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Journal : JURNAL%20ILMU%20BUDAYA

THE ADDRESS TERMS IN ENGLISH AND SELAYERESE: A SOCIOLINGUISTIC PERSPECTIVE Irma Zavitri; Hamzah Machmoed; Sukmawaty Sukmawaty
JURNAL ILMU BUDAYA Vol. 6 No. 1 (2018)
Publisher : Universitas Hasanuddin

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Abstract

This research aims to reveal the use of address terms in English and Selayarese based on situation and context and to understand the aspects that influenced the use of address terms in English and Selayarese. This study was analyzed through descriptive qualitative approach. The English data were taken from some conversational events in the movies while the Selayarese data were taken from the participant observation, depth interview, and field notes. The data requirement is focused on the address terms performed by English (American) and Selayarese community. The results of this research indicate some kinds of address terms occupied in both languages namely: 1) pronouns, 2) kinship terms, 3) title and professional terms, 4) religious terms, 5) nobility terms, 6) terms of endearments. The difference from both languages appeared in which the nobility terms and teknonyms was not accommodated in English data. Another difference is Selayarese use certain address terms to call cousin and nephew or niece. Beside that there are also some similarities from both languages in which they use first name to call their mother, father, grandfather and grandmother and both languages applied endearments to address someone. It was also found from the data that there are some aspects that influenced the use of address terms in English and Selayarese, namely: 1) age difference, 2) social situation, consisting formal and non formal situation, 3) social status, consisting achieved and ascribed status, 4) social distance or degree of intimacy. 
THE PROFILES OF METACOGNITIVE READING STRATEGIES OF SUCCESSFUL AND UNSUCCESSFUL EFL LEARNERS OF SENIOR HIGH SCHOOL Muhammad Reffyal; Abidin Pammu; Sukmawaty Sukmawaty
JURNAL ILMU BUDAYA Vol. 6 No. 1 (2018)
Publisher : Universitas Hasanuddin

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Abstract

The ability to read in English as a foreign language is very important for senior high school because it will affect their productive skills such as writing and speaking. The objective of this research was to present the profiles of metacognitive reading strategies of successful and unsuccessful EFL learners of high school at SMA Negeri 1 Pamboang. The address of reading strategies is expected to provide useful information both for students and teachers secondary school. At least, the information about strategies can improve the quality of education especially in teaching reading as a core subject. The current study reports an investigation of EFL learners profiles of metacognitive reading strategies in Indonesian context. This exploratory paradigm was an attempt to reveal what level of metacognitive awareness of both successful and unsuccessful learners at the senior high school level. The study was carried out at SMA Negeri 1 Pamboang, Majene Regency and employed quantitative and qualitative methods. Using purposive sampling method, seventy-two (72) EFL learners filled in the MARSI questionnaire (Metacognitive Awareness Reading Strategy Inventory) by Mokhtari & Reichard (2002) to deal with the metacognitive part. 20 samples from seventy-two participants were selected to participate in interview session. The former employed statistical tool (SPSS 22) to reveal the level of learners’ metacognitive awareness. The statistical analysis indicated high level of metacognitive of awareness in all sub-scales (Global Strategy, M=3.59, SD=0.56, Support Strategy, M=3.51, SD=0.77, Problem Solving Strategy, M=3.77, SD=0.65) for the successful group. The unsuccessful group, on the other hand, indicated medium level on both Global and Support Strategy (M=3.16, SD=0.60, M=3.06, SD=0.49) with the exception of Problem Solving Strategy with a high level of awareness (M=3.58, SD=0.55). Interviews showed that many students, especially unsuccessful learners, have a clear purpose when reading but when they did not understand they choose to discuss with friends. This finding warranted the need for the design of strategy training with the focus on strategy consolidation to make these learners employ these existing strategies in more productive and efficient manner.