Articles
<![CDATA[THE APPLICATION OF THE AUTOSEGMENTAL PHONOLOGICAL THEORY TO THE INDONESIAN REDUPLICATION ]]>
<![CDATA[Ni Luh Ketut Mas Indrawati]]>
<![CDATA[ Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana Vol 15 (2008): September 2008 ]]>
Publisher : <![CDATA[Program Magister Linguistik Universitas Udayana ]]>
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<![CDATA[Abstract. This article analysed reduplication which is viewed from the theory of Autosegmental phonology proposed by John Goldsmith. The basic concept of this theory is that a phonological representation is not the same as that in the generative traditional theory. This theory sees phonological representation as not symply a sequence of segments (each with its properties) but it consists of a string of other elements called autosegments and a specified mapping between them, otherwise it will yield illformed word. The principle in associating fonemic element to the prosodic templete (CV element) is imposed by Marantz as follows: a. consonant links to C slot while vowel links to V slot, association is strictly one-to-one and it starts with melody phoneme. b. CV slot can be prelinked to specific phonemes and pre-association is prior to the autosegmental linking starting from phonemic melody. c. Directions of linking: either the leftmost melody phoneme links with the leftmost appropriate CV slot (for prefix) or the rightmost melody phoneme links with the rightmost appropriate CV slot (for suffix) and linking proceeds towards the root. The result shows that Indonesian reduplications involves affixation and what is affixed to the roots or stems can be the whole CV elements of the root or stem (as illustrated by full reduplications) . or part of the CV elements of the root or stem (as illustrated by partial reduplications)]]>
<![CDATA[The Translation Shifts Applied To The Translated Text I Belog Lost Something ]]>
<![CDATA[I Made Suastra]]>;
<![CDATA[Francicus I Made Barta]]>;
<![CDATA[Ni Luh Ketut Mas Indrawati]]>
<![CDATA[ Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana Vol 23 (2016): March 2016 ]]>
Publisher : <![CDATA[Program Magister Linguistik Universitas Udayana ]]>
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<![CDATA[The objective of this study was to discover the shift occurring in the text analysis in the level of word and phrase. The analysis was limited to the shift in the level of noun or the noun phrase utilized in the Source Language which is translated into the Target Language.The data were collected from the Balinese story I BelogKelangan as the source text and its English translation I Belog Lost Something as the target text compiled by I Gusti Made Sutjaja (2010).The data were elaborated on the analysis by Qualitative method and presented in the form of words and sentences based on the application of shift theory Vinay-Darlbenet (in Venuti, 2000). The result of this study showed that there were two types of shift applied to the text. They are grammatical structure shift called Transposition and point of view shift known as Modulation. There were two types of shift grammatical structure; Unit Shift and Category Shift. The data were merely showing the low to high units of translation such as from word into phrase and from the phrase into clause. Meanwhile, the category shift the only occurred in different word class from noun to verb. The shifts in point of view resulted in Lexical Dense where the implicit lexical was transferred explicitly, in contrast the explicit item was transferred implicitly referred to Lexical Loose. In addition, there was also the stress on the role of character. Shift cannot be avoided in translation because it involves two different languages which are different in linguistically and culturally. This research was expected to have contributions for future study on translation shift in Balinese text]]>
<![CDATA[Cultural Terms on Two Translated Versions of Soethama’s Short Stories: A Comparative Study ]]>
<![CDATA[Lina Pratica Wijaya]]>;
<![CDATA[Ni Luh Ketut Mas Indrawati]]>
<![CDATA[ Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana Vol 27 No 1 (2020): Maret ]]>
Publisher : <![CDATA[Program Magister Linguistik Universitas Udayana ]]>
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DOI: 10.24843/ling.2020.v27.i01.p04
<![CDATA[Translating a literary work from different culture, some problems will emerge, especially related to culture-specific terms since two different languages are certainly have two different cultures. We have to understand that literary work is not just a common writing work, but also contains culture, tradition and people’s daily life especially in ecology and material culture (artefacts). There are three problems in this study: 1) cultural terms related to ecology and material culture (artefacts) in the short story; 2) semantic features of the cultural terms; and 3) translation strategies applied by two translators when translating the cultural terms of the same short story by Gde Aryantha Soethama entitled Seekor Ayam Panggang which is translated by two different translators; Jeanette Lingard and Vern Cork. The theories applied in this study were theories of cultural aspects (Newmark, 1988:95), theories of semantic features as proposed by Larson (1984) and Yule (1985/2010), and theory of translation strategies by Pedersen (2005) of Extralinguistic Culture-bound References. The collected data were analyzed comparatively. From the discussion of eight cultural terms related to ecology and material culture (artefacts) and their sixteen translations, it is discovered that some of the features were not carried out by the translations. Considering these two languages have different culture, it is inevitable to miss some components in the semantic features and the decision of using more target language-oriented strategies is part of the way to bridge the differences between culture.]]>
<![CDATA[An Analysis of Pronunciation Errors Made by Medical Students at S&I Learning Centre ]]>
<![CDATA[Ida Ayu Maharani]]>;
<![CDATA[I Wayan Pastika]]>;
<![CDATA[Ni Luh Ketut Mas Indrawati]]>
<![CDATA[ RETORIKA: Jurnal Ilmu Bahasa Vol. 6 No. 2 (2020): Oktober 2020 ]]>
Publisher : <![CDATA[Magister of Linguistic, Postgraduated Program, Universitas Warmadewa ]]>
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DOI: 10.22225/jr.6.2.2527.105-112
<![CDATA[This study discusses about pronunciation errors made by medical students at S&I Learning Centre. The study aims to describe the types of pronunciation errors found in students' utterances using descriptive qualitative method. The subject are medical students at S&I Learning, meanwhile the object of this exploration are students' utterances in English. The data was collected through audio recording and then those was analysed by using theory proposed by Corder by classifying errors into three types. The results show that the sorts of pronunciation errors created by medical student and 2) the cause of pronunciation errors produced by medical students. Students’ pronunciation errors are also classified into three types. Those are interference errors, intralingual errors, and developmental errors. In speaking, teacher and students had their effect to each other. The teacher has duties to assess and address the error of students by addressing the errors produced by learners permanently, particularly at the time when they drilled and practiced the correct pronunciation in speaking skill. In addition, students too should be more dynamic in surveying and correcting the pronunciation themselves. They have to create and improve their pronunciation capacity by appreciating the hypothetical about legitimate phonological. In accordance with this reason, it is necessary to apply an appropriate learning model to reduce pronunciation errors produced by students.]]>
<![CDATA[Grammatical Mistakes in Relation to English Competency Test ]]>
<![CDATA[I Gusti Ayu Gde Sosiowati]]>;
<![CDATA[Ni Luh Ketut Mas Indrawati]]>;
<![CDATA[Ni Wayan Sukarini]]>;
<![CDATA[Ida Ayu Made Puspani]]>
<![CDATA[ Lingual: Journal of Language and Culture Vol 2 No 2 (2016) ]]>
Publisher : <![CDATA[English Department, Faculty of Humanities, Udayana University ]]>
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DOI: 10.24843/LJLC.2016.v02.i02.p02
<![CDATA[The research aims at finding out the freshmen’s ability on English grammar. This is very important activity so that the English department knows their level of ability so that the teaching materials can be determined. The test is about structure, taken from TOEFL. The theory used is the theory English Language Teaching, especially Testing by Harmer (2001), in which the test is used as diagnostic test. The result of the test will provide the information about three crucial points on grammar that must be developed. This will help the related teacher to decide what items should be taught so that by the end of the semester, at least most of the students can reach the level of Intermediate, that is the level in which the students are capable of doing conversations on routines, understanding lectures, understanding English TV programs (http://www.embassyenglish.com/student-life/your-level-of-english cited on 19 January 2015).]]>
<![CDATA[The Capability of Pronouncing French Phonemes by Students of English Department, Udayana University ]]>
<![CDATA[Ni Luh Ketut Mas Indrawati]]>;
<![CDATA[weddha savitri]]>;
<![CDATA[Agung Istri Aryani]]>
<![CDATA[ Lingual: Journal of Language and Culture Vol 5 No 1 (2018) ]]>
Publisher : <![CDATA[English Department, Faculty of Humanities, Udayana University ]]>
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DOI: 10.24843/LJLC.2018.v05.i01.p07
<![CDATA[This study aims at investigating the ability of the pronunciation of French phonemes by students of English Department, Faculty of Culture, Udayana University. It also intends to analyse the way they articulated the phonemes and identified factors affecting their pronunctiation. This research is very interesting to do considering that the correct pronunciation of a phoneme or sound of a Foreign Language is one of the important points that must be mastered by the learners. The French sound system which is different from Indonesian and English certainly becomes one of the obstacles for students besides their lack of knowledge about the French phonemes. It is important to know which phonemes they have been able to pronounce and which are still difficult for them, so that inovations in teaching French can be made, especially in enhancing students' ability in pronouncing sounds which are considered difficult in French. Forty students of English Department who chose French as their elective subject were taken as the population of this study. The data were taken by applying observation method using quesionares, recording, and note taking techniqes. The data were descriptive-qualitatively analysed by applying the theory of phonology. Keywords : capability, pronunciation, phonemes, French.]]>
<![CDATA[Complementiser and Relativiser in the English Subordinate Clauses ]]>
<![CDATA[Ni Luh Ketut Mas Indrawati]]>
<![CDATA[ Lingual: Journal of Language and Culture Vol 3 No 1 (2017) ]]>
Publisher : <![CDATA[English Department, Faculty of Humanities, Udayana University ]]>
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DOI: 10.24843/LJLC.2017.v03.i01.p01
<![CDATA[Words combine to form larger units; phrases, clauses, and sentences. The study of the structure of phrases, clauses, and sentences is referred to as syntax. Quirk, et, all (1985:47) distinguishes sentences into two types they are; simple sentences and multiple sentences which cover compound sentences and complex sentences. A simple sentence consists of one independent clause, a multiple clause contains more than one clauses, a compound sentence consists of two or more independent clauses, while a complex sentence consists of insubordinate and subordinate clauses.Subordinate clause, in embedding the element of the insubordinate clause use either complementiser or relativiser. For example: (1) john said that he did not come to the party. That in (1) is considered to be complimentiser since it introduces the subordinate clause. (2) John met the teacher that teaches you English. That in (2) is classified as relativiser because it is used to introduce the modifying clause.This paper attempts to discuss complementiser and relativiser in the English subordinate clauses and describe the constituent structure in a tree diagram using the approach proposed by Kroeger (2005). The data were taken from a novel entitled Saved by The Bride by Fiona Lowe (2013).Keywords: complex sentences, subordinate clauses, complementiser or relativiser]]>
<![CDATA[MANNER ADJUNCT IN ENGLISH AND THE IMPLICATION IN THE TEACHING OF EFL ]]>
<![CDATA[Ni Luh Ketut Mas Indrawati]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This paper aims at analyzing the forms and position of the English manner adjunct and the implication in the teaching of English grammar in EFL. Manner adjunct in a sentence should how the activity or event stated in the verb is performed. This study applied descriptive qualitative method and the data were collected through library research. The data rvere taken fiom the novels 'Knife of Dreams' and'The Lord of the Rings'. The theory adopted in this study u,as the theory ofmanner adjunct proposed by Quirk et al (1985) and the theory, of communicative language teaching by Harmer (1983). Quirk et al (1985) mentions that the English manner adjunct can be in the form of an adverb of manner (i.e.: quickly. slowly) prepositional phrase (i.e.: in a different way), and clause (i.e.: as I tell you). Meanrvhile the position of the adverbial of manner can take initial. middie, and end position. The findings shou' that Adverbial of manner could be in the form of prepositional phrase and clause in terms of positions; they are found in the initial, medial and end position. This implies that in the teaching of manner adjunct in EFL should be directed to students' communicative efficiency which is apply to student at different levels. grammar. situational and context, pronunciation and accent and skills.]]>
<![CDATA[The Use of Indoglish in Faculty of Arts, Udayana University-Bali ]]>
<![CDATA[I Nyoman Sedeng]]>;
<![CDATA[Ni Luh Ketut Mas Indrawati]]>
<![CDATA[ Journal of A Sustainable Global South Vol 3 No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Institute for Research and Community Services Udayana University ]]>
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DOI: 10.24843/jsgs.2019.v03.i01.p04
<![CDATA[This study is aimed at 1) identifying the form of linguistic level of Indoglish commonly used in communication in Faculty of Arts, Udayana University Bali; 2) identifying the reasons of speakers when using Indoglish in the campus; and 3) analyzing the impacts of its usage on the speakers Indonesian language. As a source of data, this study uses various forms of authentic conversation that focus on the emergence of Indoglish in Faculty of Arts, Udayana University Bali, which was collected through recording and note taking techniques. In addition, the data was also gathered through filling out questionnaires by 184 respondents consisting of students, lecturers and employees in the faculty. The questionnaires focused more on questions about the respondents’ motives behind their using of Indoglish in their communication. The data was then analyzed and presented qualitatively using the theories proposed by Weinrich [1] and Holmes [2].The results of this study indicate that the form of Indoglish linguistic level used in communication between students, lecturers and staff in the Faculty of Arts of Udayana University is at 3 different levels, namely at the word level(71.96%), the level of the phrase(12.15%) and the clause / sentence level(15.89%; the dominant motives behind the use of the language are to facilitate speaking / convey intentions (34.9%) and that they do not know the correct interpretation in Indonesian (33.7%). As many as 16% of respondents stated that it is for familiarity, 10.9% to show affirmation intentions, and 1.2% used the term to express irritation; although most respondents gave a positive response to the impacts of the use of Indoglish together with their Indonesian language, it is still needed to develop a positive attitude towards the use of the correct and appropriate Indonesian in order to optimize the dynamics and poise of the language. Index Terms— linguistic level, indoglish, impact, emergence.]]>
<![CDATA[Politeness Maxim Used By Characters in Forever My Girl Movie ]]>
<![CDATA[Ni Putu Mega Purnami]]>;
<![CDATA[Yana Qomariana]]>;
<![CDATA[Ni Luh Mas Indrawati]]>
<![CDATA[ Udayana Journal of Social Sciences and Humanities Vol 6 No 1 (2022): UJoSSH, February 2022 ]]>
Publisher : <![CDATA[Research and Community Services Institutes of Udayana University ]]>
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DOI: 10.24843/UJoSSH.2022.v06.i01.p07
<![CDATA[Maxim is a linguistic rule in lingual interaction between the speaker and the interlocutor. Politeness maxim is an important aspect that contributes in maintaining the social harmony. This study is entitled Politeness Maxim Used by The Characters in “Forever My Girl” movie. Qualitative research is used in this study. The aims in this study are to find what maxim are performed in utterance used by the characters and what scale of politeness shown by the characters in the movie. The both theories applied are based on Leech theory (1983) which are politeness maxim and the scale of politeness. The data were collected by using documentation method and note-taking technique. In the result shows that there are six types of politeness maxim and the researcher found each types of politeness scale. The most commonly maxim used is Agreement Maxim and the dominant scale is social distance.]]>
