Foremost Journal

Revealing Subtitling Strategies in the Translation of Wednesday Episode 1

Ahmad Jum'a Khatib Nur Ali, Ichwan Suyudi; Agung Prasetyo Wibowo — Mon, 02 Feb 2026 00:00:00 +0700

The commissive speech acts help manage situations where linguistics form does not fully reflect the intended meaning. Consequently, translating commissive speech acts in films requires particular care and consideration. Therefore, this research objective is to analyse the application of subtitling strategies in the translation of commissive speech act dialogues in the series Wednesday Episode 1, based on Gottlieb’s (1992) theoretical framework. Subtitling, as a form of audio-visual translation, requires linguistic and technical adjustments so that messages can be conveyed accurately within the constraints of space and time. This study employs a descriptive qualitative method with documentation techniques as the basis for data collection. A total of seven data items were obtained, consisting of utterances taken from the source script and their translations. The findings reveal that several subtitling strategies were used: paraphrase (2 data), transfer (1 datum), imitation (2 data), decimation (1 datum), and deletion (1 datum). Paraphrase strategy was the most frequently used strategy due to its flexibility in handling expressions without direct Indonesian equivalents. Transfer strategy was applied when meanings could be conveyed directly, while imitation strategy used for proper and place names. Decimation and deletion strategies used to address technical constraints like rapid dialogue and limited subtitle space. Overall, this study concludes that subtitling strategies are chosen contextually to maintain the accuracy, naturalness, and readability of subtitles for the audience.

English Language Acquisition in Deaf Learners with Hearing Parents and Hearing Learners with Deaf Parents

Mon, 02 Feb 2026 00:00:00 +0700

Early language access plays a decisive role in shaping communicative competence and motivational dispositions in English as a Foreign Language (EFL) learning. Within deaf education contexts, differences in linguistic environments often result in unequal opportunities to develop confidence and willingness to engage in communication. Framed by Surdo-glottodidactics, this paper offers a qualitative documentary-based comparative analysis of deaf learners with hearing parents and hearing learners who are Children of Deaf Adults (CODAs). Drawing on interdisciplinary literature in deaf studies, bilingualism, and second language acquisition, the analysis highlights how parental support interacts with the timing and accessibility of language exposure to influence learners’ Willingness to Communicate (WTC). The findings suggest that early and visually accessible language input, particularly sign language during the first six months of life, provides a crucial linguistic foundation for deaf learners. In contrast, CODAs benefit from a “bimodal advantage” through continuous exposure to both signed and spoken languages, fostering higher communicative confidence. This study concludes that parental facilitation as a primary catalyst for communicative success and ensuring coordination between home and school is crucial to sustain consistent vocabulary exposure.

English Teachers’ Readiness and Challenges in Implementing ICT-Integrated 21st Century Skills

Khilda Shopia, Aisha Nadya, Tenia Ramalia, Heni Cahya Ramdani — Sat, 24 Jan 2026 00:00:00 +0700

This study investigated English teachers’ readiness and challenges in implementing ICT-integrated 21st century skills in English language teaching. A descriptive quantitative and qualitative research design was used to conduct this research. Data was collected from 50 English teachers through a 15-item Likert-scale questionnaire. The findings illustrate that teachers demonstrate a moderate level of readiness, including adequate technological knowledge, positive attitudes, and confidence in using digital tools. However, some challenges hinder effective implementation, such as limited technological facilities, insufficient training, lack of institutional support, time constraints, technical issues, and varying levels of students’ digital literacy. The study concludes that institutional support, professional development, and adequate infrastructure are essential to support effective ICT integration.

Common Deviations from Standard Phraseology among Indonesian Pilots and Air Traffic Controllers

Sajjad Gharibnavaz, Noni Agustina — Mon, 02 Feb 2026 00:00:00 +0700

Ensuring the flight safety, it requires clear and standardized pilot-controller communication through ICAO phraseology. However, deviation still exists in routine operations. Thus, this study examines deviations from ICAO standard phraseology among Indonesian pilots and air traffic controllers (ATCs) by identifying the types and prevalence of these deviations and to explore the underlying reasons behind their use in operational communication. A qualitative design was employed, using an open-ended questionnaire and semi-structured interviews with licensed Indonesian pilots and ATCs. The questionnaire was used to capture and quantify reported deviations, while the interviews explored factors shaping participants’ communication choices. The findings showed that, although both pilots and ATCs were aware of ICAO standards, deviations occurred frequently in day-to-day operations. Common deviations involved the pronunciation of letters and numbers, as well as the transmission of wind information, radar beacon codes, altitude, altimeter settings, frequency, time, and aircraft registration/call signs. The primary reasons for these deviations included habitual use, perceived efficiency, local adaptation, and occasional memory lapses. These results highlight the need for ongoing training and sustained awareness efforts to strengthen standardized communication and support operational safety.

Belief Change of Indonesian EFL Pre-Service Teachers during Teaching Practicum

Sarah Johanes, Noni Agustina — Mon, 02 Feb 2026 00:00:00 +0700

This study explores belief change among five Indonesian EFL pre-service teachers during a teaching practicum, with particular attention to sociocultural influences (e.g., interactions with mentors, students, and the school environment). Using a qualitative design, the study collected data through semi-structured interviews conducted before and after a 40-day practicum and through classroom observations. The participants were seventh-semester students (aged 21–22) from the English Language Education Department of private university in West Jakarta, Indonesia who completed their practicum at public junior high school in West Jakarta. Data were transcribed, translated where necessary, and coded using Cabaroglu and Roberts’ (2000) belief-change categories. Findings indicate that all participants displayed patterns of belief change across the practicum. The most frequent coding outcome was no change (34%), followed by consolidation/confirmation (32.7%) and pseudo change (20.3%). No instances of re-labeling were identified across participants. These results suggest that while practicum experiences can reinforce and reshape certain beliefs, a substantial proportion of pre-service teachers’ beliefs remain stable, highlighting the need for structured mentoring and reflective opportunities during practicum

Visual Consciousness System Model in Chinese Drama

Fachri Helmanto; Arif Hidayat, Deden Haerudin — Tue, 03 Feb 2026 00:00:00 +0700

Chinese dramas on short-video platforms reorganize narrative logic by introducing a visual system immediately after moments of crisis. This host-exclusive interface assigns missions, rewards, and procedural actions, shifting storytelling from exploratory problem-solving to system-driven intervention that directly bypasses narrative obstacles. This study employs a qualitative approach using document-based structural narrative analysis. Narrative readings are conducted through Chase’s narrative model to examine how systems function as meaning-making practices within Chinese digital dramas. Narrative is conceptualized as a cultural mechanism that organizes crisis and problem-solving through visual systems. The data consist of digital narrative documents, including selected episode segments, crisis scenes, and visual system representations from dramas themed around reincarnation and cross-reality transitions. The analysis applies thematic procedures to map system functions in structuring relations between crisis, action, and outcomes. The findings formulate a Visual Consciousness System Model that explains how narrative crises trigger system activation, transforming the protagonist into a host-exclusive subject governed by predefined system parameters. Within this model, crisis functions as an activation threshold, the system operates as a host-only interface, and character consciousness is procedurally oriented toward task execution rather than reflective evaluation. Action unfolds through system-regulated procedures, producing outcomes that resolve crisis without narrative exploration and reproduce new crisis conditions through continued system dependence. This model implies a broader shift in digital storytelling, where problem-solving is no longer framed as cognitive exploration but as procedural compliance with visual systems. Narrative agency is reconfigured as system alignment, and creativity is reduced to optimization within closed parameters rather than the generation of alternative narrative possibilities.

Applying Constructivist: Authentic Project-Based Learning for Increasing Performance in Writing Outcomes

Isnaniah Isnaniah; Lastry Forsia, Sholeh Hidayat — Tue, 03 Feb 2026 00:00:00 +0700

Writing is a complex and essential skill in English as a Foreign Language (EFL) learning that requires not only linguistic accuracy but also cognitive engagement, interaction, and reflection. This study aims to examine the relationship between constructivist writing instructional practices implemented through Authentic Project-Based Learning (A-PBL) and students’ writing performance outcomes. Employing a quantitative quasi-experimental one-group pre-test–post-test design, the study involved 35 first-semester undergraduate students enrolled in a Writing course at Universitas Islam Syekh Yusuf. Data were collected through writing performance tests assessing contextual, interactive, and reflective writing, as well as a questionnaire measuring students’ engagement in constructivist practices, including brainstorming, collaborative writing, peer feedback, real-world writing tasks, and instructional scaffolding. The data were analyzed using descriptive statistics, multiple regression analysis, and Canonical Correlation Analysis (CCA). The findings reveal a statistically significant multivariate relationship between constructivist learning practices and writing performance outcomes, with interactive and reflective writing emerging as the most strongly influenced dimensions. Although contextual writing did not show a direct significant effect, it functioned as a foundational component supporting higher-level writing engagement. The study concludes that constructivist-oriented writing instruction, particularly through A-PBL, effectively promotes interactive and reflective writing development and provides a theoretically grounded approach for enhancing EFL writing performance in higher education contexts.

Exploring EFL Pre-Service Teachers’ Practices in Learning Material Development

Milen Arunika, Noni Agustina — Tue, 03 Feb 2026 00:00:00 +0700

This study explores how English as a Foreign Language (EFL) pre-service teachers develop English learning materials by applying Tomlinson’s framework for learning materials criteria at a private university. The research addresses the limited literature on material development practices among pre-service teachers, as previous studies have mostly focused on in-service teachers, while this study focuses on learning materials developed by pre-service teachers. Employing a qualitative case study approach, data were collected through semi-structured interviews with three pre-service teachers and document analysis of three sets of learning materials developed during the Language Material Development course. Thematic analysis was applied to identify materials aligned with Tomlinson’s criteria framework, including linked to the curriculum, suitable to learners’ needs, balanced skills, learners’ prior knowledge, cooperative learning opportunities, targeted to communicative purposes, cultural integration, and succinct instructions. Findings indicate that all analysed materials met the framework’s principles, effectively addressing diverse learning styles, balancing language skills, communicative purposes, and cooperative learning. The study contributes insights for teacher education programs, policymakers, and material developers, emphasizing the criteria of Tomlinson’s learning materials framework for developing engaging EFL materials.