linguistik
Abstract
Introduction
Understanding people about the language of highly
variegated, hinged to the theory of what in wearing. Any theory have a
definition which differ among the one with another. What if this thing we depent
then we will not be might speak the language with about language of the same. The
function of common language is as a tool of communication social. Inside the
community there is communication or mutual relations among members. Especially on
the world of basic education language play important roles in knowing the
result because in learning done with communication. Hence gayaberbahasa
learning on the delivery of the very decisive result.
Discussion
Communication is the process of transmitting information from one person
to another. The language arts are all important to the communication process.
Listening and speaking are basic to oral communication; reading and writing are
basic to written communication; and viewing and visually representing are basic
to visual communication. Listening, reading, and viewing are ways of receiving
information. Speaking, writing, and visually representing are ways of conveying
information.
Values of Communication
Communication
is an essential element in our lives today. Almost every endeavor depends on
some form of communication: oral or written instructions or demonstrations for
performing an activity; oral or written information or gestures to coordinate
the activities of several people who are participating in an activity; oral or
written queries about objects, procedures, or locations; oral or written
evaluation of the outcome of an activity. Examples abound: A parent follows a
recipe or watches a cooking show to discover how to prepare a special dish for
the children&rsglq;s dinner. A teacher tells his class who is assigned to
go to the learning center and how many are allowed to be there at one time or
posts a diagram of the classroom and lists the names of several students under
each of several centers that are currently being used. A child asks an adult
where the sun goes at night. A supervisor writes a commendation for an
employee, based on her handling of a project.
Some
of these uses of communication are based on current actions: A person asks an
oral question and is answered orally; someone makes a telephone call for the
purpose of transmitting information or ideas; a person wishes to share an
abstract thought with a friend and expresses it orally; a salesman sends an
e-mail to a client to explain a delay in an order; a supervisor writes a note
containing instructions for a secretary to use the next day, handing it to the
secretary personally before leaving for the day. Other uses for communication
involve transmission of information over time. A child leaves a note for her
parents, informing them of where she will be that afternoon and how she can be
reached; a friend writes a letter telling about the fun he is having on his
trip; an associate sends a videotape of a meeting in the mail, so that the
information can be shared by those not able to attend; a student reads a
reference book describing a subject he is studying or reads the same
information from an Internet site; scholars study a book written in the
sixteenth century for clues to current happenings.
Children
come to school knowing many ways of communicating: They know how to inform, to
inquire, to console, to joke, to argue, and to persuade, for example. Children,
however, come from diverse backgrounds, culturally and linguistically, and they
may not perform these communication functions in the same ways. Most children
also come to school with knowledge of a wide range of communication events,
such as telephoning, e-mailing, storytelling, sermonizing, questioning, and
searching the Internet, but some have had more experience with particular
situations than have others because of differences in culture, socioeconomic
status, and other background conditions. Some may not have had experiences with
computer uses, for example, whereas others may have had little or no exposure
to storytelling.
Failures to Communicate
Failures
to communicate can cause serious consequences to the people involved. If a
building is on fire and the person who sees it is unable to convey the problem
to emergency personnel, the building inhabitants may be injured. Salespeople
who fail to communicate may lose sales. Teachers who fail to communicate may
have students who cannot perform at appropriate levels in school. If a child feels
sick and cannot explain the problem in an understandable way, she may suffer a
more severe or prolonged illness because the discovery of the illness was
delayed. The inability of infants to tell adults what is causing their
discomfort when they cry is a good illustration of the problem that exists.
In
school, failures to communicate may result from cultural differences. For
example, the teacher who asks a child, "Can you find your seat?" does
not want the question to be answered with a "yes" or "no."
This teacher is asking the student to go to the proper seat. A child who has
not been exposed to this type of communication may respond inappropriately, in
the teacher's opinion, causing the teacher to think the child is uncooperative.
Students
from different cultural backgrounds also may not understand the idioms they
encounter in school. If they hear the teacher or a classmate say, "Are you
pulling my leg?" they may be completely bewildered, since no physical
contact has taken place. They, in turn, use idioms relevant to their own
cultures that confuse their teachers and classmates.
Conclusion
Advice
reference
Soeparno, “ Dasar-dasar
linguistic umum”. 2002, Tiara Wacana. Yogya.
http://eldstrategies.com/languagefunctions.html
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