FINAL ASSIGNMENT ON DISCOURSE ANALYSIS AN ANALYSIS OF LANGUAGE USE IN SETELUK TEENAGER COMMUNITY DEAL WITH INTERACTIONAL SOCIOLINGUISTICS VIEW : An Anaalysis at Mataram Area.
FINAL ASSIGNMENT ON
DISCOURSE ANALYSIS
AN ANALYSIS OF LANGUAGE USE
IN SETELUK
TEENAGER COMMUNITY DEAL WITH INTERACTIONAL SOCIOLINGUISTICS VIEW : An Anaalysis
at Mataram Area.
Name :MUHAMMAD AKBAR
Student No. : E1D 110 111
Class : VI (C)
AFTERNOON
Final
assignment submitted as a partial fulfillment of DA Tasks
E
D FKIP UNRAM
2013
Final Paper of Discourse
Analysis
Abstract:
Speech Community is a group of people
who share a variety this may be based on geography (Bayrisch, Saschsisch, Southern U.S.
American, Cockney... in Poschman). In speech community include in the discution
abaout social standing upper vs lower class. In which interaction in a society.
And gender (male or female). In Speech communities, it is shift and change
overtime, sometimes rapidly. In case of speech in teenager community. Always
the new topic and new style that taken from inside or outside community.
A.
Introduction:
This paper
discussess about an analysis how language used by teenager of Seteluk community
deal with peer communication, their communication with parent, according to a
view of interactional sociolinguistics whereby this analysis emphazise of the
teenager community that stay at Mataram Area. In which this analysis data
content of interaction and conversation that take place in daily communication
of their conversation and will be analyzed wheather part that include in
crosstalk, politness, and uptalk, neither in dialect and acccent us by teenager
of Seteluk, West Sumbawa Regency, particularly of Seteluk Teenager that exist
in Mataram That the average contents of these conversations is a teenager who
was among senior high school and new students of faculty. It will analyze in
chapter D and will discussed in chapter E. And the last page content the appendix
of whole conversation.
B.
Theories/Frame of thought
Interactional
sociolinguistics has connections with other approach interaction that have
already examined (especially the ethnographic of speaking). It also has
connection with sociolinguistics, the study of socially condition the way
people use language and how the pronunciation. Include grammar, the word that
used for particular things, the way that billingual speakers alternate between
two or more languages. (cameron: 2001)
Other view of
interactional come from Lavov,1972 in” Discourse Analysis Textbook”. It said
that Conversational analysts have been particularly concerned with the use of
language to negotiate role-relathionships, peer solidarity, the excange of
turns in a conversation, the saving of face of both speaker and
hearer.(cf.Labov, 1972a; Brown and Levinson,1978; sacks, schegloff &
Jefferson,1974; Laboff, 1973, in Brown, Gillian ; 1988). With this assumption,
it can know that in an analysis conversational have three aspect that must be
seen. These are on role-relationships of negotiaty, an investigate through
peer-solidarity deal with peer communication, and saving face between speaker
and hearer.
The point out of
the importance for social relationships of establishing common ground and agreeing
on points of view in different culture will be gone to maintain an appearance
of agreement, and that remark, agreement may also be stressed by repeating part
or all of what the preceding speaker has said (Brown and Lavinson ; 1078), in
Gillian Brown ; 1988)
Language,
dialect, accent and variety. have relation to language used that will be
analyzed in this paper. This term explained in a lecture entitled variation
changed in English have definitions about this. It described and explained
about this term followed :
Chapman in
material of linguistict aspect as head
of sociolinguistics considers ‘language’ from different theoretical
perspectives: as a type of behaviour, as a state of mind and as a form of
communication. While A sociolinguistic
approach to the study of language considers language as behaviour, particularly
in taking account of the regional and social situations in which language
occurs, and the social as well as linguistic factors that affect how speakers
relate to one another. (pdf: variation and changed in English)
Put in
material of linguistict aspect as head
of sociolinguistics simply, dialect refers to words and syntactic
structure, whereas accent refers to the sounds that speakers
produce and the intonation and pitch which accompanies sound. . (pdf: variation
and changed in English)
Variety id
a specifik form of a language or language cluster that include language,
dialect, acction, styles or other sociolinguistics variation (wikipedia). This
term related to the variety of language based on the standard, Hudson said that
the notion stanard language is somewhat imprecise, but typical standard
language will have passed through certain process (Hudsun, 1980 : 32 in
Yakussa). From this opinion, it can be thought to other and understood by societty
at large, it will have scientific characteristics an consistent forms of it is
related to national language.
The term
standard (e.g standard English. Hochdeutsch) is often used to contrast a
variety of language used regionally or in specifik social context with how
people talk in a formal situation (Cockey, Bevariation, Pttdeutsch in
Puschman). It is often used when speaker are not familiar, are members of
different dialect communities in more formal social settings. (Cornelius
Puschmann,)
Some issues
that ussually discussed in interactional sciolinguistics deal with that will
discuss in this paper such as, crosstalk, politeness (in which divide on
negative politness and positive politness) and uptalk. Bellow the explanation:
Crosstalk refers to the assumptions that make about the norms and conventions of
particular speech events, which may differ culturally. For example, in an
interview extract cited in Roberts et al (1992:131).
Politeness
in conversation refers to the choices people make in linguistic expressions
that show a friendly attitude towards speakers and listeners, including giving
them space. It lies not in the words and expressions themselves, but in their
intended social meaning and function. Brown and Levinson (1987) in their analysis
of politeness, point to the key aspect of face in social relationships.
Face refers
to self-image, and it is a universal characteristic across all cultures that
speakers’ should take account of their listeners’ feelings, respect each
others’ expectations regarding self-image and avoid facethreateningacts (FTAs). Where FTAs are unavoidable,Brown and
Levinson suggest that the threat can be lessened through negative politeness. Negative
politeness respects the hearer’s negative face, which is recognising the need
to be independent, not to be imposed upon by others, to have freedom of action
and generally to minimise imposition. Alternatively, speakers can address the
FTA by positive politeness. Postive
politeness attends to hearer’s interests, wants and needs. It respects the
hearer’s positive face, the need to be liked by others, to be treated as a
member of a group and so on.
Referring expressions and referent(s) are terms used to describe the identification of
something or someone and identifying the entity being referred to. For example,
in the words ‘I shared a car with Frank and Michael’, the
first person singular pronoun ‘I’ is a referring expression that refers to the
person speaking, who is known as the referent. In the same way, ‘Frank’ and ‘Michael’
are referring expressions which refer to two people
named Frank and Michael, who are
the referents.
Uptalk refers to the intonation pattern thought to
originate in Australian English, but found in American English and increasingly
in British English, especially among young people, where intonation rises at
the end of declarative sentences. It take an example, ‘I went shopping today?’
Since rising intonation in Anglo-American English is associated with questions,
then this pattern can irritate and puzzle other speakers, especially older
people. However, an example given by Cameron (2001:113)
C.
Data
Presentation.
This conversation took place between two
teenagers of Seteluk who recently met again seteluk, one of each other gave a
question to her friend and other friend in erm is a girl gave a response based
on the question.
Conversation 1.
A: aaaa.. rungan balong si jeck,.
Maya mu mole ? (=eeerrr... I’m fine dude.
Where are you go home ? )
D: poka ku to ta kau endeng, kau
kah maya ? (ummmp.. I’m not sure // I don’t know. What about you ? = )
A : Nawar, merua na ta. (
=Tomorrow. I think.* )
.................................
A: Ooweh roa long beketoan ndk
otak-otak to eee!! ( uuuuu... you ask something that not have a head. How effete you are! )
D: Yong menan gina kau ndeng,
maksudku, ba pasti gina laong na. (I’m
not intend as like that.. I just wanna you said the real. )
Conversation 2.
The situation between a parent and a
teenager on a bus. Both of them never known before it. But the teenager help
the parent to bring a package because the parents look so tired. Then, the
conversation take place normally, in this term the parent is a mother that age
about 45 year. The teenager or the boy is 17 years and school in Mataram.
B : Lako seteluk ibu eee.. ( I wanna go to
Seteluk mom.. )
I : Iyaayaa.. mu sekolah pang ta ato melok
na oo? (so, are you school in there or how ?* // )
B : saya ibu, sekolah pang SMA 3 Mataram
sy. Ba ibu me nagkang ya mole ? (Yes mom. I’m a student in SMAN 3 Mataram. I’m
sorry mom, so, where are you go mom ?* )
..................................
I : aaa,, iyaa mega benir o.. sopo kelas ke
kau ? (Yeah,. Definitly. Are you // your classmates ??*)
B : nongka ibu,. Tapi ka kadu saya batemu
ke enya pang organisasi ibu’.. ( no mm... but I have ever met with her in
organization of school )
D. Data Analysis
In the presentation of data in part
conversation 1 show that there is uptalk that occurred in two of conversation
among a teenager. which is a communication peer or peer solidarity that have
been explain in chapter 2. When you ask the girl said something that would not
have a head. low and then back again to say How effete when you are! with this
sentence, it see the girll said that what is include in uptalk then there is an
evenly after that. Showed that in the record, the girl look a little bit angry.
In a conversation that took place between
fellow teens, there are words that are used and this Slank has its own
characteristic carried by teenagers as "endeng" in Englesh guys said
it can for the call of girl. and "Jack" it mean that the call for the
boy, and in English it can said as Dude. This conversation can be found at the
beginning of a conversation between two teenagers are boy and girl.
In these conversations also seen that there
is "crosstalk that occurs between the girl and the boy. Like when the girl
ask" where are you go home? "And the boy said" I'm not sure / /
I do not know. "Seen that in both reciprocal conversation, there is not an
answer that should be asked by the girl of" where "and the boy said
as explaine in above. Advervial of there is no answer by the time that boy.
In conversation 2, which is between the
women and the boy (Son) dialogue. It found also in the language use in the
teenager with the parent use "uptalk" but not much is happening on
the conversation 1. When the conversation 1 use style in unformal language,
then the conversation 2, using a semi-formal to the "politness" which
is a negative politness. Hence, the boy just said what that ask by the women
without interesting sense to speech. It can said in the conversation 2, the boy
replied with a lot of the word "yes" but a bit of attraction to
speak.
E.
Discussion
Uptalk,
In which that of a study undertaken amongst women, the boy, and the
girl who used uptalk in conversation 2
and conversation 1 that remarked with the sign of (*). The focus of the study
was to test the assumptions that firstly, there is likely to be variation in
the use of a socially and linguistically meaningful feature: uptalk speakers
would not use rising intonation on every declarative sentence and secondly,
that the pattern of variation would be structured. The pattern uncovered by the
study was to do with the status of the information being relayed in an
utterance: when the information given was new information considered important
by the speaker they would make it with rising intonation.
F.
Conclusion
Based on the
analyze and discussion on chapter D and F, in which chapter D more refers to
the theories that exist in Chapter B. It can conclude that the language used by
teenager of Seteluk Community more use “uptalk” and sometime there is
“crosstalk” in the communication with the unformal style when speech with peer
solidarity or peer friend and tend to use unformal language when they speech in
daily communication. While in communication in the parent, the teenager more
use the language that “politness” and tend to in semi-formal style when they
speech with the parent evetthough there is some “uptalk” that take place in the
communication.
G.
Recommendation
The Writer hope
the reader can also see the bok entitled working with “spoken discourse” by
Deborah Cameron 2001 to see more explaination language speech.
The book
entitled “Speech Styles and Cultural Consciousness in Sasak Community” by Prof.
Mahyuni, M.A., Ph.D as reference to analyze and see how describing community in
region, as an example Sasak Comunity that explain in the book for describe how
to analyze both of culture and language in community.
H.
References
·
Brown, Gillian. “Discourse Analysis”. Cambridge Textbook in Linguistics,
Cambridge University, Cambridge : 1988 (pp: 3). (Material of
Discourse Analysis Lecture at FKIP, University of Mataram.2013).
·
Cameron, Deborah. “Working with spoken discourse “. London ; 2001. Pp 8-57.
(Material f Discourse Analysis Lecture at FKIP, University of Mataram. 2013)
·
http://www.shvoong.com/social-sciences/education/2171130-kind-variety-language/#ixzz2a8yFT1eY ( Yakussa. Kind of variety of language ) on June 08,
2011.
·
Puschman, Cornelius.
“Introduction to English Linguistics (Part 2): Varieties vs Standard Language.
Pdf.
I.
Appendix
Conversation
1.
D: oooo ndeng, apa rungan ? ( Hy guys.
What’s up yoooou ? = )
A: aaaa.. rungan balong si jeck,. Maya mu
mole ? (=eeerrr... I’m fine dude. Where are you go home ? + )
D: poka ku to ta kau endeng, kau kah maya ?
(ummmp.. I’m not sure // I don’t know. What about you ? = )
A : Nawar, merua na ta. ( Tomorrow. I
think.* )
D sai-sai dengan mu mole ? ( who you go
home with ? = )
A: ke nya Lili, nya Julisa trang ( with
Lili and Julisa perhap// )
D: oweeeh... traang leng na, ba nopoka
pasti brarti na (uuuuu.. Falter you
are.. You said perhaps,. So, it still
not sure.* ?)
A: ba kuda na gina ? ( Why ? = )
D: nooo si, ba sate tu ketoan mu kah,. (errr.. nothing. I just wanna ask you
A: Ooweh roa long beketoan ndk otak-otak to
eee!! ( uuuuu... you ask something that not have a head. How effete you are! )
D: Yong menan gina kau ndeng, maksudku, ba
pasti gina laong na. (I’m not intend as
like that.. I just wanna you said the real. )
A: inne’eh,.. de laong bae ngereee na !! (
ouch.. I think you are same like this !)
D: heheheehehee.. ba sama mo rua gina kau
ndeng,. ( heheheee.. it’s never mind if have the same.* )
Conversation
2.
I : maksai
mo anak... ( Thanks son. )
B : iye’..
sama-sama ibu* ( with pleasure mom* )
I : sai
singen mu gina anak ? ( what is your name ? = )
B ihsan
ibu.. ( = ihsan mom.. )
I : o me ne
angkang ya mu mole ? ( so, where are you now ? )
B : Lako
seteluk ibu eee.. ( I wanna go to Seteluk mom.. )
I :
Iyaayaa.. mu sekolah pang ta ato melok na oo? (so, are you school in there or
how ? // )
B : saya
ibu, sekolah pang SMA 3 Mataram sy. Ba ibu me nagkang ya mole ? (Yes mom. I’m a
student in SMAN 3 Mataram. I’m sorry mom, so, where are you go mom ? )
I : ta Lako
Jereweh ta,. Yaa ku alu gita kemanak ku, ada acara ya pengantan pang Jereweh
ning na. Ada kemanak ku ampo de sekolah pang SMA 3. Mu to de singen mentari ? (
to Jereweh.. I wanna go to a wedding party my nephew.. errr.. I.. i.. I
remember,. I have a niece that school in SMAN 3 too. Her name is Mentari. Are
you know her ? )
B :
Mentari,. ? de putih-putih nan ibu ? (Mentari, ummmp.. she has white skin, mom
?
I : aaa,,
iyaa mega benir o.. sopo kelas ke kau ? (Yeah,. Definitly. Are you //your classmates
??)
B : nongka
ibu,. Tapi ka kadu saya batemu ke enya pang organisasi ibu’.. ( no mm... but I
have ever met with her in organization of school )
I : aaaa..
ba iya o,. Nan bua ning bapak na ana,. Peno’ tama organisasi ning na... aiidah,
mata tau kuat laung.....( yeeah., her father said that she active in
organization.. // and she is fussy ).
B :
hehehe,, iye’ ibu.. tapi pintar zi enya leng dengan kelas na (
Yes mom,. // her classmates ever said that she is clever.. )
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