Title: An analysis of the use of language change and literal translation as communication strategies (a descriptive study with eleventh grade students in SMKN 1 Marioriawa Soppeng). An analysis of the use of language switching and literal translation as communication strategies (a descriptive study, among 11th grade students in SMKN 1 Marioriawa Soppeng). Judul Skripsi: “An analysis of the use of language change and literal translation as communication strategies (a descriptive study with eleventh grade students in SMKN 1 Marioriawa Soppeng.
The purpose of this study is to find out how often language switching and literal translation are used by students in their everyday conversation and to provide information whether the use of language switching and literal translation encourage students to find the form of right of the target. language. The research result shows that there were 8 language switches and 12 literal translations occurred during the conversation, 40% of language switching and 60% literal translation. Moreover, it was found that the use of language switching and literal translation did not encourage students to find the correct form of the target language, as seen by the results of several indicators in the measurement of motivation consisting of attention, importance, trust and satisfaction. .
INTRODUCTION
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
There are different types of communication strategies that students use, for example language switching and literal translation. It is the extent to which communication strategies can contribute to the second language acquisition process. How many times do students choose language switching and literal translation as communication strategies.
How many times do the students choose language switching and literal translation as their communication strategies. This study gave a description of communication strategies used to facilitate communication breakdown, especially language switching and literal translation used by the students in their English conversation and also to provide information whether the use of language switching and literal translation the students encourage to find the correct one. form of the target language. The scope of the research in communication strategies is limited to language transfer consisting of language switching and literal translation.
REVIEW OF RELATED LITERATURE
Communication Strategies
- Paraphrase
- Language Transfer
- Mime
- Appeal for Assistance
- ARCS Model Theory
This list of strategies is not intended to be a definitive categorization of all existing communication strategies; it is merely provided to help us arrive at both a clarification and a definition of the concept of communication strategy. Both include the use of the first language's mastery in using the target. Unconsciously, they may not realize that the structures and internal rules of the languages in question are different.
Code mixing is a thematically related term, but usage of the terms code switching and code mixing varies. He can switch codes for many reasons, such as less knowledge, the state of the interlocutor and for prestigious purposes. Because the student has less knowledge of the target language, it is necessary for the student to switch the word or phrase he does not know to another language he knows, usually his first language.
Since we will be discussing code-switching as a communication strategy used by students, the focus is on students' lesser knowledge. A literal translation often does not accurately convey the meaning of the original in the target language. Literal translation is based on lexical word equivalents, but tends to adapt the grammar according to the requirements of the target language code.
It is a problem whether it is grammatically correct or not and whether it contrasts with the original meaning of the target language or not. It is also said that literal translation can encourage the student to cling to first language rules and system at a time when we want him to venture and experiment with the rules of the second language. In other words, the process of weaning the students from the system of the first language to the target language can be hindered by translation.
Goals have an energetic function and they help individuals adjust their effort to the difficulty of the task. Attracting attention is the most important part of the model because it initiates motivation for students. The belief aspect of the ARCS model focuses on creating positive expectations for achievement among students.
RESEARCH METHOD
- Research Variable and Indicators
- Population and Sample
- Research Instrument
- Technique of Data Collection
- Technique of Data Analysis
Those sheets contain the conversation and highlighting of the literal translation and the language change found therein. This data is intended to reveal how often language switches and literal translations are used by the students. In addition, the researcher also wants to know whether the use of language switching and literal translation encourages the students to find the correct form of the target language.
From the questionnaire, if it turns out that the students answer more than 50% (YES) and they know the correct form of the words or expressions they do not know before, it means that the use of literal translation and language. In contrast, if the students answer less than 50% YES and they still do not know what is the correct form of the previous words or utterances they said, it means that the use of language transfer, literal translation and language switching does not encouraging them to find the right form for the target language. It is about whether the use of Language Transfer encourages students to find the right form for the target.
It is not easy to determine whether the use of literal translations and language switching influence their English acquisition. The use of language switch and literal translation is only possible under certain conditions, and students prefer literal translation (60 %) to language switch, which occurs 40. The use of language switch and literal translation does not encourage students to use the correct form of the target language.
If this habit still persists, the use of language switching and literal translation may be hindering their English development. There are two types: literal translation (to translate word for word) and language switch (to convert the English word to your first language). 12 However, using literal translations and language switches can also interrupt your English skills as they can lead to a lack of English development.
11 However, the use of literal translation and language switch can also interrupt your English proficiency because it can lead to the lack of your English development.
FINDINGS AND DISCUSSIONS
Discussions
From the transcription, the researcher found that the speakers actually avoid language switching more, but tend to use literal translation. Literal translation and language exchange took place and what is used here is naturally understood by both speakers and interlocutors because both of them have the same source language. As mentioned in the previous discussion, literal translation is to translate a word or utterances of the target language literally or word for word from their first language into the target language.
From the conversation transcript it was found that literal translation occurred more than language switching, which means that the students prefer to choose literal translation a little more. In example (2), the speaker used two examples of literal translation in one utterance and actually succeeded in conveying her message on the condition that the speaker used her first language structure. Just like example (4), the following example contains a literal translation because the speaker placed the subject at the end of the utterance which is acceptable in her first language.
They realize that they often use them when the researcher told them what communication strategies are, especially literal translation and language switching. From the two forms of language transfer, literal translation and language switching, they tend to choose the language that they want to use. Besides all the benefits of using literal translation and language switching, the researcher also found that the use of such language transfer has no effect in terms of encouraging or motivating students to improve their language acquisition by finding out the correct form of their target language and this may lead to a lack of their English development in further.
6 Do you think there is a need to use a communication strategy to help you speak English? 7 If you don't know a word in English, you replace it or use a literal translation, or try to find the correct form in your dictionary, or something else. 10 If you don't know a word in English, you replace it or use a literal translation, or try to find the correct form in your dictionary, or something else.
12 Do you think there is a need to use the communication strategy to help you in your English conversation.
CONCLUSION AND SUGGESTION
Suggestion
This means that you try not to speak in your first language and to speak only in the language you want to learn as hard as possible. Students should minimize the use of such a strategy and start constructing a grammatical utterance. To manage the use of the official language in school, teachers should pay more attention to the use of such strategies.
Not only language switching, which should be banned, but it is also possible to ban the use of ungrammatical. SR : haha yes I really like it because she is calm, stay cool, smart girl and beautiful girl in the world. 5 Communication strategies are speaker's efforts to solve his problems when he faces some difficulties.
Do you feel or know that you sometimes use one of them in your conversation. 11 Once you know that there are communication strategies that can make your English conversation work well, do you want your teacher or the language movement to teach you this? 8 Once you know that there are communication strategies that can make your English conversation work well, do you want your teacher or language movement to teach you this?
