Purpose This study aims to investigate how social capital (e.g. cognitive and relational) influences students’ trust (e.g. cognitive and affective) as mediator variables, affecting students’ information sharing activity on Facebook. Design/methodology/approach The sample consists of 398 valid participants obtained through an online survey and using structural equation modeling (SEM) to test the research hypotheses. Findings The empirical results indicate that social capital has significant and positive effects on students’ trust (e.g. cognitive and affective-based trust), also mediator variables. Furthermore, the mediator variables partially mediate social capital and information sharing based on the concept of cognition-affection-behavior (CAB). Research limitations/implications This study was limited to Indonesian students. Therefore, future study is needed to analyze across cultures and regions. It can help practitioners, regulators and researchers to observe the dynamic behavior on the impact of social capital on social media users’ activities. Practical implications Education stakeholders (e.g. lecturers and teachers) can identify the students’ goal and rational concerns to improve their social capital and trust to share information. The government as a regulator needs to support students’ activities on social media to provide updated information regarding economic and social conditions during and after the COVID-19 pandemic. Originality/value This study contributes to the literature on virtual communities. Specifically, it considers how social capital influences trust, which subsequently affects information sharing based on the CAB context among Indonesian student’ Facebook users.

As Contextual Redefinition (CR) provides chances to guess meaning of word by its surrounding, it is expected to encourage students to participate more by contributing in the required steps. This study aims to measure implementation effects (score and class involvement) of CR toward Management study programme students and to find out their attitude of it. Conducted as an experimental research, this research involves three cycles of treatment. It is fulfilled with description of students attitude toward CR implementation in which the data is gained through questionnaire. Three findings are as follow: 1) CR provides mean score betterment of 61.58 on pretest to 69.11 on post-test with the absence of saturation until the end of cycle three; 2) CR activates students with class involvement increase of 16.19 on each cycle; and 3) CR is favoured by 47.54% students and 55.88% students expecting CR to be applied in every reading section. The findings indicate that despite having good significance in improving the score, this strategy is favored by less than half of students and only half and so will require its application in the process of class lecturing.

The aims of this research were to describe experiential meaning variation of English BBC news texts (T1) and Bahasa Indonesia BBC news texts (T2) which were functional grammatically represented in transitivity clause units, to identify the factors that cause the experiential meaning breadth variation of T1-T2, and to map the context of highest variation of T1-T2. This qualitative research applied semantic content analysis of experiential meaning with the researcher as research instrument. The results of this study show that experiential meaning variation of T1-T2 is dominated by highest scale of variation. Transfer-based perspective includes T2 as bad translation, while hermeneutic-based includes T2 as a good translation. Experiential meaning breadth variation of T1-T2 are mainly caused by the ideology of translation of BBC and translators involved in translation process that allows adjustment to the new readership and to the naturalness of the use of Indonesian language to occur. The constrictions of experiential meaning breadth variation mostly are caused by the addition of clause-rank meaning units which are not part of T1 and the existence of summary and/or synthesis of some T1 clause-rank meaning units.

Language teaching should have portions for cultural reviews and studies that are relevant to the topics and learners’ needs. This research was qualitative descriptive aimed to describe the cross-cultural understanding implementation in business and economic ESP class. It is significant to describe the class realization toward cultural aspect understanding since the findings are expected to enhance future class preparation. Better cultural-based-prepared material is believed to bring a better social impact on learners. Lecturers’ and students’ perspectives based on several interviews were the basis for final finding construction. Three English lecturers were involved. Snowball sampling was the sampling method employed resulting in 40 students involved in interviews. In the context of business and economics ESP in Universitas Putra Bangsa, lecturers provided material related to cross-cultural understanding in verbal realization i.e. in the level of words, phrases, clauses, and sentences. The above levels were introduced by the lecturers with cultural and contextual approaches. Students expected more strategic-applicable utterances for daily communication in a workplace setting. Lecturers delivered the general importance of non-verbal cross-cultural understanding in the form of kinesics (eye contact and gesture), proxemics, and artifactual in a workplace setting. Kinesics was prominent, while proxemics and artifactual were least prepared. Students found practical activities in non-verbal cross-cultural understanding realization were interesting and challenging. Keywords: communication; cross-cultural understanding; English for specific purposes

Abstract. Due to translation process by Google Translate (GT) is recently common, analyzing its translation equivalence is required. Conducted as descriptive qualitative research, this content analysis study provides descriptions of number and personal equivalence aspects toward sentence meaning in hermeneutics view. There were 90 English sentences analyzed as research sample resulting 7 types of meaning equivalence phenomenon: 1) target text (TT) has number equivalent meaning and the sentence is hermeneutically accepted, 2) TT has no number equivalent meaning yet the sentence is hermeneutically accepted, 3) TT has no number equivalent meaning and the sentence is not hermeneutically accepted, 4) TT has personal equivalent meaning and the sentence is hermeneutically accepted, 5) TT  has no personal equivalent meaning yet the sentence is hermeneutically accepted, 6) TT has no personal equivalent meaning and the sentence is not hermeneutically accepted, and 7) both personal meaning equivalence and sentence hermeneutics point of view cannot be identified due to clusivity of Indonesian. It is concluded that GT is able to provide 53% meaning accuracy in terms of number aspect and 86.6% of number aspect sentences are hermeneutically accepted. GT provides 53% meaning accuracy in personal aspect and 73.3% of personal aspect sentences are hermeneutically accepted. Figures show higher hermeneutical acceptance than the meaning equivalent indicate that GT in Indonesian is considered to be understandable for basic need of clause and sentence level for common information in terms of number and personal equivalence, but for detailed information especially those of number, masculine/feminine, and clusivity phenomenon in Indonesian more enhancement for accuracy is needed.Keywords: meaning equivalence, hermeneutics, clusivity