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All Journal Language Circle : Journal of Language and Literature English Teaching Journal : A Journal of English Literature, Language, and Education ELT Forum: Journal of English Language Teaching English Education Journal Warta Perpustakaan Pusat Undip Journal of English Language and Education EBONY Libraria: Jurnal Ilmu Perpustakaan dan Informasi UNNES International Conference on ELTLT Journal of English Language Teaching and Literature (JELITA) Jurnal Abdimas ELT Forum: Journal of English Language Teaching
Pasca Kalisa
Fakultas Bahasa Dan Seni Unnes
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : ELT Forum: Journal of English Language Teaching

 1 
AN ANALYSIS OF ENGLISH PHRASAL VERB TRANSLATION IN TOTTO-CHAN NOVEL: THE LITTLE GIRL AT THE WINDOW Sari, Dwi Indah Mutiara; Sofwan, Ahmad; Kalisa, Pasca
ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

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Abstract

This study is attempted to focus on phrasal verb translation of an English novel Totto-chan: The Little Girl at the Window to its Indonesia version entitled Totto-chan: Gadis Cilik di Jendela. The objectives of the study are: (1) to describe the strategies used in translating phrasal verb in the Totto-chan novel (2) to describe the quality of phrasal verb translation in the Totto-chan novel.                 In conducting this research, descriptive qualitative approach is used. The presentation of discussion is presented in a descriptive way. The data are analyzed by finding the phrasal verbs in the source language and in the target language. The translation strategies are analyzed based on Mona Baker’s theory. Meanwhile, the researcher uses Nababan’s theory to identify the translation quality of the phrasal verbs. The result of the study shows that (1) there are 35 data translated using idiom of similar meaning and form, 155 phrasal verbs translated using an idiom of similar meaning but dissimilar form, 5 phrasal verbs translated by paraphrase and 5 phrasal verbs are translated by omission; it shows that the most strategy used is using idiom of similar meaning but dissimilar form (2) the accuracy level of this novel’s phrasal verb translation is 80,67 % which indicates that the translation is accurate, the acceptability level is 83,17 % which shows us the translation is acceptable and the readability level which is 92,33 % which proves that the translation of this novel is highly readable.
THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH Triwinarsih, Endah; Rukmini, Dwi; Kalisa, Pasca
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study focuses on the practice of corrective feedback used by a teacher in SD Semesta Bilingual School. The objective of the study is to describe the type of corrective feedback used by a teacher in SD Semesta Bilingual School and to describe the frequency of each type of corrective feedback used by the teacher in teaching English in SD Semesta Bilingual School. This study is a qualitative research. The data were taken by interviewing an English teacher and taking video of teaching and learning process. The videos were transcribed which in the next step, they were analyzed for gaining the result. The data were analyzed in the noticing, collecting, and thinking process according to the theory of qualitative data analysis by Siedel (1998). According to the analysis, the teacher in SD Semesta Bilingual School used all kinds of corrective feedback. The result shows that explicit feedback is the most frequent corrective feedback which represents 24.14%. The other strategies are as follows: (2) Recast occurs 17.24%, (3) Clarification Request occurs 13.79%,(4) Metalinguistic Feedback occurs 13.79%, (5) Elicitation occurss 13.79%, and (6) Repetition occurs 13.79%. The most dominant type of using corrective feedback is explicit correction. The implication of using corrective feedback on English speaking is that, the student will be brave to active on every teaching learning activity especially on speaking.
THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH Triwinarsih, Endah; Rukmini, Dwi; Kalisa, Pasca
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study focuses on the practice of corrective feedback used by a teacher in SD Semesta Bilingual School. The objective of the study is to describe the type of corrective feedback used by a teacher in SD Semesta Bilingual School and to describe the frequency of each type of corrective feedback used by the teacher in teaching English in SD Semesta Bilingual School. This study is a qualitative research. The data were taken by interviewing an English teacher and taking video of teaching and learning process. The videos were transcribed which in the next step, they were analyzed for gaining the result. The data were analyzed in the noticing, collecting, and thinking process according to the theory of qualitative data analysis by Siedel (1998). According to the analysis, the teacher in SD Semesta Bilingual School used all kinds of corrective feedback. The result shows that explicit feedback is the most frequent corrective feedback which represents 24.14%. The other strategies are as follows: (2) Recast occurs 17.24%, (3) Clarification Request occurs 13.79%,(4) Metalinguistic Feedback occurs 13.79%, (5) Elicitation occurss 13.79%, and (6) Repetition occurs 13.79%. The most dominant type of using corrective feedback is explicit correction. The implication of using corrective feedback on English speaking is that, the student will be brave to active on every teaching learning activity especially on speaking.
AN ANALYSIS OF ENGLISH PHRASAL VERB TRANSLATION IN TOTTO-CHAN NOVEL: THE LITTLE GIRL AT THE WINDOW Sari, Dwi Indah Mutiara; Sofwan, Ahmad; Kalisa, Pasca
ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v6i1.20453

Abstract

This study is attempted to focus on phrasal verb translation of an English novel Totto-chan: The Little Girl at the Window to its Indonesia version entitled Totto-chan: Gadis Cilik di Jendela. The objectives of the study are: (1) to describe the strategies used in translating phrasal verb in the Totto-chan novel (2) to describe the quality of phrasal verb translation in the Totto-chan novel. In conducting this research, descriptive qualitative approach is used. The presentation of discussion is presented in a descriptive way. The data are analyzed by finding the phrasal verbs in the source language and in the target language. The translation strategies are analyzed based on Mona Baker’s theory. Meanwhile, the researcher uses Nababan’s theory to identify the translation quality of the phrasal verbs. The result of the study shows that (1) there are 35 data translated using idiom of similar meaning and form, 155 phrasal verbs translated using an idiom of similar meaning but dissimilar form, 5 phrasal verbs translated by paraphrase and 5 phrasal verbs are translated by omission; it shows that the most strategy used is using idiom of similar meaning but dissimilar form (2) the accuracy level of this novel’s phrasal verb translation is 80,67 % which indicates that the translation is accurate, the acceptability level is 83,17 % which shows us the translation is acceptable and the readability level which is 92,33 % which proves that the translation of this novel is highly readable.
THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH Triwinarsih, Endah; Rukmini, Dwi; Kalisa, Pasca
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v7i1.25310

Abstract

This study focuses on the practice of corrective feedback used by a teacher in SD Semesta Bilingual School. The objective of the study is to describe the type of corrective feedback used by a teacher in SD Semesta Bilingual School and to describe the frequency of each type of corrective feedback used by the teacher in teaching English in SD Semesta Bilingual School. This study is a qualitative research. The data were taken by interviewing an English teacher and taking video of teaching and learning process. The videos were transcribed which in the next step, they were analyzed for gaining the result. The data were analyzed in the noticing, collecting, and thinking process according to the theory of qualitative data analysis by Siedel (1998). According to the analysis, the teacher in SD Semesta Bilingual School used all kinds of corrective feedback. The result shows that explicit feedback is the most frequent corrective feedback which represents 24.14%. The other strategies are as follows: (2) Recast occurs 17.24%, (3) Clarification Request occurs 13.79%,(4) Metalinguistic Feedback occurs 13.79%, (5) Elicitation occurss 13.79%, and (6) Repetition occurs 13.79%. The most dominant type of using corrective feedback is explicit correction. The implication of using corrective feedback on English speaking is that, the student will be brave to active on every teaching learning activity especially on speaking.
Co-Authors -, Setyarini - Aditya, Apta Rahadi Ahmad Sofwan Ain, Allysa Hurul Alief Noor Farida Alya Navi Hanunna Annisa, Icha Setiya Anwar, Yasinta Ayuningtyas, Fransiska Diah Cahyaningtyas, Annisa Dwi Dwi Rukmini Farida, Nuzulia Nur Fatona Suraya, Fatona Fauziah, Shiva Girindra Putri Dewi Saraswati, Girindra Putri Dewi Gustiana Mega Anggita Hartono, Archie Elmassetyo Hidayah, Nahdiyah Issy Yuliasri Kusumastuti, Dina Nurcahyani Mohammad Arif Ali, Mohammad Arif Pradana, Muhammad Priyo Gading Putri, Happy Andita Sari, Dwi Indah Mutiara Sari, Dwi Indah Mutiara Setyarini, Setyarini Sri Suprapti Syarifah Nur Halima Triwinarsih, Endah Triwinarsih, Endah zulfa Sakhiyya