This objectives of this study are to find out: (1) the functionality and the compatibility of the AR-based game for Blended Learning model (2) describe users' perspectives on its potential for blended learning activities. The design of the game called ArReadSpeed has gone through several stages that encompass pre-design input taking, design stage, and pre-trial evaluation stages. The inputs generated from the prospective users and two experts serve as feedback needed for the game prototype making, while the inputs from the pre-design stage have become the basis for the media design. This paper reports the results of the trial stage that was intended to gather information about the readiness of the game for real use that encompasses the content and construct validity aspects. The obtained feedback was then used to evaluate if the media is readily usable for the blended learning model. The results of the trial showed that the aspects of both content and construct validity were both very good. In addition, the trial results also show that the tried game is considered as a decent product, attractive, and easy to use for independent learning, making it readily usable for the real blended learning context. The upcoming step to do is to determine if the product is indeed an effective medium for learning that can enhance students' reading skill.

AVT (Audio Visual Translation), is one of the translation activities involving transfer of spoken and audial messages from the source text (ST) into written target texts (TT) to get displayed on digital screens. It is considered challenging because subtitle translation is constrained by the speed of spoken messages and the rolling of the digital screens. As a result, the translation work is bound to be limited in both number of characters and screen space in order to provide coherently reader-friendly texts. The constraints, consequently, compel the translators to use certain methods of translation called text reduction generally done through elimination, rendering, and condensation. This study is an attempt to find out what strategies are deployed in the subtitle translation process. Interview was also conducted to obtain first-hand information as regard the translator's reasons for using the strategies. The result shows that text reduction manifests in elimination, rendering, and condensation strategies as a part of constraint compliance. While interview result generally invigorates the above result, there is a striking finding that translators were also compelled to conform to the standard quality of the subtitles publishing company.

Augmented Reality (AR) is a cutting-edge technology used for various learning media including for English learning. The advantage of AR in teaching is its ability to add multimedia objects to traditional teaching materials that motivate students to learn. The purpose of the study was to experiment with the use of AR-based game as additional material to the face-to-face teaching and learning in the blended learning model to improve English reading skills in secondary schools. This study deployed a quasi-experimental method based on a statistical analysis of the pre-test and post-test design. The whole research project involved a questionnaire and Focus Group Discussion (FGD) data collection yet to be reported here. The experiment results of correlation test score respectively showed Pair 1 = .406 at the significance level of 0.17; Pair 2 = .288 at the significance level of 0.99, and Pair 3 = .030 at the significance level of 8.86, while the results of the Paired Sample Test' showed the value of "Paired Differences" of -5.569. This value indicated the difference between the pre-test and post-test results with a difference between -6,674 to -4,464 at the 95% confidence interval. The results of this experiment rejected hypothesis 0 which suggests that as the ArReadSpeed game is combined with teaching in the context of classroom learning resulted in good learning outcomes, making it a good blended learning model. The results of this experiment confirmed that the use of AR -based games for blended-learning contexts is an appropriate learning model. Due to the ever advancing technology and the current and future learning environment, this study brings an SURATNO & NUGROHO Experimenting Blended Learning Model Using an Augmented Reality-Based Game 19 Mayıs Journal of Social Sciences 328implication for current and future education practitioners to consider incorporating games into the teaching of English skills in the context of blended learning in response to the change in learners' styles of learning.