THE PORTRAYAL OF GENDER DIFFERENCE TOWARD

SWEAR WORD: AN INVESTIGATION OF WORDS AND

EXPRESSION USED BY INDONESIAN STUDENTS

THESIS

SITI AISYAH
NPM. 1535511046

ENGLISH EDUCATION DEPARTMENT

STKIP PGRI BANGKALAN
2019
 THESIS
Submitted to STKIP PGRI Bangkalan as a partial fulfillment of the
requirements for getting the Sarjana Degree in
English Education Department

SITI AISYAH
NPM. 1535511046

ENGLISH EDUCATION DEPARTMENT

STKIP PGRI BANGKALAN
2019

ii
 APPROVAL SHEET

Thesis by Siti Aisyah, NPM. 1535511046, The Portrayal of Gender

Difference Toward Swear Word: An Investigation of Words and Expression Used
by Indonesian Students

Advisor I Date,

Chairuddin, M.Pd ____________________

NIDN. 0712078602

Advisor I Date,

Tera Athena, M.Pd ____________________

NIDN. 0718098102

Approved by,
The Head of English Education Department

Hendra Sudarso, M.Pd

NIDN. 0727048701

iii
 RATIFICATION SHEET

Thesis by Siti Aisyah, NPM. 1535511046, The Portrayal of Gender Difference

Toward Swear Word: An Investigation of Words and Expression Used by
Indonesian Students has been defended in front of the Thesis Examiners Board of
English Education Department on August, 5th 2019.

Board of Examiners Signatures Positions

Hendra Sudarso, M.Pd ………………………………. Chairman

NIDN. 0727048701

Mariyatul Kiptiyah, M.Pd ………………………………. Examiner I

NIDN. 0725058005

Tera Athena, M.Pd ………………………………. Examiner II

NIDN. 0718098102

Approved by,
The Head of STKIP PGRI Bangkalan

Didik Hermanto, S.T., M.Pd

NIDN. 0731076504

iv
 DEDICATION

This thesis is dedicated to:

1. My beloved parents (Syarifudin and Uswatun Hasanah) who have given a lot
of motivation, pray, and love for me
2. My elder brother Muhammad Masyhudi
3. My young brother Muhammad Syamsul Hidayah
4. My sweet sister Siti Latifah
5. My partner Muhammad Yusuf Baktiar
6. All of my lectures who always support me
7. All my friends in English Department
8. All of people who always support me
9. STKIP PGRI Bangkalan

v
 MOTTO

MAKE A CONNECTED TO GOD

THINK, DOUBTLESS, AND DO IT

vi
 AKNOWLEDGEMENT

First, I want to thank Allah SWT for the blessing given in my life,
especially during the process of making this thesis. He gives me guidance when I
fell and show me light when everything there seems to be dark because of my lack
of confidence to move forward. Without guidance and love, I would never finish
thi thesis.

Secondly, I would like express my special thanks to my parents,

Syarifudin and Uswatun Hasanah, two great heroes who always gives me sincere
prayers and always motivated me. Thanks to the man who always accompanied
me sincelery Muhammad Yusuf Baktiar, my older brother Muhammad Masyhudi
for giving me positive energy. For my younger brother Muhammad Syamsul
Hidayah and my sister Siti Latifah which is my reason for continuing to be
passionate about reaching my dreams. I am very happy to have a large family
where I can share love, sadness, and happiness.

Thirdly, I would like to express my deepest gratitude tom my great adviser

Mr. Camp and Mam Tera for educating mes so that I have broader knowledge
about the many new sciences that I got this thesis. Thank you for giving their
valuable time in giving me suggestions, ideas, comments, and helping me
complete this thesis. I also thank all my outstanding lecturers from the English
Department of STKIP PGRI BANGKALAN for giving me a lot of knowledge and
contribution to this thesis especially to Mr. Arfiyan has taught the basis of the
making of this thesis. Last but not least, I thank all of my friends for a wonderful
friendship where I can get through it all. My sincere love for you all.

Bangkalan, August 5th, 2019

SITI AISYAH
NPM. 1535511046

vii
 DECLARATION OF AUTHORSHIP

Herewith, I:
Name : SITI AISYAH
NPM : 1535511046
Department : English Education Department
Address : JL. Raya Langkap Burneh No.29
Phone Number : 081555629154

Declare that:
The thesis (final project) that I wrote was really the result of my own research, not
the takeover, thought, or writing of other people that I admit as my own results. if
later it is proven or can be proven that this thesis is the result of plagiarism, then I
am willing to accept sanctions in accordance with applicable regulations.

Bangkalan, August 5th, 2019

Materai

SITI AISYAH
NPM. 1535511046

viii
 ABSTRACT

Aisyah. Siti. 2019. The Portrayal of Gender Difference Toward Swear Word: An
Investigation of Words and Expression Used by Indonesian Students.
Thesis, English Education Department, STKIP PGRI Bangkalan.
Advisor I: Chairuddin M.Pd., Advisor II: Tera thena M.Pd.

Keywords: Swear Word, Word Choice, Gender, Students

The society in using language is susceptible to any type of word including

the expression of swear word. This research aims to determine of the types in
swear word use based on the gender of its use in communication. Descriptive
qualitative is used as a research approach and its application uses phenomenology
methods. The data are from male and female students by matching them to
Wardhaugh’s and Jay’s list of swear word. Students of elefth social three are
selected for this research. Analysis of the results of gender-based reviews shows
that men are stronger in the use of swear word forms. In contrast to women who
are more aggressive and talk much only in their groups. Sex, death, excretion,
bodily functions, religious matters, politics, mother-in-law, animals, nicknames
are more widely used by men. For the types of rude comments women use more.
This is indicated by their words and expressions that are more feminine and long-
winded. Finally, the swear word which is included in this taboo word is used
sometimes not the same for men and women.

ix
 ABSTRAK

Aisyah. Siti. 2019. Penggambaran dari Perbedaan Gender Terhadap Kata

Makian: Penyelidikan dari Kata dan Ekspresi yang di Gunakan oleh
Siswa Indonesia. Thesis, English Education Department, STKIP
PGRI Bangkalan. Advisor I: Chairuddin M.Pd., Advisor II: Tera
thena M.Pd.

Kata kunci: kata makian, pemilihan kata, gender, siswa

Masyarakat dalam menggunakan bahasa rentan terhadap semua jenis kata

termasuk ungkapan kata-kata makian. Penelitian ini bertujuan untuk mengetahui
jenis-jenis penggunaan kata sumpah berdasarkan jenis kelamin penggunaannya
dalam komunikasi. Deskriptif kualitatif digunakan sebagai pendekatan penelitian
dan menggunakan metode fenomenologi dalam penerapannya. Data berasal dari
siswa pria dan wanita dengan mencocokkan mereka dengan daftar kata-kata
makian Wardhaugh dan Jay. Siswa kelas XI IPS3 dipilih untuk penelitian ini.
Analisis hasil tinjauan berbasis gender menunjukkan bahwa pria lebih kuat dalam
penggunaan kata-kata makian. Berbeda dengan wanita yang lebih agresif dan
banyak bicara hanya dalam kelompoknya. Seks, kematian, ekskresi, fungsi tubuh,
masalah agama, politik, ibu mertua, hewan, nama panggilan lebih banyak
digunakan oleh pria. Untuk jenis komentar kasar lebih sering digunakan oleh
wanita. Hal ini ditunjukkan oleh kata-kata dan ekspresi mereka yang lebih feminin
dan bertele-tele. Akhirnya, kata bersumpah yang termasuk dalam kata tabu ini
digunakan kadang-kadang tidak sama oleh pria dan wanita.

x
 TABLE OF CONTENTS

COVER..................................................................................................................................i

TITLE PAGE.......................................................................................................................ii

APPROVAL SHEET..........................................................................................................iii

RATIFICATION SHEET...................................................................................................iv

DEDICATION......................................................................................................................v

MOTTO................................................................................................................................vi

AKNOWLEDGEMENT....................................................................................................vii

DECLARATION OF AUTHORSHIP............................................................................viii

ABSTRACT.........................................................................................................................ix

TABLE OF CONTENTS....................................................................................................xi

LIST OF TABLES............................................................................................................xiv

LIST OF ABREVIATION.................................................................................................xv

LIST OF APPENDICES...................................................................................................xvi

CHAPTER I..........................................................................................................................1

INTRODUCTION................................................................................................................1

1.1 The Background of the Research..................................................................................1

1.2 The Statement of the Research Problem.......................................................................7
1.3 The Purpose of the Research........................................................................................7
1.4 The Significance of the Research.................................................................................8
1.5 The Scope and Limitation.............................................................................................8
1.6 Definition on Related Terms........................................................................................8
1.6.1 Gender....................................................................................................................9
1.6.2 Swear Word............................................................................................................9

xi
CHAPTER II......................................................................................................................10

REVIEW OF RELATED LITERATURE.......................................................................10

2.1 Theoretical Framework...............................................................................................10

2.1.1 Sociolinguistics....................................................................................................10
2.1.2 Pragmatics............................................................................................................12
2.1.3 Language Variation..............................................................................................14
2.1.4 Politeness.............................................................................................................16
2.1.5 Swear Words........................................................................................................17
2.1.6 Previous Study....................................................................................................23
CHAPTER III.....................................................................................................................26

METHOD OF RESEARCH..............................................................................................26

3.1 Research Design.........................................................................................................26

3.2 Data Collection...........................................................................................................28
3.2.1 Observation..........................................................................................................28
3.2.2 Questionnaires......................................................................................................29
3.2.3 Interview..............................................................................................................29
3.2.4 Recording data.....................................................................................................30
3.3 Setting of the Research...............................................................................................30
3.3.1 Place.....................................................................................................................30
3.3.2 Time.....................................................................................................................31
3.4 The Data Analysis.......................................................................................................31
3.4.1 Coding the data....................................................................................................32
3.4.2 Reducing the data.................................................................................................33
3.4.3 Presenting the data...............................................................................................33
3.4.4 Drawing conclusion.............................................................................................34
CHAPTER IV.....................................................................................................................35

RESEARCH FINDINGS AND DISCUSSION................................................................35

4.1 Research Findings.......................................................................................................35

4.1.1 The Types of Swear Word Based on Gender.......................................................35
4.1.2 The Students Swear Words Based on Gender.....................................................41

xii
 4.1.3 The Forms Used by The Students........................................................................55
4.1.4 The Swear Words Function to Their Communication.........................................67
4.2 Discussion...................................................................................................................76
4.2.1 The Types of Swear Words Based on The Gender..............................................76
4.2.2 The Students Swear Words Based on The Gender..............................................78
4.2.3 The Forms Used by Students...............................................................................79
4.2.4 The Swear Words Function to Students Communications..................................83
CHAPTER V.......................................................................................................................88

CONCLUSIONS AND SUGGESTIONS.........................................................................88

5.1 Conclusions.................................................................................................................88
5.2 Suggestions.................................................................................................................90
REFERENCES...................................................................................................................91

APPENDICES....................................................................................................................93

xiii
 LIST OF TABLES

4.1.1 Types of Swear Words Based on The Gender

4.1.3 Forms of Swear Words
4.1.4 The Function of Swear Words

xiv
 LIST OF ABREVIATION

A : Researcher
B : Students as a Interviewee
SW : Swear Words

xv
 LIST OF APPENDICES

Appendix 01 – 17 : Field Note

Appendix 18 : Questionnaires
Appendix 19 – 24 : Transcript Interview with The Students
Appendix 25 : Documentation

xvi
 CHAPTER I

INTRODUCTION

The discussion in this chapter are some aspect that are the basis for

analyzing the problem in this study including research, the background of the

research, the statement of the research problem, the purpose of the research, the

significance of the research, the scope and limitation, and definition on related

terms.

1.1 The Background of the Research

The definition of gender from several points of view. Gender is a

differentiator between men and women. Meyerhoff (2006: 202) argues that gender

is a cultural variation between men and women. Biologically determined

characteristics indicate that gender is interpreted as "sex". Furthermore, he argues

that sex is a biological category and gender is a cultural and social category. Sex

in something that belongs to, and can be defined in terms of objectivity, besides

that gender is a social property which is something that is obtained and built

through relationships with others through certain cultural norms and restrictions.

There are many cultural and social assumptions that are woven into gender

differences for example, social science. There is some debate about how reliable

biological criteria must be objective as a basis for dividing populations of

different sexes. Given the cultural assumptions underlying gender differences can

be changed. But cultural and biological differences, are still widely used today,

and are a goal and recognize gender differences. Sex and gender play a role in

interpreting differences. Differences are sometimes taken between exclusive and

1
 2

pre-gender important features in language. The so-called exclusive

features are features that are only used by certain gender speakers. It can be

concluded that some aspects of kinship terminology are gender exclusive, so for

example Devina as a high school student tells the listener that the person you are

referring to is a man. The same applies to friends, groups and the community.

Those who tell you that the referral is male and female. On the other hand, the

term 'group' might refer to men and women. The term kinship that marks sex

references is different even in close relations of language and culture that have a

reciprocal relationship. While Holmes (2008: 157) considers that women are more

polite in the use of language than men and the behavior of masculine men and

feminine women. In Yule's book (2010: 275) it is mentioned that men and women

inherit gender culture in the process of sociolinguistic roles in learning social

gender in discussions divided into three parts including gender words, gender

speech, and gender interaction. in this case it was found that the language used by

high school students at a glance looks the same. When examined again in the use

of language by gender, there are significant differences.

There is a book written by Holmes (2008: 157) titled An Introduction to

Sociolinguistics. In this book Holmes says that naturally men and women are

different. The form of language used by men and women is contrast. Especially in

the use of language that contains swear words in the scope of the community.

Holmes also explained that sociolinguistics is the study of the relationship

between society and language. He argues that people who speak differently in

different social contexts can be understood by identifying how people use

 3

language. The social function of using language to convey social meaning in

different social contexts. This provides a lot of understanding of how language

works and social relationships in a community. This includes the way people

show aspects of social identity through their language. Therefore, throughout this

study the term gender is used to review the use of language especially in swear

words entered in the daily conversations of male and female students within the

scope of the school.

The difference between men and women in the use of language, especially

in the use of swear words is the pressure that comes from the environment and

social (Guvendir, 2015). There is a book written by Sumarsono (2012: 106) titled

Sociolinguistics. In this book, Sumarsono said that the word taboo causes changes

in the meaning of the word. Taboo words are related to social behavior and

interaction because people who do not want to be considered rude will avoid

using certain words. Furthermore, Jay (2009: 153) said that swearing is a

linguistic activity that uses taboo in English. Taboo words are placed on sexual

references. Like (blow job, jancok), taboo is a disgusting language like (son of a

bitch, brash, bullshit), some animal names, vulgar language terms, and offensive

slang. Swear words are the use of language that refers to taboo and is used as an

expression of emotions or strengthens attitudes. In the use of language, especially

young people, this swear word has been widely used in social groups such as in

high schools, students, and juvenile delinquency. Sayings in curse words are

deliberate words to express the meaning of the level of emotional attitude towards

some objects. He also believes that using taboo or not words depends on the
 4

reason and purpose of the speaker. Swear words are also used for anger and other

negative things that can be used to show a number of emotions (i.e. Anger,

excitement, jokes). This arrangement is for swearing from spontaneous forms (i.e.

obscene jokes), where the time to think about what to say is absent in other words

spontaneously. In its use students include swear words in their communication in

accordance with the social and cultural environment in the school and their

relationships. therefore, they consider swear words to be a common thing to use in

their conversations.

Language contact is a variation of language between individuals and

members of different groups (Meyerhoff, 2006). Moreover, Sumarsono (2012: 18)

claims that language is an instrument of students in expressing what they think

and feel. In other words, language is a tool for connecting and interacting. In

another perspective Joseph (2015: 300) argues that for language contact which has

influence between the language or more than various languages. Contact the

speaker for speakers who are characterized as language contacts and involve

dialects such as language variations. Thus, the use of language in contact between

speaker and speaker becomes different due to language differences. Language

contacts can appear in changes and loan languages. Two different language

groups can understand each other even though they use their own language. Like

the situation in high schools in Indonesia, Javanese students and Madura students

meet and carry out dialogue. When becoming Madurese students, Madurese

speaking students speak Madurese and Javanese students who speak Javanese,
 5

they will be able to understand by identifying the language used by their

interlocutors.

Language style is a social feature of language use. The most fundamental

difference from the discussion style is the formal use which is careful in paying

attention and informally who is not careful in paying attention to the speaking

style (Yule, 2010). Whereas Meyerhoff (2006: 27) states that judgments made by

sociolinguistics about another people's speech are generally good and harmless.

Some sociologists explain what features represent the accents or dialects of

speakers from various regions and then identify the origin of speakers from the

way they speak. When linguists talk about accents, they only refer to how the

speaker speaks words, while they use dialects to refer to the characteristics of

pronunciation and vocabulary as well as sentence structure. In this case, the

relationship between language style and swear words lies in the way students pay

attention to the language style of their interlocutors. People who are careful in

paying attention to the style of other people's language will be more easily

offended if given swear words. Different from informal people, someone who is

not careful with language style and will be indifferent. Gender-based students use

swear words freely to anyone except certain people. They do not use swear words

in the person they are afraid of.

Based on Yule (2010: 135) language at the level of politeness enters two

parts, positive and negative faces. In the study of linguistic courtesy, the most

relevant view is "face". The face is a person's public self-image. These are the

emotional and social feelings that everyone has. Humility can be defined as
 6

showing the awareness and consideration of the faces of others. You could say

something that is a threat to the self-image of others, it is called an act of

threatening the face. For example, if you use the act of direct speech to get

someone to do something (kammah pen? Ngenjhemmah!), You behave as if you

have greater social strength than others and that is a negative face of politeness. If

you don't really have that social power, then you have a threatening face. Indirect

speech acts, in the form related to the question (crank olle ngenjhem pulpenah

yeh?), Eliminate the assumption of social power. High school students will use

words that indicate negative faces and positive faces as languages based on their

intended use. In this case they do not care about the expression used in

communication because all they know is about who they are talking to. This

research was conducted when teaching practice in high school where students tend

to use swear words in their conversations.

The researcher has taken as four previous studies titled “The Use of Swear

Words in Four Brothers Movie”, “Why Are Males Inclined to Use Strong Swear

Words more than Females? An Evolutionary Explanation Based on Male

Intergroup Aggressiveness”, “The Use of Swear Words and its Relationship with

Taboo Words in Crank”, “Men and Women Differences in Using Language: A

Case Study of Students in STAIN Kudus”. This research is related to the use of

swear words. Researchers focus on using language as a medium to communicate

with people to understand each other. Based on this research, swear word as one

of the research materials in understanding language is changed from its true

meaning. Based on its scope, male and female students feel normal in using swear
 7

words. In this study what is interesting is the use of Indonesian and Madurese in

the swear word pronunciation used by students based on gender in high school as

an object.

This research focuses on words and expressions. Researchers analyzed

swear words based on male and female pronunciation that looked the same and

there were no differences. Researchers focus on the objects and languages they

use. In this study the object chosen in Bangkalan Madura, especially in SMAN 4

Bangkalan, class 11th grade social 3 is addressed to certain places during breaks

and several opportunities for data collection. Researchers focus on swear words

that slip in students' conversations. There is a uniqueness in this research and the

use of swear words in Indonesian and Madura by high school students. The use of

swear words will be adjusted to Wardhaugh's (2006) list of swear words and Jay's

list of taboo word.

1.2 The Statement of the Research Problem

Based on the background of study, researcher found research question. As

follow:

1.2.1 What types the swear words based on the gender?

1.2.2 How is the students swear words based on the gender?

1.2.3 How is the forms used by the students?

1.2.4 How is the swear words function to their communication?

1.3 The Purpose of the Research

Related to the statements of the problem, this research aim

 8

1.3.1 To find out the types of swear words based on the gender.

1.3.2 To find out the students swear words based on the gender.

1.3.3 To find out the forms used by the students.

1.3.4 To find out the swear words function to their communication.

1.4 The Significance of the Research

Hopefully this thesis can be a reference for other studies related to

sociolinguistics, gender, and language variations. In addition, this thesis can be an

inspiration and discussion material for similar research.

1.5 The Scope and Limitation

The scope and limitation of this study is in the language of gender and is

limited to swear words used by students in high schools in Indonesia at SMAN 4

Bangkalan especially the 11th class of IPS3 in Bangkalan Madura. In collecting

and selecting data, this study does not observe the user's cultural settings for swear

words. So, the selection of this research data depends on observing swear words

used by students in schools, especially in certain places that have the potential to

issue swear words as in the classroom when not learning activities, in the

classroom and its surroundings. That is in accordance with Wardhaugh's (2006)

list of swear words and Jay’s list of taboo words, and thus becomes the scope and

limitations of this study.

1.6 Definition on Related Terms

To avoid misinterpretation and misunderstanding about the use of some

key words used in this research, below are some definitions on related terms.
 9

1.6.1 Gender

Gender is a biological characteristic of gender that distinguishes

between men and women based on socio-cultural behavior and speech.

Furthermore, male and female speech styles are contrasting. In any

community men and women cannot talk to each other exactly, they have

significant differences. The concept of gender shows that after all this

discussion was carried out to describe the behavior of men and women.

Therefore, by looking at the socio-cultural aspects and speeches to define

gender, language styles in men and women have different characteristics

and differences that are of concern to researchers.

1.6.2 Swear Word

Swear words are verbal expressions that are included in taboo

words. This word is a word that contains many elements which include

expressions of happy expressions, jokes, insults, harsh comments. The

word curse is usually used to express strong pressure that comes from

within. The use of the word oath highlights situation choices, the

distribution of attention, word changes, expressions and responses. As the

source explanation obtained there are many factors in the use of swear

words, although usually these words are only used and expressed when

emotions increase. Swear words are used by people who freely speak

unlimited harsh words in their pronunciation.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Reviewed in this chapter are some theories of related to the topic,

sociolinguistics, pragmatics, language variation, swear words, and previous study.

Hopefully, these theories help construct better understanding of how male and

female become different regarding the language they use both in utterances as

well as in written forms.

2.1 Theoretical Framework

2.1.1 Sociolinguistics

As a branch of sociolinguistics, sociolinguistics discusses language

use in social context. Jendra (2010: 9) assume that sociolinguistics is the

object of study from the linguistic branch of language. Usually distinguished

by looking at various uses of syntax, semantics, morphology, and phonology.

This field is the analysis of language as part of social property. This study

explores the functions and varieties of languages, contact between different

languages, people’s attitudes towards language and user use, language

changes, and language plans. The term sociolinguistics refers more to

language studies in relation to society. Quite similar to Jendra’s definition

Hudson (2018: 1) simply stated that sociolinguistics is a part of language

studies in relation to society.

Wardhaugh (2006: 13) stated that sociolinguistics is a matter that is

focused on the investigation of relations between languages and the

10
 11

community with the aim of becoming a better understanding of language

structure and how the language functions in communication; the equivalent

goal in the sociology of language is trying to find out how social structures

can be found and understood better through language studies, like, how

certain linguistic features which has function to characterize certain social

settings. In another statement, based on Hudson in Wardhaugh (2006: 13)

sociolinguistics is the study of language is the study of society in relation to it

to language.

Other linguist, Bloomfield in the Sumarsono’s book (2010: 18) argues

that language is the sound of an arbitrary symbol system that is used by the

community to interact and be interconnected. He also explained that language

is a system that has rules and interdependence containing elements in the

form of structures that can be analyzed separately. Linguists by and large

simply the see in terms of the structure of the language without seeing the

meaning in the language. In addition, sociolinguistics in Gray’s view (2009:

107) is linguistic related to explaining the patterns and structures of humans

in using language uniquely. When language is used in social context related

to the users, there will arise some variations as it is known that societies as

the language users will create language based on the context.

It can be concluded from the exposure conform to experts who

explained that sociolinguistics is a theory that discusses the language use in

the society. As already discussed, sociolinguistics with various uses such as

syntax, semantic, morphology, and phonology. Linguistics is related to

 12

exposure to the use of language in human structures. The use of language in

these societies find out how social structures can be understood. This can

characterize social arrangements in the study of languages related to society.

2.1.2 Pragmatics

There is a book written by George Yule (2010: 127) entitled The

Study of Language. Pragmatics is a communication in understanding about

recognizing the meaning of words in speech and know what speakers mean

by what they say. The meaning of this pragmatic explains what the sense of

the word. Further, he argues that many ways, speech is a meaning that is not

visible and is interpreted as a pragmatic which can be seen from how to know

what is meant. the speaker can depend on many assumptions when they try to

communicate. Investigating these assumptions and expectations provides

some insight into how they are communicated. He also explained in

pragmatics there are many words and meanings that must be interpreted as in

the context. In a word must use the meaning of the word and connect it in the

context in which they appear. Pragmatic also leads to a reasonable

interpretation of what the speaker wants to say. The speaker interpretation of

“meaning” is not solely based on words but must lead to what is meant in

communication. Therefore, the speaker and listener or information provider

and recipient are actively involved in creating interpretations of what is seen

or heard.

Jendra (2010: 179) in his book also states that pragmatics and

sociolinguistics are basically sustainable because both of these theories

 13

emphasize the importance of contextual meaning. The meaning implied in

speech, i.e. speech act there is found primarily through an analysis of the

social context in which the conversation takes place. Social meanings can

also be concluded in language choices, mixing code that is analyzed only by

conversation analysis. The division between micro and macro of

sociolinguistics which reflects quite a bit of the relationship between

pragmatics and sociolinguistics that is related. Holmes (2008: 357) also

quoted about pragmatics. He assumes that pragmatics are sentences that have

meaning and can be clearly interpreted with sense. By understanding this

theory, its point is much more dependent on who says it and the person who

captures or receives from what is said pragmatic broadens the analysis the

meaning outside the grammar and the value of words so that language and

significance have many views and lead to questionable situations. So, he

thinks that pragmatics is related to the analysis of words and their meanings.

From some of the above meanings it can be concluded that

pragmatics is an understanding of the meaning of words in from of speech

or writing. Both of them recognize the meaning of words and speech and

know what is meant. There are many sayings whose words are abstract.

Abstract-looking words can be interpreted using pragmatic theory

understanding. This is an analysis of the social context and conversation

that takes place with an understanding of the meaning of words and

utterances.
 14

2.1.3 Language Variation

Variation of language is created by the users (society). This creation is

based on social context such as producing many words or registers to use in

communication. Other than that language variation is also observed in

relation to gender, i.e. there is language variation between male and female

speakers. This is the speaker’s social context as sociolinguistics. Samara

(2017: 86) argues that existence of sociolinguistic variations also plays a role

in the language of adults, children are able to respond to variations in socially

conditioned languages such as children taking different facts from native

speakers and using them with different language variations. There is a book

written by Jendra (2010: 28) entitled Sociolinguistics the Study of Societies’

Languages. In this book he said that use of language is a classification of

language variations. There are two types of language variations, namely

individuals and varieties of social languages. Sociolinguists have further

classified social varieties according to social perspectives, for instance the

area in which the language is used and when it is used. In relation to the

varieties of different languages including the way there are used, and various

professional fields which are usually related in the language itself. The

method of use such as, gender which is the language and differentiated into

variations of male and female languages. Similarly, in ethnic references using

language. There are various variations of ethnic languages. The fields with

language lexicons that are usually associated, there can be many variations of

language, such as variations in language within the scope of education.

 15

In Spolsky’s view (2003: 33) language variety is a third set of

variations concerning the special variety (register) which is marked by a

special vocabulary (technical terminology) associated with a profession or

occupation or other defined social group and forming part of its jargon or in

group variety. Another Spolsky’s statement about language variety, i.e.

dialects, styles, and registers as mentioned before are ways of language

varieties. Concerning language varieties in gender, Spolsky’s (2003: 36)

clearly stated that is was ethnography who first draw attention to distinguish

between male and female varieties of language, often which clear differences

occur in vocabulary. Therefore, it is absolutely clear that those variations may

arise in both male and female pronouns like taboo words, the so called swear

words.

Agree with some experts who have explained variations in language,

it can be concluded that the variation of language is made by the user

(society). Based on the social context the language can produce many words

used in communication. The language can be socially conditioned like

children who take the words or languages from native speakers and use them

with different language variations. Therefore, the use of language is a

classification of language variations social. As explained if the language is

distinguished between male or female, a clear difference occurs in the

vocabulary.
 16

2.1.4 Politeness

Holmes (2008: 270) note that pronunciation of appropriate language

to be used in politeness language. Language is determined by the culture of

communication in a speaking community that is certainly different and

emphasizes different functions and expressions. Holmesh also explains the

concept of politeness which is divided into two, namely positive and negative

politeness. Based on ideas in expressing modesty, being polite is complicated

if you don’t understand the language. Difficult to know because one must

understand the social and cultural values of the community. This tends to be

ignored because the majority of people who only understand and think of

modesty are just words of “help” and “thank you” in the true place. This is

superficial thinking because positive politeness is oriented towards soidarity

and emphasizes the attitude as well as the value of togetherness. Whereas the

negative politeness which is self-expression is appropriate in terms of social

distance and respects status differences such as using titles for superiors. So,

there is a difference between superiors and subordinates. Being polite is also a

dimension of formality. Formal language is used to respect social and culture

in society usually this language is used for things that are official. While,

informal is a language used in daily conversation.

However, Yule (2010: 135) discuss in general, politeness is identical

to being wise, humble and kind to others. In linguistic politeness, the most

relevant concept is “face”. Face is a person’s self-image in public. This

includes emotional and social feelings from everyone. By definition the

 17

politeness shows the awareness and consideration of other people’s faces.

There are positive and negative face a part of facial expressions. Positive face

will show a solidarity and attract attention to achieve the common goal (i.e.

let’s cooperate for....). Negative face is liberation from coercion and pressure

that is appropriate to one’s own need to be connected and interwoven well

when interacting in a group or community. Negative faces will show an

emphasis that forces (i.e. I know you can’t be bothered, but....).

The construct from the explanation of several theories above is

politeness is the pronunciation of the right language to be use in the sense of

language that contains polite nature. In this case the language used is

determined by culture and community in the use of the language. Modesty

here emphasizes various function and effects of expression. Politeness is

usually seen through the image “face”. Politeness is divided into two, namely

positive face and negative face. Positive face is showing a solidarity and

attract attention whereas negative face is liberation from coercion and

pressure.

2.1.5 Swear Words

Swear words are part of taboo words, most of them used to swear but

not all taboo words are swearing words [ CITATION Ban14 \l 1057 ]. Further,

Popusoi (2018: 133) state that the swear words is a mechanism that does not

necessarily mean an anger. The swear word not only verbal expressions can

also be a way to overcome anger. The role of thinning info in uncovering

anger combined with expressions to better understand user behavior in

 18

possible situations is frustrating. Similarly, Jay (2009: 159) claim that swear

as a catharsis action that frees a person from feelings of anger or frustration.

When a person faces a threat or problem that he is facing, it may be believed

that a rude or aggressive speech will greatly enhance his ability to control the

threat or problem. The catharsis effect can also explain why swearing might

be an alternative to physical aggression. By releasing steam through

swearing, feelings of anger and frustration can be reduced, so that the

probability physical aggression is clearer.

Jay is right, in line with his opinion (2009: 153) defines that the swear

words is a prohibited word that is reaffirmed in educational practice. Native

speaker get knowledge of swear words, but do not have the complexity

required by psychology to understand swearing. Misperception still exists in

psychology and in the wider community about how often people swear or

what it means when they do it. Words define general events of swearing.

Swear word is negatively correlated with agreement, accuracy, religiosity,

and sexual anxiety. Unique human facilities for swearing evolve and continue

because swear words can communicate emotional information (anger,

frustration) easier than non-swearwords, allowing speakers to achieve a

variety of personal and social goals.

2.1.5.1 Types of Swear Words

Based on Wardhaugh (2006: 239) there are languages that are

avoided and not to say. It is called swear word are part of the taboo

word. This word is word that is avoided because taboo is a behavior

 19

that is prohibited and avoided in society and taboo is a very strong

courtesy obstacle, this can be said if it refers to certain circumstances

for example by certain people and only if needed to be spoken. Taboo

is those who free themselves in speaking. There are 7 (seven)

variations of swear words, it covers: sex; death; excretion; bodily

functions; religious matters; and politics. 3 (three) of which are swear

words that must be careful in their use, it covers: mother-in-law,

animals, and use of your left hand. There are types of swear word that

have been described by [ CITATION Ban14 \l 1057 ].

1. Sex: this term is refers to sexual activity. These sex-related SW are

usually used by adults who understand the meaning of sex, (fuck,

blow job, menta jata, jancok, and etc...)

2. Death: this term is refers to do something that makes others afraid.

This SW is related to a thing in the form of a threat, (go to hell,

mateyah, mati saja kamu, and etc...)

3. Excretion: this term is related to excretory of human to express an

insult and disturbance. This form of SW this used to give a term

and mention for things that you dislike, (damn, shit, brengsek,

bangsat, korang ajar, and etc...)

4. Bodily functions: this term is refers to human sex organ. Usually

this word is used in matters relating to intimate devices on the

human body, (nipples, penis, cetakkeh, matanah, seenak jidat,

tongkeng, and etc...)

 20

5. Religious matters: this term is related with god or religion. This

word can be used as a curse word because it contains a mystical

element, (devil, gosh, jerengkong, setan, and etc...)

6. Politics: this term refers to the comforter. A person who high

position can easily to demean others under him, (black campaign,

dasar koruptor, tokang korupsi, and etc...)

7. Mother-in-law: this term is refers to insult. Mocking and making

fun of older people, (motherfucker, tua bangka, and etc...)

8. Animals: this term is dealing with animals and animal behavior.

Usually animals that like to attact and have cold blood, (dog, pick,

crocodile, wolf in sheep’s clothing, moseng, patek, cerek, monyet,

and etc...)

9. Left hand: this term is refers to indicating (middle finger). This is

SW by giving sign language

Based on the kinds of swear words above, each type has

various forms of invective words and contains different meanings in

each pronunciation. Popusoi (2018) state that swear words include to

verbal expression. This word of the master is conformed as needed as

the need for user pressure. Usually they use it has a purpose to reveal

some circumstances. It covers, sad, depression, even to show their

happiness. The swear words is included in the type of taboo word that

have the same meaning, although not all taboo words mean swear

word because this harsh word is prohibited in its use. The use of
 21

gender-based swear words that investigate words and expressions by

men and women shows a significant difference. In word pronunciation

and verbal expression, men are stronger when using invective words

than women. This is further explained by Guvendir (2015) stated their

have different levels of aggressiveness. Women are more able to

control their emotions by noticing when they say these invective

words. Unlike men who are more indifferent to their use. In issuing

the taboo words Jay (2009) argues that the reason they use this word is

to use the express themselves with their peers such as giving

nicknames or just habitual epithets.

2.1.5.2 The Reason of Swearing

The reason for using or not swear words from the statement Jay

(2009: 155) have shown that depends on the main purpose of the

speaker. Pronunciation the swear words signifies a number of

emotions such as excitement, anger, frustration, and surprise. Control

of oaths is in spontaneous forms such as the example of nickname and

habits of epithets, where we seem to have little control, to form

reflective meaning new obscene joke from Lacker’s argument in Jay,

that taboo words can be used to achieve a variety of personal and

interpersonal results that may be negative and in significant in terms

of impact on others, although some might argue that all use of swear

words is dangerous. More than just saying swearing, there is a

category in the use of swear words. Like literal usage (we fucked), the
 22

use of swear words can occur with nicknames or as insults directed at

others.

Similarly, Jay (2009: 155) argues that nickname is an offensive

burst of emotions from single words or phrase facilitators that are used

to express the speaker’s hatred, and anger such as (Holy shit!fuck me).

Jay also stated that the form of taboo use includes calling names and

dropping sanctions and cursing or hoping to harm someone, i.e.

making love, dying. The swear words is a feature that defines sexual

abuse, blasphemy, obscene phone calls, discrimination, hate speech,

and verbal abuse categories. He added that positive social outcomes

are achieved by using swear words in jokes and humor, social

commentary like a rude comment, sex talk, storytelling, in-group

slang, and self-deprecation or ironic sarcasm in order to promote

social harmony or cohesion.

In some phenomena there are differences in the language of

men and women in their use. Women tend to speak more than men,

Wahyuningsih (2018) states that this is due to the character possessed

by women more polite and expressive. This shows that women use

more words and movements that use their feelings and thoughts based

on psychological and sensitive emotional states. Unlike men when

using language, especially in the use of swear words, in their speech

they are more directed and to the point.

 23

Concur with some experts it can be concluded that swear words are

part of taboo words. There are nine types of SW it covers: sex, death,

excretion, bodily function, religious matters, politics, mother-in-law,

animal, left hand. The reason someone uses S.W is usually those

whose emotion increase, humor, and lose control. Although some

might state that someone use SW its mean dangerous. The use of SW

can occur with nicknames directed at others. In some situations, it is

also explained that women tend to talk more than men due to

psychological and emotional conditions to show their feelings.

2.1.6 Previous Study

In order to conduct research, the author has explored the results of

previous studies so that the research conducted by the author shows the

continuity of the issue. Search results research more leads to research that

is almost the same as the research that the author did. The research that the

author did with the title “The Portrayal of Gender Difference Toward

Swear Word: An Investigation of Words and Expression Used by

Indonesian Students” has never been done by another author. To make it

easier to find out the previous study and the research that the author will

do, its correlation with the results of previous studies.

The Use of Swear Words in “Four Brothers” Movie was the first

previous study compiled by Bangun Purwa Aji in 2014. This source was

obtained from a thesis made by Faculty of Letters and Humanities State

Islamic University UIN Sunan Ampel Surabaya as a final project. This

 24

study uses a descriptive qualitative method. The results of this study are

the swear words which often appears in four brother films. There are seven

types of swear words that are found in the Four Brother movie. It covers,

sex term (fuck), excretion term (shit), body function (tits), death (damn),

mother in law terms (bitch), animal term (dog) and religion matter (ghost).

The results of this study also show that there are several reasons why

speakers say the swear words as a pain reliever, power, control, humor,

and non-violence.

The second previous study is “Why Are Males Inclined to Use

Strong Swear Words more than Females? An Evolutionary Explanation

Based on Male Intergroup Aggressiveness”. This research was taken from

Journal of Elsevier and uploaded in 2015, created by Emre Guvendir. This

study shows that the use of swear words men are more aggressive than

women because male do not have the potential to control emotions that

increase. Women are more able to hold themselves back, from the

explanation of evolution and the theory of the sexual selection and the

selection of sentences, explaining that boy show more when their emotions

and rising. That men are early hominids who are involved in violent

behavior and are more aggressive than girl. This for the sake of investment

parent’s “offspring” causes the female brain to have a larger orbital frontal

cortex that modulates the anger produced by the amygdala. On the

contrary, the male brain does not need it. Research shows the role of sex in

the environment has a big effect on brain biology. Hence the men brain
 25

does not feel any environmental impulse to change its structure and

develop a larger orbital frontal cortex to control anger and aggressiveness.

The previous study was taken from a thesis created by Nurhayati in

2007 entitled “The Use of Swear Words and its Relationship with Taboo

Words in Crank”. Conclusions from the results of the study show that

based on the analysis that has been made made results that swear words

are used by people to express emotions. Swear words used by characters

are very strong. In the results of the analysis the character has expressed it

in a state of irritation, surprise, indifference, insult, and rejection. Some of

these swear words are included in taboo theory because they refer to

sexual activity, body term, and religion. After completing the study, the

author knew a lot about the S.W and its relation to the taboo word. The

S.W is usually used as a daily conversation. So, the S.W is part of taboo

words but be interpreted as swear words.

The last previous study is “Men and Women Differences in Using

Language: A Case Study of Students at STAIN Kudus”. This research was

taken from Journal of English Education, Literature, and Culture (EduLite)

and uploaded in 2018, created by Sri Wahyuningsih. This study shows that

the use of swear words male are more directive and tend to use simple

words whereas the female who are expressive. So, in talking women are

wordy. They show differences in using language and this study uses a

descriptive qualitative method. The results of this study that male and

female students show differences in their forms, contents, and uses.

 CHAPTER III

METHOD OF RESEARCH

This chapter describes the method of the research. Research methods are

an important part of a research, it covers: research design, data collection, setting

of the research, and the data analysis.

3.1 Research Design

This research is naturally descriptive qualitative. This means that this

research analyses the data by describing the data in details. At the same time, this

research is qualitative because the data analyzed are not in the forms of numbers

(or numeric) but they are in the forms of words, phrases, or utterances or

sentences. Taguchi (2018: 3) states that using a qualitative approach is an open

approach and exploration that can be done by researchers in committing to gain an

understanding of the reasons behind a phenomenon or event. Data can be obtained

through interviews, observations, and field notes that produce abundant

information about behavior, views, and mind. Data lies in a naturalistic context by

analyzing related to the holistic context, researchers can express the reciprocal

relationship between contexts learner equality and characteristics, and form

development dynamically.

Based on that theories, it can be concluded that qualitative research is data

that is taken in detail and requires analysis of in-depth data. This data is used to

find answer to questions and get understanding and problem solving from a

26
 27

phenomenon that is sought. This qualitative data is original because of taking the

data can be in the form of observation, interviews, and field note.

Quoted from Ary (2010: 29) qualitative research methodology can take the

forms of basic case study, ethnography, grounded theory, phenomenological

study. The brief explanations of them are as follows.

(1) Case study: this method of qualitative study is a focus on the single unit.

An in-depth study a specific individual or phenomena in its existing

context.

(2) Ethnography: behavior that occurs naturally in a culture. The study of

human interaction and communication through direct participation and

observation within the community to be studied

(3) Grounded theory: the purpose of grounded theory is to develop theory

based on the data collected. It looks at specific information and derives

theories and reasons for the phenomena.

(4) Phenomenology: is the study of the subjective experiences of others. It

researches the world through the eyes of another person by discovering

how they interpret their experiences.

This research then uses the phenomenology method because the data are

subjective experience of others (students) which are researched to discover how

their experience is interpreted. It is why the qualitative method is obviously

appropriate to be applied to analyze the swear words used by Indonesian students

especially at senior high school.

 28

3.2 Data Collection

There are several methods of collecting data that can be used to do

qualitative research as suggested by Denzin in Flick’s book (2009: 226).

3.2.1 Observation

This study uses observation as a data collection tool defined by

Denzin in the book Flick (2009: 226) stating that observation is a field

direct that observes members' perspectives and influences what is

observed. This observation begins with the random collection of male and

female students in the form of sound recordings. All of these data were

observed to see whether or not they matched the categories of swear words

suggested by Ronald Wardhaugh in his book "An Introduction to

Sociolinguistics" published in Blackwell (2006: 239). This study focuses

on Indonesian high school students in Bangkalan especially SMAN 4

BANGKALAN, 11th grade IPS3. Researchers will visit places that are

usually visited by high school students and make it possible to take swear

words, such as in classroom area when there are no lessons in class.

Researcher sit around them and will record their conversations and retrieve

data in the form of oath words they say. Field notes which are processes of

observation are important things that publish by the researcher from an

information and answer to a research question [ CITATION Uwe09 \l 1057 ].

Participants and researchers repeatedly monitored and recorded also

recorded during the observation process. The researcher stayed in the area
 29

of SMAN 4 BANGKALAN students especially in class 11 th IPS3 and

record their conversations while making notes on the field.

3.2.2 Questionnaires

In starting a qualitative study, the first step that must be taken is to

determine the questions in the study. This question aims to solve the

problem of the research questions. Research questions in the form of

developing ideas. Research questions are located in the personal biography

of the researcher. The social context that shown on the subject who receive

the question must also be considered [ CITATION Uwe09 \l 1057 ] . Before

that researchers have prepared the appropriate and determined questions.

Then give questions to the subject (students) so that they can answer as

with the experience of invective words they have said.

3.2.3 Interview

In a focused interview to interpret statistically significant findings.

The stimulus presented is content that has been analyzed previously. In the

interview process that uses the non-direction, specificity, range, and

personal context indicated by the person interviewed. In the interview

must issue specific elements so that it can provide encouragement to the

interviewer to remember certain situations. Determining explicit questions

is important to help the subject in connecting his responses [ CITATION

Uwe09 \l 1057 ]. The researcher conduct interviews with the Indonesian

students as society especially in Bangkalan Madura by asking them to

answer questions given by the researcher with the aim of getting

 30

information from the target. The researcher used the interview because he

wanted to know a significant difference in the use of swear words about

gender.

3.2.4 Recording data

In qualitative research Flick (2009: 294) argues that recording is

one way of collecting data. The use of recording devices such as (MP3s,

mini-discs, and recorders) is one of the ingredients of data collection. In

everyday the active school during recess the researcher will start

observation and recording depending on its use. Usually the tool used is a

gadget because it allows several formations. In the recording process to get

data. The researcher stay around the students which makes it possible to

take swear words or in groups of students who are joking, or fighting.

Researcher always record each situation gradually. Researcher stop record

after that gets valid data, the researcher analyze and choose the data

needed.

3.3 Setting of the Research

3.3.1 Place

This study conducts at SMAN 4 Bangkalan High School, 11 th

grade IPS3 at a place that has the potential to use swear words such as, in

the classroom area even in class when they are free and canteen. The

location is in Bangkalan-Madura, East Java.

 31

3.3.2 Time

The period start from March to May 2019. This time vulnerable

includes preparation for making instruments, completing research licenses,

trying instruments, revising proposals, conducting research, analyzing

data, and making results from research.

3.4 The Data Analysis

Data analysis is complex data from qualitative research. Creswell (2012:

129) assume that the main component of research questions and objectives in

qualitative research are the main phenomena explored in qualitative research. For

example, as a concept in the form of speaking style in Indonesian and Madurese

language as the process. in other cases the process of interaction in daily life in the

scope of education takes into account the use of students' words and expressions

in their conversations. Ary (2010: 481) states that qualitative research is data

analysis is a process that takes time because researchers must understand elements

such as field notes, interview transcripts, recordings, information from documents.

All results of the data must be interpreted and examined. Qualitatively, data

analysis is often carried out together with data collection through this repetitive

process. Different from quantitative research where the writing of the report does

not occur in the same steps.

Data is taken from the recording of the sounds of Indonesian students,

especially groups and also communities within the scope of senior high school.

The researcher listens to conversations within a group as well as communities and

transcribe conversations. After that the author listens and understands

 32

conversations from students that contain swear words. After the author gets swear

words, the world in transcribed. This data collection is done by underlining swear

words. After getting the data, the author starts analyzing. The first is, researcher

classify conversations that contain swear words for various types of swear words

and provide a description of those words. After that begin to explain each

conversation that has been classified. The researcher listens to the conversation in

making conclusions from the complete analysis and explain it. For different types

of swear words and reasons for swearing. After that begin to explain each

conversation that has been classified. Then, the author makes conclusions from

the completed analysis.

3.4.1 Coding the data

The coding system in this observation is used to facilitate specific

behaviors that have been determined before the research [ CITATION

Don10 \l 1057 ]. The researcher not only identifies whether phenomena of

student behavior occur as with the theory because this use agreed upon

codes to record actual events. While the results scale can be completed

after the observation period and the coding is completed when the

observer sees the behavior. This analysis is strengthened by Creswell

(2012: 261) says that the main analysis of qualitative data consists of

encoding data. This analysis process is one of reducing text or image

databases to descriptions and themes of people, places, or events. This

involves checking the text database line by line, asking yourself what the
 33

participant said, and then labeling the code. Here is the data that is

attached using the code:

Types Coding
Coding
Sex S
Death D
Excretion E
Bodily function Bf
Religious matters Rm
Politics P
Mother-in-law Min
Types
Animals a
Nickname n
Rude comment rc
Joke j
Sex talk st
Anger a
Habitual epithets he

3.4.2 Reducing the data

In this data processing process, qualitatively data collection is often

carried out simultaneously with data analysis. Therefore, in the reduction

of the important data taken and the non-important data discarded. After

that the researcher prefers to analyze the results of the data and focus on

the data to be taken [ CITATION Don10 \l 1057 ].

3.4.3 Presenting the data

The mean of presenting the data is presenting detailed

observations. In this study the researcher described the relationship

 34

between events and objects. In qualitative reports, it is present in

accordance with the delivery of thoughts, feelings of objects, and

experiences in their own words. After receiving data, the researcher

analyzes the results of the data obtained [ CITATION Don10 \l 1057 ].

3.4.4 Drawing conclusion

In this research, conclusions in the drawing are to determine a

number of samples available. This study selected several samples

needed. Researchers tend to interpret the observations obtained from

research conducted as he goes along. Collecting this data through

observation and field notes [ CITATION Don10 \l 1057 ].

35
 36

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents data analysis and research findings. This chapter

describes the results of the research. It discusses the swear words. There are three

main findings, it covers; (1) the types of swear words based on gender, (2) the

students swear words based on the gender, (3) the forms of swear word used by

the students, and (4) the swear words function to their communication.

4.1 Research Findings

In this part, explain of the findings is divided on the statement of the

problems in Chapter I, those are: what types of swear word, what swear word are

used by students based on the gender, what forms of swear word and expression

are used by students, and swear word have a function to student’s communication

of SMAN 4 BANGKALAN especially the 11 th grade IPS3. The data of this

research are then matched with Wardhaugh’s list of swear words and Jay’s list of

taboo words.

4.1.1 The Types of Swear Word Based on Gender

In this part, gender differences in swear words here after SW are

used by students at SMAN 4 BANGKALAN in XIth grade IPS3, which the

amounts was twenty five students consisting of fifteen male students and

ten female students. It was found that the use of SW in men and women

chose words that were different in expressing their speech or language.

The matching data by Wardhaugh’s list of SW (2006) and Jay’s list of

 37

taboo words (2009) that divided under the label 'men' and 'women' to see if

there are differences between the SW spoken by male and female of

students. from observations in the form of questionnaires, researcher found

that gender has the possibility to choose different words in expressing their

words. In this section, researcher have classified words that are sweat

words based on the gender. The findings shown in the following table.

Table 4.1.1 Types of Swear Words Based on The Gender

No. Swear Words Male Female

1 Sex  
2 Death  
3 Excretion  
4 Bodily functions  
5 Religious matters  
6 Politics  
7 Mother-in-law  
8 Animals  
9 Left hand - -
10 Nickname  
11 Rude comment  

As explained in Chapter 2, there are eleven types of swear words.

This research focuses on words and expressions used by students based on

gender. Based on the results of the research findings found ten types of

swear words. It covers: 1) gender, 2) death, 3) excretion, 4) bodily

functions, 5) religious issues, 6) politics, 7) mother-in-law, 8) animals, 9)

nicknames and 10) rude comments (see Wardhaugh, 2006; Jay, 2009). As

for the taboo words said by Jay's list, continue the list of SW types from

wardhaugh. The following is based on existing data analyzed for this type.
 38

The results of this data analysis serve as a start for the next form and

function.

In more detailed, any findings associated with the kinds of swear

words those are described in the following discussions.

1. Sex

Sex occurs in sexual activity and refers to couples who have sex,

this word is usually used as a SW for partners or sex of the opposite sex.

Researchers took data from questionnaires which showed that men had

used more words for sex than women. Based on the calculation of the

questionnaire, there were nine men and five women who used sex-related

invective words.

2. Death

Death refers to the second column used by fourteen men and seven

women based on the questionnaire. men say more swear words that lead to

death than women. This SW is an expression of words that make other

people afraid and feel threatened by something or this is more often used

to express hatred. based on the results of data in the form of recordings and

field notes taken, researchers did not find the conversation of women who

say 'death'. Researchers get data from questionaire and found the result

which includes fourteen men ever use it and seven female for ever said

about ‘death’.

3. Excretion
 39

Excretion occurs in expressions that insult and annoy others. Based

on the questionnaires, this type of SW is used by fourteen male students

and six female students. This data can be obtained from class during

observations when students of class XI IPS3 did terrace ‘male’ and math

tasks ‘female’.

4. Bodily function

Bodily function that is used for students who understand body parts

which are a kind of SW. This type of swear word are spoken by men and

occur during recess at the place of selling meatballs. Based on the

questionnaires data there were fourteen men and seven women who used

the type SW 'bodily function'.

5. Religious matters

Religious matters that can be included in the SW because it has a

relationship between gods and religion. Usually people who use swear

words are more inclined to mystical things, using their religion and gods to

express their frustration. there were fourteen male students and eight

female students who had used these invective words based on the

questionnaire calculation.

6. Politics

Politics refers to government structures or people who hold

positions and ignore or are not responsible for their positions like ‘black
 40

campaign, dasar koruptor, tokang korupsi’. Based on the results of the

questionnaire at point sixteen students used this type of swear word with

the results of seven men and three women who used this kind of swear

word.

7. Mother-in-law

Mother-in-law, this term is usually used for older people like

keparat, tua bangka, reng tuah lok taoh diri, said swear words by insulting

parents when someone gets angry with them and makes loud anger words.

based on questionnaire data from students of class XI IPS3 there were

eight men and two women who used this word.

8. Animals

Animals with swear words, this word is widely used by students

because they consider this word to be ordinary words and become a natural

expression for speakers. The results of the questionnaire showed that there

were fourteen men and eight women who said these words. In the form of

this word, wild and wild animals are usually used as swear word

expressions.

9. Nickname

Nickname in SW is a taboo word that is in Jay's list, it is a used by

students for their friends. The word taboo which does not include this

swear word is usually very commonly used by students, especially class XI

IPS3 because it refers to familiarity in a community. From the form of

 41

gender questionnaires there were twelve men and ten women who had

called their friends by nickname.

10. Rude comment

Rude comments occurred when male students sought out one of the

teachers who had taught at SMAN 4 Bangkalan. They showed an attitude

of dislike by giving rude comments to the teacher because when teaching

the teacher was considered fierce towards students. Based on the results of

questionnaires there were four male students and nine female students who

had given rude comments to others.

The table above is a calculation of the results of the distribution of

questionnaires that have been filled out by students based on gender. the

results show that male students are stronger in swear word pronunciation

than female students. After finding the types of swear words used by

gender based on their experience, the results of observations will be

explained in the form of male and female conversation. In this case, some

words used by men and women are taken to be analyzed for the sake of

gender comparison. To find out the underlying situation, this study uses

narrative analysis that focuses on speech, such as the theme of the story,

the meaning of the situation, culture, and the social context of the

narrative. Providing this data was taken in audio recordings, field notes,

and interviews with social studies students of class XI at SMAN 4

BANGKALAN.
 42

Based on the table above there are ten types of curse words from

Wardhaugh (2006) and Jay's list (2009), this SW form matches the shape

table of swear words. Researchers will adjust swear words based on

observations in the form of student conversations of recordings and field

notes.

4.1.2 The Students Swear Words Based on Gender

In this section, based on the results of observations that have been

made, researchers analyzed the results of recording data and field notes

which show that there are swear words in the same type used by students

based on gender. This sample focuses on the conversation of students

based on gender from swear words. From the sample below there is a

detailed conversation based on the field note. This data is taken based on

students' conversations the same forms based on the gender. The results of

observation (O) show the swear words included in the daily use of

students' language based on gender.

1. Sex
Based on the sex, there are different situations in the pronunciation

of this word. The men said jancok word to the point while women said

jancok word with many additional words.

Sample 1: 8th O
Male users
Musleh : jancok

The conversation above occurred during recess and students played

dangdut music. Musleh felt disturbed by his friend's attitude.

 43

Sample 2: 7th O
Female users
Findy : nak kanak reh mokong kabbhi jancok ngara jeh

Findy who was writing during recess felt disturbed because his

classmates were busy and disorganized.

2. Excretion

Based on the example of the conversation below shows that men

who use the word excretion swear bolder than women. The sample

conversation below shows a different situation. Women use swear words

more in their groups and scope. Unlike men who are more daring in using

swear words, they are more up to the point and do not pay attention to the

surrounding environment, therefore men are bolder in swear word

pronunciation.

Sample 3: 17th O
Male users
Adit : ye cong bangsat cok (while telling his chronology to his friends)

The conversation above occurred in the canteen when they escaped

from class time. Adit does not like the treatment of friends being talked

about and expresses his frustration by saying some form of swear words.

Sample 4: 2nd O
Female users
Devina : coonnggg coonngg mek cellep jiah deng hedeh cong. Cek bengkesseh
hedeh coonnggg

Devina was upset with her friend because her order was not what

she wanted.

Sample 5: 1st O
Male users
Yani : ella bu jhek engak bu reng gileh jiah bu
 44

The conversation showed a sentence that contained jokes and

anticipation about the nature of his friend who was disturbing the

researcher who was observing because he suddenly arrived without being

invited.

Sample 6: 11th O
Female users
Devina : mek lok e kocak “doo ada orang gila nii”

The researcher is having a conversation with several students in a

group of women. One of the students talked about the teacher who had

taught them. They did not like the attitude of the teacher.

Sample 7: 14th O
Female users
Devina : (to his friend) gileh jiah (heni) a caca sosoh

When sitting in their respective chairs. They discuss a woman's

body parts and make it a joke.

Sample 8: 15th O
Female users
Devina : ella ella miss gileh jiah miss

One of the students prevents the researcher from talking to a friend

who suddenly arrives and wants to borrow a charger.

Sample 9: 16th O
Female users
Devinaa : a tokar. A tokar lebet syifa joh. Gileh margeh lakonah syiffa hahaha

Devina was upset with Syifa's attitude, which was considered

arrogant, forgetting himself as a friend.

Sample 10: 3rd O

 45

Male users
Musleh : hahahahahhaa. Menoleh ke ruang guru. Taeh Deny deteng joh

During recess until the bell rang the researcher and some students

hung out on the porch of the classroom and looked back then saw an

English teacher was walking toward the Social Studies class 3. Students

were annoyed because they did not like English lessons.

Male users
Sample 11: 8th O
Musleh : mateyyah beeng yeh, bedeh apa dek ibu? Yak reh peranyeng reh taeh
Musleh : jeh hen pas deiyyeh, cek ranyengngah se ngocak. Ranyeng reh taeh
Fery : rayeng ranyeng yak se nelfon ibunah cong. Taeh saprol jeh

Musleh showed his attitude of annoyance and dislike because he

considered the attitude of his friend as he pleased.

Sample 12: 10th O

Adit : jhek engkok ataeh bisa taoh bernanah
Musleh : nyelling taehnah hedeh jiah

The conversation showed that they were joking while walking

around their class, joking with their friends.

Sample 13: 12th O

Musleh : taeh yeh

This statement was caused because Musleh did not like being

accused by his friend.

Sample 14: 17th O

Adit : taeh ahaa taeh haaa taeh
Adit : Masak bu deni ghellek ken a bluruh. Taeh kocak eh (jokingly)
 46

This conversation was held in the canteen when they escaped from

the ongoing lesson. They discussed a number of topics and gave

expressions in the form of stories and jokes.

Female users
Sample 15: 4th O
Devina : iyeh rapah ntek laonan taeh

This situation shows Devina issued a swear word form because she

was upset with her friend who forced her to send files as soon as possible.

Sample 16: 5th O

Findy : taeh

In this observation the researcher arrived late to school. The

researcher came when the bell rang, so the researcher asked permission

from the teacher who taught and put the voice record mode on the female

student's chair. A rowdy classroom situation makes it easy for researchers

to get the required data.

Sample 17: 7th O

Devina : taeh pegenna lek

Devina panicked because the book was not taken. He was afraid of
losing his book.
Sample 18: 9th O
Heni : ayo ayo..ayo devina taeh a pok pak se ngakannah naseek

The researcher asked one of the students to take a photo. The

sentence from Heni's statement is done when he wants to photograph the

class situation. Heni thinks Devina doesn't appreciate it when taking

photos.

Sample 19: 10th O

Devina : eemmm taeh (smiling)
Devina : taeh beeng
Devina : taeh patek ghuk ghuk ghuk
 47

Devina : (towards men) hee cong beeng le a mancok pote lak an. Fery a
mancok pote. Soleh a mancok mera hahahahha
Devina :dit..dit..dit beeng a mancok mera, soleh a mancok pote, musleh a
mancok ping
Devina : fery cetak mercat. Ya leh fery lak a mancok pote yee

In a forum. During recess students make a topic of conversation

and jokes.

Sample 20: 12th O

Findy : taoh taeh

Findy dislike behavior helps so he doesn't want to care. This

sampel took a during recess

Sample 21: 13th O

Findy : taeh...taeh...taeh...taaaeeehh (singing with annoyance because of his
rowdy friends)
Aas : taeh (soft)
Devina : mareh cerek eh jeh mareh. Yak engkok dhele a mancok pote ghellek
Devina : a mancok pote haha

When working on assignments during recess they discuss the

completion and collection of tasks.

Sample 22: 14th O

Devina : taeh (soft)
Devina : patek jeh korang ajar apah beeng jhek den beden colok eh taeh mon ke
a seporah seporanah taeh. Ngocak deiyyeh engkok we lok usa me creme colok
eh patek jeh ngocak deiyyeh engkok. Napak benne...( pay attention to teacher
back)

Devina retells the debate she was having. He told a story while

showing an expression of his frustration.

Sample 23: 16th O

Yuli, idfiana : den beden jiah. Taeh je

From the statement above shows an anger because the dialogue

contains about an insult. Idfiana was angry because Musleh wanted to hit

her and Yuli did not accept it so she defended Idfiana and considered

Musleh to be rude.
 48

3. Bodily Function

The sample of this conversation shows that male and female alike

pronounce the same form of swear word but under different

circumstances. Women prefer to maintain ethics in public so they dare to

issue swear word in certain situations.

Male users
Sample 23: 1st O
Fery : jeh eng ngak e nyombheng jeh eng. cetakkeh jeh eng. Budiih eng.
Hahahaha

A conversation that occured at meatballs seller when there were

another class student was distrubing.

Sample 24: 8th O

Fery : cetakkeh yeh. Pesse cong

This shows that Fery considered the arrogant friend for holding

money.

Female users
Sample 25: 10th O
Devina : (call the fery with a nickname) Fery gedeng cetak a merecep
Devina : fery cetak mercat. Ya leh fery lak a mancok pote ya

This conversation occurs in the classroom when they are joking

with each other.

Male users
Sample 26: 10th O
Feri : beh.. dut dut
Feri : ella raa dut
Musleh : paya beeng dut
Musleh : devina raajeehh (laugh silently). Benyak kadok

Some of the male students issued the swear word which referred to

their female friend about the large body shape.

Female users
Sample 27: 6th O
 49

Heni : Le rajeh hedeh yeee (jokingly)

Sample 28: 11th O

Idfiana : ken koros yee setiyah lambek kan lempo

Sample 29: 16th O

Devina : yuli jeh bileh lemponah. Deri SMP sampek setiyah

The three forms of statement from the sample taken based on the

students’ conversation above indicate that they are giving comments that

point to the person’s body shape and comment on it.

Male users
Sample 30: 17th O
Feri : kentong bibireh kakeh cong

A sampel conversation from Fery’s statement show that they wer

having a conversation and Fery was angry with his friend’s words so he

issued a statement like the sampel above

Female users
Sample 31: 1st O
Devina : den beden jeh lok kenneng tegghuk congorrah
Devina : beeng congorrah lakar lok kenneng tegghuk

Sample 32: 6th O

Findy : angangah colok eh

Sample 33: 8th O

Devina :bat jerabat colok en

Sample 34: 9th O

Devina : ayo jhek pet cerepet raapah bibireh
Heni : iyak bhein ken mele pas bisa buruh dek mobile legend (to his friend).
Mon a caca ah joh but jelarbut
Devina : engkok lok a jhelling ceretanah engkok jeh a caca
Sample 35: 13th O
Devina : kompolen? colok en jeh

From the five sample conversations above shows similarities that

lead to angry expressions of frienda because they do not accept the

behavior of friends who considered impolite.

 50

Sample 36: 14th O

Devina : ghu lagghuh a caca sosoh melleng
Devina : (to his friend) gileh jiah (heni) a caca sosoh
Devina : patek jeh korang ajar apah beeng jhek den beden colok eh taeh mon ke
a seporah seporanah taeh. Ngocak deiyyeh engkok we lok usa me creme colok
eh patek jeh ngocak deiyyeh engkok. Napak benne...( pay attention to teacher
back)
Devina : talpos beeng colok eh

Sample conversation above shows who are talking and leads to the

form of swear word refers to bodily function and tells about the experience

of the problem

Sample 37: 10th O

Devina : cong jhek rang korang ajar colok eh cong

The sample conversation showed Devina’s annoyance with her

fussy friend.

4. Religious matters

This word form shows mystical things that lead to frightening and

magical powers so that the swear word based on gender is used as a

conversation for students to joke.

Male users
Sample 38: 10th O
Feri : lel setan lok geradduh setan jiah anonah setan hiiii

Female users
Sample 39: 1st O
Devina : ella Lely le keluar setannah le keluar
Sample 40: 6th O
Devina : iyeh le parak oleh setaonnah. Oo lakar le beeng setan

The two samples above are based on gender in the form of words

the same part shows the same expression and purpose in which they show

a joke against their friend. This conversation occurs in a forum. There are

some men and women who gather and tease each other and so that SW
 51

appears with a form of setan speech that leads to the type of religious

matters.

5. Animals

In this form the results of the sample shown all forms of swear

word in the form patek/anjing that express anger. Based on

pronounciation between gender they have shown that the word

patek/anjing is used to exert emotional stress.

Male users
Sample 41: 5th O
Irfan : patek, demmah
Sample 42: 10th O
Irfan : been jeh patek lok genna
Irfan : (confusion) patek ongghu lakar

Sample 43: 17th O

Soleh : patek jeh neng neng deiyyeh
Fery : patek

Female users
Sample 44: 3th O
Devina : iyeh, patek
IPS2 : huyuk jeh IPS3 masok je

Sample 45: 4th O

Devina : ya iyeh patek mon bulen pasah benyak cobeh cong

Sample 46: 5th O

Fery : disana endang disini endang dimana mana bapakku edi (teasing the name
of Idfiana's parents)
Idfiana : anjing

Sample 47: 6th O

Devina : hah pokenah patek

Sample 48: 7th O

Devina : enjek patek lok e pe’elang patek (sing) masok rapah kanak

Sample 49: 9th O

Devina : hee kammah kabbhi anak kanak eh jiah jeh patek ongghu lakar.
Demmah mon pas dek Lely yee patek ongghu lakar. hen jhek kung cerukung
patek
Heni : heeee deghuk mele prabowo, jokowi patek soro melee..... (talk cut)
 52

Sample 50: 10th O

Devina : patek, fan pegenna cong bahasa indo cong
Devina : beeng jeh patek. Patek jeh
Devina : patek, patek kammah bedeh patek fan
Devina : taeh patek ghuk ghuk ghuk

Sample 51: 11th O

Devina : (devina who is playing cellphones suddenly nervous)
anjing.....astaghfirullahaladzim

Sample 52: 12th O

Devina : (pay attention) patek ontong jeh

Sample 53: 13th O

Heni : kalak pole patek
Devina : heh patek jeh
Devina : patek jeh

Sample 54: 14th O

Devina : hen hen bik engkok e kocak deiyyeh pole hen (while offering
cellphones) Marenah jiah berik ngocak patek jeh korang ajar deiyyeh ke
engkok. Kamma ye
Devina : he’em. feri sampek a tek patek dek engkok seporanah kebele dek fery
yeh. Engkok benne ken se meokarreh beeng bik fery. Engkok taoh mon beeng
cemburu. Seporanah se benyak. Ngocak deiyyeh
Devina : patek jeh korang ajar apah beeng jhek den beden colok eh taeh mon ke
a seporah seporanah taeh. Ngocak deiyyeh engkok we lok usa me creme colok
eh patek jeh ngocak deiyyeh engkok. Napak benne...( pay attention to teacher
back)

Sample 55: 15th O

Devina : benne. Jamor patek

6. Nickname

Based on conversations from observations taken and classified into

samples it shows nicknames. This happens because of the familarity

between students. In this type of word that often appears by gender is mad

and cong.

Male users
Sample 56: 1st O
Irfan : coonnggg hahahahahaha
Yohanes : campur cong

Sample 57: 8th O

Fery : le pele cong, haaa (musleh, fery, to the teacher's desk)
Fery : cetakkeh yeh. Pesse cong
Fery : lapar cong
 53

Fery : rayeng ranyeng yak se nelfon ibunah cong. Taeh saprol jeh

Sample 58: 9th O

Feri : hadoo leh leh hedeh cong cong

Sample 59: 10th O

Bashori : hedeh mon cak ngocak deiyyeh ambuih cong

Sample 60: 12th O

Musleh : pulpen cong
Musleh : ayo raa cong

Sample 61: 16th O

Adit : kerjaen ayoh cong
Musleh : ayoh raa cong engkok neroah

Sample 62: 17th O

Rosi : mek bisa deiyyeh cong
Adit : ye cong bangsat cok (while telling his chronology to his friends)
Adit : (after telling the story, call one of his friends) cong
Helmi : cong lemaratosen lok endek rakah fery
Fery : kentong bibireh kakeh cong
Helmi : ya lakar bedeh taenah koceng ghellek cong

Female users
Sample 63: 1st O
Devina : kamaa’ah kakeh coonngg mek lakoh entar kannak. A sekolah kannak
enjek. Coonnggg coonngg
Devina : haaa, a pinda ah kannak lok nangghek cong
Devina : entarah kannak cong
Devina : masalah buat elloo cong

Sample 64: 2nd O

Devina : coonnggg coonngg mek cellep jiah deng hedeh cong. Cek bengkesseh
hedeh coonnggg
Devina : eemm kakan cong miss deny cong eemm

Sample 65: 4th O

Devina : ya iyeh patek mon bulen pasah benyak cobeh cong

Sample 66: 5th O

findy : jhek ghik tep ngentepan cong

Sample 67: 6th O

Idfiana : iyeh mon e bhendingaghin bik beeng cong tange cong
Idfiana : reng lakek bik reng binek tadek cong
Idfiana : enjek cong

Sample 68: 7th O

Devina : (bitch) kenyang engkok lel. Ulangan setiyah cong. Bu kertas biasa saja
bu

Sample 69: 10th O

Devina : patek, fan pegenna cong bahasa indo cong
 54

Devina : beeng jeh pegenna cong engkok kareh ngetik cong areh 150 lember bik
tang mbak wek duwek en cong
Devina : cong jhek rang korang ajar colok eh cong
Findy : engkok cong
Devina : sekerannah atokarrah cong
Devina : (towards men) hee cong beeng le a mancok pote lak an. Feri a mancok
pote. Soleh a mancok mera hahahahha
Devina : deh matanah jeh mon oreng cong

Sample 70: 12th O

Devina : jhek merammeh rapah cong, kelas riyah cong
Devina : apah cong lok andik cong

Sample 71: 13th O

Devina : benyak cong
Devina : kocak eh mareh beeng cong. Beeng ngomoplennah cong

Sample 72: 14th O

Devina : (grumble) deghuk engkok melleh motor cong
Heni : sapah jiah cong
Devina : beeng andik BH berempah cong?

Sample 73: 15th O

Fatwah : addoo e yerrep cong cong
Devina : ini gherbhey gini pas langsung kekep. Naaa. Soro kekep deddih hahaha.
Ngalak aghin korseh miss cong.

Male users
Sample 74: 1st O
Yohanes : ayoh mad tabuk a sms leghellek

Sample 75: 8th O

Mosleh : beh, yak riyah kan hape samsung J2 prime le tergeser bik hape anyar se
lebih canggih mad

Sample 76: 9th O

Musleh : iyeh mad
Fery : mad yak kannak bedeh tang kancah
Fery : enjek ongghuen mad, tambiga

Sample 77: 12th O

Hendra : mad bedeh neng delem tas buku mera mad ongghu bedeh

Female users
Sample 78: 12th O
Idfiana : iyeh mad kadik jiah mad

Sample 79: 15th O

Heni : mad jhelling takok bedeh kotonah deiyye

7. Rude comment
 55

Rude comments show the form of words based on gender that

expresses incompatibility or dislike for the intended person.

Male users
Sample 80: 3rd O
Mosleh : enjek apah nyenget enjek

Sample 81: 9th O

Feri : miss cerreng cek nyengettah joh sapah

Female users
Sample 82: 1st O
Devina : se tampangah nyenget joh se peng cemprengan suaranah joh

Sample 83: 11th O

Devina : se nyenget ruah yeh
Idfiana : miss nyenget

Male users
Sample 84: 9rd O
Feri : miss cerreng cek nyengettah joh sapah

Female users
Sample 85: 1st O
Devina : se tampangah nyenget joh se peng cemprengan suaranah joh
Heni : a cerrengg (exhibited) hiiii

Sample 86: 7th O

Heni : cempreng kadok

Sample 87: 11th O

Devina : miss nindy, iyot se ngangghuy behel se cempreng tadek buengah
Male users
Sample 88: 8th O
Mosleh : nanti kalo minta snap ibu jadi ikutan alay kayak gini
Mosleh : jiah jeh alay kadik jiah

Female users
Sample 89: 3rd O
Devina : apah miss jiah, lebay miss jiah (sambil masuk kelas

4.1.3 The Forms Used by The Students

This data is made in table form to see if there are differences between

swear words included in taboo words spoken by middle school students in 11 th

grade IPS3 used by both male and female. From the table exist in gender ‘male’

and ‘female’ which have been presented in the table using madurese and
 56

indonesian which matched Wardaugh’s list in kinds of swear words (2006) and

Jay’s list about taboo words (2009) in the table as follows.

Table 4.1.3 forms of swear word

N Swear Forms of SW Male Female Remark

O word
1 Sex (s) - menta jata This word form
- jancok is used as a
  taboo word and
swear word
2 Death (d) - mateyah  This word form
-
is used as a
swear word
3 Excretion - bangsat/bengkes This word form
(e) - korang ajar is used as a
- mengkhianati taboo word and
- gileh/gila   swear word
- taeh/mancok
- gendeng
4 Bodily - pokeh This word form
function - sosoh is used as a
(bf) - selangkangan taboo word and
- pala’ 
swear word

- tongkeng
- cetakkeh
- dut/lempo/rajeh
- semok
- kurus/koros
- congor/bibir/caca/
colok
- matanah
- pokang
- burik
5 Religious - setan This word form
matters is used as a
 
(rm) taboo word and
swear word
6 Mother- - guru aneh This word form
-
in-law is used as a

(mil) swear word
7 Animals - patek/anjing This word form
(a) - cerek is used as a
 taboo word and 
 57

swear word

8 Nickname - cong This word form

(n) - teh is used as a
 
- cok taboo word and
- mad swear word
- uhuy
- gedeng
9 Rude - nyenget This word form
comment - a nyeng is used as a
(rc) gleknyeng taboo word and
- nganyeng   swear word
- a kotangan
- cerreng/cempreng
- kang tekang
- mokong
- alay/lebay
- nungging
- sombong

The table above is the result of the analysis showing the various forms of

curse words used by high school students. These results are taken based on

research findings in observations. The following classification of observations in

the form of field notes and data recording has been done.

The 1st observation show that the form of swear word used by male and

female student’s in the place of selling meatballs, it covers:

Fery : (come and the road leads to the elder brother with a quiet, quiet
tone) paaalaaa’(bf). (His friend laughed)
Fery : jeh eng ngak e nyombheng jeh eng. cetakkeh (bf) jeh eng. Budiih
eng. Hahahaha
Irfan : coonnggg (n) hahahahahaha
Devina : nganyeng (rc) jiah miss
Yohanes : tang andik jiah cok (n)
 58

Yohanes : ayoh mad (n) tabuk a sms leghellek

Yohanes : campur cong (n)
Yani : abbooo mi akotangan (rc) mii pah e rot torot
Yani : ella bu jhek engak bu reng gileh (e) jiah bu
Devina : kamaa’ah kakeh coonngg (n) mek lakoh entar kannak. A sekolah
kannak enjek. Coonnggg (n) coonngg (n)
Devina : haaa, a pinda ah kannak lok nangghek cong (n)
Devina : entarah kannak cong (n)
Devina : masalah buat elloo cong (n)
Devina : se tampangah nyenget (rc) joh se peng cemprengan (rc)
suaranah joh
Devina : se mon a jhelen a kang tengkang (rc) joh
Devina : ella Lely le keluar setannah (rm) le keluar
Heni : a cerrengg (rc) (exhibited) hiiii
Devina : den beden jeh lok kenneng tegghuk congorrah (bf)
Devina : beeng congorrah (bf) lakar lok kenneng tegghuk

The 2nd observation at the class during recess

Devina : coonnggg (n) coonngg (n) mek cellep jiah deng hedeh cong (n).
Cek bengkesseh (e) hedeh coonnggg (n).
Devina : eemm kakan cong (n) miss deny cong (n) eemm

The 3rd observation, the researcher went to class XI IPS3 and monitored

the situation there. In it there were only a few students and two male, one female

and other class students were having a conversation and discussing about mobile

phones.

Musleh : enjek apah nyenget (rc) enjek

 59

Devina : gak nyenget ken a nyeng gleknyeng (rc)

Devina : haha tongkeng (rc) hahahah
Mosleh : hahahahahhaa. Menoleh ke ruang guru. Taeh (e) Deny deteng
joh
Devina : iyeh, patek (a)
Devina : apah miss jiah, lebay (rc) miss jiah (while entering class)

The 4th observation, the researcher approached Devina, she was one of the

students who often used swear words. Start recording

Devina : ya iyeh patek (a) mon bulen pasah benyak cobeh cong (n)
Heni : aneng bapak ngocak mon staditur akhir april, burik (bf) eh jeh
bejhik engkok
Devina : anoh jiah guru aneh (min)
Devina : iyeh rapah ntek laonan taeh (e)

The 5th observation when the bell rang the math teacher entered and the

researcher asked for permission briefly to be in the classroom

Findy : jhek ghik tep ngentepan cong (n)

Fery : B min cook (n). Mon B min jeh demmah
Findy : bhingong. Gendeng (e) jeh
Irfan : patek (a), demmah
Findy : taeh (e)
Idfiana : anjing (a)

The 6th observation about telling a story with a friend behind him

Devina : heee seompamah beeng bik asrul ajhelen yee pas pas bedeh
sepeda motor pas (talkative) “e pokke pokke pokke” (bf) demma beeng.
Pas “kammah yang kammah yang kammah?”
Irfan : pola ken mateyah (d)
 60

Findy : angangah colok (bf) eh

Idfiana : iyeh mon e bhendingaghin bik beeng cong (n) tange cong (n)
Devina : cek kurussah (bf) beeng yung. Sajen riyanah yung
Devina : heee pokeh...pokeh...pokeh... (bf) hahahahahhaa yak
Idfiana : reng lakek bik reng binek tadek cong (n)
Devina : ahahahaha dhujen pokeh (bf)....( whispered further)
Idfiana : enjek cong (n)
Devina : ahahahah enjek yeh ngocak enjek ka pokenah (bf). Hen pokenah
(bf) a komedoen
Heni : ke kang poking (bf) ahahahha
Devina : yak kadik riyah reh pokenah (bf) beeng reh
Devina : iyeh le parak oleh setaonnah. Oo lakar le beeng setan (rm)
Heni : Le rajeh (bf) hedeh yeee (jokingly)
Findy : matanah (bf) yeh
Devina : hah pokenah (bf) patek (a)
Devina : mon ruli ghik pendhek tongkengah (bf) ghik bisa e ghebey sate

The 7th when the new break bell rang, researchers were asked to keep the

class for a while because the student's assignments were not finished

Devina : taeh (e) pegenna lek

Devina : enjek patek (a) lok e pe’elang patek (a) (sing) masok rapah
kanak
Devina : (bitch) kenyang engkok lel. Ulangan setiyah cong (n). Bu kertas
biasa saja bu.
Heni : cempreng (rc) kadok

Findy : nak kanak reh mokong kabbhi jancok (s) ngara jeh

The 8th observation at the recess the students sing a song and there are

several dialogues about the debate between Musleh and Fery

 61

Devina :bat jerabat colok (bf) en

Musleh : jancok (s)

Musleh : nanti kalo minta snap ibu jadi ikutan alay (rc) kayak gini

Musleh : jiah jeh alay (rc) kadik jiah

Fery : cetakkeh (bf) yeh. Pesse cong (n)

Musleh : beh, yak riyah kan hape samsung J2 prime le tergeser bik hape
anyar se lebih canggih mad (n)

Fery : lapar cong (n)

Musleh : mateyyah (d) beeng yeh, bedeh apa dek ibu? Yak reh peranyeng
reh taeh (e)

Musleh : jeh hen pas deiyyeh, cek ranyengngah se ngocak. Ranyeng reh
taeh (e)

Fery : rayeng ranyeng yak se nelfon ibunah cong (n). Taeh (e) saprol jeh

The 9th In the class during recess there are several male students then

female students who have just come from the canteen. They have conversations

with each other and exchange opinions

Mosleh : iyeh mad (n)

Fery : mad (n) yak kannak bedeh tang kancah
Fery : enjek ongghuen mad (n), tambigas
Devina : hee kammah kabbhi anak kanak eh jiah jeh patek (a) ongghu
lakar. Demmah mon pas dek Lely yee patek (a) ongghu lakar. hen jhek
kung cerukung patek (a)
Devina : ayo jhek pet cerepet raapah bibireh (bf)
Fery : hadoo leh leh hedeh cong (n) cong (n)
Musleh : mana miss, miss nungging (bf) joh
 62

Devina : miss tongkeng (bf) mellang mon ajhelen ketek ketek ketek ketek
Fery : miss cerreng (rc) cek nyengettah (rc) joh sapah
Musleh : miss nungging (rc) se kemasok en joh miss, le alakeh juah yeh
Musleh : miss nungging (rc) panggilan sayang miss
Heni : heeee deghuk mele prabowo, jokowi patek (a) soro melee..... (talk
cut)
Heni : iyak bhein ken mele pas bisa buruh dek mobile legend (to his
friend). Mon a caca (bf) ah joh but jelarbut
Heni : ayo ayo..ayo devina taeh (e) a pok pak se ngakannah naseekk
Heni : ibu Arista uhuuyyy (n)

in class during breaks, students have several conversations in the forum

The 10th

Bashori : hedeh mon cak ngocak deiyyeh ambuih cong (n)

Devina : patek (a), fan pegenna cong (n) bahasa indo cong (n)
Devina : beeng jeh pegenna cong (n) engkok kareh ngetik cong (n) areh
150 lember bik tang mbak wek duwek en cong (n)
Devina : eemmm taeh (e) (smiling)
Devina : taeh (e) beeng
Irfan : been jeh patek (a) lok genna
Devina : beeng jeh patek (a). Patek (a) jeh
Devina : cong (n) jhek rang korang ajar (e) colok (bf) eh cong (n)
Devina : (call the ferry with a nickname) Feri gedeng cetak (bf) a merecep
Feri : beh.. dut (bf) dut (bf)
Devina : patek (a) jeh lok endek nolongen
Findy : engkok cong (n)
Feri : ella raa dut (bf)
Devina : sekerannah atokarrah cong (n)
Devina : (towards men) hee cong (n) beeng le a mancok (e) pote lak an.
Feri a mancok (e) pote. Soleh a mancok (e) mera hahahahha
 63

Devina :dit..dit..dit beeng a mancok (e) mera, soleh a mancok (e) pote,
musleh a mancok (e) ping
Musleh : paya beeng dut (bf)
Adit : jhek engkok ataeh (e) bisa taoh bernanah
Musleh : nyelling taehnah (e) hedeh jiah
Feri : lel setan (rm) lok geradduh setan (rm) jiah anonah setan (rm) hiiii
Devina : ga ada otak kau
Feri : hiiiii...
Devina : feri cetak (bf) mercat. Ya leh feri lak a mancok (e) pote yee
Devina : deh matanah (bf) jeh mon oreng cong (n)
Irfan : (confusion) patek (a) ongghu lakar
Devina : patek (a), patek (a) kammah bedeh patek (a) fan
Devina : taeh (e) patek (a) ghuk ghuk ghuk

The 11th observation, the researchers came and stayed on the terrace of the

XI IPS 3 class which made it possible to use swear words in their conversations

Idfiana : ken koros (bf) yee setiyah lambek kan lempo (bf)
Devina : iyeh korosen (bf)
Devina : se nyenget (rc) ruah yeh
Idfiana : miss nyenget (rc)
Devina : miss nindy, iyot se ngangghuy behel se cempreng tadek buengah
Devina : mek lok e kocak “doo ada orang gila (rc) nii”
Devina: (devina who is playing cellphones suddenly nervous) anjing
(a).....astaghfirullahaladzim
Devina : kek tabuk bu. Eee bu putri jen kurus (rc) yee bu putri jen kurus
(rc)
Devina : ee benne kurus, semok (rc)
 64

The 12th on the terrace of the Social Sciences class 3 there were several

students who were standing and interacting with each other. male student who

annoys his female friends.

Idfiana : iyeh mad kadik jiah mad (n)

Findy : taoh taeh (e)
Feri : findy ngano mosleh tok. Dhujen teh (n)
Musleh : taeh (e) yeh
Devina : jhek merammeh rapah cong, kelas riyah cong (n)
Hendra : mad bedeh neng delem tas buku mera mad ongghu bedeh (n)
Musleh : pulpen cong (n)
Musleh : ayo raa cong (n)
Devina : (pay attention) patek (a) ontong jeh
Devina : apah cong lok andik cong (n)

The 13th in the class very busy and noisy atmosphere when the students do

some task

Findy : taeh...taeh...taeh...taaaeeehh (e) (singing with annoyance because

of his rowdy friends)
Devina : kompolen? colok en jeh (bf)
Devina : benyak cong (e)
Devina : kocak eh mareh beeng cong. Beeng ngomoplennah cong (n)
Heni : kalak pole patek (a)
Devina : heh patek jeh (a)
Devina : mareh cerek (a) eh jeh mareh. Yak engkok dhele a mancok (e)
pote ghellek
Devina : matanah (bf) yeh
Devina : patek (a) jeh
Devina : kompolen kabbhi duwek cong (n)
 65

Fery : as beeng a mancok (e) apah?

Aas : taeh (e) (soft)
Devina : a mancok (e) pote haha

The 14th observation, the researcher came late and the researcher asked

permission to be in the classroom briefly to make observations. Sometime the

researcher left the bag and turned on the recording then excused me for a while

Musleh : devina raajeehh (bf) (laugh silently). Benyak kadok

Devina : taeh (e) (soft)
Devina : (grumble) deghuk engkok melleh motor cong (n)
Devina : hen hen bik engkok e kocak deiyyeh pole hen (while offering
cellphones) Marenah jiah berik ngocak patek (a) jeh korang ajar (e)
deiyyeh ke engkok. Kamma ye
Devina : he’em. feri sampek a tek patek (a) dek engkok seporanah kebele
dek fery yeh. Engkok benne ken se meotkarreh beeng bik fery. Engkok
taoh mon beeng cemburu. Seporanah se benyak. Ngocak deiyyeh
Devina : patek (a) jeh korang ajar (e) apah beeng jhek den beden colok
eh taeh (e) mon ke a seporah seporanah taeh. Ngocak deiyyeh engkok we
lok usa me creme colok eh patek (a) jeh ngocak deiyyeh engkok. Napak
benne...( pay attention to teacher back)
Heni : sapah jiah cong (n)
Heni : tang sosoh (bf) ngelua
Devina : beeng andik BH berempah cong? (n)
Devina : ghu lagghuh a caca sosoh (bf) melleng
Devina : (to his friend) gileh (e) jiah (heni) a caca sosoh (bf)
Devina : talpos beeng colok (bf) eh
The 15th On the terrace of class XI IPS3 (discussing about the lives of

cottage children)

Heni : miss negghuk tang burik (bf) arapah miss

 66

Devina : hahahha pokenah (bf) heni a jamoren

Devina : benyak ghelluh e shodduk pokenah (bf) ahahahah
Heni : mad (n) jhelling takok bedeh kotonah deiyyeh
Heni : e bukkak genna neng katok neng anoh. Pokeh (bf) (while pointing
softly)
Devina : benne. Jamor patek (a)
Fatwah : addoo e yerrep cong cong (n)
Fatwah : engkok neng anoh joh biasanah neng selangkangan (bf) reh
Heni : iyot. Pas mon le e tanyah bik mamak. “hen alakoh apah neng
jeddeng hen?”. “ngoras “pokeh” (bf)
Heni : yee marenah jur jhujuren marenah pas dhele sejhem setenga.
Ngoras pokeh (bf) nyaman, kan aeng nganga. Aeng nganga nas panas. E
seram nyaamaaannn
Devina : (laugh) se locoh tang bude. Le andik anak lok a katok en
pokenah (bf) neng adek eh kipas a tattang pas teppak engkok masok dek
kamarrah. Aggoohh. Pas cang bude “marenah ghetel engkok lok dhik
mareh” pas cang engkok “jhek reng engkok le beres beeng kedhibik
ghilok. A samperan joh bu. Pas le nattang neng adek eh kipas. Cellep
kocak eh. Hahahahah
Devina : sampek bude saya tu miss kalo kencing tu miss teriak “adddoo
peddhiii” pas kan cerita miss “malemmah om mah mentah”. Pas kata saya
“mentah apa de”. “Mentah jata (ML)” (s) sala le a jamoren mentah jata
Devina : ella ella miss gileh (e) jiah miss

The 16th observation, when the researcher was in class, the students

working on the assignment when the teacher had not yet entered the class

Yuli, idfiana : den beden jiah. Taeh (e) jeh

Adit : kerjaen ayoh cong (n)
Musleh : ayoh raa cong (n) engkok neroah
Devina : hen, engkok lok toman e yonjheng bik erlin. Sombong (rc) jiah
Devina : jhek bay lebbay (rc) rapah hen
 67

Devinaa : a tokar. A tokar lebet syifa joh. Gileh (e) margeh lakonah syiffa
hahaha
Heni : syifa se koros juah teggih SMA 3, a WA dek engkok juah. Hen
demmah kabherreh beres. Jen kurus setiyah (bf)
Devina : yuli jeh bileh lemponah. (bf) Deri SMP sampek setiyah

The 17th observations showed that the last day of the study the researchers

made observations and came to school early before the break school. The observer

waits for students during recess in the canteen. The researcher found 11 th IPS3

students in the canteen during class hours. They were hanging out and in the

canteen there was only class XI th IPS3.

Rosi : mek bisa deiyyeh cong (n)

Adit : ye cong (n) bangsat (e) cok (n) (while telling his chronology to his
friends)
Adit : (after telling the story, call one of his friends) cong (n)
Helmi : cong (n) lemaratosen lok endek rakah feri
Fery : kentong bibireh (bf) kakeh cong (n)
Adit : taeh ahaa taeh haaa taeh (e)
Adit : Masak bu deni ghellek ken a bluruh. Taeh (e) kocak eh (jokingly)
Helmi : ya lakar bedeh taenah koceng ghellek cong (n)
Soleh : anno jiah teh (n) mengkhianati (e) jiah teh (n)
Soleh : patek (a) jeh neng neng deiyyeh
Feri : patek (a)

4.1.4 The Swear Words Function to Their Communication

In this section, SW it depends on the purpose of the speaker. swear words

are included in the taboo but not all taboo words can be interpreted as an oath. SW
 68

is used as an emotional expression or strengthens attitudes and in some situations,

SW can be used as in an angry and insulting situation, only for intimacy such as

giving someone a nickname, commenting or just joking. Researchers collect data

by collecting conversations conducted by students during breaks by recording data

and making field notes. After that the researchers analyzed the swear word

function of the eleventh social communication in SMAN 4 BANGKALAN, it

covers:

Table 4.1.4 The function of swear word

No. The Swear Male Female

Word

Function
 69

1 Joke 1st O 1st O

Fery : (come and the Devina : ella Lely le keluar setannah le
road leads to keluar
the elder
brother with a 3rd O
quiet, quiet Devina : haha tongkeng hahahah
tone)
paaalaaa’. 6th O :
(His friend Devina : Telling a story with a friend behind
laughed) him Devina : heee seompamah
Feri : jeh eng ngak e beeng bik asrul ajhelen yee pas pas
nyombheng bedeh sepeda motor pas (talkative)
jeh eng. “e pokke pokke pokke” demma
cetakkeh jeh beeng. Pas “kammah yang kammah
eng. Budiih yang kammah?”
eng. Devina : heee
Hahahaha pokeh...pokeh...pokeh...hahahahahhaa
Irfan : coonnggg yak
hahahahahaha Devina : ahahahaha dhujen pokeh....
Yani : ella bu jhek ( whispered further)
engak bu reng Devina : ahahahah enjek yeh ngocak enjek
gileh jiah bu ka pokenah. Hen pokenah a
komedoen
10th O : Heni : ke kang pokang ahahahh
Adit : jhek engkok Devina : yak kadik riyah reh pokenah
ataeh bisa taoh beeng reh
bernanah Devina : iyeh le parak oleh setaonnah. Oo
Musleh : nyelling lakar le beeng setan
taehnah hedeh jiah Devina : hah pokenah patek
Feri : lel setan lok
geradduh setan jiah 10th O :
anonah setan hiiii Devina : eemmm taeh (smiling)
Irfan : (confusion) Devina : (call the ferry with a nickname)
patek ongghu lakar Fery gedeng cetak a merecep
Devina : (towards men) hee cong beeng le a
12thO mancok pote lak an. Fery a
Feri : findy ngano mancok pote. Soleh a mancok
mosleh tok. Dhujen mera hahahahha
the Devina :dit..dit..dit beeng a mancok mera,
soleh a mancok pote, musleh a
13th O mancok ping
Fery : as beeng a Devina : fery cetak mercat. Ya leh feri lak a
mancok mancok pote yee
apah? Devina : patek, patek kammah bedeh
14th O patek fan
Musleh : devina Devina : taeh patek ghuk ghuk ghuk
raajeehh (laugh
silently). Benyak 11th O
kadok Devina : (devina who is playing cellphones
suddenly nervous)
17th O anjing.....astaghfirullahaladzim
Adit : taeh ahaa taeh
haaa taeh 13th O
Adit : Masak bu deni Findy : taeh...taeh...taeh...taaaeeehh
ghellek ken a bluruh. (singing with annoyance because of
 70

Taeh kocak eh his rowdy friends)

(jokingly) Devina : mareh cerek eh jeh mareh. Yak
engkok dhele a mancok pote
ghellek
Devina : a mancok pote haha

14th O
Heni : tang sosoh ngelua

15th O
Heni : miss negghuk tang burik arapah
miss
devina : hahahha pokenah heni a jamoren
devina : benyak ghelluh e shodduk
pokenah ahahahah
Heni : e bukkak genna neng katok neng
anoh. Pokeh (while pointing softly
Heni : iyot. Pas mon le e tanyah bik mamak.
“hen alakoh apah neng jeddeng
hen?”. “ngoras “pokeh” (laugh)
Heni : yee marenah jur jhujuren marenah pas
dhele sejhem setenga. Ngoras pokeh
nyaman, kan aeng nganga. Aeng
nganga nas panas. E seram
nyaamaaannn
Devina : (laugh) se locoh tang bude. Le
andik anak lok a katok en pokenah
neng adek eh kipas a tattang pas
teppak engkok masok dek kamarrah.
Aggoohh. Pas cang bude “marenah
ghetel engkok lok dhik mareh” pas
cang engkok “jhek reng engkok le
beres beeng kedhibik ghilok. A
samperan joh bu. Pas le nattang neng
adek eh kipas. Cellep kocak eh.
Hahahahah
Devina : ella ella miss gileh jiah miss

16th O
Devinaa : a tokar. A tokar lebet syifa joh.
Gileh margeh lakonah syiffa
hahaha
 71

2 Rude 1st O 1st O

Yani : abbooo mi Devina : nganyeng jiah miss
akotangan mii pah e Devina : se tampangah nyenget joh se peng
comment rot torot cemprengan suaranah joh
Devina : se mon a jhelen a kang tengkang
3rd O joh
Mosleh : enjek apah Heni : a cerrengg (exhibited) hiii
nyenget enjek
3rd O
Devina : gak nyenget ken a nyeng
8th O gleknyeng
Mosleh : nanti kalo
minta snap
ibu jadi 4th O
ikutan alay devina : anoh jiah guru aneh
kayak gini
Mosleh : jiah jeh alay 5th O
kadik jiah Findy : bhingong. Gendeng jeh

9th O 6th O
Mosleh : mana miss, Devina : cek kurussah beeng yung. Sajen
miss nungging joh riyanah yung
Feri : miss cerreng cek
nyengettah joh sapah Devina : mon ruli ghik pendhek
tongkengan ghik bisa e
ghebey sate

6th O
Heni : cempreng kadok

9th O
Heni : iyak bhein ken mele pas bisa buruh
dek mobile legend (to his friend). Mon
a caca ah joh but jelarbut

11th O
Idfiana : ken koros yee setiyah lambek kan
lempo
Devina : iyeh korosen
Devina : se nyenget ruah yeh
Devina : miss nindy, iyot se ngangghuy
behel se cempreng tadek
buengah
Devina : mek lok e kocak “doo ada orang
gila nii”
Devina : kek tabuk bu. Eee bu putri jen
kurus yee bu putri jen kurus
Devina : ee benne kurus, semok

14th O
Devina : ghu lagghuh a caca sosoh melleng
Devina : (to his friend) gileh jiah (heni) a
caca sosoh

15th O
 72

Fatwah : engkok neng anoh joh biasanah

neng selangkangan reh

16th O
Devina : hen, engkok lok toman e yonjheng
bik erlin. Sombong jiah
Devina : jhek bay lebbay rapah hen
Heni : syifa se koros juah teggih SMA 3, a
WA dek engkok juah. Hen demmah
kabherreh beres. Jen kurus setiyah

3 Sex talk 8th O 7th O

Musleh : jancok (soft Findy : nak kanak reh mokong kabbhi
tone) jancok ngara jeh

15th O
Devina : sampek bude saya tu miss kalo
kencing tu miss teriak “adddoo
peddhiii” pas kan cerita miss
“malemmah om mah mentah”. Pas
kata saya “mentah apa de”.
“Mentah jata (ML)” sala le a
jamoren mentah jata
 73

4 Anger 3rd O 1st O

Mosleh : Devina : den beden jeh lok kenneng
hahahahahhaa tegghuk congorrah Devina : beeng
. Menoleh ke congorrah lakar lok kenneng tegghuk
ruang guru.
Taeh Deny 2nd O
deteng joh Devina : coonnggg coonngg mek cellep jiah
deng hedeh cong. Cek bengkesseh
5th O hedeh coonnggg
Irfan : patek, demmah Devina : eemm kakan cong miss deny cong
eemm
8th O
Musleh : jancok 3rdO
Fery : cetakkeh yeh. Devina : iyeh, patek
Pesse cong
Mosleh : mateyyah 4th O
beeng yeh, bedeh apa Devina : ya iyeh patek mon bulen pasah
dek ibu? Yak reh benyak cobeh cong
peranyeng reh taeh Heni : aneng bapak ngocak mon staditur
Mosleh : jeh hen pas akhir april, burik eh jeh bejhik
deiyyeh, cek engkok
ranyengngah se Devina : iyeh rapah ntek laonan taeh
ngocak. Ranyeng reh
taeh 5th O
Fery : rayeng ranyeng findy : jhek ghik tep ngentepan cong
yak se nelfon ibunah Findy : taeh
cong. Taeh saprol jeh Idfiana : anjing

10th O 7th O
Bashori : hedeh mon Devina : enjek patek lok e pe’elang patek
cak ngocak deiyyeh (sing) masok rapah kanak
ambuih cong
Irfan : been jeh patek Findy : nak kanak reh mokong kabbhi
lok genna jancok ngara jeh

12th O 8th O
Musleh : taeh yeh Devina : bat jerabat colok en

17th O 9th O
Adit : ye cong bangsat Devina : hee kammah kabbhi anak kanak eh
cok (while telling jiah jeh patek ongghu lakar.
his chronology to Demmah mon pas dek Lely yee
his friends) patek ongghu lakar. hen jhek
Soleh : anno jiah teh kung cerukung patek
mengkhianati Devina : ayo jhek pet cerepet raapah
jiah the bibireh
Soleh : patek jeh neng Heni : heeee deghuk mele prabowo, jokowi
neng deiyyeh patek soro melee..... (talk cut)
Fery : patek Heni : ayo ayo..ayo devina taeh a pok pak
se ngakannah naseekk

10th O
Devina : patek, fan pegenna cong bahasa
indo
Devina : beeng jeh pegenna cong engkok
 74

kareh ngetik cong kareh 150

lember bik tang mbak wek duwek
en cong
Devina : taeh beeng
Devina : beeng jeh patek. Patek jeh
Devina : cong jhek rang korang ajar colok
eh cong
Devina : patek jeh lok endek nolongen
Devina : sekerannah atokarrah cong
Devina : deh matanah jeh mon oreng cong

12th O
Findy : taoh taeh
Devina : jhek merammeh rapah cong, kelas
riyah cong
Devina : (pay attention) patek ontong jeh

13thO
Devina : kompolen? colok en jeh
Heni : kalak pole patek
Devina : heh patek jeh
Devina : matanah yeh
Devina : patek jeh

14thO
Devina : taeh (soft)
Devina : hen hen bik engkok e kocak
deiyyeh pole hen (while offering
cellphones) Marenah jiah berik
ngocak patek jeh korang ajar
deiyyeh ke engkok. Kamma ye
Devina : he’em. feri sampek a tek patek
dek engkok seporanah kebele dek
fery yeh. Engkok benne ken se
metokarreh beeng bik fery. Engkok
taoh mon beeng cemburu.
Seporanah se benyak. Ngocak
deiyyeh
Devina : patek jeh korang ajar apah beeng
jhek den beden colok eh taeh
mon ke a seporah seporanah taeh.
Ngocak deiyyeh engkok we lok usa
me creme colok eh patek jeh
ngocak deiyyeh engkok. Napak
benne...( pay attention to teacher
back)
Devina : talpos beeng colok eh

15thO
Devina : benne. Jamor patek

16thO
Yuli, idfiana : den beden jiah. Taeh jeh
 75

5 Nickname 1st O 9th O

Yohanes : tang andik Devina : miss tongkeng mellang mon
jiah cok ajhelen ketek ketek ketek ketek
Yohanes : ayoh mad Heni : ibu Arista uhuuyyy
tabuk a sms leghellek
11th O
h
5t O Idfiana : miss nyenget
Feri : B min cookk.
Mon B min jeh 12th O
demmah Idfiana : iyeh mad kadik jiah mad

8th O
Mosleh : beh, yak riyah
kan hape
samsung J2
prime le
tergeser bik
hape anyar se
lebih canggih
mad

9th O
Mosleh : iyeh mad
Fery : mad yak kannak
bedeh tang
kancah
Fery : enjek ongghuen
mad,
tambigas
Musleh : miss
nungging panggilan
sayang miss

10th O
Fery : beh.. dut dut
Fery : ella raa dut

12th O
Hendra : mad bedeh
neng delem tas buku
mera mad ongghu
bedeh

6 Habitual 1st O 1st O

Yohanes : campur Devina : kamaa’ah kakeh coonngg mek
cong lakoh entar kannak. A sekolah
epithets kannak enjek. Coonnggg coonngg
8th O
Fery : lapar cong Devina : haaa, a pinda ah kannak lok
nangghek cong
9th O Devina : entarah kannak cong
Fery : hadoo leh leh Devina : masalah buat elloo cong
hedeh cong cong
6th O
Idfiana : iyeh mon e bhendingaghin bik
 76

12th O beeng cong tange cong

Musleh : pulpen cong Idfiana : reng lakek bik reng binek tadek
Musleh : ayo raa cong cong
Idfiana : enjek cong
16th O
Adit : kerjaen ayoh 7th O
cong Devina : (bitch) kenyang engkok lel.
Musleh : ayoh raa cong Ulangan setiyah cong. Bu kertas
engkok neroah biasa saja bu

17th O 10th O
Rosi : mek bisa Findy : engkok cong
deiyyeh cong
Adit : (after telling the 12th O
story, call one of his Devina : apah cong lok andik cong
friends) cong Helmi :
cong lemaratosen lok 13th O
endek rakah feri Devina : benyak cong
Fery : kentong bibireh Devina : kocak eh mareh beeng cong. Beeng
kakeh cong ngompolennah cong
Helmi : ya lakar bedeh Devina : kompolen kabbhi duwek cong
taenah koceng ghellek
cong 14th O
Devina : (grumble) deghuk engkok melleh
motor cong
Heni : sapah jiah cong
Devina : beeng andik BH berempah cong?

15th O
Fatwah : addoo e yerrep cong cong

Based on the table above swear words have complex functions for the

reason they use them to vent various conditions. The results show that the reason

people use swear words depends on the speaker's circumstances such as the

pressure applied. In this case the pressure defines the function of using SW in

student communication which includes various expressions. based on data that has

been taken shows that swear words can make self-satisfaction, used as identity

and characteristics in several groups. Usually students who use these words swear

by using them as their daily communication. Therefore, these swear words can be

used with pronunciation to express increased emotion without direct physical

 77

violence. The findings of this data were confirmed by the results of interviews as

transcript interview (TI) based on three men and three women.

Based on the appendix 18th of TI

Male users
A: Menurut anda apakah fungsi kata makian terhadap komunikasi Anda?
B: sama sih, tapi kayaknya kalo lagi marah pas kita maki maki itu lebih plong
gitu
Based on the appendix 19th of TI
Male users
A: Menurut anda apakah fungsi kata makian terhadap komunikasi Anda?
B: yeh mon gebey ngkok yeh mbak pribadi, ngkok ngomong kassar, ngomong
kata kata makian yak jiyah egebey dek tang kancah dibhik, kalo misal aku marah
jiah, yeh gak semua orang yang aku maki, paleng dek tang kancah se biasanah
ngompol, uwes yak jiyak mbak. Mon jarang ngumpul, jarang ngumpul yeh enjek
lok eaonoh bik ngkok, fungsinya mengeluarkan amarah
Based on the appendix 20th of TI
Male users
A: Menurut anda apakah fungsi kata makian terhadap komunikasi Anda?
B: yeh mareh anoh mbak mareh puas, mareh puas, nasso amareh jeh keluar
kabbhi, tembeng ependem delem ateh , lebih baik ngocak patek
From all the answers above have the same meaning. so basically they
assume that the function of the swear word is to express resentment and pressure
that is within yourself to be relieved.

Based on the appendix 21th of TI

Female users
A: Menurut anda apakah fungsi kata makian terhadap komunikasi Anda?
B: kayak gitu mengeluarkan emosi, mengeluarkan amarah
Based on the appendix 22th of TI
Female users
A: Menurut anda apakah fungsi kata makian terhadap komunikasi Anda?
 78

B: biar lega, terus marahnya juga hilang, soalnya kan udah jengkel banget gitu
Based on the appendix 23th of TI
Female users
A: Menurut anda apakah fungsi kata makian terhadap komunikasi Anda?
B: marah
The same thing with men's answers. women also assume that the swear
word is a form of words that is considered to vent their anger. In this case, the
swear word is used to express self-expression. In addition, observations show that
there are several functions of the swear word.

4.2 Discussion

This section, discusses the findings of swear words based on the gender,

forms of SW, and function for communication. The findings related to the swear

words used by Indonesian students especially in SMAN 4 BANGKALAN at XI th

graders IPS.

4.2.1 The Types of Swear Words Based on The Gender

The researcher classified the finding of swear words used by students

male and female in clas XIth IPS3 based on specific information. It was

about kinds of swear words. The first, discussed the kinds of swear words

based on gender. this section is related to the theory in chapter two, the

researcher matched the type of SW from Wardhaugh and Jay. The

identified the following kinds: 1) sex, 2) death, 3) excretion, 4) bodily

functions, 5) religious matters, 6) politics, 7) mother-in-law, 8) animals, 9)

left hand, 10) nickname and 11) rude comment. From the kinds of swear

words based on the research findings, swear words based on Wardhaugh

(2006) list are left hand, this term comes from western culture which
 79

shows the middle finger to give the SW and challenge someone to fight.

Based on the data taken from the results of observations in the form of

field notes, recordings, interviews, and questionnaires to students no one

uses this word.

In these kinds of swear words, these words are included in student

conversations that lead to internal pressure. What happens in student

conversations is clearly explained. Wardhaugh (2006) and Jay (2009) state

that the type of swear word is based on student conversation at XI th IPS3

Swear words in a group used by students occur in class XI IPS3 using their

native language 'Madurese and Indonesian language' which the type of

swear words based on Wardhaugh (2006) and Jay (2009). The use of

swear words occurs in certain situations with a purpose and meaning based

on the words and expressions used. In this case the use of swear words

based on gender has distinctive characteristics in their use.

Guvendir (2015) states that men are stronger than women when

using invective words. Furthermore, men are considered more aggressive

in behavior. In the use of invective words spoken by high school students,

researchers pay attention to the words and expressions they use. Women

use more words when they are in a group themselves, while men have the

potential to use invective words wherever they are. This is related to the

statement of Holmes (2008) that women are more feminine and masculine

men. This shows that women are gentle and can maintain their attitude

when talking to other people. Women also often speak used pragmatics, in
 80

contrast to men who are more to the point. The invective word used by

students is the insertion of words from a sentence that has different

meanings in their use. The type of invective words applied by students to

convey expressions conveyed to the interlocutors each of which has a form

and function in its use.

4.2.2 The Students Swear Words Based on The Gender

The next discussion is about the forms of swear words used the

Indonesian students in Madura at SMAN 4 BANGKALAN, XI th social

three. From the finding that the forms of distribution questionnaires and

classified from the same swear word used by the gender. This data based

on the students in the class area of XIth IPS3 and canteen related to the

Jancok, Bangsat/Bengkes, Gileh/Gila, Taeh/Mancok, Cetakkeh,

Dut/Lempo/Rajeh, Congorrah/Bibir/Caca/Colok, Setan, Patek/Anjing,

Cong, Mad, Nyenget , Cerreng/Cempreng, Alay/Lebay. These Swear

words of taken from the kind of same pronounciation of swear words

based on the theories of Wardhaugh (2006) and Jay (2009). From each of

the swear words used by students related to a more detailed explanation of

the types of use of SW to Senior High School.

Based on the results of the study, the form of swear words in

women's pronunciation is more dominant, the word SW is repeated in

student conversations based on gender. This is because women talk more.

different from the dominant man who is lazy to beat around the bush.

Based on the swear word calculation that appears on gender jancok

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pronunciation appears once in the pronunciation of women and once in the

pronunciation of men. Bangsat/Bengkes that men and women each agree

with the swear word once, Gileh/Gila there is one male pronunciation and

nine times a female pronunciation , Taeh/Mancok there are eleven times

the form of this word is spoken by men and twenty-six times spoken by

women, Cetakkeh shows that the result form of words is pronounced by

men and women with the same amount which is twice the pronunciation,

Dut/Lempo/Rajeh is a word that is said five times by men and three times

by women, Congorrah/Bibir/Caca/Colok is a form of words that are often

spoken by women because they say it fourteen times while men only once,

Setan spoken three times by men and twice by women. men say this form

of word is stronger than women, Patek/Anjing is the word also appears

more often in the pronunciation of women twenty-seven times while men

only five times , Cong is the word appears more often in the pronunciation

of women forty-two times while men are nineteen times. this is because

men are rarely in the class, Mad appears seven times in male pronunciation

and only three times in female pronunciation., Nyenget is a form of word

that are two spoken by male and three spoken by female,

Cerreng/Cempreng appears once spoken by men and four times spoken by

women, Alay/Lebay is the word also appears two times said male and once

said by female.
 82

4.2.3 The Forms Used by Students

Menta jata and Jancok are curse words based on the type of 'sex'.

In conversation students show that the word menta jata is included in

swear words and is considered taboo because these words should not be

said. this word is considered common among students used for the correct

context because this discussion is carried out in women's groups that lead

to repetition of stories. While jancok from Javanese, which means

intercourse Putra, (2012). This form of swear word is the same as Madura,

namely ancok which has the same meaning. students use this word form

based on context, different from the word jancok which shows an

expression of hatred towards his friend. Of these two words, they discuss

the same type and different contexts. The context is analyzed based on the

words and expressions of the user.

Mateyah is a form of word that refers to the type of 'death'. based

on the statement Wardhaugh (2006) explains that the word oath is used to

scare others and threaten the intended person. Students use this word are

angry and do not like the attitude of their friends. This word comes out

when the speaker wants the intruder to go and thinks he doesn't want to see

it anymore because the speaker feels they are bullies who don't deserve to

be in that area. this presumption and situation show that speakers have the

potential to show more anger when the expression of previous anger is out

of control.
 83

Bangsat/bengkes, kurang ajar, mengkhianati, gileh/gila,

taeh/mancok, dan gendeng, those are forms of the 'excretion' type of words

which lead to an expression in the form of disturbances and insults

experienced by someone. In the context, students use this word in various

situations. From the classification that has been done students use this

word when they experience a disturbance from someone else. When

students accept the disturbance, they issue this form of invective words.

This word is commonly used by students to express their frustration.

Holmes, (2008: 157) argued that differences in the use of swear word in

this type based on gender that in their use women are more polite than

men. This theory is corroborated by Sumarsono, (2012: 102) state that

male voice volume is relatively greater than that of female. Therefore

women have softer voices than men’s voices.

Pokeh, sosoh, selangkangan, pala’, tongkeng, cetakkeh, dut

/lempo/rajeh, semok, kurus/koros, congor/bibir/caca/colok, matanah,

poking, burik that word form that refers to the type of word' bodily

function'. This word is said by students in some circumstances depending

on the context in question. From the results of the data that have been used

to comment, topics in discussions, insults, jokes, and expressions of

hatred. Swear words used in various words and circumstances are

expressions of attitude based on certain expressions.

Setan is a taboo word form that can be a swear word because of

different usage functions. This word is a type of "religious problem"

 84

because it contains mystical and frightening elements. in their use students

use this word to express their increased emotions and only as a topic for

their jokes. the words used by students are rarely used because the

situation is not right so students almost never use this word form in the

scope of the school or class.

Aneh is an example of the word form of type 'mother-in-law'. This

word is usually used in the scope of insult and disturbance to parents. As

for the word guru aneh self-batten which is an example of the form of

invective words that belong to the type ‘mother-in-law ' There are just one

students use it.

Patek/anjing, and cerek is a form of invective words that refer to

type ‘animals. The use of this taboo word is a word that can be used as an

invective word because it can lead to an insult to others. Students use this

word in various situations and conditions such as anger and joking

according to the context. This word is a word commonly used by students

of class XI IPS3 at SMAN 4 BANGKALAN. The selection of animal

names as invective words is usually seen from the type of animal and is

related to human behavior.

Cong, teh, cok, mad, uhuy, gedeng included in the 'nickname' type.

Jay (2009) states that this called name is something commonly used by

students but not every day. Usually this nickname will be used by students

according to the context of the interlocutor. The student gives a friend a

 85

nickname suddenly. This nickname can contain insulting words to other

people as jokes.

Nyenget and a nyeng gleknyeng, nganyeng, a kotangan,

cempreng/cerreng, kang tekang, mokong, alay/lebay, nungging, sombong

leads to the type of swear words ‘rude comments. This form of word is

used against people who are not liked about giving comments. Students

use this word when they don't like someone's attitude and then give rude

comments about someone they don't like.

Based on the form of swear words that have been adjusted to the

type of each shows that students in their use have different contexts and

objectives in expressing swear words. In this case male and female

students have certain characteristics in using swear words as explained in

chapter 2. In theory Wahyuningsih (2018: 79) argues that women in their

narratives are softer and expressive to show their feelings caused by

psychological and emotional upsurge. Quite similar to Holmes (2008: 157)

that gender in distinguishing between male and female characteristics that

emphasize masculine male and feminine female. This shows that women

are tender in their speech act than men who have a greater volume tan

women (Sumarsono, 2012).

4.2.4 The Swear Words Function to Students Communications

The last discussed about the function, from the results of research

in the form of field observation exposing the function of the used swear
 86

words based on students related to the words and expressions their used. It

covers, joke, rude comment, sex talk, anger, nickname, and habitual

epithets.

In joke, researchers focus on the words and expressions students

used on their communication. During conducting research at school,

researchers found a function based on the purpose of students using

invective words that were made into a joke. Jay (2009) says that explained

that taboo words come from the interaction of someone in their

environment. This word is formed from the results of socialization in

society through conversations in certain groups so as to create oral

knowledge that contains its own meaning. He also explained that this

invective word was formed by itself and used in certain circumstances. In

a community especially students in the scope of the school the use of SW

often appears. They use it with a variety of different word forms and goals.

One function of invective words in their communication is to form a

humor and familiarity from several individuals to others. This states that

this invective word is a use based on its function so that this SW is

considered valid in the conversation used by students because its purpose

is clear and does not violate the rules. Based on the research findings there

are thirteen times spoken by male and thirty-one time is spoken by female.

In rude comments, swear words are included in taboo words, used

by someone to judge others. Jay (2009: 154) states that it is a type of word

that insults someone. In its context students use these words when they
 87

feel they don't like others. The calculation shows that six times spoken by

male and twenty-four spoken times by female. They will assume that the

people they see are very annoying and students have the potential to put

out a harsh word in the form of comments.

In sex talk, is a dirty and rude word that can be interpreted in some

attitudes adapted to certain situations and contexts. There were once men

and twice by female use it. This word is a taboo word which is prohibited

in its use. This word is permitted if spoken according to their needs. The

function of talking about sex is to express feelings that are passionate

about a partner. Another function in talking about sex is to simply share

information from a particular topic. In its context students use this word to

share information with same-sex about matters related to sex.

In anger, leads to feeling pressure arising from a non-physical

impulse. This is an emotional increase in the speaker's words and

expressions in a state of irritation and uncontrollable. Disclosure of this

word serves as an emotional overload for other people so that the speaker

feels relieved. Another function in using 'anger' is to express themselves so

that all resentment is released. In the classification of students when angry,

they use more invective words that are shown to their friends. When

expressing themselves, they produce many types of taboo invective words

that make others feel disturbed. Based on the results of field note there

were fourteen times spoken by male and fourty-one times spoken by

 88

female. This anger has the function of expressing itself non-physical, this

expression only through narrative and expression.

In nickname, based on the interaction and communication used by

students in the scope of the school, the use of this nickname works in two

ways, that is, it can be in the direction of familiarity and can be directed

towards humiliation. The use of this nickname is a nickname of their real

name given by someone else. Based on the results of eleven times used by

male and four times spoken by female. Not everyone always uses

nicknames in their daily lives because based on the expressions and words

used by students at school, they assume that this nickname is not needed in

a conversation. This word usually functions as a disclosure of insults such

as giving a nickname 'cong' which leads to a large body shape. The next

function of using this word is to show anger by giving them a bad

nickname. Students also use this nickname as a joke by tucking this word

into their conversation.

In habitual epithets, given a habitual epithets by changing this

original name serves as familiarity within a group. This called name

becomes a habit that is used by students in all circumstances such as being

joked, angry, even occasionally they will use certain nicknames to discuss

simple topics. The use of habitual epithets based on students is what they

used to use in everyday life in the scope of the school because there they

met their peers. The use of this habitual epithets functions as a bond of

intimacy in an interaction. To give a positive impression and recognition

 89

from others so that those who use this nickname feel comfortable in

communicating, this is indicated by the expressions and words they use.

The called of this habit is considered taboo by people who do not

understand the meaning of the nickname, for some circumstances and

which has become a habit of giving habitual epithets considered to have

many functions. Based on the field note during observation this function

are the spoken twelve times by male and seventeen times by female.

Researcher analyze data from the functions of swear words used by

students in their communication. Based on the results of interviews which

relatively have the same meaning shows that swear words function as

expressions of frustration and pressure that comes out.

This shows that expressions are used by men and women to

communicate with emphasis on emotions. Similarity, Jay (2009: 155)

argues that this type of taboo in the use of vows is for emotional. While the

disclosure shows the state of one's feelings. The conclusion is a function of

swear words to express themselves to feel relieved.

90
91
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

After analyzing the data and discussing the results of research findings to

answer the statement of the research from chapter I. This chapter closes with

conclusions and suggestions related to the acquisition of the research. The

conclusion leads to the answer to the problem questions formulated. As for

suggestions to provide reviews as well as convenience for subsequent research.

5.1 Conclusions

This research was obtained from students’ conversations, there are three

main points of swear words in their use based on Madurese and Indonesian

languages from 11th grade IPS3 at SMAN 4 BANGKALAN in the second

semester of the 2018/2019 academic year. In this section, conclusions based on

problems from research show that students often use SW in their daily lives in the

school environment that is used to communicate with their friends. There are 42

forms of swear words spoken by students. words spoken by students swear words,

forms, and functions. Based on chapter four the researcher concludes:

1. The types of swear words based on the gender ‘male’ and ‘female’

have eleven kinds of SW. It covers, sex, death, excretion, bodily

functions, religious matters, politics, mother-in-law, animals, left hand,

nickname, and rude comment. In the eleven types of SW, students

never used 'left hand' swear word.

92
 93

2. The swear words used by students based on gender is taken from the

type of oaths that appear based on gender with the same form of oaths

spoken by students in students' daily conversations. Which includes,

sex (jancok), excretion (bangsat/ bengkes, gileh, taeh), bodily function

(cetakkeh, dut/rajeh/lempo, congor/colok), religious matters (setan),

animals (patek/anjing), nickname (cong, mad), rude comment

(nyenget, a cerreng/cempreng, lebay /alay).

3. The form of swear words used by students consists of many types of

pronunciation. Words and expressions become the difference between

the pronunciation of men and women. There are fourty two forms of

swear words used by students who are inserted into their

communication to interact in the scope of the school.

4. The function of swear words in student communication is an

expression of the various types of feelings that arise from within

themselves. This disclosure shows a variety of meanings in their use

that follow feelings such as the desire to joke, comment, make

conversations more intimate "sex", express anger, or simply give other

nicknames and names as habits that are actually done to change other

people's real names.

 94

5.2 Suggestions

Based on the conclusions that have been presented, the author wants to

give a suggestion to:

1. The reader

a. The reader can understand the contents well so they can add their

insight about this research.

b. The reader can avoid misinterpretation in the use of swear words

used by both male and female.

c. The reader can understand when is the right time to use this swear

words.

d. The reader is expected not to use these words in daily

conversations because this word is a taboo word that should not be

said.

2. The next researchers

a. Can be used as a reference for further research as examples in the

same subject and different problem.

b. Can complement this research with a discussion that was not yet in

this research.

c. Can develop more extensive knowledge and insights in this

research.
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APPENDICES

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