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All Journal Script Journal: Journal of Linguistic and English Teaching Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang JOURNAL OF LANGUAGE Journal Evaluation in Education (JEE) Journal of English Education Forum (JEEF)
Lalu Ali Wardana
University of Mataram
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Error Analysis in Using Past Tense in Writing Recount Text at the Tenth-Grade Students of MA Nurussalam Tetebatu in Academic Year 2024/2025 Ernawati Ernawati; Lalu Ali Wardana; Hartati Suryaningsih
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4290

Abstract

This thesis investigates the types and dominant errors made by tenth-grade students of MA Nurussalam Tetebatu in the academic year 2024/2025 when writing recount texts, specifically focusing on their use of the past tense. Writing is identified as a challenging skill for English as a Foreign Language (EFL) students in Indonesia, often leading to grammatical errors, particularly in recount texts which necessitate the use of past tense to retell events. The study categorized errors into four main types: omission, addition, misformation (selection), and misordering. Employing a descriptive quantitative research design, the research involved a sample of 62 students from classes X.2 and X.4, selected using cluster sampling from a total population of 130 tenth-grade students. Data was collected through a writing test where students composed a recount text titled "My Past Holiday". The analysis involved identifying, describing, and explaining the observed errors to understand their underlying causes, such as first language interference or a lack of conceptual understanding. The findings revealed that misformation was the most dominant error type, accounting for 53.85% of all errors. This research provides valuable insights into the persistent challenges students face in mastering English grammar, particularly past tense forms, and aims to serve as a foundation for improving teaching strategies for writing recount texts.
Humor in Translation: An Analysis of Johnny English Reborn Azzura Firda Alfian; Baharuddin Baharuddin; Lalu Ali Wardana
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4479

Abstract

This study examines the translation of humor in the film Johnny English Reborn from English into Indonesian subtitles. The purpose of the study is to analyze the construction of humor through violations of Grice's maxims and to identify Newmark's translation strategies used to maintain the comedic effect. The method applied is qualitative descriptive with an analysis of 28 humorous dialogue quotations and their translations. The results show that humor is constructed primarily through violations of the maxims of Quality and Relation, creating irony and wordplay. In translation, the Communicative and Faithful strategies are most dominant, successfully preserving the humorous intent while adapting to Indonesian cultural norms. In conclusion, effective humor translation requires a balance between pragmatic recognition of maxim violations and strategic linguistic adaptation, contributing both theoretically and practically to the field of audiovisual translation.
Predicting Future Identity of English For Young Learner (EYL) Teachers: Investigating How Coursework Shapes Pre-Service Teachers' Identities and Teaching Readiness Santi Farmasari; Lalu Ali Wardana; Baharuddin; Hartati Suryaningsih
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2344

Abstract

Background: Research on English language teacher education has largely emphasized practicum experiences in shaping professional identity and teaching readiness. However, limited attention has been given to how coursework in English for Young Learners (EYL) programs contributes to early identity formation. This gap warrants closer empirical examination Methodology: A total of 121 students enrolled in EYL courses were invited to participate, and 50 of them gave their consent. Data were collected through reflective journals and a Likert-scale questionnaire. Findings: Thematic analysis revealed four recurring themes: evolving teacher identity, teaching readiness, impactful coursework components, and aspirations for future practice. Quantitative findings supported these insights, with a strong correlation found between meaningful coursework experiences and students’ visions for their future classrooms. While many participants felt intellectually prepared, some expressed concerns about emotional readiness, underscoring the need for supportive, hands-on learning environments. Conclusion: The study concludes that coursework has formatively built not only the pre-service teachers’ skills, but also a strong and sustainable sense of who they are and hope to be as future EYL educators. Originality: Grounded in English for Young Learners pedagogy, this study foregrounds coursework as a critical site of early professional identity formation for pre-service EYL teachers. Moving beyond practicum-centered ELT research, it provides mixed-method evidence of how child-centered, play-based, and reflective coursework shapes identity, teaching readiness, and future classroom enactment in an EFL context.
Predictive Validity of Peer Assessment in Micro-Teaching: Correlation with Teacher Ratings among Indonesian Preservice EFL Teachers Santi Farmasari; Lalu Ali Wardana; La Ode Alfin Haris Munandar; Hartati Suryaningsih
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2113

Abstract

Purpose of the study: This study investigates the predictive validity of peer assessment of teacher evaluations in English micro-teaching performance among preservice teachers Methodology: This study used a quantitative correlational-predictive design with 48 preservice teachers selected through random cluster sampling. The study used peer and teacher performance assessment rubrics covering eight teaching skills, which were previously validated by two experts (CVI = 1.0). Data were analyzed using Pearson correlation, linear regression, and paired-sample t-tests to examine predictive validity, alignment, and discrepancies between peer and teacher evaluations in micro-teaching performance. Main Findings: Data reveal a moderate to strong correlation between peer and teacher scores (r = 0.645, p < 0.001), with peer assessments significantly predicting teacher evaluations (R² = 0.416). However, peer scores were consistently lower (M = 34.02 vs. 38.33, p < 0.001), particularly in complex areas like classroom management and reinforcement. This highlights peer assessment’s value as a supplementary tool for evaluating teaching and fostering reflection, while underscoring the need for assessor training and rubric calibration to ensure reliability. Novelty/Originality of this study: This study brings a new perspective by exploring whether peer assessment in English micro-teaching can actually predict teacher evaluations. Unlike most research that sees peer review only as a learning aid, this study shows peers can meaningfully mirror teacher judgments, while also revealing where their views differ. The findings highlight the potential of peer assessment as both a learning and an evaluative tool in teacher education.
Co-Authors Azzura Firda Alfian Baharuddin Baiq Almira Zulaika Dhita Hasnah Annisa Ernawati Ernawati Hartati Suryaningsih Hasri Ainun Ilmi I Gusti Agung Ayu Sasmitha Dewi Anggita Pramestya I Made Sujana La Ode Alfin Haris Munandar Lalu Nurtaat, Lalu Muhammad Amin Muhammad Amril Fadli Ni Wayan Mira Susanti Putera, Lalu Jaswadi Putri Nurhalizah Santi Farmasari Thohir, Lalu