Wednesday, November 8, 2017

Contoh pembuatan Acknowledgment pada Tugas Akhir (TA)



ACKNOWLEDGMENT

         First of all, the writer thank to Allah swt who always give easiness in finishing this final report on time. The writer would like to thanks to all people who had helped and supported as follows:
1.        Dean of Adab and Humanities, Dr. Setia Gumilar, S.Ag., M.Si, and Vice Deans, Dr. Ading Kusidana, M.Ag., Dr. Dedi Supriadi, M.Hum., and Dr. Dadan Rusmana, M.Ag. who have improved the faculty of Adab and Humanities, improving the religious thing and the knowledge thing for students.
2.        Mr. Udayani Permanaludin, S.S., M.Pd as the head of Diploma III English Vocational Program, who has been leading English Vocational to be the better department.
3.      Dr. Andang Saehu, M.pd, as the supervisor of the writer’s final report, who has helped me in finishing the final report.
4.      Thanks to examiners…
5.      My family, for my mother and my father, my sister and my brother, always supporting me.
6.      My close friend, Eris and Frianji who had helped me in giving facility for finishing the final report.
7.      All my friends, they always give me spirit for finishing this report

Contoh Abstrak pada Tugas Akhir (TA)



ABSTRACT

FAUJI:The Translation of Selected Case Studies in American History Volume 2 Chapter 6-10
This translation is about American history entitled“The Translation Of Selected Case Studies in American History Volume 2 Chapter 6-10” written by Gardner, Berry, Olson, and Rood. The aim of translation project is to help readers in understanding the translated book content in Indonesia language,add vocabulary size about history, increase the competence of English-Indonesia translation and apply translation methods in translating this book into Target Language (TL). Theoritically, this translation project could be beneficial for theory development especially translation theories of Newmark and Nida. Practically, the translation result can give knowledge to students, other writers, translation community (HPI, Bahtera..), and readers.Methods used in the translation were word-for-word translation, literal translation, faithful translation, adaptation, free translation, idiomatic translation, and communicative translation. The most translation method used by the writer was free translation. These methods were used because they refer to the the context of Source Language (SL). In translating, there are two things that are to be concerned by the writer. The first, theories and methods in translating the Source Language (SL) are understood precisely by the writer. The second, in increasing the english knowledge, the writer has to read and focus on many books that is especially about translation.
Key Words: Method, History, and Translation.

Contoh pembuatan Preface dalam bahasa Inggris



PREFACE

Bismillahirohmanirrohim…
First of all, the writer do thank to Allah swt who has been giving His mercy to the writer, so that writer had finished the final report entitled “The Translation Of Selected Case Studies in American History Volume 2 Chapter 6-10” written by Gardner, Berry, Olson, and Rood on time.  This final report is submitted as one of requirements for getting A.Md degree in  Diploma III English Vocational Program. The writer would like to say thank to all people who helped me in finishing this final report, especially for supervisor, Dr.  Andang Saehu, M.Pd and the head of English Vocational Program, Udayani Permanaludin, S.S., M.Pd. I do realize that my final report is not perfect, but I hope my final report can be useful for us. The critics and suggestion of readers is needed for making this final report be better. And, may this final paper can help readers who expand their knowledge over this translation.


                                                                                    Bandung, April 20, 2017

                                                                                         Fauji Imamul Arifin

Tuesday, October 24, 2017

Creating materials: the link between syllabus and audience



CHAPTER I
 INTRODUCTION

This chapter presents background of Creating materials: the link between syllabus and audience. The purpose of it tells about the purpose of Creating materials: the link between syllabus and audience.
1.1. Background of Translation
Creating materials through which people can effectively learn new languages is a highly specialized craft, one that  seems to be perfected through immersion in the activity itself. Since the prospect of sink or swim ca discourage potential talent,more attention needs to be paid to developing guidelines for writers. This chapter looks at writing in various ways: in section 9.1 The audience for materials, by contrasting writing for local or wider audiences, a difference often but not always marked by the separate worlds of producing non-commercial materials as opposed to commercial textbooks. In section 9.2, we differentiate between projects which are ‘commissioned’ and ‘self-initiated’. In both, however, there is writing as a team effort, the issue discussed in section 9.3. finally, section 9.4 A checklist for writers is preparation for launching a materials writing project,or what to consider at the first meeting of a writing team.

CHAPTER II
CONTENT
2. Creating materials: the link between syllabus and audience
2.1 the audience for materials
To a certain extent, witing for a local or a wider audience coincides with the difference between non-commercial and commercially-sponsored projects. For writers, however, it is more productive to focus on the audienc. That is why the terms ‘local’ and ‘wider’ are valuable. There are times when a commercial firm might be asked to produce materials for a local audience, for a particular school, a particular system, a ministry, or even for an entire country. Usually, non commercial materials are aimed at a more specified, local audience. Commercial materials are for as wide an audience.
2.1.1 Writing for a local audience
When they create for a local audience, the writers should be familiar with the needs of the learners, their age, level of profiency, degree of motivation, cultural learning styles, etc. however, knowing the audience well does not mean that writers can overlook, at an early stage, defining the scope of the project in terms of combining or emphasizing language skills, language contet, and the processes in which skils and content are used. Sometimes, after a year or two of working with tightly controlled materials, the teachers feel too bound. For this reason, writers who deal with a local audience often find they must walk a tightrope. There are other problematic aspects as wwell with local audiences. Granted, the writers can select situations knowing whether or not learners possess the required background knowledge to understand them.
2.1.2 Writing for a wider audience
Although in writing for a wider audience it is much more difficult to take learners’ characteristics into account, one difference that cannot be ignored is age. Children are not the same as adult learners. A more subtle age division is the one between children and adolescents. But the most important factor in writing for a wider audience is not knowing the curriculum or syllabus, let alone the objectives of the audience. At times even educational goals are ill defined. One way is by giving enough practice material so that teachers are free to select what fits a particular group.
2.1.3 Issues common to both audience
Other issues of taste, sensitivity and attention to details are common to writing for both audiences, local and wide. To the eye, in terms of spelling, the two names look very much the same since they both begin and end with the same letter. One tends to overlook issues like these in choosing the elements that go into materials writing. Yet, the difficulties presented by small, culturally bound elements in language are quite crucial in writing for both audiences.
2.2 Commissioned and self-initiated projects
Basically, writing projects are either commissioned by others or they are self-initiated by the writers themselves.
2.2.1 Commissioned projects
The publisher or initiating authority may have set up a quality contrl person who follows the project from beginning to end, giving progress reports while the work is going on. The quality control person, most likely called an editor, is the project’s coordinator, acting as liaison between writers and the commissioning authority. Thus, the writers feel that they never get far enough out of the forest to see the trees..it may turn out, too, that a writing team for a commissioned project is made up of people from various backgrounds who have never worked together before.
2.2.2 Self-initiated projects
Self-initiated projects usually start when an individual or a few teachers who have been successful in producing materials for their own immediate classroom needs decide that their ‘great idea’ deserves to be shared with the rest of the world. It is certainly tru that a worthwhile textbook requires insight from teaching, but it also requires craftsmanship from writers. What is frequently necessary is for the teachers/writers to put aside their successful classroom materials and to think about the specialized requrements of a textbook. A key factor in transforming either classroom materials into a publishable manuscript or transposing one’s own ‘great idea’ into a book depends on having a grasp of the marketplace for textbooks. It is often up to the writers to assess the field; the publisher, with all good intentions, is not in a position to keep up with trends in language teaching along with a number of other subject areas in his/her educational catalog. By getting to know the types of educational materials and texts which particular publishers produce, an author with aspirations to be published can make better decisions regarding which editors or publishers to approach with sample ideas and lessons.
2.2.3 I hve an idea…
In most cases, your sample lessons and rationale will be sent to reviewers for appraisal, a process that can stretch over a few months at least. In other words, the publisher will rely heavily on the comments which seasoned professionals (who usually receive a small fee fom the publisher for their service report back. These reviewers’ comments may well contain useful suggestions that will guide you in further shaping of the work.


2.3 Writing as a team effort
Because of the variety of tasks which must be performed togetherith the advisabilityof bringing in various skills, talents, andpointsfviewwritingis frequently ateamfftor a co-authored veture.
2.3.1 An idealized team
It goes without saying that all members of a materials writing team will have professional qualifications for the assignment .in an effective team at least, members complement each other. A successful materials producting team is composed of personalities who have learned to compensate for individual weaknesses by using each other’s strengths. In fact, a strong team needs divergent personality types so that there is ample opportunity for a flow of ideas. For example, a team needs an organizer, someone who tactfully lays out the tasks which need to be accomplished. The team needs an idea person, the one who has flair and imagination. A good team should have an experimenter, as well as an evaluator. Those who have worked with teams report that inevitably there is a big talker’ as well as a persuader, the one who can argue strongly for a particular decision. Effective committees as well as teams operate through democratic processes. But anyone who has worked on a committee knows there must be one person at the head. Someone must be selected to make the final decisions. That individual needs to be sensitive to others yet wise enough to know how and when to maneuver so that everyone’s abilities are utilized.
2.3.2 Other team models
There is also team writing which follows an authoritarian format. One person, totally responsible for conceptualization and design, assigns the tasks. Since the work is highly structured, it is apt to be completed more punctually.
2.4 A Checklist for writers
The decision-making characteristic of materials writing is most apparent during the early stages of a project. To avoid unnecessary re-writing at later periods, many basic problems should be settled early.






CHAPTER III

Conclusion
              In this chapter  entitledCreating materials: the link between syllabus and audience, the author defined the things that is in creating materials. The part of this chapter had been created by the author is very interesting because it explains about analyzing the thingshappened in creating materials.In the other hand, the things happened in creating materials can be used through discussion, study and debate because many questions in the chapter that refer to our insight as a student, giving our opinion to finish the case. This chapter gives us how to finish the case involved in creating materialsand prompts us to give response about the case.
            The chapter is very good for students who study reading and understanding about the creating materials.The writer feels that in the resultis still many faults.
4.2 Suggestion
Based on the result and also the conclusion, the writer has some suggestions as follows:
1)      The readers can use thisresult as reference and understand about creating materials.
2)      People are studying in English Educationcan apply this materials.





Persamaan Bahasa Arab dengan Bahasa Indonesia

Persamaan Bahasa Arab dengan Bahasa Indonesia           Banyak dari kosakata bahasa Indonesia yang merupakan hasil serapan dari...