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All Journal Diglossia English Teaching Journal : A Journal of English Literature, Language, and Education Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JP3 (Jurnal Pendidikan dan Profesi Pendidik) ETERNAL: English Teaching Journal PRASASTI: Journal of Linguistics JET (Journal of English Teaching) Adi Buana International Journal of Community Service Learning Jurnal Abdimas Mahakam Journal of English Teaching, Literature, and Applied Linguistics Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini J-REaLL Pena : Jurnal Ilmu Pengetahuan dan Teknologi Borneo Educational Journal (Borju) International Journal of Research in Education (IJRE) Journal Of Human And Education (JAHE) LINGUAMEDIA Journal Lingua Franca Jurnal Ilmiah Pendidikan Holistik (JIPH) Journal of Language and Literature Studies Jurnal Yudistira Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Lead Journal Indonesian Journal of Education and Pedagogy LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Arso Setyaji
Universitas PGRI Semarang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Translation Techniques Used in Translating Non- Standard English Words in The Fast and Furious Movie Kresnu Ahda Yudyantama; Arso Setyaji; Rahmawati Sukmaningrum
International Journal of Research in Education Vol 3, No 1 (2023): Issued in January 2023
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v3i1.13751

Abstract

This study examines the translation approaches utilized to translate non-standard English in The Fast and the Furious: Tokyo Drift's screenplay. This study employed qualitative methods. In this study, the researcher assessed the translation technique of 102 non-standard English words from the script for The Fast and the Furious: Tokyo Drift. Molina and Albir's notion of translation procedures was utilized by the researchers. In this study, the researcher found 9 kinds of translation techniques such as literal, established equivalent, adaptation, borrowing, linguistic compression, generalization, reduction, linguistic amplification, particularization. Moreover, the dominant translation technique is literal translation technique used 35 times with percentage 54,61%% from the data, followed by established equivalent 18,44% used 13 times, adaptation with 7,15% used 5 times, borrowing with 7,15% percentage from the data used 5 times, linguistic compression with percentage 3,57% used 3 times, generalization used 2 times with percentage 2,75%, reduction used 2 times with percentage 2,75%, linguistic amplification used 1 time with percentage 1,79%, and particularization percentage 1,79% used 1 time. Since the script for the Fast and the Furious movie contains many words and phrases that are not considered standard English, it makes sense that the translators would prefer the literal translation process, which includes providing an exact word-for-word counterpart. Because it uses an equivalence-based approach rather than a literal one, this method is more flexible than literal translation
The Small Group Discussion Method’s Effectivity for Improving the Students of Tenth-Grade Vocational High School 7 Semarang’s Speaking Ability: Small Group Discussion Method, Improve, Students’ Speaking Ability Yasinta Anwar; Arso Setyaji; Ririn Ambarini
JET ADI BUANA Vol 8 No 01 (2023): Volume 8 Number 01 April 2023
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v8.n01.2023.7080

Abstract

Many Indonesian students find it difficult to master English as a second language. One of the essential skills that must be mastered is speaking skill. People who like English must concerted effort to improve their English language skills. In teaching and learning, the teacher has a big responsibility. Teachers must master learning strategies to solve problems faced by the students and help them comprehend their speaking skills to achieve the goal of learning. This research uses experimental methodology to examine the effect of the small-group discussion method on students' ability to communicate verbally. The researchers applied a pre-experimental strategy, which included a pre-test before providing the chosen treatment. A post-test was given to complete the data collection after the treatments. The researchers used thirty-six students from SMK N 7 Semarang as a sample in this research. The research's findings indicates that the post-test score outperformed the pre-test score. On the other hand, at the significant level of 0,05, the t-score result is greater than the t-table. As a result, we can decide from the data analysis that the Alternative Hypothesis (Ha) is acceptable whereas the Null Hypothesis (Ho) is unacceptable. In accordance with the findings, conducting small group discussions as a teaching strategy significantly improves students' speaking abilities. As a result, it is suggested that English teachers offer this method as an attempt.
Student's Challenges in Translating Poetry Rahmawati Sukmaningrum; Arso Setyaji; Faiza Hawa
Borneo Educational Journal (Borju) Vol. 5 No. 2 (2023): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v5i2.1314

Abstract

This article drawn from the local tracking study of how college students perceive the process of translating poetry. The aim of this study is to investigate the students’ challenge in translating poetry. The current study based upon the benefit of understanding poetry to build harmony in the society. Writers used descriptive qualitative research as the design of this study. The subject of the study were the sixth semester students of English Education Department of Universitas PGRI Semarang who had passed the Translation 1 subject and join the Translation 2 at the present time. The population of this study was 143 students in sixth semester. Writers then chose 20 students as the sample of this study. Students were assigned to translate English poem entitled ‘Huesca’ into Indonesian. The poem was written by John Conford, an American soldier who was endured on World War. After the assignment project, they were asked to respond the questionnaire related to the process of translating the poem and problems encountered. The finding revealed that most of students admitted that their biggest problem in poetry translation is associated with the linguistic difference. It refers to grammatical differences (source language and target language), lexical choices and meaning ambiguity. There were many factors behind the problems that encounter students in translating the English poem into Indonesian. Factors related to the culture, the use of figurative language, and the different structure between original poem and the target language are considered as main hindrances in translating literary works. The educational implication of the study is that our students need to be familiarized with literary works and its process of translation. However, since this study was only held in 2 months and had limited participants, the result of the study cannot be generalized. Further research, therefore, need to conduct by other researcher in order to get broader insight toward the theme
The Effect of Padlet in Collaborative Learning of “Kurikulum Merdeka” to Improve Students’ Writing Ability in Recount Text Widia Listianingsih; Arso Setyaji; Ririn Ambarini
ETERNAL (English Teaching Journal) Vol 14, No 2 (2023): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v14i2.14961

Abstract

On the Learning Achievement (known as “Capaian Pembelajaran”) of “Kurikulum Merdeka”, students are expected to be able to develop their skill in writing a variety of texts, including recount texts, as one of the competencies that they are expected to master. Writing is one of the competencies that students are required to master. In point of fact, the students face a wide variety of challenges when it comes to writing, including boredom, no relevant method, unenthusiastic, low confidence, old teaching media, and teaching monotonous. To give interesting media in teaching writing, the researchers use Padlet as learning media, because no teachers have used it yet, especially at this school. A quantitative methodology was used in the design of this research. Students in the tenth grade of TPFL 2 at SMK Negeri 7 Semarang were the focus of this particular piece of research. The Pre-Test, the Post-Test, and a questionnaire were the instruments that were utilized in this research. IBM SPSS 29 was used to perform the analysis, and it was also used to process the data. It is possible to draw the following conclusion from the findings: the implementation of Padlet media in the classroom may result in increased student participation and classroom collaboration. The students' writing abilities are significantly improved when they are taught writing through the use of Padlet on recount text. The results of this study have important implications for researchers, particularly those whose interests lie in the fields of education and language, as well as for English teachers as fundamental data for the enhancement of instructional media.
Dampak Penerapan Educative Song Dalam Pembelajaran Bahasa Inggis Pada Anak Usia Dini Faiza Hawa; Rahmawati Sukmaningrum; Arso Setyaji
Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 8 No. 2 (2023): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jw.v8i2.1373

Abstract

As as international language used across the globe, English needs to be given to students since their early age. For that reason, government issued a policy concerning the implementation of English learning to be given to students since early age. Teachers in class are facing a challenging situation since they have to be able to create fun, creative English larning which involve early age students in its implementation. What should they do then to realize such fun and attractive Engllish learning? An attractive and educative learining media can help teacher to make it realized. Educative song is an educative media that can make learning English fun and attractive. What effects these educative songs can bring in English learning? This is the focus of this study. This study aimed at finding out the effect of implementing educative song as a media for learning English for pre-school students. This study is designed as a descriptive qualitative study which involves pre-school teachers. In order to get the data, the researchers employed a 5 Likert-scale questionnaire to 40 pre-school teachers across Guntur subdistrict, Demak Regency, in Central Java Province. The data were then analyzed using Interactive Model Analysis by Miles and Huberman. The results displayed some important notes. Learning English through educative songs can build students’ good character, attitude, and confidence. Furthermore, educative songs motivated students to learn more for English. The songs also help students to enrich their English vocabulary. For this, pre-school teachers should provide students with fun learning in learning English in school.
PENERJEMAH, PENERJEMAHAN, DAN BUDAYA Arso Setyaji
Diglossia: Jurnal Kajian Ilmiah Kebahasaan dan Kesusastraan Vol. 5 No. 2 (2014): April
Publisher : Unipdu Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/diglossia.v5i2.353

Abstract

Abstrak Dalam penerjemahan dari bahasa Inggris ke bahasa Indonesia atau Indonesia ke bahasa Inggris, kita sering menemukan istilah budaya mengandung makna konsep yang berbeda atau bahkan tidak ada dalam budaya penerjemah. Perbedaan makna konsep ini akan membuat penerjemah kesulitan dalam menerjemahkan atau mencari ekuivalensi atau padanan. Istilah-istilah budaya ini terkait dengan subsistem budaya yang meliputi: ideologi, struktur sosial, teknoekonomi, dan kepribadian. Kata kunci: translator, istilah budaya, terjemahan Abstract In translation from English into Indonesian or Indonesian into English, we often find cultural terms containing different concept meanings or even aren
The Use of Youtube Media in Improving Students' Narrative Text Writing Ability in High Schools Diniyanti, Khaerul Lisna; Setyaji, Arso; Yosepin, Maria
Lingua Franca Vol 1 No 2 (2022): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v1i2.1778

Abstract

The aims of this study were (1) to determine the students' ability in writing narrative texts through youtube audio videos at SMAN 2 Pemalang, (2) to determine students' abilities in writing narrative texts without youtube audio videos at SMAN 2 Pemalang, (3) to determine the difference in the ability to write narrative text thinking with and without youtube video audio. This type of research is quantitative. The research design used by the author is a quasi-experimental. The population in this study were students of class X SMAN 2 Pemalang totaling 330 students. The number of samples is 72 students which are divided into two classes. For class X2 as the control group and class X1 as the experimental group. The instrument data used in the form of tests consisting of pre-test and post-test. The results showed that (1) the students' ability in writing narrative texts without using youtube videos was adequate, this could be seen from the average test score of 76.33; (2) students' ability to write narrative texts using YouTube videos is good. It can be seen through the average test score is 82.63; (3) there is a significant difference in students' abilities in writing narrative texts without using youtube videos and using youtube videos. This can be seen from the t-test value which is higher than the t-table (3.23 > 1.67). Thus, Ha shows that there is a significant difference in students' abilities in writing narrative texts taught using youtube videos is accepted and Ho which states that there is no significant difference in students' abilities in writing narrative texts taught using youtube videos is rejected. Then it is recommended for English teachers to use youtube media in the teaching and learning process to make it more interesting, so that students will be motivated to practice writingThe aims of this study were (1) to determine the students' ability in writing narrative texts through youtube audio videos at SMAN 2 Pemalang, (2) to determine students' abilities in writing narrative texts without youtube audio videos at SMAN 2 Pemalang, (3) to determine the difference in the ability to write narrative text thinking with and without youtube video audio. This type of research is quantitative. The research design used by the author is a quasi-experimental. The population in this study were students of class X SMAN 2 Pemalang totaling 330 students. The number of samples is 72 students which are divided into two classes. For class X2 as the control group and class X1 as the experimental group. The instrument data used in the form of tests consisting of pre-test and post-test. The results showed that (1) the students' ability in writing narrative texts without using youtube videos was adequate, this could be seen from the average test score of 76.33; (2) students' ability to write narrative texts using YouTube videos is good. It can be seen through the average test score is 82.63; (3) there is a significant difference in students' abilities in writing narrative texts without using youtube videos and using youtube videos. This can be seen from the t-test value which is higher than the t-table (3.23 > 1.67). Thus, Ha shows that there is a significant difference in students' abilities in writing narrative texts taught using youtube videos is accepted and Ho which states that there is no significant difference in students' abilities in writing narrative texts taught using youtube videos is rejected. Then it is recommended for English teachers to use youtube media in the teaching and learning process to make it more interesting, so that students will be motivated to practice writing
Phrasal Verb Vocabulary Teaching in the Album Niki’s Moonchild Using Quizizz Utami, Vica Amifa; Setyaji, Arso; Affini, Laily Nur
Lingua Franca Vol 1 No 1 (2022): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v1i1.1858

Abstract

The first goal of this study is to determine whether using Quizizz to teach vocabulary influences the teacher's preparation for lessons. 2. Describe the several categories of lesson plans utilized in implantation instruction. 3. choose the answer with the fewest phrasal verbs and the one that is the most accurate. In this study, the researcher employed descriptive qualitative research methods. This study focuses on students in class XI SMA N 2 Rembang, which the researcher may have employed in this preliminary study. Phrasal verbs can be used in the song lyrics from the albums Quizizz and Niki's Moonchild to gauge students' proficiency on phrasal verb tests. According to the experts, the CD features ten tracks and some additional phrasal verbs. The study's findings are as follows: arrangements made by researchers to use songs from Niki Moonchild's album as a teaching tool for phrasal verb vocabulary in the eleventh grade at SMA N 2 Rembang. Teachers will be using Quizizz to ask students questions. The teacher prepares active speakers to listen to songs, students listen to music for the purpose of listening to music, and preparation takes the form of employing song media as a teaching instrument. Since the lecture material will be shown on the LCD in the classroom, a laptop used for learning media must have working speakers. Additionally, the teacher creates handouts for the class that incorporate song lyrics with the phrasal verbs they will study. To make it simpler for students and teachers, this study also uses Quizizz's learning resources; the researcher needed two days in the classroom to implement the lesson plan for the students in the eleventh grade. Phrasal verbs were introduced on the first day of class and were then taught using songs from Niki Moonchild's limited album. Phrasal verb instruction continued the following day by having students listen to songs and search the words for phrasal verbs; students complete a quiz on Quizizz about the phrasal verbs found in the song lyrics, from which it can be determined which phrasal verbs they are already familiar with and which ones they are unfamiliar with. The result, which is well-known, is a warm-up exercise for vocabulary they are unfamiliar with, namely, look at.
STUDENTS’ CRITICAL THINKING IN LEARNING AGREEMENT AND DISAGREEMENT USING DEBATE Dewi, Fitriana; Setyaji, Arso; Ambarini, Ririn
LINGUAMEDIA Journal Vol 5, No 01 (2024): LiNGUAMEDIA Journal
Publisher : Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56444/lime.v5i01.3867

Abstract

Critical thinking is important in learning English to understand and comprehend information. This study aims, first, to describe students’ critical thinking in learning agreement and disagreement using debate. Second, to describe the most component of critical thinking used by students in learning agreement and disagreement using debate. Last, to describe students’ perceptions of their critical thinking in learning agreement and disagreement using debate. The subject of this study is X PPLG 1 of SMK N 7 Semarang. This study uses a case study descriptive qualitative research method. The Researchers do observation, use video recording, and students’ work in collecting data. Also, we include students-interview to give validation in this study. In analyzing the data, we use five indicators of critical thinking, a theory from Ennis which are: Giving a simple explanation, Building fundamental skills, Concluding, Providing further explanation, set strategy, and technique. The findings of this study indicates that students can think critically and use five indicators of critical thinking in learning agreement and disagreement using debate. With mostly use of indicators; give a simple explanation and set strategies and techniques. The students combine small discussions and use translation apps in debate as critical thinking indicators of strategies and techniques. It is hoped that this research is useful in terms of implementing critical thinking in students. Critical thinking helps students learn deeper about information, especially English.
Peningkatan Kapasitas Guru terhadap Pemahaman Konsep dan Praktik PBL dan PJBLdalam Kurikulum Transformatif Faiza Hawa; Rahmawati Sukmaningrum; Arso Setyaji; Asropah
Jurnal Abdimas Mahakam Vol. 9 No. 01 (2025): Januari
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jam.v9i01.3254

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kapasitas guru-guru Sekolah Dasar (SD) yang tergabung dalam Kelompok Kerja Guru (KKG) di Kecamatan Semarang Tengah, Kota Semarang, khususnya dalam memahami konsep dan praktik model pembelajaran Problem-Based Learning (PBL) dan Project-Based Learning (PjBL) dalam konteks kurikulum transformatif. Permasalahan utama yang dihadapi adalah rendahnya pemahaman dan keterampilan praktis guru dalam menerapkan kedua model pembelajaran tersebut, yang sangat relevan dengan tuntutan kurikulum saat ini yang menekankan pembelajaran berbasis kompetensi dan pengembangan keterampilan abad ke-21. Metode yang digunakan dalam kegiatan ini meliputi pelatihan, pendampingan, dan evaluasi. Pelatihan difokuskan pada penguatan pemahaman konseptual tentang PBL dan PjBL, sedangkan pendampingan diarahkan pada penyusunan Rencana Pelaksanaan Pembelajaran (RPP) serta praktik implementasi di kelas. Evaluasi dilakukan untuk mengukur efektivitas program melalui peningkatan pemahan guru terhadap materi yang diberikan, produk yang dihasilkan, dan tindakan nyata dikelas.
Co-Authors Alfi Setyo Wati Alifvia Putri Azharra Aljalis, Anis Ambarini, Ririn Asropah Chatarina Novita Setyorini Dewi, Fitriana Dias Andris Susanto Dias Andris Susanto Diniyanti, Khaerul Lisna Dyah Nugrahani Dyah Nugrahani Ellya Rakhmawati Faiza Hawa Faiza Hawa Ghani, Irfan Indri Kustantinah Istiqomah, Wasiatul Fajar Jafar Shodiq Jafar Sodiq Jafar Sodiq, Jafar Kresnu Ahda Yudyantama Laily Nur Affini Listyaning S Nabila, Mafaza Ni'amah, Lailin Nur'Aini, Siti Nurul Khoiriyah Putri Zuliana Zal Zabella Rahmawati Sukmaningrum Rahmawati Sukmaningrum Rifda, Izzatur Rina Martiana Fitri Ririn Ambarini Sabrawi, Sabrawi Setyani Tri Wahyu Briliyanti Sheilla Oktaviani Siti Nur Zulaihah Sri Wahyuni Suwarno Widodo Tarcisia Sri Suwarti, Tarcisia Sri Utami, Vica Amifa Wardana, M Yusuf Setia Wardana, M Yusuf Setia Widia Listianingsih Wiyaka Wiyaka Yasinta Anwar Yosepin, Maria