Maxims are rules for determining whether the speaker is being cooperative in a conversation or not. When a speaker refuses to be cooperative during a conversation, this is known as flouting of maxim. This research focuses on flouting maxims uttered by the characters in The SpongeBob Movie: Sponge on the Run. The objective of this research is to identify the types of flouting maxims contained in this movie. The researcher used the descriptive qualitative method to analyze the data. The result of this research showed that the researcher found 41 utterances that flout the maxim in The SpongeBob Movie: Sponge on the Run. There are flouting the maxim of quality (6 data), flouting the maxim of quantity (16 data), flouting the maxim of relevance (15 data), and flouting the maxim of manner (9 data). The number of utterances and the number of flouting maxims used are different because one utterance may include more than one flouting maxim.
{"title":"Flouting Maxim in SpongeBob Movie: Sponge on the Run","authors":"Ramadhanisya Ramadhanisya, S. Hartati","doi":"10.30998/jedu.v1i3.5969","DOIUrl":"https://doi.org/10.30998/jedu.v1i3.5969","url":null,"abstract":"Maxims are rules for determining whether the speaker is being cooperative in a conversation or not. When a speaker refuses to be cooperative during a conversation, this is known as flouting of maxim. This research focuses on flouting maxims uttered by the characters in The SpongeBob Movie: Sponge on the Run. The objective of this research is to identify the types of flouting maxims contained in this movie. The researcher used the descriptive qualitative method to analyze the data. The result of this research showed that the researcher found 41 utterances that flout the maxim in The SpongeBob Movie: Sponge on the Run. There are flouting the maxim of quality (6 data), flouting the maxim of quantity (16 data), flouting the maxim of relevance (15 data), and flouting the maxim of manner (9 data). The number of utterances and the number of flouting maxims used are different because one utterance may include more than one flouting maxim.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117354176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research is to analyse a semantic analysis of phrasal verbs produced by Hillary Clinton in her commencement speech. The writer focused on the implied meanings and the phrasal verbs used by Hillary Clinton during her speech at Wellesley College in 2017. In this analysis, the writer used a qualitative descriptive method and a library research technique to collect the data. In analysing the implied meanings of phrasal verbs, the writer applied Geoffrey Leech’s theory. According to the result, the writer found that there were 10 or 25% phrasal verbs with conceptual meaning, 4 or 10% phrasal verbs with connotative meaning, 16 or 39% phrasal verbs with affective meaning, 7 or 17% phrasal verbs with social meaning, and 3 or 9% with thematic meaning. Therefore, the most dominant meaning in phrasal verbs produced by Hillary Clinton was affective meaning. Meanwhile, in analysing the phrasal verbs, the writer used the theory from Larsen-Freeman and Celce-Murcia. There were three types of phrasal verbs categorized into literal phrasal verbs, aspectual phrasal verbs, and idiomatic phrasal verbs. It can be concluded that there were 17 or 42% literal phrasal verbs, 10 or 25% aspectual phrasal verbs, and 13 or 33% idiomatic phrasal verbs. Thus, the most frequent type of phrasal verbs used during the speech were literal phrasal verbs.
{"title":"A Semantic Analysis of Phrasal Verbs Produced by Hillary Clinton in The Commencement Speech","authors":"Asriyani Medina, R. Saraswati","doi":"10.30998/jedu.v1i3.5900","DOIUrl":"https://doi.org/10.30998/jedu.v1i3.5900","url":null,"abstract":"The aim of this research is to analyse a semantic analysis of phrasal verbs produced by Hillary Clinton in her commencement speech. The writer focused on the implied meanings and the phrasal verbs used by Hillary Clinton during her speech at Wellesley College in 2017. In this analysis, the writer used a qualitative descriptive method and a library research technique to collect the data. In analysing the implied meanings of phrasal verbs, the writer applied Geoffrey Leech’s theory. According to the result, the writer found that there were 10 or 25% phrasal verbs with conceptual meaning, 4 or 10% phrasal verbs with connotative meaning, 16 or 39% phrasal verbs with affective meaning, 7 or 17% phrasal verbs with social meaning, and 3 or 9% with thematic meaning. Therefore, the most dominant meaning in phrasal verbs produced by Hillary Clinton was affective meaning. Meanwhile, in analysing the phrasal verbs, the writer used the theory from Larsen-Freeman and Celce-Murcia. There were three types of phrasal verbs categorized into literal phrasal verbs, aspectual phrasal verbs, and idiomatic phrasal verbs. It can be concluded that there were 17 or 42% literal phrasal verbs, 10 or 25% aspectual phrasal verbs, and 13 or 33% idiomatic phrasal verbs. Thus, the most frequent type of phrasal verbs used during the speech were literal phrasal verbs.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121344105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to identify the types and functions of illocutionary acts in the main character’s utterances in “I Am Not Ashamed” movie. The theory used in this article is theory of illocutionary acts proposed by Searle (1976) who classified the types of illocutionary acts into five types, there are representatives, directives, commissives, expressives, and declaratives. The method in this article using a qualitative descriptive method. The result of this study there are 4 types of illocutionary acts such as representatives, descriptives, commissives, expressives and 36 of functions of illocutionary acts there are describing, stating, inform, assert, claim, believe, conclude, tell, agree, guess, assure, remind, urging, forbiding, ask, requesting, begging, questioning, inviting, suggesting, warning, promising, planning, offering, threatening, surprise, thank, apology, annoyed, curious, greet, disappointment, worried, like, satisfied, and praise in the main character’s utterances in “I Am Not Ashamed” movie.
{"title":"Illocutionary Acts Found in Rachel’s Utterances the Main Character of I Am Not Ashamed Movie","authors":"Gabriella Samantha Valerian, S. Sujana","doi":"10.30998/jedu.v1i3.5966","DOIUrl":"https://doi.org/10.30998/jedu.v1i3.5966","url":null,"abstract":"This article aims to identify the types and functions of illocutionary acts in the main character’s utterances in “I Am Not Ashamed” movie. The theory used in this article is theory of illocutionary acts proposed by Searle (1976) who classified the types of illocutionary acts into five types, there are representatives, directives, commissives, expressives, and declaratives. The method in this article using a qualitative descriptive method. The result of this study there are 4 types of illocutionary acts such as representatives, descriptives, commissives, expressives and 36 of functions of illocutionary acts there are describing, stating, inform, assert, claim, believe, conclude, tell, agree, guess, assure, remind, urging, forbiding, ask, requesting, begging, questioning, inviting, suggesting, warning, promising, planning, offering, threatening, surprise, thank, apology, annoyed, curious, greet, disappointment, worried, like, satisfied, and praise in the main character’s utterances in “I Am Not Ashamed” movie. ","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128899861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is aimed to know the technology categories integrated by the teacher and classify the teacher’s technology integration level. Descriptive qualitative is used to describe the result of this study. The data is collected through interview and observation at SMA N 1 SENTOLO. It is focused on the teaching of writing. the subject of this research were 2 teacher. The data were transformed into descriptive text and interviewed transcripts. The data analysis used reduction data, the data display, and conclusion drawing or verification. The data validation used triangulation of technique of collecting data and triangulation of source of data.The source of data taken from interview . Based on the result of finding and discussion, it is found that the teacher integrated more than four technology categories which are word processing, spreadsheet software, organizing and brainstorm, multimedia, and web resources. The teacher integrated those technologies in teaching listening, reading and writing skill. While the activities is analysed based on SAMR model to know the teacher’s technology integration .The result shows that the teacher is on the augmentation level in teaching writing skill, which the teacher uses word processing with additional functions like spell check, cut, and paste the documents. Therefore, the teacher is classified on passing the substitution level, because the teacher is on the augmentation level, which integrates technology as a direct tool substitute, with functional improvement.
本研究旨在了解教师整合的技术类别，并对教师的技术整合水平进行分类。本研究结果采用描述性定性描述。数据是通过SMA N 1 SENTOLO的访谈和观察收集的。它的重点是写作教学。本研究的对象是2名教师。数据被转换成描述性文本和访谈记录。数据分析采用还原数据、数据显示、得出结论或验证。数据验证采用了采集数据的三角剖分技术和数据源的三角剖分技术。数据来源于访谈。根据发现和讨论的结果，发现教师整合了四种以上的技术类别，即文字处理、电子表格软件、组织和头脑风暴、多媒体和网络资源。教师将这些技术整合到听、读、写的教学中。基于SAMR模型对活动进行分析，了解教师的技术整合情况，结果表明教师在写作技能的教学中处于增强阶段，教师使用文字处理并附加拼写检查、剪切、粘贴等功能。因此，教师是在通过替代层次上进行分类的，因为教师是在增强层次上进行分类的，增强层次是将技术作为直接的工具替代，并具有功能的改进。
{"title":"Teacher’s Technology Integration ELT Based on SAMR Model in Writing Skill","authors":"Dani Fathurohman Fathurohman, Andi Dian Rahmawan","doi":"10.30998/jedu.v1i3.5983","DOIUrl":"https://doi.org/10.30998/jedu.v1i3.5983","url":null,"abstract":"This study is aimed to know the technology categories integrated by the teacher and classify the teacher’s technology integration level. Descriptive qualitative is used to describe the result of this study. The data is collected through interview and observation at SMA N 1 SENTOLO. It is focused on the teaching of writing. the subject of this research were 2 teacher. The data were transformed into descriptive text and interviewed transcripts. The data analysis used reduction data, the data display, and conclusion drawing or verification. The data validation used triangulation of technique of collecting data and triangulation of source of data.The source of data taken from interview . Based on the result of finding and discussion, it is found that the teacher integrated more than four technology categories which are word processing, spreadsheet software, organizing and brainstorm, multimedia, and web resources. The teacher integrated those technologies in teaching listening, reading and writing skill. While the activities is analysed based on SAMR model to know the teacher’s technology integration .The result shows that the teacher is on the augmentation level in teaching writing skill, which the teacher uses word processing with additional functions like spell check, cut, and paste the documents. Therefore, the teacher is classified on passing the substitution level, because the teacher is on the augmentation level, which integrates technology as a direct tool substitute, with functional improvement.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128636058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research aims to describe and to analyze the forms of code-mixing used by Boy William on Vlog #Dibalikpintu. This study was a descriptive qualitative method and human research is the main instrument of this study. In collecting the data, this study utilized observation and documentation methods. This study employed content analysis which focused on analyzing the forms of code-mixing which were defined by Suwito (1983). The result of this study: In the word form, there are 19 data found, (15 nouns, 2 verbs, 1 adjective, 1 question word). In the phrase form, there are 19 data found, (17 noun phrases, 2 adjective phrases). In the baster form, there are 5 data found, (1 noun as a form of gerund suffixation, 3 noun suffixation, 1 verb suffixation). In the word reduplication form, there are 2 data found, (1 noun, 1 compound noun). In the idiom form, there are 2 data found, (1 formal idiom, 1 informal idiom). In the clause form, there are 25 data found, (8 noun clauses, 14 verb clauses, 3 adjective clauses).
{"title":"An Analysis of Code-Mixing Used by Boy William on Vlog #Dibalikpintu","authors":"Dwi Handayani, R. Sanjaya","doi":"10.30998/JEDU.V1I2.4543","DOIUrl":"https://doi.org/10.30998/JEDU.V1I2.4543","url":null,"abstract":"The research aims to describe and to analyze the forms of code-mixing used by Boy William on Vlog #Dibalikpintu. This study was a descriptive qualitative method and human research is the main instrument of this study. In collecting the data, this study utilized observation and documentation methods. This study employed content analysis which focused on analyzing the forms of code-mixing which were defined by Suwito (1983). The result of this study: In the word form, there are 19 data found, (15 nouns, 2 verbs, 1 adjective, 1 question word). In the phrase form, there are 19 data found, (17 noun phrases, 2 adjective phrases). In the baster form, there are 5 data found, (1 noun as a form of gerund suffixation, 3 noun suffixation, 1 verb suffixation). In the word reduplication form, there are 2 data found, (1 noun, 1 compound noun). In the idiom form, there are 2 data found, (1 formal idiom, 1 informal idiom). In the clause form, there are 25 data found, (8 noun clauses, 14 verb clauses, 3 adjective clauses). ","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122335179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the research is to find out the types of error which made by the ninth graders in writing descriptive text using simple present tense at SMPIT Nurul Ihsan. The number of the students is 27 students. This research uses qualitative descriptive as the approach. The researcher directly did the survey and conducted a written test to the students write English descriptive text. The result of the study shows that there are 77 errors from all students’ compositions. The most error made is misformation with the percentage 49,35%. Followed misordering with the percentage 20,78%, then addition with the percentage 18,18%, and the least error made is omission with the percentage is 11,69%. Most students made wrong sentence in misformation category. The cause of that is the interference from mother language or L1. It makes them influenced the way they think about the language they are learning. When they compose a text in English, they follow the rule of L2. Consequently, they should be guided more so that they could understand about simple present tense.
{"title":"Error Analysis of Using Simple Present Tense on Students’ Descriptive Text Writing","authors":"Susiana Pancawati, Nina Dwiastuty","doi":"10.30998/jedu.v1i2.4133","DOIUrl":"https://doi.org/10.30998/jedu.v1i2.4133","url":null,"abstract":"The purpose of the research is to find out the types of error which made by the ninth graders in writing descriptive text using simple present tense at SMPIT Nurul Ihsan. The number of the students is 27 students. This research uses qualitative descriptive as the approach. The researcher directly did the survey and conducted a written test to the students write English descriptive text. The result of the study shows that there are 77 errors from all students’ compositions. The most error made is misformation with the percentage 49,35%. Followed misordering with the percentage 20,78%, then addition with the percentage 18,18%, and the least error made is omission with the percentage is 11,69%. Most students made wrong sentence in misformation category. The cause of that is the interference from mother language or L1. It makes them influenced the way they think about the language they are learning. When they compose a text in English, they follow the rule of L2. Consequently, they should be guided more so that they could understand about simple present tense.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126707714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk menganalisis efektivitas pengaruh metode Total Physical Response (TPR) pada pembelajaran bahasa Inggris. Metode penelitian yang digunakan adalah deskriptif terhadap analisis hasil publikasi penelitian ilmiah pada e-jurnal nasional. Pengaruh penelitian-penelitian yang menerapkan pembelajaran Total Physical Response (TPR) dianalisis dengan teknik meta-analisis. Temuan penelitian mengungkapkan bahwa secara keseluruhan penelitian- penelitian yang dilakukan berpengaruh dan efektif terhadap hasil belajar Bahasa Inggris peserta didik dengan effect size 0.478 atau dalam kategori efek besar. Metode Total Physical Response (TPR) pun memberikan pengaruh dan efektif dilihat dari segi jenjang pendidikan, dan penerapan pembelajaran untuk meningkatkan hasil belajar, penguasaan kosakata, dan keterampilan menyimak. Simpulan penelitian ini adalah bahwa metode Total Physical Response (TPR) lebih efektif meningkatkan kemampuan berpikir pada pelajaran Bahasa Inggris dibandingkan dengan metode pembelajaran lain dari studi ini.
{"title":"Studi Meta-Analisis Metode Total Physical Response (TPR) dalam Pembelajaran Bahasa Inggris","authors":"Lia Monita, Agung Prasetyo","doi":"10.30998/jedu.v1i1.4412","DOIUrl":"https://doi.org/10.30998/jedu.v1i1.4412","url":null,"abstract":"Penelitian ini bertujuan untuk menganalisis efektivitas pengaruh metode Total Physical Response (TPR) pada pembelajaran bahasa Inggris. Metode penelitian yang digunakan adalah deskriptif terhadap analisis hasil publikasi penelitian ilmiah pada e-jurnal nasional. Pengaruh penelitian-penelitian yang menerapkan pembelajaran Total Physical Response (TPR) dianalisis dengan teknik meta-analisis. Temuan penelitian mengungkapkan bahwa secara keseluruhan penelitian- penelitian yang dilakukan berpengaruh dan efektif terhadap hasil belajar Bahasa Inggris peserta didik dengan effect size 0.478 atau dalam kategori efek besar. Metode Total Physical Response (TPR) pun memberikan pengaruh dan efektif dilihat dari segi jenjang pendidikan, dan penerapan pembelajaran untuk meningkatkan hasil belajar, penguasaan kosakata, dan keterampilan menyimak. Simpulan penelitian ini adalah bahwa metode Total Physical Response (TPR) lebih efektif meningkatkan kemampuan berpikir pada pelajaran Bahasa Inggris dibandingkan dengan metode pembelajaran lain dari studi ini.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133509372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mengetahui bagaimana peningkatan yang terjadi pada keterampilan berbicara Bahasa Inggris pada siswa dengan penggunaan metode guided conversation di kelas X AP SMK Yaspi Jaya Jakarta. Dengan mengetahui bagaimana peningkatan tersebut terjadi, diharapkan kepada calon tenaga kependidikan dapat menerapkan beberapa metode pengajaran yang menarik guna meningkatkan keterampilan berbicara Bahasa Inggris siswa. Penelitian ini merupakan studi deskriptif kualitatif dengan pendekatan penelitian tindakan kelas yang memiliki 2 siklus sebelum peneliti melakukan observasi. Pada tahap siklus 1, persentase keterampilan berbicara Bahasa Inggris siswa kelas X AP adalah 33,33% dari 15 siswa dengan rata-rata nilai 59,3. Lalu pada siklus II peneliti menambahkan detail penjelasan dan contoh pada materi yang diajarkan, di siklus kedua ini peningkatan terjadi sebanyak 26,67% yaitu menjadi 60%. Dengan demikian penggunaan metode guided conversation di kelas ini memang berhasil meningkatkan kemampuan berbicara Bahasa Inggris dengan metode-metode yang diterapkan selama hal itu menyenangkan dan mudah dipahami oleh para siswa.
{"title":"Peningkatan Keterampilan Berbicara Bahasa Inggris Melalui Guided Conversation","authors":"A. Shafira, D. Santoso","doi":"10.30998/JEDU.V1I1.4409","DOIUrl":"https://doi.org/10.30998/JEDU.V1I1.4409","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui bagaimana peningkatan yang terjadi pada keterampilan berbicara Bahasa Inggris pada siswa dengan penggunaan metode guided conversation di kelas X AP SMK Yaspi Jaya Jakarta. Dengan mengetahui bagaimana peningkatan tersebut terjadi, diharapkan kepada calon tenaga kependidikan dapat menerapkan beberapa metode pengajaran yang menarik guna meningkatkan keterampilan berbicara Bahasa Inggris siswa. Penelitian ini merupakan studi deskriptif kualitatif dengan pendekatan penelitian tindakan kelas yang memiliki 2 siklus sebelum peneliti melakukan observasi. Pada tahap siklus 1, persentase keterampilan berbicara Bahasa Inggris siswa kelas X AP adalah 33,33% dari 15 siswa dengan rata-rata nilai 59,3. Lalu pada siklus II peneliti menambahkan detail penjelasan dan contoh pada materi yang diajarkan, di siklus kedua ini peningkatan terjadi sebanyak 26,67% yaitu menjadi 60%. Dengan demikian penggunaan metode guided conversation di kelas ini memang berhasil meningkatkan kemampuan berbicara Bahasa Inggris dengan metode-metode yang diterapkan selama hal itu menyenangkan dan mudah dipahami oleh para siswa.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127965560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meskipun preposisi adalah salah satu jenis kata yang cukup sederhana, namun dalam terjemahan banyak terdapat sejumlah kesalahan terjemahan sehingga pergeseran makna terjadi. Kesalahan terjemahan tersebut dapat ditemukan saat praktik penerjemahan di ruang kelas dan di buku atau artikel yang sudah dicetak atau ditayangkan secara daring. Oleh karena itu, tulisan ini bertujuan untuk menilik masalah kesepadanan yang muncul dalam penerjemahan tiga preposisi ‘in’, ‘on’, dan ‘at’ pada novel populer berbahasa Inggris yang diterjemahkan ke bahasa Indonesia. Satu novel bahasa sumber dan satu novel berbahasa sasaran akan ditelaah dengan membandingkan kedua bahasa tersebut dengan fokus pada preposisi bahasa Inggris dan terjemahannya ke bahasa Indonesia. Perbandingan ini akan dianalisis menggunakan teori tata bahasa Inggris dan Indonesia, serta teori terjemahan tentang pergeseran makna. Hasil perbandingan ini menunjukkan bahwa terdapat banyak pergeseran makna dalam terjemahan bahasa Indonesia, sehingga dapat ditarik simpulan bahwa para penerjemah atau siswa penerjemah hendaknya memeriksa kembali pilihan kata yang akan digunakan dalam terjemahan dengan tetap fokus pada penyelarasan makna dengan makna bahasa asli.
{"title":"Kesepadanan Stilistik dan Linguistik dalam Penerjemahan Preposisi ‘In’, ‘On’, dan ‘At’ pada Novel Berbahasa Inggris ke Bahasa Indonesia","authors":"Esa Dian Arifni, Engliana Engliana","doi":"10.30998/JEDU.V1I2.4131","DOIUrl":"https://doi.org/10.30998/JEDU.V1I2.4131","url":null,"abstract":"Meskipun preposisi adalah salah satu jenis kata yang cukup sederhana, namun dalam terjemahan banyak terdapat sejumlah kesalahan terjemahan sehingga pergeseran makna terjadi. Kesalahan terjemahan tersebut dapat ditemukan saat praktik penerjemahan di ruang kelas dan di buku atau artikel yang sudah dicetak atau ditayangkan secara daring. Oleh karena itu, tulisan ini bertujuan untuk menilik masalah kesepadanan yang muncul dalam penerjemahan tiga preposisi ‘in’, ‘on’, dan ‘at’ pada novel populer berbahasa Inggris yang diterjemahkan ke bahasa Indonesia. Satu novel bahasa sumber dan satu novel berbahasa sasaran akan ditelaah dengan membandingkan kedua bahasa tersebut dengan fokus pada preposisi bahasa Inggris dan terjemahannya ke bahasa Indonesia. Perbandingan ini akan dianalisis menggunakan teori tata bahasa Inggris dan Indonesia, serta teori terjemahan tentang pergeseran makna. Hasil perbandingan ini menunjukkan bahwa terdapat banyak pergeseran makna dalam terjemahan bahasa Indonesia, sehingga dapat ditarik simpulan bahwa para penerjemah atau siswa penerjemah hendaknya memeriksa kembali pilihan kata yang akan digunakan dalam terjemahan dengan tetap fokus pada penyelarasan makna dengan makna bahasa asli.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133896631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research aims to identify the illocutionary act performed by Anna the secondary character in Frozen II. The research design of this paper is a qualitative framework in content analysis method. The unit of analysis was 218 utterances as illocutionary acts from the movie script. The utterances then were analysed and categorized into types of illoctionary acts. According to the result of the research, there are four types of illocutionary acts in the script, there are; 60 representatives utterances, 54 directives utterances, 5 commisives utterances, and 100 expressive utterances. Meanwhile, declarative utterance was not found
{"title":"Illocutionary Acts Performed by Anna in Frozen II","authors":"Vinesya Yuslia Fatma, Hanna Sundari","doi":"10.30998/JEDU.V1I2.4136","DOIUrl":"https://doi.org/10.30998/JEDU.V1I2.4136","url":null,"abstract":"The research aims to identify the illocutionary act performed by Anna the secondary character in Frozen II. The research design of this paper is a qualitative framework in content analysis method. The unit of analysis was 218 utterances as illocutionary acts from the movie script. The utterances then were analysed and categorized into types of illoctionary acts. According to the result of the research, there are four types of illocutionary acts in the script, there are; 60 representatives utterances, 54 directives utterances, 5 commisives utterances, and 100 expressive utterances. Meanwhile, declarative utterance was not found","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122333954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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