Grammar-Translation Method, The Direct Method, and The Audio-Lingual Method

1.   What is the nature of student-student interaction in Grammar-Translation Method, The Direct Method, and The Audio-Lingual Method?

Answer:

There is little student initiation and little student-student interaction in grammar-translation method. Students converse with one another in the direct method. There is student-to-student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher-directed.

2.   What areas of language are emphasized in Grammar-Translation Method, The Direct Method, and The Audio-Lingual Method?

Answer:

·         In Grammar-Translation Method, vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. There is much less attention given to speaking and listening. Pronunciation receives little, if any, attention.

·         In The Direct Method, vocabulary is emphasized over grammar. Although work on all four skills (reading, writing, speaking, and listening) occurs from the start, 30 The Direct Method or l communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.

·         In The Audio-Lingual Method, vocabulary is kept to a minimum while the students are mastering the sound system and grammatical patterns. A grammatical pattern is not the same as a sentence. For instance, underlying the following three sentences is the same grammatical pattern.  Natural order of skills presentation is adhered to: listening, speaking, reading, and writing. The oral skills receive most of the attention. What students write they have first been introduced to orally, Pronunciation is taught from the beginning, often by students working in language laboratories on discriminating between members of minimal pairs.

3.   What is the role of the student in Grammar-Translation Method, The Direct Method, and The Audio-Lingual Method?

Answer:

·         Grammar Translation method

The students take role of the side that write and remember all the lesson, without being capable to say or discuss it with the teacher.

·         Direct method

The students remember the lessons teacher give to them by repeating the teacher, without understanding the grammar in the context.

·         Audio-lingual method

The students take place by becoming the listener of the lesson, while the teacher quite less busy, because all lessons students listen is from the recorder.

4.   How is the language viewed in Grammar-Translation Method, The Direct Method, and The Audio-Lingual Method?

Answer:

·         The language viewed in Grammar translation method language by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word.

·         In the direct method, language viewed by development of oral skills

·         In audio-lingual method ,language viewed by teaching the student a language directly, without using the students' native language to explain new words or grammar in the target language.

Sastra dan Agama

          Agama merupakan kunci sejarah. Kita dapat memahami jiwa suatu masyarakat, bila kita memahami agamanya. Kita tidak mengerti hasil-hasil kebudayaan, kecuali bila kita paham akan kepercayaan atau agama yang mengilhaminya. Sepanjang abad, hasil-hasil pertama karya-karya kebudayaan yang kreatif disebabkan karena ilham agama dan diabadikan kepada tujuan-tujuan agama. Misalnya, Candi Borobudur yang megah dibangun karena agama; nyanyian dan tarian-tarian pada awalnya diciptakan untuk ritual. Agamalah yang menjadi ambang pintu bagi segenap kesusastraan agung dunia. Agamalha yang menjadi sumber filsafat yang selalu mengudik kembali kepadaNya.

          Dorongan agamawi terlihat dalam bentuknya yang paling mula-mula dalam bentuk doa-doa dan pujian-pujian kepada Yang Maha Kuasa, yang sering diikuti oleh ritual dengan harapan agar mendapat persetujuan, pertolongan, pengampunan-Nya. Pada tahap kemudian hal itu dinyatakan dalam karya pengabdian, dengan diilhami oleh ajaran-ajaran yang sudah lebih berkembang, dari agama-agama besar di dunia(Islam, Hindu, Budha, Kristen, dll).  Bahkan dalam dunia modern, dorongan agamawi dapat dilihat pada semua pekerjaan yang mencoba persepsi manusia atas penciptaan di mana dia sebagian daripadanya: tujuan dalan penciptaan it, dan sikapnya terhadap penciptaan itu. Contohnya, Waiting For Godot karangan Samuel becket dianggap sebagai salah satu dari drama agamwi terbesar abad ini.

          Agama bagi kebanyakkan bangsa pada berbagai macam tingkat kemasyrakatan merupakan daya penyatu yang sentral dalam pembinaan kebudayaan. Agamalah yang memelihara tradisi nenek moyang, menjaga hokum moral, mendidik tunas muda, dan mengajarkan aneka kebijaksanaan. Tetapi bersamaan dengan fungsinya yang konservatif itu, agama juga bertindak sebagai faktor yang kreatif dan dinamis. Oleh sebab itu, agama merupakan dorongan penciptaan sastra, sebagai sumber ilham, dan sekaligus pula sering membuat sastra atau karya sastra bermuara kepada agama.

Sumber: Semi, Atar., 1988, Anatomi Sastra, Padang: Angkasa Raya.

Sentence Connectors 4

 Contrast

a.   Direct Opposition

§  Ali worked hard. On the other hand/In contrast/ However, Okan hardly did any work at all.

§  Metin is lazy. However, his brother is quite diligent (=hard working).

§  George is an optimist. In contrast/However/, Bill is a pessimist.

§  Extroverts love crowds. In contrast, introverts prefer solitude.

§  Six is more than five; conversely, five is less than six.

b. Denial of Expectation (Unexpected result)

§  She studied diligently for several months. Nevertheless/However/Yet/Nonetheless, she failed.

§  George is very handsome. Yet, he is not popular with girls.

§  My uncle is 70 years old now. Nonetheless, he maintains his interest in legal matters.

§  It's raining. Even so, we must go out.

Result

§  He passed his exams. Therefore/Thus/Hence/Accordingly/Consequently, he had some good news to tell his parents.

§  Professor Brown is an outstanding scientist. Hence, he is highly respected.

§  He has been studying hard for a long time. Thus, he has made considerable progress.

§  He lacks self-confidence. As a consequence, he is unlikely to be successful.

§  The demand has increased sharply. Accordingly, the prices are higher now.

I. Asas Penerjemahan

I.         Asas Penerjemahan

Beberapa Asas Umum yang penad dengan semua terjemahan. (Diambil dari Duff, 1990, hlm. 10-11):

a.   Makna. Terjemahan harus mencerminkan dengan cermat makna nas asli. Tidak ada yang harus ditambahkan atau dihilangkan, meskipun terkadang sebagian makna dapat ‘diubah’, sebagai contoh:

Tanyakan dirimu sendiri

·         apakah makna nas asli jelas ? jika tidak, di mana letak ketidakjelasan ?

·         apakah ada kata ‘makna ganda’, yakni, apakah terdapakah makna tersembunyi ?                                                

(‘Perbaiki jika saya salah…’ berarti ‘ Saya tahu saya benar’)

·         apakah makna dalam kamus suatu kata tertentu yang paling cocok ? (haruskah “register” berarti “daftar” dalam bahasa Indonesia ?)

·         adakah sesuatu dalam terjemahan yang terdengar tidak alami atau dipaksakan ?

b.  Bentuk. Urutan kata dan gagasan dalam penerjemahan harus sedapat mungkin sesuai dengan yang asli. (Ini terutama penting dalam menerjemahkan dokumen yang sah, surat jaminan, surat perjanjian, dan lain-lain). Tetapi perbedaan dalam susunan bahasa sering membutuhkan dalam bentuk dan urutan kata.

c.   Register. Bahasa sering kali sangat berbeda dalam tingkat keresmiannya dalam tautan tertentu(misal, surat niaga). Untuk mengatasi perbedaan ini, penerjemah harus membedakan antara ungkapan resmi atau ungkapan pasti (yang terhormat ibu,) dan ungkapan pribadi (Hai), yang nadanya ditentukan penulis atau pembicara.

Pertimbangan juga:

·         akankah ungkapan didalam nas asli terdengar terlalu resmi/tidak resmi, dingin/hangat, pribadi/umum… jika diterjemahkan secara harfiah ?

·         apakah maksud pembicara ata penulis ? (untuk membujuk/menghalangi, meminta maaf/mengecam ?) Apakah hal ini terlihat dalam terjemahan ?

d.  Pengaruh bahasa sumber.  Salah satu kecaman dalam penerjemahan adalah ‘terjemahan itu terdengar tidak alami’. Hal ini karena pemikiran dan pemilihan kata penerjemah terlalu kuat dipengaruhi oleh nas asli.

e.   Gaya dan kejelasan. Penerjemah tidak harus mengubah gaya nas asli.

f.   Idiom. Ungkapan idiomatic terkenal tidak dapat diterjemahkan. Ini mencangkup tamsil, metafora, peribahasa, dan pepatah (seputih salju), jargon, ragam bahasa tidak resmi dan bahasa sehari-hari dan phrasal verb dalam bahasa inggris, contoh: turn off. Jika ungkapan tersebut tidak dapat diterjemahkan secara langsung, coba salah satu berikut ini:

·         pertahankan kata dalam nas asli, diantara tanda petik tunggal: ‘user friendly’.

·         pertahankan ungkapan dalam nas asli, dengan penjelasan harfiah di dalam tanda kurung:

·         gunakan padanan kata yang hampir sama maknanya.

·         gunakan terjemahan tan idiomatik atau terjemahan biasa.

English version

Review: literary study research

Interpret means to discover new meanings.

Research means to find new realities.

A survivor should be adaptation (as a way to survive) with all creatures.

Adaptation > mind > generates imagination > form of human imagination. Form of human imagination = language, literature, science, and culture.

Names are created productively by Adam.

Started from

Words Such as, Testimony Wills Prayers Oath (sumpah) Swearing Promise curse

>

Reality

Words are important because of words to communicate with others.

     

Convention

Oral literature

Written literature

Visual & Audio media (rarely use)

Oral tradition > Written / Reading tradition (science) > Visual / Audio tradition (electronic technology development)

Communication by your English (open your world)

Distinctive activities of literature and literary study research.

Literature > creative arts > need imagination.

Literary study research > scientific work > base: science method theory (object) characteristics: 1. Five senses, 2. Empirical, 3. Qualitative and quantitative.

The requirement of research papers:

To collect and interpret evidence

Evidence means supporting the truth/reality/argument.

Strong evidence = hard evidence

How to collect the evidence? The existing evidences are widespread, so they should be gathered.

Criticism is different from Research because research is objective.

So, what are the differences between criticism and research?

Criticism	Research
Tends to contain resume personal (opinion)	Not only scholar’s opinion but also evidence and the researcher’s thought (judgment)
Subjective	Objective

Research can be a tedious and frustrating.

Result of research: 1. A sense of victory, 2. At having studied thoroughly and conclusion which seem objective, irresistible, temporally.

Material source divides into two: 1. Primary materials, 2. Secondary materials.

In literary research object, we oriented the author, text and reader.

For example,

Author oriented:

Primary material that is an author itself whereas secondary material that is a reader.

Text oriented:

The primary material of course text itself and the secondary materials are author, reader an article, books which are related to text.

Reader oriented:

The primary material is a reader itself and the secondary materials are text, author, articles, books that related to readers.

Research Methodology

Definition of Research

The difference between research and non-research activity is the process must meet certain requirements to be called research. We can identify these requirements by examining some definition of research.

The word research is composed of two syllables, re and search.

Re- is a prefix meaning again, anew or over again.

search is a verb meaning to examine closely and careful, to test and try or to prove.

 If we combine those words become a noun meaning describing a careful, systematic, patient, study and investigation.

Research is a structured enquiry that utilizes acceptable scientific methodology to solve problems and create new knowledge that is generally acceptable.

The conclusion usually recognized as scientific method lies in the degree of formality, rigorousness, verifiability and general validity.

When you say that you are undertaking a research study to find answers to a question, you are implying that the process:

1.     Is being undertaken a framework of a set of philosophies (approaches). Philosophies means approaches e.g, qualitative, quantitative etc.

2.     Uses procedures, methods and techniques that have been tested for their validity and reliability. Validity means correct procedures have been applied to find answers to a question. Reliability refers to the quality of a measurements procedure that provides repeatability and accuracy.

3.     Is designed to be unbiased and objective. Unbiased and objective means that you have taken each step in an unbiased manner and drawn each conclusion to the best of your ability and without introducing your own vested interest.

Characteristic of Research:

Research also is a process of collecting, analyzing and interpreting information to answer question.

To qualify as research, the process must have certain characteristics: it must as far as possible be controlled, rigorous, systematic, valid and verifiable, empirical and critical.

1.     Controlled. In real life there are many factors that affect an outcome.

2.     Rigorous. You must be scrupulous (accurate) in ensuring that the procedures followed to find answers to questions are relevant, appropriate (exact) and justified.

3.     Systematic. The procedure adopted (took) to undertaken an investigation follow a certain logical sequence.

4.     Valid & Verifiable. You conclude on the basis of your finding is correct and can be verified by you and others.

5.     Empirical. Any conclusions drawn are based upon hard evidence gathered from information collected from observations or real life experiences.

6.     Critical. Crucial (important) to a research enquiry.

For a process to be called research, it is imperative that it has the above characteristics.

Types of Research

Research can be classified from three perspectives:

1.     Application of Research Study.

-         Pure research involves developing and testing theories and hypotheses that are intellectually challenging to researcher but May or may not have practical application at the present time or in the future.

-         Applied research is done to solve specific, practical questions. It is usually descriptive. Applied research can be carried out by academic or industrial institutions.

2.     Objectives in undertaking the research.

From the viewpoint of objectives, a research can be classified as:

-         Descriptive research attempts to describe systematically a situation, problem, phenomenon, service or programs, or provide information about, and so on.

-         Correlational research attempts to discover or establish the existence of a relationship/ interdependence between two or more aspects of a situation.

-         Explanatory research attempts to clarify why and how there is a relationship between two or more aspects of situation.

-         Exploratory research is undertaken to explore an area where little is known or to investigate the possibilities of undertaking a particular research study.

3.     Inquiry (investigation) mode employed.

From the process adopted to find answer to research question-the two approaches are:

-         Structured approach

is usually classified as quantitative research. Everything that forms the research process, objectives, design, sample, and the question that you plan to ask of respondents is predetermined.

-         Unstructured approach

is usually classified as qualitative research.

The Research Process

1.     Finding the topic of your research. (Make sure that your topic must be researchable).

2.     Finding the problem of the topic.

3.     Formulating your research problem. (Remember! The question doesn’t yes/no question. It must be W- question).

4.     Developing the objectives

5.     Developing research design. (is it structured or un unstructured?)

6.     Analysis of Data

7.     Generalization and interpretation

8.     Conclusion