Abstract
Translation become the basis of language teaching for a very long time. These days, translation can be used as a teaching technique or even as the teaching media in the classroom. This research tried to observe about the contribution of EFL students’ cultural interpretation related to ‘Unboxing K-Life’ Program towards their performance in translation class. This research used embedded design strategy which is popular in mix method. Qualitative method used to answer about EFL students’ cultural interpretation related to ‘Unboxing K-Life’ Program, while quantitative method used to answer if there was significant difference before and after students given ‘Unboxing K-Life’ Program. The results showed that cultural conceptualizations can be varied a lot according to people’s conceptual experiences. Students who love to watch Korean dramas or act as K-pop lovers have better understanding in conceptualizing the cultural schemas. It is found that there were three different schemas of cultural conceptualizations through the students’ translation result: image schema, proposition schema, and emotion schema. Also, it is found that there was an average difference between students’ performance on pre-test and post-test which means there is an effect in the use of ‘Unboxing K-Life’ Program towards students’ performance in translation class related to their cultural interpretation.
Author Information
Iin Rachmawati, STKIP PGRI Bangkalan, Indonesia
Paper Information
Conference: KCE2024
Stream: Challenging & Preserving: Culture
This paper is part of the KCE2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Rachmawati I. (2025) The Realization of EFL Students’ Cultural Interpretation About ‘Unboxing K-Life’ Program Towards Their Performance in Translation Class ISSN: 2759-7563 – The Korean Conference on Education 2024: Official Conference Proceedings (pp. 127-140) https://doi.org/10.22492/issn.2759-7563.2024.10
To link to this article: https://doi.org/10.22492/issn.2759-7563.2024.10
Comments
Powered by WP LinkPress