Autism is considered as the cause of linguistics impairment. It was believed to be responsible for a pragmatic deficit for the person with autism. This study aims to describe how children with autism use speech act as the strategy of their communication in the classroom. The data was taken from one special needs school (SLBN) in Surakarta. The study involved five students at the elementary level and two students at a junior high level. The data were taken from the recording of the classroom activity to get the lingual set used for further analysis. The data were then transcribed and analyzed using a matching technique. Means-end analysis from the speakers' point of view was employed to find out what speech act strategy the speakers used, in this case, children with autism, to reach their goal in the utterance. The results surprisingly showed that most of the children with autism were using a directive speech act. The other type of speech acts employed by the children was assertive. In directive utterance uttered by the children with autism, it was predominantly used to ask or request. However, this strategy is helpful for them to ask for reassurance from the speaking partner, teacher, to get clear comprehension.
Indonesian elementary school students show their motivation to write. A kind of books written by and for children of their age, commonly termed as Kecil-Kecil Punya Karya (KKPK) 'although young we have writing works', are nowdays available at bookstores. These books can further motivate other children to compose. To accommodate this motivation, the language center of Sebelas Maret University of Surakarta held a writing contest for elementary school students in Surakarta and the surrounding area. Thirtyfour students participated the contest, thus 34 texts from such a competition were collected as the object of analysis in this study to see the quality of the text structure as well as the text texture of the texts. The analysis on the text structure shows that several texts are arranged in a single kind of genre. However, the other texts are composed in multi-genre-meaning that each text in this kind demonstrates the features of a genre, but it accomodates other short texts with different genre. The former is named as a text with a macro genre, whereas the latter are termed as texts with a micro one. Meanwhile, the choice of words and the exploitatio of grammatical construction for the clauses of most of the texts shows weaknesses. Many academic and technical terms as well as nominalization are exploited. In addition, several texts have metaphorical words in them. This phenomenon influences the readability level of the texts. Furthermore, many clauses are constructed in complex arrangement, while some otheSrs incomplete in terms of grammar substances. This, therefore, add the negative quality of the texts. Several systemic strategies are provided to make the texts better. They can be effective models for the young writers as well as for the teachers of Bahasa Indonesia subject at elementary schools. KeywordsGenre, Cerita, Gramatika, Teks Pendahuluan Pada saat sekarang banyak buku cerita dengan berbagai jenis yang ditulis untuk pembaca sasaran anak Indonesia. Selain untuk menyediakan media hiburan bagi para pembaca anak-anak, buku-buku tersebut diharapkan dapat menjadi materi penunjang proses tumbuh kembang mereka baik yang berkaitan dengan perkembangan kognitif, perkembangan emosi, atau perkembangan bahasa mereka. Khusus untuk perkembangan bahasa, kebiasaan membaca buku cerita memang diyakini memberikan pengaruh positif kepada para pembaca anak tersebut. Salah satu fenomena yang merepresentasikan hubungan positif ini adalah semakin banyaknya buku-buku cerita anak yang ditulis oleh penulis anak, misalnya seri buku KecilKecil Punya Karya (KKPK).Kehadiran buku-buku cerita sejenis ini memberikan sebuah rangsangan bagi banyak siswa sekolah dasar untuk mencoba menuangkan ide cerita mereka dalam sebuah karangan. Hal ini didukung oleh kurikulum yang mendasari mata pelajaran bahasa Indonesia di sekolah mereka. Kurikulum yang berlaku pada saat ini dirancang secara genre-based dengan membekali para anak didik dengan keterampilan menggunakan bahasa secara fungsional. Namun demikian, kurikulum yang bersifat genrebased ...
This research is conducted as other researches discussing translation issues focused on identifying techniques implemented to translate a specified translation issue rather than identifying all issues which are possible to be obstacles for translators. However, a research covering as many issues as possible becomes important in order to contribute theories and solutions to ease translator’s job. The aim of this research is to identify translation issues in the English version of Donald Duck Comics. The data are texts contained in the comic panel involving words, phrases, clauses and sentences which are potential to be difficulties for translators. Document analysis is employed to collect the data by reading the comic thoroughly, and noting down them. The validation is conducted by focus group discussion involving one translation expert and three members of doctoral program students majoring in translation. The result of this research shows that there are nineteen (19) translation issues involving abbreviation, cultural terms, dialect, ellipsis, humor, idiomatic expressions, informal expressions, interjections, kinship terms, measurement unit terms, non-standard grammatical structure, onomatopoeia, pronoun, proper name, sarcastic expressions, slang, speaking fluency disorder, swearing and wordplay. The result of this research can be developed into a translation model providing a translation issues mapping along with translation techniques choices which can be used as a translators’ guide.
The paper discusses languge exploitation for the children story books and offers several systemic strategies to improve the quality of language exploitation so that the books have a better quality for their readabality. Thirty children story books which are classified as narratives according to the publishers were randomly selected for the analysis. The books are targeted for children from five to twelve years old. The analysis on the text structure shows that all the stories have the three obligatory discourse units, namely orientation, complication, and resolution. Meanwhile, seen from the lexicogrammatical exploitation, most of the books have various grammatical mistakes and difficult words.
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