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All Journal Al Ishlah Jurnal Pendidikan English Language Education Reviews
Tanti Nur Khasanah
Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Translation Ability and Its Influential Factors of English Club Students in Debate Class Tanti Nur Khasanah; Imroatus Solikhah
ELE Reviews: English Language Education Reviews Vol. 2 No. 2 (2022): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v2i2.5481

Abstract

Translation is considered an essential element in the process of English learning. This descriptive qualitative study explores the translation ability and its influential factors performed by nine English club students of SMK Negeri 2 Surakarta in their debate class. Data were obtained by conducting a translation test. The students answered a questionnaire tested by the KR-20 formula to acknowledge the factors deeply. The results reveal that their ability to translate texts was good and excellent. Also, by using Microsoft Excel and interpreting using various theories in ELT, it was found that their ability was influenced by not only the external, internal, and individual factors but also their general learning strategies, way of learning vocabulary, teachers’ strategies in teaching grammar, and online tools as the part of learning media utilized by them. As translation becomes an inevitable process in ELT, these findings provide theoretical evidence that conducting TEFL by being attentive to the potential factors above and emphasizing the instructional designs is crucial. In addition, they directly influence the EFL learners’ translation ability, reflecting their English mastery and determining their success in the language learning process. Further, EFL teachers should pay more attention to their teaching strategy, consider allowing students access to online tools and motivate them to have a proper learning environment and reach optimal learning outcomes.
Document Analysis of English Course Syllabus in Business Administration: A Critical Evaluation of Syllabus Design Tanti Nur Khasanah; Nanang Heri Setyo Dwi Cahyo; Satriani Satriani; Sri Rachmajanti
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5505

Abstract

This study critically evaluates an English course syllabus for Business Administration Department at a leading Indonesian university, focusing on its alignment with needs analysis and syllabus content. Adopting a qualitative approach, the research integrates document analysis and a structured interview with the syllabus developer to identify strengths, weaknesses, and areas for improvement. The structured interview explored the Present Situation Analysis (PSA) in syllabus implementation, while critical document analysis examined the Target Situation Analysis (TSA) envisioned by the syllabus, enabling the identification of gaps and actionable solutions. Findings reveal that the syllabus relies on outdated needs analysis data, lacks adherence to the ABCD model in learning objectives, exhibits limited diversity in perspectives and examples, and omits operational verbs in learning indicators, resulting in ambiguity and misalignment with students’ practical needs. Additionally, assessments neglect the psychomotor and affective domains, suffer from unclear scoring rubrics, and display inconsistencies in grading criteria, limiting the syllabus's ability to prepare students for real-world business communication demands. This study contributes to educational sciences by underscoring the importance of updated needs analysis and comprehensive curriculum design for improving instructional effectiveness. It offers actionable recommendations for curriculum developers and educators, advocating for General English courses tailored to specific academic and professional contexts. The findings provide a framework for future syllabus development, emphasizing the integration of inclusive content, clear learning objectives, and robust assessment strategies to support higher education practices in addressing the evolving demands of a globalized and diverse student body.
Co-Authors Imroatus Solikhah Nanang Heri Setyo Dwi Cahyo Satriani Satriani Sri Rachmajanti