will encounter obstacles during the presentation." s8 also said the same thing. 4. students are distracted and become unfocused in class. this is in accordance with what s6 said: "if used continuously, it may not train students' concentration because on instagram there is not only learning but also news or current events, making students not focus between education or social media." 5. too many questions in the comments make it difficult for the presenter. s8 stated, "i had a little difficulty answering the audience's questions because one class was asked all of them. so you have to try to answer those questions yourself." 6. access instagram only from lecturers. s1 said, "instagram access is only from the lecturer, so when i want to open a class earlier, i can't have to wait for the lecturer to open the class and post it on instagram. we can't ask friends to join the class. only limited to q&a in the comments." 7. old audience response. as s1 said, "the audience's response took a long time to respond immediately." 8. confused for the first time about making a presentation on instagram. this is experienced by the s5. at the end of the interview session, students were asked whether they understood better if the material was presented through instagram compared to other platforms, eight out of ten said they did not understand and chose the presentation to be done through other platforms that can include audio, images, and videos when presenting. only two students stated that they understood the material presented via instagram. from the question of whether they were satisfied with making a presentation on instagram and understanding the presentation as an audience, four students were not satisfied because they saw the weakness of the presentation on instagram, while the other six were satisfied because of the flexibility of time. discussion the students admitted that doing online presentations via instagram was a new experience for them. they usually make presentations through the what's app group, zoom, and google meet. the material they presented http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 243 was in the form of ppt slides, voice notes/audio, and explanatory text when using platforms other than instagram. in this presentation, there is a longer step, as lina (2021) explained, particularly warming up, brainstorming, the principle course, cooling down, giving a quote of the day (qotd), after which closing.when using instagram, presentation steps they do are different from before. they only use ppt slides. the presentation step is also short, namely understanding the material where the lecturer posts ppt slides on instagram and students read and understand the material, then a question and answer session and discussion in the comments column. the rest of the info is conveyed in the what's app group. on average, student has a positive perception of presentations on instagram. these results support akhtar et al. (2017) that students have a positive perception of the using instagram to learn english. the use of instagram as a medium for presentation is innovative (rasyiid et al., 2021) and rarely done by other lecturers. in line with putri et al. (2021), they find it fun and interesting. instagram is also easy to use because students have been using it for a long time and are familiar with its features. presentations on instagram that are being liked by young people make learning trendy and keep up with the times, not being fixated on traditional methods and other existing methods. because students like the platform, it can improve their mood to study. rashid et al. (2021) also found kurniawan & kastuhandani (2016) if the use of instagram can maintain learning motivation. instagram is said to be an effective tool in language learning (erarslan, 2019). they also rate instagram as effective for presentations. with this experience, they learn that social media, especially instagram, can be used for education, as was found by erarslan (2019). sitorus & azir (2021) rate instagram as effective for presentation. with this experience, they learned that social media, especially instagram, can be used for education, as it was found. the advantages of instagram compared to other platforms for the presentation were explained by students. first, it's neater when presenting using instagram. the word neat means that explanations and questions do not overlap and sink. the material is in the feed, while the questions are in the comments column. the lecturer writes down four comments on the names of the students who are presenting. the lecturer's comments are answered with questions that are asked according to the name written by the lecturer. presenters can immediately answer questions with the 'reply' feature. that way, the questions and feedback are easier to see and link to each other. second, there is no need to open another application. when reading material http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 244 and presenting, students do not need to open ppt with other applications, open audio with a voice recorder or music player, and use google translate to interpret english sentences. this is because they only need to read the material in the feed and discuss it in the comments. third, it is more concise because the presenter does not have to explain the material using audio or video, which takes a long time to make. the presenter simply makes a ppt from the material. fourth, instagram is easy to use, easy to access, and flexible, as analyzed by rasyiid et al. (2021). instagram is the most frequently accessed social media by students (erarslan, 2019), so it is easy for them to use it for education as well as for entertainment. the time and place are also flexible to open instagram; especially the lecturers give more time for students to understand and discuss the material. fifth, the presentation slides posted on the instagram feed and the discussion in the comments column will not disappear unless the account owner deletes them. students will always be able to open and find ppt slides in a semester, and they are not lost or cannot be downloaded. this makes it easier for students to learn because they can see questions and answers again without fear of missing comments as the chat is deleted in the what's app group. besides the advantages, they say there are disadvantages to using instagram for presentations. not all presentations can be delivered. students can only use ppt slides to explain. they could not explain the material more deeply and in detail. this is because the presentation is done in a feed, and the feed is limited to 10 slides or images. in fact, what they wrote on the ppt slides were just the points, not the whole explanation. they cannot use audio and long text to explain. moreover, if one group makes a ppt of more than ten slides intended for more explanation, not all slides can be uploaded because the maximum limit is only ten slides. however, this presentation model reduces fidgeting, jiggling or swaying when students are presenting directly in front of the class. (widyastuti & mahaputri, 2018). however, the text-based presentation alone is not able to achieve presentation goals, especially oral presentation skills and stated objectives widyastuti & mahaputri (2018) that the students 's presentation changed into selected with the aid of using the instructor to decide pupil understanding, know-how and development in modules, and essential ranges in instructional and vocational classes. questions asked by other friends also cannot be responded to verbally, but only text and emoticons as carpenter et al. (2020) state instagram to be a more text-based platform that likes to be used to hold ongoing discussions or statements that are out of context and http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 245 misinterpreted. another drawback is that instagram requires a lot of internet data and a good signal to open it. if the signal is not good, then the images and videos displayed are of low quality. weak signals also prevent presenters from providing feedback on questions because there is a possibility that feedback/comments are not sent. even though instagram is preferred as a platform for learning, students can easily find entertainment and other things on instagram that are not related to the class, which ultimately disturbs their concentration. educators find popular photos, videos to be a distraction from the idea under consideration (carpenter et al., 2020). they can just open the reels feature to view short entertainment videos, view the story feature to see stories shared by friends, and so on that aesthetically pleasing. when attending class, students must ask questions as a sign of attendance. all students have to ask questions, and this makes it difficult for the presenter to answer so many questions. if during a presentation using other platforms, the question and answer session only allow two to three questioners, in a presentation on instagram, each group member can answer up to fifteen or more questions. access to open classes is only owned by lecturers, so students cannot start classes first when it is time for lessons to start. this is because only lecturers have access to upload slide images on the instagram feed used. they find it difficult to invite friends to join and are less interactive, so the audience's response is not as fast as when presenting using other platforms. confusion also occurred to some students who experienced this for the first time with such a different presentation model. conclusion instagram as presentation medium is innovative, interesting. supporting putri et al. (2021), students have a positive view of this even though, in terms of the material, they do not understand and are not satisfied. with presentation via instagram, there are several advantages, including (1) it is neater; (2) no need to open other applications; (3) more concise; (4) easy to use; (5) all presentations and comments are stored securely. however, there are still some drawbacks to using instagram for presentation, namely (1) not being able to contain all the material and explanations; (2) cannot use audio and video for presentation; (3) requiring a lot of internet quota and a good signal; (4) students do not focus because they are distracted by other entertainment on instagram; (5) too many questions; (6) access to instagram is only owned by lecturers; (7) the audience is old in responding; (8) confusing for some students who have this experience for the first time. the researcher http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 231-248 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x students’ perception toward english online… mazulfah,eni suriyah doi: https://doi.org/10.26714/lensa.12.2.2022.231-248 246 suggests that further research be conducted to explore other features of instagram as a learning medium. researchers suggest future research use quantitative methods to see how effective instagram is when it is used for presentation. it is hoped teachers can see from many perspectives and then compare and see its effectiveness before deciding on media to conduct a class. complex features of instagram need to be explored by other researchers in order to give specific information. references akhiar, a., mydin, a.-a., & adi kasuma, s. a. 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(2021). enhancing students’ reading and listening skills by using social media language learning (smll) approach through features on instagram verified accounts. ethical lingua, 8(2), 346–357. https://doi.org/10.30605/25409190.310 wardhani, n. p. (2021). implementing a virtual presenation in efl classroom for engineering students. unnes-teflin national seminar. 4(1), 7. widyastuti, t., & mahaputri, r. a. (2018). presentation difficulties experienced by students of english department of unswagati. academic journal perspective : education, language, and literature, 3(2), 371. https://doi.org/10.33603/perspective.v3i2.1677 živković, s. (2014). the importance of oral presentation for university students. mediterranean journal of social sciences. https://doi.org/10.5901/mjss.2014.v5n19p468 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.231-248 https://doi.org/10.30651/tell.v9i2.9482 81 introducing pragmatics analysis: the analysis of generalized and particularized implicature found in time magazine advertisement slogans testiana deni wijayatiningsih 3 abstrak penelitian ini mendeskripsikan dua implikasi yang ditemukan dalam slogan iklan majalah time. adapun permasalahan penelitian ini adalah implikasi apa saja yang terdapat pada iklan di majalah time dan bagaimana implikasi khusus dan umum yang digunakan dalam iklan di majalah tersebut. penelitian ini mengaplikasikan data kuantitatif dan kualitatif yang difokuskan pada fungsi ekspresi kebahasaan dan membahas isi yang ditemukan dalam iklan pada majalah time. analisis data menggunakan klasifikasi grice dengan hasil penelitian yakni ada sebanyak 26 slogan iklan yang termasuk dalam implikasi umum dan 34 slogan iklan yang termasuk dalm implikasi khusus. dari jumlah data yang ditemukan, ada perbedaan persentase sebanyak 56.67% untuk hasil implikasi khusus dan 43.33% untuk hasil implikasi umum. dari hasil tersebut dapat disimpulkan bahwa majalah times menggunakan slogan iklan sebanyak 56.67% bermakna implikasi khusus. penelitian ini diharapkan menambah informasi kepada peneliti maupun mahasiswa bahasa inggris untuk menambah pengetahuan tentang prakmatik sehingga dapat menyusun penelitian lanjutan. kata kunci: implikasi umum, implikasi khusus, slogan iklan 1. introduction 1.1. background of the study the important means of communication is language. it is a general humanism symptom. people need language to interact and express most of their thought, feeling, and knowledge to the others. by using language, they can increase their life, since it is principal modality of human communication in their daily life. it has a powerful influence over their behavior. language is also a verbal symbol system that allows us to take messages and utterances in the form of words and translate them into meaning. one of human activities in using language is a trading activity. talking about trading is always related to business. when we are talking about business, we will always think about how is the success of a company in hunting profit as the main purpose. this success depends on the product sold in the market. the more products are sold, the more company will get profits. that is why the entrepreneurs will always find a way to expose their products in society. since they believe if their products have been known by the society, they would get more chance to gain great profits. here, language takes an important role because a 3 pengajar di progra m studi s1 pendidikan bahasa inggris, universitas muhammadiyah sema rang (unim us) 82 company will always depend on language in giving information of its products to the consumers. one of the media used by the entrepreneurs in spreading the information of their products to consumers is advertising. advertising succeeds or fails depends on how well it communicates predetermined information and attitudes to the right people, at the right time, at the right cost (lancaster & reynolds, 1995:210). language is especially true in fields of marketing and advertising the choosing of language in conveying specific messages with the intention of influencing people is vitally important. the language of advertising is normally positive and emphasi zes on why one product stands out in comparison with another. advertising of language may not always be a correct language in the normal sense. for example, an advertisement of a face moisturizer may say it makes face whiter but whiter than what? by using goods and effective language, the consumers will get certain impression of the offered products and then decide to buy them then. nowadays, there are many kinds of advertising in order to attract prospective consumers. advertising can be found in almost a ll mass media such as tv, radio, newspaper, magazine, internet, and etc. in written and spoken forms. in written advertising besides pictures, color composition, and size, the use of the language is the most important thing. that is why the entrepreneurs w ill always be so careful in using language for their advertisement in which they persuade prospective consumers. as one of the appeals in advertising, language plays an important role, including the use of language in slogans. slogans are often used to make an advertisement. the slogans are often used to make an advertisement more attractive. gaw (1969:50) states that nevertheless some slogans are so closely associated with trademarks, the picture mark often illustrating the idea put forth in the slogan, t hat the slogan establishes a three way – recall, the product, the trademark and an important sales message. usually, the slogans are made so effectively and modesty that people can remember them well. for example, whenever somebody reads a slogan in magazi ne “connecting people” he will spontaneously know that product is nokia hand phone. these days, a slogan is considered as the product identity of a company that is different from other. that is the reason why companies create slogans. talking about slogans in advertising is interesting for some reasons, namely (a) slogans have certain specifies in their performance, (b) slogans are brief and easily remembered, and (c) slogans can be considered as an art of language. based on the reasons above, the writer is interested in identifying the language expression used in slogans in time magazine. 1.2. statement of the problem in this study, the writer limits the discussion by formulating the following research questions: 1. what implicature contain in the advertisement slogans in time magazine? 2. how is the generalized and particularized implicature used in the advertisement slogans? 83 2. the study of generalized and particularized implicature found in time magazine advertisement slogans 2.1. the definition of pragmatics pragmatics is the study of language used in communication and the associated usage principles. morris defined pragmatics as the study of “the relation of signs to interpreters, the signs are applicable and syntactic as the study of the formal relation of signs to one another” (1981:6). in pragmatics, appears to take point of view of the producer of the sign more naturally than that of the receiver (even when he refers to ‘the whole situation comprising speaker, hearer, and environment’. leech (1983) supported by yule (1996:36) considered pragmatics as a study of discussing the speaker meaning linking with discourse situation. as stated by levinson (1983: 21) that pragmatics is the study of the relations between language and context that are basic to an account of language understanding. referring to fasold (1991:119), pragmatics is a study of context use to draw an inference of meaning. the inference is a conclusion drawn from an utterance. pragmatics discusses a language used in a human’s life for various a ims in accordance with their ability. it always related to daily human’s activities. the language and its speaker are the main characteristics besides the pragmatics itself. from the definition above, pragmatics refers to the utterance of speaker connecting with a context. it also includes language use, communication, and interpretation. 2.2. the definition of entailment talking about implicature is not be taken apart from entailment. it should be known that entailment is also the main part in supporting the difference between conventional and non-conventional meaning. in the other hand, it could be called as conversational implicature. grice (1967a) as quoted in fasold’s book has made a distinction between the natural and non-natural meaning. the natural meaning is often called as entailment, a meaning that is present on every occasion when an expression occurs when we make a sentence. the entailment of conventional meaning must always result in a contradiction. since the speaker is saying something and no something simultaneously. the entailment is also called a literal meaning which has lexical items and it means in reality or in actually. it extents that is conventional rather than inferred meaning in context, it is also a meaning that is always associated w ith an expression occurs the meaning occurs. there are two concept of entailment. a proposition p entails another proposition q if and only if whenever p is true, q is also true and a proposition p presupposes another proposition q if and only p entails q and the negation of p also entails q. entailments are conventional or semantic meanings which cannot by definition be cancelled without creating a contradiction, but implicatures are inductive inferences which the hearer draws and may therefore be cancell ed. the important thing to know that an implicature, because it is not a part of the entailment, it is conventional in the sense that it does not derive from knowing the rules for talk (therefore it is not conversational) and it is almost always associated with the particular lexical item (and thus a kind of natural meaning). 84 2.3. the study of implicature according to grice (1967a) implicature is an inferred meaning and it is defensible and non-detachable. if the context holds, the item with the same meaning will have the same implicature. it is something meant, implied, a suggested distinct from what is said. it can be part of sentence meaning or dependent on conversational context and can be conventional or unconventional. it has also been used to explain lexical gaps. in the other hand, implicature is the relationship between the statements where the truth of one suggests the truth the other but distinguishing implicature. meanwhile levinson (1983:98), implicature analyzed as pragmatics in references, bridge the gap between what is said and what is communicated grice’s theory of implicature is on the other hand based on the function of human reasoning, which is cognitive process, and on the socially based factors pertaining to the communicative event, which comprise social behavior. grice mainly concentrating on one type of implicature that namely generalized implicature (levinson, 1988). but actually there are two kinds of implicature mentioned by grice as follows: 2.3.1. generalized implicature based on grice (1975) generalized implicature arises irrespective of the context in which they occur. it has a little or nothing to do with the must relevant understanding of an utterance. besides it is inferred irrespective of the context. generalized exists because of the fact that the cooperative presumption, determinacy, and mutual knowledge conditions hold. it is inferable without reference to a special context. if we pursue the generalized implicature to its logical conclusion, that it is very nature of what may be lexicalized is determined by systems that began life as principles that guide language use. grice added it is an attempt of implicit meaning, the former in terms of some kind default logic the latter by employing the concept of stereo typic ality in applying this logic. as what grice’s observed, it is arising in the observance of flouting of the maxims and in terms of implicature are generally generated in particular context of use. grice (1975:46) consider that maxim of relation very important in generalized implicature but at the sometime leaves it relatively unspecified. 2.3.2. particularized implicature particularized is to infer in a specific way from the cooperative principles using particular facts about the meaning of the sentence uttered a nd the context of the utterance. particularized implicature is not derived from the utterance alone but from the utterance in context. and it is also inferred in relation to a context. besides it is particular to the context of the utterance in which they arise. that it must be relevant to the context which is talking about if we pursue the particularized implicature to its logical conclusion, we may suggest that relevance is the single principle which determines utterance understanding, as sperber and wilson put it is relevance which is… given and context which is… a variable (1986:142). moreover grice (1975) suggested that there are some properties that characterize particularized implicature, which may not be shared by generalized one. 85 it could be described as follows; (1) particularized implicature is cancelable, (2) it is also non-detachable; that cannot be detached from an utterance simply by changing the words of this utterance or their synonyms, and (3) particularized implicature is calculability; it is calculated in terms of rational steps that show how the sense of utterance, the cooperative principle and the maxims give arise to inferences in order assumption of cooperation to be preserved. then, (4) particularized implicature is non-conventionally attach to specific lexical items, buy they systematically in certain pragmatics context. in the other hand, to work out that a particularized implicature is present relying on the following reasons; (1) the conventional meaning of the words used together with the identity of any references that maybe involved, (2) the cooperative principles and its maxims, (3) the context, linguistics or otherwise, of the utterance, (4) other items of background knowledge, (5) the fact or supposed fact that all relevant items under the previous headings are available to both participants and both participants know or assume this to be the case. particularized implicature is derivable only in a specific context. based on levinson (1983), it is observing the conversational maxims of relation or relevance in a specific context of someone’s utterance. 2.4. the definition of advertising advertising is paid form of non-personal presentation and promotion of ideas, goods, or services by an identified sponsor as what james m. carman and kenneth. p. uhl (1973:527). from the aim point of view, dirksen and kroeger (1972:56) states that advertising is communication on a mass basic information about the qualities and features of products, services, and ideas of significance to the consumers with the intention of persuading sufficiency buyers to warrant the expenditure involved, and this to be profitable or worth while from the stand point of the designated sponsor. related to this study, advertising media has an important role in informing and influencing consumers. an advertising media needs a certain medium for sending the messages to the people. media is the means used to convey the advertiser’s messages. the principle media are newspaper, magazine, e -mail, tv, radio, internet, business publications, and point of purchase advertising. according to gaw (1969:132) as one of the advertising media, magazines have several strong advantages among others; (a) magazines enjoy considerable prestige among their readers and it is shared by the advertising that appears in them, (b) a high degree of selectivity is obtainable through the use of class magazines and it permits the advertiser to reach specific markets with a minimum of waste circulation, (c) by purchasing of regional segments or national circulations, the geographical flexibility is possible to reach, (d) magazines enjoy a long term of life within the home often being kept for weeks, months, or years. (e) magazines enjoy as much larger secondary or pass on circulation than daily newspaper, (f) magazines give good color reproduction, (g) magazines are usually read carefully and thoroughly at leisure, (h) a variety of layout is made possible through the use of gatefolds, pleads, spreads, insects, multi page use, etc. advertiser specifically de signs television, radio commercials, billboards, and advertisement in the print and electronic media to catch our intention and entice us to purchase products and services. 86 2.5. the definition of slogan in american heritage dictionary of english language (1981), slogan is the catchwords or motto of a political party, school or other groups, a catch phrase or sentence used in advertising to draw people’s attention by using interesting and striking words, it is usually remembered, it is used as an identity of a ce rtain product or service. meanwhile, gaw (1969:50) says that nevertheless some slogans are so closely associated with trade marks, the picture mark often illustrating the idea put forth in the slogans, then the slogan establishes a three way; recall, the product, the trade mark, and an important sales message. usually the slogans are made so effectively and modestly that people can remember them well. talking about slogan in advertising is interesting for some reasons namely (a) slogans have certain specifies in their performance, (b) slogans can be considered as an art of language, (c) slogans are brief and easily remembered. in the other hand, in webster’s third new international dictionary of the english language unabridged (1985), slogan is a brief striking phrase used in advertising or promotion a word or phrase imprinted on a piece of mail usually with the cancellation as a commutative or publicity device; an advertising phrase imprinted on mail together with the postage by a postage matter. based on the explanation above, the writer concludes that slogan is a word or phrase that is easy to remember, used by advertisers to attract people’s attention quickly. 3. method of analysis 3.1. object of the research the purpose of the research is to identify the use of generalized and particularized implicature in advertisement slogans quantitatively and qualitatively. based on the purpose, the writer took the advertisement slogans in time magazine as the object of the research. the writer chose the object because of the following reasons. firstly, the advertisement slogans are using language expressions and it could be analyzed using the generalized and particularized implicature. because instead of implicature we must try to understand the implied meaning on its language expression. secondly, the language expression in the advertisement slogans is more complete and different with the other language communication besides, they have implicit meaning that could not be recognized by reading at glance. therefore, this study was really enjoyable thing to do. last of all, time magazine is the well known magazine which is contained a lot of advertisement slogans. 3.1.1. population the population of this research covers all the advertisement slogans in time magazine issued in 3 rd march 2005 up to 5 th may 2005 and 1 st september 2005 up to 17 th december 2005. 3.1.2. samples and sampling technique the numbers of the whole advertisement slogans from seven months consisting 28 editions were 150 slogans; the researcher will apply purposive sampling that is by taking around eight or nine advertisements slogans every editions from 3 rd 87 march 2005 up to 5 th may 2005 and 1 st september 2005 up to 17 th december 2005 based on the criteria slogans. 3.2. role of the researcher in doing this study, the writer gives her role as a data analyzer. the writer tries to analyze the use of generalized and particularized implicature in the advertisement slogans based on grice’s work. the kinds of implicature are implemented through the language expressions in the advertisement slogans and then the writer analyzes the use of those expressions. 3.3. instrument the instrument will be in form of word, phrase, sentence of the language expressions in the advertisement slogans, the use of generalized and particularized implicature can be explored. 3.4. method of data collection the technique in collecting data applied in this study is by using several steps; (1) looking for the magazine selectively in this study, the writer chooses time magazine which are published from the 3 rd march 2005 up to 5 th may 2005 and 1 st september 2005 up to 17 th december 2005. from the all of term, the writer gets 60 advertisement slogans that could be analyzed. (2) collecting the data the writer found around 150 advertisement slogans in time magazine from term of 3 rd march 2005 up to 5 th may 2005 and 1 st september 2005 up to 17 th december 2005. regarding there are some slogans which are published more than once time so the writer only chooses the advertisement slogans which are different and fulfilled the slogans criteria. (3) inventorying in this step, the writer divides the advertisements which are fulfilled the slogans criteria and which are not. by this purpose, the writer only found 54 advertisement slogans. (4) classifying the writer classifies the advertisement slogans into two kinds, which slogans are included into generalized implicature and which slogan are include into particularized implicature. (5) simplifying after classifying, the writer simplifies the slogans into generalized and particularized implicature. (6) selecting from all the slogans then the writer selects it, which one concluded into generalized and particularized implicature. 88 3.5. method of data analysis in this research, the writer uses quantitative and qualitative research data in form of language expressions describes the contents and use of generalized and particularized implicature on the advertisement slogans which are found in the magazine. the language expressions are classified into generalize d and particularized implicature based on grice principles. then as we find out the use of generalized and particularized implicature, we analyze what each language expression functions in the advertisement slogans. the analysis will be using the steps as follows: (1) exposing in this step, the writer would like to expose there are many advertisements in the magazine that have a certain meaning which cannot be explored simply, because they have implied meaning. besides, there is some language expressions should be analyzed by certain theory. (2) explaining after exposing, the writer starts to explain in the magazine there are some of the advertisement slogans that are included into generalized and particularized implicature. (3) interpreting the next step is interpreting which slogans included into generalized and fulfills the criteria of inferring irrespective of the context and also the interpreting the slogans into particularized the particular to the context of the utterance in which they arise. (4) elaborating then elaborating all the slogans data which fulfill all of the generalized and particularized criteria. in this step, the writer needs a concentration because not all the slogans have those criteria. (5) summarizing after elaborating, the writer takes a summary from all of the data slogans that have been categorized into generalized and particularized implicature and make a definition. (6) concluding the next step is making a conclusion from all of the data slogans analysis which has been analyzed. (7) reporting then the last thing to do is making a report so it could be proved not only oral but also written. 4. result of the analysis in this section, the writer will give analysis the use of conversational implicature from grice found on the advertisement slogans in time magazine. the advertisement slogans are taken from the edition of 3 rd march 2005 up to 5 th may 2005 and 1 st september 2005 up to 17 th december 2005. based on grice’s classification, there are two types of implicature, generalized and particularized. the results of the analysis are as follows. 89 4.1. generalized implicature generalized is the kind of implicature, which arises irrespective of the context in which they occur (grice, 1975). if we pursue the generalized implicature to its conclusion, they are very nature of what may be lexicalized is determined by systems that began life as principle that guide language use. it is that the cooperative presumption, determinacy, and mutual knowledge conditions hold. the results of the analysis found on the advertise ment slogans are as follows: (1) thai airways “smooth as silk” the context of the slogan and the product of airlines have no relation each other. here, means flying by this airline will give you a comfortable as if you are not flying in the air. because it gives no relevance so it is included into generalized implicature. (2) rolex i “how will you earn yours” it is a kind of watch advertisement. by using this product, the reader will be asked by the advertiser to feel how confident and comfortable using rolex wa tch. here, means that it has nothing to do with the relevance of the product sold. (3) rolex ii “be true to your dreams” this is also a kind of watch’s advertisement with the same product but different slogan. the advertiser here wants to approach the reader to wear rolex watch to make his/ her dreams come true as the reader wants. here, the slogan also shows irrelevance to the context of these utterances and it gives a little informative contribution. so, we can conclude that the slogan belongs to generalized implicature. (4) sony erickson z61 “come and get me” in a glance, there is also no relation between the slogan and the product of mobile phone. come and get me means that the advertiser wants the user of sony erickson mobile phone will choose and buy it because it has good quality and new edition. so, the reader should take it as his/her private mobile phone with many advantages. but, here the advertiser would make an informative contribution towards the context of the product. (5) toshiba i “beyond freedom” the slogan of toshiba above is formed in a brief and orderly phrase. the word “beyond freedom” has avoided an obscurity expression and ambiguity. besides, those words are made as informative as is required even in a glance there is no relation between the slogans of the product with the product itself. (6) toyota “what can we harmonize today?” actually it is a kind of automotive advertisement. toyota has made a good interrogative sentence grammatically. but the sentence has no relation to the product they made; in fact it has certain meaning. the slogan is not shown an obscurity expression too. (7) toshiba ii “leading innovation” as one of computer products, this advertisement talks about a laptop. here, the readers are asked to look further what is the new innovation of toshiba and what is more from its product. this phrase is too broad and has absolutely no relation to the product itself. but the phrase “leading innovation”, is brief, orderly, and 90 gets the point. besides, it has avoided the obscurity of expression and ambiguity of sentence. (8) rolex iii “careful with the word legend. she’s not finished yet.” this advertisement is the same product that discussed above but use different slogan. it is a watch advertisement, rolex watch. the slogan uses two sentences which has no relation each other. they also do not have relation to the context and do not give an informative contribution. because of that, it is included into generalized implicature. (9) uniquely singapore i “i learnt that ice could really warm people’s hearts.” according to the context, this slogan is included generalized conversational implicature. this advertisement is a kind of promotion about singapore country where there are many beautiful and pleasure places. it gives understanding about the glamorous and comfortable place to visit. the reader is attracted by the advertiser to visit it after he/she read the slogan. he/she will enjoy and spend their time when he/she has holiday happily. but the slogan is not giving relevant understanding. (10) canon “catch the bubble as it burst” canon as one of electronics company has produced many products, like a camera. this slogan has no relation to the product, but in fact it has certain meaning. here, it is included into generalized implicature characteristics. (11) konica minolta ii “style meets substance” this is a kind of camera advertisement. the phrase above does not give clear understanding related to the context, but it has certain meaning. it means that it has no relation to the context of the product. it would make a little informative contribution. finally, this slogan is included into generalized implicature characteristics. (12) allianz i “the risk are covered” this is a kind of financial banking advertisement. it has no relation to the context of the product, but it has certain meaning using a little informative contribution use a word “risk”. it means that if the reader uses allianz service, his/ her risk about financial will be covered. although it has little informative contribution, this slogan is still included into generalized implicature characteristic. (13) toshiba iii “grace, power, performance. the spirit of excellence.” it is also an electronic advertisement especially laptop. it is the same product which is discussed before but it has different slogan. it has no relation to the context of the product, but it has certain meaning using a little informative contribution. the new product has a good quality and excellent parts. so, the performance will have a great capacity than the other products. although t he meaning of the slogan is too deep, t is still included into generalized implicature characteristic. (14) vienna international airport “open for new horizons.” regarding that vienna international airport as one of airport advertisement. this slogan wants to tell the reader to come to vienna airport and uses the flight services to make comfortable flying like come to the new future time. 91 although it has little informative contribution but it has no relation to the context of the advertisement. so, it belongs to generalized implicature. (15) honda “ the power of dreams” it is a kind of automotive advertisement. it means that by using honda products, the reader will get his/her dreams come true. it also has brief and orderly phrase of slogan which has certain meaning. although it has little informative contribution but it has no relation to the context of the advertisement. (16) sony iii “like no other” as one of the electronic products, sony makes a slogan, which has no relation to the product they offer. they tell the reader that the product is not like the other product. sony product is better than others. they hope that the reader will use all the product he/she wants. so, it belongs to generalized implicature characteristic. (17) sanyo hd 1000 “think gaia for life and the earth.” this is also an electronic company that sells a handy cam product to the reader. the phrase means that by using this, the reader can make his/her life and the earth better than before. although it has little informative contribution but it has no relation to the context of the advertisement. so, it belongs to generalized implicature characteristic. (18) rolex iv “ a crown for every achievement” it is a kind of watch advertisement. it is the same product that discussed above but use different slogan. the slogan uses ‘”crown” word to make sure to the reader when they read it. it means that the reader will feel comfort and elegance when he/she uses it as his/her accessories. the slogan also does not have relation to the context and only gives a little informat ive contribution. because of that, it is included into generalized implicature. (19) tagheur “what are you made of?” as one of watch advertisement, tagheur uses a confusing sentence. the slogan also does not have relation to the context and does not give an informative contribution. because of that, it is included into generalized implicature. (20) nokia 8800 ‘sensual by nature” when we read the slogan, there is no relation between the slogan and the product of mobile phone. sensual by nature means that the advertise r tells about the characteristics of nokia mobile phone which has designed based on the nature. they hope the reader will choose and buy it because it has different style and quality. here, the advertiser would make an informative contribution towards the context of the product. but, it is still included into the generalized implicature (21) jet cigarettes “it’s best with jet” considering it is a cigarette advertisement, there is no relation between the slogan used and the product that offered by the advertiser. but, here the advertiser wants the reader to understand what kind of sensation or feel when he/she smoke jet cigarette. it will give a luxurious taste and absolutely pleasure. (22) sony erickson z 610i “now you see me.” 92 at glance, there is also no relation between the slogan and the product of mobile phone. “now you see me” means that the advertiser wants the user of sony erickson mobile phone will choose and buy it because it has good quality and new style. so, the reader should take it as his/her mobile phone which gives pleasure to him/her. but, here the advertiser would make a little informative contribution towards the context of the product. (23) siam cement group (scg) “drawing the future” it is a kind of cement product advertisement. the company offers many kinds of building properties such as cement. the slogan means that by using this product, the reader will make their future come true. it gives many benefits for his/her. although it has many benefits but it has no relation to the context of the advertisement. so, it belongs to generalized implicature characteristic. (24) hyundai ii azera “ with perfect, quality, heading straight for the top” this is a kind of automotive advertisement. hyundai has made a good phrase. the slogan has no relation to the product they made, but in fact it has certain meaning. the slogan is included into the generalized implicature characteristic. (25) vacheron constantin “more than 250 years of uninterrupted history” the advertisement is a watch advertisement. the slogan tells about t he history from the first time this product has made by the company which still continues until now. they do not change the product but they are only made the product better than before. they hope the consumers will appreciate the product as his/her worthy accessories. the slogan also does not have relation to the context. because of that, it is included into generalized implicature. (26) toyota camry “first victory to nascar” this is a kind of car advertisement. toyota has made a new car edition that is called camry. the slogan means that everyone who uses this car will be helped to solve his/her problems. but the phrase has no relation to the product they made, in fact it has certain meaning. the slogan is not included into particularized implicature. from the analysis of generalized implicature above, the result can be seen in the table below. no types of implicature number of data total 1. generalized implicature 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15, 16,17,18,19,20,21,22,23,24,25,26 26 as we seen from the table above, generalized implicature has taken 26 advertisement slogans. 4.2. particularized implicature particularized implicature is not only derived from the utterance alone but from the utterance in context. it is also inferred in relation to a context and result from the existence of the maxim relation. that it must be relevant to the context, which is talking about. moreover grice (1975) suggested that there are some properties that characterize particularized conversational implicature, which may not be shared by generalized one. the characteristics are cancelable, non detachable, calculability, and non-conventionally. it is also derivable only in a maxim of relation or relevance in a specific context. 93 the results of the analysis found on the advertisement slogans are as follows: (1) breitling “instruments for professionals” because breitling is a kind of watch advertisement, so the word of ‘instrument’ in the slogan really makes sense to the context above. maybe it can be changed into another word but would the meaning or the sense of utterance still be reached? the advertiser has chosen the right word to convey his mind. the slogan looks really rational and understandable. (2) sony i “feel more of every moment” as one of the electronic product, which is camera. the slogan of sony already related to the context of what the advertiser‘s made. ‘moment’ is the keyword, which makes it relation and directly understands by the reader. if the slogan using the different word of expressing ‘the camera’ probably the slogan will be tasted different. (3) sony iv “shoot first, think later” considering it is also one kind of electronic advertisements. it is also the same product but has different slogan. the slogan has certain meaning. it means that when the reader uses sony camera product, he/she will get good pictures. the word ‘shoot’ makes the relationship with the context and directly understands by the reader. so, it belongs to particularized implicature characteristics. (4) intel v pro “intel inside” in a glance, the slogan above has no relation to the context of the product. but, here the word ‘intel’ has stressed the aim of the advertiser who wants to approach the reader by using the slogan. further, the slogan also makes sense if it is viewed from the advertisement’s purposes. besides, it has already fulfilled pragmatic context. (5) barclay’s wealth i “giving him a rod rather than a fish. wealth. what’s it to you.” at glance, the slogan is difficult to understand but there are three words; ‘rod, fish, and wealth’ which give the reader an understanding. it means that the advertiser wants the reader chooses this financial service to earn his/her wealth for his/her next generation or children. the slogan makes the relationship with the context of its product. it also has fulfilled pra gmatic context. we can conclude that this slogan has particularized implicature characteristics. (6) blanc pain “a tradition of innovation” almost the same with advertisement above, blanc pain is a watch product uses the word which makes a relation to the advertisement. here, the reader is asked to feel the sense of trust in using the product that is offered. the slogan has fulfilled the pragmatics context and shows a related concept with the advertiser. (7) konica minolta i bizhub “changes the way you do business” konica minolta is an electronic company which produces many electronics. this slogan tells about bizhub from konica minolta. this has a function as business ware; we can know it by this word ‘business’. it can make the connection faster than before. it has fulfilled pragmatics context. (8) allianz ii “companionship for life’s journey.” allianz is the kind of financial bank company. based on the word “championship”, it means that it is important in keeping a good relationship to 94 the customers. here, the slogan has made a good relation between the product and the aim that wants to reach by the advertiser. (9) sony ii “imagine a camera with the mind and the eye of da vinci” considering it is one of electronic advertisement, sony has chosen unsual slogan for its products. the word mind and eye give clear and brief understanding to the reader. the slogan has fulfilled the pragmatics context and shows a related concept with the advertiser. (10) piaget “one watch. three positions to play with” the word of watch above represented the watch product from piaget. it is also shown a sense utterance and relational context between the slogan and the product, here means that ‘piaget’ gives more completely innovation. (11) prada “eyewear” this advertisement is a glasses advertisement. the word ‘eyewear’ gives relational context between the slogan and the product. it means that the slogan directly gets the point about eyes and glasses. (12) bulgari “the new handbag collection.” it is also a handbag advertisement. this slogan gives clear and brief understanding. it also has relational context between the slogan and the product. (13) samsung sgh-d880 “imagine the convenience of 2 phones in one.” as we know, samsung is one of the mobile phone’s products. so, the word ‘phones’ used above has relation toward the context of the advertisement. the slogan has fulfilled a rational concept and also made sense to the product offered above. here, the readers would absolutely understand only by reading it in a glance. (14) hyundai “drive your way” considering hyundai is one of the automotive products. the slogan that is used a word ‘drive’ which gives clear understanding to the reader. the advertiser wants to make a relational context between the slogan and the advertisement without any consideration. (15) ritzcarlton “a place where meetings and relaxation mix together and mingle. it’s our pleasure.” the words of ‘place, meetings, relaxation, mix, and mingle’ which gives clear explanation about the place in singapore. the place is ritzcarlton. it has completely rational utterance because the place is explained clearly, then absolutely it makes sense between the slogans. finally, it can be included into particularized implicature. (16) eneeloop “why just change channels when you can change the world?” it is a kind of electronic advertisement that is remote control. the key word is ‘channels’ has made a sense of utterance what is easy to understand by the readers. if the word is changed with another one, it will give a different sense and makes no relation toward the context of the slogan. (17) lufthansa “there’s no better way to fly” from the slogan above, the readers would absolutely know, what is the relation between the contexts of the advertisement with the slogan itself. here, it is clear that flying by lufthansa has better accommodations and services. it has a 95 real relation between the slogan and the product is offered above. here, the readers would absolutely understand only by reading it in a glance. (18) sony erickson “i love music” sony erickson is one of mobile phone products. the slogan used above is “i love music”. it means that there is a relation between the context and its product. ‘i love music’ represents the new style and quality of the mobile phone. it has completely rational utterance. then, absolutely it makes sense between the slogan and the product. (19) longines “elegance is an attitude” regarding it is one of the watch’s advertisements; the slogan uses the phrase which makes a relation to the context of the advertisement. here, the reader is asked to use this watch in order to be more elegance and makes him/her becomes confident with his/her attitude. the slogan has fulfilled the pragmatics context and shows a related concept with the advertiser. (20) olympus “your vision, our future” this product is one kind of electronic advertisements that is camera. it is represented by the word ‘vision’ which is related to the context of the absolutely have a rational step. (21) investments corporation “vision, innovation, value” this product is an investment company advertisement. the slogan use s brief and orderly words which makes a relation to the context of the advertisement. it is represented by the word ‘value’ which is related to the context of the absolutely have a rational step. (22) vietnam airlines “discover yourself. where dreams take flight.” based on the slogan above, the readers would absolutely know the relation between the contexts of the advertisement with the slogan itself. here, it is clear that flying by vietnam airlines makes better and comfortable feeling. it has a real relation between the slogan and the product is offered above. here, the readers would absolutely understand only by reading it in a glance. (23) uniquely singapore ii “where great things happen” according to the slogan, it is included particularized conversational impli cature. this advertisement is a kind of promotion about singapore country. the key word ‘where’ gives real relation between the slogan and the product. the slogan has fulfilled the pragmatics context and shows a related concept with the advertiser (24) barclay’s wealth ii “i plant the trees so my children got the shade, wealth. what’s it to you?” at glance, the slogan is difficult to understand but there are three words; ‘trees, shade, and wealth’ which give the reader an understanding. it means that the advertiser wants the reader chooses this financial service to earn his/her wealth for his/her next generation. the slogan makes the relationship with the context of its product. it also has fulfilled pragmatic context. we can conclude that this slogan has particularized implicature characteristics. (25) korean air “excellent flight” the words of ‘excellent flight’ have a relational context toward the product of korean air. besides, it makes sense to the meaning of the slogan, which wants 96 to convey to the reader. here, he/she would absolutely understanding what is the aim of the advertiser’s thoughts through its slogan. (26) mercedez benz “to provide the ultimate in comfort. so why not take it for a test drive? the experience you’ve been waiting for is now within reach” mercedez benz is one of automotive advertisements. the slogan that is used is like difficult to understand but there is a key word ‘drive’ which makes a relational context between the slogan and the product. it also has fulfilled pragmatic context. we can conclude that this slogan has particularized implicature characteristics. (27) singapore airlines i “singapore airlines, new business class” according to the slogan above, the readers would absolutely know the relation between the contexts of the advertisement with the slogan itself. here, it is clear that flying by singapore airlines gives new accommodations such as new business class with high service from the airlines. so, the reader who wants to fly with this product feels comfortable. it has a real relation between the slogan and the product is offered above. here, in a glance the readers would absolutely understand only by reading it. (28) singapore airlines suites “a class beyond first” this is one kind of airlines service advertisements. the readers would absolutely understand the relation between the contexts of the advertisement with the slogan. here, it is clear that flying by vietnam airlines makes better and comfortable feeling. it has a real relation between the slogan and the product is offered above. here, he/she would absolutely understanding what is the aim of the advertiser’s thoughts through its slogan. it has the best service for each class of the airlines. (29) singapore airlines ii “singapore airlines offers you the world according to your time.” a singapore airline has chosen a related slogan to the context of the product. the words ‘airlines and world, stresses that this company has given a related sense of a slogan to the products. it has a real relation between the slogan and the product is offered above. here, we can conclude that this slogan has particularized implicature characteristics. (30) taiwan “a land a waits …. at the heart of asia pacific, taiwan holds the key to many doors.” as a well known city in the world, it has chosen a prompt slogan. here, the advertiser wants the reader to visit taiwan and it would not be compared with other city because it has already the best and becomes the center of asia pacific. it is said that because of the word ‘heard of ‘asia pacific’. it also has a real relation between the slogan and the product. in another words, it has a relation between the contexts of the advertisement with the slogan. (31) xacti hd ia “high definition movies go palm-sized.” considering it is one of electronic advertisement, xacti hd ia has c hosen brief slogan for its products. the word ‘movies’ gives clear and brief understanding to the reader. the slogan has fulfilled the pragmatics context and shows a related concept with the advertiser. finally, it has a relation between the contexts of the advertisement with the slogan. (32) vienna international airport ii “fly with friends” 97 the words of ‘fly with friends’ have a relational context toward the product of vienna airport. besides, it makes sense to the meaning of the slogan, which wants to convey to the reader. here, he/she would absolutely understanding what is the aim of the advertiser’s thoughts through its slogan. the vienna airport will be a friendly team when the reader wants to use their services. (33) sony iii “feel unlimited creativity” considering it is one of electronic advertisement, sony has chosen a brief slogan. the word ‘creativity’ gives clear and brief understanding to the reader. the slogan has fulfilled the pragmatics context and shows a related concept with the advertiser. finally, it has a relation between the contexts of the advertisement with the slogan. (34) cimb group “forward banking” regarding cimb group is a kind of private bank so the word of ‘forward banking are related to the context and it is also relevant to the product that is offered. according to the rational step, these expression have the rational sense and fulfill the particularized’s characteristics. from the analysis of particularized implicature, the result can be seen in the table below. no types of implicature number of data total 1. particularized implicature 27,28,29,30,31,32,33,34,35,36,37,38 ,39,40,41,42,43,44,45,46,47,48,49,5 0,51,52,53,54,55,56,57,58,59,60 34 as we seen from the table above, particularized implicature used in the advertisement slogans are 34. 4.3. the percentage of the generalized and particularized implicature the following table is the table of the existing of generalized and particularized implicature found in magazine. we can see the whole percentage for each type of implicature and also the total percentage of the existing of generalized and particularized implicature. no types of implicature total number of data the total percentage 1. generalized 26 26/60x100%= 43,33% 2. particularized 34 34/60x100%= 56,67% from all the slogan data which are found in time magazine, there are different percentages between the generalized and particularized implicature. the particularized shows a bigger percentage that is 56, 67% rather than the generalized which only has 43,33%. from the percentage which taken from all the slogan data, the particularized implicature are mostly found in the slogan in time magazine. even the comparison of both does not show a significant percentage. the result above shows that mostly the advertisement slogans used in time magazine are included into particularized implicature. because commonly, they are derivable in a specific context and infer in a specific way from cooperative principles using particular facts about the meaning of the sentences and the context of the utterances. they are also observing the conversational maxim of relation or relevance in a specific context. 98 5. conclusion and suggestion this last discussion presents the important points for the whole discussion in this study. besides, it also suggests some recommendation for academic teaching as well as for further research. 5.1. conclusion after analyzing the advertisement slogans found in the magazine, the writer can draw some conclusions. firstly, the advertisement slogans in time magazine from the 3 rd march 2005 up to 5 th may 2005 and 1 st september 2005 up to 17 th december 2005 reflect the use of implicature as stated by grice, they are generalized and particularized. secondly, among two types of implicature, particularized is the most commonly used in the advertisement slogans in the magazine. this type takes about 56, 67% among the other one. this is because the particularized is the most frequently used in the advertisement slogans. in fact the advertisement slogans likely fulfill the particularized’s characteristics. thirdly, generalized are less used in the advertisement slogans in the magazine. it occupies only 43, 33% from the whole advertisement slogans. in addition, the percentage of generalized and particularized implicature in the advertisement slogans does not show significant differences. both of them have balanced percentage, even the particularized are commonly used in the advertisement slogans. their usage is quite in balance. besides, mostly they are made in particularized implicature because commonly they are derivable in a specific context infer in specific way from the meaning of the sentences uttered and the context of utterance. they are also observing the maxim of relation or relevance in a specific context. 5.2. suggestion after presenting some conclusions and analyzing the use of implicature in time magazine, the writer addresses to the readers, especially those who are concerned with the pragmatics studies. regarding there are various interesting topics in pragmatic s which have not been explored by the writer, the writer suggests that the english department students to read this research before they make a further research which explores other topics in pragmatics studies, such as deixis, presupposition, speech act, politeness, etc. 6. references corman, james m and uhl, kenneth. 1973. marketing principles and methods. malaysia: irwin book company. dirksen, charles j and kroegen, arthur. 1972. advertising principles and problems. illinois: richard irwin, inc. djayakusumah, tam. 1982. periklanan. bandung: armico. emery, edwin. 1968. introduction to mass communication. new york: mead, inc. fasold, ralph. 1990. the sociolinguistics of language. oxford: blackwell. gaw, w.a. 1969. an outline of advertising. new jersey: little field adam and co. grundy, peter. 1995. doing pragmatics. london: edward arnold (a division of hodder headline plc). 99 hornby, a.s. oxford advanced learner’s dictionary of current english. london: oxford university press. http://en.wikipedia.org/wiki/implicature. download on 25th june ’08. http://plato.stanford.edu/entries/implicature. download on 25th june ’08. http://www.sil.org/linguistic/glossaryoflinguisticterms/whatisgeneralizedimplicat ure. download on 25th june ’08. http://www.sil.org/linguistic/glossaryoflinguisticterms/whatisparticularizedimplic ature. download on 25th june ’08. lancester & reynold. 1995. marketing in advertising. new york: taylor & francis ltd. leech, geoffrey.1981. semantics. great britain: richard clay (the chauses press). leech, geoffrey.1983. principles of pragmatics. press london: longman. levinson, stephen c. 1983. pragmatics. new york:cambridge university press. lyons, john.1977. semantics volume 1. cambridge-london-new york-melbourne. cambridge univ. press. mish, frederick c.et.al. 1966. webster third new international dictionary of the english language. usa: houghton miffin. morris, william. 1981. the american heritage dictionary of the english language unabridged. springfield: merriam company. yule, george. 1966. pragmatics. london: oxford university press. http://plato.stanford.edu/entries/implicature http://www.sil.org/linguistic/glossaryoflinguisticterms/whatisgeneralizedimplicature http://www.sil.org/linguistic/glossaryoflinguisticterms/whatisgeneralizedimplicature http://www.sil.org/linguistic/glossaryoflinguisticterms/whatisparticularizedimplicature http://www.sil.org/linguistic/glossaryoflinguisticterms/whatisparticularizedimplicature lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 113 online efl classroom management: voices from indonesian efl teachers m. ali ghufron iain pekalongan, indonesia jl. kusuma bangsa no. 9 pekalongan, indonesia m.ali.ghufron@iainpekalongan.ac.id article history: submitted date 21st may 2022; accepted date 22nd june 2022; published on 30th june 2022 abstract due to the scarcity of studies on online efl classroom management in the indonesian context, this study attempts to explore online efl classroom management from the viewpoints of indonesian efl teachers in terms of its processes, strategies, and challenges. this study employed a qualitative case study approach involving 6 efl teachers. within three months, data were gathered through individual semi-structured interviews with efl teachers, which were then evaluated narratively. the findings reveal that (1) in management process, teachers must make an appointment with students, prepare the content and task for online learning, deliver materials and tasks through online media, and give feedback to students’ works directly or indirectly for their evaluation or assessment; it takes a lot of processes to complete online learning management from the preparation, implementation, and evaluation stages; (2) teachers may use different strategies in managing online efl classrooms; however, the most important points are using clear instructions in organizing the students (e.g., in doing tasks) to minimize students’ confusion, using a balance portion in using a variety of assignment methods (individual, pair, and group), and choosing interesting learning activities to engage students; and (3) the challenges faced by indonesian efl teachers are, among others, developing online learning materials and tasks, building a strong online learning community, and integrating teacher-studentparent relationships in online learning. this study may have implications for several parties, such as efl teachers, students, and parents. keywords: classroom management, english as a foreign language (efl), indonesian efl teachers, online classroom, qualitative case study http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 mailto:m.ali.ghufron@iainpekalongan.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 114 introduction classroom management is undoubtedly the most critical part of teaching and learning. effective class management is as critical to a teacher as knowledge, competence, and a comprehensive set of teaching abilities. a teacher must be able to communicate the material in such a way that it is effectively received in a class with active involvement, keen engagement, and little disruption. in order to preserve proper students’ conduct, engagement, and, ultimately, academic accomplishment, effective classroom management is urgently needed (evertson & weinstein, 2006; landrum & kauffman, 2006). further, according to adeyemo (2012), classroom management is a complicated collection of explicit behaviors used by the teacher to create and maintain settings that enable learners to accomplish educational objectives efficiently. classroom management was originally thought of as a teacher's capacity to keep control of student behavior. an increasing amount of recent studies on the issue has focused on the teacher's role in creating and maintaining a learning environment in the classroom rather than just regulating students' behavior (keiler, 2018). the teacher's actions in the classroom, such as setting the scene, decorating the room, arranging the chairs, speaking to students and handling their replies, putting daily routines, drafting and conveying regulations, and respecting them, all have an impact on the classroom management. a successful teaching career hinges on the ability to manage classroom rules (cristina, 2020). when it comes to classroom management, a wide range of tasks and activities are involved in creating a pleasant learning environment and minimizing disobedience and disturbances (oliver et al., 2011). during covid-19, all schools should be forced to adopt a policy allowing for either online or distant education. if a pandemic takes its course, education leaders must act fast and with unique settings in mind to devise appropriate solutions (reimers et al., 2020). the ability to modify classroom management tactics while maintaining the students’ learning motivation is essential for all school teachers by that time, whether they are ready or not. teachers can put their faith in one another and collaborate in order to develop, endure, and progress toward greater organizational performance (dastjerdi & jafari, 2019). collaboration amongst peers, in addition to providing possibilities for social and emotional support, the sharing of ideas, and the provision of practical guidance. this study seeks to construe how six indonesian efl teachers dealt with online efl classroom management in terms of its processes, strategies, and challenges. the choice of this 6 efl teachers to be involved in this study was based on the results of pre-observation conducted prior to this study. initially, there were 12 efl teachers who were observed, however, after the purposive sampling technique was employed, the 6-participants were chosen. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 115 there are a number of studies concerning classroom management practices both in traditional (face-to-face) learning and online learning (see, for example, adeyemo, 2012; anwar et al., 2020; cho et al., 2020; cristina, 2020; dustova & cotton, 2014; hoang et al., 2020; lasari, 2021; milliken, 2019; oliver et al., 2011; sammaknejad & marzban, 2016; setyani, 2021; soleimani & razmjoo, 2019; wut & xu, 2021). the findings have led to the widespread conclusion that effective classroom management is critical for successful teacher-student interactions and negotiations (anwar et al., 2020; dikmenli & çifçi, 2016). classroom management studies are theoretically concerned with parent-teacher relations, educational materials, classroom overcrowding, seating arrangements, loudness, and social-cultural activities (macías, 2018). teaching in a classroom comprises creating an environment, setting up seating arrangements and décor, addressing students and handling their responses and establishing routines as well as formulating rules and explaining those standards (sieberer-nagler, 2015). further, according to aliakbari & heidarzadi (2015), assessment of teachers' classroom management abilities is crucial. the logic behind this is that student achievement and learning are influenced by teacher performance in the classroom and management strategies. besides, pedota (2016) found that successful classroom management strategies including encouraging, challenging, and engaging students will help improve students' academic behavior in a morally and ethically responsible manner. the recent studies about online classroom management in the indonesian context have been carried out by lasari (2021) and setyani (2021). a study conducted by lasari (2021) analyzes the various styles of classroom management used by lecturers in online learning during the covid-19 era at the islamic primary school teacher education (pendidikan guru madrasah ibtidaiyah) program. she listed three stages used in online classroom management, including (1) the planning stage, (2) the implementation stage, and (3) control stage. meanwhile, setyani (2021) investigates the online classroom management strategy used by an english teacher in a public vocational high school during the covid-19 pandemic. she listed three strategies of online classroom management, including (1) setting clear rules, (2) creating engaging activities for students, and (3) being active to stimulate learners. however, the two studies have yet to specifically focus on online efl classroom management from a wider context and perspective (limited research site). efl teachers in indonesia need to be aware of the challenges they face when teaching english online in order to better understand what they can do to improve their quality of teaching. to address this gap in the literature on online efl classroom management, the researcher examined online efl classroom management in the indonesian context, including the processes, strategies, and challenges associated with online classroom management. there were two research questions: (1) how do indonesian efl teachers manage online efl classroom in terms of its processes and http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 116 strategies? and (2) what are the challenges in managing online efl classrooms according to indonesian efl teachers’ experiences? these two research questions will be answered based on the theory of mcleod et al., (2003) about classroom management processes. method to better understand the online efl classroom management from the viewpoints of indonesian efl teachers in terms of its processes, strategies, and challenges, this study used an exploratory case study approach (creswell, 2012; elliott, 2005; johnson & christensen, 2019; miles et al., 2014; o’donoghue & punch, 2003). according to creswell (2012), exploratory case studies are conducted before a large-scale research. the researcher performed the research at two secondary schools and two universities in central java, indonesia. the participants in this study were six english teachers from two secondary schools and two universities who took part in the study. it was decided to use the pseudonyms yana (female), yono (male), yuni (female), doni (male), dini (female), and dana (male) instead of their given names. in terms of research ethics, the participants were asked to read through, complete, and sign an informed consent form, indicating that they were voluntarily donating their time to the study and that they understood they had the right to withdraw their participation at any time during the study. dealing with data collection, individual semi-structured interviews were used to gather the empirical data for this study. in-person interviews were conducted for 20 to 30 minutes, with each session being documented on video using a smartphone (e.g., recorded interview). meanwhile, to analyze the data, a pattern-coding approach offered by miles et al. (2014) was used, in which the researcher produced provisional codes that were based on the research questions that were addressed by the themes and interview questions. to detect similarities and differences between the transcripts of the four participants, all of the transcripts were evaluated and compared, then reread line-by-line to identify regularities and developing themes, as well as sub-themes, within the data (anwar et al., 2020; jati et al., 2019; muyassaroh et al., 2019). to maintain the validity of the data, researcher applied member checks by sending copies of the interview data, conclusions, and final report to each participant after each interview (denzin & lincoln, 2005; lincoln & guba, 1990). this technique was used to ensure that each participant consented to the information that was collected from them, as well as to allow the researcher to use the information in the current research. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 https://docs.google.com/document/d/1xrmxgj351_v3qhun7hladgll3awmxw21/edit?usp=sharing&ouid=115186556860865835661&rtpof=true&sd=true https://drive.google.com/file/d/1ugrjvqxdjznf37yi4rtyptqc9mn8oi-r/view?usp=sharing https://drive.google.com/drive/folders/1ndihdi4-oeq23ho2os_0vrqvefanqpfa?usp=sharing lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 117 findings and discussion 1. the process of online efl classroom management according to the information gathered from the interviews with the participants, the analysis found that teachers go through a number of procedures in order to complete online learning management, including the phases of preparation, implementation, and assessment. in order to complete online learning management, teachers must do the following procedures: (a) making an appointment with students, (b) preparing contents/learning materials and assignments for online learning, (c) delivering materials and tasks through online media, and (d) providing feedback to students' efforts either directly or indirectly for evaluation or assessment. a. making an appointment with students in order to conduct online learning, teachers must first schedule an appointment with students, which is one of the protocols they must follow. this is since teachers and students are at different locations that are physically distanced from one another, causing students to lose track of their study schedule. even though a schedule has been created by the school or university, online learning allows students to be more flexible with their study schedules. as a result, teachers and students must constantly remind one other of study hours scheduled throughout the week. this is generally done on behalf of the teacher or student who initiates the process. students can inquire about the learning schedule that will be followed through the whatsapp group in advance of participation. this situation is reflected in dana’s statement. he shared the following: before beginning an online course, teachers and students must agree on a timetable for the course. the fact that teachers and students are separated by a physical barrier is why this matters. (doni, 2021) dini and yuni both made similar statements. even if the school or university has set an official schedule for teaching and learning, it is critical to agree on learning time. at the very least, this serves as a reminder to students and teachers to prepare adequately for learning. the followings are their interview excerpts: before learning, it is critical for the teacher and student to agree on the learning schedule. although the study program has already created a schedule, at the very least, this serves as a reminder to teachers and students to prepare adequately for learning. (dini, 2021) an agreed-upon time for online learning and reminders of the timetable is essential. as a result, pupils may take their studies more seriously when it comes. for example, if there was an assignment at the prior meeting or not. (yuni, 2021) likewise, other teacher participants, such as dana, yana, and yono, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 118 reported having a similar experience, which was scheduling an appointment before online learning was carried out or at the very least informing students of the online learning schedule before online learning. it is highly useful, according to them, as a general reminder as well as for students to be more prepared in their studies. based on the finding of this study, making an appointment or schedule is an initial process that teachers do before online learning. lasari (2021) and tang & lam (2014) assert that a timely schedule for online classes makes students punctual, disciplined, and highly responsible for learning. further, wang et al. (2003) and wut & xu (2021) also argue that making a schedule is not only important for determining the time for online learning, but also in doing the tasks or assignments. scheduling essentially boils down to anticipating how long each assignment will take to complete and then ensuring that the overall amount of time allotted for studying and homework does not exceed the amount of free time they have available. b. preparing contents/learning materials and assignments for online learning the preparation of learning materials and learning tasks for students is the second process that the teachers engage in when implementing online learning management. learning materials and varieties of assignments that are appropriate for the topic, the level of difficulty, and the abilities of students are extremely essential in the learning process, especially for online learning. additionally, learning materials and learning tasks must be adaptable to online learning environments, whether they are delivered synchronously or asynchronously. the following are the views of the teacher participants on this matter. the next step is for the teacher to ensure that all learning materials and assignments are adequately prepared. learning assignments must be in accordance with the topic, the level of difficulty must be gradually increased, and students' abilities must be taken into consideration while creating learning assignments. (dana, 2021) meanwhile, yana and yono shared their thoughts on the process of developing learning materials and assignments, which may be timeconsuming and frustrating for teachers due to the amount of time it requires. materials and learning assignments must be able to be used in conjunction with online media, regardless of whether the materials and assignments will be delivered synchronously or asynchronously. preparing learning materials and learning assignments is quite timeconsuming for teachers. this sometimes frustrates us. materials and assignments must be well designed and can be applied to online learning. (yana, 2021) given the fact that online learning may take place both synchronously and asynchronously, teachers must be able to develop materials and assignments http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 119 that can be used in both forms of online learning in order to be effective. for teachers, this may be extremely exhausting and time-consuming at times. (yono, 2021) the process of preparation of learning materials and learning assignments was also carried out by other teacher participants, such as doni, dini, and yuni. and, in general, they voiced more or less the same view, which was the difficulty in preparing materials and assignments for online delivery. the finding of this study which deals with the process of materials and tasks preparation for online learning is also found in other studies (e.g., asrobi et al., 2021; dustova & cotton, 2014; gujjar & malik, 2007; ruthotto et al., 2020; stevens, 2021). in the indonesian higher education context, asrobi et al. (2021) assert that during the covid-19 pandemic, the availability and use of online learning resources in an e-learning system are becoming more important for many universities. meanwhile, stevens (2021) states that materials and task preparation require much time during the first setup phase, but they may be reused several times with only minor modifications, hence reducing the amount of time spent developing materials. c. delivering materials and tasks through online media the third process that the teachers do is the delivery of materials and tasks via online media. the online media platforms employed range from whatsapp groups, telegram groups, google classroom, moodle, google meet, and zoom meetings. however, they frequently use more than one platform to distribute materials and tasks, such as whatsapp groups, google classroom, and google meet. whatsapp or telegram groups are used to exchange announcements, schedule appointments, remind members of duties, and other information that has to be delivered fast. asynchronous learning is accomplished using google classroom or moodle. synchronous learning is accomplished through the usage of google meet or zoom meeting. the following are some excerpts from interviews with teacher participants. the process of delivering materials and tasks through online media is done upon an agreed schedule. in order to optimize the online learning experience, we usually use whatsapp groups, google classrooms, and google meet. (dana, 2021) practically, the process of materials explanation is done through a variety of mediums, such as whatsapp and telegram groups, to communicate information quickly and efficiently. we use google or zoom meetings for the synchronous explanation of the material. in the meanwhile, we post our material and assignments to google classroom as asynchronous media. (doni, 2021) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 120 we frequently use a combination of media to deliver materials and assignments. moodle has been implemented in our university as a means of delivering material asynchronously. however, if we study synchronously per week, it is unfair to students. as a result, we alternate between synchronous and asynchronous learning via google meet or moodle. (dini, 2021) there was a similar response voiced by yana, yuni, and yono, the other teacher participants. as a result, a variety of online learning resources are utilized simultaneously in order to maximize efficiency. in accordance with this finding, mohmmed et al. (2020) state that the transmission of online materials and assignments is more convenient, and it may create a more lively and dynamic teaching and learning environment than traditional classrooms. therefore, online learning is becoming increasingly popular among educational institutions as a technique of delivering learning materials. however, the use of online learning should not only be a means of delivering knowledge and course materials but also a trigger for getting students interested in course work, with the help of their teachers and the engagement of their peers (rasmitadila et al., 2020; reese, 2015; simamora, 2020). d. providing feedback on students' works for evaluation or assessment the next process is to provide feedback on students' completed assignments. it becomes more vital to provide feedback on student work as a type of evaluation or assessment of student work. students can determine if their answer is correct or incorrect by receiving feedback. in addition, they will receive feedback on what should be done with the task, where parts should be revised, and so forth. when it comes to delivering feedback, the teacher can do it in two ways: directly or indirectly. the feedback provided by the teacher is also immediately orally delivered if students' answers/responses are conveyed orally during synchronous learning sessions. in contrast, if students' answers are submitted in writing, it is common for teachers to spend several days or weeks going over each student's answers and then provide each student with a written response that will be returned to them in the end. here are some excerpts from interviews that have been conducted on this topic. the final process is to provide critical feedback on students' work. this is a key part of the evaluating process. students need to know if their work is correct, incorrect, or in need of improvement before they can move forward. (doni, 2021) afterward, we need to provide them feedback on their responses or works. direct and indirect delivery are the most common methods. students' oral answers are responded to orally and directly. a student's written answers are checked one by one, which might take days or even weeks to complete. (yuni, 2021) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 121 following the delivery of learning materials and tasks, there is one more step that is frequently completed, which is providing feedback on each student's answer. this works the same way as an evaluation and assessment material, which determines whether or not students comprehend the topic taught. (yono, 2021) dealing with this finding, there are a number of studies discussing the importance of giving feedback (e.g., dzubinski, 2014; gilmour et al., 2019; oliver et al., 2011; sammaknejad & marzban, 2016; stewart, 2008; wut & xu, 2021). dzubinski (2014) argues that students are able to persevere because of positive feedback from their teachers and classmates, which encourages them to attempt new things and gradually gain confidence. further, oliver et al. (2011) assert that providing feedback to students is one of the most important factors in achieving success in classroom management, whether in an online or offline setting. the online teacher must offer timely feedback to individual students while also fostering a sense of connectedness. feedback is given when asked, but, like in regular class discussion boards, it is not directed until the groups appear to be using incorrect information. in such cases, immediate feedback is necessary to avoid spreading misinformation to the rest of the class during the project discussion phase (stewart, 2008; wut & xu, 2021). 2. the strategy of managing an online efl classroom using information gathered from the participants' interviews, the researcher discovered that teachers can employ a variety of strategies in managing online efl classrooms. the most important points to remember are (a) to provide clear instructions in organizing the students (for example, in doing tasks) to minimize students' confusion, and (b) to use a balanced portion of a variety of assignment methods (individual, pair, and group), and (c) to choose interesting learning activities to engage students. a. providing clear instructions during the online learning process in the opinion of the teachers, providing clear directions during the learning process is one of the most significant and very effective strategies in organizing online english classrooms. because of the distance between the teacher and the students, the clarity of instructions provided by the teacher when students are studying online can help to lessen, if not eliminate, misconceptions among students. one of the participants shared some of his thoughts in an interview, which is included here. clear and concise instruction from teachers to students, in my opinion, is a crucial and highly effective method in managing online classrooms. this is extremely significant since teachers and students are separated and located in various places. students should not be misunderstood when following commands, following directions, or comprehending explanations from the teacher. (dini, 2022) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 122 i believe that the teacher’s ability to communicate clearly and effectively with students is the most important factor. so, students’ confusion and misunderstanding will be reduced. (doni, 2022) yana agrees with dini and doni’s opinion of the clarity of teacher instruction strategies used in the management of online classes. according to her, many students prefer to remain passive when participating in online learning activities such as synchronous classes or discussions through whatsapp groups. as a result, the teacher's clarity in explaining the material as well as the teaching instruction is critical. in synchronous classes or discussions in whatsapp groups, i've seen many students become passive. they don't grasp the teacher's explanations or directions yet are afraid to question. so, the ability to explain and give instructions, simply, and easily understood by students is one of the most crucial strategies for online teachers. (yana, 2022) dana, yono, and yuni, on the other hand, agree with the others on the importance of strategy in delivering clear explanations of learning materials and instructions. they have also utilized this strategy in their online classes. from this finding, it is seen that clarity of instruction is a prime strategy in the online learning process. dealing with this, hall (2019) mentions that teacher clarity is connected with the affective or emotional elements of learning. teacher clarity is also associated with considerable improvements in cognitive learning and affective learning. further, iswati (2021) and wong (2020) explain that the lack of clarity in online instructions will lead to students misinterpreting and submitting work that does not match expectations. it is critical to provide clear direction and instruction while teaching online, as communication hurdles are more likely to arise than in person. instruction that is of high quality must be clear, concise, and understandable to learners. the cognitive theory of teaching suggests that online learning should be quick and uncluttered in order to lessen the cognitive load on online learners (bolkan, 2016; tan et al., 2021). b. using a balanced portion of the assignment method choosing the most appropriate assignment method for students is the next strategy that, according to the teacher participants, is quite effective in managing online classrooms. individual, pair, and group assignments must be equally distributed, according to them, and the assignment process must be balanced. teachers should provide students with assignments that are useful while also managing the course and communicating with them in a meaningful way. the following are the excerpts from an interview that was conducted on this issue. in the next part, teachers need to give assignments with the right method. there must be a good combination of individual, pair, and group assignments given by the teacher during online learning. (yuni, 2022) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 123 similarly, dana also believes that the right assignment method is important because students' perceptions might be profoundly shaped by the assignments they get. this is his interview excerpt. giving assignments proportionally, both the level of difficulty of the task and the way students work on the task, such as individually, in pairs, or groups, are also important. giving the right assignment can give a meaningful impression to students. (dana, 2022) meanwhile, yono also emphasized that a balanced portion of assignments can reduce students’ anxiety and boredom levels in online learning so that learning becomes more meaningful. here is his opinion on this. i believe that balancing individual and group assignments helps reduce student anxiety and boredom when learning online. in my opinion, this is important. (yono, 2022) this finding shows the importance of using a variety and balance assignment methods for students in online learning. according to stevens (2021), to achieve a balance in assignments, five solutions based on the notions of scaffolding, interaction, and collaboration are recommended, i.e., anticipate students' inquiries, design reusable formative tests, scaffold assignments with numerous components, offer summative assessment options, and promote collaboration. further, wang et al. (2003) state that individual and collaborative teamwork assignments should be included in an online course's assignments. meanwhile, cabrera et al. (2002) and dumford & miller (2018) explain that student engagement in online learning is enhanced by interactions with peers through collaborative learning, discussions, and assignments. meaningful interaction between learners can come in many forms, and it can be used as a support system, for example, learners can share resources and collaborate on projects/assignments together (bloomberg, 2020; sari, 2012). c. choosing interesting learning activities to engage students it can be difficult for even the most experienced teachers to overcome the challenges of online learning. lack of face-to-face engagement, diminishing student interest, and technological obstacles are just a few of the causes. based on the interview results, the strategy that can be applied by teachers in managing online learning is using effective online learning activities to engage students, such as brainstorming, q&a sessions, collaborative worksheet, online debate, presentations, etc. it is depicted in the following interview excerpts. it is important to keep students engaged when teaching online. teachers must thus select relevant, interesting, and interactive learning activities, such as brainstorming strategies, to introduce new topics. (doni, 2022) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 124 interesting learning activities can increase student participation in online learning, such as debates, online presentations, question and answer sessions, and others. in short, students must be involved in learning activities, not just passively listening to the teacher's explanations. (dini, 2022) dana, in particular, has an opinion on an interesting activity for an online writing class that he thinks everyone should try. here is his opinion. when it comes to improving one's writing abilities, a collaborative worksheet is a fun way to learn. this works particularly well in asynchronous classes, in my opinion. a group of students can collaborate on a piece of writing, such as an essay. they may help each other improve their writing by giving each other feedback and suggestions. (dana, 2022) other participants, including yana, yuni, and yono, agreed that the selection of interesting and interactive learning activities to encourage student engagement in online learning is an important factor in increasing student participation. students’ engagement in online courses, such as collaboration, they claim, is pretty crucial, and learning activities that encourage this participation are quite significant. several studies support the finding of the importance of engaging students in online learning activities (e.g., muyassaroh et al., 2019; stevens, 2021; wu et al., 2017). according to chen hsieh et al. (2017) and wu et al. (2017), engaging in online class activities pushed participants to apply what they learned in real-world contexts. dealing with collaborative activities to engage students, clark & mayer (2016) state that collaborations between teams of two to five persons that utilize synchronous and/or asynchronous tools can promote students to accomplish an educational purpose, such as producing a joint product, resolving a case study, or completing an instructional worksheet. engaging learning activities in online efl classrooms not only promoted meaningful learning while promoting positive interaction and collaboration but also significantly improved participants' verbal communication skills, hence increasing their competence in learning activities (chen hsieh et al., 2017; stevens, 2021; wu et al., 2017). 3. the challenges in managing online efl classrooms there are at least three key issues that teachers face while organizing online english classrooms, according to the findings of the interviews. to summarize, the three issues are: (a) creating online course materials and assignments; (b) building a strong online learning community; and (c) integrating teachers, students, and parents’ relationships in dealing with problems of online learning. a. developing online learning materials and tasks concerning the difficulties associated with designing or developing online learning materials and assignments, the teacher participants said that the process was time-consuming and exhausting. teachers are regularly required to create powerpoint presentations that attract students' attention. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 125 this should be completed by the teacher each week prior to conducting online instruction. the following are some of the participants' comments. among the challenges is having to prepare, design, or develop materials for online learning every week. it is quite a time-consuming and tiring for teachers. (yuni, 2022) doni, further, argued that although textbooks or modules are already available, teachers must still need to develop attractive materials and tasks every week. it is not easy to create or prepare online learning materials and tasks. every week, teachers must be patient and insightful in selecting resources and tasks that are appropriate for online learning. even if textbooks or modules are already available, online learning requires unique content that is presented engagingly so that students are not bored. books and modules are merely a supplement to their self-study. (doni, 2022) dana, like yuni and doni, admitted that preparing learning material and tasks for online classes were challenging. teachers must be creative and innovative in the selection of materials and tasks. yes, in this case, the teacher is required to always be creative and innovative so that the materials and assignments for online classes can attract students. this is a challenge for teachers. (dana, 2022) the finding of this study reveals that developing online learning materials and tasks is one of the challenges for teachers. this is in accordance with several previous studies (e.g., cuesta, 2010; dustova & cotton, 2014; gujjar & malik, 2007; reese, 2015; stevens, 2021). dealing with online learning materials development, cuesta (2010) argues that online course materials should be developed by considering the needs and performance goals of a certain target audience. teachers, in developing materials, must plan for and achieve the instructional objectives required for a successful course process. when it comes to designing course materials, instructors must be logical, critical, and creative thinkers who are also skilled in visual inventiveness and capable of empathizing with their students (gujjar & malik, 2007). in relation to online tasks or assignments, stevens (2021) points out that online teachers are responsible for developing relevant learning tasks, but they may find it difficult to keep a balance between their teaching and other responsibilities. further, reese (2015) asserts that assignments in online contexts require students to draw on a variety of resources and explain connections between them in order to demonstrate comprehension of a subject matter or concept. consequently, it is logical that developing online learning materials and tasks becomes one of the challenges in managing online classes. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 126 b. building a strong online learning community the following challenge is to establish a strong online learning community. online learning communities have long been regarded as one of the most critical concepts in technology-assisted learning. some important keys to creating a strong online learning community are the active participation of students during online learning, social interaction among members, and a similar perception of learning goals among members. the followings are some of the interview excerpts. students need to become active participants in their education, rather than passive recipients of information, in order to develop a strong online learning community. getting students to take an active role in learning is a difficult task for teachers. (yono, 2022) social interaction, teacher-students, and students-students are important in developing a strong online learning community. online learning makes this challenging, even though many tools exist to help. however, distance makes the 'feeling of connection' less significant, and therefore learning becomes less meaningful. (yana, 2022) teachers and students, as members of an online learning community, should clearly understand the learning goals. they should also create guidelines and regulations to achieve the learning goals. once they understand and obey the guidelines and rules, the strong online learning community can be sustained and the learning goals can be achieved. however, this is such a challenging thing for teachers. (doni, 2022) there are a number of studies that support this finding (e.g., bloomberg, 2020; dzubinski, 2014; geer & au, 2002; sari, 2012; tang & lam, 2014; wang et al., 2003). providing chances for students and teachers to connect informally and officially can help build an inclusive and effective learning environment. the difficulty of building a learning community has been at the heart of online education from its inception (bloomberg, 2020). further, geer & au (2002) elaborate that in order to create and sustain online learning communities, a well-structured framework for interaction and collaboration is required. a vibrant and engaged community takes time to develop from a properly planned and supported structure. the work invested presumably reflects the learning community's success. it will necessitate constant support from a teacher who can alter the course as required. a community of learners will only flourish if all involved parties are committed to its success. c. integrating teacher-student-parent relationships in online learning another challenge faced by the teacher participants was parent/family support. the impact of family support on students' participation in e-learning is more readily apparent. family support encompasses three types of support: environmental support, emotional http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 127 support, and capacity support. the integration of teachers, students, and parents’ relationships in online learning is critical. parental involvement has a significant impact on students' success when learning online, for example, by providing a calm and comfortable learning environment, motivating their children, and assisting them if they experience learning difficulties by acting as a mediator between students and teachers. another challenge is integrating teachers, students, and parents into online learning. parents or families can provide material and emotional support to their children. this would be beneficial if it can be realized. (yuni, 2022) teachers, students, and parents should work together in online learning. the role of parents here is very necessary for terms of providing adequate online learning infrastructure, giving motivation to their children, and helping them when they have learning difficulties. for the third, if it is not possible, parents can help communicate their children's difficulties to the teacher. this will have a very positive impact if it can be implemented. (dana, 2022) school and parental support for children when learning online is very important. the school has facilitated by providing an online learning platform that can be used by teachers and students. however, what has been lacking so far and become a challenge is optimizing the role of parents or family. for example, online learning requires an internet quota and a comfortable learning environment, which can only be realized by parents at home. (dini, 2022) dealing with this challenge of integrating teacher-student-parent relationships in online learning, some studies support this finding (e.g., carrión-martínez et al., 2021; henderson & mcgoey, 2018; patrikakou, 2015; willis & exley, 2018). online learning has placed financial, psychological, and social burdens on parents or families. generally, lack of time and parental inability to become teachers at home is the reason for lack of parental engagement and support. to assist students to learn at home, parents supply internet packages, help them grasp the content, and help them complete assignments or assessments (lase et al., 2021). further, carrión-martínez et al. (2021) point out that schools and families had to work together to improve student achievement. the changes in parental-child relationships resulted in parents feeling more stressed and frustrated, as well as feeling overwhelmed by their children's more challenging schoolwork. therefore, the strength of the relationship between parents and teachers does have an impact on students’ progress (henderson & mcgoey, 2018). conclusion this study aimed to examine the processes, strategies, and challenges of managing an online efl classroom from the perspective of indonesian efl teachers. to sum up the findings, teachers made scheduled time with students, created materials and assignments for online learning, distributed http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 113-133 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x online efl classroom management: voices … m. ali ghufron doi: https://doi.org/10.26714/lensa.11.2.2022.113-133 128 those materials and activities via online media, and provided feedback on students' performance, either directly or indirectly, as part of the management process. to successfully manage online efl classrooms, teachers used a variety of strategies, but the most important were clear instructions, a balance of assignment methods (individual, pair, and group), and interesting learning activities to engage students. further, the challenges of managing online efl classrooms were developing online learning materials and tasks, building a strong online learning community, and integrating teacher-student-parent relationships in online learning. this research suggests that educators continually improve their skills, particularly in terms of digital literacy. teachers must also continue to develop their pedagogical abilities so that they can effectively manage classrooms, including the creation of online learning communities that have an impact on students. in addition, this study suggests that teachers, students, and parents develop effective communication and collaborate in online learning. acknowledgement i would like to thank the participants involved in this study and the anonymous reviewers for their constructive feedback on the earlier draft of this paper. my gratitude also goes to the editorial team of lensa journal for facilitating the publication of this paper. references adeyemo, s. a. 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(2021). person-to-person interactions in online classroom settings under the impact of covid-19: a social presence theory perspective. asia pacific education review, 22(3), 371–383. https://doi.org/10.1007/s12564-021-09673-1 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.100-112 155 serba-serbi surat dinas dan permasalahannya suyatno 33 abstract 1. pendahuluan surat dinas surat dinas adalah sarana yang paling efektif bagi suatu intansi pemerintah atau perusahaan untuk berkomunikasi secara tertulis dengan instansi atau perusahaan lainnya. kemajuan teknologi memang telah berhasil menciptakan alat -alat yang lebih canggih (sophisticated technology) seperti telepon, hp (handphone), ht (hand talky), televisi, faksimile, jaringan internet, radar, modem,dll., namun hal -hal yang berupa informasi, perjanjian, keputusan, dan segala urusan kedinasan lainnya masih membutuhkan surat sebagai pengesahannya, surat jugalah dengan tanda tangan, stempel, atau materai sebagai tanda bukti yang memiliki kekuatan hukum dan otentik. menyusun surat dinas yang baik tidaklah mudah. sebagai bentuk komunikasi tulisan, surat menuntut penggunaan bahasa yang tidak saja benar menurut tata bahasa dan ejaan, tetapi juga jelas, efektif dan mampu mengungkapkan maksud yang ingin disampaikan oleh instansi/perusahaan pengirimnya. sebagai bentuk dokumentasi yang otentik, surat dinas sangat mungkin dibaca orang, diperbanyak, dan disimpan dalam jangka waktu yang lama untuk suatu ketika dilihat kembali. oleh karena itu, bentuk, isi, dan bahasa sebuah surat dinas menjadi suatu hal yang perlu diperhatikan. di bawah ini disajikan beberapa petunjuk tentang diksi (pemilihan kata), ketepatan, kebakuan, keumuman, kehematan, kehalusan makna, contoh surat dinas yang kurang tepat, perbaikan surat dinas, dan beberapa penjelasan. diharapkan makalah ini dapat menuntun anda dalam menguasai surat dinas. 2. diksi, ketepatan, kebakuan, keumuman, kehematan, dan kehalusan makna 2.1. diksi (pemilihan kata) yang dimaksud dengan pemilihan kata adalah proses, perbuatan, dan cara memilih kata yang dipergunakan untuk melambangkan ide atau pikiran yang disampaikan kepada orang lain. pilihan kata-kata itu digunakan dalam menyusun sebuah kalimat. 2.2. ketepatan seseorang dapat dikatakan dapat memilih kata dengan tepat jika kata yang dipilihnya untuk digunakan dalam kalimat mampu melambangkan idenya secara utuh. jadi, ketepatan itu melingkupi bentuk dan makna. bilamana dengan surat yang dibuatnya seseorang ingin memberitahukan sesuatu kapada orang lain, ia harus 33 fkip upbjj-ut semarang 156 memilih kata-kata dengan ini atau dengan surat ini. beberapa contoh seperti kalimatkalimat berikut. (1) dengan ini saya beri tahukan bahwa pada hari kamis, 24 september 2015 , pukul 13.00 mas thoyiban punya kerja di wonogiri. (2) dengan surat ini saya memberitahukan bahwa saya telah mengirimkan satu set buku agama islam. bilamana dengan surat yang dibuatnya seseorang ingin menjelaskan bahwa ia mengirimklan sesuatu, seharusnya ia memilih kata -kata bersama ini atau bersama surat ini. beberapa contoh seperti kalimat-kalimat berikut. (3) bersama ini saya kirimkan uang sekadarnya untuk membeli kambing kurban. (4) bersama surat ini kami kirimkan satu berkas panduan penerimaan mahasiswa baru. 2.3. kebakuan surat dinas bersifat resmi. sejalan dengan sifat itu, bahasa yang digunakan dalam surat dinas harus beragam baku. oleh karena itu, penyusun surat dinas harus jeli dalam memilih kata baku karena kata baku dan kata tidak baku biasanya sangat mirip bentuknya. keduanya merupakan bentuk-bentuk berpasangan. perhatikan katakata berikut ini. kata-kata baku kata-kata nonbaku aktif aktip alquran al-qur’an antarkota antar kota azan adzan caturwulan catur wulan dirgahayu ri dirgahayu hut ri ekstrem ekstrim februari pebruari fotokopi foto kopi ijazah ijasah izin ijin jadwal jadual jumat jum’at kelola lola kilogram kilo gram kompleks komplek lokalisasi lokalisir magrib maghrib mahakuasa maha kuasa mancanegara manca negara masjid mesjid memunyai mempunyai menaati mentaati nonblok non blok 157 november nopember ons on olahraga olah raga pancaindera panca indera salat sholat senin senen subbab sub bab 2.4. keumuman kata-kata yang dipilih yang digunakan dalam surat harus kata -kata yang dimengerti oleh masyarakat pada umumnya. menurut moeliono (1989:174) kata umum adalah kata yang mengandung gagasan umum. kata -kata umum itu adalah kata-kata yang bukan istilah khusus keilmuan, bukan kata-kata asing, bukan kata-kata dialek, bukan kata-kata arkhais, bukan kata-kata slank dan bukan kata-kata prokem. di samping itu, kata-kata asing dapat digunakan jika kata-kata asing itu belum berpadanan kata bahasa indonesia, misalnya reshuffle, shuttle cock, dan i’exploitation de l’homme par l’homme (pedoman umum eyd, 1996:26). 2.5. kehematan dalam memilih kata-kata yang digunakan untuk menyusun kalimat harus berdasar pada prinsip kehematan atau prinsip ekonomi bahasa, yaitu penghematan dalam pemakaian kata, bukan penghematan pemakaian huruf. semua kata yang digunakan dalam kalimat harus berfungsi untuk melambangkan ide atau pikiran yang dikemukakan.kata-kata yang tidak berfungsi harus ditiadakan. penulis surat jangan terlalu boros dalam menggunakan kata-kata. (sabariyanto: hlm. 18) dalam surat dinas pemborosan pemilihan kata lazim ditemukan pada kalimat penutup surat. oleh karena itu, penulis surat harus berhati -hati dalam menyusun kalimat penutup surat. di bawah ini beberapa contoh kalimat penutup surat yang terhindar dari pemborosan. (5) atas perhatian anda, kami ucapkan terima kasih. (6) kami ucapkan terima kasih atas perhatian saudara. (7) saya mengucapkan tertima kasih atas perhatian bapak. (8) tugas itu harap dilaksanakan sebaik-baiknya. (9) surat keterangan ini dibuat untuk pengambilan beasiswa. (10) mudah-mudahan ujian adik lancar. (11) saya ucapkan selamat idul fitri. 2.6. kehalusan makna yang dimaksud dengan kehalusan makna adalah sifat-sifat halus yang dikandung makna kata atau kesopanan makna kata. barikut disajikan sejumlah kata yang mengandung kehalusan makna dan yang mengandung kekasaran makna. makna halus makna kasar diberhentikan dipecat diamankan ditahan mohon minta pramuniaga pembantu rumah tangga purnabakti pensiun 158 saudara kamu senior tua sudi mau tunaaksara buta huruf tunawisma gelandangan 3. contoh surat dinas 3.1. contoh surat dinas yang kurang tepat kementerian pendidikan dan kebudayaan sma prawiramarta kartosuro jl. solo-semarang, kranggan indah, wirogunan, kartosuro, sukoharjo, solo ------------------------------------------------------------------------------------------------------------------------------------ nomor: 0235/sma/vii/2015 sukoharjo, 11 juli 2015 lamp. : perihal : undangan halalbihalal. yth. bapak /ibu guru dan karyawan sma prawiramarta di kartosuro. assalaamualaikum wr. wb. dengan hormat dengan surat ini kami mengharapkan kehadliran bapak/ibu/saudara dalam acara halalbihalal yang insya allah nanti pada: 1. hari/tanggal : senin/27 juli 2015 2. pukul : 09.00-12.00 3. tempat : di aula sma prawiramarta atas perhatiannya, sebelum dan sesudahnya diucapkan terima kasih. wasalam wr.wb. kepala sekolah, ttd. hendrawan, spd., ma. nip: 1971 0304 1990 1003 159 3.2. perbaikan kementerian pendidikan dan kebudayaan sma prawiramarta kartosuro jalan solo-semarang, kranggan indah, wirogunan, kartosuro, sukoharjo, solo ____________________________________________________________ ___________________________ nomor : 0235/smap/vii/2015 27 juli 2015 lamp. : perihal : undangan halalbihalal yth. guru dan karyawan sma prawiramarta kartosuro asalamu alaikum w.w., dengan ini kami mengundang bapak/ibu dalam acara halalbihalal pada hari : kamis, tanggal : 30 juli, pukul : 09.00 bertempat di aula sma prawiramarta. atas perhatian saudara, kami ucapkan terima kasih. wasalam, kepala, ttd. hendrawan, s.pd., m.a. nip 1971030419901002 160 3.3. penjelasan perbaikan surat dinas 1. dalam penulisan kop surat, singkatan jl. seharusnya ditulis lengkap jalan. 2. sebelum tanggal surat tidak perlu dibubuhkan nama kota atau tempat. 3. pada perihal tidak perlu diakhiri dengan tanda titik. 4. kata depan di pada di kartosuro tidak perlu dicantumkan. 5. penulisan salam yang benar adalah asalamu alaikum w.w., dan berakhir dengan tanda koma (,) dan bukan wr.wb. alasan: singkatan yang sudah umum yang terdiri dari dua huruf masing-masing diberi titik (eyd 1996: 20). 6. salam surat cukup sekali dituliskan. 7. setelah ... pada tidak perlu digunakan tanda titik dua (:). 8. hari dan tanggal perlu dipisahkan. 9. hari, tanggal, pukul diawali dengan huruf kecil. 10. pada penulisan tanggal tidak perlu menggunakan tahun karena tidak mungkin membuat surat jauh sebelumnya. 11. kalimat atas perhatiannya tidak benar karena surat itu ditujukan kepada orang kedua. 12. pernyataan sebelum dan sesudahnya pemborosan dan mubazir. 13. penulisan gelar disesuaikaqn dengan panduan eyd (eyd 1996:19). 14. penulisan nip dengan huruf kapital, tanpa titik dua, dan angka tanpa spasi. 4. daftar pustaka ahmad, sabaaruddin. 1980. pedoman surat-menyurat. medan: sinar agung. departemen pendidikan dan kebudayaan. 1996. pedoman umum ejaan bahasa indonesia yang disempurnakan. jakarta: departemen pendidikan dan kebudayaan. moeliono, anton m. 1989. kembara bahasa. jakarta gramedia. razak, abdul. 1985. kalimat efektif, struktur, gaya, dan variasi. jakarta: gramedia. sabariyanto, dirgo. 1998. bahasa surat dinas. yogyakarta: mitra gama widya. sudaryono. 1983. surat-menyurat dalam bahasa indonesia. bandung: alumni. sugono, dendy. 1989. berbahasa indonesia dengan benar. jakarta: priastu. microsoft word 6. article of thesis _siti aimah fkip unimus_ http://jurnal.unimus.ac.id �������� � ��� �� ���� ��� ��� ���� � �������� � ������������������ �� �� ������� �� ����������� ��� �������� ��� ������ ���� ����� � ����� 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kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 61 kemampuan siswa dalam menyusun gagasan utama dan gagasan penjelas pada teks laporan hasil observasi dengan media kartu observasi students' ability to arrange main ideas and explanatory ideas in the text of observational report with card observation media laili ivana1, sugiarti2, gigit mujianto3, arti prihatini4, fida pangesti5 1)sman 7 malang, 2,3,4,5)pendidikan bahasa dan sastra indonesia, universitas muhammadiyah malang (umm), kota malang 2)atika_umm@yahoo.co.id, 3)gigitmujianto@umm,ac,id, 4)artiprihatini@umm.ac.id, 5)fidapangesti@umm.ac.id riwayat artikel: dikirim 26 november 2018; diterima 28 juni 2019; diterbitkan 30 juni 2019 abstrak penelitian ini bertujuan mendeskripsikan kemampuan siswa dalam menyusun gagasan utama, gagasan penjelas, serta kepaduan antara gagasan utama dengan gagasan penjelas pada teks laporan hasil observasi dengan media kartu observasi. penelitian ini merupakan penelitian deskriptif yang dilakukan di kelas x mipa 2 sman 7 malang. data penelitian ini adalah gagasan utama dan gagasan penjelas yang dituliskan siswa pada kartu observasi. data dikumpulkan dengan teknik dokumentasi. analisis data dilakukan terhadap karakteristik bahasa dan hubungan antara gagasan utama dan gagasan penjelas yang disusun siswa. hasil penelitian menunjukkan bahwa para siswa mampu menyusun gagasan utama dan gagasan penjelas yang saling berhubungan. gagasan utama telah mencakup informasi inti yang ingin disampaikan, sedangkan gagasan penjelas berisi informasi terperinci yang menjelaskan gagasan utama. hal itu terbukti dengan persentase siswa yang melebihi kkm, yaitu 87.10% siswa pada kemampuan mengembangkan gagasan utama, 93.55% siswa pada kemampuan mengembangkan gagasan penjelas, dan 87.10% siswa pada kemampuan membentuk kepaduan antara gagasan utama dengan gagasan penjelas. di sisi lain, terdapat empat siswa (12,90 %) yang skornya sama dengan kkm pada kemampuan mengembangkan gagasan utama. terdapat dua siswa (6,45 %) yang skornya sama dengan kkm pada kemampuan mengembangkan gagasan penjelas. pada kemampuan membentuk kepaduan antara gagasan utama dan gagasan penjelas, terdapat 12,90 % siswa yang sama dengan kkm. kata kunci: gagasan utama, gagasan penjelas, laporan hasil observasi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 mailto:atika_umm@yahoo.co.id mailto:artiprihatini@umm.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 62 abstract this study aims to describe the ability of students to compile main ideas, explanatory ideas, and coherence between the main ideas and explanatory ideas in the text of the observation report with the observation card media. this research is a descriptive study conducted in class x mipa 2 sman 7 malang. the data of this study are the main ideas and explanatory ideas written by students on the observation card. data is collected by documentation techniques. data analysis was carried out on the characteristics of the language and the relationship between the main ideas and explanatory ideas that students composed. the results of the study show that students are able to compile key ideas and explanatory ideas that are interconnected. the main idea includes the core information that you want to convey, while the explanatory idea contains detailed information that explains the main ideas. this is evidenced by the presence of 87.10% of students who score the same as minimum criteria on the ability to develop main ideas, 93.55% of students in the ability to develop explanatory ideas, and 87.10% of students in the ability to form coherence between the main ideas and explanatory ideas. on the other hand, there are four students (12.90%) whose score the same as minimum criteria on the ability to develop the main ideas. there are two students (6.45%) whose score the same as mimimum criteria on the ability to develop explanatory ideas. in the ability to form coherence between main ideas and explanatory ideas, there are 12.90% of students who are the same as mimimum criteria. keywords: main ideas, explanatory ideas, observational reports pendahuluan bahasa memiliki peran utama dalam perkembangan intelektual, sosial, dan emosional peserta didik. bahasa juga merupakan penunjang keberhasilan dalam mempelajari semua bidang studi. pembelajaran bahasa diharapkan dapat membantu peserta didik mengenal dirinya, budayanya dan budaya orang lain, mengemukakan gagasannya dan perasaannya, dan berpartisipasi dalam masyarakat yang menggunakan bahasa tersebut. berkaitan dengan hal itu, alptkein (2013) mengemukakan bahwa pengetahuan dan penggunaan bahasa membutuhkan pemahaman pengguna bahasa terhadap konteks sosial dan aktivasi jaringan kognitif inti. oleh karena itu, pembelajaran bahasa indonesia diarahkan untuk meningkatkan kemampuan peserta didik untuk berkomunikasi dalam bahasa indonesia secara baik dan benar, baik secara lisan maupun tulisan. di samping itu, berdasarkan kurikulum 2013 pembelajaran bahasa indonesia diarahkan berbasis teks melatih peserta didik untuk menuangkan ide atau pemikiran, perasaan berdasarkan situasi atau konteks tertentu, sehingga ketika mengekspresikannya sistematis, empiris, kritis, santun, serta berkarakter. dalam aktivitas ini, potensi peserta didik dapat digali secara baik http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 63 berkenaan dengan individu maupun kelompok. pada proses pengungkapan gagasan dalam bentuk tulisan, peserta didik harus dapat memasukkan ke wadah yang tepat dengan memilah mana gagasan utama dan gagasan penjelas pada tulisan yang disusunnya. oleh karena itu, salah satu cara yang dapat digunakan adalah dengan membuat peta konsep. sebagaimana dikemukakan flanagan dan bouck (2015) bahwa peserta didik dapat mengekspresikan tulisannya secara signifikan dengan bantuan peta konsep. peta konsep tersebut dapat mencakup gagasan utama dan gagasan penjelas pada struktur teks secara sistematis. gagasan utama dan gagasan penjelas merupakan bagian dari paragraf dalam semua jenis teks yang dipelajari siswa. salah satunya adalah pada teks laporan hasil observasi. gagasan utama berisi informasi yang cenderung luas cakupannya, seperti manfaat wortel bagi kesehatan. di sisi lain, gagasan penjelas berisi informasi khusus yang sifatnya menjelaskan gagasan utama, seperti manfaat wortel bagi mata dan lambung. armbruster, anderson & ostertag (1987) dan baumann (1983) menyatakan bahwa gagasan utama merupakan inti dari suatu paragraf (dalam ramsay dan sperling, 2011). gagasan utama dan gagasan penjelas menjadi dasar bagi siswa dalam memahami teks dan juga dalam memproduksi teks. pada proses produksi teks, pemahaman dan kemampuan dalam mengembangkan gagasan utama dan gagasan penjelas dapat menuntun siswa dalam membuat kerangka teks laporan hasil observasi secara lebih terstruktur. hal itu sesuai dengan eriksson dan mäkitalo (2015) yang menegaskan bahwa kerangka teks berfungsi sebagai panduan dalam proses penyusunan gagasan utama dan gagasan penjelasan sehingga pembuatan teks dapat lebih mudah. pembelajaran bahasa indonesia khususnya dalam penuangan gagasan utama dan penjelas siswa terkadang siswa mengalami kesulitan. hal ini terjadi karena pembelajaran bahasa indonesia khusus menyusun paragraf belum menggunakan media yang dapat memudahkan siswa dalam menyusun paragraf yang baik. selain itu, kecermatan siswa dalam menata gagasan masih kurang. berkaitan dengan hal itu, hasil wawancara dengan guru bahasa indonesia sman 7 malang terkait masalah siswa dalam menulis adalah siswa mengalami kesulitan dalam menata gagasan utama dan gagasan penjelas dalam teks laporan hasil observasi. teks laporan hasil observasi merupakan sekumpulan paragraf yang berisi informasi yang merupakan fakta dari hasil mengamati suatu objek atau fenomena. struktur teks laporan hasil observasi terdiri atas tiga bagian, yaitu (1) pernyataan umum, (2) deskripsi bagian, dan (3) deskripsi manfaat. pernyataan umum berisi informasi secara umum objek yang dibahas, misalnya pengertian hujan yang dapat diadaptasi dari referensireferensi yang relevan dengan ilmu pengetahuan alam. deskripsi bagian berisi aspek yang dijelaskan adalah informasi khusus mengenai objek yang dibahas, misalnya proses terjadinya hujan dan jenis hujan. deskripsi manfaat berisi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 64 penjelasan tentang kegunaan dari objek yang diobservasi, seperti manfaat hujan bagi alam. berdasarkan latar belakang tersebut, penelitian ini penting dilakukan untuk mendeskripsikan kemampuan siswa dalam menyusun gagasan utama dan gagasan penjelas pada teks laporan hasil observasi dengan media kartu observasi pada siswa x mipa 2 sman 7 malang. media kartu observasi merupakan sekumpulan kartu yang terdiri atas kartu pernyataan umum, deskripsi bagian, dan deskripsi manfaat yang berisi kolom gagasan utama dan gagasan penjelas untuk memudahkan siswa dalam mengorganisasi ide. penelitian ini memiliki dua fokus penelitian, yaitu (1) kemampuan siswa dalam mengembangan gagasan utama, (2) kemampuan siswa dalam mengembangkan gagasan penjelas, serta (3) kemampuan siswa dalam membentuk kepaduan antara gagasan utama dengan gagasan penjelas. metode penelitian ini merupakan penelitian kualitatif. jenis penelitian ini adalah studi kasus deskriptif karena penelitian ini bertujuan menjelaskan kemampuan siswa dalam mengembangkan gagasan utama, gagasan penjelas, serta kepaduan antara gagasan utama dengan gagasan penjelas dalam teks laporan hasil observasi secara apa adanya tanpa ada tindakan manipulatif. data penelitian ini adalah gagasan utama, gagasan penjelas, serta kepaduan antara gagasan utama dengan gagasan penjelas pada teks laporan hasil observasi yang dihasilkan para siswa yang bersumber dari kartu observasi yang dikerjakan siswa melalui observasi objek yang ada di lingkungan sekolah. penelitian ini berlokasi di sman 7 malang. siswa yang terlibat dalam penelitian ini adalah kelas x mipa 2. data dikumpulkan dengan teknik dokumentasi. analisis data dilakukan pada gagasan utama, gagasan penjelas, serta kepaduan antara gagasan utama dengan gagasan penjelas yang dihasilkan siswa dengan melihat karakteristik dan hubungannya antara gagasan utama dan gagasan penjelas. analisis data dilakukan mulai dari reduksi data, penyajian data, hingga penarikan kesimpulan dan verifikasi temuan. analisis data gagasan utama dilakukan dengan mengidentifikasi isi dan karakteristik bahasa yang digunakan. analisis data gagasan penjelas dilakukan dengan mengidentifikasi isi, karakteristik, dan ketercukupan gagasan penjelas dalam menjelaskan informasi gagasan utama. analisis data kepaduan antara gagasan utama dengan gagasan penjelas dilakukan dengan mengidentifikasi keterhubungan informasi/makna dan keterhubungan bentuk antarkalimat dalam gagasan utama dan gagasan penjelas pada struktur pernyataan umum, deskripsi bagian, dan deskripsi manfaat teks laporan hasil observasi pada tugas yang dikerjakan siswa dalam media kartu observasi. instrumen penelitian yang digunakan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 65 adalah instrumen pemandu pengumpul data berupa lembar panduan dokumentasi data dan instrumen analisis data berupa lembar panduan analisis data pada tiga fokus penelitian ini. hasil dan pembahasan pengembangan gagasan utama dan gagasan penjelas oleh peserta didik pada penelitian ini menggunakan media kartu observasi untuk menghasilkan kerangka tulisan atau peta konsep teks laporan hasil observasi. media kartu observasi merupakan sekumpulan kartu yang tersusun dari tiga jenis kartu berdasarkan struktur teks laporan hasil observasi, yaitu kartu pernyataan umum, kartu deskripsi bagian, dan kartu deskripsi manfaat. pada setiap kartu, terdapat dua kolom, yaitu kolom gagasan utama di sebelah kiri dan kolom gagasan penjelas di sebelah kanan. terdapat tiga baris pada setiap kolom gagasan utama dan gagasan penjelas. setiap baris terdiri atas satu kolom gagasan utama dan satu kolom gagasan penjelas yang dapat diasumsikan sebagai kerangka satu paragraf. pengembangan kartu observasi tersebut berbeda dengan desain peta konsep flanagan dan bouck (2018) yang menggunakan diagram kosong dari peta konsep dengan ide pokok yang dihubungkan dengan tiga sub ide pokok. berdasarkan penelitian yang telah dilakukan, didapatkan temuan pada tiga fokus penelitian, yaitu (1) kemampuan siswa dalam mengembangkan gagasan utama, (2) kemampuan siswa dalam mengembangkan gagasan penjelas, serta (3) kemampuan siswa dalam membentuk kepaduan antara gagasan utama dengan gagasan penjelas. ketiga fokus penelitian tersebut dianalisis berdasarkan indikator berikut. tabel 1: indikator kemampuan siswa mengembangkan gagasan utama dan gagasan penjelas indikator umum indikator khusus gagasan utama gagasan penjelas kepaduan gagasan utama dengan gagasan penjelas kemampuan siswa mengembangkan gagasan utama dan gagasan penjelas siswa tepat dalam membuat gagasan utama pada struktur pernyataan umum. siswa tepat dalam membuat gagasan penjelas secara memadai pada struktur pernyataan umum. siswa tepat dalam membentuk kepaduan gagasan utama dan gagasan penjelas pada struktur pernyataan umum. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 66 siswa tepat dalam membuat gagasan utama pada struktur deskripsi bagian. siswa tepat dalam membuat gagasan penjelas secara memadai pada struktur deskripsi bagian. siswa tepat dalam membentuk kepaduan gagasan utama dan gagasan penjelas pada struktur deskripsi bagian. siswa tepat dalam membuat gagasan utama pada struktur deskripsi manfaat. siswa tepat dalam membuat gagasan penjelas secara memadai pada struktur deskripsi manfaat. siswa tepat dalam membentuk kepaduan gagasan utama dan gagasan penjelas pada struktur deskripsi manfaat. berdasarkan data yang ditemukan, secara umum siswa mampu mengembangkan gagasan utama dan gagasan penjelas dengan media kartu observasi tersebut. berdasarkan wawancara dengan guru dan para siswa setelah pembelajaran dilakukan, pengembangan gagasan utama dan gagasan penjelas lebih mudah dilakukan dengan bantuan kartu observasi dibandingkan tanpa menggunakan media kartu observasi. hal itu sesuai dengan penelitian flanagan dan bouck (2015) yang menemukan bahwa siswa mampu lebih fokus pada pengembangan kerangka tulisan (peta konsep), yaitu menyusun gagasan utama dan menghubungkannya dengan gagasan penjelas. kerangka tulisan pada media kartu observasi yang disusun berdasarkan struktur laporan hasil observasi membuat gagasan dapat terkelompokkan sesuai struktur dan kedudukan gagasan (utama/penjelas) dalam tulisan. sebagaimana dikemukakan (kelloog, 1990 dalam limpo dan alves, 2018) bahwa salah satu strategi pengembangan gagasan adalah clustering sehingga gagasan dan hubungan antargagasan itu tergambarkan secara visual dalam suatu jaringan. gagasan utama dan gagasan penjelas dalam kartu obsevrasi tersebut dapat dikembangkan menjadi teks laporan hasil observasi secara utuh sehingga dapat dikatakan siswa telah membuat perencanaan pada tulisannya nanti. berkaitan dengan hal itu, limpo dan alves (2018) menyatakan bahwa perencanaan tulisan berdasarkan strukturnya efektif dan efisien dalam mengembangkan keterampilan menulis. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 67 tabel 2: hasil analisis kemampuan siswa dalam mengembangkan gagasan utama dan gagasan penjelas kode nama siswa indikator khusus gagasan utama gagasan penjelas kepaduan gagasan utama dengan gagasan penjelas a. d. w 83 81 80 a. h. p. 78 78 80 a. a. u. 75 85 80 a. r. a. a. 84 81 83 a. d. b. s. 75 81 75 b. t. a. 80 82 79 b. l. p. 78 81 78 d. b. d. 83 85 80 e. l. y. 78 80 81 h. k. s. 78 82 78 h. r. v. k 78 85 80 i. l. 78 82 80 i. t. h. 79 82 79 i. p. 79 82 80 k. m. a 87 88 85 k. k. 83 85 82 l. a. b. 79 88 80 m. k. 78 85 80 m. j. 80 83 75 m. a. 80 83 83 m. b. 80 86 80 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 68 n. p. 75 83 78 n. m. 75 83 75 n. r. 78 83 75 n a. n. 78 86 80 p. c. 80 75 80 r. n. a. 78 75 80 r. a. s. 82 81 80 s. n. p. 80 81 78 s. 81 82 80 v. a. 83 85 82 jumlah 2463 2559 2466 rata-rata 79.4516129 82.5483871 79.5483871 sama dengan kkm 12.90% 6.45% 12.90% lebih besar dari kkm 87.10% 93.55% 87.10% sumber: data penelitian sman 7 malang, 2018 pada data tabel 2 tersebut, sebagian besar siswa telah dapat menyusun gagasan utama dan gagasan penjelas pada ketiga indikator sebagaimana tampak pada tabel. hal itu terbukti dengan adanya 87.10% siswa pada kemampuan mengembangkan gagasan utama, 93.55% siswa pada kemampuan mengembangkan gagasan penjelas, dan 87.10% siswa pada kemampuan membentuk kepaduan antara gagasan utama dengan gagasan penjelas. di sisi lain, terdapat empat siswa (12,90 %) yang skornya sama dengan kkm pada kemampuan mengembangkan gagasan utama. terdapat dua siswa (6,45 %) yang skornya sama dengan kkm pada kemampuan mengembangkan gagasan penjelas. pada kemampuan membentuk kepaduan antara gagasan utama dan gagasan penjelas, terdapat 12,90 % siswa. kemampuan siswa dalam mengembangan gagasan utama kemampuan siswa dalam mengembangkan gagasan utama ini dideskripsikan berdasarkan karakteristik gagasan utama yang disusun. pada http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 69 umumnya, siswa mampu menyusun gagasan utama pada setiap struktur pernyataan umum, deskripsi bagian, dan deskripsi manfaat. gagasan utama yang dituliskan siswa berisi gambaran umum objek yang diobservasi, seperti kedudukan objek tersebut di masyarakat. bentuk dari gagasan utama yang dibuat pada umumnya adalah kalimat tunggal (kalimat simpleks). kalimat tunggal merupakan kalimat yang terdiri atas satu predikat. sebagaimana dikemukakan asmawatie (2016) kalimat simpleks terdiri atas satu dan satu predikat (satu klausa). kalimat simpleks juga disebut sebagai klausa bebas atau klausa utama yang dapat berdiri sendiri sebagai kalimat. data yang ditemukan adalah sebagai berikut. tabel 3: data dan analisis gagasan utama siswa no data gagasan utama analisis 1 gazebo ini terdapat di sman 7 malang gazebo ini (s) terdapat (p) di sman 7 malang (k) 2 tempat tinggal burung adalah tempat pengistirahatan sementara. tempat tinggal burung (s) adalah (p) tempat pengistirahatan sementara (pel) 3 biasanya mereka dapat istirahat di sana. biasanya mereka (s) dapat istirahat (p) di sana (k) pada data tersebut, tipe kalimatnya adalah kalimat simpleks karena terdiri atas satu predikat (p). berdasarkan kategori kata, predikat yang digunakan lebih banyak menggunakan kata kerja (verba), seperti kata terdapat pada data 1, dan istirahat pada data 3. selain verba, predikat yang digunakan berkategori kopula (adalah) seperti pada data 2 meskipun jumlahnya lebih banyak pada gagasan utama saja. kopula berfungsi sebagai predikat itu sesuai dengan pendapat pereltsvaig (2007) bahwa kopula pada umumnya membentuk predikat. menurut roy (2013 dalam geist, 2014), kalimat yang predikatnya berupa kopula bertujuan untuk mendefinisikan sesuatu yang direpresentasikan oleh subjek. hal itu sesuai dengan karakteristik pernyataan umum dalam struktur teks laporan hasil observasi yang menggunakan kopula dalam menyusun kalimat definisi. kalimat definisi merupakan rangkaian kata yang bertujuan untuk menjelaskan informasi berupa pengertian atau penggambaran sesuatu secara umum. kopula yang digunakan dalam kalimat definisi ini antara lain adalah, ialah, dan merupakan. akan tetapi, terdapat beberapa siswa yang mengalami kesulitan dan kekurangan dalam menyusun gagasan utama pada pernyataan umum. misalnya, siswa salah dalam membuat gagasan utama yang dibuktikan dengan informasinya yang bersifat khusus padahal seharusnya gagasan utama http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 70 cakupan informasinya harus lebih luas dari gagasan penjelas. berkaitan dengan hal itu, wilawan (2006) menyatakan bahwa penentuan gagasan utama tidak dapat dilakukan secara otomatis karena membutuhkan proses kognitif yang lebih. jadi, dapat disimpulkan bahwa kesulitan siswa dalam menyusun gagasan utama ini berkaitan dengan proses mentalnya yang lebih rumit dibandingkan dengan proses mental penentuan gagasan penjelas. kemampuan siswa dalam mengembangkan gagasan penjelas kemampuan siswa dalam mengembangkan gagasan penjelas teridentifikasi dari informasi-informasi yang ditampilkan sebagai bentuk penjabaran gagasan utama yang dibuat siswa pada struktur pernyataan umum, deskripsi bagian, dan deskripsi manfaat pada teks laporan hasil observasi. hasil penelitian menunjukkan bahwa para siswa mampu menyusun gagasan penjelas pada struktur teks laporan hasil observasi sebagaimana tampak pada data berikut. tabel 4: data dan analisis gagasan penjelas siswa deskripsi manfaat gagasan utama gagasan penjelas taman sman 7 memiliki banyak manfaat bisa bagi kita maupun sekolah. salah satu manfaat itu adalah dapat memperindah sekolah. udara sekolah makin segar. jika hujan, bisa diserap oleh pohonnya, bahkan juga bisa dijadikan tempat foto atau objek foto. oleh karena itu, kita harus melestarikan dan menjaga tanaman yang ada. pada tabel tersebut, gagasan penjelas sangat memadai dalam menguraikan informasi dalam gagasan utama tentang manfaat taman sman 7. informasi umum tentang banyaknya manfaat taman dijelaskan dengan informasi yang lebih khusus, yaitu manfaat memperindah sekolah, menyegarkan udara, penyerapan air hujan, dan diakhiri dengan anjuran untuk melestarikan taman sekolah. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 71 tabel 5: data dan analisis gagasan penjelas siswa deskripsi bagian gagasan utama gagasan penjelas buah belimbing berwarna kuning kehijauan. saat baru tumbuh, buah berwarna hijau. jika sudah matang, berwarna kuning. buah ini mempunyai bentuk seperti bintang berbiji kecil dan berwarna coklat pada tabel tersebut, gagasan penjelas juga sudah cukup memberikan informasi khusus tentang ciri fisik buah belimbing, meliputi warna buah, bentuk buah, dan biji buah. gagasan penjelas tersebut sudah memadai, tetapi gagasan utamanya masih berupa informasi khusus yang sebaiknya diposisikan sebagai gagasan penjelas. berkaitan dengan keterkaitan antara gagasan utama dan gagasan penjelas akan dijabarkan pada subbab berikutnya. selain itu, terdapat sebagian siswa yang jumlah gagasan penjelasnya kurang memadai. pada proses penyusunan gagasan penjelas itupun, para siswa paling sulit dalam menyusun gagasan penjelas pada struktur pernyataan umum. hal itu terbukti dari kurang memadainya gagasan penjelas pada struktur pernyataan umum. hal itu sesuai dengan temuan flanagan dan bouck (2018) dari hasil pre-tes terhadap siswa untuk menulis karangan bahwa salah satu kesulitan siswa dalam menulis adalah pendahuluan hanya mengandung sedikit penjabaran dan gagasan penjelas yang menyusun paragraf belum memadai (sedikit). para siswa lebih mampu menyusun gagasan penjelas pada struktur deskripsi bagian pada teks laporan hasil observasi. hal itu tampak dari kejelasan dan kelengkapan informasi pada gagasan penjelas yang dituliskan. pada struktur deskripsi manfaat, para siswa juga mampu mengembangkan gagasan penjelas dengan tepat, tetapi sebagian kecil siswa masih sedikit dalam mencantumkan gagasan penjelas. hal itu terbukti dari jumlah gagasan penjelas yang kurang memadai atau belum cukup menjelaskan informasi khusus dalam gagasan utama. berikut ini adalah data yang ditemukan. tabel 6: data dan analisis gagasan penjelas siswa no deskripsi bagian gagasan utama gagasan penjelas 1 gazebo ini memiliki ciri-ciri. gazebo ini mempunyai ciri-ciri. terbuat dari kayu jati yang kuat. panjang 5 meter lebar 5 meter dan tinggi 10 meter. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 72 dan memiliki tangga kecil ke depan gazebo. 2 gazebo ini memiliki pemandangan. gazebo ini memiliki pemandangan yang indah, yaitu pohon-pohon, hewan, dan lain-lain. pada tabel tersebut, data 1 memiliki gagasan penjelas tentang ciri-ciri fisik dari gazebo, mulai dari jenis kayu, ukuran, dan bagian dari gazebo tersebut (tangga kecil). gagasan penjelas tersebut telah mampu menjelaskan gagasan utama sehingga pembaca dapat memahami dan membayangkan bagaimana wujud gazebo tersebut. akan tetapi, pada data 2 hanya terdapat satu gagasan penjelas yang kurang memadai dalam menjelaskan gagasan utama tentang pemandangan di gazebo. kemampuan siswa dalam membentuk kepaduan antara gagasan utama dengan gagasan penjelas kemampuan siswa dalam menjalin keterkaitan antara gagasan utama dan gagasan penjelas dideskripsikan berdasarkan kepaduan makna/informasi antara gagasan utama dan gagasan penjelas. selain itu, kepaduan bentuk juga menjadi dasar dalam mendeskripsikan kemampuan siswa dalam menciptakan keterkaitan antara gagasan utama dan gagasan penjelas, seperti dengan menggunakan kata hubung (konjungsi), kata ganti, atau penanda lainnya. kepaduan makna disebut dengan koherensi, sedangkan kepaduan bentuk disebut kohesi. sebagaimana dikemukakan alderson, percsich, dan szabo (2000) bahwa koherensi teks bergantung pada bagaimana ide-ide terkait dalam teks itu, baik dalam hal hubungan logisnya, maupun sebagai perangkat kohesif yang menunjukkan, atau membuat, hubungan antara ide, lintas paragraf dan kalimat. sebagian besar siswa mampu menghasilkan kepaduan makna antara gagasan utama dengan gagasan penjelas. hal itu tampak dari keterkaitan dan ketercukupan informasi yang disampaikan. berkaitan dengan kepaduan bentuk, para siswa mampu menjalin kepaduan bentuk antara gagasan utama dan gagasan penjelas. hal itu ditandai dengan penggunaan konjungsi intrakalimat dan konjungsi antarkalimat. akan tetapi, terdapat sebagian kecil siswa yang belum dapat menghasilkan kepaduan makna dan kepaduan bentuk. berdasarkan data yang ditemukan, hasil penelitian menunjukkan bahwa para siswa mampu menghasilkan kepaduan makna antara gagasan utama dan gagasan penjelas. pada struktur pernyataan umum, sebagian siswa mampu menjalin kepaduan makna antara gagasan utama dan gagasan penjelas. akan tetapi, terdapat siswa yang masih bingung dalam menyusun http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 73 gagasan utama dan gagasan penjelas pada struktur pernyataan umum. hal itu tampak dari kurangnya kepaduan makna pada gagasan utama dan gagasan penjelas dalam pernyataan umum pada beberapa pekerjaan siswa. tabel 7: kepaduan gagasan pernyataan umum gagasan utama gagasan penjelas green house adalah rumah sakit tumbuhan adanya green house itu untuk merawat dan mengobati tumbuhan yang rusak atau layu. pada tabel tersebut, kepaduan makna kurang terbentuk karena gagasan penjelas tidak menjelaskan apa yang dimaksud dengan rumah sakit tumbuhan. meskipun terdapat penanda kohesi berupa penggunaan kata ‘itu’ yang mengacu pada gren house yang sudah disebutkan dalam gagasan utama, tetapi gagasan penjelas tidak menjelaskan gambaran umum dari green house itu bagaimana, tetapi langsung menjelaskan manfaatnya. padahal, gagasan utama dan gagasan penjelas yang sedang dikembangkan adalah pada struktur pernyataan umum. pada struktur deskripsi bagian, gagasan utama menjelaskan tentang ciri fisik ikan, siswa menjelaskan gagasan penjelasnya mencakup warna, motif, ukuran, dan ciri fisik lainnya. pada deskripsi bagian, kepaduan makna juga mampu diciptikan siswa. pada umumnya, gagasan utama menyatakan bahwa objek yang diobservasi itu memiliki banyak manfaat. kemudian, pada gagasan penjelasnya, siswa menyampaikan beberapa manfaat dari objek tersebut. akan tetapi, terdapat beberapa pekerjaan siswa yang belum sepenuhnya menggunakan konjungsi intrakalimat dan konjungsi antarkalimat ini, sehingga kepaduan bentuknya belum optimal seperti data berikut. tabel 8: kepaduan gagasan deskripsi bagian gagasan utama gagasan penjelas buah belimbing memiliki beberapa kandungan vitamin. buah belimbing kaya akan vitamin c, yaitu kandungan yang paling dominan di buah ini. dan ada juga yang terkandung di dalamnya, yaitu vitamin a dan e. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 74 pada tabel tersebut, siswa mampu membentuk kepaduan makna antara gagasan utama tentang kandungan vitamin buah belimbing dengan gagasan penjelasnya. pada gagasan penjelas kedua, terdapat penanda kohesi ‘juga’ yang bertujuan untuk menambahkan informasi gagasan penjelas pertama. tabel 9: kepaduan gagasan deskripsi manfaat gagasan utama gagasan penjelas buah belimbing memiliki beberapa manfaat dan khasiat. dapat untuk mengobati tekanan darah tinggi berguna sebagai obat sakit susah buang air besar bermanfaat menyembuhkan batuk pada tabel tersebut, gagasan utama dan gagasan penjelas sudah padu dari segi makna (koherensi) karena gagasan utama tentang manfaat belimbing telah dijelaskan menjadi informasi khusus pada gagasan penjelas. akan tetapi, kalimat yang digunakan dalam gagasan penjelas tidak lengkap karena tidak terdapat subjek yang mengawalinya sehingga tampak sedang menjelaskan poin-poin informasinya saja. oleh karena itu, kepaduan bentuknya pun belum optimal. tabel 10: kepaduan gagasan deskripsi manfaat gagasan utama gagasan penjelas kantin sma 7 banyak manfaat, yaitu menghemat uang. kantin bisa digunakan warga sekolah. pada tabel tersebut, selain gagasan utama tentang manfaat kantin tidak padu dengan gagasan penjelasnya, baik dari segi kepaduan makna maupun kepaduan bentuk. gagasan penjelas ‘kantin bisa digunakan warga sekolah’ belum cukup memberikan informasi tentang manfaat kantin. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 75 kesimpulan berdasarkan uraian tersebut, terdapat tiga yang dapat disimpulkan sebagai berikut. pertama, siswa mampu mengembangkan gagasan utama dan gagasan penjelas serta mampu menjalin kepaduan antara gagasan utama dengan gagasan penjelas. gagasan utama disusun siswa dalam cakupan informasi yang luas. informasi yang disampaikan tentang gambaran umum objek yang diobservasi, misalnya pada umumnya objek itu ditemui dimana atau bagaimana anggapan masyarakat tentang objek tersebut. kedua, siswa juga mampu mengembangkan gagasan penjelas dari gagasan utama yang sudah disusun. gagasan penjelas yang disusun siswa berkaitan dengan infomasi yang sifatnya lebih khusus dibandingkan gagasan penjelas. pada struktur deskripsi bagian dan deskripsi manfaat, para siswa mampu menyusun gagasan penjelas dalam jumlah dan informasi yang memadai. akan tetapi, sebagian siswa kurang mampu dalam menjabarkan gagasan penjelas dari gagasan utama pada struktur pernyataan umum laporan hasil observasi yang dibuatnya. ketiga, berkaitan dengan keterkaitan antara gagasan utama dan gagasan penjelas, para siswa mampu menciptakan kepaduan makna dan kepaduan bentuk. akan tetapi, penggunaan kepaduan bentuk yang ditandai dengan konjungsi atau penanda lainnya belum optimal digunakan. berdasarkan uraian tersebut, penelitian ini merumuskan saran untuk beberapa pihak. bagi guru, kemampuan siswa dalam mengembangkan gagasan utama dan gagasan penjelas perlu ditingkatkan,a terutama yang berkaitan dengan kepaduan makna dan kepaduan bentuk di antara keduanya dengan menggunakan desain pembelajaran yang sesuai. bagi peneliti selanjutnya, aspek-aspek penelitian yang belum terangkum atau belum tuntas dibahas dalam penelitian ini dapat dijadikan bahan pertimbangan dalam menyusun penelitian yang serupa, misalnya menganalisis struktur informasi atau struktur pengetahuan dunia siswa dari gagasan utama dan gagasan penjelas yang dihasilkan. daftar pustaka alderson, c. j.; perscsich, r, dan szabo, g. (2000). sequencing as an item type. language testing vol. 17 (4): 423-447. alptkein, c. (2013). english as a lingua franca through a usage-based perspective: merging the social and the cognitive in language use. language, culture and curriculum, 26 (2), 197–207. asmawatie. (2016). tipe kalimat yang terdapat dalam teks bacaan dalam buku bahasa inggris elektronik (bse) (analisis buku interlanguage untuk kelas xi sma / ma. jurnal diklat keagamaan, vol. 10 (3): 259 – 268. eriksson, ann-marie dan mäkitalo, åsa. (2015). supervision at the outline http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kemampuan siswa dalam menyusun gagasan utama dan … laili ivana, sugiarti, gigit mujianto, arti prihatini, fida pangesti doi: https://doi.org/10.26714/lensa.9.1.2019.61-76 76 stage: introducing and encountering issues of sustainable development through academic writing assignments. text & talk 35(2):123-153. flanagan, sara m. dan bouck, emily c. (2015). mapping out the details: supporting struggling writers’ written expression with concept mapping. preventing school failure, vol. 59(4), 244–252. geist, l. (2014). isabelle roy, nonverbal predication: copular sentences and the syntax–semantics interface (oxford studies in theoretical linguistics 45). oxford: oxford university press, 2013. pp. xiv+214. journal of linguistics, 50(01): 255–260. limpo, teresa dan alves, rui a. (2018). effects of planning strategies on writing dynamics and final texts. acta psychologica 188: 97–109. pereltsvaig, asya. (2007). copular sentence in russian: a therpry of intra-clausal relation. dordrecht: springer. ramsay, crystal m. dan sperling, rayne a. (2011). exploring main idea generation via electronic note-taking. journal of literacy and technology vol. 12 (1):26-63. wilawan, sujunya. (2006). lexical cohesion and metacognitive strategy training: an integrated approach to main idea comprehension. doctoral dissertation. university of leeds. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.61-76 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 19 gender representation in efl textbooks in indonesia fatmawati*, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir universitas katolik indonesia santu paulus ruteng jl. ahmad yani no. 10 ruteng-ntt fatmawati11913@gmail.com article history: submitted on 1st november 2021; accepted on 17th may 2022; published on 30th june 2022 abstract analysing gender issues in the teaching materials in the textbook is crucial as students' way of perceiving gender in their daily lives might be shaped by what they have learned at school. this research concerns analysing how gender representation in two efl textbooks utilized in indonesian secondary schools, pathway to english for sma/ma grade, later called textbook 1 in this study and forward an english course for vocational school students grade vii, which was later called textbook 2. both were published by erlangga. the theory of personal characters proposed by (brugeilles and sylvie, 2009) was used as the basis theory in this study. employing mixed-method research approaches, the researchers analysed how visuals in both textbooks portrayed gender representation by focusing on the frequency of pictures of male and female characters, occupations and activities. the study reveals that the two books show an imbalance of gender representation in all three aspects. gender bias, especially for female occupations and activities, is apparent in the two textbooks. this study suggests that efl teachers evaluate their textbooks to advocate for gender equality in the classroom. keywords: efl textbooks, gender bias, gender representation, stereotypes. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 mailto:fatmawati11913@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 20 introduction the high use of textbooks in teaching english is an undeniable fact. various conveniences obtained by teachers, such as saving time, energy, and practicality, make teachers prefer to use textbooks rather than designing their teaching materials. for novice instructors, textbooks can also serve as a type of teacher training, as they contain ideas for planning and teaching lessons and instructional forms that teachers can employ(richards and richards, 2015). much of today's language teaching would be impossible without the widespread usage of commercial textbooks. almost all learning activities follow what is in the book, such as learning steps, exercises, and other learning activities. in addition, to make it easier for teachers, textbooks also help students to learn independently. with textbooks, they find out what they will learn and what learning goals they have to achieve. these various facilities are the main factor in the high dependence of english teachers on textbooks. however, commercial textbooks continue to have issues with their content. several issues include gender disparity (dewiki, 2008; damayanti, 2014; táboas-pais and rey-cao, 2015; samadikhah and shahrokhi, 2015; aguilar, 2021). this reality necessitates that the teacher reflects on the instructional materials contained in the textbook. using and adapting textbooks effectively is a vital aspect of a teacher's professional expertise (richards and richards, 2015). textbooks are considered a significant component of most language programs(richards and richards, 2015). textbooks are the primary input for students besides teachers. it is critical to assess the books' content's fit for the student's needs. the assessment is strongly recommended, given the extent to which teachers rely on current textbooks, both those developed by the government and those published by private publishers. textbook evaluation is a necessary instructional activity because it demonstrates whether the material in a textbook has been designed by considering the suitability between certain subjects and the needs of certain students or not (samadikhah and shahrokhi, 2015). when a textbook is evaluated, the type of evaluation it receives will reflect the concerns of the person evaluating it (richards and richards, 2015). for example, when a teacher evaluates a book, its usability is considered. the teacher is primarily concerned with whether or not the book is easy to use in the classroom, whether it can be utilized in various ways, and whether or not it can be quickly altered. another teacher may examine a book considerably more critically in terms of its theoretical orientation and approach, such as the theory of conversation is used in a conversation book, or the authenticity of the activities that the book employs, are all important considerations to consider. so, two teachers analyzing a similar book may approach it from completely dissimilar angles. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 21 one of the essential issues to study is how teachers’ and students' textbooks represent gender. the gender issue is crucial, considering that gender discrimination still occurs, especially against women. apart from the patriarchy our society has adopted, this is reinforced and propagated in education, which is supposed to promote gender equality (dewiki, 2008). in line with this, jorquera, (2010) as cited in táboas-pais and rey-cao, 2015, asserts school course books contribute significantly to the process of homogenization; they reproduce social images and settings that simplify social reality and provide a differentiated framework that organizes and defines what is constituted as veracity. analyzing gender featured in the textbook is essential, considering the gender issues described in the book will affect students' perspectives on gender practices in society. the content contained in the textbook shapes and strengthens students' perspectives on gender through the social representations it contains(brugeilles and sylvie, 2009). a significant amount of information is conveyed to students via visuals which enter the public awareness without prior reflection, making iconic language, a highly effective medium for reproducing stereotypes (acaso and nuere, 2005 as cited in táboas-pais and rey-cao, 2015). the theory of brugeilles and sylvie, 2009 is deployed to analyze the personal characteristics of the characters as the basis of social sex based on the pictures and text. the characters' indicators in textbooks are sex, age, designations, actions, attributes, relationships, the place and posture of individual characters in the pictures, and occupations. in this study, the researchers only took three aspects to be analyzed as they relate directly to how gender is perceived in our daily life. the three aspects are sex, actions/ activities, and occupation. previous studies have shown that textbooks still display gender-biased content from various aspects, including frequency in conversation, representation of images in books, initiating conversations, types of daily activities, and sports (dewiki, 2008; samadikhah and shahrokhi, 2015; aljuaythin, 2018). the prior research was conducted to analyze gender representation in pictures and illustrations of primary textbooks in the mexican context (aguilar, 2021). the study shows that males are represented more frequently in illustration, but both genders are represented more equally in pictures. however, three books being analyzed show gender stereotypes in terms of occupation. another research conducted by alsarve (2018) examines the course books used in swedish sports coaching and education programs to see if they show hegemonic masculinity. the findings indicate a male-dominance hegemonic pervades the course books and is repeated through strategic approaches. this hegemony is maintained by the use of strategic approaches. in the textbooks, gender is portrayed and expressed to make it difficult for gender equality to be achieved. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 22 the present study aims at challenging the findings of the previous study in the indonesian context, specifically in senior high school efl textbooks. in this regard, researchers investigate two english textbooks used in different fields of study: efl textbooks for secondary school, which is general english, and the second one is english textbooks for vocational high school. both textbooks are used widely in indonesian schools. accordingly, in this study, there are three research questions to be answered. first, is there an equal representation of male and female characters in textbooks?. second, how are male and female occupations featured in textbooks?. third, how are the activities of male and female characters featured in textbooks? method the prevalence of men and women portrayal, gender occupational roles and activities shown in pictures in two elt textbooks were investigated using a mixed-method approach. to this goal, two efl textbooks were chosen to investigate male and female portrayals in indonesian secondary school textbooks. the books are pathway to english for sma/ma grade vii, which is later called textbook 1 in this study and forward an english course for vocational school students grade vii, which is later called textbook 2. in order to obtain data, the researchers used checklist which is based on the theory of personal characteristics of characters proposed by brugeilles and sylvie (2009). simple observation checklist which covers three aspects including sex, occupation and activities was done in analysing the data. the steps in analysing the data can be seen in graphic 1. graphic 1: data analysis procedure http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 23 diagram 1 shows the procedures in analysing the data. firstly, the researchers counted the frequency of individual and group pictures of male and female characters from each chapter. individual pictures are classified into males and females only, whereas group pictures consist of males/females only, males/ females dominant and neither dominant. neither dominant means the group pictures have a balanced number of males and female characters. then, the totals for all chapters of each book were counted to get the percentage of each category to obtain the dominant pictures. the next step is identifying the occupation of males and female characters portrayed in the pictures. the totals and percentages for each gender were also counted to know how male and female social roles were depicted. the last aspect is activities performed by the characters depicted in the pictures. the activities were classified into job-related activities, domestic activities, daily activities and others. the analysis of the activities performed by the characters is significant to portray how males and female activities are depicted in textbooks. the total of pictures for each activity was also counted for male and female characters. findings and discussion the analysis of gender representation in the textbooks was based on the classification by brugeilles and sylvie (2009). the frequency of male and female characters the frequency of male and female portrayal in textbook 1 is depicted in graphic 2. graphic 2: the frecuency of male and female characters in textbook 1 from graphic 2, it is clear that in textbook 1, the female character is more dominant than the male character. the percentage of pictures that portrayed females reaches 27% and only 17% pictures of males. however, in group characters, the ratio of images between male-only and female-only is 3:1 (13% for male-only and 4% for female only). furthermore, maledominant are more favourable than female-dominant with the ratio of 2:1 (9% for male-dominant and 5% for female-dominant). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 24 graphic 3: the frecuency of male and female characters in textbook 2 textbook 2, on the other hand, shows a different pattern of portraying gender in pictures. this difference can be seen in chart 2 that male characters are more represented. however, the difference is only slight, with 28% of the pictures of the male characters whereas female characters reach 21%. this textbook shows a balanced number of pictures of male-only and female-only characters where both genders are portrayed 11% for group characters. conversely, in group pictures that contain both genders, female dominance is more displayed (4%) even though there is only a slight difference with male-dominant (3%). male and female occupation the pictures feature male and female occupations portrayed in textbook 1 can be seen in graphic 4 below. graphic 4: male and female occupation in textbook 1 interestingly, in terms of occupations in textbook 1, male characters are far more noticeable than female characters with the ratio of 2:1. this result is significantly different from the number of female characters identified in the textbook, where females are more dominant, especially in the individual pictures. this large number of differences is caused by the pictures of female characters dominated by non-job-related pictures, such as sweeping the floor, getting shocked by something unpredictable, and getting http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 25 health problems such as toothache, headache, cold, cough, and stress at work. table 1 shows the male and female occupations found in textbook 1. table 1: male and female occupations in textbook 1 male occupation female occupation newsreader 4 newsreader 1 politician 1 batik painter 1 steward 4 engineer 1 batik painter 1 receptionist 1 officer 1 traditional dancer 2 mechanic 1 athlete showjumper 1 firefighter 1 officer 2 football player 1 farmer 1 military and police 3 ambassador and president 3 street acrobat 3 labour 1 from table 1, it is clear that males’ occupations are more active and prestigious than females. males are portrayed as police, firefighter, military, steward, ambassadors, and presidents, while females are receptionists, traditional dancers, officers, and farmers. however, some occupations are both portrayed by males and females, such as batik painter, officer, newsreader and mechanic/engineer. in textbook 2, the number of occupations between male and female characters is not too far compared to textbook 1. graphic 5: male and female occupation in textbook 2 chart 4 reveals a slightly different number of occupations between males and females where males (55%) are slightly more dominant than females (45%). the slight difference in terms of career is consistent with the frequency of characters occurring. this result is different from textbook 1, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 26 where the dominant characters are female, whereas they have very low numbers in terms of occupation. table 2: male and female occupations in textbook 2 male occupation female occupation police 2 officer 7 mechanic 1 doctor 1 waiter 1 kitchen worker 1 restaurant owner 1 model 1 kitchen supervisor 1 artist 1 librarian 1 teacher 1 singer 4 stewardess 1 painter 1 saloon 1 building worker1 waitress 1 kitchen worker 1 asean summit delegations 1 officer 2 teacher 1 total 18 15 from table 2 above, male and female characters have an imbalanced range of occupation choices. males are portrayed 18 times, and females are 15 times. however, some prestigious occupations are described for females, such as doctors, models, artists, and flight attendants. in addition, both genders are featured to have similar professions as officers, kitchen workers, artists, waiters, and teachers. nevertheless, jobs related to leadership such as police, restaurant owner, kitchen supervisor, and delegation are stereotypically portrayed by males only. male and female characters activities regarding activities, male and female characters are portrayed differently in the two books. in textbook 1, males have job-related activities with 14 pictures, whereas female characters are only shown four times regarding job-related activities. on the contrary, only females are portrayed in domestic activities such as washing the dishes, cooking and cleaning the house. in addition, female characters are also described as having health problems, such as cough, getting cold, headache, toothache and males are only portrayed once on this issue. moreover, females are also depicted as having a psychological problem, such as being sad, whereas male characters are not represented. tables 3 and 4 show the activities portrayed by males and females in individual and group pictures in textbook 1. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 27 table 3: types of activities in individual pictures in textbook 1 types of activities male female health-related activity 1 4 work activity 14 4 shopping 0 1 leisure activity 2 1 sociability 2 0 domestic activity 0 4 cultural related activity 2 0 everyday activity 2 0 stress/ shock/sad 0 2 table 4: male and female actions/ activities in group pictures in textbook 1 types of activities male dominant female dominant neither dominant education activities 1 work activity 5 7 leisure activity 1 2 4 sociability 1 1 farming 1 refugees 1 table 4 indicates that females are not portrayed to have job-related activities and education activities when they are together. they are represented to have leisure activities, social activities and farming. textbook 2 also portrays unequal numbers of pictures for male and female characters regarding job-related activity. males are depicted to dominate job-related activity with 14 photos, whereas females are depicted only ten times. in addition, female characters dominate leisure activities and education. some activities are portrayed to be done only by females, including domestic activities such as cooking, being sad, getting shocked, and having parties. tables 4 and 5 show activities done by males and females in individual and group pictures. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 28 table 5: male and female actions/ activities in pictures in textbook 2 types of activities male female education activities 3 4 work activity 14 10 leisure activity 1 3 domestic activity 0 2 everyday activity 1 stress/ shock/sad 1 party 1 table 6: male and female actions/ activities in group pictures in textbook 2 types of activities male dominant female dominant neither dominant education activities 1 1 3 work activity 1 2 4 sociability 1 furthermore, in the present study, males are portrayed to be involved in activities that show cooperation with other males, such as fixing the machine, playing soccer in a football competition, sailing decorative boats for boat festival, fire brigades putting out the fires on a building, police officers doing their job on the street and river racers in the traditional celebration. on the contrary, females are depicted to do things together with other females during leisure time, such as singing with friends while playing the guitar. moreover, females are shown as sociable in psychological issues such as calming down a sad friend. the two books have different trends in gender portrayed based on the frequency of pictures. based on the frequency of individual and group characters, both textbooks feature imbalanced gender representation in which female characters are more dominant in textbook 1, especially in individual pictures. whereas textbook 2 shows that male characters are more favourable in individual pictures. nevertheless, textbook 1 favours males more than females in group pictures. textbook 2 shows an equal frequency of group pictures that contain male and female-only. but in a mixed group, which includes both male and female characters, femaledominant are more frequently portrayed than male-dominant. textbook 1, which is used at senior high school, portrayed female characters as an individual more dominant than male characters. these findings oppose the prior study conducted by aguilar (2021) and aljuaythin (2018), who reveals that male characters are more depicted. however, in terms of group pictures, male characters are more dominant. compared to males, the number of photos showing females in the group only reaches http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 29 half of the male's pictures. this difference indicates that males are portrayed as more sociable than females. this result disputes the study conducted by damayanti (2014), which reveals that female characters are more sociable where they do things together. a balanced frequency of males and female group pictures is indicated in textbook 2. both genders are portrayed to be sociable. both textbooks show gender bias in terms of job where male characters are more depicted to have jobs. additionally, the stereotypes on the types of job for both genders are obvious. however, textbook 2 portrays more various ranges of elite job chances for female characters better than what is found in textbook 1. these facts can be assumed that the broad range of occupational choices shown in vocational schools is related to the purpose of vocational education on vocation and occupations (billett, 2011)the female characters have prestigious jobs such as being a doctor, an officer, a model, an artist, a model, and a stewardess. moreover, jobs previously related to women are also portrayed by males, such as kitchen workers and waiters. however, some jobs relating to science, technology, leadership, and the jobs that require physical activity and strength are only depicted for males. the jobs are librarian, mechanic, restaurant owner, kitchen supervisor, country delegation, police, and building worker. these findings align with the study conducted by aguilar (2021) that male jobs are related to power and relationship. additionally, the imbalance type of activities performed by males and females is obvious in the textbooks. males were depicted to do sport and job-related activities. on the other hand, females have a limited number of pictures portrayed to do sport and work. females were stereotypically portrayed to do domestic activities such as cooking, caring for children and washing the dishes. a girl is shown to wash the dishes, while an adult female is shown to have multitasking activities where she is cooking while taking care of her child and talking on the phone. in this respect, men are typically regarded as determined, intelligent, and self-sufficient, whereas women are considered to be empathetic, nurturing, and kinder to children (hussain et al., 2015). szameitat et al. (2015) insist that women excel at multitasking compared to males. male were never be in favour to do these domestic and multitasking activities. furthermore, gender bias in terms of activities is obvious in textbook 1 where females are depicted to do party, and being sad where none of male characters are depicted in this activity. men are mostly assigned positive and active roles and activities, whereas women are assigned passive and negative roles and activities (amerian and esmaili, 2014). these findings strengthen the stereotype about women as psychologically weak and easily getting down, whereas males are more active and authoritative. koenig (2018) asserts that women should be communal in nature and avoid dominance. men, on the other hand, should be assertive, self-sufficient, physically masculine, and interested in science and technology. furthermore, men should avoid being weak, emotional, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 30 introverted, and physically feminine. apart from that, masculine characters participate in practically all athletic activities like football, cycling and river racing. in this line, táboaspais and rey-cao (2015) claim that certain activities are only portrayed for a certain gender. these research findings reveal different phenomena from that at the beginning of the 1950s; female athletes were involved in an increasing number of sports that were previously reserved for men (pfister, 2010). despite this fact, textbooks still retain gender stereotypes in their content as mirza (2004) states that gender inequality in society is fostered through gender stereotypes in textbooks. these research findings correlate with klein (2019) that females are less visible than males in terms of numbers, and they are more frequently depicted in stereotyped circumstances than males. gender inequality has been systematized in teaching materials including efl textbooks. it is estimated that approximately one-fifth of all information transmitted to students is delivered through pictures that reach the general consciousness without previous reflection, making iconic language a very effective medium for replicating stereotypes (acaso and nuere, 2005 as cited in táboas-pais and rey-cao, 2015) . gender inequality is very clearly demonstrated in every element of the textbooks, including the quantity of images, the types of job and activities performed by both genders. occupations and types of activities are still deemed more appropriate for specific genders. stereotypes regarding women's primary domestic responsibilities and tasks as mothers, daughters, and housewives continue to be perpetuated (amerian and esmaili, 2014). to promote gender equality in the classroom, elt teachers must be aware of gender representation in efl materials. textbook plays a critical role in advancing education and social development (mirza, 2004). (leach, 2003) asserts that gender stereotypes in textbook must be minimised, and women should be presented in more professional and active roles. conclusions since the two textbooks are used in different fields, senior high school and vocational school, this research found that both have different trends in portraying gender in terms of the frequency of male and female pictures, occupations and activities. firstly, in terms of the frequency of female and male pictures, textbook 1 shows that females are more portrayed in individual images. however, in group pictures, males are more favourable. men are portrayed to be more sociable than females. textbook 2 depicted males more than females in individual images. nevertheless, there is a balanced number of pictures for similar gender group pictures and a slight difference in mixed-gender pictures where the male-dominant picture is slightly higher than the female-dominant. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 31 secondly, regarding the occupation, males are more represented, and they have various types of prestigious and active careers. both textbooks indicate that males' professions are more active than females. they become police, firefighter, and military. females are receptionist, traditional dancers and officers. lastly, the kinds of activities done by male and female characters represent an imbalance of gender. males dominate job-related activities, whereas females involve in domestic activities like cooking, washing the dishes and cleaning the house. male characters have never been portrayed to apply in these types of activities. in addition, females are depicted to do other activities such as parties and having leisure time. references aguilar, j. s. (2021). gender representation in efl textbooks in basic education in mexico. mextesol journal, 45(1), 1–9. aljuaythin, w. (2018). gender representation in efl textbooks in saudi arabia: a critical discourse analysis approach. international journal of applied linguistics and english literature, 7(5), 151. https://doi.org/10.7575/aiac.ijalel.v.7n.5p.151 alsarve, d. (2018). addressing gender equality: enactments of gender and hegemony in the educational textbooks used in swedish sports coaching and educational programmes. sport, education and society, 23(9), 840–852. https://doi.org/10.1080/13573322.2017.1280012 amerian, m., and esmaili, f. (2014). language and gender: a critical discourse analysis on gender representation in a series of international elt textbooks. international journal of research studies in education, 4(2). https://doi.org/10.5861/ijrse.2014.963 billett, s. (2011). purposes of vocational education. vocational education, 135–175. https://doi.org/10.1007/978-94-007-1954-5_6 brugeilles, c., and sylvie, c. (2009). analysing gender representations in school textbooks. in université paris descartes. université paris descartes. damayanti, i. l. (2014). gender construction in visual images in textbooks for primary school students. indonesian journal of applied linguistics, 3(2), 100–116. https://doi.org/10.17509/ijal.v3i2.272 dewiki, s. (2008). perspektif gender dalam bahan ajar cetak pada pendidikan jarak jauh. jurnal pendidikan terbuka dan jarak jauh, 9, 41– 50. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 19-32 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x gender representation in efl textbooks… fatmawati, leonardus par, yosefina rosdiana su, ely heldydiana selamat, indawati nur mahir doi: https://doi.org/10.26714/lensa.11.2.2022.19-32 32 hussain, m., naz, a., khan, w., daraz, u., and khan, q. (2015). gender stereotyping in family: an institutionalized and normative mechanism in pakhtun society of pakistan. sage open, 5(3). https://doi.org/10.1177/2158244015595258 klein, a. (2019). cleaning mums and brave policemen: gender representation and gender-inclusive language in efl teaching materials in lithuania. taikomoji kalbotyra, 12, 75–96. https://doi.org/10.15388/tk.2019.17233 koenig, a. m. (2018). comparing prescriptive and descriptive gender stereotypes about children , adults , and the elderly. 9(june). https://doi.org/10.3389/fpsyg.2018.01086 leach, f. (2003). 1. practising gender analysis in education. in oxfam. oxfam. https://doi.org/10.3362/9780855988333.001 mirza, m. (2004). gender analysis of school curriculum text books. unesco. pfister, g. (2010). women in sport-gender relations and future perspectives. sport in society, 13(2), 234–248. https://doi.org/10.1080/17430430903522954 richards, j., and richards, j. c. (2015). the role of textbooks in a language program the role of textbooks in a language program. june, 1–6. samadikhah, m., and shahrokhi, m. (2015). a critical discourse analysis of elt materials in gender representation: a comparison of summit and top notch. english language teaching, 8(1), 121–133. https://doi.org/10.5539/elt.v8n1p121 szameitat, a. j., hamaida, y., tulley, r. s., saylik, r., and otermans, p. c. j. (2015). “women are better than men”-public beliefs on gender differences and other aspects in multitasking. plos one, 10(10), 2–6. https://doi.org/10.1371/journal.pone.0140371 táboas-pais, m. i., and rey-cao, a. (2015). racial representation in physical education textbooks for secondary schools: image content and perceptions held by students. sage open, 5(1), 1–11. https://doi.org/10.1177/2158244015574972 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.19-32 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 58 nilai religius dalam buku teks bahasa indonesia smp kurikulum 2013 religious values in indonesian language textbooks smp curriculum 2013 nur indah sholikhati desy rufaidah universitas sarjanawiyata tamansiswa, kota yogyakarta nur.indah@ustjogja.ac.id riwayat artikel: dikirim 27 november 2019; diterima 12 juni 2020; diterbitkan 30 juni 2020 abstrak buku teks merupakan salah satu komponen penting dalam proses pembelajaran. diharapkan dalam buku teks bahasa indonesia tidak hanya terdapat ilmu bahasa dan sastra, tetapi terdapat pula penanaman nilainilai pendidikan karakter. penelitian ini bertujuan mendeskripsikan penanaman pendidikan karakter religuis dalam buku teks bahasa indonesia smp kurikulum 2013. penelitian yang dilakukan merupakan penelitian deskriptif kualitatif. data pada penelitian ini berupa frasa, kata, klausa, kalimat, paragraf, dan wacana yang memuat konten-konten tentang penanaman pendidikan karakter dalam buku teks bahasa indonesia smp kurikulum 2013. dalam penelitian ini, data diperoleh dari buku teks bahasa indonesia kelas vii, viii, dan ix kurikulum 2013. pada penelitian ini instrumen penelitian merupakan peneliti yang dibekali teori mengenai pendidikan karakter. selain itu, peneliti dilengkapi dengan instrumen berupa kartu data yang memuat pendidikan karakter religius. instrumen tersebut divalidasi dengan validasi konten oleh pakar (expert judgement) yang dilakukan oleh ahli pengajaran bahasa. keabsahan data dilakukan dengan teknik pemeriksaan teman sejawat melalui diskusi atau focus group discusion (fgd). analisis data dalam penelitian ini menggunakan model analisis interaktif. kata kunci: pendidikan karakter, religius, buku teks. abstract textbooks are one important component in the learning process. it is hoped that indonesian textbooks will not only have linguistics and literature, but there will also be the inculcation of the values of character education. this study aims to describe the cultivation of religious character education in indonesian language textbooks at smp curriculum 2013. the research conducted was a descriptive qualitative study. the data in this study are in the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 mailto:nur.indah@ustjogja.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 59 form of phrases, words, clauses, sentences, paragraphs and discourses that contain content about inculcation of character education in indonesian textbooks for smp curriculum 2013. in this study, the data were obtained from indonesian textbooks class vii, viii, and ix curriculum 2013. in this study, the research instrument is a researcher who is equipped with theories about character education. in addition, researchers are equipped with instruments in the form of data cards containing religious character education. the instrument was validated by content validation by experts (expert judgment) conducted by language teaching experts. the validity of the data is done by peer examination techniques through discussion or focus group discussion (fgd). data analysis in this study uses an interactive analysis model. keywords: character education, religious, textbook. pendahuluan bidang pendidikan memegang peranan yang sangat penting dalam pembangunan sosial budaya, ekonomi negara, dan sumber daya manusia. kurikulum 2013 dikembangkan dengan mengintegrasikan pendidikan karakter ke dalam setiap mata pelajaran di sekolah, salah satunya mata pelajaran bahasa indonesia. prinsip ini seharusnya dijabarkan dalam isi buku teks agar dapat dilaksanakan dalam proses kegiatan belajar mengajar. pengajaran bahasa indonesia di smp tidak dapat dipisahkan dari adanya buku pelajaran bahasa dan sastra indonesia yang memenuhi syarat akademik. seperti yang dikatakan tarigan (1986: 13), buku teks berperan penting untuk menunjang suatu program pengajaran. kurikulum 2013 memfokuskan pendidikannya pada tiga ranah yaitu sikap, keterampilan, dan pengetahuan. dengan ini, kurikulum 2013 menuntut peserta didik untuk mengembangkan sikap/moral diri. dengan melihat dan menelaah kondisi pendidikan saat ini, rendahnya karakter atau pembentukan sikap peserta didik menjadi fokus dalam kurikulum 2013. konsep kurikulum 2013 merupakan wadah pembentuk karakter peserta didik baik secara religius maupun sosial. adapun harapan nilai karakter yang ideal sesuai dengan sistem pendidikan nasional kurikulum 2013 yang ditetapkan oleh kementrian pendidikan nasional yaitu religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab. gagasan tentang nilai-nilai pendidikan karakter tersebut terbatas pada sekolah formal saja. dengan buku teks, peserta didik dapat mempelajari materi yang akan atau sudah disampaikan pendidik kapan pun. efendi (2009: 3) mengatakan bahwa buku teks adalah buku yang dapat dijadikan sebagai pegangan peserta didik sebagai media pembelajaran (instruksional). departemen pendidikan nasional (2006: 12) memaparkan komponen-komponen dalam buku teks, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 60 yaitu (1) pendahuluan berupa tujuan instruksional dan sebagainya; (2) uraian berupa penggunaan istilah/konsep, ciri-ciri, klasifikasi, rincian, rumus, contoh, penilaian, dan manfaat; (3) bentuk visual berupa tabel, format, bagan, peta, potret, dan gambar; (4) petunjuk praktik; (5) latihan, pertanyaan, dan tugas; serta (6) rangkuman. buku teks disusun oleh pakar. dalam penyusunan buku teks bahasa indonesia, harus memperhatikan landasan penyusunan buku teks. menurut departemen pendidikan nasional (2006: 6-12) buku teks bahasa indonesia harus disusun dengan berlandaskan keilmuan bahasa dan sastra, ilmu pendidikan dan keguruan, serta keterbacaan materi dan bahasa yang digunakan. lebih lanjut dijelaskan bahwa landasan keilmuan bahasa dan sastra indonesia mengandung tujuh prinsip, yaitu (1) prinsip kebermaknaan, (2) prinsip keotentikan, (3) prinsip keterpaduan, (4) prinsip keberfungsian, (5) prinsip performansi komunikatif, (6) prinsip kebertautan (kontekstual), dan (7) prinsip penilaian. buku teks bahasa indonesia kelas vii jenjang smp/mts edisi revisi 2017 mencantumkan beberapa contoh teks yang erat kaitannya dengan pendidikan karakter. salah satunya terdapat pada bab ii pada teks cerita fantasi bahwa tuhan sudah menganugerahkan kemampuan berfantasi sebagai sumber kreativitas dan mengajak para peserta didik untuk memanfaatkannya. penelitian tentang pendidikan karakter pernah dilakukan oleh agus, et al (2019) dengan judul “cultural-based education of tamanpeserta didik as a locomotive of indonesian education system” yang menghasilkan pemikiran bahwa ajaran ki hadjar dewantara berakar pada budaya luhur yang tidak hanya terfokus pada kecerdasan otak semata, tetapi juga membangun karakter yang baik berdasarkan konsep trisakti jiwa yang terdiri atas cipta, rasa, dan karsa. kesinergisan antara ketiga konsep tersebut akan menghasilkan penalaran yang berkualitas, baik dari aspek emosional maupun motivasi. selain itu, agus et al (2019) juga berpendapat bahwa dalam sistem pengajaran dan pendidikan, diperlukan penerapan konsep trilogi kepemimpinan. pernyataan tersebut menjelaskan bahwa dalam proses pengajaran dan pendidikan yang asah, asih, dan asuh, sangat diperlukan konsep trilogi kepemimpinan, yakni ing ngarsa sung tuladha, ing madya mangun karsa, dan tut wuri handayani. dengan penerapan konsep tersebut, maka pendidik memosisikan dirinya di depan sebagai model (teladan), di tengah untuk memberikan semangat, dan di belakang untuk memberikan dukungan dan dorongan. hal ini disebabkan karena sistem pendidikan di indonesa harus ditata secara cerdas, mendalam, kreatif, inovatif, terintegrasi, komprehensif, dan futuristik, tetapi tetap berpondasi pada nilai budaya luhur di indonesia. penanaman pendidikan karakter dalam buku teks bahasa indonesia dapat tecermin dalam materi, teks wacana, instruksi, dan soal. kementerian pendidikan nasional (2010: 21) menjelaskan bahwa cara mengintegrasikan nilai-nilai karakter ke dalam materi pembelajaran dapat dilakukan dengan mengungkapkan nilai-nilai yang ada dalam materi pembelajaran, mengintegrasikan nilai-nilai karakter menjadi bagian terpadu dari materi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 61 pembelajaran, menggunakan perumpamaan dan membuat perbandingan dengan kejadian-kejadian serupa dalam hidup para peserta didik, mengubah hal-hal negatif menjadi nilai positif, mengungkapkan nilai-nilai melalui diskusi dan curah pendapat, menggunakan cerita untuk memunculkan nilai-nilai, menceritakan kisah hidup orang-orang besar, menggunakan lagu-lagu dan musik untuk mengintegrasikan nilai-nilai, menggunakan drama untuk melukiskan kejadian-kejadian yang berisi nilai-nilai, menggunakan berbagai kegiatan seperti kegiatan pelayanan, praktik lapangan melalui klub-klub atau kelompok kegiatan untuk memunculkan nilai-nilai kemanusiaan. sementara itu, dalam lampiran peraturan menteri pendidikan dan kebudayaan nomor 68 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah menengah pertama/madrasah tsanawiyah pada kompetensi inti 1 (sikap spiritual) dan kompetensi inti 2 (sikap sosial), karakter yang harus dibangun meliputi religius, jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, dan percaya diri. di samping pendidikan karakter menurut kementerian pendidikan nasional dan yang terdapat pada ki 1 dan ki 2, dewantara (2013) mengajarkan sikap-sikap karakter dalam fatwanya yang meliputi ngandel, kendel, bandel, dan kandel yang berarti percaya akan memberikan pendirian yang tegak kemudian diikuti dengan berani dan tidak lekas ketakutan. penelitian ini memfokuskan pada buku peserta didik mata pelajaran bahasa indonesia jenjang smp. hal ini dengan pertimbangan bahwa peserta didik smp rentan dengan permasalahan pembentukan karakter. sesuai perkembangan usia tersebut masih mencari jati diri dan mudah mendapatkan pengaruh dari luar terutama sikap negatif. oleh karena itu, bentuk nilai-nilai harus tertuang dengan jelas dan mudah dipahami dan dilakukan oleh peserta didik, sedangkan dari sudut guru mudah untuk diteladankan (dicontohkan) secara nyata dalam kehidupan di sekolah. berdasarkan latar belakang tersebut, maka peneliti mencoba untuk mendeskripsikan nilai religius yang terkandung di dalam buku teks bahasa indonesia jenjang smp. untuk itu peneliti mengambil penelitian dengan judul nilai religius dalam buku teks bahasa indonesia jenjang smp. atas dasar pertimbangan tersebut, penelitian ini dilakukan dengan harapa dapat menjadi masukan muatan nilai karakter untuk mempersiapkan buku ajar peserta didik. metode penelitian deskriptif merupakan salah satu jenis penelitian berdasarkan tingkat eksplanasi dengan mendeskripsikan hasil penelitian (sugiyono, 2016: 7). dengan demikian, penelitian ini termasuk penelitian deskriptif dengan metode kualitatif. hal ini dikarenakan penelitian ini mendeskripsikan penerapan pendidikan karakter dalam buku teks peserta didik bahasa indonesia smp. data penelitian berupa frasa, kata, klausa, kalimat, paragraf, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 62 dan wacana yang memuat konten-konten tentang penerapan pendidikan karakter dalam buku teks bahasa indonesia smp kurikulum 2013. menurut arikunto (2010: 265), peneliti harus menyusun instrumen pengumpulan data dengan cermat supaya mendapatkan data yang tepat. dalam hal ini, data dikumpulkan dengan teknik dokumentasi dengan instrumen penelitian berupa peneliti yang dibekali teori, dilengkapi dengan definisi operasional, dan kartu data yang memuat indikator aspek-aspek pendidikan karakter. keabsahan data diawali dari validasi instrumen yang akan dilakukan oleh pakar atau expert judgment. pakar atau expert judgment dalam penelitian yang akan dipilih adalah ahli pengajaran bahasa berpendidikan minimal s-2. pakar akan dibekali instrumen berupa kartu data dan definisi operasional. adapun instrumen defenisi operasional terdapat pada lampiran. selain itu, keabsahan data akan dilakukan dengan teknik pemeriksaan teman sejawat melalui diskusi atau focus group discusion (fgd). pada saat fgd, peneliti akan memaparkan dan mendiskusikan hasil penelitian sementara dengan ahli dan rekan sejawat (rochmiyati, 2010: 74). setelah data yang terkumpul dan diperiksa, kemudian data dianalisis. analisis data pada penelitian kualitatif dapat dilakukan sejak awal sampai akhir penelitian (sugiyono, 2016: 24). pada saat proses pengumpulan data, proses analisis sudah dapat dimulai. analisis data yang akan digunakan yakni model analisis interaktif. model analisis interaktif terdiri atas tiga alur kegiatan yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi (milles dan huberman, 2009: 16). gambar 1. komponen-komponen analisis data model interaktif (miles & huberman, 2009: 16) pengumpulan data penyajian data reduksi data kesimpulan penarikan/ verifikasi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 63 lebih lanjut dijelaskan bahwa reduksi data merupakan proses pemilihan dan penyederhanaan dari catatan-catatan tertulis di lapangan. data yang telah direduksi disajikan dalam bentuk teks naratif kemudian ditarik kesimpulan. jika kesimpulan tidak didukung bukti-bukti yang valid, maka peneliti kembali ke proses alur awal. hasil dan pembahasan berdasarkan pengamatan pada ketika buku teks pelajaran bahasa indonesia jenjang smp kurikulum 2013, ditemukan beberapa substansi wujud pendidikan karakter, di antaranya yakni wujud karakter manusia terhadap tuhan, karakter manusia terhadap diri sendiri, karakter manusia terhadap sesama. unsur pendidikan karakter yang terlihat intensif ada pada nilai karakter dalam hubungannya kepada tuhan yang maha esa. dalam kaitannya dengan hal tersebut, maka nilai yang mendapatkan perhatian utama yakni nilai-nilai religius. nilai religius merupakan nilai karakter yang memfokuskan pada bagaimana peserta didik dapat menghayati, meyakini, dan melaksanakan ajaran agama dan kepercayaan yang dianut. sikap merupakan kecenderungan yang relatif menetap yang beraksi dengan cara baik atau buruk terhadap orang atau barang tertentu (syah, 2011). sikap adalah suatu persiapan bertindak atau berbuat dalam suatu arah tertentu. ada dua macam bentuk sikap yakni sikap individual dan sikap sosial. sikap merupakan sebuah kecenderungan yang menetukan atau suatu kekuatan jiwa yang mendorong seseorang untuk bertingkah laku yang ditujukan ke arah suatu objek khusus dengan cara tertentu, baik objek itu berupa orang, organisasi, maupun masalah, bahkan jika itu mengenai dirinya sendiri. sedangkan religius, terbentuk dari kata dasar ‘religi’ yang berasal dari bahasa asing religion sebagai kata bentuk dari kata benda yang berarti agama. menurut jalaluddin (2008), agama memiliki arti percaya kepada tuhan atau kekuatan super human atau kekuatan yang di atas dan disembah sebagai pencipta dan pemelihara alam semesta; ekspresi dari kepercayaan di atas berupa amal ibadah; dan suatu keadaan jiwa atau cara hidup yang mencerminkan kecintaan atau kepercayaan terhadap tuhan, kehendak, sikap, dan perilakunya sesuai dengan aturan tuhan seperti tampak dalam kehidupan kebiasaan. dari uraian di atas dapat disimpulkan bahwa sikap religius merupakan suatu keadaan diri seseorang yang jika melakukan setiap aktivitasnya selalu berkaitan dengan agamanya. dalam hal ini pula dirinya selalu menghamba dan memercayai tuhannya serta berusaha agar dapat merealisasikan atau mempraktikkan setiap ajaran agamanya atas dasar iman yang ada dalam batinnya. indikator pada aspek religius meliputi (a) berpegang teguh pada ajaran agama dan percaya kepada tuhan (ngandel), (b) melaksanakan ajaran agama dan kepercayaan yang dianutnya. terdapat 31 data mengenai muatan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 64 pendidikan karakter nilai religius dalam buku peserta didik bahasa indonesia jenjang smp kurikulum 2013, dengan rincian 10 data pada buku teks peserta didik kelas vii, 13 data pada buku teks peserta didik kelas viii, dan 8 data pada buku teks peserta didik kelas ix. berikut beberapa contoh muatan pendidikan karakter religius dalam buku teks peserta didik bahasa indonesia smp kurikulum 2013. 1. berpegang teguh pada ajaran agama dan percaya kepada tuhan (ngandel) (1) tuhan telah menganugerahkan kemampuan berfantasi sebagai sumber kreativitas. ayo kamu manfaatkan! kalau tekun berlatih pasti bisa. gurumu akan memfasilitasi kamu untuk mengasah kreativitas dan menjadi penulis hebat! (halaman 45, bab ii, buku peserta didik kelas vii) dari penggalan data (1) tersebut, kementerian pendidikan berusaha untuk menanamkan kepercayaan pada peserta didik bahwa kemampuan berfantasi dan berkreasi tersebut merupakan anugrerah yang diberikan tuhan kepada peserta didik. (2) pelajaran yang dapat kita ambil dari cerita itu adalah mulut kita dilarang berbicara yang menyinggung kekurangan orang lain. tuhan menciptakan makhluknya dengan keistimewaan sendirisendiri. (halaman 218, bab vi, buku peserta didik kelas vii) sama halnya dengan penggalan data (1), data (2) ini juga mencerminkan ajaran kepercayaan pada tuhan dalam pembelajaran tersebut. hal ini terlihat adanya pernyataan bahwa tuhan telah menciptakan semua makhluknya (dalam hal ini peserta didik) dengan memiliki keistimewaan masing-masing. (3) sorga ada di telapak kaki ibu. (halaman 33, bab ii, buku peserta didik kelas viii) penggalan data tersebut menjelaskan bahwa letak surga di dunia ini yaitu terdapat di “telapak kaki ibu”. maksud dari pernyataan itu yaitu dengan restu seorang ibu, maka seseorang juga akan diridai tuhan. sikap istikamah tersebut dimunculkan untuk menambah kepercayaan peserta didik kepada tuhan dan berpegang teguh terhadap ajaran agamanya. (4) semua manusia pada dasarnya sama. yang membedakan manusia di mata tuhan bukanlah fisiknya, tetapi keimanan, kejujuran, kemuliaan, kebaikan dengan manusia lain. (halaman 157, bab vi, buku peserta didik kelas ix) dari pernyataan pada penggalan data (4) di atas, penulis buku teks peserta didik bahasa indonesia terlihat berusaha untuk mengajarkan kepada peserta didik mengenai keimanan, kejujuran, kemuliaan, dan kebaikan dengan manusia lain. dengan penanaman http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 65 konsep tentang keimanan dan kemuliaan tersebut, diharapkan peserta didik semakin memegang teguh ajaran-ajaran dalam agama yang dipercayainya. 2. melaksanakan ajaran agama dan kepercayaan yang dianutnya (5) pada unit ini kamu akan belajar tentang puisi rakyat. kita patut bersyukur kepada tuhan karena dianugerahi leluhur yang memiliki kearifan dan diwariskan melalui berbagai puisi rakyat. kita juga patut terus bersyukur karena tuhan memberikan cipta dan karsa untuk mencipta. (halaman 166, bab v, buku peserta didik kelas vii) dari penggalan data tersebut, tim penulis mengajak para peserta didik untuk selalu bersyukur atas segala pemberian yang telah tuhan anugerahkan. pengungkapan rasa syukur ini diwujudkan dengan menciptakan suatu karya berdasarkan materi yang telah diajarkan. selain ditujukan untuk menciptakan suatu karya, pengungkapan rasa syukur juga diungkapkan dalam fabel yang berjudul “sesama saudara harus berbagi” seperti pada penggalan data (6) berikut ini. (6) “kalian harus mau berbagi ya, anak-anak. walau menurut kalian kurang, ini adalah rezeki yang harus disyukuri,” lanjut ibu pip. (halaman 198, bab vi, buku peserta didik kelas vii) rasa syukur ini secara eksplisit dicontohkan dalam suatu teks fabel agar peserta didik diharapkan dapat meneladani dan mengikuti cerita tersebut untuk selalu bersyukur atas rezeki yang dimiliki. rasa syukur kepada tuhan inilah salah satu bentuk melaksanakan ajaran agama yang dianutnya. (7) tiada lagi nasihat-nasihat yang indah itu. kami semua kangen ibu. kerinduan kami hanya bisa diungkapkan lewat doa untuk bu guru luar biasa seperti ibu. semoga ibu senantiasa sehat dan dalam lindungan-nya. (halaman 247, bab vii, buku peserta didik kelas vii) perwujudan pelaksanaan ajaran agama juga digambarkan dalam bentuk doa-doa untuk bu guru kepada tuhan yang disampaikan oleh seorang peserta didik di dalam surat. penggambaran mengenai ajaran berdoa kepada tuhan ini juga terdapat dalam buku peserta didik kelas viii seperti pada penggalan data (8) berikut ini. (8) dengan kata-kata itu, penyair bermaksud menggambarkan keadaan dirinya ketika sedang berdoa kepada allah, tuhan yang mahakuasa. ia menggambarkan dirinya lemah. namun, ia pun merasakan suasana tenteram. melalui kata-kata itu pula http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 66 penyair menunjukkan keinginan agar tuhan mengisi seluruh kalbunya. tentang besarnya cinta, kerinduan, dan kepasrahan sang penyair akan tuhannya. (halaman 100, bab iv, buku peserta didik kelas viii) dari penggalan data di atas, penulis buku secara implisit berusaha membiasakan peserta didik untuk berdoa kepada tuhan melalui kata-kata penyair dalam puisinya. melalui penjelasan tentang puisi tersebut, penulis mengajarkan peserta didik untuk membiasakan berdoa kepada tuhan dan bertawakal melalui berbagai media, salah satunya media puisi. (9) ... berdoalah sebelum belajar dengan niat tulus akan belajar sungguh-sungguh... (halaman 194, bab vii, buku peserta didik kelas viii) penggalan data (9) di atas menunjukkan usaha untuk mengajak peserta didik berdoa terlebih dahulu sebelum belajar. dengan berdoa terlebih dahulu, maka peserta didik akan selalu mengingat tuhan dan melaksanakan ajarannya untuk selalu berdoa sebelum melakukan segala aktivitas. (10) pada teks cerita pendek berjudul “pohon keramat” halaman 53 60, berikut kutipannya: bagi saya, gunung beser menyimpan kenangan tersendiri. sejak umur 5 tahun saya sering tidur di rumah kakek. setiap subuh kakek membangunkan saya dan mengajak pergi ke masjid kecil di pinggir sawah. saya yang kadang masih merasa ngantuk, begitu turun dari rumah selalu takjub melihat gunung beser berdiri kukuh. saya merasa kesegaran pagi—harum dedaunan dan bau tanah—adalah bau khas gunung beser. saya selalu berharap begitu turun dari rumah bisa melihat gunung itu bercahaya. selesai salat, kakek biasa mengontrol air sawah. saya selalu menguntitnya dari belakang tanpa banyak bicara. ... dari pematang yang lebar-lebar, saya menyaksikan bagaimana gunung beser yang seperti patung raksasa hitam itu lambat laun bercahaya tertimpa sinar matahari. saya sering beranggapan bahwa cahaya itu bukan dari matahari, tetapi keluar dari hati saya sendiri. setiap melihat dedaunan yang bergoyangan, saya sering melamun melihat mbah jayasakti salat di atas daun pisang. ... setiap sore, kecuali hari jumat, anak-anak belajar mengaji di masjid. kakek awalnya mengajar, tapi akhirnya diteruskan oleh kang hasim. saya menjadi anak emas apabila kang hasim mengajar. selain dari kang hasim, saya belajar mengaji dari http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 67 kakek, bagi saya mengaji bukan hal baru. (halaman 54-55, bab iii, buku peserta didik kelas ix) berdasarkan penggalan data (10) tersebut, terlihat banyak sekali nilai-nilai religius mengenai pelaksanaan ajaran agama dan kepercayaan yang dianutnya. pemuatan nilai-nilai tersebut terlihat dari apa yang dilakukan tokoh “kakek”. apa yang dilakukan “kakek” tersebut, seperti ketawaduannya, keistikamahannya, dan usaha atau keikhtiaran seorang kakek tersebut seolah ingin mengajarkan dan mendidik peserta didik untuk melakukan ajaranajaran seperti yang dilakukan oleh tokoh “kakek”. berdasarkan data yang telah ditemukan berkaitan pada aspek yang pertama, ‘berpegang teguh pada ajaran agama dan percaya kepada tuhan (ngandel)’, nilai-nilai religius yang tergambar dalam materi buku teks tersebut dapat membantu membentuk karakter peserta didik menjadi lebih berakhlak mulia. nilai-nilai religius yang tergambar mencerminkan akhlak yang baik bagi seseorang yaitu akhlak kepada allah swt., akhlak kepada orang tua, dan akhlak dalam menerima ketentuan allah. selain berpegang teguh pada ajaran agama dan percaya kepada tuhan (ngandel), ada aspek kedua yang menjadi indikator penelitian, yakni ‘melaksanakan ajaran agama dan kepercayaan yang dianutnya’. dari aspek kedua tersebut, nilai religius dari materi pembahasan diharapkan dapat dilaksanakan oleh peserta didik dalam kehidupan seharihari. data yang tergambar sebagai bentuk pemuatan nilai religius sudah memunculkan nilai yang mengarah ke acuan indikator dalam penelitian. oleh karena itu, materi di dalam buku teks bahasa indonesia jenjang smp dapat berguna untuk peserta didik dalam membentuk kepribadian yang religius sesuai dengan tujuan yang tertuang di dalam kurikulum 2013 yaitu menjadikan manusia yang beriman, berakhlak, dan bertakwa kepada tuhan yang maha esa. hal ini merupakan sikap yang berguna bagi seorang peserta didik yang merupakan pelajar yang baru berusia remaja. dengan cerpen-cerpen yang digunakan sebagai materi pembelajaran sastra tersebut dapat menumbuhkan sikap-sikap yang lebih religius lagi baik itu berguna bagi diri sendiri maupun orang-orang yang berada di sekitarnya. kesimpulan berdasarkan hasil penelitian yang telah penulis lakukan dalam buku teks bahasa indonesia jenjang smp kurikulum 2013, dapat disimpulkan bahwa nilai religius dalam materi pembelajaran pada buku teks bahasa indonesia smp/mts adalah sebagai berikut. nilai religius dalam materi pembelajaran http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 58-68 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x nilai religius dalam buku teks ... nur indah sholikhati, desy rufaidah doi: https://doi.org/10.26714/lensa.10.1.2020.58-68 68 pada buku teks bahasa indonesia smp/mts tergambarkan melalui penguraian karya sastra, misalnya syair dan puisi, tokoh-tokoh dalam cerita, serta kalimat petunjuk untuk melakukan/mengerjakan sesuatu. nilai religius seperti nilai syukur, ikhtiar, tawakal, tawadhu, dan istikamah dapat dipelajari dari beberapa penggalan dalam materi pembelajaran tersebut. nilai religius syukur tergambar dalam materi tentang cerita fantasi pada kelas vii; nilai religius istikamah dalam materi iklan, sarana komunikasi pada kelas viii; tawadu dalam materi cerita pendek pada kelas ix, tawakal dalam materi indahnya berpuisi pada kelas viii; ikhtiar dan istikamah dalam materi cerita pendek pada kelas ix. nilai religius tersebut mencerminkan akhlak sesorang yaitu akhlak kepada allah swt., akhlak kepada orang tua, dan akhlak dalam menerima ketentuan allah. hal ini baik untuk peserta didik teladani dan terapkan dalam pembelajaran di sekolah maupun kehidupan sehari-hari. daftar pustaka agus, cahyono, et al. 2019. “cultural-based education of tamansiswa as a locomotive of indonesian education system”. springer nature switzerland. universities as living labs for sustainable development. world sustainability series. springer, cham. arikunto, s. 2010. prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. dewantara, ki hadjar. 2013. bagian pertama: pendidikan (pemikiran, konsepsi, keteladanan, sikap merdeka). yogyakarta: ust press bekerja sama dengan majelis luhur persatuan tamansiswa. harsiati, titik, agus trianto, dan e. kosasih. 2017. bahasa indonesia edisi revisi smp/mts kelas vii. jakarta: kemendikbud. kementrian pendidikan nasional. 2010. buku pedoman pendidikan karakter di sekolah menengah pertama. jakarta: direktorat jenderal mandikdasmen, direktorat pembinaan smp. kosasih. 2017. bahasa indonesia smp/mts kelas viii edisi revisi 2017. jakarta: kemendikbud. miles, matthew b. & a. michael huberman. 2009. analisis data kualitatif. jakarta: ui-press. sugiyono. 2016. metode penelitian kombinasi (mixed methods). bandung: penerbit alfabeta. syah, muhibbin. 2011. psikologi pendidikan. bandung :pt remaja rosdakarya. tarigan. 1986. telaah buku teks bahasa indonesia. bandung: aksara. trianto, agus, titik harsiati, dan e. kosasih. 2018. bahasa indonesia smp/mts kelas ix edisi revisi 2018. jakarta: kemendikbud. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.121-140 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 104 hegemoni media massa dalam novel “faith and the city (2015)” karya hanum salsabiela rais dan rangga almahendra mass media hegemony in “faith and the city” novel by hanum salsabiela rais and rangga almahendra wafiqotin nazihah candra rahma wijaya putra universitas muhammadiyah malang jl. raya tlogomas no.246 malang, jawa timur, indonesia wafiq.armadyah@gmail.com riwayat artikel: dikirim 7 januari 2020; diterima 12 juni 2020; diterbitkan 30 juni 2020 abstrak tujuan umum penelitian ini adalah untuk mendeskripsikan pengaruh hegemoni yang berdampak pada kekuasaan dan dialami oleh habitus kelas bawah dalam novel faith and the city (2015). pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode analisis isi (content analysis) guna mendeskripsikan secara rinci bentuk penguasaan dalam bentuk hegemoni yang ada dalam novel faith and the city (2015) berkaitan dengan problematika kompleks mengenai kehidupan bersosial. data dikumpulkan melalui kutipan dan dialog antar tokoh dengan deskriptif yang tersistematis. hasil penelitian hegemoni media massa yang dialami tokoh terdiri atas struktur sosial yang berdampak pada kekuasaan norma masyarakat dan kekuasaan kelas sosial dalam novel faith and the city (2015). hegemoni yang dilakukan oleh tokoh kelas sosial atas kepada kelas sosial bawah berdampak pada kehidupan tokoh lain pada strata yang lebih rendah, sehingga kaum terhegemoni mengalami tekanan bathin dalam kehidupannya meskipun perilaku hegemoni sudah berdasar pada kesepakatan kedua belah pihak. teknik pengumpulan data peneliti menggunakan teknik simak catat. hasil analisis novel memuat unsur hegemoni media massa yang berdampak pada kehidupan tokoh lain. kata kunci: hegemoni, media massa, kelas sosial, masyarakat. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 mailto:wafiq.armadyah@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 105 abstract the general objective of this research is to describe the influence of hegemony that affects the power experienced by lower-class habitus in the novel faith and the city (2015). the approach used in this study is a qualitative approach with a content analysis method to describe in detail the form of mastery in the form of hegemony in the novel faith and the city (2015) relating to complex problems regarding social life. data is collected through quotations and dialogues between characters with systematic descriptive analysis. the results of mass media hegemony research experienced by the figures consist of social structures that affect the power of community norms and the power of social classes in the novel faith and the city (2015). the hegemony carried out by upper social class figures to the lower social class has an impact on the lives of other figures in the lower strata, so that hegemony experieces inner pressure in their lives even though the hegemony behavior has been based on the agreement of both parties. the data collection technique of the researcher used the notes technique. the results of the novel analysis contain elements of mass media hegemony that have an impact on the lives of other figures. keywords: hegemony, mass media, social class, society pendahuluan kodrat manusia sebagai makhluk sosial yang membutuhkan karya seni merupakan bentuk pengaruh dari pemenuhan terhadap naluri keindahan dalam diri manusia. sifat alami manusia yang tidak bisa lepas dari aspek agama, politik, sosial dan ekonomi menjadi satu kesatuan dalam kehidupan masyarakat. dari berbagai macam aspek tersebut, banyak sekali problematika yang dihadapi oleh manusia, salah satunya mengenai adanya bentuk dominasi yang terjadi dalam lingkup masyarakat. kuatnya pengaruh kepemimpinan baik secara moral maupun intelektual sangat berdampak pada kehidupan manusia, sehingga persoalan tersebut akan bisa dijadikan garapan bagi penulis sastra untuk mengungkapkan problematika manusia dalam sebuah karya sastra yang digarapnya. ekspresi material (pembentukan karakter) dari pengalaman manusia merupakan cerminan dari terbentuknya sebuah karya sastra (suryaman, 2010). ide kreatif tidak akan bisa dipisahkan dari kehidupan sosial, sehingga keberadaan sastra merupakan bentuk dari problematika manusia dalam kehidupan nyata. sastra bisa menjadi jembatan antara realita dengan imajinasi pengarang, sehingga hal ini dapat membantu menemukan pencerahan mengenai kenyataan hidup yang seharusnya bisa diperbaiki. karya kreatif manusia yang di dalamnya disajikan sebuah seni membutuhkan pengolahan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 106 bahasa yang baik agar menjadikan daya tarik tersendiri bagi pembaca untuk mengetahui gambaran kehidupan manusia. asumsi dasar penelitian ini berawal dari menariknya permasalahan yang diungkapkan dalam novel faith and the city (2015) karya hanum salsabiela rais dan rangga almahendra. novel ini menceritakan mengenai kondisi kehidupan tokoh yang terjebak konflik kekuasaan dalam unsur hegemoni pada struktur sosial yang berdampak pada kekuasaan norma masyarakat dan kelas sosial. bentuk hegemoni ini berdampak pada permasalahan yang terjadi antara kelas sosial atas dan kelas sosial bawah dalam sebuah stasiun televisi yang hanya memikirkan mengenai rating and share tanpa mempedulikan perasaan dan hati nurani dari karyawan-karyawannya serta narasumber yang dihadirkan untuk dikuak permasalahan-permasalahan pribadinya. permasalahan yang disampaikan dalam novel faith and the city (2015) berkaitan erat dengan hegemoni terhadap kelompok tertentu melalui sebuah persetujuan. menurut pandangan gramsci, bentuk kekuasaan terbagi menjadi 2, yakni hegemoni dan dominasi (perebutan kekuasaan dengan bentuk kekerasan). dalam hal ini, hegemoni pada novel faith and the city telah berlandaskan pada kesepakatan, namun tetap saja dari kesepakatan itu berdampak pada tekanan batin yang dialami tokoh. dari kondisi tersebut, tampak bahwa hegemoni sangat mempengaruhi kehidupan pribadi seseorang meskipun tidak ada perlakuan melukai secara fisik. mengenai kondisi hegemoni yang dialami tokoh, novel karya hanum dan rangga ini menyelipkan sebuah upaya penyelesaian konflik dari perlakuan hegemoni yang terjadi, sehingga pembaca dapat mengambil pelajaran dari karya sastra yang telah ditulis tersebut untuk direalisasikan dalam dunia nyata. penelitian-penelitian yang menganalisis mengenai hegemoni pernah dilakukan sebelumnya, penelitian pertama yang relevan dilakukan oleh hatmoko (2014) dengan judul hegemoni moral nyai kartareja terhadap srintil dalam novel jantera bianglala karya ahmad thohari : kajian hegemoni gramsci. dalam penelitian tersebut difokuskan pada adanya faktor-faktor penyebab terjadinya hegemoni moral dan praktik hegemoni moral, namun pada penelitian hegemoni moral tersebut hanya fokus pada dua tokoh yang saling menghegemoni, sehingga dampak dari perlakuan tersebut juga hanya diterima oleh kedua tokoh saja tanpa disertai bentuk peleraian dari hegemoni yang dilakukan. penelitian lain yang membahas mengenai hegemoni dilakukan oleh wijangkangka (2008) dengan judul penelitian analisis hegemoni kekuasaan dalam novel pabrik karya putu wijaya. penelitian tersebut hanya terfokus pada aspek hegemoni yang terjadi atasan dan bawahan tanpa menimbulkan konflik sepihak, walaupun sama-sama menggunakan teori hegemoni, namun penelitian ini lebih mengaitkan dalam tataran hegemoni kekuasaan kerja dengan pemaksaan kerja di luar jam kepada para pembantu dengan insentive power untuk membujuk para buruh agar mereka dapat dikuasai oleh pemegang http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 107 kekuasaan, sehingga hal tersebut berpengaruh terhadap kehidupan tokoh meskipun masih belum ada penjelasan mengenai upaya dalam penyelesaian konflik. dalam kedua penelitian yang dilakukan peneliti sebelumnya, fokus penelitian pertama relevan dengan bentuk hegemoni antara dua orang dalam tataran moral, sedangkan fokus penelitian kedua mengarah pada hegemoni yang dilakukan pada sekelompok orang dalam menjalankan pekerjaan yang dilakukannya. kedua penelitian yang dikaitkan dengan penelitian yang ditulis oleh peneliti merupakan bentuk hegemoni dalam kehidupan masyarakat yang dikembangkan berdasarkan teori sosiologi sastra yang mampu dijadikan rujukan untuk pembelajaran dalam menjalani kehidupan dalam lingkup sosial di kehidupan nyata. pengembangan dari masalah hegemoni yang pernah dilakukan oleh peneliti sebelumnya. faith and the city (2015) ini salah satu novel seputar hegemoni yang tetap menarik untuk dikaji, penjabaran dari hegemoni yang dilakukan oleh kelas sosial atas kepada kelas sosial bawah mengarah pada penyelesaian konflik oleh sebuah kesatuan dari kaum atas dan kaum bawah sendiri, sehingga tampak peleraian yang menguntungkan antara kedua belah pihak. upaya penyelesaian konflik juga di desain dengan bahasa yang sarat makna sehingga memudahkan pembaca memahami alur hegemoni yang bisa dikaitkan dalam lingkungan masyarakat saat ini. berdasarkan hal tersebut, tujuan penelitian (1) mendeskripsikan struktur sosial yang terdapat dalam novel faith and the city (2015) (2) mendeskripsikan hegemoni kelas sosial dan norma masyarakat dalam novel faith and the city (2015). hegemoni media massa media massa merupakan salah satu alat yang digunakan dalam penyampai pesan kepada khalayak umum menggunakan alat-alat komunikasi mekanis. berdasarkan hal tersebut, penggunaan media massa seharusnya bersifat netral, namun pada kenyataannya setiap media massa memiliki kepentingan tersendiri dalam untuk menyebarkan dan menciptakan hegemoni di segala informasi baik mengenai konten maupun narasumber langsung. menurut teori hegemoni gramsci, kelompok dominan dalam masyarakat yang dikenai sasaran hegemoni bukan kelas ekslusif penguasa, melainkan kelas pekerja yang telah menciptakan negoisasi sebelum adanya hegemoni. artinya, kedua pihak yang terlibat dalam konsep hegemoni telah sama-sama menyetujui akan segala keputusan yang telah dibuat meskipun dalam pelaksanaannya masih memunculkan suatu problem walaupun hanya dapat dirasakan oleh individu masing-masing. faktor ideologi dan politik merupakan faktor utama adanya hegemoni media massa dalam salah satu alat komunikasi (lestari, 2017:4). penekanan ini mengarahkan pada teori hegemoni dalam media massa yang telah http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 108 mendapat persetujuan oleh kedua belah pihak, namun persetujuan tersebut tetap berdampak negatif dalam diri seseorang (pihak terhegemoni). konsep dalam balutan hegemoni media massa selalu dicekoki dengan bonus-bonus yang banyak sebagai bentuk sumbangsih keberterimaan mereka melejitkan nama media massa yang sedang digarapnya hanya bisa dinikmati dengan adanya keterpaksaan. khalayak umum sebagai objek penerima konsep hegemoni dalam suatu media massa akan menerima semua informasi dari media ke dalam pikirannya, hal ini sebagai bentuk suatu kepercayaan terhadap media yang seharusnya konsep percaya ini bisa dijalankan sepenuhnya. dalam hal ini, hegemoni dalam pelaksanaannya tidak menggunakan kekuatan fisik dalam menguasai pola pikir khalayak umum, melainkan dengan mematuhi segala sesuatu yang telah ditetapkan dalam suatu kelas sosial atas tanpa kekerasan meskipun menyalahi (simon, 2004:56). metode pada penelitian ini, metode kualitatif digunakan dengan membaca dan menganalisis makna yang terkandung dalam novel (syarifudin, 2019:18). artinya, metode kualitatif digunakan untuk mendapatkan makna mendalam dari novel yang dikaji dengan pencarian data yang tersirat dari data yang tampak untuk selanjutnya digabung dengan pembahasan yang terfokus pada objek sasaran penelitian. sumber data dalam penelitian ini adalah novel berjudul faith and the city (2015) karya hanum salsabiela rais dan rangga almahendra. novel tersebut diterbitkan oleh pt. gramedia pustaka utama pada tahun 2015 yang terdiri atas 224 halaman. penelitian mengenai hegemoni dalam novel faith and the city (2015) karya hanum salsabila rais dan rangga alamahendra ini menggunakan metode analisis isi (content analysis). penelitian ini mendeskripsikan secara rinci bentuk penguasaan dalam bentuk hegemoni yang ada dalam novel berkaitan dengan problematika kompleks mengenai pentingnya menghargai seseorang yang berharga dalam hidup kita dengan ikhlas tanpa mengharap imbalan dalam bentuk apapun, sehingga penelitian ini memfokuskan pada kutipankutipan atau dialog yang mengarah pada pembahasan mengenai dominasi yang telah disetujui namun masih mendapatkan dampak negatif dalam kehidupannya. teknik pemaparan isi dilakukan secara objektif dan sistematis yang memperlihatkan pada makna konstektual. deskripsi secara menyeluruh mengenai dominasi bisa dijadikan rujukan sebagai pembelajaran mengenai pentingnya menghargai orang lain. dalam penelitian ini, langkah-langkah yang digunakan untuk menganalisis data meliputi (1) membaca serta memahami isi yang ada dalam novel faith and the city (2015) (2) menggali permasalahan dominasi yang terjadi dalam novel faith and the city (2015) (3) mendeskripsikan permasalahan dominasi yang diurutkan per aspek (4) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 109 mengelompokkan permasalahan dominasi atau kekuasaan yang didapat berdasarkan aspek yang ditemukan (5) mengekplorasi lebih dalam berdasarkan kutipan dan dialog yang mengarah pada aspek-aspek hegemoni (6) membuat kesimpulan. hasil dan pembahasan fenomena yang terjadi dalam novel faith and the city (2015) berkaitan langsung dengan konsep hegemoni yang mengacu pada tingkat stabilitas sosial. dalam novel ini, hegemoni media massa muncul pada tataran atasan dan bawahan (karyawan dan narasumber) yang ada di salah satu stasiun televisi. dalam kemunculan media massa ini, kelas bawah aktif mendukung segala bentuk ide, nilai dan tujuan yang menyatukan mereka dalam kekuasaan yang ada (wijakangka, 2008). artinya bahwa dalam hegemoni yang didapat dari sebuah media massa menyatakan suatu bentuk pengaruh terhadap kehidupan tokoh yang dikemas dalam bentuk persetujuan antara kedua belah pihak. bentuk hegemoni yang diwujudkan dalam novel faith and the city (2015) lebih terfokus pada pemaksaan kerja di luar jam dan menghalalkan segala cara dengan mengeksploitasi narasumber tanpa memikirkan hati nurani untuk mendapatkan rating and share demi menghasilkan bonus-bonus besar dalam gaji yang diberikan pada karyawannya. oleh karena itu, pengkajian mengenai paparan hegemoni dalam suatu pekerjaan (media massa) perlu ditonjolkan lebih dalam sebagai bentuk pemahaman mengenai strata sosial yang saat ini masih belum diwujudkan secara baik. struktur sosial dalam novel faith and the city struktur sosial dalam kehidupan masyarakat didefinisikan sebagai perilaku berulang yang berkaitan dengan hubungan antarkelompok dan antarindividu yang terjadi dalam suatu tatanan masyarakat. berkenaan dengan hal ini, akan adanya penyesuaian perilaku yang berakibat pada perbedaan stratifikasi dan strata sosial sehingga membentuk kelas-kelas sosial dalam suatu masyarakat. dalam novel faith and the city (2015), struktur sosial membentuk menjadi kelas sosial atas dan kelas sosial bawah dengan sebuah hegemoni melalui persetujuan kedua belah pihak. kelas sosial bawah dalam novel faith and the city (2015) adalah para karyawan gntv dari indonesia yang mengabdikan diri bekerja di new york. kesempatan bekerja ini menjadi peluang besar bagi karyawan untuk mendapatkan bonus dan gaji tinggi meskipun melalui tuntutan berat dari manager gntv. selain itu, gntv ini merupakan salah satu media massa terpopuler di new york sehingga lembar kontrak kerja di gntv sangat berpengaruh besar jika ingin memiliki pengalaman yang menantang. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 110 pengeksploitasian tidak hanya dialami oleh karyawan-karyawannya saja, melainkan juga narasumber yang dihadirkan dalam suatu acara garapan dari gntv. kelas sosial atas dalam novel faith and the city (2015) merupakan manager dan atasan yang mengatur produksi dari media massa gntv, tuntutan untuk selalu memiliki rating dan share yang tinggi untuk mendapatkan grade adalah visi misi dari gntv, kemerosotan satu hari di gntv mengakibatkan kerugian dalam media, maka manager dari gntv selalu menuntut karyawannya bekerja lebih dengan tanpa kenal waktu dan tanpa memikirkan hati nurani narasumber atau sasaran berita yang akan disampaikan dengan iming-iming gaji dan bonus yang besar serta surat kontrak perjanjian kerja dari gntv. kekuasaan yang diberi atas kelas sosial sistem kedudukan dalam tataran masyarakat mengalami penggolongan sosial yang membedakan strata serta kedudukan mereka dalam sebuah masyarakat. berdasarkan hal tersebut, tidak menutup kemungkinan sistem kelas sosial masih sering terjadi dalam dunia kerja (atasan dan bawahan). pemimpin yang berorientasi pada target serta menuntut perfect sesuai prosedur adalah pemimpin yang transaksional (rosiana, 2015). artinya, dalam hal pekerjaan yang dinilai hanya sebuah rating and share yang dicekoki dengan bonus-bonus untuk mendapat kesenangan dalam menjalani pekerjaannya tanpa memperhatikan hati nurani. “aku baru saja membeli saham gntv minggu lalu. dan aku baru sadar acara insight muslims ini hanya mengincar kehidupan pribadiku dan azima hussein. mereka tidak benar-benar membuat acara ini dari hati. meskipun pada akhirnya episode demi episode memberi mereka iklan jutaan dolar, tapi visi acara ini tidak benar-benar mengangkat inspirasi muslim, melainkan hanya mengeksploitasinya.” (hal.195) gntv, salah satu media terbesar di new york yang mengalami perkembangan pesat setelah mengeksploitasi narasumber yang sengaja dihadirkan dalam media massanya untuk menghasilkan share and rating. karyawan gntv merupakan golongan kelas bawah yang membutuhkan kesempatan kerja sehingga mereka hanya bisa menuruti kemauan para atasannya untuk mengerjakan segala sesuatu meskipun tidak mempedulikan mengenai keprivasian dari narasumbernya sendiri. hegemoni kelas sosial ini tampak pada pekerjaan yang dilakukan oleh karyawan gntv, dengan dicekoki bonus yang besar dan surat kontrak kerja, mereka melawan rasa persaudaraannya untuk menguak segala privasi yang dimiliki oleh narasumber. ketidakpedulian mengenai hati nurani orang-orang yang tersakiti dari wawancara tersebut tidak menyurutkan para karyawan untuk bekerja. selain itu, ancaman dari atasan apabila kerjanya tidak sesuai target juga menumbuhkan ketidakberanian para karyawan memanipulasi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 111 berita yang telah digarap oleh media massa tempatnya bekerja demi meningkatnya rating dan share. “come on, azima! cry! cry! cry! helen, ask her about her mother! hyacinth! about her father’s death!” cooper berteriak-teriak sendiri di ruang holy room. ia sengaja tidak ingin menampakkan diri di depan narasumber pagi ini. ia percayakan semua ke anak buahnya yang sudah dicekoki mantra rating dan share. (hal.191-192) menjadi narasumber dalam sebuah media massa terkenal merupakan suatu bentuk penghormatan tersendiri, namun akan berbeda jika dalam penghormatan tersebut diselipkan suatu bentuk hegemoni untuk mengungkap segala bentuk keprivasian dalam kehidupan narasumber yang dihadirkan untuk diliput di suatu media massa. hal tersebut tentu suatu bentuk hegemoni media massa yang mendasarkan pada kelas sosial untuk mendapatkan keuntungan dari salah satu pihak meskipun telah melalui persetujuan. pagi itu hanum menunggu cooper di ruang holy room. ia merapal doa-doa sebelum bertemu dengan cooper. ia juga menghafal bagaimana menyampaikan permohonan maafnya dalam bahasa inggris yang meyentuh hati. terakhir dia akan mengatakan, bahwa episode variety show yang dibuatnya dulu bisa diputar ulang untuk mengisi live hari ini. ia sudah menyiapkan data responden dan survei dari tivy, bahwa rerun episode variety show miliknya bisa mengungguli rating dan share tv lain pada saat yang sama (hal.184) dominasi yang terjadi di antara kelas sosial atas dan bawah menjadi permasalahan signifikan dalam penerapan sebuah aspek hegemoni pekerjaan, dalam novel faith and the city (2015) hegemoni terletak pada karyawan yang menjadi pihak kelas sosial bawah senantiasa menuruti segala apa yang diperintahkan oleh atasannya meskipun bertentangan dengan hati nuraninya demi mendapatkan suatu bonus yang telah dijanjikan. ketidakberanian membantah segala peraturan yang sudah digagas oleh atasan membuat karyawan gntv memiliki prinsip kesempurnaan dalam pekerjaannya meskipun melalui berbagai cara, kekeliruan dalam bekerja merupakan kesalahan terbesar dalam media massa ini. kekuasaan berdasarkan norma masyarakat suatu kelompok dalam sebuah masyarakat tentu memiliki aturan yang harus dijalankan. setiap daerah memiliki aturan atau panduan hidup yang berlaku di masyarakat dengan sistem yang berbeda-beda. dalam tataran pengaplikasian norma masyarakat, seseorang dituntut untuk mempunyai nilai yang mendatangkan kemakmuran bagi masyarakat sebagai suatu kualitas yang dimiliki seseorang dalam kelompok tertentu (parnomo, 1995:5). aturan ini menjadi segala sesuatu yang wajib dilaksanakan agar mendapatkan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 112 keseimbangan hidup di suatu daerah tertentu, meskipun dalam adaptasi mengenai norma masyarakat ini membutuhkan waktu yang cukup lama. menjadi kota yang sangat hedonis, masyarakat new york selalu memanfaatkan waktu dengan sebaik-baiknya. waktu yang diibaratkan dengan uang mampu memanipulasi kehidupan masyarakat yang terpaku pada kehidupan duniawi. target dan keunggulan selalu menjadi incaran masyarakat, tak terkecuali hal ini menjadi budaya dalam suatu perusahaan media massa gntv yang dipimpin oleh andy cooper, sang jurnalis terkenal di kota new york. hal ini tentu sangat berbeda dengan kota-kota lain di luar amerika serikat terutama indonesia. new york city ini sangat hedonis, denyut aktivitas sudah dimulai bersamaan ketika orang saleh memulai tahajudnya di sepertiga malam terakhir. bedanya pagi buta itu orang saleh membasuh jiwanya untuk bertekuk lutut pada penciptanya, sementara kaum hedon membasuh badannya alias mandi untuk berkhidmat pada nafsunya. (hal.74) karyawan gntv melakukan pekerjaannya sejak pagi buta, aktivitas ini dimulai sedini mungkin hanya untuk mengejar share dan rating yang memenuhi target. menjajaki dunia baru dengan penuh tekanan tidak membuat hanum, pekerja asal indonesia ini mundur dari pekerjaannya. ia berusaha keras memperoleh keinginannya dan tidak menyia-nyiakan kesempatan selama di new york. walaupun tekad yang dimiliki sangat kuat, di suatu waktu hanum merasa memiliki banyak perubahan negatif yang terjadi dalam dirinya terutama kepada suaminya. hidup di negara orang dengan norma yang berbeda tentu harus dipenuhi dengan perjuangan agar bisa beradaptasi dalam waktu yang singkat. “hei! kamu wanita bercadar! belanjaanmu banyak sekali. bisa lama sekali nanti. kamu tunggu, ya!” sentak tommy pada wanita bercadar. tommy kemudian melihat pria bertato di belakang perempuan bercadar itu. (hal.109) menjadi seorang minoritas di suatu negara tentu membutuhkan keterkaitan lebih untuk bisa memahami karakter, sikap dan keberterimaan masyarakat mayoritas terhadap kehadiran masyarakat minoritas dalam suatu lingkungan tertentu. media massa gntv yang mengangkat tema mengenai keislaman dengan ide yang dicetuskan oleh hanum membuat suatu acara dalam bentuk social experiment. acara ini didesain di sebuah mall yang menghadirkan wanita bercadar untuk membeli sesuatu, dengan penampilan yang bercadar, gntv ingin melihat sejauh mana kepedulian orang-orang sekitar khususnya pegawai mall dalam melayani wanita bercadar ini. perempuan bercadar itu melihat seluruh kamera pengawas. ia was-was rencana ini tidak berhasil. ia kemudian mengedarkan pandangan pada pria berotot di belakangnya. (hal.109) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 113 tuntutan dari atasan mengenai acara yang sedang digarapnya (insight muslim) membuat karyawan gntv terjun langsung ke lapangan untuk melihat reaksi orang-orang terhadap wanita berhijab dan bercadar. karyawan merasa takut karena diawasi oleh sang atasan lewat kamera pengintai pada saat eksekusi. new york memiliki masyarakat yang minoritas terhadap islam, sehingga ide yang dicetuskan oleh hanum terhadap social experiment ini harus menaikkan share dan rating dalam gntv. berbagai ancaman dari andy cooper mengenai ketidakberhasilan acara ini selalu mengintai pikiran para karyawan di gntv. maka dari itu, berbagai upaya harus terus dilakukan untuk bisa menaikkan share dan rating serta mendapatkan bonus yang banyak dari sang bos. dalam pelaksanaan hegemoni media massa yang dilakukan kepada para narasumber gntv memiliki aspek kekerasan simbolik, kekerasan ini menekankan pada makna, logika, dan keyakinan yang mengandung bias tetapi secara halus dan samar dipaksakan kepada pihak lain sebagai sesuatu yang benar (fashri, 2007). artinya, kekerasan simbolik media massa memengaruhi cara berpikir, cara kerja dan cara bertindak. oleh karena itu, dalam praktik kekerasan simbolik tidak ada korban luka fisik secara langsung. meskipun demikian, rasa tertekan akan dirasakan oleh penerima kekerasan simbolik, salah satunya kekerasan simbolik dalam media massa. di era modernisasi, wartawan dihimbau menjaga dan melindungi privasi narasumber terutama anak adalah upaya untuk menghormati pengalaman tarumatis narasumber melalui teks berita, gambar, video atau lain-lain. diharapkan untuk tidak memproduksi program yang merusak anak (pribadi, 2016). konsep kekerasan simbol menggiring kita ke arah sebuah mekanisme sosial, yang di dalamnya relasi komunikasi saling bertautan dengan relasi kekuasaan. hal ini dimaksudkan agar semua privasi yang tidak ingin diketahui publik bisa dijaga dengan baik. dalam novel faith and the city (2015). media massa gntv memiliki kekuasaan untuk mempekerjakan karyawan dengan mengambil keuntungan lebih, misal dalam hal kekerabatan dan lain sebagainya. gntv mengambil karyawan yang bisa dieksploitasi untuk mendekati target-target narasumber yang akan diulik privacynya berkenaan dengan insight muslim yang sedang dihadirkan dalam acara gntv pada episode ini. tuntutan kerja di luar jam juga dipergunakan oleh media gntv untuk mengejar target yang diinginkan, dengan iming-iming bonus yang tinggi dan pangkat, karyawan gntv melakukan pekerjaannya tanpa mempedulikan perasaan orang-orang sekitar. “hentikan membajak nama islam, muslim, untuk obsesimu sendiri! hentikan! pernah enggak kamu berpikir, kenapa wartawan seperti kamu dipekerjakan oleh... “ rangga tersekat. ia baru saja salah omong. (hal.171) sebuah sistem kekuasaan cenderung untuk melanggengkan posisinya yang dominan dengan cara mendominansi media komunikasi, bahasa yang digunakan di dalam berkomunikasi, makna-makna yang dipertukarkan di http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 114 dalam komunikasi serta interpretasi terhadap makna-makna tersebut. bentuk eksploitasi yang dihadirkan dalam media massa kepada narasumber gntv menggunakan sistem dengan dicerca berbagai macam pertanyaan. dari pertanyaan itulah, setiap privasi diulik agar menimbulkan gejolak bathin (menangis) untuk menaikkan share dan rating. “tentang insight muslims. tentang rencanaku mendatangkanmu dan azima hussein esok lusa. aku tahu kau sudah menolak untuk diwawancarai. tapi ini demi... “ (hal.170) norma masyarakat dalam hegemoni media massa sudah tidak lagi memperhatikan aspek persaudaraan. di negara yang terkenal hedonis ini, hanum, salah satu karyawan gntv mengeksploitasi sahabatnya sendiri demi mengadaptasikan diri dalam pekerjaan yang telah ditekuninya. sahabat hanum (azima) tidak bisa menolak, namun di sisi lain dia sudah mengetahui kebobrokan gntv dalam mengeksploitasi narasumber yang dihadirkan untuk menjadi narasumber. hal ini membuat boomerang bagi persahabatan keduanya yang diakhiri dengan pembelian saham gntv oleh pengusaha kaya agar media massa tidak lagi dijadikan sebagai alat kekuasaan yang hanya menguntungkan satu belah pihak. berdasarkan analisis di atas, keberadaan hegemoni dalam media massa mempengaruhi hubungan seseorang dengan orang lain dalam hidupnya secara tidak langsung. keterkaitan ini seiring dengan proses seseorang mencari pengetahuan atau ilmu baru dengan keharusan mengikuti budaya dan peradaban baru dalam tataran sosial tertentu (nurhadi, 2019:102). artinya, keterlibatan seseorang dalam perlakuan hegemoni dalam suatu media massa karena adanya keinginan yang mengarah pada aspek ketercapaian suatu tujuan dalam hal yang berkaitan dengan kenaikan roda kehidupan dalam dunianya. kesimpulan konsep hegemoni di new york, kota terpadat di amerika serikat yang dikenal sebagai kota hedonis ini mengganggap bahwa orang harus mencari kebahagiaan sebanyak-banyaknya, termasuk dalam masalah pekerjaan. hal ini menjadi salah satu pelopor media gntv untuk menjalankan aksinya mengeksploitasi karyawan maupun narasumber. namun di sisi lain, pihak yang terhegemoni juga menginginkan kebahagiaan dengan menyetujui segala pengaruh yang diberikan oleh gntv dengan dicekoki bonus-bonus yang besar. kekuasaan kelas sosial atas terhadap kelas sosial bawah dan kekuasaan yang disebabkan oleh norma masyarakat ini menimbulkan berbagai macam problematika. problematika tersebut disadari oleh kelas sosial bawah namun masih dianggap sebagai salah satu prestise yang memberikan keuntungan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 115 dalam kehidupannya. hal tersebut memberikan keluasan oleh kelas sosial atas menjalankan aksinya demi kenaikan media massa yang sedang digarapnya, baik itu berupa share maupun rating yang dapat meningkatkan keuntungannya. pengaruh yang ditimbulkan dari hegemoni yang terjadi dalam media massa ini menyebabkan reputasi interaksi mereka dengan orang-orang sekitar merenggang. berdasarkan pemahaman tersebut, orang-orang yang menjadi korban dari konsep hegemoni yakni keluarga dari karyawan dan narasumber dari stratifikasi kelas sosial bawah memberikan seumbangsih dengan berbagai pemahaman untuk mengubah sistem hegemoni yang diterapkan oleh gntv, dengan membeli saham perusahaan agar bisa diambil alih. daftar pustaka fashri, fauzi. (2007). penyingkapan kuasa simbol. yogyakarta: juxtapose. hatmoko, mahadi dwi, dkk. (2014). hegemoni moral nyai kartareja terhadap srintil dalam novel jantera bianglala karya ahmad thohari : kajian hegemoni gramsci. jurnal sastra indonesia, 3(1). lestari, lilis. (2017). hegemoni kekuasaan dalam novel negeri di ujung tanduk karya tere liye (pendekatan teori hegemoni antonio gramsci). universitas negeri makassar. nurhadi, ardhian, dkk. 2019. analisis unsur semiotika dalam naskah drama “rt nol rw nol” karya iwan simatupang. jurnal lensa: kajian kebahasaan, kesustraan, dan budaya. vol. 9 no.1. parnomo. (1995). nilai dan norma masyarakat. jurnal filsafat. https://doi.org/10.22146/jf.31608. pribadi, farid. 2016. kekerasan simbolik media massa (kekerasan simbolik dalam pemberitaan kasus peredaran video asusila di media massa online: kajian sosiologi komunikasi). jurnal sosiologi pendidikan humanis. vol. 1 no. 2. rosiana, debby. (2015. pengaruh persepsi gaya kepemimpinan atasan terhadap motivasi berprestasi bawahan (studi pada karyawan bca kantor cabang alam sutera). jurnal psikologi esa unggul. vol. 13 no 2. simon, roger. 2004. gagasan-gagasan politik gramsci. yogyakarta: pustaka pelajar. syarifudin, frisilia. 2019. channel sebagai representasi modal simbolis dalam novel “the devil wears prada” karya lauren weisberger. jurnal lensa: kajian kebahasaan, kesustraan, dan budaya. vol. 9 no.1. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 https://doi.org/10.22146/jf.31608 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 10 no. 1, januari-juni 2020, hal. 104-116 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x hegemoni media massa dalam novel ... wafiqotin nazihah, candra rahma wijaya putra doi: https://doi.org/10.26714/lensa.10.1.2020.104-116 116 suryaman, maman. (2010). pendidikan karakter melalui pembelajaran sastra. jurnal ilmiah pendidikan, 10(3), 112-126. wijakangka, agga ramses. (2008). analisis hegemoni kekuasaan dalam novel pabrik karya putu wijaya. jurnal artikulasi, 5(1). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.10.1.2020.1-10 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 77 representasi kekuasaan pada bentuk gramatikal tindak tutur guru dalam pembelajaran bahasa indonesia power representation in the grammatical form of teacher’s speech acts in indonesian language learning putri meinita triana1, zamzani2 pendidikan bahasa dan sastra indonesia, program pascasarjana universitas negeri yogyakarta (uny), yogyakarta 1putri.meinita2016@student.uny.ac.id 2zamzani@uny.ac.id riwayat artikel: dikirim 28 desember 2018; diterima 27 juni 2019; diterbitkan 30 juni 2019 abstrak penelitian ini termasuk penelitian pragmatis kritis yang bertujuan untuk mendeskripsikan bagaimana representasi kekuasaan pada bentuk gramatikal tindak tutur guru dalam pembelajaran bahasa indonesia di smp negeri 4 pandak. jenis penelitian ini adalah penelitian kualitatif dengan metode analisis isi. sumber data penelitian ini berupa tuturan guru selama pembelajaran bahasa indonesia, sedangkan data penelitian ini berupa representasi kekuasaan yang terdapat pada tindak tutur guru saat proses kegiatan pembelajaran bahasa indonesia. hasil penelitian menunjukkan bahwa representasi kekuasaan guru ditunjukkan melalui penggunaan (1) kalimat positif-negatif, (2) modus kalimat, (3) modalitas, dan (4) pronomina persona. kata kunci: representasi, kekuasaan, bentuk gramatikal, tindak tutur abstract this research includes critical pragmatic research, which aims to describe how the representation of power in the grammatical form of teacher speech acts in learning indonesian in pandak 4 public middle school. this type of research is qualitative research with content analysis methods. the source of this research data is in the form of teacher speech during indonesian language learning, while the research data is in the form of representation of power contained in teacher speech acts during the process of learning indonesian. the results of the study show that the representation of teacher power is shown through the use of (1) positive-negative sentences, (2) mode of sentences, (3) modalities, and (4) personal pronouns. keywords: representation, power, grammatical form, speech act http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 mailto:putri.meinita2016@student.uny.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 78 pendahuluan praktik kekuasaan yang terjadi di dalam ranah pendidikan dilakukan oleh guru terhadap siswa selama proses pembelajaran berlangsung. pembelajaran dapat dikatakan berhasil dan berkualitas apabila guru dan siswa terlibat secara aktif baik fisik, mental, maupun sosial. lebih dari itu, pembelajaran dilaksanakan dengan memegang teguh prinsip demokratis, dialogis, kontekstual atau tidak terasing dari masyarakat. pembelajaran juga dituntut peka dan kritis terhadap kebutuhan masyarakat. ciri-ciri tersebut terprogram melalui proses pembelajaran aktif, kreatif, efektif, dan menyenangkan (pakem) sesuai dengan tuntutan kurikulum 2013 (senduk, 2009; sumarsih, 2009; shafa, 2014). namun, pada kenyataannya guru memiliki kekuatan dan kontrol yang lebih terhadap siswa. guru melakukan praktik sosial yang menggambarkan kekuasaan terhadap siswa. guru menjalankan praktik otoritas sebagai pengatur disiplin kelas maupun sebagai pemberi materi dalam pembelajaran. guru menjadi orang yang serba tahu selama proses pembelajaran. bahasa berfungsi dominan dalam sebuah proses komunikasi karena berbagai ide, gagasan, pendapat, dan perasaan diungkapkan melalui bahasa (ilyas & khushi, 2012; hamdani, 2012; setyowati & faelani, 2018). secara sederhana, bahasa yang digunakan dan disusun oleh manusia mampu merepresentasikan ide-ide manusia. lebih dari itu, bahasa tidak hanya dipahami sebagai alat komunikasi antar manusia saja, tetapi bahasa bisa menjadi sarana untuk mempengaruhi, mengontrol, hingga menguasai orang lain. bahasa dianggap sebagai alat yang efektif dalam praktik kekuasaan. hal tersebut terjadi karena dalam sebuah proses komunikasi, seseorang tidak hanya menuntut untuk dipahami saja, tetapi juga ingin dipercaya, dipatuhi, dihormati, dan dibedakan (yanto, 2014). bahasa digunakan sebagai alat untuk menandai adanya dominasi kaum dominan dan kaum yang didominasi di dalam kehidupan sosial masyarakat. selain itu, bahasa dianggap sebagai simbol mempertahankan kekuasaan dan digunakan sebagai modal sosial dalam menentukan kapasitas seseorang di dalam ranah kehidupan sosial (sofyan, 2014). oleh karena itu, melalui praktik penggunaan bahasa dapat dilihat mana orang atau kelompok dominan dan mana orang atau kelompok yang didominasi, mana orang atau kelompok berkuasa dan mana orang atau kelompok yang dikuasai. bahasa sebagai perilaku sosial digunakan untuk mempengaruhi, mengontrol, hingga menguasai kondisi mental seseorang; seperti kepercayaan, sikap, dan pengetahuan (fowler, 1986; thomas dan wareing, 2007; mayr, 2008; suharyo, 2012; yanto, rusminto, & tarmini, 2013; chaer, 2014; castillo, 2015; altikriti, 2016; kustyarini, 2016). seseorang dalam konteks penelitian ini adalah siswa. bahasa dianggap sebagai alat dan simbol yang efektif dalam praktik mempertahankan kekuasaan. pada dasarnya, bahasa bersifat netral dan baru akan bersifat baik atau tidak baik jika http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 79 digunakan oleh pihak dan tujuan tertentu (amir, 2013). oleh karena itu, melalui praktik penggunaan bahasa dapat dilihat mana orang atau kelompok dominan dan mana orang atau kelompok yang didominasi, mana orang atau kelompok berkuasa dan mana orang atau kelompok yang dikuasai. representasi kekuasaan berkaitan dengan bagaimana seseorang atau kelompok orang menggambarkan, menampilkan, mewakilkan kekuasaan (mendominasi, mempengaruhi, memaksa aktivitas orang lain) melalui sesuatu yang lain dan dilakukan melalui tanda atau simbol, dalam hal ini adalah bahasa (jorgensen dan philips, 2010). konteks "seseorang" pada penelitian ini adalah guru. kekuasaan dimaknai sebagai kemampuan individu atau kelompok masyarakat untuk membatasi keinginan individu/kelompok masyarakat lainnya. kekuasaan digunakan untuk melihat apa yang disebut kontrol. satu orang atau kelompok mengontrol orang atau kelompok lain melalui tuturan. tentu saja, kontrol dalam hal ini tidak dalam bentuk fisik, melainkan dalam bentuk mental dan psikis (fairclough, 2001; eriyanto, 2001; suharyo, 2012). kesimpulannya, representasi kekuasaan adalah bentuk perwujudan kekuasaan yang dimunculkan melalui bahasa sebagai media penyampaian. representasi kekuasaan yang ditampilkan melalui bahasa dapat diwujudkan melalui kosakata, gramatika, dan struktur tekstual (fairclough, 2001; setiawan, 2014; saharuna, 2016). pada aspek gramatika, representasi kekuasaan dapat dilihat dari (1) nilai-nilai eksperiental, misalnya tipe-tipe proses dan partisipan apa yang lebih dominan, jelas dan tidaknya agen, kewajaran proses yang ada dalam aspek gramatikal, ada dan tidaknya pengangkaan, adanya kalimat aktif dan pasif, dan adanya kalimat positif dan negatif; (2) nilai-nilai relasional, seperti penggunaan modus kalimat, modalitas, dan pronomina persona; dan (3) nilai-nilai ekspresif yang diwujudkan melalui modalitas ekspresif. berdasarkan uraian latar belakang masalah dan kajian teori, penelitian ini bertujuan untuk mendeskripsikan bagaimana bentuk gramatikal pada tindak tutur guru mata pelajaran bahasa indonesia di smp negeri 4 pandak yang digunakan untuk menggambarkan, menampilkan, dan mewakilkan kekuasaan. kajian representasi kekuasaan ini memberikan informasi tentang bagaimana bentuk gramatika yang digunakan untuk mendominasi, mempengaruhi, mengatur, sekaligus memaksa aktifitas siswa selama pembelajaran berlangsung. metode penelitian representasi kekuasaan pada tindak tutur guru termasuk penelitian kualitatif dan merupakan kajian pragmatik kritis. sumber data dalam penelitian ini adalah tuturan guru selama proses pembelajaran bahasa indonesia, sedangkan data dalam penelitian ini berupa representasi kekuasaan yang terdapat pada tindak tutur guru saat proses kegiatan pembelajaran bahasa indonesia. data diperoleh dengan menggunakan teknik observasi dan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 80 dokumentasi. pengambilan data dilakukan pada bulan juli-september 2018 di smp negeri 4 pandak yang berada di kabupaten bantul, yogyakarta. penelitian mengambil setting di ruang kelas vii, viii, dan xi ketika pembelajaran bahasa indonesia sedang berlangsung. pengumpulan data dilakukan dengan cara merekam semua tuturan guru dalam proses pembelajaran. hasil rekaman kemudian ditranskripsikan secara tertulis. setelah proses transkripsi, dilakukan proses pembacaan secara berulang terhadap data, lalu dilakukan identifikasi data wujud dan fungsi representasi kekuasaan pada tindak tutur guru dalam pembelajaran bahasa indonesia. proses analisis data dilakukan dengan menggunakan metode analisis isi dan dilanjutkan dengan strategi analisis deskriptif kualitatif. hasil dan pembahasan hasil penelitian menunjukkan bahwa representasi kekuasaan pada bentuk gramatikal tindak tutur guru dalam pembelajaran bahasa indonesia di smp negeri 4 pandak dapat dilihat dari penggunaan kalimat positif-negatif, modus kalimat, modalitas, dan pronomina persona. modus kalimat terdiri atas kalimat deklaratif, interogatif, dan imperatif. modalitas terdiri atas modalitas intensional (mohon, mari), modalitas epistemik (akan, harus, pasti), modalitas deontik (boleh), dan modalitas dinamik (bisa). pronomina persona yang digunakan oleh guru selama pembelajaran yaitu saya, kamu, kita, mereka, kalian, bu guru, mas, mbak, dan nak. kalimat positif-negatif penggunaan kalimat positif dan kalimat negatif dapat merepresentasikan kekuasaan guru sebagai pihak yang berkuasa di dalam kelas selama pembelajaran. berikut penjelasan dari masing-masing penggunaan kalimat tersebut. (1) guru : “o dua orang. nggih. sakit ya?” 006/1/1/020/30072 018 (2) guru : “oke. masih ingat kan dengan masing-masing anggota kelompoknya?” 053/1/7/062/06092018 (3) guru : “bukan. karena ini masuk dalam body berita. sudah paham? jadi, kalau bisa hilang, itu namanya kaki atau ekor. tapi, kalau tidak bisa dihilangkan, namanya body. dan, paragraf 3 ini tidak bisa dihilangkan, kalau ini hilang berarti orang tidak akan tau bagaimana cara daftar, harganya berapa, dimulai tanggap berapa. di situ ada ketentuan pendaftaran dibuka mulai 21 mei dan akan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 81 tutup jika peserta sudah mencapai 100 peserta. berarti tutup kapan?” 130/3/3/056/03082018 (4) guru : “saya ada sesuatu untuk kalian. jangan dinilai harganya. jangan dibuka dulu!” 136/3/3/077/03082018 kalimat negatif (1) berisi prediksi negatif terkait kondisi siswa yang tidak masuk karena sakit, padahal belum tentu ketidakhadiran siswa dikarenakan sakit, sedangkan kalimat positif (2) berisi prediksi positif guru terkait kemampuan siswa dalam mengingat anggota kelompok diskusi yang sudah dibagi pada pertemuan sebelumnya. representasi kekuasaan guru dalam bentuk kalimat negatif ditandai dengan negasi bukan (3) dan jangan (4). negasi negatif bukan (3) berfungsi sebagai penyangkalan dan pengingkaran atas pernyataan siswa yang dianggap keliru oleh guru, sedangkan negasi negatif jangan (4) berfungsi sebagai larangan. negasi tersebut menjalankan fungsi sebagai negasi ideologis. hasil penelitian tersebut relevan dengan penelitian nur indah sholikhati dan hari bakti mardikantoro (2017) dengan judul “analisis tekstual dalam konstruksi wacana berita korupsi di metro tv dan net dalam perspektif analisis wacana kritis norman fairclough”. namun, terdapat perbedaan konteks penggunaannya. penelitian terdahulu mengupas penggunaan kalimat positif dan kalimat negatif pada media cetak, sedangkan penelitian ini mendeskripsikan penggunaan kalimat positif dan kalimat negatif dalam pembelajaran. adapun persamaan dari kedua penelitian tersebut adalah keduanya menyimpulkan bahwa kalimat positif dan kalimat negatif bersifat tidak sahih karena berpotensi tidak sesuai dengan fakta dan memberikan kesan bahwa guru adalah pihak yang serba tahu tentang keadaan siswa. penggunaan modus kalimat representasi kekuasaan pada tindak tutur guru bahasa indonesia smp negeri 4 pandak juga diwujudkan melalui (a) kalimat deklaratif, (b) kalimat interogatif, dan (c) kalimat imperatif. tuturan bermodus deklaratif adalah tuturan yang secara konvensional digunakan untuk menyampaikan informasi. tuturan deklaratif hanya meminta lawan tutur untuk menaruh perhatian, sebab maksud penutur hanya memberitahukan sebuah informasi. artinya, penutur tidak mengharapkan adanya komentar dan tidak ada pula kewajiban bagi lawan tutur untuk mengomentari pernyataan penutur. tuturan bermodus interogatif adalah tuturan yang secara konvensional digunakan untuk bertanya, sedangkan tuturan bermodus imperatif adalah tuturan yang secara umum digunakan untuk memerintah atau digunakan untuk meminta. pada kalimat deklaratif, guru berperan sebagai sumber informasi dan siswa sebagai penerima informasi. pada kalimat interogatif, guru berperan sebagai http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 82 penanya dan siswa sebagai sumber informasi. kemudian pada kalimat imperatif, guru berperan sebagai pemberi perintah dan siswa sebagai pelaksana perintah. berikut penjelasan singkat mengenai ketiga kalimat tersebut. 1. kalimat deklaratif kalimat bermodus deklaratif adalah kalimat yang secara konvensional digunakan untuk menyampaikan informasi. tuturan bermodus deklaratif yang merepresentasikan kekuasaan guru selama pembelajaran bahasa indonesia di dalam kelas berisi pernyataan atau penjelasan guru terkait materi pembelajaran. tuturan deklaratif pada tuturan tidak mengharapkan tanggapan dari siswa. siswa hanya dituntut untuk memperhatikan dan mengiyakan pernyataan guru tanpa menjawab atau mengomentari. berikut beberapa contoh kalimat deklaratif yang digunakan guru bahasa indonesia di smp negeri 4 pandak. (5) guru : “yang pertama, pernyataan posisi. di dalam ini ada beberapa poin yang harus diperhatikan. terutama, kepada siapa kita akan berpidato. kemudian yang kedua, tentang apa to? objek yang akan dibicarakan. trus dimana, kemudian kapan. ini nanti akan mempengaruhi pada bagian pembuka pidato, ada sapaan hormat dan lain-lain. kemudian masuk kepada objek apa yang akan dibicarakan. sebelum masuk ke objek, tentu saja kamu akan menemukan alasan atau gejala kenapa kamu mau membicarakan itu. didasari dengan argumen yang kuat dan jelas. seperti tadi, tira mengangkat tentang literasi karena ada gejala kalau siswa sudah mulai malas ke perpustakaan. itu alasan. alasan mengapa memilih tema dalam pidato persuasif.” 050/1/7/041/06092018 tuturan (5) termasuk bermodus deklaratif karena berisi pernyataan dan penjelasan tentang unsur-unsur yang harus diperhatikan dalam membuat teks pidato persuasif. tuturan bermodus deklaratif (5) tidak mengharapkan tanggapan dari siswa dan siswa hanya dituntut untuk memperhatikan tanpa merespon tuturan tersebut. temuan tentang kalimat deklaratif dalam penelitian ini relevan dengan penelitian ni nyoman ayu ari apriastuti (2017) dengan judul “bentuk, fungsi dan jenis tindak tutur dalam komunikasi siswa di kelas ix unggulan smp pgri 3 denpasar” yang menyatakan bahwa tuturan bermodus deklaratif menempatkan guru sebagai pemberi informasi dan siswa sebagai penerima informasi yang tidak diberi kesempatan untuk berpikir kritis untuk merespon tuturan guru. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 83 b. kalimat interogatif kalimat bermodus interogatif yang merepresentasikan kekuasaan guru disusun secara strategis untuk mengarahkan aktifitas siswa, baik aktifitas fisik maupun aktifitas berpikir selama pembelajaran. melalui kalimat interogatif, guru berharap dapat mengetahui jawaban tentang sesuatu hal atau keadaan dari siswa. kemudian, jawaban yang diberikan oleh siswa juga menuntut respon berupa tanggapan benar serta tanggapan salah dari guru sebagai pihak penanya. berikut tuturan guru yang termasuk tuturan bermodus interogatif. (6) guru : “lima saja ya? baiklah!” 058/1/7/076/06092018 kalimat bermodus interogatif secara konvensional diartikan sebagai kalimat yang bertujuan untuk bertanya. namun, pada tuturan (6) ditemukan tuturan yang secara sintaksis bermodus interogatif, tetapi secara semantis merupakan sebuah proposisi yang setara dengan kalimat imperatif. tuturan (6) bermakna perintah untuk membagi kelompok sebanyak lima kelompok sesuai dengan keinginan guru. kalimat bermodus interogatif tersebut merepresentasikan kekuasaan guru selama di kelas karena tidak memberi kesempatan kepada siswa untuk merespon pertanyaan guru, baik respon yang menyatakan sepakat atau tidak sepakat dengan yang diucapkan guru. pilihan dan penggunaan tuturan interogatif dalam sebuah komunikasi relevan dengan hasil temuan mohamad zubad nurul yaqin (2017) dalam bentuk jurnal yang berjudul “representasi ideologi dalam struktur wacana kata hari ini” yang menyatakan bahwa kalimat interogatif yang merepresentasikan kekuasaan sesungguhnya sudah memiliki jawaban dan merupakan strategi untuk menjaga posisi penyampai wacana sebagai orang yang mendominasi komunikasi dalam menyampaikan pesan-pesan ideologisnya. c. kalimat imperatif kalimat bermodus imperatif merupakan kalimat yang secara umum digunakan untuk memerintah dan mengharapkan respon baik berupa tindakan maupun sikap. berikut tuturan guru yang termasuk tuturan bermodus imperatif. (7) guru : “sudah ya.. sekarang dilihat kegiatan siswa 3. di buku paket ada kegiatan siswa 3. sssst! halaman 48.” 057/1/7/072/06092018 (8) guru : “dibaca yang keras halaman 9 struktur teks laporan percobaan oleh erlinda. oke, silakan. dibaca yang keras. sek seru!” 007/1/1/026/30072018 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 84 (9) guru : “oke terimakasih… kelimanya sudah menunjukkan kebolehannya menyajikan teks laporan percobaan masingmasing…mari kita aplous untuk kelima kelompok…” 042/1/5/100/14082018 (10) guru : “dilihat bareng-bareng yuh unsur kebahasaan yang harus diperhatikan sesuai kaidah! unsur kebahasaan yang sesuai dengan kaidah adalah yang sesuai dengan apa?” 014/1/1/048/30072018 (11) guru : “nanti jam kedua ya, nanti kan kita dua jam lagi. sekarang sejam ini, kita pake untuk membahas unsur kebahasaannya dulu. nanti sisanya itu untuk peminjaman buku, supaya pertemuan berikutnya bisa menggunakan buku paket ya. yuk, kembali dibuka! udah siap? kembali pada halaman 10!” 017/1/1/057/30072018 (12) guru : “ya, semua berpikir, nanti disimpulkan, bersama-sama dengan satu kelompok, terus hasilnya nanti ditulis yang rapi…satu untuk presentasi, yang lain menyalin nggih! jadi, semua bekerja.” 028/1/5/029/14082018 beberapa variasi tuturan bermodus imperatif, yaitu tuturan imperatif kategori memerintah (7), mempersilakan (8), mengajak (9, 10, 11), dan menginstruksikan (12). tuturan imperatif kategori mempersilakan ditandai dengan kata silakan dan bertujuan untuk memberi tahu kapan siswa bisa mulai berbicara dan bertindak, sedangkan tuturan bermodus imperatif kategori menginstruksikan bermaksud memberi tahu bagaimana seharusnya siswa berpikir dan bertindak secara berurutan. tuturan bermodus imperatif kategori memerintah sangat merepresentasikan kekuasaan guru karena menuntut siswa melakukan apa yang diucapkan dan diinginkan guru, sedangkan tuturan bermodus imperatif kategori mengajak terkesan lebih humanis karena mengaburkan jarak antara guru dan siswa sehingga keduanya terlibat bersama selama proses pembelajaran. kalimat bermodus imperatif kategori ditandai dengan kata mari (9), yuh (10), dan yuk (11). hasil penelitian tersebut relevan dengan hasil temuan mohamad zubad nurul yaqin (2017) dengan judul “representasi ideologi dalam struktur wacana kata hari ini”yang menyatakan bahwa tuturan bermodus imperatif menimbulkan jarak dan perbedaan antara guru dan siswa. melalui tuturan bermodus imperatif, guru menunjukkan posisi sebagai pihak dominan dalam proses pembelajaran. penggunaan modalitas representasi kekuasaan guru bahasa indonesia di smp negeri 4 pandak juga dapat dilihat dari penggunaan modalitas intensional (mohon, mari), modalitas epistemik (harus, rasa, akan, pasti), modalitas deontik (boleh), dan modalitas dinamik (bisa). modalitas adalah keterangan dalam kalimat yang menyatakan sikap pembicara terhadap hal yang dibicarakan, yakni mengenai http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 85 perbuatan, keadaan, peristiwa, atau sikap terhadap lawan bicaranya. sikap tersebut dapat berupa pernyataan, kemungkinan, keinginan, atau keizinan. beberapa jenis modalitas yaitu modalitas intensional, modalitas epistemik, modalitas deontik, dan modalitas dinamik. penggunaan keempat modalitas tersebut dalam proses komunikasi dapat merepresentasikan kekuasaan seseorang, termasuk merepresentasikan kekuasaan guru ketika berada di dalam kelas. berikut kutipan tuturan yang mengandung modalitas tersebut. (13) guru : “mohon perhatian! kalau kalian sudah menyusunnya dengan benar, sudah menemukan judul yang cocok dan gambar yang cocok, silakan dilem! gambarnya dilem di bawah judul! nanti kalau tidak cukup, dibaliknya!” 145/3/3/103/03082018 (14) guru : “oke terimakasih…kelimanya sudah menunjukkan kebolehannya menyajikan teks laporan percobaan masingmasing…mari kita aplous untuk kelima kelompok…” 042/1/5/100/14082018 (15) guru : “hak kamu beristirahat, silakan keluar ruangan dan kembali pukul 10 harus sudah di dalam ruangan. silakan.” 016/1/1/054/30072018 (16) guru : “saya rasa sudah dikerjakan kemarin tugasnya, sudah dibuat, hasilnya sudah, sekarang tinggal presentasi saja. semua siap ya?! semua siap ya?!” 026/1/5//017/14082018 (17) guru : “besok akan saya cocokkan pekerjaan kalian yang dikerjakan di rumah. sekian dari saya, wassalamualaikum www” 121/2/2/175/04092018 (18) guru : “ya.. santika dewi, dicoba silakan! yang atas, atas, atas, ndongak! sebatas tanganmu bisa meraih!” 021/1/1/076/30072018 (19) guru : “diskusi ya… boleh sambil lihat lks! kalau kalian kemarin mendengarkan pasti bisa!” 086/2/2/025/09082018 modalitas intensional adalah modalitas yang digunakan untuk menyatakan sikap yang berhubungan dengan peristiwa yang diungkapkan, seperti modalitas mohon (13) yang menyatakan keinginan dan harapan guru agar siswa mendengarkan ucapan guru dan modalitas mari (14) menyatakan ajakan guru agar siswa memberikan tepuk tangan sebagai bentuk apresiasi kepada siswa lain karena sudah mempresentasikan hasil diskusi. penggunaan modalitas intensional mohon dan mari menciptakan kesan sopan dan humanis antara guru dan siswa sehingga mengaburkan adanya praktik kekuasaan yang terjadi selama proses pembelajaran di kelas. adapun modalitas yang paling dominan merepresentasikan kekuasaan guru ketika proses pembelajaran adalah modalitas epistemik. modalitas epistemik yang ditemukan selama penelitian di smp negeri 4 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 86 pandak yaitu harus, akan, dan pasti. modalitas harus (15) bermaksud menuntut siswa agar mematuhi aturan guru, modalitas rasa (16) bertujuan untuk menyatakan prediksi guru terkait penyelesaian tugas yang sudah diberikan oleh guru pada pertemuan sebelumnya, modalitas akan (17) bertujuan untuk memberikan perkiraan situasi yang terjadi dan prediksi mengenai aktifitas apa yang akan dilakukan oleh guru, dan modalitas pasti (19) bertujuan untuk menyatakan kepastian, kepercayaan, dan keyakinan terhadap kemampuan siswa. penggunaan modalitas epistemik menggambarkan sosok guru sebagai pihak yang serba tau dan berkuasa di dalam kelas. ada juga modalitas deontik boleh (19) yang berkaitan dengan sikap guru yang berupa kewenangan pribadi, yaitu memberikan izin kepada siswa untuk membuka lembar kerja siswa (lks) agar lebih mudah memahami materi dan modalitas dinamik bisa (18) yang menyatakan sikap dan keyakinan guru terhadap kemampuan siswa. hasil penelitian yang terkait dengan penggunaan modalitas tersebut relevan dengan penelitian yang dilakukan oleh diah ikawati ayuningtias dan erika citra sari hartanto (2014) dengan judul “pidato politik di indonesia: sebuah kajian wacana kritis”. pronomina persona penggunaan berbagai macam pronomina persona dalam komunikasi selama proses pembelajaran merupakan strategi penyampaian pesan agar pesan dapat diterima, dapat dipercaya, dan akhirnya siswa mau mengubah sikap dan tindakan sesuai dengan harapan guru. penggunaan pronomina persona juga merupakan salah satu strategi komunikasi yang bertujuan untuk menunjukkan posisi guru di hadapan siswa. berikut kutipan tuturan yang mengandung pronomina persona. (20) guru : “buku dan lks silakan ditutup! saya akan panggil secara acak ya... kan saya belum hafal nama-nama kalian... yang pertama, adi triawan...” 101/2/2/44/04092018 (21) guru : “makanya kamu jangan ramai. kalau memang tidak bisa diam silakan tunggu di luar biar temennya tidak terganggu. kamu pelajari yang ini, besok pagi kamu presentasi! masih ada dua pertanyaan lagi!” 111/2/2/76/04092018 (22) guru : “terus kamu harus menyadari, maklum, karena ruangan kita dekat dengan ruangan gamelan, nanti sebentar lagi mereka akan latihan, mereka nabuh, kita mulai ya biar suara bu guru tidak sumbang. kita gunakan kesempatan mumpung mereka belum nabuh.” 018/1/1/058/30072018 (23) guru : “setelah perincian, kesimpulan isinya apa? ada yang tau? isinya apa? isinya penutup. kalau masih bingung, coba kalian lihat teks yang ada pada halaman 7! dibaca ya! sekarang tanggal berapa?” http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 87 067/2/2/032/01082018 (24) guru : “hayo, mas adidarma!” 015/1/1/052/30072018 (25) guru : “beri tepuk tangan…nggih…terimakasih untuk kelomponya mas erik…selanjutnya kelompok selanjutnya…mbak asti dan kawan-kawan, monggo…” 034/1/5/045/14082018 (26) guru : “yak! kesimpulannya yang jam pertama kedua tadi masuk, di jam ketiga ini masuk lagi to? belum ada yang lompat pagar? kalau belum ada, kita lanjutkan buku dikeluarkan, lks dikeluarkan, yang belum punya lks, ya menyesuaikan. kita akan lanjutkan materi kita yang kemarin, kemudian nanti kita tambahkan informasi yang ingin saya sampaikan pada kalian. kemarin yang kita bahas apa, nak?” 125/3/3/007/03082018 (27) guru : “absen 1 siapa? ahmad ramadhani, coba dibaca yang identifikasi halaman 7!” 069/2/2/036/01082018 pemilihan dan penggunaan pronomina persona tertentu dimaksudkan untuk merepresentasikan kekuasaan guru, seperti pronomina persona saya (20), kamu (21), kita (22), mereka (22), kalian (23) yang digunakan selama proses pembelajaran. selain itu, juga digunakan pronomina persona bu guru (22) sebagai variasi dari kata saya. penggunaan pronomina persona saya (22) dan kamu (23) mempunyai makna untuk menonjolkan diri, menunjukkan eksistensi sebagai orang yang mempunyai kapasitas dalam menyampaikan sesuatu hal di depan kelas. selain itu, guru memanggil siswa langsung dengan menyebut nama seperti pada tuturan (27) tanpa menggunakan kata ganti sapaan. hal tersebut tentu saja menggambarkan kekuasaan guru di dalam kelas sebagai pihak yang memiliki posisi lebih tinggi daripada siswa. guru juga menggunakan pronomina persona dari bahasa jawa, seperti mas (24) dan mbak (25) untuk menggambarkan hubungan sosial antara guru dan siswa yang lebih humanis. guru juga memanggil siswa dengan sebutan nak (26) dalam proses komunikasi sebagai tanda bahwa guru juga menyayangi dan mengayomi siswa. penggunaan pronomina kita (22) menunjukkan bahwa guru melibatkan siswa dalam proses pembelajaran. dampak yang diharapkan dari penggunaan pronomina kita adalah apa yang menjadi gagasan guru juga menjadi gagasan siswa. hasil temuan tentang pronomina persona kita relevan dengan hasil temuan mohamad zubad nurul yaqin (2017) dalam jurnal “representasi ideologi dalam struktur wacana kata hari ini” dan ni nyoman ayu ari apriastuti (2017) yang berjudul “bentuk, fungsi dan jenis tindak tutur dalam komunikasi siswa di kelas ix unggulan smp pgri 3 denpasar”. kedua jurnal tersebut menyatakan bahwa pronomina persona kita biasanya digunakan untuk menyampaikan sesuatu yang berhubungan dengan kepercayaan, rencana, suasana hati, sikap, harapan, ajakan, dan seruan. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x representasi kekuasaan pada bentuk gramatikal tindak tutur guru … putri meinita triana, zamzani doi: https://doi.org/10.26714/lensa.9.1.2019.77-89 88 selain itu, juga digunakan untuk memberikan informasi mengenai sesuatu yang sudah umum dan yang tidak diragukan lagi kebenarannya, memberi informasi sekaligus klarifikasi mengenai sesuatu, serta ketika ingin menasihati sekaligus ingin mempersuasi siswa tentang sesuatu yang berhubungan dengan sikap atau keyakinan. penggunaan pronomina persona kita berakibat pada kaburnya dikotomis antara guru dengan siswa. kesimpulan berdasarkan penelitian dan hasil pembahasan dapat disimpulkan bahwa representasi kekuasaan pada bentuk gramatikal tindak tutur guru dalam pembelajaran bahasa indonesia di smp negeri 4 pandak terwujud melalui (1) penggunaan kalimat positif-negatif yang bersifat tidak sahih sehingga berpotensi tidak sesuai fakta; (2) penggunaan modus kalimat yang meliputi kalimat deklaratif, kalimat interogatif, dan kalimat imperatif; (3) penggunaan modalitas intensional (mari, mohon), modalitas epistemik (akan, rasa, harus, pasti), modalitas deontik (boleh), dan modalitas dinamik (bisa); dan (4) penggunaan pronomina persona saya, kamu, kita, mereka, kalian, mas, mbak, dan nak. daftar pustaka amir, j. 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(2013). representasi kekuasaan pada tindak tutur guru dalam pembelajaran bahasa indonesia. jsimbol (bahasa, sastra, dan pembelajarannya), 1(2), 1-10. yaqin, z. n. (2017). representasi ideologi dalam struktur wacana kata hari ini. lingua: jurnal ilmu bahasa dan sastra, 12(2), 99-109. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.77-89 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 33 esther's psychopathic behaviours in the orphan movie m. irsyad rasyid rusyidi*, mamik tri wedawati universitas negeri surabaya jl. lidah wetan, kec. lakarsantri, kota surabaya, jawa timur irsyad.18052@mhs.unesa.ac.id article history: submitted on 5th may 2022; accepted on 7th june 2022; published on 30th june 2022 abstract a psychopathic condition is a psychological behavior regarded as destructive and bad for society. this study aims to identify the characteristics of ester's psychopathic problems and the reasons that cause ester to become a psychopath. the data analysis derives from the orphan film, the script, and the cinematography. using psychopath theory, the evidence is interpreted. to answer the research problem, the writer employed psychological theory from wellek and warren (1956), and psychoanalysis theory from sigmund freud and james d. page, to answer the research problem. the qualitative descriptive approach is used in this study. the research findings reveal two issues: esther's psychopathic disorders and the factors are the cause of esther to become a psychopath.according to the research findings, esther's character is a psychopath.first, there are five psychopath behaviors: liar, lack of feeling guilty, lack of empathy, manipulative, and aggressive. second, esther becomes a psychopath due to biological and environmental factors. keywords: mental health disorder, movie, psychopathic introduction the film has become an exciting sector for those who desire to show their creative mind and abilities in the modern era. it is a manifestation of someone's creativity and invention and a source of pleasure for others (boggs, 1991). the film is also a fusion of science and theater, sound art, painting art, and music (terms., 2010). special effects based on animation methods literature, or anything written that represents culture, is also an art form. the film begins with a scenario and reflects culture. therefore, the film is a reflection of literature. therefore, the film is a reflection of literature. it is one of the literary masterpieces that has recently grown in popularity. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 mailto:irsyad.18052@mhs.unesa.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 34 because it is a modern drama, the film is a literary work. as a work of art, the cinema is frequently viewed as the outcome of copyrighted works of art that have the fullness of some components of art to suit the needs of a spiritual nature. literary works that are displayed through language have two functions, to entertain and educate; as stated by (wellek & warren, 1956), the literary theory says that the function of literature must be beautiful, meaningful, and entertaining and must also teach the reader something good. for example, studying literature helps us understand the emotional aspects of human interaction, history, geography, culture, and social trends over time (influences in culture), understand stories (and the importance of human experience), give friends peer criticism and accept peer criticism, build writing, critical thinking, and communication skills(pullman et al., 2021). there are many aspects of character in literary works that can be used as objects of research; one of them is a psychopath. as stated by (verstappen, 2011), a psychopath is someone who has an egotistical and unpleasant attitude, as well as a lack of responsibility for the deeds he has committed against him. as social entities, humans will require each other to engage if they lack respect for others (hintjens, 2015). many stories are born by human interactions and socialization processes, which motivate everyone to channel thoughts or inspirations that develop. literature is a creative activity that becomes a tool in the socialization process to send messages, experiences, and humans to other people or spectators, and the shape of writings into numerous forms, such as poetry, novels, music, paintings, drawings, and others (robinson, 1979). before being designated by a number of french psychoanalysis and art critics as one of the approaches methodologies most appropriate to the cinematographic world, psychoanalysis had a special relationship with cinema. aside from a film discussion based on psychoanalysis theory is good, the texts in the film will be the focus of the psychoanalysis argument. for example, the director, the characters in the film, the filming process, the genre of the film, the audience, and gender. (gilmer, 1970). in most cases, film analysis treats the character as an item that may be regarded as three people. in this situation, the text of the character can be studied to identify an implicit text in the character's unconsciousness (robert, 1999). the movie describes a woman with two children who is melancholy and has frequently got nightmares. it was part of her memory about her third kid who had died. when he adopted esther, a strange 9-year-old girl, kate and john headed to the gym the following day. saint mariana's girl's orphanage kate and john decided to adopt a child. esther is a talented painter and singer who is also a bright young lady. (yadriha & mariana, 2019). this movie became a trending subject on twitter and was nominated for a teen choice award in 2009. it also won the golden reven international feature long competition at the brussels international fantastic film festival in 2010. this also requires that any film production not only have a strong plot but also be visually appealing. a good visualization http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 35 will help focus the viewer's attention on the message that the filmmaker wants to express via the many shootings depicted in the film (rizqi, 2017). making a film is not easy, and it does not take as little time as we think it does when we see it. because it requires logic and if the technique, it takes time and a lengthy procedure (hendriawan, 2010). the thinking process consists of looking for ideas, concepts, and tales to work on. meanwhile, the technical process, in the form of creative abilities, is shooting to generate good visualization so that the film may be seen. getting a good shot is intimately tied to the film's cinematographic aspects. cinematography is a method of taking images and organizing them in such a way that they form a sequence of images capable of conveying thoughts (biran, 2010). there have been relevant previous researchers who investigated psychopath, and their research support this research paper. first, it is based on a thesis from (maulanie, 2016); the title is "an analysis of esther's psychopath problem in orphan film viewed from psycho-analysis theory by sigmund freud." using freud's psychoanalytic theory, the research explores the main character, esther, in the film orphan, as well as all of her problems. the study's goal is to use sigmund freud's psychoanalysis theory to reduce the scope of the examination to the psychological condition of the key character in the film orphan. the study selected to conduct this issue utilizing a qualitative approach relating to the research and objectives. second, it is based on a thesis from milawaty(milawaty, 2015); the title is "a major character analysis of orphan movie." the major characters of esther in the film orphan, directed by jaume collet-serra. the issue that may arise in this inquiry is "how is esther portrayed in the orphan movie?" the goal of this study is to learn about esther's characteristics as an orphan. third, it is based on the thesis from rohman (rohman, 2019); the title is "an analysis of psychopatism in orphan film." the author used sigmund freud's theory to evaluate the key characters in the film who had psychiatric illnesses in this research. in this study, a qualitative descriptive approach is used to describe the intrinsic and extrinsic aspects of orphan films, such as conversation and situations, which are evaluated using sigmund freud's theory. fourth, it is based on thesis from arimawati (arimawati, 2020); the title is “psychopath behaviour in the orphan film by jaume collet serra”. the goal of this research is to learn about the behavior, traits, and effects of psychopathic in everyday situations. the research data are based on the film and plot of the orphan. to address the problem's wording, the author adopts two theories: stefan's h. verstappen theory and robert's hare theory. according to study findings, there are four basic types of psychopaths: the victim, the artist, the nasty psychopath, and the expert psychopath, with the nasty psychopath being the most prominent. fifth, it is based on the article from pujimahanani (pujimahanani, 2019);the title is “esther’s psychopathy in david leslie johnson’s orphan movie script”. the author of the study focuses on esther's psychotic symptoms in http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 36 david leslie johnson's orphan film script, the explanations for esther's psychopathy, and the repercussions of esther's psychopathy on herself, max, and kate. the thesis writer investigates the causes of esther's psychopathy in david leslie johnson's orphan film script. physical assault, sex abuse, and emotional and mental trauma all contribute to esther's psychopathy. in previous comparable studies, all studies discussed psychopaths. meanwhile, the differences from each previous studies lies in the theory used and what is being researched. the first, second, and third studies used the psychoanalytic theory of sigmund freud. the fourth theory uses a combination of stefan's h. verstappen theory and robert's hare theory to find the types of psychopaths. the last studies use david leslie’s theory to find out the symptoms of esther through scripts. the researchers also analyse the psychopath represented in the main character of the film the orphan and its impact on this study (andi, 2011). the bulk of investigations used psychoanalysis theory, which is similar to the research discussed above. they are theoretically equivalent, and another thing they have in common is that they all used the descriptive qualitative research technique. next, this study utilized the differences lay on the theory of psychopaths based on wellek and warren (wellek & warren, 1956)and combined it between psychological and literature(milawaty, 2011). the reason for using this theory is because this theory is suitable for showing the influence between literature and psychology.the research data used to support the hypothesis in this study. these are the differences between the linked studies and this study which brings the issue of psychology. the character in the movie shows a psychopath condition since he has no empathy or grief for others. the author feels that psychological research is important since it can aid in the treatment of psychic diseases, according to the detail above. the research focuses on two problems as follows: 1) how did the characteristics of ester's psychopathic portray in the orphan movie? 2) what are the factors that make ester as a main character of the orphan movie become a psychopath? method this research was conducted qualitatively. they were utilizing data from words and other written materials as sources (hubermen, 1984). the focus of the study is the film the orphan by jaume collet serra. in qualitative research, wellek and warren investigate the problems using a psychological approach that is adapted to the individual.the analysis data are derived from the film the orphan, the script, and the cinematography. to answer the research problem, the writer employs psychological theory from wellek and warren (1956), which is combined with psychoanalysis theory from sigmund freud and james d. the data source for the study is the film the orphan by jaume collet serra. conversations and images data from the film would be maintained in several stages; they are called technique's realization: a) watching the movie http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 37 multiple times, b) reading the film's manuscript, c) choosing the character to be examined, d) making notes on key passages in both primary and secondary sources, e) sorting and categorizing the relevant data, f) making notes from the material as well as additional resources relevant to the film and analysis. graphic 1: research framework findings and discussion the researcher addresses the traits of ester's psychopathic presented in the orphan movie and the circumstances that cause ester, the main character of the orphan movie, to become a psychopath in this chapter. the study examines esther's feature of being stuck in her little body through the lens of wellek and warren's psychological literature and freud's psychoanalysis theory. by combining literary psychology theory from wellek and warren and sigmund freud, the researcher has numerous options for evaluating esther's behaviour, such as temperament, habits, or characteristics that may also tell the reader about the leading character in a story. it was also evident in esther's reactions to various events and environments. according to wellek and warren's view, esther lacked a conscience and felt no shame for what she did, was selfish and emotionally unstable, antisocial, cold, ruthless, harsh, and unpredictable, and had sadistic goals and objectives. this is in line with the findings using the psychoanalytic theory of sigmund freud which states that esther has 5 characters, liar, lack of guilty feeling, aggressive, lack of empathy, and manipulative. this is evidenced by the behavior described by esther, dialogue, and cinematography. in addition, there are 2 factors that cause esther to become a psychopath, namely biological and environmental factors. the lead character in this film is named esther. she is a nine-year-old orphan at an orphanage. her life as an orphan ends when kate and john identify the problem collect the data literature study a) watching the movie multiple times, b) reading the film's manuscript, c) choosing the character to be examined, d) making notes on key passages in both primary and secondary sources, e) sorting and categorizing the relevant data, f) making notes http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 38 coleman decide to adopt her. esther, a 9-year-old girl, has many excellent qualities that others admire. she is extroverted, brilliant, friendly, and intelligent. she realized they were all great folks when she met the coleman couple for the first time. she has a terrible character among her many amazing characteristics that she keeps buried till no one knows or observes it save her stepmother, kate. the viewer may notice various anomalies in her around the middle of the film that were not noticeable at the start. the viewer may notice various anomalies in her around the beginning of the play that were not noticeable at the start. esther is hiding a secret from her adopted family, and a negative character who appears in the middle of the film explains who esther is and what is wrong with her. the character of ester in the orphan movie a) the liar esther is not honest with her family about the accident that occurred after she pushed brenda till she fell. esther lies about the piano in addition to brenda. when esther meets the colemans for the first time, she is shocked to find kate has a piano. kate offers to teach her to play the piano, which she gladly accepts. kate, who had no idea esther could play the piano, is shocked when she realizes esther can do so perfectly. kate chastises her and accuses esther of lying to her, but esther simply dodges the topic, insisting that she does not lie and also reveals shocking information to kate. esther has no regrets since she does not tell the truth.the picture below shows that esther has liar behaviour. picture 1: kate caught esther playing piano in the dialogue between kate and esther in scene 00:48:30 -- 00:51:45, kate was suspicious about the sound and wondered who was playing piano in the middle of the room. kate was caught secretly in esther playing the piano and asked if esther can play piano as stated in kate’s dialogue “you told me you did not know how to play”. previously, ester stated that she was unable to play the piano and requested that kate teach her. then, esther denied it by saying “you offered to teach me playing a piano, and i agree with http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 39 that”. it also added with the cinematography aspect that the angel shot image of esther playing the piano indicates the focus and the intended object. like the pattern of using the camera from behind the object with the focus on the main player. the focus of the object with a close-up of the face is a marker of the figure or the main character in the film; in other words, it can be said that ester has an important role in the orphan movie. b) lack of feeling guilty esther realizes how precious the flower may be to kate when she attempts to surprise her by presenting her a flower that kate planted for her deceased child, jessica. she chooses the flower on purpose and surprises kate with it. finally, kate becomes enraged, and when she tries to steal esther's flower, esther refuses, forcing kate to pull her arm. the images below demonstrate esther's lack of feeling guilty behavior. picture 2: esther tries to ruin kate's favourite flower from the dialogue between kate and esther in scene 01:09:57 -- 01:13:46, esther took advantage of the incident to gain john's attention and convince him to side with her. esther causes self-harm by breaking her arm, and john blames kate as a punishment. esther says, “my arm” while kate tried to stop esther to hurt her own arm. kate was confused about what esther did by saying “esther, what are you doing?” we can tell that esther feels no sorrow or guilt over cutting kate's exquisite bloom. the cinematography is also added in this scene in which esther and kate's facial expressions indicate anger and emotion in the fight that took place in their home, and these can be considered facial expressions and vocals in describing the situation. the focus of the shoot is used to describe an important conversation or conversation that focuses on the topic at hand. the colours used also add to the dramatic impression with slightly dark nuances and the soundtrack that supports the scene. c) lack of empathy the act occurs when the main character, esther, discovers that mary's nun wants to tell john and kate the facts about esther if there is something wrong with esther. mary informs children that if any criminal activity occurs, such http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 40 as a female fight, theft, a boy stable with scissors, or a home burning, they should contact the police. those things have happened in places where esther is present. those heinous crimes that occurred there were committed by esther, and only ether was able to save her. esther urges max to play a game with mary in order to maintain the secret. the picture below shows that esther has lack of empathy behaviour. picture 3: esther hits sister abigail according to the dialogue between esther and max, in scene 00:29:50 --00:45:32, esther planned to hurt mary because she came to the kate’s house and discussed about her. she was mad at mary and wanted to kill her. they debated stopping mary by the side of the road. esther used max as a bribe to get mary to stop her car. esther pulls max onto the road, causing mary's car to stop suddenly. esther said that it is going to be fine and asked max to scare mary so she would never come back to kate’s house. esther mary stopped the car. mary get out of the car and said to the max “you all alright? max? max? are you okay?” unfortunately, esther hit mary using hummer so hard. esther got mad to max because she cried a lot. esther asked max to stop crying and grab mary’s foot to get her beside the road. it is also included with cinematography aspect as a medium shot which presents mary's car and added with mary's car sound while on the road home. the musical instrument appears in the backdrop of this sequence to help the audience understand the atmosphere of the sequence. the angle used in this sequence emphasizes the expressions of max, mary, and esther by using eye level. esther asks max to hide mary's body in the woodland when she sees john's car on the road. d) manipulative sister abigail says it is not an easy decision to adopt an older kid, but kate thinks they are ready. sister abigail inquires as to jon's whereabouts, and kate responds that he is in the restroom. esther meets with jon and kate, and the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 41 pair quickly decides that esther is the one they want to adopt. they visit sister abigail in her office, and she characterizes esther as a pretty mature nineyear-old who is also extremely educated and nice. picture 4: sister abigail meets kate's family at her home to know more about esther the evidence in scene 00:36:05 --00:45:13, sister abigail gave the information to the kate and john by saying “actually, she is from russia, it is amazing how good her english language is, even she has only been in here in a several years. she bought to the american because her family is dead in a house fire”. she manipulates her facts about herself in addition to her face expression. she does not reveal the truth about her prior life to her family or even her orphanage nurse. it is evident when sister abigail tells coleman information about esther that is diametrically opposed to the truth. the cinematography added in this scene is shot frame objects which are used when esther's adoptive parents talk to sister abigail; they are facing each other and talk by taking pictures one by one from the camera side, becoming the object of strengthening the story in the picture as the story of the picture frame itself. long shots are also used where the picture shows them overlapping each other face to face telling the topic being discussed. e) aggressive of course, as an adult and mature female, her sex need has risen uncontrollably, and she wishes to fill it as quickly as possible. she did whatever she thought was the right thing to do. esther tries to convey her feelings while living at john's house throughout the night, when kate is in the hospital and max is asleep. that reflects her forceful attitude as an adult, a time when a woman needs a man to protect, love, and guide her through life, as opposed to john, who is becoming drunk as a result of the negative http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 42 events in his family life. the picture below shows that esther has manipulative behaviour. picture 5: esther shows her love to john in the dialog between esther and john in scene 01:38:34 --01:56:12, it is shown that esther and john had a love connection one to another. esther with her female attraction confessed her attention toward john by saying, “…i love you, daddy” with a nickname ‘daddy’ it could be said as an aggressive. on the other hand, john also have the same attention toward esther by calling her ‘honey’ as in the dialog, “you too, honey”. at the same time, esther tried to convince john from her words, “i really love you. …john, let me take care of you”. esther big affection actually was bigger than how was john to esther. all john’s words about love were actually his big love toward kate, “you are so confused. do you know that? i do not love you like that. that is the way kate and i love each other. do you understand?”. the aggressiveness of esther was still there while they were sitting and talking on the comfort sofa and esther still confirms john in her words, “you are a good person, john. you are a great father and handsome man.” based on the dialogue between esther and john, esther is an aggressive young lady, as seen by the image and dialogue above. she claims that she adored him in the same manner that he adored kate. esther wants to be recognized as a wife, just like kate. but john has never loved her since he regards her as an adoptive kid. esther became angry as a response to his feelings and words, and she immediately revealed her identity, as it is well known that ether is not the young girl who emerged recently, but rather a woman who has been living in secret for a long time, and she attempts to kill him. the cinematography depicted in this scene is a special effect where esther begins to show her aggressive side and becomes a question mark by creating a cinema effect that indicates that circumstances or doubts can be things that make people ask who she is. in addition, a peaceful shot at the beginning, then suddenly the sound blares, and something rushes past the camera. the lighting is dimmed to add an intimate feel. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 43 1. the factors that make esther become psychopath a) biological factors esther is not a 9-year-old girl, but she is a 33-year-old woman who suffers from hypopituitary disease, where her body growth stops at the age of 9. due to the disease, esther-whose real name is leena-suffers from depression and disorders. to be honest, she really wanted an intimate relationship with a man, but because her body condition did not allow it, she finally went crazy and became a psychopath. b) environmental factors esther's mind and brain worked like a 33-year-old. in the family home that adopted him for the first time, he felt uncomfortable. he could not adapt to his environment, so esther began to turn violent, even though she could not see it from her face. he began to take revenge on the people around him by killing them one by one. it has been counted that he has killed seven people who are also the family who adopted him. esther had been admitted to a mental hospital because of this disorder, but she managed to escape from the hospital and went to the city and into the midst of a society that did not recognize her at all. while in the hospital, esther used to scream a lot, banging her hands against the wall, injuring her wrists and neck with a razor blade, leaving scars. for this reason, doctors and psychiatrists claim him to be the most dangerous patient. in the house of the family that had adopted him for the first time, he killed all the members of the family one by one, even burning down the house of the adopter. conclusion in this study, the researcher examines the characteristics of ester's psychopathic portrayed in the orphan film and the factors that cause ester, the main character in "the orphan," to become a psychopath. the research applied a combination of two theories, psychological literature by wellek and warren and psychoanalysis by sigmund freud, to learn about and understand the causes of esther's characteristic problem.as a result of analyzing the movie, the researcher concludes that esther's characteristic issue is the result of an imperfection in her phallic stage. it may be observed in how she constantly attempts to win her stepfather's attention while ignoring the rest of his family as a competition in possessing her father. another effect of esther's imperfect phallic stage isthat her super-ego does not function well when she commits a horrible act such as murder. esther develops bad characteristics such as liar, aggressive, manipulative, and lack of feeling guilty and empathy. furthermore, environmental and biological factors contribute to ester's transformation into a psychopath in the film "the orphan." regarding this issue, researchers hope that there will be http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 44 further research related to explaining the psychopath effect of movies in real life so that people can clearly know the impact of psychopathic disease. references andi, p. (2011). metode penelitian kualitatif dalam perspektif rancangan penelitian. ar-ruzz media. arimawati, u. (2020). psychopath behaviour in the orphan film by jaume collet serra. biran, h. m. y. (2010). lima jurus sinematografi. fakultas film dan televisi ikj. boggs, j. m. (1991). the art of watching films third edition. mayfield publishing company. gilmer, v. h. (1970). psychology. harper and row publisher. hendriawan, k. (2010). materi workshop cinematography. markas sinema 60. hintjens, p. (2015). the psychopath code cracing the predators that stalk us. pieter hintjens. hubermen, m. . a. . m. (1984). qualitative data analysis. newbury park ca: sage. maulanie, n. h. (2016). an analysis of esther’s psychopath problem in orphan film viewed from psychoanalysis theory by sigmund freud. (strata 1 degree of english letters department, state islamic university syarif hidayatullah jakarta). https://id.123dok.com/docum%0a%0aent/6qm83x5z-an-analysisof-%0aesther-s-psychopath-problem-%0ain-orphan-film-viewedfrom-%0apsychoanalysis-theory-by-%0asigmund-freud.html milawaty. (2011). a major character analysis of orphan movie letters and humanities faculty (vol. 1). milawaty. (2015). a major character analysis of orphan movie. (degree of english letters department, state islamic university syarif hidayatullah jakarta). http://repository.uinjkt.ac.id/d%0aspace/bitstream/123456789/5%0 a394/1/milawaty-fah.pdf pujimahanani, c. (2019). esther’s psychopathy in david leslie johnson’s. vol 4 no.2. https://doi.org/https://doi.org/10.25139/dinamika.v4i2.1600 pullman, l. e., refaie, n., lalumière, m. l., & krupp, d. b. (2021). is psychopathy a mental disorder or an adaptation? evidence from a meta-analysis of the association between psychopathy and handedness. evolutionary psychology, 19(4), 1–17. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 33-45 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x esther's psychopathic behaviours in the… m. irsyad rasyid rusyidi, mamik tri wedawati doi: https://doi.org/10.26714/lensa.11.2.2022.33-45 45 https://doi.org/10.1177/14747049211040447 rizqi, a. f. (2017). analysis of louis bloom‟s psychopath symptoms in nightcrawlwe film. journal of the state islamic university syarif hidayatullah jakarta. robert, h. (1999). without consience the disturbing world of the psychopaths among us. robinson, m. k. (1979). introduction to psychology. tosho printing co.ltd. rohman, m. s. (2019). psychopath characteristic on amy elliott dunne as the main character in gone girl by gillian flynn. journal of the state islamic university of sunan ampel surabaya. terms., d. of f. (2010). the aesthetic companion to film analysis. frank e. beaver. verstappen, s. (2011). defense against the psychopath. canada: woodbridge press. wellek, r., & warren, a. (1956). wellek-theory of lit.pdf. yadriha, s., & mariana, a. (2019). an analysis of psychopathic traits towards annie wilkes in misery novel by stephen king. british (jurnal bahasa dan sastra inggris), 8(1), 55. https://doi.org/10.31314/british.8.1.55-68.2019 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.33-45 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 46 verba transitif dan objek dapat lesap dalam bahasa karo transitive verb and deletable object in karo language sura isnainy br sembiring1, mulyadi universitas sumatera utara 1suraisnainysembiring@students.usu.ac.id riwayat artikel: dikirim 6 oktober 2018; diterima 27 juni 2019; diterbitkan 30 juni 2019 abstrak penelitian ini berfokus kepada objek dapat lesap di dalam verba transitif bahasa karo yang dianalisis dengan cara menganalisis kalimat atau klausa yang ber-objek dapat lesap yang terjadi dikarenakan objek sudah di tulis dalam konteks sebelumnya, dan verba transitif yang menyatakan perasaan yang berafiks me-ken dengan berbentuk dasar adjektiva/ keadaan, verba subtipe pertama memiliki ciri dapat disertai o dan dapat dipasifkan. pengumpulan data melalui metode tahap pengumpulan data, analisis data, dan generalisasi secara induktif. data yang didapat dianalisis menggunakan teknik lesap menurut sudaryanto. temuan menunjukkan verba transitif dalam bahasa karo berafiks er-, me-, er-ken, me-kan, memper-i, dan fungsi o dituntut hadir dalam klausa yang fungsi p-nya di isi oleh verba polimorfemik dan di bahasa karo tidak semua verba berprefiks adanya suatu peluluhan, ataupun pelesapan morfemis. kata kunci: verba transitif, objek dapat lesap, bahasa karo abstract this research focuses on objects that can be absorbed in the transitive verbs of karo language analyzed by analyzing sentences or clauses that have objects that can occur due to objects that have been written in the previous context, and transitive verbs that express feelings that are me-ken with form base of adjectives / states, the first subtype verb has a characteristic can be accompanied by o and can be passivated. data collection through the method of data collection, data analysis, and inductive generalization. the data obtained were analyzed using removal techniques according to sudaryanto. the findings show that the transitive verbs in karo language have er-, m, er-ken, me-me, make-i, and o functions are required to be present in clauses whose p functions are filled with polymorphic verbs and not all verbs in karo reflex the presence of an elimination, or the morphemic removal. keywords: transitive verbs, removable object, karo language http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 mailto:suraisnainysembiring@students.usu.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 47 pendahuluan verba adalah kategori yang dominan berfungsi sebagai predikat (p) dalam klausa. di dalam klausa, fungsi p itu merupakan pusat struktur fungsional klausa (verhaar, 1981). fungsi p itu mempunyai peranan atau kedudukan yang melebihi fungsi (-fungsi) sintaktis yang lain karena selalu hadir di dalam klausa dan keselaluhadirannya itu menentukan pemunculan fungsi(-fungsi) sintaktis yang lain. misalnya, subjek (s) berhubungan langsung dengan p, tetapi dengan objek (o) atau keterangan (k) hanya tak langsung, yaitu melalui p klausa (lih. verhaar, 1981).verba dapat dipilah menjadi dua jenis, yaitu verba transitif dan verba intransitive. perbedaan antar kedua jenis verba itu terletak pada fungsi objek (o). verba transitif adalah verba yang didampingi oleh fungsi o, sedangkan verba yang menghindari fungsi o disebut verba intransitive. namun, kenyataan menunjukkan bahwa tidak semua verba transitif yang mengisi fungsi p didampingi oleh fungsi o secara wajib. dalam klausa aku sangana ngoge ‘saya sedang membaca buku’ misalnya, fungsi o (ngoge) tidak harus hadir. fungsi o itu dapat di lesapkan tanpa merusak keberterimaan klausa sisanya: aku sangana ngoge. persoalannya adalah verba transitif manakah yang fungsi o pendampingnya dapat lesap? persoalan itulah yang dibahas dalam makalah ini. bahasa karo adalah bahasa yang digunakan oleh suku karo yang mendiami dataran tinggi karo (kabupaten karo), langkat, deli serdang, dairi, medan, hingga ke aceh tenggara di indonesia. bahasa karo secara historis ditulis menggunakan aksara karo atau sering juga disebut surat aru/haru yang merupakan turunan dari aksara brahmi dari india kuno namun kini hanya sejumlah kecil orang karo dapat menulis atau memahami aksara karo, dan sebaliknya aksara latin yang digunakan. jumlah penutur bahasa karo sekitar 600.000 orang pada tahun 1991. kategori dalam kalimat, kategori sintaksis adalah apa yang sering disebut “kelas kata”, seperti nomina, verba, adjektiva, adverbial, preposisi, dan lain sebagainya (verhaar, 1995). kategori sintaksis berkenaan dengan istilah nomina (n), verba (v), adjektifa (adj), adverbial (adv), numeralia (num), preposisi (prep), konjungsi (konj), dan pronominal (pron). peran dalam kalimat, alwi (2003) menyatakan bahwa pada dasarnya tiap kalimat memerikan suatu peristiwa atau keadaan yang melibatkan satu peserta atau lebih, dengan peran semantis yang berbeda-beda sehingga dikenal peran semantis pelaku, sasaran, peruntung, pengalam, dan atribut selain itu juga adanya peran keterangan. ada dua hal yang dibahas, yaitu seluk-beluk verba yang bila mengisi fungsi p menuntut hadirnya fungsi o dan fungsi o dapat lesap (deletable object) dalam bahasa karo. kedua hal ini merupakan masalah sintaksis struktural, suatu kancah yang berabad-abad lamanya menjadi limpahan pengamatan di dalam dunia linguistic (kaswati purwo dan anton, 1985). dalam penelitian http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 48 ini penulis ingin lebih mendalami konstituen o yang melengkapi verba transitif dalam klausa bahasa karo yang dapat lesap. verba intransitif ini oleh alwi dkk diperkenalkan dengan nama verba taktransitif. verba ini oleh alwi dkk didefinisikan sebagai verba yang tidak memiliki nomina di belakangnya yang dapat berfungsi sebagai subjek dalam kalimat pasif. definisi yang lebih sederhana dikemukakan oleh matthews. menurutnya, intransitif merupakan satu kontruksi dimana verba hanya berhubungan dengan satu nomina atau yang setara dengannya. jadi, lebih lanjut menurut matthew, verba intrasitif adalah satu verba yang mengambil peran dalam kontruksi itu. penelitian mengenai verba transitif sendiri telah banyak digunakan, misalnya pada kasus perbandingan verba transitif dan intransitf bahasa indonesia dan bahasa jepang: tinjauan analisis konstratif (diana kartika, 2010) yang menyatakan dalam bahasa jepang verba transitif dan intransitif memiliki akhiran sebagai penanda masing-masing verba. juga verba transitif dan objek dapat lesap dalam bahasa indonesia (tri masyoto, 2010) yang menyatakan bahwa fungsi p menuntut hadirnya fungsi o dan fungsi o dapat lesap (deletable object) dalam bahasa indonesia. verba transitif dan intransitif dalam bahasa arab yaitu kelas kata yang terbagi atas 3 yaitu: (1) ism ‘nomina’ yang terdiri atas ism nakirah ‘nomina tak takrif’ dan ism ma’rifat ‘nomina takrif’; (2) fi’il ‘verba’ yang terdiri atas: (a) fi’il madhi ‘verba bentuk lampau’, fi’il mudhari ‘verba bentuk kini dan mendatang’, fi’il amr (imperatif); (b) fi’il lazim (verba intransitif), fi’il muta’addi (verba transitif); (3) harf ‘partikel’ (adas dan aldawalk, 1984). ratih parananingsih (2009) dalam penelitiannya yang berjudul verba bervalensi dua dalam kalimat bahasa jawa (kajian struktur dan makna). penelitian mengenai verba bervalensi dua dalam kalimat bahasa jawa yang dengan tinjauan secara deskriptif. penelitian ini berbeda dengan penelitian sebelumnya yang dilakukan oleh parananiningsih (2009). pada penelitian tersebut membahas verba bervalensi dua merupakan jenis verba aktif transitif secara morfologi. sedangkan dalam penelitian ini menfokuskan pada verba transitif secara sintaksis. berdasarkan data dalam novel merah putih: novel reportase timnas u-19 karya rudi gunawan, bentuk-bentuk verba aktif transitif terdiri dari verba ekatransitif verba dwitransitif, dan verba semitransitif. ermanto dan emidar (2011) telah melakukan penelitian yang berjudul afiks derivasi per-/-an dalam bahasa indonesia: tinjauan dari perspektif morfologi derivasi dan infleksi. penelitian tersebut menyimpulkan bahwa ditinjau dari perspektif morfologi derivasi dan infleksi, pengimbuhan afiks derivasi per-/-an pada verba (baik verba dasar maupun verba turunan) dan pada nomina dapat 4 menurunkan (1) nomina perbuatan seperti perjalanan, perbuatan, perkemahan, perlarian, (2) nomina tindakan seperti perlawanan, permintaan, percobaan, perkiraan, (3) nomina instrumen tindakan seperti peraturan, (4) nomina instrumen perbuatan seperti perhiasan, perusahaan, (5) nomina lokatif perbuatan seperti perguruan, pemandian, pelabuhan, (6) nomina proses seperti perkembangan, pertumbuhan, perpecahan, pertambahan, perubahan, (7) nomina kolektif http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 49 seperti pegunungan, pepohonan, perkebunan, perbatasan, perkampungan, (8) nomina abstrak seperti perbankan, perorangan, persoalan, percontohan, perekonomian. bentuk – bentuk diatas cukup menarik untuk dikaji lebih mendalam. karena sepengetahuan penulis, kajian tentang verba intransitif ber objek dapat lesap di dalam bahasa karo belum ada yang melakukannya secara mendalam. dengan begitu, penulis memberanikan diri untuk mengkaji bentuk inkorporasi pelesapan verba didalam bahasa karo. verba intransitif dan verba transitif verba adalah kategori yang dominan berfungsi sebagai predikat (p) dalam klausa. di dalam klausa, fungsi p itu merupakan pusat struktur fungsional klausa (verhaar, 1981). fungsi p itu mempunyai peranan atau kedudukan yang melebihi fungsi-fungsi sintaksis yang lain karena selalu hadir di dalam klausa dan keselaluhadirannya itu menentukan pemunculan fungsifungsi sintaksis yang lain. misalnya, subjek (s) berhubungan langsung dengan p, tetapi dengan objek (o) atau keterangan (k) hanya tak langsung, yaitu melalui p klausa (lih. verhaar, 1981). kalimat verba transitif perlu dipahami unsur fungsional kalimat pada objek dan pelengkap. ciri-ciri objek bersifat wajib dalam susunan kalimat yang berpredikat verba aktif transitif men baik dengan sufiks –kan atau –i maupun tidak yang dapat dipasifkan menjadi pasif di-. misalnya pada kalimat boby ningkih flashdisk li-el ‘boby meminjam flashdisk li-el’ verba aktif transitif meminjam hadirnya (objek) o yaitu flashdisk li-el. selain itu, verba aktif transitif tersebut dapat dipasifkan menjadi pasif di-, kata ningkih ‘meminjam’ berubah menjadi iningkih ‘dipinjam’. objek dalam kalimat yang predikatnya (p) berkategori verba aktif transitif akan berubah menjadi s dalam kalimat pasif, sehingga kalimat menjadi flashdisk li-el iningkihi ‘dipinjam’ bobby. oleh karena itu yang menjadi dasar pembentuk kalimat aktif adalah verba transitif (siminto 2006). verba bersifat sentral di dalam klausa, artinya semua konstituen ataupun semua partikel yang lain dianalisis dalam hubungannya dengan verba (cook, 1989). sentral yang dimaksudkan dalam arti verbalah yang pertamatama menentukan adanya berbagai struktur konstruksi dalam bahasa yang bersangkutan beserta perubahannya (sudaryanto, 1983). selaras dengan chafe (1970; kaswanti purwo, 1989; cook, 1979), verba itu menentukan kategori nomina yaitu (1) apa yang mendampinginya, hubungan apa nomina itu dengannya, dan bagaimana nomina itu ditetapkan secara sintaksis. verba itulah yang merupakan penentu adanya pendamping tertentu di dalam klausa dan bersama dengan verba itu membentuk klausa yang bersangkutan (lih. sudaryanto dkk., 1991). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 50 greenbaum (2002) “if a mainverb requires a direct object to complete the sentence, it’s a transitive verb”. jika sebuah verba membutuhkan objek untuk melengkapi kalimat maka verba itu adalah verba transitif. contohnya seperti pada kalimat ini helen menerima emailku verba pada kalimat diatas membutuhkan objek emailku sebagai pelengkap karena tanpa pelengkap tersebut kalimat akan menjadi tidak gramatikal. bila dilihat dari banyaknya argument, yaitu konstituen yang bersamasama verba membentuk klausa (bdk. kridalaksana, 2008), verba dibedakan menjadi dua kelompok, yaitu verba intransitif dan verba transitif. verba intransitif adalah verba yang tidak membutuhkan fungsi o dan dalam bahasa indonesia, verba intransitif itu, secara morfemis, berupa verba dasar di dalam bahasa karo (misalnya nangking ‘naik’, gedap ‘tenggelam’, mulgap ‘timbul’) verba berafiks terdi dalam bahasa karo (misalnya cirem‘tersenyum’, kuinget ‘teringat’, tawa ‘tertawa) dan verba berafiks ke-an di dalam bahasa karo (misalnya lumben ‘kelaparan’, terteh ‘ketahuan’). dalam membentuk klausa, meskipun tidak memerlukan o, diantara verba intransitif ada yang menghadirkan fungsi pelengkap (pi) secara wajib, ada yang tidak menghadirkan pi, dan ada yang menghadirkan pi secara manasuka. berikut ini adalah contoh verba intransitif dalam bahasa karo dari ketiga subkategori itu menurut alwi, dkk. 1. verba intransitif yang ber-pi wajib di dalam bahasa karo a. tertarumken ‘beratapkan’ ngataken ‘berkata (bahwa)’ idabuhi ‘kejatuhan’ b. erdandan ‘berdasarkan’ erkeniteken ‘berpandangan (bahwa)’ kebenen ‘kehilangan c. eralasken ‘berlandaskan’ ertenah ‘berpesan (bahwa)’ 2. verba intransitif yang tak ber-pi di dalam bahasa karo a. cinder ‘berdiri’ eratahna ‘menghijau’ kundul ‘duduk’ b. kiam ‘berlari’ gedap ‘tenggelam’ lumben ‘kelaparan’ c. madan ‘membaik’ sengget ‘terkejut’ terangen ‘kesiangan’ d. erkelekna ‘memburuk’ tertokoh ‘terkicuh’ bergehen ‘kedinginan’ e. macik ‘membusuk’ mulgap ‘timbul’ keberngin ‘kemalaman’ itulah beberapa contoh dari verba intransitive yang ber-pi wajib dan yang tak ber-pi di dalam bahasa karo. verba transitif adalah verba yang memerlukan fungsi o (kridalaksana, 1985). berdasarkan jumlah argumen yang hadir dalam pembentukan klausa, verba transitif itu membentuk klausa, verba monostratif dan verba dwitransitif. dalam membentuk klausa, verba monostratif menghadirkan dua argumen. yang dimaksud verba monostratif adalah http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 51 transitive verb yang hanya diikuti oleh satu objek yaitu “direct object”. contoh monotransitif verb di dalam bahasa karo adalah inem ‘minum’, man ‘makan’, dengkeh ‘mendengar’, ngoge ‘membaca’, nin ‘melihat’, dan lain lain. contoh kalimat monostratif verb di dalam bahasa karo adalah: a. nggo ku dengkeh beritana. ‘sudah ku dengar beritanya.’ b. uga maka tehndu nanem bunga mawar ndai? ‘apakah kamu tahu bagaimana menanam bunga mawar?’ verba dwitransitif adalah verba yang dalam kalimat aktif dapat di ikuti oleh dua nomina sebagai objek, satu fungsi sebagai objek, satu fungsi sebagai pelengkap, alwi (2003). verba dwitransitif merupakan salah satu subjenis verba transitif. verba ini dalam kalimat membutuhkan kehadiran tiga argumen. satu argumen terletak di depan yang menduduki fungsi subjek. kedua argumen lainnya terletak di belakangnya yang secara fungsional berupa objek dan pelengkap. fungsi objek dapat berubah menjadi subjek dalam kalimat pasif, sedangkan pelengkap tidak dapat. kategori pengisi fungsi objek berupa nomina, sedangkan pelengkap dapat berkategori selain nomina. objek berada langsung di belakang verba dwitransitif tanpa preposisi. akan tetapi, pelengkap yang berada di belakang verba semitransitif atau dwitransitif dapat didahului oleh preposisi. contoh di dalam bahasa karo sebagai berikut: a. bapaku erlanja galoh juma nari. ‘ayahku memikul pisang dari ladang.’ b. kakakku ermuat niniku kapur sirih. ‘kakakku mengambilkan nenek kapur sirih.’ c. mama erdarami kakak dahin. ‘pamanku mencarikan kakak pekerjaan.’ d. nande ernukur bapak inemen. ‘ibu membelikan ayah minuman.’ di dalam bahasa karo tidak ditemukan yang namanya imbuhan “mekan” namun di dalam bahasa karo menggunakan imbuhan “er”. di dalam bahasa karo ketika imbuhan erberjumpa dengan kata verba berubah menjadi menyatakan hal melakukan sesuatu tetapi tidak semua bahasa karo adanya pelesapan atau pun perubahan dan peluluhan morfemis. erlanja ‘memikul’, ernukur ‘membelikan’, ermuat ‘mengambilkan’, erdarami ‘mengambilkan’ diatas adalah verba dwitransitif, karena membutuhkan adanya objek yaitu ayah, kakak, paman, dan ibu pada kalimat terakhir serta membutuhkan pelengkap yaitu nari ‘ladang’, kapur sirih, dahin ‘pekerjaan’, inemen ‘minuman’. dalam bahasa karo, kedua dari verba berjenis verba transitif itu secara morfemis berupa morfem yang berafiks er‘me-‘, (erlanja ‘memikul’, ermuat ‘mengambilkan’, erbahas ‘membahas’), berafiks er-ken ‘me-kan’ (misalnya http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 52 erkerjaken ‘mengerjakan’, erbanken ‘membuatkan’) berafiks memper-ken ‘memper-kan’ (misalnya mempersoalken ‘mempersoalkan’, memperebuten ‘memperebutkan’), berafiks er i ‘me i’ (misalnya erpengaruhi ‘mempengaruhi’, ergurui ‘mengajari), dan berafiks er – i ‘memper-i’ (misalnya erkenai ‘memperbaiki’, erpengarohi ‘mempengaruhi’). metode dalam mengkaji atau menulis data penulis menggunakan teknik lesap (sudaryanto, 2018). dalam hal ini, data yang terkumpul dihilangkan atau dilesapkan unsur satuan lingual dari data itu sendiri. satu hal yang perlu diperhatikan: unsur mana pun yang dilesapkan, merupakan unsur yang menjadi pokok perhatian di dalam analisis ini. setelah dilakukannya pelesapan terhadap unsur satuan linguistic kita dapat melihat kasus-kasus objek yang dapat lesap di dalam verba transitif. sejumlah data yang terkumpul akan diklasifikasikan sesuai kategori yang telah ditentukan serta dilakukan analisis terhadap data tersebut. kemudian akan diperoleh suatu generalisasi secara induktif dari hasil analisis data-data mengenai verba yang di dalam bahasa karo. selanjutnya, langkah konkret dalam melaksanakan penelitian ini, penulis akan menempuh langkahlangkah sebagai berikut: tahap 1: pengumpulan data tahap pertama merupakan tahap pengumpulan data yang bisa dijadikan sebagai bahan analisis peneliti serta representatif untuk dikaji dalam penelitian ini. data tersebut diperoleh dari buku-buku tradisi karo, kamus indonesia karo atau karo indonesia, dan internet serta dari hasil penelitian sebelumnya yang masih bisa digunakan dan menunjang dalam penelitian ini. tahap 2: analisis data setelah data penelitian terhimpun, penulis melanjutkan langkah – langkah berikutnya, yaitu: pemilihan data yang terkumpul dari berbagai sumber data untuk verba transitif dalam bahasa karo. kemudian, hasil dari pemilahan, data yang dianggap bisa dijadikan bahan untuk penelitian akan dianalisis berdasarkan verba transitif dalam bahasa karo. tahap 3: generalisasi secara induktif tahap ketiga merupakan langkah terakhir dalam penelitian ini, sehingga hasil analisis akan diambil kesimpulan secara induktif mengenai verba transitif dalam bahasa karo yang dilihat secara sintaksis. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 53 penelitian ini menggunakan data yang bersifat kualitatif. datanya berupa bentuk kata dan bukan data berupa angka-angka. semua data dikelompokkan atas kesamaan bukti dan maknanya. selanjutnya, ciri fonetis dan ciri sintaksis diidentifikasi. konteks objek juga dicermati untuk menafsirkan manakah yang ber objek dapat lesap. semua prosedur ini bertujuan untuk memperoleh gambaran, temuan, dan simpulan yang terperinci tentang objek dapat lesap. hasil analisis data disajikan secara informal dan formal untuk menganalisis tipe-tipe objek dapat lesap dalam bahasa karo dilakukan langkah-langkah: mencari data dari penutur asli dan melihat data-data dari kamus karo, mengidentifikasi jenis verba yang terdapat dalam bahasa karo. hasil dan pembahasan verba transitif ber-o dapat lesap o termasuk ke dalam valensi verba transitif (bdk. cook, 1979). oleh karena itu, o merupakan fungsi inti (nuclear functions) dalam klausa aktif yang fungsi p-nya berupa verba transitif. o itu dituntut hadir dalam klausa aktif yang fungsi p nya berupa verba transitif (lih. alwi dkk., 1993). o adalah konstituen yang melengkapi verba transitif dalam klausa (lih. kridalaksana, 2008). o memiliki empat ciri, yaitu (a) berwujud nomina, frasa nominal, atau klausa; (b) berada langsung dibelakang p, (c) dapat menjadi fungsi s akibat pemasifan klausa, dan (d) dapat diganti pronominal terikat – nya (alwi dkk., 1993; sudaryanto, 1983). contoh o itu adalah konstituen mbau khas silaterbeneken ibas waloh tahun ‘bau khas yang barangkali tak terhapus dalam sewindu’ dan sada barang si itutupi denga alu dagangen ‘sebuah benda yang masih tertutup oleh kain putih’ dalam klausa (1) dan (2) berikut: 1. aku anggeh mbau khas silaterbeneken ibas waloh tahun. ‘bau khas yang barangkali tak terhapus dalam sewindu’ 2. bapa ngangsurken sada barang si itutupi denga alu dagangen. ‘sebuah benda yang masih tertutup oleh kain putih’ o biasanya dibedakan menjadi dua jenis, yaitu o langsung (ol) dan o tak langsung (otl) (lih. misalnya dalam kaswanti purwo dan anton, 1985; dan kridalaksana dkk). ol adalah nomina atau frasa nominal yang melengkapi verba transitif yang dikenai oleh perbuatan p verbal atau yang ditimbulkan sebagai hasil perbuatan yang terdapat dalam p verbal (kridalaksana, 2002). otl itu mengacu kepada entitas yang menderita aktivitas atau proses yang dinyatakan oleh verba pengisi fungsi p (aarts, 1997). contoh ol itu adalah konstituen anakna sintua ‘anaknya yang paling http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 54 tua’ di nomor 17 dan ol di dalam konstituen nomor 18 adalah nandena ‘ibunya’ dalam klausa berikut: 3. tuan laem ngelebuh anakna sintua ‘tuan laem memanggil anak sulungnya’ 4. bapana rubat ras nandena ‘bapaknya berantam dengan ibunya’ kridalaksana dkk. (1985; 2002), membedakan ol menjadi dua jenis yaitu ol afektif dan ol efektif. ol afektif adalah ol yang dikenai oleh perbuatan yang terdapat dalam p verbal, tetapi tidak merupakan hasil perbuatan itu. contohnya adalah konstituen buku dan lau belin ‘sungai’ dalam klausa tersebut: 5. kalakah ngoge buku ‘mereka membaca buku’ 6. nande nande ah mengoge lau ‘ibu-ibu menguras air’ 7. anak-anak ngepari lau belin ‘anak-anak menyebrangi sungai’. ol afektif adalah ol yang ditimbulkan sebagai hasil perbuatan yang terdapat dalam p verbal. contoh ol efektif adalah konstituen rumah dan nakan ’nasi’ dalam klausa berikut: 8. kalakah majekken rumah ‘mereka membangun rumah’ 9. nande erdakan nakan ‘ibu memasak nasi’ otl adalah nomina atau frasa nominal yang menyertai verba transitif dan menjadi penerima atau diuntungkan oleh perbuatan yang terdapat dalam p verbal (kridalaksana dkk., 1985). contoh otl itu adalah konstituen baju dalam klausa b erikut: 10. nande erban bajuku ‘ibu membuatkan bajuku’ untuk menyebut ol dan otl, ramlan (1987) menggunakan istilah o1 dan o2 . ciri fungsi o1 adalah (a) selalu terletak dibelakang p yang terdiri atas kata verbal transitif dan (b) menduduki fungsi s dalam klausa pasif. sementara itu, o2 mempunyai persamaan dengan o1, yaitu terletak dibelakang p, tetapi kalau klausanya dirubah menjadi klausa pasif, o2 selalu terletak di belakang p sebagai pelengkap (pi). contohnya di dalam bahasa karo sebagai berikut: 11. pak sastronukuranak ahbaju mbaru ‘pak sastro membelikan anak itu baju baru’ s p o1 o2 23a. anak ahitukurkenbaju mbaruras pak sastro ‘anak itu dibelikan baju baru oleh pak sastro’ s p pi k dalam alwi dkk. (1993), otl atau o2 yaitu konstituen baju mbaru (dalam contoh 23) baik dalam klausa aktif maupun pasif, disebut pi karena http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 55 dalam kedua jenis klausa itu selalu berada langsung dibelakang fungsi p jika tidak ada fungsi o dan di belakang fungsi o kalau fungsi o itu hadir. samsuri (1985) menggunakan istilah o dan bekas o (object chomeur) untuk menyebut ol dan otl. ihwal kedua o itu. samsuri menyajikan contoh berikut: 12. a. ahmad itukurken dullah sada kambing ‘ahmad membelikan dullah seekor kambing’ b. nande ngorengken bapa kerupuk udang ‘ibu menggorengkan ayah kerupuk udang’ menurut samsuri, frasa nominal dullah dan bapa tersebut merupakan fungsi o, sedangkan frasa nominal sada kambing dan kerupuk udang merupakan bekas o. alasan samsuri adalah kedua frasa nominal pertama dapat ditopikalisasikan (lihat 24a), sedangkan dua yang lain tidak dapat ditipikalisasikan (lihat 24b). berikut contoh dari frasa nominal yang disebutkan diatas: 24a. a1. dullah itukurken sada kambing ras ahmad. ‘dullah dibelikan seekor kambing oleh ahmad’. a2. dullah itukurken (ras) ahmad sada kambing. ‘dullah dibelikan (oleh) ahmad seekor kambing’. b1. bapa igorengken kerupuk udang ras nande. ‘ayah digorengkan kerupuk udang oleh ibu’. b2. bapa igorengken (ras) nande kerupuk udang. ‘ayah digorengkan (oleh) ibu kerupuk udang’. 24b. a1. *sada kambing itukurken ahmad dullah. ‘seekor kambing dibelikan ahmad dullah’ a2. *kerupuk udang igorengken (ras) nande bapa. ‘kerupuk udang digoreng (oleh) ibu ayah’. sudaryanto (1983) membelikan fungsi o dari semi o (smo). o adalah fungsi sintaksis yang (a) kecuali diisi oleh nomina, juga oleh klitik -nya, (b) merupakan fungsi peserta bagi fungsi p yang diisi verba polimorfemis berafiks men-, dan (c) pengisinya dapat mengisi fungsi s dalam parafrasa pasifnya (sudaryanto, 1983). fungsi o dituntut hadir dalam klausa yang fungsi p-nya diisii oleh verba polimorfemik men-, memper-, men-kan, men-i, memper-kan, memper-i. contohnya sebagai berikut: 13. p o (a) nggunting ‘menggunting’ kertas (b) iperalat ‘memperalat’ agi tirina ‘adik tirinya’ (c) engkanam-kanami ‘memperolok-olok’ kanduna ‘temannya’ (d) nuriken ‘menggambarkan’ kejadian e ‘kejadian itu’ (e) erdayan ukur ‘memperjual-belikan’ barang-barang si nggo pake ‘barang bekas’ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 56 (f) ndalani ‘menyusuri’ pante ‘pantai’ (g) ngubah ‘memperbaiki’ perbahanen ‘kelakuan’ (h) perbiar-biar ‘mempertakut-takuti) saya smo adalah fungsi peserta bagi p yang hanya memiliki salah satu ciri o (walaupun hanya dapat berupa morfem -nya yang anaforis, entah hanya dapat mengisi fungsi s dalam kalimat lain dengan informasi yang sama), padahal verba pengisi fungsi p-nya memiliki ciri yang sama pula (berafiks men-) (sudaryanto, 1983). fungsi smo merupakan fungsi pendamping p yang pengisinya berupa verba polimorfemis yang selalu menyertakan afiks -i atau -kan dengan akar atau dasar yang tidak direduplikasikan. contohnya sebagai berikut: 14. p smo (a) seri ‘menyerupai’ bapa ‘ayah’ (b) lebihen ‘melebihi’ ali (c) puas ‘memuaskan’ ukur ku ‘hati saya’ ol dan otl hadir dalam klausa yang mengandung verba yang bervalensi tiga (kaswanti purwo, 1985). klausa itu sering pula dilabeli klausa ganda (suhandono, 1997; kaswanti purwo, 1985). di dalam teori sintaksis verhaar (1981), tidak ada pengertian “objek ganda”; hanya ada satu o saja: konstituen manakah di dalam klausa aktif yang dapat dijadikan s di dalam klausa pasif itulah yang menduduki fungsi o (lih. kaswanti purwo dan anton, 1985). selaras dengan pandangan verhaar itu, dalam tulisan ini pun hanya diakui adanya satu jenis fungsi o. fungsi lain yang perilakunya mirip dengan fungsi o ini disebut pelengkap (pi) (lih. alwi dkk., 1993). telah disebutkan bahwa verba transitif adalah verba yang memerlukan o. namun, perlu dicatat bahwa tidak semua verba transitif memerlukan o dan dari hasil penelusuran diketahui bahwa dalam bahasa karo terdapat sejumlah verba transitif yang jika dalam membentuk klausa tidak memerlukan o secara wajib. hal terakhir itu terjadi karena dua alasan, alasan yang pertama adalah o sudah disebut konteks sebelumnya. contohnya di dalam bahasa karo sebagai berikut: 15. bapa kubas ras nipak kursi ikunduli roby. roby sengget, medak, ras ndatken tan bapa si megegeh muter cuping kemuhenna. alu kasar bapa ngerintak ia ku kempak sumur, ras suruhen bapa la perlu ikataken nari. roby muat lau wudhu ras janah merudu sholat ashar. kedung kenca sholat ashar, bapa nggo nimai  i meja man. ‘bapak masuk dan menendang kursi yang diduduki roby. roby terkejut, terjaga, dan mendapati tangan kekar bapak memuntir daun telinga kanan nya. dengan kasar bapak menyeretnya kea rah sumur, dan kemudian perintah bapak tidak perlu dikatakan lagi. roby mengambil air wudhu dan bergegas sholat ashar. sehabis sholat ashar, bapak sudah menunggu  di meja makan. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 57 16. adi bapa si egi mentas ara lebe rumah, nande mia nungkir  ibas pudi pintu nari. ‘kalau bapaknya egi lewat depan rumah, ibu mia mengintip  dari belakang pintu. dalam kedua kutipan tersebut o, yang seharusnya diisi roby (dalam 27) dan bapana egi (dalam 28) tidak hadir meskipun verba pengisi p, yaitu nimai (dalam 27) dan nungkir adalah verba transitif. ketidakhadirannya o tersebut, yang dilambangkan zero (), terjadi karena kedua o tersebut telah disebut dalam kalimat atau klausa sebelumnya konstituen yang dimaksud tidak berfungsi sebagai o, tetapi s). alasan kedua adalah verba transitif yang memerlukan kehadiran o bertipe tertentu. dalam bahasa inggris, menurut lehrer (1970), ada empat tipe verba yang o-nya dapat dilesapkan (deletable objects) yaitu verba tipe 1 (misalnya drive ‘menyetir’, drink ‘minum’) tipe ii (misalnya act ‘main’, compose ‘mengarang’), tipe iii (misalnya call ‘memanggil’, refuse ‘menolak), dan tipe iv (misalnya attack ‘menyerang’, pull ‘menarik’) di dalam bahasa karo juga terdapat verba transitif seperti yang ditunjukkan lehrer oleh tetapi jenis dan cirinya berbeda. dari hasil pengamatan, diketahui bahwa dalam bahasa karo terdapat dua jenis verba transitif yang tak membutuhkan o secara wajib sehingga o itu dapat dilesapkan. verba transitif tipe pertama, yang dalam lehrer termasuk dalam verba transitif tipe i dan ii adalah verba transitif yang menyatakan kekhasan o. o yang dituntut hadir dalam verba tipe ini khas sehingga tanpa dihadirkan pun sudah dapat dipahami. verba transirif yang dimaksud adalah sebagai berikut: 17. verba transitif o dapat lesap a. mupus ‘melahirkan’ anak b. nangkul ‘mencangkul’ taneh ‘tanah’ c. nangger ‘memasak’ gulen ‘sayur’ d. nupiri ‘menyopir’ motor ‘mobil’ e. jarumi ‘menjahit’ naptopi ‘pakaian’ f. ngoge ‘membaca’ turin-turin ‘cerpen’ g. erban turin-turin ‘mengarang’ turin-turin ‘cerpen’ h. ngosok ‘menggosok’ naptopi ‘pakaian’ verba transitif tipe kedua adalah verba transitif yang menyatakan perasaan (bdk charlie, 2007). verba transitif ini berafiks me-kan dengan bentuk dasar berbentuk adjectiva atau verba keadaan, verba transitif jenis ini terdiri atas dua subtype yaitu verba subtype pertama memiliki ciri: dapat disertai o dan dapat dipasifkan. berikut contohnya di dalam bahasa karo: 18. verba transitif o dapat lesap a. erban tek ‘meyakinkan’ jelma ‘orang b. ndele ‘mengkhawatirkan’ ita ‘kita’ c. nenggeti ‘mengejutkan’ aku ‘saya’ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 58 d. meriahken ukur ‘memuaskan’ ukur sinterem ‘semua pihak’ e. ercengkal ‘merepotkan’ ita ‘kita’ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 59 ciri verba suptipe ketiga adalah dapat disertai o, tetapi tidak dapat dipastikan. contohnya di dalam bahasa karo sebagai berikut: 19. verba transitif o dapat lesap a. erbanmenah ukur ‘membahagiakan’ jelma ‘orang’ b. mberat ‘membahayakan’ ita ‘kita’ c. idah ‘membingungkan’ aku ‘saya’ d. medu ‘membosankan’ kami e. latek ‘mencurigakan’ ita ‘kita’ f. megamang ‘menggelikan’ aku ‘saya’ g. meriah ‘menggembirakan’ aku ‘saya’ h. megogo ‘mengharukan’ ita ‘kita’ i. mamang ‘mengherankan’ aku ‘saya’ j. medu ‘menjemukan’ aku ‘saya’ k. segat ‘menjengkelkan’ aku ‘saya’ l. ciga ‘menjijikkan’ aku ‘saya’ m. megah ‘mengagumkan’ aku ‘saya’ n. salang ‘melegakan’ ukur sinterem ‘semua pihak’ o. latih ‘melelahkan’ aku ‘saya’ p. ilatihken ‘meletihkan’ aku ‘saya’ q. mela ‘memalukan’ aku ‘saya’ r. imbiaren ‘mengerikan’ aku ‘saya’ s. lesek ate ‘memprihatinkan’ ita ‘kita’ t. erban mesui ‘menyakitkan’ pusuh ‘hati’ u. ceda ‘menyedihkan’ aku ‘saya’ v. meriah ukur ‘menyenangkan’ aku ‘saya’ w. mesera ‘menyulitkan’ ita ‘kita’ x. erban berat ‘memberatkan’ ukur sinterem ‘semua pihak’ kesimpulan berdasarkan hasil analisis yang telah diteliti mengenai verba intransitif ber o dapat lesap dalam bahasa karo, dapat disimpulkan bahwa verba transitif dalam bahasa karo berafiks er-, me-, er-ken, me-kan, memper-i, dan fungsi o dituntut hadir dalam klausa yang fungsi p-nya di isi oleh verba polimorfemik seperti yang telah di tulis kan diatas. fungsi semi o (smo) dalam bahasa karo merupakan fungsi pendamping p yang dimana pengisinya berupa verba polimorfemis yang selalu menyertakan afiks –i atau –ken dengan akar atau dasar yang tidak di reduplikasikan s, di dalam bahasa karo tidak semua verba berprefiks adanya suatu peluluhan, ataupun pelesapan morfemis. dari hasil penelusuran diketahui bahwa dalam bahasa karo terdapat sejumlah verba transitif yang dalam membentuk klausa tidak memerlukan o secara wajib. hal terakhir itu terjadi karena 2 alasan, alasan pertama adalah o sudah disebut di konteks sebelumnya dan alasan kedua adalah verba transitif yang menyatakan perasaan yang berafiks me-ken dengan http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 1 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x verba transitif dan objek dapat lesap dalam bahasa karo sura isnainy br sembiring, mulyadi doi: https://doi.org/10.26714/lensa.9.1.2019.46-60 60 bentuk dasar berbentuk adjektiva/verba keadaan. verba subtype pertama memiliki ciri dapat disertai o dan dapat di pasifkan. daftar pustaka chaer, a. (1994). linguistik umum. jakarta: rineka cipta. foley dan van valin. (1984). functional syntax and universal grammar. cambridge: cambridge university press. h, matthews. (1957). the concise oxford dictionary of linguistics. newyork: oxford university press. hasan, a. e. (2003). tata bahasa baku bahasa indonesia. jakarta: balai pustaka. hidayatullah, syarif. (2013). verba transitif dan intransitif dalam bahasa arab (vols. 1 no.1 mei 2017 issn: 2339 2882). jakarta: uin syarif hidayatullah. kartika, diana. (2017). perbandingan verba transitif dan intransitif dalam bahasa jepang: tinjauan analisis konstratif (vol. 1. no.1 mei 2017). padang: kopertis wilayah x. kesuma, jati. (2010). verba transitif dan objek dapat lesap dalam bahasa indonesia. yogyakarta: universitas gadjah mada. kridalaksana, harimurti. (1985). tata bahasa deskriptif bahasa indonesia sintaksis. jakarta: pusat pembinaan dan pengembangan bahasa. mulyadi. (1998). frasa nomina bahasa indonesia: analisis teori x-bar. medan: komunikasi penelitian usu, 10:218-234. sudaryanto. (2015). metode dan aneka teknik analisis bahasa. yogyakarta: sanata dharma university press. verhaar, j.w.m. (1981). pengantar linguistik. yogyakarta: gadjah mada university press. woollams, geoff. (2004). tata bahasa karo. medan: bina media perintis. http://sarudung.blogspot.com/2013/03/cerita-rakyat-karo-cincin-pintapinta.htmldimuat pada tanggal 8 juli 2018 pukul 13:10 http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.1.2019.46-60 http://sarudung.blogspot.com/2013/03/cerita-rakyat-karo-cincin-pinta-pinta.html http://sarudung.blogspot.com/2013/03/cerita-rakyat-karo-cincin-pinta-pinta.html lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 156 kajian mitos dalam novel aroma karsa karya dewi lestari perspektif ekologi budaya the myth study inside of ‘aroma karsa’ novel by dewi lestari perspective of culture ecology galuh farah rahma yunita1*, sugiarti2 1,2universitas muhammadiyah malang, kota malang *galuhfarah28@gmail.com riwayat artikel: dikirim 4 april 2019; diterima 24 oktober 2019; published 31 december 2019 abstrak lingkungan budaya dengan segala kompleksitasnya mampu memberikan sumbangan terhadap lahirnya mitos. penelitian ini bertujuan untuk mendeskripsikan fakta-fakta mitos, fungsi mitos, dan keterkaitan mitos dengan lingkungan budaya. ekologi budaya dipilih sebagai pendekatan, karena masyarakat dan lingkungan budaya tidak dapat dipisahkan dari aspek penciptaan karya sastra. adapun teori yang digunakan adalah strukturalisme claude levi-strauss berupa miteme yaitu unsur-unsur terkecil dalam mitos. penelitian ini menggunakan metode deskriptif analisis untuk mendeskripsikan mitos-mitos dalam novel dengan melibatkan lingkungan budaya. data penelitian berupa sekuen cerita, kutipan satuan cerita berwujud kutipan langsung, dialog, dan monolog tentang mitos. sumber data penelitian berasal dari novel aroma karsa karya dewi lestari. pengumpulan data dilakukan melalui studi pustaka berupa membaca novel aroma karsa karya dewi lestari, dan ditunjang dengan buku dan sumber lain yang relevan dengan rumusan masalah. analisis data dilakukan dengan mengidentifikasi data, mengklasifikasikan data, menganalisis data, dan penarikan kesimpulan. hasil penelitian yaitu mengungkapkan fakta-fakta mitos melalui rangkaian peristiwa, miteme yang menghadirkan puspa karsa sebagai tokoh sakral, kehidupan puspa karsa, dan benda-benda yang terungkap dalamnya. kehadiran puspa karsa dan tokoh-tokoh mitologi lainnya memberikan fungsi tersendiri, salah satunya untuk memberikan pemahaman bahwa ada kekuatan lain yang hidup berdampingan dengan manusia. lokasi taman puspa karsa memanfaatkan lingkungan budaya masyarakat jawa tengah yang melahirkan beragam mitos, namun masih diyakini kebenarannya. kata kunci: mitos, kajian budaya, miteme http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 mailto:galuhfarah28@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 157 abstract cultural environment with all of the complexity is able to contribute to the existence of myths. this research aims to describe mythical facts, mythical function, and relation between myths with cultural environment. cultural ecology is chosen as an approach, because society and cultural environment cannot be separated from creation of literary aspect. the theory used is the structuralism of claude levi-strauss in the form of mytheme that is the smallest elements in the myth. the research uses descriptive analysis method in order to describe the myths in the novels by involving cultural environment. the data in this study are sequence story, story unit quotes in form of direct quotation, dialogue and monologues about myths. the research sources are from dewi lestari’s ‘aroma karsa’ novels. data collection is carried out through literature studies in the form of reading ‘aroma karsa’, novel by dewi lestari also supported by another books and relevant sources for adjust the problem statement. data analysis has done by identifying data, classifying data, analyzing data, and concluding the data. the result of the study were to reveal mythical facts through some events, a mytheme that presented puspa karsa as a sacred figure, the life of puspa karsa, anda objects revealed in it. the presence of puspa karsa and other mythological figure provides its own function, one of which is to provide an understanding that there are other forces that coexist with humans. the location of puspa karsa park makes use of the cultural environment of the central java people which raisesariety of myths, but the truth is still believed. keywords: myth, culture study, mytheme pendahuluan sastra sebagai salah satu media manifestasi masyarakat tidaklah hadir dari sebuah kekosongan belaka. pengarang dalam menciptakan karya sastra akan dipengaruhi oleh latar sosial budaya yang menyuguhkan fakta-fakta dan kompleksitas permasalahan. nilai-nilai dalam karya sastra merupakan hasil perpaduan antara ekspresi dan kreasi sastrawan yang diadaptasi dari kebudayaan masyarakatnya (sugiarti, 2014: 304). apapun genre karya sastra, seluruhnya berangkat dari proses kreatif pengarang dalam menghadirkan fenomena di lingkungan sekitarnya. novel merupakan salah satu genre sastra yang menghadirkan ragam peristiwa dalam bentuk narasi cerita. beragam peristiwa itu diangkat oleh pengarang untuk menggambarkan realita kehidupan yang dialami masyarakat dengan lingkungan (ekologi). bahkan cerita paling absurd mampu dihadirkan oleh pengarang sebagai penggambaran keseluruhan peristiwa yang pernah terjadi atau sedang terjadi di lingkungan masyarakat. sejalan dengan hal tersebut (wiyatmi, 2013: 9) memaparkan bahwa pengarang sebagai anggota masyarakat, selalu berpikir keras dalam merepresentasikan realitas yang terjadi di masyarakat dalam karya sastra. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 158 sastra, masyarakat, dan lingkungan atau ekologi merupakan tiga hal yang berbeda. namun ketiganya saling berperan dan tidak dapat dilepaskan dari aspek penciptaan karya sastra. keberadaan sastra penting sebagai media yang dibutuhkan masyarakat dalam mengupayakan keseimbangan lingkungan fisik sosial budaya (sugiarti, 2017: 111). begitu pula lingkungan, membutuhkan karya sastra sebagai sarana untuk memanusiakan lingkungan. sejalan dengan pemikiran tersebut endraswara (2016: 53) memaparkan bahwa pada dasarnya, lingkungan membutuhkan sastra untuk memecahkan persoalan yang ada di dalamnya. persoalan itu dapat berkaitan dengan lingkungan hidup yang sering dijumpai, atau pun lingkungan yang menjadi faktor lahirya persoalan terhadap kepercayaan masyarakat pada hal-hal gaib (mitos). sastra dipilih karena mampu mengungkapkan hal-hal yang tidak dapat dirasionalkan oleh pikiran manusia (sugiarti, 2014: 303). salah satu karya sastra (novel) yang menarik untuk diteliti dari segi kekayaan mitos di dalamnya berdasarkan perspektif ekologi budaya adalah novel aroma karsa karya dewi lestari. novel tersebut mengungkap keberadaan tanaman puspa karsa yang berkekuatan dasyat. selain itu, lokasi tanaman tersebut memanfaatkan lingkungan budaya masyarakat jawa, yang melahirkan kepercayaan terhadap mitos. mitos-mitos dalam novel dibangun melalui kehidupan para tokoh, kebiasaan, lingkungan serta benda-benda yang terungkap dalam karya sastra. sebagai penulis ternama di indonesia, dewi lestari dikenal sebagai penulis perempuan yang mempunyai kepiawaian dalam mengolah berbagai informasi ke dalam karya sastranya. sehingga karya-karyanya dapat menyatu, melebur, dan dipahami oleh pembaca. menjadi penulis novel bertajuk fiksi fantasi, dewi lestari mampu menghidupkan karakter-karakter dalam semesta karyanya. selain itu, karya-karya dewi lestari banyak yang berangkat dari lingkungan, baik lingkungan sosial maupun budaya. melalui riset-riset mendalam, dewi lestari bersikeras menjadikan fiksionalitasnya senyata mungkin. dengan demikian, karya fiksinya mampu menyatu dengan pembaca. penelitian ini lebih memfokuskan dan menekankan pada lingkungan budaya masyarakat yang berperan dalam menciptakan mitos-mitos, yang kemudian dieksplorasi oleh pengarang menjadi karya sastra (novel). mitosmitos yang hidup berdampingan dengan masyarakat diperlukan untuk mencari kejelasan seputar fakta alam lingkungannya, dan sejarah masa lampaunya (ayatullah, 2012: 160). berdasarkan pemikiran tersebut, permasalahan yang menjadi fokus untuk dijawab dalam penelitian ini adalah sebagai berikut: (1) fakta-fakta mitos yang terdapat dalam novel, (2) fungsi mitos dalam novel, (3) keterkaitan mitos dengan lingkungan budaya dalam novel. untuk membahas permasalahan tersebut, peneliti menggunakan teori strukturalisme claude levi-strauss. bagi levi-strauss, mitos hampir http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 159 mengulang tema yang berkaitan dengan pencarian asal-usul manusia, yaitu apakah manusia diciptakan dari darah, tanah, ataukah merupakan hasil perkawinan dari makhluk yang lain? (rafiek, 2012: 73). selain itu, mitos dianggap memiliki gejala kebahasaan dengan tata bahasanya sendiri, yang berbeda dengan gejala kebahasaan ahli linguistik. sejalan dengan pemikiran tersebut ahimsa-putra (dalam angelina, 2018: 43) memaparkan bahwa levistrauss berupaya untuk mengungkapkan tata bahasa dalam mitos dengan menganalisis unsur bahasa terkecil dari mitos, yakni miteme (mytheme). miteme (mytheme) sebagai unsur-unsur terkecil dalam konstruksi wacana mistis, dapat menjadi sebuah perantara makna dari cerita yang menggambarkan tindakan dan peristiwa yang dilakukan atau dialami oleh tokoh-tokoh dalam cerita. makna yang diperoleh dari miteme dapat berupa sebuah tanda yang mempunyai nilai dalam konteks tertentu yang dapat memunculkan tokoh-tokoh penting dalam mitos, dan berkedudukan sakral, penting, dihormati serta diyakini keberadaannya oleh empunya mitos (angelina, 2018: 43). dalam analisisnya terhadap mitos, claude levi-strauss tidak membedakan model atau cara berpikir orang modern, karena keduanya sama-sama mempunyai kemampuan untuk mengenali lingkungannya, mengenali sumber daya yang mendukungnya, juga mengetahui cara-cara untuk memanfaatkannya dengan baik (rafiek, 2012: 74). mitos menjadi salah satu bagian dari cerita rakyat (folklor) yang selalu muncul dalam budaya masyarakat di manapun. terutama dalam budaya masyarakat tradisional atau masyarakat pre-literate (ayatullah, 2012: 159). cerita yang dikisahkan dalam mitos tidak hanya sebatas cerita dongeng saja, namun mengandung penafsiran asal-usul dunia, manusia dan bangsa, yang diungkapkan dengan cara tidak nyata. pemikiran itu sejalan dengan huck (dalam wulandari, 2011: 17) yang mengklasifikasikan ruang lingkup mitos ke dalam tiga jenis berdasarkan isi yang dikisahkan, yaitu (a) mitos penciptaan (creation myths) merupakan mitos yang menceritakan awal mula kejadian suatu peristiwa atau asal-usul, (b) mitos alam (nature myths) adalah mitos yang menjelaskan hal-hal bersifat alamiah seperti formasi bumi, perbintangan, perubahan cuaca, dan karakteristik binatang, (c) mitos kepahlawanan (hero myths) merupakan mitos yang mengisahkan seorang tokoh yang menjadi pahlawan karena kualifikasi dirinya dengan keajaiban tertentu di luar rasio manusia. latar belakang mitos yang masih memiliki eksistensi hingga saat ini karena mendapatkan tempat luas di lingkungan masyarakat. selain itu, danandjaja (dalam iswidiyati, 2007: 183) memaparkan beberapa faktor yang menunjang keberadaan mitos di tengah masyarakat yaitu (1) cara berpikir masyarakat yang salah, koinsidensi, predileksi (kegemaran). secara psikologis manusia mempunyai pemikiran untuk percaya pada hal-hal gaib, ritus peralihan hidup, keadaan yang dapat hidup secara terus-menerus (survival), (2) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 160 perasaan tidak menentu terhadap tujuan yang akan dicapai, (3) ketakutan terhadap hal-hal penuh risiko, kematian, takhayul, serta (4) kepercayaan masyarakat bahwa kekuatan gaib terus hidup berdampingan dengan ilmu pengetahuan dan agama. kehadiran mitos yang sudah mendarah daging di lingkungan masyarakat memberikan fungsi tersendiri dalam kehidupan masyarakat. fungsi-fungsi tersebut oleh van peursen (dalam rafiek, 2012: 62) dibagi menjadi fungsi utama, mitos berperan dalam menyadarkan manusia bahwa ada kekuatan ajaib yang berdampingan dengan kehidupan. fungsi kedua, mitos memberikan jaminan pada masa kini. fungsi ketiga, mitos berkontribusi dalam pengetahuan tentang dunia, baik pengetahuan terhadap penciptaan alam semesta atau penciptaan dewa-dewa. sejalan dengan pendapat tersebut, iswidayati (2007: 182) memaparkan bahwa mitos berfungsi sebagai pernyataan tentang kenyataan yang tidak tampak secara kasat mata (jiwo katon) dalam kehidupan manusia. penelitian terhadap mitos berdasarkan perspektif ekologi budaya memerlukan analisis ilmiah yang berkaitan dengan hubungan timbal balik antara makhluk hidup dengan lingkungannya. sedangkan budaya sendiri merupakan kebiasaan masyarakat yang timbul melalui cipta rasa dan karsa masyarakat dalam kehidupannya (widiastuti, 2015: 73). salah satunya kebiasaan masyarakat yang sarat dengan kepercayaan terhadap hal-hal gaib (mitos). namun, ketika analisis lingkungan lebih dititik-beratkan pada aspek kebudayaan yang hidup di dalamnya, lebih bagus berdasarkan perspektif antropologi sastra (endraswara, 2016: 6). karya sastra dengan sendirinya telah mengandaikan adanya unsurunsur yang sebagaimana terkandung dalam masyarakat sesungguhnya (ratna, 2016: 17). unsur-unsur itu diciptakan pengarang dengan berbagai penafsiran yang memerlukan banyak pertimbangan. pada akhirnya, ketika pembaca berhadapan dengan sebuah karya sastra, maka pembaca akan dihadapkan dengan beragam kemungkinan (maftuhah, 2018: 46). kemungkinankemungkinan itu diciptakan oleh pengarang berdasarkan dengan hati dan pikiran yang jernih, hingga mampu menghadirkan figur, latar, bahkan alur cerita yang mampu dirasionalkan maupun tidak oleh pembaca. dengan mengamati realitas di masyarakat, persoalan mistis menjadi salah satu topik yang sering diangkat oleh pengarang ke dalam karya sastra. adapun penelitian terhadap mitos dilakukan oleh beberapa peneliti. rosmana (2010) yang meneliti eksistensi mitos dan nilai dalam cerita rakyat masyarakat lampung. dalam penelitian tersebut, mitos berperan untuk mengungkapkan nilai-nilai luhur yang terdapat pada cerita rakyat, di antaranya nilai-nilai moral, harga diri, dan kerja keras yang sangat penting untuk ditanamkan dalam kehidupan bermasyarakat; astrea (2017) yang meneliti mitos masyarakat jawa dalam kajian antropologi sastra dalam novel centhini: 40 malam mengintip sang http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 161 pengantin. salah satu hasil penelitian tersebut, yaitu bahwa keturunan menjadi faktor penting dalam menentukan nasib manusia; irmawati (2017) meneliti keberadaan mitos masyarakat papua dalam novel isinga karya dorothae rosa herliany, antara lain (a) mitos seputar perempuan, (b) mitos binatang babi, (c) mitos buah terlarang, hingga (d) mitos tentang darah persalinan; mulayani (2018) yang meniliti keterkaitan mitos dalam novel manusia langit karya j.a sonjaya dengan aktivitas hidup masyarakat pulau nias. melalui pendekatan antropologi sastra, peneliti mampu meng-ungkapkan wujud konkret mitos percintaan dan religius yang terdapat dalam novel tersebut. metode pendekatan yang digunakan dalam penelitian ini adalah pendekatan ekologi budaya. pendekatan itu dipilih karena sastra, budaya, dan lingkungan adalah tiga hal saling berperan dalam kehidupan manusia. sastra dapat dipengaruhi oleh geliat budaya dan lingkungan di sekitarnya (endraswara, 2016: 4-5). penelitian ini menitikberatkan pada lingkungan budaya masyarakat yang melahirkan kepercayaan terhadap adanya kekuatan gaib (mitos), yang tergambar melalui tokoh-tokoh, perilaku, dan benda-benda dalam karya sastra. metode penelitian yang digunakan yaitu deskriptif kualitatif untuk mendeskripsikan mitos-mitos melalui novel dengan melibatkan lingkungan budaya novel tersebut diciptakan. data penelitian berupa kutipan satuan cerita berwujud dialog dan monolog tentang mitos. sumber data penelitian berasal dari novel aroma karsa karya dewi lestari. teknik pengumpulan data melalui studi pustaka dengan tahapan membaca novel aroma karsa karya dewi lestari sebagai objek penelitian, membaca buku-buku dan sumber lain yang relevan dengan masalah penelitian, terutama berkaitan dengan fakta, fungsi, dan keterkaitan mitos dengan lingkungan budaya. adapun langkahlangkah yang dilakukan peneliti dalam analisis data yaitu, (1) mengidentifikasi data, (2) mengklasifikasikan data, (3) menganalisis data, (4) penarikan kesimpulan. hasil dan pembahasan fakta-fakta mitos dalam novel aroma karsa karya dewi lestari kompleksitas kehidupan manusia mampu melahirkan sebuah mitos, yaitu suatu peristiwa yang dianggap memiliki tingkat penalasan yang kuat dan bermakna (angelina, 2018: 41). mitos-mitos itu kemudian dikembangkan oleh pengarang berdasarkan imajinasinya dalam sebuah karya sastra (novel). adapun fakta-fakta mitos dalam novel aroma karsa karya dewi lestari http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 162 diungkapkan melalui rangkaian peristiwa tokoh-tokoh yang ditampilkan, kehidupan para tokoh, perilaku, lingkungan dan benda-benda yang terungkap di dalamnya. dunia mitos memiliki kebebasan tersendiri dalam merepresentasikan unsur terkecil dalam konstruksi wacananya. unsur-unsur itu merupakan makna yang diperoleh dari miteme, berupa penciptaan tokoh-tokoh rahasia, berkekuatan magis, dan sakti (angelina, 2018:43). keberadaan tokoh-tokoh khayali tersebut hanya ada dan hidup dalam dunia mitologi yang kebenarannya sulit dibuktikan di dunia nyata. hal ini dapat dicermati melalui data berikut. (1) puspa karsa, bunga yang sangat dirahasiakan wujudnya dan tempat tumbuhnya. yang diketahui dari puspa karsa adalah kekuatannya yang melebihi segala sihir dan kesaktian. puspa karsa konon muncul dalam selang ratusan tahun dan tiap kemunculannya mengubah tata nusantara (lestari, 2018: 10). puspa karsa pada kutipan di atas merupakan salah satu tokoh sakral yang sangat dihormati keberadaannya. disetiap ceritanya, puspa karsa selalu digambarkan sebagai sosok berwujud rahasia dan berkekuatan magis. konon, tidak satu pun kekuatan di dunia yang mampu menandingi kekuatan puspa karsa. bahkan pada setiap kemunculannya, kekuatan pada diri puspa karsalah yang mampu mengubah tata nusantara. selain itu, puspa karsa digambarkan pula sebagai sosok yang hanya bisa ditemukan oleh orang-orang pilihan yang mampu mendeteksi aroma tubuhnya. hal tersebut dapat dilihat pada kutipan kedua. (2) bukan cuma wujudnya yang menjadi teka-teki, pula dipercaya bahwa tidak ada yang bisa mendeteksi aroma puspa karsa, terkecuali orang-orang pilihan. puspa karsa adalah tanaman yang punya kehendak dan bisa mengendalikan kehendak. kehendak puspa karsa jualah yang menentukan siapa yang bisa membauinnya (lestari, 2018: 10). sebagai tanaman yang dianugerahi kekuatan magis, membuat siapa pun berusaha menemukan keberadaan puspa karsa. namun, wujudnya yang menjadi teka-teki hanya bisa terdeteksi melalui aroma tubuhnya. aroma itulah yang berkehendak untuk menentukan orang-orang pilihannya. di samping itu, kekuatan puspa karsa dapat mengendalikan kehendak siapa pun. di setiap dongengnya, janirah prayagung seringkali melebih-lebihkan peristiwa yang berkaitan dengan puspa karsa. pada akhirnya, puspa karsa dalam ceritanya berkedudukan setara dengan dewi. dewi merupakan perempuan suci, berkuasa, berkekuatan adikodrati, dan seringkali menjadi simbol penciptaan, kebencian, kehidupan, cinta, dan iri hati. data berikut ini membuktikan pernyataan di atas. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 163 (3) dewi bunga itu dipercaya memiliki kekuatan mengendalikan kehendak dan dianggap berbahaya oleh dewa-dewi lainnya. wangi kembangnya sengaja disamarkan, tapi kesaktian penciuman mpungku pinaka amongwana mampu menembusnya dan berhasil membawa dewi bunga tersebut keluar dari hutan (lestari, 2018: 21). pada kutipan ketiga, puspa karsa digambarkan sebagai dewi bunga yang dipenjara di kerajaan hutan. dewi bunga tersebut memiliki kekuatan dasyat yang menimbulkan iri hati dan dianggap berbahaya oleh dewa-dewi lainnya. ketakutan dewa-dewi itu terbukti dengan terpikatnya hati mpungku pinaka amongwana, yaitu ‘ia yang turung dari takhta dan menjadi penjaga hutan’. sehingga seluruh penghuni kerajaan hutan sengaja menyamarkan wangi bunga puspa karsa. namun, kesaktian mpungku pinaka amongwana mampu membawa keluar puspa karsa dari hutan, dan mengubah wujudnya menjadi manusia. miteme dapat menjadi perantara untuk menggambarkan tindakan dan memunculkan rangkaian peristiwa yang pernah dialami oleh para tokoh dalam cerita (angelina, 2018: 45). adapun peristiwa itu berkisah seputar sejarah masa lampau atau pun penciptaan awal mula dunia yang seluruhnya di luar rasio manusia, seperti kutipan berikut. (4) sejarah bilang pedang dan tombaklah yang menggoyahkan segelintir orang. ada cerita lain. cerita yang cuma diketahui segelintir orang. cerita tentang seorang raja dan bunga agung yang sengaja disembunyikan dari rekam sejarah. mahesa guning dan puspa karsa (lestari, 2018: 10). kutipan keempat di atas merupakan kisah yang sering didongengkan janirah prayagung tentang seorang raja yang pernah berkuasa di nusantara. ketika dunia belum berbentuk seperti sekarang ini, janirah percaya bahwa dahulu dunia dikendalikan oleh seorang raja bernama mahesa guning. kesaktian dan segala adiluhung mahesa guning rupanya bersumber pada aroma puspa karsa, yang dapat mengendalikan kehendak manusia. akibat keserakahan mahesa guning, timbulah berbagai permasalahan di manamana. hingga akhirnya, kebenaran cerita itu disembunyikan dari sejarah dan hanya diketahui oleh segelintir orang. adapun keyakinan janirah pada hubungan puspa karsa dengan mahesa guning, mampu memberikan cara pandang bahwa dunia mitos tidak hanya terbatas pada reportase peristiwa hari ini, namun memiliki hubungan dengan masa lampau. (5) eyang putri pernah mengatakan, cuma ada satu teks yang mencantumkan keberadaan tanaman misterius itu. sebuah teks peninggalan majapahit, ditulis di atas lontar, dan tidak akan ditemukan di museum atau koleksi arkeolog mana pun di dunia (lestari, 2018: 11). http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 164 keyakinan janirah prayagung bahwa kerajaan majapahit dahulunya memiliki hubungan dengan puspa karsa, dibuktikan oleh data keempat di atas, bahwa banyak peninggalan majapahit yang mampu menguak keberadaan dan wujud puspa karsa. salah satunya lontar, yaitu media penulisan naskah pada zaman dahulu, yang digunakan untuk menulis kisah-kisah secara kronologis pada zamannya. kisah yang tertulis dalam lontar peninggalan majapahit mengisahkan kehidupan, rangkaian peristiwa, bahkan keberadaan puspa karsa. lingkungan dengan segala kompleksitasnya digambarkan secara khayali, yang seluruhnya diluar akal manusia. salah satu lontar yang ditemukan janirah prayagung mengisahkan hutan bernama alas kalingga. di lingkungan alas kalingga semua hewan, tumbuhan, bahkan manusia dapat hidup abadi dan berkedudukan setinggi dewa-dewi. (6) ...alas kalingga bukan hutan biasa. alas kalingga terhubung langsung dengan alam dewa-dewi yang disebut batarawana... hewan-hewan hidup seribu tahun lamanya, bunga-bunga mekar wangi sepanjang masa. di sanalah tempat segala dewa-dewi tumbuhan menyebarkan serbuk mereka, salah satunya puspa karsa, yang memiliki daya pikat tiada duanya (lestari, 2018: 419). pada kutipan keenam, alas kalingga digambarkan sebagai hutan yang terhubung dengan alam dewa-dewi. alas kalingga bukanlah hutan biasa karena di dalamnya, semua makhluk dapat berkembang biak secara bebas dan hidup seribu tahun bahkan abadi. di samping itu, alas kalingga menjadi tempat sakral karena beragam misteri tumbuh di lingkungannya, salah satunya rumah bagi puspa karsa. selain beragam misteri yang tersimpan di dalamnya, penduduk alas kalingga sejatinya merupakan manusia dan memiliki kehidupan normal layaknya kehidupan nyata. namun yang membedakan adalah kemampuan mereka yang dapat berganti wujud menjadi makhluk lainnya. hal tersebut dapat dilihat dari kutipan keenam dan ketujuh di bawah ini. (7) sesekali ia melihat sosok dua pria berbaju cokelat tanah dengan belitan batik kuning di pinggang. sesekali sosok mereka berganti menjadi dua burung jalak berparuh kuning. (lestari, 2018: 521). kutipan ketujuh di atas, mengisahkan perjalanan supranatural yang dialami jati wesi ketika dirinya memasuki alas kalingga. melalui pandangannya yang samar, jati melihat dua sosok pria berpakaian serba kuno dengan belitan batik kuning di pinggangnya. sosok itu merupakan bagian penghuni alas kalingga bernama sinom dan pucang, yang dianugrahi kekuatan untuk berubah wujud menjadi burung jalak berparuh kuning. selain http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 165 itu, kemampuan untuk mengubah wujud juga dimiliki oleh penghuni lain di alas kalingga. seperti kutipan berikut, (8) empu smarakandi terjun bebas dari ketinggian puluhan meter. di satu titik di balik pepohonan, wujudnya berganti menjadi seekor burung jalak putih (lestari, 2018: 613). empu semarakandi pada kutipan di atas merupakan pemimpin alas kalingga. sebagai penghuni tetap alas kalingga, empu dianugerahi kekuatan yang selaras dengan sinom dan pucang. kekuatan itu, mampu mengubah wujud aslinya menjadi burung jalak putih, yang membuat dirinya terjun bebas dan melompat dari satu pohon ke pohon lain. berkat kekuatan itulah, keberadaan alas kalingga mampu terbentengi dari manusia. di dalam dunia mitologi, seorang anak yang lahir ke dunia tidak sepenuhnya merupakan hasil reproduksi sesama manusia (fitri, 2012: 13). asal-usul penciptaannya bisa saja terjadi antara manusia dengan hewan, manusia dengan tumbuhan, dewa, atau bahkan tidak diketahui secara pasti asal-usulnya. hal tersebut terdapat dalam kutipan sebagai berikut. (9) “ketika banaspati lahir, di bukan milik orang tuaya, dia bahkan tidak diakui anak manusia... mereka cuma punya gelar. gelar itu diperoleh dari dewa mana yang membuahi ibu mereka.” (lestari, 2018: 561). sosok banaspati merupakan manusia setengah dewa yang tidak diketahui asal-usulnya. sejak terlahir ke dunia, banaspati bukanlah milik orangtua yang melahirkannya, melainkan milik hutan tempat ia dilahirkan. mereka tidak memiliki nama, hanya memiliki gelar dari dewa yang membuahi ibunya. sehingga keberadaannya tidak dianggap sebagai anak manusia. sebagai anak hutan, banaspati diberi wewenang untuk menjaga alas kalingga dari manusia. kemunculan makhluk tidak lazim ketika jati melakukan ekspedisi puspa karsa, menggambarkan bahwa dunia mitos tidak hanya terbatas pada asal-usul penciptaan alam semesta saja. namun, mampu menciptakan makhluk yang hanya lazim ditemukan di semesta mitos itu sendiri, seperti pada kutipan berikut. (10) keluarlah sewujud makhluk yang cuma layak ada di mimpi-mimpi buruk. kelabang raksasa bertubuh segemuk ular sawah. warnanya hitam dengan buku-buku tangguh bak kepingan perisai. lewat sekian detik yang terasa seperti keabadian, belum terlihat ujung binatang itu habis keluar dari lubang saking panjangnya (lestari, 2018: 552). di dunia mitos, kelabang bisa berukuran lebih besar dan panjang dari wujud aslinya di dunia nyata. kelabang yang ditemui jati memiliki bentuk di luar kelaziman binatang pada umumnya. kelabang tersebut memiliki bukuhttp://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 166 buku seperti perisai, dan bertubuh segemuk ular sawah. bahkan saking panjangnya, jati tidak menemukan ujung dari tubuh kelabang itu ketika keluar dari lubang. fakta-fakta mitos di atas sebagai bentuk replika dalam kebudayaan, bahwa masyarakat tidak dapat dipisahkan dengan realita antara nyata dan tidak. beberapa fakta mitos digambarkan melalui kehidupan dan rangkaian peristiwa tokoh. hal ini karena kenyataan dalam mitos merupakan pengetahuan yang rancu dan kabur (sugiarti, 2014: 304). rangkaian peristiwa tersebut memberikan gambaran pada masyarakat bahwa dunia mitos mempunyai kehidupan sendiri, yang lebih menarik dan menggugah. fungsi mitos dalam novel aroma karsa karya dewi lestari mitos memainkan peran penting dalam mempengaruhi langkah berpikir seseorang. tentang realitas dunia, alam, dan lingkungan yang bertalian dengan hal-hal di luar rasio manusia. sejalan dengan hal tersebut ayatullah (2016: 160) memaparkan bahwa mitos dipandang sebagai sesuatu yang dibutuhkan manusia untuk mencari kejelasan tentang alam, lingkungan, dan sejarah masa lampaunya. sehingga keberadaan mitos menjadi sangat penting bagi eksistensi dan kehidupan manusia. 1. menyadarkan manusia bahwa ada kekuatan ajaib yang berdampingan dengan kehidupan. keberadaan mitos yang berdampingan dengan kehidupan, memberikan fungsi tersendiri bagi manusia. pada sebagian waktu, kekuatan yang ganjil, aneh, gaib, dan di luar nalar seringkali berpartisipasi dalam bingkai kesuksesan. hal itu berguna sebagai upaya menyadarkan manusia, bahwa kekuatan gaib hidup berdampingan dengan manusia. (11) raras semakin yakin ada kekuatan lain yang bermain, yang mengantarkan segalanya untuk jatuh tepat pada tempat yang sempurna. kekuatan yang belum disadari oleh siapa pun, kecuali dirinya. kekuatan puspa karsa (lestari, 2018: 435) kutipan kesebelas di atas menjadi bukti bahwa keberadaan puspa karsa dalam keluarga raras prayagung, ikut berpartisipasi terhadap kelangsung hidup keluarganya. raras meyakini bahwa kesuksesan kemara merupakan hasil dari kekuatan puspa karsa. kenyataan itu menyadarkan raras bahwa kekuatan puspa karsa sudah mendarah daging dengan kehidupannya. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 167 2. memberikan jaminan pada masa kini cerita tentang kesaktian puspa karsa telah menjadi tradisi lisan yang diturunkan janirah prayagung hingga sampai pada cucunya, suma. melalui dunia mitos tentang puspa karsa, suma memperoleh banyak penjelasan yang memberikan jaminan bagi masa kini yaitu tentang kebenaran, keseimbangan, dan keselamatan dalam arti menghadirkan kembali suatu peristiwa yang pernah terjadi dimasa lampau. (12) “menyerupai kita. tapi, gerak mereka macam angin. mereka menyerang pakai panah racun. kalau mereka bersatu dengan pohon, kita tidak bisa lagi lihat wujudnya,” jelas hanif. “kami ditembaki panah, tapi tidak ada bekasnya. panahnya lenyap semua. kalau bukan kerjaan pasukan dedemit, siapa lagi yang bisa bikin begitu?” (lestari, 2018: 448). kutipan di atas, menghadirkan kisah hanif tentang ekspedisi puspa karsa yang pernah dilakukannya bersama tim. namun, serangkain peristiwa mistis menemani perjalannya. salah satu di antaranya adalah kematian beberapa tim yang tidak masuk akal. hanif dan beberapa timnya diseran oleh dedemit. makhluk itu menyerupai manusia, namun yang membedakannya adalah kepiawaiannya dalam menyamarkan wujud mejadi pohon, dan bergerak seperti angin. mereka menyerang hanif dan beberapa timnya dengan panah. 3. mempengaruhi cara berpikir di luar rasio manusia kehidupan puspa karsa sebagaimana yang dikisahkan dalam lontar atau pun prasasti planggatan, tidak menyembunyikan dan memamerkan apapun. rantai kehidupan puspa karsa tetap tergambar sebagai sosok berbahaya, penuh kemisteriusan dan kerancauan antara satu sumber dengan lainnya. hal ini tentunya memberikan fungsi tersendiri bagi manusia untuk berpikir dengan cara mengaitkan sesuatu di luar rasio manusia. (13) “semua hewan ini jadi makanan bagi wujud bunganya. tapi, temanmu tadi, dan semua penduduk dwarapala, jika ada yang tertangkap, adalah makanan untuk rohnya. kalau sampai sanghyang batari karsa lepas dari wujud bunga, pergi ke duniamu, beliau tidak akan habis-habisan memangsa atma manusia.” (lestari, 2018: 647) kutipan ketiga belas, membuktikan bahwa puspa karsa sebagai sosok dewa ternyata berbahaya bagi dunia manusia. di dwarapala, sosoknya sangat ditakuti bahkan dilindungi agar tidak keluar dari wujudnya sebagai bunga. oleh karena itu, jika puspa karsa berhasil keluar dari wujud aslinya dan pergi http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 168 ke dunia manusia, ia akan memangsa manusia sebagai tumbal bagi wujud dan rohnya. 4. memberikan pernyataan terhadap realitas yang tidak tampak menjadi perempuan yang dipercaya dapat menemukan puspa karsa, mengantarkan suma menjadi pemimpin rombongan ekspedisinya. pada setiap pendakian, segala bentuk perbuatan, dan perkataan, haruslah dijaga sebaik mungkin oleh seluruh tim. perilaku para tokoh itu berfungsi memberikan pernyataan, bahwa terdapat kenyataan yang tidak tampak oleh mata manusia dalam kehidupan. kenyataan tersebut berupa makhlukmakhluk gaib yang juga memiliki kehidupan seperti manusia. pernyataan tersebut dapat dibuktikan pada kutipan berikut. (14) “pusat yang gaib itu di sini. tidak boleh sembarang ucap, sembarang laku. jalur tengah ini lebih sepi, tapi kita justru harus lebih mawas diri.” (lestari, 2018: 517) kehidupan manusia tidak dapat terlepas dari hal-hal yang tidak kasat mata. hanya beberapa orang yang memiliki kekuatan supranatural mampu merekam kejadian tak kasat mata itu. jalur tengah pendakian yang dilalui tim ekspedisi puspa karsa dipercaya sebagai pusat gaib, yang di dalamnya terbangun kehidupan makhluk-makhluk mitologi. sehingga mengharuskan seluruh tim untuk menjaga sikap dan perkataannya. 5. mampu menafsirkan kekaguman terhadap alam semesta setelah berpisah dari rombongan, tibalah suma di sebuah lembah yang indah. lembah itu diibaratkan, sebuah replika dari surga. berbagai tanaman tumbuh tidak wajar, bunga-bunga bermekaran seperti kegilaan dan sungaisungai yang jernih airnya. data ketujuhbelas ini mampu menafsirkan kekaguman manusia penciptaan alam semesta (kosmologi), yang tercipta dalam dunia mitos. (15) kegelapan hutan bambu yang ditempuhnya berakhir di sebuah lembah berlimpit rerumputan hijau dan kembang kerokot berwarna-warni. terdapat telaga tenang yang permukaannya berkilau diterpa larik matahari. tumbuh pakis hutan bertingkap-tingkap menangungi beragam keladi berdaun lebar yang mengelilingi telaga itu macam ditata. pohon-pohon besar berbaris rapi di sekitar lembah... (lestari, 2018: 635). sebuah lembah yang hanya ditemui dalam dunia khayali tergambar pada kutipan di atas. semua tanaman dapat tumbuh secara tidak wajar layaknya di dunia nyata. tumbuhan pakis dan keladi tumbuh secara rapi mengelilingi telaga yang permukaan airnya tenang. selain itu, rerumputan hijau, bunga kerokot, dan pohon-pohon lainnya tumbuh berbaris di sekitar lembah. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 169 mitos sebagai cerita yang mengungkap reportasi peristiwa mampu memberikan pedoman dan arah tertentu kepada sekelompok orang. hal ini sejalan dengan pemikiran malefijt (dalam ayatullah, 2012: 167) bahwa mitos merupakan bagian dari cerita sastra yang indah dengan gaya tersendiri. mitos mengandung nilai sejarah dan berperan besar dalam lintas budaya. sehingga mitos mempunyai fungsi dalam bidang sosial dan religius. keterkaitan mitos dengan lingkungan budaya dalam novel aroma karsa karya dewi lestari mitos bagi pengarang merupakan suatu realita masyarakat yang sudah mempribadi pada sebagian kehidupan manusia (sugiarti, 2014: 310). adapun persoalan mitos di masyarakat sering diangkat pengarang dalam cipta karya sastra (novel). dewi lestari mampu menyatukan mitos yang berkembang di lingkungan budaya jawa tengah dengan karya sastranya. melalui karya sastra itu, dewi lestari berupaya menggambarkan mitos yang pernah bahkan dipercaya masih ada di lingkungan budaya masyarakat. 1. dwarapala yang hilang segala kompleksitas lingkungan masyarakat jawa masih sarat dengan kepercayaan terhadap hal-hal gaib atau mitos. masyarakat jawa, khususnya jawa tengah percaya bahwa gunung lawu menyimpan beragam misteri. salah satunya, keberadaan desa bernama dwarapala. konon menurut cerita yang berkembang di lingkungan setempat, desa dwarapala diyakini pernah ada sejak zaman majapahit di lereng gunung lawu. namun, desa itu menghilang secara misterius dan hanya meninggalkan benda-benda pusaka di kawasan jalur tengah yang merupakan akses menuju puncak lawu. (16) semua yang terlihat di ekspedisi pertama, sekaligus catatan dari sudjatmiko, tegas mengatakan bahwa dwarapala ada di jalur tengah gunung lawu. tak jauh dari situs cemoro pogog. siapapun dapat pergi ke sana tanpa kesulitan berarti. masalahnya, dwarapala tak terlihat mata biasa, dibentengi oleh kekuatan rahasia yang menyamarkan wujud dan para penghuninya (lestari, 2018: 497). dwarapala merupakan nama desa yang cukup dulu pernah menetap di gunung lawu. lokasinya tidak jauh dari situs cemoro pogog, yaitu sebuah candi peninggalan kerajaan purbakala yang pernah hidup di gunung lawu. masyarakat sekitar, juga para pendaki dapat menuju ke lokasi tersebut tanpa hambatan. namun, tidak satupun yang dapat menemukan keberadaan desa http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 170 yang bernama dwarapala. hal itu karena dwarapala dibentengi oleh kekuatan gaib yang mampu menyamarkan pemukiman juga penduduknya. kemunculan ampuk-ampuk sebagai tanda bahaya untuk dapat menembus benteng pertahanan menuju dwarapala, beberapa orang sering melakukan ritual atau pun semedi. orang-orang berusaha menemukan keberadaan dwarapala karena mereka yakin, banyak benda pusaka yang ditinggalkan oleh kerajaan terdahulu. atas asumsi tersebut, masyarakat setempat sering dihadapkan pada fenomena alam berupa kemunculan kabut pekat yang membentuk cincin melingkari, sebagai tanda bahwa wukir mahendra giri tidak memberikan izin para pendaki. jika pendakian tetap dilakukan, akan membahayakan peara pendaki. (17) “kemarin saya melihat kemunculan ampuk-ampuk. tepat di daerah kali purba, dekat dari tempat yang mau dituju mas lambang. kalau sudah muncul ampuk-ampuk berarti bakal ada bahaya.” (lestari, 2018: 492). kejadian mistis seringkali terjadi. salah satunya yaitu kemunculan ampuk-ampuk yang dapat disaksikan oleh masyarakat sekitar gunung lawu. ampuk-ampuk merupakan kabut pekat yang dapat menghalangi jarak pandang siapa pun termasuk para pendaki. masyarakat meyakini bahwa kemunculan ampuk-ampuk di sekitar gunung lawu tepatnya di daerah kali purba, bukanlah sebuah fenomena alam biasa. namun, sebuah peringatan dan tanda bahaya. 2. pasar setan bagi masyarakat gunung lawu, cerita tentang desa yang hilang memang cukup berkembang. selain misteri dwarapala, gunung purba ini memang menyimpan berjuta cerita mistis lainnya. salah satunya pasar setan yang berada di jalur tengah pendakian. dinamakan pasar setan karena beberapa pendaki kerap mendengar suara-suara yang menawarkan dagangannya, namun tidak ditemukan wujud tempat bahkan penghuninya. (18) “di jalur pendaki ada tempat namanya pasar setan. banyak yang mendengar keramaian seperti di pasar, padahal tidak kelihatan apa-apa,” (lestari, 2018: 512). data delapan belas, menandai bukti bahwa gunung lawu memang menyimpan beragam misteri. selain dipercaya sebagai tempat pertama kemunculan orang jawa, desa dwarapala yang hilang, juga dipercaya adanya pasar setan. para pendaki seringkali mendengar suara-suara gaib yang menawarkan dagangannya. lokasi pasar setan tersebut dipercaya terletak di http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 171 jalur pendakian candi cheto. konon, masyarakat percaya bahwa suara-suara gaib tersebut merupakan suara dari penduduk dwarapala yang hilang. 3. kamuflase penduduk dwarapala kekuatan yang membentengi dwarapala mampu menyamarkan keberadaan dan kehidupan penduduknya. hanya orang tertentu yang dapat melihat penyamaran mereka. masyarakat di sekitar lawu percaya bahwa sebagian binatang dan tanaman yang tumbuh di gunung lawu merupakan perwujudan dari masyarakat dwarapala jika bersinggungan dengan manusia biasa. (19) “di mata orang lain, desa ini tidak tampak. penduduk dwarapala, kalaupun bersinggungan dengan manusia, akan kelihatan seperti hewan-hewan hutan biasa.” (lestari, 2018: 559) pada kutipan tersebut, menyatakan bahwa kekuatan yang membentengi dwarapala mampu menyembunyikan pemukiman dan kehidupan penduduk di dalamnya. selain itu, kekuatan magis tersebut mampu menyamarkan wujud penduduk dwarapala. masyarakat setempat mempercayai bahwa beberapa hewan yang hidup di gunung lawu tidak sepenuhnya hewan, beberapa merupakan bentuk penyamaran dari penduduk dwarapala. aspek mistis yang diangkat pengarang memiliki keterkaitan dengan lingkungan budaya masyarakat jawa tengah terhadap gunung lawu. hal ini terjadi karena pengarang tidak dapat dilepaskan dari permasalahan di lingkungan budaya, dalam cipta karya sastra (ayatullah, 2012: 162). novel aroma karsa karya dewi lestari dilatar belakangi oleh aspekaspek mitos yang berkembang di lingkungan masyarakat sekitar gunung lawu. sehingga mampu menampilkan narasi cerita yang selaras dengan fakta mitos yang beredar di lingkungan budaya masyarakat jawa tengah. meskipun hubungan antara kenyataan dan mistis mampu menimbulkan keanehan yang tidak masuk akal, namun dewi lestari memiliki kejelian dalam mencermati budaya masyarakat yang masih meyakini bahwa mitos hidup di lingkungan budaya masyarakat. kesimpulan fakta-fakta mitos dalam novel aroma karsa karya dewi lestari meliputi rangkaian peristiwa, tokoh-tokoh yang ditampilkan, kehidupan para tokoh, lingkungan dan benda-benda yang terungkap di dalamnya. keseluruhan fakta tersebut dibangun melalui unsur terkecil dalam mitos yaitu miteme, berupa http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.9.2.2019.156-173 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 9 no. 2 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x kajian mitos dalam novel aroma karsa karya dewi lestari … galuh farah rahma yunita, sugiarti doi: https://doi.org/10.26714/lensa.9.2.2019.156-173 172 penciptaan tokoh-tokoh penting, misterius, berkekuatan magis dan dihormati oleh penutur cerita. keberadaan mitos yang diadopsi menjadi karya sastra tentunya memiliki peranan tersendiri bagi manusia. melalui peristiwa mistis yang terjadi dalam kehidupan para tokoh, mitos dapat berfungsi untuk menyadarkan manusia bahwa ada kekuatan ajaib yang berdampingan dengan kehidupan. selain itu, mitos dapat berperan sebagai media yang memberikan jaminan bagi masa kini, melalui peristiwa masa lampau yang dialami para tokoh. keterkaitan mitos dengan lingkungan budaya terlihat dari kepercayaan masyarakat jawa tengah, bahwa gunung lawu menyimpan berjuta misteri yang masih dipercayai hingga sekarang. salah satunya adalah misteri hilangnya desa dwarapala dan adanya pasar setan. daftar pustaka angelina, d. 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batanghari sembilan arts: a lacanian perspective lussy albayinnah gadjah mada university bulaksumur, caturtunggal, kec. depok, kabupaten sleman, daerah istimewa yogyakarta 55281 lussyalbayinnah@mail.ugm.ac.id article history: submitted on 4th october 2021; accepted on 12th may 2022; published on 30th june 2022 abstract oral tradition is considered as one of some enriched indonesian cultures that have been preserved from former generation to the following ones. it also provides a great deal of opportunity to be studied in the scope of literary studies with various approaches. one oral tradition that owns these characteristics is the batanghari sembilan art songs that originated from the south sumatra region. this study aims to find out the similarities and differences between two batanghari sembilan art songs entitled iluk pule and umak di doson, bapak jao, which can be seen from the formula and formulaic structures as well as the indications of desire found in the composition of the text through lacan's psychoanalytic perspective. qualitative research methods and content analysis were carried out to analyze the data in the form of the structure of the formula and the concept of desire found in the sentences of the batanghari sembilan oral text. the results of the study highlight the similarities of the types of formulas found in the two songs, namely the presence of morphological formulas, alliterations, tautotes and phonemic formulas, and the absence of anaphora and anadiplosis formulas in umak in doson, bapak jao. some repetitive words are acknowledged as an attempt to emphasize the meaning and promote the songs’ originality. in addition, the two songs have different desires, namely the desire to have a lover and the desire to live together with parents. the similarity found in the two songs is the positioning of the mother's wishes as a substitute for one's own desires which are conveyed by the individual metonymically. keywords: batanghari sembilan , formulaic pattern, lacan, psychoanalysis, batanghari sembilan, oral literature. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 mailto:lussyalbayinnah@mail.ugm.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 2 introduction as a country that is well-known for its high ethnic diversity, indonesia owns many traditions that have made many contributions to its cultural inventory. out of the 1340 tribes scattered from aceh to merauke, there are 1086 intangible cultural heritages that have been designated by unesco (statistik kebudayaan, 2020). the number is likely to convince that most of the indonesian culture has been formally preserved both on a national and international scale. specifically, oral traditions and expressions, which are one of the five categorizations of intangible cultural heritage mentioned above, have a total of 147 kinds of oral traditions. this number of data collection confirms the significant efforts made by the indonesian government to preserve regional culture in the midst of the distribution of literary products that have been initiated to have an integration with technological sophistication. basically, oral tradition is associated with traditional community life. in regards to this, one should comprehend that community life basically involves social interaction that takes place in various location, situations, and speakers (nasution and ayuningtias, 2021). on the other hand, akmal and darmawan (2021) points out that community life inherently utilizes language and environment which share a close relationship one another to maintain their existence. the term folklore most often represents the term oral tradition and vice versa. sibarani (2015) explains the concept of oral tradition as a tradition that is passed down from generation to generation using oral media. according to vansina (1965), the essence of tradition here does not only include cultural products but also the process of spreading them around. in addition to the two definitions from experts, unesco (in hutomo, 1991) concludes that oral tradition is a tradition that has been spread through words and traditional activities or routines. in short, oral traditions are customs that apply and are passed on to the next generation with oral delivery procedures and accompanied by a series of complementary activities. as of literature values equipped in oral tradition, this also contains ideas, products, and artistry concepts which are manifested either in the form of oral or written presentation (hadiyanto, 2020). specifically, the south sumatra region contributes 32 kinds of oral traditions, including the batanghari sembilan art which has several different names. people in the pagaralam and semende areas call it rejung, while in the muare kuang area this art is better known as tembang (firmansyah, 2015). this art is basically in the form of presenting rhymes accompanied by the strains of musical instruments. the single guitar is the instrument most often used to accompany the batanghari sembilan recital process. besides http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 3 guitars, there are also violins, stringed instruments, bass guitars, bass drums, and tambourines. the number of singers for this art usually consists of two people, one person is responsible to mention the composition of the rhyme, and the other person is in charge of playing a predetermined musical instrument. the rhyme that is sung in the batanghari sembilan art is repeated in several parts. this pantun resembles the form of a malay pantun in which each stanza has four lines, where the first two lines are used as sampiran and the other two lines are used as contents. because batanghari sembilan has been being developed in several areas in south sumatra, the language of the pantun text also yields in many variations, including the regional languages of lahat, semende, pagaralam, muara enim, rambang, muare kuang, benawe, musi banyuasin, musi rawas, and lubuk linggau (firmansyah, 2015). the batanghari sembilan rhyme has six categories of rhymes, namely rhymes of advice, rhymes of compassion, rhymes of compassion, rhymes of fate, rhymes of humor, and rhymes with traditional customs. the batanghari sembilan art does not have a specific time provision for its performance. therefore, batanghari sembilan can be played at any time as a form of entertainment, for example at night until early morning. staging properties, completeness of clothing, and stage sets are not mandatory elements that must be prepared to recite batanghari sembilan. on the other hand, musical instruments are vital for the presentation of this art because the instruments determine the shape of the rhythmic patterns of music. in his research, firmansyah (2015) stated that the music rhythm pattern for batanghari sembilan exhibits repetition, and each type of musical instrument has a different melody, for example, guitars and stringed instruments produce vocal melodies while violins play song melodies. these instruments can be played alternately if the particular singer really wants to use them all of them in one recital. songs resulting from the use of musical instruments are recycled to develop different types of rhymes with particular similarities. according to sahilin (in firmansyah, 2015), batanghari sembilan does not have definite provisions that bind the relationship between songs and texts in certain types of rhymes. the repetition of the phrases in the sampiran and the contents section is partly done by following the needs of the song used in the recital. in addition, the form of word endings for each line, or often called rhyme, is always a stipulation for every creation of a new batanghari sembilan song. this phenomenon is in line with the formula theory proposed by parry-lord (1981), that the patterned variations found in oral literature are caused by formulas that are manifested in the repetition of parallel words, phrases, or sentences. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 4 the rhyme in the batanghari sembilan song is not only formed by a patterned text structure but is also developed by the beauty of the language in the text. in general, the vocabulary used is in the form of names of plants, fruits, regions, animals, daily activities, and natural beauty as well as several other traditions that developed in some areas where the batanghari sembilan songs are originated from, such as ceremonies and traditional clothes (firmansyah, 2015). even the name batanghari sembilan itself is based on the number of tributaries of the musi, the longest river in south sumatra. furthermore, the music and rhyme texts expressed in this song have a romantic, melancholic, and naturalistic nuance (ulandari et al., 2018). most of them tells the listeners about the sadness of facing life's difficulties or hopes for a better life which are spoken by residents who live in the batanghari sembilan river channels, for example, one song entitled iluk pule which tells the story of longing for someone, and another one entitled umak in doson bapak jao who tells the sadness of living a miserable life. since this art belongs to oral literature properties, this is also assumed to have messages that need to be delivered, values that need to be implemented, rights that need to be fought for, presence that need to be acknowledged, and violence that need to be exposed (rafi’i, 2017). therefore, this research focuses on examining the desires contained in the batanghari sembilan arts. this is based on the statement of dundes (1976) who states that the meaning contained in folklore fantasy should be felt and exhibited in the unconscious or subconscious so that folklore can function properly. in line with this, robert humphrey highlights that streamof-consciousness techniques which are often used in the creation of literature products consist of various degrees of consciousness that ranges from unconscious, preverbal depths to levels of conscious verbalization, be it in the written or oral forms (widiyantari et al., 2015). traditional song which is one of many types of folklore provides a means for social expression that is not directly articulated. dundes argues that the consistency of the formula in the folklore facilitates the meaning contained in the particular folklore. in relation to the concept of the unconscious, this study aims to apply the practical concept of psychoanalysis in the interest of uncovering the desires stored in the batanghari sembilan art songs. another reason focuses on efforts to revitalize oral literature in the south sumatra area as a contribution to increasing the oral literature of the indonesian archipelago. the last reason is the consideration that research on the topic of psychoanalysis in batanghari sembilan art is still very limited. the research conducted by sariasih et al (2020) only examines the batanghari sembilan song from an ethnographic perspective. the results of her research indicate that batanghari sembilan has similarities with malay pantun in general due to the presence of the sampiran and the content in its formation. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 5 sariasih et al (2020) also examine the definition of batanghari sembilan which is divided into three points of view, namely the listener or audience, the form of the rhyme, and the theme of the batanghari sembilan rhyme. the function of the performances and the cultural values found in batanghari sembilan are also described in the study. in addition to that, firmansyah's research (2015, 2020) is only oriented to the form and structure of batanghari sembilan's music and examines the musical style of one of the well-known batanghari sembilan singers. based on this background and the consideration of presenting an update on research that addresses the batanghari sembilan oral tradition, this study was conducted to answer two research questions: (1) what are the similarities and differences found in the formula of two batanghari sembilan songs? and (2) how the desires contained in the two batanghari sembilan songs are different from each other? method this study uses a qualitative descriptive method defined by nawawi (in siswantoro 2011) as an activity to solve a problem by describing the state of the subject and object of research based on the facts found in the study. the employment of this method is intended to obtain comprehensive data on the formulas and desires found in the batanghari sembilan art songs. the data used for this study were obtained from two collections of batanghari sembilan songs, entitled iluk pule and umak in doson bapak jao. the selection of these two songs was based on variations in themes and formulas in the text of the batanghari sembilan traditional songs as an effort to obtain fairly representative research results considering the many variations contained in this art. the importance of looking for similarities and differences between the two songs is based on the consideration of showing what variations appear in the two songs and what the conventions of the batanghari sembilan traditional songs are. the two selected songs were obtained from video documentation on the youtube site. as for the formal objects in this study, the data collected are in the form of words, phrases, sentences, and stanzas that describe the concept of desire formulated by lacan. in addition to primary data, this study will also present secondary data taken from some literature information regarding oral-literary formulas and lacan's psychoanalytic concepts. the analysis applied in the research uses a content analysis technique with a psychological approach. according to jabrohim (2001), the content analysis technique is a form of research that tries to analyze the content and meaning found in a research document. the research steps carried out to examine the material objects in this study were, (1) collecting data by observing two performances of batanghari sembilan traditional songs on the youtube site scattered over several channels, (2) transcribing the rhyme from http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 6 spoken to written form, (3) translating rhymes into english, (4) classifying rhymes based on several formula categorizations and comparing the two formulas, (5) interpreting the transcribed texts, (6) analyzing and comparing the elements of desire according to lacan's psychoanalytic concept found in the rhymes, and finally (7) drawing conclusions research as a whole part. the process can be summarized as follows: graphic 1: analysis process of batanghari sembilan arts findings and discussion the formula of batanghari sembilan songs previous oral tradition studies are mostly oriented to the analysis of the formulas formulated by milman parry and albert lord (lord, 1981). according to the two scholars, a formula is a collection of words that are always used under the same metric conditions to express important ideas. in addition to the formula term, there is also a formulaic term which is defined as an array or half an array that is arranged on the basis of the pattern contained in the formula. formulas and formulaic are elements that are heard by prospective new speakers against old speakers until the time comes for new speakers to be able to make other formulas by sticking to the formulas as their flexible guidance. the supply of formulas and formulas that are owned by several speakers in a particular area is mentioned by lord (1981) as a stock-in-trade term. because a speaker recycles the formulaic and formulaic elements included in the stock-in-trade spontaneously, each speaker does not have the same or identical compositions in the two plays. in general, there is collecting data by observing two performances transcribing the rhymes to written form translating the rhymes into english classifying and comparing rhymes based on several categorization interpreting the transcribed text analyzing and comparing the element of desire drawing conclusion as a whole part http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 7 no composition (poem, rhyme, or poetry) that is not formulaic. saputra (2003) states that the formula helps the formation of a rhythmic discourse that can be used as a tool to remember compositions that have been heard before in the easiest and quickest possible way. there are several types of formulas used to analyze oral literature, namely syntactic formulas (repetition in sentences), tautotes formulas (repetition of a word that is repeated in a correspondence construction, concatenation formulas (repetition of the last word or phrase of correspondence into initial or middle phrase in the next correspondence), anaphora formula (repeating the first word in each subsequent line or sentence), alliteration formula (repeating the same consonant), parallelism formula (repeating a phrase in correspondence into the same position in the next line), epiphora formula (the repetition of the last word or phrase in each subsequent line or sentence), morphological formula (repetition of words or phrases to emphasize important expressions), phonemic formulas (repetition of phonemes or sounds), anadiplosis formulas (repetition of the last word or phrase from a clause or sentence into the first word or phrase of the following clause or sentence and the mesodiplosis formula (per repetition in the middle of the line or several sentences in a row) (saputra, 2003). for the purposes of analyzing the formulas used in the two batanghari sembilan songs, this study arranges each song into a table which is equipped with an underscore and a dotted line. the underscore is used to indicate the presence of a formula pattern, and the dashed underline indicates the presence of a formulaic form in the two batanghari sembilan songs. the first song is entitled iluk pule. the following is the appearance of the iluk pule song which is equipped with formula elements: iluk pule 1. buah kepayang dimakan lemak [delicious taste of kepayang fruit] __ __ ________________________ 2. iluk lah pule ditanak minyak [it tastes better if cooked using oil] ___ __ __ _____________________ 3. alangkah alap lah bujang tunak [what a behavior of reserved lad] __ __ _______________________ 4. iluk dibuat lah nantu umak [he’s perfect to be mother’s son in law] http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 8 ___ __ __ ____________________ 5. buah lah salak banyak dibeli [salak fruit is bought by many] ____ __ __ _ _____________________ 6. buah setahun lah due kali [the fruit is harvested twice a year] ______ __ _ ___________________ 7. amen lah galak kebile agi [if parties adore each other, do now] __ __ _ _________________ 8. nunggu setahun lah lame ige [waiting for next year is just too much] _____ __ ___________________ 9. jalan jalan ke pagar jati [walk along to pagar jati] _________________ 10. doson dililit bukit barisan [a village surrounded by mountain chain] __ __________________ 11. duduk menung bediri menung [sitting and standing while contemplating] _________________________ 12. lambat betemu lah betangisan [crying over the late encounter] __ _____________________ 13. banyaklah kandis di desa lintang [many kandis found in lintang village] __ _______________________ 14. buahlah pelam dimakan ulat [pelam fruit is eaten by caterpillars] __ __ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 9 ____________________ 15. banyak gadis desa lematang [there are so many girls in lematang] __ ___________________ 16. bujangnye alap di kota lahat [while handsome lads are found in lahat city] __ ____________________ 17. buah kuini padang lah bindu [kuini fruit padanglah bindu] __ __ __ ____________________ 18. anju belanju ke pagar jati [anju shops at pagar jati] _ __ __________________ 19. kamilah ini sedanglah rindu [we really miss someone so much] _ __ __ ____________________ 20. rindu la berat di dalam hati [heavy longing in the heart] _ __ ____________________ according to the text used in the composition, there are several types of formulas found, namely as follows: table 1: formula analysis of iluk pule repetition line detail morphological 1, 5, 6, 14, and 17 word ‘buah’ [fruit] 3 and 16 word ‘bujang’ [lad] 2 and 4 word ‘iluk’ [better/perfect] 6 and 8 word ‘setahun’ [a year] alliteration 1, 2, 3, and 4 consonant ‘k’ 13, 15, and 14, 16 consonant ‘g’ and ‘t’ 10 and 12 consonant ‘n’ anafora 5 and 6 word ‘buah’ [fruit] anadiplosis 19 and 20 word ‘rindu’ [miss/longing] phonemic 1 and 3 sound ‘ah’ and ‘ak’ 2 and 4 sound ‘ok’, ‘ah’, and ‘ak’ 5 and 7 sound ‘ah’, ‘ak, and ‘i’ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 10 6 and 8 sound ‘un’, ‘ah’ 5, 6, and 7 sound ‘i’ 10 and 12 sound ‘an’ 13 and 15 sound ‘ang’ 14 and 16 sound ‘at’ 13 and 14 sound ‘ah’ 17 and 19 sound ‘ah’, ‘ng’, and ‘du’ 19 and 20 sound ‘u’ and ‘ti’ 17, 19 and 20 sound ‘lah’ tautotes 11 word ‘menung’ [contemplating] technically, the song iluk pule, which is presented with a single guitar, has a pause to separate the previous verse from the next verse. the song has five stanzas, and each stanza has four lines. the theme brought by the song iluk pule is the longing of a woman who longs for a lover. based on the performance shown in the https://tinyurl.com/fp7urrww link, this song is sung by a woman using the semende regional language. the singer sings this song by repeating each stanza, i.e. repeating each half of the line in each line twice and this applies to the remaining half of the line. in addition, the repetition of the contents of the second part or the fourth line in each stanza is also performed by the singer in this song only in stanzas one and two. in the third stanza, fourth and fifth stanzas, each line is repeated twice. the second song is entitled umak di doson, bapak jao. the following is the display of the umak di doson, bapak jao which is equipped with formula elements as follow: umak di doson, bapak jao 1. buah kelembak di makan manis [kelembak fruit is eaten with rice] __ __ ______________________ 2. daun menyisip di dahan nangke [a leaf is tucked in the jackfruit branch] __ __ ______________________ 3. oy emak jangan nangis [hey, mother please do not cry] __ __ ________________ 4. mak ini nasib bagian kite [this is the fate that we own] __ __ __________________ 5. alang ke pedas lah buah cabe [the taste of chilly is really hot] ____ __ __ __ _____________________ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 https://tinyurl.com/fp7urrww lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 11 6. endak lah nangkul di ulu lebak [going to take it in the pit] __ __ __ ______________________ 7. alang ke ladas lah kawan kance [how excited my friends are now] ____ __ __ __ ______________________ 8. pacak bekumpul ngan umak bapak [they can gather with their parents] __ __ __ ________________________ 9. kalu lah lalang lah cak paku ni [if things were rusty like this nail] ___ __ ____ __ __ __ ______________________ 10. dasarnye lalang rate di kebon [the rusty ones are lost in the bush] ______ _____ _ __ ____________________ 11. kalu lah malang pecak aku ni [if you have bad luck like me] ___ __ ____ __ __ __ _____________________ 12. dasarnye malang semule toron [being poor because of the offspring] ____ _____ _ __ _____________________ 13. payahlah padi pematang ilir [it is hard for rice to grow in pematang ilir] ______ _ __ _ ___________________ 14. lemak di kebon di ulu pao [the perfect place is nearby swamp] ___ _ __ __ ___________________ 15. payahlah ati nimang pemikir [it's hard to always think] _____ _ ___ __ ____________________ 16. emak di doson mun bapak jao [mother is in village, and father is far] ___ _ __ __ _____________________ 17. ngape di ulu kebon kemangi [why kemangi plantation is located in urban area] ___ __ __ __ ____________________ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 12 18. bakal ke basah nyebrang muare [we will be wet when crossing the estuary] ____ __ __ _ ______________________ 19. ngapelah dulu toron ke bumi [why i decided to be in this world] _____ __ __ __ ___________________ 20. bakal penyusah ati wang tue [if i would be the black sheep of family] ____ __ __ _ ____________________ 21. ikan lah lambak di pemandian [fish swim happily in the pool] __ __ ___ ______________________ 22. endak bemaen di pinggir pinggir [wanting to play in fringe of the pool] __ ______________________ 23. bukannye kendak tapi bagian [it is not my will, but it has been my part] __ __ __ _____________________ 24. mungkin lah ini lah sudah takdir [maybe this is truly my fate] __ _______________________ table 2: formula analysis of umak di doson, bapak jao repetition line detail morphological 1 and 5 word ‘buah’ [fruit] 9 and 10 word ‘lalang’ [rusty] 11 and 12 word ‘malang’ [bad luck] 9 and 11 word ‘kalu lah’ [if] 10, 14 and 17 word ‘kebon’ [bush/swamp] 14 and 17 word ‘ulu’ [nearby/urban] 5 and7 word ‘alang’ [how] 10 and 12 word ‘dasarnye’ [being] 13 and 15 word ‘payah lah’ [hard] 17 and 19 word ‘ngape’ [why] 18 and 20 word ‘bakal’ [would be] alliteration 2 and 4 consonant ‘s’ http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 13 6 and 8 consonant ‘k’ 10 and 12, 21 and 23 consonant ‘n’ 13 and 16, 22 and 24 consonant ‘r’ phonemic 1 and 3 sound ‘ak’ and ‘is’ 2 and 4 sound ‘ip/b’ and ‘e’ 5 and 7 sound ‘ang’, ‘as’, ‘ah’, and ‘e’ 6 and 8 sound ‘ak’, and ‘ul’ 9 and 11 sound ‘ang’, ‘ak’, ‘ku’ and ‘ni’ 10 and 12 sound ‘nye’, ‘ang’, ‘e’ and ‘on’ 13 and 15 sound ‘lah’, ‘i’, ‘ang’ and ‘ir’ 14 and 16 sound ‘ak’, ‘on’ and ‘ao’ 17 and 19 sound ‘pe’, ‘lu’, ‘on’ and ‘i’ 18 and 20 sound ‘al’, ‘ah’, ‘ang’ and ‘e’ 21 and 23 sound ‘an’, ‘ak’ and ‘an’ 22 and 24 sound ‘ir’ tautotes 24 word ‘lah’ this song is also accompanied by a single guitar strum and uses the semende regional language that is spoken in the rattan river area. the song umak di doson, bapak jao has 6 stanzas containing two sampiran and two contents. the recitation has pauses and repetitions in certain parts, namely repetition of the content done three times. based on https://tinyurl.com/caua68wr, this song is sung by a teenager with a melancholy disposition. the closest assumption is that the theme contained in the song umak in doson bapak jao is a lamenting story about the bad luck felt by a child who is far away or a nomad who is separated from his father and mother. judging from the two formula structures in the songs iluk pule and umak in doson mr. jao, it can be concluded that the basic difference between the two songs is not only in the theme carried by both songs but also in the repetition of the lines of the rhyme. on the other hand, the similarities between the two songs are found in the categorization of their formulas, namely: the presence of morphological formulas, alliteration formulas, tautotes formulas, and phonemic formulas. iluk pule has an anaphora and anadiplosis formula that umak at doson, bapak jao does not have. finally, there is one consonant that is found in both batanghari sembilan songs, namely the word 'fruit' which is followed by various names of pandemic fruits, such as palm fruit, kepayang fruit, salak, kuini fruit, and kelembak fruit. these repetitions signal some important findings regardless the kinds of the formula used in each line of the two songs since the repetitions themselves merely confirm the existence of the basic feature of oral tradition. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 https://tinyurl.com/caua68wr lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 14 furthermore, the song iluk pule and umak di doson, bapak jao reveal some repeated words and sounds that interpret the way how the singer always attempts to keep the song pattern while dynamically creating refreshment that makes the two songs slightly different. in iluk pule, the repeated words such as, buah, bujang, iluk, setahun, menung translated respectively as ‘fruit, lad, better/perfect, contemplating’ become the word that emphasizing the authenticity of its origin as well as highlighting the theme of the song which is understood as a song that describes woman’s longing for a lover. the similar settings are also found in umak di doson, bapak jao song. it mentions the words that are relevant to its theme which is about wondering one’s misery, such as malang, payah lah, ngape, bakal translated respectively as ‘bad luck, hard, why, would be’. it can be concluded that the use of some repetitive words is intended to emphasize the whole meaning of the song to the listeners while promoting some familiar objects in their surroundings to show the originality of the songs. desire pictured in batanghari sembilan traditional songs psychoanalysis developed by jacques lacan from the thought of sigmund freud is more focused on cultural phenomena (storey, 2009). lacan's psychoanalytic theory postulates that the subconscious is always undermined by a state of 'lack' so that humans have the desire and effort to cover up these deficiencies (faruk, 2020). in an effort to find identity, this theory makes language a cultural order that is able to provide subjectivity to humans. in language, this unconscious formation is governed by the same mechanism as language, namely the use of metaphors and metonymy. lacan (1989) affirms that desire is a metonymy because its function can reveal other parts of the self, but never in its full form. in short, reviewing literary works from lacan's perspective is a real manifestation of finding the condition of the human subconscious which is filled with a sense of lack and a sense of loss which at the same time accompanies desire as the formation of subjectivity. in the iluk pule song, the phenomena relevant to the explanation above are found in the composition of the text, especially in the content section. the line that reads ‘iluk dibuat lah nantu umak’ meaning ‘he’s perfect to be mother’s son in law’ implies the desire that an individual has to have a lover, which means a man, by metonymically mistaking it as another person's hope, namely his mother’s desires and hopes. individuals negate their desires so as not to be understood directly and openly. with this kind of diversion, it can be concluded that the individual has a personality that does not dare to be frank which may be associated with the individual's position in the context of society. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 15 furthermore, the line in the fifth stanza which reads ‘kamilah ini sedanglah rindu’ which is interpreted as 'we really miss someone so much' replaces the subject of 'i' to 'we' as a form of finding the fullness of selfidentity. the desire to find the original identity, namely to get back the object of libido that was previously obtained from the mother. implicitly the object of the libido in question is the man she misses. the merging of 'i' into 'we' is perceived by lacan as a symbolic order, that the individual is still incorporated into the combination of 'we' as a representation of the mastery of the father and on the other hand, expresses her desire to miss someone as a substitute representation of the mother. meanwhile, in the second song entitled umak di doson, bapak jao , the desire in lacan's psychoanalytic concept is found in the line 'oy emak jangan nangis, mak ini nasib bagian kita' which means 'o mother, don't cry, this is our fate'. the individual also negates the desire for a better life and turns it metonymically into something that his mother laments. in addition, the line in the second stanza which reads 'alang ke ladas lah kawan kance, pacak bekumpul ngan umak bapak' with the meaning 'how satisfied my friends are to be able to gather with their mother and father' hints at self-discovery by emphasizing her existence as an individual who cannot hang out with her parents. individuals can assert their existence because they reject the similarities that exist between individuals and 'friends'. in addition to that, this distinction is further emphasized by the sentence found in in the third stanza 'kalu lah malang pecak aku ni, dasarnye malang semule toron' which is interpreted as 'if you have bad luck like me, you will still be poor because of your offspring'. likewise with the stanza which is in fourth order. the discovery of an individual's identity in these two stanzas validates his differences with those around him. individuals make a life that can gather with parents as a desire to be fulfilled. in the fifth and sixth stanzas, the individual states herself implicitly and metaphorically as god who has the ability to create himself, so that the issue of living on earth is something that individuals can decide for themselves. this is caught in the line that reads ‘ngapelah dulu toron ke bumi’ and ‘mungkin lah ini lah sudah takdir’. the word destiny mentioned in this song has an ambiguous meaning, first, destiny is considered as an object (in the fifth stanza, the individual mentions the essence of destiny mastery) and secondly, destiny is considered as a subject (in the sixth stanza, the individual surrenders to destiny's decision). when destiny acts as the subject, the individual expresses the existence of a power that influences the emergence of his desires, but when destiny becomes the object, the individual expresses resistance to the power mentioned earlier. it can be concluded from the two batanghari sembilan songs above that the two songs both imply a desire that is in accordance with lacan's http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 16 psychoanalytic concept. because the themes carried are different, this also has an impact on the type of desire that individuals want to fulfill in the text. iluk pule expresses the desire for ownership of a lover, while umak di doson, bapak jao clearly mentions the desire for a decent living as an individual desire. however, there is a fundamental similarity between the two songs analyzed in this study, namely that both of them are metonymically positioning individual desires into mother desires. conclusion the art of batanghari sembilan song is an oral tradition that develops in the south sumatra region which is presented in the form of rhymes in regional languages and accompanied by various stringed instruments, such as a single guitar or an ensemble. the theme of the developed rhyme has many variations, one of which is the theme of lamenting fate and loneliness delivered by two songs entitled umak di doson, bapak jao and iluk pule. after having finished this study, it turns out that these two songs have similarities and differences in the determination of the formula and formulaic structure as well as on the desires contained in the composition of the text (compared intertextually). in formula analysis, it was found that iluk pule and umak di doson, bapak jao have morphological formulas, alliteration formulas, tautotes formulas and phonemic formulas, but umak di doson, bapak jao does not have anaphora and anadiplosis formulas, while iluk pule does. in terms of the study of desires analyzed by lacan's psychoanalysis, the song iluk pule desires to have a lover, while umak di doson, bapak jao has a strong desire to live side by side with his parents. the only similarity that emerges is the positioning of the mother's wishes in place of one's own desires which is conveyed by the individual metonymically. besides, the use of some repetitive words found is intended to emphasize the whole meaning of the song while promoting some familiar objects to show the originality of the songs. in regards to the findings of the research, it can be concluded that traditional community in several urban areas in sumatera selatan province tend to recycle the rhymes, words, and the themes of the batanghari sembilan songs, but some phrases do not apply the pattern as found in the rest of lines for unrecognizable reasons. this, then, suggests for more in-depth analysis on the batanghari sembilan arts to document all the possible patterns used in its creation. moreover, the desires that complement the meaning of the two songs which are studied in this research confirm that the traditional community really values the relationship with their surroundings (parents and spouses). the psychoanalysis approach used in this research, however, has not discussed the stages that an individual pursues while identifying his http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 1-18 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x formula analysis of tembang batanghari… lussy albayinnah doi: https://doi.org/10.26714/lensa.11.2.2022.1-18 17 subjectivities, and the future researches regarding batanghari sembilan arts will be expected to enable the more explorative arguments. references akmal, a., & widayati, d. 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(2015). comprehending the modern psychological novel ‘the sound and the fury’ by william faulkner. lensa: kajian kebahasaan, kesusastraan, dan budaya, 5(1), 57–66. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.1-18 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 237 taoist philosophy in chinese science fiction: a comparison between zhuangzi and broken stars aiqing wang university of liverpool liverpool, united kingdom aiqing.wang@liverpool.ac.uk article history: submitted on 18th august 2021; accepted on 15th december 2021; published on 30th december 2021 abstract chinese science fiction has been attaining global visibility since liu cixin’s trilogy entitled remembrance of earth’s past. the trilogy’s english translator liu yukun has edited and rendered a science-fiction anthology entitled broken stars, which comprises sixteen novellas composed by fourteen chinese novelists. apart from a fecundity of imagination and richness of imageryevoking depictions, narratives compiled in the anthology also epitomise taoist philosophy conveyed in zhuangzi (aka chuang tzu), a warring states (475-221 bc) treatise ascribed to an illustrious philosopher zhuangzi. in this article, i hermeneutically scrutinise narratives in broken stars and compare and contrast them with zhuangzi, so as to illustrate the interconnection between science fiction and philosophy. i propound that philosophical constructs in the anthology can be exemplified by quintessential construals such as ‘nonaction’, ‘resting in destiny’ and ‘self-so’, as well as mindset appertaining to temporal and aesthetic issues in zhuangzi. keywords: ken liu, speculative fiction, time travel, non-action introduction china’s science fiction is attaining international visibility. in 2015, a hugo award, the most prestigious international science-fiction prize, was bestowed upon an illustrious chinese novelist 刘慈欣 liu cixin (1963) during the 73rd world science fiction convention, rendering him the first asian hugo award laureate (global times, 2015; china daily, 2019). liu cixin’s chef-d’oeuvre is an award-winning science-fiction trilogy entitled 地 球往事 diqiu wangshi ‘remembrance of earth’s past’, which is comprised of 三体 santi ‘the three-body problem’ (2006), 黑暗森林 heian senlin ‘the dark forest’ (2008) and 死神永生 sishen yongsheng ‘death’s end’ (2010) (china writer, 2015; li, 2015; fan, 2019). the first and third volumes of the http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx mailto:aiqing.wang@liverpool.ac.uk lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 238 series have been rendered into english by a chinese-born american lawyer and writer 刘宇昆 liu yukun (aka ken liu), who has translated a list of science-fiction works, such as 北京折叠 beijing zhedie ‘folding beijing’ by 郝 景芳 hao jingfang, 三体 x: 观想之宙 santi x: guanxiang zhizhou ‘the redemption of time’ by 宝树 baoshu and 荒潮 huangchao ‘waste tide’ by 陈楸帆 chen qiufan (alter, 2019; liu, 2019, p.1). in addition to translation, ken liu embarked upon his science-fiction creation on the threshold of the 21st century: his novellas 手中纸, 心中爱 shouzhongzhi xinzhongai ‘the paper menagerie’ and 物哀 wuai ‘mono no aware’ won the hugo award in 2012 and 2013 consecutively (zhao, 2012; zhang, 2016); the former novella was also the fiction work winning all three influential science-fiction awards, viz. hugo, nebula and world fantasy awards (bai, 2016). as liu yukun states in the introduction of a science-fiction anthology ‘invisible planets’ (看不见的星球 kanbujiande xingqiu) he has edited and translated, ‘china has a vibrant, diverse science fiction culture’ (liu, 2016). in 2019, he edited and translated another science-fiction anthology entitled broken stars (碎星星 sui xingxing), which is constituted of sixteen novellas composed by fourteen chinese novelists as well as three essays on sciencefiction literature (henriksen, 2019; zhao, 2019). method science fiction and philosophy are inextricably intertwined (schneider, 2016), and science fiction used to be dubbed as ‘the philosophic literature’ (myers, 1983, p.ix). in this research, i hermeneutically scrutinise broken stars (henceforward stars) and taoism (aka daoism) by means of textual analysis and close reading, focusing in particular on philosophical constructs derived from a taoist treatise 庄子 zhuangzi (aka chuang tzu). zhuangzi is an anthology compiling the writing of an illustrious philosopher 庄子 zhuangzi (aka chuang-tzu or ‘master zhuang’, late 4thc bc) during the warring states (475-221 bc) period (hansen, 2014; coutinho, 2016). zhuangzi’s exemplary construals are established on the teachings of 老子 laozi (aka lao-tze, circa 6thc bc), a legendary thinker, the founder of a distinct laoist school and the supreme deity of religious taoism, whose chef-d’oeuvre is the canonical classic 道德经 dao de jing ‘tao te ching; book of the way and virtue’ illuminating taoist thought and practice (chan, 2000, 2018; kirkland, 2004, p.42; waley, 2005, p.20-21; nadeau, 2014, p.65). constituted of thirty-three chapters of the extant recension, zhuangzi serves as a commentary on the dao de jing and plays a preponderant role in later literature, by virtue of its unparalleled fecundity of imagination illustrated via metaphors, allegories, parables and fables in an integrated form of prose and poetry (mair, 2000). moreover, zhuangzi encompasses pivotal philosophical strands and conceptions exemplified by 道 dao, 无为 wuwei ‘non-action’, 逍 http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 239 遥 xiaoyao ‘free and easy wandering’ and 自然 ziran ‘naturalness’ (liu, 2015a, 2015b), as well as practices such as 坐忘 zuowang ‘sitting in oblivion’ (chan, 2000), which encapsulate ‘humanism, naturalism, mysticism, and even aspects that foreshadow postmodernism’ (liu, 2015c, p.129). its ‘[p]hilosophical positions and arguments can be discerned on a variety of issues concerning knowledge, language, meaning, imagination, ethical evaluation, emotions, social involvement, social exclusion, human behavior, skillful practice, and life and death’ (coutinho, 2016, p.159). findings and discussion in stars, liu yukun compiles a novella 大时代 dashidai ‘what has passed shall in kinder light appear’ composed by a prolific writer 李俊 li jun, who is more renowned by his pseudonym 宝树 baoshu (gu, 2020). the narrative can be regarded as a speculative fiction work or alternate history, featuring a man’s entire life, during which real historical events and personages are represented in a reverse order; the narrative deploys philosophy as a premise and entails fundamental philosophical questions (watson, 2015; liu, 2019, p.145). example (1) alludes to philosophers jeanpaul sartre and zhuangzi as well as an anecdote concerning monkeys, which draws on a parable in chapter 齐物论 qiwu lun ‘discussion on making all things equal; on the equality of things’ extracted from zhuangzi’s fascicle 内篇 nei pian ‘inner chapters’. (1) “我听说, 庄子写过这样一个故事: 如果你早上给猴子三枚果子, 晚 上给猴子四枚果子, 猴子就会很不高兴, 但是如果你早上给它四枚, 晚 上给它三枚, 它就会很高兴。你看, 这只猴子是不是很愚蠢呢?” “呃… 是啊, 这是朝三暮四的故事。” 我说。萨特有些嘲讽地笑了笑: “您看 出问题所在么? 我们人类和猴子又有何不同? 难道我们追求的只是一 个‘正确的’历史顺序吗? 就好像将幸福和不幸顺序颠倒一下, 一切就正 常了一样! 如果历史中的恶存在, 那么无论顺序如何改变, 它难道会因 此消失么?” ‘i know that the chinese once had a philosopher named zhuangzi. he told this story: if you give a monkey three nuts in the morning and four nuts in the evening, the monkey will be unhappy. but if you give the monkey four nuts in the morning and only three in the evening, the monkey will be ecstatic. in your view, is the monkey foolish?’ ‘uh … yes. zhuangzi’s monkey is a byword for foolishness among the chinese.’ a mocking glint came into sartre’s eyes. ‘but how are we different from the monkey in that story? are we in pursuit of some “correct” order of history? if you switch happiness and misfortune around in time, will everything appear “normal” to you? if evil http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 240 exists in history, does it disappear merely by switching the order of events around?’ (what has passed shall in kinder light appear. chapter 14. trans. liu, 2019, p.205-206) i propound that the novella what has passed shall in kinder light appear bears similitude to zhuangzi’s philosophical construct, as indicated in example (2). examples (1-2) illustrate that humans’ perception of truth might be reduced to pure surmise (kupperman, 1989; peerenboom, 1993, p.209; radice, 2001), in that judgements and the laws of nature are induced by emotional reaction to life events and inductive reasoning respectively (kohn, 2014, p.38-39, 223-224). knowledge is attributed to subjective power of intellectually processing reality and attaining understanding via recognition and representation (zhang, 2002, p.423-424), but given the fact that knowledge entails ‘second coding’ (moeller, 2003), it is prone to limitation and fault (ivanhoe, 1993, 1996; wong, 2005). (2) 凡物无成与毁, 复通为一。唯达者知通为一, 为是不用而寓诸庸。 庸也者, 用也; 用也者, 通也; 通也者, 得也; 适得而几矣。因是已。已 而不知其然, 谓之道。劳神明为一, 而不知其同也, 谓之 “朝三”。何谓 “朝三”? 狙公赋芧, 曰: “朝三而暮四。” 众狙皆怒。曰: “然则朝四而暮 三。” 众狙皆悦。名实未亏, 而喜怒为用, 亦因是也。是以圣人和之以 是非而休乎天钧, 是之谓两行。 nothing is either complete or impaired, but all are made into one again. only the man of far-reaching vision knows how to make them into one. he has no use for categories, but relegates all to the constant. he relies upon this alone, relies upon it and does not know he is doing so. this is called the way. but to wear out your brain trying to make things into one without realizing that they are all the same—this is called ‘three in the morning’. what do i mean by ‘three in the morning’? when the monkey trainer was handing out acorns, he said, ‘you get three in the morning and four at night.’ this made all the monkeys furious. ‘well, then,’ he said, ‘you get four in the morning and three at night.’ the monkeys were all delighted. there was no change in the reality behind the words, and yet the monkeys responded with joy and anger. let them, if they want to. so the sage harmonizes with both right and wrong and rests in heaven the equalizer. this is called walking two roads. (chuang tzu. discussion on making all things equal. trans. watson, 1968, p.41) another novella in the anthology also concerns mindset towards history. 晋阳三尺雪 jinyang sanchi xue ‘the snow of jinyang’ composed by 张冉 zhang ran falls into the genre of 穿越 chuanyue ‘time travel’ and bears similitude to mark twain’s a connecticut yankee in king arthur’s court; according to the translator, the text abounds in ‘playful references to popular http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 241 tropes in chuanyue fiction, actual history, and contemporary life’ (liu, 2019, p.265-266). in the narrative, the time traveller’s endeavours to alter history via advanced modern technology turns out to be in vain. analogously, zhuangzi can be interpreted from nihilistic and evolutionist perspectives that humans are incapable of impinging upon the world or creating auspicious future (wu, 1982, p.7; kohn, 2014, p.180). as stated in zhuangzi, the ‘great dao’ is deemed as the essential course of cosmic history linking past to future, with which all humans and objects comply (hansen, 2014). the temperament or inherent characteristic tendencies of human beings, viz., their ‘inner nature’, are ascribed to vital energy (shun, 1997), yet the destiny and personal trajectories of individuals are determined by heaven and the force of external circumstances (ames, 2001). in other words, human life enriched by aspirations in societal and natural environment is impinged upon by an interwoven framework of perimeters and limitations (kohn, 2014, p.101). zhuangzi illustrates the ineluctable life and decease with the passage of time (graham, 1989, p.190; raphals, 2003, p.544) that is construed as a predictable and perpetual sequence of extended phases of presence (moeller, 2004, p.95-98; poo, 2005, p.110). as a consequence, it is vain for the mortals to express lamentations or dolorousness, as indicated by examples (3-4) (kohn, 2014, p.106). (3) 若死生为徒, 吾又何患! since life and death closely follow each other, why whine about either? (chuang tzu. knowledge wandered north. trans. kohn, 2014, p.106) (4) 达生之情者, 不务生之所无以为。 connecting to the core of life, do not labor over what life cannot do. (chuang tzu. mastering life. trans. kohn, 2014, p.106) in stars, 倒影 daoying ‘reflection’ by 顾适 gu shi concerns omniscience and multiple personalities. the mindset conveyed in example (5) is consistent with the doctrines of 无为 wuwei ‘non-action’ and equanimity towards life and decease advocated by zhuangzi (liu, 1994, p.xv-xvi). (5) “预言是她的记忆? 这真是太神奇了!” 我却感到十分沮丧, “可你难 道不明白吗? 如果她说的是真的, 那么未来就是不可改变的, 而我们现 在所做的一切都是徒劳。这样的世界太让人绝望了。” “那你会怎么 做?” 他总是喜欢这样引导我。我说: “我会选择不去相信。” ‘she predicts the future from her memories? fascinating!’ i didn’t share his enthusiasm. ‘don’t you understand? if what she told me is true, then the future is unchangeable. everything we do is wasted effort. how can you not despair at such a world?’ ‘so what are you going to do?’ that was always mark’s style: teaching by asking us to find the answers ourselves. ‘i choose to not believe in such a world.’ (reflection. chapter 2. trans. yan & liu, 2019, p.378) http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 242 in terms of the novella 月夜 yueye ‘moonlight’, it is not the most celebrated work of liu cixin, but the author exhibits his literary aptitude by means of ‘presenting idea after idea in a dizzying fusillade’ (liu, 2019, p.52). parallel to the standpoint expressed in example (5), example (6) recounts a quotidian human’s recurrent, unsuccessful attempts to change the course of history and save the world, so in the end, the character decides to comply with the precept of ‘non-action’. as stated in chapter 人间世 renjian shi ‘in the world of men; the human world’ extracted from the fascicle 内篇 nei pian ‘inner chapters’, one’s compliance with fate is commendable (example (7)). (6) 但他立刻想到更重要的事, 删除了两个来自未来的电子邮件和所 有的附件, 又想了想, 他决定把硬盘低级格式化。当低格的进度条走 到头时, 这个夜晚又变成了普通的一夜, 这个曾在这一夜三次改变人 类历史, 但最终什么都没改变的人, 在电脑前睡着了, 外面曙光初现, 世界又开始了普通的一天, 真的什么都没有发生过。 then he remembered that he had more important tasks. he deleted the emails and all attachments. then, after a moment, he began to reformat the disk and zero out the sectors with multiple passes. by the time the reformatting had completed, it was just another ordinary night. the man who had changed the course of human history three times in a single night but who in the end had changed nothing fell asleep in front of his computer. dawn brightened the eastern sky. the world began another ordinary day. nothing had happened, at all. (moonlight. trans. yan & liu, 2019, p.71) (7) 自事其心者, 哀乐不易施乎前, 知其不可奈何而安之若命, 德之至 也。 and to serve your own mind so that sadness or joy do not sway or move it; to understand what you can do nothing about and to be content with it as with fate—this is the perfection of virtue. (chuang tzu. in the world of men. trans. watson, 1968, p.60) in zhuangzi, destiny is formulated in the form of fatalism as a predetermined course dictated by impersonal, consistent power (chen, 1997a, 1997b; zhang, 2002, p.126; raphals, 2005, p.72), and by heaven as ‘a quasipersonified, impartial, natural force’ (schwartz, 1985, p.126; nylan, 1993, p.35; fraser, 2011, p.102), as indicated by examples (8-9). humans’ impotence in the face of destiny is reflected in a wide range, such as appearance, health, family, obligation and social status (fraser, 2011, p.99), so the ideation of 安命 anming ‘resting in destiny’ is advocated (raphals, 2003, p.242; lenehan, 2020), namely, embracing circumstantial trajectories as immanent, vibrant changes of with equanimity (barnwell, 2013, p.37). http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 243 (8) 性不可易, 命不可变, 时不可止, 道不可壅。 inner nature cannot be changed, destiny cannot be altered, time cannot be stopped, and dao cannot be obstructed. (chuang tzu. the turning of heaven. trans. kohn, 2014, p.106) in terms of 开光 kaiguang ‘coming of the light’ composed by 陈楸 帆 chen qiufan, it concerns apprehension, dynamism and absurdity of life (liu, 2019, p.397) and is acclaimed as a cyberpunk work with chinese characteristics and realistic elements such as religious practices, entrepreneurial drives and marketing strategies (chao, 2015). chen qiufan’s writing is featured by integration of high technology and abstruse witchcraft as well as coexistence of science and the so-called 玄学 xuanxue ‘neodaoism; dark learning’ that implies obscureness, insubstantiality and arcaneness (chan, 2010; d’ambrosio, 2016; lynn, 2016). for instance, in his chef-d’oeuvre waste tide, ‘the pinnacle of near-future sf writing’ (liu, 2019, p.397), chen qiufan depicts superstitious rites in his hometown, china’s chaoshan region, in a cyberpunk manner, which illuminates the similitude between science fiction and mythology and enriches his writing with religious representation (dong, 2020; yu, 2021). his prowess of combining ancient and modern elements is also reflected by his science fiction written in classical chinese (liu, 2016). the expression kaiguang in the title is a buddhist terminology denoting rituals of buddha image consecration (buswell & lopez, 2013, p.150), so i posit that coming to light embodies the author’s stance that science and xuanxuan are fundamentally identical (dong, 2020). the illumination in the inner chapters indicates that human beings are naturally social animals and hence execute natural causal processes and leave marks in nature, all of which are physically accessible to predecessors as history and reminiscences (hansen, 2014). the depiction extracted from coming to light (example (9)), however, accords with the epistemological plausibility of human beings living in a computer stimulation (bostrom, 2016) as well as zhuangzi’s construal that the nothingness serves as the universal utmost (liu, 2015b). (9) “是的, 我知道这很难接受, 可这是真的。某人, 或者某些人做了一 些事情, 可能会威胁到整个程序——我们所处在的这个宇宙的稳定性, 于是系统按照事前设定好的机制, 发动 npc, 执行指令, 消除威胁, 保 证宇宙的自洽性。” “可我以为我所做的一切全是出于自由意志, 我只 想把活儿干好, 混口饭吃。我以为我是在帮他。” “所有的 npc 都这 么想。” ‘i know it’s hard to accept, but it’s the truth. someone, or maybe some group, has done things that threaten the entire program—the stability of our universe. and so the system, following designated routines, has invoked the http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 244 npcs to carry out its order to eliminate the threat and maintain the consistency of the universe.’ ‘but i did everything on my own! i just wanted to do my job and earn a living. i thought i was helping him.’ ‘all npcs think like that.’ (coming to the light. chapter 2. trans. yan & liu, 2019, p.427) zhuangzi encapsulates ‘an aesthetic sensitivity that celebrates rebelliousness, intuitive insight, mysticism, and irrationality’ (nadeau, 2014, p.65). in stars, 未来病史 weilai bingshi ‘a history of future illnesses’ composed by chen qiufan pertains to the impingement of technology on humans’ body, cognition and societal relations (dong, 2020; shen, 2020). example (10) depicts an aberrant aesthetic trend prevailing in ancient china, which is rejuvenated in the contemporary era and facilitated by high technology. as suggested by the translator liu yukun, ‘[i]ts hieronymus bosch-like visions of the future are dominated not so much by an allpowerful, know-nothing brutish state, but an apathetic, amoral, ahistorical populace for whom the end of history is both a blessing and curse’ (liu, 2019, p.398). the satire on the aberrant aesthetic trend in example (10) accords with zhuangzi’s aesthetic stance embodied in 知北游 zhibei you ‘knowledge wandered north’ from 外篇 wai pian ‘outer chapters’, as shown in example (11). (10) 伴随著审美意识形态的去男性中心化, 塑身美容技术在 21 世纪中 叶发展到巅峰, 身体表面的改造工艺已不能够满足日新月异的多元族 群需求, 一种新的, 或者说古老的美学潮流重新复苏, 蔚为奇观。该潮 流可追溯到中国魏晋时期…五石散所带来的副作用却成为士大夫阶 层所追求的时尚, 所谓燥热急痴, 一边轻裘缓带, 一边神游天外, 长期 服用, 性情急躁, 精神恍惚, 一如嵇康拔剑逐蝇。服石之风流行了五六 百年至唐, 诗文间 “行散” 二字成为高贵的身份标签, 仿佛垮掉一代的 大麻或 lsd…现在, 高科技可以帮助你。韧带收缩剂可在有效时间内 减小关节活动的幅度, 配合微量河豚毒素的面部肌肉注射, 可塑造出 东洋古典主义的姿态及表情控制。 as changing beauty standards gradually decentered the straight male gaze, plastic surgery reached a peak of inventiveness in the mid-twenty-first century. but modification of the body’s external characteristics was no longer sufficient to satisfy the shifting tastes of a diverse population. a new—or more accurately, ancient—aesthetic trend came back into fashion spectacularly. it was possible to trace this trend all the way back to the three kingdoms and jin dynasty period (220 to 420 ce)…consuming five minerals powder for its psychoactive properties became the fashion among scholar-officials. after ingesting the powder, the typical user became restless, anxious, flushed, and had to walk about in loose clothing to cool down as their mind wandered a different plane. habitual use led to irritability, http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 245 explosive temper, and a proclivity for trances—not unlike the man of legend who reacted to a nettlesome fly by chasing after the insect with an unsheathed sword. the fashion for taking five minerals powder in china lasted for almost six centuries, until the tang dynasty. ‘rambling powder’ became a poetic marker for those of an elevated social class—a metonymic process similar to the social signals attached to marijuana or lsd use later… and now, technology could help. ligament tightening agents temporarily reduced the joints’ range of motion; combined with trace amounts of tetrodotoxin injected into facial muscles, the result was a simulation of the stiff poses and expressions associated with classical east asian beauty standards. (coming to the light. chapter 2. trans. yan & liu, 2019, p.426-427) (11) 天地有大美而不言, 四时有明法而不议, 万物有成理而不说。圣人 者, 原天地之美而达万物之理, 是故至人无为, 大圣不作, 观于天地之 谓也。 heaven and earth have their great beauties but do not speak of them; the four seasons have their clear-marked regularity but do not discuss it; the ten thousand things have their principles of growth but do not expound them. the sage seeks out the beauties of heaven and earth and masters the principles of the ten thousand things. thus it is that the perfect man does not act, the great sage does not move they have perceived [the way of] heaven and earth, we may say. (chuang tzu. knowledge wandered north. trans. watson, 1968, p.236) moreover, 宇宙尽头的餐馆 : 腊八粥 yuzhou jintoude canguan: labazhou ‘the restaurant at the end of the universe: laba porridge’ composed by 吴霜 wu shuang (aka anna wu) also captures the interaction and correlation between human beings and internal and external worlds. the narrative ‘starts as a douglas adams riff, then spins in a sadder, more intimate direction’ (henriksen, 2019), and example (12) pertains to one’s mentality towards self and all objects and creatures. zhuangzi exhibits the terminology 自然 ziran that means ‘nature’ in modern chinese yet ‘self-so’ ‘in a manner of self-becoming, self-generating, self-directing, self-evolving’ in the classic (nadeau, 2014, p.70). ziran highlights the aspiration of becoming a perfected person via the conduct of complying with one’s inner nature and purifying mind and organs of sentience (mair, 2000), as in example (13). (12) 爱才是一切事物中最重要的。戊平静地说。用尽所有的写作技 巧和智慧, 你能看透这个世界, 解释它, 蔑视它, 却依旧无法成为最优 秀的文学大师。你要做的, 是放下自我, 融入世界, 不对抗也不憎恨; 用爱与敬畏来观察所有生物以及人类自身——这才是文学的终极奥 义。 http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 246 ‘love was the most important thing of them all,’ e said tranquilly. ‘technique and intelligence will let you see through the world, explain it, look down upon it, but they’ll never make you a true master of literature. you have to let go of yourself, join yourself to the world without resistance or hate; use love, admiration, and respect to observe all living things, including humanity. this is the true secret of literature.’ (the restaurant at the end of the universe: laba porridge. trans. yan & liu, 2019, p.348-349) (13) 天下莫大于秋豪之末, 而大山为小; 莫寿乎殇子, 而彭祖为夭。天 地与我并生, 而万物与我为一。既已为一矣, 且得有言乎? 既已谓之一 矣, 且得无言乎? 一与言为二, 二与一为三。自此以往, 巧历不能得, 而 况其凡乎! 故自无适有, 以至于三, 而况自有适有乎! 无适焉, 因是已。 there is nothing in the world bigger than the tip of an autumn hair, and mount t'ai is tiny. no one has lived longer than a dead child, and p’engtsu died young. heaven and earth were born at the same time i was, and the ten thousand things are one with me. we have already become one, so how can i say anything? but i have just said that we are one, so how can i not be saying something? the one and what i said about it make two, and two and the original one make three. if we go on this way, then even the cleverest mathematician can’t tell where we’ll end, much less an ordinary man. if by moving from nonbeing to being we get to three, how far will we get if we move from being to being? better not to move, but to let things be! (chuang tzu. discussion on making all things equal. trans. watson, 1968, p.43) conclusion narratives in the anthology stars embody pivotal construals and teachings in zhuangzi. plots pertaining to history accord with zhuangzi’s parable concerning knowledge and perception, and unsuccessful endeavours through time travel is consistent with a fatalistic interpretation of zhuangzi that humans are incapable of impinging upon the world or creating auspicious future. therefore, zhuangzi advocates the precepts of ‘non-action’ and ‘resting in destiny’, as reflected in novellas reflection by gu shi and moonlight by liu cixin, both of which convey humans’ meritorious compliance with fate. as for chen qiufan’s coming of the light, it integrates xuanxue, religious representation and cyberpunk elements, and it captures the fundamental question of existence. furthermore, novellas in stars also accord with zhuangzi’s aesthetic stance and ‘self-so’ highlighting one’s inner nature. therefore, it can be concluded that science-fiction novellas in stars and philosophy reflected in zhuangzi are intertwined. http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 11 no. 2, july-december 2021, page.237-251 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x taoist philosophy in chinese science … aiqing wang doi: https://doi.org/10.26714/lensa.11.2.2021.237-251 247 references alter, a. 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(2019). 中国当代科幻小说选集《碎星星》推出英文版 zhongguo dangdai kehuan xiaoshuo xuanji suixingxing tuichu yingwenban [the english version of contemporary chinese sciencefiction collection broken stars has been released]. shenzhen economic daily. 27 february 2019. http://www.kaoping.org/news/201902/376469.html. http://jurnal.unimus.ac.id/index.php/lensa 7997-25358-1-le%20new.docx http://www.chinawriter.com.cn/n1/2021/0816/c404080-32194049.html http://www.chinawriter.com.cn/n1/2021/0816/c404080-32194049.html http://culture.people.com.cn/n1/2016/0831/c22219-28679601.html http://www.chinawriter.com.cn/wxpl/2012/2012-09-27/142520.html http://www.chinawriter.com.cn/wxpl/2012/2012-09-27/142520.html http://www.kaoping.org/news/201902/376469.html lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 304 post-traumatic stress disorder in jordan peele’s us athaya almira nur azzahra universitas negeri surabaya, indonesia athaya.18040@mhs.unesa.ac.id article history: submitted on 19th july 2022; revised on 31th october 2022; accepted on 9th november 2022; published on 31st december 2022 abstract at some point in their lives, most people will experience traumatic events. traumatic stress can trigger a variety of response patterns, ranging from a temporary disruption of functioning to chronic conditions such as post traumatic stress disorder (ptsd). a variety of methods and criteria are used in epidemiologic studies to assess trauma and ptsd, which vary in prevalen. throughout this study, qualitative descriptive methods are used. the writer uses the trauma approach of sigmund freud and the theory of posttraumatic stress disorder or ptsd to describe the symptoms experienced by adelaide and also analyses how the survivors' families respond, especially when helping survivors calm themselves. this study aims to depict ptsd symptoms in us and reveal the effects of ptsd on the family survivor. by using the trauma theory approach by sigmund freud, the writer concludes that someone who experienced traumatic events as a child can affect their adulthood. the symptoms experienced also affect the people closest to them. as a result of this trauma, adelaide still feels haunted by dark shadows from her past and panics when triggered by places where she experienced terrible incidents. keywords: posttraumatic stress disorder, psychoanalysis, trauma symptomps http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 mailto:athaya.18040@mhs.unesa.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 305 introduction the experience of traumatic events in one's life can lead to posttraumatic stress disorder (ptsd). it is essential to avoid stimuli associated with a traumatic event so that one does not experience excessive arousal after experiencing the event. (pervanidou & chrousos, 2007) . additionally, (pervanidou & chrousos, 2007) states that ptsd occurs when a person experiences events or circumstances that cause intense fear, helplessness, or horror as a result of an actual injury or death or a threat to their physical integrity, causing them to experience post-traumatic stress disorder (ptsd). a clinical diagnosis of ptsd was first made in 1980, and it falls under the anxiety disorder category. a psychoanalytic approach is employed since ptsd is related to human emotions. the unspoken emotions of the heart never die, as sigmund freud once said. there is no way to save them as they are buried alive and will surface later in an unsightly form. as in (altstein, 2020) psychoanalytic writing can challenge us in a more urgent way, by bringing our thinking into places that need it the most, thus it make a powerful impact on the world. alstein continued, changing at fullspeed, the world is a wonderfully complicated, terribly complicated place. there are many people there who are thinking and feeling, ripe for deep understanding, with conscious and unconscious minds in the mix. a method of treating nervous disorders has been proposed by sigmund freud. in psychoanalysis, unconsciousness plays an important role.(becker et al., 2015) throughout the film, literature is reflected. literature is therefore reflected in the film. recent years have seen the popularity of this literary masterpiece grow(rusyidi, 2022). film is literary since it is a modern drama. derived from (jeffries, 2020) us is an engaging movie about a family's nightmare vacation that is well worth the matinee price. after the wilsons arrive at their vacation house on the second night of their trip, two black families of four show up. adelaide and gabe, their young son jason, and daughter zora are terrorized by them. the satirical comic edge of this movie is much more pronounced than that found in other works within this tradition. aspirational living, a staple of slapstick films and sitcoms, is one of the satire points in this film. generally, it sits between horror and comedy and sometimes falls uneasily between the two stools. because each narrative depends on characters being unable to leave, their narratives would be redundant if they had an option to leave. nonetheless, us goes beyond social satire. it meets every definition of a black comedy. there are, however, striking structural similarities between comedy and horror, notably how characters are entrapped, whether literally or metaphorically. by making us, peele builds upon the legacy of blaxploitation horror, a film movement that represents horror from a racial perspective. prior to jordan peele's us, this subgenre was largely racialized. an other's dangerous body is not the source of peele's body horror. it is a dangerous privilege that controls an other's dangerous bodydist. in fransisco louis and gil moncayo analysis black body horror movies usually present close-up http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 306 shots of black people under white rule. for example, daniel kaluuya's (daniel washington) wide-eyed horror as he sinks into a "sunken place" or lupita nyong'o's (adelaide) trauma. the traumatic memories of his underground captivity made her cry(luis & moncayo, n.d.). therefore, this film has a strong connection with the world of psychology, especially in terms of the post traumatic disorder experienced by the main character, adelaide. judging from adelaide's behaviour, she shows one mental illness, namely ptsd, which stands for post traumatic stress disorder. in psychological science, post-traumatic stress disorder (ptsd) is enclosed collectively of anxiety disorder. it's a disorder that develops when some body is exposed to a traumatic event related to debilitating physical and psychological health declines. it exaggerated anxiety, rejection of stimuli related to the trauma, and symptoms of exaggerated arousal (19, 2021). in accordance with the american psychiatric association website, ptsd is a mental disorder that affects people who have experienced or witnessed a traumatic event, for example, a natural disaster, an accident, terrorism, war or combat, rape, or have been threatened with death, sexual abuse, or severe injuries. the defining characteristic of trauma is the ability to induce fear, helplessness, or terror as a consequence of injury or death. stated by (yehuda et al., 2015) thus, ptsd can lead to distressing and intrusive memories, nightmares, irritability, poor sleep, and difficulty concentrating. when trauma has been experienced, people with ptsd avoid places, sports, and other things that might trigger a memory. another yehuda study that explains ptsd is that individuals who are exposed to such events are at a greater risk for developing ptsd, primary depression, panic disorders, generalized anxiety disorder, and substance abuse. those who do not experience annoying circumstances are more likely to suffer from these conditions (yehuda, 2002). hypertension, asthma, and chronic pain syndromes are also possible somatic symptoms and illnesses. traumatic events or emotional stressors must have led to the development of ptsd. three distinct symptoms must be exhibited over a period of at least one month in order to achieve recovery: reliving the event, avoiding reminders of it, and hyperarousal. understand what trauma is to comprehend the impacts of trauma. trauma is a significant condition that has been continuous and has a steady situation in human brain research. psychological stress and its enthusiastic effect have acquired consideration and have advanced into broad communications and been promoted. a large number of individuals have encountered trauma here and there or another. many causes can trigger trauma like cataclysmic events, pestilence infections, calamitous wounds, danger to one's very own life. as stated in (sasikumar et al., 2021) that psychological trauma is a psychological response to horrendous or upsetting events that emerge independent of actual damage or trauma. trauma and its mental impact are connected to the substantial importance or effect of awful http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 307 encounters; however, it is likewise a different and particular piece of trauma that goes farther than external harm. sigmund freud (1892–94a) writes: the term trauma refers to an accumulation of excitation in the nervous system that is incapable of disposing of adequately with motor reactions (p. 137). he interprets trauma in the same way 24 years later, for instance 'an experience in which within a relatively short period the mind is confronted with a large amount of stimulus which is too powerful to be handled in a usual manner. trauma is the relationship between an event and its experience, the experience of a violent and unpredicted break-in within the individual's biosphere that has not occurred yet. when a person is faced with trauma, they cannot predict what will happen to them in the future; they are only capable of making realistic assumptions. as a consequence, they are defenceless and unprepared. there were no suitable means to control events and their effects, so it led to a regressive state analogous to the moment of birth, in which the individual had no complete control over his own life(zepf & zepf, 2008). additionally,in (rottenberg, 2014) stated as a result of freud's theory of wish fulfillment (a particularly striking example), traumatic symptoms are often found in (conscious) waking life as well (e.g., flashbacks). sefa bulut on his mini review regarding freud’s thought on trauma, symptoms of hysteria generally result from childhood abuse or molestation, which left unconscious memories. later, those memories were reactivated during adolescence when faced with situations that reminded them of the original trauma. (bulut, 2019). several previous studies used freud's psychoanalysis and trauma studies as the approaches. however, they have different sub-topic and concerns. the first study is the impact of traumatic experiences on seo jinwoo character remember korean drama by benazir isna and dr. bima prana citra (becker et al., 2015). this study examines the characterization and psychology of the character, based on freud's theory, and their traumatic experience and moral values in the korean drama remember. the second study is from i made sonia in her thesis entitled lily bloom's s trauma and defense mechanisms seen in colleen hoover's s it ends with us (made sonia purwita, 2021). by applying a psychoanalytic approach, sonia exposes lily's defensive mechanisms and illustrates how they play a role in helping her overcome her trauma. the trauma that lily has experienced is evident in her behavior. she acts and thinks differently based on how lily bloom is portrayed in the novel. the third study is entitled traumatic disorder as the impact of child abuse portrayed in no place to hide by aimee (hartanto, 2019), written by gery hartanto. gery applies freud's psychoanalysis to analyze the childhood http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 308 trauma portrayed in the novel. the story depicts the main character's symptoms of the traumatic disorder. fear, depression, anxiety, reexperiencing the trauma, and concentration problems are among them. additionally, the main character's father abused him as a child, resulting in traumatic stress disorder. the fourth study focusing on post traumatic stress disorder is an analysis of hannah baker's ptsd in jay asher's thirteen reasons why, written by maulana (19, 2021). hannah baker exhibited four symptoms of posttraumatic stress disorder. symptoms of intrusion, avoidance, mood, cognitive changes, and arousal include intrusion and avoidance of the situation. additionally, hannah baker's post-traumatic stress disorder was characterized by psychological and social factors related to her life, such as her family finances and social support. the last study is from yanady ayubrata (ayubrata, 2016) named revealing charlie's ptsd through his behavior in stephen chbosky's the perks of being a wallflower. through psychoanalysis and ptsd approaches, the writer revealed the impacts of the main character's trauma, leading to destructive behavior as portrayed. as a result, this behavior creates symptoms that are recognized as ptsd symptoms. the similarity between this study and the previous studies is in analyzing psychological sides and trauma through the character. the differences are in the trauma approaches, the investigated object, and the step involved. this research focuses on how childhood trauma can turn into ptsd and affects adelaide behaviour. the first purpose is to discover adelaide’s characteristics when she was a kid and when she became in the future. by understanding, adelaide’s personality will help the researcher understand deeply about adelaide herself. also, it can compare between the past and the present adelaide. by then, the author will examine the symptoms of ptsd. the second purpose is to find out how adelaide rejects that she has trauma in her future. this sign can be analyzed by determining adelaide behaviour before she met her doppelganger. although us brings so many complex concerns such as doppelgangers, race, and class until a country issue, the researcher only focuses on mental health issues, which as ptsd. method this study employs qualitative analysis. by textual evaluation and pictures taken from the movie scene, the author method every phrase or word included in the movie script and scene is visible as a certain that means whereas a few functions delivered. in analyzing the data, the author explores the movie to know the content and interpret the plot twist scenes; there will be some steps to use. the first step is describing the synopsis of the us http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 309 movie. then, it identifies the main character's strange behavior by applying the psychoanalysis approach. the next step is to examine ptsd symptoms caused by a traumatic experience that happens to the main character by proving from the script and scenes. the last, concluding the data based on the data analysis. there are two formulated questions that the researcher intends to analyze in this research, which are: 1. how is ptsd depicted in us through adelaide’s behaviour? 2. what impact of ptsd reveal in us toward adelaide’s family? the result of this study is expected to influence people to be more concerned with someone's psychological state. moreover, to be used as a reference for the students interested/ analyzed in the movie. to provide an easier understanding for the readers and keep the author away from an overboard analysis, the study focuses only on adelaide's behavior to find out strange behavior caused which is found in the us movie. this study employs the psychoanalysis of sigmund freud's theory in terms of the approach. findings and discussion in the us movie by jordan peele, many moviegoers do not realize that the main character, adelaide, has ptsd symptoms. the author identifies the symptoms of ptsd from adelaide's daily life, primarily how she responds to similar events that she experienced again as an adult. overall, ptsd can be divided into three symptom groups: reliving stressful events, avoiding stimuli that remind the individual of the stressful event, and numbing the emotional response. as described above, these symptoms have a link to the identified stressful event that is thought to be responsible for the disease.(breslau, 2009). collect the data literature review identify the problem 1. watch the movie multiple times 2. read the film’s manuscript 3. interpret the plot twists and identifies the characters 4. applies the approaches 5. examines the symtomps http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 310 the author divides the stages of the findings into three parts: the causes, symptoms of ptsd, and the adelaide family's reaction, to make it easier to describe the analysis results. the causes this discussion starts from the beginning of the story, where young adelaide experiences a mysterious event. when adelaide was playing on the vision quest, she entered the hall of mirrors and saw her reflection, but little adelaide did not realize that he saw tethered or the shadows of humans living underground. picture 1. young adelaide at hall of mirrors when another whistle from the halls overtakes hers, she stops abruptly in panic. she begins whistling "itsy bitsy spider" again to make herself feel at ease. somebody is whistling in the mirror labyrinth to mimic her song. something of her size scampers across the hallway in a hurry. as she slowly spins 180 degrees to face the mirror behind her, her reflection does not change. this is the back of another girl's head, not a reflection. adelaide is unable to shout when the other girl takes her by the neck and screams in her face merrily. the symptoms from (brandes et al., 2002), ptsd symptoms are often followed by cognitive impairments involving memory and attention. the study involved 48 survivors that experienced traumatic events in less than ten days. (brandes et al., 2002)evaluated the symptoms to determine the relationship between early ptsd symptoms and cognitive memory. the data that has already been taken does not show the relation between early ptsd symptoms and cognitive memory. every survivor had a different level of symptoms. those on the high level of trauma have poorer attention and lower iq. the rest of them are not. in the us movie, adelaide also showed significant symptoms http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 311 in her adult life. she didn’t feel the significant symptoms the days after she had the worst experience, yet it took several years. after experiencing this incident, adelaide is diagnosed with ptsd by a psychiatrist. right after that incident, adelaide was already showing symptoms of ptsd picture 2. adelaide’s parents at psychiatrist office adelaide, sits still and intently on a sofa. she can see russell and rayne talking with dr. foster through the sliver of open doors. "i think she has post traumatic stress disorder," he said. "i think we ought to push her to draw, write, dance, whatever it takes to let her tell us her experience... but we should be patient," he added. this incident is some time after adelaide disappeared from her parents. adelaide was missing for approximately 15 minutes before being found again. shortly after being found, she looks shocked and does not want to talk to her parents. finally, she was examined by a psychiatrist and diagnosed with a mental disorder, namely post-traumatic stress disorder or ptsd. from dr. foster's reaction, adelaide's parents should persuade her to do something she likes, hoping that she wants to retell the experience. people with ptsd have trouble retelling the stories because they are still shocked, like adelaide's condition. the plot of this us movie goes back and forth, making the audiences have to be clever in combining each plot. after meeting with a psychiatrist, the plot of this movie immediately changes when adelaide is married and has a family. even so, the traumatic incident that she experienced as a child, she still carries into adulthood without realizing it. here is the evidence to show that the dark shadow is still following adelaide. the trauma still haunts her. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 312 picture 3. during their time at santa cruz beach, adelaide hugs jason after he is gone for a while. adelaide runs faster, and she shakes jason. "no! you don't do that. you don't run off without asking me.?" jason's shoulder is hurt. he looks scared. adelaide looks around, and everyone nearby watches. she hugs him after catching her breath. adelaide then confronted him, "don't do that to me, understand?!"(peele, n.d.) this scene takes place on santa cruz beach, where young adelaide is separated from her parents. at this time, adelaide and her family are on vacation with colleagues, but while enjoying time, jason, adelaide's second child, separates himself because he wants to pee. the toilet on the beach is at the end, which makes jason go a bit far from where his family gathers. knowing the child was missing, adelaide panic. she screamed and ran away from his colleagues to find jason. at this stage, we know that adelaide looks afraid and panicked. she has a panic attack because jason went where the young adelaide experienced terrifying events. without her realized she is being triggered. she shows one of ptsd symptoms: avoiding the place where that event happened. based on ((yehuda, 2002)) symptoms of avoidance include attempts to keep away from reminders of the event, along with persons, places, or maybe thoughts related to the incident. picture 4. adelaide attempts to explain to gabe, her husband, about her childhood trauma. adelaide tries to explain her anxiety to her husband, gabe, that she feels uneasy. she begins to open up to gabe that she has a childhood trauma http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 313 that continues to haunt him into adulthood. as mentioned in ((pervanidou & chrousos, 2007)symptoms of adolescents can be better expressed since they can confront their internal state. this conversation shows that when adelaide is at the position, she is triggered. in addition, her surroundings, such as the beach where she went by, remind her of that night when that girl screamed at her. cited from (sartika, 2020)) the victims also can come to be numb to matters, experience excessively anxious, or seeking to keep away from matters which could stimulate them to recall the demanding events. picture 5. adelaide looks anxious and panicked because she is triggered, one of the symptoms of ptsd. adelaide opens up to gabe. "she threatened to kill me." she attempted to grab me. i was able to escape; i ran as quickly as i could. i've had the feeling my whole life that she's still seeking me."(peele, n.d.) from adelaide’s statement, it can be seen that she shows other symptoms of ptsd. it turns out the shadows still haunt adelaide. she sounds panicked. this situation might indicate that the trauma remains. her childhood trauma is real. cooccurring conditions can encompass substance abuse, temper and tension disorders, impulsive or risky behavior, or self-harm (yehuda et al., 2015). according to (bulut, 2019) during repeated traumas, the victim's capacity to cope with other challenges is disrupted, and repressed materials are embodied as recent experiences; this phenomenon is referred to as "repetition compulsion." also in,(bulut, 2019) freud believed repetition led to mastery. family’s responses those who suffer from ptsd symptoms, at the very least, will have an impact on the people around them. as stated in (galovski & lyons, 2004) what he/she does, thinks, and feels has a direct impact on those around him/her. people with ptsd may appear disconnected from the outside world, unavailable to their families, and may sometimes be perceived to behave in strange ways (e.g., flashbacks). as a result of behavioral avoidance symptoms associated with ptsd, it can be challenging to participate in typical http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 314 everyday activities such as going to friends' places or school events (dekel & monson, 2010). living with someone who has ptsd is quite challenging. family members who live with someone who has nightmares avoid social situations or is easily startled and sometimes have to deal with these challenges. the effects of trauma can be so severe that family members feel hurt, excluded, and discouraged. it is common for family members to neglect their own needs to care for those they love. social support is essential for preventing and helping with ptsd. family members need to take care of themselves; both for their good and to help the person dealing with ptsd. below is the response from adelaide's family in dealing with the symptoms of ptsd that adelaide felt. picture 6. adelaide looks anxious and panicked because she is triggered, one of the symptoms of ptsd adelaide's voice is still trembling as she tells gabe about her trauma, and gabe says, "whatever happened, it was a long time ago." this scene occurs when adelaide and her family are returning from santa cruz beach. adelaide felt restless because she suddenly remembered the traumatic incident that happened to her as a child. adelaide tries to express how she feels. however, his husband, gabe, seemed to take it lightly because it had happened in the past. according to freud (bulut, 2019), the unconscious memories of childhood sexual abuse or molestation caused all the hysterical symptoms. adolescence later, memories were reactivated when exposed to situations evoking the original trauma. gabe looks doubtful about adelaide's story; he does not seem to believe what his wife tells him. adelaide's story sounds strange and unlikely. this response is wrong because adelaide will be even more panicked and depressed with a response like that. picture 7. gabe tries to lighten the mood by joking, but that doesn't help. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 315 adelaide, while looking at gabe and narrowing his eyes, "you do not believe me". gabe denied, "it is not like that; i was just digesting it all", and then turned his gaze to adelaide. "you know i am here? i could have kicked his ass if he looked like you", gabe broke the mood "okay sorry, i was trying to cheer you up". from this, adelaide's husband, gabe, seems to be trying to understand what adelaide is saying. adelaide also realized that what she was telling might sound far-fetched. gabe also did the right thing by joking about calming things down and calming adelaide down. however, it seems that what he did was in vain, as adelaide felt that her feelings were not validated. since this movie has back and forth plots, let’s look back on the day adelaide experienced that horrific incident. when adelaide disappeared from her parents’ watch that night. picture 8. on the night adelaide was found, adelaide's parents talked to a psychiatrist from this, it can be concluded that adelaide's parents doubt that their child has ptsd symptoms. they assumed that their daughter was missing in no time, only 15 minutes, which was not a problem. this phase is where adelaide's trauma began to carry over into adulthood. the parent's response sounded dismissive of what was experienced, even though they did not know what was going on. indeed, the family is the closest person who will help the victim recover from his trauma. the defense mechanism is one of the results of trauma that affect mental health care workers(collins & long, 2003). collins and long have analyzed the effects of interactions between mental health care workers and the victims. mental care workers also suffered from what is known as “secondary traumatic stress.” they showed several http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 316 symptoms of relational disturbance, burnout, and compassion fatigue. from these findings, the author concludes that what the victim feels also affects their closed relation. trauma could affect everything in the victim’s life. the victim needs their close one’s concern to create a healthy and supportive environment. a healthy and supportive environment is what adelaide gets from her family. conclusion based on the author's analysis by applying the trauma theory of sigmund freud and the ptsd theory, it is true that the main character in the us movie, adelaide, has ptsd. the trauma experienced as a child carries over into adulthood. this trauma depicts how adelaide still feels followed by dark shadows from her past and how she panics when triggered by the place where she experienced a terrible incident. ptsd is a mental illness that is often underestimated. it looks trivial but has a significant impact on everyday life, especially in terms of character development. this fact depicts families' responses, ranging from parents to adelaide's husband, who seem not to believe that adelaide has a psychological disorder due to terrible experiences in the past. living side by side with people with ptsd is not easy because the closest people will feel the impact too. dealing with people living with ptsd is also quite tricky because they need special handling to be able to escape from the shadows of the past. the people closest to them must also be able to control their emotions when the sufferer is triggered—judging from the response of adelaide's husband. the latter was confused about what to do when his wife had a panic attack. the main character's fault, adelaide, is that she does not communicate her trauma to her husband because she thinks that everything is fine when it is not. survivors should communicate their mental illness to the closest people so that one day if it relapses, they know what to do. after all, the one who should be responsible for the trauma is ourselves. everyone may have a bitter past that remains forever. facing the world after trauma is terrible, but if we can overcome the darkness, we can escape the dark shadows. the author has analysed how childhood trauma is carried over into adulthood. this study could be suggestions to analyse how character development formed when the shadows of trauma still haunt. furthermore, to analyse the survivor's formed characters socialise even though their fear remains. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 317 references 19, t. 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(2021). childhood trauma : an analysis of the movie capernaum. 25(4), 17687–17691. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 304-319 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x post traumatic strees disorder in… athaya almira nur azzahra doi: https://doi.org/10.26714/lensa.12.2.2022.304-319 319 yehuda, r. (2002). posttraumatic stress disorder; rview article. the new england journal of medicine, 346(2), 108–114. yehuda, r., hoge, c. w., mcfarlane, a. c., vermetten, e., lanius, r. a., nievergelt, c. m., hobfoll, s. e., koenen, k. c., neylan, t. c., & hyman, s. e. (2015). post-traumatic stress disorder. nature reviews disease primers, 1(october), 1–22. https://doi.org/10.1038/nrdp.2015.57 zepf, s., & zepf, f. d. (2008). trauma and traumatic neurosis: freud’s concepts revisited. international journal of psychoanalysis, 89(2), 331–353. https://doi.org/10.1111/j.1745-8315.2008.00038.x http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.304-319 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 180 lexical variations of coastal and mountain javanese in jepara indonesia: a sociodialecology study elly fardzilatin1*, muhammad suryadi2 1,2department of linguistics, faculty of humanity diponegoro university indonesia *ellyfardzilatin@gmail.com article history: submitted on 13th june 2022, revised on 24th june 2022, accepted on 29th august 2022; published on 31st december 2022 abstract this study aims to determine the variation of the javanese language lexicon in the coastal and mountainous areas of jepara regency. this study used a qualitative approach. data were collected by using the method of listening, speaking, interviewing and taking notes. the researcher conducted this study by listening, participating in the conversation and listening to the contents of the direct information conversation. furthermore, the researcher used interview techniques in order to find as much data as possible. the researcher used a note-taking technique in order to record the data which had been obtained from the informant. the results of this study find 15 variations of the lexicon consisting of 5 gloss of basic vocabulary, 2 gloss of this disease and disorder, 1 gloss of livestock and animals, 3 gloss of goods and equipment, 1 gloss of this culture, said work has 2 gloss, and this adjective has 1 gloss. phonological differences are found in the coastal and mountainous areas of jepara. keywords: sociolinguistics, dialect, javanese, accent, lexicon. introduction indonesia is a large archipelagic country with thousands of cultures and hundreds of regional languages that are not found in other countries. according to (budiwiyanto, 2003), regional languages are the languages used by some ethnic communities to communicate. language is a construction which does not have an object but it cannot be separated from people who use language. this communication process is a process towards other people who use symbols, sound symbols or writing as a medium. symbols in a http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 mailto:ellyfardzilatin@gmail.com lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 181 communication occur by using signs, images, color, and so on. furthermore, language can be used to store an idea which can later be conveyed properly to the person who is communicating. language cannot be separated from dialect and accent. language variations can be caused by many factors, such as geographical location, social hierarchy, and the respective professions in the speech group understand each other (parera, 1991). these variations are influenced by social patterns and geographical environments (keraf, 1996). dialect variation is a variety of languages between speakers of one and speakers who are other and have differences in their expression in both forms and its meaning (wijayanti, 2016). dialect variations are based on region or the area where the speaker lives. thus, the dialect is commonly called as the areal dialect, regional dialects or geographic dialects (susanto, 2016). moreover, a dialect is a variation of a language spoken by a group of people who has the characteristic of distinguishing one group from another. meanwhile, according to greek the dialect is called as dialect which means a variant of a language according to the wearer (indrariani, e. a., & ningrum, 2017). dialects have two types there are geographical dialect and social dialect. geographical dialect cannot be separated from its geographical location (mahsun, 1995), meanwhile, what is meant by social dialect is that this language cannot be separated by a group or person or between groups (zulaeha, 2010). usually a group is classified according to age, activities they do, gender, occupation, education level, and so on. dialectology and sociolinguistics have something in common, they both discuss language variations. this dialectology is more inclined to language variations which come from differences in places that exist within a language area. meanwhile, in sociolinguistics, it discusses the variation of language which is used by one social group to another social group which will be distinguished using another social group. the difference can be seen from the age factor, occupation, and the level of education factor (nadra dan reniwati, 2009). dialectology and sociolinguistics are interrelated because in the study of dialectology, the use of sociolinguistic studies can explain the dialect used in the cultural center to other dialects. whereas in sociolinguistic studies, data from dialectological research can provide aspirations or initial data in the research. in the study of dialectology, the description of the differences in linguistic elements includes phonology, morphology, syntax, lexicon, and semantics. phonological differences involve phonological differences which can be in the form of sound correspondence and sound variations. phonology which views the sounds of the speech as part of language systems are commonly referred to as phonemics (muslich, 2017). the dialect in each region has its own characteristics as a differentiator from one region to another. according to (kurniawan, 2013) variations can be in the form of differences in a person's speech, such as pronunciation and intonation. in indonesia, socio-dialectological studies that have been carried out by several researchers, one of which was conducted by (erfina cahyanti, http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 182 2016) with title "the use of the javanese language in purworejo regency (socio-dialectological studies)." furthermore, the research which had conducted by cahyanti showed that the javanese language in purworejo regency has seven vowel phonemes and twenty-one consonant phonemes. it is found the presence of consonant clusters and phonological variations which stem from differences in the group of speakers from a social and geographical perspective. moreover, she found a variety of onomasiological lexicon, metathesis, apheresis, syncope, prosthesis, and epenthesis. in addition, she found variations of ngoko which were marked by ngoko, while this variation of krama which was characterized by the presence of a marker characterized by phonological, morphologically marked and characterized by the presence of lexical markers. second, (kawasari, 2017) had conducted a study entitled variations in the use of javanese language in rural farming communities (social dialectology studies in banaran kulon village, bagor district, nganjuk regency). the research method was conducted by using an instrument of 350 questions which have been arranged based on their categories that have 11 meaning fields, 1 other and 1 group of phrases and sentences. in addition, nitrite used the basic separator technique and advanced techniques. the results of the research which had conducted by nitrite showed this lexicon variation having 11 meaning fields. third, research which had conducted by (putu devi maharani, 2017) entitled south kuta dialect balinese language variations (socio dialectological studies). the aim of her study is that to look at the lexical and sound or phonological variations contained in the balinese dialect; especially, in the jimbaran, kedonganan and ungags areas; besides, to find the factors which cause these variations. lexical variations in maharani's research are in the pronoun, noun, verb, adjective, and adverbial classes. in the phonological variation, it was found that there are 7 variations in jimbaran, 5 variations in kedonganan, and 7 variations in ungasan. the phonological variation also analyzes the phonological rules in order to find out in what environment some morpheme sounds will change in each dialect. (rosyadi, 2017), (andini, 2017) and (sari, 2018) related to the lexicon, research that has been conducted by (hastuti, 2018), (antono, a., zulaeha, i., & baehaqie, 2019), (antono, 2019) (kartikasari, 2022), (jayaraj, 2020) and (n, leo nella rizki, 2021) is related to phonology and lexical. research that has been carried out by (junaidi, yani, j., 2016), (farikha, 2022), (widayani, 2015), (rahayu, 2012), (purwanti, 2015) and (ocktarani, 2011) related to dialect variations in dialectology studies. research based on socio-dialectology studies on the use of javanese in batang regency still needs to be continued. research which had conducted by (wiladati, 2014) only looked at the emergence of variations in the batang javanese language from a geographical point of view. in addition, the previous research which had conducted by (sasongko, 2015) with a http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 183 sociodicallycological approach was still limited to the lexical level at one observation point, namely ngadirejo village. from the previous studies above, researcher can see how variations in the javanese language are used. the above studies can find that it will be interesting to try to compare the use of coastal javanese and mountainous javanese. in this study, the tried to analyze how the coastal javanese language and the mountainous language are used. variations in the use of coastal javanese and mountain javanese languages had been studied by several previous researchers; such as, eva (2017) who analyzed contrastive studies: coastal and mountainous javanese dialects in pemalang regency. this study has similarities with previous researchers that both studying lexicon variations. therefore, the researcher try to explore a comparison of the lexicon variations of coastal and mountainous communities in jepara regency. the research which is being conducted by this researcher is different from the existing research, but they have similarities that both discuss about lexicon variations. the difference is that research will be conducted is focused on the variations of the lexicon of coastal and mountain communities in jepara district. based on the definitions above, the research entitled variations in the use of coastal and mountain javanese language in jepara regency: sociodialectological studies is very interesting to study because it can see the diversity of jepara dialects. through this dialectical study, the researcher tries to offer the advantage of knowledge from the whole dialogue so that many parties seek help. by studying the evolution of coastal and mountainous javanese, it will also be shown how much javanese language, especially in jepara, is related to the javanese dialect which is a variant of the language so that it accepts and respects the diversity of indonesian ethnic languages that exist. method data collection was conducted by using the method of listening, speaking, interviewing and taking notes. the researcher conducted this study by listening, participating in the conversation and listening to the contents of the direct information conversation. the researcher used interview techniques in order to find as much data as possible. moreover, the researcher used a note-taking technique to record the data which had been obtained from the informant. there are 12 informants who were interviewed by the researcher, who had been selected by the researcher. these 12 people were natives from the observation point taken by the researcher. the age of the informants selected by this researcher had an age between 40-60 years. moreover, the population of the study was taken by this researcher that was the entire community of javanese speakers in jepara regency which was spread over four points of observation area, that were the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 184 observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, and the observation point is in bantrung village batealit district and the observation point were in plajan village, pakis aji district. the selected village is considered capable of bringing up lexicon variants. the variation of the lexicon in this research village is due to the influence of the people who use the javanese language in the jepara district. in tp 1 and 2, jepara regency is a coastal area close to urban centers, industry and trade. tp 3 is located in a hilly area close to the city center, industry. tp 4 is located in a hilly area which is a bit far from the city center. in addition, the sample used in this study was taken from native javanese speakers who stayed and were native to the observation point area in jepara regency with resource criteria which had been determined by the researcher. in the research which had been conducted, the data which had been collected and analyzed in terms of shape and sound were presented according to the data being contrasted and categorized. the presentation of the results of data analysis used the information method that were the presentation of the results of the analysis using words and did not use symbols or direct symbols (sudaryanto, 2015). in the method of presenting the results of this data analysis, the researcher described or explained the results of the study. chart 1: diagram process of interview inputing the infomants answer researcher/ interviewer choosing the appropriate answer analysing the answers getting the data interview the informants http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 185 findings and discussion dialect is a variation of language originating from a group or someone who speaks which has a relative number that differs from one region to another (abdul chaer, 2014). this dialect can be distinguished from its vocabulary, grammar, and also can be distinguished from its pronunciation. this mountain community in the district of jepara, most of their main work as farmers. most of these highlands have springs directly from the mountain. the water that comes from this mountain is usually used by local residents for their daily life. very clearly different from coastal communities, the very hot atmosphere and conditions close to the sea make these coastal communities become strong, black or brown people, and this also affects when their voice communication tends to be loud when talking to coastal communities, louder, and also faster. the communication of this coastal community is likened to the same as the waves that are rolling to the shore and the scorching and hot sun in this coastal area which is very close to human skin. 1. variations in the use of the java language the lexicon consists of word forms and meanings. lexicon is a field that examines the form and meaning of words (sariono, 2016). this variation in the use of the javanese language is a variation of the javanese language used or spoken by coastal communities and mountain communities in jepara district. the lexicon variants at four observation points in jepara regency found 15 lexicon variants, which can be seen in the data below: a. recline baring was found at the observation point in bondo village, bangsri district, the observation point was in karanggondang village, mlonggo district, the observation point was in tempur village, keling district and the observation point was in plajan village, pakis aji district, speakers say the word 'baring' has 2 lexicon namely: table 1: no jepara mountains area jepara coastal area 1 [lɛlɛh-lɛlɛh] [gluntuŋ] speakers who use the word [lɛlɛh-lɛlɛh] are usually used by mountain people, namely at the observation points at numbers 3 and 4, those who use the word [lɛlɛh-lɛlɛh] are from children to the elderly. meanwhile, coastal communities in jepara regency are more likely to use the word http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 186 [gluntuŋ] found at observation points 1 and 2, usually those who use the word [gluntuŋ] are older to younger or of the same age or age. there are differences in the lexicon based on mountain communities and coastal communities. these mountainous communities prefer to use the javanese language lexicon using [lɛlɛh-lɛlɛh], while the coastal communities prefer to use the javanese language lexicon using [gluntuŋ]. b. split the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, the speaker pronounces the word 'split'. lexicon, namely: table 2: no jepara mountains area jepara coastal area 1 [parↄ] [ŋiris] 2 [mǝcah] [ñigar] speakers who use variations of the lexicon [ñigar], [ŋiris] are used in coastal communities at observation points 1 and 2, use variations of the lexicon [ñigar], [ŋiris] to communicate in daily life, this is used by children to the elderly. meanwhile, the mountainous community prefers to use the lexicon variation [parↄ], [mǝcah], which is found at the observation points at numbers 3 and 4, the word lexicon variation [parↄ], [mǝcah] is used by children to the elderly. c. dig the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, speakers say the word ‘dig’ has 4 lexicon, namely: table 3: no jepara mountains area jepara coastal area 1 [ndudu?] [macul] 2 [ŋǝru?] [kǝdu?] the lexicon variants [ndudu?], [macul], [ŋǝru?], and [kǝdu?] differ in the use of coastal communities and mountain communities. these coastal communities prefer to use the language variations [macul] and [kǝdu?] http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 187 found at observation points 1 and 2, while these mountainous communities prefer to use language variations [ndudu?] and [ŋǝru?] located at the observation point in number three and observation point four. d. mother the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district. table 4: no jepara mountains area jepara coastal area 1 [ma?ɛ] [ma?] 2 [mbↄ?] [ibu] variant lexicon this mother has lexicon variations, namely [ma?ɛ], [mbↄ?], [ma?], [ibu] has a different variant of this lexicon found in the use of coastal communities and mountain communities. this variation of the [ma?ɛ] and [mbↄ?]. the lexicon is preferred by the mountainous community at observation point number three and observation point four. in contrast to these coastal communities, they prefer to use the variants of the lexicon which [ma?] and [ibu] can be seen at observation point one and observation point two. e. narrow the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, speakers say the word 'narrow' has 3 lexicon, namely: table 5: no jepara mountains area jepara coastal area 1 [ciut] [sǝsǝk] 2 [cili?] variants of this mother's lexicon have lexicon variations, namely [sǝsǝk], [cili?] and [shrink]. the different variants of this lexicon are found in the use of coastal communities and mountain communities. this variation of the lexicon [cili?] and [shrink] is preferred by the mountain community at the point of observation at number three and point of observation four. in contrast to these coastal communities, they prefer to use a variant of the [sǝsǝk] lexicon which uses a variation of the [sǝsǝk] http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 188 lexicon which in general can be seen at observation points one and observation points two. f. black skin the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, speakers say the word 'black skin' has 4 lexicon namely: table 6: no jepara mountains area jepara coastal area 1 [gliŋsǝŋ] [irǝŋ] 2 [ŋgaŋsǝŋ] [klumut] this 'black' lexicon variant has lexicon variations, namely [irǝŋ], [klumut], [gliŋsǝŋ] and [ŋgaŋsǝŋ] have different variants this lexicon is found in the use of coastal communities and mountain communities. the variations of the lexicon, [gliŋsǝŋ] and [ŋgaŋsǝŋ] are preferred by the mountain community at the observation point number three and observation point number four. in contrast to these coastal communities, they prefer to use a variant of the lexicon which [irǝŋ], [klumut], can be seen at observation point one and observation point two. g. stomach pain the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, the speaker pronounces the word 'stomach ache' has 3 lexicon namely: table 7: no jepara mountains area jepara coastal area 1 [sǝnǝp] [loro wǝtǝŋ] 2 [sudu?an] the lexicon variant of this 'stomach ache' gloss has lexicon variations, namely [sǝnǝp], [sudu?an] and [loro wǝtǝŋ]. use in jepara district in coastal communities and mountain communities. the variations of the lexicon [sǝnǝp], [sudu?an] and [loro wǝtǝŋ] used by the mountain community are found at observation points at number three and observation point four, these mountainous people are more likely to use according to what their stomach pain feels like, how is it different from coastal communities that they prefer to use the general variation of the lexicon [loro wǝtǝŋ] can be seen at observation point one and observation point two. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 189 h. horsewhip the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, speakers say the word 'whip' has 3 lexicon, namely: table 8: no jepara mountains area jepara coastal area 1 [pǝcut] [pǝntuŋ] 2 [sabǝt] the variant of the lexicon on this 'whip' gloss has variations of the lexicon [sabǝt], [pǝcut] and [pǝntuŋ], which has different usage in jepara district in coastal communities and mountainous communities . the variations of the lexicon [sabǝt], [pǝcut] and [pǝntuŋ] used by the mountain people are found at observation points at number three and observation point four, these mountainous communities are more likely to use according to what is done with the whip so they have a variety of lexicon, different from coastal communities that they prefer to use the general variation of the [pǝntuŋ] lexicon can be seen at observation point one and observation point two. i. basket the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, speakers say the word 'basket' has 3 lexicon, namely: table 9: no jepara mountains area jepara coastal area 1 [tɔmblɔ?] kranjaŋ] 2 [dunak] there are three variations of the lexicon in jepara district in this word basket, namely the variation of the lexicon [kranjaŋ], [tɔmblɔ?], [dunak]. mountain people prefer to use the [kranjaŋ] and [tɔmblɔ?] lexicon variations because each basket according to this mountain community has different lexicon variations, this is shown at observation points number three and observation point four, while coastal communities are more http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 190 likely to use or more choosing to use the [kranjaŋ] lexicon variation that is general in nature can be seen at observation point one and observation point two. j. light switch the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, speakers say the word 'switch' has 4 lexicon, namely: table 10: no jepara mountains area jepara coastal area 1 [cǝthɛtan] [saklar] 2 [cǝklɛkan] [sǝkakǝl] the lexicon variation in jepara district on this switch word has four lexicon variations, namely the lexicon variation [saklar], [sǝkakǝl], [cǝthɛtan] and [cǝklɛkan] mountain communities prefer to use variations of the [cǝthɛtan] and [cǝklɛkan] lexicon which are indicated at observation points in number three and observation point four, while coastal communities are more likely to use or prefer to use variations of the lexicon [switch], [sǝkakǝl], which are general in nature can be seen at observation point one and observation point two. k. dipper the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, speakers say the word 'gayung' has 4 lexicon, namely: table 11: no jepara mountains area jepara coastal area 1 [bǝru?] [cidahu?] 2 [jǝbur] [siwur] this lexicon variation on the word 'gayung' has four lexicon variations, namely the lexicon variation [siwur], [cidhu?], [bǝru?] and [jǝbur] peoples prefer to use variations of the [bǝru? lexicon. and [jǝbur] is indicated at the observation point in number three and observation point four, while these coastal communities are more likely to use or prefer to use variations of http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 191 the lexicon lexicon [siwur] and [cidhu?] which are general in nature can be seen at observation point one and observation point two. l. work at someone else's place the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district. the 4 lexicons are: table 12: no jepara mountains area jepara coastal area 1 [rɛwaŋ] [mɔcɔ?] 2 [ŋɛŋɛn] [burɔh] speakers who use the words [rɛwaŋ] and [ŋɛŋɛn] are usually used by mountain people, namely at the observation point number three and observation point four, those who use the words [rɛwaŋ] and [ŋɛŋɛn] are from children to the elderly. meanwhile, coastal communities in jepara regency are more likely to use [mɔcɔ?] and [burɔh] at observation points one and observation points two, usually using the words [mɔcɔ?] and [burɔh] older people to younger or the same age or age. . there are differences in the lexicon based on mountain communities and coastal communities. these mountainous communities prefer the javanese lexicon using [rɛwaŋ] and [ŋɛŋɛn], while the coastal communities prefer to use the javanese language lexicon using [mɔcɔ?] and [burɔh]. m. percussion the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, the speaker pronounces the word 'at' this has 4 lexicon, namely: table 13: no jepara mountains area jepara coastal area 1 [kamplǝŋ] [jɔtɔs] 2 [giti?] [tabɔk] the lexicon variation in this word has four lexicon variations, namely the lexicon variations [tabɔk], [kamplǝŋ], [giti?] and [jɔtɔs] mountain communities prefer to use the variation of the lexicon [kamplǝŋ], [giti?] http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 192 which is indicated at the observation point number three and observation point four, while the coastal community is more likely to use or prefer to use this variation of the lexicon [jɔtɔs] and [tabɔk]. can be seen at observation point one and observation point two. n. lie the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, speakers say the word 'lie' has 4 lexicon, namely: table 14: no jepara mountains area jepara coastal area 1 [gɔrɔh] [apus] 2 [mblidu?i] [gǝdǝbus] variations in the lexicon of this lying word have three lexicon variations, namely the lexicon variations [gǝdǝbus], [gɔrɔh], [mblidu?i] and [ apus] mountain peoples prefer to use variations of the lexicon [gɔrɔh] and [mblidu?i] lexicon variations are indicated at observation points in number three and observation point four, while coastal communities are more likely to use or prefer to use lexicon variations [gǝdǝbus ] and [apus] this lexicon variation can be seen at observation point one and observation point two. o. arrogant the observation point is in bondo village, bangsri district, the observation point is in karanggondang village, mlonggo district, the observation point is in tempur village, keling district and the observation point is in plajan village, pakis aji district, speakers say the word 'sombong' has 4 lexicon, namely: table 15: no jepara mountains area jepara coastal area 1 [aŋga?] [kǝmaki] 2 [kɛtakɛtɛ] [kǝmǝnthus] the lexicon variation in jepara district on this word arrogant has four lexicon variations, namely lexicon variations [kǝmaki], [kǝmǝnthus], [aŋga?] and [kɛtakɛtɛ]. mountain communities prefer to use variations of the lexicon which [aŋga?] and [kɛtakɛtɛ] variations of this lexicon are shown at observation points at number three and observation point four, while coastal communities are more likely to use or prefer to use lexicon http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 193 variations [kǝmaki] and [kǝmǝnthus], this lexicon variation can be seen at observation point one and observation point two. 2. accent this linguistic phonology in this language is the most basic or the smallest. phonology is linguistics, one of which is that to study the sounds or sounds of language which is the smallest or smallest unit of speech which comes from the sounds which make up a syllable or syllable, a tone, a pause and a duration in speaking (abdul chaer, 2009). table 16: no jepara mountains area jepara coastal area 1 slendang = plain cloth / batik motif length lendang = plain cloth / batik motif length 2 wineh = seeds of plant seeds weneh = seeds of plant seeds based on the existing data, there are differences from the phonetics or phonology, namely in data number one lendang and slendang, while in data no two there are differences in weneh and wineh. this is a phonetic difference. conclusion the above discussion of variations in the use of coastal and mountain javanese language in jepara regency: socio dialectological studies, researchers can conclude that this variation of coastal and mountainous javanese language in jepara has 15 variations of the lexicon consisting of basic vocabulary having 5 glosses, these diseases and disorders have 2 glosses, this livestock and animal has 1 gloss, this item and equipment has 3 gloss, this culture has 1 gloss, this verb has 2 gloss, and this adjective has 1 gloss.(phonology) in and areas .mountainous coastal sound areas researchers study, found differences in coastal and mountainous areas in jepara, weneh is used in coastal areas while the word wineh is used more in mountainous areas from the words phonetic differences thesis lendang and slendang, weneh and wineh. in mountainous and coastal areas in jepara regency. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa 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(2017). perbandingan leksikon bahasa jawa dengan bahasa sunda di kecamatan larangan kabupaten brebes. jurnal sastra indonesia universitas negeri semarang. sari, m. d. (2018). nilai filosofis dalam leksikon batik demak di kabupaten demak (kajian etnolinguistik). jurnal sastra indonesia universitas negeri semarang. sariono, a. (2016). pengantar dialektologi: panduan penelitian dengan metode dialektometri. caps. sasongko, h. a. (2015). variasi leksikal bahasa jawa ngoko masyarakat desa ngadirejo kecamatan reban kabupaten batang. universitas negeri semarang. sudaryanto. (2015). metode dan aneka teknik analisis bahasa. sanata dharma university press. susanto, h. (2016). sosiodialektolog. wong kapetakan’s blog. https://bagawanabiyasa.wordpress.com/2016/08/15/variasi-bahasa/ widayani, r. (2015). variasi dialek bahasa jawa di wilayah kabupaten lamongan: kajian dialek geografis. universitas airlangga. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 2, july-december 2022, page 180-196 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x lexical variations of coastal and… elly fardzilatin,muhammad suryadi doi: https://doi.org/10.26714/lensa.12.2.2022.180-196 196 wijayanti, e. d. (2016). variasi dialek bahasa bawean di wilayah pulau bawean kabupaten gresik: kajian dialektologi. universitas airlangga surabaya. wiladati, r. a. (2014). bahasa jawa di kabupate batang: tataran fonologi dan leksikon. universitas negeri semarang. zulaeha, i. (2010). dialektologi. graha ilmu. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.12.2.2022.180-196 109 kecemasan berbahasa asing (bahasa arab) mamdukh budiman 5 abstract this paper is the development and dynamics of a second language (second language) is growing and growing complexity of the problem. changes in language functions not only as a symbol of the meaning and role of language itself. foreign language or unfamiliar called second language separate position of the main language of a community that is on the plains just a second language, in other words that a foreign language has become a stigma in society that desperately needed foreign language and foreign language only as an additional language course. arabic is a second language (second language) of the indonesian national language or even a third language after english are certainly more dominant in its use. the use of foreign languages, especially arabic, those who have never completely make its own difficulties than ever learned although the plateau region of religious functional. because the general assumptions of society that learning arabic for religious study, not as the language required in the professional worl d with the exception of professional educators and arabic religion itself, in addition to the general assumptions mentioned above, the existence of stigma and stereotypes in the general public, that the arabic language difficulty of the grammatical and vocabulary. learning a foreign language or second language (second language) for the beginner even among expert (advanced) require extra effort and thought, especially when faced with the indicators or achievements success in learning arabic, then there is an emotional effect and anxiety or anxious. and not just on the plains of the learning process, but when faced with situations and conditions that should be required to use the arabic language properly and smoothly. but indirectly also the presence of anxiety, fear and anxiety when in a foreign language (arabic) occurred mistakes. giving rise to the psychological impact of a sense of fear and anxiety. when learning a language is accompanied by feelings or unstable psychiatric (anxiety, panic and stress), the achievement of language, learning a foreign language will decrease keywords: foreign, second, arabic, anxiety, profession, nursing 1. pendahuluan perkembangan dan dinamika bahasa kedua (second language) semakin berkembang dan semakin kompleks permasalahannya. bahasa asing atau familiar disebut second language atau l2 menempati posisi tersendiri dari bahasa utama suatu masyarakat yaitu pada dataran bahasa kedua, dengan kata lain bahwa bahasa asing telah menjadi stigma di masyarakat bahwa bahasa asing sangat dibutuhkan dan bahasa asing hanya sebagai bahasa tambahan saja. berdasarkan kajian terhadap hasil penelitiannya brosh, hezi (2013) 6 . menyatakan bahwa; 5 mahasiswa pascasarjana uin walisongo semarang dan pengajar di universitas muhammadiyah semarang (unimus) 6 hezi brosh, phd. 2013. motivation of american college students to study arabic. internationa l journa l of humanities and social sc ience vol. 3 no. 19; november 2013 110 the success of trans-global transactions depends on the ability of the parties to understand each other and to acknowledge cultural, religious and geographical differences.although institutions of higher education recruit international students and talk about graduating “citizens of the world,” they offer only a limited number of foreign languages and very few institutions allow students to make a foreign language a specialty. tolok ukur dalam suksesnya transaksi dunia tergantung pada bahasa, memahami bahasa, budaya dan agama. meskipun institusi pendidikan condong internationalisasi banyak mahasiswa mengabaikan bahasa asing dan enggan menggunakan bahasa asing. perkembangan dan perubahan fungsi bahasa tidak hanya pada dataran aspek komunikasi saja, namun sebagai kebutuhan dunia profesi, yang mana penggunaan bahasa asing sangat diperlukan dalam menunjang karir dan profesi individu yang selalu berinteraksi dengan orang asing atau pengguna bahasa tersebut ( user language) khususnya pada bahasa arab, hal ini dikarenakan bahasa arab merupakan bahasa asing pada dunia profesi bahasa arab merupakan bahasa kedua (second language) dari bahasa nasional indonesia atau bahkan bahasa ketiga setelah bahasa inggris yang tentunya lebih dominan dalam penggunaanya. sedangkan menurut unesco bahasa arab menempati pada posisi urutan ke enam sebagaimana dilansir pada arabic world day 7 pada setiap tanggal 18 desember. bahasa inggris yang mendominasi seluruh aspek kehidupan dan aktivitas manusia. david (2003) mengemukakan bahwa kebangkitan kemajuan bahasa inggris sebagai bahasa global adanya revolusi indrustri dan teknologi. british political imperialsm had sent english around the globe, during the nineteenth century, so that is was a language ‘on which the sun never sets. crystal, david (2003: 15). penggunaan bahasa asing khususnya bahasa arab, bagi yang belum pernah sama sekali menjadikan kesulitan tersendiri dibandingkan yang pernah belajar meskipun pada dataran wilayah fungsional agama. karena asumsi umum dari masyarakat bahwa belajar bahasa arab untuk belajar agama, bukan seba gai bahasa yang dibutuhkan dalam dunia profesi terkecuali profesi pendidik agama dan bahasa arab itu sendiri, selain asumsi umum tersebut di atas, adanya stigma dan stereotype pada masyarakat awam, bahwa bahasa arab itu susah dari sisi gramatikal dan kosakata. dari fenomena tersebut di atas, belajar bahasa asing khususnya bahasa arab saat ini pada kalangan dunia profesi kesehatan yaitu perawat, ibarat seperti dua sisi mata uang, di satu sisi bahasa asing (arab) diperlukan dalam menunjang keprofesian mereka, di satu sisi yang lain belajar bahasa arab mempunyai variasi dan kompleksitas sistem bahasa tersebut. pembelajaran bahasa asing atau bahasa kedua (second language) bagi kalangan pemula bahkan kalangan expert (mahir) memerlukan ekstra tenaga dan pemikiran, terlebih ketika dihadapkan pada indikator atau pencapaian-pencapaian keberhasilan dalam proses belajar bahasa arab, maka ada efek emosional dan rasa was-was atau cemas. ketika dihadapkan pada situasi dan kondisi yang harus dituntut untuk bisa menggunakan bahasa arab tersebut dengan baik dan benar serta lancar. secara tidak langsung juga adanya rasa was -was, takut dan cemas ketika dalam menggunakan bahasa asing (arab) terjadi kesalahan-kesalahan 7 the un general assembly designated arabic as the sixth official language of the united nations http://www.unesco.org/. http://www.unesco.org/ 111 sehingga menimbulkan dampak kepada psikologis yaitu rasa ketakutan dan kecemasan. 2. metode penelitian dalam penyusunan makalah ini penulis menggunakan metode penelitian studi kepustakaan (library research). studi kepustakaan ialah serangkaian kegiatan yang berkenaan dengan metode pengumpulan data pustaka, membaca dan mencatat serta mengolah bahan penelitian zed (2004: 3). setelah data di dapatkan, di kumpulkan, baik dari studi dokumen, literature yang berkaitan dengan topik, kemudian penulis susun kembali sehingga menjadi satu kesatuan dalam sebuah makalah. 3. pembahasan 3.1. pengertian kecemasan dan macam kecemasan manusia memiliki naluri dan perasaan serta gejala psikologi yang sangat kompleks, khususnya dalam berkomunikasi yaitu perasaan cemas dan was -was. hal ini merupakan kewajaran dalam berkomunikasi, ketika berkomunikasi belum sesuai apa yang diharapkanya dan dipikiranya. kecemasan merupakan reaksi normal terhadap situasi yang sangat menekan kehidupan seseorang. selain atas reaksi normal, kecemasan merupakan gejala psikologi atau kejiwaan dalam tindakan pencegahan (preventif) terhadap hal-hal diluar dugaan, dan kondisi emosional seseorang yang tidak nyaman (األنزعاج) 8 yang ditandai dengan gejala psikis, yakni perasaan takut, was-was, khawatir, gelisah, perasaan rendah diri, sampai pada tingkat ( level) tertinggi yaitu setress, depresi dan panik. seperti yang di ungkapkan oleh freud (1917), sebagaimana dikutip oleh strongman, kt (1995) 9 ; anxiety is signal from the ego about real (ie existing) or potential danger. however, there seem to be three aspects to anxiety-an unpleasant feeling, some sort of discharges process, and the perception of the phenomena involved with this discharge. kecemasan adalah sinyal dari ego tentang realitas kenyataan (yaitu ada) atau potensi bahaya. namun, tampaknya ada tiga aspek kecemasan-perasaan yang tidak menyenangkan. hal senada juga di jelaskan oleh pakar kejiwaan (mental) adalah sebagai berikut. ramsay, angela (2003: 1) mengatakan bahwa “anxiety is a feeling of fear, dread or uneasiness and some anxious people suffer from conditions, phobias, stress, sadness, panic, and depression”. kecemasan adalah perasaan takut, kegelisahan dan beberapa orang cemas menderita kondisi, fobia, stres, sedih, panik, dan depresi. sedangkan anxioesness menurut ali, attabik (2003: 59); اِل بِضِطَرابِ نفسانيِّ هَّم او قََلُق البَ kegoncangan jiwa dalam perasaan takut, khawatir, dan merasa susah. sedangkan menurut manzur, ibn (2009: 389) َلقَةُ غَيُْرهُ : يُقَالُ . ااَلْنِزعَاُج : اْلقَلَُق ااَلْنِزعَاُج : و القََلُق . بَاَت َقلِقاً َوأَقْ kecemasan merupakan dari sesuatu ketidaknyamanan, khawatir amat sangat dan terganggu orang lain. perasaan was-was, khawatir, takut, dan terganggu. 8 ً -الكلمة تدول على األنزعاج مقايس . ٨٠٠٢.أبو الحسين أحمد بنزكريا -قَِلَق يَقْلَق قَلَقا ٩٤٧ص.القاهر. دارالحديث. اللغة 9 strongman, kt.1995. theories of anxiety.new zeeland, internationa l journa l of psikology.vol 24 no 2.december. 112 kemudian kecemasan oleh navin (2011) 10 dalam enxyclopedia bahasa arab, (1985: 785) adalah وقلق لم يستقر على حال، وقلق اضطرب وانزعج فهو قلق ، لم يستقر فـي مكان واحد، : قلقاً -قلق وأقلق الهم فالناً أزعجه، وقد أقر المجمع استخدام القلق بوصفه حالة انفعالية تتميز بالخوف مما ، رجل مقالق وامرأة مقالق مجمع اللغة العربية: الشديد القلق، يقال : قد يحدث ، والمقالق )٥٧٢٧: ٩٢٧( kecemasan adalah suatu perasaan kejiwaan yang tidak menetap di satu tempat, dan perasaan cemas tidak menyelesaikan permasalahan, dan bahwa cemas itu bermasalah, dan kesal merupakan suatu kecemasan, khawatir, panik sehingga perhatian individu menjadi terganggu, bahwa geja la kecemasan merupakan suatu yang kompleks dan hal ini disepakati, sebagai kondisi emosional yang ditandai dengan rasa takut apa yang mungkin terjadi, khawatir dan panik (kecemasan serius). kecemasan mempunyai dua wilayah, yaitu kecemasan wajar atau norma l dan kecemasan tidak wajar, kecemasan wajar normal bila individu mengalami proses tindakan pencegahan bila merasa tertekan dan terancam. sedangkan kecemasan tidak wajar, akan menimbulkan gangguan psikis kejiwaan yaitu setress, panik, depressi dan halusinasi serta mengalami perasaan ketakutan yang amat sangat dalam pengalaman hidupnya. hal senada dijelaskan oleh shehan (1988: 19) bahwa; وهم يظنون عادة أن الحاالت. أن كل خبرات القلق تشبه خبراتهم هم-مثل آدم -يعد أغلب الناس وانطالقا من هذا االفتراض يصبح من اليسير ( السوي)المتطرفة إ نماهي ببساطة تضخيم للقلق مزيد إلى الحاجة تدعو قد. أن نستنتج أن جميع أنواع القلق ينبغي تناولها بنفس األسلوب تقريبا ا كان إذا القلق مع للتعامل من الجهد ا سيتالشى ولكنه .متطرف ا النهاية، في حتم حالة في يحدث كم ا يبدو وقد. دائما القلق ا نستنتج أن أيضا منطقي الضغوط بعض كان أنه من بد ال القلق استثار أن م ك توحي كما الواضح من-هناك ولكن في الحقيقة منها ضرر ال مشكلة وأنه الواضحة النفسية بذل أما النوع األول فهو الذي يخبره الناس في األحوال الطبيعية . أنواع القلق في األساس. حالة ماريا الـضـغـط الـنـفـسـي أو الخـطـر عـنـدمــا يستطيع اإلنسان أن يميز بوضوحكرد فـعـل عـلـى و جفاف ريقه وتعرق يداه . عندئذ يشعر باالضطراب واالرتجاف. شيئا يتهدد أمنه أو سالمته النوع . ويعاني الخوف العقلي والقلق. وجبهته وتزيد نبضات قلبه وتهتاج معدته ويشتد توتره endogenous داخلي المنشأ الثاني من القلق يسمى 11 sebagian besar manusia mempunyai pengalaman-pengalaman kecemasan. kecemasan akut merupakan dari kasus-kasus yang ekstrim dari perkembangan rasa khawatir. dari asumsi ini menyimpulkan bahwa semua jenis masalah harus ditangani dengan cara hampir sama. perlu lebih dari upaya untuk mengatasi kecemasan. yang memicu rasa kekhawatiran itu adalah tekanan kejiwaan (psikologis). ada dua jenis 10 قلق المستقبل و عالقتة بكل من فاعلية الذات و مستوى . ٨٠٥٥ .نفين عبد الرحمن المصر الرسالة استكماال لمتطلبات . الطموح االكديمى لدى عينة من طلبة جامعة األزهر بغزة علم النفس بكلية التربية بجامعة في قسم ( بحث تكميلي)الحصول على درجة الماجستير األزهر بغزة 11 ـة endo– داخل: بادئة معناها عن ظواهر أو endoتعبر املصطلحـات التي تسبقها بادئ .أو وظائف داخل نطاق معني، وعكسها خارج ذاتي املنشأ، القلق داخلي المنشأ حاالت الدكتــور لطفــي عبدالعـزيـز الشـربيني باطني األصل http://www.acmls.org/psychiatry/psychiatry_dic.pdf . 113 kecemasan, yakni kecemasan normal dan kecemasan endogen ( internal-genetic), kecemasan normal adalah kecemasan yang sering dialami oleh semua individu yakni stress dan tekanan dari psikologis. sedangkan kedua adalah endogen, yakni kecemasan yang berasal dari faktor dalam diri individu karenakan unsur genetik atau keturunan. konsep stuart, gail w (2009: 219-228), stuart memberikan level kecemasan dalam beberapa katagori yaitu, pertama adalah kecemasan ringan, tahap ini orang waspada dan bidang konseptual meningkat. orang yang melihat, mendengar dan meraih lebih dari sebelumnya. kedua, kecemasan moderat, di mana orang hanya berfokus pada keprihatinan langsung, melibatkan penyempitan bidang persepsi. ketiga, kecemasan yang parah ditandai dengan penurunan yang signifikan dalam bidang persepsi. orang cenderung untuk fokus pada detail tertentu dan tidak memikirkan hal lain. keempat, tingkat panik, terkait dengan kagum, takut dan teror dan orang merasa tidak mampu melakukan hal-hal bahkan dengan arah, panik melibatkan disorganisasi kepribadian dan dapat mengancam nyawa. orang panik tidak dapat berkomunikasi atau fungsi secara efektif. presdisposing factors psycoanalytic interpesonal behavior family biological precitipating stressor physical integrety self system apraisal of stressor coping resources coping mechanism task oriented ego oriented adaptive maladaptive continum of anxiety responses adaptive respons maladaptive respons anticipation mild moderate severe panic stuart stess anxiety adaptation model (324:2009) batasan karakteristik kecemasan (anxiety) dalam standar international keperawatan yang disebut nanda (nursing diagnoses: definitions and classification 2012-2014) oleh herdman (2013: 445). pertama aspek perilaku, gejala, yakni: gelisah, 114 penurunan produktivitas, insomnia, mengekspresikan kekhawatiran karena perubahan peristiwa hidup, waspada. kedua, aspek afektif yaitu: stress, ketakutan, gugup, bingung, ragu atau tidak percaya diri, khawatir, kesedihan mendalam. kemudian ketiga, aspek fisiologis aspek gejala fisik, yaitu: wajah tegang, tremor tangan, gemetar, peningkatan keringat, peningkatan tegang, suara bergetar dan jantung berdebar. dari pemaparan tersebut diatas, bahwa penyebab kecemasan ketidak stabilan jiwa individu (genetik), agama, kondisi kesehatan individu, serta faktor lingkungan dan sosial masyarakat. sebagaimana menurut richa shri (2010) 12 , biological factors, (genetic factors) genetic factors predispose certain people to anxiety disorders. there is a higher chance of an anxiety disorder in the parents, children and siblings of a person with an anxiety disorder than in the relatives of someone without an anxiety disorder. secondly anxiety couse by psychological factors anxiety can result when a combination of increased internal and external stresses overwhelm one’s normal coping abilities or when one’s ability to cope normally is lessened for some reason. the psychological factors are summarized below: psychodynamic: when internal competing mental processes, instincts and impulses conflict, causing distress. behavioral: anxiety is a maladaptive learned response to specific past experiences and situations that become generalized to future similar situations. faktor kecemasan, pertama, faktor biologis (faktor genetik), mempengaruhi orang-orang tertentu dengan gangguan kecemasan. ada kesempatan yang lebih t inggi gangguan kecemasan pada orang tua, anak-anak dan saudara dari seseorang dengan gangguan kecemasan daripada di keluarga seseorang tanpa gangguan kecemasan. kedua kecemasan yang disebabkan oleh faktor psikologis kecemasan dapat terjadi ketika kombinasi dari peningkatan tekanan internal dan eksternal, kemampuan seseorang mengatasi atau ketika kemampuan seseorang untuk mengatasi biasanya berkurang untuk beberapa alasan. faktor psikologis adalah sebagai berikut: psikodinamik: ketika internal yang bersaing mental yang proses, naluri dan konflik impuls, menyebabkan kesulitan. perilaku: kecemasan merupakan respon maladaptif belajar dengan pengalaman masa lalu yang spesifik dan situasi yang menjadi umum untuk situasi yang sama. faktor agama juga mempengaruhi kecemasan, keimanan individu sebagaimana brannon & feist (2004) yang telah dikutip oleh richa shri (2010); “spiritual: when people experience a profound, unquenchable emptiness and nothingness to their lives, often leading to distress concerning their mortality and eventual death”. keyakinan (spirituality) 13 memainkan peran penting dalam kejiwaan individu. sebagai control pada jiwa kosong, hampa, akan permasalah hidup. hal ini diperkuat oleh mickley (1992), telah dikutip oleh ambarwati (2012: 3), mickley menguraikan spiritualitas sebagai suatu multidemensi, dimensi eksistential dan dimensi agama. dimensi eksitensial berfokus pada tujuan dan arti kehidupan, sedangkan dimensi agama berfokus pada hubungan individu dengan tuhan yang maha kuasa. bahwa ketika jiwa individu mengalami kekosongan yang mendalam dan kehampaan hidup mereka, sering mengalami kegelisahan dan tekanan terhadap kehidupan mereka hal ini sering memicu putus asa yang berujung kematian. 12 senior lecturer, depart ment of pharmaceutical sc ience, punjabi un iversity, patiala , india. shri, richa. "anxiety: causes and management." international journal of behavioral science (ijbs) 5.1 (2010). retrieved fro m http://bsris.swu.ac.th/journal/i5/page100-118.pdf 13 spiritual, keyakinan dala m hubungannya dengan maha kuasa dan maha pencipta. ambarwati.2012.asuhan keperawatan jiwa.yogyaka rta. cakrawa la ilmu . hal.2 115 peran dan fungsi agama sangatlah penting, hal ini dapat merduksi dan meredam gejala kejiwaan negatif perasaan yang cenderung kepada memudarnya rasa keimanan terhadap cobaan. jika individu jauh dari keyakinannya (spirituality) maka dipastikan akan mengalami kehampaan dan kekosongan hidup dan tentu akan mengalami halusinasi dan keputusasaan. sedangkan individu yang percaya dan tekun beribadah atas keyakinannya maka perasaan dan pengalaman merasa tenteram dan kelegaan batin. rajab, khairunnas (2012: 36) menyatakan bahwa motivasi keyakinan atau keberagamaan bagian yang tidak terlupakan dalam pembangunan psikologis, dimana dengan beragama seseorang atau individu merasakan spirit hidup sebagai bagian dari kebutuhannya terhadap agama. 3.2. bagaimana konsep, pengaruh dan penyebab kecemasan berbahasa asing konsep kecemasan (anxiety) terhadap bahasa kedua (second language/l2) merupakan bagian pengembangan dari keilmuan antara psikologi keperawatan jiwa dan bahasa. dari pandangan konsep kecemasan jiwa tersebut, hubungan antara proses pembelajaran bahasa sangat mungkin yakni kecemasan berbahasa. menurut gardener (1994) 14 ; language anxiety can be defined as the feeling oftension and apprehension specifically associated with second language contexts, including speaking, listening, and learning. in the past few years, research has shown that language anxiety is the specific type of anxiety most closely associated with second language performance. kecemasan berbahasa asing adalah dari perasaan gelisah, khawatir, gugup dan ketakutan yang dialami oleh bukan penutur asli ketika belajar atau menggunakan bahasa kedua atau asing. perasaan ini mungkin berasal dari konteks bahasa kedua apakah terkait dengan keterampilan produktif berbicara dan menulis, atau keterampilan reseptif membaca dan mendengarkan”. beberapa tahun ditemukan bahwa kecemasan bahasa kedua mendekati dengan kemampuan berbahasa kedua. kemudian menurut horwits (1986), sebagaimana dikutip oleh i-jung chen (2009) 15 anxiety occurring in a foreign –language learning situation is referred to as foreign language (flanxiety) which has been difined by horwits fl-anxienty, as a distinct complex of self perceptions, beliefs, feeling, and behavior related to classroom language learning arising from the uniqueness of the language learning process” according to this definition, individuals many feel a threat to their self-image becouse they have to engage in task in the foreign language over wich they have a poor command. persepsi, keyakinan, perasaan, dan sikap setiap orang yang begitu kompleks terkait pembelajaran bahasa di dalam kelas muncul dari keunikan proses pembelajaran bahasa.” berdasarkan pengertian ini, para siswa banyak yang merasa tidak yakin dengan kemampuan diri sendiri disebabkan mereka harus memelajari bahasa asing yang jauh dari kesehariannya. para ahli di atas menyimpulkan bahwa, kecemasan adalah sebuah perasaan (feeling) atau mental jiwa yang berlebihan sehingga menimbulkan kepribadian negative, 14 peter d. macintyre, and r. c. gardner . 1994. the subtle effects of language anxiety on cognitive processing in the second language.vo lu me 44, issue 2, pages 283–305, june 1994. pdf. 15 i-jung chen.cognitive load theory: an empirical study of anxiety and task performance in langugae. electronic journal of research in educational psychology, 7(2), 729 -746.2009 (n 18). issn : 1696-2095. 116 begitu juga dengan kecemasan berbahasa asing (foreign language axient/fla) efek yang terlihat kecemasan bahasa pada proses kognitif dalam bahasa kedua kecemasan bahasa asing (foreign language anxiety) merupakan gejala kecemasan yang normal dan dapat dikenali gejalanya, seperti panik, dan takut pada saat melafalkan bahasa asing yang belum sepenuhnya dikuasai. pada saat berbicara dengan bahasa asing yang belum dikuasai, atau bahkan mungkin sedang dalam tahap pengenalan, sering perasaan gelisah, khawatir, gugup, cemas, tidak nyaman, dan perasaan-perasaan mental seperti ketakutan perasaan minder, tidak percaya diri, dan takut gagal. bahkan takut jika semuanya tidak berjalan sesuai dengan dikehendaki. ketakutan ataupun kecemasan yang nampak biasanya diekspresikan dengan berbagai sikap yang aneh–aneh. misalnya saja pandangan mata ke arah dinding, tidak fokus, menggaruk kepala dan terlihat berpikir keras untuk menghasilkan kalimat selanjutnya yang akan diucapkan, bermain dengan jari tangannya untuk mengalihkan pandangan dari penonton, berjalan mondar–mandir di depan penonton agar tidak terlihat cemas tapi sebenarnya malah terlihat cemas, dan lain–lain. perasaan ini mungkin berasal dari konteks bahasa kedua apakah terkait dengan mental dan keterampilan produktif berbicara dan menulis, atau keterampilan rese ptif membaca dan mendengarkan. pengaruh dan faktor kecemasan berbahasa asing dipengaruhi oleh sikap yang negative atau pemikiran yang menuju ke arah rasa tidak percaya diri, pesimisme dalam hal ini pakar psikologi pendidikan horwitz (1986) 16 menyatakan: the causes of foreign language anxiety have been broadly separated into three main components; communication apprehension, test anxiety and fear of negative evaluation. communication apprehension is the anxiety experienced when speaking with or listening to other individuals. test anxiety is a form of performance anxiety associated with the fear of doing badly, or indeed failing altogether. fear of negative evaluation is the anxiety associated with the learner’s perception of how other onlookers; instructors, classmates or others; may negatively view their language ability. penyebab kecemasan bahasa asing telah secara luas dipisahkan menjadi tiga komponen utama; ketakutan berkomunikasi, tes kecemasan dan ketakutan evaluasi negatif. ketakutan berbicara adalah kecemasan yang dialami ketika berbicara dengan atau mendengarkan orang lain. test-kecemasan adalah bentuk kecemasan kinerja yang terkait dengan rasa takut melakukan buruk, atau memang gagal sama sekali. takut evaluasi negatif adalah kecemasan terkait dengan persepsi pelajar; instruktur, teman sekelas atau orang lain; mungkin negatif melihat kemampuan bahasa mereka. scovel, horwitz, dan gardner, sebagaimana dikutip oleh tanveer, muhammad (2007) 17 menyatakan pengembangan teori dari psikologi kejiwaan terhadap kecemasan bahasa asing, adalah: psychologists make a distinction between three categories of anxiety: trait anxiety, state anxiety, and situation-specific anxiety trait anxiety is relatively stable personality characteristic, ‘amore permanent predisposition to be anxious. second, state anxiety is a transient anxiety, a response to a particular anxiety-provokingstimulus such as an important test. the third category, situationspecific anxiety, refers to the persistent and multi-facetednature of some anxieties. 16 ela ine k. horwitz, m ichael b and joan cope. 1986. foreign language classroom anxiety. vo lu me 70, issue 2, pages 125–132, su mme r 1986. the modern language journal. pdf 17 muhammad tanveer, investigation of the factors that cause language anxiety for esl/efl learners in learning spek ing skills and the influence it casts on communication in the target language, dissertation, (un iversity of glasgow, 2007), p. 4 pdf 117 para ahli psikologi membuat perbedaan antara tiga kategori kecemasan yakni sifat kecemasan, kecemasan sedang, dan-situasi tertentu. pertama kecemasan sifat adalah karakteristik kepribadian yang relatif stabil, "kecenderungan yang lebih permanen untuk menjadi cemas. kedua, kecemasan sedang adalah kecemasan sementara, respon terhadap kecemasan-mendorong rangsangan seperti ujian. kategori ketiga, kecemasan-situasi spesifik, seperti tindakan pencegahan “ada ujian maka harus belajar giat” dan panik “materi tidak ada, ujian sulit, nilai jatuh atau tidak lulus”. shahsavari, mahmood (2012); 18 menyatakan tentang tingkat hormon kecemasan, yakni: “there can be various physical causes of anxiety (such as hormone levels) but fundamentally excessive anxiety whilst learning is caused by fear has afraid to fail, and their activity may also be despised by others”. penyebab fisik kecemasan (seperti tingkat hormon) tapi kecemasan fundamental berlebihan sementara pembelajaran disebabkan oleh rasa takut memiliki takut gagal, dan aktivitas mereka juga akan dihinakan oleh orang lain. young (1991) sebagaimana dikutip oleh java riasti, mohammad (2011) 19 penyebab dan faktor kecemasan berbahasa asing adalah: first, the learner, second the teacher, and thirth by the instructional practice. he claimed that language anxiety, is coused by (a) personal and interpersonal anxiety, (b) learner beliefs about language learning, (c) instructor beliefs about teaching, (d) instructor -learner interactioans, (e) classroom prosedure and (f) language testing. faktor kecemasan bahasa asing yaitu, dari peserta didik, guru atau dosen, dan dari praktek instruksional. bahwa kecemasan bahasa, disebabkan oleh kecemasan personal dan interpersonal, keyakinan atau kepercayaan diri pembelajar tentang pembelajaran bahasa, kepercayaan diri dari instruktur tentang mengajar, instruktur-peserta didik dalam interaksi prosedur di kelas dan adalah pengujian bahasa. menurut johnson, keith dan helen johnson (1999: 15) menyatakan bahwa; “anxiety-learners may suffer from anxiety in relation to a number of aspect of the teachinglearning process about the language itself, speaking in front of other learners, the language class, behavior of their peers, taking test and etc”. kecemasan berbahasa asing dalam kaitannya dengan sejumlah aspek dari proses belajar-mengajar, para pendidik, tentang bahasa itu sendiri, berbicara di depan peserta didik lainnya, kelas bahasa, perilaku rekan-rekan mereka, tes dan sikap motivasi. belajar dapat menyebabkan kecemasan juga. siswa dapat belajar banyak jika mereka mendapatkan nilai buruk pada tes sebelumnya atau cemas tentang membuat kesalahan pada tes yang akan datang. jika materi yang dipelajari siswa tidak ada di dalam materi tes, ketakutan dan kecemasan dapat menghasilkan. hal ini dapat menyebabkan penurunan prestasi belajar bahasa. 18 mahmood shahsavari.2012. relationship between anxiety and achievement motivation among male and female students. journal of american science j am sci 2012;8(11):329332]. (issn: 1545-1003). 2. pdf. 19 mohammad java riasti.2011. language learning anxiety from efl learners perspective. middle east journal of sc ientific research 7 (6): 907-914. issn 1990-9233. pdf. 118 merujuk dari penjelasan-penjelasan tersebut di atas, bahwa pengaruh, faktor dan penyebab kecemasan belajar berbahasa asing (second language anxiety/fla) tiga aspek, yaitu aspek kejiwaan (mental) dari peserta didik, yang kedua dari proses pembelajaran (interaksi antara guru atau dosen dengan peserta didik) dan ketiga dari aspek lingkungan belajar. 3.3. pengukuran kecemasan berbahasa asing (arab) dalam pengukuran kecemasan bahasa asing, pengembangan dan pengintegrasian dari konsep kecemasan psikologi yang di tuangkan oleh stuart kemudian di kembangkan oleh horwitz, dalam melakukan pengukuran kecemasan bahasa asing, stuart membagi dalam empat level, yaitu tidak cemas, biasa saja, cemas dan panik, sedangkan horwitz (1986) yaitu skala likert lima poin yang terdiri dari 33 item dan bertujuan untuk menyelidiki pengalaman siswa kecemasan terkait dengan pembelajaran bahasa asing disebut foreign language classroom anxiety scale (flcas). pengukuran kecemasan berbahasa asing pada aspek kemampuan berbicara dan sikap, sebagaimana di nyatakan oleh horwitz (1986); 20 foreign language anxiety concerns performance evaluation within an academic and social context, it is useful to draw parallels between it and three related performance anxieties: 1) communication apprehension; 2) test anxiety; and 3) fear of negative evaluation. due to its emphasis on interpersonal interactions, the construct of communication apprehension is quite relevant to the conceptualization of foreign language anxiety. bahwa kecemasan bahasa asing menyangkut evaluasi kinerja dalam suatu akademis dan konteks sosial, hal ini berguna untuk menarik kesamaan antara tiga kecemasan kinerja terkait, yaitu ketakutan komunikasi; kecemasan uji; dan takut evaluasi negatif. karena penekanannya pada interaksi interpersonal, konstruk ketakutan komunikasi relevan dengan konsep kecemasan bahasa asing. adaptasi dari foreign language class room anxiety skala (horwitz, horwitz & cope 1986). skala likert tersebut pengukuran meliputi; pertanyaan skor 1. sangat setuju 5 2. setuju 4 3. ragu 3 3. tidak setuju 2 4. sangat tidak setuju 1 sangat setuju (ss) merupakan indikator sangat cemas, setuju (s) dari cemas biasa, ragu (r) dari antara cemas dan tidak cemas di istilahkan biasa saja atau normal, kemudian tidak setuju (ts) tidak cemas, dan sangat tidak setuju (sts) adalah indikator dari sangat tidak cemas. dalam pengukuran tersebut, ada pernyataan-pernyataan yang dapat mengukur sejauh mana peserta didik, mengalami kecemasan dalam berbahasa asing (arab), pernyataan-pernyataan pengukuran ada pada lampiran. foreign language classroom anxiety scale (flcas) mempunyai indek pengukuran dari berbagai sisi, skala ini telah dirancang berdasarkan pada penelitian 20 horwitz, e.k., m.b. horwit z and j. cope (1986) “foreign language classroom anxiety”. the modern language journal 70: 125-132. 119 kualitatif yang mendalam, yang menjadikannya sebagai salah satu instrumen yang paling komprehensif dan valid untuk mengukur kecemasan situasional dengan konteks tertentu dari kelas pembelajaran bahasa asing; di sisi lain, skala telah menunjukkan reliabilitas yang memuaskan. sebagaimana di nyatakan oleh elaine k. horwitz (2001); 21 anxiety scale (flcas), to measure this anxiety findings concerning anxiety and language achievement have been relatively uniform. studies using the flcas and other specific measures of second language anxiety have found a consistent moderate negative correlation between the flcas and measures of second language achievement (typically final grades) skala kecemasan flcas, untuk mengukur kecemasan ini temuan tentang kecemasan dan prestasi bahasa telah relatif seragam. kajian menggunakan flcas dan langkah-langkah khusus lainnya kecemasan bahasa kedua telah menemukan korelasi negatif sedang konsisten antara flcas dan la ngkah-langkah pencapaian bahasa kedua. pengukuran skala kecemasan sekarang ini adalah yang paling sering digunakan dipersingkat atau diadaptasi dalam studi penelitian psikilogi kejiwaan yang terkait dengan tujuan yang sama yaitu mengukur sejauh mana tingka t hubungan antara prestasi belajar dengan kecemasan berbahasa asing. pengukuran ini menilai tingkat kecemasan, yang dibuktikan dengan harapan pengalaman negatif (berbahasa asing) dan perbandingan sosial, gejala fisiologis siswa dan perilaku menghindar. 3.4. apakah bahasa arab sebagai bahasa asing di indonesia? bahasa dalam pandangan ibnu khaldun dalam muqodimahnya (2011: 1027) semua bahasa adalah malakah al-lughawiyah (الملكة اللغوية )22 , yang terdapat pada lisan untuk mengungkapkan makna-makna, dimana baik dan buruknya bahasa sejalan dengan kesempurnaan malakah tersebut. bahasa kedua khususnya bahasa arab). definisi bahasa menurut bloch dan trager (1942) sebagaimana dikutip oleh ahmad hidayat, asep, (2009:22); “language is a system of arbitrary vocal symbols by means of which a social group cooperates”. bahasa merupakan dari sistem simbol-simbol bunyi yang arbitrer yang digunakan oleh suatu kelompok sosial sebagai alat untuk berkomunikasi. manzur, ibnu )2009: 289) kata (لغا) dalam kamus lisanul arab: الم وغيره وال يُحَصل منه على فائدة وال على نفع اللَّغْو و: لغا . اللَّغا السَّقَط وما ال يُعتدّ به من ك . اللَّغْو واللَّغا واللَّغْوى ما كان من الكالم غير معقود عليه :التهذيب bahasa adalah perkataan atau ucapan yaitu ucapan yang tidak relevan, dan tidak ada gunanya, perkataan kosong. menurut ustman, abu fattah janbi (2008: 36); اللّغة هي أصوات يعبر بها كّل قوم عن أغراضهم فإنها للّغة من لغوت أي تكلمت لُغوةٌ ومن ا لغى -نحوة يعنى لغات ولغون يلغى ومصدره اللُّغ bahasa merupakan ekspresi dari ungkapan-ungkapan yang digunakan untuk menyampaikan maksud dan tujuan tertentu. sedangkan menurut, gulayni, musthafa (2007: 7); 21 ela ine k. horwit z . 2001. annual review of applied linguistics (2001) 21, 112 126. printed in the usa. copyright © 2001 ca mbridge un iversity press 0267 -1905/ 01. http://leighcherry.wikispaces.com/file/vie w/an xiety+and+language+achievement+-+horwitz.pdf 22 malakah adalah ke ma mpuan dan keistime waan atau naluri kecapakan lisan, atau sifat yang tertancap kuat yang me mbuatnya tidak ubahnya salah satu dari me reka masyarakat bahasa. khaldun, ibn. 2011. muqodimmah. pustaka al-kaustar. jaka rta. 120 متَحدةٌ مْن حيُث مختَلفةُ مْن حيُث اللَفظُ،و اللُّغَات هَى اللّغةُ ألفظُ يُعبُِر بِهاَ كلُّ قَْوٍم عَْن مقصدِهم عنهُ بلفِظ أى ان المعنَى الواحدَ الِّذى ُيخالُِج َضمائر النّاس واحد، ولكنَّ كّل قوِم يُعبُرونَ المعنىَ غيِر لَفِظ اآلَخرين bahasa adalah suatu sistem yang arbitrer 23 . hal ini di jelaskan oleh hermawan, asep. (2011: 11) bahwa arbitrer artinya selected at random and without reason, dipilih secara acak tanpa alasan. manasuka tidak ada hubungan logis dengan kata -kata sebagai simbol (al-ramûz) dengan yang disimbolkannya (al-marmuz). senada oleh badi jaqub, emil (2006: 559) bahwa al-lughah yakni صوتيّة لغويَّة رموزتتألّف من مجموعة seperangkat simbol bunyi bahasa. sebagai rasa mengungkapkan maksud dan tujuannya, dan bahasa adalah suatu sistem yang berbeda -beda pengujarannya dan pengucapannya dan kesatuan dalam makna, namun akan tetapi setiap orang mengungkapkan ujaran yang berbeda beda dengan yang lain atau dengan maksud bahasa memiliki ragam yang sangat banyak, ungkapan yang berbeda -beda, namun hakikat yang maknanya satu. sedangkan teori struktural, bahasa dapat didefinisikan sebagai suatu sistem tanda arbriter yang konvensional. berkaitan dengan ciri sistem, bahasa bersifat semantik karena mengikuti ketentuan-ketentuan atau kaidah-kaidah yang teratur. bahasa juga mempunyai ciri arbriter yakni hubungan yang sifatnya semena -mena antara signifie dan signifiant atau antara makna dan bentuk. kesemena-menaan ini dibatasi oleh kesepakatan antar penutur. oleh sebab itulah makna bahasa juga memiliki ciri konvensional. ciri kesepakatan antar penutur (konvensional) ini secara implisit mengisyaratkan bahwa fungsi bahasa sebagai alat komunikasi sosial juga diatur dalam konvensi tersebut (suparno, 1993: 2 -3). namun lain halnya oleh rodman (2011: 285) mendefinisikan; “language is the sound, means language when you speak and understood, you have the capacity to produce the sounds that sighnify certain meanings and understand or interpret the sounds produce by others. language much more than speech and modality of expression”. bahasa merupakan bentuk suara, ketika berbicara dan mengerti, memiliki kapasitas untuk menghasilkan suara yang menunjukkan makna tertentu dan memahami atau menafsirkan suara menghasilkan oleh orang lain. bahasa lebih dari berbicara dan modalitas ekspresi. scovel (2009:68) menyatakan bahasa adalah language is the comprehension of sounds, listeners and readers, process chunks of information and sometimes wait to make decisions on whats is comprehended until much later in the sequence. secondly, language is the comprehension of words, language has many thousand of words, vocabulary, processing phonemes, convey meaning. third, language is the comprehension of sentences, sentences have much more than decoding of sounds, letters and lexical meaning and syntactic change. fourth, language is the comprehension of texts, texts have many particularly of words and grammatical structure and much understanding in contexts. bahasa pemahaman suara (bunyi) 24 , pendengar dan pembaca, potongan proses informasi, dan kadang-kadang menunggu untuk membuat keputusan pada apa yang dipahami sampai lama kemudian dalam urutan. kedua, bahasa adalah 23 manasuka atau lebih secara khusus hubungan yang sifatnya semena -mena antara signifie dan signifiant atau antara makna dan bentuk 24 satuan bunyi yang dihasilkan oleh alat ucap manusia yang di dalam fonetik di a mati sebagai fon dan di dala m fonemik sebagai fonem. (chaer, abdu l: 2003:42) 121 pemahaman kata-kata, bahasa memiliki banyak ribuan kata-kata, kosakata, fonem pengolahan, menyampaikan makna. ketiga, bahasa adalah pemahaman kalimat, kalimat memiliki lebih dari decoding suara, huruf dan makna leksikal dan perubahan sintaksis. keempat, bahasa adalah pemahaman teks, teks memiliki banyak kata -kata dan struktur tata bahasa dan banyak pemahaman dalam konteks. sebagaimana dijelaskan dalam bahasa tersebut di atas, bahwa bahasa kedua (second language) merupakan pembentukan bahasa diluar bahasa pertama (l1 -native language) yakni bahasa nasional (state language), bahasa utama yang di gunakan secara resmi oleh negara. senada oleh badi jaqob, emil (2001: 513); اللغة الرسميّة هي اللغة التى تستخدم في معامالت الرسميّة للدولة وقد تكون مختلفة عن اللغة الشائعة في بلدها penggunaan bahasa resmi merupakan bahasa yang digunakan dalam transaksi resmi kenegaraan dan mungkin bahasa resmi berbeda dari bahasa umum, penggunaan kebahasaan dalam konteks negara menggunakan bahasa nasional negara bukan bahasa asing atau campuran. pandangan sosiolingistik oleh holmes, janet (2001:97); in sosiolinguistik the distinction between a national lang uage and an official language is generaly made long the effectives referential dimension, or more precisely in this context, the ideological instrument dimension. national language is the language of a political, culture, and social unit , and symbol of national unity. perbedaan antara bahasa nasional dan bahasa resmi umumnya dibuat lama efek dimensi referensial, atau lebih tepatnya dalam konteks ini, dimensi instrumen ideologis. bahasa nasional adalah bahasa politik, budaya, dan unit sosial, dan simbol persatuan nasional bangsa atau negara. sedangkan menurut ellis (1994: 11) “second language is any language other than the first language”. bahasa kedua adalah bahasa bahasa lain selain bahasa pertama. bagaimana dengan bahasa asing ? bahasa asing menurut peraturan pemerintah republik indonesia pada pasal 1 angka 6 uu nomor 24 tahun 2009: bahasa asing adalah bahasa selain bahasa indonesia dan bahasa daerah. istilah bahasa asing dalam bidang pengajaran bahasa berbeda dengan bahasa kedua. bahasa asing adalah bahasa yang tidak digunakan sebagai alat komunikasi di negara tertentu di mana bahasa tersebut diajarkan. sementara bahasa kedua adalah bahasa yang bukan bahasa utama namun menjadi salah satu bahasa yang digunakan secara umum di suatu negara. sebagai contoh bahasa arab di indonesia secara umum diajarkan sebagai bahasa asing namun digunakan secara umum pada ideologi keagamaan. karena bukan merupakan bahasa pergaulan sehari -hari. akan tetapi bahasa arab bisa saja diposisikan sebagai bahasa kedua seperti yang bisa kita lihat penggunaannya pada lembaga-lembaga pendidikan yang menggunakan bahasa arab dan inggris (official language), by contrast is simply a language which may be used for goverment business and education. holmes, janet (2001:97). bahasa arab dalam konteks ke indonesiaan, mempunyai nilai historis religius dan ideologis, sebab mayoritas penduduk indonesia beragama islam sehingga bahasa arab dipelajari secara turun-temurun. bahwa bahasa arab dengan bahasa ritual keagamaan seperti shalat, khutbah jumat, doa, dan lainnya. oleh sebab itulah bahasa arab menjadi bahasa agama islam yang tidak terpisahkan dengan masyarat islam di indonesia. meskipun dalam dimensi ideologi (agama islam) mewajibkan kepada semua pemeluknya untuk bisa membaca dan memahami al -quran sebagai 122 kitab suci. sebagaimana di ungkapkan oleh ibrahim, ali (1978) dikutip oleh arsyad, azhar (2002: 7); احرصوا علي تعلم اللغة العربية فإنها جزء من دينكم bahwa bahasa arab merupakan bahasa orang arab dan sekaligus juga merupakan bahasa agama islam. bahasa religius digunakan dalam ibadah keagamaan sehari-hari dan digunakan oleh seluruh masyarakat muslim di seluruh dunia. masyarakat melihat dan menilai bahasa arab hanya pada dataran kepentingan agama (ibadah) saja, bukan untuk kepentingan ekonomi atau peningkatan t eknologi. bahasa arab merupakan sebagai bahasa asing, pemerintah menetapkan bahwa bahasa arab merupakan bahasa asing bagi indonesia. sebagaimana di tulis oleh muljanto sumardi (1974) dikutip oleh muradi, ahmad (2013: 134) bahwa kedudukan bahasa arab di indonesia adalah sebagai bahasa asing, sesuai dengan kebijakan politik bahasa nasional. bahasa asing merupakan bahasa yang digunakan oleh orang asing, yakni orang yang ada diluar lingkungan masyarakat dalam kelompok atau bangsa. sehingga dalam proses pemerolehan dan pembelajaran bahasa arab, memerlukan ekstra yang lebih dalam pembelajaran bahasa arab. hal ini dikarenakan bahasa resmi negara adalah bahasa indonesia, komunikasi masyarakat indonesia dengan bahasa indonesia 3.5. penyebab kecemasan berbahasa arab sebagaimana yang telah di jelaskan tersebut, bahwasanya pembelajaran bahasa asing (arab). mencakupi kejiwaan individu atau seseorang dan proses pemerolehan bahasa asing. maksud adalah kondisi kejiwaan (psikologis) mempengaruhi tingkat kemampuan berbahasa ( ملكة اللغويةال ), ketika individu baik yang sudah mempelajari bahasa asing (arab) maupun yang sudah belajar untuk mengungkapkan dalam komunikasi belum mencapai maksimal yang diharapkan, hal ini pengaruh luar (external-social) sangat mempengaruhi. kemampuan berbahasa asing (arab) merupakan kemampuan kecakapan lisan, tulis dan mendengar. sebagaimana yang ditulis oleh fuad alian, ahmad (1421 h) dikutip oleh ibn said, abdurahman (2013: 19); :تعرف بأنها: المهارات اللغوية عة والدقة والكفاءة والفهم، مع مراعاة القواعديتميز بالسر )صوتي أو غير صوتي(أداء لغوي ا. اللغوية المنطوقة والمكتوبة األنشطة المتعلقة بفهم وإنتاج اللغة، : ويمكن تعريفها إجرائيا بأنه التي ينبغي أن يقوم بها متعلم اللغة على وجه متقن، لكي يحقق من خاللها وظائف اللغة kemampuan bahasa didefinisikan sebagai (proses linguistik) suara atau nonvoice (ditandai dengan kecepatan, ketepatan dan efisiensi, pemahaman, dengan mempertimbangkan aturan linguistik lisan. dengan maksud lain adalah bahwa kemampuan berbahasa adalah kegiatan yang berkaitan dengan pemahaman dan produksi bahasa, yang harus dilakukan oleh peserta didik bahasa baik, untuk mencapai fungsi bahasa. pandangan sosiolingusitik terhadap bahasa, sikap masyarakat akan melihat bahasa dari tujuan dan minat untuk berbahasa asing (arab). sebagaimana di ungkapkan oleh jendra, indrawan (2010: 109), faktor yang mempengaruhi sikap berbahasa meliputi; pertama the prestige and power of the language, artinya bahwa kekuatan dan nilai tinggi bahasa mempunyai daya tarik tersendiri dalam mempengaruhi berbahasa asing. kedua, historical backround of nations. artinya bahwa hubungan sejarah antara bahasa dan negara tersebut dalam perkembangan bahasa, 123 maksudnya adalah negara mempunyai faktor sejarah dengan bahasa asing. ketiga, the social and tradisional faktors, sosial dan tradisi masyarakat mempengaruhi dalam kemampuan berbahasa asing, ketika individu berbahasa asing dalam satu komunitas maka akan adanya pergeseran bahasa. ke empat, the language internal system. dari pandangan sosiolinguistik tersebut di atas, tentunya banyak kompleksitas dalam subtansi bahasa arab itu sendiri yaitu kompleksitas tata bahasa, kosakata, dan ilmu – ilmu pendekatan kebahasaan. sebagaimana di ungkapkan oleh ghulayni, mustafa (2008: 4-5); للّسان و القلم عن الخطإ وهي ثالثة علوم اللغة العربية هي العلوم التي يتوّصل بها إلى عصمة والرسم( ويجمعهما اسم نحو)الصرف و اإلعراب : عشر علما 25 و المعانى البيان و البديع و . .العروض و القوافي و قرض الشعر و اإلنشاء و الخطابة و التاريخ األدب و متن اللّغة ilmu bahasa arab, adalah ilmu yang mencapai pada kesempurnaan berbicara dan menulis dari suatu kesalahan. dan ilmu bahasa arab terdiri dari tiga belas ilmu, yakni; ilmu sintaksis dan morfologi (dinamakan dengan ilmu nahwu). kemudian ilmu lafadz, ilmu balaghah, ilmu bunyi akhir kata, sajak dan prosa (syair), ilmu mengarang, dan sejarah sastra arab. sedangkan menurut dabbeh, abu (2005: 426), “the arabic language is extremely difficult and gramamatically complex, whit its structure lending its self to rhyme and rhytm. although many other people feel and affection for their native languagae, arabs feeling for their languange is much more intense”. bahasa arab sangat susah dan secara gramatikal begitu kompleks, yang strukturnya terkandung dalam rima dan ritme bunyinya. meskipun banyak orang yang merasakan kedekatan dengan bahasa ibunya, namun sikap mereka terhadap bahasa arab dinilai lebih antusias. kompleksitas bahasa selain pada faktor sistem bahasa juga dipengaruhi oleh sentuhan peradaban sehingga adanya percampuran bahasa utama dengan bahasa kedua pada kosakata. di jelaskan oleh adonis 26 (2007: 239-240) banyak kosakata dari bahas asing yang masuk kedalam bahasa arab sebelum dan sesudah islam. kosakata tersebut menyatakan sesuatu yang bersifat materil, alamiah, dan kultural yang tidak ditemukan oleh bangsa arab dalam lingkungan mereka sendiri. percampuran bahasa utama dengan bahasa kedua tersebut merupakan dari interferensi bahasa pada sisi kosakata, dan adanya perubahan sistem suatu bahasa sehubungan dengan adanya persentuhan bahasa tersebut dengan unsurunsur bahasa lain sehingga banyak kosakata dan bunyi ujaran yang tumpang tindih. dari fiqih lughah oleh abas, musytaq (2001: 149) menjelaskan bahwa ات في تشكيل ظاهرة لغوية معينة : اللغة الثانية أو عادة كالمية محددة بحيث تداخل ثالث لغ تنتج لغة ثالثة من اللغة األصل واللغة الثانية، فيتولد من خالل هذا االنضمام تداخل لغوي عرفة )تداخل اللغات)أو ) تراكب اللغات)القدامى بمصطلح جامع و سموه bahasa kedua merupakan dari bahasa ketiga yang saling tumpang tindih dalam pembentukan fenomena linguistik, lisan atau tertentu yang menghasilkan bahasa ketiga dari bahasa pertama dan bahasa bahasa kedua, maka pada hal ini, dalam 25 الرسم هو العلم بأصول كتابة الكلمات 26 adonis bukan nama asli, na ma aslinya adalah ali ah mad said. na ma tersebut di berikan oleh anton sa’adah pendiri ketua partai nasionalis sy iria pada tahun 1940. 124 istilah linguistik adalah (bahasa tidak teratur) atau (interferensi bahasa) 27 . percampuran antara bahasa pertama (l1) dan bahasa kedua (l2) menimbulkan bilingualisme bahkan multilingualisme bahasa, seperti halnya dengan bahasa arab, antara bahasa resmi dan tidak resmi, sebagaimana di jelaskan oleh yaqob, emil badi (1986: 145) : وجود لغتين مختلفتين le bilinguisme يقصد ب ازدواجية اللغة ومن دون الدخول في بحث المعايير التي بوساطتها . في آن واحد, أو جماعة ما, عند فرد ما فإن بعض الباحثين يرفضون . نستطيع أن نوّكد أو ننفي وجود االزدواجية بين لغتين معيّنتين الذي يستعمله كثير من اللغوين, استعمال مصطلح االزدواجية bahwa kehadiran dua bahasa yang berbeda ketika seseorang atau sekelompok orang, pada saat bersamaan, tanpa melakukan langkah pencarian karakteristik yang dapat diperkuat pada pengenalan atau menolak adanya duplikasi antara dua bahasa. beberapa peneliti menolak menggunakan istilah duplikasi, yang digunakan oleh banyak bahasa. hermawan, asep (2011: 31) mengungkapkan bahwa, pemerolehan bahasa asing bukan terjadi secara alamiah, tetapi terjadi karena “paksaan” yang membuat para pelajar harus berada pada nuansa baru dalam berbagai aspeknya baik itu struktur bahasa, kosakata dan pemaknaan bahasa, yang belum pernah ia peroleh di lingkungan keluarga dan masyarakat. dari bahasa utama yaitu bahasa indonesia. menurut ellis (1994: 15) “second language is a complex, multifaceted phenomenon and it is not surprising that is has come to mean different things to different peopl e”. bahasa kedua memiliki kompleksitas berbagai aspek dan multifarian dan bahasa kedua ini tidak mengherankan jika muncul makna atau arti yang berbeda bagi orang lain. bahasa arab merupakan bahasa asing, pemerolehan bahasa asing melalui proses yang sangat kompleks dan dimensi psikolinguistik serta sosiolinguistik. kemudian ellis, rod (1994: 3) pemerolehan bahasa kedua; “l2 universal grammar, l2 pragmatik, vocabulary, the role of input, the role of social factors, attitude, motivation, learner’s strategis ”. pemerolehan bahasa kedua, membutuhkan tata bahasa yang luas, kecakapan praktek, kekayaan kosakata, faktor sosial, sikap, motivasi dan strategi belajar. dimensi subtansi sistem bahasa asing (arab) tersebut yang mempunyai tingkat kompleksitas struktur sistem bahasa dan kontaminasi budaya di luar bahasa arab. kematian bahasa akan terjadi manakala faktor sosial lingungan sangat berperan penuh, sebagaimana yang diungkapkan oleh holmes, janet (2001: 56); “when, all the poeople who speak a language die, the language dies with them”. suatu bahasa akan punah manakala tidak dan jarang dipergunakan oleh penutur bahasa dan penutur itu akan kehilangan kemampuan bahasa tersebut. penggunaan bahasa asing hanya pada dataran kepentingan bukan pada kebutuhan individu yang selalu menjadikan bahasa asing sebagai alat komunikasi. sehingga pada dataran praktis individu dalam mengungkapkan dengan berbahasa asing masih mengalami kecemasan. kecemasan dapat menjadi penyebab perbedaan 27 hal bentuk penyimpangan dari norma -norma kaidah berbahasa yang baik terjadi dala m ko munikasi b ilingualisme sebagai hasil dari kea kraban mere ka dengan lebih dari satu bahasa. “language two”. (du lay, heid i and mariana burt, 1982: 99) 125 individual dalam capaian bahasa. menurut macintyre (1995) dalam zheng, ying. (2008) 28 menyatakan bahwa; argued that language anxiety constitutes part of social anxiety, which stems primarily from the social and communicative aspects of language learning. drawing largely upon the social dimension of anxiety, macintyre has long maintained that anxiety plays an essential role in language learning as a social cognitive activity. a recursive relation exists between anxiety, cognition, and behaviour. moreover, anxiety can interfere in all language acquisition stages: input, process, and output. in other words, understanding the causes and consequences of lang uage anxiety from a contextual point of view is vital in facilitating the language acquisition process and development. kecemasan bahasa merupakan bagian dari kecemasan sosial, yang terutama berasal dari aspek-aspek sosial dan komunikatif pembelajaran bahasa. menggambar sebagian besar pada dimensi sosial kecemasan, macintyre (1995), telah lama menyatakan bahwa kecemasan memainkan peran penting dalam pembelajaran bahasa sebagai aktivitas kognitif sosial. sebuah hubungan rekursif ada antara kecemasan, kognisi, dan perilaku. selain itu, kecemasan dapat ikut campu r dalam semua tahap penguasaan bahasa: input, proses, dan output. dengan kata lain, memahami sebab dan akibat kecemasan bahasa dari sudut pandang kontekstual sangat penting dalam memfasilitasi proses akuisisi bahasa dan pengembangan. sebagaimana penjelasan tersebut di atas, bahwa kecemasan bahasa asing (arab) di sebabkan oleh berbagai faktor yaitu, sistem bahasa, sosial lingkungan, komunikasi interpersonal, latihan bahasa, ujian, kecakapan berbicara. kecemasan tersebut dapat mengakibatkan pengalaman keberbahasaan asing sebelumnya di kelas bahasa, atau karena kekhawatiran tentang kekurangan dalam pengetahuan bahasa dan keterampilan. artinya, kecemasan bahasa bisa mempengaruhi prestasi pada pembelajaran, dan keterampilan yang tidak memadai dapat menimbulkan perasaan cemas, was-was, takut, dan hilang konsentrasi. individu akan merasa takut jika berbuat salah (melafalkan kalimat dengan salah) dan takut menjadi bahan ejekan audience (pendengar) yang melihat mereka berbicara dengan dengan bahasa kedua seperti bahasa arab karena belum sepenuhnya menguasai “cemas terlihat aneh, bodoh, tidak berkompeten di mata penonton.” sebagai hasilnya maka akan muncul perasaan was-was, takut, khawatir, dan rendah diri. sehingga masyarakat mengatakan bahwa belajar bahasa asing (arab) atau kedua adalah selalu menjadi masalah, masalah bahan ejekan, penghinaan, bahkan bahan tertawa. kecemasan berbahasa asing (arab) saling keterkaitan dengan aspek motivasi. karena dengan adanya motivasi seseorang atau individu akan mempunyai dasar keyakinan, tujuan dan kepercayaan diri untuk bisa berbahasa arab. menurut pakar psikologi, mc donald (1959) dikutip oleh (sadirman, 2001: 71) motivasi adalah perubahan energi dalam diri seseorang yang ditandai dengan munculnya “feeling” dan di dahului dengan tanggapan terhadap adanya tujuan. menurut gardner (2005) 29 bahwa motivasi berbahasa asing adalah as indicated in the figure, the model proposes that there are two primary individual difference variables involved in language learning, viz., ability and motivation. it is proposed that, other 28 zheng, ying.2008. anxiety and second/foreign language learnin g revisited. canadian journal for ne w schola rs in education. volu me 1, issue 1. http://files.eric.ed.gov/fullte xt/ ed506736.pdf 29 robert c. gardner.2005. integrative motivation and second language acquisition. london, canada. depart ment of psychology. the university of western ontario. http://publish.uwo.ca/~gardner/docs/caaltalk5fina l.pdf 126 things being equal, the student with higher levels of ability (both intelligence and language aptitude) will tend to be more successful at learning the language than students less endowed.similarly, other things being equal, students with higher levels of motivation will do better thanstudents with lower levels because they will expend more effort, will be more attentive, will be more persistent, will enjoy the experience more, will want more to learn the material, will be goal directed, will display optimal levels of arousal, will have expectancies, and will be more selfconfident with their performance. individu atau seseorang mempunyai motivasi dan dorongan yang kuat untuk bisa berbahasa asing meskipun dengan segala kondisi maka akan mempunyai kemampuan keberhasilan dibandingan individu yang tidak mempunyai keinginan dan motivasi, kemampuan dan motivasi. siswa dengan tingkat yang lebih tinggi dari kemampuan (baik kecerdasan dan bakat bahasa) akan cenderung lebih sukses dala m mempelajari bahasa dari siswa yang kurang dalam kognitif. sebaliknya, siswa dengan tingkat yang lebih tinggi motivasi akan melakukan lebih baik daripada siswa dengan tingkat yang lebih rendah karena mereka akan mengeluarkan usaha lebih, akan lebih perhatian, akan lebih gigih, akan menikmati pengalaman lebih, akan ingin lebih untuk mempelajari materi, akan menjadi tujuan diarahkan, akan menampilkan tingkat optimal gairah, akan memiliki harapan, dan akan lebih percaya diri. gardener (2005: 5-6) menyebutkan beberapa faktor kecemasan berbahasa asing (arab) yakni; language acquisition involves a number of factors, such as, for example: quality of instructionteacher, curriculum, and lesson plans . opportunities to use the language, socio-cultural milieu and expectations, student abilit-scholastic (intelligence) and language aptitude, student affectattitudes, motivation, anxiety, personality variables, learning strategies dalam pemerolehan dan proses kecemasan berbahasa asing a da beberapa faktor yakni, faktor sosio-kultural, faktor perbedaan individu, faktor konteks pemerolehan bahasa, dan faktor hasil belajar bahasa. lingkup sosio-kultural sangat mempengaruhi variabel kognitif dan sikap pembelajaran bahasa. variabel sikap mencakup, dorongan motivasi, kecemasan berbahasa, dan kepercayaan diri. variabel kognitif mencakup intelegensi, bakat berbahasa, dan strategi belajar bahasa. the fundamental model (gardner) 1 dalam motivasi pembelajaran bahasa asing, menurut gardner dan lambert (1959) sebagaimana dikutip oleh spolsky, bernard (1990: 149) “motivation come from attitude. attitude to the people who speak the target language, and attitudes to the practical use”. individu akan mempunyai motivasi dalam dan motivasi luar untuk belajar bahasa asing ketika individu tersebut mempunyai sikap keinginan yang kuat untuk belajar dan memahami tujuan belajar bahasa asing baik penggunaan teoritis maupun praktis. dorongan atau motivasi berbahasa asing (arab) selain menurut gardener (1959) educational setting cultural context ability motivat ion formal context informal context linguisti c outcome s nonlinguistic outcomes 127 tersebut di atas, dan berdasarkan hasil penelitian oleh ghenghesh, pauline (2010) 30 , menyatakan bahwa as there are a number of different factors that can have a motivational influence on students‟ during the course of their studies. in the eyes of the learners, the teacher is seen to be the key figure in determining the attitude to the language and in shaping motivation. therefore, the teacher has the complex task of generating initial student motivation and helping students maintain it. the teacher‟s support, enthusiasm, positive approach in providing a learning experience which is interesting is an important motivational component. sejumlah faktor dapat memiliki pengaruh motivasi pada siswa "selama mereka studi. di mata peserta didik, guru dan dosen dipandang sebagai tokoh kunci dalam menentukan sikap untuk berbahasa dan dalam membentuk motivasi. oleh karena itu, guru dan dosen memiliki tugas yang kompleks menghasilkan motivasi siswa dan membantu siswa mempertahankannya. dukungan, semangat, pendekatan sikap positif guru dan dosen dalam memberikan pengalaman belajar berbahasa asi ng. chaer (2009: 251) motivasi bahasa asing mempunyai dua fungsi, yaitu (1) integratif dan (2) instrumental. fungsi integratif, mendorong individu untuk mempelajari suatu bahasa karena ingin berkomunikasi dengan masyarakat penutur bahasa. sedangkan instrumental, dorongan motivasi karena tujuan bermanfaat memperoleh suatu pekerjaan dan mobilitas sosial. sebaliknya tidak ada tujuan dan motivasi, pencapaian kemampuan berbahasa asing tidak akan tercapai secara maksimal 4. kesimpulan dan rekomendasi 4.1. kesimpulan perkembangan dan dinamika bahasa kedua (second language) semakin berkembang dan semakin kompleksitas permasalahannya. perubahan fungsi bahasa bukan hanya sebagai symbol makna dan peranan bahasa itu sendiri. bahasa asing atau familiar disebut second language/l2 menempati posisi tersendiri dari bahasa utama suatu masyarakat yaitu pada dataran hanya bahasa kedua. berdasarkan pembahasan di atas maka bisa diperoleh beberapa kesimpulan, yaitu: 1) manusia diberikan anugrah oleh allah swt, memiliki sifat kejiwaan rasa cemas, khawatir, was-was, dan takut. kejiwaan tersebut bila di arahkan dan di bila bisa di manage ke arah yang positif maka akan menghasilkan yang positif (sebagai kontrol diri), namun sebaliknya jika rasa kecemasan tersebut mengarah ke negatif (lost control) maka akan menghasilkan yang tidak baik artinya akan membawa diri ke dampak penyakit jiwa (depressi dan stress) bahkan bunuh diri (gagal) 2) dalam pembelajaran bahasa asing (arab), peserta didik (individu) berlaku bagi semua individu akan mengalami rasa cemas, gugup, takut, was-was, bahkan stress, bila mana tidak siap dan tidak mampu berbahasa asing (arab), karena hal ini, bahwa bahasa asing merupakan bahasa kedua, dimana pemerolehan dan pembelajaran bahasa asing (bahasa kedua) membutuhkan sebuah proses. dan masyarakat mempunyai stigma tersendiri bahasa asing, serta mempunyai tujuan dan orientasi untuk belajar bahasa asing. 30 pauline ghenghesh.2010. the motivation of learners of arabic: does it decrease with age? journal of language teaching and research, vol. 1, no. 3, pp. 235-249, issn 1798-4769. may 2010 © 2010 a cadem y publisher manufactured in fin land 128 3) bahwa pemerolehan bahasa asing mempunyai faktor-faktor yang di pengaruhi oleh internal (individu-kejiwaan) dan eksternal ( pembelajaran, instrument, strategi, sosial dan budaya) 4) bahasa arab merupakan sebagai bahasa asing, di indonesia sebagai bahasa utama (bahasa ibu) yaitu bahasa indonesia, memerlukan ekstra lebih dalam pembelajaran bahasa arab. bahasa arab sangat kompleks dalam tata bahasa dan kosakata yang sangat beragam, kemampuan berbahasa asing (arab) merupakan kemampuan kecakapan lisan, tulis dan mendengar 5) bahwa motivasi merupakan unsur dan element yang fundamental dalam membangkitkan kejiwaan dalam proses pemerolehan bahasa asing (arab) dan pembelajaran bahasa asing (arab). motivasi tersebut di lakukan oleh dorongan individu sendiri maupun oleh penutur bahasa asing dan tenaga pengajar bahasa asing (arab) serta lingkungan sosial yang mendukung. 4.2. rekomendasi berdasarkan kesimpulan di atas maka rekomendasi yang penulis perlu sampaikan adalah sebagai berikut: 1. kecemasan bahasa arab pada proses pembelajaran bahasa bisa di atasi dengan berbagai metode pembelajaran bahasa yang menekankan kepada aspek kejiwaan (psikologis) peserta didik. bukan karena paksaan dengan berbagai sistem pendidikan, melainkan karena minat dan bakat. 2. pada proses pembelajaran bahasa asing (arab) mengedepankan rasa kekeluargaan, menyenangkan dan dengan metode yang tepat. sehingga peserta didik merasa nyaman (comfortable) dengan bahasa arab 3. guru atau dosen mengedepankan motivasi kepada peserta didik, bukan menekankan (stressor) dengan seperangkat sistem pendidikan kepada peserta didik sehingga akan membawa dampak yang tidak diinginkan. oleh semua pihak. 5. daftar pustaka adonis (ali ahmad). 2007. arkeologi sejarah pemikiran arab-islam. yogyakarta: lkis. volume 2 ahmad hidayat, asep.2009.filsafat bahasa.bandung: pt remaja rosda karya ali, attabik. 2003. kamus inggris-indonesia-arab. 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(issn: 1545-1003). 2. pdf shri, richa. senior lecturer, department of pharmaceutical science, punjabi university, patiala, india. retrieved from http://bsris.swu.ac.th/journal/i5/page100-118.pdf strongman, kt.1995. theories of anxiety. new zeeland, international journal of psychology. vol 24 no 2.december tanveer, muhammad. 2007. investigation of the factors that cause language anxiety for esl/efl learners in learning speaking skills and the influence it casts on communication in the target language, dissertation, (university of glasgow, 2007), p. 4 pdf zheng, ying. 2008. "anxiety and second/foreign language learning revisited."cjnse/rcjcé 1.1 volume 1, issue 1. http://files.eric.ed.gov/fulltext/ed506736.pdf referensi arab ٩٤٧ص.القاهر. دارالحديث. مقايس اللغة. ٨٠٠٢.أبو الحسين أحمد بنزكريا ٩٢٧. ص. ٥٠جزء . بيروت لبنان. دار الكتب العلمية. لسان العرب. ٨٠٠٧. بن منظور لبنان.بيروت.دارالكتب العلمية.المعجم المفصل في علوم اللغة األلسنيّات.٨٠٠٥.إميل يعقوب لبنان.بيروت.دارالعلم للعالمين . فقة اللغة العربية و خصائصها.٥٧٢٨.---------- ٥٧ص .الكويتة. عمل المعرفة. مرض القلق.٥٧٧٠. شيهاناقيد .د تقييم مواقع تعليم اللغة العربية لغير الناطقين بها على الشبكة . ه ٥٤٩٤ .الصرامي سعد بن الرحمن عبد المملكة العربية السعودية. العالمية في ضوء المهارات اللغوية .الرياض. فهرسة مكتبة الملك فهد الوطنية أثناء التسر.عامةاكتساب اللغة الثانية مقدمة . ٥٤٩٠. ماجد الحمد .بيروت لبنان.دار الكتب العلمية.معجم المفصل في فقة اللّغة. ٨٠٠٥. مشتاق عباس معن http://leighcherry.wikispaces.com/file/view/anxiety+and+language+achievement+--+horwitz.pdf http://leighcherry.wikispaces.com/file/view/anxiety+and+language+achievement+--+horwitz.pdf http://bsris.swu.ac.th/journal/i5/page100-118.pdf http://files.eric.ed.gov/fulltext/ed506736.pdf 131 بيروت لبنان. دارالفكر. جامع الدروس اللّغة الربية. ٨٠٠٢. مصطفى الغاليني بكل من فاعلية الذات و مستوى الطموح االكديمى قلق المستقبل و عالقتة. ٨٠٥٥ .نفين عبد الرحمن المصر الرسالة استكماال لمتطلبات الحصول على درجة . لدى عينة من طلبة جامعة األزهر بغزة في قسم علم النفس بكلية التربية بجامعة األزهر بغزة وزارة التعليم العالي ( بحث تكميلي)الماجستير تعليم اللغة العربية قسم علم اللغة التطبيقي جامعة اإلمام دمحم بن سعود اإلسالمية معهد . lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 148 indonesian female writers’ perspective toward acehnese women: a gynocritic study herman rusli*, maya safhida, nira erdiana, wildan faculty of education and teacher training universitas syiah kuala, banda aceh, indonesia herman_rn@unsyiah.ac.id article history: submitted on 4th june 2022; accepted on 21th june 2022; published on 30th june 2022 abstract this article is a study of the thoughts of indonesian female writers towards acehnese women as reflected in the literary works they produce. the objects used are the novel perempuan keumala by endang moerdopo (2008) and the novel seulusoh by d. kemalawati (2006). these two novels were chosen because the background story is about aceh, the characters in the novel are acehnese women. so far, it is difficult to find female indonesian writers who highlight the social life of the female acehnese in their stories. thus, this study can be used as the basis for literary criticism in the field of acehnese gynocritic feminism. this study uses a descriptive qualitative approach. text analysis using gynocritic literary criticism. this theory was popularized by showalter (1981 and 2000). the results of the analysis reflect the thoughts of acehnese women writers on the figures of acehnese women and acehnese women in the view of women authors outside aceh. the focus of the analysis includes (1) female biological elements; (2) female psychological elements; (3) female language; and (4) female culture. the results of the study show that acehnese women in acehnese women's literary works tend to appear as feminine figures, but are also brave, responsible, and have high social sensitivity. as for acehnese women, in the eyes of women outside aceh, they are described as brave, hard, responsible, and have a heroic spirit. keywords: acehnese women, indonesian female writers, gynocriticism, feminism. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 mailto:herman_rn@unsyiah.ac.id lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 149 introduction elaine showalter (1941) in her book a literature of your own (1981) coined the term gynocriticism to describe literary criticism based on a feminine perspective (li rui & bu yu-wei, 2016). showalter notes gerda lerner's explanation that “history must include an account of the female experience over the time and should include the development of feminist consciousness as an essential aspect of women's past.” (showalter, 2020). at that time, this british scholar conducted research on the writings of virgina woolf (1957) helene cixous (1976) by looking at the concept and feminine characteristics in the writings of female authors. there was a hope that emerged at that time, that women's novels were expected to portray the true feminine values they raised. the same thing was expressed by junaidi (junaidi, 2018). according to him, literary works have a role to build gender equality (junaidi, 2018). from here a new theory developed in the study of literary criticism, namely seeing women in the view of female authors (aprilia et al., 2016). there are two terms that appear in women’s literary criticism or known as feminist literary criticism, namely (1) seeing the female figure from the male author’s point of view; and (2) looking at women from the point of view of female authors (rusli, 2018; wiyatmi, 2018). the assumption is that many male authors tend to subordinate women in their works (asih, 2018) so it is important to look at the views of female authors on female figures as well. in indonesia, the research on feminist literary criticism is intensively wiyatmi. from the results of her research on many novels in indonesia, wiyatmi has produced a book criticism of feminism literature, its theory and application in indonesian literature (wiyatmi, 2012). in her book, wiyatmi expresses his hopes for literary criticism of feminism as an effort to express the oppression that occurs to women in the languages of the authors. in addition, the emergence of women’s names as winners of national level novel competitions makes the assumption of many critics that the future of indonesian novels is in the hands of women so that gynecological studies will be more interesting and important (rismawati et al., 2018; rusli, 2018; wiyatmi, 2018). so far, no serious research has been found on the study of feminism in literary works that highlight acehnese women. in fact, the figure of acehnese women is the inspiration for the women's movement in indonesia and perhaps also in the world (rusli, 2010). this can be seen in several works of literature that (1) the first female admiral in the world came from aceh, namely laksamana malahayati; (2) the female hero who did not know how to give up against the invaders was cut nyak dien, from aceh; (3) aceh has been led by four successive female kings, namely sultanah tajul alam syafiatuddin syah, sultanah nurul alam naqiyatuddin syah, sultanah inayat zaqiyatuddin syah, sultanah keumalat syah (baqi, 2020; mutiarasari, 2021; http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 150 rusli, 2018; velarosdela, 2021). based on the facts above, it is certainly important and interesting to examine the figure of acehnese women in novels written by women in indonesia. how do indonesian authors position acehnese women in their works? how do female authors see the role of acehnese women in their works? these two basic questions will lead to the study of gynocritical literary criticism of novels written by women authors feminist literary criticism has emerged since the feminist movement began to echo (buana, 2009). as is well known, the feminist movement first emerged in the united states on the view of the need to promote equality between women and men (djajanegara, 2000; tong, 2008; zoirova, 2022). the feminist movement which initially took place practically shifted through the literacy movement. he appears in writings that try to promote equality between women and men. this movement then became part of literary criticism when the text being studied was a literary text (aprilia et al., 2016; wiyatmi, 2012). gynocritical studies also arise because of the idea that women should be equal to men, including in writing (mulyani, 2020; priyatna et al., 2019). at first, gynocriticism tried to examine gender equality, but in its development, gynocriticism revealed women’s internal awareness of women themselves (hayati & adek, 2019). another writer, annette kolodny, published an article entitled some notes on defining a feminist literary criticism (1975). kolodny said that the context of applying feminist astra criticism includes (1) all kinds of criticism written by women regardless of the theme of the writing; (2) all kinds of criticism written by women on men’s works with a political or feminist point of view; and (3) any criticism written by women on the work of women or women writers in general (nugraha & suyitno, 2022). in particular, kolodny mentions that women’s writing has its own characteristics when it comes to women’s writing compared to men’s writing (kolodny, 1975). not long after, showalter appeared to emphasize that women who write about women can be used as literary criticism in their own right (showalter, 1981). he said self-criticism against women who wrote about women was gynocritical literary criticism. in other words, gynocriticism is the view of women from the perspective of female authors (li rui & bu yu-wei, 2016; showalter, 2020). in his work a literature of your own (li rui & bu yu-wei, 2016), showalter provides a gynocritic review in four perspectives, namely (1) women’s writing on women’s physical (biological) elements; (2) women’s writing of women’s languages; (3) women’s writing on women’s psychology; and (4) women’s writing on women’s culture (showalter, 1981). showalter’s opinion became the starting point for gynocritical literary criticism throughout the world, including in indonesia (purnamasari & wardarita, 2020). the four things that are described by showalter can be illustrated in http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 151 the following diagram. chart 1: showalter diagram so far, one of the researchers who are serious at conducting about gynocritical studies in indonesia is wiyatmi. she is a lecturer of yogyakarta state university who anayzes novels written by female authors in indonesia published in 2000-2010. she posited that indonesian female writers are trying to deconstruct the patriarchal system and are trying to find the identity of indonesian women through literary works (wiyatmi, 2012; wiyatmi et al., 2017). furthermore, she revealed that female authors like to talk about same sex in their novels (wiyatmi, 2018). another study on gynocritic conducted by aprilia, et al. with the novel pengakuan eks parasit lajang written by ayu utami (aprilia et al., 2016) the results of their research showed that the writer of this novel is very vulgar when she posited about sex in her novel so that this novel is not suitable for children or even youth readers (aprilia et al., 2016). a different opinion was expressed by intan purnamasari in her analysis of the novel namaku teweraut by ani sekarningsih (purnamasari & fitriani, 2020). purnamasari’s research results showed that the writer has succeeded in using women’s language in describing the anxiety of women, even when describing the biological elements of women (purnamasari & fitriani, 2020). based on the relevant studies above, gynocritic literary criticism is seen as self-criticizing female authors (purnamasari & wardarita, 2020; rusli, 2018). furthermore, gynocriticism can be used as glasses in seeing women’s perspectives on female figures (wiyatmi et al., 2017). in indonesian literature, gynocritical studies have become increasingly interesting since the 2000s with the emergence of indonesian female authors such as ayu utami, dewi sartika, ratih kumala, fira basuki, djenar maesa ayu, oka rusmini, clara ng, and even dee (dewi lestari) and abidah el khalieqy (mahayana et al., 2007; pradopo, 2002; wiyatmi, 2018). moreover, the emergence of these female authors tends to position women as the center of the story in the novels they produce. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 152 it is undeniable that literary works are born from imagination that can move from everyday experiences (mahayana, 2007; nurgiyantoro, 2018; pradopo, 2002; sudjiman, 1992). that is, a literary work is a mirror of real world life (teeuw, 2003).. thus, gynocritic studies will be a mirror to see the perspectives, ways of thinking, and language of female authors when talking about women in their works as virginia woolf revealed that women in the real world can be an inspiration in the world of literature (mukhlis & herman, 2021; nugraha & suyitno, 2022). method this study belongs to the type of qualitative research because the data used is language text in the form of words, phrases, and sentences, not in the form of numbers (moleong, 2017; sugiyono, 2013). the linguistic text that is the source of the research data is in the form of narration and dialogue in novels written by indonesian women writers. the novels chosen were contemporary novels that raised aceh in the setting of their stories or used acehnese women as characters in the stories written. in other words, this research is part of the study of literary texts which will be analyzed from the point of view of the sociology of literature (damono, 1979; faruk, 1994; herman & idham, 2018). the novels used as data sources for this research are seulusoh (kemalawati, 2006) and perempuan keumala (moerdopo, 2008). the qualitative approach is seen as an artistic approach, because the research process is artistic (less temporal) and is referred to as an interpretive method on the grounds that research results are more related to interpretation (iskandar et al., 2021; mukhlis & herman, 2021). the results of the analysis will eliminate problems that were previously considered complicated in understanding the content of the work because there are already explanations, descriptions, and even interpretations. in interpretation, a hermeneutic approach is used (palmer, 2005; wachid, 2015). this is in accordance with the function of hermeneutic theory, namely (1) as a theory of interpretation of scripture, (2) as a philological method, (3) as a science of linguistic understanding, (4) as a geisteswissenschafi methodology, namely trying to obtain the meaning of human life as a whole, (5) as a phenomenology of dasein and existential understanding, and (6) as an interpretation system (harun, 2012; mukhlis & herman, 2021a). hermeneutics is also a geisteswissenscalfthen method, namely the method of all social sciences and humanities in expressing human mental life, such as history, written law, works of art, and literary works (dilthey, 1966; mukhlis & herman, 2021b). in detail, this research begins with (1) reading novels that have been designated as research data sources; (2) marking the gynocritical part of the novel that is read using the coding method (saldana, 2009); (3) create a data http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 153 corpus according to showalter’s gynocritic analysis (showalter, 2020); (4) describe and analyze the data that has been entered into the data corpus; (5) conclude the findings/research. chart 2: research methodology flow chart findings and discussion some literary researchers think that gynocriticism seeks to promote gender equality (li rui & bu yu-wei, 2016; showalter, 2020; wiyatmi et al., 2017). this research tries to deny this assumption for a moment, but tries to focus on true gynocritic work, namely seeing the picture of women from the perspective of female authors without trying to make equalization. if in the analysis there is a picture of equality, it is a finding or reality of the data, not a forced interpretation. the focus of gynocritics in this study refers to (1) writing the biological elements of women; (2) women’s psychological elements; (3) elements of women’s language; and (4) writing of women’s cultural elements (showalter, 1981); (rusli, 2018). as mentioned at the beginning of this article, there are two novels presented as data sources, namely seulusoh (kemalawati, 2006) and perempuan keumala (moerdopo, 2008). the novel seulusoh is a literary work born from an acehnese woman author. kemalawati, the author of this novel is an acehnese woman writer who is productive in producing literary works in the fields of poetry and prose. this novel was published by lapena in 2006. this novel tells about the struggle of acehnese women during the tsunami. the main character is meulu, a teenage girl who has to fight to save herself during the earthquake and tsunami. at the same time, he must save a mother who is about to give birth. armed with a spell (seulusoh) that he had received from http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 154 nek pi’ah, the figure of meulus tried his best to help the mother character give birth. in simple terms, this novel portrays the survivors of acehnese women during the tsunami. the other novel, perempuan keumala, is a novel that portrays the figure of acehnese women through the character of malahayati. this novel tells the story of admiral laksamana malahayati, the world’s first female admiral. as recognized by the author (sudrajat, 2017), the novel perempuan keumala was fully inspired by the struggle of laksmana malahayati. the author of this novel immediately conducted a survey of the figure of admiral malahayati, starting from the tomb to several references in aceh and malaysia. thus, this novel is the story of acehnese women from the point of view of javanese women. writing the biological elements of women many people think that male writers tend to be too vulgar when writing female physical parts (junaidi, 2018). therefore, it is necessary to see how female authors describe the female figure in their essays. this study shows that the language style of acehnese women authors is not much different from women from outside aceh when describing women in the novels they write. the data found from the novel seulusoh and the novel perempuan keumala show that the authors try to describe the biological elements of women based on the sense of sight, but not based on visible noun attributes, but with metonymic words. table 1: women’s writing on women’s biological elements seulusoh perempuan keumala telinga ibu yang awas semakin tajam menampung suara-suara (p.15) [the mother’s watchful ears are getting sharper to accommodate the sounds] (p.15) wajahnya sangat cantik. anak-anak rambut halus yang menutup tipis kening, membuat kecantikannya semakin sempurna (p.24) [her face is very beautiful. the smooth hair that covers her forehead makes her beauty even more perfect] (p.24) “kulihat nek pi’ah tergopoh-gopoh datang dari ujung kuala. kakinya yang tipis dan penuh kerutan seakan tak menjejak tanah, demikian kala ia memaksakan tubuh rentanya berjalan terburu-buru”. (p.17) ["i saw grandma pi’ah rushing to come from estuary. her thin and wrinkled legs don't seem stepping the ground when she forces her frail body to walk in a hurry.”] (p.17) tampak lesung pipi diujung bibir sebelah kanan. kulitnya kuning langsat, perawakannya tinggi langsing semampai tidak seperti layaknya orang pribumi nanggroe. tinggi badannya membuat perempuan yang satu ini seakan lebih pas jika berasal dari konstantinopel, dibandingkan dari daratan nanggroe (p.25) [a dimple appears on the right side of the lip. his skin is light yellow, his stature is tall and slender, not like the native nanggroe people. her height makes this woman seem more fitting if she comes http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 155 from constantinople, than from the mainland of nanggroe] (p.25) “tubuh nek pi’ah yang kurus dan tipis mereka tuduh akibat dari profesi yang dilakoninya” (p.44) [“grandmother pi'ah's skinny and thin body they accuses as the result of her profession."] (p.44) pocut limpah terkejut melihat penampilan keumala yang kurus kering dan pucat. (p.136) [pocut limpah was surprised to see keumala's emaciated and pale appearance.] (p.136) “sejak aku mengenal nek pi’ah wajahnya bersih tapi semua serba tipis dan penuh lipatan tubuhnya jauh dari berkulit kencang atau penuh berisi”. (p.44) ["since i got to know grandma pi’ah her face is clean but everything is thin and full of folds, her body is far from tight or full skinned."] (p.44) pocut limpah mendukung keumala, membaringkan tubuh yang kini kurus kering itu ke tilam, kemudian menyelimutinya. (p.141) [pocut limpah supported keumala, laid the now emaciated body on the mat, then covered her.] (p.141) “aku baru sadar kalau tubuhku hanya seperempat bagian di bawah leher yang berada di atas air… (p.82) ["i just realized that my body is only a quarter below the neck above the water…] (p.82) diusapnya wajah yang terpantul di hadapannya. tulang pipi menonjol dengan gurat hitam pekat di bawah matanya. (p.148) [he rubbed the face that reflected in front of him. the cheekbones stand out with a jet black line under the eyes.] (p.148) the findings of the data above show that the novel seulusoh prefers to play with figure of speech when talking about the physical part of women. words such as sharper, thinner legs, slender and thin body due to profession, full of folds, quarter parts are a style of language that is often used by authors when describing certain physical parts of female characters, both old women and young women. this shows that the novel's author tries to play in a beautiful language, not vulgar, and not too explicit to reveal women’s biology. on the other hand, the author of perempuan keumala has repeatedly described the physical parts of keumala’s character with a more explicit vocabulary. the description of the condition of being thin is used repeatedly with the same vocabulary (see pages 141, 148, etc.). the way the author describes the biology of female characters is sometimes through dialogue or statements from other characters. this can be considered as a narrator technique used by the author of perempuan keumala in order to free herself as an author so as not to be trapped as a character. however, the author moerdopo did not play with the style of language as kemalawati did. this condition provides an understanding to the audience that acehnese women authors prefer to play with words or language style, while javanese women authors tend to speak as they are. the biological depiction of women in the novel seulusoh is carried out by the author through dialogue. several times the author of this novel uses http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 156 other characters to reveal the physical parts of other characters, both the interlocutor and the characters present in the dialogues of the characters. this is as shown in the table above, the character aku tries to describe the character of nek pi'ah in his dialogue. the thing that is slightly different in the novel perempuan keumala is that the author's physical depiction of the character is done implicitly. the role of the author as a narrator is always present to describe the physical condition of the characters. although in the narration, the author also uses certain characters to describe the physical appearance of other characters, the disclosure is done in the form of narration, not dialogue as in the novel seulusoh. writing of women’s psychological elements in simple terms, there are many assumptions that women understand the psychology of their people better. so, how do women discuss women's psychology through their writings? in the context of literary works, psychological reviews of characters cannot be separated from feelings and thoughts, including characters (minderop, 2010; nurgiyantoro, 2018). the results of reading the novel seulusoh and perempuan keumala show that women are psychologically described as creatures who are always filled with fear, resentment, guilt, shame, but also full of responsibility. table 2: women’s writing on women’s psychologi elements seulusoh perempuan keumala “suara elang yang mengalahkan derum pesawat terbang itu benar-benar membuat ibu tak mampu menahan rasa kesalnya.” (p.15) ["the eagle's voice that beats the sound of the airplane really makes mother unable to contain her annoyance."] (p.15) keumalahayati tersentak juga dan segera merunduk hilang daya. wajahnya memerah, panas, dan tak sanggup ia untuk mengangkatnya. (p.46) [keumalahayati gasped as well and immediately ducked down and lost power. her face was red, hot, and she couldn't lift it.] (p.46) “mereka mengaduk aduk perasaanku dengan irama mistis, mengurangi bayang-bayang buram di kelam masa lalu.” (p.16) ["they stir my feelings with mystical rhythms, reducing the blurry shadows of the dark past."] (p.16) matanya memanas, dan tak terasa genangan air mata telah penuh tak terbendung mengalir dari kedua pelupuk mata yang telah bercelak cantik… (p.90) [his eyes were hot, and he didn't feel the pool of tears had been full of unstoppable flowing from the two eyelids that had been blemished beautifully…] (p.90) “ibu tak bisa menghilangkan rasa ngerinya melihat ombak bergulung-gulung memecah pantai.” (p.30) entah mengapa hatinya bergetar dan muncul rasa ketakutan yang teramat sangat. keumala bergidik dan berusaha menghindar dari rasa takut yang menyelimutinya (p.118) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 157 ["mother can't help but feel horrified at the sight of the waves crashing against the shore."] (p.30) [for some reason his heart trembled and there was a feeling of extreme fear. keumala shuddered and tried to escape the fear that enveloped her] (p.118) aku menangis sejadi-jadinya. bapak dan ibu hanya memandangku tak berdaya. (p.33) [i cried profusely. mom and dad just looked at me helplessly.] (p.33) keumala tertawa lagi. bahagia hatinya melihat putri kecilnya sangatlah tajam daya pikirnya. (p.123) [keumala laughs again. happy to see his little daughter is very sharp thinking power.] (p.123) the data above shows that the figure of acehnese women in the eyes of the acehnese women writers themselves tend to be brave, even though there are feminine traits such as fear, sadness, and shame. the courage of acehnese women contained in seulusoh is not the courage of women war fighters, but the courage of ordinary women, who come from villages, but have a passion for saving the lives of others. herein lies the success of acehnese women authors in describing the psychology of women in the land of sserambi mecca. slightly different from this view, in the novel perempuan keumala, it is found that the courage of acehnese women tends to appear when dealing with invaders or on the battlefield. meanwhile, when the woman is carrying out her daily life at home and in the community, the figure of the acehnese woman is described as a weak woman and is often in anxiety, worry, fear. this perspective emerges from women writers outside aceh. it is not known for certain whether the author has done definite research on the psychology of acehnese women or perhaps he is just trying to integrate the psychology of women in general, including javanese women, into the acehnese women characters he uses in his novels. in addition to the above feelings that often appear as part of the psychological element of women, seulusoh also describes the curiosity of acehnese women through the figure of meulu. this curiosity gives a signal that acehnese women tend to be brave and smart so they like new things and want to practice them. this is just like what meulu did when she secretly memorized a spell a decade ago. on another occasion, melu was always curious about the dead in the condition of a gaping hole and splattered blood. this curiosity is a psychological form of acehnese women described in the novel seulusoh. because at that time i was young, i didn’t get any clarity as to why someone died with a gaping hole and blood splattered so i always thought that death was always a hole and blood." (seulusoh, p.20) http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 158 as seen in the novel quote above, the author of the novel seulusoh uses the first person point of view “i” in delivering the story. my character is described as having a strong psychology, full of curiosity, and sensitive to the environment. the psychological depiction technique in seulusoh's novel is done explicitly. my character tends to act as the narrator as well. meanwhile, the novel perempuan keumala uses a third person point of view. the author only acts as a narrator, while the main character is actually depicted as a stand-alone figure, not a storyteller. the technique used makes the psychological depiction of the female character in the novel seem implicit. psychologically the main character is described by the author as someone who is tough and responsible. on the other hand, the main character acts as a person who describes the psychology of other characters. this technique is a bit complicated in the process of writing literary works. however, moerdopo managed to do so in the novel perempuan keumala. writing on women’s language as discussed by many critics, talking about women’s creative writing about women is very interesting. in this paper there are many values that can be studied, there are many thoughts that can be sought. therefore, the language of women in writing female figures is the most important part in literary criticism (rusli, 2018). in simple terms, du plesis states that women's language tends to be soft, wet, fuzzy, contained, extraordinary, but also sometimes swirls or is not direct in meaning (purnamasari & wardarita, 2020). thus, the analysis of women’s language in the novels of seulusoh and perempuan keumala is a description of acehnese women and women outside aceh against women in general. table 3: women’s writing of women’s language elements seulusoh perempuan keumala “nenekku dan nek pi’ah sering bercerita tentang anak toke ma’e. tentang keberaniannya semenjak kecil mengarungi lautan, tentang ia yang ia yang tak pernah mengaji qur’an…” (p.19) ["my grandmother and grandma pi'ah often tell stories about toke ma'e's child. about his courage since childhood to sail the sea, about him who never recited the qur'an…”] (p.19) “assalamu’alaikum wa rahmatullahi wa barakatuh, mohon maaf duli paduka baginda sultan alaiddin riayat syah al mukammil. mohon ampun atas kelancangan tuan pada duli paduka.“ (p.87) ["assalamu'alaikum wa rahmatullahi wa barakatuh, i'm sorry duli your majesty your majesty sultan alaiddin riayat syah al mukammil. please forgive me for your rudeness to duli your majesty.”] (p.87) bapakmu menikah dengan ibumu tapi toke ma'e tetap pada kemauannya bahwa putranyalah “camkan benar dalam hatimu, anakku, menjadi pemimpin bukan untuk mengajar kepentingan pribadi dan harga diri. tetapi, pemimpin http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 159 yang berhak atas ibumu. (p.58) [your father married your mother but toke ma'e still insists that his son is entitled to your mother.] (p.58) sejati harus memiliki jiwa untuk melayani negeri.” (p.121) [keep it true in your heart, my child, being a leader is not to pursue your self-interest and self-respect only, but a true leader must have a soul to serve the nation” .] (p.21) yang membuat ibu rela melepaskanmu adalah karena ia masih menjunjung tinggi nilai-nilai budaya kita. (p.71) [what makes mom willing to let you go is because she still upholds our cultural values.] (p.71) “satu purnama sudah kita berlatih dengan susah payah di tempat ini dengan satu tujuan…ialah kebenaran. jangan kalian urung niat di tengah jalan. pilihan telah dijatuhkan, kita harus terus maju bersama untuk membela suami tercinta dan darah nanggroe yang ada di dalam dada.” (p.197) [“we have been training hard for a full moon in this place with one goal…is the truth. don't give up in the middle of the road. the choice has been made, we must move forward together to defend our beloved husband and the blood of nanggroe that is in our chests."] (p.197) the language of the spirit and motivation of the female character appears to be stronger in the novel perempuan keumala. firm, bold, motivational languages often emerge from female characters in novels written by moerdopo. this shows that thoughts of writers from outside aceh towards women as fighters, heroes, as well as inspiration. that acehnese women are women who are always ready to fight in various conditions, even though their husbands have left them (see p.197). the courage of other acehnese women can be seen in the novel seulusoh, a novel written by the acehnese author himself. however, the women’s languages that appear in the novel seulusoh are not as loud as in the novel perempuan keumala. the female character in seulusoh’s novel is still seen as a woman who is gentle, obedient to her parents, and tends to get hurt easily. the interesting thing about these two novels in their depiction of women’s language is the matter of etiquette and manners. the acehnese female characters who are present in the novels seulusoh and perempuan keumala are described as acehnese female characters in general, close to religion, obedient to elders, and always prioritizing adab in speaking. ethical values in speaking are very important, because from here the readers can know the character of acehnese women in general. the dialogue quotes in seulusoh's novel show that the language of adult women tends to contain advice. when the character nek pi'ah tells the story of another character to the main character (i), the values of spirit and courage are instilled in simple, dense, and inspirational language. the author of perempuan keumala did the same thing during the dialogue between a mother http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 160 and her daughter. her mother’s language is firm and always instills enthusiasm in her daughter named keumala (see quote on page 121). women’s cultural writing the writing of women's culture in this study is related to the that contained in the lives of local communities (purnamasari & wardarita, 2020; rusli, 2010; rusli, 2018). this means values in the life of the acehnese people. women's culture is related to habits or daily life, beliefs (myth), and religion. the data in the novel seulusoh and the novel perempuan keumala related to women's culture can be seen in the following table. table 4: women’s writing on women’s culture seuluso h perempuan keumala habit trust religion habit trust religion “bagi mereka seekor elang membaca keumalahayati, kepekaan membaca yang tinggal memberikan doa, selain istri batin mulai doa, di sekitar pertanda memberi panglima terusik ketika memberi pantai, dengan hilir salam. armada selat suara parau salam, ranting dan mudik seperti malaka, ia elang hitam ibadah potongan sedang [reading sendiri menjabat raksasa itu rutin kayu mencari prayers, sebagai memecah berharga sesuatu. (p.14) greetings] komandan kesunyian [reading sebab mampu protokol bumi… prayers, menghemat [an eagle kerajaan darud disambut greetings, pengeluaran gives a signal donya aceh lolongan regular untuk by going back darussalam. anjing dan worship] membeli and forth like (p.64) gemuruh bahan it is looking suara kepakan bakar.” (p.13) for [keumalahayat i, sayap ribuan something.] in addition to burung yang [“for those who (p.14) the wife of the terbang dari live near the commander of atas pucuk coast, twigs and the malacca randu.(p.56 pieces of wood straits fleet, 57) because they the protocol [sensitivity save money on commander for began to be fuel.”] (p.13) the kingdom of disturbed darud donya when the aceh croaking darussalam.] sound of the (p.64) giant black http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 161 eagle broke the silence of the earth… it was greeted by the howls the culture of daily life, starting from the household, socializing with friends, and belief in natural signs appears more often in seulusoh's novel than in the novel perempuan keumala. as for the novel perempuan keumala, the daily habits of acehnese women are highlighted as career women, namely careers in the world of war. the mystical culture such as believing in signs from nature appears in these two novels. however, cultural values in the form of religion are stronger in the novel perempuan keumala. in this novel by women from outside aceh, all the worship activities of the acehnese people are more powerful and detailed than seulusoh’s novel. in short, it can be said that the novel perempuan keumala has succeeded in comprehensively raising the culture of acehnese women in the past. look at the following quote from seulusoh’s novel. “for those who live near the coast, twigs and pieces of wood are valuable because they save money on fuel.” (p.13) this quote shows the culture of acehnese women about two important things: (1) a simple life using wooden sticks as fuel in the kitchen; and (2) how to save as a picture of that simple life. the culture of acehnese women in the quote above is a reflection of the social and cultural values of the acehnese people in general, regarding households, everyday attitudes, and the simple character of life. now consider the following quote from the novel perempuan keumala. "... after that, immediately pray, after sunset we will gather here again... (p.201) subconsciously his lips chanted a prayer in a hissing voice that echoed strongly in his chest.(p.204) the quote above shows the condition of acehnese women in religious culture. that islam and aceh are like two sides of a coin that cannot be separated, this appears in the novel perempuan keumala written by a javanese author. this is interesting. this means that the author of the novel perempuan keumala, although not an acehnese, still puts forward the daily culture of acehnese women. this research on the culture of acehnese women is what makes the novel perempuan keumala truly describes the real conditions of the http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 lensa: kajian kebahasaan, kesusastraan, dan budaya p-issn: 2086-6100 vol. 12 no. 1, january-june 2022, page 148-165 http://jurnal.unimus.ac.id/index.php/lensa e-issn: 2503-328x indonesian female writers’ perspective toward … herman rusli, maya safhida, nira erdiana, wildan doi: https://doi.org/10.26714/lensa.11.2.2022.148-165 162 cultural life of acehnese women from the past to the present. thus, moerdopo has succeeded in carrying out mimesis in the form of acehnese women’s culture into his novel. conclusion from the results of the discussion above, it can be concluded that the way acehnese women view them is not much different from women outside aceh. the female characters that appear in the novel seulusoh represent the thoughts of acehnese women writers on the relationship between women and nature, with the surrounding environment, with fellow human beings, and with god. all of these representations were illustrated through figure of speech. that is, acehnese female authors like to play with the style of language in their writing. this is slightly different from writers outside aceh. moerdopo’s novel perempuan keumala shows that javanese women always view acehnese women as heroes and inspirational figures. in their writings, writers from outside aceh often speak as they are, openly or not using figurative language, including when describing the biological elements of women. despite these slight differences, acehnese women are present in literary works as inspirational and motivational figures. these illustrations can be seen from the female characters in the two novels analyzed. to prove more accurate, of course, literary critics need to make a broader study of the gynocriticism of acehnese women in literary works. novels written by women from outside aceh, which talk about aceh are something that is very important to be researched in order to answer the journey of acehnese women in the past, present, and future, through published literary works. references aprilia, n., priyadi, t., & wartiningsih, a. 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(2022). a gynocritical approach in feminist research. journal of philological sciences, 03(01), 25–30. http://jurnal.unimus.ac.id/index.php/lensa https://doi.org/10.26714/lensa.11.2.2022.148-165 http://www.tokopedia.com/pustakapelajar1/buku-metodehttps://doi.org/10.21831/imaji.v4i2.6712 http://www.researchgate.net/profile/wiyatmi_wiyatmi/publication/3382534 microsoft word 8. artikel ilmiah sosiopragmatik _yunita_ http://jurnal.unimus.ac.id ��������� �� ������ ����� �� ��� �� ����� ��������� ����� ���� �� � ����� � � ��� ������ �� �� � � ��yunita�nugraheni������ � � ������ � ����������� � �� ��� ��������������������������� �������������������������������� ���������� �������� ����������� ���������������� ������������ �������������������� ������������� ���������� ���������������������������������������������������� ����������� �� ������ �������������������������� ���� ����������� ��������� ����������������������������� ����� � ��������!"#$� ������� ���� ��� �������� ������ ��� %��� ��� �������� ������ �� ��� ����������������� ��������������������& ����� ����� �����'����� %����������'�������������� ���'��������� ��� ���'�������� ������� ������'��������������(���������� � ��������������� ������������ ��������� ���� ������������ ��� ������ ���� ���� ��� � ����� ���� ��� �������������� ��� )�������*���� �������������� � ���'�� ��� ������� �������� � � pendahuluan� ������� �������� ������� ����� ���������� ����� � ����� ����� ����������� �������� ������� ������������� �� ���� ������ ����� )������������������������� ��������������������������������������� ����� ���� � ������ ����������������������������� �� ������+� ���������������� ��� ������������������������������������� �� ���� ,� ����������������� ������������������������������������������� ����� �������� ������ ������ �������� ���� ����� ��������� -�������� ������� ������������������������������������������������������������� ������ ��� �����������������������������,����� ������� ��� ������������������������ ������������ ��������� ������ ������� ����� ������� ��������� ��������� ����������� ������� ������� �������������������������������+��������������� �� ���������������������������������������������� ��� �� ��.��� ���/������� 0!"""*�123��������� ������ ������������������ ��������� ���������������������� ���� �������� ����� �� ������������ ���������� ����� ����� ����� ��� ��+���� ���������0/������ �!"""*�$43�� ,� ��� �� ������� ������ ��� ����� ��������� � �������� �� ������� ������������������������������ ����������� ������������������ ��������� �������� ��������� ����� ������� �����������������������������������& ��������� ��� ������ �� ������������������������ ������� ��������������� ����� ���������� m ������ �� ���� � � � ����� � �� � � ����� � ���� �� � � � ���� � ��� �� �� �� �� ����� �� ���� http://jurnal.unimus.ac.id 567���8� ����!�7�����9 �:� ��;�,��������94!! 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