As self-reflection is crucial for improving the professional identity of pre-service teachers, it is paramount to discover ways that may assist them to reflect more effectively. This study investigates how self-reflection may be enhanced by the use of video recording as compared to that which is facilitated only by students’ memories. Employing a descriptive qualitative analysis method, the research uses reflection journals and interviews from pre-service English teachers of two available microteaching classes of an English language education program in an Indonesian private university in Central Java. While the students in one class used video recording to help them reflect, those in the other class relied on memory. The findings showed that the reflections supported by video recording were more specific and more analytical, focusing more attention on management-related issues of the teaching. Those from the memory-based group, on the other hand, tended to be general and descriptive with more accounts on personal feelings.
Due to its pervasiveness, explicitation has received much attention in translation research. However, studies seem to have overlooked the basic underlying concepts of 'explicit' and 'implicit'. Moreover, these notions have been understood in various ways, making it difficult, for example, to compare research results on explicitation and describe the phenomenon. To better clarify the issue, this paper examines the commonly used concepts of 'explicit' and 'implicit' and how they have been applied in explicitation studies, beginning with the classic work of Vinay and Darbelnet. While the concept of explicitation is far from simple, few studies have devoted enough room to examine it.
Using translation in EFL teaching and learning has benefits. Google's survey in 2010 showed that language learners used GT to understand a foreign word, to write an email or article, learn to write and speak in a foreign language, and ensure the text they have written in a foreign language is correct (García & Pena, 2011). Supporting this survey, translation has been reported to be able to help students deal with Elisabet Titik Murtisari et al.
With the advances of globalisation and technology, English dominates international politics, the economy and culture. Spoken by over a quarter of the world's population and enhanced by the presence of the Internet, it enjoys an unparalleled dominance in global communication and has affected people's lives across the globe.This study explores the perception of Indonesian high school students towards the impact of English on the Indonesian language and culture amids concerns about the hegemony of the international language and the country's efforts to maintain its national language. As many as 333 students from five schools in Salatiga, Central Java, participated in this research by filling out a Likert-scaled questionnaire. Unlike previous studies investigating a similar issue in the context of Indonesia, the study demonstrates strongly divided responses from the participants towards English. The students' religions and majors were also shown to be significant factors affecting the responses. Conducted on a wider scope, this research overall reveals stronger perceived tensions between the national language/culture and English than what has been demonstrated in previous research.
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