Event Management Essay Example | Topics and Well Written Essays - 2750 words

Event Management - Essay Example Event management can be treated as the application of managing any projects related to any events. This essay describes the ways event management industry works and focuses on famous global events, such as Glastonbury festival. The event management industry has given a new look to the global event business. The properly managed international events have a great effect on the economy of the country. The event management business and the core concept of globalizing the events have given a great repute to the cultural festivals. The international events have given a new paradigm to the global tourism industry. For example, there are many events occurring globally which attract many international audience, such as Woodstock music festival, October Fest, many sports events like Football World Cup, Cricket World Cup, Olympics, and art and music festival like Glastonbury Festival of contemporary performing art are globally renowned events and managing these events are very challenging job. The researcher concluds his analysis on The Glastonbury Festival and states that it has become the festival for the world. It has boosted the UK tourism and has given a great contribution towards the economy and betterment. It has shown a great responsibility towards the social responsibilities. The researcher also states that managing the humongous event like Glastonbury Festival is an act of more than one event management company but, it is an one man organization and there is the difference of the festival from the other festivals.

Economy Essay Example | Topics and Well Written Essays - 2000 words

Economy - Essay Example This was positive news for the economy of UK but the policy makers have struggled to register even modest pace of progress of the country’s economy. The government of UK has however faced lot of criticism from the people because of policy measures on austerity after it took office in 2010. Since the time the government of UK has reduced their spending, the economy of the country has become stagnant. This has been fuelled by the effects of recession. As compared to the last fiscal, the economy of the country has grown by a meager 0.3% in the first quarter of the current year. The last quarter of 2012 registered a lean growth of 0.3%. This showed that the economic depression in UK has been prevailing since the last year and is still continuing in 2012. According to the director of fixed income at Scotia Bank, Alan Clarke, the GDP growth rate of the country has been 1.2% for the last year. The slight increase in the economic growth rate is a sign of relief for the UK treasury but the challenge of reviving the economy still looms large over the policymakers. One of the major rating agencies, the Fitch Ratings emerged as the second major ratings agency to dismiss UK from its triple â€Å"A† credit ratings. The economy of UK saw unemployment levels rising in the month of February and the wages of labor also declined to minimum levels. The International Monetary Fund who were once a major proponent of the austerity measures of the governments commented that UK should consider to reduce government spending on the back of weak economic progress of the country. The British political administration headed by the Prime Minister commented that they would continue with the austerity policies in order to avoid the fate of Greece and other members of the European Union (Dow Jones & Company, 2013, p.1). The British administration still believes that it might take longer than expected for the economy to recover but the slightest progress in the first quarter of 201 3 indicated that the economy is healing. There are no easy solutions for economic recovery from the situation of crisis built over the years. This is evident from the worldwide economic slowdowns in countries like US, Germany, China, etc. Analysis of the article and identification of linkage with the economic concepts The rime of Golden age in Europe and US saw the major economies of the world like UK passing through a phase of reconstruction and government policies on increased expenditure in order to boost the aggregate demand in the economy. This created increase in the flow of money in the economy of the countries like UK. This policy adopted by the policy makers could be linked with the economic theory proposed by the British economist, Keynes. The Keynesian theory of economics explained that an expenditure of one member in the economy leads to the income of another member. The rise in income level of the population led to the increase in aggregate demand which was supported by increase in production and increase in fiscal deficits of the government (Mankiw, 2011, p.39). In the later stages the increase in liquidity level beyond limit and excessive savings led to decrease in investments and fall of production levels. This caused inflation

Planning and implementing classroom meetings Essay Example for Free

Planning and implementing classroom meetings Essay Class room meetings do provide a perfect forum for the establishment of a conducive learning environment in the school scenario. It does give the learners a perfect environment for them to practice their communication and socialization skills which are in cooperated in the teaching curriculum. The class meetings are meant to serve some purposes which are listed below. Purpose of the class meetings: The main purpose or major aim for class meetings is to try and resolve some key discipline problems that are encountered in the learning environment. The class meetings do therefore create the required environment for the teacher and learners to work together in trying to resolve some problems that are always encountered in the school scenario for example discipline problems whereby learners harass other learners in class or during play time, making noise that disturbs the learning environment negatively and other incidents. Through the class meetings, an approach is created whereby the teacher and the learners try to resolve the first few incidents of misbehavior before they do get out of hand. An example of a minor conflict that can get out of hand and become a major full scale discipline problem is the case whereby a given learner is constantly being bullied by other learners who happen to have bigger and stronger bodies as compared to him/her. If this kind of vice continues for some time then it is likely to lead that particular learner to a state of being depressed and feeling unwanted in that environment. Once the learner enters the state of being depressed then he/she is likely to start using drugs to escape the state of depression and sometimes it can lead the learner to dropping out of school. Therefore, when a meeting is held in the class, it serves a purpose of trying to guide and counsel the learners to avoid such vices and treat each other fairly with some equity in order to create a more conducive environment for learning. The class meetings do also serve a purpose of facilitating and creating a positive relationship in the learning environment. The meetings provide an opportunity for the learners and the teachers to be able to build some form of trust, respect and confidence in each other which leads to the creation of a warm and caring environment. The confidence created by the class meetings leads to the creation of an environment that is full of mutual understanding thereby enabling all the class members to make statements or state opinions freely without feeling unsecure. Classroom meetings do develop closer relationships between the learners and even between the learners and their teachers. This closer relationships come when the learners are discussing issues or are having conversations in a relaxed manner whereby they do talk of where they come from, about their families and there general background. This relationships end up creating a class that is manageable since the involved parties do get to know and understand each other accordingly. A good example is when a teacher holds a meeting with her kindergarten learners; at first the children are not so free with the teacher. They tend to create and keep a certain distance between them and the teacher. A teacher may ask them to respond to some question but they choose to be quiet and not that they do not know the response, but they could not be free with the teacher. But if she holds some meetings with them whereby she addresses them warmly then she is bound to break the communication barrier between her and the young learners. This ends up creating a relationship of mutual benefit between the learners and the teacher. (Marshal 2001). Through class meetings, learners do acquire important development skills. The skills include the ability to listen attentively and to have an understanding of each other. As the class meetings go on, learners discover that if they do not pay attention or listen carefully and attentively to what the others are saying, then they are meant to lose some key interesting points and some humorous contributions. ( Marshall 2001). Class meetings also have a purpose in enabling the learners to develop other skill for example reflecting listening whereby a learner is supposed to paraphrase what he/she had heard earlier on from a classmate. This skill enables the learner to listen with some form of understanding. A reflective dialogue also enables the learner to develop a clear and concise speech which is an important element in the art of communication. It enables the learner to know that if there speech is not clear then there point may not be understood properly or clearly and therefore they won’t be able to make their point or view known (Marshall 2001). Learners gain skills that enable them to be team players. When they are holding discussions in the class meetings, the various opinions that they give from their point of view and contributions that they make helps them in cultivating the team spirits. Objectives of class meetings. Classroom meetings do have some objectives that serve to improve the life of the learners and teachers in the learning environment. The objectives are meant to: Improve the general communication skills of the learners. The communication skills include the listening and speaking skills. When the learners are participating in the discussion of issues that affect them in school they not only nurture their speaking skills but also their listening skills which are an integral component in the learning environment. The listening skills enable the learners to pay close attention to what the others in class are trying to communicate. Provide opportunities for the learners to develop skills for insightful, creative and critical speaking (Marshall 2001). Classroom meetings provide a platform that enables learners to practice their speaking skills. When the learners are engaged in debates during the class meetings or when they are asked by the teacher to give their own views on some given issues, it does give them that opportunity that enables them to improve and even cultivate better speaking skills. Their creativity is improved when they are asked to give solutions and provide a way forward for some critical issues that affect their well-being in school. Create an opportunity for the learners to interact respectfully and promote their team work spirit. The interaction with each other in class meetings enables the learners to understand each other from all perspectives. Team work spirit enables them to be team players and to work together in resolving any problems and miss-understandings that they face not only in school but also in the outside world also where they meet bigger and tougher challenges. Foster social skills for example reducing shyness (Marshall 2001). Classroom meetings enable learners to interact positively through participating in conversations and debates in class which enable them to overcome their shyness as they become more confident in holding discussions. The more the learners participate in class meetings, the more they overcome their shyness. Classroom meetings build a trusting and caring relationship between the learner and the teacher. When the teacher holds a meeting to discuss with the learner issues that do affect them in a friendly way them the relationship between the teacher and the learner is bound to improve. The learners will free being with that teacher which is a necessary requirement for the learning process to be more effective. The learners will be free to ask the teacher any question which they do not understand and in turn the teacher will do what is required of him/her professionally. Agenda of classroom meetings. Agenda, from the view of class meetings is a term meant to refer to the different matters that affect the learners and are meant to be solved during meetings through giving suggestions, discussing them or using any other appropriate way to solve them. Class meetings are designed in such a way that they try to improve the learning environment and change it positively beginning with the students themselves. Teachers have their own agendas for classroom, for example the teachers use the meetings to gain some instructional objectives from the learners (Marshall 2001). Instructional objectives are obtained when the teacher asks the learners questions that pertain the class meeting or the lessons held in class. For example the teacher can ask the learners to give suggestions on how they could make the next lesson better than the present one. It gives the learners the opportunity to reflect in their minds and try to give suggestions that will help improve the next lesson. This kind of reflection also helps those kids who easily switch of from the current events to other ones that are not part of the class meetings. When they are asked to give suggestion concerning the betterment of the meeting then they are likely to linger on when that lesson or meeting is held since they gave a suggestion concerning it. Teachers can also have other agendas like setting up the tone of a class for learning. This is particularly an important agenda especially when a given class is a very difficult class to manage for example a class that is full of mischief from the learners. If a class meeting is held at the beginning of the learning process, then the teacher might be successful in implementing some rules that will be used through the learning exercise and set the right tone for the learning process from the beginning of that session to the very end (Marshall 2001). Having Class meetings can also have agendas that involve learners discussing on the right approach for them to use in doing their assignments and in reviewing them. For example they can discuss whether it is appropriate for them to hold discussions as a whole class in order to do review an assignment that they had done earlier on or it will be appropriate for them to do the assignments in smaller groups or it will be more appropriate for them to do them individually through research. Such an agenda enables the learners to find a better way of handling their class work, a way that will benefit them more. They also get to give reasons why they think a given approach will benefit them more than the other approaches. Also in the class meeting agenda, the way of dealing with minor problems should be spoken about or discussed. Dealing with class room misbehaviors should be an agenda. In some cases, especially when dealing with young learners of lower classes, a teacher gets complaints like â€Å"teacher this one is squeezing my hand†. Both the learners and the teacher should agree on what to do during such incidents. When the learners decide for themselves, it becomes a sure way of controlling some vices in the class room as they will be conscious of what they will be doing in class and will obviously try as much as possible to avoid getting into trouble. Formulating questions. The purpose, objectives and goals of the meeting should be clear to the teacher in order to enable him/her to formulate the right kind of questions that will enable him/her to achieve all the goals of the meetings. The teacher must formulate open ended questions. Open ended questions invite a discussion and are the best when holding a class meeting as they require more than just an answer. They let the learners to give explanations as to why they feel as they feel. (Marshall 2001). Closed ended questions are those that require simple answers only. They do not elicit any explanations from the learners. They require a yes or no answer. Such questions should be avoided at all times. They do not even play a simple role of nurturing the creativity of the learners. The open ended questions help a lot in improving the creativity of the learners as they give room for the learners to think widely and try to come up with the right solutions or answer to a given problem. The teacher should therefore formulate open-ended questions. An example of open ended questions is a question that begins with â€Å"Why? † or â€Å"How? †. This way, a justification is given by the student and at the end does show that the student did do some thinking or reasoning. The teacher should also formulate questions that seek for clarification. A learner should try to explain the reasons why they chose on a given answer. In other words, the learner should not only give a flat answer but also explain that answer and try to clarify it more. Some learners have a tendency of letting their minds wonder far off from the events that are currently taking place in class and once they are asked to answer a given question they ask their neighbors in class and give an answer that serves the purpose of redeeming them from some shame. If a teacher formulates questions that seek clarification then the learner’s attention will most likely be captured to end of the meeting. Length, time and frequency Length, time and frequency of a class meeting depends on the class and age of the learners, the nature of that group, the kind of interests that they have during the meetings and the type or nature of topic that is being discussed. Meetings for young children, for example those in kindergarten should be planned and held for around ten minutes while the one for older learners i. e. those in higher classes can be held for a longer time, about twenty minutes. (Marshall 2001). The meetings should always be held at the same time as planned or as in schedule. For example, some teachers do hold meetings before the class breaks for lunch, at the end of the period or when the day ends. Teachers, who handle middle and high school classes, hold meetings at the beginning of every class in order to discuss how the learners are faring on and to check on the progress of the class projects. These meetings that are held at the beginning of the class in co-operate the learners into the planning process which leads to increase in the learning processes even though only a few minutes are spared for a discussion. According to Marshall, the elementary classes should hold meetings on a daily basis as a way of keeping them in track. It checks on their behavior and if they are doing what they are supposed to do in school. Marshall also argues that if the middle and high school classes do not hold meetings on a regular basis then they will be depriving themselves of the so many advantages that do come with the meetings when they are held regularly. Physical environment. The physical environment should be created in a satisfactory manner. The kind of physical environment created should guarantee the meeting some quality. For example if a teacher decides to create a circle or to adopt a circle format for the meeting, then it is obvious that the meeting will have a high quality attached to it since the learners see each other face to face and are therefore able to read each other’s expressions as well as hear the words that are being spoken in a better way as compared to them being seated in rows and facing the teacher whereby the learners won’t be able to see the ones who are contributing from the back of the class (Marshall 2001) When the learners are seated in rows, they will squirm around to see the person contributing from the back. This leads to lack of concentration that is a necessity in the discussion. Therefore, teachers should adopt an environment that is more effective for the discussion to be of a greater success. A circle format for the sitting arrangement is the best for holding class meetings. Furniture. Desks are a barrier to open discussions in class. They should be moved in order to pave way for a circle. The learners should only use their chairs if the meeting is to be more effective. For the younger learners, those in lower grades, sitting on the floor will be more effective in that movement will be minimal from them. It will also save time for moving desks and chairs since they are young and do not know the value of time. (Marshall 2001). Role of the teacher. The major role of the teacher is to facilitate the meeting. For example, the teacher has to monitor the learners, pose the right questions and give the right answers to the learners. The teacher has to ensure that the right comments are made to every student who attempts to bring something into the discussion. If a teacher comments on only one learner’s contribution and ignores the other, then that student is bound to believe that his contribution was not worthwhile. The teacher has to conclude the meeting. He/she has to summarize all the points that have been discussed and to make sure that all the learners understand all that has been discussed. Role of the student. The student plays a role in implementing what has been discussed and agreed upon. If the meeting set an agenda on keeping silence in class, then the learner has to try and be silent. If they agreed on how cleaning of classrooms should be done then the learner has a role to play to make sure that all is a success. Closing the meeting. The teacher should give a summary of the whole meeting on what has been agreed upon. The teacher could also draw a consensus or just state the agreed solution in a problem solving meeting. It serves to reinforce the discussions of the meeting. Evaluation. At the end of the meeting, the teacher should ask himself or herself some questions that reflect on the meeting and are meant to improve skills. For example: are the learners expressing their own opinions? Are the students displaying any evidence of insightful thinking? (Marshall 2001). The teacher can also asses the level of participation of the learners i. e. if they all took part in the discussion. In conclusion, class meetings are an important part in the creation of a conducive learning environment. When meetings are held with the learners, they not only check on the behavior of the learners but also improve the relationship of the learners and the teacher which is an important aspect in the teacher student relationship. References. Marshall, M. (2001). Classroom meetings. .New York: Piper Press.

Impact of Internationalisation of Business Markets

Impact of Internationalisation of Business Markets This report aims to analyse and discuss the internationalisation of business and global marketing issues. It also analyses the influence of global marketing environment on the marketing activities of the firm. In order to prepare this report, there has been a use of various Academic textbooks and journals. Over the past thirty years, internationalisation of the firm has been the most frequently researched topics in international marketing (Fletcher 2001). It has been used to describe the outward movement or increasing involvement in a firms or larger groupings international operations (Fillis 2000). In general, Internationalisation refers to the increasing importance of international trades, international treaties, international relations, alliances, etc. Firms undertake international operations due to various reasons (Lam and White 1999). Some internationalise due to the fact that their competitors or customers have been globalised (Ohmae, 1990), whereas others are pushed by the idea of multinationalism as a symbol of success and progress (Gerlinger et al. 1989). The firms use a stepwise approach along with an organisational continuum, in order to develop the international operations. The Uppsala School views internationalisation as having four stages while it has also been modelled with five and six. Although the number of incremental steps may differ, there is general agreement that with each subsequent step comes increasing involvement in international operations. However, due to increasing globalisation, chaotic market conditions and technology effects, it is believed that such stepwise advancement is not generally exhibited in SMEs and that alternative modelling of microenterprise behaviour is needed in order to account for emerging modes of behaviour (Fillis 2000). Definition of Internationalisation: There are many possible definitions of Internationalisation, some referring to the whole economy of the home or internationalising, country, some referring to specific sectors of the economy, and some referring to MNEs themselves (Kumar, N 1998). Calof and Beamish (1995: 116) denotes Internationalisation as the process of adapting firms operations (strategy, structure, resources, etc) to international environments. Whereas, Welch and Luostarinen (1988), Rao and Naidu (1992), Easton and Li (1993) and Johanson and Vahlne (1993) has defined internationalisation as a process by which firms increase their involvement in international business activities. From the above-proposed definitions, it can be concluded that Internationalisation is a process in which the firm gradually increases its international involvement. Complexity and challenges in Internationalisation: Internationalisation is a process which is very complex and challenging by nature. There have been various factors which have made internationalisation as a complex process. The most important factors are uncertainty in formats, formula and markets, the high degree of operational flexibility required and there need to be the high rate of formula innovation in order to get a success in internationalisation (Dawson, J. 2003). Uncertainty in Formats, Formula and Markets: As being an international market for the internationalising firm, it is very uncertain. The firm faces huge competition from the local markets. These all factors make internationalising for the firm very challenging. High degree of operational flexibility required: In order to perform a successful internationalisation process, there needs to be a high degree of operational flexibility, which will give an advantage to the internationalising firm over the local firms. Need of high rate of formula innovation: In order to gain an advantage over the local firms, the internationalising firm has to be very active in terms of innovation. As the competition will be high for the internationalising firm there needs to be a rapid innovation of the formula. Uppsala Internationalization Model: The Uppsala Internationalization Model was originally developed by Johanson and Vahlne (1977, 1990). This model, also known as the incremental theory of internationalisation, shows that enterprises gradually increase their international involvement according to the development of their knowledge about foreign markets and operations. Camuffo et al. (2007) enhanced this model by adding technological knowledge and customer-supplier interaction as important determinants of the process, stating that cross-border expansion into a neighbouring country might shorten the time required to accumulate knowledge and to control the facility in the target country (Reiner, G. 2008). The Uppsala model has described the internationalisation of a firm as a process of experiential learning and incremental commitments which lead to an evolutionary development in a foreign market. Johanson and Vahlne formulated this approach in 1977, referring to empirical observations on Swedish manufacturing firms from their studies at the international business department of Uppsala University. One of the basic assumptions of the model is that the lack of knowledge is an important obstacle to the development of international operations (Johanson Vahlne, 1977: 23). Hence, the Uppsala model has dealt fundamentally with knowledge acquisition and learning. It has been observed that the absence of market-specific knowledge has forced the many manufacturing firms to develop their international operations in small steps, undertaking incremental commitment decisions and moving at the beginning to psychically close countries in order to reduce the market uncertainty (Johanson Vahlne, 1977 : 24). Uppsala model is based on four core concepts: market commitment, market knowledge, current activities and commitment decisions. These four concepts are then divided into state aspects and change aspects. The two state aspects are market commitment, which is the resources committed to foreign markets, and market knowledge, which is the knowledge about foreign markets and operations possessed by the firm at a given time. The two change aspects are current activities and commitment decisions. The latter are the decisions to commit resources to foreign operations (Johanson Vahlne, 1990). Drawback of Uppsala Internationalisation model: The Uppsala model has been criticised for being partial and deterministic (Hollensen, S. 2007).The first criticism is based on the fact that Johanson and Vahlne 1977 rely on only one construct- experiential knowledge as one of several constructs, including the decision making process of the firms management. On the other hand, the internationalisation process model does deal with how other factors are handled in the process (Blomstermo, A. 2003). The criticism that the model is deterministic has to do with the incremental development of experiential knowledge and its manifestation in the visible stage model. Researchers provide empirical evidence that shows that firms do not always start with occasional exports and end up with a production company abroad (Newbould, Buckley and Thurwel 1978).It has also been argued that the model does not take into account interdependencies between different country markets (Johanson and Mattson, 1986) Advantages of Uppsala Internationalisation model: After analysing the Uppsala Internationalisation model it was found that there have been very few advantages. The only advantage associated with this model is that it explains the internationalisation process. In comparison to all the other models of internationalisation this has been highly criticised (Madsen, K. 1991). Macro-environment Forces: Whether its an international banking organisation, a university or a manufacturer, no organisation exists within a vacuum. It is very likely competitors, to be subject to international, national and local control, obliged to comply with national or European pollution fluctuations in the fortunes of the global economy (Brooks, I. 2004). Factors that influence a companys or products development but that are outside of the companys control. For example, the macro environment could include competitors, changes in interest rates, changes in cultural tastes, or government regulations etc (Hill, C. 2009). Macro- environmental forces influencing Internationalisation process: The various outside influence on a firms decision to go international are as follows: Export Agents Governments Chamber of commerce Banks etc. Unsolicited international orders are one major factors influence the firm to begin exporting. In United States, such orders have been found to account for more than half of all cases of export initiation by small and medium-sized firms. Another major influencing agent may actually be a competitor. Just as firms respond to competitive pressures from other companies, statements by executives from other competing firms may serve as change agents (Czinkota, M. 2007). Export Agents: Export agents as well as export management firms generally qualify as experts in global marketing. They are already dealing internationally with other exportable products, have overseas contacts and are set up to handle other exportable products, have overseas contacts and are set up to handle other exportable products. Many of these trade intermediaries approach prospective exporters directly if they think that their product have potential markets overseas (Hollensen, S. 2007). Governments: In nearly all countries governments try to stimulate international business through providing global marketing expertise (export assistance programmes). For example, government stimulation measures can have a positive influence not only in terms of any direct financial effects that they may have, but also in relation to the provision of information (Welfens, P. 2001). Chambers of commerce: Chambers of commerce and similar export production organizations are interested in stimulating international business, both exports and imports. These organizations seek to motivate individual companies to get involved in global marketing and provide incentives for them to do so on. These incentives include putting the prospective exporter or importer in touch with overseas business, providing overseas market information, and referring the prospective exporter or importer to financial institutions capable of financing global marketing activity (Hollensen, S. 2007).. Banks: Banks and other financial institutions are often instrumental in getting companies to internationalize. They alert their domestic clients to international opportunities and help them to capitalize on these opportunities. Of course, they look forward to their services being used more extensively as domestic clients expand internationally (Czinkota, M. 2007). Common Customer needs: In general, standardization is less likely with services that with goods. Within services, the potential for standardization is greater the less the provider is involved in the delivery because this increases the extent to which customer needs are likely to have more features in common. Scale Economies: These are driven by the opportunity to spread fixed costs. With services, such economies are more likely to come from standardised processes than from a physical concentration of activities (Blythe, J. 2005). Competition Drivers: These often occur because the service provider finds it necessary to go international in order to protest its position in the domestic market, especially if costs can be lowered. If the service providers do not take this step, then there is an increased risk that firms in the international market may use that market as a base from which to internationalise their operations (Toyne, B. 1989). Information Technology drivers: The ability to centralise information hubs on a global basis is a motive because it strengthens the firms competitive position. For example: Rupert Murdochs involvement in satellite TV in order to monopolise sports coverage (Brown, L. 2004). Apart from the above-mentioned drivers, there are some more drivers of internationalisation such as Revolution in information and communications systems, globalisation of financial markets and also improvements in business travel (Blythe, J. 2005). Conclusion: From the above discussion and findings, it can be concluded that Internationalisation is a process in which the firm gradually increases its international involvement. It has been also found that the internationalisation is very complex by nature. Various models of internationalisation have been proposed till date, out of which the most famous model is Uppsala approach model of internationalisation. However, it was found that there have been various drawbacks in this model such as, being partial and deterministic, not taken into account interdependencies between different country markets etc. From the discussion of the influence of various macro environmental forces on internationalisation, it can be concluded that there is an increasing number of influence on the firms to go for industrialisation.

Welsh Language Census Report :: essays research papers

Sociolinguistics LING 2150 Assessment 1 Use the census data available on Welsh to build up a picture of what happened to a chosen small area of Wales over a period for which data is available in the census. The focus of your discussion should be on the rise/fall/stability of the minority language. Try to use data about the age of speakers, and degree of literacy. For this essay, I plan to look at what has happened to the number of speakers of Welsh in both Swansea and the Lliw Valley over time by using census data, comparing the two areas which both lie in South Wales in the county of West Glamorgan. These areas are of a similar size, with Swansea recorded in the 1991 census as being 24,590 hectares, and the Lliw Valley as 21,754 hectares. These measurements do not differ more than 500 hectares from year to year in the data I will use, however, I will have to take into account the fact that the boundaries for Welsh counties sometimes change between censuses. For this reason, I will have to be very careful when choosing my data. The population of my chosen areas differs dramatically though. In the 1991 census it was recorded that the population of Swansea was 181,906 and the Lliw Valley was 63,099. This means that in Swansea there are 7.4 persons per hectare contrasted with 2.9 in the Lliw Valley. Due to this, I thought it would be interesting to compare such an urban area as Swansea with a rather more rural area as the Lliw Valley to see if there are any differences that can be found regarding the number of Welsh speakers.   Ã‚  Ã‚  Ã‚  Ã‚  We can see these two areas on the following map. Note the dense network of major roads around the Swansea area contrasted with the small amount in the Lliw Valley. Also, we can see that the counties of Dyfed and Powys are large rural areas, with sparse scatterings of major roads: (The public's library and digital archive, 1993) â€Å"Of the languages spoken at the present time in mainland Britain, Welsh has been here by far the longest,† (Price, 1984:94), so why, may we ask, has it come to be that it is only spoken by a minority of the Welsh population? We can see from the following table the extent to which the number of speakers of Welsh in Wales has declined since 1901:   Ã‚  Ã‚  Ã‚  Ã‚  Speaking Welsh only  Ã‚  Ã‚  Ã‚  Ã‚  Speaking English and Welsh  Ã‚  Ã‚  Ã‚  Ã‚  Total

John Brown :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  John Brown became a legend of his time. He was a God fearing, yet violent man and slaveholders saw him as evil, fanatic, a murderer, lunatic, liar, and horse thief. To abolitionists, he was noble and courageous. John Brown was born in 1800 and grew up in the wilderness of Ohio. At seventeen, he left home and soon mastered the arts of farming, tanning, and home building. Along with all the rural arts Brown was skilled at, one of his most conspicuous talents was profuse and painful failure. He made many attempts at work and every one turned into a disappointment. In 1837, Brown made his first public statement on human bondage and from then on continued to speak out against slavery. For three years, he traveled East beseeching abolitionists for guns and money. While doing that, Brown created a plan that one night, a small group would capture the federal armory and arsenal in Harpers Ferry, Virginia. There, the group would seize all the guns and escape. Slaves would then join the group, creating an army, and diminish slavery in the South. On October 16, 1859, John Brown led a procession into Harpers Ferry and the raid went perfectly as planned. By noon, however, the Virginia militia entered Harpers Ferry and closed the only escape route. At the end of the day, Brown only had five of the twenty-two men he began with available to continue fighting. On October 18, the Marines, headed by Colonel Robert E. Lee, requested the surrender of Brown. He refused. The Marines attacked and captured John Brown. Brown’s trial took place in one week and on November 2, 1859, John Brown was charged with murder, treason, and leading a slave revolt. He was sentenced to death. Brown lived in a Charleston jail cell for one month until he was killed on December 2. Church bells tolled and cannons boomed in honor of John Brown. Experts began to question Brown’s sanity. Some say he was obsessed, monomaniacal, and psychologically unbalanced. John Brown :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  John Brown became a legend of his time. He was a God fearing, yet violent man and slaveholders saw him as evil, fanatic, a murderer, lunatic, liar, and horse thief. To abolitionists, he was noble and courageous. John Brown was born in 1800 and grew up in the wilderness of Ohio. At seventeen, he left home and soon mastered the arts of farming, tanning, and home building. Along with all the rural arts Brown was skilled at, one of his most conspicuous talents was profuse and painful failure. He made many attempts at work and every one turned into a disappointment. In 1837, Brown made his first public statement on human bondage and from then on continued to speak out against slavery. For three years, he traveled East beseeching abolitionists for guns and money. While doing that, Brown created a plan that one night, a small group would capture the federal armory and arsenal in Harpers Ferry, Virginia. There, the group would seize all the guns and escape. Slaves would then join the group, creating an army, and diminish slavery in the South. On October 16, 1859, John Brown led a procession into Harpers Ferry and the raid went perfectly as planned. By noon, however, the Virginia militia entered Harpers Ferry and closed the only escape route. At the end of the day, Brown only had five of the twenty-two men he began with available to continue fighting. On October 18, the Marines, headed by Colonel Robert E. Lee, requested the surrender of Brown. He refused. The Marines attacked and captured John Brown. Brown’s trial took place in one week and on November 2, 1859, John Brown was charged with murder, treason, and leading a slave revolt. He was sentenced to death. Brown lived in a Charleston jail cell for one month until he was killed on December 2. Church bells tolled and cannons boomed in honor of John Brown. Experts began to question Brown’s sanity. Some say he was obsessed, monomaniacal, and psychologically unbalanced.

Discourse Analysis Mini Research Essay

This chapter presents an introduction consisting of background of study, problems of study, objective of the study, and significance of the study. 1.1 Background of the Study Language has a social function as a tool to make connection between human beings. Without language, it seems impossible for people to interact with others in their daily life because language can express people’s feeling, willing, opinion, etc. In case of communication, some public figures might influence language use in socio culture. The figure public not only as the entertainer for society but also as a trendsetter of any aspects such as the fashion style, hobby, and the language style. The later aspect is the interesting one that we want to analyze in our mini research. The influence of figure public language style toward society is could studied in Critical Discourse Analysis (commonly abbreviated to CDA). Fairclough, the founder of CDA, explains that CDA is a theory of language in relation to power and ideology (1995:1). This is a theory enabling us to discover how a ruling class rules the society through their linguistics practices. Simply put, CDA is an interdisciplinary study combining linguistic theory and social theories, such as politics, economics, religion, culture, communication, etc. in order to shed light on how the social and power domination are acted out in linguistic practice. We can found language style used by figure public in any kinds of media such as television, radio, internet, newspaper, and even in media socials. One of the phenomenal public figure is an Indonesian singer, Syahrini, who is known by her words. She produces some famous words such as sesuatu, Alhamdulillah ya, cetar membahana, and the last one is terpampang nyata. Those five words are famous among our society and everyone often use them in daily communication. How do Syahrini’s words influence language use in socio cultural? Of course, there is a reason why does Syahrini have big impact to society’s language usage. Based on the unique phenomena above, the researchers conduct the mini research entitled â€Å"Meaning Construction in Syahrini’s Utterances†. 1.2 Problem of The Study Based on the background above, the problem of the study is formulated as follow: a. How do the words produced by Syahrini influence language use in social practice? 1.3 Objective of The Study Objective of the study is: a. To find out the influence of the words produced by Syahrini toward language use in social practice CHAPTER 2 REVIEW OF RELATED LITERATURE 2.1 Discourse Analysis According to Gillian Brown, discourse analysis is a term that has come to have different interpretations for scholars working in different disciplines. For a sociolinguist, it is concerned mainly with the structure of social interaction manifested in conversation; for a psycholinguist, it is primarily concerned with the nature of comprehension of short written texts; for the computational linguist, it is concerned with producing operational models of text-understanding within highly limited contexts. In this textbook, the authors provide an extensive overview of the many and diverse approaches to the study of discourse, but base their own approach centrally on the discipline which, to varying degrees, is common to them all linguistics. Using a methodology which has much in common with descriptive linguistics, they offer a lucid and wide-ranging account of how forms of language are used in communication. Their principal concern is to examine how any language produced by man, whether spoken or written, is used to communicate for a purpose in a context. The discussion is carefully illustrated throughout by a wide variety of discourse types (conversations recorded in different social situations, extracts from newspapers, notices, contemporary fiction, graffiti, etc.). The techniques of analysis are described and exemplified in sufficient detail for the student to be able to apply them to any language in context that he or she encounters. A familiarity with elementary linguistics is assumed, but the range of issues discussed in conjunction with the variety of exemplification presented will make this a valuable and stimulating textbook not only for students of linguistics, but for any reader who wishes to investigate the principles underlying the use of language in natural contexts to communicate and understand intended meaning. 2.2 Critical Discourse Analysis Critical Discourse Analysis is based heavily upon Halliday‟s systemic functional linguistics (Fairclough, 1992, Fairclough 1999), and the critical linguistics approach which stemmed from the work led by Roger Fowler at the University of East Anglia in the 1970s (Fairclough 1992, Coffin 2001). Fairclough supported the ideas of critical linguistics, but felt that in many respects, they did not go far enough. Fowler claims that the effectiveness of critical linguistics lies in â€Å"its capacity to equip readers for demystificatory readings of ideology-laden texts† (Fowler, 1996: 6). But Fairclough believed that this focuses excessively on the „text as product‟, to the detriment of examining how these texts are produced, and how they may be interpreted. For Fairclough, it is equally vital that we understand the process of production of the text, as well as the process of interpretation of the text. CDA aims at making the connections transparent among discourse practices, social practices and social structures, connections that might be opaque to the layperson (Sheyholislami 2001). Luke (as cited in Taiwo 2007) describes that CDA is a method of DA that reveals hidden ideas behind everyday discussion. Language is no longer seen as merely reflecting outer reality. Fiske (1994) says that our words are never neutral they carry power that reflects interest of speakers. The objective of CDA is to uncover the ideologies or assumptions that are hidden behind the words of our written texts or oral speech. 2.3 Fairclough’s Framework for Analysis Discourses are forms of social practice. They are also obviously texts (in the wider sense of the word). But Fairclough‟s framework adds a â€Å"mediating‟ third dimension â€Å"which focuses on discourse as a specifically discursive practice† (Fairclough, 1992: 71). Discursive practice is itself a form of social practice, and focuses on the processes of text production, distribution and consumption. diagrammatically as follows: This is represented Fairclough describes this framework as â€Å"an attempt to bring together three analytical traditions, each of which is indispensable These analytical traditions are: – The tradition of close textual and linguistic analysis within linguistics. – The macrosociological tradition of analyzing social practice in relation to social structures – The interpretivist or microsociological tradition of seeing social practice as something which people actively produce and make sense of on the basis of shared commonsense procedures. for discourse analysis†. 2.4 Theory of Ideology The theory of ideology that informs the discourse analytic approach of this paper is multidisciplinary. It is articulated within a conceptual triangle that connects society, discourse and social cognition in the framework of a critical discourse analysis (van Dijk, 1993b). In this approach, ideologies are the basic frameworks for organizing the social cognitions shared by members of social groups, organizations or institutions. In this respect, ideologies are both cognitive and social. They essentially function as the interface between the cognitive representations and processes underlying discourse and action, on the one hand, and the societal position and interests of social groups, on the other hand. This conception of ideology also allows us to establish the crucial link between macrolevel analyses of groups, social formations and social structure, and microlevel studies of situated, individual interaction and discourse. Social cognition is, here, defined as the system of mental representations and processes of group members (for details, see, e.g., Fiske and Taylor, 1991; Resnick, Levine and Teasley, 1991). Part of the system is the sociocultural knowledge shared by the members of a specific group, society or culture. Members of groups may also share evaluative beliefs, viz., opinions, organized into social attitudes. Thus, feminists may share attitudes about abortion, affirmative action or corporate glass ceilings blocking promotion, or other forms of discrimination by men. Ideologies, then, are the overall, abstract mental systems that organize such socially shared attitudes. The feminist attitudes just mentioned, for instance, may be internally structured and mutually related by general principles or propositions that together define a feminist ideology. Similar examples may be given for racist, anti-racist, corporate or ecological attitudes and their underlying ideological systems. Through complex and usually long-term processes of socialization and other forms of social information processing , ideologies are gradually acquired by members of a group or culture. As systems of principles that organize social cognitions, ideologies are assumed to  control, through the minds of the members, the social reproduction of the group. Ideologies mentally represent the basic social characteristics of a group, such as their identity, tasks, goals, norms, values, position and resources. Since ideologies are usually self-serving, it would seem that they are organized by these group-schemata. White racists, for example, represent society basically in terms of a conflict between whites and non-whites, in which the identity, goals, values, positions and resources of whites are seen to be threatened by the others. They do so by representing the relations between themselves and the Others essentially in terms of us versus them, in which we are associated with positive properties and they are associated with bad properties. Such ideologies of groups and group relations are constructed by a groupbased selection of relevant social values. Feminists, on the one hand, select and attach special importance to such values as independence, autonomy and equality. Racists, on the other hand, focus on self-identity, superiority of the own group, and hence on inequality, while at the same time advocating the primacy of their own group and the privilege of preferential access to valued social resources. The contents and schematic organization of group ideologies in the social mind shared by its members are a function of the properties of the group within the societal structure. The identity category of a group ideology organizes the information as well as the social and institutional actions that define membership: who belongs to the group, and who does not; who is admitted and who is not. For groups who share a racist ideology, this may mean, among other things, resentment, actions and policies against immigration and integration in our culture, country, city, neighborhood, family or company. Similarly, the goal category of groups who share a racist ideology organizes the information and actions that define the overall aims of the group, e.g., to keep our country white. The position category foreigners , defines the relations of the group with reference groups, such as, immigrants , refugees or blacks . In sum, the social functions of ideologies are, among others, to allow members of a group to organize (admission to) their group, coordinate their social actions and goals, to protect their (privileged) resources, or, conversely, to gain access to such resources in the case of dissident or oppositional groups. As basic forms of social cognitions, however, ideologies also have cognitive functions. We have already suggested that they organize, monitor and control specific group attitudes. Possibly, ideologies also control the development, structure and application of sociocultural knowledge. To wit, feminists have special interest in acquiring and using knowledge about the dominance of women by men. Generally though, we shall assume that ideologies more specifically control evaluative beliefs, that is, social opinions shared by the members of a group. At this mental interface of the social and the individual, however, ideologies and the attitudes and knowledge they control, also – indirectly – influence the personal cognitions of group members, e.g., the planning and understanding of  their discourses and other forms of (inter)action. These personal mental representations of people’s experiences of such social practices are called models (Johnson-Laird, 1983; van Dijk, 1987b; van Dijk and Kintsch, 1983). Models are mental representations of events, actions, or situations people are engaged in, or which they read about. The set of these models represents the beliefs (knowledge and opinions) people have about their everyday lives and defines what we usually call people’s experiences. These models are unique and personal and controlled by the biographical experiences of social actors. On the other hand, they are also socially controlled, that is, influenced by the general social cognitions members share with other members of their group. This combined presence of personal and (instantiated, particularized, applied) social information in mental models allows us not only to explain the well-known missing link between the individual and the social, between the micro and the macro analysis of society, but also to make explicit the relations between general group ideologies and actual text and talk. That is, models control how people act, speak or write, or how they understand the social practices of others. We, thus, have the  following, highly simplified elements in the relations between ideologies and discourse at various levels of analysis. In other words, ideologies are localized between societal structures and the structures of the minds of social members. They allow social actors to translate their social properties (identity, goal, position, etc.) into the knowledge and beliefs that make up the concrete models of their everyday life experiences, that is, the mental representations of their actions and discourse. Indirectly (viz., through attitudes and knowledge), therefore, ideologies control how people plan and understand their social practices, and hence also the structures of text and talk. Ideologies define and explain the similarities of the social practices of social members, but our theoretical framework at the same time accounts for individual variation. Each social actor is a member of many social groups, each with their own, sometimes conflicting ideologies. At the same time, each social actor has her/his own, sometimes unique, biographical experiences ( old models ), attitudes, ideologies and values, and these will also interfere in the construction of models,  which, in turn, will influence the production (and the comprehension) of discourse. Hence, the schema given above may be read top down, or bottom up. The relations involved are dynamic and dialectic : ideologies partly control what people do and say (via attitudes and models), but concrete social practices or discourses are themselves needed to acquire social knowledge, attitudes and ideologies in the first place, viz., via the models people construct of other’s social practices (including others discourses) (van Dijk, 1990). At many points, our theoretical approach to ideology is at variance with classical and other contemporary approaches to ideology (see Eagleton,1991; Larrain, 1979; Thompson, 1984, 1990). Ideologies in our perspective are not merely systems of ideas, let alone properties of the individual minds of persons. Neither are they vaguely defined as forms of consciousness, let alone as false consciousness. Rather, they are very specific basic frameworks of social cognition, with specific internal structures, and specific cognitive and social functions. As such, they (also) need to be analyzed in terms of explicit social psychological theories (see also Rosenberg, 1988), which obviously has nothing to do with mentalist reductionism. At the same time they are social, for they are  essentially shared by groups and acquired, used, and changed by people as group members in social situations and institutions, often in situations of conflicting interests between social formations (Eagleton, 1991). However, ideologies are not restricted to dominant groups. Oppositional or dominated groups also share ideologies. The main problem of most critical approaches to ideology is that they are exclusively inspired by social sciences and rather confused philosophical approaches. They ignore detailed and explicit cognitive analysis, and so they are unable to explicitly link social structures with social practices and discourses of individuals as social members. Ideologies or other social cognitions in our approach are not reduced to or uniquely defined in terms of the social practices they control (Coulter, 1989), nor to the discourses that express, convey or help reproduce them (Billig et al., 1988; Billig, 1991), or to the institutions in which they are reproduced. (For different but related approaches, see, e.g., Fairclough, 1989, 1992a; Kress and Hodge, 1993.) Discourse analysis as ideological analysis The sketch of the theory of ideology presented above provides us with a conceptual framework that also allows us to engage in ideological analyses , and, hence, a critique of discursive practices. After all, we have seen that ideologies, though variably and indirectly, may be expressed in text and talk, and that discourses similarly function to persuasively help construct new and confirm already present ideologies. In both cases, this means that there may be discourse structures that are particularly relevant for an efficient expression or persuasive  communication of ideological meanings. For instance, headlines in newspapers,, taken as prominent expressions of the overall meaning or gist (semantic macrostructure) of a news report in the press, form a special discourse category that is probably more likely to express or convey ideological content than, for instance, the number of commas in a text. On the other hand, we have no a priori theoretical grounds to exclude any textual structures from expressing underlying ideological principles. Indeed, virtually all discourse structures are involved in the functional expression of mental models of events or communicative contexts, and,  therefore, of the opinions that are part of such mental models. To wit, a racist opinion of a speaker about his black interlocutor, may be subtly expressed (involuntarily or not) by minimal intonation variations, interpreted by the black interlocutor as a racist way of addressing her, while sounding unwarrantably insolent or impolite (for many such examples of everyday racism, see Essed, 1991). Let us now examine these levels and properties of discourse and the ways ideologies may be expressed and conveyed more systematically. However, before we present a summary of preferential discourse  structures for the expression and communication of ideological meanings, we should be clearly aware of what we are looking for. Given the theory of ideology presented above, we need to attend primarily to those properties of discourse that express or signal the opinions, perspective, position, interests or other properties of groups. This is specifically the case when there is a conflict of interest, that is, when events may be seen, interpreted or evaluated in different, possibly opposed ways. The structures of ideologies also suggest that such representations are often articulated along an us versus them dimension, in which speakers of one group will generally tend to present themselves or their own group in positive terms, and other groups in negative terms. Thus, any property of discourse that expresses, establishes, confirms or emphasizes a self- interested group opinion, perspective or position, especially in a broader socio-political context of social struggle, is a candidate for special attention in such an ideological analysis. Such discourse structures usually have the social function of legitimating dominance or justifying concrete actions of power abuse by the elites. Surface structures The surface structures of discourse refer to the variable forms of expression at the level of phonological and graphical realization of underlying syntactic,  semantic, pragmatic or other abstract discourse structures. With a few exceptions, such surface structures of text and talk do not have explicit  meanings of their own. They are only the conventional manifestations of underlying meanings. Yet, such surface structures may express and convey special operations or strategies. For instance, special stress or volume or large printed type may strategically be used to emphasize or attract attention to specific meanings, as is the case when shouting at people or in screaming newspaper headlines. In the same way, special into national contours may help express irony, (lack of) politeness or other semantic or interactional meanings and functions. These examples already suggest that surface structures may express or control the ways in which events are interpreted by speech participants. A large banner headline may emphasize the biased summary of a news event, about a race riot, for instance, and insulting volume or intonation may similarly inequality between speaker and signal social  hearer. Theoretically, this means that communicative contexts may  ideologically controlled models of events or of  represent women or minorities in a negative way, and such opinions will not only influence the meanings of the text but also, indirectly, the sometimes subtle variations of the graphical or phonological surface structures. Indeed, whereas the meanings of the text may not explicitly express or encode prejudice or social inequality, surface structures may let anyway. In general this means that such surface structures must be marked. They must be out of the ordinary and violate communicative rules or principles, i.e., those of normal size headlines, normal volume or intonation in polite transpire such hidden meanings  speech, and so on. Depending on meaning and context, then, such deviant surface structures may signal, express, or convey similarly deviant properties  of models, such as a specially negative opinion about the competence of a woman or a black man. In other words, ideological surface structures primarily function as signals of special meanings or model structures, and  may, thus, also contribute to special processing of such interpretations of text and talk. Special graphical or phonological emphasis may also manage the importance of information or beliefs, and, hence, the hierarchical organization of models in which important information is located at the top. Conversely, meanings and beliefs may be de-emphasized or concealed by non-prominent graphical or phonological structures when they express meanings that are inconsistent with the goals or interests of the speaker. Intonation, such as the tone of racist insults, may also conventionally signal specific social relations, and hence also ideologically based inequality. That is, they also influence the context models of the communicative context. The same is true for other forms of non-verbal communication, such as gestures, facial expression, proximity, and so on, which also may signal interpersonal and social relations, and, therefore, ideological meanings. Finally, it is well known that accented speech of sociolects or dialects express or convey social class, ethnicity, gender, or social relations of familiarity or intimacy, as has been shown in much sociolinguistic and social psychological research (Giles and Coupland, 1991; Montgomery, 1986). Again, it is obvious  that such social relations may also be structured in conflict and inequality, and so presuppose ideological differences. Accents may thus signal or express prestige, accommodation, dominance, resistance or other ideologically controlled social relations. CHAPTER III RESEARCH METHODS There are four aspect that are discussed in the chapter of research method. That are : (1) type of research, (2) data and data sources, (3) data collection methods, and (4) data analysis 3.1 Type of research In this research, the writer uses qualitative research. According to Creswell (1997, p.15) Qualitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The researcher builds a complex, holistic picture, analyzes words, reports detailed views of informants, and conducts the study in a natural setting. The researcher analyzed CDA in the words produced by Syahrini. Therefore, later the researchers described the result of their analysis which tried to find out the influence of the words  produced by Syahrini toward language use in social culture. 3.2 Data and Data Sources The data sources were taken from the words produced by Syahrini. She is an Indonesian singer who is known by her words such as sesuatu, Alhamdulillah ya, cetar membahana, jambul khatulistiwa, and terpampang nyata. Those words are produced by Syahrini herself and they have a significant influence language use because many people use them in daily communication 3.3 Data Collection Methods There are three steps in collecting data, those are : 1. The writers searched the words produced by Syahrini from the internet. 2. Listing the words produced by Syahrini 3.4 Data Analysis In analyzing the data, the writer used some steps as follows: 1. Identifying and analyzing the words produced by Syahrini using Fairclough’s dimension of discourse 2. Drawing conclusion CHAPTER IV FINDING AND CONCLUSION 4.1 Finding Ideologies Syahrini as one of the popular artist I Indonesia has her own characteristics of ideal beautiful person, moreover women. Unconsciously, she creates her own version of the ideal women characters. She prefers to see the ideal women based on their physical appearances. She phanatically sees the beautiful women are they who have good physical appearances, such as slim body, white skin, straight nose, bulu mata lentik, and having jambul. It can be proved with the utterances regularly used by her like Cettar Membahana, Jambul Katulistiwa. It can be concluded that he prefer to see the author beauty rather than the inner beauty of women. The following supports the above explanation. Here are the utterances regularly used by Syahrini, : 1. Sesuatu 2. Cetar Membahana 3. Jambul Khatulistiwa 4. Bulu Mata Anti Badai Text Analysis Those utterances are merely concerned with the diction choice and structure formation. As we know, those utterances spelled by Syahrini who is one of famous artist or singer in Indonesia. She prefer to say (datum 1) in expressing her feeling toward something. The expression of (1) represents her regret or interest expression like mempesona, meriah, gokil. For example: Trans TV sesuatu banget ya or Ayushanti memang sesuatu. Instead of saying Trans TV gokil banget she prefers to say Trans TV sesuatu banget. In Bahasa Indonesia sesuatu has the equal meaning as  something. The diction something or sesuatu usually has the position as noun, but here Syahrini use this diction as adjective. On the other hand, Syharini usually say Cettar Membahana. Cettar membahana has the equal meaning as Luar Biasa or Amazing. Instead of saying luar biasa, she prefers to say cettar membahana. Cettar in Bahasa Indonesia followed the theory of onomatopoeia which defines as language formation influenced by the sound of something. Cettar expresses the sound of fireworks when it burnt-out. So cettar menas something burnt, eye-catching, interesting, or extraordinary. Besides that, she also adds the diction membahana after the word cetar. Membahana has almost the same meaning with cetar, but membahana here as adverb and better as adjectives. Form those explanation above cetar membahana means kill the expression of something amazed, great. In fact there is the expression like â€Å"luar biasa† or â€Å"meankjubkan† in Indonesia there Syahrini used the exaggeration expression in expressing something. Next, Syahrini also used the expression â€Å"Bulu Mata Anti Badai† instead of saying â€Å"bulu mata lentik†. She prefers to say bulu mata badai perhaps it caused many disasters happened in Indonesia lately, so that she exaggerate her utterance using one of the name of those disaster. Actually there is nit the regular expression between bulu mata and anti badai, but she just combining the utterances with other utterances so it will create new strange language, or perhaps it can call controversy language. Discourse Practice Those utterance used by Syahrini above clearly in order to attract her popularity as one of Indonesian singer. She seems has plan to use those utterances rather than the other utterances proved above in order to be extraordinary in expression something. By those utterances above, she wants to get more attention by her fans, or moreover the Indonesian people. The utterances like sesuatu, cetar membahana, and badai expressed something exaggerated. Here, Syahrini plans to use them regularly in many times. It seems like  she always update her new expression again and again when she was  interviewed by the infotainment journal. Nowadays, who doesn’t know Syahrini? Almost all Indonesian people know her, with her controversy utterances also. Sociocultural Practice Syahrini as one of the popular artist in Indonesia needs to attract her popularity. That’s why she does it by using the controversy utterances or language in expressing something. Before, it had been existed the utterances sesuatu, cetar membahana, and sesuatu in Indonesian. Today, the changes of language formation can be created freely in order to get some intentions. The change in discourse practiced by Syahrini influence the sociocultural of Indonesia and Indonesian people. By the utterances used by Syahrini that have been illustrated above, the people imitate that expression from children until adult use that utterances. CONCLUSION From those explanations above, it should be underlined that her utterances above imply the deep meaning beside it. One of the reasons is that she say the exaggeration expression in order to get more intentions from her fans. Moreover, she also wants to get extra intention from Indonesian people. NO 1 2 3 4 Utterances Sesuatu Cetar Membahana Bulu mata anti badai Jambul Khatulistiwa Meaning Luar biasa More than sesuatu Bulu mata lentik Jambul Keren REFERENCES Choyimah, Nurul. 2013. CDA handout. Unpublished Paul Gee, James. 2011. An introduction to discourse analysis: theory and method. New York: Routledge Fairclough N., 1992. Discourse and Social Change. Polity Press: Cambridge. Fairclough N., 2000. Discourse, social theoryand social research: the discourse of welfare reform. Journal of Sociolinguistics4, pp. 163-195 Kata Syahrini. [Online]. Available: http://www.dusunblog.com/2012/11/kata-syahrini-cucok-mokorocodot.html [Accessed from the Internet on May 22, 2012] Syahrini Manfaatkan Jargon Unuk Popularitas. [Online]. Available: http://www.cumicumi.com/posts/2011/09/24/23004/26/syahrini-manfaatkanjargon-untuk-popularitas.html