The study is to classify the problem triggers in consecutive interpreting especially in listening. The objectives of the research are to find out the relationship between listening skills and sound problem by comparing the test results of English student and non-English student and prove that students' problem triggers are closely related to the writing and reading performances which are caused by listening skill problems such as domain in comprehension, similar word, etc. The method used in the research is descriptive qualitative. The participants are English Department and non English student. Technique of collecting data in the research uses questionnaire, test, and interview. The biggest problem faced by non-English student group is numbering and proper names. It is 34 % which occupy in first rank. Whereas the percentage of English student in comprehension is 27%, then the numbering and proper names, the last is similar word which has 20%. Meanwhile, the test result of English group is 84.5 and non-English group is 60. It represent the background knowledge factors are also play an important role in doing the test. In conclusion, there is relationship between students' problem triggers, writing and reading performances, especially homophone errors. So, the hypothesis is accepted and it strengthens a currently underdeveloped theory that sounds problem play an important role in listening.

A translator has an important role to transfer messages from a source language into a target language accurately. Therefore, this research aims to analyze the translation accuracy of words, phrases, and clauses that accommodate attitude in two translators by using a systemic functional linguistics approach. The research used descriptive qualitative and comparative study. The data are words, phrases, and clauses that accommodate attitude. Then, the data were obtained through document analysis, focus group discussion. Next, data is analyzed with analysis of domain, taxonomic, componential, and cultural themes. The result shows that Bakdi used ten techniques; established equivalent, modulation, transposition, discursive creation, adaptation, generalization, implicit, reduction, explicit, and literal. Meanwhile, Mahbub used twelve techniques; established equivalent, modulation, discursive creation, generalization, amplification, variation, literal, explicit, reduction, transposition, particularization, description, etc. The last, accuracy in Bakdi is better than Mahbub. It can be influenced by some factors; the choosing of translation techniques, translator background, and context of a situation.Seorang penerjemah memiliki peran penting untuk menerjemahkan pesan dari bahasa sumber ke dalam bahasa sasaran dengan akurat. Oleh karena itu, penelitian ini bertujuan untuk menganalisis derajat keakuratan terjemahan kata, frasa dan klausa yang mengakomodasi sikap pada dua penerjemah dengan pendekatan linguistik sistemik fungsional. Penelitian ini adalah penelitian deskriptif kualitatif dan studi perbandingan. Data berupa kata, frasa dan klausa yang mengakomodasi sikap. Lalu, data diperoleh melalui analisis dokumen, focus group discussion. Selanjutnya, data dianalisis dengan analisis domain, taksonomi, komponensial dan tema budaya. Hasil menunjukkan bahwa Bakdi menggunakan 10 teknik penerjemahan; padanan lazim, modulasi, transposisi, kreasi diskursif, adaptasi, generalisasi, implisitasi, reduksi, eksplisitasi dan harfiah. Sementara, Mahbub menggunakan 12 teknik; padanan lazim, modulasi, kreasi diskursif, generalisasi, amplifikasi, variasi, harfiah, eksplisitasi, reduksi, transposisi, partikularisasi dan deskripsi. Terakhir, derajat keakuratan Bakdi lebih bagus dibandingkan Mahbub. Hal ini dipengaruhi oleh beberapa faktor seperti pemilihan teknik penerjemahan, latarbelakang penerjemah dan konteks situasi.

Benda dan bangunan merupakan tanda dari kehidupan. Dalam hal ini, benda dan bangunan di Keraton Kasepuhan Cirebon. Maka dari itu, seorang pemandu wisata memiliki peran penting untuk menyampaikan informasi ini kepada wisatawan. Jadi, penelitian ini bertujuan untuk mengidentifikasi jenis-jenis makna pada istilah benda dan bangunan versi bahasa Indonesia oleh pemandu wisata di Keraton Kasepuhan Cirebon. Penelitian ini adalah penelitian deskriptif kualitatif. Data berupa frasa yang mempresentasikan makna denotasi, konotasi dan mitos. Lalu, data diperoleh melalui dokumentasi, wawancara, observasi dan kuesioner. Kemudian, data dianalisis dengan analisis domain dan taksonomi. Berdasarkan hasil temuan, peneliti menemukan 10 data pada istilah benda dan 12 data pada istilah bangunan. Namun, beberapa istilah tidak memiliki makna konotasi dan mitos. Hal ini disebabkan oleh perbedaan latarbelakang dan kompetensi dari pemandu wisata. Mengingat, pemandu wisata perlu mempelajari dan mencari referensi terkait sejarah serta budaya suatu benda dan bangunan. Setiap pemandu wisata memiliki ciri khas tersendiri untuk menyampaikan pesan.

The study is to classify the problem triggers in consecutive interpreting especially in listening. The objectives of the research are to find out the relationship between listening skills and sound problem by comparing the test results of English student and non-English student and prove that students’ problem triggers are closely related to the writing and reading performances which are caused by listening skill problems such as domain in comprehension, similar word, etc. The method used in the research is descriptive qualitative. The participants are English Department and non English student. Technique of collecting data in the research uses questionnaire, test, and interview. The biggest problem faced by non-English student group is numbering and proper names. It is 34 % which occupy in first rank. Whereas the percentage of English student in comprehension is 27%, then the numbering and proper names, the last is similar word which has 20%. Meanwhile, the test result of English group is 84.5 and non-English group is 60. It represent the background knowledge factors are also play an important role in doing the test. In conclusion, there is relationship between students’ problem triggers, writing and reading performances, especially homophone errors. So, the hypothesis is accepted and it strengthens a currently underdeveloped theory that sounds problem play an important role in listening.