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All Journal Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Linguistics and Elt Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JCES (Journal of Character Education Society) Journal on Education FONDATIA Jurnal Gema Ngabdi Jurnal Educatio FKIP UNMA Jurnal Ilmiah Profesi Pendidikan AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal of Classroom Action Research Didaktik : Jurnal Ilmiah PGSD STKIP Subang JOLLT Journal of Languages and Language Teaching ANWARUL: Jurnal Pendidikan dan Dakwah Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of Authentic Research Journal of English Education Forum (JEEF)
Putera, Lalu Jaswadi
University Of Mataram
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Journal of Authentic Research

 1 
Translation Procedures of the Subtitle of the Ant-Man Movie: A Pragmatic Study Gading, Arya; Baharuddin; Lalu Jaswadi Putera; Arifuddin
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v4i2.3607

Abstract

This study investigates translation procedures and pragmatic implications in the Indonesian subtitles of the film Ant-Man. Using Newmark's translation procedure framework and supported by the pragmatic theories of Austin et al., Searle, and Cutting, this study aims to identify the types of translation procedures applied, determine the most dominant procedures, and analyze how they preserve meaning in context. Employing descriptive qualitative methods with content analysis, the dialogue data were coded and then interpreted through Newmark's translation procedure theory, Austin and Searle's speech acts theory, and Cutting's context classification theory.  114 subtitle sentences were examined, of which 75 were categorized as pragmatic utterances. The findings present that ten out of eighteen procedures were identified, with Modulation being the most dominant (42.11%), followed by Couplets/Triplets (22.81%) and Literal Translation (13.16%). Pragmatic analysis indicates that procedures such as Modulation, Couplets, Functional Equivalent, Cultural Equivalent, and Synonymy have played an important role in maintaining humor, sarcasm, idiomatic expressions, and cultural nuances ensuring that the communicative intent is conveyed effectively to the Indonesian audience. This study contribute to bridging the analysis of translation procedures and pragmatic interpretation in audiovisual translation in terms of variations in equivalent meanings based on context. Furthermore, practically, the findings of this study can be useful for translators or subtitlers to pay more attention to the equivalence of meaning, not just based on the literal meaning, to avoid audience confusion.
The Effect Of Using Quizlet Application In Learning English Vocabulary: An Experimental Study At Vii Grade Students of SMPN 3 Praya Tengah Pratiwi, Siti Nurpadila; Arafiq; Putera, Lalu Jaswadi; Melani, Boniesta Zulandha
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v4i2.3646

Abstract

This quasi-experimental research examined the impact of the Quizlet application on students’ English vocabulary mastery at SMPN 3 Praya Tengah, a rural junior high school located in Central Lombok, Indonesia. The study was conducted in response to students’ limited vocabulary knowledge and the insufficient use of interactive digital learning tools. Thirty seventh-grade students participated and were assigned to experimental and control groups. A 30-item vocabulary test focusing on the topic “Personality and Skills” was administered as both pre-test and post-test. The experimental group underwent five instructional sessions utilizing Quizlet’s interactive modes Flashcards, Learn, Match, and Test while the control group received conventional instruction. The test instrument was validated by expert reviewers, and its reliability coefficient, measured through Cronbach’s Alpha, was 0.87, indicating high internal consistency. Data were processed using SPSS 26, including tests of normality, homogeneity, and an independent samples t-test. Statistical analysis revealed a significant difference between the two groups (t(28) = 3.57, p = 0.002, d = 0.80), resulting in the rejection of the null hypothesis (H?) and acceptance of the alternative hypothesis (H?). These findings demonstrate that Quizlet effectively enhances students’ vocabulary mastery, learning motivation, and autonomy. The results also align with retrieval practice and gamification theories, confirming that Quizlet can serve as an effective digital medium for improving vocabulary acquisition, especially in rural educational settings with limited access to technology This suggests Quizlet can be integrated into junior high school curricula to promote autonomous vocabulary acquisition.
The Effect of the Word Detective Technique to Improve Vocabulary Skills of the Second-Year Students of Madrasah Tsanawiyah Putri At-Tahzib (Islamic Junior High School) Islami, Nur Laily; Zamzam, Ahmad; Putera, Lalu Jaswadi
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/r3ehf436

Abstract

This study aims to investigate the effect of the Word Detective technique on improving the vocabulary skills of eighth-grade students at MTs. Putri At-Tahzib. The background of the study is based on initial observations showing that most students have low vocabulary skills and are less actively involved in English learning. This study used a quasi-experimental design with two groups: a control group taught conventionally and an experimental group taught using the Word Detective technique. The research sample consisted of 55 students selected through a total sampling technique. Data collection was carried out through a pre-test and post-test with an instrument in the form of 20 multiple-choice questions that have been validated and have a high level of reliability (Cronbach's Alpha = 0.798). The results of the analysis showed that the experimental group experienced an increase in average scores from 52.86 in the pre-test to 74.46 in the post-test, while the control group increased from 51.30 to 63.33. The independent samples t-test yielded a calculated t-value (5.297) greater than the t-table (2.006) at a significance level of 0.05, meaning the alternative hypothesis (Hₐ) was accepted and the null hypothesis (H₀) was rejected. This finding proves that the Word Detective technique has a significant influence in improving students' vocabulary skills. The implications of this study indicate that the Word Detective technique can be an effective learning strategy to improve students' vocabulary skills through an active approach that utilizes contextual clues and word structures. This technique is recommended for application in English learning because it encourages active and meaningful student involvement in the vocabulary acquisition process.
Students’ Perceptions On The Use Of Kahoot! Learning Platform In Supporting Memory Retention In English Language Learning: A Descriptive Qualitative Study Maifa, Leni; Elmiana, Dewi Satria; Putera, Lalu Jaswadi
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/bkpnt156

Abstract

Rendahnya hasil belajar PKn siswa kelas IV SD Muhammadiyah Desa Pon serta pembelajaran yang masih The use of digital game-based learning platforms has grown significantly in English language teaching; however, many students still struggle with retaining vocabulary and grammar over time due to limited opportunities for meaningful repetition and engaging practice. This study aims to explore students' perceptions on the use of the Kahoot! learning platform in supporting memory retention in English language learning. This research employed a descriptive qualitative design and was conducted at MAN 3 Mataram. The participants of this study were 15 students selected purposively. The data were collected through questionnaires and semi-structured interviews to obtain in-depth information about students' experiences. The findings indicate that students generally have positive perceptions toward the use of Kahoot! in the classroom. Specifically, 71% of responses related to learning experience were positive, indicating that Kahoot! creates an interactive and enjoyable learning environment that encourages students' active participation. In terms of memory retention, 67% of responses were positive. Students reported that Kahoot! supports their memory retention through three main factors: repetition (repeated exposure to similar questions strengthens memory), retrieval practice (recalling information within time limits encourages active thinking), and contextual learning (visual elements such as images help connect words with their meanings). However, some difficulties were also found, such as time limitations and internet connectivity issues. The practical implications of these findings for English teachers are that Kahoot! can be strategically integrated as a complementary tool for vocabulary and grammar review, used at the beginning or end of lessons to activate prior knowledge and reinforce learning through low-stakes repetition. Teachers should balance game-based activities with direct instruction and classroom discussion to ensure deeper understanding, and they need to anticipate technical constraints by preparing offline backup activities or ensuring stable internet access. Overall, Kahoot! is perceived as a useful tool in supporting students' memory retention in English language learning.
Co-Authors Agus Saputra Ahmad Junaidi Ahmad Zamzam Ahmad Zamzam Ahmad Zamzam Amrullah Amrullah Amrullah Amrullah Amrullah Amrullah Amrullah Amrullah Andra Ade Riyanto Arafiq Arafiq Arafiq Arfah, Hajriana Arfah, Hajriani ARIFUDDIN Arifuddin Arifuddin Arifuddin Arifuddin Askarinda Saida Astitin, Tias Ayu Aziz, Atri Dewi Baharuddin Baharuddin Baharuddin Baharuddin Baharuddin Baharuddin Baharuddin Baharudin Baharudin Baharudin Baharudin Baktillah, Annisa Faiza Boniesta Zulandha Melani Cahya Destiyanti Camila, Alia Fitrida Daniswara, Lingga Devi Cahyani Dewi Mustika Ningrum Dewi Satria Elmiana Dewi Wahyuni Dewi, Nais Kusma Dwi Putri Nurislam Eka Fitriana Eki Hizbi Ramadhan Elmiana, Dewi Satria Eryanto, Mada Oktavian Farmasari, Santi Febrila Ayu Joliastri Fithri, Nurshahifah Fitriana, Sulis Mai Gading, Arya Hajriana Arfah Hamdullah, Lalu Hartomo, Lalu Marlin Henny Soepriyanti Herayana, Desi Hery Susanto Hoesni, Rizky Kurniawan Husnul Lail I Gusti Agung Ayu Sasmitha Dewi Anggita Pramestya I Made Sujana Ilmawati, Nur Irma Rizki Utami Irwan, Muhamad Islami, Nur Laily Isnaeni, Mh Isnaini, Mh. Isnaini, Muh. Jaelani, Selamet Riadi Joliastri, Febrila Ayu Juliandri Maya Chrysty Kamaluddin Yusra Khaeroni, Nanik Lail, Husnul Lalu Ali Wardana Lalu Ali Wardana Lalu Isnaeni Rahman Lalu Marlin Hartomo Lalu Nurtaat, Lalu Lalu Rahadian Jayakusuma Lisda Amalia Wahyuningsih M. Akram Mulyasin M. Akram Mulyasin Mahyuni Mahyuni Mahyuni Mahyuni Mahyuni Mahyuni Mahyuni Mahyuni Maifa, Leni Makmur Hadi Mh Isnaini Milasti Milasti Milasti, Milasti Muh. Khairussibyan Muhaimi, Lalu Muhamad Irwan Muhammad Amin Muhammad Amin Muhammad Amin Muhammad Amin Muhammad Isnaini Mulyaningsih, Sukma Mulyawan, Ulfan Munigarim, Munigarim Nais Kusma Dewi Nanik Khaeroni Nawawi Nawawi Nawawi Nawawi Ni Wayan Mira Susanti Nia Agustina Nia Agustina Nona Arlita Yuningsih Nur Ahmadi Nur Ahmadi, Nur Nur Ilmawati Nurachman Hanafi Nurachman Hanafi, Nurachman NURLAELA NURLAELA Nurlaela Nurlaela Octaviani, Nurul Patmawati Patmawati, Patmawati Pramestya, I Gusti Agung Ayu Sasmitha Dewi Anggita Prasetyaningrum, Ari Pratiwi, Siti Nurpadila Putra, Ida Nyoman Tri Darma Putra, Lalu Yoga Dwi Putri, Nanda Damayanti Rahma, Auliya Rahmad Hidayat Ramadhan, Eki Hizbi Ramli, Muh. Resiana, Amellia Tasya Rilasti, Fifi Riries Sugianto Riris Sugianto Rizqiani, Annisa Isdiana Rosita Rusmita Aeni Safitri, Lia Sahuddin Sahuddin Sahuddin, Sahuddin SAHUDIN, SAHUDIN Saida, Askarinda Santi Farmasari Saputra, Agus Sari, Wisha Aulia Satria Elmiana, Dewi Sazwan, M. Soepriyanti, Henny Sofianti, Yana Sragarta, Kevin Ronald Sugandi, Bq. Gadis Aufahayya Sugianto, Riris Sulis Mai Fitriana Susanti, Ni Wayan Mira Thohir, Lalu Thohir, Lalu Tias Ayu Astitin Udin Udin Udin Udin Udin Udin Udin Udin Udin, Udin Untung Waluyo Waluyo, Untung Wardana, Lalu Ali Widya, Ni Putu Puspa Widyarni Sari Wisha Aulia Sari Wisnu Sanjaya Wulandary, Duwi Yana Sofianti Yeni Yulianti Yudi Kurniawan Yuni Budi Lestari Yuni Maulida Afifah SR Yusra, Kamaluddin Zahara, Intan Hardiani Zamzam, Ahmad Zohir, Muhammad