KAJIAN PESAN TEKS MONOLOGIS WHATSAPP/A STUDY OF WHATSAPP MONOLOGIC TEXT MESSAGE

Abstrak Penelitian ini bertujuan untukmenemukan dan mendeskripsikan struktur, bahasa yang dipilih untuk mentransmisikan, serta karakter pesan teksmonologis yang ditulis di ruang pesan tiga grup WhatsAppdan sekaligus dikirim ke seluruh anggota grup. Data berupa pesan teks monologis, diperoleh dari sumber tertulis tiga grup WhatsAppberbeda dengan cara membuat tangkapan layar pesan teks yang dipilih. Untuk menguji validitas data dilakukan wawancara dengan informan terkait. Data berbahasa Prancis bersumber dari sebuah grup WhatsAppyang anggotanya berprofesi sebagai guru bahasa Prancis, data berbahasa Indonesia diambil dari sebuah kelompok pengajian, dan data berbahasa Jawa diperoleh dari sebuah grup WhatsAppRW. Data terkumpul dianalisis berdasar perspektif monologis Bakhtin. Hasil analisis menunjukkan bahwa pesan teks monologis di dalam ruang pesan grup-grup WhatsApptersebut dituturkan dari penutur yang berwewenang kepada seluruh partisipan di masing-masing grup dalam konteks pemberian informasi. Pesan teks monologis tersebut dapat berstruktur lengkap atau semi lengkap, cenderung disampaikan dalam bahasa yang prestise di lingkungannya, dan secara umum bersifat otoritatif. Kata kunci: monologis, otoritatif, pesan teks, WhatsApp AbstractThis studyaimed to discover and describe the structures, language preference, and characters of the monologic text messages written and sent to all group members in the message spaces of three WhatsApp groups.The data that were in the forms of monologic text messages were obtained from three written sources, which were three WhatsApp groups, by taking and saving screenshots of selected text messages. To test the validity of the data, interviews were conducted with informants. The data written in French were collected from a WhatsApp group whose members are the French language teachers. The data written in Indonesian were obtained from a Quran reading group, and those in Javanese were collected from a WhatsApp group of a community unit (RW). All of the collected data were analyzed based on Bakhtin's monologic perspective. The results of the analysis showed that the monologic text messages in the message spaces of the WhatsApp groups were written by speakers (group members) with authority over all other group members in the three WhatsApp groups in terms of providing information. The monologic text messages were either complete or semi-complete, tended to be conveyed in language that showed prestige in each group’s environment, and were generally authoritative. Keywords: monologic, authoritative, text message, WhatsApp

Influence of Language Preference on Vocabulary Proficiency and Reading Comprehension of Selected Grade 10 Bilingual Students at MSU Sulu Laboratory High School

The primary purpose of this study is to determine the influence of language preference on bilingual student’s vocabulary and reading comprehension among selected Grade 10 students of the Mindanao State University- Sulu Laboratory High School. The respondents were taken from Grade 10 classes with a total of ninety (99) student respondents. The data consisted of the scores of vocabulary proficiency test and reading comprehension test administered to the pupils. Furthermore, this study made use of a standardized test for vocabulary proficiency and reading comprehension. This study made use of the descriptive-quantitative research design to determine the influence of language preference on student’s vocabulary and reading comprehension among the bilingual Grade 10 students of the Mindanao State University-Sulu Laboratory High School. This study yielded the following findings: (1) Majority of the Grade 10 students of Mindanao State University-Sulu Laboratory High School prefer to use their vernacular language or lingua franca (L1), Bahasa Sug and English; (2) The level of vocabulary proficiency of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School is proficient to advance levels; (3) No significant relationship exists between language preference and vocabulary proficiency of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School; (4) The level of reading comprehension of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School is proficient to advance levels; (5) There is no significant correlation between language preference and reading comprehension of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School; and (6) There is no significant relationship between vocabulary proficiency and reading comprehension of bilingual Grade VI pupils. Based on the findings, it can be concluded that there is no significant relationship between language preference and vocabulary proficiency and likewise for language preference and reading comprehension of bilingual Grade 10 students. This only draws one conclusion that language preference of bilingual Grade 10 students does not influence the bilingual children’s vocabulary proficiency and reading comprehension. This finding invites possible evaluations and further studies of the Grade 10 curriculum, empowering English language, and pupil-related factor to determine the outlook of the pupils. Based on the said findings, the researcher would like to recommend the following: (1) This study would help future researchers which will comprehensively assist the pupils for a more effective and relevant vocabulary and reading enhancement activity to advance their skills; (2) This study would aid future studies that will explore the factors regarding the influence of language preference on children’s vocabulary proficiency and reading comprehension; and (3) This study would serve as an appraisal of enhancing to advance the skills of the children on vocabulary proficiency and reading comprehension.

The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme

This article assesses the extent to which children’s language preference and their home environment matter for literacy retention. Using data from the Complementary Basic Education (CBE) program in Ghana, the authors found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood or did not have the resources, support, or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support, or activities at home, but not by language preferences. The article findings suggest that schools and teachers must pay closer attention to language preference, particularly for girls, in order to ensure that language of instruction is not a barrier to literacy retention. The article also provides further evidence to support the growing claims that home supports are essential for reducing inequities in learning outcomes during school closures.

Exploring Topic-language Preferences in Multilingual Swahili Information Retrieval in Tanzania

Habitual switching of languages is a common behaviour among polyglots when searching for information on the Web. Studies in information retrieval (IR) and multilingual information retrieval (MLIR) suggest that part of the reason for such regular switching of languages is the topic of search. Unlike survey-based studies, this study uses query and click-through logs. It exploits the querying and results selection behaviour of Swahili MLIR system users to explore how topic of search (query) is associated with language preferences—topic-language preferences. This article is based on a carefully controlled study using Swahili-speaking Web users in Tanzania who interacted with a guided multilingual search engine. From the statistical analysis of queries and click-through logs, it was revealed that language preferences may be associated with the topics of search. The results also suggest that language preferences are not static; they vary along the course of Web search from query to results selection. In most of the topics, users either had significantly no language preference or preferred to query in Kiswahili and changed their preference to either English or no preference for language when selecting/clicking on the results. The findings of this study might provide researchers with more insights in developing better MLIR systems that support certain types of users and in certain scenarios.

Interrelationships of Economic Stressors, Mental Health Problems, Substance Use, and Intimate Partner Violence among Hispanic Emergency Department Patients: The Role of Language-Based Acculturation

We analyzed the interrelationships of economic stressors, mental health problems, substance use, and intimate partner violence (IPV) among a sample of Hispanic emergency department patients and probed if Spanish language preference, which may represent low acculturation and/or immigrant status, had a protective effect, in accordance with the Hispanic health paradox. Study participants (n = 520; 50% female; 71% Spanish speakers) provided cross-sectional survey data. Gender-stratified logistic regression models were estimated for mental health problems (PTSD, anxiety, depression), substance use (risky drinking, cannabis, illicit drug use), and IPV. Results showed that economic stressors were linked with mental health problems among men and women. Among men, PTSD was associated with greater odds of cannabis and illicit drug use. Men who used cannabis and illicit drugs were more likely to report IPV. Male Spanish speakers had lower odds of anxiety and cannabis use than English speakers. Female Spanish speakers had lower odds of substance use and IPV than English speakers. The protective effect of Spanish language preference on some mental health, substance use, and IPV outcomes was more pronounced among women. Future research should identify the mechanisms that underlie the protective effect of Spanish language preference and explore factors that contribute to the observed gender differences.

“Un abrazo a la distancia”: An Exploration of Spanish-Speaking Women’s Experiences with Pregnancy and Social Isolation in an Urban U.S. Setting

Introduction: Research on Spanish-speaking Latina/Hispanic women's experiences during pregnancy is limited. Methods: We recruited women from urban, walk-in pregnancy testing clinics from June 2014 to June 2015. Women aged 16–44 years, at less than 24 weeks gestational age, who spoke either English or Spanish were eligible and completed an enrollment questionnaire and individual interview according to language preference. During qualitative interviews, we explored pregnancy intentions, initial reactions to a new pregnancy, and feelings about the impact of this pregnancy on relationships and daily life. Qualitative narrative content analysis was conducted using Atlas.ti software. Results: Among interviews with 31 Spanish-speaking Latina/Hispanic pregnant women, participants’ average age was 28 years old with a mean gestational age of 7 weeks. We identified social isolation as the most common theme, characterized by four interwoven and overlapping subthemes: (1) sola—the experience of feeling alone; (2) familismo cercano—the importance of close relationships; (3) familismo lejano—overcoming long distance relationships; and (4) mi patria—preserving homeland cultural connectedness. Conclusions: Spanish-speaking Latina/Hispanic pregnant women described experiencing multiple aspects of social isolation. Language preference may suggest risk of social isolation, necessitating provider awareness and support initiatives to improve social support and lessen social isolation among newly pregnant, Spanish-speaking Latina women.

The necessity of learning English in multilingual Algeria: Belhadj Bouchaib University as a case study

English is believed to be the language of science and technology; it helps increase the quality of education and promotes social and technological progress. This paper aimed at scrutinising the students’ language preference as a medium of instruction and their attitudes towards an entire English-based instruction. Its significance was established in checking whether or not English is a prerequisite among the learners via a written open-ended questionnaire and oral interview sessions. The present study is built on a mixed method approach to data collection and a probability sampling including 42 master students. These students receive their lectures in French. The findings revealed that the participants seem to hold in high esteem English and appraise it, for it is a valuable means of job opportunities and knowledge transfer compared with French, a language they consider far less effective for their professional career and the prosperity and socio-economic growth of their country. Keywords: English, higher education, learning, multilingual Algeria, prerequisite.