A. Effendi Kadarisman, A. Effendi
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POSSIBLE TECHNIQUES FOR TRANSLATING PERSONAL NAMES IN CHILDREN AND YOUNG ADULT LITERATURE Susanti, Ani; Kadarisman, A. Effendi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 47, No 1 (2019)
Publisher : Fakultas Sastra Universitas Negeri Malang

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Abstract

Personal names are considered ?specific words?and thus most often kept untranslated. However, as translation theory has developed, making it not only changing language features but also mediating cultural aspects, personal names are reconsidered in translation. Since they are culturally bound, this study aims to find out, when personal names are translated, what translation strategies apply and why. The data were collected from the weekly comic Donal Bebek (2018) as well as from the Hunger Games trilogy novels written by Suzanne Collins (2008, 2009, 2010) and translated by Hetih Rusli (2009, 2010, 2012). The findings show that translating personal names in children literature can be more complicated than translating thosein literature for older readers. This study has found out that four strategies (preservation, naturalization, couplet, and adaptation) are used to approach the personal names translation for the children literature; and only two strategies (preservation and literal translation) are applied to the translation of those in young adult literature. Reasons for using such strategies are as follows: several aspects (such as connotation, pronunciation, and style) have been considered when translating personal names in children literature, while they are more flexible when translating personal names in young adult literature.
THE ROLES OF WRITING ATTITUDES AND WRITING APPREHENSION IN EFL LEARNERS’ WRITING PERFORMANCE Kadarisman, A. Effendi; Suryati, Nunung
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 2 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (507.316 KB) | DOI: 10.18592/let.v6i2.1459

Abstract

The present study used a mixed method research design since it aimed at examining the degree of relationship between the students’ writing attitude, apprehension, and writing performance and investigating the causes of both factors. The finding of the study revealed that there was a significantly positive correlation between attitude towards writing and learners’ writing performance (r=.240 and sig=.049<.05) and the difference of performance was significant (Sig.= .018 < .05). The writing apprehension and writing performance were significantly negatively correlated (r=-.246, sig=.043) and the difference of performance was significant (Sig.= .000< 0.05). The interview result showed several factors causing the students’ writing attitude and apprehension. The positive attitudes were caused by the importance of English as an international language, the relationship of English and science, the interest in writing and English, and the lecturer’s evaluation. Students having negative attitude confessed that they were not good at English, writing in English was a difficult activity, and they did not write much. Low writing apprehension was caused by the interest in writing, being good at grammar and vocabulary, and positive thinking in completing the task. At last, students with high apprehension thought that they were afraid of making mistakes; since they were not good at English, they tended to translate bahasa Indonesia into English, and they were not able to develop topics given by the lecturer.
COPING WITH L2 SOCIOPRAGMATIC SENSITIVITY USING A STORY-BASED APPROACH Ariani, Musli; Kadarisman, A. Effendi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 45, No 2 (2017)
Publisher : Fakultas Sastra Universitas Negeri Malang

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Abstract: Previous research findings have led to a gap that sociopragmatic failure, instead of pragmalinguistic failure, has scarcely been resolved despite its crucial function in communication. Therefore, this paper proposes a story-based approach, particularly a joint storytelling with multi-party interaction, to deal with learners’ L2 sociopragmatic sensitivity. EFL learners with diverse cultural backgrounds need a motivating environment with agents that can co-construct experiences for optimum learning. By telling stories, learners are engaged in social relations that set them into interpersonal interaction demanding sociopragmatic awareness necessary for the development of their L2 sociopragmatic competence. For this purpose, classroom implementation follows the dimensions of embeddedness, tellership, and tellability while the learning sequence is based on co-constructed learning principles with four stages: setting the stage, executing the storytelling, monitoring the process, and evaluating the results. Future research may be conducted to test the compatibility of the model with actual EFL classroom instructions.permalink/DOI: dx.doi.org/10.17977/um015v45i22017p108
SPACE LEXICALIZATION IN COMPOSITIONS BY INDONESIAN EFL LEARNERS: TOWARD NEAR-NATIVE STYLE Kadarisman, A. Effendi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 39, No 1 (2011)
Publisher : Fakultas Sastra Universitas Negeri Malang

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Abstract

This research intends to find out whether or not Indonesian EFL learners are aware of the presence of “space” and lexicalize it in their English compositions. It  takes  21  seventh-semester  English  Department  students  as  research  subjects. They are given story pictures and asked to write a narrative.  The resulting 21 EFL narratives are measured against a native-speaker narrative model in terms of “spatial words” (prepositions and adverbial particles), producing the following comparisons: 6.6% : 7.2% in total, 78.2% : 85.7% used dynamically, 95.5% : 100% used obligato-rily, and 19.2% : 28.6% used in phrasal verbs.   This means that Indonesian EFL learners are sensitive enough to “space” and know how to lexicalize it in their com- positions.  Theoretically, their sensitivity to “space” implies that while learning Eng- lish they have undergone some cognitive restructuring; and practically, EFL learners who wish to acquire near-native style in writing should be competent in space lexi- calization.
CODING LOGICAL MECHANISM AND STEREOTYPING IN GENDER CYBER HUMORS Pasaribu, Truly Almendo; Kadarisman, A. Effendi
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 1: July 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v16i1.485

Abstract

Gender-related humors have their own way of being funny; and this research aims to find out how and why they are funny. For this purpose, both researchers have collected 50 gender cyber humors and analyzed them, first, to decode how their logical mechanism relates to specific linguistic features, and secondly, to uncover how gender stereotyping contributes to the comical effects. The twisting of logic and linguistic ambiguity is analyzed formally using Attardos (2001) General Theory of Verbal Humor (GTVH) and supported by gender studies. The findings reveal that the logical mechanism consists of elements of incongruities, and gender stereotyping presents negative stereotypical images. The analysis further shows that some gender stereotypical images ridicule traditional roles of man and woman while others make fun of non-traditional representations. This shift from women only to both men and women as targets of gender humors has been an impact of effective feminist movements.
Resensi Buku Kadarisman, A. Effendi
Linguistik Indonesia Vol 35, No 1 (2017): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.595 KB) | DOI: 10.26499/li.v35i1.57

Abstract

Judul : Menguak Tiga Faset Kehidupan Bahasa: Fungsi Hakikinya, Pengelola Ilmunya, Keterkaitannya dengan BudayaISBN : 978-602-6369-61-1Penulis : SudaryantoPenerbit : Sanata Dharma University Press, 2017Tebal : xxvi, 210 halaman
Resensi Buku Kadarisman, A. Effendi
Linguistik Indonesia Vol 31, No 1 (2013): Linguistik Indonesia
Publisher : Masyarakat Linguistik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (118.576 KB) | DOI: 10.26499/li.v31i1.6

Abstract

Judul : The Philosophy of Generative LinguisticsPenulis : Peter LudlowPenerbit : Oxford University Press, 2011Tebal : xxiiii, 220 halaman
THE ROLES OF WRITING ATTITUDES AND WRITING APPREHENSION IN EFL LEARNERS’ WRITING PERFORMANCE Ni'mah, Ulin; Kadarisman, A. Effendi; Suryati, Nunung
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 2 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v6i2.1459

Abstract

The present study used a mixed method research design since it aimed at examining the degree of relationship between the students? writing attitude, apprehension, and writing performance and investigating the causes of both factors. The finding of the study revealed that there was a significantly positive correlation between attitude towards writing and learners? writing performance (r=.240 and sig=.049<.05) and the difference of performance was significant (Sig.= .018 < .05). The writing apprehension and writing performance were significantly negatively correlated (r=-.246, sig=.043) and the difference of performance was significant (Sig.= .000< 0.05). The interview result showed several factors causing the students? writing attitude and apprehension. The positive attitudes were caused by the importance of English as an international language, the relationship of English and science, the interest in writing and English, and the lecturer?s evaluation. Students having negative attitude confessed that they were not good at English, writing in English was a difficult activity, and they did not write much. Low writing apprehension was caused by the interest in writing, being good at grammar and vocabulary, and positive thinking in completing the task. At last, students with high apprehension thought that they were afraid of making mistakes; since they were not good at English, they tended to translate bahasa Indonesia into English, and they were not able to develop topics given by the lecturer.