Language in Pakistan

 Mother Tongue, National Language and Official Language in Pakistan

       Mother tongue is the language that a person gets from birth, mother tongue is the first language that a person can master. The mother tongue is different from the national language. Where a person can speak the mother tongue and not necessarily the national language. Pakistan is a country located in South Asia. The national language of Pakistan is Urdu. Urdu is also proposed to be the official language in Pakistan along with English. One of the official languages ​​in Pakistan functions as the lingua franca, which is currently used is English. However urdu is only used by only about 7% of Pakistani people who use it as their first language, Urdu is widely used and understood as a second language by some Pakistani people and is used as the first language by urban Pakistani people.

         Urdu is widely used both formally and informally, for example it is used for private letters, public literature, in literature and in popular media. Urdu is used as a compulsory subject in all primary and secondary schools. Similar to Indonesia, Pakistan also consists of several regions, each of which has a different vernacular language, including: Punjabi, Pashto, Sindhi, Saraiki and Balochi (majority languages in Pakistan) and Hindko, Brahui, Kashmiri, Burushaski, Kalash, Khowar, Shina and Balti (minority languages ​​in Pakistan).

       Furthermore, Urdu serves as the lingua franca in Pakistan. The Pakistani government considers that the need for English is not really needed by Pakistani people because it is difficult for Pakistani people to understand. In Pakistan, both English and Urdu are official languages, but the Pakistani government wants to replace English with Urdu as the only official language in Pakistan. However, some parents in Pakistan consider that the decision by the Pakistani government is a step backwards because parents in Pakistan consider English language skills can provide a greater opportunity for further higher education and employment.

References:

https://metrum.co.id/arah-pandang-memeluk-bahasa-ibu/ 

https://id.m.wikipedia.org/wiki/Pakistan 

https://en.m.wikipedia.org/wiki/Languages_of_Pakistan 

https://www-bbc-com.cdn.ampproject.org/v/s/www.bbc.com/indonesia/majalah/2015/09/150908_majalah_urdu.amp?amp_js_v=a6&amp_gsa=1&usqp=mq331AQHKAFQArABIA%3D%3D#aoh=16067888286932&referrer=https%3A%2F%2Fwww.google.com&amp_tf=Dari%20%251%24s&ampshare=https%3A%2F%2Fwww.bbc.com%2Findonesia%2Fmajalah%2F2015%2F09%2F150908_majalah_urdu 

Language Choice in Multilingual Communities

      In a multilingual communities, one does not only speak one language.  That is, someone who lives in a multilingual communities can speak or use a language of more than one language.  Because multi means a lot, so here there are many languages ​​used.  So that the person is considered to have a linguistic repertoire.  Linguistic repertoire means all kinds of languages ​​and all languages ​​that a person knows and speaks.  When a person interacts with other people, he/she must use the domain factor of language use, that is, he/she (someone) can use a code or language variation according to the participant or person spoken to, the topic and location.  Diglossia is where the spoken language communities uses two varieties (H variety and L variety) to cover the entire communities domain.

       Then, if in a situation where one uses more than two varieties or codes, or different varieties are used in distinguishable situations, it is known as polyglossia.  In addition, the choice of language in interacting is also determined by social distance, status, formality and function.  Code switching is a process where there is language transfer (back and forth languages) between one language and another in the same communication/interaction.  Situation change is one of the factors in the occurrence of situational code shift, while topic change is one of the factors in the occurrence of metaphorical code shift.

          Mastering many languages ​​is indeed an advantage for someone, because of his/her vast knowledge, but we must be good at placing situations, where we must be able to determine or adjust what language should be used in interacting with other people.  We must not arbitrarily use or change languages ​​in multilingual.  Because there are so many factors that we must understand in using multilingual.  As explained above, namely social distance, status, formality, function, situation/condition, and topic.  Let's learn to be wise in using multilingual ^^

References 

https://wesakwela-wordpress-com.cdn.ampproject.org/v/s/wesakwela.wordpress.com/2011/12/13/modul-sosiolinguistik/amp/?amp_js_v=a6&amp_gsa=1&usqp=mq331AQFKAGwASA%3D#aoh=16042989155131&referrer=https%3A%2F%2Fwww.google.com&amp_tf=Dari%20%251%24s&ampshare=https%3A%2F%2Fwesakwela.wordpress.com%2F2011%2F12%2F13%2Fmodul-sosiolinguistik%2F http://tefltere.blogspot.com/2009/05/language-choice-in-multilingual.html?m=1 

Member of the Group:

Aisyah Azahra

Claudia Louis Eunike Anes

Feby Milenia Titandanus

Widya Garini

Windi Melia Putri

Sociolinguistics

    You must already know and are familiar with the word sociolinguistics.  Sociolinguistics in English consists of the words "socio" and "linguistic".  According to Coates (1993: 4), sociolinguistics is a study that discusses the relationship between language use and social order (society).  Sociolinguistics studies or analyzes all aspects related to language and society.  Sociolinguistics as the study of language in its relation to social relations (society) results that sociolinguistics is part of linguistics (Hudson, 1980: 4).  Alwasilah (1990: 2) argues that sociolinguistics is used to examine all perspectives from language use that have a relationship with social functions and cultural functions.  The things at issue in sociolinguistics include: who speaks (writes), the variety of languages ​​(uses what language), when, and for what purpose (Pateda, 1987: 3).  Sociolinguistics is analyzing the relationship between language use and the social world, more specifically sociolinguistics studies how language processes in the social environment and creates social structures.

And in essence, sociolinguistics is a language study or language research that studies or discusses the relationship between language use and social (society) rules.

       Sociolinguistics estimates that social life has many patterns and behaviors associated with it and some of them are linguistic (Spolsky, 1998: 3).  Sociolinguistics estimates or assumes: 1) Each language has its own variety of languages ​​(has its own variations), 2) Has a dialect or accent that also varies, 3) the way people speak (human speech) also varies depending on who they speak or  communicating, 4) language has a very close relationship with social systems and social structures, and 5) language is a system that is closely related to the characteristics of its owner and also the sociocultural values ​​of its speakers.

         According to Hudson (1996), sociolinguistics shows how clusters in a particular society are separated by social variables such as religion, status, ethnicity, age, gender, and education level and how the compliance of these community groups to variables used to classify individuals in social class.  When we learn about language, we study it with all the problems related to language such as relationship style, users, time and socioculture.  That's why the phenomenon of sociolinguistics cannot be separated from the science that talks about teaching language.

        Sociolinguistics has three approaches: (1) de Saussure approach.  (2) the approach pioneered by William Labov which emphasizes language variation.  And (3) language attitudes.  There are two main studies on sociolinguistics, namely Micro sociolinguistics and Macro sociolinguistics.  in micro-sociolinguistics, his study is focused on the study of language phenomena in the social sphere which is denoted by micro-factors, and the context of interpersonal communication.  And Macro sociolinguistics discusses the phenomenon of sociolinguistics including population, broader variables, language distribution and others.

Refereces:

Abdurrahman. (2011). SOSIOLINGUISTIK: TEORI, PERAN, DAN  FUNGSINYA TERHADAP KAJIAN BAHASA SASTRA.  Lingua: Jurnal Ilmu Bahasa Dan Sastra, 3(1), 18-37. doi: 10.18860/ling.v3i1.571

Faizin HS, A. (2015). SOCIOLINGUISTICS IN LANGUAGE TEACHING. Mabasan, 9(2), 66-73.

Purnama Sari, S. A SOCIOLINGUISTIC ANALYSIS OF GOSSIP AMONG FEMALE CHARACTERS IN GOSSIP GIRL SEASON 1. Jurnal Prodi Bahasa Dan Sastra Inggris UNY, 155-163.

Silberstein, S. (2018). Sociolinguistics. The Cambridge Guide To Teaching English To Speakers Of Other Languages, 100-106. doi: 10.1017/cbo9780511667206.015

Thank you for reading my writing, hopefully what I write can be useful for you^-^

Synthesizing

Ways to Improve Students' Writing Skills

       Writing skills are one's skills to produce written messages from words, into sentences, into text, into a whole where the reader can understand the meaning or purpose of the writer. Writing skills is one of the English language skills that is quite important. Because, writing in English requires a lot of knowledge about the rules in writing itself, it also depends on the text we are going to write. In English, there are many kinds of texts, such as descriptive text, narrative text, recount text, report text and others. Each text, has different writing rules. Writing is also an activity that involves an iterative process, and requires a long period of thought in making the initial concept. Therefore, writing skills in English are very important to be improved. There are several journal articles that discuss how to improve students' writing skills. First, according to Milatasari (2013), argues that the process of learning English, especially in writing skills based on inquiry, can improve students' writing skills. Inquiry-based learning can be applied by teachers in learning to write in English. And teachers get good feedback from students in using learning questions based on teaching writing.

       Second, based on Dewi (2013), explaining that using cartoon films can improve students' writing skills in writing narrative texts. Third, guided writing is one way that can improve students' writing skills. In this guided writing, the teacher directs and teaches students who have difficulty using correct grammar, difficulty in developing ideas while writing, and lack of vocabulary knowledge. So, with guided writing, students' writing skills can be improved (Aryningtyas, Susilohadi, and Sarosa, 2013). Furthermore, fourthly, Imastuti, Sujoko and Suparno (2014) suggested that the use of a series of images in teaching writing in English can improve students 'attitudes toward the writer's skills, and also can increase students' motivation and confidence in writing activities during the teaching and learning process.

       And the last or fifth, Nugraha, Susilohadi and Pudjobroto (2014), they use the four-square writing method as a way to improve students' writing skills. And they argue that the use of four-square writing method applied in teaching writing in English can improve students' writing skills. From various strategies, ways or methods used to improve writing skills in English. Everything is good, appropriate and can provide changes that improve students' writing skills in English. However, it should be noted that the application implemented must be appropriate at the educational level (such as junior high school or senior high school), student feedback after the application of the method, and school facilities and infrastructure that support the use of methods in learning to write in English. In essence, if we want to improve students' writing skills in English. The teacher must be willing to use interesting learning methods, tools, or media that are easy to understand by students and students' writing skills in English can be improved.

Writing Skills from Journal Articles (video)

Hello everyone

How are you all?

hopefully in good condition^^

This time, I will share a video from the results of my discussion Aisyah Azahra (1810631060248) with my friend Windi Melia Putri (1810631060148).

Incidentally, we both discussed about writing skills in English

Enjoy watching🙂

Thank you for your watching😊

Journal Articles about Writing Skills

Improving Students' in Writing through Inquiry based Learning

Journal articles written by Yuniati Ulfah Milatasari with the title Improving Students' in Writing through Inquiry based Learning published in 2013. This journal article aims to investigate whether the application of inquiry-based learning can improve students' writing abilities or not, and to identify the strengths and weaknesses of the application of inquiry-based learning. According to Sanjaya (2010: 196) inquiry-based learning is the arrangement of learning activities based on critical thinking and analysis to find and find solutions to problems. By using inquiry-based techniques, students can better understand the writing process. The subjects of this study were 39 students from class X, SMA Negeri 3 Sukoharjo. By using the action research method which means social site research in the field of education that uses the power of personal thought to identify problems and find solutions. This research also uses action research which uses two cycles, and each cycle consists of: planning, acting, observing and pondering. In collecting data, researchers use observations, questionnaires, interviews and tests. The results showed that the learning process based on inquiry can improve the ability of their writing skills. Inquiry-based learning can be applied by teachers in teaching writing in English. And the teacher receives a good response in using learning questions based on teaching writing.

Source: https://www.neliti.com/publications/61041/improving-students-ability-in-writing-through-inquiry-based-learning

The Use of Cartoon Films to Improve Students' Skill in Writing Narrative Text

Vivit Kumala Dewi in 2013, her journal article entitled The Use of Cartoon Films to Improve Students' Skill in Writing Narrative Text. Explain how to improve students' skills in writing narrative texts using media in the form of cartoons. The purpose of this study is to find out whether students' writing skills in writing narrative texts can be improved by using cartoon films, and to determine the effectiveness of the teaching and learning process when using cartoon films in teaching narrative texts. Writing will be able to help in mastering other skills and in mastering full English. Cartoons are considered as audiovisual media that can motivate students in learning English, especially in writing. The subjects of this study were students of class VIII B, SMP Negeri 1 Sidoharjo. The research method used was classroom action research. According to Cohen and Manion in Nunan (1992: 18), suggested that classroom action research is how researchers can identify and solve problems in certain environments. In collecting data, researchers used qualitative and quantitative data collection. Qualitative by describing the results of the study, while quantitative by comparing the results of the previous exam or pre-test with the results after the study or post-test. The results of the study show that students' skills in writing narrative texts have improved using cartoon films. While the results of quantitative research show that students have increased in post-test with the previous score of 70.66 increasing to 74.90.

Source: https://www.neliti.com/publications/60989/the-use-of-cartoon-flms-to-improve-students-skill-in-writing-narrative-texts

Improving Students' Writing Skills by Using Guided Writing

The next journal article was written by Yeny Aryningtyas, Gunarso Susilohadi and Teguh Sarosa in 2013, entitled Improving Students' Writing Skills by Using Guided Writing. This journal article explains how to improve writing skills using guided writing and can increase student motivation. The purpose of this study is to find out whether guided writing can improve student writing skills and whether it can increase student motivation. In writing skills, sometimes students experience difficulties such as the correct use of grammar, difficulty in developing ideas when writing, and low student vocabulary mastery. The subject of this research is the second grade students of SMP Negeri 1 Karanganyar, this study was conducted from August 2012 to October 2012 and the research method used was classroom action research, classroom action research conducted for teaching writing better than before in the learning process. The technique in collecting data in this study with qualitative data and quantitative data. Qualitative data collection by collecting data, comparing data, building interpretations and collecting results. While quantitative data are collected by comparing the results of the average test scores before the study (pre-test) with the average scores after the study (post-test). And the results of the study showed that students experienced an increase in writing skills using guided writing. And quantitative data also shows an increase in the average value of students based on pre-test and post-test results.

Source: https://www.neliti.com/publications/60567/improving-students-writing-skill-by-using-guided-writing

Improving Students' Writing Ability in Narrative Text Using Picture Series

Journal article with the title Improving Students' Writing Ability in Narrative Text Using Picture Series written by Martias Wahyuning Imastuti, Sujoko and Suparno in 2014. This journal article discusses the use of picture series in learning to write narrative text writing activities. The purpose of this study was to determine the state or atmosphere of the class when the implementation of the implementation of the series of images in teaching writing and to find out the improvement of students' abilities in writing skills in writing narrative texts using picture series. An explanation of writing ability is one's ability to produce written messages from words, into sentences, into text, into a whole where the reader can understand their meaning or intent. The subjects of this study were twenty four class VIII A SMP Negeri 2 Ampel Boyolali. The method used is classroom action research, where researchers use observation techniques and not observation in collecting data. Data collection using quantitative data is to compare the results of pre-test with post-test results. And the results of this study show that using a series of images in teaching writing can improve students' attitudes towards writing skills and also increase students' motivation and confidence in writing activities during the teaching and learning process by comparing the results of students' average scores, namely pre-test scores 70.2 and post-test results 70.68.

Source: https://www.neliti.com/publications/60129/improving-students-writing-ability-in-narraative-text-using-picture-series

The Use of Four Square Writing Methods to Improve Students' Writing Skills

Arifin Wahyu Setyo Nugraha, Gunarso Susilohadi and A. Handoko Pudjobroto, in their journal article entitled The Use of Four Square Writing Methods to Improve Students' Writing Skills, in 2014. This journal article describes the use of the four square writing method in improving students' writing skills. This journal article aims to find out whether the use of the four square writing method can improve students' writing abilities and to determine student motivation when the four square writing method is implemented in class. Writing is a skill that is quite difficult and according to Harris (1993: 10), writing is an activity involving an iterative process, requiring a long period of thought in making the initial concept. The subjects of this study were twenty-four seventh grade students of SMP Negeri 1 Banjarejo. The method used is classroom action research. This study uses qualitative and quantitative data in its data collection techniques. Qualitative data by observing, questionnaire and interview, while quantitative data by comparing the results of pre-test with post-test. The results of this study are the four square writing method implemented in teaching writing can improve students' writing skills. Also supported by the results of quantitative data, the mean score of the pre-test was 50.65, while the average post-test score was 73.42.

Source: https://www.neliti.com/publications/59860/the-use-of-four-square-writing-method-to-improve-students-writing-skill-an-actio

The Component of Article of Journal

Hello everyone, How are you? I hope you’re all well😇

This time, I’ll explain about the component of article of journal, also expound analysis results from the component of article of journal that had been read by me. And the title is…

Improving Students’ Reading Comprehension Through Text Structure Tasks

Abdul Rohman

Widya Gama Mahakam Samarinda University 

Abstract

       Reading skill is one of the four main language skills taught in the classes of the English Department of Faculty of Education of Islamic University of Malang (FKIP Unisma). The topic of this research was conducted to find out how texts structure tasks can improve the students’ reading comprehension. This research was using a classroom action research. It comprised four phases: planning, implementation, observation and reflection. The subject of the research were the four semester students of the English Department of FKIP Unisma in 2006 academic year. The primary finding of this research is the test result showed that the students’ mean score was 75.88 and the lowest score the students obtained was 65. The action was considered successful if the students’ mean score reached 75 or under the category B+, and the lowest score the students obtain was not less than 65.

Introduction/Literature Review

          Reading is one language skill, and in this research reading skills are enhanced by understanding the text structure. In English, a text structure is usually has a built-in “map” or something that can give directions to the readers, so that the readers know how the idea in a text is interrelated in transmitting its message to a reader. Some may consider the thought of ideas in a text to be important, but others suggest that they are somehow less important. The foundation for successful construction meaning is with conceptual knowledge, text structure knowledge, and knowledge of text processing strategies. Then, there is another way to increase our comprehension of reading students’ is by doing text structure tasks. Why tasks? And the most important past findings on this topic is based on one research done by Gordon & Hanauer (1955) show that testing tasks function as an additional information source which interacts in one four ways with the continuing development of the test taker’s mental mode: (a) integrating new information into a existing information structure; (b) constructing new information structure; (c) confirming an existing information structure; and (d) newly integrating existing information structure.

Methods

         This research was categorized as Classroom Action Research (CAR), because this research was focused on the teaching and learning activities in the classroom. This action made to improve the students’ reading comprehension skill through text structure tasks. Two observers were needed to observe the class, because to avoid subjectivity in data collection. One observer observed the students’ activities and the other observer observed the teacher’s activity during the classroom instruction. The research was conducted at the English Department of FKIP Unisma which is located at Jalan MT. Haryono 193 Malang. The researcher was one of the teachers of the English program of Unisma; therefore he was familiar with this program. The subjects of this research were the fourth semester students who were taking reading IV. This research was using the fourth semester students for the subjects because they often complained that the new students did not have even moderate English background. This research was using qualitative method by observed the students’ activities and the teacher’s activity in the classroom.

Findings

        The teacher may use a wide range of procedures in presenting the reading materials in the classroom, such as Pre-Reading and Whilst-Reading Stage. (1) Pre-Reading. There were three activities that the teacher did in this stage. First, opening the lesson, the teacher usually did that by greeting the students by saying “Good Morning or Good Afternoon”. Second, checking the students’ attendance, to spend the time efficiently the teacher usually asked the captain who were absent. Third, activating the students’ schemata is the main part of the pre-reading stage. According to Vacca & Vacca (2005), schemata activation is the mechanism by which the students access what they know and match it to the information in the text. (2) Whilst-Reading Stage. There are some activities are done in the whilst-reading stage. First of all, the teacher passes out copies of question concerning to the text structure. The second time is for the students to identify the signal words. And then the discussion goes on to text structure identification. a) Step One. Asking type of writing the writer use. b) Step Two. Asking the students to find the way the writer organizes the text. c) Step Three. Asking the students to find how the text is developed. d) Step Four. Asking the students to work in pair and find how the idea is classified into groups. e) Step Five. Asking the students to find what the main idea of paragraph is. This task is asking the students read paragraph by paragraph and asking the students to find the main idea of each paragraph. f) Step Six. Asking the students to find how each paragraph is related to each other. g) Post-Reading Stage. In the post-reading stage, comprehension question are used as post test. This is done to reinforce the skill or knowledge gained in the lesson. This post test is also used to evaluate the effectiveness of the strategy the teacher uses, and to emphasizing the main points of the teaching.

Conclusion

   Text Structure Tasks which are prepared can improve the English students’ reading comprehension skill of Unisma. It is shown by the increasing students’ mean score 67.65 in pre-test to 75.88 in post-test. There are six steps done to improve the students’ reading comprehension through text structure tasks. That is: 1) asking the students the type of writing the writer  uses; 2) asking the students to find the way the writer organizes the text; 3) asking the students to find how the text is developed; 4) asking the students to work in pair and find how the idea is classified into groups; 5) asking the students to find what the main idea of paragraph is; and 6) asking the students to find how each paragraph is related to each other.

If you’re want to read the original article of journal, you can click the link below ⇣⇣⇣

https://www.researchgate.net/publication/316470121_Improving_Students’_Reading_Comprehension_Through_Text_Structure_Tasks 

Thank You for Reading 😉