Article Per Year (5 Year)
p-Index From 2021 - 2026
2.096
P-Index
This Author published in this journals
All Journal Al Ishlah Jurnal Pendidikan Jurnal PAJAR (Pendidikan dan Pengajaran) English Language and Literature International Conference (ELLiC) Proceedings Edulangue Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JOLLT Journal of Languages and Language Teaching JEELS (Journal of English Education and Linguistics Studies)
Ellisa Indriyani Putri Handayani
English Education Department, Universitas Sebelas Maret, Surakarta, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Understanding Mentor's Growth and Identity through Critical Self-Reflection Practice Dewi Cahyaningrum; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani; Agustina Tyarakanita
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2626

Abstract

Mentoring is a way of professional development for educators, teachers, and school leaders. This study aims to discover how mentors conceptualized the value of their practice and its impact on their growth and identity while guiding mentees in teacher-research mentoring activities. This study presents a case study of 4 English educators as mentors to gather a rich depiction of their mentoring phases. Understanding the mentors' pedagogy could help in understanding more about the process of their competence-building. Moreover, this process influences the process of their learning and impacts their identity. The data were obtained through critical self-reflection journals, mentoring conversations, and online focus group interviews. A model based on Mezirow's critical self-reflection practice is used to recognize mentors' growth and identity development. It suggested that three broad mentoring categories exist: self-focused, mentee-focused, and relationship-focused, which support them in achieving mentoring expertise. Moreover, mentors' motive is influenced by the identity development that occurs in the sociocultural environment, demonstrating their values, beliefs, and perspectives. This study's results also suggest that the mentoring program can be the basis for training, deploying expertise and competencies, and boosting personal and professional growth.
EFL Students’ Perceptions of Google Docs Feedback in Folktale Translation Revision: A Narrative Inquiry Hemalia Putri Johar Manik; Ellisa Indriyani Putri Handayani
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1497

Abstract

Feedback plays an essential role in helping students improve translation quality, particularly in digitally mediated learning environments. Although previous studies have widely examined digital feedback in academic writing, limited research has explored how EFL students perceive and use feedback in Google Docs when revising culturally rich texts, such as folktale translations. Addressing this gap, this study investigates EFL undergraduate students’ perceptions of Google Docs feedback in folktale translation revision through a narrative inquiry approach. The study involved three undergraduate students enrolled in a translation course at a state university in Central Java, Indonesia. Data were collected through narrative frames, semi-structured interviews, and artifact documentation, and analyzed using thematic narrative analysis. The findings reveal that students perceive Google Docs feedback as an essential support for improving translation quality, particularly in lexical choices, clarification of meaning, and culturally appropriate translation decisions. The study also indicates that students respond to feedback cognitively, affectively, and conatively in different ways depending on the clarity of the feedback, emotional readiness, and level of participation in collaborative revision. In addition, students encountered several challenges, including difficulties understanding indirect feedback, selecting culturally equivalent expressions, managing workload and time constraints, and dealing with technical issues in online collaboration. This study contributes to the growing discussion on digital feedback literacy in translation learning by demonstrating how students interpret and apply feedback during translation revision in collaborative digital environments.
Negotiating Cultural References in Folktale Translation: A Student Translator's Decision-Making Process Ellisa Indriyani Putri Handayani; Mangatur Rudolf Nababan; Riyadi Santosa
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

Culture-specific references often become one of the most challenging aspects of translating Indonesian folktales into English. Translators are expected to preserve cultural meanings embedded in the source text while at the same time producing a translation that can be understood by target readers. This paper examines how a student translator dealt with this challenge when translating Asal Usul Sompil Gripis di Umbul Pengging, a Javanese folktale rich in local cultural references and wayang-related terminology. This study employed a qualitative case study design within the framework of Translation Process Research. Data were collected from the translator’s draft, translation quality assessment, and retrospective interview. The analysis focused on culture-related items, including personal names, social titles, forms of address, and local cultural terms. Several interesting patterns emerged from the data. Although the translator repeatedly stated that preserving meaning was more important than readability, many translation decisions were influenced by assumptions about international readers. For example, Dewi Sembadra was rendered as Princess Subhadra, while names such as Kresna, Karno, and Sengkuni were replaced with the forms Krishna, Karna, and Shakuni after the translator consulted English-language sources. Terms without close English equivalents, such as sendang, were retained and explained through footnotes. Paraphrase was also frequently used to avoid what the translator perceived as awkward or overly literal expressions. These strategies generally improved readability, yet some of them reduced cultural specificity and affected translation accuracy. The findings suggest that translation decisions are shaped not only by linguistic considerations but also by the translator’s perception of who the target readers are and what they are expected to understand.
Co-Authors Agus Hari Wibowo Agustina Tyarakanita Anisa Pratiwi Arrizalu Arsa Ringotama Bimo Teguh Prasetyanto Dewi - Rochsantiningsih Dewi Cahyaningrum Endang Setyaningsih Erika Novia Wardani Hemalia Putri Johar Manik Ilaisya Zanua Terry Kurtianti, Endah Mangatur Rudolf Nababan Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Reviana Azzahra Karsena Riyadi Santosa Sumarlam, Sumarlam