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THE TRANSLATION STRATEGIES OF METAPHOR IN THE MAGIC OF THINKING BIG TRANSLATED INTO BAHASA INDONESIA BY DIAN PARAMESTI BAHAR Khairani Hayat Situmorang; I Wy. Dirgeyasa; Zanuddin Zainuddin
LINGUISTIK TERAPAN Vol 16, No 1 (2019)
Publisher : Universitas Negeri Medan

The research dealt with Metaphor Sentences. The aims of this study were: (1) to find out the translation strategies of metaphors are used in The Magic of Thinking Big and (2) to describe the translation strategies maintain metaphors in The Magic of Thinking Big. The research was conducted by using qualitative design. The data of this study were sentences. The data were collected through documentary technique and the instrument was the documentary sheet. The technique of data analysis was descriptive. The finding of this study revealed that: (1) The metaphor in The magic of Thinking Big were translated by applying six translation strategies, namely: word for word Translation (5.3%) lieral translation (4.3%), faithful translation (57.5%), Free translation (3.2%), communicative translation (30.5%) and discursive creation was found (2.2%). (2) The metaphors are maintained that found in the Magic of Thinking Big are original metaphors turned into another original metaphors, stock metaphors turned into another stock metaphors, adapted metaphors turned into adapted metaphors, dead metaphors turned into dead metaphors, original metaphor turned into stock metaphor, stock metaphor turned into original metaphor, meanwhile, 10 original metaphors and 1 dead metaphor are no longer classified as metaphors. Language has special characteristic that is metaphor sentences, therefore in the case of translating of metaphor sentences in which their concept in unknown for readers, the translator often faces the problems to find out the translation strategies to translate metaphor in a source language (SL) and how the metaphor sentences are maintained in the target language (TL).Keywords : Metaphor, Translation Strategies, Maintain Metaphor

THE TRANSLATION STRATEGIES OF METAPHOR IN THE MAGIC OF THINKING BIG TRANSLATED INTO BAHASA INDONESIA BY DIAN PARAMESTI BAHAR Khairani Hayat Situmorang; I. W. Dirgeyasa; Zainuddin Zainuddin
LINGUISTIK TERAPAN Vol 14, No 3 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v14i3.11263

The research dealt with Metaphor Sentences. The aims of this study were: (1) to find out the translation strategies of metaphors are used in The Magic of Thinking Big and (2) to describe the translation strategies maintain metaphors in The Magic of Thinking Big. The research was conducted by using qualitative design. The data of this study were sentences. The data were collected through documentary technique and the instrument was the documentary sheet. The technique of data analysis was descriptive. The finding of this study revealed that: (1) The metaphor in The magic of Thinking Big were translated by applying six translation strategies, namely: word for word Translation (5.3%) lieral translation (4.3%), faithful translation (57.5%), Free translation (3.2%), communicative translation (30.5%) and discursive creation was found (2.2%). (2) The metaphors are maintained that found in the Magic of Thinking Big are original metaphors turned into another original metaphors, stock metaphors turned into another stock metaphors, adapted metaphors turned into adapted metaphors, dead metaphors turned into dead metaphors, original metaphor turned into stock metaphor, stock metaphor turned into original metaphor, meanwhile, 10 original metaphors and 1 dead metaphor are no longer classified as metaphors. Language has special characteristic that is metaphor sentences, therefore in the case of translating of metaphor sentences in which their concept in unknown for readers, the translator often faces the problems to find out the translation strategies to translate metaphor in a source language (SL) and how the metaphor sentences are maintained in the target language (TL).Keywords : Metaphor, Translation Strategies, Maintain Metaphor

ECONOMICS STUDENTS’ PERCEPTION, ATITUDE AND MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE Rahmania .; Anni Holila Pulungan; I Wayan Dirgeyasa
LINGUISTIK TERAPAN Vol 17, No 1 (2020)
Publisher : Universitas Negeri Medan

This study aimed (1) to describe the perception, attitude and motivation of Economics students in learning English. (2) to describe level of perception, the level of attitude and level of motivation of Economics students in learning English.(3) to reason why the Economics students realize such perception, attitude and motivation in learning English as the ways they are. This qualitative study was conducted at the first year of Economics students. The sources of data of this study were 58 students from two classes. The data were collected by share questionnaire and interviews then were analyzed using Interactive Models. The result showed that (1) the students perceive the important of English for his/her study and future work and students offer the general abstract statement of the important of English. They have positive attitude and negative attitudes and integrative instrumental, intrinsic and extrinsic motivation; (2) level of perception of Economics students were 485 highly positive, 33% positive and 19 % negative, then the level of attitude in the level of receiving (78%), valuing (64%), internalizing values (63%), responding (50%) and organizing (43%). The level of motivation was high. (3)some reason of students realized their perception were work, study, promote economy syariah language policy and lack of skill. For reason of students realized their attitudes were economical factor, ethnicity, language policy, occupation and listen the music, three reasons of students realized their motivation were the physical condition of class, lecturer and method of teaching.Keywords: English, Learning, Perception, Attitude, Motivation.

THE COGNITIVE PROCESS OF DIFFERENT GENDER IN WRITING ARGUMENTATIVE TEXT Surya Setiadi Tarigan; I Wayan Dirgeyasa; Rahmad . Husein
LINGUISTIK TERAPAN Vol 17, No 2 (2020)
Publisher : Universitas Negeri Medan

The aim of this study was to know the cognitive process manner of different gender in writing argumentative text. The population of this study was grade XII of Free Methodist Senior High School Medan in 2019/2020 academic years and the sample was three males and three females. The sample was taken by snowball technique. This study was conducted by using descriptive qualitative research design of which data were the transcript of think aloud protocol and retrospective interview. In analyzing the data, this research used model of Miles and Huberman, namely data collection, data reduction, data display, and data verification. Based on the data analysis was found that male and female had difference manners in writing argumentative text. The male students generated the ideas by brainstorming, and then they outlined the thinking ideas orderly as a guide in writing. In the translating process, they tended to transform the ideas based on the generic structure of argumentative text referred to the outlines which were made before. In the process of writing they did reading and editing words and sentences have been arranged well. In the end of their writing, they tended to read their writing result to make sure. While the female students had different way with male students where in the planning process, they generated the ideas by brainstorming then, they developed the points by outlining the ideas and the ideas were improved the quality by reading and revising the ideas. In the translating process, they tended to develop their writing by structuring it based on the argumentative generic structure without reading and editing because they tended to write it fluently. In reviewing, they did reading the text to check all words and sentences. In addition, they revised the error words and sentences which were found.Keywords: Cognitive Process, Different Gender, Writing, Argumentative Text

THE EFFECT OF TEACHING STRATEGIES AND STUDENTS’ PERSONALITIES ON STUDENTS’ ACHIEVEMENT IN WRITING Sri Dewi Yanti; Anni Holila Pulungan; I Wayan Dirgeyasa
LINGUISTIK TERAPAN Vol 17, No 1 (2020)
Publisher : Universitas Negeri Medan

The objectives of this experimental research were to investigate whether 1) students’ achievement in writing taught by using Two Stay Two Stray teaching strategy was higher than taught by using Think Talk Write teaching strategy, 2) students’ achievement in writing with extrovert personalities was higher than those with introvert personalities, 3) there was interaction between teaching strategies and students’ personalities on students’ achievement in writing. The population of this research was the students in Grade X of Setia Budi Abadi Senior High School students in the 2018/2019 academic years that is located on Jl.Serdang No. 157 Perbaungan. The total number of population was 129 students. There were 64 students selected as sample of this research by applying random sampling. The research design was experimental research by using factorial design 2x2. The students were divided into two experimental groups. The experimental group I was treated by using think talk write teaching strategy and experimental group II Keywords: Think Talk Write Teaching Strategy, Two Stay Two Stray Teaching Strategy, Extrovert, and Introvert.

Developing English Speaking Material through Contextual Teaching and Learning (CTL) for Beauty Study Program Nilam Ulami Siregar; I Wayan Dirgeyasa; Rahmad Husein
LINGUISTIK TERAPAN Vol 17, No 1 (2020)
Publisher : Universitas Negeri Medan

The research was aimed to identify the target needs and learning needs of the tenth grade student of Beauty Study program at SMK Pariwisata Imelda Medan and to develop English speaking material through CTL for Beauty Study Program. This research was implemented by conducting Research and Development (R n D) study by Borg and Gall. There are four steps were done namely: (1) need analysis; (2) developing material; (3) evaluating and (final revision). The target clients of this research were 34 people which consisted of (a) 30 students of Tenth grade of Beauty Program chosen by total random sampling technique; (b) English lectures; (c) English teacher; and (d) stakeholder. There were 3 types of technique for collecting the data applied in this research, they were questionnaire which used to gain the need analysis and validate the material, documentation consisted of the existing material, and interview to support the data gained from the previous techniques. The data of the research was analyzed descriptively. The result of this research were (1) the students needed the English speaking material which contains the material relating to their filed expertise and supported by innovative and creative learning process, and (2) the English speaking material developed through CTL is a set of English speaking material which consisted of 6 units. Keywords: R and D, Speaking Material, Beauty Study, CTL

THE WAY OF JAVANESE PEOPLE MAINTAIN IN THE JAVANESE LANGUAGE IN DUSUN KAMPUNG BANJAR-LABURA Diah Ekowati Utami; I Wayan Dirgeyasa; Rahmad . Husein
LINGUISTIK TERAPAN Vol 19, No 2 (2022): Cover
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/lt.v19i2.38408

ABSTRACT This research deals with describing Javanese language maintenance in Dusun Kampung Banjar Labuhanbatu Utara. This research is conducted by using qualitative method. This research aims to examine the way of Javanese people maintain the Javanese language in Dusun Kampung Banjar. The data were collected from nine persons (male and females) of Javanese people using the observation and interview. The observation was used to examine researcher found there are some ways of Javanese people maintain the Javanese language. The data were analyzed by Miles, Huberman, and Saldana (2014). There are four ways affecting Javanese language maintenance in the Dusun Kampung Banjar namely; There are four ways to maintain Javanese language in Dusun Kampung Banjar namely; Acquisition of the language by adults (21.7%), Number of people habitually using the language (34.8%), All age group encourage in the language (26%), and Using a language to next generation (17.4%).

PERSUASIVE STRATEGIES OF SHOES SELLER IN “TAFT” INSTAGRAM ACCOUNT Christian Jourdan Tambunan; I Wy Dirgeyasa
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 11, No 3 (2022)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v11i3.41189

This research was deals with the Persuasive Strategies of Shoes Seller in TAFT instagram account. The objective of the research were to discover the types of persuasive techniques of shoes seller in TAFT Instagram account, and to describe the strategies used by shoes seller on TAFT Instagram account. This study was conducted by using qualitative method. The data in this research were collected by using documentary technique. There were 84 written captions selected consecutively from November 2019 to January 2020. The findings found that there were only six from seven types of persuasive technique were used in TAFT written captions such as rationalization (23 posts), identification (7 posts), suggestion (40 posts), conformity (3 posts), compensation (6 posts), and projection (5 posts). And the strategy of persuasion that was used in TAFT’s Instagram account were Logos, Phatos, and Ethos. Mostly, the user uses the logical reason (Logos) with 52.38% percentage.Keywords: Persuasive, Shoes Seller, Instagram, TAFT

THE UNIQUE DIFFERENT FEATURES OF VOCABULARY OF THE BRITISH ENGLISH (BRE) AND AMERICAN ENGLISH (AME): A REVIEW Dirgeyasa, I Wy
Lembaran Ilmu Kependidikan Vol 44, No 2 (2015): September 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v44i2.6671

It is a fact that there are some amazing differences between British English (BrE) and American English (AmE) such as spelling, meaning, pronunciation, usage, and even vocabulary. The two varieties of English, as a matter of fact, are often confusing especially who study and use English as second and foreign language. Because of their differences and distinctive features, the speakers often find difficulties which one to use. This condition, then can lead to misunderstanding and misinformation and this finally causes ineffective communication. This paper is attempting to review the unique features of BrEand AmEfocusing on the vocabulary.

Model answers for Yes/No questions from EFL students in public senior high schools I Wayan Dirgeyasa
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

This research aims to find out the typical categories of answers to Yes/No questions most used by students at selected Public Senior High Schools in Medan, Indonesia. These schools were classified into top favorite, medium favorite and non-favorite schools. Through a stratified clustered random sampling technique, six schools were chosen consisting of two schools from each classification. A number of 40 students were chosen from three class X, three class XI and three class XII at each of the six chosen schools, making a total sample of 720 students with 360 sets of dialogue scripts. Data was collected through documentation-recording dialogues. The data was transcribed and analyzed by descriptive analysis. The results of the research showed that: 1) the categories of the students’ answers to the Yes/No questions were distributed variously in terms of the six models. However, the distribution of the answers was not proportionally equal amongst all the models, 2) the dominant distribution of the answers was the third model with the formula Yes/No+additional information such as confirming, supporting, etc., reaching 37% of the total answers, whilst the least common models were the sixth and fourth categories respectively, which had 1% and 3% of the answers respectively, and finally 3) there was no significant difference in the distribution of the students’ answers in terms of the class of school whether top favorite, medium favorite or non-favorite. In conclusion, the ways to answer Yes/No questions need to be developed amongst students by their teachers by teaching and learning using natural, real life-like situations and in contextual ways.

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