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All Journal Education and Linguistics Knowledge Journal (Edulink) Indonesian Review of English Education, Linguistics, and Literature
Kurniarahman, Iwan
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Politeness Strategies Between Asian Students and an Indonesian Teacher in English-as-a-Foreign Language Interactions Kurniarahman, Iwan
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 6 No 2 (2024): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v6i2.5893

Abstract

The use of politeness by teachers and students in classroom interactions is one of the pragmatics subjects that have drawn a lot of attention. Although considered under-researched, politeness remains one of the most interesting topics, including in Indonesia. This study investigates the politeness strategies used by students from different countries during the learning process with a native Indonesian tutor. A mixed-method approach was used: qualitative method mainly described the politeness strategies, meanwhile a quantitative approach was used to determine the distribution of each type of strategy. The participant was one English teacher, an Indonesian native speaker, and nine students from three different countries, i.e., China, India, and Indonesia. Data collection was conducted using video recordings, followed by a structured process of analysis which involved transcription of the recorded interactions, coding key linguistic and behavioral elements, classifying them based on identified themes, and conducting a detailed analysis. The findings showed that only three politeness strategies were employed within the teacher-student interaction, i.e., Bald on Record, Positive Politeness, and Negative Politeness. Meanwhile, the Off-Record strategy was not used, possibly due to the need for direct and clear communication in the classroom setting, where avoiding ambiguity is crucial for effective instruction and language learning. The study suggests that teachers and students can use the study's findings as a reference to enhance their interactions.
Analyzing Translation Methods in the Hidden Figures Movie Arroihana, Fairuz Zahro; Kurniarahman, Iwan
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 2 No. 2 (2024): October 2024, Indonesian Review of English Education, Linguistics, and Literatu
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v2i2.3720

Abstract

This study aimed to analyze the translation methods used in the Indonesian subtitles of the movie Hidden Figures based on Newmark’s framework. Employing a mix method, the study identified the application of Newmark’s eight translation methods: word-for-word, literal, faithful, semantic, adaptation, free, idiomatic, and communicative translation. The analysis revealed that all eight methods are present in the subtitles, with the communicative and literal translation methods dominating. Communicative translation accounts for 48.56% (271 occurrences) of the translation strategies used. This translation method conveys a clear and natural message to the target audience. Literal translation accounted for 22.75% (127 times). This translation method follows the source language text while maintaining the grammatical structure of the target language. The finding suggests that the translator prioritized accessibility and clarity for Indonesian viewers while balancing fidelity to the source text with naturalness in translation. The study’s findings provide practical insights for language learners on applying translation methods to everyday communication. Communicative translation emphasizes conveying meaning over exact words, helping learners focus on clarity and comprehension in real-life conversations. Literal translation proves useful for accuracy, particularly with technical terms or straightforward statements. This encourages learners to directly translate terms where languages closely align. The minimal use of semantic translation and adaptation suggests learners should apply these methods when dealing with nuanced meanings or cultural differences, ensuring emotional or cultural relevance without losing key ideas. Understanding these methods helps learners adapt to diverse communication contexts effectively. The limitations and suggestions for future research are also presented
Co-Authors Arroihana, Fairuz Zahro