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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal Of English Language and Education INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES Channing: Journal of English Language Education and Literature Cetta: Jurnal Ilmu Pendidikan VISION ELLITE: Journal of English Language, Literature, and Teaching JURNAL PENDIDIKAN TAMBUSAI Jurnal Review Pendidikan dan Pengajaran (JRPP) Scope: Journal of English Language Teaching English Teaching and Linguistics Journal (ETLiJ) Ethical Lingua: Journal of Language Teaching and Literature Nusantara: Jurnal Pendidikan Indonesia Transformasi Manageria: Journal of Islamic Education Management ELTALL: English Language Teaching, Applied Linguistic and Literature Register : Journal of English Language Teaching and Learning of FBS UNIMED Absorbent Mind JETLi EDULIA: English Education, Linguistic and Art Journal Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Jurnal Ilmiah Ilmu Terapan Universitas Jambi Innovative: Journal Of Social Science Research Journal of English Teaching and Linguistics Studies Madani: Multidisciplinary Scientific Journal Jurnal Ilmu Sosial, Humaniora dan Seni Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris J-SES : Journal of Science, Education, and Studies Edumaspul: Jurnal Pendidikan Jurnal Pendidikan dan Sastra Inggris Bina Gogik
Farida Repelita Waty Kembaren
Universitas Islam Negeri Sumatera Utara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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NEGOTIATION OF ORAL MEANING AND EQUALITY IN MULTI-MODAL TRANSLATION OF BILINGUAL DIGITAL STORYBOOKS Kembaren, Farida Repelita Waty; Dewi, Utami; Fransiska , Widia; Faradilla, Faradilla
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 4 (2025): Volume 9, Nomor 4, December 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i4.49721

Abstract

This study examines how meaning and moral equality are negotiated in the multimodal translation of bilingual digital storybooks used in Indonesian primary education. Based on the Multimodal Discourse Translation and Analysis Study, this study adopts a qualitative multimodal case study design that focuses on the bilingual digital storybook Putri dans Hutan. The study involved a textual analysis of bilingual translation units, a multimodal analysis of visual and auditory elements, and classroom-based data collected through observation and interviews with teachers and students. These findings reveal that moral equity in bilingual digital storybooks is not only achieved through verbal translation but emerges through the interaction of translation strategies, multimodal resources, and translanguaging practices in the classroom. Dynamic equality is identified as the dominant translation strategy, especially in the morally charged segment, as it prioritizes emotional accessibility and moral clarity for young learners. When linguistic simplification reduces moral explicitness, visual and auditory elements play a compensatory role by reinforcing emotional cues and moral orientation. Classroom translation further mediates moral understanding, allowing students to negotiate and internalize moral meaning by utilizing Indonesian and English. This study contributes to translation studies by extending the concept of equality into multimodal and pedagogical contexts. It also offers practical implications for educators, translators, and digital media designers by highlighting the importance of multimodal coherence and classroom mediation in conveying moral values through bilingual digital storybooks.
How Well Does Google Translate, Translate from English to Indonesian? Farida Repelita Waty Kembaren; Jauharah Jilan Situmorang; Liyundzira Fikroh Gani
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 1 (2024): April : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i1.3336

Abstract

The aim of this study is to use matching techniques and language mistake analysis to figure out how accurate Google Translate is, especially when translating text from English to Indonesian. As a source text, one passage from Johann Gottfried Herder's book "Selected Writings on Aesthetics" was used to gather information. After that, Google Translate (GT) changes the info. When you look at GT translation data, you have to explain the matching technique and compare it with tools that measure the amount of translation matching. This way, mistakes in the language can be found and the quality of the GT translation can be judged. The study found that (1) out of the 13 source data, only 4 data (or 31%) are accurate translations, 7 data (or 54%) are less accurate translations, and 2 data (15%) are incorrect translations. right on. This means that the accuracy is only 31%. About half of it is less clear at the same time. Some people are hard to understand. (2) It turns out that GT can do good translations if it only uses literal translation and matching methods. (3) Since GT only uses textual and transposition translation strategies, it might make translations less accurate if more complicated strategies use transposition, modulation, or description together. (3) But if only a modulation technique is needed, GT can't do anything but make wrong translations. It doesn't make sense because it can only use the translation approach. Because it used a direct translation approach, GT failed to translate one case and made a translation that was wrong. In the end, Google Translate can only correctly translate English text into Indonesian when it uses a literal matching approach. This is especially true in this case.
Exploring Boarding School EFL Teachers' Strategies to Build Up Students' Speaking Competence Hafez Al Assad; Farida Repelita Waty Br. Kembaren; Muhammad Dalimunte
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7860

Abstract

This study investigates how EFL (English as a Foreign Language) teachers utilize teaching strategies to enhance students' speaking competence, particularly in Grade 8 classes. The data were collected through 30-minute observations per teacher and 15-minute semi-structured interviews with both teachers from the boarding school, conducted both inside and outside the classroom. This study employed a descriptive case study approach, and the data were analyzed using descriptive qualitative analysis to identify recurring patterns and categorize the strategies used in the classroom. The findings revealed that teachers employed a combination of strategies both inside and outside the classroom. Inside the classroom, strategies include vocabulary drilling, question-and-answer sessions, discussions, and group work. Meanwhile, the teachers from outside the classroom employed a range of teaching strategies, including group work, vocabulary drilling and memorization, as well as question-and-answer sessions and conversations. The above strategies demonstrate that interaction strategies, such as dialogue, conversation, and Q&A, encourage the use of speaking language, while vocabulary drilling provides the foundation for speaking development. The results offer insight into how boarding schools can promote lifelong language learning by striking a balance between classroom instruction and additional practice. The study highlights the practical value of interactive strategies in fostering speaking competence. However, as the research was limited to two teachers in a single institution, the findings provide transferable insights for similar EFL boarding school settings, particularly in highlighting the practical value of interactive approaches for fostering speaking competence.  
Dari Pembelajar Menjadi Tutor: Perkembangan Identitas Profesional Alumni Teaching Clinic di Pare Efriswan Situmorang; Farida Repelita Waty Kembaren
J-SES : Journal of Science, Education and Studies Vol 5 No 1 (2026): Jurnal J-SES Vol 5 No 1
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/jses.v5i1.31048

Abstract

Teacher professional development (TPD) in English language teaching often remains theory-oriented, leaving novice teachers insufficiently prepared for practical classroom demands. This study explores how participation in the Teaching Clinic (TC) program contributes to the professional development of English tutors in Pare, Indonesia. Using an interpretative phenomenological analysis (IPA) approach, the research examines how alumni interpret their transition from language learners to professional tutors. Three TC alumni who had completed the ten-month training program and had at least six months of tutoring experience were purposively selected. Data were collected through two rounds of semi-structured interviews and supported by document analysis of lesson plans, teaching materials, and reflective journals. The findings indicate that tutor development is shaped by intensive learning routines, peer-supported learning communities, mentoring relationships, and feedback-rich teaching practice. Professional identity becomes stronger when participants begin to perceive teaching as a responsibility toward learners rather than merely a process of improving their own language skills. The study highlights the value of practice-based training in supporting tutor development while also identifying the need for further development in academic English and digital pedagogy.
English Teacher’s Challenges in Assesing English Proficiency of Student with Autism Spectrum Disorder in Inclusive Classroom Dea Nita Aulia; Farida Repelita Waty Br. Kembaren
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1010

Abstract

This study explores the challenges faced by an English teacher in assessing the English proficiency of students with Autism Spectrum Disorder (ASD) in an inclusive classroom and the adaptive assessment practices used to address these challenges. A qualitative single-case study was conducted at one inclusive junior high school in Medan, Indonesia, involving one English teacher. Data were collected through classroom observations, semi-structured interviews, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the teacher encountered difficulties in assessing productive skills due to students’ social-pragmatic communication barriers, while receptive skills were affected by slower cognitive processing, limited instructional time, and emotional regulation challenges. To address these challenges, the teacher implemented adaptive assessment practices, including simplified instructions, visual supports, extended time, flexible oral assessment, collaboration with a shadow teacher, and portfolio-based evaluation. These practices appeared to support more equitable and meaningful assessment while maintaining academic expectations within the context of this case study. Because this study involved only one teacher in one inclusive school, the findings should be interpreted as context-specific and may not be generalizable to other educational settings.
IDENTIFYING THE ABILITY OF STUDENTS IN TRANSLATING LITERARY WORK Farida Repelita Waty Kembaren; Arya Wiranda; Rahma Yani; T. Khoirunnisa. YL
Jurnal Binagogik Vol. 11 No. 2 (2024): JURNAL BINAGOGIK
Publisher : LPPM Universitas Cipta Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the competence of fifth-semester English Education Program students in translating literary works, notably poetry, from English to Indonesian. The research utilizes a quantitative method, combining a test and a closed-response questionnaire to measure translation skills and identify prevalent issues. The data suggest that 38.46% of students display adequate translation competence, with just 2.56% obtaining an exceptional level. Common issues include determining word meanings, utilizing the correct tenses, choosing acceptable words, and using conjunctions. These findings underline the need for specific instructional assistance to develop students' translation abilities, especially in addressing the complexity of literary translation. The research emphasizes the necessity of establishing linguistic and cultural competency in translation education, highlighting the function of vocabulary, grammar, and knowledge of poetic elements. By addressing these areas, instructors may better help students obtain more significant levels of translation competence, boosting their overall language ability and cultural awareness.
Translating Folklore: Exploring the Indonesian Mistranslation of 'The Goblin of Adachigahara' Story from English into Indonesia Alvindi Alvindi; Farida Repelita Waty Kembaren
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v8i2.15183

Abstract

Penelitian ini menyelidiki penerjemahan 'The Goblin of Adachigahara' dari bahasa Inggris ke bahasa Indonesia, mengungkap tantangan dalam melestarikan nuansa budaya dan bahasa. Melalui analisis komparatif, kajian linguistik, penilaian budaya, dan wawasan para ahli, studi ini menyoroti fenomena kesalahan penerjemahan, sehingga memperkaya pemahaman kita tentang dinamika penerjemahan cerita rakyat. Kendala linguistik muncul dengan jelas, dengan ekspresi idiomatik yang terbukti sulit untuk diterjemahkan secara langsung. Kompleksitas metaforis, yang merupakan bagian integral dari sifat puitis cerita rakyat, terkadang mengalami pengenceran dalam versi bahasa Indonesia, sehingga berdampak pada resonansi simbolik. Keaslian budaya menjadi titik fokus, menyeimbangkan kesetiaan dan keterhubungan bagi penonton Indonesia. Strategi adaptasi, meskipun meningkatkan pemahaman, terkadang menyebabkan penyederhanaan yang berlebihan. Perspektif para ahli menekankan tantangan yang sedang berlangsung seperti perbedaan bahasa dan variasi regional, serta menekankan perlunya perendaman budaya secara terus-menerus. Kolaborasi antara penerjemah, ahli bahasa, dan pakar budaya sangatlah penting. Implikasinya meliputi pelatihan kepekaan budaya, pedoman standar penerjemahan cerita rakyat Indonesia, dan inisiatif pendidikan bagi penerjemah dan pembaca. Pertimbangan etis menggarisbawahi praktik penerjemahan yang bertanggung jawab, menjaga martabat budaya sumber.b Kajian ini menyoroti rumitnya penerjemahan cerita rakyat yang kaya budaya, dengan menekankan peran penerjemah sebagai mediator budaya. Ketegangan antara keaslian budaya dan pemahaman pembaca memerlukan keseimbangan yang rumit, yang mendukung pentingnya pedoman etika. Penelitian ini menyumbangkan wawasan dan strategi berharga untuk menumbuhkan apresiasi terhadap beragam budaya dalam pertukaran narasi global, mendorong dialog dan penelitian berkelanjutan dalam penerjemahan cerita rakyat.
Co-Authors Ade Novira Aswani Afifah, Nabila Yun Ahmad Amin Dalimunthe Alqawwiy, Thareq Ahmad Alvindi Alvindi Anggini, Nurasiah Arini, Tara Arya Wiranda Athirah, Najah Aulia Yunus Ayumi Seftina Benni Ichsanda Rahman Hz Daulay, Sholihatul Hamidah Dea Nita Aulia Didik Santoso Dimas, Dimas Efriswan Situmorang Ernita Daulay Fadhila Fadhila FARADILLA, FARADILLA Fransiska , Widia Hafez Al Assad Hafizah Ismayati Hamdany, Syahwan Hamidiyah, Masita Hasibuan, Ardina Khoirunnisa Haviza Septiannur Hizbullah, Gilang Indi Vira Patmala Irham, Novia Robeitah Irma Fitriana Harahap Jauharah Jilan Situmorang Jauharah Jilan Situmorang Jihan Karina Putri Khairani Khairani Kirana, Amanda Liyundzira Fikroh Gani Liyundzira Fikroh Gani M. Afiv Toni Suhendra Saragih Maryati Salmiah Masriyanti Nasution Maulida, Maulida Mela Ramadini Miftahul Jannah MIFTAHUL JANNAH Muhammad Dalimunte Muhizar Muchtar Nafa Nazwa Purba Namira Syaharani Nancy Putri Utami Napitupulu, Maya Farhanna Natasya, Azzahra Nopa liza Nur Hasanah Pardamean, Pardamean Pratiwi, Anggun Siska Putri Intan Ramadani Rahma Yani Rajagukguk, Sahmiral Amri Ramadani, Putri Intan Salmiah, Maryati Salsabila Utami Lubis Sambas, Ela Carmelia Mukti Saragih, Ibnu Ziat Siti Handayani Harahap Siti Julaika Solin, Ramadhan Srikandi, Azura Syamsiar, Syamsiar T. Khoirunnisa. YL Utami Dewi Widyasri, Windy Wika Lutfiah Sakinah Windy Ariani Yasmin, Feby Annisa Yusriani Yusriani Zulfikar Noor