Nowadays, the teaching English for young learners is getting attention from many people. In Indonesia, English lessons taught to students from early childhood to university level. In the early childhood level, learning English is taught simply that children are interested and do not get bored in learning. The role of teachers is very influential to the success of learning in the classroom. English teachers must be able to select and apply learning techniques which are appropriate to the needs of their students. One of the techniques that can be applied to children is Total Physical Response (TPR). The study aims to describe the use of TPR technique for children in early childhood. The writer of the study explores the use of TPR in teaching and learning English. The research method is descriptive qualitative. The writer describes the activities carried out by teachers and students in using TPR. The results of the activities in the classroom showed that the TPR effectively applied to children because they enjoy learning English. Children are also very active in learning English. The writer hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. The writer also suggests that TPR can be applied by the teachers to teach young learners.

A serious challenge which is faced by teachers is educating character and bringing norms being practiced by the society into the classrooom, and English teacher is no exception. The challenge makes IndonesianEducation is very dynamic as everything dealing with normsis always thethe concern and developed by scholars, parents as well as the government. Some scholars propose to foster English teachers as models of practicing norms, while some others think to integrate norms into teaching materials. The second thought invites curriousity on how the writer of English textbook supports the recent concern on norms, and the research on it becomes very important to do. Therefore the research dealing with several reading passages in the English Textbook was done. The design was descriptive qualitative which aimed at investigating whether the writer of English textbook integrates norms in reading passages he/ she wrote. The data was norms, while the data sources were reading passages in the 2015-English Textbook developed by The Ministry of Education and Culture. The result describes that norms of trust, discipline, respect to others and self-confidence were found in reading passages. It can be then concluded that the writer of English textbook integratesnorms in the text he/ she writes. The results of the research implies not only the seriousness of scholars, parents and government in fostering character education, but also the support and care of textbook writer in succeeding the education.It is therefore suggested to teachers, scholars as well as book writer to always concern with the society's need in developing education, especially in sharing the existed and practiced norms.

Abstract:Understanding the learning styles of the students is very crucial in implementing student-centered learning (SCL). The objectives of this research are to describe: 1) the general learning styles profile of the students of English Education Department, Muria Kudus University; 2) the dependency relationship between learning styles dimensions and gender, and 3) the dependency relationship between subject preference and learning styles dimensions. The participants of this research were 208 students from different semesters as the samples, while the instrument is the Indonesian translation of Solomon-Felder Index of Learning Styles Questionnaire. The result of the analysis reveals that: 1) the general learning style profile of the students is balanced; 2) at α .05, there is no significant relationship between the probability of the students of having certain learning styles dimensions and gender; 3) at α .05, the subject preference of the students who are Sensing-Intuitive and Visual -Verbal depends on their learning style dimensions, while that of those who are Active -Reflective and Sequential -Global does not.Key words: learning styles, gender, subject preference, studentcentered learning (SCL) Abstrak: Memahami gaya belajar mahasiswa sangat penting dalam pembelajaran berbasis mahasiswa (SCL). Tujuan penelitian ini adalah untuk mendekripsikan: 1) profil umum gaya belajar mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas Muria Kudus; 2) hubungan sebab akibat antara dimensi-dimensi gaya belajar dengan jenis kelamin, dan 3) hubungan sebab akibat antara dimensi-dimensi

This study aims to apply "lesson learning" in increasing student learning participation in class. This study used a qualitative descriptive method. The study involved fifth-semester students of the English Teacher Education program at Muria Kudus University in the Teaching English as an Additional Language (TEAL) course. The data in the study were obtained using observation and documentation. Data were obtained from before and during student participation during class learning. Data analysis used the Miles and Huberman model, namely data reduction, data tabulation, data presentation, and concluding. The results show that the application of lesson study can increase student participation as long as learning activities increase critically and critically affect the learning atmosphere. Study lessons can make students have a strategic and significant contribution in all stages and development of course materials. The results of this study are expected to provide an overview of the application of lesson studies in increasing student participation in learning in other subjects.

There are many teaching techniques used by the English teachers/lecturers to improve English skills especially speaking. Speaking is considered as the most difficult skill since in Indonesia English plays as an international language. For that reason, the lecturers have to select the appropriate teaching techniques in order to gain the students' attention and motivation. One of the techniques is English Debate. The objective of this study is to know whether English Debate can improve the students' speaking skill. This study belongs to classroom action research which is applied for the ESA (English Students Association) of the fourth semester students of English Education Department of Muria Kudus University in the academic year 2014/2015. In the class, the students are taught by using English Debate technique. The result of this study shows that the students' mean score of cycle 1 is 69.28 and it can be categorized into sufficient. Then the writers continued to cycle 2. The result of the students' mean score of speaking ability is 80.14 and it can be categorized into good. It can be concluded that English Debate technique can be used by the English teachers/lecturers in the English class to improve students speaking skill. In the English Debate, there is a topic that force the debaters to speak in English. In addition, English Debate technique can also be used to improve students' vocabulary. Keyword: Speaking, English Debate ABSTRAK Ada beberapa teknik pembelajaranyang dapat digunakan oleh guru/dosen Bahasa Inggris untuk meningkatkan kemampuan Bahasa Inggris terutama berbicara (speaking).Speaking dianggap sebagai kemampuan yang paling sulit karena di Indonesia Bahasa Inggris merupakan bahasa internasional. Berdasarkan alas an tersebut, dosen harus memilih teknik pembelajaran yang tepat untuk meningkatkan perhatian dan motivasi mahasiswa. Salah satu teknik pengajaran tersebut adalah teknik English Debate. Tujuan dari penelitian ini adalah untuk mengetahui apakah teknik English Debate dapat meningkatkan kemampuan speaking mahasiswa. Penelitian ini merupakan Penelitian Tindakan Kelas yang diterapkan terhadap mahasiswa ESA (English Students Assiciation) semester 4 Pendidian Bahasa Inggris Universitas Muria Kudus tahun akademik 2014/2015. Selamaa proses pembelajaran, mahasiswa diajar dengan menggunakan teknik English Debate. Hasil penelitian menunjukkan bahwa nilai rata-ratanya mahasiswa si siklus 1 adalah 69,28 dan dapat dikategorikan menjadi cukup. Kemudian peneliti melanjutkan ke siklus 2. Hasil nilai rata-rata nilaispeaking mahasiswa adalah 80,14 dan dapat di kategorikan menjadi baik. Berdasarkan data