POPULAR CULTURE AND INCULTURAL COMMUNICATION

Photo in Yamakosi village, Japan

Chapter 7th

POPULAR CULTURE AND INTERCULTURAL COMMUNICATION

By. Matthew Mawekim_0100140276

mawe_matt@yahoo.com

In this chapter, we’ll discuss about ‘POPULAR CULTURE AND INTERCULTURAL COMMUNICATION.’ Here are the links which would have been being learnt by all of us, they are: Popular Culture and intercultural communication, What is “popular culture”?, Consuming and resisting popular culture, Representing culture groups, U.S. Popular culture and power, Summery, Building intercultural skills, Activity, and Key term.
Well, we continue to the point. As we know that all of the materials are written in unpretentious language which makes us clearly. But the main point of this assignment is to UNDERSTAND cross culture of one are. If we look at our society, we may know about the complexity of popular culture. Such as in films, magazines, stories, act. It means that culture can be transmitted or we could say that it’s shared learned behavior which is transmitted from one generation to another for purposes of promoting individual and social survival, adaptation, and growth and development, so I think that there's most popular of these cultures so that is way we focus on popular culture, one of primary modes of intercultural experience.  As Fiske stated that popular culture is nearly always produced by what are called culture industries within a capitalist systems that sees the products of popular culture as commodities to be sold for profit. And it has the link between Cultural appropriations - the adoption of some specific elements of one culture by a different cultural group. It describes acculturation or assimilation, but can imply a negative view towards acculturation from a minority culture by a dominant culture. This attitude can make it difficult to investigate and discuss popular culture.  Based on the material which already we gotten,  it tells about "What is popular Culture," and according to this chapter popular culture here refers to those systems or artifacts that most people share and also popular culture is often is seen as populist, in that it includes forms of contemporary culture that are made popular by and for people. Based on this definition, television, music videos, and popular magazines are systems of popular culture. Although culture is dynamic and heterogeneous, we often have very statistic images of what other culture “look” like. Think of what is often called “ethnic costume” – the stereotypical kinds of things supposedly warm by people in other cultures.   
The next point which we have to talk is CONSUMING AND RESISTING POPULAR CULTURE. If we talk about consuming, it’s important thing. Because it’s the ways which we choose most popular cultures. In order to maintain our identities, as well as to reshape them, we often turn to popular culture.  At times, we seek out cultural texts; at other times, we try to avoid certain texts. Then Resisting Popular Culture, its means that when at the times people actively seek out particular popular culture texts to consume. At other times, they resist cultural texts. People often resist particular forms of popular culture by refusing to engage in them. Resistance to popular culture can also be related to social roles. Resistance stems mainly from concerns about the representation of various social groups. Popular culture plays a powerful role in how we think about and understand other groups. – Sometimes everybody in the world is often introduced to other cultures through the lens of popular culture.  And these introductions can be quite intimate to understand other cultures and groups, and their experiences. We could in investigate their representations in popular culture. “The use of popular culture to learn about another culture should not be surprising. After all, many teachers encourage their students to use popular culture in this manner, not only to improve their language skills but also to help them learn many of the nuances of another culture.” This had been stated by Migrants’. Beside this, Intercultural communication still has a long way to go in this country.

U.S. Popular Culture and Power 
If  we look at the meaning, Popular culture is the entirety of ideas, perspectives, attitudes, memes, images, and other phenomena that are within the mainstream of a given culture, especially Western culture of the early to mid-20th century and the emerging global mainstream of the late 20th and early 21st century. Heavily influenced by mass media, this collection of ideas permeates the everyday lives of the society. Popular culture is often viewed as being trivial and dumbed-down in order to find consensual acceptance throughout the mainstream. As a result, it comes under heavy criticism from various non-mainstream sources (most notably religious groups and counter cultural groups) which deem it superficial, consumerist, sensationalist, and corrupted.  John Tomlinson identified five different ways of thinking about cultural imperialism: The interrelationships among economics, nationalism, and culture make it difficult to determine how significant cultural imperialism might be. The cultural imperialism is complex. I think that's all for my responds about Chapter 7th. Thank you.

Chapter 8_PERSONS REFERENT_Tugas Translation

Chapter 8

PERSONS REFERENT

 Hello guys,, this is the last chapter of Translation in assignment.

Maweko Man Created

on behalf of me I really like to thanks to all of you.  In this moment I’d like to respond the chapter eight.  The most things that we’d to know are translation.  Every lesson chapter consists of each part of the lecture. The each part of them are Avery chapter that we had already known by did the responds and re-respond to each other, and also I think we had already known. Yet in this moment,   I’m going to tell you more about them. I mean they are every chapter in the copied material from chapter one until six, seven. And here are about chapter eight with the title “person referent.” In this chapter, we’re talking about person referent.  In this lecture proximal system will be discussed from two points of view. 1. The fact that each language has unique pronominal systems. And the second is about 2. The secondary and figurative senses of pronouns.

1st person ( orang pertama ) : Singular --I/me ( Saya/aku/ku )
Plural --we/us (inclusive(kita) / Exclusive(kami))

2nd person ( orang kedua ) : You (Kamu/anda/kalian )

3rd person ( orang ketiga ) : Singular --masculine (he) – (Ia/dia/beliau)
Feminine ( she )- ( Ia/dia/beliau)
Plural – They ( mereka ).

And we should know that Notice from the matrix that English and Indonesian both distinguish between singular and plural and also both distinguish first, second and third person. First person refers to the speaker, second person refers to the one being talked to, and third person refers to someone other than the speaker and hearer. Even though there is considerable similarity in the distinctions made, there are some additional distinctions which are different. In English THIRD PERSON SINGULAR, there is a further division based on the gender (MASCULINE, FEMININE, and NEUTER). Indonesian, however, makes no distinctions in gender for THIRD PERSON SINGULAR. And For each language, there will be a system and this system sets up obligatory categories that must be used in translation even if they do not occur in the source language system. Basic to tall pronominal systems is PERSON; that is, the speaker, the one spoken to, and other persons.

Secondary Senses of pronouns.
The matters of translation are not simply only the matter of different pronominal systems, even though this in itself is essential. In addition to different systems, every language has certain secondary or extended uses of pronouns. Each language has its own system of secondary senses of pronouns in the same way that each language has its own secondary senses for nouns and verbs.
As example, in English it is not uncommon to hear a speaker begins a talk by saying, "Today we are going to talk about such and such." The speaker then begins doing all of the talking. This form is called as editorial "we" in English. The editorial "we" is a secondary sense of the pronoun we in which the plural form is being used with a singular meaning. English also uses the pronoun "we" when the object is being referred to, that is rally you; it is second person.
For other examples of secondary senses of pronouns in Indonesian, in one language in South Sulawesi, that is Engrekan; if people say "Dimana kita beli baju itu?" it means Where did you buy the dress?" and in another language in North Sulawesi, Manado; if someone says "Kita mau makan bubur manado" it means that "I want to eat Manado porridge." When we translate from Indonesian (the source text from South and North Sulawesi) into English, we have to be careful in translating kita. Kita in South Sulawesi language means you not us and in North Sulawesi, it means me not us. Also, a translator has to consider this system when he/she translate text from English into Indonesian (reader or listener from South and North Sulawesi). For other examples of secondary senses of pronouns in Indonesian, in one language in South Sulawesi, that is Engrekan; if people say "Dimana kita beli baju itu?" it means Where did you buy the dress?" and in another language in North Sulawesi, Manado; if someone says "Kita mau makan bubur manado" it means that "I want to eat Manado porridge." When we translate from Indonesian (the source text from South and North Sulawesi) into English, we have to be careful in translating kita. Kita in South Sulawesi language means you not us and in North Sulawesi, it means me not us. Also, a translator has to consider this system when he/she translate text from English into Indonesian (reader or listener from South and North Sulawesi).

 Referring To Persons By Their Role It is not uncommon for languages to use role rather than FIRST PERSON pronouns. For example, at a business meeting the chairman of the meeting may say. “The chairman rules that..." Rather than saying, “I rule that..." Or a man may say to his wife, “Your husband is hungry" He is really saying,” I am hungry" The component of FOCUS is being added here by adding the role rather than the pronoun.
Indonesian (may be in Papua) avoid the use of proper names by the use of the role designation and possessive. A neighbor will say Mama Zandro sudah pergi ke pasar or Bapa Rita sedang tidur or Ibu Izak sudah berangkat ke Biak or Ibu Camat sakit, etc. There will be different interpretations if these statements occur in a short sentence, but, not in a paragraph or in a supporting context. Mama Zandro means Zandro's mother or a mother named Zandro; Bapa Rita means Rita's father or a father called Rita; Ibu Izak means Izak's wife or Izak's mother, and Ibu Camat means Camat's wife or Camat's mother or Camat is a woman. Also, in Papua, a young man will call someone older than him as Kaka and someone younger than him as ade. For example, Kaka/Ade mau kemana?

I think that's all
Here the speaker uses Kaka or Ade rather than you. Socio-linguistically, these are polite ways of addressing people.

Format Lembaran Observasi_Tugas Micro Teaching- by Mr. Andri Wally, S.Pd, MA

FORMAT LEMBAR OBSERVASI


Bagi teman-teman PBS_BE_Bahasa Inggris FKIP, di bawah ini adalah format observasi yang akan digunakan untuk mengobservasi guru di sekolah-sekolah,
 dari tugas Microteachin by Mr. Andri Wally, S.Pd, MA.
 silahkan download disini ya:http://www.scribd.com/doc/136692829/Format-Lembar-Observasi.

 Thanks, semoga bermanfaat bagi bro sekalian,,,

Salam Kompak......!!!!!!

MULTIPLE SENSES OF LEXICAL ITEM_Tugas Translation_Chapter Seventh

Chapter 7

MULTIPLE SENSES OF LEXICAL ITEM

Hello everybody ,,,

 on behalf of I myself really like to thanks to all of you.  In this moment I’d like to respond the chapter seven.  The most things that we’d to know are translation.  Every lesson chapter consists of each part of the lecture. The each part of them are Avery chapter that we had already known by did the responds and re-respond to each other, and also I think we had already known. Yet in this moment,   I’m going to tell you more about them. I mean they are every chapter in the copied material from chapter one until six. And here are about chapter seven with the title “MULTIPLE SENSES OF LEXICAL ITEMS.” In this chapter, we’re talking about multiple senses of lexical items. Chapter seven consist of some explanation: such as  Defining "secondary senses," Analyzing sense of words, and  Ambiguity  caused by sense nor clearly signaled.

The first is about secondary sense; on the previous lectures, lexical items have been looked at from the point of view of the meaning components of which a given word is composed. For the most part, this meaning is discovered by contrasting one lexical item with another in a system. Pairs of words which have some meaning in common may be contrasted; whole semantic sets may be contrasted. Taxonomic studies, Continental analyses, the study of antonyms and synonyms, and the unpacking of the words or meaning components contained in a word all deal with the fact that the same meaning may occur a part of the meaning of various words. So far, we have been talking only about one sense of a given word, the primary meaning. However, most have more than one sense. As was noted in lecture one, it is characteristic of words that a single lexical item may have several meanings other than that which most readily comes to mind. These meanings are often called secondary meaning, or secondary senses. The primary sense is the meaning suggested by the word when it is used alone. It is the first meaning or usage which a word will suggest to most people when the word is said in isolation. For example, the word run in isolation will mean something like move rapidly by moving the legs rapidly. Secondary senses are dependent on the context in which a word is used. Beside this, the second is about Analyzing sense of words; The analyzing sense of words is a process of discovering the various senses of words is rather complicated but can be very crucial for making dictionaries, learning a second language, and may also be helpful for the translator when no dictionaries are available which give an adequate description of the sense of words in the language. There are four steps for analyzing senses of words:

First step: Collecting Data

Who want to collect the data, the first step which  he/she should does is  collect as many examples of the use of the word as possible if a person knows the language, he can simply think of all the possible combination with other words. If not, he will need to find the word in as many texts as possible. Look at the following examples of Indonesian word run.

The bird runs                                                     the paint runs

The boy runs                                                      the solder runs

The car runs                                                       the sore runs

The eye runs                                                      the stocking runs

The Second step: Sort the collocates into generic classes

Each grammatical form should be analyzed separately. In this example, we have used only intransitive verb forms. If the noun run occurred, this noun form would need to be separated and analyzed separately. One begins by making guesses, refining the analysis as he goes.

1.       Animals (bird, dog, horse)

2.       Humans (boy, girl)

3.       Part of the body (eye, nose, neck)

4.       Solids (jelly solder)

5.       Liquids (faucet, paint, stream)

The third step: Regroup the contexts according to the collocates which belong to the same generic classes as follows. 

Animate beings with legs:                           Liquids:

The bird runs                                                     The nose runs

The boy runs                                                      The faucet runs

Vines:                                            Knitted clothing:

The ivy runs                                                        The stocking runs

Self-powered mechanical objects:

The watch runs

The car runs

The fourth step: List and label the senses of the word

Once the data is reorganized by the generic classes of the collocates, it is much easier to see the senses of the word. For animate beings with legs, the meaning seems to be move oneself from one place to another rapidly, to liquids, simply to flow; for vines, the meaning is to grow, etc.

 Sense 1: to move oneself from one place to another rapidly (or to move rapidly using feet) (of animate beings with legs)

Sense 2: to flow (of liquids)

Sense 3: to grow in a spreading way (of vines)

Sense 4: to develop a defect involving movement of threads (of knit clothing)

Sense 5: to function effectively (of mechanical objects or motors)

 All right, the next one is about  Translating the various senses

                If the analysis above were of the receptor language word, that is, if one were translating onto English, the analysis would point up the necessity of including, in the context of run. A collocate from a generic class mentioned in order to insure the correct meaning. When the meaning is signaled by the context in which the words occurs, it is very important that the context be built into the translation. The word dress occurs in the following contexts, each signaling a different sense of the English word it is possible to restate the meaning in English.

1.       I dressed myself                       I put my clothes on

2.       I dressed a chicken                  I defeater a chicken and took innards out

3.       I dressed timber                       I made the logs smooth

Here are the last one of my respond, it’s about Ambiguity  caused by sense nor clearly signaled

It should also be noted that lack of context will lead to ambiguity in many cases. For example, the phrase this suit is lighter is ambiguous. It could mean that this suit does not weigh as much as another. The ambiguity comes because of the two senses, and lack of context to make it unambiguous. Ambiguities often arise when the translator knows only one or two senses of a word and does not know the context needed to signal the correct meaning.

I think that’s my respond. I’m waiting for your comment.

Tugas Translation_Chapter sixth_ FIGURATIVE PROPOSITIONS/METAPHORS AND SIMILE

Chapter 6

FIGURATIVE PROPOSITIONS/METAPHORS AND SIMILE

We know that both metaphor and simile are common figures of speech found in many languages. This chapter we will talk about important point such as: 1. Defining metaphor and simile, 2. Analyzing metaphors and similes, 3.Translating metaphor and similes, 4. Problems in interpreting metaphors. These figures of speech are comparisons. A metaphor is an imaginative way of describing something by referring to something else which is the same in a particular way. For example, if you want to say that someone is very shy and frightened of things, you might say that they are a mouse. While a simile is an expression which describes a person or thing as being similar to someone or something else. For example, the sentences `She runs like a deer' and `He's as white as a sheet' contain similes, the moon like blood, and John is like a ravenous wolf.

As I have told you above, when you are making comparisons, you may use similes or metaphors. They are both analogies that compare two things. Metaphors are a kind of analogy where two unlike things are compared but have something in common. The statement doesn't make sense, until you think about it and see the comparison that is being made.

Here are some Examples of metaphors:
• He's a diamond in the rough. This means he is better than he appears and maybe needs more experiences or training to show his true nature.
• She is such an airhead. Airhead implies she is not smart or doesn't think well.
• Time is a thief. There is not enough time to do what you want.
• The world is my oyster. This can mean the speaker is positive about his experiences and is going to do well in life.
• You are a couch potato. This refers to someone who sits and does nothing.
Simile can be also state like this a more direct comparison of two things and a metaphor is an indirect comparison. If you look at a metaphor literally, it doesn't make sense. When you realize the comparison that being made, then it makes sense. Similes are a little easier to understand. The uses of similes and metaphors can be confusing to people who are not fluent in a given language because they will interpret the words literally. Also, similes and metaphors can change from region to region, and even among groups of people, like musicians or teenagers. Sharing certain analogies can be a common bond in a social group.
Language can change quickly, thanks to mass media and the Internet, so being fluent in a language is an ongoing process for everyone.
2. Analyzing metaphors and similes
the simile in English, John is as tall as bean pole is based on two propositions:
1. John is tall
2. A bean is tall
this is very simple and easy to analyze because the topic of the first proposition is being compared to the topic of the second. The comments are identical. The topic of the second proposition is often called image (for illustration), the thing that the first topic is like. The point of similarity is found in the comments. A metaphor or simile, then, has four parts.
Topic: - the topic of the first proposition (nonfigurative). I.e. the thing really being talked about
Image: - the topic of the second proposition (figurative). I.e. what is being compared with
Point of similarity: - found in the comments of both of the propositions involved or the comment of the event proposition which has image as topic.
Nonfigurative equivalent: - when the proposition containing the topic is an event proposition, the comment is the nonfigurative equivalent. To analyze metaphor and similes, it is very helpful to write out the propositions which are basic to the comparison. The topic, image. Point of similarity 9found in the comments about the topic and the image), and the non figurate meaning (when the proposition) should all be include. Only when these have been identified, can be adequate translation be made into a second language. The meaning in the source text must be discovered first.

3. Translating metaphor and similes
In the light of these various problems, the difficulty in the discovering the meaning of metaphors in the source language and the misunderstanding which are may be in their interpretation-the translator must give careful consideration whenever a metaphor is found in the source text. The following steps can be used to find out adequate translation of a metaphor or simile:

- To determine whether the comparison is an idiom or metaphor/simile
- If it is an idiom, then, the image does not need to be kept, but the meaning can be translated directly, i.e. no figuratively
- If it is a metaphor or a simile the first task of the translator is to analyze the metaphor carefully. It can be very helpful to write down explicitly the two propositions with the topic, the image, and the point of similarity.

The aim of the translator is to avoid wrong, zero, or ambiguous meaning. A literal translation of a metaphor or simile often leads to wrong meaning or no meaning at all. Sometimes it is simply ambiguous. Figures which are translated literally need to be checked out carefully with a number of speakers to be sure that the right meaning is being communicated.

4. Problems in interpreting metaphors
not all metaphor and similes are easily understood. If they are translated literally, word-for-word, into a second language, they will often be completely misunderstood. There are a number of reasons why metaphors are hard to understand and cannot be translated literally. First of all, the image used in the metaphor or simile may be unknown meaningless to people who live in some parts of the South Pacific where snow is unknown. In English, we can say I washed my clothes white as snow. To make a similar comparison in a language in the south pacific some other image would probably be uses such as white as seashells or white as bone. Sometimes it is a point of similarity that is implicit and hard to identify.

Abstract
Metaphor provides a case study for the problem of the interaction of participants in the communicative act. Metaphor can be defined as a linguistic sign used in the predicative function outside its normal usage as determined by the code. Metaphorical sense emerges through exploiting the set of associations that accompany linguistic elements in the consciousness of code users. This pragmatic material is a more amorphous complex than ordinary linguistic meaning. The sets of associations fixed in the consciousness of native speakers of a given language make metaphorical communication always extremely `sensitive' to the communicative context.
Problems in interpreting metaphors
not all Metaphors and Simile are easily understood. If they are translated literally, word by word, into a second language, they will often be completely misunderstood. There are a number of reasons why Metaphors are hard to understand and cannot be translated literally.

Tugas Translation_Responds of Chapter Fifth_FIGURATIVE SENSES OF LEXICAL ITEMS

Chapter Five

FIGURATIVE SENSES OF LEXICAL ITEMS

My respond about Chapter 5

Hello everyone, I really like to share with all of you by do responds and re-responds. It’s better to understand than not. There for, first of all I thank you especially for the lecture and all of my friends. Anyway, my name is you had already known. We know that there is figurative sense of lexical items. And in this lecture will disuse more about figurative sense of lexical items. But it’s better to remind you about the last lectures that we had already discussed. The first one is about form and meaning, the second one is kinds of translations, the third one is some relationships between lexical items (words), and the lecture just had discussed was discovering meaning by grouping and contrasting. That's all just remembering. Here are just remaining, in this lecture we will discuss figurative senses of lexical items which includes monotony  snecdoche, idioms, euphemism, hyperbole. We noted that the primary sense is the sense which will come to the minds of most speaker of the language when the word is cited in isolation and secondary sense is those which are dependent upon context for an indication of the sense intended. In addition, primary and secondary senses, words also have figurative sense. Figurative senses are based on associative relations with the primary sense (Beekman and Callow 1974:94). In this material there are some types of Figures of speech such as:

 1. Monotony, 
2. Synecdoche
3. Idioms
4. Euphemism, and
5. Hyperbole

Well, I want to explain it one by one briefly. First, is Metonymy is a use of words in figurative sense that involving association. For instance, in English it is correct to say "The White House is announcing something important to American." However, White House cannot announce (that means tell something to people). In the special collocation with announce, white House does not mean the building used for announcing something to American, but rather it refers to the people which are in the White House. They are peopling who announcing something. Yet, the people associated with the White house. It is inside the white house. White house is being used in a figurative sense to mean people. Or the simple way we can say Metonymy is the use of words in a figurative sense involving association. For example, in English we can say "his nose runs". However, a nose cannot run. The true meaning is "he gets flu". In Indonesian we cannot say "hidungnya (laki-laki) lari". Figurative senses cannot usually be translated with a literal form of the word. Other examples "I lighted the stove". Stove (kompor) is the place where the wick (sumbu) is located. It is being used in a figurative way to refer to the `wick'. The example given is based on a spatial relationship (hubungan tempat). Association may have to do with temporal relationship (hubungan waktu). For example "my sister waited for her day". Day refers to `birthday'. There are also figurative senses which are based on a logical contiguity (hubungan logis) rather than spatial or temporal. For example, "Moses is read every day in the Jewish synagogues" or "Luke is read every Sunday in the church". But one cannot read Moses or Luke. They are used in a figurative way to stand for what Moses wrote-the law or what Luke wrote-the gospel. A translation might need to say the laws written by Moses or the gospel written by Luke. Sometimes an object (benda) is used in a figurative way to stand for what is used for. For example, "the teachers live by their thoughts" means they make their living by teach the students.
The Second is synecdoche. Synecdoche is part-whole relationships which are common in some languages, or the briefly we can say Synecdoche means that figurative senses based on part-whole relationships are also quite common in Some languages and are called synecdoche. This figure of speech is very common in Greek, so there are many occurrences of it in the New Testament. For example, “Johnny gives Ana a rose". `Rose' is the name of flower.
There are three general ways in which metonymy and synecdoche are to be translated.
1. To translate the sense of the word non-figuratively, that is, the intended meaning may be made plain so that there is no longer a figurative sense in the receptor language translation. For example, "the kettle is boiling" would be translated "the water is boiling".
2. To retain the word in original, but to add the sense of the word. For example, "she drinks two bottles" would be translated "she drinks water".
3. To substitute a figurative expression of the receptor language for the figurative expression of the source language. For example, "he has a very kind liver for everyone" would be translated "he is very kind for everyone". The third is idioms. Idioms are expressions of at least two words which cannot be understood laterally and which function as a unit semantically (Beekman and Callow 1974:121). For example in English "Shinta under the water" in Indonesian we cannot say "Shinta di bawah air" but the true meaning is "Shinta is sick" or "Shinta sakit". The translator needs to learn to recognize the idioms and other figures of speech of the source text. And the last one or the fourth is euphemism. A euphemism is a figurative expression which is in some way like a metonymy. There is substitution of one word for another or one expression for another. But a euphemism is used to avoid an offensive expression or one that is socially unacceptable, or one that is unpleasant (see Beekman and Callow 1974:119). All languages have euphemistic expressions which substitute for certain words, especially in the area of sex, death, and the supernatural.
The last is hyperbole. A hyperbole is a metonymy or synecdoche with more said than the writer intended the reader to understand. The exaggeration is deliberately used for effect, and it is not to be understood as if it were a literal description (Beekman and Callow 1974:118). For example, "they turned the world upside down is an exaggeration. `World' is used to stand for people, in this case many people but probably not all the people in the world. Much care must be taken to be sure that the desired effect is retained in the receptor language but the correct meaning is also retained.

I think that's all for my respond, I'm waiting for your comment as soon as possible, Thanks..............

Tugas_Translation_Responds of Chapter Fourth_DISCOVERING MEANING BY GROUPING AND CONTRASTING

DISCOVERING MEANING BY GROUPING AND CONTRASTING

That's my activity everyday

First of all, I thanks to all of my friends and the Translation subject lecturer, because it’s nice to see you again in responds and re-responds by each us. All right, this is the fourth times that we do responses between ourselves to the lecturer, then vive back to all of us (all my friends and I (Matthew Mawekim). We had already done with our responds in chapter one, and two, even the third, and this is the fourth task that we should do in this week.  First of all, we’re going to talk about "Discovering meaning by grouping and contrasting.”  Actually the firstly I would like to explain more about the topic words so that we can get all of the meaning. The word of discover here means we find out something that we do not know. For example if you discover something that you did not know about before, then you become aware of it or learn of it. For example John discovered that they'd escaped. And a grouping is a set of people or things that have something in common. Such as there were two main political groupings pressing for independence. And the last is contrasting; a contrast is a great difference between two or more things which is clear when you compare them.

So from the explanation above we can see that in translation also have some criteria, there is no meaning apart from significant differences and contrast by grouping together word  which are related to one another and the systematically looking at the contrast between these words.

Part-whole relationships; this step is the one way in which language group words is by the relationship known as part-whole. For example in English door, window, roof, wall, beam, etc. are all parts of building. Beside this, there are many sets of made up of words in part-whole relationship in any language. There will be sets of words describing parts of a house, parts of body, and parts of machine, parts of village, and the structural organization. In addition, when a translator is studying part-whole groupings of two languages it will often become clear that there is no exact equivalent for some of the words. And the reason is that various languages classify and subdivide broad area of knowledge in different ways. We can see the example of Indonesian foot and leg. Thus one word in Indonesia converts the part of the body.

Contrastive pairs; the wan one that very helpful is contrastive pairs, its may be helpful in determining the meaning of particular words. For example someone who translates terminology of a language will need to discover relation words, so that s/he cannot misunderstand what the meaning is. For example in Indonesia, RT(rukun tetangga), RW(rukun keluarga, etc. when the source language has closely related pairs like these it will be very important for translator to find the component of meaning which distinguish the one from the other. The principle of contrast in identifying meaning is very important. However, any two lexical items are to be compared they must belong to a system of some kind. There would be no advantage to comparing the word leg and house. They do not have a pair for comparison. In order to study the meaning, by comparing house with other kinds of buildings. In all language, there are pairs of words which differ from another only by single component of meaning.

 

 Componential Analysis; the meaning of components of words may also be more easily isolated by looking at lexical matrices. The pronominal system and receptor of source languages should compare to see where there are differences between the two systems which might cause problem in translation. Beside this (we can see on the table in the book), note that English distinguishes gender while Indonesian distinguishes inclusive and exclusive in first person. In this moment, I also really sorry for missing including the table. We can see in the contrast here, the English sentence “we have go right now” also make the translator to think hard whether we refers to kita or kami, and notice that, both English and Indonesian have similar way of addressing.

The best way that a translator should carefully and compare the kinship terminology of the source language and the receptor language. Each time kinship term needs to be translated, the translator should consider carefully the referent in the non-linguistic words, and how that person would be referred to.

 

I think this is my respond; I’m waiting for your comment. And I will be appreciating for the comment of yours. THANKS……!!!

Tugas_Translation_Chapter Three_SOME RELATIONSHIP BETWEEN LEXICAL ITEMS

RESPONDS Of

SOME RELATIONSHIP BETWEEN LEXICAL ITEMS

All right,,, this is the third times that we do responses between our  materials, to the lecture, then back to all of us (all my friends  and I (Matthew Mawekim). We had already done with our responds in chapter one, and two. And this is our third work that we had to do in this week.  First of all, we’re going to talk about “"Some Relationship between Lexical Items (words)" in the relationship between lexical items we found that there are some explanations about it. They are Generic-Specific, suitable words, synonyms, antonyms, and the last is reciprocal words.

1.       Generic-Specific,        The fist one is Generic- Specific, In speaking of generic vocabulary, we are referring to the manner in which certain words are grouped together in a language and given a class name that is a more generic word which includes all of a set of words. This generic term is a class word, the meaning of which is also found in two or more different words which are specific. More specific words have additional components of meaning as well as the meaning of the generic term. For example like : udang batu is more specific  than udang (lobster) because word udang is used to define udang batu: that is an udang batu in here means a lobster  which has certain specific characteristics and lives in smaller river.  It is also important to realize that VERBS may also be arranged in generic- specific relationships in a language.  The translator also needs to know more about generic and specific relationship of words because this may help him or her to find a good lexical equivalent which might be hard to find if he were not aware of this possibility. We can see the example here, if he or she might be able to use a generic word in the receptor language which would include the source language words and then add a descriptive phrase in order to make it clear the restricting components of meaning of the source language words.

2.      Substitute words

The second things here are also really need in translation, it is Substitute words, and the generic words that have been discussing so far are indefinite: that is they are referring to a generic class and do not specify a particular NOUN or VERB. Whereas it is important to notice that, generic words might also used in a definite generic way to refer to something that is already discussed in the substitute words, and the former generic words. -----here is an example: "our old Kawasaki broke down again. It has been a good motorbike. But it is time to get rid of the old thing. In this paragraph, Kawasaki has been referred to by it, Motorbike and thing. These are all substitute words for the antecedent Kawasaki. A substitute word refers to something already introduced to the context. Sometimes the substitute word will be more generic word as. For example: motorbike is a more generic word than Kawasaki, and thing is more generic than motorbike.

3.      Synonyms

People usually think about what are the synonyms and its meaning briefly. So in I think a synonym is a word or expression which means the same as another word or expression. For example we can see in this point”The term `industrial democracy' is often used as a synonym for worker participation.” It has given the meaning clearly, beside this, in any language there are words which are very similar in meaning. However, there are very few exact synonyms. Even words which are very similar in meaning will probably not have exactly the same usage in sentence and paragraph structures. One word may be appropriate in one situation and the other appropriate in a different situation.

4.       Antonyms

Beside synonyms, we had the opposite of synonyms namely Antonyms. According to the text, there aren’t included the meaning of it. But I would like add as additional information. The antonym of a word is a word which means the opposite (FORMAL). In addition, we can say the antonym of a word is the exact opposite, or contrast in some particular part of this meaning. All languages will have pairs of words which are antonyms, but different languages will have different sets. For example, in English, we distinguish short and tall vertically, and short and long horizontally. In Aguaruna, there are only two words sutajuch and esajam which are used for both the vertical and horizontal distinction of length. It can sometimes be very helpful to a translator who is looking for a particular word to realize that he/she thinks about the antonym, the word opposite in meaning, he may be able to find the desired word by constructing a negative form of that antonym.

5.       Reciprocal words

Most language will also have sets of words which are the reciprocal of one another. For example, the words give and receive have a reciprocal relationship to one another. Briefly I can say, reciprocal action or agreement involves two people or groups who do the same thing to each other or agree to help each another in a similar way (FORMAL). For example they expected a reciprocal gesture before more hostages could be freed. And another example is One can say "Matthew gave Jenny a book. "(Matius memeberikan Jenny sebuah buku) or one can say. "Jenny received a book from Matthew (Jenny menerima buku dari Matius). Teach and learn are reception this may be very useful. Sometimes in translating where the receptor language does not have a specific word used in the same way as the source language. It may be that the same meaning can be communicated by using a reciprocal word. The last is really important that the translator should be aware of the fact that the vocabulary of the source languages will not match the vocabulary of the receptor language. Awareness of the way that vocabularies are structured should help the translator to find equivalents through looking for more generic or specific vocabulary by looking for words that are synonymous or near synonymous and by looking for antonyms and for reciprocal words.

Tugas_Chapter Two_ KINDS OF TRANSLATION

CHAPTER TWO

KINDS OF TRANSLATION

Hello, my name's Matthew Mawekim. I would like to respond about the material on "Kinds of Translations." Basically we had known about translation, - it is a process of transferring the meaning of source language onto receptor language in written form. In this case, source in here means the language which we want to translate into, while receptor means a language of receiver/receiver language.
> Based on the text, I have read the materials carefully about Kinds of Translation. I get more knowledge about this course. I have never study this course yet, so I haven't get more knowledge about translation and everything about it yet. On the other hand, for this chapter have get kinds of translation. Process of Translation cannot be separated by each kind. We cannot translate very well without guidance about term of kinds of translation.
> This module mentions that there are three kinds of translation. They are literal translation or we called form based translation, Idiomatic translation which is meaning based translation, and Unduly Free Translation.
> First one is Literal translation or Form-Based Translation. Literal translation in here means that the process of translating usually follow the form of source language. In addition, it is usually scientist called an interlinear translation because the form commonly follows original words of source language. For the example I'd like to give some example, in Indonesia the parents usually advice to their children to eating out. They usually say (Jangan makan-makan di jalan). So we translate in to English (Do not eat-eat at street. And other example from copied material, (jangan lari-lari di jalan raya = Don't run-run at street big. They have subject + verb + adjective but the sound and the grammar structure actually wrong. Beside this, the sound like nonsense and actually it has little communicative values. And I think it is not correct for the learner.
> The second is Idiomatic translation or Meaning Based on Translation. In this part the meaning after translate process based on the meaning context. The interesting one of this part is the sound not like the translation but will be like written originally in target language. Because from this term contain of grammatical construction with the choice of lexical items. For example (saya makan pisang goreng: I eat fried banana). It be able to communicative the meaning in source language and the target language.
> Finally the last one is Unduly Free translation. It is not considered acceptable translation for most purpose. The translation unduly free based on some kinds below, and it's very important. They are: It adds extra information which is not in source language text, It changes the meaning of the source language, and It changes the facts of the historical and cultural setting of the source language text.
 Here are the examples of Unduly Free Translation according to the text/copied material:
 Jangan main – main di jalan raya
 Do not play soccer with your friends on the street
 (Soccer with your friends is extra information)
 Jangan ganggu-ganggu di jalan
 Do not teasing people on the street with your friends
 (Teasing people with your friends is extra information)

 Sometimes unduly free translation has any purposes like for humor, or to bring out special response from target language speakers. But however they are not acceptable as normal translation. The emphasis is on the reaction of those hearing it and the meaning is not necessarily the same as that of the source language. So, for all kinds we must to see the grammar and the choice of lexicon term. However, if the extraneous information is true it does not matter and if it untrue that is the problem. A translator may add the truly extra information if she/he know the fact exactly. Because we should learn about the term much more until we understand it and believe that we can to do a translation project. If we are the translator we should know this term and study about it carefully, because it is not easy like an apple pie to be a translator. We must to study about the text language not just for one or two times but as long as we do the translation project. The things that we should do after study about it, we must analyze the data before we make the final drafts. We take care of those kinds; the translator cannot make a translation process as what we need. So, I would like to say as we are learners, we should carefully when we choice any kinds of translation as our ways to make a translation. Commonly translator, even though we want to translate any kinds of text such as a story, news item, or something else the main point is we have to know clearly about the information truly.  I think  that is mine. I am waiting for your comments...

Tugas Translation_Smstr Fifth_ TRANSLATION AND INTERPRETATION

CHAPTER ONE

TRANSLATION AND INTERPRETATION

Matthew Mawe

In my mind, translation is the best way which people usually do from years to years, and it's one of the processes of changing something that is written or spoken into other language to another language. We had known about the meaning of "translation" - a process of transferring the meaning of source language onto receptor language in written form. In this case, source in here means the language which we want to translate into, while receptor means a language of receiver. In translation way, there are four kinds of terminologies, each of them are: Form refers to words, phrase, sentences, and paragraph. In addition, in generally there are three main points in translation: Study (which including the lexicon (words)), the grammatical structure (should exist), Analyze (the text in order to determine each meaning) and the last one is Reconstruct (the meaning should use the lexicon and grammatical structure which are appropriate in receptor language and its cultural context. 

Campus tools

Anyway, After I read the material on the lecture one, I read about this form and meaning of the translation versus interpretation. In this lecture's subject there written about translation versus interpretation. Translation in Indonesian is penerjemahan, and translation in this subject a process of transferring the meaning of the source language into the receptor language in a written form. While interpretation is a process of transferring the meaning of the source language into the receptor language in an oral form. In other words, translation is changing a meaning of a word of one language to another language in a certain form of phrases or sentences. And interpretation is explaining the meaning of a language orally.
 There are terminologies are used in this lecture. Firstly, source language refers to the form which the translation is made. Second is receptor language that refers to the form into which it is to be changed. Third, is communication situation refers to who the speaker is (age, sex, social, status). And the last one is cultural context refers to a context where a text is written or spoken. In translation, Mildred L. Larson (Meaning-Based Translation) mentions three processes of translation there are study, analyze the text, and reconstruct. 
 As well as I know that there are some steps in a translation Project like establishing the project which contains of number of matters which need to be clearly understood by all who will be involved that is happen before one considers beginning a translation project. Also these things can be summarized under four T's- the Text that refers to the source of language document which is to be translated, next is the target that refers to the audience (children, adult, educated, uneducated, city residents etc.), the other one is the team that refers to the people who will be involved in the project that means a translator with capability to handle both source language and receptor language matters. The last one is the tools that refer to the written sources materials which will be used by translators as helps like dictionaries, lexicons, grammars, cultural description etc. The other supporting sources for this also like money, papers. Computers, pencils, etc. are necessary. Next project is exegesis, which used to refer to the process of discovering the meaning of the source language text which is to be translated. Exegesis also is the step which includes the preparation and analysis which must be done before anything at all can be written in the receptor language. Because the text must be understood completely this process takes place in moving from the source language form to the semantic structure. Then, transfer and initial that means the transfer results in the initial draft. In preparing this draft the translator is transferring from the source language into the receptor language. Next point is evaluation; this project has purpose that is threefold, accuracy, clearness, and naturalness. 
> There is some question to be answered about the translation and the evaluation should be mother-tongue speakers of the receptor language. While after the evaluation is done carefully there will need to be a revised draft made on the basis of the feedback received. In many translation projects also there are advisors or consultants who are willing to help the translator. Then the last project is final draft, when the translator incorporates into translated text the suggestions made by the consultant, other words checks them again with mother-tongue speakers to be sure. However, before prepares the final draft decision about format need to discuss with the whole translation team.
> In lecture one also contains of characteristics of language which have a very direct bearing on principles of translation. Firstly, meaning components are packaged into lexical items words, but they are "packaged" differently in one language than in another. Many times a single word in the source language will need to be translated by several words. E.g. ojek means motorcycle used for public transport (5 kata). Sandman means tokoh dalam dongenan yang menidurkan anak dengan menaburkan pasir kedalam mata mereka (12 kata). Those examples above means that a single in Indonesian needs to be translated by 5 words (lexical items) inti English needs to be translated by 12 words into Indonesian.The next characteristic is same meaning component occurs in several words (forms). E.g. ikan  bobara, deho, cakalang, ouri, info and so on. Sheep lamb (young sheep), ram (adult and male) ewe (adult and female). And the last is one word (form) represents several alternative meanings, like makan makan nasi, makan bunuh. I think that’s all..

FIGURATIVE PROPOSITIONS/METAPHORS AND SIMILE_Tugas Translation

Name : Matthew Mawekim
NIM         : 0100140276
Subject       : Translation – Chapter six
Theme : Figurative Propositions/Metaphors and Simile


FIGURATIVE PROPOSITIONS/METAPHORS AND SIMILE

We know that both metaphor and simile are common figures of speech found in many languages. This chapter we will talk about important point such as: 1. Defining metaphor and simile, 2. Analyzing metaphors and similes, 3.Translating metaphor and similes, 4. Problems in interpreting metaphors. These figures of speech are comparisons. A metaphor is an imaginative way of describing something by referring to something else which is the same in a particular way. For example, if you want to say that someone is very shy and frightened of things, you might say that they are a mouse. While a simile is an expression which describes a person or thing as being similar to someone or something else. For example, the sentences `She runs like a deer' and `He's as white as a sheet' contain similes, the moon like blood, and John is like a ravenous wolf.
As I have told you above, when you are making comparisons, you may use similes or metaphors. They are both analogies that compare two things. Metaphors are a kind of analogy where two unlike things are compared but have something in common. The statement doesn't make sense, until you think about it and see the comparison that is being made.

Here are some Examples of metaphors:
• He's a diamond in the rough. This means he is better than he appears and maybe needs more experiences or training to show his true nature.
• She is such an airhead. Airhead implies she is not smart or doesn't think well.
• Time is a thief. There is not enough time to do what you want.
• The world is my oyster. This can mean the speaker is positive about his experiences and is going to do well in life.
• You are a couch potato. This refers to someone who sits and does nothing.
Simile can be also state like this a more direct comparison of two things and a metaphor is an indirect comparison. If you look at a metaphor literally, it doesn't make sense. When you realize the comparison that being made, then it makes sense. Similes are a little easier to understand. The uses of similes and metaphors can be confusing to people who are not fluent in a given language because they will interpret the words literally. Also, similes and metaphors can change from region to region, and even among groups of people, like musicians or teenagers. Sharing certain analogies can be a common bond in a social group.
Language can change quickly, thanks to mass media and the Internet, so being fluent in a language is an ongoing process for everyone.
2. Analyzing metaphors and similes
the simile in English, John is as tall as bean pole is based on two propositions:
1. John is tall
2. A bean is tall
this is very simple and easy to analyze because the topic of the first proposition is being compared to the topic of the second. The comments are identical. The topic of the second proposition is often called image (for illustration), the thing that the first topic is like. The point of similarity is found in the comments. A metaphor or simile, then, has four parts.
Topic: - the topic of the first proposition (nonfigurative). I.e. the thing really being talked about
Image: - the topic of the second proposition (figurative). I.e. what is being compared with
Point of similarity: - found in the comments of both of the propositions involved or the comment of the event proposition which has image as topic.
Nonfigurative equivalent: - when the proposition containing the topic is an event proposition, the comment is the nonfigurative equivalent. To analyze metaphor and similes, it is very helpful to write out the propositions which are basic to the comparison. The topic, image. Point of similarity 9found in the comments about the topic and the image), and the non figurate meaning (when the proposition) should all be include. Only when these have been identified, can be adequate translation be made into a second language. The meaning in the source text must be discovered first.

3. Translating metaphor and similes
In the light of these various problems, the difficulty in the discovering the meaning of metaphors in the source language and the misunderstanding which are may be in their interpretation-the translator must give careful consideration whenever a metaphor is found in the source text. The following steps can be used to find out adequate translation of a metaphor or simile:

- To determine whether the comparison is an idiom or metaphor/simile
- If it is an idiom, then, the image does not need to be kept, but the meaning can be translated directly, i.e. no figuratively
- If it is a metaphor or a simile the first task of the translator is to analyze the metaphor carefully. It can be very helpful to write down explicitly the two propositions with the topic, the image, and the point of similarity.

The aim of the translator is to avoid wrong, zero, or ambiguous meaning. A literal translation of a metaphor or simile often leads to wrong meaning or no meaning at all. Sometimes it is simply ambiguous. Figures which are translated literally need to be checked out carefully with a number of speakers to be sure that the right meaning is being communicated.

4. Problems in interpreting metaphors
not all metaphor and similes are easily understood. If they are translated literally, word-for-word, into a second language, they will often be completely misunderstood. There are a number of reasons why metaphors are hard to understand and cannot be translated literally. First of all, the image used in the metaphor or simile may be unknown meaningless to people who live in some parts of the South Pacific where snow is unknown. In English, we can say I washed my clothes white as snow. To make a similar comparison in a language in the south pacific some other image would probably be uses such as white as seashells or white as bone. Sometimes it is a point of similarity that is implicit and hard to identify.

Abstract
Metaphor provides a case study for the problem of the interaction of participants in the communicative act. Metaphor can be defined as a linguistic sign used in the predicative function outside its normal usage as determined by the code. Metaphorical sense emerges through exploiting the set of associations that accompany linguistic elements in the consciousness of code users. This pragmatic material is a more amorphous complex than ordinary linguistic meaning. The sets of associations fixed in the consciousness of native speakers of a given language make metaphorical communication always extremely `sensitive' to the communicative context.
Problems in interpreting metaphors
not all Metaphors and Simile are easily understood. If they are translated literally, word by word, into a second language, they will often be completely misunderstood. There are a number of reasons why Metaphors are hard to understand and cannot be translated literally.