Jurnal Bahasa&Sastra

Volume 11 Nomor 1, Maret 2016 ISSN 1978-0985

Jurnal Bahasa&Sastra

FINITE, INFINITE, AND THE PARTS OF SPEECH OF VERB FORMS IN THE EXERCISE TEXT OF SMART INTERNATIONAL LANGUAGE COLLEGE: A SYNTAX STUDY Abdur Rofik THE DISAPPEARANCE OF SUPERMAN’S TRUNK IN MAN OF STEEL: STUDY PORTRAYAL OF AMERICAN MANLINESS Atinia Hidayah MECHANICAL AND GRAMMATICAL ERROR ANALYSIS OF STUDENTS’ WRITING IN THE ENGLISH DEPARTMENT AT FACULTY OF LANGUAGE AND LITERATURE UNSIQ WONOSOBO Christina PROBLEMATIKA PENGAJARAN BAHASA INGGRIS DI PERGURUAN TINGGI AGAMA (STUDI KASUS DI FAI UNSIQ WONOSOBO) Puji Laksono FAKULTAS BAHASA DAN SASTRA UNIVERSITAS SAINS AL-QUR’AN JAWA TENGAH DI WONOSOBO METAPHOR

Vol. 11

No. 1

Volume 11 Nomor 1, Maret 2016

Hlm 1- 93

Wonosobo March 2016

ISSN 1978-0985

ISSN 1978-0958

Jurnal Bahasa & Sastra

METAPHOR TABLE OF CONTENT FINITE, INFINITE, AND THE PARTS OF SPEECH OF VERB FORMS IN THE EXERCISE TEXT OF SMART INTERNATIONAL LANGUAGE COLLEGE: A SYNTAX STUDY Abdur Rofik .............................................................................. 1 THE DISAPPEARANCE OF SUPERMAN’S TRUNK IN MAN OF STEEL: STUDY PORTRAYAL OF AMERICAN MANLINESS Atinia Hidayah ......................................................................... 10 MECHANICAL AND GRAMMATICAL ERROR ANALYSIS OF STUDENTS’ WRITING IN THE ENGLISH DEPARTMENT AT FACULTY OF LANGUAGE AND LITERATURE UNSIQ WONOSOBO Christina .................................................................................. 22 PROBLEMATIKA PENGAJARAN BAHASA INGGRIS DI PERGURUAN TINGGI AGAMA (STUDI KASUS DI FAI UNSIQ WONOSOBO) Puji Laksono ............................................................................. 40 AMERICAN DREAMS DALAM NOVEL OF MICE AND MEN KARYA JOHN STEINBECK Latifah Dwi Aryani ................................................................... 49

METODE BERPIKIR TOKOH “PROFESSOR LANGDON” PADA FILM THE DA VINCI CODE DALAM TINJAUAN TEORI STATE OF AFFAIRS LUDWIG WITTGENSTEIN Surya D. E. Putra & M. Nur Prabowo S. .................................... 56 PEMBENTUKAN KONSEPSO IDENTITAS DAN PERGAULAN REMAJA MUSLIM INDONESIA DALAM NOVEL TEENLIT, JILBAB BRITNEY SPEARS : CATATAN HARIAN SABRINA KARYA HERLINATIENS Ana Widiyanti .......................................................................... 65 THE QUALITY OF THE BAHASA INDONESIA – ENGLISH CONSTITUTION OF THE REPUBLIC OF INDONESIA TRANSATIONAL TEXT Afif Suaidi ................................................................................ 72

METAPHOR


FINITE, INFINITE, AND THE PARTS OF SPEECH OF VERB FORMS IN THE EXERCISE TEXT OF SMART INTERNATIONAL LANGUAGE COLLEGE: A SYNTAX STUDY

Abdur Rofik Universitas Sains Al-Qur‟an E-mail: [email protected] ABSTRACT This study aimed at maintaining the parts of speech of verb forms in SMART International College exercise text. This was an syntaxtic research using the qualitative approach. The syntaxtic theories used were the finite and infinite. The results of the study show that the parts of speech of verb forms include verb, adjective, adverb, and noun. The part of speech classified as finite in the text is verb. With regard to the verb in the verb forms, some forms found in the text are: auxiliary verb, additional infinitive, bare infinitive, past form, past participle, present participle. The parts of speech classified as infinite in the text are adjective, adverb, and noun. With regard to the adjective in the various verb forms, some forms found in the text are: present participle, past participle, and to infinitive. With regard to the adverb in the verb form, some forms found in the text are: present participle, past participle, to infinitive. With regard to the noun in the verb forms, this part of speech also can be in the various forms, some forms found in the text: bare infinitive, to infinitive, gerund. Key words: parts of speech of verb forms, finite and infinite. INTRODUCTION Verb forms‟ parts of speech in a sentence are often different from those of what we find lexically from the dictionary. It is because the parts of speech of verb forms are not always verbs but they are able to be functioned as other parts of speech than verbs. So, to determine verb forms‟ parts of speech we need a precise approach. In a syntactical approach, it is familiar to use finite and infinite verb theories. These theories tend to consider verb functions than semantic meaning in analyzing a sentence. It is important to emphasize that syntactically verb forms‟ 1

METAPHOR


parts of speech are indentified most accurately based on their functions in the sentences rather than their semantic definition. Carnie (2006: 35) said that parts of speech tell us how a word is going to function in the sentence. In this research, the researcher analyzes the verb form tematic text used in SMART International Language College for mid class students. The objectives of this research are to know the parts of speech of verb forms which are used in the verb form tematic text and to classify verb forms based on finite and infinite theories. LITERARY REVIEW Finite Frank (1972: 51) defined that “A finite verb is a lexical verb with or without auxiliaries that acts as the full verb in the predicate”. Leech (1972: 304) explained that “Finite verb phrases occur as the verb element of main clauses”. It means all tense aspects are included as finite when the verb forms in the sentences are full verbs. Infinite Svartvik defined (1974: 213) that “the non-finite forms of the verb are the infinitive (to call), the –ing participle (calling), and the –ed participle (called). Frank (1972: 51). He explained that “non-finite (or infinite) verbs are incomplete verb forms that function as other parts of speech than verbs. Based on some statements stated, it can be concluded that infinite is never as a verb. Auxiliary Verb Swam (1996: 84) explained that “in English sentences, a lot of important meaning are expressed by the form of the verb phrase – for example questioning, negation, time, completion, continuation, repetition, willingness, possibility, obligation. „The primary auxiliary verbs in English are: do, have, and be. The modal auxiliary verbs are can, could, may, might, shall, should, will, would, must, used to, need, dare‟ (Thomson and Martinet, 1985: 150). Some statements guide those auxiliary verbs whether categorized as modal auxiliary or primary auxiliary) are functioned as verbs in a sentence. Additional Infinitive The additional infinitive is a term as spelling final –s vs, -es Azar (1984:84). Wishon and Burks add (1980: 64) in Let‟s write English that forms of the third 2

METAPHOR


person singular is by adding –s or –es. It means additional infinitive only occurs in present tense which subject is the third person. Past Form As quoted by Azar (1992: 18), that „Most past verbs are formed by adding –ed to a verb as in „Mary walked downtown yesterday‟. Some verbs have past forms as in „I ate breakfast this morning‟. For addition Frank said (1972: 72) that the regular ending for simple past tense, for all persons, is –ed … only the verb be has two separate forms for the past –“was” for the singular, “were” for the plural. To Infinitive Wishon and Burks (1980: 275) said that the infinitive is made up of to + the simple form of the verb. Frank (1980: 329) in Modern English used the term present infinitive instead of to infinitive. Frank said (1972: 328) that the infinitive phrase may function, not as the main verb of a clause, but as another part of speech-either as noun, adjective or adverb. Based on some previous statements can be concluded that to infinitive is never be functioned as verb. Ing- Forms Wishon and Burks (1980: 268) explained that gerund is the –ing form of the verb used as a noun – it is always a noun and can function in any noun position. Gear (1993: 149) stated that a gerund is formed by adding – ing to the base form of the verb. The present participle (the –ing form of the verb) and the past participle (the – ed/-en form of the verb) may be used in sentences as adjective modifiers, Wishon and Bucks (1980: 261). Frank (1980: 48, 69, 309, 336): Verbs of perception followed by the –ing form are: see, notice, watch, look at, observe, here, listen to, feel, smell, behold, witness, perceive, have. Still Azar (1993: 189) adds that special expressions are also followed by the –ing form of verbs: come and go, functioned as adverbs. Past Participle Frank (1980: 306) stated that the general passive form is traditionally called the past participle and with intransitive verbs. Martinet explained (1986: 165) that the past participle in regular verbs has exactly the same form as the simple past. In addition, Azar (1986: 17) stated that the simple past and past participle do not end in –ed for irregular verbs. 3

METAPHOR


Wishon and Burks (1980: 67) explained that the past participle (the –ed/-en form of the verb) may be used in sentences as adjective modifiers. Frank (1980: 229) adds that in certain adverbial clauses, the subject and a form of be may be omitted – if (you are) arrested for demonstrating, call your lawyer at once. It means the past participle is also functioned as an adverb when the past participle is the result of ellipsis from adverbial clauses. Azar (1989: 187) says that the past participle is used after have and get to give a passive meaning. The part of speech of the past participle in this case is as nouns because the past participle functioned as objective complement. Based on some theories above it can be concluded that the past participle may be finite or infinite because the past participle can be verb, adjective, adverb or noun. Bare Infinitive Bare infinitive is a term is spite of the infinitive without „to‟. The form without to is called the simple form of the verb. Azar (1989: 187) stated that causative make is followed by the simple form of a verb, causative have is followed by the simple form of a verb. Murphy (1994: 132) illustrated with his example: Tom got into his car and get away. In this structure we use get/drive/do etc (infinitive without to). In addition Leech (1974: 244) says that the base form is used in all persons of the present tense except the 3rd person singular. In this case, the simple form is as objective complements and this verb form functioned as noun. Based on the statements above it can be concluded that the bare infinitive can be finite and infinite. As finite when the bare infinitive is used as a main verb in the sentence as in modal cases, perfect cases, or passive voice cases and as infinite when the bare infinitive is used as any other of a main verb in the sentence but the bare infinitive functions as other parts of speech namely nouns because the bare infinitive follows certain verbs. Syntactic Structure An English sentence has the definite structure, consisting of subject, verb, complement, object and adverbial. Leech (1974: 211) explained that a clause can be analyzed into five different types of clause elements: subject, verb (or rather verb phrase), complement, object, and adverbial.

4

METAPHOR


General English Structure Based on English Syntax (2005: 9). Subject

Verb

Complement

Adverbial

noun

linking

noun

noun

noun phrase

copulative

noun phrase

noun phrase

to infinitive

intransitive

noun clause

adverbial clause

to infinitive phrase transitive

to infinitive

prepositional phrase

gerund

to infinitive phrase

to infinitive phrase

gerund phrase

gerund gerund phrase adjective adjective phrase participle participle phrase

DISCUSSION Finite Verb from Auxiliary Verbs Auxiliary verbs especially primary auxiliaries can be the main verb in the sentences whether they are in the forms of single verbs or verb phrases. In this research, those are showed in several cases: May be joined (S.1), May also occur (S.2), Is (S.3), Can destroy (S.5), Is (S.6), Was (S.7), Am (S.8), Will need to take (S.9), Was (S.16), Must leave (S.18), Should arrive (S.20), Was sold out (S.19).

5

METAPHOR


Verbs from Additional Infinitives The grammarians will also find the verbs forms functioned as verb in additional infinitive forms. The additional infinitive will always as the main verb, whose subject is in the form of the third person singular. Those are showed in lateral cases: Presents detailed (S.12), Functions (S.1), Has (S.14), Wants to know (S.17). Verbs from Past Forms This kind of verb has two forms, i.e.; regular with -ed or -d addition and irregular forms (in the nominal and verbal sentence). Those cases can be seen in the following cases: Went (S.4), Made (S.7), Came running (S.11). Verbs from Bare Infinitive Bare infinitive in this research found in simple present tense and after modal auxiliaries sentence must be followed by bare infinitives. The verbs are showed in several cases: may also occur (S.1), can destroy (S.5), will need to take (S.9), have these dresses cleaned (S.10), Feel (S.13), must leave in the morning (S.18), should arrive (S.20). Verb from Past Participles The past participle in this research is in the forms of the general passive and perfect tense. Some cases are as follow: May be Joined (S.1), Was sold out (S.19). Infinite Noun from To Infinitives Noun from to infinitives will be as subjects of verb, subjective complements subjects after it, object of the verb and objective complements. There are such some noun cases found in this research. To clean the house every day (S.6), Will need to take the required documents (S.9), Wants to know (S.17), Whether to pay the ordered books (S.17), To get to work (S.18). Noun from Gerund This kind of noun can take the position as subjects (subjects of verb, subjective complements, and subjects after it) and objects (objects of verb and objects of

6

METAPHOR


preposition). The cases can be very various but in the data taken, the only case is found. This case is: Seeing her everyday (S.7). Noun from Bare Infinitive Bare infinitive which is functioned as the noun in this research is only in the position of objective complement. The case is is in the sentence “...made him realize how wonderful she was”. (S.7). Adjectives from Present Participle This part of speech is to modify noun. The cases are as follow: The boy talking to the teacher (S.4), A person travelling in foreign countries (S. 9). Adjectives from Past Participle Past participle can be functioned as adjective modifiers. The cases in this research are as follow: The required documents (S. 9), Detailed information (S. 12), The ordered books (S. 17), The letter sent (S. 20), The post man wanted (S. 20). Adjective From to Infinitive To infinitive which can modify is used to modify noun. The case are as follow: He has nothing to complain about (S. 14), The first to arrive (S. 16), The last to leave (S. 16). Adverb from to Infinitive Adverbs which are formed from this verb form, as found in the taken data are: I am glad to meet you (S. 8), He moved his chair to be closer to her (S. 15), To get to work by nine o„clock (S. 18). Adverb from Present Participle Adverbs which are formed from this verb form, as found in the taken data are: After finishing breakfast, we went for a walk (S. 4), His daughter came running to the door (S. 11).

7

METAPHOR


Adverbs from Past Participle Adverbs which are formed from this verb form, as found in the taken data are: War, when waged for a long time, can destroy the work of a country (S. 5), Visited by you, I feel glad (S. 13). CONCLUSION From the results of analysis of the parts of speech of verb forms, finites, and non finites in the exercise text of SMART International Language Collage, some points can be drawn as follows: 1.

The parts of speech of verb forms found in the text are verb, adjective, adverb and noun.

2.

The classification of verb forms based on finite and non finite found in the text are: a. The part of speech classified as finite in the text is verb. With regard to the verb in the verb forms, this part of speech can be in the various forms. Some forms found in the text are: Auxiliary verbs, Additional infinitive, Bare infinitive, Past form, Past participle, Present participle. b. The parts of speech classified as infinite in the text are adjective, adverb, and noun. 1) With regard to the adjective in the various verb forms, this part of speech can be in the some forms. Some forms found in the text are: present participle, past-participle, to infinitive. 2) With regard to the adverb in the verb forms, this part of speech also can be in the various forms. Some forms found in the text are: present participle, past participle, to infinitive. 3) With regard to the noun in the verb forms, this part of speech also can be in the various forms. Those are some forms found in the text: bare infinitive, to infinitive, gerund.

8

METAPHOR


REFERENCES Agung, Gusti M. 2005. English Syntax. Pare Kediri Unpublished. Azar, Betty Schramfer. 1992. Fundamental of English Grammar 2nd Edition. Singapore: Simon & Schuster Asia Pte. Ltd. Charnie, Andrew. 2006. Syntax: A Generative Introduction 2nd Edition.Oxford: Blackwell Publishing. Frank, Marcella. 1972. Modern English a Practical Reference Guide. USA: Prentice-Hall, Inc. Gear, Jolene. 1994. Cambridge Preparation for the TOEFL Test. USA: Cambridge University Press. Leech, Geoffrey & Jan Svartvik. 1974. A Commutative Grammar of English. Lancester and Lund: Longman. Murphy Raymond. 1994. English Grammar In Use 2nd Edition. United Kingdom: Scotprint Ltd. Musselburgh, Scotland. Swam, Michael. 1995. Practical English Usage New Edition. London: Oxford University Press. Thomson, A.J. & Martinet. 1986. A Practical English Grammar 4th Edition. London: Oxford University Press. Wishon, George E & Julia M. Burks. 1980. Let‟s Write English Revised Edition. New York: Litton Educational Publishing Inc.

9

METAPHOR


The Disappearance of Superman’s Trunks in Man of Steel: Portrayal of American Manliness Atinia Hidayah Universitas Sains Al-Qur‟an e-mail: [email protected] ABSTRACT Masculinity of a man has been long rooted in American society and its perspectives are developed vigorously. The manliness of American man is both presented and defined through the birth of iconic superhero like Superman. The different portrayal of Superman‟s manliness in Man of Steel is revealed through the comprehension of manliness in the accordance of Warrell R. Newell‟s viewpoint. He suggested that manliness or man‟s masculinity is defined by love, pride, courage, family, and patriot. Hence, the new concept of Superman‟s manliness could be deciphered. Since this research uses film as the object of research, theory of semiotics and semiotics of film are required to help finding the further meaning. Keywords: manliness, masculinity, Superman INTRODUCTION The term manliness has been attached to male for periods. It refers to how society gives description to them. However, this term has changed over time because there are various factors related to society‟s perspective towards them that result in diverse alterations. These changes can be viewed through a long list of works produced including journals, articles, researches, literary works, and movies. The manliness of Superman shown through his actions has become a main vigor that lures viewers to admire him for decades. It begins with its first movie released in 1951 after a quiet achievement of the comic and cartoon series. The movie‟s story was developed based on the comic series. Because of the worldwide success, Superman has been depicted as an American hero who embraces what American expects from a man. Nevertheless, the development of Superman character from each movie also leads to the evolution of the depiction of American manliness. While movies that present iconic American hero are still available to be viewed world-widely and new themes or new figures of heroic characters are thriving, 10

METAPHOR


Superman still gains the greatest attention. Nachbar and Lause affirmed, “Superman is the great American hero” (Nachbar and Lause, 1992:333) and this statement answers the question why Superman is one of American legendary figures rooted in American culture until today. Being renowned as a hero, Superman fulfills his destiny to save the persons he cares about, the human beings, and the world. He holds an extraordinary power that allows him to fly, melt iron down with his X-ray vision, and lift massive objects. Those powers help building the representation of Superman and his physical power that lead to the description of his physical masculinity. However, in a new installment, Superman exposes different manliness of him that invites an interest to unearth it further. A movie chosen as a source that represents American manliness in Superman is a movie entitled Man of Steel. Man of Steel signifies its own definition of manliness which makes the characterization of Superman different from his earlier portrayals. Thus, this writing aims to figure out the new concept of American manliness in Superman. LITERARY REVIEW Manliness Men have achieved many ways to help them describing their masculinity although the descriptions may vary for many perspectives come with it. Jack Donovan, in his book The Way of Men, determined that masculinity is more than a man‟s relationship with a woman. A man can meet his masculinity when he learns about what men want from each other. The implementation about stereotype of masculinity in society commonly related to physical strength which is known as man‟s manhood. However, Donovan also explained that physical strength is apparently not the only aspect can be defined as masculine. He suggested that man‟s courage, ability, desire, moral, and honor have become major concentrations on determining man‟s masculinity. When a man has the reputation for those aspects and he gains respects from particular group or other men, it can be considered that he achieves his masculinity. In coherence with Donovan, Waller R. Newell had made it clear through his book, The Code of Man, that there are five aspects can establish man‟s manliness; Love, Courage, Pride, Family, and Country. Love according to Newell is, “…the inner voice of the manly heart. Our love for another is what makes us want to 11

METAPHOR


become better men. If we want to be honorable men, we have to work to make ourselves worthy of love and respect” (Newell, 2003:p.xxiv). The ability to express and pursue the love he deserves will shape man‟s manliness whether he is successful or failing in doing so. This love can be obtained from men or women. Furthermore, dealing with courage, it cannot be separated from man‟s role in war to achieve his traditional virtues. Newell assumed that a man can meet his manhood and manliness when he involves his courage in war. Defending the weak and the country signals the manly courage. Manliness explained by Newell adopts ancient Greek‟s word the “courage” which is the synonym of “manliness”, it is then deeply directed to quality of soul and mind (Newell, 2003: 68). Being involved in a war and defending his country make a man‟s pride visible. The contribution he makes during a war is a result of the patriotism he holds, therefore his pride is a result of him being a patriot. Newell claimed that the evidence of American manliness can be found in the patriotism as an evidence of loyalty to his country. His definition of patriotism depicts someone‟s life experience in embracing his manhood that converges with thought, deed, moral and reflective virtues (Newell, 2003: 193). Semiotic and Semiotic of Film Semiotics is a science of sign and there are many well-known theorists who develop this science and produce their own methods in finding the meaning of sign. Ferdinand de Saussure is one of the theorists who viewed language as a system of sign, as quoted by Jonathan Culler, “For Saussure, a language is a system of signs and the key facts is what he calls the arbitrary nature of the linguistic sign” (Culler, 1997:57). Saussure emphasized the presence of signification that includes signifier and signified. Thus, Saussure‟s semiotics introduces a sign as combination of signifier and signified that from this combination a concept and idea are obtained. Dominic Strinati supported Saussure‟s view in the quotation, “…that between the signifier and signified, According to Saussure, any linguistic sign, such as a word or phrase, can be broken down into these two elements of which it is composed” (Strinati, 2004:82). Furthermore, as told by Chandler, Saussure also strengthened the process of signification by including a binary operation by emphasizing that concepts are determined not positively if it is related to its content. It tends to be defined negatively by contrast with other items available in the same system (Chandler, 12

METAPHOR


1994:04). One item can gain the concept it brings only when it doesn‟t consist of characterization brought by others. How semiotics works grows even further, especially when Roland Barthes brought in myth formulation by developing Saussure‟s signification system. Barthes believed that signification system has two signification processes; they are denotative and connotative level. The one underscored is the second level of signification that produces connotative meaning which involves cultural factors (Barker, 2004:74). Accordingly, film as a product of culture contains of signs that help to comprehend the meaning produced. In the movie is also found the relationship between signifier and signified as it is in text. James Monaco claimed, “Film as a language is indicated by a standard theory that the shot was the word of film, the scene its sentence, and the sequence its paragraph” (Monaco, 2000:160). As a result, the signs contained in the movie can be read through process of signification in order to find the deeper meaning. The elements of film that assist the search of meaning are dialogues and costumes as well as its elements of cinematography which include lighting, shot distance, angle, focus, montage, sound, etc. Those elements work in their special way to help constructing the meaning throughout the story in the movie. DISCUSSION The belief of Superman‟s physical masculinity has undeniably spread and stereotyped in society, however Man of Steel gives different production of Superman‟s manliness and how his masculinity should be viewed. There are some evidences that lead to the new portrayal of Superman‟s masculinity found in Man of Steel which help the formulation of this new portrayal to appear. Unlike the previous movies, Man of Steel brings a new passage about Superman. The visible difference is identified through Superman‟s suit, although only slightly dissimilar from the earlier movies, it gives a great impact on Superman‟s characterization. The noticeable difference is the missing red trunks on his costume. The trunks become a symbol related to Superman‟s physical masculinity because it masks the important man‟s part, his sex. Man‟s sex strengthens the idea of how man‟s masculinity should be viewed which is by including his physical power and appearance. It has been believed in years that man‟s masculinity is approved by society through his strength, the strength must be compatible in any meaning. The red trunks have helped Superman‟s physical masculinity implemented into myth for decades. 13

METAPHOR

Volume 11 Nomor 1, Maret 2016 Picture 1

Picture 1 shows Superman‟s costume in Man of Steel. It can be seen that the suit has no longer completed with red trunks Superman has been identical with. This new costume can be considered as an index towards the wholeness of Superman‟s characterization because it wraps his masculinity and differentiates his manly representation in earlier movies. This characterization gives answer to how the new myth of masculinity is portrayed. This change is actually noticeable but doesn‟t give remarkable impact toward Superman‟s characterization. However, when it deals with the narration of Man of Steel, there are issues worth discussed. Based on Waller R. Newell‟s perspective of masculinity, there are four points need to be taken into account when discussing about masculinity; Love, Courage, Pride, Family, and Country. As has been described previously, those factors are used to determine male‟s manliness and it helps deciphering Superman‟s masculinity which is highlighted by the disappearance of his red pant. a. Love and Family Love is a significant aspect that is impossible to be abandoned so easily in almost every part of human life. Newell argues that love can influence man‟s masculinity not only dealing with his relationship with women, but also in the relationship with other men. Regarding the relationship with men, this will not include the discussion of passionate love to other men, but virtuous love that upholds respect and pride. Consequently, man‟s experience in feeling love during his journey to reach the manhood and his ability to love will also represent his manliness. 14

METAPHOR


Love is the first point that determines Superman‟s masculinity, it can be viewed mostly through his relationship with his human parents. Family is the main source of love teaching and the value of how love is taught is considered equal to how love is learned. Love to family encourages a man to determine manly attitudes and mind, this thought is inherited by Superman from his human parents; Jonathan and Martha Kent. Picture 2

(Man of Steel, 00:29;12) Picture 2 above shows young Clark and Jonathan Kent are making conversation. This scene illustrates how father and son get connected to each other. The medium angle used in this shot signifies the position of the people on the scene and the viewers. All of them are in the same level. It means that the human‟s characteristics become the focus. This creates a process of signification that leads to Superman‟s life as human and his relationship with his father. Jonathan is Superman‟s human father who found him when he was a baby and raised him as his own son. The relationship between Superman and Jonathan also signifies a man‟s masculinity since it stands upon a respect. Superman trusts his father and he values highly anything Jonathan tells him, therefore it guides him to become someone his father expects him to be. Jonathan Kent

Clark

: But you‟re not just anyone, Clark and I have to believe that you were..you were sent here for a reason. All the changes that you are going through one day… one day you‟re gonna think of them as a blessing. When that day comes you have to make a choice, a choice of whether to stand proud in front of the human race or not. : Can‟t I just keep pretending I‟m your son? 15

METAPHOR


Jonathan Kent

: You are my son. But somewhere out there you…you have another father too who gave you another name. And he sent you here for a reason, Clark. (Man of Steel, 00:31:20) Jonathan‟s belief that Clark‟s existence will bring about great changes for human life. It plants a hope in Clark‟s mind, although Clark initially denies the fact that he is not Jonathan‟s biological son. His saying, “Can‟t I just keep pretending I‟m your son?” shows the great need of being loved by his father and his fear of being alienated from the family. As a result, he struggles hard to believe and to prove that Jonathan‟s expectation over his future is a truth. Jonathan‟s belief about Clark‟s existence on earth motivates Clark to find his origin and his biological father. This trust builds a manly relationship between Jonathan and Clark. The trust that is established in the name of love symbolizes Clark‟s respect towards Jonathan and vice versa. This bond works similarly to Newell‟s idea that love depicts the inner voice of manly heart and Clark‟s love to his father pushes him to seek the truth about his biological parents and his origin. The bond between father and son is portrayed clearly through Picture 2. Jonathan‟s standing position makes him higher than Clark and it produces the meaning of his higher value as a father. Throughout the movie, Jonathan has higher authority to guide Clark in viewing something as well as in making decision. On the other hand, Clark‟s sitting pose, which is lower than his father, positions himself under Jonathan‟s authority and it emphasizes him as a son. From this difference, Clark‟s relationship with his father embodies American family. Indeed, Superman‟s masculinity is signified from the virtuous relationship of a man with another man, who is his father. Similarly, Clark‟s love to his human mother, Marta Kent, is a virtuous love. Martha offers her shoulder to cry on and this motherly love receives equal return from Clark. The evidence of love to family is represented by Martha‟s fear of losing Clark as she will not be able to play his role as a mother. As quoted below: Clark Martha

Clark Martha

: What? : It‟s nothing. When you were a baby, I used to lay by your Crib at night, listening to you breathe. It was so hard for you. You struggled. And I worried all the time. : You worried the truth would come out. : No. The truth about you is beautiful. We saw that the

16

METAPHOR


moment we laid eyes on you, we knew that one day the whole world would see that. I‟m just…I‟m worried they‟ll take you away from me. Clark : I‟m not going anywhere, Mom. I promise. (Man of Steel, 01:00:23) Learning his mother‟s fear, Clark tries to appease his mother by making a promise to never leave her. The mutual feeling of love between Clark and Martha produces the similar value of love presented by the love between Clark and Jonathan. This familial love is a proof that love to a family exists and Superman embraces it, therefore his love to family delivers the new shape of his manliness to the surface once again. Correspondingly to what Jonathan believes about Clark‟s future, Martha obviously shows the same faith. She states, “The truth about you is beautiful. We saw that the moment we laid eyes on you, we knew that one day the whole world would see that.” this statement conveys Martha‟s trust to Clark‟s future and destiny. By promising her not to leave, Clark welcomes Martha‟s trust and he noticeably trusts her that she will bring comfort and faith to his life. Clark‟s efforts to establish the trust and respect to his human family initiate the Superman‟s masculinity by giving more value on manly heart rather than physical strength. An honorable man must be able to work himself worthy of love and respect. While the need of being loved by his parents is not something Clark must works too hard on, the statement still resonates Clark‟s struggle to gain respect from other humans and in this case is his attempt to win the trust and respect from Colonel Nathan Hardy. Colonel Hardy is a United States Air Force officer who leads an operation to defend America from alien invasion. He sees Superman as an alien as well as a threat for the nation‟s stability and he believes that Superman will bring collateral damage. As a result, Colonel Hardy concentrates on giving Superman to General Zod and ignores whatever kindness and savingthe-human plans Superman offers. As a member of American forces, Colonel Hardy is a signifier to America‟s security. How he treats Superman as an enemy reflects the idea that someone must struggle to obtain this trust. Learning that he must become a trustworthy person, Superman surrenders to the force and lets them hand him to General Zod, a Krypton general who attacks the earth to seize it. Superman‟s submission is a proof of his effort to gain trust which he wins afterward when Colonel Hardy saying, “This man is not our enemy” (Man of Steel, 01:39:22). The approval of Superman‟s existence symbolizes Colonel Hardy‟s respect for him. 17

METAPHOR


This respect materializes since Colonel Hardy realizes a paradox that shows him how an alien whom he believes capable of killing human apparently saves their life. He comprehends the fact that they both have the same purpose; saving human race and the world. It echoes the same way as Newel argued that philosopher determines “…the highest friendship a man can have is the love of another person who is devoted to pursuing the same moral and intellectual virtues…” (Newell, 2003:15). This kind of friendship is only brought in by men with manly heart and they are Superman and Colonel Hardy. 2. Courage, Pride, and Country Speaking of courage and pride, a binary operation that illustrates manliness between Superman and General Zod will be able to present the particular shape of manliness contained in Man of Steel. Both Superman and General Zod fight to defend the future of their own people by creating the best living place on earth. Zod demands the earth to be altered into a new Krypton, whereas Superman fights to keep the earth by preventing any changes that will endanger human being. The binary opposition explains that one aspect is available or exists because of another aspect that correlates with it, even when they are contradictory aspects. In the movie, Superman is the hero, whereas Zod is the villain. Either Superman or Zod has particular tendency to have what each of them tries to gain. Superman plays his role as a hero to save the human being and to give services for the common good. On the other hand, Zod performs violence and murderous actions that he thinks can bring future to his new world. Both Superman and Zod make a reflection of the manly pride and honor by being courageous in defending their country or world. However, the manly action of pride and honor bring different potential. While Superman leads to good potential for his righteous acts to save human race, Zod chooses an arrogant, ambitious, and homicidal ways in carrying out his effort that can cause human extinction. Zod‟s actions then cause destructive war. Compared to what Zod‟s has done, Superman is proven to be manlier by making people‟s lives his priority instead of bringing them to an end. The battle between Superman and Zod over the planet earth requires Superman‟s role as a patriot. Newell explains, “The patriot loves his country as a whole, with its dense weave of traditions and collective memories, and he sees his fellow citizens as friends united to serve the common good. Above all, he loves the 18

METAPHOR


principles of justice, honor, and faith, up-held by patriotism when it is at its best.” (Newell, 2003:193) Being a courageous patriot marks a man‟s masculinity and it proves his love to his country and people. The manly heart speaks of honor and justice should go along with the real services to the common good. Superman sacrifices himself to prevent the destruction of the world and puts his life in danger to stop World Engine. These actions are form of patriotism. The World Engine is planted into the earth in order to reconstruct it to become a new Krypton under Zod‟s command, therefore this engine becomes an index towards Zod‟s power, ambition, and greed. Superman‟s courage to stop the World Engine means the destruction of Zod‟s power, ambition, and greed. It is true that Clark is Krypton origin, but he is raised as human and acts humanly as well. His acceptance for Jonathan‟s teaching about being a good man and living the American country life, such as farming, makes him more American apart of his real identity. By defending the country, Clark as Superman holds his pride as American. His pride as American strengthens his sense of patriotism and this becomes another way to prove Superman‟s masculinity. Quotation below underlines Superman‟s choice related to his future: General Zod

: Stop!! If you destroy this ship, you destroy Krypton! Superman : Krypton had its chance. (Man of Steel, 01:56:47) Superman without hesitance prefers saving Earth than his homeland, Krypton. The decision made is Superman‟s personal choice by using his sense and instinct. Newell‟s argues, “Ultimately, the noblest form of courage is the struggle to defend and extend justice and to overcome our own baser instincts” (Newell, 2003:97). This statement supports the form of courage delievered by Superman and, thus, it places Superman in the noblest courage because he refuses to sacrifice human race by destroying the ship and killing Zod who intends to build Krypton on earth. By saying “Krypton had its chance”, he declares that his future on earth is more essential than his past.

19

METAPHOR


CONCLUSION From its earliest introduction to public, Superman has become the center of attention. Superman is created so thoroughly that he has an extraordinary power and strength which ordinary people cannot have. His alienation also strengthens his characterization from the description of his origin. Most of Superman movies released before Man of Steel established this heroic character without any remarkable changes. Until the present time, he is still a strong superman with his special destiny to save human beings. He also wears distinguished costume that viewers will not feel easy to forget. The previous introductions of Superman mainly present his strength, physical power, and extraordinary ability. Those characteristics then formulate the physical masculinity most viewers are known with until present time. From the analysis, it can be concluded that the arrival of Man of Steel surely brings a new portrayal of Superman. Through the absent of the red trunks in his suit, viewers are invited and guided to hold Superman‟s manliness in different angle. Manliness of Superman in Man of Steel upholds what is more than physical strength. He captures the different masculinity through love, pride, family, courage, and country. The narration in the movie encourages the exposure of his manliness in different level by showing Superman‟s manly heart even more. Therefore, the manliness revealed in this movie has obviously introduced a singular portrayal of American masculinity through an American hero, Superman.

REFERENCES Donovan, Jack. 2012. The Way of Men. USA: Dissonant Hum. Culler, Jonathan. 1997. Literary Theory. New York: Oxford University Press Inc. 2005. The Pursuit of Sign: Semiotic, literature, deconstruction. London: Taylor & Francis e-library. Monaco, James.2000.How to Read a Film. New York: Oxford University Press. Newell, Waller R. 2003. The Code of Man: Love, Courage, Pride, Family, Country. USA: ReaganBooks.

20

METAPHOR


Nachbar, Jack and Kevin Lause.1992.Popular Culture: An Introductory Text. USA: Bowling Green State University Popular Press. Snyder, Zack. 2013. Man of Steel. US: DC Entertainment. Strinati, Dominic.2004. Theories of Popular Culture Second Edition. London and New York: Routledge Taylor & Francis Group. Chandler, Daniel.1994. Semiotics for Beginners [WWW document]. http://www.aber.ac.uk/media/Documents/S4B/ retrieved on 29 August 2014 at 00:11 am. http://henrycavill.org/en/media-gallery/images/films/superman-man-ofsteel/item/243-man-of-steel-poster#prettyPhoto[gallerya5ffc48b60]/15/, retrieved on 31/12/2015 at 11.42 am.

21

METAPHOR


MECHANICAL AND GRAMMATICAL ERROR ANALYSIS OF STUDENTS’ WRITING IN THE ENGLISH DEPARTMENT AT FACULTY OF LANGUAGE AND LITERATURE, UNSIQ WONOSOBO Christina Universitas Sains Al-Qur‟an e-mail: [email protected] ABSTRACT Being able to write a good composition in English is one of the ultimate goals of English learning. In a place where English is a foreign language, realizing ideas in English can be very challenging for students. It is due to the fact that students must always be aware of the grammatical and rhetorical components of the language they are learning. In this process, both major and minor errors commonly appear. This study aims to describe the errors. There were 42 students involved in this study who were asked to answer several questions and write a composition. They range from the second to sixth semester in English Department of Faculty of Language and Literature, Unsiq Wonosobo. The research result shows that the errors students made are those in sentence fragments, agreements, pronouns, capitalization and punctation, forms of plural, passive, and articles. Students are still unable to structure the correct sentence although they have learned English for six consecutive semesters. Key words: error analysis, writing, grammatical error, mechanical error INTRODUCTION Most Indonesians are generally exposed to two languages in their early years; the vernacular spoken in their local environment – their mother tongue, and Bahasa Indonesia – the country‟s official language. English is considered a foreign language which usually is learned after the two previous languages are acquired. This means, generally, to Indonesian students, English is taught as one of the subjects at schools instead of as a daily communication device. Students at Faculty of Language and Literature are no exceptions. Most of them have learned English since they were in elementary schools. Nonetheless the length of time they have spent does not seem to guarantee that they have had adequate knowledge in English.

22

METAPHOR


The students have graduated from high schools carrying the standard competence covering fluent communicative one. They have been and are being taught listening, reading, writing, speaking, vocabulary building, and grammar in four consecutive semesters. Even they have their own speaking club. However, apparently those do not help them much in building their competence. Often, the researcher gains information that they cannot produce the correct form of English because they feel that they have inadequate knowledge and lack of practice. Besides it is often found that they made many errors in their final writing. Therefore, the writer thinks that a kind of research to describe and map the errors should be carried out in order to reveal what the real problems are, so then a better teaching in the fields can be arranged in relation to the area where the errors appear. Eventhough at the moment the faculty‟s sole program is English Literature, many of its students or graduates work as teachers at various schools in Wonosobo and its surrounding area. Thus, the researcher considers it as something terrible to let the students make mistakes even if only, say, in the choice of the right word in the right context. They will teach their students similar incorrect form and therefore lengthen the chain of errors. Hopefully such action will make a betterment in the quality of the graduates. The problem statements of this research are what errors are there in the writing of English Department students at Faculty of Language and Literature UNSIQ Wonosobo, and how are the distributions of those errors. Meanwhile the objectives of this research are to describe the errors as well as the distribution of errors in the writing of the English Department students at Faculty of Language and Literature, Unsiq Wonosobo. The significances of the study of this research are to give description about the English Department students‟ writing error at Faculty of Language and Literature Unsiq Wonosobo, to become a reference for other researchers conducting similar research, and to give information to the faculty where the research is conducted about the errors made by the students so that reinforcement can be given in the area where errors often appear. REVIEW OF RELATED LITERATURE Previous Studies The first study is entitled “A Linguistics Analysis on Errors Committed in English by Undergraduates”. This was conducted by Jayasundara J.M.P.V.K and Premarathna C.D.H.M. Both researchers examined errors committed in writing and speaking performances by first year undergraduates of Uva Wellassa 23

METAPHOR


University. They did this because they thought that most of the undergraduates had not mastered proficient English although the language has been incorporated as a compulsory subject in Sri Lanka. Their major aim in the research is to evaluate errors most commonly made by undergraduates in writing and speaking during their first year in Uva Wellassa University (UWU) as well as to uncover difficulties in learning English faced by the students. There were 55 students participating in this research, all of which had had English lesson beforehand. Participants were asked to write a composition under “The life in my university” topic in adequate time. The same topic is also employed in a recorded formal interview to obtain the oral data. Interview with an expert in the field, Professor Rajiva Wijensiha, was also performed to obtain expert‟s point of view in the errors found. The result showed that students did commit errors. In both written compositions and oral presentations, it was found that 80% of the errors were those under grammar. Their interview conducted with Professor Wijesinha revealed the fact that grammar had apparently not been taught effectively. This was due to the failure in integrating it with all aspects of teaching and learning. Thus, the research recommend proper training of English teachers in Sri Lanka education to have adequate knowledge on all aspect of the language. Students should also need more practice to read and to think in English Although the above-elaborated research is very well organized, it only studied the errors appear in the first year‟s students compositions. This study examines errors committed by students in three levels, from those who were in their first year to those who have studied in their third year. Another study was conducted by Sawalmeh (2013). Its title is “Error Analysis of Written English Essays: The Case of the Students of the Preparatory Year Program in Saudi Arabia.” The lecturer at University of Ha‟il, Saudi Arabia, studied the errors in 32 English essays written by male students who were joining preparatory year program. The participants were Arabic speaking English learners, who were asked to write a 150-300 word essay in one hour period on several topics. His study revealed the fact that students‟ errors were found in verb tense, word order, singular/plural form, subject-verb agreements, double negatives, spelling, capitalization, articles, sentence fragments, and prepositions. This finding is almost similar to that of the previously described. However, this study is different because it has both male and female students as the participants. It also elaborates the possible reasons behind those errors. Another is a study conducted by Al-Shareef (2011). He examined the writing abilities of Arabic speaking Libyan students who studied in various majors of post-graduate program Diponegoro University. His study involved 32 male 24

METAPHOR


students, as all Libyan students who were studying in this university were of male gender only. However, only 20 students responded. The participants were asked to write a test individually to measure their competence in writing skill. His analysis showed that there were 345 grammatical errors made by the students, putting errors in prepositions at the highest percentage, followed by morphological aspects, tenses, and verb errors. The difference of the number and the usage of prepositions were the sole cause. He also found that students‟ mother tongue affects negatively to English. While his research involved male undergraduate students, this study involves both male and female students. The background education of the population in this study is also more steady, as the students are those who are specifically studying English, than those involved in Al-Shareef‟s who major in many different fields. Underlying Theory Writing Writing is a tool to call that someone is literate, apart from reading. Writing is also one of the four skills (reading, writing, speaking, listening) that is always present as part of syllabus in the teaching of English. In this English learning, there are three categories that should be noted. First is English as a Second Language (ESL), in which learners are living in a community where the language is spoken and used in daily basis. Therefore writing skill is needed to make learners able to write certain letters, or fill in a form, etc. Second is English for Specific Purposes (ESP), which learners study for a particular purpose. For example, learners who attempt to get a job as medical staff in England will study how to write simulated patient‟s medical record in English, while those who want to be a businessman will be given exercises to compose a business letter. Third is English as a Foreign Language (EFL). In this case, the writing tasks concentrate on those falling between real purpose versus invented purpose. Real purpose tasks are the ones which learners will likely cope with at some stage, such as writing formal letters. Meanwhile invented purpose tasks are the ones which will unlikely be met by learners in real life, such as writing letters to imaginary magazine problem page and then reply it. (Harmer, 2004) Writing skill is the skill required by students of English program to be able to compose research reports during their study. This is a complex as well as difficult-to-teach skill because the requirements needed are not only grammatical and rhetorical devices, but it also requires conceptual and judgemental elements (Heaton, 1988:135). There are five main areas to analyze and classify the skills required for good writing, and they are as follows:

25

METAPHOR


1. Language use. This point refers to the ability of composing sentences appropriately. 2. Mechanical skills. It deals with the capability to put special writing things such as punctuation and spelling in the correct forms 3. Treatment of content. This content points the ability to have creative thought and to elaborate ideas while separating inapplicable thoughts. 4. Stylistic skills. Things included in this skill are sentence or paragraph‟s manipulation as well as effective language use. 5. Judgement skills. This is the ability to write properly in accordance with the purpose and the target readers. It also includes selection, organisation, and ordering coherent ideas. It is necessary to point out that students should master punctuation and spelling well since these are important conventions of writing. These two elements are of basic requirements for writing. Although incorrect spelling sometimes does not prevent the understanding of a written message, bad spelling is often seen as a lack of education or care. For learners of English, the difficulties are due to the fact that the sound of a word is not always the way it is orthographically represented. One single sound may have some different spellings and vice versa. Nevertheless, skills involving the use of judgement are considered more essential in writing. It is due to the fact that when writing to a particular audience in a certain area requires certain kind of language. This applies to both nativespeaking students and foreign students, especially in advanced writing levels. Students should produce a composition containing the correct registers, otherwise the result would often lead to funny or unnatural writing. This skill needs to be practised because foreign language learners do not usually have the intuitive of native speakers. Native speakers‟ choice of certain words to be used in a particular situation is learned intuitively. Language learners, on the other hand, often find that the mastery of this skill is very challenging. Registers include colloquialisms, slang, jargon, archaic words, legal language, standard English, business English, the language used by educated writers of English, etc (Heaton, 1985:135). In teaching writing, the purpose of writing determines the establishment of registers used, whether to inform, entertain, or explain. Several different genres of written language which need to be acquired by second language learners should be elaborated. They include academic writing, job-related writing, and personal writing. In academic writing, learners should be 26

METAPHOR


able to write papers and general subject reports, essays, compositions, theses, dissertation, and so forth, whereas job-related writing will require learners to write messages, letters, memos, reports, schedules, announcements, and manuals. Personal writing consists of letters, greeting cards, notes, reminders, personal journals, etc. Error Analysis It cannot be avoided that in learning second or foreign language learners often make errors. Some even say that making errors or mistakes is the part of language learning. This is supported by Corder (1985:256) who stated that making error is a process experienced in learning language whether the mother tongue or the second language learning. These errors are indicated by the presence of deviation of the target language that may vary in all aspects. An error can become a problem if the learner of a language does not realize the error and makes no effort to overcome it. According to Corder (1993:48), error analysis is the study of errors produced by second language learners in one stage of their learning process. It is basically a means to describe the items difficult to learn in a language and explore the cause of the difficulty. Learner errors are important to pay attention to, as mentioned by Corder (1985), since they serve three points at once. First, they tell teachers what learners have learned and what aspects learners have not yet mastered. Second, they present evidence of language learning or acquisition along with the strategies or procedures in it. Third, they provide device to be used by learners to discover the rule to learn by obtaining feedback on their errors (Ellis & Barkhuizen, 2005:51) Error analysis emphasizes that not all of the errors made by the second language learners come from the interference of the first language. Brook in Ellis (1993:159) described four causes of errors made by the learners of a language in the following: (1) The learners do not know the structural pattern and so make random responds (2) The correct model has been insufficiently practiced (3) Distortion may be induced by the first language (4) The students may follow a general rule which is not applicable in particular instance. 27

METAPHOR


Errors that come from the interference of the first language may be caused by the difficulties found by the learners in learning the target language. The difficulties are due to the difference system of the first language and the language being studied. Therefore learners tend to borrow the system of their first language to try to understand and overcome the new system they are learning. The term error is used to refer to the systematic errors of a learner from which the knowledge of his language can be reconstructed. Therefore, errors committed by a learner of a language give evidence of the system of the language that he has learned (Corder, 1985:25). Learner‟s errors are important for teacher, researcher, and the learner. For the teacher, the errors provide him/her with information how well his/her students can cope with the material given toward a certain goal and, hence what material remains. For researchers, they supply proof about how language is learned or acquired as well as strategies or procedures employed in the process. For the learner, a point which is considered as the most important aspect, errors are seen as an integral part, as a device used by the learner in order to learn the language. Selinker (1972:37) proposed five processes central to second language learning. They are language transfer, transfer of training, strategies of second language learning, strategies of second language communication, and overgeneralization of target language linguistic material. He also introduced the term fossilization which refers to a mechanism assumed as present in mind structure. Linguistic items, rules, and subsystems owned by a speaker of a native language are things thought as fossilizable as the speaker tends to keep them in learning target language. And these structures are called as „errors‟. Language transfer is dealt with when interlanguage performance involves fossilizable items, rules, and subsystem of the native language. If these items, rules, and subsystem are a result of identifiable items in training procedures, the process faced is the one called as transfer of training. On the other hand, strategies of second language learning are cope with if they are a result of an identifiable approach by the learner to the material to be learned. If they are a result of an identifiable approach by the learner to communicate with native speaker of the target language, strategies of second language communication are faced. Overgeneralization of target language linguistic material happens when those items are a result of a clear overgeneralization of target language rules and semantic features. James (1998:100) mentioned the five sections of errors as follows:

28

METAPHOR


1. Misused forms: wrong preposition, misuse of tense, and miscellaneous „unEnglish expressions‟ (a poem to learn from out instead of a poem to learn by heart) 2. Incorrect omission: of preposition, etc. (He ran lest he miss the train instead of He ran lest he should miss the train) 3. Unnecessary words: prepositions, articles, to, etc. (Please answer to my letter instead of Please answer my letter) 4. Misplaced words: adverbs, etc. (He worked yesterday at home instead of He worked at home yesterday) 5. Confusing words: *to/at, *to/till, *lie/lay, *borrow/lend RESEARCH METHODS The population of this research is students of English Department at Faculty of Language and Literature UNSIQ who have been given and are being taught the major skill courses (speaking, writing, listening, reading, and grammar). There were 84 students in the population. The samples of this research are taken by applying cluster random sampling method. In this method every individuals in the population has the same opportunity to be taken as the sample. The number of students in the sampling process is 42. In this research the writer used two methods of data collection namely test and questionnaires. a. Questionnaires. The writer asked the respondents to fill a form containing questions about knowledge, habits, obstacles they have in writing. b. Writing test Writing test was carried out in two forms. The first is the form in which students were asked to choose one of the options given or to fill in the blanks with appropriate choice. They were supposed to answer questions related to pluralization (10 questions), punctuation (10 questions), spelling (10 questions), tense (10 questions), and preposition (20 questions). The second

29

METAPHOR


form is the one in which the students demonstrated their writing through a free text. These were carried out in the times convenient to students as to obtain as best result as possible. The data were collected during students‟ writing sessions outside formal classroom, where the students should feel free from burden of perhaps rather stressing environment. The data obtained were analyzed according to the defined ways resulting the more readable data. To analyze the written test data, the writer applied the below-mentioned stages: a. The collection of error samples. The writer collected the errors in students‟ writing. b. The identification of errors. The writer identified the errors from the data collected according to the category. c. The ranking of errors. The errors that have been identified were put in order according to the frequency. d. The explanation of errors. Then the errors that have been ranked are described according to the source. e. The correction of the errors. FINDINGS AND DISCUSSION Finding There were 42 students involved in this study. The eighth semester students could not participate due to the fact that some of them have already graduated while those who haven‟t were busy writing their final research. Therefore, this research only studies the actively attending lecture students. All of the students were asked to fill a form containing questions related to pluralization (10 questions), punctuations (10), spellings (10), tense (10), and prepositions (20 questions). The questions were adapted from Heaton‟s book and from grammar.yourdictionary.com/spelling-and-words-lists/misspelled.html. Questions in punctuation and capitalization were taken from Pinca et.al.‟s Writing in English book 2. Meanwhile questions for the preposition and tense were taken from Sargeant‟s Basic English Grammar for English Language Learners. Book 2. 30

METAPHOR


The result of the research shows that students made errors in their writing. It is found from the first instrument, in which the students have to complete several questions related to the mechanics of writing, that they made errors in pluralizations, puncuations, spellings, tenses and prepositions. Out of those five items, preposition is the item in which the number of errors exceeds the other items. Meanwhile from the second instrument, in which students were asked to write a composition, it is found that errors appear related to misused forms such as subject-verb agreements, capitalization, spelling, tense, preposition, article, singular-plural form, pronouns, passive voice, wrong words, and sentence fragments. The following table describes the errors in each category. The descriptions are given to explain the errors students made. In this respect, passive voice has four kinds of errors while others only have one to three kinds of them. Students‟ errors in passive voice exceed the others. Table 1. Descriptions of Errors Made by the Students No.

Error category

1.

Subject–verb agreements

2.

Punctuations and capitalizations

3.

Spellings

4.

Tenses

5.

Prepositions

Errors - Missing suffix –s for third person singular agreeement - Additional suffix –s in the verbs for second or first person - Usage of other than infinitive forms after modal verbs - Incorrect use of capital letters for unnecessary capitalized words - Incorrect use of small letters for supposed-to-be-capitalized words - Missing letter in a word - Additional of incorrect letter in a word - Incorrect spelling for certain words - Usage of past tense instead of present simple to describe fact - Incorrect switch from present into past tense in one sentence or vice versa - Usage of incorrect prepositions (e.g. …with motorcycle.. instead of …by motorcycle..) 31

METAPHOR 6.

Pronouns

7.

Articles

8.

Singular-plural form

9.

Passive voice

10.

Sentence fragments

11.

Wrong diction

Volume 11 Nomor 1, Maret 2016 - Incorrect usage of pronoun „it‟ for human being - Incorrect usage of personal pronouns - Usage of article „the‟ for indefinite noun - Usage of article „a‟ for plural noun - Usage of article „a‟ for common thing - Incorrect form of noun after plural expression - Incorrect form of plural nouns - Missing „to be‟ before past participle - Additional „to be‟ before expression „be‟ - Incorrect usage of expression „be‟ - Usage of infinitive instead of past participle after expression „be‟ - Missing verb in a sentence - Usage of subordinate word in the beginning of a sentence - Usage of noun instead of intended verb - Incorrect choice of diction for certain word

Discussion a. Capitalization Capitalization means writing certain words by using capital form in the first letter. It is used in the first word of a sentence, names of people and places, first word in direct speech, the word „I‟ in English, names of days and months, name initials, names of special days and celebration, and titles of books, movies, plays.

Recently, UNSIQ one of private university in central java has made new regulations for Women College. (SW 4.3)

The sample shows that capitalization is one of the areas in which students pay less attention. As previously explained, certain names and names of religion as well as names of place are among those that should be capitalized. „Central Java‟ in a name of one of the provinces in Indonesia. Therefore they should be written in capital letters. However, other words, in this case are 32

METAPHOR


„women‟ and „college‟ are not necessarily capitalized because they refer to things in general, and capitalizing those words leads to the appearance of error. Meanwhile the acronym of Universitas Sains Al Qur‟an should be written in Unsiq instead of UNSIQ. b. Spelling Spelling means the act of forming words from letters according to accepted usage. English words are sometimes tricky as they spell differently from their pronunciation. Errors appear in this item when students failed to construct the correct orthographic form of the intended words. For every male student is forbiddent to wear t-shirt with no colar. (SW 6.2) The samples of error show that students missed one letter and gave unnecessary additional letter. The word colar should be written with double l, meanwhile the word forbiddent is not written with additional suffix –t.‟ c. Subject-Verb agreements Errors in subject-verb agreement appear when learners make sentences in which the verb does not agree with the subject. Verbs – the most complex part of speech in English – indicate the person and the number of the subject as well as the tense and voice of the action. And they have to agree with the subjects. Students committed errors when they failed to put the correct form of verb in those areas. Samples of error: They comes to campus to study and then left. (SW4.9) In the samples, the subjects are written in italic and bold, while the verb is written with underline. They constructed sentences in which the verbs do not agree with the subject. Third person singular subject requires singular verb in present tense and it is marked by additional suffix –s in the verb. On the contrary, other subjects do not require the same rule for their verbs. That means subject „they‟ shoud be followed by base form of the verb, without additional suffix –s. d. Tense In English, tense indicates the time of the action, whether at present or past time, and affects the form of the verbs. Errors in tense are committed when students use incorrect tense for certain sentence. It can also happen when there is shift from one tense to another without clear reasons. Such thing will 33

METAPHOR


lead to confusion for the readers. Students‟ errors in this field can be seen in the following sample. They did not know that what they use is very bad. (SW 4.6) Shifting from one form of tense into another, in this sample from past simple to present simple or from present to past tense, might lead to readers‟ confusion. It is due to the fact that tense shows the time when an action takes place, therefore having two types of tense in the same sentence will surely confuse the readers. In sample sentence a, the word „did‟ bears meaning that the action happens in the past, however the presence of verb „use‟ and auxiliary verb „is‟ show that the action happens in present time. Thus understanding this sentence might require a bit effort, by observing the context in which the sentence appears, to decide the time when the action takes place. e. Prepositions Prepositions are words that show a connection between other words.They are used with a noun, pronoun, or noun phrase to show direction, location, or time, or to introduce an object. Errors appear in this area when students incorrectly use the prepositions. On top of that, Jokowi always ignores his haters and focus with his job. (SW 2.2) The above-mentioned sentences contain inaccurately used prepositions. The veb „focus‟ a should go with preposition „on‟ instead of „with‟. f. Pronouns A pronoun is a word that takes place of a noun. It has several different kinds, such as personal pronouns to replace subject or object of a verb, possessive pronouns to talk about things that belong to people, reflexive pronouns that refer to the noun or pronoun that is the subject of a verb. Errors in this area appear when students failed to use the correct form of pronoun. The reason why student was wearing jeans, my assumption is because we come from school who were not required to wear a skirt. (SW 4.1) Wrong prepositions are used by students in their writing. In the sample, the preposition „who‟ is used instead of „which‟ or „that‟ while it is used to describe „school‟ – a thing. 34

METAPHOR


g. Articles Articles are the word „a‟, „an‟, and „the‟ in English used with singular nouns. „a‟ and „an‟ is used to indicate an indefinite noun. The first is used when the noun begins with a consonant sound while the latter is used when it starts with a vowel sound. Meanwhile article „the‟ is used for definite noun. Students made errors in articles as they wrote by using incorrect articles in the noun words. We as a women must want to look feminine. (SW 4.2) In above sample, error appears when plural noun „women‟ is preceded with article „a.‟ Plural noun cannot have singular article. If what is meant in this sentence is the noun „women,‟ the article should be eliminated. h. Singular-Plural form English has its rules to form plural form of nouns. Most nouns are pluralized by adding suffix –s or –es accompanied by certain changes in some nouns. There are nouns that usually take plural form such as „shoes,‟ nouns that are always plural like „scissors,‟ and nouns that have similar singular and plural form such as „sheep.‟ Whether noun is singular or plural can also be defined by words preceeding their existence. Incorrectly recognizing this singular and plural form may lead to the appearance of errors. Although many reason why they oppose wearing skirt for women college students of UNSIQ‟s regulation, but as a muslim who obligated to use close fashion they should be aware to use skirt. (SW 6.10) Pronoun „many‟ is plural in construction. It means noun following this pronoun should be in plural form. i. Passive Voice Passive construction is any construction in which the subject is the receiver of the action of the verb. The actor may or may not be expressed by a „by‟ plus actor expression. In this area errors are found as students failed to construct the correct passive form, such as incorrectly applied the be or the past participle. If this concept also can applied in UNSIQ, so the vision of UNSIQ as the transformation university will be reach. (SW 4.4) In the sample, verb „be‟ – which is a compulsory part of a complete passive sentence – is missing after the word „can.‟ This sample also has incorrect 35

METAPHOR


form of passive when the verb „reach‟ stays in its infinitive form instead of in past participle. j. Sentence Fragment Sentence fragment is a part of a sentence that is written as if it were a complete sentence. It may not have a subject nor a complete verb. It can also begin with a subordinating word. In order to not resemble infidel women. (SW 4.8) The sample starts with subordinating words.Those words indicate that the sentences are incomplete and therefore should act as subordinate clauses in complex sentences. k. Wrong Dictions Wrong words refer words incorrectly used by students in their compositions. The words are English words, but are used inaccurately. The words may have wrong shade of meaning. For the students who previously never wear skirts in their daily lives, for they are difficult and foreign to be done. (SW 4.1) The word „foreign‟ is used inaccurately in the sample. The word „foreign‟ refers to something dealing with other nations, meanwhile the sample sentence has nothing to do with country or nation whatsoever. Instead it describes the cause why something is not done. Therefore the word „foreign‟ should be replaced by „unusal‟ or „strange.‟ From the questionnaires distributed, it can be revealed the students‟ writing habit in and out of classrooms. This instrument shows that more than half of the students discuss the topic given, but more than half also do not put their ideas into written form. It means that they basically just talk about the topic, thus do not exercise their writing. However, they make writing draft to guide them during the writing process. The result also reveals that apparently most students still write in Indonesian and translate their writing. This is a matter of concern as that kind of habit does not help improve their writing skill since English and Indonesian are quite different. By doing this, they will produce English sentences that sound like Indonesian. Apart from producing un-English sentences, their habit tends to make them spend more time in writing because they then think twice, in Indonesian and in 36

METAPHOR


English. It also opens up the fact that most students do not check their work after they have finished writing their compositions. Very few students who actually check back their works to ensure that they meet the intended purpose. Thus it is quite clear why many writings produced by the students do not get better. It seems that most students are unaware of the importance of checking their writing, and that writing requires constant exercise to be better. CONCLUSION The students of English Department, Faculty of Language and Literature, Unsiq Wonosobo made many errors in their writing. The errors appears with the largest percentage are those of sentence fragments and subject-verb agreements. These two types of errors can be called as major errors since they deal with the grammar. The findings in this study confirm what has been found by the previous researchers that the most common errors appear are those in the area of grammar. In this study, the most common errors made by the students fall under the are of agreement and sentence fragments. It is revealed that even the sixth semester students, who have learned English and done composition for three consecutive years, cannot escape from making errors in the grammar. They have learned English grammar even before they start their academic year in college. It seems that students are still unable to structure complete sentences in English. Many of their sentences are incomplete as they do not have clear subjects or verbs and many are also begun with subordinating words. Students involved in this study also showed their lack of understanding in agreements of subject and verb. They made errors in recognizing the correct forms of verb related to the subject who does the action. It is expected that the result of this study can give information to the faculty where the study is conducted on what kinds of errors students often commit. Therefore, teaching material for the related subjects can be built based on this information and reinforce the areas in which errors appear. Hopefully, errors appearance will decline in the coming years. REFERENCES Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education, Inc. Chaer, Abdul. 1994. Linguistik Umum. Jakarta: PT. Rineka Cipta. 37

METAPHOR


Corder, S. Pit. 1985. Error Analysis and Interlanguage. Oxford: Oxford University Press -----------------. 1993. Introducing Applied Linguistics. Penguin UK Creswell, John. W. 1994. Research Design: Qualitative and Quantitative Approaches. California: Sage Publication. Ellis, Rod. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press. Ellis, Rod; Gary Barkhuizen. 2005. Analysing Learner Language. Oxford: Oxford University Press. Fromkin, Victoria; Robert Rodman. 1983. An Introduction to Language. Third Edition. New York: CBS College Publishing. Gass, Susan M; Larry Selinker. 2008. Second Language Acquisition: An Introductory Course (3rd edition). New York: Routledge Heaton, J.B. 1988. Longman Handbooks for Language Teachers: Writing English Language Tests. New York: Longman, Inc. Hyland, Ken. 2002. Teaching and Researching Writing. London: Pearson Education. James, Carl. 1998. Errors in Language Learning and Use: Exploring Error Analysis. New York: Addison Wesley Longman Inc. Jayasundara J.M.P.V.K; Premarathna C.D.H.M. A Linguistics Analysis on Errors Committed in English by Undergraduates. In International Journal of Scientific and Research Publication, Volume 1, Issue 1, December 2011. Retrieved on 20 November 2013 from http://www.ijsrp.org/researchpaper-publishing-dec-2011.html Jordan, R.R. 1999. Academic Writing Course. Essex: Pearson Education Limited Koentjaraningrat. 1989. Metode Penelitian Masyarakat. Jakarta: Gramedia. Lyon, John. 1995. Introduction to Theoretical Linguistics. Cambridge: Cambridge University Press.

38

METAPHOR


Nunan, David. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press. Richards, Jack C. 1974. A Non-Contrastive Approach to Error Analysis. In Richards, Jack C (ed) Error Analysis. Perspective on Second Language Acquisiton. Essex: Longman Selinker, Larry. 1974. Interlanguage. In Richards, Jack C (ed) Error Analysis. Perspective on Second Language Acquisiton. Essex: Longman “Top Twenty Errors in Undergraduate Writing.” Undergrad Program in Writing and Rhetoric. undergrad.standford.edu. n.d. Web. 17 September 2014

39

METAPHOR


PROBLEMATIKA PENGAJARAN BAHASA INGGRIS DI PERGURUAN TINGGI AGAMA (STUDI KASUS DI FAI UNSIQ WONOSOBO) Puji Laksono Universitas Sains Al-Qur‟an E-mail: [email protected] ABSTRACT English is very important for student‟s future. It is one of capabilities needed to get better future. However, there are many problems occuring during the learning process. The problems can be from student, teacher, or university side. Therefor, in this article, it will be explained some of them. They are related one another. Keywords: methods, motivation, learning PENDAHULUAN Bahasa Inggris menempati salah satu bahasa penting di Indonesia. Bahasa ini merupakan salah satu bahasa asing yang ada di Indonesia. Dalam dunia pendidikan, bahasa Inggris juga menempati posisi yang penting. Ini dapat dibuktikan dengan diajarkannya bahasa Inggris dari mulai sekolah dasar sampai perguruan tinggi. Bahkan bahasa ini merupakan salah satu mata pelajaran yang diujikan dalam Ujian Nasional (UN) di tingkat sekolah mengah pertama, dan menengah atas. Ujian masuk perguruan tinggi negeri juga memasukan bahasa Inggris sebagai salah satu mata pelajaran yang diujikan. Dalam pergaulan internasional, bahasa Inggris paling sering dipakai untuk hubungan antar negara dalam berbagai bidang seperti ekonomi, politik, sosial budaya dll. Oleh karena itu, agar bangsa Indonesia dapat berkomunikasi dengan negara-negara lain, salah satunya harus mempelajari bahasa Inggris. Disamping itu, bangsa Indonesia juga harus menguasai bahasa Inggris jika ingin mengejar ketertingggalan dalam ilmu dan teknoloogi. Ini disebabkan karena sebagian besar negara dengan tingkat pengetahuan dan teknologi yang maju berasal dari barat yang menggunakan bahasa Inggris sebagai bahasa komunikasi. UNSIQ sebagai bagian dari sistem pendidikan Indonesia juga ikut bertanggung jawab terhadap peningkatan kemampuan bahasa Inggris anak bangsa ini. Oleh 40

METAPHOR


karena itu Unsiq mencoba melakukan berbagai strategi untuk mewujudkan hal tersebut. Salah satunya adalah dengan memasukan bahasa Inggris sebagai salah satu mata kuliah wajib di semua program studi. Bahkan di program studi agama, bahasa Inggris mendapatkan porsi 6 sks yang diajarkan selama tiga semester. Disamping itu kualifikasi dosen pengampu mata kuliah bahasa Inggris juga ditingkatkan. Semua dosen pengampu bahasa Inggris bergelar S2 yang berlatar belakang bahasa atau pendidikan bahasa Inggris Namun demikian, hasil yang diharapkan belum tercapai. Masih banyak dijumpai mahasiswa yang sudah mendapatkan mata kuliah bahasa Inggris belum menunjukan peningkatan yang berarti, terutama dalam percakapan yang mengunakan bahasa Inggris. Inilah yang mendorong peneliti melakukan penelitian dengan topik problematikan pembelajaran bahasa Inggris. Unsiq mempunyai banyak sekali program studi. Dengan mempertimbangkan berbagai masukan dari rekan sejawat dan kondisi yang ada, penelitian ini memfokuskan kepada program studi agama. Salah satu pertimbangannya adalah karena di program studi agama, banyak dijumpai permasalahan terkait dengan pengajaran bahasa Inggris. Fenomena ini peneliti dapatkan setelah melakukan wawancara dan pengamatan sekilas di berbagai prodi di Unsiq. Penelitian tentang problematika pembelajaran bahasa Inggris sering dilakukan. Salah satunya oleh Ayuliva Adna ( 2012). Penelitian yang dialakukan dikhususkan kepada faktor yang menyebabkan siswa SMA kesulitan dalam penguasaan kemampuan listening. Ia menemukan bahwa faktor yang menyebabkan adalah teknik yang dipakai guru tidak tepat. Materi disampaikan dengan cara guru membacakan sebuah teks berulang-ulang dan kemudian siswa diminta untuk menjawab pertanyaan yang diberikan oleh guru. Ini tentu tidak efektif menurut Adna. Menurutnya, yang akan dihadapi oleh siswa SMAketika UN adalah suara penutur aktif atau native speaker. Mereka seharusnya dibiasakan mendengarkan suaran penutur asli dari awal mereka belajar bahasa Inggris. Peneliti yang lain, Widodo (2008), membahas tentang kesulitan pembelajaran writing/menulis. Menurutnya, kesulitan yang dihadapi oleh pembelajar Indonesia tidak hanya terletak kepada bagaimana cara mengorganisasi ide-ide menggunakan kosa kata, kalimat dan paragraf yang cocok namun juga bagaimana hal tersebut diterjemahkan ke dalam bahasa Inggris. Menurutnya, pengajaran writing jangan hanya sekedar transfer kemampuan kognitif akan tetapi juga humanistik. Ini berarti selain mengajari siswa bagaimana menulis karangan yang baik dari mulai pra menulis, membuat draf, merevisi, dan mengedit, ada proses yang lain yaitu siswa diberi kebebasan untuk mengeplorasi segala gagasan yang 41

METAPHOR


mereka miliki tanpa adanya gangguan dari guru. Guru hanya berfungsi sebagai fasilitator. Sementara itu Pande (2013) yang meneliti kesulitan dalam pembelajaran bahasa Inggris di India menemukan bahwa permasalahan yang terjadi dalam pembelajaran bahasa Inggris adalah masalah prikologi, masalahan metode, interfensi bahasa Urdu, perbedaan yang tajam antara bahasa Inggris dengan bahasa Urdu, kurangnya praktek, dan kurangnya minat siswa. Banyak mahasiswa yang merasa bahwa bahasa Inggris merupakan bahasa yang sulit. Mereka merasa bahwa kemampuan mereka tidak cukup untuk mempelajari bahasa Inggris. Disamping itu, metode yang dipakai dalam pengajaran bahasa Inggris sering tidak tepat. Banyak dosen yang mengajarkan dengan cara menerjemahkan kata per kata. Ini tentu menimbulkan kesulitan dan kerja keras dari para mahasiswa. Menurut Pande, tidak semua kosa kata dipahami oleh mahasiswa. Lebih jauh, interfensi bahasa Urdu sebagai bahasa ibu terhadap pembelajaran bahasa Inggris membuat penguasaan bahasa Inggris tidak sempurna. METODOLOGI PENELITIAN Penelitian ini merupakan penelitian kualitatif. Peneliti mencoba mencari data dengan segala keunikannya tanpa melakukan pelakuan tertentu ( Sugiyono, 2008). Data dikumpulkan dengan metode studi pustaka dan wawancara. Studi pustaka dilakukan dengan memeriksa dan mengamati dokumen yang terkait baik secaralangsung atau tidak dengan tujuan penelitian. Adapun dokumen yang diteliti meliputi : sillabus mata kuliah bahasa Inggris, Ijasah dosen, kurrikulum, nilai UN mahasiswa, data pribadi mahasiswa dan buku referensi yang dipakai dosen. Data pribadi mahasiswa diperoleh dari data diri yang ada di pangkalan data Dikti dan formulir pendaftaran mahasiswa baru. Adapun wawancara dilakukan dengan dosen pengampu mata kuliah bahasa Inggris, pimpinan program studi, dan mahasiswa. Wawancara dengan dosen dilakukan setelah mengadakan perjanjian lebih dahulu. Wawancara dilakukan secara mendalam untuk mendapatkan informasi terkait dengan permasalahan dalam pengajaran bahasa inggris di FAI Unsiq. Pimpinan progam studi diwawancarai untuk mendapatkan gambaran tentang kebijakan program studi terkait dengan mata kuliah bahasa Inggris. Sedangkan wawancara dengan mahasiswa dilakukan untuk mengetahui latar belakang pendidikan mereka, motivasi, kemampuan bahasa inggris, kegiatan di luar kuliah dan pendapat mereka tentang bahasa Inggris. Semua data yang diperoleh baik lewat wawancara ataupun studi pustaka kemudian dianalisis untuk mendapatkan kesimpulan. Subjek penelitian ini 42

METAPHOR


adalah dosen, pimpinan prodi dan mahasiswa FAI Unsiq yang meliputi prodi pendidikan agama Islam, Pendidikan Bahasa Arab, Komunikasi dan Penyiaran Islam, Hukum Islam, Muamalah, dan Pendidikan Madrasah Ibtidaiyah. PEMBAHASAN Kualitas Input Mahasiswa yang Rendah Mahasiswa fakultas agama Unsiq kebanyakan berasal dari tiga jenis sekolah : sekolah menengah yang pendesaan, sekolah agama, dan sekolah umum. Layaknya sekolah di pedesaan, fasiltas dan sumber daya manusia baik siswa maupun pengajarnya belum memenuhi standar pengajaran bahasa Inggris yang baik. Di pedesaan, belum banyak tuntutan yang mengharuskan siswa harus menguasai bahasa Inggris dengan baik. Orang tua juga belum menyadari pentingnnya bahasa Inggris untuk masa depan anak mereka. Demikian juga si anak, mereka belum mengerti pentingnya bahasa Inggris. Mereka juga seringkali sudah capai membantu orang tua, seperti pergi ke sawah atau mencari pakan ternak mereka. Dari sisi pengajar, para pengajar belum dituntut banyak terkait bahasa Inggris. Akibatnya mereka tidak banyak melakukan inovasi dalam pengajaran bahasa Inggris. Pengajar hanya memenuhi syarat minimal pengajaran bahasa Inggris. Ini juga tidak terlepas dari ketidakberdayaan mereka menghadapi input siswa yang biasa saja. Mahasiswa yang berasal dari sekolah menengah agama pun demikian. Pada umumnya, di sekolah menengah agama, Inggris bukan menjadi prioritas. Siswa lebih banyak mendapat porsi pelajaran agama . Ini belum ditambah dengan pelajaran yang mereka peroleh di pondok pesantren terutama di pondok pesantren tradisional yang lebih banyak mengkaji kitab atau hapalan Al Qur‟an. Banyak dari mereka yang juga ikut menimba ilmu di pondok pesantren. Tidak sedikit dari pengajar di sekolah menegah agama tidak memiliki latar belakang pendidikan bahasa Inggris. Mereka kebanyakan adalah guru agama yang diperbantukan untuk mengajar bahasa Inggris. Ini tidak terlepas dari sumber dana yang dimiliki oleh pihak sekolah. Mereka memamfaatkan guru agama yang ada untuk mengajar bahasa Inggris. Akibatnya, mereka mengajar dengan bekal ilmu yang pas-pasan dan tidak memiliki inovasi dan kreatifitas yang banyak. Seringkali yang mereka ajarkan lebih banyak ke tradisional grammar bukan speaking atau reading. Terlebih lagi mereka tidak berusaha mengikuti pelatihan atau kegiatan ilmiah lain yang menunjang pengajaran bahasa Inggris. Karena sudah lama mengajar bahasa Inggris, akibatnya ada rasa pekewuh dari pihak sekolah untuk mengganti mereka dengan guru lain yang berlatar belakang bahasa Inggris.

43

METAPHOR


Mahasiswa Unsiq juga ada yang berasal dari sekolah umum di pekotaan. Namun mereka bukanlah dari siswa yang terbaik. Siswa yang secara ekonomi dan akademik baik, biasanya memilih untuk meneruskan pendidikan mereka di universitas yang lebih bagus baik itu negeri maupun swasta di lain kota. Siswa yang secara ekonomi memadai namun secara akademik belum, akan memilih kuliah di universitas swasta yang besar. Sedangkan kebanyakan yang kuliah di Unsiq adalah siswa yang secara ekonomi dan akademik biasa atau yang secara akademik baik namun secara ekonomi tidak. Latar belakang bahasa Inggris mahasiswa FAI Unsiq yang pas-pasan menyebabkan pengajaran bahasa Inggris belum mememenuhi target yang diinginkan. Dosen harus bekerja keras dan menurunkan target yang telah ditetapkan. Para mahasiswa belum memiliki dasar-dasar bahasa Inggris yang seharusnya dimiliki oleh lulusan sekolah menengah. Ini ditambah dengan tidak adanya motivasi internal dari diri mereka untuk meningkatkan kemampuan bahasa inggris mereka. Sebagai sebuah universitas yang berada di kota kecil, Wonosobo, keberadaan bahasa Inggris sebagai salah satu bahasa internasional yang penting untuk meningkatkan taraf hidup dan kemajuan daerah belum disadari oleh mahasiswa dan lingkungannya. Mereka belum melihat secara nyata di sekitar mereka bahwa bahasa inggris dapat meningkatkan sisi ekonomi mereka. Kurangnya Motivasi Mahasiswa Mahasiswa belum memiliki motivasi yang kuat terkait dengan bahasa Inggris. Banyak dari mereka yang tidak memiliki pandangan positif terhadap bahasa Inggris. Keberadaan bahasa Inggris hanya sebatas sebagai mata kuliah yang harus mereka tempuh, tidak lebih dari itu. Bahkan tidak sedikit yang menggangap bahasa Inggris sebagai mata kuliah yang sulit dan menakutkan. Ketika penulis melakukan wawancara dengan dosen bahasa Inggris maka didapat informasi bahwa sering kali dosen menghadapi kendala dimana mahasiswa tidak termotivasi untuk menekuni dan meningkatkan kemampuan bahasa Inggris mereka. Ketika mereka diberi pekerjaan rumah, maka tidak sedikit yang mengerjakan di kelas. Ketika jam kuliah seharusnya mulai, mereka masih asik duduk-duduk atau ngobrol di luar dan baru masuk ketika dosen sudah masuk. Sebagian juga datang telambat. Bahkan tidak sedikit yang belum mengerjakan dengan alasan banyak kegiatan di pondok. Dari hasil beberapa wawancara dengan mahasiswa, didapatkan dua faktor yang menyebabkan ini. Pertama faktor internal, mahasiswa belum melihat pentingnya bahasa Inggris untuk masa depan dan perkuliahan mereka. Mereka hanya fokus pada mata kuliah yang terkait dengan kompetensi inti di jurusan 44

METAPHOR


mereka. Mahasiswa Pendidikan Agama Islam, sebagai contoh, mereka hanya fokus pada mata kuliah yang terkait dengan prodi mereka seperti penelitian pendidikan agama, pendidikan agama untuk pendidikan menengah, atau psikologi pendidikan. Mereka juga beranggapan bahwa mengajar agama di SMP dan SMA di daerah mereka belum menggunakan bahasa Inggris sebagai bahasa pengantar, masih menggunakan bahasa Indonesia. Hal yang lain adalah belum adanya dorongan dari dosen untuk menggunakan buku-buku / jurnal berbahasa Inggris sebagai bahan referensi dalam membuat makalah, proposal atau skripsi. Ini juga dipengaruhi oleh kualitas dosen agama yang masih minim dalam hal bahasa Inggris. Mahasiswa terutama yang tinggal di pondok masih mengganggap bahwa tujuan utama mereka adalah menuntut ilmu di pondok, bukan kuliah. Kuliah hanya menjadi semacam pelajaran tambahan buat mereka. Mereka lebih fokus kepada memperdalam pemahaman kitab dan hapalan Al Qur‟an. Di pondok, aktifitas mereka juga sangat padat, mulai dari Subuh sampai selesaai sholat Isya. Berbagai aktifitas mereka lakukan, ini belum kalau pondok mempunyai acara tambahan seperti kedatangan pejabat atau khafflah.energi mereka sangat terkuras di pondok. Hal ini menyebabkan mereka kadang tidak konsentrasi mengikuti perkuliahan terutama yang tidak secara langsung terkait dengan jurusan mereka. Sering kali diantara mereka ada yang ngantuk dan tidak mengerjakan tugas yang diberikan oleh dosen. Faktor Eksternal adalah tidak adanya jurusan di lingkungan FAI Unsiq yang menempatkan bahasa Inggris sebagai salah satu unggulan. Ini dapat dilihat dari tidak banyaknya buku-buku referensi yang terkait dengan topik agama Islam yang berbahasa Inggris, jurnal yang berbahasa inggris atau laporan penelitian yang berbahasa Inggris yang berada di perpustakaan fakultas.Pihak fakultas juga tidak mengharuskan mahasiswa untuk menjadikan buku teks / jurnal ilmiah berbahasa inggris sebagai salah satu referensi dalam penelitian mereka. Ini terlihat dari skripsi, proposal atau laporan penelitian yang tidak mencantumkan buku teks atau jurnal berbahasa Inggris dalam daftar pustaka. Faktor eksternal lainnya adalah tidak adanya dosen non bahasa Inggris yang menggunakan referensi berbahasa Inggris sebagai salah satu bahan ajar. Sebagian besar memakai referensi berbahasa Indonesia atau Arab. Ini terkait dengan kemampuan dosen agama dalam bahasa Inggris yang belum memadai dan motivasi untuk mendalami bahasa Inggris juga belum besar. Akibatnya mahasiswa merasa nyaman-nyaman saja tidak mempelajari bahasa Inggris. Keadaan ini tentu tidak mendukung mahasiswa untuk mendalami bahasa Inggris.

45

METAPHOR


Pada umumnya mahasiswa fakultas agama akan mencontoh apa yang dilakukan oleh dosen mereka. Disamping itu, kurangnya kegiatan yang terkait dengan bahasa Inggris yang diselenggarakn oleh Unsiq, Kopertais, Diktis atau lembaga lain yang dikhususkan untuk mahasiswa FAI merupakan faktor yang tidak mendorong mahasiswa untuk mempelajari bahasa Inggris. Kegiatan tersebut dapat berupa lomba pidato bahasa Inggris, debat bahasa Inggris, pertukaran mahasiswa dengan negara asing, atau lomba karya ilmiah mahasiswa dalam bahasa Inggris. Memang kegiatan terkait dengan bahasa Inggris banyak diadakan untuk umm, namun banyak mahasiswa FAI yang belum mempunyai kepercayaan diri yang tinggi kalau harus ikut lomba yang melibatkan juga mahasiswa dari fakultas umum. Mereka merasa bahwa mereka pasti akan kalah. Kurangnya Sarana dan Prasarana Bahasa Inggris bukalah bahasa pertama atau kedua di Indonesia. Ia merupakan bahasa asing. Disamping itu, bahasa Inggris juga sangat berbeda dengan bahasa indonesia, baik dari pengucapan, tata bahasa atau kosa katanya. Oleh karena itu sarana dan prasarana yang mendukung haruslah memadai. Sarana dan prasarana tersebut diantaranya adalah lab. bahasa, CD dan Kaset bahasa Inggris, buku-buku referensi berbahasa Inggris, poster, dll. Bahkan kalau memungkinkan adalah adanya kesempatan berbicara dengan penutur asli/native speakers. Pembelajaran bahasa Inggris di FAI Unsiq belum didukung oleh sarana dan prasarana yang memadai. Laboratorium bahasa tidak tersedia, CD/kaset bahasa Inggris tidak tersedia dan buku referensi bahasa inggris juga masih sedikit jumlahnya. Kesempatan untuk berbicara dengan native speaker juga minim sekali. Kendala tersebut tidak terlepas dari sumber dana yang adadan lokasi Unsiq yang jauh dari pusat pendidikan seperti Yogyakarta dan Semarang. Untuk memenuhinya dibutuhkan dana yang tidak sedikit. Menurut salah satu pimpinan FAI, dana untuk membeli lab bahasa yang representatif paling tidak 150 juta. Ini tentu sangat memberatkan Unsiq yang hanya sebagian besar masih mengandalkan pembiayaan dari mahasiswa. Sementara, SPP mahasiswa tidak besar karena memang dari awal berdiri, Unsiq ingin menyediakan pendidikan murah. Letak Wonosobo yang jauh dari perguruan tinggi yang besar tentu juga berpengaruh. Seandainya dekat dengan Yogyakarta dan Semarang, tentu permasalahan tersebut sedikit teratasi karena mahasiswa atau dosen dapat ikut menggunakan fasilitas yang dimiliki oleh universitas lain. 46

METAPHOR


Selama ini, pembelajaran bahasa Inggris terutama listening, memakai tape recorder/lap top yang tersambung dengan speaker aktive. Tentu saja, model ini menimbulkan banyak kendala. Ini disebabkan karena suara dari luar masih terdengar dan pengajaran menjadi tidak nyaman. Belum lagi kalau kualitas speaker active / tape recorder tidak bagus. Selama ini dosen mengusahakan sendiri berbagai kebutuhan yang diperlukan. Mereka biasanya mendownload materi dari internet. Tentu tidak semua dapat sesuai dengan yang dibutuhkan baik dari segi materi atau kualitas. Model Pembelajaran yang Kurang Sesuai Bahasa adalah alat komunikasi. Komunikasi bersifat aktif karena menuntut adanya hubungan yang serasi antara sender dan listener. Oleh karena itu pembelajaran bahasa Inggris haruslah pembelajaran yang aktif dan menggunakan bahasa Inggris sebagai bahasa pengantar. Ini agar mahasiswa terbiasa menggunakan bahasa Inggris. Ketika telinga dan mulut mereka terbiasa mendengar dan mengucapkan bahasa Inggris, maka otak mereka secara otomatis akan merespon ketika ada stimulus yang terkait dengan bahasa Inggris. Pembelajaran bahasa Inggris di FAI belum sepenuhnya aktif. Mahasiswa belum dituntut untuk menggunakan bahasa Inggris selama perkuliahan. Tidak sedikit perkuliahan yang dijalankan dengan metode yang terpusat kepada dosen. Dengan alasan kualitas mahasiswa yang belum memadai, perkuliahan masih memakai bahasa Indonesia atau campuran dengan cara menerjemahkan ucapan dosen dalam bahasa Inggris kedalam bahasa Indonesia. KESIMPULAN Sumber permasalahan pembelajaran bahasa Inggris di FAI Unsiq dapat dibagi menjadi tiga : mahasiswa, dosen , dan sarana prasarana. Dari sisi mahasiswa, kualitas bahasa Inggris calon mahaiswa tidak memadai, dan motivasi mereka untuk meningkatkan kemampuan bahasa Inggris tidak memadai. Metode yang dipakai dosen dalam mengajar juga belum sepenuhnya sesuai untuk mendukung peningkatan kemampuan bahasa Inggris mahasiswa secara maksimal. Dan yang tidak kalah pentingnya adalah sarana prasarana yang tidak memadai. DAFTAR PUSTAKA Adna, Ayuliva. 2012. Lingua Didatika Volume 6.

47

METAPHOR


Pandai, Vijay. 2013. Problems of Teaching English as Second Language. New Delhi : Confluence. Sugiyono. 2008. Metode Penelitian Kantitative Kualitatif. Yogyakarta: Alfabeta. Widodo, Handoyo. 2008. Process-Based Instruction.Malang: UN Malang.

Academic

Essay

Writing

48

METAPHOR


AMERICAN DREAMS DALAM NOVEL OF MICE AND MEN KARYA JOHN STEINBECK Latifah Dwi Ariyani Universitas Sains Al-Qur‟an E-mail: ABSTRACT Dalam novel Of Mice and Men karya John Steinbeck, American Dream digambarkan hampir pada tiap karakter yang ia ciptakan. Prinsip self-reliance, tidak menggantungkan nasib pada orang lain menjadi prinsip dasar untuk mewujudkan American Dream. Namun dalam cerita, self-reliance tidak akan terwujud tanpa adanya modal untuk bersaing dengan kaum kapitalis. Tanpa kapital yang besar, kelas pekerja dan buruh hanya akan menjadi pemimpi dan korban khayalan-khayalan utopis. Cerita tersebut merefleksikan fenomena sosial yang terjadi pada masyarakat negara penganut sistem ekonomi kapitalisme seperti Amerika Serikat pada masa Great Depression. Kata kunci: Of Mice and Men, American Dream, self-reliance, great depression PENDAHULUAN Istilah American Dream pertama kali digunakan oleh James Truslow Adams dalam bukunya yang berjudul The Epic of America yang ditulis pada tahun 1931. Ia menyatakan tentang esensi dan kosep American dream sebagai berikut: “The American Dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is not a dream of motor cars and high wages, but a dream of social order in which each man and each woman shall be able to achieve the fullest stature of which they are capable of, and be recognized by others for what they are, regardless of the circumstances of birth or position1.” American Dream merupakan cita-cita tentang kehidupan yang lebih baik dan lebih kaya serta lebih memuaskan tiap orang, dengan memberikan kesempatan untuk berusaha bagi tiap orang menurut kemampuan dan prestasi masing-masing. Mimpi yang dimaksud bukan mimpi memiliki mobil dan gaji yang tinggi, tetapi 1

Library of Congress. American Memory. “What is the American Dream?”, lesson plan. (http://en.wikipedia.org/wiki/American_Dream)

49

METAPHOR


sebuah mimpi tentang keteraturan sosial yang mana tiap laki-laki dan perempuan dapat meraih kesejahteraannya secara penuh, semampu mereka, serta diakui oleh sesama bahwa tiap-tiap orang memiliki arti untuk apa mereka lahir dan apa posisi mereka. Kamp David dalam Rethinking the American Dream (2009) menyatakan sebagai berikut: “The idea of the American Dream is rooted in the United States Declaration of Independence which proclaims that “all men are created equal” and that they are “endowed by their Creator with certain inalienable Rights” including “Life, Liberty and the pursuit of Happiness2.” Gagasan utama American dream yang berakar dalam Deklarasi Kemerdekaan Amerika Serikat yang memproklamasikan bahwa seluruh manusia diciptakan sejajar dan bahwa mereka dianugerahi oleh Tuhan hak-hak tertentu yang tidak dapat tercabut, meliputi hidup, kebebasan dan pengejaran kebahagiaan. Konsep Self-Reliance dalam American Dream Inti dari konsep self-reliance yang dikemukakan oleh Ralph Waldo Emerson adalah sebagai berikut: “Trust thyself: every heart vibrates to that iron string; Society everywhere is in conspiracy against the manhood of every one of its members; Whoso would be a man must be a nonconformist; What I must do is all that concerns me, not what the people think; A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines. With consistency a great soul has simply nothing to do; It is easy to see that a greater self-reliance must work a revolution in all the offices and relations of men; in their religion; in their education; in their pursuits; their modes of living; their association; in their property; in their speculative views; Travelling is a fool's paradise; Insist on yourself; never imitate; Society never advances. It recedes as fast on one side as it gains on the other; The civilized man has built a coach, but has lost the use of his feet; Society is a wave. The wave moves onward, but the water of which it is composed does not; And so the reliance on Property, including the reliance on governments which

2

Kamp, David (April 2009). “Rethinking the American Dream”. (www.vanityfair.com)

50

METAPHOR


protect it, is the want of self-reliance; Nothing can bring you peace but yourself. Nothing can bring you peace but the triumph of principles”.3 Dalam novel Of Mice and Men karya John Steinbeck, American Dream digambarkan hampir pada tiap karakter yang ia ciptakan. American Dream pertama, yang ditunjukkan dalam novel adalah anggapan bahwa dunia yang sempurna merupakan dunia yang bebas dari ketergantungan. Pekerja seperti Lennie dan George tidak memiliki keluarga, rumah dan sangat sedikit sekali yang mengatur dan mengendalikan hidup mereka. Mereka hanya melakukan apa yang majikan mereka suruh. Mereka hanya memiliki apa yang mereka bawa. Kondisi yang demikian, membuat mereka memiliki motivasi yang kuat untuk memperoleh hidup yang lebih baik. George dan Lennie memiliki mimpi untuk memiliki sebidang tanah pertanian dan peternakan dimana tempat itu akan menjadi sumber penghasilan mereka sendiri. Prinsip self-reliance, tidak menggantungkan nasib pada orang lain menjadi prinsip dasar untuk mewujudkan American Dream. Mereka bekerja sebagai pengangkut hasil pertanian di sebuah ladang, dengan harapan dapat mengumpulkan uang yang selanjutnya akan mereka belikan sebidang tanah. Tidak mengandalkan hidup mereka pada majikan mereka selamanya, juga menjadi konsep self-reliance yang memunculkan gagasan untuk mewujudkan American Dream dengan kekuatan sendiri. self-reliance berkembang menjadi motivasi untuk meraih cita-cita secara mandiri dan usaha sendiri. Meskipun George dan Lennie belum tiba di pertanian tempat mereka bekerja, tetapi mereka telah memiliki mimpi dan motivasi untuk mengumpulkan uang hasil buruh mereka. George menceritakan pada Lennie, setelah mereka mengumpulkan cukup uang, mereka akan membeli tanah, hidup di sana, bertani dan beternak sendiri. Mereka akan memiliki padang rumput dan Lennie dapat memelihara kelinci yang akan berkembang biak. Lennie membayangkan jika ia dan George memiliki tanah dan rumah sendiri maka ia akan diijinkan untuk memelihara kelinci yang banyak tanpa ada orang lain yang mengganggu kegemarannya mengelus-elus kelincinya. Karakter Candy adalah gambaran yang juga tertarik pada mimpi George dan Lennie. Candy ingin bergabung dengan mereka karena tidak ingin hidup sendiri. Ia berpikir bahwa memiliki teman, rumah dan tanah yang dikelola sendiri adalah sebuah mimpi yang sangat indah. Ia tidak perlu cemas dengan masa depannya yang suram dengan terus menjadi buruh yang tuwa renta dan cacat tangannya. Ia berpikir setelah tuwa dan tidak dapat melakukan pekerjaan apapun, maka majikannya akan mengusirnya dan ia tidak akan memiliki tempat berlindung. 3

about Emerson‟s self-reliance (http://www.transcendentalists.com/self_reliance_analysis.htm).

51

METAPHOR


Bersama George dan Lennie, ia berharap uang yang telah lama ia kumpulkan dapat digunakan untuk membeli tanah seperti yang di ceritakan George. Tanah dengan padang rumput, dimana Candy juga dapat mencangkul dan menanam sayuran. Dari hasil pertanian itu dapat menghasilkan uang dan di saat tidak ingin bekerja, tidak ada yang akan memarahinya, karena itu tanahnya sendiri. Ia akan jadi boss di atas tanahnya sendiri. Crooks lelaki negro yang juga buruh di pertanian dan peternakan, yang mendengar cerita dari Lennie tentang mimpi memiliki tanah sendiri, juga ingin bergabung bersama George, Lennie dan Candy. Awalnya ia pesimis dan menanggapi hal itu dengan sadis dan pesimis. Menurutnya sangat banyak buruh yang bermimpi sama seperti George dan Lennie, tetapi pada akhirnya mereka tetap menjadi buruh. Impian itu menurutnya hanya impian utopis yang khayal. Sosok Crooks merefleksikan masyarakat Amerika kelas bawah yang merasa pesimis untuk memperjuangkan kelasnya di tengah-tengah kaum kapitalis. Crooks merepresentasikan tokoh yang realistis. Ia hidup tanpa mimpi dan menganggap masa depannya adalah menjadi buruh sampai usianya tuwa. Hal ini menunjukkan kehidupan masyarakat yang tidak mudah di negara penganut kapitalisme. Mereka harus memiliki cara untuk mewujudkan American Dream, sementara mereka hanya buruh tidak terdidik dan sangat berat untuk bersaing dengan kaum kapitalis. Deskripsi George tentang tanah pertanian yang menjadi impiannya sangat jelas terlihat seperti dunia utopis yang memiliki kualitas surga. Ia berkali-kali mengatakan, jika memiliki tanah sendiri maka semua makanan akan tersedia dan tidak perlu bersusah payah bekerja keras. Ia akan mengolah tanahnya sendiri dan memakan hasil panennya sendiri. George merefleksikan tanah pertanian impiannya dengan masa kanak-kanaknya. Masa kanak-kanak yang tanpa beban. Ia akan membangun rumah cerobong asap yang hangat seperti milik kakeknya dan akan memelihara burung merpati yang beterbangan di sekitar kincir angin seperti yang dulu ia lakukan waktu masih anak-anak. Dunia ideal yang dipresentasikan oleh Crooks juga merefleksikan masa kanakkanak. Waktu Crooks masih kecil, ayahnya memiliki tanah pertanian yang ditanami buah berry, alfalfa dan dijadikan peternakan ayam putih. Crooks dan saudara-saudaranya sering melihat ayam-ayam mereka. Kebersamaan dan makanan yang cukup menjadi bagian dari mimpi Crooks. Bill Tenner juga merupakan sosok yang merefleksikan American Dream. Saat Whit menunjukkan majalah yang memuat surat pembaca atas nama Bill Tenner, semua buruh pertanian merasa terkesan bahwa pada akhirnya ada teman yang mereka kenal, namanya masuk dalam majalah. Hal ini merupakan peristiwa yang 52

METAPHOR


langka dalam kehidupan para buruh yang tak pernah mencatatkan namanya dalam media cetak dan ini menjadi bentuk immortalitas bagi buruh yang lain. Dengan dimuatnya surat pembaca dari seorang buruh, mereka begitu bangga dan tidak bisa membayangkan jika nama mereka sendiri yang tercetak dalam majalah itu. American Dream yang lain, dipresentasikan melalui sosok istri Curley. Meskipun bentuk American Dream yang digambarkan oleh istri Curley berbeda dengan mimpi George, Lennie, Candy dan Crooks, tetapi pada dasarnya mimpinya merupakan hal yang umum. Ia menginginkan kebersamaan. Ia merasa kesepian dan mendekati buruh-buruh di pertanian dan peternakan milik keluarga Curley. Ia butuh teman bicara, sementara semua pekerja termasuk suaminya kurang mempedulikannya. Semua pekerja menghindarinya dengan alasan tidak ingin punya masalah dengan Curley. Ketidakpuasan terhadap sikap suaminya yang arogan dan penuh kekerasan, membuat istri Curley selalu berkeliling pertanian dan peternakan untuk menemukan seorang pekerja yang dapat ia ajak berbicara. Gap kelas dalam masyarakat kapitalis sering kali menyebabkan timbulnya rasa curiga antara kelas yang satu dengan yang lain. Hal ini ditunjukkan ketika Istri Curley mendekati Slim, Crooks dan Lennie, para pekerja yang lain curiga jika ia memiliki motif yang tidak baik. Dan motif itu akan menimbulkan masalah pada pekerja yang didekati oleh istri Curley. Saat Crooks menolak kehadiran istri Curley ke kamarnya, karena ia curiga pada motif kedatangan perempuan itu, istri Curley menjadi marah dan mengancamnya dengan hukuman gantungan. Istri Curley sebenarnya hanya gambaran seorang kapitalis yang juga membutuhkan orang lain untuk bersosialisasi. Mimpi istri Curley untuk menjadi aktris Hollywood juga bisa dikategorikan American Dream. Ia membayangkan apabila ia menjadi seorang aktris, maka ia akan tinggal di hotel, memiliki banyak pakaian yang indah dan semua orang akan meminta berfoto dengannya. Pada dasarnya dengan menjadi aktris ia akan mendapat perhatian dan kemapanan dalam keuangan. Ia juga menginginkan persahabatan dengan kaum laki-laki dan juga kenyamanan material lainnya. American Dream yang terefleksi pada sosok istri Curley, jelas berbeda dengan para pekerja di pertanian dan peternakan milik keluarga Curley. Mimpi George dan Lennie untuk memiliki tanah pertanian merupakan representasi prototipikal orang Amerika yang idealis. Meskipun istri Curley, yang sebenarnya telah mendapat kenyamanan sebagai istri anak pemilik pertanian dan peternakan, tidak bisa dikatakan sebagai seorang yang hedonis, karena prinsip American Dream adalah memberikan kebebasan pada siapapun untuk bermimpi dan mewujudkannya dengan kemampuan dan prestasi masing-masing.

53

METAPHOR


Kegagalan American Dream pada Kelas Pekerja dan Buruh Sebagian besar karakter dalam Of Mice and Men mengakui bahwa mereka memimpikan kehidupan yang berbeda. Sebelum kematiannya, istri Curley mengakui keinginannya untuk menjadi bintang film. Crooks mengakui dirinya berfantasi suatu saat ia akan mencangkul sepetak kebun setelah bergabung dalam pertanian Lennie, dan Candy terposisikan mati-matian untuk mendukung visi George untuk memiliki beberapa hektar tanah. Sebelum semua terwujud, keadaan yang lain menghambat pencapaian mimpi sebagian besar karakter dalam novel. Istri Curley, misalnya, telah menyerah untuk mewujudkan mimpi sebagai aktris Hollywood untuk menikah dengan Curley. Mimpi George dan Lennie untuk memiliki sebuah lahan pertanian, yang akan memungkinkan mereka untuk mempertahankan diri mereka sendiri, dan yang paling penting, menawarkan perlindungan dari dunia yang tidak ramah. Hal itu merupakan cita-cita prototipikal Amerika. Perjalanan mereka sampai di pertanian dan peternakan keluarga Curley, menyadarkan George bahwa mimpinya tidak mungkin terwujud. Kata-kata Crooks yang dianggap sadis dan pesimis menjadi terbukti. Hidup di dunia jauh berbeda dengan surga yang penuh kebebasan, kepuasan, dan keamanan. Semua hal itu tidak dapat ditemukan di dunia ini. George menembak Lennie, sahabatnya sendiri setelah dengan tidak sengaja Lennie membunuh istri Curley. Kematian Lennie merupakan simbol bahwa impiannya bersama George untuk memiliki lahan pertanian yang dikelola sendiri adalah impian utopis yang tidak pernah terwujud. Judul novel merupakan refleksi kondisi masyarakat Amerika. Tikus dan leher perempuan yang ada digenggaman manusia akan mati apabila genggaman itu menjadi kuat. Tikus dan leher perempuan menyiratkan kondisi kelas bawah dalam masyarakat kapitalis Amerika. Sedangkan, genggaman tangan seorang bertubuh besar dan kuat fisiknya diinterprestasikan sebagai kaum kapitalis yang mengendalikan kaum yang lebih inferior dan lemah kapitalnya. Anjing tuwa dan anak-anak anjing yang ditenggelamkan adalah simbol ketidakberdayaan masyarakat kelas bawah. Meskipun memiliki keinginan yang kuat untuk bertahan hidup, tetapi alam kapitalis terlalu kejam untuk memberikan mereka peluang bersaing. Yang terjadi selanjutnya adalah hukum rimba, yang kuat akan mengalahkan dan merepresi yang lemah. Meskipun para pekerja pertanian memiliki kebebasan untuk menentukan nasib mereka sendiri, sangat sulit terlepas dari sistem kapitalisme yang memposisikan mereka pada kelas yang rendah dan lemah. Dalam Of Mice and Men, hampir semua karakter digambarkan sebagai pemimpi yang menginginkan kebahagiaan yang sederhana tetapi abstrak bagi kelas inferior. Tiap karakter dalam novel, 54

METAPHOR


yang diangkat dari kelas inferior, menunjukkan bahwa mereka memiliki kebebasan untuk mengikuti keinginan mereka sendiri. Akan tetapi, hidup di negara yang menganut kapitalisme, memerlukan perjuangan yang keras untuk mewujudkan cita-cita mereka. Memiliki konsep self-reliance saja tidak cukup. Mereka harus juga memiliki modal untuk bersaing dengan kelas yang superior dan kaum kapitalis. Kalau tidak demikian, American Dream hanya akan menjadi bayangan utopis seperti yang tergambar dalam novel Of Mice and Men secara keseluruhan. SIMPULAN American Dream merupakan istilah yang diasosiasikan dengan mimpi atau citacita masyarakat Amerika pada umumnya. Mimpi masyarakat Amerika tentang cara hidup, keteraturan sosial dan kehidupan yang ideal yang dilandasi oleh konsep self-reliance. Konsep self-reliance diterapkan sebagai motivasi untuk mewujudkan mimpi tanpa menggantungkan nasib pada orang lain. Tiap individu bebas melakukan apa yang diinginkan untuk mewujudkan kualitas hidup yang diinginkan sesuai kemampuan dan prestasi masing-masing. Dalam masyarakat Amerika yang menganut sistem kapitalisme, para pekerja berusaha menentukan nasibnya dengan mengandalkan penghasilan dari majikan mereka. Inilah yang menjadi salah satu dasar munculnya American Dream. American Dream dimaksudkan agar tiap individu terbebas dari ketergantungan terhadap kaum kapitalis dan meningkatkan kesejahteraan hidup mereka sendiri. Idealisme untuk memiliki lahan sendiri dengan pengelolaan mandiri, tidak selamanya menjadi kelas buruh dan pekerja, merupakan American Dream yang prototipikal. Namun dalam realitas, self-reliance tidak akan terwujud tanpa adanya modal untuk bersaing dengan kaum kapitalis. Tanpa kapital yang besar, kelas pekerja dan buruh hanya akan menjadi pemimpi dan korban khayalankhayalan utopis mereka sampai akhir hayatnya. Hal itu terefleksi dalam novel Of Mice and Men karya John Steinbeck. REFERENSI Kamp, David (April 2009).“Rethinking the American Dream. (www.vanityfair.com) http://www.transcendentalists.com/self_reliance_analysis.htm Steinbeck, John. Of Mice and Men.

55

METAPHOR


METODE BERPIKIR TOKOH “PROFESSOR LANGDON” PADA FILM THE DA VINCI CODE DALAM TINJAUAN TEORI STATE OF AFFAIRS LUDWIG WITTGENSTEIN Surya D. E. Putra & M. Nur Prabowo S. Universitas Gadjah Mada e-mail: [email protected]

ABSTRAK Artikel ini merupakan studi filsafat bahasa yang akan membahas tentang pola pikir Proffesor Langdong, tokoh utama dalam film The Da Vinci Code. Pembahasan tentang pemikiran Proffesor Langdon ini akan dianalisis menggunakan teori State of Affairs dari seorang filsuf bahasa Ludwig Wettgenstein. Penggunaan teori State of Affairs tadi berfungsi untuk mendapatkan konsep yang pas dan sesuai dengan corak berfikir Langdon dalam film The Da Vinci Code, karena pola pikir Langdon memiliki kekhasan dalam menyelesaikan setiap kasus pembunuhan misterius yang muncul pada film tadi. Manfaat yang diperoleh dari hasil pembahasan ini adalah pemantapan dalam pemanfaatan teori State of Affairs dalam menguji sebuah kebenaran, sebagai sebuah contoh analisis, khususnya dalam membuktikan kasus korupsi yang marak di Indonesia. Kata Kunci: Proffesor Langdon, The Da Vinci Code, State of Affairs. PENDAHULUAN Film merupakan salah satu bentuk hiburan masyarakat yang cukup diminati. Selain tokoh dan setting, menarik-tidaknya sebuah film juga ditentukan oleh genre jenis film yang dibuat. Salah satu genre film yang cukup diminati masyarakat adalah misteri atau teka-teki. Pada genre misteri ini penonton seakanakan diajak berpikir, menebak-nebak dan bahkan berspekulasi arah penyelesaian persoalannya. Efeknya, penonton ikut merasakan ketegangan, kebingungan dan bahkan kesesatan yang muncul satu persatu dalam film itu. Salah satu judul film bergenre misteri yang terkenal sekaligus kontroversial adalah The Da Vinci Code. The Da Vinci Code merupakan film yang diadobsi dari sebuah novel best seller tahun 2003 karangan Dan Brown dengan judul yang 56

METAPHOR


sama. Film tersebut cukup kontroversial, karena dalam alur ceritanya dibentuk sedemikian rupa mengandung unsur penyesatan historis bagi kaum Kristiani. Terlepas dari kontroversi tersebut, film The Da Vinci Code tetap memiliki daya tariknya sendiri terkait kasus pembunuhan misterius yang muncul pada film. Daya tarik yang dimaksud adalah sebuah kasus pembunuhan yang meninggalkan kode-kode rahasia yang selalu muncul di setiap TKP pembunuhan. Kode-kode tersebut hanya dapat dipecahkan oleh seorang Proffesor Langdon, tokoh utama film The Da Vinci Code. Pola pikir Proffesor Langdon yang jenius dan unik dalam menganalisis setiap kode pada tempat korban pembunuhan di dalam film ini membuat jalan cerita semakin menarik dan Langdon sebagai pusat perhatian. Kejeniusan cara berfikir Proffesor Langdon tadi akan menjadi fokus analisis penulisan artikel ini, dengan alasan keunikan dan manfaat yang bisa diambil untuk diterapkan dalam kehidupan sehari-hari. Pemikiran Proffesor Langdon tadi akan dikupas menggunakan teori State of Affair dari seorang filsuf bahasa yaitu Ludwig Wittgenstein. Teori State of Affair Wittgenstein diharapkan mampu menjelaskan polar berfikir Proffesor Langdon secara jelas untuk bisa diadobsi menjadi sebuah model pemikiran yang baru. Berdasarkan latar belakang tersebut penulisan artikel ini akan membahas permasalahan seperti, apa yang menarik pada film The Da Vinci Code? Kemudian, bagaimana cara-kerja teori State of Affair dalam menjelaskan pola pikir Proffesor Langdon dalam menganalisis “kode rahasia” yang muncul di setiap kasus pembunuhan pada film The Da Vinci Code? Dan yang terakhir, adakah relevansinya dengan kehidupan sehari-hari di masyarakat? Sekilas Tentang The Da Vinci Code The Da Vinci Code merupakan film yang diadobsi dari sebuah novel best seller pada tahun 2003 karangan Dan Brown4 dengan judul yang sama. Film yang disutradarai oleh Ron Howard ini cukup kontroversial, karena dalam alurnya film The Da Vinci Code mengandung unsur “penyesatan historis” bagi kaum Kristiani. Jalan cerita yang dianggap menyesatkan itu adalah Yesus diceritakan menikah dengan Maria Magdalena dan menurunkan silsilah yang bermuara pada keluarga raja-raja di Prancis. Salah satu plot pada film The Da Vinci Code mengisahkan kalau Yesus “sempat” memiliki keturunan dan keturunan terakhir yang masih memiliki darah Yesus kini merupakan bagian kerajaan Prancis dengan nama Sophie Neveu. Padahal dalam pemahaman kaum Kristian, Maria Magdalena tidak lebih dari seorang pelacur dan tidak pernah menjalin hubungan

4

http://www.beritaremaja.com/2012/06/profil-dan-biodata-dan-brown-serta.html, diakses pada 13 Desember 2013

57

METAPHOR


khusus dengan Yesus. Oleh sebab itu, Gereja dan kaum kristiani di dunia banyak mengecam film The Da Vinci Code dan menfatwa sesat. Sedikit tentang The Da Vinci Code, film ini menceritakan tentang seorang ahli simbol dari Universitas Harvard, Proffesor Robert Langdon, yang terjebak pada sebuah kasus pembunuhan seorang kurator Museum Lovre, Jacques Saunier, di Paris. Di tempat kejadian pembunuhan itu terdapat sejumlah „kode rahasia‟ baik berupa angka, tulisan dan juga posisi jasad korban yang membentuk suatu tanda tertentu seperti “pentakel”, simbol pemujaan berhala. Kepolisian Paris mencurigai Langdon sebagai pembunuh kurator itu dikarenakan terdapat tulisan “find Langdon” di sekiar mayat kurator, yang membuat polisi Perancis berasumsi bahwa pelaku pembunuhan tersebut adalah Langdon. Padahal disekitar mayat korban juga terdapat sebuah anagram5. Kasus inilah yang membuat Proffesor Langdon kemudian bertemu dengan Sophie Nevue, seorang cryptographer sekaligus wanita keturunan terakhir dari Yesus Kristus. Selain kedua tokoh tersebut, ada beberapa tokoh6 yang mendukung petualangan Langdon dan Sophie dalam menyele-saikan kasus tersebut seperti, Sir Light Teabing, Jacques Saunière, Silas dan seterusnya. Cara penyelesaian kasus inilah yang menarik dari film The Da Vinci Code ini. Teori State of Affair dari Ludwig Wittgenstein Ludwig Joseph Johann Wittgenstein dalah seorang filsuf bahasa yang lahir di Vienna, Austria pada tanggal 26 April 1889. Wittgenstein merupakan anak bungsu dari delapan bersaudara dari ayah keturunan Yahudi. Wittgenstein juga memiliki jiwa seni yang tinggi, karena rumah yang dia tinggali bersama orangtuanya sering menjadi semacam pusat musik dan juga pernah dikunjungi oleh Johanes Brahms, komposer terkenal asal Jerman (Kaelan, 2004: 3-4). Wittgenstein berkontribusi besar terhadap pemikiran filsafat bahasa dengan dua karyanya cukup terkenal yaitu, Tractatus Logico-Philosophicus dan Philosophical Investigations. Periode pertama pemikiran Wittgenstein, yang umum dikenal dengan sebutan Wittgenstein I, yang berjudul Tractatus Logico-Philosophicus banyak dipengaruhi oleh pemikiran Betrand Russell, Gotlob Frege, dan G. E. Moore. 5

Anagram adalah kata atau frasa yang dibentuk dari kata atau frasa lain. Contohnya, gabus = bagus. Atau Mother-in-law = Woman Hitler. Kata anagram ini berasal dari bahasa Latin anagramma, atau dari bahasa Yunani anagrammatismos, ana- berarti „lagi, baru‟ sementara -gram berarti „huruf‟. Lih. http://wibiyana.wordpress.com/anagram/ akses pada 13 Desember 2013 6

Lihat http://www.sparknotes.com/lit/davincicode/characters.html. Diakses pada 17 Desember 2013

58

METAPHOR


Bersama ketiga gurunya itu Wittgenstein mencoba mengembangkan suatu bahasa ideal dengan lebih mengutamakan analisis logika atau yang lazim disebut dengan atomisme logis (Kaelan. 2003:71). Wittgenstein mengambil konsep penolakan Moore terhadap filsafat idealisme yang dianggap telah menyimpang dari akal sehat (common sense). Oleh sebab itu, Wittgenstein merasa bahwa analisa logis bahasa adalah cara yang tepat untuk menghindari penggunaan ungkapan/istilah yang kabur (vague), bermakna ganda (ambi-guity), serta ketidakterungkapan (inexplicitness) (Mustansyir, 1985:22). Untuk menghindari itu semua, Wittgenstein mengeluarkan dalil-dalilnya sebagai berikut (Wittgenstein, 1922: 25, 30, 38, 55, 75, 90): 1) The world is everything that is the case; 2) What is the case, a fact, is the existence of state of affairs; 3) The logical picture of the fact is the thought; 4) The thought is the significant proposition; 5) Proposition are truth-function of elementary proposition; 6) The general form of truthfunction is: {⌐p, ⌐ξ, N (⌐ξ)}.this is the general form of proposition; 7) What we cannot speak about, we must pass over in silence. Dalil Wittgenstein tersebut menjelaskan bahwa bahasa dapat dikatakan bermakna (meaningfull) atau tidak bermakna (meaningless) hanya mengacu pada tiga hal yaitu logika bahasa, teori gambar, konsep nyata dan konsep formal (Mustansyir: 2001: 62-71). Seperti dalil 3.26 Tractatus (Wittgenstein, 1922: 33), “the name cannot be analysed further by any definition. It is a primitive sign”. Maksudnya, nama dalam penggunaan bahasa adalah simbol dalam proposisi terbatas, dan hanya memiliki satu makna saja. Pengertian nama yang dimaksud Wittgenstein adalah ekspresi dari objek sebenarnya, sehingga suatu nama dapat dipakai (Wittgenstein, 1961: 4.126; 4127 dalam Kaelan, 2003:55). Contohnya adalah nama dalam warna. Warna tidak mungkin memiliki nama yang berbeda dengan maknda namanya sendiri, seperti warna merah tidak mungkin bermakna hijau, biru tidak mungkin bermakna kuning dan seterusnya. Fondasi inilah yang melahirkan teori gambar atau picture theory dari Wittgenstein. Picture Theory menjelaskan harus ada hubungan mutlak antara bahasa dengan realitas, dengan prinsip isomorfi (kesepadanan). Bagi Wittgenstein, yang diperlukan untuk mendukung sebuah ungkapan bermakna (proporsi) adalah suatu bentuk peristiwa atau keadaan faktual (State of Affairs) (Mustansyir: 2001:65). Konsep State of Affairs terdiri dari realitas, picture theory, symbol of theory dan truth function. Jika digambarkan dalam sebuah bagan keempat unsur tersebut menjadi seperti berikut:

59

METAPHOR


Realitas

Picture 1

TruthFunctions

Symbol 2

3

Bagan tersebut menjelaskan cara kerja teori State of Affairs, yaitu: 1) realitas yang ada pada dunia nyata akan ditangkap melalui gambar; 2) gambar yang ditangkap akan diubah kedalam sebuah simbol dan; 3) setiap simbol terdapat truth-function, yang memiliki kebenaran logis. Pada Tractatus dalil 4.01 menyatakan, “the proposition is a picture of reality. The proposition is a model of reality as we think it is” (Wittgenstein, 1922: 39). Artinya, sebuah proposisi merupakan “gambaran realitas” apa yang kita dipikirkan. Bahasa melukiskan dunia yang tersusun atas pernyataan berupa proposisi. Proposisi melukiskan suatu fakta dari yang paling sederhana atau proporsi atomis hingga tak terbatas dan membentuk proposisi kompleks (Kaelan, 2003: 68). Kemudian pengertian simbol yang dimaksudkan Wittgenstein (1922: 102) tertuang dalam dalil Tractatus 3.31 yang menyatakan bahwa “setiap bagian dari proposisi yang bagian karakter indrawi disebut tanda (simbol)”. Singkatnya, proposisi itu sendiri merupa-kan sebuah simbol, dan simbol itu sendiri memiliki karakter bentuk dan konten. Wittgenstein menyatakan bahwa proposisi merupakan fungsi kebenaran dari proposisi elementer7 (Kaelan, 2004: 66), sehingga proposisi elementer merupakan fungsi kebenaran dari dirinya sendiri. Jika sesuai dengan dalil Tractatus 4.01, “the proposition is a picture of reality. The proposistion is a model of reality as we think it is” (Wittgenstein, 1922: 39), maka ada hubungan lebih lanjut antara proposisi berkorelasi dengan fungsikebenaran dan juga terhadap fakta yang ada di dunia nyata. Karena proposisi adalah ekspresi setuju dan tidak setuju dengan kemungkinan kebenaran dari proposisi elementer membuat “kemungkinan benar dan dari proposisi elemeter adalah syarat dari kebenaran dan kesalahan dari proposisi itu sendiri” (Kaelan 2004: 67). Untuk lebih jelas korelasi kebenaran antara proposisi elementer dengan proposisi kompleks yang dibentuknya dapat menggunakan fungsikebenaran berdasarkan skema berikut: (TTTT) (p,q) tautologi (jika p, maka p, dan q maka q) [p ᴝ p.qᴝq]

7

Proposisisi elementer adalah proposisi yang paling sederhana dan juga paling dasar yang menegaskan sebuah fakta atomik. Dimana proposisi tersebut terdiri dari “nama” yang dihubungkan dengan kata-kata, dan memiliki sifat saling bebas dan paling sederhana, bersifat positif, terkandung satu kemungkinan yakni benar atau salah, tidak terdapat perbedaan antara negasi internal dan ekspternal, dan rangkaian dari „nama-nama‟ (lih. Kaelan, 2004: 74-81)

60

METAPHOR


(FTTT) (p, q) dalam kata-kata; tidak semua p, dan q. [~(p.q)] (TFTT) (p, q) dalam kata-kata: jika q maka p. [qᴝp] (TTFT) (p, q) dalam kata-kata: jika p atau q. [p v q] (TTTF) (p, q) dalam kata-kata:p atau q [p v q] (FFTT) (p, q) dalam kata-kata: bukan q. [~q] (FTFT) (p, q) dalam kata-kata: bukan p. [~p] (FTTF) (p, q) dalam kata-kata: p atau q, tetapi tidak keduanya. [p. ~q: v : q.~p] (TFFT) (p,q) dalam kata-kata: jika p maka q; jika q, maka p. [p≡q] (TFTF) (p,q) dalam kata-kata: p (TTFF) (p,q) dalam kata-kata: q (FFFT) (p,q) dalam kata-kata: bukan p maupun q. [~p ~q atau p ǀ q] (FFTF) (p,q) dalam kata-kata: p dan bukan q [p. ~q] (FTFF) (p,q) dalam kata-kata: q dan bukan p. [q. ~p] (TFFF) (p,q) dalam kata-kata: p dan q. [p.q] (FFFF) (p,q) kontradiksi (p dan bukan p; dan q dan bukan q.) [p. ~p. q~q] Metode Berfikir Proffesor Langdon Dalam Teori State of Affairs Secara garis besar, metode berfikir manusia ada tiga jenis yaitu deduksi, induksi dan abduksi. Menurut Charles Sander Peirce (Deledalle, 2004: 4 dalam Endah: 2008), ada tiga metode berfikir yang umum dilakukan manusia, yaitu: Deduksi, metode ini mengambil sebuah kesimpulan dengan titik tolak dari putusan umum ke arah putusan khusus. Komponen yang ada dalam metode berpikir ini ada tiga yaitu, rule (peraturan umum); case (keadaan/ hal yang sebenarnya); result (hasil/ akibat). Induksi, metode ini mengambil kesimpulan dari titik tolak putusan khusus kearah putusan umum dengan syarat: harus ada fakta yang dialami/diketahui, fakta-fakta 61

METAPHOR


tersebut harus “sama”, fakta-fakta tersebut dihimpun ke dalam satu pengertian, dan kesimpulan harus lebih luas daripada premis induk dan komponen harus sama. Abduksi/hipotesis, yakni metode perpaduan antara deduksi dan induksi, dengan memadukan antara pengetahuan, pengamatan dan juga deduksi. Dari ketiga jenis metode berfikir tersebut, tokoh Proffesor Langdon dalam film The Da Vinci Code menggunakan metode berfikir deduksi. Metode deduksi ini terlihat ketika Langdon, dalam film tersebut, menganalisa posisi mayat korban pembunuhan kasus pembunuhan di Museum Lovre dalam keadaan terlentang dan membentuk simbol “pentakel” yang disertai anagram. Langdon berasumsi bahwa korban pembunuhan itu ingin menjelaskan bahwa pembunuhan yang menimpanya memiliki keterkaitan erat dengan kelompok “pemuja setan” (karena simbol penta-kel tadi). Selain itu, anagram yang ada disekitar jasad korban semakin menguatkan asumsi Langdon itu. Jika metode pemikiran deduksi Proffesor Langdon dihubungkan dengan teori State of Affairs Wittgenstein, maka cara berpikir Langdon menggunakan fungsi kebenaran dengan logika implikasi, “jika p maka q” atau dalam simbol secara umum [pᴝq] dengan analisa pada beberapa adegan kasus The Da Vinci Code sebagai berikut: Pada kasus terbunuhnya seorang kurator museum. “Jika korban pembunuhan membentuk sebuah simbol pentakel, maka menunjukkan korban sebagai seorang pemuja berhala”. Pada premis tersebut ada dua proposisi yaitu “korban pembunuhan membentuk sebuah simbol pentakel” sebagai proposisi pangkal, dan “korban sebagai seorang pemuja berhala” sebagai proposisi pengurai dari porposisi pangkal”. Jadi asumsi yang muncul adalah korban terbunuh adalah seorang anggota dari pemuja berhala. Ternyata setelah diselidiki lebih lanjut, korban ternyata memang merupakan anggota dari Priory of Sion, kelompok pemuja berhala. Sehingga pemikiran Langdon benar. Pada kasus lukisan Da Vinci “the last supper” membahas letak cawan suci. Premisnya “Jika ada sebuah cawan suci, maka seluruh murid Yesus akan dapat minum anggur”. Pada pernyataan tersebut terdapat dua proposisi yakni, “ada cawan suci” sebagai proposisi pangkalnya dan “murid Yesus akan dapat minum anggur” sebagai proporsi pengurai. Pada lukisan itu ternyata gambar cawan suci tidak ada, karena ternyata cawan suci hanyalah sebuah simbol. Jadi cawan suci tidak diperuntukkan kepada murid Yesus untuk meminum anggur melain-kan sebuah simbol dari paganism (cawan=kemaluan wanita).

62

METAPHOR


Penyelidikan status Sophie Nevue sebagai penjaga cawan. Langdon mengajukan premis “Jika Sophie adalah orang yang dipersiapkan sebagai penjaga cawan suci maka dia akan diwarisi cawan suci tersebut atau justru Sophie sendirilah cawan suci yang dimaksud”. Dari premis tersebut terdapat tiga proposisi yakni, “Sophie adalah orang yang dipersiapkan sebagai penjaga cawan suci” sebagai proposisi pangkal, “Sophie akan diwarisi cawan suci” sebagai proposisi pengurai I dan “Sophie sendirilah cawan suci” sebagai proposisi pengurai II. Proposisi ini memiliki rumus “[p ᴝ q v r]”. Antara proposisi pengurai I dan II memiliki kedudukan yang sama, sehingga kemungkinan kebenaran menjadi cukup bervariasi. Bisa jadi kedua proposisi pengurai tersebut benar, atau salah satunya benar atau justru keduanya salah. Pada argumen pertama “Jika Sophie adalah orang yang dipersiapkan sebagai penjaga cawan suci maka dia akan diwarisi cawan suci tersebut”, maka ada kemungkinan Sophie tahu dan memili-ki cawan suci tersebut. Namun kenyataannya Sophie tidak memiliki cawan suci. Berarti pernyataan dari proposisi pengurai I salah. Kemudian bagaimana dengan proposisi “Jika Sophie adalah orang yang dipersiapkan sebagai penjaga cawan suci maka Sophie sendiri cawan suci yang dimaksud”. Setelah diselidiki memang benar cawan suci yang dimaksudkan sesungguhnya adalah Sophie, se-bagai keturunan Yesus terakhir yang masih hidup. Berdasarkan analisis logika bahasa dari teori State of Affairs Wittgenstein terhadap metode pemikiran Proffesor Langdon ternyata ada kesesuaian antara „kode‟ bahasa (baik proporsi maupun simbol) dengan realitas dalam film The Da Vinci Code. Ada hubungan berkesinambungan dari kode-kode muncul dalam kasus di film tersebut. Jika melihat metode analisis pemecahan kasus atau puzzle masalah dari cara berfikir Langdon, maka metode berfikir Langdon dapat digunakan untuk membuk-tikan sebuah kebohongan. Alasannya karena setiap pengakuan dengan menggunakan sebuah porposisi ini dapat diverifikasi dengan kenyataan sesungguhnya di lapangan. Namun metode ini memiliki cacat ketika realitas di lapangan juga dimodifikasi sedemikian rupa sehingga menyerupai apa yang dikatakan. Apabila teori State of Affairs ini mutlak berkerja dengan baik, maka metode ini akan efektif untuk menangani kasus-kasus kejahatan seperti korupsi dan kejahatan serupa di Indonesia. Metode ini dinilai cukup efektif menjadi solusi alternatif yang logis dan dapat dipakai para penegak hukum seperti hakim, polisi, dan sejenisnya untuk mengungkap sebuah kebenaran dalam sebuah kasus kejahatan melalui uterant. Akan tetapi teori ini menuntut sumber daya manusia yang memiliki kecerdasan lebih karena menuntut logika berfikir yang sehat dan tidak sembrono. State of Affairs juga bisa menjadi dasar pembuktian terbalik ketika pembuktian melalui logika bahasa mengalami kemacetan. Oleh karena itu logika bahasa dapat dipakai sebagai acuan penyelesaian kasus atau paling tidak 63

METAPHOR


menjadi metode berfikir kritis, agar masyarakat Indonesia mampu mengenali kebohongan bahasa yang sedang dihadapinya. DAFTAR PUSTAKA Agustiani, Endah. 2008. Metode Berpikir “Sherlock Holmes dalam Cerita “Sherlock Holmes” Karya Sir. Arthur Conan Doyle Ditinjau Dari State Of Affairs Ludwig Wittgenstein. Skripsi. Fakultas Filsafat. Universitas Gadjah Mada: Yogyakarta. (Tidak Terbit) Kaelan. 2003. Konsep Filsafat Analitis Ludwig Wittgentein: Relevansinya Bagi Pengembangan Filsafat Bahasa. Disertasi. Fakultas Filsafat UGM, Yogyakarta. Kaelan, 2004. Filsafat Analitis Menurut Ludwig Wittgenstein. Yogyakarta: Paradigma. Mustansyir, Rizal. 1985. Konsepsi Pemikiran Ludwig Wittgentein tentang Metode Berfilsafat. Skripsi. Fakultas Filsafat UGM. Yogyakarta. Mustansyir, Rizal. 2001. Filsafat Analitik: Sejarah, Perkembangan dan Peranan Para Tokohnya. Yogyakarta: Purtaka Pelajar. Wittgenstein, Ludwig. 1922. Tractatus Logico-Philosopicus. London: Kegan Paul, Trench, Trubner & Co., Ltd. Anagram. http://wibiyana.wordpress.com/anagram/. [akses pada 13 Desember 2013] Profil Dan Brown. http://www.beritaremaja.com/2012/06/profil-dan-biodata-danbrown-serta.html. [diakses pada 13 Desember 2013] The Da Vinci Code Character. http://www.sparknotes.com/lit/davincicode/characters.html. [diakses pada 17 Desember 2013]

64

METAPHOR


PEMBENTUKAN KONSEPSI IDENTITAS DAN PERGAULAN REMAJA MUSLIM INDONESIA DALAM NOVEL TEENLIT, JILBAB BRITNEY SPEARS: CATATAN HARIAN SABRINA KARYA HERLINATIENS Ana Widiyanti Universitas Sains Al-Qur‟an e-mail: [email protected] ABSTRACT Teenlit Islami sangat menarik untuk dikaji baik isinya maupun proses pertumbuhannya. Indonesia merupakan negara dengan penduduk mayoritas pemeluk agama Islam. Terciptanya teenlit Islami dapat mengundang pertanyaanpertanyaan seperti apa yang disampaikan dalam karya sastra Islami kepada pembaca, serta apa kontribusi penulis pada masyarakat luas di mana perempuan-perempuan muda hidup. Perubahan konsepsi identitas dan pergaulan remaja Muslim Indonesia dalam masyarakat urban-metropolis, menjadi tema yang dominan dalam Jilbab Britney Spears: Catatan Harian Sabrina (2004) oleh Herlinatiens. Kata kunci: teenlit PENDAHULUAN Karya sastra adalah penyulingan pengalaman manusia. Fiksi modern yang berbasis agama Islam telah menjadi konsumsi pembaca saat ini. Fiksi modern yang ditulis oleh dan untuk perempuan melalui pilihan genre Teenlit dan Chicklit Islami, telah membuka wawasan tentang konsep-konsep ajaran Islam yang telah terpengaruh era globalisasi modern. Di sini, Teenlit Islami adalah istilah untuk merujuk pada “Sastra Pesantren” (Munawwar, 2008), yaitu karya sastra yang ditulis oleh komunitas pesantren, dan terpengaruh fiksi Barat bergenre Teenlit dan Chicklit yang menargetkan pembaca modern. Teenlit Islami adalah fenomena sosial yang telah menjadi salah satu sub-genre fiksi yang menarik bagi pembaca Indonesia, terutama remaja muslim. Dilihat dari jenis buku yang mereka konsumsi, para remaja telah membuat urbanitas sebagai disposisi mereka. Teenlit Islami yang disesuaikan dengan tren urbanitas dapat membantu kita melihat wajah lain dari masyarakat Muslim Indonesia yang mungkin terdistorsi oleh wacana yang berlaku yang memandang Muslim sebagai kelompok teroris, dan Islam sebagai sebuah ancaman global. Meskipun telah terjadi pertumbuhan badan literatur tentang penulis perempuan fiksi populer, penelitian-penelitian kebanyakan difokuskan pada sejarah, produksi dan konsumsi dan sedikit 65

METAPHOR


membahas tentang perkembangan sub-genre tertentu seperti Teenlit dan Chicklit Islami. Teenlit Islami sangat menarik untuk dikaji baik isinya maupun proses pertumbuhannya. Indonesia merupakan negara dengan penduduk mayoritas pemeluk agama Islam. Terciptanya teenlit Islami dapat mengundang pertanyaanpertanyaan seperti apa yang disampaikan dalam karya sastra Islami, apa yang mereka maksud dengan penulis dan pembaca serta apa kontribusi penulis pada masyarakat luas di mana perempuan-perempuan muda hidup. Perubahan konsepsi identitas dan pergaulan remaja Muslim Indonesia dalam masyarakat urban-metropolis, menjadi tema yang dominan dalam Jilbab Britney Spears: Catatan Harian Sabrina (2004) oleh Herlinatiens. Oleh karena itu, Herlinatiens melalui Teenlit JBS, berusaha membentuk sisi pemikiran dan prinsip penggunaan jilbab serta pergaulan yang sesuai syariat. Novel tersebut ditulis dengan gaya bahasa yang dipakai sehari-hari oleh anak remaja dalam bentuk catatan harian (diary) dari karakter utama yang bernama Sabrina. PEMBENTUKAN KONSEPSI IDENTITAS DAN PERGAULAN REMAJA MUSLIM INDONESIA DALAM NOVEL TEENLIT, JILBAB BRITNEY SPEARS: CATATAN HARIAN SABRINA KARYA HERLINATIENS Logo Remaja Islami: TeenLit, dicetak di bagian depan dan belakang JBS. JBS didesain sebagai sampul novel berwarna pink menggambarkan girly (kefemininan), gambar kartun wanita muda yang semuanya mengenakan jilbab dengan warna terang dan ceria dengan pakaian layaknya gadis-gadis modis. Mereka mencocokkan pakaian dari kepala sampai kaki. Semua gambar gadis dalam sampul mengenakan pakaian yang mengungkapkan trendi, modern, dengan T-Shirt, celana jeans, rok mini untuk seragam sekolah, ditambah dengan sepatu atau sandal yang sedang tren. Di sini, desain sampul berfungsi untuk mengundang target pembaca yang akan cepat mengkonsumsi tawaran seperti itu. Di bagian belakang novel, ada pesan penulis yang merupakan kata kunci dari apa yang sebenarnya ia ingin sampaikan melalui novel tersebut. Hal ini menyiratkan arti untuk tidak menilai buku dari sampulnya, tetapi isi dari buku harus benarbenar dipahami maksud dan tujuan novel tersebut ditulis. JBS memiliki topik spesifik, ide cerita dan karakter yang sesuai dengan identitas Muslim metropolitan. Identitas dan moral Muslim modern tidak hanya dilihat dari penampilan, tetapi dalam hati mereka juga. Seperti teenlit Islami yang lain, karakter utama dalam JBS adalah gadis sekolah / mahasiswa. JBS juga berkisah seputar masalah mulai dari cinta dan hubungan anak dengan orangtua. JBS sebenarnya merupakan batu loncatan untuk kaum hawa, yang mencari sosiobudaya, agama, dan identitas diri, untuk akhirnya menemukan pribadi takwa. JBS menyarankan upaya untuk masuk ke otoritas yang dominan (guru, orang tua, 66

METAPHOR


pemuka agama), tetapi tujuan kekuatan mereka untuk merangkul modernitas dalam kerinduan terhadap kesalehan. Kesalehan dalam modernitas yang dimaksud adalah upaya untuk menyesuaikan diri dengan nyaman di ruang publik. Hal ini harus ada strategi untuk menyampaikan pesan kesalehan dalam masyarakat modern terlebih lagi masyarkat urban metropolitan. JBS menjadi salah satu karya yang sebenarnya mengandung strategi dakwah atau syiar tentang syariat agama Islam yang seharusnya. Karena pada dasarnya, masyarakat modern khususnya yang terpengaruh gaya hidup urbanitas, akan lebih mudah menerima masukan yang diafiliasikan dengan tren kehidupan mereka. Dalam JBS, karakterkarakter mahasiswi muslim kurang dipresentasikan sebagai perempuanperempuan yang kurang memahami cara hidup yang Islami sesuai tuntunan ajaran Islam yang benar. Wanita Muslim menolak citra stereotip masa lalu yang dianggap “patuh” dan “ortodoks”. Mereka menginginkan gaya hidup yang “memberontak” dan “modern”. JBS berfokus pada bagaimana perempuan-perempuan muda bercita-cita untuk menjadi modern tetapi tetap saleh. Novel tersebut mengkritisi cara-cara masyarakat urban Muslim terdistorsi oleh pandangan global tentang identitas teroris terhadap atribut Islam. JBS tampaknya mengundang pembaca untuk melihat secara kritis apakah ada penggunaan atau penyalahgunaan atribut Islam, sebagai perlengkapan yang tidak mereka pahami dasar hukum syariatnya ketika mereka memproklamirkan diri sebagai Muslim. Situasi tersebut terefleksi dalam kutipan berikut: “ … hm sekarang kampus megah di tengah kota yang mengharuskanku mengenakan jilbab.” (JBS:3) ... “Bagus!!Gak usah ikut-ikutan pake jilbab gedean kayak orang-orang itu ya! Ditangkap kamu ntar dikira teroris!” “Alah, nggak usah mikir siap deh!! Susah kamu ntar kalau pake kerudung cari kerjanya.” “Mbak yang disebelah rumah dosen berjilbab mi! “Alah ngerti apa kamu ni. Ya terserah deh, terserah kamu.” ... “Maksud mami kalau pake kerudung yang biasa-biasa aja, gak usah gede-gede kayak orang jualan kain!? “Whats? Trus maksud mami Sabrina musti pake kerudung yang Cuma ditali kayak temen-temen Sabrin gitu? Trus pusarnya keliatan gitu?” (JBS:28) Dimulai dengan judul, paradoks ditunjukkan pada setiap sub bagian novel yang sebenarnya merupakan papan penunjuk ke daftar isi buku yang bertujuan 67

METAPHOR


mencerca secara serius terhadap pemahaman Islam dan isu-isu sosial dan budaya lainnya yang melibatkan pemuda. JBS menyiratkan bahwa kita dapat mengumpulkan pengetahuan dari cara orang-orang muda merangkul religiusitas melalui pengalaman sehari-hari mereka. Kontradiksi semacam ini juga terlihat dalam JBS. Kata “Jilbab” biasanya dikaitkan dengan pujian bagi perempuan untuk menutupi tubuh mereka. Sebaliknya, kita merasa sulit untuk mengingat bagian mana dari tubuh Britney Spears yang terlihat tertutup. Judul dari novel dengan demikian, menandakan bahwa “Jilbab” dan “Britney Spears” adalah penanda yang dipahami pada tingkat tekstual yang berbeda. Ruth Sabrina Rabello, karakter utama dalam JBS memakai Jilbab hanya ketika pergi ke kampus meskipun dia keturunan orang asing. Sayangnya, ibunya tidak menyetujui ia mengenakan jilbab. Sosok ibu Sabrina adalah sebuah ironi kehidupan wanita Muslim metropolitan, sebagai orang tua yang terus membawa teman laki-laki ke rumah. Dia tidak sensitif terhadap putrinya yang merindukan seorang ayah dan pacar. Diabaikan oleh ibunya dan dikhianati oleh sahabatnya yang ingin merebut seorang teman laki-laki yang dia suka, penyendiri dan tetap mencoba untuk menjadi Muslim yang baik. Ia yang hampir tidak pernah melakukan shalat lima waktu, akhirnya mengakui cinta kasih Allah. Dia berterima kasih pada Tuhan yang Maha Penyayang atas kembalinya ayahnya yang telah lama ditunggu ke keluarganya. Tak kalah penting, ia mendapatkan dua orang laki-laki yang menyukainya. Di sini, dilihat dari formula pengaluran ceritanya, JBS berakhir dengan “happy ending” dan penggambaran karakter yang ideal, JBS yang tampaknya tidak ada perbedaan dari teenlit yang lain, yang sebagian besar menggambarkan perjalanan hidup dan / atau cinta sebagai urusan wanita modern muda. Dengan demikian, unsur-unsur Islam di JBS ditambahkan sebagai identitas yang dianggap krisis yang diletakkan tidak lebih sebagai dekorasi cerita identitas krisis. Trik yang ada pada JBS untuk menarik pembaca dengan Jilbab dan “Britney Spears” merupakan rumusan standar yang tampak terintregrasi. Narasi dari para wanita muda di JBS memberikan ruang untuk generasi mereka, untuk mengingatkan pada hidup mereka sendiri yang direfleksikan melalui cerita. JBS memungkinkan pembaca muda untuk membangun identitas mereka, disamping untuk menantang representasi negatif seperti yang disajikan dalam cerita, yang mungkin terjadi saat ini. Representasi negatif tersebut seperti mengingatkan bahwa generasi muda saat ini tidak kebal terhadap godaan seks, pesta dan obat terlarang sebagai tanda-tanda modernitas, tetapi keinginan terhadap spiritualitas mereka juga dihadirkan. 68

METAPHOR


Mimpi agar modernitas tetap bermoral, dan ini harus selaras dengan identitas Islam yang melekat pada mereka. Dalam JBS, para perempuan muda mendengarkan Mariah Carey, Eric Clapton, tetapi tidak ada yang menyebutkan, anak muda yang mendengarkan musik dangdut, apalagi Lagu Islami, dan seniman Indonesia yang disebut hanya Bertrand Antolin yang nyaris tidak memiliki tampilan Asia. Untuk menambah lebih banyak tanda modernitas, Sabrina sarapan ala Barat, cukup dengan roti, mentega dan keju yang dianggap makanan funky, dan makanan yang bermutu rendah makanan bukan seleranya. Dia bisa mendapatkan fasilitas yang berkualitas seperti orang kaya, sopir ibunya yang selalu mengantarnya ke mana saja dan menunggunya. Selanjutnya, modernitas dan moralitas terus membingungkan para karakter, dan dilema ini melekat pada narasi melalui kritik sedemikian rupa dalam linhkungan sekolah dan keluarga. Ketika tiba di rumah ibu Sabrina mabuk. Ibu Sabrina adalah contoh buruk bagi anak remajanya. Sabrina terperangah oleh kondom, alat kontrasepsi, dan kehamilan milik ibunya yang dibiarkan berserakan di kamar mandi. Hal ini menggambarkan situasi yang biasa terjadi dalam keluarga modern, yang terlalu sibuk, maka tidak dapat mengawasi atau memberikan bimbingan kepada putri mereka yang tumbuh liar dan memberontak hari demi hari. Kita perlu mengamati lebih jauh bagaimana perempuan muda dalam novel JBS, memakai jilbab hanya sebagai bagian dari tren busana muslim dalam modernitas mode. Bahkan, untuk memahami bagaimana orang-orang muda memperlakukan kedua barang yang berhubungan dengan identitas Islam adalah untuk mengenali peran mereka dalam memproduksi makna. Di sini, JBS dapat memberikan penjelasan untuk wanita muda yang senang mengenakan jilbab. Penjelasannya mungkin sedikit berbeda dari penelitian ilmiah, tapi mungkin belum tentu kurang masuk akal. Diakui atau tidak, memakai jilbab sekarang dianggap kuno, dan baru diributkan lagi beberapa tahun yang lalu dalam kaitannya dengan kode etik berpakaian dalam perdebatan tentang Pornografi / Pornografi-Aksi RUU. Pada jaman Soeharto di tahun 1990-an, kebijakan Soeharto pada keluarganya untuk berpenampilan yang menunjukkan kaum muslim, justru menjadikan jilbab Tutut menjadi trendsetter jilbab. Sangat mudah untuk memprediksi implikasi ekonomi politik dari tren ini dengan perancangan busana yang menciptakan kekayaan pada seniman, politisi dan tokoh masyarakat lainnya yang juga dalam permainan. Namun, dalam JBS isu tersebut dianggap ringan. JBS memberitahu para pembaca bahwa ada dua macam jilbab: “kerudung gaul.” Novel ini menjelaskan mengapa dan cara memakai jilbab gaul, yaitu, dengan mengencangkan bagian depan dan bagian leher kain sehingga pemakainya dapat 69

METAPHOR


memamerkan dadanya yang indah. Ini adalah busana yang juga tergambar jelas di JBS melalui komentar Sabrina di buku hariannya. Wanita muda ini agak tinggi, selalu iri pada dada ibunya yang tampak berisi, ingin tampil modis meskipun dalam busana Islam, berbeda dengan teman-teman kuliahnya yang mengenakan jilbab, tetapi pakaian mereka super ketat dan atasan yang memperlihatkan pusar mereka. Sementara JBS menyampaikan pesan adanya cerita di balik jilbab itu sendiri, tercetak di sampul belakang buku, adalah refleksi Sabrina. Dia mengatakan bahwa berjuang untuk kemurnian sangat sulit, tidak semudah memakai jilbab. Hal ini menyampaikan makna bahwa tren busana muslim hampir tidak memiliki arti, apabila individu itu sendiri memiliki jati diri dan memahami bahwa jilbab merupakan identitas Muslim untuk menuju kesalehan, baik untuk bagi pengikut Islam moderat atau radikal. Para wanita muda yang hanya ingin menjadi sangat stylish, mereka memimpikan tetap modern, tetapi sekaligus dianggap bermoral. Oleh karena itu, kata yang tepat untuk menggambarkan fenomena ini adalah para wanita itu tergolong kategori “sensual moral.” Fenomena tersebut menjadikan penggambaran karakter generasi yang bergerak lebih mudah dalam dunia global seiring dengan kereligiusan mereka. Jilbab Britney Spears adalah contoh novel yang melalui pengalaman sehari-hari karakter, menawarkan ulasan yang menarik tentang cara pemuda Muslim saat ini mengatasi modernitas di satu sisi, dan pada sisi urgensi yang lain mereka tetap menjaga moral. Membentuk rohani yang stylish adalah urgensi pada gaya hidup urbanitas dalam gempuran modernitas. SIMPULAN Apresiasi novel JBS di atas, menunjukkan bahwa pengaruh modernitas banyak ragamnya, dan mereka semua memiliki kapasitas baik untuk membangun maupun menghancurkan. Dengan demikian, modernitas mempengaruhi identitas menjadi tidak tetap. Dalam BJS, identitas dapat dibentuk, direformasi dan bahkan dirusak oleh beragam lembaga seperti keluarga, pergaulan dan budaya populer. Tampaknya budaya populer yang telah mempengaruhi gaya hidup, sangat diterima dengan baik dan dihargai oleh pengadopsi setianya. JBS menunjukkan bahwa Islam dapat selaras dengan teenlit. Dengan menyandingkan novel teenlit dengan realitas sosial dan kode budaya yang dilakukan oleh berbagai segmen masyarakat, dalam hal ini, konsumen remaja putri muslim, muncul sebagai dekonstruksi biner ketakutan atau menyenangkan. Gagasan yang mendominasi dan terbukti benar: pertama, Islam di Indonesia selalu dikaitkan dengan fundamentalisme berbahaya bagi Negara lain, dan kedua, tidak ada kekhawatiran serius yang dapat diperoleh melalui sastra populer. Para wanita muda Muslim digambarkan dalam novel mungkin tidak menyadari lagi 70

METAPHOR


identitas Islam mereka atau identitas mereka telah begitu jauh dari religiusitas, sampai pada akhirnya, mereka berdoa dalam rasa syukur kepada Tuhan, rindu untuk kembali pada Allah dan mengakui-NYA. REFERENSI Herlinatiens. 2004. Jilbab Britney Spears: Catatan Harian Sabrina. Yogyakarta: Pustaka Anggrek. Munawar, R. 2008. Ledakan Sastra Pesantren Mutakhir: Cinta, Kritisisme, dan Industri. [Pesantren sekolah fiksi: Cinta, kritik, dan industri].

71

METAPHOR


THE QUALITY OF THE BAHASA INDONESIA – ENGLISH CONSTITUTION OF THE REPUBLIC OF INDONESIA TRANSLATIONAL TEXT

Afif Suaidi Universitas Sains Al-Qur‟an E-mail: [email protected] ABSTRACT This research is aimed to know the quality of Bahasa Indonesia – English UUD 45 TT in terms of meaning accuracy, meaning clarity, and expression naturalness and to explain the factors that motivate the quality. This is qualitative research type which employs a content analysis method specifically semantic content analysis and grammatical content analysis. The data are clause unite in the Bahasa Indonesia and English UUD 45 TT. Research results show that the quality of Bahasa Indonesia – English UUD 45 TT falls into a „good‟ category. The degrees of quality of TT in T2 consist of „less accurate meaning‟ category, „very clear meaning‟ category, and „very natural expression‟ category. The factors that motivate the quality are inaccurate meaning, unclear meaning and unnatural expression. Key words: UUD45, TT BACKGROUND OF THE STUDY Translational Text (TT) is crucially needed almost in all nations. Translating foreign language to a national language would rapidly increase the national human resource like knowledge and science. TT is importantly used to translate from foreign language into national language. On the other side, translating the national language to foreign language has the main role in spreading the ideology, advertising the domestic products, until introducing the cultural background to the world. Thus, translating from national language into foreign languages (mainly English) would effect on the good understanding of the world to the nation. It is clear that TT is very important to be studied more. According to Suo (2015, p.176), TT as a means of transferring language as well as cultures, are playing a significant role in today‟s international communication. It has already given a great impetus to the exchange of the cultures and the 72

METAPHOR


development of the mankind, without which the world would be a different one. The translator, as an active role player, is regarded as the intermediary between the source text and the target text. His task is to decode the original semantic signs and then recode it in the language which the target receiver can understand. According to Hapsari (2015, p.13) translation is a recreating meaning activity in a different wrapping (way). In a nation like Indonesia, TT is inseparable from daily life. It was started many years ago when Indonesian interacted to foreigners, mainly when trader from Middle-East came to the archipelago (Indonesia). The fact can be proven by the existence of many Indonesian languages manuscripts which were written in British public collection. Now these manuscripts are summarized into a catalogue book entitle Indonesian Catalogue in Great Britain. One of the examples is when Indonesian studied Islam by reading „Kitab Mawlid‟ in Arabic with interlinear Malay (Bahasa Indonesia) translation (Ricklefs et al., 238, p.2014). It proofs that TT has main role in Indonesian life since many years ago. In the global context as nowhere, TT helps Indonesia or Negara Kesatuan Republik Indonesia (hereafter NKRI) to communicate to the world. Indonesia has the largest Muslim population in the world but this nation is considered as very peaceful nation unlike most of Muslim nations in the MiddleEast (Ramage 1995, p.133). Indonesia suggests a successful example of a politically secular government managing to promote Islamic cultural and spiritual interests on the one hand while strictly proscribing the use of religion as a vehicle for political mobilization on the other hand (ibid). That is the Indonesian Islam, in attempting to represent democratic aspirations within a nationality context so Indonesia is referred as forces of tolerance and democracy by many nations in the world (ibid). The Soviet bloc collapsed because of ignoring from studying the important ideological and political developments of „bhineka tunggal ika‟ in Indonesia (ibid, p.135). Indonesia illustrates ongoing development political ideologies over the respecting cultural, languages, and religious differences that these differing perspectives are most explicitly given voice by Muslim (ibid). It‟s more appropriate for many nations in the world to study the Indonesian Islamic democracy because the Indonesian democracy is much better than another nations‟ democracy for example the „musyawarah untuk mufakat‟ that one of the important aspects of the Indonesian philosophical basis. Indonesian democracy is identically the democracy of „Pancasila‟. The „Pancasila‟ as the basic principle of NKRI is written in the preamble of the Constitution of the Republic of Indonesia. In Bahasa Indonesia, it is called as Undang Undang Dasar 1945 (hereafter UUD 45). UUD 45 is a set of rules which plays the main role in preserving the political stability in NKRI. From these reasons, UUD 45 is the 73

METAPHOR


most important script that should be studied by all nations in this world not only Indonesia. To introduce UUD 45 for the reason of giving the successful example in ruling NKRI to the world, UUD 45 should be translated into TT. TT is used to achieve the specific political and ideological purpose importantly into international language (Schaffner in Kuhiwczak & Littau, 2007, p.142). The international language that represent many nations on the earth is actually English. This language is well-known and commonly used in United Nations Organization (hereafter UNO) as working language and also spoken in many nations as national and official language. However producing TT is not as easy as every people think moreover translating very formal language like UUD 45 into English. The language that is written in UUD 45 is very rigid moreover translating from Bahasa Indonesia that has no agreement feature into English as a language that has lots of agreement features. It is very difficult. The problem that is faced by TT production nowadays is that the result of the translation in TT text must fulfill the requirement. The TT of Bahasa Indonesia – English must reach the best quality of translation although it is almost impossible to make a perfect translation. The fatal problem is that if UUD 45 is translated by foreingn translators into English and the foreign translators don‟t really understand the the hidden meaning of UUD 45 like the term “Sang Merah Putih” then they only translate the words or clauses based only on the words meaning as it is, although they speak English fluently. It could be dangerous if the translation of UUD 45 can‟t be understood correctly and it could be more dangerous if the foreign translators are accused as liars. In this problem, domestic translators from NKRI are crucially needed to make a better translation in order to deal the correct understanding. The problem above makes the production of TT especially from Bahasa Indonesia into English is more challenging because of the high risk of the responsibility. Actually, the TT production nowadays is much easier than before because of the birth of translation machine. This device is able to help the production of the TT much faster than human being translation. However, the translation machine can‟t replace the job of human translator because it has no sense of meaning consideration as human being‟s. Translation machine might be used by people who want to get the general meaning of a source language but the people need not the equivalency, accuracy, and acceptability because it only changes the words from source language to the target language without

74

METAPHOR


rethinking it culturally. So in producing TT especially in translating UUD 45 from bahasa Indonesia into Englis, human tranlslation is mainly used. UUD 45 was actually translated by some very qualified translators called as certified translators. The English UUD 45 TT was produced by some qualified translators and experts that were coordinated and supervised by Idris Kyrway. It was translated for an on behalf of the Foreign Affairs of the Republic of Indonesia. UUD 45 has been translated into English becoming The Constitution of the Republic of Indonesia of 1945. Each certified translator has a specific ability in translating the law matters into particular language as a pair (focusing only Bahasa Indonesia – English). The certified translators know the heavy consequent if they betray their oath as also called as sworn translators. However the certified or sworn translators are ordinary human-being that possibly make a mistake in translating UUD 45. It is experienced by the certified translators unconsciously. The conviction of national documents such as UUD 45 must be translated by some certified translators. It doesn‟t always guaranty the quality of the translation. The need of analyst as the „tertium comparationis‟ (Hatim & Munday, 2004: 31) is truly needed to evaluate the TT of UUD 45. This is actually done not only once by one analyst because the TT might be viewed in different perspective by each analyst. Reaching the perfect or almost-perfect translation of UUD 45 into English TT is the main purpose, because the world could study the Indonesian ideology from the UUD 45 TT. If the TT of UUD 45 is reproduced perfectly, the English TT could be understood correctly and easily. Then there would be many nations that are successfully ruling their nation because of studying from NKRI. The success of translating UUD 45 into English perfectly would imply on two advantages first for many nations in the world second for NKRI itself. It could be said that many nations could study from Indonesia for their prosperity in one hand and the dignity of NKRI on the international stage would increase drastically on the other hand. In fact, no one knows what the quality of the TT of UUD 45 from Bahasa Indonesia into English is. In English UUD 45 TT, there are some of words that don‟t correspond if they are translated literally for instance “MPR (Majelis Permusyawaratan Rakya)”. If the words are translated literally into English it would mean “People‟s Consultative Assembly”. But in many cases not all Bahasa Indonesia – English translators and linguists agree with these terms in translating the words in UUD 45 above. So to keep the originality and accuracy of the meaning contained in UUD 45 and perhaps to decrease the risk, the words

75

METAPHOR


Majelis Permusyawaratan Rakya are still transferred into English and abbreviated to be MPR. Although the Bahasa Indonesia words of Majelis Permusyawaratan Rakyat above are not translated into English instead of abbreviated into MPR, fortunately the meaning from the Bahasa Indonesia is remain unchanged. Seen from the language use that is written in Bahasa Indonesia and English TT of UUD 45, the quality of the TT could be assessed generally. People who don‟t speak neither understand the original version UUD 45, they don‟t want to know the process of translation. They only want to have the highest quality of translation without knowing how difficult in deciding any particular words and making it equivalent among Bahasa Indonesia into Engllish. And also the use of English is accepted into their culture. In fact if the meaning of Bahasa Indonesia UUD 45 is not same to English UUD 45 and difficult to be understood, the translation could be said as bad translation. To encounter the problem explained above, it is important to evaluate UUD 45 in order to make the perfect translation in the next revision. So this journal is arranged to fulfill the need by the following tittle: The Quality of the Bahasa Indonesia – English Constitution of the Republic of Indonesia Translational Text. The formulations of the problem are: How is the quality of the Bahasa Indonesia –English UUD 45 TT? And what are the factors that motivate the quality of the TT? This study is expected to give some contributions to theoretic and practice. To the theory, the study hopefully would contribute to the development of the translation study especially in TT. And this study could be used as additional reference in translation research. To the practice, the process of this analysis could be used as alternative method in assessing TT; The result of this analysis could be used to make better translation of UUD 1945 into English; The result of this analysis would reflect what is actually meant by UUD 1945 in both Bahasa Indonesia and. RESEARCH METHOD The type of this research is included as qualitative research type, because the purpose of this research is to elaborate the result of the analysis of the quality of Bahasa Indonesia and English UUD 45 TT. The qualitative research type is adapted from linguistic research method, here is translational (identity) method (Sudaryanto: 2001, pp.14-5). As long as Translation Studies is going on the 76

METAPHOR


progress in finding its real method, the translational (identity) method is still applicable in this research. Content analysis method is employed specifically semantic content analysis method and grammatical content analysis method. Semantic content analysis method employs two meanings i.e. meaning accuracy (experiential meaning and textual meaning) and meaning clarity. And the last is grammatical content analysis method which employs expression naturalness. There are two models of analysis that is used is combination between Barnwell‟s TQAM and Machali TQAM. And there are two steps that are done in finding the quality of the UUD 45 TT in this Master Thesis. The first step is assessing the quality of translation based on the accuracy of meaning in field of discourse (experiential meaning) and mode of discourse (textual meaning). The second step is assessing the quality of translation based on language meaning clarity and expression naturalness. This analysis is done respectively. Data and Sources of Data The sources of data of this research are the Bahasa Indonesia and English UUD 45 TT. The English translation - The Constitution of the Republic of Indonesia of 1945 – is the original translation that was made for an on behalf of the Ministry of Foreign Affairs of the Republic of Indonesia as Certified Translation, and completed on July 1st, 2003. The work of the experts and translators involved was coordinated and supervised by Idris Kyrway, certified translator for Indonesian law matters. The data of this research are clauses-units in the Bahasa Indonesia and English UUD 45 TT that are started from the „Pembukaan‟ (preamble) until the first verse of the second article of the second section i.e., Majelis Permusyawaratan Rakyat and the first verse, because that data are being enough to be the representation of entire content of UUD 45 in both Bahasa Indonesia and English TT. The data that would be analyzed are the twenty-two English clauses of UUD 45 TT that are stated above. Techniques and Instruments of Data Collection In collecting the data, the researcher reads all the UUD 45 TT (the original text in Bahasa Indonesia and the English TT) several times to understand the realization of the TT. Bahasa indonesia and English UUD 45 texts are divided into twentytwo clauses and the starting and its ending of each clause are equated.

77

METAPHOR


The researcher writes and makes entry all the twenty-two clauses from Bahasa Indonesia UUD 45 as the original text in the number of table from 01.1 until 22.1, English UUD 45 TT in the number of table from 01.2 until 22.2. Clause in each number of tables is coded in order to make easy in quoting the TT. After all the clauses are listed in the table on data sheet, the researcher makes and uses parameter to analyze the data in order to gain the accurate and constant data. The primary parameter that is used by the researcher to analyze the quality of the TT is the Functional Grammar and its Register Variable that is focused only on Field of Discourse and Mode of Discourse to find out the meaning accuracy. And the next are meaning clarity and expression naturalness. The following are the instrument. Meaning Accuracy of Functional Analysis. Experiential Meaning (hereafter EM) In finding the EM, it‟s important to use set of terms to show how the clause can be broken down into three functional constituents: participants, process, and circumstances (Butt, et al. 2001, p.47). The participant constituent can be described in terms of various participant roles such as actor, agent, goal, carries, and sayer. The process divides into three basic process types: material, relational, and projecting. Circumstance constituent is the other meta-language. Material processes construe doing. Potential participant roles are actor (doer of the process), a goal (thing affected by the process), range (thing unaffected of the process), and a beneficiary of the process (Butt, et al. 2001, p.52). Verbal processes construe saying. Potential participant roles are sayer (doer of the process), receiver (addressee of the speech), target (the participant which is the object of the talk), and verbiage (which correspond to phenomenon in mental process and sum up what is said in one nominal group or embedded clause) (Butt, et al. 2001, pp.56-7). Where a ranked clause is projected, the clause containing the verbal process will be the projecting clause and the other clause will be a projected clause and can contain any process type. The main characteristic of relational processes is that they relate a participant to its identity od description. Thus, within relational processes there two main types relational attributive which relate participant to its general characteristics or description and relational identifying which relate a participant to its identity, role, or meaning (Butt, et al. 2001, p.58).

78

METAPHOR


There are some differences in the FG of the TQA used in this analysis. The first is that some traditional concepts which are used according to the language pairs of the TT. There is no „obligatory material process‟ but it‟s used along with „advice material process‟ because it shows the different strength between them. The second is numbering its concepts based on the sequence of the grammatical rule in the languages. Textual Meaning (hereafter EM) Only simple and distinct meta-language is needed in analyzing TM. There are two elements i.e. theme and rheme (Butt, et al. 2001, p.135). Halliday (in ibid, p.136) characterizes theme as what the message is concerned with. The point of departure for what the speaker is going to say. In other words, its functions as a starting point or signpost that is the frame the speaker has chosen for the message. The first element is known as the topical theme. The simple theme like the examples above contains only an experiential or topical element. But in some clauses the topical theme may be preferred by interpersonal and/or textual elements the theme can then be subdivided into textual, interpersonal, and topical elements and the clause is said to have multiple themes (ibid, p.137). In FG if the topical theme is the only theme in clause, there is no need to label it as anything more than theme. But in TQA where the meaning accuracy is crucially performed, the multiple themes are employed. The following Table shows Machali‟s TQA that is used to analyze Barnwell‟s meaning accuracy. Table of Guideline of Meaning Accuracy Assessment Number Category

Value by Letter

Value by Number

1

Perfectly accurate

A

10

2

Very accurate

B

8.6 – 9

3

Accurate

C

7.6 – 8.5 79

METAPHOR


4

Medium accurate

D

6.1 – 7.5

5

Less accurate

E

5.6 – 6

6

Not accurate

F

0 – 4.5

7

Deviate

G

(-1) – (100)

Meaning Clarity and Expression Naturalness After the assessment of meaning accuracy has been done firstly, the assessment of meaning clarity and expression naturalness are done secondly. The analysis is to know whether the words, phrase, and grammar have clear meaning and natural expression or not. Meaning Clarity is that the TT should be easy to be understood, correct words, phrase and grammar, and no ambiguity (Barnwell in Geriansyah, 2013, p.60). Expression Naturalness is that the TT should make sense and read naturally i.e. written in ordinary language common grammar, proper idiom, and words (ibid). The analysis of both meaning clarity and expression naturalness is done in three levels, the first is in the level of word, the second is in the level of phrase, and the third is in the level of grammar. This is to find whether the using of word, phrase and grammar are clear in meaning or not, natural in expression or not. TT should have meaning clarity and expression naturalness of word, meaning clarity and expression naturalness of phrase, and meaning clarity and expression naturalness of grammar. The word meaning clarity is that all kinds of words meaning should be easy to be understood, correct, and no ambiguity. The word expression naturalness is that all kinds of words should make sense and read naturally i.e. written in ordinary words. All of the words are noun, verb, adjective, adverb, harf, and verbal noun that must be clear in meaning and natural in expression. The clearest and the most natural word, phrase, and grammar would be valued as „four‟ as the mean of perfect quality. Vice versa, the least clear and the least 80

METAPHOR


natural of word, phrase, and grammar could be „zero‟ or „minus‟ depend on the quality. The analysis of meaning clarity and expression naturalness in each language is done separately from the other. After the meaning clarity and expression naturalness in each clause are analyzed and assessed, the values are converted into scale 1 – 10. The following Table shows the detail. Table of Scales of Conversion from 1- 4 to 1 – 10. Scales of Conversion Scales 1 – 4 are used to assess the meaning clarity and expression naturalness

Scales 1 – 10 are used when the values are ready to be united with meaning accuracy

1 (not clear and/or not natural)

1 – 2.5

2 (less clear and/or less natural)

2.6 – 5

3 (clear and/or natural)

5.1 – 7.5

4 (very clear and/or very natural)

7.6 - 10

The values of meaning clarity and expression naturalness in scales 1 – 10 are united with meaning accuracy before. However, to find a fair quality of translation, according to Barnwell, the scale of meaning accuracy must be the highest as Machali‟s first phase in finding the quality of translation. It is to know the general impression of whether the general purposes of the text deflect or not (Machali 2009, p.155). So the scale of percentage of meaning accuracy is the highest 50 %, the scale of percentage of meaning clarity is 30%, and the last is 81

METAPHOR


the scale of percentage of expression naturalness which is only 20 %. The following Table shows the detail. Table of Scales of Quality Percentage Translation Quality

Percentage

Meaning Accuracy

50 %

Meaning Clarity

30 %

Expression Naturalness

20 %

Value

100 %

On the other hand, data and computer are also used as the secondary parameter. After that the researcher starts to assess (recapitulate) the data in number to find the quality of the TT. Techniques of Data Analysis The analysis takes place in several steps in activities in order to get a correct result. The accuracy of meaning is the most important step so it is placed on the top and the last but not the least is the meaning clarity and expression naturalness. The following steps are the order of how to find the quality of TT of UUD 45. Each TT is divided into twenty-two clauses and run in tables alternately T1 – T2. Then the accuracy of EM and TM in each clause is analyzed based on Halliday‟s theory of SFL i.e. the analysis of T1: EM & TM – T2: EM & TM. After that to assess the meaning accuracy, EM and TM that are represented in the field of discourse and the mode of discourse in the TT are recapitulated. Not far different from the first step above, the clauses-units are run in the table alternately T1 – T2. Those are to be analyzed whether those all are clear or not and natural or not. The giving number is done to assess the meaning clarity and expression naturalness of the language use. Thirdly, both of the results of the assessment above are quantified in order to find the exact number of the grade quality of the translation. 82

METAPHOR


Fourthly is explaining the meaning of the given value Fifthly is displaying the factors that motivate the quality of the TT. It includes inaccurate meaning, unclear meaning and unnatural expression. FINDING The Quality of the Bahasa Indonesia and English UUD 45 TT in terms of Meaning Accuracy Experiential Meaning Accuracy of T1 – T2: Bahasa Indonesia into English UUD 45 TT The quality of Bahasa Indonesia – English UUD 45 TT in terms of Experiential Meaning Accuracy is „less accurate‟ because the value is 5.9. The following table is the chain of value from the lowest to the higher one. T1 – T2: Bahasa Indonesia – English Clause Numbers

11.1 – 11.2 03.1 – 03.2 12.1 – 12.2 18.1 – 18.2 06.1 – 06.2 14.1 – 14.2 09.1 – 09.2 17.1 – 17.2 21.1 – 21.2 02.1 – 02.2

EM: Experiential Meaning (-1.8) (-1.2) 2.5 3 3.5 4 5 5 5 6.6

83

METAPHOR


04.1 – 04.2 10.1 – 10.2 19.1 – 19.2 07.1 – 07.2

6.6 7 7.5 8.3

The other clauses reach „ten‟ as the highest value. Textual Meaning Accuracy of T1 – T2: Bahasa Indonesia into English UUD 45 TT The quality of Bahasa Indonesia – English UUD 45 TT in terms of Textual Meaning Accuracy is „less accurate‟ because the value is 6. The following table is the chain of value of Bahasa Indonesia – English textual meaning accuracy from the lowest to the higher. T1 – T2: Bahasa Indonesia – English Clause Numbers

TM: Textual Meaning

21.1 – 21.2

1.4

17.1 – 17.2

2

05.1 – 05.2

3.3

09.1 – 09.2

3.7

03.1 – 03.2

4.2

14.1 – 14.2

4.2

11.1 – 11.2

5

15.1 – 15.2

5

84

METAPHOR

Volume 11 Nomor 1, Maret 2016 19.1 – 19.2

5

07.1 – 07.2

5.8

02.1 – 02.2

6

04.1 – 04.2

6.2

10.1 – 10/2

6.4

06.1 – 06.2

6.6

13.1 – 13.2

6.6

18.1 – 18.2

6.6

08.1 – 08.2

7.5

12.1 – 12.2

8

The other clauses reach „ten‟ as the highest value. The Quality of the Bahasa Indonesia and English UUD 45 TT in terms of Meaning Clarity In finding the meaning clarity in the analysis, the numbers of value are between „one‟ to „four‟. Then those are converted to be „one‟ to „ten‟. T1: Bahasa Indonesia Text Meaning Clarity The quality of Meaning Clarity of Bahasa Indonesia Text is „Very Clear‟ because the value is 9.8 (A). The following table shows the value. Clause Numbers

Conversion 1–4

1 – 10

01.1

3.5

8.7

03.1

3.6

9

85

METAPHOR


The other clauses that reach „ten‟ as the highest value are clause number 02.1 and between clause number 04.1 to clause number 22.1. The quality of Meaning Clarity of English Text is „Very Clear‟ because the value is 9.2 (A). The following table shows the value. Clause Numbers

Conversion 1–4

1 – 10

21.2

0.7

1.7

03.2

3.2

8

08.2

3.2

8

06.2

3.5

8.7

12.2

3.5

8.9

10.2

3.6

9

22.2

3.7

9.2

09.2

3.8

9.5

The other clauses reach „ten‟ as the highest value. The Quality of the Bahasa Indonesia and English UUD 45 TT in terms of Expression Naturalness The quality of Expression Naturalness of Bahasa Indonesia Text is „Very Natural‟ because the value is 9.9 (A). The value of each clause is „ten‟ except clause number 01.1 which only reaches 3.5 in the scale of 1 – 4 and 8.7 in the scale 1 - 10. The quality of Expression Naturalness of English Text is „Very Natural‟ because the value is 8.8 (A). The following table shows the value.

86

METAPHOR


Clause Numbers

Conversion 1–4

1 – 10

21.2

0.7

1.7

03.2

3.2

8

08.2

3.4

8.5

12.2

3.5

8.9

06.2

3.8

9.5

09.2

3.8

9.5

10.2

3.8

9.5

The other clauses reach „ten‟ as the highest value. DISCUSSION The Factors that motivate the Quality in the TT. There are three factors that motivate the quality in the TT on why the T1 is valued as 9.9, T2 is valued as 7.9. The factors that motivate the quality above are inaccurate meaning, unclear meaning and unnatural expression. One of the factors that influence the given value or the degree of quality above is the inaccurate meanings. There are two inaccurate meanings i.e. inaccurate EM and inaccurate TM. Inaccurate EM and TM of T1 – T2: Bahasa Indonesia – English TT 03.1 dan oleh sebab itu maka penjajahan di atas dunia harus dihapuskan 03.2 and any form of alien occupation should thus be erased from the earth The first inaccuracy of EM is in the realizing the meaning of „harus‟ in T1 that is not translated accurately into T2 as „should‟. The word „harus‟ means „must‟ or „have to‟ literally and it is more obligatory. Vice versa, the word „should‟ is less obligatory. The clause 03.1 is to say that colonialism must be disappeared from the world. The second inaccurate EM is in realizing the meaning of „dihapuskan‟ 87

METAPHOR


in T1 that is not translated correctly into T2. It is translated as „erased‟ that is usually used in English for removing a wrong word, letter, or mark. The word „dihapuskan‟ should be translated as „abolished‟ because it is to be used for removing something in law environment. The first inaccurate TM is in realizing the meaning of „oleh sebab itu‟ because this TM is not translated into T2. The same case is also happened in the word „maka‟ that is not translated into the T2 as well. However the translation of 03.2 is still clear and acceptable in the T2 because the conjunction „dan‟, „oleh sebab itu‟, and „maka‟ are strange to be translated together into English. Because of the untranslatable conjunction above, objectively the clause 03.2 remains inaccurate especially in TM. The next inaccurate TM is on the transposition of the word „di atas dunia‟ in the middle of clause 03.1 into „from the earth‟ in the last of the clause 03.2. The second inaccurate EM and TM happen in clause 11.1 – 11.2 because this clause only reaches value 1.6 with EM is (-1.8) and TM is 5. The following is the explanation. 11.1 maka disusunlah Kemerdekaan Kebangsaan Indonesia itu dalam suatu Undang Undang Dasar Negara Indonesia, 11.2 Indonesia's National Independence shall be laid down in a Constitution of the State of Indonesia, In the clause number 11.1 – clause number 11.2, the firs inaccurate EM is in realizing the meaning of „Kemerdekaan Kebangsaan Indonesia itu‟ because the word „itu‟ is not translated into T2. The TT is only „Indonesian‟s National Independence‟ without article „the‟ in-front of the word „Indonesian‟s‟ because „itu‟ is correspond to „the‟ in T2. The second inaccurate EM is an additional word „shall‟ in 11.2 whereas there is no that meaning in the clause 11.1. The third or the last inaccurate EM is in realizing the meaning of „disusunlah‟ that is translated as „be laid down‟. The word „disusunlah‟ is derived from word „susun‟ that means „arrage‟ while the meaning of the word „be laid down‟ is closer in meaning to the word „put‟. In this TT, inaccurate TM is only two. The first is the realization of conjunction „maka‟ because this conjunction is not translated into T2. It could be translated into English as „then‟, „so‟, or „so that‟. But in clause 11.2, there is no conjunction that realizes that meaning. It could be said that the loss in translation happens in the transferring the meaning of the conjunction. The second inaccurate TM is the word „shall‟ as has been discussed above. The position of

88

METAPHOR


word „shall‟ in TM is as „topical theme‟ that has no correspond meaning between T1 – T2. The third inaccurate EM and TM are in clause number 21.1 – clause number 21.2. This clause has total value 3.2 in EM and TM. Each of the meaning is 5 in EM value and 1.4 in TM value. 21.1 (1) Majelis Permusyawaratan Rakyat terdiri atas anggota-anggota Dewan Perwakilan Rakyat, dan anggota Dewan Perwakilan Daerah. 21.2 (1) The MPR consists of the members of the DPR and the members of the DPD This clause shows three same cases in both inaccuracies of EM and TM because all of the three cases are elements that are not translated instead of abbreviated. The elements are „Majelis Permusyawaratan Rakyat‟ that is not translated into English instead of abbreviated as „MPR‟, „Dewan Perwakilan Rakyat‟ that is not translated instead of abbreviated as „DPR‟, and „Dewan Perwakilan Daerah‟ that is not translated instead of abbreviated as „DPD. The translation team of English UUD 45 has preferred to keep typical Indonesian terms and / or acronyms for which there is no Standard English translation yet, and then they are pending the regulation on this matter, in Bahasa Indonesia. However, the translation team makes remarks that explain the abbreviation above. MPR – Majelis Permusyawaratan Rakyat. The English equivalent most often used is: People‟s consultative Assembly. MPR – Dewan Perwakilan Rakyat. The English equivalent most often used is: House of Representatives. DPR – Dewan Perwakilan Daerah. The English equivalent most often used is: Regional Representatives Council. It is actually good to keep the meaning more accurate, but it is still not efficient in the T2 because the abbreviations could be bothering some English readers. It is better to determine which decided to be equivalent translation unless the translation team only writes the original writing such as the T1‟s without abbreviates them. Each of the three inaccurate elements above is valued as minus ten (-10). The inaccurate EM and TM in clause number 21.1 – clause number 21.2 are caused by the abbreviated elements and not translated elements. Unclear Meaning in T2: English Translational Text

89

METAPHOR


The first unclear meaning in T2 happens in clause number 21.2. 21.2 (1) The MPR consists of the members of the DPR and the members of the DPD The unclear meaning in the clause number 21.2 above is the letters „MPR‟, „DPR, and „DPD‟ that are not translated from the T1 instead of abbreviated. So the language that is used is not clear in English. The „MPR‟ is abbreviated from Majelis Permusyawaratan Rakyat that should be translated as People‟s Consultative Assembly. „DPR‟ is abbreviated from Dewan Perwakilan Rakyat that should be translated as House of Representatives. „DPD‟ is abbreviated from Dewan Perwakilan Daerah should be translated as Regional Representatives Council. The second unclear meaning in T2 happens in clause number 03.2. 03.2 and any form of alien occupation should thus be erased from the earth. The word „should‟ is less strength, in a written law matters this word could weaken the strength of the law itself. So this is considered as unclarity because the need of removing the „colonialism‟ is „urgent‟ and „must‟. The suggestion is that the word „should‟ in T2 should be written as „must‟. In English written law the word „should‟ is commonly used but to say the fact that actually happens in T1 a natural TT is urgently needed. The second is the word „erase‟ that that is not clear in English. The word is usually used to erase a wrong letter, mark, etc. The third unclarity is the phrasal verb „should thus be erased‟ that is too complicated and hard to be understood. The phrasal verb should be written as „must be erased‟. Unnatural Expression in T2: English Translational Text The first unnatural expression in T2 happens in clause number 21.2. 21.2 (1) The MPR consists of the members of the DPR and the members of the DPD The unnatural expression in the clause 21.2 above is the letters „MPR‟, „DPR, and „DPD‟ that are not translated from the T1 instead of abbreviated. So the language that is used is not natural in English. The „MPR‟ is abbreviated from Majelis Permusyawaratan Rakyat that should be translated as People‟s Consultative Assembly. „DPR‟ is abbreviated from Dewan Perwakilan Rakyat that should be translated as House of Representatives. „DPD‟ is abbreviated from Dewan Perwakilan Daerah should be translated as Regional Representatives 90

METAPHOR


Council. The words above are not natural in English so they should be translated into good English. The second unnatural expression in T2 happens in clause 03.2. 03.2 and any form of alien occupation should thus be erased from the earth The word „erase‟ is not clear in English because it is usually used to erase a wrong letter, mark, etc. And to mean „remove‟, English written law usually „abolish. The phrasal verb „should thus be erased‟ is too complicated and hard to be understood. The phrasal verb should be written as „must be erased‟. CONCLUSION AND SUGGESTIONS Conclusion The degree of quality of TT that is written by number in T2 is 7.3. The degree of quality of the TT of T2 is composed by meaning accuracy 2.9, meaning clarity 2.7 and expression naturalness 1.7. The degree of quality that is written by letter is „C‟. It means that the quality of Bahasa Indonesia – English UUD 45 TT is „good‟. The factors that motivate the quality above are inaccurate meaning, unclear meaning and unnatural expression. The first is inaccurate meaning that have two inaccurate meanings i.e. inaccurate EM and inaccurate TM. There are four-teen inaccurate EM and TM clauses in T1 – T2 which are combined. The second factor that motivates the quality is the unclear meaning. There are only there clauses of unclear meaning in T1 and eight clauses of unclear meaning in the T2. The third factor that motivates the quality is the unnatural expression. There is only one clause of unnatural expression in T1 and seven clauses of unnatural expression in the T2. In the analysis of meaning accuracy, there are some concepts and procedures that do not correspond to the actual analysis of SFL, because all of those are applied in three different languages i.e. Bahasa Indonesia and English that also have different features or characteristics. In the analysis of meaning clarity and expression naturalness, the values of each clause might be less valid because those are determined by the researcher whereas it should be assessed by native speakers of English of whether the word, phrase, and grammar are clear and natural or not.

91

METAPHOR


Suggestions Meaning accuracy, meaning clarity, and expression naturalness are better to be used in translation quality assessment. In knowing the meaning accuracy, SFL is a good way to use however clear explanation must be added to the analysis because every language has different grammatical feature in constructing a meaning. Every element must be numbered and the element in SLT that has a same meaning to the element in TLT must be numbered equally. A concept that exists in a SLT but doesn‟t exist in TLT and vice versa must be given an explanation. In knowing the meaning clarity and expression naturalness, an interrater whose mother language is the TLT is suggested to validate the analysis. REFERENCES Butt, D., et al. (2001). Using functitonal grammar. Sidney: National Center for English Language Teaching and Research Macquarie University. Geriansyah, R. (2013). The translation analysis of bidding advertisements advertised in newspapers. Bandung: Indonesian University of Education. Journal of English and Education. 1(1), 53-64. Hapsari, A. & Tou, A.B. (2015). Variasi Keluasan Makna Interpersonal Teks “Laskar Pelangi” Berbahasa Indonesia, Inggris, dan Melayu. LingTera 2 (1), 12-26. LingTera Website: http://journal.uny.ac.id/index.php/ljtp Machali, R. (2009). Pedoman bagi penerjemah. Bandung: PT. Mizan Pustaka. Ramage, D. E. (1995). Democracy, Islam and the ideology of tolerance. London & New York: Routledge. Ricklefs, M. C. et al. (2014). Indonesian manuscripts in Great Britain: a catalogue of manuscripts in Indonesian Languages in British public collections. Jakarta: Ecole Francaise d‟Extreme-Orient, Perpustakaan Nasional Republik Indonesia, & Yayasan Pustaka Obor Indonesia. Schaffner, C. (2007). Politics and translation in Kuhiwczak, p. & Littau, K. (Eds.). (2007). A companion to translation studies. Clevedon: Cromwell Press Ltd. Sudaryanto. (2001). Metode dan aneka teknik analisis bahasa. Yogyakarta: Duta Wacana University Press.

92

METAPHOR


Suo, X. (2015). A New Perspective on Literary Translation Strategies Based on Skopos. Theory and Practice in Language Studies. 5 (1), 176-183.

93

Jurnal Bahasa&Sastra

Recommend Documents