It is challenging for most teachers to teach English to students with intellectual disability. One of the reasons is because English is considered as a difficult subject especially for foreign language students, including students with intellectual disability. Furthermore, it is because students with intellectual disability have special characteristics which may become obstacles during teaching learning process. Intellectually disabled students tend to have a lack of motivation, low memory ability, to be passive, be easily distracted, and have problems in language development as well. Therefore, an appropriate strategy or device which can improve attention and increase students' ability to remember should be implemented. One of the strategy is the use of picture mnemonic. This research aims to describe how the picture mnemonic is implemented in teaching English vocabulary to the eighth grade secondary students with intellectual disability. The method used in this research was descriptive qualitative. The participants were the English teacher and 12 eighth grade secondary students with intellectual disability at State Special School (SLB N) Purwosari Kudus Indonesia. The observation sheet was used to get the data related to the implementation of picture mnemonics focusing on two aspects: teaching presentation and students' behavior. The results of this research showed that in general, the implementation of picture mnemonics for teaching English vocabulary was in very good criteria with the average score was 3.69. Related to the teaching presentation aspect, the principles of picture mnemonics implementation had been successfully fulfilled by the teacher, such as presentation, association and retrieval. It was also found that there was improvement on students' vocabulary retention. Moreover, dealing with students' behavior aspect, during the implementation of the picture mnemonics the students were active, involved and enjoyed the teaching learning process. Considering the benefits of using picture mnemonics, it is suggested to use these picture mnemonics especially when teaching students with disability.

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<p class="abstrak"><em>The aimed of this study is to determine there is a partial and simultaneous effect between human resources, business capital, and marketing on the development of micro small and medium enterprises of bags in Jati subdistrict, Kudus regency. The population of this study was bags entrepreneurs in Jati subdistrict, Kudus regency by using a sampling technique that wasproportionate stratified random sampling.  The data collection methods used were interviews, questionnaires and documentation, while the data analysis techniques used were descriptive statistical analysis, classical assumption tests, and multiple linear regression analysis. The results show that (1) there is a significant effect of human resources on the development of micro small and medium enterprises of bags in Jati Subdistrict, Kudus Regency in the amount of 9.80%. (2) there is a significant effect of business capital on the development of micro small and medium enterprises of bags in Jati Subdistrict, Kudus Regency in the amount of 16.73%. (3) there is a significant effect of marketing on the development of micro small and medium enterprises of bags in Jati Subdistrict, Kudus Regency in the amount of 7.45%. (4) there is a significant effect of human resources, business capital, and marketing on the development of MSME of bags in Jati Subdistrict, Kudus Regency in the amount of 83.3%.</em><em></em></p>

As teachers, our job is not only teaching students, but also giving assessment as well. It means that teaching cannot be separated from assessing, including teaching to young learners. Assessment is defined as the gathering of information for a specific purpose (Linse, 2006). The assessment of young learners is very different from the assessment of older children and adult in several ways (Guddemi and Case , 2004). Moreover, they stated that in learning, young children must touch and manipulate objects, build and create many media, listen and act out stories and everyday roles, talk and sing, and move and play in various ways and environments. Since young learners' characteristics are different from adult, when teachers give assessment to them, they should pay attention to those things. As a result, the expression of what the children know and can do would be best served in ways other than traditional paper and pencil assessment (Guddemi and Case: 2004). This paper explores how to assess young learners' speaking skill by engaging them in conversations. It also describes the learners' psychological condition being assessed by using this activity. The subjects of this research were 7 students of Teladan Tutoring Agency which is located in Kudus, Central Java Province, Indonesia. The result of this research shows that by engaging the learners in a conversation during assessment, most of the students had positive psychological condition in which they felt confident, and brave to speak English (6 students). However two other students still felt nervous and afraid to make mistakes. Since engaging students in conversation in assessment is .an appropriate activity in assessing young learners, it is suggested that teachers who teach young learners use this activity when giving assessment to their young learner students.

This article presents the finding of a study that investigate pre-service English teacher in managing the class when they were teaching in teaching practice program or Pre-Service Teaching Program.  Teaching in a real class is a new experience for the students of Muria Kudus University; however they need to adjust themselves to the teaching environment. They need to prepare some educational knowledge like; classroom management, educational psychology, curriculum development, teaching method etc, in order to be able to organize the lesson well and achieve maximum result. The key of a successful learning is depended on the way teacher organizing the class. In other word the key of a successful language teaching is classroom management.  However each class has different characteristics, so a teacher needs to prepare himself to the students’ learning style.  Maintaining discipline and organizing students can be very frustrating for the student-teachers because they do not only need well understanding about classroom management but they also need to control their performance. The students- teacher or teacher candidates need guidance either from the school teachers or their lecturers; therefore it is also very important to observe their activities in the class to know the improvements which have been done by the teacher.