This research aims to analyze the translation procedures of economic articles from English into Indonesian by the fourth semester students 2020/2021 in STBA JIA. The data will be analyzed by the theory of Vinay and Darbelnet about translation procedures. This research is qualitative research with descriptive analysis, which gives more attention on how deep the translation’s knowledge towards the concept which was being learned and how the theory is used to translate the article. The data of the research is the final test of translation class which economic articles become the data source that are translated by the student. The result of the analysis shows that some procedures are used by students to get the acceptable meaning in Indonesian language. From the analysis, it is found that basically all the students gradually can translate well after having many translation practices.
This study aims to analyze the translation strategy of the Phrasal Verb in the novel The Devil All the Time. The theory used in this study is the kinds of phrasal verb from Wyatt and theory of Baker for the translation strategy. This study used qualitative descriptive method. The result of the study showed that: there are five phrasal verb found in this novel, namely, 15 intransitive phrasal verb(48,38%), 9 transitive phrasal verb where the object can come in one of two positions (29,03%), 2 transitive phrasal verbs where the object must come between the verb and the particle (6,45%), 3 transitive phrasal verbs where the object must come after the verb and the particle (9,67%), 2 transitive phrasal verbs with two object, one object is between verb and particle and the other one after the particle (6,45%);there are 4 types of translation strategies used by the translators of this novel, namely, data 9 translation by a more general word (29,03%), 14 translations by a more neutral/less expressive word (45,17%), 6 translations by paraphrase using a related word (19,35%), 2 translations by paraphrase using unrelated words (6,45%).
The research aimed to improve students’ reading by using Schoology e-learning. With 27 students as participants, this research used classroom action research method (planning, action, observing and reflecting) and descriptive analysis techniques to present the results of students' test. In cycle I, the writers claimed that some students were paying attention when lecturer taught them, responding to questions, and finishing classwork and homework. Meanwhile, several problems appeared because the other students were late to submit, passive in discussion, and difficult to follow Schoology instruction along with the unstable internet connection or unavailable quota. Besides, the writers neither give them motivation in each meeting nor review the previous lesson and give feedback to their results of learning. The students’ score improved from 65 (pre-test) to 69 (post-test) even under the target specified. In cycle II, students were more enthusiastic to follow the learning process. They were able to finish the classwork/homework in Schoology on time. The writers were always giving motivation and trying to do their best so that the students could achieve their targets or the improvement in reading. The mean score of post-tests in cycle II (74,8) showed that reading using schoology seemed to run effectively.
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