8 research outputs found
Metafora Dalam Kajian Linguistik, Sastra, Dan Terjemahan: Sebuah Pengantar
No full textPada makalah ini penulis bertujuan untuk menunjukkan bagaimana metafora dianalisis dalam kajian linguistik, sastra, dan terjemahan. Penulis menguraikanteori dan metodologi penelitian yang digunakan untuk menganalisis metafora dalam tiga artikel ilmiah, yaitu artikel dengan judul “An Analysis on the Use of Metaphor in a News Article about Corruption” oleh Srisna J. Lahay (2020),yang meneliti penggunaan metafora dalam sebuah artikel tentang korupsi di suratkabar Republika, “Metafora dalam Ragam Bahasa Puisi (Pendekatan Teori Cognitif Linguistik)” oleh Rizka Hayati (2016),yang mengkaji penggunaan metafora dan maknanya dalam puisi karya Chairil Anwar dan Joko Pinurbo, dan “Kajian Terjemahan Metafora yang Menunjukkan Sikap dalam Buku Motivasi The Secret” oleh R. Hendrastuti, M. R. Nababan, dan Tri Wiratno (2013),yang meneliti teknik penerjemahan, kualitas terjemahan, dampak teknik terjemahan, dan alasan teknik penerjemahan memengaruhi kualitas terjemahan metafora yang menunjukkan sikap dalam buku motivasi The Secret dan terjemahannya. Dapat disimpulkan bahwa dalam tiga penelitian tersebut digunakan teori tentang metafora yang sama, yaitu Knowles dan Moon (2006) serta Lakoff dan Johnsen (2003); data yang dikumpulkan dalam ketiga penelitan itu sama, yaitu data berupa kata, frase, atau kalimat yang memuat metafora dari sumber tertulis; danbeberapa langkah penelitian yang dilakukan juga sama. Kata Kunci:Metafora, Linguistik, Sastra, Terjemahan. /84In this article the author aims at demonstrating how metaphor is analyzed in a linguistic,literary, and translation studies. The author describes the theories and methodologies used to analyze metaphor in three scientific articles: an article entitled “AnAnalysis on the Use of Metaphor in a News Article about Corruption” written by Srisna J. Lahay (2020), whostudies the use of metaphor in an article about corruption in newspaper Republika; an article with the title, “Metafora dalam Ragam Bahasa Puisi (Pendekatan Teori Cognitif Linguistik)” written by Rizka Hayati (2016), whostudies the use of metaphor and its meanings in the poems of Chairil Anwar and Joko Pinurbo; and another article entitled “Kajian Terjemahan Metafora yang Menunjukkan Sikap dalam Buku Motivasi The Secret” written by R. Hendrastuti, M. R. Nababan, dan Tri Wiratno (2013), whostudythe use of translation techniques, the quality of the translation, the impacts of the use of translation techniques, andthe reasons why translation techniques influence the quality of translation of metaphor showing attitudes in the motivational book, The Secret, and its Indonesian translation.It isconcluded that in those three studies the same theories about metaphor are used: Knowles and Moon (2006) as well as Lakoff and Johnsen (2003).The data gathered in those three studies are the same. They are words, phrases, or sentences that contain metaphors from written sources. The research procedures are also the same. Keywords: Metaphor, Linguistics, Literature, Translatio
Topic Development in Talks Among Women
No full text It has been found that language use differs according to age, gender, socioeconomic class, background, region, and ethnicity. Linguists should look at this reality further and more thoroughly. In the context of mainstream, English-speaking, white settings in the US, UK, and Australia, their studies have examined how language usage varies by gender. This qualitative research is conducted to discover the topics and how they develop in the talks among single, middle-class, white women in their 30s, working, and living in New York City, United States of America (USA). The data are taken from 16 conversations considered talks among these women as the main characters in the 12 episodes of the first season of the USA TV series, Sex and the City. The data are then analyzed by referring to the research conducted by Jennifer Coates (Coates and Cameron, 1988). Based on the analysis, it is found that these talks are about women’s opinions, feelings, and experiences and that there are six patterns of topic development in these all-female conversations. These conversations consist of exposition, development, and coda but only differ in how the participants introduce the topics, lead them into the discussion, and end the conversations.
Feminisme dan Bahasa Perempuan: Sebuah Pengantar
No full textKajian tentang gender dan bahasa selalu menarik
untuk diamati, khususnya kasus-kasus kebahasaan yang
terkait dengan ketimpangan gender. Dalam banyak bahasa,
perempuan sering kali ditempatkan pada posisi yang
subordinat dibandingkan pria. Hal tersebut telah memantik
gerakan feminisme untuk menyuarakan ketidakadilan sosial
yang menimpa perempuan. Beberapa aktivis feminisme,
yang kebetulan linguis atau pemerhati bahasa, tergelitik
untuk mengomentari ketidaksetaraan gender dalam bahasa.
Kegundahan mereka diungkapkan lewat tulisan-tulisan
mereka yang dengan gamblang mencontohkan praktik
berbahasa yang menunjukkan betapa perempuan sering
sekali ditempatkan pada posisi yang lebih rendah daripada
pria.
Buku ini memberikan gambaran bahwa penelitianpenelitian yang telah dilakukan terkait ketimpangan gender dan bahasa diinisiasi oleh gerakan feminisme di dunia Barat.
Para feminis Barat itu merasa terusik dengan bahasa
mereka yang cenderung seksis. Buku ini juga menjelaskan
bahwa berbagai upaya telah dilakukan untuk
menggaungkan penggunaan bahasa yang egaliter.
Nampaknya, perspektif Sapir-Whorf, apakah language
influences thought ataukah language determines thought,
hingga sekarang masih menjadi perdebatan di kalangan ahli
bahasa. Hubungan yang erat antara bahasa dan realita
sosial adalah hal yang tak dapat dimungkiri. Realita sosial
yang menunjukkan bahwa perempuan tidak kalah dari pria
sudah banyak dibuktikan, namun tampaknya perkembangan
ke arah penggunaan bahasa yang egaliter belum
sepenuhnya dapat terwujud
Meaning in Language: A Contemporary Philosophical Review
No full textThis research aims to describe the position of meaning in language in the realm of philosophy; describes the thoughts and focus of language philosophy on meaning in language in the 20th century; and describes the impact of philosophy on research in contemporary linguistics. Literature study and text analysis methods were carried out to elaborate on the relationship between language and philosophy, the thoughts and focus of the philosophy of language, as well as the implications of the philosophy of language for contemporary linguistics research. There are four stages of activity in this research, namely (1) preparing the tools needed; (2) preparing a working bibliography; (3) arranging working time; and (4) reading and taking notes on research materials. The data collected is information and facts from various scientific works on the contemporary philosophy of language & linguistics. The data analysis phase was carried out when recording the information and facts and grouping them based on the problem unit under study and its contents. After that, data verification was carried out by testing the validity of the source of information and the content in the text. It was found that philosophy is closely related to language, which is the result of human cognition and has a function to convey the results of this cognition, and that contemporary philosophy argues that language is closely related to reality and has its own form, rules and uniqueness and states that meaning in language has forms, structure, and substance as well as empirical characteristics. This thinking influences the search for meaning in language and determines research trends on language, including research on the meaning of language in discourse, in names, and in natural speech. These studies consider aspects of form, substance, and also meaning in language. Research on meaning is needed to answer problems about language in this digital era.
Keywords: meaning, language, philosophy of language, contemporary philosoph
Membangun Karakter Anak Melalui Dongeng
No full textDongeng adalah karya sastra yang berupa cerita rekaan, memuat nilai dan pesan moral, dan
diturunkan dari satu generasi ke generasi yang lain. Dongeng terbagi atas dua kelompok, yaitu dongeng
tradisional dan dongeng fantasi modern. Dongeng mengandung nilai-nilai moral, yaitu nilai moral individual,
sosial, dan religi. Mendongeng adalah kegiatan menyampaikan cerita lisan yang menyenangkan dan
bertujuan untuk berbagi pengalaman dan pengetahuan serta membangun karakter. Mendongeng dapat
dilakukan dengan dua cara, yaitu dengan atau tanpa alat peraga. Mendongeng memiliki beberapa manfaat,
antara lain, adalah menumbuhkan sikap proaktif, menambah pengetahuan, melatih daya konsentrasi,
meningkatkan keterampilan berbahasa, menumbuhkan minat baca, memicu daya pikir kritis, merangsang
imajinasi, fantasi, dan kreativitas, meningkatkan kemampuan kognitif, sosial dan emosi, memberi pelajaran
tanpa menggurui, serta mempererat hubungan anak dan orang tua. Program Studi Sastra Inggris, Fakultas
Sastra, Universitas Kristen Indonesia ikut membentuk karakter anak dan menanamkan nilai moral kepada
anak melalui dongeng dalam kegiatan pengabdian kepada masyarakat untuk siswa/i SD di RW 4 dan RW 8,
Kelurahan Cawang, Jakarta Timur. Kegiatan mendongeng Cerita Rakyat “Danau Toba” ini dilakukan dengan
imrovisasi cerita dan permainan peran. Setelah sesi tanya-jawab tentang dongeng, siswa/i yang dibagi ke
dalam beberapa kelompok mempresentasikan pesan moral yang diperoleh dalam bentuk gambar. Dari 15
gambar, diperoleh 10 pesan moral yang terbagi ke dalam dua kelompok, yaitu pesan moral yang bertema
lingkungan atau sosial dan yang bertema karakter atau individual. Diperoleh juga delapan hal yang berkaitan
dengan karakter anak dari kegiatan mendongeng ini, yaitu kepekaan sosial terhadap lingkungan serta
terhadap kebaikan dan kebenaran dalam bertindak dan kemampuan dan keberanian untuk mengungkapkan
perasaan dan pendapat di depan umum, mengembangkan daya imajinasi dan kreatif, bekerja sama dalam
kelompok yang heterogen, dan mengapresiasi pencapaian orang lain dan bertindak suportif
Integrating multi-blended learning to support self-regulation in english language teaching: Insights from undergraduate efl learners
No full textAbstract
The capacity for self-regulated learning (SRL) is a critical determinant of academic success, particularly within increasingly
flexible educational environments. This empirical study examines the effectiveness of Multi-Blended Learning (MBL) as a
catalyst for developing SRL skills among English as a Foreign Language (EFL) students. Data were collected from 65
undergraduate students using a structured 20-item questionnaire, covering dimensions of flexibility, accessibility,
collaboration, motivation, self-regulatory behaviors, and perceived challenges. The findings indicate that MBL significantly
enhances learners’ ability to manage time, set academic goals, monitor progress, and sustain motivation. Flexibility and
accessibility emerged as strong enablers of learner autonomy, while collaborative activities and multimodal resources fostered
strategic learning behaviors. However, challenges such as maintaining self-discipline and managing cognitive load were also
identified, suggesting areas for pedagogical refinement. The study contributes to the growing body of literature advocating for
blended learning frameworks by providing empirical evidence of MBL’s role in fostering essential SRL competencies in EFL
educational settings.
Keywords: Multi-Blended learning, flexibility, accessibility, english as a foreign language, student perception
