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Anglophile Journal
Published by CV. Creative Tugu Pena
ISSN : 27468631     EISSN : 27468631     DOI : http://dx.doi.org/10.51278/anglophile.v1i2.174
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Anglophile Journal has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with Applied Linguistics and English Language Teaching (ELT). This journal encompasses original research articles, and short communications, including: Semantics & Pragmatics Psycholinguistics Sociolinguistics Discourse Analysis Translation Studies Linguistics in Language Teaching English Language Teaching (ELT) English as Second Language (ESL) English as Foreign Language (EFL) English for Specific Purpose (ESP)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
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Search results for , issue "Vol. 5 No. 1 (2025): Anglophile Journal" : 5 Documents clear
Translation Techniques and Accuracy in Rendering Mock Politeness in the Fan-Subtitled Movie Freedom Writers Abdussalam Jabaruddin Yamjirin; Mangatur Nababan; Henry Yustanto
Anglophile Journal Vol. 5 No. 1 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i1.1481

Abstract

Sarcasm, as a weaponised form of politeness, poses one of the most intricate challenges in translation, its meaning concealed beneath civility, its intent barbed with social critique. This study investigates the rendering of such utterances, specifically mock politeness or off-record impoliteness, in the Indonesian fan-subtitled version of the movie Freedom Writers. Drawing on Culpeper’s impoliteness theory, the research identifies 42 instances of mock politeness and examines the translation techniques used, following Molina and Albir’s taxonomy. Translation accuracy is evaluated using Nababan et al.’s assessment framework. The findings indicate a strong reliance on Established Equivalence (65.5%) and Variation (18.3%), reflecting the translators’ preference for natural target-language expressions. Out of the 42 utterances, 40 translations (95.2%) were deemed accurate, with one less accurate and one inaccurate instance, both involving a loss of pragmatic force. These results demonstrate that most sarcastic utterances were successfully transferred across languages and cultures, though certain subtleties, particularly tone and speaker intent, remained vulnerable to distortion. The study offers fresh insight into the complexities of pragmatic translation within non-professional audiovisual contexts and underscores the importance of sensitivity to sociocultural nuance in rendering indirect impoliteness effectively. The research illustrates how fan translators navigate fidelity and naturalness in the presence of covert impoliteness and demonstrates that in non-professional settings, high accuracy is possible when there is an intuitive preservation of pragmatic intent, providing evidence for the need for pragmatic awareness in audiovisual translation.
An Analysis on Understanding Localization Issues in Translating English Comics “Robber X Lover” to Indonesian Clarissa Arief; Wulandari Santoso
Anglophile Journal Vol. 5 No. 1 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i1.1889

Abstract

Comic translation is more than a linguistic exercise; it involves a complex process of localization to ensure that the intended meaning, humor, and cultural nuances of the source text are effectively conveyed in the target language. This study analyzes the challenges of non-equivalence in translating English comics into Indonesian, using a fan translation of Robber x Lover by Pengki as a case study. The research focuses on identifying difficult-to-translate words, phrases, and sentences from the original text and evaluates the translation using Prof. Nababan’s Translation Quality Assessment (TQA) model. Baker’s (2011) theory of non-equivalence and corresponding strategies is employed as the theoretical framework. The study found nine instances of problematic translation, primarily caused by the lack of localized concepts. These were resolved using the paraphrasing strategy, which was consistently effective during both the initial translation and the revision process. The findings highlight that paraphrasing plays a crucial role in overcoming non-equivalence issues and enhancing localization in comic translation.: This study contributes to the field of translation studies by providing empirical evidence on the effectiveness of paraphrasing in addressing non-equivalence and supporting localization in comic translation. It underscores the importance of combining linguistic strategies with cultural adaptation to achieve high-quality translations. The findings offer practical insights for translators, educators, and researchers, and suggest that future studies should explore diverse comic genres to further validate the applicability of these strategies across broader contexts.
Impoliteness Strategies in the Comment Section of Donald Trump's Instagram Account Ratu Shafira Nurfitria; I Dewa Putu Wijana
Anglophile Journal Vol. 5 No. 1 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i1.1482

Abstract

Impoliteness in digital communication often manifests through provocative remarks and direct attacks, particularly in political contexts. This study investigates impoliteness in the comment sections of Donald Trump’s Instagram videos, focusing on the ways global audiences respond to his posts. The research aims to identify the types and functions of impoliteness expressed by users. Employing a qualitative descriptive method, the study analyzes comments collected from one of Trump’s Instagram videos using documentation and note-taking techniques. The data were examined through Culpeper’s theory of impoliteness, which categorizes strategies based on their forms and functions. The findings reveal four types of impoliteness strategies: bald-on record impoliteness, positive impoliteness, negative impoliteness, and sarcasm or mock politeness. Notably, no evidence was found for the strategy of withholding politeness, which is typically observed in face-to-face communication but is less detectable in asynchronous platforms such as Instagram. In terms of functions, the analysis identified three distinct forms: affective impoliteness, coercive impoliteness, and entertaining impoliteness. This study demonstrates that impoliteness on social media is not merely a reflection of hostility but can also serve expressive, persuasive, and entertaining purposes. The findings highlight how global audiences employ impolite strategies to convey emotions, influence discourse, and engage with political figures. By situating impoliteness within digital political communication, this research contributes to the broader understanding of language use in online interaction and its impact on public perception of political leaders
From Drafting to Publication: A Systematic Review on Genre-Based Pedagogy in EFL Academic Writing Instruction Zagoto, Impiani; Suhono, Suhono; Ndraha, Lies Dian Marsa
Anglophile Journal Vol. 5 No. 1 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i1.1894

Abstract

This systematic review examines the application of genre-based pedagogy in English as a foreign language (EFL) academic writing instruction between 2015 and 2025. It addresses persistent challenges faced by learners, particularly their limited familiarity with academic genres and difficulties in managing disciplinary writing conventions. Genre-based pedagogy, which foregrounds explicit instruction in genre structures and communicative purposes, has gained recognition as an effective framework for enhancing learners’ academic writing competence. Through a systematic search of peer-reviewed studies indexed in Scopus, this review synthesizes evidence on instructional approaches, learning outcomes, and teaching contexts. Findings reveal that genre-based instruction has been widely implemented in secondary and tertiary education, consistently leading to improved writing performance. Gains are especially evident in organization, cohesion, and genre awareness, alongside increased learner motivation, engagement, and confidence. The reviewed studies employed diverse models, ranging from traditional genre cycles and process-oriented strategies to technology-supported approaches using digital platforms. This diversity highlights the adaptability of genre-based pedagogy and its compatibility with learner-centered instruction. Nonetheless, significant gaps remain: most studies are short-term, emphasize conventional essay genres, and give limited attention to multimodal or interdisciplinary writing. Moreover, inadequate teacher preparation, particularly among preservice educators, continues to hinder effective implementation. To strengthen future research and practice, the review recommends longitudinal studies, broader genre coverage, and systematic teacher training. Overall, the synthesis affirms genre-based pedagogy as a flexible and dynamic approach that fosters both cognitive development and affective engagement in EFL academic writing.
English Language Learning in Language Academic Preparation Program (LAPP): an Autoethnography Risma Fahrul Amin; Suhono, Suhono; Erikson Saragih; Marzia Khatan Smita
Anglophile Journal Vol. 5 No. 1 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i1.1923

Abstract

This autoethnographic study examines the lived experiences of learning English for Academic Purposes (EAP) within the Language Academic Preparation Program (LAPP), a key component of the Program Persiapan Studi Lanjut (PPSL) at UIN Sultan Syarif Kasim Riau. Drawing upon personal reflections and research journals, the study investigates how culturally responsive pedagogy, local wisdom, and immersive experiences shape academic language development. By engaging in activities such as traditional ceremonies, local arts performances, culinary practices, and educational field visits, the program contextualized English learning in ways that enhanced learner engagement and reinforced cultural identity. The findings suggest that EAP instruction becomes more effective and transformative when it integrates local cultural content with authentic learning contexts. Furthermore, the study demonstrates that autoethnography provides a valuable lens for capturing the emotional, intellectual, and pedagogical dimensions of language education. The main contribution of this research lies in proposing an alternative model of EAP instruction that is not only academically rigorous but also culturally grounded, offering new insights for the development of contextually relevant language education programs in Indonesia and beyond.

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