AN ANALYSIS OF FIGURATIVE LANGGUAGE TRANSLATION IN SIDNEY SHELDON'S NOVEL (ARE YOU AFRAID OF THE DARK)

 ABSTRACT

This research paper entitled “An Analysis of Figurative Language Translation in Sidney Sheldon’s Novel: Are You Afraid of The Dark?” attempted to answer the two questions as follow; 1) What kinds of figurative language are translated in the novel?; 2) What kinds of translation method are applied by the translator in translating the figurative language?

In conducting this research, the researcher used descriptive qualitative method. The data were 118 sentences that contains figurative languages.

The research findings showed that there were twelve figurative language found in the novel. Personification is the most frequent figurative language used by the SL writer. The underlying reason for this is the SL writer intended to make the story seems more real and make the story more imaginative in the reader’s perspective.

Collecting and Organizing Ideas : The Use of Clustering Technique in Writing Narrative Text

Collecting and Organizing Ideas: The Use of Clustering Technique in Writing Narrative Text

(Quasi Experimental Research in the Eighth Grade Students of a Junior High School in Subang)

ABSTRACT

The present research was conducted to investigate the use of clustering technique in writing narrative text. A quasi experiment with pre-test and post-test design was employed. It involved two classes of eighth graders in a junior high school in Subang which was purposively selected. Data were obtained through pre-test, post-test, and interview. Georgia Writing Assessment was selected to assess students’ writing. Findings were analyzed by using t-test and Rico’s theories on clustering technique.

The research demonstrated that clustering technique improves students’ ability in writing narrative text on generating and organizing ideas of story (tobt > tcrit, 3.705 > 2.000, r = 0.472). In addition, this technique proposes fun learning, increases motivation, comprehends the topic, challenges creativity, facilitates interactions, provides simple construction, and serves new simple technique to write.

An appropriate technique of writing will help students compose a piece more easily. Moreover, teachers need to rehearse themselves in utilizing the technique of writing; hence they can give a clear guidance for the students. Combination between a good technique and skillful teacher will serve valuable contribution to improve students’ writing ability.

Key words    : clustering technique, narrative text, teaching, writing.

IMPROVING STUDENTS’ MOTIVATION TO SPEAK ENGLISH THROUGH COLLABORATIVE LEARNING

ABSTRAK

his paper entitled “ Improving Students’ Motivation to Speak English through Collaborative Learning “. This study was an experimental research aimed at finding out the effectiveness of Collaborative Learning approach to improve students’ motivation to speak English. This study involved the first grade students of SLTPN 1 Subang-Kuningan. There were four variables involved in the building of motivation, they are initiation, direction, intensity, and persistence which were identified in this study. The level of students’ motivation was measured by administering the questionnaire to the students and the observation. The data were analyzed by using SPSS ver.12. The results show that students’ motivation to speak English can be improved by Collaborative Learning. It is proved by the result of the score of motivation is significantly different between the pre-treatment and post-treatment at the coefficient tobt =-2.709.

The Effectiveness of Detailed Reading Strategy In Improving Students’ Writing Achievement : An Experimental Study at SMAN 20 Bandung

ABSTRAK

This research entitled “The Effectiveness of Detailed Reading Strategy in Improving Student’s Writing Achievement” was aimed at finding out how and to what extent detailed reading strategy influence students’ writing achievement. This research applied quasi-experimental design, which administered pretest and posttest. The samples involved were two groups served as experimental group and control group. The experimental group was given treatments in the period of one and a half month, while the control group was not given any treatment. In collecting the data, the instruments used were pretest, posttest, questionnaire, and document study. Thus, the t-test procedures were used in the data analysis. In addition, the data resulted from questionnaire that was administered to the experimental group and the data from studying the experimental group’s pretest and posttest writings were analyzed.