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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) English Language Teaching Prima Journal (ELT) Journal of English Teaching and Applied Linguistics (JETAL) Indonesia Berdaya ALACRITY : Journal Of Education Education Achievement: Journal of Science and Research Jurnal Kajian Ilmu Pendidikan (JKIP) Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) Sevanam: Jurnal Pengabdian Masyarakat Mamangan Social Science Journal Innovative: Journal Of Social Science Research Jurnal Pengabdian Masyarakat Bangsa JLE: Journal of Literate of English Education Study Program
Pakpahan, Carolina
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TRANSLATION ASSESSMENT IN TRANSLATING IDIOM IN THE FILM WEDNESDAY (2022) Sianturi, Christina Agatha; Pakpahan, Carolina; Golame, Javad
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.2013

Abstract

Translation assessment is the process of determining how successfull a translation from one language to another language. This study aims to assess the quality of idiom translation in Indonesian subtitles using the FAR (Functional Equivalence, Acceptability, Readability) model by Jan Pedersen (2017). This study employed a qualitative descriptive design using the documentation method. The data were obtained from the English dialogues and Indonesian subtitles of the Wednesday (2022) series. A data sheet was used to record and classify idiomatic expressions, while an assessment sheet based on Pedersen’s (2017) FAR Model, comprising Functional Equivalence, Acceptability, and Readability, was used to evaluate translation quality. The data were analyzed by identifying idioms, comparing their translations, and assessing the accuracy, naturalness, and readability of each subtitle according to Pedersen’s error classification scale. A total of 40 idiomatic expressions were identified and analyzed. The results show that in terms of Functional Equivalence, all the idioms were translated accurately. In terms of Acceptability, the translation is generally acceptable, but some still feel stiff due to a tendency towards literalness. In terms of Readability, the subtitles are generally easy to understand, although some parts pose readability challenges. Overall, the translation of idioms in this film's subtitles is quite good because it is able to convey the meaning, cultural nuances, and humor of the source text while maintaining acceptability and readability.
Code Switching And Code Mixing In Classroom Interaction Among Fifth-Semester English Education Student Sitinjak, Apriani Silviani; Pakpahan, Carolina; Saragi, Christina Natalina
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 3 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i3.2168

Abstract

Code-switching and code-mixing frequently occur in bilingual or multilingual communities, including in classroom interactions. In the teaching and learning process, lecturers and students often switch or mix languages to make communication easier and more effective. This phenomenon is commonly found in English classes where both Indonesian and English are used during discussions. This research aims to identify the types of code-switching and code-mixing used in classroom interaction and to determine the most dominant type used by the lecturer and students. This study applied a descriptive qualitative method. The data were obtained through classroom observation of fifth semester students of the English Education Study Program. The researcher recorded the classroom interaction and transcribed the utterances containing code-switching and code-mixing. The total data found in this research were 80 utterances. The findings show that there are three types of code-switching and three types of code-mixing used in the classroom interaction. The types of code-switching include inter-sentential switching (4 data or 5%), intra-sentential switching (19 data or 23.75%), and tag switching (13 data or 16.25%). Meanwhile, the types of code-mixing consist of insertion (33 data or 41.25%), alternation (6 data or 7.5%), and congruent lexicalization (5 data or 6.25%). The most dominant type found in this study is insertion. In conclusion, code-switching and code-mixing play an important role in classroom communication. The lecturer and students use both languages to clarify explanations, express ideas more easily, and maintain interaction during the learning process.
An Analysis Of Grammatical Errors Made By English Education Students In Writing Instagram Captions Ginting, Dwi Prisilla Br; Pakpahan, Carolina; Girsang, Susanti
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 3 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i3.2283

Abstract

This research aims to analyze grammatical errors found in Instagram captions written by English Education students of HKBP Nommensen University Medan. The objectives of this study are to identify the types of grammatical errors, determine the most dominant error, and analyze the factors that cause these errors. This research used a qualitative descriptive method. The data consisted of 50 Instagram captions collected from students’ Instagram accounts through documentation techniques. The data were analyzed using the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen (1982), which classifies grammatical errors into four types: omission, addition, misformation, and misordering. The results of the research show that all four types of grammatical errors were found in the students’ Instagram captions. Among the errors, omission was the most dominant type, occurring 21 times or 42% of the total errors. Misformation occurred 17 times, addition occurred 8 times, and misordering occurred 4 times. These findings indicate that students still face difficulties in applying correct grammatical structures when writing captions in English. Furthermore, the study revealed that grammatical errors were mainly caused by three factors: interlingual transfer, intralingual transfer, and overgeneralization. Therefore, it can be concluded that students need to improve their understanding of English grammar to reduce grammatical errors not only in academic writing but also in everyday communication on social media.
Co-Authors Christina Natalina Saragi Dakhi, Adoramos Erika Sinambela Febrika Dwi Lestari Fenty Debora Napitupulu Ginting, Dwi Prisilla Br Girsang, Susanti Golame, Javad Hutauruk, Calonroiboto Kammer Tuahman Sipayung Lastri Wahyuni Manurung Maděra, Martin Manalu, Rimma Rosvita Mungkur, Anderi Putri Ndraha, Libertini Priskila Nurhayati Sitorus Octavianna, Yessy Padang, Della Afriani Br Pangaribuan, Marnala peranginanginN, aunike N Purba, Ezra Susanti Harnita Rajagukguk, Windy SB Sahlan Tampubolon Sembiring, Miranda Elisa Br Sembiring, Tasya Amelia Sianturi, Christina Agatha Sihaloho, Wika Sihite, Agustina Sihombing, Mitha Lestari Simamora, Kethrin Simangunsong, Suriani Simarmata, Rina Simarmata, Rina Octavia Sinaga, Nenni Triana Sinaga, Yessica Indah Sirumapea, Winarni Sitinjak, Apriani Silviani Tafonao, Elfiani Tampublon, Sahlan Toruan, Febrika Dwi Lestrai Lumban Zebua, Vilmin Artinia