Translation Learning Enrichment Using Smart Application Creator 3.0: An Attempt to Design a Mobile Application in Translation for Tourism Purpose Course

Suryaningtyas, Valentina Widya; Nugroho, Raden Arief; Cahyono, Setyo Prasiyanto; Nababan, M.R.; Santosa, Riyadi

doi:10.1109/isemantic.2019.8884273

Cited by 8 publications

(8 citation statements)

References 7 publications

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“…Smart App creator can be combined with animation to make the content to be more interesting. Suryaningtyas et al, (2019) and Khoirudin et al, (2021) prove that smart app creator can improves students' English learning outcomes and students' translation skill; in line with previous research this research also examined smart app creators to improve students' listening skills and also motivation in SMK Negeri 3 OKU Selatan especially in the eleventh grade of Management Program.…”

Section: Introductionsupporting

confidence: 82%

Improving the Motivation and Listening Ability of Eleventh Grade Students by Using Smart App Creator

Susanti¹,

Mulyadi

Syahri

2023

esteem

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The objective of this study was to find out and analyze the process of improving the motivation and listening ability of the eleventh grades students by using Smart App Creator in the Management Program at SMK Negeri 3 OKU Selatan. The method which used in this research is classroom action research where it took place in 3 cycles. The result of this study found that there was improvement of studentsâ€™ listening ability and motivation. The score of minimum completeness criteria of English lesson was 70. In listening test cycle 1 there were 10 students who pass the minimum completeness criteria or 33,3% of students. In listening test cycle 2 there were 18 students who pass the minimum completeness criteria or 60% of students and in listening test of cycle 3 there were 26 students who pass the minimum completeness criteria or 86% of students. There were improvement of students listening ability as 52.7% where from cycle 1 to cycle 2 gained improvement as 26,7% and from cycle 2 to cycle 3 gained improvement as 26%. The studentsâ€™ participation increased during the teaching learning process whereas it indicates the studentsâ€™ motivation had increased. Faqih, (2021) have researched about Smart App Creator as a learning media where he found that smart app creator effective to use as a learning media of poetry lesson and now the researcher found that smart app creator can use as a learning media to improve studentsâ€™ listening ability and motivation.

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Section: Introductionsupporting

confidence: 82%

Improving the Motivation and Listening Ability of Eleventh Grade Students by Using Smart App Creator

Susanti¹,

Mulyadi

Syahri

2023

esteem

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“…As a result, the subtitles were translated differently than the source text in order to allow audiences to comprehend the film due to cultural differences. The translator modifies the subtitle with simple words depending on their thoughts and sometimes untranslated the subtitle since there is no adequate equivalent in Indonesian (Suryaningtyas et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Comparative Translation Analysis of Subtitle and Dubbing in “Raya and the Last Dragon”

Aulia¹,

Nugroho²

2022

JELTL

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<em>The objectives of this study are (1) to classify the translation techniques used between subtitles and dubbing (2) to identify the quality of the accuracy instrument between subtitles and dubbing (3) to compare the quality of the accuracy instrument that is more accurate to use. The source data is a movie that is limited to the translated utterances that have different translations in subtitle and dubbing versions. This study used a qualitative method with the following steps; (1) Classifying the translation techniques of subtitle and dubbing data based on Molina and Albir’s (2002) classification. (2) Tabulating the comparison of translation techniques between subtitles and dubbing. (3) Identifying the translation quality of accuracy based on the theory of Nababan et al., (4) Drawing conclusions. As a result, both subtitle and dubbing mostly used the established equivalent technique. An established equivalent has a good effect on the quality of accuracy obtained. This technique makes it easier for the audience to understand because it prioritizes the prevalence and naturalness so that the message from SL is conveyed properly. The researcher discovered that dubbing translation is more accurate than subtitle translation. Some subtitle translations are still considered less accurate. The researchers concluded that subtitles are appropriate for adolescents or adults, particularly foreign language learners. Language learners can broaden their knowledge of the language by watching films with subtitles. Meanwhile, dubbing is more appropriate for younger audiences because the language used is typically simpler to comprehend and does not contain swear words or inappropriate words.</em>

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“…The main material was supported by pictures and videos. Editing used the features provided by SAC, such as font selection, image selection, background, image editing, video, simulation input with less complicated editing [22]. The last stage is to change the media that has been designed and developed at SAC into an application in the form of an apk file.…”

Section: Product Design and Development Stagementioning

confidence: 99%

“…The output extensions of this software are apk, xcodeproj, HTML5, and .exe. this allows the resulting application to be compatible with a wide range of touch devices and monitors [22]. So, in making smartphone-based learning media, SAC software can be used with the results of the application in the apk format that is easy to download and use by students.…”

Section: Introductionmentioning

confidence: 99%

Smartphone-Based Learning Media on Microscope Topic for High School Students

Nadhiroh¹,

Wilujeng²,

Sa’diyah³

et al. 2021

Advances in Social Science, Education and Humanities Research

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One of the learning media with mobile technology that can be used for education is 'smartphone.' This study developed a smartphone-based learning media capable of supporting physics learning on Microscope topics for XI grade high school students with a specialization in Mathematics and Natural Sciences (MIPA). This development product is in the form of teaching materials that can be accessed through an application on a smartphone. This learning media is validated by media experts and content experts. The development model used is modified Borg & Gall with seven stages, namely the preliminary research stage and information gathering, the planning stage, the preliminary product development stage, the design validation, the main product revision, the main field testing, and the operational product revision stage. The data obtained were analysed using equations and interpreted in the interpretation of the validation results assessment score. This development results reveal the validity value of smartphone-based learning media by content experts and media experts. The validity of media expert's states that it is valid for product development and the validity of material expert's states that the content developed in learning media is very valid. The accumulated student response to the application of smartphonebased learning media is very good.

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Translation Learning Enrichment Using Smart Application Creator 3.0: An Attempt to Design a Mobile Application in Translation for Tourism Purpose Course

Cited by 8 publications

References 7 publications

Improving the Motivation and Listening Ability of Eleventh Grade Students by Using Smart App Creator

Improving the Motivation and Listening Ability of Eleventh Grade Students by Using Smart App Creator

Comparative Translation Analysis of Subtitle and Dubbing in “Raya and the Last Dragon”

Smartphone-Based Learning Media on Microscope Topic for High School Students

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