The qualitative research with a case study approach was employed to explore and describe the linguistic intelligence of undergraduate EFL Learners of one state Islamic university in Palembang, Indonesia. The data were collected through observation of everyday activities in the classroom, survey, and interview. The participants of this study involved undergraduate EFL Learners. The results showed that there was a small number of the learners who used the language effectively to persuade others (rhetoric), who remembered the written and spoken information easily (mnemonic), who were able to deliver information orally and written (explanation), and who reflected language to talk about language itself (metalinguistic). The results of this study are expected to be beneficial for the students, the managers, and lecturers of English education study program in Indonesia to have deeper understanding about the concept of linguistic intelligence as it is one of factors that can influence the success in language learning.

This study aimed at finding (1) English teachers’ strategies in managing large classes, and (2) students’ perceptions towards their English teachers’ strategies. The design of this research is qualitative with a case study approach. This study involved four English teachers and ten students at one state Madrasah Tsanawiyah in Palembang, Indonesia. The data were collected through observations, interviews, and document review. Thematic analysis was conducted across a data set. The findings demonstrated that planning the lesson, organizing and controlling the students, managing classroom communication and talking time, then giving written and timely feedback on students’ works were the strategies applied by the English teachers. The use of these strategies was positively perceived by the students that they could have a better understanding, practice mutual-respect, and enjoy the lesson. Therefore, it might be a good idea to review teachers’ strategies in this study to address the difficulty of teaching English in large class settings.

The purpose of this study was to look at the link between English as a foreign language (EFL) student teachers’ study habits and academic achievement. A questionnaire of study habits inventory (SHI) and students’ cumulative GPAs were used as research instruments to EFL student teachers in one English education study program at an Indonesian state Islamic university. Data were analyzed through using the descriptive statistics and Pearson Product Moment Correlation. In general, it was found that EFL student teachers’ habits significantly correlated with their academic achievement. Also, the results of the linear regression analysis showed that EFL student teachers’ study habits led to their academic achievement. The findings of this study indicated that the correlation between study habits and academic achievement existed. In the context of learning English in a non-English speaking country like Indonesia, this study provides information for researchers and teacher educators to understand how the link between study habits and academic achievement is significantly correlated each other.

Teaching English language skills as a foreign language to young learners is not easy, many things should be considered so that the teaching can run well. Young learners are sometimes motivated in learning, but they are sometimes demotivated. Young learners only learn when they want to learn, and they will not learn if they do not want to learn. Teachers need to encourage young learners’ motivation in learning process. This study was conducted to investigate the challenges encountered by English teachers in teaching English language skills to young learners. This study was done through the qualitative research with a demographic questionnaire and depth interviews as the data collection methods. The demographic questionnaire was analyzed descriptively and the data of interview were analyzed by within-case and cross-case displays. There were four teachers from three different schools who participated in this study. Findings of this study identified two main themes related to the challenges and the teachers’ strategies in teaching English language skills to young learners. The themes were the challenges in teaching English language skills and the teachers’ strategies. Four strategies were implemented in teaching English language skills to young learners including playing games, using songs, providing a lot of practices, and memorizing. These findings could be useful for those who are teaching English or working with young learners.