Journal title Tomorrow's Education Journal Initials TEJ Abbreviation TEJ Frequency 2 issues per year (May & November) DOI Prefix 10.58660 ISSN 2988-3318 (online) Editor-in-chief Mochamad Guntur Publisher Institut Prima Bangsa Citation Google Scholar Tomorrow’s Education Journal publishes the articles for two volumes in a year (semester) with five (5) articles for each issue. This aims to make our published articles more credible especially for the editorial process. This is ethically conducted with a reason of keeping all process, policy, and quality run well. The frequency of the publication is two (2) volumes a year which is published on June and December. Tomorrow's Education Journal is a cutting-edge publication dedicated to advancing the field of education and fostering innovation in teaching and learning. The journal provides a platform for researchers, educators, and practitioners to share their insights, theories, and empirical studies related to educational practices, methodologies, and technologies. With a strong emphasis on the future of education, Tomorrow's Education Journal encourages submissions that explore emerging trends, transformative approaches, and interdisciplinary collaborations. The scope of the journal encompasses a wide range of topics, including but not limited to curriculum design, instructional strategies, educational technologies, assessment and evaluation, educational psychology, inclusive education, and professional development. By bridging theory and practice, Tomorrow's Education Journal strives to shape the educational landscape and contribute to the advancement of knowledge for the betterment of education systems worldwide. This work is licensed under a Creative Commons Attribution 4.0 International License
EXPLORING TEACHER FEEDBACK STRATEGIES IN ENHANCING SENIOR HIGH SCHOOL STUDENTS WRITING SKILL IN CIREBON CITY
This research investigates teacher feedback strategies in enhancing senior high school students’ writing skills in Cirebon City. The study was motivated by the frequent writing errors made by students and the need to understand how teacher feedback can address these errors effectively. Guided by Vygotsky’s Sociocultural Theory and Hattie and Timperley’s feedback model (2007), this study also employed Dulay et al.’s Surface Strategy Taxonomy (1982) to classify students’ writing errors. A qualitative case study design was used, with data collected from one English teacher and 35 students at Senior High School 2 Cirebon through classroom observations, interviews, and document analysis. The findings reveal that misformation errors were the most frequent, followed by omission, addition, and misordering errors. The teacher provided four types of feedback: task, process, self-regulation, and personal feedback. Students responded positively to the feedback, showing improved awareness of grammar and writing quality in their subsequent drafts. It can be concluded that teacher feedback plays a crucial role in reducing errors and supporting both the technical and motivational aspects of students’ writing development.
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Investigating The Teacher Perspectives in Communicative Language Teaching in EFL Classrooms
This study investigates the opinions of English teachers in Indonesian primary schools on Communicative Language Teaching (CLT). Interviews and document analysis were used to collect data from three teachers using a qualitative descriptive method. The results indicate that although teachers place a high value on communicative competence, curriculum demands, student motivation, and resource constraints frequently cause classroom practices to combine CLT with grammar-focused instruction. Despite obstacles like huge class sizes and inadequate training, teachers adapt CLT through task-based activities, group projects, scaffolding, and culturally relevant resources. The study emphasizes that in order to improve communicative language learning in EFL classes, professional development, contextual adaptability, and supportive policies are necessary.
THE EFFECTIVENESS OF USING STIMULER APPLICATION AND VOCABULARY MASTERY ON SPEAKING SKILLS IN CIREBON VOCATIONAL HIGH SCHOOL
This study aims to examine the effectiveness of using the Stimuler application and vocabulary mastery on speaking skills at vocational high schools in Cirebon. A quantitative method with a survey design was employed, involving 149 tenth-grade students from SMK Kartika XIX Kota Cirebon and SMK Ponpes Manbaul Ulum in the 2024/2025 academic year. The research instruments consisted of a Stimuler usage questionnaire, a vocabulary test, and a speaking test. Multiple regression analysis revealed that the Stimuler application had a significant effect on speaking skills (t = 12.256, p < 0.05), as did vocabulary mastery (t = 3.839, p < 0.05). The F-test further indicated that both variables simultaneously had a significant effect (F = 84.961, p < 0.05), contributing 53.8% to the variance in speaking skills (R² = 0.538), while the remaining 46.2% was influenced by other factors beyond this study. These results suggest that integrating the AI-based Stimuler application with vocabulary mastery is effective in enhancing vocational students’ speaking proficiency and creating a more interactive and engaging learning environment.
Investigating Learner Perceptions of English as a Foreign Language in Higher Secondary Schools in Nawabshah, Pakistan: A Challenge-Based Approach
English has become the most important language for people to learn, and accordingly, it is above politics. Many people have learned it as a second/foreign language in Nawabshah, Pakistan. It is also heard in business speak across international companies with English having developed this role over time due to the Anglicization of other cultures. Many students find learning English as a Foreign Language (EFL) difficult because of the few similar characteristics it shares with their native tongue. The present research intends to investigate the problems EFL learners encounter and attribute those against them. To accomplish this aim, a survey was carried out with EFL learners in Pakistan to gauge what they find difficult about learning English and the elements that impact their learning. English language learners face many obstacles and visible issues. The results of the study can inform language teaching practices and policies to better support EFL learners in overcoming their difficulties and achieving their language learning goals.
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The Effectiveness Of The Beelinguapp Application To Improve Efl Learners' Reading Comprehension On Narrative Text At Smkn I Cirebon
This study aims to assess the effectiveness of the Beelinguapp application in improving EFL students' reading comprehension of narrative texts at SMKN I Cirebon and to determine the benefits of implementing this technology in the learning process. English language skills are crucial both globally and within the Indonesian education system. EFL (English as a Foreign Language) learners often struggle with reading comprehension, a critical skill that involves various cognitive processes and understanding the meaning of texts. Narrative texts, which are engaging and rich in moral values, are favored by students. This research use a quantitative approach was employed using an experimental method with a pretest-posttest design and questionnaires. The study sample consisted of 60 students from Class X TEI 1 - TEI 4, selected through random sampling. Data collection techniques included a pretest, posttest, and questionnaire administered to the experimental group. The results indicated a significant improvement in reading comprehension, with a t-value of 8.029, which is greater than the t-table value of 2.022 (Sig. 2-Tailed = 0.000 < 0.05). Thus, the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted, confirming that Beelinguapp positively and significantly impacts reading comprehension of narrative texts. Additionally, student feedback from questionnaires revealed cognitive improvements in learning outcomes, particularly in reading comprehension, after the application of the Beelinguapp in the learning process.
The Implementation of Brainstorming Method by EFL Teachers in Improving Students’ Engagement in Speaking Class A Case Study at SMAN 1 Pangalengan
This study aims to explore how EFL teachers implement brainstorming methods to increase student engagement in speaking classes and how it impacts student engagement. The method used in this research is qualitative method and case study. Utilizing a qualitative case study approach, this research involves observations, interviews, and document analysis to gather data on how brainstorming activities affect student participation and speaking skills. The results of this study show that EFL teachers at SMAN 1 Pangalengan use brainstorming method to increase student engagement in speaking class. The steps include making lesson plans, choosing the type of brainstorming, preparing teaching materials, conditioning the class, dividing groups, brainstorming sessions, and classifying ideas. The types of brainstorming used were round robin, mind mapping, role storming, and brainwriting. The impact was increased participation, confidence, motivation, critical thinking skills, focus, concentration, and English language skills. This method makes learning more varied and dynamic.
Examining the roles of Duolingo Application as a learning tool in promoting efl learners' autonomy
This study aims to explore the role of the Duolingo app in increasing students' English language learning independence. Data was collected through interviews with five participating students over two weeks in May 2024. The results showed that the majority of students enjoy using the mobile app to learn English because it is effective, fun, and allows learning anytime and anywhere. Some students highlighted that the app provides engaging content such as text, audio and video which enhances their learning experience. Most students know Duolingo from teachers, social media such as Instagram, and personal use. Their first impressions of Duolingo are very positive, mainly due to its attractive design and fun learning experience. After using Duolingo, students feel that the app is effective in helping them expand their vocabulary and understand basic grammar. Duolingo's interactive and engaging design also increases their motivation to learn. Students feel motivated by the daily targets and reward system in Duolingo. Gamification features such as points, levels and daily streaks make them more eager to learn every day. Most students use Duolingo to prepare for study abroad in the hope of strengthening their English skills so as not to face communication difficulties. The features most appreciated by students are the immediate feedback and the variety of language courses. Duolingo helps students learn independently by providing a variety of topics, flexible access, and a structured curriculum. Some students report significant improvements in listening, speaking, and vocabulary skills after using Duolingo. Features such as points, levels, streaks, feedback, daily challenges, and listening and vocabulary exercises are what motivate students to continue learning the most. This research shows that Duolingo can increase students' learning independence by creating a fun and challenging learning environment and providing flexibility in the learning process
A ANALYSIS OF STUDENT'S PROBLEMS IN MASTERING VOCABULARY: A CASE STUDY AT SMPN 4 PANGALENGAN
This study aims to determine students' problems in vocabulary mastery. In this study, researchers investigated students' problems in vocabulary mastery at SMPN 4 Pangalengan. This study applies a descriptive method that uses qualitative analysis of research data. Researchers collect data that supports this study by conducting interviews, questionnaires, and observations. Participants in this study were 7th grade students, there were seven students as subjects in this study.The results of this study obtained that students' problems in vocabulary mastery were lack of student interest and motivation. There are two factors that cause lack of student interest and motivation (1) students' difficulty in memorizing vocabulary, (2) because of the use of smartphones which is the main factor in this problem.
The Effectiveness Of Nursery Rhymes In Teaching Vocabulary
Based on the KTSP and K13 curriculum, the students were expected to master four skills in order to be able to use English communicatively. The students were expected to be able to understand and comprehend the meaning of the words. The aim of KTSP (Kurikulum Tingkat Satuan Pendidikan) and K13 (Kurikulum 2013) would not be successfully achieved if the language teaching did not consider the language components such as grammatical structure, vocabulary, spelling, pronunciation. Therefore, vocabulary needed to be mastered by the students since it was the basic thing in language The result of this research is expected to be useful theoretically and practically. Theoretically, it is expected to provide an empirical evidence to support the learning theory of vocabulary to improve the student’s vocabulary mastery, especially in using nursery rhymes. Practically, it is expected to be valuable information and give a meaningful contribution for teachers, students, and schools. Keywords: Nursery ryme, Vocabulary, Learning strategies
The The Use of Storyline Online Website by EFL Learners as The Independent Learning Media to Learn Listening Comprehension
This study aims to explore the use of the Storyline online website for learning listening comprehension and also find out the benefits and challenges EFL learners perceive when using the Storyline Online website as a self-learning tool to learn listening comprehension skills. The methodology for this study is qualitative, using a descriptive research design. The participants of this study were 3 students from class XI RPL 2 who were selected by criterion-based sampling. For this study, the researcher employed interviews, focus group discussions and documentation methods to gather the necessary information. The researcher used Miles and Huberman's method to analyze the data. The results of this study show that the online storyline website is used to learn to listen for gist, listen for specific information, listen for details and inferential listening. Storyline online has several benefits and challenges. The benefits of storyline include practicing listening comprehension, vocabulary acquisition, pronunciation, inspiring stories and easy to use. While the challenges in learning to use storyline include unfamiliar vocabulary, fast pronunciation and accents.
THE COMMUNICATIVE LANGUAGE TEACHING IN ENGLISH TEACHER SERVICE AT MTs AL-FITHRI CIMAUNG
English communicative learning is crucial for students' development, enabling them to pronounce correctly, write, speak, interpret vocabulary, and memorize. However, some students may not pay attention to the material, leading to distractions. This research identifies the advantages and disadvantages of using communicative learning in English education. It found that teachers can modify methods based on individual student characteristics and abilities. The use of CLT improved students' grades and experiences, while also fostering interest and individual guidance. Overall, effective communication learning is essential for student success. Keywords: communicative, communicative language teaching (CLT).
THE EFFECTIVENESS OF WORDUP APPLICATION TO ENRICH VOCABULARIES OF EFL LEARNERS’ : AN EXPERIMENTAL STUDY AT SMKN 1 CIREBON
This study aims to determine the effectiveness of using Wordup application as a medium for learning vocabulary on EFL learners at SMKN 1 Cirebon. The research methodology to be employed in this study is quantitative research. This research design incorporates a quasi-experimental design and a pretest-posttest control design, which were selected with the intention of drawing accurate conclusions regarding the impact of the independent variable on the dependent variableThe findings from the study clearly demonstrate the effectiveness of the wordup application. in the t test result showed that t count more than t table (3.110 1.660). Than, in the result paired sample t test showed that mean between pretest and posttest experiment and control have significant difference in the mean value (5.880 3.880). The students' vocabulary skills have difference significant between experiment and control class than wordup application have impact to enrich vocabulary skills at student tenth grade in SMKN 1 Cirebon.
Wordup Application, Learning Media, Vocabulary Mastery
CLASSROOM DISCOURSE ANALYSIS: AN ANALYSIS OF LECTURERS’ GESTURES TO ENGAGE THE STUDENTS.
Students’ engagement in the classroom is very important. It can increase the effectiveness of the learning process. What can be done to keep students engaged is to establish clear communication and support it with the right gestures. The aim of this research is to discuss and find out what gestures can be used to engage students. Meanwhile, the research method used is direct observation. Observations were carried out on three lecturers at the English Education Department, UIN KH. Abdurrahman Wahid, about what types of gestures are used in class and what the level of student engagement is from using these gestures. The results show that hand gestures, especially pointing, were carried out by the three lecturers and had quite a good impact on student engagement, especially students’ eye contact. However, the use of pointing is actually not used for just one function but for several functions. Such as showing material, selecting students, and so on. In conclusion, the use of gestures is very important for teachers. Apart from supporting verbal communication, this can increase students’ engagement in the classroom.
EXPLORING THE USE OF MALL TO ENHANCE INDONESIAN EFL LEARNERS' PRESENTATION SKILLS
This study investigates the integration of Mobile Assisted Language Learning (MALL) to enhance presentation skills among Indonesian English as a Foreign Language (EFL) learners. Employing qualitative research methods, including interviews, classroom observations, and document analysis, the study explores the benefits and challenges of MALL integration within the Indonesian EFL context. Findings reveal that MALL offers access to diverse learning resources, interactive practice platforms, and collaborative experiences, fostering learner engagement and autonomy. The study emphasizes the importance of thoughtfully integrating MALL into traditional instruction to complement language education effectively. Furthermore, it highlights implications for educational policy, curriculum development, and teacher training initiatives in Indonesia. This research contributes to a deeper understanding of MALL's role in language education and provides insights for optimizing its implementation to enhance presentation proficiency among Indonesian EFL learners.
Mobile Assisted Language Learning (MALL)
TECHNOLOGY INTEGRATION TO TEACH EFL YOUNG LEARNERS RECEPTIVE SKILLS IN BILINGUAL EDUCATION CONTEXT
This study investigates the integration of technology in English as a Foreign Language (EFL) instruction for young learners within bilingual education contexts, focusing on receptive skills development. Through qualitative research methods, including interviews and document analysis, the study examines the impact of digital tools, such as LearningApps, on reading and listening skills acquisition. Findings reveal the transformative potential of technology integration in creating dynamic and engaging learning environments that cater to the diverse needs of digitally-native learners. While challenges such as connectivity issues persist, educators demonstrate resilience and creativity in overcoming obstacles. The study contributes to the existing literature by addressing the gap in research on technology integration in bilingual education settings and offering practical insights for educators and policymakers. Ultimately, the findings emphasize the importance of adapting pedagogical practices to harness the full potential of technology and empower students to thrive in an interconnected, technologically-driven world.
Approximately one-third of patients with stroke encounter aphasia. Aphasia might reduce social networks. Therefore, aphasia management become a crucial thing. This paper aims to describe the communication therapy for aphasia. Method: This is a narrative literature review. Literature was taken from PubMed, Science Direct, and Google Scholar. The selected journal was published within 10 years (2013-2023). The types of therapy include Melodic Intonation Therapy, Constraint Induced Aphasia Therapy, Cognitive Therapy, Augmentative Communication, and AIUEO. Those types of therapy could be given in computer-based therapy. The most commonly used in Indonesia is AIUEO therapy. The patient should follow every sound and movement. This method might improve mild to moderate aphasia. In conclusion, communication therapy for aphasia is various. The choice depends on the available sources. In Indonesia, the most common type is AIUEO therapy.
ESCALATING INTERNATIONAL STUDENTS' INTERACTIVITY USING THE DST APPROACH
An active and healthy classroom offline and online should run simultaneously two ways of communication to counterbalance the communication between the lecturer and the students inside. In running the communication of a lesson, a lecturer has a responsibility to anticipate the emptiness or the lack of a communicative environment during the teaching-learning process. Digital Story Telling is an approach that can be used by lecturers in teaching to escalate the students’ interactivity because they will be challenged to speak up individually, can be randomly speaking, and everybody will get an opportunity to share their story about a certain topic. In this research, the researcher would like to observe how can DST approach escalates international students’ interactivity. The research method used by the researcher is a narrative inquiry to record the objects’ activities and experiences of an individual or a small group concerned with stories shared by the research objects. There are some important things underlying this research; they are by implementing the DST approach, the international students felt challenged by the lecturer to speak up and it stimulated the international students to emerge their initiative to share their experiences digitally.
THE USE OF MULTIMODAL COMMUNICATIVE METHODS IN TEACHING EFL: LITERATURE REVIEW
This research aims to undergo a comprehensive literature review on the use of multimodal communicative methods in teaching English as a foreign language (EFL). The multimodal communicative method integrates diverse types of media and communication modalities, such as text, images, audio, and video, to enhance the effectiveness of English language learning. This article will present an in-depth review of the basic concept of the multimodal communicative method, the benefits of its use in EFL teaching contexts, as well as relevant research results. By understanding this concept, English language educators can improve the quality of their teaching and assist students in achieving a deeper and more sustainable understanding of the language. This research has the potential to provide valuable insights in the development of English language education in the growing digital age.
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STUDENTS’ LEARNING EXPERIENCES IN PUBLIC SPEAKING: CHALLENGES AND STRATEGIES
This study seeks to explore the levels of self-assurance exhibited by students when engaged in public speaking following their participation in public speaking courses. The primary research questions addressed in this study are as follows: (1) What is the degree of self-confidence observed in students after completing the public speaking course? and (2) What are the difficulties encountered by students, and how do they navigate these challenges? The research employs a narrative approach, gathering data through interviews conducted with five students who have undergone public speaking courses. The collected data are subjected to analysis using three techniques, specifically data condensation, data presentation, and drawing conclusions as proposed by Miles, Huberman, and Saldana. The findings of this investigation reveal various emotions experienced by students during public speaking, including stiffness, a sense of being inarticulate, complexity, unhappiness, insecurity, nervousness, and embarrassment. Nevertheless, some participants reported improved self-assurance and enhanced confidence after completing the public speaking course. Participants also encountered challenges during public speaking, such as unclear speech, confusion, self-doubt, stage fright, difficulties in controlling expressions, and limited vocabulary. However, they devised their own strategies to overcome these challenges, such as staying calm, adopting positive thinking, practicing more, self-convincing, disregarding negative feedback, thorough topic preparation, refreshing themselves by washing their face, and offering prayers before speaking publicly. Based on the data analysis, it can be concluded that the majority of students continue to grapple with low self-confidence when speaking in public, even after completing their public speaking coursework. This study contributes valuable insights to the pedagogical process of teaching and learning public speaking within the English department.
THE APPLICATION OF SEMANTIC MAPPING TECHNIQUE TO ENHANCE STUDENTS’ VOCABULARY MASTERY
This study aims to investigate the potential impact of employing the Semantic Mapping technique on improving students' proficiency in vocabulary. By examining the reactions and feedback from students who have undergone instruction using this technique, valuable insights can be gained into its efficacy in bolstering vocabulary acquisition. The findings hold significance for researchers seeking innovative approaches to enhance language learning. This research is a Classroom Action Research (CAR). The research findings showed that teaching vocabulary mastery using the Semantic Mapping Technique to the eleventh-grade students of SMA Dharma Wanita Medan could improve their vocabulary mastery. It is advisable that English teachers try applying the Semantic Mapping Technique in teaching vocabulary mastery. Quantitative data analysis shows an increase in the average score of 48% in the Pre-test, with 25% of students scoring ≥ 75. In the Formative-test, 65% of students scored ≥ 75, and 79 in the Post-test, with 80% of students achieving a value of ≥ 75. Then the results of this study increased. This research was carried out in SMA Dharma Wanita Medan with the eleventh-grade students during the academic Year 2022/2023. This research was successfully conducted at SMA Dharma Wanita Medan, as evidenced by the improved student achievement from the pre-test to the formative-test to the post-test. The results of this study are expected to provide valuable information on how to enhance students' vocabulary mastery by applying the Semantic Mapping Technique. During the research, the writer discovered that in order to improve students' vocabulary mastery skills, it is essential to create an interesting technique for students, fostering their enthusiasm for learning.
ASSESSING THE IMPACT OF INTEGRATED SKILL TEACHING ON EFL LEARNERS' MOTIVATION AND ENGAGEMENT
English as a Foreign Language (EFL) learning is a crucial aspect of education for millions of students globally. Traditional language instruction often focused on isolated skill development, but integrated skill teaching approaches have gained popularity in recent years. These approaches aim to create authentic and meaningful language learning experiences by connecting language skills and embedding them in real-life contexts. This study assesses the impact of integrated skill teaching on EFL learners' motivation and engagement. The research was conducted with a diverse group of EFL learners in (describe the setting), utilizing a mixed- methods design. Quantitative surveys and qualitative interviews were employed to gather comprehensive data on learners' motivation and engagement levels. The findings demonstrate that integrated skill teaching fosters a deeper connection to the language, leading to improved fluency, communicative competence, and a sense of relevance in language use. Learners' increased enthusiasm and willingness to actively engage in the learning process underscore the effectiveness of this approach in empowering EFL learners. The research contributes valuable insights for educators, curriculum developers, and policymakers to design more effective language programs that enhance learners' motivation and engagement, ultimately leading to improved language proficiency and overall language learning experiences.
ENHANCING ENGLISH PROFICIENCY: THE IMPACT OF COMMUNICATIVE LANGUAGE TEACHING ON SECOND LANGUAGE LEARNERS
This research investigates the effectiveness of Communicative Language Teaching (CLT) in enhancing English language proficiency among second language learners. Using a qualitative approach, the study explores learner engagement, cultural awareness, and the role of teachers in CLT. Participants held positive perceptions of CLT, which facilitated real-life language practice and boosted their confidence. Improved English proficiency, especially in speaking, listening, and interactive skills, resulted from the learner-centred and practical nature of CLT. The research emphasizes the importance of integrating CLT techniques into language teaching and underscores the need for well-designed teacher training programs to optimize CLT's benefits in diverse language learning contexts. This study aims to inform educators and policymakers in developing efficient and learner-centred language programs to meet the demand for English proficiency in an interconnected world.
THE ANALYSIS OF LECTURERS’ ROLE IN FORMING CLASSROOM INTERACTION AMONG STUDENTS: A CASE STUDY AT SMARATUNGGA BUDDHIST STUDY COLLEGE
The importance of classroom interaction in EFL (English as a Foreign Language) instruction is occasionally lost on educators. The interaction in the classroom is crucial to assimilating and embracing the target language. As a result of successful information transfer from the teacher to the students, good contact can lead to an increase in students' language acquisition. Because the focus of the classroom interaction study is on how interlocutors make meaning of one another's contributions, the findings can be used as a diagnostic tool to identify issues with discourse management and crucial occurrences that learners confront. Researchers used qualitative methods, including discourse analysis and case studies. Smaratungga Buddhist College Study College was conducted this investigation. The researchers anticipate that learners will be motivated and inspired by the interactional situation. This study focuses on how the teacher creates interaction in the classroom. The success of all outcomes depends on how well students interact. Researchers agree with their actions while they are interacting with the teacher or one another.
AN ANALYSIS OF THE TRANSLATION TECHNIQUE USED BY STUDENT IN TRANSLATING POETRY TEXT ENTITLED “EQUIPMENT’ BY EDGAR ALBERT GUEST
This is a qualitative research with discourse analysis methodes as a research design. The data that is used in qualitative research come from a range of collection methods. The reason for using a qualitative method is because qualitative research is more all encompassing since it includes information from numerous sources to pick up a more profound understanding from a person counting viewpoints and states of mind (Nassaji, 2015). This study aims to analyze translation technique used by students in poetry text Entitled “Equipment” by Edgar Albert Guest. In accordance with the research title related to translation techniques, the researcher will analyze the translation technique in the text of the poetry by Edgar Albert guest with the title "Equipment" which was translated by a student, in this section the researcher analyzes what translation techniques are used by participants from English to Indonesian with different translation techniques for each lyric in the text of the poetry. Based on the data that has been analyzed, there is a conclusion that there are six types of translation techniques used by participants including namely Amplification, compensation, linguistics compression, particularization, established Equivalent, modulation. Each of these six translation techniques has different accumulations, based on the diagram amplification occupies the highest position with a total score of 80, Linguistics compression is in second place with a total score of 70, Compensation and particularization are in third position with a total score which is equal to 60, modulation is in fourth position with a total score of 50, and established equivalent is in last position with a total score of 10. The conclusion is that amplification gets the highest position and established equivalent is in the lowest position.
ERROR ANALYSIS ON TRANSLATION TEXT IN SMA N 1 WALED STUDENTS
This research was conducted based on the fact that most students still make many mistakes in conveying the meaning of Indonesian to English. Lack of vocabulary, facing ambiguity from Indonesian to English, words, phrases, and sentences. The ability to translate is a language skill that must be mastered. Foreign language learners must have the ability to translate both orally and in writing. Therefore, the purpose of this research is (1) to find out the types of mistakes made by students in translating Indonesian procedural text into Indonesian and (2) to find out the mistakes made by students in translating procedural texts. This study uses a qualitative method using a language error analysis approach. Data collection techniques were carried out by means of written documents obtained from 15 participants from SMA N 1 Waled. The results show that students make mistakes in terms of vocabulary, use of prepositions, and use of tenses. This shows that students’ understanding is still not sufficient in choosing the correct vocabulary and the appropriate grammar arrangement in translating Indonesian into English through procedure text.
ANALYSIS OF TRANSLATION TECHNIQUES USED IN “THE KISSING BOOTH” MOVIE SUBTITLE
This research aims to analyze the translation techniques of subtitling used on The Kissing Booth movie. This research uses qualitative method. The content analysis is used as a method to identify and analyze the translation techniques in The Kissing Booth movie. Every utterance in five scenes of The Kissing Booth movie are the unit of analysis of this research. The source language is English and the target language is Indonesian Language. The result proves that the translation technique that mostly appears on The Kissing Booth movie (2018) is reduction with eight data (26.67%). The second highest is discursive creation and transposition. Both of them have six data (20.00%). In the third position there is compensation with a total of five data (16,67%). Next, there are linguistic amplification and borrowing. The results show that both of them have two data (6,67%). The last one is literal translation with only one data (3,33%).
KINDS OF TRANSLATIONS USED FROM MAHEN'S SONG "PURA PURA LUPA" BY EMMA HEESTERS
This study aims to identify the types of translation used in translating Mahen's song "Pura Pura Lupa" translated by Emma Heesters. The method used in this research is a descriptive-qualitative method. In analyzing the data, the researcher used various translation theories put forward by Larson. The results of the study show that there are 19 data found in the translation of Mahen's song "Pura Pura Lupa" translated by Emma Heesters. Of the 19 data, there are 3 types of translation used, namely modified literal translation (10 data), idiomatic translation (3 data) and inappropriate free translation (6 data). Modified literal translation is widely used in translating song lyrics because the translator adds information in the target language and changes the meaning from the source language to the target language to create a special reaction for the target language listeners