This qualitative study presents the research results on Pragmatics politeness in the language of English teachers in Islamic elementary schools. The problem formulation of this research focuses on what and how Pragmatics politeness is in the language of English teachers in Islamic elementary schools. The objectives of this study are (i) to describe the form of Pragmatics speech in the language of English teachers; (ii) to describe the tools used in using Pragmatics politeness in the teacher's language, English. The research approach used is qualitative research. Data were collected from various communication events in teaching English in the classroom between teachers and students by participating in observation techniques, note-taking/recording techniques, and interviews. Structurally, the various sub-illocutions were delivered with one core speech unit alone or with a combination of core speech (TI) and supporting speech units (TD) in the form of asking questions, commanding acts, and opening speech units (TB) in the form of greetings. Pragmatics politeness speech acts of English teachers and students are generally expressed in imperative sentences (active and passive), declarative sentences, and interrogative sentences. Second, the tools of Pragmatics politeness in the language of English teachers in Islamic elementary schools found in the speech of the teaching process can function as an action stimulator, a request for approval of the action, an invitation.Keywords: Politeness, Pragmatics, Islamic elementary school.

The use of technology in the learning process is something that is always used. In the industrial era 4.0, the lecturer is required to have sufficient ability to keep up with technological developments. Learning that focuses on face-to-face processes must be integrated with blended learning. This condition makes Google as one of the largest web tools to introduce Google Classroom (GC) in 2014. The existence of GC is expected to be a solution to problems such as the lack of English lesson hours at the junior high school level. But unfortunately, there is still a lecturer who still does not know about the benefits of GC. So that through this service, it is hoped that it can provide a holistic picture related to the use of GC, especially in learning English. Further, this service is expected to improve student's English language skills which include listening, speaking, reading, and writing skills. The dedication method is carried out in four stages, namely: a) analysis stage, b) material preparation stage, c) implementation stage, and d) activity report preparation stage. The result of this service is that all participating lecturer is not familiar with GC, so the lecturer is very enthusiastic and interested in using GC. Lecturer knows the platforms that they can use in learning that is integrated with blended learning. The lecturer can more easily manage class assignments quickly and provide feedback to students effectively.

The purpose of this study was to investigate the many forms of technology that are utilized by instructors of English at MTS Swasta Al-Amin, as well as the various forms of ICT that are utilized by those teachers. This study employed a descriptive qualitative approach, with interviews and observations serving as the primary data collection tools. The observation was used to observe the English instructor, and the interview was used to learn about the types of ICT that were used by the teachers. This study focused on two educators in the seventh and eighth grades who used information and communication technology (ICT) into their English lessons. The findings of this study indicate that English instructors make use of many technological tools in their lessons, such as lcd monitors, laptops, speakers, the internet, google classroom, email, whatsapp, facebook, instagram, youtube, power point presentations, focus keys, Microsoft Word, and podcasts. The instructors favored using technology because it kept the students motivated and interested, as well as because it assisted the instructors in displaying materials, sending assignments, and providing notifications everywhere. According to the findings of the research described above, one may draw the conclusion that the integration of technology, specifically ICT, into the educational process has made it easier for educators to present, design, and develop instructional material and tools that are helpful for students' learning motivation.

Abstract. Abstract is an essential part of a scientific paper. However, according to the finding of researchers working in the repository at the (UIN) Ar-Raniry Banda Aceh, many students still do not comply with the rules for writing scientific papers. This study aims to analyze the types of sentence complexity in the thesis abstracts of UIN Ar-Raniry Banda Aceh students and the level of use of sentence complexity in scientific papers by students of UIN Ar-Raniry Banda Aceh. This study used a qualitative approach with descriptive and content analysis methods. The data were obtained from the Repository UIN Ar-Raniry through purposive sampling. The data were analyzed using Miles and Huberman’s method. The result shows four types of sentence complexity in abstract writing, namely simple sentence (24.58%), compound sentence (25.97%), complex sentence (26.25%,) and compound-complex Sentence (23.19 %). The level of sentence complexity in student scientific abstracts includes complex sentences containing independent clause + noun clause, independent clause + adjective clause, independent clause + noun clause + adverbial clause. This finding contributes to improving the skills of students' ability in scientific writing.Keywords: abstract writing; scientific papers; sentence complexityAbstrak. Abstrak merupakan bagian terpenting dalam sebuah karya ilmiah. Menurut temuan peneliti dari repositori UIN Ar-Raniry Banda Aceh, masih banyak mahasiswa yang tidak mematuhi aturan penulisan karya ilmiah. Tujuan penelitian ini untuk menganalisis jenis kompleksitas kalimat dalam abstrak skripsi mahasiswa UIN Ar-Raniry Banda Aceh dan tingkat penggunaan kompleksitas kalimat dalam karya ilmiah oleh mahasiswa UIN Ar-Raniry Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis deskriptif yang  menggunakan pendekatan analisis isi. Data diperoleh dari Repository UIN Ar-Raniry melalui teknik pengambilan sampel purposive. Data dianalisis dengan menggunakan metode Miles and Huberman. Hasil penelitian menunjukkan bahwa terdapat empat jenis kompleksitas kalimat dalam penulisan abstrak yang terdiri atas kalimat sederhana 24,58%, kalimat majemuk 25,97%, kalimat kompleks 26,25%, dan kalimat majemuk-kompleks 23,19%. Tingkat kerumitan kalimat dalam menulis abstrak ilmiah terdiri atas kalimat kompleks yang mengandung independent clause + noun clause, independent clause + adjective clause, independent clause + noun clause + adverbial clause. Temuan ini memberikan kontribusi untuk meningkatkan keterampilan kemampuan mahasiswa dalam menulis ilmiah.Kata kunci: kompleksitas kalimat; karya ilmiah; penulisan abstrak

The reciprocal relationship between humans and humans, humans and the nature around them, produces a variety of languages. Ecolinguistics is needed in studying aceh language phenomena. This study aims to describe the meaning, function, and form of the fauna lexicon in the culture of the people of Aceh. This research is descriptive-qualitative in nature. This research data collection technique consists of interview techniques and observation techniques. Interview techniques were used to obtain data on the meaning and function of fauna in the culture of the people of Aceh. While observation techniques are used to obtain data on fauna forms in the culture of the people of Aceh. Current facts show that the lexicon of fauna is still used by parents when advising the younger generation, and they cannot understand the meaning of the advice. This is caused by environmental changes and the times that affect the younger generation’s mindset. The researcher collected a list of fauna lexicons in the Acehnese language and classified them into verb and noun classes.