TRANS-KATA: Journal of Language, Literature, Culture, and Education
Focus Trans-Kata: Journal of Language, Literature, Culture and Education is a peer-reviewed international journal published by Transbahasa. Trans-Kata aims to bring together research and academic works from the fields of arts and humanities especially in the areas of language, literature, culture and education. Scopes The journal welcomes contributions in such areas of current analysis in: Language education Translation studies Applied linguistics Multilingual and multicultural education Literary scholarship and literary education Cultural education and cultural studies (including culture and tourism) Arts education Teacher Education Education Management Educational studies
Articles
117 Documents
<![CDATA[Translation Challenges: The Case of Edo ]]>
<![CDATA[Esohe Mercy Omoregbe]]>;
<![CDATA[Edosa James Edionhon]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 1 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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DOI: 10.54923/transkata.v3i1.106
<![CDATA[Translation according to Uwajeh (2005), is the linguistic communication activity whereby the information expressed with some given construct, called a ‘source text’, of a given language (a source language), is re-expressed with some equivalent construct, called the ‘target text’, of another given language (the target language). The study investigates the challenges an Edo translator encounters when translating either from English to Edo or from Edo to English. The study sets out to help the Edo native speakers have the additional competence of reading and writing in the Edo language. The data for the study was collected from native speakers of Edo who can read and write the language and through direct interviews with those who are competent in speaking the language. The theoretical framework adopted for this study is the formal correspondence and dynamic equivalence. The study reveals that the non-harmonization of the orthography of the language is one of the challenges an Edo translator would encounter. Ambiguity and thematic inconstancy present another difficulty (caused by the difference in the cultures of the source and target languages). The study offers sufficient support for the proposal that the writing system be harmonized in order to decrease the challenges that language users have when accurately writing the Edo language, particularly when translating.]]>
<![CDATA[Psychological Manipulation in Political Discourse: A Case Study of Facebook Posts on Urhobo Language Curriculum ]]>
<![CDATA[Philip Oghenesuowho Ekiugbo]]>;
<![CDATA[Moses Eyankuaire Darah]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 1 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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DOI: 10.54923/transkata.v3i1.107
<![CDATA[Texts, either written or spoken, are of varying types and serve different functions, including serving as a means of socially influencing people through underhanded tactics. In the present study, patterns of how the language used in social media-based political discourse reflects psychological manipulation tendencies on the part of netizens are examined. The goal is to investigate the psychological manipulation types and functions embedded in the texts. The study draws on insights from the perceived role that Facebook posts, comments, replies, and reactions had in the approval of the Urhobo Language Curriculum (UCL). The data for the study was collected from Facebook posts on the subject matter of the Urhobo language curriculum (ULC) made between 2015 and 2016. The discussion in the study is descriptive and leans on inference from addresses’ (evaluative) responses to the identified posts. These responses include comments, replies, and reactions. The approach adopted is based on the assumption that “... the perlocutionary effect of the addresser’s statement is represented in the addressee’s statement” (Boboshko 2015:64). It is argued that the texts used in social-media-based political discourses serve two functions: (i) informing; and (ii) brandishing emotions with the intention of manipulating a target into doing what one wants.]]>
<![CDATA[Pre-Service Teachers’ Reflective Practices on Teaching Positive Psychology-Driven English Lessons ]]>
<![CDATA[Pomat Nipapat]]>;
<![CDATA[Jeffrey Dawala Wilang]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 3 No. 1 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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DOI: 10.54923/transkata.v3i1.108
<![CDATA[Positive psychology has flourished in English language education to support students' well-being. This article aims two-fold – to examine how pre-service English teachers integrated positive psychology in their English language lessons and explore their reflective practices after the lesson implementation. Thirteen pre-service teachers were asked to individually prepare a lesson plan to demonstrate how positive psychology and language (English) are integrated. After teaching the lesson to the students, they were told to submit a journal to investigate their reflective practices. The lesson plans were grouped according to themes, while deductive coding was used to analyze the reflective journals. Fives themes were derived from their integrated lesson plans, including positive and negative emotions, negative and positive emotions, individual strengths, and character strengths and weaknesses. Concerning the second aim of the study, higher-order reflective practices were deduced on teaching (i.e., instructional awareness act), students (i.e., student’s knowledge awareness act), and self (i.e., teacher’s feeling awareness act). The findings could help teachers create lesson plans fostering positive emotions in their English classes.]]>
<![CDATA[Washback on national examination: English language teacher and student’s perception ]]>
<![CDATA[Minkhatunnakhriyah]]>;
<![CDATA[Tati Rohayati]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 1 (2020): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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<![CDATA[Washback refers to influences of testing on teaching and learning for example from National Examination which is a test to evaluate and measure the student's competence nationally by the government after through process of teaching learning. This study attempts to investigate the perception EL teachers and students on washback of National Examination (NE). The participants of this study were ninth grade of junior high school in Jakarta, it will be taken four students from each class and English teachers. This study uses questionnaires and interviews to collect the data and the research method of this study used was a descriptive qualitative method. The result from this study show that the students’ and teacher perception on ENE provide them negative and positive washback. Furthermore, the positive washback from ENE provide several aspects such as the teacher teach English subject more specific in certain skill and its effective to the students. However, the negative washback shown in several side likes the national Examination especially English subject just give the students feel anxiety because they need extra time to do the questions of national examination exercise and feel unfair for passed the standard test of school determine by national examination which conducted only three days.]]>
<![CDATA[Superhuman Marxism in Mark Millar’s Red Son ]]>
<![CDATA[Arief Rahmat Nento]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 1 (2020): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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<![CDATA[The object of this research is a Graphic Novel entitled “Superman: Red Son” by Mark Millar. The novel is a story about a Superman in a different universe who lived amongst the society of communist and was raised by communist Ideology, involving issues of social nomenclature. The basis of this research resides in Marxism Theory and Graphic Novel. This research aims to determine the message conveyed behind the book as either critique or support towards the ideas of Communism. This research applied qualitative descriptive method and Marxist Literary Criticism as its Literary Approach. The Research Result pointed out that the book significantly showcased how far the success of Communism could go, especially with a Superhuman leader by their side. Simultaneously, the results also indicated that this work also represents critique upon Communism failures, specifically over the downfall of a utopian state the Super-powered leader had worked so hard for. This research revealed how Marxism could ideologically endure and survive, despite being overpowered by relentless Americans. It also shows that despite having a Superhuman leader, several problems became the factor of Communism failure in both the book and in reality remains unaverted.]]>
<![CDATA[Educational Needs and Training for Women Empowerment in India ]]>
<![CDATA[Mukhtar Ahmed]]>;
<![CDATA[Mohd Zameer]]>;
<![CDATA[Sunil Kumar Verman]]>;
<![CDATA[Sunita Godiyal]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 2 (2021): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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<![CDATA[Women in India have faced a lot of problems and issues for their rights. Therefore, the present paper aims to examine the role of education for women empowerment in India and study the government schemes for women empowerment in India. The present study is based on the descriptive type of research. For this study, the researcher used secondary data. The study found that women empowerment is an energetic and dynamic process that facilitates them to realize their identity and power in all characteristics. Due to the lack of educational facilities and training, Indian women left their education in the middle. That is why Indian women are far away from their rights. Most of the Indian women are housewives, but in the present time, it has been improved in many areas; most of the vocational courses and training programs have been introduced by the Indian government.]]>
<![CDATA[Code Switching in EFL Students’ Proposal Seminar Presentation ]]>
<![CDATA[Al Inayah Alfathia Amamah]]>;
<![CDATA[Suleman Bouti]]>;
<![CDATA[Fahria Malabar]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 2 (2021): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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<![CDATA[In academic situations, especially in proposal seminar presentations, code switching is generally used by the presenter and the audience also by all elements in the presentation for the different activities and different purposes. It gives a chance to them to communicate with each other by using their first language and foreign language. This qualitative study aims to explain the types of code-switching and the factors causing the students to use code-switching in their proposal seminar presentations. The subjects were four EFL students who were presenting their research proposal. An observation technique was used to retrieve the main data, which is the students’ proposal seminar presentation. Moreover, this study employed an interview technique to obtain the supporting data about factors affecting the students in utilizing code-switching. The theory about types and factors of code-switching was used in this research to analyze the data. The results find four types of code-switching. Those four types are Intra-sentential switching, inter-sentential switching, establishin continuity switches, and tag switching. The result also shows that several factors affect students using codeswitching, such as the real lexical need, quoting somebody else, interjection or inserting sentence fillers or sentence connectors, being emphatetic about something clarifying the speech content for the interlocutor. Based on the finding, all types of code-switching are found in this research, and there are only six out of ten factors found in this research.]]>
<![CDATA[A Study on Phonological Process: A Case on Indonesian EFL Students’ Pronunciations ]]>
<![CDATA[Hayria Mohamad]]>;
<![CDATA[Hanisah Hanafi]]>;
<![CDATA[Rahman Taufiqrianto Dako]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 2 (2021): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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<![CDATA[The present article seeks to discuss the phonological process concerning the alterations in English sounds produced by Indonesian EFL students. This study drew on generative phonology and utilized Schane’s (1973) categories of the phonological process to highlight the changes in English sounds. This study applied a qualitative method with a descriptive research design. All data of this study were gathered through digitally recording eight EFL students’ oral presentations in the research proposal seminars. According to the results of this study, the transformations in the English sounds arose in both the consonant and vowel sounds of the English, where these changes attributed to the four categories of phonological process, including assimilation, dissimilation, deletion, and insertion. The present study also found the occurrences of a double and triple different phonological process in single word utterance produced by participants of this study. This study signified that such changes in English sounds occurred owing to the mother tongue influence. The results of this study offer a significant contribution to the insights into both linguistics and EFL instruction.]]>
<![CDATA[Students Perceptions of the Use of English as Medium of Instruction ]]>
<![CDATA[Nur Rahma Ika Afiyanti]]>;
<![CDATA[Sartin T. Miolo]]>;
<![CDATA[Helena Badu]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 2 (2021): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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<![CDATA[This study aims to explore the students’ perception of the use of English as Medium of Instruction (EMI) in teaching and learning at SMA Negeri 1 Kota Gorontalo. This explorative qualitative study employed a purposive sampling method. This study involved 112 twelve-grade students from IPA, IPS, and BAHASA majors of SMA Negeri 1 Kota Gorontalo as the subjects. This study utilized questionnaires for data collection, while the Likert Scale and Percentage Formula were performed in data analysis. The result showed that the students had positiveperceptions of the three EMI types of perception: visual, auditory, and speech perception. The average results in visual, auditory, and speech perceptions were 70.96% (‘strongly agree’ category), 70.49% (‘strongly agree’ category), and 57.90% (‘agree’ category). Further study with bigger samples and different subjects is recommended since this research only focuses on students perception of the Use of EMI in Teaching and Learning at SMA Negeri 1 Kota Gorontalo.]]>
<![CDATA[Photovoice as a Participatory Learning Method in Writing ]]>
<![CDATA[Fauziah Rizqyana Dien Rosmawanty]]>;
<![CDATA[Tryanti R. Abdulrahman]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 2 (2021): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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<![CDATA[This study is aimed at examining how EFL students in Indonesia utilized photovoice in writinganalytical exposition text and exploring their experience as well as perception in learning to write. Four (4) students of senior high school in Indonesia who are taken randomly participated in this qualitative study. The data were gathered from students’ writing of analytical text along with the picture/photograph and interview. Students’ photographs and analytical text were analyzed using photovoice analysis procedures. It consisted of selecting, contextualizing, and codifying phases. Results found three main themes: the main idea, generic structure, and language features. According to the results, photovoice is not only effective for students but als makes them feel interested and motivated in learning writing. In addition, photovoice allows students to express their creativity through the lens of a camera. Photovoice has incredibly fostered students’ learning in writing. They all have positive attitudes toward photovoice participatory learning. Thus, it can be a pedagogical tool to teach writing in an EFL setting. Although this study yielded positive outcomes in writing skills, this can not overgeneralize the outcomes. Therefore, future studies on how students write other writing genres in EFL classrooms need to be conducted.]]>
