This study aims at describing the components of translanguaging, the reason for using translanguaging, and the functions of translanguaging in YouTube videos. This research used the descriptive qualitative method. The data were collected from the YouTube channel of Nessie Judge. First, the researcher was transcribed the utterances into written text. Then, identified the transcript and classified into each components of translanguaging. After that, reduced data in the form of table. The components are divided according to the utterances. Then, the researcher was interpreted the reasons of translanguaging in Nessie Judge’s YouTube videos. In addition, the researcher was found the speech function of translanguaging used by Nessie Judge in her YouTube videos. The results of this study show there are two components of translanguaging that Nessie used in her YouTube videos. The translanguaging’s components used in the three videos were dominated by 83% code-switching, and 17% translating and interpreting. The difference between translanguaging and code switching lies in the concept. The concept of translanguaging gives freedom for anyone to use more than two languages without any restrictions, while code-switching has its own limitations. The result of this study also finds there are six reasons why Nessie Judge used translanguaging. The most dominant reason of Nessie Judge used translanguaging is talking about a particular topic with 78%. In addition, there are five speech functions Nessie Judge used translanguaging. The most dominant speech function of Nessie Judge used in the three videos is 74% metalinguistic function.
ABSTRAK Kegiatan pengabdian kepada masyarakat ini berupa pelatihan tentang penggunaan istilah-istilah teknis bahasa Inggris kepariwisataan bagi para pemandu wisata local di dusun Ende yang dilaksanakan di dusun Ende, Sengkol, Pujut, Lombok Tengah. Tujuan dari kegiatan ini adalah meningkatkan kemampuan penguasaan istilah-istilah teknis bahasa Inggris pariwisata bagi para pemandu wisata lokal di dusun Ende baik dari aspek komunikasi lisan dan tulisan. Metode yang digunakan adalah ceramah, diskusi dan tanya jawab, dan game. Dari hasil kegiatan, dapat disimpulkan bahwa kegiatan pengabdian pada masyarakat ini dirasakan sangat bermanfaat dalam meningkatkan kemampuan bahasa Inggris para pemandu wisata Ende serta memberikan informasi tentang strategi-strategi belajar bahasa Inggris yang menyenangkan dan efektif. Hasil yang diperoleh para peserta diharapkan dapat diterapkan dalam belajar bahasa Inggris secara mandiri agar penguasaan bahasa Inggris mereka semakin baik di masa yang akan datang agar menjadi pemandu wisata yang professional yang dapat bersaing dalam dunia global. ABSTRACT This training aims at exploring, describing and implementing the use of English technical terms related to tourism such as the terms concerning social and cultural affairs, history, Economy, and Industry. This study was conducted towards some local guides in Ende, Sengkol, Pujut, Central Lombok by employing strategies such as discussion, role-playing, and games. The result showed that the subjects of the study were enthusiastic in learning English technical terms related to tourism and achieved good understanding on the topic to enhance their mastery on the Tourism related terms for their better professionalism.
This study is aimed at describing the use of Sesenggak (Sasak Proverbs) by the Sasak people who live in Bunkate and Bonjeruk villages in Central Lombok of West Nusa Tenggara province. The data in this study were derived from interview with the Sasak people especially those who come from Bunkate and Bonjeruk in relation to their understanding on the use and the meanings of Sesenggak as well as the purpose of using Sesenggak in their daily encounters. The research result show that Sesenggak in Sasak community consists of two forms, namely, Sesenggak that consist of two or more lines like limerick in which there are introduction and content and those which don’t have introduction. Sesenggak also reflects the characteristics of Sasak people such as self-aware, loyal, responsible, cooperative and self-confident.
ABSTRAK Penggunaan ungkapan-ungkapan khusus dalam kelas pembelajaran Bahasa Inggris (classroom language) merupakan kompetensi yang harus dimiliki oleh setiap guru Bahasa Inggris yang professional. Akan tetapi, kenyataan di lapangan menunjukkan masih banyak guru Bahasa Inggris yang belum dapat menggunakan ungkapan-ungkapan tersebut dengan baik dan benar serta tepat di kelas ketika mengajar. Fakta ini seringkali ditemukan mulai dari saat para dosen memberikan Pendidikan dan Latihan Profesi Guru (PLPG) maupun ketika menjadi pengajar pada PPG (Pendidikan Profesi Guru) beberapa tahun terakhir ini. Tuntutan agar guru mampu mengelola seluruh kegiatan kelas dalam bahasa Inggris, mulai dari memeriksa presensi hingga membubarkan kelas, merupakan bagian dari tugas keprofesionalan mereka. Karena itulah, kegiatan pengabdian yang mengambil tema “Workshop Penggunaan Ungkapan-Ungkapan Bahasa Inggris untuk Pengajaran di Kelas bagi Guru-Guru SMP/MTs/MA se-Kecamatan Batukliang dan Batukliang Utara - Lombok Tengah” ini dilaksanakan. Tujuannya adalah membantu para guru meningkatkan kompetensi mereka dalam penggunaan classroom language. Kegiatan ini diawali dengan ceramah penanaman konsep tentang classroom language diikuti penayangan video singkat contoh penggunaan bahasa guru di kelas, dan dilanjutkan dengan diskusi kelompok kecil dan kegiatan latihan langsung penggunaan ungkapan-ungkapan Bahasa Inggris tersebut. Dampak hasil pengabdian ini adalah tersusunnya bahan/materi ungkapan-ungkapan khusus Bahasa Inggris di dalam kelas yang dapat dipelajari kembali dan dipakai sebagai acuan oleh guru ketika mengajar. Kepada guru-guru disampaikan pula bahwa mengetahui cara menggunakan bahasa Inggris yang baik dan benar, meskipun pendek tetapi bermakna (meaningful), merupakan tugas utama guru di dalam kelas untuk didemonstrasikan (diperdengarkan) kepada siswanya sesering mungkin, sehingga apa yang didengar itu dapat menjadi model bahasa interaksi anak yang diperlukan baik di dalam maupun di luar kelas. ABSTRACT The ability to use special expressions in the current English language teaching classroom has become a highly demanded competence for and must be possessed by every professional English teacher. However, the reality on the ground shows that there are still a great deal of English teachers who are unable to accomplish their class using these expressions properly and correctly and appropriately when they are in front of the classroom. These phenomena have frequently been shown since the beginning of the Teacher Professional Education and Training Program (PLPG), which in the last couple of years has transformed into the Teacher Professional Education (PPG) program. The demand that teachers be able to manage all class activities in English, from checking attendance to dismissing the class, is part of their professional duties. For this reason, the community service activity by the English Department of FKIP Unram lecturers with a special theme on “Workshop on the Use of English Phrases for Classroom Teaching for High School English Teachers at Batukliang and North Batukliang Districts - Central Lombok” was carried out, the aim of which is to help teachers improve their competence in the use of classroom language. The activity began with a free lecture on the concepts of classroom language followed by a short video showing examples of the teacher's use of language in class, and continued with small group discussions and hands-on practice activities using these English expressions. The expected impact of this community service, in addition to the English teachers’ classroom language enhancement, is the compilation of materials of special English expressions in the classroom that can be studied again and used as a reference by the teacher when teaching. It was also conveyed to the teachers that knowing how to use good and correct English, even though it was short but meaningful, is the main task of a teacher in the classroom that must be demonstrated to the students as often as they possibly can, so that what is heard by the students could become their communicative interaction model needed both inside and outside the classroom.
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