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All Journal Empowerment Jurnal bahasa, sastra, seni, dan pengajarannya EBONY
Erma Sujiyani
Universitas Palangka Raya
Arts Humanities Education Languange, Linguistic, Communication & Media

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The Rhetorical Moves in Indonesian EFL Graduate Students’ Thesis Abstracts Erma Sujiyani
General English Education Vol 2 No 1 (2022): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1026.755 KB) | DOI: 10.37304/ebony.v2i1.4043

Abstract

Rhetoric in an abstract writing literally means the techniques a writer might use to deliver complicated information in a limited amount of space effectively and intentionally. However, as being non-native speaking (NNS) writers, Indonesian EFL Graduate students often have difficulties in producing, organizing, and delivering ideas of an abstract into widely accepted international standard of English academic writing conventions. This study describes the nature and characteristics of the rhetoric of thesis abstract focusing on the moves-step(s) written by Indonesian EFL Graduate Students of Palangka Raya University. The model proposed by Samraj (2002) consisting of five moves: Move 1– Situating the Research, Move 2–Purpose, Move 3–Methods, Move 4–Results, and Move 5–Conclusion was used as a general guideline to analyze the moves-step(s) of the abstracts. The findings of the study show that three textual spaces: M2-Purpose, M3-Methods, and M4-Results are compulsory while the other two (M1-Situating the Research and M5-Conclusion) are optional; and the rhetorical pattern mostly employed in the abstracts is PMRC or M2-M3-M4-M5. However, in realizing the rhetorical strategies of the abstracts, a great deal of first language rhetorical interference (such as redundancy use of steps particularly in M2, reordering or non-linear patterns of steps mostly the steps in M3, the overlap function between moves especially between M4 and M5, the low occurrence of M1, and the repeated use of embedding moves particularly the embedment of M2 and M3) is discovered among the moves or the steps forming each move.
A CHECKLIST TO ASSESS THE USE OF DISCOURSE MARKERS IN STUDENTS’ WRITING Erma Sujiyani; Atiqah Nurul Asri; Maya Rizki Fauzia; Nur Mukminatien
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 42, No 2 (2014)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (9.207 KB)

Abstract

Discourse markers (DMs) play a crucial role in writing as ‘linking words’, ‘linking phrases’, or ‘sentence connectors’ that bind ideas between sentences in a paragraph  or between paragraphs to  build  coherence  in a text.  DMs should be sufficiently but not overly used in writing. As EFL learners find it difficult to identify the types, functions, and positions of DMs to link ideas in their academic writing, this article attempts to share an instrument in the form of DMs checklist to help learners enhance their knowledge of DMs. The checklist can also be used as teacher/peer feedback form in the writing process.
TRAINING MAKING A DIGITAL POSTER USING THE CANVA APP IN CREATING PROCEDURE TEXT AT PKBM KATIMPUN Maida Norahmi; Muhammad Affandi; Erma Sujiyani; Novi Widiastuti
Empowerment : Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah Vol 12, No 1 (2023): February 2023
Publisher : IKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/empowerment.v12i1.3396

Abstract

Community Learning Center is a non-governmental organization formed by and for the community that is engaged in learning and is located at the village or sub-district level. To equal education, PKBM has a strategic function to serve all school-age children or people who want to go to school but are unable to attend school. Like others, PKBM Katimpun has also carried out its function to serve and provide education for the surrounding community. The presence of PKBM is a forum for carrying out various educational activities that are equivalent to formal schools in general. The problems faced by PKBM Katimpun are the need to increase expertise in the field of technology and information so that students can compete in the work field later. In addition, students also need to improve their academic abilities. In this case, English lessons are one of the subjects that contribute to the development of skills for students in their future work. Therefore, we took the initiative to combine these two targets into one training material which is expected to improve skills in IT as well as the ability to learn and write English texts. This community service activity is intended to provide training to PKBM Katimpun students through two materials, namely the use of the Canva application and learning to write procedure texts in English.
Exploring the Techniques Used by the Machine and Human Translation in Translating The Gift of the Magi into Indonesian Sujiyani, Erma; Syeba, Sulamit; Norahmi , Maida; Riniyati, Riniyati
General English Education Vol 5 No 2 (2025): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v5i2.20360

Abstract

The pros and cons of which one is better in producing good result of translation between Machine Translation (MT) and Human Translation (HT) has been going on for many years. In the attempt to observe which is better between MT and HT, this article focuses on exploring the techniques used by U-Dictionary as a MT and Maggie Tiojakin as a HT in translating The Gift of the Magi into Indonesian. Data in this research are the words, phrases, clauses and sentences related to the translation techniques in the original version of The Gift of the Magi and the two translation versions. The collected data are analyzed qualitatively by using Molina and Albir’s (2002) theory. The results describe that Maggie Tiojakin used 12 techniques; they are adaptation, amplification, compensation, description, discursive creation, established equivalent, generalization, literal translation, modulation, particularization, reduction, and transposition. Meanwhile, U-Dictionary used 8 techniques; they are amplification, borrowing, calque, established equivalent, literal translation, modulation, reduction, and transposition. The dominant translation technique used by Maggie Tiojakin is discursive creation (24.54%), whereas in U-Dictionary, it is literal translation (47.27%). From the different translation techniques used, it can be proven that HT uses more various techniques and has better translation result than MT, in which the translation of the literary works especially a short story done by HT is more accurate, readable, and acceptable.
Co-Authors Atiqah Nurul Asri Maida Norahmi Maya Rizki Fauzia Muhammad Affandi Nila Kurniasih, Novi Widiastuti Erni Puji Astuti Norahmi , Maida Nur Mukminatien Riniyati, Riniyati Syeba, Sulamit