International Journal on Studies in English Language and Literature (IJSELL)

Volume 2, Issue 8, August 2014, PP 116-130

ISSN 2347-3126 (Print) & ISSN 2347-3134 (Online)
www.arcjournals.org

Structural Linguistics and its Implication to Language

Teaching
Noer Doddy Irmawati, Dr. M. Hum
Graduate Program of English Education
Ahmad Dahlan University Yogyakarta

Abstract: Structural Linguistics is an approach to linguistics and is a part of overall approach of

structuralism. It is stressed examining language as a static system of interconnected units. Structural
Linguistics involves collecting a corpus of utterances and then attempting to classify all the elements of the
corpus at their different levels: the phonemes, morphemes, lexical categories, noun phrases, verb phrases,
and sentence types (Wikipedia).
Language Learning needs to apply language education because it is the teaching and learning of foreign or
second language. Language education is also a branch of applied linguistics that can be applied to the
teaching of language. In teaching language, the teaching learning strategies are also be applied because
they have attracted increasing focus as a way of understanding the process of language acquisition
(Wikipedia).
Structural linguistics has its implication to language teaching, such as: there is a key concept that must be
operated; language learning must be viewed in one contex and background; language forms as sign
system; there is one good method in teaching language; linguistics finding of structuralism model can be
applied in teaching language; language has rule, pattern, and system that must be followed; and structural
linguitics can be used as an alternative method in language teaching.
Keywords: Structural, Linguistics, Implication, Language, Teaching

1. INTRODUCTION
Linguistics is a set of knowledge which is gained by the application of scientific methods to the
study of language phenomena. These limits are stretched a line of clear binder between scientific
linguistic study and the study of language that is a non-scientific (Hughes, 1968: 11). Cook said
that linguistics is the scientific study of language (1971- 1).
Linguistic is the science of language. In Indonesian language, Linguistic is the name of science,
and the adjective form is "linguistic" (Verhaar, 2001: 3). Linguistic is often called "general
linguistics" means that the science of linguistic not only investigates only one language (such as
English or Indonesian), but it involves linguistics‟ language in general.
Linguistics‟ Science is divided into some varying subordinate areas, for example, there are
anthropological linguistics, there are sociological linguistics, commonly called sociolinguistics,
and while there is now a computational linguistic. The all subordinate fields presuppose the
existence of underlying linguistic knowledge. The underlying field is the field that involves
certain basic structures, namely the structure of language sound, this field is called "phonetics"
and "phonology", the words‟ structure is called "morphology", the structure between words in
sentences is called "syntactic", the study of meaning is called “semantic”, all about
communication strategy between internal people is called “parole”, or the use of language, and
language is also concerned with the relationship of speech to talk about what, is called
"pragmatic".
There are three definitions of linguistic; the first is “the science of language, such as its structure,
acquisition, relationship to other forms of communication” (Hornby, 1980: 494). It means that
language science, for example its structure, its mastering, its relation to the forms of other
communication. The second, “the study of human speech including units, nature, structure and
modification of language” (Webster, 1981: 664) that is the study of human talk consists of its
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Noer Doddy Irmawati, Dr. M.Hum

unity, its princip, its character, its structure, and language change. The third definition is “the
scientific study of language” (Ronald Wardhaugh, 1972: 213).
Verhaar in his writing concluded that linguistics is a science that has a formal object spoken and
written language, which has the characteristics of differentciate, the terms: systematic, rational,
empirical, generally, as a divider structure differentciate of fact, the parts and the rules of
language (2001: 58).
Linguistics is described as the science and language as an object (Verhaar, 2001: 58). In general
linguistics commonly defined as the science of language or science that takes language as an
object of study. If it is said that the linguistic object of the study is language, while language itself
is a phenomenon that is presented in all the activities of human life, then Linguistic becomes a
very broad field of study. Thus the knowledge and mastery of the field of linguistics have a lot of
benefits for language teaching.
Based on the description above and pay attention to the title of this paper, the writer will discuss
several subjects, among others: what structural linguistics; what was the language; what is meant
by language teaching; what are the benefits of linguistics in language teaching; how the
relationship between linguistics and language teaching.
2. STRUCTURAL LINGUISTICS
The flow of Structural Linguistics was born in the early twentieth century or precisely in the year
of 1916. This year becoming the birth of monumental structural flow, because in that year a book
entitled “Course de Linguistique Generale” by de Saussure was published, which contains the
main points of the structural theory as well as the thoughts of modern linguistics. Before the
theory emerged, the world of linguistics has not moved from the traditional theory. The presence
of de Saussure‟s works really perceived as a revolution. Therefore, it is not surprising that de
Saussure given the title as the "Father of Structuralism" and at the same time as the "Father of
Modern Linguistics".
Before, this structural flow is putting form and meaning in a balanced position, but in its
development becoming a variety of versions. There is a version that is more emphasis on the
terms of shape and some versions that are more emphasis on the meaning of terms.
The characteristics of structural flow according to Soeparno (2002: 48-51) can be cited as follows:
1. Based on the adherence to Behavioristic
In line with the understanding of behaviorism, language processes as other behavior, is a
stimulus-response process. Every human being is basically speaking as the response of a stimulus.
Stimulus sometimes is in the form of speech, sometimes is in the form of sign with body
movement (gesture), and sometimes is in the form of situation.
2. Language is in the Form of Speech
This characteristic indicates that only thing in the form of speech can be called language.
The forms of embodiments in addition to speech cannot be classified in terms of the
actual language, as well as writing. In language teaching, structural theory spawned direct
method with the oral approach.
3. Language is in the form of Sign System ( Signifie and Signifiant)
Substantially language is a sign system. The marking system is arbitrary and
conventional. Sign system in language is in the form of two sides, the first side is signifie,
while the other side is signifiant. Arbitrary is the characteristic of its sign which is
free/rejoin.
Nevertheless, its freely is limited by a convention or agreement among the users.
4. Language is Habitual Factor
Structuralists apply the method in learning language that became known by drill and practice
methods, that is a form of method that provides continuous trining and repeatedly so finally
forming a habit. Unfortunately, such a form of exercise is very drab/boring.
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Structural Linguistics and its Implication to Language Teaching

5. Grammatical Based on Generality

The form and structure of the language that has been used or that are already commonly used
alone is considered as a grammatical form. The forms that the rule is actually true but not
commonly used or has not been forced to be expressed as a general form that is not grammatical.
Thus the standard which is used to establish whether a grammatical level of language is standard
generality, not standard rules or norms.
6. Grammatical Levels are Enforced Neatly
Grammatical levels are enforced in the range from the lowest level (phoneme) to the highest level
(sentence). The range of grammatical levels is morphemes, words, phrases, clauses, and
sentences. Above the level of the sentence has not been reached by this flow. Morpheme and
word are the coverage of the field of morphology, while the phrases, clauses and sentences are
syntactically field coverage. Morphology and syntax are two areas that stand alone, although still
keep in touch with the field of morphosyntax.
7. Analysis Pressure is in the Field of Morphology
Structuralist emphasizes morphological analysis. This does not mean that other areas are ignored.
This word pattern analysis is then used as a structural analysis model, it is said by Eugine Nida in
his book Morphology (1982).
8. Language is a Row of Syntaxmatic and Paradigmatic
A. Syntaxmatic Rows
This row is a horizontal row of elements. This row is happen in all levels. Segmental phonemes in
the form of syntaxmatic to form a larger structure such as syllables and morphemes. Such prosede
is called phonotactic. Morphemes in the form of syntaxmatic form a larger stucture that is called
word. This kind of prosede is called morphological prosede. The words in the form of
syntaxmatic form the larger structure which is called phrase. Then phrases become clause.
Finally, the clauses form sentences. The three prosedes which are mentioned latter are called
syntactically prosede.
B. Rows of Paradigmatic
What is meant by the paradigmatic row is a row of similar structure vertically.
For example: Spanish language English language
Elgatoestaestaaki the cat is here
Ungatoestaaki there is a cat here
Elgatoestaenfermo the cat is ill
The usefulness of this paradigmatic row is to find or define the elements of language. From the
paradigmatic row above can be determined that the language element of gato means „cat‟. This
paradigmatic also applies to any level of element.
9. Language Analysis Based on Descriptive
According to the structural analysis flow, language should be based on original reality. The
language data that are analyzed is only the data at the time the research is done. Their motto:
describe the facts, all the facts, and nothing but the facts. The historical elements are totally
ignored. This kind of analysis is started from a synchronic approach.
10. Language Structure Analysis Based on Direct Element
The definition of a direct element is the element that is one step lowerfrom its structure. This
direct element is usually also referred to as immediate constituents abbreviated by: “IcS” or “the
nearest lower element”. In structural theory there are several structural analysis model of direct
element, such as Nida‟s model, Hockett‟s model, Nelson‟s model, and Wells‟ model.
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Noer Doddy Irmawati, Dr. M.Hum

Nida‟s Model: a beautiful girl

Hockett‟s Model: a beautiful girl

beautiful girl
a beautiful girl

Nelson‟s Model: (a) (beautiful) (girl)

Wells‟ Model:
a beautiful girl

Language expert who follow structural flow, among others: Ferdinand de Saussure, Leonard
Bloomfield, Zelling Harris, Ch. C. Fries, Eduard Sapir, N.S. Trubetzkoy, William Francis
Mackey, Roman Jacobson, Martin Joos, and others.
According to them, special features of a language will not be separated from the discussion.
Special features of language are called the type of language or language typology. There are three
kinds of language typology, namely: 1) the typology of genealogical; 2) typology of geographic
or typology of areas; and 3) structural typology.
Structural typology uses language structure criteria that include morphological structure, the
structure of morphosyntax, fraseologis structure, and the structure of the clause.
1) The Typology of Morphological Structure
Based on the differences of morphological structure, there are four language types, namely:
a) The agglutinative, that the structure was formed by the merger of the principal elements and
additional elements, basic elements and basic elements, or the repetition of basic elements.
Thus, there are three types of morphological prosede on this type of language, namely:
affixation, compounding, and repetition. Languages that belonging to this type are, among
others: the Java language, Malay language, and Sunda language.
b) Flexion, the structure of its word is formed by changing the form of the word. There are two
kinds of changing of the form of word in this type of language, such as declination and
conjunction. Declination is the change in word form caused by the differences of type,
number, and case. Conjunction is the change of word form caused by the change of interest,
number, time, and word. Language that has pure flexion type, for example: Arabic language,
Sanskrit language, and Latin language.
c) Flexso- agglutinative, this type is a summary of two types, namely the types of flexion and
agglutinative. The part of morphological prosede of the language that has this type follows the
language patterns of flexion and partly to follow the patterns of the language that has
agglutinative type. One of the languages that is very apparent to flexso agglutinative type is
English.
d) Isolative/Isolation, this type of language is not experiencing morphological prosede or in
other words there is no word formation. All words have never experienced changes and
additions to the segmental form. Distinctive elements that can be found here is the change and
the difference of tone. Therefore, this type of language is often also called “Tonis” language.
Languages belonging to this group are Thai, Vietnamese, and Chinese groups such as
Mandarin, Shanghai, Kantong, and others.
2) The Structural Typology of Morphosyntax

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Structural Linguistics and its Implication to Language Teaching

Based on its morphosyntax structure, there are three kinds of languages, namely:
a) Analytical Language Type
In this type of language, each word has a single concept and does not consist of a combination
of concepts. The formation of phrases, clauses, or sentences is done by combining the mono-
concept words into larger structures with poly-concept. In other words, the type of language is
the language of this analytical structure consists of separated elements. The language which
belongs to this type is: Indonesian, Javanese, Sundanese, Malagasy, Tagalog, Bugis, Chinese
languages and so on.
b) Synthetical Language Type
The language with this type has a characteristic that the form of language had conceived the
concept of the meaning of syntax and also has a syntactical relationships. The language that
belong to this typeis Arabic, Sanskrit, Latin, and Biak languages.
c) Synthetical Language Type
The language that has this type has a characteristic that the form of language had conceived
the concept of the meaning of syntax and also has a syntaxtical relationships. The language
that belongs to this type, such as Arabic, Sanskrit, Latin, and Biak languages.
d) Polysynthetical Language Type
This type of language is almost the same image with the type of synthetical language that is
more complex. A particular form of words is not just a series of simple clause or clauses
roots, but it is a sentence. The language which belongs to this type is Eskimo and some
languages in North American Indians.
3) Phraseologies Structure Typology
Based on the differences in the structure of the phrase, there are two types of languages, the
language of central-attribute and the language that has an attribute-central, or traditionally can be
called language that has a type of being explained and explaining types (D-M), such as: Arabic,
Javanese, and Sundanese. Besides language that explaining and explained type (M-D), such as
English, Dutch, German, and others.
4) Clause Structure Typology
Based on the structure of the clause, there are two kinds of language that have Verb-Object type
(V-O) and language that has Object-Verb type (O-V). For example: Sanskrit, Nepal languages
and so on.
C. The Nature and the Function of Languages
Language plays an important role in our daily lives. In everyday tasks, the language teacher must
understand completely that the ultimate goal of teaching language is to have students mastering
the skill of language, such as: speaking skilled, listening skilled, reading skilled, and writing
skilled.
Language has the main characteristic of which is the nature of language. By knowing the various
basic principles of the language, then the teacher has had a major capital in performing his daily
duties. Languages also have diverse functions. Knowledge of the basic principles and various
functions of the language that absolutely must be had by the teachers who always deal with the
students.
Important matters relating to the nature of language and language function, which should be
known and understood by language teachers, will be discussed below:
1. The nature of language
Talking about the nature of language, Paul S. Anderson (1972: 35-36) argues that there are eight
basic principles of the language, namely:
a. Language is a system
b. Language is speech sound
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Noer Doddy Irmawati, Dr. M.Hum

c. Language is composed of symbols (arbitrary symbols)

d. Each language is unique and typical
e. Language is built from habit
f. Language is a communication tool
g. Language is closely linked to the culture it is located
h. Language is always changing
Another expert H. Douglas Brown (2001: 5), after reviewing the boundaries of language from six
sources, summarizes about the language as follows:
a. Language is a system that is systematic, perhaps also for generative systems
b. Language is a set of symbols (arbitrary symbols
c. The symbols are primarily vocal, but may also be visually
d. The symbols contain the conventional meaning
e. Language is used as a communication tool
f. Language operates in a speech community or culture
g. Language is essentially human, although probably not limited to humans only
h. Language is acquired by all people/nation in a way that is almost the same; language and
learning language have the universal characteristics.
Anderson and Brown‟s opinion that have been described above can be clearly seen the differences
or similarities through the following figure (figure 1).
The outer circle contains the opinion of Anderson, and the inner circle exploresthe idea of
Brown. From both experts and both sources, similar opinion and ideas about language can be
seen. Only the way to perform the ideas using different words.

Habit Anderson’s Opinion

Changing

Com Brown’s
Nature Tools Opinion
Relate to System
Culture
Eight Basic
Human System
Principles
of
Community language Symbol
Language Arbiter
Culture
Com Communication Vocal
Tools Conventional Vocal
Meaning

Unique, Specific Symbols

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Structural Linguistics and its Implication to Language Teaching

2. The Function of Language

It is a fact that human beings use language as a vital means of communication in their life.
Language is had by human beings. Language is one of the main distinguishing features of human
beings than the other living beings in this world. Every member of the community involved in
linguistic communication; on the one hand, he acted as a speaker and on the other hand as an
observer/a listener. In smooth communication, the process of changing from speaker to
observer/listener, from observer/listener to speaker becomes observer speaker is so fast, feels like
a normal and natural event, which for the average person it is no need to be disputed, analyzed,
and studied.
Another case for the experts in the field of linguistics and language teaching. If “a language
event” between the” speaker” and the “observer/listener” is analyzed, the transition can be seen
like in the following figure (figure 2 below).

SPEAKER LISTENER

Purpose Understanding

Encoding Decoding

Phonation Auditions

TRANSITION

Figure 2. A Language Event (Brooks, 1964: 4)

Language has an important function for human beings, the most important is the function of
communication. Talking about the function of language, the name of Halliday should be
discussed. From his book entitled “Exploration in the Development of Language” (1975) there are
seven functions of language as his finding. They are:
a. The Instrumental Function
This fungtion serves the process of environment, caused specific events happen.
b. The Regulatory Function
This function acts to supervise and control every event that is happened. The regulation
function or this management acts to conduct and control other people.
c. The Representational Function
It is the use of language to make statements, to tell the facts and knowledge, to explain or to
report, to represent the reality fact, as an example is the following statement: “the sun is hot”.
d. The Interactional Function
The task is to stabilize and to strengthen the status of the social communication happen. The
success of interactional communication is caused by enough knowledge of “slang”, “jargon”,
“funny story”, “folklore”, “common etique”, and “culture”. “the way to perform”, etc.
e. The Personal Function
It gives the opportunity to speakers in expressing their feeling of own emotion, egoism, and
deep reaction. Ones personality usually signed by its personal of language function in
communication. In the nature of personal language, it is clear that the awareness, feeling, and
culture play the interaction together with the deepest way that do not researched yet.

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Noer Doddy Irmawati, Dr. M.Hum

f. The Heuristic Function

It includes the use of language to get science, to learn all about the environment. Heuristic
function is often told in the form of question that need the answer. Research, willing to know,
is the form of heuristic method to find the reality representation of others.
g. The Imaginative Function
It serves the creation of systems or ideas that have imaginative characteristics. Telling the
story, reading story, writing novels is the practise of using language imaginative functions.
The seventh language functions are fulfilling, companying each other and not differentiate them
(Brown, 2001: 194-195). To have the clear picture about it in general there is a figure of this
language function.

Interactional
Function Perso nal
Representasional Function
Function

Regulation Heuristic
Function Function

Seventh
Instrumental Function Language Imaginative Function
Uses

Figure 3. Seventh Language Uses

D. Language Teaching
1. The definition and the benefit of Language Teaching
Teaching language is a process, an action, the way to teach or to transfer knowledge. Nowadays,
teaching language means helping students to learn individually, and it is known as self study in
which teacher only gives motivation and stimulation. Language learning has a role as a process of
activity that has the responsibility in preparing the students becoming “speech community
members” that can face the changing of everything in globalization era.
Winkel (1983: 150) says that learning is psychis process or mental process to master the skill,
habit of attitude that all had, is collected and put and also done in order to give influence and to
change the behaviour progressive and adaptive one. Usman Effendi (1985: 103) says that
learning is a changing of behaviour that is manifestated in the change of mastering the role of
response or new behaviour. It includes the changeof habit, promise, or understanding.
Suryabrata (1984: 253) says that: 1) learning brings a changing (meaning that there is a change in
attitude, performance, actualization, and potencial); 2) That changing caused by the effort. So, one
can be said as a person who has been already studying if he has a new ability caused by his
realized action. Oemar Hamalik (1980: 28) says that learning is the changing of behaviour caused
by the result of continuously treatment with the purpose to reach the goal. The changing of the
new behaviour in this case is from the un-understanding becomes understanding, there is a new
understanding, changing attitude, habit, skill, attitude of appreciation and also the physical
changing. The factors that can prove the success of learning can come from external and internal
factors. Internal factors are physical and psychological dimensions, while the external factors
include the condition of social, nature, environment, program, facility, teaching-learning process,
etcetra.
Brown (2001: 4) says about the definition of language that is a systematic tool to transfer ideas or
feelings by using meaningful symbols or signs. Learning language is a process to improve the
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Structural Linguistics and its Implication to Language Teaching

four skills of language: writing, reading, listening, and speaking. In language learning, teacher
must understand that language is a tool to express meaning of opinions, ideas, and feelings. In
other word that meaning which will be delivered to others or received or understood by others are
including in the language that is used.
In language teaching, language teaching aspects should be considered. Widdowson (1987) says
that learning language means learning to ask, giving information,to appreciate, to conduct, to
salutate, etcetra, in the target language. According to Joko Nurkamto (2004), there are two
activities that involve the impersonation activities, that is imitate the form of language and social
role. Meanwhile, the two other activities involve the application, that is the application of rules of
language and the application of knowledge of the world. According to Verhaar (2001: 37),
language provides a road network that is different for every community and language determines
the way of human mind.
Language teaching has a role as a responsible activity proceeds and the obligation to prepare
students so that later become citizens of a multiethnic society because society says it is now faced
with the age that recognizes the diversity or the so-called era of globalization. With the situation
as it is today, ethnic diversity is everywhere, it is time when we are oriented in the cross-cultural
insight so that the harmony of life and the harmony of speaking are awake.
Teaching is a process, act, how to teach, or teach. In the process of teaching and learning there is
what is called the transfer of knowledge i.e. knowledge transfer or delivery. Because learning is
strongly influenced by the factors of study, the problem now is: “What factors that influence
student‟s learning, so that learning is more successful”.
In the opinion of Tarigan (1988: 28), he states that the condition of individual students influence
their learning success. Individual conditions include: the physiological condition of the general
physiological condition and the condition of the senses; psychological condition consisting of
interest, motivation (intrinsic and extrinsic) intelligence, aptitude, and cognitive abilities. So that,
the condition of the individual learner needs to be discussed and sought the influence of the
success of students‟ learning.
Further, Tarigan (1988: 37) says about the professionalism of teachers, there needs to be
improvements concerning three aspects, namely: knowledge, clarity, and warmth. Teachers who
have formal education with wide experience and more training, will be more successful in helping
students achieve their educational goals. Teachers who master the science in their field, tend to
appear their performance in the teaching learning process to the more interesting and clear. The
warmth of the attitude of teachers is very important, because the warmth is what will invite
mutual understanding between teachers and students, and students and students.
Skinner (1959: 17) states that the environment greatly affects the success of students‟ learning.
Environment here is the state of the natural environment such as temperature, air humidity, and
the social environment such as humans, the role of teachers in schools, the role of parents at
home. Representation like learning through television and radio broadcasts. The other social
environment is silence situation, calm, peaceful place to learn and the surrounding influence on
students‟ success in learning.
The use of instruments or tools of learning are planned in accordance with the desired learning
outcomes. These tools can be either hardware such as buildings, fixtures learning, practical tools,
laboratory, and that intangible software such as curriculum, study guide, syllabus which greatly
affect the success of students‟ learning.
The results of the study are expected to be two things: the ability in mastering theoretical
knowledge and mastering the practical skills. Learning outcomes that are derived from the ability
in mastering theoretical knowledge is more abstract, while the results that obtained from the
mastery learning practical knowledge is more concrete and immediate result can be enjoyed such
as driving a car, playing the piano, painting, and so on.
2. The Nature of English Language Learning
English is the first foreign language in Indonesia, which is considered essential for the purpose of
development of science technology and the arts, and fostering relationships with other nations
(Department of Education, 2005: 8). Furthermore, it also explained that the subjects of English is
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Noer Doddy Irmawati, Dr. M.Hum

a compulsory subject in Indonesia, which serves as a means of self-development of the students in

all aspects of learning, namely: 1) Personality; 2) Science Technology and Arts; 3) Global Insight;
and 4) Capability of International Communication. Thus they can grow and develop into citizens,
who are intelligent, skilled and Indonesian personality and ready to take part in international
development.
The aim of English teaching is a skilled student in reading, listening, speaking, and writing.
Elements of language such as grammar, vocabulary, pronunciation, and spelling are taught to
support the development of all four language skills, not for the benefit of the elements of the
language itself (Department of Education, 2005: 2). Furthermore, it is stated that learning English
in Indonesia has a purpose, namely: 1) Communication in English, for a variety of purposes and
cultural context. Students are expected to develop communication skills that they can familiarize,
interpret and express thoughts, feelings, and experiences through a variety of texts written and
spoken English, to expand their interpersonal relationship to the international level and to gain
access to the world of knowledge, ideas, and values in English; 2) understanding of the English
language as a system. Students do a reflection on the usefulness, the nature of the English
language, the language of work systems, and finally recognize the power of language to humans
as individuals and members of the community; 3) Students‟ Cultural Understanding can develop
an understanding of the interrelations between language and culture, extending their capability to
cross cultures, engage in diversity; 4) General knowledge, is intended for students to expand their
knowledge about the ideas related to interest, world problems, and concepts derived from a series
of learning regions.
The function of teaching English in Indonesia is as a means of self-development of the students in
all aspects of learning, they are: personality, science, technology and arts, global insight and
capabilities of international communications (SNP, 2005: 7). The purpose of learning English in
Indonesia is to develop science, technology and arts, and fostering relationships with other
nations. This means that the result of the learning process is a change in behavior as the case of
language learning, which the failure is done by students to communicate using the language. To
achieve the goals, a good English teacher with the following characteristics is required. Teacher
should have the competence to lead the class, love the English language, critical thinking,
persistent in improving themselves, can put themselves, ready to work hard, able to adapt to the
culture, be professional, and have feelings love to work (Brown, 2001: 429).
E. The Implication of Structuralism Linguistics to Language Teaching
Linguistics‟ findings which can be applied in language teaching is linguistics‟ finding of
structuralism model, because this model never single (Edi Subroto, 2005). This model
includes the use of descriptive linguistics as a paradigm observability that stay as born traits
characteristic. Descriptive means noting what is actually used in the community.
Furthermore, he said that in order to understand this we need to know the model of the structure
and system in advance. What is meant by structure here is how the meaningful units in a
language relates each other to follow the rules of the language to form a single construction. The
famous construction is morphological construction and syntactical construction that the minimum
element is word. The elements must be meaningful and there is a system in its unity. In other
words that the construction of each meaningful element there is an existing system adopted.The
minimal meaningful element is a morpheme, it could also a word.
Grammar in structuralism is morphology and syntax. For example from the following example: I
will go to Yogya (the terms of the syntax) => to Yogya => properties closer relationships than on
=> go to. Talking about the system, is more on the functional dimension. System corresponds to a
unit in an arrangement can replace the units to have the same class, such as (the following
example in Indonesian language):
Akan = mau / = tidak
= belum / = hendak
= baru / = dapat
The closeness of the relationship is one of important rules.

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Structural Linguistics and its Implication to Language Teaching

1. Observability in structuralism consists of four dimensions, that is: 1) phonological system; 2)

photosyntaxsis; 3) morphology; and 4) syntax.
The key of observability aspect in language teaching is: people observe the language phenomena
in its use of substitutions, or the speaking phenomena, which are truly obvious in the narrative. So
there is a language system, rules, patterns that actually exist in that language.
The System of Language Use is not tha same, that is related to when, where, with whom, in what
circumstances, for what purpose such talk. Usually all that is called linguistic competence means
that is associated with the use of language. A person who examines the language must observe the
phenomena of substitutions.
In language learning, the essence is that one should observe the outward characteristics (formal
aspects) or units of language behavior. It turns out that language unit has its recurrent. For
example, in the use of the word very =>
It is very big
large
long
short
interesting
hot
thick

All these words have certain behaviors

And the word very can be used over and over again, such as: very big, very large, very long, very
short, very interesting, very hot, and very thick.
In language teaching the important thing is not possible if using only one approach and models.
The important thing is using whatever approach or model that is significant.
Preferably in language teaching direct English using the sentence pattern. The pattern is
continuously supplied to the students, with emphasized the use of nouns that can be used there is a
noun that has the same word class. Finally, there are models that are owned by the students, and
so students can practice in speaking.
The examples: This is a chair
Table => This is a table
bag => This is a bag
book => This is a book
chair => This is a chair
pen => This is a pen
2. Teaching language is an applied linguistics
How applications in the observability of language teaching? Good for written language, subtitle
language, and language proficient or oral. What are the phenomena that can be captured? The
answer is, the phenomena that can be captured are:
a. Aspects of formant
Means it can be seen internalized, and be heard.
b. There utterance (no greeting, no expression)
That is all that is disclosed having units of language, for example: there is a stop sign or a full
stop.

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Noer Doddy Irmawati, Dr. M.Hum

c. There is a phenomenon of intonation unit that has meaning and is autonomous. Speech units
have a final intonation as a sign of a sentence. In units of sentence patterns there are some
intonations.
d. In the written language, there should be a sign as there are signs of the beginning of a
sentence or phrase that started by the Capital Letters, and other punctuation, such as commas,
periods, colons, semicolons, commas top, and so on.
e. Another sign that the observability that is the word classes: nouns, verbs, adjectives. The way
it works is: the label, such as: N = Noun, V = Verb, A = adjective, O = Object, all that follows
the flow of structuralism. All of them are determined by the dimensions of meaningful
linguistic in the sentence. Object or complement has the structuralism semantic ties.
f. Class has said certain behaviors, for example, the culprit is the predicate verb in the sentence.
The word class can be reviewed in accordance phonological or syntactical current flow.
One of the working principles of linguistic structuralism are being taxonomically, it means
chopping an utterance, and then classify these pieces into a particular category. Therefore, in
linguistic it is known an analysis model which is called the smallest element analysis or Ultimate
Constituent Analysis and Immediate Constituent Analysis.
A morphological construction must be cut into smaller piece until it cannot be cut again. So, the
analysis procedure follows structuralism that is procedure of finding morphem as the smallest
element that meaningful.
From the word Nationalization => there are four smallest elements, they are:
1) Nation
2) National
3) Nationalize
4) Nationalization
The size of Morpheme is there meaning and form.
Grammatical categories as the coverage and discussion of descriptive linguistic and also as a
structuralism model is tense that is the verb gramatical category which is expressed by
grammatical differences by looking at the current processing time activities and sentence
pronunciation. It must be distinguished between time and tenses. There are three forms of time:
past tense, present tense, and future tense. Tenses are the form of verbs that show the relationship
of time.
F. The Relationship Between Structuralism Linguistic and Language Teaching
As per history, the presence of language learning starts from the interaction between two or more
communities that have different languages. Members of the social community will learn the
language of another community in order to interact. Then, because it was realized that a language
is needed not just to interact but to meet other needs such as studying science, then comes the
courses such as English literature, the Center for Japanese Studies, French Literature, Arabic
Literature, and so on.
Abdul Chaer (2003: 242-249) provides insight understanding of linguistic structuralism
relationship with language teaching. In the years between 1940-1950 teaching method called the
American Army Method is appeared, which was born from the American headquarters, for the
purposes of war expansion. In this period, in the linguistic‟s world appeared a new approach
called linguistics‟ approach. This approach is the impact of structuralist view toward the field of
linguistics or language.
In the period 1950-1960 appears audio-lingual method in the United States and audiovisual
methods in England and France, as a direct result of the success of the American Army Method.
Audiovisual and audio-lingual methods born from the behaviorist view and as a result of the
discovery aids of language learning.

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Structural Linguistics and its Implication to Language Teaching

Period between 1960-1970, an early collapse of audio-lingual and audiovisual methods that the
cause is the view of Noam Chomsky. At this period began the popular "contrastive analysis",
which is trying to find the basic theory in language teaching. Later in the period 1970-1980, it was
a period of the most innovative in language learning. The concept and the nature of language
learning to be redefined, then directed to the development of a model of effective and efficient
learning that is based on solid theory. The approach is intended communicative approach in
language learning.
The results that have been achieved by the experts of language learning have yet to be called a
theory because it has not been tested with steady. Therefore, there is still a general nature and is
referred to as a hypothesis. Hypotheses that need to be considered in language learning are: 1) the
hypothesis of similarity between the first language (L1) and a second language (L2); 2)
contrastive hypothesis; 3) hypothesis Krashen; 4) the hypothesis of language-between; and 5)
pijinisasi hypothesis. All described above need to be applied and tested on language teaching.
Viewpoint of structural models in language teaching must be operated by four key concepts
(Stern, 1987: 42), namely: 1) Language; 2) Learning; 3) Teaching; and 4) context. Thus it can be
described that language teaching requires a concept of the nature of "language". Teaching a
language requires a view of the "learner" and about the nature of "language learning". Teaching
language implies a view to "language teacher" and "teaching language support". Language
teachers should have a good educational background or qualified. In the context of language
learning activities required language. Learning and teaching should always be viewed in the
context, and background.
3. CONCLUSION
Based on the discussion above, it can be concluded some of the following:
1. Linguistics is a set of knowledge gained by the application of scientific methods to the study
of language phenomena. It is therefore closely related to the teaching of language as the
language of instruction should be in operation there are four key concepts, namely: 1)
language; 2) learning; 3) teaching; and 4) context.
2. Language teaching requires a concept of the nature of "language". Teaching a language
requires a view of the "learner" and about the nature of "language learning". Teaching
language implies a view to "language teacher" and "teaching language". Language teachers
should have a good educational background and qualified. In the context of language learning
activities required language. Learning and teaching should always be viewed in a context and
background.
3. Structural linguistics is a flow that was born in 1916, which has the characteristics: Based on
the familiar behavioristic; Language is in the form of speech; Language is in the form of sign
system (signifie and signifient); Language is a factor of habit; The grammar is based on
generality; The grammatical levels is neat enforced; The Pressure of analysis is in the field of
morphology; Language is a row of Syntaxmatic and Paradigmatic, and the analysis of
language is descriptive.
4. In language teaching is not possible if using only one approach and one teaching model or no
one theory or method that is suitable to be applied, but the methods, theories, models, or
approach anything as long as a significant and fit may be used.
5. Linguistic findings Model Structuralism is linguistic finding that can be applied in language
teaching. Model Structuralism is never single. This model includes the use of descriptive
linguistics that use a paradigm observability as the characteristics inborn. Descriptive means
noting what is actually used in the community.
6. There are four dimensions of observability in structuralism, namely: a. Phonological system;
b. Phonosyntaxsis; c. Morphology; and d. Syntax. Observability aspect in language learning is
the key: the observed phenomena or phenomena of language in its use of substitutions, which
truly is obvious in the substitutions. So there is a language system, rules, patterns actually
exist in that language.

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Noer Doddy Irmawati, Dr. M.Hum

7. One of the working principle of linguistic structuralism is being taxonomically, it means

chopping an utterance, then classify the pieces into a particular category. The model is a
structural linguistic analysis model called the smallest element analysis or Ultimate
Constituent Analysis and elemental analysis directly or Immediate Constituent Analysis. The
sentence was always made up of layers of words and intonation, and there is always a core
component which is compulsory. This model can be used as an alternative in language
teaching.
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