Article Per Year (5 Year)
p-Index From 2020 - 2025
0.778
P-Index
This Author published in this journals
All Journal JURNAL TAHURI REiLA: Journal of Research and Innovation in Language E-CLUE Journal of English Culture, Language, Literature and Education Jurnal Ilmu Pendidikan dan Bahasa
Arsai, Alfons Napoleon
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Does it Work?: Applying English Translation Shift to Achieve Students’ Ability Arsai, Alfons Napoleon; Arsai, Almendita Flora Wendelmood
Journal of English Culture, Language, Literature and Education Vol. 12 No. 2 (2024): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v12i2.10935

Abstract

This study investigates the translation abilities of English Education students, specifically the 2022 cohort at the English Education Department, Faculty of Teacher Training and Education, University of Papua. Conducted in March 2024, this research adopts a quantitative method, utilizing a translation shift approach to analyze the collected data. The study's sample consisted of 20 purposively selected students from the 2022 batch (Arikunto, 1993). A translation test was employed as the primary data collection instrument, focusing on simple phrases and sentences. The collected quantitative data were analyzed to evaluate students' translation skills and determine the frequency of applied translation shifts. The findings reveal that students predominantly utilized translation shifts in their translations, with the most frequent being structure shifts and unit shifts. These shifts highlight the students' preference for adapting grammatical structures and linguistic units to achieve equivalence between the source and target languages. Moreover, out of six recognized types of translation shifts, the students successfully demonstrated competence in four, reflecting their ability to handle a range of translation challenges based on the provided test items.
Types of Figurative Speech in Biak Arsai, Alfons Napoleon; Arsai, Almendita Flora Wendelmood
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 3 No 2 (2025): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v3i1.230

Abstract

Biak tribal language is one of the vernaculars spoken in Papua which is categorized as a member of Austronesian phylum and Geelvink bay sub phylum. The speakers of this language are approximately 40.000 people. These people are on islands of Biak, Numfor, numerous islands east and west of Bird’s head, in Manokwari and in northern Bird’s head including Mapia island. There are six dialects in Biak namely, Var Risen, Var Swandiwe, Var Awer, Var Swandivru, Var Dore and Var Eramber. The method used to collect the data is qualitative method by applying descriptive approach to describe the data from the instruments by interviewing. This paper discusses types of figurative speech in Biak related to indirect meanings. The use of figures of speech in Biak society aims to soften the messages conveyed by a speaker indirectly in meaning by using connotative expressions. Descriptive method was used in describing and analyzing the data. The simple techniques in analyzing the data were as follow: (1) provide Biak transcriptions, (2) do English gloss, (3) do free translation and (4) provide the connotative meanings of each figurative speech. From discussion point of view, there are eleven types of figures of speech found in Biak such as similes, hyperbole, personification, euphemisms, synecdoche, methonymy, litotes, irony, metaphor, sarcasm and parable.
Curriculum Reform Meets Classroom Realities: Selected Indonesian Teachers’ Perspectives on the Merdeka Curriculum Kumayas, Tirza; Luntungan, Grace Shirley; Arsai, Alfons Napoleon; Tatipang, Devilito Prasetyo
REiLA : Journal of Research and Innovation in Language Vol. 7 No. 1 (2025): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/5x19dj04

Abstract

The introduction of the Merdeka Curriculum marks a transformative shift in Indonesia’s English Language Teaching (ELT) landscape by promoting flexibility, student-centered learning, and project-based approaches. However, the success of such curriculum reform relies heavily on how teachers, as frontline implementers, perceive, adapt, and navigate its complexities in diverse classroom realities. Addressing a critical gap in existing research that predominantly focuses on policy-level analysis, this qualitative case study investigates the lived experiences, perceptions, and coping strategies of Indonesian ELT educators amidst the early stages of Merdeka Curriculum implementation. Drawing on Fullan’s theory of educational change, data were gathered through semi-structured interviews, classroom observations, and document analysis involving 20 English teachers, 30 students, and 10 administrators across rural, suburban, and urban settings. Thematic analysis revealed that while the curriculum fosters innovation and autonomy, teachers face significant constraints including insufficient training, technological inequity, and excessive administrative demands. Despite these challenges, educators expressed strong support for student-centered instruction, multimedia integration, and skill development emphasizing communication and critical thinking. This study contributes uniquely by offering context-specific insights into teacher agency within systemic constraints, advocating for equitable resource allocation, professional development, and collaborative policy feedback mechanisms. By amplifying teacher voices, this research not only informs national curriculum design but also engages in broader global conversations on curriculum autonomy, pedagogical reform, and the essential role of teachers in enacting meaningful educational transformation.
Tracing Interlanguage through Grammatical Errors: An Analysis of Indonesian–English Translation by Junior High School Students Arsai, Alfons Napoleon; Arsai, Almendita Flora Wendelmood
Jurnal Tahuri Vol 21 No 1 (2024): February 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue1page69-83

Abstract

This study examines grammatical errors in Indonesian–English translation by junior high school students to trace interlanguage development during second language acquisition. In Indonesian EFL classrooms, grammatical errors persist as a key learning challenge, reflecting both limited linguistic mastery and the evolving interlanguage system in learners’ cognition. This mixed-method research integrates error analysis and interlanguage theory, involving 28 eighth-grade students who completed a short translation task followed by interviews. Errors were analyzed using the Surface Strategy Taxonomy, covering omission, addition, misformation, and misordering, and subsequently quantified and interpreted linguistically. Findings show that misformation and omission errors dominate, indicating transitional interlanguage stages shaped by literal translation strategies and structural transfer from Indonesian. The study highlights the cognitive and sociolinguistic factors influencing learners’ interlanguage, including instructional input and habitual language use. Its novelty lies in systematically linking grammatical errors in translation with interlanguage development at the junior high school level in Indonesia, an underexplored context. The study contributes to applied linguistics by extending interlanguage and error analysis frameworks to a Southeast Asian setting and offers pedagogical insights for grammar and translation instruction. Teachers are encouraged to design interlanguage-sensitive remedial strategies addressing dominant error types and bridging structural differences between Indonesian and English.
Co-Authors Arsai, Almendita Flora Wendelmood Devilito Prasetyo Tatipang Grace Shirley Luntungan Tirza A Kumayas