Garuda - Garba Rujukan Digital

Pergeseran Kategori dalam Penerjemahan Klausa Nominal Bahasa Inggris ke Bahasa Indonesia pada Novel Third Girl Tapilatu, Terweline; Lewaherilla, August
DINAMIS Vol 21 No 2 Desember (2024): Dinamis
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Sains dan Teknologi Jayapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58839/jd.v21i2.1436

The translation of English noun clauses into Indonesian can result in a range of potential outcomes, some of which may be unexpected. This qualitative research focuses on the category shift variations that occur when translating English noun clauses into Indonesian and the strategies for achieving equivalence between the two texts. The data were collected from Agatha Christie's novel Third Girl and its translation "Gadis Ketiga" and analyzed using the content analysis method. The findings show that two category shifts occurred, i.e. structure shifts and unit shifts. The structure shifts that occurred include the shift of a clause element subject-predicate to predicate-subject, the shift of a phrase structure to a clause structure in a noun clause, the shift from active voice into passive voice, the shift of an affirmative clause to a negative clause, the shift of a noun clause to a simple sentence, the shift of an affirmative sentence to an interrogative sentence, and the shift of a noun clause to an adverbial clause. The unit shifts found are the shifts of a noun clause to a noun phrase, a noun clause to a prepositional phrase, and a noun clause to a verb phrase. The equivalence is achieved by employing functional equivalents and by attending to the meaning of the sentence as a whole, rather than focusing solely on the meaning of the noun clause. These shifts have resulted in changes in sentence structure, changes in syntactic category and function, changes in sentence type, changes in rank, changes in type of question, and shifts in meaning. This research will enrich the study of applied linguistics, particularly regarding the translation from English to Indonesian.

KESEPADANAN PENERJEMAHAN DEIKSIS I KE DALAM BAHASA INDONESIA PADA NOVEL TO KILL A MOCKINGBIRD Tapilatu, Terweline; Lewaherilla, August
DINAMIS Vol 20 No 1. Juli (2023): Dinamis
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Sains dan Teknologi Jayapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58839/jd.v20i1.1267

This qualitative research aims at understanding how first person deixis ‘I’ is translated into Indonesian and in what ways it differs from its equivalents. The method used is content analysis. The data were collected using purposeful sampling from the English novel To Kill a Mockingbird by Harper Lee and its Indonesian translation. The findings reveal that deixis ‘I’ was translated into deixis ‘saya’, ‘aku’, ‘ku-‘ and ‘-ku’ which are in the pronominal category and the kinship term ‘ibu' which belongs to the noun category. ‘I’ was also translated into phrases, adverbs, adjectives, nouns, second person deixis ‘you’ which was ellipsed, and ‘I’ which was not translated into the target language. Deixis ‘I’ differs from ‘saya’, ‘aku’, ‘ku-’, ‘-ku’ and ‘ibu’ in social relations between the speaker and the addressee, their social status, the speech context, and the cultural background of both texts. Other equivalents are different from ‘I’ in terms of their status as non-deictic expressions. The use of various forms of equivalent aside from ‘saya’, ‘aku’, and ‘ku-’, either deictic or non-deictic, indicates that the results of translation are not always predictable. The reason for using those equivalents is to maintain the acceptability and naturalness of the target text. To maintain equivalence between both texts, certain procedures or strategies are applied, i.e., unit shifts, class shifts, modulation, and translation by omission. This research may contribute to enriching translation studies, in particular of deixis, by providing information about the translation of first person deixis ‘I’ into Indonesian.

Translatabilitas Phrasal Verbs ke dalam Bahasa Indonesia Tapilatu, Terweline; Lewaherilla, August
DINAMIS Vol 20 No 2 Desember (2023): Dinamis
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Sains dan Teknologi Jayapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58839/jd.v20i2.1321

This qualitative study focuses on the translatability of phrasal verbs by exploring the problem of their untranslatability into Indonesian, strategies for overcoming this issue and achieving meaning equivalence between the source and the target texts. The issue of untranslatability of phrasal verbs can arise due to the lack of equivalents with the same meaning as the source text, target language equivalents that are too formal and not commonly used in informal conversations, the absence of specific equivalents for the phrasal verbs, target language equivalents that are too lengthy and may result in inefficient sentences, and the phrasal verb’s meaning being too specific for its equivalents to be used in all contexts. This problem of untranslatability can be addressed by implementing strategies such as paraphrasing, offering additional information to complete the target text meaning, and applying modulation. Equivalence between the two texts is attained by using equivalents that can function in the same situation as the source text, providing equivalents in the form of explanations or additional information, using equivalents that explain the meaning from a different perspective. Additionally, equivalents have to be determined based on context in which the phrasal verbs are used, and the selection of equivalents should not be limited to the verb category only. Although there are no phrasal verbs in Indonesian, they can still be translated because the transfer is of the meaning rather than the language form. When both texts are equivalent, it suggests that the translator has a strong grasp of the source and target languages and has made appropriate adjustments to convey the intended meaning. This study aims to enhance the field of translation studies, specifically in regards to the translatability of phrasal verbs.

Inclusive English Learning For Students With Disabilities: Challenges And Solutions In The Digital Age Lewaherilla, August
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/n4nx2v98

Inclusive English language learning in the digital era has strategic urgency because it functions not only as a means of global communication but also as a gateway to equal education, employment, and social participation for students with disabilities. However, its implementation still faces various obstacles, ranging from pedagogical limitations of teachers, a lack of assistive technology infrastructure, to low digital literacy. This situation is further complicated by social stigma and gaps in technology access that widen inequalities. Although digital technology offers opportunities through features such as speech-to-text, screen readers, and interactive media, their utilization is often suboptimal due to limited resources and teacher preparedness. This study uses a qualitative approach with a literature review method to examine the challenges and solutions for inclusive English language learning. The analysis was conducted thematically by reviewing relevant academic literature from 2015–2025. The results of the study indicate that inclusive English language learning requires systemic transformation that includes strengthening teacher capacity, providing disability-friendly technology, improving infrastructure, and creating a stigma-free school culture. The principles of Universal Design for Learning (UDL) are recommended as a curriculum framework that ensures equal access for all learners from the outset. Thus, true inclusivity can only be realized through sustained pedagogical, technological, and policy integration.

Coaching And Mentoring Models In Increasing The Capacity Of Novice Elementary School Teachers Demena, Widelmina K.; Padang, Nasri Indra; Lewaherilla, August
Ludi Litterarri Vol. 2 No. 2 (2025): Ludi Literarri - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/r9x7sz56

Beginning elementary school teachers face complex challenges when entering the workforce, particularly in classroom management, curriculum adaptation, and meeting professional expectations. Despite possessing theoretical knowledge from higher education, limited practical experience often undermines self-confidence and potentially hinders the quality of learning. This situation emphasizes the need for systematic professional mentoring to ensure a more effective transition to the workforce. Coaching and mentoring have emerged as relevant strategies capable of bridging the gap between theory and practice. Coaching focuses on reflective empowerment through structured dialogue, while mentoring emphasizes the transfer of professional skills and values from senior teachers to beginning teachers. The integrated application of both creates synergy in strengthening teacher capacity across cognitive, affective, and practical aspects. This literature review examines the effectiveness of coaching and mentoring as models for continuous professional development. The analysis shows that these strategies not only improve instructional skills but also strengthen beginning teachers' professional identity, foster a collaborative culture in schools, and positively impact student learning outcomes. With appropriate policy support, coaching and mentoring can be strategic instruments for improving the quality of elementary education. Therefore, the integration of these two approaches should be viewed as a long-term investment in teacher capacity building and achieving national education goals

Inclusive English Learning For Students With Disabilities: Challenges And Solutions In The Digital Age Lewaherilla, August
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/n4nx2v98

Inclusive English language learning in the digital era has strategic urgency because it functions not only as a means of global communication but also as a gateway to equal education, employment, and social participation for students with disabilities. However, its implementation still faces various obstacles, ranging from pedagogical limitations of teachers, a lack of assistive technology infrastructure, to low digital literacy. This situation is further complicated by social stigma and gaps in technology access that widen inequalities. Although digital technology offers opportunities through features such as speech-to-text, screen readers, and interactive media, their utilization is often suboptimal due to limited resources and teacher preparedness. This study uses a qualitative approach with a literature review method to examine the challenges and solutions for inclusive English language learning. The analysis was conducted thematically by reviewing relevant academic literature from 2015–2025. The results of the study indicate that inclusive English language learning requires systemic transformation that includes strengthening teacher capacity, providing disability-friendly technology, improving infrastructure, and creating a stigma-free school culture. The principles of Universal Design for Learning (UDL) are recommended as a curriculum framework that ensures equal access for all learners from the outset. Thus, true inclusivity can only be realized through sustained pedagogical, technological, and policy integration.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search