English Review: Journal of English Education
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THE TRANSLATION OF METAPHORS IN HARRY POTTER AND THE CHAMBER OF SECRETS FROM ENGLISH TO INDONESIAN
Get PDFAbstract: Translation is undoubtedly an important but at the same time difficult work. Metaphors are among the potential areas of translation problem. This study aimed at describing how metaphors in the novel Harry Potter and the Chamber of Secrets are translated from English to Indonesian, and evaluating the appropriateness of the translation results. Findings showed certain strategies were applicable and determinant to the appropriateness of the English metaphor translation to Indonesian: adoption or reproduction, adaptation or replacement with Indonesian metaphors, conversion to simile, adoption plus sense, conversion to sense, and deletion. Metaphor translation appropriateness shall be arrived if it qualifies referential and contextual accuracy. Missing one or either two of the accuracy kinds may result in less and inappropriate metaphor translation respectively. Keywords: translation, metaphorical expression, translation appropriateness, metaphor translation strategies
A STUDY OF WRITING TASKS IN THE NMET 2014
Get PDFAbstract: The National Matriculation English Test (NMET) is a high-stakes test compulsory for those aspiring to entering higher education institutions in China. The test is designed by the National Education Examinations Authority (NEEA) and some local examination authorities. The final section of this test is generally a writing task. In this paper, the author examines the 21 writing tasks that were used in the NMET 2014. Using content analysis, and a priori validation components of Weir’s (2005) socio-cognitive validation framework, namely test taker characteristics, cognitive validity and context validity, the paper finds out the merits and demerits of these 21 writing tasks. It is concluded that these writing tasks are generally well designed and are valid in helping select talents. But more empirical research must be done to investigate how the writing tasks function for students when taking these writing tests.Keywords: NMET, socio-cognitive validation framework, cognitive validity, context validity, Chin
APOLOGIZING STRATEGIES REALIZATION OF INDONESIAN: A CASE STUDY OF THE UNIVERSITY OF KUNINGAN STUDENTS
Get PDFAbstract: This study examines the apologizing strategies used by 20 Indonesian students of the Kuningan University. A 8-item Discourse Completion Task and interview are used to collect the data to know the apologizing strategies and the dominant strategies they used. This research applied the apologizing speech act of Indonesian in apologizing which is analyzed by using Blum-Kulka (1984). The findings show that there are various strategies used by then when apologizing. That strategies including IFID, addressed, an explanation or account of situation, acknowledgement of responsibility, offer of repair and promise forbearance, phatic and interjection. IFID was used by them as a favorite strategy. Generally, they used different ways when apology depend on power, social distance and ranking of imposition. Keywords: apology, strategy, Indonesian student
DIRECTIVE SPEECH ACTS REALIZATION OF INDONESIAN EFL TEACHER
Get PDFAbstract: This research examines the types and functions of directive speech act performed by an Indonesian EFL teacher in one senior high school in Kuningan, Indonesia. This study uses qualitative method. The data of this research were taken from the video transcription which contains directives spoken by the EFL teacher and analyzed based on Kreidler’s (1998) theory. The findings show that there are three types of directives used by the teacher. They are commands, requests, and suggestions. The most frequent type of directives performed is commands with 233 occurrences (94.8%). It was also found that there are five functions seized by the directives, they are elicitation, instruction, advice, threat, and attention-getter. The most frequent function of directives used is elicitation with 108 occurrences (44%). From the findings, it is concluded that the using of commands shows teacher’s dominance. Yet, this type of directives is not easily understood by the students. Therefore, it is suggested that the teacher should use other types of directives more, such as requests and suggestions, to encourage students’ participation.Keywords: pragmatics, speech act, directive speech act.Â
DEVELOPING STUDENTS’ KNOWLEDGE FROM THE RESULTS OF SCAFFOLDING IN ENGLISH TEACHING
Get PDFAbstract: Some issues of the difficulties of teaching English in Indonesia have significantly revealed and analyzed by some researchers (Nurweni, 1997; Moedjito and Harumi, 2008) and the issues have provoked some studies to anchor several solutions for teachers to consider (Supriadi and Hoogenboom, 2004; Thalal, 2010). In Indonesia, the issue has also been thoroughly investigated. This paper attempts to reveal the problems of teaching English experienced by 2 junior high school teachers in Sumedang along with the alternative solution namely scaffolding concept which has been widely investigated and believed as appropriate tool mediation for children to learn English with particular difficulties hampered: culture, teachers’ background, quantity and quality of teaching and similar causes (Vygotsky, 1962; Tudge, 1992; Stone, 1998; Kong, 2002; Donovan and Smolkin, 2002). This concept of scaffolding is considered in this research as a bridge to a better understanding of the requirements of curriculum 2013 that students have to possess knowledge (K3) specifically factual, conceptual and procedural knowledge having experienced the learning. As students are conditioned to achieve these skills: remembering, understanding, implementing, analyzing, synthesizing, evaluating and producing, at that pinpoint the presence of scaffolding concept in English teaching is an inevitable strategy to be applied.  Keywords: scaffolding, students’ knowledge (K3), curriculum 2013, tool mediation, metacognitive.Â
Interpersonal Meaning in Netanyahu’s Speech
Get PDFThis study investigates how the interpersonal meaning is realized in the speech of Israeli Prime Minister Benjamin Netanyahu. This study aimed to uncover (1) the mood structure which realized in Netanyahu‘s speech of Iran and Palestine and (2) To what extent the difference in field determine the interpersonal metafunction of the speaker. This study is largely qualitative but in order to answer those research questions, this study will be assisted by some descriptive quantification to observe the trend in the interpersonal meaning of the speaker. It applies Hallidayan theory of Systemic Functional Grammar (SFG) in analyzing the research data. The data were taken from the websites which are readily accessible to the public. Two different transcribed speeches are discovered to extract the data which are needed to investigate the interpersonal meaning. Subject, Finite and Modality are the main tools to realize the interpersonal meaning of Netanyahu in his speech. It can be realized by discovering the use of those parts in his speech in different issue and occasion. It is found that Netanyahu‘s interpersonal meaning is realized through the placement of Subject and the utilization of Finite, Modality and Mood Adjuncts. It is also found that the differences of the field influence the interpersonal meaning of the speaker through the comparison of subject and finite. The findings in this present study are expected to be useful for some purposes in the future.Keywords: Interpersonal meaning, mood, modality
THE ANALYSIS OF THEMATIC ROLE IN NARRATIVE TEXTS OF SENIOR HIGH SCHOOL TEXTBOOKS
Get PDFAbstract: This paper analyzed narrative texts of Senior High School textbooks for X Grade, based on Jackendoff’s and Saeed’s theories of thematic role. This research employed a qualitative research design and the data were ten narrative texts taken from Developing English Competencies and Interlanguage for X Grade. The research Questions involve the ways of thematic role in constructing the sentence’s meaning in narrative texts and the thematic role that mostly employed. This research revealed that nine kinds of thematic role (Agent, Patient, Location, Beneï¬ciary, Experiencer, Theme, Source, Goal, and Instrument) are available in narrative texts and the role Theme was frequently employed (260 times of 782). Meanwhile, thematic role constructs the sentence’s meaning in narrative texts by observing the verb and the preposition used in the sentence. Thematic role is a way to describe the role of noun phrase in a sentence, so that thematic role is closely related with the grammatical function. It can be also said that the analysis of thematic role in narrative texts is beneï¬cial for educational participants both teacher and student in order to recognize the sentence’s grammatical function. Therefore, thematic role helps them to understand the sentence’s meaning and ï¬nally they can grasp the message in a text.Keywords: Thematic role, Narrative Text, Senior High School, Textboo
PRE-SERVICE TEACHERS’ ANXIETY DURING TEACHING PRACTICUM
Get PDFAbstract: Teaching practicum is an obligatory task for students of Faculty of Teacher Training and Education to fulfill their graduation requirement. Based on pre survey, this study aimed to find out the level of foreign language teaching anxiety (FLTA) experienced by English students and teachers throughout the teaching practicum. By using qualitative methods, 50 pre-service teachers completing their teaching practicum as part of their graduation requirement at English Department, Faculty of Teaching, participated in the study. The research tools were close-ended questionnaires filled by pre-service teachers and semistructured interviews conducted with 5 of the participant pre-service teachers. The analysis of the data revealed eight main categories as the foreign language student teacher anxiety: when the cooperative teacher and/or supervisor observe their teaching activity (3.6 mean rate), lack of teaching experience (3,4 mean rate), got stressed when they face the first day of teaching practicum (3,4 mean rate), conducting practicum assessment (3,1 mean rate), having a big class (2,9 mean rate), teaching grammar (2,8%), feeling worry if their students ask them questions (2,7 mean rate), and catching up students’ attention (2,6 mean rate). Lack of teaching experience and less of mastering the material caused the anxiety during teaching appeared. Therefore, before conduct teaching activity, it is a must to the techer to comprehend the material in order to avoid to make mistake and support our confident during teaching activity.Keywords: foreign language teaching anxiety, pre-service teachers, teaching practicu
THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERS
Get PDFAbstract: This observational study focuses on strategies used by teachers when teaching English as a Foreign Language to private international primary school students. This study attempted to address the following question: what instructional strategies are used by the English teachers at this school? The data collected by using a classroom observation and interview with teachers and students, were analyzed qualitatively by using categories formulated based on theories related to instructional strategies include planning and preparing the instruction, implementing the teaching and learning process, and assessing the students’ achievement. The major ï¬ndings of this study include 1) although the teachers do the same stages in planning but the plan is implemented and resulted in different ways; 2) the teachers are able to use games as a tool for learning; 3) although curriculum requires teachers to integrate the skills (reading, listening, writing, and speaking), in actual implementation, the teachers do not teach English in integrative ways; 4) time management in this school has become a problematic factor for the teachers; 5) with respect to teacher’s strategies in assessing students’ achievement, the teachers do assessment by way of remedial teaching once a week after the class is over in part where the students failed to understand. Keywords: teaching English as a foreign language (EFL), learning process, teaching strategies, instructional strategies, assessment
LEARN TO TEACH WRITING THROUGH WRITING
No full textAbstract: This paper discusses some major issues concerning teaching writing to future teachers. There are a lot of EFL/ESL textbooks focused on teaching writing. However, those that are intended for trainee teachers are rare on the market. The goal of this paper is to share the result of several years of work on the writing syllabus and materials that is effective in the process of teaching future teachers. It contains sample of tasks based on certain principles that may promote teachers to become effective writers for themselves and, at the same time, to acquire initial professional skills necessary in their future career. A course book can not address any audience in general. It must focus on a particular learner, the objectives, and content of the process of learning. In the situation when no textbook meets these requirements, the problem of providing students with an appropriate textbook must be solved by creating new textbooks. Keywords: writing skills, strategies, professional needs, syllabus, teaching/learning materials.Â