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Translation Procedures in Subtitle “How Every Child Can Thrive By Five” Video Hasiyanti Hasiyanti; Ira Maisarah
English Education : English Journal for Teaching and Learning Vol 10, No 01 (2022)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v10i01.5227

Abstract

In this research, the researcher concerned on translation study, that is the procedures employed by translator in translating speech video entitled how every child can thrive by five by Molly wright from English into Indonesian. The target from present study was catching up the translation procedures employed by translator. This study used to qualitative method to searched the objective of this study. Then, translation procedures types by Newmark were used by the researcher. The researcher involved herself in gathered data through several steps; watched the speech video, determining, allocating and identifying them entrenched the theory of translation procedures. The finding showed that there were fifth types; literal translation (37%), reduction (4%), deletion (2%), and transposition (41%). The most dominant translation procedure employed in the speech video was transposition. 
THE REPRESENTATION OF ISLAMIC CHARACTERS IN ENGLISH TEXTBOOKS USED BY SENIOR HIGH SCHOOLS IN BENGKULU Hasiyanti Hasiyanti; Safnil Arsyad
Lexeme : Journal of Linguistics and Applied Linguistics Vol 5, No 1 (2023): JANUARY 2023
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v5i1.25770

Abstract

Religious values are needed in textbooks and learning process, such as in English Language Teaching (henceforth ELT) for both the student and teachers to support character education as suggested by the government of Indonesia. Indonesian people have more than one believes or religion and the most dominant one is Islam. This is important because Islamic characters can be an alternative media for students and teachers in the teaching and learning processes. There were three grades of English textbooks chosen in this investigation. The results showed that there are three aspects of religious values: ritual, social and material and the majority found in the textbooks was material aspect. In addition, there are two ways how Islamic characters are represented in the textbooks: visual and non-visual. The second result showed that the dominant value aspect is visual. This implies that English textbooks used by senior high school do not focus on ritual, social and non-visual aspects in developing English textbooks.
THE REPRESENTATION OF ISLAMIC CHARACTERS IN ENGLISH TEXTBOOKS USED BY SENIOR HIGH SCHOOLS IN BENGKULU Hasiyanti Hasiyanti; Safnil Arsyad
Lexeme : Journal of Linguistics and Applied Linguistics Vol 5, No 1 (2023): JANUARY 2023
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v5i1.25770

Abstract

Religious values are needed in textbooks and learning process, such as in English Language Teaching (henceforth ELT) for both the student and teachers to support character education as suggested by the government of Indonesia. Indonesian people have more than one believes or religion and the most dominant one is Islam. This is important because Islamic characters can be an alternative media for students and teachers in the teaching and learning processes. There were three grades of English textbooks chosen in this investigation. The results showed that there are three aspects of religious values: ritual, social and material and the majority found in the textbooks was material aspect. In addition, there are two ways how Islamic characters are represented in the textbooks: visual and non-visual. The second result showed that the dominant value aspect is visual. This implies that English textbooks used by senior high school do not focus on ritual, social and non-visual aspects in developing English textbooks.