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Hermeneutics Perspective: Number and Personal Grammatical Equivalence of Google Translate Berlin Insan Pratiwi
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 1 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i1.16695

Abstract. Due to translation process by Google Translate (GT) is recently common, analyzing its translation equivalence is required. Conducted as descriptive qualitative research, this content analysis study provides descriptions of number and personal equivalence aspects toward sentence meaning in hermeneutics view. There were 90 English sentences analyzed as research sample resulting 7 types of meaning equivalence phenomenon: 1) target text (TT) has number equivalent meaning and the sentence is hermeneutically accepted, 2) TT has no number equivalent meaning yet the sentence is hermeneutically accepted, 3) TT has no number equivalent meaning and the sentence is not hermeneutically accepted, 4) TT has personal equivalent meaning and the sentence is hermeneutically accepted, 5) TT has no personal equivalent meaning yet the sentence is hermeneutically accepted, 6) TT has no personal equivalent meaning and the sentence is not hermeneutically accepted, and 7) both personal meaning equivalence and sentence hermeneutics point of view cannot be identified due to clusivity of Indonesian. It is concluded that GT is able to provide 53% meaning accuracy in terms of number aspect and 86.6% of number aspect sentences are hermeneutically accepted. GT provides 53% meaning accuracy in personal aspect and 73.3% of personal aspect sentences are hermeneutically accepted. Figures show higher hermeneutical acceptance than the meaning equivalent indicate that GT in Indonesian is considered to be understandable for basic need of clause and sentence level for common information in terms of number and personal equivalence, but for detailed information especially those of number, masculine/feminine, and clusivity phenomenon in Indonesian more enhancement for accuracy is needed.Keywords: meaning equivalence, hermeneutics, clusivity

Interferensi sintaksis Bahasa Indonesia dalam Abstrak Prosiding ICOBAME 2018 Berlin Insan Pratiwi
LingTera Vol 6, No 2: October 2019
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v6i2.28457

Penelitian ini dilakukan dengan tujuan menemukan bentuk interferensi sintaksis yang terdapat pada prosiding International Conference on Banking, Accounting, Management, and Economics (ICOBAME) 2018. Peneli-tian ini merupakan penelitian deskriptif. Desain yang digunakan dalam penelitian ini adalah desain penelitian kualitatif dan jenis penelitian analisis isi. Terdapat 13 bentuk interferensi sintaksis yang terjadi dalam objek penelitian yang terdiri dari 8 bentuk interferensi dalam tataran frasa, 4 bentuk interferensi dalam tataran klausa, dan 7 bentuk interferensi dalam tataran kalimat. Wujud perbedaan paling mendasar antara bahasa Indonesia dan bahasa Inggris, yaitu kaidah DM-MD, terealisasi dalam objek penelitian. Ditemukan data yang menunjukkan interferensi kaidah DM terhadap perwujudan yang seharusnya MD. Selain itu perbedaan tata bahasa yang lain yang terwujud dalam objek penelitian adalah bentuk-bentuk interferensi yang disebabkan oleh ketidaktepatan penggunaan preposisi, ketidaktepatan penggunaan definitive word, ketidaktepatan pemilihan kata dan kelas kata, ketidaktepatan penggunaan kata ‘no’ dan ‘not’, ketidaktepatan subject-verb agreement, ketidaktepatan penggunaan v-ing, ketidaktepatan bentuk paralelisasi, serta ketidaktepatan bentuk kata yang dipengaruhi kala dan penjamakan. Indonesian syntaxis interference of the ICOBAME 2018 Proceeding abstracts AbstractThis research was conducted with the aim of finding the syntaxis interference in the proceeding of the International Conference on Banking, Accounting, Management, and Economics (ICOBAME) 2018. This research was descriptive research. The design employed in this study was qualitative research design specifically content analysis. There were 13 syntaxis interference forms occur in the object of research consisting of 8 forms in phrasal level, 4 forms in clause level, and 7 forms in sentence level. The fundamental difference between Indonesian and English, that is the DM-MD rules, was barely anticipated. Other grammatical differences manifested in the research object were syntaxis interference caused by the inaccurate use of prepositions, inaccurate use of definitive words, inaccurate choice of words and class of words, inaccurate use of 'no' and 'not', inaccurate use of the subject-verb agreement, inaccurate use of v-ing, inaccurate forms of parallelization, and inaccurate use of word choice depending on the tense and pluralization.

Experiential meaning breadth variation of British Broadcasting Corporation (BBC) Indonesia online news Berlin Insan Pratiwi; Thuthut Kartikarini
LingTera Vol 5, No 1: May 2018
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

The aims of this research were to describe experiential meaning variation of English BBC news texts (T1) and Bahasa Indonesia BBC news texts (T2) which were functional grammatically represented in transitivity clause units, to identify the factors that cause the experiential meaning breadth variation of T1-T2, and to map the context of highest variation of T1-T2. This qualitative research applied semantic content analysis of experiential meaning with the researcher as research instrument. The results of this study show that experiential meaning variation of T1-T2 is dominated by highest scale of variation. Transfer-based perspective includes T2 as bad translation, while hermeneutic-based includes T2 as a good translation. Experiential meaning breadth variation of T1-T2 are mainly caused by the ideology of translation of BBC and translators involved in translation process that allows adjustment to the new readership and to the naturalness of the use of Indonesian language to occur. The constrictions of experiential meaning breadth variation mostly are caused by the addition of clause-rank meaning units which are not part of T1 and the existence of summary and/or synthesis of some T1 clause-rank meaning units.

Contextual Redefinition Strategy for Management Students Berlin Insan Pratiwi; Dwi Lia Rakhmasari
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 12, No 2 (2018)
Publisher : University of Muhammadiyah Purwokerto

As Contextual Redefinition (CR) provides chances to guess meaning of word by its surrounding, it is expected to encourage students to participate more by contributing in the required steps. This study aims to measure implementation effects (score and class involvement) of CR toward Management study programme students and to find out their attitude of it. Conducted as an experimental research, this research involves three cycles of treatment. It is fulfilled with description of students attitude toward CR implementation in which the data is gained through questionnaire. Three findings are as follow: 1) CR provides mean score betterment of 61.58 on pretest to 69.11 on post-test with the absence of saturation until the end of cycle three; 2) CR activates students with class involvement increase of 16.19 on each cycle; and 3) CR is favoured by 47.54% students and 55.88% students expecting CR to be applied in every reading section. The findings indicate that despite having good significance in improving the score, this strategy is favored by less than half of students and only half and so will require its application in the process of class lecturing.

ORIENTATION OF THE 2017’S ENGLISH-INDONESIAN VICE VERSA TRANSLATION STUDIES Berlin Insan Pratiwi
p-ISSN 2356-0576
Publisher : Pendidikan Bahasa dan Sastra Universitas Muhammadiyah Purworejo

Abstrak: Gambaran yang jelas mengenai kajian penerjemahan mutakhir merupakan hal yang penting untuk mengasilkan kajian yang lebih beragam. Penelitian ini merupakan sebuah gambaran terkait tren penelitian penerjemahan yang kemudian diharapkan dapat menjadi stimulus bagi para peneliti bidang penerjemahan untuk dapat melakukan penelitian tidak hanya pada bidang yang telah umum dilakukan karena kajian penerjemahan memiliki ranah yang luas untuk dapat dieksplorasi. Sebagai sebuah penelitian deskriptif kualitatif, metode survey dan teknik analisis dukumen digunakan dalam pelaksanaan penelitian. Data yang diteliti merupakan penelitian bidang penerjemahan yang dilakukan pada tahun 2017. Temuan penelitian ini menunjukkan: 1) penelitian penerjemahan secara umum dilakukan pada ranah kajian penerjemahan murni; 2) orientasi penelitian penerjemahan diarahkan pada produk terjemahan (penelitian berorientasi produk) dengan tidak ditemukan data yang berorientasi pada proses dan fungsi; 3) metode deskriptif kualitatif merupakan metode yang paling sering digunakan dari keseluruhan data; dan 4) penelitian lebih lanjut perlu dilakukan untuk menentukan justifikasi mengenai objek yang paling sering digunakan dalan penelitian dan kajian penerjemahan, yaitu apakah objek yang berupa teks fiksi atau non-fiksi. Kata Kunci: orientasi penerjemahan, kajian penerjemahan berorientasi produk

An Analysis of project-based learning approaches in enhancing English proficiency among higher students Alek Andika; Suhailah Binti Hussien; Atik Asroriyah; Dwi Heriyanto; Berlin Insan Pratiwi; Hastri Firharmawan; Zulfa Nabila
IRecall Journal Vol. 2 No. 2 (2024): iRecall Journal: An Indonesian Journal for Language Learning and Teaching
Publisher : Indonesian Reseacher for Language Learning and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64908/xb4n1e48

This research delves into the impact of project-based learning approaches on improving English language proficiency among students. Focusing on relevant literature, the study delineates the role of practical projects in enhancing communication skills, motivation, and student engagement. The results of the literature analysis indicate that this approach provides an authentic learning context, facilitating holistic English language skills. Students involved in these projects show a significant improvement in speaking and writing abilities, concurrently boosting their motivation to learn. Furthermore, collaboration within projects enhances social skills and problem-solving abilities. The implications of this research contribute to the design of English language curricula in higher education, emphasizing the need to integrate project-based learning approaches.

Analysis of Language Styles in Raya and the Last Dragon Movie (2021) Annisa Siska Febrianti; Atik Muhimatun Asroriyah; Berlin Insan Pratiwi
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1846

The study, titled “Analysis of Language Styles in Raya and the Last Dragon Movie (2021),” applies Martin Joos' (1976) theory of language styles to explore the linguistic dynamics within the film's dialogue. By examining the use of frozen, formal, consultative, casual, and intimate styles, the research aims to understand how language contributes to character development and narrative progression. The analysis identified a total of 70 instances of language styles across the film, distributed as follows: 1 frozen style, 4 formal style, 25 casual style, 25 consultative style, and 15 intimate style. The findings reveal that the most frequently used language styles are casual and consultative, each appearing 25 times. These styles are predominant in the film, reflecting the characters' need for interaction, information exchange, and relationship building. The study highlights the significance of varying language styles in animated films and their role in enhancing the viewer's understanding of character interactions and plot development

Collaborative Strategies for Teaching Reading Comprehension: A Literature Review of Moreillon’s Framework and Its Relevance to Indonesian Universities Dwi Lia Rakhmasari; Berlin Insan Pratiwi
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.2018

This article provides an extended conceptual and pedagogical review of collaborative strategies for teaching reading comprehension based on Judi Moreillon’s Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact (Moreillon, 2007). This study employs a qualitative literature review design to synthesize theoretical and empirical insights related to collaborative reading instruction. The study is framed within the pressing need to strengthen Indonesian students’ reading literacy, as national and international assessments consistently place Indonesia among the lowest performers in reading. These conditions reinforce the urgency for educators to adopt instructional practices that not only support comprehension but also cultivate meaningful engagement with written texts.Collaborative reading instruction is presented as a strategic approach in which lecturers, university librarians, and other educational partners jointly design, execute, and evaluate literacy-learning activities. Collaboration is defined as an equitable, voluntary, and interactive partnership where participants share responsibility for instructional decisions and student learning outcomes. Five collaborative teaching models support teaching, learning centers, parallel teaching, alternative teaching, and team teaching are elaborated as practical frameworks for enhancing reading instruction.The article further discusses seven core strategies for reading comprehension proposed by Moreillon: activating background knowledge, using sensory imagery, generating questions, making predictions and inferences, identifying main ideas, applying fix-up or self-monitoring strategies, and synthesizing information. These strategies guide learners through pre-reading, while-reading, and post-reading processes, enabling them to make connections to prior experiences, interpret textual cues, monitor comprehension, and construct integrated understandings of texts. Incorporating visual stimuli, intertextual connections, and student-centered questioning further enriches meaning-making. The discussion emphasizes the crucial shared roles of lecturers and librarians in resource selection, instructional planning, information-literacy support, and ethical use of sources, including guiding students in preventing plagiarism. A collaborative classroom–library structure promotes interdisciplinary learning, broadens access to quality reading materials, and fosters students’ critical engagement with diverse information sources.Overall, collaborative reading instruction is argued to be a relevant, context-appropriate, and practical solution for improving reading comprehension in Indonesian universities. Lecturers may adopt selected strategies based on classroom needs, resource availability, and instructional goals. When implemented consistently and thoughtfully, collaborative strategies promote active learning, increase student participation, and contribute significantly to more meaningful literacy experiences.

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