Name : Dewi Indriyani

NPM : 202122063
Class :B

 Summary English for Educators

Delivering instruction in the classroom.
Materials outline:
1. Teaching style.
Teaching styles greatly affect student motivation in learning. According to
Grasha, there are 5 teaching styles, namely:
• Expert
Here the teacher is centered by conveying knowledge. In this style,
students are not given sufficient opportunities to interact communicatively.
• Formal authority
The teacher teaches the right way to do something and teacher provides
feedback for guide learners. Here students have sufficient opportunities to
interact.
• Personal models
The teacher tries to lead by providing examples and models of behavior to
students, and demonstrating skills and processes to students.
• Facilitators
The teacher acts as a coach rather than an expert instruction. In this style,
the teacher becomes a facilitator who can help students interact with each
other.
• Delegator
Here students become centered which aims to enable students to learn
independently. Usually using a problem-based approach to learning which
expects students to gain knowledge by themselves.
2. Basic presentation skills
1) Voice
• Voices
Make sure your voice can be heard clearly by students when presenting.
• Diction
Make sure that our pronunciation is correct, make sure to also use
vocabulary or words that are familiar to students.
• Pace
We should be aware of teaching tempo. When you have limited time while
studying, try to stay calm so that the instructions we give can be
understood by students.
• Verbal tics and fillers
Try to avoid fillers and interjections if you feel nervous.
• Tone and pitch
Avoid using a monotonous voice when studying and try to use a variety of
tones and pitches to increase student interest.
2) Body language
• Eye contact
Try to make eye contact with different students. This can make students
focus, encourage them to engage more, and make students participate
more actively in the learning process.
• Posture
Teachers should make appropriate postures in order to encourage our self-
confidence.
• Gestures
When explaining in class use gestures in some situations. Use only the
necessary gestures and make sure students can see your gestures.
• Smiles
Conducting learning and teaching process, when we give instructions, we
get a smile. This is so that we have a good relationship with students and
students can consider us competent speakers.
• Use of space
Moving around the room can energize us and get students' attention. In
addition, it can also reduce our anxiety when teaching.
3) Humor
• Learn to tell a joke
Making jokes can make the class enjoy.
 • Choose humor carefully
In the choice of humor, one must be careful because not everyone can
accept humor in a different way.
• Make it relevant
Try to make it relevant, for example, looking at culture, ages, and so on.
• Be aware of copyright
When making humor using sources, avoid copyright.
3. Suggested practice
a) Establish a positive classroom environment
b) Begin lessons by giving clear instructions
c) Maintain student attention
d) Make a smooth transition into next subject
e) Evaluate what has taken place in your lesson
4. Common concerns
a. Overcoming anxiety
b. Amount of content
c. Classroom management
d. Handling questions
e. Handling mistakes
f. Develop positive teachers/students' relationship.
Analysis Taxis and Logico-Semantic from Summary Subject English for
Educators.

1. According to Grasha, there are 5 teaching styles, namely: …

a. Taxis
 Parataxis
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
According to Grasha, there are 5 teaching styles, namely
(=, details): …

o Extension
o Enhancement

2. The teacher teaches the right way to do something and teacher

provides feedback for guide learners.
A. Taxis
 Parataxis
The teacher teaches the right way to do something and (additive)
1
provides feedback for (additive) guide learners.
2 3
 Hypotaxis
-
B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
The teacher teaches the right way to do something and (+)
teacher provides feedback for (+) guide learners.
o Enhancement
3. The teacher tries to lead by providing examples and models of
behavior to students, and demonstrating skills and processes to
students.
A. Taxis
 Parataxis
The teacher tries to lead by providing examples and (additive)
1
models of behavior to students, and (additive) demonstrating
skills and
2 3
processes to students.
 Hypotaxis
B. Logico-Semantic
 Projection
o Locution (verbal)
The teacher tries to lead by providing examples and models
of behavior to students, and demonstrating (projecting
clause) skills and processes to students. (Projected clause)

o Idea (mental)
 Expansion
o Elaboration
o Extension
The teacher tries to lead by providing examples and (+)
models of behavior to students, and (+) demonstrating
skills and processes to students.

o Enhancement
The teacher tries to lead by (x) providing examples and
models of behavior to students, and demonstrating skills
and processes to students.
4. The teacher acts as a coach rather than an expert instruction.
A. Taxis
 Parataxis
 Hypotaxis
The teacher acts (α) as a coach rather than an expert instruction. (β
)

B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
 o Extension
o Enhancement

5. Make sure your voice can be heard clearly by students when presenting.
A. Taxis
 Parataxis
 Hypotaxis
B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
Make sure your voice can be heard (projecting clause)
clearly by students when presenting.
(Projected clause)

 Expansion
o Elaboration
o Extension
o Enhancement

6. When you have limited time while studying, try to stay calm so that
the instructions we give can be understood by students.
A. Taxis
 Parataxis
 Hypotaxis
When you have limited time (α) while (temporal studying (β), try
to stay calm (α) so that the instructions we give can be understood
by students. (β)

B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement
When you have limited time while (temporal) studying, try
to stay calm so that the instructions we give can be
understood by students.
7. Try to avoid fillers and interjections if you feel nervous.
A. Taxis
  Parataxis
 Hypotaxis
Try to avoid fillers and interjections (α) if (causative) you feel
nervous. (β)

B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
Try to avoid fillers and interjections if you feel (projecting
clause) nervous. (Projected clause)

 Expansion
o Elaboration
o Extension
o Enhancement
Try to avoid fillers and interjections if (causative) you feel
nervous.

8. Avoid using a monotonous voice when studying and try to use a

variety of tones and pitches to increase student interest.
A. Taxis
 Parataxis
Avoid using a monotonous voice when studying (1) and (additive)
try to use a variety of tones and pitches to increase student interest.
(2)
 Hypotaxis
Avoid using a monotonous voice (α) when (temporal) studying
and try to use a variety of tones and pitches to increase student
interest. (β)

B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
Avoid using a monotonous voice when studying and (+) try
to use a variety of tones and pitches to increase student
interest.
 o Enhancement
Avoid using a monotonous voice when (temporal)
studying and try to use a variety of tones and pitches to
increase student interest.
9. This can make students focus, encourage them to engage more, and
make students participate more actively in the learning process.
A. Taxis
 Parataxis
This can make students focus, encourage them to engage more (1),
and (additive) make students participate more actively in the
learning process. (2)
 Hypotaxis
B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
This can make students focus, encourage them to engage
more, and (+) make students participate more actively in
the learning process.
o Enhancement
10. Teachers should make appropriate postures in order to encourage our
self-confidence.
A. Taxis
 Parataxis
 Hypotaxis
B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement
Teachers should make appropriate postures in order to (x,
causal) encourage our self-confidence.
11. Use only the necessary gestures and make sure students can see your
gestures.
A. Taxis
 Parataxis
 Use only the necessary gestures (1) and (additive) make sure
students can see your gestures. (2)
 Hypotaxis
B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
Use only the necessary gestures and make sure students can
see (projecting clause) your gestures. (Projected clause)

 Expansion
o Elaboration
o Extension
Use only the necessary gestures and (+) make sure students
can see your gestures.

o Enhancement
o
12. Conducting learning and teaching process, when we give instructions,
we get a smile.
A. Taxis
 Parataxis
 Hypotaxis
Conducting learning and teaching process (α), when (temporal)
we give instructions, we get a smile. (β)

B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement
Conducting learning and teaching process, when
(temporal) we give instructions, we get a smile.

13. This is so that we have a good relationship with students and students
can consider us competent speakers.
A. Taxis
 Parataxis
 This is so that we have a good relationship with students (1) and
(additive) students can consider us competent speakers. (2)

 Hypotaxis
B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
This is so that we have a good relationship with students
and (+) students can consider us competent speakers.
o Enhancement
14. Moving around the room can energize us and get students' attention.
A. Taxis
 Parataxis
Moving around the room can energize us (1) and (additive) get
students' attention. (2)
 Hypotaxis
B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
Moving around the room can energize us and (+) get
students' attention.
o Enhancement
15. In the choice of humor, one must be careful because not everyone can
accept humor in a different way.
A. Taxis
 Parataxis
 Hypotaxis
In the choice of humor, one must be careful (α) because (causal)
not everyone can accept humor in a different way. (β)

B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
 o Elaboration
o Extension
o Enhancement
In the choice of humor, one must be careful because
(causal) not everyone can accept humor in a different way.

16. Try to make it relevant, for example, looking at culture, ages, and so
on.
A. Taxis
 Parataxis
 Hypotaxis
B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
Try to make it relevant, for example, looking at
(projecting clause) culture, ages, and so on. (Projected
clause)

 Expansion
o Elaboration
Try to make it relevant, for example (=, exemplification),
looking at culture, ages, and so on.
o Extension
o Enhancement
Analysis Data and Interpretation
System Types of Expansion Frequent Percentage
System Types
Taxis Parataxis 9 23,1%
Hypotaxis 7 17,9%
Projection Locution 1 2,5%
Logical- Idea 4 10,3%
Semantic Expansion Elaboration 2 5,1%
Extension 9 23,1%
Enhancement 7 17,9%
Total 39 100%

From the table above, it can be seen that the clause complex consists of two
systems, namely taxis and logical-semantic. Taxis consist of parataxis and
hypotaxis, while logical-semantic consists of projection (locution and idea) and
expansion (elaboration, extension, enhancement). In the summary subject of
English for Educators entitled "Delivering instruction in the classroom", there are
23,1% parataxis with 8 additive and 1 disjunctive.
Next, 17,9% hypotaxis with 3 subordinating conjunction temporal, 2 causative, 1
causal and conjunction “so that”. Other reason is because the sentences use
subordinating conjunctions and one clause can be dependent on another.
Furthermore, there are 2,5% projection type locution because there are sentences
that use verbal processes, 10,3% projection type ideas because there are sentences
that use mental processes. Then, for expansion there are 5,1% elaboration with
exemplification type, 23,1% extension because the sentence uses coordinating
conjunctions, and enhancement because the sentence contains 17,9%
circumstancial elements.
So, in this summary parataxis and extension dominate with a percentage of
23,1%. It means that in this summary there are many sentences that contain
independent clauses, so they use coordinating conjunctions.
  Summary subject Grammar in Spoken Discourse
Ellipsis and Elliptical Construction
Ellipsis
A. Definition
Ellipsis is the omission of elements which are precisely recoverable
from the linguistic or situational context. It is the omission of one or
more words that are obviously understood but that must be supplied to
make a construction grammatically complete. It is commonly found in
both spoken and written discourse.
B. Purpose
To avoid the unnecessary repetition of words or redundancy
C. Kind of Ellipsis
1) Initial Ellipsis
o Initial omission of It and That, sometimes including a form
of be and also a/an.
A: Lovely day, isn’t it?
B: Beautiful.
A: Shame we’ve got to work.
A: It’s a Lovely day, isn’t it?
B: It’s Beautiful.
A: It’s a Shame we’ve got to work.

o Initial omission in questions of Are, Do and Have,

sometimes including you.
A: I’m bored.
B: You want to go for a walk?
A: No, not really.
A: I’m bored.
B: Do You want to go for a walk?
A: No, not really.
o Initial omission of I and I, He, She, We sometimes
including be and a/an, or ’ve and ’d
A: Shall we hire a car?
B: Better not. The roads around here are really dangerous,
apparently.
A: Shall we hire a car?
B: We’d Better not. The roads around here
are really dangerous, apparently.
2) Ellipsis with Auxiliary Verb
1. She told me she’d come and she did.
She told me she’d come and she did come.
 2. A: Who has promised me to clean the floor?
B: She has. (She has promised you to clean the floor)
3) Ellipsis with Prepositions
A: Where’s your brother at the moment?
B: France. He’s working for an electronics company.
A: Really? When are you likely to see him again?
B: Sunday, actually. He’s coming home for a wedding.
4) Ellipsis with Infinitives
A: Are you coming today?
B: I don’t want to.
5) Ellipsis with Another Verb Phrase
Elizabeth likes the Minnesota Vikings and her father, the Patriots.
 Elizabeth likes the Minnesota Vikings and her father
likes the Patriots.
Elliptical Construction
A. Definition
The omission from a clause of one or more words that are nevertheless
understood in the context of the remaining elements. 
Example:
You will be punished when you coming to the class late
- you will be punished when coming late
Sam likes jogging, Cindy likes jogging.
- Sam likes jogging, and so does Cindy.
- Sam likes jogging, and Cindy does too.
- Sam and Cindy like jogging.
B. Function
Avoiding repetition of the same element or omitting a lot of
redundancy without changing the meaning.
C. Form
There are several forms of elliptical construction, that is:
 Positive Construction
Positive sentence, and + so + auxiliary + S
Positive sentence, and + S + auxiliary + too
Example:
Cindy is wearing a coat. Ken is wearing a coat.
- Cindy is wearing a coat, and so is Ken.
- Cindy is wearing a coat, and Ken is too.
 Negative construction
Negative sentence, and + neither + auxiliary + S
Negative sentence, and + S + neg. auxiliary + either
Example:
William hasn’t seen this movie. Tom hasn’t seen this movie.
- William hasn’t seen this movie, and neither has Tom.
 - William hasn’t seen this movie, and Tom hasn’t either.
 Noun Ellipsis
- Dennis enrolls English class, and Billy enrolls (English class)
too.
- I enjoy watching action movie, and my father enjoys too.
 Verb Ellipsis
- William prefers tea to coffee, and her wife (prefers) juice.
- Sue plays violin, and Max (plays) piano.
 Phrase Ellipsis
Hillary slept late last night, but her son didn’t (sleep late last
night).
My mother asked me to study hard, and my father ask me to
(study hard).
Analysis Taxis and Logico-Semantic from course Grammar in
Spoken Discourse entitled “Ellipsis and Elliptical
Construction”

1. It is the omission of one or more words that are obviously understood

but that must be supplied to make a construction grammatically
complete.
a. Taxis
 Parataxis
It is the omission of one or more words that are obviously
understood (1) but (adversative) that must be supplied to
make a construction grammatically complete. (2)

 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
It is the omission of one or more words that are
obviously understood but (+) that must be
supplied to make a construction grammatically
complete.
o Enhancement

2. She told me she’d come and she did come.

a. Taxis
 Parataxis
She told me she’d come (1) and (additive) she did come. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
She told (projecting clause) me she’d come (projected
clause) and she did come.
o Idea (mental)
 Expansion
o Elaboration
 o Extension
She told me she’d come and (+) she did come.
o Enhancement

3. Elizabeth likes the Minnesota Vikings and her father likes the
Patriots.
a. Taxis
 Parataxis
Elizabeth likes the Minnesota Vikings (1) and (additive) her father
likes the Patriots. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
Elizabeth likes (projecting clause) the Minnesota Vikings
(projected clause) and her father likes (projecting clause)
the Patriots. (Projected clause)
 Expansion
o Elaboration
o Extension
Elizabeth likes the Minnesota Vikings and (+) her father
likes the Patriots.
o Enhancement

4. Sam likes jogging, and Cindy does too.

a. Taxis
 Parataxis
Sam likes jogging, (1) and (additive) Cindy does too. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
Sam likes (projecting clause) jogging (projected clause),
and Cindy does too.
 Expansion
o Elaboration
o Extension
Sam likes jogging, and (+) Cindy does too.
o Enhancement
5. Avoiding repetition of the same element or omitting a lot of
redundancy without changing the meaning.
a. Taxis
 Parataxis
Avoiding repetition of the same element (1) or (disjunctive)
omitting a lot of redundancy without changing the meaning. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
Avoiding repetition of the same element or (+) omitting a
lot of redundancy without changing the meaning.

o Enhancement

6. There are several forms of elliptical construction, that is:

a. Taxis
 Parataxis
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
There are several forms of elliptical construction, that is:
(=, details)
o Extension
o Enhancement

7. You will be punished when you coming to the class late.

a. Taxis
 Parataxis
 Hypotaxis
You will be punished (α) when (temporal) you coming to the
class late. (β)
b. Logico-Semantic
 Projection
 o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement
You will be punished when (x, temporal) you coming to the
class late.

8. Cindy is wearing a coat, and Ken is too.

a. Taxis
 Parataxis
Cindy is wearing a coat (1), and (additive) Ken is too. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
Cindy is wearing a coat, and (+) Ken is too.
o Enhancement

9. William hasn’t seen this movie, and Tom hasn’t either

A. Taxis
 Parataxis
William hasn’t seen this movie (1), and (additive) Tom hasn’t
either. (2)
 Hypotaxis
B. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)

William hasn’t seen (projecting clause) this movie

(projected clause), and Tom hasn’t either.
 Expansion
o Elaboration
o Extension
William hasn’t seen this movie, and (+) Tom hasn’t either.
 o Enhancement

10. Dennis enrolls English class, and Billy enrolls (English class) too.
a. Taxis
 Parataxis
Dennis enrolls English class (1), and (additive) Billy enrolls
(English class) too. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
Dennis enrolls English class, and (+) Billy enrolls (English
class) too.
o Enhancement

11. I enjoy watching action movie, and my father enjoys too.

a. Taxis
 Parataxis
I enjoy watching action movie (1), and (additive) my father
enjoys too. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
I enjoy watching (projecting clause) action movie,
(projected clause) and my father enjoys too.

 Expansion
o Elaboration
o Extension
I enjoy watching action movie, and (+) my father enjoys
too.
o Enhancement

12. William prefers tea to coffee, and her wife (prefers) juice.
a. Taxis
 Parataxis
 William prefers tea to coffee (1), and (additive) her wife (prefers)
juice. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
William prefers tea to coffee, and (+) her wife (prefers)
juice.
o Enhancement

13. Sue plays violin, and Max (plays) piano.

a. Taxis
 Parataxis
Sue plays violin (1), and (additive)Max (plays) piano. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
Sue plays violin, and (+) Max (plays) piano.
o Enhancement

14. Hillary slept late last night, but her son didn’t (sleep late last night).
a. Taxis
 Parataxis
Hillary slept late last night (1), but (adversative) her son didn’t
(sleep late last night). (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
 Hillary slept late last night, but (+) her son didn’t (sleep
late last night).
o Enhancement

15. My mother asked me to study hard, and my father ask me to (study

hard).
a. Taxis
 Parataxis
My mother asked me to study hard (1), and (additive) my father
ask me to (study hard). (2)

 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
My mother asked (projecting clause) me to study hard
(projected clause), and my father ask (projecting clause)
me to (study hard). (Projected clause)
o Idea (mental)
 Expansion
o Elaboration
o Extension
My mother asked me to study hard, and (+) my father ask
me to (study hard).
o Enhancement
Analysis Data and Interpretation
System Types of Expansion Frequent Percentage
System Types
Taxis Parataxis 13 35,1%
Hypotaxis 1 2,7%
Projection Locution 3 8,1%
Logical- Idea 5 13,5%
Semantic Expansion Elaboration 1 2,7 %
Extension 13 35,1%
Enhancement 1 2,7%
Total 37 100%

From the table above, it can be seen that the clause complex consists of two
systems, namely taxis and logical-semantic. Taxis consist of parataxis and
hypotaxis, while logical-semantic consists of projection (locution and idea) and
expansion (elaboration, extension, enhancement). In the summary course of
Grammar in Spoken Discouse entitled "Ellipsis and Elliptical Construction", there
are 35,1% parataxis with 10 additive, 2 adversative and 1 disjunctive. There are
many sentences use coordinating conjunctions especially word “and”, and the
sentences are independent.
Then, 2,7% hypotaxis types temporal conjunction and and one clause can be
dependent on another.
Next, there are 8,1% projection type locution because there are sentences that use
verbal processes, 13,5% projection type ideas because there are sentences that use
mental processes.
For expansion there are 2,7% elaboration with exemplification and details type,
35,1% extension because the sentence uses coordinating conjunctions, and 2,7%
enhancement beacuse there are some sentences use circumstancial. So, in this
summary parataxis and extension dominate with a percentage of 35,1%.
It means that in this summary there are many sentences that contain independent
clauses, so they use coordinating conjunctions, especially additive.
  Summary course Intersemiotic Translation

Literal and Free Translation

a. Literal Translation
Literal translation is the rendering of a text from one language to another
one word at a time without considering the meaning of the text as a whole.
Literal translation is also known as direct translation or word-to-word
translation. In translation studies, translators use literal translations for
technical translations of legal, scientific, or technical texts.

Everything changes since the translator translates the text by look at each
word separately in this type of translation, the original meaning of the text
may be altered or lost. This is especially true in the translation of non-
technical texts such as literature. For example, this type of translation can
result in mistranslating idioms, unintelligible sentences or grammar
structures. Machine translations in the early periods were known for this
type of translations (mistranslations) as they only used a database of words
and their translations in different languages.

Moreover, literal translations also have a role in the creation of pidgin

languages. Pidgin is a form of contact language used by people with
different language backgrounds. First-generation immigrants often use
literal translation in speaking their parents’ native language and new
country’s language. This results in a mix of two languages, which is quite
similar to pidgin.
We can see from the example, I took an example sentence from Indonesian
and then translated it into English, namely “aku tidak ingin mengacau
karena hidup terus berjalan" if we use literal translation which is translated
word for word it becomes "I don't want to mess up because life keep going
walk" this sentence not wrong, but less comfortable to use when talking.
So it should be “"I don't want to mess up because life goes on"
Indonesia Ak Tida Mengaca Karena Hidu Teru berjala
n u k u p s n
ingin

English I Don’ Mess up Becaus Life Keep walk

t e goin
want g
 This example sentence taken from the Indonesian language means to be
illogical because it is interpreted word for word. Should be a sentence
“aku tidak ingin mengacau karena hidup terus berjalan” translated into
English as "I don't want to mess up because life goes on". The sentence "I
don't want to mess up because life keep going walk" is not wrong, but the
sentence is not good in writing grammar.

Then the second example in Italian is "Jake va a pranzo Dewi" if you use
the literal translation strategy the sentence becomes "Jake it goes to lunch
with Dea" the sentence becomes illogical, right?

Italian Jake Va A Pranzo Con Dewi

English Jake It goes To Lunch With Dea

This sentence should be "Jake goes to lunch with Dewi"

b. Free Translation
Free translation is translating a text in such a way that it reproduces the
general meaning of the original text. Unlike in literal translation, free
translation does not involve rendering word to word meaning of a text.
Moreover, this type of translation may or may not closely follow the
structure or organization of the original text. In addition, it does not pay
close attention to details and may involve adding or deleting content while
keeping the general meaning intact. Translators usually make such
alterations to keep the content and language fluent and natural.

Free translation is also known as creative translation, and it is mainly used

in non-technical translations – for example, translations of literary work,
marketing materials, etc. Moreover, translators should have a very good
knowledge of both the source language and target language and their
cultures in order to do a free translation.
Example:

Indonesian Mark melakukan penelitian di sebuah museum sejarah.

English Mark conducts research in a history museum.

Italian Sotto la pioggia battente, corse con una scatola di riso.

English In the pouring rain, he ran with a box of rice.
Analysis Taxis and Logical-Semantic from course Intersemiotic
Translation, entitled “Literal and Free Translation”
1. Literal translation is also known as direct translation or word-to-word
translation.

a. Taxis
 Parataxis
Literal translation is also known as direct translation (1) or
(disjunctive) word-to-word translation. (2)

 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension

Literal translation is also known as direct translation or (+)

word-to-word translation.

o Enhancement

2. In translation studies, translators use literal translations for technical

translations of legal, scientific, or technical texts.

a. Taxis
 Parataxis
In translation studies, translators use literal translations (1) for
technical translations of legal, scientific, or technical texts. (2)
  Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
In translation studies, translators use literal translations for
(+) technical translations of legal, scientific, or technical
texts.

o Enhancement

3. Everything changes since the translator translates the text by look at

each word separately in this type of translation,
a. Taxis
 Parataxis
 Hypotaxis
Everything changes (α) since (causal) the translator translates the
text by look at each word separately in this type of translation, (β)

b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement
Everything changes since (causal) the translator translates
the text by (manner) look at each word separately in this
type of translation,

4. This is especially true in the translation of non-technical texts such as

literature.
a. Taxis
 Parataxis
 Hypotaxis
b. Logico-Semantic
  Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
This is especially true in the translation of non-technical
texts such as (=, great details) literature.
o Extension
o Enhancement

5. For example, this type of translation can result in

mistranslating idioms, unintelligible sentences or grammar structures.
a. Taxis
 Parataxis
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
For example, (=, exemplification) this type of translation
can result in mistranslating idioms, unintelligible sentences
or grammar structures.
o Extension
o Enhancement

6. Machine translations in the early periods were known for this type of
translations (mistranslations) as they only used a database of words and
their translations in different languages.
a. Taxis
 Parataxis
Machine translations in the early periods were known (1) for this
type of translations (mistranslations) (2) as they only used a
database of words (3) and (additive) their translations in different
languages. (4)
 Hypotaxis
Machine translations in the early periods were known for this type
of translations (mistranslations) (α) as they only used a database of
words and their translations in different languages. (β)

b. Logico-Semantic
 Projection
 o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
Machine translations in the early periods were known for
(+) this type of translations (mistranslations) as they only
used a database of words and (+) their translations in
different languages.
o Enhancement

Machine translations in the early periods were known for this

type of translations (mistranslations) as (x) they only used a
database of words and their translations in different languages.

7. Pidgin is a form of contact language used by people with different

language backgrounds.
a. Taxis
 Parataxis
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement
Pidgin is a form of contact language used by (x, manner)
people with different language backgrounds.

8. First-generation immigrants often use literal translation in speaking

their parents’ native language and new country’s language.
a. Taxis
 Parataxis
First-generation immigrants often use literal translation in speaking
their parents’ native language (1) and (additive) new country’s
language. (2)
 Hypotaxis
b. Logico-Semantic
  Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
First-generation immigrants often use literal translation in
speaking their parents’ native language and (+) new
country’s language.
o Enhancement

9. I took an example sentence from Indonesian, then translated it into

English, namely “aku tidak ingin mengacau karena hidup terus berjalan"
a. Taxis
 Parataxis
 Hypotaxis

b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration

I took an example sentence from Indonesian, then (=,

restatement) translated it into English, namely (=, great
details) “aku tidak ingin mengacau karena hidup terus
berjalan"

o Extension
o Enhancement

10. ... if we use literal translation which is translated word for word it
becomes
a. Taxis
 Parataxis
 Hypotaxis
(α)... if (causative) we use literal translation which is translated
word for word it becomes (β)

b. Logico-Semantic
 Projection
 o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement

... if (x, causative) we use literal translation which is

translated word for word it becomes

11. "I don't want to mess up because life keep going walk"
a. Taxis
 Parataxis
 Hypotaxis
"I don't want to mess up (α) because (causal) life keep going
walk" (β)

b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement
"I don't want to mess up because (x, causal) life keep
going walk"

12. this sentence not wrong, but less comfortable to use when talking.
a. Taxis
 Parataxis
this sentence not wrong (1), but (adversative) less comfortable to
use when talking. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
 this sentence not wrong, but (+) less comfortable to use
when talking.
o Enhancement

13. This example sentence taken from the Indonesian language means to be
illogical because it is interpreted word for word.
a. Taxis
 Parataxis
 Hypotaxis
This example sentence taken from the Indonesian language means
to be illogical (α) because (causal) it is interpreted word for word.
(β)

b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement

This example sentence taken from the Indonesian language

means to be illogical because (x, causal) it is interpreted
word for word.

14. "I don't want to mess up because life goes on".

a. Taxis
 Parataxis
 Hypotaxis
"I don't want to mess up (α) because (causal) life goes on". (β)
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement
"I don't want to mess up because (x, causal) life goes on".

15. The sentence "I don't want to mess up because life keep going walk"
is not wrong, but the sentence is not good in writing grammar.
 a. Taxis
 Parataxis
The sentence "I don't want to mess up because life keep going
walk" is not wrong (1), but (adversative) the sentence is not good
in writing grammar. (2)
 Hypotaxis
The sentence "I don't want to mess up (α) because (causal) life
keep going walk" is not wrong (β), but the sentence is not good in
writing grammar.
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension

The sentence "I don't want to mess up because life keep

going walk" is not wrong, but (+) the sentence is not good
in writing grammar.
o Enhancement
The sentence "I don't want to mess up because (x, causal)
life keep going walk" is not wrong, but the sentence is not
good in writing grammar.

16. Moreover, this type of translation may or may not closely follow the
structure or organization of the original text.
a. Taxis
 Parataxis
Moreover, this type of translation may or may not closely follow
the structure (1) or (disjunctive) organization of the original text.
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
Moreover, this type of translation may or may not closely
follow the structure or (+) organization of the original text.
o Enhancement
17. In addition, it does not pay close attention to details and may involve
adding or deleting content while keeping the general meaning intact.
a. Taxis
 Parataxis
In addition, it does not pay close attention to details (1) and
(additive) may involve adding or deleting content while keeping
the general meaning intact. (2)
 Hypotaxis
In addition, it does not pay close attention to details and may
involve adding or deleting content (α) while (temporal) keeping
the general meaning intact. (β)
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension

In addition, it does not pay close attention to details and (+)

may involve adding or deleting content while keeping the
general meaning intact.
o Enhancement
In addition, it does not pay close attention to details and
may involve adding or deleting content while (x, temporal)
keeping the general meaning intact.

18. Free translation is also known as creative translation, and it is mainly

used in non-technical translations
a. Taxis
 Parataxis
Free translation is also known as creative translation (1), and
(additive) it is mainly used in non-technical translations. (2)
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
 Free translation is also known as creative translation, and
(+) it is mainly used in non-technical translations.
o Enhancement

19. – for example, translations of literary work, marketing materials, etc.

a. Taxis
 Parataxis
 Hypotaxis
b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration

– for example (=, exemplification), translations of literary

work, marketing materials, etc.
o Extension
o Enhancement

20. Moreover, translators should have a very good knowledge of both the
source language and target language and their cultures in order to do a free
translation.
a. Taxis
 Parataxis
 Hypotaxis
Moreover, translators should have a very good knowledge of both
the source language and target language and their cultures (α) in
order to (causal) do a free translation. (β ¿

b. Logico-Semantic
 Projection
o Locution (verbal)
o Idea (mental)
 Expansion
o Elaboration
o Extension
o Enhancement
Moreover, translators should have a very good knowledge
of both the source language and target language and their
cultures in order to (x, causal) do a free translation.
Analysis Data and Interpretation
System Types of Expansion Frequent Percentage
System Types
Taxis Parataxis 10 23,8%
Hypotaxis 9 21,4%
Projection Locution - -
Logical- Idea - -
Semantic Expansion Elaboration 4 9,5%
Extension 10 23,8%
Enhancement 9 21,4%
Total 42 100%

From the table above, it can be seen that the clause complex consists of two
systems, namely taxis and logical-semantic. Taxis consist of parataxis and
hypotaxis, while logical-semantic consists of projection (locution and idea) and
expansion (elaboration, extension, enhancement). In the summary course of
Intersemiotic Translation, entitled "Literal and Free Translation". First, there are
23,8% parataxis with 4 additive, 2 disjunctive, 2 adversative dan 2 coordinating
conjunction “for”.
Second 21,4% hypotaxis with 6 subordinating conjunction causal, 1 causative, 1
temporal dan 1 conjunction “as”, and because the sentences use subordinating
conjunctions and one clause can be dependent on another.
Furthermore, no projection of locution type and idea found in summary.
Then, for expansion there are 9,5% elaboration with exemplification, restatement
and details type, 23,8% extension because the sentence uses coordinating
conjunctions, and 21,4% enhancement because there are some sentences use
circumstancial. So, in this summary parataxis and extension dominate with a
percentage of 23,8%. It means that in this summary there are many sentences that
contain independent clauses, so they use coordinating conjunctions, especially
additive.