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All Journal KEMBARA Jurnal Pendidikan Bahasa Voices of English Language Education Society REiLA: Journal of Research and Innovation in Language Prologue: Journal on Language and Literature BRIGHT SALEE: Study of Applied Linguistics and English Education International Journal of English Linguistics, Literature, and Education (IJELLE) Anglophile Journal Bulletin of Science Education Studies in English Language and Education Journal of English Language Teaching and English Linguistics
Santoso, Wulandari
Universitas Bunda Mulia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : SALEE: Study of Applied Linguistics and English Education

 1 
Translation Strategies of Cultural-specific Items in Translating Subtitles Indonesian Documentary “Perempuan Tana Humba” Halim, Vallen Mutiara; Nitsa, Angelique; Ayuretno, Annisa; Santoso, Wulandari
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 1 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i1.935

Abstract

Translating Cultural-Specific Items (CSIs) could present numerous challenges for translators because each culture communicates differently. Experts have given some approaches to the issue of translating culturally distinctive objects. The researchers used Aixela's (1996) theory for translation technique and Newmark's (1998) theory for analysis and categorization in relation to CSI. The purpose of this qualitative study is to analyze the translation strategies used for cultural-specific items in the translation of the Indonesian documentary "Perempuan Tana Humba" by Lasja F. Susatyo and Mandy Marahimin. The researcher utilized thematic analysis to analyze the CSIs occurring in the documentary. The research concluded that out of five types of CSI proposed by Newmark, only three types of CSIs were found: material culture, social organization, and social culture. In addition, the most frequently used strategy was repetition. This study also showed that the translation strategy for the CSI was determined by the translator's concerns or considerations, such as the occasions in which the translators applied different strategies when the previously mentioned CSIs appeared again in different point of the documentary. It was noticed that various timestamps led to different translation techniques. The study is significant for the practice of translation. The research's findings, which categorize and identify the translation procedures used to translate the CSIs, may be taken into account by translation researchers as well as by present and future translators. Additionally, this study might help to clarify how to use translation procedures and what kinds of CSIs to translate for documentaries.
Onomatopoeia Types and Translation Strategies: A Case Study on the Webtoon "Lore Olympus" Kho, Vanesa; Gozali, Kezia Karina; Susilo, Jordan Yehezkiel; Santoso, Wulandari
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 1 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i1.964

Abstract

Translating webtoon poses a challenge for the translator. However, many research focus on the application of comic translation instead of webtoon translation. Due to this, the research focused on finding out the translation technique used to translate the onomatopoeia in Lore Olympus from English to Indonesian. This case study was employed to analyze and interpret the translation techniques used, with case study to analyze the onomatopoeia. Content analysis and purposive sampling method was used to interpret the data between chapter 1 to chapter 50. The result of this study showed a total of 356 onomatopoeias in English and 355 in Indonesian; direct onomatopoeia was dominantly used, followed by exemplary onomatopoeia, and associative onomatopoeia as the least used. Out of seven translation technique, four was used: equivalence was used 69.5% times, borrowing was used 17.37% times, literal translation was used 11.8% times, and modulation was used 1.3% times. These translation techniques were applied to achieve meaning transfer and naturalness for the readers. However, some issues were found, for readers reading the translated webtoon, which might affect their reading experience negatively: typo, loss in artist’s intended phonetic meaning, improper expression of message, etc. The research proposed some recommendations for future researchers and translators.
Pre-Service English Teachers’ Perceptions Towards The Use of Dialogical Learning as Reflective Practice: A Case Study Santoso, Wulandari; Dito Mangkuluhur, Bahagia
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1401

Abstract

In the context of English as a Foreign Language (EFL) teacher education, reflective practice is an integral part of the development of pedagogical practices, yet challenges persist in its effective implementation. This study investigates the perspectives of pre-service English teachers towards dialogical learning as part of reflective practice in a teaching practicum course in a private university in Jakarta. Employing semi-structured interviews with eight participants, the study reported the incorporation of reflective practice in the course, which was beneficial for improved teaching strategies, collaboration, and knowledge-sharing. However, the findings of this study revealed several challenges such as, demotivation to do reflective practice, lack of awareness of the importance of dialogical learning in reflective practice, and resource constraints. The study calls for the importance of explicit incorporation of dialogical learning as reflective practice in order to foster a culture of constructive feedback to enhance teacher development programs. In conclusion, this research contributes nuanced insights, urging a more intentional approach to reflective practices and dialogical learning in EFL teacher education for future pedagogical growth.
Co-Authors Adhitya Kurniawan Ahmad Bukhori Muslim Alesandro Fritz Setiawan Ayuretno, Annisa Bertaria Sohnata Hutauruk Bertaria Sohnata Hutauruk David D. Perrodin Dito Mangkuluhur, Bahagia Esmara, Tania Felicia Cornella Austin Fuad Abdul Hamied Gozali, Kezia Karina Guan Nan Halim, Vallen Mutiara Kho, Vanesa Kurniawan, Adhitya Lia Angelina Nitsa, Angelique Perrodin, David D. Setiawan, Alesandro Fritz Silalahi, Ronald Maraden Parlindungan Susilo, Jordan Yehezkiel Tania Esmara