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All Journal Jurnal Bahasa, Sastra, dan Budaya LINGUISTIK : Jurnal Bahasa dan Sastra Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya International Journal of English Education and Linguistics (IJoEEL) International Journal of English Linguistics, Literature, and Education (IJELLE) TRANS-KATA: Journal of Language, Literature, Culture, and Education International Journal of Community Service LETS: Journal of Linguistics and English Teaching Studies International Journal of Research on English Teaching and Applied Linguistics Joong-Ki : Jurnal Pengabdian Masyarakat REDUPLIKASI: Jurnal Penelitian Pendidikan Bahasa Indonesia Research Review: Jurnal Ilmiah Multidisiplin ELOQUENCE: Journal of Foreign Language International Journal of Integrative Sciences Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Jurnal Abdimas Maduma Nanggroe: Journal of Scholarly Service JURNAL PENGABDIAN TEKNIK INDUSTRI Socius: Social Sciences Research Journal Jurnal Pengabdian Sosial Jurnal Akademik Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Joong-Ki Jurnal Pembelajaran Bahasa dan Sastra Language, Technology, and Social Media Joong-Ki Jurnal Riksa Cendikia Nusantara Jurnal Wacana Sosial Nusantara Dedikasi Mandiri Nusantara: Jurnal Pengabdian Kepada Masyarakat Open Access DRIVERset INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Teaching and Learning (INJOTEL)
Sri Widyarti Ali
Universitas Negeri Gorontalo
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AI-Supported Translation Learning in EFL Contexts: Insights from Students Sri Widyarti Ali
Jurnal Wacana Sosial Nusantara Vol. 1 No. 4 (2025): Jurnal Wacana Sosial Nusantara - Desember 2025
Publisher : Jurnal Wacana Sosial Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18598461

Abstract

The rapid integration of artificial intelligence (AI) has transformed language education, including translation learning in English as a Foreign Language (EFL) contexts. In translation classrooms, AI-based tools such as machine translation engines, large language models, and AI-assisted revision systems are increasingly used to support comprehension, problem-solving, and decision-making. However, empirical studies that foreground students’ perspectives on AI-supported translation learning remain limited, particularly in EFL higher education. This study explores EFL students’ experiences, perceptions, and learning practices related to the use of AI in translation learning. Adopting a qualitative research design, data were collected through semi-structured interviews with undergraduate students enrolled in a translation course in an English Education program. The data were analyzed using thematic analysis to identify recurring patterns across participants’ accounts. The findings reveal seven major themes, including AI as a cognitive support tool, a scaffold for linguistic and cultural awareness, a trigger for metacognitive reflection, and a source of ethical consideration. Overall, the study shows that students perceive AI not as a shortcut, but as a learning companion that reshapes their translation strategies and awareness. These findings contribute to a deeper understanding of AI-mediated translation learning and offer pedagogical insights for the meaningful integration of AI in EFL translation education.
Intersections of Culture and Language in Students’ Writing: An Analytical Reflection on Style and Self-Perception Sri Widyarti Ali
Jurnal Riksa Cendikia Nusantara Vol. 2 No. 6 (2026): Riksa Cendikia Nusantara - Juni 2026
Publisher : Jurnal Riksa Cendikia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21502304

Abstract

This study explores the intersection of culture, language, and identity in the academic writing of EFL students at Universitas Negeri Gorontalo. Employing a case study design, it analyzes narrative essays and questionnaire responses from twelve second-semester students to investigate how cultural backgrounds influence rhetorical style and how students perceive their writing identities. The findings reveal that students often incorporate traditional storytelling, communal perspectives, and religious or emotional expressions in their writing, reflecting deeply rooted cultural values. Despite facing challenges such as linguistic interference, limited vocabulary, and unfamiliarity with academic conventions, students creatively negotiate meaning by blending local and academic discourses. However, many express uncertainty about integrating their cultural voices due to institutional norms that prioritize standard English. This study underscores the importance of culturally responsive pedagogy in fostering inclusive writing practices that honor students’ multilingual and multicultural identities.
Exploring The Role of Teachers in the Implementing English Language Teaching Strategies at SMPN 2 Telaga Vira Zamrudah Ikram Salsabila; Novriyanto Napu; Sri Widyarti Ali
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 2 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2026 - Januari 2027)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i2.400

Abstract

This study aims to explore the roles of teachers in implementing English language teaching strategies at SMPN 2 Telaga. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans. The findings reveal two contrasting pedagogical orientations. One teacher adopts a teacher-centered approach that emphasizes structured instruction and linguistic accuracy but limits student interaction. In contrast, the other teacher applies a student-centered and communicative approach that actively promotes student engagement, participation, and confidence in using English. The study further indicates that the student-centered approach is more effective in fostering meaningful learning, although challenges remain in addressing differences in students’ confidence and participation levels. These findings highlight that effective English language teaching requires the integration of pedagogical, communicative, and affective aspects. Teachers are therefore encouraged to balance structured instruction with interactive learning, provide both corrective and supportive feedback, and create a motivating classroom environment to enhance student engagement and learning outcomes.
An An Investigation of Lexical Choices in Translation Among EFL Students Siti Rahmatiya Buyu; Novriyanto Napu; Sri Widyarti Ali
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 2 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2026 - Januari 2027)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i2.560

Abstract

This study aims to (1) identify and describe the characteristics of lexical choices in EFL students’ Indonesian–English translations and (2) investigate the factors influencing students’ lexical choices during the translation process. A qualitative descriptive approach was employed, involving 20 fourth-semester EFL students at Universitas Negeri Gorontalo enrolled in a Translation and Interpreting course. Data were collected through handwritten translations of an argumentative text and semi-structured retrospective interviews with five selected participants. The translation products were analyzed using Baker’s (1992) framework of meaning, comprising propositional, expressive, presupposed, and evoked meaning, while interview data were analyzed using qualitative content analysis. The findings showed that students generally preserved propositional meaning but experienced greater difficulties with expressive, presupposed, and evoked meanings, particularly in conveying evaluative nuances, producing natural collocations, and maintaining appropriate register. Five interconnected factors influenced students’ lexical choices: limited vocabulary mastery, reliance on dictionaries and machine translation, cognitive factors, limited contextual understanding, and register and source language influence. All five interviewed students reported using Google Translate or DeepL, while four out of five did not consider alternative lexical choices. These findings highlight the need for translation instruction that develops collocational awareness, contextual understanding, register awareness, and critical evaluation of machine translation output.
Linguistic Features Indicative of Narcissistic Personality Disorder Traits in the Film Cruella (2021): Psycholinguistic and Conversation Analysis Ari; Rahman Taufiqrianto Dako; Sri Widyarti Ali
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1792

Abstract

This study was conducted to explore and evaluate the language features of main character in the movie Cruella (2021) that are proposed to be the symptoms of Narcissistic Personality Disorder (NPD). The data included thirteen purposively selected dialogue excerpts from the movie, taking into account the frequency, intensity, and representativeness of NPD-related language features across various scenes and dialogues. The main instrument was the researcher, who was assisted by a dialogue transcription sheet and an NPD trait classification table, in accordance with the DSM-5 criteria and the Campbell & Miller's (2011) grandiose narcissism framework. Systematic observation, scene-by-scene transcription, and verification of the movie with the official subtitles were the methods used to collect data. The data were analysed psycholinguistically alongside Conversation Analysis (CA), which involved open, axial, and selective coding to reveal and classify common linguistic phenomena. The results indicated that every one of the nine DSM-5 categories of NPD traits was present to some extent in Cruella's remarks and that lack of empathy, need for admiration, and grandiosity were the most frequently and strongly expressed traits. These characteristics manifested at the linguistic level in the use of self-referential pronouns, lack of mitigation strategies, dominance in turn-taking, and the use of manipulative discourse techniques such as forced-choice questions and contrastive structures. The study concludes that language use in fictional characters could be a representational indicator of personality traits and that the combined methodology of psycholinguistics and CA proves to be a fruitful method of analysing the personality in cinematic discourse.
Reflective Regulation of AI-Assisted Translation: Longitudinal Development of Technology Competence and Critical AI Literacy in an Indonesian EFL Classroom Sri Widyarti Ali; Karmila Machmud; Novriyanto Napu; Suleman Bouti
Language, Technology, and Social Media Vol. 4 No. 3 (2026): July–September 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.622

Abstract

Artificial intelligence (AI) is now routinely used in translation education, but frequent use does not demonstrate critical or professionally responsible technology competence. This study examined how 20 undergraduate EFL translation students regulated AI assistance during a one-semester course. A qualitative-dominant embedded mixed-methods design followed six Indonesian-to-English translation phases structured by Assessment-as-Learning and repeated Plan–Monitor–Evaluate reflection. The dataset comprised 120 reflective journals, phase-based Likert responses used only as descriptive corroboration, and participant-observation notes. Longitudinal thematic analysis began with inductive coding and then interpreted cross-phase patterns through the European Master’s in Translation Technology Competence framework and metacognitive regulation. In Phase 1, 11 students articulated no AI-use plan, six offered vague plans, and three described relatively explicit plans; AI was used mainly for post-draft correction. In Phases 2–3, students increasingly compared, modified, or rejected suggestions according to meaning, grammatical accuracy, academic register, and contextual fit. In Phases 4–6, reflections more consistently defined human authorship and accountability and positioned AI as a verification resource rather than a primary text generator. The trajectory was cohort-dominant rather than uniform, and the design does not establish that reflection alone caused the change. The findings conceptualize technology competence as the reflective regulation of language-mediated human–AI interaction and identify structured metacognitive reflection as a plausible way to develop critical AI literacy in translation education.
Cognitive Processing of Formulaic Sequences in English as a Foreign Language Students Mohamad Rayyan Kufri; Zulkifli Tanipu; Fahria Malabar; Indri Wirahmi Bay; Sri Widyarti Ali
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 2 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2026 - Januari 2027)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i2.609

Abstract

Formulaic sequences (FSs) have received considerable attention in second language (L2) research due to their contribution to language fluency and communicative efficiency. However, existing studies have predominantly focused on the frequency and distribution of formulaic sequences in learner output, providing limited insight into how such expressions are cognitively processed during language production. This study employed a qualitative descriptive design. The participants were three Indonesian EFL students enrolled in the English Language Education Study Program (ELESP), Universitas Negeri Gorontalo. Data were collected through Think-Aloud Protocols (TAP), academic writing tasks, and Stimulated Recall Interviews (SRI). The data were analyzed thematically to identify recurring patterns in formulaic sequence processing, challenges, and strategies. The findings revealed three major processing types: complete retrieval, adjusted retrieval, and compositional retrieval. Complete retrieval was evident in discourse-organizing and idiomatic FS, which were frequently retrieved holistically as single units. Adjusted retrieval occurred when learners initially retrieved a FS holistically but subsequently modified it to better suit communicative and rhetorical demands. Compositional retrieval emerged when learners constructed expressions through conscious lexical evaluation, collocational assessment, and grammatical monitoring. In addition, three recurring challenges were identified: topic familiarity constraints, lexical evaluation difficulties, and broader cognitive demands associated with coordinating writing, monitoring, and verbalization simultaneously. The findings also revealed three principal strategies during processing: context-dependent selection, familiarity-based retrieval, and intuition-guided substitution. Overall, the findings suggest that formulaic sequence processing among Indonesian EFL learners involves a dynamic interaction between holistic retrieval and analytical evaluation rather than reliance on a single processing mechanism.
THE ANALYSIS OF FLOUTING MAXIM IN COOPERATIVE PRINCIPLE BY THE CHARACTERS IN JUMANJI: WELCOME TO THE JUNGLE MOVIE (2017) Siti Anggriani Dunggio; Sri Widyarti Ali; Haris Danial
Reduplikasi: Jurnal Penelitian Pendidikan Bahasa Indonesia Vol 5, No 1 (2025): June
Publisher : Pascasarjana, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/rjppbi.v5i1.2770

Abstract

This research aims to find the types of flouting maxim that appear in the Jumanji: Welcome to the Jungle movie. The method used in this study is a qualitative descriptive method, used to explain in depth about the flouting maxim. The data were taken from conversations in the Jumanji: Welcome to the Jungle movie by watching it repeatedly. In this research, the researcher used the theory of Grice (1975) to analyze the types of flouting maxim, which consist of four types of maxims, namely the maxim of quantity, the maxim of quality, the maxim of relevance, and the maxim of manner. The results of this research indicate that the four types of flouting maxim appear during the conversation in the movie. Among the types of flouting maxim, the dominant data that appears in this research is the flouting the maxim of relevance. Meanwhile, the flouting maxim that occurs least frequently is the maxim of quality. There is one uniqueness found in this research that is not in Grice's theory but is found in the data. There is a hyperbolic metaphor in the flouting the maxim of manner by one of the characters in the movie.This research aims to find the types of flouting maxim that appear in the Jumanji: Welcome to the Jungle movie. The method used in this study is a qualitative descriptive method, used to explain in depth about the flouting maxim. The data were taken from conversations in the Jumanji: Welcome to the Jungle movie by watching it repeatedly. In this research, the researcher used the theory of Grice (1975) to analyze the types of flouting maxim, which consist of four types of maxims, namely the maxim of quantity, the maxim of quality, the maxim of relevance, and the maxim of manner. The results of this research indicate that the four types of flouting maxim appear during the conversation in the movie. Among the types of flouting maxim, the dominant data that appears in this research is the flouting the maxim of relevance. Meanwhile, the flouting maxim that occurs least frequently is the maxim of quality. There is one uniqueness found in this research that is not in Grice's theory but is found in the data. There is a hyperbolic metaphor in the flouting the maxim of manner by one of the characters in the movie. 
Perlocutionary Acts in "The Good Dinosaur" Movie Yulyanti Baroba; Usman Pakaya; Sri Widyarti Ali
Research Review: Jurnal Ilmiah Multidisiplin Vol. 5 No. 2 (2026): Research Review: Jurnal Ilmiah Multidisiplin (Agustus 2026 - Januari 2027)
Publisher : Transbahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/researchreview.v5i2.680

Abstract

This study aims to identify and analyze the types and meanings of perlocutionary acts contained in the movie "The Good Dinosaur". Descriptive qualitative methods are used in this study because the data analyzed are in the form of speech or words so that they do not require processing in the form of statistics or numbers. The research data sources come from dialogues and communication actions displayed by the characters in the movie. Data were collected through documentation techniques by watching the movie, reviewing the script, and identifying and recording utterances containing perlocutionary acts based on Qiang's theory (2013). Continued with analysis techniques through a selection process, classification into four types of perlocutionary acts, descriptive presentation, and interpretation of meaning to produce research conclusions. The results obtained in this study found 27 perlocutionary acts, including 20 verbal sentences and 7 nonverbal sentences. Based on the analysis, there are 12 utterances for type 1 perlocutionary acts, 2 utterances for type 2 perlocutionary acts, 12 utterances for type 3 perlocutionary acts, and 1 utterance for type 4 perlocutionary acts, while in this also showing that the meaning of speech is greatly influenced by how the listener interprets the message in a particular context.
Co-Authors Ahmad, Karmila Aminah Qurrata Aini Matoka Ari Audy Meylinda Mokoginta Ayu Amelia Lihawa Ayuningsih, Asti Elma Jilan Akili Elma Jilan Akili Fahira Malabar Fahria Malabar Fifi Novriana Suradin Haris Danial Helena Badu Hendra Uloli I Gede Widi Harta Indri Wirahmi Bay Irmawaty Umar Irmawaty Umar Karmila Machmud Luli, Andre Hisbah Ghalib Magvirah El Walidayni Kau Magvirah El Walidayni Kau Makmur Makarim Wartabone Manda Rohandi Matoka, Aminah Qurrata Aini Mohamad Rayyan Kufri Monoarfa, Muchlik Kamal Moon Hidayati Otoluwa Muhamad Hardiyanto Kiyai Mardjo Muhammad Rezky F. Payu Novriyanto Napu Novriyanto Napu Nurfadiyah Palilati Nurlaila Husain Nurwegya Dehi Rahman Taufiqrianto Dako Rahmawaty Mamu Rasuna Rasid Talib Rasuna Talib Rusni Podungge Salsabilah Dunggio, Akilah Sartin T. Miolo Sayama Malabar Siti Anggriani Dunggio Siti Rahmatiya Buyu Siti Safitri Sri Rumiyatiningsih Luwiti Suleman Bouti Usman Pakaya Vira Zamrudah Ikram Salsabila Wonggo, Mutiara Auralia Yulinda L. Ismail Yulyanti Baroba Zulkifli Tanipu