Marine Protected Areas (MPA) is an area that potentially poses stress from outside such as human activities and ocean pollution. One of the global issues that threat ecosystems include MPA is ocean debris. The aim of this paper is to assess vulnerability of MPA based on the trajectory of debris affected by oceanographic condition. Three MPAs were chosen in the Java Sea region including: Seribu Islands National Parks, Biawak Island Conservation Area, and Karimunjawa Islands National Parks. The data provided by The Hybrid Coordinate Ocean Model surface current and Global Forecast System surface wind were used to determine the trajectory of the debris. We simulate the ocean condition in two monsoons. The results showed that debris floating around the MPAs have a potential of reaching beaches inside the MPAs and have different patterns between the monsoon. Furthermore, in Seribu Islands and Karimunjawa Islands which are designated as National Parks, the debris managed to land in the most crucial zones, Core Zone and Buffer Zone. Modelling of marine debris, such as the one used in this study can be used to inform authorities regarding the landing points of floating debris to create better management decisions in battling global marine debris issues.

Changes in Curriculum lead to changes in teaching and learning processes as well as new ways to demonstrate best practices for increasing students’ achievement. The Curriculum 2013 suggests teachers to use authentic materials and requires them to apply authentic assessments. It is quite challenging for English teachers because this condition creates problems especially for novice teachers. Therefore, they need to have prior knowledge and personal experience related to teaching practice and situation. In this study, authentic materials and authentic assessments were implemented in pre-service-English-teacher classroom at a university in Bogor, specifically in listening class, in order to familiarize them to the kind of materials and assessments. Action research was employed where documentation, observation, questionnaire, and interview were used to collect the data. The result shows that the integration of authentic materials and authentic assessment in EFL classroom helped the students in understanding the nature and the use of authentic materials and authentic assessment for their future needs of profession.  

The discussion of ideational grammatical metaphor has been attracted the attention of many researchers because of its usefulness and effectiveness in packaging information. With the device, meaning expressed in one pattern of the grammar can be reconstructed in another pattern of the grammar. This study focuses on the sequence type of ideational grammatical metaphor, which is then termed the sequence of ideational grammatical metaphor. In this kind of metaphor, the realization of meaning in clause complex is packed into a single clause through some wording techniques. The main objective of the present study is to analyze the application of techniques and their functions in historical text. By using the main framework of Systemic Functional Linguistics (SFL) proposed by Halliday and Matthiessen (2004), it is concluded that two main techniques, with expansion and with projection, are used to construe two different features of information in historical text. Both expansion and projection wording technique pack the realization of features in clause complex into a single metaphorical clause.

This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.

This research aims to realize the implementation and integrated project-based learning (PBL) activities in education 4.0 towards EFL students’ activities. This study uses qualitative methods as a framework for analyzing and collecting data. The data were obtained from observations and interviews. The results showed that the use of Google Classroom, Comic Page Creator, and Learning Apps can complement projects in the EFL class; the use of Google Classroom, Comic Page Creator, and Learning Apps can help students access the material and complete the Project; and most students integrating PBL into Education 4.0 can improve their English language skills.