This research is entitled Customary Forest Conservation through Informal Knowledge System of Ammatowa community. The objectives of this research are 1). To disclose Ammatowa and his community’s strategies in conserving its customary forest. 2). To reveal the sanctions given to the customary forest destroyers. 3). What kinds of informal knowledge systems are usually expressed in customary forest matters? Qualitative method is used in obtaining the data whereas the researcher herself had a role as a key instrument which has to master the field being researched and the preparation to come to the object of the research. The data of informal knowledge of customary forest were obtained through observation, recording, interview, and note-taking. Meanwhile, the result of the research indicates that the preservation or everlasting of the customary forest of Ammatowa community is caused by the strength of oral tradition. In this case, Informal Knowledge System expressed continuously from one generation to the next in the form Pasang Ri Kajang.
The aim of the current study is to examine the employment of the Think verbs in English and Wawonii language, employing Dixon’s framework model of semantic and grammatical relations. In analyzing the phenomenon of the Think verbs in English and Wawonii, this study uses a descriptive qualitative methodology. The data for English is taken from a corpus of contemporary American English (COCA), including the definition of the conceptual meaning of the Think verbs in a thesaurus dictionary and Journals. The Wawonii language data is obtained through depth online interviews. The participants are 10 indigenous Wawonii people in Kabupaten Konawe Kepulauan, Southeast Sulawesi, Indonesia. Several procedures are applied to analyze the data; first, the data for the English language from COCA is constructed with the data of the Wawonii language that had been collected. Then, presenting both of the data based on Dixon’s framework model. The final step is concluding the data reflecting the main point of the analysis relying on Dixon’s framework model. This study discovered that (1) There are three Thinking verbs of the Think subtype in English they are Think of, Think over, and Think about, while in the Wawonii language, there are six Think verbs; Mepikiri Kanaampe, Pepikiri kida, Tepikiri kio, Kohawa-hawa Kanaampe, Momaana, and Mompatudu. (2) Dixon’s five framework model of Think verbs is employed in both languages. This study contributes to the language and society to enrich a variety of works of literature that can be used to learn English and the Wawonii language.
This study aims to reveal the phenomenon of language shift among the noble teenagers of mambalan Village. Research has been carried out with the noble teenagers as the participants of this research. To improve understanding of the complexity of this research, this research used descriptive qualitative method by using some tools in collecting the data such as, questionnaires, interview, data recording, note taking and observation. After obtaining the data, the data analyzed by Gathering and understanding data transcription carefully, coding the data transcription word per word and displaying the words into the relevant conversation. The study found that there is language shift occurred among the noble teenagers of mambalan village. The finding is strengthened by vocabularies and sentences which shifted from high Sasak language to low Sasak language.
This study aims to reveal the language attitude of the Konjo-speaking community in Gantarang sub-district towards the Konjo language, especially in the village of Benteng Gantarang. The methods used in this research are survey, observation, and interview methods. The results showed that53.3% of respondents Disagree, 16.7% chose to be Neutral, 10% of respondents Strongly Disagree; if the Konjo language must be taught/acquired by children at home; only 16.7% agree. As for the second statement, namely the Konjo language must be used as the main language in everyday communication at home, the response was not agree.as many as 56.7% of respondents, respondents who agree by 20% and 13.3% choose to be Neutral. The third statement, namely the Konjo language must be used in elementary schools (especially grades 1 to grade 3), was responded to disagree as much as70% and only 13.3% Agree, and the rest Strongly Disagree. Then, the 4th statement, namely the Konjo language needs to be taught in schools, as many as 56.7% of respondents stated Disagree and 26.7% stated Agree, and 10% of respondents chose to be Neutral.
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