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Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
Published by Universitas Negeri Padang
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ERROR ANALYSIS ON INDONESIAN TO CHINESE TRANSLATION OF INDONESIAN STUDENTS Limuria, Rika
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.191 KB) | DOI: 10.24036/ld.v10i2.6405

Abstract

ANALISIS KESALAHAN KARYA TERJEMAHAN PELAJAR INDONESIA DARI BAHASA INDONESIA KE BAHASA MANDARIN AbstractAs China and Indonesia have developed stronger partnership in economics and business, the demand for Chinese-Indonesian bilinguals is increasing. Higher education institutions should answer this demand by providing proficient bilinguals, who would provide a fine translation work. In the process of translation, the translator is demanded to transfer the content from source language (SL) into target language (TL), while obeying the structure of the TL itself. In the process of translating from L1 to L2, the translator might not have problems in understanding the information presented in the SL text, which is his/her L1, but might have difficulties in transferring the information into the TL text, which is his/her L2, especially if the translator him/herself has not reached a high level of L2 proficiency. To understand the difficulties of acquiring L2 and producing fine translation in L2, the writer would conduct an error analysis in the learners’ translation works. The participants of this research are Chinese department’s senior students. The purpose of this research is to find out the influence of learners’ L1 in L1 to L2 translation, define the causes and thus provide suggestion on how to minimize the negative transfer of L1 in the translation learning process.Keywords: Translation, Second Language Acquisition, Error Analysis, Chinese Language LearningAbstrakSeiring dengan perkembangan hubungan ekonomi dan bisnis antara Tiongkok dan Indonesia, permintaan terhadap dwibahasawan Mandarin dan Indonesia juga ikut meningkat. Institusi pendidikan tinggi harus menjawab tantangan ini dengan menyediakan dwibahasawan yang handal, yang mampu menghasilkan karya terjemahan yang berkualitas. Dalam proses penerjemahan, penerjemah dituntut untuk mengalihbahasakan isi dari bahasa sumber ke bahasa sasaran, dengan mematuhi kaidah bahasa sasaran. Dalam proses penerjemahan dari bahasa pertama (B1) ke bahasa kedua (B2), penerjemah tidak akan mengalami kesulitan dalam memahami teks dalam bahasa sumber, tetapi kemungkinan akan mengalami kesulitan saat mengalihbahasakan teks tersebut ke dalam bahasa sasaran, yang merupakan B2, terutama jika penerjemah  belum memiliki kemahiran B2 yang memadai. Untuk memahami kesulitan pembelajar dalam menguasai bahasa kedua dan menghasilkan karya terjemahan yang bermutu dalam B2, penulis akan melakukan analisis kesalahan pada karya terjemahan para pembelajar. Objek penelitian ini adalah mahasiswa tingkat akhir program studi bahasa Mandarin. Tujuan dari penelitian ini adalah untuk menemukan pengaruh B1 pembelajar terhadap proses penerjemahan dari B1 ke B2, mencari penyebab kesalahan dan memberikan masukan mengenai cara untuk meminimalisir transfer negatif dari B1 ke B2 dalam proses pembelajaran penerjemahan.    Kata Kunci: Penerjemahan, Pemerolehan bahasa Kedua, Analisis Kesalahan, Pembelajaran bahasa Mandarin
FROM RECOUNT TO NARRATIVE: DEVELOPING WRITING SKILLS AND GAINING CONFIDENCE Rozimela, Yenni
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.991 KB) | DOI: 10.24036/ld.v10i2.7446

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DARI TEKS RECOUNT KE NARATIF: MENGEMBANGKAN KETERAMPILAN MENULIS DAN MENINGKATKAN KEPERCAYAAN DIRIAbstractThis article seeks to explain the use of recount text to help students develop their narrative text. The idea was induced by students’ common problems in writing a narrative and teachers’ difficulties in scaffolding their students to write that genre. As recount and narrative genres share similar features, it is argued that using a recount as a basis, students will be able to produce a narrative more easily. Three main topics addressed here include a brief theoretical synthesis of narrative and recount, the procedures of teaching to write narrative from recount, and a brief report of a classroom-based study using the strategy. The result of the study shows that the strategy could help the students produce their narratives well. In fact, they could produce stories of various themes, interesting conflicts, and ending. In addition, their language became more descriptive which made their description more vivid. Step by step teaching procedure is explained in details and is coupled with examples. It is expected that steps can be easily understood and applied by teachers.Keywords: Recount, Narrative, Writing, Confidence AbstrakArtikel ini menjelaskan penggunaan teks recount untuk membantu siswa dalam mengembangkan teks naratif mereka. Gagasan itu diinduksi oleh masalah umum siswa dalam menulis sebuah narasi dan kesulitan guru dalam perancah siswa mereka untuk menulis genre tersebut. Karena genre recount dan naratif memiliki fitur serupa, sehingga dapat dipahami bahwa menggunakan teks recount memungkinkan sebagai dasar bagi siswa untuk menghasilkan teks narasi dengan lebih mudah. Tiga topik utama yang dibahas di sini mencakup sintesis teoretis narasi dan teks recount, prosedur pengajaran untuk menulis narasi dari teks recount, dan laporan singkat sebuah studi berbasis kelas dengan menggunakan strategi tersebut. Hasil penelitian menunjukkan bahwa strategi tersebut dapat membantu siswa menghasilkan narasi mereka dengan baik. Buktinya, mereka bisa menghasilkan cerita dari berbagai tema, konflik menarik, dan penutup. Selain itu, bahasa mereka menjadi lebih deskriptif yang membuat deskripsi mereka lebih jelas. Langkah demi langkah prosedur mengajar dijelaskan secara rinci dan digabungkan dengan contoh. Diharapkan langkah-langkah tersebut dapat dengan mudah dipahami dan diterapkan oleh guru.Kata Kunci: Recount, Narrative, Writing, Confidence
Mental Processes in the Stories of HumansofNY’s Instagram Account: Bonding Humans through Language Dwi Astari, Yanisha
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.651 KB) | DOI: 10.24036/ld.v10i2.6571

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PROSES MENTAL DALAM POSTINGAN AKUN INSTAGRAM HUMANSOFNY’S: HUBUNGAN IKATAN MANUSIA MELALUI BAHASA AbstractIt is said that emotions make the powerful relationship between humans. However, the study investigating types of mental processes in the stories of HumansofNY’s instagram account found that among 112 clauses, 34 of them belong to perceptive, 44 cognitive clause, 19 desiderative clause, and 15 emotive clauses. By using descriptive analysis, the result shows that not only emotion but also perception and cognition are most frequently used type of sensing the tellers, the citizens of New York City, apply to deliver their stories to other people. All of them creates bond between the tellers and the readers.Key words/phrases:  mental process, perceptive, cognitive, desiderative, emotiveAbstrakDikatakan bahwa emosi membuat hubungan yang kuat antara manusia. Namun, penelitian yang menyelidiki jenis proses mental dalam cerita- cerita di akun instagram HumanofNY menemukan bahwa di antara 112 klausa, 34 di antaranya termasuk dalam pengertian, klausa kognitif, 19 klausa desideratif, dan 15 klausa emotif. Dengan menggunakan analisis deskriptif, hasilnya menunjukkan bahwa tidak hanya emosi tapi juga persepsi dan kognisi yang paling sering digunakan tipe penginderaan pencerita, warga kota New York, berlaku untuk menyampaikan ceritanya kepada orang lain. Semuanya menciptakan ikatan antara teller dan pembacanya.Kata Kunci:  mental process, perceptive, cognitive, desiderative, emotive
WORD AND SENTENCE PRODUCTION OF ELEMENTARY SCHOOL STUDENTS AT GRADE III, IV, AND V: A Case Study at SDN 09 Air Tawar Barat Padang Amri, Zul
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (220.73 KB) | DOI: 10.24036/ld.v10i2.7430

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PRODUKSI KATA DAN KALIMAT SISWA KELAS III, IV, DAN V SEKOLAH DASAR:Studi Kasus Pada SDN 09 Air Tawar Barat PadangAbstractMost linguists, including psycholinguists, use oral (verbal) language as the data in their studies. This is caused by the ideas that language is a sound system. This study was different. It made use of the written work of the students of grade III, grade IV, and grade V of elementary school in Padang as the source of the data. The data were analyzed to see the differences and the development gained by the students at those grades. The result of data analysis shows that number of sentences and words produced by grade 4 students is lower than those  produced by grade 3 students. But grade 5 students can produce more sentences and words compared to the other two grades.  Dealing with kinds of sentences produced, it is found that the total number of verbal sentences and nominal sentences increase from grade 3 to grade 4 and to grade 5. On the other hand, the number of simple, complete, active, and positive sentences are lower at grade 4 but higher at grade 5. Good point from the students’ works is that the students can produce more complex sentences, complete sentences, and passive voice, at higher level. This indicates the progress they gain from grade 3 to grade 4 and to grade 5.Key words:  produksi, perkembangan, kata, kalimat, jenis kalimat AbstrakKebanyakan ahli bahasa, termasuk psikolinguistik, menggunakan bahasa lisan (verbal) sebagai data dalam penelitian mereka. Hal ini disebabkan oleh gagasan bahwa bahasa adalah system bunyi. Penelitian ini berbeda. Penelitian ini memanfaatkan karya tulis siswa kelas III, kelas IV, dan kelas V SD di Padang sebagai sumber datanya. Data dianalisis untuk melihat perbedaan dan perkembangan yang diperoleh siswa tersebut. Hasil analisis data menunjukkan bahwa jumlah kalimat dan kata-kata yang dihasilkan siswa kelas 4 lebih rendah dari pada siswa kelas 3. Tapi siswa kelas 5 dapat menghasilkan lebih banyak kalimat dan kata-kata dibandingkan dengan dua nilai lainnya. Terkait dengan jenis kalimat yang dihasilkan, ditemukan bahwa jumlah total kalimat verbal dan kalimat nominal meningkat dari kelas 3 ke kelas 4 dan ke kelas 5. Di sisi lain, jumlah kalimat sederhana, lengkap, aktif, dan positif lebih rendah di kelas 4 tapi lebih tinggi di kelas 5. Poin bagus dari karya siswa adalah bahwa siswa dapat menghasilkan kalimat yang lebih kompleks, kalimat lengkap, dan suara pasif, pada tingkat yang lebih tinggi. Hal ini menunjukkan kemajuan yang mereka dapatkan dari kelas 3 sampai kelas 4 dan kelas 5.Kata Kunci:  produksi, perkembangan, kata, kalimat, jenis kalimat 
THE USE OF INFORMATION GAP ACTIVITIES IN TEACHING SPEAKING (Classroom Action Research at SMK) Defrioka, Andri
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (251.309 KB) | DOI: 10.24036/ld.v10i2.6418

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PEMANFAATAN KEGIATAN INFORMATION GAP DALAM PENGAJARAN BERBICARA (Penelitian Tindakan Kelas di SMK)Abstract The purpose of the research was to test to what extend the applying Information Gap Activities could improve the students’ speaking ability and how students respond about the use of these activities. Classroom action research procedures (plan, act, observe and reflection) were used to study the process and participants outcomes. The participants of this research were the twelfth year students of Drawing Department A of SMK Negeri 1 Padang consisted of 23 students. One of English teachers took part in the research as collaborator to assist the implementation of information gap activities and to observe the outcomes. The research was conducted in two cycles with four meetings for each. Observer played a role in evaluating, suggesting, and revising the program. Data from the second cycle were presented to show the final outcomes and changes. Data were collected through observation checklist, test, and interview. The result of the research indicated that the implementation of information gap activities can better improve the students’ speaking ability. Students’ centered class included pair work and group work also contributed to improve the outcomes. Moreover, students were active to interact with their teacher and other students. The students participated at all activities in the class. The students showed the good responses about the use of information gap activities in teaching speaking. Finally, the classroom action research process itself helped students and teacher reflect on their successes and failures in teaching learning process.Key words: speaking ability, information gap activities AbstrakTujuan dari penelitian ini adalah untuk menguji sejauh mana penerapan Information Gap Activities dapat meningkatkan kemampuan berbicara siswa dan bagaimana siswa menanggapi tentang penggunaan kegiatan ini. Prosedur penelitian tindakan kelas (plan, act, observasi and refleksi) digunakan untuk mempelajari proses dan hasil peserta. Peserta penelitian ini adalah siswa kelas dua Drawing Department A SMK Negeri 1 Padang yang terdiri dari 23 siswa. Salah satu guru bahasa Inggris ikut serta dalam penelitian ini sebagai kolaborator untuk membantu pelaksanaan kegiatan kesenjangan informasi dan untuk mengamati hasilnya. Penelitian dilakukan dalam dua siklus dengan empat pertemuan untuk masing-masing. Pengamat memainkan peran dalam mengevaluasi, menyarankan, dan merevisi program. Data dari siklus kedua dipresentasikan untuk menunjukkan hasil akhir dan perubahan. Data dikumpulkan melalui daftar periksa observasi, tes, dan wawancara. Hasil penelitian menunjukkan bahwa pelaksanaan kegiatan gap informasi dapat lebih meningkatkan kemampuan berbicara siswa. Kelas yang berpusat pada siswa termasuk kerja pasangan dan kerja kelompok juga berkontribusi untuk memperbaiki hasil. Selain itu, siswa aktif untuk berinteraksi dengan guru dan siswa lainnya. Para siswa berpartisipasi dalam semua kegiatan di kelas. Para siswa menunjukkan tanggapan yang baik tentang penggunaan informasi kesenjangan kegiatan dalam mengajar berbicara. Akhirnya, proses penelitian tindakan kelas itu sendiri membantu siswa dan guru merenungkan keberhasilan dan kegagalan mereka dalam proses belajar mengajar.Kata Kunci: speaking ability, information gap activities
BILINGUALISM AND BILINGUAL EXPERIENCES: A CASE OF TWO SOUTHEAST ASIAN FEMALE STUDENTS AT DEAKIN UNIVERSITY Marlina, Leni
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.613 KB) | DOI: 10.24036/ld.v10i2.7429

Abstract

BILINGUALISME AND PENGALAMAN BILINGUAL: Sebuah Studi Kasus Dua Mahasiswa Perempuan Asia Tenggara di Deakin UniversityAbstractBilingualism is inseparable from humans’ life. It occurs practically in every country, in all classes of society and in all age groups. Besides, it has many dimensions. This paper is to describe bilingualism dan bilingual experiences from two international students who were studying at Deakin University in 2012.  To describe bilingual experiences students two Southeast Asian female students had been interviewed at Deakin University in 2012.  To explore their detail experiences that might not be accessed during the interview, two questionnaires had been used. Furthermore,  the respondents’ life narrative being bilinguals was written based on the result of the interview and the questionnaires.Additionally, this paper contains some discussions.  Firstly, it describes the respondents’ bilingual experiences: their languages, their countries, their brief history of becoming bilingual, and their family environment in relation to bilingualism.  Secondly, it examines bilinguals’ responses and then applying them for Baker’s (2011a) dimensions of bilingualism and other related theories.  Thirdly, it includes a critical analysis of the socio, political, and educational issues discussed by the respondents in relation to being brought up bilingually.  Last, it includes an analysis on how bilingual experiences shape their identities and view the world.Key words:  bilingualism, bilingual experience, asian female students AbstrakBilingualisme tidak dapat dipisahkan dari kehidupan manusia. Hal ini terjadi secara praktis di setiap negara, di semua kelas masyarakat dan di semua kelompok usia. Selain itu, bilingualisme juga memiliki banyak dimensi. Makalah ini untuk menjelaskan bilingualisme dan pengalaman bilingualis (dwi bahasa) dua siswa internasional yang sedang belajar di Deakin University pada tahun 2012. Untuk menggambarkan pengalaman dwi bahasa, dua siswa perempuan Asia Tenggara telah diwawancarai di Deakin University pada tahun 2012. Untuk mengeksplorasi pengalaman detail mereka yang mungkin tidak dapat diakses selama wawancara, dua kuesioner juga digunakan. Selanjutnya, narasi hidup responden menjadi bilingualis ditulis berdasarkan hasil wawancara dan kuesioner. Selain itu, makalah ini berisi beberapa diskusi. Pertama, menggambarkan pengalaman dwibahasa responden: bahasa mereka, negara mereka, sejarah singkat mereka menjadi penutur dwi bahasa, dan lingkungan keluarga mereka terkait dengan bilingualisme. Kedua, mengkaji tanggapan bilinguals dan kemudian menerapkannya untuk dimensi bilingualisme Baker (2011a) dan teori terkait lainnya. Ketiga, mencakup analisis kritis tentang isu sosio, politik, dan pendidikan yang didiskusikan oleh responden sehubungan dengan diangkat secara bilingual. Terakhir, mencakup analisis tentang bagaimana pengalaman dwibahasa membentuk identitas mereka dan melihat dunia.Key words:  bilingualism, bilingual experience, asian female students 
THE RISE OF NATIONAL PLUS SCHOOL IN INDONESIA – EDUCATION FOR PARENTS AND GOVERNMENT Rinaldi, Indra; Saroh, Yam
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.815 KB) | DOI: 10.24036/ld.v10i2.7322

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PENINGKATAN SEKOLAH NASIONAL PLUS DI INDONESIA – PENDIDIKAN UNTUK ORANG TUA DAN PEMERINTAH AbstractThis paper explores a social movement that has happened in Indonesia in the field of education. It also explores its effect to ‘educate’ the government as well as most parents in the country about the education quality in Indonesia. The exploration focuses on how this new concept of education which is referred as National Plus school was introduced to society that has encouraged many people to develop the schools with the same (national plus) concept. It also focuses on the parents who have learnt more about the new education system then participate in it by sending their children to such the schools. Not only in the grass root level, has it also focused onthe factors of the government who was indirectly forced to respond this phenomenon by developing international-leveled school. This movement has happened nationally within the last 10 years and has changed the national curriculum as well as educational system, including the recognition of special needs students among the government schools. This movement has changed the old conventional style of education that was commonly found in Indonesian national schools.Keywords: adult learning, National Plus, national education, movementAbstrakArtikel ini membahas tentang sebuah gerakan sosial yang terjadi di Indonesia di bidang pendidikan. Artikel ini juga menggali pengaruh gerakan social terhadap 'mendidik' pemerintah serta orang tua di negeri ini tentang kualitas pendidikan di Indonesia. Eksplorasi berfokus pada konsep pendidikan baru yang disebut dengan istilah “Sekolah Nasional Plus” yang diperkenalkan kepada masyarakat yang telah mendorong banyak orang untuk mengembangkan sekolah dengan konsep yang sama (nasional plus). Artikel ini juga berfokus pada orang tua yang telah belajar lebih banyak tentang sistem pendidikan baru yang kemudian melibatkan mereka berpartisipasi di dalamnya dengan mengirimkan anak-anak mereka kesekolah-sekolah tersebut. Tidak hanya di tingkat dasar, tetapi juga difokuskan pada faktor-faktor pemerintah yang secara tidak langsung dipaksa untuk menanggapi fenomena ini dengan mengembangkan sekolah berstandar internasional. Gerakan ini terjadi secara nasional dalam jangka waktu 10 tahun dan telah mengubah kurikulum nasional serta sistem pendidikan nasional, termasuk pengakuan dari siswa berkebutuhan khusus di antara sekolah-sekolah pemerintah. Gerakan ini telah mengubah gaya konvensional pendidikan yang umum ditemukan di sekolah-sekolah nasional di Indonesia.Kata kunci: pembelajaran orang dewasa, National Plus, pendidikan nasional, gerakan
THE SYSTEMIC FUNCTIONAL LINGUISTICS: THE APPROPRIATE AND INAPPROPRIATE USE OF DEVICES IN STUDENTS’ ACADEMIC TEXT Arianto, Muhammad Affandi; Refnaldi, Refnaldi; Rosa, Rusdi Noor
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (386.236 KB) | DOI: 10.24036/ld.v10i2.7197

Abstract

This qualitative research was conducted to describe the types of grammatical cohesive devices and to compare the frequency of using the appropriate and inappropriate of those devices used by students in composing analytical exposition text. The subjects of this research were chosen conveniently by selecting only 34 students of grade two of SMAN 7 Padang. The data was collected from the analytical exposition texts written by them.  The result of this research shows that the students are able to use the grammatical cohesive devices in variant ways. Those four types found are reference, conjuction, ellipsis, and substitution. Reference and conjuction were found most frequent in students’ texts with the percentage of occurring those types were 62.77% and 31.88%. In adition, ellipsis dan substitusition, each of them gives contributes to students texts just 4.8% and 0.55%. Students tend to use the inappropriate pronoun reference when they try to refer between the subject and object in their sentences. Of 1104 times of using the devices, the most inappropriate use was located in using reference. The frequency of using these inapprorate references was 88 times.
AN ANALYSIS OF SPEAKING FLUENCY LEVEL OF THE ENGLISH DEPARTMENT STUDENTS OF UNIVERSITAS NEGERI PADANG (UNP) Mairi, Salam
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (249.203 KB) | DOI: 10.24036/ld.v10i2.7417

Abstract

ANALISA LEVEL KELANCARAN BERBICARA BAHASA INGGRIS PADA MAHASISWA JURUSAN BAHASA INGGRIS DI UNIVERSITAS NEGERI PADANG (UNP)AbstractThe purposes of this study were to describe students’ fluency level and to identify students’ disfluency factors at the English Department Program of Universitas Negeri Padang (UNP). It employed quantitative research method with the class of 2011 students as the research population. There were 25 students taken as the research sample selected through simple random sampling technique. The data were collected through speaking test and a survey with a set of questionnaire. In the speaking test, students were allowed to choose one of five topics provided and were asked to deliver short talks for 2 minutes. These short talks were recorded digitally. In addition to the speaking test, there were 20 questions with four options as the answers. These questions represented five main factors of disfluency such as task with high difficulty, absence of meaning-focused, lack of time pressure, deficiency of planning and preparation, and repetition nonexistence. The collected data were mainly in the form of transcription texts mined from the recordings of the short talks as well as the answers fronm the questionnaire. The results of the study show that students’ fluency level at the English Department Program of UNP is good (level 3). However, the information on disfluency which prevented them to get a higher score were also identified. Some of the main disfluency factors were task with high difficulty, absence of meaning-focused and lack of time pressure. Key words/phrases:  Speaking, fluency, disfluency, disfluency factorAbstrakTujuan penelitian ini adalah (1) mendeskripsikan kemampuan fluency mahasiswa Jurusan Bahasa dan Sastra Inggris dalam berbicara menggunakan bahasa Inggris, (2) mengetahui faktor-faktor disfluency yang mereka hadapi. Penelitian ini adalah penelitian deskriptif. Populasi penelitian ini adalah mahasiswa tingkat III Jurusan Bahasa dan Sastra Inggris tahun masuk 2011 Fakultas Bahasa dan Seni, Universitas Negeri Padang. Sampel penelitian ini berjumlah 25 orang yang dipilih dengan menggunakan teknik simple random sampling. Data dikumpulkan melalui dua instrumen yaitu tes speaking dan angket. Dalam tes speaking, mahasiswa diberikan lima topik  untuk dipilih dan diminta untuk menyampaikan short talk selama dua menit untuk kemudian direkam dengan menggunakan perangkat lunak komputer. Selain itu, di dalam angket yang digunakan terdapat 20 pertanyaan dengan 4 opsi jawaban yang mana semua pertanyaan tersebut mencakup 5 aspek penyebab utama disfluency yaitu difficult task, not meaning-focused, the absence of time pressure, lack of planning and preparation, dan unrepeated task. Data penelitian ini berupa transkripsi dari rekaman short talk dan jawaban mahasiswa untuk angket yang telah dibagikan. Dari penelitian ini ditemukan bahwa kemampuan fluency mahasiswa di dalam berbicara bahasa Inggris adalah good atau berada pada level 3. Faktor-faktor penyebab disfluency yang dihadapi oleh mahasiswa mencakup tingkat kesulitan, aspek meaning-focused, dan batas waktu pengerjaan dari kegiatan speaking fluency.Kata Kunci:  Speaking, fluency, disfluency, disfluency factor
TRANSLATION TECHNIQUES IN TAJ: TRAGEDI DI BALIK TANDA CINTA ABADI NOVEL Rosita, Nur
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 10, No 2 (2016)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v10i2.7239

Abstract

TRANSLATION TECHNIQUES IN TAJ: TRAGEDI DI BALIK TANDA CINTA ABADI NOVELTEKNIK PENERJEMAHAN DALAM NOVEL TAJ: TRAGEDI DI BALIK TANDA CINTA ABADIAbstractTranslation requires reputable competence when it is related with the translation quality: how accurate, clear, and readable the translator delivers the message. The quality of translation is closely related with the techniques used by the translator to tackle many obstacles in doing translation. Each technique used gives different impact in translation product. The translator has to choose the appropriate techniques in order to deliver the message accurately, clearly, and readable. This project was descriptive research which has been attempted to analyze the techniques used in translating historical romance novel Taj: A Story of Mughal India into Taj: Tragedi Di Balik Tanda Cinta Abadi by Maria M. Lubis. It used three variable factors of translation that were the two novels as objective factor, the translator as genetic factor, and the raters as affective factor to analyze, compare, rate, and score the translation techniques. The data chosen from the both novel were the sentence of both novel that consist of cultural specific items. From the analysis, it was found that there were 15 techniques used in translating the novel. These 15 techniques were adaptation 19.15%, pure borrowing 18.62%, established equivalent 9.57%, natural borrowing 8.51%, generalization 6.38%, Modulation 5.85%, particularization 5.85%, amplification 5.32%, transposition 2.66%, reduction 2.13%, inversion 2.13%, pure borrowing plus established equivalent 2.13%, description 1.60%, literal 1.60%, omission 1.60%, adaptation, pure borrowing, and omission 1.06%, amplification and pure borrowing 1.06%, natural and pure borrowing 1.06%, discursive creation, generalization and transposition, literal and generalization, pure borrowing and generalization, pure borrowing and transposition, generalization and omission, adaptation, pure borrowing and transposition each of them 0.53%. The result of research showed that the dominant technique used is adaptation since the cultural term of source language is appropriate to be translated as same equivalent into the target language.Key words: translation, translation techniques, historical romance novel AbstrakPenerjemahan membutuhkan kemampuan yang tinggi saat dikaitkan dengan kualitas penerjemahan: seberapa akurat, jelas, dan terbaca seorang penerjemah menyampaikan pesan dari bahasa sumber kedalam bahasa target. Qualitas terjemahan erat kaitannya dengan teknik yang digunakan untuk memecahkan kesulitan-kesulitan dalam penerjemahan. Masing-masing teknik tersebut berdampak berbeda terhadap hasil terjemahan. Penerjemah harus mampu memilih teknik yang tepat agar pesan yang disampaikan akurat, jelas, dan terbaca. Penelitian deskriptif ini bertujuan untuk menganalisa teknik dalam penerjemahan novel Taj: A Story of Mughal India kedalam Taj: Tragedi Di Balik Tanda Cinta Abadi oleh Maria M. Lubis. Penelitian ini menggunakan 3 faktor variable: kedua novel sebagai objektif faktor, penerjemah sebagai genetik faktor, dan informan sebagai afektif faktor untuk menganalisa, membandingkan, mengukur, dan menilai teknik penerjemahan. Data yang diambil dari kedua novel adalah berupa kalimat yang berisi istilah budaya. Dari hasil analisa ditemukan bahwa terdapat 15 jenis teknik yang digunakan dalam menerjemahkan novel ini. Teknik penerjemahan tersebut adalah adaptation 19.15%, pure borrowing 18.62%, established equivalent 9.57%, natural borrowing 8.51%, generalization 6.38%, Modulation 5.85%, particularization 5.85%, amplification 5.32%, transposition 2.66%, reduction 2.13%, inversion 2.13%, pure borrowing plus established equivalent 2.13%, description 1.60%, literal 1.60%, omission 1.60%, adaptation, pure borrowing, and omission 1.06%, amplification and pure borrowing 1.06%, natural and pure borrowing 1.06%, discursive creation, generalization and transposition, literal and generalization, pure borrowing and generalization, pure borrowing and transposition, generalization and omission, adaptation, pure borrowing and transposition each of them 0.53%. Dapat disimpulkan bahwa teknik yang paling banyak digunakan adalah adaptation dikarenakan istilah budaya lebih tepat diterjemahkan dengan mengganti elemen budaya pada bahasa sumber dengan hal yang sama pada budaya bahasa target. Kata kunci: Penerjemahan, teknik penerjemahan, novel roman sejarah

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