A linguistic landscape study in pondok pesantren putri mambaus sholihin Gresik

This thesis portrays the linguistic landscape (LL) in Pondok Pesantren (Ponpes) Putri Mambaus Sholihin Gresik. This thesis mainly focuses on the languages displayed, the signs categories, and the signs construction. The data in this thesis were collected from the signs in Ponpes Putri Mambaus Sholihin, field notes, and interviews with two informants. The total of the signs as the data in this thesis are 164 signs. The theoretical framework used in this thesis is Landry and Bourhis’s theory which provides LL definition and LL function, Reh’s theory for the type of multilingual signs, Spolsky and Cooper’s theory for the signs categories, and Gorter’s theory which provides LL as the pedagogical tool. In this thesis analysis, the researcher employed descriptive – qualiatative and quantitative approach by collecting the data, then classifying the data, analyzing the data, and interpreting the data. The data analysis shows that the languages displayed in Ponpes Putri Mambaus Sholihin LL are English language, Arabic language, and Indonesia language. Those languages are the official languages in Ponpes Putri Mambaus Sholihin as the salafi and modern Pondok Pesantren. English language and Arabic language have the similar value with Indonesia language as the national language in Republic of Indonesia. While, Javanese language as the mother tongue is non-active in the linguistic landscape of Ponpes Putri Mambaus Sholihin. Those languages in the LL have the function as the invormative and symbolic that Ponpes Putri Mambaus Sholihin is a Pondok Bahasa. The signs categories in Ponpes Putri Mambaus Sholihin cover building name signs, informative signs, order & prohibition signs, slogan signs, and learning media signs. Beside the function of each signs itself, those signs categories have the pedagogical tool of language learning for the students (santri). Regarding the informants, the signs construction in Ponpes Putri Mambaus Sholihin LL are there are some procedures in the signs creation; discussion, vocabularies collection, and vocabularies & grammar correction (tashih), and there are not unwritten official regulation in the use of English and Arabic languages in the signs creation. In addition, the purposes of the signs creation beside as the pedagogical tool are to build language environment, to remind the students, and to create aesthetic value in Ponpes Putri Mambaus Sholihin LL