THE EFFECTS OF ONLINE KATAKANA WORD RECOGNITION TRAINING AMONG NOVICE LEARNERS OF JAPANESE AS A FOREIGN LANGUAGE

Because word recognition processes differ depending on orthographic systems, second language learners with different orthographic backgrounds need to acquire new word recognition strategies suitable to the orthography in their second language. Japanese is a multi-script language and one of the scripts, katakana, is mainly used to transcribe Western loanwords. Due to the sound alternations resulting from the process of borrowing, learners of Japanese often experience difficulties in reading and writing katakana loanwords. Thus, this study investigates the effectiveness of online katakana word recognition training among novice learners of Japanese. Thirty-one students from a first-semester Japanese course at a large research university in the Midwest were randomly divided into three groups and assigned different online training programs outside of the class for four weeks designed to establish sound-letter correspondences of katakana. The first experimental group (Scrambler Group) put the randomly scrambled letters in the right order to form a target katakana loanword by listening to the vocalized word, while the second experimental group (Reading Group) practiced with the same set of the words solely by enunciating and listening to the model reading. The participants took pre- and post-tests before and after the training so that the improvement resulting from the training was observed. The test was composed of two tasks, naming and providing the English meanings of katakana words. The number of correct answers was counted and the response time for a participant to process each word was measured. The test included words practiced in the training and unpracticed words in order to test whether the training effects was transferred to processing unpracticed words

Urdu in Devanagari: Shifting orthographic practices and Muslim identity in Delhi

In sociolinguistics, Urdu and Hindi are considered to be textbook examples of digraphia—a linguistic situation in which varieties of the same language are written in different scripts. Urdu has traditionally been written in the Arabic script, whereas Hindi is written in Devanagari. Analyzing the recent orthographic practice of writing Urdu in Devanagari, this article challenges the traditional ideology that the choice of script is crucial in differentiating Urdu and Hindi. Based on written data, interviews, and ethnographic observations, I show that Muslims no longer view the Arabic script as a necessary element of Urdu, nor do they see Devanagari as completely antithetical to their identity. I demonstrate that using the strategies of phonetic and orthographic transliteration, Muslims are making Urdu-in-Devanagari different from Hindi, although the difference is much more subtle. My data further shows that the very structure of a writing system is in part socially constitute

Satellite Workshop On Language, Artificial Intelligence and Computer Science for Natural Language Processing Applications (LAICS-NLP): Discovery of Meaning from Text

This paper proposes a novel method to disambiguate important words from a collection of documents. The hypothesis that underlies this approach is that there is a minimal set of senses that are significant in characterizing a context. We extend Yarowsky’s one sense per discourse [13] further to a collection of related documents rather than a single document. We perform distributed clustering on a set of features representing each of the top ten categories of documents in the Reuters-21578 dataset. Groups of terms that have a similar term distributional pattern across documents were identified. WordNet-based similarity measurement was then computed for terms within each cluster. An aggregation of the associations in WordNet that was employed to ascertain term similarity within clusters has provided a means of identifying clusters’ root senses

Indonesian art song: an exploration of Indonesian vocal heritage, phonetics, and song lyrics

Indonesian Art Song is a rarely explored category of vocal music for American students and teachers of singing. This is in large part to the relatively unpublished nature of Indonesian vocal music; however, a movement to collect Indonesian art song is taking place in 21st century Indonesia. Classically trained vocalist Aning Katamsi, a performer and vocal teacher well-known throughout the capitol of Indonesia, Jakarta, compiled a collection of Indonesian art songs in 2008 titled Klasik Indonesia: Komposisi Untuk Vokal Dan Piano (Indonesian Classical Compositions for Voice and Piano). The Jakarta Arts Council, a governmental organization dedicated to the preservation of Indonesian culture, published a collection of Indonesian art song in 2013 titled Antologi Musik Klasik Indonesia (Anthology of Indonesian Classical Music). These two publications offer vocalists a new avenue for accessing Indonesian art song and both are accessible online via digital download. Indonesian art song is an attractive area of vocal study given its approachable pronunciation. Indonesian is accessible for native English speakers with highly phonetic pronunciations, use of roman letters, eight vowel sounds, three diphthongs, and syllabic stress that occurs evenly. These simple linguistic characteristics make Indonesian a straightforward choice for vocal students searching for an opportunity to explore a lesser-known repertoire. This study introduces the reader to various song texts, background information, and a pronunciation guide

THE ANALYSIS OF ENGLISH LOAN AND BORROWING WORDS USED BY INFORMATION AND TECHNOLOGY WRITERS IN THESIS ABSTRACTS

An analysis on a field of linguistics that is English loan words can cause problems, such as problems of spelling and pronunciation, or even the change in meaning of the English borrowed words. This research is expected to give contribution to the society in general should be aware of the practical use of English loan words in Indonesian. In particular, the IT people can spell and write all the English borrowed words correctly in their writing in accordance with the rules of EYD, especially in formal writing. For EFL teachers and students, this study is aimed to explain practical inputs in teaching ESP writing, loan words, and the development of loan words in relation to linguistics, particularly loan words, such as definitions of loan words, patterns of borrowing and reasons for borrowing. Furthermore, the Indonesian lexicologist, can use the findings of the study to develop the glosarium into comprehensive IT dictionary deriving from English words including how to spell and pronounce them correctly

The effectiveness of shadowing technique through Disney films in consonant pronunciation

ENGLISH: One of the important aspects when speaking in English is the good and correct pronunciation. It is because one's pronunciation can affect the success of communicating. Even so, the difference in sound between English and Indonesian makes it difficult for students. To overcome this, the purpose of this research is to find out whether the use of shadowing techniques can help students improve their consonant pronunciation. The shadowing technique is a method of learning English pronunciation that requires students to shadow or imitate audio from native speakers of the target language, namely English. This research used a quantitative approach with a quasi-experimental design. The data that has been collected came from the pre-test and post-test of 35 8th grade students at SMPN 4 Sumenep, which were divided into experimental and control groups. A total of 70 recordings were obtained from these participants. To determine the effect of using the shadowing technique, the collected data were analyzed using the T-test. The results showed that the significance value on the T-test was 0.016 < 0.05. This means, there is a significant effect on students' consonant pronunciation. In addition, in the posttest it was found that students still had difficulty pronouncing consonants /ʒ/(70%), /p/(48%), /θ/(48%), /ð/(43%), /z/(35 %), /v/(30%), /r/(19%) (experimental group), and consonants /ʒ/(82%), /θ/(82%), /ð/(75%), /p/(55%), /v/(55%), /z/(43%), /k/(45%) (control group). Based on the results of the T test and the difference in the percentage between the two groups, it can be concluded that the use of shadowing techniques has a positive and significant effect on improving students' consonant pronunciation. INDONESIA: Salah satu aspek penting saat berbicara menggunakan bahasa Inggris adalah pengucapan yang baik dan benar. Hal ini dikarenakan pengucapan seseorang dapat berpengaruh dalam kesuksesan berkomunikasi. Meski begitu, adanya perbedaan bunyi antara Bahasa Inggris dan Bahasa Indonesia membuat siswa kesulitan. Untuk mengatasi hal tersebut, tujuan penelitian ini ialah untuk mengetahui apakah penggunaan teknik shadowing dapat membantu siswa dalam meningkatkan pengucapan konsonan mereka. Teknik shadowing merupakan metode pembelajaran pengucapan bahasa Inggris yang mengharuskan siswa untuk "membayangi" atau meniru sebuah audio dari penutur bahasa target, yaitu bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi-eksperimen. Data yang telah dikumpulkan berasal dari pre-test dan post-test 35 siswa kelas 8 di SMPN 4 Sumenep yang terbagi dalam kelompok eksperimen dan kontrol. Didapatkan hasil sejumlah 70 rekaman yang berasal dari partisipan tersebut. Untuk menentukan efektifitas penggunaan teknik shadowing, data yang terkumpul dianalisis menggunakan uji T. Hasil penelitian menunjukan bahwa nilai signifikansi pada uji T-test ialah 0.016<0.05. Hal ini bermakna, terdapat pengaruh signifikan terhadap pengucapan konsonan siswa. Selain itu, pada posttest ditemukan bahwa siswa masih kesulitan saat mengucapkan konsonan /ʒ/(70%), /p/(48%), /θ/(48%), /ð/(43%), /z/(35%), /v/(30%), /r/(19%) (kelompok eksperimen), dan konsonan /ʒ/(82%), /θ/(82%), /ð/(75%), /p/(55%), /v/(55%), /z/(43%), /k/(45%) (kelompok control). Berdasarkan hasil uji T dan perbedaan prosentase antara kedua kelompok tersebut, dapat disimpulkan bahwa penggunaan teknik shadowing memiki pengaruh positif dan signifikan dalam meningkatkan pengucapan konsonan siswa. ARABIC: أحد الجوانب المهمة عند التحدث باللغة الإنجليزية هو النطق الجيد والصحيح. هذا لأن نطق الشخص يمكن أن يؤثر على نجاح التواصل . رغم ذلك، الاختلاف في الصوت بين اللغة الإنجليزية والإندونيسية يجعل الأمر صعبًا على الطلاب. للتنمية على هذا ، فإن الغرض من هذه الدراسة هو معرفة ما إذا كان استخدام تقنيات الظل يمكن أن يساعد الطلاب على تحسين نطق الحروف الساكنة. تقنية الظل هي طريقة لتعلم نطق اللغة الإنجليزية تتطلب من الطلاب تظليل أو تقليد صوت من المتحدثين باللغة الهدف، وهي اللغة الإنجليزية. تستخدم هذه البحث نهجًا كميًا بتصميم شبه تجريبي. البيانات التي تم جمعها جاءت من الاختبار القبلي والبعدي لخمسة و ثلاثين طالبًا في الفصل الثامن في مدرسة المتوسطة الحكومية سومانب والتي تم تقسيمها إلى مجموعات تجريبية وضابطة. تم الحصول على ما مجموعه ٧٠ تسجيلات من هؤلاء المشاركين. لتحديد تأثير استخدام تقنية التظليل ، تم تحليل البيانات التي تم جمعها باستخدام اختبار ت. أظهرت النتائج أن قيمة المعنوية في اختبار " ت" كانت ٠٫٠١٦ < ٠٫٠٥. هذا يعني أن هناك تأثير كبير على نطق الحروف الساكنة لدى الطلاب. بالإضافة إلى ذلك ، وجد في الاختبار البعدي أن الطلاب ما زالوا يواجهون صعوبة في نطق الحرف الساكن / /(٧٠٪)، /p/(٤٨٪)، / /(٤٨٪)، / / (٤٣٪), /z/(٣٥٪)، /v/(٣٠٪)، /r/(١٩٪) (مجموعة تجريبية), والحروف / /(٨٢٪)، / /(٨٢٪)، //(٧٥٪)، /p/ (٥٥٪)٫ /v/ (٥٥٪)٫ /z/(٤٣٪)، /k/(٤٥٪) (مجموعة التحكم). بناءً على نتائج اختبار "ت" والاختلاف في النسبة المئوية بين المجموعتين ، يمكن الاستنتاج أن استخدام تقنيات الظل له تأثير إيجابي وهام على تحسين النطق الساكن لدى الطلاب

Tracing the Linguistic Crossroads Between Malay and Tamil

Speakers of Malay and Tamil have been in intermittent contact for roughly two millennia, yet extant academic work on the resultant processes of contact, lexical borrowing, and language mixing at the interface of these two speech communities has only exposed the tip of the proverbial iceberg. This paper presents an historical overview of language contact between Malay and Tamil through time and across the Bay of Bengal. It concludes with a call for future studies on the lexicology, dialectology, and use of colloquial language of both Malay and Tamil varieties

The implementation of English zone to support students' speaking skill

ENGLISH: Mastering speaking skill is now a priority for second-language learners. Learning speaking skill takes work, requiring repeated practice and a supportive environment. English Zone forms a perfect language environment where the environment is created as similar as possible to the native environment where students can explore their speaking ability then they can improve their speaking skill. MI Muhammadiyah 1 Pare is an elementary school implementing an English Zone to help students improve their speaking skill. In its implementation, the English zone can improve students' speaking skill at MI Muhammadiyah 1 Pare both in terms of linguistic knowledge and confidence in speaking English, which can be seen from the results of oral exams and student achievement. This study describes the implementation of English Zone to support students' speaking skill at MI Muhammadiyah 1 Pare. The researcher uses a qualitative method to obtain data from interviews, observations, and documentation. After the data were collected, the researcher reduced the data according to the research focus. From the findings, it can be concluded that English Zone at MI Muhammadiyah 1 Pare creates an environment where students are given a place and partner to practice their speaking skill. English Zone is made in several places that students usually visit. Students who come to the English Zone must use English to communicate. The school also uses some media and agenda to support students' speaking skills in the English Zone. The media are vocabulary written on every object, banners containing short dialogs and proverbs, and amazing time books. The agenda includes morning roll call, conversation, market day, and English fun. INDONESIA: Menguasai keterampilan berbicara sekarang menjadi prioritas bagi pelajar bahasa kedua. Mempelajari keterampilan berbicara membutuhkan kerja keras, membutuhkan latihan berulang-ulang dan lingkungan yang mendukung. English Zone membentuk lingkungan bahasa yang sempurna. Lingkungan Bahasa tersebut dibuat semirip mungkin dengan lingkungan asli di mana siswa dapat mengeksplorasi kemampuan berbicara mereka untuk meningkatkan keterampilan berbicara mereka. MI Muhammadiyah 1 Pare merupakan salah satu sekolah dasar yang menerapkan English Zone untuk membantu siswa dalam meningkatkan kemampuan berbicara. Dalam implementasinya, English zone dapat meningkatkan kemampuan berbicara siswa di MI Muhammadiyah 1 Pare baik dari segi pengetahuan kebahasaan maupun kepercayaan diri dalam berbicara bahasa Inggris. Peningkatan ini dapat dilihat dari hasil ujian lisan dan prestasi siswa. Penelitian ini mendeskripsikan implementasi English Zone untuk mendukung keterampilan berbicara siswa di MI Muhammadiyah 1 Pare. Penulis menggunakan metode kualitatif di mana data diperoleh dari hasil wawancara, observasi, dan dokumentasi. Setelah data terkumpul, peneliti mengolah data sesuai dengan fokus penelitian. Dari hasil temuan, dapat disimpulkan bahwa English Zone di MI Muhammadiyah 1 Pare menciptakan lingkungan di mana siswa diberikan tempat dan partner untuk melatih kemampuan berbicara mereka. English Zone dibuat di beberapa tempat yang biasa dikunjungi siswa. Siswa yang datang ke English Zone harus menggunakan bahasa Inggris. Jika mereka melanggar, mereka akan dihukum. Sekolah juga menggunakan beberapa media dan agenda untuk mendukung kemampuan berbicara siswa di English Zone. Media tersebut berupa kosakata yang ditulis di setiap benda, spanduk yang berisi dialog pendek dan peribahasa, serta buku waktu yang menakjubkan. Agenda kegiatannya meliputi apel pagi, percakapan, market day, dan English fun. ARABIC: ، ويتطلب ممارسة متكررة وبيئة داعمة. تشكل منطقة اللغة الإنجليزية بيئة لغوية مثالية. تم تصميم بيئة اللغة لتكون مشابهة قدر الإمكان للبيئة الأصلية حيث يمكن للطلاب استكشاف قدراتهم في التحدث لتحسين مهارات التحدث لديهم. المدرسة الابتدائية المحمدية 1 باري هي إحدى المدارس الابتدائية التي تطبق المنطقة الإنجليزية لمساعدة الطلاب على تحسين مهارات التحدث لديهم. من خلال تنفيذها، يمكن لمنطقة اللغة الإنجليزية تحسين مهارات التحدث لدى الطلاب في المدرسة المحمدية 1 باري الإسلامية من حيث المعرفة اللغوية والثقة في التحدث باللغة الإنجليزية. ويمكن ملاحظة هذه الزيادة من خلال نتائج الامتحانات الشفوية وتحصيل الطلاب. يصف هذا البحث تنفيذ المنطقة الإنجليزية لدعم مهارات التحدث لدى الطلاب في المدرسة المحمدية 1 باري الابتداءية. يستخدم المؤلف الطريقة النوعية حيث يتم الحصول على البيانات من المقابلات والملاحظة والوثائق. وبعد جمع البيانات، يقوم الباحث بمعالجة البيانات وفقا لمحور البحث. من النتائج، يمكن أن نستنتج أن المنطقة الإنجليزية في المدرسة الإبتداعية المحمدية 1 باري تخلق بيئة حيث يتم منح الطلاب مكانًا وشركاء لممارسة مهارات التحدث الخاصة بهم. تم إنشاء مناطق اللغة الإنجليزية في عدة أماكن يزورها الطلاب عادةً. يجب على الطلاب الذين يأتون إلى المنطقة الإنجليزية استخدام اللغة الإنجليزية. إذا خالفوا، سيتم معاقبتهم. تستخدم المدرسة أيضًا العديد من الوسائط وجداول الأعمال لدعم مهارات التحدث لدى الطلاب في منطقة اللغة الإنجليزية. ويكون الإعلام على شكل مفردات مكتوبة على كل كائن، ولافتات تحتوي على حوارات قصيرة وأمثال، بالإضافة إلى كتب زمنية مذهلة. يتضمن جدول النشاط التجمع الصباحي والمحادثة ويوم السوق ومتعة اللغة الإنجليزي

AN ANALYSIS OF TECHNICAL DEVICES IN TRANSLATION PROCEDURES APPLIED IN HARRY POTTER FIRST NOVEL

There are four technical devices in the translation procedures which are commonly used by the translator; addition, subtraction, adaptation and elimination. Thus, the purpose of this study are to find the four technical devices in Listiana Srisanti’s translation result in “Harry Potter and the Sorcerer’s Stone”. The method of collecting data is library research. The data in the novel which have been collected are analyzed by the four technical devices. According to the classification, it is found that there are 10 data of addition, 13 data of subtraction, 12 data of adaptation and 9 data of elimination. Those data presented are representative enough from all of the data in the novel, because the writer takes the data by its part among the translated sentences contained the technical devices. In conclusion, the result shows that the technical device of subtraction is the most dominant data (13) applied in the novel