SPARKLE Journal of Language, Education, and Culture

The Cultural Conceptualization of Tetunese Society on the Existence of God as Almighty

2024-12-12T05:51:34+00:00

This study explores the relationship of Tetunese language and Tetunese culture belonging to Tetunese society as members of Tetunese ethnic group in viewing the world, as reflected in their cultural conceptualization regarding the existence of God as Almighty paying special attention to the forms and meanings of linguistic phenomena in the traditional of Tetunese language used in the cultural texts spoken in cultural domains. The study is viewed from the perspective of cultural linguistics, one of the new theoretical perspectives in cognitive linguistics exploring the relationship of language, culture, and conceptualization. The study is descriptive as its aim is to describe the cultural conceptualization of Tetunese society regarding the existence of God as supernatural power. The results of study show that both Tetunese language and Tetunese culture belonging to Tetunese society are closely related. The relationship is manifested their cultural conceptualization regarding the existence of God as Almighty as reflected in the traditional of Tetunese language, Nai fitun nain, Nai lakan nain “The King of the stars, the King of the Sun”. The forms and meanings of linguistic phenomena used in the traditional are specific to Tetunese culture as the parent culture in which Tetunese language is embedded. The meanings stored in the forms of linguistic phenomena designate that, in the cultural conceptualization of Tetunese society, God is the owner and rules of the entire universe as He is the King of the stars and the King of the Sun, as the source of light and warmth of life on this earth as a whole and the life of human beings as well. The stars and the sun are culturally conceptualized in the cognitive map of Tetunese society as metaphorical symbols representing both the omnipotence and the omnipresence of God as Almighty.

THE CULTURAL MEANINGS OF WATER AS THE INDICATOR OF LIFE PROSPERITY FOR MANGGARAI SOCIETY

2024-12-12T08:59:57+00:00

This study aims to describe cultural meanings of water as the indicator of life prosperity for Manggarai society with special reference to the verbal expressions of Manggarai language used in the cultural discourses of agricultural rituals. The study is viewed from cultural linguistics as one of the new theoretical perspectives in cognitive linguistics exploring the relationship of language, culture, and conceptualization. The study is descriptive-qualitative. The result of study shows that conceptualization ascribed in the cognitive map of Manggarai society regarding the cultural meanings of water as the indicator of life prosperity is reflected in verbal expression, Mboas wae woang, kembus wae teku ‘Overflow water bucket, overflow water bucket’. The forms and meanings of linguistic phenomena used in the verbal expression are unique and specific to Manggarai culture as the parent culture in which Manggarai language is embedded. Other than syntactic parallelism, the choice of words and the ways the words are expressed containing beautiful forms that invite sensory pleasures when the verbal expression is spoken and listened to are also characterized by phonological and lexicosemantic parallelism. The meanings stored in the forms of linguistic phenomena used in the verbal expression designate that the indicator of life prosperity for Manggarai society is reflected in the availability of abundant water supply as the source of drinking water that overflows throughout the year. As it is a local wisdom inherited from their ancestors, the verbal expression is beneficial as the frame of reference for Manggarai society in designing natural environment sustainability program portrayed through the lens of Manggarai language as the reflection of Manggarai culture to support the success of green economy.

An Analysis of Plot Structures and Moral Value of the Novel Entitled ‘A+’ by Ananda Putri

2024-12-12T09:05:55+00:00

The aims of this study are to identify and describe the plot structures and the moral values in the novel entitled ‘A+’ by Ananda Putri. The method used is a qualitative descriptive method. The writer used a bestseller novel entitled ‘A+’ by Ananda Putri as the object of the study. The writer analyzed the data by identifying and describing the plot structures and moral value of the novel ‘A+’. The results showed that there are five stages of plot structures from the novel ‘A+’. First, the exposition, the author introduced the five genius students. Second, the rising action, where problems began to arise when Kai got first place in Parallel TO Mandiri 3 and the conflicts became more complicated. Third, the climax, where the situation in the story got increasingly heated until it peaked when the five genius students had to face Mrs. Nadia in a tense situation. Fourth, the falling action, Mrs. Nadia was arrested, and then things improved and there were no more problems. Fifth, the denouement, Re would continue his study in Singapore and Jo would undergo treatment there. In addition, there are the forms of moral values found in the novel are (1) the manifestation of moral values between human and God, namely praying to God; (2) the manifestation of moral values between human and his life, namely (a) responsibility, (b) never give up, (c) regret; (3) the manifestation of moral values between human and others in social life which consists of: (a) caring for others, (b) saying gratitude, (c) respecting others, and (d) being honest.

An Analysis of Speech Acts Found in Eric Nam and Taecyeon Utterance in Daebak Show Dive Studio Podcast

2024-12-12T09:12:40+00:00

This thesis explores the speech acts and functions of Eric Nam and Taecyeon Utterance in the Daebak Show Dive Studio Podcast. The research aims to answer three research questions: 1) What types of speech acts are used by Nam and Taecyeon in the podcast? 2) What is the most dominant speech act used by Nam and Taecyeon in the podcast? 3) What are the functions of speech acts used by Nam and Taecyeon in the podcast?

Using qualitative descriptive techniques, the thesis uses theories from G. Yule (1996), J. R. Searle (1976), and J. L. Austin (1962) to analyze the data. The study reveals 133 speech act utterances, divided into locutionary, illocutionary, and perlocutionary acts. Additionally, 129 utterances of speech act functions were discovered, including 44 representative, 38 expressive, 41 directive, and 6 commissive utterances. The results provide a comprehensive analysis of speech act utterances and their functions, each categorized according to its category.

APPLYING “TOTAL PHYSICAL RESPONSE” IN TEACHING ENGLISH TO YOUNG LEARNERS AT “DANAU INA” PRIMARY SCHOOL, KUPANG, EAST NUSA TENGGARA PROVINCE

2024-12-12T09:22:21+00:00

This study aims to investigate the implementation of “Total Physical Response” (TPR) method in teaching English to young learners at “Danau Ina” Primary School in Kupang, East Nusa Tenggara Province. The research focuses on exploring students' responses, the perceived benefits, and the challenges they encounter when learning English using TPR. A qualitative research method was employed, involving classroom observations and semi-structured interviews with fifth-grade students and their teacher. Data collection techniques included detailed observations of students’ engagement and participation, as well as interviews to gather their perceptions and experiences with TPR. The collected data were analyzed using thematic analysis. The results of the study revealed that students responded positively to the TPR method, demonstrating high levels of active participation, positive verbal and non-verbal responses and a strong understanding of the materials taught. They perceived several benefits, including improved vocabulary comprehension, creative language production, and increased confidence in speaking English. However, some challenges were noted, as students occasionally felt frustrated, bored, and overwhelmed. Yet, despite these challenges, the study concludes that TPR is an effective approach to engage young learners in English language learning, and make the learning process more interactive and enjoyable.

AN ANALYSIS OF SPEECH EVENT IN HEL KETA RITUAL USING DELL HYME’S SPEAKING CONCEPT IN DAWAN COMMUNITY

2024-12-12T09:35:04+00:00

This research aims to find out and describe the linguistic elements of Hel Keta ritual based on the SPEAKING concept by Dell Hymes. The problem of this study is what are linguistic elements in Hel Keta ritual according to Dell Hyme’s SPEAKING concept? The research design used was qualitative descriptive method and the data resource was five informants in Kefamenanu city sub-district. The data collection techniques were participatory observation, interview, and video recording. The result shows that the linguistic elements of speech event in Hel Keta ritual using Dell Hyme’s Speaking concept in Dawan community are: (1) setting and scenes, this ritual is carried out before the wedding ceremony. The day and date are determined based on the agreement of both families. This ritual is conducted in a river with a semi-formal but serious situation. (2) The participants were prospective bride, prospective groom, the parents of the prospective bride and groom, spokesman, traditional elders, and several close relatives of the prospective bride and groom (3) The end of this ritual is to resolve problems between the two tribes who had feuded in the past (4) The sequences of the Hel Keta ritual started with the prospective bride and groom with their families gathering in a river. In the middle of the river, the two families stand with position facing each other. The spokesman of the prospective groom delivered the speech first then it will continue by the spokesman of the prospective bride. After the speech is delivered, it will continue with the process of slaughter the animal, pulling the stick and flowing it into the river along with 7 coins and nipsa'in, after that the two parties exchange kabi (a place to put betel nut) and sopi (palm wine). This ritual ends with eating together in the riverside (5) key or the way the speech delivered in this ritual is loudly with a unique and varied tone (6) instrument to convey the speech in this ritual is using verbal dan non-verbal message. (7) several norms in this ritual such as the prospective groom and his family are not allowed to greet or enter the women's territory before ritual is completed, the spokesman must repeat the speech and slaughter a new animal if bad signs are found in the intestines or liver of the sacrificial animal, meat or food brought during this ritual must not be brought back home (8) genre or the form of the speech in Hel Keta ritual is traditional speech.

AN ANALYSIS OF USING TEAM GAMES TOURNAMENT (TGT) TOWARD VOCABULARY OUTCOMES OF THE TENTH GRADERS OF SMK NEGERI MOLLO TENGAH IN THE ACADEMIC YEAR 2024/2025

2024-12-12T09:42:18+00:00

This research is about the Perception of the implementation of using Team Games Tournament (TGT) in teaching vocabulary to grade of students SMK Negeri Mollo Tengah in Academic year 2024/2025. This research aims to find out the implementation of TGT in teaching vocabulary, the potential problems, and their perception of tenth graders at SMK Negeri Mollo Tengah. The writer has formulated three research questions in this study as follows: (1) How can team games tournament (TGT)) be applied in teaching vocabulary to grades of students SMK Negeri Mollo Tengah in academic year 2024/2025? (2) What is students’ perception of the application of TGT towards their learning outcomes/vocabulary? (3) What are the potential problems of the application of TGT towards students’ learning outcomes/vocabulary? this research used qualitative descriptive research. The research started from 6-8 Mei 2024. The respondents of this research were twenty students and one teacher. The writer conducted the research by using questionnaire and an in-depth interview. The data was analyzed by using two techniques that are identifying and describing. Based on the result of students’questionnaire and interview, the data proved that team games tournament can be applied in teaching vocabulary, team games tournament hadpotential problems of the application of TGT in teaching vocabulary such as students have difficulty managing and stabilizing the learning situation even while playing, and implementing this learning model takes a long time. Plus, the geographical location of the school, which is far from residential areas, and the internet access, which is quite difficult to access, are also factors in helping students enrich their vocabulary, and the application of team games tournament got positive responses from the students in the teaching-learning process of vocabulary, it can be seen from the students’ perception where 275 agreement from 20 students agree and 123 disagreement from 20 student of the questionnaires were given. It can be concluded that team games tournament can be applied in teaching vocabulary, team games tournament had potential problems of the application of TGT in teaching vocabulary, and the application of team games tournament got positive responses from the students in the teaching-learning process of vocabulary.