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Published by Institut Agama Islam Negeri Salatiga

ISSN : 19798903 EISSN : 2503040X DOI : -

Education Languange, Linguistic, Communication & Media

The name of REGISTER JOURNAL was taken from the concept of REGISTER and it has clearly been described by Trudgill (1983:101) as follows: Linguistic varieties that are linked ... to occupations, professions or topics have been termed registers. The register of law, for example, is different from the register of medicine, which in turn is different from the language of engineering---and so on. Registers are usually characterized solely by vocabulary differences; either by the use of particular words, or by the use of words in a particular sense. Registers are simply a rather special case of a particular kind of language being produced by the social situation. Halliday, McIntosh and Strevens (1964) devote a long section to "REGISTER" in their 1964 work. They also refer to REGISTER as `distinguished by use.'

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Articles 6 Documents

Search results for , issue "Vol 4, No 2 (2011): REGISTER" : 6 Documents clear

The Structure of Teacher’s Directives of the English Lecturers of Muhammadiyah University Semarang Rr. Dewi Wahyu Mustikasari
Register Journal Vol 4, No 2 (2011): REGISTER
Publisher : IAIN Salatiga

Teacher’s directive is an interesting item to discuss since it can be elaborated into command, order, request, and advice. Furthermore, it can be developed that teacher’s directive has several structures. The structure of teacher’s directives can be classified into three kinds: imperative, interrogative, and declarative. I would like to discuss about the various forms by which directives are realized in the classroom in this study. The subjects of the study were 10 English lecturers of Muhammadiyah University Semarang. The instrument of the study is DCT questionnaires, which is consisted of 10 certain situations. The result shows that most of the subjects of study prefer to produce declarative with 74 utterances (50%). Second, they choose imperative with 50 utterances (34%). Next, they construct interrogative with 23 utterances (16%). Declaratives provide powerful directives than the other types. Declaratives gain an explicit expression. Teachers like to use declaratives, since declaratives are understandable. It will minimize the misinterpretation from the students.keywords; illocutionary act; directives; teacher’s directives; the structure of teacher’s directives.

Designing Lesson Plan Based on Critical Thinking for Language Classes Norwanto Norwanto
Register Journal Vol 4, No 2 (2011): REGISTER
Publisher : IAIN Salatiga

Critical thinking includes a process of reasoning in thinking as stated by some scholars. In the process, there is universal standard to follow: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. In language classes, critical thinking creates active classes. To bring critical thinking to classes, Bloom’s Taxonomy and critical thinking strategies can be working definition in order critical thinking to be applied to pedagogical materials in a practical way. Steps for critical thinking teaching includes five steps: (1) determining learning objectives, (2) teaching through questioning, (3) practicing before assessing, (4) reviewing, refining, and improving, and (5) providing feedback and assessment of learning. A lesson plan should reflect these five steps.Keywords: Critical Thinking; Language Teaching; Lesson Plan; Bloom’s Taxonomy; Critical Thinking Strategies

The Social Context of Early Child Second Language Acquisition (SLA) Maslihatul Umami
Register Journal Vol 4, No 2 (2011): REGISTER
Publisher : IAIN Salatiga

This article addresses the material on language acquisition in a social context and focuses on the gradual shift in the child’s use of words, from labeling specific and often single referents to the use of words for signifying categories of objects, actions, or attributes. The aims of this study are to search and explore the information whether the social context of second language acquisition occurred and whether it gives consequences toward cognitive development of the children. It can be seen from the results of this study that the rate and breadth of this shift varies from one social context to another, and that it has differential consequences for cognitive development dependent on the social context in which it occurs. The crucial significance of actively stimulating language growth in the classroom, especially by teachers of the socially disadvantaged, is stressed.keywords; Social Context; Second Language Acquisition ; Children

A Conversational Implicature Analysis In Oscar Wilde’s Short Story “Happy Prince” Faizal Risdianto
Register Journal Vol 4, No 2 (2011): REGISTER
Publisher : IAIN Salatiga

The title of this paper is a conversational implicature analysis on Oscar Wilde’s “Happy Prince”. In this paper, the writer discusses conversational implicature in one of Oscar Wilde’s short stories entitled “Happy Prince”. The objectives of the study are to identify the implicature utterances conveyed by the characters in Oscar Wilde’s “Happy Prince” and to describe the implied meaning uttered by the characters in Oscar Wilde’s “Happy Prince”. In this study, the writer applies qualitative research method. The objects of this study are ten utterances of conversational implicature in Oscar Wilde’s “Happy Prince”. Those conversational implicature are obtained through frequent reading and analysis. This study employed the researcher as the instrument to find adequate and profound data and analyze them. The procedures and steps that have been used in this research are: (1) the provision of data, (2) data classification, (3) and data analysis. In analyzing the data, the writer uses Gricean theory. It is a theory about conversational implicature generated by four maxims. Those are maxim of quantity, maxim of quality, maxim of relation and maxim of manner. Then the last step is (4) the presentation of data analysis. After conducting the research, the writer found ten conversational implicatures in Oscar Wilde’s short story “Happy Prince”. In the short story, there are some variation’s meanings of the conversational implicature used in the short story which closely related to the conversational implicature; they are cooperative, politeness and ironical principle. In Oscar Wilde’s short story “Happy Prince”, there are six maxims of politeness principle, two maxims of cooperative principles and two maxims of ironical principles. Besides that, the reasons of the conversational implicature used in Oscar Wilde’s short story “Happy Prince” are to make us easyly understand the dialogue in the short story conversations and it is aimed at minimizing misunderstanding among the readers and literary critics.Keywords: Conversational Implicature; Maxims; Gricean Theory; Short Story

Cross Cultural Conflicts in Not Without my Daughter Setyoningsih Setyoningsih
Register Journal Vol 4, No 2 (2011): REGISTER
Publisher : IAIN Salatiga

This study aims to identify and analyze the cultural conflicts between the main characters in the novel Not Without my Daughter (NW). The analysis was carried out through the following process. The first procedure related to problems of classification i.e. cross cultural conflicts. The next phase of data analysis related to the colletion data of cross cultural conflicts in NW. The last phase is presentation the result of the analysis that had been conducted in this research. Having analyzed the data, the researcher concludes that cultural conflicts occured in NW because of stereotype, prejudice, and ethnocentrism. Cultural conflicts can be prevented if we increase our awareness of our own attitudes and learn to be sensitive to cross-cultural differences. However, if we develop intercultural sensitivity, it does not mean that we need to lose our cultural identities-but rather that we recognize cultural influences within ourselves and within others.Keywords: Culture; Cross-Cultural Conflict; Culture Understanding

Error Analysis on the Use of “Be” in the Students’ Composition Rochmat Budi Santosa
Register Journal Vol 4, No 2 (2011): REGISTER
Publisher : IAIN Salatiga

This study aims to identify, analyze and describe the structure of the use of some errors in the writing of English sentences in the text and the aspects surrounding the Student Semester 3 of English Department STAIN Surakarta. In this study, the researcher describes the error use of 'be' both as a linking verb or auxiliary verb. This is a qualitative-descriptive research. Source data used is a document that is the writing assignment undertaken by the Students taking Writing course. Writing tasks are in narrative, descriptive, expositive, and argumentative forms. To analyze the data, researcher uses intra lingual and extra lingual method. This method is used to connect the linguistic elements in sentences, especially some of the elements either as a linking verb or auxiliary verb in English sentences in the text. Based on the analysis of error regarding the use of 'be' it can be concluded that there are 5 (five) types of errors made by students; error about the absence (omission) of 'be', error about the addition of 'be', the error on the application of 'be', errors in placements 'be', and a complex error in the use of 'be'. These errors occur due to inter lingual transfer, intra lingual transfer and learning context.keywords; Error Analysis; Students Writing

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