16 Furthermore, Lidner and Harris 1992 identify six self-regulated
learning measurements as follows:
Epistemological beliefs: students’ understanding about their own knowledge systems
Motivation: students’ eagerness to learn and have better achievements which come from internal or external motivation
Metacognition: students’ knowledge about their own cognition, learning, and thinking awareness
Learning strategies: the strategies of students who know and can utilize it in their learning
Contextual sensitivity: students’ abilities in understanding particular learning situations and identify problems
Environmental utilizationcontrol: students use other external sources to obtain solutions
5. Self-Reflexivity
According to Nagata 2004, self-reflexivity is having an ongoing conversation with someone’s whole self about his or her experience. In other words,
being self-reflexive is to engage in the meta-level of feelings and thoughts while being in the moment. Furthermore, Dowling 2008 defines reflexivity as
“qualitative researchers’ engagement of continuous examination and explanation of how they have influenced a research project.” She also states that reflexivity is as a
key role in many types of qualitative researchers .
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
