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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching International Journal of Language Teaching and Education Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Language and Education Journal Jurnal Karya Abdi Masyarakat JELT (Jambi-English Language Teaching)
Yulhenli Thabran
Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Making Sense of Collaborative Writing: A Student-Experience-Based Perspective Yulhenli Thabran; Dony Efriza; Reny Heryanti
Scope : Journal of English Language Teaching Vol 5, No 2 (2021): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (253.679 KB) | DOI: 10.30998/scope.v5i2.8549

Abstract

The present study examines four pairs or eight students who wrote their creative writing assignments collaboratively. As opposed to the popular view, which stated that writing is one of the most difficult subjects to learn for EFL students, many studies have reported that collaborative writing (henceforth CW) is regarded as a technique that can improve students’ productive writing skills to a great extent. The researchers would like to see how effective CW was for the students who did their writing assignments with their pairs by employing a qualitative case study to examine the eight students’ experiences in writing their essays and fictional stories. The researchers wanted to know why some students could adapt to this learning model, and others faced some problems or failed to achieve the target of learning outcomes. Opened-ended questionnaire and in-depth interviews are used to elicit data from the students. The first pair was the most successful example of partnership in writing since they opened themselves for critiques and suggestions. In contrast, the second pair had some problems that disturbed their collaboration as they did not seem to open themselves for critiques and suggestions. The third pair failed to do an effective partnership because they could not solve problems that blocked their cooperation right from the beginning. The fourth pair found their way for an effective collaboration when they opened themselves for critiques and suggestions. The success or failure in the partnership heavily depends on each student collaborator's willingness to open themselves for criticism and suggestion.
Teaching Critical Thinking Skills Using Case-Based Method: A Case Study in Critical Reading and Writing Course Yulhenli Thabran; Nunung Fajaryani; Mukhlas Abrar
Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 1 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.363

Abstract

The following research examined the experiences and perspectives of five students who took a case-based critical reading and writing course. Many university students in Indonesia lack critical thinking skills due to our learning system, which places little emphasis on critical reasoning in assessing and solving problems. They are used to be taught to memorize information rather than examining, analyzing, and solving problems. In this regard, we designed a case study to examine our students' perceptions of the difficulties associated with case-based learning and their strategies for resolving the issues as they moved throughout their case-based learning. We chose five students who had taken the course and collected data from them to learn about their experiences and perspectives. We gathered information about their experiences through observation, note-taking, a survey, an analysis of their writing, and an in-depth interview. Our findings indicated that the students encountered difficulties working in groups, identifying appropriate cases and resolving them, and writing critical commentary for reflective writing. However, as the lectures continued, they overcame their difficulties by developing a collaborative spirit throughout the course, mastering the art of case construction, and paying close attention to their grammar when completing their writing assignments.
NURSING STUDENTS’ ALUMNI NEEDS IN STUDYING ENGLISH AT SMK KESEHATAN DHARMA ANANDA BUNGO Fitriyani Fitriyani; Yulhenli Thabran; Nunung Fajaryani
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2023): Vol. 7 No. 2 (2023)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v7i2.17306

Abstract

Abstract SMK Kesehatan Dharma Ananda is the only health vocational school in Bungo Regency. It has two majors, namely Pharmacy major and nursing major. Learning English at Vocational High School uses the same curriculum as Senior High School, namely K13. The English Materials they learned were general English, for example learning about general vocabulary; the topic not specific to their major; and others. The purpose of this research was to investigate the needs of nursing students alumni at SMK Kesehatan Dharma Ananda Bungo Regency in learning English. This study used a descriptive method with a qualitative approach. A questionnaire and interview were conducted to gather the data. 15 Alumni students of nursing at SMK Kesehatan Dharma Ananda Bungo participated in this research. 6 out of 15 students were also interviewed to clarify needs. The findings of this research showed that the nursing students at SMK Kesehatan Dharma Ananda Bungo needed English material according to their major. Their needs in learning English are to read, write, speak, and listen in English well in the field of nursing. The results of the research showed that the needs of the nursing students alumni at SMK Kesehatan Dharma Ananda Bungo is learning materials related for nursing students but unfortunately, the students are still provided with general English learning materials. Keywords: Needs, Nursing Students, ESP, Vocational High School, Learning English
TRANSLATION TECHNIQUES USED IN AUDIO-VISUAL TRANSLATION: SUBTITLING AND DUBBING - ORIGINAL SOUNDTRACK MOVIE IN FROZEN 2: INTO THE UNKNOWN Lubis, Putri; Thabran, Yulhenli; Habizar
JELT (Jambi-English Language Teaching) Vol. 8 No. 1 (2024): Vol. 8 No. 1 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i1.31235

Abstract

The aims of this research were to determine the types and the most dominant translation technique used to translate the source language into the target language in subtitling and dubbing in OST Frozen 2: Into the Unknown. This research uses qualitative research design. The data was derived from the lyrics of Disney’s “Into the Unknown” song. The subtitling version was taken from the Frozen 2 movie. While the dubbing version comes from one of Indonesia’s television networks, GTV. The researcher conducted this research by collecting, classifying, analyzing, and concluding the data. The results of this research showed that ten translation techniques by Molina and Albir (2002) were found in the subtitling version, are Adaptation (1 data), Amplification/Addition (1 data), Calque (4 data), Compensation (1 data), Established Equivalent (2 data), Linguistic Amplification (2 data), Literal Translation (7 data), Modulation (2 data), Reduction (9 data), and Transposition (3 data). Reduction technique is the most dominant translation technique in the subtitling version. It has the highest data frequency, 9 data. However, ten translation techniques by Molina and Albir (2002) were found in the dubbing version, those are Adaptation (1 data), Amplification/Addition (1 data), Calque (1 data), Compensation (1 data), Established Equivalent (1 data), Linguistic Amplification (2 data), Linguistic Compression (7 data), Literal Translation (1 data), Modulation (3 data), and Reduction (10 data). Reduction technique is the most dominant translation technique in the dubbing version. It has the highest data frequency, 10 data.
Self-Directed Learning Sebagai Alternatif Pendekatan Belajar di Masa Pandemi Covid-19 di SMPN 1 Merangin Melati, Melati; Mardiah, Radiatan; Safitri, Nyimas Triyana; Thabran, Yulhenli
Jurnal Karya Abdi Masyarakat Vol. 5 No. 3 (2021): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.491 KB) | DOI: 10.22437/jkam.v5i3.16209

Abstract

Pandemi covid-19 telah mengubah proses pembelajaran baik pada sisi belajar siswa ataupun sisi mengajar guru. Hal ini dikarenakan mayoritas belajar dilakukan dengan moda online atau dalam jaringan (daring). Siswa dituntut agar lebih bertanggung jawab pada proses belajarnya karena ketiadaan guru disamping mereka walau mereka tetap diberi penjelasan dan tugas secara daring agar tetap termonitor proses belajarnya. Guru dituntut agar menguasai pendekatan pembelajaran yang sesuai dengan perubahan yang terjadi, satu diantaranya adalah pendekatan pembelajaran self-directed learning. Berdasarkan hal tersebut, kegiatan Pengabdian Kepada Masyarakat (PPM) FKIP Universitas Jambi telah dilaksanakan dengan tujuan untuk memberi pelatihan dan pemahaman mengenai pendekatan belajar Self-Directed Learning (SDL) kepada guru SMPN 1 Merangin. Dengan teknik penjelasan, pemberian contoh dan modelling, dan diakhiri dengan sesi tanya jawab, kegiatan pelatihan ini telah terlaksana dengan baik. Tindak lanjut dan refleksi dari peserta juga telah didapatkan melalui angket yang disebar melalui google form. Secara umum guru-guru peserta pelatihan telah mengerti konsep dasar dan karakteristik SDL. Dengan pemahaman tersebut mereka diharapkan bisa memaksimalkan potensi penerapan SDL dalam kegiatan belajar mengajar nantinya.
Pelatihan Penulisan Rencana Pelaksanaan Pembelajaran Tematik Berdasarkan Penguatan Pendidikan Karakter Melati, Melati; Hustarna, Hustarna; Susanah, Susanah; Heryanti, Reny; Thabran, Yulhenli
Jurnal Karya Abdi Masyarakat Vol. 6 No. 1 (2022): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (143.432 KB) | DOI: 10.22437/jkam.v6i1.19379

Abstract

Pelaksanan kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keahlian guru SDIT Cahaya Hati Jambi dalam menyusun rencana pembelajaran tematik berdasarkan pengutan pendidikan karakter. Hal ini sejalan dengan peraturan presiden Nomor 87 Tahun 2017 tentang Pengutan Pendidikan Karakter (PPK). Pengetahuan bagaimana menyusun dan memasukkan poin-poin berbasis pendidikan karakter ke dalam RPP (Rencana Pelaksaan Pembelajaran) adalah penting bagi guru-guru di sekolah tersebut. Implikasi dari keakuratan poin-poin pendidikan karakter tersebut dapat memandu guru-guru di sekolah tersebut dalam proses pembelajaran para siswa berdasarkan jenjang kelasnya. Dengan adanya RPP tematik yang baik dapat membantu guru mengembangkan pembentukan karakter siswa dan juga kemampuan menyusun dan meramu nilai-nilai karakter yang tepat akan meningkantakan kompetensi dan profesionalisme guru dalam proses pembelajaran di kelas.
Teaching an Integrated Reading and Writing Course During the COVID-19 Pandemic in University Context: A Lecturer's Voice Susanah, Susanah; Thabran, Yulhenli; Kurniati, Erisa; Hendri, Hendri
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.44645

Abstract

Drawing upon Teo's (2013) model of critical reading and writing stages and Moseley's (2005) Integrated model for understanding thinking and learning, this qualitative case study aimed to explore the lecturer's knowledge of teaching the integrated reading and writing course and his experience of teaching the course using synchronous Case-Based Learning (CBL) during Covid-19 Pandemic. Data were collected through online classroom observations and semi-structured interviews. The findings indicated that the lecturer designed the Critical Reading and Writing course to develop students' critical arguments from multiple worldviews; however, he perceived that CBL failed to meet the course's objectives due to student-related problem factors. Students' under-achieving level of critical thinking skills and their problems in terms of English proficiency, learning disengagement, and hesitance to explore unfamiliar phenomena contributed to the unsuccessful implementation of the CBL. Pedagogical implications are highlighted for future research
Patterns and Sources of Errors in EFL Descriptive Writing: Evidence from Universitas Jambi Students Lestari, Trie; Fajaryani, Nunung; Thabran, Yulhenli
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.412

Abstract

This study investigates the types and causes of errors in descriptive writing produced by first-semester EFL students, focusing on texts describing people and places. Data were collected through two writing tasks administered to a purposively selected class, complemented by interviews with six representative students. Using Dulay’s surface strategy taxonomy, errors were classified into omission, addition, misformation, and misordering, while their causes were analyzed based on the frameworks of Brown and Norrish. The findings indicate that omission and misformation were the most frequent error types, reflecting students’ limited mastery of basic grammatical features such as subject-verb agreement, article usage, and adjective order. Interview data supported the written analysis, revealing contributing factors such as inadequate grammatical knowledge, native-language interference, and limited attention to linguistic accuracy. Although the small purposive sample limits generalizability, the study offers pedagogical insights to improve EFL writing instruction by enhancing grammar awareness and self-revision strategies.
Between Stories and Struggles: A Narrative Inquiry and Micro-Political Study of Undergraduate Thesis Supervision Thabran, Yulhenli
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.905

Abstract

This study examines English lecturers’ experiences of supervising undergraduate theses in an Indonesian university, focusing on how supervisory practices are shaped by lived experience and institutional power relations. Drawing on a synthesized framework integrating narrative inquiry and micro-political theory, supervision is conceptualized as both a narratively constructed practice and a politically negotiated process. Employing a qualitative research design, in-depth interviews were conducted with 11 English lecturers of varying seniority. The data were analyzed iteratively through within-case and cross-case thematic analysis guided by the three-dimensional inquiry space of narrative inquiry and Ball’s micro-political concepts of power, interests, and negotiated order. The findings demonstrate that supervisory authority is exercised through informal negotiation within an incoherent institutional structure, that students’ difficulties are largely institutionally produced rather than individually caused, that both students and junior supervisors experience micro-political vulnerability, and that emotional labor operates as a compensatory mechanism sustaining supervisory practice. Overall, the study shows that undergraduate thesis supervision functions not as a purely procedural task but as an emotionally sustained and micro-politically negotiated practice, underscoring the need for clearer institutional support and greater attention to power relations in undergraduate thesis supervision. Keywords: thesis supervision; lecturer experience; supervisory practices; institutional context; higher education
READERLY INNOCENCE, MORAL SHOCK, AND INSTITUTIONAL AUTHORITY: A READER-RESPONSE ANALYSIS OF PENELOPE ROWE’S THE INNOCENTS Yulhenli Thabran
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13022

Abstract

This study is among the first to examine moral shock and narrative indeterminacy in Penelope Rowe’s The Innocents through reader-response criticism. While scholarship on ethically disturbing fiction often emphasizes thematic or ideological critique, less attention has been paid to how readerly affect evolves during the act of reading. Addressing this gap, the article employs a qualitative reader-response–oriented close textual analysis to investigate how sympathy, moral destabilization, and narrative indeterminacy structure interpretation. Rather than presenting empirical reader data, the analysis focuses on implied reader positions embedded in the text. The findings identify three interrelated mechanisms. First, innocence is constructed affectively through narrative alignment with the child protagonist. Second, moral shock destabilizes trust in institutional authority by exposing interpretive rigidity. Third, the open ending withholds psychological closure and transfers ethical responsibility to the reader. These responses are not incidental reactions but structured aesthetic strategies that generate the story’s ethical force. By demonstrating how affect, indeterminacy, and reader positioning operate together, this article advances reader-response criticism and literary ethics, showing how discomfort and uncertainty function as mechanisms of ethical meaning-making in morally unsettling short fiction.
Co-Authors Dony Efriza Fitriyani Fitriyani Habizar Hendri Hendri Hustarna . Lestari, Trie Lubis, Putri Mardiah, Radiatan Melati Melati Mukhlash Abrar Nunung Fajaryani Nunung Fajaryani, Nunung Nyimas Triyana Safitri Reny Heryanti Reny Heryanti, Reny Susanah Susanah