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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Beyond Words : a journal on language education, applied linguistics and curriculum & instructions JET (Journal of English Teaching) Adi Buana English Language and Literature International Conference (ELLiC) Proceedings Jurnal Bisnis Terapan
Singgih Widodo Limantoro
Politeknik Ubaya, Surabaya
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Reflection on Implementing Blended Learning in the Translation Classroom via Edmodo Limantoro, Singgih Widodo
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

To face the challenges of 21st century education, schools have to reform their traditional classroom by using online learning to enhance teaching and learning. Blended learning is a mixture of face-to-face learning and online learning. In translation classroom, students may use their ways for translation. They may use electronic device for translation, dictionary, or other ways to gain the desired quality of the translation output. They usually expect their translation would meet at least three quality aspects such as, accurate, natural, and communicative. To gain the quality of translation, students have to make sure that the input of the source language and the process of translation are semantically and structurally correct because it would be hard to translate the sentences which have problems, such as fragments, run-on, and non-parallel. In this paper, the writer would like to share some feedbacks from the students of the Business English Study Program of Politeknik Ubaya Surabaya Indonesia in his translation classroom by reflecting on the student learning experience in Translation. These feedbacks would help guide the students to improve the output of translation. This classroom action research findings would help the teacher encourage the students learn how to translate in better ways. In other words, the teacher would facilitate the students to become smart translators by using reflective ways to raise their awareness to gain the desired output of translation. And passion and practice might also be the key successful factors in translation classroom.
Designing Game-based Learning To Foster The Cross Cultural Cognition Limantoro, Singgih Widodo; Datu, Yerly Arnold
Beyond Words Vol 7, No 2 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i2.2170

Abstract

Boredom would be the biggest challenge in realizing a successful learning - effective and joyful learning. Boredom could happen in any learning when the students learn what they do not need or and they do not enjoy the conventional way of learning. In this case study, the writer would design game-based learning to foster the cross cultural cognition in Business Cross Cultural materials. By designing and playing games for learning BCC materials, the writer tried to create the effective and joyful learning. In this research, the writer would use fives phases of the research in designing the game-based learning. Moreover, the writer would investigate their joy and effectiveness of learning by using two different groups of totally 40 participants of Business English students that learn BCC - the experiment group that would use the game-based learning and the controlling group that had learnt without it. And the research results are there was insignificant difference in cognitive learning but the game-based learning could enhance the joy and motivation of learning.
How Foreign Students Learn ‘Bahasa Indonesia’ as a Second Language Limantoro, Singgih Widodo
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v3.n2.2018.1724

Abstract

Foreigners who learn 'Bahasa Indonesia' in Indonesia actually learn Indonesian as a Second Language in the real-world settings. They practice Indonesian in Indonesian-speaking culture so that they expect to improve their Indonesian proficiency in a conducive language environment. In this paper, the writer would like to investigate why and how the foreign students learn it at Ubaya Language Center in Surabaya, Indonesia for about one semester. As a matter of fact, a language is also a part of culture, therefore, when they learn the Indonesian cultural activities, they might also learn the Indonesian language through cultural exposure. Based on his overall survey findings, the participants or the foreign students learning Indonesian at ULC had some reasons, such as chance for working career, for travelling, and for improving the language competence. They also used the Indonesian skills in their daily lives. This conducive language environment, their motivation and strategies in learning Indonesian in Indonesia would also enhance the success of their language learning. Keywords: communicative competence, foster, how to learn, linguistic environment
THE HABIT FORMATION OF SPEAK ING ENGLISH FOR BUSINESS ENGLISH STUDENTS OF POLITEKNIK UBAYA IN 4.0 INDUSTRY ERA Singgih Widodo Limantoro
Jurnal Bisnis Terapan Vol. 2 No. 02 (2018): Jurnal Bisnis Terapan
Publisher : Politeknik Ubaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.369 KB) | DOI: 10.24123/jbt.v2i02.1621

Abstract

This paper investigated the English speaking habit of Business English students of Politeknik Ubaya Surabaya. The Business English study program policy was to ask its students to speak/use English in their lessons that used English as a medium of communication. In this case study, the writer would investigate them mainly on why they didn’t speak English in English lessons and what learning strategies they suggested to improve their English. In this paper, the writer would like to collect data through a questionnaire survey with 30 respondents of Business English students of Politeknik Ubaya. He found out that not all the respondents had the English speaking habits in their English lessons for many reasons though the teachers asked them to be in total English immersion. These were some learning strategies the respondents suggested to help cultivate their English competence.
English - Indonesian Translation Strategies Made By Vocational Students Singgih Widodo Limantoro; Yerly Arnold Datu
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 11, No 2 (2021)
Publisher : Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.11.2.2021.153-170

Abstract

Translation for the vocational students of the Business English study program could be considered as the fifth language skill that they need to learn in multilingual digital era. Therefore, they have to be able to translate and interpret from English text to the Indonesian text and vice versa in some business applications, such as tourism/ hospitality industry, export import, and customer service. In this paper, the writers used qualitative descriptive research on the case study taken from the Translation classroom. To achieve the purposes of the study, the writer would like to compare the results of the respondents' target translation between translating the source text without and with translation strategies in facilitating their academic learning process. In this survey, the writer found out that most of the participations used Google Translate and translation strategies, such as structural and semantic translation strategies to help them facilitate their translating to produce qualified translation results. Based on the results, the translation strategies were useful for novice translators. The other findings were what factors that influenced their errors in English- Indonesian translation and what translation strategies. The writers also shared some important educational implications of this research
How Foreign Students Learn ‘Bahasa Indonesia’ as a Second Language Singgih Widodo Limantoro
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (342.619 KB) | DOI: 10.36456/jet.v3.n2.2018.1724

Abstract

Foreigners who learn 'Bahasa Indonesia' in Indonesia actually learn Indonesian as a Second Language in the real-world settings. They practice Indonesian in Indonesian-speaking culture so that they expect to improve their Indonesian proficiency in a conducive language environment. In this paper, the writer would like to investigate why and how the foreign students learn it at Ubaya Language Center in Surabaya, Indonesia for about one semester. As a matter of fact, a language is also a part of culture, therefore, when they learn the Indonesian cultural activities, they might also learn the Indonesian language through cultural exposure. Based on his overall survey findings, the participants or the foreign students learning Indonesian at ULC had some reasons, such as chance for working career, for travelling, and for improving the language competence. They also used the Indonesian skills in their daily lives. This conducive language environment, their motivation and strategies in learning Indonesian in Indonesia would also enhance the success of their language learning. Keywords: communicative competence, foster, how to learn, linguistic environment
Reflection on Implementing Blended Learning in the Translation Classroom via Edmodo Singgih Widodo Limantoro
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (493.385 KB)

Abstract

To face the challenges of 21st century education, schools have to reform their traditional classroom by using online learning to enhance teaching and learning. Blended learning is a mixture of face-to-face learning and online learning. In translation classroom, students may use their ways for translation. They may use electronic device for translation, dictionary, or other ways to gain the desired quality of the translation output. They usually expect their translation would meet at least three quality aspects such as, accurate, natural, and communicative. To gain the quality of translation, students have to make sure that the input of the source language and the process of translation are semantically and structurally correct because it would be hard to translate the sentences which have problems, such as fragments, run-on, and non-parallel. In this paper, the writer would like to share some feedbacks from the students of the Business English Study Program of Politeknik Ubaya Surabaya Indonesia in his translation classroom by reflecting on the student learning experience in Translation. These feedbacks would help guide the students to improve the output of translation. This classroom action research findings would help the teacher encourage the students learn how to translate in better ways. In other words, the teacher would facilitate the students to become smart translators by using reflective ways to raise their awareness to gain the desired output of translation. And passion and practice might also be the key successful factors in translation classroom.
Co-Authors Yerly A. Datu