CRITICAL JOURNAL REVIEW

SOCIOLINGUISTIC
Study Program : English
Program
Scores :

CRITICAL JOURNAL REVIEW

NAME : INKA NOFAMELTRIANAI HAREFA

NIM : 192108041
CLASS/SEMESTER : B/ III
SUBJECT : SOCIOLINGUISTIC

Lectures:

Dra. Nursayani Maru’ao, M.Pd

INSTITUTE OF TRAINING TEACHING AND EDUCATION OF GUNUNGSITOLI

FACULTY OF LANGUAGE AND ARTS EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
ACADEMIC 2019/2020
 PREFACE

Praise our thanks to God Almighty for His blessing and gifts, the writing of this
paper can be completed. The critical journal of this review which is about “A
Sociolinguistics Study on the Use of the Javanese Language in the Learning Process in
Primary School in Surakarta, Central Java, Indonesia.”

I composed the Critical Journal Review (CJR) with the intention of assignment a
“Sciolinguistic” course and making the addition of insight as well as understanding of the
material. Hopefully, after completed the Critical Journal Review I will increase
understand about how to write a good and correct Critical Journal Review.

In arranging the Critical Journal Review, the writer aware that many challenge and
obstruction. So, I am very grateful to all who have helped to completed the Critical
Journal Review. Hopefully, this paper will useful for all the reader.

Gunungsitoli, 11 Juni 2020

Writer

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 TABLE OF COCNTENT

Preface .................................................................................................... i

Table of Content ..................................................................................... ii

Chapter I INTRODUCTION ................................................................... 1

A. Rationalization the Important of Critical Journal Review ............ 1

B. The Benefit of Critical Journal Review ...................................... 1
C. The Benefit of Critical Journal Revie ........................................ 1
D. Identity of The Journal ....................................................... 2

Chapter II SUMMARY ........................................................................... 3

Chapter III DISCUSSION ...................................................................... 8

A. Strength of the Journal ................................................................... 10

B. Weakness of the Journal ............................................................... 10

Chapter IV CLOSING .......................................................................... 11

A. Conclusion ............................................................................... 11
B. Recmendation ........................................................................... 11

Reference ................................................................................................. 12

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 CHAPTER I

INTRODUCTION

a. Rationalization The Importance Of CJR

Sometimes, beside some books we need some references for example from a
journal as the source for the reading text to comprehending the course especially
Sociolinguistic course. Therefore, firstly we should criticize the journal that we want to
make it as the source of the reading text.

b. The Purpose Of CJR

1. To fullfil assignment in Sociolinguistic course.
2. Increase the ability of the student in summarize, analyze, and comparing and also
criticize the journal.
3. Enlarge the knowledge of the reader about Sociolinguistic.

c. The Benefits Of CJR

1. Being a reference in arrange a journal and find out the relevant source.
2. For the reviewer, can train the ability in criticize a jornal.
3. Enlarge the knowledge anbout the Sociolinguistic course.

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 d. Identity Of The Journal

Title : A Sociolinguistics Study on the Use of the Javanese Language in the

Learning Process in Primary School in Surakarta, Central Java, Indonesia

Journal : International Education Studies

Author : Kundharu Saddhono & Muhammad Rohmadi

Publisher : Canadian Center of Science and Education

Published : May 20, 2014

ISSN : 1913-9020

E-ISSN : 1913-9039

Pages : 25-30

Volume :7

Number :6

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 CHAPTER II

SUMMARY OF THE JOURNAL

Abstract

This study aims at describing the use of language at primary schools grade 1, 2, and 3 in
Surakarta. The study belongs to descriptive qualitative research. It emphasizes in a note
which depict real situation to support data presentation. Content analysis is used as
research methodology. It analyzes the research result of the observed speech event. The
data are collected from three sources: informant, events, and documents. Results of the
study demonstrate that the use of Javanese language is still dominant in the learning
process at primary schools in Surakarta. Many factors affect the use of Javanese language
as mother tongue in classroom teaching-learning process. They are (1) balancing the
learning process, so that learners are able to better understand the material presented by
the teacher (2) teacher’s habit to speak Javanese language, and (3) drawing student’s
attention. The factors underlying this phenomenon are explained by teacher and student’s
lack of Indonesian language vocabulary. In addition, there is an element unnoticed by
teachers.

1. Introduction

Language has become entrenched in human life particularly for its dominant
function in communication. The use of language can be in the form of communication
during teaching-learning process in classroom. Basically, learning language helps
students to develop their self-awareness and cultures. Furthermore, language encourages
students to express their opinions and feeling, to participate in social interaction, and to
use their analytic and imaginative ability. Ohoiwutun (2002, p. 126) states that learning
process in classroom shows a pattern of communication in multilingual society if we
consider each variety representing one language. The main function of language in
learning process is shown in 2013 curriculum, which put Indonesian language as the
bridge between subjects.

The phenomenon shows that mother tongue’s influence is dominant for

students at primary school. This statement is proven by Pagett’s (2006) research on the
influence of mother tongue at school, and Malone’s (2011) research. This speech event is

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recognized by the contact between mother tongue and language spoken at school.
According to Weinreich in Suwito (1985, p. 39), language contact occurs in an individual
speaker. Individuals in language contacts is called bilingual, and the use of two languages
interchangeably by a speaker is called bilingualism. Bilingualism is important in the
teaching-learning process to achieve effective and efficient result. The interaction
between teacher and student in teaching-learning process usually use spoken language.

Communication during teaching-learning process is needed as student’s

interaction with teacher is very important. However, the proficiency of Indonesian
language at primary schools is still difficult to determine as Indonesian language
experience of students who are just starting school is also different in every area. It is
triggered by the variety of mother tongue as their first language. Students who are
younger than 7 or even children to enter school before compulsory school age has enough
experience of Indonesian language. On the other side, there are also students with no
Indonesian language experience. The disparity of student’s Indonesian language
proficiency triggers language mixing in the learning process. This paper will describe the
phenomenon of the use of utterance at the primary schools in Surakarta by taking
Javanese language as mother tongue into consideration.

2. Research Methodology

This research was conducted in Surakarta, Central Java, Indonesia. The subject of
the research was students and teachers of grade 1, 2, and 3. The objects were taken for not
mastering Indonesian language properly, both productive (writing and speaking) and
receptive (reading and listening). Schools were chosen with specific consideration relates
to status and affiliation, etc. This study belongs to descriptive qualitative research and
emphasizes a note, which depict real situation to support data presentation (Sutopo, 2002,
p. 36). Data were collected from three sources: informants, events, and documents. It
incorporated content analysis technique. According to Holsti in Moleong (2002, p. 163),
content analysis is any technique for making inferences by objectively and systematically
identifying specified characteristics of messages. Sampling technique with particular
consideration is called purposive sampling (Sugiyono, 2012). Similarly, Patton (1984)
also states that in collecting the data, the selection of informant can change based on
requirement and researcher’s steadiness in collecting the data.

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 Data were collected by using technique of participation, observation, and
conversation. Sample data was taken from the source of data, which are important and
related to the observed problem. Data was collected by applying observation method,
document analysis, and in-depth interview. The analysis of data employed interactive
analysis method, which consists of three main components. They are data reduction, data
presentation, and conclusion. Based on the data obtained, researcher develops the
existing theory by using contextual approach, which is connected to speech component
(Sudaryanto, 1995, p. 38).

3. Research Result and Discussion

The position of Surakarta as the center of Javanese culture, which is shown by the
existence of Keraton Pura Mangkunegaran and Keraton Kasunanan Surakarta, has
triggered the phenomenon of the use of Javanese language at primary schools in
Surakarta. Preliminary research conducted by Saddhono (2013) shows that most of the
students at primary schools in Surakarta has Javanese culture as their background.
However, we can also find different ethnicities both from Indonesia and outside
Indonesia.

Teacher usually uses Javanese language in daily conversation outside school,

while Indonesian language is used in a formal situation such as meeting. In teaching-
learning process, teachers use Indonesian language but student’s lack of Indonesian
vocabulary enforce teacher to mix Javanese and Indonesian language intentionally. That
mixing has been an effective way in delivering information to students and to
communicate with them. From that situation, code-switching and code-mixing occurs.
Speech event occurs in a private primary school in Surakarta is presented in the data
which reflect the influence of Islamic Javanese culture, and informal language. The data
implies that speech event occurs when teacher just starting the teaching-learning process.

The data of the journal shows a speech event conducted by teacher and students in
starting classroom-learning process. In the event, teacher greets “Good Morning” which
then followed by Assalamualaikum warahmatullahi wabarakatuh and answered by
students with Waalaikumsalam warahmatullahi wabarakatuh. That greeting has been a
tradition in Surakarta and even in Indonesia. It becomes a national greeting in a formal
situation. Moreover, the speech occurs in a school with Islamic background. The greeting

5
then followed by teacher’s question about students who are absent. Wati as the class
leader answers that Erna is absents for visiting her grandmother’s house in Yogyakarta. In
the speech event, it can be seen that Wati with Javanese language as her mother tongue
tend to use Javanese language. She uses mbah that is in Indonesian language means
“kakek/nenek” (grandparents) whereas she had better use eyang rather than mbah.
Teacher also performs code-mixing in Javanese language. She uses mbak “sister” to call
the student in order to express respect. That situation shows Javanese language as mother
tongue is still used by its speaker in a formal situation. The use of Javanese language is
influenced by some factors, both from speaker and hearer, as stated in a study by
Saddhono (2004, 2007).

Many factors are behind the use of Javanese language by teacher in learning
process. Teacher has to balance student’s language skills so that student can better
understand the information delivered by teacher. Teacher understands that student’s
skill in Indonesian language is still low, so she performs a mixing language,
Indonesian and Javanese language. Students who do not understand the language
performed by the teacher will be passive. It then encourages teacher to switch into
Javanese language to counterbalance student’s language skill. Teacher’s habit to use
Javanese language indeed influence her language skill at school as she performs Javanese
language as her first language. However, that situation is also good to attract student’s
attention toward the lesson being taught.

The push factor for teacher using Javanese language is student’s lack of
Indonesian vocabulary as Javanese is their daily language. Thus, teacher often use some
Javanese terms in the learning process. Indeed, it aims at attracting student’s attention to
better understand teacher’s explanation in class and the learning process run smoothly.
The use of Javanese language brings positive effect for the process of learning. Teacher
who teach with Javanese and Indonesian language is more understood by students
because not all students understand Indonesian language used by the teacher. Thus, the
use of both Javanese and Indonesian language is more effective to deliver information and
knowledge to students.

However, the mixing language brings negative effect as it ruins the grammatical
aspect of Indonesian language. It is caused by the occurrence of code-mixing, code-
switching, interference, and improper integration in the use of Indonesian language,
6
which then create an informal situation. Code mixing and code switching also cause
Indonesian language used improperly. Interference ruins the grammar whereas
teacher should be able to introduce Indonesian language to students. In this case,
teacher does not rigidly use the proper language so that students cannot develop their
language skill better. Besides that, learning situation that should be formal become
informal due to the code-mixing and code-switching done by the teacher.

4. Conclusion

According to the discussion, it can be concluded that the use of Indonesian

language at the primary schools in Surakarta is still affected by Javanese language as the
mother tongue and the daily language of People of Surakarta. Many factors influence the
use of Javanese language in the learning process. Those factors are (1) to balance
student’s language skill so that the taught lesson can be easily understood, (2) teacher’s
habit to use Javanese language, and (3) to attract student’s attention. Factor behind the use
of Javanese language by teacher and student in the learning process is student’s lack of
Indonesian language vocabulary. In addition, teacher also uses the language unwittingly.

Factors to code-mixing are (1) habit factor, (2) spontaneity factor, (3) intentional
factor, (4) learning material, and (5) language acquisition. Factors to code-switching are
(1) the choice of hearer, (2) changing topics, (3) feeling angry, (4) the influence of
partner’s language, (5) class situation, (6) religious factor, and (7) factor of language
acquisition. The function of code-mixing include: (a) transferring meaning, (b) clarifying
speech, (c) explaining learning material, and (d) strengthening speech. The function
of code-switching include: (a) performing good communication, (b) strengthening
order, (c) giving advice, (d) giving questions, (e) repeating the meaning of the speech, (f)
reminding, (g) clarifying speech, and (h) growing familiarity. The positive side of this
phenomenon can be an effective way to deliver lesson to students because both teachers
and students understand the languages. However, the use of Javanese language at class
can ruin the grammatical aspect of Indonesian language, which then trigger code-
mixing, code-switching, and interference which creates an informal learning situation.

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 CHAPTER III

DISCUSSION OF THE JOURNAL CONTENT

This journal describing the use of language at primary schools grade 1, 2, and 3 in
Surakarta. Which is language has become entrenched in human life particularly for its
dominant function in communication. The use of language can be in the form of
communication during teaching-learning process in classroom. Basically, learning
language helps students to develop their self-awareness and cultures. Furthermore,
language encourages students to express their opinions and feeling, to participate in social
interaction, and to use their analytic and imaginative ability. Communication during
teaching-learning process is needed as student’s interaction with teacher is very
important. However, the proficiency of Indonesian language at primary schools is still
difficult to determine as Indonesian language experience of students who are just starting
school is also different in every area. It is triggered by the variety of mother tongue as
their first language. Students who are younger than 7 or even children to enter school
before compulsory school age has enough experience of Indonesian language. On the
other side, there are also students with no Indonesian language experience. The disparity
of student’s Indonesian language proficiency triggers language mixing in the learning
process. This paper will describe the phenomenon of the use of utterance at the primary
schools in Surakarta by taking Javanese language as mother tongue into consideration.

The research belongs to descriptive qualitative research. This research also was
conducted in Surakarta, Central Java, Indonesia. The subject of the research was students
and teachers of grade 1, 2, and 3. The objects were taken for not mastering Indonesian
language properly, both productive (writing and speaking) and receptive (reading and
listening).It emphasizes in a note which depict real situation to support data presentation.
Content analysis is used as research methodology. It analyzes the research result of the
observed speech event. The data are collected from three sources: informant, events, and
documents. Results of the study demonstrate that the use of Javanese language is still
dominant in the learning process at primary schools in Surakarta. The data shows a
speech event conducted by teacher and students in starting classroom-learning process.
Many factors are behind the use of Javanese language by teacher in learning process.
Teacher has to balance student’s language skills so that student can better understand the
information delivered by teacher. Teacher understands that student’s skill in
8
Indonesian language is still low, so she performs a mixing language, Indonesian
and Javanese language. Students who do not understand the language performed by the
teacher will be passive. It then encourages teacher to switch into Javanese language to
counterbalance student’s language skill. Teacher’s habit to use Javanese language indeed
influence her language skill at school as she performs Javanese language as her first
language. However, that situation is also good to attract student’s attention toward the
lesson being taught.

The use of Javanese language brings positive effect for the process of learning.
Teacher who teach with Javanese and Indonesian language is more understood by
students because not all students understand Indonesian language used by the teacher.
Thus, the use of both Javanese and Indonesian language is more effective to deliver
information and knowledge to students.

However, the mixing language brings negative effect as it ruins the grammatical
aspect of Indonesian language. It is caused by the occurrence of code-mixing, code-
switching, interference, and improper integration in the use of Indonesian language,
which then create an informal situation. Code mixing and code switching also cause
Indonesian language used improperly. Interference ruins the grammar whereas
teacher should be able to introduce Indonesian language to students. In this case,
teacher does not rigidly use the proper language so that students cannot develop their
language skill better. Besides that, learning situation that should be formal become
informal due to the code-mixing and code-switching done by the teacher.

In conclusion the use of Indonesian language at the primary schools in Surakarta

is still affected by Javanese language as the mother tongue and the daily language of
People of Surakarta. Many factors influence the use of Javanese language in the learning
process. Those factors are (1) to balance student’s language skill so that the taught lesson
can be easily understood, (2) teacher’s habit to use Javanese language, and (3) to attract
student’s attention. Factor behind the use of Javanese language by teacher and student in
the learning process is student’s lack of Indonesian language vocabulary. In addition,
teacher also uses the language unwittingly.

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 A. The Strength of the Journal
1. Even this is an international journal, the subject of this research was conducted in
Surakarta, Java, Indonesia.
2. The title of the journal is made clearly.
3. The research is arranged sistematically, it’s begin with an abstract, introduction,
research methodology, research result and discussion, and conslussion.
4. The other parts in order to making journal like volume, number, page, keywords,
references, and so on are completed.
5. The content in the journal is understandable, so the reader can comprehen the
content clearly.
6. The journal has the straight line with the education issues.

B. The Weakness of the Journal

1. There is no literature review in this journal.
2. The sample of primary school is too narrow to be sample of the primary schools in
Surakarta, as the title A Sociolinguistics Study on the Use of the Javanese
Language in the Learning Process in Primary School in Surakarta, Central Java,
Indonesia.

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 CHAPTER III

CONCLUSSION AND RECCOMENDATION

A. CONCLUSION

In conclusion the use of Indonesian language at the primary schools in Surakarta

is still affected by Javanese language as the mother tongue and the daily language of
People of Surakarta. Many factors affect the use of Javanese language as mother tongue
in classroom teaching-learning process. They are (1) balancing the learning process, so
that learners are able to better understand the material presented by the teacher (2)
teacher’s habit to speak Javanese language, and (3) drawing student’s attention. The
factors underlying this phenomenon are explained by teacher and student’s lack of
Indonesian language vocabulary. In addition, there is an element unnoticed by teachers.

B. RECCOMENDATION

As reccomendation for this journal is it’s better if the researcher take about 2 until
3 sample from the primary school. It is too narrow to be sample from all primary school
in Surakarta. Then in mkaing a goo journal it’s better when foolow the rule in making a
good journal, the researchermay add the literature review to be based of the material.
Actually this journal almost complete but just need a a little bit improvement anymore.

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 REFERENCE

Shaddono K. & Rohmadi M., 2014. A Sociolinguistics Study on the Use of the Javanese
Language in the Learning Process in Primary School in Surakarta, Central Java,
Indonesia. Central Java: Canadian Center of Science and Education.

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