Translation among forms of representation defines as changing process one form of representation to other representations. Translation activities from one representation (source) to another (target) are very important in expressing mathematical ideas. In translating among representations, students are not only interacting with the basic concepts contained in the information, but also they must be able to connect parts of these basic concepts with different things related to the intended representation. The purpose of this qualitative research is: 1) to analyze the tendency of mathematical representations to be used in solving mathematical problems given in verbal representations, and 2) to analyze the translational structure of the target representations made. The research subjects were 3 rd year students of Mathematics Education at Universitas PGRI Semarang. The research data were taken by means of tests and interviews immediately after solving the math problems given in the form of verbal representations. The results showed that the group students who were solving the verbal questions indicated that they tended to translate from the verbal representations to symbolic representations in presenting definitions and in proof. However, this symbolic representation still contained verbal representations such as in the source problems. The stages of representation in this research followed the translation stages: unpacking the source, preliminary coordination, constructing the target, but left for determinant of equivalence. High-ability group of students in solving the questions tend to translate from verbal representation to symbolic representation. Further, some of them translate verbal to visual representation to increase understanding. The translation stages are unpacking the source, preliminary coordination, constructing symbol representation, constructing visual representation, determining the equivalence of the visual representation to verbal representation, and determining the equivalence of the symbol representation form to verbal representation.

The challenge for language teachers is to make the students able to communicate in the target language. One of the language aspects that many EFL learners, including university students, still struggle to produce appropriate responses is pragmatic competence. This study attempts to investigate whether gender and academic achievement were significant to predict Apology Response strategies used by EFL fresh graduates. Thirty fresh graduates, 18 females and 12 males, from an English Department of a state university in Indonesia were selected as the participants. Their academic achievement was simply derived from their GPAs which then were grouped into three levels of low, middle, high categories. The instrument used was Discourse Completion Task (DCT) which was used as scenario. The participants were asked to answer the DCT orally through interview. The DCT results were then classified into Acceptance (AC), Acknowledgement (AK), Evasion (EV), and Rejection (RJ). The three variables were then analysed using descriptive qualitative approach. The results were quite elaborate. Most of the participants tend to use Evasion strategy when responding to apologies; however, the number of males who apply Acceptance was also significant. Similarly, for the academic achievement, participants with high GPA do not necessarily employ Acceptance and vice versa. To conclude, neither gender nor academic achievement can be considered as the significant predicators of Apology Response strategies used by the participants. This study is expected to be useful for teachers or lecturers to consider Pragmatics studies in their teaching and learning activities.

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This study aims to develop a self-evaluation instrument used to measure the achievement of metacognitive performance, especially in the implementation of PME learning model. The development design used is R & D design model from Thiagarajan but modified to "3-D" (Define, Design, and Develop). The approach used is a mix-methods approach. A qualitative approach is carried out through literature review, then tested through expert validation. While the quantitative approach is carried out through experimental studies, to analyze the validity and reliability of the measurement model can be done with LISREL. The research subjects consisted of 128 students from four high schools in Brebes Regency. From the results of this study were obtained: (1) the instrument developed was stated to be good with little revision; (2) the results of the validity test show that only the 21st indicator has a standardized loading factor = 0.46 < 0.5 or invalid, which means all indicators are valid except the 21st indicator; and (3) the reliability test results obtained by CR ≥ 0.70 and VE ≥ 0.50, which means the instrument has a good level of reliability. So this self-evaluation instrument is feasible to use to evaluate metacognitive performance on PME learning model.