17 She defines four types of reflexivity which are used by qualitative
researchers. The first type is objectivist reflexivity. In this type, researchers keep diaries or journals of
researchers’ thoughts and feelings which are related to the study. The second type is epistemological reflexivity. In this type, researchers ask
questions of their methodological decisions making and think about epistemological decisions. Besides, it is also similar with objectivist reflexivity,
where researchers can keep diaries or journals. The third type is where reflexivity is critical. The fourth type is more about the relation between researchers and
participants. Participants’ experiences and reflections are used by researchers to describe the important meaning ibid.
6. Interpreting
Interpreting course has its own unique position in the curriculum of the English Language Education Study Program. Its unique position is presented in its
goals, modes of learning, and assessments. a.
Goals According to Ginori and Scimone 2001, the main purpose of interpreting
is communication. They state that in interpreting “the relationship between language and communication is one which transcends the normal dimension and
scope of words utterance in order to transmit thoughts from one person or group to another.” The word “interpreting” itself means “to transfer orally a text from a
language into another.” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18 b.
Modes Ginori and Scimone 2001 define two main areas of specialization in
interpreting namely consecutive and simultaneously. In consecutive nterpreting, an interpreter listens to someone’s speech in a source language before translates or
summarizes the speech into a target language. For practical purposes, consecutive interpreting is divided into two types. Those types are sentence-by-sentence
interpretation and summarizing the whole speech. Sentence-by-sentence interpretation requires a good memory training, while summarizing the whole
speech requires excellent memories and note-taking skills. Then, simultaneously interpreting is often used in large meetings such as
conferences and conventions. In the process of simultaneously interpreting, an interpreter interprets the speech while listening to the speech. Therefore, it requires
a specialized training and equipment ibid. c.
Assessment Schjoldager 1995 suggests a marking sheet to assess simultaneously
interpreting. This can be used by interpreters or students to do a self-evaluation on their performances. There are four major components which are included in the
marking sheet. Those are comprehensibility and delivery, language, coherence and plausibility, and loyalty ibid.
B. Theoretical Framework
In this section, the researcher presents how related theories answer the research problems in the previous section and how they support this research. This
19 research is conducted to investigate a case study of the implementation of ExeLSA
as a learning management system to support e-learning in Interpreting class B and its relation to students’ self-regulated learning in the class. From the research, the
researcher is going to find out the answers of the two research problems. The first research problem is how the implementation of ExeLSA in
Interpreting class B is best described. To answer this question, the researcher used 21
st
century learning, e-learning, and learning management system theories. Those theories help the researcher to define the implementation of ExeLSA in depth. The
researcher will see the learning characteristics in the class by using the characteristics of 21
st
century learning based on Partnership for 21
st
Century Learning Skills 2011. Then, the theories of e-learning and learning management
system help the researcher to find further understanding regarding the use of ExeLSA as a learning management system in e-learning environment. It supports
the researcher to explain the relation between ExeLSA and e-learning. The focus is on how they work together and cannot be separated. The functions of learning
management system which are developed by Cole 2005 will be a reference for the researcher to identify the implementation of ExeLSA in this class.
The second research problem is to what extent learning activities provided in ExeLSA facilitate the English Language Education Study Program students’ self-
regulated learning in Interpreting class B. Self-regulated learning theory is the main theory which is used by the researcher to answer this question. The researcher
focuses on six self-regulated learning measurements which are developed by Lindner and Harris 1992. The answer of the second research question will be
