Having the ability to write paragraphs is important, especially for students in higher education. Nevertheless, mastering the skill of writing is not easy, takes time, and sometimes is boring. Looking for the alternative leads the researcher to do research with the aim of finding the favorite topics of writing and understanding the difficulties in writing a paragraph using the psycholinguistics approach. Students are firstly given an explanation about the paragraph including the intrinsic and extrinsic elements of it. Then, they are instructed to write a paragraph in several steps but are free to choose their own topics. Their works then are analyzed in order to see the topic chosen by the students in writing paragraphs. Next, the analysis is focused on the structure and the ideas they deliver through the sentences. The results show that the topics chosen are about things related to their real life, like health, technology, food, sport, and natural disaster. Meanwhile, dealing with the structures and the ideas, the students’ works are divided into five categories. The two dominant categories are expected structure but unexpected content, and expected structure and expected content. Hence, the findings will be taken into the consideration for the lesson material. Besides, the student’s skill of writing and their problem in writing that is shown by the analysis of structure and content will be the focus of lesson discussion. Therefore, the students are expected to have fun learning in writing.

Kesepadanan penting untuk dicapai dalam terjemahan teks vokatif. Pengujian terhadap kesepadanan dapat dilakukan melalui analisis terhadap teknik yang diterapkan dalam terjemahannya. Menggunakan teori teknik terjemahan dari Molina-Albir, Newmark serta Vinay-Darbelnet, penelitian ini akan menguji kesepadanan pada terjemahan teks vokatif. Teks tersebut bersumber dari dua brosur iklan kecantikan dengan judul yang sama yaitu Travel in Style, masing-masing versi bahasa Indonesia dan bahasa Inggris. Data diambil melalui metode simak dengan teknik sadap dan catat. Setelah diklasifikasikan berdasarkan tekniknya, data selanjutnya dianalisis menggunakan metode deskriptif komparatif. Hasil analisis menunjukan bahwa kesepadanan dapat tercapai melalui beberapa teknik. Teknik - teknik tersebut menjadikan terjemahannya mengalami penyesuaian pada makna dan gaya bahasa teks sasaran. Penyesuaian dilakukan dengan pergeseran struktur, perubahan sudut pandang, implisitasi dan eksplisitasi terhadap informasi didalamnya, serta terjemahan bebas dengan tetap memperhatikan kata kunci dan efek stilistikanya.

What someone learns is something that makes them curious. Curiosity builds interest and learning something based on interest is pleasant. Such feeling is necessary for teaching–learning activity to achieve the objectives of the lesson. Bringing to the context of teaching English as Foreign Language (EFL), a question is proposed. Do computer science students always talk about computers and technology even in English class? Based on the existing literature on English for Specific Purpose (ESP), EFL students will be given material lessons based on their field of study. But, are they happy with it? Are they not bored to talk about similar topics in every situation? Or should we make some changes to adjust the material of ESP to their interest? How about their need to learn English? This section will bring you to another view of understanding students’ interests in the aim of preparing material lessons in English class. By combining it with psycholinguistics, it is expected that the discussion provides an understanding to renovate the objectives of the lesson as well as the material lesson in English class, especially for teaching EFL in higher education.

<p><em>Beberapa Persoalan dari kolega yaitu1) </em><em>kemampuan tenaga pengajar atau guru masih rendah dalam menggunakan </em><em>teknologi</em> 2) b<em>elum adanya pelatihan dan pendampingan pembuatan bahan ajar interaktif berbasis teknologi informasi. </em><em> </em><em>Tenaga pengajar belum memiliki kualifikasi untuk melakukan pelatihan bahan ajar interaktif berbasis teknologi informasi yang dibuktikan dengan sertifikat pelatihan. Tujuan pengabdian ini adalah untuk memberikan pelatihan dan pendampingan pembuatan bahan ajar interaktif berbasis ICT menggunakan aplikasi Lectora Inspire.</em><em> </em><em>Metode pelaksanaan dalam pengabdian ini ialah metode workshop dilengkapi Pre-test dan Post-test. Mitra pengabdian ini yaitu guru-guru SMA Negeri 1 Wangon dengan jumlah 50 guru. Hasil dari pengabdian menunjukkan peningkatan yang signifikan, dapat disimpulkan bahwa ada kenaikan sejumlah 70% dalam pemahaman penggunaan bahan ajar interaktif berbasis ICT menggunakan lectora inspire setelah diberikan pelatihan dan pendampingan</em><em>. </em></p><p><strong>Kata kunci<em>:</em></strong><strong><em> </em></strong><strong><em>Bahan Ajar Interaktif, ICT, Lectora Inspire, Guru SMA.</em></strong></p>