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All Journal English Review: Journal of English Education LLT Journal: A Journal on Language and Language Teaching Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya Lingua Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Research Review: Jurnal Ilmiah Multidisiplin Journal of Language Education
Kartin Lihawa
Universitas Negeri Gorontalo
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Translation Competence of Students and Its Implications for the Development of Syllabus/RPS in the Translation Course at the English Education Department of Sultan Amai State Islamic Institute (IAIN) Gorontalo Pakaja, Marina; Bouti, Suleman; Lihawa, Kartin; Napu, Novriyanto
Jambura Journal of English Teaching and Literature Vol 6, No 1 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i1.28011

Abstract

This study investigates the translation competence of students in the English Education Program at IAIN Sultan Amai Gorontalo and examines its implications for the development of the Translation course syllabus. Translation plays a critical role in education by bridging theoretical understanding and practical application, yet students often struggle with linguistic and cultural accuracy. Employing a mixed methods sequential explanatory design, the study was conducted in two phases. The first phase involved the quantitative analysis of students’ translation errors from the textbook Factfulness, focusing on morphological, syntactic, semantic, and cultural aspects. The second phase involved qualitative interviews to explore students’ translation strategies and cognitive processes. The findings revealed 285 translation errors, with semantic (121) and syntactic (78) errors being the most prevalent. Morphological (58) and cultural (28) errors were also significant, indicating challenges in structural adaptation and intercultural mediation. The qualitative data further highlighted students’ reliance on literal translation and limited metalinguistic awareness. These results underscore the need to reformulate the Translation course syllabus to emphasize dynamic equivalence, cultural competence, and contextual meaning. Recommendations include integrating process-based translation instruction, error analysis, and reflective translation practice to enhance pedagogical effectiveness.
Why Starting Writing Is So Difficult? An Analysis On Students’ Experiences In Writing Narrative Text Delawati Hida; Kartin Lihawa; Muzdalifah Mahmud
Journal of Language Education (JoLE) Vol. 3 No. 2 (2025): June
Publisher : Merwin Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jole.v3i2.417

Abstract

This research was conducted based on the problem, namely second semester students in the English Education Program FSB UNG face the problem of lack of knowledge in composing narrative texts, especially strategies for getting ideas and organizing them into paragraphs. This condition makes most students reluctant to learn to write. There are complicated rules in writing that cannot be ignored, when students write something, they must pay more attention to spelling, punctuation, diction, grammar, the purpose of their writing, and their own writing ideas. In addition, they are confused about how to start writing ideas into a good narrative text. This study collected qualitative data using observation techniques, narrative writing tests, and interviews. The results are; first, students have difficulty organizing ideas in narrative writing. Second; lack of vocabulary, which makes students write sentences that are less communicative. Finally; students are confused about the correctness of the grammar they compose. Based on the results of the analysis, the researcher concluded that there are three reasons that cause students to have difficulty in starting to write. First, organizing ideas, when students are able to express what they want to write but have difficulty putting it into written form. Second, a lack of vocabulary leads students to write less communicative sentences. Finally, due to a lack of grammatical accuracy, students are confused about their writing. Previous research has found similar student difficulties with vocabulary, grammar, and linguistics, including research by Marzona et al. (2019), Nandha et al. (2022), and Fadilah et al. (2024). All of these issues make it difficult for students to begin writing.
Co-Authors Adimawati Helingo Adimawati Helingo Agus Lahinta Bouti, Suleman Cholila Achmad Juri Delawati Hida Dewi, Septriana Gobel, Fakhirah Hasan, Fatrisia Hasanuddin Hasanuddin Hassanudin Fatsah Helingo, Adimawati Karmila Machmud Muzdalifah Mahmud Muziatun Mukadji Novriyanto Napu Pakaja, Marina Rahman Taufiqrianto Dako Rasuna Thalib Sri Rahayu Malingkas Sri Rumiyatiningsih Luwiti Thalib, Rasuna