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Translating Culture Specific Items: A Study of Translation Strategies in a Guidebook Ikawati, Listiana
Foreign Language Instruction Probe Vol. 1 No. 2 (2022): Applied Linguistics for Language Teachers
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v1i2.168

Culture Specific Items (CSIs) have become challenges for translators in transferring one language to another. This research aimed at investigating the types of CSIs and the translation strategies applied by the translation in the translation of Wonogiri guidebook. A qualitative method was used to collect and analyze the data from the guidebook. The study shows that the CSIs found in the guidebook can be classified into 6 main categories: (1) toponyms, (2) anthroponyms, (3) legal systems, (4) food and drink, (5) religious celebration, and (6) local institution. Toponyms are the most categories found (62.5%). The toponyms were categorized further into 7 categories including 1 additional category, given names of plants. Additionally, the study also reveals that the translator mainly used 2 categories of translation strategy, namely preservation and addition. Both strategies indicate that the translator applies foreignization strategies. It implies that the translator attempts to maintain the originality and uniqueness of the CSIs in the target text. It suggests that translators’ decisions to apply certain translation strategies in translating CSIs reflect their discretion regarding their perception of CSIs and consideration on the translation quality.

The Application of Asynchronous Learning for English Language Teaching in English and Non-English Study Program Vidhiasi, Dhion Meitreya; Hakim, Mohammad Andi; Humardhiana, Ana; Ikawati, Listiana; Aisyiyah, Muhsiyanah Nurul
Journal of English as A Foreign Language Teaching and Research Vol. 1 No. 2 (2021): September Volume
Publisher : Research Synergy Foundation Press

The condition of the COVID19 pandemic has changed the habits of the world, including the education sector in Indonesia. For schools with strong economic strength, both students and educators will have no significant difficulties in implementing face-to-face online learning in a full manner (synchronous). On the other hand, there are many obstacles to implementing synchronous learning in schools with low economic abilities for both students and educators. One learning method that can be done with minimal barriers is asynchronous learning. Akademi Maritim Nusantara Cilacap and IAIN Syekh Nurjati Cirebon, both schools have low economic strength, both students and lecturers. This study aims to see the benefits and problems that arise in applying asynchronous learning in Maritime English II of Akademi Maritim Nusantara Cilacap and English I of IAIN Syekh Nurjati Cirebon course. The researcher uses Google Classroom, YouTube, WhatsApp and Telegram media in lecture activities. The researcher then conducted a mini-survey to find out the advantages and obstacles experienced by students. The data is then explained using a qualitative descriptive method. The results showed at least 5 (five) advantages and 1 (one) weakness in asynchronous learning. The five benefits are material enrichment, access to learning materials, social interaction, personal interaction, and ease in discussing student work. Meanwhile, the constraints found were related to cost-effectiveness.

Minimizing EFL Learners’ Speaking Anxiety in the Post-Pandemic Era Afidawati, Hilda; Arrasyid, Farouk Imam; Ikawati, Listiana
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.1886

The COVID-19 pandemic, which lasted for more than 2 years, had a tremendous impact in Indonesia. One of its impacts on the education sector that is still affecting the post-pandemic period is learning loss. Learning loss is a phenomenon where students lose their knowledge and skills due to certain conditions. Learning loss also affects students’ psychology. In speaking learning, anxiety is one of the students' obstacles to speaking fluently. This study aimed to investigate the strategies employed by students to mitigate speaking anxiety in the post-pandemic era. The case study design was used to do an in-depth investigation of complex problems regarding students' speaking anxiety in a school. The study involved six students in grade seven at a junior high school in West Java, Indonesia, as participants. The participants selected were those representing different speaking abilities based on their speaking test results. The data was collected through semi-structured interviews. The findings show that students employ several strategies to mitigate their speaking anxiety, including preparation, relaxation, positive thinking, and peer-seeking. In other words, those strategies reflect students’ resilience to deal with learning loss in the post-pandemic era. This study is intended to serve as a valuable resource for educators and EFL learners by providing strategies to alleviate speaking anxiety effectively.

Decoding TikTok Comedy: An In-depth Analysis of KPPS Humor Ikawati, Listiana
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.5806

On social media, humour is frequently used to comment on current affairs. The purpose of this study was to identify the different kinds and purposes of humour utilized on TikTok about the KPPS phenomenon's virality. The researcher gathered 30 TikTok videos as data using the descriptive qualitative research method, and the study's two primary findings are as follows. First, the study identified five types of humour, with satire being the most prevalent (50%) among them. These categories include satire, irony, sarcasm, puns, and tall tales. Second, certain kinds of humour were employed for several reasons, including identification, differentiation, enforcement, and explanation. Additionally, a relationship between the kinds of humor and its purposes on TikTok was found. It implies that the speakers preferred specific kinds of humour for different reasons. Additionally, the speakers praised KPPS members above other culturally presumed acceptable occupations in Indonesia and denounced unethical actions by dishonest state officials or civil workers using a range of humour types and purposes. The popularity of the KPPS phenomenon and TikTok provides individuals with a safe and creative forum to voice their opinions while also raising awareness of the various social issues affecting their community.

Minimizing EFL Learners’ Speaking Anxiety in the Post-Pandemic Era Afidawati, Hilda; Arrasyid, Farouk Imam; Ikawati, Listiana
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.v11i1.1886

The COVID-19 pandemic, which lasted for more than 2 years, had a tremendous impact in Indonesia. One of its impacts on the education sector that is still affecting the post-pandemic period is learning loss. Learning loss is a phenomenon where students lose their knowledge and skills due to certain conditions. Learning loss also affects students’ psychology. In speaking learning, anxiety is one of the students' obstacles to speaking fluently. This study aimed to investigate the strategies employed by students to mitigate speaking anxiety in the post-pandemic era. The case study design was used to do an in-depth investigation of complex problems regarding students' speaking anxiety in a school. The study involved six students in grade seven at a junior high school in West Java, Indonesia, as participants. The participants selected were those representing different speaking abilities based on their speaking test results. The data was collected through semi-structured interviews. The findings show that students employ several strategies to mitigate their speaking anxiety, including preparation, relaxation, positive thinking, and peer-seeking. In other words, those strategies reflect students’ resilience to deal with learning loss in the post-pandemic era. This study is intended to serve as a valuable resource for educators and EFL learners by providing strategies to alleviate speaking anxiety effectively.

AN EXPLORATION OF THE IMPLEMENTATION OF TECHNOLOGY-ENHANCED LANGUAGE LEARNING (TELL) THROUGH THE COMMUNITY OF INQUIRY (COI) FRAMEWORK: PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES Mushafiyyah, Muzayyinatul; Priajana, Nana; Ikawati, Listiana
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4869

The integration of technology into language education has become essential, especially for pre-service English teachers who must develop innovative teaching strategies. Technology-Enhanced Language Learning (TELL) offers opportunities to foster creativity and student engagement, particularly when guided by a structured pedagogical model such as the Community of Inquiry (CoI) framework. This study explored how pre-service English teachers implemented Technology-Enhanced Language Learning (TELL) using the Community of Inquiry (CoI) framework during their teaching practicum. Using a qualitative design with interviews and teaching module analysis, the findings showed that participants applied cognitive, social, and teaching presence to create engaging learning experiences. Despite facing challenges such as limited access, low digital literacy, and difficulty sustaining CoI elements, they employed adaptive strategies such as device sharing, collaboration, and structured guidance. This study concludes that while the implementation of TELL through the CoI framework is promising, it requires ongoing support and training to address contextual constraints. The findings contribute to the development of teacher education programs and inform institutional efforts to enhance digital readiness in English language teaching.

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