The research was aimed at investigating categories of Indonesian cultural terms translated into English, explaining techniques of applied translation, and analyzing foreignization and domestication ideologies applied in the translations of Indonesian cultural terms into English in the novel Gadis Pantai that translated into The Girl from the Coast. This research was conducted through descriptive-qualitative approach. The data were collected through document analysis including content analysis and thematic analysis. The results show that there are five categories of cultural terms identified in the novel which are translated by using 16 techniques of translation, including the applications of single and double techniques of translation. In addition to foreignization and domestication ideologies of translation, it is also revealed that there is also partial foreignization and partial domestication ideologies of translation since some of the Indonesian identified cultural terms are translated through combinations of two different techniques of translation; combinations of source-language- and target-language-oriented techniques of translation. The most frequently-applied ideology of translation is domestication (82,20%), followed by foreignization (9,82%), as well as partial foreignization and partial domestication (7,98%).

It is widely known that the English language has rapidly spread across the globe and is now used for a wide range of purposes. Its status as a national/foreign language has shifted to that of an international language. Despite this awareness, however, studies on perceptions of English as an international language (EIL) among EFL preservice teachers in the Indonesian context are not commonplace in the literature. Therefore, this study was aimed at elucidating the perceptions of the four aspects of EIL among EFL preservice teachers in higher education institutions in Indonesia. This quantitative study adopted a descriptive approach using a five-point Likert scale questionnaire with a total of 14 close-ended statements. Data collected from the questionnaire were analysed using descriptive statistics. The findings suggest that EIL is positively viewed by participants as a means of global communication to achieve a variety of purposes. They welcome and accept various varieties of English, demonstrating a strong multilingual/multicultural understanding through their ability to accept different pronunciation patterns and adapt their behavior and conversational styles when interacting with people from diverse cultural backgrounds. They have a strong sense of ownership over their own English varieties. Finally, the study’s implications for the four aspects of EIL including the current status of English, English varieties, multicultural communication strategies, and the identity of English speakers are also discussed, along with limitations and recommendations for future research.

In recent years, researchers have become increasingly interested in mobile-assisted language learning (MALL) studies for online informal learning of English as a foreign language (EFL). Smartphones, and other mobile devices, have been used as a powerful tool in informal contexts of learning since that form of technology can help students engage in out-of-class language learning experiences. However, to our knowledge, no research on EFL learners' predominant language use for their online informal learning activities has been conducted in Indonesian context. Therefore, this study attempted to investigate EFL learners' predominant language use for their online informal learning of English through smartphones, in which the data collected were quantitatively analyzed through descriptive statistics. The results indicate that EFL learners predominantly perform their online informal learning activities in Indonesian, in English, and in both Indonesian and English. Finally, suggestions and recommendations for future research are also discussed.

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The aims of this research were to investigate whether there was an improvement of students’ reading comprehension after the implementation of Think-Pair-Share technique and to reveal the aspect of reading that improved the most after being taught through Think-Pair-Share. The sample of this research was VII G on Junior High School. This research applied a quantitave approach which used reading test. The first result of the research showed that there was a significant effect on students’ reading score in a descriptive text since t-ratio > t-table (11.468 > 1.984). The average of posttest score (70.56) was higher than the pretest score (59.43). It gained 11.13. In addition, the most increased aspect of reading skills was reference since the percentage was 65% (highest than other aspects). Briefly, it could be concluded that Think-Pair-Share technique enabled to improve the students’ achievements in comprehending descriptive text and showed positive impact to students toward the use of the technique in teaching process. Keywords: think-pair-share, reading comprehension, descriptive text

This research aims to determine the types of grammatical errors that students make the most and least frequently, as well as the causes of those errors, using the Surface Strategy Taxonomy that was identified in students' recount text translation. The participants in this study were SMAN 1 Pringsewu first-graders in the academic year 2020/2021. This research adopted a descriptive qualitative method by using a translation task and questionnaire for the instruments. According to the Surface Strategy Taxonomy, the students made all types of errors: omission, addition, misformation, and misordering. In recount text translation based on Surface Strategy Taxonomy, the most common error made by students was misformation, whereas the least frequent error type was misordering. Problems with the target language, mother-tongue interference, a lack of eagerness to learn the target language, a lack of confidence, and the absence of error feedback from the teacher were all possible causes of those errors. This indicates that the students’ English grammar understanding was still limited. Therefore, the English teacher is expected to solve it by providing appropriate teaching methods and materials to reduce errors.

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Destinasi wisata Teluk Kiluan yang terletak di Pekon (Desa) Kiluan Negeri, Kecamatan Kelumbayan, Kabupaten Tanggamus Provinsi Lampung sangat berpotensi untuk menjadi kawasan wisata berkelas internasional karena wisatawan mancanegara sudah mulai berkunjung ke kawasan ini. Agar interaksi kepariwisataan antara wisawatawan mancanegara dan masyarakat serta praktisi pariwisata di kawasan tersebut dapat berjalan dengan baik, maka mau tidak mau SDM lokal (masyarakat dan praktisi pariwisata lokal) harus mampu berkomunikasi dalam bahasa Inggris pariwisata dengan baik. Oleh karena itu, tujuan kegiatan pengabdian kepada masyarakat ini adalah membantu pemerintah, masyarakat, dan praktisi pariwisata setempat melalui pelatihan bahasa Inggris pariwisata komunikatif agar mampu berkomunikasi dan menyampaikan informasi dengan benar kepada para wisatawan mancanegara yang berkunjung ke destinasi wisata Teluk Kiluan. Sasaran kegiatan ini adalah masyarakat dan praktisi pariwisata di kawasan destinasi wisata Teluk Kiluan agar dapat menguasai bahasa Inggris untuk berkomunikasi dengan wisatawan mancanegara dengan baik. Untuk memecahkan permasalahan mitra, metode pelaksanaan yang akan digunakan meliputi: (1) memberikan pelatihan dan workshop dengan menyajikan materi melalui tatap muka langsung mengenai pentingnya bahasa Inggris sebagai lingua franca dalam bidang pariwisata, dan (2) memberikan pelatihan bahasa Inggris pariwisata komunikatif kepada masyarakat dan praktisi pariwisata setempat secara teori dan praktik melalui simulasi, dialog dan bermain peran, serta diskusi. Dengan demikian, masyarakat dan praktisi pariwisata lokal memiliki kepercayaan diri dan keterampilan berbahasa Inggris pariwisata dengan baik sehingga mampu berkomunikasi dan berinteraksi dengan wisatawan mancanegara.