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All Journal PANYONARA: Journal of English Education MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan EDUJ : English Education Journal
Nana Raihana Askurny
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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PENERJEMAHAN PRAGMATIK TEKSTUAL DALAM PENGAJARAN BIPA Nana Raihana Askurny
MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan Vol 14, No 1 (2016): Vol. 14, No. 1, Juni 2016
Publisher : Balai Bahasa Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/mm.v14i1.1171

Abstract

Study of teaching learning of BIPA (Bahasa Indonesia untuk Penutur Asing) or Indonesian Language for Non Native Speakers becomes a specific and identical field in education. Balai Bahasa Medan operates BIPA class since 2009 until today; this practically shows that translation method is undeniable. The researcher and also as BIPA teacher found that process of translating applied consciousness whether by the students and also by the teacher. Translation happened from the source language (Indonesia) to English as education language practiced by the teacher, and form his mother language to Indonesian language, practiced by the student. The data of this research is words, phrases, and clauses, they are observed, collected, and analyzed. Finally, its concluded that pragmatic translation was applied by teacher and students, and specifically occurred by words, phrases, and clauses which are different colucution, routine personal pronoun, and pragmatic translation in the matter of diction.
An Analysis of Student’ Writing Competence through Biography Text: A Case Study at SMKN 3 Tanjungpinang Ayona Dwi Sefiani; Nana Raihana Askurny; Disti Apriani; Wulandari; Sufy Rizky; Apriyadi; Farhan Adyatma Zachary
EDUJ : English Education Journal Vol. 3 No. 1 (2025): June 2025
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v3i1.1852

Abstract

Writing is one of the most complex and challenging language skills for students in vocational high schools, especially in writing biography texts. This study aims to analyze the writing competence of eleventh-grade students in the Industrial Automation Engineering program at SMKN 3 Tanjungpinang through their biography text products. A qualitative descriptive approach was used, and data were collected through student worksheets containing tasks to write about public figures. The data were analyzed using four writing assessment criteria: content, organization, grammar, and mechanics, based on Brown's (2007) rubric. The findings showed that most students demonstrated relatively strong performance in the aspects of content and grammar, but faced significant difficulties in organizing coherent paragraphs and applying proper punctuation and spelling. The highest score obtained was 96, while the lowest score was 55, with an overall mean score of 80.64. These results show that although students have a strong foundation in writing skills, more contextualized, systematic and feedback-based learning strategies are needed. The application of genre-based approaches, the use of authentic model texts, and continuous training in text cohesion and coherence are recommended to comprehensively improve students' writing competence in the context of vocational education.
Inclusive English Teaching Strategies at SLBN 1 Tanjungpinang: Blind vs deaf students Nana Raihana Askurny; Firmansyah, Bianca Naluri; Andri Wijaya Ginting; Tasya Alkhaira; Wawan Ramdani; Syarifah Nazla Alqudsy
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.20597

Abstract

This study focuses on inclusive English teaching strategies for blind and deaf students at SLBN 1 Tanjungpinang, emphasizing that education must be ensured for all students, including those with special needs. The purpose of the study is to explore differentiated instructional approaches that align with the sensory modalities of each group to enhance learning outcomes. . Using a qualitative case study approach, the study employs field-based observations and reflective documentation as research methods. The study compares auditory and tactile strategies for blind students with visual-based methods for deaf students. The main findings indicate that blind students benefit from interactive storytelling, structured verbal activities, and tactile materials such as Braille, while deaf students gain from vocabulary modelling, sign language, and visual aids. The study concludes that adaptive pedagogy, tailored to sensory strengths, is critical for competency-based and inclusive English education in special schools, despite challenges like limited resources and the need for continuous teacher training.
Co-Authors Andri Wijaya Ginting Apriyadi Ayona Dwi Sefiani Disti Apriani Farhan Adyatma Zachary Firmansyah, Bianca Naluri Sufy Rizky Syarifah Nazla Alqudsy Tasya Alkhaira Wawan Ramdani WULANDARI