Translation is not merely a process of changing meaning from source language into the target one. It stretches far beyond to produce the result. To translate means to communicate; it conveys the message through language. As an act of communication, it touches other areas of disciplines, one of which is culture. Thus, in line with Levỳ’s proposal, translation is a decision process. This article would like to explore the process of translating an article taken from popular magazine “Reader’s Digest Canada”. It shows the application of Levỳ’s minimax strategy in coping with the problem of translating cultural aspect found in the text. The article concludes that some considerations need to be deeply thought before deciding the best way or choice to translate a text into the target language. Keywords: translating culture, minimax strategy, translation shift
One of recent problems in our country is the habit of being consumerist – buying things which are not needed to update the trend. Some people think that it is not a big problem, but some do not. Avoiding its negative effect is the answer to this problem. This can be done through learning past experiences in the literary works, in this case Fitzgerald’s novel. The Great Gatsby depicts not only love but also consumerism. Through analyzing the sign of green light using Umberto Eco’s semiotic theory, we can see the bad effect of consumerism in the past and anticipate it for our future by applying its oppositional structure. The sign of green light is not merely an orgiastic feature. It is a tool for Fitzgerald to ‘fight’ consumerism effect.
The major purpose of this paper is to reveal how to implement English movies in teaching English as foreign Language to senior high school students. English as Foreign Language is implemented as the compulsory subject to learn in senior high school in Indonesia. Unfortunately, beyond the implementation, the fact that not all pupils enjoy learning English occurs. Realizing that fact, teacher should find a strategy to attract students’ attention to learn EFL. Moreover, using English movies to teach English can be the answer. In the application, teacher can use English movies to teach four skills. They include listening, speaking, and also writing skills. By using English movies, teacher can also teach grammar and introduce new vocabulary to students. Furthermore, the belief that everyone loves watching movies strengthens the teacher’s confidence to use English movies as an attractive strategy to teach English as a Foreign Language to senior high school Students.
Karya tulis ini merupakan laporan penelitian tindakan kelas yang dilakukan oleh peneliti dengan kegiatan yang terdiri dari 2 siklus dengan menerapkan model pembelajaran Koperatif Tipe Jigsaw. Untuk ini dilakukan penelitian di kelas VII (TUJUH) SMP Negeri 37 Medan dengan memilih kelas tindakan, yaitu kelas VII-2 dengan siswa yang berjumlah 34 orang. Pembelajaran berlangsung secara baik dan menggembirakan, siswa aktif mengikuti pembelajaran, sehingga hasilnya pun cukup signifikan. Penelitian ini dilakukan dalam upaya untuk meningkatkan kemampuan belajar dan kemandirian para siswa di sekolah. Setelah dilakukan pembelajaran dengan menggunakan medel pembelajaran Koperatif Tipe Jgsaw terdapat peningkatan hasi belajar yang cukup signifikan. Nilai rata-rata siswa sebelum dilaksanakannya tindakan adalah 50,55. Setelah dilakukan tindakan pada siklus I nilai rata-rata hasil belajar siswa terjadi penurunan yaitu 65,29. Kemudian pada siklus II yaitu setelah dilaksanakannya tindakan sebagai refleksi dari siklus I nilai rata-rata hasil belajar siswa naik menjadi 77,64. Tingkat ketuntasan belajar siswa sebelum dilakukan tindakan adalah 10,10 %, setelah tindakan pada siklus I turun menjadi 49,11 % dan pada siklus II naik sehingga menjadi 81,23 % Demikian pula perubahan aktifitas siswa, terjadi peningkatan terhadap minat dan kemauan siswa untuk belajar. Tingkat kehadiran rata-rata siswa pada siklus I adalah 90 %, pada siklus II menjadi 97,5 %. Dalam melakukan aktivitas pembelajaran telah terjadi perubahan tingkah laku yang cukup baik..
Diante de reflexoes acerca da formacao continuada docente e das vivencias realizadas no cotidiano da escola, tracamos os sentidos da docencia numa perspectiva historico-cultural. Tal investigacao surge de analise teorico-conceitual que articula as contribuicoes de L. S. Vigotski com importantes dimensoes da formacao de professores defendidas por pesquisadores da atualidade. Dentre elas, destacamos a potencialidade das narrativas pedagogicas para o desenvolvimento docente. Ao longo da escrita, as vivencias de professor sao cotejadas com as teorias e nos apontam para a atividade formativa continuada como processo de apropriacao e elaboracao da propria pratica, que considera a memoria, a percepcao e a experiencia como funcoes psicologicas interdependentes que possibilitam ao docente nao so apreender saberes, como tambem produzir novos conhecimentos acerca de seu trabalho.