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All Journal Proceeding of International Conference on Teacher Training and Education SALEE: Study of Applied Linguistics and English Education TOFEDU: The Future of Education Journal DUTIES: Education and Humanities International Journal
Raudhatul Haura, Raudhatul
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Video Recording Mobile Phone Camera of Micro Teaching Subject in Teaching Skills of Students Teacher : The Case of Students Teacher Education in Islamic Kalimantan University MAB Banjarmasin Dayu, Angga Taufan; Haura, Raudhatul
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (267.014 KB)

Abstract

Teacher training and education programme has activities that are in the form of  lecture intended to train students to have experience with factual and technical readiness about the learning process, and basic skills learning which can then be used in preparation to develop themselves as prospective educators before plunging into school. The research design is qualitative research. This study investigated the perceptions of student teachers to video recording mobile phone camera as the media in teaching micro teaching. The data were collected through in depth semi-structured interviews with 18 student teachers in English Department Programme of Faculty of Teacher Training Education of Islamic Kalimantan University MAB Banjarmasin. Participatns indicated that they used video recording handphone camera in learning/exploring theory of teaching practice of hands on experience. The research has also shown that by using video recording handphone camera the students had more to do teaching practice, as they need the application skills of teaching. Based on the findings in this study, it is recommended that the teacher education training programme in Islamic Kalimantan University recomended increase the amount of time for teaching practice for student teachers by using video recording handphone camera.
Translation Strategies Used by Tiffany Tsao in Rendering Culture-Specific Items in Dewi Lestari’s “Paper Boats” Ifadloh, Nur; Nufus, Zahratun; Haura, Raudhatul; Aulia, Syairatul; Sari, Yustika Desta
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1011

Abstract

To This study aims to reveal the translation strategy used by Tiffany Tsao in rendering of CSIs in the novel “Paper Boats” by Dewi Lestari based on Baker's theory. This study is descriptive qualitative research. The data consist of lingual units, in the form of words or phrases, which contain culture-specific items. The source of data is taken from “Paper Boats” novel by Dewi Lestari that translated by Tiffany Tsao. The data were collected through observation and by taking notes and analyzed using the equivalent and referential methods. The findings show that there are six translation strategies used by Tiffani Tsao in rendering CSIs in Dewi Lestari's paper boats novel. Superordinate (translation by a more general word) becomes the most dominant translation strategies in rendering CSIs in this novel followed by translation using a loan word or loan word plus explanation, translation by cultural substitution, translation by paraphrase using related words, translation by paraphrase using unrelated words and translation by omission.
Integrating Banjarese of The Philosophy of Sasirangan Fabric Into English Language Teaching: A Cultural-Based Language Learning Approach Haura, Raudhatul
The Future of Education Journal Vol 4 No 6 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i6.693

Abstract

This research explored the integration of Banjar culture, particularly the philosophy behind Sasirangan fabric, into English language teaching through a culture-based approach. In Indonesia, English language education often emphasizes technical aspects such as grammar and vocabulary, which can create a disconnect from real-life language use. By incorporating local cultural elements like Sasirangan, a traditional fabric with deep philosophical values representing diversity, resilience, and cooperation, this research aims to enrich the learning experience and improve students' English proficiency. The research used a qualitative, literature-based approach to analyzed how Sasirangan’s symbolic meanings can enhance speaking, listening, reading, and writing skills. The reserch finds that integrating cultural values from Sasirangan into English teaching not only fosters a deeper understanding of the language but also strengthens intercultural competence, motivating students and increasing their engagement. Despite challenges such as limited resources and teachers' understanding of local culture, the research suggests that the use of culturally relevant materials, like videos and interactive content, can facilitate this integration. Ultimately, this approach supports both language acquisition and cultural appreciation, offering a holistic learning experience.
Discourse Markers in Learners’ YouTube Comments: A Study of Informal Academic English Haura, Raudhatul; Musa, Aloba Fatimah
DUTIES: Education and Humanities International Journal Vol. 1 No. 2 (2025): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v1i2.226

Abstract

This study investigates the use of discourse markers (DMs) by English as a Foreign Language (EFL) learners in YouTube comments on academic-related videos. Drawing on Fraser’s typology, the research explores the types of DMs most frequently used and how learners employ them to structure arguments, express stance, and maintain coherence in informal academic English. A total of 300 learner comments, some from the same users, were collected from ten academic YouTube videos and analysed through qualitative content analysis. The findings reveal that learners primarily used contrastive, elaborative, and inferential discourse markers such as but, also, and therefore to organize ideas and express reasoning. Stance-related markers like I think and actually were also prevalent, signaling learners' personal evaluations. Additionally, elaborative markers contributed to textual flow and coherence. These patterns indicate that EFL learners are able to apply academic discourse strategies within informal digital contexts, demonstrating emerging discourse competence and pragmatic awareness. The study highlights the pedagogical potential of digital platforms like YouTube as spaces for meaningful language use and suggests incorporating informal online texts into language teaching practices.
Co-Authors Angga Taufan Dayu, Angga Taufan Aulia, Syairatul Ifadloh, Nur Musa, Aloba Fatimah Nufus, Zahratun Sari, Yustika Desta