CELLO is derived from Community English Language Learning and Orai. It is a new teaching method developed especially in the community of English language learning based on the idea of Curran�s work on teaching method. CELLO is a combination between an innovative teaching method and media technology called Orai Application that is applied in teaching and learning of speaking especially in fostering students� fluency. Today, all graduates face a world transformed by technology, in which the Internet, cloud computing, and social media create different opportunities and challenges for formal education systems. This paper aims to explore the use of CELLO in assisting student�s speaking fluency. This classroom action research consists of three cycles in which each cycle consists of six stages, namely identify the problem, data gathering, data interpreting, action on evidence, evaluation, and revision. The obtained data showed that CELLO method could improve students� speaking fluency. �Based on the finding, implementing CELLO method is strongly recommended in teaching speaking especially at fostering students� speaking fluency.Keywords: CELLO; speaking fluency; technology 4.0; industrial revolution; action research.

This study aims to examine EFL learners’ perception toward the application of Orai App in CLL method in teaching speaking. The study employed likert-scale questionnaires to enable researchers to collect massive data. The total of 24 first year students of a private university in East Java – Indonesia, comprising of 5 male and 19 female students participated in this study. Data were analyzed using descriptive statistic by finding out the total score per item. The results of this study illustrated that Orai application helps students alleviate the fear of speaking. It can also help students in increasing their speaking ability on the aspects of pronunciation, intonation as well as the speaking speed. Based on the data analysis, CLL method assisted by Orai application is strongly recommended to be used to assist the students to be better speaker.

For regions or countries with language plurality, which gives impact to cultural plurality, language planning becomes a complex matter. This study proposes concepts on language planning which can be applied in multilingual countries like Indonesia. Based on literary research on language situations in some countries, this study describes the language situation in those countries and compares it the language situation in Indonesia. The conclusion is that the implementation of language planning in Indonesia needs various strategies; there is no single strategy which can be well applied for the whole linguistic situation in the country. Language planning in Indonesia should be started by corpus planning as a strategy to preserve local vernaculars from language endangerment. The next step is determining regulation in order to divide the domains of language use: (1) the use of Indonesian language and local vernacular(s)/colloquial(s) in diglossic regions and (2) the use of Indonesian language, the “intermediate” language and local vernaculars(s) in triglossic regions.

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There are four basic clause types in Tae’, namely (1) intransitive ma-V and zero intransitive (ZI) clauses; (2) passive di- (di- PASS) clauses; (3) inherently transitive ma’- V, maN-V, mi-V, and nasal transitive (NT) clauses; and (4) zero transitive (ZT) clauses. Types (1), (2) and (3) are called absolutive constructions, while type (4) is an ergative construction. The Tae’ basic constituent order is VS/VAO. In the four basic clause types Tae’ shows a morphological ergative system. Within this system Tae’ uses the same set of absolutive person markers on verbs with S intransitive and O transitive, while a distinct set of ergative person markers is applied to verbs with A transitive. The pattern of introducing and maintaining participants in Tae’ discourse also reflects an ergative system. Participants in discourse tend to be introduced and maintained in S or O function. Participants are maintained in A function when a participant is made the topic. Discourse that introduces and maintains participants in this way is called ergative.