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English Focus: Journal of English Language Education
Published by Universitas Pancasakti Tegal
ISSN : -     EISSN : 26146355     DOI : 10.24905
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
English Focus was launched with the intention to make quality research output available for scholars in the field of language education. Although the focus is primarily on research on language education, we will also consider papers in other areas of applied linguistics such as language testing as far as they have clear implications for language teaching/learning. Reviews of the literature are not acceptable for this Journal; however, status papers by experts in the field are called for as long as explicit implications are drawn in favor of language teaching and learning. English Focus (p-ISSN: 2614-638X and e-ISSN: 2614-6355) is an open access academic, scholarly peer-reviewed journal and follows a double-blind review policy. The Journal is scheduled for publication semiannually, in July and December, with the first issue to appear in December 2017.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 3 Documents
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Search results for , issue "vol 9 no 2 (2026)" : 3 Documents clear
Translation Errors of EFL Intern Students in a Professional Translation Company: A TQA-Based Analysis Nabila, Putri; Eka Budiastuti, Riana; Deni Wijayatiningsih, Testiana
Jurnal Bahasa Inggris Vol 9 No 2 (2026)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

This study examines the types of English-Indonesian translation errors produced by intern students at Tap Indo Translation Company and identifies the challenges influencing these errors in a professional context. Employing a descriptive qualitative approach, the data were gathered from translated documents created by five interns, validation results from three professional assessors, and semi-structured interviews with the participants. The analysis applied the Translation Quality Assessment (TQA) framework by Nababan, Nuraeni, and Sumardiono (2012), focusing on accuracy, acceptability, and readability. The results indicate that readability achieved the highest mean score (2.67), suggesting that most translations were generally clear and easy to understand. Accuracy followed with a mean score of 2.60, showing that although some distortions in meaning and inconsistencies in terminology occurred, the main messages were largely conveyed. Meanwhile, acceptability received the lowest score (2.47), indicating that many translations lacked naturalness and did not fully align with Indonesian linguistic norms. Readability was supported by clear sentence structure and logical information flow, despite occasional complexity. Accuracy issues were mainly caused by misinterpretation of polysemous words and limited contextual awareness. Acceptability problems were reflected in literal translation tendencies and unnatural sentence constructions influenced by English syntax. Interview findings reveal that these challenges stem from limited familiarity with specialized terminology, lack of experience with professional text types, and time constraints. Nevertheless, the internship contributed to improving the interns’ translation awareness, decision-making abilities, and use of effective strategies such as revising drafts, consulting references, and seeking feedback.
Cohesive Devices Function within Toulmin’s Argument Structure: A Discourse Analysis of EFL Students’ Argumentative Essay Setiyono, Wahyu; Widhiyanto, Widhiyanto
Jurnal Bahasa Inggris Vol 9 No 2 (2026)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

This study examines how cohesive devices function within the components of Toulmin’s Model of Argumentation in EFL undergraduate students’ argumentative essays. Despite extensive research on cohesion in academic writing, few studies have explicitly explored the functional relationship between cohesive choices and argumentative structure, particularly in the Indonesian EFL undergraduate context. Employing a qualitative discourse analysis design, the study analyzed five argumentative essays produced by students enrolled in a Factual and Critical Writing course at a public university in Indonesia. Drawing on Halliday and & Hasan’s (1976) cohesion framework and Toulmin’s (1958) argumentation model as complementary analytical lenses, the analysisi identified and classified cohesive devices before mapping their rhetorical functions onto each argument component. The findings reveal three principal patterns. First, conjunction and reference were the most dominant cohesion categories, while substitution and ellipsis were entirely absent. Second, adversative conjunctions most consistently supported the claim and rebuttal components, whereas lexical cohesion – when realized through collocation and synonymy – most effectively reinforced data and warrant construction. Third, the backing component was absent from all five essays, and rebuttal moves were uniformly incomplete across the corpus. These findings demonstrate that cohesive density does not automatically produce argumentative strength, as the rhetorical effectiveness of cohesive devices depends on their functional appropriateness, referential precision, and the propositional richness of the content they connect. The study concludes with pedagogical recommendations for integrating function-focused cohesion instruction with Toulmin-based argumentative scaffolding in EFL writing courses.
Translanguaging Practices in Understanding English Tenses: Insights from Indonesian Undergraduate Students in English Education Programs Ramadhani, Alfarozi Zidane; Widhiyanto, Widhiyanto
Jurnal Bahasa Inggris Vol 9 No 2 (2026)
Publisher : LPPM Universitas Pancasakti Tegal

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Abstract

The English tenses present a significant grammatical challenge for Indonesian EFL learners due to the structural contrast between English and Bahasa Indonesia, which does not mark temporal distinctions through verb inflection. While conventional grammar instruction often relies on form-focused repetition, such approaches fail to build deep conceptual understanding necessary for authentic communication. This study investigates how translanguaging practices in peer-only group discussions support Indonesian undergraduate students in understanding English tense structures. Employing a qualitative descriptive design, this study examines a recorded peer group discussion among four fourth-semester students enrolled in an English Education program at a university in Indonesia. Data were analyzed using thematic analysis following Braun and Clarke's (2006) framework. Three themes were identified: translanguaging as scaffolding, negotiation of meaning, and benefits and challenges of peer translanguaging. The findings reveal that students spontaneously drew on Bahasa Indonesia to clarify, explain, and illustrate English tense concepts for peers, functioning as mutual scaffolding within Vygotsky’s Zone of Proximal Development. Translanguaging also served as a meaning negotiation tool, with varied outcomes depending on the conceptual accuracy of group members. Additionally, translanguaging fulfilled socio-emotional functions, fostering group cohesion and interpersonal care. However, a key challenge emerged: peer-only translanguaging cannot resolve false cognate errors when all members share the same L1 interference and no more capable interlocutor is present. These findings contribute empirical evidence of spontaneous peer translanguaging in grammar learning and suggest that English Education programs should recognize translanguaging as a legitimate and effective peer learning strategy, supported by teacher monitoring.

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