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All Journal Jurnal Arbitrer KEMBARA Jurnal Perempuan & Anak Foreign Language Instruction Probe
Hartono Hartono
Fakultas Keguruan Dan Ilmu Pendidikan Universitas Muhammadiyah Malang
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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ANALISIS KESILAPAN TERJEMAHAN BAHASA INGGRIS KE DALAM BAHASA INDONESIA Hartono Hartono
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 2 No. 1 (2016): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v2i1.4042

Abstract

Penelitian ini mendeskripsikan kesilapan yang dilakukan mahasiswa dalam menerjemahkan teks berbahasa Inggris ke dalam teks berbahasa Indonesia. Penelitian ini menggunakan rancangan penelitian deskriptif. Sumber datanya adalah para mahasiswa yang menempuh matakuliah Terjemahan. Data penelitian berupa jenis-jenis dan sumber-sumber kesilapan yang dilakukan mahasiswa dalam menerjemahkan teks berbahasa Inggris ke dalam teks berbahasa Indonesia. Hasil penelitian menunjukkan bahwa ada dua jenis kesilapan penerjemahan mahasiswa, yaitu kesilapan isi pesan dan kesilapan bentuk bahasa, di mana kesilapan bentuk bahasa lebih dominan. Di samping itu hasil penelitian menunjukkan ada dua sumber kesilapan yaitu interlingual transfer (kesilapan yang muncul akibat pengaruh bahasa ibu) dan intralingual transfer (kesilapan yang muncul akibat pengaruh bahasa sumber).
Life Skill For Women Empowerment: Patchwork For Creativity And Entrepreneurship laela Hikmah Nurbatra; Hartono Hartono
Jurnal Perempuan dan Anak Vol. 3 No. 2 (2020): Agustus
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (806.867 KB) | DOI: 10.22219/jpa.v3i2.16150

Abstract

The present community service highlights life skill program for women empowerment. Particularly, the current community empowerment program involves members of PKK of RT 03 RW 02 Sumbersekar, Dau Malang. There are currently 32 members in the organization that comes from different socio-economic background. In terms of entrepreneurial skills, the women in the particular organization have limited knowledge and skill in entrepreneurship. Based on the observation and confirmed with the result of interview, most of the women who are the member of PKK RT 03 RW 02 are low-middle class family who rely on the husbands’ income from farming. Given that most of the members relies on agricultural sector as their income, most of them do not have a sufficient educational background. Although the community has issue with limited fund to support their program, they have a good creativity. In addition, given that the Gender Empowerment Index in East Java is still low, the present community empowerment program intends to offer solution to empower the women at PKK RT 03 RW 02 Sumbersekar with the expectation that it will not only provide more space for their creativity but also their financial support. In accordance to that, the present community service program is not only aims to empower the women, but also improve their economics. The results indicated that the program ran successfully although it was conducted in the COVID 19 pandemic. Some adjustments have been made, but it did not change the fact the target communities obtained the positive effect from the empowerment program.
Administering Online Writing Assessments in English Language Teaching: Challenges and Solutions Lailatul Abidah; Hartono Hartono
JURNAL ARBITRER Vol. 10 No. 2 (2023)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.10.2.176-184.2023

Abstract

In the digital age, assessment becomes one of the most important factors to consider when planning English courses virtually. In actuality, however, many English teachers struggle to manage and administer online writing assessments efficiently and successfully. This article will give a general overview of the difficulties associated with online writing assessments and their workable solutions. Qualitative principles of data gathering and analysis were applied to provide answers to the issues and served as valuable references. The finding reveals three main problems with online writing assessments: academic integrity, limited facilities and infrastructure, and a lack of digital literacy. However, despite the drawbacks of online writing assessments, students are gaining more benefits and knowledge in digitalizing education. Thus, practical solutions such as using task performance, particular strategies to overcome technical issues, and increasing teacher awareness of digital literacy must be properly implemented.
EFL Students’ Reflections on Mastery Experience in Critical Reading Abdul Rabbi Arrasul Abdul; Ribut Wahyu Eriyanti Wahyu; Hartono Hartono; Hari Sunaryo Hari
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.941

Abstract

Critical reading has become essential in EFL contexts, requiring students to engage in higher-order thinking beyond literal comprehension. However, limited attention has been given to how students reflect on and internalize mastery experiences in developing critical reading skills, particularly in Indonesian higher education contexts. This study aims to explore how EFL students reflect on their mastery experiences in critical reading and how these reflections contribute to the development of self-efficacy and reading skills. A qualitative case study was conducted involving ten final-semester students from an English Education program. Data were collected through semi-structured interviews and reflective journals and analyzed using thematic analysis. The findings reveal that students’ reflections are constructed through three interconnected dimensions: feelings of success, engagement with challenges, and confidence building. These dimensions form a dynamic and recursive process in which mastery experiences are interpreted as meaningful learning episodes. The study also shows that mastery experiences contribute to self-efficacy and critical reading development through a reinforcing cycle of success, persistence, and confidence, supported by reflection and instructional feedback. This study highlights that mastery experience is not merely a performance outcome but a reflective and cyclical process that fosters both cognitive and psychological development, offering important implications for enhancing critical reading instruction in EFL contexts.
Co-Authors Abdul Rabbi Arrasul Abdul Hari Sunaryo Hari Laela Hikmah Nurbatra Lailatul Abidah Ribut Wahyu Eriyanti Wahyu