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All Journal Journal on English as a Foreign Language (JEFL) Dialectical Literature and Education Journal Journal of English Teaching and Applied Linguistics (JETAL) International Journal of Economics, Management, Business, and Social Science Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra
Prasatyo, Bayu Andika
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Equivalence Challenges in Machine Translation: An Analysis of Google Translate Output through Mona Baker's Theory (2011) and Post-Editing Strategies Marhamah; Hidayati, Dini; Prasatyo, Bayu Andika
INTERNATIONAL JOURNAL OF ECONOMICS, MANAGEMENT, BUSINESS, AND SOCIAL SCIENCE (IJEMBIS) Vol. 4 No. 1 (2024): January 2024
Publisher : CV ODIS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59889/ijembis.v4i1.221

Abstract

This research aims to analyse the level of equality based on Mona Baker's theory translated by J.K. Rowling's "Harry Potter and the Order of the Phoenix" from English to Indonesian using Google Translate. Specific goals include identifying and discussing translation issues at various linguistic levels and providing post-editing suggestions for machine-translated output. The methodology section outlines the qualitative research design, using observation and document methods for data collection. The data source is J.K. Rowling's novel, translated by Google Translate into Indonesian. The process includes observing, identifying, classifying, and evaluating the level of equivalence in the translated text. In conclusion, this introduction provides the basis for an in-depth analysis of the degree of translation equivalence in the context of machine translation, especially in the translation of literary works such as "Harry Potter and the Order of the Phoenix". the analysis of translation problems in the Harry Potter novel reveals common challenges across different parts of sentences, categorized into word level, above word level, textual level, grammatical level, and pragmatic level. While machine translators assist in translating text, especially with large volumes, they still require human monitoring for post-editing to rectify inaccuracies. Consistency in translation practice is emphasized to improve student abilities and ensure progress. Teachers are urged to apply consistent practices, progressing from simple to complex texts and allowing students freedom in choosing translation materials once professional.
Students' Views of Teacher’s Feedback in L2 Writing Class Ali, Helena; Prasatyo, Bayu Andika; Sari, Farnia
Dialectical Literature and Educational Journal Vol. 8 No. 2 (2023): Dialectical Literature and Educational Journal
Publisher : Department of English Education, Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/dlejpancasakti.v8i2.99.pp.58-62

Abstract

The objective of this study was to scrutinize the nature of corrective feedback delivered by instructors in English as a Foreign Language (EFL) classrooms and to delve into the perspectives of students who received such feedback from their educators. The study seeks to explore the diverse forms of corrective feedback utilized by instructors to address flaws or errors in students' writing practices, while also examining students' perceptions of this feedback subsequent to the correction process. The research was conducted at a private university situated in Bekasi, employing a qualitative descriptive approach. Data collection encompassed the distribution of questionnaires and the conduction of interviews. This study reveals that instructors furnish students with five distinct types of feedback. The results indicate that Lexical Feedback is consistently provided to all students, closely followed by Grammar Feedback. Additionally, a majority of students frequently receive Structural Feedback. Insights from the interviews highlight that a substantial number of students exhibit a favorable disposition towards the various forms of corrective feedback employed by the instructors. Moreover, this research underscores the imperative of integrating corrective feedback into the English language instruction for students learning English as a foreign language (EFL).
Pendampingan Pembuatan Modul Ajar Berbasis Translanguaging Bagi Guru SMKS PGRI Balaraja Luciana, Luciana; Prasatyo, Bayu Andika; Hidayati, Dini
Jurnal Abdimas Indonesia Vol. 4 No. 3 (2024): Juli-September 2024
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jai.v4i3.865

Abstract

Terdapat beberapa guru di sekolah SMKS 1 PGRI Balaraja khususnya bidang studi bahasa Inggris yang belum pernah pernah mendapatkan materi, informasi, dan sosialisasi tentang tata cara pembuatan modul berbasis multibahasa atau lebih dikenal dengan istilah translanguaging di kelas yang mereka ajar. Selain itu sebagian dari mereka belum mengenal dengan baik tentang tata cara praktik pembuatan modul ajar bermodelkan ADDIE (Analyze, Design, Develop, Implementation and Evaluate). Tujuan utama dari pelatihan ini adalah untuk membekali para peserta dalam hal pembuatan modul ajar berbasi multibahasa dengan model ADDIE . Metode yang akan diterapkan dalam pelaksanaan PKM ini adalah dengan menerapkan metode sosialisasi, tanya jawab, diskusi, dan praktik/unjuk kerja. Setelah itu dilakukan pemaparan oleh perwakilan peserta atas hasil pembuatan modul berbasis translanguaging model ADDIE tersebut. Melalui kegiatan presentasi, pembuatan modul akan divalidasi oleh tim pelaksana dengan memberi masukan dan penguatan atas modul ajar yang telah dihasilkan. Hasilnya para guru memahami tentang prinsip pembuatan modul berbasis translanguaging dengan pendekatan ADDIE, memahami langkah-langkah teknis pembuatan modul berbasis translanguaging dengan konteks lokal yang adaptif dan komunikatif, terampil membuat modul berbasis translanguaging serta mampu menghasilkan produk modul berbasis translanguaging yang adaptif, berbasis kontekstual secara mandiri.
Erikson’s Fourth Stage of Development: A Deep Dive into Harry Potter’s Character Progression Astuti, Theresia Mundi; Prasatyo, Bayu Andika
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 4 No. 3 (2024)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v4i3.918

Abstract

This comprehensive study delves into the character progression of Harry Potter, the protagonist of J.K. Rowling’s renowned series, through the lens of Erikson’s fourth stage of psychosocial development - Industry vs. Inferiority. The primary objectives are to discern the character personality that Harry Potter embodies and to elucidate how this pivotal stage of Erikson’s theory is manifested in the narrative. The writers employed a qualitative research methodology. This study offers a comprehensive portrayal of an event or incident that is directly pertinent to the research focus, providing a precise and unbiased depiction of it. An objective and intrinsic technique is used to assess the primary character. The research underscores the profound impact of external influences on Harry’s journey towards industry, overcoming feelings of inferiority, and ultimately, fostering a robust sense of self. Harry Potter effectively completes the fourth stage, which leads to a healthy personality, by establishing a sense of pride in his work and accomplishment. The findings show that Harry Potter, as the main character, is currently experiencing the fourth phase of Erikson's psychological development. Harry Potter is a heroic protagonist who effectively accomplishes his purpose and demonstrates bravery. Harry Potter is currently in the fourth stage of Erikson's psychosocial development, known as the stage of school-age children. The findings offer valuable insights into the intricate interplay between literature and psychology, shedding light on the nuanced character development in the Harry Potter series.
Politeness Strategies in the 2020 Biden - Trump Preseidential Debate: A Pragmatic Analysis Prasatyo, Bayu Andika; Gustary, Devian Try
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 1 (2024): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i1.1672

Abstract

This research explores the use of politeness strategies in the 2020 U.S. Presidential debate between Joe Biden and Donald Trump. The study aims to analyze how each candidate utilized these strategies to navigate the debate and influence public perception. By applying qualitative analysis, the research examines debate transcripts through the lens of Brown and Levinson's politeness theory, while also considering non-verbal cues using McNeill's coding scheme. The results show that Trump frequently employed direct and often confrontational bald-on-record strategies, whereas Biden leaned towards positive politeness, seeking to build a sense of connection with the audience. These findings provide valuable insights into the role of politeness strategies in political communication, highlighting their impact on the dynamics of public discourse.
Exploring how translanguaging and multimodal learning improve EFL students’ enjoyment and proficiency Hidayati, Dini; Dharmawan, Yanuarius Yanu; Prasatyo, Bayu Andika; Luciana, Luciana
Journal on English as a Foreign Language Vol 14, No 2 (2024): Issued in September 2024
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8012

Abstract

Many studies have shown that translanguaging promotes inclusive and dynamic learning environments. However, little is known about multimodal techniques to improve student engagement and satisfaction. The present study aims to examine the impact of these combined strategies on student understanding, motivation, and identity construction in language acquisition. The study involved twenty students in the second semester of the English Language Education Department at a university in Bekasi, West Java, Indonesia. The data were garnered through a quantitative method using a questionnaire and a qualitative method using in-depth interviews. Out of the total number of participants, five students were selected for in-depth interviews to explore rich data on students' emotional, motivational, cognitive, and expressive responses to translanguaging. The data obtained from the questionnaire were analyzed statistically while the data obtained from the interviews were analyzed using thematic analysis. The results suggest that adding translanguaging and multimodal strategies to the learning environment promotes a more engaging and inclusive atmosphere, thereby enhancing student satisfaction and language proficiency. Conversely, complications were identified for students with diminished proficiency requiring further assistance. The research emphasizes the potential of translanguaging to enhance linguistic competence, student confidence, and motivation, indicating that it is a valuable pedagogical tool in EFL classrooms.
Co-Authors Ali, Helena Astuti, Theresia Mundi Farnia Sari, Farnia Gustary, Devian Try Hidayati, Dini Luciana Luciana Marhamah Yanuarius Yanu Dharmawan