Scan of Emerson, American Scholar and Factory Life As It Is Assignment

Scan of Emerson, American Scholar and Factory Life As It Is - Assignment Example an amendable constitution, which can be revised by the people as they please, is a political innovation that guarantees peace and happiness through self-governance. James Winthrop, a public official from Massachusetts, emphasized on the importance of the constitutional Bill of Rights. In reference to theoretical frames of politics, Winthrop asserted that systems of government belonging to the majority have inherent tendencies to disregard fundamental rights of the minority. Majority rulers exert tyrant principles upon minority subjects (Winthrop, 269). In order to safeguard the fundamental freedoms of the minority, Winthrop opposed the federal ratification of the constitution. Winthrop maintained that ratification of the constitution would consolidate constitutional powers to tyrant majorities, thus threatening the self-governance of American states. In order to prevent governmental despotism and usurpation against citizens, Winthrop proposed that the Bill of Rights should remain an essential constitutional component. With respect to the principle of representation, David Ramsay favors proportional representation of citizens in deliberation assemblies. Ramsay stated that proportional representation is a miniature form of communities; hence the representatives have interests and feelings of the majority (Ramsay, 268). On the contrary, James Winthrop opposes the concept of proportional representation. According to Winthrop, proportional representation does not guarantee preservation of minority rights against the wanton use of numerical tyranny by the majority (Winthrop, 269). Instead of proportional representation, Winthrop says that laws should be made by local officials who can establish immediate contact with their

Malaysia and Sustainable Development Essay Example | Topics and Well Written Essays - 500 words

Malaysia and Sustainable Development - Essay Example It was during this period that mega-projects like the Petronas Twin Towers, KL International Airport, and the Sepang F1 Circuit were completed. However, amidst the economic development, environmental degradation has been inevitable. The country's dependence on the manufacturing and industry sector cause a negative spillover in the form of air and water pollution, global warming, and ozone depletion (Malaysia 1-6). In order to promote sustainable development, Malaysia join forces with the United Nations to launch a fourfold program called Vision 2000 which is geared to address the environmental impact of development. These four strategies include: conservation and sustainable use of biodiversity; access to sustainable energy services, frameworks and strategies for sustainable development, and national/sectoral policy a nd planning to control the emission of ozone-depleting substances and persistent organic pollutants (UNDP Malaysia 1-4).

Covenants of the Old Testament Research Paper Example | Topics and Well Written Essays - 1500 words

Covenants of the Old Testament - Research Paper Example Whether it is one covenant expressed in different contexts and hence different forms, or it is different covenants with different persons, depends to a certain extent on individual interpretations† (Poon 42). God has made covenants with certain persons in the Hebrew Bible and some of these covenants could be unconditional or could clearly depend on the loyalty or fidelity of the human partner. God established covenants with notable people in the bible like Noah, Abraham, Moses and David (Brueggemann 91). It is important to note which of the covenants that God established with these persons in the Hebrew Bible that is unconditional and the ones that are conditional. In the book of Genesis, God made a covenant with Noah after he (God) had used flood to destroy the people of the earth except Noah and his family. According to the bible, God told Noah that, I solemnly promise you and your children and the animals you brought with you- all these birds and cattle and wild animals- tha t I will never again send another flood to destroy the earth. And I seal this promise with this sign: I have placed my rainbow in the clouds as a sign of my promise until the end of time, to you and to all the earth. When I send clouds over the earth, the rainbow will be seen in the clouds, and I will remember my promise to you and to every being, that never again will the floods come and destroy all life. For I will see the rainbow in the cloud and remember my eternal promise to every living being on the earth. Gen. 9:8-17 In the covenant that God made to Noah, it is clear that God did not like the fact that he had to destroy the people that he created with flood and due to the love that he had for Noah and his family, he had to establish this covenant with Noah and his generation. God promised not to open the floodgates of heaven and use water to destroy the world again. He promised that he would not destroy humans and animals with flood as he told Noah that the rainbow that appea rs in the cloud is the sign of the covenant that he (God) made with Noah and his generation. The rainbow shows that, to every covenant, there is a sign. The rainbow is also a reminder to man of God’s promise never to use flood to destroy the world again. This covenant could also be referred to the covenant of the preservation of life (Harris & Platzner 14). God gave Noah this covenant to assure him of his steadfast love for the human race. However, it should be noted that, the covenant that God made with Noah is an unconditional one as it did not in any way depend on the fidelity of the human partner. At this point, it is also pertinent to take a look at the covenant that God made with Abraham, who was a descendant of Noah. Abraham was a man of faith; he was a man that walked with God. As a result of Abraham’s faithfulness, God had to establish a covenant with him. God bestowed a great blessing upon Abraham that has made people to be blessed through him. In the fifteen th chapter of Genesis, God tells Abram (as his name was called then) that, â€Å"I have given this land to your descendants from the Wadi-el-Arish to the Euphrates River. And I give to them these nations: Kenites, Kenizzites, Kadmonites, Hittites, Perizzites, Rephaim. Amorites, Canaanites, Girgashites, Jebusites.† (Gen. 15:18-21). This was the covenant that

The Correlation between obesity and poverty Annotated Bibliography

The Correlation between obesity and poverty - Annotated Bibliography Example The BMI of normal people lies below 25 kg/m2 (Kopelman, Caterson, & Dietz, 2010). According to Smith (2009), the BMI of an overweight individual lie between 25 kg/m2and 30 kg/m2, while the BMI of individuals suffering from obesity exceeds 30 kg/m2. Through studies, it has become apparent that obesity correlates with poverty. According to Smith (2009), poverty can lead to obesity, and at the same time, obesity can lead to poverty. Studies have shown that obesity and poverty can have a direct or indirect influence on each other. It is apparent that overweight and obesity correlate with poverty because most people do not afford healthier diets (Lane, 2006). Based on calories; diets composed of fish, whole grains, and fresh fruits and vegetables enhance normal health, but they are far more expensive than diets consisting added fats, added sugars, and refined grains (Lane, 2006). In some American communities, local convenience stores do not offer vegetables, fruits, or other fresh, whole, and real foods. In an urban setting, an individual should have a car in order to access real foods that rural markets offer. Research shows that an attempt to reduce food expenditure tends to drive individuals toward added fats, added sugars, and refined grains, which have a likelihood of causing obesity. On the other hand, being obese can make an individual poor because obesity and overweight bring about various kinds of sicknesses. Sick individuals spend most of their time in hospitals and other health institutions, thus such individuals are not economically productive (Bolin & Cawley, 2007). Diseases associated with obesity include heart disease, type 2 diabetes, obstructive sleep apnea, osteoarthritis, and cancer (Blass, 2008). Those people who are suffering from obesity related ailments develop a weak health and cannot be able to contribute toward income generation in a significant manner. Diseases such as diabetes, heart

Personal Conflict Essay Example for Free

Personal Conflict Essay It was on January 2006 when I first set my feet in USA, a day I will live to remember. I was eighteen years old then and had just graduated from high school. I was the best student in my previous school so I got a scholarship to further my studies. Since childhood ,I was fascinated by people especially their cultures, religions and other aspects of their lives but what really amazed me was the way they communicated and the different languages that they used. My life had revolved around one language that was Arabic and therefore when this chance came I was very excited and without second thoughts took the opportunity to study English as my second language. I chose English because it was an international language and I knew it would help me communicate with many people from different parts of the World. More so, it was to be of great assistance to me especially in my stay in the USA. When this day came, I was amidst mixtures of feelings. Even though I was very excited, terror and confusion took the better part of me. The thought of leaving my parents and my younger siblings really terrified me and all of a sudden, I felt lonely. Earlier on after waking up, prayers had been arranged for me and all people wished me a safe journey to America. I was escorted by my friends and family members to the airport where they bid me farewell. This was my first time to travel from my home country and the first to travel in an airplane. While in the plane many thoughts crossed my mind. I thought about the people I would meet and wondered how they would receive me. I also thought about the college I would be enrolled to and my classmates to be . I wondered if there were people from my home place, how many will they be and above all how I would communicate since I was not familiar with English by then. I was in this state when suddenly an air hostess brought me some snacks . Tasty as they looked, I never took a bite. What I could not understand about the air hostess was that she appeared composed and friendly and completely unaware of my predicament. She was young, energetic and cheerful and nothing seemed to trouble her. Contrary, I was deep in confusion and uncertainty . I lost my appetite something which seldom happens to me. In fact , I rarely choose food and anything edible is good to me provided it is not harmful . More so, being the first time to travel by plane I was really uncomfortable and the experience was horrifying. At one time a thought of the aeroplane crushing crossed my mind and it really got me scared. Sleep never crossed my eyes during the whole journey and it took exactly fourteen hours to reach my destination. I arrived at the JFK airport in New York at around 10 pm . The night was chilly and many people wore heavy clothing to keep their bodies warm . I had carried a light jacket which I wore to protect myself from the cold . The environment was new and everything about this place seemed new to me. I was really getting more and more confused and thought it was even better when I was in the plane. My light jacket did not seem to be of much help to me because the cold weather was getting the better of me. Though out of place, a thought crossed my mind. I wondered of how it used to be unusually hot at home and how I had adapted to that kind of climate. I wondered how long would it take for me to get used to this new environment. I do not know exactly how long I had been standing there but what I recall is that I found myself all alone, confused, scared and lost and attracting some policemen. I felt out of place and the way they were looking at me was scaring. Did they see me as a terrorist or something? I never got to answer that question because one of them came directly to where I was and asked whether I was Mr. Mohammed. Though at first I could not understand what he was driving at, the mention of my name made me realize he was out to find me. Upon receiving my answer, he took my passport and asked me to follow him. They took me to one isolated room where they begun interrogating me. Little did they know that I could not understand whatever they were talking about. From their faces I could tell they were suspicious of something. One police officer who was taller than the rest and had a pointed nose with glaring eyes called the others and got outside of the room. I heard them whispering but could not tell what they were discussing. I do not know exactly what transpired but the moment they came in I sensed danger. I was forced to take off my clothes which apart from being humiliating experience it really made me nervous. They might have thought that I had some atomic bomb with me. What made me extremely terrified was the way they were pointing guns at me. For a moment I thought I was going to die. Here I was, people back at home hoping the best for me but not having a clue of the deadly situation I was in at that particular time. The thought of my mum losing me, made me collapse and when I came back to my senses, I was bed ridded in a hospital. At the hospital I got acquinted to the nurse who was taking care of me . She was a very caring and pleasant lady. She did not like it when I told her (she understood me inspite the language barrier) how the policemen had treated me . She failed to understand how people sometimes could be so inhumane. It was from her that I learnt of how I ended up in an hospital and she also told me that our embassy had been contacted. All this she claimed was through the concerted effort of the management of the hospital . Through her kindness and assurance that all will be well, I was beginning to have hope that things would be better for me. I failed to understand how things could contradict themselves. It was simply not easy to relate the caring and treatment I received from the hospital with the ‘reception’ I received from the policemen. I had been at the hospital overnight and I got discharged at around 10 am in the morning. This happened when the Saudi Arabian embassy sent one of its agents to intervene . All was set right and I could not believe it when one policeman was sent to apologize on the behalf of the others and he even offered us a ride to a hotel. The ride was short but I did not fail to notice how the roads were smooth and carefully constructed. If it were home the journey would have taken a little bit longer because most of them need to be tarmacked and they are dusty. When I arrived at the hotel, I took a bathe, had lunch and then slept after 28 good hours of unrest. I woke up at around 10 pm and realized I was all alone, the agent from the Saudi Arabian embassy had promised to drop by the following morning to pick me up. He had informed me that he would take me to his house and where I would be staying for awhile while we sort matters out. I could not get sleep that night. All my thoughts directed to the kind of life I was to lead in the USA. Foremost, being an Arab and a Muslim I wondered where mosques could be found and whether I would learn to communicate in English. Also I thought about the encounter with the policemen and realized the matter had been made complex due to ineffective communications. All these and other thoughts ran across my mind through out the night. In spite uncertainty facing me, I kept on hoping believing and having faith that everything will turn out right for me and I would enjoy my stay in the USA and eventually make it my home. It has been three years now since I arrived in the USA. A lot of things have changed mostly with me trying to catch up with the American way of life. I have made new friends from different backgrounds and we assist each other in times of troubles. Even though I am different in my culture, religion and way of thinking, I get along with others through their support and understanding.

Translation Shifts In Students Translated Texts English Language Essay

Translation Shifts In Students Translated Texts English Language Essay People living in this world are divided by their cultures. Language as the part of culture holds an important role in peoples lives because it enables people to express their ideas either by talking or writing to others. In the earlier times, people did not seem to have problems related to the communication since they only needed to communicate with people in the same community who had good knowledge of the language they used. However, along with the growth of the age marked by the advance of communication devices and the needs of people to communicate to others outside their communities, the problem of communication starts to occur since people have to communicate with others having different languages in terms of its grammatical structures, its vocabularies, and even its spellings. It causes difficulties for people who are not accustomed to those differences. In order to solve the problems between two different languages, people use translation. Basically, translation is a tool to deliver meaning from source language (SL) to target language (TL). To make sure the meaning is perfectly delivered, a translator must re-construct the text by translating the words from SL to TL and arrange them based on the structures of sentence in TL so the structures are suitable with TL and there will be no loss of meaning. Knowing the importance to master translation skills, universities in Indonesia open a subject studying translation, and one of them is Translation Skill subject in English Department State University of Jakarta focusing on studying translation between English and Indonesian languages. In this Translation Skill subject, besides studying the theories related to translation such as the process, the methods, and the strategies of translation, students also conduct the activity of translating, that is to translate texts from English to Indonesian language and vice versa. In order to become a professional translator, students do not only have to master proper knowledge concerning translation theories but also they have to able to translate different kinds of text from foreign languages, in this case, English to Indonesian language in a proper form which means that the text can be read easily and its meaning remains intact. However in the implementation, students may face problems especially related to the different structures between English and Indonesian because indeed, as Moentaha (2006:12) states, every language has its specific grammatical and lexical systems. Actually, there many strategies, procedures, and techniques provided by translation experts to solve difficulties in translating as well as to prevent any distortions of meaning and errors which may be conducted by a translator especially students of English Department as novice translators, and one of them is translation shift. Catford (1965:73) defines translation shift as the departures from formal correspondence in the process of going from the SL to the TL. The shift can occur when a translator is translating a text from SL to TL by concerning some adaptations namely structural adaptation which causes the shift of form and semantic adaptation which causes the shift of meaning (Nida and Taber, 1969:105). Shifts are categorized into two major types, namely level shifts, the different level of equivalence between SL and TL items and category shifts, the departure of formal correspondence which are divided into four categories namely structure shifts, unit shifts, class shifts, and intra-system shifts (Catford, 1965:76). Studying those shifts in translation raises the curiosity of the writer to find out the types of shifts which occur in English Department students translated texts as well as the patterns of shift the students use to solve different structures between English and Indonesian language. Research Questions The questions to be answered in this study are: What type of shifts occurs in students translated texts? What shifts do dominantly occur in students translated texts? What pattern of shifts used by students to bridge the different grammatical structures between English and Indonesian? What pattern of shifts does dominantly occur in every type of shifts? Purpose of the Study The study aims at discovering the types of translation and classifying patterns of shifts occurring when students translate a text from English to Indonesian. From those kinds of translation shift and its patterns, the study also aims at figuring out the kinds of translation shift which dominantly occur in the translated text and the patterns of shift which are dominantly used by students to bridge the different grammatical structure between English and Indonesian. Limitation of the Study The study will focus on analyzing translation shifts occurring in thirty-five translated texts randomly taken from midterm test on Translation 2 subject conducted by students of English Literature Study Program English Department State University of Jakarta. The writer will use the theory of translation shifts provided by John Cunnison Catford in his book A Linguistic Theory of Translation dividing shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. Significance of the Study Besides can enrich the field of translation in English Department State University of Jakarta, this study is expected to enhance the ability of English Department students as novice translators to translate texts from English to Indonesian as equivalent as possible by concerning the shifts they can use to solve different structures between English and Indonesian. CHAPTER 2 LITERATURE REVIEW This chapter consists of definition of translation, process of translation, method of translation, definition of translation shifts, types of translation shifts, and the use of midterm test on Translation 2 subject as the source of data. 2.1. Definition of Translation Translation rises as an activity to translate message from source language containing meaning and words, and to reproduce them in a target language which can be understood by its readers. Although the elements of translation source text, meaning or information, and target text are agreed by translation experts proven by the presence of those elements in their definitions of translation, they have different ways to express the definition of translation. Catford (1978:20) defines translation as the replacement of textual material in one language (SL) by equivalent textual material in another language (TL). From the phrase equivalent textual material above, it can be figured out that the main thing which should be replaced is the information. In other words, a translator has to be capable of replacing the information in source text with equivalent information in target text. Another definition of translation is also presented by Nida (1969:12) stating that translation consists of reproducing in the receptor language the closest natural equivalence of the source language message, first in terms of meaning and secondly in terms of style. On that definition, Nida explains clearly that the main activity a translator has to do is to convey the message from source language to target language as natural as possible by regarding its meaning and style. Besides meaning and style, there is another thing which should be considered by translators if they want to create a good translation the intention of the source texts author. The concept is derived from Newmark (1988:5) who states that translation is rendering the meaning of a text into another language in the way that the author intended the text. Therefore, before translating a text, a translator has to read the whole text to understand the intention of STs author in making the text. In other words, a translator is like a bridge connecting the intention of STs author to the readers of target text. A balance between forms of language and structures of meaning which creates a complete package of a proper translation is delivered by Larson (1984:3) who states: Translation is transferring the meaning of the source language into the receptor language. This is done by going from the form of the first language to the form of a second language by way of semantic structure. It is meaning which is being transferred and must be held constant. On that definition, the first activity translators have to do is to transfer the meaning constantly from SL to TL continued by delivering it in the appropriate form of TL to prevent any loss or distortion of meaning. 2.2. Process of Translation Before explaining the process of translation deeper, one thing to be considered is the meaning of process. Oxford Advance Learners Dictionary (2000:1050) provides three definitions of process and the first one is appropriate with translation defining process as a series of things that are done in order to achieve a particular result. Another definition of process is also provided by Kamus Besar Bahasa Indonesia (2002:899) defining process as rangkaian tindakan, pembuatan, atau pengolahan yang menghasilkan produk. Two definitions of process above can be concluded that to achieve certain goals, there are a series of actions should be conducted. The same matter also occurs in translation when a translator has to undergo a series of processes to translate texts from SL to TL as stated by translation experts below. Larson (1988:3) provides three steps to produce a translation. First thing translators need to do is to learn the lexicons, grammatical structures, communication circumstances, and cultural contexts from source language continued by analyzing the SL texts to find out its meaning. Finally, the meaning is re-expressed using the lexicons and grammatical structures of target language and its cultural contexts as drawn on the figure below: Figure 1 SOURCE LANGUAGE TARGET LANGUAGE Text to be translated Discover the meaning Meaning Re-express the meaning Translation In line with Larson, Nida and Taber (1982:33) also draws a figure to explain that translation has to undergo three processes namely analysis, transfer, and restructuring called Three Stages of Process as shown below: A (Source) (Analysis) X Y (Restructuring) B (Receptor) (Transfer) Figure 2 On the first stage namely analysis stage, the message in language A is analyzed in terms of its grammatical relationships as well as its meaning and combination of words in the form of X. Secondly, on the transfer stage, those analyzed materials are transferred in the mind of the translator from language A to language B in the form of Y. Finally, on the restructuring stage, the transferred materials are restructured in order to make the final message fully acceptable in the receptor language. Moreover, Newmark (1988:19) divides the process of translation into four levels namely the textual level, the referential level, the cohesive level, and the naturalness level. On the textual level, translators have to find the equivalence of SL grammar in TL, translate its lexical units, and put them in the appropriate form of TL sentences. However, there are some words having more than one meaning including idioms and figurative expressions in the source text and these are the task of translators in the referential level, to define the real meaning behind those expressions and put those meaning in the appropriate expressions in the target text. To link the textual and referential level, translators should advance to the next level namely cohesive level. In this level, translators use connective words which can unite the text such as conjunctions, enumerations, reiterations, definite articles, general words, referential synonyms, and punctuation marks (Newmark, 1988:23). In other wor ds, to secure the meaning of the text, translators have to secure its form first because if the sentences in the text are not linked together, the readers will not get the meaning of the text. Finally, on the last level, focusing on constructing translated texts, translators have to make sure that their translated texts make sense and read naturally for a certain kind of situation because the translated texts seem natural in one context, may not seem natural in other contexts. Nothing translators can do other than to read their whole translated texts, underline some unnatural expressions, and replace them with the more natural ones. 2.3. Method of Translation In their attempt to distinguish between methods, strategies, and techniques, Molina and Albir (2002:507) define methods of translation as the way of a particular translation process that is carried out in terms of translators objective, i.e., a global option that affects the whole texts and their definition is strengthened by Newmark (1988:81) stating that translation methods relate to whole texts, while translation procedures are used sentences and the smaller units of language. It can be concluded that the result of translated texts is determined by the methods of translation used by translators because the aim and the intention of translators will affect the overall result of their translated texts. Newmark (1988:45) draws the methods of translation in the form of a V diagram dividing them into SL emphasis such as word-for-word translation, literal translation, faithful translation, as well as semantic translation, and TL emphasis such as adaptation, free translation, idiomatic tr anslation, as well as communicative translation. 2.3.1 Word-for-Word Translation This method is used on the pre-translation phase where the TL words are directly put below the SL words as so called interlinear translation. Cultural words are translated literally out of the context. Translators only need to find the equivalent words from SL to TL but the position of those SL words remains intact in TL to understand the mechanism of TL and as Catford states (1965:25) to illustrate in a crude way differences structure between SL and TL for further studies. 2.3.2 Literal Translation This method of translation is between word-for-word and free translation where the words are still translated out of context as in word-for-word translation but then they are placed based on the grammatical structure of TL. 2.3.3 Faithful Translation In faithful translation, translators try to reproduce the contextual meaning of SL to TL and place them based on the grammatical structure of TL. Cultural words are translated but its grammatical and lexical abnormality still occurs. Faithful here means the translation attempt to be completely faithful to the intentions and text-realisation of the SL writer. 2.3.4 Semantic Translation This method of translation produces a more natural translation than the previous method since in semantic translation, the aesthetic element is taken into consideration and cultural words in SL are translated into its cultural equivalent in TL. Semantic translation is more flexible than faithful translation which Newmark (1988:46) says as an uncompromising and dogmatic method. 2.3.5 Adaptation Adaptation as the freest form of translation is commonly used in translating poetries and script of plays where cultural conversions occur from SL to TL without changing the themes, characters, or plot of SL. Therefore, if translators want to adapt a script of play, for example, they have to maintain the characters and plot of the script while adapting only its dialogues from SL to TL. 2.3.6 Free Translation In this method, the content of source text takes more priority than its form so paraphrase is commonly used to assure the message from source text can be clearly delivered to the readers of target text. 2.3.7 Idiomatic Translation When translators reach this method, their translations will not sound like translated texts anymore since in this method, the message is reproduced in TL with more natural and familiar expressions sometimes using colloquialisms and idioms which do not exist in SL. 2.3.8 Communicative Translation This method prioritizes the elements of communication such as purpose of translation and readership (Machali, 2000:55), so translators have to translate the contextual meaning of SL both its language and its content to be acceptable and understandable for readers of TL who expect no difficulties in reading translated texts. 2.4 Definition of Translation Shifts As stated on the scope of study, the writer will use the theory of translation shifts provided mainly by Catford added with some other explanations from Newmark as well as Vinay and Darbelnet. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. Items which can be shifted are grammar as Newmark (1988:55) states shift is translation procedure involving a change in grammar from SL to TL, and word-class as Vinay and Darbelnet (1958:64) state transposition is the replacement of one word-class by another without changing the meaning of the message. Newmark (1988:85) states at least four reasons behind the occurrence of shifts. The first one is when SL and TL have different language systems so the shifts occur automatically and translators have no options but to undergo those shifts as in the translation of English plural words A pair of glasses to Indonesian singular words Sepasang kacamata and the position of adjectives as in A beautiful woman translated into Wanita cantik (Hartono, 2009:28). Another reason is when the grammatical structures of SL do not exist in TL, for example the initial position of verb in Indonesian sentences which is not familiar in English sentences except in imperative sentences. Therefore, it uses common structures of sentence as in the translation of Telah disahkan penggunaannya to Its usage has been approved (Hartono, 2009:29). Further, shifts also occur where literal translation is grammatically possible but may not accord with natural usage in the TL so it is the matter of naturalness between SL a nd TL, for example the change of word-class from noun to verb as in the translation of The pursuits of an intellectual life to Mengejar kehidupan intelektual. The last, shifts occur to replace virtual lexical gap by a grammatical structure, for example the change from phrase to clause as in the translation of The man with blue jacket is Mr. Green to Lelaki yang memakai jaket biru adalah Tuan Green (Hartono, 2009:30). 2.5 Types of Translation Shifts There are five types of shifts provided by Catford (1965:73) divided into two major types namely level shifts, and category shifts consisting of structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.1 Level Shifts Level shift occurs when an item at one linguistic level in SL has its translation equivalent at different level in TL (Catford, 1965:73). The only possible level shift in translation is the shift from grammar to lexis and vice versa as in the translation between English This text is intended for. to French Le present Manuel sadresse a. From the example above, level shift occurs when English this as a term in grammatical system of deictic is translated to French le present as a modifier consisting an article + a lexical adjective. Another example is from English He is eating a noodle soup translated to Indonesian Dia sedang makan mie rebus where a grammatical structure of English present continuous tense (is + V-ing) is translated to Indonesian lexicon sedang. 2.5.2 Category Shifts Oxford Advanced Learners Dictionary (2000:196) defines category as a group of people or things with particular features in common. Catford (1965:76) states category shift refers to some shifts which share a particular feature departures from formal correspondence in translation. Category shifts is divided into four types namely structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.2.1 Structure Shifts Structure shifts grammatically occur at any ranks of language where words, phrase, clauses, or sentences in SL has its translation equivalent with the same rank in TL so only their structures are different. Catford (1965:77) gives an example of structure shifts in clause rank from English clause The man is in the boat. to Gaelic clause Tha an duine anns a bhata. where their subjects are highlighted, their predicators are italicized and their adjuncts are underlined. A shift of structure occurs since the subject and the predicator of English clause exchange their position when the clause is translated to Gaelic so the structure S-P-A in English is switched into P-S-A in Gaelic. Another structure shift also occurs at phrase rank from A beautiful woman with adjective + noun in English to wanita yang cantik with noun + adjective in Indonesian. 2.5.2.2 Class Shifts Class shifts occur when the translation equivalent of a SL item is a member of a different class from the original item. An example given by Catford (1965:79) clearly shows a change of class from English phrase A white house to French phrase Une maison blanche where the English adjective white as a modifier (M) has its equivalence in French adjective blanche as a qualifier (Q) although both of them are adjectives, they possess different functions as a modifier in English and as a qualifier in French. A change of class also occurs when an English clause They insist on higher wages is translated into an Indonesian clause Mereka menuntut kenaikan gaji. The example shows that the English adjective of comparative higher changes to Indonesian noun kenaikan. 2.5.2.3 Unit Shifts Unit shifts occur when the translation equivalent of a unit at one rank in the SL is a unit at different rank in the TL. An example comes from the translation of English clause My father is very nice to Indonesian clause Ayahku sangat baik where a phrase in SL my father has a word ayahku in TL as its equivalence. 2.5.2.4 Intra-System Shifts Intra-system shifts are departures from formal correspondence where (a term operating in) one system in the SL has its translation equivalent (a term operating in) a different non-corresponding system in the TL, the shifts occur internally within a system. Vinay and Darbelnet in Catford (1965:80) give examples of the system related to the singular and plural form of words between English and French. An English singular word advice has translation equivalent a French plural word des concils and vice versa, a French singular word le pantalon has translation equivalent an English plural word trousers. 2.6 Midterm Test on Translation 2 Subject as the Source of Data Translation Skill is one of the subjects provided by English Department State University of Jakarta divided into two subjects taken continuously in different semesters namely Translation 1 in the fourth semester and Translation 2 in the fifth semester. Both subjects have four credits and are held twice a week. The purpose of this subject is to prepare reliable translators who can translate various kinds of texts including legal and non-legal text from English to Indonesian and vice versa. To reach its goal, students are not only given theories of translation such as definition, process, and various strategies to produce adequate translation, but they are also assigned to translate various kinds of texts to train their translation skill and to apply the theories they are studying. In the middle of the meetings, Translation 2 holds midterm test on November 2nd 2012 which consists of two parts. On the first part, students are given two texts and they have to choose the types of those texts whether persuasive, descriptive, or expository as well as to give their reasons regarding their choices. What will be analyzed by the writer is the second part of the test where students have to translate two texts from English to Indonesian titled The Meaning of English Literature and Enhancing the Role of Forests in Adapting to Climate Change as clearly, naturally, and accurately as possible. Although this is a midterm test, students are still allowed to open their dictionaries but it only helps them to find the lexical meaning of words. They still have to pay more attention to find its contextual meaning and to adjust their translations in the appropriate structures of Indonesian language using the strategies they have learnt so far, and one of the strategies may be transla tion shifts. Translated texts from midterm test are chosen as the source of data because during midterm test, students are translating the texts more carefully and more seriously to produce clear, natural, and accurate translations in order to obtain proper score. It comes better possibility to produce better translation. CHAPTER 3 RESEARCH METHODOLOGY This chapter consists of theoretical framework, research method, data and source of data, data collection procedures, and data analysis procedures. 3.1. Theoretical Framework Following up the definition of translation by Larson who states translation is to transfer the meaning and to change the form of texts from SL to TL, the writer will conduct a study about translation shift in students translated texts. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. In other words, there will be some changes of form when a text is translated from SL to TL. Newmark (1988:85) states shifts occur when SL and TL have different language systems, when the grammatical structures of SL do not exist in TL, when literal translation is grammatically possible but may not accord with natural usage in the TL, and when translators want to replace virtual lexical gap by a grammatical structure. The translated texts are taken from English Department State University of Jakarta students answer sheets of Translation 2 midterm test and those translated texts will be analyzed using the theories of translatio n shifts by Catford who divided shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. The writer chooses to analyze translated texts from midterm test because during midterm test, students will be more serious and more careful in doing their tests to obtain proper score so the possibility to produce better translation is higher. 3.2 Research Method In this study, the writer will use descriptive analysis as the method of the study. Kountur (2004:105) defines descriptive as a kind of research which gives descriptions or analyses over a situation as clearly as possible without manipulating the objects being observed. Therefore, in descriptive analysis method, the writer will describe the data and continued by analyzing them as Ratna (2010:53) states that descriptive analysis method is conducted by describing facts followed by analyses providing sufficient understanding and explanation. 3.3 Data and Sources of Data Thirty-five translated texts in Indonesian language from midterm test on Translation 2 subject will be used as the source of data. The analysis will be focused on the words, phrases, and clauses in the texts as the data. 3.4 Data Collection Procedures Data collection is a process of recording an event and gathering pertinent information (La Pierre and Zimmerman, 1997:39). In this study, the writer will collect the data using following procedures: Asking for permission from the lecturers of Translation 2 subject to borrow answer and question sheets. Copying the answer and the question sheets. Reading two English texts in the question sheet. Reading two translated texts written in Indonesian from students answer sheets. Underlining words, phrases, and clauses where translation shifts occur to be categorized and analyzed later. 3.5 Data Analysis Procedures After collecting the data, the writer will analyze them using the procedures below: Drawing a table consisting of English items, Indonesian items, and types of shift columns as following: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts Name of Students: Filling English and Indonesian Items columns with the words, phrases, or clauses from both versions of texts to be analyzed. Determining the patterns of shift on the types of shift columns as shown below: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts They insist on higher wages Mereka menuntut kenaikan gaji Adjective to Noun Listing the types and the patterns of shift used by every student as shown below: Student A Types of Shift Amount Patterns of Shift Amount Level Shifts 14 Grammar to Lexis 14 Structure Shifts 10 Adj+N to N+Adj 10 Class Shifts 12 Adjective to Noun 9 Noun to Adjective 3 Unit Shifts 11 Word to Phrase 4 Phrase to Word 7 Intra-System Shifts 15 Plural to Singular 15 Stating the dominant types and patterns of shift. For example, the table above shows that the dominant type of shift is intra-system shifts while the dominant patterns of shift are grammar to lexis from level shifts, Adj+N to N+Adj from structure shifts, Adjective to Noun from class shifts, Phrase to Word from unit shifts, and Plural to Singular from intra-system shifts.

Effects Of Warm Up In Learning Second Language

Effects Of Warm Up In Learning Second Language The Effects of Warm up in Learning Second Language Abstract One of the ways to learn the language better is having a good warm up activity. This paper aims to investigate the effects of warm up as a class room activity in learning second language. It is going to have a critical study, and over view of some books and essays about this activity. This paper attends to provide the definition of warm up as an activity before the lesson. Then, it is going to discover that how could warm up affect the learning process? It is probably going to find that having a good warm up activity helps students to set for the new lesson. Key words: Warm up activity, second language, learning process Introduction Warm up is one of the good methods for ESL students to learn the second language better. This paper introduces the concept of warm up as an activity which attracts students attention and helps them to focus on the topic. Literary review An interesting way of starting a lesson could be using activities called warm-up activities or ice-breakers (Robertson Acklam, 2000). Teacher could start warm up activity by using some games, asking questions and having discussions which all should be related to the topic or lesson. A warm up activity could help a teacher to recognize the different types of students learning style. According to CÃ ¡rdenas (2001), Students learn best when they can address knowledge in ways that they trust. They will learn best through doing rather than reflecting. Therefore, teacher could use different styles like play, demonstration, discussion, and totally we could say by action. A warm up activity helps students to put aside any distractions which are in their mind and focus on topic, and it helps ESL students to think in target language. According to Peterson (2010), Beginning your lesson plans with a five minute warm up can serve to focus your students on the topic, open up creative thinking and help to apply the learning in new ways. Purpose of the study This paper assesses the impact of warm up on ESL students and aims to examine the effects of this activity on the learning process. It is going to examine these questions: 1) what are the effects of warm up activity? , and 2) how could warm up affect the learning process? Which offers two hypotheses: 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may just helps ESL students to put aside any distractions and maybe after awhile they will forget whatever they learned. Therefore, this paper is going to explore the answers of these two questions and then it will discover which hypotheses are right. Method In advance this paper mentions two questions which are going to explain in this section. This paper by using critical review about warm up provides the following answers to these questions; 1) What are the effects of warm up activity? This paper propounds five important effects for warm up which are explained below. 1) Create a friendly environment. A brief warm up activity can build a relationship between the students and the learning materials (Hasan Akhand, 2013).Warm up works as an ice breaker; it helps students to be comfortable with the environment and their classmates. 2) Attract students attention. Walqui (2006) states, by focusing students attention on the main ideas, teacher first prepares the students for engaging them in interactive tasks to practice (p.169). A five or ten minute warm up attracts the students attention toward the lesson and besides being physically in the class it helps them being mentally in the classroom, too. 3) Activate the students background knowledge. Rumelhart (1980) states, we comprehend something only when we can relate it to something we already know-only when we can relate the new experience to an existing knowledge structure (as cited in Carrell, 1983, p.82). Students might forget the things which they have learned from the last class or session. Hence, a warm up activity could activate their background knowledge; things they already know or learned. 4) Think in English and focus on the topic. Kay (1995) claims that warm ups are different types of activities which help the students begin to think in English, review previously introduced materials and become interested in the lesson (as cited in Velandia, 2008, p. 11). A warm up activity could help ESL students to start thinking in second language and forget any distractions and focus on the new topic or lesson. 5) Increase students participation. Warm-up activities like joke, game, and puzzle establish a positive learning environment and make the students comfortable to participate in the classroom (Joshi, 2006). When a teacher uses warm up, because of its enjoyable and interesting feature, students attends to participate or take place in that activity. Students like to be involved in such an amazing warm up activity; it builds a sense of community inside them. Now this paper answers the second question which is: 2) How could warm up affect the learning process? Learning process is facilitated through building a positive relationship with the students. A fun or interesting class largely depends on the teachers as their personality and teaching method motivate the students to raise a positive attitude towards learning (Krishnan Hoon, 2002). Because of all those effects that warm up activity has on ESL students, it is obvious that warm up task could affect the learning process, too. Following is a diagram which displays the effects of warm up task briefly. Diagram: effects of warm up activity Discussion/conclusion This paper, in the purpose of the study, states two hypotheses: 1) this activity may helps ESL students to think in target language (English) and focus on the language,2) this activity may just helps ESL students to put aside any distractions and maybe after awhile they will forget whatever they learned. The first one is acceptable because it is correct and actual, but the second one is reject able because it could help students to put away any distractions but when we use warm up activity, it is a review of what they learned. Hence, they could not forget whatever they learned. In sum up, this paper gets to the point that warm up activity is the best way for thinking in target language, setting for the new lesson, focusing on the topic, and attracting the attention. Therefore, it should be short, interesting, related to the topic, and be at the students level or slightly above (i+1) to have their effect in learning the second language. References Akther, A. (2014). Role of Warm-up Activity in Language Classroom: A Tertiary Scenario. Retrieved from http://dspace.bracu.ac.bd/bitstream/handle/10361/3553/10303010.pdf?sequence=1 Hasan, M. K., Akhand, M. M. (2013). Strategies for Enhancing the Use of Textbooks in Language Classrooms at the Tertiary Level. ABAC Journal, 33 (2), 1-14. Retrieved from http://www.abacjournal.au.edu/2013/may2013/01_StrategiesforEnhancing.pdf Pakdel Estaikhbijari, Z. Khodareza, M. (2012). The Effects of Warm-up Tasks on the Iranian EFL Students Writing Ability. Retrieved from http://www.ccsenet.org/journal/index.php/ies/article/viewFile/11691/10636 Peterson, D. (2010). Warm-Up Exercises. [Online] Available: http:// www.TeachingJobs.com (September 17, 2010) Velandia, R. (2008). The Role of Warming Up Activities in Adolescent Students’ Involvement During the English Class. Profile Journal, 10, 9-26. Retrieved from http://www.redalyc.org/pdf/1692/169214143002.pdf Walqui, A. (2006). Scaffolding Instruction for English Language Learners: A Conceptual Framework. The International Journal of Bilingual Education and Bilingualism, 9 (2), 159- 180. Retrieved from http://www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding- Walqui.pdf Joshi, M. (2006). Diversity in Lecture-Delivery. Journal of NELTA, 11 (1-2), 1-151. Retrieved from http://nelta.org.np/uploads/files/2006.pdf Krishnan, L. A., Hoon, L. H. (2002). Diaries: listening to ‘voices’ from the multicultural classroom. ELT Journal, 56 (3), 227-239. Retrieved from http://eltj.oxfordjournals.org/content/56/3/227.full.pdf+html?sid=c6d03ada-4f81-4786- 819c-78335f7f594a CÃ ¡rdenas, M. L. (2001). Responding to Childrens Learning Styles. How, 8, 17-22. Robertson, C., Acklam, R. (2000). Action Plan for Teachers a guide to teaching English. London, UK: BBC World Service. Kay, C. (1995). Scott Foresman English series. Baltimore, Maryland: Scott Foresman. Carrell, P. L. (1983). Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a foreign language, 1 (2), 81-92. Retrieved from http://nflrc.hawaii.edu/rfl/PastIssues/rfl12carrell.pdf