THE INFLUENCE OF KOREAN DRAMA TOWARDS THE BEHAVIOR AND GRAMMAR OF GENERATION Z IN INDONESIA

Korean dramas have an influence in changing the lifestyle and grammar of the productive generation of generation Z (ages 6-25 years). With the development of the times accompanied by the rapid development of technology, this makes many outside cultures that enter and be studied by generation Z which is the modern generation and develops with technology. One example of culture that is popular among generation Z is Korean drama. The popular Korean drama made changes in behavior and grammar in Indonesian generation Z citizens. This article focuses on the influence of Korean dramas in behavior and grammatical changes as well as their impact on generation Z which is the productive age in Indonesia. From the topic, the questions arise about how the influence of Korean dramas in affecting the citizens of Generation Z who have great potential in building and preserving local culture, did the popular era of Korean drama cause the emergence of new lifestyles and language styles among this generation? Is the culture in Korean dramas positive and more educational for generation Z than local dramas? The study used qualitative methods using interactive qualitative methods with questionnaires and interviews as data collection techniques. The data obtained is further analyzed descriptively and presented in table form. From the results of research that has been done, it was found that Korean dramas do influence generation Z citizens to have a lifestyle and language style as in Korean dramas. The presence of bad behavior and new grammar that comes in from Korean dramas that are used as a lifestyle lead to the need for solutions to prevent generation Z who dislike culture and preserve local culture and language. There needs to be good socialization so that the citizens of Generation Z do not drift in the Korean wave. As a result of the Covid-19 pandemic, data collection is entirely done online through google form and Whatsapp, therefore, the results of the data obtained are not as good as data collection carried out face-to-face.

Foreign Language Acquisition, Bilingualism, and Biculturalism

Biculturals (i.e., individuals who have experienced and internalized more than one culture) are recognized as a growing demographic, and as such will become important stakeholders in organizations. An emerging stream of research from psychology and organizational studies indicates that bicultural individuals have a particular set of cognitive skills and competencies that can contribute to the performance of international teams. However, research on biculturals in organizations is facing conceptual and methodological limits due to the complex nature of the construct of culture. While the constructs of culture and language are distinct, they are undoubtedly interwoven; hence, the latter may become a tool to analyze the phenomenon of biculturalism. In this chapter, the authors analyze the literature on social identity, foreign language acquisition, and bilingualism to find potential solutions for these critical challenges.

D. A. Ọbasá: The Man and the Significance of his Cultural Activism

Tis essay explores Adenrele ́ ́ Adetí mi ̀ ́kan Ò basa ̣ ’s creative ingenuity and ́ how he put that into use as a poet, cultural activist, journalist, printer, and publisher of a bilingual newspaper, The Yorùba News. The essay traces Obasa’s history; right from his birth to the period he became a renowned Yorùbá intellectual. The cultural identity theory which studies a person’s sense of belonging to a particular culture and accepting the traditions, heritage, language, religion, and social structures of such culture is adopted for the analysis in this study. The study shows how Obasa ̣ ́ projects himself as a unique individual who used Yorùbá culture to connect people. The essay concludes that Obasa ̣ ́ is a lover of his indigenous culture and language.

English Lexemes Nominating Nobility Semantics and Evolution under Different Socio-cultural Context

The relevance of the work is determined by the fact that, although the interaction of history, culture and language is constantly in the field of view of linguists, historians, linguoculturologists, as well as all those who study the evolution of a particular language, it has not yet received a complete analysis in detail, in particular, when describing the language pictures of different countries. The aim of the work is to prove that the semantics of the words of nominating titles of the English nobility of the Victorian era has not changed. The materials for the work were modern and classical, starting from the XIX century, word usage from the English language, contained in modern media texts from Internet sources, as well as the texts of novels by English writers of the late XIX century. At least 2000 such word usages were analyzed using the method of etymological analysis, the method of semantic analysis and the method of functional analysis, which allowed us to obtain a reliable picture of their functioning. The triple union of history, culture and language in the approach to the study of linguistic pictures of different countries is at the center of research in recent years. The interaction of these phenomena has become the subject of close attention in many articles and dissertations of linguists, historians, linguoculturologists, as well as all those who study the evolution of a particular language. Lexemes denoting the noble status of a person are important concepts of the British national linguistic picture of the world and culture. The semantics of lexemes was studied according to lexicographic sources. The sources of examples of contextual use were the texts of novels by English writers of the late XIX century and modern English-language texts of the Internet: online versions of newspapers, advertising texts, blogs. To achieve the goal of our research, the article uses such methods as the method of continuous sampling, the method of lexicographic description, the comparative method, the statistical method, and a number of others.

"Facci Lei!": Subtitling Humour in 'Fantozzi' (1975)

<p>Subtitling provides scholars and translators alike with the challenge of negotiating meaning across languages and cultures in an extremely limited space. The subtitler faces many restrictions than can severely affect a translation. However, subtitles are central to making films more widely and easily accessible. These difficulties are challenging at the best of times and are compounded by the specific difficulties of translating comedy. Humour is both universal and at the same time culturally specific. Anthropologists, sociologists, literary theorists and scholars have amply demonstrated how deeply intertwined humour, culture, and language are. It is for this reason that the current project will expand on the literature of subtitling humour, applying the relevant theories associated with both subtitling and translating humour to the Italian film classic Fantozzi (1975). The character Ugo Fantozzi has been a cult figure in Italian culture and society since his appearance in Italian cinema and literature in the late 1960s and early 1970s. In the films in particular he has come to represent the average Italian of the post-economic miracle, whose life does not quite match the dreams of wealth and prosperity emphasized by the media. Fantozzi epitomises the average, and while his character has received little academic attention to date more credible academic studies are emerging since the death of his creator, Paolo Villaggio, in 2017. Fantozzi, therefore, provides the perfect cultural product for a discussion of what it means to translate Italian culture and humour, combining this with considerations about the emerging field of translation studies of subtitling. By providing a complete translation of Fantozzi in English, accompanied by a critical commentary, in this thesis I attempt to show how, despite all the restrictions imposed by the field of subtitling, as well as the difficulties of translating humour, a subtitler can still produce well thought out and reliable subtitles that convey the cultural and comedic aspects of film, and more specifically of this beloved Italian icon.</p>

"Facci Lei!": Subtitling Humour in 'Fantozzi' (1975)

<p>Subtitling provides scholars and translators alike with the challenge of negotiating meaning across languages and cultures in an extremely limited space. The subtitler faces many restrictions than can severely affect a translation. However, subtitles are central to making films more widely and easily accessible. These difficulties are challenging at the best of times and are compounded by the specific difficulties of translating comedy. Humour is both universal and at the same time culturally specific. Anthropologists, sociologists, literary theorists and scholars have amply demonstrated how deeply intertwined humour, culture, and language are. It is for this reason that the current project will expand on the literature of subtitling humour, applying the relevant theories associated with both subtitling and translating humour to the Italian film classic Fantozzi (1975). The character Ugo Fantozzi has been a cult figure in Italian culture and society since his appearance in Italian cinema and literature in the late 1960s and early 1970s. In the films in particular he has come to represent the average Italian of the post-economic miracle, whose life does not quite match the dreams of wealth and prosperity emphasized by the media. Fantozzi epitomises the average, and while his character has received little academic attention to date more credible academic studies are emerging since the death of his creator, Paolo Villaggio, in 2017. Fantozzi, therefore, provides the perfect cultural product for a discussion of what it means to translate Italian culture and humour, combining this with considerations about the emerging field of translation studies of subtitling. By providing a complete translation of Fantozzi in English, accompanied by a critical commentary, in this thesis I attempt to show how, despite all the restrictions imposed by the field of subtitling, as well as the difficulties of translating humour, a subtitler can still produce well thought out and reliable subtitles that convey the cultural and comedic aspects of film, and more specifically of this beloved Italian icon.</p>

Родословная бурят хоринского рода харгана: на материале тибетоязычной автобиографии Галсан-Жинбы Дылгырова (1816–1872?)

Introduction. In the modern Buryat society, the knowledge of one’s own history, roots, culture, and language is becoming increasingly important. There is also a growing interest in genealogical research as many have started to search for data about their ancestors and their family trees in various archives. To illustrate, one may mention an increasing number of requests made for materials on the lineage and pedigrees of Buryats kept in the Center of Oriental Manuscripts and Xylographs of the Institute for Mongolian, Buddhist, and Tibetan Studies of the Siberian Branch of the RAS. The aims of the present article are, firstly, to add to the data on the Khargana clan of Khori Buryats and, secondly, to investigate the background of Galsan-Zhinba Dylgirov (1816–1872?), an outstanding Buryat religious enlightener of the nineteenth century. The research is based on textological, comparative-historical and historical-biographical methods. Data. The article draws on the evidence contained in Dylgirov’s autobiography written in Tibetan in 1864-1872 and xylographed in the Tsugol Datsan. Dylgirov’s lineage is cited in the first chapter of the book and could be read only by few of those who were literate in Tibetan. Results. The lineage goes back to eight generations, including Dylgirov himself, and covers over 150 years. The origin of the family associates with the ancestor known as Shonoguleg who lived at the turn of the eighteenth century. Of particular interest are also legends and stories that supplement the family history. The examination of the lineage sheds light on the origin of the ethnonym Baatarzhan, a branch of the Khargana clan. Also, the family history contains new data on the Buryat self-governing administration before the first third of the nineteenth century. Clearly, the data of Dylgirov’s autobiography may be useful for further genealogical research.

Representing The National Identity Through Foreignization in The English Translation of Selected Indonesian Children’s Literature

National identity can be reflected by distinctive traditions, culture, and language and is found in literary works. However, the issue is that whether translated literature can maintain the national identity of the original works. Therefore, to answer this problem, this research aims to investigate categories of foreignization in the English translation of selected Indonesian children’s literature. Besides, it further unravels the applied methods in explaining the foreignization found to determine the purpose and whether it can maintain the national identity of the original. This research was conducted through a descriptive qualitative approach. The data were collected through document analysis utilizing content and thematic analysis. The research results illustrate the categories of foreignization identified in the novel, such as terms of address, exotic fruits, traditional foods, fabric and clothes, and Javanese expressions. The applied methods in explaining the foreignization, i.e., footnotes and in-text descriptions, are then studied under the readers’ response approach to determine the appropriateness and success in maintaining the national identity. This study concludes that the foreignization done by the translators to keep the identity in the works aims to introduce and promote local Indonesian culture in how people address others, the richness of local fruits, foods, and clothes. It also presents Javanese expression to specifically expresses specific terms or feeling to the wider audience and readers. Footnotes and in-text descriptions as translator notes add more illustrations of the foreignization for the readers while showing the national identity.

In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia

<p>Intercultural language teaching and learning (ILTL) in Asian contexts is an area of growing interest. Reflecting this growth, this study investigated the viability of adopting an intercultural stance in English as a Foreign Language (EFL) instruction at tertiary level in Indonesia. The research was carried out in three phases. Phase 1 was a document analysis of Indonesia’s English language education policy (ELEP). Phase 2 was a case study which investigated the ELEP underlying two English programmes at a Private University of Indonesia (PUI). It focused on examining the construction of culture and language in curricula of two English programmes, teachers’ beliefs and practices, and students’ beliefs. Phase 3 was an autoethnographic study of my own ILTL in one of the English programmes in PUI. The data was collected from records of my autobiography and one-semester of reflective teaching practice. The findings of the three phases showed challenges and opportunities of cultivating interculturality in the context. First, the findings of Phase 1 revealed how the need for cultivating respect for cultural diversity – for political unity and social harmony – within the country influenced the ways in which culture and language were constructed in the ELEP. Since policies relating to cultural and linguistic diversity at the national level were influenced by political agenda, they also highlighted an essentialist view of culture. Second, the findings of Phase 2 echoed the findings of Phase 1. The data revealed deeply ingrained essentialist beliefs about culture, and a separation of culture and language in the design and implementation of the curriculum. However, some teaching staff aspired to cultivate intercultural understanding and to help students to understand their own culture and other cultures. Third, the findings of Phase 3 showed the complexity of implementing ILTL. This included challenges in the forms of linguistic goals imposed by the curriculum, no in-house community of practice, and multifaceted classroom behaviour. Despite this, the opportunities for cultivating interculturality were also present in the forms of teaching resources that reflect global and local linguistic and cultural diversity, teacher’s questions that prompt students to decentre, and various activities for students to be active in their own learning (such as group or pair discussions, rehearsals, and role-plays). On top of that, this phase revealed the complexity of collecting evidence of students’ learning and my ethical dilemmas due to various philosophical views embedded in my identities, the teaching context, and the construct of ILTL. Through its three-phase approach, the study brought outsider and insider dimensions to the task of understanding the fertility of the ground for intercultural teaching in the context of tertiary English classroom in Indonesia. It revealed that the implementation of ILTL can be initiated by teachers who are willing to take an intercultural stance; however, they also need support from community and policy makers to smooth the process and maximise the outcome. It is hoped that the study can inform the work of teachers, teacher educators, and policy makers regarding what it means to be an intercultural learner and teacher in tertiary education in Indonesia and elsewhere.</p>

In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia

<p>Intercultural language teaching and learning (ILTL) in Asian contexts is an area of growing interest. Reflecting this growth, this study investigated the viability of adopting an intercultural stance in English as a Foreign Language (EFL) instruction at tertiary level in Indonesia. The research was carried out in three phases. Phase 1 was a document analysis of Indonesia’s English language education policy (ELEP). Phase 2 was a case study which investigated the ELEP underlying two English programmes at a Private University of Indonesia (PUI). It focused on examining the construction of culture and language in curricula of two English programmes, teachers’ beliefs and practices, and students’ beliefs. Phase 3 was an autoethnographic study of my own ILTL in one of the English programmes in PUI. The data was collected from records of my autobiography and one-semester of reflective teaching practice. The findings of the three phases showed challenges and opportunities of cultivating interculturality in the context. First, the findings of Phase 1 revealed how the need for cultivating respect for cultural diversity – for political unity and social harmony – within the country influenced the ways in which culture and language were constructed in the ELEP. Since policies relating to cultural and linguistic diversity at the national level were influenced by political agenda, they also highlighted an essentialist view of culture. Second, the findings of Phase 2 echoed the findings of Phase 1. The data revealed deeply ingrained essentialist beliefs about culture, and a separation of culture and language in the design and implementation of the curriculum. However, some teaching staff aspired to cultivate intercultural understanding and to help students to understand their own culture and other cultures. Third, the findings of Phase 3 showed the complexity of implementing ILTL. This included challenges in the forms of linguistic goals imposed by the curriculum, no in-house community of practice, and multifaceted classroom behaviour. Despite this, the opportunities for cultivating interculturality were also present in the forms of teaching resources that reflect global and local linguistic and cultural diversity, teacher’s questions that prompt students to decentre, and various activities for students to be active in their own learning (such as group or pair discussions, rehearsals, and role-plays). On top of that, this phase revealed the complexity of collecting evidence of students’ learning and my ethical dilemmas due to various philosophical views embedded in my identities, the teaching context, and the construct of ILTL. Through its three-phase approach, the study brought outsider and insider dimensions to the task of understanding the fertility of the ground for intercultural teaching in the context of tertiary English classroom in Indonesia. It revealed that the implementation of ILTL can be initiated by teachers who are willing to take an intercultural stance; however, they also need support from community and policy makers to smooth the process and maximise the outcome. It is hoped that the study can inform the work of teachers, teacher educators, and policy makers regarding what it means to be an intercultural learner and teacher in tertiary education in Indonesia and elsewhere.</p>