19,463 research outputs found
Old English historical prose texts /
No full textTitle from cover.Bibliography: p. 61-62.Pt. 1. Selections from the Old English version of Bede's Ecclesiastical history of the English people -- Pt. 2. Select charters.Mode of access: Internet
A DESCRIPTIVE STUDY OF THE ENGLISH TEACHING AND LEARNING PROCESS OF CHILDREN WITH VISUAL IMPAIRMENT IN SECOND GRADE OF JUNIOR HIGH SCHOOL AT SLB A YAAT KLATEN IN ACADEMIC YEAR 2009/2010
No full textIkaWidyPrasetyaningsih.A DESCRIPTIVE STUDY OF THE ENGLISH
TEACHING AND LEARNING PROCESS OF CHILDREN WITH VISUAL
IMPAIRMENT IN SECOND GRADE OF JUNIOR HIGH SCHOOL AT SLB A
YAAT KLATEN IN ACADEMIC YEAR 2009/2010.Thesis, Surakarta : Teacher
Training and Education Faculty, Sebelas Maret University, July 2011.
The research was held at SLB A YAAT Klaten. It is located at Jln.
AngsanaTrunuh, Klaten Selatan . SLB A YAAT is one of the schools in Klaten
which has good education for visual impairment. The research carried on by
taking a classroom setting of second grade of Junior High school.
The research
use the descriptive study. The aim of this research is to
determine a descriptive study of the teaching learning process of English of
children with visual impairment in SLB A YAAT Klaten, the Supportive factors
in the process of the teaching and learning English to Children with visual
impairment at SLB A YaatKlaten, and the problems faced by SLB A Yaat Klaten
in the process of the teaching learning English.
The teaching learning process of English class in SLB A YAAT usually
consists of three steps, as follows: the preparation, application and evaluation. The
first step is preparation. It usually includes the preparation of the lesson plan. She
makes a preparation before teaching such as preparing a lesson plan. In the lesson
plan , she states the instructional goal, material, the media and the method. The
second step is application. There are two dimensions in this step; the classroom
interaction and application of teaching- learning component (the goal, material,
the method and the media). In this step, the teacher applies all of the teaching
components which have been prepares before. From the observations which have
been done, the teacher reviewes before she goes to the new topic. She goes to the
new topic by stating the goals to the students. The teacher let the students know
the reason why it is important for them to learn a certain concept. In presenting
the materials, the teacher uses two languages. The teacher uses various teaching
methods which activate the students. The teacher use presentation, questions and
answers and discussion. Then, the teacher uses various instructional methods
which are appropriate with the topic. The last step is evaluation. The evaluation is
conducted in English that needs the skills of speaking, listening, writing and
reading.
There are some supportive factors in teaching and learning process in
English class. It gets many supports from many people. The first is from the
school. The school provides some facilities. The second is from the parents. They
give moral support to their children. They help their children in their problem at
the class. The third is from the teacher. The teacher has a good motivation in
getting appropriate material. The teacher always gives spirit for the students.
There are some problems faced by SLB A YAAT in teaching learning
process English class. The first is the problems faced by the school. The problems
faced by the school are about the financial problem which affects the lack of
facilities.
The second is the problems faced by the teacher. The problems faced by the
teacher are about the English language, especially in vocabulary. The third is the
problem faced by the students. As students who learned English, sometime they
get some difficulties such as new vocabulary or spelling the word
A TRANSLATION ANALYSIS OF COLLOQUIAL EXPRESSIONS IN THE CHILDREN’S S TORYBOOK ENTITLED THE SECRET LIFE OF MS WIZ BY TERENCE BLACKER
No full textThe focus of this research is the translation analysis of colloquial
expressions in the children’s storybook entitled The Secret Life of Ms Wiz by
Terence Blacker. The objectives of this study are to find out the types of
colloquial expression, to find out the translation techniques used by the translator
to translate colloquial expression, and to know the effect of the translation
techniques used on the quality of the translation in terms of accuracy and
acceptability.
This research used a descriptive-qualitative and quantitative method and
was designed as a single-embedded case study. It used document and informant
sources. Total sampling was applied to collect the data. The data were obtained by
using content analysis and questionnaire. In content analysis, the researcher
collected the data by selecting the dialogues among the characters containing
colloquial expressions. The data found were 247 data. The form of questionnaire
was a close-open ended. The questionnaire was distributed to three raters who are
translation experts.
The research findings from 247 data show that: (1) there are four types of
colloquial exp ressions found in the children’s storybook. They are 45 data of
single words, 2 data of clipped words, 191 data of contractions, and 9 data of
verb-adverb combinations; (2) there are eleven translation techniques found in the
children’s story book. They are adap tation (2 data), amplification (15 data),
borrowing (12 data), calque (43 data), generalization (one datum), literal
translation (27 data), modulation (12 data), reduction (137 data), deletion (15
data), transposition (29 data), and synonym (9 data); (3) the quality translation of
colloquial expression in the children’s storybook, The Secret Life of Ms Wiz, are
(a) from the accuracy point of view, there are 230 or 93.1% accurate data, 16 or
6.5% less accurate data, and one or 0.4% inaccurate datum. The average score of
the mean for accuracy is 1.08 meaning that the translation is accurate; (b) from the
acceptability point of view, 226 data or 91.5% are acceptable, 13 data or 5.3% are
less acceptable, and 8 data or 3.2% are unacceptable. The average score of the
mean for acceptability is 1.12 meaning that the translation is acceptable; (c) the
most accurate technique is reduction which contributes the major data (132 data)
of 230 accurate data. The least accurate technique is deletion which contributes
one inaccurate datum of one inaccurate datum found; (d) the most acceptable
technique is reduction which contributes the major data (135 data) of 226
acceptable data. The least acceptable technique is borrowing which contributes the
major data (7 data) of 8 unacceptable data.
This research can be used as an input for lecturers to give the
understanding about colloquial expression to the students. This research is
expected to give additional information for students, especially English
Department students, about colloquial expression that can improve their
knowledge. Hopefully, there will be further research of colloquial expression
The role of the accused in English and Islamic criminal justice
No full textThis thesis is a comparative study of the role of the accused in the systems of
English and Islamic criminal justice. It seeks to explore the underlying
relationship between the individual and the state through an historical, structural
and contextual analysis of their rules relating to questioning and of confessions.
The analysis of the English system covers the period 1800 to 1984, with
particular reference to developments during the nineteenth century when the
foundations for the modern English state were established. The analysis of the
Islamic system combines traditionally Islamic and modern methods, assessing the
"Islamisation" movement in Malaysia through a religico-structural understanding
of juristic opinion from the four main schools of Sunnite jurisprudence.
The thesis contributes to existing knowledge on a number of levels: first, it
questions and revises the "myth" of "progress" that has dominated observations
of the history of the English criminal justice system; second, it elucidates the
relationship between Islamic law in theory and the law that is applied and
proposed in its name in Muslim states; third, it provides an analytical framework
for drawing comparisons between the underlying values of the systems of English
and Islamic criminal justice.
While acknowledging fundamental differences in terms of outlook and
articulation, the author concludes there are important similarities expressed
through such notions as "suspect" in the English system and "kafir"I"fasiq" in the
Islamic. These act as intermediate constitutional categories to whom the state
owe less protection. But the author notes also that these similarities are not
observed necessarily in the "law" which is implemented or proposed in Muslim
states; exact correspondence depends upon the over-arching political structure
and the institution of Caliphate.
The thesis is divided into six chapters: chapter one sets out the conventional view
of the historical development of English criminal procedure and evidence;
chapter two subjects that to a critique and chapter three offers a revised thesis.
Chapter four, explores methods for interpreting and explaining Islam; chapter
five sets out rules relating to confessions and questioning according to the four
Sunni schools; chapter six puts them into "context" through an examination of
the "Islamisation" process in Malaysia
A TRANSLATION ANALYSIS OF ADDRESS TERMS IN THE NOVEL POWER CRAZY MS WIZ BY TERENCE BLACKER TRANSLATED INTO MS WIZ GILA KUASA BY NOVIA STEPHANI
No full textNowadays, some people prefer the novel rather than any
consolation to get something educating and amusing. Moreover, people
have many choices to determine what kind of novel to read since there are
so many novels sold in Indonesia. However, they are dominated by foreign
authors and mostly written in English. Power-Crazy Ms Wiz is one of the
novels that comes from abroad. It is one of children novels written by
Terence Blacker in English. Since only a few Indonesians master English,
Novia stephanie translates Power-Crazy Ms Wiz into Indonesian.
A good translator is not enough mastering the grammatical factors.
In translating, the translator faces some problems because translation
activities do not only deal with transferring words from the source
language into the target language, but also deal with the most important
thing, e.g., transfering the message, meaning, and culture from the source
language into the target language. Therefore, a translator also should
master the cultural aspect of the source language and the target language
since each country has their own cultural background. Moreover, a
translator should consider the society of the speakers whether they have
different social status or not. One of the problems which may arise in translating a novel is
translating English personal pronouns as one of the personal references.
According to Halliday and Hasan (1975:43), the category personals
includes the three classes of personal pronouns, possessive determiners,
and possessive pronouns. In the novel entitled Power-Crazy Ms Wiz, there
are some terms of address and their different translation. Second person
address can be be plural or singular and function as subject, object or
vocative. Vocative is a word or phrase used to address a reader or listener
directly, usually in the form of a personal name, title, or term of
endearment, for example “ Peter, please pass the pepper”.
(http://grammar.about.com/od/tz/g/vocativeterm.htm)
English personal pronouns for addressing is “you”. “You” can be
translated into Indonesian as kamu, engkau, kau, anda, saudara dan
kalian. In reality, people use another form of second person address, for
instance words for kinship relationship such as Mother, Father, Son, etc.
Besides, there are words to show a person’s rank or occupation such as
Prime Minister, Lady, Sir, etc.
English address terms can be translated in several forms in
Indonesian since there are many kinds of words to address someone such
as pronouns (engkau, kamu, anda, kalian), title (dokter, Menteri,
Profesor), names (Andi, Dika, Ika), kinship (ayah, ibu, kakak, adik), etc.
Moreover, Indonesian considers the age, social status, sex, and intimacy in
every situation. The problem of translating address terms can be solved if the
translator applies some techniques in order to produce quality translation.
Larson (1984: 485) states that a translator is concerned that the result of
his work be a good quality translation. A translation which does not
effectively communicate the message of the source text is of limited value.
To make things clear, the researcher gives some examples of second
person address translation in the children novel entitled Power-Crazy Ms
Wiz.
Example 1:
4. Podge meets Ms Wiz in the fair.
Podge :
SL: Ms Wiz!, what are you doing here?
TL: Ms Wiz!, Apa yang anda lakukan di sini?
From the example above, it can be seen that the type of translation
variation of address terms used in the text is in the form of pronoun. The
translator translates the pronoun “you” lexically to find the appropriate
receptor language equivalences. The translator decides to translate “you”
into “Anda” because the addressor is younger than addressee.
Example 2:
78. Prime Minister said to Marjorie that he wants to speak to the nation
with Ms Wiz.
Marjorie:
SL : B-but, sir.
TL : T-tapi, sir.
In the second example, the type of translation variation of address
terms used is in the form of title. In translating the address terms “sir”, the translator applies pure borrowing as the technique. The translation is
accurate but it sounds unnatural. It will be better if the translator translates
the word “sir” into “Pak” or “Tuan”. The translation using the word “Pak”
or “Tuan” will produce accurate and acceptable translation.
Example 3:
69. The Prime Minister said that he is not going to make a speech.
People:
SL : Run out of words, have you?
TL : Kehabisan kata-kata, ya,
In the example above, the translator applies omission technique.
The message of the source language can be conveyed accurately to the
target language. Without translating the word “you”, the translation still
sounds natural. However, the text also can be translated into “Anda
kehabisan kata-kata ya,”.
Example 4:
120. This dialogue happens when Podge goes home. He meets his parents.
Podge:
SL: You mean about the books and the biscuits and St Barbanas?
TL: Maksud Ayah tentang buku dan biskuit dan St Barbanas?
Example above shows that the translation technique applied by the
translation is adaptation. As we seen that the source language uses the type
of address term in the form of pronoun “You”. However, the translator
translates into the kinship term “Ayah”. It is done since the participants of
this dialogue are Podge as a son and her father, Mr. Harris. They have
different age and social status. The application of adaptation technique
does not ruin the message. The message is conveyed accurately. Moreover, adaptation makes the translation natural since the translation is
appropriate with the target language culture
Based on the phenomena, the researcher tries to investigate
translation techniques used by the translator and the translation quality of
address terms in the novel entitled Power Crazy Ms Wiz
South African black teachers/ learners attitude towards Standard English
No full textThis study grew out of concern over the declining standard of English among the South African Black teachers and students. This research project is also prompted by the emergence and development of English, which in pronunciation and linguistic structures differs from the standard form which is institutionalized and supposed to be taught in schools. This abstract overviews the main features of all the four chapters, underlining the links between them. Needless to say, much of the inherent richness and contributions in each chapter will be brief in order to meet the demand of a concise and integrative approach. The author will highlight the major different features in Educated South African Black English (ESABE) and British Standard English (BSE) as well as the attitudes held by these educated Blacks towards the two varieties. The first chapter identifies the problem which led to this research. This is followed by a section which provides the background to the identified problem. The second chapter, deals with literature review. In this section the researcher gives general background to the research problem. The project describes and synthesizes the major studies related to the dissertation topic
English serge
No full textEnglish serge[PT] Well, ten dollars was a big price for a blue serge, what we call English serge, you know. 'Tis the best today. English serge never fades.YesDNE-cit J. D. A. WIDDOWSONNot usedNot usedWithdrawnChecked by Jordyn Hughes on Thu 02 Apr 2015; stamped but not use
A CORRELATIONAL STUDY BETWEEN HABIT IN SINGING AND LISTENING TO ENGLISH SONGS, VOCABULARY MASTERY, AND SPEAKING SKILL OF THE ELEVENTH GRADE STUDENTS OF SMK N 3 SURAKARTA
No full textWe communicate with each other, directly or indirectly in the society. In a
direct communication, speaking skills become very important. Speaking is a
productive skill in the oral mode. Speaking is more complicated than it seems at
first and involves more than just pronouncing words. The purpose of real
communication is to accomplish a purpose, such as conveying a message,
obtaining information, or expressing an opinion. In real communication,
participants must manage uncertainty about what the other person will say.
Authentic communication involves an information gap; each participant has
information that the other does not have. In addition, to achieve their purpose,
participants may have to clarify their meaning or ask for confirmation of their own
understanding.
Some communication situations are associated with a predictable set of
spoken exchanges - a script. Greetings, apologies, compliments, invitations, and
other functions that are influenced by social and cultural norms often follow
patterns or scripts. So do the transactional exchanges involved in activities such as
obtaining information and making a purchase. In these scripts, the relationship
between a speaker's turn and the one that follows it can often be anticipated. If we
don’t have good speaking skill, it may causes miss understanding one other.
Good communication skills require a high level self-awareness. By
understanding our personal style of communicating, we will go a long way
towards creating good and lasting impressions with others.
Many language learners regard speaking ability as the measure of knowing
a language. These learners define fluency as the ability to converse with others,
much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their
progress in terms of their accomplishments in spoken communication.
A teacher has to master language skills, covering speaking, writing,
listening, or reading. Therefore he can help the students to improve their language
skills too. Every student has different ability in mastering language skill. Some
students are good at speaking but not good at reading or writing conversely.
Students have different intellectual abilities. They think and learn differently.
Some learning patterns will have been developed as a result of the schooling
experience where materials were largely presented in a way that benefited
students with linguistic or numeric abilities. As a result innate learning styles may
not have been developed and students may need to be encouraged to identify their
own learning pattern.
There are various ways of classifying differences in learning styles. Many
theories and models have been proposed. Some learning styles classifications
include:
1. Left and right brain thinkers
2. Auditory, visual and kinaesthetic learners
3. Activists, reflectors, theorists and pragmatists
Each learner will have a preferred way in which to process information. In
many instances, tutors will not have the time required to determine their students
learning styles. Neither may the tutor have the expertise to analyze individual
learning styles or conduct the tests that are available.
The key consideration for tutors is not to rely on one teaching strategy. It
is important to remember that some students don’t learn very well by just listening
and taking notes. Some may have a more limited attention span than others and
like activity in class. Understanding the many ways in which people learn is
crucial when planning and delivering a course. Students often think that the ability to speak a language is the product of
language learning, but speaking is also a crucial part of the language learning
process. Effective instructors teach students speaking strategies using minimal
responses, recognizing scripts, and using language to talk about language that they
can use to help themselves expand their knowledge of the language and their
confidence in using it. These instructors help students learn to speak so that the
students can use speaking to learn.
Sometimes some habit may also influence student ability, for example a
student who likes reading a book, improve his reading skill, a student who likes
listening to songs, improve his listening or speaking skill automatically, a singer
who sings English song, usually has good pronunciation. In this research the
writer tries to investigate the correlation of habit in singing and listening to
English songs and speaking skill.
The writer considers that so many language skills can be learnt from a
song. There are so many advantages we can take from a song. By singing a song
we can learn to speak English fluently. We can learn how to pronounce a word,
understand the meaning of a word and also how to arrange words into a good
sentence. We can also get more vocabulary from the song lyrics and learn another
language skill such as listening, and also reading from a song.
In this study the writer wants to find out wheter there is a correlation
between the students’ habit in singing and listening to English songs and their
language skills, that is speaking skill.
In the speaking skill cannot be separated from other language skills such
as vocabulary mastery. An expert says that vocabulary is the basics skill for
communication. If someone does not recognize the meaning of the key words
used by those who addressed them, they will be unable to participate in the
conversation. It means that the vocabulary mastery is also important factor in
speaking skill.
Therefore, in this study the writer also wants to find out wheter there is a
correlation between the students’ vocabulary mastery and speaking skill.
The writer chooses the students of vocational school as the subject of the
research because they can be categorized as teenage learners, and teenage learner
usually like songs, game and something fun. An expert argues that teenage
students are good language learners. Psychologically, they have been able to
control their emotions. Teenagers, if they are engaged, have a great capacity to
learn, a great potential for creativity, and a passionate commitment to thing which
interest them. Furthermore students of vocational school are prepared to the real
work world, they have to have good speaking skill for their communication with
everyone.
In this thesis, the writer tries to find out if there is significant correlation
between habit in singing and listening to English songs, vocabulary mastery and
speaking skill. The writer wants to learn if there is significant correlation between
habit in singing and listening to English songs, the vocabulary mastery and the
speaking skill. The writer just wants to investigate the contribution of students’
habit in singing and listening to English songs, vocabulary mastery for their
speaking skill. Therefore the results of this study can be used as approach to teach
speaking, especially for vocational school students.
Based on the above description, the writer wants to carry out research to
know wheter there is a positive correlation between the students’ habit in singing
and listening to English songs, vocabulary mastery and their speaking skill,
especially for the eleventh grade student of SMK N 3 Surakarta
THE POWER OF GAMES IN TEACHING VOCABULARY TO THE FOURTH GRADE STUDENTS OF SDN 2 CANDEN, SAMBI, BOYOLALI
No full textThis final project is written based on the job training in SDN 2 Canden
Boyolali for a month. The objectives of this final project report are to describe the
implementation of games in teaching vocabulary in the fourth student of SDN 2
Canden and to describe the strength of games in teaching vocabulary in the fourth
student of SDN 2 Canden,
The writer did some activities during the teaching and learning process.
Based on the discussion, there are three subchapters. They are the profil of SDN 2
Canden, the job training activities and the implementation of games and the
strength of games in teaching vocabulary.
The process of teaching vocabulary to young learners in teaching in SDN
Canden 2 can be divided into three stages: warming up, presentation, and practice.
On this job training, the writer focused on the power of games in the taught
English material. The games are word game, matching game and puzzle game.
The student’ motivation to study will increase when they are enjoying the
beginning of the learning activity. In presenting the new vocabulary, the writer
used a picture because it is a quick and easy way to student remember the
meaning of words.
The students become an active learner because they become the
participants in the learning activity. Based on the writer’s experience, the teaching
of english vocabulary by using games is more effective than without using games.
Games can give more fun and higher motivation that are necessary for students
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