Address practices in natural conversations are sociolinguistically significant, because they display speakers' socio-cultural values as well as the community's social structure and social change. Focusing on Bòsò Walikan Malang 1 (/bɔsɔ waliʔan malaŋan/, hereafter referred to as Walikan), a youth language spoken in Malang, this paper examines how address terms and politeness are practiced in a multilingual setting. Walikan is a colloquial variety of local Javanese and Indonesian that features word reversing (mlaku > uklam 'to walk'; makan > nakam 'to eat'). The youth language was specifically chosen as the focus of this study because it is an important symbol of the socio-cultural identity of the Arema (Arek Malang; the people of Malang). Looking at the underexplored topic of speech levels in youth language, the current research discusses the value of Walikan's address terms and how they are currently used to demonstrate the speakers' linguistic politeness. The analysis compares Walikan's address terms with those of Javanese and Indonesian, two dominant languages spoken in the area. Data for the current study were drawn from recordings, interviews, and observations conducted in an extensive fieldwork. The results of this study reveal a speakers' shift of value that is mainly prompted by a compromised common ground and social distance. The study argues that address practices in Walikan show different degree of politeness than that of Javanese and Indonesian.

English language classrooms as real language settings provide ample linguistic data, be they produced by the teachers or the students, as there are some interactions in exchanging thoughts, feelings, or ideas. Speech acts theory indicates that in using the language, people not only create an isolated series of sentences, but also carry out actions by either doing something or making others do something. By using classroom observations conducted in twelve English language classrooms, this study seeks to describe types of sentence forms and kinds of strategies used by the teachers in giving order. The findings indicate that the teachers in the Department of English, Universitas Negeri Malang, who are in a position of authority over the students, do not always impose on their students in making them do what the teachers want them to do. Even though the interactions in the classrooms are not equal as the amount of teacher talk dominates the teaching and learning process, the students (as the hearer) are aware that they should adhere to the teachers' speech acts of ordering to be successful in their study.

This paper discusses the form and meaning of conjunctive relation and how conjunctive relation is translated from source language into target language. The different system of amongst languages  in forming words, sentences or paragraph might  represent  peculiar form and meaning. As a part of element in determining logical meaning, conjunctive relation can be in the  form of conjunction, verb, noun, preposition and implicit. Those forms signal how unity of a text constructed. In translation, the use of conjunctive relation forms frequently make problem for translators since it  is closely related to logical meaning in a text.  In translating text, different meaning between two  languages should be occasionally translated into different form and meaning of the two languages. To understand a text comprehensively, a reader must know the unity of a text. One of the aspects to determine unity of a text in translation is conjunctive relation. The unity of a text can be covered with the conjunctive relation which signal logical relation among clauses, sentences and paragraph, so that in translation cohesiveness of a text is interpreted well both in source text and target text.

The rise of a pan-Indonesian national identity and the global significance of English have weakened heritage languages in Indonesia’s various ethnolinguistic communities. Focusing on the case of Javanese, the largest ethnic group, this study examines the role of the HL as an ethnic marker and its interplay with factors such as ethnic self-identification, proficiency, and usage frequency. The data were collected via parental surveys of 183 primary school children in East Java. The findings indicate that the Javanese language is still highly valued as ethnic marker and that Javanese people view its maintenance as central to their identity construction. However, inconsistencies are identified between attitudes and practices, with use of Javanese as a home language decreasing, and children’s production showing extensive influence from Indonesian. Taken together, positive attitudes regarding the Javanese as identity marker and the apparent ethnolinguistic vitality of Javanese is not necessarily translated into intergenerational transmission.

Purpose This paper aims to evaluate Web-based applications for teaching critical media literacy. It proposes modeling for criteria to evaluate Web-based applications for critical media literacy learning. The study aims to critically analyze the applications based on their potential for critical media literacy learning (CMLL), learner compatibility, authenticity, beneficial impact, practicability, engagement and support. Design/methodology/approach The paper was addressed by the walkthrough method, which provides underpinning analysis of the applications combined with content analysis to gain further deeper insight into users’ applications and application appropriation to accommodate critical media literacy instructions. The applications are organized according to their utilization in each sort of CMLL, namely, media understanding and analysis, and media production. Findings The paper describes how to select appropriate applications for critical media literacy instruction. It suggests a list of applications that can help teachers integrate critical media literacy into their classroom instruction, as well as the results of each application’s evaluation. In summary, the results indicated the importance of meticulous selection criteria and evaluations of applications used for critical media literacy integration in teaching. Research limitations/implications Because technology and applications are constantly evolving, ongoing research in this area is always required. Furthermore, researchers are encouraged to test the proposed hypotheses further. Practical implications The paper discusses the implications for technology selection in teaching, the development of selection criteria and managing the balance between technological advancement and teaching. In a nutshell, this paper practically contribute to shed light on the framework for CMLL application selection and adoption. Social implications The paper provides comprehensive guidance for teachers on how to select applications for critical media literacy integration teaching, as well as lists of application evaluations that they can easily use. Originality/value This paper fills a gap in the literature by investigating how digital media and technologies can be used in the classroom and how they are chosen based on the needs of teachers and students.