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COLLOCATIONS OF DISCOURSE MARKER I MEAN IN BRITISH NATIONAL CORPUS Rika Mutiara; Safi Aini
Kajian Linguistik dan Sastra Vol 5, No 2 (2020)
Publisher : Universitas Muhammadiyah Surakarta

The study aims at exploring functions, meaning, and pragmatic effects of co-occurrences of I mean and conjunctions in British National Corpus. The study applied some principles of a corpus study. I mean collocates with 5 conjunctions namely because, but, coz, when, and if. The collocations function to make the ideas clear in order to make the hearers understand them easily and avoid misunderstanding. They, moreover, are used when the speakers give corrections. They are uttered to emphasize arguments and give information as detailed as possible. These collocations in discourse make the hearers aware of information given and finally they pay special attention to the message.

Adverbs In Expressions of Disagreement: a Corpus Study Rika Mutiara
Buletin Al-Turas Vol 24, No 1 (2018): Buletin Al-Turas
Publisher : Fakultas Adab dan Humaniora, UIN Syarif Hidayatullah Jakarta, Indonesia

This study examined the occurrences of expressions of disagreement in the textbook and corpora namely Corpus of Contemporary American English (COCA) and British National Corpus (BNC). Besides, this study scrutinized the concordance lines in which disagreement occur to obtain other language functions that were usually used together in expressions of disagreement. It also studied the used of adverbs in expressions of disagreement. They were categorized based on semantic categories develop by Biber, et al. (1999). Some expressions of disagreement given in the textbook were not found in BNC. The findings from the corpora showed that the speakers tend to give opinions and reasons in stating disagreement. They, moreover, showed direct respect to the interlocutors in order to manage the relationship. These language functions were not found in the expressions of disagreement in the textbook. The adverbs that belonged to the categories of degree and stance were more salient than any other categories. The adverbs intensified the level of disagreement and represent speakers’ certainty. Furthermore, the adverbs indicate speakers’ attitude toward the issues of disagreement. It seemed that adverbs played a role in stating disagreement. However, no expressions of disagreement in the textbook contained adverbs.---Penelitian ini bertujuan untuk mengecek kemunculan ungkapan yang digunakan untuk menyatakan tidak setuju di buku teks dan korpus. Korpus tersebut adalah Corpus of Contemporary American English (COCA) dan British National Corpus (BNC). Selain itu, penelitian ini mengkaji ungkapan lain yang biasanya muncul ketika menyatakan tidak setuju dengan menganalisa baris konkordansi. Lebih dalam lagi, penelitian ini menganalisa adverbial yang muncul dalam ungkapan menyatakan tidak setuju. Adverbia dikategorikan berdasarkan klasifikasi yang dikembangkan oleh Biber, dkk (1999). Beberapa ungkapan yang muncul di buku teks tidak ditemukan di BNC. Penutur cenderung memberikan pendapat dan alasan ketika menyatakan tidak setuju. Mereka juga menunjukan sikap hormat kepada lawan bicaranya untuk menjaga hubungan. Hali seperti ini tidak ditemui di ungkapan menyatakan tidak setuju yang terdapat di buku teks. Adverbia yang berfungsi untuk menunjukan kadar dan kepastian dalam ungkapan tidak setuju merupakan fitur penting. Selain itu, adverbia yang merefleksikan sikap penutur juga menjadi fitur yang menonjol dalam menyatakan tidak setuju. Hal ini menunjukan bahwa adverbia memiliki peranan tersendiri ketika penutur menyatakan tidak setuju. Namun, semua ungkapan menyatakan tidak setuju di buku teks tidak memuat adverbia.DOI : 10.15408/bat.v24i1.7017

Identity Construction of English Language Education Department Students Rika Mutiara
EDULANGUE Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Language, identity, and community are interrelated elements. One’s identity was developed by his language use. The languages he uses depend on the community he belongs to. Constructing an identity is a lifetime process that is influenced by several factors. The present study deals with the identities of English Department students. It explores students’ identities construction. It began with an investigation of how they view their identities by analyzing family backgrounds and neighborhoods. Furthermore, it investigated how studying in the English Language Education Department contributes to identity construction as they become members of a new community. The present study applied a narrative inquiry by analyzing students’ self-reflections and conducting interviews. The students were exposed to local languages and Indonesian when they grew up. They studied English in primary school. Some of them use the local languages to talk to their families. The others only understand them but they are not able to speak the languages. The influence of environment and neighborhood makes them identify themselves as Jakartan even though their parents came from some regions in Java and Sumatera. They, moreover, do not accept all local values of their current environment. Cultural origins of the parents also play a role in students’ identity construction. The status of English Department students encourages them to use English with classmates. In addition, they use English to broaden their social relationship such as making friends with foreigners and getting exposed to the international community. It gives a contribution to their identity construction.

Co-occurences of kok and other markers in colloquial Jakartan Indonesian Rika Mutiara
Journal of Pragmatics Research Vol 1, No 1 (2019): Journal of Pragmatics Research
Publisher : State institute of islamic studies salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v1i1.43-61

This study analyzes discourse marker (DM) kok (why) in colloquial Jakartan Indonesian. Co-occurences of markers are noticeable features. It focuses on examining the emotive and textual functions of the co-occurences of kok and other markers. This study applied corpus methods. It was found that there are 7 markers co-occur with kok namely lho, eh, oh, lha, wah, ah, and ih that always appear on the left side of kok. Only DM sih occurs on the right side. In emotive functions, the co-occurrences were used to show shock, disappointment, and disgust. Three markers might occur together in one utterance which cause more complex senses. Some utterances with kok appear repeatedly in the form of questions. It seems that in questions with kok, the speakers feel more curious and demand more responses. In textual functions, the speakers use the co-occurrences to raise a topic, emphasize, demand answers, and negotiate. Moreover, it was also used when the speakers have just noticed something and tried to make the interlocutors notice.

CONTRASTING MARKED AND UNMARKED QUESTIONS: A CASE OF SIHS IN INDONESIAN Rika Mutiara
Linguistik Indonesia Vol 39, No 1 (2021): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/li.v39i1.161

Discourse marker sih is a common feature of questions in colloquial Indonesian. The results of previous research show a contrast function of sihs in questions. The questions in which sihs occur are called marked questions. The present study explored the functions of sihs by contrasting marked and unmarked questions produced by the same speakers. The marked questions can occur before the unmarked questions or in reverse order. In both patterns, the marked questions indicate speakers’ great willingness to know. They also show speakers’ way to attract hearers’ attention. The unmarked questions were used when the speakers elicit more accurate and precious answers. Moreover, they were uttered when the hearers do not catch the idea mentioned in the first question. They were uttered because the hearers’ ask for repetition.

The Use of Phrasal Verbs on Twitter Accounts Cindy Aulia Deviani; Rika Mutiara
Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v5i4.2092

This research explored the most frequent types of phrasal verbs, the 10-most-frequent phrasal verbs used, and the 5-most-frequent simple verbs used to build phrasal verbs on Twitter accounts. This study used qualitative research to collect qualitative data and used analytical techniques. The data were taken from the tweets of Barack Obama and Katy Perry. After collected the types of phrasal, phrasal, and simple verbs, the data were analyzed by categorizing them. After that, the frequency were calculated and converted to a percentage. The researcher examined as many as 379 tweets from both accounts. The frequency of types of phrasal verbs are idiomatic meaning (73%) and literal meaning (27%). The 10-most-frequent phrasal verbs are tune in, look at, get to, look forward to, sign up, reflect on, catch up, come up, check out, and live in. The 5-most-frequent simple verbs are look, tune, get, come, and live. The implications of this research can be used to prepare teaching materials about phrasal verbs. High-frequency phrasal verbs such as tune in, look at, get to can be included in teaching materials. After that, the teacher can explain types of phrasal verbs, namely literal and idiomatic meanings, and gives examples, so students understand this material.

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