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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Rohdearni Wati Sipayung
Faculty of Teacher Training and Education, Universitas Simalungun, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Ability in Translating Recount Text by Using Translating Strategies Mardin Silalahi; Rohdearni Wati Sipayung
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1792

Abstract

This research is focused on the ability of the students in translating a recount text by using translating strategies at the first grade students of SMA Swasta Yayasan Perguruan Keluarga (YPK) Pematangsiantar. This study tries to find out: 1) The translation strategy that are used by the students in the translating of a recount text; 2) The  translation  strategy  that  is  mostly  used  by  the  students  in  the translating of a recount text; 3) The  students’  perception  towards  the  translating  tasks  as  an  alternative task to enhance their reading habit and vocabulary. From the data analysis it can be concluded that: 1) In translating  the  recount text entitled Borobudur, especially  in dealing with  certain  words,  the  students  employ  ten  translation strategy.  These strategies are taken from the Newmarks’ translation strategy (1988:  81-93).  The strategies  which  are applied by the  students in  this  study  are  the transference  strategy,  the  naturalization  strategy,  the  cultural  equivalent strategy,  the  shift  or  transposition  strategy,  the  modulation  strategy,  the recognized  translation  strategy,  the  compensation  strategy,  the  expansion strategy, the couplets strategy, and the triplets strategy; 2) The  cultural  equivalent  strategy  is  the  one  which  is  mostly  used  by  the students  in  translating  the  text.  Based  on  Newmark  (1988:  82-83),  this  strategy  is  commonly found in translating popular fiction texts; 3) The  students’  perception towards  the translating  tasks  which are  given by their  teacher  is  that  the  translating  tasks  can  help  them  enhance  their reading  habit  and  increase  their  vocabulary.  The  reason  behind  this perception  is because  they  admit that they even do not  read  English  texts unless  their  teacher  has them  do  so.  In  this  case,  it  is  obviously seen  that the  students  agree  that  the  translating  task  is  an  alternative  task  to  make them  read  English  texts.  Although  in  the  reality  translating  task  is neglected  by  many  educators,  since  it  is  included  into  one  of  the characteristics of the Grammar Translation  method  which  is assumed only to  focus  on  knowing  grammar rules, remember  vocabularies, and produce a good translation of target language.
A Correlation between Students’ Rewriting of the Story in Film and Their Vocabulary Mastery Rohdearni Wati Sipayung; Marhaeni K. D. Matondang
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1793

Abstract

This research is focused on a correlation between students’ rewriting of the story in film and t heir vocabulary mastery at the second grade of SMP Taman Siswa Pematangsiantar. The problem of this study is: ‘Is there any correlation between students’ rewriting of the story in film and their vocabulary mastery?’ The objective of this study are: 1) To examine whether there is  a  significant  correlation  between  students’ rewriting of the story in film and their vocabulary mastery; 2) To  find  out  the  contribution  of  watching  film  in  improving  students’ rewriting of the story in film and their vocabulary mastery.  From the data anlysis it can be concluded that: 1) above it can be concluded that the average score of that students’ rewriting of ¬ the story in film variable (X) is 67, 56 (4054: 60). Six students (10%) get excellent level, 13 students (21,6%) get very good, 13 students (21,6%) get good, 8 students (13,33%) get fair, 11 students (18,33%) get poor and 9 students (15%) get very poor; 2) The average score of the students’ ability in writing recount text is 71, 52 (4291: 60). Five students (8,33%) get excellent level, 11 students (18,33 %) get very good, 20 students ( 33,3 %) get good, 14 students ( 23,3 %) get fair, 7 students ( 11,6 %) get poor and 3 students (5 %) get very poor; 3) There is a significant correlation between students’ rewriting of  the story in film variable (X) and the vocabulary mastery variable (Y). This result is obtained from the computation of the correlation between students’ rewriting of the story in film variable (X) and the vocabulary mastery variable (Y) applied to the sample is 0.338 (from the calculation). The critical value of the Pearson r with the 5 % significant level is 0.211 (From the table of statistical book). It means that the result obtained from the computation is greater than its critical value. Therefore, I conclude that the correlation between the two variables above is highly significant.
The Effectiveness of U-Shape Seating Arrangement Strategy for Discussion in Speaking Class Rohdearni Wati Sipayung; Benarita Benarita
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1794

Abstract

This resaerch is focused on the effectiveness of U-Shape seating arrangement strategy for discussion in speaking class at teh first grade students of SLTP Negeri 2 Pematang Raya. The Problem of this research are: 1) How does the teacher implement U-Shape seating arrangement for discussion in speaking class of the first grade students at SLTP Negeri 2 Pematang Raya? ; 2) Is U-Shape seating arrangement effective for discussion in speaking class of the first grade students at SLTP Negeri 2 Pematang Raya? : 3) What are the students’ responses toward U-Shape seating arrangement for discussion? The objective of this research are: 1) To describe implementation of U-Shape seating arrangement for discussion in speaking class of the first grade students at SLTP Negeri 2 Pematang Raya; 2) To analyze the effectiveness of U-Shape seating arrangement for discussion in speaking class of the first grade students at SLTP Negeri 2 Pematang Raya; 3) To know the students’ responses toward U-Shape seating arrangement for discussion. From the data anaysis it can be concluded that : 1)  The teacher uses her strategy to implement U-shape seating arrangement for discussion in speaking class of the first grade students at SLTP Negeri 2 Pematang Raya. U-shape seating arrangement is effective for discussion due to some proofs. First, U-shape seating arrangement helps the teacher leading the discussion well. The teacher can clearly give instruction to the students, easily monitor the students, and easily interact with the students during discussion in U-shape seating arrangement on the first day  and second day observation; 2) The students show good responses toward U-shape seating arrangement for discussion. 55.56% of number of the students state that they like implementing U-shape seating arrangement for discussion, and 22.22% of number of the student’s state that they like implementing U-shape seating arrangement for discussion very much. Besides, 51.85% of the students state that they feel comfortable with U-shape seating arrangement for discussion, and 33.33% of them state that they feel much comfortable.
Co-Authors Benarita Purba Mardin Silalahi Marhaeni K. D. Matondang