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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial LingTera Script Journal: Journal of Linguistic and English Teaching Dinamisia: Jurnal Pengabdian Kepada Masyarakat PAUD Lectura: Jurnal Pendidikan Anak Usia Dini Lectura : Jurnal Pendidikan ELT-Lectura JOURNAL OF ENGLISH FOR ACADEMIC Jurnal Ilmiah Profesi Pendidikan Rangkiang: Jurnal Pengabdian Pada Masyarakat Anaphora: Journal of Language. Literary and Cultural Studies Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Dedikasi: Jurnal Pengabdian Kepada Masyarakat J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Jurnal Dedikasi untuk Negeri RANGKIANG: Jurnal Pengabdian Pada Masyarakat E-CLUE Journal of English Culture, Language, Literature and Education EDUTREND: Journal of Emerging Issues and Trends in Education Jurnal Pelita PAUD Wanastra: Jurnal Bahasa dan Sastra
Refika Andriani
Universitas Lancang Kuning
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An Analysis of Students’ Ability in an Interpretive Listening Course Destina Kasriyati; Refika Andriani; Herdi Herdi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 2 (2022): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v9i2.6009

Abstract

The world of education currently requires students to study from home through online learning because of the covid 19 pandemic. Online learning has been going on for almost 2 years so learning is no longer face-to-face. Students faced some problems when they should learn interpretive Listening courses through online learning. One of the problems such as; Students got some difficulties understanding the material. This is the concern of researchers to analyze students’ learning outcomes in an interpretive listening course during online learning. This research approach uses descriptive quantitative utilizing descriptive statistics. There were 55 students who participated in this research. The data was gathered by an online test. The test is available at https://www.examenglish.com. The result suggests students had an average of score 69.4 of the total sample, namely 55 students. Then there is a minimum or lowest score of 30 and the highest is 77. This score has conversion based on score of the Common European Framework of Reference for Languages (CEFR). Therefore, it indicated that student learning outcomes in interpretive listening courses can be categorized as advanced. Where they have an advanced level in understanding and comprehending of listening activities.  Even with limited facilities and sometimes unsupported internet networks, the learning outcome was running well.
Empowering HOTS Through Web-Based Independent Learning: The Mediating Effects of Self-Efficacy and Self-Concept Refika Andriani; Akhsanul In’am; Adolf Bastian; Andi Idayani; Destina Kasriyati
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2322

Abstract

Background: This study investigates the effect of web-based independent learning (WBIL) on students’ higher-order thinking skills (HOTS), with self-efficacy (SE) and self-concept (SC) as mediating variables, within the context of translation learning in higher education. Methodology: A quantitative research design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 55 undergraduate students enrolled in translation-related courses through validated instruments measuring WBIL, SE, SC, and HOTS. Findings: The findings indicate that WBIL has a significant positive effect on both self-efficacy and self-concept. Furthermore, both SE and SC significantly predict students’ HOTS, with self-efficacy emerging as the stronger predictor. Mediation analysis reveals that SE and SC partially mediate the relationship between WBIL and HOTS, indicating that WBIL enhances higher-order thinking skills both directly and indirectly through psychological mechanisms. This study contributes to the literature by providing empirical evidence of the WBIL–HOTS relationship specifically within translation learning, a context that requires complex cognitive processes such as analysis, evaluation, and creative decision-making. Unlike prior studies that primarily focus on general digital learning or STEM contexts, this research highlights the role of psychological factors in shaping higher-order thinking in language-based disciplines. Conclusion: The findings underscore the importance of integrating learner autonomy and psychological readiness in designing effective web-based learning environments for translation education. Originality: This study provides empirical evidence of the WBIL–HOTS relationship specifically within translation learning, a context requiring complex cognitive processes. Unlike prior studies focusing primarily on general digital learning or STEM contexts, this research highlights the crucial role of psychological factors in shaping higher-order thinking in language-based disciplines.
Efektivitas Metode Total Physical Response (TPR) dengan Buku Cerita Bergambar terhadap Kemampuan Berbahasa Inggris pada Anak Usia 5-6 Tahun Sean Marta Efastri; Suharni; Refika Andriani
Jurnal Pelita PAUD Vol 10 No 1 (2025): Jurnal Pelita PAUD
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/pelitapaud.v10i1.5694

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas penerapan metode Total Physical Response (TPR) berbantuan buku cerita bergambar dalam meningkatkan kemampuan bahasa Inggris anak usia dini. Mengajar bahasa Inggris pada anak usia dini sangat berbeda dibandingkan dengan remaja atau dewasa. Pada anak usia dini, pengajaran bahasa Inggris sebatas pada tingkat pengenalan. Anak-anak usia dini hanya dapat diajarkan dasar-dasarnya dengan cara bermain yang diarahkan Fenomena di lapangan ditemukan permasalahan Guru kurang menerapkan dasar-dasar bahasa inggris kepada anak, meski mengetahui belajar bahasa inggris sebaiknya diterapkan kepada anak sedini mungkin meski hanya dasar-dasarnya saja. Salah satu metoda bisa di gunakan oleh pendidik paud agar anak-anak usia dini tertarik untuk mengikuti pembelajaran adalah dengan menggunakan metode TPR (Total Physical Response) dengan buku cerita bergambar dalam proses pembelajarannya. Berdasarkan hasil analisis data, maka dapat disimpulkan bahwa Ha diterima yang artinya ada efektifitas TPR (Total Physical Response) terhadap kemampuan bahasa inggris anak usia dini. Hal tersebut ditunjukkan dengan uji T-test yang lebih kecil dari taraf signifikansi yaitu 0,00<0,05. Nilai rata-rata persentase posttest yaitu 90,56% yang termasuk ke dalam kategori berkembang sesuai harapan.
Linguistic Analysis of Translation Techniques in the Song 'Remember Me' from Coco Movie Nisa Nofianty; Juliea Mutiara Insani; Naidelin Indriyani; Refika Andriani; Destina Kasriyati
Anaphora : Journal of Language, Literary, and Cultural Studies Vol. 8 No. 2 (2025): DECEMBER
Publisher : Universitas 17 Agustus 1945 Surabaya, Prodi sastra Inggris, Fakultas Ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/anaphora.v8i2.133206

Abstract

Song lyric translation in animated films must preserve narrative and emotional cues while remaining natural and readable. The objective of this study was to examine how translation techniques used in a machine-generated Indonesian version of “Remember Me” (Coco) related to translation quality. A bilingual corpus of 13 English lyric lines was compiled from LyricsTranslate and was paired with unedited Indonesian outputs produced by DeepL in September–October 2025. Each line pair was coded using Molina and Albir’s 18-technique taxonomy through investigator triangulation, and translation quality was assessed by two expert raters using Nababan and Nuraeni’s rubric for accuracy, acceptability, and readability (1–3 scale). Technique mapping showed a refrain-driven profile: established equivalence dominated (38.46%), especially for the repeated line “Remember me,” followed by modulation (23.08%) and literal translation (15.38%), with amplification, generalization, and calque occurring once each. Quality scores were generally high (mean accuracy 98.72%, acceptability 96.15%, readability 97.44%), but reductions clustered where calque-like collocations and connective-heavy modulation made the Indonesian phrasing less idiomatic and harder to process, particularly in one dense line. The findings suggested that MT lyric output could maintain meaning reliably in short repeated segments, while naturalness remained the main vulnerability in culturally and emotionally loaded lines.
SOSIALISASI PEMBELAJARAN BAHASA INGGRIS MELALUI TEKNOLOGI ARTIFICIAL INTELLIGENCE (AI) BAGI SISWA SMK Destina Kasriyati; Refika Andriani; Pratiwi Dinata Halim
Jurnal Dedikasi untuk Negeri Vol 4, No 1 (2025): Jurnal Dedikasi untuk Negeri (JDN)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/jdn.v4i1.3242

Abstract

Perkembangan teknologi saat ini berkembang sangat pesat, dalam era masyarakat 5.0, Artificial Intelligence (AI) adalah salah satu perkembangan teknologi. AI adalah gagasan tentang masyarakat yang sepenuhnya terintegrasi dengan teknologi digital. Saat ini dunia pendidikan sudah sangat dimudahkan dengan adanya AI, salah satunya sebagai media belajar siswa dalam mengakses materi pelajaran. Kegiatan pelaksanaan pengabdian ini telah dilaksanakan di salah satu sekolah Kejuruan Swasta di Pekanbaru. Adapun hasil Sosialisasi kegiatan ini menunjukan bahwa terdapat peningkatan pemahaman siswa terhadap penggunaan AI dalam pembelajaran khusunya bahasa Inggris. Berdasarkan hasil pre test untuk jawaban Iya yaitu dengan rata-rata 9,6, sementara jawaban tidak adalah 8,28. Sedangkan untuk hasil Post test dengan jawaban Iya menunjukkan rata-rata 10,8 dan jawaban tidak yaitu 4,2. Ini menunjukkan peningkatan pemahaman terhadap jawaban Iya dan penurunan terhadap jawaban Tidak, yang menunjukkan bahwa semakin sedikit peserta yang meragukan atau menolak penggunaan AI. Penurunan ini menunjukkan bahwa kegiatan sosialisasi berhasil mengurangi ketidakpahaman atau ketidakpercayaan terhadap AI. Dengan pemahaman yang meningkat dan keraguan yang berkurang, kegiatan ini dapat dianggap berhasil dalam memberikan pengetahuan yang lebih baik bagi siswa.
Integrating Reflective, Cognitive, and Technological Dimensions in Early-Stage Translation: Systematic Literature Review Wulandari Simbolon; Yesa Mutiara Sitompul; Yuli Audyani Hutajulu; Refika Andriani; Tatum Derin
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.11962

Abstract

This study aims to analyze the multifaceted factors that enable novice translators to achieve professional excellence. Using a thematic synthesis approach, the research explores how early translational stages lay the foundation for career growth. The findings reveal that translation is not merely a linguistic function, but a reflective and recursive process influenced by ethical awareness and metacognitive strategies. Recent studies demonstrate that while technological aids like CAT tools and AI-powered systems assist the workflow, they cannot replace human ethical judgment and cognitive abilities. Furthermore, the integration of human-AI synergy is identified as a core professional competence. The study concludes that translation remains a human-focused pursuit that safeguards intellectual integrity amid technological progress. These results advocate for translator curricula that prioritize reflective practices and ethical accountability to prepare emerging practitioners for the evolving digital landscape.
Co-Authors Adhella Putri Adolf Bastian Aura Syalshabillah desi masari Destina Kasriyati Destina Kasriyati Herdi Herdi Herlinawati Herlinawati Idayani, Andi In’am, Akhsanul Jesika Bungaria Sinaga Juliea Mutiara Insani Kurniawan Kurniawan Lina Mardiyana M. Fadhly Farhy Abbas Mar'atul Afidah Naidelin Indriyani Nisa Nofianty Pratiwi Dinata Halim Sean Marta Efastri, Sean Marta Sri Wahyuni Sri Wahyuni Suharni Syaifullah Syaifullah Syofianis Ismail Tatum Derin Wahyuni Devi Wulandari Simbolon Yesa Mutiara Sitompul Yuli Audyani Hutajulu Yulia Qoirum