Grammar is an important language aspect in both spoken and written language uses. However, most students at English Education Department Unram found it difficult to learn.  It is shown in their TOEFL achievement. The failure may come from various factors, one of which is learning materials. This study is conducted in order to find out whether the course book used by the English Education students using Three-Dimensional Grammar Framework as this framework is created to achieve balance between grammar and communication because the objectives of learning grammar in university level have not been well achieved by the students. This study is qualitative research. The source of the data in this study is the course book used by EED students at University of Mataram entitled English Grammar 2 and focused on the passive voice materials. The data is collected by using documentation. The result of this study is the course book English Grammar 2 has applied the components of Three-Dimensional Grammar Framework such as forms/structures of passive voice have been presented completely as seen from the curriculum, meaning/semantic and use/pragmatic of passive voice have been presented. However, the uses of passive voice such as (1) when the non-agent is more closely related than the agent to the theme of the text, (2) when the non-agent is participant in the immediately preceding sentence, and (3) the speaker is being tactful and evasive are not presented.

This study intended to determine whether the use of picture series is effective in teaching writing procedural text and which components of writing increase after the use of picture series in teaching writing procedural text at the tenth grade of SMAN 1 Sakra. The research method was quasi-experimental with a control group pretest and post-test design. The population was tenth-grade students. The sample was 50 students from 2 classes, 10 E was the experimental group, and then 10 J was the control group. Samples were taken using random cluster sampling. The instrument of data collection was a written test. The result of the t-test was 3.953, and the t-table was 2.011 for df 48 (50-2) at a significant level of 0,05 (95%). It can be concluded that H0 was rejected and Ha was accepted. Thus, the use of picture series was effective in teaching writing procedural text in the tenth grade of SMAN 1 Sakra. While, the components of writing in the experimental group which increased overall after using picture series in writing procedural text were content, organization, and grammar.

This Community Service activity was carried out at the Integrated Islamic Elementary School (SD IT) Anak Shaleh Mataram. This service activity aims to provide assistance and mentoring in the practices of teaching of English for teachers at the Integrated Islamic Elementary School (SD IT) for Anak Shaleh Mataram. This activity was carried out on several problems faced by partners, namely (1) the teacher had difficulties in conditioning the English class so that it did not look attractive to most students, and (2) not all students were able to follow the learning materials/activities carried out in class. because sometimes the lessons delivered are not interesting. This activity will be carried out using a participatory method that is oriented towards direct participation in various processes and stages of activities ranging from planning, implementation, to evaluation of activities. The target does not only act as the object of the activity, but also as the actor of the activity. Meanwhile, the Implementation Team only acts as a facilitator and motivator. Seeing the types of problems faced by partners, the activities offered as solutions are (1) providing counseling on English learning models and tips in managing classes, English For Young Learners (EYL) to teachers so that they are skilled in implementing learning English For Young Learner (EYL) in the classroom, (2) providing guidance/assistance in the implementation of learning English For Young Learner (EYL) starting from the initial activity steps, core activities and final activities. The output targets of this Community Service activity are (1) publication of published articles in national proceedings and (2) statements on the use of technology for implementing English For Young Learner (EYL) learning from the partners of SD IT Anak Sholeh Mataram.

This study aimed to identify the dominant gender of role and the types of roles gender in maintain Balinese in Karang Bayan. This study used quantitative descriptive research to analyze data of maintaining Balinese. The numbers of data were three families of interaction analyzed as the data source. The result of data provided that the female is the most prominent Balinese used than the male. The females who speak the Balinese language reach 53.1% and the males have 8.8%. The total of data presents the languages used which concerned with Balinese used. The percentage shown that the Balinese communities prefer speak Sasak language to the Balinese language. The Sasak language used by female was 53.1% and the male reached 73%. The percentage of data indicated Balinese used occurred language shift in the communities Bali in Karang Bayan. Nevertheless, the result of the conversation in three families found the roles of gender refer to the branch of pragmatic used namely vocabulary, hypercorrection, hostility, intensifier, and filler. The most prominent roles are fillers used by the female. The main family use of the Balinese was dominant in pragmatic used by filler that the average was 80%.

Bahasa Inggris bagi masyarakat Indonesia diajarkan dan dipelajari sebagai bahasa asing. Apapun tingkatan pendidikan siswa yang diajarkannya guru harus profesional dalam melaksanakan tugasnya sebagai seorang guru. Kesuksesan dan kegagalan pembelajaran bahasa Inggris di dalam kelas dapat disebabkan oleh beberapa faktor: guru, siswa/siswi, metode dan teknik pembelajaran, media pembelajaran dan materi yang diajarkan guru di dalam kelas. Banyaknya guru-guru bahasa Inggris yang kurang atau tidak profesional dalam melaksanakan tugasnya sebagai guru menarik perhatian para penyuluh untuk melaksanakan penyuluhan tentang pembelajaran bahasa Inggris bagi guru-guru bahasa Inggris SD se-kota Mataram. Secara umum penyuluhan ini dimaksudkan agar guru-guru SD memiliki pemahaman tentang betapa pentingnya memilih materi pembelajaran bahasa Inggris yang tepat untuk pembelajar tingkat SD se-kota Mataram. Secara khusus kegiatan ini dimaksudkan untuk (1) memberikan pengarahan kepada guru-guru bahasa Inggris SD se-kota Mataram agar memberikan materi ajar bahasa Inggris yang sesuai dengan tingkatan pendidikan siswa, (2) memberikan pengarahan kepada guru-guru bahasa Inggris SD se-kota Mataram tentang metode dan teknik penyampaian materi yang dianggap tepat untuk diterapkan di dalam kelas sesuai tingkatan pendidikan peserta didik, dan (3) mencontohkan materi ajar yang cocok berikut cara penerapannya di dalam kelas sesuai tingkatan pendidikan peserta didik. Adapun metode pelaksanaan kegiatan ini disampaikan melalui dua tahapan, yaitu tahap penyampaian teori dengan melaksanakan hal-hal berikut: (1) menyampaikan materi pembelajaran bahasa Inggris yang cocok untuk peserta didik usia SD, (2) memberi contoh tentang cara penerapan metode dan teknik yang tepat dalam pembelajaran bahasa Inggris untuk peserta didik usia SD yang dapat meningkatkan semangat belajar mereka. Tahap berikutnya adalah tahap diskusi dan tanya-jawab. Pada tahap ini para penyuluh memberikan kesempatan kepada para peserta penyuluhan yakni, guru-guru bahasa Inggris SD se-kota Mataram untuk mengajukan pertanyaan sebanyak-banyaknya kepada para penyuluh terkait materi penyuluhan apabila ada hal-hal yang kurang jelas atau tidak dimengerti.