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All Journal PREMISE: Journal of English Education and Applied Linguistics Jurnal Ilmiah Kanderang Tingang EBONY
Syeba, Sulamit
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Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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TEACHERS' ATTITUDES TOWARDS THE IMPLEMENTATION OF EXTRAMURAL ENGLISH (EE) IN ENGLISH AS FOREIGN LANGUAGE (ELT) Yulitriana, Yulitriana; Emeral, Emeral; Karani, Elanneri; Susanty, Susanty; Syeba, Sulamit; Aderia, Rikha; Wulansari, Angely Eunike
Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i1.11267

Abstract

Teachers have essential roles in facilitating ELT, and their attitudes towards the approaches applied will contribute to the success of language learning. The objective of this research was to examine teachers' attitudes towards the implementation of Extramural English (EE) in ELT. One-shot survey research was conducted in rural areas of a regency in Central Kalimantan, Indonesia, with 60 high school English teachers participating as the sample. A survey incorporating both closed- and open-ended questions was administered to gather data. The data analysis involved calculating the percentages from the closed-ended responses, followed by a detailed explanation of the teachers' answers to the open-ended questions. The findings indicate that most teachers have integrated Environmental Education (EE) activities throughout all phases of English Language Teaching (ELT). They employ EE, particularly in conjunction with Technology, due to its ability to broaden their knowledge, improve their skills, effectively engage students' interests, and facilitate English learning. Furthermore, the advantages of utilizing EE significantly surpass the associated challenges. Therefore, developing English Language Teaching (ELT) to meet students' English as an additional language (EAL) needs is crucial, as EAL plays a significant role in students' language development. In conclusion, teachers have a positive attitude towards implementing English Education (EE) in English Language Teaching (ELT) since it positively contributes to ELT.
Exploring the Techniques Used by the Machine and Human Translation in Translating The Gift of the Magi into Indonesian Sujiyani, Erma; Syeba, Sulamit; Norahmi , Maida; Riniyati, Riniyati
General English Education Vol 5 No 2 (2025): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v5i2.20360

Abstract

The pros and cons of which one is better in producing good result of translation between Machine Translation (MT) and Human Translation (HT) has been going on for many years. In the attempt to observe which is better between MT and HT, this article focuses on exploring the techniques used by U-Dictionary as a MT and Maggie Tiojakin as a HT in translating The Gift of the Magi into Indonesian. Data in this research are the words, phrases, clauses and sentences related to the translation techniques in the original version of The Gift of the Magi and the two translation versions. The collected data are analyzed qualitatively by using Molina and Albir’s (2002) theory. The results describe that Maggie Tiojakin used 12 techniques; they are adaptation, amplification, compensation, description, discursive creation, established equivalent, generalization, literal translation, modulation, particularization, reduction, and transposition. Meanwhile, U-Dictionary used 8 techniques; they are amplification, borrowing, calque, established equivalent, literal translation, modulation, reduction, and transposition. The dominant translation technique used by Maggie Tiojakin is discursive creation (24.54%), whereas in U-Dictionary, it is literal translation (47.27%). From the different translation techniques used, it can be proven that HT uses more various techniques and has better translation result than MT, in which the translation of the literary works especially a short story done by HT is more accurate, readable, and acceptable.
Applying Project-Based Learning to Improve Vocational English Skills Syeba, Sulamit; Debora, Debora; Susanti, Susanti; Aminarti, Dinny; Victoria, Auginae Maria
Jurnal Ilmiah Kanderang Tingang Vol 17 No 01 (2026): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v17i01.437

Abstract

A common problem in teaching English in vocational secondary schools (SMK) is the mismatch between the curriculum taught and the needs of the job market. The English learning process in SMKs differs from that in general schools, as writing, reading, speaking and listening skills are an integral part of the educational experience in vocational schools, especially in vocational English programmes. One method used to improve English skills is Project-based Learning (PjBL), which is designed to challenge students to solve real problems often encountered in the tourism industry. The purpose of this study is to implement PjBL, specifically in the Tourism department, to improve English skills and understanding of tourism services, planning, and authentic experiences, which ultimately result in products such as brochures. This research employed the Classroom Action Research method with two cycles: planning, action, observation, and reflection. To measure the effectiveness of the programme, pre-tests and post-tests were conducted. The results of cycle 1 showed that PjBL implementation was 67% because teachers and students were still adapting to this learning model. However, in cycle 2, implementation increased to 94.4%, exceeding the minimum target of 80%. The level of student engagement was recorded at 81.25%, and most of the post-test scores were in the range of 70–80. The use of PjBL in English language learning at vocational schools for tourism proved to be effective in improving students' English skills, while also developing critical thinking, collaboration, and creativity skills that are relevant to the current needs of the tourism industry.
Co-Authors Aderia, Rikha Aminarti, Dinny Debora Debora Emeral Erma Sujiyani, Erma Karani, Elanneri Norahmi , Maida Riniyati, Riniyati Susanti Susanti Susanty Susanty, Susanty Victoria, Auginae Maria Wulansari, Angely Eunike Yulitriana, Yulitriana