Journal articles on the topic 'Indonesian language Passive voice'
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Sarjani, Andi Irma. "The Uniqueness of Japanese Passive Voice -A New Approach to Understanding Japanese Passive Voice-." Basic and Applied Education Research Journal 2, no. 1 (August 9, 2021): 47–54. http://dx.doi.org/10.11594/baerj.02.01.08.
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Japanese passive sentences structurally include “direct passive sentences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or incidents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.
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Sarjani, Andi Irma. "The Uniqueness of Japanese Passive Voice-A New Approach to Understanding Japanese Passive Voice." Basic and Applied Education Research Journal 1, no. 2 (August 9, 2021): 70–77. http://dx.doi.org/10.11594/baerj.01.02.05.
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Japanese passive sentences structurally include “direct passive sen-tences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or inci-dents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.
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Rizqi, Mohammad. "PERUBAHAN BENTUK KALIMAT PASIF BAHASA INGGRIS KE DALAM BAHASA INDONESIA PADA NOVEL MORNING, NOON AND NIGHT KARYA SIDNEY SHELDON." TELAGA BAHASA 5, no. 1 (December 3, 2019): 107. http://dx.doi.org/10.36843/tb.v5i1.123.
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This paper focused on English passive voice translation into Indonesian. An active voice is a sentence where the subject performs the action stated by the verb, and a passive voice is the subject is acted upon by the verb. The active voice that can be switched into a passive voice is an active voice that has an object. Thus, the sentence is a transitive form. The method used is a qualitative method by using a technique of text content analysis and the text are English novel and its translation in Indonesian novel. This research is an analysis description on the novel that included passive voice translation and structural shift. This paper explained the results of the study of the passive sentences of the source language (English) translated into Indonesian. The results of the study show that not all of the passive sentences of the source language can be translated in the form of passive sentences in target language. Instead, the passive sentences can be translated in the form of active sentences because of the meaning contained.
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Chen, Victoria, and Bradley McDonnell. "Western Austronesian Voice." Annual Review of Linguistics 5, no. 1 (January 14, 2019): 173–95. http://dx.doi.org/10.1146/annurev-linguistics-011718-011731.
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Over the past four decades, the nature of western Austronesian voice—typically subcategorized as Philippine-type and Indonesian-type—has triggered considerable debate in the typological and syntactic literature. Central questions in these debates have been concerned with how voice alternations in western Austronesian languages interact with grammatical relations, transitivity, and syntactic alignment. In this review, we reassess the syntactic properties of voice alternations in western Austronesian languages, in some cases focusing on more controversial alternations, including the putative antipassive and applicative constructions in Philippine-type languages and the passive constructions in Indonesian-type languages. We discuss reasons that favor a valency-neutral approach to western Austronesian voice and evidence against a valency-changing and/or ergative approach to the analysis of these languages.
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Luh Putu Ratnayanti, Sukma, and Setiawan Luh Gde Intan Purnama Sari. "KONTRASTIVITAS DIATESIS PASIF BAHASA INDONESIA DAN BAHASA JEPANG DALAM DONGENG JEPANG MOMOTARŌ." KULTURISTIK: Jurnal Bahasa dan Budaya 4, no. 2 (June 25, 2020): 69–74. http://dx.doi.org/10.22225/kulturistik.4.2.1903.
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This study aims at (1) describing the rules of the passive voice in Indonesian and Japanese languages, (2) finding the markers of passive sentences in Indonesian and Japanese languages, (3) describing the similarities and differences of passive sentences in Indonesian and Japanese. The data is collected by the descriptive method. The method of data analysis is a contrastive analysis. The result of data analysis is presented by method Indonesian passivization explained by the change of morphology on the verb, for example, Indonesian language passive using markers di-, ter- and ke-an. Meanwhile, Japanese language passivization is described by verbs and nouns functioning as objects in passive sentences. Japanese verbs consist of consonant verbs, vowel verbs, and irregular verbs. Passive sentences in the Japanese language are marked by marker ni + V-areru for consonant verbs, markers ni + V-areru for vocal verbs, ni + V-areru for irregular verbs, and ni + yotte V-areru/V-rareru for verbs that are followed as object inanimate nouns. Similarly, there are two passivizations in Japanese: passivization using the direct object and the indirect object. However, the indirect passivization of the Japanese can use transitive verbs or intransitive verbs. Japanese passive sentences express the completion of an action and an unpleasant meaning. In comparison, the Japanese passive sentence is not used as regularly as Indonesian passive because Japanese passive tends to express a point of view first person. In addition, another difference between passive sentences in Indonesian and Japanese is that in Japanese it is important to know the subject.
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Hisasmaria, Hisasmaria. "ANALYSIS GRAMMATICAL EQUIVALENCE OF THE INDONESIAN TRANSLATION OF NARRATIVE THE SECRET GARDEN 56 MINUTES THROUGH YOUTUBE." Madani Jurnal Politik dan Sosial Kemasyarakatan 14, no. 02 (August 19, 2022): 309–24. http://dx.doi.org/10.52166/madani.v14i02.3363.
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The study aims to identify grammatical equivalence which covers number, gender, person, tense and aspect, and voice, to find out whether the translated sentence can be accepted in Indonesian structure and translation problems in English-Indonesian sentences. The data were taken from the film script “The Secret Garden 56 Minutes” in English and its Indonesian subtitles. This study was conducted based on qualitative research methods with the descriptive analysis. The results of this analysis show that there is grammatical equivalence which is found in the subtitles. They are categorized into number, person, gender, tense and aspect, and voice. The first, the grammatical equivalence in number included the singular or plural nouns in the source language (SL) can be translated into the singular or plural nouns in the target language (TL). Second, with regard to person and gender, source language (SL) personal pronouns can be translated into their respective pairs in the target language (TL), Third, tense and aspects, source language (SL) can be translated lexically or understood from the context. The four, voices the active form in the source language (SL) can be translated into the target language (TL) in an active or passive form, and the passive form is translated into a passive form. In translation, when a message or information is omitted by changing the form of the sentence, it will cause problems as in the film the secret garden 56 minutes.
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Hastuti, Saptin Dwi Setyo, and Pratomo Widodo. "Native language interference: The interference of passive voice." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (August 31, 2020): 277. http://dx.doi.org/10.30659/e.5.2.277-286.
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This study investigated the interference of Bahasa Indonesia passive voice norm on English sentence. There are many studies that investigated the interference of native language on the learning of target language. Most of the studies talked about interference in the level of lexical, grammatical, phonetic, syntactical, and many more. However, the study about interference of a norm have never been discussed before. Thus, it is important to conduct this study to give some prove that norm of languages may interfere language learning. This study involved 50 students of Tour and Travel Business Department at Sekolah Tinggi Pariwisata (STP) AMPTA Yogyakarta. The data was collected by giving students 3 sentences in Bahasa Indonesia and they had to write them in English. The sentences that the students had produced were compared to the correct one. The finding shows that most of the students� sentences were interfered by the norm of passive voice in Bahasa Indonesia. It is due to the lack of students� understanding toward the concept of passive voice norms in both of Bahasa Indonesia and English. Thus, the teacher must give clear explanation about the norm of passive voice in both of languages.
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Rosliana, Lina. "VERBA DALAM KALIMAT PASIF BAHASA JEPANG." IZUMI 3, no. 1 (January 5, 2014): 50. http://dx.doi.org/10.14710/izumi.3.1.50-53.
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Abstract Verb, is an important element to build a sentence in every language, including Indonesian and Japanese. When we make a complete sentence in Japanese, we use verb as a marker of activity or situation. Like every kind of verb in every language in this world, Japanese verb shows its uniqueness, if we see from the form, the function, or the meaning of it. Verb in Japanese passive voice is marked by –rareru or –reru (V-rareru or V-reru) conjugation that comes in the end of the verb. It stands as a bound morpheme and has a grammatical meaning. Key words: Japanese, verb, passive voice, conjugation
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Bochari, Siska, ,. Afrillia Anggreni, and Maf’ulah Maf’ulah. "Students' Grammatical Errors in Composing English Passive Sentences." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 8, no. 2 (December 10, 2020): 588–601. http://dx.doi.org/10.24256/ideas.v8i2.1688.
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Students in learning English grammar often experience difficulties, and are influenced by the first language, namely Indonesian. Students are influenced by the first language, Indonesian, in composing passive sentences and changing active sentences into passive sentences without first identifying the tense used. The students' difficulties in composing passive sentences resulted in difficulties in writing text properly. This is because most students do not understand how to change the active voice to the passive voice, use auxiliary verbs, and identify the tense. The study uses descriptive qualitative method that aims to analyze errors in the preparation of English passive sentences made by the 4th semester students of the English Education Study Program, Tadulako University. In arranging the passive form and which passive form is the most difficult for students to understand and after analyzing the students' mistakes in composing passive sentences, the researchers concluded that of the 50 students who became respondents, the problems that students make in composing passive sentences are 1) changing word order caused by not being able to distinguish between subject and object, 2) not understanding the tense used in active sentences resulting in a change in the auxiliary verb form, 3) reducing or eliminating one of the constituent elements passive, such as the BY preposition, auxiliary verb be, or the suffix –ED to the regular verb. 4) generalizing all passive sentence patterns. Type of error becoming the most dominant thing that students do in making noun clauses is misordering, which is changing the position of the subject and the object without considering the passive patterns and verbs that the sentence has. Next, the passive voice which is the most difficult for students to make is that they had difficulty in constructing passive sentences using the main sentence HAVE or GET followed by a non-finite verb (past participle).
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Wouk, Fay. "Voice in Indonesian Discourse and its Implications for Theories of the Development of Ergativity." Studies in Language 20, no. 2 (January 1, 1996): 361–410. http://dx.doi.org/10.1075/sl.20.2.05wou.
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Estival and Myhill (1988) propose the passive construction as the (only) source for morphological ergativity, and hypothesize a unidirectional path of change which appears crucially to pass through a stage which they label deep ergative, but which has been called discourse ergative by a number of linguists working in the field of discourse analysis. This paper begins by addressing the synchronic issue of whether or not Indonesian may be considered discourse ergative. An examination of discourse determinants of voice in Indonesian shows that it cannot be considered ergative on a discourse level. However, Indonesian developed out of Early Modern Malay, which has been identified as discourse ergative (Hopper, 1979a, 1979b, 1983, 1986). This analysis of Indonesian has serious diachronic implications for Estival and Myhill's (1988) hypothesis, which must be revised either by allowing for bidirectional change, or by eliminating the discourse ergative stage.
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Rofik, Abdur. "Grammatical accuracy of Indonesian-English translation." Journal of Applied Studies in Language 4, no. 2 (December 6, 2020): 321–30. http://dx.doi.org/10.31940/jasl.v4i2.2173.
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This study aimed at investigating the accuracy of grammatical structures made by EFL students and their perception of factors affecting them to translate Indonesian texts into English grammatically. The subjects of the study were 21 students in an Indonesian-English Translation class at Language and Literature Faculty, Universitas Sains Alqur’an Wonosobo, Indonesia. The data were collected through students’ translation result texts, questionnaires, and interviews. Since the data involve social phenomena the qualitative approach is used to interpret the data. The findings indicate that the major inaccurate grammatical structures made by students are noun phrase structure, passive voice, and usage of tenses. EFL students consider that factors that contribute to helping them translate texts grammatically are lecturers’ grammar class, watching English movies, and frequent translating exercises. With regard to Indonesian-English translation, this study is believed to ensure the teachers to design an appropriate course to serve the students to develop their grammatical performance in translation.
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Devina, Devina. "Cross-linguistic influence of propositional and lexical semantics errors in Indonesian learner texts." Indonesian Journal of Applied Linguistics 11, no. 3 (January 31, 2022): 527–38. http://dx.doi.org/10.17509/ijal.v11i3.36618.
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Advanced language acquisition applies rigorous understanding of the target language (TL) which oftentimes achieved by comparing mother tongue features to the TL. This is where cross-linguistic influence (CLI) occurs as learners transfer knowledge among languages. The study aims at investigating CLI in propositional and lexical semantics through questionnaire, weekly discussion, and assignment entries of 34 learner texts of Indonesian for Business Communication course at a private university in West Jakarta. Referring to Odlin’s (1989) CLI framework of semantics domain, the results show that CLI presents in 1) propositional semantics by 37.6% (i.e., semantic case by 4,3% and semantic universality and relativism by 33,3%) and 2) lexical semantics by 62,3% (i.e., cognate vocabulary by 8,6%; lexical universals and acquisition by 43% and lexicon and morphology by 10,7%). English (as the medium of instruction) influences the Indonesian production in word-choice, demonstrative determiner ini and itu; prefix-suffix conjugation (i.e., particle -lah, active-passive voice); and relative conjunction yang. The findings suggest the patterns of error produced by learners whose mother tongue is Dutch and who use English as their second language. Moreover, in Indonesian for Business Communication course, lecturers can refer to the findings of this research as a guide to support learners with their Indonesian language production. The findings also demonstrate that learners who are familiar with informal-daily Indonesian take more time in developing adequate formal Indonesian, compared to those who do not use the language as their daily communication.
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Sajarwa, Sajarwa. "The translation of personal pronouns in French discourses into Indonesian." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 36. http://dx.doi.org/10.17977/um015v50i12022p36.
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The translation of personal pronouns in French discourses into IndonesianTranslation is the transfer of a message from a source-language text into an equivalent target-language text. Cultural differences between a source language and a target language always leave marks on a translation process. Language as part of culture influences the minds of its speakers, especially translators. French literary texts (as source texts) and their Indonesian translations (target texts) can provide examples of the differences between the reasoning process of French literary writers and that of Indonesian translators, particularly in the translation of pronouns with this topic being the focus of this present study. By carefully investigating how pronouns are translated in three French novels – Michael Tournier’s (1971) Vendredi ou la Vie Sauvage, Amin Maalout’s (1993) Le Rocher de Tanios, Gustave Flaubert’s (1972) Madame Bovary – this study’s analysis shows that the translation of French pronouns in literary texts into Indonesian results in various forms, namely pronouns, lexical equivalences, repetitions, and substitutions. The translation of the pronoun on, which signifies passive voice, results in equivalence in meaning despite the absence of formal correspondence, and thus conjures the Indonesian passive diatheses di- and ter-. Keywords: translation, pronoun, equivalence, correspondenceStrategi penerjemahan pronomina persona pada wacana bahasa Prancis ke dalam bahasa IndonesiaTerjemahan adalah pengalihan pesan dari teks bahasa sumber ke teks bahasa target yang sepadan. Perbedaan budaya antara bahasa sumber dan bahasa sasaran selalu meninggalkan permasalahan pada proses penerjemahan. Bahasa sebagai bagian dari budaya mempengaruhi pikiran penuturnya, terutama penerjemah. Teks sastra Prancis (sebagai teks sumber) dan terjemahan bahasa Indonesianya (teks sasaran) dapat memberikan contoh perbedaan proses nalar penulis sastra Prancis dan penerjemah Indonesia, khususnya dalam penerjemahan kata ganti, di mana topik ini menjadi fokus dalam penelitian ini. Melalui pengamatan yang mendalam terhadap tiga novel – Michael Tournier’s (1971) Vendredi ou la Vie Sauvage, Amin Maalout’s (1993) Le Rocher de Tanios, Gustave Flaubert’s (1972) Madame Bovary – analisis penelitian ini menunjukkan bahwa penerjemahan kata ganti orang bahasa Prancis dalam teks sastra ke dalam bahasa Indonesia menghasilkan berbagai bentuk, yaitu kata ganti, padanan leksikal, pengulangan, dan penggantian. Terjemahan kata ganti on, yang menandakan suara pasif, menghasilkan kesetaraan makna meskipun tidak ada korespondensi formal, dan dengan demikian memunculkan diatesis pasif bahasa Indonesia di- dan ter-.Kata kunci: terjemahan, kata ganti, padanan, kesejajaran
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Sukarno. "THE ANALYSIS ON THE GRAMMATICAL ERRORS OF THE FIRST YEAR STUDENTS ESSAYS." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 1. http://dx.doi.org/10.24167/celt.v16i1.488.
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A language learner often faces many linguistic differences, especially if the native language and the target language are from different language families. The current study investigates the grammatical errors made by the first year students of the English Department, Faculty of Letters, Universitas Jember, Indonesia. The data were collected from 30 participants essays of Writing 01 class (documentary data) conducted from August to December 2014. Having been identified, the errors were classified into various categorizations, and analyzed based on descriptive-interpretative method to find the possible sources of the errors. The research revealed that the learners committed ten types of grammatical errors, and the six mostly prominent errors were plural form, subject-verb agreement, verb tense, word form, subject/verb omission, and passive voice respectively. This research also showed that the errors mostly resulted from the different linguistic principles of Indonesian and English (interlingual transfer), and partly from the faulty of overgeneralization of English rules (intralingual transfer). The overt influences of Indonesian to English as well as the overgeneralization of English rules can provide the writing teachers and course designers with insightful guidelines for better understanding of the sources of errors, which in turn, can help them to apply the more appropriate approaches to manage the foreign language learners errors of the year students
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Aini, Safi. "An Arabic text as content in an Indonesian EFL setting: Trans-language." Indonesian TESOL Journal 2, no. 2 (October 28, 2020): 128–42. http://dx.doi.org/10.24256/itj.v2i2.1518.
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Maynard and Furlong (1995) state that teaching materials should be something that students can relate to, and that occupy students’ interests. They assert that teachers must recognise what students already know about material to be learnt, and introduce teaching material which students are somewhat familiar with. This study was conducted at an Islamic school where the English teachers fostered a culture of English learning using content embedded in Islamic theme. This was manifested in Arabic textbooks, which were used as a resource for learning English, and as a basis for translation and communicative language activities. The purpose of this study is to examine learners’ perceptions about the use of Arabic texts as a resource for learning English as a foreign language (EFL). The results show that through a trans-language approach, learners can improve their English vocabulary, understand parts of speech of translated English words, improve their use of English grammar, especially regarding tenses, learn how to translate, and speak English more fluently, since they understand the content of the textbooks. However, they also have difficulty in making English sentences in the passive voice, and in pronouncing English words.
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Dewi, Novita. "TRANSLATING MOCHTAR LUBIS’S SHORT STORY “KULI KONTRAK” INTO ENGLISH: A NOVICE TRANSLATOR’S AUTOETHNOGRAPHY." Lire Journal (Journal of Linguistics and Literature) 5, no. 2 (October 30, 2021): 184–96. http://dx.doi.org/10.33019/lire.v5i2.133.
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This article is of reflection category exploring the common mistakes often occur in translating Indonesian literary texts into English by a non-native speaker of English. It argues that translation of literary texts is meticulous as it should involve interpretation and fluency in both source and target languages as well as creativity in order that the translated texts communicate equally well. It is the communicative power of translation that makes this undertaking of language transfer miraculous. Applying sufficient principles in translation and creative writing method, this article exemplifies the translation process of Mochtar Lubis’s short story “Kuli Kontrak” into “The Contract Coolies” that appears in the Your Story page of California-based Dalang Publishing bi-lingual website. Autoethnography is the method used in reporting the results. Three main problems that ensue in the Indonesian-English translation of this short story include (1) the concept of time, (2) the non-idiomatic use of body-parts, and (3) the unnecessary use of object construction/ passive voice that often do not translate well in English. By tackling these problems, the English reader may hopefully obtain the meaning-message of the short story as closely as possible to that acquired by Indonesian readers.
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Amin, Mujid F., Suyanto Suyanto, and Fajrul Falah. "Syntactic Errors of Foreign Speakers in Learning Indonesian: A Case Study of Darmasiswa Learning Process in Semarang City." E3S Web of Conferences 317 (2021): 02028. http://dx.doi.org/10.1051/e3sconf/202131702028.
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This research was conducted in the city of Semarang with a case study of Diponegoro University. The study shows that a syntax error in the form of a sentence is not complete, the use of the word di mana (which) it is not appropriate, the construction preposition owner, the use of the word yang (that), the error sequence of words, sentences without a subject and object, misuse of conjunctions and prepositions, improper use of the passive or active voice, foreign language interference, and misuse of pronouns. The factors causing the error are the influence of the mother tongue, the limited repertoire of the students, and the lack of practice in speaking and writing in Indonesian. To overcome these obstacles, a curriculum design that emphasizes language skills is required; accompanied by Semester Learning Plans for all learning subjects along with textbooks and the learning methods used are emphasized on communication skills. An Indonesian language learning process for foreign speakers will be more successful if it involves environmental, cultural, and local wisdom factors that are carried out in an integrated manner.
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Sujarwati, Iis, and Oktazsya Marjelina Lorenza. "A Grammatical Error Analysis Produced by Google Translate." English Education: Jurnal Tadris Bahasa Inggris 15, no. 2 (December 5, 2022): 296–307. http://dx.doi.org/10.24042/ee-jtbi.v15i2.13853.
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Grammar has an important role to build a communication process, it is used to make a clear statement about the time of a verb occurs. This research is aimed to find out grammatical errors in terms of tense, active, and passive voice abstracts in translation of abtracts from Indonesian language to English produced by Google Translate. Descriptive qualitative method was used as the research method in this research. The population of this study was twenty abstracts that were taken from the University of Bengkulu’s Repository. The instruments that was used to collect the data were documentations and checklists. Keshavarzʼs (1999) theory was applied to analyze the data. From the data analysis it was found that tense was the most dominant error produced by Google Translate. Meanwhile, the active and passive voices error were rarely found. It can be inferred that as a tool, Google Translate cannot identify the tense of the sentences being translated. This is possible because tenses are closely related to the context of which the time a verb in a sentence happens, which can only be analyzed and understood by humans
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Max, Jonathan Irene Sartika Dewi, and Mardliya Pratiwi Zamruddin. "Lack of Actor in the State Address of Indonesian President on the 74th Indonesia Independence Day." Journal of Language and Literature 20, no. 2 (October 5, 2020): 231. http://dx.doi.org/10.24071/joll.v20i2.2632.
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<p><em>Political speech must be perceived critically in order to avoid the misuse of power. </em><em>Applying Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA), this paper offered a perspective to understand how power is symbolically exercised through the use of language in Jokowi’s State Address on the occasion of 74th Indonesia Independence Day 2019. The analysis started by collecting the clauses with high modulation represented by the modal word ‘must’. It appeared as the most frequent modal in the speech text indicating that there is an act of commanding given by the President. However, the high modulated clauses did not give a clear guide on who is the liable Actor for the realization of the discourse of an “Advanced Indonesia”. </em><em>This phenomenon in language was critical to show that there was a possibility of symbolic violence, which happens because of speaker/writer did not clearly state who was the responsible Actor for each specific action required in the discourse of an Advanced Indonesia. In this instance, </em>his speech <em>opens the possibility of symbolic</em> <em>violence</em>. <em>This was proven by 1) the unidentified accountable Actor from the use of the pronoun ‘we’, 2) hidden agent in nominalization in the Material process, 3) the use of passive voice with Material Process, and 4) the process of Relational Process of Attributive used for characterizing Indonesia. </em></p>
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Akmal, Akmal, Iin Almeina Loebis, and Chitra Latiffani. "Unique Derivative Affixes In Simalungun Language (Morphosyntax Study)." Aksara: Jurnal Ilmu Pendidikan Nonformal 8, no. 2 (May 1, 2022): 1383. http://dx.doi.org/10.37905/aksara.8.2.1383-1392.2022.
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Unique derivative affixes were focused on the morphosyntax process. This study was an interdisciplinary subject in linguistics. The affixations had a function as a form of word class or meaning. The affixations in Indonesian consconsist3 types, namely prefixes, suffixes, and confixes. This study explained the processes of the unique derivative affixes in the Batak Simalungun Language. The research method used the meant that this discussed the processes of morphology and then it was made in the sentences so that the morphological process was early and more completely in the linguistics. This study used the descriptive qualitative method by using the library (documents in the corpus) to interview a few native speakers who live in Batak Simalungun areas to get the data morals. Batak Simalungun Language affixes were prefixes, confixes, and suffixes. There were three prefixes : pa- , si-, ma- (mar), three confixes: par- (pa-)….-on, ha- ... -on/an, masi- . .. –an, and the last is only one suffix; -on. The derivative affixes in Batak Simalungun which the native speaker always expressed in the daily conversation, were so nwereral processes so t the other speakers did not realize that the word had got the affixations. There are two unique derivative affixiations on the suffix –on which had the passive meaning which had the prefix and the repetition prefix which the two first letters are repeated such as sapuh be sasapu. The position of affixation was a suffix, but the meaning was a prefix in passive voice meaning.
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Suryasa, I. Wayan. "Case Marking Forms in Indonesian With Reference to Its Translation into English." International Journal of Linguistics, Literature and Culture 1, no. 1 (July 1, 2015): 29. http://dx.doi.org/10.21744/ijllc.v1i1.103.
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This paper aims at clarifying case marking forms in Indonesian and how the forms are translated into English. Case marking is the mechanisms that involve morphological forms (e.g. affixes or function words (e.g. ad position) which express the semantic roles or grammatical relations of the NPs in the clause (Song, 2001). The discussion of case marking in this paper include possessive marking, transitive and intransitive, Indonesian affixed verb based on noun, active and passive voice. Since there are loads of affixation processes in Indonesian which do not seem exist in English, case marking forms in Indonesian are worth analyzing in terms of how transfer of meaning takes place. Having done the analysis, it is found that case marking form in Indonesian is transformed into another form in English to transfer the meaning. The finding demonstrates clearly that languages in the world have their uniqueness that makes translation a challenging and interesting activity.
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Najihah, Finda Muftihatun. "Syntactic Structure Analysis on Deaf Student of Brawijaya University." PARADIGM 1, no. 2 (September 27, 2020): 117–26. http://dx.doi.org/10.18860/prdg.v1i2.10101.
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This paper is aimed to investigate the syntactic structure of deaf students of Brawijaya Universirty. Syntactic structure which focuses on this discussion is the ability to recognize the sentence structure produced by deaf students. This study basically focuses on the language produced by deaf students of Brawijaya University in form of narrative writing. The narrative writing is written in Indonesian language. I chose Indonesian language as the language recourse, because the primary language of deaf students is Indonesian.This study uses descriptive qualitative research because this research basically aimed at describing the data in the form written text. The participant of this research is five deaf students who are classified into mild and moderate hearing loss. In term of analyzing the data, we concern on the three aspects of sentence structure. Those are: types of sentence, the presence of Subject and Verb in a sentence and the presence of Object for transitive verb.The finding indicates that the deaf students of Brawijaya University are able to write both simple sentences and compound sentence. They are also capable to write transitive verb which is followed by the object well. Yet, they are less in writing the passive voice form. Moreover, the data shows that different time durations of writing create a different number of words produced by them. Different deaf classification can provide different significance to a number of sentences produced by them.
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Taka, Soleman Dapa. "The Efficacy of Using Quizzing Collaborative Learning Strategy in Teaching Grammar to Senior High School Students." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 2 (December 21, 2022): 1208–19. http://dx.doi.org/10.24256/ideas.v10i2.3373.
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This research aims at finding out the efficacy of using Quizzing Collaborative Learning Strategy in teaching grammar especially conditional sentences to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of Quizzing Collaborative Learning Strategy effective in teaching grammar to Indonesian EFL students?. The research can be an addition to the persisting teaching grammar of English particularly the use of Quizzing Collaborative Learning Strategy. This research was conducted at the tenth-grade students at SMA Kristen Mercusuar, Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading and the post-test given to find out the students’ improvement in grammar especially passive voice after giving the treatment by using Quizzing Collaborative Learning Strategy. The findings show that using the Quizzing Collaborative Learning Strategy is effective in teaching grammar to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the Quizzing Collaborative Learning Strategy in developing students’ competence in grammar class of Indonesian EFL students.
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Nurjanah, Siti. "Descriptive Analysis of Passive Voice Sentence Through Levels Of Semantic Analysis in the Story of A Study In Scarlet By Sir Arthur Conan Doyle." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 4, no. 1 (March 31, 2022): 48. http://dx.doi.org/10.32503/edulink.v4i1.2382.
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Learning English as Foreign Language is not that easy in Indonesia. Mostly learners will face some difficulties in learning it as people speak English as foreign language, and the opportunity to interact with English native speakers is very little. The function of English native teachers is to teach English naturally. Therefore, in this research, the researcher offers one of English grammar features to guide the EFL leaners understand English naturally. In this study, the researcher focusses on the level of semantic analysis which is actually a very basic lesson to learn English. The research methodology used is descriptive qualitative research. The data are passive voice constructions consisting of 42 passive voice sentences from a novel of Sherlock Holmes by the title “A Study in Scarlet”. The data are examined by the researcher herself through a software feature on online application. Afterward, the data are analyzed though levels of semantic analysis. There are three key themes which are analyzed: reference, sense relation and thematic role. In summary, the levels of semantic analysis is successful in analyzing the reference which naturally helps the learners memorize many new words also successful in both knowing the sense relation and thematic role which guide the learners think English word just like first language or second language learners.
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Suryani, Nyayu Yayu, and Tira Nur Fitria. "Abstract Translation in Scientific Writing by Non-English Major Student using Google Translate." JETAL: Journal of English Teaching & Applied Linguistic 3, no. 2 (April 30, 2022): 33–40. http://dx.doi.org/10.36655/jetal.v3i2.669.
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The main purpose of this research is to find out Google Translate errors when translating bachelor's paper abstracts from Indonesian to English. Six abstracts of Non-English major undergraduate student papers from diverse faculties Sekolah Tinggi Ilmu Kesehatan Siti Khadijah Palembang were chosen at random. Following that, the data is compared for each sentence segment, as well as any words or phrases with problems are investigated. The result shows that the primary errors of abstract translations include lexicosemantic, tense, preposition, word order, distribution, and use of verb group, as well as active and passive voice errors. Abstract translation outcomes deviate significantly from expectations. Both translating English writings into Indonesian and Indonesian texts into English takes advanced translation abilities. Regarding translation, several factors should be considered; they include the linguistic system utilized for both languages and the cultural understanding of the two languages. In the case of scientific writing translation, involve a translator in improving the quality of translation. In terms of academics, it is recommended that further research be done on comparable challenges in abstract translation, but with more variety from diverse sources.
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Siregar, Roswani. "Teaching Specific Purpose Translation: Utilization of Bilingual Contract Document as Parallel Corpus." English Language Teaching 10, no. 7 (June 11, 2017): 175. http://dx.doi.org/10.5539/elt.v10n7p175.
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This study introduced the specific purpose translation teaching to Indonesian undergraduate students at Universitas Al-Azhar Medan, Indonesia. The courses were attended by the Business and Economics students who are new to translation. As parallel corpus, bilingual contract documents in Indonesian and English were chosen to help the students to grasp the conventions and norms in both languages. Dealing with difficulties in teaching specific purpose translation, the procedures and sequence analysis were conducted. The procedures consist of preliminary test, introduction to translation strategy, discussion by compare two translation text, and final test. The sequence analysis were conducted on discussion. This analysis based on semantic, lexical and syntactical aspect. The analysis shows that contract terms were characterized by nominalization, passive voice, sentence length and complexity, impersonality, binominal and multinominal expressions, unusual word order, one syllable and phrase equivalence. The students also recognizes the archaicsm, repetition and redundancy, synonymy and redundancy and absorption of foreign words. Based on the commentaries of the students, the use of parallel corpus as a tool in translation exercise has improving their ability in translating and drafting bilingual contract documents. In the end of course, 24 students completing the course and 19 (80%) of them are ready to attend the advance course.
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Atmaja, Hary. "ANALISIS STRUKTUR RETORIKA BAGIAN HASIL DAN PEMBAHASAN ARTIKEL JURNAL BIDANG BERBAHASA INDONESIA BIDANG ILMU SASTRA PADA JURNAL “BISA” FKIP UNIVERSITAS BENGKULU." Diksa : Pendidikan Bahasa dan Sastra Indonesia 2, no. 2 (December 5, 2016): 150–56. http://dx.doi.org/10.33369/diksa.v2i2.3412.
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This study was to describe the structure of rhetoric and linguistic characteristics of a part of results and discussion of articles in Indonesian language research journals in the field of literary studies. This research uses descriptive method. Data and sources of data in this study are the following documents speech writer in the text, while the data source in the form of 30 research journal articles in the field of research literature. Rhetorical structure analysis using the theory Swales which consists of 8 stages. Sedangkan ciri linguistik menggunakan teori (Wilujeng 2007, Ba?dulu 2004 dan Alwi, dkk., 2003) consisting of, among others; active voice, passive sentences and conjunctions. The results of the study of rhetoric structural analysis and discussion section of the results of research in the field of science research AJP literary form of the use of the stages are found or used. The results of the most common stages of research journal articles (AJP) Indonesian language literature on the science research journal “BISA” ie the first stage, (information about the study), the second stage (statement about the study results), and fifth stages (A description of the research results). While the linguistic characteristics contained in section AJP results and discussion in the field of literature the most dominant research that active use of cohesion grammatical sentence reference , conjunction and lexical cohesion markers reps in the research journal articles ( BISA ) section of the results and discussion of science research literature.
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Mubarok, Yasir, and Aruna Heli Nur'aisyah. "Native Language Interference in Learning a Second Language." Buletin Al-Turas 26, no. 1 (February 10, 2020): 173–88. http://dx.doi.org/10.15408/bat.v26i1.13797.
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The purpose of the research is to identify and investigate grammatical errors of the theses which are written by students’ Department of English Literature at one of the State Universities, Jakarta, Indonesia. The research approach is descriptive qualitative with descriptive analysis. There are five theses that are used as data sources. The data sources are the fourth chapter of the thesis that every chapter contains a conclusion and a suggestion. The study uses a non-contrastive approach by Richards to error analysis. Based on data sources, the authors found 84 errors, which can be divided into 17 types of grammatical errors. There are 29.80% of article errors, 11.90% of punctuation errors, 8.30% of unnecessary words, 6% of spelling errors, 8.30% of spacing errors, 4.80% of subject-verb agreement errors, 6% of parallel structure errors, 1.20% of word order errors, 4.80% of plural errors, 1.2% of word choice errors, 1.2% of preposition errors, 3.6% of missing words errors, 4.8% of run-on sentence errors, 4.8% of to infinitive errors, 1.2% of passive voice errors, 1.2% of capitalization errors, and 1.2% of auxiliaries errors. The results indicate that students make common grammatical errors encouraged or influenced by their first language (L1). Tujuan dari penelitian ini adalah untuk mengidentifikasi dan menyelidiki kesalahan tata bahasa dalam skripsi yang ditulis oleh mahasiswa jurusan Sastra Inggris di salah satu Universitas Negeri, di Jakarta, Indonesia. Pendekatan dalam penelitian menggunakan deskriptif kualitatif dengan analisis deskriptif. Ada lima tesis yang digunakan sebagai sumber data. Sumber data tersebut adalah bab keempat dari skripsi tersebut dimana dalam bab ini berisikan kesimpulan dan saran. Penelitian ini menggunakan pendekatan a non-contrastive dari Richards untuk menganalisis kesalahannya. Berdasarkan sumber data, penulis menemukan 84 kesalahan, yang dapat dibagi menjadi 17 jenis kesalahan tata bahasa. Ada 29,80% kesalahan artikel (article), 11,90% kesalahan punctuation (tanda baca), 8,30% dari kata-kata yang tidak perlu (unnecessary words), 6% kesalahan ejaan (spelling errors), 8,30% kesalahan spasi (spacing errors), 4,80% kesalahan subject-verb agreement, 6% kesalahan struktur paralel (parallel structure), 1,20% kesalahan urutan kata (word order), 4,80% kesalahan jamak (plural), 1,2% kesalahan pilihan kata (word choice), 1,2% kesalahan preposisi (preposition), 3,6% dari kesalahan kata yang hilang (missing words), 4,8% dari kesalahan (run-on sentence), 4,8% dari kesalahan infinitif (to infinitive), 1,2% dari kesalahan kalimat pasif (passive voice), 1,2% dari kesalahan kapitalisasi (capitalization), dan 1,2% kesalahan auxiliaries. Hasil menunjukkan bahwa mahasiswa membuat kesalahan tata bahasa umum dipengaruhi oleh bahasa pertama (L1) mereka. كان الغرض من هذه الدراسة هو الكشف عن الأخطاء النحوية في البحث العلمي الذي كتبه طلاب قسم اللغة الإنجليزية و آدابها في إحدى جامعات الحكومية، بجاكرتا- إندونيسيا. و يستخدم هذا البحث المنهج النوعي الوصفي مع التحليل الوصفي. هناك خمس أطروحات تستخدم كمصادر البيانات. و مصدر البيانات هو الباب الرابع من البحث العلمی الذي يحتوي على استنتاجات واقتراحات. و تستخدم هذه الدراسة مقاربة غير متناقضة من ريتشاردز لتحليل أخطائه. و بناءً على مصدر البيانات، وجد المؤلفون 84 خطأ، والتي يمكن تقسيمها إلى 17 نوعًا من الأخطاء النحوية. و هناك 29.80٪ من أخطاء المقالة، 11.90٪ من علامات الترقيم، 8.30٪ من الكلمات غير الضرورية، 6٪ من الأخطاء الإملائية، 8،30 ٪ أخطاء التباعد، 4.80٪ أخطاء اتفاق الفعل، 6٪ أخطاء بنية متوازية، أخطاء ترتيب الكلمات 1.20٪، أخطاء الجمع 4.80٪ (الجمع)، 1.2٪ من أخطاء اختيار الكلمات، 1.2٪ من أخطاء حروف الجر، 3.6٪ من الكلمات المفقودة، 4.8٪ من جملة الجمل، 4.8٪ من الأخطاء اللانهائية، و 1.2٪ من الأخطاء الصوتية السلبية، و 1.2٪ من أخطاء الكتابة بالأحرف الكبيرة، و 1.2٪ من الأخطاء المساعدة. و تظهر النتائج أن الطلاب الذين يرتكبون أخطاء نحوية شائعة يتأثرون بلغتهم الأولى.(L1)
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Defina, Defina. "MATERI IMBUHAN BAHASA INDONESIA DALAM BPPB PADA TINGKAT KETERAMPILAN BERBAHASA MAHASISWA ASING." Jurnal Pendidikan Bahasa dan Sastra 17, no. 2 (January 17, 2018): 179. http://dx.doi.org/10.17509/bs_jpbsp.v17i2.9656.
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Salah satu materi pengetahuan bahasa yang diberikan pada BIPA adalah imbuhan. Badan Pengembangan dan Pembinaan Bahasa (BPPB), Kemdikbud sudah merumuskan imbuhan untuk setiap peringkat berdasarkan CEFR. Tujuan penulisan ini adalah mengkaji materi imbuhan yang dirumuskan BPPB. Metode yang digunakan deskriptif analitis. Objeknya silabus dan materi ajar yang dirumuskan BPPB. Temuannya adalah 1) pada level A1 diajarkan imbuhan ber-, namun kosakata berimbuhan meN-, meN-kan, meN-i, di-, di-kan, di-i, peN-, -an, ke-an, per-an, peN-an, ter-, banyak digunakan;2) pada level A2 tidak ada imbuhan yang diajarkan; 3) pada level B1 kembali diajarkan imbuhan ber- yangdisejalankan dengan imbuhan meN-, pembentuk kata kerja pasif ter-, dan imbuhan ke-an; 4) pada level B2 diajarkan imbuhan meN-,ber- (terkait dengan kalimat aktif-pasif), ter- (pembentuk kata kerja pasif), dan ke-an; 5)pada level C1 tidak ada imbuhan yang diajarkan; 6) pada level C2 diajarkan imbuhan meN- dan –i;7) imbuhan meNper, meNper-an, meNper-i, berpeN-kan, berke-an, ber-an, kepeN-an tidak diajarkan pada semua level,tetapi kosakata turunan dari imbuhan ini banyak digunakan. Kesimpulannya adalah adanya imbuhan yang tidak diberikan dan ada level yang tidak ada materi imbuhan.Kata kunci: keterampilan berbahasa; imbuhan; BIPAOne of the content materials in BIPA (Teaching Indonesian for Non-natives) is affixes. Ministry of Education and Culture’s Language Development and Fostering Agency (BPPB) formulates affixes for each level based on CEFR. This paper aims at exploring affixes formulated by BPPB. Analytical descriptive method was adopted in the study, in which the syllabus and content materials formulated by BPPB were the data sources. The findings show that 1) Affix ber- was discussed in level A1; however, words using affix meN-, meN-kan, meN-i, di-, di-kan, di-i, peN-, -an, ke-an, per-an, peN-an, ter- were often used; 2) No affixes was taught in level A2; 3) in level B1, affix ber- was re-learned in line with affix meN-,passive verb maker ter-, and affix ke-an; 4) affixes meN-,ber- (passive-active voice), ter- (passive verb maker), andke-an were taught in level B2; 5) in level C1,there was no affixes taught; 6) affixes meN- and –i were learned in level C2;7) affixes meNper, meNper-an, meNper-i, berpeN-kan, berke-an, ber-an, kepeN-an were not discussed in any levels; nonetheless, derived words from these affixes were frequently used. In conclusion, not all affixes were discussed, and not all levels provided affixes as content materials.Keywords: language skill; affixes; teaching indonesian for non-natives
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Tampubolon, Sahlan, Amrin Saragih, Eddy Setia, and Nurlela Nurlela. "Critical Discourse Analysis on Medan Local Newspapers’ Editorial." International Journal of Linguistics 9, no. 2 (May 3, 2017): 139. http://dx.doi.org/10.5296/ijl.v9i2.10792.
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The aim of this paper is to explore how critical discourse analysis is realized in editorial local newspaper in Medan, Indonesia. The analysis was grounded based on Norman Fairclough’s assumption on critical discourse analysis that discussed three dimensions of analysis, such as micro analysis, macro analysis and meso analysis The data collected were the editorials of Medan local newspaper between June untill December 2012, they are the editorials of Analisa, Andalas, Medan Bisnis, Orbit, Sinar Indonesia Baru (SIB), Waspada that observed three major topic of discussions like topic on politics, state officials, and social phenomena. Findings are in micro analysis includes language use such as the realization of genre, passive voice, collective noun and naming individual, in macro-analysis shows that the editorials position to control the government’s attitude due to social phenomenon, and in meso analysis are the editorial’s role in giving his thought. These findings shows that the Medan local newspaper have just enjoyed for free press in delivering the news
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Herdawan, Deri, Kirtyana Nindita, and Ari Ani Dyah Setyoningrum. "ESP: A NEEDS ANALYSIS OF MARITIME ENGLISH AT POLIMARIN." English Education: Jurnal Tadris Bahasa Inggris 14, no. 2 (December 10, 2021): 173–94. http://dx.doi.org/10.24042/ee-jtbi.v14i2.9812.
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As an archipelagic country, Indonesia has long been known for its marine potential. This potential comes with new challenges, one of them being language problem. In this regard, English shows its prominent role as the international language to bridge communications. This research provided a needs analysis to identify the “necessities”, “lacks”, and “wants” in relation with English usage in maritime sector, specifically for those conducting internship at international ships. A qualitative approach and a descriptive design were applied in this research. The respondents consisted of 19 students of Polimarin who had completed internship at international ships, selected through total sampling technique. Their responses were collected by a questionnaire, complemented by interview. The collected data were then processed through a model consisting of four stages; data collection, data reduction, data display, and conclusion drawing. The “necessities” analysis revealed speaking and vocabulary as the most needed language skill and component. The “lacks” analysis showed that the syllabus used pays attention to English language skills and components evenly and that some respondents were underprepared before doing internship. The “wants” analysis came up with the simple present tense and the simple past tense as the most wanted tenses to master, pronouns as the most wanted grammatical feature and passive voice as the least wanted, all language functions evenly wanted, and group discussion as the most preferred learning activity. In conclusion, syllabus revision is due to improve the quality of English learning by accommodating the students’ “necessities”, “lacks”, and “wants”. Key words:ESP, Maritime English, Needs Analysis
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Sukarno, Sukarno. "POLITENESS STRATEGIES, LINGUISTIC MARKERS AND SOCIAL CONTEXTS IN DELIVERING REQUESTS IN JAVANESE." Indonesian Journal of Applied Linguistics 7, no. 3 (January 31, 2018): 659. http://dx.doi.org/10.17509/ijal.v7i3.9816.
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Delivering request is not only influenced by linguistic factors, but also by socio-cultural factors. Some studies have reported the interaction between linguistic and socio-cultural factors in delivering requests in many different languages. However, this issue is rarely explored in Javanese (language). The aim of this study is to investigate the politeness strategies, the linguistic markers, and the social contexts commonly used to deliver requests in Javanese. The data were collected and sorted from the conversations among the Javanese people in Jember, East Java, Indonesia, when making speech acts to deliver requests. Having been sorted, the data were analysed using deconstructive method to reveal the linguistic markers commonly used by the Javanese speakers to deliver requests and the social-cultural backgrounds which influence the choice of the politeness strategies. This research shows that (1) there are four types (most direct, direct, less direct, and indirect) of politeness strategies in Javanese, (2) there are four linguistic devices (sentence moods, speech levels, passive voice, and supposition/condition) as the markers of the politeness strategies and (3) the choices of the levels are strongly influenced by the social contexts (social distance, age, social status or power, and the size of imposition) among the tenors. The appropriate strategies of delivering requests in Javanese will make the communication among the interlocutors run harmoniously.
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Suwandi, Suwandi. "Coherence and cohesion: An analysis of the final project abstracts of the undergraduate students of PGRI Semarang." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 253. http://dx.doi.org/10.17509/ijal.v5i2.1349.
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An abstract is the gist of a research report which has the purpose to allow the reader to get the main information without reading the whole document. Since it plays an important role in grasping the information of the whole research report, the writing of the abstract, therefore should be concise and the logical relation among sentences is clear, coherent and cohesive. However, many of the students still find difficulties in making their writing coherent due to their limitation in understanding the cohesive devices and their application in their writing. This article attempts to reveal the coherence of the abstracts of the final project reports of the undergraduate students of PGRI University Semarang, Indonesia. Its objectives are (1) to reveal the micro-level coherence, how each sentence is connected to the other to make logical relations and (2) to discover the macro-level coherence, the right use of cohesive devices like conjunction, reference, substitution or ellipsis so as to make the whole text coherent. Several abstracts of the students’ final projects were selected randomly to be analyzed. Since it is a qualitative research, the data were in the level of words or sentences. The result shows that the abstracts analyzed have not satisfactorily achieved coherence though some cohesive devices like reference, conjunctions, ellipsis which are used to link one sentence to the other. Some grammatical mistakes are also found such as the plural forms, active-passive voice.
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Simanjuntak, Herlina Lindaria. "The Translation of English Passive Voice into Indonesian." TEKNOSASTIK 17, no. 1 (April 6, 2019): 40. http://dx.doi.org/10.33365/ts.v17i1.231.
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English and Indonesian have different grammatical patterns and cultural values. That is why, many problems that students studying translation subject have to face. One of them is how to translate English Passive Voice into Indonesian. That is the reason the writer aims to do the research. The research is to describe the translation of English passive voice into Indonesian by analyzing two novels, which are Kristan Higgins’ Waiting on You and its translation Nina Andiana’s Penantian Terpanjang. This research uses qualitative method. The writer collected, identified, the data concerning with the translation of English passive voice. The results of the research shows that there are two categories of translating English passive voice into Indonesian, namely English passive voice can be translated both into Indonesian passive voice and English passive voice can be translated into Indonesian active voice. English passive voice is translated into Indonesian passive voice by using prefixes di- and ter-, meanwhile English passive voice is translated into Indonesian active voice by using prefixes me-, men-, and ber-. From forty one data which are identified there are 32 data (78.04%) of English passive voices translated into Indonesian passive voices and 9 data (21.96%) of English passive voices translated into Indonesian active voices.
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Fitria, Tira Nur. "'GRAMMARLY' AS A TEACHERS' ALTERNATIVE IN EVALUATING NON -EFL STUDENTS WRITINGS." LEKSEMA: Jurnal Bahasa dan Sastra 6, no. 2 (December 7, 2021): 141–52. http://dx.doi.org/10.22515/ljbs.v6i2.3957.
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In evaluating students’ EFL writing, lecturers nowadays can implement corrective evaluation by using an online automatic software. Grammarly is automated online software that is comonly used in EFL writing classes. It is an internet proofreading service that evaluates the correctness grammarl, spelling, punctuation, and vocabulary as well as detects plagiarism. This paper reports research aimed at exploring the use of Grammarly software for evaluating non-EFL students’ writings. This research employed descriptive-qualitative method with students of ITB AAS Indonesia as the data sources. The results of analysis show that in correcting students' language errors, lecturers can evaluate and analyze in details without a lot of correcting efforts or improvements. Grammarly can be considered as a useful tool for lecturers who need to correct non-EFL students’ writings. Grammarly will automatically check or detect the work being typed from various related aspects. Various writing errors made by the students were found in Grammarly’s reports, both in the aspect of correctness and clarity. Correctness is concerned with the mechanical norms in writing, whereas clarity deals with concise and direct language use. The spelling errors found in students’ writings are text inconsistencies, misspelled words, and improper formatting whereas for grammatical there are subject-verb disagreement, passive voice misuse, as well as unclear, wordy, and incomplete sentences. Meanwhile, the errors in punctuation are shown by inappropriate use of punctuation marks in compound/complex sentence, comma misuse within clauses, and improper formatting. It can be concluded that Grammarly can be an alternative for lecturers’ in evaluating non-EFL students' writings.
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Ma'shumah, Nadia Khumairo, Isra F. Sianipar, and Cynthia Yanda Salsabila. "Google Translate Performance in Translating English Passive Voice into Indonesian." PIONEER: Journal of Language and Literature 13, no. 2 (December 31, 2021): 271. http://dx.doi.org/10.36841/pioneer.v13i2.1292.
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A scant number of Google Translate users and researchers continue to be skeptical of the current Google Translate's performance as a machine translation tool. As English passive voice translation often brings problems, especially when translated into Indonesian which rich of affixes, this study works to analyze the way Google Translate (MT) translates English passive voice into Indonesian and to investigate whether Google Translate (MT) can do modulation. The data in this research were in the form of clauses and sentences with passive voice taken from corpus data. It included 497 news articles from the online news platform ‘GlobalVoices,' which were processed with AntConc 3.5.8 software. The data in this research were analyzed quantitatively and qualitatively to achieve broad objectives, depth of understanding, and the corroboration. Meanwhile, the comparative methods were used to analyze both source and target texts. Through the cautious process of collecting and analyzing the data, the results showed that (1) GT (via NMT) was able to translate the English passive voice by distinguishing morphological changes in Indonesian passive voice (2) GT was able to modulate English passive voice into Indonesian base verbs and Indonesian active voice.
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Fitriani, Somariah. "The Student Nurses' Written Works of Health Science Institute: Error Analysis in Syntactical and Morphological Category." Jurnal Penelitian Humaniora 19, no. 1 (February 1, 2018): 20–35. http://dx.doi.org/10.23917/humaniora.v19i1.5356.
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The research aims to examine and analyze student nurses’ written works in term of syntax and morphology category. Twenty-six students of the third semester took an English presentation course, which focused on medical cases. The results have revealed that 186 error identifications were found consisting of 132 syntactical errors and 54 morphological errors. The students make errors in the types of article, preposition, parallel structure, the use of be, passive voice, word order, tenses, infinitive to, modal auxiliary and subject determiner in syntactical category. While in morphological error, they make errors in the plural form, subject verb agreement, comparative adjective and word form. Word order is as the most common language error in syntax category with 36 total errors or 19.35% out of 186. The second one is preposition with 26 total errors or 13.97%. While in morphology category, subject verb agreement is the most common one with 29 total errors or 15.59%. The second common one is word form with 13 total errors or 6.98%. It can be concluded that there are 132 (70.96%) of error identification in syntactical category and 54 error identifications or 29.04% in morphological category. In addition to its error identification in syntactical and morphological features, the research has found that the causes of students’ errors are due to intralanguage and interlanguage errors as it has some slightly differences between Bahasa Indonesia and English in term of grammatical structure.
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Derbyshire, Desmond C., and Masayoshi Shibatani. "Passive and Voice." Language 67, no. 1 (March 1991): 141. http://dx.doi.org/10.2307/415547.
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Qamili, Shpresë. "Passive Voice Transformation." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 189. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p01.
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It is well known that the differences between the languages and the different levels of relationship between them and the use of the English passive voice in Albanian language are complex achievements of hypotheses given by language thinkers, because the language first of all is a process and processes change from time to time as a result of new language achievements and transformations and as a result of changes in people's worldview. The English and Albanian passive voice do not have a single grammatical structure and that this should be related to numerous legalities that follow the languages in their internal and external development. The studies carried out in terms of linguistic features, even of the passive voice according to the comparative method, have opened new paths to see similarities and differences even in the passive voice structure. This study is intended to give our modest contribution to notice the similarities and differences in the use of the passive voice as well as its structure in both languages. This contrastive analysis tries to facilitate the acquisition of English as a foreign language for students, pupils, to make the translation from English into Albanian and vice versa easier, to provide linguistic information to language researchers. The comparison is supported by the following English novels and their translated versions in Albanian such as: “Oliver Twist” by Charles Dickens and translated by Skënder Luarasi and “Silas Marner” by George Eliot and translated by Ramazan Hysa, where similar as well as different features have been found.
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El-Yasin, Mohammed K. "The Passive Voice." Babel. Revue internationale de la traduction / International Journal of Translation 42, no. 1 (January 1, 1996): 18–26. http://dx.doi.org/10.1075/babel.42.1.03ely.
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ABSTRACT This paper starts by discussing the importance of word order in translation. As an example, the passive-active relation is given to illustrate the importance of word order. It is shown that the word order in this case is an integral part of the meaning in the wider sense of meaning. This relation, moreover, is discussed in Arabic and English which do not exhibit parallel behavior. The mismatches between the two languages necessitate structural adjustments in translation if natural equivalence is to be achieved. It is noticed that Arabic tends to use less passive than English and, furthermore, does not have a natural method of expressing the agent in a passive sentence. However, an active construction (namely, the topic-comment construction) allows for a word order in which the effect of the English passive word order is achieved without having to use the passive in Arabic. Therefore, an English x is done by is rendered as x, does it in Arabic where it is a resumptive pronoun referring to x . Here, the x-y order is maintained and the passive is avoided in Arabic where it is rather unnatural. The agent is expressed as the subject of the comment which is an active sentence that naturally allows the agent to be explicitly stated. In this position, it follows the patient which is the desired order that reflect the original English order. A standard procedure for translating English passives into Arabic is proposed as a conclusion to the present study. RÉSUMÉ Le présent article étudie en premier lieu l'importance de la séquence des mots dans une traduction. En guise d'exemple, l'auteur cite la relation voix passive - voix active pour illustrer l'importance de la séquence des mots. Il démontre que dans ce cas-ci, la séquence des mots fait intégralement partie de la signification. De plus, cette relation est abordée pour l'arabe et pour l'anglais, deux langues dont le comportement n'est pas parallèle. Si le traducteur veut obtenir une équivalence naturelle, ces comportements divergents devront être ajustés au niveau de la structure. On remarquera que l'arabe utilise moins souvent la voix passive que l'anglais et que de plus cette langue ne dispose pas d'une méthode naturelle permettant d'exprimer l'agent dans une phrase passive. Cependant, une construction active (à savoir le commentaire d'un sujet) permet d'obtenir une séquence de mots reproduisant l'effet de la séquence passive anglaise sans obligation d'avoir recours à la voix passive en arabe. Dès lors, la construction anglaise x is done by y sera rendue par la construction arabe x, y does it dans laquelle it est le pronom remplaçant x. Dans ce cas-ci, la séquence x-y est maintenue et le passifest évité en arabe où il est ressenti comme une construction un peu artificielle. L'agent est exprimé comme sujet du commentaire, ce qui donne une phrase active permettant de mentionner explicitement l'agent. Positionné ainsi, l'agent suit le patient et on obtient l'ordre souhaité qui reflète la séquence d'origine en anglais. Pour conclure son article, l'auteur nous propose une procédure standard permettant de traduire les phrases passives anglaises en arabe.
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Ekasani, Kadek Ayu, and Ni Luh Ketut Mas Indrawati. "English – Indonesian Passive Sentences in Cookbook." e-Journal of Linguistics 14, no. 1 (January 31, 2020): 13. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p02.
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This research focuses on the English-Indonesian passive sentence in cookbook. The aim of this research is to find out how the English passive sentence translated into Indonesian passive one cookbook. The data source was taken from English cookbook entitled The Essential Book of Sauces & Dressings written by Lowery, et.al and published by Periplus, Singapore and the translation into Indonesian entitled “Saus dan Dressing yang esensial” translated by Hadyana P. and published by Periplus, Indonesia. The methods of collecting data are observation and documentation. Scintific article tends to use passive sentence rather than active one. This is intended to show the product and disappear the doer. In doing the works, the translator translated English passive voice into Indonesian passive voice in several ways. The results show in English cookbook found some passive constructions which are translated also into passive construction in TL. The passive construction in English cookbook are in the form of present tense (is/are + V past participle), modal passive (modal + be + V past participle), present perfect tense (has + been + V past participle). The translation in Indonesian are translated into passive construction by using verbs added by prefix di-, active construction with active verbs, and verbs added by prefix ter-.
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Cole, Peter, Gabriella Hermon, and Yanti. "Voice in Malay/Indonesian." Lingua 118, no. 10 (October 2008): 1500–1553. http://dx.doi.org/10.1016/j.lingua.2007.08.008.
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Sianipar, Isra F., and Sajarwa Sajarwa. "The Translation of Indonesian Passive Voice in Research Articles’ Abstracts into English: Human Vs Machine Translation." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 15, no. 2 (December 3, 2021): 136. http://dx.doi.org/10.24036/ld.v15i2.112967.
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The existence of abstracts within research articles (RA) is one of the requirements of a published article. When the research is important internationally rather than locally, the abstract should be translated into English. Since lots of passive voice construction was found In Indonesian research articles, this study aims to explore the translation of passive voice in Indonesian RA abstracts into English conducted by human translation and machine translation (google translate). This present study is translational research by applying interpretative qualitative-quantitative analysis. The data in this study were RA abstracts obtained from Journal “Linguistics Indonesia” which was published in 2015- 2021, there are 60 research articles in total. After analyzing those articles with AntConc (a corpus-based analyzing tool), it was found that there are 341 passive voice occurrences in Indonesian research articles. However, in the translated abstract corpus, TERA-HT there are 308 occurrences and in TERA MT with 321 occurrences. Besides the differences in the frequency, there are also some differences in linguistics feature of passive in the translated abstracts, such as 1) The difference in using tenses; 2) The differences in using “Be (Singular/Plural); 3) the difference in using the passive voice construction and 4) Modulation (the change of Passive voice into Active voice). This research also reports that human translation is better than machine translation.
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Putnam, Michael T., and Joseph Salmons. "Losing their (passive) voice." Linguistic Approaches to Bilingualism 3, no. 2 (May 17, 2013): 233–52. http://dx.doi.org/10.1075/lab.3.2.05put.
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This paper reports initial findings on the apparent loss of passive voice constructions in Moundridge Schweitzer German, a moribund enclave dialect spoken in South Central Kansas. The dialect once had three agent-suppressing constructions; today speakers produce only an impersonal construction but marginally recognize one passive construction in comprehension tasks. Comparative and internal evidence suggests a clear path for this development qua syntactic extension. Empirically, numerous heritage and moribund languages lose passive constructions, and our account appears extendable to those settings in ways that illuminate some claims about heritage language syntax. The synchronic outcomes are easily modeled using the notion of syntactic neutralization, and we argue that a neutralization approach to syntactic ineffability has significant advantages over a NULL PARSE approach. Since the latter is Optimality Theory (OT)-specific, we model our findings in OT. Because neutralization is a framework-independent concept, our findings have broader ramifications.
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Fathonah, Siti, and Achmad Dicky Romadhan. "Active and passive voice in Bulungan Language." Rainbow : Journal of Literature, Linguistics and Culture Studies 10, no. 2 (October 30, 2021): 96–105. http://dx.doi.org/10.15294/rainbow.v10i2.48647.
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Bulungan Language as one of the langugaes in North Kalimantan Province has scattered speakers in 8 sub-districts. As language with scattered speakers made Bulungan Language get less attention from language researcher dan linguist to describe it thoroughly. Bulungan language has active voice and passive voice as part of its grammar which has not been studied furtherly yet. Then, the rseracher take this chance to discuss active voice and passive voice in the Bulungan language in this study. This research employed qualitative descriptive research. The data used in this study was oral data directly taken from the native Bulungan speakers. The data collection technique used in this study was by listening technique and the note-taking technique. This study revealed that the active and passive voice of the Bulungan language had different markers but same passive voice property across languages.
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Baratta, Alexander M. "Revealing stance through passive voice." Journal of Pragmatics 41, no. 7 (July 2009): 1406–21. http://dx.doi.org/10.1016/j.pragma.2008.09.010.
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Bazzanella, Carla. "Passive and voice. Typological studies in language." Journal of Pragmatics 14, no. 1 (February 1990): 169–71. http://dx.doi.org/10.1016/0378-2166(90)90075-o.
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Laanemets, Anu. "The passive voice in spoken and written Danish, Norwegian and Swedish." Languages in Contrast 13, no. 1 (March 8, 2013): 67–89. http://dx.doi.org/10.1075/lic.13.1.04laa.
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Taking a comparative corpus-based approach, the article examines the use of the passive voice in Danish, Norwegian, and Swedish written as well as spoken language. More specifically, we measure the relative frequency of the passive voice in general and in its two forms — periphrastic and morphological — within two written and two oral genres. Although we find differences in the relative frequency of the passive voice, with Danish and Norwegian being more similar than Swedish, the basic pattern is identical across the three languages. Situational and stylistic factors — especially the degree of formality — appear more important for the choice of passive voice than the distinction between written and spoken media. More formal genres use more passive voice and have a preference for the morphological passive, whereas less formal genres tend to use less passive voice with the periphrastic passive playing a relatively more prominent role.
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Jisa, Harriet, Judy Reilly, Ludo Verhoeven, Elisheva Baruch, and Elisa Rosado. "Passive voice constructions in written texts." Written Language and Literacy 5, no. 2 (June 28, 2002): 163–81. http://dx.doi.org/10.1075/wll.5.2.03jis.
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The distribution of passive constructions is examined in written texts produced by native speakers of five Languages (Dutch, English, French, Hebrew, and Spanish), from four Age groups (aged 9–10, 12–13, 15–16 years, and adults). These languages contrast in the variety of structures available to promote a patient and to downgrade an agent in event encoding. The results show significant effects of Language and Age. When a language has productive alternative rhetorical options for the two functions, it relies less on passive constructions. Across all five languages, passives increase with Age. However, even our youngest subjects show a language-specific rhetorical bias.
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Apandi, Apandi, and Fajry Nur Islami. "Translation Analysis on Passive Voice from Indonesian into English Found in "Gua Sunyaragi" Book." Academic Journal Perspective : Education, Language, and Literature 6, no. 2 (October 25, 2018): 110. http://dx.doi.org/10.33603/perspective.v6i2.1576.
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This research aimed at analyzing the translation of passive voice from Indonesian into English and finding out how the passive sentences were translated. The qualitative descriptive method was applied in this research. The data were gathered from the book GuaSunyaragi by group 6 of Indonesian-English Translation class (2017). The analyzed data were limited only to the first section of GuaSunyaragi. The researcher followed some steps in analyzing the data, first was classifying the collected data, then the researcher anaylized the data based on grammatical and semantics approach, then the researcher put the result into tables, and the last step was to draw the conclusion. The findings have shown that there are 32 passive sentences found in the GuaSunyaragi book.21 (65.62 %) of the data were passive sentences that were translated into passive sentences, 7 (21.86%) were passive sentences that were translated into active sentences, 2 (6.25%) were passive sentences that were translated into sentence with whiz deletion, and 2 (6.25%) were passive sentences that were translated into active sentences with preposition. Translation shift occasionally occurs in the process of translation in order to create a natural translation from the SL to the TL.