This undergraduate study discusses a novel written by Gayle Forman entitled
This undergraduate study discusses a novel written by Gayle Forman entitled If I Stay through the psychoanalytic study. The main character of the novel, Mia Hall, is in a comatose state after she gets an accident with her family. Her parents and her brother do not survive. In this unconscious state, she has to choose one of the two choices whether to stay or to leave. Her decision-making process, which the main character faces, inspires the researcher to study how Mia Halls unconsciousness is able to influence her decision making. The researcher formulates two problems for this study: (1) how the main character is described in the plot development of the story, and (2) how the decision-making process of the main character is seen in the story.The analysis produces some results and findings. The first finding is that the main characters traits are family-centered, enthusiastic, loving, and thoughtful. The second result is that the main characters decision making process is a descriptive model of decision making. The reason why she decides to stay in the world is influenced by her identity and the effects of her unconsciousness, in which she still has her grandparents as her family, her dream to become a cellist that she can pursue, and the people surrounding her whom she can share her affection for. Keywords: psychoanalytic study, comatose state, Gayle Forman
With a mission to enhance the quality of EFL teachers, the Regional English Language Office (RELO) of the U.S. Embassy in Indonesia has conducted a pre-service teacher camp where practical teaching innovations are taught alongside reflective practices and the development of social and intercultural competences. This paper aims to examine how the participants, who are pre-service language teachers, perceived their professional identity as potential EFL educators after attending Camp EPIC and to what extent the program contributed to this process of professional identity formation. The study employed a mixed-methods survey where a total of 45 participants of Camp EPIC 2018 were purposively selected. They were asked to provide descriptions of themselves as teachers before and after the teacher camp, which were then analysed qualitatively using thematic analysis. As for the quantitative data, a set of thirty-three Likert-scale items were examined using Principal Component Analysis (PCA). The triangulated data indicated that the participants’ perception was positively altered after the camp. While some mentioned that they were more resourceful and creative with teaching ideas, others showed a higher level of self-efficacy concerning their competence. These changes could be attributed to four major features of the camp: reflection, feedback, resource exploitation, and collaboration.
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