scholarly journals Translating from English into Indonesian: Which techniques to teach EFL students to be professional translators?

AL-TA LIM ◽  
2019 ◽  
Vol 26 (2) ◽  
pp. 131-146
Author(s):  
Faisal Mustafa ◽  
Mohammad Kholid
Keyword(s):  
English Language ◽  
Explicit Instruction ◽  
Language Teaching ◽  
English Language Teaching ◽  
Original Version ◽  
Study Program ◽  
Research Results ◽  
Translation Techniques ◽  
Efl Students ◽  
University Level

The credits for translation courses offered at the study program of English Language Teaching at a university level in Indonesia are very limited, which is not sufficient to teach and facilitate practices for all techniques of translation. Therefore, the students should only be taught techniques frequently used in translation from English to Indonesian. This research was to analyze translation techniques commonly used in translating from English to Indonesian. The data were collected from Colors magazine, an in-flight magazine for Garuda Indonesia. The magazine comes in two languages. The sentences were extracted, and translated sentences in Indonesian were compared to the original version in English. The research results showed that the most frequently used techniques in translating from English into Indonesian are amplification (23.36%), reduction (15.20%), transposition (12.32%), borrowing (12%), modulation (11.68%), and literal translation (10.08%). Therefore, it is recommended that lecturers teaching students majoring English Language Teaching provide them with those techniques of translations with practices, feedbacks and explicit instruction for revisions.

scholarly journals Students’ Understanding on Spoken Discourse in The Context of English Language Teaching (ELT) at University

2021 ◽  
Vol 5 (1) ◽  
pp. 265
Author(s):  
Dias Andris Susanto ◽  
Masitoh Oktavia ◽  
Lina Tri Astuty Beru Sembiring
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Research Approach ◽  
English Language Education ◽  
Study Program ◽  
Spoken Discourse ◽  
Key Terms

Abstract. This is a case study on students’ understanding towards a subject of discourse analysis at English language education study program at University in Indonesia. The goal of this study is to describe the definitions, the examples, and the applications of spoken discourse analysis on their context of English language teaching (ELT). The writers used qualitative research approach to analyze these data through implementing Atlas.ti8 which is known as the tool of analyzing the field qualitative data. The sample was the students of 7th grade semester consisting 30 people. In collecting the data, we used online direct interview in the classroom and by time they replied the questions on the time using the google form by Microsoft. In analyzing the data, we used atlas.ti.8 online to draw the result of the research as followings; that students’ understanding about the definitions of spoken discourse analysis have some various key terms like; -a research method of spoken language, -knowledge of language, how language used, study of language, and study of the texts. Then, its examples are; they can picturize as; speaking on the phone, conversation, interview, putting markers, turn taking, group of discussion, using advertisement, people interaction, joke, speech, also transferring information. Moreover, its applications are such as; communicating with teachers/parents, interacting with students/people, go to the market, baby crying, ceremony, and communicating with friends. The conclusion is that spoken discourse analysis has been understood by students even though it is not easy to define, giving example and declaring the application in the real context English language teaching. Keywords: students’ understanding, spoken discourse analysis, ELT

scholarly journals STUDENTS’ PERCEPTIONS OF INSTAGRAM CAPTION AS MEDIA IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Ade Christanty Yudha Bestari
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Study Program ◽  
English Writing ◽  
Advantages And Disadvantages ◽  
English Class ◽  
Digital Era ◽  
Nahdlatul Ulama ◽  
The Media

Everybody has Instagram account in this digital era. The lecturer uses Instagram as the media in English Language Teaching. The lecturer asks the students to write their idea in English as Instagram caption. This study presents the students’ perceptions of using social media, Instagram. All the participants in this study are students of Mathematic Study Program who enroll in English class at Nahdlatul Ulama University Purwokerto. The data were analyzed by using both quantitative and qualitative method. The data taken from survey through questionnaire were analyzed quantitatively. Then, the researcher used qualitative analysis to present the data from interview. The finding showed that the students’ perceived the advantages and disadvantages of using Instagram caption. The advantages showed that the participants have a positive perception of Instagram caption as a media in English Language Teaching. First, it stimulated the students to develop positive attitude in creative writing. Second, it improved students’ grammatical competences. The last, it enhanced the students’ motivation in English writing. Three disadvantages of using instagram as a media in teaching English included internet connection problem, low engagement rate of students’ in Instagram, and language barrier. Some of the students still used Google Translate (GT) to ensure that their sentences were correct. Keywords: Students’ Perceptions, Instagram, English Language Teaching 

scholarly journals Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching

2011 ◽  
Vol 2 (1) ◽  
pp. 104 ◽  
Author(s):  
Abbas Pourhosein Gilakjani
Keyword(s):  
Learning Styles ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Review Of The Literature ◽  
Teaching Process ◽  
Efl Students ◽  
Visual Learners ◽  
Kinaesthetic Learning

One of the most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. There are different learning styles. Three of the most popular ones are visual, auditory, and kinaesthetic in which students take in information. Some students are visual learners, while others are auditory or kinaesthetic learners. While students use all of their senses to take in information, they seem to have preferences in how they learn best. In order to help students learn, teachers need to teach as many of these preferences as possible. Teachers can incorporate these learning styles in their curriculum activities so that students are able to succeed in their classes. This study is an analysis of learning styles for Iranian EFL students. The purpose of this study is to increase faculty awareness and understanding of the effect of learning styles on the teaching process. A review of the literature will determine how learning styles affect the teaching process. Keywords: Learning styles, Auditory, Visual, Kinaesthetic, Effective Teaching

The Effect of Native Model Writing on the Vocabulary Richness of Iranian EFL Learners’ Written Text in a Four-stage Writing Task

2016 ◽  
Vol 6 (8) ◽  
pp. 1713
Author(s):  
Seyed Mohammad Reza Amirian ◽  
Azam Behshad
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
English Language Teaching ◽  
Vocabulary Size ◽  
Writing Ability ◽  
Written Text ◽  
Vocabulary Richness ◽  
Efl Students ◽  
Writing Task

Vocabulary is a main part of English language teaching because without sufficient vocabulary students cannot understand others or express their own thoughts. “A repeating inquiry in the historical backdrop of language teaching research has been that of how vocabulary can be best organized for learning “(see McArthur 1998; Howatt and Widdowson 2004 for historical reviews). The present study investigated a group of Iranian EFL students’ knowledge for vocabulary learning and their vocabulary size. This study aimed at investigating the role of native-like writing in enhancing learners' writing ability by sensitizing them to select more native-like terms and expressions through improving their vocabulary knowledge. For this purpose the researcher used native models in two revisions of story in four-stage writing task that consisted of output, comparison, and two revisions. The question that researchers asked was whether giving native models later turns into better performance. At the end it is concluded that the 4-satge native model of writing helps L2 learners to write a well-formed English narrative and make use of better terms and expressions as well as helping teachers understand the formulation problems of EFL writers and what the students notice. That is, the gap between the way that they write and the native models to which they compare themselves.

Reconsidering poetry’s difficulty and value in English as a second language and English as a foreign language education

2021 ◽  
Author(s):  
Anastasia Boldireff ◽  
Chris Bober
Keyword(s):  
Second Language ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Journal Articles ◽  
Research Designs ◽  
Efl Students

Abstract There is a longstanding stigma attached to the use of poetry in English Language Teaching (ELT). Poetry is considered difficult and peripheral to ELT curricula and L2 teacher education. Until recently, there was little scholarly interest in studying the effectiveness of poetry in second language teaching. This article aims to advance the research on the use of poetry in ELT. Using a systematic literature review approach covering the years 2008–2020, the present study investigates whether poetry remains underused and undervalued. It is structured around the questions: Is poetry a difficult subject to teach to ESL/EFL learners and learn by L2 students? What value is there to teaching poetry in ELT? Of the 199 peer reviewed journal articles retrieved, 43 met the inclusion criteria for this study and were examined in-depth. Two themes emerged from the analysis: the perception of poetry and using poetry as a research tool in ELT. The majority of evidence was qualitative research, which included 19 case studies; whereas, the most used quantitative research designs were Random Control Trials. We attest to the need for more rigorous scholarship on the part of researchers. Results show that poetry is a valuable tool for ESL/EFL students and teachers, and not difficult for L2 learners. This study concludes with a call for including poetry in teaching practices.

scholarly journals EFL Students’ Perspective on the Usefulness of ICT based Learning in Indonesian Higher Education

2019 ◽  
Vol 6 (2) ◽  
pp. 105
Author(s):  
Muhammad Basri ◽  
Muhammad Azwar Paramma
Keyword(s):  
University Students ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Positive Perception ◽  
Learning Program ◽  
Online Questionnaire ◽  
User Expectations ◽  
Efl Students ◽  
Acceptance Model

The study explores the perception of the EFL students in English Language Teaching through ICT based learning at Universitas Negeri Makassar. It employs a descriptive study using purposive sampling techniques by taking 57 respondents from university students. The online questionnaire used to collect data on the perception of students on the ICT based Learning of English Language Teaching. The method of descriptive in terms of percentage has been used for data processing, and the deduction method has been used to analyze and interpret data. The result of this study indicates the positive perception those university students hold on the use of the Learning Management System in English Language Teaching. Further study can refer to this Acceptance Model in determining a suitable ICT integrated learning program between the reality and user expectations of the program used.

scholarly journals A Pragmatic Data Based Evaluation of CLT in the EFL Curricula at Higher Secondary Level in Bangladesh

2020 ◽  
Vol 9 (3) ◽  
pp. 11
Author(s):  
Md. Masud Rana ◽  
Md. Mahmud Hasan Chowdhury
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Modern Language ◽  
Metropolitan Cities ◽  
Teachers And Students ◽  
Efl Students

This paper evaluates the scope and relative unfeasibility of communicative language teaching (CLT) that was introduced at higher secondary level in Bangladesh to innovate English language teaching (ELT) by replacing grammar translation method (GTM). To substantiate the evaluation, a survey intended to determine the feasibility and relative drawbacks of CLT was made. A total of 100 teachers and 100 students participated in the survey of 10 different colleges of Dhaka and Khulna metropolitan cities of Bangladesh and two different questionnaires were used to collect quantitative data from randomly selected teachers and students. The study reveals that most of the EFL students in Bangladesh could not succeed in learning English language through CLT in spite of studying it for twelve years at their secondary and higher secondary levels. The paper also examines multifaceted problems affecting English language teaching and learning through CLT such as most of the classrooms of Bengali medium colleges are not well-furnished with modern language teaching equipment, lack of training and teaching materials, student’s lack of background knowledge, motivation etc. Therefore, the real outcome of CLT in Bangladesh could not meet the initial dream and promise with which it was introduced and eventually became inappropriate and ineffective.This article critically evaluates CLT focusing on multiple barriers and factors instrumental for the failure of the approach at higher secondary level in Bangladesh. Finally, the study concludes with several recommendations to promote English language teaching at higher secondary level in Bangladesh.

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