ETNOLINGUAL
Etnolingual is a journal that is focused on highlighting the links between language and culture of all societies in the world. Without limiting the topic of study in terms of culture only, other linguistic studies such as; First, Second and Foreign Language Teaching and Acquisition, Language Planning, Translation, Clinical Linguistics, Pragmatics and pure linguistic studies, are also accepted.
Articles
106 Documents
<![CDATA[Analisis Wacana Kritis Pembicaraan di Twitter terkait Topik Patung Naga di Bandara Internasional Yogyakarta ]]>
<![CDATA[Salimulloh Tegar Sanubarianto]]>
<![CDATA[ ETNOLINGUAL Vol. 5 No. 2 (2021): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v5i2.33945
<![CDATA[Pembicaraan tentang patung naga di Bandara Internasional Yogyakarta sempat mengemuka di Twitter. Bahasan yang terjadi pun berkutat seputar wacana sosial-budaya sampai pada politik. Topik ini semakin menghangat karena diangkat oleh Mustofa Nahrawardaya, yang secara politis, berseberangan. Penelitian ini berupaya mengungkapkan dimensi tekstual, praktik wacana, dan praktik sosial-budaya pada pembicaraan topik tersebut. Untuk mendapatkannya, metode yang digunakan adalah analisis wacana kritis model Norman Fairclough. Hasil dari penelitian ini menunjukkan bahwa secara dimensi tekstual pembahasan tentang patung naga semula berawal dari pertanyaan yang direspons beragam. Namun, dari sisi praktik wacana, melihat latar belakang siapa yang memulai topik, pembicaraan yang semula memiliki konteks budaya berubah menjadi konteks politik. Pada akhirnya, melihat respons-respons yang bermunculan, dari sisi sosial budaya, tampaklah bahwa pembicaraan tersebut mengarah ke politik identitas.]]>
<![CDATA[AN ANALYSIS OF SYNTAX ERRORS IN DESCRIPTIVE ESSAYS ]]>
<![CDATA[Farah Zulfiah]]>
<![CDATA[ ETNOLINGUAL Vol. 4 No. 2 (2020): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v4i2.33966
<![CDATA[This research was conducted to analyze the syntax error. The object of this research is a descriptive essay for English education students batch 2019 which was made during the second semester. The author's aim in this study is to analyze the existence of syntax errors and the types of errors in writing descriptive essays. In this study, the author uses a qualitative descriptive method. The results of the research in the findings and discussion section stated that the descriptive essays of English education students in class 2019 stated that there were a number of syntax errors. In the finding section, the writer found eleven types of syntax error sentences in three student descriptive essays. From eleven example sentences, the writer finds the location of errors in the structure of phrases, clauses, and sentences. And from the three error syntax areas, two types of syntax errors were found by students, there are omission and addition. The most syntax errors are phrase structure errors in omission and the smallest is clause errors in the ‘Wh’ question. Many sentence errors in omission because incorrect because there is no verb in the clause. Each clause needs a subject and a verb. In some cases, the best verb to use is a simple is or was (or some other form of the verb to be). Keywords: error analysis, syntax error, descriptive essay.]]>
<![CDATA[ANALYSIS OF GRAMMATICAL ERRORS IN STUDENT’S WRITING DESCRIPTIVE TEXT ON 8th GRADE JUNIOR HIGH SCHOOL ]]>
<![CDATA[Nadziyah Shofiroh]]>
<![CDATA[ ETNOLINGUAL Vol. 5 No. 2 (2021): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v5i2.33981
<![CDATA[AbstractThis research was to find out the kinds of grammatical errors made by the students and find out the most common error made by the student. Error analysis is needed for a teacher to increase student’s ability in writing especially in grammatical use. These researchers chose 3 backgrounds of text descriptive from students as the sample. The researcher identified the types of each descriptive text writing error made by students in 8th grade in junior high school based on Surface Strategy Taxonomy by Dulay’s theory. Some findings of this research will be written for each error type: omission, addition, misformation, and misorder. Based on the research analysis, 13 total errors are found. the most common grammatical errors made by students in writing descriptive texts were errors in Ommission Error (61,5%). After that, there is Addition Error with 1 error (7.6 %), Misformation with 4 errors (30,7 %), Misorder with 0 grammatical error each (0 %). ]]>
<![CDATA[AN ANALYSIS OF DEIXIS IN "BEST SONG EVER" LYRICS BY ONE DIRECTION ]]>
<![CDATA[Khafidoh Hidayati]]>
<![CDATA[ ETNOLINGUAL Vol. 5 No. 2 (2021): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v5i2.34016
<![CDATA[AbstractThis study aims to analysis and identify the deixis contained in the song "Best Song Ever" by One Direction. The research subjects of the study are song lyrics “Best Song Ever” by One Direction. The researcher analyzed each lyric verse in the song "Best Song Ever" by One Direction to make it easier to do this research. The researcher collected data s deixis in song lyrics “Best Song Ever” by One Direction, after that the research analysis deixis in song lyrics “Best Song Ever” by One Direction and category the types of deixis in song lyrics “Best Song Ever” by One Direction, the research using qualitative method. In this study, the author has analyzed a song entitled "Best Dong Ever by One Direction" and found several types of deixis errors that often appear in each verse of the song's lyrics, namely person deixis and temporal/time deixis using qualitative research methods. The dominant deixis in the lyric song “Best Song Ever” by One Direction is person Deixis. Keywords: deixis, song, lyric AbstrakPenelitian ini bertujuan untuk menganalisis dan mengidentifikasi deiksis yang terdapat dalam lagu “Best Song Ever” oleh One Direction. Subjek penelitian dari penelitian ini adalah lirik lagu “Best Song Ever” oleh One Direction. Peneliti menganalisis setiap syair lirik dalam lagu “Best Song Ever” oleh One Direction untuk mempermudah dalam melakukan penelitian ini. Peneliti mengumpulkan data deiksis dalam lirik lagu “Best Song Ever” oleh One Direction, setelah itu penelitian menganalisis deiksis dalam lirik lagu “Best Song Ever” oleh One Direction dan mengkategorikan jenis-jenis deiksis dalam lirik lagu “Best Song Ever” oleh One Direction, penelitian ini menggunakan metode kualitatif. Dalam penelitian ini, penulis telah menganalisis sebuah lagu yang berjudul “Best Song Ever” by One Direction dan menemukan beberapa jenis kesalahan deiksis yang sering muncul pada setiap bait lirik lagu tersebut, yaitu deiksis persona dan deiksis temporal/waktu dengan menggunakan metode penelitian kualitatif. Deiksis yang dominan dalam lirik lagu “Best Song Ever” oleh One Direction adalah deiksis persona. Kata Kunci: deiksis, lagu, lirik]]>
<![CDATA[CORPUS-BASED ANALYSIS: “WOMEN” FOR “LEADERSHIP” ]]>
<![CDATA[Fitri Dianitasari]]>
<![CDATA[ ETNOLINGUAL Vol. 5 No. 2 (2021): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v5i2.34155
<![CDATA[Language has often been used as the object of research and examines what is contained in it such as grammatical shifts, vocabulary additions, and also the norms that develop in society. In the study of grammar, there is what is called a corpus which is often used by researchers to help obtain data which will then be processed further. Language contains words, phrases, clauses and sentences. From language studies, it can be used to analyse the tendency of people’s perspective of a leadership, and its relation to woman. Kouzes dan Posner (1991) believe that leadership is an art in mobilizing others to fight for the same thinking. These statements are not biased only for one gender only. However, in reality, not many leaders or leaders who have successfully served are women. The collocation facility owned by the corpus can determine the identity of a word with the accompanying word. by hypothesizing the possibility of an opportunity for women to get collocations with leadership characteristics, instead the results are much different. The word woman is not allocated much with the word leadership characteristics, it is more often associated with sexual issues.]]>
<![CDATA[GENDER DIFFERENCES IN SPEAKING ANXIETY ]]>
<![CDATA[Annisa Fauziah]]>;
<![CDATA[Setyo Wati]]>;
<![CDATA[Tri Agustini Solihati]]>
<![CDATA[ ETNOLINGUAL Vol. 6 No. 1 (2022): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v6i1.34064
<![CDATA[Speaking anxiety becomes a substantial matter in foreign language learning. Many studies have been discussed foreign language anxiety. Nevertheless, slight research has been undertaken on senior high school level. This research investigated Foreign Language Speaking Anxiety (FLSA) associated with male and female difference in senior high school level. This study aims to investigate whether male and female have the significant difference on students’ speaking anxiety level or not. Differential research method was used. From 77 grade IX students of SMA Terpadu Darussalam Tasikmalaya, 43 students were participated in this study. Probability sampling was used as the technique for selecting sample. A close-ended questionnaire adopted from Horwitz et.al (1986) was administrated to the participants to examine their Foreign Language Speaking Anxiety. The questionnaire has been passed validity test to determine whether it has positive consequences when they are used in practice. The result indicated that there is no statistically difference between male and female students. Although there was no statistically difference, the finding represents that females demonstrated a higher anxiety than males. Regarding to the result, it might be a light to help teacher choosing a great treatment for students’ anxiety during English language learning.]]>
<![CDATA[ERROR ANALYSIS OF USING PAST TENSES IN 8TH GRADERS’ RECOUNT TEXT ]]>
<![CDATA[Nuzula Firdausi]]>
<![CDATA[ ETNOLINGUAL Vol. 6 No. 1 (2022): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v6i1.34061
<![CDATA[This study aims to identify the types of errors in the use of the past tense in writing recound texts by 8th graders of junior high school in Sidoarjo. The population in this study were 8th grade junior high school students in Sidoarjo for the academic year 2021-2022. The research instrument used was by means of a recount text writing test based on the experience of each student. Errors made by students are classified into four types, namely addition error were twenty-three errors or about 18%; then followed by misformation amounted to 71 errors or about 57%; error of omition in twenty errors or 16%; and misordering amounted to eleven errors or about 9%. According to these results, 8th grade junior high school students in Sidoarjo make numerous recount text errors. Students should be given plenty of opportunities to practice writing recount text in the past tense. Students must be made aware of the findings of this study in order to enhance their teaching and learning methods.]]>
<![CDATA[Error Analysis of Using Simple Present Tense in 8th Graders’ Descriptive Text ]]>
<![CDATA[Putri Fauziah]]>
<![CDATA[ ETNOLINGUAL Vol. 6 No. 1 (2022): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v6i1.34062
<![CDATA[Abstract Simple Present Tense is element of grammar that said in tenses. It makes use of to specific day by day activities. Writer ought to use easy gift whilst they'll write approximately their activities. The facts evaluation became six steps through: mistakes detection, finding mistakes, describing mistakes, classifying mistakes, counting mistakes, and placing the end result into table.it became carried out in Junior High School in Sukodono, in particular Eighth Grade. The facts with the aid of using college students Eighth Grade to put in writing descriptive textual content with the aid of using the use of gift traumatic then their works became accumulated and analyzed to get the facts as goal as possible, in order that they may be higher in writing descriptive textual content with the aid of using the use of gift traumatic. After evaluation all textual content, the researcher determined a few locating of the research. Styles of mistakes determined in descriptive textual content in college students writing of the 8th grade of Junior High School in Sukodono, the researcher can discover a few reasons of mistakes. They are interlingual and intralingual switch. Interlingual switch is mistakes which might be inspired with the aid of using the interference of customers‟ mom tongue. The customers nevertheless observe Indonesian sample into English whilst they translate the sentences. Then Intralingual switch takes place whilst college students get problem analyze the second one language. They made mistakes is due to their mom tongue interference and logical questioning and now no longer doing exercise English well. Keywords: Simple Present, Error Analysis, Descriptive text]]>
<![CDATA[ERROR ANALYSIS ON THE USE SIMPLE PAST TENSE IN NARRATIVE TEXT ]]>
<![CDATA[Tri Wahyu Ajeng Kartini]]>
<![CDATA[ ETNOLINGUAL Vol. 6 No. 1 (2022): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v6i1.34122
<![CDATA[The purpose of this research is to analyze of student’s errors on the use of past tense in Narrative text based on the problem that students felt confused about using past tense in their writing especially Narrative text. The method of research is qualitative descriptive. The subject of study researcher choose eight grade (2016/2017) in MTs Darussalam, Cepu. The result show that the researcher found four types of errors : omission, addition, misformation, misodering. Then, the researcher found the highest error made by students is misformation with 52% percentages. This problem influenced by student felt confused to understand simple past because they did not know the meaning and differences between regular verb and irregular verb. Therefore, students claimed if they seldom to practice writing paragraph.]]>
<![CDATA[PENINGKATAN PEMBELAJARAN MENULIS RESENSI DENGAN METODE DUTA DJARUM QRR PADA SISWA KELAS XI IPS 1 DI SMAN 1 KARAS TAHUN PELAJARAN 2019/2020 ]]>
<![CDATA[Yuaftika Peni Rustami]]>
<![CDATA[ ETNOLINGUAL Vol. 6 No. 1 (2022): ETNOLINGUAL ]]>
Publisher : <![CDATA[Department of Master of Linguistic, Universitas Airlangga ]]>
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DOI: 10.20473/etno.v6i1.36727
<![CDATA[Faktor penyebab rendahnya kemampuan menulis siswa meliputi faktor internal dan eksternal. Faktor penyebab internal adalah siswa cenderung kurang dapat berimajinasi, mengungkapkan ide, dan kemudian menuangkan kata ke dalam bentuk tulisan, siswa belum mampu merangkai kata-kata menjadi kalimat dan menyusunnya ke dalam tulisan yang utuh, serta siswa juga kurang memperhatikan ejaan dan tanda baca dalam menulis. Tujuan dari penelitian ini adalah (1) memaparkan penerapan metode Duta Djarum QRR dalam menulis resensi pada siswa kelas XI IPS 1 di SMAN 1 Karas tahun pelajaran 2019/2020. (2) Mendeskripsikan hasil belajar menulis resensi pada siswa kelas XI IPS 1 di SMAN 1 Karas tahun pelajaran 2019/2020 dengan menggunakan metode Duta Djarum QRR. Metode Duta Djarum QRR merupakan singkatan dari dua tamu dua jaga rumah question read recite. Metode pembelajaran ini merupakan metode pembelajaran modifikasi dari metode TS-TS (two stay-two stray) dengan metode membaca SQ3R (survey, question, read, recite, review). Yang membedakan metode TS-TS dengan Duta Djarum ini adalah adanya setingan membaca QRR (Question Read Recite) pada saat pembelajaran. Di mana QRR sendiri merupakan bagian dari metode membaca SQ3R. Hasil belajar Bahasa Indonesia siswa mengalami peningkatan setelah menggunakan metode pembelajaran Duta Djarum QRR. Hal itu dapat ditunjukkan dari nilai rata-rata hasil LKS yang mengalami peningkatan yaitu dari nilai 76,57 pada siklus I menjadi 85,44 pada siklus II. Metode pembelajaran Duta Djarum QRR juga dapat meningkatkan keaktifan siswa pada pembelajaran Bahasa Indonesia dengan materi menulis resensi. Kata Kunci: Menulis Resensi, Duta Djarum QRR]]>
