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All Journal Journal on English as a Foreign Language (JEFL) Jurnal Pendidikan Bahasa Dialectical Literature and Education Journal J-Lalite: Journal of English Studies International Journal of Economics, Management, Business, and Social Science
Prasatyo, Bayu Andika
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Arts Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Equivalence Challenges in Machine Translation: An Analysis of Google Translate Output through Mona Baker's Theory (2011) and Post-Editing Strategies Marhamah; Hidayati, Dini; Prasatyo, Bayu Andika
INTERNATIONAL JOURNAL OF ECONOMICS, MANAGEMENT, BUSINESS, AND SOCIAL SCIENCE (IJEMBIS) Vol. 4 No. 1 (2024): January 2024
Publisher : CV ODIS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59889/ijembis.v4i1.221

Abstract

This research aims to analyse the level of equality based on Mona Baker's theory translated by J.K. Rowling's "Harry Potter and the Order of the Phoenix" from English to Indonesian using Google Translate. Specific goals include identifying and discussing translation issues at various linguistic levels and providing post-editing suggestions for machine-translated output. The methodology section outlines the qualitative research design, using observation and document methods for data collection. The data source is J.K. Rowling's novel, translated by Google Translate into Indonesian. The process includes observing, identifying, classifying, and evaluating the level of equivalence in the translated text. In conclusion, this introduction provides the basis for an in-depth analysis of the degree of translation equivalence in the context of machine translation, especially in the translation of literary works such as "Harry Potter and the Order of the Phoenix". the analysis of translation problems in the Harry Potter novel reveals common challenges across different parts of sentences, categorized into word level, above word level, textual level, grammatical level, and pragmatic level. While machine translators assist in translating text, especially with large volumes, they still require human monitoring for post-editing to rectify inaccuracies. Consistency in translation practice is emphasized to improve student abilities and ensure progress. Teachers are urged to apply consistent practices, progressing from simple to complex texts and allowing students freedom in choosing translation materials once professional.
Students' Views of Teacher’s Feedback in L2 Writing Class Ali, Helena; Prasatyo, Bayu Andika; Sari, Farnia
Dialectical Literature and Educational Journal Vol. 8 No. 2 (2023): Dialectical Literature and Educational Journal
Publisher : Department of English Education, Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/dlejpancasakti.v8i2.99.pp.58-62

Abstract

The objective of this study was to scrutinize the nature of corrective feedback delivered by instructors in English as a Foreign Language (EFL) classrooms and to delve into the perspectives of students who received such feedback from their educators. The study seeks to explore the diverse forms of corrective feedback utilized by instructors to address flaws or errors in students' writing practices, while also examining students' perceptions of this feedback subsequent to the correction process. The research was conducted at a private university situated in Bekasi, employing a qualitative descriptive approach. Data collection encompassed the distribution of questionnaires and the conduction of interviews. This study reveals that instructors furnish students with five distinct types of feedback. The results indicate that Lexical Feedback is consistently provided to all students, closely followed by Grammar Feedback. Additionally, a majority of students frequently receive Structural Feedback. Insights from the interviews highlight that a substantial number of students exhibit a favorable disposition towards the various forms of corrective feedback employed by the instructors. Moreover, this research underscores the imperative of integrating corrective feedback into the English language instruction for students learning English as a foreign language (EFL).
Exploring how translanguaging and multimodal learning improve EFL students’ enjoyment and proficiency Hidayati, Dini; Dharmawan, Yanuarius Yanu; Prasatyo, Bayu Andika; Luciana, Luciana
Journal on English as a Foreign Language Vol 14, No 2 (2024): Issued in September 2024
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8012

Abstract

Many studies have shown that translanguaging promotes inclusive and dynamic learning environments. However, little is known about multimodal techniques to improve student engagement and satisfaction. The present study aims to examine the impact of these combined strategies on student understanding, motivation, and identity construction in language acquisition. The study involved twenty students in the second semester of the English Language Education Department at a university in Bekasi, West Java, Indonesia. The data were garnered through a quantitative method using a questionnaire and a qualitative method using in-depth interviews. Out of the total number of participants, five students were selected for in-depth interviews to explore rich data on students' emotional, motivational, cognitive, and expressive responses to translanguaging. The data obtained from the questionnaire were analyzed statistically while the data obtained from the interviews were analyzed using thematic analysis. The results suggest that adding translanguaging and multimodal strategies to the learning environment promotes a more engaging and inclusive atmosphere, thereby enhancing student satisfaction and language proficiency. Conversely, complications were identified for students with diminished proficiency requiring further assistance. The research emphasizes the potential of translanguaging to enhance linguistic competence, student confidence, and motivation, indicating that it is a valuable pedagogical tool in EFL classrooms.
Dissecting Cultural Identity Construction among EFL Learners: Voices from the Periphery Prasatyo, Bayu Andika; Amaliah, Amaliah
J-Lalite: Journal of English Studies Vol 5 No 2 (2024): December (2024)
Publisher : Program Studi Sastra Inggris Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jes.2024.5.2.11969

Abstract

This paper investigates how English as a foreign language (EFL) learners construct their cultural identity and how globalisation influences this construction. It also explores studies on globalisation and English language learning in EFL contexts, focusing on students living in peripheral areas. 44 EFL learners aged between 18 and 25 years old were the participants in the study. The study utilized a mixed-method descriptive approach as the foundational framework for this research. The quantitative data consists of questionnaires and semi-structured interviews. They were collected using open-ended questions and then supplemented with semi-structured questions. The qualitative approach is further supported by previous research on cultural identity, such as cultural identity projection analysis and the influence of globalization on education. The study revealed that EFL English learners express their cultural identity through various aspects, such as their interactions with others, self-perception as students in a globalized world, and the impact of globalization on their identity. Students' cultural identity in peripheral areas is influenced by nationality, lifestyle, language, local community, education, cultural shock, mass media, and political beliefs. These elements influence the construction of an individual's cultural identity
Pengaruh Kemampuan Kesadaran Fonologi dan Penguasaan Kosakata terhadap Keterampilan Membaca Bersuara Bahasa Inggris Astuti, Theresia Mundi; Prasatyo, Bayu Andika
Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2024): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v13i1.7605

Abstract

Penelitian ini merupakan survei dan bertujuan untuk menemukan dan menganalisis secara empiris pengaruh kemampuan kesadaran fonologi dan penguasaan kosakata secara bersama-sama/parsial terhadap keterampilan membaca bersuara bahasa Inggris. Populasi pada penelitia ini adalah mahasiswa 40 responden. Sampel penelitian diperoleh melalui metode simple random sampling. Rancangan penelitian yang digunakan melalui teknik korelasi dengan tiga variabel yang terdiri dari dua variabel bebas, yaitu kemampuan kesadaran fonologi dan penguasaan kosakata serta satu variabel terikat, yaitu keterampilan membaca bersuara bahasa Inggris. Pengumpulan data dilakukan dengan tes obyektif dan tes lisan untuk semua variabel. Hasil penelitian menunjukkan bahwa: 1) Terdapat pengaruh yang signifikan kemampuan kesadaran fonologi dan penguasaan kosakata secara bersama- sama terhadap keterampilan membaca bersuara bahasa Inggris. Dibuktikan dengan F hitung = 36,741 dan Sig.= 0,000 < 0,05; 2) Terdapat pengaruh yang signifikan kemampuan kesadaran fonologi terhadap keterampilan membaca bersuara bahasa Inggris. Dibuktikan dengan t hitung = 3,704 dan Sig.= 0,001 < 0,05; 3) Terdapat pengaruh yang signifikan penguasaan kosakata terhadap keterampilan membaca bersuara bahasa Inggris. Dibuktikan dengan t hitung =5,566 dan Sig.= 0,000 < 0,05. Hal ini berarti bahwa untuk meningkatkan keterampilan membaca bersuara bahasa Inggris, pengajar perlu upaya untuk meningkatkan kemampuan kesadaran fonologi dan penguasaan kosakata.
Co-Authors Ali, Helena Amaliah Amaliah Astuti, Theresia Mundi Farnia Sari, Farnia Hidayati, Dini Luciana Luciana Marhamah . Yanuarius Yanu Dharmawan