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Translation Errors in Subtitle of the Movie Joker 2019 on Netflix Arina Haque; Happy Cruzia Rini
Humanitatis : Journal of Language and Literature Vol 9 No 2 (2023): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v9i2.2617

There have been various genres of movies completed with their subtitles. The role of subtitle is crucial, besides gaining engagement with the audience, subtitle also conveys the meaning and the message of the movie. However, there have been found errors in the subtitle itself. This study aims to discover the types of translation errors in the English-Indonesian language pair of the Joker (2019) movie shown on Netflix. The English-Indonesian subtitles were used as the data for the study. The method of the study is qualitative descriptive and The American Translators Association (ATA) framework errors category was applied in analyzing the error types. The results showed that there were six types of errors; (1) omission errors; (2) misunderstanding errors; (3) faithfulness errors; (4) literalness errors; (5) ambiguity errors and (6) other errors that do not include in the category. The most frequent error is omission, misunderstanding, and faithfulness errors. All the errors found influenced the information and message delivered to the viewers.

Speaking Practice using ChatGPT’s Voice Conversation: A Review on Potentials and Concerns Pratiwi, Novita; Efendy, A. Gusti; Rini, Happy Cruzia; Ahmed, Nagy Abdelraouf
Journal of Language Intelligence and Culture Vol. 6 No. 1 (2024): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v6i1.149

Investigating the pedagogical potentials and concerns of ChatGPT's voice conversation feature within the context of language learning, this study begins by exploring the historical context and limitations of traditional language learning methods, such as language exchange, conversation classes, and role-plays. The discussion then shifts to the rise of AI in education, highlighting ChatGPT's advanced capabilities in providing personalized, interactive, and efficient language instruction through natural language processing, machine learning, and speech recognition. While offering advantages such as accessibility, adaptability, and personalized feedback, the technology also presents limitations in accurately assessing pronunciation and contextual nuances. To effectively integrate ChatGPT into language instruction, educators must carefully consider its strengths and weaknesses. This research explores those things to optimize their use and ensure they complement, rather than replace, traditional language teaching methods.

Academic motivation and learner empowerment of Indonesian EFL students Rini, Happy Cruzia; Triastuti, Anita
Journal of Education, Social & Communication Studies Vol. 1 No. 3 (2024): September 2024
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71028/jescs.v1i3.18

Learning is a process in which students experience change. During the learning process, teachers need to empower students to lead them to be independent in learning. Therefore, the present study focused on learner empowerment and academic motivation from the students' perspectives and the probable relationship. The participants were high school students who took English as a compulsory subject and were selected randomly. The researchers conducted mix method in this study. Two kinds of instruments were used as the quantitative data, namely the Academic Motivation Scale and the Learner Empowerment Scale. Meanwhile, open-ended questions were used as the instrument for the qualitative one. The result revealed that students' academic motivation and learner empowerment levels were at the moderate level. Moreover, the findings implied a statistically significant relationship between academic motivation and learner empowerment. Thus, higher motivation and empowerment in learning English are associated with each other. This expected study could explain the relationship between two crucial things in the classroom: motivation and empowerment.

Unlocking English Vocabulary Mastery: An Innovative Learning with the Wordwall Platform Aqzhariady Khartha; Ince Rezky Naing; Happy Cruzia Rini; Muthmainnah Bahri A. Bohang; Novita Pratiwi; Abdullah Gusti Efendy
Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v8i2.4737

This study aimed to improve English vocabulary mastery using the Wordwall platform for Grade VIII students at SMPN 1 Bontomarannu. Conducted as classroom action research, it comprised two learning cycles involving 38 students as participants. Each cycle presented students with a Wordwall-displayed vocabulary list relevant to the studied topic. Students engaged with the Wordwall by pronouncing words and associating them with relevant images or sentences. Data collection methods included observation, field notes, documentation, and evaluation tests at the end of each cycle. Data were analyzed qualitatively using an interactive approach involving data reduction, presentation, and conclusion drawing. The results showed a significant improvement in students’ English vocabulary mastery after implementing the Wordwall platform. This was evident from the vocabulary test results, which showed increased average scores from one cycle to the next. Observations also highlighted students’ active participation and enthusiasm in engaging with the Wordwall. Furthermore, the improvement in vocabulary mastery positively correlated with better learning outcomes. In conclusion, the use of the Wordwall platform effectively enhanced students’ English vocabulary mastery. It visually supported vocabulary development and helped students build stronger associations between words and their contexts. Teachers are encouraged to use the Wordwall platform in English teaching to improve students' vocabulary skills. Keywords: Wordwall Platform, English Vocabulary Mastery, Student Engagement

An Analysis of IRF (Initiation-Response-Feedback) Pattern in Online English Classroom Happy Cruzia Rini; Arina Haque
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.856

Classroom is an environment where students and teachers can develop their communication skills. Interactions between the teacher and students in the classroom are a hallmark of communication during the teaching and learning process. Classroom activities rely heavily on interaction between students. It also affects students' academic performance. Therefore, it is essential to understand how a teacher implements classroom interaction. This study was designed to examine the types of IRF (Initiation-Response-Feedback) patterns and the most common type employed in online classroom interactions. In this pattern, there are the teacher's questions, students' responses, and the teacher's feedback. It was a descriptive qualitative study that employed classroom recording to obtain the data. The teaching and learning process involved 30 students and 1 English teacher in the online classroom. The findings revealed that all the types of IRF patterns used by the teachers and learners are procedural questions, convergent questions, divergent questions, display questions, referential questions, Socratic questions, specific response, open-ended or student-initiated, Silence, silence AV, acknowledging a correct answer, indicating an incorrect answer, praising, expanding or modifying students' answer, repeating, summary, and criticizing. This study indicated that teacher and students' initiative and response dominated the IRF pattern in this classroom. The instructor has utilized numerous types of beginning feedback. In contrast, neither work-related nor non-work-related comments were used in the discussion by students. The IRF pattern in this classroom benefited the instructor in keeping the students motivated.

Speaking Practice using ChatGPT’s Voice Conversation: A Review on Potentials and Concerns Pratiwi, Novita; Efendy, A. Gusti; Rini, Happy Cruzia; Ahmed, Nagy Abdelraouf
Journal of Language Intelligence and Culture Vol. 6 No. 1 (2024): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v6i1.149

Investigating the pedagogical potentials and concerns of ChatGPT's voice conversation feature within the context of language learning, this study begins by exploring the historical context and limitations of traditional language learning methods, such as language exchange, conversation classes, and role-plays. The discussion then shifts to the rise of AI in education, highlighting ChatGPT's advanced capabilities in providing personalized, interactive, and efficient language instruction through natural language processing, machine learning, and speech recognition. While offering advantages such as accessibility, adaptability, and personalized feedback, the technology also presents limitations in accurately assessing pronunciation and contextual nuances. To effectively integrate ChatGPT into language instruction, educators must carefully consider its strengths and weaknesses. This research explores those things to optimize their use and ensure they complement, rather than replace, traditional language teaching methods.

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