<em>This research aims to study the use of basic and specific color terms used in men’s and women’s magazines. The use of specific color terms was proposed by Lakoff (1973). The specific and basic color terms may distinguish the gender of the writers in the magazines. The study analyzed women’s writings in Cosmopolitan Magazine published electronically by https://www.cosmopolitan.com/ and men’s writings in GQ Magazine published electronically by https://www.gq.com/. The data was analyzed using Lakoff’s (1975) and Steinvall’s (2002) theoretical frameworks. Lakoff (1973) argued that women used language features differently. One of the language features stated by Lakoff (1973) was the use of specific color terms. The findings of the research show that there has been a change of specific color term usages, both genders are now using basic and specific color terms. However, men use less specific color terms. The use of language features may be affected by values – ideology, culture and personality from the language users.</em>

Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.

This paper explored code switching between English and Indonesian in articles in the daily newspaper The Jakarta Post. Data were collected from six articles published in The Jakarta Post. The code switching data were analyzed to determine the reasons for the writers to switch codes. Results showed that there existed five reasons for code switching, namely “lack of one word in either language, one wants to make a point, some activities have only been experienced in one of the languages, some words are easier, more distinguishable and easier to use in one of the languages, and the speaker has difficulty in expressing oneself: expressing group identity”. Related to the educational field, it is expected that the results will be beneficial for English teachers or lecturers to be more aware that sometimes they cannot avoid using code switching because translating some Indonesian words into English will lose the essence of the meaning.

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