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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Susi Septaviana Rakhmawati
Universitas Pendidikan Indonesia
Religion Education Languange, Linguistic, Communication & Media

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Who is Speaking? The Voice and (In)Visibility of Student Interpreters in Computer-Assisted Interpreting Contexts Susi Septaviana Rakhmawati; Dewi Kusrini
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 3 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v5i3.3735

Abstract

This paper examines the voice and (in)visibility of student interpreters engaged in English–Indonesian diplomatic interpreting tasks under two conditions: with and without Computer-Assisted Interpreting (CAI) tools. Drawing on Hermans’ (1996) framework of the translator’s voice in translated narrative, specifically his three cases of discursive presence (pragmatic displacement requiring intervention for the Implied Hearer, self-reflexive and self-referential engagement with the medium of communication, and contextual overdetermination), and extending these to the spoken, real-time domain of interpreting, this study analyses transcripts and written reflections produced by 40 undergraduate students at an Indonesian university. The analysis also attends to passivisation as an additional marker of the interpreter’s voice. Findings demonstrate that all three of Hermans’ cases are systematically instantiated in student interpreter output, that CAI tool use intensifies certain manifestations of the interpreter’s voice (notably contextual overdetermination and self-referential engagement with the medium) while leaving others unaffected, and that student reflections reveal a metacognitive awareness of their own agency in the interpreting process that is both produced and constrained by the technological environment. The paper argues that making the interpreter’s voice analytically visible is pedagogically valuable: it reveals individual agency, ideological positioning, and identity construction within interpreter-mediated communication.
From Perception to Practice: Aligning Self-Reported TPACK with Observed Teaching Performance in Pre-service EFL Teachers Sulastri Manurung; Sri Setyarini; Susi Septaviana Rakhmawati
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/c6frdb68

Abstract

This study aimed to examine the alignment between pre-service EFL teachers’ self-reported Technological Pedagogical Content Knowledge (TPACK) and their observed teaching performance following a Microteaching Lesson Study (MLS) intervention. In response to increasing demands for technology-integrated instruction, concerns persist regarding whether teachers’ perceived competencies accurately reflect their actual teaching practices. A quantitative within-subject experimental design was employed involving 27 pre-service teachers over a 14-week intervention. Data were collected using a pre- and post-test EFL-TPACK survey and performance-based assessments of teaching and re-teaching phases evaluated by two independent raters using a validated TPACK-based rubric. Data were analyzed using paired-samples t-tests, Wilcoxon Signed-Rank Tests, Pearson correlation, and normalized gain (N-gain) analysis. The results revealed a statistically significant improvement in self-reported TPACK (p < .001) with a high N-gain, indicating substantial perceived development. Observed teaching performance also improved significantly (p < .001), both at the overall level and across all TPACK domains. However, correlation analysis showed a very weak and non-significant relationship between self-reported TPACK and observed teaching performance (r = .054, p > .05), indicating a lack of alignment between perceived and enacted competence. These findings suggest that while MLS effectively enhances both perceived knowledge and teaching performance, self-reported TPACK does not necessarily reflect actual instructional ability. This study underscores the importance of integrating performance-based assessments with self-report measures to provide a more accurate evaluation of teacher readiness and contributes to a deeper understanding of TPACK development in practice-based teacher education contexts.
Co-Authors Dra. Dewi Kusrini M.Si Sri Setyarini Sulastri Manurung