Dialectical Literature and Education Journal
Dialectical Literature and Education Journal is a journal that publishes original papers researching or documenting issues in literature and education. It is published by English Education Department, STKIP Panca Sakti Bekasi. The journal has regularly published two times a year in March and October. We accept original research, conceptual, and best practice articles related to literature and education. The language of the journal is English. The aim of this Journal is to promote a principled approach to research on literature and language-related concerns by encouraging inquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: English Language Pedagogy; English language Literacy; English for Specific Purposes; ELT Materials Development and Evaluation; English Language Testing and Assessment; Teaching English to Young Learners; English Literature; Language Policy and Planning; and Second Language Acquisition.
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<![CDATA[PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE ]]>
<![CDATA[Sugiyanta]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.13.pp.43-52
<![CDATA[This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.]]>
<![CDATA[PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE ]]>
<![CDATA[Sugiyanta]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.13.pp.43-52
<![CDATA[This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.]]>
<![CDATA[TRANSLATION OF SAPARDI DJOKO DAMONO’S POEM INTO ENGLISH ]]>
<![CDATA[Ary Fadjar Isdiati]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.16.pp.1-12
<![CDATA[This article describes the translation strategy used by John H. McGlynn to translate Sapardi Djoko Damono's poem Sajak Orang Gila into English with the title Ballad of a Crazy Man, and see: Has this translation’s poem equality in word level. If not, what is the cause. The method is descriptive qualitative. Data sources are the poem Sajak Orang Gila and Ballad of a Crazy Man. Words, phrases, and sentences in all the stanzas and lines were analyzed using the poetry translation theory by Andre Lavefere to determine the translation strategies used to translate the poem, and using the theory of the cause of inequality by Mona Baker. The analysis shows that the translation strategy used by John H. McGlynn are literal and interpretation translation strategy. The literal translation strategy is used to translate 11 stanzas, and the interpretation translation strategy is used to translate 2 stanzas. In general, the translation of this poem is good, because the meaning in the source poem is conveyed well in the target poem. However, in the translation of some stanzas found incompatible meanings in words. There are 3 causes of discrepancies found, namely: 1) Differences in physical or interpersonal perspectives; 2) The target language lack a special term (hyponym); and 3) Differences in expressive meaning.]]>
<![CDATA[TRANSLATION OF SAPARDI DJOKO DAMONO’S POEM INTO ENGLISH ]]>
<![CDATA[Isdiati, Ary Fadjar]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
Show Abstract
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DOI: 10.51714/dlejpancasakti.v5i1.16.pp.1-12
<![CDATA[This article describes the translation strategy used by John H. McGlynn to translate Sapardi Djoko Damono's poem Sajak Orang Gila into English with the title Ballad of a Crazy Man, and see: Has this translation’s poem equality in word level. If not, what is the cause. The method is descriptive qualitative. Data sources are the poem Sajak Orang Gila and Ballad of a Crazy Man. Words, phrases, and sentences in all the stanzas and lines were analyzed using the poetry translation theory by Andre Lavefere to determine the translation strategies used to translate the poem, and using the theory of the cause of inequality by Mona Baker. The analysis shows that the translation strategy used by John H. McGlynn are literal and interpretation translation strategy. The literal translation strategy is used to translate 11 stanzas, and the interpretation translation strategy is used to translate 2 stanzas. In general, the translation of this poem is good, because the meaning in the source poem is conveyed well in the target poem. However, in the translation of some stanzas found incompatible meanings in words. There are 3 causes of discrepancies found, namely: 1) Differences in physical or interpersonal perspectives; 2) The target language lack a special term (hyponym); and 3) Differences in expressive meaning.]]>
<![CDATA[THE ANALYSIS OF SUNDANESE LANGUAGE TO STUDENTS' ENGLISH CONSONANT PRONUNCIATION CONDUCTED IN SMA MUTIARA PALABUHAN RATU ]]>
<![CDATA[Anisa Alawiyyah]]>;
<![CDATA[Handi Pabriana]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.17.pp.13-21
<![CDATA[In this modern era, we are forced to be able to communicate with people around the world. Communication related with language that every country has their language. English as most spoken English in the world made it become an international language. Learning English as foreign language has many problem especially with their mother tongue. The connection of both language is influence each other especially English. For sure Sundanese as the second most spoken language in Indonesia. Many Sundanese native learnt English especially students. The different structure both of language was influenced especially the consonant differences The relation between English and Sundanese is in their different structure of consonants sound especially in the pronunciation both of languages. This research has aims to know the main appearances of Sundanese language to student English consonant pronunciation, fricative English sounds pronounced by Sundanese student, and new variant that appear in student English consonant pronunciation. This research used descriptive qualitative research as the method of the research. The instruments of this research are questionnaire, test and interview which are conducted to 42 samples of SMA Mutiara Terpadu Palabuhanratu. This research found that 100% sample transformed the sound ð to d or t, 100% sample transformed the sound ‘?’ to ‘s’, 100% sample transformed ‘?’ to ‘c’, 96% sample transformed the sound ? to d or g, 98% sample transformed ? to ‘s’, 94% samples transformed ‘f’ to ‘p’, 100% samples transformed sound ‘v’ to ‘f’ or ‘p’, 100% samples transformed sound ‘?’ to ‘t’, and 100% samples transformed ‘z’ to ‘s’ to ‘j’. Beside that, the double consonant in a word was banned, such as: ‘around’ to ‘aroun’, and ‘almost’ to ‘almos’. The conclusion of this research is the unknown consonant of Sundanese in English transformed to Sundanese similar sound, and the rule of English pronunciation was equalized with Sundanese rules.]]>
<![CDATA[THE ANALYSIS OF SUNDANESE LANGUAGE TO STUDENTS' ENGLISH CONSONANT PRONUNCIATION CONDUCTED IN SMA MUTIARA PALABUHAN RATU ]]>
<![CDATA[Alawiyyah, Anisa]]>;
<![CDATA[Pabriana, Handi]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.17.pp.13-21
<![CDATA[In this modern era, we are forced to be able to communicate with people around the world. Communication related with language that every country has their language. English as most spoken English in the world made it become an international language. Learning English as foreign language has many problem especially with their mother tongue. The connection of both language is influence each other especially English. For sure Sundanese as the second most spoken language in Indonesia. Many Sundanese native learnt English especially students. The different structure both of language was influenced especially the consonant differences The relation between English and Sundanese is in their different structure of consonants sound especially in the pronunciation both of languages. This research has aims to know the main appearances of Sundanese language to student English consonant pronunciation, fricative English sounds pronounced by Sundanese student, and new variant that appear in student English consonant pronunciation. This research used descriptive qualitative research as the method of the research. The instruments of this research are questionnaire, test and interview which are conducted to 42 samples of SMA Mutiara Terpadu Palabuhanratu. This research found that 100% sample transformed the sound ð to d or t, 100% sample transformed the sound ‘?’ to ‘s’, 100% sample transformed ‘?’ to ‘c’, 96% sample transformed the sound ? to d or g, 98% sample transformed ? to ‘s’, 94% samples transformed ‘f’ to ‘p’, 100% samples transformed sound ‘v’ to ‘f’ or ‘p’, 100% samples transformed sound ‘?’ to ‘t’, and 100% samples transformed ‘z’ to ‘s’ to ‘j’. Beside that, the double consonant in a word was banned, such as: ‘around’ to ‘aroun’, and ‘almost’ to ‘almos’. The conclusion of this research is the unknown consonant of Sundanese in English transformed to Sundanese similar sound, and the rule of English pronunciation was equalized with Sundanese rules.]]>
<![CDATA[EDUCATIONAL VALUES OF THE MAIN CHARACTERS IN “THE IMPORTANCE OF BEING EARNEST” DRAMA BY OSCAR WILDE ]]>
<![CDATA[Lenny Solo]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.19.pp.33-42
<![CDATA[Educational values play important role in the human lives. These values are found in many literary works. Play is a literary works portrayed many educational values. This study aims to analyze the important of educational values portrayed and to investigate how the educational values integrated in The Importance of Being earnest play by Oscar Wilde in people education. The qualitative approach is applied this study. It studied the data in written or oral word descriptively. The primary data is taken from the script of The Importance of Being earnest play. It also uses references on literary books and some relevant materials as its secondary data to support and complete each other. This study found that The Importance of Being earnest play portrayed the following educational values: responsible, curiosity, creative, hard work, honest, and discipline. Besides, Oscar Wilde also ask the reader to become earnest in everyone in our life.]]>
<![CDATA[EDUCATIONAL VALUES OF THE MAIN CHARACTERS IN “THE IMPORTANCE OF BEING EARNEST†DRAMA BY OSCAR WILDE ]]>
<![CDATA[Solo, Lenny]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.19.pp.33-42
<![CDATA[Educational values play important role in the human lives. These values are found in many literary works. Play is a literary works portrayed many educational values. This study aims to analyze the important of educational values portrayed and to investigate how the educational values integrated in The Importance of Being earnest play by Oscar Wilde in people education. The qualitative approach is applied this study. It studied the data in written or oral word descriptively. The primary data is taken from the script of The Importance of Being earnest play. It also uses references on literary books and some relevant materials as its secondary data to support and complete each other. This study found that The Importance of Being earnest play portrayed the following educational values: responsible, curiosity, creative, hard work, honest, and discipline. Besides, Oscar Wilde also ask the reader to become earnest in everyone in our life.]]>
<![CDATA[DESIGNING ENGLISH SYLLABUS FOR KINDERGARTEN AT TK NISRINA BEKASI ]]>
<![CDATA[Ika Chairiyani]]>;
<![CDATA[Rahmat]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.21.pp.22-32
<![CDATA[The current trends show that the teaching of English is not only conducted in elementary schools but also in kindergartens. The research was initiated by the fact that English has been included as a program in kindergarten. However, that program is not supported by the availability of qualified teachers and English syllabus.This study is focused on developing English syllabus for Kindergarten in TK Nisrina Bekasi. It tries to answer the research problem about how to develop English syllabus which covers the learning objectives which meet the students' needs, the materials which provide successful achievement, and the teaching methods which guide teachers how the materials are to be taught, and the evaluation which assesses how far the learning objectives are reached. This is a Research and Development study conducted in two activities; needs analysis, and syllabus development based on the information from needs aanalysis. The syllabus is developed based on the curriculum which is made after carrying out the need analysis. The draft of the syllabus was evaluated by two experts and the feedbacks were used to revise the draft. Field try-out was conducted to get feedbacks used to revise the draft. The final revision is the Final Product. The instruments used to collect the data were questionnaires, observation, and interview.The results of needs analysis showed that the teachers got confused to formulate learning objectives. They also had difficulties to find the materials for several themes and sub-themes and they only applied a few teaching techniques and very limited media. This occurs because there is no curriculum for teaching English in kindergarten. Therefore, from the data, the first draft of syllabus was made. Then it was revised after obtaining the feedback from the experts.]]>
<![CDATA[DESIGNING ENGLISH SYLLABUS FOR KINDERGARTEN AT TK NISRINA BEKASI ]]>
<![CDATA[Chairiyani, Ika]]>;
<![CDATA[Rahmat]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.21.pp.22-32
<![CDATA[The current trends show that the teaching of English is not only conducted in elementary schools but also in kindergartens. The research was initiated by the fact that English has been included as a program in kindergarten. However, that program is not supported by the availability of qualified teachers and English syllabus.This study is focused on developing English syllabus for Kindergarten in TK Nisrina Bekasi. It tries to answer the research problem about how to develop English syllabus which covers the learning objectives which meet the students' needs, the materials which provide successful achievement, and the teaching methods which guide teachers how the materials are to be taught, and the evaluation which assesses how far the learning objectives are reached. This is a Research and Development study conducted in two activities; needs analysis, and syllabus development based on the information from needs aanalysis. The syllabus is developed based on the curriculum which is made after carrying out the need analysis. The draft of the syllabus was evaluated by two experts and the feedbacks were used to revise the draft. Field try-out was conducted to get feedbacks used to revise the draft. The final revision is the Final Product. The instruments used to collect the data were questionnaires, observation, and interview.The results of needs analysis showed that the teachers got confused to formulate learning objectives. They also had difficulties to find the materials for several themes and sub-themes and they only applied a few teaching techniques and very limited media. This occurs because there is no curriculum for teaching English in kindergarten. Therefore, from the data, the first draft of syllabus was made. Then it was revised after obtaining the feedback from the experts.]]>
