Highlighting the TOEFL prediction test, this study attempted to explore EFL learners’ strategies in dealing with the reading comprehension section of the TOEFL prediction test, both in reading the texts and tackling the questions. This study employed a qualitative research design as its approach and a semi-structured interview as the instrument to gain the data. Six participants were purposively selected from the English Language Education Department of UIN Ar-Raniry Banda Aceh. They were interviewed concerning their reading strategies in dealing with the questions in the TOEFL Prediction test. The findings revealed five strategies used by the participants in contending with the TOEFL reading section, classified into reading strategy and test-taking strategy. The reading strategies consist of skimming and scanning the passages, using context to understand the meaning of unfamiliar vocabulary, and utilizing background knowledge. Meanwhile, reviewing the questions and prioritizing easier questions are included in the test-taking strategy.  This study proposes further research to investigate the effectiveness of particular strategies in improving EFL students’ performance in facing the reading section.ABSTRAKMengangkat topik tes TOEFL Prediksi, penelitian ini mencoba menyelidiki strategi yang dilakukan oleh mahasiswa-mahasiswi Bahasa Inggris dalam menghadapi bagian Reading Comprehension di tes TOEFL, baik strategi ketika membaca teks maupun ketika menjawab soal-soal yang tersedia. Studi ini menggunakan pendekatan qualitatif dan menggunakan wawancara semi-terstruktur sebagai instrument untuk menghasilkan data. Teknik purposive sampling digunakan dalam memilih enam partisipan untuk studi ini yang keenamnya berasal dari Program Studi Pendidikan Bahasa Inggris UIN Ar-Raniry Banda Aceh. Hasil penelitian ini menunjukkan bahwa ada lima strategi yang digunakan oleh partisipan dalam menyelesaikan TOEFL Reading Section. Kelima strategi tersebut dapat diklasifikasikan kepada reading strategy (strategi membaca) dan test-taking strategy (strategi dalam menghadapi tes). Reading strategies terdiri dari membaca teks dengan menggunakan teknik skimming and scanning, menggunakan konteks untuk dapat memahami makna dari kata-kata yang sukar, dan menggunakan background knowledge (pengetahuan sebelumnya) ketika membaca teks. Sementara mereview pertanyaan dan mengutamakan menjawab pertanyaan-pertanyaan yang lebih mudah termasuk dalam test-taking strategy yang dilakukan oleh partisipan ketika menghadapi tes. Studi ini mendukung penelitian lebih dalam kedepannya terkait keefektifan dari strategi-strategi ini dalam meningkatkan performa mahasiswa-mahasiswi Bahasa Inggris dalam menyelesaikan bagian reading comprehension.

The increasing incidence of violence against children, especially cases of sexual violence in Aceh, has raised questions about the performance of the Aceh government stakeholders in handling this case. Based on this, this study seeks to examine: 1) the efforts having been made by the Aceh government in dealing with cases of sexual violence against children and 2) the constraints of the Aceh government in coping with cases of sexual violence against children. This field research was designed in a qualitative descriptive manner using analytical research methods. There were eight purposively selected informants who were used as a source of data for this research. The techniques to collect data were observation, interviews and documentation studies. The techniques used in processing and analysing the data were data reduction, data display and conclusion drawing/verification. The findings indicated that the efforts made by the Aceh government in overcoming the problem of sexual violence in Aceh, especially against children, are prevention, handling and empowerment efforts through socialization and other efforts that involve various parties. In addition, there is special treatment for the victim and the perpetrator. Furthermore, the results of the study also revealed that there are three main aspects that become obstacles in overcoming cases of sexual violence against children, namely from the community, bureaucracy and Aceh government agencies.

Teachers’ competences should be shaped from a very early stage of their training (Mâţă, Cmeciu, & Ghiaţău, 2013). For that reason, pre-service teachers are required to get involved in teaching internships and gain professional experience from training programs and workshops. These experiences are assets for these pre-service teachers when they resume teaching positions upon graduation. The present narrative study, therefore, aims to investigate the benefits of international teaching internship, known as South-East Asian Teacher (henceforth SEA-Teacher Program) on Indonesian pre-service English teachers’ identity and competence development. There were four male and four female participants of SEA-Teacher program participated in the study. The data for this study was generated through in-depth semi-structured phone and email interviews. The study reveals that this program has developed personal competences of the pre-service teachers, in which they improve self-confidence, coping mechanisms, and time management skill. The “SEA-Teacher” also improved pre-service teachers’ professional competences, such as development of communicative competence, pedagogical skills, new worldviews on education, career goals and new opportunities. The program also benefited these pre-service teachers’ understanding of different cultures, strengthening global-networking and promoting respect. The findings also indicated that SEA Teachers’ competences need to be further developed. Given the significant relationship between teaching competences and teaching internship at international level, it is necessary to promote the SEA-Teacher personal and professional competence. These competences are advised to be reinforced, with more emphasis on weaker domains.