Pub Date : 2022-08-10DOI: 10.47080/jeltl.v5i2.2120
S. Huda, Sutinnarto Sutinnarto, H. Hamdani
The purpose of this study is to gain a better understanding of the effectiveness of Semantic Mapping strategies in teaching reading comprehension in second grade students of SMK Bardan Wasalaman Batang. The research question is whether Semantic Mapping strategies are effective in Reading of English for Foreign language Class. Forty-two eleventh grade of in SMK Bardan Wasalaman Batang was chosen as a subject and divided equally into two groups; one group is the experimental group and the other is the control group. There are several procedures carried out in data collection to answer research questions; first, a pre-test is given before the experiment is performed to ascertain whether there are no significant differences in English proficiency in the two subject groups of lesson. Subjects are required to complete a reading comprehension test consisting of forty-five multiple-choice tests within ninety minutes. Second, after the experiment, a post-test was carried out using the same test for the pre-test. Finally, the t-test was used to determine whether there were significant differences in the achievement of reading comprehension between the two groups. The data showed that there were significant differences in the achievement of reading comprehension between the experimental groups - treated with Semantic Mapping strategies and the control group taught with KWL strategy. It means that the Semantic Mapping Strategy is more effective than KWL Strategy. The data indicate that there is significant difference in reading comprehension achievement between the experimental group - treated and Semantic Mapping strategy, and the control group taught with KWL strategy. It means that Semantic Mapping Strategy is more effective than KWL Strategy.
{"title":"THE REALIZATION OF SEMANTIC MAPPING STRATEGY IN READING OF ENGLISH FOR FOREIGN LANGUAGE CLASS IN SMK BARDAN WASALAMAN BATANG","authors":"S. Huda, Sutinnarto Sutinnarto, H. Hamdani","doi":"10.47080/jeltl.v5i2.2120","DOIUrl":"https://doi.org/10.47080/jeltl.v5i2.2120","url":null,"abstract":"The purpose of this study is to gain a better understanding of the effectiveness of Semantic Mapping strategies in teaching reading comprehension in second grade students of SMK Bardan Wasalaman Batang. The research question is whether Semantic Mapping strategies are effective in Reading of English for Foreign language Class. Forty-two eleventh grade of in SMK Bardan Wasalaman Batang was chosen as a subject and divided equally into two groups; one group is the experimental group and the other is the control group. There are several procedures carried out in data collection to answer research questions; first, a pre-test is given before the experiment is performed to ascertain whether there are no significant differences in English proficiency in the two subject groups of lesson. Subjects are required to complete a reading comprehension test consisting of forty-five multiple-choice tests within ninety minutes. Second, after the experiment, a post-test was carried out using the same test for the pre-test. Finally, the t-test was used to determine whether there were significant differences in the achievement of reading comprehension between the two groups. The data showed that there were significant differences in the achievement of reading comprehension between the experimental groups - treated with Semantic Mapping strategies and the control group taught with KWL strategy. It means that the Semantic Mapping Strategy is more effective than KWL Strategy. The data indicate that there is significant difference in reading comprehension achievement between the experimental group - treated and Semantic Mapping strategy, and the control group taught with KWL strategy. It means that Semantic Mapping Strategy is more effective than KWL Strategy.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115075993","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}
Pub Date : 2022-08-10DOI: 10.47080/jeltl.v5i2.2112
Sabika Qotrunnada Agustina
This study focused on analyzing the imperative sentences types and how does it affect the interlocutor that found in the American serial tv Grey’s Anatomy episode 1 of season 17, namely All Tomorrow’s Parties. The researcher uses documentation as data. Meanwhile for the research design, the researcher uses document analysis. For the result of this study, there are three parts of imperative sentence in Grey's Anatomy episode 1 of season 17. They are imperative as command form, imperative as request form, and imperative as suggestion form. Each type of imperative sentence has 2 patterns, namely positive pattern and negative pattern. For imperative as request form, the researcher cannot find any negative pattern. After calculating all the data, the researcher found that imperative as command form is the dominant type of imperative sentences in Grey’s Anatomy. 57,5% of the dialogue appear as command. Meanwhile 17,5% of the dialogue appear as request. It is the least used type of imperative sentences in Grey’s Anatomy episode 1 of season 17. And 25% of the dialogue appear as suggestion. At least a quarter of the dialogue are the imperative as suggestion form.
{"title":"IMPERATIVE SENTENCES IN AMERICAN SERIAL TV GREY’S ANATOMY SEASON 17","authors":"Sabika Qotrunnada Agustina","doi":"10.47080/jeltl.v5i2.2112","DOIUrl":"https://doi.org/10.47080/jeltl.v5i2.2112","url":null,"abstract":"This study focused on analyzing the imperative sentences types and how does it affect the interlocutor that found in the American serial tv Grey’s Anatomy episode 1 of season 17, namely All Tomorrow’s Parties. The researcher uses documentation as data. Meanwhile for the research design, the researcher uses document analysis. For the result of this study, there are three parts of imperative sentence in Grey's Anatomy episode 1 of season 17. They are imperative as command form, imperative as request form, and imperative as suggestion form. Each type of imperative sentence has 2 patterns, namely positive pattern and negative pattern. For imperative as request form, the researcher cannot find any negative pattern. After calculating all the data, the researcher found that imperative as command form is the dominant type of imperative sentences in Grey’s Anatomy. 57,5% of the dialogue appear as command. Meanwhile 17,5% of the dialogue appear as request. It is the least used type of imperative sentences in Grey’s Anatomy episode 1 of season 17. And 25% of the dialogue appear as suggestion. At least a quarter of the dialogue are the imperative as suggestion form.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123923256","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}
Pub Date : 2022-08-10DOI: 10.47080/jeltl.v5i2.2119
Eka Christyani, D. Fajri, Sisca Wulansari Saputri
The purpose of this study was to determine the anxiety of adolescents, especially in Mardi Yuana Junior High School students, Serang City, and their achievements in the process of learning English as a foreign language in foreign language classes. This research is qualitative research with a descriptive approach through questionnaire observations, interviews, and documentation. The results of this study indicate that 2 students feel anxious with a percentage of 5.88%, 20 students feel mildly anxious with a percentage of 58.82%, 12 students feel relaxed with a percentage of 35.29%, 0 students feel relaxed/very relaxed with a percentage of 0%. So it could be concluded that the factors that could affect the students' anxiety in learning English as a foreign language are internal and external. Internal factors include perception, personality, and intelligence. While external factors include motivation, classroom environment, and cognitive. As for what affects students' achievement in learning English as a foreign language, they are afraid of being given a negative evaluation, when they make mistakes and are afraid of being laughed at by their classmates, it makes them afraid to explore themselves further about foreign language learning. Therefore, anxiety in learning English should at least motivate students, especially in their teens so that they can learn foreign languages well.
{"title":"A Study of Adolescents’ Anxiety and Achievement in English as a Foreign Language","authors":"Eka Christyani, D. Fajri, Sisca Wulansari Saputri","doi":"10.47080/jeltl.v5i2.2119","DOIUrl":"https://doi.org/10.47080/jeltl.v5i2.2119","url":null,"abstract":"The purpose of this study was to determine the anxiety of adolescents, especially in Mardi Yuana Junior High School students, Serang City, and their achievements in the process of learning English as a foreign language in foreign language classes. This research is qualitative research with a descriptive approach through questionnaire observations, interviews, and documentation. The results of this study indicate that 2 students feel anxious with a percentage of 5.88%, 20 students feel mildly anxious with a percentage of 58.82%, 12 students feel relaxed with a percentage of 35.29%, 0 students feel relaxed/very relaxed with a percentage of 0%. So it could be concluded that the factors that could affect the students' anxiety in learning English as a foreign language are internal and external. Internal factors include perception, personality, and intelligence. While external factors include motivation, classroom environment, and cognitive. As for what affects students' achievement in learning English as a foreign language, they are afraid of being given a negative evaluation, when they make mistakes and are afraid of being laughed at by their classmates, it makes them afraid to explore themselves further about foreign language learning. Therefore, anxiety in learning English should at least motivate students, especially in their teens so that they can learn foreign languages well.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123916259","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}
Pub Date : 2022-08-10DOI: 10.47080/jeltl.v5i2.2131
Euis Kurniasih
Since compound-complex sentences combine two distinct sentences, many students face difficulties to generate the type of sentence. This research aims to analyze the students’ errors in writing compound-complex sentences. The research applied the descriptive qualitative research design. The participants of the research are English education department students taking basic writing course. The data was taken from student’s writing task and analyzed classifying them into different types of sentence errors based on Hacker and Sommers (2011). The result shows that the error made by students are fused sentence 35.6 %, missing verb 28%, missing subject 20%, comma splices 13,3% and missing subject and verb 2,2%. It is advised that the lecturers in writing classes provide more tasks in addition to demonstrating more frequent errors and examples of compound-compound complex phrases taken from real-world texts.
由于复合句是由两个不同的句子组成的，许多学生在生成句子类型时遇到了困难。本研究旨在分析学生在复合复合句写作中的错误。本研究采用描述性质的研究设计。研究对象为英语教育系基础写作课的学生。数据取自学生的写作任务，并根据Hacker and Sommers(2011)将其分类为不同类型的句子错误进行分析。结果表明，学生在英语教学中出现的错误有:混句占35.6%，漏动词占28%，漏主语占20%，逗号拼接占13.3%，漏主动占2.2%。建议在写作课上，除了展示更多的常见错误和来自现实世界文本的复合复合复杂短语的例子外，讲师还提供更多的任务。
{"title":"AN ERROR ANALYSIS IN GENERATING COMPOUND COMPLEX SENTENCE ON STUDENTS’ WRITING","authors":"Euis Kurniasih","doi":"10.47080/jeltl.v5i2.2131","DOIUrl":"https://doi.org/10.47080/jeltl.v5i2.2131","url":null,"abstract":"Since compound-complex sentences combine two distinct sentences, many students face difficulties to generate the type of sentence. This research aims to analyze the students’ errors in writing compound-complex sentences. The research applied the descriptive qualitative research design. The participants of the research are English education department students taking basic writing course. The data was taken from student’s writing task and analyzed classifying them into different types of sentence errors based on Hacker and Sommers (2011). The result shows that the error made by students are fused sentence 35.6 %, missing verb 28%, missing subject 20%, comma splices 13,3% and missing subject and verb 2,2%. It is advised that the lecturers in writing classes provide more tasks in addition to demonstrating more frequent errors and examples of compound-compound complex phrases taken from real-world texts.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132960014","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}
Pub Date : 2022-08-10DOI: 10.47080/jeltl.v5i2.1993
Danul Aristiawan
The aimed of this research was to find out whether the implanting of mobile social networking can be able to improve the student’s ability in speaking term of accuracy and fluency at first year students’ of Sikes Yarsi Mataram. This research was conducted through pre-experimental method. The population of this research consisted of one class of first year students’ of Sikes Yarsi Mataram which consisted of 31 students at Sikes Yarsi Mataram academic year 2020/2021. In collecting data, the researcher gave a speaking test, the speaking test help into two steps, there were pre-test and post-test, while to analyzed data , the researcher used (t)test. The findings of this research showed that the mean score in pre-test in term of pronunciation was (3,06) and post-test was (5,65). The mean score in pretest in term smoothness was ( 3,39) and post-test was (5,74). And the total result of pronunciation and smoothness or X1 was (3,22) and the post-test or X2 was (5,7). So, this is showed students got improvement in their speaking after being taught through mobile social networking, the students ability in speaking English became better than before
{"title":"IMPROVING STUDENT’S SPEAKING ABILITY THROUGH MOBILE SOCIAL NETWORKING (Case Study : First Year Students of Stikes Yarsi Mataram","authors":"Danul Aristiawan","doi":"10.47080/jeltl.v5i2.1993","DOIUrl":"https://doi.org/10.47080/jeltl.v5i2.1993","url":null,"abstract":"The aimed of this research was to find out whether the implanting of mobile social networking can be able to improve the student’s ability in speaking term of accuracy and fluency at first year students’ of Sikes Yarsi Mataram. This research was conducted through pre-experimental method. The population of this research consisted of one class of first year students’ of Sikes Yarsi Mataram which consisted of 31 students at Sikes Yarsi Mataram academic year 2020/2021. In collecting data, the researcher gave a speaking test, the speaking test help into two steps, there were pre-test and post-test, while to analyzed data , the researcher used (t)test. The findings of this research showed that the mean score in pre-test in term of pronunciation was (3,06) and post-test was (5,65). The mean score in pretest in term smoothness was ( 3,39) and post-test was (5,74). And the total result of pronunciation and smoothness or X1 was (3,22) and the post-test or X2 was (5,7). So, this is showed students got improvement in their speaking after being taught through mobile social networking, the students ability in speaking English became better than before","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123504399","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}
Pub Date : 2022-08-10DOI: 10.47080/jeltl.v5i2.2130
R. Rusdin
This study was conducted to investigate and find out the student errors in using signposts in writing essays. Therefore, this study focused on finding the level of students’ ability in using signposts and the types of students’ errors in using signposts. 9 students of the fourth semester of English Education Program STKIP Dompu are taken as samples of the study. To obtain the data needed in this research the researcher tries to investigate the object by applying the descriptive quantitative method. The result of the test shows: (1) the mean score of the students in using signposts in writing paragraphs was 11, 22. It means that the students of English Education Program STKIP Dompu in applying signposts in essay writing were “very poor level”. (2) The types of students’ errors in using signposts in writing paragraphs are classified into four types: omissions errors, additions errors, misformations errors, and misordering errors.
{"title":"THE ANALYSIS OF SIGN POSTS WORDS AND PHRASES ERROR IN STUDENTS’ WRITING ESSAY","authors":"R. Rusdin","doi":"10.47080/jeltl.v5i2.2130","DOIUrl":"https://doi.org/10.47080/jeltl.v5i2.2130","url":null,"abstract":"This study was conducted to investigate and find out the student errors in using signposts in writing essays. Therefore, this study focused on finding the level of students’ ability in using signposts and the types of students’ errors in using signposts. 9 students of the fourth semester of English Education Program STKIP Dompu are taken as samples of the study. To obtain the data needed in this research the researcher tries to investigate the object by applying the descriptive quantitative method. The result of the test shows: (1) the mean score of the students in using signposts in writing paragraphs was 11, 22. It means that the students of English Education Program STKIP Dompu in applying signposts in essay writing were “very poor level”. (2) The types of students’ errors in using signposts in writing paragraphs are classified into four types: omissions errors, additions errors, misformations errors, and misordering errors.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122953463","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}
Pub Date : 2022-08-09DOI: 10.47080/jeltl.v5i2.2043
Munawaroh Alfianti
A lot of EFL students feel unconfident in performing their English-speaking performance and do not have a decent engagement in self-reflection of their speaking performance development. Self-assessment is one of the assessment techniques that requires students’ participation in its process. The study was conducted to explore whether the implementation of self-assessment results a significant difference in EFL students’ speaking performance. The researcher conducted a quantitative study with a Posttest-Only Control Design. 34 first-year EFL students became the participants in this study. Seventeen students took part in an experimental group and the other seventeen students took part in a control group, in English department at a university in Surabaya, Indonesia. The researcher analyzed data using an Independent Samples t-test. The findings of the Independent Samples t-test indicate that there is a significant difference in experimental group students’ speaking performance after implementing self-assessment. Thus, the teachers are recommended to promote the use of self-assessment in facilitating students’ speaking performance Keywords: speaking performance, self-assessment, EFL student, English-speaking, E-portfolio
{"title":"THE IMPLEMENTATION OF SELF-ASSESSMENT IN EFL STUDENT’S SPEAKING PERFORMANCE","authors":"Munawaroh Alfianti","doi":"10.47080/jeltl.v5i2.2043","DOIUrl":"https://doi.org/10.47080/jeltl.v5i2.2043","url":null,"abstract":"A lot of EFL students feel unconfident in performing their English-speaking performance and do not have a decent engagement in self-reflection of their speaking performance development. Self-assessment is one of the assessment techniques that requires students’ participation in its process. The study was conducted to explore whether the implementation of self-assessment results a significant difference in EFL students’ speaking performance. The researcher conducted a quantitative study with a Posttest-Only Control Design. 34 first-year EFL students became the participants in this study. Seventeen students took part in an experimental group and the other seventeen students took part in a control group, in English department at a university in Surabaya, Indonesia. The researcher analyzed data using an Independent Samples t-test. The findings of the Independent Samples t-test indicate that there is a significant difference in experimental group students’ speaking performance after implementing self-assessment. Thus, the teachers are recommended to promote the use of self-assessment in facilitating students’ speaking performance \u0000Keywords: speaking performance, self-assessment, EFL student, English-speaking, E-portfolio","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117062195","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}
Pub Date : 2022-06-30DOI: 10.47080/jeltl.v5i2.2186
I. Simorangkir, Yulia Sofiani Zaimar, Y. M. Passandaran
Language is the most important media for human’s communication. By using language, human can interact, socialize, and cooperate with others, because in essence language is a means of communication. Given the importance of language as a means of communication, in the process of conveying information to others it must be clear and easy to understand, like in literary works. Literary works can also consider as a part of communication. In every literary works, including in song lyric would contain a massage. Lyric songs usually contain experiences and ideas of the authors who are summarized in a particular theme, parsed and conveyed to listeners through language. Song lyrics are an expression of the author's feelings, thoughts and ideas which are realized in a special language. In this research, the researcher would like to research Parle A Mon Pere song, by Celine Dion. This research uses Roland Barthes' semiotic theory, which is collaborated with Jaques Lacan's psychoanalysis theory. Meanwhile, Barthes' myth theory is used to examine the hidden meanings which the songwriters want to convey. This research uses descriptive qualitative method. The researcher would carefully note data in the form of words, sentences and speech. The choice of content analysis techniques is analyzing words. The content analysis techniques are used to understand messages, seen as unstructured data. The result of this research is that researchers can find hidden meanings, that a girl will feel empty if she loses her father. This is obtained through the translation of the signifier and the signified, which is obtained from the sentence in the song Parle A Mon Pere, by Celine Dion.
语言是人类最重要的交流媒介。通过使用语言，人类可以与他人互动、社交和合作，因为语言本质上是一种交流手段。鉴于语言作为一种交流手段的重要性，在向他人传达信息的过程中，必须像文学作品一样清晰易懂。文学作品也可以看作是传播的一部分。在每一部文学作品中，包括歌曲歌词中都会包含着按摩。抒情歌曲通常包含作者的经历和想法，这些经历和想法被总结在一个特定的主题中，通过语言解析并传达给听众。歌词是作者感情、思想和观念的表达，是用一种特殊的语言来实现的。在本研究中，研究者想研究席琳·迪翁的《Parle A Mon Pere》这首歌。本研究采用了巴特的符号学理论，并与拉康的精神分析理论相结合。同时，运用巴特的神话理论来考察词曲作者想要传达的隐含意义。本研究采用描述性定性方法。研究人员会仔细地以单词、句子和语音的形式记录数据。内容分析技术的选择是分析词语。内容分析技术用于理解消息，将其视为非结构化数据。这项研究的结果是，研究人员发现了隐藏的含义，即如果一个女孩失去了父亲，她会感到空虚。这是通过能指和所指的翻译得到的，这是从席琳·迪翁的歌曲《Parle A Mon Pere》中的句子中得到的。
{"title":"SEMIOTIC ANALYSIS LACK OF NEED BY LOOSING FATHER IN PARLE A MON PERE BY CELINE DION","authors":"I. Simorangkir, Yulia Sofiani Zaimar, Y. M. Passandaran","doi":"10.47080/jeltl.v5i2.2186","DOIUrl":"https://doi.org/10.47080/jeltl.v5i2.2186","url":null,"abstract":"Language is the most important media for human’s communication. By using language, human can interact, socialize, and cooperate with others, because in essence language is a means of communication. Given the importance of language as a means of communication, in the process of conveying information to others it must be clear and easy to understand, like in literary works. Literary works can also consider as a part of communication. In every literary works, including in song lyric would contain a massage. Lyric songs usually contain experiences and ideas of the authors who are summarized in a particular theme, parsed and conveyed to listeners through language. Song lyrics are an expression of the author's feelings, thoughts and ideas which are realized in a special language. In this research, the researcher would like to research Parle A Mon Pere song, by Celine Dion. This research uses Roland Barthes' semiotic theory, which is collaborated with Jaques Lacan's psychoanalysis theory. Meanwhile, Barthes' myth theory is used to examine the hidden meanings which the songwriters want to convey. This research uses descriptive qualitative method. The researcher would carefully note data in the form of words, sentences and speech. The choice of content analysis techniques is analyzing words. The content analysis techniques are used to understand messages, seen as unstructured data. The result of this research is that researchers can find hidden meanings, that a girl will feel empty if she loses her father. This is obtained through the translation of the signifier and the signified, which is obtained from the sentence in the song Parle A Mon Pere, by Celine Dion. \u0000 ","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126810644","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}
Pub Date : 2022-02-21DOI: 10.47080/jeltl.v5i1.1805
Cucum Rohmawati, D. Fajri
Based on the preliminary survey, it is known that SMKN 3 Kota Serang has tried to have e-learning to support online teaching and learning activities, so teachers and students will be able to do online learning in the pandemic of covid-19.A qualitative approach is used in conducting this research because it describes the Utilization of Google Classroom as E-Learning for conducting the English teaching-learning process during pandemic Covid-19. The case study was chosen as the research method in this study. From the result in figure 1, it can be seen that most respondents were enthusiastic during the English teaching-learning process through Google Classroom. Based on the post-survey, most respondents could understand the use of all the main features of Google Classroom, such as creating a new class, subject lesson, assignment, quiz, question, grading assignment and quiz, posting announcement for their students, etc. From all explanations of the utilization of Google Classroom for teaching English in SMKN 3 Kota Serang, it can be seen that a positive result was gotten. It is also supported by the result of a survey about students’ perception of English learning through the utilization of Google Classroom. Students’ Feedback of Utilization Google Classroom as E-learning Media of English. From the result in figure 1, it can be seen that most respondents were enthusiastic during the English teaching-learning process through Google Classroom.
根据初步调查，已知SMKN 3 Kota Serang已尝试通过电子学习来支持在线教学活动，因此教师和学生将能够在covid-19大流行期间进行在线学习。在进行这项研究时使用了定性方法，因为它描述了在Covid-19大流行期间使用谷歌课堂作为电子学习来进行英语教学过程。本研究选择个案研究作为研究方法。从图1的结果可以看出，大多数受访者在使用谷歌课堂进行英语教学的过程中表现出了极大的热情。根据后调查，大多数受访者可以理解使用谷歌课堂的所有主要功能，如创建一个新的类，学科课，作业，测验，问题，评分作业和测验，张贴公告等。从所有关于在SMKN 3 Kota Serang使用Google Classroom进行英语教学的解释中可以看出，取得了积极的效果。一项关于学生对使用谷歌课堂学习英语的看法的调查结果也支持了这一观点。学生使用谷歌课堂作为电子英语学习媒介的反馈从图1的结果可以看出，大多数受访者在使用谷歌课堂进行英语教学的过程中表现出了极大的热情。
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Pub Date : 2022-02-21DOI: 10.47080/jeltl.v5i1.1563
D. Fauzi, F. Oktaviana, L. Amalia
This research focuses are to analyze the ttranslation equivalence and types of equivalence which occur in the song lyrics For the Rest of My Life and Reflection from English into Indonesian language. The writer uses documentation as the data of the research and uses content analysis as the research design. The result of research, as follows (1) For the song lyrics For The Rest of My Life, the meaning of equivalence with the different meaning category (FM) which is as much as 17 or 68%, there is no result value for rising meaning (RM) category, and for down meaning category (DM) as much as 6 or 24% appearances. Meanwhile, for non-equivalent, the missing meaning (MM) category as much as 1 or 4%; and for different meaning category (DM) as much as 17 or 68% appearances. Therefore, it can be concluded that the most appearance occurs on the different meaning (DM) category. (2) For the song lyrics Reflection, meaning of equivalence with the down meaning category (FM) which is as much as 15 or 51,7%, meanwhile there is no result value for full and rising meaning (RM) category. Meanwhile For non-equivalent, the missing meaning (MM) category as much as 1 or 3,4%, and for different meaning category (DM) as much as 13 or 44,8% appearances. Therefore, it can be concluded that the most appearance occurs on the down meaning (DM) category. In short, based on the data of analysis, either from the song lyrics For The Rest of my Life and Reflection then types of equivalence that occurs on the translation result on two the song are Dynamic Equivalence.
本文的研究重点是分析英语歌词《为了我的余生》和《反思》在印尼语中的翻译对等和对等类型。本文采用文献资料作为研究数据，采用内容分析作为研究设计。研究结果如下:(1)对于歌词For The Rest of My Life，与不同意义类别(FM)等价的意义高达17或68%，上升意义类别(RM)没有结果值，而下降意义类别(DM)则高达6或24%。同时，对于非等价的，缺失意义(MM)类别多达1 - 4%;而对于不同的意义类别(DM)则高达17%或68%。因此，可以得出结论，出现最多的是不同意义(DM)类别。(2)对于歌词Reflection，与下义类(FM)等价的意义高达15%或51.7%，而对于满义类和上义类(RM)则没有结果值。同时，对于非等价的意义缺失类(MM)出现率高达1%或3.4%，对于不同意义类(DM)出现率高达13%或44.8%。因此，可以得出结论，出现最多的是下义(DM)类别。总之，根据分析的数据，无论是从歌词《为了我的余生》还是从《反思》来看，在两首歌曲的翻译结果上出现的对等类型都是动态对等。
{"title":"TRANSLATION EQUIVALENCE OF SONG LYRICS FOR THE REST OF MY LIFE AND REFLECTION","authors":"D. Fauzi, F. Oktaviana, L. Amalia","doi":"10.47080/jeltl.v5i1.1563","DOIUrl":"https://doi.org/10.47080/jeltl.v5i1.1563","url":null,"abstract":"This research focuses are to analyze the ttranslation equivalence and types of equivalence which occur in the song lyrics For the Rest of My Life and Reflection from English into Indonesian language. The writer uses documentation as the data of the research and uses content analysis as the research design. The result of research, as follows (1) For the song lyrics For The Rest of My Life, the meaning of equivalence with the different meaning category (FM) which is as much as 17 or 68%, there is no result value for rising meaning (RM) category, and for down meaning category (DM) as much as 6 or 24% appearances. Meanwhile, for non-equivalent, the missing meaning (MM) category as much as 1 or 4%; and for different meaning category (DM) as much as 17 or 68% appearances. Therefore, it can be concluded that the most appearance occurs on the different meaning (DM) category. (2) For the song lyrics Reflection, meaning of equivalence with the down meaning category (FM) which is as much as 15 or 51,7%, meanwhile there is no result value for full and rising meaning (RM) category. Meanwhile For non-equivalent, the missing meaning (MM) category as much as 1 or 3,4%, and for different meaning category (DM) as much as 13 or 44,8% appearances. Therefore, it can be concluded that the most appearance occurs on the down meaning (DM) category. In short, based on the data of analysis, either from the song lyrics For The Rest of my Life and Reflection then types of equivalence that occurs on the translation result on two the song are Dynamic Equivalence.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133677906","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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