Articles
47 Documents
<![CDATA[THE MOVEMENTS OF BUJANG GANONG DANCE OF REOG PONOROGO, EAST JAVA ]]>
<![CDATA[Wahyu Yuga Utama]]>;
<![CDATA[Nunuk Tri Hapsari]]>
<![CDATA[ Conscientia Vol. 17 No. 2 (2021) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[Bujang Ganong is a traditional dance of Ponorogo. This traditional dance is a part of Reog dance performance. In general, it portrays a story of a prime minister of a kingdom who is agile, clever, and humorous yet really powerful. The movements of Bujang Ganong dance are nimble, funny, and acrobatic. This study discusses the movements of Bujang Ganong after being homogenized in 1992, and finds out the differences between Bujang Ganong dance with National Reog Festival style and Obyok style. The writer did library research and interview’s data. The results show that after the homogenization in 1992, there are nine basic movements of Bujang Ganong dance which are still used and performed these days. Furthermore, the performance of Bujang Ganong with National Reog Festival style depicts the character of Bujang Ganong in the Bantarangin version, and the dancers barely have a chance to improvise the choreography. Meanwhile, Bujang Ganong with Obyok style is depicted more as such an entertainment with a great sense of humor.]]>
<![CDATA[STUDENTS’ EAGERNESS TO HAVE ONLINE CLASSES ON ZOOM APP ]]>
<![CDATA[Hesthi Herusatoto]]>;
<![CDATA[Sri Endah Setia Rini]]>
<![CDATA[ Conscientia Vol. 17 No. 2 (2021) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[Covid 19 has changed many things, including the world of education. Lessons commonly provided face-to-face had to be given online using conference apps. This research was intended to find out if students of STBA LIA Yogyakarta showed eagerness to participate in online Zoom classes. Data were collected by distributing a survey of which the results were analyzed descriptively using cross tabulation between questions in the survey. The results indicate that 30% of students were eager to attend online classes using Zoom. The eagerness was shown by their participation in online lectures. Conversely, those who were less eager mainly have such problems as network, internet data, and personal problems.]]>
<![CDATA[JACK BONDURANT’S AMBITION TO MAKE MONEY IN MATT BONDURANT’S LAWLESS ]]>
<![CDATA[Muhammad Huda]]>;
<![CDATA[Hilaria Dewi Hapsari]]>
<![CDATA[ Conscientia Vol. 17 No. 2 (2021) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[This study talks about the ambition of Jack Bondurant to make money as portrayed in Matt Bondurant’s Lawless. It describes and explains how Jack Bondurant’s ambition to make money portrayed in the novel, and it also proves some factors that made Jack so ambitious in being a wealthy money maker. In conducting this study, the writers applied the objective approach as the theoretical approach. The writers used two basic data; primary and secondary data. The primary data was the novel Lawless by Matt Bondurant. The writers collected the data by taking the narrations and dialogues from the book. The data focused on Jack Bondurant’s dialogues, narrations, and acts. Next, the secondary data was taken from the library research, and the writers used descriptive qualitative method to analyze the data. From the analysis, the writers explained that Jack Bondurant was ambitious and had a strong desire to achieve his goals particularly in making more money. His ambition and desire were realized in various spheres of his activities. Jack went to a gangster Floyd Carter’s place to sell his liquor products and he also made a partnership with Floyd Carter. Moreover, the writers found out some factors that caused Jack so ambitious in reaching his goal to make money. They were Jack’s need for recognition from Forrest and Jack’s need for achievement.]]>
<![CDATA[PARENTS’ AND CHILDREN’S LANGUAGE IN A BILINGUAL COMMUNITY IN SLEMAN ]]>
<![CDATA[Ismiati Ismiati]]>
<![CDATA[ Conscientia Vol. 17 No. 2 (2021) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[This paper aims at describing the parent-children’s language in a bilingual community in Sleman. Bilingual parents of Bahasa Indonesia and Javanese were observed when they were having conversations with their children. This research wanted to find out the parents-and-children’s language in their communication at home. Therefore, this research attempted to find the answers to the following research objectives: (1) the language that the bilingual parents use to communicate with their children; (2) the parents’ background and perception in using the language. This research used observations and interviews as the methods for data collection. As for the analysis, the data was analyzed using the descriptive quantitative method. The participants of this research were of ten families of Javanese ethnic with children who lived in Sleman. The result shows that the language use in the parents-children conversation tends to use Bahasa (60%) rather than Javanese (40%). Parents with lower education and manual works use Javanese and families with higher education and office works use Indonesia.]]>
<![CDATA[THE WORD ‘HOW’ IN VICTOR E. FRANKL’S MAN’S SEARCH FOR MEANING AND ITS TRANSLATION ]]>
<![CDATA[Sanang Hendriatma]]>;
<![CDATA[Nugraha Krisdiyanta]]>
<![CDATA[ Conscientia Vol. 17 No. 2 (2021) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[The word ‘how’ in Man’s Search for Meaning by Victor E. Frankl was translated into many words in Bahasa Indonesia. This research was aimed to know how the word ‘how’ translated into different words in Bahasa Indoneisa. The data were collected from English and Indonesian version books of Man’s Search for Meaning written by Victor E. Frankl. The researcher found there were 51 words ‘how’ which were translated into 9 types of words in Bahasa Indonesia and 10 words ‘how’ which were omitted. The result shows that there are 2 types of the word ‘how’, based on the function. They are as adverb of manner and as subordinating conjunction of noun clause. The function might cause why the word ‘how’ was translated into different types of words in Bahasa Indonesia. The translation of the word ‘how’ into Bahasa Indonesia was not only changing its word, but also considering the function of the word to produce the equivalence between the SL and the TL. In other words, the translation must consider the function of the word ‘how’ as well as its meaning.]]>
<![CDATA[Discourse Markers in Bahasa Indonesia: The Use and The Meaning ]]>
<![CDATA[Nugraha Krisdiyanta]]>
<![CDATA[ Conscientia Vol. 16 No. 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[Bahasa Indonesia has a lot discourse markers. This paper tries to find the use and the meaning of discourse markers in Bahasa Indonesia which appear in the initial position. The data are gathered from the movie entitled “3 Dara”. The research employed Schiffrin’s theory in discourse markers: must be detachable, contextualization cues and multifunction. The findings show that the markers are mostly to emphasize the intention of the speakers. The markers exist to make the conversation go smoothly and naturally. Most of the discourse markers do not have semantic meaning but they have ‘meaning’ in the conversation especially in the intention of the speakers. Some are to emphasize the points that the speaker wants to, others are to make the conversation go smoothly, and some are to function as hedges. Those markers are important in the conversation despite of their meaning. Without markers, conversation will be dull and boring.]]>
<![CDATA[Promoting Self-Regulated Learning of Vocational High School Students in Blended Environment ]]>
<![CDATA[Estri Oktarena Ikrarini]]>;
<![CDATA[Misiyah]]>;
<![CDATA[Setyo Budi Sungkowo]]>
<![CDATA[ Conscientia Vol. 16 No. 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[Improving the English writing skill of Vocational High School students seems to be a challenge for Indonesian teachers generally due to some factors, such as a limited time allotted for English classes. As for the limited time, students need to be encouraged in improving their English skills in various settings, including online classes. This article reflects how the blended learning model conducted during Penugasan Dosen di Sekolah program at SMK N 4 Yogyakarta brought some impacts on encouraging students to develop their self-regulated strategies during online sessions. It also outlines the strategies applied by the instructor and potential drawbacks in getting the students involved in a blended environment.]]>
<![CDATA[Ruth’s Superiority Complex as Seen in Kazuo Ishiguro’s Never Let Me Go ]]>
<![CDATA[Maya Bella]]>;
<![CDATA[Emilia Tetty Harjani]]>
<![CDATA[ Conscientia Vol. 16 No. 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[This study is about Ruth’s superiority complex as seen in Kazuo Ishiguro’s Never Let Me Go. The objectives of this study were to find out the characteristics of Ruth’s superiority complex and the effects of superiority complex toward Ruth’s behavior. In conducting the research, the writer used qualitative research using the psychoanalysis approach which was based on Adler’s psychoanalytic theory and library research to collect the data. The result of the discussion revealed that Ruth showed excuses, aggression, and withdrawal. In aggression, Ruth demonstrated depreciation and accusation, while in withdrawal, Ruth showed moving backward and hesitation. The effects of Ruth's superiority complex toward her behavior are that she created an unrealistic goal, and she lived in dogmatic life and narrow perspective.]]>
<![CDATA[The Steps of Daelyin’s Decision to Commit Suicide as an Escape Way in Julie Anne Peters’ By The Time You Read This, I’ll Be Dead ]]>
<![CDATA[Tissa Risanto]]>;
<![CDATA[Hilaria Dewi Hapsari]]>
<![CDATA[ Conscientia Vol. 16 No. 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[This study analyzes the steps of Daelyn’s decision to commit suicide as an escape way in Julia Anne Peters’ By The Time You Read This I’ll Be Dead. The objective of this study is to find out the steps of Daelyn’s decision to commit suicide as an escape way. To answer the problem, the writers apply a psychoanalytic theory from Roy Baumeister named escape theory . The writers uses library research as the method to collect the data. The result of the study reveals that Daelyn gets through six steps until she decides to commit suicide as an escape way. Those six steps are Daelyn experiences bad conditions in her current life as the result of her painful experiences, Daelyn makes negative assumptions about herself, Daelyn realizes that her life is worse than other people as the result of comparing herself with others’ standards, Daelyn experiences the negative effect as the result of self-comparison, Daelyn is in a mental stage where she does not feel any emotions and senses in her life, and finally, Daelyn decides to commit suicide.]]>
<![CDATA[An Analysis of Grammatical Errors on Academic Essays Written by Students of STBA LIA Yogyakarta ]]>
<![CDATA[Fifi Ayu Ratnaningrum]]>;
<![CDATA[Hesthi Herusatoto]]>;
<![CDATA[Nugraha krisdiyanta]]>
<![CDATA[ Conscientia Vol. 16 No. 1 (2020) ]]>
Publisher : <![CDATA[Sekolah Tinggi Bahasa Asing LIA Yogyakarta ]]>
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<![CDATA[This thesis is an analysis of grammatical errors written by students of STBA LIA Yogyakarta, academic year of 2011/2012. The aims of this thesis were to find out the most common grammatical errors in the academic essay written by the students of STBA LIA Yogyakarta and to find out the possible causes of errors. Errors are part of learning, difficult enough to avoid. To study students’ errors, the approach that was used was Corder’s error analysis. The error analysis included identification, description and explanation errors. The grammatical error types were categorized into errors of overgeneralization, transfer, and simplification by omission. The result indicated that the errors made by the students were mostly in simplification by omission (60 times) followed by overgeneralization (35 times) and transfers (7 times). Those errors were caused by interference of mother tongue and learning strategies which are false analogy, incomplete rule application, and overlooking co-occurrence.]]>
