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All Journal Lingua Cultura Aksara TEKNOSASTIK Madaniya Journal Social Science And Technology For Community Service Linguistics and Literature Journal Indonesian Journal of EFL and Linguistics Journal Of Human And Education (JAHE) Journal of Engineering and Information Technology for Community Service INCOME: Indonesian Journal of Community Service and Engagement Leksema: Jurnal Bahasa dan Sastra Journal of Community Service (JCOS)
Kuswoyo, Heri
Universitas Teknokrat Indonesia
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : TEKNOSASTIK

 1 
Consecutive Interpreting Strategies on A Court Setting: A Study of English into Indonesia Interpretation Heri Kuswoyo; Ayu Yeza Audina
TEKNOSASTIK Vol 18, No 2 (2020): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v18i2.750

Abstract

This study was an attempt to investigate the consecutive interpreting strategies used by an Indonesian interpreter, Yuliana Tansil, in the court setting. This study examined a trial court in English and consecutively interpreted it to Indonesian. Faerch and Kasper’s (1983) theory of consecutive interpreting strategy was used. The descriptive qualitative method was applied as the method of this study. Data were collected through video recording taken from official YouTube. The video then was transcribed carefully. The results showed that the interpreter used two types of consecutive interpreting strategies, namely reduction strategies, and achievement strategies. In terms of reduction strategy, the interpreter applied skipping, incomplete sentence, and filtering. Yet, the message abandonment was not found in this study. In terms of achievement strategies, the interpreter used both appeal for assistance and elaborate strategy. The results also indicated that the interpreter frequently elaborated and expanded the lexical meaning of words or phrases in the utterances. The interpreter used this strategy when she faced the difficult words in long utterances because of some cultural nuance. So, she elaborated on her understanding of the message by adding more information as a way of making the utterance in the target language to be understood better.
Repair Strategies in English Literature Lectures in a University in Indonesia Akhyar Rido; Heri Kuswoyo; Ayu Sumarni Suryaningsih; Sandi Nuansa; Ramelia Ayu; Rama Putra Arivia
TEKNOSASTIK Vol 19, No 1 (2021): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v19i1.885

Abstract

This study was an attempt to investigate types and functions of repair strategies used by lecturers in English literature lectures in a university in Indonesia. Rido’s conceptual framework of repair strategies (2018) was used. Qualitative method was applied while the data were collected through video recording of three English literature lectures, comprising prose, drama, and literary criticism. The findings showed that the lecturers repaired both the linguistic (grammatical and pronunciation errors) and content-related aspects of the students while they were giving oral responses and making presentations. Therefore, the lecturers employed four types of repair strategies such as indicating an error has been made and correcting it, asking students to make self-repairs, indicating an error has been made and getting other students to correct it, and repeating students’ responses with changes. The functions of those repair strategies were to show the lecturers as role model and reliable source of knowledge, to give good examples, to make students think critically, to give opportunity for students to share ideas, and make students not aware they were being corrected so that they kept learning. The findings offer some implications for pedagogical considerations within university lecture, especially in English as a foreign language (EFL) setting.
Co-Authors Ad. Dasa Erliani Adelia Amanda Afrianto Afrianto Akhyar Rido Akhyar Rido Almira Devita Almira Devita Putri Almira Devita Putri Andi Asri Jumiaty Arief Budiman Ayu Sumarni Suryaningsih Ayu Yeza Audina Budi Eko Pranoto Citra Dewi Danu Satya Nugraha Dinda Indah Jelita E Ngestirosa Endang Woro Kasih Edho Anggara Doby Putra Ellisa Ghina Febrina Fadhilah Salma Husna Gulö, Ingatan Ingatan Gulö Khairunnisa Khairunnisa M. Rizki Mulia Qodriani, Laila Ulsi Rama Putra Arivia Ramelia Ayu Rameliya Ayu Rani Andini Siregar Rizma Amalia Sa’adah Sahat Parulian Prantinus Kaban Sandi Nuansa Sandi Nuansa Shavina Lestiani Siregar, Rani Andini Sodikin Sodikin Sugama Maskar Suprayogi Suprayogi Susardi Susardi Yogi Fajar Darmawan