Pub Date : 2023-12-31DOI: 10.32505/jades.v4i2.7148
Hofifah Hofifah, Eni Rosnija, E. Rahmani
The Environmental Observation Strategy is the approach that separating students into groups and having them observe a specific topic for 10-15 minutes before putting to their ideas. Afterward, groups merge their thoughts to create a descriptive paragraph. This research study aims to investigate the significant effectiveness of utilizing the Environmental Observation strategy in enhancing the writing skills of seventh-grade students in the descriptive text at SMPN 10 Pontianak. Employing a pre-experimental research design with a one-group pre-test and post-test approach, the study selected a sample of 32 students through cluster sampling as the sampling technique. Data collection involved administering pre-tests and post-tests in descriptive writing assessments. Statistical analysis comprised t-tests and effect size calculations. The results unequivocally demonstrate the significant impact of the Environmental Observation Strategy on students' descriptive writing skills. The t-test analysis (8.244) surpassed the critical value (2.0395) with df = 31, indicating a strong effect (effect size = 1.428). These findings underscore the pivotal role of implementing the Environmental Observation Strategy to enhance descriptive writing skills, thereby warranting its recommendation for seventh-grade students. By providing students with opportunities to observe and engage with their environment, educators can foster a deeper understanding of descriptive language and encourage students to effectively communicate their observations and experiences through writing.
{"title":"The Effect of Using Environmental Observation Strategy on Students Writing Skills in Descriptive Text","authors":"Hofifah Hofifah, Eni Rosnija, E. Rahmani","doi":"10.32505/jades.v4i2.7148","DOIUrl":"https://doi.org/10.32505/jades.v4i2.7148","url":null,"abstract":"The Environmental Observation Strategy is the approach that separating students into groups and having them observe a specific topic for 10-15 minutes before putting to their ideas. Afterward, groups merge their thoughts to create a descriptive paragraph. This research study aims to investigate the significant effectiveness of utilizing the Environmental Observation strategy in enhancing the writing skills of seventh-grade students in the descriptive text at SMPN 10 Pontianak. Employing a pre-experimental research design with a one-group pre-test and post-test approach, the study selected a sample of 32 students through cluster sampling as the sampling technique. Data collection involved administering pre-tests and post-tests in descriptive writing assessments. Statistical analysis comprised t-tests and effect size calculations. The results unequivocally demonstrate the significant impact of the Environmental Observation Strategy on students' descriptive writing skills. The t-test analysis (8.244) surpassed the critical value (2.0395) with df = 31, indicating a strong effect (effect size = 1.428). These findings underscore the pivotal role of implementing the Environmental Observation Strategy to enhance descriptive writing skills, thereby warranting its recommendation for seventh-grade students. By providing students with opportunities to observe and engage with their environment, educators can foster a deeper understanding of descriptive language and encourage students to effectively communicate their observations and experiences through writing.","PeriodicalId":148903,"journal":{"name":"JADEs Journal of Academia in English Education","volume":"122 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.32505/jades.v4i2.6403
Akhmad Nurkholis, Yuniar Fatmasari
This research aims to find out the errors occur in students’ translation product, this is a qualitative research and the object of the research is 4th- semester college students. The data was analyzed by using an error category by ATA’s standardized error making. The analysis reveals that the most errors occured on students’ translation are literalness: 258 occurrences (30,71%), misunderstanding: 221 occurrences (26,31%), terminology: 111 occurrences (13,21%), the last omission: 88 occurrences (10,48%), faithfulness: 73 occurrences (8,69%), then the next is grammar: 40 occurrences (4,76%), cohesion: 38 occurrences (4,52%) and the last is syntax: 11 occurrences (1,31%). Based on the research result it can be concluded that students’ knowledge of translation techniques is very limited, that caused errors in translating the text. In translating process, they must master translation techniques to translate certain text. This research will probably give some literature about the errors made by students, so it can be used by the teacher of translation material to give more lesson of translation techniques and give them more exercise in translating certain text. Then for the students, this research can be used as guidance to be more aware of errors that occur in translation process, for another researcher should conduct other research with another point of view.
本研究旨在找出学生翻译作品中出现的错误，这是一项定性研究，研究对象是大学四年级学生。研究采用 ATA 标准错误分类法对数据进行分析。分析结果显示，学生翻译中出现最多的错误是直译错误：258 次（30.71%），误解错误：221 次（26.31%）：221次（26.31%），术语：111次（13.21%），最后是遗漏：88次（10.48%），忠实：73次（8.69%），然后是语法：40次（4.76%），连贯：38次（4.52%），最后是句法：11 次（1.31%）。根据研究结果可以得出结论，学生对翻译技巧的了解非常有限，这导致了他们在翻译文本时出现错误。在翻译过程中，他们必须掌握翻译技巧来翻译某些文本。这项研究可能会提供一些有关学生所犯错误的文献资料，因此，翻译教材的教师可以利用这些资料来给学生上更多的翻译技巧课，让他们在翻译某些文章时得到更多的锻炼。对于学生来说，这项研究可以作为指导，让他们更加注意翻译过程中出现的错误。
{"title":"An Error Analysis of 4th Semester College Students’ Translation By Using ATA Standardize Error Making Theory","authors":"Akhmad Nurkholis, Yuniar Fatmasari","doi":"10.32505/jades.v4i2.6403","DOIUrl":"https://doi.org/10.32505/jades.v4i2.6403","url":null,"abstract":"This research aims to find out the errors occur in students’ translation product, this is a qualitative research and the object of the research is 4th- semester college students. The data was analyzed by using an error category by ATA’s standardized error making. The analysis reveals that the most errors occured on students’ translation are literalness: 258 occurrences (30,71%), misunderstanding: 221 occurrences (26,31%), terminology: 111 occurrences (13,21%), the last omission: 88 occurrences (10,48%), faithfulness: 73 occurrences (8,69%), then the next is grammar: 40 occurrences (4,76%), cohesion: 38 occurrences (4,52%) and the last is syntax: 11 occurrences (1,31%). Based on the research result it can be concluded that students’ knowledge of translation techniques is very limited, that caused errors in translating the text. In translating process, they must master translation techniques to translate certain text. This research will probably give some literature about the errors made by students, so it can be used by the teacher of translation material to give more lesson of translation techniques and give them more exercise in translating certain text. Then for the students, this research can be used as guidance to be more aware of errors that occur in translation process, for another researcher should conduct other research with another point of view.","PeriodicalId":148903,"journal":{"name":"JADEs Journal of Academia in English Education","volume":" 839","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.32505/jades.v4i2.6883
Alya ‘Aathifah, Hanna Sundari, A. Retnomurti
The purpose of this study was to analyze the characteristics of students who experience anxiety in speaking English in the presentation class and to analyze the external factors that cause students' speaking anxiety in the presentation class at SMA Negeri 51 Jakarta class XI IPS 4. This study used a thematic qualitative descriptive analysis. by using the theory of Rogers (2008) in analyzing the characteristics of anxiety and Tanveer (2007) in analyzing the external factors that cause anxiety. The first data was obtained from the results of observations which were carried out once by documenting class presentation activities then the researcher analyzed them, and the second data was obtained through interviews conducted online using WhatsApp chat which were conducted outside school hours. In the first data, the researcher found that there were characteristics of anxiety in class XI IPS 4 students which could be seen from three aspects, namely physical aspects, emotional aspects, and psychological aspects. Meanwhile, the second data found that external factors causing students' speaking anxiety in class XI IPS 4 in the presentation class were caused by two components, namely the audience component and the material component.
本研究的目的是分析雅加达 SMA Negeri 51 雅加达分校十一年级 IPS 4 班在演讲课上出现英语口语焦虑的学生的特征，并分析导致学生在演讲课上出现口语焦虑的外部因素。 本研究采用专题定性描述分析法，运用罗杰斯（2008 年）的理论分析焦虑的特征，并运用坦维尔（2007 年）的理论分析导致焦虑的外部因素。第一个数据来自观察结果，研究人员通过记录课堂展示活动进行了一次观察，然后对观察结果进行了分析；第二个数据来自使用 WhatsApp 聊天工具进行的在线访谈，访谈是在课外时间进行的。在第一个数据中，研究者发现十一年级 IPS 4 班学生的焦虑特征可以从三个方面看出来，即身体方面、情绪方面和心理方面。同时，第二个数据发现，导致十一年级IPS4班学生在演讲课上产生演讲焦虑的外部因素有两个，即听众因素和材料因素。
{"title":"The Contributing Factors of Students' Speaking Anxiety in EFL Classroom Presentation","authors":"Alya ‘Aathifah, Hanna Sundari, A. Retnomurti","doi":"10.32505/jades.v4i2.6883","DOIUrl":"https://doi.org/10.32505/jades.v4i2.6883","url":null,"abstract":"The purpose of this study was to analyze the characteristics of students who experience anxiety in speaking English in the presentation class and to analyze the external factors that cause students' speaking anxiety in the presentation class at SMA Negeri 51 Jakarta class XI IPS 4. This study used a thematic qualitative descriptive analysis. by using the theory of Rogers (2008) in analyzing the characteristics of anxiety and Tanveer (2007) in analyzing the external factors that cause anxiety. The first data was obtained from the results of observations which were carried out once by documenting class presentation activities then the researcher analyzed them, and the second data was obtained through interviews conducted online using WhatsApp chat which were conducted outside school hours. In the first data, the researcher found that there were characteristics of anxiety in class XI IPS 4 students which could be seen from three aspects, namely physical aspects, emotional aspects, and psychological aspects. Meanwhile, the second data found that external factors causing students' speaking anxiety in class XI IPS 4 in the presentation class were caused by two components, namely the audience component and the material component.","PeriodicalId":148903,"journal":{"name":"JADEs Journal of Academia in English Education","volume":"78 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.32505/jades.v4i2.6486
Yoffie Kharisma Dewi
The research aims at exploring the relationship between speaking anxiety and motivation among vocational high school students in EFL learning in Bintan Islands. In conducting this research, the method used is descriptive analysis. There are 60 samples taken from four vocational high schools with 15 samples from each school. Those are SMKN 1 Bintan Utara, SMKN 1 Seri Kuala Lobam, SMK Perkapalan, and SMK Muhammadiyah. The data collected were in the form of questionnaire and interview. The results of this research found that there are some factors that influence students’ EFL learning process such as anxiety about mispronouncing, making mistakes, and regarding teacher interruption for mistake correction, the lack of vocabulary, and the less attractive and interactive teaching style in the classroom. Those factors cause the low motivational issue in speaking English matters.
本研究旨在探讨民丹岛职业高中学生在学习英语时的口语焦虑与学习动机之间的关系。本研究采用描述性分析方法。60 个样本来自四所职业高中，每所学校 15 个样本。这四所学校分别是 SMKN 1 Bintan Utara、SMKN 1 Seri Kuala Lobam、SMK Perkapalan 和 SMK Muhammadiyah。收集的数据以问卷和访谈的形式进行。研究结果发现，有一些因素影响了学生的 EFL 学习过程，如对发音错误、犯错和教师打断纠错的焦虑，词汇量的缺乏，以及课堂上缺乏吸引力和互动性的教学风格。这些因素导致了学生在英语口语方面的低动力问题。
{"title":"Student’s Speaking Anxiety and Motivation in EFL Learning Process at Vocational High Schools in North Bintan","authors":"Yoffie Kharisma Dewi","doi":"10.32505/jades.v4i2.6486","DOIUrl":"https://doi.org/10.32505/jades.v4i2.6486","url":null,"abstract":"The research aims at exploring the relationship between speaking anxiety and motivation among vocational high school students in EFL learning in Bintan Islands. In conducting this research, the method used is descriptive analysis. There are 60 samples taken from four vocational high schools with 15 samples from each school. Those are SMKN 1 Bintan Utara, SMKN 1 Seri Kuala Lobam, SMK Perkapalan, and SMK Muhammadiyah. The data collected were in the form of questionnaire and interview. The results of this research found that there are some factors that influence students’ EFL learning process such as anxiety about mispronouncing, making mistakes, and regarding teacher interruption for mistake correction, the lack of vocabulary, and the less attractive and interactive teaching style in the classroom. Those factors cause the low motivational issue in speaking English matters.","PeriodicalId":148903,"journal":{"name":"JADEs Journal of Academia in English Education","volume":"33 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139131175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.32505/jades.v4i2.7005
Shofya Shadrina, Devi Hellystia
Language style serves as a supplementary instrument for individuals to partake in dialogue, drawing upon their speaking proficiency to align with the context and subject matter of the discourse. Using Martin Joss’s theory (1967), this research aims to find out the characteristics of formal language style that occur in the utterances in the American President movie. Descriptive qualitative method was used as the research design to analyze the characteristics of formal language style in the American President movie. The results of this research found 195 data which are presented in three points. The respectful tone (11), polite tone (21), avoid contraction of level grammar (22), avoid run-on sentence of level grammar (7), efficient words of level grammar (8), complete sentence of level grammar (113), and formal modal of level grammar (13). This means that the complete sentence of level grammar is prominently proved to be used in communication withing formal language style used in American President movie. based in the result of the research, it is fruitful to suggest the students of English Department to do further analysis about the five language styles used in other resources like movies, novels, or article that contain about the politics.
{"title":"An Analysis of Formal Language Style in The American President Movie","authors":"Shofya Shadrina, Devi Hellystia","doi":"10.32505/jades.v4i2.7005","DOIUrl":"https://doi.org/10.32505/jades.v4i2.7005","url":null,"abstract":"Language style serves as a supplementary instrument for individuals to partake in dialogue, drawing upon their speaking proficiency to align with the context and subject matter of the discourse. Using Martin Joss’s theory (1967), this research aims to find out the characteristics of formal language style that occur in the utterances in the American President movie. Descriptive qualitative method was used as the research design to analyze the characteristics of formal language style in the American President movie. The results of this research found 195 data which are presented in three points. The respectful tone (11), polite tone (21), avoid contraction of level grammar (22), avoid run-on sentence of level grammar (7), efficient words of level grammar (8), complete sentence of level grammar (113), and formal modal of level grammar (13). This means that the complete sentence of level grammar is prominently proved to be used in communication withing formal language style used in American President movie. based in the result of the research, it is fruitful to suggest the students of English Department to do further analysis about the five language styles used in other resources like movies, novels, or article that contain about the politics.","PeriodicalId":148903,"journal":{"name":"JADEs Journal of Academia in English Education","volume":"6 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.32505/jades.v4i2.7038
Cyintia Kumalasari
Teaching for young learners is more challenging since the characteristics of young learners are quite different from adults. Younger learners are growing up by technology and it has been integrated with their lives. They feel comfortable and confident on using it. The purpose of this study is to examine the teachers’ perception on learning English through technology and to identify the challenges. This study used qualitative descriptive research to perceive the use of technology in teaching young learner including the challenges and to obtain more conclusions, the researcher made an depth interview with a teacher in one of primary school. The results of the research showed that the teachers are mostly agreeing to teach English for young learners by using technology, including digital picture, games, and songs. For the challenges, the teachers faced the lack of students’ concentration and difficulties in saying some words because of mother tongue. This is happened because the students are lack of exposure to English outside classroom. To overcome these challenges, the teacher should be creative making a pleasant classroom atmosphere, actively engaging students to speak English in the classroom and do self-reflection.
{"title":"The Digital Picture as Tools for Teaching Young Learners","authors":"Cyintia Kumalasari","doi":"10.32505/jades.v4i2.7038","DOIUrl":"https://doi.org/10.32505/jades.v4i2.7038","url":null,"abstract":"Teaching for young learners is more challenging since the characteristics of young learners are quite different from adults. Younger learners are growing up by technology and it has been integrated with their lives. They feel comfortable and confident on using it. The purpose of this study is to examine the teachers’ perception on learning English through technology and to identify the challenges. This study used qualitative descriptive research to perceive the use of technology in teaching young learner including the challenges and to obtain more conclusions, the researcher made an depth interview with a teacher in one of primary school. The results of the research showed that the teachers are mostly agreeing to teach English for young learners by using technology, including digital picture, games, and songs. For the challenges, the teachers faced the lack of students’ concentration and difficulties in saying some words because of mother tongue. This is happened because the students are lack of exposure to English outside classroom. To overcome these challenges, the teacher should be creative making a pleasant classroom atmosphere, actively engaging students to speak English in the classroom and do self-reflection.","PeriodicalId":148903,"journal":{"name":"JADEs Journal of Academia in English Education","volume":" 1222","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.32505/jades.v4i2.6291
Yuspik Yuspik, Rija Dwiono, Hariyanto Hariyanto, Desy Awal Mar’an
This research investigated the process of teaching irregular verbs using crossword puzzles to second-semester eleventh-grade students of SMP N 1 Gunung Pelindung Lampung Timur in the 2022/2023 academic year. The researcher believed that this technique could help students learn irregular verbs more effectively. The research was descriptive qualitative research, and the population was the second-semester seventh-grade students of SMP N 1 Gunung Pelindung Lampung Timur. The researcher used purposive sampling to select the sample, choosing class VII C, which consisted of 28 students and 1 English teacher. Data collection techniques included observation, interviews, and questionnaires. The data analysis showed that the teaching and learning process using crossword puzzles ran well. It was a good technique that could be implemented in the process of teaching and learning English vocabulary, especially irregular verbs. Moreover, crossword puzzles were not only easy for teachers and students to implement, but they could also increase student motivation and participation in the teaching and learning process. In conclusion, the research found that using crossword puzzles to teach irregular verbs was an effective and efficient method. It was a fun and engaging activity that could help students learn and remember irregular verbs more easily.
本研究调查了2022/2023学年楠榜省第一中学（SMP N 1 Gunung Pelindung Lampung Timur）十一年级第二学期学生使用填字游戏教授不规则动词的过程。研究者认为，这种方法可以帮助学生更有效地学习不规则动词。本研究为描述性定性研究，研究对象为SMP N 1 Gunung Pelindung Lampung Timur七年级下学期学生。研究人员采用目的取样法选择样本，选取了七C班，其中包括28名学生和1名英语教师。数据收集技术包括观察、访谈和问卷调查。数据分析显示，使用填字游戏的教学过程运行良好。在英语词汇尤其是不规则动词的教与学过程中，这是一种可以实施的好方法。此外，填字游戏不仅便于教师和学生实施，还能提高学生在教学过程中的积极性和参与度。总之，研究发现，使用填字游戏教授不规则动词是一种有效且高效的方法。这是一项有趣且引人入胜的活动，可以帮助学生更轻松地学习和记忆不规则动词。
{"title":"Teaching Irregular Verbs through Crossword Puzzle in the Second Semester of the Seventh Grade Students of East Lampung Junior High","authors":"Yuspik Yuspik, Rija Dwiono, Hariyanto Hariyanto, Desy Awal Mar’an","doi":"10.32505/jades.v4i2.6291","DOIUrl":"https://doi.org/10.32505/jades.v4i2.6291","url":null,"abstract":"This research investigated the process of teaching irregular verbs using crossword puzzles to second-semester eleventh-grade students of SMP N 1 Gunung Pelindung Lampung Timur in the 2022/2023 academic year. The researcher believed that this technique could help students learn irregular verbs more effectively. The research was descriptive qualitative research, and the population was the second-semester seventh-grade students of SMP N 1 Gunung Pelindung Lampung Timur. The researcher used purposive sampling to select the sample, choosing class VII C, which consisted of 28 students and 1 English teacher. Data collection techniques included observation, interviews, and questionnaires. The data analysis showed that the teaching and learning process using crossword puzzles ran well. It was a good technique that could be implemented in the process of teaching and learning English vocabulary, especially irregular verbs. Moreover, crossword puzzles were not only easy for teachers and students to implement, but they could also increase student motivation and participation in the teaching and learning process. In conclusion, the research found that using crossword puzzles to teach irregular verbs was an effective and efficient method. It was a fun and engaging activity that could help students learn and remember irregular verbs more easily.","PeriodicalId":148903,"journal":{"name":"JADEs Journal of Academia in English Education","volume":"73 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.32505/jades.v4i2.6117
Rita Mahriza, M. Meisuri, I. W. D. Tangkas, Winda Setiasari, Susi Damaiyanti
This study is about translation strategies for translating English for Specific Purposes (ESP). The strategies applied refer to Vinay and Dalbenet Theory, which consists of Direct (Borrowing, Calque, Literal, and Transposition) and Oblique methods (Modulation, Equivalent, and Adaptation). This study aims to determine the strategies students apply when translating ESP texts and how the students' educational backgrounds impact this process. Descriptive qualitative was applied as the methodology using tests and interviews to collect the data. The result showed that 6 of 7 translation strategies are implemented by translators. To implement direct translation, it has applied all strategies: borrowing, calque, literal translation, and transposition strategies. Thus, oblique strategies are used in equivalent and adaptation strategies, but modulation strategies did not exist from the target language. The next issue is that the background significantly influences the accuracy of word choice in the target language. Some translators acknowledge needing help translating vocabulary that seems more common than some terminology they frequently encounter when taking the classes.
{"title":"Translating English for Specific Purposes (ESP) : A Strategy Analysis","authors":"Rita Mahriza, M. Meisuri, I. W. D. Tangkas, Winda Setiasari, Susi Damaiyanti","doi":"10.32505/jades.v4i2.6117","DOIUrl":"https://doi.org/10.32505/jades.v4i2.6117","url":null,"abstract":"This study is about translation strategies for translating English for Specific Purposes (ESP). The strategies applied refer to Vinay and Dalbenet Theory, which consists of Direct (Borrowing, Calque, Literal, and Transposition) and Oblique methods (Modulation, Equivalent, and Adaptation). This study aims to determine the strategies students apply when translating ESP texts and how the students' educational backgrounds impact this process. Descriptive qualitative was applied as the methodology using tests and interviews to collect the data. The result showed that 6 of 7 translation strategies are implemented by translators. To implement direct translation, it has applied all strategies: borrowing, calque, literal translation, and transposition strategies. Thus, oblique strategies are used in equivalent and adaptation strategies, but modulation strategies did not exist from the target language. The next issue is that the background significantly influences the accuracy of word choice in the target language. Some translators acknowledge needing help translating vocabulary that seems more common than some terminology they frequently encounter when taking the classes.","PeriodicalId":148903,"journal":{"name":"JADEs Journal of Academia in English Education","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139132809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.32505/jades.v4i2.5772
Mauloeddin Afna
This article examined the construction of professional identity among TESOL graduate students who are preparing to teach English. The study investigated the meanings that these students associate with professionalism and the challenges they encounter in the English for Academic Purposes (EAP) profession. Even though the EAP field has received significant research attention, few studies have focused on the construction of professional identity among practitioners themselves. This research employs in-depth interviews with 7 alumni of the English Education Department at IAIN Langsa, Kota Langsa to comprehend how EAP practitioners develop their professional identity. The study utilizes key theories from Symbolic Interactionism to create a theoretical framework on EAP identity. The study's results demonstrate that EAP practitioners perceive themselves as effective teachers, but they encounter tensions around positioning, marginalization, and recognition. These tensions often create fragmented identities that may correspond to academic or support service roles. The study emphasizes the need for a shared understanding of EAP practitioner identity to decrease professional disarticulation
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Pub Date : 2023-07-06DOI: 10.32505/jades.v4i1.6268
M. Pasaribu, Viola Valentina, Yariani Talunohi, Alivian G Lumbanbatu, Azizah Husda
This research focuses on peer review as a pedagogical strategy that can help students improve their writing and critical thinking skills.If students are to succeed in the modern world, they must acquire critical thinking (CT) skills, which are essential skills. This study uses a qualitative approach. The data collected specifically consists of written learning activities that use literary works as teaching materials. The aims of the study is to understand how peer editing improves students' critical thinking through recount text. The results of this study indicate that peer editing techniques have an influence on students' critical thinking skills in writing recount texts. Students get good grades gradually in the final cycle, with the average student score in the initial test of 63.2, the average student score in the first cycle is 75.4, and the student average score in the second cycle is 80. 3. In conclusion, peer editing techniques can improve students' thinking skills in writing recount texts.
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