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of text analysis a genre based approach procedure example lesson plan Junior High School for IX Grade in English subject, learning essential
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Showing posts with label English. Show all posts
Showing posts with label English. Show all posts
The Story of English Literature Part 2
This article is continued from the story of english literature part1
e. The Romantic Movement
The writers before the Romantic Movement were not free in the style, form and even in the subject. They had to follow a certain patterns of literature which was already fixed. He might not be out this certainty. They were bound to their time and period. The Romantic Movement was influenced by the contemporary ideals of the French Revolution and Doctrines of Rosseau. They had personal liberty. They were aware of the individual worth of human being and the ennobling influences of the Nature. So they expressed their individual emotion and imagination freely.
They dare to write in Whatever style about whatever subject they liked.
The writers of this age were.
1. William Wordsworth (1770-1850) The Lyrical Ballads
I Wandered Lonely As A Claud
The Reverie of Poor Susan
2. Samuel Taylor Coleridge Rime of The Ancient Marimer
3. Walter Scott The Ladt of The Lake-Ivenho
4. Robert Burns A Red, Red Rose, Auld Lang Sign
5. Byron Fare Thee Wel, The Prison of Chelon
6. Percy Bisshi Shelly The Cloud
7. John Keats Endymion; Hyperion
f. The Victorian Age (the Realistic Period)
The latter part of the 18 century. The passionate admiration of the Nature and Man had produced great poetry and the renewed interest in the past had led to the birth of the historical novel in the Romantic Age.
In the reihn of the Queen Victoria, man invented the steam engine. This caused the rise of The Industrial Revolution in England. Men and women, even children worked in the factories and industries. This situation changed the policy, philosophy and also literature in England. The writer stopped writing emotional thinking of the Romantic period. They wanted to return to Realism. They began to write about the real lives and paid much attention to the discipline in style. This rationalistic trend meant a return to the Classic element was never died, only man did not emphasize too much on it.
The writers of this period:
1. Charles Dickens David Copperfield
Oliver Twist
A Tale of Two Cities
2. William Makepiese Thackeray Vanity fair
Henry Esmond
3. Brente Sistes Jane Eyre, Wuthering Heights
4. Alfred Tennyson The Lady of Shellot
5. Robert Browning The Portrait, The last Duchess
6. George Elliot Adam Bede, The Million the Floss
7. A.C. Swinburne A forsaken Garden
8. Jane Austion Pride and Prejudice
Sense and Sensibility
g. The Twenty Century Period of The Modern English Literature
The writers in the Modern Century liberate themselves from every restriction in connection with subject and style. Since the new methods in prose and poetry have been tried with varying success, though we may say that the most importance authors do not show a complete break with the past.
The writers are among others:
1. Thomas Hardy Far from the Madding Croud
The Return of the Native
2. Joseph Conrad Tyfoon
An Outcast of the Islam
3. George Bernard Shaw Pygmalton
Saint Joan
4. Sommerset Maugham Cakes and Ale
The Painted Vail
5. Herbert George Wells The Wheel of Chance
Kips
6. John Clasworthy The Little Model
The Forstyle Saga
7. Arnold Benet The Regent
The Old Wifu’s Tale
8. John Brynton Priestly The God Companions
Angel Plavement
e. The Romantic Movement
The writers before the Romantic Movement were not free in the style, form and even in the subject. They had to follow a certain patterns of literature which was already fixed. He might not be out this certainty. They were bound to their time and period. The Romantic Movement was influenced by the contemporary ideals of the French Revolution and Doctrines of Rosseau. They had personal liberty. They were aware of the individual worth of human being and the ennobling influences of the Nature. So they expressed their individual emotion and imagination freely.
They dare to write in Whatever style about whatever subject they liked.
The writers of this age were.
1. William Wordsworth (1770-1850) The Lyrical Ballads
I Wandered Lonely As A Claud
The Reverie of Poor Susan
2. Samuel Taylor Coleridge Rime of The Ancient Marimer
3. Walter Scott The Ladt of The Lake-Ivenho
4. Robert Burns A Red, Red Rose, Auld Lang Sign
5. Byron Fare Thee Wel, The Prison of Chelon
6. Percy Bisshi Shelly The Cloud
7. John Keats Endymion; Hyperion
f. The Victorian Age (the Realistic Period)
The latter part of the 18 century. The passionate admiration of the Nature and Man had produced great poetry and the renewed interest in the past had led to the birth of the historical novel in the Romantic Age.
In the reihn of the Queen Victoria, man invented the steam engine. This caused the rise of The Industrial Revolution in England. Men and women, even children worked in the factories and industries. This situation changed the policy, philosophy and also literature in England. The writer stopped writing emotional thinking of the Romantic period. They wanted to return to Realism. They began to write about the real lives and paid much attention to the discipline in style. This rationalistic trend meant a return to the Classic element was never died, only man did not emphasize too much on it.
The writers of this period:
1. Charles Dickens David Copperfield
Oliver Twist
A Tale of Two Cities
2. William Makepiese Thackeray Vanity fair
Henry Esmond
3. Brente Sistes Jane Eyre, Wuthering Heights
4. Alfred Tennyson The Lady of Shellot
5. Robert Browning The Portrait, The last Duchess
6. George Elliot Adam Bede, The Million the Floss
7. A.C. Swinburne A forsaken Garden
8. Jane Austion Pride and Prejudice
Sense and Sensibility
g. The Twenty Century Period of The Modern English Literature
The writers in the Modern Century liberate themselves from every restriction in connection with subject and style. Since the new methods in prose and poetry have been tried with varying success, though we may say that the most importance authors do not show a complete break with the past.
The writers are among others:
1. Thomas Hardy Far from the Madding Croud
The Return of the Native
2. Joseph Conrad Tyfoon
An Outcast of the Islam
3. George Bernard Shaw Pygmalton
Saint Joan
4. Sommerset Maugham Cakes and Ale
The Painted Vail
5. Herbert George Wells The Wheel of Chance
Kips
6. John Clasworthy The Little Model
The Forstyle Saga
7. Arnold Benet The Regent
The Old Wifu’s Tale
8. John Brynton Priestly The God Companions
Angel Plavement
Labels:
English
Writing Essay Chapter Report
The organization assignment of body to make chapter report, where steps to write a chapter as below.
The Organization
A. Introduction
The importance of the topic and aspects covered in the report.
B. The Body of the Chapter Report
A summary of main issues put forward in the chapter/s enriched by other relevant theories from books and related research findings with illustration to clarify the issues.
C. Synthesis/Comments - Criticism & Position
D. Conclusion
E. Bibliography
Those are body how to make chapter report on writing essay.
Labels:
English
The History of English Literature Part 1
There are some English Literature such as below
A. Old English Literature
B. Middle English Literature
C. Elizabethen Period or Renaissance
Queen Elizabeth I liked literature, she welcomed the writers and even encouraged them to write and to translate any literary works from Italy, France and from other European countries. Other writers of this period were:
a. Comedy Meery Wife of Windor
Two Gentlemen of Verona
Twelfth Night
A Midsummer Night's Dream
The Merchant of Vennice; The Winter's Tale, etc.
b. Tragedy Romeo and Juliet
Macbeth
Hamlet; The Moor of Venice
Julius Caesar
Anthony and Cleopatra; etc.
c. Historical Drama
A number of stories concerning the lives of the English Kings, among others and the last is King Henry VIII, the father of the Queen Elizabeth, William Shakespeare also write many poems.
D. The Classical Period
The restoration of Charles II (from the Stuart Dynasty) to the English throne in 1660 was the beginning of a new period. Before Charles II came to the throne, England was ruled by Oliver Cromwell. Cromwell stopped all theatres, which automatically affected to the English literature.
In this period the writers restored the English Literature. They looked back to the very source of literature from which the previous writers were influenced, they emphasized on the Classical Style and Form. This changes applied all banches of literature, Poetry, Drama, and Novel.
Writer from this period were among others:
A. Old English Literature
It was started from Old English Tribes: Briton and Celts until Norman Invation in 1066, the principle work written in Old English is Beowulf, an epic was happened in Denmark, which was terrifying monster who killed and ate up all the noblemen of Dennish Kingdom and the mother monster came to help her son but she also killed by Beowulf.
B. Middle English Literature
In 1066, Norman Conquest until death of chaucer in 1400. The different from The Old English Literature is understandable by the English people at the period today, the writters from this period were among others: Geoffry Chaucer(1340-1400)his book was "The Counterburry Tale". The story is about the miracle of the Cristian Teaching so the stories were called "Miracles and Moralities".
C. Elizabethen Period or Renaissance
Queen Elizabeth I liked literature, she welcomed the writers and even encouraged them to write and to translate any literary works from Italy, France and from other European countries. Other writers of this period were:
- Edmund Spencer The Shepherd's Calender and The Fairy Queen
- Ben Johnson Hym to Diana
- Christoper Marlowe The Last Moment of Dr. Faustus
- John Milton Paradise Lost
a. Comedy Meery Wife of Windor
Two Gentlemen of Verona
Twelfth Night
A Midsummer Night's Dream
The Merchant of Vennice; The Winter's Tale, etc.
b. Tragedy Romeo and Juliet
Macbeth
Hamlet; The Moor of Venice
Julius Caesar
Anthony and Cleopatra; etc.
c. Historical Drama
A number of stories concerning the lives of the English Kings, among others and the last is King Henry VIII, the father of the Queen Elizabeth, William Shakespeare also write many poems.
D. The Classical Period
The restoration of Charles II (from the Stuart Dynasty) to the English throne in 1660 was the beginning of a new period. Before Charles II came to the throne, England was ruled by Oliver Cromwell. Cromwell stopped all theatres, which automatically affected to the English literature.
In this period the writers restored the English Literature. They looked back to the very source of literature from which the previous writers were influenced, they emphasized on the Classical Style and Form. This changes applied all banches of literature, Poetry, Drama, and Novel.
Writer from this period were among others:
- John Dryden (1631-1700) Alexander's Feast, Annus Mirrabilis; Absalom and Achitopel, an allegorical satire in which he attacks the enemies of Charles II
- Daniel Defoc Robinson Crusoe
- Alexander Pope (1688-1744) Ode on Salitude
- Jonathan Swift Gulliver's Travels
- Henry Fielding Pamela
- Tobias Smallett Roderick Random
- Laurence Sterns Tristram Shandy; A Sentimental Journey
- Richard Brinsley Sheriden School for Scandal
Labels:
English
CHAPTER 19 WRITING LESSON SEQUENCES
A. Introduction
Writing is a means of communicating ideas and information. Writing improves a person's ability to think concisely and clearly. Students learn to organize their ideas in a cohesive and flowing manner. Writing is an essential part of the developing child.
Surachmat, 2010: 74. Curriculum and material development: lesson plan about writing states writing based on competency standard is (a).to respond the meaning in the short functional text and essay such as recount, procedure, and narrative. Writing based on basic competency is to respond the meaning into short functional text such letter, advertisement, invitation, etc. formal and informal with usage writing language accurately, fluently, and acceptably in daily life context. (b). to respond the meaning and step by step rhetorical accurately, fluently, and acceptably in daily life context in the form: recount, procedure, and narrative. (Compare with lesson plan for SMA 1 Baregbeg 2006/2007).
Aim of writing is how student to create and to develop ideas into words which those words are content to give information. The information can be long text message and or short text message.
According to Eric Lenneberg (1967) in Brown, one noted in discussion that writing has specific. In teaching, a teacher should explained punctuation a passage using capital letters, commas, inverted comma (quotation marks), and full stop.
B. Writing Lesson
Donald Gave states creation of the writing process had three steps. From beginning to end, this process includes pre-writing, drafting, revising, editing, and finally, publication.
A teacher should motivate her/his student in writing by means of telling story, pictures, a game, etc as media on writing or genre such recount, procedure, narrative, etc or give task to make short message such vacancy information.
Nowadays, many teacher uses A Genre based approached to teach Writing. The topic can be Event, telling story, A series of Picture, etc.
Aim of writing learning is to understand and creation of ideas to transfer into words, phrases, clauses, paragraphs, etc. On the below are example of media in writing.
Example 1: use a series of pictures
The teacher gives order to student telling story about the picture on the paper.
Example 2: Procedure - Make a Sequence Sandwich
What You Need:
• Bread
• Peanut butter
• Jelly
• Butter knife
• Plate
• Pen and paper
What You Do:
Step 1 From your pantry, gather all the components needed for making a peanut butter and jelly sandwich; bread, peanut butter, jelly, knife, and plate.
Step 2 Tell your child that you are going to read him the directions for making a sandwich, but that they will be all mixed up. He will have to write them down and decipher them! Here's the mixed up sequence to dictate out loud:
• Dip the knife into the jelly jar.
• Eat.
• Close the sandwich.
• Dip the knife into the peanut butter jar.
• Put them on a plate.
• Spread the jelly on one slice of bread.
• Get out a plate and butter knife and put them on the counter.
• Spread the peanut butter on one slice of bread.
• Get out the jelly and peanut butter jars and put them on the counter.
• Pick up a butter knife with your right hand.
• Put away the jelly and peanut butter.
• Take two slices of bread out of the bread bag.
Step 3 After your child has written the mixed up sequence down, have him rearrange the order so that it makes sense. Now it's your turn to get dictated to.
Example 3: Recount
13/53 Alice., Lakemba. 29/10/87
Orientation
Dear Granpa and Grandma,
Yesterday at my school we had International Day.
We had performances, food stalls, displays, raffle
Ticket draw and some of us were dressed in costumes.
We started our day off with performances but the
One I liked best was the one from fourth grade.
It was about games. The performance I was in was
called Labamba.
Straight after our performances we had our lunch.
There were food stalls. They came from Australia,
Asia, Arabic and Greece.
Event
Everyone had a job. These people were from sixth
grade. I did my job after I had lunch. My job was
to sell International Day Books.
We had displays in the hall.
These displays were good but I did not get to see them.
The displays came from a lot of countries.
There was also a Trash & Treasure stall where they
sell toys. The school got these things by asking the
children to bring them in.
After lunch we had a raffle ticket draw. I did not win
Anything but a lot of people did.
Reorientation
Although I did not win anything, International Day
was still fun.
Love from Hay
Example: 3 Narrative
Genre: Personal Letter
Audience: Friend
Purpose: Inform
Topic: Destruction
Picture 3. Root of Narrative interspersion
Dear friend,
[1] Hey girl... what's up?... I guess I want to talk to you about 'Self Destruction'. Personally, I don't know anyone who uses drugs but I do know people who are hard headed and ignorant. And we both know girls who are always in trouble... Too many girls out there are getting pregnant and using drugs. At the same time, they don't care. And all this stuff about 'colors', you know Red and Blue Chrips and Bloods... That's all B.S. Just another reason to shoot a brother. It's like Kool Moe Dee said, "I never ever ran from the Ku Klux Klan, and I shouldn't have to run from a Black man...cuz that's 'Self Destruction.' It's a serious trip how most violence to Blacks is done by Blacks.
[2] Then there's discrimination between Blacks because of lighter and darker shades. Like when people call me 'white girl' before, of course, I got this tan. I'm sort of glad that I'm not that light anymore. But, I'm still teased by the way I talk because it's too proper. But that's just the way I talk. One night I was talking [3] on the phone to____, my boyfriend, when some of his friends started to talking to me on the phone. Whenever they'd talk to me, they'd assume I was white. The first time they did that, it really made me mad. But I don't get mad anymore. I'm used to it. It gets me mad when they think I think I'm better than them. But I don't think that.
[4] And another thing I hate is drugs. That's stupid too. Drugs ruin people's lives and it's even worse that people are willing to die for them....
Example 4: How to write a good paragraph
Helper Words:
Order Time
first, second, third, etc.
recently
in the beginning
previously
before
afterwards
then
when
after
after
finally
at last
subsequently
Order
first, second, third, etc.
Example: First, you need to become a leader of a political party. Second, you need to win a seat in the House of Commons. Third, your party must have a majority of seats.
in the beginning
Example: In the beginning, you need to become a leader of a political party.
before
Example: Before becoming the prime minister, you need to become the leader of a political party.
then
Example: Then, you must win a seat in the House of Commons.
after
Example: After winning a seat in the House of Commons, you must make sure you have a majority of seats.
finally
Example: Finally, after all these steps, you can call yourself the prime minister.
at last
Example: At last, you can call yourself the prime minister.
subsequently
Example: Subsequently, you must make sure you have a majority of seats in the House of Commons.
Time
recently
Example: She was recently elected prime minister.
previously
Example: She is the new prime minister. Previously, she worked as a lawyer in Toronto.
afterwards
Example: She won the party leadership last year. Afterwards, she won the election.
when
Example: When she won the party leadership, she was still working as a lawyer.
after
Example: After winning a seat in the House of Commons, you must make sure you have a majority of seats.
C. Comment
In my opinion, there are a lot of student still have to learn about essay because students still mistake in grammar or build structure. The material about essay should repeat by difference media or topic. The student, surely know what is writing and the significance of writing study.
The purpose of difference media or topic is to make students understand how to write essay, poet, prose, script, etc which creation the ideas as final product.
D. Conclusion
Writing study is essential to understand and to create idea in order that writing to get/ give information. Both information short text message and long text message text is important thing.
E. Bibliography
Eric Lenneberg, 1967 in Brown, H. Douglas. 1994. Teaching by Principle: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall.
____ 2006. Lesson Plan for Senior High School 1 Baregbeg.
http://www.squidoo.com/eslstorywriting
http://www.education.com/activity/article/Sequence_Sandwich_middle/html.
http://www.stanford.edu/~arnetha/expowrite/chrtnarrative.html
http://www.members.tripod.com/supergirrl/writing_theory.html
Surachmat, 2010. Curriculum and material development. Galuh University.
Writing is a means of communicating ideas and information. Writing improves a person's ability to think concisely and clearly. Students learn to organize their ideas in a cohesive and flowing manner. Writing is an essential part of the developing child.
Surachmat, 2010: 74. Curriculum and material development: lesson plan about writing states writing based on competency standard is (a).to respond the meaning in the short functional text and essay such as recount, procedure, and narrative. Writing based on basic competency is to respond the meaning into short functional text such letter, advertisement, invitation, etc. formal and informal with usage writing language accurately, fluently, and acceptably in daily life context. (b). to respond the meaning and step by step rhetorical accurately, fluently, and acceptably in daily life context in the form: recount, procedure, and narrative. (Compare with lesson plan for SMA 1 Baregbeg 2006/2007).
Aim of writing is how student to create and to develop ideas into words which those words are content to give information. The information can be long text message and or short text message.
According to Eric Lenneberg (1967) in Brown, one noted in discussion that writing has specific. In teaching, a teacher should explained punctuation a passage using capital letters, commas, inverted comma (quotation marks), and full stop.
B. Writing Lesson
Donald Gave states creation of the writing process had three steps. From beginning to end, this process includes pre-writing, drafting, revising, editing, and finally, publication.
A teacher should motivate her/his student in writing by means of telling story, pictures, a game, etc as media on writing or genre such recount, procedure, narrative, etc or give task to make short message such vacancy information.
Nowadays, many teacher uses A Genre based approached to teach Writing. The topic can be Event, telling story, A series of Picture, etc.
Aim of writing learning is to understand and creation of ideas to transfer into words, phrases, clauses, paragraphs, etc. On the below are example of media in writing.
Example 1: use a series of pictures
The teacher gives order to student telling story about the picture on the paper.
Example 2: Procedure - Make a Sequence Sandwich
What You Need:
• Bread
• Peanut butter
• Jelly
• Butter knife
• Plate
• Pen and paper
What You Do:
Step 1 From your pantry, gather all the components needed for making a peanut butter and jelly sandwich; bread, peanut butter, jelly, knife, and plate.
Step 2 Tell your child that you are going to read him the directions for making a sandwich, but that they will be all mixed up. He will have to write them down and decipher them! Here's the mixed up sequence to dictate out loud:
• Dip the knife into the jelly jar.
• Eat.
• Close the sandwich.
• Dip the knife into the peanut butter jar.
• Put them on a plate.
• Spread the jelly on one slice of bread.
• Get out a plate and butter knife and put them on the counter.
• Spread the peanut butter on one slice of bread.
• Get out the jelly and peanut butter jars and put them on the counter.
• Pick up a butter knife with your right hand.
• Put away the jelly and peanut butter.
• Take two slices of bread out of the bread bag.
Step 3 After your child has written the mixed up sequence down, have him rearrange the order so that it makes sense. Now it's your turn to get dictated to.
Example 3: Recount
13/53 Alice., Lakemba. 29/10/87
Orientation
Dear Granpa and Grandma,
Yesterday at my school we had International Day.
We had performances, food stalls, displays, raffle
Ticket draw and some of us were dressed in costumes.
We started our day off with performances but the
One I liked best was the one from fourth grade.
It was about games. The performance I was in was
called Labamba.
Straight after our performances we had our lunch.
There were food stalls. They came from Australia,
Asia, Arabic and Greece.
Event
Everyone had a job. These people were from sixth
grade. I did my job after I had lunch. My job was
to sell International Day Books.
We had displays in the hall.
These displays were good but I did not get to see them.
The displays came from a lot of countries.
There was also a Trash & Treasure stall where they
sell toys. The school got these things by asking the
children to bring them in.
After lunch we had a raffle ticket draw. I did not win
Anything but a lot of people did.
Reorientation
Although I did not win anything, International Day
was still fun.
Love from Hay
Example: 3 Narrative
Genre: Personal Letter
Audience: Friend
Purpose: Inform
Topic: Destruction
Picture 3. Root of Narrative interspersion
Dear friend,
[1] Hey girl... what's up?... I guess I want to talk to you about 'Self Destruction'. Personally, I don't know anyone who uses drugs but I do know people who are hard headed and ignorant. And we both know girls who are always in trouble... Too many girls out there are getting pregnant and using drugs. At the same time, they don't care. And all this stuff about 'colors', you know Red and Blue Chrips and Bloods... That's all B.S. Just another reason to shoot a brother. It's like Kool Moe Dee said, "I never ever ran from the Ku Klux Klan, and I shouldn't have to run from a Black man...cuz that's 'Self Destruction.' It's a serious trip how most violence to Blacks is done by Blacks.
[2] Then there's discrimination between Blacks because of lighter and darker shades. Like when people call me 'white girl' before, of course, I got this tan. I'm sort of glad that I'm not that light anymore. But, I'm still teased by the way I talk because it's too proper. But that's just the way I talk. One night I was talking [3] on the phone to____, my boyfriend, when some of his friends started to talking to me on the phone. Whenever they'd talk to me, they'd assume I was white. The first time they did that, it really made me mad. But I don't get mad anymore. I'm used to it. It gets me mad when they think I think I'm better than them. But I don't think that.
[4] And another thing I hate is drugs. That's stupid too. Drugs ruin people's lives and it's even worse that people are willing to die for them....
Example 4: How to write a good paragraph
Helper Words:
Order Time
first, second, third, etc.
recently
in the beginning
previously
before
afterwards
then
when
after
after
finally
at last
subsequently
Order
first, second, third, etc.
Example: First, you need to become a leader of a political party. Second, you need to win a seat in the House of Commons. Third, your party must have a majority of seats.
in the beginning
Example: In the beginning, you need to become a leader of a political party.
before
Example: Before becoming the prime minister, you need to become the leader of a political party.
then
Example: Then, you must win a seat in the House of Commons.
after
Example: After winning a seat in the House of Commons, you must make sure you have a majority of seats.
finally
Example: Finally, after all these steps, you can call yourself the prime minister.
at last
Example: At last, you can call yourself the prime minister.
subsequently
Example: Subsequently, you must make sure you have a majority of seats in the House of Commons.
Time
recently
Example: She was recently elected prime minister.
previously
Example: She is the new prime minister. Previously, she worked as a lawyer in Toronto.
afterwards
Example: She won the party leadership last year. Afterwards, she won the election.
when
Example: When she won the party leadership, she was still working as a lawyer.
after
Example: After winning a seat in the House of Commons, you must make sure you have a majority of seats.
C. Comment
In my opinion, there are a lot of student still have to learn about essay because students still mistake in grammar or build structure. The material about essay should repeat by difference media or topic. The student, surely know what is writing and the significance of writing study.
The purpose of difference media or topic is to make students understand how to write essay, poet, prose, script, etc which creation the ideas as final product.
D. Conclusion
Writing study is essential to understand and to create idea in order that writing to get/ give information. Both information short text message and long text message text is important thing.
E. Bibliography
Eric Lenneberg, 1967 in Brown, H. Douglas. 1994. Teaching by Principle: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall.
____ 2006. Lesson Plan for Senior High School 1 Baregbeg.
http://www.squidoo.com/eslstorywriting
http://www.education.com/activity/article/Sequence_Sandwich_middle/html.
http://www.stanford.edu/~arnetha/expowrite/chrtnarrative.html
http://www.members.tripod.com/supergirrl/writing_theory.html
Surachmat, 2010. Curriculum and material development. Galuh University.
Labels:
English
The Procedure of Translation
This texts cite from Rudi Hartono, 2009. A Handbook for Translator. Page 27-35. Semarang: CIPTA PRIMA NUSANTARA SEMARANG.
According to KBBI (2005: 899), procedure means the steps of activity to finish an anctivity. The procedure of translation is a step an activity to finish a translation activity. The difference between the method and procedure is on applying. Machali (2000: 62), the method relates to the whole of the text, but procedure is only for the sentence or the smallest unit of language (textual micro units) for example clause, phrase, word, etc.
Molina and Albir (2002: 508), procedure means strategy that is used to solve the problem in the process of translation based on the purpose of tranlation itself. Newmark (1961: 75-77, 1988: 81-82) gives some of procedure but it is not used by the Indonesia’s translator. They are transpositiion, modulation, naturalization, matching and footnote comprehension (Machali, 2000: 63-77).
1. TRANSPOSITION
According to cattford (1965: 73) transposition is a shift or changing; a procedure of translation that involve the grammatical form changing from the source’s language (SL) to the receptor’s language (RL), among others are:
1) Changing or shifting the form, and otomatically that causes by the language system and pattern. The tranlator should do the transposition. For example:
a) Change the plural form of pronoun in English into the singular form of pronoun in Indonesia. Example : the source’s written : a pair of glasses.
The receptor’s written: sepasang kacamata.
b) Repetition of adjective in Indonesia’s from the adverb that explain the subject of plural pronoun in English.
Example: the source’s written: the houses in Jakarta are built beautifully.
The receptor’s written: rumah di Jakarta bagus-bagus.
c) Adjective + noun changes into noun + adjective
example: the source’s written: beautiful women
the receptor’s written: wanita yang cantik.
2) Changing or shifting because of the gramatical structure the source’s language that could not find in the receptor’s language.
a) There is not a position of object in the front part in English gramatical structure except in the passive form, so that the structure in the active form.
Example: the source’s written: we must bring the book.
the receptor’s written: Buku itu harus dibawa.
b) It is unusual, if we put the verb in Indonesia into English except in imperative form. It means the structure pattern is a positive one.
Example: the source’s written: Its usage has been approved.
The receptor’s written: Telah disyahkan penggunaannya.
3) Shifting or changing because of an expression or utterance has the same meaning in the source’s language to the receptor’s language.
a) Changing or shifting Noun/ noun phrase in the source’s language into the verb in the receptor’s language.
Example: the source’s written: to train intellectual men for the pursuit an intellectual life.
b) Changing or shifting adjective noun/ noun phrase in the source’s language into noun in the receptor’s language.
Example: the source’s written: medical student
The receptor’s written: mahasiswa kedokteran
c) Clause in the participal form in the source’s language is written in the receptor’s language.
Example: the source’s written: The approval signed by the doctor is valid.
the receptor’s written: Persetujuan yang ditandatangani ole dokter tersebut itu sahih.
d) Changing of shifting the adjective + noun into noun + clause.
Example: the source’s written: lending bank
The receptor’s written: bank yang memberikan pinjaman
e) Changing or shifting the word classes
i) Noun into verb
ex: the source’s written: it was an arduous climb up the mountain
the receptor’s written: sungguh sukar mendaki gunung itu.
ii) Adjective changes into verb
ex: the source’s written: The neighbours were hostile to the family.
the receptor’s written: Para tetangga itu memusuhi keluarga tersebut.
2. MODULATION
It’s divided into 2 parts, boun modulation and free modulation (Newmark in Machali, 2000: 691).
1) Bound modulation; if a word or phrase is shown. Foe example,
a) The active form in the source’s language changes into the passive one in the receptor’s language and it is also the passive form in the source’s language change into active on in the receptor’s language.
i) Infinitive of purposes in English
ex: the source’s written: The problem is hard to solve
the receptor’s written: Maslah itu sukar (untuk) dipecahkan.
ii) Indonesian passive construction changes into English active construction.
ex: the source’s written: Laporan itu akan saya sampaikan besok.
the receptor’s written: I will submit the report tomorrow morning.
b) Particular word in the source’s language is tranlated into the general word in the receptor’s language.
Example: the source’s written: society
The receptor’s written: masyarakat (social relationship)
2) Free modulation. It is done because of non linguistic aspect, for example: to make the meaning clear, to make the relation meaning in the receptor’s language, to find out the natural aspect in the receptor’s language, etc.
a) State implicitly from the receptor’s language into the source’s language.
Ex: the source’s written: environment degradation
the receptor’s written: penurunan mutu lingkungan
b) Causal prepositional phrases in the source’s language changes into the receptor’s language.
Ex: the source’s written: We all suffer from the consequences of environmental degradation.
the receptor’s written: Kita semua menderita karena adanya penurunan mutu lingkungan.
c) Positive statement in the source’s language changes into double negative statement in the receptor’s language.
Ex: the source’s written: conflicts are bound to occur
the receptor’s written: Konflik militer tak urung terjadi juga.
3. NATURALIZATION
Doing translation by transpering and adapting from words in the source’s language into the normal pronounciation, after transfering and adapting into another forms (the normal morphology/ word forms.
Example: - performance (English) performant (Germany)
- estate (English) estat (Indonesia)
- police (English) polis (Malaysian)
According to Nida, naturalization is called borrowing because it borrows the language from the source’s language to the receptor’s language.
Vinay and Dalbernet (1977) classified naturalization into the translation procedure Molina and Albir (2002) classified it into the translation technique and it is called pure borrowing, it is stated by Newmark’s opinion (Molina and Albir, 2002: 501-5005).
4. CONTEXTUAL CONDITIONING
Contextual conditioning is placing an information contextual in order to make a clear meaning. For the receptors, for example: to translate an English expression into indonesia. For example: good morning (English) selamat pagi (Indonesia).
Machali (2000: 72) gives an example using inserting contextual explanation with the addition words to make the meaning clearly.
Example: the source’s written: The Mustang was the fastest in the race.
The receptor’s written: - Kuda Mustang itu adalah tercepat dalam pertandingan.
- Dalam pertandingan itu yang paling cepat adalah kuda Mustang.
5. FOOTNOTE CONDITIONING
It is a procedure that used in word translation or an expression lexically into the receptor’s language. For example: sarung, batik, etc, so they need a footnote or note (Newmark, 1988: 91-92), Machali (2000: 72-73), Hurtado Albir (2002: 504) and it is used in etnographic translation.
Example: the source’s written: Doodgerido is a traditional instrument used by Aborigines.
the receptor’s written: Doodgerido adalah alat musik traditional yang digunakan orang Aborigin.
Footnote: Doodgerido is a kind of traditional music, it shape’s like clarinet that the end of part is curve, and the sound like a ship siren which it will be departured (Machali, 2000: 75).
Tags:procedure, translation
According to KBBI (2005: 899), procedure means the steps of activity to finish an anctivity. The procedure of translation is a step an activity to finish a translation activity. The difference between the method and procedure is on applying. Machali (2000: 62), the method relates to the whole of the text, but procedure is only for the sentence or the smallest unit of language (textual micro units) for example clause, phrase, word, etc.
Molina and Albir (2002: 508), procedure means strategy that is used to solve the problem in the process of translation based on the purpose of tranlation itself. Newmark (1961: 75-77, 1988: 81-82) gives some of procedure but it is not used by the Indonesia’s translator. They are transpositiion, modulation, naturalization, matching and footnote comprehension (Machali, 2000: 63-77).
1. TRANSPOSITION
According to cattford (1965: 73) transposition is a shift or changing; a procedure of translation that involve the grammatical form changing from the source’s language (SL) to the receptor’s language (RL), among others are:
1) Changing or shifting the form, and otomatically that causes by the language system and pattern. The tranlator should do the transposition. For example:
a) Change the plural form of pronoun in English into the singular form of pronoun in Indonesia. Example : the source’s written : a pair of glasses.
The receptor’s written: sepasang kacamata.
b) Repetition of adjective in Indonesia’s from the adverb that explain the subject of plural pronoun in English.
Example: the source’s written: the houses in Jakarta are built beautifully.
The receptor’s written: rumah di Jakarta bagus-bagus.
c) Adjective + noun changes into noun + adjective
example: the source’s written: beautiful women
the receptor’s written: wanita yang cantik.
2) Changing or shifting because of the gramatical structure the source’s language that could not find in the receptor’s language.
a) There is not a position of object in the front part in English gramatical structure except in the passive form, so that the structure in the active form.
Example: the source’s written: we must bring the book.
the receptor’s written: Buku itu harus dibawa.
b) It is unusual, if we put the verb in Indonesia into English except in imperative form. It means the structure pattern is a positive one.
Example: the source’s written: Its usage has been approved.
The receptor’s written: Telah disyahkan penggunaannya.
3) Shifting or changing because of an expression or utterance has the same meaning in the source’s language to the receptor’s language.
a) Changing or shifting Noun/ noun phrase in the source’s language into the verb in the receptor’s language.
Example: the source’s written: to train intellectual men for the pursuit an intellectual life.
b) Changing or shifting adjective noun/ noun phrase in the source’s language into noun in the receptor’s language.
Example: the source’s written: medical student
The receptor’s written: mahasiswa kedokteran
c) Clause in the participal form in the source’s language is written in the receptor’s language.
Example: the source’s written: The approval signed by the doctor is valid.
the receptor’s written: Persetujuan yang ditandatangani ole dokter tersebut itu sahih.
d) Changing of shifting the adjective + noun into noun + clause.
Example: the source’s written: lending bank
The receptor’s written: bank yang memberikan pinjaman
e) Changing or shifting the word classes
i) Noun into verb
ex: the source’s written: it was an arduous climb up the mountain
the receptor’s written: sungguh sukar mendaki gunung itu.
ii) Adjective changes into verb
ex: the source’s written: The neighbours were hostile to the family.
the receptor’s written: Para tetangga itu memusuhi keluarga tersebut.
2. MODULATION
It’s divided into 2 parts, boun modulation and free modulation (Newmark in Machali, 2000: 691).
1) Bound modulation; if a word or phrase is shown. Foe example,
a) The active form in the source’s language changes into the passive one in the receptor’s language and it is also the passive form in the source’s language change into active on in the receptor’s language.
i) Infinitive of purposes in English
ex: the source’s written: The problem is hard to solve
the receptor’s written: Maslah itu sukar (untuk) dipecahkan.
ii) Indonesian passive construction changes into English active construction.
ex: the source’s written: Laporan itu akan saya sampaikan besok.
the receptor’s written: I will submit the report tomorrow morning.
b) Particular word in the source’s language is tranlated into the general word in the receptor’s language.
Example: the source’s written: society
The receptor’s written: masyarakat (social relationship)
2) Free modulation. It is done because of non linguistic aspect, for example: to make the meaning clear, to make the relation meaning in the receptor’s language, to find out the natural aspect in the receptor’s language, etc.
a) State implicitly from the receptor’s language into the source’s language.
Ex: the source’s written: environment degradation
the receptor’s written: penurunan mutu lingkungan
b) Causal prepositional phrases in the source’s language changes into the receptor’s language.
Ex: the source’s written: We all suffer from the consequences of environmental degradation.
the receptor’s written: Kita semua menderita karena adanya penurunan mutu lingkungan.
c) Positive statement in the source’s language changes into double negative statement in the receptor’s language.
Ex: the source’s written: conflicts are bound to occur
the receptor’s written: Konflik militer tak urung terjadi juga.
3. NATURALIZATION
Doing translation by transpering and adapting from words in the source’s language into the normal pronounciation, after transfering and adapting into another forms (the normal morphology/ word forms.
Example: - performance (English) performant (Germany)
- estate (English) estat (Indonesia)
- police (English) polis (Malaysian)
According to Nida, naturalization is called borrowing because it borrows the language from the source’s language to the receptor’s language.
Vinay and Dalbernet (1977) classified naturalization into the translation procedure Molina and Albir (2002) classified it into the translation technique and it is called pure borrowing, it is stated by Newmark’s opinion (Molina and Albir, 2002: 501-5005).
4. CONTEXTUAL CONDITIONING
Contextual conditioning is placing an information contextual in order to make a clear meaning. For the receptors, for example: to translate an English expression into indonesia. For example: good morning (English) selamat pagi (Indonesia).
Machali (2000: 72) gives an example using inserting contextual explanation with the addition words to make the meaning clearly.
Example: the source’s written: The Mustang was the fastest in the race.
The receptor’s written: - Kuda Mustang itu adalah tercepat dalam pertandingan.
- Dalam pertandingan itu yang paling cepat adalah kuda Mustang.
5. FOOTNOTE CONDITIONING
It is a procedure that used in word translation or an expression lexically into the receptor’s language. For example: sarung, batik, etc, so they need a footnote or note (Newmark, 1988: 91-92), Machali (2000: 72-73), Hurtado Albir (2002: 504) and it is used in etnographic translation.
Example: the source’s written: Doodgerido is a traditional instrument used by Aborigines.
the receptor’s written: Doodgerido adalah alat musik traditional yang digunakan orang Aborigin.
Footnote: Doodgerido is a kind of traditional music, it shape’s like clarinet that the end of part is curve, and the sound like a ship siren which it will be departured (Machali, 2000: 75).
Tags:procedure, translation
Labels:
English
Sample Essay Outline for Communication
Essay outline
Nonverbal Communication
I. Introduction
Example of nonverbal communication:
1. Parents and child communicate by smiling.
2. Someone who shows her nervous through her gestures.
3. Someone who shows her confident through her gestures.
III. Conclusion
NONVERBAL COMMUNICATION
Nonverbal Communication
I. Introduction
Thesis statement: Nonverbal communication is very powerful means of communication. It communicates more than spoken words.
II. Body:Example of nonverbal communication:
1. Parents and child communicate by smiling.
2. Someone who shows her nervous through her gestures.
3. Someone who shows her confident through her gestures.
III. Conclusion
Nonverbal communication can express more than spoken words because it is strong method of communication.
NONVERBAL COMMUNICATION
Nonverbal communication or body language is used everywhere in the word. It is very powerful means of communication. Because it communicates much more than spoken words. It involves dress, ornament, facial expressions, gestures, postures and body position.
One example of nonverbal communication is what occurs between parents and child. They communicate love, acceptance and reassurance. The child feels comfortable and safe. The smile signifies approval. The child is happy and well-adjusted.
Another example is when someone feels nervous, she or he will sit uncomfortably. She or he will move her or his body here and there. Then her face will pale or may be here sound is trouble.
But if someone feels confident, she will set comfortably speaks something clearly, and her eyes will focus straight ahead, and so on.
In short, nonverbal communication or body language can express more than spoken language. Because it is very strong method communication. Therefore, people used their body signals well to express their feeling. if people used their body signals carelessly so they can be misinterpreted.
Tags: essay, communication, outline
One example of nonverbal communication is what occurs between parents and child. They communicate love, acceptance and reassurance. The child feels comfortable and safe. The smile signifies approval. The child is happy and well-adjusted.
Another example is when someone feels nervous, she or he will sit uncomfortably. She or he will move her or his body here and there. Then her face will pale or may be here sound is trouble.
But if someone feels confident, she will set comfortably speaks something clearly, and her eyes will focus straight ahead, and so on.
In short, nonverbal communication or body language can express more than spoken language. Because it is very strong method communication. Therefore, people used their body signals well to express their feeling. if people used their body signals carelessly so they can be misinterpreted.
Tags: essay, communication, outline
Labels:
English
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