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The Origin of Language – Classic Theories
1. Ding-Dong Theory
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Core Idea: Language arose because certain sounds were naturally connected to the essence of objects, actions, or feelings.
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Proponent: Max Müller (19th-century philologist).
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Examples:
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The word clang resembles the metallic ringing sound.
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Boom mirrors thunder or an explosion.
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Cuckoo named after the bird because its call resembles its name.
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In some languages, the sound /a/ is linked with openness (as in “ah”), while /i/ may suggest smallness or sharpness (as in “tiny”).
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Strengths: Explains sound symbolism (like gl- in English words “glow, glitter, gleam” suggesting light).
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Weaknesses:
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Cannot explain abstract words (justice, love, freedom).
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Relies heavily on intuition rather than scientific proof.
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Sound-meaning links vary across cultures and languages.
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2. Yo-He-Ho Theory
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Core Idea: Language developed from communal labor chants where rhythm and vocalization helped coordinate group effort.
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Context: Early humans working together in farming, hunting, or building may have synchronized movement with sounds.
Introduction to Linguistics by H. Moch. Imam machfudi, SS, M.Pd.,Ph.D
Moch. Imam Machfudi
UIN Kiai Haji Achmad Siddiq Jember
DOI: https://doi.org/10.35719/ukp.2
Synopsis
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UIN Kiai Haji Achmad Siddiq Jember
DOI: https://doi.org/10.35719/ukp.2
Synopsis
This book is mainly aimed at providing students in the English department with the knowledge of linguistics, or the study of language. There was quite an interesting experience when, one day last semester, I asked students if they had heard about the word “linguistics.” They showed different answers. One of the answers was “yes, we heard the word linguistics, but we don’t know the meaning.” Of course, this book won’t be explaining the meaning of linguistics ansich, but also the property of language, macro- and micro-linguistics, and the study of syntax, semantics, phonology, morphology, and pragmatics as well.
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Jalan Rizqi dari arah yang tidak disangka-sangka Khususon bagi True Believer-Mu'minan Haqqon
Kisah Sahabat Ali bin Abi Talib R.A yang sedekah dan kemudian mendapat rezeki dari menjual unta
Kisah Sahabat Ali bin Abi Talib R.A yang sedekah dan kemudian mendapat rezeki dari menjual unta adalah kisah yang sangat terkenal dan mengagumkan.
Singkat ceritanya, Sahabat Ali bin Abi Talib R.A bersama istrinya Fatimah R.Ha memiliki uang 6 dirham yang hendak dibelikan makanan. Namun ketika Sahabat Ali bin Abi Talib R.A dalam perjalanan hendak membeli makanan, ia bertemu seorang Badui yang meminta sedekah dan Sahabat Ali bin Abi Talib R.A memberikannya seluruh 6 dirham itu dengan ikhlas. Sahabat Ali bin Abi Talib R.A kembali ke rumah dengan tangan kosong, dan Fatimah R.Ha pun menangis melihat hal itu.
Kemudian Sahabat Ali bin Abi Talib R.A hendak menemui Nabi Muhammad ﷺ dan dalam perjalanan, ia bertemu seorang Badui lain yang sedang menjual unta seharga 100 dirham dan menjualnya dengan pembayaran tempo karena Sahabat Ali bin Abi Talib R.A tidak membawa uang. Sahabat Ali bin Abi Talib R.A menerima tawaran tersebut dan membawa pulang unta itu. Di tengah jalan, Sahabat Ali bin Abi Talib R.A bertemu seorang pembeli yang langsung membeli unta tersebut dengan harga 300 dirham secara tunai, sehingga Sahabat Ali bin Abi Talib R.A mendapatkan keuntungan berlipat.
Sahabat Ali bin Abi Talib R.A lalu membayar 100 dirham kepada si penjual Badui dan membawa sisa 200 dirham pulang untuk Fatimah. Rasulullah ﷺ pun menyatakan bahwa Sahabat Ali bin Abi Talib R.A sangat beruntung karena dia telah "mengutangi Allah" 6 dirham dengan sedekah ikhlas, sehingga Allah membalasnya dengan berlipat ganda. Badui pertama dan kedua tersebut dalam riwayat disebut sebagai malaikat Jibril dan Isrofil (atau Mikail) yang menguji dan memberikan balasan dari Allah SWT.
Kisah ini menunjukkan keutamaan sedekah yang ikhlas dan bagaimana Allah melipatgandakan rezeki bagi orang yang berharta di jalan-Nya dengan niat tulus.
Appraisal and ideology in students’ argumentative texts: An SFL study
Alhamdulillah sudah terbit di Jurnal SINTA 2. Barangkali Bapak dan ibu tertarik membaca dan bisa mensitasi artikel ini. Terima kasih.
Risdianto, F., Nugroho, H. A., Sunardi, S., & Arkida, T. (2025). Appraisal and ideology in students’ argumentative texts: a systemic functional linguistics study. JOALL (Journal of Applied Linguistics and Literature), 10(2), 558–586. https://ejournal.unib.ac.id/joall/article/view/40957
Appraisal and ideology in students’ argumentative texts: a systemic functional linguistics study
Risdianto, F. (2025). Appraisal and ideology in students' argumentative texts: a systemic functional linguistics study. Zenodo. https://doi.org/10.5281/zenodo.17109931
Abstract
This study aims to examine how students employ evaluative language in argumentative writing using Appraisal theory, specifically the categories of Attitude, Graduation, and Engagement to uncover the connection between evaluative strategies and ideological positioning, a relatively unexplored area in EFL research. Employing a mixed-methods design, the study analysed argumentative essays and survey responses from participants in the 2024 Argumentative Writing Contest. Data were collected from 21 submissions, with four texts selected based on argumentative quality, linguistic richness, and regional representation (Bengkulu, Kotawaringin, Bekasi, and Yogyakarta). A survey questionnaire accompanied the text analysis to gather student insights on their writing experiences. The textual data from students’ writings were examined using the Appraisal framework in systemic functional linguistics (SFL), and the survey data from the questionnaire were processed through the interactive analysis model in qualitative research, involving data condensation, display, and verification. Triangulation and member checking ensured data credibility. Findings revealed that students’ evaluative language mainly utilized appreciation to represent ideological stance and assessing regional learning environments. Most of the writers used intensifier markers, while students from remote regions used more monoglossic expressions. Cultural norms shaped argumentation styles, with some preferring indirect persuasion. This suggests that evaluative writing is both linguistically and culturally situated. The study’s implications advocate for culturally responsive and linguistically targeted instruction to bridge regional disparities in argumentative writing competence.
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