IDIOMATIC EXPRESSIONS AND THEIR INDONESIAN SUBTITLES IN THE GOOD DOCTOR TV SERIES

Idiomatic expressions are used to describe things or conditions that cannot be described by plain words. They carry more impacts than non-idiomatic expressions due to their close identification with a particular language and culture. This research investigates idiomatic expressions and their Indonesian subtitles in The Good Doctor TV series. Two research questions are addressed in this study, namely (1) what types of idiomatic expressions are found in The Good Doctor TV series? and (2) how are the idiomatic expressions in the TV series translated into Indonesian? The researchers employed content analysis. The steps of data collection and analysis included taking the transcript and identifying the idiomatic expressions, identifying their meanings and validating them, and comparing the meanings of the two idiomatic expressions. The results revealed that, first, The Good Doctor TV series contained five types of idiomatic expressions, namely substitutes, proper names, English phrasal compound, figure of speech, and slang. Abbreviation was not found in the TV series. Second, there existed six translation strategies to translate idiomatic expressions in English into Indonesian.DOI: doi.org/10.24071/llt.2020.23010

CODE-SWITCHING IN MULTILINGUAL ROVING PEOPLE’S CONVERSATIONS

This paper aims at analyzing the types of code-switching in the conversation of multilingual roving people, who move from one country to another country. The participants of this qualitative research were five multilingual roving people. Audio recordings and interviews were used to collect the data. The results reveal that the types of code-switching employed by the multilingual roving people were intra-sentential switching, inter-sentential switching, situational switching, and metaphorical switching. The researchers also found that the factors influencing the multilingual roving people in switching the codes included the speaker, interlocutors, changes in the situation because of the third person, and changes in the topic. The researchers concluded that the type of code-switching that appeared the most was intra-sentential switching and the most influencing factor why the participants did code-switching was the interlocutors

Developing a Teaching Methodology of Translation Course : A Cooperative Learning Model for English Department Students

The article, firstly, analyzes some basic concepts of translation and cooperative learningmodel. Further, a design of translation courses syllabus for an undergraduate level isdescribed. In addition, an example of lesson plan and an example of students analysis areelicited. The teaching methodology consists of a step-by-step procedure which adopts thecooperative learning model. In this cooperative learning model, the educator is understood asa facilitator, whose role is providing the materials, checking the students understanding,giving feedback, and evaluating the failures and the weaknesses of the knowledge-transferprocess.Therefore, the transfer process of translation theory and practice is mainlyaccomplished by the students, collectively and individually. Overall, the implementation ofcooperative learning model in the design and procedure of translation course is viewed as aneffective way to improve the ability of students in translating English text into Indonesian andin translating Indonesian text into English.Keywords: translation course, cooperative learning, undergraduate leve

EXPLORING STUDENTS’ CONTROL OVER LEARNING MANAGEMENT: A TECHNICAL PERSPECTIVE OF AUTONOMY IN LANGUAGE LEARNING

Autonomy in language learning suggests that students control their own learning (Benson, 2001). Students’ control over their own learning consists of three aspects, namely controls over learning management, cognitive process and learning content. This paper aims at exploring stu-dents’ control over learning management while working on project-based English language learn-ing, namely the collaborative audio-journal project. It is argued that project-based language learn-ing provides a principled and practicable route toward autonomy (Thomas, 1991, cited in Benson, 2001: 21).In this regards,students themselves plan, monitor, solve problems, and evaluate the pro-ject accomplishment without much intervention from the teacher. A qualitative method was employed in this study. Two instruments were used to obtain the data, namely reflection sheet and interview. The results obtained from the study revealed that students employed four major controls over learning management, including planning, problem solving, monitoring, and evaluating. The planning included time and quality, creativity, and strategy. The students also encountered the constraints, such as time management, language proficiency, and laziness, which entailed problem solving strategies. The monitoring included rereading, re-listening, and comparing. Lastly, the students conducted self-evaluation on the process and the product. Key words: learner autonomy, project-based language learning, andcontrol over learning man-agement

Rhetorical Structures of English-Major Undergraduate Thesis Introduction Chapters

Undergraduate students are required to write a thesis to obtain a degree. One of the most important chapters in the thesis is introduction. Introduction section plays an important role because it describes what the research is all about. To write an introduction chapter, Swales (1990) proposed Create-a-Research-Space (CARS) model, which include three moves, namely establishing a territory, establishing a niche, and occupying the niche. Every move consists of several steps. This study aims to analyze Swales’ CARS model in the introduction chapters of undergraduate theses written by English major students. Furthermore, the lexical and syntactical signals in each move and step are investigated. This research employed discourse analysis, which focuses on how texts are structured. The researchers analyzed 18 introduction chapters of undergraduate theses written by the English major students of Sanata Dharma University who graduated in 2017. In analyzing the corpus, the researcher used top-down analysis. The results showed that Move 1, Establishing a territory, appeared in the undergraduate theses. However, many of the students did not review the previous research. Move 2, Establishing a niche, was presented in three theses. In this stage, many of the students did not fill in the gap about the previous research. Move 3, Occupying the niche, was frequently used by the students. In this phase, the students outlined the purpose of their research. This study also found that the lexical and syntactical signals used in the theses were quite different from Swales’ CARS model

SEBASTIAN RODRIGUES’ CHARACTER CHANGES DUE TO JAPANESE SOCIAL POWER IN THE SILENCE MOVIE

The present study investigates the changes of the characteristics of Sebastian Rodrigues, a Catholic priest, before and after experiencing the social power in Japan. It also investigates the influences of the Japanese social power on the changes of Sebastian Rodrigues’ characteristics in the Silence movie. The setting of the movie is the seventeenth century in Japan, on which Christianity was banned. Sociocultural-historical approach was employed to analyze the movie. The results of the analysis shows that Sebastian Rodrigues’ characteristics before he experiences Japanese social power include being compassionate, faithful, optimistic, and unconfident. After he experiences the social power, his characteristics change into helpless, despair, oppressed and senseless. The Japanese social power influences Rodrigues’ characteristics in five ways, namely forcing him to find the unfairness and violence, catching him, mocking him, making him witness the murder, and forcing him to apostatize. Hence, the power changes Rodrigues’ characteristics

ARCHETYPES SYMBOLISING ATHENA’S PERSONALITY DEVELOPMENT IN THE WITCH OF PORTOBELLO

Novels often use symbols to voice their authors’ opinions about individuals’ personalities. One type of symbols used is an archetype. This study aims to investigate the archetypes of a character named Athena in Paulo Coelho’s The Witch of Portobello (2008). The researchers employed a library study to conduct this study. The results show that there are six archetypes, namely Pallas Athena, the Virgin, the Martyr, the Saint, the Witch, and Hagia Sofia. The archetypes portraying her initial personality are Pallas Athena, the Virgin, the Martyr, and the Saint. The archetypes depicting Athena’s developed personality are the Saint, the Witch, and Hagia Sophia. In conclusion, these archetypes are able to symbolise Athena’s personality development.ABSTRAKNovel sering menggunakan symbol-simbol untuk menyampaikan gagasan penulisnya tentang  kepribadian seseorang. Salah satu simbol yang digunakan ialah arketipe. Penelitian ini bertujuan untuk meneliti arktipe seorang karakter bernama Athena dalam novel yang ditulis oleh Paulo Coelho, yang berjudul The Witch of Portobello (2008). Penulis menggunakan kajian pustaka dalam penelitian ini. Hasil penelitian ini menunjukkan bahwa ada enam arketipe yang dimiliki Athena, yaitu Pallas Athena, Perawan Maria, Martir, Orang Kudus, Penyihir dan Hagia Sofia. Arketipe-arketipe yang menggambarkan kepribadian awal Athena adalah Pallas Athena, Perawan Maria, Martir dan Orang Kudus. Arketipe-arketipe yang menggambarkan perkembangan kepribadian Athena adalah Orang Kudus, Penyihir dan Hagia Sofia. Kesimpulannya, arketipe-arketipe dalam novel tersebut ini menyimbolkan perkembangan kepribadian Athena.Kata kunci: arketipe, perkembangan kepribadian, Athena

THE IMPLEMENTATION OF VIRTUAL PEER MENTORING IN MICRO TEACHING CLASSES

This study aims to explore the implementation of virtual peer mentoring in Micro Teaching classes and to identify common teaching aspects assessed by peer observers. Employing an online observation form and focus group discussion, data were collected to address the research questions. The participants were 59 English language education students enrolled in three classes of Micro Teaching. Every student was assigned to do an observation on their peer teacher and give feedback to their performance. At the end of the semester, nine student teachers, representing the three Micro Teaching classes, were invited to a forum group discussion. The current research findings suggest that peer virtual peer mentoring is perceived positively by the participants. Breakout rooms in Zoom platform is a useful tool to give them more personal interactions, especially when sharing the result of observation. Even though giving feedback virtually is a challenge for the student teachers, they appear to see the activity as a valuable process. When observing and commenting on their peer teachers, they also do self-evaluation and reflection. Their peer teaching performance is a way to assess their own performance. Furthermore, other findings reveal common teaching aspects observed, namely linguistic aspects, pedagogical skills, and communication skills