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ROSE AS A SYMBOL OF KNOWLEDGE IN BURNS' A RED, RED ROSE, O'REILLY'S A WHITE ROSE AND HERRICK'S HOW ROSES CAME RED ., Ni Ketut Ayu Diah Oktariani; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., G.A.P. Suprianti, S.Pd., M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12128

Abstract

Penelitian ini bertujuan untuk mengidentifikasi makna kata “rose” pada tiga jenis puisi yang berjudul “A Red, Red Rose”, “A White Rose” dan “How Roses Came Red”. Makna kata “rose” pada tiga puisi tersebut disampaikan melalui figurative languages dan tone. Metode yang digunakan dalam penelitian ini adalah textual analysis. Hasil dari penelitian ini menyatakan bahwa makna kata “rose” pada tiga puisi tersebut adalah pengetahuan. Selain itu, ketiga puisi ini menyampaikan hal yang sama, yaitu antusiasme. Antusiasme merupakan hal yang sangat penting dalam mencapai sebuah pengetahuan. Antusiasme berperan sebagai usaha yang dilakukan oleh speaker dalam mendapatkan sebuah pengetahuan. Dalam prosesnya, speaker juga menghadapi beberapa hambatan. Semua hambatan tersebut hanya mampu dilewati dengan memiliki antusiasme. Tanpa adanya antusiasme maka sangatlah mustahil untuk bisa mendpatkan pengetahuan. Pengetahuan yang dimaksud adalah puisi. Puisi merupakan salah satu subjek yang mampu menyampaikan pengetahuan. Penelitian ini menunjukkan bahwa pengetahuan adalah hal yang indah, manis, abadi dan antusias. Kata Kunci : rose, symbol, puisi The purpose of this study was to identify the meaning of rose in three poems entitled “A Red, Red Rose”, “A White Rose” and “How Roses Came Red”. This study used textual analysis as the method for analyzing the meaning of rose in three poems as delivered through figurative languages and tone at each poem. The result of analysis showed the meaning of rose was knowledge. Furthermore, these poems also delivered the same point. It was passion. Passion was highly needed to get the knowledge. The passion acted as the effort of the speaker to have the knowledge. The passion directed the speaker to do something. It helped the speaker to get the knowledge easier. In the process of getting the knowledge, the speaker found some obstacles. All the obstacles could only be passed by having the passion. Without having passion, it was impossible for getting the knowledge. The knowledge meant in this study was poetry. Poetry was one of the subjects which delivered the knowledge. This study showed the knowledge was very beautiful, sweet, eternal and passion. keyword : rose, symbol, poetry
The Characterization of Elizabeth Bennet as a Post-feminist in Jane Austen's Pride and Prejudice ., Wahyu Dwi Cahya; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., Ni Wayan Surya Mahayanti, S.Pd.,M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12224

Abstract

Dalam novel Pride and Prejudice karya Jane Austen, Elizabeth Bennet sering dikaitkan dengan feminisme karena konteks masa sang penulis ketika dia menulisnya adalah pada awal feminisme. Namun, masih dipertanyakan apakah hal itu masih relevan dengan konteks sekarang atau tidak. Penelitian ini bertujuan untuk menganalisis karakterisasi Elizabeth Bennet dalam novel Pride and Prejudice karya Jane Austen dengan menggunakan post-feminisme yang mana merupakan konteks dari pembacaannya saat ini. Secara umum, karakterisasi Elizabeth Bennet adalah sebagai seorang wanita kelas menengah, berpikiran cepat, jeli, rasional, berwawasan, ceria, penuh kepedulian, bijaksana, pemberani, ambisius, keras kepala, egois, suka menghakimi, vocal, mandiri, cantik, ketinggalan zaman, dan bugar. Lebih khusus lagi, penelitian ini mengungkapkan bahwa sifat-sifat seperti rasional, berwawasan, pemberani, ambisius, vocal, dan mandiri sesuai dengan karakteristik seorang post-feminis. Yang mana mendukung kemampuan Elizabeth Bennet dalam mengambil keputusan, mengambil tanggung jawab pribadi, memusatkan perhatian pada individu dan mengekspresikan dirinya. Dengan ciri-ciri ini, Elizabeth Bennet menantang nilai-nilai tradisional di masyarakatnya dan menjadi sebuah anomali pada masanya, karena sifatnya tidak sesuai dengan konsep wanita berprestasi di akhir abad ke-18. Karakterisasi Elizabeth Bennet ini menunjukkan bahwa dia dapat dikategorikan sebagai post-feminis. Dengan demikian, dapat disimpulkan bahwa karakterisasi Elizabeth Bennet sebagai feminis relevan dengan konteks post-feminis abad ke-21.Kata Kunci : Karakterisasi, feminisme, post-feminisme In Austen’s Pride and Prejudice, Elizabeth Bennet is often connected with feminism because the context of Jane Austen’s time when she wrote it was in early feminism. However, it is still questioned whether it is still relevant to the present context or not. This study aimed at analyzing the characterization of Elizabeth Bennet in Austen’s Pride and Prejudice using post-feminism which is the context of its present reading. In general, Elizabeth Bennet’s characterization as a woman are middle-class, quick-minded, observant, rational, insightful, cheerful, caring, wise, brave, ambitious, stubborn, selfish, judgmental, outspoken, independent, pretty, unfashionable, and fit. More specifically, the study revealed that the traits like rational, insightful, brave, ambitious, outspoken, and independent were appropriate with the characteristics of a post-feminist. Which empowered Elizabeth Bennet in making decision, taking personal responsibility, focusing on the individual and expressing herself. With these traits, Elizabeth Bennet challenged traditional values in her society and became an anomaly of her time, because her traits were not in line with the concept of accomplished women in the late 18th century. These characterizations of Elizabeth Bennet show that she can be categorized as a post-feminist. Thus, it can be concluded that Elizabeth Bennet’s characterization as a feminist is relevant with the post-feminist context of the 21st century. keyword : characterization, feminism, post-feminism.
THE CHARACTERIZATION OF ELIZABETH BENNET IN JANE AUSTEN’S PRIDE AND PREJUDICE ., Ketut Ariani; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., Ni Wayan Surya Mahayanti, S.Pd.,M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.12225

Abstract

Penelitian ini bertujuan untuk mengidentifikasi penokohan Elizabeth Bennet pada novel Pride and Prejudice karangan Jane Austen. Textual analysis digunakan sebagai metode pada penelitian ini untuk menganalisis penokohan Elizabeth Bennet. Sebagai tokoh utama, Elizabeth Bennet digambarkan secara langsung dan tidak langsung melalui penggambaran dari penulis, tokoh lain, perkataan, tindakan dan penampilan. Sebagai wanita yang memiliki kecerdasan tinggi, Elizabeth Bennet mempunyai kecepatan dalam berpikir, kemampuan mengamati dan memahami situasi. Tapi ia memiliki perasangka buruk terhadap tokoh lain, terutama Darcy. Ia juga seorang yang peduli dan perhatian walaupin ia sering mengabaikan peraturan yang ada di masyarakat. Ia memiliki tubuh yang sehat dan kuat. Meskipun ia digambarkan sebagai seorang wanita yang tidak fashionable, tetapi ia mampu menarik perhatian tokoh lain melalui wajah cantik dan mata indahnya. Dari tingkah lakunya, ia digambarkan sebagai seorang yang berbicara secara langsung dan tajam, keras kepala namun periang. Dari semua penokohannya, Elizabeth Bennet bisa di lihat sebagai tokoh yang sempurna. Ia mempunyai watak yang seimbang antara watak positif dan negatif yang terkombinasi sempurna.Kata Kunci : novel, penokohan, tokoh This study aimed at identifying the characterization of Elizabeth Bennet in Jane Austen’s Pride and Prejudice. Textual analysis was applied in this study as the method to analyze the characterization of Elizabeth Bennet. As the main character, Elizabeth Bennet is revealed both directly and indirectly through the description from the author, other character, speech, action and appearance. As a woman with a good intelligence, Elizabeth Bennet has quick wit, ability in observing and sensibility. But she has a bad prejudice to others especially Mr. Darcy. She is also a caring and apprehensive woman though she tends to be a heedless woman who ignores the society rules. She has a healthy and strong body. Although she is an unfashionable woman but she can attract others by her beautiful face and her dark eyes. From her attitude, she is revealed as an outspoken, sharp-tongued, headstrong and cheerful woman. From those characterizations, Elizabeth Bennet can be seen as a perfect character. She has the balance characterization between positive and negative characterization which are combined perfectly.keyword : character, characterization, novel.
*THE CURIOSITY ABOUT LIFE IN EMILY DICKINSON'S POEM ENTITLED I HEARD A FLY BUZZ WHEN I DIED THROUGH FIGURATIVE LANGUAGE ., Ni Kadek Ayu Mei Diah Trisnawati; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., Ni Wayan Surya Mahayanti, S.Pd.,M.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.13348

Abstract

Keingintahuan adalah salah satu naluri manusia yang mendorong dirinya untuk tahu tentang sesuatu. Tujuan dari penelitian ini mengungkapkan keingintahuan tentang kehidupan yang tertinggal dalam puisi Emily Dickinson yang berjudul I Heard A Fly Buzz When I Died melalui bahasa kiasan yang digunakan dalam puisi ini. Analisis tekstual diaplikasikan dalam penelitian ini untuk mengungkapkan bahwa keingintahuan pembicara yang membuat pembicara terus berusaha mengetahui apa yang akan terjadi setelah pembicara dari puisi tersebut meninggal dunia. Melalui simbol, puisi ini menjelaskan bahwa keingintahuan sang pembicara tidak bisa berhenti saat pembicara dari puisi tersebut meninggal dunia. Pikiran pembicara terus mencoba menjawab rasa penasaran sang pembicara. Nafas digunakan dalam personifikasi untuk menunjukkan bahwa pembicara dari puisi tersebut mencoba memikirkan alasan di balik apa yang sedang terjadi. Simile digunakan untuk menunjukkan mengapa pembicara puisi merasa kesepian dalam keramaian orang yang menangis. Synecdoche digunakan untuk menunjukkan bahwa pembicara puisi itu penasaran dengan orang-orang di sekitar peti mati. Jadi, simbol, personifikasi, simile, dan synecdoche digunakan untuk mengungkapkan keingintahuan pembicara tentang kehidupannya yang dia tinggalkan setelah kematiannya. Keingintahuan pembicara menunjukkan bahwa pikiran seseorang akan terus berpikir bahkan dia melewati kematian fisik. Ini berarti bahwa kematian dalam puisi ini hanyalah simbol dari proses yang terhenti namun rasa ingin tahu akan meningkatkan usaha untuk melanjutkan kemajuannya lagi.Kata Kunci : rasa penasaran, kematian, kehidupan, majas. Curiosity is one of human’s instincts that push her/his self to know about something. The purpose of this study revealed the curiosity about life is left behind in Emily Dickinson’s Poem Entitled I Heard A Fly Buzz When I Died through the figurative language used in this poem. Textual analysis was applied in this study to reveal that the speaker’s curiosity that made the speaker keep trying to know what would happen after the speaker of the poem died. Through symbol, this poetry explains that the speaker’s curiosity could not stop when the speaker of the poem died. The speaker’s mind kept trying to answer the speaker’s curiosity. Breath is used in personification to show that the speaker of the poem was trying to think about the reasons behind what was happening. Simile is used to show why the speaker of the poem felt lonely in the crowded of crying people. The synecdoche is used to show that the speaker of the poem was curious about the people around the coffin. Thus, symbol, personification, simile, and synecdoche are used to express the speaker’s curiosity about her life that she left behind after her death. Speaker’s curiosity showed that someone’s mind would keep thinking even she or he passed the physical death. This means that death in this poem only symbol of a halted process but the curiosity will raise the effort to continue the progress again. keyword : *curiosity, death, life, figurative language.
AN ANALYSIS OF THE MYTH OF CONVENIENCE ON THREE TRAVELOKA ADVERTISEMENTS ., I Ketut Restu Cahyadiarta; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.13396

Abstract

Penelitian ini bertujuan untuk menginvestigasi mitos kenyamanan yang ditemukan dalam tiga iklan Traveloka yang berjudul “Mudik Tapi Rumah Penuh, Traveloka Dulu”, “Susahnya Cari Tiket Mudik, Traveloka Dulu”, “Liburan Harus Tertunda, Untung Pakai Traveloka” melalui analisis tekstual dengan menggunakan pendekatan teori mitologi Roland Barthes. Penelitian ini juga berfokus pada beberapa aspek, yakni aspek sinemathography dan mise-en-schene yang mendukung konsep mitos kenyamanan dalam iklan Traveloka. Dari data hasil penelitian, ditemukan bahwa mitos kenyamanan pada tiga iklan traveloka disampaikan melalui tiga konsep, yakni kenyamanan dalam kemudahan aksessibilitas, kenyamanan yang dalam penghematan uang, serta kenyamanan dalam memberikan pelayanan yang reliabel. Terdapat lima kategori kenyamanan terkait kemudahan aksessibilitas yang diperlihatkan dalam iklan Traveloka, diantaranya akses tanpa batasan jarak, akses tanpa batasan waktu, akses layanan tatap muka yang mudah untuk dipahami, dan pelayanan terpadu satu tempat. Penghematan uang disignifikasikan tanpa ada biaya pembatalan, harga murah untuk daerah tujuan yang populer, pemesanan dengan ‘harga spesial’ setiap hari, dan harga jujur tanpa biaya tambahan. Mitos pelayanan yang reliabel, ditunjukkan melalui transaksi yang terjamin keamanannya dan fitur baru yang bernama “easy reschedule”. Kemudahan aksesibilitas dengan harga yang terjangkau, serta adanya fitur yang memanjakan konsumen berhasil melahirkan nilai baru yakni meningkatnya kepercayaan masyarakat dalam melakukan transaksi online untuk memudahkan aktivitas sehari-hari.Kata Kunci : iklan televisi, mitos kenyamanan, teori mithologi Roland Barthes. This study was aimed to investigate convenience myth signified in three Traveloka advertisements entitled “Mudik Tapi Rumah Penuh, Traveloka Dulu”, “Susahnya Cari Tiket Mudik, Traveloka Dulu”, “Liburan Harus Tertunda, Untung Pakai Traveloka” through textual analysis by using Roland Barthes’ theory of mythology. This study also focused to dicover the other aspects in the form of chinemathography and mise-en-schene which were supported the convenience myth in Traveloka advertisement. From the data, it found that the convenience myth of three Traveloka advertisements could be divided into three aspects, that were convenience in ease of access, convenience in money saving, and convenience in reliable service. In convenience ease of access, it could be divided into five chategories, that are no space boundary, no time boundary, user friendly interface, and one stop transaction. In convenience of money saving, it signified without any cancelation fee, low price for popular destination, ‘special deals’ book for less any day, and honest price without service fee. The myth of reliable service showed through a secure transaction guarantee and a new “easy reschedule” feature. The ease accessibility with an affordable price, supported with features that pampered the costumer has succeed in creating a new value to increase public trust in conducting online transaction on daily activity. keyword : myth of convenience, Roland Barthes’ theory of mythology, television’s advertisement.
The Identification of Character Education Values on the Main Character of Zootopia ., Ni Luh Putu Dwi Payani; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu; ., I Wayan Swandana, S.S., M.Hum.
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.14955

Abstract

Penelitian ini bertujuan mengidentifikasi pendidikan karakter pada tokoh utama dalam film Zootopia. Analisis tekstual digunakan untuk menganalisis media sebagai teks untuk memahami dan membuat makna untuk mengetahui bagaimana media tersebut dapat digunakan untuk berkomunikasi dan mendidik di anak-anak dan siswa. Media yang digunakan dalam penelitian ini untuk mengembangkan pendidikan karakter adalah film berjudul Zootopia. Dari 18 nilai pendidikan karakter yang dinyatakan dalam keputusan dari Menteri Pendidikan Nasional (2010: i-ii), 17 nilai ditemukan pada karakterisasi Judy Hopps sebagai karakter utama film Zootopia, nilai-nilai tersebut dapat diklasifikasikan menjadi tiga kelompok. Pertama, nilai-nilai yang sudah dimiliki oleh Judy Hopps dan dia mengembangkannya dengan baik di film seperti kerja keras, disiplin, bertanggung jawab, kreatif, menghargai prestasi, demokratis, patriotik, rasa ingin tahu, jujur, pedulian sosial, gemar membaca dan mudah bergaul. Kedua, nilai-nilai yang sudah dimiliki oleh Judy Hopps tetapi dia tidak mengembangkannya dengan baik di film seperti mandiri dan damai. Ketiga, nilai-nilai yang belum dimiliki oleh Judy Hopps pada awal film tetapi ia menumbuhkan dan mengembangkan niliai-nilai toleran, simpati, peduli lingkungan, dan kooperatif. Tiga penelitian sebelumnya digunakan sebagai pertimbangan untuk mengidentifikasi nilai-nilai pendidikan karakter. Nilai-nilai yang teridentifikasi pada karakterisasi Judy Hopps berfokus pada softskill karena ia memunculkan dan mengembangkannya dari pengalaman, situasi, kondisi, dan kemauan. Dapat disimpulkan bahwa media tidak hanya digunakan untuk menghibur tetapi juga mendidik, oleh karena itu, semoga dosen, guru, calon guru, orang tua atau masyarakat dan pemerintah dapat memanfaatkan film ini sebagai media untuk anak-anak dan siswa dalam meningkatkan pendidikan karakter melalui pengalaman, situasi, kondisi dan kemauan sebagaimana tercermin pada karakterisasi Judy Hopps.Kata Kunci : pendidikan karakter, film, media, analisis tekstual This study aimed at identifying the character education on the main character of Zootopia. Textual analysis was used in order to analyze the media as a text to understand and make meaning of it in order to know how it can be used to communicate and educate among children and students. The media that was used in this research on developing character education was film entitled Zootopia. From 18 character education values that was stated in decision from Minister of National Education (2010: i-ii), 17 values are found on Judy Hopps’s characterization as the main character of Zootopia which those values can be classified into three types. Firstly, the values that already had by Judy Hopps and she developed it well on the film like persistent, committed, disciplined, responsible, creative, appreciative, democratic, patriotic, discoverable, honest, social care, bibliophile and sociable. Secondly, the values that already had by Judy Hopps but she does not develop it well on the film like autonomous and peaceful. Thirdly, the values that are not had yet in the initial film but she was raised and developed it on the middle until the end of film like tolerant, sympathy, environmental awareness, cooperative and inquisitive. Three previous researches were used as consideration on identifying the values of character education. The values that are identified on Judy Hopps’s characterization focus on the soft skill because she raises and develops it because of the experiences, situations, conditions and willingness. It could be concluded that media are not only used to entertain but also educate, hence, hopefully lecturer, teachers, future teacher, parents or society and government could utilize this film as media to children and students in raising character education education through experiences, situations, conditions and willingness as reflected on the Judy Hopps’s characterization. keyword : character education, film, media, textual analysis.
An Analysis of Subtitling Strategy in the La La Land Movie (2016) ., Putu Wita Pradnya Dhari; ., Drs. I Wayan Suarnajaya,MA., Ph.D.; ., Dr. Ni Komang Arie Suwastini, S.Pd, M.Hu
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 5 No. 2 (2017): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v5i2.15053

Abstract

Penelitian ini bertujuan untuk (1) mengidentifikasi kesalahan dalam terjemahan lirik-lirik lagu pada film La La Land, dan (2) mengelompokkan kesalahan dalam terjemahan lirik-lirik lagu pada film La La Land. Penelitian ini di desain secara deskriptif kualitatif. Ada lima buah lagu yang digunakkan sebagai subjek dari penelitian ini yang berjudul Another Day of Sun, Someone in the Crowd, A Lovely Night, City of Stars, and Audition (The Fools Who Dream). Kesalahan-kesalahan yang terdapat pada terjemahan lirik-lirik lagu merupakan objek dari penelitian ini. Untuk mengambil data digunakan beberapa metode seperti menonton film, membuat catatan, dan mebuat transkripsi. Setelah itu data yang diperoleh dianalisis secara kualitatif. Hasilnya adalah, ditemukan 186 kesalahan pada makna, kealamian, irama dan sajaknya. Terdapat 25 atau 20% kesalahan pada maknanya, 39 atau 31% kesalahan pada kealamiannya, 107 atau 86% kesalahan pada iramanya, dan 15 atau 12% kesalahan pada sajaknya. Secara terperinci, pada lagu Another Day of Sun, ditemukan 10 or 33% kesalahan pada maknanya, 17 atau 56% kesalahan pada keaalamiannya, 29 or 97% kesalahan pada iramanya, dan 5 atau 16% kesalahan pada sajaknya. Pada lagu Someone in the Crowd, ditemukkan 6 atau 24% kesalahan pada maknanya, 7 or 28% kesalahan pada kealamiannya, 25 atau 96% kesalahan pada iramanya, dan 5 atau 20% kesalahan pada sajaknya. Kemudian, pada lagu A Lovely Night, ditemukkan 2 atau 5% kesalahan pada maknanya, 5 atau 14% kesalahan pada kealamiannya, 32 atau 74% kesalahan pada iramanya, dan 2 or 5% kesalahan pada sajaknya. Pada lagu City of Stars, ditemukkan 1 atau 12% kesalahan pada maknanya, 1 atau 12% kesalahan pada kealamiannya, 8 atau 62% kesalahan pada iramanya, dan 0 atau 0% kesalahan pada sajaknya. Yang terkahir pada lagu Audition (The Fools Who Dream), ditemukkan 5 atau 22% kesalahan pada maknanya, 9 atau 33% kesalahan pada kealamiannya, 24 atau 88% kesalahan pada iramanya, dan 3 atau 11% kesalahan pada sajaknya. Permasalah terbanyak dapat ditemukkan pada irama dari lirik- lirik lagu film La La Land dengan 107 (86%) kesalahan. Dapat disimpulkan bahwa penerjemah lirik lagu pada film La La Land tidak berhasil mempertahankan irama lagu yang menjadi nilai penting pada terjemahan lagu karena adanya perbedaan antara bahasa Indonesia dan bahasa Inggris.Kata Kunci : Terjemahan Audiovisual, terjemahan lagu, subtitle, kesalahan pada terjemahan This study aimed at (1) identifying the errors in the translation of song lyrics in La La Land movie, and (2) classifying the errors in the translation of song lyrics in La La Land movie. This study was designed descriptive qualitatively. There were five songs used as the subjects of the study, namely Another Day of Sun, Someone in the Crowd, A Lovely Night, City of Stars, and Audition (The Fools Who Dream). The errors in the translation of song lyrics were the object of this study. Several methods, namely streaming, note taking, and transcribing were used in gaining the data. The data finding were analyzed qualitatively. It was found that there are 186 errors in terms of sense, naturalness, rhythm, and rhyme that can be identified from the songs. There are 25 or 20% errors in terms of sense, 39 or 31% errors in terms of naturalness, 107 or 86% errors in terms of rhythm, and 15 or 12% errors in terms of rhyme. In detail, in Another Day of Sun, there are 10 or 33% errors found in terms of sense, 17 or 56% errors in terms of naturalness, 29 or 97% errors in terms of rhythm, and 5 or 16% errors in terms of rhyme. In Someone in the Crowd, there are 6 or 24% errors in terms of sense, 7 or 28% errors in terms of naturalness, 25 or 96% errors in terms of rhythm, and 5 or 20% errors in terms of rhyme. Then, in A Lovely Night, there are 2 or 5% errors in terms of sense, 5 or 14% errors in terms of naturalness, 32 or 74% errors in terms of rhythm, and 2 or 5% errors in terms of rhyme. In City of Stars, there are 1 or 12% errors in terms of sense, 1 or 12% errors in terms of naturalness, 8 or 62% errors in terms of rhythm, and 0 or 0% error in terms of rhyme. Last, in Audition (The Fools Who Dream), there are 5 or 22% errors in terms of sense, 9 or 33% errors in terms of naturalness, 24 or 88% errors in terms of rhythm, and found 3 or 11% errors in terms of rhyme. The highest errors can be found in the rhythm of song lyrics with 107 (86%) errors. It can be concluded that the translator was unsuccessful in retain the rhythm of the song that becomes the essential value in song translation because of the gap between Indonesian and English Language.keyword : Audiovisual translation, song translation, subtitle, translation error
Gender Representation in The Illustration of Indonesian 8th Grade EFL Textbook Artini, Ni Nyoman; Padmadewi, Ni Nyoman; Suwastini, Ni Komang Arie; Rachman, Dzul; Saputra, I Nyoman Pasek Hadi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.82380

Abstract

Along with the growing awareness of gender equality, language learning should start working on issues of gender equality besides focusing on language acquisition. Using interactive qualitative methods from Miles, Huberman, and Saldana combined with Peirce's semiotics, this study aimed to examine the depiction of gender roles displayed in illustrations of English textbooks for eighth grade students. The results showed that there were attempts to deconstruct the gender roles of both men and women, although gender stereotypes remained common. The emerging stereotypes were depictions of men with darker skin colour and male characters doing outdoor activities. In addition, the proportion of female characters appeared less frequent than male characters. Meanwhile, the deconstruction raised was the role of boys in household activities such as cooking, sweeping, wrapping gifts, setting up dining table, and using clothes in pastels while the female characters were depicted in outdoor activities. However, the delivered deconstruction was subtle as identified in female characters engaged in outdoor activities tended to get safer settings than male characters. Considering that children’s perception on gender are affected by language, it is important for parties involved in language learning to be aware of things that may extend gender role disparities found in the widely accessed learning material such as textbooks and address these issues while conducting their language instruction.
Factors Influencing Students' Self-Efficacy as the Key to Successful Distance Learning: According to Previous Studies Dantes, Gede Rasben; Suryandani, Putu Dinia; Suwastini, Ni Komang Arie; Adnyani, Ni Luh Putu Sri; Suarcaya, Putu
Jurnal Penelitian dan Pengembangan Sains dan Humaniora Vol. 6 No. 2 (2022): Juli
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppsh.v6i2.50139

Abstract

Self-efficacy may be more challenging to achieve in the context of distance learning when students rely on their teachers as their learning source. This study aims to analyze the importance of students' self-efficacy in their distance learning success. This study adapting library research model into the qualitative design, the present study used experts' opinions and previous studies as data sources to answer how students' self-efficacy affects their success in distance learning. Data sources were selected from conceptual and research articles on related topics, published in 2016-2022 in international reputable journals and national journals accredited by SINTA. The selection used specific keywords and a series of inclusion/exclusion processes. Twenty-six articles were included as relevant data sources to answer the research question. Critical readings led to synthesis during the analysis, which resulted in the conclusion that factors affecting self-efficacy, such as familiarity with distance learning, feedback and rewards, motivation and attitude affect students' distance learning success. It implies that metacognitive maturity, such as self-efficacy, plays a vital role in students’ academic success in distance learning.
Youtube Videos For Listening Skills During Covid-19 Pandemic: EFL Students’ Views Audina, Ira Putri; Artini, Luh Putu; Dewi, Ni Luh Putu Eka Sulistia; Suwastini, Ni Komang Arie
Jurnal Penelitian dan Pengembangan Sains dan Humaniora Vol. 6 No. 3 (2022): Oktober
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppsh.v6i3.55809

Abstract

Social media acts as a source of information, entertainment media, discussion space, enriching learning resources, increasing creativity, and increasing student understanding, allowing students to create awareness about students' potential to become intellectually active. The most common social media used in EFL classrooms are Facebook, Whatsapp, YouTube, Instagram, and Twitter. Many have argued that YouTube provides authentic learning sources for improving students' English skills. Despite the availability and authenticity of YouTube videos to provide practice in enhancing students' listening skills, especially in an online setting, its application serves some challenges. The present study aimed to explore the students' perception of the application of YouTube in listening classes during online learning. This study was a qualitative study involving 32 university students. Data were collected from a questionnaire consisting of 31 items distributed through Google Form. The analysis resulted in students’ positive perception in the forms of four benefits: improving listening skills, increasing interest and motivation to learn, building critical thinking, and sharpening creativity. The identified shortcomings are the internet connection and the expensive internet credit. The present study confirms the usability of YouTube videos to practice students' listening skills, especially in online learning, where students need flexibility and creativity. However, it implies suggestions for stakeholders to provide stable and affordable internet connections so online learning can be conducted more effectively.
Co-Authors ., Andre Dwi Saka ., Gusti Ngurah Adi Kusuma ., Gusti Ngurah Adi Kusuma ., I Dewa Ayu Junita Sari ., I Ketut Restu Cahyadiarta ., Kadek Lina Kurniawati ., Kadek Lina Kurniawati ., Ketut Ariani ., Luh Made Mira Wirawati ., Luh Made Mira Wirawati ., Ni Kadek Ayu Mei Diah Trisnawati ., Ni Ketut Ayu Diah Oktariani ., Ni Ketut Ayu Diah Oktariani ., Ni Luh Putu Dwi Payani ., Ni Md Purnama Dwi y ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Wita Pradnya Dhari ., Putu Wita Pradnya Dhari ., Putu Yasamahadewi ., Putu Yasamahadewi ., Wahyu Dwi Cahya Abd. Rajab Aditana, I Kadek Arya Adnyani, Ni Luh Putu Sri Agustina, Luh Winda Agustini, I Dewa Ayu Eka Agustini, Ketut Filia Budi Alexei Wahyudiputra Anak Agung Gede Yudha Paramartha Anak Agung Istri Ngurah Marhaeni Anak Agung Mitha Indra Dewi ., Anak Agung Mitha Indra Dewi Anak Agung Mitha Indri Dewi Anggara, I Putu Dipa Ariyani, Luh Tu Artanayasa, Wayan Artini Ni Nyoman Artini, Ni Nyoman Asri, Ni Wayan Desy Prema Audina, Ira Putri Ayuningtyas, Luh Putu Swasti Banjar, I Dewa Ayu Ogik Vira Juspita Batan, I Gede Blangsinga, Gede Wisma Krisna Ari Aditya Brenda Khanadi Cahyani, Ni Made Wahyu Suganti Cahyani, Putu Anggun Citrawati, Ni Kadek Dewa Ayu Eka Agustini Dewa Ayu Puteri Handayani Dewa Komang Tantra Dewa Putu Ramendra Dewi, Anak Agung Mitha Indri Dewi, Gusti Putu Rustika Dewi, Kadek Intan Rustiana Dewi, Ni Komang Karisma Dewi, Ni Putu Purnama Dials, Jeanette Donatus Darso Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Dwiyanti, Kadek Erlita Dzul Rachman, Dzul Eka Anastasia Wijaya Erika Citra Sari Hartanto Fery Setiawan G.A.P. Suprianti Gede Aditra Pradnyana Gede Mahendrayana Gede Rasben Dantes Gusti Putu Rustika Dewi Gusti Putu Rustika Dewi Haryanti, Novi Diah Hua, Liang Huizhao, Zhuo Hutapea Jesica Vanessa Hutapea, Jesica Vanessa I Gede Batan I Gede Budasi I Gusti Agung Sri Rwa Jayantini I Gusti Ayu Agung Dian Susanthi I Gusti Ayu Diah Gita Saraswati I Gusti Ayu Mirawati I Gusti Ngurah Agung Wijaya Mahardika I Gusti Ngurah Agung Wijaya Mahardika I Ketut Resika Arthana I Ketut Supir I Komang Sulatra I Made Ardwi Pradnyana I Made Arya Budiyasa ., I Made Arya Budiyasa I Made Drati Nalantha I Nyoman Adi Jaya Putra I Nyoman Adi Putra I Nyoman Pasek Hadi Saputra I Nyoman Pasek Hadisaputra I Putu Dipta Priyatna I Putu Ngurah Wage Myartawan I Wayan Adnyana I Wayan Heri Sumardika ., I Wayan Heri Sumardika I Wayan Juniartha I Wayan Rusdiana . I Wayan Suarnajaya I Wayan Swandana I.G.A. Lokita Purnamika Utami IDA AYU MADE ISTRI UTAMI . Ida Ayu U Wasundari Ida Ayu Utari Wasundari ., Ida Ayu Utari Wasundari Ida Bagus Gde Nova Winarta Indra Agus Eka Hariawan Ira Putri Audina Iswari, Nyoman Astari Pradnya Jayantini, I Gusti Agung Rwa Jeane Tuilan Jennet Senawati Jesica Vanessa, Hutapea Kadek Erlita Dwiyanti Kadek Eva Krishna Adnyani Kadek Lelyana Rastari Kadek Nina Harnin Kadek Puspa Ariantini Kadek Rossinta Dewi Kadek Sonia Piscayanti Kagiura, Fumiko Km Adi Nariyana p ., Km Adi Nariyana p Komang Adi Arta ., Komang Adi Arta Komang Ayu Dita Anggraeni Komang Febrinayanti Dantes Komang Tuti Irmawati ., Komang Tuti Irmawati Kultsum, Ummi Luh Gede Eka Wahyuni Luh Putu Artini Luh Putu Karina Febriyanti Aryawan Luh Riskayani Luh Shanti Nilayam Mihira Lulu April Farida M.L.S ., Dr.Sudirman, M.L.S Made Astawa Kusuma Mandala Made Hery Santosa Made Satya Raditya Mahardika, Anak Agung Ngurah Yudha Martin Mahardika, I Gusti Ngurah Agung Wijaya Mahayanti, Ni Mahendrayani, Kadek Leny Maheswari, Putu Ayu Masita Masumoto, Yukiko Mihira, Luh Shanti Nilayam Minxia, Zhu Murniasih, Tri Ery Myartawan, Putu Ngurah Wage N M.G. Purnamasari Ni Komang Julia Dewi Ni Komang Ratna Purwanti Ni Luh Bendi Arfani ., Ni Luh Bendi Arfani Ni Luh Denmacika Widiary ., Ni Luh Denmacika Widiary Ni Luh Devi Wimayanti Ni Luh Putu Eka Sulistia Dewi Ni Made Gina Purnamasari ., Ni Made Gina Purnamasari Ni Made Rai Wisudariani Ni Nyoman Artini Ni Nyoman Murniasih Ni Nyoman Padmadewi Ni Putu Dewi Ersani Ni Putu Diah Setyadewi Ni Putu Era Marsakawati Ni Putu Ines Marylena Candra Manik Ni Wayan Monik Rismadewi Ni Wayan Nilam Puspawati Ni Wayan Nilam Puspawati Ni Wayan Surya Mahayanti Nice Maylani Asril Nikova, Kartika Nitiasih, Ni Putu Kerti Nyoman Pasek Hadi Saputra Nyoman Trijaya Suparyanta Oktavirani, Ni Luh Gede Indah Pande Eka Putri Pradnyani Paramita, Ni Wayan Nita Pebriyanti, Ni Kadek Wuni Pradana, Wayan Radita Yuda Pramestika, Ni Luhde Meidy Prastika, Kadek Ayu Dewi Pratama, Putu Yoga Sathya Prof. Dr. Ni Nyoman Padmadewi,MA . Purnamasari, N M.G. Purwanita, Kadek Agina Purwanti, Ni Komang Ratna Puspawati, Ni Wayan Nilam Putu Desi Anggerina Hikmaharyanti Putu Dita Marantika Putu Kerti Nitiasih Putu Pande Novita Sari Putu Suarcaya Putu Wiraningsih Putu Yasamahadewi Radhaswati, I Dewa Ayu Agung Rahayu Budiarta Rahmayanti, Putu Rastari, Kadek Lelyana Rewa, Gde Arys Bayu Riastini, Putu Nancy Rinawati, Ni Kadek Ayu Rinawati, Ni Komang Ayu Ronald Umbas Rusnalasari, Zulidyana Dwi S.Pd. I Putu Ngurah Wage M . Sanjaya, Komang Angga Surya Saputra, I Nyoman Pasek Hadi Saputra, Nyoman Pasek Hadi Sasmita, I Made David Garcia Senawati, Jennet Shanti, Putu Anggi Yumika Sri Rahmajanti, Sri Sri Rwa Jayantini, I Gusti Agung Suciarti, Ni Ketut Suprianti, GAP Suprihatin, Christina Turut Suryandani, Putu Dinia Tienty, Luh Putu Cornea Arya Ummi Kultsum Utami, Luh Putu Restu Adi Visestayati, Ni Putu Andilia Wahyuni, Luh Putu Ari Sri Wahyuni, Ni Luh Gede Eka Wasistha, I Gusti Agung Prajna Wasundari, Ida Ayu U Wati, Ni Nengah Ade Indria Wayan Cherrie Hana Melati ., Wayan Cherrie Hana Melati Widasuari, Ni Wayan Dinda Widiastuti, Ni Putu Santhi Wijaya, Kadek Agus Krisna Wirabrata, Dewa Gede Firstia Wiraningsih, Putu Yudiarta, Gede Raditya Stava Zulidyana Dwi Rusnalasari