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All Journal Indonesian Journal of Applied Linguistics (IJAL) Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Pemberdayaan Masyarakat
Susi Septaviana Rakhmawati, Susi Septaviana
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The role of moving images in the conference interpreting classroom Rakhmawati, Susi Septaviana
Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i2.1350

Abstract

This paper reports on the study of the student interpreters’ performance in conference interpreting classes in an Indonesian university when multimodal texts were provided as part of the teaching methods. It aims to answer how multimodal texts can influence interpreting performance among students. A case study design was used to allow an in-depth analysis of the students’ interpreting performance as the phenomenon described (Yin, 2003) using triangulation of data analysis. Observation, interview, and seven transcription analysis from three students were carried out. Observation and interview result shows that the students used visual information such as lips movement, running text on video, moving images, and the speakers’ gestures in their interpreting processes. Moreover, the students said that the existing method of teaching interpreting using multimodal texts is really helpful for them in developing their interpreting skills. Furthermore, transcription analysis also confirms that the student with multimodal strategies (facing the speaker, the screen/the video) performed better during interpreting process. However, a student who faces both did not seem to perform well. The indication is that he was unable to focus, being distracted and nervous. Thus, overall the student interpreters used visual information as part of multimodal communication, in addition to speech, working on the regular mode of listening and speaking during interpreting process, which suggest significant contribution of multimodal texts to better rendition in the target language.
Perception vs. Performance: Unpacking Pre-Service EFL Teachers' TPACK Gaps in AI-Enhanced Learning Design Manurung, Sulastri; Setyarini, Sri; Rakhmawati, Susi Septaviana
Jurnal Pemberdayaan Masyarakat Vol 4, No 3 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i3.505

Abstract

This study investigated how?pre?service EFL teachers' perceived Pedagogical Content Knowledge (PCK), Technological Content Knowledge?(TCK), and Technological?Pedagogical Knowledge?(TPK) relate to their demonstrated TPACK performance when designing AI?enhanced lessons. It employed a correlational research design with multiple linear regression. Seventy?seven Indonesian pre?service teachers who had used AI-enhanced tools during practicum completed perceived PCK, TCK, and TPK questionnaires. Actual TPACK competence was scored with a performance rubric (lesson plans, supporting documents, and teaching observations). Descriptively, participants reported the most substantial confidence in PCK (M?=?3.61, SD?=?0.54, 5?point scale), while TCK (M?=?3.00,?SD?=?1.14) and TPK (M?=?3.02,?SD?=?0.50) were moderate. Performance data showed that, on average, teachers achieved 70?percent of the maximum TPACK score, indicating adequate yet improvable integration of technology, pedagogy, and content. Multiple?regression analysis revealed that perceived PCK, TCK, and TPK together did not significantly predict demonstrated TPACK (F?(3,73) = 1.98,?p?=.125). These findings suggest a disconnect between what teachers think they know and what they can enact. It contributes to teacher knowledge research by highlighting the gap between self-perceived and demonstrated competence, underscoring the need for practice-oriented training that explicitly links AI tool use to pedagogical and content goals.
A Corpus-Driven Analysis of Student Translation Strategies for Culturally-Bound Quotations from English to Indonesian Rakhmawati, Susi Septaviana; Supian, Supian; Dallyono, Ruswan; Hidayati, Farida; Lebedeva, Alexandra Leonidovna; Ladinata, Lsdinata
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 9, NO 2 (2025): ERALINGUA (Article in Press)
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i2.73367

Abstract

Abstract. Translation of quotes attributed to great personalities is a niche and rather less researched area of study within the discipline of translation studies. The quotations are often culture-bound and context-dependent and present some difficulties to translators due to the cultural and historical context of their creators. This paper has a two-fold purpose: (1) to explore the translation strategies employed by student translators in rendering culturally- and contextually-loaded quotations, and (2) to identify patterns in the application of these strategies based on the quotes’ textual features—such as sentence length, word order, and lexical particularities. In line with established translation research methodologies, this research adopts a corpus-driven analysis with interpretive elements. Strategies were identified and analyzed using a robust coding framework derived from established translation theories (e.g., Vinay, 1995; Molina, 2002; Abu-Ssaydeh, 2004) and specific corpus analysis tools like Wordsmith Tools. Comparison of 50 selected quotations—mostly chosen for their culture-bound content—exemplifies the use of an array of translation strategies, with paraphrasing and explicitation being the most frequently employed. Paraphrasing, as detailed in this paper, covers rewording involving syntactic and semantic adjustments. It occurred 18 times as a co-concomitant and 7 times singly. On some occasions, these strategies were used even when there were formal or idiomatic equivalents available in the target language. This indicates that student translators need more cultural sensitivity and strategic competence development, possibly through experiential hands-on training and longer training modules.Keywords: culture-bound quotations, corpus-based analysis, paraphrasing, student translators, translation strategies
Co-Authors Dallyono, Ruswan Farida Hidayati Ladinata, Lsdinata Lebedeva, Alexandra Leonidovna Sri Setyarini Sulastri Manurung, Sulastri Supian