LANGUAGE AND CIVILIZATION: PROCEEDING OF THE 2nd INTERNATIONAL SEMINAR ON LINGUISTICS - Repositori Universitas Andalas

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2nd INTERNATIONAL SEMINAR ON LINGUISTICS

LANGUAGE AND CIVILIZATION

ANDALAS UNIVERSITY

PADANG, WEST SUMATERA, INDONESIA

AUGUST 12-13, 2015

II

ISBN

978-602-17140-3-4

ISBN 978-602-17140-3-4

(ISOL-II)

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PROCEEDING

THE 2

nd

INTERNATIONAL SEMINAR ON LINGUISTICS

(ISOL-2)

PROGRAM STUDI LINGUISTIK PASCASARJANA FAKULTAS ILMU

BUDAYA UNIVERSITAS ANDALAS

DAN

MASYARAKAT LINGUISTIK INDONESIA

UNIVERSITAS ANDALAS

LANGUAGE AND CIVILIZATION

EDITOR

RINA MARNITA

HANDOKO

JENNIFER ZIRBES

DIANA FROST

DESAIN SAMPUL

HANDOKO

DITERBITKAN OLEH

Fakultas Ilmu Budaya Universitas Andalas Kampus Unand Limau Manis,

Padang – Sumatera Barat. Telp. (0751) 71227

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FOREWORD

On behalf of Postgraduate Program on Linguistics, Faculty of Humanities and the Linguistics Society of Indonesia (MLI) Unand Chapter, we are greatly honoured and pleased to welcome all the keynote speakers and participants of the 2nd International Seminar on Linguistics (ISOL-2), 2015.

ISOL is a bineal international seminar held by the Linguistics Graduate Program of Faculty of Humanity, Andalas University in colloboration with the Linguistic Society of Indonesia (MLI), Unand Chapter. ISOL aims to provide a discussion platform for linguists and language observers accross Indonesia. Its main objective is to enhance the exchange of research and new approaches in language studies. The seminar is open to interested people from outside of Indonesia.

The theme of the 2nd ISOL is Language and Civilization. Civilization is the process by which a society or place reaches an advanced stage of social development and organization. It is also defined as the society, culture, and way of life of a particular area. Over time, the word civilization has come to imply something beyond organization. It refers to a particular shared way of thinking about the world as well as a reflection on that world in art, literature, drama and a host of other cultural happenings. Language is itself a social construct – a component of social reality. Thus, like all social constructs and conventions, it can be changed.

A civilization is any complex state society which is characterized by urban development, social stratification, symbolic communication forms and a perceived separation from and domination over the natural environment. To advance civilization is to construct a new social reality which emerges through language. In other words, social reality is the operational expression of words and the meanings of them that society has agreed upon. Language is itself a social construct – a component of social reality. Thus, like all social constructs and conventions, it can be changed.

This seminar aims at facilitating diverse dialogues among scientists, linguists and scholars from different backgrounds about language as a social construct as well a tool to understand social reality.

We would like to express our deep gratitude to the seminar key note speakers Prof. Dr. James T. Collins from The Institute of Ethnic Studies, The National University Malaysia (UKM), Dr. Suryadi, from the Southeast Asean Studies, Leiden University, the Netherland, and Tim McKinnon, from Delaware University, USA, and Dr. Khatrina Soekamto, Chief of Linguistics Society of Indonesia and Prof. Nadra. MS, the Director of Postgraduate Program of Linguistics, Faculty of Humanities, Andalas University..

We are very grateful to the Mayor of Padang, Ir. H. Mahyeldi, S.P, for his great support to the seminar and for welcoming all the seminar participants at his place in an opening ceremony. Our gratitude also goes to the Rector of Andalas University, the Dean of Faculty of Humanities and our sponsors AIFIS Jakarta, PT. Semen Indarung Padang, PT.Bank BNI and Bank Mandiri.

Chairperson

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TABLE OF CONTENT

FORWARD ... i TABLE OF CONTENT ... ii

QUESTION AND ANSWER TECHNIQUE IN TEACHING ENGLISH:IS THIS

STILL FAVORED OR NOT?

Abdul Halim ... 1

ICT MEDIA IN ENGLISH TEACHING OF CHARACTER-COMPETENCE DEVELOPMENT

Adzanil Prima Septy. ... 7

LINGUISTIC SIGNS ON CHILD ABUSE ARTICLES IN THE JAKARTA POST ONLINE NEWSPAPER

Amelia YuliAstuti ... 14

INDONESIAN PHRASAL INTERFERENCE FOUND IN AGRICULTURAL TECHNOLOGY FACULTY STUDENTS, ANDALAS UNIVERSITY IN LEARNING ENGLISH

Al Maghvirah Chan ... 22

POLITICAL LANGUAGE AND THE FUTURE OF INDONESIAN CIVILIZATION

AnangSantoso ... 28

THE USE OF HONORIFIC PERSONAL PRONOMINAL DEICTIC IN THE CAMPAIGN OF REGENTS ELECTION IN GOWA REGENCYSOUTH SULAWESI PROVINCE

Asriani Abbas ... 34

THE IDEOLOGY IMPACTS ON EACH OF THE LEVELS OF CONTEXT IN

THE KABA:PUTINILAMTJAJODENGANDANG TUANKUGOMBANGALAM

Ayendi ... 40

VIOLATION OF MORAL VALUE IN THE IMPOLITENESS OF INTERACTION FROM THE STUDENTS TO THEIR LECTURERS

Ayumi and Ike Revita ... 46

A CLOSER LOOK ON POLITENESS STRATEGIES IN MALAYSIAN ECONOMIC JOURNAL

BudiantoHamuddin and Faridah Noor Mohd Noor ... 52

SEMANTICASSOCIATION OF BUSINESSPERSON IN INDONESIAN ONLINE PRESS

CondraAntoni, Hilda Widyastuti and Irene OssiWidyastuti ... 64

SEMANTIC GENERALIZATION OF INDONESIAN WORDS AS SEEN ON TELEVISION ADVERTISEMENTS

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THE RELATIONSHIP BETWEEN HUMANS AND NATURE IN YUNI

NURMALIA’S ANAK BAKUMPAI TERAKHIR AND EDWARD ABBEY’S FIRE

ON THE MOUNTAIN : AN ECOLOGICAL COMPARATIVE ANALYSIS

Eva Najma and Donny Syofyan ... 84

GOOD AND TERIBBLE DAYS SYMBOLS IN PANANRANG MANUSCRIPT: A

CULTURAL LINGUISTICS APPROACH

FahmiGunawan ... 94

THINKING STYLES ON EFL LEARNERS’LANGUAGE LEARNING STRATEGIES

Febria Sri Artika ... 102

MOST COMMON MISPRONOUNCED WORDS OF SEGMENTAL PHONEMES AND LETTER COMBINATIONS OF ENGLISH

FitraElia, JohariAfrizal, Khulaifiyah ... 108

WORD FORMATION ON TRANSGENDER SLANG WORDS IN THEIR COMMUNITY IN PADANG

Fitrawati and Indah Shinta Masni Ari ... 115

USE OF –LA IN SIMPLE SENTENCES: WITH REFERENCE TO TAMIL

ETHNIC IN MALAYSIA

Franklin Thambi Jose S. ... 122

BIOACOUSTICS ANALYSES WITH SPEECH ANALYZER SPECTOGRAM AS A TESTING METHOD FOR SPEECH ABILITY IMPROVEMENT: Case study of Dyshartia Patients in Dr. Cipto Mangunkusumo and Dr. M. Jamil Hospitals

Gusdi Sastra, Ike Revita, Hendra Permana, Yoffie Kharisma Dewi ... 126

THE LANGUAGE OF SOCIAL ENGINEERING: FROM PERSUASION TO DECEPTION

Handoko, Dwi Anggreini Waskito Putri, Gusdi Sastra, Ike Revita ... 136

IMPROVING STUDENTS’ WRITING SKILL BY USING GRAPHIC ORGANIZER

Herdi ... 143

PRAGMATIC FORCE BEHIND THE PROPER NAME OF BATU AKIK IN

PADANG

Herlin Triana and Ike Revita ... 155

LANGUAGE USE IN CLASS DISCUSSION: STUDY CASE OF POSTGRADUATE STUDENTS ON LINGUISTICS

Ike Revita ... 161

THE VERSES OF LANGUAGE:EXPLORINGHUMAN LANGUAGEISSUES INTHE VERSES OF GLORIOUS QUR’AN

Irwandi,NurAzmiAlwi, Albert ... 166

LANGUAGES AND CIVILIZATIONS:MALAY AND SOUTHEAST ASIA’S MARITIME CIVILIZATION

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IMPLICATURES IN KOPISTARBUKBOOK BY ARHAM KENDARI

Joko Ariyanto, Betty Sailun, Afrizal ... 189

EMPOWERING WEST SUMATERA RUBBER FARMER BY STRENGHTHENING LOCAL ENTERPRENEURSHIP MODEL AND REVITALIZATION OF LEXICALLY LOCAL WISDOMS

Josefino S, Ahmad Iqbal Baqi, and Fisla Wirda ... 195

GRAMMATICAL PROPERTIES OFSERIAL VERBWITH BAE AND KANAIIN

MINANGKABAUNESE: A Syntactic-Semantic Preliminary Study

Jufrizal ... 202

A CONTRASTIVE ANALYSESBETWEEN ENGLISH PREFIXES I{N}- AND

INDONESIAN PREFIXES ME{N}- : A GENERATIVE PHONOLOGY STUDY

KamsinahDarwis ... 209

TEACHING AND LEARNING MALAY LANGUAGE AND MALAY CULTURE USING COMPUTER: THE EXPERIENCE OF TEACHING INTERNATIONAL STUDENTS IN UNIVERSITY MALAYSIA KELANTAN, MALAYSIA

Khuzaiton Binti Zakaria and Thana Binti Abdullah ... 220

THE FRIDAY SERMON IN SOUTHEAST ASIA (INDONESIA, MALAYSIA,

SINGAPORE, AND BRUNEI): A STUDY OF THE FUNCTION OF LANGUAGE

KundharuSaddhono, Muhammad Rohmadi, and ChafitUlya... 225

GENETIC RELATIONSHIPSLANGUAGEMUNA, KAMBOWA, ANDBUSOAIN

SOUTHEAST SULAWESI(LINGUISTIC HISTORICALCOMPARATIVESTUDY)

LA INO, Akhmad Marhadi and La Ode Syukur ... 232

VAGUENESS MEANING IN KABHANTI’S MUNA LYRICS(Semantics Field in Oral Tradition of Munanese in Shoutheast Sulawesi)

Lilik Rita Lindayani, WaKuasa, and Wa Ode SittiHafsah ... 238

HOW CAN LITERATURE CIRCLES BE USED TO SUPPORT SPEAKING AND LISTENING SKILLS?

Luli Sari Yustina ... 246

IMPLEMENTING AN INTERCULTURAL VIRTUAL EXCHANGE

Mari Yamauchi ... 255

GRAMMATICAL DEVELOPMENT AND SYLLABUS DESIGN

Melyann Melani ... 260

WORD AND LEXEME IN INDONESIAN

Muhammad Yusdi ... 266

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Nadra ... 271

CONNOTATION IN THE ADVERTISEMENTS OF MARIA SYAILENDRA BEAUTY AND INTIMATE SKIN CARE IN KARTINI 2014

NeansyNurhandayani ... 275

REDUPLICATED COMPOUND WORD IN KERINCI LANGUAGE, DIALECT OF TANJUNG PAUH MUDIK BASED ON THE PARTS OF SPEECH

NelyArif ... 279

THE LANGUAGE USE OF SIGNS’ EFFECT TOWARD CIGARETTE ADVERTISEMENT

Nidya Fitri ... 289

LIAISON AND ENCHAÎNEMENT IN FRENCH PHONOLOGICAL

SYSTEMAND IT’S PROBLEM FOR FRENCH LEARNERS

NorbertaNastitiUtami ... 293

CHANGING OF MEANING IN TRANSLATION

Novalinda ... 298

PROMOTING MANDARIN CHINESE LEARNING FOR PRIMARY SCHOOL STUDENTS THROUGHONLINE COMICS AND COLLABORATIVE LEARNING

NuningCatur Sri Wilujeng ... 305

DRACULAIN THE INDONESIANCONSTELLATION

Nurhadi and Dian Swandayani ... 315

THE STUDENTS’ LIVED EXPERIENCE IN USING PECHA KUCHA

Patricia Angelina Lasut ... 324

THE BEAUTY OF ROMANCE AND RELIGIOUS THOUGHTS IN HAMKA’S NOVELS

Qaziah Fatihah Berhanuddin, Mohammad Affiq Kamarul Azlan and Irfan Saumi ... 330

DEVELOPING THE SPIRITS OF ENTREPRENEURSHIP: SPEECH ACTS ANALYSIS ONTEACHER TALKS AT ELEMENTARY LEVEL OF EDUCATION

Ramadhani, Verinita, Lucy Suraiya, Laily Martin ... 338

THE VIOLENCE OF COOPERATIVE PRINCIPLE IN AUTISTIC CHILDREN’S INTERACTION: A Case Study

Ratih Purwasih and Purwanti ... 347

THE DISCOURSE SMS SCAMS IN INDONESIA: AN ANALYSIS OF PRAGMATICS

RetyaElsivia ... 355

THE LANGUAGE USE OF PROVINCIAL LEGISLATIVE CANDIDATE CAMPAIGN IN YOGYAKARTA

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PRAGMATIC COMPETENCE OF ENGLISH DEPARTMENT STUDENTS IN RESPONDING TO COMPLIMENT IN ENGLISH

Rina Marnita AS ... 372

POSITIVE POLITENESS STRATEGIESIN EFL CLASSROOM

Rita Erlinda and Meiva Mutia Rahmi ... 378

INSERTIONAL CODE MIXING IN JUSTALVIN SHOW ON METRO TV:A Sociopragmatic Perspective

Robby Satria ... 384

AN ANALYSIS OF A SHORT CONVERSATION BETWEEN TWO

PARTICIPANTS IN A COMEDY MOVIE WALK OF SHAME:A PRAGMATICS

STUDY

SadamHusein ... 391

ESTABLISHING AND OCCUPYING ‘NICHE’ IN THE INTRODUCTION SECTION OF INDONESIAN RESEACH ARTICLES IN MULTIPLE DISCIPLINES

Safnil Arsyad ... 395

POSTDISCOURSE e135: A CRITIQUE ON OTHER CRITICAL DISCOURSE STUDIES

Sawirman... 406

FACEBOOK STATUS UPDATES OF THEROLLING BLACKOUTS: A Sociopragmatic Study

ShallyAmna ... 417

CODE SWITCHING BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOL 3 PADANGPANJANG IN ACADEMIC YEAR OF 2013/2014

SiskaOktawidyaWati ... 433

SONG AS REFLECTION OF CULTURE BECPME THERAPY IN TEACHING AND LEARNING OF MALAY LANGUAGE

Siti Khariah Mohd Zubir, En. Mohd. Ra’in Shaari, and Nor Hasimah Binti Ismail ... 442

ACQUISITION OF CLAUSE COMPLEXES BY INDONESIAN’

KINDERGARTEN STUDENTS WITH DIFFERENT MOTHERS’ SOCIAL CLASS.

SitiNurhayati, AriefMuadz, Endah Christiana Nora GintinG, Sri Utari, Syarah

Aisha ... 449

IMPERATIVE UTTERANCES OF FRENCH LANGUAGE IN THE TEXTBOOK “CAMPUS 2”(AN ANALYSIS OF SOCIOPRAGMATICS)

SitiPerdiRahayu ... 457

READING SKILLS LEARNING IMPROVEMENT OF COMPREHENSION ECRITE IV LECTURE USING COOPERATIVE LEARNING MODEL OF STAD IN FRENCH EDUCATION DEPARTMENT OF FBS UNY

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FROM WATCHING FILM “ THE LIFE OF BUDDHA : THE EFFECTIVENESS OF CONNECTING STRATEGY TO IMPROVE LITERARY APPRECIATION IN ONE PRIVATE SENIOR HIGH SCHOOL IN SOUTH SUMATRA, INDONESIA

SulaimanGiriviryaand Sutarno ... 473

REFLECTIONS ON INDONESIAN EFL STUDENTS’ WRITINGS: A RHETORICAL POINT OF VIEW VIA SOCIOLINGUISTIC APPROACH

Syayid Sandi Sukandi ... 485

LOAN WORDS IN JAPANESE LANGUAGE –THE FACT OF GLOBALIZATION IN JAPAN-

Vera Yulianti ... 495

THE INDIGENOUS AKIT MALAY VARIATION IN RIAU PROVINCE

Yanti Riswara ... 500

EFL/ESLLEARNING PROCESS FOR LIMITED-ENGLISH-PROFICIENT AND ANKYLOGLOSSIACHILD:A NEUROPSYCHOLINGUISTICS STUDY

YoffieKharismaDewi, GusdiSastra ... 507

PHONOLOGICAL ABILITIES OF SPEECH DELAYED CHILDREN (A Case Study : Faruq’s Utterances)

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2nd International Seminar on Lingustic

1

QUESTION AND ANSWER TECHNIQUE IN

TEACHING ENGLISH: IS THIS STILL FAVORED

OR NOT?

Abdul Halim

Faculty of Education and Teaching, IAIN Kendari

boneoge@yahoo.ca

ABSTRACT

This research discusses the students’ perception of the use of Question and answerin

teaching English.The cornerstone of this research was most of students tend to avoid

learning English and get bored easily throughout the learning process. This research

will provide different attempts to teaching as well as seek its effectiveness in its

implementation through revealing the students’ perception after being treated with

question and answer technique. To attain the objective of the research, the following

instruments were used: observation, questionnaires and interview. The triangulation of

these instruments revealed that question and answer technique could help them to learn

and in fact most of the students agree that they have gained strong confidence after

being treated with the technique. This means that the students have very high

perception. The intriguing factor which makes this old and simple technique works in

the class is the use of additional simple activities which have been implemented

throughout the process of teaching; such as the use of song, role-play, and games

helped the students digest the learned topic well. The discussion of such process of

teaching is presented in the discussion part of this research. The discussion of this

research is expected to provide some new ideas of doing other related researches in the

future.

Keywords:

students’ perception, question and answer technique, teaching English

I. INTRODUCTION

This research discusses the perception of students of Fifth Semester of

Tharbiyyah Department of Institusi Agama Islam Negeri Kendari (IAIN Kendari) or

Islamic State Institution of Kendari about the use of question and answer technique.This

research was conducted at State Islamic Institution of Kendari. The cornerstone of this

research was most of students tend to avoid learning English and get bored easily

throughout the learning process. This research will provide different attempts to

teaching as well as seek its effectiveness in its implementation through revealing the

students’ perception after being treated with question and answer technique. Question

and answer technique according to Alipandie (1984) could help the target learner to

achieve the following skills: the situstion of class become active because students want

to think and convey their opinion; it is very positive to train students in order that their

brave to propose their opinion as oral; it occurs a divergence of opinin between students

and bringing the situation of class in instersting discussion; students will give full

attention to follow lesson; and teacher can control students’ comprehension in learning.

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Andalas University, August 12-13, 2015

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proficiency. For example, a study done by Hasriyani (2001)at the second year of SLTP

Negeri 5 Kendari. Hasriyani examined whether or not the use of Question and answer

Technique could improve students’ reading comprehension significantly, and the

finding of the research revelaed that there was significant effect of the students’ reading

comprehension after being treated with questionanswer technique. Other similar

investigation of the use of question answer technique was done at at the third year of

SMA Negeri 2 Kendari, by Ramli (2003). Ramli revelealed that question answer

technique could also improve students’ reading achievement significantly.

In response to the two previous study above in which they both use aswer

question technique for reading achievement and comprehension. This research wants to

investigate the extent of effectiveness of question answer technique in other language

related skills, particularly speaking. This is due to the notion that each language skills is

connected to each other. In fact, to learn language comprehensibly all language skills

need to be learned stimultaniously.

II. METHOD

The design of this research is descriptive qualitative. The use of this design in

this research is to uncover a phenomenological model in which reality is rooted in the

perceptions of the subjects. It usually takes place in naturally occuring situations, as

contrasted which exhibits control and manipulation of behaviors and settings

(Nunan,1992; p. 9). The subjects of the research were the third semester students of

Tharbiyyah Department at IAIN Kendari, and this class was taken purposively. The

number of the students in the class was 14. To attain the objective of the research, the

following instruments were used: observation, questionnaires and interview. These

instruments then weretriangulated to reveal whether or not question and answer

technique could help the students to learn effectively in the class.

Observattion sheet was the first instrumentused in this study. This aimed to

capture the data or other relevant information dealing with the use of question and

answer technique. This instrument will reveal the behaviors attached performed by the

lecturer and the students when question answer technique was applied in the teaching

and learning process. In addition to the use of observation sheet, the researcher involved

originality of the data of the students and the lecturer’s activity in the teaching and

learning process. This video, in fact, was used to revise some of the misinterpretation of

data which was done through observation sheet. In order to gain the perception of the

students, then questionaireswere used. This instrument helped the researcher to obtain

specific information about the use of question and answer technique in the class.

Finally, interview the subject was conducted to complete the data which has not been

revealed after observation and questionnaires have been administered(sugiyono, 2010).

In this research, the researcher used semi structure interview.

III. DISCUSSION

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they have in the acceptable day to day communication. However, this research

uncovered intriguing findings in which students found this technique worthwhile.

The finding from classroom observations disclosed that the lecturer had

designed some different activities for every meeting, such as relating the current lesson

with previous lesson; listing and pronouncing new words; explaining grammar of the

text studied; showing and commenting pictures; singing together; presenting drama;

discussing the given narrative text in pair work and group work; doing individual task;

providing feedback to both spoken and written production and so on. These activities

were always provided with some prompts to help the students to have prepared answers

and spontaneous answers. These activities help have helped and stimulated the students

to speak.

Questionnaire revealed85.71%, this indicates that students have very high and

positive perception about the use of question and answer technique.Meanwhile, the

interview shows very positive result and strengthened the result of the calculated

questionnaires; this could be seenfrom the students’ interview as follows:

No

Question

Interviewee’s perception

1 The use of Question and answer in

English class.

-

I use it throughout the learning process.

I often used Question and answer when I

need information from my friend or my

lecture.

2 Student’s perception about Question

answer used in English class.

-

It is very good, because it can motivate us

to speak.

-

It is important because it can make the

introvert students be more active in the

classroom.

3 Studentsenjoy the use of Question

and answer technique in classroom.

-

I really enjoy it, becausethis technique

spurred me to speak

-

I do like it because Question and answer

technique can force us to word our ideas.

4 The students’ speaking ability

improvedafter using Question and

answer technique.

-

I agree because in class we must speak

when Question is given to our pair or

group.

-

Yes I do agree, because when lecturer

gives us a Question and we must answer

the question.

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To begin with, pair work and group work might have been acknowledged by

language educators that they may give the students far more chances to speak English in

the classroom.Students participate in the lesson much more actively because they are

involved in talking to their friendsexchanging opinions, practicing new structures more

than listening to their teacher talking. According to Long and his colleagues who

investigated differences in the quantity andquality of student language in group work

versus teacher centered activities the language produced bystudents working in groups

is more varied and greater in quantity. Learners take the initiative to expressthemselves,

they are more spontaneous. Asking questions and responding they use more

languagefunctions (Lightbown and Spada, 1993, p.85).

In this research,h the lecturer spent at least one lesson a month devoted only to

speaking. If thetopics are adequate to the learners' interests they will be very effective

and give a lotof satisfaction both to the learner and the lecturer. This research believes

that communication is very essential in our day to day communication. Thatis why oral

practice in small groups and pairs is essential and it was done every meeting. In fact,

Krall (1989-1993, p.161) suggest that "Group work gives learnersexposure to a range of

language items and language functions". Krall maintains that Students use

andexperiment with the language items they already know in order to develop fluency;

they also use someitems pre-taught by the teacher or contributed by the members of the

group to express themselves morefully and improve the quality of their performance.

This research does not deny that the non English major students (PAI Students)

in this research are not fluent enough at the beginning of the class, and indeed not all

students speak fluently at the end of this research, but the use of question and answer

technique through pair or group work have helped the low achiever students to learn

from their pair good achiever students. Harmer (2007) states that there is a greater

chance that at least one member of thegroup will be able tosolve a problem when it

arises. In such a class the teacher is no longer a supervisorbut becomes a resource centre

and advisor for the students because "Most people learn a foreign language betterwith

others than on their own"(David, 1986, p.11). Besides practicing and consolidating the

language group work help to integrate the class. Learnerslearn how to cooperate with

one another, make compromise, negotiate, and respect individuals withdifferent abilities

and views which is important for the class atmosphere and relationship with theteacher.

Instead of sitting alone trying to understand something difficult they can help each

other.

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found sounding out new words slowly helps people memorize new words easier. This is

in line with The Seattle Times which revealed a research finding which measured brain

activity among 16 literate adults found the left hemisphere of the brain — “commonly

used by skilled readers to identify words in a fraction of a second” — lit up after the

adults learned words from instructors who sounded out the words slowly. In addition to

this benefit, learning new words through sounding them would help the students to

practice pronouncing the new learned words, and this also good for the lecturer as the

mispronounced words could be fixed immediately. These activities in some extent can

help students to learn different language skills at once and could make the learning time

efficient.

Moving on to the use question and answer technique through mini drama

presentation, students found this activity entertaining and encourage them to produce

the language. There are many reasons why this activity could bring question and answer

technique favorable for the students. Firstly, mini drama could entertain the students

and provide motivation to learn. It also provides students opportunities for different uses

of language as it embodies feelings which could provide rich experience of language for

the students.Secondly, according to Maley (2005) drama could help students to:

integrates language skills in a natural way; it integrates verbal and non verbal aspects of

communication, thus bringing together both mind and body, and restoring the balance

between physical and intellectual aspects of learning; It draws upon both cognitive and

affective domains, thus restoring the importance of feeling as well as thinking; it fosters

self-awareness (and awareness of others), self-esteem and confidence; and through this,

motivation is developed; and it encourages an open, exploratory style of learning where

creativity and the imagination are given scope to develop. This, in turn, promotes

risk-taking, which is an essential element in effective language learning. Thirdly, Fleming

(2006) stated that drama is inevitably learner-centered because it can only operate

through active cooperation. It is therefore a social activity and thus embodies much of

the theory that has emphasized the social and communal, as opposed to the purely

individual, aspects of learning. The use of drama techniques and activities in the

classroom provides exciting opportunities for foreign language learners to use the

language in concrete "situations".

Finally, the provision of continuous firm feedback to the class and particular

individual has created positive rapport between the students and the lecturer. This is

because the students did not feel that making mistakes is embarrassing, at the beginning

it was but after the lecturer kept explaining that mistakes is the source of learning and a

help will come immediately after major mistake has been made, the students felt secure

with this. Ramli (2003) in his research found out that appropriate feedback is essential

in encouraging the learners to learn how things are operated independently. This is due

to the notion that feedback leads the students keep revising the incorrect hypothesis that

they have developed and building it up with new one.

IV. CONCLUSION

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(Rogers et al., 1999).The pedagogical implication of this research is that question and

answer technique should not be translated literally in our day to day teaching English.

Question and answer technique should be placed in a wider context and it needs to be

integratedwith other macro skills (reading, listening, writing and speaking) and micro

skills (pronunciation, grammar, and vocabulary). This is because speaking cannot be

placed apart from such skills. Question and answer, in fact, can work well if the

students have sufficient knowledge of such skills.

REFERENCES

Alipandie. (1984).

Question and answer Technique

. England: Person Education Limited

David, N et al. 1986.

Communicative ideas

, LanguageTeaching Publication.

Fleming, M. (2006).

Drama and language teaching: The relevance of Wittgenstein’s

concept of language games

. Humanizing language teaching Magazine, issue 4,

retrieved on 20 July 2010 from http://www. hltmag.co.uk/jul06/mart0l.htm.

Harmer, J. (2007).

The preactice of English language teaching

(4th ed). Harlow:

Longman.

Hasriyani. (2001).

Theeffect of question and answer technique in teaching reading

comprehension at SMP Negeri 5 Kendari

. Kendari. FKIP Unhalu. Unpublished

Thesis.

Krall, T. 1989 - 1993.

Teacher development

, English Teaching Forum.

Lightbown & Spada. 1993.

How languages are learned

, Oxford: Oxford University

Press.

Maley, A. and Duff, A., (2005) Drama Techniques: A resource book of communication

activities for languageteachers.Cambridge:Cambridge University Press.

Nunan, D. (1992).

Research methods in language learning

. Australia: Cambridge

University Press.

Ramli. (2003).

The effect of question and answer technique in teaching reading ability

at SMA Negeri 2 Kendari

. Kendari. FKIP Unhalu. Unpublished Thesis.

Rogers, S. & Renard, L. (1999). Relationship-driven teaching.

Educational Leadership

,

57(1), 34-37. Retrieved April 30, 2006 from ProQuest Education Journals

database. (Document ID: 44516616).

Scribner, H. 2015.

The benefits of learning new words,

adopted from:

http://newsok.com/the-benefits-of-learning-new-words/article/5426331,

retrieved on 9 June 2015 from The Seattle Times, Seattle.

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ICT MEDIA IN ENGLISH TEACHING OF

CHARACTER-COMPETENCE DEVELOPMENT

Adzanil Prima Septy

Bung Hatta University-Padang

adzanil.septy@gmail.com 085271129001 - 08153519000

ABSTRACT

The national education system has placed character building as an important component for the national development. Consequently, all subjects stipulated in the curriculum including English should incorporate lesson materials attempting to develop students’ characters-personality as good Indonesians. Related to the role of English, the teaching of English is also supposed to develop students’ English proficiency. Integrating these components; character and competence, is important for Indonesia to face the golden age in 2045 indicated by having a golden generation of competitive and high quality human resources. In the context of current technology development, the role of ICT media in English teaching-learning process is an undeniable fact, particularly in (influencing) managing fun and enjoyable teaching and learning activities. However, according to several researches, the implementation of the media in classroom contexts may still become problematic for teachers. Students’ lack of English ability, for instance, may indicate failure to stimulate students’ motivation and interests as well as to improve their English proficiency in the teaching-learning process.

This paper will particularly discuss the use of ICT media for teaching English. In particular, this paper will discuss what teachers should consider to develop English lesson materials containing such character-competence content and to organize them into relevant ICT media of interesting audio and visual presentations.

Key Words: ICT Media, Character-Competence Content, English Lesson Materials, English Teaching-Learning Process

I. INTRODUCTION

Every nation in the world has its education philosophy, system and purpose. In Indonesia, education is a means to prepare students to develop good abilities and appropriate characters in order to establish better Indonesia, as well as to uplift the national level of prosperity. In this relation, as an attempt to develop competence, character education or character building has also become a mainstream in the education system. Referring to the national system of education, the education is aimed at raising students’ potential in developing their faith observing the Oneness of God (monotheism), practicing noble characters, living healthy, being knowledgeable, skillful, creative, and independent, in order that they become democratic and responsible citizens for Indonesia (GOI, 2003, Decree No 20 Article 3). This principle then becomes a core in recent 2013 curriculum system, that is, how subjects structured in the national curriculum incorporates character content along with knowledge and skill in all lesson materials (MOEC, 2013, Decree No. 54 Concerning Graduate Competence Standard).

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Standard). Consequently, there are 2 important components to integrate in students’ English learning; they are achieving English proficiency and developing appropriate characters.

In spite of the important role of English, English language teaching often raises problems. The problem seems to relate to unsatisfactory results of students English proficiency. Several researches investigated unsatisfactory achievements of students’ English proficiency (Aziez, 2011:1-4; Nitiasih et al, 2013:208). The results concluded problems in teaching and learning processes managed in the classroom that failed to stimulate students’ learning interests and motivation which then fail to attain the educational goals (competence and character development). Besides, a classic opinion about it says that English is not a native language for Indonesians. Considering English as a means of international relation, the quality of human resources unable to compete in global competition become a serious concern. Therefore, there are 2 issues to propose around the topics of English language teaching and learning in Indonesia today; first, how to develop English teaching-learning materials relevant to current need of competence-character content, and, second, how teaching-learning process of such character-competence content is presented interestingly and interactively.

As teaching and learning process is concerned, implementing ICT media is considered to be the best practice in today era of technology development. In this relation, using ICT media has become a new trend in English language teaching and learning process (Susikaran, 2013: 289-295; Sun, 2014:13-14). In spite of this, the implementation is not always easy. Teachers tend to use traditional methods which seem uninteresting for the students’ learning motivation (Septy, 2004; 2007; Nair et al, 2012:8-9). In other words, the teachers’ ability to design the media often seems problematic.

This paper will particularly discuss the use of ICT media for teaching English. In particular, this paper will discuss what teachers should consider to develop English lesson materials containing such character-competence content and to organize them into relevant ICT media of interesting audio and visual presentations. This discussion may also include procedure/process that teachers can do to design ICT media to make interesting and motivating classroom atmosphere of English language teaching and learning activities.

II. COMPETENCE-CHARACTER CONTENT OF ENGLISH MATERIALS

There are at least three categories of English lesson materials; local, national, and international content. English lesson in primary schools, for example, could be categorized to cover a local content. In this circumstance, English lesson material relates to local knowledge and philosophy, so that the students of primary schools will understand their local wisdom. In junior and senior secondary school, moreover, the English lesson material could contain national and international content, in addition to the local content. By this way, the English lesson materials do not only cover local knowledge; it particularly enriches the students of junior and senior high schools with national and international perspectives. The students are expected to be able to actualize their English competence as a means of international language reflecting relevant characters of the local and national wisdom.

Language is a means of communication and, in particular, for social and personal interactions. In this circumstance, a speaker reflects his/her personality. This indicates that a combining competence-character content become important in English language teaching and learning to develop. The national standard of education has also stipulated that students’ learning English also relates to such competence-character development (MOEC, 2013:78-82, Decree No. 64 Concerning Content Standard).

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students’ characters into so called spiritual and social attitudes. This makes teaching/learning English at present different from the past.

To design and develop the teaching-learning materials, the English language lessons should not only contain linguistic materials such as sentence structures, vocabulary, pronunciation, etc., it should also contain character materials (attitude and values) to which students could refer to for their personality development. Therefore, a careful selection of relevant themes and topics need to be applied to include the character content for the English lesson materials.

There are a number of themes that could be considered in developing the lesson materials (i.e. health, geography, sports/hobbies, environment, education, technology, industry/economics, communication/international relation, transportation, culture/arts, religion, politics/government, law/defenses/security, family/family planning, and friendships). Each theme could be developed into many relevant topics containing important information or general knowledge that teachers may write on. Then, how a theme is developed to become several topics is illustrated in Figure 1.

As the character is concerned, the information provided under the topic needs to be connected to value or attitude references. In this circumstance, the value and attitude referred to as the spiritual attitude are using spiritual reference(s), i.e. Al Qur’an and/or Al Hadist for Muslim, called basic competence 1 (KI-1) and social attitudes are using social phenomena as the reference, called basic competence 2 (KI-2). To do so, a number of connecting words/phrases could be used to connect the information such as “according to …”, “as mentioned in .../by ....”, “in relation to ...”, “in connecting with ...”, “as said in ...”, “based on ...”, “as said by …”, “referring to ...”, etc. Excerpt 1 exemplifies how information of a topic (knowledge (KI-3)) is connected with such KI-1 and/or KI-2 references.

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III. ICT Media in English Language Teaching

ICT media are often referred to as a computer based or computer assisted learning in which lesson materials are organized into digital presentations. It is believed that lesson materials presented into computer will make learning attractive and advantageous for students and teachers (Ibrahim, 2010; Susikaran, 2013; Ebrahimi et al., 2013; Sadeghi & Dousty, 2013; Septy, 2014).

Ability to design ICT media may become an additional value to teacher professionalism in today English language teaching-learning system in the world. There are at least two main benefits in the English teaching-learning process; (a) to ease teaching and learning and (b) to organize huge lesson materials. To ease the teaching and learning means that is ICT media will ease students to understand lesson materials, as well as to ease teachers to manage their classroom activities. On the other hand, the ICT media will also help teachers organize their massive lesson materials into friendly-user formats. To design and use these media, teachers will need to develop special skills and knowledge about them.

Theme: Communication Topic: Interpersonal Communication

Interpersonal communication is the process by which people exchange information, feelings, and meaning through verbal and non-verbal messages: it is face-to-face communication.

It is not just about what is actually said - the language used - but how it is said and the non-verbal messages sent through tone of voice, facial expressions, gestures and body language.

There are several components in doing interpersonal communication. They are sending of message, a small group of people, the receiving of message, some effects, and immediate feedback so that the important press is a direct or immediate feedback. It is the communication that includes face to face communication or mediated communication, but it is personal.

As mentioned in Al Quran, Surah An-Nisa’ (verse 86) that means” And when you are greeted with a greeting, greet [in return] with one better than it or [at least] return it [in a like manner]. Indeed, Allah is ever, over all things, an Accountant.” In this ayat, Allah has commanded us to respect each other whenever someone is talking to us. Then, talk to human being well in order you can get good information, especially to your interlocutor. At last, use communication as good as possible.

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Figure 2. Numerous media teacher may use in teaching

There are a number of ICT media or computer-based media that can be operated for the classroom processes. They are, among others, radio podcast, electronic books, electronic email (groups), movies and online videos, web-quest, power-point presentation, digital images, and the like (see Figure 2). Which ICT media teachers use in their teaching will depend much on their teaching-learning objectives and materials.

There are a number of criteria to consider in designing and presenting the media. The criteria include readability (font size), colors (match colors and pictures, attract interests), clarity (zero noises), and adequacy (relevance to topic/content). As well, there are several basic principles to note in designing the media, such as esthetic, skill, knowledge, and economy. Moreover, some sense of arts, skills and knowledge to technical applications and knowledge about contents and materials of English language, and economical consideration as well would also be important in the media design.

Teachers’ ability to artistically design learning materials is a challenge in the current and future English classes (Septy, 2007). The impact of this is to make students interested in playing and actively participating in classroom activities. Material designed with ICT-media offer some attractive games that could develop students’ language skills, for example, as well as to promote active learning strategies and habits. The ICT media also stimulates their active endeavor to find their own way to problem solving, for inctance, while teachers intensively assist them to achieve objectives (Ebrahimi et al., 2013:3-19; Sadeghi & Dousti, 2013:1).

Having the ICT media, students may feel that they are experiencing the learning in a real context. It is because the ICT media can display real time materials that may be impossible to have in a traditional teaching mode and classroom. In this case, learning becomes authentic (Septy, 2007). Kelly et al. (2002) and Kilickaya (2004) note a number of benefits of authentic learning; (1) affect students’ positive motivation, (2) provide actual cultural information, (3) provide a real exposure on the target language, (4) relate to students’ needs, and (5) support creative approaches to learning.

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In designing audio-visual media of the English materials, there are at least 2 general steps that teachers need to follow. The steps are (1) selecting software and (2) using web-based resources. First, selecting appropriate software and install them to computer is important to do. There is a number of basic software, for example, power point, movie maker, voice recorder, and/or macromedia flash. However, which software to use usually depends much on the purpose (objective) and what to teach. Several of these software programs are available free of charge, although others must be purchased.

In designing materials for the teaching, there are two types of ICT media to be combined; audio and visual materials (i.e. movies and music). The design of media consists of three parts; opening (including title and teacher’s name), content of audio visual materials (related to the lesson plan), and closing (containing title, name of teacher, subject, etc).

Second, there are a number of web-based resources that can be used to design online audio visual media for teaching. Recently, the web-based media resources are easy to access and some free offer software may be downloaded. The sites can help students improve their vocabulary, sentence mastery, pronunciation practice, and communication skill in general. In this relation, teachers are advised to adapt the media according to topics and the objectives of the topics they are teaching.

Furthermore, teachers may also develop their own sites and/or blogs to organize their online lesson materials. There are also a number of social media groups and web-blogs available for teachers to store online lesson materials and to help design their media. Overall, this requires teachers’ intention to learn and develop ICT media to organize lesson materials which in turn give many benefits to the teachers personally, and also to students, parents, and community generally.

IV. CONCLUSION

This paper has discussed how to develop English lesson materials containing such character-competence content and to manage them into relevant ICT media. In recent context of English language teaching-learning, competence-character content of lesson materials and the use of ICT media are like a coin of double sides. The ICT media and the materials cannot be separated each other. Besides, the implementation of ICT media is a new trend in English language teaching-learning today, it is clear that the ICT media is aimed at organizing character-competence content of English materials into easy, interesting, motivating, and manageable formats. In other words, competence-character content becomes the main substance of English lesson containing local, national and international wisdoms that are important for human development in modern civilization.

English teachers are expected to be ICT-literate so that they are able to manage, design, and update their English teaching materials. It is due to the fact that in today’s life, students are so much influenced by ICT affecting their English proficiency and also stimulating their learning interests. Teachers’ use of ICT media will effectively train students to be ‘the problem solver’, not to be ‘the trouble maker’. Moreover, the use of ICT media may also facilitate them to develop productive skill and thinking, as well as to grow a sense of awareness to the real life, and these all are started from classroom teaching and learning process.

REFERENCES

Arslan, A. (2008). Implementing a Holistic Teaching in Modern ELT Classes: Using Technology and Integrating Four Skills. International Journal of Human Sciences. [Online] http://mpra.ub.uni-muenchen.de/20707/

Aziez, F. (2011). Examining the Vocabulary Levels of Indonesia’s English National Examination Texts. Asian EFL Journal. Vol. 51 April 2011.

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Ebrahimi, N. A., Eskandari , Z., & Rahimi, A. (2013). The Effects of Using Technology And The Internet On Some Iranian Efl Students’ Perceptions Of Their Communication Classroom Environment. Teaching English with Technology, 13(1), 3-19 [Online]

http://www.tewtjournal.org Pp. 3-19

Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English Language Learners Through Technology. Routledge New York

Government of Indonesia (GOI). (2003). Decree no. 20/2003 Concerning National Education System

Ibrahim, A M I. (2010). Information & Communication Technologies in ELT. Journal of Language Teaching and Research, Vol. 1, No. 3, pp. 211-214, May 2010

Kelly, C., Kelly, L., Offner, M., & Vorland, B. (2002). Effective Ways to Use Authentic Materials with ESL/EFL Students. The Internet TESL Journal, Vol. VIII, No. 11, November 2002 [Online] http://iteslj.org/Techniques/Kelly-Authentic.html Kilickaya, F. (2004). Authentic Materials and Cultural Content in EFL Classrooms. The

Internet TESL Journal, Vol. X, No. 7, July 2004 [Online] http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html

Ministry of Education and Culture (MOEC). (2013). Decree No. 54. Concerning Graduate Competence Standard of Primary and Secondary Schools.

Ministry of Education and Culture (MOEC). (2013). Decree No. 64. Concerning Content Standard.

Nair , G K S., Rahim, R A., Setia, R., Husin, N., Sabapathy, E. (2012). ICT and Teachers’ Attitude in English Language Teaching. Asian Social Science. Vol. 8, No. 11.

Nitiasih, P. K., Suarcaya, P., & Suputra, P. E. D. (2013). Pengembangan Model Pembelajaran Bahasa Inggris Untuk Percepatan Pendidikan Di Sekolah Menengah Pertama (SMP) Di Propinsi Bali. Proceeding Seminar Nasional Riset Inovatif I 2013 Pp. 204-212

Pathak, A. (2001). Teacher-made Activities for a Computer-based ESL/EFL Class. The Internet TESL Journal, Vol. VII, No. 7, July 2001. [On-line]: http://iteslj.org/Lessons/Pathak-ComputerClass.html

Sadeghi, K. & Dousti, M. (2013). The Effect of Length of Exposure to CALL Technology on Young Iranian EFL Learners’ Grammar Gain. English Language Teaching; Vol. 6, No. 2; 2013 Pp. 14-26

Septy, A.P. (2004). Use of Computer Network System in Improving English Language Teaching Outcome. Journal EDUKASI, Vol. 5 Year III, April 2004

Septy, A.P. (2005). Menarik Minat Mahasiswa Belajar Bahasa Inggris. Jurnal Akademika. Vol. 9 No. 1 April 2005

Septy, A.P. (2007). Penerapan KBK-KTSP Mata Pelajaran Bahasa Inggris dan Kaitannya dengan PAKEM. A paper presented on the Seminar on IT Based ELT at Univ Bung Hatta TEFLIN Branch, 26 July 2007

Septy, A.P. (2014). ICT-based Media in English Language Teaching and Learning. A paper presented on the Seminar on Creative English Teaching and Learning Models in the Implementation of 2013 Curriculum Towards Preparing Indonesian Golden Generation 2045 Bung Hatta University Padang, December 11th_{, 2014}

Sun, Y. (2014). Major Trends in the Global ELT Field: A Non-Native English-Speaking Professional's Perspective. Plenary Paper in Language Education in Asia, Volume 5, Issue 1, 2014

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LINGUISTIC SIGNS ON CHILD ABUSE ARTICLES

IN THE JAKARTA POST ONLINE NEWSPAPER

AMELIA YULI ASTUTI

Student of Linguistics Graduate Program of Faculty of Humanities, Andalas University ameliayuli127@gmail.com

ABSTRACT

This research is entitled Linguistic Signs on Child Abuse Articles in The Jakarta Post Online Newspaper. It explains linguistic signs, connotative meaning and denotative meaning on child abuse articles. It aims to describe the orders of signification in the phrase or clause and explain the relations between the articles and the Legislation of Children Protection No. 23, 2002 as the second resource. Based on that resources, data are collected by observation method with note-taking and capture technique. The analysis is conducted by semiotic, linguistic signs and order of signification method. The data are analyzed by relating to the concept proposed by Saussure (1915) and Barthes (2003). The Saussure’s theory is to classified signifier and signified. The Barthes’s theory is to classify the denotative and connotative meaning. The result of analysis is presented by descriptively and narratively. Having analyzed the data, it is found there are some specifies of meaning from linguistic signs from the child abuse articles.

Keywords: linguistic signs, denotative meaning, connotative meaning

1. INTRODUCTION

The Jakarta Post online articles about child abuse contain linguistic signs. The linguistic signs are key words, phrases, and clauses related to the context of child abuse. They become the linguistic signs because they have contextual meaning. It means that the meaning of a sign is understood more than its literal and semantic contents since the aspects of legal (law) context on the case of child abuse are influential in producing the meaning of those linguistic signs. Therefore, the signs itself are based on certain context and influenced by the context.

A linguistic sign produces the meaning based on relationship of the three elements: linguistic sign, interpretation, and context. The relationship of the three aspects is the ground of meaning construction. It also can be seen in meaning constructing of the Jakarta Post online articles about child abuse. For example, to construct a meaning about a concept of a linguistic sign ‘age’, the interpretation is only the definition of age in general. It is not explained specifically because human mind only understand in general side. The context of ‘age’ gives basis of the understanding. The context here is the child abuse article and the Legislation of Children Protection, which explains the indicator of children age, which is less than 18 years old. The result from relationship of the three elements (linguistic sign, interpretation, and context) is the meaning. The category of children who can be the child abuse victim and the child that the government to protect. As shown in the example of the articles about child abuse in the Jakarta Post newspaper:

“Child sexual abuse is one of the worst forms of abuse and is rampant throughout the world, but rarely reported.”

(The Jakarta Post on Thursday, January 22 2013)

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from the articles written in the Jakarta Post providing the facts which prove the legislation corresponds to the articles. That proof can be found with some indicators in Legislations.

There are several reasons of conducting this research. The phenomena of linguistic signs in some articles in the Jakarta Post indicate that the connotative signs in those articles have relationship with the Legislation of Children Protection, Article 1-93. In fact, understanding the relationship between the Legislation and article is so hard. A reader must be critical with the signs and able to correlate the signs to a phenomenon which happens at that time, in order to know the common implied purpose of the article. In identifying the meaning of the article, we need specific knowledge; knowledge about signs and the event presented or context. According to Saussure (1974), he defined a sign is composed of a ‘signifier’ and a ‘signified’. Signifier is the form of sign and signified is the concept it represents from the sign. The mental concept is a signified and the material aspect is a signifier (Chandler, 2002: 18). On the other hand, Barthes (2003) divided sign into ‘connotation’ and ‘denotation’. In semiotics, denotation and connotation are the terms to describe the relationship between signifier and its signified. An analytic distinction is made between the two types of signified: a denotative signified and connotative signified. Denotation is described as the definitional, literal, obvious, or commonsense meaning of the sign. In the case of linguistic sign, the denotative meaning is what the dictionary attempts to provide, meanwhile the connotation is used to refer to the proof corresponds to the Legislation of Children Protection.

II. METHOD

2.1. The Concept of Sign

Hawkes (2003) defines “Sign means something that represents something else.” Sign takes the form of words, images, sounds, flavors, acts, or objects, but such things do not have the intrinsic meaning and it becomes sign only when people consider it the important thing. Sign is divided into the linguistic sign and non-linguistic signs. Linguistic sign means all the signs in the form of linguistic pattern, such as words, phrases, clauses or sentences. Non-linguistic sign means all signs possibility in the picture, gesture, natural phenomenon, index, and symbol (Hawkes, 2003: 13 and Chandler, 2002: 17).

Relating to sign, Saussure (1915) gives two models of sign, in which two parts of the model consist of a “sign term” and its meaning. Focusing on the linguistic sign, he defines a sign as being composed of signifier and signified. Signifier is the form that sign takes and signified is the concept to which refers to in his theory. This concept, referring to Saussure’s, a linguistic “sign is not a link between a thing and a name, but between a concept (signified) and a sound pattern (signifier)”. (Chandler, 2002: 18).

Figure 1. Saussure model of sign (Chandler, 2002)

Sign is the whole connectivity between signifier and signified. As in the example, if we take the linguistic sign, for example; the word ‘open’ (when it is invested with meaning by someone who encounters it on an office doorway) is a sign consisting of:

• A signifier, the word ‘open’

• A signified concept: that the office is open for business SIGNIFIED

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A sign must consist of both a signifier and a signified. We cannot have a totally meaningless signifier or a completely formless signified. A sign is recognizable combination of a signifier (the word “open” could stand for different signified (and thus be a different sign) if it were on a push-button inside lift (“push to open the door”). Similarly, many signifiers could stand for the concept “open” (for example on top of a packing cartoon, a small outline of a box with an open flap for “open this end”) again, with each unique pairing constituting a different sign.

2.2. Denotative and Connotative Meaning

If Saussure (1974) defines a sign as being composed of signifier and signified, Barthes (2003) proposes denotation and connotation as order of signification. Denotation and connotation are the terms describing the relationship between the signifier and signified, and an analytic distinction is made between two types of signified; denotative signified and connotative signified. Meaning includes both denotation and connotation (Chandler, 2002).

The denotation and the connotation are orders of signification proposed by Barthes that he adopted from Hjelmslev’s model (1961); this formula can be seen in the below Barthes’ diagram:

Figure 2. Orders of signification (Chandler, 2002: 142)

The first order of signification is denotation, or literal meaning. At this level, there is a sign consisting of a signifier and signified. Connotation is the second order of signification which uses the denotative sign (signifier and signified). In this framework, connotation is a sign which derives from the signifier of a denotative sign (so denotation leads to chain of connotation). As we have noted, Barthes himself later gave priority to connotation. (Chandler, 2002: 142).

Based on Cobley and Jansz (1999) in their book ‘Introducing of Semiotics’, Barthes has discussed the connotative first because, as he argues, the process of connotation so ‘natural and so immediate when it is experienced that it is almost impossible to separate denotation and connotation. The identification of denotation only takes place when connotation is theoretically deleted from the equation. Logically, a reader recognizes what signs actually depict and then goes on to decipher some sort of cultural, social, or emotional meaning.

Barthes (in Cobley and Jansz, 1999: 50-51) the process of connotation is so ‘natural’ and so immediate when it is experienced that it is almost impossible to separate denotation and connotation. Connotation, although is a feature of the sign, requires the activity of a reader in order to take place. Taking his cue from Hjemslev, Barthes therefore produces his map of sign functioning:

Figure 3. Sign Functioning(Cobley and Jansz 1997: 114)

The denotative sign (3) is made up of signifier (1) and signified (2) but the denotative sign is also a connotative signifier (4) and a connotative signifier must engender a connotative signified (5) to produce a connotative sign (6) (Cobley and Jansz, 1999: 52).

Signifier

SIGN Signifier

Signified

SIGN

1.

Signifier

4. Connotative Signifier

2.

Signified

5. Connotative Signified

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From the sign functioning diagram, the signifier, the signified, and the denotative sign are in denotative step as the literal meaning. The connotative signifier, the connotative signified, and the connotative sign are the basis of connotative. The denotative sign and the connotative signifier have correlation. The role of the denotative sign is changed at connotative level because sign can be a signifier. They have same the material but they have the different function at different level. If the denotative sign has the context, the denotative sign will be changed into the connotative signifier. Then, the connotative signifier must have the connotative signified.

III. DISCUSSION

This chapter deals with the analysis of the linguistic signs about child abuse

found in the online articles on The Jakarta Post website. There are three data in this

research. The data have the relation with the Legislation of Children Protection as the

linguistic sign. At first, each of the linguistic signs which are found in the article has

been analyzed by using the theory of sign (Saussure in Chandler, 1915). The linguistic

signs are analyzed by the concept of the signifier and the signified. Then, to get more

understanding about the meaning, the linguistic signs are described in the relationship

between signified and signifier.

Datum 1:

The recent case of an

11-years-old girl

in East Jakarta who died due to

complications arising from sexual assault

,

once again brings into light this very

sensitive issue.

(Jakarta Post, Tuesday, January 22, 2013)

According to the Legislation of Child Protection (Article 1, Point 1), it states

“Child is someone who hasn’t aged 18 (eighteen) years of age, including children who

are still in the womb”

. In the Legislation of Children Protection, about the age indicator,

it explains about the category of a child that must be protected, which is under 18 years

old. In datum 1, it is related to the phrase ‘an 11 years old girl’. The linguistic sign

taken for a datum is ‘an 11 years old girl’, because it indicates under age. Furthermore,

based on the Legislation, the children under 18 years old are protected from their

family, especially parents. However, based on the news, ‘an 11 years old girl’ is the

victim from the sexual abuse proving that child, who got the bad treatment and lose her

rights because of the perpetrator, did not get the protection from her parents.

From the datum, the analysis of Signifier and Signified is:

Diagram 1. The Signifier and Signified Defining of Datum 1

Signifier

Signified

An 11 years old girl

A little girl

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Diagram 2. The Order Signification of the Signs of Datum 1

From the linguistic signs, the signifier is ‘an 11 years old girl’ and the signified

is ‘a little girl’. The signifier and the signified produce the denotative sign. The

denotative sign is then becomes the connotative signifier. The connotative signifier is

‘an 11 years old girl is a little girl / under age’. The connotative signified is ‘an easy

target of sexual assault from the perpetrator’. These connotative signifier and the

connotative signified produce the connotative signs as the new interpret and as the sign

that is more contextual. The sign is ‘an 11 years old girl is a little girl who is an easy

target of sexual assault from the perpetrator’.

Datum 2:

Hundreds of children have their rights violated

and are sexually abused in

different ways in different places only to suffer in silence.

(The Jakarta Post, Tuesday, January 22, 2013)

The linguistic sign from the datum is ‘hundreds of children have their rights

violated’, because it indicated about losing the children rights. The Legislation explains

about the rights and the obligations of the children. It related to the sentence ‘hundreds

of children have their rights violated’ that to be the key as the linguistic sign. Based on

the Legislation, the children must get the protection from the assault and the

discrimination as their rights in life. And then based on the context the children are

losing their rights because the acts of sexual abuse.

In datum 2, we can see the statement ‘

Hundreds of children have their rights

violated’.

It means that the cases of sexual abuse have been a long time. These cases are

the complicated condition. We cannot imagine how many children are being the victims

of sexual abuse every day. Every second, children in the world lose their right and turn

out as sexual victims. No one can stop this crime, and then it becomes a serious issue

for parents over the world. The linguistic sign states the deprivation of rights as a very

bad action including into a serious crime. It describes an inappropriate action to children

at the age through sexual oppression. The bad actions happen because of the

opportunities as well as the lack of supervision of parents to the child.

“Each child during parenting parents, guardians, or any other party are

responsible for the upbringing is entitled to protection from treatment: a.

discrimination;

b. exploitation;

c. neglect;

d. cruelty, violence and persecution;

e. inequalities; and

f. treatment of others.’’ (Legislation of Child Protection, Article 13, Point 1)

An 11 years old girl is a little girl An easy target of sexual

assault from the perpetrator

An 11 years old girl is a little girl who is an easy target of sexual assault from the perpetrator