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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 76 Documents
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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.
A Teacher-Made Test for an Opinion Paragraph: Insights from Design-Based Research (DBR) Zuhriyah, Mukminatus; Mukminatien, Nur; Yoke, Soo Kum; Suhono, Suhono
Anglophile Journal Vol. 5 No. 2 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i2.2033

Abstract

In English as a Foreign Language (EFL) teaching and learning, teachers frequently design their own tests to measure students’ skills, monitor progress, and evaluate instructional effectiveness. However, most previous research on teacher-made tests in EFL writing has centered on essay types such as descriptive, argumentative, narrative, expository, and comparison-contrast, leaving opinion paragraphs relatively underexplored. Addressing this gap, the present study describes the systematic development and validation of a teacher-made test specifically designed to assess opinion paragraphs. Conducted in a paragraph writing course at a private university in East Java, the study adopts a genre-based approach and draws on the design-based research (DBR) framework proposed by Cavallaro and  Sembiante (2021). The instrument consists of two components: a writing prompt and an analytic scoring rubric. Its quality was ensured through a comprehensive validation process, including content and face validity (involving two writing instructors and eight students) and inter-rater reliability testing by two trained raters. The resulting test provides a cohesive, valid, and reliable formative assessment tool for evaluating EFL learners’ opinion paragraph writing. The inter-rater reliability coefficient (r = 0.85) indicates a strong positive correlation, supporting the consistency and reliability of the scoring rubric. This study not only contributes to the enhancement of teachers’ assessment literacy but also offers a practical model for developing and validating classroom-based writing assessments in EFL contexts.
Identifying Interpersonal Function in Movie "The Pursuit of Happyness": Job Interview Scene through Functional Linguistics Partohap Saut Raja Sihombing; Chintya Sinambela; Ester Sitorus; Yemima Pangaribuan; Sry Butar-butar; Herman, Herman; Suhono, Suhono
Anglophile Journal Vol. 5 No. 2 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i2.2085

Abstract

This research aims to classify the interpersonal meaning in “The Pursuit of Happyness” movie scene, job interview scene. This study employs a descriptive-qualitative method to explore the interpersonal meaning in the language used during a job interview scene from the movie "The Pursuit of Happyness." Utilizing Halliday's framework for functional linguistics, the researchers analyzed 82 clauses from the scene, focusing on mood structures, speech functions, and the use of modality. The analysis revealed that statements were the predominant speech function, consistent with the informative nature of job interviews. The study identified various linguistic elements, such as subjects, finites, predicators, complements, and adjuncts, which are crucial in understanding the characters' use of language to convey their identities, intentions, and social dynamics. The findings contribute to the cross-disciplinary understanding of linguistics, film studies, and communication, offering insights into effective communication strategies in professional settings. The research provides a detailed examination of how language is used to negotiate relationships, express personal attitudes, and enact social roles within the high-stakes communicative situation depicted in the film.

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