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All Journal IJEE (Indonesian Journal of English Education) ELITE Journal: Journal of English Linguistics, Literature, and Education LinguaScopes: International Journal of Language Education Quantum Edukatif
Ulyati Retno Sari
UIN Sunan Kalijaga Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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LOST IN TRANSLATION AND THE CRUCIAL PROCESS OF CONVENTION W Witriani; Ulyati Retno Sari; Fuad Arif Fudiyartanto
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.6598

Abstract

ABSTRACT Certificates, academic transcripts, and name of institutions are such very important academic documents for any institutions, including educational institutions, which translation into foreign languages (for example into English) should be done carefully, thoroughly, and precisely. This research on the translation of such academic documents in UIN Sunan Kalijaga Yogyakarta found that, although in general the translations are correct, there are many parts of the documents that have not been properly translated. Inaccuracies occurs due to frequent inconsistencies in choosing the diction (or vocabulary), phrase structures, and inappropriate choices of the translation procedures. Therefore, the alignment, uniformity, and convention of the translations are necessary to maintain the quality of the results.   ABSTRAK Sertifikat, transkrip akademik, dan nama institusi adalah dokumen akademis yang sangat penting bagi institusi manapun, termasuk institusi pendidikan, yang ketika diterjemahkan ke bahasa asing (misalnya bahasa Inggris) harus dilakukan dengan hati-hati, teliti, dan tepat. Penelitian ini tentang penerjemahan dokumen akademis tersebut di UIN Sunan Kalijaga Yogyakarta menemukan bahwa, walaupun secara umum terjemahannya benar, ada banyak bagian dokumen yang belum diterjemahkan secara takurat. Ketidakakuratan tersebut terjadi karena sering terjadi ketidakkonsistenan dalam memilih diksi (atau kosa kata), struktur frase, dan pilihan prosedur terjemahan yang tidak sesuai. Oleh karena itu, keselarasan, keseragaman, dan konvensi terjemahan diperlukan untuk menjaga kualitas hasil. How to Cite: Witriani. Sari, U. R. Fudiyartanto, F. A. (2017). Lost In Translation and the Crucial Process of Convention. IJEE (Indonesian Journal of English Education), 4(1), 93-110 doi:10.15408/ijee.v4i1.6598.DOI: http://dx.doi.org/10.15408/ijee.v4i1.6598  
Designing Blended Learning Materials for Functional Texts in Fiction Study Ulyati Retno Sari -
ELITE JOURNAL Vol 2 No 1 (2020): Journal ELITE is English Education, Linguistics, and Literature Journal
Publisher : ELITE Association Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2060.503 KB)

Abstract

In fiction study traditional class is complicated. It always challenges to teach students fiction. They do not appreciate literature pieces as much as teacher used to in those good old days. It notices that students these days do not read many literature pieces or getting students to read the text before class. This happens also in Elements of Prose class in English Department at UIN Sunan Kalijaga. One solution to this problem that is discussed in this study is mixed method between face to face-classroom with online learning that is called blended learning. Blended learning goes beyond barriers of time, location, and culture and has created many enhanced opportunities for learners and instructors. It is effective because it allows students to read e-book versions and in classroom time, they are more focus and active on meaningful activities related with their learning materials.
Implementation of Project-Based Learning MBKM English Literature Study Program UIN Sunan Kalijaga on English Language Capacity Building at Madrasah Aliyah Diponegoro Yogyakarta Lestari, Febriyanti; Fajri, Anisah Durrotul; Sari, Ulyati Retno
LinguaScopes: International Journal of Language Education Vol. 1 No. 2 (2024): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

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Abstract

English as an international language is very important for students to learn in madrasas. One of the problems that students often face when learning English is speaking competence. To overcome these problems, one of them can be taken by implementing Project-Based Learning (PBL). This study aims to determine the effect of PBL implementation on improving the English speaking capacity of MA Diponegoro students. In addition, this study also aims to determine the changes in the attitudes of MA Diponegoro students after the implementation of the PBL learning model. The source of data for this study is 23 students of Class X MA Diponegoro Yogyakarta, 2 students of the English Literature Study Program of UIN Sunan Kalijaga who have completed the previous TEFL Methodology course and in this study act as PBL teachers, as well as 2 lecturers and 1 alumnus of the English Literature Study Program as observers. This study uses an interactive analysis method in the process of analyzing students' English language capacity and attitudes during PBL and data collection techniques through observation, interviews and documentation over a period of 3 months. The results showed that of the 23 students, all experienced significant changes in English speaking capacity (fluency, pronunciation & accent, grammar, vocabulary and details), although none of the students had really reached the excellent level. It can also be concluded that the final product of PBL in the form of English speeches that are done in pairs, uploaded to the school's YouTube channel, competed and given awards have a positive effect on changing students' attitudes, where they become more confident in practicing English speaking, motivated to dare to be active in class, and comfortable working together to complete speech projects. This kind of PBL model has the potential to be developed for MBKM activities.
Multiculturalism in Elementary Education: An Implementation of Inclusive Strategies to Foster Tolerance Sandi Pradana; Ema Puspitasari; Ulyati Retno Sari
Quantum Edukatif: Jurnal Pendidikan Multidisiplin Vol. 1 No. 2 (2024): Quantum Edukatif
Publisher : Madiha Press

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Abstract

Multiculturalism in elementary education is essential for fostering inclusivity and tolerance in increasingly diverse societies. This study examines inclusive strategies for implementing multicultural education to cultivate understanding, empathy, and social harmony among students. Utilizing a qualitative approach with a literature review methodology, data was collected from scholarly sources, including academic journals and policy reports. The findings highlight the effectiveness of culturally responsive curricula, teacher training in multicultural competence, and the use of interactive media in enhancing students’ engagement and respect for diversity. However, challenges such as limited resources, inadequate teacher training, and attitudinal barriers persist. This study underscores the need for collaborative efforts to overcome these challenges and ensure the successful integration of multicultural principles in elementary education.
The Resilience of 'Silent' Students: Re-evaluating Introversion as a Strategic Competence in EFL Learning Ulyati Retno Sari; Sandi Pradana
LinguaScopes: International Journal of Language Education Vol. 3 No. 1 (2026): LinguaScopes: International Journal of Language Education
Publisher : Madiha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67197/ls.v3i1.251

Abstract

EFL classrooms have long treated verbal participation as the primary evidence of language learning, a conflation that places introverted students at a structural disadvantage before any instruction begins. This study examines what those students are actually doing during the silences teachers routinely read as disengagement. Twelve introverted tertiary EFL students in South Sumatra, Indonesia, participated in in-depth phenomenological interviews and Stimulated Recall Interviews (SRI) conducted against video footage of their own EFL classes. Inductive thematic analysis of the resulting data identified three superordinate themes: internal language processing, metacognitive monitoring, and learner resilience. Students were engaging in silent rehearsal, mental grammar mapping, self-monitoring, and hypothesis testing, cognitive work that left no audible trace in the classroom. Their resilience took the form of compensatory strategies and self-directed learning routines that were deliberately constructed outside class hours. These findings reposition silence as a metacognitive choice rather than an affective deficit, and introversion as a form of strategic competence that standard oral assessment rubrics cannot detect. EFL teachers need assessment and participation structures that register the range of ways learners actually engage with a language.
Co-Authors Fajri, Anisah Durrotul Febriyanti Dwiratna Lestari Fuad Arif Fudiyartanto Mira Puspita Sari, Anjani Puspitasari, Ema Sandi Pradana W Witriani