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Journal : KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra)

Language Variations In Madurese across Regions and Age Groups: Looking at Syntactic and Lexical Variations among Regions and Age Groups Syariful Muttaqin; Sahiruddin Sahiruddin; Iis Nur Rodliyah
KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 3 No 01 (2019): KLAUSA Vol 3 No 1 Year 2019
Publisher : Ma Chung Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.473 KB) | DOI: 10.33479/klausa.v3i01.193

Abstract

This research is aimed to describe the syntactic and lexical variations of Madurese language based on different ages and regions in Madura. This is due to the changing phenomena of language especially Madurese due to socioeconomic and technological development. Participants of this study were youths and old groups from different regions. Data were analyzed quantitatively and qualitatively in accordance to the research problems. It was found out that syntactically, Madurese language has similar basic word order structure as Indonesian language. The possessive structure is determined by the last sound of the word, either vocal or consonant. Other structures, noun phrase, prepositions, adjective clause, nonverbal clause, and existential clause are much similar to that of Indonesian language. No differences were found in terms of syntactic variations among different ages and regions in Madura. In terms of lexical, some variations do occur as attributed to the socio-cultural background of each speaker. The level of politeness indicates that social level influences the choice of lexical terms used by speakers based on different ages and regions in Madura.
THE ROLE OF PARENTAL GUIDANCE ON VOCABULARY ACHIEVEMENT IN AN INDONESIAN EFL ELEMENTARY EDUCATION SETTING Christian Edison Bani; Sahiruddin Sahiruddin; Ika Nurhayani
KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 5 No 02 (2021): KLAUSA Vol 05 No 02 (2021)
Publisher : Ma Chung Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (757.055 KB) | DOI: 10.33479/klausa.v5i02.436

Abstract

Parental guidance can be seen as one of the determining factors to assist students in elevating their academic achievement. This study intends to discover the relationship between parental involvement and their children's second language (L2) vocabulary achievement, and the degree to which the levels of parents' educational background explain L2 vocabulary achievement. The data for this study were elicited from teachers' assessment of L2 vocabulary performance for 30 students and questionnaire responses involving 30 parents regarding parental involvements on their children’s learning. The study revealed that there was a significant correlation between parental involvement and students' vocabulary achievement in an Indonesian foreign language learning in an elementary school context. In addition, this study also demonstrated that parents' educational background explained the levels of support involvement which in turn influenced students' vocabulary achievement. The overall findings of this study also about the pivotal role of parental involvement and their educational background in enhancing their children’s achievement in terms of vocabulary learning are also discussed in terms of pedagogical implications.