Friday, July 23, 2021

 STUDY PACK FOR STUDENTS

 

CINDERELLA

 

Website : https://www.youtube.com/watch?v=SluNUqeuA9g

 

Script

Once upon a time far from the village lived a father, daughter, stepmother, and stepdaughter. The daughter always worked hard whereas the stepdaughter is very lazy and doesn't get up from the bed.

 One day the father and daughter were talking like this "I didn't take care of you; you are facing a lot of problems. Why don't you go to another house and work for money?"The father said. The daughter answered this" you took good care of me, from tomorrow will go to another house and work".

The stepmother was listening all these words and thought like this "if she works for money I and my daughter can buy the things we want in our life" and went to the daughter and said, "yes it is correct your father is also very ill so start your journey tomorrow.

Days passed. She saw dried trees. The dried trees asked to reduce the weight of dried branches and she did the same. After a long time, there was a grape tree and it said that to water it and she did the same thing there was a broken oven in front of her. the oven said her that to cover the holes with soil .then she took the soil and covered the holes.after some time there was a dirty puppy and it said to clean it. She did something and went on. There was a well. It is very dirty and said to clean it with water and she did the same thing.

 Dark went. There was a big house she entered into that. There were 7 angels. The angels asked," what you want?"The girl said "I want a job" then the angels said" can you clean the 6 rooms" then she said, "yes I can". The angels said "remember one thing do not enter in 7 room" she said "ok".

   After 2 months, the girl wanted to visit her father so she asked the angel’s permission .the angels said “ok but why didn’t you tried to open the 7 th door" then she answered, "my work is to clean only 6 rooms so I will only open 6 doors". The angels gifted her with gold and silver coins.

She went on. The puppy gave her pearls, the tree gave her papayas, the oven gave her bread and cake and the well gave water to drink. She reached her home. The stepmother though they won't give anything and send here lazy daughter to work.

 She didn’t help the puppy, trees, oven, and the well. She went to a fairy's house and they gave her some work. She got to open the 7th door .instead of coins there were insects and snakes. All bitted her and the puppy, trees, oven and the well didn’t give her any reward.

A.    PRE VIEWING

1.      ACTIVITY 1

Focus         : Brainstorming

Interaction : The whole class

Material     :Short review narrative text

Procedure :

·         Ask the students, have they ever read a story about Cinderella.

·         Ask students if the story is real or not.

·         Ask them what is the name of the story whose story is not real.

·         Giving an understanding of narrative text.

 

2.      ACTIVITY 2

Focus         : Warming up, brainstorming

Interaction : Individually

Materials   : Narrative text

 

Introduction :

·         Pay Attention to the Teacher

·         Listen to the teacher’s explanation about the material that you will learn.

·         Answer the teacher’s question about the meaning of Cinderella

·         Write the conclusion of phase Cinderella  on your note book.

 

 

3.      ACTIVITY 3

Focus          : Reading and Listening

Interaction  : Group

Material       : Text Script

 

Instruction :

·         Joining the group that your teacher choose for you.

·          Read the text that your teacher gave, try to understand it and write the words that you are not know the meaning.

·         Give back the text to the teacher.

·         Write the points of the text on your notebook.

·         Read your points and discuss it with your teacher and the other groups.

 

 

B.     WHILE – VIEWING

4.      PRESENTATION

Focus          : explain about the generic structure of narrative, text, explain the intrinsic elements (title, theme, characters, characterization, plot, setting, point of view, and moral value.)

Interaction  : the whole class

Material       : generic structure and intrinsic elements of narrative text

Procedure    :

·         Giving a narrative text to the students.

·         Ask them to read the text.

·         Ask them what the text about.

·         Explain the generic structure of narrative text and the intrinsic elements.

·         Giving example about the generic structure of narrative text and the intrinsic elements using the text that they have read.

 

5.      PRACTICE

Focus                     : identify the structure and intrinsic elements,

Interaction : the whole class,

Material                 : generic structure and intrinsic elements of narrative text

Procedure :

·         Giving a video (story).

·         Ask them to watch the video.

·         Ask them what the video is about.

·         Ask them to watch the video again and then the write generic structure and intrinsic elements of the story.

·         Replay the video.

·         Ask them to finish their work.

·         Ask them to present their work.

 

6.      PRODUCTION

Focus                     : Role play

Interaction : group of four students

Material                 : The Lazy Girl Story

Procedure  :

·         Tell the student that they will do role play.

·         Divide them into groups.

·         Ask the students to watch the video again.

·         Give them script of the story.

·         Ask them to practice.

·         Students do role play

 

 

C.     Post-viewing activities

Focus               : understanding the materials and rewrite the story

Interaction       : individual

Material           : Cinderella

Procedure        :

·         After do role play the teacher ask the student what their feeling after doing the role play.

·         Encourage the students.

·         Appreciate the student’s work.

·         Give homework: write generic structure and intrinsic elements of the story “Cinderella”.

Saturday, January 4, 2020



Gender Differences in Using Language
Sutria Hesti Prabawati

Introduction
Language and gender itself is an area of study within sociolibguistics, applied linguistics, and related fields that investigates varieties of speech associated with a particular gender or social norms for such gendered language use.
Sociolinguistics places the position of language concerning the use of language in society, so that it sees language as a social system and a communication system. language use is a form of social interaction. This language is not only an individual symptom, but also as a social phenomenon. As a social phenomenon, language and language use are not only determined by linguistic factors, but are also influenced by social and situational factors. Social factors for example: social status, education level, age, economic level, gender, etc. Situational factors for example: who speaks, in what language, to whom, when, where, and on what issues. Distinguishing aspects of language that do not always exist in language, namely gender. According to the study there are indeed a number of communities of male speech by female speech. Sex in this chapter is intended to be the sex of the speakers of a language. In the use of language the relationship between language, vocabulary, and gender of the speaker can be reviewed sociolinguistically.

Literature Review
Research focusing on the relationship between language and gender was pioneered by Robin Tolmach Lakoff. In his book Language and Women’s Place (1975), he put forward a theory about the existence of women's language. Lakoff states that there are many things that underlie the emergence of differences between women and men in language. Described that male language is more assertive, mature, and men like to speak openly with the right vocabulary. However, the language used by women is not assertive, not openly (using figurative words), and careful when expressing something, and often uses finer and polite words or through cues (metapesan). In addition, according to Lakoff, if a woman feels unsure of a problem, she will question herself and not have confidence in themselves. Therefore, many problems that arise end in question marks (Lakoff, 2004; Kuntjara, 2004: 3-4).
Lakoff (1975) states that there are some linguistic features used by women, namely color words, empty adjectives, question intonation / intonational pattern, hedge, intensifier, hypercorrect grammar, super polite form, question tag, avoidance of strong swear words, and emphatic stressful.
a. Color words
Women are considered to have a more detailed and thorough nature compared to Male. This can be seen from the many vocabularies that are owned by women in the matter of interest, for example in the realm of colors. When mentioning color an object, women not only mention the colors that are commonly used, for example red, purple, blue, etc., but they divide the colors mentioned in smaller groups, for example beige (a pale creamy brown color), aquamarine (greenish-blue color), lavender (pale purple color), and others. These types of color vocabulary are rarely or even never used by men.

b. Empty adjectives
Lakoff said that there are adjectives that have a tendency more widely used by women, where the adjective is called empty adjective. Empty adjective is an adjective used by women to express an acceptance and admiration for something, for example gorgeous, fabulous, lovely, charming, divine, adorable, and others.

c. Question intonation / intonational pattern
Sentence intonation patterns (in English) used by women in in answering a question with a statement using the intonation pattern height like the pattern of yes-no question questions. The reason women use this kind of statement is because they are not sure of their own statement.

d. Hedge
Women often use that phrase shows that they feel unsure of what is said, the expression This is called a hedge. There are several words that can be grouped into in a hedge, for example well, you know, kinda, sort of, like, I guess, I think, seems like, kind of and others. When someone uses a hedge, it's actually a speaker avoids expressing certainty and allowing choice that remains open.

e. Intensive
The intensifier is also called the "warmer", which is the word, especially the word information used to emphasize adjectives, verbs, or another adverb (Cambridge Advanced Leaner’s Dictionary). As an example is the sentence an extremely large man. The word extremely is intensifier. In addition, the word so, very, totally is also an example of the intensifier. Kind of words like this is considered a characteristic of female language because this word contains emotional side that is closely related to the speech of a woman.

f. Hypercorrect grammar
Hypercorrect grammar can refer to the use of English which is in accordance with standard rules. In several studies that have been carried out by some experts, mentioned that women are more inclined to using standard language forms rather than men. for example, Holmes (1995) states that the linguistic forms used by women and men are different at different levels in all speech environments. He added that there is an assumption that women have more polite speech than Male.

g. Super polite form
       The use of very polite speech forms (super polite form) is considered as something that should be done by women. Girl too must use expressions often, such as please and thank you to keep up social convention.

h. Guestions tag
The Cambridge Advanced Learner's Dictionary mentions the question tag is an expression at the end of a sentence to emphasize, this is usually used to get approval or to confirm something information. Question tags are also used when a speaker states something, but he felt insecure about what he said. In addition, question tags are one of the methods used by someone as a tool for politeness. Then, it also provides details of the function of the tag question, which is expressing uncertainty 'showing uncertainty', positive politeness the device op positive politeness tool ’, soften a directive / a criticism‘ softens speech directives / criticisms', and confrontial / coercive devices' tools to force '.

i. Avoidance of strong swear words
Words are words used to give emphasis to what they want to say and to be a way to insult something or someone. Speech (a) is considered to be a more used utterance by women, while (b) is considered more often used by men. Male and women have different forms of expression for something, for example the expressions of shit, hell, damn, bloody hell, etc. have more tendencies widely used by men, while women will use Good heavens, oh my goodness, my goodness, oh dear, my dear, and so on.

j. Emphatic stress
This characteristic is defined as an expression of uncertainty by using the expression of the speaker himself, although this expression can be seen otherwise. what Lakoff meant was that emphatic stress has a function to give the emphasis on speech when the speaker is unsure of what is being said he said, so that the interlocutor will feel confident in what he is convey. For example, it was a brilliant performance. The word brilliant is emphatic stress used to emphasize the word performance.

            General assumptions already imply that women and men are different in using language because in terms of their sex is different. Linguists agree that the different characteristics of the language used between men and women can be observed and distinguished. It is believed that it cannot be contested in people's lives. Intersexuality is an anomaly in people's lives. That men and women speak differently is very natural (Coulmas, 2005: 36).

            In 1922, through his writing entitled Language; its nature, development and origin, Jesperson states that women tend to have a little vocabulary, use adjectives and adverbs with frequency high, use complex sentences in low frequency, as well as often stop at mid sentence because they say something without thinking first.

            Sumarsono (2008) states that there are several factors related to language differences between men and women, including sound and intonation. In society, there are two sexes recognized, male and female. In relation to the use of language, according to sociolinguistics, it can be seen that there are different kinds of speech used by men and women. To facilitate understanding, then men will be abbreviated as L and women will be remembered as P. Language differences that are not always available in language, namely gender.

Language and Gender Consist of
1. Minimal Response
Minimal response is one of the ways in which the communicative behavior of men and women differ. For example:
a.       Women:
Women has response frequently when they have a conversation like ‘hmm’ and ‘yeah’, which is behavior associated with collaborative their language use.
b.      Men:
Men has response less than women when they have a conversation. They generally use ‘hmm’ and ‘yeah’ less frequently.

2. Question
Men and women differ in their use of questions in conversations.
a.       Women:
Women use question more frequently. They usually used question tag to avoid making strong statements.
Women used questions to upward mobility
Women used questions to insecurity
Women used questions to sensitivity to others
Women usually do not to do point when they want to ask something, that very different with men.
b.      Men:
Men’s language is heard
Men used questions as clearly their toughness
Men used questions as independence
Men used questions as competence
Men usually ask something to do point that different with women.

3. Turn-Taking
Turn-taking gives rices to complex forms of interaction in relation to the more regimented form of turn-taking. Female linguistic behavior characteristically encompasses a desire to take turns in conversation with other, which is opposed to men’s tendency towards centering on their own point or remaining silent when presented with such implicit offers of conversational turn-taking as are provided by hedges such as and “isn’t it”.

4. Changing the topic of conversation
The difference may well be at the root of the conception that women chatter and talk too much and may still sparker the same thinking in some males. In this way lowered estimation of women may arise.
  • Women’s topic:  Gossip, men, shopping, child-rearing, or personal relationship.
  • Men’s topic: Film, sport, women, politic, or cars.

5. Self-disclosure
Self-disclosure is the process was originally defined as telling others about the self. Example:
a.Women sharing their problems and experiences with others, often to offer sympathy. They usually asked their friend about their problems.
b.Men tendencies to non-self-disclosure and professing advice or offering a solution when confronted with another’s problems. Because man usually solve their problems by themselves.

6. Verbal Aggression
a.       Women engange in kros, or “angry talk”, which is typically characterized by vituperative and brazen displays of insults and shouting.
b.      Men focused on the down play of conflict in order to maintain or at least give the illusion of harmony.
7. Politeness
Politeness is best expressed as the practical application of good manners or etiquette.
According to Lakoff (1975), he identified three forms of politeness:
a.       Formal Politeness
Generally accepted formal standards usually denote professionalism, whereas the absence or lack of standards would be seen as casual.
b.      Deference Politeness
Deference politeness is the condition of submitting to the espoused, legitimate influence of one’s superior or superiors.
c.       Camaraderie Politeness
Camaraderie is goodwill and lighthearted rapport between or among friends; comradeship. It is usually used when we speak with our friends.

Conclusion
There are many differences between women’s language and men’s language. We can see that by minimal response side, question side, turn-taking side, changing the topic of conversation side, self-disclosure side, verbal aggression side, and politeness side.



Wednesday, January 1, 2020

Review Journal 3


Title : Sociolinguistic Prespective Of Gender Patterns On Facebook
Authors : Marissa Swanda Tupamahu
Journal : Sociolinguistics Perspective Of Gender
Publication : 44 Tahuri, Volume 14, Number 2, Augustus 2017
Abstract : 
The purpose of this research is to look for the differences and similarities among the way sexes use internet particularly social networking site, Facebook. The differences exist on multiple levels and all these have been exhibited through language and the choices they make. The findings show that women mostly write about themselves, about their own emotions, and the way a female leaves all information blank and a male give all for public display certainly speaks volumes about their privacy concerns.

Goals :
To look for the differences and similarities among the way sexes use internet particularly social networking.

Problems :
Differences in language use between men and women in playing social networking.

Theories :
  1. According to Crawford (1995:61), studies ranging from late 1960 have shown that women are stereotypical easily influenced, influenced, submissive, sneaky, tactful, very aware of others feelings.
  2. For Lakoff (1975), women's language is rife with such devices as mitigators and inessential qualifiers (really happy, so beautiful). She believes that it is part of their learning, imposed by societal norms and in turn, it keeps women in their place.

Methods :
This research is covered descriptive qualitative research. In order to carry out the research, 30 profiles were selected randomly out of which 15 are male and 15 female or at least they presented themselves in this way. The data was collected for a time period of one month. All the participants belong to various areas of Indonesia and have different ages. The saved profiles served as the stimuli for the current study.

Findings :
The findings show that women mostly write about themselves, about their own emotions, and the way a female leaves all information blank and a male give all for public display certainly speaks volumes about their privacy concerns.
 

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