Articles
180 Documents
<![CDATA[Spatiotemporal Metaphor: Vertical and Horizontal Axis of Time ]]>
<![CDATA[Maria Tamarina Prawati]]>
<![CDATA[ Journal of English Language and Culture Vol 7, No 1 (2017): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v7i1.1020
<![CDATA[Linguistic relativity holds an idea that structure of language affects the ways people conceptualize the world. It grows into two hypotheses which are linguistic relativism and determinism. The hypotheses explain how language and culture relate one another. The close relation is reflected through different system of sign, systematic conventional use of sounds or written symbol in different society (Crystal, 1971 and 1992) as what occurs in metaphor. Metaphor is not only written symbol but also thought and action rooted in our bodily experience (Yu, 1998, p.43). Therefore time as abstract concept should be best conceptualized through space. Keywords: metaphor, spatiotemporal metaphor, ego-moving, time-moving]]>
<![CDATA[A Comparative Analysis of the Intensifiers Quite, Rather, and Pretty Used by Americans and British People: A Corpus Study ]]>
<![CDATA[Rex Stardy]]>
<![CDATA[ Journal of English Language and Culture Vol 9, No 2 (2019): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v9i2.1693
<![CDATA[Words have many different meanings and this can cause problems for nonnative speakers of English. Because words can mean many different things depending on the sentence that they appear in, Indonesian learners of English often have trouble telling the different meanings apart, especially when the words are synonyms or from specific group of words like intensifiers. From this, the writer would like to do a research on the topic of the comparison between American and British English. The research is limited to comparing the intensifiers quite, ratherand pretty. The data is taken from COCA for the American English and BNC for the British English. The result shows that in general, the three intensifiers are more or less similar in meaning, with only slight differences. The usages of these three intensifiers by Americans and British people are also not too different.Keywords: intensifier, American and British people, corpus]]>
<![CDATA[Teaching Playwriting to University Level in Indonesia: Using Pictures to Develop a One-act Play ]]>
<![CDATA[Herlin Putri]]>
<![CDATA[ Journal of English Language and Culture Vol 3, No 1 (2013): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v3i1.296
<![CDATA[As a subject offered at the university level, playwriting can only elicit a lukewarm response from the Indonesian students compared to the other genres such as poetry and prose. Mainly due to lack of imagination and unfamiliarity with the elements of drama, the students feel discouraged at the very onset. This study endeavours to explore these barriers and suggest an approach that can help the students in overcoming them as proved by certain teaching experiments conducted in a playwriting class at English Department, University of Indonesia. A method that the present study heartily endorses is using pictures to help students develop a one-act play. The results show that carefully selected pictures can spark and hone students’ imagination to develop more vivid characters and advance an interesting conflict-based plot. It also creates a dynamic learning process in which students’ imagination and creativity are given a massive chance to develop. The findings of this study contribute to teachers who teach creative writing as well as general skills of English. Keywords: Creative writing, playwriting, picture stimulus, elements of drama, imaginatio]]>
<![CDATA[The Translation Strategies in Translating Balinese Cultural Wordsinto English ]]>
<![CDATA[Ria Saraswati]]>
<![CDATA[ Journal of English Language and Culture Vol 4, No 2 (2014): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v4i2.323
<![CDATA[The aim of this research is to describe the strategies used by the translator in translating Balinese cultural words into English. The strategies in translation process should be defined as the consequence of translator’s effort to establish the exact meaning between two different language systems. A translator, in his attempt to transfer meaning from source language into target language, usually faces a set of problems; one of the problems is cultural words. It means to overcome the difficulties; the translator has proposed many possible strategies. The method used in this research is qualitative method. It means that all the data are words and sentences. In this research, descriptive can belong to qualitative research as there is a description of data from Indonesian and English book.And the sources of data used in this research is the Indonesian book Pantomime Suci Betara Berutuk Dari Trunyan, Bali (1985) by Prof. Dr. James Danandjaja and its English version Betara Berutuk Sacred Pantomime from Trunyan translated by the same person. The theory of translation strategies are the main theories used in this research. The theory is taken from Mona Baker, In other Words (1997). The use of translation strategies was analysed using her definitions.The data are classified into three main categories: translation using loan words, translation by cultural substitution, translation by paraphrasing and translation by general word. Translation using loan word is categorized into two sub-categories: transference and loan word plus explanation. Translation by paraphrasing is categorized into two sub-categories: paraphrasing using related word and paraphrasing using unrelated word. Keywords: Translation strategies, Balinese cultural words, loan word, paraphrasing, general wor]]>
<![CDATA[Syntactic Complexity in EFL and Native Learners' Undergraduate Thesis Abstracts ]]>
<![CDATA[Murniati Murniati]]>
<![CDATA[ Journal of English Language and Culture Vol 9, No 1 (2018): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v9i1.1450
<![CDATA[This research aims to find syntactic complexity of the abstracts in the undergraduate thesis written down by university learners in Indonesia and the ones written down by native speakers of English. The characteristics of syntactic complexity produced by Indonesian learners and the learners who are the native speakers should also be analyzed. It is possible to extend the type of syntactic complexity found in academic texts. In the end, those extensions should be characterized the English language used by Indonesian learners. The data is gained through downloading the abstracts of the undergraduate thesis in the academic year of 2015-2016 from the UBM English Department alumni database. The data regarding the abstracts written down by the native speakers is downloaded from the reputable universities in The United States of America. After that, the data is analyzed by making used of the syntactic analyzer by Lu & Ai (2015). The results shows that the Indonesian learners tend to write more complex sentences and use subordination in the abstracts. The native speakers, on the other hands, tend to write longer sentences with longer T-Unit and clauses. They also tend to write complex nominal in the abstracts. The number of coordination used is similar between the ones written down by Indonesian learners and native speakers of English. Keywords: syntactic complexity, syntactic structures, undergraduate thesis, Indonesian learners]]>
<![CDATA[Language Acquisition: The Interaction between Innate Capacity and Language Input ]]>
<![CDATA[Nurdiana Nurdiana]]>
<![CDATA[ Journal of English Language and Culture Vol 5, No 1 (2015): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v5i1.286
<![CDATA[Numerous studies on how language is acquired have been conducted for years and myriad theories on language acquisition have put attempts to explain how human beings acquire language, e.g. language learning through imitation, reinforcement, association, and the innateness hypothesis. This paper shall describe the language acquisition process through the innateness hypothesis. It argues that language is acquired through an interaction between innate capacity—an innate ability to produce words and utterances—and language input, the language acquired from the human surroundings. Keywords: language acquisition, language input, innate capacity]]>
<![CDATA[Integrating Cultural Awareness in English Language Teaching Materials ]]>
<![CDATA[Nurdiana Nurdiana]]>
<![CDATA[ Journal of English Language and Culture Vol 1, No 1 (2011): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v1i1.311
<![CDATA[Over the past few years, English has increased itself as a lingua franca of international community. Due to this fact, various problems have arisen in English Teaching. They regard to several aspects of English, e.g. grammar or vocabulary. In this paper, I shall discuss the importance of Integrating Cultural Awareness in English Teaching Materials, which I think is one of the most complex problems in teaching English as an international language.To me, culture is inseparable with language. For instance, when my students and I are discussing houses, we also talk about cultural differences regarding houses and the furniture. Americans, for example, do not use a “gayung” when they take a bath. I explain the cultural differences and tell the students that not all words in Indonesian can be translated into English because of the cultural differences. Also, the meaning of rooms designed in an American’s house is different. In Indonesia, the meaning of living room could be “ruang keluarga” whereas it is actually “ruang santai".To sum up, the materials used for English teaching should cover cultural awareness as the speakers of English not only come from the English-speaking countries, but they are also from the non-English speaking countries. Keywords: Cultural Awareness and English Language Teaching Materials]]>
<![CDATA[Maxims of Politeness in Students-Lecturers Whatsapp Conversation ]]>
<![CDATA[Widya Widya]]>
<![CDATA[ Journal of English Language and Culture Vol 8, No 1 (2017): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v8i1.1034
<![CDATA[This present study aims at analyzing the application and the violation of maxims of politeness in students’ language in communicating with lecturers via WhatsApp and at identifying which utterances are considered polite and which ones are not based on the five pragmatic scales. In the descriptive-qualitative research, the writer applies Leech’s theory of politeness principle in finding the answers to those questions. The results show that the language used by students in communicating with the lecturer through WhatsApp is considered polite where the amount of politeness maxims application is much higher when compared to the violation of those maxims. Violations are only found at tac and approbation maxim. The absence of violations of generosity, modesty, agreement, and sympathy maxim is due to the authority of the hearer and the social distance between speakers and hearers. The context of speech is also very helpful for students to speak politely, i.e. most of the contexts indicate that the students contact the lecturers because there is a need or interest they should discuss with the lecturer related to their academic maters. The politeness of students’ utterance in the data can be measured with the five pragmatics scales. Keywords: politeness, maxim of politeness, self and other, pragmatic scales]]>
<![CDATA[Students’ Knowledge and Production of English Lexical Collocations ]]>
<![CDATA[Ardi Nugroho]]>
<![CDATA[ Journal of English Language and Culture Vol 5, No 2 (2015): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v5i2.277
<![CDATA[Vocabulary teaching and learning is one of the important aspects of language that should be given proper emphasis since without vocabulary, communication would be very difficult, as we cannot express our ideas properly. Collocation, or the habitual co-occurrence of words, is one of the components of vocabulary. Research has shown that EFL learners often face difficulties when producing native-like collocations. This research is an attempt to explore the knowledge and production of English lexical collocations of EFL students, more specifically, students of the English Language and Culture Department at BundaMulia University. To collect the data, the writer distributed a lexical collocation test. The test is divided into four parts. The first two parts measure the students’ lexical collocation knowledge and the last two parts examine their production of lexical collocation. The test was distributed to BundaMulia University students in the English Language and Culture Department (BBI). The students are from the fourth and sixth semesters. The nature of this study is qualitative descriptive. The findings of this research reveal that the overall competence of the students in identifying and producing English lexical collocations is still quite low. The students still have difficulty identifying and producing collocations which are native-speaker-like. It is also found that their L1 influence the students in their identification and production of lexical collocations. Keywords: Knowledge, production, collocation]]>
<![CDATA[Indonesian EFL Students' Production of English Lexical Collocation in Writing ]]>
<![CDATA[Jonathan Tanihardjo]]>
<![CDATA[ Journal of English Language and Culture Vol 7, No 2 (2017): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v7i2.1025
<![CDATA[Knowing a word is not only knowing its form and meaning. Hanks (1987) affirmed that words do not co-occur freely and randomly. Uncommon production of collocation may pose confusion to the listeners. Although a word can possibly be synonymous with one another; improper combinations of words can cause incongruity. The respondents of the study are students of the English Language and Culture Department (BBI) from semester 6 at Bunda Mulia University, as they all have accomplished their reading subjects and are expected to have a wide vocabulary at this level. This research is conducted to spot collocational errors, as well as to relate the errors to the influence of the L1 (mother tongue) in the production of the collocations in the students’ writings. From 20 students’ essays of which topic was “How do movies or televisions influence people’s behavior”, it is found that there are twenty two errors that were possibly resulted from six different causes. Keywords: Collocational errors, mother tongue]]>
