ABSTRACT   Global competence has inevitably expanded the way of education conducted in recent year. One key aspect of global competence is the emergence of cultural intelligence in the classroom – as one medium of global competence transfer is through language learning. Interest to learning a foreign language raises in which many people see foreign language learning as the window and door to the world. This paper aims at exploring global competence is delivered and conducted in a Spanish classroom in Brisbane, Australia. Data were gathered through (1) classroom observation (2) questionnaire distributed to the learner and (3) interview with the learners. Finding shows that in the program is perceived as effective and teacher holds the most important factor in the classroom. In addition to being knowledgeable and skillful, a teacher who possesses cultural intelligence is likely to be preferred. Classroom is portrayed as a hub for transfer of knowledge, allowing learners to bring their identity inside the class while learning being exposed to other foreign language.   Keywords: global competence, cultural intelligence, foreign language learning.

Abstract— The goal of this research is to look into the impact of ownership concentration, managerial ownership, and corporate governance on corporate risk-taking using stock return volatility. This study's methodology is a quantitative approach that uses simple linear regression models and panel data. The sample for this study consists of manufacturing sector companies that were listed on the Indonesia Stock Exchange (IDX) between 2016 and 2020. The purposive sampling method obtained 137 companies and 679 data for the sample. As a result, ownership concentration and corporate governance have negative and significant effects on corporate risk-taking, whereas managerial ownership has no significant effect. This study demonstrates that firms take significantly less risk when they have more concentrated ownership and good corporate governance. Keywords: Corporate Governance; Ownership; Risk-taking

The Institute for Research and Community Service University of Palangkaraya (IRCSUPR) manages research activities, community services and controls the administration ofnecessary resources. Therefore, an application is requiredto record a lot of data from theproposal to the final report of research and community servicethat ultimately is expected tobe a control and evaluation on the performance of all parties involved.The methodology used in the development of this application there are several stagesranging from problem identification, needs analysis, design (which includes architecturedesign, database design, interface design and website navigation design), coding, testingand maintenance. On the testing stage used blackbox testing method.The results achieved from the making of this application there are 4 actors areadministrators, proposers, reviewers and operators who have different access rights inaccordance with its function. While from the results of the testing is known that all thefunctionality of the system is running well in accordance with the required and designedpreviously.

In determining the implementation and execution of the classroom activities, the teacher’s beliefs plays an important role as one of the fundamental aspects of language teaching. In-depth, the beliefs also influence the learner’s competency and the achievement of learning outcomes. This research aims at observing the beliefs of a Spanish language teacher in a private language school in Australia. Data were gathered through interview and classroom observations. The interview was designed to explore the teacher’s beliefs regarding the language learning approach. Furthermore, the classroom observations were conducted through 1) complete observer observation and 2) complete participants observation. They were carried out to see to what extent the teacher implemented the beliefs into action. Pre-classroom questionnaires on the learner’s background were distributed to know the learners’ background. In the era where communicative approach becomes the axis of language teaching, this study suggests “scaffolding” as an alternative approach to language teaching. The finding indicates that some primary factors affecting the teacher to hold his beliefs are: limited classroom duration, small class size, and the condition of Spanish as a foreign language (FL) in Australia – where learning resources are limited. In the learning condition where the target language (TL) resources found to be scarce, this ‘scaffolding’ approach successfully and effectively equips learners with adequate knowledge of Spanish. Taking the ‘scaffolding’ as the major foundation to develop learners’ linguistic proficiency, this research provides insight regarding the use of ‘scaffolding’ toward language teaching and learning.

This research measured the cultural quotient (CQ) of foreign language lecturers at Bina Nusantara University. Two major research strategies were applied in this research: (1) qualitative approach through the interview, and (2) quantitative approach through CQ scale measurement. Firstly, the CQ scale developed by Ang et al. was tested on ten lecturers. Modifications were made to some test items to suit the context of foreign language teaching. Through the questionnaire, the analysis shows the mean and standard deviation of the overall test at M = 5,19 and SD = 1,7. For each domain of the scale, the analysis indicates that M = 5,16 SD = 1,75 occurs for metacognitive domain, M = 4,4 and SD = 1,57 occurs for cognitive domain; M = 5,4 and SD = 1,6 occurs for motivational domain; and M = 5,5 and SD = 1,8 occurs for behavioral domain. Among ten lecturers, eight lecturers are considered to have high CQ, one lecturer to be medium CQ, and one lecturer to be low CQ. A further bivariate correlation analysis is then conducted to see the relationship between CQ lecturer’s background. The statistical data indicates no significant correlation found between CQ results and lecturer’s age (r = -0,575), time spent living abroad (r = -0,862), and time spent for teaching foreign language (r = -0,644). However, the further interview reveals that the experience of having relatives in a foreign country and living in a diverse cultural group shape lecturers’ paradigm in language teaching.