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ENGLISH VOCABULARY RETENTION ON MOVIE SERIES WITH L1 AND ENGLISH SUBTITLES: THE ROLE OF VOCABULARY LEVEL AND FREQUENCY Aziz, Zulfadli A; Mustafa, Faisal; Yulia, Miga
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.7412

Regardless of its significance for language learning, the effect of a movie subtitle on vocabulary retention was rarely investigated. This study aimed to compare the impact of the subtitles in the first language (L1, Indonesian) and English as the target language on the learners’ vocabulary retention after watching seven episodes of a movie series. Sixty pre-service English teachers were divided into L1 and English subtitle groups to watch all episodes of the series in three non-consecutive days with a randomly pre-determined subtitle. They completed a vocabulary test before the experiment, immediately after the experiment, and one week after the experiment. The tests comprise words from the 2nd to 11th 1,000 level appearing at least five times across all episodes. The data were analyzed using inferential statistical analysis. The results show that vocabulary improvement was significant in both groups without any differences between groups. Still, the English subtitle group outperformed L1 subtitle counterparts for vocabulary between the 2nd and 9th 1,000 level and vocabulary appearing between five and ten times. These results suggest that movie series with both L1 and English subtitles can be used to expose students to English vocabulary, but a target language subtitle was superior for vocabulary retention. Therefore, English language learners are suggested to watch captioned English movies for maximum impact on vocabulary acquisition.

Translation techniques used in translating a smartphone user manual Mustafa, Faisal; Aziz, Zulfadli A; Khabri, Ihsanul
Englisia: Journal of Language, Education, and Humanities Vol 9, No 1 (2021)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i1.10494

As many smartphones are imported from overseas and the user manuals are written in English, the translation of a user manual is, therefore, very important for the Indonesian customers whose English is not their second language. Good translation results are then very essential in order that the customers understand the information easily and clearly. The focus of this research is the bilingual English-Indonesian Samsung’s GT-19500 user manual. This research aims to find translation techniques applied in the book. In this descriptive research, the sentences were the tokens that were recorded in Microsoft Excel. The tokens were then analyzed based on the categories of translation techniques in question. It was found that there were nine translation techniques used in the user manual. The translation techniques used in Samsung’s GT-19500 user manual are borrowing (41%), literal translation (25%), calque (13%), transposition (7%), equivalence (6%), adaptation (5.3%), modulation (3%), and omission (2%). Therefore, the techniques used in translating a smartphone user manual are unique to this type of document because the document consists of many terms without Indonesian equivalence.

Translation techniques used in translating a smartphone user manual Mustafa, Faisal; Aziz, Zulfadli A; Khabri, Ihsanul
Englisia Journal Vol 9 No 1 (2021)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i1.10494

As many smartphones are imported from overseas and the user manuals are written in English, the translation of a user manual is, therefore, very important for the Indonesian customers whose English is not their second language. Good translation results are then very essential in order that the customers understand the information easily and clearly. The focus of this research is the bilingual English-Indonesian Samsung’s GT-19500 user manual. This research aims to find translation techniques applied in the book. In this descriptive research, the sentences were the tokens that were recorded in Microsoft Excel. The tokens were then analyzed based on the categories of translation techniques in question. It was found that there were nine translation techniques used in the user manual. The translation techniques used in Samsung’s GT-19500 user manual are borrowing (41%), literal translation (25%), calque (13%), transposition (7%), equivalence (6%), adaptation (5.3%), modulation (3%), and omission (2%). Therefore, the techniques used in translating a smartphone user manual are unique to this type of document because the document consists of many terms without Indonesian equivalence.

INCORPORATING HIGHER ORDER THINKING SKILLS INTO ENGLISH SUMMATIVE ASSESSMENTS Rianti, Riska; Aziz, Zulfadli A; Aulia, Muhammad
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9301

Higher-Order Thinking Skills (HOTS) are considered as one of the 21st-century skills in education. One of the most efficient strategies to promote HOTS is through assessment. This study aims to find out the percentage of Higher-Order Thinking Skills (HOTS) used in English teachers’ summative assessment in an Islamic junior high school in Banda Aceh. In this qualitative study, Anderson's (2001) taxonomy, which divided thinking skills into two categories: lower-order thinking skills (remembering, understanding, and applying) and higher-order thinking skills (analyzing, evaluating, creating) were applied. The object of this study was three documents of English teachers’ summative assessments containing 150 test items with 145 questions in multiple-choice form and 15 questions in essay form. The questions were listed on a checklist table and calculated into percentages that corresponded to each cognitive level. The result showed that HOTS obtained a lower distribution than LOTS in the English teachers’ summative assessments. Specifically, the percentage of HOTS was only 4.6% (7 questions) from 150 questions analyzed. In conclusion, most questions of English teachers’ summative assessment in the Islamic junior high school can be categorized mostly into Lower-Order Thinking Skills (LOTS). The findings suggest that teachers should be more conscious of HOTS implementation while creating questions. Ultimately, this will improve students’ critical and creative thinking as well as problem-solving.

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