Article discussed how native speakers of Indonesian observed Grice’s maxims. One hundred conversations contributed in live talk show from varied Indonesia television channels were analysed. The results show that Grice’s maxims are fulfilled in many conversations. Nevertheless, in other situations, two kinds of non-fulfilment of the maxims are observed. First, the speaker deliberately exploits a maxim, which is suitable to Grice’s theory. Second, the speaker fails to observe but does not exploit a maxim, which leads to some interpretations of the cultural patterns of the Indonesian language: communicative politeness, high context culture and the needs of harmony in communication that are considered as the manifesting of Indonesian culture.

Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to find out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was finished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding. The most crucial thing is that most students think they get benefit by writing the reading journal.

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Personalized learning is a teaching model that focuses on learning outcomes, voluntary learning, and the concept of autonomy learning. The basic idea of this is the individuality of each student and the active activity. This study aims to find out why lecturers apply specific methods to individualize their teaching and the advantages and disadvantages of the methods. This research is conducted qualitatively as a study focusing on the experiences of English lecturers regarding the implementation of personalized learning. The data were collected by analyzing the questionnaires filled by the lecturers. The lecturers who participated in this study had a positive attitude toward the personalized learning model. According to them, this model accommodated both fast and slow students and increased the students' responsibility. This study also reveals the importance of choosing the suitable teaching method for each personalized learning session. However, for several students, lack of motivation became the main problem for this model. While for the teachers, the focus challenges were a lack of knowledge and experience in conducting this model. How lecturers overcome the challenges and increase the effectiveness of implementing this model is also discussed.