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Proceeding of International Interdisciplinary Conference And Research Expo (IICARE)
Proceeding of International Interdisciplinary Conference And Research Expo (IICARE) on Ethical Implications of Globalization in Educational Policies and National Curricula E-ISSN: 3047-163X (online), organized by The Institute of Cross-Cultural Studies & Academic Exchange in collaboration with Universitas Islam Negeri (UIN) Salatiga, Indonesia, Salatiga, Central Java, Indonesia 5-7 January 2024.
Articles
The Contribution of Psychological Well-Being to Academic Hardiness: A Study on “Mahasantri”
Abi Fa'izzarahman Prabawa
1-11 PDF
Company Profile THE BENY ENGLISH COLLEGE Probolinggo
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Definition, Indicators, Factors, Types of Perception
Definition of Perception
Perception is the way a person sees or interprets something. Hasnidar (2019) describes perception from the Latin percipio, known as the corporation, as well as the classification and analysis of sensory data in order to represent and comprehend the environment. All perception involves the transmission of signals through the nervous system, which results from either chemical or physical activation of the sensory system. For comparison purposes, vision is caused by illumination reaching the eye's retina, tasting by odor molecules, and listening by sound pressure, Goldstain (2009). Perception as a method refers to placing massages or data in the human brain (Masfufah, 2020). This indicates that perception occurs after people pay attention to specific stimuli in their visual experiences.
Indicators of Perception
There are three kinds of perception indicators according to Robbin (2003:124-130):
1) Acceptance
In the physiology stage, the process of acceptance or reabsorption is an indicator of perception; it is about the feature of the five senses in grasping external stimulus. This implies that the individuals' information will be sucked up or accepted by the five senses, which include sight, hearing, smell, and taste, individually or collectively.
2) Understanding
It refers to the findings of an analysis that are subjective or unique to each individual.
3) Evaluation
A stimulus from the outside that has been grasped by the senses and then evaluated by individuals is referred to as evaluation. This assessment is highly subjective. Each individual in the environment will have different perceptions. One person rates a stimulus as tricky and boring, while another person rates the same stimulus as good and pleasant.
Factor of Perceptions
Six factors significantly affect perception (Gibson, 2009: 98-101):
1) Stereotyping is the method used to classify people or things using a limited number of structures.
2) Selectivity is the main factor why different people interpret things differently.
3) Self-Concept is intended to express how an individual thinks about and perceives him or herself.
4) Situations that include the student's previous experience can influence the way that he or she perceives, and also the situation here refers to time as well as the people around.
5) Needs Individuals' perceptions can be highly influenced by their needs. As a result, students will learn what they would like to understand.
6) Emotions When students believe they will stand to gain from something, they are more likely to form a favorable opinion. d. Aspect of Perception
Educational activity is divided into three aspects (Bloom, 1956): 1) Cognitive Aspects
The cognitive domain objectives concern understanding recall or recognition, as well as the growth of intellectual skills and competencies. This is the domain most crucial to many recent test
project implementations. It is the domain where most program development work has been done, and where the simplest meanings of objectives can be discovered and phrased as explanations of student behavior.
2) Affective Aspects
The affective domain is the second component. It includes goals that describe shifts in interest, attitudes, and values, as well as the innovation of recognition and appropriate adjustment. The affective aspect is more about how the stimulus makes the person feel, which means that the stimulus can be concerned or realized. Also, the affective element is part of a person's state that has to do with how they feel about something, and an inadequate evaluation is always based on how someone feels.
3) Conative Aspects
The conative aspect is having an influence over how others feel (Dennis et al., 2013). How a person's view of a situation affects his motivation, attitude, behavior, or actions. It was further explained that a person's beliefs and feelings largely influence that person's attitude or behavior.
Based on the above statement, several aspects usually occur based on individual attitudes, impressions, and motivational activities or behaviors that typically happen in learning activities.
Type of Perception
Perceptions are classified into two types (Irwanto, 2002). They are positive and negative perceptions, which will be explained in the following description:
1) Positive Perception
Positive discernment is when all of the data is expressed positively. Furthermore, positive Perception is an accurate translation that implies people observing something around them. If someone has positive recognition in this case, they will recognize and support the reported question..
2) Negative Perception
The negative perception is discernment expressing data negatively or dissatisfied with the question under consideration. Furthermore, negative Perception refers to negative explanations that entice people to pass judgment on something around them. In this case, if someone has a negative view, they will refuse and deny any observed effort.
The latest research on improving students' listening skills by using the dictogloss method
The latest research on improving students' listening skills by using the dictogloss method suggests that this interactive technique is effective in enhancing listening comprehension and note-taking skills. The dictogloss method combines traditional teaching procedures with a new type of meaning-based listening activity and cooperative learning, promoting learner autonomy, cooperation among learners, focus on meaning, and self and peer-assessment[1].
Studies have shown that the dictogloss method is a multiple skills and systems activity, where learners practice listening, writing, and speaking, relying on their knowledge of semantic, syntactic, and discourse systems of the target language to complete the task[2]. The improvements in listening comprehension or students' note-taking skills are seen as by-products of the method rather than its objectives[1].
Research has also shown that the dictogloss technique can be effective for improving listening comprehension, as evidenced by increased scores on pre-test and post-test assessments[3]. Additionally, students have reported positive perceptions of the dictogloss technique, indicating that it can be engaging and motivating for learners[3].
To implement the dictogloss method, teachers are encouraged to provide background information and help students with unfamiliar language during the preparation stage, which aims to make students more receptive to the listening passage[4]. The method involves four stages: preparation, listening, reconstruction, and analysis and correction[4].
In conclusion, the dictogloss method is a promising approach for improving students' listening skills, as it combines traditional teaching procedures with a new type of meaning-based listening activity and cooperative learning. It has been shown to be effective in enhancing listening comprehension and note-taking skills, and students have reported positive perceptions of the technique.
Citations:
[1] https://files.eric.ed.gov/fulltext/EJ1081435.pdf
[3] https://ejournal.uigm.ac.id/index.php/GE/article/download/2498/1725
[4] https://core.ac.uk/download/pdf/33532444.pdf
[5] https://www.ejournal.unibba.ac.id/index.php/elang/article/download/1046/855
The genre-based approach in English language teaching
The genre-based approach in English language teaching focuses on teaching students the specific language and organizational patterns of different genres of writing. This approach aims to raise awareness of the linguistic features associated with various genres and teach students the 'moves' of each genre
1
. It involves the explicit teaching of genre elements, their sequencing, and the collaborative and individual production of exemplars
1. The genre-based approach is particularly beneficial for teaching writing skills, as it helps students understand how to write for different purposes and audiences
5. Teachers' knowledge of genre and its application to teaching is often underpinned by Systemic Functional Linguistics (SFL) genre theory
2. This approach is considered suitable for both academic and professional settings, as it provides a different perspective on writing and can be effective for teaching and learning writing
4. Overall, the genre-based approach is a valuable method for teaching writing skills, as it helps students develop a deep understanding of different types of texts and how language is used within them.
A genre-based approach in English language teaching (ELT) is an instructional method that focuses on teaching language through the study and analysis of different genres or types of texts. A genre is a category of texts that share similar characteristics in terms of form, structure, and language features. Examples of genres include essays, narratives, reports, letters, and more.
Here are key elements and considerations associated with a genre-based approach in English language teaching:
Understanding Genres:Teachers help students identify and understand various genres of written and spoken communication.
Emphasis is placed on recognizing the specific features, structures, and language patterns associated with each genre.
Authentic Texts:Authentic texts, such as newspaper articles, advertisements, or excerpts from novels, are used to expose students to real-world language use within specific genres.
Text Analysis:Students analyze the structure, language, and rhetorical features of different genres to develop an awareness of how language functions in context.
Teachers guide students in deconstructing and reconstructing texts to understand the underlying patterns.
Genre-Based Writing:Students practice producing texts in various genres, applying the conventions and structures they have learned.
Writing tasks may include composing essays, reports, letters, and other genre-specific assignments.
Speaking and Listening Activities:Oral communication is integrated into the approach, with a focus on genre-specific speaking and listening skills.
Students engage in activities such as discussions, presentations, and role-plays within the context of different genres.
Genre-Based Assessment:Evaluation and assessment are aligned with genre-specific criteria. Students are assessed not only on language proficiency but also on their ability to effectively use language within specific genres.
Integrated Skills:A genre-based approach often integrates the four language skills—reading, writing, speaking, and listening—ensuring a holistic language learning experience.
Contextualized Learning:Language is taught in context, allowing students to see the purpose and relevance of language use within different genres.
Cultural Awareness:The approach may incorporate elements of cultural awareness, helping students understand how language and communication vary across different contexts and cultures.
Task-Based Learning:Tasks and activities are designed to be meaningful and purposeful, simulating real-life language use situations.
A genre-based approach aims to provide students with the tools and skills necessary to navigate and produce language effectively in a variety of contexts. It emphasizes not only language proficiency but also genre-specific competence, preparing students for real-world communication in diverse situations.
7 BEST WAYS TO IMPROVE YOUR ENGLISH
Exploring the topic of World Englishes through podcasts
Exploring the topic of World Englishes through podcasts is an excellent way to delve into the diverse and evolving nature of the English language around the world. World Englishes refers to the various forms and varieties of English spoken in different parts of the world, influenced by local languages, cultures, and sociopolitical factors. Here's how you can approach a World Englishes perspective through podcasts:
"The World of English" by BBC Learning English: This podcast series focuses on different aspects of the English language and its use worldwide. They often touch upon World Englishes and discuss how English varies in different countries and regions.
"The History of English Podcast" by Kevin Stroud: While not solely dedicated to World Englishes, this podcast provides a comprehensive journey through the history of the English language. By understanding its historical development and the influences it encountered, you can gain insights into the formation of various World Englishes.
"The Vocal Fries" by Carrie Gillon and Megan Figueroa: This podcast explores linguistic discrimination and the experiences of marginalized English speakers. They often discuss issues related to World Englishes, including language variation, accents, and the power dynamics associated with language use.
"The World in Words" by PRI: This podcast examines various aspects of languages and their role in society. While not exclusively focused on English, they frequently touch upon topics related to World Englishes, language politics, and multilingualism around the world.
"Accentricity" by Kavita Pillay: This podcast investigates the relationship between language, identity, and culture. It explores the linguistic diversity within English and features discussions on World Englishes, language rights, and the experiences of non-native English speakers.
"The Lexicon Valley" by John McWhorter: While not centered on World Englishes, this podcast explores language-related topics with a focus on English. McWhorter, a renowned linguist, often discusses language evolution, creoles, and the global spread of English.
When listening to these podcasts, pay attention to the speakers' perspectives and the examples they provide. Consider the social, historical, and cultural factors that influence the development and usage of English in different regions. Reflecting on the diverse voices and experiences shared in these podcasts will deepen your understanding of World Englishes and the role of English as a global language.
Feedback literacy
Feedback literacy refers to the ability to understand, analyze, and effectively use feedback received from others. It involves the skills and knowledge needed to interpret feedback, identify its value, and apply it to improve one's performance or work. Feedback can come from various sources, such as teachers, peers, supervisors, or even customers.
Being feedback literate means being able to approach feedback in a constructive and growth-oriented manner. It involves understanding that feedback is not a personal attack but rather an opportunity for learning and improvement. Feedback literacy entails the following key elements:
Openness: Being open to receiving feedback and recognizing its importance in personal and professional development. It involves setting aside defensiveness or personal biases that may hinder the ability to accept feedback.
Active listening: Actively listening to feedback, understanding its content, and asking clarifying questions if needed. It involves paying attention to both the verbal and non-verbal cues provided during the feedback process.
Reflection: Taking the time to reflect on the feedback received and considering its relevance and applicability. It involves considering different perspectives and critically evaluating the feedback before deciding how to incorporate it into one's work or behavior.
Discernment: Developing the ability to assess the quality and credibility of feedback. Not all feedback is equally valuable or accurate, and being feedback literate means being able to identify and prioritize feedback that is meaningful and constructive.
Action-oriented approach: Using feedback as a catalyst for growth and improvement. Feedback literacy involves actively seeking opportunities to apply the feedback received, making changes, and monitoring progress over time.
Emotional intelligence: Managing emotional reactions to feedback effectively. It involves recognizing and regulating emotions that may arise from feedback, such as defensiveness or frustration, and channeling them constructively to enhance learning and development.
Improving feedback literacy requires practice and a willingness to engage in a continuous learning process. By developing these skills, individuals can make the most of the feedback they receive, enhancing their performance, and achieving their goals.
Promoting a World Englishes Perspective through Podcasts
Promoting a World Englishes Perspective through Podcasts | ELT Journal | Oxford Academic (oup.com)
Promoting a World Englishes Perspective through Podcasts
Hanung Triyoko, Tabitha Kidwell
ELT Journal, ccad002,
Published:
06 April 2023
Extract
Issue Section: The View From Here
THE ANALYSIS OF THE USE OF CODE MIXING IN FACEBOOK
“THE ANALYSIS OF THE USE OF CODE MIXING IN FACEBOOK” Written by Debby “Akatsuki” Mediyanthi (STAIN Salatiga, Central Java)
In this chapter, the researcher
going to present the result of research of code mixing; after identifying the
Indonesian – English code mixing used in social networking Facebook.
Further, the researcher scrutinizes
data. She only chooses the data which belong to Indonesian – English code
mixing. Before analyzing the data, it is necessary to reaffirm that not all the
data will be analyzed. The data which will be taken into account are those
frequently used in social networking Facebook, and the data presented
bellow are arranged according to kinds of their classification.
Forms of Code Mixing
As having been mentioned above,
Suwito divides kinds of code mixing into six classifications; they are the
insertion of word, phrases, clauses, reduplications, hybrids and idiom. The
data classified as code mixing are written bold.
1. The Insertion of Words
One of code mixing comes into being
by inserting English Words into Indonesian utterances. Sometimes it happens
when Indonesian utterances contain different words from the other language
especially English. Then, the insertion of word can be classified into eight
groups; they are; the insertion of noun, adjective, verb, adverb, conjunction,
exclamation, and preposition.
a. Noun
In this study, the writer finds out
a lot of English nouns inserted in the broadcasters utterances. The pronunciation
of the nouns is the same as English pronunciation. The uttered noun are both
the abstract and the concrete ones. The abstract nouns inserted are as follows:
Emang udah hobby mo gimana lagi (1)
buat someone yang ngerasa udah gue kecewain (2)
Kalo udah punya image
jelek memang susah ...(3)
Babe, maafin aku yaahh (4)
Pengen nonton film
baru yang bagus apa ya (5)
Waow habis dapet discount gedhe-gedhean (6)
Pengen fitness nieh say (7)
Kasih tips ngilangin
kebiasaan malez dunk (8)
Thanks buat someone yang udah ngasih hadiah tadi (9)
Hemmbb enaknyo habis pedicure (10)
Delay satu hari (11)
Akankah Team Thomas pulang lebih awal. Haduh (12)
Based on the classification of the
data, the researcher finds out the forms of abstract nouns as Okay, Point,
Stress, Tips, Fitness, Thanks, Image, Rock, Pop, Hobby, Delay, Discount, Off,
Menicure, Fans, Pedicure, Break and Screaming. Meanwhile, the concrete
nouns are as someone, fans, film, band, babe, stock, hero, voucher,
telephone, group, miss, games, and personal.
b.
Adjective
Although Indonesian language has
many adjective, the user Facebook tend to use English adjectives as well
as reflected in the following examples:
Butuh ide yang fresh
nihhhh buat ngerjain tugas..(13)
Woowww bisa nyaksiin Suju live selama 2 jam penuh…(14)
Gak puas..kurang expressive (15)
Pertunjukannya indoor kok (16)
Hai, gimana kabar? Online
pakai apa? (17)
In this study, the adjectives
inserted are sorry, special, refreshing, fresh, on, live, online, smart,
cool, expressive, and indoor.
c. Verb
Here are several verbs inserted into
sentences by the FB users :
Sapa sih nih ngajakin chating mulu
dari kemaren? (18)
Beraninya misscalled
doank..huhuuu (19)
Ketemuan yuk say..pengen sharing
nie (21)
The english verbs cover V-ing
(chating,sharing) and V-3 (misscalled).
d.Conjunction
Conjunction is one of parts of
speech which have function to connect one element to the other in a sentence
construction. How they English conjunction is shown in the following examples :
So, gue harus peduli??(22)
Hemmbb enaknyo habis pedicure and manicure. (23)
e.Pronoun
There are many kinds of pronouns in
Indonesia, but the FB users use English pronouns in their status, chatting or
video call. Below are the sentences containing English pronouns:
Whatever loe mau ngapain..bukan urusan gue
lagi!! (24)
Saya fikir everybody punya pandangan yang…(25)
f. Preposition
Preposition is a word that is often
placed before a noun or pronoun to show place, direction etc. The FB users use
English preposition in order to make her speeches more interesting and have
more variation. Here is only one example that the researcher finds out:
Lupakan sejenak semua kepenatan with
vicka SSIII anag cemmutt, Lina nagh bapagke, dan Litta sii pipi embemb.(26).
2. The Insertion of
Phrases
Dealing with the theory that the
researcher has mentioned in previous chapter it is divided that phrase is a
group of two or more related to words which are dependent upon others.
Basically, phrase can divided into five, they are: noun phrase, adjective
phrase, verbal phrase (participial phrase, gerund phrase, and infinitive
phrase), adverbial phrase, and prepositional phrase. In this research the
researcher only finds three types of phrases, they are: noun phrase, adverbial
phrase, and prepositional phrase. Each type along with is examples will be
elaborated in the following discussion:
a. Noun Phrase
Noun phrase is used in a sentence as
subject or an object. This noun phrase is found in many forms. The examples of
noun phrase insertions are:
Pengen yang something different dari yang laen (27)
Eh tau gak kenapa Dion dijuluki King of Glasses? (28)
Abis ketemu my soulmate senengnya (29)
The component of noun phrase consist
of:
1. Pronoun (modifier) + Noun (Head)
Examples: My darling, my
soulmate, my boy
2. Determiner (modifier) + Noun
(Head)
Example: The gang
3. Noun (Head) + Adjective
(Modifier)
Example: Something different
4.Adjective (modifier) + Noun phrase
(Head)
Example: All my friends
5. Noun (Head) + Prepositional
phrase (modifier)
Examples : King of Glasses, story behind the song, thanks for
listening
b. Adverbial Phrase
Adverbial phrase is a phrase, which
is used to modify a verb, and adjective or adverb. The following is the example
of adverbial phrase insertion:
Still with me ya mi, janji ya kita akan selalu bersama (30)
The component of adverbial phrase is
:
Adverb (Head) + prepositional phrase
(modifier)
Example: Still with me
c. Prepositional Phrase
Prepositional phrase is a group of
related words opened by a preposition and ended by noun or pronoun object. The
following is the example that writer finds in the research field:
Ya, in five, six, seven, and ten
(31)
The component of prepositional
phrase is:
Preposition (Head) + Noun phrase
(modifier)
Example : In five, six, seven,
and ten
3. The Insertion of
Hybrids
Hybrids are another type of
Indonesian – English code mixing that occurs in this research. Hornby states
that Hybrid is the composed parts of words. Hybrid can be classified into two types;
they are hybrid of affixation and hybrid of phrase.
a.
Hybrid of Affixation
This type is formed from two components;
they are Indonesian affixes and English word. This kind of hybrid must contain
English and Indonesian elements in order to form transformational word. Next
the researcher classifies the affixation into three: Indonesian prefixes
English, English word + Indonesian suffixes, and Indonesian prefixes + English
word + non-standard Indonesian suffixes. For example:
1) Indonesian prefixes + English word
2) English word + Indonesian suffixes
3) Indonesian prefixes + English word +
Sundanese / Betawi suffixes
Indonesian prefixes cover nge-, me-,
meng-, and di-. While Indonesian suffixes include –nya, and an. Then, the non standard
suffix is as-in. The construction below shows the elaboration of affixation
prosess. Examples :
Denger lagunya lagunya LMFAO jadi pengen nge-dance suffle
(32)
Penyanyinya tadi nge-rock abisss..cadasss (33)
Hobi kok me-misscalled orang...(34)
Haduwwhh ibu-ibu sedang meng-gossip di depan rumah.. nguping
ahh.. hahaaay (35)
Siapa yang akan menghandle pekerjaan ayahku??
Duhh yang abis di-transfer...traktir dunk...(36)
Yang itu udah di-request woiii...(37)
For more detailed look at the fields
below:
Table 4.1. Hybrid of Affixation Indonesian prefixes
with English Word
Prefix + |
Word + |
Hybrid |
Nge- |
Dance |
Ngedance |
Nge- |
Rock |
Ngerock |
Me- |
Misscalled |
Memisscalled |
MeN- |
Gossip |
Menggossip |
Meng- |
Handle |
Menghandle |
Di- |
Transfer |
Ditransfer |
Di- |
Request |
Direquest |
From the above analysis above, the researcher
finds that Indonesian prefixes : Nge-, Me-, Meng-, and Di-, can be blended into English words,
especially the prefixes : nge- in nge-dance and nge-in nge-rock, meng- in menggossip,
and di- in di-off. The prefixes change the English noun dance into hybrid verb
nge-dance,meng-gossip and di-off. While the four other types, me-misscalled,
meng-handle, di-transfer, and di-request have same class as the original form
that is verb.
Example of Hybrid Affixation English
word with Indonesian Suffixes:
Makasih ya buat telephone-nya... udah sedikit ngobatin
kangen.. (38)
Lembar exercise-nya jangan sampai hilang hlo!(39)
Ntar ada session-nya sendiri kok.(40)
Woyy copy-an gwe dimana wooyy???(41)
Personnel-nya suju tinggal 10 ya...(42)
See more detail of the example on
this table:
Table 4.2. Hybrid of Affixation
English Word with Indonesian Suffixes
Word+ |
Suffix + |
Hybrid |
Telephone |
-nya |
Telephonenya |
Exercise |
-nya |
Exercisenya |
Session |
-nya |
Sessionnya |
Copy |
-an |
Copyan |
Personnel |
-nya |
Personnelnya |
The analysis above shows that the
combination between English words with Indonesian suffixes does not change the
class of word. For instance, the English word telephone and the hybrid
telephone-nya have similar class that is noun. So, in here the use of
Indonesian suffixes. Example –nya, and –an function as possesive adjective in
the English word.
b. Hybrid of Phrase
Hybrid of phrase is a phrase which
contains English and Indonesian words. Both the two words can function as head
(H) or modifier (M) or the phrase. Usually, this kind of hybrid still uses Indonesian
grammatical rule.
Sorry banget ya sudah ngerepotin kamu (44)
Thanks banget yang udah ngucapin met…(45)
Seneng dikasih edisi live
sama si dia (46)
Lihat album reuni tahun lalu jadi pengen lagi..(47)
In order to make the analysis
clearer, the researcher classifies the hybrid of phrase as the following :
a) English word as the head of phrase
Table 4.4. Hybrid of Phrase (English
(H)-Indonesian (M)
Thanks (H) |
Banget (M) |
Ready (H) |
Banget (M) |
Album (H) |
Reuni (M) |
Sorry (H) |
Banget (M) |
b)
Indonesian word as the head of
phrase
Edisi
(H) |
Live (M) |
4. The Insertion of
Clauses
The writer divided kinds of clause
used by the FB users into two types, they are : Independent clauses, and
Dependent clause.
1) Independent Clause
Example : I just want to say I
miss you...bener-bener pengen ketemu kamu.(51)
2) Dependent Clause
Example : Heyyy where are you
going?? Tadi aku panggil-panggil gak denger?! (52)