The rapid advancement of technology has made a significant change in English Language learning, especially with the use of a number of various social media applications. The learning process merges along with the communication activities and has resulted in the integration of the four language skills through multi-mode. The study is aimed at attempting to investigate how this could bring a positive contribution to the development of English Language Teaching strategy. The study has been conducted through the results of a number of journal articles across different non-English-speaking countries and digital articles. The result indicates that gamification is the potential to boost language use in active communicative interaction in the classroom.

Undergraduate students in Indonesia, including those pursuing bachelor's degrees and diploma programs that may last three or four years, must take a research methodology course. Despite their lack of desire to become researchers, they must complete a final project that necessitates research skills. Students who complete the Course in one semester learn how to write a proposal, collect data, analyze data, and perform other tasks that a professional researcher would typically perform. Some lecturers who teach research methodology course in various study programs were interviewed. The present research uncovers how research methodology courses were presented and implemented. A variety of implementations were found, but most of them apply the use of assignments as an alternative to the learning by doing approach. A different number of credit points were also found in different study programs, impacting the number of sessions the students must spend. The methodology course comes in different nomenclatures in different study programs. They share a common goal: to help students conduct a final assignment as a requirement to graduate from their educational institution. Some suggestions on how to improve the Course are also expressed.

This study revealed the result of the analysis of the relational process clauses found on the students’ descriptive essays at the CCU course. The study is aimed at scrutinizing the clauses of the relational process with their roles and lexical verbs realizing the relational process. The data analyzed for the accountable study were 21 descriptive essays. The method applied for the study was the descriptive qualitative one and Systemic Functional Linguistics (SFL) was used as the framework in analyzing the data. The study exposed 5 different roles of clauses as a result. The roles are properties or characteristics with the first place following definition, classification, composition, and function ones in a consecutive way. The study result also acknowledged that relational process clauses are mostly used for describing Properties. This role was realized by two types of relational process clauses –intensive and possessive relational process clauses operating on attributive relational process. However, the relational process occurring in possessive relational process clause was only realized by a single verb have. This indicates that the students have a limited linguistic knowledge which implicates on improving students’ writing descriptive skills. Keywords: relational process clause, descriptive writing, essays, Systemic Functional Linguistics, CCU

Following the widespread use of the Internet, more businesses are available online to attract more customers and unleash the limits of offline businesses. Not only e-commerces, but websites can be owned by businesses which provide services as what they sell. The reason behind this is that many have found the importance of websites. An example of service businesses is tuition center. This website project is about creating a bilingual website for a tuition center in Bandung. Qualitative methodology was used in collecting the data, and the methods were observation, interview, and library study. This project is aimed to give detailed information, to promote, and to persuade visitors to join the tuition center.