The study focuses on the usefulness and the use of language as an instrument to associate a group of people in the society, both in the large and in the small groups to fulfill their everyday needs. They were described in the form of ideas and arguments that were investigated in the form of activities of library research design. The data were collected from many references both primary and secondary ones in terms of the topic. The primary data dealt with the roles and functions of language in terms of the usefulness and the usage of language in society. The findings of the study showed that language is used as an important instrument to connect people in many aspects of human life consisting of language in the world of education, language in the world of science and technology, language in economic and business contexts, language in the social and political contexts, language in the aspects of national defense and security, language and international relation.

This research aims to identify whether students’ background knowledge influenced the translated texts from the source language (SL) into the target language (TL). This research employs descriptive qualitative method design throught the use of semi-structured interviews and observation in one of the state universities in east Indonesia. The participants in this research included 30 students. The documents as students' target texts were used as primary data and the transcripts of semi-structured interviews were used as supporting data. To Analyse the data, the researchers used qualitative ways. Data condensation, data display, and conclusion drawing or verification were used to reveal students’ background knowledge of translation. The data showed that most of the students need background knowledge in the translation of source language into the target language. These reasons confirm that there is a close relationship between background knowledge and translation. It means that in an interlingual translation, even if translators are bilinguals and master the grammar of a language, background knowledge of a text should also be dominated. Moreover, background knowledge is not a single problem for translators, there are also other problems that were found in students’ translation namely new words, complex sentences, reading comprehension, and expression in the target language.

Syntex subject is one of the subjects that students of English Education Study Program should take it. Having online teaching in a pandemic situation is challenging for the instructor to build their students' comprehension of the concept of syntax, Structural Approach, and Syntactic Marker. Finding an appropriate tool is needed.  Computer-assisted instruction was designed to be applied in the teaching and learning process to enhance students’ comprehension of syntax subjects. There were 35 students involved in this study.  This study was conducted in 14 meetings. Data were collected through pre-test and post-test. In data analysis, descriptive and Inferential statistics (t-test) were applied. The result of data analysis shows that students have a good comprehension of syntax. Computer-assisted instruction is effective in helping students to improve their syntax comprehension related to the concept of syntax, Structural Approach, and Syntactic Marker.Â

This study aims to gain an in-depth understanding of the collaborative learning needs of students' academic writing. This research uses qualitative descriptive research method. The research subjects were 70 students of the English language education study program, FKIP Khairun University. The research data was obtained through the distribution of needs analysis questionnaires and transcription of student interviews. Questionnaires were used to collect data on the types of student needs for the collaborative learning model of academic writing and interview guides were needed to collect interview data with students. The results of data analysis show that first, the academic writing learning model requires the active role of students in building cooperation during the teaching and learning process. This role is carried out during academic writing learning starting from planning writing, collaborative writing activities, to the writing results that will be presented. Second, the role of the lecturer only serves to provide guidance and make observations to detect possible problems as long as students work together. Through this role, the lecturer does not use an evaluative attitude but rather directs students to construct their understanding and writing skills. Third, the lecturer also plays a role in solving any problems that arise such as unbalanced group member participation, student refusal to group work, students who do not carry out group assignments, students' unwillingness to become group leaders, different levels of student abilities in groups, absenteeism and cheating. The role of the lecturer is intended to improve the quality of student collaboration to produce quality learning outcomes.

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