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All Journal JELLT (Journal of English Language and Language Teaching) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching)
Nizar Ibnus
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Arts Education Languange, Linguistic, Communication & Media

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STRATEGIES AND PRAGMATIC EQUIVALENCE OF THE WORD FUCK TRANSLATION IN THE WOLF OF WALL STREET MOVIE Nizar Ibnus
JELLT (Journal of English Language and Language Teaching) Vol 5 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v5i2.11422

Abstract

The choice of strategy for translating the word fuck in The Wolf of Wall Street movie has its own impact on the equivalence of pragmatic meanings in the target text. This study aims to explain: (1) form, pragmatic function, and translation strategy of the word fuck, and (2) the implication of the word fuck translation strategy on pragmatic equivalence in The Wolf of Wall Street movie. The words of fuck were identified from the both English and Indonesian subtitles. Then, the data were categorized and the implications were investigated. The results indicate that there are 506 words of fuck which are classified into three forms, namely: interjection, emphasizer, and expletive slot filler. The functions conveyed by these taboo words are: catharsis, abusive, and social. These taboo words were translated using omission (72.9%), cultural substitution (15.0%), neutral words (11.5%) and loan word (0.6%). The omission and the neutral word strategy largely eliminated the function of the word fuck, whereas the loan word and cultural substitution strategy were able to maintain the function of the word fuck. However, the very large percentage of use of the omission strategy makes the translation results lose much of its pragmatic function and emotive value. Keywords: Translation strategy, taboo word, pragmatic equivalence, the wolf of wall street movie
EFL STUDENTS’ PERCEPTION OF AI ASSISTED ACADEMIC WRITING IN SUPPORTING CRITICAL FRAMING Mega Agustina; Nizar Ibnus
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 2 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i2.6427

Abstract

The use of Artificial Intelligence (AI) in academic writing is on the rise, presenting both opportunities and challenges for students of English as a Foreign Language (EFL). Although various studies indicate that AI-assisted writing tools can support the writing process, concerns remain regarding students’ engagement in evaluating AI-generated information and the role of these tools in fostering critical framing. Therefore, this study aims to explore EFL students’ perceptions of the use of AI-assisted writing tools in academic writing, understand their role in supporting critical framing, and identify the opportunities and challenges perceived by students. This study employed a quantitative descriptive design involving 45 EFL students at a Islamic State University in Cirebon. Data were collected via a questionnaire consisting of 17 Likert-scale statements and 3 multiple-choice questions regarding habits, opportunities, and challenges in using AI-assisted writing tools. The results indicate that students generally hold positive perceptions toward the use of AI-assisted writing tools. Students view AI as a tool that helps generate ideas, develop arguments, improve language usage, and enhance efficiency in the academic writing process. The findings also indicate that AI has the potential to support critical framing by helping students consider various perspectives and evaluate arguments more critically. However, challenges such as reliance on AI, doubts about the accuracy of information, and concerns regarding academic ethics were still identified. Further research is recommended to involve a more diverse group of participants and employ a mixed-methods approach to gain a more comprehensive understanding.
Co-Authors Mega Agustina