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All Journal Jurnal Bahasa Inggris Terapan Jurnal Pendidikan Indonesia (Japendi)
Purba, Feby Febriyani
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Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Phrasal Verbs Translation in Lore Olympus Webtoon Digital Comic Purba, Feby Febriyani; Yuliah, Siti; Rahmah, Ilma Yullinda; Arnoi, Khoirun Nisaa
Jurnal Bahasa Inggris Terapan Vol. 11 No. 1 (2025): April 2025
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35313/jbit.v11i1.6492

Abstract

This present study aims to observe: (1) the translation strategies used to translate phrasal verbs from English into the Indonesian language based on Baker’s theory; and (2) the translation assessment of phrasal verbs focusing on the accuracy and acceptability aspect based on Nababan’s parameter. This study is classified as a descriptive qualitative because the data consists of a lingual unit, specifically phrasal verbs. The analysis is also supported by simple calculations to determine the frequency and percentage of each translation strategy and its accuracy and acceptability. The data source is a Line Webtoon digital comic entitled Lore Olympus which analyzes the English and Indonesian phrasal verbs translation. The results show as follows: (1) there are only three translation strategies used, namely paraphrasing (95%), omitting the entire idiom (3.3%), and omitting a play on idiom (1.7%). (2) The translation of phrasal verbs is mostly considered accurate (93.3%) and fully acceptable (100%). Based on the findings, it implies that the translator of a digital comic Lore Olympus should prioritize paraphrasing strategies to maintain accuracy and acceptability when translating phrasal verbs from English into Indonesian.
From Debate to Dialogue: Cultivating Intercultural Citizenship through Critical Thinking in Indonesian EFL Classrooms Purba, Feby Febriyani; Rohani, Suci; Ramadhani, Syakira; Mahaputri, Ratna Andhika; Aisyah, Siti
Jurnal Pendidikan Indonesia Vol. 6 No. 7 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i7.8443

Abstract

The integration of Intercultural Communication Pedagogy (ICP) into English as a Foreign Language (EFL) instruction plays a vital role in fostering not only linguistic and cultural understanding, but also the development of intercultural citizenship. In the Indonesian higher education context, the incorporation of ICP in courses that emphasize Critical Thinking (CT) and English Debate (ED) remains limited. However, these components hold significant potential for preparing learners to become active, reflective, and engaged citizens in a globalized world. This study aims to explore how CT and ED are taught in an Indonesian EFL classroom through the lens of ICP, with a particular focus on how these practices contribute to the formation of intercultural citizenship. Employing a survey-based approach, data will be collected through document analysis (syllabi and lesson plans), questionnaires, and interviews. Participants will include twenty-one student teachers and one course instructor. The analysis will be guided by the Intercultural Communicative Competence (ICC) framework—comprising knowledge, attitude, and skills—to examine how instructional strategies support students in developing the critical awareness, empathy, and responsibility essential to intercultural citizenship. The study is expected to offer practical insights into how EFL pedagogy can move beyond language proficiency to foster a sense of global responsibility and active participation across cultures.
From Debate to Dialogue: Cultivating Intercultural Citizenship through Critical Thinking in Indonesian EFL Classrooms Purba, Feby Febriyani; Rohani, Suci; Ramadhani, Syakira; Mahaputri, Ratna Andhika; Aisyah, Siti
Jurnal Pendidikan Indonesia Vol. 6 No. 7 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i7.8443

Abstract

The integration of Intercultural Communication Pedagogy (ICP) into English as a Foreign Language (EFL) instruction plays a vital role in fostering not only linguistic and cultural understanding, but also the development of intercultural citizenship. In the Indonesian higher education context, the incorporation of ICP in courses that emphasize Critical Thinking (CT) and English Debate (ED) remains limited. However, these components hold significant potential for preparing learners to become active, reflective, and engaged citizens in a globalized world. This study aims to explore how CT and ED are taught in an Indonesian EFL classroom through the lens of ICP, with a particular focus on how these practices contribute to the formation of intercultural citizenship. Employing a survey-based approach, data will be collected through document analysis (syllabi and lesson plans), questionnaires, and interviews. Participants will include twenty-one student teachers and one course instructor. The analysis will be guided by the Intercultural Communicative Competence (ICC) framework—comprising knowledge, attitude, and skills—to examine how instructional strategies support students in developing the critical awareness, empathy, and responsibility essential to intercultural citizenship. The study is expected to offer practical insights into how EFL pedagogy can move beyond language proficiency to foster a sense of global responsibility and active participation across cultures.
Co-Authors Arnoi, Khoirun Nisaa Rahmah, Ilma Yullinda Ramadhani, Syakira Ratna Andhika Mahaputri Siti Aisyah Suci Rohani Yuliah, Siti