A good translation product should be able to reflect the typical characteristics of the target language in terms of its function and structure. One of the structure features that can show that the target text (TT) is free from the influence of the structure of the source language (SL) is its theme structure. As there are both marked and unmarked themes, this would be considered as one of the options to characterize the TT structure. This is a research-based article aimed at finding out the extent of theme markedness in the student translators" TTs. This research used content analysis design, taking 15 student translators as the participants. They were asked to translate two news item texts from English as the source text (ST) into Bahasa Indonesia as the TT. The data were collected using Translog. Based on the data analysis, it was found that: (i) simple unmarked theme (SUT) was the theme most frequently used in both the ST and the TTs; (ii) Indonesian news item texts were characterized by the frequent use of marked themes. This finding indicates that Indonesian news item text puts more emphasis on how the events presented in the text can be easily caught by the readers as SUT is characterized through the use of short clauses with low lexical density. This study concludes that English and Indonesian news item texts share a small number of similarities as most of their clauses are composed of simple marked themes (SMT) but the similarities are outweighed by a large number of differences.Keywords: news item text; simple and multiple theme; student translator; theme markedness INTRODUCTIONTranslation as a meaning making activity is closely related to the application of linguistic theories in its analysis. This is due to the fact that meaning is represented by a language, and a language is the focus of linguistics. One of the leading theories of linguistics concerned with the meaning of language is systemic functional linguistics (SFL). The basic analysis of SFL in translation is on how the source text (ST) is transferred to the target text (TT) without changing the original meaning or message contained in the ST from its language metafunction point of view (ideational, interpersonal and textual metafunctions).As translation is not a matter of word-by-word transfer, textual metafunction realized through thematic structure (theme and rheme), information structure (new

A language and its environment are so dependent one another that maintaining a language also means maintaining its environment. One of the purposes of studying a language and its environment is to maintain the lexicon associated with the ecological environment, known as ecolexicon. This paper aims at maintaining Karonese ecolexicon through cengkah-cengkah, one of the Karonese traditional games in Lau Kambing and Turangi, the villages located in Salapian Sub-District, Langkat Regency, North Sumatra, Indonesia. The study was conducted based on ecolinguistic and sociolinguistic perspectives. The data were the ecolexicon used in the Karonese traditional game cengkah-cengkah (both its old and new version). The data were collected using interview and document techniques. Based on the data analysis, it was found that the new version of Karonese traditional game cengkah-cengkah inserted more ecolexical items related to flora, cardinal points and land matters. Besides, most of the ecolexical items inserted in this game were the endangered ecolexicon that needed to be maintained. Based on the research findings, it is concluded that traditional games can serve as a good alternative way of language maintenance. Therefore, it is suggested to other researchers to do more studies on language maintenance involving traditional games from other regions.

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Abstract-Cengkah-cengkahused to be one of the traditional games in Karonese society, particularly those living in Salapian SubDistrict, North Sumatra, Indonesia. However, it is no longer played by today's Karonese young generation as they are more attracted to today's more sophisticated games. As a matter of fact, a traditional game, such as cengkah-cengkah, provides a lot of advantages not only to children's physical development but also to language maintenance because the tool and the arena used in this game are taken from the surrounding ecology. Therefore, the surrounding ecology-related lexicon in Karonese language can be well-maintained as long as the game is played. This research employed an ecolinguistic and sociolinguistic approaches to revitalize "cengkah-cengkah" game in order that the ecolexicon associated with the game can be maintained. This article is a part of the research which is specifically aimed at finding out the local wisdom in the ecolexicon used in the Karonese traditional game "cengkah-cengkah". The research location was in two villages in Salapian Sub-District of North Sumatra Province: Lau Kambing and Turangi. The data were ecolexicon used in the new version of "cengkah-cengkah" game collected through observation and interview involving 10 informants who permanently domiciled in the two villages. The data were analyzed using the interactive model proposed by Miles, Huberman and Saldana (2014, p. 31-33). Based on the data analysis, it was found that: (i) the ecolexicon used in the new version of "cengkah-cengkah" represented the typical characteristics of Karonese native people in Lau Kambing and Turangi; and (ii) the ecolexicon used in the new version of "cengkah-cengkah" symbolized the hierarchy of merga in Karonese ethnic group living in Lau Kambing and Turangi.

Speaking is the basic as well as the most important skill that needs to be acquired by English language learners. It is advisable that learning speaking English should begin as early as possible; however, to teach speaking skill to young learners is not an easy task since their age is the age of playing. Teaching speaking to young learners requires a teacher to find the technique best work with children, one of which is through games. One of the games that is corresponding to the age of young learners is a snake and ladder game. This paper aims at describing how a snake and ladder game is used in teaching speaking to young learners. Based on the discussion on applying a snake and ladder game, it is concluded that this game is the right game to apply in teaching speaking to young learners. People during early ages like playing and dislikes studying, especially in a formal education. By using this game, the children (learners) do not realize that they learn to speak English because they enjoy playing the game. In addition, this game supports the issue of student-centered learning because the students are the ones who actively practice speaking, while the teacher acts as the learning facilitator who provides assistance if needed.