IJ-ELTS. International Journal of English Language and Translation Studies. e-issn:

International Journal of English Language and Translation Studies

IJ-ELTS e-ISSN: 2308-5460

Volume: 2, Issue: 1 [January-March, 2014] Editor-in-Chief Mustafa Mubarak Pathan Department of English Language & Translation Studies The Faculty of Arts, the University of Sebha Sebha, Libya [email protected]

Senior Associate Editors Dr Nicos C. Sifakis, Hellenic Open University, Greece Dr. Anastasia Novoselova, Birmingham Metropolitan College, UK Dr. Muhammad Abdel-Wahed Ali Darwish, Assiut University, Egypt Dr. Abdurahman Ahmad Hamza, The University of Sebha, Libya Dr. Firdevs KARAHAN, Sakarya University, Turkey Dr. Sabria Salama Jawhar, King Saud bin Abdul Aziz University for Health Science, KSA Dr. Claudia Porter, Oregon Health and Sciences University, Oregon, USA Dr. Kuniyoshi Kataoka, Aichi University, Japan Dr. Choudhary Zahid Javid, Taif University, KSA Sayed Khaja Ahmad Moinuddin, MANUU, Hyderabad, India Dr. M. Maniruzzaman, Jahangirnagar University, Bangladesh Dr. Nagamurali Eragamreddi, Faculty of Education, Traghen, Libya Dr. Zaheer Khan, University of Benghazi, Libya Dr. Mzenga A. Wanyama, Augsburg College, Minneapolis, USA Mirza Sultan Beig, S. R. T. M. University, India B. Somnath, VNGIASS, Nagpur, India Dr. Hassen ZRIBA, University of Gafsa, Tunisia Dr. Sana’ Akram Saqqa, Al-Jouf University, KSA Mariam Mansoor, The University of Sebha, Libya Safia Ahmed Mujtaba, The University of Sebha, Libya

Assistant Editors Omran Ali Abdalla Akasha, The University of Sebha, Libya Dr. Prashant Subhashrao Mothe, Adarsh College, Omerga, India Elena Bolel, Maltepe University, Istanbul, Turkey Noura Winis Ibrahim Saleh, The University of Sebha, Libya

Technical Assistant Samir Musa Patel, India

Indexed in: DOAJ, Index Copernicus International, Islamic World Science Citation Center, Linguistics Abstracts Online, Open J-gate

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International Journal of English Language & Translation Studies

ISSN: 2308-5460

School-Aged Children and Adult Language Production in an Indonesian TV Show [PP: 106-119] Kisno Inst itut Teknologi Del (Del Inst itute of Techno logy) Indonesia Dr. Sanggam Siahaan, M.Hum Universitas HKBP Nommensen, Indonesia Abstract The aim o f this research was to find out the language produced by the school-aged children and the adult in a TV show. The study was carried out applying descript ive qualitative research design. The data for this research included the conversations between an adult (the host) and three school-aged children. The data analysis procedures included- observing the video, transcribing the conversat ion, ident ifying the linguist ics and non-linguist ics features of the utterances, categorizing the language produced by the children and the adult, and interpreting the result o f the analys is. The findings of data analysis showed that the five-yearold children produced one-word and two-word utterances rather than lo nger sentences. In contrast, the seven-year-o ld child produced longer sentences rather than one-word or twoword utterances. On the other hand, the host applied different ways and modified the way she produced language (‘caregiver speech’ or ‘motherese’) such as using exclamat ion, using gestures, using co mpliment ing words, using int imate pronouns, and using direct instruction. The results obtained indicated that the school-aged children and the adult have their own ways in producing language in a TV show in Indonesia. Keywords: School-aged children, adult language, language production, Indonesian TV show.

The paper received on:

04/01/2014

Accepted after peer-review on:

12/02/2014

Published on:

01/03/2014

Suggested Citation: Kisno & Sangga m, S. (2014). School-Aged Children and Adult La ngua ge Production in an Indonesian TV Show. International Journal of English Language & Translation Studies Vol-2, Issue1, 106-119. Retrieved from http://www. eltsjournal.org".

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1. Introduction Language production is logically divided into three major steps: deciding what to express (conceptualization), determining how to express it (formulation), and expressing it (articulation) (Levelt in Griffin and Ferreira, 2006). Everybody produces language whether one is normal child, adult, and/or disabled. The way how they produce language is governed by many factors such as personalit y, behavio r, talent, interest, emotion, feeling and environment. Children do the same thing too. They talk or speak or produce language based on those factors. According to Fromkin (2003), every aspect of language is extremely complex. The children under-five years have already known the grammar of language, which is considered to be the complex system of a language. Children o f this age are able to ask question, use appropriate nouns, negate and construct sentence as well as use phono logy, morphology and even semant ic rules o f language. The way they learn language is not similar to what the adults do. They do not store all words and sentences in their mind or mental dict ionary since they have limited word banks. They learn to construct and understand sentences through the rules that allow them to use the language creat ively. Adults are usually conscious when they produce language. They start producing language by select ing the words and then fo llo wed by sound-processing stage. These stages are then developed into syntactic, semant ics and pragmat ic rules. However, when the adults talk to the children, they have to adapt to the way the children produce language. The system of rules, which exists in adults’ mind, is not the same as what exists in the children’s. This interest ing pheno menon formed the basis o f this research in the language production o f school-aged children, interviewed in a TV show, and the strategy used by the host while interviewing the children. The study attempted to seek answers to the following the research questions How do five-year-o ld and seven-year-old children produce their language in a TV show?  What strategies the host uses while interviewing the children? The study aimed at invest igat ing the way the five-year-o ld children and seven-year-old child produce their language in a TV show and to discover the strategies used by the host while interviewing the children. 2. Language Production Process and Factors Governing it As the linguist ic repertoire of the child increases, it is o ften assumed that the child is, in so me sense, being ‘taught’ the language (Yule, 2006). According to Yule’s theory o f language production process, children are not instructed to produce or how to speak the language. They do not acquire language simply by imitat ing adult s’ speech. They tend to repeat what adults say on a variet y o f occasions and adopt the vocabulary fro m the speech they hear while adults do not produce many of the expressio ns that turn up in children’s speech. Under normal circumstances, human infants are certainly helped in their language acquisit ion by the t ypical behavior of o lder children and adults in the ho me environment. (Yule, 2006). When talking to children, adults or parents do not use the words or the series o f words like what they do in adult conversat ion. It is not proper when adult talks to children using co mplex structure such as in: “Look Chalishah, rather than watching TV like what you do now, I would prefer to finish my ho mework”. Yet, adults tend to simplify the sentence such as in “Chalishah, do your homework”. The characterist ically simplified speech style adopted by so meone, who spends a lot of time interacting wit h a young child, is called caregiver speech. This is also called ‘motherese’ or ‘child directed speech’ (Field, 2004). Adults modify the way they produce language when addressing the children through various techniques such as- simplificat ion, higher pitch, longer pause, slower speech rate, restricted vocabulary, shorter sentence, and less co mplex utterance. Vol:2, Issue:1, January-March, 2014

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When people talk to one another, their general goal is to get listeners to understand what they are saying (Clark and Clark, 1977). When addressing or talking to children, the adults should consider the way they talk. Children do not have the same knowledge as what the adults do. They only know very litt le form and funct ion of the language that adults use while co mmunicat ing wit h one another. Therefore, adults o ften have to modify their speech in order to be understood by children. According to Clark and Clark (1977), three things need to be considered by adults while talking to children.  To ensure that children realize an utterance is being addressed to them and not to someone else. This can be done by using the name, a special tone of vo ice and or even get their attention by touching them.  When the adults grab the children’s attention, they opt the correct words and sentences so that what they say is understood by the children. For instance, children will pay more attention when adults talk about toys, foods, family, people, dreams or everyt hing the children do or play wit h rather than talk about history, math, or money.  To modify the speech by using quick or slow utterance, short or long sentences and so on. The success of a speaker depends on the attention and cooperativeness o f the listener when they are speaking. When adults talk to children, they use attention-getters and attention ho lders to address the children. Attention getters and attention ho lders fall into two broad classes (Clark and Clark, 1977). The first consists of names and exclamation. Adult s often call child’s name at the beginning of the utterances, as in, “Chalishah, come here!”. Or, instead of the child’s name, adults use exclamat ions like “Nah...” or “Hey…” as a preface to each utterance. The second class o f attention getters consists of modulat ions that adults use to dist inguish utterances addressed to young children from utterances addressed to other listeners. One o f the mo st noticeable is the high-pitched vo ice that adults use for talking to children. Adult s also exaggerate the intent ional ups and downs while talking to young children. 3. Research Design Design is defined as a researcher’s plan of how to proceed (Bogdan and Biklen, 1992). A descript ive qualitat ive design was applied in this study. The method was selected since it was appropriate to to the nature of the present study. Since the data was in the form of words rather than number, content analysis method was applied to analyze the data. It is the systemat ic quant ificat ion of qualitat ive data based on the explicit rules of coding (Krippendorf, 1980). 3.1 Technique of Collecting Data For the purpose of the study, the required data was collected fro m internet. An Indonesian TV show named ‘Sarah Sechan’ was downloaded fro m YouTube. The video links were http://www.youtube.com/watch?v=5eSu7hXETr0 retrieved on 15/11/2013 and http://www.youtube.com/watch?v=3xK9D2_OZSM retrieved on 15/11/2013. The first website link was about an interview between Sarah Sechan (the host) and a seven-year-old child named Fat ih Unru whilst the latter one was an interview between the host and two girls of five years old of age namely Elfira Calishah and Rachel Khaista. 3.2 Technique of Analyzing Data The fo llowing steps and techniques were fo llowed while analyzing the co llected data for the purpose of the study.  Observing the videos  Transcribing the conversat ions in the videos  Ident ifying the linguist ics and non-linguist ics features of the utterances.


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

Categorizing the language produced by the children: using one-word and two-word utterance, using more than two word-utterances, and using fillers.  Categorizing the language produced by the adult: using linguist ics attention-getters, using non-linguist ics attention-getters, using compliment ing words, using specia l personal pronoun, and using direct instruction.  Interpreting the results of data analys is. 4. Data Analysis and Discussion 4.1 Language Production by the Children [Appendix-I until Appendix III] Table 1.Language production by the children Frequency Language Produced by the Children Five-Year-Old Seven-YearChildren Old Child Using one-word and two-word utterance 69 7 Using more than two-word utterance 16 7 Using simple sentence, co mpound sentence, and 2 (only simple 8 complex sentence sentence) Using fillers 21 10 It was found through the analys is that five-year-o ld children frequent ly used one-word and two-word utterance but they rarely used utterances that included more than two words when they were interviewed. They tended to repeat what the adult asked or said rather than use their creat ivit y to construct longer sentences. It is also supported by the fact that they rarely used lo nger sentences. Their abilit y to produce lo nger sentences was limited only in simple sentence. In addit io n, they frequently uttered fillers (word like “Ha’ah”.., “Aaa”, “Hmmm”) when answering the adult’s quest ion. This is in line wit h the theory that children of under-five years are able to construct sentence but in limited sentence length. Fro mkin ( 2003) . In contrast, the child o f age seven rarely used one-word and two-word utterance. He tended to answer the adult’s quest ion by using simple, compound, and co mplex sentences. This can clearly be seen when he was asked to perform stand-up comedy. He used a variet y of sentence structures such as simple, co mpound, and co mplex sentences. However, the use of fillers was found when both the children of five and seven years answered the adult’s question. 4.2 Language Production by the Adult [Appendix-I until Appendix III] Table 2.Language production by the adult Frequency to Language Produced by the Host Five-Year-Old Seven-YearChildren Old Child Using linguist ics attention-getters: a. Using exclamat ion such as “Eh…” and “Ha?” 8 0 b. Calling the child’s name 0 0 Using non-linguist ics attention-getters (gestures) 8 3 Using co mpliment ing words such as “Pinter”, 7 5 “Pinter Banget”, “Keren”, and “Bagus” Using int imate pronouns such as “Aku” and 35 8 “Kamu” Using direct instruction 7 5 Table 2 shows the language production as well as various strategies used by the adult (the host) when she interviewed the children. While interviewing five-year-old children, she Vol:2, Issue:1, January-March, 2014

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used exclamations such as “Eh…” and “Ha?” in order to get the attention of the children. She also used gestures such as poking, pointing, clapping hands, kneeing, and hugging. Compliment ing words were also used in order to extend the conversat ion between her and the children o f five years. Moreover, the host frequently used int imate personal pronouns such as “Aku” instead of “Saya” to refer to herself and “Kamu” instead of “Anda” or “Saudara”, which are more formal, to refer to the children. On the other hand, the host never used exclamat ion while talking to the seven-year-old child. The child tended not to repeat what the host said and he used lo nger sentences when answering the host’s questions. It was also found that the host applied different ways and techniques while talking to the children o f diffe rent ages and she modified the way and manner she produced language while addressing them. This was in line wit h the theory of ‘motherese’ (Field, 2004). In addit ion, the host used direct instructions when she wanted the children o f age five and seven to perform act ing, dancing, or stand-up co medy. This was effect ive language production since the children direct ly performed what she asked. Moreover, she used co mpliment ing words after the children had performed what the host had asked. This also reveals that children o f this age feel happy when they are co mplimented by using certain words such as “Pinter” or “Smart”, “Pinter banget” or “Very Smart”, “Keren” or “Cool”, and “Bagus” or “Good”. The interest ing pheno menon observed, after the analysis of the co llected data, was that the host never called the children’s name. This is contrary to the the theory stating that adults often use the child’s name to get their attention (Clark and Clark, 1977). The use of the other attention getters such as gestures was found to be more effective when the host talked to the children. 5. Conclusion The study aimed at invest igat ing how childern of five and seven years old produced language in an Indonesian televisio n show and what strategies the host emplo yed while interviewing them. The aim was to get an insight into the ways and strategies both emplo yed. It was also aimed at understanding the language production level of children o f five years o ld and that of seven years o ld. The focus of the study was also on the way the host produced language and the strategies used while interviewing the children. It was found that schoolaged children produced language in different ways when they were interviewed by the adult in a TV show. The five-year-o ld children produced one-word and two-word utterances rather than lo nger sentences. Their abilit y was limited to produce simple sentences. In contrast, the seven-year-old child produced lo nger sentences rather than one-word or two-word utterances. He was able to produce a variet y of sentence structures such as simple, co mpound, and complex. These findings were in line wit h the existing theory stating that children of this age are able to construct sentences (Fro mkin, 2003). However, the adult (the host) produced language through a variet y o f forms such as using exclamat ion, using gestures, using compliment ing words, using int imate pronouns, and using direct instruction. The host applied different ways and she modified the way she produced language and ‘caregiver speech’ or ‘motherese’ when talking to the children. It was noticed that while addressing them, the host never called the children’s name because the use of gestures was more effect ive rather than the use of exclamat ion by calling their name. This implies that for getting attention of the school-aged children in Indonesia, use of gestures can be more effect ive than addressing them with their name. It also helps in getting insight into the strategies used, and to be used for effect ive co mmunicat ion wit h the children, by the adults, specially in TV show and more importantly in Indonesia.


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About the Authors: Kisno works as a lecturer in English wit h the Inst itut Teknologi Del (Del Institute of Techno logy). He is also pursuing his study wit h the School of English Educat ion in UHN (HKBP No mmensen Universit y), North Sumatera, Indonesia. His research interests include Linguist ics, ELT, ESP, and TEFL. Dr. Sanggam Siahaan M.Hum is an English lecturer in Universitas HKBP No mmensen, Indonesia. He ho ld Ph. D in translat ion studies from North Sumatera Universit y, Indonesia and Linguist ics, Translat ion Studies and Systemic Funct ional Linguist ics form the major areas of his research interest. Works Cited Bogda n, R., & Biklen, S. (1992). Qualitative Research for Education: An Introduction to Theory and Method. Boston, MA: Allyn and Bacon. Clark, Herbert H., and Eve V. Clark. (1977). Psychology and Language (An Introduction to Psycholinguistics). New York: Harcourt Brace Jovanovich, Inc. Field, John. (2004). Psycholinguistics: The Key Concept. New York: Routledge. Fromkin, Victoria. (2003). An Introduction to Language (Seventh Edition). Boston, MA: Wadsworth. Krippendorff, K. (1980). Content Analysis: An Introduction to Its Methodology. Newbury Park, CA: Sage. Netmediata ma. (2013, November 15). Sarah Sechan - Elfira Calishah dan Rachel Khaista Ana k 5 Tahun. Retrieved from http://www. youtube.com/watch?v=5eSu7hXETr0 Netmediata ma. (2013, November 15). Sarah Sechan - Fatih Unru - Anak 7 Tahun Bisa Stand Up Comedy. Retrieved from http://www.youtube.com/watch?v=3xK9D2_OZSM Yule, Geor ge. (2006). The Study of Language (Third Edition). Cambridge: Cambridge University Press. Zenzi M. Griffin and Victor S. Ferreira. (2006). Properties of Spoken Language Production (in Handbook of Psycholinguistics). Oxford: Elsevier Inc.

Appendix-I. The conversation between Sarah Sechan (SS) & Elfira Calishah (EC) [Girl, aged 5] Line No. 1

Speaker SS

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EC

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SS

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EC SS EC SS

Utterance

English Translation

: Berikut ini cita-citanya apa ya? Kalau yang tadi khan udah macem-macem tuch. Kita panggil saja Elfira Calishah. Mana nich tamunya? Elfira Calishah.. Tamunya mana ya? Elfira Calishah : Hihihihihihhi… [Smiling and laughing. She has already been there since the first time SS called her name but SS pretended not to see her to make a joke] : Tamunya mana nich, aku gak denger suaranya, mana? : Saya… Sini..!! : M ana? : Sini!!! [Laughing] : Oh ternyata ini tamunya, sini… ini lucu banget, aku kirain permen. Ikh.. Kamu bajunya sama-samain sama aku, kamu ngefans sama aku? Ya gak juga gak papa.


What is the next guess ambition? The previous one had many ambitions. Please welcome Elfira Calishah. Where is the guest? Elfira Calishah.. Hihihihihihhi… [Smiling and laughing. She has already been there since the first time SS called her name but SS pretended not to see her to make a joke] Where is the guest, I can’t hear you… It’s me… Here!! Where? Here!!! [Laughing] Oh, there you are.. this is ver y funny, I thought you were a candy. Ikh.. You wear the same dress as I do, do you like me? It’s not a

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Utterance

English Translation

Dia ngejawabnya pake mikir dulu ngefans gak yaaaa??? Ini eee, kamu umur berapa sich? Lima Lima, bukan lima belas? Bukan Oh, jadi lima itu belom punya anak ya? Blom, baru satu Kamu punya anak satu? Aku doank Oh, kamu anaknya satu, jadi bagusnya kamu gak punya adik gak punya kakak? Aaaa… Nggak Gak ada, Ok.. berarti kelas 5 sekolahnya TK? Ehemmm.. SD Ooo sudah SD? SD kelas? Empat?

problem if you don’t. How old are you?

Sat u Oh SD kelas satu He eh.. Pelajaran favorit apa? Matematika Matematika? Coba hitung ya aku test ya.. 5 tambah 2.. aku kasi waktu buat mikir Tujuh Oh my God.. Pinter banget!!! Aku coba lagi ya… 2 tambah 5? Tujuh Tujuh juga? Ihh.. Pinter banget sich.. Kita sekarang maen tebak-tebakan foto ya… Ok kita lihat? Sini sayang… Sini Elfira kamu ke sini [asking Elfira to stand up and to come to her in front of a large plasma] Haaaaa… Sini aku mau kasi lihat foto-foto kamu bisa nebak gak ya? Coba geser ke sini.. coba kasi lihat foto-fotonya mana.. Nah… Ini kamu bisa lihat gak? Kalo ini pekerjaannya apa? [pointing at one picture in the plasma] Polisi Ha? Polisi Polisi… ya ada tulisannya ya jadi gak bisa nebak… ok ini ada model, ada penyanyi, ada guru, ada dokter, ada pramugari, Kamu kalo sudah besar pengen jadi yang mana? Eeemmmmm… Dan ini ada MC nich di sini… Guru!!! Ha? Guru!!! Udah besar pengen jadi guru? Ha ah… Pengen jadi guru? Ha ah…


Five Five, isn’t it fifteen? No Oh, so you have child? No, only one. You have one child? It’s only me Oh, you have one child. You have brother or sister? Aaa… No.. No.. Ok, are in kindergarten school? Ehemmm.. Primary School Oooo, Primary School, what grade? Four? First grade Oh, first grade He.. eh.. Your favorite subject? Math Math? Try this, 5 and 2 is… Seven Oh my God, you’re ver y smart!!! Try again, 2 and 5 is.. Seven Seven? Ih.. You’re ver y smart. Not’t let’s guess this photos.. Ok, look.. Come here baby… [asking Elfira to stand up and to come t o her in front of a large plasma] Haaaa.. I want to show you some photos, can you guess? Look, what is the job of this person? [pointing at one picture in the plasma] Policewomen Ha? Policewomen Policewomen, yes, there is the text bel ow so you can guess it. There are singer, teacher, doctor, and stewardesses. What do you want to be? Eeemmmmm… And there is a host here.. Teacher!!! Ha? Teacher!!! So you want to be a teacher then? Ha ah… To be a teacher? Ha ah…

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Kisno & Sanggam

Utterance

English Translation

Oooo gitu, guru apa pengennya? Emmm… Guru TK! Guru TK? Seru ya.. main-main sama anakanak kecil ya.. I y ah… Ok, kalo misalnya jadi penyanyi emang gak mau? Gak mau… Kenapa? Gak bisa nyanyi? Gak.. Tos!! Sama [clapping her hand to EC’s hand], kita gak bisa nyanyi juga… Kalau jadi pramugari mau gak? Emmm… Iya, mau juga… Mau juga? Mau jadi pramugari? Itu cita-cita aku waktu kecil juga, aku pengen jadi pramugari.. selain jadi guru kamu pengen jadi pramugari, kalau guru, guru TK, kalo pramugari, itu khan harus jago banyak hal lho… Kamu sering ketemu pramugari? Sering naik pesawat gak? Pas itu pernah… ke Bengkulu… Ke Bengkulu naik pesawat? Kamu inget pramugarinya cantik-cantik? He eh.. Baik-baik gak? I y ah… Oh ya? Kamu pengen jadi pramugari kenapa? Aku suka.. Suka? Suka naik pesawat? He eh.. Apalagi gratis ya? Iya khan kalau jadi pramugari khan harus naik pesawat gratis.. Eh, aku pengen tau kalo misalnya kamu jadi pramugari ya, misalnya aku penumpangnya.. ya, terus misalnya, aku minta ini itu, aku pengen tahu emm gimana kamu menghadapi ak u… ok ? Hmmm… Nah, jadi pramugari harus berdiri donk… Berdiri? Iya, kalau duduk khan pilotnya di depan… bawa pesawat.. Ok, teeeettt.. Pramugari, aku boleh minta air gak? I y a… Air panas ya mau mandi… Mana ada, di pesawat gak ada mandi… Kalau perjalanan jauh pesawat gak ada kamar mandi? Gak ada!! Ha? Kalau mau pipis? Turun lagi Kalau mau pipis turun lagi? Kalau aku mau pengen pipis terus? Yaaa… gak usah naik…

Oooo, what kind of teacher? Emmm….. Kindergarten teacher! Kindergarten teacher? Cool, you can play with small children.. Yes… Ok, what about to be a singer?


No Why? You can’t sing? I can’t.. Tos!! We are the same [clapping her hand to EC’s hand], I can’t sing too.. What about stewardesses? Emmm.. Yes, I want.. You want it? A stewardess? That’s my ambition when I was a child. Besides a teacher, you want to be a stewardess. A steward must be good at many things.. Do you often meet a stewardess? Do you often fl y? Yes, to Bengkulu.. To Bengkulu by plane? The stewardesses are beautiful ha? He eh… Kind as well? Yes.. Why do you want to be a stewardess? I like it… Like it? Like flying by plane? He he.. Especially when it’s free, ha? A stewardess often flies for free in a plane. Eh.. when I am your passenger in a plane and I want to ask for something, as a stewardess how can you serve me? Hmmmm… A stewardess must stand up, right… Stand up? Yes, if you sit down, it means you’re a pilot. Stewardess, I need water please! Yes.. Hot water for bath… No, no hot water in a plane… If it is a long flight, there’s no bathroom? No… Ha? Then if I want to urinate? You must go down.. Going down? If I keep urinating? Yaa… Don’t fly then..

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English Translation

: Oooo… Gak usah naik pesawat? Ok lebih baik naik itu aja, perahu ya… dekat air… terlalu pinter untuk anak segini lima tahun, aku curiga kamu 25 tahun dech… : Gak : Ha? : Gak : Eh [poking EC], nanti liburan mau kemana sama mama papa?

78 79 80 81

EC SS EC SS

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EC SS

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EC SS

: Jalan-jalan ke mall : Jalan-jalan? Oh, jalan-jalan ke mall ya, asyik… kalau jalan-jalan ke mall kamu bawa ini ya [showing a thumbler with a picture of SS].. Bagus gak? : Bagus.. : Alhamdulillah… Akhirnya ada yang bilang bagus [showing glad expression].. Sini-sini [kneeing and sitting on the floor approaching and touching EC] Aku suka sama kamu, mau gak kamu jadi tamu acara i ni ?

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EC SS EC SS EC SS

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SS

Eeemmm… Enggak.. Gak mau kenapa? Emmm… Mau… Oh Mau… Mau apa enggak? M au… Asyik … [hugging and asking EC to say something to the audience]… sekarang kamu bilang ke semuanya “Eh, jangan kemanamana ya, masih ada tamu yang lain”…

I y ah… Bilang… Jangan kemana-mana masih ada tamu yang l ai n : Terimakasih Elfira… Thank you.. [smiling and applauding EC]

Oooo.. Don’t fl y with a plane? Ok then, Ill go with a ship, it’s near the water.. You are very smart for your age. I thought you were 25 years.. No.. Ha? No…. Eh [poking EC], where will you spend your holiday with mom and da d? To the mall.. To the mall? Cool.. Take this when you go to the mall [showing a thumbler with a picture of SS].. Is it good? Good… Alhamdulillah… Finally someone calls this thubler is good [showing gl ad expression].. Sini-sini [kneeing and sitting on the floor approaching and touching EC] I like you, do you want to be the guest for this show? Eeemmm… No.. No.. Why? Eemmm.. Yes I want.. Want it or not? Want… Nice … [hugging and asking EC to say something to the audience]… tell the audience “Eh, don’t go anywhere, there is another guest”… Yes… Say it.. Don’t go anywhere, there is another guest Thank you Elfira… Thank you.. [smiling and applauding EC]

APPENDIX-II. The conversation between Sarah Sechan (SS) and Rachel Khaista (RK) [Girl, aged 5] Line No. 1

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Utterance

English Translation

Ya ini adalah Rachel. Rachel Aku pingin tahu, umurmu berapa? 5 tahun ! Oh, 5 tahun. Itu sekolahnya di SMA mana?

Yes, here is Rachel. How old are you? Five years! Five years. It’s in which Senior High School? Kindergarten Sorry, sorry. Kindergarten! Who buys you this dress Rachel? Mom Oh Mom! Who chooses you this dress? You yourself? Mom

TK Sorry sorry, Oh TK ! Ini siapa beliin bajunya Rachel? Mami Oh mami! Ini siapa yang milih pakein bajunya ini kamu sendiri? Mami


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Utterance

English Translation

Oh mami! Aku suka bangat ini bootnya. Kamu itu senang pake boot? Siapa yang beliin boot ini yang miliin siapa? Mami Mami juga pastinya. Maminya fashionable banget. Silahkan duduk sayang. (Applause) Kamu itu punya idola nggak sih? Kamu suka ngefans sama siapa? Cherry bell. Sama Cerry bell? Kenapa kamu suka sama cerrybell. Soalnya cerrybell itu kesukaan aku. Kesukaannya kamu. Kamu tau nggak aku anggota cerrybell. Kamu pernah liat aku nggak sama cerrybell? Nggak Pernah lihat ? Nggak Aku ada di depannya waktu itu. Nggak tuh, Masak kamu nggak pernah lihat. Nggak, tuh itu Gigi. Yang di depan gigi. Ya Aku disebelahnya Gigi. Sama disebelahnya siapa Cherrybelle? Isabella? Ada nggak personelnya cerrybell yang namanya Isabella? Ngak ada, itu tukang jamu. (Audience: Laugh) Kalau memang betul ada tukang jamu namanya Isabella, pasti keren banget itu tukang jamu. Emang Cerrybell itu namanya siapa aja sih? Mm, Siti. Gigi, siapa namanya? Trus? Nurhayati. Siapa kasih tau aku. Aku itu lupa cerrybell itu anggotanya? Kan cerrybell itu banyak ya? Ada 150 orang kan? (Showing 7 fingers) Tujuh .tujuh orang cerrybell. Kamu tau lagulagunya nggak? (Waving head) Lupa ! Lupa?. Ya lupa. Masak lupa? kamu itukan ngefans banget sama cerrybell Ya lupa, aku itu bisanya ngeee… Apa? Bisanya apa? Nge-dance? Oya ngedance. Oya kasi lihat kita dong nge dancenya. Mau nggak? Asiiik! (Applause) Coba mau nge dance pake lagu apa? Lagu cerrybell? Atau lagu apa aja? Cerrybell

Oh mom! I like this boot shoes.. You like wearing boots? Who buys you these? Mom Mom.. Your mom must be fashionable. Please sit down baby.. (Applause) You have an idol? Who is it?


Cherry Bell.. Cherry Bell? Why? It’s my fa v… Your fav? You know, I am a member of Cherry Bell. Have you seen in in Cherry Bell? No Never? No I am the leader the.. No Reall y? No, it’s Gigi. Is it Gigi? Yes.. I am next to Gigi.. who is next to her? Isabella? Is there Isabella in Cherry Bell? No, it’s herbal medicine seller [Laughing] It’s very cool Isabella is a herbal medicine seller. Who are the Cherry Bell members? Mmm. Siti, Gigi, and then? Nurhayati? Who?? Tell me. There are many right?about 150 members right? [Showing 7 fingers] Seven. So Cherry Bell is seven people. You know the song? Forget! Forget? Yes, forget Reall y? You’re the fans of Cherry Bell Yes, forget, I can …. What? What can you do? Dancing… Dancing.. Show us your dance, please..? Nice…! [Applauding] Whose song? Cherry Bell or what? Cherry Bell

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International Journal of English Language & Translation Studies Line No. 48

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M ana??? Kaka ini siapa? (points at the picture) kakak gigi yang mana? Yang ini (point the picture).. Gigi..

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Oh ini kakak gigi... yang lainnya lupa...

ISSN: 2308-5460

Utterance

English Translation

Ok. Coba sambil menghadap ke depan. Coba dance. Ini kameranya disini. (Rachel does dancing) (Applause) Keren! Aku mau nanya, itu kamu latihannya berapa lama? Dance kaya itu susah bangat tuh! Berapa lama latihannya? (showing 1 finger) Satu tahun? Satu kali aja? (Rachel nods). ( SS embraces Rachel) Tadi malam latihannya? (Rachel nods her head) Oya keren banget Latihan sendiri atau ada yg melatih kamu? sendiri Kamu di sekolah punya sahabat gk? Punyak Siapa namanya? Hmmmmmmmmm,,, itu… Namanya keiza Keiza,, Keiza sama umurnya sama kamu? Sama oliv Ohhhhhh,,, sama oliv, keiza sama oliv,, oke Eee… mereka jg suka sama cherribell gak?

Ok, now look at the camera and try to dance. This is the camera. [Rachel is dancing] Cool! How l ong do you do exercise dancing? It was such a hard dance!

Emmmm….emmmm ( ngangguk sambil senyum) Jd kalian suka dance2 gtu?, ok kita lihat potonya cherribell. Aku mau tau kalau kamu ini kenal gak sama anggota2 nya, coba kita lihat... nama2nya siapa2 aja tadi.. ( melihat ke arah slide) Nah itu kan, aku bilang kan aku anggota cherribel.. tuh kamu sini (membawa rachel kearah slide).. sini... Rachel laughs.. Kamu koq ketawa... [Laughing] Tuh lihat tu aku duduk di sofa.. Kren,, ok.. kamu tau ini namanya siapa? Hah?? Kamu tau namanya ini


[Pointing 1 finger] One year? Once? Last night? [Rachel nods her head] It’s very cool! By yourself or someone trains you? By m yself.. Have any friends at school? I have.. What’s their name? Hmmmmmmmmm.. It’s.. Keiza Keiza.. Is she as old as you? Same as Oliv.. Ooohhh.. same as Oliv.. Keiza is same as Oliv.. Ok.. They like Cherry Bell too? Emmmmm.. emmm.. [nodding and similing] Ah, you like dancing, right? Let’s see the picture of Cherry Bell. Do you know the members? Let’s see.. Haa.. I said I was a member of Cherry Bell, it’s me.. [bringing RK to plasma] [Laughing] Why laugh? [Laughing] You see there I sit on a sofa.. Cool.. Do you who is he? Hah?? Do you know her? [the host pints at a picture] Where??? Who is she?? [Pointing at the picture] This one? [Pointing at the picture].. Gigi… This is Gigi.. The others you forget..

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Kisno & Sanggam English Translation

Iyak.... Oke, nah kalau kaka ini kamu tau gak? Hah??? Gak tau.... (sambil ketawa) Kamu Gak tau???? Lihat ya (mempraktekkan gaya yang ada digambar) mirip gk??

Yes… What about this one??? Do you know her? No.. [laughing] You don’t know her? Look! [The host imitates the act in the picture, the audience laugh]. Do we resemble? Enggakkkk.... (ketawa) Nooo … [laughing] Ini kamu lihat lagi??? Look!! Look again!!! Enggak... (ketawa) Nooo … [laughing] Ini aku.... rambutnya pendek... siapa ini? It’s me with a short hair.. who is she? Gak tau siapa... penampakan kali ya???? I don’t know, maybe a ghost???? Ahhhhhhhh… Ahhhhhhhh… [Tuching her own head] Penampakan????? OMG penampakan..... Ghost?????? OMG, a ghost… (penonton aplaus) sini,,,sini.. (SS mengajak [audience are applauding]. Come Rachel kea rah tempat duduk) kamu sudah here.. [SS asks Rachel to the seat]. pernah ketemu sama cherribell belum? Have you met Cherry Bell? Belum... No… Kalau misalnya kamu punya kesempatan If you meet the, what do you want ketemu sama mereka,, kamu mau nanya apa? to ask? Apa ya??? Pengen ajak jalan.. What?? Go for a walk.. Ngajak jalan? Jalan kemana? Go for a walk? Where? Kamu pengen ngajak jalan kemana? Where to? Ke mall To a mall Ke mall? Emang biasanya kalau ke mall To a mall?? What do you usuall y kamu ngapain sih??? Kamu mau traktir do in a mall? Do you want to treat makan cherribell? Ihhh banyak banget nnt them for meals? You will spend uang nya abis klo kekgitu much money. Gak pa pa... Never mind.. Oh, gak pa pa... kamu kalau ke mall ngapain Never mind? What do you do in a aja.. sama teman2, sama oliv, sama keiza mall? With friends, Oliv, Keiza at main dirumah? home? Menggeleng dan tunduk kepala (tangan [Nodding and turning her head diremas2) down] Di sekolah?? At school? Menggeleng dan tunduk kepala (tangan [Nodding and turning her head diremas2) down] Suka ini gak? Ngobrol sama teman2nya, suka Do you like.. chatting with your curhat2 gitu gk??? friends? Ihhhhhh enggak,,,,, Ihhhh.. No… Emang jd ngapain? So? kan masih kecil I am still a child… Lo curhat kan gak usah dewasa,, memang Chatting does not need to be adult.. kalau orang curhat tentang apa?? what do you alwa ys chat? Mmmmmmmm… curhat apaan?? Mmmmmmm... What is a chat? Itu cerita2... Talking about something Pengen duduk..... I want to sit.. Oh,, pengen duduk,,, capek ya.... Oh.. Sit down.. tired? (Pindah ke tempat dudukmya) [moves to a seat]


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International Journal of English Language & Translation Studies Line No. 115 116 117 118 119 120

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Utterance

ISSN: 2308-5460

English Translation

Kamu cita2 menjadi apa sih? Cita-cita aku pengen jd orang kaya.. Yang keras apa??? Mau jadi apa?? Orang kayak.... Orang kaya???? Nanti kamu kalau sudah jd org kaya, rumahnya bagus, (sambil mengambil botol minuman) kamu taro ini di meja makan kamu, okei nah... keren kan??? Enggak… Hah? Enggak.. Gk keren? Gak Ini gambarnya gk keren? Enggak... Ini gambarnya gak keren? Enggak... Ini gambarnya bagus looo Enggaaaakkk Jd gak mau??? Ini yang ditempat yang ini....

What is your ambition? A rich man.. Louder please?? What??? A rich man… A rich man??? When you are a rich man someday, your house is good [taking a thumbler], put this on your dining table.. Ok? Cool right? No… Hah? No Not cool? No... The pic isn’t cool? No… The pic isn’t cool? No… The pic is cool… No… You don’t want it? Put it here.. [pointing at a flower vase] Ini bagus? (sambil menunjuk kearah vas Is it good here? [pointing at a bunga) ini gak bagus (menunjuk botol flower vase]. This thumbler is not minuman) good? Engga... No… Tapi kamu mau ambil bawa ke sekolah gak?? Then, bring it to school?? Gak,, (tertawa) No.. [laughing] SS bingung melihat kearah audience... ya [the host looks at the audience]. udah buat mama nya deh... Give it to Mom, ok? Tertawa dan mengambil botol minuman dari [Laughs and takes the thumbler tangan SS dan dilihatnya. from the host] Jangan dipake buat nimpuk y... Don’t throw it, ok? Iya (ketawa) Yes.. [Laughing] Oke,, janji,,, terimakasih sayang... thank you, Ok, promise me ba by.. Thank you, silahkan ambil (menyodorkan permen please take this [giving a candy to buat Rachel) Rachel]

APPENDIX-III. The conversation between Sarah Sechan (SS) and Fatih Unru (FU) [Boy, aged 7] Line No. 1 2 3

Speaker SS FU SS

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Utterance

English Translation

Apa kabar? Baiklah baiklah, ok tentunya kalo di lihat dari raut wajahnya kayak caranya seperti baik. Kamu ingat ga kita pernah satu panggung? yaa ingatlah… oh ok dimana man ya…gitulah….. kita musical hari itu ya kamu jadi apa?

How are you? Fine. Fine. Ok. It can be seen from your face. Remember when we are in one stage before? Remember.. Where was it man? Yes.. Like that.. What was your act then?


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Kisno & Sanggam

Utterance

English Translation

jadi anak kecillah.. jadi anak aku ya? ya sekarang kamu da bapak bapak belum? e ng… ga blum ya,ok umurnya berapa fatih? t uj uh tujuh tahun … Fatih ini bisa dibilang stand-up comedian jadi dia suka cerita hal hal lucu dan lain sebagainya dan selalu bikin orang ketawa. Nah, sekarang aku pengen tau kamu di depan kamera juga selalu lucu coba deh kamu cerita tentang satu hal ya tentang satu hal lagi tapi kamu pake gayung ini. ya didepan kamera situ biar yang dirumah atau dimana aja lagi nonton tv juga tau betapa serunya kamu silahkan Fatih.. ehem…ehem..maaf penonton aku harus jujur kalau aku juga sebelumnya termasuk orang kepo makanya aku tau bagaimana tersiksanya jadi orang kepo, dengan rasa kepo akhirnya aku pergi ke dokter untuk minta obat biar rasa kepo ini bisa hilang tapi sayangnya penonton, dokternya bilang begini maaf Fatih kepo itu tidak ada obatnya dengar itu penonton rasanya sedih bangat…… trus dokternya balik nanya tapi dokter pengen tau kkamu itu bisa kepo, karna apa sih? (Kamu ga perlu tau).aku ga jawab pertanyaan dokter itu,..tapi aku langsung keluar karna buat apa….karana buat apa…ngejawab kepo macam itu…

A small kid.. My son? Yes Are you an adult now? No No.. How old are you? Seven Seven years old Fatih is said to be a stand-up comedian thus he likes talking about funny things and so on. He always makes people laugh. Nah, I want you to tell funny stor y in front of the camera. Use this bailer as your microphone so that ever yone at home can see how funny you are. Please Fatih.. Ehem.. ehem.. I am sorry ladies and gentlemen. I’d like to tell you that I am a KEPO (Knowing Every Particular Object] person and how bad it is to be a KEPO. I went to a doctor to ask for the medicine for this KEPO. He said, “I am sorry Fatih, there’s no medicine for KEPO”. I was ver y sad. The doctor asked me again, “Why can you be a KEPO?”. I didn’t answer his question and I shortly came out of his room. According to me, why should I answer such a KEPO question? What is KEPO? Knowing Every Particular Object Are you a KEPO? A little.. When you want to know something, whom do you ask?

aku pengen tau kepo itu apa sih? pengen tau bangat pengen tau banget, kamu tu kek gitu ga anaknya Sedikit sedikit, kamu kalo pengen tau banget tentang suatu hal, kamu ngapain biasanya nanya ke siapa? nanya ke orangnyalah ya..kesiapa dirumah? Ke ayah , ke ibu, kesiapa? kesemua orang kalo lagi pengen tau sama misalnya sama bapak pasti aku nanyaklah Ok… Bagus … trimakasih (sambil bertepuk tangan)… Ok, ni buat kamu bawa pulang ato kamu bawa gayung aja (menunjuk gayung) Nggak…. (sambil meminta tupperware yang diberikan SS) Ini aja ya.. ok, terimakasih) (tepuk tangan)


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To people Yes.. at home? To dad or mom, or whom? To ever yone, for example to m y dad, I must ask him.. Ok.. Good.. Thank you [applauding]. Fatih, take this home [pointing at a thumbler] or this one [pointing at the bailer] No… [asking for the thumbler given by SS] Here it is .. Ok, thank you.. [Applauding]

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ISSN: 2308-5460

Table of Contents Sr. No 1

Paper Title / Author(s) / Country

Pages

Editorial -Mustafa Mubarak Pathan, Libya

03

2

A Model for Cognit ive Process of Neologisms Translation

04-19

3

4

5

6

7

8

9 10

11

12 13 14 15 16

17

-Seyed Moha mma d Moghadas and Masoud Sharififar, Iran Abel’s Identity Crisis and his Journey to his Native S elf in ‘House Made of Dawn’: A Critical Analysis Perspective -Irem S eklem, Germany Diversity vs. Differ ence: A Critical Analysis of Hybridity and Cultural Identity Crisis in the Novels of Cheikh Ha midou Kane and Chinua Achebe -Alassane Abdoulaye DIA, Senegal Exploring the Struggle for Survival and Clashes of Generation Gap and Racial Pride in Lorraine Hansberry’s ‘A Raisin in the Sun’ -Dr. C. N. Baby Maheswari and Dr. Katyayani Sanga m, Kingdom of Saudi Arabia Face Value: The Effect of Ethnicity and Gender on Student Expectations of English Language Instructors in the UAE -Nausheen Pasha Zaidi, Amy Holtby, Ernest Afari and David Thomson, UAE Guidelines for Effective TAP (Translation for Academic Purposes) Tutorial Courses -Elha m Yazdanmehr and Sara Shoghi, Iran Learn and Unlearn: Drama as an Effective Tool in Teaching English Language and Communication -Shiba ni Ba nerjee, India Reading Stories to Enhance English Grammar Intake:Correlational Analysis -Yoseph Gebr ehiwot Tedla and Mekwanent Tilahun Desta, Ethiopia School-Aged Childr en and Adult Language Production in an Indonesian TV Show -Kisno and Dr. Sangga m Siahaan, M.Hum, Indonesia Situated Motivation: A Framework for how EFL Learners are Motivated in the Classroom -Truong Sa Nguyen, Vietnam Teaching English Idioms through Mnemonic Devices at SSC Level in Pakistan Sidra Mahmood, Pakistan Teaching Unplugged: Applications of Dogme ELT in India -Sadeqa Ghazal and Dr. Smriti Singh, India The Usefulness of Translation in Foreign Language Learning: Students’ Attitudes -Ana B. Fernández-Guerra, Spain The Uses of ‘bahi’ as a Discourse Marker in Daily Libyan Arabic Conversations -Kha deja Mujtaba Ahmed, USA Trauma of War as a Paradigmatic Discourse in Doris Lessing’s Martha Quest and A Proper Marriage -Dr. Deepti Dharma ni and Anu Sheoka nd, India Trevor Griffiths’s Comedia ns from Marxist Perspective -Jayalakshmi B. , India


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20-30

31-44

45-53

54-68

69-78

79-91

92-105 106-119

120-129

130-140 141-152 153-170 171-181 182-189

190-197

2

IJ-ELTS. International Journal of English Language and Translation Studies. e-issn:

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