Not all teachers can operate computers or gadgets in online learning activities. Another problem is that the teacher finds it difficult to control every activity and student response to the material. This is due to the absence of learning discussions and the absence of students in the middle of the class. The purpose of this study is to analyze the challenges encountered during online English learning. This type of research is qualitative. This study uses library research methods with library research procedures guidelines. The technique used to collect data is the reduction technique—sources of data derived from scientific articles. The result of the study is that bold learning during the Covid-19 outbreak provides many challenges for students to follow. Internal factors can trigger external problems and vice versa. Internal factors that come from within students include motivation, learning attitudes, study habits, and personal practice. External factors that come from outside the students themselves are related to the environment around students. External factors include the media used by students and the environment in terms of financial problems and the learning environment. Therefore, online learning is still lacking, and other solutions are needed to improve the quality internally and externally.

This study investigated the lexicons used in Tabuh Rah ceremony in Menyali village. This research was designed in the form of descriptive qualitative study. The focus of this study was to find out lexicons that exist in Tabuh Rah ceremony in Menyali village. The data of this study were obtained by conducting observation and interview with three informants who were from from Menyali village. The object of this study was Tabuh Rah lexicons that exist in Menyali village. The result of this study shows that there were seventy-one lexicons existing in Tabuh Rah ceremony in Menyali village. Those seventy-one lexicons were grouped based on their categories, including twelve lexicons which were concerned with series of events, fifteen lexicons dealt with Tabuh Rah facilities, six lexicons were found in roles in Tabuh Rah, three lexicons concerned with Tabuh Rah arena, four lexicons had something to do with kinds of offerings, twelve lexicons related to types of cocks, six lexicons dealt with types of taji pairings and thirteen lexicons were concerned with betting codes. All of the lexicons had their own meaning and function in the ceremony. The villagers kept using Tabuh Rah lexicons during the ceremony in order to maintain the language, especially maintaining Tabuh Rah lexicons in Menyali village.Keywords: Language maintenance, Tabuh Rah ceremony, Tabuh

This study aimed at describing the types of errors in seventh grade students’ descriptive texts and identifying causes of errors. There are two research questions in this study, namely: (1) What are types of grammatical errors made by seventh grade students of SMP Negeri 2 Sukawati in writing descriptive texts? and (2) What are the causes of grammatical errors made by seventh grade students of SMP Negeri 2 Sukawati in writing descriptive text?. The data for study were collected by document study, interview method, and recording. The instruments were researcher, writing task, guideline, interview guide, and mobile recorder. The results of this study showed that there were five types of errors found in students’ descriptive writing, namely: omission, addition, misformation, misordering, and spelling. The total number of errors was 541 errors. There were three causes error found in this study, namely: carelessness (40.67%), first language interference (53.42%), and translation (5.91%).

Abstract. Having strong foundation in English literacy nowadays is believed to be a very crucial requirement for the children to survive and success both in educational and social lives. One of the most effective strategies for enhancing children's early reading and literacy skill is through Jolly Phonics. Despite the popularity and its effectiveness, there is still factor to the absence of the strategy, namely lack of teacher knowledge. This paper is intended to share the techniques of how to implement Jolly Phonics strategy for teaching and developing children's English literacy. This study was conducted in one of innovative bilingual schools in Denpasar, Bali. The study employed descriptive qualitative method as a research design and used observation, documentation and interview to collect the data from the teacher. The findings showed that the teacher had successfully implement the 5 skills in Jolly Phonics, namely (1) learning the letter sounds, (2) learning letter formation, (3) blendingfor reading, (4) identifying sounds in words-for writing and (5) tricky words, through variety of enjoyable techniques involving children's sight, sound and kinesthetic means. Thus, implementing Jolly Phonics through techniques explained will improve children's overall English literacy skill.

<p>This study aimed at identifying the process types that characterize the students’ recount texts, identifying the process types which are dominantly used, and identifying the circumstantial elements that characterize the students’ recount texts. This study applied a descriptive qualitative method with a case study research. The recount texts written by class XI <em>Usaha Perjalanan Wisata</em><em> (UPW)</em> 2 at SMK Wira Harapan were used as the sources of data collection of the study. There were 26 students taken as the subjects of the study. The data of the study which are in the form of sentences and clauses were analyzed based on transitivity system, and the problems experienced by the students in writing the recount texts were discussed through focus group interview in order to determine whether the students made mistakes or errors in their texts. The study discovers that, first, the process types that characterize the students’ recount texts are material process, intensive attributive process, mental process, circumstantial attributive process, verbal process, possessive attributive process, intensive identifying process, existential process, circumstantial identifying process, and behavioral process, which respectively appears 566 times (60.66%), 149 times (15.97%), 100 times (10.72%), 35 times (3.75%), 29 times (3.11%), 21 times (2.25%), 17 times (1.82%), 9 times (0.96%), 4 times (0.43%), and 3 times (0.32%). Second, the process type which is dominantly used in the students’ recount texts is material process with the frequency of occurrence of 565 times (60.82%). The material process was used dominantly since the topics written by the students were related to past activities. Third, the circumstantial elements characterizing the students’ recount texts are location, cause, manner, extent, accompaniment, matter, and role. The results of the focus group interview and the text analysis show that the students made many mistakes and errors in their recount texts, such as the uses of past tense, article, spellings, modal auxiliary, capital letter, plurality, and preposition in a clause. The two aspects leading the deviations are interlingual and intralingual errors.</p><strong></strong><strong></strong><p align="center"><strong> </strong></p>