INTEGRATING CULTURE, SONG LYRICS AND TECHNOLOGY IN TRANSLATIONCLASS

Translation class which is dominated by writing activity can be dull and boring for university students if it is not well organized. Some teaching techniques are introduced to minimize the dullness of lecture. One of them is using students’ interest, that is using song lyrics rather than article taken from text book as the source text. This teaching technique can be the best alternative since almost all students like music and sometimes they do not know the meaning of the song they sing or if it is Indonesian song, they can not find the best equivalent in English. This teaching technique can be considered as personal learning because the students can choose any song lyrics they like. By using song lyrics students will find the excitement and enthusiasm while they doing the tasks which they cannot find when they are translating articles, especially when they are asked to do the task using their own laptops. Nowadays, less students bring dictionary in the class because almost all of them have dictionary programs or application such as kamus.net, indotranslate.com and googletranslate in their laptops or smartphones. Some of the programs and application can translate not only a word, but phrases and even sentences into the target language. This effortless way of translating has missed one important point in doing translation, that is culture. Culture in this discussion should be seen in a broad sense. Culture is not only understood as the advanced intellectual development of mankind as reflected in the arts, but it refers to all socially conditioned aspects of human life (cf. Snell-Hornby, 1988: Hymes, 1964). With technology, students can easily type the words, phrases and sentences into the search box in their dictionary program or application but the outcome is sometimes awkward and unsuitable to the target language. The outcome of translating process should be natural and suitable to the target language as Nida and Taber (1969) stated that translating consists of reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style. A translation process should involve culture to find the best meaning and style in the target language so that the text can be as natural as it can be. Moreover, Will in Noss (1982: 3) stated that translation is a transfer process which aims at the transformation of a written source language text into an optimally equivalent target language text, and which requires the syntactic, the semantic and the pragmatic understanding and analytical processing of the source language. It is clearly stated that culture takes important role in translating process and students need to learn to involve culture in the translation process in interesting and exciting ways. In this teaching technique, students are given English song lyrics and they are asked to translate them in Indonesian and they are also given Indonesian song lyrics and they are asked to translate them into English

IMPROVING THE LANGUAGE ACCURACY IN WRITING SKILL THROUGH GROUP DISCUSSION AND ERROR ANALYSIS

The aim of this study is to examine English composition written by EAP participants and to try to improve the participants’ language accuracy through group discussion and error analysis. The data which were collected from the participants’ writing assignments and tests (pre and post-tests). The research results show that the number and frequency of making errors seem to be consistent from the beginning to the end of the course whereas the researcher’s expectation is the number or frequency of errors should show the downward trends (decreasing week by week)

INDONESIAN NOUN PHRASE=NOUN+NOUN:A SEMANTIC PERSPECTIVE

This paper analyzes the nature of the Indonesian noun + noun constructed noun phrase. Basically, there are two thoughts responding to the nature of Indonesia noun phrase, and compound words. First, there is no concept of compound words; it is only noun phrase that exist in Indonesian. Second, there is the concept of compound words in Indonesian. Believing that different words have different referents, accordingly noun phrase are also different from compound words. The empirical data employed in this paper proves it. It falsifies an assumption arguing that it does not exist compound words in Indonesian. The results of it demonstrate that the nature of the relationship of the interconstituent of noun + noun constructed Indonesian noun phrase can be classified into four characteristics. Those four are (1)ownership;(2)intendedness;(3)origin; and (4)ownership, about, and by

THE INFLUENCE OF TRADITIONAL MAIDS’ JAVANESE TO CHILDREN’S LANGUAGE

Children’s language is heavily influenced by several factors. One of them is the children’s interaction with people around them. Traditional maids are among those people. As the children spend their active time together with their maids, their language is then influenced by their maids’ language. The Javanese spoken by these maid is of different variation of the Javanese spoken by most residence of Kenteng, which is the standard Javanese in Wonosobo. The children in this case study speak Bahasa Indonesia as their first language. However, their language is not pure and straightforward Bahasa Indonesia, i.e. the official form of Bahasa Indonesia. Their language is apparently a mix of Bahasa Indonesia and Javanese. The Javanese they speak is somehow different from the standard Wonosobo Javanese in several terms. There are terms spoken only in certain areas of Wonosobo, such as the areas from which their maids live. There are differences in the vocabularies, sounds, and speaking intonation. Apparently, the Javanese the children speak is influenced by that of their maids. This study aims to describe the forms of those children’s language by comparing them to the standard Javanese. It will be related to language and social context theory

DICTION IN A DRAMA ENTITLED ‘ROMEO AND JULIET’ BY WILLIAM SHAKESPEARE

A literary work is a sign symbol and communication symbol which points the reader to understand that a literary work represents an abstraction of various mechanismsbetween others which is possible to be happened. The major element of literary works is language, either oral or written. Without language, there is no literary work. Languageis a medium in literary works. In literary work, language represents the author or playwrights’ ideas, feelings, and social structure of society. On that account, there is avery wide freedom in using language to interpret the author’s or the playwright’s ideasto the readers or the audience. Language style is a major element in writing literarywork to present the aspect of aesthetics. Diction has a tightly relationship with literaryworks. In diction, the author or the playwright chooses an appropriate word and havethe strength of meaning and contains of aesthetics aspect. Drama is one of literaryworks which contains of diction written by the author or the playwright to describe thecondition of the society or environment, or to represent his or her feelings, opinionsand ideas. In drama, the reader or the audience can enjoy and give opinion, assesmentand also appreciation to the author’s or the playwright’s diction as one of aesthetic literary works that we also can see from Willam Shakespeare’s dramas

Article IV: Confidentiality Provisions

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Context-Aware Systems for Sequential Item Recommendation

Quizlet is the most popular online learning tool in the United States, and is used by over 2/3 of high school students, and 1/2 of college students. With more than 95% of Quizlet users reporting improved grades as a result, the platform has become the de-facto tool used in millions of classrooms. In this paper, we explore the task of recommending suitable content for a student to study, given their prior interests, as well as what their peers are studying. We propose a novel approach, i.e. Neural Educational Recommendation Engine (NERE), to recommend educational content by leveraging student behaviors rather than ratings. We have found that this approach better captures social factors that are more aligned with learning. NERE is based on a recurrent neural network that includes collaborative and content-based approaches for recommendation, and takes into account any particular student's speed, mastery, and experience to recommend the appropriate task. We train NERE by jointly learning the user embeddings and content embeddings, and attempt to predict the content embedding for the final timestamp. We also develop a confidence estimator for our neural network, which is a crucial requirement for productionizing this model. We apply NERE to Quizlet's proprietary dataset, and present our results. We achieved an R^2 score of 0.81 in the content embedding space, and a recall score of 54% on our 100 nearest neighbors. This vastly exceeds the recall@100 score of 12% that a standard matrix-factorization approach provides. We conclude with a discussion on how NERE will be deployed, and position our work as one of the first educational recommender systems for the K-12 space