English

Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation. The students in the third semester of the English department in IAIN Pekalongan have distinctive responses regarding their critical thinking skills in their presentation. This study aimed to explain students’ perception, plan and implementation in their use of critical thinking skills in their presentation. This study was qualitative case study. The data gathered by classroom observation, questionnaires, and interviews. The findings showed (1) The students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance (2) the students plan their critical thinking skills by preparing the schema, skills, and practicing (3) the implementation of critical thinking skills...

Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation. The students in the third semester of the English department in IAIN Pekalongan have distinctive responses regarding their critical thinking skills in their presentation. This study aimed to explain students’ perception, plan and implementation in their use of critical thinking skills in their presentation. This study was qualitative case study. The data gathered by classroom observation, questionnaires, and interviews. The findings showed (1) The students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance (2) the students plan their critical thinking skills by preparing the schema, skills, and practicing (3) the implementation of critical thinking skills...

English Curriculum in Indonesia. In 1967, English in Indonesia was established as a foreign language provided to teach Junior and Senior High Schools with the purpose of giving opportunities to students to access science and technology and to strengthen international relationship. However, on the implementation, the learning was emphasized upon reading ability rather than the ability in listening, speaking and writing (Nur, in Kam and Wong, 2004). In 1984, communicative approach was introduced by adopting the approach of Communicative Language Teaching (CLT). Reading materials were still the focus of learning and supported by grammar. Several experts said that it was ineffective due to those things we're not strong enough in maximizing verbal communication skill of students. Problem emerged because some teachers had insufficient knowledge in mastering the CLT and made them difficult in implementing it. This curriculum then, was renewed by introducing "Meaning-Based Curriculum in 1994. Other problem such as questioning irrelevancy between learning materials, students' expectation, and teacher's familiarity upon the implemented curriculum. Other thing that has quite important is the weak comprehension pertaining to the materials related to the experience and early knowledge from students and resulted difficulty in expressing their ideas. Seeing this situation, the Government had decided to revise the curriculum just like the previous one. As a part of renewal process in education, Government introduced new curriculum called Competency-Based Curriculum or prominently known as 2004's Curriculum. This curriculum loaded various authentic learning materials adopted from the culture of the English-speaking countries with goals in fulfilling students with sufficient knowledge upon the people and cultures of native speakers. This situation gives a problem to teachers and students in understanding the materials due to lack of information toward the target countries (the English-Speaking Countries). To renew the 2004's curriculum, the school-based curriculum further exposed in 2006 with a policy that each educational unit is instructed to design its own learning materials based on the actual condition. However, not all the educational unit own equal preparation, as a result this curriculum can't be implemented in unison. The curriculum adopted contextual-based learning that provides opportunities to students to build their own knowledge based on their daily life Furthermore, to make much better curriculum, the government repeatedly changed the national curriculum, and this time by introducing the 2013 Curriculum. This curriculum puts emphasize more on scientific approaches with the problem-based learning, discovery-based learning, and project-based learning. In general, the learning materials in English is focusing on language competency as a tool of communication in conveying ideas and knowledge. In addition, students are suggested to accustom to understand, summarize and present the texts with their own language. They are guided to be familiar in organizing systematic, logical and effective texts through exercises of texts building and they are introduced to the rules of the suitable texts in order to avoid ambiguity in the process in making the texts (based on certain situation and condition: who, what and where?), and students get used to express themselves and their knowledge with convincing language spontaneously (guidance of education and training of curriculum 2013). The Implication of International Language toward Curriculum. As an international language, English is no longer owned by the native speakers, but it's belonged to the larger community including English as a Second Language or as a Foreign Language. Smith (in McKay, 2003), exposes three basic concepts of English as an International Language in learning, that is the learners are not obliged to adopt the culture of native speakers due to it is now spoken by all nations around the globe and not utterly limited to only in English Speaking Countries. Furthermore, the goal of English learning is actually to empower the learners to communicate their ideas and culture to others. This concept is

English Curriculum in Indonesia. In 1967, English in Indonesia was established as a foreign language provided to teach Junior and Senior High Schools with the purpose of giving opportunities to students to access science and technology and to strengthen international relationship. However, on the implementation, the learning was emphasized upon reading ability rather than the ability in listening, speaking and writing (Nur, in Kam and Wong, 2004). In 1984, communicative approach was introduced by adopting the approach of Communicative Language Teaching (CLT). Reading materials were still the focus of learning and supported by grammar. Several experts said that it was ineffective due to those things we're not strong enough in maximizing verbal communication skill of students. Problem emerged because some teachers had insufficient knowledge in mastering the CLT and made them difficult in implementing it. This curriculum then, was renewed by introducing "Meaning-Based Curriculum in 1994. Other problem such as questioning irrelevancy between learning materials, students' expectation, and teacher's familiarity upon the implemented curriculum. Other thing that has quite important is the weak comprehension pertaining to the materials related to the experience and early knowledge from students and resulted difficulty in expressing their ideas. Seeing this situation, the Government had decided to revise the curriculum just like the previous one. As a part of renewal process in education, Government introduced new curriculum called Competency-Based Curriculum or prominently known as 2004's Curriculum. This curriculum loaded various authentic learning materials adopted from the culture of the English-speaking countries with goals in fulfilling students with sufficient knowledge upon the people and cultures of native speakers. This situation gives a problem to teachers and students in understanding the materials due to lack of information toward the target countries (the English-Speaking Countries). To renew the 2004's curriculum, the school-based curriculum further exposed in 2006 with a policy that each educational unit is instructed to design its own learning materials based on the actual condition. However, not all the educational unit own equal preparation, as a result this curriculum can't be implemented in unison. The curriculum adopted contextual-based learning that provides opportunities to students to build their own knowledge based on their daily life Furthermore, to make much better curriculum, the government repeatedly changed the national curriculum, and this time by introducing the 2013 Curriculum. This curriculum puts emphasize more on scientific approaches with the problem-based learning, discovery-based learning, and project-based learning. In general, the learning materials in English is focusing on language competency as a tool of communication in conveying ideas and knowledge. In addition, students are suggested to accustom to understand, summarize and present the texts with their own language. They are guided to be familiar in organizing systematic, logical and effective texts through exercises of texts building and they are introduced to the rules of the suitable texts in order to avoid ambiguity in the process in making the texts (based on certain situation and condition: who, what and where?), and students get used to express themselves and their knowledge with convincing language spontaneously (guidance of education and training of curriculum 2013). The Implication of International Language toward Curriculum. As an international language, English is no longer owned by the native speakers, but it's belonged to the larger community including English as a Second Language or as a Foreign Language. Smith (in McKay, 2003), exposes three basic concepts of English as an International Language in learning, that is the learners are not obliged to adopt the culture of native speakers due to it is now spoken by all nations around the globe and not utterly limited to only in English Speaking Countries. Furthermore, the goal of English learning is actually to empower the learners to communicate their ideas and culture to others. This concept is

This research focuses on teaching translation using a lyric of a rock song to UHAMKA's English Department Students. There are three strategies in teaching translation using a lyric of rock song to UHAMKA's students from English Department. The first strategy is locating the messages and transferred them into

This paper is written in a form of library research and its purpose is to search ideas in giving description of how English lecturer able to develop students' writing skill u s in g narrative writing. The writer selects four types of narrative to improve students' writing skill after reading several theories from scholars and analyzing their ideas on the application of four narratives. By applying four types of narrative, university students in Indonesia will have better understanding in writing good narrative compositions. An d they will also learn how to express their ideas and write them smoothly in the form of narrative writing. Furthermore, the variety of passages in these narrative writings can motivate students to create interesting writing since the nature of these narratives are reflecting their experience directly. In this library research, the writer finds out several advantages which can be obtained from these four narratives. The advantages students can get such as, learn to arrange chronological order inside their writing, expressing experience in dramatic ways, showing the dynamic interpersonal relationships, and increasing their possession for new vocabularies relatively help students to make good narrative writing.

This research focuses on teaching three translation strategies using a lyric of a rock song to university students in Indonesia. The first strategy is locating the messages and transferred them into TL. The second strategy is finding the closest equivalent in TL. The third strategy is re-expressing the meaning. There are four criterions in scoring students' translation tasks. The first criterion is "translation as a science". The second criterion is "translation as a craft". The third criterion is "translation as an art". The fourth criterion is "translation as a taste". The participants of this research are twenty-four students from UHAMKA's English Department in Jakarta, Indonesia. The methodology of the research is a qualitative research investigating the use of "Three Translation Strategies" in teaching translation using a lyric of a rock song to university students in Indonesia by analyzing several theories from numerous scholars. There are two findings obtained from this research. The first finding was obtained from a table calculating the score of students' translation tasks. The second finding obtained from a figure in the form of diagram taken from an interview's question is exposed in the form of percentages. The main points from the discussion in the findings are: First, students used the three translation strategies in translating a lyric of a rock song. Second, they exposed sufficient and good results.

The education system in Indonesia is disrupted during the COVID 19 pandemic and the increasingly widespread use of digital technology. Moreover, there is a deep fear in many circles about the decline in the quality of education because virtual learning is considered unable to guarantee quality. Coupled with the decline in social skills and a big question mark about the social behavior of the students is also a big concern. Thus, community service through learning is used as an arena to develop and apply the SynSysSolStiSat (Synergy, Systematic, Solution, Stimulation and Satisfaction) learning model and strategy. The model is also applied directly in virtual English learning in the community service at the Al-Muttaqin Mosque Youth in Jakarta. With the main target of younger generation from junior high school and senior high school levels, this learning model is also directly related to the improvement of social skills and the construction of social behavior. This model answers the challenges in the digital era where there are many disruptions that change human perspective on education system that increasingly distant from the social world and ignores aspects of student behavior. This community based research also produces theoretical, practical and policy implications.

Abstract
This research focuses on teaching English using pictures to UBSI students. From various
pictures given to the students during their English learning in one semester, only one is
specifically chosen by the researcher for students’ weekly task. The picture of a family consists of
parents and siblings. The scores for the weekly task are based on two criterions set up by the
researcher. Those criterions are: first, basic grammar and second, sufficient vocabulary. The
methodology of this research is a qualitative research investigating the use of pictures in
teaching English to UBSI students by analyzing a number of theories from numerous scholars.
There are two findings obtained from this research. The first finding was obtained from a table
calculating the score of students’ weekly task. The second finding obtained from a figure in the
form of diagram presented in three different colors interpreting students’ weekly task in
percentages. There are three main performances generated from this research after received the
scores from students’ weekly task. First performance is awarded to students scored 80 points or
“Great” performance and marked in A. Second performance is awarded to students scored 70
points or “Well-Managed” performance and marked in B. Third performance is awarded to
students scored 60 points or “Sufficient” performance marked in C. The main points from this
research are: First, the pictures help students to understand the lesson well. Second, the pictures
encourage students to learn English. Third, the pictures teach the students to become creative
thinkers.
Keywords: English, Pictures, Students, Teaching.

Early childhood education is an educational program launched by the government to meet the growth and development needs of children. Early childhood education is a coaching effort aimed at children from birth to the age of six which is carried out through the provision of educational stimuli to help the growth and development of children's physical and spiritual so that children have readiness to enter further education. One of the activities that can develop children's language intelligence is storytelling. Storytelling is something that is rarely done. Its role and function have been replaced by television shows and playing games on the computer. Apart from all that, stories have strengths, functions and benefits as a medium of communication, as well as a method in building a child's personality. The choice of a theme that is adapted to the linear discipline of the UBSI Campus is an absolute must, as a form of professionalism and proportion in doing community service.Seeing this, in this Community Service activity, the implementer wants to socialize the PKK RW01 RPTRA Idaman Patterns, both online using the zoom application and offline regarding the importance of storytelling in children and how to implement communication that needs to be established between parents and children through storytelling so that it is expected to develop the child's personality and intelligence.

This paper is written in a form of library research and its purpose is to search ideas in giving description of how English lecturer able to develop students’ writing skill using narrative writing. The writer selects four types of narrative to improve students’ writing skill after reading several theories from scholars and analyzing their ideas on the application of four narratives. By applying four types of narrative, university students in Indonesia will have better understanding in writing good narrative compositions. And they will also learn how to express their ideas and write them smoothly in the form of narrative writing. Furthermore, the variety of passages in these narrative writings can motivate students to create interesting writing since the nature of these narratives are reflecting their experience directly. In this library research, the writer finds out several advantages which can be obtained from these four narratives. The advantages students can get such as, learn t...

This research focuses on teaching English using pictures to UBSI students. From various pictures given to the students during their English learning in one semester, only one is specifically chosen by the researcher for students' weekly task. The picture of a family consists of parents and siblings. The scores for the weekly task are based on two criterions set up by the researcher. Those criterions are: first, basic grammar and second, sufficient vocabulary. The methodology of this research is a qualitative research investigating the use of pictures in teaching English to UBSI students by analyzing a number of theories from numerous scholars. There are two findings obtained from this research. The first finding was obtained from a table calculating the score of students' weekly task. The second finding obtained from a figure in the form of diagram presented in three different colors interpreting students' weekly task in percentages. There are three main performances generated from this research after received the scores from students' weekly task. First performance is awarded to students scored 80 points or "Great" performance and marked in A. Second performance is awarded to students scored 70 points or "Well-Managed" performance and marked in B. Third performance is awarded to students scored 60 points or "Sufficient" performance marked in C. The main points from this research are: First, the pictures help students to understand the lesson well. Second, the pictures encourage students to learn English. Third, the pictures teach the students to become creative thinkers.

This research focuses on teaching public speaking using Five Main Criterions (FMC) to UBSI Students from the Faculty of Communication and Language. The subjects of this research are twenty students divided into two groups, ten boys and ten girls. Each student has to deliver public speaking in front of the class with different topics in limited time. The method used in this research is a qualitative research that pays attention to the utilization of Five Main Criterion as one of teaching techniques utilized by the researcher in teaching public speaking to UBSI students. Each criterion is interconnected to each other as unity that helps students in presenting their public speaking appropriately. The scoring was obtained according to the points from each criterion. This teaching technique was compiled by the researcher from numerous reliable resources. The researcher uses Five Main Criterions as a solution to enhance the level of confidence and also to improve the presentation skills of UBSI Students when they conduct public speaking task in class. There are a number of theories utilized by researcher in order to support this research to have solid scientific background. The theories were originated from a number of scholars who already conducted researchers in public speaking. The aim of this research is to provide a solution to fellow lecturers in providing suitable method in teaching public speaking to their students.. In addition, three previous researchers upon public speaking were added by the researcher as valuable sources to enrich the quality of this research.

This research focuses on teaching public speaking using Five Main Criterions (FMC) to UBSI Students from the Faculty of Communication and Language. The subjects of this research are twenty students divided into two groups, ten boys and ten girls. Each student has to deliver public speaking in front of the class with different topics in limited time. The method used in this research is a qualitative research that pays attention to the utilization of Five Main Criterion as one of teaching techniques utilized by the researcher in teaching public speaking to UBSI students. Each criterion is interconnected to each other as unity that helps students in presenting their public speaking appropriately. The scoring was obtained according to the points from each criterion. This teaching technique was compiled by the researcher from numerous reliable resources. The researcher uses Five Main Criterions as a solution to enhance the level of confidence and also to improve the presentation skills o...

Early childhood education is an educational program launched by the government to meet the growth and development needs of children. Early childhood education is a coaching effort aimed at children from birth to the age of six which is carried out through the provision of educational stimuli to help the growth and development of children's physical and spiritual so that children have readiness to enter further education. One of the activities that can develop children's language intelligence is storytelling. Storytelling is something that is rarely done. Its role and function have been replaced by television shows and playing games on the computer. Apart from all that, stories have strengths, functions and benefits as a medium of communication, as well as a method in building a child's personality. The choice of a theme that is adapted to the linear discipline of the UBSI Campus is an absolute must, as a form of professionalism and proportion in doing community service.Seeing this, in this Community Service activity, the implementer wants to socialize the PKK RW01 RPTRA Idaman Patterns, both online using the zoom application and offline regarding the importance of storytelling in children and how to implement communication that needs to be established between parents and children through storytelling so that it is expected to develop the child's personality and intelligence.

This research focuses on teaching Intensive Reading (IR) using Four Reading Methods (FRM) to students of English Department. The subject of this research are twenty students divided into two groups, ten male and ten female participants. Each student had to read certain texts intensively and delivered a presentation explaining the information obtained from the text in limited time. The method used in this research is qualitative research that paid attention to the utilization of Four Reading Methods (FRM) as one of teaching techniques utilized by the researcher in teaching Intensive Reading Class (IRC) to students English Department. Each method was interconnected to each other as unity that helped students in presenting their learning outcomes obtained from particular reading passage they had already read intensively. The scoring was obtained according to the score from each method. This teaching technique was compiled by the researcher from a number of reliable resources. The Four Reading Methods (FRM) as a solution to enhance the reading skills of the students and to improve their presentation skills when they deliver their learning outcomes in the form of presented materials. There were numerous theories utilized by the present study in order to have solid scientific background. The theories were taken from several scholars who already conducted researchers in teaching intensive reading in class. The aim of this research is to provide a solution to fellow lecturers in providing flexible methods as an alternative in teaching Intensive Reading (IR) to their students. In addition, three previous studies in teaching reading were incorporated as significant contribution to enrich the quality of this research.

This research focuses on teaching Intensive Reading (IR) using Four Reading Methods (FRM) to students of English Department. The subject of this research are twenty students divided into two groups, ten male and ten female participants. Each student had to read certain texts intensively and delivered a presentation explaining the information obtained from the text in limited time. The method used in this research is qualitative research that paid attention to the utilization of Four Reading Methods (FRM) as one of teaching techniques utilized by the researcher in teaching Intensive Reading Class (IRC) to students English Department. Each method was interconnected to each other as unity that helped students in presentingtheir learning outcomes obtained from particular reading passage they had already read intensively. The scoring was obtained according to the score from each method. This teaching technique was compiled by the researcher from a number of reliable resources. The Four R...

This research focuses on teaching essay writing utilizing Three Writing
Schemes (TWS to students of UBSI from English Department. The subjects of
this research are twenty students divided into two groups, ten male and ten
female participants. Each student had to write an essay in classroom based
on the instruction given by the lecturer. The method employed within this
research is qualitative research that paid attention to the utilization Three
Writing Schemes (TWS) as one of the techniques utilized by the researcher in
teaching Essay Writing Class (EWC) to students of UBSI from English
Department. Each scheme was interconnected to each other as unity that
helped students to write an essay appropriately. The scoring was obtained
according to the score from each method. This teaching technique was
compiled by the researcher from a number of reliable resources, The Three
Writing Scheme (TWS) as a solution to improve the writing skill when they
write particular topic given in their essay class. There were numerous
theories by the present study in order to have solid scientific background.
The theories were taken from a number of scholars who already employed
researches in teaching essay writing. The objective of this research is to
provide applicable solutions to fellow lecturers in giving flexible schemes as
an alternative in teaching essay writing to their students. Additionally, two
previous researches were incorporated as significant contribution to enrich
the quality of this research.
Keywords: Three Writing Schemes, Teaching Essay Writing, Essay Writing
Class

When translating a message, a translator needs to identify the most equivalent natur al expression in Target Language (TL). Nevertheless, it is not always feasible to discover the corresponding translation for culturally specific text. The translators frequently need various procedures to accomplish the translation tasks. This study examines the procedures used in translating Islamic terms and the most common procedures used by translators in the book "Reclaim Your Heart and its translation. The researcher employed a qualitative method for collecting descriptive data by explaining the translation procedures provided by Newmark. The data was gathered by analyzing Islamic terms in the source language (SL) and target language (TL) texts, categorizing terms according to the translation procedures used. After analyzing the data, four types of translation procedures were found in thirty-four pieces of data. They are transference, couplet, naturalization, and cultural equivalent. The most common translation procedure used in translating Islamic terms by the translator is transference. The translator maintained the English Islamic terms (SL) in Indonesian text (TL) without some linguistic changes (phonological or morphological). This approach was used for translating proper names, places, verses, the book's title, and the terms used several times in the book.