I’am Silvi Aliza, A sudent of Bengkulu University majoring in English education. I came from Mukomuko and have been living there for 20 years. I often use Mukomuko language when talking with my friends from the same region and also when talking with my family, the difference is only when I talk with my friends I barely think about how I speak, I use the informal one cause we are all the same age while talking with my family I must think twice about what I said, I need to use formal language and watch what I said to them because I’m the youngest in my family and need to respect them who is much older than me. But when I went to Bengkulu I often use Bengkulu language. The picture above is my social network. The above is my social network illustration. In the chart, there are 5 members that I usually communicate with. 

 Hello fellas… I am succia putri nabila (A1B019054)

Base on the instructions to make a social networks that given by our lecturer last week, so let me tell you about it !

I was born in pagaralam 29 june 2001 and I am officialy turning 20^th this year. I spend my childhood in Lampung city. I usually using javanese traditional language when I at my home with my parents and also my grand mother. Then when I was in the junior high school my family moved to the Pagaralam especially located at the south Sumatera. When we lived there undirectly my parents and me change our language communications because of the environment and we sometimes use Pagaralam’s traditional language. And I did the same when I talk to my friend in the school, and one of the best friend at the junior high school is Extika. We do many things together and we still being a friend until now.

But, when I was graduated from the junior high school our family come back to the Lampung city , then I continue my study at the vocational high school. I met a new friend, they are Devi and Galuh. We usually used Indonesian language when we communicate each other.

In 2019 I was graduated from the vocational high school and continue my study at the university of Bengkulu. For sure I need more time to adapted with the language and also the new environments. But fortunately I can followed it well, slow but sure I can used Bengkulu’s traditional language to communicate with my friend Silvia. We took an English education major. so, besides we used Bengkulu’s language, some time we used English language as a practice to make sure our understanding in this major.

That’s all short story about my social network at the three different city.. feel free to give me suggestion or maybe you can tell me about your opinion, I am so opened to get your comment. Thank you

 

 Even if they talk in their own idiolects, speakers in a dialect have certain features that distinguish them from other groups of speakers who communicate in their own dialect and have other characteristics that distinguish the dialect. The Bengkulu language, for example, has distinct traits from Palembang, Padang, and Lampung. This is due to the fact that these dialects are related to the Sumatran language.

In my student exchange program, for example, there is an archipelago module course that covers a variety of races, nationalities, religions, and cultures, as well as language. On the vocabulary front, the use of formal or informal language, as well as dialect, varies greatly from one place to the next.

Age, gender, economic background, descent, and area of residence are all social characteristics that influence how people communicate. Language use will be influenced by the language used by other descendants; for example, a Javanese descendant will use his Javanese language when conversing with speakers of the same descent. When discussing intimate matters, they will change specific codes so that others are unaware. This type of conversation will bring up societal linguistic differences.

The speaker's attitude will be affected by changes in the atmosphere that occur during the talk. When this scenario has surrounding the discourse, speakers' attitudes change as a result of their use of formal or casual, relaxed, and familiar language. The formal and casual (relaxed) conversation circumstances in society can be split into two categories. Both of these circumstances will have an impact on the language used. As a result, changing circumstances becomes a significant part in the process of selecting a language, which will also result in linguistic varieties.

The talk's topic can also influence the vocabulary used during the dialogue. When the speaker knows the role of each language, he or she chooses one. This language function can be linked to the speaker's origin, field of study, speech features, impact on the listener, and so on. If the choice of language is related to the speaker's origin, it serves to indicate where the speaker establishes language contact; for example, an Aceh will choose a language while dealing with other Aceh speakers.

A language has systems and subsystems that are equally comprehended by all speakers. The existence of this diversity or language variance is generated not just by the speakers' lack of homogeneity, but also by the wide range of social interaction activities they engage in. Every activity necessitates or creates linguistic variation. The desire to adopt regional languages in daily communication is heavily influenced by where you live. The tendency to employ local language terminology in Indonesian communication is determined by the respondent's associations or the people with whom he or she hangs out.

 

Hello everyone!

I’m Sholihah Annafisah (A1B019051), now I am a student majoring in English education at University of Bengkulu. I come from Manna, South Bengkulu. The picture above is my social network, I am friends with Sherly, Popika, Rany, Nanda and also Selsa. At first, when I was in junior high school, I met Rany, Sherly and Popika, we were in the same class. We became close friends who often played and spent time together. We usually communicate and talk to each other using the same language and dialect namely Manna language (serawai) so we don't have any difficulties.

Our friendship continued until high school, we entered the same high school even though we were in different classes. However, Rany and Popika are still in the same class and they are also members of the same extracurricular, namely the 4-pillar LCC. In high school I met and was in the same class as Nanda and Selsa. Selsa is my seatmate and it turns out that Selsa also knows Sherly because they are cousins. Nanda's house and I are quite close so we often play together. I also communicated and chatted with Nanda and Selsa using the manna language so I didn't experience any difficulties. Furthermore, I, Rany, Popika and Nanda entered the same university. Popika and I are in the same department and the same class. My boarding house is also next door to Nanda. The four of us sometimes spend time together on weekends at my boarding house. So, I, Sherly, Popika, Rany, Nanda and also Selsa are still being friends until now.

Hello everyone,

Hope you are in good condition this week

This week we'll discuss about Gender

By knowing that gender plays a significant role in determining man and woman, what are its implications in the field of teaching English education?

For example: Women tend to use formal language while men use informal language. So what's the point of an English teacher knowing that?

These are some of the results of our group discussion

The teacher's role in gender is to know what steps to take as a teacher. Not only teach the values that must be possessed as a boy or girl to his students but also know the right treatment to be given to male or female students. Because on many grounds, women and men do have differences, including in terms of language. In language learning there will also be many differences in understanding and how they communicate in the public between men and women. that's why I think  it is so important to learn this is to make sure the language matches  to their gender.

The role of a teacher in gender is to understand what are the components that must be understood in language as a teacher. And language teaching for men and women is held to find out what actions are appropriate for each gender and also for the teaching of values ​​that they both have, here there are differences from both sides and I think that is the reason why it is important to learn this

Education is an effort to educate the nation's life and also an investment for a country. Teacher is an important element in building education and the teacher acts as a distributor of knowledge to students. There is also a teacher must know the needs of each student, by understanding their personality, while gender is the same thing. How gender has been organized from society, so that it is able to regulate every aspect of the impact on a person. It is therefore important that teachers understand their students from a gender perspective. So that knowledge can be conveyed clearly.

As an educator who gives knowledge to students first, they must interact well with students regardless of gender.  Teachers often intend to interact with both sexes equally, and often do so successfully.  However, studies have found that they sometimes respond to boys and girls differently, perhaps without realizing it. According to (Measor & Sykes, 1992) teachers interact with boys more often than girls by a difference of 10 to 30 percent, depending on the grade level of the students and the personality of the teacher. Why do women often use formal language when speaking, it’s because women like gentleness, so that formal and polite language is used by women to communicate.

Teachers must have an understanding of the basic concepts of sociolinguistics, especially gender as part of the linguistic discipline and apply it to analyze the symptoms of language in the context of its use in education. Gender knowledge can be used in communicating or interacting. Gender plays an important role in providing guidance to us in communicating by showing what language, language variety or style of language we should use when we talk to students so that teachers can more easily control their students.

In many observations of middle and high school classrooms, male students often lead and dominate classroom discussions. They raise their hands more often to answer questions than female students, and they volunteer more frequently to read aloud their writing or the class texts. As girls are typically socialized to be quiet and active, teachers may need to actively encourage their participation in the class in order to avoid boy-dominated discussion, or a situation in which boys receive more feedback from teachers. But still As a teacher we need Be aware of the number of female students you call on. Be incredibly proactive in making sure that all students (regardless of gender, ethnicity, language, or learning ability) are equitably included in discussions and participation.

Differences in the way men and women communicate can affect the success strategies of English students in learning English. Gender differences affect language learning styles and strategies and teacher-student interaction. In addition, Norton and Pavlenko (2002) involve three areas that are influenced by gender differences such as curriculum innovation, classroom practice, and teacher characteristics.

Discussions about women and their language or language problems and women usually lead to an explanation of the differences (way) of language between women and men.  In some developed countries, such as France, Britain, America, Japan, and Germany, the discussion of this issue has long been the concern of some linguists and has been carried out since the 1920s.  For example, in 1922, Otto Jespersen wrote a book entitled Language: Its Nature, Development, and Origin.  In one chapter of the book, Jespersen specifically discusses the language of women.  He gives his opinion that women are a bit shy when mentioning parts of their body in an open way, unlike (young) men who prefer to call it open.  Jespersen also mentioned that the language used by women uses adjectives more often than the language used by men.  For example, women often use adorable, charming, sweet, or lovely compared to neutral words, such as great, terrific, cool, or neat.

Research that focuses on the study of the relationship between language and gender was pioneered by Robin Tolmach Lakoff.  In her book Language and Women's Place (1975), she 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.  It is described that the 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 overt (using figurative words), and is careful when expressing something, and often uses more subtle and polite words or through gestures (metamessages).  In addition, according to Lakoff, a woman if she feels less sure about a problem, she will question herself and have no confidence in themselves.  Therefore, many problems that arise end with a question mark (Lakoff, 2004; Kuntjara, 2004:3-4).

Differences between men and women can trigger the emergence of gender differences in learning. This tendency can also inhibit intellectuality and activeness in the classroom. In teaching English, the role of activeness is very influential. By looking at this fact, it is necessary to make efforts to improve mastery of English. One of them is by paying attention to aspects of classroom interaction, which allows for optimal communication relationships between students and teachers, or between students themselves.

So, guys please look at these statements and our own group opinion, feel free to add your opinion or lets we discussed together in this room...