This study deals with the issue of diaspora which relates to diasporic experiences as well as the impact of diaspora. The research attempted to find out the experiences encountered by LuLing and to know the impact of diaspora perceived by her as the analyzed character, during her process of diaspora. Descriptive Qualitative research was used in the arranging of this undergraduate thesis. The data came from various sources that were classified into primary data and secondary data. The primary data were taken from the Bonesetter's Daughter novel by Amy Tan. The secondary data were taken from book, printed and online journals and articles. The first step for analyzing the data was by reading the whole chapters of the Bonesetter's Daughter novel. While the second step, was underlining or highlighting the parts that showed about the diasporic experiences and the impact of diaspora encountered by LuLing. This study shows how the phenomenon of diaspora invokes some experiences and gives an impact to the diasporas as reflected in the Bonesetter's Daughter novel. The movement of LuLing to America triggered by the war in her country had allowed her to undergo some experiences like acculturation, culture shock, and separation, along with the psychological impact of the movement that she had. Through LuLing, the Chinese first-generation woman character, this novel shows how the Chinese diasporas live their life in a country which is different from their homeland.

Program Kuliah Kerja Nyata (KKN) merupakan bentuk kegiatan pengabdian kepada masyarakat oleh mahasiswa dengan pendekatan lintas keilmuan dan sektoral pada waktu dan daerah tertentu (Mada, 2014). Dalam pelaksanaannya, kegiatan KKN kami berlangsung selama 1 bulan lamanya, dan ditempatkan setingkat Desa. Seperti yang telah di tetapkan, bahwa kegiatan KKN ini menjadi kewajiban yang ditetapkan Direktorat Jenderal Pendidikan Tinggi di Indonesia, yang menyatakan setiap Perguruan Tinggi untuk dapat melaksanakan KKN sebagai kegiatan intrakulikuler yang memadukan aspek Tri Dharma Perguruan Tinggi, yakni Pendidikan, Penelitian, dan pengabdian kepada masyarakat. (Yunior, 2014) Program KKN Tematik merupakan metode KKN yang diterapkan oleh universitas Ibn Khaldun Bogor. Dalam pelaksanaannya KKN Tematik adalah kegiatan KKN yang berorientasi pada bidang tertentu sesuai permasalahan yang dirasa oleh masyarakat serta arah kebijakan pemerintahan setempat. Oleh karena itu, kelompok KKN 12 mengacu pada kegiatan yang berbasis problem solving pada setiap program kerja yang dilaksanakan pada target masyarakat setempat. Dari hasil observasi yang dilakukan di saat pra KKN dan secara kondisional saat KKN berlangsung, kami pun melihat berbagai factor permasalahan diantaranya, faktor pendidikan dan Keagamaan, ekonomi, kesehatan, hukum, dan teknik bangunan. Maka, kami mengacu pada tiga Sub Bidang kerja, yakni bidang kerja Pendidikan dan Keagamaan, Bidang Kerja Pembangunan dan Pemberdayaan masyarakat, dan Bidang Kerja Kesehatan. Berdasarkan pembagian bidang kerja inilah kami berharap kedatangan kami dapat memberikan nilai manfaat sesuai dengan tujuan kami, yakni memberdayakan kelimuan dan kreativitas sumber daya manusia disertai pemahaman akan pentingnya menjaga lingkungan.

Salah satu tujuan utama mempelajari bahasa Inggris di era globalisasi saat ini adalah kemampuan dalam percakapan bahasa Inggris. Namun, kemampuan percakapan bahasa Inggris masih dianggap sebagai salah satu keterampilan yang sulit dilakukan bagi banyak orang, tidak terkecuali warga belajar di PKBM. Banyak warga belajar menghadapi beberapa kesulitan ketika mereka ingin berkomunikasi dengan bahasa Inggris, meskipun mereka telah mempelajari bahasa Inggris bertahun-tahun lamanya. Sebagai solusi untuk memberikan motivasi warga belajar untuk dapat berkomunikasi dengan bahasa Inggris yaitu dengan menyediakan media pengajaran yang menarik melalui metode pembelajaran yang efektif. Pada pengabdian ini metode yang digunakan adalah dengan menggunakan Integrated Skill. Hasil dan manfaat dari kegiatan pengabdian ini salah satunya adalah memberikan pengetahuan tentang bahasa inggris dan melatih ketrampilan berbahasa inggris khusunya bahasa inggris aktif bagi warga belajar.�One of the main reasons of learning English in this globalization era is to improve the ability in speaking and communicating in English. However, the ability to communicate and to speak in English perfectly is still regarded as a difficult skill to master by some people, one of them is the students of PKBM Ar Rohmah. Most students face some difficulties when they want to communicate in English, although they have learned English language for many years they do not have sufficient capability on it. As a solution to motivate the students in order to be able to communicate in English is by providing the interesting suitable learning media and using a effective learning method. In the community service, the method used is Integrated skill. The result and advantages of this community service is to give knowledge about English language and to improve the English skill for the students.

Racial prejudice is a wrong assessment in society which is done by particular group towards other groups based on their visual appearance. These researches aimed to investigate the factors causing racial prejudice as depicted in 12 Years A Slave movie. The data were collected by using a qualitative method. This literary research examines the racial prejudice of white people towards black people. White people have negative prejudice towards black people without enough knowledge. The result of the research illustrated the racial prejudice arises because of two factors. They are Hereditary Categorical Thinking about Others and In-Group Superiority and Out-Group Discrimination Keywords: 12 Years a Slave, Racism, Racial Prejudice, Slave Narrative

The current study investigated the pedagogical implication of Clause Expansion (CE) mastery to improve academic English writing skills. Fifteen students  participated in the study. A two-cycle action research design was used to justify how the mastery of clause expansion contributed to the development of academic writing skills.  Prior to intervention, they were assigned to write academic texts based on IELTS writing test. Then, they were given a three-week task-based e-learning instruction on CE., based on Systemic Functional Linguistic Framework of Clause Expansion.In the process of Explicit Instruction (EI) of CE, they were exposed in academic writing exercises to apply their knowledge on CE in various grammatical contexts in which it is required as Input Flood (IF).  Another test was administered to see how it progressed from the pre-test. Then, another three-week task-based e-learning module, was given for their second online learning activities. A post-test was administered to see how it contributed to their overall writing skills. It turned out that CE mastery under e-learning special instruction did significantly improve their writing skills. They become more confident in writing academic texts. It is highly recommended that CE be taught as an integral part of a writing course.