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All Journal Cakrawala Pendidikan IALLTEACH (Issues In Applied Linguistics & Language Teaching) ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Sugirin Sugirin
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AFFECTIVE DOMAIN DEVELOPMENT: REALITY AND EXPECTATION Sugirin Sugirin
Jurnal Cakrawala Pendidikan No 3 (2010): Cakrawala Pendidikan, November 2010, Th. XXIX, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v3i3.357

Abstract

Abstrak: Pengembangan Ranah Afektif: Kenyataan dan Harapan. Pendidik masakini mendambakan perhatian yang seimbang terhadap pengembangan ranah kognitif,psikomotorik dan afektif dalam mendidik generasi muda. Namun, di dalampelaksanaannya sedikit sekali penghargaan yang diberikan kepada anak-anak yangtelah menunjukkan perkembangan ranah afektif secara baik. Hal ini terjadi karenatolok ukur keberhasilan pendidikan selalu mengacu kepada prestasi siswa yangterkait dengan ranah kognitif atau psikomotorik. Selain itu, banyak contoh ambivalensidalam kehidupan nyata di masyarakat yang dapat melemahkan pondasibagi pengembangan ranah afektif. Apabila generasi muda diharapkan berkembangmenjadi manusia seutuhnya, penghargaan yang layak seharusnya diberikankepada mereka yang berhasil dalam mengembangkan ranah afektifnya, dan harusada teladan yang dapat mereka acu. Selain itu, pendampingan perlu dilakukan olehorang tua dan guru.
Analysis of Conversational Implicature in the Hobbit Movies Subtitle Inayatun Na’mah; Sugirin Sugirin
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 2 No 1 (2018): Issues in Applied Linguistics and Language Teaching
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

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Abstract

This study aimed to analyze the translations of conversational implicatures in The Hobbit movies subtitle. In addition this study tried to describe the pragmatic shifts between the source text (movies script) and the target text (movie subtitle). Furthermore, this study tried to identify the translations techniques applied by the subtitler in translating conversational implicatures in The Hobbit movies. This was a descriptive qualitative study. The data of this study was the subtitle of The Hobbit movies in forms of words, phrase, clause, and sentence which contained implicature. The results showed that there were 10 translation techniques applied by the subtitler to transfer the implicit meanings of conversational implicatures in The Hobbit Movies. Those were literal, reduction, modulation, linguistic amplification, borrowing, transposition, adaptation, compensation, substitution, and linguistic compression. Those techniques were applied in various frequencies. Moreover, the result of pragmatic shifts showed that there were 95 conversational implicatures found in The Hobbit movies. Most of those were well translated. This could be seen from the percentage of pragmatic shifts that was 25 % data of implicatures showed pragmatic shifts.
IDENTIFYING LEARNING STRATEGIES EMPLOYED BY SUCCESSFUL AND LESS SUCCESSFUL STUDENTS IN READING Pramudita Mei Setyowati; Sugirin Sugirin
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.20454

Abstract

This study aims at identifying successful and less successful students’ learning strategies in reading, and the way they overcome the difficulties in reading. The study uses mixed method in collecting the data. The instruments used are field notes, Oxford’s SILL (Strategy Inventory of Language Learning) questionnaire, interview guide, and document analysis. The study has 2 findings; first, there is no significant difference for both successful and less successful students’ learning strategies with the data of metacognitive, then followed by cognitive, memory, compensation, affective, and social. Second, the students use various platforms, motivation, and way in reading. In addition, this study provides information about successful and less successful students’ learning strategies in reading, so the teacher can assist less successful students in the way the students prefer.
Co-Authors Inayatun Na’mah Pramudita Mei Setyowati