In lecturing English as foreign language instruction in the classroom, the English lecturers still have difficulties. They have to switch the language when the students do not understand about what they are conveying. This study was aimed at investigating how the English lectures practiced code switching in English as foreign language (EFL) instruction in the classroom. This was a descriptive qualitative research in which data was taken
This article discusses the directive speech acts contained in tembang dolanan. Using a pragmatic approach, particularly the framework of speech act theory, this article analyzes the different types of directive speech acts, the context which it embodies, and the level of decency. The data used in this research consisted of various tembang dolanan that contain directive statements. These data were analyzed using interpretation and inference by presenting it in the form of descriptive analysis. Descriptive analysis is meant to describe, systematically illustrating or elaborating the facts and relationships between phenomena. In the dolanan song, directive speech acts can be expressed directly or indirectly. Direct expression is conventionally used to rule, invite, and forward, while indirect expression is used when instead of by a command line, the intention is ruled by statement sentences, obligation-stating sentences, and questions. The use of direct speech acts generally does not have the value of politeness because they tend to still contain elements of coercion, have no effort to obscure the form of an order, and show the superiority of the speakers. On the other hand, the use of indirect speech acts seems to be an attempt to obscure the commandments to be more polite in the hope opponents would happily respond to commands.
This paper describes the lexicogrammatical realizations of interpersonal meaning in English as a Foreign Language (EFL) classrooms in Indonesian university context. The realizational grammatical patterns are presented using MOOD system in systemic functional linguistics (SFL). The data of this study were three EFL classrooms taken from three English departments in Indonesian universities in Semarang City. Data analyses were done by transcribing the lectures and then divided them into clauses from which the lexicogrammatical realizations of pedagogic MOOD were identified and classified based on MOOD System as suggested by Halliday & Matthiessen in SFL perspectives. The results of the study show that interpersonally, the clauses used in the EFL classrooms are predominated by declarative clause, interrogative clause, and imperative clause. The predominance of declarative clause is influenced by the teacher-centered teaching method used in the classrooms. This method poses lecturer as an expert and students as novice. In this situation, lecturer dominates in giving information about the learning materials. Besides, interrogative clause is also used by lecturer to know the students’ understanding of the learning materials. Finally, imperative clause is also used to ask students to do something relating to the understanding of the learning materials.
This word-list, referred to in my article "Javanese Speech Levels,nl presents in a single paper a complete list of nonNgoko word stems. A similar word-list was prepared by Walbeehm and published in 1897,2 but it was written in Javanese script and no glosses were given. Walbeehm1s list also failed to dis tinguish between Kr6mo Inggel and Krom6 Anqlap. In the present list, Kr6mo Inggel and Kromo Andap words appear in the same column because of their complementary distribution (as described in my previous article) and limited number, but KromS Ancjap words are given in italics. Walbeehm also included kasar (rude) words in his main list. I have included a list of kasar words (which form a subclass of the Ngoko vocabulary), but I have treated them separately here because they do not influence the formation of speech levels, and it is the speech levels which are my primary concern.A later work which marked words according to speech level and which usually gave the Ngoko equivalent of non-Ngoko words was PigeaudTs Javaans-Nederlands Handwoordenboek.3 This work was intended only as a dictionary of the Javanese language, and the non-Ngoko words, therefore, were alphabetized together with the Ngoko words.Such an arrangement is not very useful to scholars interested primarily in studying the speech levels. I have relied heavily on both Walbeehm and Pigeaud in com piling the present list.I am indebted to Walbeehm for the general format of the list and to Pigeaud for many additional lexical entries.In the course of preparing this list, a number of lexical items were found which did not occur as non-Ngoko words in' either of the previous works. These are marked with an asterick. A number of lexical items have changed from one non-Ngoko level to another in the short time since PigeaudTs work was published and are noted by a double asterick. Some non-Ngoko words which appeared in one or both of the earlier works are no longer used and, therefore, are not given here. The purpose of the present list is to make an updated version of a work such as Walbeehm?s available to speakers of English.
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