Article Per Year (5 Year)
p-Index From 2021 - 2026
3.625
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Empowerment : Jurnal Pengabdian Masyarakat Indonesian Journal of Learning and Instruction Indonesian EFL Journal Elsya : Journal of English Language Studies Jurnal Ilmiah Wahana Pendidikan International Journal Administration, Business & Organization Journal of Innovation and Sustainable Empowerment Verba: Journal of Applied Linguistics Indonesian Journal of Learning and Instruction Studies in English Language and Education
Dadang Solihat
Universitas Kuningan
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
TRANSLATION TECHNIQUES FOR IDIOMATIC EXPRESSIONS IN SUBTITLING AND DUBBING: A STUDY ON RAYA AND THE LAST DRAGON Lestari, Denisa Putri; Nugroho, Muhammad Aprianto Budie; Solihat, Dadang; Fadhly, Fahrus Zaman
Indonesian Journal of Learning and Instruction Vol. 6 No. 2 (2023)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v6i2.11123

Abstract

This study examines the translation equivalence and techniques used in translating idiomatic expressions in the subtitling and dubbing of the movie Raya and the Last Dragon. Using a qualitative case study approach, 72 idiomatic expressions were analyzed based on Nida & Taber’s theory of translation equivalence and Molina and Albir’s translation techniques. Results showed that 51% of subtitling and 52% of dubbing translations were equivalently translated into idiomatic expressions, while the remaining were rendered as non-idiomatic expressions due to the lack of equivalent idioms in the target language. Single translation techniques dominated, accounting for 98% in subtitling and 99% in dubbing, with established equivalence being the most frequently used technique. This highlights the translator's ability to maintain idiomatic meaning and cultural relevance. The study recommends exploring idiomatic translation strategies in diverse audiovisual media and cultural contexts to further enhance the understanding of effective translation techniques.Keywords: Translation techniques; idiomatic expressions; subtitling; dubbing; equivalence; established equivalence; audiovisual translation. 
THE APPLICATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN IMPROVING STUDENTS’ ENGLISH SPEAKING ABILITY AT MTsN 2 KUNINGAN WEST JAVA Dadang Solihat; Fahrus Zaman Fadhly; Cucu Suhartini
Indonesian Journal of Learning and Instruction Vol. 7 No. 2 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i2.11706

Abstract

This Classroom Action Research aims at assessing the effectiveness of applying the Content and Language Integrated Learning (CLIL) Approach to enhance the English speaking skills of 7th-grade students at MTsN 2 Kuningan, West Java. The research is conducted in iterative cycles involving planning, action, development, and reflection by Mertler. The study involves 32 students in 12 sessions within one semester 17 July to 13 November 2023. The primary focus is on integrating learning materials with English teaching to elevate students' speaking proficiency. Throughout the research, student progress is meticulously monitored and assessed in each cycle, utilizing speaking ability tests, classroom observations, and reflections from both teachers and students. Qualitative data is obtained from interviews and observations which are then analyzed using descriptive qualitative. Meanwhile, quantitative data were obtained from the results of the pre-cycle test, cycle one test, cycle two test and cycle three test which were then analyzed using simple statistics. The outcomes reveal a noteworthy improvement in the English speaking abilities of grade 7 students following the implementation of CLIL. The results showed an increase from cycle one to three. In cycle one student speaking skills reached 16 students or 50% of them got complete scores. In cycle two as many as 26 students (75%) achieved complete scores, and in cycle three as many as 31 (96%) students completed it succesfully. This approach not only enhances language proficiency but also fosters heightened engagement and increased enthusiasm for learning English. These positive findings substantiate the efficacy of the CLIL Approach in advancing the English speaking skills of 7th-grade students at MTsN 2 Kuningan, West Java. Additionally, these results serve as a foundation for the development of more effective learning strategies in the future.
Pelatihan Peningkatan Kemampuan Speaking Bagi Guru SD Dadang Solihat; Endang Darsih; Nani Ronsani Thamrin; Wulan Rahmatunisa; Syifa Aulia; Nur Suci Fitriyani; Binti Farihah
Journal of Innovation and Sustainable Empowerment Vol. 4 No. 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jise.v4i2.155

Abstract

Kemampuan berbicara (speaking) dalam bahasa Inggris merupakan salah satu kompetensi penting yang harus dimiliki guru sekolah dasar dalam menghadapi tantangan globalisasi dan penerapan kurikulum yang menekankan keterampilan berbahasa asing. Namun, fakta di lapangan menunjukkan bahwa banyak guru SD masih mengalami kesulitan dalam aspek speaking, baik dari segi penguasaan kosakata, pengucapan, maupun kepercayaan diri ketika berkomunikasi. Oleh karena itu, kegiatan pelatihan ini dilaksanakan sebagai bentuk pengabdian masyarakat untuk meningkatkan kemampuan speaking guru SD melalui metode komunikatif dan praktik langsung. Kegiatan dilaksanakan di desa Purwawinangun, Kabupaten Kuningan pada bulan Juli 2025 dengan melibatkan guru-guru dari berbagai sekolah dasar. Metode pelatihan meliputi ceramah interaktif, role play, peer teaching, dan evaluasi berbasis performa. Hasil menunjukkan adanya peningkatan kemampuan speaking guru sebesar 78% berdasarkan hasil pre-test dan post-test. Selain itu, peserta menunjukkan peningkatan motivasi dan percaya diri dalam menggunakan bahasa Inggris di kelas. Disimpulkan bahwa pelatihan ini efektif dalam meningkatkan keterampilan speaking guru SD dan direkomendasikan untuk dilaksanakan secara berkelanjutan.
AN ANALYSIS OF VOCATIONAL HIGH SCHOOL STUDENTS’ AWARENESS OF PROFESSIONAL ATTITUDES DURING INDUSTRIAL INTERNSHIP Dadang Solihat; Trisye Fujianti; Digna Syamsiar
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates vocational high school students’ awareness of professional attitudes during industrial internships, focusing on how such awareness contributes to the formation of vocational work ethic. Employing a qualitative descriptive research design within an interpretivist paradigm, the study explores students’ lived experiences and reflective processes in authentic workplace settings. Data were collected through semi-structured interviews, reflective journals, and document analysis involving vocational high school students who had completed or were undertaking industrial internships across various industry sectors. The data were analyzed thematically to identify patterns of awareness related to professional attitudes. The findings reveal five key dimensions of awareness developed during internships: responsibility and work commitment, discipline through workplace norms, ethical awareness and professional conduct, communication awareness, and professional identity formation. The results indicate that students’ awareness of professional attitudes emerged progressively through experiential engagement, feedback, and reflective encounters with workplace demands. Awareness functioned as a mediating process that transformed external work experiences into internalized professional values. This study contributes to vocational education research by foregrounding students’ internal learning processes and conceptualizing vocational work ethic as an outcome of awareness-based learning rather than mere behavioral compliance. The findings suggest that industrial internships should be designed as reflective learning spaces supported by intentional pedagogical strategies to strengthen students’ professional attitude development and long-term employability.
Enhancing academic writing pedagogy for university students in the AI age: Insights from a Delphi-based framework Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi; Taufiqulloh Taufiqulloh; Umar Fauzan; Nanan Abdul Manan; Nur Fathiyya Zahira Mujahidah
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.169

Abstract

Academic writing is an essential skill for university students, but many find it challenging due to problems with coherence, argumentation, and genre. These problems are multidisciplinary and are exacerbated in multilingual educational settings. In response to these concerns and issues, this research adopted a Delphi-based approach to identify, assess, and validate best teaching strategies in Academic Writing. A Delphi method was used to determine the most successful teaching methods, moderated by a panel of 15 professionals specializing in academic writing. The verified approaches derived from this approach comprised process-oriented writing instruction, computer-based writing support, genre-based instruction, and metacognitive orientation training. A pilot study with 120 undergraduate participants was conducted to assess the feasibility of these expert-endorsed guidelines. Writing performance across aspects was significantly improved in the study, including coherence, argument development, lexical complexity, and overall organization (p < 0.001). Students reported highly positive perceptions of the modified teaching structure, with 87% favoring iterative writing and feedback and 79% citing benefits of AI technology; however, students also indicated a possible overreliance on technology. This paper demonstrates an integrated approach that incorporates the structural writing process, reflective learning, and digital development systems to enhance clarity, consistency, and efficiency in academic writing. Through students’ experience, this workplace validation has led to a malleable, adaptable model for enhancing pedagogy that can be applied across different university settings and serve the interests of students, curriculum design, and policymakers.
Pelatihan Peningkatan Kompetensi English for Tourism Guru Bahasa Inggris Vokasi Pariwisata di SMK Muhammadiyah 1 Kuningan, Indonesia Dadang Solihat
Empowerment : Jurnal Pengabdian Masyarakat Vol. 8 No. 03 (2025): Empowerment
Publisher : Program Studi Ilmu Hukum Fakultas Hukum Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/empowerment.v8i03.11926

Abstract

This community service initiative was conducted to enhance the competencies of English teachers in delivering English for Specific Purposes (ESP) instruction within the tourism sector at SMK Muhammadiyah 1 Kuningan. The primary challenges identified included teachers’ limited understanding of industry-oriented English instruction and the insufficient integration of real workplace contexts into classroom learning. The program employed a series of activities comprising needs analysis, workshop-based training, microteaching practice, and evaluation interview, practice, and teachers’ comment. The findings indicate a noticeable improvement in teachers’ comprehension of English for Tourism concepts, their professional communication skills, and their ability to design contextualized instructional materials. Overall, the program contributed positively to strengthening the quality of vocational education and enhancing teachers’ readiness to meet the demands of the tourism industry.
Unraveling the Power of Written Feedback: A Meta-Synthesis on Student Academic Writing Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi
Elsya : Journal of English Language Studies Vol. 7 No. 3 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/n66j6w65

Abstract

A single written comment can redirect a learner’s academic trajectory, yet evidence on which written feedback practices most effectively improve student academic writing remains dispersed across studies, contexts, and delivery modalities. This study addresses that gap by integrating findings on feedback types, feedback delivery, and contextual influences to clarify how written feedback supports academic writing development, particularly in EFL settings. Employing a qualitative meta synthesis, we reviewed 25 peer reviewed studies published between 2017 and 2024, selected through explicit inclusion criteria and appraised for methodological quality, then analysed using thematic coding to generate higher order interpretive themes. Findings show that formative feedback most consistently supports improvement because it guides revision decisions, scaffolds self-regulation, and builds writer confidence; in contrast, summative feedback and corrective feedback contribute mainly to evaluation and linguistic accuracy and are less likely to generate durable gains when used alone. Across delivery methods, teacher feedback, automated tools, and web platforms show potential, but impact is strongest when technology mediated input is paired with teacher mediation and clear explanation. The synthesis further indicates that student emotions and culturally shaped expectations condition trust, engagement, and whether feedback is translated into substantive textual change. The study contributes an integrated framework that treats feedback effectiveness as a system linking purpose, medium, affect, and context, with implications for feedback design, teacher feedback literacy, and responsible digital feedback policy in higher education. Future research should test which iterative feedback features drive lasting improvement and how hybrid human and intelligent feedback can be optimised for equitable learning.
Co-Authors Arrofa Acesta Berliana Febri Binti Farihah Cucu Suhartini Desi Desi, Desi Diah Novianti Digna Syamsiar Elin Marlina Endang Darsih Endang Darsih Endang Darsih Erwin Oktoma Erwin Oktoma, Erwin Fahrus Zaman Fadhly Fahrus Zaman Fadhly Fahrus Zaman Fadhly Icha Amalia Ifah Hanifah, Ifah Jihan Ananda Khoerunnisa, Khoerunnisa Lestari, Denisa Putri Lilis Lismaya Manan, Nanan Abdul Marwito Wihadi Marwito Wihadi Marwito Wihadi Marwito Wihadi Muhammad Aprianto Budie Nugroho, Muhammad Aprianto Budie Mulyani, Linda Muziatun Mukadji Namaziandost, Ehsan Nanan Abdul Manan Nida Amalia Asikin Nur Fathiyya Zahira Mujahidah Nur Suci Fitriyani Prita Lusiana Utami Ratna Dewanti Syifa Aulia Taufiqulloh Taufiqulloh Thamrin, Nani Thamrin, Nani Ronsani Tifani Kautsar Trisye Fujianti Umar Fauzan Vina Agustiana Wilany Alya Dwi Pratiwi Wulan Rahmatunisa