Abstract-This paper uses the Interpretative Phenomenological Method to examine the conceptions thatEnglish literature teachers (ELITES) share about literature courses and teaching. The study investigated the experiences of four ELITES who taught literature classes at English education base faculties in three universities in Indonesia. These teachers were interviewed and observed in relation to their subject-matter knowledge in literature, their methods of teaching, their roles and the extent of their students' learning. The findings suggest two main themes: (1) ELITES view literature courses as one of the means of learning a language rather than as a "study" in its own right, together with holding a teacher-centered approach; and (2) ELITES' experienced relational conflicts with their students because of the students' perceived deficiencies in understanding literature, their lack of interest in reading and discussing literary works, their lack of motivation to read and appreciate literature, and their deficiencies in English language. Achieving a greater understanding of the experiences of teachers' conception of teaching literature can improve and influence best practice and possibly improve students' learning. The findings of the study have implications for teacher education departments, literacy educators, literary scholars and pre-service educators.

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This study aims to describe the racial discrimination from white people against black people that was formerly a slave by analyzing Langston Hughes' poems; I, Too, To the Black Beloved, The White Ones, and My Beloved. Presentation of racial discrimination can be seen from the act of prejudice, insulting, words used, and the act of suppression to the black people. These poems represent the poet's feeling of social phenomena that happened. The data were analyzed utilizing the new historicism theory, enriched by historical text, socio-cultural, and political information during slavery. This study is a qualitative descriptive method using the new historicism approach to explain the racial discrimination experienced in Langston Hughes' poems. The result showed that Langston Hughes reflects the phenomena of racial discrimination through his poems, such as slave, victim, nigger, torture, darker brother, and not beautiful in his poems. Langston Hughes in his poetry concludes that black discrimination is treated badly; they eat in the kitchen, they are not beautiful, children's happiness is tarnished, and racial discrimination is inhumane.

This research will discuss the new destination of Toraja coffee as a tourism development strategy. Questions that will be answered is what is the attraction of Toraja coffee tourism as a new tourist destination. Methods of research conducted are field observation and interviews with coffee stakeholders as an informant and foreign tourists as respondents. The results of this study concluded that the appeal of Toraja coffee as a tourism destination is Toraja coffee has characteristic (taste) differently based on the planting area Toraja coffee. There are 15 names of coffee products based on the region and the name of Toraja coffee products taken from the region. E.g. coffee Toraja Sapan, derived from the Sapan area, and coffee Sesean derived from the village of Sesean. Perception of foreign tourists to Toraja coffee is that the taste of Toraja coffee is different based on the height of the coffee planting area to be a tourism identity Toraja Agritourism.

This study aims to analyze the act of slavery that happened in Samuel Beckett’s Waiting for Godot. The characters that are involved are Pozzo as the master and Lucky as his slave. By analyzing how Pozzo oppresses Lucky, it reflects the act of slavery that also happened in reality in the 20th century when the story was written. This study is a qualitative descriptive method using the sociology of literature approach to reveal the connection between the situations in the play with the situations of the world in the 20th century. The data of this research are collected from the utterances and dialogues of the characters in the text play Waiting for Godot. The result showed that the act of slavery acted by Pozzo and Lucky also happened in the 20th century before, during, and after World War II in the 1940s. An upper-class society would enslave and oppress a lower-class society at the time because they had power and money.