Your content here

TRA students are required to complete 49 courses, consisting of compulsory and elective courses, or the equivalent of 144 credits (216 ECTS). Courses are delivered in two languages, namely Arabic and Indonesian. Since 2019, TRA has invited two guest lecturers from Al-Azhar University.
The teaching process is generally conducted through lectures. However, several courses are delivered in seminar format. Final assignments may take the form of research papers, such as in Contemporary Text Translation and Modern Text Translation courses. Some courses also include practical sessions using IT media or specific applications, such as the Translation Information and Communication Technology course. (TRA Semester Learning Plan).

Project-based learning: Several courses in TRA use project-based learning to produce videos and upload them to YouTube channels. For example, students may create tutorial videos on CAT tools for Arabic–Indonesian translation or tutorials on how to use AI for translation. In addition, some translation courses culminate in the development of an encyclopedia or an Arabic–Indonesian dictionary.
Case-study learning: Case-study learning is commonly applied in translation courses. Students may translate texts on topics such as law and human rights, then critically analyze and evaluate them from the perspective of Indonesian law and human rights. In addition, some courses critically analyze conference interpreting to understand and assess the use of spoken Arabic in conference settings.

Assessment

Assessment components in each course consist of formative assessment, midterm examination, and final examination. The assessment components are presented in several ratio options, for example, 30% formative assessment, 30% midterm examination, and 40% final examination. The formative score consists of student attendance, structured assignments, individual assignments, and attitude. Midterm and final examinations are based on written/oral examinations and projects.
For students’ language proficiency, TRA requires a TOAFL score of 400 and a TOEFL score of 450. TRA also encourages students to publish their academic articles in reputable journals. Other options include providing Indonesian subtitles for Arabic-language films, both text and audio, and translating classical books by Indonesian scholars, websites, and online media portals into Arabic. (Academic Guidelines)

 

The bar chart in Figure 2.3.9 shows the grade distribution for the TRA (Translation) study program in the first and second periods. In the first period, the majority of students earned an “A” grade (64.5%), followed by a “B” grade at 29%, with very few lower grades. In the second period, a similar trend is observed, with “A” grades slightly decreasing to 63.2% and “B” grades increasing to 32.3%. The proportion of “C,” “D,” and “E” grades remained very low in both periods, indicating strong overall academic performance among students. The findings show consistency in high-grade achievement across periods, with a slight shift between “A” and “B” grades.
The achievement of Program Learning Outcomes (PLOs) is evaluated periodically through PLO evaluation. The results of the PLO evaluation can be seen in the figure below.

At the end of each academic semester, the pedagogical approach in TRA is assessed by students using EDOM. TRA EDOM results from 2020 to 2022 show that the personality aspect of lecturers’ teaching activities consistently achieved outstanding results. Therefore, lecturers in TRA are generally highly respected and appreciated, with evidence indicating the creation of a supportive and conducive learning environment. (Semester Learning Evaluation).

TRA EDOM results from the 2020–2022 academic years illustrate students’ evaluations of their lecturers in four categories: Pedagogy, Professionalism, Personality, and Social Aspects. During this period, the Professionalism category consistently received the highest scores, starting at 3.50 in the first semester of 2020/2021, then showing a slight decrease in the following period while maintaining a strong evaluation score of 3.30 in the first semester of 2021/2022.

Personality ratings remained stable, starting and ending at 3.41, reflecting consistent student appreciation in this area. Social ratings were the lowest among the categories, starting at 3.10 and showing slight fluctuation before eventually rising to 3.30 in the most recent recorded period. The Pedagogy category showed some variability, beginning at 3.39, decreasing briefly, and then ending at 3.30, indicating modest but consistent student appreciation throughout the period. Overall, the EDOM results indicate positive perceptions across all evaluated aspects, with particular emphasis on Professionalism and Personality. Based on EDOM data from the last two years, the evaluation results of the TRA teaching and learning process show that the professional aspect was the highest, with an average score of 3.58.

Figure 2.3.12 presents the average EDOM score (Student Evaluation of Lecturers) for the TRA program from the 2020/2021 to 2021/2022 academic years. The initial score in the first semester of 2020/2021 was 3.60, which decreased to 3.30 in the following semester. This average of 3.30 remained stable in the first semester of 2021/2022 before returning to 3.60 in the second semester of that academic year. These results show a fluctuating pattern, with high satisfaction in the first two periods followed by a slight decrease in the subsequent period. This pattern reflects an overall level of consistency in student evaluations with some improvement in later periods. Based on the average teaching and learning process evaluation results from EDOM data over the last two years, the TRA EDOM score remains above 3 and continues to improve.

 

Your content here

Your content here