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All Journal Indonesian Journal of English Language Studies (IJELS) Lire Journal (Journal of Linguistics and Literature) Indonesian Journal of English Language Teaching and Applied Linguistics
Heidy Wulandari, Heidy
Universitas Sanata Dharma
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Translating Theory of English into Indonesian and Vice-Versa Apriyanti, Teti; Wulandari, Heidy; Safitri, Marita; Dewi, Novita
Indonesian Journal of English Language Studies (IJELS) Vol 2, No 1 (2016): March 2016
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v2i1.350

Abstract

The present study is aimed at providing translating theory of English into Indonesian and vice versa. In achieving the aim, content analysis of expressive (poem), informative (report andacademic), and vocative text (advertisement) is applied. The analysis is based on threeaspects consisting of grammatical structure, cultural words, and writing mechanic. The resultshows that the translator needs to adapt the grammatical structure, cultural words, and writingmechanic of source language into target language. However, there are exceptions in culturalwords and capitalization. In translating from English into Indonesian especially in academictext, some English words are assimilated into Indonesian (foreignization). In translatingIndonesian poem into English, the target text capitalization imitates source textcapitalization. Besides, for the purpose of attractiveness, persuasion, and effectiveness intranslating Indonesian advertisement into English, different words are prefered but themeaning is retained. Keywords: translating theory, English, Indonesian
ENGLISH TEACHERS' CULTURAL BACKGROUND AND THEIR TEACHING BELIEF Wulandari, Heidy
Lire Journal (Journal of Linguistics and Literature) Vol. 3 No. 1 (2019): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/lire.v3i1.44

Abstract

This paper is a non-research article which aims at elaborating the relation between teachers’ cultural background and their teaching beliefs. Way of thinking, behaviour, value, tradition, and belief in a society are taken into account as aspects of cultural background in this paper. Meanwhile belief is considered as unchangeable principle set in teachers’ personality which has impact on what they do in the classroom. The red line between cultural background and teachers’ beliefs has positive and negative side. Thus it is important for teachers to rely not only on their belief but also students’ needs and other supporting teaching aspects in order to reach a successful teaching and learning process.
Students’ Objective Needs in Learning to Write: An Overview on the EFL Teaching and Learning Practice Banu, Tri Buce J.; Benu, Sonya V. Ch.; Wulandari, Heidy
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v3i1.141

Abstract

Writing in English has been so long becoming a required skill for EFL learners to master. However, to being well-qualified in this skill is not easy, since students should undergo systematic processes by learning and internalizing every single aspect of the language and the usage. Thus, students certainly have needs to be considered by English teachers when teaching. Definitely, every student has different  personal competence that requires intensive guidance. This study is aimed at finding out and describing the Basic Writing students of STKIP SoE English Education Program objective needs in learning to write in English. Descriptive qualitative was applied as the method and 24 students who just finished with their Basic Writing class were the participants. Students’ writing drafts, reflective statements and interview were used to collect the data. Based on the data from the instruments, the result showed that almost all of the students were weak in applying the language aspects including grammar, vocabulay mechanism, consistency of sentence and ideas construction, paragraph structure and coherence in writing. Here, the problems convey valuable information for EFL teachers on how to consider better teaching implementation to improve the students’ competence in English particularly in writing skill to create well-qualified writers in the future. Beside that, enligthening the teachers on what to consider in teaching writing from the basic to the higher writing levels.      
Co-Authors Banu, Tri Buce J. Benu, Sonya V. Ch. Marita Safitri Novita Dewi Teti Apriyanti, Teti