Kenthongan Banyumas Art is a musical ensemble with the basic material of instruments made of bamboo which has been well developed in the Banyumas area and outside the Banyumas area. These basic materials are mostly found in the mountainous area along the Serayu river overgrown with bamboo plants. Kenthongan Banyumas uses a diatonic barrel with a natural basic tone. The basic tone is very limited to bring a repertoire of popular songs and traditional Banyumasan songs. This article aims to provide information about the development of Kenthongan Banyumas art organology. The method used in this research is qualitative. Literature study, observation, in-depth interviews with informants making musical instruments of Kenthongan Banyumas, and documentation are techniques used by researchers in collecting research data. The examination of the research data validity is carried out using credibility criteria through the extension of observations, the persistence of observations, and the triangulation. Furthermore, it is analyzed by reducing the data through analysis and then the reducing results interactively to draw research conclusions. This research resulted in the development of Kenthongan Banyumas Art from the organology side of Angklung and Kenthongan instruments using diatonic scales so that they can accompany the repertoire of popular songs. In addition, making Angklung and Kenthongan instruments with Slendro barrels to accompany the repertoire of Banyumasan traditional songs.

Abstract-The notion of awareness rising is central to reading instruction. These steps of teaching reading should increase students' awareness about the processes involved in reading, the students actively engage in meaning making with several steps. Moreover, the situation at university demands knowledge of reading strategies in order to be successful as learners are exposed to read some reading materials. Fyfe (1985: 11) suggests that teachers need to design reading strategy instruction that focuses on explicit instruction. He says that learners who receive strategy training generally read better than those who do not.

This community service aimed at training teachers of SMP Muhammadiyah 1 Purwokerto in developing lesson plans which are based on the curriculum 2013. During the training, teachers were not only presented the structure of lesson plans yet they got explanation about teaching practices based on the curriculum 2013. They involved the concept of scientific approach and students-centered learning. It is expected that this activity can assist teachers in developing lesson plans and constructing teaching activities based on the applied curriculum.

This study aims to develop English Reading Materials with orientation to Higher Order Thinking Skills (HOTS) for EFL learners. This is motivated by the fact that knowledge and skill learned through higher-order thinking processes are remembered longer and more clearly than the information that is processed through lower-order thinking processes. Strengthening of familiarizing the development of high-order thingking skills (HOTS) is an aspect of transforming the 21 st century learning. Some reading materials for higher education still tend to be oriented towards developing Lower Order Thinking Skills (LOTS) by emphasizing the remembering and understanding skills. Those reading materials have not oriented towards developing HOTS aspects, such as: analyzing, evaluating and creating skills. Researcher conducted need analysis to get some basic information. This information was needed to support the designing process of reading materials. Questionnaire was given to the respondents. The questionnaires includes the description of the students, target needs, and learning needs for English department students. After conducting the need survey, the result of the questionnaires was analyzed by the researcher. The results of the study are as follows. First, the developed materials consist of 4 units, each unit consists of three lessons, each of which comprises 8-9 activities. Second, the development procedure is done by prioritizing the needs analysis conducted in the field. Third, the reading materials have been adjusted to the learning outcome as drafted in each unit. Fourth, the outline of the materials development use (uses) reading cycle. Fifth, the activities developed in reading materials have inserted HOTS.