[email protected] | |
3275638434 | |
Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Cultural Pattern of Rhetorical Move in Indonesian Students’ Speeches
Oikurema Purwati
Full-Text PDF XML 1017 Views
DOI:10.17265/2159-5836/2018.04.014
The State University of Surabaya, Surabaya, Indonesia
In analysing a speech genre, genre analysis is applied. Genre analysis is a recent trend in discourse analysis. It combines socio-cultural and psycholinguistic aspect of text construction and interpretation. This analysis aims to show what extent surface linguistic forms align with given standardized communicative events. To construct a text, a speaker should master its schematic structure. The schematic structure consists of organizing the rhetoric. It covers the macro-stages which can be classified into introductory stage, body stage, and concluding stage. The rhetorical organization/structure (micro moves) of a speech genre includes “opening marker”, “gambit”, “narration”, and “marker” in the introductory stage; “claim”, “confutation”, “confirmation”, and “concession” in the body stage; “marker”, “appeal/recommendation”, and a closing in the body stage. By studying the schematic structure, it can be recognized how the students construct the genre, whether they follow the linear pattern offered or their construction of speech is influenced by their native cultural way of thinking. In sequencing the micro moves, the students followed the sequence offered in the framework of speech genre. Although there was a slight difference in sequencing the moves, in general the students have conformed to the proposed sequence. The variety of sequencing the moves was prompted by the native language and cultural background (Javanese and Chinese). Since rhetorical organization varies from culture to culture, it can be tolerated that the students have a variety in sequencing the moves.
genre analysis, move, hortatory exposition, culture, speech
Badan Stándar Nasional Pendidikan (BSNP/The Agency of Educational National Standard). (2006). Kurikulum Tingkat Satuan Pendidikan/KTSP (Curriculum of National Educational Level). BSNP, 307-320.
Balcer, C. L., & Seabury, H. F. (1965). Teaching speech in today’s secondary school. New York: Holt, Rinehart and Winston, Inc.
Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman.
Bhatia, V. K. (1997a). Applied genre analysis:A multi-perspective model (pp. 134-135). Hong Kong: City University of Hong Kong.
Bhatia, V. K. (1997b). Applied genre analysis and ESP. In T. Miller (Ed.), Functional approaches to written text: Classroom application. Washington, DC: English Language Programs.
Birk, N. P., & Birk, G. B. (1986). Selection, slanting, and charged language. Exploring Language. Toronto: Little, Brown Company.
Black, P. (1995). The dance of language: Some practical linguistic approaches. Centre for Studies of Language in Education. Darwin: Northern Territory University.
Blount, B. G. (ed.), (1974). Language, culture and society: A book of readings (pp. 86-111). Cambridge, Mass: Winthrop.
Cayne, B. S. et al., (Eds.). (1988). Encyclopedic dictionary of the English language. New York: Lexicon Publication, Inc.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching: A guide for language teachers (p. 170). England: Cambridge University Press.
Cheong, E.-Y. (1999). Analysis of Sermons delivered by Korean, Filipino, and American Pastors: The view of genre analysis. FORUM, 30(4), 44-45.
Cooper, S., & Patton, R. (2003). Writing logically, thinking critically. New York: Pearson Longman.
D’Angelo, F. J. (1980). Process and thought in composition. Cambridge: Winthrop Publishers, Inc.
De Beaugrande, R. A., & Dressler, W. (1981). Text linguistics: An introduction. King Saud University: College of Language and Translation Department of English and Translation.
Department of National Education. (2004). Kurikulum 2004: Standar Kompetensi (Curriculum 2004: Standar of competencies) ( p. 42). Depdiknas.
Derewianka, B. (1995). Exploring how texts work. Sydney: Primary English Teaching Association (Australia).
Fawcett, S., & Sandberg, A. (1988). Evergreen: A guide to writing. Boston: Houghton Mifflin Company.
Golden, J. L. et al. (1984). The rhetoric of western thought. Iowa: Kendall/Hunt Publishing Company.
Hammond, J. (1987). An overview of the genre-based approach to the teaching of writing. Australian Review of Applied Linguistics, 10(2), 163-181.
Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16, 1-20. (Reprinted in 1972 and 1980 (2nd ed.) in K. Croft (Ed.), Reading son English as a second language: For teachers and teacher trainers (pp. 399-418), Winthrop; and in 1984 in S. McKay (Ed.), Composing in a second language (pp. 43-56), Newbury House, Rowley MA.
Kern, R. (2000). Literacy and language teaching. Hongkong: Oxford University Press.
Lazaraton, A. (2001). Teaching oral skills (p. 106). Boston: Heinle & Heinle.
Literacy & Education Research Network. (1990). A genre-based approach to teaching writing in years 3-6. Annandale: Common Ground.
Mann, W. C., & Thompson, S. A. (1992). Discourse description: Diverse linguistic analyses of a fund-raising text. Amsterdam/Philadelphia: John Benjamins Publishing Company.
Martin, J. R. (1984). Language, register and genre. In F. Christie (Ed.), Children writing reader. Geelong Vic: Deakin University.
Ngadiman, A. (1998). Javanese cultural thought patterns as manifested in expository discourse (Unpublished Dissertation. Malang: Institute of Teacher Training and Education).
Nutall, C. E. (1982). Teaching reading skills in a foreign language. Heneimann Educational Books.
Price, K. R., & Keefer, J. (1995). Communication skills: Using the telephone, conducting a meeting, making a speech. Columbus: Vocational Instructional Materials Laboratory.
Savignon, S. J. (2001). Communicative language teaching for the Twenty-First century. Teaching english as a second & foreign language ed. Marianne Celce-Murcia. Heinel & Heinel.
Seyler, D. U. (1984). Beginning with strategies for reading accurately and identifying the writer’s article, the text moves on to argument, logic and research. Northern Virginia: Community College.
Shumin, K. (1997). Factors to consider: Developing adult EFL students’ speaking abilities. FORUM, 35(3), 9-10.
Sinar, T. S. (2002). An introduction to a systemic-functional linguistic-oriented discourse analysis. Singapore: Deezed Consult.
Susilo, S. (1998). Rhetorical patterns as reflected in argumentation discourse in the Jakarta post articles (Unpublished Thesis. Malang: Institute of Teacher Training and Education).
Swales, J. M. (1991). ESP development worldwide. In Luzares et al. (Eds.), Proceedings of the ESP State-of-the-Art Conference (pp. 11-19). Manila: De La Salle University..
Titscher, S. et al. (2000). Methods of texts and discourse analysis. London: SAGE Publications Ltd.
Tong, W. (1999). A public speaking course. In FORUM, 37(1), 26. Jan-Mar. Washington, DC: English Teaching Forum.
Wahab, A. (1991). Isu linguistik: Pengajaran Bahasa dan Sastra (Teaching learning language & literature: Linguistic issue). Surabaya: Airlangga University Press.
Webster, M. (1990). The new lexicon dictionary of the English language. New York: Lexicon Publication. Inc.
Wignell, P. (1994). Introduction to English grammar and discourse: Study guide. Darwin: NT External Studies Centre, Northern Territory University.
Yang. S. Y. (1999). Classroom speaking activities. FORUM, 37(4), 22.