Indonesian English curriculum pays a great attention to the development of students' skills in English. However, there has been a significant concern that this skill has not been well-achieved. Recently, the government's positive intention to improve students' skills is stated in the program of Sekolah Penggerak in which the Systemic Functional Linguistics-Genre Based Approach (SFL-GBA) is implemented as the approach in teaching English at the school level. Since teachers' belief contributes to the effectiveness of the teaching practice, this qualitative case study investigates the initial beliefs of English teachers before and during attending a set of SFL-GBA workshop. The data of this study were gathered using a survey and observations. The result of this study shows that the majority of the teachers have already known about SFL-GBA, and believe it as an integral approach in teaching English. However, the study also reveals that they have some emerging beliefs that hinder the successful implementation of SFL-GBA in their teaching. Those beliefs are categorized in four aspects: grammar conception, teaching strategy, assessing strategy, and text provision. The data of this study will be beneficial for the next larger scale of research to further investigate teachers' beliefs.

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<p>The importance of reading comprehension is immense. It contributes to the success of language learning and teaching. However, there are some factors such as less interesting and difficult text sources and other non-contextual factors that demotivate the students in reading. To deal with that issue, the implementation of a Learning Management System (LMS) called MedicalEnglish is introduced to the students in order to amplify the students’ motivation in learning English. This study is intended to investigate the motivation of 22 Diploma students of the Nursing department in Semarang in reading using MedicalEnglish. In this qualitative case study, questionnaire and interview were selected as the instrument. The data collected from the two instruments were then descriptively elaborated. In conclusion, there is a significant improvement in students’ motivation in learning reading after the implementation of MedicalEnglish. The result of this study is expected to provide additional reliable sources regarding the implementation of LMS in sustaining students’ reading motivation.</p>