The research was intended to describe the use of Simalungun taboo words across times in Simalungun (1930-2021). The language of Simalungun is spoken by people living outside the district of Simalungun, North of Sumatera and other people. This research was carried out in a multi-case descriptive qualitative design. Descriptual qualitative research design was defined as a social science research approach that emphasised the collection, use of inductive thinking and understanding of descriptive data in natural environments. While multi case is defined as a study which is using two or more subjects, settings, or depositories of data (Bogdan & Biklen, 1982). Documentation, interviews and observations of participants were used to collect data on linguistic taboos. The data sources were collected from 45 informants of different ages (1930-2021) and sexes who reside in Pematangsiantar, Pematangraya and Saribudolok. After having analyzed the collected data, the research finding showed that there were 62 words out of 106 the taboo words of ten categories: sexual organ, sexual activity, cursing, swearing, calling people, action, disease, dwelling ghost and name of God which were used stably across time (from 1930 to 2021) in Simalungun are 62 words, out of 106 words.
This study aims to develop teaching materials for writing short stories based on experience to facilitate students in writing short text. The learning approach offered by researchers is considered appropriate for writing short text material because it can help students to easily express their ideas in writing short stories by linking the material with the context of their daily lives. In addition, experience is the best teacher because from experience one can learn. Experience is a memory that is recorded and stored as a story that forms a filter of perception that ultimately guides behavior. The results of this study indicate that the effectiveness of teaching short story writing lessons based on experiences developed for 7th grade student of junior high school 2 Kejuruan Muda was stated to be more effective than student handbooks. The results of the acquisition of student learning outcomes before and after using teaching materials have increased quite significantly by 8.28. The average score of students before (pretest) using teaching materials learning experiences writing short stories based on experience 74.43 and the average value of post (testing) using teaching materials learning writing short stories based on experience 82.71.
This paper investigates the linguistic taboos in the Karonese culture viewed from linguistic anthropology point of view. It concerns with the meaning of taboo based on performance, indexicality, and participation [4]. With this approach, linguistic taboos are explored not only from its lexical or words only, they are viewed from the process of communication totally, included lexical or words, the way to speak, the participants of speaking, and the contexts of communication. The theory used is proposed by Freud (1913Freud ( /2004, that taboo, on the one hand, is sacred, consecrated, and on the other uncanny, dangerous, forbidden, and unclean. Thus 'taboo' has about it a sense of something unapproachable and it is principally expressed in prohibitions and restrictions. Ethnographic method proposed by Spradley (1980) is applied in doing the research. The result shows that the linguistics taboos are classified into taboo in kinship, i.e. between bengkila and permain, turangku and turangku, and mami and kela; context-specific taboos, i.e. words derived from non-taboo words: such as organs of body, animals and supernatural entity, and certain words; and words related to social and physical defects: such as illness, death, and killing; and general taboos, i.e. swearing and unmentionable words. The swearing includes scatology or dirt, sexual organs, sexual acts, mothers or family, ancestors, animals, death, illness, and prostitution. Whereas, unmentionable words include dirty words relating to sex organs, sexual activities, bodily effluvia, micturition and defecation, and naming or addressing family and relatives.
The purpose of this study was to find out the Prospective English teachers’ perspective on the development of translation’s textbook base on Teaching English as a Foreign Language (TEFL) Pedagogical purpose. Therefore, the quantitative research was applied to gather the data. By using the questionnaire with Likert Scale, the quantitative data were collected from 100 prospective English teachers in Indonesia. As a result, from nine aspects questioned to the prospective English teachers, most of them (92%) said that the translation’s textbook base on TEFL Pedagogical purpose was significantly needed. Therefore, the English Education Study Program (EESP) in Indonesia should use translation for teaching English purpose not for professional career in translation. Therefore, Translation as a TEFL purpose model is the most suitable model to be applied in EESP in Indonesia.
Grammatical metaphor refers to the coding of meaning or experience in the manner as if the meaning or experience were coded by another lexicogrammatical coding. Metaphorical representation implies that there are two manners of coding, namely the congruent or literal and incongruent or metaphorical coding. Transgrammatical semantic domains extends meaning by a range of grammatical units. Transgrammatical semantic coding implies that agnated meanings are realized by more than one semantic unit. Grammtical metaphor representation inherently contains transgrammatical coding. This paper addresses grammatical metaphor commonly used in texts of science, technology and academics, which are very difficult for Indonesian students to understand and translate into good bahasa Indonesia (BI). By applying knowledge or competence of gramatical metaphor and transgrammatical semantic domain Indonesian students are expected to effectively learn the meaning of English text of science, technology and academics and to translate the texts into good BI. 366 Transgrammatical semantic domains extend meanings across different grammatical units (Halliday, 2014: 665). In other words, agnated meanings are potentially coded by more than one grammatical aspect. This implies that grammatical metaphor inherently involves transgrammatical semantic domain.English texts of science, technology, and academics are very difficult for Indonesian students to understand as the texts are coded in grammatical metaphor. However, by applying transgrammatical semantic domains the English texts can be better undestood by Indonesian students leaning English as a foreign language. This paper firstly addresses both grammatical metaphor representtation and transgrammatical semantic domains. Secondly, both aspects of grammatical metaphor and transgrammatical semantic domian are applied to English language learning by which Indonesians learners can better understand the various kinds of texts. Finally, the paper proposes steps in teaching the grammatical metaphor by applying transgrammatical semantic domain.
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