Ceritaku Ceritamu Ceritakita

Judul skripsi Sastra Inggris

April 27, 2008 · 266 Comments

Ada banyak sekali enquiry masuk ke blog saya, bahkan hampir setiap hari ada enquiry, tentang Judul Skripsi Sastra Inggris..

Berikut ini contoh-contoh Judul Skripsi Sastra Inggris yang telah memenangkan banyak penghargaan di universitas masing-masing :

Sumber : http://www.clarku.edu/departments/english/research/undergrad.cfm

Genie Giaimo, “Women Talking about Women: An Exploration of the Contested Self in Narrative Identity Construction,” with advisors Jay Elliott and Jaan Valsiner

Hannah Knafo, ” Reflections of Modernity: Pre- and Post-World War I Conceptions of Modernity as Embodied by the New Woman in F. Scott Fitzgerald¹s The Beautiful and Damned (1922) and Collete’s La Vagabonde (1910), with advisor Jay Elliott

Michael LaFrancis, “William Faulkner: Perception and Reception,” with advisor Betsy Huang

Meghan Rosa, “Deconstructing Oppression: The Women¹s Room, Sula, and a Call for Unity among the Marginalized,” with advisor Jay Elliott

Kristen Small, “Working Through the Uncanny: A Feminist Reading of Autobiography,” with advisor Betsy Huang

Elizabeth Valenti, “A Hopeless, One-Sided Institution: Marriage and the Feminist Politics of Oscar Wilde,” with advisor Lisa Kasmer

Sumber : http://www.english.upenn.edu/Undergrad/thesisaward.php

Each year, the Undergraduate Chair, in coordination with the Honors Director and the Undergraduate Executive Committee, selects one honors student to receive this award. See also the Rittenberg Prize for Best Undergraduate Student in English.

2006 Winner: Kathryn Fleishman, “Tee-hee! Quod She, My Vulgar Darling: Detecting the Adolescent Female Voice in Nabokov’s Lolita and Chaucer’s Miller’s Tale.” Honorable Mention: Ruth McAdams.

2005 Winners: Willa Rohrer, “‘Stinging Red, Smarting Pink’: The Ethics of Representation in Nabokov’s Lolita”; Amir Shachmurove, “The Great Truth of Old Ideas: The English Past in Pride and Prejudice, Sybil, and Daniel Deronda”

2004 Winner: Lynn Huang, “Between Manuscript and Print: George Gascoigne as the Professional Poet.” Honorable Mentions: Robert Tawse and Katherine Fox.

2003 Winner: Sharon Fulton, “Compilation as Containment.”

2002 Winners: Sara Murphy, “A Poet’s Progress: Bunyanesque Walking in Blake’s Milton; and Brenner Thomas, “Arts and Letters: Epistolarity in Pamela.”

2001 Winner: Gregory Steirer, “Cooper’s __________: Narrating Absence in Safe.” Honorable Mention: Jack Guinn.

Sumber : http://theses.lub.lu.se/undergrad/by-organisation/000004000/000026000/000028000/015008000/
Andersson, Veronica: Genre Conventions and Plot Structure in Dorothy L. Sayers’ “Strong Poison” 3rd term paper/Bachelor thesis , 2006, Department of English

Andersson, Tobias: The Development of Henry Townsend in The Known World by Edward P. Jones 3rd term paper/Bachelor thesis , 2006, Department of English

Bindberg, Aili: King Stags and Fairy Queens: Modern religious myth in Marion Zimmer Bradley’s The Mists of Avalon3rd term paper/Bachelor thesis , 2006, Department of English

Johansson, Mia: Anne and Gilbert’s Falling in Love in L.M. Montgomery’s Anne of Green Gables series 3rd term paper/Bachelor thesis , 2006, Department of English

Larsson, Lisa: “That fluidity out there” – Epiphanies and the Sea in Virginia Woolf’s “To the Lighthouse”3rd term paper/Bachelor thesis , 2005, Department of English

Larsson, Lisa: The Figure in the Ground – Perception, Identity and Readerly Involvement in four Short Stories by Elizabeth Bowen Master/4th term thesis , 2007, Department of English

Lovén, Maia: Postmodern or conventional? An inquiry into the nature of Ian McEwan’s Saturday. 3rd term paper/Bachelor thesis , 2006, Department of English

Månsson, Pernilla: Family values in Sloan Wilson’s The man in the grey flannel suit 3rd term paper/Bachelor thesis , 2006, Department of English

Odlander, Katarina: The Development of Kitty Coleman in Tracy Chevalier’s Falling Angels 3rd term paper/Bachelor thesis , 2006, Department of English

Olsson, Fredrik: Male view of women in the Beat Generation – A study of gender in Jack Kerouac’s On the Road 3rd term paper/Bachelor thesis , 2005, Department of English

Persson, Catarina: Mythology and Moral in C.S. Lewis’s The Lion, the Witch and the Wardrobe 3rd term paper/Bachelor thesis , 2006, Department of English

Sjöholm, Veronika: Dorothy Sayers’ Gaudy Night From a Class and Gender Perspective 3rd term paper/Bachelor thesis , 2006, Department of English

Söder, Anna: Lloyd Alexander’s Chronicles of Prydain as a Bildungsroman
3rd term paper/Bachelor thesis , 2006, Department of English

Walfridson, Gabriella: Fictional Sisters: An examination of sisters and sisterhood in I Capture the Castle and The Brontës Went to Woolworths
3rd term paper/Bachelor thesis , 2005, Department of English

Ok ?

Selamat menulis skripsi ya….

Categories: Uncategorized

266 responses so far ↓

  • edy // June 18, 2008 at 2:36 pm | Reply

    nice article. tapi kok ga da yang mirip sama judul skipsiku ya?? saya ambil skripsi yang agak rumit meman, mengenai kualitas terjemahan subtitle liric lagu dalam film happy feet. sekarang lagi nyampe bab III. semoga bisa secepatnya nyusul bapak jadi dosen, amin.. add blogroll donk di 29des.wordpress.com (maaf baru belajar ngeblok)

  • tridjoko // June 18, 2008 at 5:01 pm | Reply

    –> Edy :

    Trims mas, komplimennya…. ;-)

    Waduh, mas Eddy kuliah di Sastra Inggris ya ? Pantas saja judul skripsi mas lain dengan yang saya sebutkan di atas, soalnya di atas itu contoh final project/Honor project dari jurusan “English Literature” di Clark University (New Jersey ?) dan University of Pennsylvania (Pennsylvania)..

    Kalau mas Edy membahas kualitas terjemahan subtitle lirik lagu…itu kalau di Amerika sana sudah dalam ranahnya jurusan “Linguistic”. Kebetulan saya pernah belajar di Computer Science yang satu gedung dengan “Linguistic”, dan kedua ilmu kita hampir sama..

    Menurut Chomsky (Noam Chomsky) Hierarchy, Natural Language Understanding kan dibagi ke dalam : Morphological Analysis, Syntactic Analysis, Semantic Analysis, Discourse Integration, dan Pragmatic Analysis…

    Jadi, yang mas Edy sebut “kualitas terjemahan” itu lebih ke Sintaksis-nya atau ke Semantik-nya atau ke Pragmatis-nya ?

    Maaf mas bertanya, soalnya topik skripsi mas Edy memang bagus sekali…dan saya ingin sumbang saran supaya lebih bagus lagi…hehehehe..

    Ya mas, nanti Blog anda saya Blogroll…

  • titik // July 23, 2008 at 8:59 am | Reply

    Terima kasih telah berbagi……

  • mike // August 12, 2008 at 12:49 pm | Reply

    skripsi saya bahas ttg paragmatics,n lbh spesifiknya ttg speec aht theory,bisa kasih materi g om?? klo bs yg bntuknya full text book

  • tridjoko // August 12, 2008 at 5:31 pm | Reply

    –> Titik :

    Don’t mention it….

    –> Mike :

    Saya mau membantu anda menulis skripsi sih sebenarnya, tapi saya duga anda menulisnya salah-salah ya sehingga saya agak bingung dan sedikit menebak-nebak apa yang akan anda tulis..

    Ini jawaban saya, sorry kalau mungkin nggak nyambung :

    Tentang “pragmatic english” banyak kok bahan di internet, tinggal masukkan string “pragmatic english” di Google dan semuanya sudah muncul. Bisa juga masukkan “pragmatic english undergraduate final project PDF” juga bisa muncul skripsi-skripsi dari mancanegara dalam bentuk PDF..

    Bisa juga lewat link ini : http://en.wiktionary.org/wiki/pragmatic

    Tentang “speec aht theory” anda salah tulis ya ? Mestinya kan “speech ACT theory”. Seperti tadi, masukkan aja string “speech ACT theory” di Google maka semuanya akan muncul, atau masukkan string yang lebih detail seperti “speech ACT theory undergraduate final project PDF” maka semua skripsi dari mancanegara akan muncul…

    Salah satunya coba link ini : http://eltlinguistics.blogspot.com/2008/03/speech-act-theory.html

    Good luck !

  • nina // August 16, 2008 at 10:54 am | Reply

    mas edy
    saya mahasiswa sastra inggris universitas ahmad dahlan
    saya sekarang semestr7 dan bentar lagi menyusun skipsi
    saya pernah ngajuin judul sama dosen saya kebetulan saya sangat tertarik dengan linguistik
    jadi judul yang saya ingin teliti yaituan analysis on american and british english of the uses by english letter with english departerment of ahmad dahlan university in academic year 2005/2006

    tapi desen saya bilang penelitian km itu terlalu dangkal krn km hanya ingin mengetahui saya apakah mashasiswa sastra inggris lebih condong ke american english atau british english begitu juga sebaliknya dgn mahasiswa pendidikan yang ada di universitas saya saja

    lalu beliau juga mengatakan judul saya ini terlalu general setidaknya saya bisa memspesifikan kebidang linguistik lainnya seperti:
    morphology,pracmatic,sosiolinguistic,psicholinguistic,dll

    mas…….
    tolong bantu saya dari ilustrasi yang saya ceritakan diatas apa yang harus saya perbaiki dari analisis saya tadi
    masalahnya saya sudah mencoba mencari2 data tentang american dan british english

    ataw mas edy punya alternatif judul lain yang bisa saya teliti yang itu tdk terlalu sulit buat saya teliti

    tolong ya mas
    balas comment saya ini ke email saya:niena_si@yahoo.co.id

    ataw saya akan cek balasan ini kesini aja ya…

    makasih ya mas atas bantunnya sebelumnya

  • tridjoko // August 16, 2008 at 5:24 pm | Reply

    –> Nina :

    Nama saya Tridjoko, bukan Edy lho !!! ;-)

    Komentar saya, saya setuju 100% dengan apa yang dikatakan Dosen Pembimbing anda tentang agak dangkalnya skripsi anda jika hanya membahas penggunaan American English dan British English di mahasiswa universitas anda…

    Judulnya kurang klop gitu !

    Saya setuju anda harus membahasnya dari 4 tahap Language Translation yaitu : Morphological Analysis, Syntactic Analysis, Semantic Analysis, Discourse Integration, dan yang terakhir Pragmatic Analysis…

    Kebetulan di buku anak-anak Teknik Informatika (bidang yang saya ajar), karangan Elaine Rich & Kevin Knight (1991), “Artificial Intelligence”, 2nd Edition, McGraw-Hill, ada 1 chapter yang membahas tentang Natural Language Processing ini yang di dalamnya ada Language Translation…

    Kebetulan di Indiana dulu banyak Professor saya yang berasal dari Linguistics Department, jadi saya agak ngerti dikitlah..

    Nah, coba perbaiki judul Skripsi anda menjadi “An Analysis of Morphological, Syntactic, Semantic, Discourse Integration, and Pragmatic in Language Translation from Indonesian to English and Vice Versa : Case Study of University Students in Yogyakarta”…

    Nah, nanti masalah Englishnya British English atau American English, anda sebut aja di bagian Scope (Ruang Lingkup). Begitu juga, siapa saja responden anda (orang yang diwawancarai dimintai pendapat)…

    Saya kira judul skripsi anda sudah “cool” banget. Kalau ada yang perlu ditanyakan lagi, bisa kok…tanya aja di Blog ini…

    (Cari buku Rich & Knight-nya, coba cari di tempat fotocopy dekat STMIK terkenal di Yk, pasti ada deh…)…

  • nina // August 17, 2008 at 8:29 am | Reply

    ups !!!!!

    maaf mas tridjoko, saya salah menyebutkan nama
    anda

    thanks ya mas tridjoko ,
    saya cari dulu buku yang anda sarankan

    ntar kalo udah saya baca buku itu dan baca teori yang akan saya analisis dari buku tsbt

    kalo ada yang kurang 2 mengerti
    maklum orang yang fakir ilmu
    jadi nanti saya tanyakan lagi sama mas tridjoko

    thanks bgt ya mas tridjoko

    :) :) :)

  • cici // September 1, 2008 at 2:44 pm | Reply

    as. saya mhsiswa smtr 7 d uin. tolong kasih referensi buku ttg psikologi keluarga.cuz saya akan bahas suatu novel berdasarkan aspek psikologi keluarga…thank a lot

  • tridjoko // September 2, 2008 at 12:24 pm | Reply

    –> Cici :

    Ini daftar bukunya :

    1. Family Psychology: The Art of the Science (Oxford Textbooks in Clinical Psychology) by William M. Pinsof and Jay L. Lebow (Hardcover – Sep 1, 2005)

    2. Attachment and Family Systems: Family Process by Beatrice Wood (Paperback – Oct 29, 2002)

    3. Family Relationships: An Evolutionary Perspective by Catherine A. Salmon and Todd K. Shackelford (Hardcover – Sep 14, 2007)

    4. Burnout in Families: The Systemic Costs of Caring (Innovations in Psychology) by Charles R. Figley (Hardcover – Dec 29, 1997)

    5. A Family Affair: Helping Families Cope with Mental Illness: A Guide for the Professions (Gap Report (Group for the Advancement of Psychiatry)) by Gap (Hardcover – Aug 1, 1986)

    6. Preventing Youth Problems (Issues in Children’s and Families’ Lives) by Anthony Biglan, Margaret C. Wang, and Herbert J. Walberg (Hardcover – May 31, 2003)

    7. Work, Family, and Community: Exploring Interconnections (Applied Psychology Series) (Series in Applied Psychology) by Patricia Voydanoff (Paperback – Sep 6, 2006)

    8. The Fundamentals of Family Mediation (S U N Y Series in Transpersonal and Humanistic Psychology) by John M. Haynes and Richard D. Mann (Paperback – May 1994)

    9. Integrating Family Therapy: Handbook of Family Psychology and Systems Therapy by Don-David Lusterman, Susan H. McDaniel, and Richard H. Mikesell (Hardcover – May 1995)

    10. Community Genograms: Using Individual, Family, And Cultural Narratives With Clients (Multicultural Foundations of Psychology and Counseling) by Sandra A. Rigazio-DiGilio, Allen E. Ivey, Kara P. Kunkler-Peck, and Lois T. Grady (Hardcover – Mar 30, 2005)

    11. The Psychology of the Sopranos: Love, Death, Desire and Betrayal in America’s Favorite Gangster Family by Glen Gabbard and Glen O. Gabbard (Hardcover – Jul 9, 2002)

    12. The Narcissistic Family: Diagnosis and Treatment by Stephanie Donaldson-Pressman and Robert M. Pressman (Paperback – Jul 9, 1997)

    Kalau anda rajin klik di internet, kadang-kadang buku tsb bisa dibaca isinya dalam bentuk PDF. Salah satu buku jumlah halamannya 596 halaman..

  • afer // September 13, 2008 at 3:59 pm | Reply

    hi..mas edy
    nama saya afer. saya mahasiswa di salah satu universtas swasta di Medan. saya mahasiswa semester 7 jurusn sastra inggris. saya lg bingung milih judul skripsi. menurut mas judul yg baik utk skripsi bagian linguistic n literature apa ya???
    thanx b4

  • tridjoko // September 14, 2008 at 7:50 am | Reply

    –> Afer :

    Nama saya Tridjoko, bukan Edy ;-)

    Mengenai judul skripsi, saya sudah banyak sertakan judulnya di atas di posting dan komentar-komentar yang menyertainya, apa belum ada yang cocok ?

    Kalau gitu search aja sendiri di Google, masukkan kata “undergraduate theses english literature” ATAU “undergraduate theses linguistics”…..

    Pasti deh ketemu…

    Ok selamat deh mencari-cari di Google, saya tidak tahu persis soalnya background saya bukan Literature atau Linguistics…

  • rianne // September 20, 2008 at 2:52 pm | Reply

    maz tridjoko, saya mhs smester 7 kul di jogja jur sastra inggris ambil translation. saya mau bikin skripsi tapi bingung judulnya apa, mau bahas apa. kok gak ada bayangan ya.. bisa bantu gak maz?? thanks

  • tridjoko // September 20, 2008 at 10:11 pm | Reply

    –> Rianne :

    Judulnya yah translation antar beberapa language saja, bagaimana kalau contoh judulnya “An Analysis of Multi Translation of English to Indonesian to Javanese and Vise Versa”

    Soalnya bagi saya yang orang Jawa kalau denger orang ngomong Inggris kan diterjemahkan ke bahasa Indonesia dulu, baru diterjemahkan ke bahasa Jawa. Setelah ngerti maksudnya baru diterjemahkan kembali ke bahasa Indonesia, dan kata bahasa Inggris tadi baru dijawab atau ditanggapi…

    Bagaimana Ri ?

  • Asti // September 21, 2008 at 9:28 pm | Reply

    Halo, mas Tridjoko. Saya mhs Sastra Inggris Binus semester 7. Saya masih bingung dan ragu dengan topik untuk skripsi saya. Saat di mata kuliah Scientific Writing I (smester 6), saya diberi tugas untuk membuat chapter I thesis, saya membahas lirik lagu Youth of the Nation by POD. Saya membedah nilai2 individualism dan moral value dalam lirik tersebut. Tapi saya masih merasa topik saya tersebut masih kurang pas n sreg. Seperti ada yang kurang gt. Bisa tolong kasih saya saran dan masukan?
    Thx. ^^V

  • tridjoko // September 22, 2008 at 8:12 am | Reply

    –> Asti :

    You’d better call me “Pak Tri Djoko” than “Mas Tri Djoko” because as if you are fortysomething woman if you call me as the latter…. ;-)

    Tidak perlu bingung, what you have to do is read read read and read…in the textbook or in the internet about lyric analysis. Saya coba di Google dan masukkan string “lyric analysis english literature theses” ternyata menghasilkan banyak bacaan… antara lain saya kutip berikut :

    EN3221 The English Renaissance
    (British Literature – before 1800)

    Pre-requisite(s): EN1101E or EN2101 or EN2101E or GEK1000

    Lecturer(s): A/P Walter Lim

    This module offers an introductory survey of the period referred to as “the English Renaissance” (in traditional usage) and as “early modern English literature” (in more recent usage). It considers the distinctive features of this period by looking at the different genres and literary forms in currency at the time: tragedy, comedy, love lyric, devotional lyric, epic, etc. These genres and forms are then read in relation to their significance for Renaissance/early modern England’s original readership and audience. This is a period of intense conflict, and that conflict is far from over, being still reassessed and played out between differing critical positions.

    Jadi….sebenarnya banyak bahan di internet. Cobalah baca internet dari rumah atau warnet yang cepat, dan cari info sebanyak-banyaknya di sana..

    Ok Asti ?

  • zie // October 7, 2008 at 3:08 pm | Reply

    pak…tolong dong kasih arahan tentang psikoanalisis pada sebuah film?thanx yah

  • tridjoko // October 7, 2008 at 5:57 pm | Reply

    –> Zie :

    Mestinya tidak masalah, di internet banyak sumber tentang psikoanalisis dan hubungannya dengan film.

    Saya tidak bisa membantu lebih lanjut karena tidak tahu kedalaman seperti apa yang anda maui.

    Coba search di Google sendiri dengan memasukkan string berikut, saya lihat banyaaak sekali sumber yang bisa dibaca : “psycho analysis movie undergraduate theses”

    Good luck !

  • fir // October 20, 2008 at 6:20 pm | Reply

    mas, mas sapa namanya?

    eh mas da saran gak? nahhhh rencana ku kan pngen bwt skripsi yg mnyinggung suicide2 ato dpressed, hated… gitu lah mas..
    da saran novel2 yg berbau yg diatas gak mas? matur nuwunnnnn… kang

    salam fir-_-

  • tridjoko // October 20, 2008 at 11:07 pm | Reply

    –> Fir :

    Wah..anda senang dengan Nirvana ya, koq namanya pakai Curt Cobain segala (kalau saya senang dengan isterinya Curt…hehehe…)…

    Wah…nama saya nggak penting (what is in a name….hehehe…),,, ;-)

    Skripsi yang tentang suicide, depressed, hated… itu ada dalam pembahasan “psikoanalisa”…

    Novel yang berbau itu ? Wah…banyak, coba baca aja novel tentang Perang (Perang Kemerdekaan Amerika, Perang Saudara/Civil War Amerika, Perang Dunia I, Perang Dunia II/Holocaust, dsb)…

    Salah satu contohnya saya dapatkan di link ini (Skripsi S1 di Boston College) : dissertations.bc.edu/cgi/viewcontent.cgi?article=1165&context=ashonors

    Kalau nyari di Google, sebaiknya memasukkan kata seperti ini “suicide+depressed+hated+undergraduate+theses+literature”…

    Pasti akan banyak ketemu, dan tinggal mbaca saja…

    Ok, good luck !

  • rianne // October 23, 2008 at 11:25 am | Reply

    maap maz lama gak online,,hehe..
    maz tri, makacie bgt yach…pas banget maz kasih yg multilingual…syukurlah… tapi mas, yg dianalisis apanya yach??? masi bingung…maz, bantuin dunk… kmaren cari2 judul sendiri, dapetnya “a translation study of english passive voice into indonesian” gitu..tapi pas aq search di google, tenyata uda ada skripsi yg bikin kayak gitu… malah sekarang dosennya nyuruh bikin skripsi yg multilingual gitu, soalnya yang bilingual uda banyak, dosennya jadi males kasih bimbingan gitu mas… lah aku bingung juga mau bahas apa… gak ada ide mas… tak tunggu yak maz..ok. thanks…

  • rianne // October 23, 2008 at 11:30 am | Reply

    oiya maz, contoh textnya apa ya??? kepikirannya bukunya RA Kartini habis gelap terbitlah terang, kan ada versi bhs inggris, jawa, indo,, tapi bwt downloadnya susah.gak ada yg free. ada text lainnya gak maz??? tenkyu a lot deh…

  • tridjoko // October 23, 2008 at 2:05 pm | Reply

    –> Rianne :

    Kalau mau yang multilingual translation ya paling bagus cerita fabel atau cerita klasik anak-anak seperti “Jack and Jill”, “Winnetou”, “Tom Sawyer”, atau malahan “Kancil mencuri Ketimun”..

    Multilingualnya dari mana ? Ya kalau sumbernya bahasa Inggris, terjemahkan langsung ke Bahasa Indonesia dan Bahasa Jawa (bhs daerah mana saja yang anda kuasai, Bahasa Sunda atau Bahasa Minangkabau ya tidak apa-apa)…

    Kalau sumbernya bahasa Jawa, ya terjemahkan langsung ke bahasa Indonesia dan bahasa Inggris…

    Kalau cerita dongeng anak-anak terlalu simple, anda bisa ambil novel karangan Shakespeare (“Romeo and Juliet”, “Hamlet”, dsb) atau buku sastra klasik macam “Habis Gelap Terbitlah Terang”nya R.A. Kartini..

    Atau buku-buku Pramudya Ananta Toer (“Bukan Pasar Malam”, “Pesan dari Blora”, “Bumi Manusia”, “Rumah Kaca”, “Anak Semua Bangsa”, dsb). Keuntungannya dari buku Pramudya yaitu populer dan versi bahasa Indonesianya ada di toko buku di Indonesia spt Gramedia, versi terjemahan bhs Inggris juga ada baik di Gramedia ataupun di Airport (Airport E Soekarno Hatta yang khusus ke luar negeri)..

    Ok…yang gratis masih banyak kok…coba aja lagi..

  • rianne // October 23, 2008 at 8:23 pm | Reply

    pak,,yg dianalisis apanya ya??? class shift apa rank shift?? atau yg lainnya???
    maksud multilingualnya tuh, misalnya cerita “kancil mencuri timun” ada versi bahasa indonesia, bhs jawa, bhasa inggris gitu… selain 3 bhsa itu aku gak bisa pak… nah, cari text yg kayak gitu lumayan susah pak… ada referensi gak??? thx.. I’ll wait.

  • tridjoko // October 24, 2008 at 7:59 am | Reply

    –> Rianne :

    Sorry nih saya nanya lagi, anda itu dari jurusan Linguistik atau Sastra Inggris (Literature) sih ?

    Kalau anda dari jurusan Linguistik (seperti di Univ Atmajaya Jakarta), yang dianalisis ya ada 5 level yaitu : Morphological Analysis, Syntactic Analysis, Semantic Analysis, Discourse Integration, dan Pragmatic Analysis (silahkan baca textbook Elaine Rich & Kevin Knight, 1991, “Artificial Intelligence”, 2nd Edition, McGraw-Hill). Saya tahu soalnya waktu ngambil Master dulu saya satu gedung dengan Linguistics Department dan banyak professor Linguistics yang juga ngajar di kelas saya di Computer Science…

    Sedangkan kalau anda dari jurusan Sastra Inggris (Literature), maka yang dianalisis adalah seperti yang anda sebutkan tadi : Class shift, Rank shift, plot, plasticism, dan sebagainya (bisa ditanyakan ke dosen pembimbing atau teman anda lainnya)..

    Teks “Kancil mencuri timun” (bhs indonesia), “Kancil nyolong timun” (bhs Jawa), dan “The story of the mousedeer” (bhs Inggris)… banyak bertebaran di internet kok…

    Kalau anda susah nemu atau belum nemu…itu artinya anda kurang keras berusaha….

  • rianne // October 24, 2008 at 3:27 pm | Reply

    Maap ya pak..sy jur sastra ing tp ambil koNsentrasi translation.soalnya d univ sy,sastra ing dbagi 3koNsentrasi,da linguistik,sastra,dan translatioN. Utk skripsi disesuaikan dgn koNsentrasi yg diambil. Skarang ini dosen2 lg nyaranin cri yg multilingual ato intralingual ato intersemiotics,coz yg bilingual uda bnyak.. Kalo pak eDy ada no telp,aku telp aja.thx

  • tridjoko // October 26, 2008 at 10:38 pm | Reply

    –> Rianne :

    Jelas sejelas-jelasnya…tentang 3 konsentrasi di jurusan Sastra Inggris anda…

    Ooops…jangan nelpon saya coz I am just nobody in Sastra Inggris, bidang saya sebenarnya IT dan I have no idea apa yang dibahas di Sastra Inggris…

    Kalau anda mau, cari aja informasi di Google misalnya dengan memasukkan “undergraduate+theses+multilingual+translation+PDF”…

    Ulangi lagi search anda 2 kali lagi, kali ini “multilingual” diganti dengan “intralingual” atau “intersemiotics”…

    Kalau perlu, “undergraduate” diganti “Master” atau “Ph.D”…biar hasil search-nya semangkin mantabbb habiiiieeezzz…

  • rina // October 28, 2008 at 2:26 pm | Reply

    assalamu’alaikum..
    kenalkan saya rina mhswi sastra inggris, dengan konsentrasi translation.skrg sdg mau ngajuin judul skripsi, tapi belum nemu judulnya.bingung, mau nyoba analisis multilingual translation, yaitu menganalisis lebih dari 2 bahasa, misal bhs inggris, indonesia, ma bhs arab.nah, source textnya nanti alquran, ambil sample satu surat, trus dianalisis apanya gitu.tapi masih bingung mau analisis apanya gitu,,bisa kasih saran?ato da contoh tesis sejenis?thx

    Wallaikumsallam…
    Wah, kayaknya pertanyaan anda mirip dengan pertanyaan Rianne di atas (yang juga berasal dari Yogya, I guess)..
    Kalau anda mau membuat multilingual translation, maka ada 5 analisis yang anda bisa lakukan setidaknya menurut teori linguistik atau computer science, yaitu : Morphological Analysis, Syntactic Analysis, Semantic Analysis, Discourse Integration, dan Pragmatic Analysis..
    Kalau anda tertarik mau menerjemahkan bahasa Arab, mungkin kalau anda sempat belajar “Kitab Kuning” di Pesantren, tentu sangat membantu..
    Saya kurang setuju anda ambil salah satu source language-nya adalah Arabic, alasan saya karena hurufnya yang sulit dimengerti (setidaknya jika “automatic translation”). Selain hurufnya lain dengan huruf latin seperti di bahasa Indonesia, cara penulisannya juga dari kanan ke kiri. Saran saya, ambil 3 bahasa yang mengambil huruf latin semua misalnya : Indonesia – Belanda – Jerman, atau Inggris – Indonesia – Jawa (versi latin)..
    Contoh tesis sejenis, kalau dalam pengertian atau sudut pandang ilmu komputer, sudah banyak ditulis kok…Cuman sayang, saya tidak punya copynya yang siap di meja saya nih..

  • Annisa // October 29, 2008 at 7:54 am | Reply

    to P’Tridjoko
    P’ saya mahasiswa sem 7 di UNY jurusan pend. b. Inggris. P’ saya mau ngajuin judul skripsi tapi bingung. (eloh…T_T) Soalnya saya punya 2 ide yang sudah menjadi keinginan saya sejak lama untuyk meneliti hal tersebut. Yang pertama tentang masalah kurikulum pengajaran b. Inggris, berdasarkan hasil pengamatan saya banyak guru b. Inggris yang mengajar di kelas IX dan XII tidak sesuai dengan kurikulum yang ada. mereka lebih cenderung ke UAN oriented jadi cuma mbahas soal melulu, skills para siswa2nya tidak di-improve. Ide saya yang satu ini ditolak oleh 2 dosen saya dikarenakan memang seperti itu adanya, tidak akan bisa dirubah jika memang sudah menjadi kebiasaan. Untungnya saya masih mempunyai cadangan, meneliti sistem pengajaran b. Inggris di daerah terpencil yang jelas bukan di daerah jogja karena menurut saya Jogja sudah maju dalam hal pendidikannya. tapi yang saya bingung, kira2 sasaran apakah yang bisa saya tuju dalam hal penelitian saya ini, karena terus terang saya masih bingung dengan daerahnya, daerah macam apa yang akan saya teliti. Menurut bapak, apakah untuk level saya sebagai seorang mahasiswa yang baru belajar untuk meneliti guna sebagai bahan skripsi dipandang terlalu berlebihan jika saya meneliti di daerah terpencil?kata dosen saya untuk bagian lapangan itu levelnya dosen atau S2. Tapi untuk mahasiswa S1 levelnya hanya mematangkan teori yang sudah ada bukan menerapkan. mohon penjelasannya. terima kasih.

  • rina // October 29, 2008 at 12:00 pm | Reply

    makasih, tapi saya mau tanya lagi….
    kebetulan saya kan ga pnya background pernah mengenyam di ponpes, jadi saya tidak menguasai bahasa arab. kalo misal multilingualnya bahasa inggris, indonesia, n jawa, lalu contoh objek kajianya yg tiga bahasa tu apa ja?klo novel, apa?susah ga nyarinya?trus klo yg jd sourcenya inggris, misal krya aslinya dari indonesia ato jawa gmn?trus klo selain novel apa?klo lirik lagu da ga y?

    Sebenarnya obyek kajiannya apa saja gak ada masalah : mau novel, mau lirik lagu, mau naskah pidato, maka puisi, atau malahan doa…misalnya :-)
    Dimana cari sumbernya ? Wah…di internet ini ada banyak versi e-book yang anda bisa cari di rapidshare (antara lain alamatnya http://www.rapidlibrary.com).Anda tinggal masukkan judul bukunya, maka kalau ada versi e-book-nya di internet akan ditunjukkan dan anda tinggal download…

  • sya'ban // November 2, 2008 at 5:02 pm | Reply

    hi all, please helped me to found a title about Education script in Batam because i have a problem to how make a title for finishing my graduated at Faculty of education……give me solution ??????

  • vee // November 3, 2008 at 7:54 pm | Reply

    halo pak, sy mahasiswi unhas semester 7. skrg lg nyari2 judul buat skripsi.
    sy konsentrasi di linguistik. tp sy msh bingung soal judul. sy sih pengennya ttg teaching method, tp sthl nyari2 dperpus terntnyata yg ngebahas teching method itu byk bgt.
    trus pasti ttg membandingkan suksesan yg mn, yg ngajarnya pake metode b’main ato metode alternatif lain sm metode yg ad sblmnya(cth:gbr, kartu, bernyanyi, dsb). trus hasilnya yah suksesan yg pake metode bermain yg menang. yah studi kasus gitu deh…
    mmm…bpk punya usulan gak? yah tentang teaching method gitu deh, tp jgn yg dah pasaran. soalnya aku suka bgt ma ank2 n jg skrg jd guru sekolah minggu di gereja.
    trus pak, skalian donk ma referensi buku apa aja yg bagus buat skripsi aku?
    makasih yah pak, jawabannya aku tunggu bgt.

    Sorry ya telat menjawabnya. Kapan itu saya sudah jawab, tapi belum sempat di-save udah keburu ada keperluan yang mendesak…
    Sebenarnya teaching methods apapun bagus, kalau anda punya banyak teaching methods sebenarnya bisa dianalisis pakai Model Matematik semacam ANOVA (Analysis of Variance) atau minimal Regresi. Tapi untuk itu anda harus consult dengan anak-anak Statistika supaya dibantu di bidang Model Matematiknya…
    Anggap satu “teaching methods” sebagai “treatment”. Jadi model matematiknya semacam Y = alpha + beta TM1 + gamma TM2 + delta TM3 + epsilon (error), dimana TMi = teaching method ke-i… (saya banyak teman di Balai Penelitian Pertanian Maros yang jago tentang masalah-masalah semacam ini)..
    Mengenai buku referensi untuk teaching methods, anda bisa search di http://www.amazon.com dan memasukkan enquiry “teaching methods” di search bar yang ada di sana. Pasti oleh amazon akan dijawab banyak sekali buku….dan anda tinggal membelinya (atau mencari e-book yang free misalnya di http://www.rapidlibrary.com)…
    Atau anda cari di internet dengan memasukkan enquiry “teaching+methods+undergraduate+thesis+PDF” mudah-mudahan dapat bahan yang bagus-bagus…
    Ok ? Good luck deh…

  • vee // November 3, 2008 at 8:36 pm | Reply

    trus pak, td siang aku nyari judul di perpus trus aku dapat ide untuk bikin skripsi tentang student’s ability in translation. kira2 buku ap yah yg bgs buat referensi? thx b4

    Tentang translation, karena saya orang Ilmu Komputer / Teknik Informatika yang dulunya juga mendalami Linguistics, menurut saya buku terbaik untuk translation tetap Elaine Rich & Kevin Knight (1991). “Artificial Intelligence”, McGraw-Hill. Atau J. Allen (19xx). “Natural Language Understanding”, Addison-Wesley…
    Atau anda search aja dengan memasukkan string “Language Translation” di search bar-nya http://www.amazon.com atau di http://www.google.com…. pasti anda akan banyak mendapatkan judul-judul bukunya..
    Ok ?

  • agus // November 12, 2008 at 11:55 am | Reply

    sebelumnya saya senang sekali bisa temukn ini,Pak Joko,saya baca skripsi angkatan atas saya,di situ saya temukan suggestion for further reseach,melakukan penelitian dgn topik yang sama ,judul skripsinya ‘ An Errors Analysys of Using Gerund(a case study at MAN 2 Banjarnegara).Saya tertarik utk mengangkat topik ini lagi, bagaimana menurut pendapat Bapak ?menarik atau tidak?terus apa yang harus saya lakukan selanjutnya jika saya jadi mengangkat topik ini?

    Wah…judul-judul seperti “An Error Analysis of Using Gerunds for Some Indonesian Students” selalu menarik, dan menurut saya pantas untuk diteliti dan dianalisis lagi…
    Selain itu, judul ini “An Error Analysis of Using Past Tense for Some Indonesian Students” juga cool karena mengingat betapa sulitnya siswa di Indonesia menebak past tense dari suatu kata kerja (termasuk oleh saya sendiri yang sudah 3 tahun tinggal di US…hehehe…)…
    Satu lagi yang cool, “An Error Analysis of Using Idiom Among Some Indonesian Students”…
    Tinggal pilih nih !!!
    Judul sangat simple dan to the point. Tapi kalau Analysis anda tajam, bisa setara dengan thesis S2 atau disertasi S3 lho !

  • agus // November 15, 2008 at 10:31 am | Reply

    terima kasih Pak atas jawaban dan saran Bapak,terus kalau yang unyuk gerunds itu kira2 saya menyusun proposal penelitianya bagaimana,mengenai latar belakang pentingnya penelitian dan perumusan masalahnya agar anlisis saya bisa tajam?,dari judul2 diatas referensi teori yang cocok apa ya Pak?,utk gerunds,past tense dan idiom. Oh ya , mencari e-book nya dengan kata kunci apa Pak?

    Saya barusan search di Google, ada banyak undergraduate theses (skripsi), master’s theses (thesis), bahkan Ph.D. dissertation (disertasi) tentang Gerunds. Jadi topik itu sudah tooooppp banget dan seluruh dunia membahasnya…

    Cara search di Google, masukkan string “Gerunds+undergraduate+theses+PDF” atau
    string “Past+Tense+Difficulty+undergraduate+theses+PDF” atau
    string “Idiom+Difficulty+undergraduate+theses+PDF”

    Saya sudah nemu banyaaakk sekali bahan softcopy skripsi S1, S2 dan S3. Jadi tinggal dibaca dan ditulis proposalnya dari sana…

  • agus // November 17, 2008 at 2:28 pm | Reply

    Maturnuwun sanget Pak Mardjoko, ternyata Bapak berasal dari Jatim juga to, saya juga, dari ponorogo.Kalau kondur kulo aturi pinarak dateng ponorogo mirsani reog teng alun2..Untuk pembaca yang budiman yang ingin memberi saran atau uneg2 m,mengenai gerunds dan / past tense dapat dikirim ke : setiyoa@yahoo.co.id Thank you very much before and after

  • agus // November 17, 2008 at 2:31 pm | Reply

    Panapunten, maksud kulo Pak Tridjoko..

    Lha rak injih tho…

  • ambar // November 17, 2008 at 7:28 pm | Reply

    pak tri, sy mhs sastra ing smter7, sekarang lg ada mata kul seminar on translation coz sy ambil spesial translation gitu deh… pak. bantuin cari judul dunk… yang bilingual ajah.hehehe..
    sebenarnya saya tertarik menganilis subtitle dalam film. tapi sy bingung yg maw dibahas apanya gitu… kmaeren disaranin suruh analisis metafora dlm film gitu,,tapi kan cuma dikit… kalo compare scriptnya dgn subtitle bhs indo gmna pak?? masalahnya ya itu tadi, yg maw dikaji apanya… bantuin yak cak…

    Kesan saya, subtitle film-film berbahasa Inggris di tv-tv Indonesia sangat asal-asalan lho. Banyak kata-kata yang harusnya diterjemahkan begini, ternyata diterjemahkan begitu,,, (sorry, saya lupa contohnya). Jadi kalau anda bahas subtitle film dan bandingkan dengan hasil terjemahan anda sendiri, kan nanti ada “gap”. Nah, “gap” itu apa saja ? Hint dari saya : salah menyebut nama orang, salah menyebut nama tempat, salah menyebut “mood” dari perasaan, dan kesalahan-kesalahan lainnya. Mestinya untuk term paper anda sudah lebih dari cukup lho. Good luck !

  • agus // November 18, 2008 at 1:12 pm | Reply

    Pak Djoko, saya kemarin setelah mendapat masukan dari mengenai error analysis rasanya sudah agak plong karena paling tidak sudah ada gambaran mengenai skripsi saya.Akan tetapi, saya menjadi bingung lagi setelah saya tadi menghadap dosen saya mengenai error analysis.Beliau mengatakan bahwa mahasiswa di kampus saya untuk sementara waktu tidak di perbolehkan mengangkat judul2 mengenai error analysis.Alasan beliau adalah sudah terlalu banyak, saya bingung Pak..mohon solusi Bapak.Matur sembah nuwun sakderengipun,

    Wah..kalau error analysis tidak diperbolehkan, apa lagi ya yang bisa dibahas ?
    Kalau saya sih maunya anda menulis skripsi dengan judul ini “Applying Neural Network as Predictor of Gerunds Using among Indonesian Students”. Tapi ini sudah pakai “teknik” yang lebih tinggi dan yang memakai biasanya anak Teknik Informatika. Silahkan baca buku Sri Kusumadewi, “Artificial Intelligence” (lihat posting saya “Judul Skripsi Binus Bimbingan Saya”), di sana sudah ada contoh neural network-nya dan anda tinggal mengira-ngira parameter yang dipakai apa saja dan jumlahnya berapa…
    Masih bingung ? Ya…sementara jeda berpikir dulu, sit back and relax dan besok ketika bangun pagi bisa mulai berpikir lagi….

  • agus // November 18, 2008 at 3:41 pm | Reply

    Terima kasih atas masukan Bapak, agak bingung juga sebenarnya Pak, tapi nanti saya tak coba2 mencernanya terlebih dahulu, sugeng sonten…

    Menawi taksih bingung, dipun padosi kemawon dateng Mas Gugel kanthi mlebetaken kunci “english+translation+undergraduate+theses+PDF” dipun jamin katah kasilipun lan kantun dipun copy+paste kemawon sampun dados dluwang sekripsi ingkah linuwih…

  • sari // November 19, 2008 at 11:58 am | Reply

    pak…gimana dengan an analysis figures of speech in jodi picoult’s novels tittle. tolong sarannya y???

    Menurut saya sih judul skripsi anda “An Analysis of Figure of Speech in Jodi Picoult’s Novel” itu judul skripsi yang cool banget… ;-)
    Saya cek di internet, sudah ada beberapa mahasiswa Indonesia yang nulis tentang Analysis of Figure of Speech, antara lain dari Atmajaya dan Petra…
    Tapi yang menakjubkan, saya cek di internet ternyata banyak mahasiswa lain dari luar negeri yang membahas tentang Analysis of Figure of Speech juga. Di Google, masukkan aja kunci “Analysis Figure of Speech Undergraduate Theses PDF” pasti akan banyak nemu info…
    Salah satu contohnya ini saya copy+paste di bawah :

    Author: Fries, Jonna
    Title: Kvinnans roller i Elsa Graves diktsamling Mödrar som vargar
    Department: Växjö University, Faculty of Humanities and Social Sciences, School of Humanities
    URI: urn:nbn:se:vxu:diva-1519
    Publication type: Undergraduate thesis D-level 10 p.
    Language: Swedish [sv]
    Keywords: lyrik, grave, moderskap,
    Abstract [en] :

    Abstract in English

    Elsa Grave (1918-2003) is a Swedish writer, artist and composer. The aim of my study is to analyse the female character in Mödrar som vargar, (Mothers As Wolves), which is a collection of poems written in 1972.

    The analysis is divided into four parts. First I analyse the figures of speech of the female “I” in the poems. In the second part I`m dealing with how she acts and relates to men. In the third part of my study I focus on how it affects her to give birth to a child and be a mother. The fourth part is about how she relates to the world and its problems in general.

    I have chosen different feminist theories for my analysis. The study of how the woman character speaks is based on, among others, Lars Elleström´s theory of the conception of irony as a female way of writing. The relation between man and woman is studied from Yvonne Hirdman´s theory that there is a gender contract that rules how the two sexes act within the family. Nancy Chodorow´s theory about mothering, based on the Oeidipus complex, is the background for the part about mother and child. The fourth part about the female character and the outer world is based on Carol Gilligan´s theory that women have another kind of moral than men.

    The result of my analysis shows that the woman character speaks ironically, by for example using metaphors with double meanings. My analysis also shows that the woman character as a partner is passive, emotional and inferior to the male figure. As a mother she is active and protecting, but she also speaks of the forbidden sides of motherhood, such as anger and selfishness. My analysis also shows that being a mother changes the female character´s way of looking at the world, and makes her a more responsible citizen of the world.

    Ok ? Itu saja, mudah-mudahan bisa membantu banyak…
    Good luck !

  • agus // November 20, 2008 at 9:01 pm | Reply

    Nggih Pak, sampun kulo cobi,kulo timbang2 rumiyin..O nggih, dalem kolowingi mbuka digilib upi lajeng dalem nemukaken judul ingkang kangge dalem cekapan menarik,punika judulipun: The Correlation between English Derivational Affixes Mastery and Vocabulary Mastery of UPI Students Learning English as A Foreign Language, pripun kinten2 Pak ?Maturnuwun sanget…sugeng dalu, sugeng ngaso sariro..

    Mase Agus, sing penting niku deal-e sampeyan kaliyan dosen pembimbing sampeyan. Nek dosen pembimbing sampeyan rena pengagalihipun lha niku sing digoleki. Nopo kemawon judulinpun mboten ngaruh….Ngaten lho mas (Empun bingung-bingung, diikuti mawon nopo jarene dosen pembimbing pasti sampeyan selamet donya akhirat…)…

  • agus // November 21, 2008 at 10:48 am | Reply

    Maturnuwun sanget nggih Pak,niki dados radi padhang pikirane…sugeng enjing…

    Sami-sami….. ;-)

  • Rika // November 22, 2008 at 10:58 am | Reply

    Salam kenal aja, wat pak Djoko.
    saya, Rika, mahasiswa di Universitas Negeri Gorontalo (Sulawesi) kebetulan buke webnya pak Djoko dan kebetulan juga saya mahasiswa semester 7 jurusan bahasa Inggris tapi konsentrasinya di pendidikan, saya rada-rada bingung mau ngebuat proposal, judulnya sih udah ada, “Analysis the student’s ability in a literal text by holistic assessment” kalo boleh pak, saya mau minta saran skalian referensinya.
    matursuwun sangget pak Djoko. :)

    Rika, salam kenal juga …. ;-)
    Menurut saya judul proposal skripsi anda ada yang hilang sehingga menyebabkan adanya misunderstanding (terutama bagi saya) mungkin karena ada “part of speech” yang hilang..
    Mestinya judul yang lengkap adalah (sepengetahuan saya loh) “Analysis of The Students’ Ability to Understand Literal Meaning of An English Textbook By Hollistic Assessment (Case Study : Gorontalo 123 Primary School)”….nah itu baru lengkap dan benar…
    ;-)
    Kalau judul itu anda sudah ok, tinggal deh mencari referensinya misalnya di http://www.amazon.com masukkan kalimat pencarian “Literal Meaning” tentu ketemu banyak judul buku. Nah pilihannya ada dua, beli dari amazon.com atau cari e-book-nya di http://www.rapidlibrary.com masukkan string yang sama (atau masukkan judul buku yang ada di amazon.com). Jika bukunya ada di rapidlibrary, anda bisa tinggal download e-book-nya saja, gratis…
    Masalah literal meaning anda juga bisa cari di Google dengan memasukkan kata pencarian “literal meaning”. Saya sudah dapat hasilnya, antara lain di website ini
    : http://philosophy.hku.hk/think/meaning/literal.php
    Yang isinya sangat menarik, sebagai berikut ini. Mudah-mudahan membantu dan selamat bekerja !

    MODULE: Meaning analysis
    TUTORIAL M01: Understanding literal meaning
    M01.1 Introduction
    Literal meaning is a property of linguistic expressions. Roughly speaking, the literal meaning of a complex sequence of words is determined by its grammatical properties and the meanings that are conventionally assigned to those words. The literal meaning of a statement should be distinguished from its conversational implicature – the information that is implicitly conveyed in a particular conversational context, distinct from the literal meaning of the statement.
    For example, suppose we ask Lily whether she wants to go to the cinema and she replies, “I am very tired.” Naturally we would infer that Lily does not want to go to the cinema. But this is not part of the literal meaning of what is said. Rather, the information that she does not want to go is conveyed in an implicit manner. Similarly, suppose we hear Lala says, “Po likes books”. We might perhaps take Lala to be saying that Po likes to read. But this is only the conversational implicature, and not part of the literal meaning of what is being said. It might turn out that Po hates reading and she likes books only because she regards them as good investment. But even if this is the case, Lala’s assertion is still true.

    One important point illustrated by this example is that when we want to find out whether a statement is true, it is its literal meaning that we should consider, and not its conversational implicature. This is particularly important in the legal context. The content of a contract is typically given by the literal meaning of the terms of the contract, and if there is a dispute about the contract ultimately it is normally settled by looking at the literal meaning of the terms, and not by what one or the other party thinks was implied implicitly.

    M01.2 Exercises
    Q1. Consider the following reference letter written for a student. Go through each of the sentence and explain why it is not part of its literal meaning that the student is a good student or a hardworking one.
    Edward’s abilities must be seen to be believed. The amount of material he knows will surprise you. It would be very hard to find someone as capable as he is. He has left a deep impression on all the teachers in the department. You will be fortunate if you can get him to work for you.
    Q2. When we want to distinguish between the literal meaning of two statements, one method is to think of situations where one statement is true, and the other one is false, or to think of the different implcations that they might have. Apply this method to each of these pairs of sentences.
    (a) I shall try to come.
    (b) I shall come.

    (a) This is the oldest building on campus.
    (b) This is one of the oldest buildings on campus.

    (a) Amy convinced Betty to go to the party.
    (b) Amy encouraged Betty to go to the party.

    (a) Superman will die very soon.
    (b) Superman might die very soon.

    (a) It can be proved to be true.
    (b) It cannot be proved to be false.

    (a) Honesty is Tim’s biggest virtue.
    (b) Loyalty is Tim’s biggest virtue.
    Q3. Consider these two clauses which might appear as part of a rental agreement. How would you explain their differences in literal meaning? Try your best to answer this question before continuing.
    1. You may terminate the contract after 12 months by giving 2 months notice.
    2. After 12 months, you can give 2 months notice and terminate the contract.

    [ answer ]

  • Rika // November 24, 2008 at 9:21 am | Reply

    … Pak Djoko, makasih banyak. udah gak bisa berkata-kata lagi nich abis seneng banget soalnya januari udah deadline untuk ujian seminar. thanks alot. :)

    Ok…good luck kalau gitu yah… ;-)

  • itachin // November 25, 2008 at 2:22 pm | Reply

    saya mahasiswa bahasa inggris semester 5..

    hm.kaya nya ribet banged yah bicara tentang skripsi..

    mas tolomh dunk kasih advise ke saya kira2 judul skripsi yang menarik tentang apa yah ????

    biar bisa di ansur darim sekarang…

    Nita, pertama-tama anda harus menentukan kira-kira apa topik menarik yang ingin anda tulis dulu. Kalau anda membaca dari komentar-komentar blog ini sebelumnya banyak topik misalnya : gerunds difficulty, past tense difficulty, pronous, translation, dan sebagainya. Nah, setelah nemu topik yang akan ditulis langkah kedua adalah diskusi dengan calon dosen pembimbing (walau sem 5 masih jauh). Kalau memungkinkan biar calon dosen pembimbing anda yang menentukan kira-kira topik anda (syukur-syukur kalau sudah ketemu judul skripsi) seperti apa.
    Kalau sudah tahu, baru deh dicari bahan-bahannya di perpustakaan ataupun di internet.
    Ok ? Good luck deh….
    ;-)

    mksh…

    Kembali… ;-)

  • ichan // November 26, 2008 at 8:47 am | Reply

    Pak Djoko saya seorang mahasiswa sastra inggris dengan konsentrasi translation di sebuah universitas di djogja. Sampai saat ini saya masih binggung menentukan judul yang akan saya bahas untuk skripsi saya, saya ingin sekali membahas tentang subtitle film, tapi saya yang fakir ilmu ini bingung harus membahas dari segi mananya. untuk itu saya mohon bimbingan dan solusinya.
    terima kasih…. ^_^

    Ichan,
    Wah…sebenarnya saya benar-benar bingung nih, banyak yang nanya bagaimana caranya menulis skripsi tentang English Literature / Linguistics dengan Bidang Peminatan Translation….
    Rasanya di atas sudah banyak komentar yang menanyakan hal yang sama, dan saya juga sudah menjawab berulang kali…
    Tapi gpp, baiklah, di bawah ini saya sampaikan contoh Disertasi S3 tentang Translation….mungkin bisa anda ambil sedikit bidang yang dibahas untuk skripsi S1 anda…..yang saya ambil dari website ini : http://www.surrey.ac.uk/translation/stdpages/pgr-students/awarded-abstracts.htm
    Mudah-mudahan berguna….dan good luck !

    Abstracts of PhDs by former CTS students
    Heather Fulford – Term Acquisition: A Text-Probing Approach (June 1997)
    In order to assist terminologists in the compilation of terminology collections in specialist domains, a “test probing” approach to the acquisition of English terms from special language texts is specified, designed, implemented, and evaluated. This approach draws on aspects of general language corpus linguistics and computational lexicography, and follows current trends towards corpus-based terminology compilation work. Our text-probing approach is founded specifically on observations about the linguistic features of English terms and their collocational behaviour in special language texts, and represents an effort to extend the scope of existing collocation studies from general language to special language. It aims to be both domain- and text-type independent. By operating on the premise that a term is likely to reside in a special language text between boundary markers comprising closed class words/punctuation, it permits the acquisition of single- and multi-word terms spanning a range of word classes. Our approach has been implemented in a prototype computer program (“Termspotter”) which has been written in Quintus Prolog. This program processes untagged special language texts, either individually or in batches. It functions by “probing” texts for closed class words and punctuation, extracting as term candidates those items which reside between them. A systematic evaluation of the text-probing approach is presented in which, using an innovative experimental design, the term acquisition efficiency of Termspotter is measured against the manual scanning output of domain experts, as well as compared with the scanning output of terminologists. Results in the special language texts studied so far indicate that, on average, Termspotter can accurately retrieve 80% of the terms identified by a domain expert, and can typically partially retrieve the remaining 20%. The program performed very favourably in comparison with human terminologists. Extensions of our text-probing approach to other languages are anticipated. Moreover, wider applications of the notion of text probing are envisaged, both within and beyond the terminology community, for abstracting other structures from special language texts.

    Stephan Grosse – Towards Creating and Interpreting ‘Spaces of Self-Enunciation’ for Learners in Languages and Intercultural Communication (February 2001)
    This research project is an attempt to approach the notion of cultural identity from a qualitative and interpretive perspective. To this end, the project initially offers working definitions of key concepts and discusses the extent to which the themes of language, culture and identity are variably deployed and developed in different types of academic discourse. The project then proceeds to analyse the recurrent social themes of mobility, difference and otherness, simulation, and language, knowledge and social power in an effort to build a socio-theoretical foundation for the discussion of cultural identity and empowerment in the context of second language (L2) learning and the emerging field of Languages and Communication (LAIC).
    Following the proposal of a model of identity enunciation empowerment, the theoretical discussion attempts to appropriate the metaphor of the “third space of enunciation” (Bhabba, 1995) frequently employed in LAIC circles for a qualitative approach to cultural identity in language and intercultural learning. To this end, the project turns to Holstein & Gubrium’s (2000) postmodern notion of narrative identity and proposes to adopt their qualitative analytic framework of interpretive practice to investigate possible spaces of self-enunciation in the context of L2 learning and LAIC.
    The discussion then proceeds to outline the working design of a cultural identity research project including the scope and boundaries of study subjects, data gathering and transcription procedures, and approaches to data analysis. Finally, the project offers a critical analysis of the study’s implementation and findings, on the basis of which potentials for further research on narratives of cultural selves in language and intercultural learning are discussed.

    Pernilla Bergfeldt – Insiderisms in Pinter: Problems in the Translation of Pinter’s Formulaic Expressions into Swedish (November 2002)
    This is a study concerned with the translation of formulaic expressions (FEs) and modifications (MODs) from English into Swedish in the following plays by Harold Pinter: The Birthday Party (1958), The Caretaker (1960), The Homecoming (1965), No Man’s Land (1975) and Moonlight (1993).
    Chapter I outlines the characteristics of the language of Pinter’s plays. The findings of linguistic and biographical research related to Pinter are presented in order for a satisfactory understanding of the language of Pinter’s plays to be obtained.
    Chapter II investigates the critical reception of Pinter’s plays in the UK, the USA, France and Sweden. Research findings obtained are presented in order to establish the problems presented by the source texts (STs) with respect to their comprehension and the difficulty of identifying FEs and MODs in five plays by Pinter.
    In Chapter III, the terms cultural and linguistic FEs are defined and a framework for different types of FEs and MODs is introduced. In addition, proposed guidelines, options and strategies for the translation of FEs and MODs are presented. These are then applied to actual translation examples in Chapter IV, which is a comparative analysis of the English STs and the Swedish target texts (TTs). The emphasis is on assessing the translation of FEs and MODs in the five plays by Pinter mentioned above, illustrating the conclusions drawn with the help of examples.
    Chapter V presents the findings of a questionnaire that was carried out in order to obtain qualitative data, which would indicate whether a group of native speakers of English would have difficulties identifying a selection of FEs and MODs in five plays by Pinter.
    The summing up of the findings is presented in the Conclusion.

    Bettina Bajaj – A Terminological Approach to the Investigation of Temporal Ordering Relations in English and German Aircraft Accident Reports (March 2003)
    Relations between concepts are not only important for representing domain knowledge but also for text comprehension. Traditional terminological research has mainly been concerned with logical relations, i.e. genus-species relations, and less with ontological relations, e.g. casual and temporal relations. Particularly little information is available on the latter, which are hence the focus of this study. Since temporal relations are vital for structuring many phenomena in the world in terms of temporal order, e.g. in legal procedures, police reports, reconstructions of accidents and crimes, manufacturing processes, chemical procedures, historical chronologies, and so on, they have been renamed temporal ordering relations. Only two broad relation types, i.e. sequence and simultaneity relations, are so far known in terminology. Also, little is known about how such relations are signalled in text. This exploratory study thus has three main goals: (1) to establish whether there are further relation types and to corroborate the proposed types through analysing special-language texts in two languages; (2) to identify and cross-linguistically compare the means conveying these relations; (3) to inquire into the links between the confirmed relations and their cues.
    Following a literature review drawing on terminology, philosophy, linguistics, psychology, and artificial intelligence, a typology of 14 potential types of temporal ordering relation was constructed using the traditional method of shared characteristics. To test the typology, a bilingual English/German special-language corpus of official aircraft accident reports (ca.22,000 words per language) was compiled. After initial semi-automatic processing using a concordancing system with the aim of identifying relevant text units of the text corpus, further analyses were carried out manually. They concerned a conceptual analysis to confirm the relations, a linguistic analysis of the selected text units in terms of cues for these relations, and an analysis of the links between the linguistic and conceptual realms of these relations.
    The main result of the conceptual analysis is that 11 relation types could be confirmed in the text corpus. One major relation type emerged, the sequence-with-gap interval relation, which in turn could also be identified as the prototypical relation within the framework of prototype theory, an alternative method of classification. The main finding of the linguistic analysis of the relations revealed a lack of clear correspondences between the linguistic and conceptual levels as a means of accessing these relations, i.e. time-related knowledge in text.
    As part of the inquiry into temporal ordering relations, the conceptual structures which can be linked by these relations were explored; (1) solitary concepts (e.g. representing entities such as fuselage), linguistically expressed by terms; (2) complex conceptual structures (e.g. representing situations such as the aircraft climbed through an altitude of 2,800 feet in a steep turn to the right), linguistically realised as non-terminologized clauses or sentences. Hence, the present research into temporal ordering relations transcended the boundaries of traditional terminological investigations since it went beyond the notions of solitary concepts and terms, and even LSP (Language for Special Purposes) phrases. Accordingly, the study has had to draw on related disciplines in order to support the description of complex conceptual structures since terminologists have only been concerned with certain aspects of special languages, i.e. with graphemes, phonemes, morphemes, lexemes, word forms and phrases. Hence, this study highlights the fact that it is not easy to delimit the exploration of temporal ordering relations in the traditional terminological manner originally promoted by Wüster, i.e. to solitary concepts and terms.
    The main implications of the study are that (1) the lack of correspondences between the linguistic and conceptual levels of temporal ordering relations suggests that writing specialist texts in which the description of temporally ordered phenomena is important may be improved using a controlled language if the means signalling more than one type of temporal order are used in such a way that ambiguities are avoided; as a result, specialist translations of such reports could be facilitated, and in terminography controlled temporal words and phrases may be useful for organizing time-related domain knowledge; (2) the automatic extraction of temporal knowledge from texts may be aided since the lack of correspondences alert users to the various temporal and non-temporal functions of cues.

    Vilelmini Sosonis – Aspects of Lexical Cohesion in EU Texts: A Critical Study of Greek Translations and English Hybrid Texts (May 2003)
    This study sets out to explain the reported negative reaction that Greek translations of English EU texts and English hybrid EU texts have received from the public by means of an empirical investigation of lexical cohesion, and in particular of lexical repetition as a possible contributing factor. More specifically, the study attempts to investigate whether the lexical repetition patterns in Greek translated EU texts differ from the lexical repetition patterns in Greek original EU texts and, similarly, whether the lexical repetition patterns in English hybrid EU texts differ from the lexical repetition patterns in English original EU texts.
    In order to further explore reported anecdotal evidence, questionnaires are used to test reader reaction with respect to a Greek translated EU text and an English hybrid EU test. The findings of the questionnaire analysis suggest that ordinary readers, based on specific textual features, can distinguish between a Greek original EU text and a Greek translated EU text and between an English original EU text and an English ‘hybrid’ EU text. Following indications that patterns of cohesion may be a contributing factor to the reaction of readers, a text corpus is compiled and analysed in order to specifically investigate lexical repetition patterns in Greek EU translations and English hybrid EU texts. The lexical repetition model that is formulated and used for the analysis of the corpus distinguishes between text-bound and non text-bound lexical repetition relations and is predominantly based on Hoey’s (1991) theory of patterns of lexis in text, Hasan’s (1984) framework of coherence and cohesive harmony and Klaudy and Károly’s (2000) taxonomy for the analysis of the text-organising role of lexical repetition. The findings of the corpus analysis reveal that the level of lexical repetition in the Greek translated EU texts does not seem to conform to that of equivalent Greek original EU texts, i.e. it is higher, and, similarly, that the level of lexical repetition in the English hybrid EU texts does not seem to conform to that of equivalent English original EU texts, i.e. it is lower.
    The findings of the study are used as a starting point to better understand the public’s negative reaction vis-à-vis EU texts, gain some insight into translation and text production in the Institutions of the European Union, and make recommendations for the improvement of the quality of Greek EU translations and English hybrid EU texts.

    Panayota Georgakopoulou – Reduction Levels in Subtitling. DVD Subtitling: A Compromise of Trends (June 2003)
    The present thesis is an analysis of reduction, the core translation technique in subtitling, from a dual perspective. On one hand, it is a systematic analysis of the percentages of reduction in subtitling in different film genres; it is an attempt to establish the extent to which filmic characteristics may determine the degree of reduction in a film. This is achieved by using subtitle files of English films subtitled into Greek. On the other hand, it takes a pan-European perspective by comparing European subtitling styles as regards reduction percentages, in order to establish whether different national characteristics may affect reduction levels in subtitling.
    The thesis provides the necessary theoretical background to screen translation and subtitling in particular, as well as a detailed analysis of the subtitling models proposed to date in the subtitling literature. The advent of DVD and its impact on the subtitling market is discussed in the last part of the thesis, thus providing a global analysis of subtitling in the 21st century from a pan-European perspective. The craft of subtitling on the whole is analysed from a multiplicity of aspects, making this thesis a useful guide to subtitling for students, practitioners, as well as the interested public alike.

    Chiew Kin Quah – The Translation of English Academic texts into Malay with Special Reference to the Translation of Affixes: Issues and Recommendations (September 2003)
    Despite the fact that translation between English and Malay has existed in Malaysia since the beginning of the 20th century, translation has not formed part of Malay language planning. As a result of this, very few studies of translation have been undertaken.
    Interest in translation has almost exclusively focused on the borrowing of scientific and technological terms. Thus difficulties related to other aspects of translation, particularly in translation from English into Malay, have often been neglected. For this reason, the present study sets out to examine the difficulties of translation between English and Malay especially with respect to academic texts. In order to pinpoint the areas of difficulty, a pilot study was undertaken to investigate the circumstances of translators in Malaysia and to analyse Malay translations of English academic texts. A sample of Malay translations and their original texts in English were chosen from the fields of science, social science and humanities for text analysis. The findings of the pilot study revealed that translators in Malaysia faced a number of obstacles. In addition, several different types of mistakes were discovered in the Malay translations. The most interesting finding revealed by the pilot study was the problem of translating English affixes into Malay. The findings of the pilot study showed that a more detailed study was needed in order to look closer at the translation of English affixes. Thus an additional study was carried out to investigate this further. For this purpose, texts from one subject area, i.e. Biological Science, were selected.
    The study draws on two approaches, contrastive analysis and statistical analysis. In recent years, contrastive analysis has returned as a major approach to analysing texts of two languages, particularly in the areas of translation and interlanguages. Contrastive analysis as used in this study systematically extracts words from a translation corpus consisting of Biological Science texts and their translations. These were then subjected to analysis. To complement the findings of the contrastive analysis, another approach, statistical analysis, was used to estimate the proportions of the Malay equivalents of an English affix occurring in another Biological Science sample and to analyse the language questionnaires on Malay verbal affixes.
    Translating English affixes into Malay is not easy. The lack of awareness of the differences that exist between English and Malay affixation systems and the failure to understand Malay affixes correctly may have been the two major contributing factors to the problems in translating English affixes into Malay. Thus a further investigation was carried out using a language questionnaire to investigate this assumption. Due to the limitation of its scope, the questionnaire designed focused on the use of the Malay verbal affixes, i.e. meN-, beR-, ter- , -kan and –i. Many respondents were found to have difficulties with these Malay verbal affixes. It was felt that the traditional description of Malay verbal affixes, the variation approach, which is a lexically based description, may have contributed to creating these difficulties. As a result, the present study introduces a new interpretation of Malay verbal affixes called the constant approach, which is a sentential-based description.
    Since 1973, several attempts have been made to provide solutions to the problems related to the translation of English affixes into Malay. These solutions, however, have not always been successful. The findings of the present study showed that the number of Malay equivalents for an English affix was high. To overcome this problem, it is recommended that English affixes in Malay translation be classified into four classes, loan affixes, pseudo-affixes, twin affixes and native words corresponding to the English affixes. It is suggested that using these four classes would help translators translate English affixes into Malay. Although Biological Science texts were used as a sample for analysis in this study, the English affixes examined were not subject-specific.
    In order to present a clearer picture of the translation situation in Malaysia and its relevance to the present study, a background description of Malay language planning and the development of the Malay language have also been provided.

    Gaby Thomson-Wohlgemuth – Translation under State Control: The Production and Rewriting of Books for Young People in the German Democratic Republic (1961-1989) (January 2007)
    All societies apply some form of selection to their literary production, none more so that totalitarian states. This thesis explores the effects of ideology in the particular instance of the translation of children’s literature from English into German under the socialist regime of the former German Democratic Republic. The main premise is that only by a broader study of the full sociological context in which the production of literature takes place will a comprehensive picture of translational processes and strategies become apparent.
    The procedure of appropriating texts to become compatible with the prevalent ideology is evidence of a climate hostile to any notion of Otherness. Literature for young readers during the German Democratic Republic was considered to be a vehicle for the promotion of socialist culture, creating in them a love for socialist beliefs and shaping them to be loyal citizens of the future. Precisely because of this high pedagogical value of books, a literature came to the fore that had a high status in society and that found itself at the centre of attention.
    The fact that the study gives prominence to extra-textual factors makes possible a close investigation of the East German censorship machinery. Indeed one of the key findings has revealed that censorship of translated books for a younger audience was not mainly centred on text manipulation. Whereas it is true that expressions not convergent with the state ideology were removed from texts, the predominant part of the censorship process had already taken place during the earlier stages of book production.
    Drawing on Lefevere’s theory (see e.g. 1982, 1985 or 1992) of patronage, poetics and rewriting, it is demonstrated that all book production was subjected to the ideological and poetological norms prevalent in East German society. The thesis comprises two parts. The first part provides a cultural political background and sheds light on the institutional apparatus. It gives evidence that there was a multi-level censorship at work and that it was, in fact, the Party as the patron which propagated certain cultural and literary policies and monitored closely their execution. It is further shown that it was publishers who, in the process of self-censorship, selected suitable texts for translation and publication, texts which in their opinion would not cause problems and could be guided smoothly through the procedure of obtaining a print permit.
    In view of this selection process, the second part of the thesis analyses the contents of the ‘print permit files’, in which publishers justified their choice of book to the censors, and afterwords found in a significant proportion of books. It is shown that there was a close correlation between the socialist ideology propagated by the regime and the selection process itself. While, however, the literature was rewritten in the print permit files in a way only intended to be seen by the censorship authority, ideology leaks into the printed word in the form of afterwords, addressing the readers directly.

  • Frizz // November 26, 2008 at 7:14 pm | Reply

    Pak, saya mahasiswa baru sastra inggris. Pengen minta saran aja tentang penjurusan di dalamnya, linguistik atau literatur. Jujur saya tidak suka sastra jadi susah bila ambil literatur, tapi juga takut mau ambil linguistik, karena pernah ada senior saya sejumlah 7 orang tidak lulus dalam sidang, 5 dari linguistik dan 2 dari literatur. Intinya linguistik itu susah. Jadi bagaimana dong Pak? mohon saran mumpung saya belum penjurusan. Trims

    Kalau menurut saya, Literature (Sastra Inggris) itu lebih ke “art” sedangkan kalau Linguistics (Linguistik) itu lebih ke “science. Kalau menulis karya sastra atau menganalisis karya sastra itu yang anda lebih pentingkan adalah “hati”, sedangkan kalau memecahkan soal-soal Linguistik itu yang anda lebih pentingkan adalah “otak”. Nah, sekarang anda lebih jelas perbedaannya kan ?

    Kalau anda SMA-nya dari IPS sebaiknya anda ngambil penjurusan Literature karena memang di sanalah tempat yang cocok. Tapi kalau SMA anda dari IPA sebaiknya anda ngambil penjurusan Linguistik. Mudah-mudahan “Teori Sederhana” saya ini benar adanya…(kecuali dibantah oleh orang yang lebih ahli…hehehe…)…

    Karena Sastra atau Literature lebih ke arah “art”, sebaiknya anda banyak membaca novel sastra inggris dari berbagai “genre” yaitu romance, horror, thriller, suspense, sci-fi (science fiction), historical romance, dsb. Anda harus banyak melakukan “olah batin” dengan beryoga, berjalan-jalan ke tepi pantai atau gunung, dan mengamati tingkah laku orang..

    Sebaliknya Linguistics punya hubungan yang sangat dekat dengan ilmu saya yaitu Computer Science, yang salah satu bidang peminatan Linguistics-nya adalah “Computational Linguistics”. Baik Comp Sci maupun Linguistics sama-sama menggunakan teori hierarki yang sama yang disebut Chomsky Hierarchy. Pengaruh Linguistics sendiri di dalam Comp Sci cukup banyak, antara lain di Compilers dan juga Artificial Intelligence (yang salah satu cabangnya ada Natural Language Processing)…

    Setelah mendengar uraian saya ini, mudah-mudahan wacana anda jadi lebih terbuka dan anda lebih mudah memilih penjurusan mana, Literature atau Linguistics..

    Demikian penjelasan singkat ini, mudah-mudahan memuaskan…

    (Gagal ujian itu adalah “kesuksesan yang tertunda”, jadi tidak perlu diambil hati. Anak saya pernah gagal ujian TA/SKripsi dan harus mengulang sekali lagi, tapi akhirnya dia mendapatkan pekerjaan yang lebih baik daripada teman2nya yang sekali ujian langsung lulus. That’s life !)…

  • danar aryo // December 1, 2008 at 8:00 pm | Reply

    pak, saya mahasiswa semester 5, sedang bingung memilih judul untuk metodologi penelitian..saya mau mengambil tema tentang lirik lagu There is yang dinyanyikan boxcar racer. kira-kira kalau mengambil saya ambil lirik ini, apa yang saya harus analisis dari lirik lagu tersebut? terima kasih pak

    Ini contoh “lyric translation analysis” yang saya ambil dari situs : http://bollywoodtadka.com/2008/04/20/lyrics-on-demand-english-translation-of-the-song-%E2%80%98tumse-hi%E2%80%99-from-the-movie-jab-we-met/

    Isi analysisnya sebagai berikut, mudah-mudahan dapat membantu anda mendapatkan ide untuk Metodologi Penelitian. Good luck…

    Lyrics on demand – English translation of the song ‘Tumse Hi’ from the movie Jab We Met

    Posted by Simranjeet @ 8:30 pm April 20, 2008
    Filed Under Hall of Fame, Lyrics, Lyrics On Demand, Song Analysis, Translated lyrics

    Movie – Jab We Met
    Cast – Shahid Kapoor, Kareena Kapoor, Dara Singh, Kiran Juneja
    Director – Imtiaz Ali
    Music Director – Pritam
    Song – Tumse Hi
    Lyrics – Irshad Kamil
    Singer – Mohit Chauhan

    Tadka reader Sania requested the English translation of the song, ‘Tumse Hi’ from the movie Jab We Met. Enjoy! :)

    (chorus:
    a-aa, a-aa… a-aa…
    a-aa, a-aa… a-aa….)

    na hai ye, paana…
    (neither does this mean that I have got you…)
    na khona, bhi hai…
    (nor does it mean, that I have lost you…)
    tera na hona, jaane…
    (don’t know why even in your absence, my love…)
    kyun… hona, bhi hai…
    (seems like you are present everywhere around me…)

    tumse hi, din hota hai…
    (my day begins with your thoughts…)
    surmai, shaam aati hai…
    (and the dawns are made beautiful with you…)
    tumse hi… tumse hi…
    (with you… just with you…)

    har ghadi, saans aati hai
    (each moment, I breathe for you…)
    zindagi, kehlaati hai
    (each moment makes my life…)
    tumse hi.. tumse hi…
    (with you… just for you…)

    na hai ye, paana…
    na khona, bhi hai…
    tera na hona, jaane…
    kyun… hona, bhi hai…

    a-aa, a-aa… a-aa…
    a-aa, a-aa… a-aa….

    aankhon mein aankhein, teri…
    (my eyes are lost in yours…)
    baahon mein baahein, teri…
    (my arms embrace you in them…)
    mera na mujhmein, kuch rahaa…
    (nothing seems to be mine anymore)
    hua kya…
    (don’t know what happened…)

    baaton mein baatein, teri…
    (even my talks are full of you…)
    raatein saugaatein, teri…
    (my nights seem to be a gift from you…)
    kyun tera sab ye, ho gaya…
    (why has my everything turned yours…)
    hua kya…
    (don’t know what happened…)

    main kahin bhi jaata hun…
    (anywhere i might go…)
    tumse hi mil jaata hun…
    (seems like i meet you…)
    tumse hi… tumse hi…
    (it’s about you… just about you)

    shor mein khaamoshi hai…
    (there seems silence amidst noise…)
    thodi si behoshi hai…
    (a little bit of dizzyness prevails…)
    tumse hi… tumse hi…
    (it’s about you… just about you)

    a-aa, a-aa… a-aa…
    a-aa, a-aa… a-aa….

    aadha sa waada, kabhi…
    (half-a-promise, sometimes…)
    aadhe se zaada, kabhi…
    (and sometimes, more than a half…)
    jee chaahe kar lun, iss tarah…
    (my heart wants to make with you…)
    wafaa ka…
    (a promise of loyalty…)

    chhode na chhoote, kabhi…
    (this bond can’t be left, even willingly…)
    tode na toote, kabhi…
    (it can’t be broken, even if I try…)
    jo dhaaga tumse, judd gayaa..
    (the thread which draped us as one…)
    wafaa ka…
    (the thread of commitment…)

    main tera sirmaaya hun…
    (I am indebted to you…)
    jo bhi main, bunn paaya hun…
    (for everything that I have achieved…)
    tumse hi… tumse hi….
    (is because of you… because of you…)

    raaste, mil jaate hain…
    (I find my ways by itself…)
    manzilein, mil jaati hain…
    (I find my destinations, so easily now…)
    tumse hi… tumse hi…
    (it’s because of you… because of you…)

    na hai ye, paana…
    na khona, bhi hai…
    tera na hona, jaane…
    kyun… hona, bhi hai…

    a-aa, a-aa… a-aa…
    a-aa, a-aa… a-aa….

    ‘Tumse Hi‘ from Jab We Met, was one of the biggest hits of last year, which was a treat to all the lovers around the world. ‘Tumse Hi‘ from Jab We Met had some of the most beautiful lyrics seen in Hindi songs last year. Lyricist Irshad Kamil brought a sense of fulfillment in one’s lovelife by depicting the positive changes that one’s love can bring to their life, in this song ‘Tumse Hi‘ from Jab We Met, of course, depicting well enough that one’s life still isn’t complete. Irshad Kamil’s lyrics balance both the absence and presence of one’s love, at the same time, with great substance in ‘Tumse Hi‘. The music by Pritam just complements the song ‘Tumse Hi‘, as it underlies a sense of fulfillment, without sounding morone anywhere. And if there is anyone to be credited at least as much, if not more, for the resounding success of ‘Tumse Hi‘, it’s singer Mohit Chauhan. His singing comes straight from the heart, effortless and sometimes making you believe that he must have been caught in the mood just like that. Hats off to Mohit Chauhan for giving such a soulful voice to the feelings of lovers around the world. so, if you have ever missed your loved one who might or might not be with you, or are waiting for him/her to come to you, ‘Tumse Hi‘ from Jab We Met is just for you. Happy listening! :)

  • cie // December 1, 2008 at 8:26 pm | Reply

    pak, saya mahasiswa sas.ing mo buat skripsi..
    saya sih tertariknya tentang translation ato stylistics..

    rencananya mo bahas ttg analysis of translation technique ato stylistics in blurb..

    tapi masalahnya, saya gak tau mo ngambil data dari mana..

    tolongin ya pak cari ide..

    Saya barusan baca di website : http://www.beauchamp.leics.sch.uk/faculty/english/lang/stylistc.stm

    Ini contoh Analysis of Stylistics. Mudah-mudahan bisa berguna. Good luck !!!

    STYLISTIC ANALYSIS

    WHAT TO COMMENT ON

    Every text is different, and so are each of you. Remember an original response may be highly desirable. Start by responding to the text. Don’t comment on features that are missing unless there is a significant comment to make. Don’t try to include everything, comment on the most significant aspects of the text. Read the text carefully, think, brainstorm and decide on the best order for your points. You are aiming for an essay that is well ordered and clear. Is there a sense of your own voice, originality or a personal response? Your essay should not be vague, but firmly rooted in close textual examination. Always include concise quotations as evidence. Show your specialist linguistic and literary terms. Don’t be repetititive.

    What is it?

    Newspaper, article, diary, advertisement, political manifesto, sermon, short story, poem….Is the word ‘genre’ helpful? Are there recognisable genre conventions, or does the writer break such conventions? Effect? This might be a significant point to make early in your analysis.

    Content?

    What is it about?

    Intention/Purpose

    To entertain, persuade, instruct, advise, inform. This might affect the language. For example, if it seeks-to persuade the text may use emotive, connotative language, and make value judgements. If it is informative, concrete nouns and factual adjectives might dominate the text. If it is instructive, imperative verbs are very likely. A story may have intensifiers and the nouns may be heavily modified. An argumentative text

    may have tentative modals. ~ Remember that a text may have more than one intention

    Audience?

    Age, sex, level of education, specialist market? How does the intended audience affect the language. How much knowledge is assumed. What other values/attitudes of the reader are assumed? Register?

    Form?

    Headlines, fonts, italics, bold, punctuation and deviations from the orthodox. Don’t spend too long on this, this is language, not Media.

    Structure?

    How is the content organised? Is it chronological? Does it have flashbacks? Is there a logical development of argument (if, so, therefore, thus, because)? Is there a juxtaposition of ideas? How is the text introduced and concluded?

    Authorial Voice?

    How conscious are you of the author? What is the perspective – first, second or third person? Is the tone conversational, confessional. Does the writer create a persona? Is s/he subjective or objective? What does the author foreground?

    Style?

    Formal, colloquial, use of dialect, standard, nonÄstandard. What characterises the lexis (Latinate, verbose, taciturn, field specific, laconic)? What about the syntax, are the sentences simple or complex, or is there an unusual word order? Is there dialogue, monologue or reported speech? Are nouns pre/post modified? Is the tone ironic, humorous, sad angry, patronising? Is the tone consistent or does it shift? Does the text make use of shocking, taboo language? Are there any rhetorical devices? Active or passive voice? Metaphors and other literary techniques?

    Internal, deep structure?

    Textual cohesion, reiteration, ellipsis, substitution, collocation or deviant collocation?

    Literary terms?

    Alliteration, assonance, imagery, simile, rhyme, pararhyme, personification…

    Argument?

    Persuasion, political tract, sermon, advertisement. Is there evidence of bias, or does the writer make concessions to the other side of the argument? Does the writer anticipate the other side of the argument? Is there a plea to or sense of camaraderie with the audience? Are there balanced two part sentences and use of semiÄcolons? Is there a more sophisticated lexis?

    Social Issues?

    Class, gender, race, age.

    Miscellany

    Puns, euphemisms, archaic language, affixation, use of quotations, ambiguity, idiom, cliches, stream of consciousness, phonological features, foreign words, nonsense words, rhythm, metre, anecdotes, didactic, satire, hyperbole, vernacular, coherence, sarcasm, disclaimers…

    DON’T MERELY POINT OUT FEATURES. SAY WHY THE WRITER HAS USED THEM AND CONSIDER WHAT THE WRITER IS TRYING TO DO. WHAT? EIOW? WHY? EFFECT?

  • cie // December 2, 2008 at 7:14 pm | Reply

    thank you so much sir..

    by the way, could you suggest some references about stylistics, sir..??

    No problemo, amigo !
    What do you mean by “references about stylistics” ? Books ?
    If books, you can check all the books entitled “Stylistics” in http://www.amazon.com/ and enter “stylistics” in the search bar. I just checked on it and found about 10-20 books on stylistics. You can buy directly from amazon.com using your credit card….it’s not cheap, though…

  • ichan // December 3, 2008 at 10:56 am | Reply

    p’Djoko terima kasih atas sumbangan refferensinya, untuk sementara saya akan baca dan pahami dulu yang sudah ada, nti kalau ada yang kurang jelas akan saya tanyakan pada bpk lagi. semoga bapak masih berkenan membantu saya. terima kasih ^_^

    Be my guest !

  • eno betawie // December 4, 2008 at 12:52 pm | Reply

    Hallo Pak Trijoko..
    saya seneng bisa jumpa blog bapak..
    saya mahasiswa jurusan Bahasa Inggris pingin tulis skripsi tentang efektifitas Penerapan metode pengajaran audiolingual . mohon bahan-bahan yang berhubungan dengan metode tersebut donk Pak jika memang ada cos saya dah telusuri puluhan situs dan blog tapi tidak ada yang lengkap dan hanya singkat2 saja
    mohon bantuannya ya pak
    jazakumullah khairan katsir

    Hallo Eno,
    Menjawab pertanyaan anda saya telah info di website yang paling mendekati yang anda butuhkan. Nama websitenya adalah :
    http://www.hitl.washington.edu/publications/rose/ch2.html

    Yang isinya ini (sorry agak panjang lebar) :

    Design and Construction of a Virtual Environment
    for Japanese Language Instruction

    by Howard Rose

    [Previous Chapter][Table of Contents][Next Chapter]

    Chapter II
    Review of the Literature on Language Learning
    Alternative Methods of Language Instruction
    Over the last decade there has been an explosion of interest in learning Japanese in the United States. Japanese is now being offered not only at the post-secondary level, but also in many high schools, junior high schools and even in elementary schools across the country. The Modern Language Association reports a 94.9% increase (from 23,454 to 45,717) in college students studying Japanese between 1986 and 1990 (cited in Aida, 1994, p.155). Current programs range from a progressive, immersion style of instruction in a Eugene, Oregon elementary school, to the nationwide STAR satellite system which brings Japanese instruction into over 10,000 public school students.

    The United States government established the STAR program in 1986 to send satellite Japanese courses into public schools unable to afford to hire their own instructors. The program has grown to reach students nationwide and now emanates from two sites, Spokane, Washington and Lincoln, Nebraska. Students in the STAR program have access to instructors and tutors via a WATS telephone line, and once or twice a semester they are linked directly to the instructor on the live broadcast via a two way audio connection. These programs have greatly increased public access to Japanese language instruction. But access to instruction does not solve all the would-be Japanese speaker’s woes.

    Unfortunately, learning Japanese and other non-Indo-European languages can be very difficult for Americans. One research study cited attrition rates as high as 80% occurring in Japanese language programs on a regular basis (Mills, Samuels & Sherwood, 1987, cited in Samimy & Tabuse, 1992, p.390). For comparison, while American students require an average of 720 hours of instruction to reach oral skills proficiency level 3 in French or Spanish, from 2,400 to 2,760 is required to achieve the same fluency in Japanese or Chinese (Liskin-Gasparro, 1982, cited in Samimy & Tabuse, 1992, p. 390). Because the general instructional approaches for teaching Japanese are not significantly different from those used in teaching Romance languages, it would be difficult to attribute the gap between these learning times wholly to pedagogy, We must remember that Japanese and English do not share common linguistic roots, have dramatically different writing systems, and the average American has only limited exposure to the Japanese language. However, there may be pedagogical solutions which could at least mitigate some of the significant impediments preventing many American students from succeeding at Japanese.

    A number of studies (Samimy & Tabuse, 1992; Lai, 1994; Aida, 1994; Ganschow et al., 1994; Horwitz et al., 1986) have indicated a strong relationship between student attitudes toward learning a foreign language and student performance. Samimy and Tabuse (1992) studied the affect of attitudinal and learner characteristic variables on students of Japanese. Their study surveyed 70 beginning Japanese students in a midwestern university: 58 undergraduates, 8 graduates and 4 others. The experimental group included 36 females and 34 males who took 50 minute classes 5 times each week over an entire year. Instruction was carried out with the audio-lingual approach, stressing teacher-centered oral drill and practice and a strong emphasis on explicit grammatical instruction. An attitude questionnaire was designed to measure (a) three situation affective variables (risk taking, sociability, discomfort), (b) motivational types and strength of motivation, (c) attitude, (d) concern for grades, (e) students’ personal background with Japanese. The study concluded that motivation and attitudinal factors are critical in predicting success. Classroom behavior factors, risk taking, and discomfort were also found to be determinants of students’ final grades. The study also noted a significant decrease in student motivation from fall to spring.

    A similar correlation between attitude and success was found in a related study of students of English in Hong Kong. Lai (1994) studied learner confidence levels in using English and the factors which accounted for variances. Lai gave a questionnaire to a sample of 487 Form Four students from eleven secondary schools in Hong Kong. Three were government schools, six government subsidized schools and two private schools. The overall population of students in the study ranged in academic achievement from the 99th to 46th percentile. An English teacher in each school selected one “average” class in Form Four to complete the questionnaire. The questionnaire focused on five aspects of communication including student perception of patterns, opportunities for communication in and out of class, and student perception of self-confidence in expression.

    The results of the survey paint a rather negative picture of language classroom environments. Students spent the majority of their time passively listening to their teacher, and rarely had the opportunity to speak. Nearly half (46.4%) said they had never or seldom given long answers to teachers’ questions. 73% of students also reported they communicated infrequently with their peers in English. Lai found the majority of learners lacked confidence in communicating in English in the classroom which she attributes to poor self-esteem, anxiety, and unfavorable patterns and opportunities for classroom communication. These findings may be attributed at least partially to artifacts of cultural norms and student/teacher relationships within Chinese society, rather than the difficulties of learning English, a language very different from Chinese. Even so, the teacher-centered audio-lingual method is still in wide use in the United States, and does not vary significantly from the instructional methods described in Lai’s study.

    Horwitz et al (1986) have also researched the general effect of attitude on performance among foreign language learners. They hypothesize that anxiety may be seen as a combination of three components: (a) apprehension or shyness about communicating with others, (b) fear of negative social evaluation in various situations speaking a second language, and (c) fear of test failure. Horwitz et al (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS) to measure student self-esteem and attitudes towards learning a second language. The FLCAS has been demonstrated to have a significant correlation with individuals’ language success under a number of conditions (Williams, 1991; Ganschow et al., 1994; Aida, 1994). For example, Aida (1994) reports test-retest reliability levels for the FLCAS used with Japanese language students (r = .80, p < .01) which very closely match those reported by Horwitz et al (1986) using the FLCAS with Spanish language students (r = .83, p < .01).

    The effectiveness of grammar-translation methods of language pedagogy have come increasingly into question since the 1960’s. The early 1950’s brought the rise of the audio-lingual method, characterized by listen and repeat drills and the familiar “language lab” approach of programmed instruction. When put into practice, audio-lingual teaching methods often digressed into mere grammar and translation exercises (Hammond, 1988). As a rejection of both grammar-translation and the audio-lingual method, a number of new approaches to language instruction have been pioneered with an emphasis on communicative competency. One well known example is Asher’s Total Physical Response (TPR) strategy (Asher et al., 1974; Asher, 1966, Kunihira and Asher 1965). TPR is a direct assimilation method where meaning of the target language is conveyed through physical demonstration. TPR does not use any form of translation into the first language. TPR studies report improved understanding, attitude and retention when students take a physically active role in learning language.

    Kunihira and Asher (1965) tested total physical response strategy affect on retention with 88 volunteer college students. Students were chosen on the basis of having no prior Japanese training, no foreign language fluency and not being language majors. All volunteers took the Modern Language Aptitude Test (MLAT), and a mental ability test selected from the American College Testing program. The tests were administered before the study to insure homogeneous groups. The selected students were randomly assigned to 4 groups of 10 males/12 females each. Only 67 of the 88 students completed the training.

    One of the four groups received the TPR treatment; the other three received three different control treatments. The TPR group listened to a tape and mimicked the actions of the instructor. There was no translation into English. In the first, eight minute session, students heard single words such as “Sit. Run. Walk.” and responded by acting out those commands. After the eight minutes of training, subjects were individually given a retention test. Twenty four hours later they were retested and then received ten-and-a-half minutes more training. The second session used more complex language at this level: “Walk to the door and then run to the chair.” During the ten-and-a-half minute training the students responded to about 40 different utterances and retention was tested at the end of the session. During the third session of seven-and-a-half minutes complexity was expanded. “Walk to the desk and put down the pencil and book. Pick up the paper, book and pencil and sit on the chair.” Students’ retention was measured with a comprehension test where they physically responded to 16 different utterances. Two weeks later, retention was tested again. Only 16 of the initial 22 students completed TPR training (final N=16).

    Each of the control groups experienced similar training with the following exceptions: C1 (final N=15) listened to the same tape as the experimental group but did not execute a physical response; they merely watched the instructor. C2 (final N=18) sat and heard an English translation after each Japanese phrase. C3 (final N=18) sat and heard the Japanese but read an English translation after each Japanese utterance.

    All testing of the experimental group required students to respond to Japanese commands by acting them out physically. The only exception was on the final test, after two weeks with no training, where experimental group subjects were required to write their responses in English rather than respond physically. All control group tests required students to write their answers in English.

    Mean performance scores were compared among treatment groups. A one-tailed t-test was performed for each classification of utterance: single-word, short, long , and novel. The results showed the experimental group to be significantly higher than all the control groups on nearly all retention tests of short, long and novel utterances. This was true for all four levels of language complexity. Interestingly, control groups did not show significant differences in retention amongst themselves.

    As a secondary observation, Kunihara and Asher noted that the MLAT and ACT tests were poor predictors of performance for the experimental group, but correlated closely with control group performance. Also, the experimental group members tended to cluster compactly near the maximum scores, rather than the wide degree of performance variance found among the control groups. Retention in the experimental group was significantly higher than all three other groups. Kunihira and Asher noted that TPR seemed most effective in more difficult areas of speech: long and novel utterances. The authors imply that TPR instructions results in more flexible links between the input they receive and their own output. These claims are not empirically substantiated.

    In summary, the total physical response strategy is based on the following premises: 1) coupling physical activity with commands facilitates in direct assimilation of language (Asher et al., 1974); 2) this direct approach to language assimilation seems to facilitate long term retention (Kunihira and Asher, 1965). Secondary benefits include higher-level performance by more students and reports of improved confidence and attitude toward foreign language learning (Kunihira & Asher, 1965). More research is necessary, however, to substantiate these claims.

    Asher’s initial findings have been supported by a small group of studies (Wolge & Jones, 1982; Asher et al., 1974; Asher, 1976; Hammond, 1988; Gary, 1975) using subjects of different age ranges and modifying various testing parameters.

    Omaggio (1986) criticizes TPR’s extensive use of imperatives as being limited to what is easily reproduced and taking too much advantage of the bizarre, and fun nature of the activity. Ommagio warns that unless TPR is supplemented with other types of practice, students will have little opportunity to internalize natural language used for authentic purposes. Baltra (1992) points out that many adults may find TPR activities too degrading or improper to get them to participate. Subsequent theorists have modified Asher’s methods to try to capitalize on the obvious strengths of TPR. I also note that I have yet to see a complete description applying TPR to more advanced language learning. It would seem that while a TPR approach can have benefits for beginning students, it is probable that students will eventually outgrow this strategy.

    Terrell’s Natural Approach (NA) is an attempt to build a more generalizable teaching method on the foundation of TPR and communicative competency (Terrell, 1986). Terrell adopted Asher’s TPR techniques because he found them effective, particularly in the early stages of language learning . NA describes three stages of language acquisition: comprehension (preproduction), early speech (one-word responses) and speech emergence (sentence production). Thus, NA, like TPR recognizes the need for a “silent period” of delayed oral practice, where students absorb language without the stress of audio-lingual-type listen and repeat drills. The proposed merit of a silent period is supported by other researchers (Mangubhai, 1991; Atherton, 1993; Gary, 1975; Winitz & Reeds, 1973).

    Terrell’s approach is a comprehensive curriculum of communicative games, such as role plays or solving puzzles, which inspire students to communicate in the new language. Speech is motivated by the task and the environment, as opposed to the listen-repeat drills of audio-lingual teaching. Communicative activities in NA are designed to helps students develop concrete associations between experience-based meaning and linguistic forms (Terrell, 1986). Terrell explicitly intended that NA should reduce the psychological tension and anxiety experienced by beginning language learners. He stressed the need to make language learning enjoyable in order to diminish the stress.

    Gary (1975) conducted a study which supports the instructional effectiveness of delayed oral practice in initial stages of second language learning. Gary taught 85 25-minute Spanish lessons to 50 lower elementary school English speakers over a five month period. While both groups experienced the same amount of listening practice, oral practice was present for the control group from the first day of instruction throughout the experiment. Oral practice was totally absent in the experimental group during the first 14 weeks (Phase 1) and in the first half of the daily lessons for the final seven weeks (Phase 2). Student performance was measured by tests of comprehension, oral production and attitude given daily to each group, and administered to each student at the end of the 14th and 22nd week. Analysis of test scores using a one-tailed sign test showed the experimental group excelled in comprehension of both commands and questions. The experimental group also scored slightly higher on oral production tests, though the differences were not statistically significant. The results imply that delayed oral practice benefits listening comprehension, and is at least as effective in developing oral production as methods which emphasize speaking from the outset. Gary also found that students in the experimental group reported less anxiety on attitude surveys.

    Unfortunately, Gary’s study lacks significant academic rigor to generalize these results too widely. First, there was no attempt to assess the base knowledge or characteristics of the learners at the outset. Nor is there enough information about the instructional or evaluation methods to draw any firm conclusions. It is regrettable that a fundamental question such as this has received such sparse attention from language researchers.

    Approaches which emphasize communicative competency such as TPR and the NA have attracted significant criticism for their dismissal of explicit grammar instruction. Higgs and Clifford’s (1982) article warning about the danger of “fossilized language” among students in competency programs is still widely cited. Higgs and Clifford claim that programs which overly stress communication do so at the cost of linguistic proficiency. The result is that many students emerge with large vocabularies but poor grammar execution. They assert that after about four semesters of instruction these grammatical errors fossilize and actually become incurable, no matter how much subsequent instruction the student receives. Higgs and Clifford refer to this as the “2/2+ syndrome”, because the students will never surpass level 2 competency. It is important to remember, however, that Higgs and Clifford present absolutely no data to substantiate their claims.

    Hammond (1988) attempted to clarify the controversy over linguistic and communicative instructional methods by conducting a study at two universities over four semesters with 60 sections of first-semester Spanish students. Eight sections of an experimental group received instruction according to the NA; 52 control group sections were taught according to a modified grammar-translation methodology which included deductive grammar instruction. No attempts were made to control socio- or psycho-linguistic variables of the student groups. All students took the same standard mid-term and final exams. Comparison of both mid-term and final test scores showed that the experimental group had higher mean scores than the control group for both tests over all four semesters. Hammond claims his results indicate a consistent, statistically significant advantage for the communicative approach that is conclusive enough to refute Higgs and Clifford’s argument. However, students in the experimental groups were required to complete the same written translation homework assignments as the control group. Thus Hammond’s results are confounded by students receiving a somewhat arbitrary amount of traditional instruction. These exercises were apparently not modified to fit the communicative approach. Unfortunately, Hammond’s results are not as conclusive as one might hope and offer insufficient evidence to prove or disprove Higgs and Clifford at this time (Celce-Murcia & Hiles, 1988). The controversy between grammatical and communicative approaches continues today.

    In summary, communicative competency approaches, such as TPR and the NA, seem to be effective alternatives to the grammar-translation method. TPR and NA derive both their strengths and limitations from a common reliance on physical activity and demonstration. While the physical rehearsal does seem to help students both understand and recall language, the severe restrictions on what can be demonstrated and experienced within a typical language classroom have greatly limited the proliferation of these methods, particularly TPR. The restrictions of what can be demonstrated, experienced and responded to in the confines of the typical language classroom seem to limit the applicability of communicative methods such as TPR and NA. Unfortunately, the debate over the value of giving explicit grammar instruction has yet to produce a conclusive agreement. There is a great need for more, solid research in this area to settle such controversies.

    The dynamic, kinesthetic nature of virtual reality offers the opportunity to build on the successes of TPR and the NA, without the limitations of the physical classroom. A virtual language learning environment would make a TPR classroom virtually limitless, and far more complex and intellectually appealing than being repeatedly told to “Sit down” and “Stand up.” Virtual reality could also become the testbed for settling long-standing controversies around communicative competency methods enabling a highly controllable and consistent experiential learning environment.

    Virtual Environments in Education
    Virtual environments, or virtual reality (VR), can be understood as a logical evolution from a long line of computer technologies. Although there is a significant history of computer applications for the purpose of language instruction, no record is available of an immersive virtual reality system in current use or even under development. Taylor (1992), however, gives a forward looking account of the potential uses of VR in language learning. Taylor suggests that virtual reality will be a powerful opportunity for students to create their own educational virtual environments, and specifically mentions the potential for the technology to extend the benefits of TPR (Taylor, 1992, p.72).

    Winograd’s SHRDLU (1972) was an early attempt at creating an interactive computer environment before the coming of virtual reality technology. SHRDLU is an artificial world where geometric objects are displayed on a computer monitor, and can be manipulated by a user typing in textual commands. For example, the world was programmed to respond to commands such as, “Put the red cube on top of the blue cube.” While SHRDLU was an important example of early artificial intelligence programming, the system lacked a method for manipulating objects in a direct and natural fashion. Textual command input is far too limited and presents too many linguistic barriers to language learners, particularly beginners.

    Building on Winograd’s beginnings, John Higgins (1985) developed the John and Mary/Grammarland programs. Higgins created structured environments in which the user can manipulate and interact with graphic characters, John and Mary, on screen. Higgins’ goal was to create a system capable of exchanging meaningful messages in natural English with a student, to see whether this could aid language acquisition. His dialog-stimulator programs generate questions, find answers to questions, obey commands, and can assimilate new knowledge. Unfortunately, Higgins appears not to have conducted extensive follow-up research based on Grammarland which would indicate whether this approach is instructionally beneficial.

    This past decade has yielded great attention and activity in developing instructional mutlimedia software for personal computers. This development reflects the current capabilities of the technology to deliver audio, video and textual information on a single machine. A range of multimedia programs for teaching foreign languages, including Japanese, are commercially available. Current programs cover a range of areas including conversation, reading Japanese characters and cultural awareness. There are no commercially software programs currently available which incorporate immersive technologies such as virtual reality.

    One group of programs exploit sound digitizers and voice signal displays. These systems display visual representations the student’s speech patterns and allows the student to compare himself to model native speakers. Such displays have long been applied in the field of speech pathology and phonetics and are becoming more widely applied in foreign language teaching. Molholt (Molholt et al., 1988; Molholt, 1988), has written extensive articles documenting his application of digitized sound and computer displays to teach pronunciation of individual sounds (segmental features) as well as sentence patterns (suprasegmental features). Molholt concludes that real-time, spectrographic displays of native speakers are less frustrating and more productive than conventional methods of correcting student (Molholt, 1990). Proponents of the visualization technology cite research indicating visualization of intonation patterns significantly enhances judgment and pattern recognition (Leon & Martin, 1972). Other studies indicate how visualization helps students recreate proper intonation (James, 1976), and the superiority of audio/visual feedback over only audio presentation (de Bot, 1980). Thus there is evidence which indicates that voice recognition systems are helpful when they provide direct feedback and support for the learner.

    Such findings suggest that the voice training process used in Zengo Sayu potentially provides valuable directed feedback and support for learners. For example, as students train the computer to understand their voices, they are presented with a visual display of the sound wave they produce. Unfortunately, limited resources and access to software prevented development of a fully functional, robust voice recognition system in the current version of Zengo Sayu. Therefore, much of the work which could feasibly be incorporated into the computer system is still carried out by a teacher monitoring the voice training process. In the future, audio support systems could be built into the computer system to enable students to identify and correct their mistakes in real time from within the virtual environment.

    Another genre of multimedia application for language learning is the interactive narrative. A la Recontre de Philippe, developed at the Massachusetts Institute of Technology, is one of the better examples of this genre, using a laser disk to deliver high quality audio and moving video. The story line of the program places the student in Paris with the task of helping Philippe find a new apartment, and focuses the learner on completing specific tasks along the route. The five possible endings allow students to plot their own way through the story line and the linguistic content. The task-based nature of the plot requires students to interact with and process the information they are presented.

    Murray, (1990) mentions A la Recontre de Philippe as one of the few videodiscs which has been evaluated in classroom use. She notes that different students use the learning materials in significantly different ways according to their own learning styles. Murray divides student learning styles into two groups: 1) Look-before-leap; intense painstaking use of online helps before making any moves, or 2) Leap-before-look, who use online help only minimally and prefer to work by trial and error and guessing. Murray raises the important point that “future videodisc development should encourage more of the student to follow the leap then look pattern — to try to master language in context and to be comfortable with less than complete comprehension in order to concentrate on using language in a goal-centered way.” (Murray, 1990, p. 12). While Murray seems to offer this suggestion based more on intuition than citing empirical data, her sentiments capture the essence of a larger trend which applies interactive technology according to the communicative language teaching approach found in Terrell’s approach.

    An example of a desktop multimedia application developed specifically for Japanese language teaching is Nihongo Partner, developed by the Technical Japanese Program at the University of Washington (Kato & Rose, 1994). Nihongo Partner allows students to access digitized video clips of segments which illustrate specific verbal and nonverbal points of language and culture. One unique aspect of the program is that students can view each conversation from either a third person perspective, or from the first person perspectives of each of the speakers. Thus one goal of Nihongo Partner is to allow the student to experience the conversation firsthand, to the extent which this is possible on a computer monitor. Nihongo Partner also allows the students to record their own voice and compare their speaking with the model. One limitation to this approach is that it requires students to monitor and correct their own speaking errors, which not all students may be capable of doing.

    While each of the programs presented above have their unique strengths, they also have limitations. For example, multimedia programs are typically limited to using sight and sound, even though the array of human senses through which we understand and learn is far more robust than the limited interactions embodied in watching a screen and giving button presses. Desktop multimedia applications do not develop full body, kinesthetic learning as immersive virtual environments can.

    From a historical perspective, virtual reality has emerged as a way of surpassing the limitations of conventional computing. The high costs associated with the technology kept it almost entirely bound up in the hands of military researchers for the first two decades of its development. Early virtual reality applications focused on training and performing limited skill sets under specific, controlled conditions, such as virtual flight simulators. Sophisticated military applications continue to be developed, such as high-technology simulators which project virtual images of landscapes or the target to seek and destroy. The super cockpit simulator developed at Wright-Patterson Air Force Base (Furness, 1988; 1986) is an example of one such virtual system. The super cockpit projects virtual images of flight instrument displays and all other relevant information directly into the pilot’s helmet. This information is ordered, appears and disappears automatically in response to various conditions and situations. A three dimensional sound generator presents audio information to the pilot which correlates to the three dimensional virtual environment. Spatialized audio enables the pilot to receive and prioritize audio information based on cues such as volume, position and relative motion.

    The active nature of this system improves pilot performance by enabling him to concentrate on only the most crucial information. Research using the super cockpit shows virtual reality systems are useful for training psycho-motor skills used in flying aircraft. The positive results of these training examples are encouraging, but raise the question of how effective VR might be in more general educational applications, particularly those which are less emotionally engaging than combat simulation.

    Advances in computing technology over the last decade have dropped the price of virtual reality hardware to the point where it is far more broadly accessible. Virtual reality is recently gaining attention for use in conventional education. Winn and Bricken (1992) have proposed an interesting virtual environment to teach elementary algebra. They believe that virtual environments are an optimal instructional medium because the axioms and behaviors of algebra can be built right into the virtual world (Winn & Bricken, 1992). Their approach follows the constructivist paradigm that learning best takes place when the learner is in control of the process. Winn and Bricken’s key premise is that students will first use the virtual environment to develop an understanding of the concepts of algebra, and then proceed to the level of symbols and how they can be used to represent algebraic abstractions. In conventional instruction, students are taught abstractions and symbol manipulation first, before they have developed more general understanding.

    Objects in the virtual algebra world would be given innate behaviors which mimic the behaviors of variables in algebraic equations. For example, “If a student fails to change the sign of a term as it moves from one side of an equation to the other, the rules of algebra might be programmed to apply in one of three ways:

    1) The term could “float back” to where it came from, indicating that the student had made a mistake without revealing what the mistake was;
    2) the sign of the term could be changed by the program, indicating that a mistake had occurred, what it was, and what the correct transformation is; or
    3) the program could allow the student to make the mistake without correcting it on the assumption that ultimate failure to solve the equation would lead the student to “debug” what had occurred.” (Winn & Bricken 1992, p.13).

    This algebra world is yet to be built, but the model does serve to illustrate the potential educational uses and benefits of VR. Winn and Bricken (1992, p. 17-8) list six promising aspects of VR in education:

    * Virtual worlds are totally engaging, entirely immersing the student cognitively and effectively in the environment.
    * Interaction with the virtual world is theoretically more intuitive because students manipulate objects in natural ways: grasping, pointing, etc.
    * The virtual world can be programmed to provide various types of guidance to students using digitized sound or object animation.
    * Virtual objects behave in concrete ways.
    * Students can explore and return to the same place repeatedly, building an increasingly sophisticated understanding of concepts and procedures.
    * The system can automate some procedures, allowing students to concentrate on others.

    Byrne (1996) created a virtual environment for teaching high school level chemistry. Her study compared virtual reality to PC-based multimedia and a passive video presentation with high school students in Seattle, Washington. Byrne’s findings showed significant learning gains using both interactive technologies, a virtual environment and multimedia, when compared with passive video and a control group. She found, however, that students using the multimedia treatment performed significantly better than all other groups. These results seem to indicate that interactivity is more powerful at stimulating learning than passive viewing, but does not show any advantage for the immersive virtual environment over flat-screen presentations in multimedia. However, Byrne cites the students’ lack of experience navigating and manipulating a virtual environment as a significant handicap in comparison to the students’ highly developed skills at working with desktop computers. Other limitations to the study, such as short treatment times and the low graphics quality on the computer system used, suggest that these preliminary findings, while important, still leave the instructional value of virtual environments uncertain.

    Part of the motivation stimulating the development of educational virtual environments comes in response to shortcomings of conventional schooling. It is widely stated on many levels that school experiences often fail to match the expectations of the real-world (Duffy & Jonassen, 1992). Numerous researchers (Resnick, 1987; Brown, Collins & Duguid, 1989; Sherwood, Kinzer, Hasselbring & Bransford, 1987) have cited a gross disparity between what occurs in the classroom compared to the working world after graduation. The inauthenticity of educational practice and testing procedures are major reasons why many children fail to transfer school-based learning.

    Work has begun to take virtual reality applications and technology out of the laboratory and into public school classrooms. The Virtual Reality Roving Vehicle (VRRV) Program at the Human Interface Technology Laboratory explored the educational efficacy of immersive virtual environments to teach specific curriculum goals (Winn, 1995). The premise behind the VRRV Program was to develop educational virtual environments which would be engaging, highly interactive and authentic learning tasks. Rose (1995) outlines an authentic assessment methodology for VR where a virtual environment becomes simultaneously the students’ learning ground, and the testbed to measure their progress in a meaningful and demonstrable way.

    The VRRV Program engaged in two types of activities with children: 1) exposing them to immersive virtual environments created to teach specific curriculum objectives, and 2) guiding them through the construction of their own virtual environments related to various curriculum content. Findings of the VRRV Program show significant levels of learning taking place for students who built their own virtual environments. However, because the world building process involves a variety of VR related and non-VR related components, it would be difficult to attribute all the students’ learning gains directly to their experiences under the head mounted display. As yet the VRRV Program has produced too little data to draw firm conclusions regarding the educational benefits of simply experiencing immersive environments.

    The literature does contain other accounts of educational prototypes being used for instruction. Loftin et al. (1993) created a virtual physics laboratory. This virtual world was designed to address students’ misconceptions about phenomena such as the nature of mass, acceleration and momentum. Using input from a data-glove* and controls to vary such environmental states as gravity direction and magnitude, students performed tasks such as measuring the period of pendulums for different lengths and different magnitudes of gravity; measure average rate of every loss of falling objects; and compare trajectories of projectiles. There is no reporting of statistical data of learning in the virtual world. The researchers’ anecdotal observations indicated a high level of student attention and motivation. These preliminary results have encouraged a follow-up study with pre-college and college level students to establish the efficacy of using VR in education (Loftin et al., 1993).

    Table 1 summarizes the perceived advantages of virtual environments compared to conventional, flat screen computer systems.

    Table 1: Advantages of Virtual Environments Compared to Conventional, Flat Screen Computer Systems.

    Conventional Computer Environments Virtual Environments
    Visual presentation is limited to 2-dimensions. Immersive environment is highly visual, affording a sense of physically experiencing a virtual space.
    Stereo audio does not convey spatial information. Spatial audio: 3-dimensional sound matches and enhances spatial perception in the environment.
    Interaction via keyboard and mouse Natural interaction using the whole body. The user moves about objects in a 3-dimensional space, and extends her hand to grab and move them. Kinesthetic learning can potentially aid retention and recall.
    Presents text-based information Information is presented via the character and behavior of virtual objects. Stories are told through virtual actors rather than words. The acquisition of these stories is direct.
    Allows for limited types of real-time collaboration over a network Multi-participant environments can be simultaneously experienced by any number of participants. Teachers and students can communicate verbally and visually, or collaborate in 3-dimensional space.

    The above studies are exemplary of the types of inquiry which will be necessary to make virtual environments useful educational tools. Winn and Bricken’s assertion, that three dimensional computer generated environments can be educationally powerful, seem intuitively plausible to VR researchers. Zengo Sayu is intended to test the strength of both the immersive and interactive aspects of virtual environments for teaching a purely cognitive skill: speaking a foreign language.

    A Profile of the Language Learner
    Following the literature on effective language instruction and the educational potentials of virtual environments, let us turn to a final question: How can a virtual environment help students become better language learners? Brown (1987) suggests a number of characteristics which help students become successful language learners. Table 1 shows these positive characteristics along with the corresponding attributes of virtual environments which could support and encourage successful learning and study strategies. The attributes of the virtual environment listed in Table 1 are based on the literature presented above.

    It is important to acknowledge that the assertions in Table 2 are currently based primarily on theory and the intuition of researchers working in VR. Many of these basic supposition have yet to be verified by empirical studies. It can be difficult to generate broad generalizations derived from research on a single application because virtual environments are complex systems, the sum total of nearly infinite design and instructional variables. The current body of VR literature is still too incomplete to adequately guide development of educational environments?

    Table 2: Positive Characteristics of Language Learners and the Attributes of Virtual Environments to Support Learners’ Needs

    Positive Learner Characteristics VE Supports Learners’ Needs
    VE Supports Learners’ NeedsWilling and accurate guesser VE can encourage both deductive and inductive problem solving approaches.
    Uninhibited Self-paced and individualized nature of VE remove some causes of inhibition.
    Attends to form Instructional controls and directed feedback within the environment focus attention on correct language forms.
    Monitors own speech and the speech of others Voice recognition system training and usage encourages vocal consistency and self-monitoring
    Attends to meaning All interactions in the world are based in meaning, rather than abstractions of grammar or linguistics
    An active approach to the learning task VE is highly interactive
    Strategies of experimentation and planning. VE strongly invites experimentation
    Constantly searching for meaning All aspects of the VE can be closely controlled to support or remove clues to the student. Dynamically changing context forces the student to re-evaluate existing knowledge in terms of the new situation to create meaning.
    Willingness to practice VE offers opportunity for unlimited, self-initiated practice.
    Willingness to use the language in real communication VE can mimic actual performance conditions for students to practice and gain confidence in preparation for real-world communication.
    VE can mimic actual performance conditions for students to practice and gain confidence in preparation for real-world communication.Developing the target language more and more as a separate reference system. VE promotes students’ development of a separate reference system rooted directly in meaning and experience.

    Summary of the Literature
    Interest in Japanese language learning has increased dramatically in recent years. Unfortunately, the vast majority of Americans who try to learn Japanese give up their study rather quickly due in part to the time required to master the language, but also due to factors of attitude and anxiety. Studies have shown a strong correlation between attitude and success at learning foreign language. Many people have tried to vary the approach to instruction in order to improve student performance and attitude. Asher’s Total Physical Response (TPR) strategy is one such method which is based on command forms of language to which students respond physically. A basic instructional strategy of TPR is that students respond to commands and are not expected to parrot the teacher’s utterances. TPR studies seem to indicate that the method has some effectiveness, but it is also criticized on the basis that it is a rather limited and incomplete instructional approach.

    Terrell’s Natural Approach (NA) expands on the basic notions of TPR such as recognition of the need for a silent period and the use of many TPR techniques. The NA is a far more robust instructional method with a strong emphasis on communicative skill building. The NA expressly does not teach grammar. Many have challenged the effectiveness of communicative competency instructional methods, most notably Higgs and Clifford. They assert that grammar instruction is necessary to avoid fossilized grammatical errors. Higgs and Clifford present no data to substantiate their assertions, however. Unfortunately, neither side of this debate has been able to generate conclusive evidence to settle this matter.

    Educational technologies such as multimedia software on personal computers are being developed as both instructional tools and practice partners for language learners. While these systems can be highly interactive and engaging, they do not develop full body, kinesthetic learning to aid retention and recall as an immersive virtual environment can.

    Virtual Reality is an emerging technology which demonstrates great promise in education, though there is still a shortage of strong research on which to base firm conclusions. VR is assumed to be a promising medium because it is: immersive, motivating, a realistic approximation of the real world and a flexible format for simulation and exploration. Learners can create their own knowledge in a constructivist fashion; that is students are allowed to build their own knowledge structure of a given domain according to self-initiated and self-directed study. The virtual system can support learners with guidance, interaction and dynamic feedback. VR lets students develop an understanding based on physical experience before attempting to tackle abstract or symbolic representations.

    We currently lack a robust empirical framework to guide the development of virtual learning environments. How can virtual environments best support and enhance learning in foreign languages, as well as other domains? Are immersion and natural interaction really the key advantages to VR over other media, or are there other definitive characteristics which have not even been identified yet? How can virtual environments help students develop and perform in a rather loosely structured knowledge domain like foreign language learning? Without further research to answer such questions, the intuitively perceived advantages of virtual learning environments will continue to go untapped.

  • vee // December 6, 2008 at 3:33 pm | Reply

    makasih sebelumnya atas masukannya. sy dah mulai masukin judulx kedosen & dah nanya ke tmn yg bs statistika, tp msh bingung teaching method apa yg bakalan dipake. kira2 ada usul gak pak? kl buat ank2 SD ato ank sma? makasih….

    • tridjoko // December 6, 2008 at 5:49 pm | Reply

      Vee,
      Wah..kalau masalah anak SD atau SMA putusin sendiri aja deh… masak dikit-dikit nanya ke saya. Dosen Pembimbing-pun jangan ditanya yang begitu-begitu, mestinya anda membuat alasan yang kuat mengapa memilih anak SD ? Atau mengapa memilih SMA ? Pasti masing-masing ada plus dan minusnya. Jadi kalau menghadap dosen pembimbing anda nyatakan pendapat anda mengapa memilih SD atau SMA….kalau alasan anda cukup kuat, pasti deh dosen pembimbing anda tinggal manggut-manggut setuju…

  • Yuli // December 11, 2008 at 3:04 pm | Reply

    Hallo Pak Tridjoko..
    Saya mahasisiwi sastra inggris semester 7 BiNus.. Saya mau minta masukan dari Bapak.. Saya mau membahas tentang first language impact on second language dimana first language itu b.Indonesia dan second languangenya b.Inggris..
    Tapi saya masih bingung Pak,,bagusnya yg dibahas apanya ya Pak? Sebelumnya,,terima kasih ya Pak..^^

    Hallo Yuli,
    Wah..sebenarnya anda tinggal nyari di Google “impact of first language acquisition on second language” ada banyak tuh, walaupun yang banyak itu kebalikannya yaitu impact on second language acquisition on first language”…
    Tapi saya nyari nemu nih di website ini
    : http://unsworks.unsw.edu.au/vital/access/manager/Repository/unsworks:2056

    tapi itu kelasnya Disertasi S3 padahal anda kan hanya nulis Skripsi S1… Ini saya cuplikkan beberapa, kalau mau full textnya ada kok sebesar 3.8 MB…. O ya ini cuplikannya :

    The impact of a subordinate first language on second language processing in adult bilinguals
    Author(s) Nguyen-Hoan, Minh , Psychology, Faculty of Science, UNSW
    Resource Type Thesis
    PhD Doctorate
    Supervisor(s) Taft, Marcus, Psychology, Faculty of Science, UNSW
    Keyword(s) Early L2-dominant bilinguals
    Second language processing
    Language dominance
    L1 transfer effects
    Morphosyllabicity
    Date 2008
    School/Centre University of New South Wales.
    Description/Abstract The present body of research examined adult bilinguals who acquired a second language (L2) from an early age and who subsequently developed language dominance in that language. The question investigated is whether such “early L2-dominant bilinguals” attain a native level of proficiency in their second language. This possibility was explored by comparing bilinguals who had Cantonese L1 (logographic, morphosyllabic), Vietnamese L1 (alphabetic, morphosyllabic) or some “Other” L1 (alphabetic, non-morphosyllabic) to English monolinguals on various tasks in English (L2).
    The ability to process spoken stimuli was examined using phoneme deletion, spelling-to-dictation, and auditory comprehension tasks. The results showed that bilinguals from all backgrounds had greater difficulty than monolinguals on tasks that required sublexical skills, with the morphosyllabic groups performing the most poorly. The processing of print was investigated using reading aloud and reading comprehension tasks. In contrast to the auditory tasks, only Cantonese L1 bilinguals displayed any discernable difference from monolinguals on reading. Cantonese L1 bilinguals did, however, outperform monolinguals on orthographic memory tasks, such as the spelling of idiosyncratic L2 words.
    The findings therefore indicated that L1 linguistic structure influences L2 processing in adulthood, despite the former having become subordinate. In order to elucidate whether transfer effects arise solely from early exposure to L1, or whether L1 maintenance also plays a role, the L1 and L2 proficiency of a separate sample of Cantonese L1 bilinguals was examined. However, no meaningful relationship between L1 and L2 proficiency was found.
    Finally, a sample of late bilinguals were also tested in order to determine whether the L1-specific effects observed in early bilinguals are simply an attenuated version of those in late bilinguals,. The results revealed that the development of language dominance in L2 does lead to qualitatively different outcomes in L2 for early bilinguals.
    The findings from the present research are most consistent with the Competition Model (e.g., Hernandez, Li, & MacWhinney, 2005), which espouses the notions of L1 transfer and entrenchment to explain second language acquisition. Overall, the research indicates that native attainment in L2 is not assured for all early L2-dominant bilinguals.

  • mukhlis // December 11, 2008 at 7:02 pm | Reply

    Assalamualaikum pak Trijoko
    sebelumnya salam takzim dari al fakir..
    saya mahasiswa jurusan bahasa dan sastra inggris sedang dalam kesulitan menulis skripsi..saya sudah ajukan beberapa judul skripsi tentang linguistik, tetapi selalu saja kata dosen salah. menurutnya topik yang saya ajukan tidak jelas. dia mengatakan untuk mencari topik yang seolah-olah bertentangan dengan kaidah-kaidah kebahasaan yang sudah ada. saya bingung sekali..mohon petunjuk dan saran ya pak trijoko..seperti apa sebenarnya konsep dalam mengajukan judul dan menurut bapak, kalau judul yang berhubungan dengan linguistik itu seperti apa seh pak? (contoh konkritnya) dan draftnya yang ideal seperti apa?
    mohon maaf jika bapak merasa direpotkan..
    moga bapak bisan membantu dan memberikan informasi yang saya tunggu ..
    terima kasih.
    wassalamualaikum. wr. wb.
    Al-fakir

    Mukhlis,
    Wallaikumsalam,
    Wah..sebenarnya saya setuju tuh dengan dosen anda. Kelihatannya anda saat ini sedang bingung amat sangat tentang skripsi anda. Sebenarnya yang perlu anda lakukan adalah meminta bantuan teman sekelas anda yang sangat pinter untuk berdiskusi kira-kira topik skripsi apa yang menarik. Biasanya di kelas ada lho yang suka membantu seperti itu…anda hanya perlu nyari orangnya saja…
    Menurut saya, dari komentar mahasiswa-mahasiswi di seluruh nusantara di posting ini, sebenarnya sudah banyak yang bisa diambil sebagai judul skripsi. Saran saya…baca baik-baik dulu satu demi satu komentar di sini (bisa dicopy+paste ke word) lalu diskusikan dengan teman yang pinter tadi..
    Kalau anda sudah nemu topik yang pengin anda tulis, nah di situlah saya bisa membantu anda selanjutnya. Di internet sebenarnya banyak lho Thesis S2 (Master) dan Disertasi S3 (Ph.D) in Literature or in Linguistics…yang penting anda naksir sebuah topik dulu. Ok ?

  • Yuli // December 13, 2008 at 1:50 pm | Reply

    Terima kasih Pak atas jawabannya..
    Saya mau nanya lagi ya,Pak..Kata dosen saya, lebih baik kalau yang dibahas itu lebih spesifik..
    Jadi maksudnya, the impact of first language on second language in what matters.. Saya baru kepikiran pada struktur kalimat yang berbeda antara L1 dan L2..
    Mohon masukan dari Bapak ya..
    Sekali lagi,,terima kasih..

    Yuli,
    Yah..rupanya anda belum membaca baik-baik Disertasi Nguyen-Hoan Minh di atas… ;-(
    Menurut pendapat saya (baca posting “Sulit mencari topik skripsi Matematika & Informatika”) mengutip pendapat alm Prof. Andi Hakim Nasution, mahasiswa yang sedang nulis skripsi S1 tidak harus nulis skripsi dari “scratch” (awal) tapi sebaiknya meneruskan penelitian Thesis Master’s (S2) atau Disertasi Ph.D. (S3), karena 1 thesis Master bisa dikembangkan ke 5 skripsi S1 dan 1 disertasi Ph.D bisa dikembangkan ke 5 thesis Master…
    Nah, misalnya anda nanti nulis Skripsi S1-nya dikembangkan dari Disertasi Nguyen-Hoan Minh di atas, maka “spesifik” yang anda katakan tentang pengaruh penguasaan L1 (Indonesian) terhadap penguasaan L2 (English) bisa dalam hal
    Speaking, Auditory Task, atau Spelling….
    Kata Nguyen-Hoan Minh, “The ability to process spoken stimuli was examined using phoneme deletion, spelling-to-dictation, and auditory comprehension tasks
    Sebenarnya secara Linguistics tidak ada perbedaan struktur kalimat antara L1 dan L2, karena Nguyen-Hoan Minh juga membahas L1-nya Cantonese (logographic = huruf kanji) dan Vietnamese (alphabetic = huruf abjad). Kecuali kalau anda membahas 2 L1 yaitu Indonesian (mewakili alphabetic) dan Javanese (atau Hokkian, orang Indonesia kan masih banyak yang tahu huruf Hokkian, mewakili logographic)….
    Struktur kalimat L1 dan L2 hampir tidak ada bedanya, untuk itu anda harus menuliskan Grammar-nya berdasarkan Rule yang disebut “Context-Sensitive Grammar (CSG)” (coba baca di Stubble & Lugerfield “Artificial Intelligence” atau di Allen “Natural Language Processing“, buku pertama ada di Perpus Binus dan buku kedua ada di Perpus BPPT Jl.M.H. Thamrin 8 Gd II Lantai 4)..
    Ok, mudah-mudahan semakin jelas…

  • mukhlis // December 14, 2008 at 5:13 pm | Reply

    Assalamualaikum Wr. Wb
    Syukron katsir pak atas komentarnya mengenai masalah saya..alhmadulillah saya bisa sedikit merenungi maksud bapak. dan saya mencoba mencari kata kunci dari maksud dosen saya..judul??topik??masalah?? kira2 apa ya:))
    bagaimana pak kalau mengenai masalah lingustik seperti struktur bahasa-bahasa iklan ditinjau dari segi morphologi? bapak ada judul yang pas gak pak buat itu dan kira2 gimana mempolakannya?
    saya tunggu pak komentar bapak..
    jazakumullah khairan katsir ..jazakumullah khairan jaza
    al-fakir..

    Saudara Mukhlis,
    Waallaikumsalam….
    Wah ide yang bagus tuh anda mau ngambil Skripsi tentang Struktur Bahasa Iklan ditinjau dari sudut Morphologi. Tapi terus terang ada yang agak aneh di sini. Morphologi itu hanya salah satu level (dan level yang terendah) di dalam Natural Language (bahasa alami, bahasa manusia). Masih ada level sintaksis, level semantik, level discourse integration, dan level pragmatik. Jadi kalau menerangkan Morphologi dari bahasa iklan….So what gitu loh ?
    Saya sarankan anda mengambil ide skripsi dari Skripsi S1 atau Thesis S2 atau Disertasi S3 dari luar negeri. Cari aja di Google dengan memasukkan “Linguistics undergraduate theses” atau “Linguistics Master’s Theses” atau “Linguistics Ph.D. Theses” tentu banyak hal yang sedang “in” lagi dibahas di luar sono….dan anda cukup ngambil salah satunya saja. Keuntungannya, topik yang anda ambil tentu sedang “in”, “cool” dan dosen pembimbing andapun mungkin belum pernah dengar (and thus, interesting). Kelemahannya, anda harus punya sambungan internet yang cepat dan english comprehension di atas rata-rata. Tapi dengan doa kuat, saya yakin anda bisa menyelesaikan masalah “kecil” ini…
    Good luck !

  • Yuli // December 15, 2008 at 8:43 am | Reply

    Ok d,,Pak..
    Terima kasih..Gbu..^^

    Don’t mention it…. ;-)

  • chie // December 17, 2008 at 8:57 pm | Reply

    pak, klo data nya ‘tagline movie’, bagusnya teori nya tentang apa yah???
    stylistics ato semantics???

    Chie,
    Anda cenderung ke sastra-nya atau linguistik-nya ? Jika anda cenderung ke sastra lebih baik milih stylistics, tapi kalau cenderung ke linguistik lebih baik milih semantics…
    By the way, membahas “tagline movie” bisa nggak dua-duanya anda bahas : stylistics dan semantics ? Kalau bisa, lalu di-compare dan di-contrast….bagus banget tuh (tapi jadi mirip Thesis S2…hahahaha…)..

  • yanti // December 18, 2008 at 4:58 pm | Reply

    hello, my name is yanti but u can call me anti. i am from faculty of letters in papua. now, sy sednag mgerjakan skripsi di bab 4. the tittle is “the character and characterization of miss marple in agatha christie’s misteri karibian. i am a literature students. can u help me to find the good defintion about textual oriented approach. it’s important for my analysis. tentang novel misteri
    ok. thanks

    Yanti,
    Wah…saya agak kesulitan menemukan definisi tentang textual-oriented approach nih…
    Tapi dari melihat puluhan website, definisi tentang textual-oriented approach adalah :
    1) pendekatan penerjemahan situs arkeologi berdasarkan tulisan-tulisan yang berhasil ditemukan;
    2) pendekatan untuk mengerti sesuatu berdasarkan “tulisan teks” (textual) yang ada (sebagai kontras dari pictorial-oriented approach yang serba gambar)…

  • chie // December 18, 2008 at 5:37 pm | Reply

    nantang ya pak?? hehehe

    kayak nya milih satu aja dulu, gak mau ribet buat s1..(n_n)

    klo milih semantics, bsa gak ya klo ngebahas ttg aesthetic function. .kasih referensi donk pak??

    Chie,
    Saya nemu tulisan tentang aesthetic function, antara lain di website ini :
    http://72.14.235.132/search?q=cache:QKfup8gLZncJ:www.linguist.org.cn/doc/su200710/su20071018.pdf+aesthetics+function+semantic&hl=en&ct=clnk&cd=7&gl=id&lr=lang_en&client=firefox-a

    Yang isinya antara lain adalah :

    On untranslatability of classical Chinese poetry: From the perspective of aesthetic function of language, LIANG Zhi-min, (Foreign Languages and Literature Department, Huaiyin Teachers College, Huai’an 223301, China (Foreign Languages and Literature Department, Huaiyin Teachers College, Huai’an 223301, China)

    Abstract: The author analyzes the untranslatability of the classical Chinese poetry from the perspective of aesthetic function of language. The untranslatability lies firstly in the heterogeneity, indeterminism and the
    ambiguity of the Chinese language itself. Moreover, the classical Chinese poetry displays its unique features and beauty which can not be rendered into English in terms of aesthetic function of language.
    Key words: aesthetic function of language; translatability; untranslatability; classical Chinese poetry; three beauty

    1. Aesthetic Function of Language

    Why language can be applied to transmitting information and storing culture is because each language has its own material forms in existence, i.e. phonetic and written forms. These forms are of physical quality and are a material form as well, which makes the language itself an objective existence mankind must know and remake.

    In fact, while mankind utilizes cognitive and expressive and cultural functions of language, he is also making an
    active study and use of those distinct material and formal features. This is why each language has its literary and rhetoric techniques, such as folk rhyme, folk song, poetry, jokes, tongue twisters, pun, prosody, and homonym, etc.
    Even mankind uses language, such as phonetics, morphology, syntactical studies and semantics, etc.

    The function that language can be used to describe and display its own formal features should be a kind of paralinguistic function. In most cases, people utilize this very language function to achieve some rhetoric and aesthetic effects,
    that is, to increase language expressive effects and vivify their expressions to give readers or listeners some aesthetic enjoyment. This language function is considered as aesthetic function (Peter Newmark, 2001, p.42).

    Since language aesthetic function stems from phonetic and formal features of language itself and each language has its own distinctive phonetic and spelling systems, the aesthetic effects they produce will be radically distinct.

    Therefore, when the translator is to transfer some source aesthetic and rhetoric effects into target language and the target language lacks corresponding phonetic and formal features, he will have to feel important and lament his inadequacy in the face of the source text. And we say that untranslatability caused by the aesthetic function of language is mainly in three aspects: untranslatability of phonetic features; untranslatability of writing features, and untranslatability of grouping of linguistic units/elements.

  • hypocrite // December 22, 2008 at 3:59 pm | Reply

    ehm, saya mau tanya nich tentang cara bikin proposal yang ada sangkut pautnya dengan penjurusan linguistic, kalo bisa tolong beri contoh yang jelas atau judul beserta isinya yang sudah ada, maksud saya biar tambah jelas.. sebelumnya makasih banget.. :D :D:D

    Kalau pertanyaan anda cuman itu, lebih baik anda cari contoh dari kakak kelas anda saja. Lebih jelas dan lebih sesuai dengan format proposal di jurusan universitas anda…

  • hypocrite // December 23, 2008 at 4:51 pm | Reply

    karena kakak kelas saya belum pernah disuruh.. saya tanya disini???

    Walah…anda angkatan pertama tho ?
    Saya tidak bisa menjawab karena saya bukan berlatar belakang Sastra Inggris. Mungkin ada pembaca blog ini yang ingin menjawab pertanyaan ini ? Hallo, somebody over there ?

  • andibae // December 25, 2008 at 6:24 pm | Reply

    Pak Tridjoko, saya Andi. mahasiswa semester akhir fakultas sastra di jakarta.
    Saya hendak bikin skripsi dgn judul “Loneliness theme in Steinbeck’s of mice and men ( a psychological approach). menurut bapak judul tersebut pas nggak? terus referensi apa saja yg harus saya baca.
    Thanks a lot

    Andi,
    Menurut feeling saya…judul anda itu terlalu simple…karena hanya membahas loneliness berdasarkan pendekatan psikologi. Perlu di-compare dan di-contrast-kan dengan pendekatan lainnya selain psikologi, tapi apa ya ? Saya juga belum kepikiran nih…pendekatan sosial ngkali ?

    Apa yang perlu dibaca ? Di internet ada ber-ton-ton info tentang hal itu. Coba masukkan aja di Google “loneliness theme undergraduate theses literature PDF” atau “loneliness theme psychological approach undergraduate theses PDF”..

    Itu aja, semoga saran ini berguna…

  • Nigina // December 26, 2008 at 4:13 pm | Reply

    Assalamu’alaikum :)

    Pak Tridjoko, seneng banget lihat ini, membumi! :)

    Minta saran, boleh?
    Saya ingin menyusun skripsi Pend. bhs. inggris. Pengennya sih yang qualitative, tapi quantitative atw class action research jg gpp deh.
    Temanya terserah, tapi kalo bisa yg berhubngan dgn reading atw writng gt… Bisa bantu? Contoh judulnya (bingung neh, rasanya pend. b.ing itu2 lagi aja temany), atw mungkin dmana sy bs cari cntoh skripsi pend. b.ing yg grtis slain di perpus :p

    Thanx a lot

    Wassala’mualaikum :)

    Nigina,
    Wallaikum salam…
    Wah..pertanyaan anda sulit soalnya tentang Pendidikan Bahasa Inggris (ingat, judul posting ini adalah “Judul Skripsi Sastra Inggris”). Kalau Sastra Inggris saya bisa membantu soalnya di internet kan banyak sumbernya, soalnya orang Amerika sekalipun kan tetap belajar Sastra Inggris…

    Nah, ini Pendidikan Bahasa Inggris… yang hanya orang non-berbahasa Inggris saja yang belajar (Indonesia, Swedia, dsb). Jadi agak sulit carinya di internet. Apalagi tentang Reading dan Writing…hal itu kan sudah hal yang lumrah banget dan tidak interesting untuk topik skripsi (kecuali “Creative Writing” …tapi kan bukan ini yang anda maksud kan ?)..

    Okelah saya masih bisa nemu di website ini :http://www.diva-portal.org/vxu/undergraduate/abstract.xsql?dbid=1814

    yang isinya seperti ini, mudah-mudahan berguna :
    Author: Axelsson, Susanna
    Title: The weak language learner: a study of ways of taking weak language learners into consideration in class
    Department: Växjö University, Faculty of Humanities and Social Sciences, School of Humanities
    URI: urn:nbn:se:vxu:diva-1814
    Publication type: Undergraduate thesis C-level 10 p. ()
    Language: English [en]
    Keywords: weak language learner, foreign language learning, learning difficulties.
    Abstract [en] : English is taught as a compulsory second language in Swedish schools and is one of three core subjects needed to be passed in order to receive a leaving certificate. Statistics show that 6.9% of the students do not aquire proficiency enough to receive a G (pass) in English in grade nine. The aim of this study is to investigate to what extent weak language learners are considered in the English classroom and if compensatory aids are used to further support their learning conditions. The method used for the study is qualitative interviews which were semi-structured. Four interviews with English teachers were conducted within the same municipality.

    The result shows that there are aspects that can be considered in order to provide better opportunities for weak language learners within the English classroom as well as outside the English classroom. Some teachers find it difficult to separate lack of motivation from lack of knowledge which makes discovering the students as early as possible important. In the English classroom weak language learners can be supported by smaller discussion groups since one problem seems to be oral skills. A connection to Swedish can be observed and students with difficulties in reading and writing in their native language experience more problems when learning English. The interviewees state the importance of first focusing on oral skills in the target language, before introducing written skills.

    Regarding support outside the English classroom the investigation shows that optional English, parents and homework are important features. In the optional English class weaker language learners get an opportunity to speak and revise previous blanks of knowledge. Parents are important for showing their children that they find English important but also for supporting the children while doing homework.

    Concerning compensatory aids, most teachers did not use them nor had they knowledge enough about available aids. The most frequently used aid was a CD where texts are recorded.

  • Nigina // December 27, 2008 at 2:23 pm | Reply

    tengkyu pak :)

    bisa kok djadiin reff!

    >>> Do’ain aku ya>>>

    Yoi… ;-)

  • muby // December 27, 2008 at 8:26 pm | Reply

    assalamualaikum pak Tridjoko .?????saiya seorang mahasiswa semstr 7….saya mohon bantuan panduan dr bapak untuk panduanya dalam menyelesaikan skripsi saya…saya mhon dgn sanngae,,,,,
    swbelumnya saya akan menceritakan masalah saya….jurusan saya pendidikan bahasa inggrs karena ada salah satu dr 4 skill(reading,writing, listening, speaking) salh satu nya saya bermasalah yang mengakibatkan saya tidak bisa ikut mata kuliah micro teaching otomatis klo gak bisa micro teaching PPL saya tertunda saya bisa PL pada semstr 10..maka dr tu atas saran dr senior saya di anjurkan untuk buat skripsi dr semstr 5 ini agar saya bisa tamat 4 atau 4,5 tahun……
    masalahnya…………..
    saya mau ambil tesis judul dalm bentuk descriptive research,,,dalam mata kulia reading…….. yang mana judul yang saya ajukan..”students ability in comprehending exspository text in reading”…..
    kata dosen saya ini terlalu kecil cakupan pembahsan nya…saya bingung judul apa lagi yang mesti saya ajukan…karena dah 3 kali di tolak trs…….makanya sekarang saya sgt bersyukur ktk menemui blog bapak……
    bapa….apa yang kurang dr judul saya di ats….saya punya alternative lain klo juduk ini masih ttp di tolak ..saya mau membahs recout text..tapi boleh kan saya mnta gambaran bunyi judul dari recount tex……

    saran dr bapak sangad saya harap kan……
    bapak bisa kuirim saran ni ke email saya…
    (saya takut kehilangan alamat blog dr bapak soal na saya tidak bgt tau dgn dunia internet)
    email saya…..
    muby_99a_cute@yahoo.com
    trimakasih sebelumnya pa…..
    wassalam

    Muby,
    Wallaikumsalam,
    Wah..seperti jawaban saya ke pertanyaan Nigina di atas, sebenarnya posting ini tentang “Judul Skripsi untuk Sastra Inggris” yang maksudnya untuk membantu mahasiswa/i jurusan Sastra Inggris atau Linguistik yang sedang kesulitan menulis skripsi..

    Tapi Nigina dan anda Muby, memaksa saya untuk memberi saran skripsi Pendidikan Bahasa Inggris. Wah…lha ini yang sulit, soalnya kalau masalah pendidikan kan bagaimana cara mengatur “classroom environment” (di dalam kelas, seperti visual aid, teaching method, dsb) dan “non-classroom environment” (di luar kelas, seperti outbound, role play, camping, dsb). Nah…di situ saya tidak menguasai…

    Masalah komunikasi via e-mail, saya juga tidak suka lho. Bukan karena apa tapi beban e-mail saya sudah sangat sangat padat. Nanti malah lost. Maka ini saya jawab di sini saja..

    Saya nemu satu website kebetulan dari universitas saya dulu Indiana. Nah mungkin ada yang bisa anda explore lebih lanjut, alamatnya di : http://www.indiana.edu/~reading/ieo/bibs/graphsec.html

    Ini hasilnya :

    Graphic Organizers in Secondary Schools

    Greetings. The following materials are intended to provide an introduction to graphic organizers in secondary education. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.

    Ping-Yun Sun
    Literacy Specialist

    Alphabetically arranged listing of bibliographies
    Categorically arranged listing of bibliographies

    Internet Sites

    Index. Graphic Organizers
    Graphic Organizers in general
    In the Classroom: Graphic Organizers
    Graphic Organizers
    Graphic Organizers Information

    Citations from the ERIC Database

    AN: EJ619775
    AU: Luckner,-John; Bowen,-Sandra; Carter,-Kathy
    TI: Visual Teaching Strategies for Students Who Are Deaf or Hard of Hearing.
    PY: 2001
    SO: TEACHING-Exceptional-Children; v33 n3 p38-44 Jan-Feb 2001
    DEM: *Hearing-Impairments; *Teaching-Methods; *Visual-Learning
    DER: Classroom-Techniques; Deafness-; Elementary-Secondary-Education; Partial-Hearing
    AB: This article explains visual teaching strategies appropriate for use with students who are deaf or hard of hearing. It describes some general visual teaching strategies, discusses how to develop and use graphic organizers, provides a sample unit and lesson using graphic organizers, and offers examples of visual materials to use with all students. (Contains 13 references.) (DB)

    AN: EJ616789
    AU: Kealy,-William-A.
    TI: The Role of Semantic Congruency in the Design of Graphic Organizers.
    PY: 2000
    SO: Quarterly-Review-of-Distance-Education; v1 n3 p205-14 Fall 2000
    DEM: *Semantics-
    DER: Information-Processing; Instructional-Materials; Reading-
    AB: Undergraduates read a passage describing social groupings of fish, their color, depth, size and diet. Subjects concurrently viewed a graphic organizer (GO) presenting this information in a matrix-like format. Half the GOs were semantically congruent with the text, organized according to social grouping; the others were spatially organized. Semantic congruity influenced GO efficacy only for delayed recall of material related to the main topic of the text. (Contains 17 references.) (AEF)

    AN: EJ601328
    AU: Dye,-Gloria-A.
    TI: Graphic Organizers to the Rescue! Helping Students Link–and Remember–Information.
    PY: 2000
    SO: TEACHING-Exceptional-Children; v32 n3 p72-76 Jan-Feb 2000
    DEM: *Diagrams-; *Disabilities-; *Notetaking-; *Recall-Psychology; *Visual-Learning
    DER: Classroom-Techniques; Elementary-Secondary-Education; Learning-Strategies; Teaching-Methods
    AB: This article describes using graphic organizers as a way of assisting students with disabilities in the note-taking process and helping them link the new information to their existing schema of knowledge. It discusses the concept behind graphic organizers, graphic organizer activities, and steps for creating a graphic organizer. (Contains references.) (CR)

    AN: ED436006
    AU: Works,-Cathenia-G.
    TI: How To Build a Better Vocabulary.
    PY: 1999
    PR: EDRS Price MF01/PC01 Plus Postage.
    DL: http://orders.edrs.com/members/sp.cfm?AN=ED436006
    DEM: *Vocabulary-Development; *Vocabulary-Skills
    DER: Classroom-Techniques; Elementary-Secondary-Education
    AB: This resource booklet, intended for teachers, contains practical suggestions for promoting vocabulary enhancement in the classroom. The booklet lists and explains a number of common and less common vocabulary-building strategies and techniques, including Vocabulary Self-Collection Strategy, Color Shock, Clusters, ABC Books, Anagrams, Word Banks, List-Group-Label, and Roots. It also discusses Semantic Mapping and Graphic Organizers. The booklet concludes that recent investigations in the richness of context in natural text, the usefulness of text, the level to which a person “knows” a word, and the size and growth of vocabulary make educators understand that the acquisition of a full, rich, functional vocabulary involves the complex process of relating words to ideas. Contains a 37-item bibliography. (NKA)

    AN: EJ583505
    AU: Egan,-Margaret
    TI: Reflections on Effective Use of Graphic Organizers.
    PY: 1999
    SO: Journal-of-Adolescent-and-Adult-Literacy; v42 n8 p641-45 May 1999
    DEM: *English-Instruction; *Instructional-Effectiveness; *Language-Arts
    DER: Elementary-Secondary-Education; Instructional-Improvement
    AB: Addresses the precise planning needed to use graphic organizers in the classroom by offering four instructional suggestions for their use: be authentically prepared; promote interaction among students; use graphic organizers with discrimination; and expand use of graphic organizers. Offers teachers an opportunity to use a graphic organizer themselves before requiring it of students in class. (SR)

    AN: ED427313
    AU: Doyle,-Carole-S.
    TI: The Use of Graphic Organizers To Improve Comprehension of Learning Disabled Students in Social Studies.
    PY: 1999
    NT: M.A. Research Project, Kean University.
    PR: EDRS Price MF01/PC02 Plus Postage.
    DL: http://orders.edrs.com/members/sp.cfm?AN=ED427313
    DEM: *Content-Area-Reading; *Instructional-Effectiveness; *Reading-Comprehension; *Social-Studies
    DER: High-Schools; History-Instruction; Learning-Disabilities; Reading-Research; Study-Skills
    AB: This study examined the effectiveness of two approaches to enhancing the reading comprehension of learning disabled students in the social studies content area. An approach using the graphic organizer in the form of visual displays was compared to the traditional method in which students were presented content through lecture, text, and linear notetaking. Four chapters from the history text were chosen and taught to eight senior high school learning disabled students over a period of four months, approximately 41 minutes daily. Two chapters were taught using graphic organizers as a teaching method and study tool, and two chapters were taught via lecture/linear notetaking. Posttests on each chapter were given. Results indicated significant positive effects favoring graphic organizer instruction. (Contains 33 references and a table of data; appendixes contain 5 graphic organizers.) (Author/RS)

    AN: ED418381
    AU: Culbert,-Elizabeth; Flood,-Michelle; Windler,-Rachel; Work,-Debra
    TI: A Qualitative Investigation of the Use of Graphic Organizers.
    PY: 1998
    NT: Paper presented at the SUNY-Geneseo Annual Reading and Literacy Research Symposium (Geneseo, NY, May 1998).
    PR: EDRS Price MF01/PC02 Plus Postage.
    DL: http://orders.edrs.com/members/sp.cfm?AN=ED418381
    DEM: *Reading-Instruction; *Reading-Strategies
    DER: Elementary-Education; Learning-Processes; Middle-Schools; Qualitative-Research; Reading-Research; Tables-Data; Teacher-Surveys
    AB: A study investigated the use of graphic organizers in classrooms–specifically examined was the use of graphic organizers as visual and organizational tools to facilitate student comprehension of expository text. Subjects consisted of 107 kindergarten through eighth-grade teachers (both regular and special educators) teaching in rural and urban districts in western New York. For organizational purposes, subjects were grouped into three categories: primary (K-2); intermediate (3-5); and middle (6-8). Teachers were surveyed regarding the use of graphic organizers; more in-depth interviews were conducted with six teachers. Findings of both the survey and the interview show that many teachers do not grade their students’ graphic organizers. Teachers do find that graphic organizers improve their presentation of materials; 90.2% of respondents indicated that their instruction was improved through the use of graphic organizers. Based on the survey and interview results, graphic organizers are being used in many classrooms, across grade levels, to facilitate the learning of expository text. Results also indicated that most teachers complete graphic organizers with their students, instead of completing them alone and presenting them to the students. Teachers feel that use of graphic organizers increases student comprehension of text, and that students were more engaged in learning when they participated in the completion of graphic organizers. Graphic organizers most commonly employed used shapes to provide a visual representation of the main points presented in the expository text. (Contains 30 references; appendixes present survey and interview sample forms and also survey and interview results and data tables.) (NKA)

    AN: EJ559407
    AU: Robinson,-Daniel-H.
    TI: Graphic Organizers as Aids to Text Learning.
    PY: 1998
    SO: Reading-Research-and-Instruction; v37 n2 p85-105 Win 1998
    DEM: *Learning-Processes; *Learning-Strategies
    DER: Educational-History; Higher-Education; Instructional-Effectiveness; Research-Needs; Secondary-Education
    AB: Provides a rationale for the use of graphic organizers (GOs), traces their history and development, reviews 16 studies that have used GOs as text adjuncts, and discusses limitations that have made GO research nonsystematic. Suggests future research should examine and answer how GOs can be constructed for classroom use. (PA)

    AN: EJ555889
    AU: Ekhaml,-Leticia
    TI: Graphic Organizers: Outlets for Your Thoughts.
    PY: 1998
    SO: School-Library-Media-Activities-Monthly; v14 n5 p29-33 Jan 1998
    DEM: *Planning-
    DER: Annotated-Bibliographies; Flow-Charts; Graphs-; Instructional-Materials; Visual-Aids; Visual-Stimuli
    AB: Graphs, bars, charts, and diagrams have been used by designers, writers, and scientists to communicate. Now, research suggests that graphic organizers benefit teaching and learning. This article describes graphic organizers: sequential, conceptual, hierarchical, cyclical, Venn, fishbone or Ishikawa, squeeze and stretch, why-why, t-chart, KWL chart, web, mind map, and flowchart. Includes an annotated bibliography of resources for graphic organizers. (PEN)

    AN: ED414256
    AU: Monroe,-Eula-Ewing
    TI: Using Graphic Organizers To Teach Vocabulary: How Does Available Research Inform Mathematics Instruction?
    PY: 1997
    PR: EDRS Price MF01/PC01 Plus Postage.
    DL: http://orders.edrs.com/members/sp.cfm?AN=ED414256
    DEM: *Elementary-School-Mathematics; *Mathematics-Instruction; *Secondary-School-Mathematics; *Vocabulary-Development
    DER: Concept-Formation; Content-Area-Reading; Elementary-School-Students; Elementary-Secondary-Education; Fundamental-Concepts; Secondary-School-Students; Teaching-Methods
    AB: This study reviewed the literature on graphic organizers to investigate effective ways to teach the vocabulary of mathematics, noting that mathematics is recognized as the most difficult content area reading material. The literature indicates that effective use of graphic organizers can help develop conceptual understanding by promoting student involvement and emphasizing deep processing of words. Graphic organizers serve as retrieval cues for information and facilitate higher level thinking. Researchers have found graphic organizers particularly effective for teaching technical vocabulary, though their use may require an existing schema for the concept under study. One research study combined a discussion model for understanding new words (Frayer, Frederick & Klausmeier, 1969) with Concept of Definition (Schwartz, 1988), a graphic form with similar features. Researchers implemented this adapted model with fourth graders in a measurement unit. When tested against a definition-only model, it effectively increased the use of mathematical vocabulary in student writing. Four issues needing further study are: (1) which research designs provide the best information regarding the efficacy of graphic organizers in teaching mathematics vocabulary; (2) which graphic organizers effectively teach mathematics vocabulary; (3) how graphic organizers compare to other methods of teaching mathematics vocabulary at various grade levels; and (4) what strategies best help teachers incorporate the use of graphic organizers into their instruction. (Contains 17 references). (SM)

    AN: ED400684
    AU: DeWispelaere,-Christi; Kossack,-Julie
    TI: Improving Student Higher Order Thinking Skills through the Use of Graphic Organizers.
    PY: 1996
    NT: Master’s Thesis, Saint Xavier University.
    PR: EDRS Price MF01/PC07 Plus Postage.
    DL: http://orders.edrs.com/members/sp.cfm?AN=ED400684
    DEM: *Audiovisual-Aids; *Second-Languages; *Spanish-; *Thinking-Skills
    DER: Classroom-Techniques; Instructional-Effectiveness; Instructional-Materials; Program-Descriptions; Second-Language-Instruction; Secondary-Education; Secondary-School-Students; Skill-Development
    AB: A program designed to improve higher-order thinking skills in secondary school students of Spanish as a second language is reported. Deficiency in higher order thinking was documented through teacher-constructed tests, students’ oral presentations in Spanish, teacher observation journals, and student reflection logs. Analysis showed the students lacked knowledge, practice, and transfer of higher order skills, regardless of the skills being taught in isolation or integrated into the curriculum. The intervention used in this project centered on use of graphic organizers, or mental maps presented in visual form that represent key skills such as sequencing, comparing and contrasting, and classifying. Appropriate graphic organizers were selected for the course content and used in instruction and testing, and students were provided with feedback. Students also developed their own graphic organizers and used them in new situations. Improvement in student performance was first noted in written quizzes and tests, and later in organization of student projects and improved student behavior. It is concluded that graphic organizers can be incorporated into second language instruction easily and effectively. Materials and supporting documentation are appended. Contains 31 references. (MSE)

    AN: EJ597703
    AU: Irwin-DeVitis,-Linda; Pease,-Deborah
    TI: Using Graphic Organizers for Learning and Assessment in Middle Level Classrooms.
    PY: 1995
    SO: Middle-School-Journal; v26 n5 p57-64 May 1995
    DEM: *Middle-Schools; *Student-Evaluation
    DER: Evaluation-Methods; Learning-Activities; Middle-School-Students; Middle-School-Teachers
    AB: Provides a brief overview of graphic organizers and the research that supports them, then discusses how one teacher used middle school students’ graphic organizers for assessment of students’ learning throughout a unit on AIDS. Summarizes the advantages found in using graphic organizers, discusses problems and concerns, and concludes that they are an appropriate and effective assessment strategy. (EV)

    AN: EJ496028
    AU: Griffin,-Cynthia-Carlson; Tulbert,-Beth-Lorene
    TI: The Effect of Graphic Organizers on Students’ Comprehension and Recall of Expository Text: A Review of the Research and Implications for Practice.
    PY: 1995
    SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v11 n1 p73-89 Jan-Mar 1995
    NT: Mini-Theme: Direct Instruction Reading.
    DEM: *Content-Area-Reading; *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Research; *Reading-Skills; *Teaching-Methods
    DER: Elementary-Secondary-Education; Literature-Reviews; Research-Needs
    AB: Reviews the use of graphic organizers as a means to assist students in the complex act of making sense of content-area text. Explores theoretical and historical foundations of the graphic organizer and reviews current research. Derives implications for the classroom teacher and future research. (RS)

    AN: EJ492822
    AU: Braselton,-Stephania; Decker,-Barbara-C.
    TI: Using Graphic Organizers to Improve the Reading of Mathematics.
    PY: 1994
    SO: Reading-Teacher; v48 n3 p276-81 Nov 1994
    DEM: *Content-Area-Reading; *Instructional-Effectiveness; *Mathematics-Instruction; *Problem-Solving
    DER: Grade-5; Intermediate-Grades; Reading-Skills
    AB: Describes the use of a graphic organizer with fifth graders to teach problem-solving skills and to teach reading skills helpful for comprehending mathematics materials. Suggests that the strategy was effective with students of all ability levels. (SR)

    AN: EJ484783
    AU: Avery,-Charles-W.; Avery,-Beth-Faris
    TI: Merging Reading and Cooperative Strategies through Graphic Organizers (Open to Suggestion).
    PY: 1994
    SO: Journal-of-Reading; v37 n8 p689-90 May 1994
    DEM: *Cooperative-Learning; *Reading-Comprehension; *Reading-Instruction
    DER: Class-Activities; High-Schools; Reading-Attitudes; Reading-Improvement
    AB: Describes cooperative learning activities that can be used in high school classrooms to focus prereading activities, to increase processing while reading, and to add punch to closing activities. (SR)

    AN: EJ482443
    AU: Clarke,-John; and-others
    TI: Sequencing Graphic Organizers to Guide Historical Research.
    PY: 1994
    SO: Social-Studies; v85 n2 p70-75 Mar-Apr 1994
    DEM: *Educational-Strategies; *History-Instruction; *Student-Research; *Thinking-Skills; *Visual-Aids
    DER: Class-Activities; Decision-Making; Graphs-; Secondary-Education; Student-Evaluation; Teaching-Methods
    AB: Asserts that high school student research assignments in history and social studies often yield disappointing results with limited summaries of facts and a loose array of opinions. Argues that graphic organizers can help students with historical inquiry and result in improved thinking skills, more sophisticated conclusions, and better decision making. (CFR)

    Resources from OCLC’s WorldCat (materials available via libraries or bookstores)

    Title: Improving reading comprehension on the secondary level through the use of graphic organizers
    Author: Porter, K. B.
    Year: 2001
    Publisher: Weber State University.

    Title: Standards-based language arts graphic organizers, rubrics, and writing prompts for middle grade students
    Authors: Forte, I.; Schurr, S.
    Year: 2001
    Publisher: Incentive Publications.

    Title: Short reading passages & graphic organizers to build comprehension: grades 6-8
    Author: Beech, L.
    Year: 2001
    Publisher: Scholastic Professional Books.

    Title: The big book of ready-to-go writing lessons: 50 engaging activities with graphic organizers that teach kids how to tell a story, convey information, describe, persuade, & more!
    Authors: Miller, M.; Lee, M.
    Year: 2000
    Publisher: Scholastic Professional Books.

  • indah // December 29, 2008 at 1:22 pm | Reply

    Halo, Pak Tridjoko. Salam kenal, saya Indah dari jurusan sastra Inggris. Kita sama-sama Bee-Nusian nih Pak. Saya senang sekali karena mendapat banyak informasi tentang skripsi jurusan sastra Inggris. Saya akan mengumpulkan proposal di awal Januari. Awalnya saya memakai judul “Comparison of the English-Indonesian Translation Ability: A Case Study of the Fourth and the Sixth Semester Students of English Department at Bina Nusantara University.” Tapi saya ragu, karena merasa topiknya kurang spesifik. Akhirnya, setelah membaca blog Bapak, saya memutuskan untuk menggantinya dengan “An Analysis of Syntactic in Language Translation from English to Indonesian: A Case Study of the Sixth Semester Students of English Department at Bina Nusantara University.” Kira-kira ada masukan ga Pak untuk judul ini? Terima kasih.

    Indah,
    Hallo juga …. ;-)
    Kalau saya saran sih selain “syntactic” anda juga membahas “semantic” (kalau berani lho !)…
    Jadi judul skripsi anda sebaiknya menjadi “An Analysis of Syntactic and Semantic in Language Translation from English to Indonesian: A Case Study of the Sixth Semester Students of English Department at Bina Nusantara University.”
    Ok…good luck deh…

  • muby // December 29, 2008 at 7:08 pm | Reply

    maaf sebelumnya pak……
    iya saya tau saya salah …ne buat anak sastra…maaf pak..cuma kemaren bingung pak…

    Ok. Gpp kok…. ;-)

  • muby // December 29, 2008 at 7:18 pm | Reply

    and maksih atas informasi nya……….
    ini sangad membantu saya…
    mksh bgt ,,,,,
    wassalam^:)^

    Kembali…. ;-)

  • indah // December 30, 2008 at 9:45 pm | Reply

    Iya Pak, terima kasih untuk sarannya ya. Kira-kira ada rekomendasi buku apa aja yang bisa dipakai Pak?

    Coba cari di perpus Binus, karangan Elaine Rich & Kevin Knight (Rich & Knight) (1991). “Artificial Intelligence”, 2nd Edition, McGraw-Hill.

    Atau Allen (1989). “Natural Language Processing”, Addison-Wesley (tapi buku terakhir ini I don’t think there is one in Binus Library, you should go to BPPT Library at Jl.M.H. Thamrin 8, Jakarta, Building II, 4th floor..

  • cie // January 1, 2009 at 7:13 pm | Reply

    pak mo nanya lagi nih, klo mo ngebahas tagline movie dalam kaitannya dengan aesthetic function, nanti teori nya pake apa ya buat skripsi s1??klo dlam kajian semantics, nanti teori nya tentang apa y??
    mohon saran nya pak?

    Cie,
    Mestinya saya hanya memberi saran pertama secara gratis, saran kedua dst sudah di-charge…hehehe..
    Sudah jelas dalam komentar saya sebelumnya “aesthetic function” itu teorinya apa, bukankah saya sudah sertakan di komentar saya ? Artinya, you will do the rest because you are the one who write the thesis, not me lho ! Masalah teori, pasti ada di amazon.com bukunya, kalau masalah buku itu ada di perpustakaan universitas anda atau bukan, lha itu masalah lain..
    Teori tentang semantic, setahu saya ada di Allen, “Natural Language Processing” atau di Rich & Knight, “Artificial Intelligence”. Tolong baca komentar saya yang lainnya dimana mendapatkan kedua buku tersebut..
    Ok ?
    Hope you won’t ask me another question, because you’d better ask your dosen pembimbing or your best friend instead..

  • huggies4u // January 6, 2009 at 9:27 am | Reply

    Pak Tridjoko, saya mau minta bantuan ya pak…
    gini, saya punya masalah dan kayaknya dah agak buntu. pak,, udah pernah nonton desperate housewives and sex and the city belum? nah kalo udah, saya tuh nyoba bikin perbandingan antara keduanya, karena characters disitu speaks differently. menurut bapak mungkinkah ini karena pengaruh tempat tinggal mereka yang berbeda? urban for sex and the city and n sub urban for desperate housewives? soalnya tokoh dalam sex and the city mulai “mengingkari” kaidah2 yang dirumuskan para ahli tentang bagaimana seorang wanita seharusnya bicara. kira2 buku2 apa yang bagus buat analysis semacam ini??? makasih banget buat bantuannya pak..

    Windha,
    Sayangnya, saya belum pernah nonton kedua film tersebut… ;-(
    Tapi kesan saya setelah mengetahui dan memelototi judul-judul skripsi Sastra Inggris (di internet disebut “english undergraduate theses” atau “literature undergraduate theses” atau kadang-kadang “linguistics undergraduate theses”) kayaknya judul dan eksplorasi tema dan characters dsb dsb dsb itu menurut istilah saya “free fall” lho…artinya “suka-suka” begitu, dengan perkecualian lingustics karena ilmunya ada “sedikit” matematika-nya…

    Di Google, search aja dengan kata kunci “women characters in novel literature undergraduate theses”, pasti banyak ketemu yang bagus-bagus. “novel” bisa diganti “movie” dan ulangi search-nya. “literature” bisa diganti “english” dan ulangi search-nya lagi…

    Menurut saya women characters di “Desperate Housewives” itu bisa disebut “puritanian” (sebutan istilah “konservatif” di tanah England atau Ireland jaman dulu) dibandingkan dengan women characters di “Sex and The City” yang bisa disebut “rebelious” (sebutan untuk individu yang tidak menaati norma-norma kuno lagi, disebut juga “liberal” characters).. Kenapa women characters itu begitu kontrasnya, saya akan tahu kalau sudah nonton 2 movie (sitcom) tersebut, saya duga sih beda jamannya antara jaman american revolution dulu vs jaman modern sekarang, beda setting kota pedalaman vs kota besar, beda setting tempat tinggal di invidual house vs apartment, beda pekerjaan di bidang pertanian vs bidang pekerjaan modern (lantai bursa, law firm,cafe), dsb..dsb… anda bisa explore sendiri sih kalau mau..
    Nah, di link ini :http://www.msumain.edu.ph/_library/main/thesis.html

    Saya nemu judul yang mirip dengan yang anda mau, yaitu : …

    Pangandaman, Normida S. Four representative women characters in the darangen: a preliminary feminist exploration. Unpub. (AB English), College of Social Sciences and Humanities, Mindanao State University, 2003. – 99 leaves

  • cie // January 7, 2009 at 11:33 am | Reply

    thanks for all sir..

    yup, waktu itu saya lagi dikejar deadline, jadinya mati akal, (n_n)
    but, now i’ve found ‘it’..
    thx..

    No problemo, amigo !

  • huggies4u // January 10, 2009 at 8:42 am | Reply

    i really appreciate it, Sir!
    thank you very much!

    Windha,
    Don’t mention it … ;-)

  • huggies4u // January 10, 2009 at 8:54 am | Reply

    o ya,Sir, satu lagi. saya nemuin tema ini setelah saya baca bukunya Robin Lakoff, Trudgill, etc, yang merumuskan bahwa women speaks differently than men. nah, ada kaidah” tertentu yang dirumuskan para ahli ini tentang how women supposedly speaks. trus i found that women characters in Sex and The City ini bicara ga sesuai dengan kaidah” tersebut. so, maybe, well, i think, there is a relation between where and how they live with how they speak.
    oops.. jadi ngelantur..
    once again, thank you sir!

    Windha,
    Wow…how women supposedly speak ? Ada kaidah-kaidahnya segala ? … ;-)

    Saya aja mengatur kedua anak perempuan saya aja bagaimana harusnya mereka berbicara aja susahnya minta ampyun…

    Dan dari pengamatan misalnya suku Jawa aja, bagaimana wanita di Surabaya, di Solo, di Banyumas, dan di Jakarta berbicara sudah sangat beda-beda..

    Menurut feeling saya, yang saya amati dari fenomena apa yang dibaca oleh anak perempuan saya. Bahwa, mulai awal 1990-an semakin banyak wanita membaca majalah laki-laki (Hai, TopSkor, Bola, F1, AutoBild) daripada membaca majalah wanita (Gadis, Femina, Kartini, Cosmopolitan, Cosmogirl)…

    Sebaliknya, semakin banyak laki-laki yang sudah mulai membaca majalah wanita. Waktu saya kuliah di IPB tahun 1976-1980 saya serumah asrama cowok memutuskan untuk berlangganan majalah : GADIS !!! Alasannya, supaya bisa melihat foto cewek yang cakep-cakep (dan membayangkan isteri kita nanti secakep itu)…

    Mungkin itu sedikit menjelaskan fenomena how women speak di Sex and The City…

    Ngelantur gpp kok, orang ini kan Blog…boleh bicara apa aja… ;-)

  • syntia // January 11, 2009 at 1:14 am | Reply

    salam kenal pak,
    saya mahasiswi satra inggris smester 7, saya sedang membuat proposal tentang leksical cohesion,
    dan saya mencari lexical cohesion dalam pidaton Nelson Mandela saat menerima nobel.
    Tapi, saya blm menemukan benefit dan impact dari apa yg saya teliti.saya sangat binggung saat dosen menanyakan nya.
    semoga bapak berkenan untuk memberikan saya masukan
    terima kasih

    Syntia,
    Nggak tahu masalahnya waktu anda ditanya dosen pembimbing secara lisan terus anda nggak bisa menjawab atau bagaimana ?

    Karena lexical cohesion itu masalah sangat penting di dalam english writing termasuk agar writing style kita menjadi bagus (biasanya prasyarat bagi wartawan di koran New York Times, Chicago Tribune, dsb)..

    Atau, dosen pembimbing anda kurang care tentang betapa pentingnya masalah lexical cohesion ini ?

    Saya malah nemu sebuah Ph.D Dissertation tentang Lexical Cohesion (bayangkan, skripsi S1 anda setara disertasi S3 !!!)…

    Ini saya kutipkan di bawah ini :

    Vilelmini Sosonis – Aspects of Lexical Cohesion in EU Texts: A Critical Study of Greek Translations and English Hybrid Texts (May 2003)This study sets out to explain the reported negative reaction that Greek translations of English EU texts and English hybrid EU texts have received from the public by means of an empirical investigation of lexical cohesion, and in particular of lexical repetition as a possible contributing factor. More specifically, the study attempts to investigate whether the lexical repetition patterns in Greek translated EU texts differ from the lexical repetition patterns in Greek original EU texts and, similarly, whether the lexical repetition patterns in English hybrid EU texts differ from the lexical repetition patterns in English original EU texts.
    In order to further explore reported anecdotal evidence, questionnaires are used to test reader reaction with respect to a Greek translated EU text and an English hybrid EU test. The findings of the questionnaire analysis suggest that ordinary readers, based on specific textual features, can distinguish between a Greek original EU text and a Greek translated EU text and between an English original EU text and an English ‘hybrid’ EU text. Following indications that patterns of cohesion may be a contributing factor to the reaction of readers, a text corpus is compiled and analysed in order to specifically investigate lexical repetition patterns in Greek EU translations and English hybrid EU texts. The lexical repetition model that is formulated and used for the analysis of the corpus distinguishes between text-bound and non text-bound lexical repetition relations and is predominantly based on Hoey’s (1991) theory of patterns of lexis in text, Hasan’s (1984) framework of coherence and cohesive harmony and Klaudy and Károly’s (2000) taxonomy for the analysis of the text-organising role of lexical repetition. The findings of the corpus analysis reveal that the level of lexical repetition in the Greek translated EU texts does not seem to conform to that of equivalent Greek original EU texts, i.e. it is higher, and, similarly, that the level of lexical repetition in the English hybrid EU texts does not seem to conform to that of equivalent English original EU texts, i.e. it is lower.
    The findings of the study are used as a starting point to better understand the public’s negative reaction vis-à-vis EU texts, gain some insight into translation and text production in the Institutions of the European Union, and make recommendations for the improvement of the quality of Greek EU translations and English hybrid EU texts.

  • syntia // January 11, 2009 at 11:36 am | Reply

    thanks for all sir

    Syntia,

    Anytime ! ;-)

  • aida // January 11, 2009 at 10:10 pm | Reply

    sebelumny salam kenal ya pak!
    saya juga seorang mahasiswi sastra inggris yang sedang mengajukan proposal. proposal saya tentang penggunaan person deixes dalam pidato kemenangannya Barrack Obama. saya masih ragu benefit dari proposal saya ini bagi masyarakat dan hearernya pidato ini. makasih ya pak sebelumnya…

    Aida,
    Ada banyak referensi tentang “person deixis” di internet (“deixis” pakai “i” dan bukan seperti anda menulis “deixes” pakai “e”). Bisa dibaca satu per satu. Yang sudah ditulis sebagai skripsi atau undergraduate theses di internet juga banyak. Saya sempat baca beberapa halaman. Manfaatnya bagi listerners (bukan “hearers” lho), kita bisa menganalisis macam personaliti sebagai apakah Barack Obama (well..walaupun pidatonya mungkin ditulis oleh orang lain, namun kan bahan dasarnya dari dia). Selain itu, bisa untuk menganalisis apa harapan dari isi pidato tersebut. Pokoknya banyak sekali…

    Salah satu link yang bagus untuk memulai pembahasan “person deixes” ada di : http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsPersonDeixis.htm

    Silahkan dicek…dan semoga sukses…

  • Olivia // January 11, 2009 at 10:15 pm | Reply

    hai sir..
    salam kenal… saya dari jurusan sastra inggris.
    Saya sedang mengajukan proposal dengan topic apology, dan sebagai data yang saya gunakan adalah film drama amerika yang berjudul “The Last Kiss”..
    saya dengar dari dosen saya bahwa data dari film tidak natural. Menurut bapak, data seperti apa yang bagus saya gunakan dalam research ini? dan apakah impact nya bagi masyarakat? trimakasih sebelumnya ya pak.. =)

    Olivia,
    Salam kenal juga….. ;-)
    Selamat !!!! Topik anda tentang Apology adalah setara dengan bahasan Disertasi S3 lho ! Nanti di bawah, saya sertakan hasil search saya di internet..

    Justru saya nggak bisa mengerti mengapa dosen pembimbing anda menyebutkan bahwa data dari film “tidak natural”. “Natural” dalam konteks linguistics itu sama dengan “manusia” lho. Jadi “natural language” adalah “bahasa manusia”. “Tidak natural” apa artinya banyak bahasa hewannya ? Hahahaha…..you bet !

    Silahkan saja ambil data langsung dari film “The Last Kiss”. Film toh bentuk lain dari karya seni. Film sebenarnya juga sejajar dengan karya sastra, novel, atau teks pidato, hanya bentuknya saja yang berlain-lainan…

    Ini hasil search saya di Google dengan memasukkan string “apology undergraduate theses” yang malah hasilnya banyak yang Master’s Theses (S2) dan Ph.D Theses (S3)…

    Berikut ini hasil search dari link : http://www.diva-portal.org/umu/undergraduate/abstract.xsql?dbid=43

    Author: Deutschmann, Mats
    Title: Apologising in British English
    Department: Modern Languages
    URI: urn:nbn:se:umu:diva-43
    Publication type: Doctoral thesis
    Language: English [en]
    Keywords: apology, speech act, politeness, Brown & Levinson, power, solidarity, sociolinguistic variation, pragmatics, BNC, corpus linguistics, British English
    Defence: 2003-06-07, 10:15, English
    Abstract [en] : The thesis explores the form, function and sociolinguistic distribution of explicit apologies in the spoken part of the British National Corpus. The sub-corpus used for the study comprises a spoken text mass of about five million words and represents dialogue produced by more than 1700 speakers, acting in a number of different conversational settings. More than 3000 examples of apologising are included in the analysis.

    Primarily, the form and function of the apologies are examined in relation to the type of offence leading up to the speech act. Aspects such as the sincerity of the apologies and the use of additional remedial strategies other than explicit apologising are also considered. Variations in the distributions of the different types of apologies found are subsequently investigated for the two independent variables speaker social identity (gender, social class and age) and conversational setting (genre, formality and group size). The effect of the speaker-addressee relationship on the apology rate and the types of apologies produced is also examined.

    In this study, the prototypical apology, a speech act used to remedy a real or perceived offence, is only one of a number of uses of the apology form in the corpus. Other common functions of the form include discourse-managing devices such as request cues for repetition and markers of hesitation, as well as disarming devices uttered before expressing disagreement and controversial opinions.

    Among the speaker social variables investigated, age and social class are particularly important in affecting apologetic behaviour. Young and middle-class speakers favour the use of the apology form. No substantial gender differences in apologising are apparent in the corpus. I have also been able to show that large conversational groups result in frequent use of the form. Finally, analysis of the effects of the speaker-addressee relationship on the use of the speech act shows that, contrary to expectations based on Brown & Levinson’s theory of politeness, it is the powerful who tend to apologise to the powerless rather than vice versa.

    The study implies that formulaic politeness is an important linguistic marker of social class and that its use often involves control of the addressee.

  • dhee // January 11, 2009 at 10:25 pm | Reply

    salam kenal pak.. saya mahasiswa sastra inggris taon akhir..
    saya juga seorang flight attendant..saya tertarik membahas skripsi tentang address form in politeness strategy yang digunakan oleh flight attendant pada film “View from the Top”….
    sqaya masih ragu tentang bagaimana cara menghubungkan skripsi saya ini dengan pekerjaan saya ini..

    thank’s..

    Dhee,
    Wow…flight attendance ? Saya jadi ingat senyum misterius dari si gadis Singapore Girl ?
    Selamat juga untuk anda Dhee, ternyata topik anda tentang “politeness” itu sebenarnya juga bisa dikembangkan menjadi sebuah Disertasi S3, seperti yang nanti saya sertakan hasil search-nya di bawah ini.

    O ya, saya search di Google dengan memasukkan string “politeness undergraduate theses” ternyata banyak yang keluar malahan Master’s Theses dan Ph.D Theses.. O ya, anda nanti kaitkan dalam domain “flight attendance” atau yang lainnya sih boleh-boleh dan sah-sah saja…

    Salah satu hasilnya saya lihat di link ini : http://extra.shu.ac.uk/wpw/politeness/reviews.htm#3

    3. Saeko Fukushima (2000) Requests and Culture: Politeness in British English and Japanese, Bern: Peter Lang, 315 pp., ISBN: 3-906765-30-X (paperback) US-ISBN: 0-8204-5062-6 (paperback), £30.

    Reviewed by Andrew Merrison

    COVER Information

    This book presents a cross-cultural comparison between British and Japanese cultures focusing on requests and responses. The study is based on data elicited from a questionnaire which lists the choices of strategies for making requests and responding to off-record requests, taking into account the variables, power, social distance and imposition. The author’s findings suggest important refinements to Brown and Levinson’s politeness categorisation and question the validity of cultural stereotypes. Drawing on the distinction between individualist and collectivist cultures, the study also accounts for differences between the politeness strategies in British English and Japanese.

    Saeko Fukushima [henceforth SF] takes Brown & Levinson’s (1987) theory of politeness as a starting point. SF first deals with some of the major criticisms of Brown & Levinson (henceforth B&L), then, secure in her assumption that the B&L model is indeed the best on the market for her current purposes, she presents a cross-cultural comparison between British and Japanese cultures focusing on requests and responses. It is essentially her 1999 PhD thesis in published form. This is evident in that this book is clearly written for the already knowledgeable. For example:

    B&L’s Dyad II is introduced on p.18 yet not explained until page 45.
    Vertical dimension of power is introduced on p.79 yet not explained until page 86.

    Knowledge of Speech Act Theory (at least of its terminology) is assumed

    Other factors which point to the PhD-ness of this book include the lack of index and (for me at least) what sometimes seems to be over-signposting.

    But perhaps I am putting stylistic carts before content horses. Let me talk about the what before I get on to the how.

    Chapters

    The book is divided into the following eight chapters:

    Chapter 1: Introduction
    Chapter 2: Politeness Theories: Four Views: Social Norm; Conversational Maxim; Face-saving; Conversational Contract

    Chapter 3: Requests and Responses to Requests

    Chapter 4: Cultural Dimensions of the Study

    Chapter 5: Research Design and Methodology

    Chapter 6: Results

    Chapter 7: Discussion

    Chapter 8: Conclusion

    Synopsis

    This study investigates 133 Japanese undergraduate students (32 Male; 101 Female) and 121 British undergraduate students (48 Male; 73 Female).

  • Bayou Jaka M // January 14, 2009 at 6:29 pm | Reply

    Halo Pak trijdoko sy mhsw tk akhir jurusan bahasa inggris. sy bingung dalam metode penelitian apa yg hrs digunakan, prosedur pengumpulan data, prosedur klasifikasi dan prosedur analisis data dalam skripsi yg sesuai dengan teori dan quotation yg ada.

    Sy pny judul : An analysis of figure of speech in Foxtrot Album by Genesis

    ada masukan ?

    Bayou,
    Banyak kok sumber di internet yang membahas skripsi tentang “figure of speech” baik dari dalam negeri ataupun luar negeri. Tapi kalau saya sarankan ambil yang luar negeri saja (supaya tidak terlalu dianggap copy+paste)…

    Link-nya bisa dicari dengan memasukkan string berikut di Google “figure of speech undergraduate theses”…

    Saya udah coba, dan link-nya banyak kaleeee….silahkan baca satu per-satu…

  • Bayou Jaka M // January 14, 2009 at 6:30 pm | Reply

    Atw nggak link2 nya.

  • Bayou Jaka M // January 14, 2009 at 8:41 pm | Reply

    Thx

  • srisofian // January 27, 2009 at 11:33 am | Reply

    halo pak Try sy mahswi jur. sastra semester 8 n rencana mw nyusun. tp sy bingung judul yang cocok. konsep yang ada dlm pikiran saya sekarang tentang tulisan akan sy sajikan adalah tentag terjemahan judul-judul buku yang diterjemahkan kedalam bahasa indonesia dengan pemilihan kata yang menarik sehingga pembaca merasa tertarik untuk membaca buku tersebut. apa ya judul yang cocok. thax

    Hallo Srisofian,
    Wah…kayaknya topik anda sulit ya. Soalnya domain-nya terlalu sempit yaitu penerjemahan judul buku. Mestinya agak diperluas menjadi penerjemahan judul majalah, soalnya sekarang di Indonesia kan dibanjiri oleh majalah-majalah luar yang terbit di Indonesia dari She, Girl, Cosmopolitan, Cosmogirl, F1, AutoBild, sampai ke Home, Mom & Kiddies, dsb. Atau perhatikan judul majalah Bola, pasti yang menarik seperti “Gempur Spurs”, “Mampus Juventus”, “Pelan Milan”, dan sebagainya… Tapi kalau dipikir-pikir itu masalah pengulangan bunyi atau “rhyme” saja…

    Jadi, saya jadi bingung mau saran apa kepada anda. Lebih baik anda mulai search judul lainnya dengan memasukkan kata pencarian di Google, misalnya masukkan “english undergraduate theses” ataupun “literature undergraduate theses” atau “linguistics undergraduate theses”…

    Mudah-mudahan ketemu yang cocok… and Good Luck ya..

  • Dee // January 28, 2009 at 9:25 am | Reply

    SLm Kenal Pak..
    Saya Dee mhsisa smester 6 jurusn bhs inggris. saya mau tanya ttg judul skripsi yg bgs utk topik euphemism. thx

  • Dee // January 28, 2009 at 9:34 am | Reply

    Salam kenal Pak..
    Saya Dee mhsiswi smester 6 jurusan bhs inggris. Saya mau tanya judul skripsi yang bgs utk topik euphemism apa ya?
    Thx

    Dee,
    Salam kenal kembali… ;-)
    Kalau mau cari judul skripsi tentang euphemism gampang kok, masukkan string pencarian di Google “euphemism undergraduate theses” pasti ketemu. Salah satunya dari link ini
    :
    http://www.diva-portal.org/kau/undergraduate/abstract.xsql?dbid=433

    yang isinya sbb :
    Author: Skillström Bygg, Madelene
    Title: Offensive Language in Sex and the City: A study of male and female characters’ use of taboo words
    Department: Karlstad University, Faculty of Arts and Education
    URI: urn:nbn:se:kau:diva-433
    Publication type: Undergraduate thesis C-level 10 p. (English)
    Language: English [en]
    Keywords: Gender, swearing, offensive language, taboo, male, female, Sex and the City
    Presentation: 2006-09-04, 16:15, English
    Abstract [en] : There are words and topics of conversation that are considered taboo and offensive in the English language. Offensive words can be divided into different categories, based on the way they are used and in what situation. Topics of conversation that are considered taboo are for example sexual activity and death.

    Men and women are said to use language differently, in a number of areas. One of these areas concerns offensive language. It is considered masculine to swear and women are prone to use euphemisms more than men, i.e. the mildest form possible of an offensive word. Studies have shown that men and women feel more comfortable using taboo language with members of the same sex than with members of the opposite sex.

    This paper aims to study the differences in language use between men and women and apply the findings on eight episodes of the American television series Sex and the City, with focus on offensive language. The purpose is to study whether or not the female characters of the show use a typically male language and if they do, if it could be a reason for them being perceived as strong women.

  • Dedy // January 28, 2009 at 5:18 pm | Reply

    Halo pak Tri, saya mahasiswa sastra inggris dari Binus. tolong beri masukan donk pak, saya ingin buat skripsi yg berhubungan dgn passive voice. kira2 judul yg bgs apa ya pak? soalnya saya sudah ajukan proposal dgn judul “error analysis in using passive voice by the sixth semester students in Binus University” tapi kata dosen skripsi saya kurang menarik. dan katanya kalau bisa ttg kalimat2 pasif yg ambigu atau yg lain. tolong kasih masukan ya pak.
    Terima Kasih.

    Dedy,
    Justru saya mau nanya, ide nulis skripsi tentang passive voice itu dari siapa ? Soalnya saya cek di internet tidak ada (!!!) yang nulis skripsi dengan judul itu. Kalau anda mau melakukan error analysis, bisa memilih : pronoun resolution, translation error, dan sebagainya..

    Kayaknya anda harus lebih dalam melakukan riset lagi nih. Bisa dimulai dengan membaca komentar2 yang ada di posting ini…

    Good luck !

  • ridho // January 30, 2009 at 9:58 am | Reply

    slm kenal……pa saya ada masalah dalam menyelesaikan skripsi tentang analisis lirik lagu john lennon’s imagine and green day’s american idiot dalam mencari figure of speech…..mohon solusinya

    Ridho,
    Lho..lho..lho…mencari figure of speech saja kok susah, apa masalahnya sebenarnya ? Coba baca pelan-pelan semua komentar sebelumnya di posting ini. Beberapa sudah membahas tentang figure of speech. Kalau anda duduk tenang, menarik nafas dalam-dalam dan rasakan dengan hati apa makna lirik lagu John Lennon dan Green Day itu, niscaya anda akan ketemu apa maksud figure of speech di kedua lagu itu…

    Kalau masih bingung, ask your dosen pembimbing or call a friend…

    Kalau masih bingung juga, search di Google “figure of speech undergraduate theses”..

    Good luck !

  • Unique // January 30, 2009 at 3:08 pm | Reply

    sLm kenal Pak…
    Saya Unique mhsiswi smestr 6 bhs ing. saya mau tny topic skripsi yg bgs utk linguistic apa ya??
    trimz..

    Dian,
    Untuk cari judul-judul skripsi di Linguistik, mudah kok. Carilah di Google dengan memasukkan kata pencarian “linguistics honor theses”…

    Saya nemu antara lain di link dari salah satu universitas terkenal di Amerika ini :http://www.dartmouth.edu/~linguist/majors/honors.html

    yang isinya sebagai berikut :

    Recent Honors Theses
    2006-2007
    Rikker Dockum ‘07
    A survey of Thai monolingual lexicography

    2005-2006
    Don R. Daniels ‘06
    Proto-Sogeramic:Comparative Reconstruction in Central Madang Province, Papua New Guinea

    2004-2005
    Mark R. Sanco ‘05
    Neural Correlates of Psychological Attributes Revealed Using Diffusion Tensor Imaging

    Scott Anderson ‘05
    Stress in Hindi

    Lorraine Ferron ‘05
    Profs, Peers and Parlance: Evaluations of AAVE- and SAE-Fatured Speach in a College Setting

    Lindsey Beck ‘05
    The role of pronoun type and gender role in children’s interpretation and recall of written information

    Lauren N. Hoehlein ‘05
    Is Maith an Scealai an Aimsir…: Irish language revitalization

    Kevin A. Smith ‘05
    The Priming of Categories in Analogical Reasoning

    2003-2004
    Jesse R. Beach ‘04
    The Morphology of Modern Western Abenaki

    Elizabeth E. Gannes ‘04
    An Assessment of the State of the Hawaiian Language after 20 Years of Revitalization Efforts

    Rachael L. Degenshein ‘04
    The Acoustics of Dholuo Interdentals: Implications for Domain-Initial Strengthening

    Peter S.E. Jenks ‘04
    The Syntax of Thai Quantifier Float: An LFG Perspective

    2002-2003
    F. John Motsinger III ‘03
    The Sound of Memory: Prefrontal Lateralization During Encoding of Verbal and Nonverbal Sound

    2001-2002
    Jennifer L. Conrad ‘02
    Structuring Oroqen Narrative: The Use of Tense-Aspect Markers

    Sarah Finck ‘02
    The Pragmatics Implications of Cleft Constructions in Spoken French

    Steven M. Lulich ‘02
    The Phonetics and Phonology of [v] in Contemporary Standard Russian

    2000-2001
    Michael Friesner ‘01
    The Representation of French h-aspiré From the Perspective of Loanword Phonology

    Jessica Penchos ‘01
    The Relationship Between Language Lateralization and Visual Spatial Skills

    Murphy Stein ‘01
    The Eye of the Swarm: Towards Arbitrary Reconfiguration in a Class of 2D Robotic Molecules

    Laura Vacca ‘01
    Holding Their Ground? Language Preservation Efforts of the Shuar

    Elizabeth Walter ‘01
    Visual Consciousness

    1999-2000
    Amy Pogoriler ‘00
    Transitivity and Topicality in Russian Lexical Inversion

    Amy Tindell ‘00
    Conscious and Unconscious Cross-form Priming

    1998-1999
    Cynthia Anderson ‘99
    Posession in Evenki

    Laura Gibson ‘99
    The Mozart Effect

    Kristin Mazcko ‘99
    Cortical Reorganiztion in Response to Changes in Environmental Stimuli

    1997-1998
    Kirsten Henschel ‘98
    Topic in Japanese: Subordination and the Disappearance of WA

    Jeffrey Kohn ‘98
    Conceptual Change

    1995-1996
    Justin Cooper ‘96
    The Syntax of Coordination

    Devyani Sharma ‘96
    Code-Switching in the Minimalist Program

  • Rahmat // February 2, 2009 at 10:55 pm | Reply

    mas tri…… saya rahmat, semester akhir jurusan B.inggris…. n rencanaya saya mau mulai bikin skripsi n lagi cari2 judul yang cocok. n saya pengen ambil tentang studi kasus atuw grammar……
    kira2 saya mesti ngmbil judl pa ya??
    saya minta bantunnya…
    terimakasih

    n minta di kirim ke email saya
    thofacell@yahoo.co.id

    Rahmat,
    Wah…kalau anda belum milih judul, silahkan baca posting ini baik-baik dan semua komentar yang ada dibaca pelan-pelan. Kalau nggak salah sudah ada 100-200 judul yang bisa anda ambil (persis seperti itu, atau dimodifikasi sedikit)…

    Kalau saya dimintai judul yang lain, ya masih ribuan judul di internet, tapi silahkan dibaca langsung di internet dengan memasukkan string pencarian di Google “english literature linguistics undergraduate theses”…

    Nanti bakal muncul ribuan judul, dan silahkan pilih salah satu. Diskusikan dengan dosen pembimbing dan kalau ok, ya anda terusin sebagai skripsi…

    Ok ?

    Saya agak segan (reluctant) berkomunikasi via email karena akan menyita banyak waktu saya (saya ini orang sibuk dan “dosen selebritis” lho !). Kalau anda bisa bertanya di Blog ini dan saya menjawabnya di Blog ini juga pasti banyak pembaca yang akan merasakan manfaatnya…

  • rahmat // February 3, 2009 at 4:03 pm | Reply

    mas tri……
    saya udah……baca2 n saya mau ambil skripsi punya dua alternatip
    1. tentang study kasus tentang
    “the analysis of….students in using future tenses”

    2,pengen persaman/perbadaan antara inggris dan arabic contohnya tahun kemaren “pronounce”
    tapi belum tau mau bahas tentang apanya, cos masih takutnya keterbatasan data nantinya,,,,

    nah tu yang dah saya dapetin n bisa g kasih saran tuk itu…..

    hehehehe…. mf tanya lagi…
    terimakasih sebelumnya

    Rahmat,
    Judul anda yang pertama masih sangat lemah. Contohnya pertanyaan seseorang sebelumnya tentang passive voice, yang ternyata saya cek di internet tidak pernah ada dibahas tentang passive voice itu. Jadi saya saran judul anda yang pertama lemah..

    Judul kedua lebih baik, tapi kata anda perlu data lanjutan. Ya kalau topik itu baik, data apapun yang diperlukan anda harus cari sampai di ujung dunia…hahaha….

    Blog atau posting ini tidak dimaksudkan untuk menampung mahasiswa “bingung” seperti anda, jadi saran saya anda diskusi dulu dengan beberapa teman anda terutama yang pinter. Biasanya ada kok teman yang mau membantu, asal anda minta pertolongan juga dengan baik. Selain itu, anda juga harus menghadap dosen pembimbing anda karena apa kata beliau anda harus turuti…Pada akhirnya, urusan skripsi anda hanyalah antara anda dan dosen pembimbing anda…

  • aulia // February 4, 2009 at 2:18 pm | Reply

    Pak Tri…

    Wah,,, nyesel, knapa baru ktemu Pak Tri skarang niy??? =) hehehe
    Bantuin saya dunk… Saya lagi bingung nih mau mulai dari mana… Rencananya saya mau buat skripsi dengan bahan novel “The Known World” karya Edward P. Jones…
    Pendekatan teorinya, menggunakan Marxism approach (jadi lebih ke sistem kapitalis-nya, perbudakannya, diskriminasi kelasnya, etc lah..)
    Judul yang bagus kira-kira apa ya?
    Uda buntu niy,,, hehehe.

    Aulia,
    Wah…nyesel juga saya anda nggak dari dulu ngunjungi blog saya…hehehehe…. ;-)
    Dari bahan yang anda berikan, saya usul judulnya “From Slavery to Class Discrimination :The Fight Between Capitalism and Marxism in Edward P. Jones’s Novel “The Known World” ”

    Sound cool, eh ?

    (Bentar ya, saya mau ngejar tikus werog yang “berkunjung” ke dapur saya…)

  • hana // February 5, 2009 at 12:29 pm | Reply

    mas Tri,
    saya Hana, rencananya mau ngajuin judul skripsi ne, tentang larangan-larangan yang terjadi di masyarakat di daerahku dengan arti yang lebih rasional. misalnya larangan cewek tidak boleh duduk depan pintu, nanti sulit jodohnya.
    nah, ada temanku berpendapat kalo ngangkat judul itu nanti hasilnya malah banyakan opini sendiri arti rasionalnya, dan sulitnya pas nyari data harus nyari sejarahnya gitu. trus kalo pendapatnya Mas Tri gimana? ada judul skripsi bahasa inggris yang cocok gak, mau ngajuin judul masalahnya ne. maklum Mas, ortu maksain cepet2 lulus. eh, kok jadi curhat ya?

    makasih sebelumnya ya!

    Hana,
    Wah..kayaknya topik anda menarik tuh, tentang taboo, rationality and irrationality…Judulnya mungkin bakalan seperti ini ya : “Taboo, Rationality and Irrationality : An Analysis of the Novels Written in West Sumatra During Pre Indonesian Independence”

    Kayaknya menarik tuh. Dan topik-topik itu ditawarkan sebagai mata kuliah tersendiri di Emory University yang linknya ada di : http://www.comparativelit.emory.edu/undergrad_courses_fall04.htm

    Sebagai contoh mata kuliahnya adalah :

    CPLT 110 001 Cross-Dressing in Literature

    Timar
    Max 16
    MWF 10:40-11:30

    Content: In this course we will examine the figure of the transvestite in modern and contemporary literature. Is he or she passing or not passing over territories such as gender (raising the question whether it is a he or a she), sexuality, race, or class? Is it a figure of secrecy and taboo-breaking, a figure of indeterminacy, or that of the impossible? What is the link between appearance and reality, where is identity located? And what forces fuel the dramatic power of literary texts where transvestism figures? How do these texts interrogate the relationship of reality and fiction?

    Texts: Balzac: “Sarrasine”; Willa Cather: “Tommy, the Unsentimental”; Jean Genet: The Blacks; Carson McCullers: “The Ballad of the Sad Café”; Shakespeare: Twelfth-Night, Or What You Will; I.B. Singer: “Yentl, the Yeshiva Boy”; Mark Twain: “Wapping Alice,” “How Nancy Jackson Married Kate Wilson,” “Saint Joan of Arc”; Jeanette Winterson: Written on the Body; Richard Wright: “Man of All Work,” and possibly others.

    atau ini :
    CPLT 389WR 000 Marx, Nietzsche, Freud

    Goodstein
    Max
    TTh 2:30-3:45
    [Crosslisted IDS 385, HIS 385, PHIL]

    Content: Dubbed “the masters of suspicion,” Marx, Nietzsche, and Freud each contributed in a unique way to the skeptical culture of modernity. Marx exposed the relation between ideas and their material origins; Nietzsche called the very idea of truth into question; and Freud suggested that human existence itself rests on dark and unexamined foundations. The founders, both consciously and unwittingly, of movements that attempted to use their insights to transform politics and culture, these intellectual revolutionaries changed the landscape of modern life. In this course, we will focus both on understanding their ideas and methods and on learning how to use them ourselves.

    As critical thinkers committed to extending the power of self-reflection into new regions, Marx, Nietzsche, and Freud were the inheritors and extenders of the enlightenment. But all three were also highly aware of the power of the irrational to shape human existence. The tension between rationality and irrationality is at the heart of the distinctive new ways of thinking associated with their names. This course will closely examine the ideas of each of these “masters” of argument: we will study each on his own terms, engaging in careful and critical readings of major works. We will also practice using the paradigms they developed by reading Heinrich Kleist’s “The Earthquake in Chile” from Marxian, Nietzschean, and Freudian perspectives. Throughout the course, we will also be concerned to think about the methods of each thinker in relation to the others.

    This course is particularly recommended for IDS majors and others planning senior projects that require a theoretical foundation. It fulfills the post-freshmen writing requirement, so in addition to careful reading, you will also be doing extensive writing, both analytical and interpretive. We will approach writing as a continuous process of revision and experiment, focusing on helping you to understand and manage that process in a way that works best for you as an individual.

  • hana // February 5, 2009 at 12:35 pm | Reply

    oya ne alamat emailku
    seandainya mas Tri juga mau ngirimin kesini
    http://www.hannaaishwa@yahoo.com

    Komunikasinya lewat blog ini saja ya, soalnya biar pembaca blog lainnya bisa mengambil manfaat dari diskusi kita…

  • agus // February 6, 2009 at 4:00 pm | Reply

    Pak Djoko, saya berniat mengangkat hubungan antara penguasaan tata bahasa inggris para mahasiswa dengan kemampuan bicara bahasa inggris mereka .Bagaimana Pak kira2,menarik atau tidak menurut Pak Djoko?matur sembah nuwun..sakderengipun..

    Agus,
    Jika anda tilik 5 tahap penerjemahan bahasa di buku Rich & Knight (1991).”Artificial Intelligence” yaitu : Morphological Analysis, Syntactic Analysis, Semantic Analysis, Discourse Integration, dan Pragmatic Analysis, maka jelas bahwa kemampuan bicara berbahasa Inggris memerlukan 5 syarat tersebut, baik untuk penerjemahan bahasa Inggris (english translation) maupun deciding what to say….

    Jadi kalau anda hanya memandang tahap kedua saja (yaitu Syntactic Analysis), maka menurut teori Linguistics itu hanyalah perbuatan sia-sia dan bahkan mengada-ada. Supaya afdol, anda harus membahas 5 syarat tersebut.

    Ok ? good luck deh…

  • hana // February 12, 2009 at 12:13 pm | Reply

    Pak Tri, ini Hana lagi.
    Masalah judul yang bapak kasih ” Taboo, Rationality and Irrationality : An Analysis of the Novels Written in West Sumatra During Pre Indonesian Independence”, bagaimana kalo diganti “Taboo, rationally and irrationally: An Analysis on the superstitious Taboo and Belief in Sasaknesse”. Karena berhubung saya orang Sasak jadi nggak mungkin neliti tabunya orang Sumatera. Dan saya tidak boleh neliti novel bahasa Indonesia, padahal ada sih novel bagus untuk diteliti.
    Kalo pendapat Bapak gimana?
    Mohon bimbingannya ya Pak!

    Hana,
    Ya..saya hampir lupa, bahwa anda mahasiswi Sastra Inggris… jadi mestinya yang anda teliti adalah buku, novel, cerpen, atau puisi dalam bahasa Inggris (ini kalau definisi Sastra Inggris di Indonesia sama dengan Literature di Amerika sana)..
    Jadi anda tidak boleh meneliti buku, novel dsb yang bahasa Indonesia, kalaupun boleh harus dicari terjemahan resminya. Jadi mulai sekarang baca buku2 Sastra Indonesia yang sudah diterjemahkan ke dalam bahasa Inggris (sayangnya, buku2 jenis ini hanya dijual di toko buku di dalam Bandara Sukarno-Hatta terminal E dan F yang khusus penerbangan internasional)..
    Jadi saran saya, ambil saja buku dan novel Indonesia yang sudah diterjemahkan ke bahasa Inggris, apapun buku itu, untuk anda analisis masalah taboo, rationality, dan irrationality-nya. Mungkin buku2 Pramudya Ananta Toer (Bumi Manusia, Anak Semua Bangsa, dsb) bisa menjadi starting point karena karangan2 Pramudya-lah yang banyak diterjemahkan ke bahasa Inggris..
    Kalau masalah superstitious di suku Sasak, saya kurang setuju dibahas karena anda nih mahasiswi Sastra Inggris, dan bukan mahasiswi jurusan Sosiologi atau Anthropologi…

    Begitu saran saya…selamat bekerja dan good luck ya…

  • B Tuti // February 12, 2009 at 6:39 pm | Reply

    Ass
    Tolong dong kirimin saya. contoh naskah pidato dan cerita dalam bahasa inggris. karena sy perlu skali untuk mlatih lomba pidato dalam bahasa inggris siswa saya.
    saya tunggu scepatnya. terima kasih

    Mbak Tuti,
    Silahkan cari sendiri di Google dengan memasukkan kata pencarian “Obama Speech”, atau “Barack Obama Inaugural Speech” atau pilih presiden yang lain ada kok…

    Ini transkripnya :

    My fellow citizens:

    I stand here today humbled by the task before us, grateful for the trust you have bestowed, mindful of the sacrifices borne by our ancestors. I thank President Bush for his service to our nation, as well as the generosity and cooperation he has shown throughout this transition.

    Forty-four Americans have now taken the presidential oath. The words have been spoken during rising tides of prosperity and the still waters of peace. Yet, every so often, the oath is taken amidst gathering clouds and raging storms. At these moments, America has carried on not simply because of the skill or vision of those in high office, but because We the People have remained faithful to the ideals of our forebearers, and true to our founding documents.

    So it has been. So it must be with this generation of Americans.

    That we are in the midst of crisis is now well understood. Our nation is at war, against a far-reaching network of violence and hatred. Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some, but also our collective failure to make hard choices and prepare the nation for a new age. Homes have been lost; jobs shed; businesses shuttered. Our health care is too costly; our schools fail too many; and each day brings further evidence that the ways we use energy strengthen our adversaries and threaten our planet. Watch the full inauguration speech »

    These are the indicators of crisis, subject to data and statistics. Less measurable but no less profound is a sapping of confidence across our land — a nagging fear that America’s decline is inevitable, and that the next generation must lower its sights.

    Watch with CNN
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    Today I say to you that the challenges we face are real. They are serious and they are many. They will not be met easily or in a short span of time. But know this, America: They will be met.

    On this day, we gather because we have chosen hope over fear, unity of purpose over conflict and discord.

    On this day, we come to proclaim an end to the petty grievances and false promises, the recriminations and worn-out dogmas, that for far too long have strangled our politics.

    We remain a young nation, but in the words of Scripture, the time has come to set aside childish things. The time has come to reaffirm our enduring spirit; to choose our better history; to carry forward that precious gift, that noble idea, passed on from generation to generation: the God-given promise that all are equal, all are free, and all deserve a chance to pursue their full measure of happiness.

    In reaffirming the greatness of our nation, we understand that greatness is never a given. It must be earned. Our journey has never been one of shortcuts or settling for less. It has not been the path for the fainthearted — for those who prefer leisure over work, or seek only the pleasures of riches and fame. Rather, it has been the risk-takers, the doers, the makers of things — some celebrated, but more often men and women obscure in their labor — who have carried us up the long, rugged path toward prosperity and freedom.

    For us, they packed up their few worldly possessions and traveled across oceans in search of a new life.

    For us, they toiled in sweatshops and settled the West; endured the lash of the whip and plowed the hard earth.

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    For us, they fought and died, in places like Concord and Gettysburg; Normandy and Khe Sahn.

    Time and again, these men and women struggled and sacrificed and worked till their hands were raw so that we might live a better life. They saw America as bigger than the sum of our individual ambitions; greater than all the differences of birth or wealth or faction.

    This is the journey we continue today. We remain the most prosperous, powerful nation on Earth. Our workers are no less productive than when this crisis began. Our minds are no less inventive, our goods and services no less needed than they were last week or last month or last year. Our capacity remains undiminished. But our time of standing pat, of protecting narrow interests and putting off unpleasant decisions — that time has surely passed. Starting today, we must pick ourselves up, dust ourselves off, and begin again the work of remaking America.

    For everywhere we look, there is work to be done. The state of the economy calls for action, bold and swift, and we will act — not only to create new jobs, but to lay a new foundation for growth. We will build the roads and bridges, the electric grids and digital lines that feed our commerce and bind us together. We will restore science to its rightful place, and wield technology’s wonders to raise health care’s quality and lower its cost. We will harness the sun and the winds and the soil to fuel our cars and run our factories. And we will transform our schools and colleges and universities to meet the demands of a new age. All this we can do. And all this we will do.

    Now, there are some who question the scale of our ambitions — who suggest that our system cannot tolerate too many big plans. Their memories are short. For they have forgotten what this country has already done; what free men and women can achieve when imagination is joined to common purpose, and necessity to courage.

    What the cynics fail to understand is that the ground has shifted beneath them — that the stale political arguments that have consumed us for so long no longer apply. The question we ask today is not whether our government is too big or too small, but whether it works — whether it helps families find jobs at a decent wage, care they can afford, a retirement that is dignified. Where the answer is yes, we intend to move forward. Where the answer is no, programs will end. And those of us who manage the public’s dollars will be held to account — to spend wisely, reform bad habits, and do our business in the light of day — because only then can we restore the vital trust between a people and their government.

    Nor is the question before us whether the market is a force for good or ill. Its power to generate wealth and expand freedom is unmatched, but this crisis has reminded us that without a watchful eye, the market can spin out of control — and that a nation cannot prosper long when it favors only the prosperous. The success of our economy has always depended not just on the size of our gross domestic product, but on the reach of our prosperity; on our ability to extend opportunity to every willing heart — not out of charity, but because it is the surest route to our common good.

    As for our common defense, we reject as false the choice between our safety and our ideals. Our Founding Fathers, faced with perils we can scarcely imagine, drafted a charter to assure the rule of law and the rights of man, a charter expanded by the blood of generations. Those ideals still light the world, and we will not give them up for expedience’s sake. And so to all other peoples and governments who are watching today, from the grandest capitals to the small village where my father was born: Know that America is a friend of each nation and every man, woman and child who seeks a future of peace and dignity, and that we are ready to lead once more.

    Recall that earlier generations faced down fascism and communism not just with missiles and tanks, but with sturdy alliances and enduring convictions. They understood that our power alone cannot protect us, nor does it entitle us to do as we please. Instead, they knew that our power grows through its prudent use; our security emanates from the justness of our cause, the force of our example, the tempering qualities of humility and restraint.

    We are the keepers of this legacy. Guided by these principles once more, we can meet those new threats that demand even greater effort — even greater cooperation and understanding between nations. We will begin to responsibly leave Iraq to its people, and forge a hard-earned peace in Afghanistan. With old friends and former foes, we will work tirelessly to lessen the nuclear threat, and roll back the specter of a warming planet. We will not apologize for our way of life, nor will we waver in its defense, and for those who seek to advance their aims by inducing terror and slaughtering innocents, we say to you now that our spirit is stronger and cannot be broken; you cannot outlast us, and we will defeat you.

    For we know that our patchwork heritage is a strength, not a weakness. We are a nation of Christians and Muslims, Jews and Hindus — and nonbelievers. We are shaped by every language and culture, drawn from every end of this Earth; and because we have tasted the bitter swill of civil war and segregation, and emerged from that dark chapter stronger and more united, we cannot help but believe that the old hatreds shall someday pass; that the lines of tribe shall soon dissolve; that as the world grows smaller, our common humanity shall reveal itself; and that America must play its role in ushering in a new era of peace.

    To the Muslim world, we seek a new way forward, based on mutual interest and mutual respect. To those leaders around the globe who seek to sow conflict, or blame their society’s ills on the West: Know that your people will judge you on what you can build, not what you destroy. To those who cling to power through corruption and deceit and the silencing of dissent, know that you are on the wrong side of history; but that we will extend a hand if you are willing to unclench your fist.

    To the people of poor nations, we pledge to work alongside you to make your farms flourish and let clean waters flow; to nourish starved bodies and feed hungry minds. And to those nations like ours that enjoy relative plenty, we say we can no longer afford indifference to suffering outside our borders; nor can we consume the world’s resources without regard to effect. For the world has changed, and we must change with it.

    As we consider the road that unfolds before us, we remember with humble gratitude those brave Americans who, at this very hour, patrol far-off deserts and distant mountains. They have something to tell us today, just as the fallen heroes who lie in Arlington whisper through the ages. We honor them not only because they are guardians of our liberty, but because they embody the spirit of service; a willingness to find meaning in something greater than themselves. And yet, at this moment — a moment that will define a generation — it is precisely this spirit that must inhabit us all.

    For as much as government can do and must do, it is ultimately the faith and determination of the American people upon which this nation relies. It is the kindness to take in a stranger when the levees break, the selflessness of workers who would rather cut their hours than see a friend lose their job which sees us through our darkest hours. It is the firefighter’s courage to storm a stairway filled with smoke, but also a parent’s willingness to nurture a child, that finally decides our fate.

    Our challenges may be new. The instruments with which we meet them may be new. But those values upon which our success depends — hard work and honesty, courage and fair play, tolerance and curiosity, loyalty and patriotism — these things are old. These things are true. They have been the quiet force of progress throughout our history. What is demanded then is a return to these truths. What is required of us now is a new era of responsibility — a recognition, on the part of every American, that we have duties to ourselves, our nation and the world; duties that we do not grudgingly accept but rather seize gladly, firm in the knowledge that there is nothing so satisfying to the spirit, so defining of our character, than giving our all to a difficult task.

    This is the price and the promise of citizenship.

    This is the source of our confidence — the knowledge that God calls on us to shape an uncertain destiny.

    This is the meaning of our liberty and our creed — why men and women and children of every race and every faith can join in celebration across this magnificent Mall, and why a man whose father less than 60 years ago might not have been served at a local restaurant can now stand before you to take a most sacred oath.

    So let us mark this day with remembrance, of who we are and how far we have traveled. In the year of America’s birth, in the coldest of months, a small band of patriots huddled by dying campfires on the shores of an icy river. The capital was abandoned. The enemy was advancing. The snow was stained with blood. At a moment when the outcome of our revolution was most in doubt, the father of our nation ordered these words be read to the people:

    “Let it be told to the future world … that in the depth of winter, when nothing but hope and virtue could survive… that the city and the country, alarmed at one common danger, came forth to meet [it].”

    America. In the face of our common dangers, in this winter of our hardship, let us remember these timeless words. With hope and virtue, let us brave once more the icy currents, and endure what storms may come. Let it be said by our children’s children that when we were tested, we refused to let this journey end, that we did not turn back, nor did we falter; and with eyes fixed on the horizon and God’s grace upon us, we carried forth that great gift of freedom and delivered it safely to future generations.

  • wildan // February 14, 2009 at 8:59 am | Reply

    assalamualaikum mas djoko…salam kenal

    smester ini kebetulan saya mau skripsi..trus dari minggu kemarin saya disuruh kumpulin judul nya..tapi sampe skarang saya masih kesulitan/gak ada ide padahal senin besok saya udah ditagih judul lagi sama dosen pembimbing, sya udah tentukan untuk ngambil bahasan ttg morfologi..studi saya di sastra inggris-linguistik, saya tertariknya sama musik & novel, minta tolong kasih ide u judul sripsi saya mas…

    makasih ya mas sbelumnya..

    Wildan,
    Wallaikumsalam dan salam kenal juga …. ;-)
    Kesan saya kalau anda dari Linguistics dan hanya membahas Morphology saja (step 1 dari 5 step dalam language translation), itu menurut saya masih terlalu dangkal, dan kurang memuaskan lho… Coba deh, baca komentar-komentar di posting ini pelan-pelan lagi, pasti kesan Morphology itu kurang sangat terasa. Supaya afdol harus ditambah 4 step berikutnya…dan pilih terjemahan antar 2 bahasa…

    Anda juga bisa search di Google dengan memasukkan pencarian “Linguistics undergraduate theses”. Nah, dari sana pilih saja mana yang bagus…

  • tien // February 18, 2009 at 12:04 pm | Reply

    hai pak tri,
    ni tien, prodi pendidikan B.inggris,
    oy, sy tertarik mau meneliti tentang error yang sering terjadi di masyarakat dalam menyebut nama2 produk yang pake bahasa inggris, ex; class mild(dbc: klasmil), skyway(dbc; skiwae),
    gmn menurut bapak, bisa g? n judul apa yg paling cocok?
    ditunggu yo jwbnx,

    Tien,
    Ada kok namanya salah penyebutan tersebut..apa ya,..kok saya lupa ? Yang jelas pernah dibahas di salah satu komentar di atas. Cobalah baca lagi satu demi satu dengan pelan…pasti ketemu nantinya… Saya juga sudah sebutkan link skripsi yang membahas itu…

  • ratih // February 18, 2009 at 6:48 pm | Reply

    saya mahasiswa sastra inggris yang sedang mengambil skipsi…
    judul yang telah saya ajukan adalah “analisis bahasa slang dalam penerjemahan bahasa inggris ke dalam bahasa indonesia di dalam novel,,,”

    saya bingung..

    buku apa saja yang bisa saya pakai sebagai acuan teorinya?

    lalu apakah bahasan tentang ini sulit untuk di jadikan sebuah skripsi?

    terima kasih

    Ratih,
    Di internet banyak kok yang menulis skripsi mirip dengan yang anda tulis yaitu tentang “bahasa slang” (colloquial term). Coba saja masukkan di Google string pencarian “colloquial term english undergraduate theses” dan saya nemu cukup banyak. Kalau di-klik lebih lanjut, bahkan ada contoh filenya lengkap dalam format PDF..

    Mengenai bukunya, anda bisa melihat website digital librarynya Google di http://books.google.com/ lalu masukkan “colloquial term” atau “slang” maka akan muncul beberapa buku yang anda bisa baca (tapi sayang tidak bisa di-copy). Lumayan kan, daripada pergi ke perpustakaan…

    O ya judul skripsi yang mirip dengan judul anda antara lain ini :
    Imperative -ta in colloquial Japanese: A descriptive analysis
    by Svahn, Axel

    Download: The paper in PDF format

    Document type: 3rd term paper/Bachelor thesis
    Date published: 2007
    Publisher: Department of East Asian Languages
    Classification: Linguistics ; Paleo-Siberian languages and literatures, Korean, Japanese
    Keywords: Japanese; japanska; pragmatics; pragmantik; tense; imperfekt

    Abstract: The use of the past tense form (or ta-form) as an imperative in modern Japanese has been touched upon by various scholars. However, a descriptive analysis of the phenomenon has not yet been performed. In this thesis, the characteristics of this type of ta-form usage and the rules governing it are described through a contrastive analysis of the way in which the usage of imperative -ta differs from the other imperative forms of modern Japanese. The relation between aspect and grammatical mood seen in imperative -ta is then discussed, focusing on the connection between imperative -ta and perfective aspect.

  • anggitries // February 19, 2009 at 8:41 pm | Reply

    pak tridjoko….
    saya mahasiswi smester8 jurusan sastra inggris
    cari cerita JACK and JILL yang english dan indonesian version bagaimana?
    saya bingung
    saya mau ambil skripsi tentang multi translation tapi yang dianalisis unsur linguistiknya….
    saya mau fokus ke unsur sintaksisnya
    tapi saya bingung kata-kata untuk judulnya bagaimana supaya lebih menarik?
    kalo punya saya cuma “An syntactyc analysis of multi translation of Jack and Jill Story in English and Indonesian Versions”.
    matur nuwun pak
    saya juga minta references book untuk sintaksis atau tentang linguistik
    terimakasih pak….

    Mbak Anggi,
    Oya komentar anda dobel, yang di “Gallery” saya hapus ya… ;-)
    Gini mbak, saya pernah dengar cerita tentang “Jack and Jill” tapi yang saya tahu itu semacam puisi untuk menghafal “rhyme” bagi anak-anak kecil, misalnya : Jack and Jill/Go up the hill/,… dst

    Saya belum pernah lihat versi “Jack and Jill” yang panjang. Jadi kalau “Jack and Jill” ini mau diterjemahkan, tolong dicek dulu ada versi yang panjang nggak ? Soalnya ini termasuk puisi (poem) dan bukan cerita panjang. Agak kurang menarik menurut saya, karena “Jack and Jill” juga mainan anak-anak Balita di Amerika sana. Jadi apakah yang menerjemahkan di Indonesia juga Balita ? Jangan-jangan Bapak dan Ibunya yang menerjemahkan…

    Masih banyak cerita menarik yang bisa diterjemahkan, misalnya serie Tom Sawyer, dan sebagainya..

    Terus yang anda maksudkan dengan “multi translation” itu apa ? Soalnya translation hubungannya selalu one-to-one, yaitu dari satu bahasa ke bahasa lainnya, misalnya English->Indonesian atau Indonesian->English. Jadi yang bener, ya “translation” saja tanpa kata-kata “multi”..

    Tapi yang paling penting, bicaralah dengan dosen pembimbing anda. Bagaimana pendapat beliau, itulah yang harus diikuti. Ok mbak ? Good luck deh dengan skripsinya…

  • anggitries // February 20, 2009 at 4:33 pm | Reply

    iya pak, dihapus aja…
    hehehe
    skripsi saya itu jadi analysis direct and indirect speech tapi secara syntaxnya.saya sedang mencari short stories atau folktale yang terkenal tapi ada versi inggris sama indonesianya.
    lebih baik yang asli itu dari inggris tetapi ada versi indonesianya.jadi saya bisa menganalisis dari english sama indonesianya, gtu lho pak
    saya bingung dengan kata-kata untuk judulnya…
    hehehehe
    saya belum ada dosen pembimbing karna saya belum mengajukan outline, kalo judul saya sudah di acc, baru saya tau pembimbingnya.tapi saya sudah pernah sharing ke salah satu dosen saya kalau konsep skripsi saya itu lumayan pak.
    saya bingung short stories apa yang paling enak untuk dianalisis direct and inderct spechnya.
    tadinya saya ingin Kancil mencuri timun, kancil dan macan, karena sebelumnya saya sudah pernah baca blog bapa ini,tapi setelah saya liat, setiap situs itu ceritanya berbeda tetapi intinya sama, jadi saya bingung ^_^
    maap ya pak merepotkan, tapi sebelumnya trimakasih…

    Anggi,
    Saya tidak tahu ya, apa ada short stories yang ditulis pengarang Indonesia yang diterjemahkan ke bahasa Inggris ? Sorry to say, kayaknya belum ada. Mungkin cerpen Indonesia tidak terlalu kuat konsep dan penggunaan kata-katanya..

    Tapi kalau novel, karangan Pramudya Ananta Toer banyak diterjemahkan. Dari “Dongeng dari Blora”, “Bumi Manusia” dan sebagainya sudah ada versi bahasa Inggrisnya..

    Jadi terserah anda deh, mau milih mana. Tapi short stories macam Tom Sawyer sudah diterjemahkan ke bahasa Indonesia lho, jadi anda tinggal cari aslinya yang berbahasa Inggris dan terjemahannya yang bahasa Indonesia.

  • anggitries // February 20, 2009 at 4:38 pm | Reply

    oiya pak, selain itu cerita kancil itu yang versi indonesianya lebih banyak direct speechnya tapi kalo english versionnya lebih banyak direct speechnya.saya ingin ada indirect and direct speechnya di versi english atopun indonesian.
    hehehe
    makasih ya pak…

    Kembali…. ;-)

  • dessy // February 21, 2009 at 6:17 am | Reply

    asw,
    mas Tridjoko, saya mahsswi smstr 8 n baru mw ngajuin judul skripsi. saya ambil konsentrasi di bagian linguistic. saya mw bahas tentang language acquisition using music (psikolinguistic). ato klo yang ini bagaimana mas “an argumentation analysis on opinion section in newsweek magazine.”kira-kira yang bagus judulnya seprti apa mas. trimakasih saya tunggu jawabannya segera,,,
    was

    Dessy,
    Wallaikumsallam…. ;-)
    Wah, justru pertanyaan anda membingungkan. Pertama, anda mengatakan mau ngambil “language acquisition using music” sedang kedua kok anda berubah menjadi “an argumentation analysis on opinion section of Newsweek magazine” ?

    Judul kedua yang ada ambil “an argumentation analysis” jika anda terapkan di opinion section apalagi di Newsweek magazine yang world-class, pasti agak sulit mencari “celahnya” soalnya yang menulis pasti wartawan paling senior di Newsweek (dan mestinya the best in the world). Kalau semuanya serba sempurna, mengapa pula harus dianalysis ? Kecuali anda ubah menjadi “The Jakarta Post newspaper” yang ditulis oleh orang Indonesia, yang saya sendiri kadang-kadang masih tahu celah kelemahannya..

    Menurut saya pribadi, lebih bagus judul pertama anda “An Analysis of Language Acquisition by Indonesian Youngster Using Music of The Beatles” soalnya saya dan beberapa teman dulu mengalami hal yang sama. Terus terang saya pribadi dan banyak teman sekantor dulu belajar bahasa Inggrisnya kebanyakan dari music, soalnya saya hidup di kota kecil yang guru bahasa Inggrisnya jarang yang mumpuni (lain dengan anak jaman sekarang yang hidup di Jakarta atau Bandung yang ada LIA, EEC, dsb). Saya juga bisa “merasakan” enaknya menggunakan bahasa Inggris setelah mengamati beberapa lagu dengan berkali-kali menyetelnya. Eh…ternyata anak perempuan saya juga banyak belajar bahasa Inggris dari music.. Jadi, menurut saya judul pertama anda sangat ok buat diteruskan menjadi judul skripsi. O ya, kebetulan anak saya namanya Dessa, mirip dengan nama anda…hahaha…

  • mieya // February 23, 2009 at 10:44 am | Reply

    duh…. pusing nech! bs bantu usulan judul skripsi g? judul2 yang kemaren udah ditolak, tau neh! tmbah lama atrn2 mkn banyak aja

    Mieya,
    Silahkan baca posting di atas pelan-pelan plus komentar-komentarnya. Pasti salah satu judul skripsi cocok dengan selera anda..

  • anggitries // February 23, 2009 at 2:27 pm | Reply

    ow iya pak, yang the adventures of Tom Sawyer ya??
    truz cari versi indonesianya bagaimana?
    saya sudah dapat versi englsihnya 35 chapter…

    Anggi,
    Beberapa seri (chapter) Tom Sawyer rasanya sudah diterjemahkan ke bahasa Indonesia. Coba deh tanya di Gramedia, Gunung Agung, Kharisma, dan Toba Mas…mungkin ada di sana…

  • Imma // February 24, 2009 at 11:30 am | Reply

    Wah, salut deh ada dosen online yang mw jawab pertanyaan kita2 mahasiswa yang lagi bingung,,,

    Pak Tri Djoko, saya mhs sastra Inggris, yang fokusnya Literature, rcnanya mau ngajuin proposal skripsi dalam waktu dekat. Udah nemu bukunya: A Lesson Before Dying by Ernest J Gaines.
    Setelah baca2 dan berkontemplasi (^ ^) ternyata ada beberapa judul yang terpikir, malah jadi bingung mutusin yang mana. Dari mulai konsep oposisi biner, poskolonial, atau mau studi intertekstual novel sama script filmnya. Tapi masalahnya, saya ga bgt paham bgt sama interteks, bingung juga gmn analisanya. Trus, udah cari2 movie scriptnya di google tp blm ktm jg.
    Akhirnya sih sy cenderung milih judul yang ini:
    THE INFLUENCE OF CLASS STRUGGLE ON THE MAJOR CHARACTERS TRANSFORMATION IN ERNEST J. GAINES ‘A LESSON BEFORE DYING’ NOVEL
    Gmn Pak, udah bener blm ya? Trus ada saran ga gmn biar skripsi saya bisa lebih keren?

    Terima kasih,,,^ ^

    Imma,
    Wah…sebenarnya saya hanya membantu mahasiswa-mahasiswi Sastra Inggris yang bingung aja, dan tidak ada motif lebih…. ;-)
    Soalnya waktu itu blog saya kebanjiran enquiry tentang Skripsi Sastra Inggris, jadi sebagai orang IT (bukan orang Sastra Inggris lho) saya mencoba membantu, dan ternyata banyak yang merasa terbantu (buktinya jumlah komentar posting ini sudah lebih dari 100)..

    Kalau posting ini untuk “meluruskan” mahasiswa-mahasiswi yang sedang bingung dengan skripsi Sastra Inggrisnya, tapi ternyata Imma saya nilai bukan salah satu yang bingung lho…. Buktinya, anda sudah merasa nyaman dengan judul sementara yang anda dapat..

    Komentar saya tentang judul tersebut, it’s ok tapi untuk membuatnya lebih menarik lagi (lebih “sexy” lagi) coba ditambahkan, jangan hanya class struggle saja, tapi coba tambahkan mengenai “trans gender analysis” misalnya…Last but not least, anda tetap harus bertemu dengan dosen pembimbing anda dan menunggu apa komentar beliau tentang judul skripsi sementara anda itu…

    Mengenai script movie, saya kira sulit lho ditemukan di internet (I will be surprised if it is not). Soalnya itu kan ibarat “trade secret” bagi penulisnya yang menurut saya harga script movie jauh lebih mahal daripada harga buku biasa…

    But in any case, Imma, you did a great job !!! (soalnya pakai kontemplasi segala, dimana tempatnya ? di kuburan atau di kamar tidur ? hahaha…)

  • riri // February 25, 2009 at 12:27 pm | Reply

    pak tri, sy mhs sas.ing smt8. pak sy tertatrik menganalisis abstrak skripsi anak MIPA, karena diterjemahkan dlm bhs inggris jg, dan banyak terjadi kesalahan. skarang sy bingung mw ngalisis apanya?? sy pengennya ttg Thematisation, tp ternyata cari teorinya susah. pengen variations meaning, uda banyak yg pake. help mi plizz!!!

    Riri,
    Yah…saya ikutan bingung juga nih dengan cerita anda tentang skripsi translation. Kalau ngambil thematization, teorinya sulit (wah…dengan adanya internet, mana ada yang sulit sih ?). Tapi mau ngambil variation meanings, sudah banyak ditulis di skripsi lain..

    Idealnya skripsi itu membahas topik baru, yang baru “in”, belum pernah ditulis di skripsi sebelumnya, dan mempunyai human interest yang kuat…

    Kalau terjemahan abstrak skripsi anak2 MIPA pada payah semua, mengapa tidak mengambil pidato inagurasi Barack Obama, atau pidato Hillary Clinton waktu di Indonesia ? Kan text bahasa Inggrisnya ada, dan terjemahannya ke bahasa Indonesia di koran-koran Indonesia juga ada. Text ada video pidato Obama dan Hillary Clinton kalau nggak salah ada di You Tube, atau di internet ada transkripnya. Begitu juga transkrip terjemahannya dalam bahasa Indonesia. Nah, yang mau dibahas dari pidato kedua tokoh AS jaman kini itu pasti banyak, jadi analisis anda juga bisa banyak dan tajam..

    Itu salah satu alternatif daripada anda hanya membahas abstrak anak2 MIPA yang menurut saya pasti garing dan “dull” (soalnya S1 saya MIPA juga sih, saya sudah tahu belangnya)..

    Masalah teori, ada tinggal klik Amazon.com, lihat judul bukunya lalu lihat di Google Digital Library di http://books.google.com/ di sana kalau anda masukkan judul buku dan nama pengarangnya maka buku ybs akan kelihatan, bisa dibaca tapi tidak bisa dicopy…

    Ok Riri ? Ada pertanyaan lagi ?

  • kaharudin // February 26, 2009 at 9:11 am | Reply

    mas edy, bisa bantu qt ga’??
    q mahasiswa smster6 pendidikan bahasa inggris di sekolah tinggi keguruan SElong LOTIM, ada saran ga’ ntuk judul skripsi, qt lagi siap2 nyusun neh. Thankz a looottzzzz……

    Kaharudin,
    Nama saya Tri bukan Edy…;-)
    Silahkan baca posting ini pelan-pelan beserta komentar-komentarnya. Di sana sudah ada barang 100 an judul skripsi, dan anda tinggal milih salah satu saja untuk didiskusikan dengan dosen pembimbing anda…

  • dessy // March 3, 2009 at 5:43 am | Reply

    asw,
    pak tri maksih banget ya atas masukannya. ini sangat membantu saya……n kapan2 blh kan tanya2 lagi,hehe
    btw salam kenal bwt Dessa,,

    Dessy,
    Walaikumsallam…. ;-)

    It’s my pleasure…
    I will send your regards to Dessa….

  • yayank // March 3, 2009 at 2:52 pm | Reply

    salam kenal pak Tridjoko…

    pak sya mahasiswa sastra inggris UNSOED semester akhir,hee (malu kalo nyebutin semesternya keliatan tu’a banged…)

    sya ingin menganalisis tentang derivational noun apakah ada hubunganya dengan jenis text/article….?

    jadi sya sdh mengerjakan sebuah judul skripsi sudah sampe bab 3 tapi setelah sya seminar proposal, pembimbing dan penguji saya mengatakan bahwa penelitian sya belum menganalisis apapun baru mengklasifikasikan aja, oy judul skripsi sya,
    ” THE ANALYSIS OF DERIVATIONAL PROCESS OF ENGLISH NOUN AS FOUND IN THE JAKARTA POST ARTICLE ( A CASE STUDY ON ART ARTICLE OF JAKARTA POST NEWSPAPER, JULY 2008)”

    pembimbing sya mengatakan sya harus mencari hubungan derivational noun dengan sebuah article, mohon sarannya ya pak…… atou ada rujukan buku apa yang mesti saya baca, trima kasih sebelumnya sy tggu jawabannya…

    Mbak Pujianti,
    Saya cek di internet, judul yang persis atau mirip dengan judul skripsi anda yaitu derivational form of noun sedikit, itupun kebanyakan skripsi di Indonesia…

    Saya cek dari sumber luar negeri, misalnya dari link ini :http://www.diva-portal.org/su/theses/abstract.xsql?dbid=56

    Saya nemu sejenis derivational form of noun tapi yang lebih dihubungkan dengan “gender”. Nah, bisa nggak skripsi yang mbak Puji tulis diubah dikit sehingga mirip “disertasi S3″ dari Swedia ini ? Silahkan baca deh saya kutipkan dari link di atas :

    Posting: PDF (requires Acrobat Reader)
    Author: Jobin, Bettina
    Title: Genus im Wandel: Studien zu Genus und Animatizität anhand von Personenbezeichnungen im heutigen Deutsch mit Kontrastierungen zum Schwedischen [Gender changes: Contrastive Investigations into Gender and Animacy in Contemporary German and Swedish by means of Person References and Non-Personal-Agents]
    Department: Stockholm University, Faculty of Humanities, Department of German
    URI: urn:nbn:se:su:diva-56
    Publication type: Doctoral thesis
    Language: German [de]
    Keywords: agreement, animacy, contrastive linguistics, corpus linguistics, derivation, German, Swedish, grammatical gender, grammaticalization, inflectional morphology, language change, non-personal-agents, person reference, pronoun
    Defence: 2004-03-19, hörsal 11, hus F, Universitetsvägen 10, Stockholm, 13:00, German
    Opponent: Nübling, Damaris, Prof., Dr., Philologie I, Johannes-Gutenberg-Universität, Mainz, Germany
    Abstract [en] :

    This study investigates, theoretically and empirically, the role of animacy in the development of gender systems. The theoretical background is a grammaticalisation approach to language change. Concerning gender, this presupposes that classifications begin as semantic distinctions in the realm of animacy with flexible, contextually based agreement between the gender-marking elements. This kind of gender is called contextual gender. In the course of time, these classifications will spread into other areas, they become desemanticized and the agreement relation grammaticalizes into one of government where the inherent gender of the head noun controls the gender of the agreeing elements, irrespective of contextual factors When this leads to a great number of violations of the principles of contextual agreement in the realm of animacy, a new cycle of semantic classification will begin, creating layers of classifications. For German and Swedish two different layers are discerned respectively.

    The empirical starting point of this project was the observation of two opposite developments in the area of female person reference in Germany and Sweden. As a consequence of feminist critique of language, mainly targeted at the use of socalled masculine generics, in Germany the use of female gender-specific nouns increased substantially, the major means being female derivation with –in, so-called motion. Although similar means for female derivation exist in Swedish, i.e. -inna and -ska, the number of derivations used is decreasing.

    In order to isolate socio-cultural and historical facts from language-internal mechanisms behind the diverging tendencies, a historical sketch of the development of equal rights, of language criticism and of the development of the female suffixes is drawn for the respective countries. It is obvious, that the German strategy to achieve gender-fair language use is established by making women visible by means of motion, while in Sweden the use of gender-neutral forms for a long period of time has been regarded as a sign of equality. This ‘neutral’ use of former masculine and male-specific forms has been made possible by the merging of the two nominal genders masculine and feminine into uter (Sw. utrum).

    A contrastive study of comparable German and Swedish newspaper texts shows that the lack of motion in Swedish is partly compensated by composition and attribution with gender-specific lexemes. Still, the 64% gender-specific noun phrases in Swedish cannot compare with the 95% in German. But the use of gender-specific forms for well over half of the person references calls into doubt the general opinion shared by most Swedes that Swedish has a gender-neutral person reference system. Linguistic asymmetry persists as long as gender-specification is restricted to one half of the gendered population, whatever the means for specification.

    The almost exclusive use of gender-specific forms in German is seen as indicative of a grammaticalisation process. Haspelmaths invisible hand explanation of grammaticalisation is used to show how the development of -in in German fulfils just about every requirement on a grammaticalisation process – language-external as well as -internal – while -inna and -ska neither are promoted sufficiently by the speech community nor does there exist a paradigm that could accommodate them. In contrast to Swedish, where the suffixes remain strictly derivational, it is demonstrated that -in is turning into an inflectional marker. The German gender sub-system for person reference is developing into a semantically based system with genderflexible person denominations.

    A study of the pronouns agreeing with non-personal-agents in a parallel corpus of EU-documents shows that other aspects than purely referential or formal ones impinge on the choice of agreement forms. Non-personal-agents in certain contexts expose both agency and intentionality, which turns them into suitable agreement partners for animate pronouns. In Swedish, all animate pronouns are sexed, leaving a “Leerstelle” for these inanimate but agentive and intentional referents. In German, this problem is covered by the polysemy of the personal pronouns. Non-personal-agents are shown to be one possiblesource for the spreading of a linguistic innovation from the realm of animacy into inanimate contexts via semantic and thematic roles that share important features with animates proper.

    The last study makes use of different types of German monolingual corpora in order to investigate the agreement between inanimate nouns with female inherent gender – from non-personal-agents and abstracts to concrete nouns – and agent nouns which can potentially expose agreement by female derivation. Although the results are rather heterogeneous, they allow the formulation of the hypothesis that agreement is more likely to occur with nouns for which a metaphorical bridge to stereotypical conceptions of femininity can be constructed and that key collocations with high frequency such as die Kirche als Trägerin or die DNA als Trägerin der Erbinformation contribute significantly to the spread of the agreement pattern.

  • bian // March 4, 2009 at 11:18 am | Reply

    pak, aku jur.b.ing unp. n ku mau tulis skripsi tentang analisis pragmatic lagu romantic. kasih dong pak theory2 mengenai it. send y k mail aku. bianirvan@yahoo.com

    Bian,
    Banyak kok teori tentang pragmatic analysis di Google, coba masukkan string pencarian “pragmatic analysis theory” pasti anda bakal nemu banyak…

    Saya coba di link ini dan banyak hasilnya : http://72.14.235.132/search?q=cache:aG5wJ7uxCiUJ:www.linguist.org.cn/doc/uc200703/uc20070302.pdf+pragmatic+analysis+theory&hl=en&ct=clnk&cd=9&gl=id&lr=lang_en

  • eka laksana // March 4, 2009 at 11:45 am | Reply

    Mas Triwahjono, Q mahasiswa sastra inggris semester akhir “satya widya” Surabaya kesulitan cari teori tentang jenis-jenis opening conversation
    judul skripsiQ ” An Analysis of opening conversation in the novel Uncle Tom’s Cabin By Harriet Beecher Stowe”
    Tolong dibantu mas cari buku teorinya atau ebooknya jenis2 Opening Conversation..!
    Terima kasih.

    Eka,
    Banyak kok teori tentang conversation atau opening conversation, coba aja masukkan string pencarian di Google “opening conversation theory” pasti bakalan dapat banyak info.

    Antara lain di link ini : http://web.cortland.edu/andersmd/learning/Pask.htm

  • iyus // March 6, 2009 at 1:40 pm | Reply

    mas tridjoko,,tolong kasih tau judul2 novel buat skripsi yang bagus dong yang mudah di analisis..thx b4

    Iyus,
    Wah…kalau saya sebutkan judul novel tertentu, tapi di dekat anda nggak ada, terus gimana ? Jadi, ambil aja novel yang ada di dekat anda dan analisis deh. Atau ngintip-ngintip e-book, siapa tahu novel yang bagus dan menarik perhatian anda…

    Kalau anda di Jakarta dan datang di Toko Buku Periplus di Pondok Indah Mal I, dari ujung ke ujung isinya novel melulu…

  • lapagalla // March 10, 2009 at 12:24 pm | Reply

    asslamualaiku.., mas.
    sy mau tanyakan.,sy vini mahasiswa sastra inggris semester 6 universitas muslim indonesia makassar.
    kebetulan bentar lagi saya mau ajuin judul tapi saya masih bingung apa dapat diterima atau sudah spesifik atau belom..,
    judulnya “the difficulities in learning english speaking skill faced by the students of SMA LKMD Liang Ambon Regency”
    kira2 cocok g ya..,n referenci yang bisa dapatkan yang berhubungan sdengan speaking skill seperti apa yang sy butuhkan serta buku apa yang harus di jadiin referenci…

    terima kasih sebelumnya..
    mohon di jawab ke email vini_finox@yahoo.com

  • wiewie // March 10, 2009 at 2:19 pm | Reply

    Ass…pak bisa bantu aku buat cari referensi social deixis..tq

    Wiewie,
    Masukkan di Google string pencarian ini “social deixis undergraduate theses” kelihatannya kapan itu ada banyak di internet…

  • oliz // March 11, 2009 at 10:02 am | Reply

    Salam kenal mas Tridjoko,
    Mas, saya sekarang lg persiapan untuk skripsi, dan lg mencari judul yg fix untuk skripsi sy nanti. Saya tertarik pd Sociolinguistics, skrg saya sudah punya bayangan bbrp judul yg menarik buat saya. Salah satunya, saya ingin menganalisa social network pada komunitas blogger. Menurut mas Tridjoko materi saya itu bisa diterima ato tidak? Rencananya saya ingin menganalisa Information Technology dari kacamata Sociolinguistics. Menurut mas bgmana? & smga mas Tridjoko berkenan memberikan beberapa wacana ttg judul yg pas dengan yg saya minati tsb. Thx b4.

    Oliz,
    Kayaknya topik yang akan anda buat skripsi yaitu sociolinguistic cukup ok tuh. Saya bisa saja memberi judul yang menarik, tapi in the end of the day dosen pembimbing Oliz lah yang menentukan judul ini atau judul itu ok atau tidak.

    Boleh saja sih dicoba. Misalnya judul ini “An Analysis of Sociolinguistic on the Language Used by the Indonesian Blogger Community”

    atau yang lainnya juga boleh..

    Bagi saya mudah menentukan judul, tapi nanti diubah oleh dosen pembimbing anda. Jadi sebaiknya anda melihat-lihat dulu judul skripsi sociolinguistic di internet dengan memasukkan string pencarian di Google “sociolinguistic undergraduate theses”..

    Ok Oliz ? Good luck deh…

  • Oliz // March 13, 2009 at 9:32 am | Reply

    Oliz terima kasih banyak pd pak Tridjoko. . . (bukannya lebih baik dipanggil mas neh, biar muda terus :-)
    Makasih, comment Oliz langsung ditanggapi. Blog ini mmg tepat sekali buat tempat sharing ttg skripsi, beruntung bs nemuin blog ini.
    Thx, thx mas Tri

    It’s my pleasure..;-)

  • isti // March 13, 2009 at 7:29 pm | Reply

    Asslmlkm
    Pak tri, saya dari jurusan Bahasa Inggris ambil di pendidikan. Saya mau membuat judul skripsi
    Penelitian saya pingin ngangkat reading. Mungkin pak tri punya saran judul yang harus saya pakai?
    terimakasih. saya tunggu jawabannya, silahkan kirim lewat email saya.

    Isti,
    Saya lihat di link ini : http://www.hcs.harvard.edu/thesis/repo/51/
    ada contoh skripsi S1 Harvard tentang Reading yang judulnya : “Play in the Cemetery of the Language”: Reading Games in Cortázar’s Hopscotch and Joyce’s Ulysses
    Kaletzky, Marianne (2008) “Play in the Cemetery of the Language”: Reading Games in Cortázar’s Hopscotch and Joyce’s Ulysses. Undergraduate thesis, Harvard College.

    Coba klik di link itu, di sana ada kok file lengkapnya dalam bentuk PDF.

    Good luck dan selamat bekerja ya… ;-)

  • Son // March 15, 2009 at 3:16 pm | Reply

    Hello Pak Tri :)
    saya senang banget bisa menemuiin neh blog…karena saya lagi bingung tentang pemilihan topic buat thesis, sebelumya saya mahasiswa dari binus saat ini smster6

    Pemilihan topic untuk thesis kami diberikan 4 pilihan yaitu fokus di teaching, literature(struktur,grammar,dkk), lingui(observasi penggunaaan bahasa) n movie(nilai diskriminasi,culture,history,dll).

    Nah dalam hal ini saya milih movie “V for Vendetta” . Bapak pernah nonton film itu?? saya bingung tentang topic yang akan saya ambl ttg film ini, rencananya seh saya mao ngebahas tentang violence dalam pemerintahan yang dictator n rebellion di film ini.

    Menurut bapak gimana?? ato ada saran untuk topic laen di film ini??

    Son,
    Wah…sebenarnya sebuah film kan mengusung “genre” tertentu, misalnya : war, romance, comedy, history, music, mafia, company take over, dan sebagainya. Saya belum pernah nonton film “V for Vendetta” ini, walau di rumah mungkin saya punya copy dvd-nya. Maklum dvd player di rumah rusak mulu (barusan beli yang 300 ribuan dan minggu lalu keluarga saya mulai menonton dvd lagi di rumah)..

    Saran saya, kalau anda naksir berat mau membahas film “V for Vendetta” ini, cari resensi/sinopsis tentang film ini di internet lebih dahulu dengan memasukkan string pencarian di Google “V for Vendetta synopsis”. Pasti banyak nemu info baru, baca satu persatu, dan tentukan apa judul skripsi anda nanti, misalnya :

    “An Analysis of Motives, Plots, and Fights between Fascist Government and Terrorists’ Acts in V for Vendetta Movie”

    Salah satu synopsisnya ada di link ini, coba baca deh : http://www.imdb.com/title/tt0434409/plotsummary

  • Son // March 16, 2009 at 1:37 pm | Reply

    hahahah bgtlah DVD player skrg,Thanks banget Pak Tri saya coba review synopsis film ini dx

    Ok. Take your time…..;-)

  • Oliz // March 16, 2009 at 10:29 pm | Reply

    Asskum,
    oliz nanya lagi neh mas Tri. . .
    Dari judul yang mas kasih waktu itu ” An Analysis of Sociolinguistic on The Language Used by The Indonesian blogger Community” saya udah cari referensinya, tapi pada dasarnya saya masih bingung STATEMENT OF PROBLEMnya yang paling pas apa mas? Minimal dua statements of problem. Oliz mohon saran dan masukannya. . . PLiZzz. . .
    Trus kalo misal saya punya judul “An Analysis of Social Network of Users in Blogger Community” pembahasannya cukup gak mas?
    Plizz masukannya segera ya mas. . .
    Thx a lot b4 mas Tri. . . :)

    Oliz,
    Kelihatannya judul skripsi anda yang pertama sudah ok tuh, tinggal dikomunikasikan aja sama dosen pembimbing anda..

    Di bawah ini, saya copy-kan definisi Sociolinguistics dari Wikipedia, berarti Statement of Problemnya juga bisa diambil dari definisi itu : misalnya 1) Is there any gender problem in Indonesian Blogger Community’s communication ? 2) Is there any racial problem in Indonesian Blogger Community’s communication ?

    Misalnya itu aja dulu. Bisa ditulis yang lainnya kok, dengan memperhatikan definisi sociolinguistics yang ada berikut ini :
    Sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used. Sociolinguistics overlaps to a considerable degree with pragmatics.

    It also studies how lects differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, age, etc., and how creation and adherence to these rules is used to categorize individuals in social class or socio-economic classes. As the usage of a language varies from place to place (dialect), language usage varies among social classes, and it is these sociolects that sociolinguistics studies.

    The social aspects of language were in the modern sense first studied by Indian and Japanese linguists in the 1930s, and also by Gauchat in Switzerland in the early 1900s, but none received much attention in the West until much later. The study of the social motivation of language change, on the other hand, has its foundation in the wave model of the late 19th century. Sociolinguistics in the west first appeared in the 1960s and was pioneered by linguists such as William Labov in the US and Basil Bernstein in the UK.

  • tiara // March 18, 2009 at 7:37 am | Reply

    ms dJoko,sya tiara mhasiswa smester8 pend b.ing
    sya sdang jlan skripsi,y bru mulai c..
    tpi sya bngung,sya mengambil tema idiomatic english translation into indonesian,sbenarnya c ud bnyak jdul yg d sma..
    mnrut ms Tri,ada jdul lain g ttg translation?tpi g yg sastra bgt,cz aku dri pendidikan..ilmu yg d dpt beda sma ank sastra

    Tiara,
    Sebenarnya judul skripsi anda “An Analysis on Idiomatic English Translation into Indonesian for High School Students (Case Study : SMA Taruna Bhakti Bandung)” itu sudah cukup mewakili lho. Kalau sebelumnya banyak ditulis, ya tetap nggak apa-apa selama metodologi dan studi kasusnya lain..

    Karena Idiomatic atau Slang itu memang menjadi “hantu” bagi anak-anak SMA, atau sebaliknya, mereka senangnya membaca bahasa di koran atau di website yang banyak Idiom nya soalnya lebih “menantang”…

    Misalnya, teman saya di Bloomington yang orang Amerika bahkan professor saya suka mengucapkan ini :
    “Son of Bitch !”, ketika dapat nilai midtestnya jelek
    “It freezes my ass !”, ketika waktu pas kuliah tiba-tiba udara menjadi dingin sekali karena di luar kelas salju turun..
    “It will save your ass !”, kata prof saya ketika saya tanyakan kenapa saya membuat banyak sekali assignment di Summer semester..

    Jadi, Idiom dan Idiomatic itu penting lho… Maju terus aja dengan judul tersebut ….

  • alfi // March 18, 2009 at 7:59 pm | Reply

    malam, kalau ingin nyari skripsi tentang term of address in America di suatu novel, situsnya dimana ya?
    thanks sebelumnya pak

    Alfi,
    Bad news ! Satu-satunya skripsi yang membahas tentang “terms of address” yang saya temukan di internet adalah dari seorang cewek Bali yang sedang menulis skripsi di Petra..

    Berarti, di undergraduate theses di Amerika sana “terms of address” ini sudah bukan topik yang menarik lagi..

    Pertanyaannya, anda tetap mau menulis skripsi tentang “terms of address” (which tends to be obsolete ?) atau anda ingin mencari topik baru yang lagi “in” ?

    Silahkan masukkan di Google “english undergraduate theses”…

    Ok Alfi ?

  • zebo // March 18, 2009 at 8:35 pm | Reply

    Pak Tri,Saya ingin sekali mengangkat topik critical discourse analysis menggunakan teori fairloucgh dan van dijk.Penerapannya pada teks pidato.Maksud pnelitian saya ini ingin menguak ideologi orang yang berpidato itu dan pendapatnya mengenai isu global yang terjadi.Kira-kira judul yang bagus seperti apa ya Pak?Disamping itu saya juga masih bingung cara analisis datanya karena saya belum menemukan model/contohnya.Mohon petunjuk dari Pak Tri dan terima kasih sebelunya

    Zebo,
    Wah..kayaknya topik skripsi anda yang ini cukup menarik nih…

    Mengenai judulnya, bisa aja seperti “Critical Discourse Analysis According to Fairlough and Van Dijk Theories on Several World Famous Speeches” dan datanya bisa anda dapatkan sejak pidatonya Al Gore, George Bush Sr, Bill Clinton, George W. Bush, Barack Obama, sampai ke Pidatonya Bono dari grup musik U2…

    Yang perlu diingat, sample dari speech yang anda peroleh harus mencerminkan ideologi orang : communism, pacifist (anti perang), hawk (penganjur perang), liberal, conservative, green (love environment), sampai ke zionism kalau perlu…

  • zebo // March 19, 2009 at 3:07 pm | Reply

    Terima kasih Pak Tri,ya,sebenarnya saya kemarin hanya ingin menganalisa pidatonya Barrack Obama saja,terutama pidatonya pada saat setelah dikukuhkan menjadi presiden kemarin ,rencana saya kemarin sebenarnya seperti ini “A Crititical Discourse Analysis of Barrack Obama’s Inauguration Speech” .Kira2 kalau seperti ini hal2 terkait apa saja mengenai Barrack Obama dan Amerika yang perlu saya ketahui ya Pak?.Disamping ideologinya, saya juga ingin mengetahui pandangannya mengenai krisis Amerika dan Islam.Matur sembah nuwun..

    Zebo,
    Ya…intinya semakin banyak informasi yang anda punyai tentang Barack Obama dan tentang Amerika, tentunya lebih baik…

    Saya nggak bisa bilang sampai sejauh mana harus anda ketahui. Yang jelas jika informasi yang anda dapatkan belum cukup, berarti masih perlu ditambah dengan informasi lainnya…

  • tiara // March 20, 2009 at 7:36 am | Reply

    pak tri..
    mkasiy atas dkungannya..
    wish me luck!
    kalo ada yg bngung lagi,mhon bantuan y pak..
    thxs a lot

    No problemo, amigo !

  • tiara // March 20, 2009 at 7:58 am | Reply

    pak tri mav trnyata ada yg dtnyakan lgsg,
    kalo case nya siswa sma,study kasusnya apa??
    cz sbelumnya sya case nya dari novel..
    thx b4

    Tiara,
    Case-nya (atau Studi kasusnya) dari novel ya ok. Novel tersebut lalu ditugaskan ke siswa SMA untuk menerjemahkannya dari bahasa Inggris ke bahasa Indonesia. Dari koran, atau berita online dari Yahoo dsb asal banyak mengandung banyak idiomatic seperti tet-a-tet, beating around the bus, take off the monkey from our back, born with a silver spoon on his mouth, dsb is ok..

  • eighwika kurnia juwita // March 25, 2009 at 9:29 pm | Reply

    mas tridjoko..

    saya minta bantuan anda dunkz…
    saya mahasiswa sastra inggris semester 8 di salah satu universitas swasta di bandung..
    mas. saya ingin mengambil skripsi dari novel adam bede by george elliots.. saya ingin mengambil teori feminism dari novel tersebut.. tapi saya masih bingung judul yg tepat buat skripsi saya itu harus bgmna?

    Juwita,
    Wah…nama yang benar-benar bagus, seperti di dalam sebuah nyanyian…;-)

    Mudah aja, judulnya bisa aja “An Analysis of Feminism in George Elliot’s Novel ‘Adam Bede’ ”

    atau “On Feminisme of George Elliot’s Novel Adam Bede”

    atau “Bold and Beautiful : on Feminism of George Elliot’s Novel Adam Bede”

    bukankah sudah cukup bagus ?

  • dede // March 26, 2009 at 7:20 pm | Reply

    saya mahsiswi aba english bingung untuk buat proposal tugas akhir, mulainya dari mana?judulnya ap? please help?

    Dede,
    Saya tidak tahu kalau di ABA apa Tugas Akhirnya sama dengan Sastra Inggris di universitas lain. Mestinya sama saja kan ?

    Nah, anda tinggal memilih apa yang akan anda bahas ? Reading ? Listening ? Translation ? Teaching ? Dari sana anda bisa membuat judul proposal misalnya “An Analysis of Reading Abilities of Junior High School Students (Case Study at SMP Taruna Bhakti Bandung)”..Untuk Listening, Translation, dan Teaching juga sama…

    Sebenarnya paling mudah membuat proposalnya ya mengutip formal proposal yang pernah dibuat sebelumnya oleh mahasiswa ABA kakak kelas anda. Silahkan aja dicari kakak kelas yang anda kenal dulu, mungkin contoh proposalnya bisa dipinjam. Soalnya setiap universitas contoh proposalnya beda-beda sih De !

    Ok Dede, selamat bekerja ya. Good luck !

  • Anna // April 1, 2009 at 11:12 am | Reply

    Mas minta bantuannya…

    saya mao bikin proposan untuk TA saya sebenernya saya pingin menganalisa ttg penggunaan bahasa slang dalam dunia internet ex : Facebook..tpi kok kayaknya kurang pas yah….
    ada usul ga mas?

    Anna,
    Kalau saya dosen pembimbingnya, so pasti bisa, kenapa tidak ? Saya pernah ngintip judul2 skripsi anak Sastra Inggris Petra, isinya membahas dari ludruk, siaran berita di TV, sampai dengan koran…

    Judulnya mungkin “An Analysis of Colloquial Using in Web-Based Social Network Facebook”

    Gimana ? Sound cool ?

  • Anna // April 2, 2009 at 8:00 am | Reply

    wahhh….ok juga tuh mas..thx ya mas…
    numpang tanya lagi yah….ref ref apa yang aq bisa liat yah?trus kan mas tri ini basicnya itu IT..temen aq ada tawarin aq buat TAnya based on research di kantor dy, kantornya itu consultan IT n dy tawarin aq untuk coba di bagian dokumentasinya..kan itu semuanya pure pake bahasa inggris, tpi aq masi bingung apa yg mao aq research di dept itu…n usul mas lebih baik mana yg facebook atau cba saran temen aq
    Thanks bgt buat bantuannya yah mas…..

    Anna,
    Hehehe…sebagai orang IT aku kalau disuruh milih akan milih bahasa Inggris yang dipakai di Facebook, karena lebih “in”, “trendy” dan “buzz word” nya saat ini terasa banget…

    Kalau meneliti bahasa Inggris dari dokumentasi yang ditulis untuk program komputer, biasanya style bahasa Inggrisnya garing, “dull” dan tidak ada hal-hal yang challenging untuk dibahas, tentunya dibandingkan dengan Facebook yang sekarang ini tidak ada duanya (baik di dunia maupun di Indonesia)…

  • sugriwo // April 2, 2009 at 9:18 pm | Reply

    sy mhs jur. pend. bahasa inggris. lagi bingun nih mas nyari skripsi tentang teaching method / PTK yang bagus. kalo bisa ma isinya sekalian… tak tgg yah

    Sugriwo,
    Di puluhan komentar sebelumnya saya katakan, sulit untuk memberi arahan bagi skripsi Pendidikan Bahasa Inggris karena di internetpun sulit di-search infonya. Tapi kalau skripsi pendidikan pada umumnya kan intinya “in classroom environment” dan “out of classroom environment”..

    Nah, terserah situ deh mau milih yang “in” apa yang “out”. Lalu dibahas di situ, dihubungkan dengan bahasa Inggris. Ciamik dah. Apalagi kalau anda sudah ngintip-ngintip skripsi mahasiswa senior anda dulu…

  • sugriwo // April 2, 2009 at 11:36 pm | Reply

    saya barusan dapat judul “peningkatan motivasi belajar siswa bahasa inggris teks fungsional pendek melalui tes model software MCS maker naskah berbeda dengan komputer” mungkin mas bisa jelaskan apa dan metodenya gmn MCS maker itu? sorry ni lagi pusiiiing mikir metode yang fressss

    Sugriwo,
    Walah…saya juga nggak tahu apa itu MCS maker….

    Apa saya dikira serba tahu ? …. ;-)

  • Anna // April 3, 2009 at 7:23 am | Reply

    Wah…thx a lot mas Tri atas masukannya…
    jadi PD nih milih yang pertama…

    Tpi mas aq bingung sama referensi2 yang bisa aq liat liat untuk research ini..cari cari googling kok ga ketemu…..statement of problem nya juga apa yah..wadoohhhhh maap yah klo jadi banyak minta bantuan……

    Thankssss…..

  • AMALIYAH // April 3, 2009 at 8:55 am | Reply

    saya dr fkip. bhs inggris, mau buat skripsi PTK penginnya tentang writing / translation. mohon bantuanya tentang judul yang siiip…. atau munkin ada web yang lengkap dng full teks buat acuanya

    Amaliyah,
    Silahkan baca semua komentar posting ini pelan-pelan, pasti ada yang ketemu sesuai judul yang anda inginkan…

    Atau search lagi di Google dengan memasukkan string “english translation undergraduate theses” atau “english writing undergraduate theses”..

    Biasanya suka nyangkut informasi undergraduate thesis (skripsi S1), biasanya dari negara-negara Skandinavia (Swedia, dsb)…

  • AMALIYAH // April 3, 2009 at 9:00 am | Reply

    ANNA kamu bisa bantu ga buat gw. ni kan bos Tri blm bs jwb langsung n kamu juga lg OL. thx sblmny

  • darius // April 3, 2009 at 9:08 am | Reply

    skripsi pend. bhs ingris ptk mohon bantuan judul. terima kasih

    Darius,
    Sama dengan jawaban saya ke Amaliyah…
    Silahkan dibaca….

  • Anna // April 6, 2009 at 7:42 am | Reply

    mas tri….
    pertanyaanku kok lom dijawab :(

    Anna,
    Wah…sorry, pertanyaan Anna belum saya jawab tu karena masalah teknis. Dalam menjawab pertanyaan di Blog, saya melihatnya melalui yang dinamakan Dashboard. Lha, pertanyaan Anna yang dulu yang belum dijawab sudah tidak kelihatan di Dashboard. Saya harus balik ke blog saya (and thus, keluar dari Dashboard) untuk melihat pertanyaan Anna yang dulu seperti apa…

    Pertama, masalah bahan2 untuk menulis skripsi/proposal skripsi sebenarnya SUDAH ADA DI KOMENTAR POSTING INI. Silahkan baca aja komentar2 yang dulu. Apa yang aneh dengan tatabahasa yang digunakan oleh suatu kelompok tertentu, sudah ada di situ. Termasuk link dengan universitas di Swedia…

    Statement of Problems, juga BISA DIBUAT SENDIRI. Misalnya : a) Apakah colloquial terms used in Facebook the same as in other publication such as newspaper ? b) Apakah Facebook users mempunyai kosakata colloquial tersendiri yang khas Facebook dan tidak ada di software komunitas yang lain ?

    Yang seperti-seperti itulah. Anda bisa tulis sendiri dan cari sendiri. Kalau kesulitan, cari teman yang pandai di kelas anda dan tanyailah dia tentang yang anda mau tanyakan itu. Biasanya ada kok di suatu kelas teman yang mau ditanyai. Setelah itu, baru anda menghadap dosen pembimbing…

    Kalau saya, saya hanyalah penulis blog, yang harapan saya pembaca blog ini hanya bertanya 1 kali dan saya menjawabnya juga 1 kali. Setelah itu, silahkan anda bertanya ke teman anda yang pintar, pasti ada kok…

    Ok Anna. Good luck dengan skripsi anda..

  • Anna // April 6, 2009 at 1:32 pm | Reply

    :) thanks bangetzz mas tri….btw adooohhhh kok ga enak nih mao mintanya..mas tolong dimasukin lagi link yang univ swedia…tak cari cari ni mata mmg agak siwer kok ga ketemu yah….

    Anna,
    Masukkan string ini di Google “colloquial english undergraduate theses” maka akan banyak informasi yang anda bisa langsung dapat, termasuk link-nya..

  • pussy // April 6, 2009 at 3:55 pm | Reply

    dear pak tri,
    aku mhsiswi smstr 4 jur bahsa inggris,, saat ini aku mau buat paper n aku mengambil judul tentang comparing between american and british slang, kira2 judul ini akan memberatkan aku atau tidak di TA nanti??? trus aku mau minta refrnsi buku yang bisa bantu aku untuk selsaikan paper aku ini..
    terima kasih pak… aku harap segera di follow up yah heheheh

    Pussy,
    Buku yang diperlukan, ya banyak-banyak saja baca novel atau publikasi yang berasal dari Amerika ataupun Inggris. Banyak novel Amerika yang isinya penuh bahasa slang, biasanya kalau pengarangnya cowok. Salah satunya buku “General Chuck Yeager : An Autobiography”. Kalau novel dari Inggris saya kurang tahu mana yang banyak slangnya. Feeling saya, kalau yang nulis cowok pasti banyak deh slangnya….karena perempuan kurang suka menggunakan bahasa slang….mostly lho…

  • vini // April 7, 2009 at 8:49 am | Reply

    asslamkum..,
    nice blog for reference…
    oy mas..,saya mau minta tolong dong,
    saya mahasiswa sastra inggris makassar, saya lagi bingung nie nyari judul yang cocok buat skripsi tapi yang bidang linguistic kira2 bisa g dikasih beberapa judul buat jadi pertimbangan saya??
    thanks

    Vini,
    Thanks….;-)

    Kalau anda ingin menulis skripsi tentang linguistic, bisa kok dicari informasinya di Google dengan memasukkan “linguistics undergraduate theses”. Saya sudah cek, banyak kok infonya….anda tinggal cari satu per satu. Bahkan ada yang sudah dalam bentuk PDF jadi anda tinggal baca saja…

  • tatie // April 7, 2009 at 11:07 am | Reply

    slm kenal pa Tri, saya tatie mhsiswa satra inggris semester 6, mo bwt judul skripsi tapi bingung bgt mo nulis apa, rencna mo ngebahas bukunya sonia nazario yg judulnya Enrique’s journey tpi mo dibhs pa nya y? critic sosialnya pa gmn jdi bingung, mungkin bpa punya ide ato apalh. mhon bantuannya y pa, makasih

    Tatie,
    Salam kenal kembali…..;-)

    Kalau dari info yang anda punya, mungkin judul skripsinya jadi “An Analysis of Social Critic in Sonia Nazario’s Novel Enrique’s Journey”…

    Tapi apa yang perlu dibahas dari sebuah novel sebenarnya banyak lho, tidak hanya social critic saja. Tapi di sini saya nggak mau menyebutkan yang lain soalnya ntar anda tidak berusaha. Baca aja komentar-komentar di posting ini semuanya. Clue-nya sudah ada di sana kok….

  • ali murtadhonuri // April 17, 2009 at 8:15 pm | Reply

    slam knal, sya mhasiswa smster 8 yng skarang lg mngejar outline, niatnya pengen analisa album… tpi lum tau apa yang mo di analisa+ lum punya refernsi??? kira2 dri sebuah album, apa yang dapat sya kaji??? thanks b4

    Ali,
    Lho…yang anda maksud “album” itu album photo, album musik, album video, atau album cerita ?

    Tanpa mengetahui apa yang anda maksud dengan album tentu saya tidak bisa ngasih masukan dong…

  • ache // April 20, 2009 at 11:27 am | Reply

    mas Asri neh dari Univ.Muhammadyah , waduh aq pusing bwt bikin juduk skripsi. Aku tertark sekali dalam menganalisis author background tap bingung nyari sumber sumbernya, bisa tolongin aq g mas….atau aq mesti ganti judul az gitu….

    Asri,
    Mungkin judulnya macam gini ya “An Analysis of the Relations between The Author Background and The Genre of Novel/Movie/Song He/She Wrote : Case Study of Medieval/Modern/Post Modern Times“..

    Gimana, asyik nggak ? Ah..jaman internet kayak sekarang mah mencari background dari author tinggal klik aja di Google kok….dimana susahnya ?

  • Son // April 20, 2009 at 12:37 pm | Reply

    hello Pak tri, mau nanya lagi donx…

    neh soal thesis saya yang tentang film V for Vendetta itu, sebenarnya saya udah coba memakai topic yang “An Analysis of Motives, Plots, and Fights between Fascist Government and Terrorists’ Acts in V for Vendetta Movie”
    tapi pencakupannya terlalu luas, sepertinya saya mao menspecify topic saya ke penggunaan violence n anarchy di film ini, ada saran ga pak tri buat statement of problemnya??

    saya terhambat di bagian statement problem ny..hellpp

    Son,
    Wah…sebenarnya saya bukan dari Sastra Inggris jadi belum biasa menulis statement of problem versi Sastra Inggris. Sebenarnya bisa dilihat di undergraduate thesesnya anak Harvard atau Yale lho, tinggal klik aja di Internet sudah dapat PDF nya. Sudah bisa to ?

    Bagaimana kalau statement of problemnya seperti ini “1. Who instigate the violence and anarchy in this movie ? What is the root cause of the violence and anarchy in this movie ? Why the actors in this movie instigate violence and anarchy ? When the violence and anarchy usually take place ? How the violence and anarchy committed ?”

    Dsb..dsb…intinya, jangan takut mengatakan yang anda ingin anda katakan. Jika dalam bahasa Inggris sulit, anda bisa menuliskannya dalam bahasa Indonesia lebih dahulu baru diterjemahkan ke bahasa Inggris. Jika dalam bahasa Indonesia sulit, bisa kok anda memikirkannya dalam bahasa Ibu anda (Jawa, Sunda, dsb)….

    Intinya lagi, kalau anda memikirnya sulit, akhirnya jadi sulit beneran, tapi kalau anda memikirnya mudah, ya semuanya akan menjadi mudah…

  • ali murtadhonuri // April 22, 2009 at 12:13 am | Reply

    album musik (band luar negeri “paramore”)

    Ali,
    Saya tidak tahu band “Paramore” itu genre musiknya apa, dan apakah lirik-lirik lagunya membawa suatu pesan tertentu (anti perang, anti kemapanan, dsb). Kalau ya, tentu mudah menulis judulnya misalnya “An Analysis of Disobedience Suggestion of Musical Album X by Paramore”

    Atau anda ubah-ubah sendiri, bisa saja..

    Di masa lalu (tahun 1960′an dan 1970′an) banyak penyanyi macam Joan Baez, Bob Dylan, The Doors (yang vokalisnya James Morrison diancam oleh CIA dan akhirnya meninggal entah sebab apa dan dimakamkan di Paris), The Beatles (tidak hanya lagunya, tapi juga demo tanpa busana oleh John Lennon-Yoko Onno dan bilang “Make love, not war !”), mereka ramai-ramai menyuarakan anti perang Vietnam…

    Kalau anda membahas tentang lirik musik tahun 1960′an dan 1970′an so pasti lebih mudah, tapi dengan band “Paramore” yang anda sebut itu saya tidak tahu, mungkin anda yang lebih tahu…

  • Cendani // April 23, 2009 at 12:25 pm | Reply

    Mas Tridjoko,
    Nama saya Cendani, skrg lagi kuliah di jurusan Sastra Inggris.
    Sampai sekarang saya menemui kesulitan dalam menentukan judul skripsi (hehe).
    Sebenarnya saya tertarik dengan mata kuliah Oral Tradition yang pernah saya dapat di semester 6 dl. Kalau saya mau mengambil topik yang berkaitan dgn kebudayaan (ex : tari2an tradisional) yang dituturkan langsung oleh sesepuh daerah tertentu untuk dijadikan bahan skripsi saya, apa bisa ya mas? Soalnya yg jadi pertimbangan saya, jurusannya kan English Literature, kalau yang sy amati justru kebudayaan dalam negeri (bukan kebudayaan maupun karya sastra dr Inggris), apakah tetap relevan?
    Sekiranya mas tridjoko ada waktu untuk membalas pertanyaan ini, alamat e-mail saya : cendani.warapsari@gmail.com
    Atau saya juga akan cek lagi email ini
    Tks banyak sebelumnya…

    Cendani,
    Sebenarnya dalam menjawab pertanyaan2 mahasiswa/i tentang judul skripsi Sastra Inggris, saya menjawabnya pakai standar undergraduate theses bidang English Literature di universitas2 Amerika macam Harvard atau Yale, yang harus membahas buku/novel atau produk-produk “literature” lainnya…

    Tapi melihat website Sastra Inggris di Univ Petra Surabaya saya cukup terkejut karena yang dibahas banyak bahasa lisan (bahkan dalam bahasa Indonesia atau Jawa) yang ada pada ludruk, folklore, siaran berita siang, dan sebagainya. Bagi saya itu hal yang agak aneh, tapi it happens karena mahasiswa Petra kebanyakan menulis skripsi ke arah sastra lisan seperti itu..

    Jadi terserah anda, anda lebih memihak “school of thought” punya Harvard atau Petra ? Kalau anda lebih ke Harvard, maka sebaiknya anda membahas novel saja, pilih salah satu novel yang berbobot di Toko Buku Periplus yang dekat dengan tempat tinggal anda. Kalau anda lebih memilih gaya Petra, maka “Oral Tradition” juga bisa ditulis sebagai bahan skripsi…

  • ayu // April 24, 2009 at 12:03 pm | Reply

    pak sblmnya perkenalkan nama saya ayu, sy saat ini sedang mengajukan skripsi dengan judul “An Analysis of the accuracy and inaccuracy in translating english Idiomatic Expression into Indonesian in the novel the lost boy by dave pelzer” salah satu problem statemnents nya adalah :
    “what are the problems that face in translating idiomatic expression and strategic that used by the translator”
    Namun saya mengalami kesulitan dalam mencari informasi tentang penerjemah dari novel tsb, padahal saya sangat membutuhkan info tsb utk menjawab problem statement td, sekedar info nama penerjemah novel itu DANAN PRIYATMOKO (tmn2 yg baca ini ada yg tau ttg danan??) seandainya saya tidak mendapat info ttg si penerjemah, kira2 bpk ada saran untuk mengganti problem statement tadi tidak?

    Ayu,
    Coba anda baca bukunya baik-baik sekali lagi. Lihat alamat penerbitnya, biasanya suka ada no telpon atau e-mail dari penerbit. Nah, dari sana anda bisa nanya e-mail nya Bung Danan Priyatmoko itu. Bila ketemu, maka problem statement yang anda sudah tulis bisa tetap dipakai..

    Kalau si penerjemah tidak ketemu, mudah saja. Hapus aja kata “translator”, selesai sudah. Sekarang problem statement anda bisa agak pendek..

    [Sebenarnya saya agak bingung, skripsi Sastra Inggris di Indonesia harus ada problem statement nya. Saya sudah membaca puluhan undergraduate theses dari universitas-universitas di Amerika nggak ada tuh paragraph yang menyebutkan problem statement karena problem statement sudah embedded di Background...]

  • ijas // April 25, 2009 at 8:34 am | Reply

    mas sy bisa minta tolong dibuatkan judul makalah bahsa inggrs dan menggunakan bhs inggrs, bs ga mas? jdlnya aja yah.. thanks

    Ijas,
    Sebenarnya judul makalah bahasa Inggris dengan judul skripsi Sastra Inggris hampir sama saja. Cuman di dalam makalah paling ditulis 5-10 lembar saja, sedangkan skripsi 40-80 lembar…

    Soalnya anda juga nggak memberikan clue, makalah yang anda mau tulis itu tentang Sastra, Linguistik, Politik, Ekonomi atau apa ?

  • agus // April 26, 2009 at 8:35 pm | Reply

    Selamat malam pak Tri..Pak Tri , akhirnya judul saya “An Understanding and Application of the Grammatical Functions of the Word Have in Formations Sentence (Case Study….).Tapi saya masih bingung dengan perumusan masalahnya.Mohon saran pak Tri..terima kasih

    Agus,
    Wah…saya sering kali ditanya apa perumusan masalahnya. Dan terus terang saya juga bingung, mengapa anda semua sulit merumuskan masalahnya ?

    Sebenarnya jika digunakan “sedikit perasaan” pasti anda akan menemukan perumusan masalahnya. Misalnya anda siswa SMP atau SMA, pasti anda bingung sekali bagaimana menaruh kata “Have” itu dalam kalimat. Karena penggunaannya banyak sekali dan pasti siswa akan bingung…

  • ode // April 27, 2009 at 2:58 pm | Reply

    halo,

    Mas tri saya punya skripsi judulnya presupposition in cross-examinations. Bingung gabungin keduanya neh.. Help.
    Thanks

    Odelia,
    Wah…sayangnya anda nggak memberitahu saya skripsi yang anda mau tulis itu skripsi jurusan :
    - Sastra Inggris
    - Linguistik
    - Pendidikan Bahasa Inggris
    atau malahan :
    - Psikologi
    - Teologi ?

    Tanpa anda menyebut skripsi untuk jurusan apa, saya mengalami kesulitan menjawab pertanyaan anda. Saya cek di Google dengan memasukkan string pencarian “presupposition and cross-examinations undergraduate theses” ternyata muncul beberapa info…

    Tapi menurut website ini http://linguistics.buffalo.edu/graduate/ma/recent_theses/ , “presupposition” dengan “cross-examination” sebaiknya dipisah. Karena kalau digabung, agak lebih sulit membayangkannya…

    O ya dari website tadi ada beberapa contoh judul skripsi dari Department Linguistics, State University of New York (SUNY) at Buffalo sbb :
    1995-1996
    Cutting, Lincoln, The Semantic Parameters of Basque Split-Intransitivity in Role and Reference Grammar

    Davidson, Matthew, A Quantitative Study of Herodotean Word Order

    Diessel, Holger, Functional Propertiesof Pre- and Postposed Adverbial Clauses

    Houghton, David, Asseveration in Welsh

    Krainz, Stacy, A Sociolinguistic Investigation of the Cognitive Organization of Language Awareness

    McDaniels, Todd, The Grammaticalization Process of Absolutives and Unspecified Arguments in Uto-Aztecan

    Smirnova-Godoy, Irina, Cross-cultural Comparison of Free Associations

    1994-1995
    Binns, Kathleen, The Morphemic Status of Zero

    Kaufmann, Kean, Reconsidering the Infinitive and Participle in Tamil

    Kopris, Craig, Argument Making in Seneca: A Case of Split Intransitivity

    Watanabe, Kazue, Presupposition Function: A Japanese Focus Particle “mo”

    1993
    Park, Ki-seong, “Korean Causatives in Role and Reference Grammar” (Download PDF)

    M.A. research in progress:
    Poornima, Shakthi – semantics

    Hasegawa, Akio

  • ode // April 27, 2009 at 3:24 pm | Reply

    saya lia mas,

    Ini lanjutan pertanyaan saya mengenai judul skripsi yang saya ambil. Novelnya Show of evil karya William Diehl. Kesulitan saya menemukan teori dan menggabung cerita ttg presuposisi yang dipakai dalam persidangan dan teori presuposisi yang saya punya. Saya pakai buku Grundy.

    Thanks banget buat bantuannya mas :)

    Odelia,
    Hehehe..sebenarnya sudah saya jawab pertanyaan anda sebelumnya…

    Jika anda masih bingung tentang “presupposition theory” cari aja infonya di Google, saya masukkan string pencarian “Presupposition theory” banyak kok, tinggal dilihat..

    Kalau mau dihubungkan presupposition dengan court (persidangan) silahkan saja, saya masukkan string pencarian “presupposition court” muncul banyak info juga kok…

    Tinggal dibaca, dicocok-cocokkan, tanya teman anda sekelas yang paling pinter (sebelumnya traktir dia segelas kopi pahit), pasti dia mau share pikiran dengan anda. Baru menghadap dosen pembimbing anda, pasti josss….

    Ok Odelia, good luck…

  • ali murtadhonuri // April 29, 2009 at 8:57 am | Reply

    anti kamapanan itu seperti apa??? saya masih kurang paham?? mohon penjelasannya…

    Ali,
    “Anti kemapanan” itu sama dengan “anti status quo” atau “anti pemerintah”…jadi semua program pemerintah dimentahkan olehnya. Mis. oleh lagu-lagunya John Lennon “Imagine” yang anti Perang Vietnam, padahal perang saat lagu itu keluar sedang berlangsung. Begitu pula lagu-lagu James Morrison dari group band “The Doors” dianggap “anti kemapanan” alias “anti program pemerintah AS” makanya James diburu dan mau dibunuh CIA (katanya)…sampai dia ketakutan, tetap tinggal di Paris, dan tidak berani pulang ke Amerika, sampai ia meninggal dan dikuburkan di Paris..

  • Nink // April 29, 2009 at 8:29 pm | Reply

    Halo,
    Met kenal Pak Tri. Saya mahasiswi smster 8 jurusan sastra inggris. judul outline saya ” The Study of deixis taken from Bambang Yudhoyono Speech’s in Climate Change Conference ” sudah di setujui. Bapak punya referensi2 buku atau informasi tentang deixis pada pidato ga ?
    terimakasih sebelumnya…

    Nuning,
    Wah..seneng ya skripsi anda judulnya sudah disetujui. Minimal sudah lega kan ?

    Saya check di Google dengan memasukkan string pencarian “deixis in english” banyak kok info yang bisa dibaca dari Wikipedia sampai yang lain-lain. Saya juga check di toko buku online http://www.amazon.com/ dengan memasukkan string pencarian “Books” dan “Deixis in english” juga banyak terdapat info judul buku. Nah judul2 buku dan nama2 pengarang silahkan catat, dan bisa “diintip” di http://books.google.com/ dengan memasukkan judul buku + nama pengarang. Tapi cuman bisa “diintip” alias “dilihat” saja tapi nggak bisa diprint, tapi minimal judul buku, nama pengarang dan keterangan di dalam bukunya bisa diambil, ya kan ?

    Yang special membahas pidato tidak ada, tapi speech atau pidato yang anda dengarkan spoken atau written ? Nah…dari sana anda bisa menentukan deixis tentang : people, time, dan place yang disebutkan di pidato tersebut…

    So easy, isn’t it ?

  • ali murtadhonuri // April 30, 2009 at 10:05 pm | Reply

    referensinya seperti apa pak??? contoh bukunya maksud saya…?

    Ali,
    Wah..sebenarnya maksud blog ini untuk menampung pertanyaan anda, tapi mestinya cukup 1 pertanyaan saja. Kalau seperti anda pertanyaannya mengalir seperti air, wah mestinya bicara dulu dengan teman2 anda yang pintar atau dengan dosen pembimbing anda…

    Masalah “anti kemapanan” itu sudah “public domain” dan semua anak SMA yang “gaul” pasti tahu apa maksudnya. Nah, dari cerita teman2 itulah anda bisa menulis skripsi tentang hal ini, tidak harus semuanya bersumber dari buku. Penulis yang baik ya pekerjaannya menulis saja, tanpa banyak baca buku…

    Tapi kalau anda mau cari referensinya, coba klik di Google dengan memasukkan string pencarian “anti establishment music lyric” atau yang semacam itu…

    Mudah-mudahan anda nggak bertanya lagi..or else,…..

  • amir // May 1, 2009 at 7:47 am | Reply

    saya bingung cari referensi buat pproposal saya yang berjudul “Role of English in tourism developing” saya ambil sampel di daerah saya khususnya di kantor pariwisata. kira-kira buku apa yang bisa saya jadikan buat referensi pada penulisan skripsi saya.Trimakasih sebelumnya.

    Amir,
    Judul skripsi anda “Role of English in Tourism Development” ini saya sebut judul “free fall” ibarat penerjun bebas yang bisa semaunya di udara selama mungkin. Jadi maksudnya, untuk menulis skripsi dengan judul ini terserah kreativitas anda bagaimana anda menuliskannya…

    Salah satu saran saya, teliti di daerah wisata Indonesia macam Bali, Yogya, dan Medan misalnya. Penduduk Bali dan Yogya persentase yang bisa berbicara bahasa Inggrisnya lebih banyak dibanding Medan, maka turis asing lebih suka ke Bali dan Yogya dibanding Medan (tapi ini harus dicek di buku Statistik Indonesia 2008)..

    Buku referensinya tidak ada, atau malahan banyak sekali. Bisa dari koran, majalah yang dikeluarkan oleh Garuda (in-flight magazine, dsb). Tidak ada buku khusus yang membahas tentang itu saya kira…

    Anda juga bisa berdiskusi dengan teman2 anda yang pintar tentang masalah ini, kira-kira buku referensinya apa ? Kalau sudah diskusi dengan teman2 anda, anda juga bisa berdiskusi dengan dosen pembimbing anda…

  • Nink // May 1, 2009 at 1:04 pm | Reply

    Terimakasih Pak telah menjawab pertanyaan saya.
    Saya mengambil sumbernya dari teks pidato SBY pak. Apakah lebih baik bagi saya untuk meneliti salah satu jenis deixis saja ? tidak perlu semua jenis deixis saya teliti dalam pidato tersebut ?
    terimakasih Pak sebelumnya,

    Mbak Nuning,
    Wah…kalau cuman diteliti satu macam deixis saja misalnya people deixis, wah…nanti skripsi mbak Nuning ibarat sayur tanpa garam dong !

    Sebaiknya minimal dibahas 3 deixis, yaitu people, place and time deixis. Sebenarnya itu juga sudah minim, karena saya baca di internet jumlah deixis bisa sekitar 10 an kok….

  • Nink // May 1, 2009 at 2:13 pm | Reply

    Owh begitu ya Pak…
    Terimakasih Pak atas sarannya. Coz saya lum pede maju ke dosen pembimbing.
    Saya pernah baca skripsi tentang deixis, dan menggunakan teori SPEAK hymes.

    Mbak Nuning,
    Ya kalau gitu nunggu sampai Bab 1 selesai dulu baru anda menghadap ke dosen pembimbing. Jadi dosen pembimbing juga sudah ada gambaran…

  • Nink // May 1, 2009 at 2:37 pm | Reply

    Makasih bangettttt lokh Pak atas sarannya… sukses terus ya Pak.

    Ok. Sama-sama….;-)

  • nazhimah // May 4, 2009 at 5:11 pm | Reply

    bang ada judul sripsi tentang pendidikan bahasa inggris nggak?

    Nazhimah,
    Banyak kok informasi di internet tentang judul skripsi Pendidikan Bahasa Inggris..silahkan memasukkan string pencarian ke Google “english teaching undergraduate theses”…saya sudah cek informasinya banyak sekali…

    Antara lain dari link ini : http://sh.diva-portal.org/smash/record.jsf?pid=diva2:15351

  • ila // May 7, 2009 at 9:58 am | Reply

    pak tri.. saya lagi bingung nih.. saya sudah menemukan novel ‘lyddie’ untuk analisis skripsi. novel itu bercerita tentang gadis kecil yang bekerja di pabrik. setting 1800an di amerika.
    spesifikasi judul_y gmnya pak..?? apa ngambil child labor exploitation, labor exploittion aja, ato women labor exploitaion..?

    Ila,
    Ya sebenarnya semua judul sama saja. Judul itu kan ibarat “working title” untuk skripsi anda pada tahap awal sewaktu anda mau nulis skripsi. Lah nanti kalau skripsinya sudah ditulis dan judulnya perlu diubah dikit supaya sesuai dengan isi skripsi, itu juga bisa…

    Kalau versi anak Amerika, pasti skripsi anda ditulis dengan judul “Child labor exploitation : An Analysis of Lyddie’s Story in Lyddie’s Novel by ……..”

    Terlalu dangkal ya ? Yah…pokoknya tulis aja baru judul skripsi dipikirkan belakangan.

    Bisa kan ?

  • Robertus Benny Murdhani // May 8, 2009 at 12:46 pm | Reply

    Selamat sianga pak Tridjoko…

    Saya mahasiswa sastra inggris smester 8. Saya tertarik mengambil skripsi tentang translation. Saat ini saya sudah ada gambaran judul “A Translation study of relative clauses in Novel Harry Potter and the goblet of fire and its transaltion”…..Cuma yang jadi masalah saya masih belum menemukan apa saja yang bisa dibahas dari penerjemahan relative clause dan teori yang bisa digunakan…Mohon sarannya pak.Terima kasih

    Buat teman2 yang ingin membantu, email saya di robertusbennymurdani@gmail.com

    Benny,
    Selamat siang juga….;-)
    Saya sudah cari di internet dengan memasukkan string pencarian di Google “relative clause undergraduate theses” ternyata banyak info di sana kok….anda bisa baca sendiri !
    Antara lain dari link ini : http://su.diva-portal.org/smash/record.jsf?pid=diva2:198060

  • intan // May 8, 2009 at 5:04 pm | Reply

    makasi pak bwt sarannya…
    maaf ya pak saya salah nulis commentnya hehe..

    kalo bilingualism speech typology of code mixing oleh peter muysken gimana pak??

    skali makasi ya pak atas sarannya..

    Intan,
    Sama-sama….;

    Referensi apa saja bagus, misalnya oleh Peter Muysken itu. Kalau bisa anda mendapatkan banyak referensi sehingga antar referensi bisa di-compare dan di-contrast. Compare, kalau pendapatnya sama-sama positif (sejalan). Contrast, kalau yang satu berpendapat positif, yang lainnya berpendapat negatif tentang suatu hal (tidak sejalan, berseberangan)..

  • Robertus Benny Murdhani // May 9, 2009 at 12:22 pm | Reply

    Tengkyu sir…..

    Terima kasih sudah memberi pencerahan.BEsok mau saya konsul dulu ke dosen..Semoga dapat pencerahan lagi

  • rusno // May 14, 2009 at 10:55 am | Reply

    tolong mas, saya mau nyusun skripsi tentang romeo dan juliet. ada gak contoh skripsi tentang romeo and juliet? kalau ada, boleh kirim ke e-mailku. maturnuwun. batam 14 mei 2009.

    Rusno,
    Wah…di internet banyak banget info tentang Romeo and Juliet, kebanyakan berbentuk kertas kerja semester mahasiswa (term paper), malah ada yang dijual 5 lembar harus bayar $ 44.90 (Rp 450.000)…

    Masukkan aja di Google “Shakespeare Romeo Juliet undergraduate theses”

    pasti banyak info yang anda bisa jadikan skripsi..

  • hidayat // May 17, 2009 at 12:53 pm | Reply

    salam mas
    saya mahasiswa smester 9 sas inggris neh mau susun skripsi tentang analisis lirik lagu michael heart “we will not go down”..
    saya mau mengetengahkan tentang nilai-nilai yang terkandung dalam lirik lagu tersebut dikaitkan dengan konflik kemanusiaan di Gaza antara Israel dan Palestina
    bisa kasih masukan gak Pak tentang apa saja yang mesti dibahas?
    maksudnya apa saja yang perlu dibahas di pendahuluan?
    mohon jawabannya ya pak..matur suwun

    Hidayat,
    Di pendahuluan skripsi anda ya sebutkan saja latar belakang mengapa Israel dan Palestina saling meng-claim wilayah. Menurut kitab suci mereka, Israel (baca “Yahudi”) meng-claim bahwa Palestina adalah tanah mereka, “tanah yang dijanjikan”. Sedangkan Palestina (baca “Arab”) adalah defacto penghuni wilayah yang disebut Palestina itu. Pada Perang Dunia II Palestina adalah jajahan Inggris, dan setelah Perang Dunia II dibebaskan dan didirikanlah negara Israel pada tahun 1948.

    Pada jaman modern sekarang, negara Palestina hanya terdiri dari Gaza (Gaza Strip), Tepi Barat (West Bank) dari Sungai Jordan, dan Jerusalem Timur. Palestina dijanjikan akan merdeka sepenuhnya, bahkan sejak tahun 1990 seingat saya dengan Presidennya Jasser Arafat, tapi sampai hari ini itu tinggal janji belaka..

    Nah, sense terhadap sejarah pada umumnya dan politik khususnya akan banyak membantu anda memahami lirik lagu itu. Otherwise, cita-cita anda nggak akan tercapai…

    (Sebelum ini ada mahasiswa yang nanya tentang apa arti lirik lagu, tapi setelah saya jelaskan ternyata mahasiswa itu malah bingung “anti establishment” itu apa sih..hahaha..)

  • ode // May 17, 2009 at 7:38 pm | Reply

    mas,
    Bahasan saya linguistik ya..
    maaf lg mas, punya contoh bab 1-5? katanya sekarang bab 3 pkai metode penelitian ya.

    Thanks bgt.

    Odelia,
    Saya sering lihat skripsi linguistik di internet lengkap kap kap kap dari depan sampai belakang. Ya so pasti dari Bab 1 sampai bab 5. Silahkan masukkan ke Google “linguistic undergraduate theses PDF”. Waktu itu yang bisa saya lihat dari salah satu universitas di Swedia…

    Selamat mencoba…..

  • zahra // May 19, 2009 at 7:45 am | Reply

    asslmlkm…..mas tri yang baik saya sedang mengalami kesulitan di dalam skripsi tinggal 50% lagi untuk selesai, boleh saya minta no.hp mas tri ? atau mas bisa menghubungi saya di no. hp 021 97101146. Tenang aja nanti ada biaya bimbingannya dan saya akan bayar. Trims

    Zahra,
    Perlu diketahui bahwa saya adalah Dosen Teknik Informatika dan bukan Dosen Sastra Inggris, jadi mohon maaf kalau “harapan” anda kepada saya terlalu besar…

    Saya hanya mencoba membantu mahasiswa Sastra Inggris yang kesulitan menulis skripsi atau kesulitan menentukan topik skripsi, karena dulu banyak banget inquiry masuk ke blog saya ini tentang skripsi Sastra Inggris. Jadi saya hanya bisa sedikit memberikan hints dan clues, tapi overall penulisan Skripsi Sastra Inggris tolong anda sendiri yang menulisnya…

    Hape saya yang ini sudah kuno sekali, dan sudah sangat penuh sesak dengan sms dari mahasiswa saya (jumlah inbox cuman 92), jadi mohon maaf juga tidak bisa memberi no hape. Mungkin lain kali saya akan membeli hape CDMA supaya bisa dishare secara luas. Oh ya, saya memberikan jawaban secara gratis untuk semua pertanyaan mahasiswa, jadi tidak usah khawatir dengan biayanya…

    Kalau anda punya kesulitan, mungkin bisa juga kirim skripsi anda ke saya di tridjokoeta@yahoo.com mungkin saya bisa membantu dimana tepatnya kesulitan anda.

    Ok, Zahra ?

  • Danang 'DAZZ' Rahadian // May 19, 2009 at 11:12 am | Reply

    Hallo,Mas Tridjoko…!!!
    Jujur saya kagum sekaligus salut kepada Mas,yang sudah bersedia meluangkan waktu untuk menjawab pertanyaan para mahasiswa sastra inggris disini dengan sabar dan telaten,sampai-sampai pertanyaan yg ‘remeh-temeh’ pun dijawab…masa’ mau buat skripsi tentang albumnya Paramore,tapi gak tau artinya Anti-Kemapanan…?? (emangnya aku ngerti..he..he..)

    Jawaban Mas Djoko pun selalu tepat sasaran dansangat akademis,padahal background-nya Mas Djoko IT,khan..? Mengagumkan apa yg bisa dipelajari Mas Djoko hanya dengan dengan berada dlm satu gedung dgn jurusan Linguistics
    Hebaaat…!!!
    Ok..Ok..cukup sesi puji-pujiannya..he..he..

    Kenalkan Mas,saya Danang,mahasiswa Sastra Inggris dari UNS Surakarta,dan saya baru saja mengambil Sastra/Art Literature sbg konsentrasi dlm studi saya.Saya mengambil Sastra karena terkesan lebih GAMPANG ketimbang bila saya harus ber-cenut-cenut ria bersama Bang Chomsky di Linguistics,atau harus berkonsultasi dengan Opung Nababan (dosen killer…) di Translation…

    Pertanyaan saya…”
    Apa saja yang bisa diteliti dari sebuah karya sastra sehingga dapat menjadi skripsi yang berbobot…? ”

    Sejauh yang saya baca diatas,kebanyakan fokus kpd ceritanya…
    The Known World……..slavery
    V for Vendetta…………..fascist govenment
    Lyddle………………………child labour

    Apa ada lagi…??
    Mohon direkomendasikan contohnya..boleh dari Petra ato dr luar negeri

    Matur Nuwun before,Mas…!!!
    Jangan bosan-bosan membantu kami..Semoga selalu sukses dalam karir dan keluarga….AMIIIINN…!!!

    Salam paling hangaaat buat Dessa-ku yang kucintaa..pujaan hatikuuu…tempat ayah dan bunda dan handai taulankuuu….he..he..

    PISSSS….!!!
    *Blognya gak dikomersialkan,Mas…?? traficnya bagus loo..pasti banyak yang mau ngiklan disini..

    Mas Danang Rahadian,
    Wah…seperti jawaban saya terhadap pertanyaan Zahra di atas, sebenarnya background saya itu Computer Science namun karena satu gedung dengan Dept Linguistics, jadi banyak professor Linguistics yang ngajar di kelas saya sebagai Adjunct Professor, dan interest saya di computer science adalah tentang Natural Language Processing dan Computational Linguistics. Disebut Computational Linguistics karena kita mencoba mengajari komputer agar tahu tentang Linguistics…gitu kira-kira..

    Karena setahun yang lalu di blog saya banyak sekali pertanyaan mahasiswa tentang judul skripsi Sastra Inggris, saya memberanikan diri membantu para mahasiswa yang bingung itu, tentunya hanya modal tekad dan nekad…hahaha…

    To tell you the truth, sebenarnya saya sudah merasa bingung akhir-akhir ini karena banyak sekali pertanyaan yang tidak bisa saya jawab. Akhirnya saya curhat sama dosen2 Sastra Inggris di Binus tempat saya ngajar. Mereka saya tanya mengapa sih judul skripsi Sastra Inggris di Petra kok macem-macem dari membahas cerita ludruk, sampai buletin siangpun dibahas. Jawaban dosen Sastra Inggris Binus “Lha..karena di kebanyakan universitas Sastra Inggris kan ada di bawah Fakultas Budaya, jadi kita membahas juga Budayanya tidak hanya melulu Sastra Inggris”…

    Nah, jawaban itu yang membuat saya bingung karena di Amerika khususnya jurusan Sastra Inggris (di sana disebut English, Literature, atau Linguistics) itu ya membahas novel-novel Sastra Inggris, jadi pendekatannya masih tradisional sekali…

    Kalau mau tahu Sastra Inggris tuh membahas apa saja, gampang kok. Masukkan aja di Google “English Literature Dissertation PDF”…maka anda dapat mengintip apa yang ditulis di Sastra Inggris di luar negeri itu. Di Swedia khususnya banyak disertasi (S3) Sastra Inggris yang bagus-bagus yang membahas segala aspek kehidupan..

    Nah, di Google itulah tempat Mas Danang bertanya seharusnya, bukan ke saya….yang pengetahuannya cuman modal nekad doang…hahaha…

  • hande // May 20, 2009 at 6:34 pm | Reply

    pak tri…saya mahasiswa semester 8 jurusan linguistik
    saya lagi bingung..
    saya sedang menyusun proposal skripsi..
    saya mencoba menganalisis “gaya bahasa metafora untuk menunjukkan karakteristik tokoh dalam lirik lagu skid row, kemudian dari karakteristik ini apa lagi yang bisa saya teliti ya pak??
    soalnya ketika saya ajukan dosennya blg kalau hanya stak disitu..sepertinya terlalu sederhana..
    mohon bantuannya pak tri

    Hande,
    Saya mau bicara bad news dan good news tentang rencana anda mau nulis skripsi lirik lagu Skid Row…

    Bad news, saya baru cek di Google tidak ada undergraduate thesis yang ditulis berdasarkan analisis lirik lagunya Skid Row sebagai nama band. Yang ada, analisis skid row sebagai gugusan batu-batu dan analisis skid row sebagai gugusan perumahan kumuh di Los Angeles.

    Good news nya, selain metaphore anda juga bisa membahas hatred, hope, conflict, dan banyak lagi yang bisa dibahas (coba deh baca komentar semua posting ini yang jumlahnya hampir 200 komentar, kayaknya sebelum ini pernah dibahas deh…)….

  • hande // May 21, 2009 at 10:32 am | Reply

    oh gitu ya pak..
    sesuai dengan informasi bapak diatas, kalau misalnya saya membahas hatred, hope atau konflik bagusnya dibahas dari kajian apa ya pak??

    sebagai tambahan pak…
    sebenarnya saya sedang memikirkan judul cadangan.
    saya ingin membahas kepribadian tokoh dalam suatu novel/tulisan. tapi karena saya senang dengan metafora saya ingin melihatnya dari sisi metafora.
    ada ga sih pak teori yang melihat sisi kepribadian dari analisis metafora?
    atau bapak ada saran untuk membahas kepribadian dari sisi yang lain??
    terima kasih pak tri..

    Hande,
    Nah lu…terulang lagi ! Dulu ada mahasiswa nanya apa bagaimana kalau membahas lirik lagu sebuah band ? Terus saya bilang bahas aja dari sisi “ini”. Mahasiswanya nanya lagi (kasih komentar lagi), “ini” itu apa to Pak ?

    Jadi kalau anda nanya lagi, saya anggap anda belum cocok dengan judul skripsi yang membahas sebuah lagu. Terus “kepribadian” itu bahasa Inggrisnya apa saya juga tidak tahu “mana” yang anda maksud, karena padanan kata Inggrisnya kan banyak ? Kepribadian kalau yang anda maksud “personality” ….itu masalah luas yang biasa ditulis di disertasi (S3) bidang Psikologi di Amerika sana…bahkan sampai hari ini…

    Saya sudah search “personality metaphore undergraduate theses” di Google tapi belum nemu 1 judul skripsipun. Tapi itu tadi, ada puluhan judul disertasi membahas “personality” dari jurusan Psikologi….tapi seperti kata dosen anda, membahas metafora saja di skripsi..akan membuat skripsi anda kurang menarik…

    Jadi lebih baik pikirkan lagi, kalau anda tidak terlalu mampu, jangan paksakan diri membahas lirik lagu. Membahas novel mungkin lebih baik bagi anda….

  • Fani Septialindar // May 21, 2009 at 11:21 pm | Reply

    Siang Pak Tri,,

    Barusan saya sms dosen pembimbing tentang tema yang mau saya ambil untuk skripsi saya, ternyata beliau setuju dengan tema tersebut, saya ambil error anlysis dengan tema Ellipsis Word (and+too, so, either, neither)

    Oya perkenalkan nama saya Fani Septialindar, Sastra Inggris Gunadarma University Semester 8. Yang mau saya tanyakan antara lain :
    1. Apa judul yang tepat buat tema saya ini?
    2. Apa yang bs saya teliti dari tema ini?
    3. Minta referensi buku dan link nya dong?
    (sekiranya tema ini terlalu sulit ga? soalnya saya takut akan menyulitkan saya ketika sidang nanti). thx ^^

    Hallo Fani,
    Selamat malam…dan salam kenal juga….;-)

    Jawaban pertanyaan anda sbb ya :
    1. Judul yang tepat sebenarnya bisa dikarang sendiri, misalnya “An Error Analysis of Elliptic Words Produced by 9th Grader Learning English” misalnya. Tapi bisa anda ubah-ubah sendiri kok…
    2. Anda bisa meneliti atau menganalisis kesalahan siswa-siswa SMP Kelas 3 (9th Grader, dalam contoh saya) dalam mengucapkan bahasa Inggris. Tapi anda juga bisa menganalisis karangan bahasa Inggris yang dibuat oleh siswa-siswa di sekolah..
    3. Linknya ? Banyak lho, bisa dicari sendiri kok, di Google masukkan aja string pencarian “english error analysis undergraduate theses”….saya sudah coba dan banyak informasi judul-judul skripsi serupa dari luar negeri (Korea) maupun dari dalam negeri (mis. Petra). Salah satu linknya ini : http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED225351&ERICExtSearch_SearchType_0=no&accno=ED225351

  • indi // May 22, 2009 at 4:28 pm | Reply

    mas, tolong kasi saran dong ..
    judul bwat skripsi
    tapi linguistiknya mas
    kira2 yang menarik untuk dibahas and ga njelimet

    tolong balas via email ku ya mas…please

    Indi,
    Skripsi Linguistik yang dari sumber dalam negeri bisa dilihat di Google dengan memasukkan kata kunci “skripsi linguistik”…

    Skripsi Linguistik yang dari sumber luar negeri bisa dilihat di Google dengan kata kunci “linguistic undergraduate theses”. Tapi kalau mau yang judul thesis Master atau Dissertation bisa dengan kata kunci “linguistic master theses” atau “linguistic dissertation”….

    Saya tidak bisa menjawab ke email anda, kecuali anda langsung menulis ke email saya : tridjokoeta@yahoo.com

  • lia // May 24, 2009 at 9:46 am | Reply

    Salam kenal..
    saya lia, saya mahasiswi jur.si semester 6 univ. Hasanudin Makassar, sekarang lagi musim final, dan tugas final untuk m.k Met.Penelitian Sastra, disuruh buat prosposal skripsi..saya mengambil konsentrasi sastra,, saya sudah berencana untuk mengangkat masalah wanita dalam islam,, dan saya tertarik dengan novel Ayat-Ayat Cinta karya Habiburrahman El Shirazhy,,

    Pertanyaan saya bagaimana menurut bapak, kalo saya mengangkat judulnya seperti ini,

    “Representasi Wanita islam dalam novel AAC”

    apa tidak terlalu dangkal?? atau justru pembahasannya terlalu luas???bisa kasih saran judul yang terkait dengan masalah diatas?!
    Mohon bantuannya,,,
    makasih sebelumnya Pak…

    Lia,
    Wah…itu topik yang bagus sekali “Representasi Wanita Islam dalam novel AAC”. Kalau anda serius, bahkan saya yakin anda akan bisa menulis skripsi sastra yang baik…

  • ode // May 26, 2009 at 3:52 pm | Reply

    mas,
    ini lia
    Hmm.. preupposition itu milik ilmu pragmatik atau semantik atau dikaji oelh semua ilmu?
    saya jurusan sastra inggris.
    Sripsi belon kelar neh..
    kalau presuposisi dalam cross-examinations pake teori siapa ya yg paling pas?

    Thanks bgt mas :)

    Lia,
    Saya barusan check di Google dengan memasukkan string pencarian “presupposition semantic or pragmatic” ternyata jawabannya….bisa dua-duanya !!!

    Coba masukkan lagi string pencarian itu di Google, ada banyak info kok, kebanyakan bentuk PDF….

    Good luck ya !

  • revi // May 26, 2009 at 4:55 pm | Reply

    ass..
    pak nma sya revi.
    saya mhsiswa smester 6 UAD jogjakarta…
    saya mau tanya,
    bagaimana sih cara membuat judul skripsi ttg literature…
    saya masih kurang paham ttg hal tersebut..
    mksih ya pak sebelumnya..

    Revi,
    Skripsi tentang Literature bisa diawali dengan : Pertama, pilih dulu apa yang menarik perhatian anda, misalnya war, romance, family conflict, conflict between classes in society, dan sebagainya. Kedua, setelah memilih topik di pilihan pertama tadi pilihlah produk literature yaitu novel di toko buku, misalnya di dalam airport Adisucipto Yogya ada toko buku Periplus yang banyak menjual novel berbahasa Inggris, kunjungi saja dan beli 1 atau 2 buku, tapi ingat harganya bisa Rp 75 ribuan per novel. Ketiga, baca buku tersebut dan analisis berdasarkan topik yang menarik anda tadi. Keempat, bicarakan topik anda dengan salah seorang teman sekelas anda yang pinter yang bisa ditanyain mengenai topik skripsi. Kelima, ketemu dengan dosen pembimbing anda dan tanyalah beliau…

    Mudah bukan ? Yang penting adalah “dimana anda punya kemauan, di situ pasti ada jalan….”

    Jadi, keep trying dan don’t give up….;-)

  • iMas // May 27, 2009 at 9:07 pm | Reply

    Lam kenaL bapak,,saya mahasiswi SasIng yg pastinya sm sprti tmn2 yg masuk sini,,binun dgn skripsinya…

    haduuuhhh,,,sy lg pusing dg skripsi yg sy ajukan sndri, jelasnya judl saya “Exploring an Autistic Child In Learning and Acquiring English as A Second Language”… insyaAlloh sy tau ap yg sy observasi,,tp knp sy jd mentok d Literature review y??

    apa sy yg kurang referensi?tp memang agak susah mencari buku2 yg cocok,,haduuuuhh…
    tolong sy pak….
    trims sblmnya,, ^_^

    Imas,
    Salam kenal juga….;-)

    Saya barusan check di Google dengan memasukkan string pencarian “acquiring english autistic child” ternyata banyak informasi yang saya dapatkan lho, tapi kebanyakan untuk “english as first language”….yang katanya autistic child hanya bisa acquire english as first language sebanyak 47 percent dibanding anak normal…

    Yang saya agak ragu dengan judul anda adalah menghubungkan autistic child dengan acquiring english as a second language, soalnya english kan sulit banget even for normal person….apalagi untuk autistic child. Saya pernah lihat di TV misalnya anaknya “Oom Farhan” yang autistic dan banyak belajar menghapalkan bahasa Inggris…tapi itu baru kenyataan belum ada atau jarang ada kajian ilmiah tentang hal ini…

    Tapi saya jujur, judul skripsi anda bikin saya penasaran…berarti judul yang bagus (provided that, you are able to write it in the first place….)…

  • iMas // May 27, 2009 at 9:12 pm | Reply

    oya,,,skripsi sy kn bentuknya deskriptif-kualitatif dg bntk studi kasus yg biasanya longitudinal,,tp sy pengen lulus cpt jg,,jd sy cm rncanakn 3bln…

    yg sy bingung jg tentang strategi turun lapangannya biar data lebih valid,, bgmn ya?

    huhu,,,danke schon for the responds….

    Imas,
    Saya kira yang terpenting desain penelitian skripsi yang baik sehingga skripsi anda bisa selesai 3 bulan. Ambil 2 kelompok sample, 1 kelompok sample dari anak-anak autis (mungkin jumlahnya 10 orang, tapi better if more than 30, biar menyebar normal, statistically), lalu 1 kelompok lainnya disebut “kelompok kontrol” yaitu anak normal yang ingin juga belajar english…

    Nah, dalam 4 minggu jika 2 kelompok tadi diberi treatment yang sama yaitu “diajar bahasa Inggris” seberapa jauh kemajuan kelompok sample 1 (anak autis) dibandingkan kelompok sample 2 (anak normal). Kalau anda sudah bisa mendapatkan persentasenya (%), dan bisa menganalisis apa kelebihan dan kelemahan anak autis maupun anak normal, that’s already good…

    jadi, keep on trying, keep on writing, tetap semangat dan maju terus pantang mundur, pasti skripsi anda bisa selesai dalam 3 bulan…

    Ok iMas ?

  • Eno // May 27, 2009 at 9:17 pm | Reply

    pak,,permisi…ada judul skripsi tentang teknik elektro?

    Eno,
    Wah..nanya skripsi Teknik Elektro di sini ?
    Apa bidang peminatan Teknik Elektro anda ? Power, Kontrol, Telekomunikasi, Sistem Komputer, atau Elektro murni ?
    Tergantung bidang peminatan anda sih judulnya. Anda juga bisa memasukkan string pencarian di Google, misalnya “electrical engineering control undergraduate theses” atau “electrical engineering power undergraduate theses”….pasti banyak informasinya…

  • iMas // May 27, 2009 at 9:41 pm | Reply

    makacih bgt pak,,tp Qo sy malah jd beban ya?huhu…

    tp emg, sbgn besar info dr internet plus buku yg sy bc,,emg mbahas acquisition tu bwt first language,,aplg susah bgt yg da hub’y ma autistic child,,itu yg biQn sy agak desperate…

    aplg,,objek sy,ank autis, itu sudah usia 10th yg brarti dia sudah lwt periode acquiring english yg riilnya, skrg dia lbh fokus ke learningny d sklh malahan…

    tu yg buat sy agk bingung ambil data yg valid…

  • iMas // May 27, 2009 at 9:50 pm | Reply

    ohh…brarti mksd bpk,,agar lbh cepat,, sy alihkan penelitian jd kuantitatif y?
    haduh,,,brarti ubah total y?
    krn sbnrnya ni ank yg langka yg emg bnr2 dia fluent in english yg sy temukan dan tertarik utk sy jadikan objek…tp emg sulit y?

    baiklah,,sy kosultasikan jg alternatif bpk pd dosen pembimbing sy yg memang prnah menyarankan sprti tu jg…

    skli lg trima kasih pak,,jgn bosan kasi saran sy y pak… ^_^

    iMas,
    Ya…selamat ketemu dosen pembimbing…;-)
    Wah…sulit dong, masak hanya sample 1 anak umur 10 tahun bisa ditulis ke sebuah skripsi ?

    Lebih mudah kalau anda kumpulkan beberapa anak autis untuk dianalisis kemampuan bahasa Inggris mereka…daripada bila cuman seorang anak autis saja…

    Kalau masih ada pertanyaan, boleh kok ditanyakan di sini. That’s what this blog for….

  • Eno // May 27, 2009 at 10:13 pm | Reply

    hehe,,,,lg nyasar aj pak…saking ndak da idenya..
    bis, kayanya seru diskusinya…

    saya elektro jurusan telekomunikasi…
    sbnrnya sy sdh mendaftar k telkom utk pnelitian,,tp judul sy 2x ditolak,,1x dosen krn ada jdl yg mirip, 1x dr telkom krn susah pnelitiannya…

    Eno,
    Bagaimana kalau anda meneliti “Radio Frequency (RF) Hopping” ?
    Saya kira sekarang-sekarang ini anak Teknik Elektro Telekomunikasi jarang yang masih tertarik kepada RF, walaupun di luar sana yang membutuhkan expertise ini saya tahu banyak sekali…artinya, kalau nanti anda selesai nulis skripsi pasti anda tidak kesulitan untuk memasuki dunia kerja…

  • Eno // May 29, 2009 at 9:11 am | Reply

    tapi sudah ada yang pernah membahas tentang Frekuensi Hoping pak..
    saya jadi bingung..
    kalau yang ada hubunganya dengan speedy apa ya pak??

    Eno,
    Tapi Frekuensi Hoping ada yang analog dan digital lho, ilmunya berkembang terus. Saya cek di internet kemajuan ilmunya sangat pesat. Kalau sudah ada yang nulis, ditulis lagi dengan sudut yang lain mungkin masih bisa. Apalagi kalau anda bisa mendemokan suatu alat yang jika berkomunikasi antara 2 node frekuensi hopingnya bisa 60 kali/detik tanpa battery-nya drop….

    Speedy itu pakai ADSL. Bisa dibandingkan sih performancenya dengan GPRS, HSDPA, HDSL, DSL dan lain-lain…

    Intinya, kalau bingung…tanya aja ke dosen pembimbing anda…

  • eris // May 29, 2009 at 7:56 pm | Reply

    Assalamualaikum.wr.wb
    Pak Tridjoko, saya mahasiswa pasca jurusan bahasa indonesia semester 2 unlam banjarmasin. sebentar lagi, saya harus mengajukan judul tesis, tapi sampai sekarang saya gak punya ide sama sekali. bapak bisa bantu saya gak? background s1 saya sastra inggris di malang. oleh karena itu, bapak bisa memberikan contoh judul tentang pemerolehan bahasa inggris dan indonesia. thanks a lot

    Eris,
    Sebenarnya saya tidak ingat ada nggak kaitan saya dengan pendidikan Bahasa Indonesia, kecuali bapak saya dulu dosen Sastra Indonesia di FKSS IKIP Malang Cabang Madiun (dibubarkan 1970)..

    Menurut saya judul yang paling top/sulit adalah yang berhubungan dengan teori Linguistik ya. Karena di situlah ilmu saya, yaitu Computer Science, bisa juga digunakan di jurusan Bahasa Indonesia. Jadi anda bisa membahas tentang Penerjemahan Bahasa Indonesia – Inggris misalnya, ataupun bahasa Inggris – Bahasa Jawa – Bahasa Indonesia (karena teman saya di tahun 1986 dulu banyak yang mengaku, kalau harus menerjemahkan Bahasa Inggris ke Bahasa Indonesia, pasti mereka mencari representasi bahasa Inggris tersebut ke bahasa Ibu mereka terlebih dulu, yaitu bahasa Jawa !! )..

    Atau anda bisa membahasa “Akuisisi Bahasa Indonesia Sebagai Bahasa Kedua Bagi Pembicara Bahasa Asing”. Syukur-syukur ditambah dengan studi kasus beberapa ekspatriat yang hidup di Indonesia.

    Demikian saran saya, kecuali pertanyaan anda sudah sangat spesifik….

  • merliani // May 30, 2009 at 8:52 pm | Reply

    dear mas djoko.. saya mahasiswa univ. bung hatta padang sumbar, lagi mentok bgt ma skripsi ku, soalnya saya mengambil linguistic. yang saya pengen tanya in ke mas djoko secara k=mas dah jagoan bgt ney di sastra inggris, kalo aku ambil judul “a simple analysis of subject and object complement on English newspaper and magazines” apa aja yang harus aku kuasain yah mas…

    Merliani,
    Wah…judul skripsi anda bagus lho…cuman judul awal “A simple analysis”…kenapa sih harus simple…mestinya “An Analysis” saja…saya cek di internet belum ada undergraduate theses yang membahas topik yang sama dengan anda…

    Yang harus Merliani kuasai, tentu saja apa arti “subject complement” dan “object complement” itu apa, itu yang pertama. Kedua, memilih sample english newspaper and magazines nya harus pinter-pinter…maksud saya mudah-mudahan newspaper dan magazines yang beredar di Indonesia juga beredar di Padang, kalau nggak ya ambil dari versi online nya saja. Ketiga, analysis-nya juga harus tajam yaitu melihat seberapa jauh dan seberapa sering subject complement dan object complement muncul di tulisan2 di newspaper dan magazine itu, terus yang terutama….(ini yang paling sulit)…setelah subject complement and object complement bisa ditemukan…so what ? Yang terakhir ini yang anda harus bisa mempunyai jawaban yang bagus dengan alasan yang bagus juga. Sebaiknya, bandingkan dengan tulisan2 di newspaper semacam The New York Times (versi online kan bisa dilihat) dan magazines macam Time dan Newsweek, pasti anda akan terkejut mungkin begitu besar bedanya. Saya kurang bisa mengungkapkannya, tapi dulu waktu 3 tahun belajar di US saya merasakan gaya bahasa Time dan Newsweek itu benar-benar berbeda…karena saya berlangganan keduanya….Nah, saya harapkan yang membedakan Time dan Newsweek (bisa dilihat versi online nya) itu karena subject complement dan object complement nya….Kalau ya, wuiiiih….topik skripsi anda bakal bagus sekali !

  • yemima // June 2, 2009 at 9:41 pm | Reply

    mlm pak Tridjoko..
    saya mhsswa smster8 univ swasta djogja mau minta saran mngenai tesis nih..
    saya punya ide mau bahas translation pd film anak (Lilo n Stitch), trus mau bahas error translation nya n effect kpd audiences..trus mau bahas apa lagi pak??
    oia, judul yang tepat untuk tesis ini apa pak??
    terima kasih banyak..

    Yemima,
    Wah…saya juga suka lho film Lilo n Stitch, mungkin judul yang tepat untuk skripsi ini adalah “An Analysis on Translation Error from English to Indonesian and Its Effect on Audience’s Story Understanding of the Movie Lilo and Stitch”..

    Yang dibahas, ya dimulai lagi dari 5 tahap language translation (natural language processing) yaitu Morphological Analysis, Syntactic Analysis, Semantic Analysis, Discourse Integration, and Pragmatic Analysis. Setahu saya dari mengamati beberapa movie translation ke bahasa Indonesia, kesalahan terjemahan itu sudah dimulai di Morphological Analysis sampai Semantic Analysis (salah dalam mem-pick word untuk terjemahannya)…

    Demikian mudah-mudahan berguna..

  • yemima // June 3, 2009 at 11:55 pm | Reply

    terima kasih banyak Pak Tri atas saran dan masukannya..
    oia, bapak punya refrensinya gak??boleh dunk minta??trutama teori ttg terjemahan film..
    Terima kasih..
    oia satu lagi pak..hehe..
    bapak punya forum IT gak??minta alamat webnya ya pak??thank you so much

    Yemima,
    Cari aja di Google masukkan string pencarian “movie translation” atau “movie synopsis” gitu…ya kurang lebih seperti itu pencariannya…
    Saya tidak punya forum IT, tapi kalau mau bisa add Facebook saya “Tri Djoko wahjono”..kan bisa send message dan nanya sesuatu….(tapi lebih disukai via blog ini saja sih..)..

  • yemima // June 4, 2009 at 11:58 pm | Reply

    ok deh pak..terima kasih banyak..
    mau tanya soal kmputer nih..
    anti spyware yang bagus tu apa pak??ni kmptr rumah terjangkit spyware, dlayar sering mncul situs2 dan iklan2 yang aneh n mengganggu..
    terima kasih..

    Yemima,
    Kalau komputer di rumah sering dijangkiti spyware yang aneh-aneh, anti virus di rumah anda bisa diganti dengan AVAS yang bisa didownload secara gratis, karena AVAS juga menghajar spyware macam itu..Tapi kalau makai AVAS, komputer anda harus sering disambungkan ke internet biar AVAS nya ter-update terus…

    Ada lagi Spyware Doctor yang bisa juga didownload gratis. Kalau masih bandel bisa pakai CCleaner yang bisa juga didownload gratis..

  • yemima // June 8, 2009 at 12:11 am | Reply

    terima kasih pak..tak download dulu..moga2 jah virusnya gak bandel lg..

    Ok, silahkan..

  • Yanto // June 8, 2009 at 3:42 am | Reply

    Hallo pak tridjoko…

    saya mahasiswa binus sems 7..saya msh bingung nih milih topik skripsi..saya pengen ny analisa movie…kira” film ap yg gmpng di analisa pak..trus theory ap yaa pak yg bisa di pkai dan berhubungn dngn movie trsbt???

    thx y atas bantuan nyaa…

    Yanto,
    Wah…pertanyaan anda jangan lucu gitu dong ! Kalau anda pengin nulis skripsi tentang movie pastilah anda seorang movie freak yang setiap minggu pergi ke movie barang 2-3 kali !!!
    Kalau anda jarang pergi ke movie, ya forget it dengan judul movie ini…cari yang lain aja…
    Sebagai movie freak, tentunya anda juga sudah jago menganalisis movie….kalau tidak, ya berarti anda belum bisa dibilang sebagai movie freak, jadi cari judul yang lain saja yang lebih aman…

  • rio // June 8, 2009 at 11:18 am | Reply

    salam pak kenal pak Djoko, begini pak, saya mau ancang – ancang untuk bikin outline bulan besok.
    saya sudah punya gambaran ingin ngambil Code mixing pada lirik lagu. tapi lagu yang saya ambil adalah Jepang-Inggris. gimana ya kira – kira judul yang bagus tentang code mixing di lirik lagu ” Mr Children ~ Sujiyou bus ( Water Taxi )?. sebenarnya saya ingin konsentrasi ke Inggris bukan Jepang. tapi dosen saya mengatakan ” kamu harus menguasai ke dua – duanya”.

    Rio,
    Minggu kemarin saya ngobrol dengan beberapa dosen Sastra Inggris Binus, tentang blog saya yang banyak diserbu oleh banyak mahasiswa Sastra Inggris yang mau buat skripsi…
    Beberapa judul skripsi yang cukup “berani” seperti judul anda di atas biasanya diajukan oleh mahasiswa yang mempunyai self-motivation yang tinggi…
    Kalau anda berani milih judul di atas, berarti bahasa Jepang andapun di atas rata-rata ? Ya kan ? Kalau ya, just go ahead. Kalau tidak, wah…mungkin anda harus milih judul atau topik yang lain lagi…

  • deyana // June 8, 2009 at 2:26 pm | Reply

    salam sejahtera pak..

    saya mhsswa sastra inggris di salah satu universitas di semarang. sprti yg lain, saya juga lagi bingung soal judul skripsi saya. saya pny rencana untuk membahas ttg body language dlm film animasi.tp saya bingung harus mulai dari mana??apakh sudah ada yang membahas tema ini??

    thanks before…

    Deyana,
    Gotcha !!!
    Saya kira judul skripsi anda cool banget tuh ! Misalnya judulnya tentang “An Analysis of Gestures and Body Languages in Cartoon Movies”….
    Saya yakin yang nulis belum ada atau belum banyak…

  • ike // June 9, 2009 at 5:12 pm | Reply

    soree, pak..

    saya mhsiswi smstr akhir sastra inggris
    boleh nanya2 pak..
    saya ambil skripsi d bdang translating
    ttg deixis d pdato..
    jdi skripsi sya itu jga tntag pragmatik
    utk combine antara translating dan pragmatik
    bapak pnya referensi buku, link en website terkait gak tntang teori deixis d translation?
    oia, research question sya: what strategies that is used in speech of…..?
    sya masih bingung dgn reseacrh questionny?
    kira2 baiknya gmana ya pak?
    maaf sblumny ngerepotin pak,

    makasi sblumnya ya pak..

    Ike,
    Banyak kok sumber di internet tentang deixis in translation, bisa dicari di Google dengan memasukkan string pencarian “deixis in translation”. Saya sudah coba dan banyak infonya kok, silahkan dibaca satu per satu…

    Tentang referensi translation and pragmatic, sebenarnya banyak, tapi yang penting anda bisa dapatkan referensinya itu. Kalau saya, saya selalu coba lihat judul-judul buku tentang Translation and Pragmatic di http://www.amazon.com/ dengan memasukkan string pencarian “translation and pragmatic”. Kalau sudah ketemu bukunya, catat judul dan nama pengarangnya, lalu klik http://books.google.com/ dan masukkan judul buku dan nama pengarang itu ke search bar yang ada. Beberapa buku bisa diintip semuanya, ada yang bisa diintip sebagian…

    Mengenai research question, mudah kok sebenarnya. Yaitu, apa sebenarnya yang anda ingin teliti ? Apakah deixis in political speech, atau deixis in literature speech, atau deixis in economic speech ?

  • Asri Lestari // June 9, 2009 at 5:53 pm | Reply

    waduuuuhhhh pa tolong saya donk,,,saya mau ngambil skripsi analisis sosial setting kira kira buku apa yang harus saya pakai

    Asri,
    Bisa dicari di Google, masukkan string pencarian “social setting analysis”…saya sudah coba dan banyak info, termasuk yang di dalam ruang lingkup Computer Science (ilmu saya)…

    Kalau mencari buku, silahkan baca jawaban saya terhadap komentar sebelumnya…

    Ok, Asri ?

  • Alwan // June 16, 2009 at 4:36 pm | Reply

    Pak Tridjiko yang terhormat,

    Saya mahasisiwa Univeristas Putra Batam Semester 8 jurusan Sastra Ingris. Saat ini sedang mencari Teori2 Samuel Johnson: Moral Philosophycal Approach. Sampai saat ini saya masih belum menemukan teori nya yang lengkap. Untuk itu mohon saran dan masukan sites yang berhubungan dengan nya.

    Terima kasih.

    Alwan,
    Wah…senang sekali sekarang di Batam sudah berkembang sebuah universitas yang sedemikian pesat. Dulu di tahun 1999 waktu saya mengunjungi Batam, belum ada satu universitaspun berdiri….

    Mengenai teori-teori Samuel Johnson, banyak kok situsnya di internet. Yang menjadi masalah, anda harus memasukkan kata-katanya dengan benar. Saya barusan cari di Google, dengan memasukkan kata pencarian “samuel johnson moral philosophical approach” ketemu banyak informasi, dan teori Samuel Johnson disandingkan dengan teori-teori lain (mengenai puisi) dengan Plato, Aristoteles, dsb…

    Salah satu link yang menarik ada di sini, silahkan klik : http://24.214.231.33/admin/websites/cwarmack/Moral%20&%20Philosophical%20Criticism.ppt#287,4,Moral Criticism

    Masalah penyebutan nama saya, don’t worry…..;-)

  • Alwan // June 16, 2009 at 4:42 pm | Reply

    maaf pak bahasa nya kaku sekali. seperti menyurati seorang pejabat hiks…..

    You don’t have to worry…..;-)

  • Alwan // June 16, 2009 at 4:52 pm | Reply

    SEkali lagi maaf pak, saya yang error menganti nama bapak menjadi Tridjoko… sekali lagi maaf

    It’s ok. No problemo amigo…;-)

  • yemima // June 17, 2009 at 12:58 am | Reply

    Pak Joko..kalo kmputerku tak pasang 2 RAM; slot1=1GB and slot2=256MB, bisa gak ya???apa harus seimbang, 1GB dgn 1GB??
    terima kasih..

    Yemima,
    Salah satu rule di blog ini kalau memberi komentar sebaiknya ditaruh di posting yang sesuai, jadi jangan tanya masalah komputer di posting “Judul Skripsi Sastra Inggris”….

  • deyana // June 17, 2009 at 7:43 pm | Reply

    thanks so much for the advice..

    tapi saya masih bingung untuk mulai menganalisa dari mana??kira2 bapak ada saran gak?

    Deyana,
    Lho ? Anda yang memilih judulnya, kok anda sendiri yang bingung ? Hehehe…

    Bisa dimulai dari “menguliti” judul skripsi anda lebih jauh. Anda bisa minta bantuan Mas Google, masukkan aja kata pencarian “gestures in animation” atau “body language in animation”..

    Sebenarnya mengenai gestures dan body language ini yang menarik adalah, beda budaya beda gestures dan body language-nya. Dulu waktu saya di kursus Inggris jelang keberangkatan ke Amerika, saya diajari guru bahasa Inggris saya yang native American untuk hati-hati menggunakan gestures dan body language ini karena beda budaya kadang-kadang gestures dan body language-nya beda. Jadi misalnya maksud kita mengatakan A, ternyata oleh orang yang budayanya lain ditangkap sebagai B. Kira-kira begitulah…

    Selamat meneliti…

  • isma // June 21, 2009 at 8:01 am | Reply

    asslamualikum wrwb mas tri…
    salam kenal

    langsung aja..saya butuh saran ke mas tri cos web ini begitu terkenal..he he he
    saya udah mengambil judul skripsi sastra inggris tentang bahasa wanita pada slogan iklan kosmetik berbahasa inggris..kayak”beyond natural”,”beauty is love”..dll..cuma saya masih bingung di teori..kira2 teori yang berhubungan dengan itu apa yah..mohon saran dari mas tri..makasih ya

    Isma,
    Wallaikumsalam……salam kenal juga…..;-)

    Wah….saya jadi malu nih (tersipu-sipu….;-) ) web ini dibilang web terkenal…..;-)

    Menurut saya topik mengenai slogan ini agak di luar bahasa inggris atau sastra inggris yang kita kenal sehari-hari. Soalnya kalau cuman membahas english, mestinya kan tidak jauh-jauh dari : morphological analysis, syntactic analysis, semantic analysis, discourse integration, dan pragmatic analysis. Iya kan ? Nah….advertising slogans yang anda sebutkan kayaknya kok kurang proper dianalisis pakai 5 tahap atau tingkatan natural language (english) itu….

    Yang saya mau katakan, itu beyond english. Jadi anda harus cari tahu apa teori di luar english seperti marketing communication, dan sebagainya. Mestinya lebih ke sana, at least itu bayangan saya kalau saya harus menulis skripsi anda itu lho….

    Teori-teori lain, bisa dilihat di Google. Saya telah memasukkan string pencarian “advertising slogans” di Google dan menemukan banyak hal, antara lain dari link ini : http://en.wikiquote.org/wiki/Advertising_slogans

    Silahkan baca satu demi satu, pasti cukup untuk mengisi bagian teori anda di skripsi….

    Ok, Isma….selamat bekerja….good luck !

  • isra // June 22, 2009 at 8:16 pm | Reply

    pak tridjoko, saya mahasiswa sastra inggris. udah dekat mau nyusun tapi masih bingung judul apa yang ok buat diangkat. saat ini saya sedang tertarik untuk mengangkat novel Raisin In the Sun. bapak ada saran buat saya nggak,???

    Isra,
    Yang penting…jika anda ngambil topik skripsi, anda harus sangat tertarik dan punya alasan kuat mengapa topik itu diambil. Di komentar-komentar sebelum ini ada mahasiswa tertarik dengan suatu topik, tapi begitu saya tanya, dia malah ada kesan tidak tertarik. Lho, gimana to ini ?

    Novel Raisin in the Sun bagus juga sih, coba dibahas dari beberapa sudut yang membuat novel itu menarik. Silahkan mengajukan judul dulu, baru saya komentar..hahaha…

  • wati // June 23, 2009 at 5:31 pm | Reply

    Dear P. Tri…

    Saya mhsw keguruan jurusab Bahasa Inggris, saya tertarik mo bikin skripsi tentang Idiom, yang berhubungan dengan iklan dan kepengajaran, tapi kok jadi melebar gitu…. Tolong diberi petunjuk, materi2 apa saja yg perlu saya baca..>>>

    terima kasih

    Wati,
    Ya…kesan saya topik skripsi anda agak melebar….karena membahas idiom di bidang iklan dan pengajaran…soalnya iklan dan pengajaran kan suatu hal kan sulit buat disatukan ? Yang satu bertujuan menjual product dan yang satu menjual jasa agar murid cepat mengerti tentang subject yang sedang diajarkan…
    (Tapi bukannya saya bingung 100%, soalnya ada pendekatan pengajaran yang menggunakan iklan supaya mahasiswanya cepat mengerti, seperti salah satu film yang saya tonton di HBO barusan yang seorang guru muda mengajar Sejarah namanya Mr. Di Amiglio – atau Mr. D – tapi sayang saya lupa judul filmnya, tapi membahas tentang seseorang yang bapaknya guru ideal di suatu SMA tapi beliau meninggal dan anaknya ingin menggantikannya – feeling his shoes – tapi tidak bisa karena kurang mampu dan ada guru muda Mr. D tadi yang lebih mampu dan disukai murid-murid, akhirnya Mr. D meninggal..)..

    Masalah apa yang perlu dipelajari dulu, feeling saya topik anda mirip pertanyaan sebelumnya yang saya sarankan mencari bahannya di Google dengan memasukkan string pencarian “advertising slogans”….

  • ike // June 24, 2009 at 7:59 pm | Reply

    malem pak,,
    maw tanya lagi pak…
    seperti yg tlh saya jelaskan kemarin saya ambil analisis deixis d pidato…
    saya masih bingung dgan teori-teori yg trkait dgan political deixis di translation..
    krna sya ambilnya bidang transalate, bapak pnya referensinya gak ttg teori2 tsb?
    o ya, smuanya kn trgantung dri si2 mana saya ambil masalahny..sya pengenny analaisis political deixis di pidato yg ada 2 versi, versi indonesia dan inggrisny..
    untuk judul baiknya gimana ya pak, saya masih agak bingung..
    bisa kasih contoh pak?
    makasih sebelumnya..

    Ike,
    Sebaiknya anda ngambil political deixis dari pidato tokoh2 politik yang satu kelompok, misalnya dari orang2 Demokrat di Amerika (Bill Clinton, Hillary Clinton, Barack Obama, Edward Kennedy, dsb)…Jadi judul skripsinya mungkin “What Exactly Do They Want to Tell Us : An Analysis of Deixis in Democratic Politician Speech in The United States”

    Tentang Teori sih gampang, penggal-penggal aja judulnya lalu masukkan Google…beres dah…;-)

    Good luck ya…

  • j3ansu // June 24, 2009 at 8:34 pm | Reply

    salam kenal pak

    sebenarnya saya masih sma tapi saya nanti mau kuliah di sastra inggris,dan sebenarnya saya mau jadi guru bahasa inggris

    menurut bapak saya ambil yang mana literatur,linguistik,atau translation?

    munngkin fkip lebih cocok tapi saya lebih tertarik dengan sastra inggris

    thanks before…

    Jeanne,
    Hehehe…pertanyaan anda lucu juga. Belum masuk jurusan Sastra Inggris tapi sudah worry tentang bidang peminatan yang akan diambil….

    Kalau anda yakin mau masuk Sastra Inggris, lha just do it lah……nanti setelah beberapa waktu anda ngambil kuliah (2-3 semester) anda bisa nanya2 ke teman2 atau kakak2 kelas kiranya bidang peminatan apa yang bagus dan cocok….

  • uwie // June 26, 2009 at 11:11 am | Reply

    salam kenal pak,.
    pak saya mhsswi jrsn bahasa inggris, lagi bingung buat nentuin judul. saya mwnya ngebahas novel karya torey hayden tp kata dosen udah ga boleh ngebahas novel dari unsur-unsur intrinsiknya. ktnya sih dah banyak. ada masukan ga pak? kalo temen-temen ngambilnya tentang respon trhadap novel itu, cm pd bingung nyari buku teori responnya,.

    Uwie,
    Wah…kalau anda saja bingung, apalagi saya…..;-)

    Kalau anda tetap naksir membahas novel Torey Hayden, ya cari terus teori tentang respons terhadap Torey Hayden…untuk sementara ini, cari aja di Google masukkan string pencarian “Torey Hayden critics” atau “Torey Hayden response”…..mungkin ada banyak info…

  • ayu // June 27, 2009 at 2:57 pm | Reply

    ass.pak sya ank skul kls3 SMK, oy saya lagi pusing coz d sruh bwt makalah tentang BIG, dan saya minta referensinya atau mskan dari Bpk,mkacih

    Ayu,
    Lha….BIG itu apa ? Apakah BIG = Bahasa Inggris ?

    Kalau belum jelas BIG itu apa, ya saya tidak bisa memberikan referensinya dong….

  • mey2 // June 29, 2009 at 11:19 am | Reply

    maaf ya pak saya lagi bingung nich. saya mahasiswa STKIP Padang sekarang lagi bikin skripsi judulnya, teaching passive voice by error recognation trough betting game to senior high school

  • mey2 // June 29, 2009 at 11:25 am | Reply

    maaf ya pak saya lagi bingung nich. saya mahasiswa STKIP Padang sekarang lagi bikin skripsi judulnya, teaching passive voice by error recognation trough betting game to senior high school. saya minta referensinya atau masukan dari Bpk,makachi

  • mey2 // June 29, 2009 at 11:48 am | Reply

    ciank pak,,
    maw tanya lagi pak
    apa menurut bpk judul yang saya angkt it terlalu lebar? saya juga bingung bagaimana cara menjelaskan tantang ” error recognation” dalam skripsi saya?
    mohon bantuanya pak.
    thanks B4

    Meylan,
    Saya kira judul skripsi anda sudah bagus, tinggal ditambahi dikit-dikit….jadinya judulnya menjadi “An Analysis of Teaching Passive Voice by Error Recognition for High School Students”

    Referensinya bisa diperoleh di internet, masukkan aja di Google string pencarian ini “teaching passive voice by error recognition”….saya sudah coba dan banyak info yang didapat kok….

    Silahkan coba sendiri…..

    Good luck !

  • Deyana // June 29, 2009 at 7:49 pm | Reply

    cuma mau ngucapin..thanks so much.kpn2 klo saya ada pertanyaan lagi saya hubungi bapak y.

    Deyana,
    Ok…don’t mention it….;-)

  • salisia // June 29, 2009 at 10:57 pm | Reply

    assalamualaikum pak tridjoko..saya mahasiswi sastra inggris di salah satu universitas di purwokerto.saya mau menga