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AN ANALYSIS OF THE STRATEGIES USED IN TRANSLATING IDIOMS IN INDONESIA INTO ENGLISH FOUND IN INDONESIAN LEGENDS Donny Bhaskara Wicaksono; erly Wahyuni
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2018): June 2018
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v3i1.7858

In this global era, due to the growth of science, information, technology, and other people needs, translation becomes necessary in rendering information between languages. However, the process of translating is not as simple as switching the meaning of word for word based on the literal context.Idioms are one of the most problematical components of language. Idioms cannot be easily translated because of their unpredictable meaning and grammar. The purpose of this study is to find out; (1) the idiomatic expressions which are found in Indonesian Legends, (2) the meaning of the idiomatic expressions found in Indonesian Legends, and (3) the various strategies which are used in translating idioms in Indonesia into English found in Indonesian Legends.The descriptive qualitative research design, in the form of document analysis, was employed in this study. The instruments to collect the data were documents and expert opinion. Moreover, the documents consisted of the Bahasa Indonesia (Source Text) and English (Target Text) translation versions of five Indonesian Legends, namely; Batu Kuwung, Batu Menangis, Gunung Merapi, Tangkuban Perahu and Candi Prambanan. This study revealed that idiomatic expression translation strategy by paraphrasingwas the most dominant strategy used by the translator in translating the idiomatic expressions found in five Indonesian Legends (eleven out of eighteen cases). Meanwhile, the second most common strategy was translating by omission (six out of eighteen cases). The last was the strategy of using an idiom of similar meaning and form which only one out of eighteen cases. Thus, it can be concluded that the translator only applied three strategies out of the main five strategies of translating idiomatic expression suggested by Baker.

VOCABULARY LEARNING STRATEGY EMPLOYED BY HIGH-ACHIEVER UNIVERSITY STUDENTS AT MALANG Zizhi Meyretha Putri; Erly Wahyuni
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 6 No. 1 (2019): June 2019
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v6i1.8759

Learners should learn English language basic skills and also the components such as grammar, pronunciation, and vocabulary. The learners will have a difficulty in understanding interlocutor’s mean or expressing their ideas without having a sufficient vocabulary. In learning vocabulary, students may have various strategies used to improve their vocabulary. High-achiever students are considered as students who perform well in school and have a high academic achievement. This research is conducted to find out the most common strategy in learning vocabulary used by high achiever students and the reasons in choosing the strategy. Mixed methods, which combine quantitative and qualitative research design was applied for this research. Then, the instruments of this research are questionnaire and interview. The researcher takes seventh-semester high-achiever students as population and 26 high-achiever students who have Grade Point Average (GPA) 3, 51 - above were taken as the sample of this research. The result showed that the most common strategy employed by high-achiever student is cognitive strategy with mean score of 79.8. The strategies involved were note-taking, highlighting, analyzing, dictionary-use, etc. The high-achiever students preferred to use cognitive strategy because it helped them in learning English skill, easy to apply, to make them speak English well, effective and also it is comfortable to use during learning process Therefore, appropriate learning strategies would help the students perform their English well.

LITERATURE EXPOSURE IN ENGLISH LANGUAGE TEACHING AND LEARNING Erly Wahyuni
Celt: A Journal of Culture, English Language Teaching & Literature Vol 11, No 1: July 2011
Publisher : Soegijapranata Catholic University

Teachers often regard literature as inappropriate to the language classroom. Teaching literature in foreign language classroom becomes essential if teachers are concerned with the meaningful foreign language learning activities experienced by the students. It is not sufficient to only emphasize on acquiring mastery of structure andform but also involves acquiring the ability to interpret literary discourse in all its social and cultural contexts. Accordingly, this study focuses on literature exposure in English language teaching and learning. This study which is a descriptive qualitative study was endorsed the data from two sources: namely is the English lecturer and the students of the English Department of UMM The instruments used included interview and questionnaire. The result of the analysis indicates literature exposure has an essential role in English language learning because it is beneficial to the learners' linguistic development, create opportunities for personal expression as well as reinforce students' knowledge of lexical and grammatical structure. Moreover, it becomes important for English teacher to consider cultural contexts into their English language teaching. Students should be given the opportunity in the selection of materials and classroom activities that can expose and enhance students' literary knowledge and understanding.

English learning model based on social media Imron, Aly; Wahyuni, Erly; Mandang, Selvie Ratna Ivone; Mustain, Kun; Susanto, Budi
Journal of Applied Studies in Language Vol. 7 No. 2 (2023): December 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i2.141-152

This research endeavours to address the pressing need for a tailored English language learning model for students enrolled in Polytechnic institutions specializing in Food and Beverage studies. Recognizing the pivotal role of English proficiency in global culinary communication, we aim to design a comprehensive learning model. This model harnesses the potential of social media as an innovative pedagogical tool to enhance language skills, equipping students with the linguistic competence essential for success in their field. A mixed-methods approach was employed, combining quantitative and qualitative research methodologies. Initially, a thorough needs analysis was conducted to determine the specific language requirements of Food and Beverage students. Subsequently, an adaptive learning model was designed, incorporating social media platforms as supplementary tools for language acquisition. The model was tested within the curriculum of a Polytechnic institution, utilizing a pre-test/post-test design to assess the impact on students' language proficiency. The results of our study indicate a significant improvement in the English language proficiency of students following the implementation of the learning model. Quantitative analysis of pre-test and post-test scores revealed a statistically significant increase in language skills. Moreover, qualitative feedback from students and educators highlighted the model's efficacy in enhancing engagement and motivation, thereby fostering a more dynamic and effective learning environment. This research contributes to the intersection of language education and the Food and Beverage industry by providing a specialized English language learning model. The innovative integration of social media platforms as supplementary tools demonstrates the adaptability and effectiveness of this approach. The findings affirm the model's potential to bridge the gap between industry-specific language requirements and educational curricula, empowering students with the linguistic competence necessary for global success in the Food and Beverage sector. This study underscores the transformative potential of technology-enhanced language learning in specialized fields and lays the foundation for future research and pedagogical innovation. Ultimately, this research seeks to empower students, educators, and the industry at large, enriching the landscape of culinary education and communication on a global scale.

The dual benefits of comic reading: Enhancing mental health and language learning Wahyuni, Erly; Wajdi, Majid; Susanto, Budi; Sanjaya, I Nyoman Suka; Sahoo, Parshuram
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.342

This study examines how comic reading enhances mental health and English language skills by exploring its role in stress reduction, emotional well-being, and language acquisition. It focuses on the dual benefits comics offer as therapeutic tools for emotional processing and as effective resources for improving vocabulary, comprehension, and cultural understanding in English learners. Method. A mixed-method approach was adopted, combining survey responses from 100 participants and semi-structured interviews with 15 individuals. Quantitative data were analysed to identify trends in mental health and language improvements, while qualitative data provided deeper insights into personal experiences with comic reading. Results and Discussion. The findings revealed that 75% of participants experienced stress relief from comic reading, with 50% noting improved mood. Emotional connections to characters fostered empathy and self-reflection, aiding in resilience. In language learning, 70% of English learners reported better vocabulary retention and comprehension, highlighting the role of visual cues and narrative context in supporting language acquisition. Challenges such as time constraints and limited research on specific genres were identified, but comics consistently proved to be engaging tools for personal and linguistic growth. Conclusion. Comics are valuable resources for enhancing emotional well-being and language proficiency. Their integration into mental health programs and educational curricula can foster resilience and cultural understanding while providing an enjoyable learning experience. This study underscores the potential of comics as a versatile medium that bridges the gap between entertainment, education, and emotional health.

Anemia berhubungan dengan Perdarahan Post Partum Yasin, Zakiyah; Hannan, Mujib; Wahyuni, Erlyn
Journal Of Health Science (Jurnal Ilmu Kesehatan) Vol 6 No 1 (2021): JOURNAL OF HEALTH SCIENCE (JURNAL ILMU KESEHATAN)
Publisher : Fakultas Ilmu Kesehatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24929/jik.v6i1.1359

Pregnant women who experience anemia and untreated until the end of pregnancy will have an effect at the time of delivery, so that it can cause post partum hemorrhage which results in death in the mother. This study aims to analyze the relationship between anemia and the incidence of post partum hemorrhage in Puskesmas Lenteng, Lenteng District, Sumenep Regency. The study design was analytic with a retrospective approach, the total population was 35 mothers, the total sample was 29 mothers, the sampling technique used random sampling. The independent variable is anemia, the dependent variable is the incidence of post partum hemorrhage. Collecting data using a checklist, data analysis using the chi square statistical test, the value of a = 0.05. The results showed that of the 29 women who gave birth, most of them experienced anemia (HB level <11 g%) during pregnancy, as many as 19 mothers gave birth (65.5%), and of the 29 mothers gave birth, most of them experienced post partum hemorrhage as much as 17 mothers gave birth (59%). The result of statistical tests using chi square with a value of a = 0.05, the resulting value (ρ) = 0.000, so that the value (ρ) <a (0.000 <0.05), which means that H0 is rejected and H1 is accepted, i.e. the relationship between anemia and the incidence of post partum hemorrhage at the Lenteng Public Health Center, Lenteng District, Sumenep Regency in 2020 In order to reduce the incidence of post partum hemorrhage, it is hoped that the mother in labor can prevent anemia during pregnancy, namely by consuming foods that contain lots of protein such as meat, liver, eggs, vegetables, folic acid (Vitamin C) and consumption of Fe tablets regularly and how to drink properly and according to conditions / needs.

English learning model based on social media Imron, Aly; Wahyuni, Erly; Mandang, Selvie Ratna Ivone; Wajdi, Majid; Susanto, Budi
Journal of Applied Studies in Language Vol. 7 No. 2 (2023): December 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i2.141-152

This research endeavours to address the pressing need for a tailored English language learning model for students enrolled in Polytechnic institutions specializing in Food and Beverage studies. Recognizing the pivotal role of English proficiency in global culinary communication, we aim to design a comprehensive learning model. This model harnesses the potential of social media as an innovative pedagogical tool to enhance language skills, equipping students with the linguistic competence essential for success in their field. A mixed-methods approach was employed, combining quantitative and qualitative research methodologies. Initially, a thorough needs analysis was conducted to determine the specific language requirements of Food and Beverage students. Subsequently, an adaptive learning model was designed, incorporating social media platforms as supplementary tools for language acquisition. The model was tested within the curriculum of a Polytechnic institution, utilizing a pre-test/post-test design to assess the impact on students' language proficiency. The results of our study indicate a significant improvement in the English language proficiency of students following the implementation of the learning model. Quantitative analysis of pre-test and post-test scores revealed a statistically significant increase in language skills. Moreover, qualitative feedback from students and educators highlighted the model's efficacy in enhancing engagement and motivation, thereby fostering a more dynamic and effective learning environment. This research contributes to the intersection of language education and the Food and Beverage industry by providing a specialized English language learning model. The innovative integration of social media platforms as supplementary tools demonstrates the adaptability and effectiveness of this approach. The findings affirm the model's potential to bridge the gap between industry-specific language requirements and educational curricula, empowering students with the linguistic competence necessary for global success in the Food and Beverage sector. This study underscores the transformative potential of technology-enhanced language learning in specialized fields and lays the foundation for future research and pedagogical innovation. Ultimately, this research seeks to empower students, educators, and the industry at large, enriching the landscape of culinary education and communication on a global scale.

EFL Learners’ Expectations and Perceived Instructional Fulfilment in a University-Based English Course: A Mixed-Methods Study Hartiningsih, Sri; Wahyuni, Erly; Elfana, Riza; Nurbatra, Laela Hikmah; Sasmita, Silvia Kusuma; Ananta, Regina Angelic Medy
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.6047

In the digital era, aligning instructional practices with learner expectations has become increasingly critical for the success of foreign language programs, particularly in non-formal educational contexts where learners voluntarily enroll with strong instrumental motivations. Despite the recognized importance of learner-centered pedagogy, a significant gap persists between what learners expect from language courses and what is actually delivered in the classroom. This study aims to explore English learners' expectations and examine the extent to which these expectations are perceived as fulfilled in a university-based English course. An explanatory sequential mixed-methods study design was employed, involving 22 English language learners at the Foreign Language Course (KBA). Quantitative data were collected using an opened ended in the beginning course and five-point Likert scale questionnaire administered after ten course meetings, while qualitative data were gathered through semi-structured interviews with 11 of the 22 respondents to explain and contextualize the numerical findings. Descriptive statistics (frequency and percentage) and thematic analysis based on the Miles and Huberman interactive model were used to analyze the data. The findings reveal that learners hold multidimensional expectations, with speaking skills (77%) and a non-threatening learning environment (82%) being the highest priorities. Learners perceived high fulfillment of expectations regarding teacher competence (59-77% highly suitable), teacher attitudes (68-86% highly suitable), and learning environment (68-77% highly suitable). However, two notable gaps were identified: the use of interactive applications such as Quizizz and Kahoot (36.3% slightly suitable) and schedule flexibility (18.1% slightly suitable and 4.5% unsuitable). This study concludes that learners generally reported positive perceptions of teacher-related and classroom-environment dimensions, accompanied by lower ratings for interactive applications and scheduling. However, these findings represent perceived fulfillment rather than objective evidence of instructional quality or language learning outcomes. The results may serve as formative feedback for program planning rather than definitive evaluation, and future research should incorporate observational and achievement measures to complement self-report data.

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