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Title PagesThePhonologicalofPataniMalayDialect:AnAnalysisOfAutosegmentalTheory

71-78Dr.SuraiyaChapakiya

CoordinationofCommunicationCrisisModel

79-86FaustynaFaustyna

TheSystemofInheritanceLawinMinangkabau:ASocialHistoryStudy

87-93M.Iqbal

SoundCorrespondencesamongCognatesSharedbyArabic,English,andIndonesian

94-107

FauziSyamsuar

TheAnalysisOfAssertivesAndExpressivesOnTheStudents’SpeakingExamInEnglishDepartmentStudentOfSTKIPBUDIDAYA-BINJAI

108-114

Ayu-Indari

TheCorrelationBetweenTheStudents'PerceptiononTheLecturer'sAbilityinMakingLessonPlanandTheirAchievementinTEFLatEnglishEducationalDepartmentofTarbiyahFacultyIAINSU 115-120

AfdhalinaKahar

Indonesian Journal of Education, Social Sciences and Research (IJESSR) Vol. 1, No. 2, September 2020, pp. 71~78 ISSN: 2723-3693 r 71

Journalhomepage:http://jurnal.umsu.ac.id/index.php/ijessr

ThePhonologicalofPataniMalayDialect:AnAnalysisOfAutosegmentalTheory

Dr.SuraiyaChapakiya1

1DepartmentofTeachingMalayAndEducationalTechnology,FacultyofEducation,FatoniUniversity,Thailand.

ABSTRACT

Thispaperaimsat identifyinganddeterminingMalaydialectphonemesand the syllablestructure of Patani Malay Dialect (PMD). The study is also conducted to analyze thephonologicalprocessesofPMD.The researcherused theautosegmental theorybasedondistinctive feature geometry model by Halle (1995), Clément’s representation level ofsyllablestructure(1985)and,ZaharaniandTeohBoonSeongs’buildingofsyllablestructure(2006).Aqualitativemethodwasusedinthisstudy.Thedatawerecollectedfromthefieldworkwhereobservationsandinterviewingwerecarriedout.TheresultsshowthatthePMDcan be divided into three vowel phoneme categories. The first vowel phoneme categoryconsistsof sixvowelphonemes.Theyare/i/, /e/,/a/,/«/,/o/,/u/.Thesecondvowelphoneme category has twoderived vowel phonemes such as [E], [�] and the last vowelphonemecategoryconsistsoffournasalizationvowelssuchas[u)],[E)],[�)]dan[a)].ThestudyalsofoundthatPMDhas28 consonants.Theycanbegroupedintothreeconsonantcategories.Thefirstconsonantcategoryconsistsof20 originalconsonantssuchas/p/,/t/,/k/,/b/,/d/,/g/,/c&/,/j&/,/s/,/l/,/r/,/Ä/,/m/,/n/,/N/,/ø/,/w/,/j/,/h/,///.Thesecondconsonantcategoryhasfouraspirationconsonantssuchas/ph/,/th/,/kh/,/ch/.Thethird consonant category has four loan consonants such as /f/, /z/, /x/, /S/.While thesyllablestructureofPMDiscategorisedastypeIIIwhichisapatternofCV(C)syllable.ThestudysuggeststhatthephonologicalprocessesofPMDidentifiedandanalysedbasedontheautosegmentaltheoryhavethecharacteristicsofassimilation,vowelsnasalizasion,deletion,glottalisation,monophthongisationandvowelschanging.Keyword:Firstkeyword;Secondkeyword;Thirdkeyword(9pt,Bold)CorrespondingAuthor:Dr.SuraiyaChapakiya,UniversitiFatoni,135/8M.3,T.Khautoom,A.Yarang,Ch.Pattani94160,Thailand.Email:[email protected]

1. INTRODUCTIONPhonologicalresearchstudyofthePataniMalaydialect:ATheoreticalAnalysisofAutosegmental,animageadoptedbythePenutuPataniMalaycommunitythroughoutThailand.ItisthemostimportantlanguageoftheThaicommunityintheThailanguagecommunity.TranslateThaitoEnglish,EnglishtoRussian,EnglishtoEnglish,EnglishtoTamil,EnglishtoEnglish,andEnglishtoEnglish.However,themainMalaycommunitylivinginsouthernThailandusestheMalaylanguage.TranslatethismessagetoDialDuplicate,DMPandDialinSatun(DMS).ThePataniMalaydialectexploresthefoursouthernborderprovinces of Thailand, namely Pattani, Yala, Narathiwat provinces and four districts in Songkhlaprovince (Arrive, Sebayoi, Canak and Nathawi areas). DMP is used to translate Thai into English(WorawitBaru,1990:55andSuraiyaChapakiya,2013:45).

UthaiRuslan(2005:20)statesthatDMPplaysaroleindailycommunicationasalanguageofcommunicationbetweenindividualsandcommunitiesinthesouthernborderprovincesandservesasthe languageof instructionbesides standardMalay in schools, private religious schools, educationalinstitutionsandIslamicboardingschools.-pre-school.

This studyaims to identifyDMPphoneme inventories, identifyDMPsyllable structures andanalyzeDMPphonologicalprocesses,particularlyintwovillagesinPattaniProvinceandtwovillagesinYalaProvince.TherearetwovillagesinPattaniProvince,namelyNadKuburVillage,KhoutoomDistrict,YarangRegency,PattaniProvinceandSabarangVillage,BandarRegency,PattaniProvince.Whereasin

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YalaProvincetherearetwovillages,namelyHuaSaphanSatengVillage,SatengDistrict,BandarRegency,YalaProvinceandKrongPinangVillage,KrongPinangDistrict,KrongPinangRegency,YalaProvince.ThisisbecausethepeopleinthesevillagesarenativespeakersofDMPwhostillmaintaintheoriginalDMPform.Researchersselected40informantsconsistingof10informantsfromNadKuburVillageand10informantsfromSabarangVillagefromPattaniProvince.Meanwhile,fromYalaProvince,researcherswillcollectdatafrom20informants,namely10informantsfromKrongPinangVillageand10informantsfromHuaSaphanSetengVillage.Thetotalnumberofinformantsconsistingof20maleinformantsand20femaleinformantstoobtainasmuchDMPdataaspossible.

2. RESEARCHPROBLEMSThePataniMalaydialecthasbeenstudiedbyseveralresearcherssuchasRuslan's(2011)studyofthespecialties of the PataniMalay dialect. Pareeda (2007)Additional Studies andConsonants of PataniMalay Dialect: Analysis of Autosegmental Theory. Suthasinee (2006) Comparative Study of theVocabularyofPataniMalayDialectinEnglish.Ruslan(2005)studiedtheSpecialFeaturesofthePataniMalay Dialect: Overview. Worawit (1999) Study of Government Policy and Impacts on English inThailand.Worawit's(1990)StudyontheInfluenceofThaiinthePataniMalayDialect:LexisCaseStudyinPattaniProvince.Amon(1987)studiedPhaseThinnaiPrathetThaiMalay(LocalMalayinThailand).Next,Paitoon(n.d.)RabobDaylightPhaseThinMalayPattani,Yala,Narathiwat(DialectSoundSystemfromMalayPattani,Yala,Narathiwat).

However, the study of phonological processes, especially in DMP based on autosegmentaltheory, has not been discussed in depth by previous researchers. Thus, the researcherwill identifyphonemeinventory,syllablestructureandphonologicalprocessesthatoccurinDMP.3. OBJECTIVEOFTHESTUDYBasedontheresearchproblem,therearethreeresearchobjectivesthattheresearcherwantstolookat,namelyidentifyingDMPphonemeinventories,identifyingDMPsyllablestructuresandanalyzingDMPphonologicalprocesses.4. STUDYMETHODOLOGYTheresearchdesignusedisqualitativeresearch.Thisresearchusesfieldmethodsandlibrarymethods.Thefieldmethodusesthreemethods,namelytheobservationmethod,theinterviewmethodandtherecordingmethod for40 informantsaged fiftyyearsandover.The fieldmethod isavery importantmethodtohelpresearchersexploreandobtainin-depthinformationfacetoface(facetoface).Eventhefieldmethod,especiallytheinterviewmethodisveryimportanttovalidatetheobserveddata(Othman,2012:119;MuhammadSaiful,2010:49).Thelibrarymethodreferstoprimarysources,suchaspreviousresearchrelatedtoDMP.ThestudydatacollectedthroughfieldandliteraturemethodswereanalyzedbasedonautosegmentaltheorythroughHalle's(1995)geometriccharacteristicapproach.Belowisachartoftheconceptualframework.ConceptualFrameworkFlowchart

To facilitate the research activities carried out, the researchers have compiled a conceptualframeworkflowchart.Theconceptualflowchartshowsthecourseofthestudyasawhole.Thefollowingisaflowchartoftheresearchconceptualframework:

Figure1ConceptualFrameworkFlowchart

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5. THEORETICALFRAMEWORKThetheoreticalframeworkusedinthisstudyisanautosegmentaltheorybasedonthetypicalgeometricfeaturesofHalle's(1995)model,Clements's(1985)syllablelevelrepresentationandZaharaniandTeohBoonSeong's(2006)syllableconstruction.A. DistingtiveFeaturesofHalleModelGeometry(1995)DistinctivefeatureswereintroducedbyTrubetzkoyandJakobsonin1958torevealthecharacteristicsofsegmentalphonemes.ThischaracteristicisalsodevelopedbyChomskyandHalle(1968)inthebookTheSoundPatternofEnglish(SPE).Theyassumethattheconceptofdistinctivenessisnatural,thatis,itcontainsarticulation,auditory,andperceptualmechanismsforallspeakersoflanguages(ChomskyandHalle,1968,p.5).Subsequently,distinctivefeaturesweredevelopedandmodifiedbySagey(1986)andHalle(1995)tocreateamoreperfectphoneticstructuretodemonstratetheproductionofphonemesrangingfromthelungstothevocalcords,throatcavity,nasalcavityandoralcavity(ZaharaniandTeoh,2006,p.41).TherearetwoimportantaspectsthatdistinguishfeaturesinHalle’s(1995)model,namelytheanatomicalmechanismthatdescribesphoneticsoundsandthefactsthatindicatethefunctionofthefeature.Thesefeaturesexistatdifferentlevelsandareconnectedbyconnectinglines(Halle,2002,p.196).FollowingarethecharacteristicsofHalle’s(1995)geometricmodel.

Figure2TypicalgeometriccharacteristicsofHalle's(1995)model

Source:ModifiedfromHalle(2002)

Figure2showstheconsonantandsonorantfeaturesthatformtherootofthesegment.Otherfeaturesaredividedintotwoparts,namelytheindependentarticulationtoolandtheboundarticulationtool. The free articulation device consists of [± suction], [± continuous] (continuous), [± hard](screeching) and [± lateral] (lateral), which are features that are directly connected to the root.Meanwhile, the articulationdevice consists of six articulation tools, namely soft palate, tongue root,glotal(larynx),labial,coronalanddorsal(Halle,2002:197).

Fromtheabove,therearethreemainbranchesofthegeometriccharacteristicsofHalle's(1995)model.Thefirstbranch,thepointarticulationnodeconsistsofthreemainarticulationnodes,namelythecoronal,labialanddorsalnodes.Thecoronalnodescoverthealveolarandpalatalconsonantsconsistingof [± anterior] (anterior) and [± scattered] (distributed) features. The labial nodes house the labialconsonantswhichconsistof[±round](round)featuresandthedorsalnodeshousethefeatures[±back](back), [± high] (high) and [± low] (low). The second branch, the intestinal knot consists of oralconsonants.Thesenodesprotect therootof thetongue(larynx)and larynx(larynx).Therootof thetongueconsistsof[±sagging],[±wrinkled],[±sound]and[±tense]characteristics.Thelarynxconsistsoffeatures[±RTR](stackedtongueroot)and[±ATR](advancedtongueroot).Whilethethirdbranch,thesoftpalateknothasthecharacteristic[±nasal]consistingofnasalconsonants(Halle,2002:203).

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B. RepresentationLevelSylabusClements(1985)According to Clements (1985), the syllable level representation consists of three levels ofrepresentation.Each syllable level is representedby certain segments that canexplainphonologicalprocesses,suchasthepropagationprocess,changeprocessesandotherprocessesinvolvingvowelandconsonantphonemes(Clements,1985:147).

Clements (1985: 203), also adds a level in the KV syllable level that describes the syllablefunction.Eachsyllableconsistsofagroupofphonemesthatrepresentthesyllablesofalanguage.Thisgroupofphonemes is limitedby theOneFirstPrinciple,namely the first, the initial consonantsofasyllableplus thenumberofconsonants toa levelconsistentwith thestatusofaparticular languagesyllablestructure.Second,thevowellevelsarelinkedtothesyllablelevel,whiletheconsonantsontheleftarelinkedonebyoneaslongastheconfigurationforeachscattermeetstherequirementsofthesyllablestructure.Thishappensthesamewaywhentheconsonantsgoright.ThelevelofrepresentationofthewordClements(1985)intheMalaydialectofUrakLawoicanbedescribedasintheword[dim]'malam'.

Figure3Clements(1985)syllablelevelrepresentation

Source:ModifiedfromClements(1985)

Figure3aboveshowstheelementsintheKVgraphical levelthatdistinguishthepeakofthesyllable,thesyllableshowsnotthepeakofthesyllable.SegmentsdominatedbyVshowedsyllablepeaksandsegmentsdominatedbyKshowednon-syllablepeaks(Clements,1985:203).C. SylabusConstructionThisstudywantstoexplainthatthesyllablestructureanditsformationprocessinnon-linearanalysishaveanimportantroleinrelationtothephonologicalprocess.AccordingtoZaharaniandTeohBoonSeong(2006)thebasicformoftheBMsyllableistheKVpattern(K)whichbelongstothethirdtype.ThissituationmeansthatthebasicsyllablepatternBMmustcontainanonsetandanucleus,whilethecodeisoptionalwhichcanexistandcannotdependonaparticularlanguagerootword.AccordingtoTeohBoonSeong(1990:904), theBMsyllablepatternspresentedbypreviousresearcherssuchasYunusMaris(1980)andFaridM.Onn(1980)wereinaccurate.AccordingtoTeohBoonSeong(1990),thebasicsyllablesofBMareKVandKVK,not*Vand*VKassuggestedbytheresearcher.ItissaidthatbecauseYunusMaris(1980)oncesaidthattherearewordslikethat#what#iscalledoptionallyas[�ap�]and#itek#as[�ite�]or[ite�].

Thetypeofsyllablepatterncanbedeterminedthroughtwooperations,eitherdroppingtheKatthebeginningofthesyllableorenteringtheKattheendofthesyllable.Alanguagecanselectoneoperation, eitheroperationorwithout selectingoneof theproposedoperations (Clement&Keyser,1983:29).AccordingtoClements&Keyser(1983),thetypesofsyllablepatternsofalanguageareasfollows:TypesofsyllablepatternsofalanguageaccordingtoClements&Keyser(1983)

TipeI:KVTipeII:KV,VTipeIII:KV,KVKTipeIV:KV,V,KVK,VK

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Figure4SyllablestructureofBMFigure4showsthearrangementofBMsyllablesbasedonrepresentations

Clements&Keyser(1983).Zaharani(2013)supportstheopinionofTeohBoonSeong(1994)whichexplainsthatthebasic

formoftheBMsyllableistheKV(K)pattern.Eachsyllablemustcontainanonset(O)andanucleus(N).Theonsetisthebeginningofasyllable.Rima(R)containsthecoreandcode.Rhymemusthaveacore,andcode(Ko)asoptional.Theonsetandcodecanonlybefilledwithaconsonant(K)melody,whilethecorecanbefilledwithavowelmelody(V).Thatis,thesyllablestructureofBMconsistsofopensyllablesandclosedsyllables,namelyopensyllables(KV)andclosedsyllables,namely(KVK).Consonantsandvowelscanbecombinedassmallgroupsinsyllablesknownassyllablelevels(Zaharani,2013:43).AccordingtoZaharaniandTeohBoonSeong(2006),theBMsyllablestructurewasbuiltthroughtheapplicationof three sequential quadratic formulas, namely the core construction formula, the initialconstructionformulaandthecodeconstructionformula.6. STUDYRESULTSBasedontheresearchthathasbeendone,thisstudyfoundthatthephonemeinventorypictureshowsthatDMPhas12vowelphonemesconsistingofsixvowelphonemes.//i/,/e/,/a/,/«/,/o/,/u/,twoderivedvowelphonemes[E],[�],andfournasalvowelphonemes[u)],[E)],[�)]dan[a)]].Thus,DMPhasfiveseriesofvowels,namelytheseriesofvowels[u)],[E)],[�)]and[a)].

WhiletheDMPconsonantphonemehas28consonantsconsistingof20originalconsonants/p/,/t/,/k/,/b/,/d/,/g/,/c&/,/j/,/s/,/l/,/r/,/Ä/,/m/,/n/,/ø/,/N/,/w/,/j/,/h/,///,fouraspiringconsonantsheight/ph/,/th/,/kh/,/ch/andfourloanconsonants/f/,/z/,/x/,/S/.Therefore,basedonthecharacteristicgeometryofHalle's (1995)model, theDMPvowelcontainsseveralcharacteristics,namely [-kons], [+ son], [-nasal], [+ sound], aswell as a [coronal] feature consisting of [± front] [±scattered]or [dorsal]whichconsistsof [±rear] [±high] [± low].WhentheDMPconsonantcontainsseveraldistinctivefeatures,namely[+cons],[±son],[±nasal],[±sound]features,aswellas[±labial],[±coronal]or[±dorsal]features.BasedonthesyllableconstructionofZaharaniandTeohBoonSeong(2006),thebasicsyllablestructureofDMPisincludedintypeIII,namelytheDMPsyllablepatternisKV(K),namelyopensyllablesKVandKKV,andclosedsyllablesKVKconsistsofKVK,KV.KVKandKVK.KV.Furthermore,thephonologicalprocessinthisDMPconsistsoftheprocessofassimilation,vocalsensing,abortion,glossary,vocalizationandvocalchanges.

First, the assimilation process in DMP is the assimilation process between consonants andconsonantsthatoccurintherootwordandattheprefixlimit.Thisassimilationisknownashomorganicnasalassimilation,namelynasalstopassimilation.Broadlyspeaking,stop-nasalassimilationcanbeseenin two forms, namely vocal-nasal-explosive assimilation and silent nasal-explosive assimilation. Theassimilationofthenasalboom-sounddoesnotallowfortheconsonantstobeheardfromthenosewithaloudbang.Meanwhile,theassimilationofvoicelessexplosivesdoesnotallowthevoicelessconsonantsoftheexplosivestooverlapwiththenasalconsonantsinthesurfacestructure.As for the prefix limit, nasal blast assimilation occurs when the prefix nasal consonant soft palate/N/accepts therootwordprecededbyanexplosiveconsonant.Thisassimilationcanbeseen intwoforms, namely vowel-nasal assimilation and voiceless nasal-blast assimilation. Explosive nasalassimilationattheinitiallimitoccurredintotalregression,namelythenasalconsonantsoftpalate/total/ took all the consonant characteristics that sounded explosive and caused interest in the vowelexplosionconsonantsafterthetotalregressiveassimilationprocessandthenasalconsonantgeminates.Ontheotherhand,therearetwostagesofthephonologicalprocessthatoccurwhenthenasalconsonantprefixes the soft palate / accepts / receives the rootwordwhich is precededby a voiced explosive

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consonant.Thetwostagesofthephonologicalprocessaretheprocessofpartialregressiveassimilationofthenoiseandtheprocessoftotalprogressiveassimilationofthemutesoundpriortotheformationoftheactualsurfaceoroutputstructure.Second,thevocalizationprocessisprogressive.TherearetwoformsofvowelcognitioninDMP,namelythevowelsensingprocessintherootwordandthevowelsensingprocessintheprefixboundary.Thisvocalcueprocessistheprocessofconvertingavowelintoanasalvowelbecauseitgetsnasalfeaturesfromitsneighboringsegments.

Third, the abortion process. There are three abortion processes inDMP, namely vocal cordabortionattherootoftheword,nasalabortionattherootoftheword,andvibrationabortion./r/attheendoftheword.First,explosivespeechabortioninrootwordsoccurswhenthenasalconsonant/m,n,�/isstuckwithavoicedexplosiveconsonant,thenasalconsonantremainsintherootandtheexplosiveconsonantsoundslike/b,d,g/isnotconnected.Second,nasalabortionofarootalsooccurswhen two voiceless explosive consonants are in the rootword, that is, they have the same area ofarticulationbetweenthem,voicelessexplosiveconsonants/p,t,k/arepreservedandnasalconsonants/m,n,�/canceled.Furthermore,thethirdprocess,abortion/r/Consonantvibrationsattheendofawordoccurwhentheconsonantvibrates/r/precedesthevowel/a/,/i/and/u/.

Fourth, thegluttingprocess. InDMP,therearetwotypesofglossary,namelytheglossaryofdental gum friction / s / turns into vocal cord friction [h] and the consonant stop vocalization ofvoicemail/p,t,k/turnsintoaglotticstop[�].First,frictionfromfrictionofthetoothgum/s/changestovocalchordfriction[h]iftheconsonantgums/s/ispresentattheendpositionoftherootword.Thischangeoccursbecausethe frictionof thegumsof thetooth/s/whichhasapointand[coronal] [+striden]featureiscanceled.Theabortionofthisfeaturecausesachangeintheconsonantfrictionofthetoothgums/s/intovocalcordfriction[h].Second,whenthestopconsonantissilent/p,t,k/ispresentattheendofaword,thisconsonantwillchangetoastopsignglottis[engan].Withthisabortion,thechangeinconsonantsstopssounding/p,t,k/totheglottisstops[/].

Fifth,thesupportprocess.ThemonotonizationprocessthatoccursinDMPisthechangeinthediphthongelementattheendofthewordintoonevowel,namelythechangeindiphthong/ai/and/au/tovowel[a]attheendoftheword.Diftong/ai/and/au/mustnotbeplacedinthelastword.Thisisbecausethediphthongattheendofthewordwillchangetoanewvowel,namelyvowel[a].Asaresult,theoutputword/ island/ is [also]. Therefore, there are exceptions to someDMPwords, namely ifdiphthong/ai/or/au/isinthemiddleofawordorattheendofaworditwillcausethesuffix[on]attheendoftheword.Asaresult,theoutputword/tapai/is[tap�].Inaddition,theThailoanwordinDMPalsohassupport,thatis,ifthereisavowelsequenceintheThailoanword,therewillbeasupportprocesssuchasna:jsi&b/[nE)si/]'sarjan'.Sixth,theprocessofchangingvocals.TherearefourvocalchangesinDMP,namelythevocalchangesintheprocessofdecreasingthe/i/vocalstosemi-highvowels.[e],decreasesthehighvowel/u/tothelowerhalfvowel[o],increasesthevowel/a/tothelowerhalfvowel[�]andchangesthelowervowel/a/tothelowerhalfvowel[�].Firstandsecondprocessistheprocessofloweringthevowels/7. CONCLUSIONOverall, based on the autosegmental theory in DMP, it shows that DMP has 12 vowel phonemesconsistingofsixvowelphonemes./i/,/e/,/a/,/«/,/o/,/u/,twoderivedvowelphonemes[E],[�],andfournasalvowelphonemes[u)],[E)],[�)]dan[a)].Thereare28consonantsconsistingof20originalconsonants/p/,/t/,/k/,/b/,/d/,/g/,/c&/,/j/,/s/,/l/,/r/,/Ä/,/m/,/n/,/ø/,/N/,/w/,/j/,/h/,///,fourconsonantsaspirated/ph/,/th/,/kh/,/ch/andfourloanconsonants/f/,/z/,/x/,/S/.Meanwhile,thesyllablestructureofDMPbelongstothesecondtypeIII,namelytheKV(K)syllablepattern.AmongtheDMPphonologicalprocessesidentifiedinthisstudyaretheprocessofassimilation,vocalsensing,abortion,glossary,vocalizationandvocalchanges.REFERENCESAbdulHamidMahmooddanNufarahLoAbdullah. (2013).Linguistik fonetik dan fonologi bahasaMelayu.Kuala

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CoordinationofCommunicationCrisisModel

Faustyna11UniversitasMuhammadiyahSumateraUtara,Indonesia.

ABSTRACT

Purpose:ThisstudyaimstoprovideanidealcrisiscommunicationcoordinationmodelinMedanTourismOfficeinordertobeabletorespondtonegativenewsthatcanenhancethereputationofculinarytourismareasinMerdekaWalkMedanMethodology:Thisstudyusesa constructivismparadigm, a study that provides constructive suggestions to theMedanTourismOfficetocoordinatecrisiscommunication.Finding:Theresultsofthestudyfoundthat the tourismofficehadnotbeen the coordinator to implement crisis communicationcoordinationbecausetheMayorofMedanhadnotyetissuedapolicyandcoordinationtaskforthecommunicationcrisissothatnegativeonlinemediacoveragecouldnotberespondedeffectively.Significant:AneffectiveandefficientcrisiscommunicationcoordinationmodelasanidealsuggestiontobeappliedbytheDepartmentofTourism,sothatnegativemediacoverageonlinecanberesponded.Keyword:CommunicationCrisisCoordination,NegativeNews,OnlineMedia.CorrespondingAuthor:Faustyna,UniversitasMuhammadiyahSumateraUtara,JalanKaptenMukhtarBasriNo3Medan20238,Indonesia.Email:[email protected]

1. INTRODUCTIONAdvancesinonlinemediatechnologymakedeliveringnegativenewsallovertheworldeasierandfaster.Negativenewsspreadquickly.Internettechnologyisnowapartofourlivesmakingiteasiertoobtaininformation.Unstoppable information can cause crises (negative coverage), crises canbe causedbyhumanlimitationsindealingwithenvironmentaldemandsorhightechnologyfailuresOtherdisastersthatcancausecrisesarenaturaldisasters,massstrikes,fires,accidents,threatsofcorporatetakeovers,newpoliciesthataredetrimental,scandalous,economicrecession,andsoon. CoordinationofcrisiscommunicationattheMedanTourismOfficehasnotbeeneffectiveandefficient.ThispossibilityisduetotheabsenceofjobdescriptionregulationsfromtheMayorofMedanto be given to the Medan Tourism Office and the lack of human resources to carry out crisiscommunication activities and the employees on duty are not ready, lack of employees, crisiscommunication training (Bell, 2010) Communications Crisis has emerged as an important part ofliterary communication. The crisis is a phenomenon that occurs suddenly and has the potential toproduceanegativethingthataffectstheorganization,thepublic,products,financialriskofreputation(CoombsW.T.,2010:243). Thecrisisiscloselyrelatedtostakeholderssuchasgovernment,publicorsociety,aswellasothers.Theyarealso theaudienceandmessagerecipientsof thecrisis communicationcoordinationefforts.Whenacrisisoccurs,theinstitutionmustcoordinatewhatstepsaretakeninresponsetoeffortstocarryoutgoodcrisiscommunicationtopreventthedamagetoreputation(Wulandari,2011,p.7).(Purworini,Kuswarno,E,&Rakhmat,2016,p.457)alsosuggestedtoimmediatelyresolvethecrisissothatneithertheinstitutionnorthestakeholderswouldsufferlosses.Therefore,whenhitbyacrisistheinstitutionmust immediatelyprovideclearconfirmationtostakeholdersthroughthemedia(Ahmad,2017). Publicinformationdisclosureisveryimportant.Mediaisacommunicationchannelthatisveryfastandaccurateindisseminatinginformation.Moststakeholdersusenewsmediatogatherinformationabouttheinstitution.(Coombs&Sherry,2008).(PurworiniD.,Kuswarno,Hadisiwi,&Rakhmat,2017)Thecrisishasthepotentialtobehighlightedbythemedia.Beforethenewsisdisseminatedtothepublic,

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themediawillformmessagesthroughtheconstructionstagefirst.Munshi(2014)explainsthatthewayjournalists connect with public issues can be seen from the process of selecting and emphasizingimportantpointstohowtheyconveythemessage(PurworiniD.,Kuswarno,Hadisiwi,&Rakhmat,2017).Onlinemedia,especiallynews,tendtoblamemembersorinstitutionsasawhole. Onlinemedia has tremendouspower for life and in shapingpublic interpretationswith thediverseinformationthattheyproduce(PurworiniD.,Kuswarno,Hadisiwi,&Rakhmat,2017,p.461)Hesaid that an online media journalist can shape public perceptions according to his wishes. NewsProduction in the media slogan is “Bed News is Good News” formed by redactors and as workresponsibilities.Thereportingandchoiceofangle,orevenframing,ofanissuepresentedbythemedia,thepresenceofonlinemediamakesthe institutionunderstandhowthemediaworks.The impactofnegativecoveragebyonlinemediahasaverystrongeffectonthereputationoftheMedantourismareaandthereactioninthecommunity.Relatedtothis,eachinstitutionisrequiredtoseetheresultsofmediaproductionasaninstitutionthathastheresponsibilityfornegativereporting.Negativereportingthatwastriggeredbyincidentsoffallentreesandrobberiesattheculinarytourismsite"MerdekaWalk"anditssurroundingsmadeimportantnews.

TheTourismAgency isanagencyresponsible for themanagementandreputationofMedan's"MerdekaWalk"tourism."MerdekaWalk"isatouristlocationthatisengagedintheculinaryfieldattheTanahLapangLocation.MerdekaWalkwas established in2004 andwas inauguratedby themayorAbdilahandislocatedatJl.CityHall,Kesawan,District.MedanBarat.,KotaMedan,NorthSumatra20231bythemanagerofPTOrangeIndonesiaMandiri(OIM)andcontractedforthenext20yearsfrom2004to2024andisestimatedtobeabletogeneratearoundIDR500millionpermonthfromrestauranttaxatMerdekaWalk,andaroundIDR6billionayear,"saidMr.SuhermanasHeadoftheMedanRegionalTaxandRetributionManagementAgency(BP2RD).2. LITERATUREREVIEWManagementtheoryofthecontributionofthismeaningputforwardbyW,BarnetandVernonCronen.Theysaythat"thequalityofourpersonallivesandoursocialworldisdirectlyrelatedtothequalityofcommunicationinwhichweareangry".(Related:ourcurrentcommunicationisverymuchrelatedtothequalityofourpersonallivesandourimmediatesocialworld).CMMTheorythinksofhumansasthemainactorswhotrytoachievehuman-orientedembodimentthatstimulatescommunicationwaysthatcanimprovethequalityoflifebyansweringthemeaningtheyget(PearceandCronen,1980:114).inthemselvesandtheirrelationshipswithothers,andexaminewhogivesmeaningtothemessage.Thistheoryisimportantbecauseitchallengestherelationshipbetweentheindividualandhiscommunity(Philipsen,1995).A.CoordinationTheresultsofthestudyrevealdataonthefieldthatMedanTourismOfficeemployeeshavenotbeengiventhetasktocoordinatecrisiscommunication.Crisiscommunicationcoordinationcanbeusefulforovercoming crises (negative reporting), (negative reporting) online media through data collection,message processing, information dissemination, fast and appropriate responses, selectingspokespersons,buildingmediarelations(mediarelations),pressconferences,broadcaststhepressbycoordinatingwithrelatedinstitutionsbothinternalandexternal(Lindmark,2011) Haggard(Haggard,2010)inhisjournalthat:Theaspectofcoordinationaccordingtohimistheeffectofskilledaction,thewayofthinkingofthecoordinatorwhounderstandsthecoordinationprocesstobecarriedout.Especiallythecoordinator'sunderstandingofcorrectinformationprocessingshowsthepotentialofthecoordinatorsifgiventheknowledgeofthetasksreportedhere.Ifthecoordinatorisnotequippedwithknowledge,itisexpectedtomakeabiggermistakeHandayaningrat(2002:90)thatthe coordinationprocess starts from:Anaction thatbalances andmoves the teambyproviding thelocationofactivities,suitableworkforeachemployeeandensuringthattheactivityiscarriedoutwithproper harmony, among the members themselves James D. Mooney (2011: 34) Coordination is:Therefore, is theorderlyarrangementofgroupefforts, toprovideunityofaction in thepursuitofacommonpurpose,Thecommunityrolecoordinationmodelcanhandlevariouscrises.

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Tocarryoutcommunicationactivitiesefficientlyandeffectively,goodcoordinationisneeded,sothattheworkingmechanismincludingplanning,implementation,monitoring,andevaluationcanrunsmoothlytoresultingoodservice.Coordinationistheprocessbywhichindividualandgroupactivitiesare linked to one another, to ensure that a common goal is achieved (Budi, 2011). In carrying outcoordination, the principle of direct contact is needed the principle of emphasis and theinterrelationshipsbetweentheexistingfactors.Theapplicationofthecoordinationfunctionwithcross-sectoral has not been optimal because coordination only coordinates the preparation of reports(Maulida,Hermansyah,&Mutdasir,2015).B.CommunicationsCrisisTheresearchercitesanexplanationofcrisiscommunicationusedinthisstudyasproposedby(CoombsW. T., 2010: 243) that crisis communication is "the collection, processing, and dissemination ofinformationneededtoovercomeacrisissituation"(conversationfacingacrisis)".Therefore,itcanbeavoidedthat"Communicationistheessenceofcrisismanagement."Communicationisthecoreofcrisismanagement(Commbs,2010:25).CrisiscommunicationsupportedbythedecisionofPerbawaningsih(2016:112),namelycrisiscommunicationasanimmediateandappropriateresponsetothecrisisandwill also overcome the development of the crisis also increase the crisis and the process that istransferredwithverbalandnonverbalsymbolsbetweenorganizationsandsociety,boththroughmassmediaor face-to-faceeither throughmasscommunicationorgroupcommunicationor interpersonalcommunicationwiththeaimofbuildingtrustininstitutionsthroughthemassesandsoon.Thecountry'stourismwebsiteprovidesanonlinenewsroomforthemedia,butdoesnotmeettheneedsofjournalistsintermsofusability,availabilityofcontent. The consequences of the incompatibility of crisis communication strategies with perceivedcrisisresponsibilitiesindicatetheneedforemployeestaskedwithcoordinatingcrisiscommunicationtoidentifyandstudyfactorsthatcanprotectinstitutionsfromtheconsequencesofthecrisis(Christopher,Boyler,&Mowe,2017). (Coombs&Sherry,2008)Responsestrategiesandmediachannelsareuseddifferently in audiences affected by the crisis. Previous research of the same type can be used as areference for crisis resolution (negative criticism)byaneffort to coordinatea crisis communicationcoordinationmodelplannedandimplementedbytheMedanTourismOffice.C.NegativeCoverageNews can be categorized into negative, positive, and neutral news (Wardhani, 2008: pp. 141- 142)Problemsinsocietyareusuallydiscussedbythepublicwiththeprosandconsopinionclassifiedinthreecategories:positive,negativeandneutralNegativereportingthatistriggeredbyfallentreesandrobberyat the culinary tourismsite "MerdekaWalk" canbe categorized inunexpectednewsasneeded.Theprocessofhandlingnewsthatisunknownandunplanned,orwhosenatureissuddenlycalledHuntingNewsD.OnlineMediaLorieAckerman(2003:23)onlinemediaaselectronicpublishing. “Thetermelectronicpublishing isused to conveyavarietyof ideas.Mostbroadly, itprefer to theuseof computers in the composing,editing, typesetting, printing, or publication-delivered process”. According to Park Oun-Joung, MinGyung Kimb, Jong-hyun Rub (2019) is an onlinemedia that influences tourists by empowering thenarrativewhichismediatedbyempathyandpersuasion.AccordingtoSiregartheformofonlinemediaisaformofmediathatisbasedontelecommunicationsandmultimedia(computersandinternet),whichbelongstothecategoryofonlinemedia,namelyalltypesofwebsitesandapplications,suchas:onlinenewssites,companysites,e-commercesites(read:understande-commerce),socialmediasites,blogsites,communityforumsites,chatapplications(read:understandchat)inwhichtherearenewsportals,websites(websites),onlineradio,onlineTV,onlinemedia,onlinemailandsoon,withcharacteristicsaccordingtothebenefitsofthefacility.(Siregar,1998).AccordingtoSyamsulthatonlinemediaiswhatispresentedonlineoninternetwebsites,"thirdgeneration"afterprint,newspapers,tabloids,magazines,booksandelectronicmedia.radio, televisionandfilm/video.Accordingto(Kurniawan,2005,p.25)onlinemediaconsistsofportals,websites(websites,includingblogs),onlineradio,onlineTV,ande-mail.Technicallyor"physically",telecommunicationsandonlinemediabasedonmultimedia(computersandinternet).(Syamsul&Romli,2012)

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3. RESEARCHMETHODSThisresearchusestheConstructivismparadigm.Ontologically,mentalconstructiononsocialexperienceis local and specific and depends on the party doing it. This flow states that the epistemologicalrelationship between the observer and the object is one entity, subjective and is the result of acombinationof interactionsbetweenthe two.Thisresearch isabout thenegativecoverageofonlinemediaintheproductionofthemediacrewsothatitneedscoordinationofcrisiscommunicationfromtheMedantourismagency.Thisisbecausetheindependentwalkculinarytourismareaisthescopeofwork area of theMedan tourism office. then the TourismOffice should be the coordinator of crisiscommunication.sothatnegativecoveragecanbecoveredwithpositivecoverage Themethodologyusedisaqualitativedescriptivemethodthataddressesobjects,conditions,and facts by making systematic, factual, and accurate descriptions. The facts are related to semi-structuredandin-depthinterviewsaboutwhoiscoordinatingcrisiscommunicationandwhowillberespondingtonegativemediacoverageonlineaboutthefallofthetrambesitreesaroundtheculinarymerdekawalkareaofMedan.Theinterviewswereconductedinasemi-structuredmanner,withMedanTourismOfficeemployees,MedanCityGovernmentemployeesandonlinemediacrewsandwiththeheadofthetourismdepartmentandtheIndonesiantourismministryexperts Informantsare:AgusSuryono,Susanto,AnesSyahputra,andAndhisyahDwiSetyo.Interviewswereconductedtorevealtheresultsofthestudy.Nazir(1988)statedthatthedescriptivemethodwasusedtofindoutinthiscasetofindouthowthecrisiscommunicationcoordinationmodelwascarriedout by the Medan city government, in this case the Mayor of Medan as the crisis communicationcoordinator.thathumanstatus,objects,andconditionsoccur.Thepurposeofdescriptiveresearchistomake a systematic, factual, and accurate description of the facts, characteristics and relationshipsbetweenthephenomenainvestigated.(Sugiono,(2010) Thisstudyusesdescriptivemethodstodetermineandanalyzetheeffectsused(Whitney,1960).Descriptive method to find the correct facts, in qualitative research, researchers used informantwithdrawaltechniqueswithapurposivesamplingmodel:samplingasfollows:Subjectsweretourismofficials,Medancitygovernmentemployeesandonlinemediajournalistsandinformantswhowereableandwillingtoprovideinformationrelatedtothecrisiscommunicationcoordinationprocess

No Rank/Class amount Gender Male

Female

1 YoungMainBuilder,IV/c 0 0 0 2 BuilderTk.I,IV/b 1 1 0 3 Builder,IV/a 3 2 1 4 StylistTk.I,III/d 9 4 5 4 Stylist,III/c 9 6 3 5 YoungBuilderTk.I,III/b 15 8 7 6 YoungBuilder,III/a 12 7 5 7 RegulatorTk.I,II/d 4 4 0 8 Regulator,II/c 6 4 2 9 YoungregulatorTk.I,II/b - - - 10 Youngregulator,II/a - - - 11 JuruYoungT.1,I/b 1 1 0 TotallyEmployeesPermanent 60 37 23 1 CasualEmployees 126 67 59 TotalyEmployeesPermanenand 186 104 82 CasualEmployees

Table4.1:NumberofFreelanceEmployeesandDailyStaff(THL)DepartmentofTourism MedanCityFiscalYear2017BasedonRankandClassSourceMedanTourismOffice

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The data above is the number of Civil Servants (PNS) and Freelance (THL) at Medan CityTourismOffice2017FiscalYearBasedonrankandclassconsistingof60people,11ofwhomoccupiedechelonpositions.Thenthenumberofnon-echelonstaffis49people,plus126casualemployeesandare perceived to be strength of the Tourism Office in carrying out their duties but he process ofimplementing the crisis communication coordination of tourism officials in fact is not done yetEmployees of the institutions are evident from the results of the researchers' interviews with theinformants.

The results of data from theMedan TourismOffice employee interview revealed that thecoordinationofcrisiscommunicationoverthenegativereportingoffallentreesbythecrewofonlinemediahasbeencarriedoutbytheMedanCityGovernmentpreciselybytheMedanCityGovernmentPublicRelationsthroughthecoordinatoroftheMedanMayor.byMr.AkhyarasDeputyMayorofMedan,data obtained from the online media sumutpos.co (January 11, 2017) coordination of crisiscommunicationaimstoovercomethecrisis(negativereporting)onlinemediatriggeredbyincidentsoffallentreesandrobberyatculinarytourismlocations,GovernmentagenciesMedancity.coordinationofcrisis communication conducted by Mr. Akhyar as coordinator by forming an Evacuation Team.EvacuationinthefieldwascoordinatedbythedeputyMayorofMedanandappointedHeadofOfficeMr.RasyidMarbunas(HeadofMedanAgricultureandFisheriesService,Mr.MuhammadHusniasHeadofMedanCity Sanitation andLandscape Services andDr.H.MarasutanM.Pd asHeadofResearch andDevelopmentAgencyCity(Balitbang)Medan.Crisis communication coordination is carried out to implement a crisis communication program onnegativereportingbyinstructingtheheadofservicetobecomeanevacuationteambycommunicatingdirectlytoimmediatelyreplacepavingblockswithhollowpavingblocks,andtorejuvenatetreesunderor under trees, and prune branches. tree. Next, Mr. Akhyar gave a work delegation to Medan CityGovernmentofficialstobetaskedwithcompletingvehiclesandvictimsofcompensationinjuriesandtaskstobeperformedbyMr.DesyAnthoniasHeadoftheGreeningSectionoftheDepartmentofParkstocontactvictims.Mr.Finally,healsoadmittedthatsofartheMedanCityGovernmenthasnotmonitoredtheconditionofdozensoftrees inthelocationoftheMedan"MerdekaWalk"nightculinarytourismarea,includingtheconditionofoldtreesintheentireMedanCityarea.WiththecoordinationmadebyMr.FinallyasMedanDeputyMayor,thisprovesthat.ThepropercoordinationofcrisiscommunicationiscarriedoutbytheTourismDepartmentemployeesbycoordinatingsittingtogetherbydiscussinganddiscussingmakingpositivenewsproductiontorespondtothenegativenewsgeneratedorproducedbyonlinemediacrews.DiscusstoreleasenewsthatwillbesubmittedtothemediacrewssothattheycanhelptheMedan“Merdekawalk”touristarea.

The results of the work details of the Medan Tourism Office data contained in Article 80paragraph 2 of theMedanMayor Regulation No. 1 of 2017 concerning the position, organizationalstructure,dutiesandfunctions,andworkproceduresoftheMedancityareaapparatuswerenotfoundbyresearchers.ThatItcanbedetailedasfollows:JobdescriptionofTourismOfficeemployees,startingfrom theHeadofMedanTourismOffice,HeadofTourismandMarketingStrategy,HeadofTourismPromotion, Head of Tourism Promotion Section, Tourism Promotion Section. Its duties are: 1)Preparation of materials for administration preparation and management control of the TourismPromotion allocation space; 2) Coordination of the implementation of promotional tasks in thecoordinationofTourismPromotion;3)EvaluationandreportingofthepromotionroomforTourismPromotion;4)CompilationofreportsandevaluationsoftheimplementationofTourismPromotion;5)Compilation of technical bombing activities, as well as supervision of Tourism Promotion; 6)ManagementofTourismPromotionImplementation;7)Implementationofotherfunctionsprovidedbytheleadershipinaccordancewiththefieldofwork.HeadofdataanalysisandresearchdataresearchorganizationandjobdescriptionsfortheTourismOfficeemployeeinArticle80paragraph2ofMedanMayor Regulation No. 1 of 2017 and looks like theMedan Tourism Office does not yet have a jobdescriptionandresponsibilitiestoimprove)intermsoftheplanningprocessandtheimplementationprocess.

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4. DISCUSSIONThisstudyusesaqualitativemethodthatisflexibleandopenbyemphasizinginductiveanalysis,whichisareasonthatstartsfromaspecialeventasaresearchobservationtofindsomethingnewsothatitcanbegeneralized.Thisresearchrevealsnewfactsintheactivitiesofcoordinatingcrisiscommunicationaboutnegativecoveragegeneratedbyonlinemedia in theculinary tourismareaof "MerdekaWalk"MedanwhichcanthenbeadaptedgenerallytoothertourisminstitutionsineveryprovinceinIndonesiawhich have the same conditions The results of this study have found a crisis communicationcoordinationmodelfromthefieldthathasnotbeeneffectiveinimplementingandcompetentofficerstodo so. so that the crisis communication domination as a suggested model that is the ideal crisiscommunicationmodelthatcanbeappliedtotheMedanTourismOfficeinparticularaswellastoalltourismagenciesinIndonesia. In Figure 6.2 above is the communication coordinationmodel coordinated by the Medan CityGovernmentinaccordancewiththeresultsofthefieldresearch.ByusingtheconceptofcoordinationHasibuan(2011:86)Coordinationasacollaborativeeffortbetweeninstitutions,institutions,unitsincarryingoutcertaintasks,sothatthereiscomplementarity,mutualassistanceandcomplementarity. This research uses the CoordinationManagementMeaning theory (Theory ofMeaning) is veryimportantintheprocesswherepeoplecollaboratetoequalizetheirvisionofwhatisnecessary,noble,andgoodandtoopposeactionsthatarefeared,hated,orcriticized.Tobeabletointegrateactions(lifestories)peopledon'talwayshavetobecoherentwithothers,buttheycanstilldecidetocoordinatetheirrelationships,makepeoplethinkaboutotherpeople'smeaningsandarebasedonmeaningssupportedbyindividuals.ThesetheoriesandconceptsarecloselyrelatedtothisresearchbecausetheirsupportmustbeledbyleaderswhoarecompetentintheirfieldsandfocusonthetypeofassignmentandthetypeofeducationandpreviousexperienceAccordingtoRichardL.Daft(2011:30)coordinationreferstothequalityofcollaborationbetweendepartmentsofaninstitution.MedanCityTourismOfficehasnotcoordinated crisis communication in accordance with the ideal model for responding to negativecoverageproducedbyonlinemediacrews. Coordinationofcrisiscommunicationisneededandimportantisneededbecausethisactivityisseen to be able to prevent negative news together from one official or another official office thatgeneratespositivereporting,eliminatestheinterestsoftheunititselfandstrengthenscooperation.Thereasonwhycoordinationofcrisiscommunicationiscarriedoutisthatcoordinationisexpectedtocreateanatmosphereofcooperation,unitaryactionandunitarymissionandvisioneffectively.Thisconceptismore about how people achieve goals. The coordination functions as a road map that only showsdirectionsThisstudyexplainsthereasonswhytheMedanTourismOfficehasnotbeenthecoordinatorofcrisiscommunication,butinrealityithasnotbeengiventhedutiesandresponsibilitiesoftheMayorofMedan.Thetourismagencyshouldberesponsibleforcoordinatingthecrisiscommunicationtaskandsoon inresponding tonegativenews. crisis communicationcoordinationguidelinesareofferedandsuggested as a model to be followed by the Medan Tourism Office, the Crisis CommunicationCoordinationModelasshownbelow.The ideal crisis communication coordination model is in accordance with Figure 6.1 offered byresearcherssothatitcanbefollowedbytheinstitution.CoordinationofcrisiscommunicationfromtheDepartmentofTourismtorespondtonegativemediacoverageonlineandincollaborationwithrelatedagenciesledby.crisiscommunicationcoordinatorisleddirectlybytheMedanTourismOfficewithaneffectiveandefficientcommunicationcoordinationprocess. MedanTourismOfficewhichhas nomenclature in accordancewith itswork zone inMedanTourismRegionmustbeabletocoordinatetoconducttrainingsoastoformemployeeknowledgeaboutthe crisis (negative reporting). coordination of crisis communication is supported by the crisiscommunicationstrategyoftheleadersoftheinstitutionsinthiscaseistheheadoftheDepartmentofTourism.Thecrisiscommunicationstrategycoversthepre-crisisstage(negativecoverage)preciselywhenanincidentoreventhasnotyetoccurred.Furthermore,afterthecrisis(negativecoverage)theinstitution can also restore the reputation lost due to the crisis (negative coverage) by clarifyingcoveragetothemediacrewbyrespondingtonewsthathasbeenproducedbyonlinemediacrewssuchasnewnegative resultshe importanceof coordinating crisis communication isdonebecauseonlinemediaisverypowerfulininfluencingtheaudience.

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With this onlinemedia character like an institution that engages inmedia relations, (Nova,2009)onlinemediaconveysthemessageofaninstitutionorinstitutioncreatingpositivepublicityandreputation in theeyesof thepublic (Siregar,1998). (Iriantara,2005),mediarelationsarepartofanexternalpublic that fosters, developsgood relationswith thepublic to achieveorganizational goals.Mediarelations(pressrelations)(Ruslan,2007)Thegeneralfunctionofmediarelationsistoprovideinformation,disseminateknowledge,educate,entertainfunctionsprimarilytoinfluenceopinion,socialcontrolsystems(controlofpower)andpower(powerofthepress).Institutionsthroughemployeesorpublicrelationsofficersworkcloselywiththemedia/presscrew,functionallyorindividually,suchasmeetingsatcertainevents. Newscanbecategorizedintonegative,positive,andneutralnews.Thenegativecharacterofonlinecoveragecan influence theattentionof theaudiencewhichcausesanaudienceresponse.ThenegativecoveragethatoccurredattheMerdekaWalkMedanculinarytoursitewastriggeredbyafallenTrambesitree.Theimpactofineffectivecoordinationontheprocessofovercomingthecrisis(negativeonlinemediacoverage)causedtheGovernorofNorthSumatratoreacttotheclosureofMerdekaWalkMedanculinarynighttourismmanagement.Thisnegativecoverageofonlinemediahasanimpactonsocial,economic,environmentalandworkenvironmentaspectsaswellas threats to theoperationalsustainabilityoftheMerdekaWalkMedanculinarytourismnight. IftherelocationsitebecomesRTHthenitcanbeassumedthattheMedancityareawilllosearound6sixbillionPADoriginalincomeperyear,cafeemployeeswilllosetheirjobs,eventhoughtheMerdekaWalkculinarynightlocationhasbecomeaniconofthecity.nightculinarytourbecausethefaceofMedanCitywillturnintoahangoutandparkawildcar.AnotherimpactofnegativeonlinemediacoverageisthedecliningreputationoftheMedantourismarea

5. CONCLUSIONFactors the Tourism Office has not been given the responsibility and task of coordinating crisiscommunicationbecausetherearenocompetentemployeesinthePAriwisatOfficeandtheemployeesare not there nor is the division division carrying out their duties yet. The crisis communicationcoordinationmodelforthenegativeonlinemediaresponseresponseshouldideallybecarriedoutbythe Medan Tourism Office, but the reality is coordinated by the Deputy Mayor of Medan. Thecoordinationmodelneededbytheinstitutionisasynergybetweenissuanceofregulationsorgrantingjobdescriptionstoemployeesandtheavailabilityofhumanresourceswhoarereadytocarryouttheirdutiesandwhentourismagentsareinacrisissituation,thecoordinatortoovercomethecrisis(negativereporting)onlinemediaistheHeadoftheTourismOffice.REFERENCESBarton,H.(2000).UrbanFormandLocality,SustainableCommunities:ThePotentialforeco-

neighbourhood.London:Earthscan.Bell, L.M.(2010).Communicationscrisis:ThePraxisofResponse.ReviewOf

Communications,142-155Vol.10No.2.Christopher,O.R.,Boyler,W.K.,&Mowe,J.(2017).AknockouttotheNFL'sreputation?:Acasestudi

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Coombs,T. (2010).Chapter1:ParameterFor communicationscrisis,TheHandbookofCrisisCommunication.USA:BlackwellPublishingLtd.

Coombs,W.T.(2010).TheHandbookofCrisisCommunication.New,Jersey:BlackwellPublishing.Cutlip,M. S., Allen, H. C., & BroomGlen, N. (2000).Effective Public Relations.h9thEdition. Terjemahan. Jakarta:

KencanaDjusa.DiniarizkyPutri,L.(2014).Krisis,AncamanatauPeluang?!JurnalKomunikasi,Volume3,No.1,25-38.Iriantara,Y.(2005).MediaRelations:Konsep,Pendekatan,DanPraktik.Bandung:SimbiosaRekatamaMedia.Kriyantono,R. (2012).PublicRelation&CrisisManajemen:PendekatanCriticalPublicRelationsEtnografiKritis&

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Medanbisnisdaily.com.(2019).website.Medan:http://medanbisnisdaily.com.Mohr,J.,&John,R.N.(2015).CommunicationStrategiesinMarketingChannels:ATheoreticalPerspective,.Journal

ofMarketing,October,pp.36-51.Moleong,L.J.(2007).MetodologiPenelitianKualitatif.Bandung:PenerbitPTRemajaRosdakarya.Mudanews.com/regional.(2017).website.Medan:http://mudanews.com.News.detik.com.(2017).website.Medan:http://news.detik.com.Nova,F.(2009).CrisisPublicRelations:BagaimanaPRMenanganiKrisisPerusahaan.Jakarta:Erlangga.Nurudin.(2009).PengantarKomunikasiMassa.Jakarta:RajawaliPers.Pascarani,N.N.,&Cahyani,D.Y.(2015).StrategiKomunikasiKrisis.UniversitasUdayanaDenpasarIndonesia,10.Powell,w.,&DiMaggio,P.J.(1991).TheNewInstitutionalisminOrganizationalAnalysis.London:TheUniversityof

Chicago.Ramdan,P.(2012).PenerapanPedomanPemberitaanMediaSiberpadaLampungPostdanTribunLampung.Bandar

Lampung:UniversitasMuhammadiyahLampung.regional.Kompas.com.(2017).Website.Medan:http://regional.kompas.com.Rosadi,R.(2014).ManajemenPublicRelations&MediaKomunikasi.Jakarta:RajaWaliPress.Ruslan,R.(2007).ManajemenPublicRealtions&MediaKomunikasi:KonsepsidanAplikasi.Jakarta:PTRajaGrafindo

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TheSystemofInheritanceLawinMinangkabau:ASocialHistoryStudy

M.Iqbal

1DepartmentofLaw,UniversitasMuhammadiyahSumateraUtara,Indonesia.

ABSTRACTTheMinangkabautraditionisuniqueinthatitadherestoamatrilinealfamilysystem.Thefamily system, which outlines descent from the mother's side, certainly affects theinheritancesystem.IntheMinangkabaucustomarylawsystem,assetsarebasicallyclassifiedinto2(two)namelyhighinheritanceandlowinheritanceassets,andonemoreislivelihoodproperty.WhenIslamenteredtheMinangkabaurealm,therewasafearthatthefoundationsofMinangkabaucustomarylawwouldbeerodedbythearrivalofIslam.However,itturnsoutthatthearrivalofIslamiclawdoesnotnecessarilychangedrasticallyandradicallytheprovisions of the customary law. For high heirlooms, the Minangkabau traditionalinheritancelawsystemisused;whilelowinheritanceandbasiclivelihoodassetsarefaraidh.Keyword:system, law, inheritance, minangkabauCorrespondingAuthor:M.Iqbal,UniversitasMuhammadiyahSumateraUtara,JalanKaptenMukhtarBasriNo3Medan20238,Indonesia.Email:[email protected]

1. INTRODUCTIONTheStateofIndonesiaisacountrywhichconsistsofvariousislandswhichhavedifferent languages,customs,religionsandculturesfromoneanother.Withthediversityofcustoms,religionsandcultures,Indonesiansocietyisapluralisticsocietywhichhasthesamemeaningasthetermpluralorpluralisticsociety.(Sembiring,2018:102) OneofthetribesinIndonesiaistheMinangkabautribe,whichisveryfamousforitscustomswhicharedifferent fromothertribes in Indonesia.This tribe in itskinshipsystemadherestomatriarchaat(maternal line),meaning thatwhenamarriageoccurs, thehusband resides in thewife'sor family'shouse, but the husband does not belong to the wife's family and the children of the offspring areconsideredtobelongtothemotheronly,nottothefather,sothatthehusbandhasnopoweroverhischildren. (Prodjodikoro, 1983: 11). The motherly family system is very influential in the way thedistributionofinheritanceiscarriedout,namelythatthehusbandwillnotreceivetheinheritancefromhiswife'spropertyifhiswifedies.(Prodjodikoro,1983:38)Ontheotherhand,sincetheentryofIslamtoIndonesia,MinangkabaupeopleareatribethathasadheredtotheteachingsoftheIslamicreligionsothatintheMinangkabaucustomaryadage"adatwithsyara",syara"jointedwiththeKitabullah",meaningthattheprevailingcustomsshouldnotcontradictthe Book of Allah. However, in reality for outsiders of Minang, it turns out that in the concept ofinheritance,MinangkabaucustomarylawisdifferentfromIslamicinheritancelaw.ItisinterestingtostudyinmoredepththeinheritancesysteminMinangkabaucustomarylawwhichisphilosophicallyinfluencedbyIslamiclaw,butontheotherhand,theexistinginheritancesystemisincontrast to the inheritance system in Islamic law. This is of course a big question as to what theinheritancelawsystemisreallylikeinMinangkabau.2. CUSTOMARYINHERITANCELAWININDONESIAInheritancelawispartoffamilylawwhichplaysaveryimportantroleandevendeterminesandreflectsthesystemandformoflawthatappliesinasociety.Thisisbecausethewaeislawiscloselyrelatedtothescopeofhumanlife.Everyhumanbeingwilldefinitelyexperienceanevent,whichisalegalevent,whenafamilymemberdies.Ifapersondies,thisisalegaleventwhichatthesametimegivesriseto

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legalconsequences,namelyhowtomanageandcontinuetherightsandobligationsofthepersonwhodied.(Prodjodikoro,1983:11) Thesettlementofaperson'srightsandobligationsisregulatedbylaw.Therefore,inheritancecanbesaidtobeaprovisionthatgovernstheproceduresforthetransferandtransferofproperty(tangibleorintangible)fromtheheirtohisheirs.(Hadikusuma,2003:8).Inthiscase,theformandlegalsystem,especiallyinheritancelaw,arecloselyrelatedtotheformofsociety.Ifitisagreedthatlawisoneaspectofculture,bothspiritualorspiritualaswellasphysicalculture,thisisperhapsoneofthereasonswhytherearevariouslegalsystems,especiallyinheritancelaw. Indigenous peoples form laws from the habits that apply in the community itself. There aretraditional inheritancelawsthatapplyinIndonesiawhicharepluralisticaccordingtoexistingethnicgroupsorethnicgroups.Basicallyitiscausedbythedifferentlineagesystem,whichformsthebasisofthesystemofethnicgroupsorethnicgroups.(Soekanto,1996:7) Whenconsideringpartsofcustomarylaw,wemustnotforgetthatthesepartshavealargeinfluenceoncustomaryinheritancelaw.Thetermtraditional inheritancelawistodistinguishit fromWesterninheritancelaw.Thelawofcustomaryinheritanceisalegacyfromtheancestorswhichispassedonfromgenerationtogenerationbytheirdescendants.(Sulastri,2015:143) Between one community has habits that are not the same as the others regarding customaryinheritancelaw.Thelawoftraditionalinheritanceisactuallythetransferofassetsfromonegenerationtotheoffspring.AccordingtoTerHaar,customaryinheritancelawislegalrulesthatarerelatedtotheprocessfromcenturytocenturywhichattractsattentionistheprocessoftransferringandtransferringmaterialandimmaterialwealthfromgenerationtogeneration.(Haar,2017:202)HilmanHadikusuma said that the inheritance customary law is the rules of customary law thatgovernhowinheritanceorinheritanceispassedonordistributedfromheirstoheirsfromgenerationtogeneration.(Hadikusuma,1992:211).Basedonthedefinitionitcontainsthreeelements,namelytheexistenceofaninheritanceorinheritanceproperty,thepresenceofanheirwholeaveshisproperty,andanheirorheirwhowillcontinueitsmanagementorwhowillreceivetheirshare.(Hadikusuma,1992:211) Infact,thethreeelementsmentionedbyHilmanHadikusumaabove,intheprocessoftransferringandtransferringtopeoplewhoareentitledtoreceiveassetsalwayscauseproblems,suchas:

1. Thefirstelementraisestheproblemofhowandtowhatextenttherelationshipofaninheritor (heir)tohiswealthisinfluencedbythenatureofthefamilyenvironmentinwhichtheheiris located.2. Thesecondelementraisestheproblemofhowandtowhatextentthereshouldbekinship betweenthelegacyandtheheir.3. The third element raises the question of how and towhat extent the form of thetransferred wealthisinfluencedbythenatureofthefamilyenvironmentinwhichtheheirsandtheheirs aretogether.(Wulansari,2018:72)

BusharMuhammaddefinesinheritancelawasaseriesofregulationsgoverningthetransferandover-possessionofinheritanceorinheritancefromonegenerationtoanother,bothknowingmaterialandimmaterialobjects.Whereastheinheritancelawincludesissues,actionsregardingthetransferofpropertywhileapersonisstillalive.Theinstitutionusedinthiscaseisagrant.(Muhammad,2013:39) R. Soepomo said that customary inheritance law is the law of inheritance which containsregulations governing the process of forwarding and transferring property and intangible items(immaterialgeoderne)fromahumanforce(generatie)totheirdescendants.(Soepomo,1986:67) Theprocessoftransferofpropertyitself, infact,canalreadybestartedwhentheownerofthewealth is still alive and the process continues until the descendants of each of them become newindependentfamilies(mentasandseek-Java)whichintimegettheirturn.alsotopassontheprocesstothenextgeneration(descendants)aswell.(Wignjodipoero,1995:161)Customary inheritance lawhas itsowncharacteristicsandcharacteristics thataredifferent fromotherlaws.Broadlyspeaking,thelawofinheritanceshowsdistinctivefeaturesofthetraditionalschoolofthoughtoftheIndonesiannation.ThelawoftraditionalinheritanceisbasedonprinciplesthatarisefromthecommunalandconcreteschoolsofthoughtoftheIndonesiannation. Inaddition,ifthecustomaryinheritancelawiscomparedtothecivilinheritancelaw,thedifferencebetweentheinheritanceandthedistributionmethodwillappear.CustomaryinheritancelawshowsaveryprincipledifferencefromtheCivilInheritanceLaw,namely:

1. Customaryinheritancelawdoesnotrecognizetheprincipleoflegitiemeportie(absolutepart),however,thecustomaryinheritancelawstipulatesthatthebasisforthisequalrightscontains

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therighttobetreatedequallybyparentsintheprocessofpassingonandpassingonfamilyproperty. Inaddition, thebasisofequalityof inheritancecustomary lawrightsalso lays thefoundationofharmonyintheprocessofimplementingthedistributioninaharmoniousmannerbyshowingthespecialconditionofeachinheritance.TheCivilInheritanceLawrecognizeseachheir for a certainpartof the inheritance, the inheritanceaccording to theprovisionsof law(legitimeportiearticles913to929).

2. Customaryinheritancelawshouldnotbeforcedtobesharedbetweenheirs.CivilInheritanceLawstipulatestheabsoluterightof therespectiveheirstodeterminethedistributionof theinheritanceatanytime.(Article1066oftheCivilCode).(Wignjodipoero,1995:163)

WhencomparedwithIslamicInheritanceLaw,principaldifferencesarefound,namely:1. CustomaryInheritanceLawisaninheritancethatcannotbedividedortheimplementationof

the distribution is postponed for quite a long time or only partially distributed. Islamicinheritancelaw,eachheirdeterminesthedistributionoftheinheritanceatanytime.

2. CustomaryInheritanceLaw,givesadoptedchildrentherighttosupportfromtheinheritanceoftheiradoptiveparents.Islamicinheritancelaw,isnotfamiliarwithprovisionslikethis.

3. Customary Inheritance Law, there is a system of inheritance replacement, while Islamicinheritancelawisnotknown.

4. CustomaryInheritanceLaw,thedistributionisacollectiveact,walkinginharmonyinafriendly atmosphere by paying attention to the special circumstances of each inheritance.Islamic InheritanceLaw,thepartsoftheheirshavebeendeterminedthedistributionoftheinheritanceaccordingtotheseprovisions.

5. Customaryinheritancelaw,girls,especiallyinJava,iftherearenosons,canclosetherighttoinherit from their grandparents and relatives of their parents. Islamic inheritance law, onlyguaranteesgirlsacertainshareoftheinheritanceoftheirparents.

6. CustomaryInheritanceLaw,inheritancedoesnotconstituteaunitaryinheritance,butmustpayattention to the nature, origin and legal position of the respective items contained in theinheritance.Islamicinheritancelawisaunityofinheritance.(Wignjodipoero,1995:164)

Customaryinheritancelawrecognizesthatthereare3(three)systemsofcustomaryinheritance,namely:

1. Theindividualinheritancesystemisaninheritancethatisdividedintotherightofownershiptotheheirs.

2. Collectiveinheritancesystemisaninheritancepropertyinheritedormorepreciselycontrolledby a group of heirs in an undivided statewho is in power as if itwere a family body or acustomarylawrelative.

3. Major inheritancesystemis the inheritanceofparentsorancestralassetsofrelativeswhichremainintactandarenotdistributedamongtherespectiveheirs.Themajorinheritancesystemisdividedinto:

a. Malemajor,thatis,iftheoldestsonwhentheheirdiesortheeldestson(maledescendant)isthesoleheirasinLampung.

b. Femalemajor,thatis,iftheoldestdaughteratthetimetheheirdiesisasingleheir,forexampleinSeemendoSouthSumatra.(Sulastri,2015:145-147)

3. MINANGKABAUCUSTOMARYLAWSYSTEMININHERITANCECustomary law is a part of law that comes from customs, namely social rules that are made andmaintainedby legal functionariesandapplyandregulate legal relations insociety. (Soemadiningrat,2002:140).Adatisdefinedasahabitwhichaccordingtothecommunity'sassumptionshasbeenformedbothbeforeandaftertheexistenceofsociety.ThetermadatcomesfromArabic,namely'adah,whichreferstoavarietyofactionsthatareperformedrepeatedly.(Djazuli,2010).Aswithcustom,lawalsocomes fromtheArabichukmwhichmeanscommand.This legal termultimatelyaffectsmembersofsociety,especiallythosewhoareMuslim. Thetermcustomarylawamongthegeneralpublic(lay)isveryrare.Peopletendtousetheterm"adat"only.Thismentionleadstoahabit,namelyaseriesofactionsthatgenerallymustapplytothestructureofthecommunityconcerned.Adatisareflectionofthepersonalityofanation,itisoneoftheincarnationsofthesoulofthenationconcernedfromcenturytocentury.Everynationintheworldhasitsowncustomswhicharenotthesameasoneanother.Thetermcustomary lawreferstothetermcustomaryrulesknownforaverylongtimeinIndonesia.

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AccordingtoMinangkabaucustom,ahusbanddoesnotbelongtothewife'sfamily.Therefore,ifahusbanddies,theinheritancedoesnotenterthewife'sfamilybutremainsinthehusband'sfamilyandisinheritedbyhissiblingsandtheiroffspringfromasisterandifthepersondoesnothavechildrenthentheproperty falls into thehandsof theclosest familyand ifno immediate family, then thepropertybelongstothelegalunion(tribe)concerned.(Salim,1991:12;(Wignjodipoero,1995:163)Intheinheritancesystem,theMinangkabaucustomdoesnotrecognizethewife'sinheritancefromherlatehusband'sassets.Thisisbasedonthestipulationthatpropertycannotbetransferredoutsidethe clan,while the husband orwife is outside the community based on exogamousmarriage. In itsdevelopment,afterIslamenteredtherealmofMinang,thenitbecameknownthattheinheritancerightsofawidoworwidowerwerealsoidentifiedinthelivelihoodassetsofhusbandandwife.AccordingtoMinangkabaucustom,theholderofpropertyispracticallyawomanbecauseinherhandsitiscenteredonmaterialrelatives.(Soemadiningrat,2002:239). According to Minangkabau inheritance law, because children belong to their mother's family,childrenarenottheheirsoftheirfather'slivelihoodassets.Therefore,inpractice,manyparentsdonatetheir assets to their children before dying so that they do not fall into the hands of their families.(Prodjodikoro,1983:25).Likewise,ifthewifedies,herhusbandwillnotreceiveanyinheritancefromhiswife,becauseheisnotincludedinthewife'sfamily.(Prodjodikoro,1983:38).ThusbasicallyMinangkabauinheritancelawdoesnothaveinheritancelawindividuallybutbetweenseveralfamilies(jurailungsik).IntheMinangkabaucommunity,assetsareclassifiedinto2(two)types,namely:1. Highinheritanceisknownasancestralpropertywhichisinheritedfromgenerationtogeneration

frommamakdowntothenephewsofaclansothatitisahighinheritancefromthatparticularpeople.(AmirMS,2011:26).Highheirloomsareassetscontrolledbyalargerfamilyorrelativesledbythehead of the Andiko or the head heir. (Wignjodipoero, 1995: 38). According to theMinangkabauNaturalAdatDensityInstitute(LKAAM),whatismeantbyhighinheritanceisthewealthofthepeoplewho have been received from generation to generation from ninik to mamak, from mamak tokemanakanaccordingtothelineageofthemother.(LKAAM,2002:68)According to Minangkabau custom, high inheritance is inherited collectively according to thematernallineage(matrilineal).Suchhighheirloomsmaynotbesold,pawnedforpersonalgainorforonlyafewpeople. Inpractice, incertainsituationsandconditions,highinheritanceassetscanbepawnedifthereisanagreementamongmembersoftheclanandprovidedthatatthattimetherearenoothercoststhatcanbeusedotherthanhighinheritance.therequiredconditionsmaybetopawnhigh heirlooms, namely when the rumah gadang requires funds to renovate it (rumah gadangkatirisan);nieceofmarriage(gadihgadangindakbalaki),organizingthecorpse(maiktabujuainthehouse),andtheceremonyofthenewpengulu(mambangkikBatangtarandam).(Prasna,2018:40)Eventhoughtheinheritanceiscontrolledbyafamilyledbyamamakheir,theyonlyhavetherighttouseit,meaningthatthenatureofthepropertybelongstothefamilysothatthepersonentrustedwithmanagingitmusthavetheconsentofthemamakheir,oritcouldbethemamakhimselfwhogetstherighttodisturbthebenefits,aslongasallthejuraiagreedtoit,becauseinadditiontothemamak as exercising power of the inheritance, he is also obliged to supervise andmaintain thepropertysothatitremainsintactifitcontinuestoincrease.(Anwar,1997:93).Thesehighheirloomsareintheformofpermanentandhereditaryassetssuchasland,forests,fields,ricefields,housesgadangthatarecollectivelyowned.

2. Lowinheritance,namelyallassetsobtained fromtheresultsof theirownbusiness, including thelivelihoodassetsofhusbandandwife.(Prasna,2018:41).AccordingtoYaswirman,iftheheirkeepstheintegrityofthislowinheritancebynotsellingitorsharingit,thenintimeitispassedontothenextgenerationcontinuouslysothatitisratherdifficulttotraceit,thenthelowinheritancewillturnintohighinheritance.(Yaswirman,2013:155).Hamkaalsosaidthesamethingbysayingthatlowinheritance can be transferred to high inheritance, but high inheritance will not be possible totransfertolowinheritance,unlessadatisnolongerestablished.(Hamka,1984:96)

Insomereferencesthereisalsothetermjointlivelihoodpropertyorsuarangproperty,whichisallassetsthatareacquiredbyhusbandandwife,eitherunionizedorindividually,obtainedeitherintheformoffixedassetsormovablepropertyacquiredbythehusbandandwifeduringthemarriagebond.(Hadikusuma,1986:119).Regardingsuarangassets,ifthemarriagebreaksbecausethehusbanddies,thenthepropertyiscontrolledbythewife(widow)andchildrenandifthewiferemarries,thelivelihoodpropertyisaninheritancerightforherchildrenandthereisnorightforhernewhusband.Ifthewifedoesnothavechildrenandthendies,herlivelihoodassetsaredividedbetweenthehusbandandwife's

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relatives.Ifthemarriagebreaksbecausethewifedies,thenthepropertyiscontrolledbythemamakfortheneedsofthenephewandthehusbandhastherighttoenjoyitandifthehusbandremarries,thesuarangpropertybecomesinheritedpropertyfortheneedsofthechildrenofthedeceased;andifthehusbanddieswithout children, then the assets are settled together by the relatives of both parties.(Hadikusuma,1986:120)RegardinglivelihoodassetsinMinangkabauitdoesnothavelegalstatusinadatandisnotincludedin low inheritanceassets.Becauseof that, there isasaying, “childrenareon thebench josearching,kamanakanarecoveredbyjopusako(childrenareheldonthelapwiththeirlivelihoodassets,whilethenephews are guided by heirlooms). Based on the Supreme Court's decision in the development ofMinangkabauadat,nephewsno longer inherit livelihoodassets. (Anwar,1997:100-101).Livelihoodassets(suarang)arebasicallycontrolledbythehusbandandwife,thehusbandmaygrantittohiswifeorchildren,likewisethewifecangrantittoherhusbandortoherchildren,bothmaleandfemale. Inborn assets, these assetswill return to their respective origins. Thismeans that if there is adivorceordeath,thewife'spropertybeforethemarriagewillstillbelongtoherandherchildren,whilethe assets are returned to the peoplewho gave itwhen themarriage occurs, and vice versa. If thehusband'sinheritancewasbroughttohiswife'shouseatthetimeofthemarriage,whetherintheformofassetsfromhisownworkoragiftreceivedatthetimeofthemarriage,thenthepropertybecomesthefullpropertyofthehusbandandthereisnorightofthewifetotheseassetsbecausetheassetsaroseoutsidethejointventureofthehusbandandwife.(Anwar,1997:100).Minangkabaucustomarylawhascertainprinciplesofinheritance,manyoftheseprinciplesarebasedon the kinship andmaterial system, because the inheritance law of a society is determined by thecommunity.Minangkabaucustomhasitsowndefinitionoffamilyandmarriageprocedures.ThesetwothingsemergefromthecharacteristicsoftheMinangkabausocialstructurewhichgivesrisetoaseparateformorprincipleininheritancelaw. SomeofthemainprinciplesoftheMinangkabauinheritancelawwillbeoutlinedbelow:1. Unilateral principle, namely inheritance rights that only apply in one kinship line, namely the

mother's kinship line. Heirlooms from above are received from the ancestors only through thematernal line and are passed down to the children and grandchildren through the daughters.Absolutelynothingcrossesthemalelineeitherupordown.

2. Thecollectiveprinciplethattherighttoinheritanceisnotanindividualperson,butagrouptogether.Basedonthisprinciple,assetsarenotdividedanddeliveredtogroupsofrecipientsinanundividedform.Intheformofhighinheritanceassets,itisnaturaltocontinuecollectively,becauseatthetimeof receipt it is also collectively,which theancestors also received collectively. Lower inheritanceassetscanstillberecognizedbytheowner,whichtheownerobtainsbasedonhislivelihood.Assetsinthisformarereceivedcollectivelybythenextgeneration.

3. Theprincipleofprimacymeansthatinreceivinginheritanceoracceptingtheroleofmanagingtheinheritance,therearelevelsofrightsthatcauseonepartytohavemorerightsthantheotherandaslongasthoseentitledtoexist,theotherwillnotreceiveit.Indeed,thisprincipleofvirtuecanapplyin any inheritance system, given that the family or community is very close to the heir. But theprincipleofvirtueinMinangkabauinheritancelawhasitsownform.ThisseparateformiscausedbytheformsofthelayersintheMinangkabaumatrilinealkinshipsystem.(Syarifuddin,2006:230-235)

4. DUALISMOFINHERITANCELAWINMINANGKABAUAtraditionalMinangkabaufigure,IdrusHakimy,statedthattheMinangkabaucustomisateachingsetoutintheformofpetitihornormsexpressedinaverydeepfigurativesense,withabasicteachingofthenatureoftakambangbeingateacher(learningfromnature).(Hakimy,1997).ThepetitihquotaisthebasisofMinangkabaucustomarylawintakingallactionstobetaken,coveringallaspectsofsociallifeinMinangkabauintheeconomic,socio-cultural,defenseandsecurityfields.(Hakimy,1988:xv). TheentryofIslamanditsteachingsintotheMinangrealmstepbystepturnedouttohaveaverybiginfluenceonthelifeorderoftheMinangcommunity.Oneofthechangeswasbychangingthetraditionalphilosophy4times,whichwasoriginallythenaturalphilosophyoftakambangtobecomeateacheruntilit changed to thecustomofbasandi syarak, syarakbasandiKitabullah.Thepurposeof changing thecustomaryphilosophyis inthecontextofadjustingbetweenadatandIslamuntiltodayit istheonlyreligionrecognizedbytheMinangkabaupeople.TherewasaclashbetweenadatandIslamicteachings

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whenIslamfirstenteredMinangkabauinthesocialsphere,especiallyconcerningthekinshipsystemwhichlaterdeterminedtheformofmarriageandassociation.(Hakimy,1988:22). The change in the Minangkabau traditional philosophy resulted in changes in the patterns ofassociationinhismarriageintheformofsumando,whichwasadaptedtoIslamicteachings.ChangesinsocialpatternsinmarriageresultedinarevolutionintheMinangkabautraditionalinheritancelaw.ThisfactthenraisesthetheorythatinfacttheMinangkabauindigenouspeopleaftertheentryofIslamtothisdayhaveimplementedtwoinheritancelawsystemsintheirimplementation,namely:

1.Collective-matrilinealinheritancesystemappliedtohighinheritance;and2.Theindividual-bilateralinheritancesystemisappliedtolowinheritance.(Winstar,2007:156)

Whereas the inheritance system used by the Minangkabau custom is a collective-matrilinealinheritancesystem.Thismeansthattheinheritanceoftheheirscannotbedistributed,onlytherightofuse can be distributed to the rightful heirs, namely the heirs who are determined based on thematrilinealsystemarewomen.Thiscollectiveownershipwillcausethedeathofafamilymemberinthehouse and does not affect the collective nature of the inheritance. Likewise, on the contrary, theoccurrenceofabirthinahousealsodoesnotaffectthejointrightsoftheproperty,asitissaidintheadage"entrydoesnotfulfill,leavingisnotodd"meansthatindividualsinthehousearenotconsidered.(Syarifuddin,2006:234

TheMinangkabaucustomaryproverbsays"sakaliaiagadang,sakalibutbaranjak,sakalirajobaganti,sakaliadaikbarubah",meaningthatwhenthewateroverflows,thebathshifts,ifthereisareplacementoftheking,thenthecustomswillalsochange.(Wignjodipoero,1995:100).Thisproverbimpliesthatadatisnotstaticbutchangesaccordingtotheprevailingchangesbyreplacingitwithadat.Likewise,whathappenedaboutinheritanceintheMinangrealm.

BeforeIslamenteredthisarea,customaryruleshadregulatedtherelationshipbetweenhumanstoachieveunityandunityofthepeoplewithasenseofhelpandrespectforonematrilinealsystem.AfterIslamenteredMinangkabau,inthe16thcentury,theMinangkabaucommunityhadembracedIslam,sotherewasamixtureoflawbetweenadatandIslamiclawwhichoftenledtoconflictsbetweenthetwo.

According to the Minangkabau government system, the headman has a decisive position. Thepengulu is the real ruler in thenagari.Thedecisionsmadeby the rulerswhoweremembersof the"NagariCouncil"couldnotbedeniedevenbytheMinangkabauKing.Thepowerofreligiousgroupsislimitedtomosquesorsurau,whiledailygovernmentiscarriedoutaccordingtocustomarylaw,awarbrokeoutbetweenreligiousgroupscommonlyknownasthepadrigroupandtraditionalgroupswhichendedwiththevictoryofthepadrigroupledbyHarimaunanSalapan(TigerEight).(Wignjodipoero,1995:100)

AftertheentryofIslamtoMinangkabau,theinheritanceprobleminMinangkabauhasgraduallychangedthemethodofdistributinginheritancealthoughitdoesnoteliminatevaluesasanidealformofacultureadheredtobyasocietythathasbeenpasseddownfromgenerationtogeneration.Especiallywith the formationofnew family structures consistingof father,mother, andchildren. In Islam, thefatheristheheadofthefamily,whileaccordingtocustom,thefatherdoesnotbelongtothewife'sfamily,but the father is the “urang sumando” and the family leader according to custom is themamak orpengulu.

Therelationshipbetweenthemamakandthenephewisgettingweaker,thechildisclosertothefatherandmother,especiallythepeoplewholiveoverseas,theirrelationshipwiththeirlungsbeginstobreak.Husbandandwifewiththeirstrengtharebothresponsiblefortheirchildren.Thishappensnotonly among overseas people but also has penetrated into big cities such as Bukit Tinggi, Padang,Payakumbuh. Economic factors also have a significant influence on these changes, where parentsgenerallytryfortheneedsoftheirchildrennotfortheirnephews.(Anwar,1997:123-126)

AftertheentryofIslamtoMinangkabau,theinheritancesysteminMinangkabauwasdividedintotwo systems according to the type of assets. For high inheritance the collective inheritance systemapplies,whileforlowinheritanceandlivelihoods,theIslamicinheritancesystemappliestheprinciplesofijbari,bilateral,individual,balancedjustice,andsolelyduetodeath.(Prasna,2018:43)

Therefore,forhighinheritanceinMinangkabaucustom,theconceptofIslamicinheritancecannotbeused,becauseitisnotaninheritanceascontainedinthefaraidhandIslamicLawCompilation.Basedonsuchconditions,theexistenceofhighinheritanceassetsisallowedtobeeternalasstipulated,namelythemanagement and benefits are inherited collectively according to thematrilineal route. (Prasna,2018:46)

Ontheotherhand,lowinheritanceispropertythatistheresultofaperson'slivelihoodwhichisfullyandcompletelyowned,andhasfullpowerovertheseassets,sotheconceptofinheritancemust

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followfaraidhandtheCompilationofIslamicLaw.ThishasalsobecomeanagreementwithtraditionalandreligiousleadersinMinangkabauaftertheBukikMarapalamdeclarationintheearly19thcentury(Prasna,2018:47)

The most important principle of the inheritance distribution system in Minangkabau is theconsensuswordofallheirs.TheinheritanceofpropertythroughthisagreementdoesnotviolateIslamiclaw,becauseinIslamasfarastherightsofAllahareconcerned,thewillingnessofaservantdoesnothaveanyeffectonthelawprescribedbyAllah.(Syarifuddin,2006:317)

Basedontheabovearguments,itprovidesevidencethattheentryofIslamintotheMinangrealmdidnotdestroy thevalues thathavebeenaliveandwellestablished in thematrilinealMinangkabausociety.TheinclusionofIslamicvaluesturnsouttoenrichthevaluesoftheMinangkabaucommunity.Therefore,conflictsbetweenreligionandcustomsdonotneedtooccurbecauseespeciallyintermsofinheritance,these2(two)inheritancesystemshavetheirrespectivedivisionsanddomainsrelatedtothedistributionofassetsandwhoistheheir.5. CONCLUSIONThat the allegation that the entry of Islam into theMinangkabau realm has damagedMinangkabautraditional principles, especially in terms of inheritance, is absolutely not true. Between IslamicinheritancelawandMinangkabautraditionalinheritancelaw,ithasitsownplace,sothereisnoneedfordebates that contradict Islamic lawandcustomary law.TheMinangkabaucustomaryphilosophywhich changed to the basansi syarak custom, the syarak basandi Kitabullah, indicates clearly andunequivocallythattheMinangkabaucustomisbasedontheKitabullahnamelytheAl-Qur'an.Thus,thereis no excuse that can be justified if there are customs that are contrary to the law on the land ofMinangkabau.REFERENCESAmirMS,2011,PewarisanHartoPusakoTinggidanHartoPencarianMinangkabau,Jakarta:CitraHartaPrima.Anwar,Chairul,1997,HukumAdatdiIndonesiaMeninjauHukumAdatMinangkabau,Jakarta:RinekaCipta.Djazuli,A.,2010,Kaidah-kaidahFiqih,Jakarta:KencanaPrenadaMediaGroup.Haar,B.TerBzn,2017,Asas-AsasDanSusunanHukumAdat,pent.K.Ng.SoebaktiPesponoto,Cet.XIV,Jakarta:Balai

Pustaka.Hadikusuma,Hilman,1992,PengantarIlmuHukumAdatIndonesia,Bandung:CVMandarMaju._______,2003,HukumWarisAdat,Bandung:CitraAdityaBakti.Hamka,1984,IslamdanAdatMinangkabau,Jakarta:PustakaPanjimas.Lembaga Kerapatan Adat AlamMinangkabau (LKAAM), 2002,Adat Basandi Syarak, Syarak Basandi Kitabullah,

Padang:SakoBatuah.Muhammad,Bushar,2013,Pokok-PokokHukumAdat,Cet.XII,Jakarta:BalaiPustaka.OtjeSalmanSoemadiningrat,R.,2002,RekonseptualisasiHukumAdatKontemporer,Bandung:Alumni.Penghulu, IdrusHakimyDt.Rajo ,1988,RangkaianMustikaAdatBasandiSyarakdiMinangkabau,Bandung:CV

RemajaKarya._______,1997,Pokok-PokokPengetahuanAdatAlamMinangkabau,Bandung:PTRemajaRosdakarya.Prasna,AdebDavega,“PewarisanHartaDiMinangkabauDalamPerspektifKompilasiHukumIslam”,dalamJurnal

Kordinat,Vol.XVII,No.1,April2018.Prodjodikoro,Wirjono,1983,HukumWarisandiIndonesia,Bandung:Sumur.Salim,Oemar,1991,Dasar-DasarHukumWarisdiIndonesia,Cet.II,Jakarta:RinekaCipta.Sembiring, Adventi Ferawati Sembiring, “Kedudukan Perempuan Dalam Hukum Waris Adat Pada Sistem

KekerabatanPatrilinealDiLauPakam,KecamatanMardinding,KabupatenKaro,ProvinsiSumateraUtara”,dalamJurnalHukumDanDinamikaMasyarakat,Vol.15,No.2,April2018.

Soekanto,Soerjono,1996,KedudukanJandaMenurutHukumWarisAdat,Jakarta:GhaliaIndonesia.Soepomo,R.,1986,Bab-babTentangHukumAdat,Jakarta:PradnyaParamita.Sulastri,Dewi,2015,PengantarHukumAdat,Bandung:CVPustakaSetia.Syarifuddin, Amir, 2006, Pelaksanaan Hukum Kewarisan Islam dalam Lingkungan Adat Minangkabau, Jakarta:

GunungAgung.Wignjodipoero,Soerojo,1995,PengantarDanAsas-AsasHukumAdat,Cet.XIV,Jakarta:PTTokoGunungAgung.Winstar,YeliaNatasha, “PelaksanaanDuaSistemKewarisanPadaMasyarakatAdatMinangkabau”,dalamJurnal

HukumdanPembangunan,Tahunke-37,No.2,April-Juni,2007.Wulansari,CatharinaDewi,2018,HukumAdatIndonesiaSuatuPengantar,Cet.V,Bandung:PTRefikaAditama.Yaswirman,2013,HukumKeluarga:KarakteristikdanProspekDoktrinIslamdanAdatdalamMasyarakatMatrilineal

Minangkabau,JakartaLRajawaliPress.



SoundCorrespondencesamongCognatesSharedbyArabic,English,andIndonesian

FauziSyamsuar

1UniversitasIbnKhaldunBogor,Indonesia.

ABSTRACTThisarticleinvestigatessoundcorrespondencesamongcognatessharedbyArabic(ARA),English(ENG),andIndonesian(IND).ThecognatescompriseARAandINDwordscopiedfromENGandENGwordsastheformsfromwhichtheyarecopied.Thedatacorporaaretakenfromthephonologicalforms(pronunciations)ofthewordswhichareobtainedfromreliable transcription/source. Besides sound correspondences (known as soundreplacementsinmorphophonemics),certainothermorphophonemicphenomenafoundinthephonologicalrealizationsofthewords,i.e.,soundadditions,soundfusionsanddeletions,sound laxings, sound lenitions, sound fortitions, assimilations, dissimilations, andmetatheses,arebeinganalyticallydiscussed.Thepatternsofsoundcorrespondencesamongthecognatesbecomethefindingsoftheinvestigation.Keyword: cognates, copy words, morphophonemics, sound correspondences (soundreplacements)CorrespondingAuthor:FauziSyamsuar,UniversitasIbnKhaldunBogor,Indonesia,Email:[email protected]

1. INTRODUCTIONAstheconsequenceoflanguagecontact,therearewordsinacertainlanguageresultedfromborrowing.Forexample,eachofIndonesian(IND)wordinci/ɂInci/andArabic(ARA)word شنإ /ɂInʃ/isborrowedfrom English (ENG) word inch /Intʃ/. Aitchison (2013, p.150) states, “’Borrowing’ is a somewhatmisleadingword.…Theitemisactuallycopied,ratherthanborrowedinthestrictsenseoftheterm”.Inlinewiththat,Haugen(1972,p.81)states,“…theterm‘borrowing’mightseemtobealmostasineptfortheprocesswewishtoanalyzeas‘mixture’.…theborrowingtakesplacewithoutthelender’sconsentorawareness,andtheborrowerisundernoobligationtorepaytheloan”.Basedonthetwoquotations,copyingispreferablyusedinthisarticleinsteadofborrowing.

NotionsofimportationandsubstitutionarepointedoutbyHaugen(1972)astypesofcopying.If the linguistic unit is similar enough to the formacceptedby anative speaker (the speaker of thelanguagefromwhichthelinguisticunitiscopied)ashisown,itisimported.Ifitisreproducedanditsform is similar to certain pattern in the copying language, the unit is substituted. The notions areassociatedbyFauzi(2015)withthenotionsofadoptionandadaptation:importationisassociatedtoadoptionandsubstitutionisassociatedtoadaptation.

INDwordcasiscopiedfromENGwordcharge/tʃɑ:ɹʒ/.Orthographically,itisrealizedasastringof graphemes/letters c-a-s and phonologically is realized as a string of sounds/phonemes /cʌs/.Therefore,adaptations,bothorthographicallyandphonologically,happeninthecopying.However,thisarticleonlydealswiththephonologicaladaptationsfoundinthecopywords.

Thisarticleinvestigatessound/phonemecorrespondencesamong(1)INDwordscopiedfromENG, (2)ARAwords copied fromENG, and (3)ENGwords fromwhich theyare copied.Al-Athwary(2016)reportsphonologicalmodificationshappeninwordsinModernStandardARAwhicharecopiedfromENG.Phonologicalmodifications,whichareclaimedbyAl-Athwaryasphonologicaladaptationsarefoundin300words.Thephonologicalconstraintsareoftencalledphonotacticconstraints;andthatseems tobe the reasonwhyAl-Athwary entitleshis research report “Thephonotactic adaptationofEnglishloanwordsinArabic”.ThisarticledescribesthephonologicaladaptationsinINDandARAwordswhicharecopiedfromENG.Italsodescribeshowphonotacticrulesinthephonologyofeachlanguagegoverntheadaptations.

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2. COPYLINGUISTICUNITSThereareseveralformsoflinguisticunitsresultedfromcopying,i.e.copyword,copyphrase,copyblend,andcopytranslation.Loanword(copyword)isexplainedbyFromkin,Rodman,andHyams(2014)asawordinonelanguagewhoseoriginisinanotherlanguage;theyexemplifybesiboru ‘baseball’asacopywordinJapanesewhichisderivedfromENG.ItsformshowsthecharacteristicofadjustmentexplainedbyAitchisonanddiscussedinthepreviousparagraph.TheadjustmentisrelatedtothenotionofadaptationinCrystal’s (2008,p.286)definitionof loan ‘copy’,“… loanwords (whereboth formandmeaningareborrowed,or“assimilated”,withsomeadaptationtothephonologicalsystemofthenewlanguage…)…”.PhonotacticrulesinJapanesephonologyrefraining/l/fromoccurringinitswordshascausedthesoundrealizedassoundcluster/ru/inthecopyword.

Aitchison (2013)exemplifiesunblancvisage ‘awhite face’—inwhichsyntactic constructionadoptedfromGermanoccurs—asacopyphraseinFrench.Fauzi(2015)reportsthatINDcopyphraseunitanalisis/ɂʊ.nIt.ɂʌ.nʌ.lI.sIs/iscopiedfromENGphraseanalysisunit/ǝ.næ.lI.sIs.ju.nIt/.Differentfromwhathappens in theFrenchcopyphraseaforementioned, insteadof syntacticadoption, syntacticorstructural adaptation happens in unit analisis. Furthermore, besides the structural adaptation, thephonologicalformoftheINDcopyphraseshowsthatphonologicaladaptationalsohappensinit.

Crystal(2008,p.286)explainsloanblend(copyblend)in“…;loanblends(wherethemeaningisborrowed,butonlythepartoftheform…)…”.ThisformofcopylinguisticunitistermedbyBakerandHengeveld(2012,p.417)asloancompoundandisexplainedas“…suchastheseconsistofacombinationofaloanwordfromlanguageA…andanoriginalwordfromlanguageB…”.Fauzi(2015)exemplifiesmenganalisisanddianalisisasIndonesiancopyblendsbecomingtheequivalentsforENGtoanalyzeandbeanalyzedsuchasinTheresearcherdecidedtoanalyzethedataqualitatively;inotherwords,thedata were analyzed qualitatively. Therefore, if it is translated into IND, Peneliti memutuskanmenganalisisdatasecarakualitatif;dengankatalain,datadianalisissecarakualitatifisresulted.Copyblendmenganalisisconsistsoftwomorphemes:baseformanalisis,i.e.afreemorphemewhichiscopiedfromENGandprefixmeN-;whiledianalisisconsistsofbaseformanalisisandprefixdi-.Incontrast,Heru(2014) reports his investigations of IND noun-forming suffixes copied from foreign languages. Heexplains that sukuisme ‘ethnicitymatters’ is a result of suffix -isme (IND suffix derived fromDutch)attachmenttobase formsuku ‘ethnic’.Thus, therearetwotypesofcopyblends in IND:(1)theonesresultedfromtheattachmentofINDboundmorphemestobaseformswhicharecopylinguisticunitsand (2) the ones resulted from the attachment of copyboundmorphemes to base formswhich areoriginallyIND.

Crystal(2008,p.286)explainsloantranslation(copytranslation)in“…;loantranslation(wherethemorphemesintheborrowedwordaretranslateditembyitem,e.g.supermanfromÜbermensch–alsoknownasacalque)…”.Fauzi(2015)exemplifiesINDphrasecetakbiruasacopytranslationderivedfromENGphraseblueprint.However,thecopylinguisticunitsinvolvedinthisarticlearemostlyinformsofcopywords.ENGicecreamwhichisinformofphraseturnsouttoberealizedasaword:INDeskrimandARA میركسیأ . ENGpragmatism, becoming one of the ENG linguistic units involved in this article,containssuffix-ism;butwhencopiedintoARA,itisrealizedas ةیتامغارب ,i.e.awordformcontainingARAsuffixcorrespondingtotheENGsuffix.3. SOUNDCORRESPONDENCES, SOUNDREPLACEMENTS,ANDPHONOLOGICALADAPTATIONS

INCOPYLINGUISTICUNITSASCOGNATESFromkin,Rodman,andHyams(2014)pointoutthatfromcognatesinlanguagesdevelopedfromthesameancestralrootwecanobservesoundcorrespondencesand fromwhichwecandeducesoundchanges.PhenomenaofsoundcorrespondencesorsoundreplacementsinINDcopywordsderivedfromENGarereported by Fauzi (2015). He reports myriad of data showing sound replacements and prosodyreplacementbyasegmentalsound,soundfissionsandadditions,soundfusionsanddeletions,andINDbound-morphemeattachmentstobaseformswhicharecopywords.Healsoreportsmorphophonemicrulesgoverningthephonologicaladaptationsfoundinthedata.Therulesinvolvesoundlaxings,lenitions,fortitions,assimilations,dissimilations,andmetatheses.ThephenomenapointedoutinthisparagraphareclaimedbyFauziasthephonologicaladaptationsfoundinthephonologicalrealizationsofINDcopywordsderivedfromENG.

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4. PHONEMESThisarticleshowshowthecorrespondencesofthephonemes(andtheallophones)inthephonologicalrealizationsofthecognatessharedbyIND,ARA,andENG.Therefore,thedistributionsofphonemesinthethreelanguagesareneeded.Fauzi(2015)suggeststhefollowingdistributionsofphonemesinENG.• TheDistributionofConsonantPhonemesandtheirAllophonesinENG

pointsofarticulation

mannersofarticulations bilabial labio-

dental dental alveolar

post-alveola

r

palatal velar glot

-tal

plosive pb td kg nasal m n ŋ thrill r affricate tʃdʒ fricative fv θð sz ʃʒ hlateral l approximant w ɹ j

• TheDistributionofVowelPhonemesandtheirAllophonesinENG

tongueposition

front central backtense lax tense tense lax tense

high i I u ʊmid e ɛ ɜ ə o ɔlow æ a ʌ ɑ ɒ

AdiphthongcanalsobeaphonemeinENG.Diphthong/aʊ/incow/kaʊ/differsitfromkey

/ki:/.Soenjono(2009)explainsthatatleasttherearetwootherdiphthongsphonemesinENG,i.e.(1)/ai/ as inwrite /rait/; the diphthong differs it from root/ru:t/ and (2) /ɔi/ as inboy /bɔi/; thediphthongdiffersitfrombee/bi:/.

ThefollowingarethedistributionsofphonemesinINDthatinvolvesconsonants,vowels,anddiphthongssuggestedbyFauzi(2015).• TheDistributionofConsonantPhonemesandtheirAllophonesinIND


mannersofarticulations bilabial labio-

dentalalveola

r

post-alveola

r

palatal velar uvula

rglot-tal

plosive pb td CJ kg ɂnasal m n ň ŋ thrill r affricate fricative f sz ʃ x hlateral l approximant w j

• TheDistributionofVowelPhonemesandtheirAllophonesinIND

tongueposition

front central backtense lax tense lax tense lax

high i I u ʊmid e ɛ ə o ɔlow a ʌ

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Soenjono(2009)explainsthatINDhasthreediphthongphonemes,i.e./aI/,/aʊ/,and/ɔI/.Thedistinctivenessof thediphthongs canbe seenwhen theyoccur in the followingminimalpair:pakai/pa.kaI/ ‘wear/use’versuspaku/pa.ku/ ‘nail’,kalau /ka.laʊ/ ‘if’versuskali/ka.li/ ‘river’, andsepoi/sə.pͻI/‘breeze’versussepi/sə.pͻI/‘silent’.• TheDistributionofConsonantPhonemesandtheirAllophonesinARA


mannersof

articulations

bi-labial

labio-

dental

dental

alveolar

post-alveolar

palatal

velar

uvular

phary-ngeal

glot-tal

plosive b td J k ɂ

plosive-emphatic

(denti-alveolar)

tˤdˤ q ʕ

nasal m n thrill r ɣ fricative f θð sz ʃ x ħ hemphatic-fricative ðˤ sˤ

lateral l approximant w j

Hellmuth (2006) and Isaksson (n.d.) explain that /a/, /i/, and /u/ are vowels belong toARA

phonology.Furthermore,thewriterofthisarticlethinksthat/ʌ/(asthevariantof/a/),/ʊ/(asthevariantof/u/),and/I/(asthevariantof/i/).Besides,vowel/o/and/ɔ/alsobelongtoARAphonology,buttheyarespeciallydistributedbecausetheyoccuronlyaftercertainconsonants,i.e.afteremphaticconsonants/tˤ/,/dˤ/,/q/,/ðˤ/,dan/sˤ/,afterthrillconsonants/r/and/ɣ/,orafterfricative-uvularconsonant/x/.

The special distributionof vowel /o/ and/ɔ/ inARAphonologymentioned in theprevioussection is dealingwith phonotactic rules. Phonotactics is defined by Fromkin, Rodman, and Hyams(2014,p.575)as“rulesstatingpermissiblestringsofphonemeswithinasyllable”.Theyalsopointoutthat one’s knowledge of phonology includes information about what sequences of phonemes arepermissible,andwhatsequencesarenot;andtheyexplainthatthelimitationsonsequencesofsegmentsarecalledphonotacticconstraints.5. SOUNDCORRESPONDENCESAMONGCOGNATESSHAREDBYARA,ENG,ANDINDTheINDlinguisticunitsbeinginvolvedaretheparticularonescopiedfromENGlistedbyJones(2008)andbyFauzi(2015).TheinvolvementofthelinguisticunitsisduetothefactthatthetworeferencesarethetwomostupdatedreferencesofINDlinguisticunitscopiedfromENG.Theselectionoftheparticularones is caused by the fact that their ENG equivalents also become linguistic units fromwhich ARAlinguisticunitsreportedbyAl-Athwary(2016)arecopied.

Meanwhile,ARAlinguisticunitsbeinginvolvedaretheparticularonescopiedfromENGlistedbyAl-Athwary(2016).TheinvolvementisbasedonthefactthatitisthemostupdatedreferenceofARAlinguisticuniscopiedfromENG.TheselectionoftheparticularonesiscausedbythefactwhethertheirENGequivalentsalsobecomelinguisticunitsfromwhichINDlinguisticunitsreportedbyJones(2008)andbyFauzi(2015)arecopied.

As the result of the effortsmentioned in the last twoparagraphs, 79 linguistic units (cognates)sharedbythethreelanguagesareobtained.TheorthographicformsofINDandENGlinguisticunitsrefertoJones(2008)andFauzi(2015).ThephonologicalformsofINDlinguisticunitsrefertoFauzi(2015).Thephonological formsofENG linguisticunitsrefer to thenewesteditionofLongmanDictionaryofContemporaryEnglish.ThephonologicalformsofARAlinguisticunitsrefertoAl-Athwary(2016).

Al-Athwary(2016)onlyattachesthephonologicalformsofARAlinguisticunitsbecomingthedataofhisresearch.Inordertoobtaintheorthographicforms,thewriterofthisarticletookthemfromGoogleTranslation.Inordertoobtainmorevalidorthographicforms(aswellasmorevalidphonologicalforms)

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of the ARA linguistic units, they were verified by consulting Syamsul Hadi, a professor of ArabicLinguistics from Universitas Gadjah Mada Yogyakarta, Indonesia; the verification/consultation wasconductedon19June2018.

Thecorporaabove-mentionedwerealsousedbyFauzi (2018)as thedata source forhis articleentitled“Grapheme-PhonemeCorrespondencesinCognatesSharedbyArabic,English,andIndonesian”.Theinvolvementofthecorporaisbasedonthefactthatthisarticlealsoneedsthemasthedatasource.SincethetopicofthearticleissimilarofthetopicofthearticlewrittenbyFauzi(2018)above-mentioned,certainpartsof sections1,2,3,and4ofthisarticlearederivedfromwhatweredescribedbyFauzi(2018)inthatarticle.

ThefollowingsubsectionsdescribesoundcorrespondencesincognatessharedbyARA,ENG,andIND.Theorthographicformsarelistedintheleftcolumns,whilethephonologicalformsarelistedintherightcolumns.SinceENGlinguisticunitsbecometheformsfromwhichINDandARAlinguisticunitsarecopied,thedescriptionsstartwithENGlinguisticunits.5.1 SoundReplacementsThefollowingisthedistributionofsoundreplacementsamongthecognates.• ConsonantReplacements

o ConsonantReplacementsinINDENG IND ARA

yard /jɑ:d/ yard /jʌrt/ ةدرای /ja:r.dʌh/jazz /dʒæz/ jaz /Jɛs/ زاج /Ja:z/

shampoo /ʃæm.pu:/ sampo /sʌm.po/ وبماش /ʃa:m.bu:/

Plosive-alveolar-lenis/d/andfricative-alveolar-lenis/z/canonlyoccurasonsetinINDsyllable.Sinceeachofthemoccursascoda,itisrealizedasitsallophone:(1)/d/asplosive-alveolar-fortis/t/,articulatedatthesameplacewhere/d/isarticulated(homorganicto/d/),in/jart/and(2)/z/asfricative-alveolar-fortis/s/,homorganicto/z/,in/Jɛs/.Sincetheallophonesarerealizedasfortisconsonants,thesoundreplacementsalsoshowfortition.

Althoughfricative-postalveolar-fortis/ʃ/isaphonemeinIND,itisexplainedbyHasan(2103)asacopyconsonant.ThatisthereasonwhyitisrealizedasaconsonantwhichispurelyINDandarticulatednotfarfromwherethatENGphonemeisarticulated(quitehomorganictoit),i.e.fricative-alveolar-fortis/s/,in/sʌm.po/.Inotherwords,thephonologicalrealizationisdealingwiththeeffortinorderthatitsoundsmoreIND.

o ConsonantReplacementsinARAENG IND ARA

gallon /gæ.lən/ galon /ga.lɔn/ نولاغ /ɣo:.lu:n/golf /gɑlf/ golf /go.ləf/ فلوج /Ju:lf/hello /hə.ləʊ/ halo /ha.lo/ ولأ /ɂʌ.lu:/transit /træn.sIt/ transit /trʌn.sIt/ تزنارت /ti.ra:n.zIt/watt /wɒt/ watt /wʌt/ طاو /wa:tˤ/

Plosive-velar-lenis/g/isnotaphonemeinARA.Therefore,itisrealizedasanARAphoneme

whichisquitehomorganictotheENGphoneme:asthrill-uvuar-lenis/ɣ/in/ɣo:.lu:n/andasplosive-palatal-lenis/J/in/Ju:lf/.

Althoughfricative-glottal-fortis/h/andasfricative-alvolar-fortis/s/arephonemesinARA,eachofthoseENGphonemesarerealizedasplosive-glottal-fortis/ɂ/in/ɂʌlu:/andasfricative-alveolar-lenis/z/in/ti.ra:n.zIt/.Inthefirst-mentionedrealizationfortitionhappensbecausefricativesoundisrealizedasplosivesound(strongersound),whileinthelast-mentionedrealizationlenitionhappens.Thelenitionalsobecomesthephenomenaofassimilation:therealizationoflenis/z/isinfluencedbythesimilarsound(lenis/n/)occurringbeforeit.

ENGplosive-alveolar-fortis/t/turnsouttoberealizedasARAplosive-emphatic-denti-alveolar-fortis/tˤ/in/wa:tˤ/.Inotherwords,thephonologicalrealizationisdealingwiththeeffortinorderthatitsoundsmoreARA.

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o ConsonantReplacementsinbothINDandARAENG IND ARA

catalogue /kæ.tə.lɒg/ katalog /katalɔk/ جولاتك /katalu:J/prag-matism

/præg.mə.tI.zəm/

prag-matisme

/prʌk.ma.tIs.mə/ ةیتامغارب /bI.ri:.ɣa.

ma:.tij.jah/chocolate /tʃɒ.klIt/ coklat /Co.klʌt/ ةتالوکوش /ʃu:.ku.la:.tʌh/hydrogen /haI.drə.dʒən/ hidrogen /hi.dro.gɛn/ نیجوردیھ /hi:.dru:.Ji:n/jacket /dʒæ.kIt/ jaket /Ja.kɛt/ تكاج /Ja:.kIt/pyjamas /pə.dʒɑ:.məz/ piama /pi.ja.ma/ ةماجب /bi.Ja.:mʌh/vaseline /væ.sI.li:n/ vaselin /fa.sə.lIn/ نیلزاف /fa:.zi.li:n/

Plosive-velar-lenis /g/ is realized as plosive-velar-fortis /k/ in (1) IND /ka.ta.lɔk/ and

/prʌk.ma.tIs.mə/andasplosive-palatal-lenis/J/in(2)ARA/ka.ta.lu:J/andas/ɣ/inARA/bI.ri:.ɣa.ma:.tij.jah/.Phenomenain(1)aredealingwiththephonotacticrulesthatrefrainlenis/g/fromoccurringascodainIND,sofortis/k/,asitsallophone,isrealized;andfortitionhappens.Phenomenain(2)aredealingwiththe realizationof anENGphonemewhichdoesnotbelong toARAasanARAphoneme ineachof thelinguisticunits.

Affricate-postalveolar-fortis/tʃ/doesnotbelongtoINDorARA.Therefore,itisrealizedastheonewhichisquitehomorganicorhomorganictoit.InIND/Co.klʌt/itisrealizedasplosive-palatal-fortis/C/andinARA/ʃu:.ku.la:.tʌh/asfricative-post-alveolar-fortis/ʃ/.

Affricate-post-alveolar-lenis/dʒ/doesnotbelongtoINDorARA.Therefore,itisrealizedastheonewhichisquitehomorganicorhomorganictoit.InIND/hi.dro.gɛn/itisrealizedasplosive-velar-lenis/g/.Itisrealizedasplosive-palatal-lenis/J/inIND/Ja.kɛt/aswellasinARA/hi:.dru:.Ji:n/,/Ja:.kIt/,and/bi.Ja:.mʌh/.Itisrealizedasapproximant-palatal-lenis/j/inIND/pi.ja.ma/.

Fricative-labiodental-lenis/v/doesnotbelongtoINDorARA.Therefore,itisrealizedastheonewhichishomorganictoit,i.e.asfricative-labiodental-fortis/f/inIND/fa.sə.lIn/andARA/fa:.zi.li:n/.Thelast-mentionedrealizationsshowfortition.ThefortitioninARA/fa:.zi.li:n/alsobecomesthephenomenaof dissimilation: the realization of fortis /f/ (instead of lenis) is influenced by the opposite type ofconsonant(lenis/z/)occurringbeforeit.• VowelReplacements

o VowelReplacementsinINDENG IND ARA

vaseline /væ.sI.li:n/ vaselin /fa.sə.lIn/ نیلزاف /fa:.zi.li:n/mechanic /mi.kæ.nIk/ mekanik /me.ka.nIk/ يكیناكیم /mi:.ka:.ni:.ki:/jacket /dʒæ.kIt/ jaket /Ja.kɛt/ تكاج /Ja:.kIt/super-market /su:.pə.mɑ.kIt/ supermar

ket /su.pər.mʌr.kət/ تكرامربوس /su:.bʌr.ma:r.kIt/

rheu-matism

/ru:.mə.tI.zəm/ rematik /rɛ.ma.tIk/ مزتامور /ru:.ma:.tIzm/

High-front-tense /i/ is realized as high-front-lax /I/ in /fa.sə.lIn/. Therefore, vowel laxing

happens.Meanwhile,itisrealizedasmid-front-tense/e/in/me.ka.nIk/.High-front-lax/I/isrealizedasmid-front-lax /ɛ/ in /Ja.kɛt/ and as mid-central-lax /ə/ in /su.pər.mʌr.kət/. The two last-mentionedrealizations show lowered tongue-position. Back-high-tense /u/ is realized as mid-front-lax /ɛ/ in/rɛ.ma.tIk/.Besideslowered-centeredtongue-position,thelast-mentionedrealizationshowslaxing.

o VowelReplacementsinARAENG IND ARA

disco /dIs.kəʊ/ disko /dIs.ko/ وکسید /di:.sku:/jelly /dʒe.li/ jeli /Je.li/ يلیج /Ji:.li:/tennis /te.nIs/ tenis /te.nIs/ سنت /tI.nIs/penalty /pe.nʌl.ti/ penalti /pe.nʌl.ti/ يتنلب /ba.lʌn.ti:/christmas /krIs.məs/ krismes /krI.sməs/ سمسرك /ki.rIs.mIs/

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computer /kəm.pju:.tər/ komputer /kɔm.pu.tər/ رتویبمك /kʊm.

bi.ju:.tʌr/bulldozer /bʊl.dəʊ.zər/ buldoser /bʊl.do.sər/ رزودلب /bIl.dʌw.zʌr/baseball /beIs.bɔ:l/ bisbol /bIs.bɔl/ لوبسیبلا /bi:s.bu:l/

High-front-lax/I/isrealizedashigh-front-tense/i/in/di:.sku:/.Therefore,tensinghappens.

Therealizationoftensevowelisalsofollowedbylength.Meanwhile,mid-front-tense/e/isrealizedashigh-front-tense/i/in/Ji:.li:/,high-front-lax/I/in/tI.nIs/,andlow-central-tense/a/in/ba.lʌn.ti:/.The realizations of those vowels show assimilation because the realization of each of the vowels isinfluencedbythesimilarvoweloccurringbeforeit.Thefirst-and-second-mentionedrealizationsshowraisedtongue-positionwhilethelast-mentionedoneshowslowered-centeredtongue-position.Besides,thesecond-mentionedrealizationshowslaxing.

Mid-central-lax/ə/isrealizedashigh-front-lax/I/in/ki.rIs.mIs/andaslow-central-lax/ʌ/in/kʊm.bi.ju:.tʌr/. The first-mentioned realization shows raised-fronted tongue-position.Meanwhile, thelast-mentionedoneshowsloweredtongue-position.High-back-lax/ʊ/isrealizedashigh-front-lax/I/in/bIl.dʌw.zʌr/; fronted tongue-positionhappens.Mid-back-lax/ɔ/ is realizedashigh-back-tense/u/ in/bi:s.bu:l/;raisedtongue-positionhappens.Inthelast-mentionedrealization,tensinghappensandlengthisfollowingthetensevowel.

o VowelReplacementsinbothINDandARAENG IND ARA

jeep /dʒi:p/ jip /JIp/ بیج /Jʌjb/film /fIlm/ film /fi.ləm/ ملیف /fi:lm/

vaseline /væ.sI.li:n/ vaselin /fa.sə.lIn/ نیلزاف /fa:.zi.li:n/chocolat

e /tʃɒ.klIt/ coklat /Co.klʌt/ ةتالوکوش /ʃu:.ku.la:.tʌh/

heli-copter

/he.lI.kɒp.tər/

helikopter

/he.li.kɔp.tər/ رتبوكیلھ /hi.li:.

ku:b.tʌr/internet /In.tər.net/ internet /ɂn.tər.nɛt/ تنرتنإ /ɂIn.tʌr.nIt/rugby /rʌg.bi/ rugbi /rʊk.bi/ يبجر /rʊJ.bi:/chlorine /klɔ:.ri:n/ klorin /klo.rIn/ رولك /ku.lu:r/

High-front-tense /i/ is realized as high-front-lax /I/ in IND /JIp/ and as diphthong in ARA

/Jʌjb/.Vowellaxinghappensin/JIp/.Meanwhilediphthongizationhappensin/Jʌjb/.High-front-lax/I/isrealizedashigh-front-tense/i/inIND/fi.ləm/aswellasinARA/fi:lm/

and /fa:.zi.li:n/; tensing happens in the realizations. It is realized as mid-central-lax /ə/ in IND/fa.sə.lIn/; lowered-centered tongue-position happens. It is realized as low-central-lax /ʌ/ in IND/Co.klʌt/ and as low-central-tense /a/ in ARA /ʃu:.ku.la:.tʌh/; lowered-centered tongue-positionhappensintherealizationsandlaxinghappensintherealizationofARAword.

Mid-front-tense/e/ is realized (1)asmid-front-tense/e/ in IND/he.li.kɔp.tər/andasmid-front-lax/ɛ/inIND/ɂn.tər.nɛt/(inthelast-mentionedrealizationlaxinghappens)and(2)ashigh-front-tense/i/ inARA/hi.li:.ku:b.tʌr/andhigh-front-lax/I/ inARA/ɂIn.tʌr.nIt/; intherealizationsraisedtongue-positionhappensandinthelast-mentionedrealizationlaxinghappens.

Low-central-lax/ʌ/isrealizedashigh-back-lax/ʊ/inIND/rʊk.bi/andinARA/rʊJ.bi:/.Therealizationsshowraised-backedtongue-position.Meanwhile,mid-back-lax/ɔ/inENGisrealizedasmid-back-tense /o/ in IND /klo.rIn/ and as high-back-tense /u/ inARA /ku.lu:r/. Tensing happens in therealizations.Raisedtongue-positionhappensinthelast-mentionedrealization.

o SchwaReplacementsinbothINDandARAENG IND ARA

pyjamas /pə.dʒɑ:.məz/ piama /pi.ja.ma/ ةماجب /bi.Ja:.mʌh/oxygen /ɒk.sI.dʒən/ oksigen /ɂɔk.sigɛn/ نیجسكأ /ɂʊk.si.Ji:n/anaemia /ə.ni:.miə/ anemia /ɂa.ne.mija/ ایمینأ /ɂʌ.ni:.mi.ja/hello /hə.ləʊ/ halo /ha.lo/ ولأ /ɂʌ.lu:/gallon /gæ.lən/ galon /ga.lɔn/ نولاغ /ɣo:.lu:n/kangaro /kæŋ.gə.ru:/ kanguru /kaŋ.gu.ru/ رغنك /ka:.ŋʌr/

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otransisto

r /træn.zIs.tə/ transistor /trʌn.sIs.tɔr/ روتسزنارت /ti.ra:n.zIs.tu:r/

kerosene /ke.rə.si:n/ kerosin /ke.ro.sIn/ نیسوریك /ki:.ru:.si:n/panoram

a /pæ.nə.rɑ.mə/ panorama /pa.no.rama/ اماروناب /ba:.nu:.ro:.ma:/

Mid-central-lax/ə/orschwaisrealizedashigh-front-tense/i/inIND/pi.ja.ma/aswellasin

ARA/bi.Ja:.mʌh/and/ɂʊk.si.Ji:n/;besidestensing,fronted-raisedtongue-positionalsohappens;whileintherealizationofIND/ɂɔk.si.gɛn/onlyfrontedtongue-positionhappens.Theschwaisrealizedaslow-central-tense /a/ in IND/ɂa.ne.mi.ja/ and/ha.lo/,while it is realized as low-central-lax /ʌ/ inARA/ɂʌni:mija/,/ɂʌ.lu:/,and/ka:.ŋʌr/; in therealizations loweredtongue-positionhappenswhile in therealizations of IND words tensing happens. The schwa is realized as high-back-tense /u/ in IND/kaŋguru/ as well as in ARA /ɣo:.lu:n/, /ti.ra:n.zIs.tu:r/, /ki:.ru:.si:n/, and /ba:.nu:.ro:.ma:/; therealizationsshowtensingandraised-backedtongue-position.Theschwaisrealizedasmid-back-lax/ɔ/inIND/galɔn/andasmid-back-tense/o/inIND/ke.ro.sIn/and/pa.no.ra.ma/;therealizationsshowbackedtongue-positionandthelast-two-mentionedrealizationsshowtensing.

o Non-IND/ARAVowelReplacementsinbothINDandARAENG IND ARA

jazz /dʒæz/ jaz /Jɛs/ زاج /Ja:z/cabin /kæbIn/ kabin /ka.bIn/ ةنیباك /ka.bi:.nʌh/fax /fæks/ faks /fʌks/ سکاف /fa:ks/

hamburger /hæm.bɜ:.gər/ hamburger /hʌm.bʊr.gər/ رجروبماھ /hʌm.bu:r.Jʌr/prag-matism

/præg.mə.tI.zəm/

prag-matisme

/prʌk.ma.tI.smə/ ةیتامغارب /bI.ri.:ɣa.

ma:.tij.jah/gallon /gæ.lən/ galon /ga.lɔn/ نولاغ /ɣo:.lu:n/

hamburger /hæm.bɜ:.gər/ hamburger /hʌm.bʊr.gər/ رجروبماھ /hʌm.bu:r.Jʌr/golf /gɑlf/ golf /go.ləf/ فلوج /Ju:lf/

panorama /pæ.nə.rɑ.mə/ panorama /pa.no.ra.ma/ اماروناب /ba:.nu:.ro:.ma:/pyjamas /pə.dʒɑ:.məz/ piama /pi.ja.ma/ ةماجب /bi.Ja:.mʌh/seminar /se.mI.nɑ:/ seminar /se.mi.nʌr/ رانیمس /sI.mi:.na:r/catalogue /kæ.tə.lɒg/ katalog /ka.ta.lɔk/ جولاتك /ka.ta.lu:J/cocktail /kɒk.teIl/ koktail /kɔk.tIl/ لیتکوک /ku:k.ti:l/intercom /In.tə.kɒm/ interkom /ɂIn.tər.kɔm/ مكرتنإ /ɂIn.tʌr.kʊm/jockey /dʒɒ.ki/ joki /Jo.ki/ يكوج /Ju:.ki:/squash /skwɒʃ/ skuas /sku.was/ شاوكسإ /ɂIs.kwa:ʃ/watt /wɒt/ watt /wʌt/ طاو /wa:tˤ/

Low-front-lax/æ/ isrealizedasmid-front-lax/ɛ/ in IND/Jɛs/; therealizationshowsraised

tongue-position.Itisrealizedashigh-front-tense/i/inARA/bI.ri:.ɣa.ma:tijjah/;therealizationshowsraisedtongue-positionandlaxing.Itisrealizedaslow-central-tense/a/inIND/kabIn/and/ga.lɔn/aswell as inARA /Ja:z/, /ka.bi:.nʌh/, and /fa:ks/; the realizations show centered tongue-position andtensing. It is realized as low-central-lax /ʌ/ in ARA /hʌm.bu:r.Jʌr/ as well as in IND /fʌks/,/hʌm.bʊr.gər/,and/prʌk.ma.tIs.mə/;therealizationsshowcenteredtongue-position.Itisrealizedasmid-back-tense/o/inARA/ɣo:.lu:n/;therealizationshowsbacked-raisedtongue-positionandtensing.

Mid-central-tense/ɜ/isrealizedashigh-back-lax/ʊ/inIND/hʌm.bʊr.gər/andashigh-back-tense/u/inARA/hʌm.bu:r.Jʌr/.Therealizationsshowraised-backedtongue-position.Meanwhile,therealizationofINDwordshowslaxing.

Low-back-tense /ɑ/ is realizedashigh-back-tense /u/ inARA/Ju:lf/; the realization showsraisedtongue-position.Itisrealizedasmid-back-tense/o/inIND/go.ləf/andARA/ba:.nu:.ro:.ma:/;therealizationsshowraisedtongue-position.Itisrealizedaslow-central-tense/a/inIND/pa.no.ra.ma/and/pi.ja.ma/aswellasinARA/bi.Ja:.mʌh/and/sI.mi:.na:r/;therealizationsshowcenteredtongue-position. It is realized as low-central-lax /ʌ/ in IND /se.mi.nʌr/; the realization shows laxing andcenteredtongue-position.

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Low-back-lax/ɒisrealizedashigh-back-tense/ʊ/inARA/ɂIn.tʌr.kʊm/;therealizationshowsraisedtongue-position.Itisrealizedashigh-back-tense/u/inARA/ka.ta.lu:J/,/ku:k.ti:l/,and/Ju:ki:/;therealizationsshowvoweltensingandraisedtongue-position.Itisrealizedasmid-back-lax/ɔ/inIND/ka.ta.lɔk/,/kɔk.tIl/,and/ɂIn.tər.kɔm/;therealizationsshowraisedtongue-position.It isrealizedasmid-back-tense/o/inIND/Jo.ki/;therealizationshowsvoweltensingandraisedtongue-position.Itisrealized as low-central-tense /a/ in IND /sku.was/ as well as in ARA /ɂIs.kwa:ʃ/ and /wa:tˤ/ ; therealizationsshowvoweltensingandcenteredtongue-position.It isrealizedaslow-central-lax/ʌ/inIND/wʌt/;therealizationshowscenteredtongue-position.• DiphthongReplacements

o DiphthongReplacementsinINDENG IND ARA

bulldozer /bʊl.dəʊ.zər/ buldoser /bʊl.do.sər/ رزودلب /bIl.dʌw.zʌr/

icecream /aIs.kri:m/ eskrim /ɂɛs.krIm/ میركسیأ /ɂʌj.si.ki.ri:m/

nylon /naI.lɒn/ nilon /ni.lɔn/ نولیان /nʌ:j.lu:n/

EverydiphthonginENGwordsabove-listedisrealizedasavowelinINDwordsbutstillasadiphthonginARAwords.Inotherwords,thephenomenonofmonophthongizationhappensinIND,butnotinARA.DifferentfromeachofENGdiphthongthatconsistsoftwovowels,everydiphthonginARAconsistsofavowelfollowedbyanapproximant.

o DiphthongReplacementsinbothINDandARAENG IND ARA

cocktail /kɒk.teIl/ koktail /kɔk.tIl/ لیتکوک /ku:k.ti:l/laser /leI.zər/ laser /la.sər/ رزیل /lʌj.zʌr/radar /reI.dɑ:/ radar /ra.dʌr/ رادار /ra:.da:r/poster /pəʊs.tər/ poster /pɔs.tər/ رتسب /bʊs.tʌr/disco /dIs.kəʊ/ disko /dIs.ko/ وکسید /di:s.ku:/video /vI.diəʊ/ video /fi.di.jo/ ویدیف /fi:.di.ju:/

hydrogen /haI.drə.dʒən/ hidrogen /hi.dro.gɛn/ نیجوردیھ /hi:.dru:.Ji:n/fluorine /flʊə.ri:n/ fluorin /fluo.rIn/ رولف /fʊ.lu:r/

MostofdiphthongsinENGwordsabove-listedaremonophthongizedinINDandARAwords,

except in ARA /lʌjzʌr/.However, instead of consisting of two vowels, the diphthong in ARAwordsconsistsofavowelfollowedbyanapproximant.InIND/fidijo/andARA/fi:diju:/ENGdiphthongisrealizedasasound-clusterconsistingofanapproximantfollowedbyavowel.• LengthReplacement

ENG IND ARAcartoon /kɑ:tu:n/ kartun /kʌrtʊn/ نوترک /kʌrtu:n/seminar /semInɑ:/ seminar /seminʌr/ رانیمس /sImi:na:r/

LengthinENGwordsisreplacedbythrill-post-alveolar-lenis/r/inINDandARAwords.The

replacementisinfluencedbygrapheme-phonemecorrespondencegoverningthatletterrinINDorletter.//rtocorrespondsnormallyARAinر• BoundMorphemeReplacements

ENG IND ARA

pragmatism /præg.mə.tI.zəm/ pragmatisme /prʌk.

ma.tIs.mə/ ةیتامغارب /bI.ri:.ɣa.ma:.tij.jah/

rheumatism /ru:.mə.tI.zəm/ rematik /rɛmatIk/ مزتامور /ru:.ma:.tIzm/

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ENGsuffix -ism/I.zəm/ isrealizedas/Is.mə/ in IND/prʌk.ma.tIs.mə/andas/Izm/ inARA/ru:.ma:.tIzm/.However,thesuffixisrealizeddifferently:as/Ik/inIND/rɛ.ma.tIk/andas/tij.jah/inARA/bI.ri:.ɣa.ma:.tij.jah/.5.2 SoundAdditionsThefollowingisthedistributionofsoundadditionsamongthecognates.• ConsonantAdditions

o ConsonantAdditioninARAENG IND ARA

tuna /tju:.nə/ tuna /tu.na/ ةنوت /tu:.nʌh/

Fricative-glottal-fortis/h/isaddedasthefinalsoundin/tu:nʌh/.Sinceitisaddedasthefinalsoundoftheword,theadditioniscalledexcrescent.

o ConsonantAdditionsinbothINDandARAENG IND ARA

orchestra /ɔ:.kIs.trə/ orkestra /ɂɔr.kɛs.tra/ ارتسكروأ /ɂu:r.kIs.tra:/

superman /su:.pə.mæn/ superme

n /su.pər.mɛn/ نامربوس /su:.bʌr.ma:n/

influenza /In.fluen.zə/ influenz

a /ɂIn.flu.wɛn.za/ ازنولفنإ /ɂIn.fI.lu.wʌn.za/

anaemia /ə.ni:.miə/ anemia /ɂa.ne.mi.ja/ ایمینأ /ɂa.ni:.mija/

Plosive-glottal-fortis/ɂ/isaddedinbothINDandARAwords.Sinceitisaddedastheinitialsoundoftheword,theconsonantadditioniscalledprothesis.Thrill-post-alveolar-lenis/r/,approximant-bilabial-lenis/w/,andapproximant-palatal-lenis/j/isalsofoundtobeaddedinbothINDandARAwords.Sinceitisinsertedwithinaword,theadditioniscalledanaptyxis.• VowelAdditions

o VowelAdditionsinINDENG IND ARA

inch /Intʃ/ inci /ɂIn.Ci/ شنإ /ɂInʃ/golf /gɑlf/ golf /go.ləf/ فلوج /Ju:lf/

squash /skwɒʃ/ skuas /sku.was/ شاوكسإ /ɂIs.kwa:ʃ/

High-front-tense/i/isaddedinINDwords.Sinceitisaddedasthefinalsoundofthewords,theadditioniscalledproparalepsis.Mid-central-lax/ə/andhigh-front-tense/u/arealsofoundtobeaddedinINDwords.Sinceitisinsertedwithinaword,theadditioniscalledanaptyxis.

o VowelAdditionsinARAENG IND ARA

mechanic /mi.kæ.nIk/ mekanik /me.ka.nIk/ يكیناكیم /mi:.ka:.ni:.ki:/

influenza /In.fluen.zə/ influenz

a /ɂIn.flu.wɛn.za/ ازنولفنإ /ɂIn.fI.lu.wʌn.za/

folklore /fəʊ.klɔ:/ folklor /fo.klor/ رولكلوف /fu:l.kʊ.lu:r/platinum /plæ.tI.nəm/ platinum /pla.tinʊm/ نیتالب /ba.la.ti:n/

AnaptyxisalsohappensinARAwordsascanbeseenintheinsertion/additionofvowelsinARA

wordsabove-listed.

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o VowelAdditionsinbothINDandARAENG IND ARA

flannel /flænl/ flanel /fla.nel/ يلیناف /fa:.ni:.li:/

AnaptyxisalsohappensinbothINDandARAwordsascanbeseenininthecognatesabove.• LengthAdditions

ENG IND ARAdisco /dIs.kəʊ/ disko /dIs.ko/ وکسید /di:s.ku:/

panorama /pæ.nə.rɑ.mə/ panorama /pa.no.ra.ma/ اماروناب /ba:.nu:.ro:.ma:/

whisky /wIs.ki/ wiski /wIs.ki/ يكسیو /wi:s.ki:/

Length (/:/) isadded in therealizationofARAwords.Thephenomenonof theprosodicaspectsadditionisfoundinmanyARAwordsbecomingthedatasourceofthisarticle;thethreeabove-listedareonlytheexamples.However,thelengthadditionisnotfoundinanyINDwordsbecomingthedatasourceofthisarticle.• Sound-ClusterAdditions

ENG IND ARAsquash /skwɒʃ/ skuas /sku.was/ شاوكسإ /ɂIs.kwa:ʃ/stereo /ste.riəʊ/ stereo /ste.re.jo/ ویریتسإ /ɂIs.ti:.ri.ju:/

Soundcluster/ɂI/isaddedasinitialsounds(initialsyllable)inARAwordsabove-listed.The

additionofsound-cluster(syllableconsistingof/ɂ/asitscodaand/I/asitsnucleus)isnotfoundinINDwordsinvolvedinthisarticle.• BoundMorphemeAdditions

ENG IND ARAchocolat

e /tʃɒ.klIt/ coklat /Co.klʌt/ ةتالوکوش /ʃu:.ku.la:.tʌh/

yard /jɑ:d/ yard /jʌrt/ ةدرای /ja:r.dʌh/

EachofENGwordsdoesnotcontainsuffix.However,ARAsuffixة-orةisaddedinARAwords.Theattachmentof thesuffix, aswell as theadditionof fricative-glottal-fortis/h/as the final sound in/tu:.nʌh/discussedintheseveralprevioussectionsseemtodealwiththephenomenonofanalogy.ThesuffixattachmentisinfluencedbytheexistenceofotherARAwordscontainingthesuffixsuchas ةیتامغارب /bI.ri:.ɣa.ma:.tij.jah/exemplifiedpreviously.5.3 SoundFusionsandDeletionsThefollowingisthedistributionofsoundfusionsandsounddeletionamongthecognates.• SoundFusionsinARA

ENG IND ARAkangaroo /kæŋ.gəru:/ kanguru /kaŋ.guru/ رغنك /ka:.ŋʌr/flannel /flænl/ flanel /fla.nel/ يلیناف /fa:.ni:.li:/tuna /tju:.nə/ tuna /tu.na/ ةنوت /tu:.nʌh/

Everyconsonant-clusterinENGwordsabove-mentionedisfusedintoasingleconsonantinARA

andINDwords.• VowelDeletions

ENG IND ARAkangaroo /kæŋ.gəru:/ kanguru /kaŋ.gu.ru/ رغنك /ka:.ŋʌr/penicillin /pe.nI.sI.lIn/ penisilin /pe.ni.si.lIn/ نیلسنب /bIn.si.li:n/

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ApocopeorthedeletionofthefinalsoundofawordhappensintherealizationofARA/ka:ŋʌr/.

Meanwhile,syncopeorthedeletionofthesoundinthemiddleofawordhappensinARA/bInsili:n/.• Sound-ClusterDeletions

ENG IND ARAfluorine /flʊə.ri:n/ fluorin /fluo.rIn/ رولف /fʊ.lu:r/platinum /plæ.tI.nəm/ platinum /pla.ti.nʊm/ نیتالب /ba.la.ti:n/

ThenucleusofthefinalsyllableofeveryENGwordabove-listedisreplacedbyanothervowelin

INDwordswhilethenucleusandthecodaaredeletedinARAwords.Thedeletionofthesound-clusterseemstoberelatedtovoweladdition.ThefirstsyllableofeveryENGwordconsistsofdoubleonset.AvowelisaddedineveryARAwordandbecomesthenucleusofanewsyllable,i.e.thesyllableinwhichthefirstconsonantthedoubleonsetbecomestheonset.Thesecondonsetofthedoubleonsetbecomesthe onset of the second syllable inARAwords. Therefore, although sound-cluster deletionhappens,deletiondoesnotmakeanysyllablereductioninARAwordsabove-listed.• LengthDeletion

ENG IND ARAdollar /dɒ:.lər/ dolar /do.lʌr/ رالود /du:.la:r/

kerosene /ke.rə.si:n/ kerosin /ke.ro.sIn/ نیسوریك /ki:.ru:.si:n/super-market /su:.pə.mɑ.kIt/ super-

market/su.pər.mʌr.kət/ تكرامربوس /su:.bʌr.

ma:r.kIt/

Length(/:/)isdeletedintherealizationofINDwords.SuchdeletionisfoundinmanyINDwordsbecomingthedatasourceofthisarticle.Thethreecognatesabove-listedrepresentthem.• BoundMorphemeDeletions

ENG IND ARAchips /tʃIps/ cip /cIp/ سبش /ʃIbs/jeans /dʒi:nz/ jin /JIn/ زنیج /Ji:nz/

pyjamas /pə.dʒɑ:.məz/ piama /pijama/ ةماجب /bi.Ja:.mʌh/

EveryENGwordlisted-abovecontainsplural-form-markersuffix-s.TherealizationoftheENGsuffixismaintainedinARA/ʃIbs/and/Ji:nz/,butitisreplacedbyARAsuffixة-in/bi.Ja:.mʌh/.However,theENGsuffixisnotrealized(deleted)inINDwords.ThedeletionofthesuffixseemstodealwiththefactthatINDdoesnothaveanyplural-form-markersuffix.5.4 MetathesesThefollowingisthedistributionofmetathesesamongthecognates.

ENG IND ARApenalty /penʌlti/ penalti /penʌlti/ يتنلب /balʌnti:/

pragmatism /præg.mə.tI.zəm/ pragmatisme /prʌk.

ma.tIs.mə/ ةیتامغارب /bI.ri:.ɣa.ma:.tij.jah

Thesound-clusterof/nʌl/becomesthesecondsyllableof/pe.nʌl.ti/while/lʌn/becomesthe

secondsyllablein/ba.lʌn.ti:/.TheonsetinENGwordchangespositionintothecodainARAwordandvice-verse.Therefore,metathesisorsoundposition-changehappensintherealizationoftheARAword.

Thefinalsyllableof/præg.mə.tI.zəm/is/zəm/.Meanwhile,thefinalsyllableof/prʌk.ma.tIs.mə/is/mə/.TheonsetofthefinalsyllableoftheENGword/z/isreplacedby/s/,moves,andbecomesthecodaofpenultimatesyllableofINDword.ThecodaofthefinalsyllableofENGword/m/becomestheonsetofthefinalsyllableoftheINDword.Therefore,besidesconsonantreplacement,metathesisalsohappensin/prʌk.ma.tIs.mə/.

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6. CONCLUSIONMostofthelinguisticunitsbecomingthedatasourceofthisarticleareinformsofcopywords.Even,ENGicecream,whichisinformofaphrase,isrealizedasINDwordeskrim.Besides,therearesomeARAcopywordsinvolvedinthisarticle,suchas andʃu:.ku.la:.tʌh// ةتالوکوش certainconsistja:r.dʌh/,/ ةدرایsuffix,i.e.ARAsuffixة-orة(tamarbuthah).

Soundcorrespondencesdiscussedinthisarticleinvolvethereplacementofconsonants,vowels,diphthong,length(aprosodicaspect),andboundmorphemes.Comparedtoconsonantreplacements,vowel replacements involvemore phenomena. Both consonant fortition and consonant lenition arefoundintherealizationofcopywords(bothINDandARA).Voweltensingandvowellaxing,aswellastongue-position shifts, are found in the realizations of both IND and ARAwords. Assimilations anddissimilationsarealsofoundinthereplacementofbothconsonantsandvowels.

Diphthongization,inwhichavowelinENGwordisrealizedasasound-clusterconsistingofavowel followed by an approximant, is found in ARA بیج /Jʌjb/. Dealing with replacement of ENGdiphthongs,monophthonizationsarefoundintherealizationsofbothINDandARAwords.However,moremonophthongizationshappeninINDthaninARA.

Sound additions involve consonants, vowels, sound-cluster, length, and boundmorphemes.However,sound-clusteradditions,lengthadditions,andboundmorphemeadditionsonlyhappeninARAwords.Meanwhile,sounddeletionsinvolvevowels,sound-cluster,length,andboundmorpheme.Voweldeletionsandsound-clusterdeletionsonlyhappen inARAwordswhile lengthdeletionsandbound-morpheme deletions only happen in IND words. Different from sound deletions, there are somephenomenaofsoundfusionshappeninginbothINDandARAwords.Thesoundfusionsonlyinvolveconsonants.Metahesesorsound-positionchangesare found in therealizationsofboth INDandARAwords.Theposition changes involve onset and coda as elements of syllable. However, other commonmorphophonemicphenomenasuchashaplologyandreduplicationarenotfoundintherealizationsofcopywordsdiscussedinthisarticle.REFERENCESAitchison,J.(2013).Languagechange:progressordecay.4thEdition.NewYork:CambridgeUniversity

Press.Al-Athwary,A.A.H.(2016).ThephonotacticadaptationofEnglishloanwordsinArabic[online].Article

in Journal of Linguistics & Literature Vol. 1, No 1, 2016 25.http://iub.edu.pk/jll/jll2016/paper_2_2016.pdf.

Baker,A.E.andHengeveld,K.Eds.(2012).Linguistics.Singapore:Wiley-Blackwell.Atkins, B.T.S. and Rundell,M. (2008).The Oxford guide to practical lexicography. New York: Oxford

Universitypress.Crystal,D.(2008).Adictionaryoflinguisticsandphonetics.Victoria:BlackwellPublishing.Fauzi Syamsuar. (2015). Penyelarasan fonologis dalam satuan leksikal Indonesia yang disalin dari

bahasa Inggris (Phonologicaladaptations in Indonesian lexical itemscopied fromEnglish).Ph.D.thesisinFacultyofHumanitiesUniversitasIndonesia.

FauziSyamsuar(2018).Grapheme-phonemecorrespondences incognatessharedbyArabic,English,andIndonesian.Articleintheprosidingof7thInternationalSeminar“Arkeologi,Sejarah,Bahasa,danBudayadiAlamMelayu(ASBAM)inLombok.

Fromkin, V., Rodman R., and Hyams, N. (2014). An introduction to language. Boston: Wadsworth,CengageLearning.

HasanAlwi.(2013).PerbandinganantaratatabahasadewandengantatabahasabakubahasaIndonesia.KualaLumpur:DewanBahasadanPustaka.

Haugen,E.(1972).Theecologyoflanguage.SelectedandintroducedbyAnwarS.Dil.Stanford:StanfordUniversityPress.

Hellmuth,S.J.(2006).IntonationalpitchaccentdistributioninEgyptianArabic.DisertationinUniversityofLondon.

HeruPratikno(2014).SufiksserapanasingpembentuknominadalambahasaIndonesia(Indonesiannoun-formingsuffixescopiedfromforeignlanguages).Masterthesis inUniversitasGadjahMada,Yogyakarta,Indonesia.

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Isaksson B. (n.d.). Transcription in written Arabic, Uppsala University. [online]. Article inhttp://www.lingfil.uu.se/digitalAssets/168/168451_3transcription-of-arabicen.pdf.

Jones,R.(2008).Loan-wordsinIndonesianandMalay.Jakarta:YayasanOborIndonesia.SoenjonoDardjowidjojo.(2009).EnglishphoneticsandphonologyforIndonesians.Jakarta:YayasanObor

Indonesia.



TheAnalysisofAssertivesAndExpressivesonTheStudents’SpeakingExaminEnglishDepartmentStudentof

STKIPBUDIDAYA-BINJAI

AyuIndari11EnglishDepartment,STKIPBudiDaya,Indonesia

ABSTRACT

This paper is purposed to analyze of the assertives and expressives sentences on thestudents’speakingexaminEnglishDepartmentStudentofSTKIPBudiDaya–Binjai.Thepopulation and the sample of the research are the fourth semester students of EnglishDepartmenttotally23studentswhichconsistsof316sentenceofutterances.Thedataaretakenon7July2020.Theresultofanalyzingoftheassertivesarethefirstpositiononthecomponentsofassertiveisaffirmingwhichis79pointsonpercentageis30,74%.Thesecondposition isanswering which is 73 points on percentage is 28,40%. The third position isidentifying which is 27 points on percentage is 10,51%. The result of analyzing of theexpressivesarethefirstpositionisgreetingwhichis36pointsonthepercentageis61,02%.Thesecondpositionisthankingwhichis19pointsonthepercentageis32,20%andthethird position is accepting which is 4 points on the percentage is 6,78%. The using ofassertives ismorecommon thanexpressivesbecause therearemanycomponents in theassertives.Keyword:Assertives,ExpressivesCorrespondingAuthor:AyuIndari,STKIPBudiDaya,Jl.GaharuNo.147Binjai–Sumut(20746)Telp.8820320Fax.8820330Email:[email protected]

1. INTRODUCTIONGettingaglassofwaterisanaction.Askingsomeoneelsetogetyouoneisalsoanact.Whenwespeak,ourwordsdonothavemeaninginandofthemselves.Theyareverymuchaffectedbythesituation,thespeakerandthelistener.Thuswordsalonedonothaveasimplefixedmeaning.Speechactsareastapleof everyday communication life, but only became a topic of sustained investigation, at least in theEnglish-speakingworld,inthemiddleoftheTwentiethCentury.Sincethattime“speechacttheory”hasbeen influentialnotonlywithinphilosophy,butalso in linguistics,psychology, legal theory,artificialintelligence, literary theory andmany other scholarly disciplines. Recognition of the importance ofspeechactshasilluminatedtheabilityoflanguagetodootherthingsthandescribereality.Intheprocesstheboundariesamongthephilosophyoflanguage,thephilosophyofaction,thephilosophyofmindandevenethicshavebecomelesssharp.

Inaddition,anappreciationofspeechactshashelpedlaybareanimplicitnormativestructurewithin linguisticpractice, includingeven thatpartof thispracticeconcernedwithdescribingreality.Much recent research aims at an accurate characterization of this normative structure underlyinglinguisticpractice. Accordinglyinthisentrythispaperwillconsidertheusingofassertivesandexpressivesonthestudents’ speaking exam inEnglishDepartment Student. Speech acts are acts of communication. Tocommunicateistoexpressofcertainattitude,andthetypeofspeechactbeingexpressed.Asanactofcommunication, a speech act succeeds if the audience identifies and accordancewith the speaker’sintention,theattitudebeingexpressed.Inthiscase,thestudentshaveacommunicationwhentheyareexpressedtheirwordsbypracticingtheirabilityinspeakingexam.Fromthecommunication,wecanfindtheirspeechact.Baseonthesituation,thatisthemainreasonthepapercreated.

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2. LITERATUREREVIEWBeforewediscussdeeply,weshouldthinkofanactofcommunication,linguisticorotherwise,asanactofexpressingoneself.Thisrathervagueideacanbemademorepreciseifwegetmorespecificaboutwhatisbeingexpressed.Ingeneral,anactofcommunicationsucceedsifittakenasintended.

Communicative success isachieved if the speakerchooseshiswords in suchaway that thehearerwill,underthecircumstancesofutteranceorwritten,recognizehiscommunicativeintention.Insayingsomethingonegenerallyintendsmorethanjusttocommunicategettingoneselfunderstoodisintended to produce some effect on the listener. For instance, in the students’ speaking exam thestudentshavedifferentstyletoexpresstheirwordsorsentencesbecausetherearemanyreasonstoprovetheirspeaking,includingthesituation.Thatisthepointtoanalyze.

Makingastatementmaybetheparadigmaticuseoflanguage,butthereareallsortsofotherthingswecandowithwords.Wecanmakerequests,askquestions,giveorders,makepromises,givethanks,offerapologies,andsoon.Moreover,almostanyspeechactisreallytheperformanceofseveralacts at once, distinguished by different aspects of the speaker’s intention; there is the act of sayingsomething,whatonedoesinsayingit,suchasrequestingorpromising,andhowoneistryingtoaffectone’saudience. Statements, requests, promises and apologies are examples of the fourmajor categories ofcommunicationillocutionaryacts:

a. Constativesorassertivesb. Directivesc. Commissivesd. Expressivesoracknowledgmentse. Declaratives

Aspeechactiscreatedwhenspeaker/writerSmakesanutteranceUtohearer/readerHincontextC.The various speech acts are distinguished by a number of dimensions, three ofwhich are themostimportant,namelyILLOCUTIONARYPOINT,EXPRESSEDPSYCHOLOGICALSTATES,andDIRECTIONOFFITBETWEENWORDSANDTHEWORLD(Searle1975). ThedimensionILLOCUTIONARYPOINTconcernsthepurposeoraimofaspeechact(e.g.thepointofDIRECTIVESisgetthehearertodosomething).Thisdimensionhasfivevalues,correspondingto the five basic speech act types, called THE ASSERTIVE POINT, THE DIRECTIVE POINT, THECOMMISSIVEPOINT,THEEXPRESSIVEPOINTandTHEDECLARATIVEPOINT. ThedimensionEXPRESSEDPSYCHOLOGICALSTATESisrelatedtoGrice’sMAXIMOFQUALITY(Grice 1989:27), i.e. a STATEMENT that the propositionpexpresses the speaker S’s belief thatp. APROMISEexpressesS’sintentiontodosomething,andaREQUESTexpressesS’sdesirethathearerHdosomething.Inotherwords:therehastobeamatchbetweenthespeaker’spsychologicalstateandthecontentofwhatheexpressesifthespeechactistobesuccessful. The dimensionDIRECTIONOF FITBETWEENWORDSANDTHEWORLD (e.g. Vanderveken1998:172-173)concernstherelationbetweenthewordsutteredandtheworldtheyrelateto.AccordingtoSearle(1969)therearefivebasicspeechacts,whichshowthefollowingdirectionsoffitandhavethefollowingbasiccharacteristics:

(i)AREPRESENTATIVEhaveaWORDS-TO-WORLDdirectionof fit, i.e. theirtruthvaluesareassignedon thebasisofwhetherornot thewordsdescribe thingsas theyare in theworldspokenof.AREPRESENTATIVEischaracterizedbythefactthatthespeakercommitshimselftothetruthoftheexpressedproposition,asinanassertionoraconclusion.(ii) ADIRECTIVE is an attempt to getH to do something, therefore they showWORLD-TO-WORDSfit,andexpressS’swishordesirethatHdoA.Whenaskingaquestion,SwantsHtoanswerthequestion,andwhenmakingacommand,SwantsHtoperformtheactionA.(iii)ACOMMISSIVEindicatesthatthespeakercommitshimselftoafuturecourseofaction,aswhenyoupromise,threatoroffer.CommissivesshowWORLD-TO-WORDSfit,andSexpressestheintentionthatSdoA.(iv)ADECLARATIONisthearchetypalspeechact.Whenperformingadeclarativespeechactyouarenotonlysayingsomething,buttheutteranceinitselfhascertainpracticalimplicationsin therealworld,grantedthatyouarean individual inpossessionof therequiredpowerorstatus. The purpose ofmaking a declaration is to get theworld tomatch the propositionalcontentbysayingthatthepropositionalcontentmatchestheworld.Hence:declarationshavethedoubledirectionoffit,i.e.bothworld-to-wordsandwords-to-world.

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(v)AnEXPRESSIVEexpressesapsychologicalstate, i.e.S’sattitudewithrespect toacertainstateofaffairs,whichneednotbeexplicitlymentioned.ExpressiveshavetheNULLOREMPTYdirectionoffit,sincethereisnoquestionofsuccessorfailureoffit.Theirpointisonlytoexpressthe speaker’s propositional attitude to the state of affairs represented by the propositionalcontent.Paradigmcasesinclude,forinstance,‘thanking’,‘apologizing’,and‘welcoming’.

Hereisclassifyingofspeechacts:

Table1.1ClassifyingofSpeechActs

NO TYPESOFSPEECHACTS THEORY WORDS1. Constativesorassertives Assertives commit the

speaker to the truth of theexpressedproposition

Affirming,alleging,announcing,answering,attributing,claiming,classifying,concurring,confirming,conjecturing,denying,disagreeing,disclosing,disputing,identifying,informing,insisting,predicting,ranking,reporting,stating,stipulating.

2. Directives Directiveshavetheintentionof eliciting some sort ofaction on the part of thehearer

Advising,admonishing,asking,begging,dismissing,excusing,forbidding,instructing,ordering,permitting,requesting,requiring,suggesting,urging,warning.

3. Commisives Commisives commit thespeaker to some futureaction

Agreeing,guaranteeing,inviting,offering,promising,swearing,contracting,andvolunteering.

4. Expressivesoracknowledgments

Expressivesmakeknownthespeaker’spsychologicalattitudetoapresupposedstateofaffairs

Apologizing,condoling,congratulating,greeting,thanking,accepting.

Fromtheexplanationabove,inthespeakingexambyvoicerecordingtherearetheseveraltermsofthestudents’communication.Thetermsareusingtheassertivesandexpressives.Assertivescommitthespeaker to the truth of the expressed proposition such as announcing, informing, answering, andaffirming. Expressive commit the speaker to a presupposed state of affairs such as apologizing,condoling, thanking, and accepting. The students’ speaking examwill be using all of the parts. Forinstance: in the students’ speaking examhas answering somequestionswhichhavemanyvariationtopicsmade,theyrelatewiththeanswering.Weseethatannouncing,informing,andaffirmingmustbeputinthestudents’speakingexam.

A. AssertiveAssertivesareutterancesintendedtotellyouhowthingsareintheworld.Theyarerepresentationsofreality.Anassertiveisaspeechactthatcommitsthespeakertothetruthofaproposition.Assertivesareeither true or false and have theworld-to-word direction of fit. Assertives refer to statements,descriptions,classifications,explanations,andclarifications.Examplesofassertivespeechactsinclude:

a) Socratesisbaldb) 2*2*2=8c) Allmenaremortald) DonaldTrumpisthepresidentoftheUnitedStates

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B. ExpressiveExpressivesrevealthespeaker'sattitudesandemotionstowardsaparticularproposition.Expressivesinclude thanking, apologizing, congratulating, and welcoming. The direction of fit doesn't apply toexpressivesbecausethedirectionispresupposed.JohnSearlecallsthisthePre-supdirectionoffit.Inthecaseof"thankyouforgivingmethemoney" for instance, it ispresupposedthat thespeakerdidreceivemoneyfromthehearer.Examplesofexpressivespeechactsinclude:

a) Thankyouforgivingmethemoneyb) congratulationsonmarryingalibertarianc) Iapologizeforsteppingonyourface".

Othertypesofexpressivesusethesubjunctiveoroptativemoodsuchas:a) wouldthatthepoliticiansweremorerighteousb) ifonlyitrainedmoreoften."

Bearingreligioustestimonycanbeanexpressivesuchasinthephrasea) IbelieveinGod".

In that case it isn't necessarily the purpose to assert that God exists or get the congregation to dosomething,buttosimplyexpressone'sownconvictionorfaith.3. RESEARCHMETHODTheresearchappliescontentanalysismethod.Krippendorf(2004:18)says thatcontentanalysis isaresearchtechniqueformakingreplicableandvalidinferencesfromtexts(orothermeaningfulmatter)to the contexts of their use. The reference to text in the abovedefinition is not intended to restrictcontentanalysistowrittenmaterial.Thephrase“orothermeaningfulmatter”isincludedinparenthesestoindicatethatincontentanalysisworksofanimages,maps,sounds,signs,symbols,andevennumericalrecordsmaybeincludedasdatathatis,theymaybeconsideredastexts-providedtheyspeaktosomeoneaboutphenomenaoutsideofwhatcanbesensedorobserved.Thatmeansvoicerecordingisoneofthephenomenonwhichconsistsofsoundsanditrecordedtowritten.

ThesourcesofdataarefourthsemesterstudentsinEnglishdepartmentinSTKIPBudidaya.Itconsistsof23students.Fromtheproblemofthestudy,itconcludesthatthepaperinstrumentisusingdocumentwhichisvoicerecording.Thedataarecollectedthroughdocumentbyvoicerecording.Thedataaredoneon7July2020.Thedatatake4questionstothestudentsasaquestionforspeakingfinalexamandtheyarecollectedbyrecording.Themodelofansweringquestionsisachoosingthetopics,thestudentscanchoose1questionfrom4questions.1questionconsistsof4-6items.

Aftergatheringdata fromsources includingdocumentationandcollectingthedata; thedataanalyzed by using the technique of analyze data. The technique of analysis defines what kind ofinformationmayormaynotendowofthevariousinformationwithindataobtained.Techniqueofdataanalysis in this paper is used to analyze the assertives and expressives on the sound recording ofstudents’speakingexam.

4. RESULTANDDISCUSSIONA. ResultInanalyzingthedata, thispaper followsthedataanalysis.Thequestionsare takenbyKarenKovacs(2011:108-127).Thecategoriesofthequestionsare:

Table1.2CategorizingoftheQuestions

No Topic Questions

1. Communication What’syourmothertongue?Whatotherlanguagesdoyouspeak?Whatdoyouthinkisthebestwaytokeepintouchwithfriends?Dopeoplekeepintouchdifferentlynowcomparedtofiftyyearsago?

2. Technology

Whatdoyouusetheinternetfor?Doeseveryonehaveaccesstotheinternetinyourcountry?

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Do you think older people are scared of newtechnology?Do you think young children should havemobilephones?

3. Hobbies

Whatareyourhobbies?Whatisyourfavoritemusicalinstrument?Doyoupreferactionfilmsorcomedies?Why?Do you think it is important to read novels andpoetry?Why?

4. Yourself Tellmeaboutyourlive?Whataretheadvantagesoflivingthere?Whatarethedisadvantagesoflivingthere?Whatisyourfavoriteanimal?Whydoyouthinksomepeoplelikekeepingpets?Arethereanyanimalsyouarescaredof?

ThequestionsarebasedontheIELTSquestions.ThedatacamefromthespeakingIVsubject.Ittookforfourthsemester.Itconsistsof23students.Thequestionsaretakenbysoundrecording.Themajoritytopicsofansweringthequestionsarecommunication,technology,andhobbiesbecausethecontentsofthequestionsarearound4questions. The analyzing of the assertives on the students’ speaking exam is taken by analyzing thecomponentsofassertivesinthesoundrecordingbyspeakingexam.

Table1.3InitiatingofAssertives

No. ComponentsofAssertives Number %1. Affirming 79 30,74%2. Alleging 1 0,39%3. Announcing - -4. Answering 73 28,40%5. Attributing 18 7,00%6. Claiming 8 3,11%7. Classifying 4 1,56%8. Concurring - -9. Confirming - -10. Conjecturing 5 1,95%11. Denying 6 2,33%12. Disagreeing 12 4,67%13. Disclosing 1 0,39%14. Disputing - -15. Identifying 27 10,51%16. Informing 7 2,72%17. Insisting - -18. Predicting - -19. Ranking - -20. Reporting - -21. Stating 7 2,72%22. Stipulating 9 3,50%

Total 257 100%Baseonthedata,itconcludesthatthefirstpositiononthecomponentsofassertiveisaffirmingwhichis79pointsonpercentageis30,74%.Thesecondpositionisansweringwhichis73pointsonpercentageis28,40%.Thethirdpositionisidentifyingwhichis27pointsonpercentageis10,51%.

Table1.4InitiatingofExpressives

No. ComponentsofExpressives Number %1. Apologizing - -2. Condoling - -

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3. Congratulating - -4. Greeting 36 61,02%5. Thanking 19 32,20%6. Accepting 4 6,78% Total 59 100%Baseonthedatabyanalyzingtheexpressives,thefirstpositionisgreetingwhichis36pointsonthepercentageis61,02%.Thesecondpositionisthankingwhichis19pointsonthepercentageis32,20%andthethirdpositionisacceptingwhichis4pointsonthepercentageis6,78%.

B. DiscussionBaseontheresult,thedataofanalyzingtheassertivesisaffirming,answering,andidentifying.Theresultisbasedontherankingposition.Affirmingisthefirstpositionbecausetheeverytopicofthequestionsconsistsof4-6questions.Everyquestionitemsaredesignedbythereason.Sothestudentsansweredthequestionsexplainingbytheargumentstoprovetheirstatements.Thesecondpositionofassertivesis answering because the students would be responded the questions by answering the questionsdirectly.Thethirdquestionsisidentifyingbecausethestudentsansweredthequestionsdirectly,theytrytoidentifytheanswerperitems.Nagane(2015:4)statesthat:

Assertivesarethespeechactsinwhichthespeakerasserts‘apropositiontobetrue,usingsuchverbsasaffirm,believe,conclude,report,deny,etc.(Searle,1969).Thisclassalsoincludesstating,suggesting,criticizing,replying,concluding,predicting,denying,disagreeing,etc.Assertivesareusuallyexpressedthroughdeclarativeform.However,thisisnottheonlyformtoexpressrepresentativesorassertivespeechacts.Theycanbeexpresseduringtheimperativeandinterrogativeformsaswell.Itisobservedthatassertivespeechactsnotonlypresenttherealstateofaffairsbuttheyarealso‘tellable’.In the books on Physics, assertive speech acts are used for asserting something orproviding some scientific information regarding heat, light, sound, gravity, etc. Forexample:“Lighttravelsfasterthansound”.

Theexpressiveshadthreecomponentsofrankingpositions.Thefirstpositionisgreetingbecause

every students at the beginning and the closing answeringwere giving thegreeting. This is a basicelementofthenormsincommunication,sayinghelloorsalamforthehabitualactionindailylife.Thesecondpositionisthanking.Forallthesoundrecordingbythestudentstheyweresayingthankingattheendoftheansweringthequestions.Thelastpositionisaccepting.Someoftheitemsofthequestionswereabouttheyes-noquestionspattern.23studentshaveacceptedtheopinion.Besidesthattheyweregivingthereasonbehindtheiracceptedstatements.

Expressiveisthespeechactintendedbythespeakersothattheutteranceisinterpretedasanevaluationofthethingsmentionedinthespeech.Thisspeechactexpressesthespeaker'spsychologicalattitudetowardsthestate(states);mayalsobepleasure(pleasure),pain(pain),likesanddislikes(likesanddislikes),joy(joy),orsorrow(sorrow)(Wijaya,2019).AccordingtoSearlestatethat

“Theillocutionarypointofthisclassistoexpressthepyschologicalstatespecifiedinthesincerity condition about a state of affairs specified in the propositional content”(1979:12).”

5. CONCLUSIONThis paper conclude thatwe should be awarewhenwe are talking or telling something for peoplebecausethatisnoteasytotalkwithsomeoneifwehavenotheoryaboutthespeechactevenitcancausethe hearer will not understand what we said. It means that we are not succeeded. In the dailycommunicationwithmanypeople,thespeakersometimesislackofthenormsoflinguisticsterms.Itcanbefoundbythewayofansweringthequestions.Forinstance,thetypeofquestionisYes-Noquestionbutthespeaker’sanswerisgivingthereasonofthestatement.ItisnotdirectlytoanswerYesorNo.thesecondcase is thequestion isaskingabout thenameof somethingand there isnoaskingabout thereasonbutinfact,thespeakerexplainsthereasonindeeply.Thatisallthefactsofusingsentencesinlinguisticareaespeciallyindailycommunicationthatisalwayssomethingnewphenomenatoexploretimebytimebecauseitisinterestingwiththisphenomenoninoursociety.

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Theactcansucceedifthehearerrecognizestheattitudebeingexpressed,suchasabeliefinthecaseofastatementandadesireinthecaseofarequest.Anyfurthereffectithasonthehearer,suchasbeingbelievedorbeing compliedwith, or just being taken as sincere, is not essential to its being astatementorarequest.Thusanutterancecansucceedasanactofcommunicationevenifthespeakerdoesnotpossesstheattitudeheisexpressing;communicationisonething,sincerityanother. Communicatingisasitwerejustputtinganattitudeontheable;sincerityactuallypossessestheattitudeoneisexpressing.Correlatively,thehearercanunderstandtheutterancewithoutregardingitas sincere, e.g. take it as an apology, as expressing regret for something,without believing that thespeakerregretshavingdonethedeadinquestion.Gettingone’saudiencetobelievethatoneactuallypossessestheattitudeoneisexpressingisnotanillocutionarybutaperlocutionaryact.REFERENCESGrice,P.1989.StudiesintheWayofWords,HarvardUP,Cambridge&London.Kovacs,Karen.2011.SpeakingforIELTS.London:HarperCOllinsPublishers.RealityandtheUsesofLanguage,http://www.gavinjensen.com/blog/reality-and-the-uses-of-language(accessed

onAugust25th,2020).Searle,J.R.1969.SpeechActs.AnEssayinthePhilosophyofLanguage.London:CambridgeUniversityPress.Searle, J.R. 1975. ‘A Taxonomy of Illocutionary Acts’,in Gunderson, K. (ed), Language, Mind, and Knowledge,

UniversityofMinnesotaPress,Minneapolis,pp544-569.Searle,JohnR.1979.ExpressionandMeaning.UnitedKingdom:CambridgeUniversityPress.Speech Act Theory, http://changingminds.org/explanations/theories/speech_act.htm (accessed on August 25th,

2020).___________________.2015.AnalysisOfAssertiveSpeechAactsInKhushwantSingh’sTrainToPakistan.Pune

Research.Volume1(2):1-12.___________________.2019.“TheSpeechActofBasukiTjahjaPurnamas’UtterencesonHisVisit toKepulauanSeribu

Regency”.JournalofLinguisticsandLanguageTeaching5(2)20191-15.Vanderveken,D.1994. ‘ACompleteFormulationofaSimpleLogicofElementary IllocutionaryActs’, inSavasL.

Tsohatzidis(ed),FoundationsofSpeechActTheory,Routledge,London.Vanderveken,D.1998.‘OntheLogicalFormofIllocutionaryActs’,inKasher,A.(ed),

Pragmatics,CriticalConcepts.Volume2:SpeechActTheoryandParticularSpeechActs,Routledge,London,pp170-194.



THECORRELATIONBETWEENTHESTUDENTS’PERCEPTIONONTHELECTURERS’ABILITYINMAKINGLESSONPLANANDTHEIRACHIEVEMENTINTEFLATENGLISHDEPARTMENTOF

TARBIYAHFACULTYIAIN-SU

Afdhalina11UniversitasBattuta,Indonesia

ABSTRACTPreparebeforeteachingisveryimportantaction,inordertomaketeachingeasily.Oneoftheprepareismakingalessonplan.Lessonplanissoftwareforteachertotrackthelessonplanfortheirclasses.Thegoalofthisresearchistofindout“Thecorrelationbetweenthestudents’perceptiononthelecturer’sabilityinmakinglessonplanandtheirachievementinTEFLatEnglishEducationalDepartmentofTarbiyahFaculty IAIN-SU”.The studywasconductedontheninethsemesterstudentsofEnglishEducationalDepartmentofTarbiyahFaculty IAIN SU Medan. The population of this study was 78 and the writer took allpopulation as a sample. The data was analyzed by the Product Moment Correlationtechnique.Fromthecalculationofthedata, it foundthatthereisasignificantcorrelationbetweenthestudents’perceptiononthelecturers’abilityinmakinglessonplanandtheirachievementinTEFLortheHypothesisAlternative(Ha)isacceptedandtheNullHypothesis(Ho)isrejected.Becausercalculateisbiggerthanrtableor0.336>0.224.Keyword:Perception,ability,lessonplan,andachievementCorrespondingAuthor:Afdhalina,UniversitasBattuta,Indonesia,Email:[email protected]

1. INTRODUCTIONLearningEnglishisveryimportantforallpeopleintheworld,becauseEnglishisoneoftheinternationalstandardlanguages.EveryactivitiesusesEnglishnotonlyinschool,collegebutalsoinbusinessfield.It’salsooccurinIndonesiawhethersomanystudentslearnEnglishandthefewerofthemwanttobeanEnglishteacherorlecturer.ItisanobligationtostudyhardinlearningEnglishnotonlyinoneinstitutionbutalsoinothercourses,andit’ssureifsomeonewantstobeateachersothattheyhavetomasterthesubjectwhichisrelatedtoit.OneofthemisTEFL(TeachingEnglishasForeignLanguage),itreferstoteachingEnglishtothestudentswhoarenotnativespeakers.ThistermispredominantlyusedwhenEnglishisbeingtaughtinacountrywhereitisnotnativelanguage.TEFLsubjectisconcernwithmethod,strategy,approachlearningactivityandalsoincludingthewaytoprepareteachingbefore(lessonplan).

Lessonplanconcernsinasequenceofplanningwhichissuitableforteachinglearningactivity.Lessonplanasacluetoteacheasly.Inindonesia,everyteacherandlecturerneedtopreparelessonplanbeforeteachinganditalsohasalegalformat.Itsformatisdependonwhatcurriculumisused(KBKorKTSP).Throughlessonplan,theteachersknowwhethertheimportantthingsthattheyhavetotransferforthestudentsandtheyalsoknowthegoalofthestudying.It’ssamewithTessa’s(2001:5)saidthatplanningandthecommitmenttoplanningbeforetakingaction,canpreventeducationtodosomethingbefore we knowwhat should be done. It will always keep us frommerely treating sympton (withmarginalsuccessorperhapsevenfailure).

Thesuccessoftheteachers’actioncanbeseenonthestudents’perception.Perceptionistheability to see, hearorunderstand things; awareness (Hornby,1995:859).Perception is theprocesswherebyanindividualbecomeawareoftheworldaroundoneself.Inperception,weuseoursensestoapprehendobjectandevent.

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Itmeansthattheperceptionisoneofthehumanabilitiesinseeingandgivinginterpretationontheenvironmentaction, especially for teachers. In this case, thewriterwould like to emphasize theperceptionnotonlyinseeing,hearing,butalsoinresulting.Ontheotherhand,perceptionmeansthatthestudentsinterprettotheteacherthroughtheirwaystoexplainthesubjects.Andhowisthegoalofit.Resultingheremeanstheresultthattheygetfromtheteachers’actioninteachinglearningprocessintheclassroomorstudents’score.

Ideally,ifthestudentshavegoodperceptiononthelecturer’sabilityinmakinglessonplan,sothattheywillgetthegoodachievementtoo.Infact,theyhavelowachievement,itcanbeseenfromtheirscorethattheygetforsomeperiod.

Based on the problem above, thewriterwants to conduct a reseach about “the correlationbetweenstudents’perceptiononthelecturers’abilityinmakinglessonplanandtheirachievementinTEFLatEnglishEducationalDepartmentofTarbiyahFacultyIAIN-SU”.

2. LITERATUREREVIEWA. PerceptionPerceptionistheabilitytosee,hearorundertandthings;awareness.(Hornby,1995:859).Perceptionistheactofperceivingortheabilitytoperceiver,mentalgraspofobject,qualities,etc,bymeansofthesenses,awarenessandcomprehension.PeterTomlinson(1981:84)alsosaidthatbyseeing,therefore,perceptionisverydependentontheperceiver,aswellasonwhatistheretobecontinued.Inteachingweneedtorememberthatthelesseffecientassimilatorycapacitiesoflearnersarelikelytomakeevenrelativelysimpleaspectsofperceptionandunderstandingmoredifficultthan‘rational’commonsensemightpredict,especiallyintopicareaswheretheteachersisvastlymoreexperiencedandmoresowhenthepupilsareyoungerandinexperienced.Insummaryofresearchonperception,TochandMcLeanconcludedthefollowing:

• Thereisnopurposivebehaviorwithoutperception• Behaviorisanoutcomeofpastperceptionsandastartingpointforfutureperceptions.• Theperceiverandtheworlddonotexistindependently• Meaningsaregiventhethingsbytheperceiverintermsofallpriorexperiencesaccumulated• Perceptualexperiencesarepersonalandindividuals• Aperceptisalinkbetweenthepastwhichgivesitsmeaning,andthefuture,whichithelpsto

interpret• Becausetwopeoplecannotbeinthesameplaceatthesametime,theymustseeatleastslightly

differentenvironment.(Jerrold,1980:12)Basedontheexplanationabove,thewritercanconcludethatperceptionisoneofhumanabilitiestomakesomeutterancesaboutsomething throughseeingandunderstand,and theway to interpret it.Everyonecandothatintheirdailyactivitiesbyenvironments’action.Inthiscase,theperceptioncanaffect the students’ achievement because that perception is depend on the lecturer’sway on givingknowledgetothestudents.B. AbilityAccordingtoHorrace(1976:1),abilityisactualpowertoperformanact,physicalormental,whetherornoattainedbytrainingandeducation.Chaplin(1985:3)statedtheabilityispowertoperformanact;itmayberesultorpractise.Fromsomequotationbefore,thewritercanconcludedthattheabilityispoweroranactofsomeonetodosomethinginmakingcertainphysicalormental.Abilityisaskilltotakeacertainattitudetowatchsomethingwithunderstandingtocreatenewsomethingtoprovehowfarthestudentssuccessinlearningprocessintheirlevelclass.Inthiscase,thewriterconcernedwiththeabilityoflecturerinmakinglessonplan.C. LessonplanLessonplanissoftwareforteacherstotrackthelessonplanfortheirclasses.Caulhoun(1969:115)saidthat a plan for teacher like a plan for house, for losing twenty pounds of weight, for winning theconference,championshiporvocationservesasaguidetoselectingactivities,action,anddecisionasoneattemptstomovefromwhereistowheretobe(tohisgoals).InlinewithJeremyHarmer(1995:308)statedthatlessonplanningistheartofcombininganumberofdifferentelementsintoawholesothatthelessonhasanidentitywhichstudentscanrecognize,workwithinandreacttoidentity.Therearesomefunctionsoflessonplan,theyare:

1. Planningprovidesasenseofsecurityonconfidence

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2. Thinkingthingsthroughbeforeyouteachhelpsyoutoreducefeelingsofuncertainlypanicandinspiresyouinsteadwithasenseofconfidenceandclarity

3. Planninginsuresmorecarefulconsiderationbygiventoobjectives,materialsandactivities4. Planningresultsinlesswastedtimeandeffort,bothonthepartoftheteachersandyoungsters5. Planningassurestheuseofmoreappropriateexampleandillutions6. Planningresultsinbetterprovisionforindividualneedsandinterestwithintheclass7. Planningresultsinbettercontinuityoflearningexperiences8. Planningprovidesforappropriateandeffectivemeansofevaluationintermsofgoals9. Planningassuresmoreflexibility(TessaWoodward,2002:58)

Itmeansthatplanningontheteachinglearningprocessisveryimportant,inordertogetthesatisfiedresult of the teaching process. Through plan in every section on teaching learning process, thetranspiringoftheknowledgewillbedone.FormatofLessonPlanBasically,theexactformatchosenforalessonplanwasdrivenbyschoolrequirementsandpersonaltastesoftheteacher,inthatorder.Unitplansfollowmuchthesameformat,butareintendedtocoveranentireunitofwork,whichmaybedeliveredoverseveraldaysorweeks.Buttherearegeneralformatoflessonplanthatshouldbeusedbylecturerinteachinglearning:

1. Thetitleofthelesson2. Theamountoftime3. Goals

Agoalisageneralstatementofwhatyouwantforthechildreninyourprogram.Youshouldbeabletoidentifyanoverallpurposesorgoalthatyouwillattempttoaccomplishbytheendoftheclassperiod.

4. ObjectivesItisveryimportanttostateexplicitlywhatyouwantstudentstogainfromthelesson.Explisitheretohelpyouto:

a) Besurethatyouindeedknowwhatisyouwanttoaccomplishb) Preservetheunityofyourlessonc) Preterminewhetherornotyouaretryingtoaccomplishtoomuchd) Evaluatestudents’successattheendof,oraftertheclass

5. MaterialandequipmentItmayseenatrivialmattertolistmaterialsneeded,butgoodplanningincludesknowingwhatyouneedtotakewithyouortoarrangetohaveinyourclassroom.Itiseasy,intheopenharriedlifeofateacher,toforgettobringtoclassataperecorder,aposter,ortheworkbooksthatthestudentsgaveyouthenightbefore.

6. ProceduresAtthispoint,lessonsclearlyhavetremendousvariation.But,asaverygeneralsetofguidelinesforplanning,youmightthinkintermofmakingsureofplansincludes:

a) Anopeningstatementoracticityasawarm-upb) Asetofactivitiesandtechniquesinwhichyouhaveconsideredappropriateproportion

timefor:• Wholeclasswork• Smallgrouporpairwork• Teachertalk• Studenttalk

c) closure7. Evaluation

Evaluationisatermtogivethequestionsthattakefromthematerialsthatyouhavegiventhemtoknowtheirabilitytocatchthelessons.(Douglas,202:150)

AccordingtoCollierandhisfriends(1967:120),commonlyacceptedprinciplesthatthecontentofanyteachingplandealswithatleastthreebasicelements,theyare:

1. Objectives2. Proceduresandmaterials3. Evaluation

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D. AchievementinTEFLHornbyinherOxfordDictionarysaidthatachievementisathingdonesuccesfully,especiallywitheffortandskill.Itmeansthatisasuccessfulresultbydoingsomethingwitheffort,abilityandskill.Noonecangetsomethingsuccessfullywithouteffort,althoughtheyarethesmartperson.Inthiscase,thewriterwouldliketoseethestudents’achievementinTEFLthroughtheirscoreonfinalsemester. TEFL (Teaching English as Foreign Language) is one of English subjects for educationaldepartmentwhichisrelatedtoteachinglearningprocessintheclass.Thissubjectisalsolearnaboutmethod,strategy,approachinteachingEnglish.3. RESEARCHMETHOD

Thisstudywasusedaquantitativeresearchwithcorrelationproductmomenttechnique.ThepopulationofthisstudywerethestudentsofEnglishEducationDepartmentof9thsemesterofTarbiyahFaculty.The total of the students were 78, consist of two classes, PBI-1 and PBI-2. Thewriter took all thepopulatinasasampleinlinewithSuharsimiArikuntosaidthat“ifthepopulationisfewerthan100,itwillbebettertotakeallpopulationassample.(Arikunto,1993:130).Togetthebestresultofthestudysoitneededappropriateandaccuratedata.Thedataofthisstudywereaboutthestudents’achievementinTEFL.Thewritersusedquestionaireand interviewasthe instruments forcollectingthedata.Thequestionairewasintheformofmultiplechoicetests.ItusedLikertScale.Interviewgavetotheleacturerswhohadtaughtthestudents.ThewriterusedtheScatterDiagram,becausethewriterwantstoseethecorrelationbetweentwovariable(XandY)andthesampemorethan30,asshowbelow:

rXY=∑"#$#% –($%&)($(&

()*+)()*,)

4. RESULTANDDISCUSSIONTherearetwoalternativesofthestudents’perceptiononthelecturer’sabilityinmakinglessonplan,theyare:goodperceptionandbadperceptionthatarerelatedtotheirachievementinTEFL.Firstly,‘goodperception’ means that the students have good interpretation on the lecturer’s ability in givingknowledgetothestudentsthroughfollowinglessonplan.Thus,thestudentcangetthesatisfiedscorebydoingthetaskswhicharegivenbytheteacherorlecturer.Secondly,‘badperception’meansthatthestudentshavenogoodinterpretationonthelecturer’sabilityintransformingknowledgetothestudents.Itindicatesthattheywillgetunsatisfiedscore.GeorgeBrown(1974:21)saidthatplanning isavitalelement inteacher,systematicplanningalmostalwaysyieldsbetterresultsinteaching.While,J.Galon(1966:440)statedthatplanningandpreparationasaphaseoftheteachersjob.Thewritercanconcludethatthereisarelationshipbetweenpreparingplanningbeforeteachingandtheresultoftransformingknowledgeinteachinglearningprocess.Itisinline with Andrea Hirata (2007:99) that Planning perfect performance. By having good planning,someonewillhavegoodconfidenceandautomaticallywillgetthesatisfiedresult. Fig1.Planning,PerformanceandPerceptiononLessonTherelationshipbetweenplanning,perceptionandperformanceinalessonsetoutatfigure.Atthefirstglance,allplanningoccursbefore the lessonandallperceptionduring theviewingsessionandafterteaching.Amoment’sreflectioncanconvinceyouthatsomemodificationinyourplanwilloccurduringthelessonastheresultofyourperceptionofthepupilresponses.Howfaryouallowthepupils’interestsand responses to modify your original intentions and plan is a question of value. (George Brown,1974:21)

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The calculation of this researchwas started by analyzed the data from students perception on thelecturer abiilty inmaking lesson plan (as independent variable), included: organizing time subject,choosingthematerial,choosingthemedia,choosingthestrategy,explainingthematerials,makinganevaluationinstrument,usingthemedia,anddoingtheevaluation.Then,analyzedthedependentvariable(students’achievementinTEFL)whichistakenfromstudentssemestervalue(KHS).Itcontinuedtocalculatebyusingtheproductmomentformulaandscatterdiagram.No AbilityinOrganizingTimeSubject

MatterF % Explanation

1.2.3.4.

VeryGoodGoodEnoughBad

2143122

2755153

Total 78 100 Tab1.Students’PerceptionontheLecturers’AbilityinTimeSubjectMatter

No Category Scores F %1.2.3.4.5.

BadEnoughGoodVerygoodExcellent

50-5960-6970-7980-8990-100

124449-

1325611-

Total 78 100Tab2.Students’AchievementinTEFL

Afterdoingthecalculation,thewriterwillshowtheresultoftheanalysis:1. According to the result calculation, it was found that Mean (X) = 72, Y=70, SDx=9.204,

SDy=6.171,andtheresultofcalculationis0.301andthetablevalue=0.232.So,HaisacceptedandHoisrejected.

2. TheresultofScatterDiagramcalculation, itwas foundthatCx=-1.47,Cy=-0.089,SDx=1.55,SDy=1.19.Itsresult0.336forrcalculateand0.224forrtable.

3. Theconclusionthatthewritertakeisrxyorrcalculate>rtable(0.336>0.224).itmeansthatthereispositiverelevancybetweenthestudentsperceptiononthelecturers’abilityinmakinglessonplanandthestudents’achievementinTEFL.

5. CONCLUSIONFromtheresultofdataanalysisthewritersconcludedthat:

1. Thelecturers’abilityinmakinglessonplanincluded:thelecturer’sabilityinorganizingtimesubjectmatter,choosing thematerials,choosingandusing themedia,choosing thestrategy,explainingthematerial,makingevaluationinstrument,anddoingtheevaluation

2. Thestudents’achievementinTEFLisgood,because56%of78personhasgoodachievementthroughtheirsemesterscore.

3. Thereisasignificantcorrelationbetweenthestudents’perceptiononthelecturer’sabilityinmakinglessonplanandthestudents’achievementinTEFL.

REFERENCESAnasSudijono.1995.PengantarStatisti.,Jakarta:PT.RajaGrafindoPersada.AndreaHirata.2007.Edensor.Yogyakarta:BentengPustaka.A.SHornby.1995.OxfordAdvancedLearner’sDictionary.NewYork:OxfordUniversityPress.CalhounC.CollerandW.RobertHouston.1967.TeachinginModernElementarySchool.NewYork:TheMacmillan

Company.Collier/Houston/Schmatz/Walsh.1969.TeachinginElementarySchool.NewYork:TheMacmillanCompany.GeorgeBrown.1974.Microteaching.London:Metheun&coLtd.HorraceB.1976.EnglishandComprehensiveDictionaryofPsychologivcal andPsychoanalitical terms.NewYork:

DavidMcKayCompanyInc.H.DouglasBrown.2002.TeachingbyPrinciples.NewYork:AddisonWesleyLongman.

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J.GalenSaylorandWilliamM.Alexander.1966.CurriculumPlanningforModernSchool.NewYork:Holt,RinehartandWinstonInc.

JerroldE.Kemp.1980.PlanningandProducingAudiovisualMaterials.NewYork:Harper&Row.J.P.Chaplin.1985.DictionaryofPsychologysecondrevisededition.NewYork:Laurel.RogerA.Kaufman.1972.EducationalSystemPlanning.NewJersey:PrenticeHall.S.S.Chauhan.1979.InnovationsinTeachingLearningProcess.NewDelhi:VikasPublishingHouse.SuharsimiArikunto.1993.ProsedurPenelitian.Jakarta:RinekaCipta.Slameto.1991.BelajardanFaktor-faktoryangMempengaruhinya.Jakarta:PT.RinekaCipta.SydelleHHatof,ClaudiaaBryan,MarionCHyson.1982.Teachers’PracticalGuide forEducatingYoungChildren.

Boston:AllynandBaconInc.TessaWoodward.2001.PlanningLessonsandCourses.England:CambridgeUniversityPress.PeterTomlonson.1981.UnderstandingTeaching.London:McGarHillCompany.WalterA.ThurberandAlfredT.Collete.1964.TeachingScienceinToday’sSecondarySchoo.Boston:AllynandBacon

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