Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
1 (2015)
Abstract
This paper focuses on some problems faced by Junior High School English
Targeted teachers concerning with the content, formulation, and the order of
Core Competencies (known as KI) and Basic Competencies (known as KD)
and the assessment in K 13 (known as K13). The material in K 13 is
regarded as being arranged in balance covering the students attitude,
knowledge, and skills competencies stressing on language skills as a means
of communication to convey ideas and knowledge. Based on the K 13
implementation mentoring, 13 out of 15 teachers (87%) interpret the Core
and Basic Competencies differently and most tend to be unclear. This
happened due to the formulation, content, and order of the KIs/KDs which
were illogical, in contrary to mind mapping, and confusing the Targeted
teachers. Moreover, the assessment system, especially attitude assessments
are too complicated.
Abstrak
Makalah ini membatasi masalah yang dihadapi oleh para guru sasaran mata
pelajaran Bahasa Inggris SMP Kota Semarang yang kesulitan dalam
memahami konten, rumusan, dan susunan dalam Kompetensi Inti (KI),
Kompetensi Dasar (KD) dan penilaian dalam Kurikulum 2013 (K13).
Kurikulum 2013 mengklaim bahwa materi di dalamnya disusun seimbang
yang mencakup sikap, pengetahuan, dan ketrampilan dan menekankan
kompetensi berbahasa sebagai alat komunikasi untuk menyampaikan gagasan
dan pengetahuan. Berdasarkan hasil pendampingan implementasi Kurikulum
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Introduction
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Good tests are those that do the job they are designed to do and which
convince the people taking and marking them that they work. Good tests also
have a positive rather than a negative effect on both students and teachers
(Harmer, 2007). How can teachers design a good and proper test if they
misunderstand the content stated in the basic competencies? Furthermore, he
added that tests have a powerful effect on student motivation. Students often
work a lot harder than normal when there is a test or examination in sight.
Students can be greatly encouraged by success in test, or, conversely
demotivated by doing badly (Harmer, 2007). A serious test design by
teachers will be useless when it doesnt test the proper competencies just
because teachers misunderstand the content and formulation in KIs/KDs.
What do the students work hard for?
Discussion
Content standard
Changes in Content Standard are composed of materials that include a
balance among attitude, knowledge, and skills competencies. This is in
contrast with the previous curriculum which only emphasizes on knowledge
and skills. K 13 claims that a fundamental change is the material that is
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Believe me; I love you now and forever, not only on February 14.
Olivia.
(http://gg.gg/3rynv)
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She shared her opinion to test the skill competencies in end year
assessment by redesigning the test guideline although she knows it breaks the
rule.
Regardless of the separation between KD 3 and 4, KD 4 is not
explicitly included when students learn to listen, speak, read, and write.
Notice one example of skill competencies as outlined in KD 4.3 English for
Junior High School grade VII as follows:
Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk
angka, tanggal, dan tahun, dengan unsur kebahasaan yang benar dan
sesuai konteks.
English translation:
Developing oral and written texts to express and ask for the name of
the day, the month, the name of the time of day, time in the form of
numbers, date, and year, with the correct linguistic elements and in
context.
Where can we find a section which explicitly asks the teacher to teach
language skill competencies/skills of listening, speaking, and reading to
students except writing? If we look at the KD formulation above, students are
only required to be able to compose (write) oral and written texts to express
and ask for the name of the day, the month, the name of time of the day, time
in the form of numbers, date, and year, with linguistic elements correctly in
context. There is no demand on the learners to have a conversation, listening,
and reading. Again a friend of mine posted on Facebook as follows:
(http://gg.gg/3rynv)
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From the above data, it is clear that in the 2006 Curriculum, students
learn certain material formulated comprehensively so that they can get an
idea how to use it directly in everyday life. KIs/KDs formulator seem to
assume that teachers have to be smart in interpreting the formulation of KDs
on their own.
Agustien (2014) put forward that the main purpose of language
learning is to develop the ability to communicate (Communicative
Competencies/CC) and the core of the ability to communicate is a discourse
competency. Communicating requires oral and written skills. If the KD
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example, students should know when the time limit for morning, noon,
afternoon, or evening, so that the material names of time in the day and time
in the form of number' support greeting. Helena (2014) re-writes that
teaching to communicate is teaching how to connect ideas logically. Illogical
subject matters positioning will make students think a bit harder.
Another problem is English KDs for grade VII is not sequential. Note
KD 3.7 to KD 3:10 sequentially as follows:
Understanding the social function, the structure of the text, and
linguistic elements in the text and ask to declare the nature of people,
animals, objects according to the context of its use.
The subject matter at KD 3.7, 3.8, and 3:10 are people, animals, and
objects, but the subject matter at KD 3.9 is about instruction, notice or signs
and warnings that do not support the discussion of KD 3.7, 3.8, and 3.10. It is
confusing and messed up learners maps of thinking (mind mapping). Buzan
(2010) wrote "Let the mind map that clearly, using a cascading hierarchy, a
clear sequence to reach up to the very tip of the branches." Students should
be given opportunities to think coherently and clearly. If KDs are interrupted
by another material and the material that is in need of understanding the
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material have been learned four weeks earlier, we can be sure the learners
had forgotten and have to start over from the beginning what it takes to learn
KD 3.10. In addition to a waste of time, learners will find it hard to readjust.
Celce-Murcia, et al. (1995) in Agustien (2014) explains that the
ability of discourse is "choice, sequence, word order, structure, and text of
speech to achieve coherent oral and written texts". So besides a language KD
should formulate clear language skills, students are expected to choose a
similar word, as well as use and arrange them coherently.
In addition, most of the KDs are drafted too narrowly. A KD only
contains a grammar, not a text. Consider the example of KD 3.2 English for
grade VIII as follows:
Applying text structures and linguistic elements to carry out a social
function for declaring and asking about the ability and willingness to
perform an action, according to the context of its use.
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Assessment Standard
As discussed above, knowledge and skill competencies which are
separated makes teachers difficult to carry out the assessment. Attitude
competencies assessment burdens teachers a lot. Attitude competencies
which are assessed in a very detailed and complicated way by observation,
self-assessment, peer assessment, and teachers journal is a bit ridiculous.
Teachers should plan the assessment of attitude, knowledge, and skill
competencies including any technique that will be used, assessment
indicators, assessment instruments, assessment rubrics and assessment
guidelines at the beginning of semester, or minimum before a certain KD is
carried out. The problems do not end at the planning step. Its also difficult
for teachers to note all students attitude during the learning process. Unlike
teaching in Indonesia, teaching in other countries always involves team
teaching. When a teacher is facilitating the learners during the learning
process, another teacher takes notes on learners attitude. This way of teaching
will lessen the teachers burden in assessing the learners attitude. To know
more about assessment planning, here is the example of it:
Attitude Competencies Assessment Planning
K.D. 3.1 and 4.1
Subject : English
Grade/Semester : VII _______/1
Theme : Various issues related to the interaction between
teachers and learners during the learning process,
inside and outside of the classroom that involves
speech acts greeting, leave taking, gratitude, and
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apologies
Main material : Spoken text of greeting, leave taking, gratitude, and
apologies
Attitude : 1. Respecting and appreciating the grace of God.
2. Politeness.
3. Caring.
4. self confident
Assessment Meeting
Remark
techniques 1 2 3
Observation **) The observation is not done
Self assessment ***) - - at every meeting, but any
Peer assessment ****) - - - meeting to get the learners
Teacher journal*****) attitude as stated in the
indicators.
Assessment techniques
No. Attitude Self Peer Teachers
Observasion
assessment assessment journal
1 2 3 1 2 3 1 2 3 1 2 3
1. Respecting and - - - - -
appreciating the
grace of God.
2. Polite - - - - -
3. Caring - - - - -
4. Self confident - - - - -
All this assessment could have been done by the teachers, despite
having to bother. All that work would be in vain when the school has
determined that every student should be given score B for the competencies
of his attitude, despite the behavior and attitude. This condition is in fact
precisely developing dishonest attitude to the teacher. Teachers will write the
students' attitude competencies assessment records only for a formality.
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Conclusion
References
Agustien, Helena (2014). The 2013 English Curriculum: The Paradigm,
Interpretation and Implementation. Semarang: FBS Unnes.
Buzan, Tony (2010). The Mind Map Book: Unlock Your Creativity, Boost
Your Memory, And Change Your Life. Pearson BBC Active.
Departemen Pendidikan Nasional. (2008). Kamus Bahasa Indonesia. Jakarta:
Pusat Perbukuan.
Harmer, Jeremy. (2007).How to Teach. England: Pearson Education Limited.
Kementrian Pendidikan dan Kebudayaan (2014). Peraturan Menteri
Pendidikan dan Kebudayaan Republik Indonesia Nomor 58
Tahun 2014 tentang Kurikulum 2013 Sekolah Menengah
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Zainal Arifin
IAIN Surakarta
arizain@gmail.com
Abstract
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Abstrak
Iintroduction
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Academic policy is also one of the ways to see the paradigm shift as
the implementation of second language education paradigm in an institution.
In this regard, the Center for Quality Assurance / Kantor Jaminan Mutu,
UGM (2012) states that academic policy is a policy direction and guidance
for managing the academic affairs. Academic policy is released in both
university level/ institute and the faculty level. Academic policy of UGM
include:
1. Education services division includes the Mission and Purpose, Program,
Resources, Evaluation of program and institutional affairs.
2. Research services division covers Mission and Objectives, Research
Program, Resources, Evaluations of Program and institutional affairs
3. The Community Services division includes the Mission and Objectives,
Program, Resources, Evaluation of program and institutional affairs.
4. Principles of Operation.
Academic policy is described by standardized academic affair and is
implemented based on the academic regulation. Academic Regulation is a
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software system for the implementation of the academic education that will
be implemented to the whole academic community in which each community
has a set of Specific study program.
Specific study program is a brief description of the study program that
functions to communicate between the students and the stakeholders. Specific
study program indicates explicitly the desired results of the learning process.
It helps students to understand: teaching and evaluation methods used. It
makes a link between a program organized and professional qualifications as
the output of graduates as well as its influence on their career level. it helps
students in determining the courses will be taken. It is not only as a label of
university and as an institutions responsibility to the public, but also to
provide stimulus to the faculties to understand and to implement the
educational goals and learning outcomes of the program being organized.
Based on the theoretical descriptions above, the researcher aims to
report the results of research on the analysis of textual paradigm of English
Language Education has been conducted in ELE HKU and PBI IAIN
Surakarta. The followings are the results and discussions.
Research Methods
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textbook writing
Human resource
development and
communications
Media and
journalism, arts and
culture, law,
management etc
(Undergraduate
Prospectus 2014-15 of
Faculty of Education of
HKU)
http://web.edu.hku.hk/f/pa
ge/592/Programme_Broch
ure_Undergraduate_Prosp
ectus_2014-15.pdf
Table 2 Paradigm shift description and the policy in ELE, IAIN Surakarta
Vision and mission Vision and mission Details on ELE division IAIN
IAIN Surakarta Faculty of Education Surakarta
and teachers training,
IAIN Surakarta
Vision of IAIN vision vision
Surakarta is to make Being an excellent
the institute as an faculty to shape Become an excellent study program
institution of higher professional to produce the good quality of
islamic education and graduates in the field graduates that having strong akidah
independent of of education and and akhlaqul karimah and deeper
education, research and language, have strong understanding in both theoretically
community service, as akidah, and good and practically in Teaching English.
well as the center of character.
Islamic studies and mission
social transformation mission 1. To organize educational services,
1. Organizing learning services, and teaching
education and Islamic sercvices, character
Mission IAIN
teaching by building, high quality education, and
Surakarta:
developing students technology based to meet the
1. education, research
character of islam, requirement of English language
and community
high quality in teachers and educators.
service-oriented on
education, and 2. To conduct research for the
social transformation
technology based to development of pedagogical ways,
as the agent of change
meet the development teaching, science and technology in
.
of education and the learning English.
2. Developing campus
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Table 1 Paradigm shift comparison between ELE HKU and ELE IAIN
Surakarta
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enterpreneurship,
Hotel and travel
handling.
How Integrated Course Individual Subject Each
E-learning Communicative Langguage universit
Experiential Learning Teaching y has
Theoretical lecture different
Practice way in
Project Based Learning offering
the
learning
content.
Discussion
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moving forward in the global economic place. The mutual understanding will
be considered to develop national labor qualifications (Minister of Education,
2010: 4). KKNI is a hierarchy of qualifications of the competence that can
reconcile, equalize, and integrate between the field of education and
vocational training in accordance with the structure of employment in various
sectors (Perpres No. 8 Tahun 2012 Pasal 1 Ayat (1)).
The results of the interview with some of the lecturers in the
Department of PBI IAIN Surakarta showed the tendency of some lecturers
began to use learner centered method. Some instructors have already applied
Project Based Learning. In fact, there are problems in the implementation of
the Teaching and Learning method they use. The problems are mainly related
to the academic policy that has not given yet to support the process of
learning by those methods that tend to embrace learning paradigm
integratively and cooperatively. Another problem is mainly related to
inadequate infrastructure facilities and resources, so the learning process can
not run succesfully and the learning objectives can not be achieved optimally.
This case is very different from the situation existing at ELE Hong
Kong University as a new paradigm shift called learning paradigm. This
happen because the paradigm and the policy of English Language Education
at ELE Hong Kong University has been adapted to the needs of the global
market as stipulated in the vision, mission, strategic plan and it is supported
by good quality of human resources to meet standardized graduate set by the
government. Therefore learning programs, assessment programs and agencies
have already referring to international standards.
The Hong Kong University, the reformation of Educational
curriculum on undergraduate level has been started since 2012, which was the
"total learning experience". Experiential learning as the example is not only
the method used by course instructors to teach but it has been a learning
system applied throughout the university and protected by policies to
maintain and improve the quality of teaching and provided by completed
infrastructure and facilities to build a new educational paradigm atmosphere.
It can be understood from the following quote:
In the past decade, HKU witnessed a historic reform in its
undergraduate education. The new undergraduate curriculum was
successfully implemented in September 2012. HKU took full
advantage of this opportunity to re-envision our curriculum as a total
learning experience. We have introduced new and innovative forms
of learning, upgraded our infrastructure and extended learning into all
corners of university life (The University of Hong Kong)
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The figure of curriculum at HKU can be seen from the following table.
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Good Facilities and the good learning support systems at HKU support the
learning paradigm.
The following chart explains the facilities.
Hypothesis
Based on the description above, the conclusion is the paradigm and the
policy on both the Division of English Language Education of the Hong Kong
University and English Language Education Department of IAIN Surakarta
are influenced by situational context , cultural context and the orientation of
each college. In the formulation of the vision, mission and strategic plans of
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Conclusion
Theory on Teaching English is currently moving on a paradigm shift.
This paradigm occurred because of a review on the basics of linguistic,
pedagogic and the review on the impact of sociolinguistics in a globalized
setting. The results show that the content of English Language Education
taught at the Division of English Language Education (ELE) HKU and at the
English Language Education Department (PBI) IAIN Surakarta have the
same characteristics but the ways in providing educational materials are
relatively different. The paradigm and academic policiy in ELE HKU applied
the learning paradigm while at PBI IAIN Surakarta is still applying on
teaching paradigm. When the study was conducted by researcher, the ELE
Department IAIN Surakarta has been moving towards a paradigm shift in
some academic elements as the use of the methods by lecturers called
learning paradigm, although the method is not covered by the policy. The
difference between Paradigm and policy in both universities is influenced by
the context of the political situation, especially the rules of ministry of higher
education, cultural context and the orientation on each university.
References
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Khristianto
Faculty of Letters
the University of Muhammadiyah Purwokerto
kristian.topz@gmail.com
Abstract
Mental process (thinking activities) is a part of transitivity system,
representing language meaning as a symbol or representation meaning. In
translation, this meaning is the most important, determining whether or not a
clause is translated correctly. It means a sentence with a mental-process
predicate will be right only, if it is realized in the same process. This paper
tries to prove this notion, by exploring a novel translation from Bahasa to
English. It employs Hallidays transitivity as a means to contrast a source text
(T1) and a target text (T2).
Based on the analysis, it is found out that some mental processes in the novel
are translated into another process. Perception and affection are two subtypes
of mental process which are translated into relational process and material
process. The change into relational process is identified in many cases;
though most of the data are translated into a the same mental process. This
change is triggered by the strategies of modulation and transposition.
Meanwhile, there is only a single case of change into a material process,
which is resulted from the different realization, literal to metaphorical
expression. Thus, this proves that the change of a process in a clause does not
necessarily entail a change of meaning.
Abstact
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Introduction
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Discussion
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Conclusion
A translation of clauses packed in mental process from Bahasa
Indonesia into English in the novel has given an evidence that variation
is possible. It opens a potential negotiation between the source and
target texts. A target text is not always fully obedient to its source. In
another way, a translator does not need to be dictated by an author to
express the meaning. As long as the meaning is maintained, a translator
has a free space to express it in his/her personal preference.
References
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Abstract
The focus of this research is to identify the subtitling strategies applied
in the subtitling of Romeo and Juliet movie. This research belongs to
descriptive qualitative research along with purposive sampling techniques.
The objects of the research are English sentences spoken by the actors and
actress in Romeo and Juliet movie as a source text (ST) and its Indonesian
subtitling as a target text (TT).
The research findings show that the subtitling strategies applied in
Romeo and Juliet movie are expansion, paraphrase, transfer, imitation,
condensation, decimation, deletion, taming, and resignation. Among those
strategies; condensation is the most dominant one due to the limited space
and subtitling time appearance because in the subtitling process, there
should be a thrifty translation whereas, the accuracy of Romeo and Juliet
subtitling depends on the context covering the text, both situation context and
cultural context. There are three components covering the situation context,
namely field, mode/channel, and tenor/relation.
Abstrak
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Introduction
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dialogue soundtrack is left in place and the translation is printed along the
bottom of the film. In other words, it can be said that subtitling is done by
translating the films dialogues then put the printed translation in the bottom
0f the film. Similarly as dubbing, the purpose of subtitling is helping the
viewers enjoy the films such as documenter movies, drama, and action and so
on. Then Betty White in (file:///G:/subtitling/eotvsection.php.htm
updated./04/01/2011) stressed that the amount lines of subtitling is not more
than two lines.
From the definition of dubbing and subtitling above, it can be concluded
that dubbing is the replacement of the original soundtrack of source
language (SL) into target language (TL) whereas subtitling is done by
sticking the written translation (target language) on the movie monitor.
Dubbing and subtitling are one of translation great works. Firstly, they are
done with translation process, and then continued by recording process or
sticking process.
The work of subtitling is done by having texts at first. The meaning of
the text depends on the situation context and cultural context. Situation
context is composed by some variables such as field (content), mode/channel
(spoken text/written text), and tenor/relation (the relation between the
speaker and the listeners/viewers or the writer and the reader). Knowing the
situation context and cultural context is very important in subtitling process
because by having them the translator can transfer the message from the
source text into target text well and he/she be able to choose the appropriate
translation strategies in doing his/her works. From those phenomenon, this
research focuses on (1) the equivalent meaning on subtitling of Romeo and
Juliet movie viewed from the context situation and cultural situation
covered the text, and (2) the translation strategies applied by the translator in
translating Romeo and Juliet movie.
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Neubert (1984) in Bell (1991: 79) said that meaning is the kingpin of
translation studies. Without understanding what a text to be translated means
for L2 users the translator would be hopefully lost. From this definition it
can be inferred that meaning has a broad definition. When we are talking
about meaning it means that we are not only talking about linguistics
aspect but also talking about everything outside the linguistics aspects such
as culture, situation, norm and rule of the society using that language.
The meaning of the text depends on the situation context and cultural
context. There are three components composed the situation contexts,
namely: field (content), mode/channel (written/spoken text), tenor/relation
(the relation between speaker-hearer/viewer) (Riyadi Santoso, 2003: 21). The
meaning of the text is also influenced by the culture covering the text
whether explicitly or implicitly. Explicitly, culture is a kind of artifact
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translators must transfer the semantic and pragmatics meaning, and also the
culture.
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Subtitling Strategies
Strategies here mean techniques used by translator in translating word,
phrase or speakers utterance. Sugeng Haryanto (2005: 103) explored 10
subtitling strategies as follows:
1. Expansion
Expansion means giving addition meaning in the target language. For
example, the sentence thats in the dead day is translated into Itu
terjadi di bebek mati (hari itu, seekor bebek mati kena lemparan
rotiku).
2. Paraphrase
In this strategy, the translator gives more explanation toward the part
of the sentence based on his/her own opinion. For example, the
sentence Turn back no longer is translated into Jangan lagi melihat
masa lalu.
3. Transfer
Transfer strategies are done by translating the source text literally. For
example, the sentence Turn back no longer is translated into
Jangan lagi melihat-lihat ke belakang.
4. Imitation
Imitation strategies are done by rewriting the source text into target
text. Usually this strategy is done in translating the name of person or
the name of place.
5. Transcription
This strategy is done by rewriting the certain words because of the
textual function how that language should be. For example, how the
sentence in the source text pronounced can be seen in the subtitling.
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6. Condensation
Condensation strategy is done by shortening the source text. In this
strategy the subtitler or translator eliminates unimportant utterance.
But, usually this strategy can make the loosing of pragmatics effect
that actually it should be transferred into target language
7. Decimation
Decimation is an extreme condensation. This strategy is usually used
in translating the actors conversation or utterance when they have a
quarrel especially when they speak loudly and with fast speed.
8. Deletion
Deletion strategy means some of source texts are deleted because the
translator/subtitler believes that those parts are not important. The
differences between deletion and condensation is that in condensation
there is no any part that be deleted or its just be condensed but in
deletion strategy there are some parts that be deleted by the translator.
9. Taming
Taming strategies is used to translate the rude or taboo words in order
to be acceptable in target language.
10. Resignation
Resignation is done when there is no any solution in transferring the
message from SL into TL. Automatically, the meaning of the source
text is not transferred into target language, or in other word it is
untranslatable.
Research Methodology
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lingual forms of Romeo and Juliet Movie such as words, phrases and clauses
whereas, research procedures refer to a set of work in the research. Research
procedure is a map on how the research should be done, how to do it, and
why it is done. The researcher procedures belong to this research are data
collecting, data analysis technique, and presentation stage.
The object of the research is English Romeo and Juliet movie as the
source text (ST) and the Indonesian subtitling of Romeo and Juliet Movie as
the target language (TT). This research is done with the assumption that
Romeo and Juliet Movie is one of Shakespeares masterpiece works and this
movie is one of Media to communicate between the author and the
readers/viewers. The data in this research is parallel bilingual corpus
consisting of spoken text spoken by the actors and actress in Romeo and
Juliet Movie as the source text (ST) and Indonesian subtitling appear in the
monitor as the target text (TT).There are some steps done in analyzing the
data. At first, the researcher focuses on identifying the source text meaning
profile and the equivalent meaning in target text then analyzing the
equivalent meaning based on the situation context and cultural context. Then,
the second analysis is focused on the subtitling strategies used in Romeo and
Juliet subtitling. The last stage of this research is composing and presenting
the result of the research. This research uses qualitative analysis strategy. In
presentation stage, in making the conclusion (verification) the researcher is
always eager to make clarification by having discussion with her colleges
toward the truth test of the meaning appears in the data.
Discussion
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explained before, there are two kinds of contexts surrounding the text,
namely situation context and cultural context. There are three variables
composing the situation context, namely field, tenor, and mode. Below are
the examples of the influence of situation context and cultural context toward
Romeo and Juliet movie translation.
Example
SL: Romeo : But soft! What light through younder window breaks?
It is the east, and Juliet is the sun
Arise, fair sun, and kill the envious moon
Who is already sick and pale with the grief
That thou her maid art far more fair than she
But not her maid, since she is envious
Her vistal livery is but sick and green
And none but fools do wear it; cast it off
It is my lady, O it is my love
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he meets Juliet for the first time. Juliet is a girl who makes Romeos away
from Rosalines love. The mode of this text is spoken text which is spoken
softly and full of feeling companied by soft music instrument. While the
cultural context of this text is that when someone is falling in love, he or she
would do everything although it is outside their capability; just want to meet
with the person whom he or she falls in love with. Furthermore, sometimes
he or she does a silly thing and annoy peoples life just want to prove that he
or she really loves his or her partner.
There are some interesting things toward those subtitling/translation.
The first, the translation of the sentence It is the east, and Juliet is the sun
which is translated into Itu di timur dan Juliet adalah matahari. Actually,
the source text is the conditional sentence in which the word if is
implicated so, the clause It is this east has a meaning Andai itu timur.
Secondly, the clause That thou her maid art is not translated by the
translator. Actually, the phrase her maid relates to western culture having a
meaning the servant of Diana, the virgin goodness of the moon, was
unmarried maidens. The Europeans believe that Dewi Bulan has a
faithful maid named Diana who never got married during her life and gave
her whole life to Dewi Bulan. Thirdly, the translation of the sentence And
none but fools do wear it; cast it off which is translated into Begitu irinya
dia hanya si dungulah yang menerimanya. We can see that this translation
is influenced by the situation context. The situation context composes this
clause is that Romeo is truly falling in love with Juliet, so he thinks that just
a fool person goes to Dianas thinking (Dewi Bulans maid) who decides to
be unmarried woman during her life. Fourth, the translation of the sentence
It is my lady, O it is my love which is translated into Keluarlah, itulah
kekasihku. When we pay attention more to that translation it seems that the
meaning of target language is totally different from the meaning of source
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Subtitling Strategies
In the first sentence, In fair Verona, where we lay our scene and it
is translated into Di Verona yang indah, diamana kami bercerita. Here,
we can see that the translator gives more explanation by adding the phrase
yang indah. It is done because the movie shows the view and the
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b. Paraphrase
The followings are the examples of paraphrase strategy:
1. Sl : Ill look to like, if looking like move
TL :Aku akan melihatnya dulu untuk memastikan apa aku
mencintainya
2. SL : This is the matter. Nurse, give leave a while
We must talk in secret. Nurse comes back again
I have remembered me, thous hear our counsel
Thou knowst my daughters of a pretty age
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that she can fall in love to Paris as what her mother hopes. In the
second sentence, the paraphrase strategy appears in the translation of the
sentence We must talk in secret which is translated into Kami harus
bicara empat mata and the sentence Thou knowst my daughters of a
pretty age which is translated into Suster, kini kau tahu putriku telah
menjadi remaja cantik. The phrase in secret has a meaning rahasia
and the translator paraphrases into empat mata. Whereas the phrase
of pretty age has the same meaning with at an attractive age that is
the changing of peoples growth from a child into teenager or in
Indonesian its famous with ABG (Anak Baru Gede) in which at this age
a girl usually looks more attractive and charming.
c. Transfer
The followings are the examples of transfer strategy:
1. SL: Romeo : Well what was yours?
Mercutio : That dreamers often lie
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d. Imitation
Below are the examples of imitation strategy.
1. SL: Sampson : A dog of the house of Montague move me
TL: Sampson :Anjing di rumah Montague membuatku
marah
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the word Montague, Verona, and Romeo into target text without
changing its phonemes or its writing.
e. Transcription
This strategy is done by re-writing the use of certain words to fulfill
the textual function about how the language should be used. But, in this
research the researcher doesnt find the using transcription strategy.
f. Condensation
The followings are the examples of condensation strategy.
1. Sl: Nurse : Now, by my maidenhead at twelve years old. I bade
her come.
What , lamb! What lady bird. God Forbid! Where is
the girl?
Juliet
TL: Nurse :Aku akan memanggilnya. Tuhan melarang. Juliet
3. SL: Clown : Madam, the guest are come supper served up, you
called
TL: Clown : Nyonya, para tamu telah hadir
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g. Desimation
The followings are the example of decimation strategies.
1. SL: Tybalt : What, drawn, and talk of peace? I hate the word
TL: Tybalt : Damai? Aku benci kata itu
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also appear in the second and third examples. The second and third
examples literally have meanings Majulah kalian semua, pengecut, but
the translator condenses it into Majulah, Ayo. while in the sentence
Quarrel. Ill back thee. Nay, as they dare and translated into Berkelahi
aku akan mendukungmu, condensation strategy appears when translator
condenses the meaning of the clause Nay, as they dare whichs literally
has a meaning Jika mereka berani.
h. Deletion
The followings are the examples of deletion:
1. SL: Juliet : Come, gentle night; come loving, black-browed night
TL: Juliet : Datanglah malam. Datanglah malam penyayang
2. SL: Benvolio : Put up your sword, you know not what you do?
TL: Benvolio : Kenakan pedangmu!
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proposed to Tybalt when they both are in a quarrel between the Montague
followers versus Capulet followers. Literally, that sentence has a meaning
Tak taukah kau apa yang harus kau lakukan?. This utterance has an
implicit meaning in order that Tybalt takes out his sword and gets ready
to have quarreled with Benvolio.
i. Taming
Below are the examples of taming strategy.
1. SL: Lady Capulet : Fie, fie! What are you mad?
TL: Lady Capulet : Sudah, hentikan
Those sentences are spoken by the speakers who are getting angry.
Then the translator translates the sentences by using taming strategies in
order to be more acceptable and polite in target language culture. Literally,
those sentences can be translated into Hentikan, kau sudah gila/tidak
waras while the second sentence is Enyahlah, kau pembohong.
j. Resignation
Below are the examples of resignation strategies.
1. SL: Lady Capulet: Well, think of marriage now. Younger than you
Here in Verona, ladies of esteem
Are made already mothers
I was your mother much young these years
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Conclusion
From the above explanation it can be concluded that the subtitling
strategies applied in the subtitling of Romeo and Juliet movies are expansion,
paraphrase, transfer, imitation, condensation, decimation, deletion, taming,
and resignation. Among those strategies condensation is the most dominant
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one due to limited space and limited subtitling time appearance because in
subtitling it must be thrifty translation.
The accuracy of subtitling in Romeo and Juliet Movie depends on the
context covering the text, whether situation context or cultural context. There
are three components or variables covering the situation context, namely:
field, mode/channel, and tenor. It means that the translator must have cross
culture understanding in order to transfer the source language message into
target text well.
References
Basnnett, Susan and Andre Lefevere. 1995. Translation, History and Culture,
USA: Cassell.
Bell, Roger T. 1991. Translation and Translating: Theory and Practice.
London: Longman.
Bordwell, Favid and Kristin Thompson. 1990. Film Art. USA: Mc Graw-Hill,
Inc.
Catford, J.C. 1965. A Linguistic Theory of TranslationI. London: Oxford
University Press.
Cintas, Whereas. 2005. The Viewer as the Focus of Subtitling. Translation
Journal. URL: http://accurapid.com/journal/32film.htm. updated
on:12/26/2010.
Gambier, Yves. 1993. Audio Visual Communication: Typological Detour.
Teaching Translation and Interpreting 2. Philadelphia: John
Benjamin.
Haryanto, Sugeng. 2005. Subtitling: Di antara Keterbatasan Bahasa-Budaya
dan Media. Collection of International Conference on
Translation:Translation, Discourse and Culture. Program
Pascasarjana: UNS.
Hoed, Benny H. 1992. Linguistik, Semiotik, dan Kebudayaan Kita. Pidato
Pengukuhan Guru Besar pada Fakultas Sastra Universitas Indonesia.
Houbert, Frederic. 1998. Translation as Communication Process dalam
Translation Journal and the Authors 1998 Volume 2, No. 3 July
1998; Available from URL:http://accurapid.com/journal/htm.
updated on: 12/26/2010
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Siti Nurhasanah
sitinurhasanah270@yahoo.co.id
Abstract
Community Language Learning (CLL) is a language teaching method which
involves psychological aspect and students work together to develop what
skill of a language they would like to learn. This method firstly developed by
Charles A. Curran and his association which is called Counseling-Learning
theory. Within the language teaching tradition CLL is sometimes cited as an
example of a humanistic approach. The roles of the teacher is called
counselor and the learners are called client in the language classroom. The
research will use Community Language Learning (CLL) method to increases
the students participation in speaking class for the students of International
Class Program State Institute of Islamic Studies (IAIN) Salatiga Batch
2013/2014 Academic Year 2013. The researcher uses Classroom Action
Research (CAR) who accompanied by an observer. To know the students
participation, the researcher conducts pretest and posttest within 2 cycles.
Each cycle consists of planning, acting, observing and reflecting. The
research shows that the students participation increased not only their
conversation but also their motivation. Based on the results and findings, the
students could develop their participation which can be seen by the
increasing average between pretest and posttest from the cycle 1 to the cycle
2.
Abstrak
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Introduction
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sciences. Another problem is the students come from different kinds of the
schools such as Gontor (Islamic Boarding School), MA/ PK (Islamic Senior
High School), and SMA (Senior High School).
This condition influences the speaking ability especially for students
conversation of International Class Program batch 2013. They are shy, less
confident and quiet when they should speak in English both inside and
outside of the classroom. At the fact, speaking is one of language skill where
the students should share their ideas, thoughts, and emotions because the
language indicates the ability of students to arrange the words to have
conversation and discussion with their friends and lecturers. In addition it
becomes challenge for the students to master foreign language especially
English well. They have projection to study abroad for Master Degree or to
be International teacher in the future. Therefore it is very important to them
for engaging in communication by using English for the students of
International Class Program.
In learning language, the most fundamental concept is psychology.
According to Marion E. Bunch (1977: 3), individual instances of learning
range all the way from the simplest change in behavior resulting from
practice to the most complex of those in the category of the higher mental
processes.
Learning is a basic and central component of the distinctive activities
that constitute the subject matter of psychology. Learning including
retention, on which it depends, is at the heart of perception, thinking,
imagination, reasoning, judgment, attitudes, personality traits,
systems of values, and the development and organization of the
activities that constitute the personality of the individual (Marion E.
Bunch, 1977: 3).
To improve the ability of students in learning language, it is better to
involve psychological aspects like Charles Arthur Curran did when he has
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taught La Forge, his student. Curran has used a method called Community
Language Learning (CLL).
CLL is a method to react the sensitivity of learner for learning
communicative intent. It should be noted that communicative intent is
sometimes forced by the number and knowledge of learners. It has made
CLL places unusual demands on teachers of language. They have to be
highly fluent and sensitive to atmosphere in both L1 (Native Language) and
L2 (Foreign Language).
CLL is firstly developed by Charles A. Curran and his associates.
Currant is a specialist in counseling and a professor of psychology at Loyola
University, Chicago, (Jack C Richards and Thedore S. Rodgers, 1986 p. 113).
His application of psychological counseling techniques for learning is known
as Counseling- Learning. Community Language Learning represents the use
of Counseling-Learning theory to teach languages, (Jack C Richards and
Thedore S. Rodgers, 1986 p. 113).
In counseling learning theory, it can be measured by performance.
Learning usually related to change in stimulus-response relationships that
result from practice and the evidence that learning has happened is a change
in successive performances like students of International Class Batch 2013
should do. They have to perform drama twice in a year using foreign
language Arabic and English. It is very interesting to know how CLL method
will be applied to improve the students participation in classroom
conversation.
The problems and successes experienced by one or two different
student groups in the classroom may not necessarily represent language
learning universals. Other attentions have been expressed related to the lack
of a syllabus, which makes objectives unclear, evaluation difficult to
accomplish, and focus on fluency rather than accuracy, which may lead to
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Research Methodology
According to Kemmis, CAR (Classroom Action Research) is a form
of self reflective enquiry undertaken by participants in social situation in
order to improve the rationality and justices, their understanding of these
practices and situations in which the practices are carried out (Hopkins, 1993
: 44).
Another definition proposed by Robert Rapport (1993) is that
Classroom Action Research aims to contribute both to the practical concerns
of people in an immediate problematic situation and to the goals of social
science by joint collaboration within a mutually acceptable ethical framework
(Hopkins, 1993 p. 44).
From the definitions above the researcher conclude that CAR as one
of the form of research that tries out ideas in practice for a social situation to
improve or change something and try to have a real effect on the certain
situation.
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Research Procedure
In this CAR, there are some steps as Kemmis stated. It consists of two cycles
and each cycle has the procedures as follows:
1. Planning
2. Action
d. Asking the students some questions orally and the students answer
orally related to the themes such as passion, hobby, dream,
education, culture, and so on.
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3. Observation
Discussions
There are two cycles. In each cycle, the steps consist of planning,
Cycle 1
1. Planning
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d. Preparing a test including pretest and post test. For pretest, the
researcher uses oral test to know the students profile of speaking
skill by giving them chances to speak one by one. For post test,
the researcher gives writing test.
2. Acting
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In the first cycle, the writer and the observer have observed the
teaching learning process. The researcher could see that the students
of ICP batch 2013 basically are motivated to speak English. However
they face some problems. For example, some student can speak but
the grammar is incorrect, some of them speak quite well but they need
to improve their pronunciation, some of them have no confidence.
Sometimes some students are not ready to express their ideas
when they do not have time to prepare material regarding the topic. It
means some of them cannot speak naturally such as in informal
situation. But they are motivated to increase their conversation
through community language learning because of their dream to get
international chances.
By analyzing the result of pretest and post test above, there is
an increase of the students grade of International Class Program
batch 2013. It is 0.03 from 2.75 to 2.78. This increase of the students
grade shows a little improvement of the students participation in
classroom conversation. Thus, the researcher appreciate of their
effort, they already tried to improve their speaking from enough level
to be good level, and from good level to be very good level.
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4. Reflection
Action 1 did not give satisfied result because the students are
still less confident, shy and afraid of making mistake in grammar
especially for the students of Islamic and Arabic Departments. It
means that the background of their departments influences their mind.
1. Planning
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2. Acting
The researcher and the observer entered the class, then the
researcher as well as become the teacher controlled the situation
by asking them to make a circle and sit on the floor. The students
give attention to the teacher.
All students laughed, actually some students were
interested in to share their arguments and some of them have
confidence to express their opinion but every student has spoken
although some of them were active to talk and some of them did
not speak. We continued to the next topic about social activity.
This activity also became the assessment as pretest for the cycle 2.
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3. Observation
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4. Reflection
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Conclusion
Based on the theoretical review and the implementation of the study, the
writer can draw the conclusion as follows:
1. The profile of the students participation in classroom conversation
showed that generally they were quiet and less confident to speak English
in the beginning of the lesson, especially for the students of non-English
Department of International Class Program batch 2013. Moreover, some
students could speak English but the grammars were incorrect, some of
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3. The result of the students participation can be seen from the increasing
average between pretest and posttest in the first cycle to the second cycle.
In the first cycle, the mean of pretest is 2.75 and the mean of posttest
2.78. Then in the second cycle, the mean of pretest is 2.99 and the mean
of posttest is 3.15. The percentage of students participation who have
gotten very good grade increase from 0% in pretest to 5.26% in posttest
of the cycle 1, and 26.32% in pretest to 42.11% in posttest of the cycle 2.
From the result of the test, the writer concludes that generally CLL
method could increase the students participation in classroom
conversation.
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Abstract
This study aims to describe kinds and forms of expressive speech act
in Hannah Montana Session 1. It belongs to descriptive qualitative method.
The research object was expressive speech act. The data source was
utterances which contain expressive speech acts in the film Hannah Montana
Session 1. The researcher used observation method and noting technique in
collecting the data. In analyzing the data, descriptive qualitative method was
used. The research findings show that there are ten kinds of expressive
speech act found in Hannah Montana Session 1, namely expressing apology,
expressing thanks, expressing sympathy, expressing attitudes, expressing
greeting, expressing wishes, expressing joy, expressing pain, expressing
likes, and expressing dislikes. The forms of expressive speech act are direct
literal expressive speech act, direct non-literal expressive speech act, indirect
literal expressive speech act, and indirect non-literal expressive speech act.
Abstrak
Penelitian ini bertujuan untuk mendeskripsikan jenis dan bentuk ekspresif
tindak tutur dalam Hannah Montana Sesi 1. Ini milik deskriptif metode
kualitatif. Objek penelitian adalah ekspresif tindak tutur. Sumber data adalah
ucapan-ucapan yang mengandung tindak tutur ekspresif dalam film Hannah
Montana Session I. Peneliti menggunakan metode observasi dan teknik
mencatat dalam mengumpulkan data. Dalam menganalisis data, metode
deskriptif kualitatif digunakan. Hasil penelitian menunjukkan bahwa ada
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Introduction
Communication is important as human being. It is a life skill, people
as social being need to communicate to the others, share ideas, express their
feeling and their emotion and has interaction to meet their needs. By
understanding the language and the meaning of it people connected to each
other. The utterances performed by the speaker are an action or activities
which may contain words expressed their feeling. In this case, it is called
expressive speech act. Expressive speech act can be direct and indirect. As
literary work, film also contains expressing feeling. Thus, this paper would
give more understanding in expressive speech act and direct and indirect
expressive speech act uttered in Hannah Montana Session 1.
Yule (1996: 3) states that pragmatics is concerned with the study of
meaning as communicated by speaker (or writer) and interpreted by a listener
(or reader). It has to do with the meaning in interaction between the speaker
and the hearer. To reach the speakers interpretation, the hearer has to
understand the utterance rather than words and phrase themselves. It is more
than understanding the speaker but also what the speakers imply. In
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addition, context also influences what the speakers imply. Context such as
when, where, what situation, who they are talk to, in what circumstances are
necessary to involves helping the hearer interprets the speakers meant (idem:
3).
Yule (1996: 47) states speech act as action performed via utterances.
Like it is called, speech is the utterance and act is an action. As Austin says it
is not only saying something, the speaker is also doing something. Thus, it is
more than describing the word. It is used to communicate, to pass the
information, more than that it carries mutual acting between the speaker and
the hearer.
One of the aspects studied in pragmatics is speech act. Yule (1996:
47) defines speech act as the action performed by a speaker with an utterance.
In other word, there are activities intended to do by speaker by saying
something. Speech act firstly is delivered by Austin (1962: 103) which is
divided in three different acts, those are, locutionary act, illocutionary act,
and perlocutionary act. Austin (1962: 99) defines illocutionary act as
performance of an act in saying something. By saying the utterances, the
speaker is also doing a certain action. Searle (1976: 10-12) distinguishes five
classes of illocutionary acts and bases on illocutionary point, the result of
illocutionary point and the relationship of word and world. They are
assertive, directives, commissives, expressive, and declarations.
Searle (1976: 12) states expressive to mentions behabitive by Austin.
It is used to express the psychological state in sincerity condition about a
state of affair in specified in the propositional content. Including the
expressive speech act are welcoming, praising, blaming, etc. Yule (1996: 53)
states that expressive can be a statement of pleasure, pain, like, dislike, joy,
or sorrow. It means expressive tell about speakers feeling.
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The expressive speech act can be direct and indirect, literal and non-
literal, implicit and explicit (Meyer 2009: 50). Combining the literal- non
literal and direct indirect, there are four ways of performing expressive
speech act (Wijana: 1996: 33).
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Research Method
Discussion
According to data analyzing in Hannah Montana Session 1 episode 1-
2 the researcher found some expressive speech acts. They are expressing
apology, expressing thanking, expressing sympathy, expressing attitudes,
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2. Expressing Thanks
Thanking expresses that the speaker is pleased about or grateful for
something that another people have done. The performative verb that
describes this feeling is thanked, as shown in the data below:
Jackson : Oh, yes, he did! (Laughing) Oh! Thank you, thank you!
Thank you! Thank you! Thank you! Thank you!
Robby Ray: Okay, Son, you can let go now. It was cute when
you were five, now it just throws my back out.
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3. Expressing Resentment
Resentment refers to the verb resent. Resentment is statement to
expressing angry because you have been forced to accept someone or
something that you do not like.
In this situation, Miley had fight with Lilly because Lilly was
desperate to show Hannahs stuff to the other friends. Miley disbelieved that
Lilly wanted to do that which means Mileys secret as a popular singer
Hannah Montana will be revealed. After Lilly went home, Miley tells to her
father which also knows that her secret being revealed.
c. Miley : I am so mad!
Robby Ray : So youre gonna take it out on my ice cream
sundae? You wanna talk about it?
The data (c) expresses the speakers feeling. The resentment shows in
the adjective mad which is mean angry.
4. Expressing Greeting
Greeting is something friendly or polite that you say or do when meet
or welcome someone. This expression shows that you are pleased that they
are with you.
d. Johnny: (walking over) Hey, Miley. Hows it going?
Miley : Um, pretty good! Just getting some ketchup for my
veggie burger. I see you like mayonnaise. Never tried that on a
veggie burger! And maybe I should, but, not today because
then the ketchup would go all over the kitchen.
Johnny comes over to Hannah that is getting some ketchup in her
burger at the cafetaria. Johnny greets Hannah Montana friendly by saying
Hey, Miley Hows it going? Those words are used to welcome Hannah. The
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Hannahs answer also reflected that the speaker intended to do greeting even
though she is nervous in speaking.
5. Expressing Joy
The performative verbs that denote this action is rejoice, brighten,
swoon, delight, amuse, please, satisfy, enjoy, and exult.
Jackson : Yes I am! Dad, its mine. Its not perfect but its my
own car, and I bought it with my own money.
Considering data (e) Jackson answering Yes I am with happily for Robby
Rays question which means that he was happy. The reason is because he
bough new car with his own money.
g. Oliver: Take it off, dude! Take it off! Take it off! Take it off!
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The above data (f), (g), and (h) are in the form of declarative, as a
direct speech act, those would be used to make a statement. The
performative verbs such as wish, hate, and love are in declarative sentences
which are used to make statements not questions, commands or requests. It
uses to express action or opinion. The data have literal meaning because it
means like word means. The utterance in (f) means a wish that Miley can join
with Lily to see Hannahs concert because she is Hannahs big fan.
Unfortunately, Miley who is Lilys best friend refuses it. She feels
disappointed. The word wish literally means hope that her friend can see the
Hannah Montana together with her.
The utterance in (g) showed that the speaker hates with his aunt
Harriet. It has a literal meaning which means the speaker; Oliver does not
like Aunt Harriet. It can be seen that the hate of gum chewing is started when
he was a child. He remembers at that time his aunt chewed her gum but it
dropped to her. The way she is chewing and that disgusting dropped gum
makes Oliver hate his Aunt. It was sounding in hate tone. In the utterance (h)
Fermine, the speaker wants to show like or love the hearer before he leaves
Hannahs home. When the speakers intended has the same aims as the words
means, thus, the above data used literal direct strategy to perform the
utterance.
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In this case, the speaker utters literal meaning that he speaks too loud.
The data (j) is not intended to question the way he speaks but it is used to
making a statement of blaming on what he did. It is because he realizes that
he was wrong by speaking too loud and making Hannah Montanas fans
swarmed them to see the ticket. The utterance used indirect strategy in
performing the utterances. The form of the utterances is tag question using
falling intonation but it is not used to make sure that he speaks to loudly. It is
used to make a statement of blaming.
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Conclusion
Based on the result of this study, the researcher can draw some
conclusions about the kinds of expressive speech act used by the character of
Hannah Montana Session 1. It can be classified as expressing apology,
expressing thanking, expressing sympathy, expressing attitude, expressing
greeting, expressing wishes, expressing joy, expressing pain, expressing like,
expressing dislikes. The researcher found the use of direct literal expressive
speech act, indirect literal expressive speech act, direct non-literal expressive
speech act, and indirect non- literal expressive speech act.
References
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Wulan Agustina
Madrasah Tsanawiyah (MTs) YASINTA Salatiga
anitsuganaluw@gmail.com
Abstract
This study is aimed at describing discourse studies especially at cohesion
from readers opinion strip. This is literary research, so the writer uses
descriptive qualitative approach. In this research, documentation and note
taking technique are used to collect the data. There are two objectives of the
research: 1) to carry out the types of grammatical cohesion used in the
Issues of the Day strip in The Jakarta Post on March 2012 edition and 2) to
find out the types of lexical cohesion used in the Issues of The Day strip in
The Jakarta Post on March 2012 edition. After investigating the English
sentences used in the Issues of the Day strip in The Jakarta Post on March
2012 edition, the writer found several findings as follows: 1) based on the
analysis of grammatical cohesion, the writer found there are references,
substitutions, ellipsis, and conjunctions; 2) based on the analysis of lexical
cohesion, the writer found repetitions, synonyms, hyponyms, meronyms,
antonyms, and collocations. The writer expects that it is able to contribute the
science of linguistic and able to be guidance for all readers.
Abstrak
Penelitian ini bertujuan untuk menggambarkan studi wacana terutama pada
kohesi dari kolom pendapat para pembaca. Ini adalah penelitian sastra,
sehingga penulis menggunakan pendekatan deskriptif kualitatif. Dalam
penelitian ini digunakan teknik pencatatan dan pendokumentasian untuk
mengumpulkan data. Ada dua tujuan dari penelitian ini: 1) menemukan tipe-
tipe kohesi gramatikal yang digunakan para pembaca di kolom Issues of the
Day pada harian The Jakarta Post edisi Maret 2012 dan 2) menemukan tipe-
tipe kohesi leksikal yang digunakan para pembaca di kolom Issues of the
Day pada harian The Jakarta Post edisi Maret 2012. Setelah melakukan
pengkajian kalimat berbahasa Inggris pada kolom Issues of the Day edisi
Maret 2012, penulis menemukan beberapa temuan sebagai berikut: 1)
berdasarkan analisis kohesi gramatikal, penulis menemukan adanya referen,
substitusi, ellipsis, dan konjungsi; 2) berdasarkan analisis kohesi leksikal,
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Introduction
Writing is a process of expressing ideas or thoughts through words.
Someone produces something in written form so that people can read,
perform, or use it. People are encouraged to ensure a text flow through a
sequence of sentences when present their ideas in writing tasks. Thus,
writers should be directed to the ideas they wish to express, as well as the
sentences they use to express those ideas. Sentences need to be connected to
each other. If ideas or sentences are simply juxtaposed without being related
to one another, it will be difficult or impossible for the reader to understand
the sequence. For enhancing the connectedness of sentences in a text, writers
may use cohesion to join ideas between sentences to create texture
(Halliday and Hasan, 1976: 4).
People are demanded to understand to read, and to create coherent texts.
In order to achieve it, the readers must be able to interpret the semantic
relation in the text. It is necessary for a writer to master the concept of
written text and the use of semantic relation through grasp of their linguistic
function, such as theme, rhyme, and lexico-grammatical cohesion. Cohesion
can be defined as the links that hold a text together and give a meaning to the
text. Hassan and Halliday (1976) classified cohesion into: 1) Grammatical
cohesion devices, which are reference, substitution, ellipsis, and conjunction,
and 2) Lexical cohesion devices, which are in the form of a) reiteration:
repetition, synonym, antonym, hyponym, meronym, and b) collocation.
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The opinion strip in The Jakarta Post has many commentators and it was
found that the texts were arranged by different writer and styles. Being
interested in knowing those facts, the writer is curious to find out the types of
cohesion that is used in their comments. By using 135 comments on March
2012 edition, this study will analyze the use of semantic relation of lexico-
grammatical cohesion as one of the linguistic functions. It will focus on the
analysis of cohesion by identifying the cohesive devices that are employed in
texts according to M.A.K. Halliday and Ruqaiya Hasans cohesion theory
(1994) to explore what kinds of the type of cohesion used in that Issues of
the Daystrip.
Research Methodology
The writer uses a descriptive qualitative research. A qualitative
research is type of research which does not include any calculation or
enumeration because the data are produced in the form of words (Moleong,
1993: 3). It means that qualitative data tend to be the form of words than
series of number. Descriptive serves to describe or analogy characterizing
something and it deals with the meaning of thing and one view of meaning is
associative. This study attempts to identify, classify, and describe the
sentences of the Issues of The Day strip that taken from The Jakarta Post
newspaper.
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continued with note-taking technique which the data are listed, wrote, and
classifying according to the cohesion types. To collect the data, the writer
needs some procedure. These steps are:
a. Reading and learning 135 comments in Issues of the Day strip in The
Jakarta Post on March 2012 edition.
b. Identifying the words with emphasize on each comments that become
markers of cohesion types (the writer just focus on cohesion from each
comments, other cohesion types, especially for substitution, ellipsis, and
lexical cohesion, from different comment will not be taken although they
stay at the same topic and edition. Whereas the other types like reference
and conjunction can be collected from all sentences in the same edition,
and the writer will put one in the analysis as the representative of each
types).
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Classification
The writer classifies the sentences from each comments based on the types of
cohesion. It has been collected to continue the next analysis process.
Data Analysis
After classifying the sentences, the writer analyses the description of each
sentence based on theories of M.A.K. Halliday and Ruqaiya Hasan (1994).
Discussion
The writer is going to present the sources of data from Jakarta Post on March
2012 edition as follows:
NO DATA SOURCES
References
/we/, /their/, /they/, /our/, /I/, /the/, /his, /he/, /its/
Substitutions
/done/
Conjunctions
1. March 1st
/but/, /because/, /and/, /since/, /finally/, /but/
2012
Collocations
a) /House of Representative/ - /seats/ -
/constituents/ - /government/ - /corruption/ -
/political/ - /lawmakers/
b) /police/ - /criminality/
References
/my/, /this/, /they/, /their/, /I/, /our/, /we/, /it/, /us/,
them/, /those/, /these/, /you/, /that/
Conjunctions
2. March 2nd
/but/, /or/, /then/
2012
Ellipsis
/We must use or 0 lose our rights!/
Collocations
/Islam/ - /Muslims/
References
3. /the/, /it/, /that/, /then/, /you/, /I/, /this/, /your/, March 3rd
/these/, /his/, /he/, /our/, 2012
Synoymy
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a) /abattoirs/ = /slaughtered/
b) /pain/ = /torture/
Conjunctions
/as/, /then/, /and/
Ellipsis
/... and importers to improve 0/
Collocations
a) /abattoirs/ - /animals/ - /slaughter/ - /meat/
b) /export/ - /import/
Antonymy
a) /export/ >< /import/
b) /exporter/ >< /importer/
References
/I/, /the/, /their/, /he/, /this/, /it/, /his/
Substitutions
4. /one/ March 5th
Synonymy 2012
/missery/ = /suffering/
Antonymy
/muslims/ >< /non-muslims/
References
/this/, /the/, /they/, /it/, /we/, /you/, /them/, /I/, /my/
Hyponymy
a) /member/ - /fellow/
b) /garbage/ - /plastic bags, bottles, cups/
Conjunctions
/for several years now/, /and/, /then/, /or/, /when/,
/however/, /because/
Synonymy
5. a) /outrageous/ = /heartless/ March 6th
b) /care/ = /protection/ 2012
Meronymy
/zoo/ - /cages/, /enclosure/
Repetition
/feed/
Collocations
a) /zoo/ - /animals/ - /cages/ - /enclosure/ -
/Ragunan/ - /Surabaya Zoo/ - /giraffe/
b) /school/ - /educational/ - /preschool/ -
/kindegarten/
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References
/it/, /you/, /more/, /your/, /our/, /then/, /we/, /they/,
/the/, /this/, /those/, /their/, /them/
Conjunctions
/hence/, /however/, /otherwise/, /and/
Repetitions
/care/, /competition/, /world/
6. March 7th
Antonym
2012
/sportmen/ >< /sportwomen/
Ellipsis
/You care for what ..., not 0 the Indonesian people/
Collocation
a) /church/ - /christians/
b) /sport/ - /sportmanship/ - /the Indonesian
National Sport Committee/ - /soccer/
References
/it/, /they/, /this/, /we/, /their/, /now/, /the/, /those/,
/them/, /these/
Substitution
7. March 8th
/do/
2012
Conjunctions
/but/
Ellipsis
/0 Not because they are vocal, .../
References
/it/, /better/, /I/, /you/, /us/, /the/, /my/, /we/, /this/,
/they/, /these/, /your/, /their/, /that/
Substitution
/so/
8. March 9th
Conjunctions
2012
/but/
Repetitions
/proud/, /has done it/, /return flight/, /it/, /Garuda/
Collocations
/delicious/ - /food/
References
/we/, /the/, /our/, /then/, /you/, /better/, /your/,
9. /these/, /I/, /they/, /here/, /their/, /those/, /same/, March 10th
/them/ 2012
Substitutions
/not/, /do/
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Conjunctions
/but/
Ellipsis
/... some will not 0/
Repetitions
/we/
Hyponymy
/Arab League/ - /Saudi Arabia/, /Qatar/
References
/it/, /this/, /your/, /we/, /me/, /you/, /I/, /those/, /that/,
/us/, /the/, /most/, /our/, /they/, /their/
Conjunctions
/while/, /but/, /then/, /since/
10.
Repetitions March 12th
/respect/, /others/, /bule/, /mad/, /Indon/ 2012
Ellipsis
/0 Being used to being called bule .../
Collocations
a) /bule/ /foreigner/
b) /equality/ - /fairness/
References
/I/, /those/, /the/, /it/, /my/, /they/, /these/, /their/,
/this/, /worst/
Conjunctions
/before/, /however/
11. Repetitions March 13th
/international organization/, /done by/, /local 2012
people/, /country/, the worst/, /Timor Leste/
Collocations
/Timorese/ - /Timor Leste/
Hyponymy
/nation/ - /Timorese/
References
/I/, /it/, /their/, /you/, /best/, /she/, /that, /the/, /her/,
/they/, /this/, /better/, /my/, /them/, /these/, /his/,
/here/, /our/
12. March 14th
Ellipsis
2012
/... and 0 sincere condolences .../
Conjunctions
/because/, /before/, /and/
Repetitions
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/he/
Synonymy
a) /good/ = /right/
b) /advantage/ = /benefit/
Antonymy
/right/ >< /wrong/
Hyponymy
/country/ - /Indonesia, Singapore/
Collocations
a) /government/ - /minister/ - /corruption/
b) /business/ - /investor/
c) /Azwar Abubakar/ - /Administrative Reforms
Minister
d) /SBY/ - /president/
References
/this/, /their/, /the/, /they/, /it/, /I/, /more/, /he/, /its/,
/that/, /you/, /better/, /worse/, /these/
Substitution
/done/
Ellipsis
/... and say no more 0?/
Conjunctions
/instead/, /until/, /or/
Repetitions
16. March 19th
/civilians/, /multiple/, /life sentence/, /America/
2012
Synonymy
a) /murder/ = /kill/
b) /troops/ = /soldiers/
Meronymy
/human/ - /souls, bodies/
Hyponymy
a) /country/ - /US/
b) /military/ - /Army/
Antonymy
/better/ >< /worse/
References
/more/, /this/, /the/, /you/, /us/, /I/, /further/, /its/,
17. March 20th
/we/, /they/, /similar/
2012
Conjunction
/until/
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Repetitions
/less/, /subsidies/, /consequences/, /electricity/,
/fuels/
Collocation
/traffic/ - /jam/ - /roads/
References
/the/, /more/, /they/, /better/, /their/, /them/, /that/,
/it/, /I/, /her/, /she/, /its/, /ones/, /one/, we/, /this/,
/more/, /our/, /your/
Conjunctives
/but/, /while/, /then/, /on the other hand/, /because/
Repetitions
/Thailand/, /women/, /boss/, /teacher/, /marriage/, /if
ones faith/, different/, /husband/
Synonymy
a) /Prophet/ = /Muhammad/
b) /devote/ = /submit/
Meronymy
a) /family/ - /husband/
18. b) /education/ - /teachers/ March 21st
Hyponymy 2012
a) /job/ - /teacher/
b) /country/ - /Indonesia, Thailand/
c) /human/ - /men, women/
d) /nation/ - /Thailand/
Antonymy
a) /men/ >< /women/
b) /physically/ >< /mentally/
c) /wive/ >< /husband/
Collocations
a) /education/ - /teacher/
b) /Muhammad/ - /Prophet/ - /Khadija/
c) /sister/ - /female/
d) /marriage/ - /husband/
e) /Islam/ - /muslims/
References
/it/, /the/, /they/, /their/, /those/, /stronger/, /your/
19. Substitution March 22nd
/done/ 2012
Conjunctions
/however/, /as long as/, /but/
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Repetition
/robbery/, /terrorism/
References
/it/, /the/, /those/, /its/, /this/, /they/, /these/, /I/, /my/,
/their/
Ellipsis
20. March 24th
/They constantly weave in and 0 out .../
2012
Conjunctions
/until/, /while/, /as for/
Repetitions
/people/
Reference
/I/, /your/, /it/, /its/, /those/, /you/, /more/, /now/,
21. March 26th
/they/, /them/
2012
Meronymy
/people/ - /citizens/
Reference
/I/, /this/, /you/, /the/, /it/, /they/, /their/, /these/
Conjunction
22. /as/, /meanwhile/, /and/ March 27th
Repetition 2012
/Greece/
Meronymy
/Asia/ - /North Korea/
Reference
/I/, /he/, /us/, /his/, /their/, /him/, they/, it/, /the/,
/your/, /you/, /more/
Ellipsis
/... is an opportunist or not 0, but .../
Conjunction
/meanwhile/, /eventhough/, /also/, /and/, /as/, /since/,
23. /but/ March 28th
Repetition 2012
/leader/, /Jakarta/, /their/
Antonymy
/opportunist/ >< /non-opportunist/
Hyponymy
/city/ - /Jakarta/
Collocation
/leader/ - /wisdom/
24. Reference March 29th
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/they/, /his/, /it/, /their/, /we/, /I/, /the/, /he/, /our/, 2012
/them/, /more/, /you/, /us/, /your/
Conjunction
/or/, /but/
Hyponymy
/country/ - /Indonesia/
/foreign organizations/ - /IMF/ - /World Bank/
Repetition
/right/, /fuel prices/
Collocation
/economic/ - /prices/
References
/their/, /it/, /the/, /I/, /they/, /most/, /he/, /his/, /this/
Conjunctions
/however/, /furthermore/, /and/, /after/, /because/,
/otherwise/
Ellipsis
/... for the benefit of all 0 on their .../
Repetitions
/government/, /the great thinker never blames
25. March 31st
others/, /a narrow-minded man/, /the president/, /fuel
2012
prices/, /oil prices/
Hyponymy
/country/ - /Indonesia/
Substitutions
/did/, /done/
Collocations
/government/ - /minister/ - /department/
Synonymy
/welfare/ = /prosperity/
There are two main types of cohesion: grammatical and lexical. The
writer will distinguish each of them accordance to their part.
1. Grammatical Cohesion
a. Substitution
There are seven sentences contains substitution found in the articles.
The writer is going to divide them based on types:
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1) Nominal
There is only one data that used nominal substitution, here is the
analysis:
(4) His teaching of Islam is definitely not the right one.
The word one substitutes teaching of Islam.
2) Verbal
There are five data that applied verbal substitution, here are
some the analysis:
(16) They must be punished for what they have done.
The word done substitutes killed innocent civilians.
3) Clausal
There is only one data that applied verbal substitution, here is
the analysis:
(8) Even so, Garuda are looking much better these days for
certain.
The word so substitutes Indonesians will be happy to
settle for less.
b. Reference
All of the data employ references, there are twenty-five editions
with different types found in each articles. The writer is going to
divide them based on their types:
1) Personal
Almost of each edition uses personal references. Here some
representative of analysis:
a) Pronoun
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b) Possessive
Almost of each edition uses personal references. Here some
representative of analysis:
(6) If you did not pull out players playing for the LSI, our
team would not have been tortured by Bahrain.
The word our refers to the writer and Indonesian
people.
2) Demonstrative
Almost of each edition uses demonstrative references. Here
some representative of analysis:
(1) This is outrageous and the heartless, cruel people
responsible should be prosecuted.
The word this refers to plastic that is found in a dead
giraffes stomach.
(9) They squawk about issues on the other side of the world,
but have nothing useful to say about poverty and corruption
here
The word here refers to in their square.
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3) Comparative
(6) Dear Mr. President, it seems that you care more about
football than the plight of Christians in the Yasmin Church.
The word more compares football with the plight of
Christians in the Yasmin Church.
c. Ellipsis
There are twelve sentences contains ellipsis found in the articles.
The writer is going to give some representative to be analyzed based
on their types:
1) Nominal
There are eight nominal ellipsis found in the text. The writer is
going to give some representative to be analyzed:
(2) We must use or 0 lose our rights!
The word we is omitted to make simple sentence. The
sentence should be We must use or we lose our rights!
2) Verbal
There are three verbal ellipsis found in the text. The writer is
going to give some representative to be analyzed:
(9) Some of these Middle East uprisings will succeed, some will
not 0.
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3) Clausal
There is only one clausal ellipsis found in the text. The writer is
going to discuss it:
(7) 0 Not because they are vocal, street visible, self-proclaimed
police, and instituting instant justice, but because it is the
right thing to do.
The word people wants to disband radical mass-groups is
omitted. The sentence should be People wants to disband
radical mass-groups not because they are vocal, street
visible, self-proclaimed police, and instituting instant
justice, but because it is the right thing to do.
d. Conjunction
There are fifty-seven conjunction are discovered. Most of them have
similar word, so the writer only discuss one word to representative
the same based on their types:
1) Additive
There are ten additive conjunction found in the text. The writer
is going to give some representative to be analyzed:
(5) Ship all remaining critters to Ragunan, then close the
Surabaya Zoo or, if you still insist, contact a taxidermist so
there is no need to feed the animals.
The word or is categorized as alternative simple
additive because it gives two alternatives for solving the
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2) Causality
There are fourteen causality conjunction found in the text. The
writer is going to give some representative to be analyzed:
(1) ... lawmakers from political parties are no longer legitimate
because they never listen to the cries of marginalized
constituents.
The word because is categorized as simple reversed
causality as it presupposes the cause of the lack of
lawmakers legitimate.
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3) Adversative
There are twenty-four adversative conjunctions found in the
texts. The writer is going to give some representative to be
analyzed:
(1) ... does not show that they are really working for the
peoples interests but for their own business interests.
The word but is categorized as simple contrastive
adversative because it shows interests contradiction
between people and government.
(5) ... they treated the animals with respect. However, the same
respect was overlooked for the people.
The word however is categorized as emphatic
contrastive adversative since it shows a contradiction
between the treating level of animals and human. Emphatic
means something is done strictly.
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4) Temporality
There are nine temporality conjunction found in the text. The
writer is going to give some representative to be analyzed:
(1) Finally, they have admitted their mistake.
The word finally is categorized as simple conclusive
temporal.
2. Lexical Cohesion
a. Reiteration
Reiteration is a form of lexical cohesion which involves the
repetition of a lexical item and a number of things in using
synonymy, antonym, hyponymy, and meronymy at one end of the
scale. It will be identified through the following classes:
1) Repetitions
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(8) There was a time when Garuda was the least preferred
airline. Now, I cant wait my next trip with Garuda.
The word Garuda is reiterated twice as noun (the name of
a well known airline).
Garuda has done it, while MAS has done it too, but in a
different consistency...
The word has done it too is reiterated twice as verb
clause.
(12) Do the best, think the best, and God will give you the
best.
The word best is reiterated three times as adjectiva.
2) Synonymy
The writer found fourteen synonyms in the data, here is some
representatives for the analysis:
(15) ... There are many advantages we can derive from
Singapore. ... in a way that gives mutual benefits. ...
The meaning of advantages is similar with benefits
that means keuntungan.
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(25) The great thinkers always think how to help his peoples
prosperity. ... The president today did nothing to improve
welfare but to teach ...
The meaning of prosperity is similar with welfare that
means kemakmuran.
3) Hyponymy
The writer found nineteen hyponyms in the data; here are some
representatives for analysis:
(8) The culprit is Arab League, backed by Saudi Arabia and
Qatar in collaboration with ...
The word Arab League is hyponym for Saudi Arabia
and Qatar.
4) Meronymy
The writer found four meronyms in the data; here are some
representatives for the analysis:
(18) Western women need to learn ... how to devote and submit
themselves to their husband and family ...
The word family is meronymy for husband because a
family usually consists of husband, wife, and children.
... I cant imagine how a female teacher ... But with a job
and education, she can survive...
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5) Antonym
The writer found twelve antonyms in the data; here is some
representatives for analysis:
(3) He brings misery and suffering to Muslims and non-
Muslims alike.
The word Muslims and non-Muslims are noun. The
Muslims means person whose religion is Islam, whereas
non-Muslim means person whose religion is not Islam,
such Christian, Hindu, Budha, etc. Besides looks from the
meaning, non-Muslim can be identified as antonym
through prefiks non-.
b. Collocation
The writer analyzed this type based on the whole of each edition
because each collocation is related with the topic. There are thirty
collocation are found. The writer is going to give some
representatives to be analyzed:
(10) There are two collocation:
- Bule
This word has closely sense with foreigner. Bule only
used by our society to call foreign tourists who have white
skin and blond hair.
- Equality
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Conclusion
Discourse analysis leads to analyze of constituents (smaller units) that
have particular relationship with one another in a text. There many parts of
discourse analysis, and cohesion is one of them. Cohesion occurs where the
interpretation of some elements in the discourse depends on each other, so it
deals with the investigation of form. Through the investigation and analysis
from the data, the writer proposes several findings:
1. Based on analysis of grammatical cohesion, the writer found 7
substitutions, 44 references, 12 ellipsis, and 57 conjunctions.
2. Based on analysis of lexical cohesion, the writer found 20
repetition, 14 synonyms, 12 antonyms, 19 hyponym, 4 meronyms, and 30
collocations.
References
Amalia. The Types of Cohesion and Speech Act Used in Dilbert Comic
Strip Issued in Newspaper. STAIN Salatiga: Thesis Unpublished,
2011.
Arikunto, Suharsimi. 1996. Prosedur Penelitian Suatu Pendekatan Praktek.
Jakarta: PT Rineka Cipta.
Carter, Ronald. (1997). Working with Text: A Core Book for Language
Analysis. London: Butler & Tanner Ltd.
Djuroto, Totok. (2004). Manajemen Penerbitan PERS. Bandung: PT Remaja
Rosdakarya Offset.
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