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SISTEM PENAMAAN MASYARAKAT MANGGARAI: STUDI KASUS DALAM PERSPEKTIF LINGUISTIK KEBUDAYAAN Erom, Kletus
Jurnal Pendidikan Bahasa dan Sastra Vol 19, No 1 (2019): APRIL 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v19i1.20760

Abstract

Artikel ini mendeskripsikan praktik budaya sistem penamaan masyarakat Manggarai (MM). MM tersebut mendiami tiga kabupaten yang terletak di ujung barat Pulau Flores, Provinsi Nusa Tenggara Timur, Indonesia. Sistem penamaan MM tersebut adalah cara memberikan nama kepada seseorang dalam realisasi bahasa yang didasari oleh imajeri budaya MM. Aspek yang hendak dicari dalam system penamaan tersebut adalah simbol verbal dalam realisasi fitur linguistik nama Manggarai (NM) dan imajeri budaya MM yang mendasari eksistensinya. Teori linguistik kebudayaan (TLK) digunakan sebagai panduan untuk menganalisis data yang diperoleh melalui pengamatan, pencatatan, dan wawancara silsilah NM dari dua klen yang bisa menjadi representasi system penamaan MM. Sebagai sebuah studi dalam perpektif TLK, ditemukan simbol verbal fitur-fitur NM dan imajeri budaya MM yang mendasari munculnya fitur-fitur NM tersebut. Berkaitan dengan simbol verbal, ditemukan tujuh fitur NM. (1) NM anak kandung tidak sama dengan NM orangtuanya. (2) NM anak laki-laki berasonansi vokal sama dengan NM ayah, kakek, dll. (3) NM anak perempuan berasonansi vokal sama dengan NM ibu, nenek, dll. (4) Namun tidak semua anak laki-laki memiliki NM yang berasonansi vokal sama dengan NM ayah, kakek, dll., demikian juga tidak semua anak perempuan memiliki NM yang berasonansi vokal sama dengan NM ibu, nenek, dll. (5) NM seorang anak bisa saja persis sama dengan NM kakeknya, buyutnya karena mereka sudah meninggal. (6) Secara tradisi, MM memiliki satu unit nama, yaitu NM yang terdiri atas satu atau dua suku kata tertutup maupun terbuka. Setelah kedatangan agama modern MM memiliki dua unit nama untuk satu orang. (7) Sudah terjadi dinamika dalam system penamaan MM dalam hal jenis dan jumlah unit NM. Semua fitur NM tersebut didasari oleh imajeri budaya MM tentang sebuah NM. Praktik budaya system penamaan tersebut merupakan kearifan lokal yang hendaknya direvitalisasi dan dilestarikan untuk kehidupan harmonis MM
NOMINAL MARKING SYSTEM OF BAHASA MANGGARAI AND ITS INTERRELATION TO NAMING SYSTEM OF ENTITIES: A CULTURAL LINGUISTIC STUDY Kletus Erom; Aron Meko Mbete; Ketut Artawa; Ida Bagus Putra Yadnya
e-Journal of Linguistics Vol. 4. Januari 2010 No. 1
Publisher : Doctoral Studies Program of Linguistics of Udayana University Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (114.179 KB)

Abstract

This study analyzes the cultural imagery of the Manggaraian SpeechCommunities (MSC) in “Nominal Marking System (NMS) of Bahasa Manggaraiand Its Interrelation with Naming Systems of Entity (NSE): A CulturalLinguistic Study”. The result of the analysis is useful for both the academic worldand the life of the society, especially the MSC.The study conducted in Manggarai Regency, Flores, East Nusa TenggaraProvince, is qualitative. The data were obtained through observation, elicitation,interview, documentation study, listening, and note taking. For this reason, a numberof questions were prepared in a written form. The data obtained were analyzedthrough steps of selection, listing, translation, and interpretation of the formallinguistic meaning and cultural imagery of the MSC. The result of the data analysisis informally reported and verbally described.To analyze the data, the Cultural Linguistic Theory was applied andsupported by the structural and the dynamic theories. To know the chance and toinspire the study, a number of previous studies were reviewed. To easily understand,direct, and limit the discussion of the study, a number of basic concepts weredefined.Syntactically and semantically, there are four kinds of nominal markers(NMs) of BM. NMs in the forms of personal pronouns (PP): hau ‘you SG’, hia/hi‘he/she’, meu ‘you-PLUR’, and ise ‘they’ mark proper nouns (PN) as theSubject/Agent or Object/Patient in a clause bearing the meaning of subject or objectposition of a clause and not common nouns (CN). NMs in the forms of de/ di/ disemark the noun (CN/pronoun or PN) as the possessor of the possessed noun in aclause bearing the meaning of possession. NMs in the forms of le/ li/ lise mark thenoun (CN/pronoun or PN) as the agent diathesis of an action targeted to a noun asthe patient diathesis in a clause bearing the meaning of addition or the target/localityof an action. And NMs in the forms of ge/ gi/ gise mark the noun (CN/pronoun orPN) added to another noun or become the target/locality of an action taking place ina clause bearing the meaning of addition or the target/locality of an action.Beside the four meanings above, NMS of BM also bears a number of themeanings, as stated in the following. The meaning of kinship intimacy is marked bythe PN marking the kinship names. The meanings of individual and grouprepresentations are revealed by the singular PN itself simultaneously by the plural PN. The meaning of priority to a majority group is revealed by the morpheme of theSubject Pronominal Copy fused in one of clause functions (Predicator, Object, andAdverb). The meaning of group of representation is revealed by plural markers onthe singular PN representing other PN that is physically absent from a clause.The NMS of BM has its own phonological and graphological characteristics.Phonology deals with the pronunciation and graphology with the writing of the NMand the noun marked in a clause.The four NMs are grouped into two on the basis of the noun marked, i.e.Common Nominal Markers (CNM), covering de, le, and ge and Proper NominalMarkers (PNM), covering NM in the forms of PP, PNM of possessive di/ dise, PNMof agent diathesis li/ lise, and PNM of combined/targeted gi/ gise. The four PNMsare also grouped into two based on the number of the proper noun (PN) marked, i.ethe singular PNM: hau, hia/ hi, di, li, gi, and the plural PNM: meu, ise, dise, lise,gise.Other linguistic facts in BM seem to appear, such as the common syntacticpattern of BM: Predicator (V) – Object/Patient (N) – Subject/Agent (N), SubjectPronominal Copy, Possessive Pronominal Copy, and nominal repetitions meaningplural in BM are not found.The NSE is given to entities humans, domestic animals: dogs and horses,static objects made by human: cleave and whip, and objects of natural environment:rocks, trees, water sources, and wild animals. The MSC has four kinds of names, i.e.Manggaraian Names (MN), Catholic/Christian Names, Kinship Term Names, andPseudonyms. The interrelation between the NMS and the NSE bears a number ofcultural imageries: differentiation, animacy, honorific, solidarity, identity, prestige,democracy, and work. Initial consonant, especially in proper names, is consideredimpolite, cruel, strong, energetic, while initial vowels polite or gentle.The NMS of BM has undergone significant changed. The change has onlyoccurred on the lexicons, such as changing from BM to BI, even English. The NSEof the MSC has changed significantly. The MN has changed its phonologicalcharacteristics, the number of unit names, the tendency of the children’s namesfollowing their fathers’ names, the decrease in assonance practice in proper namesand some pseudonyms, naming of dogs is not only based on the colour of their fur,the declination of the practice of naming a cleave and a whip, and the PN of theobjects of the natural environment.
GRAMMATICAL MARKERS OF NOUN IN MANGGARAIAN LANGUAGE: CULTURAL LINGUISTIC PERSPECTIVES Kletus Erom
Sapientia Humana: Jurnal Sosial Humaniora Vol 1 No 01 (2021): Nilai Budaya dalam Pendidikan
Publisher : Universitas Katolik Parahyangan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (442.28 KB) | DOI: 10.26593/jsh.v1i01.4973

Abstract

Manggaraian Language (ML) is the main local language spoken by Manggaraian Language Speakers (MLS) in three Manggarai Regencies: Manggarai Regency, West Manggarai Regency, and East Manggarai Regency. ML has many unique verbal symbols. Among other things is Grammatical Markers of Nouns (GMN). The data were obtained through observation and interview. Data analysis applied Theory of Cultural Linguistics of Palmer resulting in identifying Verbal Symbols in forms GMN of ML and Cultural Imagery of MLS that motivates them to construct GMN. Seven verbal symbols of ML are found. The GMN functioning as the Grammatical Subject and Verb Complement. The GMN functioning as the Passive Agent. The GMN functioning as the Possessor of a possessed thing. The GMN functioning as the Host of a Verb. The GMN functioning as the Target of a Verb. The GMN functioning as Conjunction to the Second Nouns of the five grammatical functions. It is also found the derivation processes of the GMN. Three cultural imageries of MLS are found. Dividing Nouns into Common Noun and Proper Noun and Fastening different GM to them implies that Nouns are important in cultural imagery of MLS. Fastening different GM to CN and PN implies that CN and PN are different in cultural imagery of MLS. Fastening only one form of GM to CN but two forms of GM to PN implies that PN is important in cultural imagery of MLS.
Metacognitive Learning Strategies for EFL Autonomous Learning Damianus Talok; Kletus Erom; Maria Goreti Djehatu; Isabel Coryunitha Panis
Jurnal Komunikasi Pendidikan Vol 7, No 1 (2023)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnal komdik.v7i1.2641

Abstract

This study aims to determine whether the research subjects have practiced metacognitive strategies. The method used is qualitative. Eighteen (18) questions are provided, answers to individual questions are written on the guided question sheet in 2 hours - thirty minutes to get the required response. The data proves that planning, monitoring and evaluation is practiced i.e. totaling 100% checks the next day's schedule; (95%) checking what courses to attend; hence they review the previous and upcoming meeting materials. For the next meeting they write notes for questions or to confirm what they don't really understand to the teacher. Likewise, they used process and productive monitoring for 92.5% of what they did before class. Also, the data shows that they evaluate; 95% evaluated after class.