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Journal : Language Literacy: Journal of Linguistics, Literature, and Language Teaching

SPEECH ACTS IN ENGLISH LEARNING CLASSROOMS (Case Study at The Islamic College Jakarta) Fitriyah Fitriyah
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 1: June 2021
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.87 KB) | DOI: 10.30743/ll.v5i1.3795

Abstract

This study aims to analyze and describe (1) the form of speech acts in interactions in the English learning class at Islamic College Jakarta and (2) the types of speech acts in the interaction in the English class at Islamic College Jakarta. To achieve this goal, the researcher used a descriptive qualitative research design. The subjects of this study were students of Islamic College Jakarta. The objects in this study are the form, function, and type of speech uttered by Islamic College Jakarta students in the interaction of learning English in the classroom. Data collection and research using the note-taking method assisted by recording techniques. Data analysis in this study used qualitative data analysis procedures based on the interactive Miles model which generally includes three stages, namely (1) data reduction, (2) data presentation, (3) verification. The results of this study indicate that: (1) The form of speech acts of students in the English class, namely the form of speech acts in the declarative mode, the interrogative mode, and the imperative mode. (2) Types of speech acts of students in English class, direct literal speech acts, non-literal direct speech acts, literal indirect speech acts, and non-literal indirect speech acts. The use of direct speech acts aims to make speech partners easier to understand what the speakers (lecturers or students) want. Suggestions that can be given through this research are for lecturers, students, other researchers, and readers, this research can be used as a guideline, reference, and comparison material to gain insight into the field of linguistic science, especially speech acts.
CULTURAL VALUES OF POLITENESS IN EFL CLASSROOM: A STUDY OF ETNOGRAPHY OF COMMUNICATION Fitriyah Fitriyah; Emzir Emzir; Sakura Ridwan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 3, No 2: December 2019
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.196 KB) | DOI: 10.30743/ll.v3i2.1965

Abstract

One of the purposes of learning English as a foreign language (EFL) is to be able to communicate. The Students must have communicative competence that does not only consist of linguistic competencies, but also socio-cultural ones. This paper aims to analyse the cultural themes of politeness strategies in EFL Classroom. The research in this paper focused on directive and expressive speech acts in EFL classroom. The participants of this study are three lecturers and the students of three English classes. The data are gathered by video audio by recording the lecturers’ utterances and students’ compliances to the lecturer, in order to find the politeness strategies and the cultural values in EFL classroom. The results show that; 1) There are seven kinds of cultural values of politeness strategies in EFL classroom, such as glorifying God, agreement, apologising, questioning, delivering praise, delivering thank you, and praying for others, 2) The lecturers and students dominantly use agreement and questioning in EFL Classroom. Thereby, this issue is relevant to EFL classes focusing on the improvement of both lecturers and students’ language and cultural skill. The analytical tool refers to the theories of Brown and Levinson’s positive and negative politeness, and the ethnography of communication method. The findings of this study will probably give insights into the pragmatic and conversational rules of EFL. The last part of this paper aims at summarizing that the implications that this paper are relevant to the strategies of teaching English as a Foreign Language.
LECTURERS’ POLITENESS STRATEGIES AND STUDENTS’ COMPLIANCE IN ENGLISH FOR FOREIGN LANGUAGE (EFL) CLASS Fitriyah Fitriyah; Nurmala Dewi; Octa Pratama Putra; Meiva Eka Sri Sulistyawati
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 4, No 1: June 2020
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (549.761 KB) | DOI: 10.30743/ll.v4i1.2463

Abstract

The aim of this study is to find out the politeness strategies used by the teachers and students, and how the politeness affects to the student’s compliance. The focus is on directive and expressive speech acts in English for Foreign Language (EFL) Class. The subjects of this study were three lecturers and the students of three English classes. In data collecting procedure, the researcher used observation techniques. The observation was used to record the audio and video of teaching and learning process from the beginning until the end of the class. The audio-record of teaching and learning process will be transcribed into convention transcript, and then the transcript will be selected and classified into ten maxims in doing politeness strategies.  The analytical part adopts the viewpoints of Leech’s (2014) “The Components Maxims of the General Strategy of Politeness”. In the data analysis, it is found that 1) the teachers used ten maxims in their communication to the students. They are tact maxim, generosity maxim, approbation maxim agreement maxim, Obligation (of S to O) maxim, sympathy maxim, modest maxim, Obligation (of O to S) maxim, Opinion reticence maxim, and feeling reticence maxim. 2) The lecturers dominantly used tact maxim in their directive speech acts to the students. The last part of this paper aims at summarizing the implications that this paper, its theoretical summary, and its research, have for teaching English as a Foreign Language (EFL) class.
CULTURAL WORDS TRANSLATION STRATEGIES IN MARY HIGGINS CLARK'S NOVEL THE ANASTASIA SYNDROME AND OTHER STORIES Fitriyah Fitriyah
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.201 KB) | DOI: 10.30743/ll.v5i2.4439

Abstract

The translation of cultural words needs some consideration and recognition of the cultural achievements referred to in the Source Language (SL) text, and respect for all foreign countries and their cultures. Therefore, translating cultural words is quite difficult, because their structures cannot always be translated literally and, even tend to form new meanings. The aims of this research are to describe the cultural words and analyze the translation strategies used in Mary Higgins Clark’s novel The Anastasia Syndrome and Other Stories, already translated into Indonesian entitled Sindrom Anastasia dan Kisah-kisah lainnya by Ade Dina Sigarlaki. This research is a qualitative descriptive study.  The data are the cultural words in English (SL) and their translation in Indonesian (TL). Those are analyzed based on Newmark’s cultural categories and Baker’s translation strategies. The results show that there are 74 cultural words and four translation strategies in Mary Higgins Clark’s novel The Anastatia Syndrome and other stories: 1) Translation by a more general word (superordinate), 2) Translation by a more neutral/less expressive word, 3) Translation by cultural substitution, 4) Translation using a loan word or loan word plus explanation. 
IDIOMATIC EXPRESSION TRANSLATION STRATEGY IN RHONDA BYRNE’S BOOK THE MAGIC Fitriyah Fitriyah
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 4, No 2: December 2020
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.311 KB) | DOI: 10.30743/ll.v4i2.3113

Abstract

One of the problems in translation is idiom. Idiomatic expressions are unique because their structures cannot always be translated literally and even tend to form new meanings. This research aims to analyze the strategy of English idioms translation in Rhonda Byrne’s book The Magic which was translated into Indonesian entitled The Magic by Susi Purwoko and to find out the most dominant strategy used by translator. This research is a qualitative descriptive study. The data are English idioms and their translation in Indonesian. There are 48 data. Those are analyzed based on Baker’s Idiom translation strategies. They are (1) using an idiom of similar meaning and form, (2) using an idiom of similar meaning but dissimilar, (3) Translation by paraphrase. The result shows that there are three strategies of English idioms translation in Rhonda Byrne's book The Magic. They are (1) using an idiom of similar meaning and form (15 %), (2) using an idiom of similar meaning but dissimilar (31 %), (3) Translation by paraphrase (54); and the most dominant strategy is a translation by paraphrase.