Vol 8 no 1 june 2015 isi artikel register journal

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

English Core Competencies, Basic Competencies, and Assessment for Junior High School in Curriculum 2013; Between Facts and Hopes

Does Ichnatun Dwi Soenoewati State Junior High School 3 Semarang doesichnatun129@gmail.com

Abstract This paper focuses on some problems faced by Junior High School English Targeted teachers concerning with the content, formulation, and the order of Core Competencies (known as KI) and Basic Competencies (known as KD) and the assessment in K „13 (known as K‟13). The material in K „13 is regarded as being arranged in balance covering the student‟s attitude, knowledge, and skills competencies stressing on language skills as a means of communication to convey ideas and knowledge. Based on the K „13 implementation mentoring, 13 out of 15 teachers (87%) interpret the Core and Basic Competencies differently and most tend to be unclear. This happened due to the formulation, content, and order of the KIs/KDs which were illogical, in contrary to mind mapping, and confusing the Targeted teachers. Moreover, the assessment system, especially attitude assessments are too complicated.

Keywords: Core Competencies/Basic Competencies and assessment in K „13, revision of the formulation, content, order of core competencies and basic competencies, and the simplification of attitude assessment

Abstrak Makalah ini membatasi masalah yang dihadapi oleh para guru sasaran mata pelajaran Bahasa Inggris SMP Kota Semarang yang kesulitan dalam memahami konten, rumusan, dan susunan dalam Kompetensi Inti (KI), Kompetensi Dasar (KD) dan penilaian dalam Kurikulum 2013 (K‟13).

Kurikulum 2013 mengklaim bahwa materi di dalamnya disusun seimbang yang mencakup sikap, pengetahuan, dan ketrampilan dan menekankan kompetensi berbahasa sebagai alat komunikasi untuk menyampaikan gagasan dan pengetahuan. Berdasarkan hasil pendampingan implementasi Kurikulum

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

2013 yang dilakukan penulis, 13 dari 15 guru (87%) menafsirkan KI/KD secara berbeda dan sebagian besar belum jelas arahnya. Hal ini terjadi karena rumusan, konten, dan susunan KD sangat tidak logis, tidak mengikuti peta konsep/pemikiran anak, dan membingungkan guru.

Kata kunci: KI/KD, penilaian sikap, pembenahan rumusan, konten, dan susunan KD, penyederhanaan penilaian sikap.

Introduction Curriculum is all the subjects taught at educational institutions (Kamus Bahasa Indonesia, 2008).The term curriculum is used to refer to the overall plan or design for a course and how the content for a course is transformed into a blueprint for teaching and learning which enables the desired learning outcomes to be achieved (Richards, J.C., 2013).

The course setting is tailored to the circumstances and the ability of each level of education in the implementation of the education and employment needs. Length of time in the curriculum is usually adjusted with the intent and purpose of the educational system implemented. The curriculum is intended to be directed towards education and the intended purpose in learning activities as a whole.

The community needs are always changing. To that end, the educational curriculum should match the needs of the community so that the curriculum needs reforming in accordance with the changing needs of society. The curriculum which is easily understood by teachers with clear formulations, the material in the core competencies (KIs) and the basic competencies (KDs) which support each other and consecutively, not too complicated for the assessment will greatly assist teachers in planning, implementing, and evaluating learning.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

As the curriculum is intended to direct education towards the overall direction and purpose, the curriculum should provide a clear description and be easily understood by the teachers as the spearhead of education.

Based on the results of the implementation of K „13 mentoring by the writer in 15 public and private junior high schools in Semarang, nearly 87% of teachers still do not understand about the content, formulation, the order of KIs/KDs and assessment in K „13. Some teachers misinterpret KD formulations so that they choose wrong teaching materials. By teaching the wrong materials, they will assess wrongly. The reasons are that the KIs/KDs written in confusing words or phrases, the KDs which are illogical, overlapping, jumping, and too narrow, make the teachers meet difficulties in preparing, implementing, and evaluating learning. As a result, teachers teach only what they understand. This would be detrimental to students. The improvement of the content, formulation, and the order of KIs/KDs and the simplification of the assessment, especially attitude assessment will ease teachers to execute their main duties.

This paper aims at changing of the content, formulation, and the order of KIs/KDs and simplification of the assessment, especially attitude assessment to make teachers easier to plan, implement, and evaluate learning.

Richards (2013) proposed that before we can teach a language, we need to decide what linguistic content to teach. Once content has been selected, it then needs to be organized into teachable and learnable units as well as arranged in a rational sequence. This statement is clear enough to understand that if curriculum content and formulation confuse teachers, itâ€&#x;s impossible for them to implement them correctly. Confused teachers forced to implement wrong formulation content will fail to execute the process and assessment of learning. At the end, overall education will fail.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Good tests are those that do the job they are designed to do and which convince the people taking and marking them that they work. Good tests also have a positive rather than a negative effect on both students and teachers (Harmer, 2007). How can teachers design a good and proper test if they misunderstand the content stated in the basic competencies? Furthermore, he added that tests have a powerful effect on student motivation. Students often work a lot harder than normal when there is a test or examination in sight.

Students can be greatly encouraged by success in test, or, conversely demotivated by doing badly (Harmer, 2007). A serious test design by teachers will be useless when it doesnâ€&#x;t test the proper competencies just because teachers misunderstand the content and formulation in KIs/KDs. What do the students work hard for?

Discussion Some changing elements in K „13 are Output Competencies Standards (known as SKL), Process Standard (known as Standar Proses), Content Standards (known as Standar Isi),

and Assessment Standards

(known as Standar Penilaian). In this paper, the writer focuses the problem only on changes of Content and Assessment Standards, especially in English for Junior High School. The following paragraphs discuss them one by one.

Content standard Changes in Content Standard are composed of materials that include a balance among attitude, knowledge, and skills competencies. This is in contrast with the previous curriculum which only emphasizes on knowledge and skills. K „13 claims that a fundamental change is the material that is

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

taught emphasizing on language skill competencies as communication tools to convey ideas and knowledge in learners daily lives.

Competencies in K â€&#x;13 are set forth in KI 1 (Spiritual Competencies), KI 2 (Social Competencies), KI 3 (Knowledge Competencies), and KI 4 (Skills Competencies). Language skill competencies cover the skill competencies to listen, speak, read, and write. Competencies 1 and 2 are applied to all subjects at the same level of education, while competencies3 and 4 are different for each subject and each level.

In language learning, KI 3 only covers grammar and vocabulary, while KI 4 includes skill competencies, such as listening, speaking, reading, and writing. The separation of KI 3 and 4 look very unnatural in language learning. Teachers may combine KD 3 and KD 4 in learning process, but when they come to the assessment, teachers have difficulty choosing the indicators to be tested. If we are going to evaluate the competencies of learnersâ€&#x; knowledge, then we will only involve grammar and vocabulary in isolation. More fatal, in the midterm and end of the semester, or end of the year assessment, skill competencies (KI 4) are not tested. Is it possible only testing grammar and vocabulary in such assessment? Some teachers, including the writer, break the rule in this case. Skill competencies, especially reading skill competency is also tested here. Let's have a look at the following example problems taken from the test item in The First Mid Term Test for grade VII:

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Read the text and answer the questions below it.

Dear friends, I just want to say ….

Believe me; I love you now and forever, not only on February 14.

Olivia.

1. This is a kind of … card.

A. season greeting B. birthday greeting C. graduation greeting D. achievement greeting 2. Olivia … her friends.

A. hates B. loves C. dislikes D. doesn‟t love Question 1 asks about the general description of a short functional text which includes reading comprehension skills, while question 2 tests vocabulary which belongs to knowledge competencies. Note the opinion of a friend as posted on Facebook below:

(http://gg.gg/3rynv)

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

She shared her opinion to test the skill competencies in end year assessment by redesigning the test guideline although she knows it breaks the rule.

Regardless of the separation between KD 3 and 4, KD 4 is not explicitly included when students learn to listen, speak, read, and write.

Notice one example of skill competencies as outlined in KD 4.3 English for Junior High School grade VII as follows: Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, dengan unsur kebahasaan yang benar dan sesuai konteks.

English translation: Developing oral and written texts to express and ask for the name of the day, the month, the name of the time of day, time in the form of numbers, date, and year, with the correct linguistic elements and in context.

Where can we find a section which explicitly asks the teacher to teach language skill competencies/skills of listening, speaking, and reading to students except writing? If we look at the KD formulation above, students are only required to be able to compose (write) oral and written texts to express and ask for the name of the day, the month, the name of time of the day, time in the form of numbers, date, and year, with linguistic elements correctly in context. There is no demand on the learners to have a conversation, listening, and reading. Again a friend of mine posted on Facebook as follows:

(http://gg.gg/3rynv)

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

She complained for being unsuccessful to find speaking and writing skills when discussing narrative texts either in grade 8 or 9 in K „13.

Compare these KDs found in Curriculum 2016 (as translated below).

8.2 (Listening) Responding to the meaning in the very simple monologue accurately, fluently, and acceptably to interact with the immediate environment in the form of descriptive and procedure texts.

10.2 (Speaking) Expressing the meaning in a very simple short monologue to use spoken language variety accurately, fluently, and acceptably to interact with the immediate environment in the form of descriptive and procedure texts.

11. (Reading) Reading aloud meaningfully very simple and short functional text and short essay in the form of descriptive and procedure texts with acceptable pronunciation, stressing and intonation.

12. (Writing) Expressingthe meaning and rhetorical stages of a very simple, short essay by using a variety of written language accurately, fluently and acceptably to interact with the immediate environment in the form of descriptive and procedure texts.

From the above data, it is clear that in the 2006 Curriculum, students learn certain material formulated comprehensively so that they can get an idea how to use it directly in everyday life. KIs/KDs formulator seem to assume that teachers have to be smart in interpreting the formulation of KDs on their own.

Agustien (2014) put forward that the main purpose of language learning is to develop the ability to communicate (Communicative Competencies/CC) and the core of the ability to communicate is a discourse competency. Communicating requires oral and written skills. If the KD

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

formula is confusing teachers, then there is a possibility teachers only deliver one cycle only, namely oral or written.

Grouping the subject matter in English for grade VII written in KDs is less logical. Note KD 3.1, 3.2, and 3.3 English grade VII in sequence below: Understanding the social function, the structure of the text, and linguistic elements in the expression of greeting, leave taking, acknowledgments, and apology, and the response, in accordance with the context of its use.

Understanding the social function, the structure of the text, and linguistic elements on the introduction of self-expression, as well as the response, greeting, leave taking, acknowledgments, and apology, and the response, in accordance with the context of its use.

Understanding the social function, the structure of the text, and linguistic elements of text for stating and asking the name of the day, the month, the name of the time of day, time in the form of numbers, date, and year.

In KD 3.1, one of the subject matters is greeting. This KD is given at the beginning of the meeting between the teachers and learners, and among learners. Logically, in the first meeting, other than saying hello, someone will introduce themselves before speaking at length. K „13 recommends that teachers provide authentic assessment (Assessment Standard, Krikulum 2013). Authentic assessment would be perfect if it begins with authentic learning. However, based on the above basic competencies, 'introduction' will be discussed in week 4, after the students know each other.

Other than saying 'Hi, Hello', people greet others in English saying 'Good morning, Good noon, Good afternoon, and Good evening'. It is a material „names of time in the day and time in the form of number' support greeting. However, these materials belong to KD 3.3 which is taught in about the 6th week ahead. It's too far and illogical. To say „Good morning‟ for

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

example, students should know when the time limit for morning, noon, afternoon, or evening, so that the material „names of time in the day and time in the form of number' support greeting. Helena (2014) re-writes that teaching to communicate is teaching how to connect ideas logically. Illogical subject matters positioning will make students think a bit harder.

Another problem is English KDs for grade VII is not sequential. Note KD 3.7 to KD 3:10 sequentially as follows: Understanding the social function, the structure of the text, and linguistic elements in the text and ask to declare the nature of people, animals, objects according to the context of its use.

Understanding the social function, the structure of the text, and linguistic elements in texts to express and ask behavior/action/ function of people, animals, objects, according to the context of its use.

Understanding the social function, the structure of the text, and linguistic elements of text instruction, the sign or signs (short notice), warning signs (warning/caution), according to the context of its use.

Understanding the social function, the structure of the text, and linguistic elements of descriptive text stating and asking about descriptions of people, animals, and objects, very short and simple, according to the context of its use.

The subject matter at KD 3.7, 3.8, and 3:10 are people, animals, and objects, but the subject matter at KD 3.9 is about instruction, notice or signs and warnings that do not support the discussion of KD 3.7, 3.8, and 3.10. It is confusing and messed up learnerâ€&#x;s maps of thinking (mind mapping). Buzan (2010) wrote "Let the mind map that clearly, using a cascading hierarchy, a clear sequence to reach up to the very tip of the branches." Students should be given opportunities to think coherently and clearly. If KDs are interrupted by another material and the material that is in need of understanding the

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

material have been learned four weeks earlier, we can be sure the learners had forgotten and have to start over from the beginning what it takes to learn KD 3.10. In addition to a waste of time, learners will find it hard to readjust.

Celce-Murcia, et al. (1995) in Agustien (2014) explains that the ability of discourse is "choice, sequence, word order, structure, and text of speech to achieve coherent oral and written texts". So besides a language KD should formulate clear language skills, students are expected to choose a similar word, as well as use and arrange them coherently.

In addition, most of the KDs are drafted too narrowly. A KD only contains a grammar, not a text. Consider the example of KD 3.2 English for grade VIII as follows: Applying text structures and linguistic elements to carry out a social function for declaring and asking about the ability and willingness to perform an action, according to the context of its use.

If we simplify this KD, roughly the intention is to ask the students to learn one of the 32 helping verbs, that is CAN separately, not in the context.

The time available in a semester is too valuable just to learn one helping verb in one KD. In addition to spending time, a helping verb can be addressed in the discussion of certain texts, such as a descriptive text, a recount text, a narrative text, and others to be more contextual and easy to remember and understand by learners. When we describe certain people, we can mention that the person could be/do something. For example, if we describe Raditya Dika, we can describe that he can do the standup comedy, write a book, play movies, and others. Suppose we describe certain animals, such as someoneâ€&#x;s parrots, we can say that the bird could say hello, Aassalamuâ€&#x;alaikum, etc. So it does not have to put one of the 32 helping verbs to be understood by learners in a KD.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Grammar learned separately will not be easy to memorize. Nunan (1998) writes: "Grammar which is taught separately through exercise repeatedly without giving an opportunity to students to try it in context will make it difficult for learners to use because learners are not introduced in the relationship between form, meaning, and use."

Similarly, by studying grammar separately, learners will probably get a perfect score in the written assessment, but will have difficulty in using it outside the classroom.

Another problem in K „13 is, KD formulation in English is confusing.

Note KD 3.3 English for grade VIII as follows: Applying text structures and linguistic elements to carry out the social function of expression to give instruction, encourage, prohibit, ask for permission, as well as the way to respond, in accordance with the context of its use.

The word 'apply', if we look at the Bloom's Taxonomy, belongs to skills not knowledge competency. If we understand the KD as it is, teachers will regard „applying‟ as language skill other than language knowledge. Note the passage of 'The New Bloom's Taxonomy' which is updated by Anderson, Krathwohl and summarized by Elizabeth Dalton (2003) the following: Table 1. The learning objectives based on the revised Bloom's Taxonomyby Anderson and Krathwohl.

Facts Concepts Procedures Meta cognitive

Remembering

Understandi ng

Applying

Analyzing

Evaluating

Creating

Remembering facts Remembering concepts Remembering procedures Remembering the strategy of meta cognitive

Understanding facts Understanding concepts Understanding procedures The strategy of meta cognitive

Applying facts Applying concepts Applying procedures Applying the strategy of meta cognitive

Analyzing using facts, concepts, and procedures

Evaluating using facts, concepts, and procedures

Creating using facts, concepts, and procedures

Analyzing the strategy of meta cognitive

Evaluating the strategy of meta cognitive

Creating the strategy of meta cognitive

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Knowledge

Skills

Competencies

From the table above, it is clear that applying is a skill competency.

Some teachers are not sure to choose the operational verbs fitting to the KD.

Assessment Standard As discussed above, knowledge and skill competencies which are separated makes teachers difficult to carry out the assessment. Attitude competencies assessment burdens teachers a lot. Attitude competencies which are assessed in a very detailed and complicated way by observation, self-assessment, peer assessment, and teacherâ€&#x;s journal is a bit ridiculous.

Teachers should plan the assessment of attitude, knowledge, and skill competencies including any technique that will be used, assessment indicators, assessment instruments, assessment rubrics and assessment guidelines at the beginning of semester, or minimum before a certain KD is carried out. The problems do not end at the planning step. Itâ€&#x;s also difficult for teachers to note all students attitude during the learning process. Unlike teaching in Indonesia, teaching in other countries always involves team teaching. When a teacher is facilitating the learners during the learning process, another teacher takes notes on learners attitude. This way of teaching will lessen the teachersâ€&#x; burden in assessing the learners attitude. To know more about assessment planning, here is the example of it: Attitude Competencies Assessment Planning K.D. 3.1 and 4.1 Subject : English Grade/Semester : VII _______/1 Theme : Various issues related to the interaction between teachers and learners during the learning process, inside and outside of the classroom that involves speech acts greeting, leave taking, gratitude, and

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Main material Attitude

apologies : Spoken text of greeting, leave taking, gratitude, and apologies : 1. Respecting and appreciating the grace of God. 2. Politeness.

3. Caring.

4. self confident

Assessment techniques Observation **) Self assessment ***) Peer assessment ****) Teacher journal*****)

1  

Meeting 2  

Remark

3   

 The observation is not done at every meeting, but any meeting to get the learners attitude as stated in the indicators.

The resume of attitude assessment for K.D. 3.1 dan 4.1 Assessment techniques No.

Attitude

1.

Respecting and appreciating the grace of God. Polite Caring Self confident

2.

3.

4.

Observasion

Self assessment

Peer assessment

Teacher‟s journal

1

2

3

1

2

3

1

2

3

1

2







-

-

 -

-

-

3



 

  

  

  

-

-

   -

-

-

  

     

All this assessment could have been done by the teachers, despite having to bother. All that work would be in vain when the school has determined that every student should be given score B for the competencies of his attitude, despite the behavior and attitude. This condition is in fact precisely developing dishonest attitude to the teacher. Teachers will write the students' attitude competencies assessment records only for a formality.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Conclusion Based on the explanation above, it can be concluded that the KIs/KDs and English assessment, especially attitude assessment for Junior High School in K „13 is very confusing teachers. For that reason, there needs to be improvement on formulation, content, and the order of KIs/KDs and attitude assessment. Formulate the KDs simply that all teachers interpret similarly with others. Mind the discussion of a helping verb in a KD. A KD should be developed based on a text. The rest (of languange competencies) will appear when discussing the text. Arrange the KDs in line with the learners and teachers mind map to ease both in understanding the content, so that teachers can design a text instrument correctly.

Teachers should not be necessary to assess the learners attitude in detail and very complicated way because the school has set learners attitudes score, i.e. at least B.

References Agustien, Helena (2014). The 2013 English Curriculum: The Paradigm, Interpretation and Implementation. Semarang: FBS Unnes.

Buzan, Tony (2010). The Mind Map Book: Unlock Your Creativity, Boost Your

Memory, And Change Your Life. Pearson BBC Active.

Departemen Pendidikan Nasional. (2008). Kamus Bahasa Indonesia. Jakarta: Pusat Perbukuan.

Harmer, Jeremy. (2007).How to Teach. England: Pearson Education Limited.

Kementrian Pendidikan dan Kebudayaan (2014). Peraturan Menteri Pendidikan

dan

Kebudayaan Republik Indonesia Nomor 58

Tahun 2014 tentang Kurikulum

2013

Sekolah

Menengah

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Pertama/Tsanawiyah. Jakarta:

Kementerian Pendidikan

dan

Kebudayaan Republik Indonesia.

Krathwohl, David R. 2002. A Revision of Bloom's Taxonomy: An Overview.

Theory into Practice (2002). Vol. 41 (4): 212-218. The Ohio State University.

Nunan, David (1998). Teaching Grammar in Context. Oxford University Press: ELT

Journal Volume 52:2 April 1998.

Richards, Jack C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal. 44(1) 5-33 Singapore.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Teaching and Learning Implementation of The Policy

English

Paradigm

and

The

Zainal Arifin IAIN Surakarta arizain@gmail.com

Abstract Theory on Teaching English is currently moving on a paradigm shift. This paradigm occurred because of a review on the basics of linguistic, pedagogic and the review on the impact of sociolinguistics in a globalized setting. This paper aims to show the results of comparative study which is textual on the teaching and learning English paradigm and the policy has been implemented by both universities. The objective of the study is to describe the comparison of the paradigm between English Language Education and academic policy in both universities. Descriptive qualitative in the form of textual analysis is used in this study. Data were taken from the analysis of documents and interviews with academicians in both universities then analyzed using the theory of a paradigm shift in learning English (Kostoulas, 2010) and academic policy (Center for Quality Assurance, UGM, 2012) using an interactive model of Miles and Huberman. The validity of the data used triangulation methods and data sources. The results show that the content of English Language Education taught at the Division of English Language Education (ELE) HKU and at the English Language Education Department (PBI) IAIN Surakarta have the same characteristics but the ways in providing educational materials are relatively different. The paradigm and academic policiy in ELE HKU applied the learning paradigm while at PBI IAIN Surakarta is still applying on teaching paradigm. When the study was conducted by researcher, the ELE Department IAIN Surakarta has been moving towards a paradigm shift in some academic elements as the use of the methods by lecturers called learning paradigm, although the method is not covered by the policy. The difference between Paradigm and policy in both universities is influenced by the context of the political situation, especially the rules of ministry of higher education, cultural context and the orientation on each university.

Keywords: Paradigm Shift, Academic Policy, English Language Education, Intertextual Analysis

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Abstrak Teori Pengajaran Bahasa Inggris saat ini sedang mengalami pergeseran paradigma. Pergeseran paradigma ini terjadi karena peninjauan kembali dasar-dasar linguistik dan pedagogis serta penilaian ulang dampak sosiolinguistik bahasa Inggris dalam setting yang semakin mengglobal.

Artikel ini bertujuan untuk melaporkan hasil penelitian perbandingan tekstual tentang paradigma pengajaran dan pembelajaran bahasa Inggris dan kebijakan yang dimiliki dua jurusan Pendidikan Bahasa Inggris di dua perguruan tinngi yaitu di Hong Kong University (HKU) dan di IAIN Surakarta. Tujuan penelitian tersebut adalah mendeskripsikan perbandingan paradigma pendidikan bahasa Inggris dan kebijakan akademik di kedua perguruan tinggi tersebut. Desain penelitian ini adalah deskriptif kualitatif dalam bentuk analisis intertekstual. Data diambil melalui analisis dokumen dan wawancara dengan sivitas akademika kedua perguruan tinggi dan dianalisis dengan teori pergeseran paradigma pembelajaran bahasa Inggris (Kostoulas, 2010) dan kebijakan akademik (Kantor Jaminan Mutu UGM, 2012) menggunakan interaktif modelnya Miles and Huberman. Keabsahan data menggunakan trianggulasi metode dan sumber data. Hasil penelitian menunjukkan konten pendidikan bahasa Inggris yang diajarkan di Division of English Language Education (ELE) HKU dan di Jurusan Pendidikan Bahasa Inggris (PBI) IAIN Surakarta relatif sama namun cara dan alasan memberikan materi pendidikan bahasa Inggris relatif berbeda. Paradigma dan kebijakan akademik di ELE HKU sudah menganut lerning paradigm sedangkan PBI IAIN Surakarta masih menganut teaching paradigm walaupun saat penelitian ini dilakukan gejala untuk menuju pergeseran paradigma sudah mulai terjadi di beberapa unsur akademik misalnya dalam penggunaan metode bersifat learning paradigm oleh dosen walaupun belum dipayungi oleh kebijakan yang sesuai. Perbedaan paradigma dan kebijakan kedua perguruan tinggi ini dipengaruhi oleh konteks situasi terutama politik pendidikan pemerintah yang berkuasa, konteks budaya dan oientasi masing masing perguruan tinngi.

Kata kunci: Pergeseran Paradigma, Kebijakan Akademik, Pendidikan Bahasa Inggris, Analisis Intertekstual

Iintroduction At present, ELT theory appears to be undergoing a paradigm shift which is sustained by a rethinking of its linguistic and pedagogical

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

underpinnings, as well as by a re-appraisal of the sociolinguistic impact of the English language in an increasingly globalized setting (Kostoulas, 2010).

This paradigm shift is also the impact of educational paradigm shift in general that has occurred since the 1950s (Hill, 1999). A paradigm shift is happening slowly but surely. Pergeseran is needed in addition is also desirable (Barr and Tagg, 1995). This fundamental change would have an impact on academic policy changes related to the implementation of teaching and learning in the English Department, especially English as a second or foreign language.

According to the Standards for Foreign Language Learning: Preparing for the 21st Century, language and communication are the heart of the human experience. The quote is a philosophical statement in the foreign language learning in the United States. Regarding with this philosophical statement, there are five simple words that reflect the philosophy of foreign language education adopted to face the 21st century. Those words are communication, cultures, connections, comparisons, and communities. These five words are mutually integrated in the implementation.

Nowadays, ELT is in a transition between two different informing paradigms (Figure 2.1). The dominant paradigm derives its linguistic and pedagogical legitimacy from norms developed in the Anglophone West, and is associated with linguistic hegemony. On the other hand, the emerging paradigm espouses linguistic and pedagogical norms which are bounded by local circumstance, and the position itself critically towards the political implications of ELT. The interaction between these two paradigms seems to generate tension at the points where they interface, namely the questions of which language variety (what) to teach, through which methods (how) and to what end (why) (Kostoulas, 2010)

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Figure1. Emerging VS Dominant Paradigm Paradigm (Kostoulas 2010) In details the differences both paradigam in learning English as a second language can be seen on the table 1 below; Table 1. Contrasts between positivism and post-positivism Positivism

Post-Positivism

Emphasis on parts and de-contextualization

Emphasis on whole and contextualization

Emphasis on separation

Emphasis on integration

Emphasis on the general

Emphasis on the specific

Consideration only of objective and the Consideration also of subjective and the nonquantifiable quantifiable Reliance on experts and outsider knowledge- Consideration also of the "average" participant -researcher as external and insider knowledge--researcher as internal Focus on control

Focus on understanding

Top-down

Bottom-up

Attempt to standardize

Appreciation of diversity

Focus on the product

Focus on the process as well

(Jacobs dan Farrel, 2004)

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

In general there are eight major changes in learning Second Language Education associated with this shift. These eight changes are Learner autonomy, Cooperative Learning, Curricular integration, Focus on meaning, Diversity, Thinking skills, Alternative assessment, Teachers as co-learners.

Figure 1.1 illustrates the interdependence of these eight changes of the paradigm shift in second language education. The circular nature of the figure emphasizes that all the changes are parts of a whole and the successful implementation of one change depends on the others.

Figure 1.1. Eight Changes in Second Language Teaching ((Jacobs dan Farrel, 2004) Academic policy is also one of the ways to see the paradigm shift as the implementation of second language education paradigm in an institution.

In this regard, the Center for Quality Assurance / Kantor Jaminan Mutu, UGM (2012) states that academic policy is a policy direction and guidance for managing the academic affairs. Academic policy is released in both university level/ institute and the faculty level. Academic policy of UGM include: 1. Education services division includes the Mission and Purpose, Program, Resources, Evaluation of program and institutional affairs.

2. Research services division covers Mission and Objectives, Research Program, Resources, Evaluations of Program and institutional affairs 3. The Community Services division includes the Mission and Objectives, Program, Resources, Evaluation of program and institutional affairs.

4. Principles of Operation.

Academic policy is described by standardized academic affair and is implemented based on the academic regulation. Academic Regulation is a

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

software system for the implementation of the academic education that will be implemented to the whole academic community in which each community has a set of Specific study program.

Specific study program is a brief description of the study program that functions to communicate between the students and the stakeholders. Specific study program indicates explicitly the desired results of the learning process.

It helps students to understand: teaching and evaluation methods used. It makes a link between a program organized and professional qualifications as the output of graduates as well as its influence on their career level. it helps students in determining the courses will be taken. It is not only as a label of university and as an institutionâ€&#x;s responsibility to the public, but also to provide stimulus to the faculties to understand and to implement the educational goals and learning outcomes of the program being organized.

Based on the theoretical descriptions above, the researcher aims to report the results of research on the analysis of textual paradigm of English Language Education has been conducted in ELE HKU and PBI IAIN Surakarta. The followings are the results and discussions.

Research Methods Descriptive Qualitative is used in this study specifically in the form of textual analysis. Two Universities are the Setting of the study. They are the Division of English Language Education (ELE) Hong Kong University and the English Language Education Department IAIN Surakarta. The data collected in this study are in the form of words about paradigms and academic policy in both universities. The researcher collected the data from the documents and informants in both universities. The instruments used to collect the data are document analysis and interviews. Data were analyzed using the Miles and Huberman interactive model. The validity of research was obtained through the triangulation methods and data sources.

Results and Discussion Based on the textual analysis reffering to the theory of paradigm shift in second or a foreign language teaching (EFL / ESL) which includes what, how and why (Kostoulas 2010) as well as the description of academic policy based on the Center for Quality Assurance UGM (2012) on data obtained from documents that confirmed to informants from both universities, the result of comparison of paradigms and policy for English in both universities can be seen in Table 1, 2, and 3, below.

Table 1 Paradigm shift description and the policy in ELE HKU Vision and mission HKU

Vision and mission Faculty of Education, HKU

Details on ELE division HKU

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Vision

Vision

The University of Hong Kong, as a leading international institution of higher learning in Asia, strives to attract and nurture outstanding scholars from around the world through excellence and innovation in teaching and learning, research and knowledge exchange, contributing to the advancement of society and the development of leaders through a global presence, regional significance and engagement with the rest of China.

The Faculty of Education aspires to lead the study and practice of education, to influence public policy and improve community life through education, and to nurture graduates who are passionately committed to their professions.







To advance constantly the bounds of scholarship, building upon its proud traditions and strengths To provide a comprehensive education, developing fully the intellectual and personal strengths of its students while developing and extending lifelong learning opportunities for the community To produce graduates of distinction committed to lifelong learning, integrity and professionalism, capable of being responsive leaders and communicators in their



Mission In realizing our vision, we will endeavour: 

Mission The University of Hong Kong will endeavour:

Programme Features









To advance scholarship and engage in research with high impact internationally, nationally and locally; To break new ground in curriculum and pedagogy, and to be a role model for good educational practice; To nurture graduates of distinction with a global outlook, who are committed to lifelong learning, ethical practice and professionalism, and capable of becoming leaders in their fields; To engage in productive partnerships with academic and professional communities in order to generate, integrate, exchange and apply knowledge, build capacity, and enhance educational opportunities for all; To serve as a focal





Students will develop in-depth knowledge of English language and linguistics, literature, communication and Language acquisition and will critically explore issues in language education and develop personal strengths and commitment to education.

The programme offers two Degrees in one. It is equivalent to a BA plus a Postgraduate Diploma in Education, a professional teaching qualification recognized in Hong Kong schools and internationally.

BA&BEd(LangEd)Eng meets government requirements for English teachers: • First degree majoring in English • Teacher training qualification in English language teaching • Benchmark English language proficiency Students may take a range of elective courses within the Faculty of Education or in other Faculties, and may combine

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)









fields To develop a collegial, flexible, pluralistic and supportive intellectual environment that inspires and attracts, retains and nurtures scholars, students and staff of the highest calibre in a culture that fosters creativity, learning and freedom of thought, enquiry and expression To provide a safe, healthy and sustainable workplace to support and advance teaching, learning and research at the University To engage in innovative, high-impact and leading-edge research within and across disciplines To be fully accountable for the effective management of public and private resources bestowed upon the institution and act in partnership with the community over the generation, dissemination and application of knowledge

To serve as a focal point of intellectual and academic endeavour in Hong Kong, China and Asia and act as a gateway and forum for scholarship with the rest of the world http://www.hku.hk/about/vis ion.html



point of intellectual and academic excellence in our fields of expertise in Hong Kong, China and Asia, and act as a gateway and forum for scholarship with the rest of the world; To develop and sustain a collegial, inclusive, supportive, flexible and multicultural environment that will attract and nurture students and staff of the highest calibre in a culture that inspires creativity, learning and freedom of thought, inquiry and expression.

Commitments As we fulfil our mission, our policies and practices will be characterized by their interconnectedness, and underpinned by the following core commitments:      

Excellence Sustainability Collegiality Fairness Equity Academic freedom

http://web.edu.hku.hk/about /who-we-are/visionmission-and-commitments

elective courses to declare a minor subject.  Students participate in an Immersion programme overseas to increase global awareness, enhance language proficiency and enrich professional development.

Courses  English language and linguistics courses  Pedagogy,sociology and psychology integrated courses  Educational studies  Pedagogy (methods of teaching) and Pedagogical Content Knowledge (PCK) courses  Teaching practice in primary and secondary school  English and Chinese language enhancement  Common Core courses Career Prospects  Teaching English Language in mainstream HK schools or EAL (English as an Additional Language) in international schools  Government quality assurance or curriculum development  Civil service and administration  Publishing and

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

textbook writing Human resource development and communications  Media and journalism, arts and culture, law, management etc (Undergraduate Prospectus 2014-15 of Faculty of Education of HKU) 

http://web.edu.hku.hk/f/pa ge/592/Programme_Broch ure_Undergraduate_Prosp ectus_2014-15.pdf

Table 2 Paradigm shift description and the policy in ELE, IAIN Surakarta Vision and mission IAIN Surakarta

Vision of IAIN Surakarta is to make the institute as an institution of higher islamic education and independent of education, research and community service, as well as the center of Islamic studies and social transformation Mission IAIN Surakarta: 1. education, research and community service-oriented on social transformation as the agent of change .

2. Developing campus

Vision and mission Faculty of Education and teachers training, IAIN Surakarta vision Being an excellent faculty to shape professional graduates in the field of education and language, have strong akidah, and good character. mission 1. Organizing education and teaching by developing students‟ character of islam, high quality in education, and technology based to meet the development of education and the

Details on ELE division IAIN Surakarta

vision Become an excellent study program to produce the good quality of graduates that having strong akidah and akhlaqul karimah and deeper understanding in both theoretically and practically in Teaching English. mission 1. To organize educational services, learning services, and teaching Islamic sercvices, character building, high quality education, and technology based to meet the requirement of English language teachers and educators.

2. To conduct research for the development of pedagogical ways, teaching, science and technology in learning English.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

life in Islamic atmosphere. Preparing the students to have good knowledge (alilmu, akhlaq, and „amal shaleh) 3. Encouraging students islamic thought. Preparing students to have wider knowledge, insightful, competitive, and able to meet people's needs and ready to face the global challenges based on Islamic values.

The aims are: 1. To prepare students to become members of the community who have the academic ability and professionalism.

2. To develop, to create, and to apply knowledges, science and technology as well as islamic art.

3. To disseminate knowledge, science and technology and islamic art.

4. To promote the use of science, science and technology and islamic arts in order to improve the quality of people's lives.

(Rencana Induk Pengembangan IAIN Surakarta 2010-2015)

need of society.

2. Conducting research for the development of educational science and language.

3. Giving community services for the development and implementation of educational and linguistic sciences.

4. Establishing an Islamic environment and culture.

The Aims: 1. To produce graduates who are professional, competitive, cultured based, and characterized based Islam both locally and nationally.

2. To produce the innovative creations in the field of education and language.

3. To produce educational and linguistic services to the community in a various forms both in academic and nonacademic.

4. To produce innovative graduates in the field of education and language needed by the community.

5. To create an atmosphere of islamic culture that supports the formation of character and competence of graduates.

3. To give community service activities in business development and application of pedagogical ways in Teaching English.

4. To organize and to expand the cooperation with partners concerned with education, learning, and teaching English.

5. To create an islamic atmosphere in academic interaction and set the standardized norm of interaction Aims: 1. To produce Professional English teachers and educators having the islamic characters both locally and nationally.

2. to produce research and innovative studies in accordance with the development of teaching and learning English 3. to release the findings of concept of knowledgeand paradigm in the field of education, learning, and teaching English.

4. to Produce English language education services to the community in a variety of forms both in academic and non-academic in accordance with the development of science and technology.

5. to create professional academic interactions and to support character building and graduates competence.

6. to Produce the Memorandum of Understanding with some universities to develop the institution.

7. to Provide good infrastructure in the learning process in Islamic ways.

The main competence of graduates: • Pedagogical Competence, • Personality Competence, • Professional Competence, • Social Competence. supporting competence

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

(Borang Fakultas Tarbiyah dan Bahasa Akreditasi Program Studi Sarjana Tahun 2012)

• Mastering ICT in English • Mastering quantitative , qualitative, and Action Resesrach methodology, • having good ability to translate the text from English-Indonesia or vice versa Elective course/ competence • Guiding • Translation entrepreneurship, • Hospitality and travel handling.

(Borang Akreditasi Prodi Pendidikan Bahasa Inggris 2012)

Table 1 Paradigm shift comparison between ELE HKU and ELE IAIN Surakarta Paradigm aspects ESL/EFL (Kostoulas 2010)) What

ELE HKU

PBI IAIN Surakarta

Keteranga n

 English language and linguistics courses  Pedagogy,sociology and psychology integrated courses  Educational studies  Pedagogy (methods of teaching) and Pedagogical Content Knowledge (PCK) courses  Teaching practice in primary and secondary school  English and Chinese language enhancement  Common Core courses

Main competence:  Pedagogical competence,  Personality competence,  Professional competence,  Social competence,

Both universiti es offer the similar learning content.

Supporting competence  Mastering ICT in english.  Mastering Research methodology; quantitative, qualitative and action research.  Mastering in translation; translating the text from English to Bahasa Indonesia or vice-versa .

Elective course/ competence  Guiding  Translation

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

enterpreneurship, Hotel and travel handling.

Individual Subject Communicative Langguage Teaching Theoretical lecture Practice Project Based Learning



How

Integrated Course E-learning Experiential Learning

Why

Explaining the vision, mission and strategic plan of the university based on the need of both local and international society that refers to the central govermentâ€&#x;s plan, and supported by the human resources.

Explaining the vision and mission of the university based through developing the curriculum that refers to the curriculum from the central goverment, the needs of local societies and SWOT of department.

Each universit y has different way in offering the learning content.

Both universiti es have the reason based on situationa l and

Discussion Based on the intertextual analysis above, it can be said that the paradigm and policy on teaching English in IAIN Surakarta still refer to the dominant paradigm or teaching paradigm and begin to face the paradigm shift and the changes will be based on the situational context and political policy on education which is the government regulations. like the English Language Education department in Indonesia, the paradigm of English education at the department of English Language Education IAIN Surakarta is implementing the Curriculum from the central goverment (the Ministry of National Education). English Language Education (ELE) paradigm that developed in Indonesia is dynamic. Its paradigm shift happening today is derrived from the base of curriculum. The Base is is currently being shifted from competency-based curriculum (CBC) to Outcomes-based curriculum (Imroatus Sholihah, 2014c).

Currently the new curriculum in ELE Department is still on the preparation stage. The main stage is formulating KKNI. It has been done by running the workshop on formulating KKNI conducted by Center for Quality Assurance (LPM) IAIN Surakarta. The aim of the workshop was directed to run the paradigm shift launched by the government. This paradigm shift is based on the premise that indonesia will be able to survive and to keep

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

moving forward in the global economic place. The mutual understanding will be considered to develop national labor qualifications (Minister of Education, 2010: 4). KKNI is a hierarchy of qualifications of the competence that can reconcile, equalize, and integrate between the field of education and vocational training in accordance with the structure of employment in various sectors (Perpres No. 8 Tahun 2012 Pasal 1 Ayat (1)).

The results of the interview with some of the lecturers in the Department of PBI IAIN Surakarta showed the tendency of some lecturers began to use learner centered method. Some instructors have already applied Project Based Learning. In fact, there are problems in the implementation of the Teaching and Learning method they use. The problems are mainly related to the academic policy that has not given yet to support the process of learning by those methods that tend to embrace learning paradigm integratively and cooperatively. Another problem is mainly related to inadequate infrastructure facilities and resources, so the learning process can not run succesfully and the learning objectives can not be achieved optimally.

This case is very different from the situation existing at ELE Hong Kong University as a new paradigm shift called learning paradigm. This happen because the paradigm and the policy of English Language Education at ELE Hong Kong University has been adapted to the needs of the global market as stipulated in the vision, mission, strategic plan and it is supported by good quality of human resources to meet standardized graduate set by the government. Therefore learning programs, assessment programs and agencies have already referring to international standards.

The Hong Kong University, the reformation of Educational curriculum on undergraduate level has been started since 2012, which was the "total learning experience". Experiential learning as the example is not only the method used by course instructors to teach but it has been a learning system applied throughout the university and protected by policies to maintain and improve the quality of teaching and provided by completed infrastructure and facilities to build a new educational paradigm atmosphere.

It can be understood from the following quote: In the past decade, HKU witnessed a historic reform in its undergraduate education. The new undergraduate curriculum was successfully implemented in September 2012. HKU took full advantage of this opportunity to re-envision our curriculum as a „total learning experienceâ€&#x;. We have introduced new and innovative forms of learning, upgraded our infrastructure and extended learning into all corners of university life (The University of Hong Kong)

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The figure of curriculum at HKU can be seen from the following table.

Chart 3. A Transformative Undergraduate Curriculum in HKU Experiential Learning system in teaching and learning is the combination between experential and outdoor activity which is formulated into standardized formal curriculum for the profession program and is still proposing for non-profession program. Experential learning Experiential learning also enacted at the university level in the form of the student exchange program that supports the international reputation on campus and at the same time students who returned after being sent overseas will support their maturity and have a good quality of human resources after obtaining a rich learning experience and the different education environment, social and cultural as stated in the following quote: The incorporation of experiential and „out of classroomâ€&#x; learning into the formal curriculum is standard practice in professional programmes and is increasingly being formalized in non-professional programmes at HKU. This bottom-up initiative has been made one of the common learning experiences in the 4-year curriculum.Other experiential learning is also organised at University level. The HKU Worldwide Student Exchange Programme administers reciprocal academic student exchanges with over 280 partner institutions in 37 countries. Incoming exchange students contribute to internationalising

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

the campus while outgoing undergraduates invariably return as more mature and resourceful individuals after having acquired a rich learning experience in a different educational, social and cultural environment (The University of Hong Kong) Experiential learning system at HKU is the combination among Outcomebased Approach to Student Learning (OBASL), Problem-based Learning and Co-curricular Learning. The objective of the OBASL at HKU is to involve students in-depth understanding as in the following passage: The ultimate goal is to engage students in deep understanding (deep learning) rather than a surface factual recall (surface learning) which teaching and learning research indicates is achieved through clear understanding and appreciation of the Learning Outcomes (The University of Hong Kong) While the Problem-Based Learning and student-centered learning at the university are to encourage the students learn actively. As the following statement.

The University adopts problem-based and student-centred learning to stimulate active learning among students. Authentic problems or situations are used as a way of stimulating students to discover and explore the key concepts and skills of the discipline in class, while teachers act as facilitators and guides in the process. This new learning method helps students to reason their way through problems, to think critically, and to learn to become self-directed lifelong learner (The University of Hong Kong) Co-curicular Learning Center managed by a specific unit and is integrated into the curriculum at the university level and faculty as the following: The Centre of Development and Resources for Students (CEDARS) and the General Education Unit (GEU) are the main providers of cocurricular non-credit-bearing learning activities at HKU. Students also engage in community service or advocacy projects which typically entail a process of training, service and reflection. CEDARS liaises with Faculties on how to better integrate service learning with the formal curriculum (The University of Hong Kong)

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Learning description at HKU can be seen as follows:

Chart 4. Common earning Expereinces di HKU Good Facilities and the good learning support systems at HKU support the learning paradigm.

The following chart explains the facilities.

Chart 5 Support and Resources in HKU Hypothesis Based on the description above, the conclusion is the paradigm and the policy on both the Division of English Language Education of the Hong Kong University and English Language Education Department of IAIN Surakarta are influenced by situational context , cultural context and the orientation of each college. In the formulation of the vision, mission and strategic plans of

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

the Division or Department is influenced by the educational policy of the ruling government, market needs, and the resources of the University.

Conclusion Theory on Teaching English is currently moving on a paradigm shift.

This paradigm occurred because of a review on the basics of linguistic, pedagogic and the review on the impact of sociolinguistics in a globalized setting. The results show that the content of English Language Education taught at the Division of English Language Education (ELE) HKU and at the English Language Education Department (PBI) IAIN Surakarta have the same characteristics but the ways in providing educational materials are relatively different. The paradigm and academic policiy in ELE HKU applied the learning paradigm while at PBI IAIN Surakarta is still applying on teaching paradigm. When the study was conducted by researcher, the ELE Department IAIN Surakarta has been moving towards a paradigm shift in some academic elements as the use of the methods by lecturers called learning paradigm, although the method is not covered by the policy. The difference between Paradigm and policy in both universities is influenced by the context of the political situation, especially the rules of ministry of higher education, cultural context and the orientation on each university.

References Barr, Robert B dan John Tagg. 1995.From Teaching to Learning - A New Learning Paradigm for Undergraduate Education in Change.

November/December 1995.San Marcos California Capano, Giliberto 2003. Administrative Traditions and Policy Change: When Policy Paradigms Matter. The Case of Italian Administrative Reform During the 1990s di Public Administration Vol. 81, Issue 4 pages 781-801 decemeber 2003. John Wiley & Sons, Inc. Depdiknas. 2010. Buku Pedoman Kerangka Kualifikasi Nasional Indonesia.

Jakarta: Direktorat Jendral Pendidikan Tinggi.

Farrell,Thomas S C and George M Jacobs, (2004) Paradigm Shift: Understanding and Implementing Change in Second Language Education in TESL-EJ.org Hill, Dave. 1999. ''Education, Education, Education', or 'Business, Business, Business'?' Paper presented at the European Educational Research

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Association Annual Conference, Lahti, Finland, 22-25 September, 1999, p. 16.

Kantor Jaminan Mutu Universitas Gadjah Mada .2012. Sistem Penjaminan Mutu Perguruan Tinggi Ditjen Dikti Menuju Insan Indonesia Cerdas dan Kompetitif disampaikan dalam Pelatihan Sistem Penjaminan Mutu Internal Perguruan Tinggi (SPMI-PT) 10 - 11 April 2012 Kostoulas, 2010 Between Paradigms: A case study of a language school in Greece Achilleas Kostoulas Paper presented at the 13th International Conference on Intercultural Education; Alexandroupolis, Greece.

Reprinted in Georgogiannis & Baros (2010). 13th International Conference on Intercultural Education (vol.1, pp. 391-410). Patras: University of Patras May 2010 Milles, M.B. and Huberman, M.A. 1984. Qualitative Data Analysis. London: Sage Publication

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The Change of Mental Process in the Translation of Ronggeng Dhukuh Paruk from Bahasa Indonesia into English

Khristianto Faculty of Letters the University of Muhammadiyah Purwokerto kristian.topz@gmail.com

Abstract Mental process (thinking activities) is a part of transitivity system, representing language meaning as a symbol or representation meaning. In translation, this meaning is the most important, determining whether or not a clause is translated correctly. It means a sentence with a mental-process predicate will be right only, if it is realized in the same process. This paper tries to prove this notion, by exploring a novel translation from Bahasa to English. It employs Hallidayâ€&#x;s transitivity as a means to contrast a source text (T1) and a target text (T2).

Based on the analysis, it is found out that some mental processes in the novel are translated into another process. Perception and affection are two subtypes of mental process which are translated into relational process and material process. The change into relational process is identified in many cases; though most of the data are translated into a the same mental process. This change is triggered by the strategies of modulation and transposition.

Meanwhile, there is only a single case of change into a material process, which is resulted from the different realization, literal to metaphorical expression. Thus, this proves that the change of a process in a clause does not necessarily entail a change of meaning.

Keywords: mental process, perception, affection, transitivity, meaning realization.

Abstact Proses mental (thinking activities) merupakan bagian dari sistem transitivas, yang mewakili makna bahasa sebagai simbol atau makna representasi. Dalam penerjemahan, makna ini adalah makna terpenting, yang menentukan benar/salah. Artinya satu klausa dengan predikat bertipe proses mental hanya akan benar bila diterjemahkan menjadi klausa dengan jenis proses yang sama. Tulisan ini akan membuktikan apakah dalil ini selalu benar, dengan

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

mengkaji penerjemahan novel RDP dari bahasa Indonesia ke bahasa Inggris.

Teori transitivitas Halliday diterapkan sebagai perangkat kontrastif realisasi proses mental dalam teks asli (T1) dan teks terjemahan (T2). Dari analisa yang dilakukan, ditemukan sebagian klausa proses mental pada T1 diterjemahkan dengan klausa berpredikat bukan proses mental. Proses mental yang mengalami perubahan adalah subtype persepsi dan afeksi. Mereka direalisasikan menjadi proses material dan rasional. Perubahan menjadi proses relasional merupakan perubahan yang dominan. Perubahan ini dipicu oleh strategi penerjemahan modulasi dan transposisi. Sementara perubahan menjadi proses material disebabkan oleh pengalihan gaya ungkap dari harfiah menjadi metaforis. Terbukti bahwa perubahan proses yang terjadi tidak secara otomatis mengubah makna atau pesan.

Kata kunci: proses mental, persepsi, afeksi, transitivitas, realisasi makna.

Introduction Mental process refers to a category of activities which may be embodied in a clause. It is just one of the six main types of the processes formulated by Halliday (1985). Mental process is a type of activity represented in a language to construe “our experience of the world of our own consciousness” (Halliday & Matthiessen, 2004: 197). The verbs like know, hate, like and the like are the examples. A clause bearing the words will always depict “quantum of change in the flow of events taking place in our own consciousness” (ibid).

A clause in a certain type of process in a language logically has to be realized in another clause with similar type when it is translated into another language. However, a different semiotic system may lead a translator to change the processes type due to some determining factors.

This paper addresses the issue of process type change in a translation involving Indonesian-English, particularly the mental process type.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Translation is a process of meaning extraction from a text and put the meaning into another. With meaning as its commodity, translation is a communication involving at least two semiotic systems, always operating in a certain context. Text, according to Halliday dan Hasan (1985, Tou:1992:14), is a collection of meaning codified in words and structures. It is a process and and product of social meaning in a situational context (ibid:15). Further, they explain that a text presents in variables determining their presentation manifestation. Text is always influenced by field, tenor, and mode, and also its situational and cultural contexts.

A translation work is a realization of single meaning in another language. Thus, the meaning, which covers three types of meanings, is represented in different verbal semiotic systems. In translation, the most prominent meaning, “highest value”, to be maintained is the ideational meaning; when TT fails to match ideationally to ST, it will not be viewed as a translation (Halliday in Manfredi, 2008: 64-65). This is general for translation work. A real value as the most important one to be maintained is by context. In a certain case, it is very possible that another meaning, either interpersonal or textual, bears the highest value.

Halliday sums the criteria of a good translation as, “a text which is a translation (i.e. is equivalent) in respect of those linguistic features which are most valued in the given translation context.” A translator surely will try to realize all those three meanings from the ST in his/her work.

Thus, it can be said that translation texts are representation of one meaning in different languages. Textual realizations there are comparable linguistic phenomena as a way to understand the working

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

semiotic systems. Each text involved in translation is created for one meaning to equalize the source work. If it is a novel, the translation should be the same novel in other language(s). This means that the textual realization there illustrates how a language operates for the meaning, and the comparative study on languages in translation can represent their linguistic characteristics. The use of translation text as the source of language description has been done by many researches (Yuli & Yushan: 2012, Lian & Jiang: 2014, Khristianto: 2014). The first two compare English-Chinese, and the third describes Indonesia, Javanese and English.

Another research exploring modality in translation is done by Mao, Li and Xue (2014). They analyzed a drama, Major Barbara, and its two Chinese versions as the data corpus to compare the modality system in English and Chinese. A study investigating a different facet of functional linguistics was done by Lavid, Arus, and Moraton (2009). It focused on thematisation between English and Spanish, using bidirectional translated text in the languages on different genres. Similar to previous studies, this study also applied an approach of contrastive functional description. In English-Indonesian texts, the study on thematic structure has been done by Budiman (2006) and Wulandari (2013). Both took Obama’s speech, the former used Obama’s first inaugural speech and the latter selected Obama’s speech delivered in his visit to Indonesia University, as the translation data to see how the theme structure in two versions are different from one to another.

This paper will focus only on the variation of mental process realization from Indonesian into English. The data sources are the novels of Ronggeng Dhukuh Paruk (Tohari (1982), (2003), and (2006)) in two

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

different languages, Bahasa Indonesia and English. This applies Halliday’s transitivity to see the changes of mental process category in the clauses collected from the sources.

Discussion As mentioned earlier, mental process is a process characterized by the activity occurring in our mind / consciousness.

It includes

perception, cognition, and affection. These mental processes in the data analyzed are also found to have a variation or change into other types of processes. Each category of the mental process does change into another.

The first process of “perception” has been changed into “doing” and “relational”.

1. Makin sering terdengar suara tangis bayi.

Makin sering

terdengar

suara tangis bayi phenomenon

cir: manner seeing proc.

The cry of a baby pierced the silence The cry of a pierced the silence baby actor doing proc. goal

The datum 1 above shows the process of perception or the so-called process of seeing which is represented by the word "terdengar” (‘sound’) turned out into a process with the verb "pierced", which is “material” type of process. Material process is “concerned with our experience of the material world” (Halliday & Matthiessen, 2003:197). “Pierce” means a physical activity, though it is used metaphorically. Meanwhile, the word "sound" clearly represents the activities carried out through the sense of hearing, a perception.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

A change from mental to material is a big leap, considering both are very different. It is like a change from one extreme to another in a long continuum. The big difference between these processes can be seen in their position on Halliday’s diagram (1994:108). The reason behind this drastic change is the different style of expression in T1 and T2. T1 puts the meaning literally; T2 evokes the same meaning in a metaphor.

Thus, though the wording is different, T2 still maintains the same meaning.

Another change of the perception process is into a relation process, either attributive or identifying. “Relational clauses serve to characterize and to identify” (Halliday & Matthiessen, 2003:210). As shown in the datum 2, the clause in T1 has a verb "look" representing a perception process done by “visual” sense. It is then changed into a main verb form, to be "was" or linking verb "show" that both embodies a process-attributive relations. Similar transitions are also seen in the datum 3 and 4 with the changes of "tampak” (“seen”) into “was" and “terdengar” (‘is heard’) into “was” .

2 Tidak tampak tanda Srintil lelah Tidak tampak tanda Srintil lelah seeing proc. phenomenon If Srintil was tired, she showed no evidence of it If Srintil was tired she showed

no evidence… carrier attributive attribute carrier attributive attribute proc. proc.

Another case is seen from datum 4 in which a main verb

“melihat” "to see", perceiving through visual sense, is transferred into "look" that serves as a linking verb to be synonymous with to be; it serves to “characterize” the subject (carrier). The verb as predicate

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

connects the carrier to its complement or attribute. This change is a result of the transposition (Vinay and Darbelnet in Newmark, 1988:86) from an active into a passive construction.

It shows a significant transposition from T1, which is packed in simplex clause, into a T2 complex clause. For this Newmark (1988:87) further explains, “Certain transpositions appear to go beyond linguistic differences and can be regarded as general options available for stylistic consideration. Thus a complex sentence can normally be converted to a co-ordinate sentence or to two simple sentences…” (my emphasis). This way provides evidence that a translator has a space to negotiate; he/she can go in another path the author does not take—as long as the writer’s meaning is preserved in the translation.

3.

Dari tempatnya yang tinggi kedua burung bangau itu melihat Dukuh Paruk sebagai sebuah gerumbul kecil di tengah padang yang amat luas.

Dari kedua melihat Dukuh tempatnya... burung...

Paruk... cir senser seeing proc. phenomenon From the high vantage point of the two herons, the village of Paruk would have looked like a small thicket in the middle of a broad field.

From the the village would... looked a small high... like thicket cir carrier attributive attribute proc.

What happen here is the change in point of view, modulation

strategy (Vinet and Darbelnet in Baker and Saldanha, 2009:582). They say, ‘[a] translation method consisting of changing a point of view, an evocation, and often a category of thought’ (Vinay and Darbelnet 1995:346). T1 positions the bird as the acting subject and the village as the object; in T2, they are only a point from which the village is seen, and

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

the village is the subject of passive-like construction using linking verb, “look”. This modulation has made the shift on process type.

In addition to the change into relational process of attributive subtype, the perception process is also found to be translated into an identifying relational process. Some sample data showing such change is as follows. The original clause with a verb of “mendengar” (‘hear’), which clearly shows the activity of the auditory sense, is then embodied in a target clause into a process of "being"; it shows an identification. One way to prove the identification process is reversibility, the possibility of a reversal of the position of the subject-complement, because either complement or subject refers to a single referent. Here again, it can be recognized an obvious transposition involved; the strategy is the culprit for the shift on the process type.

4.

Tetapi Santayib mendengarnya sebagai hiruk-pikuk suasana ribuan monyet di pekuburan Dukuh Paruk.

Tetapi Santayib mendengar -nya sebagai... senser seeing proc. phenomenon cir. all Santayib registered was the cacophony of a thousand screaming monkeys from the village cemetery. all Santayib... was the cacophony... token

identifyng proc.

value

Another subtype of the mental process is cognition, or thinking process. The verbs included in this subtype are think, remember, remind, know, and etc. In the data, the process of cognition in T1 is transferred into an attributive-relational process. This can be seen in the data below in which the verb “paham” (‘understand’), a thinking process, is then realized into a main process of ‘being’ (was). “Was” in the T2 (target text) is the main verb to represent the relational process.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

5.

Boleh jadi Srintil belum faham benar makna lirik lagu itu.

Boleh Srintil belum faham… makna… jadi senser knowing proc. Phenom.

It wasn't likely that she was able to fully fathom the meaning of the lyrics.

It wasn't ... she was able to fully… carrier attributive proc.

attribute

However, it is seen that the meaning of “paham” is equal to the verb “fathom”. This way reveals that “was” in the clause functions to be “an auxiliary” to mean “can”. Thus, the change of the process is not there since the cognition process of “paham” (‘understand’) is maintained in its English version, “fathom”. It can be concluded that the cognition process has no change in its translation.

The third subtype of mental process is affection, an emotion aspect. It covers the words like love, hate, like, dislike. The affection in the data is turned into an attributive relational process, as in the datum 6.

The predicate as the process realization in T1 is the verb “rindu” (‘to long’). The clause with affection process is changed into a relational clause with "were" as the main verb in the predicate of the target text.

The meaning of ‘to long’ is then embodied into an adjective “impatient” in the translation.

6. Mereka sudah begitu rindu akan suara calung. akan suara Mereka sudah begitu rindu calung feeling Senser phenomenon proc.

They were impatient to hear the calung ensemble They were Impatient…

Carrier attributive proc. attribute

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Thus, among four subtypes of mental process (perception, cognition, affection and volition), only perception and affection

are

changed into a different type of process. Most changes are identified in the clauses with a perception process. The changes are due to the translation strategies of transposition, and modulation. Another factor of the change is the use of metaphorical expression in the target text to realize a literal clause in the source.

Conclusion A translation of clauses packed in mental process from Bahasa Indonesia into English in the novel has given an evidence that variation is possible. It opens a potential negotiation between the source and target texts. A target text is not always fully obedient to its source. In another way, a translator does not need to be dictated by an author to express the meaning. As long as the meaning is maintained, a translator has a free space to express it in his/her personal preference.

References Ahmad Tohari.(2003). The dancer (Rene T. A.Lysloff- Translator).

Jakarta: Lontar. _____. (1982). Ronggeng Dhukuh Paruk. Jakarta: Gramedia Pustaka Utama.

Asruddin Barori Tou. (2008). An SFL-inspired framework of translation: a translational semiotic communication model. Journal of Modern Languages. 18: 15-40.

Baker, Mona & Saldanha, Gabriela. 2009. Routledge Encyclopedia of Translation Studies (2nd Edition). New York: Routledge. Taylor and Francis e-Library.

Budiman, Arif. 2009. Thematic Structure Shift in Obama’s Inaugural Speech in Between English and Indonesian Versions (A Systemic

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Functional Grammar Approach)-Master Thesis-Unpublished.

Yogyakarta: Graduate School, Faculty of Cultural Science, the University of Gadjah Mada.

Halliday, M.A.K. (1985). An introduction to functional grammar. London: Edward Arnolds.

Halliday, M.A.K. & Hasan, R. (1994). Bahasa, konteks, dan teks: aspekaspek bahasa dala pandangan semiotika sosial. (Terjemahan Assruddin B.Tou). Yogyakarya: Gadjah Mada University Press. (The original was published in 1985 by Deakin University, Victoria).

Halliday, M.A.K., Matthiessen, C.M.I.M. (2004). An introduction to functional grammar (revised ed.). London: Arnolds.

Khristianto. 2013. The Various Realization of Relational Process between the Javanese and English : A Study Case of Transtivity Theory Look on Ronggeng Dukuh Paruk. Translation Conference 2013 (September 2013). Jakarta: LTBI, UNIKA Atmajaya Lavid, Julia & Arus, Jorge & Moraton, Lara. 2009. Comparison and Translation: Towards a Combined Methodology for Contrastive Corpus Studies. International Journal of English Studies (IJES), Special Issue:2009. University of Murcia.

Lian, Zhangjun & Jiang, Ting. 2014. A Study of Modality System in ChineseEnglish Legal Translation from the Perspective of SFG. Cross-Cultural Communication, Vol.4, No.3, pp.497-503, March 2014. www.cscanada.net Manfredi, Marina. 2008. Translating Text and Context: Translation Studies and Systemic Functional Linguistics.

Mao, Zan, Li, Na & Xue, Jiao. 2014. Corpus Stylistic Analysis of Modal Verbs in Major Barbara and its Chinese Versions. Theory and Practice in Language Studies, Vol. No.1, pp-70-78, January 2014. Finland: Academy Publisher.

Newmark, Peter. (1988). A Textbook of Translation. London: Prentice Hall Europe.

Wulandari, Diyah Fitri. 2013. Thematic structure shift found in EnglishIndonesian Translation of Obama’s speech in Indonesia University.

Proceeding of Language Shift and Maintenance III (July 2-3, 2013) Revised Edition. Semarang: Master Program in Lingustics, Diponegoro University.

Yuli, Sun & Yushan, Zhao. 2012. A Comparison of Transitivity System in English and Chinese. Cross-Cultural Communication, Vol.8, No.4, 2012, pp.75-80. www.cscanada.net

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

AN ANALYSIS ON SUBTITLING STRATEGIES OF ROMEO AND JULIET MOVIE Endang Dwi Hastuti SMA Negeri I Sumberlawang hastuti.endangdwi@yahoo.com

Abstract The focus of this research is to identify the subtitling strategies applied in the subtitling of Romeo and Juliet movie. This research belongs to descriptive qualitative research along with purposive sampling techniques.

The objects of the research are English sentences spoken by the actors and actress in Romeo and Juliet movie as a source text (ST) and its Indonesian subtitling as a target text (TT).

The research findings show that the subtitling strategies applied in Romeo and Juliet movie are expansion, paraphrase, transfer, imitation, condensation, decimation, deletion, taming, and resignation. Among those strategies; condensation is the most dominant one due to the limited space and subtitling time appearance because in the subtitling process, there should be a thrifty translation whereas, the accuracy of Romeo and Juliet subtitling depends on the context covering the text, both situation context and cultural context. There are three components covering the situation context, namely field, mode/channel, and tenor/relation.

Key words: Subtitling Strategy, Subtitling Accuracy, Thrifty Translation

Abstrak Fokus penelitian ini ialah untuk mengidentifikasi strategi subtitling yang diterapkan dalam subtitling film Romeo and Juliet. Penelitian bersifat deskriptif kualitatif dengan menggunakan teknik purposive sampling. Obyek penelitian ini adalah kalimat bahasa Inggris yang diucapkan oleh para aktor dan aktris di film Romeo and Juliet sebagai teks sumber (ST) dan subtitling Indonesia sebagai teks sasaran (TT). Hasil penelitian menunjukkan bahwa strategi subtitling yang diterapkan dalam film Romeo and Juliet ialah: ekspansi ,parafrase, transfer, imitasi, kondensasi penipisan (decimation), penghapusan, pelembutan (taming) dan pengunduran (resignation). Di antara strategi-strategi tersebut kondensasi adalah yang paling dominan karena keterbatasan ruang subtitling dan ketersediaan waktu karena

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

subtitling harus menghasilkan terjemahan yang hemat. Sedangkan akurasi subtitling film Romeo and Juliet tergantung pada konteks yang meliputi teks, baik konteks situasi dan konteks budaya. Ada tiga komponen yang meliputi konteks situasi, yaitu lapangan, modus / channel, dan tenor / relasi.

Kata kunci: Strategi subtitling, ketepatan subtitling, terjemahan yang hemat

Introduction Recently, movie translation or subtitling grows rapidly. There are two kinds of movie translation namely: dubbing and subtitling which have differences in both. Bordwell and Thompson (1990: 409) said “The most two common forms of screen translation are dubbing and subtitling”. Then he said further “Dubbing is the process of replacing part or all of the voices on the sountrack in order to correct mistakes or rerecord dialog”. It means that a dubbing is a process to replace voice in “soundtrack” to correct the mistakes and re-record the voice. Thomson also said that dubbing can also be applied not only from Source Language (SL) into Target Language (TL) but, it also can be applied from Source language (SL) into source language (SL) with the difference voice. Another translation expert, Whereas, Chitas, also explored the definition of “dubbing” as follow: “Dubbing involves replacing the original soundtract in the actor‟s dialogue with a target language (TL) recording that reproduces the original message, while at the same time ensuring that the TL sound and the same actors‟ lip movements are more or less synchronized (2003:15)”. This definition stresses that dubbing involves replacing the „soundtrack” from SL into TL with the same lips movement from the actors.

Subtitling is truly different from dubbing. Gambier (1993: 276) explored his definition about subtitling as follow: “Subtitling is one of two possible methods for providing the translation of a movie dilaogue, where the original

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

dialogue soundtrack is left in place and the translation is printed along the bottom of the film”. In other words, it can be said that subtitling is done by translating the film‟s dialogues then put the printed translation in the bottom 0f the film. Similarly as dubbing, the purpose of subtitling is helping the viewers enjoy the films such as documenter movies, drama, and action and so on.

Then

Betty

White

in

(file:///G:/subtitling/eotvsection.php.htm

updated./04/01/2011) stressed that the amount lines of subtitling is not more than two lines.

From the definition of dubbing and subtitling above, it can be concluded that “dubbing” is

the replacement of the original soundtrack of source

language (SL) into target language (TL) whereas “subtitling” is done by sticking the written translation (target language) on the movie monitor.

Dubbing and subtitling are one of translation great works. Firstly, they are done with translation process, and then continued by recording process or sticking process.

The work of subtitling is done by having “texts” at first. The meaning of the “text” depends on the

situation context and cultural context. Situation

context is composed by some variables such as field (content), mode/channel (spoken text/written text), and tenor/relation (the relation between the speaker and the listeners/viewers or the writer and the reader). Knowing the situation context and cultural context is very important in subtitling process because by having them the translator can transfer the message from the source text into target text well and he/she be able to choose the appropriate translation strategies in doing his/her works. From those phenomenon, this research focuses on (1) the equivalent meaning on subtitling of Romeo and Juliet movie

viewed from

the context situation and cultural situation

covered the text, and (2) the translation strategies applied by the translator in translating Romeo and Juliet movie.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The Definition of Translation There are some translation definitions explored by the experts of translation. Some of them are Catford (1965), Nida and Teber (1974) and Larson (1984). Catford (1965: 1) defined the translation as “an operation performed on language: a process of substituting a text in one langauge for a text in another”. Nida and Taber (1974) said that translating consist of reproducing in the receptor language to the closest natural equivalent of the source language message, at first in meaning and secondly in term of style.

While Larson (1983: 17) saw that translation is the replacement of meaning from source language (SL) into target language (TL) by using the form of the receptor target language. From the definition of translation above, it can be concluded broadly, translation focuses on meaning equivalent.

Meaning (Situation Context and Cultural Context Based) Neubert (1984) in Bell (1991: 79) said that meaning is “the kingpin of translation studies. Without understanding what a text to be translated means for L2 users the translator would be hopefully lost”. From this definition it can be inferred that meaning has a broad definition. When we are talking about “meaning” it means that we are not only talking about linguistics aspect but also talking about everything outside the linguistics aspects such as culture, situation, norm and rule of the society using that language.

The meaning of the text depends on the situation context and cultural context. There are three components composed the situation contexts, namely: field (content), mode/channel (written/spoken text), tenor/relation (the relation between speaker-hearer/viewer) (Riyadi Santoso, 2003: 21). The meaning of the text is also influenced by the culture covering the text whether explicitly or implicitly. Explicitly, culture is a kind of artifact

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

produced by the society such as clothes, foods, technology etc., while implicitly, and culture appears in the forms of belief, attitude, values and norms.

Subtitling Important Rules Sugeng Hariyanto (2005: 100) said that there are some important rules in subtitling such as the plot work, the movie terms, script and movie as a whole work. Further, he said that “plot work” in subtitling means translating the movie script from the source language into target language, then combine the translation result with the movie and then revise it. Besides that, there are some terms that should be known by the movie translator or subtitler such as frame, shot, scene and sequences. Frame is a basic unit of the movie that is a set of shot; then some shots are combined into scene; some scenes are combined into scuents; and the last, some scuents combined into movie which are connected by the dialogues. Besides, subtitling is also composed by movie components such as soundtrack, music, effects, the tone of the actors, mimic and gesture, camera movement, distance, and montage (cuts, fade-in, dissolve, and so on).

Movie script refers to the source text that will be translated into target text. There two kinds of scripts namely the original script and script purposed to the movie translator. There are some notes for the original script such as the setting notes, actor‟s mimic, and so on. The advantage of having original script is that the translator knows “the situation” well. Whereas the script proposed to translator does not include such notes but it includes the “timing” notes which help in deciding the subtitling appearance in the movie monitor.

Movie as a whole work means that movie is the same as novel covered by certain society culture that makes the translator works harder because the

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

translators must transfer the semantic and pragmatics meaning, and also the culture.

The Subtitling Difficulties Translating a movie is not an easy work. Sugeng Haryanto (2005) said that in translating a movie, the translator usually get difficulty in „language and culture‟. Language difficulty refers to culture reference, idioms, diction, humor and pragmatics meaning. Whereas culture difficulty refers to the lack of knowledge and experience that the translator has related to the culture habits done by the SL society. It also happens when the translator translates idioms where they should choose the appropriate diction. It is very difficult to translate an idiom because the limitedness equivalent meaning between source language and target language. Then, the next problem that the translator has is related to humor teasing allusion and pragmatics meaning.

Sometimes, the translator doesn‟t realize that the text which he/she translates contain the implicit humor teasing allusion or the translator doesn‟t find the appropriate equivalent meaning in target language because the meaning of the humor related to the source language culture. While the difficulty in pragmatics meaning means the difficulty in finding the appropriate equivalent related to the actor‟s relation in composing dialogue especially when the dialogues use certain dialect.

Sugeng Haryanto (2005) said further that movie translator also gets difficulties because of limited time appearance and limited layout. There are some subtitling layout rules such as the translation should be at the monitor buttom, it just contains 2 lines in maximum, it only contains 35 characters for each lines, it must be Helvetica or Arial font without sheriff, the font color and the background must be in white, the text position is in the middle, and it must be right flat for the dialogue beginning without a dash.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Subtitling Strategies Strategies here mean techniques used by translator in translating word, phrase or speaker‟s utterance. Sugeng Haryanto (2005: 103) explored 10 subtitling strategies as follows: 1. Expansion Expansion means giving addition meaning in the target language. For example, the sentence that‟s in the dead day is translated into “Itu terjadi di bebek mati (hari itu, seekor bebek mati kena lemparan rotiku)”.

2. Paraphrase In this strategy, the translator gives more explanation toward the part of the sentence based on his/her own opinion. For example, the sentence “Turn back no longer” is translated into “Jangan lagi melihat masa lalu”.

3. Transfer Transfer strategies are done by translating the source text literally. For example, the sentence “Turn back no longer” is translated into “Jangan lagi melihat-lihat ke belakang”.

4. Imitation Imitation strategies are done by rewriting the source text into target text. Usually this strategy is done in translating the name of person or the name of place.

5. Transcription This strategy is done by rewriting the certain words because of the textual function how that language should be. For example, how the sentence in the source text pronounced can be seen in the subtitling.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

6. Condensation Condensation strategy is done by shortening the source text. In this strategy the subtitler or translator eliminates unimportant utterance.

But, usually this strategy can make the loosing of pragmatics effect that actually it should be transferred into target language 7. Decimation Decimation is an extreme condensation. This strategy is usually used in translating the actors‟ conversation or utterance when they have a quarrel especially when they speak loudly and with fast speed.

8. Deletion Deletion strategy means some of source texts are deleted because the translator/subtitler believes that those parts are not important. The differences between deletion and condensation is that in condensation there is no any part that be deleted or it‟s just be condensed but in deletion strategy there are some parts that be deleted by the translator.

9. Taming Taming strategies is used to translate the rude or taboo words in order to be acceptable in target language.

10. Resignation Resignation is done when there is no any solution in transferring the message from SL into TL. Automatically, the meaning of the source text is not transferred into target language, or in other word it is “untranslatable”.

Research Methodology This research belongs to descriptive qualitative research with the aim to describe the certain cases. The data in this research are the translation units in

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

lingual forms of Romeo and Juliet Movie such as words, phrases and clauses whereas, research procedures refer to a set of work in the research. Research procedure is a map on how the research should be done, how to do it, and why it is done. The researcher procedures belong to this research are data collecting, data analysis technique, and presentation stage.

The object of the research is English Romeo and Juliet movie as the source text (ST) and the Indonesian subtitling of Romeo and Juliet Movie as the target language (TT). This research is done with the assumption that Romeo and Juliet Movie is one of Shakespeare‟s masterpiece works and this movie is one of Media to communicate between the author and the readers/viewers. The data in this research is parallel

bilingual corpus

consisting of spoken text spoken by the actors and actress in Romeo and Juliet Movie as the source text (ST) and Indonesian subtitling appear in the monitor as the target text (TT).There are some steps done in analyzing the data. At first, the researcher focuses on identifying the source text meaning profile and the equivalent meaning in target text then analyzing the equivalent meaning based on the situation context and cultural context. Then, the second analysis is focused on the subtitling strategies used in Romeo and Juliet subtitling. The last stage of this research is composing and presenting the result of the research. This research uses qualitative analysis strategy. In presentation stage, in making the conclusion (verification) the researcher is always eager to make clarification by having discussion with her colleges toward the truth test of the meaning appears in the data.

Discussion Language always appears in the form of “text”. The text‟s appearance is surrounded with its society, whether physic or non-physic, which supports the text existence or it can be said that a text always appears in its context. As

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

explained before, there are two kinds of contexts surrounding the text, namely situation context and cultural context. There are three variables composing the situation context, namely field, tenor, and mode. Below are the examples of the influence of situation context and cultural context toward Romeo and Juliet movie translation.

Example SL: Romeo

: But soft! What light through younder window breaks?

It is the east, and Juliet is the sun Arise, fair sun, and kill the envious moon Who is already sick and pale with the grief That thou her maid art far more fair than she But not her maid, since she is envious Her vistal livery is but sick and green And none but fools do wear it; cast it off It is my lady, O it is my love

TL: Romeo: Tapi lembut. Cahaya apa dari jendela itu Itu di timur dan Juliet adalah matahari Bangkitlah matahari dan bunuh bulan pengiri tu Yang telah sakit dan pucat Karena kau lebih cantik darinya Jangan ikuti dia, karena ia iri hati Begitu irinya dan hanya si dungulah yang menerimanya Keluarlah Itulah kekasihku Dia menyadari itu The description of situation context of prologue above is as follow. The above prologue is spoken by Romeo in a night after having a party held by Capulet family. In that party, Romeo met Juliet for the first time and they both fall in love. After the party ends, Romeo tries to enter Juliet‟s chamber by climbing the high wall fences. After reaching the Capulet‟s house, Romeo is busy to find out Juliet‟s chamber, when he finds it; he speaks as the above prologue. The tenor of this text is that Romeo who falls in love to Juliet after

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

he meets Juliet for the first time. Juliet is a girl who makes Romeo‟s away from Rosaline‟s love. The mode of this text is spoken text which is spoken softly and full of feeling companied by soft music instrument. While the cultural context of this text is that when someone is falling in love, he or she would do everything although it is outside their capability; just want to meet with the person whom he or she falls in love with. Furthermore, sometimes he or she does a silly thing and annoy people‟s life just want to prove that he or she really loves his or her partner.

There are some interesting things toward those subtitling/translation.

The first, the translation of the sentence “It is the east, and Juliet is the sun” which is translated into “ Itu di timur dan Juliet adalah matahari”. Actually, the source text is the conditional sentence in which the word “if” is implicated so, the clause “It is this east” has a meaning “Andai itu timur”.

Secondly,

the clause “That thou her maid art” is not translated by the

translator. Actually, the phrase “her maid” relates to western culture having a meaning “the servant of Diana, the virgin goodness of the moon, was unmarried maidens”. The Europeans believe that “Dewi Bulan” has a faithful maid named Diana who never got married during her life and gave her whole life to Dewi Bulan. Thirdly, the translation of the sentence “And none but fools do wear it; cast it off” which is translated into “Begitu irinya dia hanya si dungulah yang menerimanya”. We can see that this translation is influenced by the situation context. The situation context composes this clause is that Romeo is truly falling in love with Juliet, so he thinks that just a fool person goes to Diana‟s thinking (Dewi Bulan‟s maid) who decides to be unmarried woman during her life. Fourth, the translation of the sentence “It is my lady, O it is my love” which is translated into “Keluarlah, itulah kekasihku”. When we pay attention more to that translation it seems that the meaning of target language is totally different from the meaning of source

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

language. The translator fails to transfer the meaning of the clause “It is my lady”. The translation is influenced by the situation context that

Romeo

truly wanted to meet Juliet that night so he really hoped that Juliet came out her chamber when Romeo saw Juliet‟s shadow. Fifth, the translator also fails to translate the sentence “O that she knew she were” which is translated into “Dia menyadari itu”. Actually this sentence has a purpose that is Romeo hopes; Juliet knows that she is Romeo‟s lover now.

Subtitling Strategies As explained before, subtitling strategies here mean techniques used by the translator in translating word, phrase or speaker‟s utterance. It‟s very possible that one sentence is translated by using one or more translation strategies. There are 10 subtitling strategies that can be applied in subtitling, namely:

expansion,

paraphrase, transfer,

imitation, transcription,

condensation, decimation, deletion, taming, and resignation a. Expansion The followings are the examples of translation using expansion strategies.

1. SL: Narator TL: Narator

2. SL: Sampson TL: Sampson

: In fair Verona, where we lay our scene. : Di Verona yang indah, dimana kami bercerita

: I will bite my thumb at them which is disgrace to them if they bear it. : Kugigit jempolku sebagai tanda memperlakukan mereka jika mereka tahan. Majulah aku akan mendukungmu

In the first sentence, “In fair Verona, where we lay our scene” and it is translated into “Di Verona yang indah, diamana kami bercerita”. Here, we can see that the translator gives more explanation by adding the phrase “yang indah”. It is done because the movie shows the view and the

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

description about Verona that looks so beautiful, clean, metropolis city full of citizen‟s joys. While in the second example, expansion strategies appear by adding explanation in the sentence “Majulah, aku akan mendukungmu”. The addition of this sentence has a purpose to clarify the meaning of the clause “I will bite my thumb at them”. This clause, culturally has a meaning “an action which indicated contempt or defiance” or a kind of action to mock somebody else. The adding of the sentence “Majulah, aku akan mendukungmu” has a purpose that Sampson endorses his friends to fight with the Capulets. b. Paraphrase The followings are the examples of paraphrase strategy: 1. Sl TL

: I‟ll look to like, if looking like move :Aku akan melihatnya dulu untuk memastikan apa aku mencintainya

2. SL

: This is the matter. Nurse, give leave a while We must talk in secret. Nurse comes back again I have remembered me, thou‟s hear our counsel Thou know‟st my daughters of a pretty age TL

: Suster biarkan kami sendiri Kami harus bicara empat mata. Suster, kembalilah Aku baru mengingatkan diriku. Dengar percakapan

kami Suster, kini kau tahu putriku mulai menjadi remaja cantik The paraphrase strategies appear in the first sentence that is in the phrase “if liking moving to move” which is translated into “untuk memastikan apa aku mencintainya”. The sentence ““I‟ll to look like, if looking liking move” has a meaning if just by seeing it can make someone falls in love, then Juliet wants to see Paris at first with the hope

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

that she can fall in love to Paris as what her mother hopes. In the second sentence, the paraphrase strategy appears in the translation of the sentence “We must talk in secret” which is translated into “Kami harus bicara empat mata” and the sentence “Thou know‟st my daughters of a pretty age” which is translated into “Suster, kini kau tahu putriku telah menjadi remaja cantik”. The phrase “in secret” has a meaning “rahasia” and the translator paraphrases into “empat mata”. Whereas the phrase “ of pretty age” has the same meaning with “at an attractive age” that is the changing of people‟s

growth from a child into teenager or in

Indonesian it‟s famous with ABG (Anak Baru Gede) in which at this age a girl usually looks more attractive and charming.

c.

Transfer The followings are the examples of transfer strategy: 1. SL: Romeo : Well what was yours?

Mercutio : That dreamers often lie TL: Romeo : Dan apa mimpimu?

Mercutio : Pemimpi sering berbohong 2. SL: Romeo : Peace, Mercutio, peace!. You talk of nothing Mercutio : True, I talk of dreams TL: Romeo : Tenanglah Mercutio, tenang. Kau Cuma mengadaada.

Mercutio : Benar, aku bicara tentang mimpi 3. SL: Romeo

TL: Romeo lembut

:My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss : Bibirku seperti dua musafir, siap untuk Melembutkan sentuhan kasar itu dengan ciuman

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Let‟s pay attention more to the underlined sentences above. At those sentences, it‟s clear that the translator translates those sentences literally, without giving more explanation or point of view changing. In the first sentence, the translation of the sentence “That dreamers often lie” is translated into “Pemimpi sering berbohong”. The word “lie” means “tell lie” or in Indonesia it‟s equivalent with “pembohong/pendusta”. In the second example, the clause “Peace, Mercutio, peace!” and “True, I talk of dreams” which each clauses is translated into ““Tenanglah Mercutio, tenang” and “Benar, aku bicara tentang mimpi”. Here, it‟s so clear that the translator only transfers the meaning of source language into target language literally. The same case also happens in third example “My lips, two blushing pilgrims, and ready stand. To smooth that rough touch with a tender kiss” which‟s translated into “Bibirku seperti dua musafir, siap untuk melembutkan sentuhan kasar itu dengan ciuman lembut”. d.

Imitation Below are the examples of imitation strategy.

1. SL: Sampson : A dog of the house of Montague move me TL: Sampson :Anjing di rumah Montague membuatku marah 2. SL: Narrator TL: Narator

: In fair Veronna where we lay our scene : Di Verona yang indah dimana kami bercerita

3. SL: Lady Montague : O where is Romeo? Saw you him today?

TL: Lady Montague :Dimana Romeo? Kau melihatnya tadi?

As it has explained previously, imitation strategy is done in which the translators rewrite the source text into target text as what it is. This strategy is usually applied in translating the name of person or the name of place. In the above example, we can see that the translator just brings

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

the word Montague, Verona, and Romeo into target text without changing its phonemes or its writing. e.

Transcription This strategy is done by re-writing the use of certain words to fulfill the textual function about how the language should be used. But, in this research the researcher doesn‟t find the using transcription strategy.

f. Condensation The followings are the examples of condensation strategy.

1. Sl: Nurse her come.

TL: Nurse

: Now, by my maidenhead at twelve years old. I bade What , lamb! What lady bird. God Forbid! Where is the girl?

Juliet :Aku akan memanggilnya. Tuhan melarang. Juliet……

2. SL: Capulet TL: Capulet

: Trust to it, bethink you, I‟ll not be forsworn : Percayalah. Pikirkanlah

3. SL: Clown called TL: Clown

: Madam, the guest are come supper served up, you : Nyonya, para tamu telah hadir

Condensation strategy is applied by summarizing the useless sentence or utterance. In the first sentence, the translator condenses the sentence “Now, by my maidenhead at twelve years old. What, lamb! What lady bird. Where is the girl?” in the target text. Actually, the sentence “What, lady-bird! God forbid! “What, lamb! What lady bird” has a meaning the Nurse asks Juliet to come. The Nurse uses the phrase “lady bird” means “woman of bad reputation” so, the use of phrase “God forbid” means that Juliet should not be such kind of that girl. Furthermore, that sentence is

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

translated by using condensation strategy

because the Nurse speaks so

loudly and fast.

In the second example, condensation appears in the sentence “I‟ll not be forsworn”. In this case, the condensation is done because this sentence is spoken fast and loudly. This quarrel happens because the speaker (Capulet) is getting angry because of Juliet‟s refusal toward Paris‟ proposal. In the third sentence, “Madam, the guests are come supper served up, you called” which is translated into “Nyonya, para tamu telah hadir”, the condensation in this translation appears in “supper served up and you called”. Although the translator condenses those clauses in the translation, but the viewers understand the message because in the screen also presented the served meals on the table and all the guests are ready with the party.

g. Desimation The followings are the example of decimation strategies.

1. SL: Tybalt TL: Tybalt

: What, drawn, and talk of peace? I hate the word : Damai? Aku benci kata itu

2. SL: Tybalt TL: Tybalt

: Have at thee, coward : Majulah, Ayo

3. SL: Sampson: Quarrel. I‟ll back thee. Nay, as they dare TL: Sampson : Berkelahi aku akan mendukungmu

In the first example, the decimation appears when the translator translates the sentence ““What, drawn, and talk of peace” which is translated into “damai?”. It means that there is an extreme condensation which‟s called decimation. This utterance is spoken by Tybalt when he gets a quarrel with the Motagues family named Benvolio. The same cases

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

also appear in the second and third examples. The second and third examples literally have meanings “Majulah kalian semua, pengecut”, but the translator condenses it into “Majulah, Ayo”. while in the sentence “Quarrel. I‟ll back thee. Nay, as they dare” and translated into “Berkelahi aku akan mendukungmu”, condensation strategy appears when translator condenses the meaning of the clause “Nay, as they dare” which‟s literally has a meaning “Jika mereka berani”.

h. Deletion The followings are the examples of deletion: 1. SL: Juliet TL: Juliet

: Come, gentle night; come loving, black-browed night : Datanglah malam. Datanglah malam penyayang

2. SL: Benvolio TL: Benvolio

: Put up your sword, you know not what you do? : Kenakan pedangmu!

In the first example, the translator deletes the phrase “black-browed” in the translation. Actually that phrase is modifier of the word “night” so it becomes a noun phrase which the word “night” is the head and the phrase “loving black-browed” is the modifier which modifies the word ”night”. There is also an interesting thing toward that translation that is the translator translates the word “lovely” into “penyayang” which‟s unacceptable in target language. The word “lovely” is equivalent with “bagus, menyenangkan, elok, indah”. So, the translation of the phrase “comes loving, black-browed night” should be “Datanglah malam kelabu yang indah.”

In the second example, the translator also makes deletion in doing the subtitling. The deletion appears when the translator deletes the sentence “you know not what you do”. That sentence is spoken by Benvolio

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

proposed to Tybalt when they both are in a quarrel between the Montague followers versus Capulet followers. Literally, that sentence has a meaning “Tak taukah kau apa yang harus kau lakukan?”. This utterance has an implicit meaning in order that Tybalt takes out his sword and gets ready to have quarreled with Benvolio.

i. Taming Below are the examples of taming strategy.

1. SL: Lady Capulet TL: Lady Capulet

: Fie, fie! What are you mad? : Sudah, hentikan

2. SL: Romeo TL: Romeo

: Tush, thou are deceived : Diam, pergilah kau

Those sentences are spoken by the speakers who are getting angry.

Then the translator translates the sentences by using taming strategies in order to be more acceptable and polite in target language culture. Literally, those sentences can be translated into “Hentikan, kau sudah gila/tidak waras” while the second sentence is “Enyahlah, kau pembohong”.

j. Resignation Below are the examples of resignation strategies.

1. SL: Lady Capulet: Well, think of marriage now. Younger than you Here in Verona, ladies of esteem Are made already mothers I was your mother much young these years TL: Lady Capulet: Seingatku, aku melahirkanmu saat aku seusiamu 2. SL: Mercutio

: Athawart men‟s noses as they lie asleep Her wagon spokes made long spiders‟ leg The covert of the wings of grasshoppers

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Her traces of the smallest spider-web TL: Mercutio : Dari hidung pria saat mereka tidur Keretanya bagai lemari kosong In the first example, the translator doesn‟t translate the sentence “Well, think of marriage now. Younger than you. Here in Verona, ladies of esteem are made already mothers”. Those sentences are spoken by Lady Capulet when she persuades Juliet in order to get married with Paris, a rich and an honorable man from Veronna. Literally, those sentences can be translated into “Berfikirlah untuk menikah. Banyak gadis di Verona lebih muda darimu dan sudah menjadi ibu”.

The second example, the translator also doesn‟t translate the sentence “The covert of the wings of grasshoppers. Her traces of the smallest spider-web”. Those sentences are spoken by Mercutio when he speaks to Romeo and they both tell about their own dreams. Those sentences are spoken by Mercution with low speech as though he were still in his dream.

In his dream, Mercutio met Queen Mab, a fairy who always presents in someone imagination when he/she is falling in love. Actually, those sentences can be translated into “Kerudung keretanya bagaikan sayapsayap belalang. Jejak keretanya bagaikan sarang laba-laba”.

Conclusion From the above explanation it can be concluded that the subtitling strategies applied in the subtitling of Romeo and Juliet movies are expansion, paraphrase, transfer, imitation, condensation, decimation, deletion, taming, and resignation. Among those strategies condensation is the most dominant

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

one due to limited space and limited subtitling time appearance because in subtitling it must be thrifty translation.

The accuracy of subtitling in Romeo and Juliet Movie depends on the context covering the text, whether situation context or cultural context. There are three components or variables covering the situation context, namely: field, mode/channel, and tenor. It means that the translator must have cross culture understanding in order to transfer the source language message into target text well.

References Basnnett, Susan and Andre Lefevere. 1995. Translation, History and Culture, USA: Cassell.

Bell, Roger T. 1991. Translation and Translating: Theory and Practice.

London: Longman.

Bordwell, Favid and Kristin Thompson. 1990. Film Art. USA: Mc Graw-Hill, Inc. Catford, J.C. 1965. A Linguistic Theory of TranslationI. London: Oxford University Press.

Cintas, Whereas. 2005. “The Viewer as the Focus of Subtitling”. Translation Journal. URL: http://accurapid.com/journal/32film.htm. updated on:12/26/2010.

Gambier, Yves. 1993. “Audio Visual Communication: Typological Detour”.

Teaching Translation and Interpreting 2. Philadelphia: John Benjamin.

Haryanto, Sugeng. 2005. “Subtitling: Di antara Keterbatasan Bahasa-Budaya dan Media”. Collection of International Conference on Translation:Translation, Discourse and Culture. Program Pascasarjana: UNS. Hoed, Benny H. 1992. Linguistik, Semiotik, dan Kebudayaan Kita. Pidato Pengukuhan Guru Besar pada Fakultas Sastra Universitas Indonesia.

Houbert, Frederic. 1998. “Translation as Communication Process” dalam Translation Journal and the Authors 1998 Volume 2, No. 3 July 1998; Available from URL:http://accurapid.com/journal/htm. updated on: 12/26/2010

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Larsen. 1993. “The Subtitling of Film: Reaching Another Community”.

Translation Journal, URL: http://accurapid.com/journal/32film.htm. updated on:12/26/2010.

Larson, Mildred L. 1998. Meaning Based Translation: A Gude to CrossLanguage Equivalence. (Second Edition). USA: University Press of America, Inc. Moeliono, Anton. (1995). Implikasi Penerjemahan dalam Pengembangan Bahasa Indonesia. Proyek PS2PT. DIKTI. Nida, Eugene (1964). 2000. “Principles of Correspondence” dalam Lawerence Venuti (Ed). The Translation Studies Reader, pp.126147. New York: Routledge.

Nida, Eugene. 1975. Componential Analysis of Meaning. The Hague – Paris: Mouton.

Nida, Eugene and Charles Taber. 1974. The Theory and Practice of Translation. Leiden: E.J. Brill.

Santoso, Riyadi. 2003. Semiotika Sosial Pandangan Terhadap Bahasa.

Surabaya: Pustaka Eureka & JP Press.

White, Betty. 2008. “Subtitling: The Museum of Broadcast Communication”.

Translation Journal, URL: http://accurapid.com/journal/32film.htm. updated on:4/1/2011.

Widodo, Erna dan Mukhtar. 2000. Kontribusi ke Arah Penelitian Descriptif.

Yogyakarta: Avyrous.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The Use of Community Language Learning Method to Increase the Students’ Participation in Classroom Conversation

Siti Nurhasanah sitinurhasanah270@yahoo.co.id

Abstract Community Language Learning (CLL) is a language teaching method which involves psychological aspect and students work together to develop what skill of a language they would like to learn. This method firstly developed by Charles A. Curran and his association which is called Counseling-Learning theory. Within the language teaching tradition CLL is sometimes cited as an example of a humanistic approach. The roles of the teacher is called counselor and the learners are called client in the language classroom. The research will use Community Language Learning (CLL) method to increases the students‟ participation in speaking class for the students of International Class Program State Institute of Islamic Studies (IAIN) Salatiga Batch 2013/2014 Academic Year 2013. The researcher uses Classroom Action Research (CAR) who accompanied by an observer. To know the students‟ participation, the researcher conducts pretest and posttest within 2 cycles.

Each cycle consists of planning, acting, observing and reflecting. The research shows that the students‟ participation increased not only their conversation but also their motivation. Based on the results and findings, the students could develop their participation which can be seen by the increasing average between pretest and posttest from the cycle 1 to the cycle 2.

Keywords: Community Language Learning, Method, Classroom Action Research, Language, Participation

Abstrak Community Language Learning (CLL) merupakan metode pengajaran bahasa yang melibatkan aspek psikologi dimana peserta didik ikut bekerja sama dalam mengembangkan keahlian berbahasa yang ingin mereka pelajari.

Metode ini pertama kali dikembangkan oleh Charles A. Curran dan

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

asosiasinya yang disebut teori Counseling-Learning. Ada pula yang menyebut bahwa metode ini merupakan pendekatan humanisme. Pengajarnya seolah-olah bertindak sebagai konselor dan peserta didiknya sebagai klien.

Selanjutnya penulis juga menggunakan metode CLL untuk meningkatkan partisipasi mahasiswa dalam kelas Speaking di Program Khusus Kelas Internasional (KKI) IAIN Salatiga Tahun Akademik 2013/2014 angkatan 2013. Penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dimana penulis sebagai peneliti dan ditemani oleh satu orang sebagai pengamat. Untuk mengetahui peningkatan partisipasi mahasiswa di kelas tersebut, peneliti mengadakan pretes dan postes dalam 2 siklus. Masingmasing siklus berisi perencanaan, aksi, observasi dan refleksi. Hasil penelitian menunjukkan bahwa mahasiswa mengalami peningkatan tidak hanya pada partisipasi percakapan bahasa Inggris mereka tetapi juga motivasi belajar mereka. Hal ini bisa dilihat dari peningkatan rata-rata nilai dari pretes ke postes baik di siklus 1 hingga di siklus 2.

Kata kunci: Community Language Learning, Metode, Penelitian Tindakan Kelas, Bahasa, Partisipasi

Introduction English as the International language plays an important role in this era. It is the first international language used for international trade, tourism, education, and other important international affairs to communicate among nations in the world including students in the universities such as students of International Class Program State Institute of Islamic Studies (IAIN) Salatiga.

International Class Program is a new program that has been established by IAIN Salatiga in October 1st, 2010. In this program, students and lectures use foreign languages including Arabic and English as the deliver language in the classroom. It means the students must be able to speak in English as their daily conversation in the classroom although they are different backgrounds from language major, natural sciences and social

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

sciences. Another problem is the students come from different kinds of the schools such as Gontor (Islamic Boarding School), MA/ PK (Islamic Senior High School), and SMA (Senior High School).

This condition influences the speaking ability especially for studentsâ€&#x; conversation of International Class Program batch 2013. They are shy, less confident and quiet when they should speak in English both inside and outside of the classroom. At the fact, speaking is one of language skill where the students should share their ideas, thoughts, and emotions because the language indicates the ability of students to arrange the words to have conversation and discussion with their friends and lecturers. In addition it becomes challenge for the students to master foreign language especially English well. They have projection to study abroad for Master Degree or to be International teacher in the future. Therefore it is very important to them for engaging in communication by using English for the students of International Class Program.

In learning language, the most fundamental concept is psychology.

According to Marion E. Bunch (1977: 3), individual instances of learning range all the way from the simplest change in behavior resulting from practice to the most complex of those in the category of the higher mental processes.

Learning is a basic and central component of the distinctive activities that constitute the subject matter of psychology. Learning including retention, on which it depends, is at the heart of perception, thinking, imagination, reasoning, judgment, attitudes, personality traits, systems of values, and the development and organization of the activities that constitute the personality of the individual (Marion E. Bunch, 1977: 3).

To improve the ability of students in learning language, it is better to involve psychological aspects like Charles Arthur Curran did when he has

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

taught La Forge, his student. Curran has used a method called Community Language Learning (CLL).

CLL is a method to react the sensitivity of learner for learning communicative intent. It should be noted that communicative intent is sometimes forced by the number and knowledge of learners. It has made CLL places unusual demands on teachers of language. They have to be highly fluent and sensitive to atmosphere in both L1 (Native Language) and L2 (Foreign Language).

CLL is firstly developed by Charles A. Curran and his associates.

Currant is a specialist in counseling and a professor of psychology at Loyola University, Chicago, (Jack C Richards and Thedore S. Rodgers, 1986 p. 113).

His application of psychological counseling techniques for learning is known as Counseling- Learning. Community Language Learning represents the use of Counseling-Learning theory to teach languages, (Jack C Richards and Thedore S. Rodgers, 1986 p. 113).

In counseling learning theory, it can be measured by performance.

Learning usually related to change in stimulus-response relationships that result from practice and the evidence that learning has happened is a change in successive performances like students of International Class Batch 2013 should do. They have to perform drama twice in a year using foreign language Arabic and English. It is very interesting to know how CLL method will be applied to improve the studentsâ€&#x; participation in classroom conversation.

The problems and successes experienced by one or two different student groups in the classroom may not necessarily represent language learning universals. Other attentions have been expressed related to the lack of a syllabus, which makes objectives unclear, evaluation difficult to accomplish, and focus on fluency rather than accuracy, which may lead to

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

inadequate control of the grammatical system of the target language. On the other hand, CLL emphasizes the positive benefits of a method that focus on the learner, stresses the humanistic side of language learning, and not merely its linguistic dimensions.

Because of this condition, teacher should encourage students to strive for independence. The teacher should also be culturally sensitive and prepared to redesign tile language class into more culturally compatible organizational forms. It makes the writer is interested in this method to increase the studentsâ€&#x; participation in classroom conversation for the students of International Class Program focus on batch 2013 by conducting Classroom Action Research.

Research Methodology According to Kemmis, CAR (Classroom Action Research) is a form of self reflective enquiry undertaken by participants in social situation in order to improve the rationality and justices, their understanding of these practices and situations in which the practices are carried out (Hopkins, 1993 : 44).

Another definition proposed by Robert Rapport (1993) is that Classroom Action Research aims to contribute both to the practical concerns of people in an immediate problematic situation and to the goals of social science by joint collaboration within a mutually acceptable ethical framework (Hopkins, 1993 p. 44).

From the definitions above the researcher conclude that CAR as one of the form of research that tries out ideas in practice for a social situation to improve or change something and try to have a real effect on the certain situation.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Research Procedure In this CAR, there are some steps as Kemmis stated. It consists of two cycles and each cycle has the procedures as follows: 1. Planning Some activities in planning such as: a.

Preparing materials, making lesson-plan, and designing the steps in doing the action.

b.

Preparing studentsâ€&#x; attendance list and scoring.

c.

Preparing sheets for classroom observation to know the situation of teaching learning process when the method or technique is implemented.

d.

Preparing a test including pretest and posttest.

2. Action Here are activities in action: a.

Giving pretest for students of International Class Program batch 2013

b.

Teaching speaking (conversation) through community language learning

c.

Giving chances for students to share their ideas, activities or ask any difficulties or problems

d.

Asking the students some questions orally and the students answer orally related to the themes such as passion, hobby, dream, education, culture, and so on.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

e.

Giving posttest that will be attached in appendixes and written in lesson plan for cycle 1 and 2.

3. Observation Observation is one of the instruments used in collecting the data. As a scientific method, observation can be systematically used to do serve and note the phenomena, investigate what students feeling, thinking, and something they do in teaching learning process. The writer plans to do this observation flexible and open to record the unexpected.

4. Reflection After the researcher has been accomplished to analyze the observation, the researcher will plan for the next cycle. If the researcher finds problems in the first cycle, she will do better for the next cycle.

Discussions There are two cycles. In each cycle, the steps consist of planning, acting, observing, and reflecting.

Cycle 1 1. Planning Before conducting the research, the researcher prepared the instruments such as: a. Designing lesson-plan and preparing materials Lesson plan is a teacher activities orientation so that teaching learning process can be arranged well. In the first meeting, the researcher prepares materials about passion; hobby; and interest

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

of the students International Class Program Batch 2013. Then, the second meeting is about international events and chances. b. Preparing studentsâ€&#x; attendance list and scoring. c. Preparing sheets for classroom observation to know the situation of teaching learning process when the method or technique is implemented. d. Preparing a test including pretest and post test. For pretest, the researcher uses oral test to know the studentsâ€&#x; profile of speaking skill by giving them chances to speak one by one. For post test, the researcher gives writing test.

2. Acting a) The Implementation of the Action 1 The researcher as the teacher and accompanied by the observer entered the class. The researcher created a good condition by asking them to make a circle and sit on the floor then the students gave attention to the teacher.

She gave the studentsâ€&#x; mind map about Community Language Learning (CLL) to give them understanding on how the study looked like and the benefits by joining this class.

After few minutes, every student introduced their names including their nicknames.

Every student gave big applause for themselves. After they have introduced themselves, they looked motivated to speak more. Then the researcher would like to see their talents.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Therefore she asked them to propose three topics based on their passion, hobby, and interest.

She gave the students 15 minutes to find three topics and asked them to explain the reasons. This activity became the pretest to measure their speaking skill including pronunciation, grammar, vocabulary and fluency.

Then every student told their topics with their reasons. It was very interesting for them because most of them speak naturally and the observer wrote the topics as materials for the next meetings. She got more than 20 topics and clarified them based on the student priorities. The topics they proposed such as education, literature, writing, technology, economic, entrepreneurship, business, social conflict, traveling, study abroad, culture, music, art, and sport.

During their talk, the observer gave them assessments. Every student spoke about three minutes. After that, the researcher gave them comment. She also encouraged them to have no worries about mistakes when they were speaking and just be confident. b) The Implementation of the Action 2 The next meeting the researcher greeted the students as usual.

Every student in the group read and discussed the material for 15 minutes, after that they had to present their thought and feeling related to international chances. Each group told what they thought about student exchange, short course, international conference, voluntary activity, and master degree for 7 to 10 minutes.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

After they got the descriptions about international programs, the researcher asked them to write their dream for 20 minutes.

The writings were the expression of their feeling and thought.

From this activity, the researcher made it to be posttest.

3. Observation In the first cycle, the writer and the observer have observed the teaching learning process. The researcher could see that the students of ICP batch 2013 basically are motivated to speak English. However they face some problems. For example, some student can speak but the grammar is incorrect, some of them speak quite well but they need to improve their pronunciation, some of them have no confidence.

Sometimes some students are not ready to express their ideas when they do not have time to prepare material regarding the topic. It means some of them cannot speak naturally such as in informal situation. But they are motivated to increase their conversation through community language learning because of their dream to get international chances.

By analyzing the result of pretest and post test above, there is an increase of the students‟ grade of International Class Program batch 2013. It is 0.03 from 2.75 to 2.78. This increase of the students‟ grade shows a little improvement of the students‟ participation in classroom conversation. Thus, the researcher appreciate of their effort, they already tried to improve their speaking from enough level to be good level, and from good level to be very good level.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

4. Reflection After analyzing the result of action in cycle 1, the researcher can assume that it is very important for the teacher to create comfortable condition in the classroom, it might be an informal situation but they are serious to learn and they express their ideas naturally. There is no gap among teacher and students in teaching learning process. The teacher must encourage the students before, during, and end of the class so that they are motivated to realize their dreams and express their feelings. The teacher also should appreciate what the students speak and give the students more assessment about the material and practice in speaking.

Action 1 did not give satisfied result because the students are still less confident, shy and afraid of making mistake in grammar especially for the students of Islamic and Arabic Departments. It means that the background of their departments influences their mind.

Therefore, it is very necessary to continue the next cycle to encourage them for participating in classroom conversation. The second cycle is carried out as follow up of the first cycle. To get the effectiveness for the next cycle, the researcher will prepare better.

Cycle 2 1. Planning Before conducting the research, the researcher prepared the instruments such as: a. Designing lesson-plan and preparing materials

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Lesson plan is a teacher activities orientation so that teaching learning process can be arranged well. In the third meeting, the researcher prepares materials about issues of international conference for the students of International Class Program Batch 2013. Then, the fourth meeting is about youth and world peace. b. Preparing studentsâ€&#x; attendance list and scoring. c. Preparing sheets for classroom observation to know the situation of teaching learning process when the method or technique is implemented. d. Preparing a test including pretest and posttest. For pretest, the researcher uses oral test to know the studentsâ€&#x; profile of speaking skill by giving them chances to speak one by one. For posttest, the researcher gives writing test.

2. Acting a. The Implementation of the Action 1 The researcher and the observer entered the class, then the researcher as well as become the teacher controlled the situation by asking them to make a circle and sit on the floor. The students give attention to the teacher.

All students laughed, actually some students were interested in to share their arguments and some of them have confidence to express their opinion but every student has spoken although some of them were active to talk and some of them did not speak. We continued to the next topic about social activity.

This activity also became the assessment as pretest for the cycle 2.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

b. The Implementation of the Action 2 The researcher as the teacher greeted the students as usual. The researcher created a good condition for the students until they had paid attention to the teacher. After that, the teacher divided them in to three groups by counting 1 to 3.

The students went to their groups and identified the problem of the topic then they tried to arrange script and practiced their roles in front of their friends. This condition also became their preparation before they perform Art and Language Exhibition (ALE) because every batch of International Class Program should perform drama twice in a year, Arabic and English drama.

After their discussion and performance, I gave them a post test as the assessment of cycle 2.

3. Observation In the cycle 2, the researcher was accompanied by the observer observed teaching and learning process through CLL method. By monitoring the studentsâ€&#x; activities, the writer could know that the students have had high motivation to speak in English. The second cycle shows better improvement than those in the first cycle. In the second cycle, the students have more confidence and become active to discuss ASEAN Community. The researcher really appreciated of the students because they have shown big effort to improve their English.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The research showed that CLL method was appropriate to be applied for students of International Class Program batch 2013 because the relation between teacher and student like counselor and client had appeared in this activity. The teacher role was succeed to implement CLL method and the students could respond what the teacher direct to them. When the teacher proposed some topics then they could explore deeply, they felt enjoyable to express their ideas, By analyzing the result of pretest and posttest in cycle 2, there is an increase of the students‟ grade of International Class Program batch 2013 at the main that has been obtained. It is 0.16 from 2.99 to 3.15. Compare to cycle 1, the increase of mean is 0.13 from 0.03 to 0.16. This increase of the students‟ grade shows an improvement of the student speaking skill. Therefore, CLL method is appropriate to be implemented for the students of International Class Program batch 2013 to increase the students‟ participation in classroom conversation.

They have tried their motivation to improve their speaking, from good to be very good level.

4. Reflection After analyzing and comparing the result of implementation between cycle I and II, the writer can say that CLL (Community Language Learning) method could increase the students‟ participation in the classroom conversation of the students International Class Program batch 2013. In addition, it is very important for every teacher to encourage students by giving motivation before and after the lesson. The teacher also should appreciate what every student did and spoke.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The researcher believes that every teacher has their own method but after doing Classroom Action Research (CAR) for the students of International Class Program batch 2013, CLL is appropriate to be applied for teaching and learning foreign language.

Besides this method involves psychological aspect, the students have become more confident and more enjoyable to speak naturally to express their ideas, share problems, and propose questions so that this condition do not make a gap between teacher and students then they can be enjoy in learning English.

In addition, this method is one of ways to dig studentsâ€&#x; talent, encourage and appreciate what they do and speak, so that the students reach their dreams by realizing the word of International Class Program. It means CLL method which is implemented by the researcher also has had a purpose to make students active in classroom conversation after that the students to be more active through joining some international events and chances such as short courses, student exchanges, international conferences, voluntary activities, and study abroad for master degrees.

Conclusion Based on the theoretical review and the implementation of the study, the writer can draw the conclusion as follows: 1. The profile of the studentsâ€&#x; participation in classroom conversation showed that generally they were quiet and less confident to speak English in the beginning of the lesson, especially for the students of non-English Department of International Class Program batch 2013. Moreover, some students could speak English but the grammars were incorrect, some of

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

them could spoke well enough but need the improvement of pronunciations.

2. Based on the teaching and learning process by implementing Community Language Learning (CLL) method, the students could develop their participation in classroom conversation although sometimes there were grammatical errors. In addition, the students were unconfident to speak English but after using Community Language Learning (CLL) method, there were good responses from the students.

3. The result of the students‟ participation can be seen from the increasing average between pretest and posttest in the first cycle to the second cycle.

In the first cycle, the mean of pretest is 2.75 and the mean of posttest 2.78. Then in the second cycle, the mean of pretest is 2.99 and the mean of posttest is 3.15. The percentage of students‟ participation who have gotten very good grade increase from 0% in pretest to 5.26% in posttest of the cycle 1, and 26.32% in pretest to 42.11% in posttest of the cycle 2.

From the result of the test, the writer concludes that generally CLL method could increase the students‟ participation in classroom conversation.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

THE USE OF EXPRESSIVE SPEECH ACTS IN HANNAH MONTANA SESSION 1 Nur Vita Handayani Ahmad Dahlan University pearhandayani@gmail.com

Abstract This study aims to describe kinds and forms of expressive speech act in Hannah Montana Session 1. It belongs to descriptive qualitative method.

The research object was expressive speech act. The data source was utterances which contain expressive speech acts in the film Hannah Montana Session 1. The researcher used observation method and noting technique in collecting the data. In analyzing the data, descriptive qualitative method was used. The research findings show that there are ten kinds of expressive speech act found in Hannah Montana Session 1, namely expressing apology, expressing thanks, expressing sympathy, expressing attitudes, expressing greeting, expressing wishes, expressing joy, expressing pain, expressing likes, and expressing dislikes. The forms of expressive speech act are direct literal expressive speech act, direct non-literal expressive speech act, indirect literal expressive speech act, and indirect non-literal expressive speech act.

Keywords: Pragmatics, Expressive, Speech Act, Direct, Indirect.

Abstrak Penelitian ini bertujuan untuk mendeskripsikan jenis dan bentuk ekspresif tindak tutur dalam Hannah Montana Sesi 1. Ini milik deskriptif metode kualitatif. Objek penelitian adalah ekspresif tindak tutur. Sumber data adalah ucapan-ucapan yang mengandung tindak tutur ekspresif dalam film Hannah Montana Session I. Peneliti menggunakan metode observasi dan teknik mencatat dalam mengumpulkan data. Dalam menganalisis data, metode deskriptif kualitatif digunakan. Hasil penelitian menunjukkan bahwa ada

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

sepuluh jenis tindak tutur ekspresif ditemukan di Hannah Montana Sesi 1, yaitu mengungkapkan permintaan maaf, mengungkapkan terima kasih, mengekspresikan simpati, mengungkapkan sikap, mengungkapkan ucapan, mengungkapkan keinginan, mengekspresikan sukacita, mengekspresikan rasa sakit, mengungkapkan suka, dan mengekspresikan tidak suka. Bentuk-bentuk ekspresif tindak tutur yang langsung literal tindak tutur ekspresif, langsung non-literal ekspresif tindak tutur, langsung literal ekspresif tindak tutur, dan tidak langsung non-literal ekspresif tindak tutur.

Kata kunci: Pragmatik, Tindak Tutur Ekspresif, Langsung, Tidak Langsung.

Introduction Communication is important as human being. It is a life skill, people as social being need to communicate to the others, share ideas, express their feeling and their emotion and has interaction to meet their needs. By understanding the language and the meaning of it people connected to each other. The utterances performed by the speaker are an action or activities which may contain words expressed their feeling. In this case, it is called expressive speech act. Expressive speech act can be direct and indirect. As literary work, film also contains expressing feeling. Thus, this paper would give more understanding in expressive speech act and direct and indirect expressive speech act uttered in Hannah Montana Session 1.

Yule (1996: 3) states that “pragmatics is concerned with the study of meaning as communicated by speaker (or writer) and interpreted by a listener (or reader)”. It has to do with the meaning in interaction between the speaker and the hearer. To reach the speaker‟s interpretation, the hearer has to understand the utterance rather than words and phrase themselves. It is more than understanding the speaker but also what the speaker‟s imply. In

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

addition, context also influences what the speaker‟s imply. Context such as when, where, what situation, who they are talk to, in what circumstances are necessary to involves helping the hearer interprets the speaker‟s meant (idem: 3).

Yule (1996: 47) states speech act as action performed via utterances.

Like it is called, speech is the utterance and act is an action. As Austin says it is not only saying something, the speaker is also doing something. Thus, it is more than describing the word. It is used to communicate, to pass the information, more than that it carries mutual acting between the speaker and the hearer.

One of the aspects studied in pragmatics is speech act. Yule (1996: 47) defines speech act as the action performed by a speaker with an utterance.

In other word, there are activities intended to do by speaker by saying something. Speech act firstly is delivered by Austin (1962: 103) which is divided in three different acts, those are, locutionary act, illocutionary act, and perlocutionary act.

Austin (1962: 99) defines illocutionary act as

performance of an act in saying something. By saying the utterances, the speaker is also doing a certain action. Searle (1976: 10-12) distinguishes five classes of illocutionary acts and bases on illocutionary point, the result of illocutionary point and the relationship of word and world. They are assertive, directives, commissives, expressive, and declarations.

Searle (1976: 12) states expressive to mentions behabitive by Austin.

It is used to express the psychological state in sincerity condition about a state of affair in specified in the propositional content. Including the expressive speech act are welcoming, praising, blaming, etc. Yule (1996: 53) states that expressive can be a statement of pleasure, pain, like, dislike, joy, or sorrow. It means expressive tell about speaker‟s feeling.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The expressive speech act can be direct and indirect, literal and nonliteral, implicit and explicit (Meyer 2009: 50). Combining the literal- non literal and direct –indirect, there are four ways of performing expressive speech act (Wijana: 1996: 33).

1. Direct Literal Speech Act Direct literal speech act is the speech act expressed the word literally and communicates directly. Thus, statement expressed in declarative sentence, question expressed in interrogative, command, request expressed imperative.

2. Direct Non literal Speech Act In contrast, direct non literal speech act is the speech act expressed by the sentence mode suitable for the purpose of speech, but the composition of the words do not have the same meaning with the intention of speaker. Thus, the speaker does not mean as the word mean. In this speech act, the speaker means to criticize by declarative sentence.

3. Indirect Literal Speech Act Indirect literal speech act is the speech act expressed in a sentence mode, the meaning that is contrary with the purpose that it is expressing, even though the meaning of the words are arranged in accordance with what the speaker intended. It has different form and function which is not compatible.

4. Indirect Non Literal Speech Act Indirect non literal speech act is the speech act that when expressed by sentence mode the meaning of the sentence is incompatible with the intention of the speaker.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Research Method

In this research, the researcher used descriptive qualitative research.

Dรถrnyei (2007: 24) says that qualitative research is a research involves data collection procedures that result primarily in open-ended, non-numerical data which is then analyzed primarily by non-statistical methods. In addition, Neville (2007: 3) states qualitative research is suitable for observe the disciplines of language and consider its place within social sciences and humanities more generally.

The object of this research is the dialogue of the movie characters using expressive speech act. Data in this research is the dialogue that contain expressive speech act. Data source is a basic information and material that collected by the researcher. It can be in the form of document, thing, person, action, film, official document, etc. Data source of this research is film Hannah Montana Session 1 episode 1-2. According to Mahsun (2005: 92104) there are three methods of gathering data. In this research, the researcher used metode simak (observing method) because the data are in the form of spoken language that obtained in a film Hannah Montana Session 1 episode 1-2. Thus this research used noting technique (metode catat) in collecting expressive speech act. The researcher observing the film then write the expressive speech act found and in which situation. In this research, the researcher used qualitative and descriptive method to analyze and interpret the kinds of expressive in Hannah Montana Session 1.

Discussion According to data analyzing in Hannah Montana Session 1 episode 12 the researcher found some expressive speech acts. They are expressing apology, expressing thanking, expressing sympathy, expressing attitudes,

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

expressing greeting, expressing wishes, expressing joy, expressing pain, expressing likes, and expressing dislike.

Kinds of Expressive Speech Act Used in Hannah Montana Session 1.

1. Expressing Apology a. Hannah Fermine

: Oh, I’m sorry, Fermine. : Is okay, I kiss it. (Kisses his finger) All better…..

The data (a) can be identified for expressing apology. Fermine is Hannah‟s designer. He makes a dress for Hannah for the next show. Fermine is hurting his finger while working on Hannah‟s wearing dress. She forgets that Fermine sew the dress she wore. Hannah feels regrets to Fermine for keeping moving. The apologizing expression is implicit because the verb am does not fit the structure performative verb; the naming of speech act conveyed in the adjective sorry.

2. Expressing Thanks Thanking expresses that the speaker is pleased about or grateful for something that another people have done. The performative verb that describes this feeling is thanked, as shown in the data below: b. Robby Ray : Son, I primped your ride.

Jackson : Oh, yes, he did! (Laughing) Oh! Thank you, thank you!

Thank you! Thank you! Thank you! Thank you!

Robby Ray:

Okay, Son, you can let go now. It was cute when you were five, now it just throws my back out.

The verb thank refers to this classification. The utterance in (b) is used by Jackson to thanked Robby Ray for fixing his car.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

3. Expressing Resentment Resentment refers to the verb resent. Resentment is statement to expressing angry because you have been forced to accept someone or something that you do not like.

In this situation, Miley had fight with Lilly because Lilly was desperate to show Hannah‟s stuff to the other friends. Miley disbelieved that Lilly wanted to do that which means Miley‟s secret as a popular singer Hannah Montana will be revealed. After Lilly went home, Miley tells to her father which also knows that her secret being revealed. c. Miley : I am so mad!

Robby Ray : So you‟re gonna take it out on my ice cream sundae? You wanna talk about it?

The data (c) expresses the speaker‟s feeling. The resentment shows in the adjective mad which is mean angry.

4. Expressing Greeting Greeting is something friendly or polite that you say or do when meet or welcome someone. This expression shows that you are pleased that they are with you. d. Johnny: (walking over) Hey, Miley. How‟s it going?

Miley : Um, pretty good! Just getting some ketchup for my veggie burger. I see you like mayonnaise. Never tried that on a veggie burger! And maybe I should, but, not today because then the ketchup would go all over the kitchen.

Johnny comes over to Hannah that is getting some ketchup in her burger at the cafetaria. Johnny greets Hannah Montana friendly by saying Hey, Miley How‟s it going? Those words are used to welcome Hannah. The

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Hannah‟s answer also reflected that the speaker intended to do greeting even though she is nervous in speaking.

5. Expressing Joy The performative verbs that denote this action is rejoice, brighten, swoon, delight, amuse, please, satisfy, enjoy, and exult. e . Robby Ray : And are you happy about that?

Jackson : Yes I am! Dad, it‟s mine. It‟s not perfect but it‟s my own car, and I bought it with my own money.

Considering data (e) Jackson answering Yes I am with happily for Robby Ray‟s question which means that he was happy. The reason is because he bough new car with his own money.

Direct and Indirect Expressive Speech Act Found in Movie

1. Literal Direct Strategy A speech act can be performed direct if its intent is clearly conveyed by the words and structure of the utterance. The direct speech act can be literal if the speaker means what she or he says. f.

Lilly

: (following) what‟s wrong with your voice?

Hannah : Um, that happens after every concert. (Moving the rack) Lilly : (spreading clothes apart) You give so much. I just wish Miley were here.

Hannah : (hidden behind the moving rack) Uh, Miley, who‟s Miley? I don‟t know Miley, that‟s a strange name. g. Oliver: Take it off, dude! Take it off! Take it off! Take it off!

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Friend Oliver

Oliver

: Dude, what's with you and the gum chewing? : (think back: Aunt Harriet: Oh, little baby Ollie.

Aunt Harriet just wants to eat you up.You're so yummy, yummy, yummy. (Baby crying) Oh… Let me get that off you) : (GRUNTING) I hate that woman.

h. Fermine: (leaving through the front door) I love you, Hannah Montana.

The above data (f), (g), and (h) are in the form of declarative, as a direct speech act, those would be used to make a statement.

The

performative verbs such as wish, hate, and love are in declarative sentences which are used to make statements not questions, commands or requests. It uses to express action or opinion. The data have literal meaning because it means like word means. The utterance in (f) means a wish that Miley can join with Lily to see Hannah‟s concert because she is Hannah‟s big fan.

Unfortunately, Miley who is Lily‟s best friend refuses it. She feels disappointed. The word wish literally means hope that her friend can see the Hannah Montana together with her.

The utterance in (g) showed that the speaker hates with his aunt Harriet. It has a literal meaning which means the speaker; Oliver does not like Aunt Harriet. It can be seen that the hate of gum chewing is started when he was a child. He remembers at that time his aunt chewed her gum but it dropped to her. The way she is chewing and that disgusting dropped gum makes Oliver hate his Aunt. It was sounding in hate tone. In the utterance (h) Fermine, the speaker wants to show like or love the hearer before he leaves Hannah‟s home. When the speaker‟s intended has the same aims as the words means, thus, the above data used literal direct strategy to perform the utterance.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

2. Non-literal Direct Strategy A speech act can be performed direct if its intent if the words and structure of the utterance agree with its function. The direct speech act can be non- literal if the speaker does not mean what she or he says or the word does not mean like the word say. i. Robby Ray: I don't know, maybe it wanted to party. Oh, come on, Dontzig,

just trying to be neighborly.

Dontzig

: That‟s nice, but I hate neighbors. That's why I got the

big hedge.

So, something needs to be done about this.

Robby Ray: Yeah, and I think something needs to be done about this (pointing Dontzig belly). I would recommend possibly some sit-ups or maybe a bigger robe.

Dontzig

:Ha, ha. Very neighborly… Oh, got a new car. You

know my wife, she had a car just like this. Traded it in. She thought it was too girly.

In this case, the speaker utters non literal act that very neighborly here means the opposite not neighborly. Literally, very neighborly is friendly or helpful but it is used by Dontzig to criticize Robby Ray who asks her to be neighborly at first. The data (i) are in the form of declarative and the function is to make a statement so the data (i) belong to non- literal direct strategy.

3. Literal Indirect Strategy In the indirect act if wherever there is an indirect relation between structure and function. The indirect speech act can be literal if the speaker means what she or he says. j. Lilly

: Miley, don‟t make me go see my favorite singer without my best friend. If you don‟t take this ticket, I‟m going to

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

end up going to the concert with Mr. Hannah Montana. (points at Oliver) Oliver

: (standing again) You have an extra ticket to Hannah Montana! (The entire cafeteria turns in their direction – he sinks low in his chair) That was really loud, wasn’t it? They disappear from view as their table is swarmed by rabid Hannah Montana fans. (Back at the Stewart house, Jackson comes down the stairs and enters the kitchen.

In this case, the speaker utters literal meaning that he speaks too loud.

The data (j) is not intended to question the way he speaks but it is used to making a statement of blaming on what he did. It is because he realizes that he was wrong by speaking too loud and making Hannah Montana‟s fans swarmed them to see the ticket. The utterance used indirect strategy in performing the utterances. The form of the utterances is tag question using falling intonation but it is not used to make sure that he speaks to loudly. It is used to make a statement of blaming.

4. Non-Literal Indirect Strategy.

In the indirect act if wherever there is an indirect relation between structure and function of the utterances.

Non- literal meaning is if the

speaker does not means what she or he said. k. Dontzig

: So, Stewart family, what would another leaves from

your tree be doing in my hot tub?

Robby Ray: I don't know, maybe it wanted to party. Oh, come on, Dontzig, just trying to be neighborly.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The utterance which is spoken by Dontzig has functioned to make a statement rather than a question. Thus, there is indirect relation between the structure and function. The structure is interrogative, but it is used to make a statement of blaming. The utterances have non literal meaning; it does not mean that the leaves can do something in the hot tub. It is used a figurative language which supposed a non-living thing act like a living things. Thus, this data (k) belongs to Non-literal indirect strategy

Conclusion Based on the result of this study, the researcher can draw some conclusions about the kinds of expressive speech act used by the character of Hannah Montana Session 1. It can be classified as expressing apology, expressing thanking, expressing sympathy, expressing attitude, expressing greeting, expressing wishes, expressing joy, expressing pain, expressing like, expressing dislikes. The researcher found the use of direct literal expressive speech act, indirect literal expressive speech act, direct non-literal expressive speech act, and indirect non- literal expressive speech act.

References Austin, J.L. 1962. How to Do Things with Words. London: OUP Dรถrnyei, Zoltรกn. 2007. Research Methods in Applied Linguistics. Oxford: Oxford University Press.

Mahsun, M. S. 2005. Metode Penelitian Bahasa: Tahapan strategi. Metode, dan tekniknya. Jakarta: Rajawali Press Meyer, Charles F.2009. Introducing English Linguistics. Cambridge: Cambridge University Press.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Neville, Collin. 2007. Introduction to Research and Research Methods.

Bradford: University of Bradford Searle, John R. 1976. A Classification of Illocutionary Act. Languange in Society, Vol. 5, No.1. (April, 1976), pp 1-23.London: CUP Wijana. I Dewa Putu. 1996. Dasar- Dasar Pragmatik. Yogyakarta: ANDI Yule, George. 1996. Pragmatics. Oxford: Oxford University Press.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The Types of Cohesion Used in the ‘Issues of the Day’ Strip in the Jakarta Post

Wulan Agustina Madrasah Tsanawiyah (MTs) YASINTA Salatiga anitsuganaluw@gmail.com Abstract This study is aimed at describing discourse studies especially at cohesion from reader‟s opinion strip. This is literary research, so the writer uses descriptive qualitative approach. In this research, documentation and note taking technique are used to collect the data. There are two objectives of the research: 1) to carry out the types of grammatical cohesion used in the “Issues of the Day” strip in The Jakarta Post on March 2012 edition and 2) to find out the types of lexical cohesion used in the “Issues of The Day” strip in The Jakarta Post on March 2012 edition. After investigating the English sentences used in the “Issues of the Day” strip in The Jakarta Post on March 2012 edition, the writer found several findings as follows: 1) based on the analysis of grammatical cohesion, the writer found there are references, substitutions, ellipsis, and conjunctions; 2) based on the analysis of lexical cohesion, the writer found repetitions, synonyms, hyponyms, meronyms, antonyms, and collocations. The writer expects that it is able to contribute the science of linguistic and able to be guidance for all readers.

Keywords: cohesion, „Issues of the Day‟ strip Abstrak Penelitian ini bertujuan untuk menggambarkan studi wacana terutama pada kohesi dari kolom pendapat para pembaca. Ini adalah penelitian sastra, sehingga penulis menggunakan pendekatan deskriptif kualitatif. Dalam penelitian ini digunakan teknik pencatatan dan pendokumentasian untuk mengumpulkan data. Ada dua tujuan dari penelitian ini: 1) menemukan tipetipe kohesi gramatikal yang digunakan para pembaca di kolom „Issues of the Day‟ pada harian The Jakarta Post edisi Maret 2012 dan 2) menemukan tipetipe kohesi leksikal yang digunakan para pembaca di kolom „Issues of the Day‟ pada harian The Jakarta Post edisi Maret 2012. Setelah melakukan pengkajian kalimat berbahasa Inggris pada kolom „Issues of the Day‟ edisi Maret 2012, penulis menemukan beberapa temuan sebagai berikut: 1) berdasarkan analisis kohesi gramatikal, penulis menemukan adanya referen, substitusi, ellipsis, dan konjungsi; 2) berdasarkan analisis kohesi leksikal,

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

penulis menemukan adanya repetisi, sinonim, hiponim, meronim, antonim, dan kolokasi. Penulis berharap bahwa kajian ini dapat memberikan sumbangsih terhadap ilmu kebahasaan dan menjadi acuan bagi para pembaca.

Kata kunci

: Kohesi, Kolom „Issues of the Day‟

Introduction Writing is a process of expressing ideas or thoughts through words.

Someone produces something in written form so that people can read, perform, or use it. People are encouraged to ensure a text flow through a sequence of sentences when present their ideas in writing tasks. Thus, writers‟ should be directed to the ideas they wish to express, as well as the sentences they use to express those ideas. Sentences need to be connected to each other. If ideas or sentences are simply juxtaposed without being related to one another, it will be difficult or impossible for the reader to understand the sequence. For enhancing the connectedness of sentences in a text, writers may use “cohesion” to join ideas between sentences to create texture (Halliday and Hasan, 1976: 4).

People are demanded to understand to read, and to create coherent texts.

In order to achieve it, the readers must be able to interpret the semantic relation in the text. It is necessary for a writer to master the concept of written text and the use of semantic relation through grasp of their linguistic function, such as theme, rhyme, and lexico-grammatical cohesion. Cohesion can be defined as the links that hold a text together and give a meaning to the text. Hassan and Halliday (1976) classified cohesion into: 1) Grammatical cohesion devices, which are reference, substitution, ellipsis, and conjunction, and 2) Lexical cohesion devices, which are in the form of a) reiteration: repetition, synonym, antonym, hyponym, meronym, and b) collocation.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The opinion strip in The Jakarta Post has many commentators and it was found that the texts were arranged by different writer and styles. Being interested in knowing those facts, the writer is curious to find out the types of cohesion that is used in their comments. By using 135 comments on March 2012 edition, this study will analyze the use of semantic relation of lexicogrammatical cohesion as one of the linguistic functions. It will focus on the analysis of cohesion by identifying the cohesive devices that are employed in texts according to M.A.K. Halliday and Ruqaiya Hasan‟s cohesion theory (1994) to explore what kinds of the type of cohesion used in that „Issues of the Day‟strip.

Research Methodology The writer uses a descriptive qualitative research. A qualitative research is type of research which does not include any calculation or enumeration because the data are produced in the form of words (Moleong, 1993: 3). It means that qualitative data tend to be the form of words than series of number. Descriptive serves to describe or analogy characterizing something and it deals with the meaning of thing and one view of meaning is associative. This study attempts to identify, classify, and describe the sentences of the “Issues of The Day” strip that taken from The Jakarta Post newspaper.

Data Collection Methods There are many ways to collect the data, such as documentation, observation, tests, interview, and questionnaire (Arikunto, 2007: 101). In this case, the writer uses documentation because Arikunto (1993: 202) defines that documentation method is collecting data by using some variables such as note, transcript, book, newspaper, ancient inscription, etc. This research is

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

continued with note-taking technique which the data are listed, wrote, and classifying according to the cohesion types. To collect the data, the writer needs some procedure. These steps are: a.

Reading and learning 135 comments in “Issues of the Day� strip in The Jakarta Post on March 2012 edition.

b. Identifying the words with emphasize on each comments that become markers of cohesion types (the writer just focus on cohesion from each comments, other cohesion types, especially for substitution, ellipsis, and lexical cohesion, from different comment will not be taken although they stay at the same topic and edition. Whereas the other types like reference and conjunction can be collected from all sentences in the same edition, and the writer will put one in the analysis as the representative of each types).

Technique of Data Analysis In analyzing the data, the writer applies descriptive method which does not need hypothesis formulation. The steps are taken by the writer in analyzing data such as: Data Collection Through this step, the writer reads the text of English writing on the newspaper and puts all as the data. The writer has collected the data from 135 comments of Jakarta Post on March 2012 edition.

Identification After collects the data, the writer identifies the types of cohesion that are found in the strip.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Classification The writer classifies the sentences from each comments based on the types of cohesion. It has been collected to continue the next analysis process.

Data Analysis After classifying the sentences, the writer analyses the description of each sentence based on theories of M.A.K. Halliday and Ruqaiya Hasan (1994).

Discussion The writer is going to present the sources of data from Jakarta Post on March 2012 edition as follows: NO

1.

2.

3.

DATA References /we/, /their/, /they/, /our/, /I/, /the/, /his, /he/, /its/ Substitutions /done/ Conjunctions /but/, /because/, /and/, /since/, /finally/, /but/ Collocations a) /House of Representative/ - /seats/ /constituents/ - /government/ - /corruption/ /political/ - /lawmakers/ b) /police/ - /criminality/ References /my/, /this/, /they/, /their/, /I/, /our/, /we/, /it/, /us/, them/, /those/, /these/, /you/, /that/ Conjunctions /but/, /or/, /then/ Ellipsis /We must use or 0 lose our rights!/ Collocations /Islam/ - /Muslims/ References /the/, /it/, /that/, /then/, /you/, /I/, /this/, /your/, /these/, /his/, /he/, /our/, Synoymy

SOURCES

March 1st 2012

March 2nd 2012

March 3rd 2012

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

4.

5.

a) /abattoirs/ = /slaughtered/ b) /pain/ = /torture/ Conjunctions /as/, /then/, /and/ Ellipsis /... and importers to improve 0/ Collocations a) /abattoirs/ - /animals/ - /slaughter/ - /meat/ b) /export/ - /import/ Antonymy a) /export/ >< /import/ b) /exporter/ >< /importer/ References /I/, /the/, /their/, /he/, /this/, /it/, /his/ Substitutions /one/ Synonymy /missery/ = /suffering/ Antonymy /muslims/ >< /non-muslims/ References /this/, /the/, /they/, /it/, /we/, /you/, /them/, /I/, /my/

March 5th 2012

Hyponymy a) /member/ - /fellow/ b) /garbage/ - /plastic bags, bottles, cups/ Conjunctions /for several years now/, /and/, /then/, /or/, /when/, /however/, /because/ Synonymy March 6th a) /outrageous/ = /heartless/ 2012 b) /care/ = /protection/ Meronymy /zoo/ - /cages/, /enclosure/ Repetition /feed/ Collocations a) /zoo/ - /animals/ - /cages/ - /enclosure/ /Ragunan/ - /Surabaya Zoo/ - /giraffe/ b) /school/ - /educational/ - /preschool/ /kindegarten/

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

6.

7.

8.

9.

References /it/, /you/, /more/, /your/, /our/, /then/, /we/, /they/, /the/, /this/, /those/, /their/, /them/ Conjunctions /hence/, /however/, /otherwise/, /and/ Repetitions /care/, /competition/, /world/ Antonym /sportmen/ >< /sportwomen/ Ellipsis /You care for what ..., not 0 the Indonesian people/ Collocation a) /church/ - /christians/ b) /sport/ - /sportmanship/ - /the Indonesian National Sport Committee/ - /soccer/ References /it/, /they/, /this/, /we/, /their/, /now/, /the/, /those/, /them/, /these/ Substitution /do/ Conjunctions /but/ Ellipsis /0 Not because they are vocal, .../ References /it/, /better/, /I/, /you/, /us/, /the/, /my/, /we/, /this/, /they/, /these/, /your/, /their/, /that/ Substitution /so/ Conjunctions /but/ Repetitions /proud/, /has done it/, /return flight/, /it/, /Garuda/ Collocations /delicious/ - /food/ References /we/, /the/, /our/, /then/, /you/, /better/, /your/, /these/, /I/, /they/, /here/, /their/, /those/, /same/, /them/ Substitutions /not/, /do/

March 7th 2012

March 8th 2012

March 9th 2012

March 10th 2012

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

10.

11.

12.

Conjunctions /but/ Ellipsis /... some will not 0/ Repetitions /we/ Hyponymy /Arab League/ - /Saudi Arabia/, /Qatar/ References /it/, /this/, /your/, /we/, /me/, /you/, /I/, /those/, /that/, /us/, /the/, /most/, /our/, /they/, /their/ Conjunctions /while/, /but/, /then/, /since/ Repetitions /respect/, /others/, /bule/, /mad/, /Indon/ Ellipsis /0 Being used to being called bule .../ Collocations a) /bule/ â&#x20AC;&#x201C; /foreigner/ b) /equality/ - /fairness/ References /I/, /those/, /the/, /it/, /my/, /they/, /these/, /their/, /this/, /worst/ Conjunctions /before/, /however/ Repetitions /international organization/, /done by/, /local people/, /country/, the worst/, /Timor Leste/ Collocations /Timorese/ - /Timor Leste/ Hyponymy /nation/ - /Timorese/ References /I/, /it/, /their/, /you/, /best/, /she/, /that, /the/, /her/, /they/, /this/, /better/, /my/, /them/, /these/, /his/, /here/, /our/ Ellipsis /... and 0 sincere condolences .../ Conjunctions /because/, /before/, /and/ Repetitions

March 12th 2012

March 13th 2012

March 14th 2012

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

13.

14.

15.

/the best/, /their/ Synonymy /offspring/ = /children/ Hyponymy /children/ - /teen/ Antonymy /parents/ >< /children/ Collocations a) /parents/ - /children/ b) /traffic/ - /roads/ - /accidents/ - /car/ References /it/, /we/, /I/, /the/, /our/, /they/, /more/, /those/, /us/, /further/, /sooner/ Conjunctions /but/, /because/, /however/ Synonymy /necessary/ = /pivotal/ Antonymy /western/ >< /eastern/ Repetitions /Maluku/, /Jakarta/ References /you/, /us/, /our/, /it/, /your/, /most/, /we/, /he/, /this/, /his/, /I/, /its/, /their/, /they/, /now/ Ellipsis /... your own best interests, 0 not the Indonesian .../ Conjunctions /then/, /as/, /in other words/, /until/ Repetitions /high demand/, /they/ Collocations a) /SBY/ - /president/ - /Democratic party/ b) /Mutawa/ - /religious police/ References /this/, /you/, /I/, /your/, /its/, /the/, /he/, /better/, /best/, /him/, /it/, /that/, /they/, /his/, /we/, /there/, /their/, /cleanest/ Conjunctions /at least/ Repetitions /Singapore/, /track/, /right/, /the MoU/, /guy/, /they/,

March 15th 2012

March 16th 2012

March 17th 2012

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

16.

17.

/he/ Synonymy a) /good/ = /right/ b) /advantage/ = /benefit/ Antonymy /right/ >< /wrong/ Hyponymy /country/ - /Indonesia, Singapore/ Collocations a) /government/ - /minister/ - /corruption/ b) /business/ - /investor/ c) /Azwar Abubakar/ - /Administrative Reforms Minister d) /SBY/ - /president/ References /this/, /their/, /the/, /they/, /it/, /I/, /more/, /he/, /its/, /that/, /you/, /better/, /worse/, /these/ Substitution /done/ Ellipsis /... and say no more 0?/ Conjunctions /instead/, /until/, /or/ Repetitions /civilians/, /multiple/, /life sentence/, /America/ Synonymy a) /murder/ = /kill/ b) /troops/ = /soldiers/ Meronymy /human/ - /souls, bodies/ Hyponymy a) /country/ - /US/ b) /military/ - /Army/ Antonymy /better/ >< /worse/ References /more/, /this/, /the/, /you/, /us/, /I/, /further/, /its/, /we/, /they/, /similar/ Conjunction /until/

March 19th 2012

March 20th 2012

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

18.

19.

Repetitions /less/, /subsidies/, /consequences/, /electricity/, /fuels/ Collocation /traffic/ - /jam/ - /roads/ References /the/, /more/, /they/, /better/, /their/, /them/, /that/, /it/, /I/, /her/, /she/, /its/, /oneâ&#x20AC;&#x;s/, /one/, we/, /this/, /more/, /our/, /your/ Conjunctives /but/, /while/, /then/, /on the other hand/, /because/ Repetitions /Thailand/, /women/, /boss/, /teacher/, /marriage/, /if oneâ&#x20AC;&#x;s faith/, different/, /husband/ Synonymy a) /Prophet/ = /Muhammad/ b) /devote/ = /submit/ Meronymy a) /family/ - /husband/ b) /education/ - /teachers/ Hyponymy a) /job/ - /teacher/ b) /country/ - /Indonesia, Thailand/ c) /human/ - /men, women/ d) /nation/ - /Thailand/ Antonymy a) /men/ >< /women/ b) /physically/ >< /mentally/ c) /wive/ >< /husband/ Collocations a) /education/ - /teacher/ b) /Muhammad/ - /Prophet/ - /Khadija/ c) /sister/ - /female/ d) /marriage/ - /husband/ e) /Islam/ - /muslims/ References /it/, /the/, /they/, /their/, /those/, /stronger/, /your/ Substitution /done/ Conjunctions /however/, /as long as/, /but/

March 21st 2012

March 22nd 2012

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

20.

21.

22.

23.

24.

Repetition /robbery/, /terrorism/ References /it/, /the/, /those/, /its/, /this/, /they/, /these/, /I/, /my/, /their/ Ellipsis /They constantly weave in and 0 out .../ Conjunctions /until/, /while/, /as for/ Repetitions /people/ Reference /I/, /your/, /it/, /its/, /those/, /you/, /more/, /now/, /they/, /them/ Meronymy /people/ - /citizens/ Reference /I/, /this/, /you/, /the/, /it/, /they/, /their/, /these/ Conjunction /as/, /meanwhile/, /and/ Repetition /Greece/ Meronymy /Asia/ - /North Korea/ Reference /I/, /he/, /us/, /his/, /their/, /him/, they/, it/, /the/, /your/, /you/, /more/ Ellipsis /... is an opportunist or not 0, but .../ Conjunction /meanwhile/, /eventhough/, /also/, /and/, /as/, /since/, /but/ Repetition /leader/, /Jakarta/, /their/ Antonymy /opportunist/ >< /non-opportunist/ Hyponymy /city/ - /Jakarta/ Collocation /leader/ - /wisdom/ Reference

March 24th 2012

March 26th 2012

March 27th 2012

March 28th 2012

March 29th

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

/they/, /his/, /it/, /their/, /we/, /I/, /the/, /he/, /our/, 2012 /them/, /more/, /you/, /us/, /your/ Conjunction /or/, /but/ Hyponymy /country/ - /Indonesia/ /foreign organizations/ - /IMF/ - /World Bank/ Repetition /right/, /fuel prices/ Collocation /economic/ - /prices/ References /their/, /it/, /the/, /I/, /they/, /most/, /he/, /his/, /this/ Conjunctions /however/, /furthermore/, /and/, /after/, /because/, /otherwise/ Ellipsis /... for the benefit of all 0 on their .../ Repetitions /government/, /the great thinker never blames March 31st others/, /a narrow-minded man/, /the president/, /fuel 2012 prices/, /oil prices/ Hyponymy /country/ - /Indonesia/ Substitutions /did/, /done/ Collocations /government/ - /minister/ - /department/ Synonymy /welfare/ = /prosperity/

25.

There are two main types of cohesion: grammatical and lexical. The writer will distinguish each of them accordance to their part.

1.

Grammatical Cohesion a.

Substitution There are seven sentences contains substitution found in the articles.

The writer is going to divide them based on types:

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

1) Nominal There is only one data that used nominal substitution, here is the analysis: (4) His teaching of Islam is definitely not the right one.

The word “one” substitutes teaching of Islam.

2) Verbal There are five data that applied verbal substitution, here are some the analysis: (16) They must be punished for what they have done.

The word “done” substitutes killed innocent civilians.

3) Clausal There is only one data that applied verbal substitution, here is the analysis: (8) Even so, Garuda are looking much better these days for certain.

The word “so” substitutes Indonesians will be happy to settle for less.

b. Reference All of the data employ references, there are twenty-five editions with different types found in each articles. The writer is going to divide them based on their types: 1) Personal Almost of each edition uses personal references. Here some representative of analysis: a) Pronoun

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

(1) I am of the opinion that people representatives can be found from neighborhood based representative.

The word “I” refers to the writer.

(5) Obviously, the animals didn‟t receive the good food, care, and protection they should have enjoyed.

The word “they” refers to the animals. b) Possessive Almost of each edition uses personal references. Here some representative of analysis: (6) If you did not pull out players playing for the LSI, our team would not have been tortured by Bahrain.

The word “our” refers to the writer and Indonesian people.

2) Demonstrative Almost of each edition uses demonstrative references. Here some representative of analysis: (1) This is outrageous and the heartless, cruel people responsible should be prosecuted.

The word “this” refers to plastic that is found in a dead giraffe‟s stomach.

(9) They squawk about issues on the other side of the world, but have nothing useful to say about poverty and corruption here The word “here” refers to in their square.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

3) Comparative (6) Dear Mr. President, it seems that you care more about football than the plight of Christians in the Yasmin Church.

The word “more” compares football with the plight of Christians in the Yasmin Church.

(17) Look at how India improves as it encourages investments in similar things.

The word “similar” compares India‟s investment with Indonesia‟s investment through electric vehicles.

c.

Ellipsis There are twelve sentences contains ellipsis found in the articles.

The writer is going to give some representative to be analyzed based on their types: 1) Nominal There are eight nominal ellipsis found in the text. The writer is going to give some representative to be analyzed: (2) We must use or 0 lose our rights!

The word “we” is omitted to make simple sentence. The sentence should be “We must use or we lose our rights!”

2) Verbal There are three verbal ellipsis found in the text. The writer is going to give some representative to be analyzed: (9) Some of these Middle East uprisings will succeed, some will not 0.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The word “succeed” is omitted. The sentence should be “Some of these Middle East uprisings will succeed, some will not succeed.”

3) Clausal There is only one clausal ellipsis found in the text. The writer is going to discuss it: (7) 0 Not because they are vocal, street visible, self-proclaimed police, and instituting instant justice, but because it is the right thing to do.

The word “people wants to disband radical mass-groups” is omitted. The sentence should be “People wants to disband radical mass-groups not because they are vocal, street visible, self-proclaimed police, and instituting instant justice, but because it is the right thing to do.” d. Conjunction There are fifty-seven conjunction are discovered. Most of them have similar word, so the writer only discuss one word to representative the same based on their types: 1) Additive There are ten additive conjunction found in the text. The writer is going to give some representative to be analyzed: (5) Ship all remaining critters to Ragunan, then close the Surabaya Zoo or, if you still insist, contact a taxidermist so there is no need to feed the animals.

The word “or” is categorized as alternative simple additive because it gives two alternatives for solving the

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

problem; to ship all the critters to Ragunan then close the Surabaya Zoo or contact a taxidermist.

(14) In other words: the official introduction of a „religious police‟ like the Mutawa in Saudi Arabia and Aceh.

The word “in other words” is categorized as expository apposition additive because it adds another sentence for the previous one.

(23) Also, Joko Widodo appears to be sincerely dedicated to improve the welfare of the ‟rakyat kecil‟, ….

The word “also” is categorized as simple additive because it adds the information about Joko Widodo‟s characteristics.

2) Causality There are fourteen causality conjunction found in the text. The writer is going to give some representative to be analyzed: (1) ... lawmakers from political parties are no longer legitimate because they never listen to the cries of marginalized constituents.

The word “because” is categorized as simple reversed causality as it presupposes the cause of the lack of lawmaker‟s legitimate.

(2) If you want to be seen as s peaceful religion, then start acting peacefully.

The word “because” is categorized as simple conditional causality as it is closely related where the causal means to

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

act peacefully therefore want to be seen as a peaceful religion.

3) Adversative There are twenty-four adversative conjunctions found in the texts. The writer is going to give some representative to be analyzed: (1) ... does not show that they are really working for the people‟s interests but for their own business interests.

The word “but” is categorized as simple contrastive adversative because it shows interests contradiction between people and government. ... admitted their mistake. But, can they really confess to what they have done?

The word “but” is categorized as containing ‘and’ proper adversative. Proper, here, means in spite of-relation between admitted and confess.

(5) ... they treated the animals with respect. However, the same respect was overlooked for the people.

The

word

“however”

is

categorized

as

emphatic

contrastive adversative since it shows a contradiction between the treating level of animals and human. Emphatic means something is done strictly.

(6) We have a large population with a great potential among our youth to excel in sports. However, they are not given a chance.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The word “however” is categorized as emphatic proper adversative. It shows a pity contradiction between the great of youth population with the chances that can be given.

4) Temporality There are nine temporality conjunction found in the text. The writer is going to give some representative to be analyzed: (1)

Finally, they have admitted their mistake.

The word “finally” is categorized as simple conclusive temporal.

(5)

Ship all remaining critters to Ragunan, then close the Surabaya Zoo ...

The word “then” is categorized as sequential simple temporal.

(22) Meanwhile, North Korea‟s nuclear weapons program is another problem.

The word “meanwhile” is categorized as durative complex temporal.

2.

Lexical Cohesion a.

Reiteration Reiteration is a form of lexical cohesion which involves the repetition of a lexical item and a number of things in using synonymy, antonym, hyponymy, and meronymy at one end of the scale. It will be identified through the following classes: 1) Repetitions

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The writer found twenty repetitions in the research; here is some representative for analysis: (5) Despite the numerous sign in the zoo not to feed the animals, people have a habit to still feed them and dump left over, ...

The word „feed‟ is reiterated twice as verb.

(8) There was a time when Garuda was the least preferred airline. Now, I can‟t wait my next trip with Garuda.

The word “Garuda” is reiterated twice as noun (the name of a well known airline).

Garuda has done it, while MAS has done it too, but in a different consistency...

The word “has done it too” is reiterated twice as verb clause.

(12) Do the best, think the best, and God will give you the best.

The word “best” is reiterated three times as adjectiva.

2) Synonymy The writer found fourteen synonyms in the data, here is some representatives for the analysis: (15) ... There are many advantages we can derive from Singapore. ... in a way that gives mutual benefits. ...

The meaning of “advantages” is similar with “benefits” that means keuntungan.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

(25) The great thinkers always think how to help his people‟s prosperity. ... The president today did nothing to improve welfare but to teach ...

The meaning of “prosperity” is similar with “welfare” that means kemakmuran.

3) Hyponymy The writer found nineteen hyponyms in the data; here are some representatives for analysis: (8)

The culprit is Arab League, backed by Saudi Arabia and Qatar in collaboration with ...

The word “Arab League” is hyponym for “Saudi Arabia and Qatar”.

(18) Men and women are physically different. ... Hereby, women are respectfully treated as human beings.

The word “human” is hyponymy for “men” and “women”.

4) Meronymy The writer found four meronyms in the data; here are some representatives for the analysis: (18) Western women need to learn ... how to devote and submit themselves to their husband and family ...

The word “family” is meronymy for “husband” because a family usually consists of husband, wife, and children. ... I can‟t imagine how a female teacher ... But with a job and education, she can survive...

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

The word “education” is meronymy for “teachers” because education relates with teachers, students, school, learn, study, etc.

5) Antonym The writer found twelve antonyms in the data; here is some representatives for analysis: (3) He brings misery and suffering to Muslims and nonMuslims alike.

The word “Muslims” and “non-Muslims” are noun. The “Muslims” means person whose religion is Islam, whereas “non-Muslim” means person whose religion is not Islam, such Christian, Hindu, Budha, etc. Besides looks from the meaning, “non-Muslim” can be identified as antonym through prefiks “non-”.

b. Collocation The writer analyzed this type based on the whole of each edition because each collocation is related with the topic. There are thirty collocation are found. The writer is going to give some representatives to be analyzed: (10) There are two collocation: -

Bule This word has closely sense with foreigner. „Bule‟ only used by our society to call foreign tourists who have white skin and blond hair.

-

Equality

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

This word has closely sense with fairness. They can be categorized as synonym.

Conclusion Discourse analysis leads to analyze of constituents (smaller units) that have particular relationship with one another in a text. There many parts of discourse analysis, and cohesion is one of them. Cohesion occurs where the interpretation of some elements in the discourse depends on each other, so it deals with the investigation of form. Through the investigation and analysis from the data, the writer proposes several findings: 1.

Based on analysis of grammatical cohesion, the writer found 7

substitutions, 44 references, 12 ellipsis, and 57 conjunctions.

2.

Based on analysis of lexical cohesion, the writer found 20

repetition, 14 synonyms, 12 antonyms, 19 hyponym, 4 meronyms, and 30 collocations.

References Amalia. â&#x20AC;&#x153;The Types of Cohesion and Speech Act Used in Dilbert Comic Strip Issued in Newspaperâ&#x20AC;?. STAIN Salatiga: Thesis Unpublished, 2011.

Arikunto, Suharsimi. 1996. Prosedur Penelitian Suatu Pendekatan Praktek.

Jakarta: PT Rineka Cipta.

Carter, Ronald. (1997). Working with Text: A Core Book for Language Analysis. London: Butler & Tanner Ltd. Djuroto, Totok. (2004). Manajemen Penerbitan PERS. Bandung: PT Remaja Rosdakarya Offset.

REGISTER JOURNAL IAIN Salatiga Vol 8 NO. 1 (2015)

Halliday, M.A.K. (1993). An Introduction to Functional Grammar.

Newcastle: Athenaeum Press Ltd. Halliday, M.A.K. & Ruqaiya Hasan. (1994). Cohesion in English. New York: Longman Inc. Leo, Sutanto dkk. (2007). Essay Writing. Jogjakarta: CV Andi Offset.

Lyons, John. (1971). Introduction to Theoretical Linguistics. Cambridge: Cambridge University Press.

Masâ&#x20AC;&#x;ud, Fuad. (1998). Essential of English Grammar: A Practical Guide.

Yogyakarta: BPFE Anggota IKAPI. Moleong,

Lexy.

(1993).

Metodologi

Penelitian

Kualitatif.

Jakarta:

Depdikbud.

Oxford Learnerâ&#x20AC;&#x;s Pocket Dictionary (new edition). (2005). China: Oxford University Press.

Parker, Frank. (2009). Linguistics for non-Linguistics. London: Taylor and Francis Ltd. Department of English Louisiana State University.

Pateda, Mansoer. (2001). Semantik Leksikal. Jakarta: PT Rineka Cipta.

Sumadiria, Haris. (2010). Menulis Artikel dan Tajuk Rencana. Bandung: Simbiosa Rekatama Media.

Sumarlam. (2003). Analisis Wacana. Surakarta: Pustaka Cakra.

Syamrilaode. (2010). Pengertian Media Massa. Retrieved April 19, 2012, from http://id.shvoong.com/writing-and-speaking/2060385-pengertianmedia-massa/#ixzz1sSXp4tro Thomson, AJ. & A.V. Marrinet. (1986). A Practical English Grammar (4th ed.). Oxford: Oxford University Press.

Wahyudi, J.B. (1991). Komunikasi Jurnalistik. Bandung: Alumni.

Warsito, Hermawan. (1992). Pengantar Metodologi Penelitian: Buku Panduan Mahasiswa. Jakarta: Gramedia Pustaka Utama.