Penelitian ini bertujuan untuk mengetahui bentuk kosakata bahasa gaul dan konteks penggunaan bahasa gaul kalangan remaja di kota Bengkulu. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif, yaitu metode penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis. Teknik pengumpulan data dalam penelitian ini, yaitu (1) Observasi, (2) Rekaman, (3) Wawancara. Untuk pengolahan data digunakan langkah-langkah berikut (1) Transkripsi Data, (2) Identifikasi Data, (3) Klasifikasi Data, (4) Interpretasi Data, dan (5) Simpulan. Dari hasil penelitian yang dilakukan, diperoleh gambaran bahwa bentuk kosakata bahasa gaul yang digunakan kalangan remaja di kota Bengkulu berupa (1) Nasalisasi –ng, –a, -da, -na, -se, -es, -ra, -s, dan –ong, (2) sisipan –ok, (3) metatesis atau walikan, (4) reduplikasi, (5) Bahasa Inggris, dan (6) pola acak. Kosakata bahasa gaul remaja digunakan untuk menyampaikan gagasan, ide, dan pendapat kepada sesama remaja. Pengguna kosakata gaul ini adalah kalangan remaja di kota Bengkulu yakni mahasiswa hingga remaja yang sudah bekerja yang berusia 15 tahun sampai 24 tahun. Konteks yang digunakan remaja tersebut adalah pada saat situasi santai dan akrab, dan ketika sedang berkumpul membicarakan seputar kehidupan atau lingkungan sosial mereka melalui media bahasa lisan. Konteks situasi dalam penggunaan kosakata bahasa gaul yaitu saat sedang berkumpul di kos-kosan, di rumah, di kampus, dan tempat–tempat yang tidak terduga.Kata kunci : Ragam bahasa, bahasa gaul, remaja.

Phonological change is a language phenomenon that occurs because language users change the distribution of phonemes in a language. The aims of this study are to explain the phonological processes that occur in English and Indonesian and to explain the differences in phonological forms between English and Indonesian. The method used in this study is a contrasting-descriptive method by comparing two languages, namely English and Indonesian. The data were taken from the speech of students taking Indonesian and English courses at the University of Bengkulu, totaling 40 students in the first semester. The results show that five types of phonological change processes occurred in English and Indonesian, namely assimilation, metathesis, epenthesis, epithesis, and deletion. The phonological change in English often occurred when two vowel phonemes meet, such as /ea/ shift to /e/, or /i/, phoneme /y/ shift to /i/. Phoneme /e/ was pronounced when two vowel phonemes meet, such as /s/ and /n/ becomes /sen/. Phoneme /g/ is pronounced multiply when it meets the sound/ng/. Phoneme /u/ is pronounced when it meets phoneme /o/ + a consonant. Phoneme /h/ is unpronounced when it meets a vowel phoneme or more vowel phonemes in the words. Meanwhile, phonological changes in Indonesian often occurred from consonant phonemes to other consonant phonemes that have almost the same sound such as phoneme /z/ shift to /s/ and /j/. Phoneme /k/ was pronounced after phoneme /u/ and phoneme /h/ is pronounced after phoneme /a/at the end of words. Phoneme /y/ was pronounced between phonemes /i/ and /a/. Phoneme /h/ was unpronounced when it meets phonemes /a/, /i/, and /u/ in words. In conclusion, the process of phonological change that occurs in English and Indonesian is due to the influence of adjacent phoneme sounds that resemble nearby sounds.

This study is intended to find out any difference in effectiveness between direct and indirect feedback on students’ writing ability. The design was Quasi-Experiment. The population consisted of the students of the X class of SeniorHigh School 4, Rejang Lebong, Curup, Indonesia. The samples comprised 32 students in group 1 and 32 Students in group 2. The instrument was a writing test. In the data analysis, the researcher used the normality, homogeneity,and t-test.These were calculated and analyzed by using SPSS 20. The tests consisted of pre-test and post-test. In post-test, there was no significant difference between groups on all aspect. There were two results of this study.Firstly, in the post test there was a difference of mean score between experiment group 1 and experiment group 2. In general ability, in group 1 increased by 15.59. Meanwhile, the group 2 increased by 2.60. This indicated that there was an effect of indirect feedback on students’ writing ability. From t-test calculation, t-count was 3.274 which t-table was 1.670. It showed that t obtained was bigger than t-table (3.274 > 1.670). H0 was rejected and H1 was accepted. In other words, the indirect feedback technique was effective on students’ wri ting ability. Based on the data analysis, the indirect feedback technique was positively effective in increasing on students’ writing ability, on general writing ability. There were also significant differences between both groups in the writing ability aspects such as organization, language use and vocabulary.

Tujuan penelitian ini untuk mendeskripsikan bentuk bahasa disfemia dan fungsi disfemia yang ada pada kolom komentar netizen di Instagram.  Objek penelitian ini adalah disfemia yang terdapat dalam komentar netizen di Instagram @detik.com pada postingannya pada bulan Januari 2019. Datanya berupa kata, frasa, dan ungkapan yang menunjukkan adanya disfemia pada Instagram @detik.com. Sumber data berupa dokumen, yaitu komentar para netizen dalam Instagram @detik.com pada bulan Januari 2019. Teknik pengumpulan data pada penelitian ini adalah dokumentasi. Dokumentasi yang digunakan dalam penelitian ini adalah komentar netizen di Instagram @detikcom. Langkah-langkah yang digunakan untuk menganalisis data dalam penelitian ini adalah dengan cara analisis deskriptif. Penelitian ini berusaha menganalisis penggunaan disfemia yang terdapat dalam komentar para netizen di instagram. Hasil penelitian ini adalah sebagai berikut. Pertama bentuk kebahasaan disfemia pada kolom komentar netizen di Instagram @detik.com ada tiga, yang berupa kata, frasa, dan ungkapan. Kedua, fungsi disfemia pada komentar netizen di Instagram @detik.com adalah untuk menunjukkan kejengkelan, memberikan tekanan, menegaskan atau menguatkan makna, dan pengungkapan rasa marah atau kesal.

This study aims to investigate the rhetorical structure of move and step of short lecture by famous applied linguist Jack C. Richards posted on YouTube. The data of this study were 22 video-transcripts of a short lecture of Jack C Richards. The results: (1) three moves of rhetorical structure such as M1 – Introduction, M2 – Content of Short Lecture, and M3 – Conclusion. They are 100% occurred in all of the data analyzed as obligatory category. (2) the most often found steps in the short lectures that occurred 100% and classified as obligatory category, such as M2SB – Argumentation of the short lecture and M3SA – Summarizing the points and the steps with 60-99% percentage of occurrences as classified as conventional category, namely are M1SE – Announcing topic of oral presentation, M1SA – Greeting the Audience, M2SC – Illustration of short lecture, and M2SA – Description of short lecture.  The new proposed model of spoken genre analysis adapted from Ali and Singh (2019), the Sermon model by Cheong cited in Safnil (2010) and Seliman (1996) for identifying the rhetorical structure of short lecture is effective enough to capture the possible rhetorical moves and steps in a whole text of short lecture by famous applied linguist posted in YouTube.