The fact that English has been embraced globally by most countries as a second language has prompted its adoption in various media, such as television and newspaper. As a language is adopted by a community of non-native speakers, a new variety of it tends to emerge due to the influence of the linguistic features of those non-native speakers’ arterial language. In Indonesia, where English is spoken as a second or foreign language, there has been a growing number of newspapers published in it. Along with the trend of world Englishes, this raises a question about the possibility of a new variety called Indonesian English. Even though more and more Indonesian teachers start to realize that the goal of English language teaching is no longer to imitate native speakers’ variety, there is still little research done on the topic of Indonesian English. For that reason, by collecting online data from an English language newspaper published in the country, this research identified the lexical characteristics of English variety used by educated Indonesians. It is basically a corpus-based lexical study that employed Corpus Pattern Analysis (CPA) to describe contextualized data gathered from the online newspaper. The focuses of this study were contextual information about loanwords, word meanings, word forms, and collocations, which are pertinent to the Indonesian variety of English. The findings indicated that the lexical characteristics of Indonesian English could be categorized into roughly four groups, namely: Indonesian-origin loanwords, Indonesian English lexicon resulting from semantic shifts and those from morphological shifts, as well as Indonesian English collocations. By doing so, it is expected that this research can provide a theoretical basis for English teachers in Indonesia to embrace an English-as-a-lingua-franca approach in their instructions and anticipate a new variety that might exist in the future: Indonesian English.

Abstract-in this 21st century, technology has revolutionized almost all aspects of life, including language learning. However, the trend of testing has substantially remained unchanged. Since the ultimate goal of language testing is to judge and gather information about learners' proficiency, one might archetypically describe it as either having students sit at their tables with paper and pencils trying to answer a number of questions individually and in a very formal manner, or asking them to perform something like a presentation or role play in front of the examiner. Those kinds of tests tend to bring a nerve-racking atmosphere which might hinder students in demonstrating their actual competence. Relating to the issue, this study dwells upon the use of web-based platforms in the gamification of language testing. Gamification is the adoption of game elements for nongame purposes. By promoting gamified testing via web-based platforms, this research seeks to make language assessments more fun and motivating, and of course less terrifying for learners.

Text-based material is known to deliver merely visual messages, unlike audio-visual-media which offer both visual and auditory signals for learners to decode. Meanwhile, practicing English as a foreign language requires sufficient exposures to language input, both auditory and visual. In this study, principles of multimedia learning and multimedia processing for material design are chosen as its initial frameworks. Then, samples of practice material and media implemented in the researchers' EFL classes are discussed in the light of how multimodalities were accommodated. In this study, three classes of English for Specific Purposes used audiovisual media to offer more multimodal exposures in terms of learning contexts, target culture understanding, and language function practice. In reflection, it is concluded that audio-visual media provide promising potentials to empower teachers, engage and motivate learners, and eventually facilitate language learning.

Gerakan Literasi Sekolah sudah dicanangkan selama beberapa tahun oleh pemerintah. Namun dalam pelaksanaanya, program ini tidak lebih sebagai usaha penyediaan bacaan bagi para siswa di pojok baca atau perpustakaan yang tidak terintegrasi dengan pelajaran. Kegiatan ini mengacu pada taksonomi kemampuan membaca dan skema 3P GLS (Gerakan Literasi Sekolah), dengan fokus pada Pengembangan dan Pembelajaran kemampuan literasi kritis para siswa lewat mata pelajaran Bahasa. Masukan dari para guru dalam program sebelumnya untuk lebih mendekatkan program membaca dengan pembelajaran, memfasilitasi pembelajaran jarak jauh dengan aktifitas pembelajaran yang bermutu, serta kebutuhan untuk membekali generasi muda dengan kemampuan literasi kritis membuat kegiatan ini menjadi perlu dilakukan. Dalam pelaksanaanya, beberapa contoh materi bacaan yang merangsang kemampuan literasi kritis bagi siswa dikaji bersama dalam pelatihan perancangan aktifitas yang mengembangkan literasi kritis. Para guru memberikan tanggapan yang positif terhadap pelatihan ini dan program ini dianggap memberikan alternatif aktifitas kelas yang mendukung pembelajaran jarak jauh di masa Pandemi Covid19. Beberapa penyesuaian aktifitas perlu dikakukan mengingat lokasi sekolah yang berada di daerah pegunungan dan beragamnya kemampuan sosial ekonomi keluarga peserta didik. Diharapkan juga dengan program yang berlanjut ini para guru semakin memahami bagaimana pelaksanaan GLS (Gerakan Literasi Sekolah) dalam pembelajaran yang dicanangkan Kementrian Pendidikan sejak beberapa tahun lalu.

One important aspect of English language learning is vocabulary. However, the availability of vocabulary proficiency tests, both manual and computer-based, is still limited. Almost all currently existing vocabulary tests are monolingual and have not accommodated the needs of EFL learners. The objective of this study was to develop a web-based vocabulary size test for English learners in Indonesia. It consisted of 6 stages, namely: (1) needs analysis; (2) corpus selection and corpus data analysis; (3) sampling to select words from corpus data; (4) generating test items; (5) developing a web-based version of the test and pilot study; and (6) reflection and evaluation. Pilot study involved having a sample group of English learners in Indonesia try out the designed vocabulary size test. A paired-samples t-test was then used to determine whether there was a significant difference between the learners’ scores on the designed test and those on a free online vocabulary size test not specifically designed for Indonesian test takers. The t-test indicated that there was a significant difference between the designed test scores (M=6433, SD=1169) and free online test scores (M=5700, SD=1616); t(35)=-3.597, p = 0.001. The identifiable factors which seemed to contribute to this difference were different corpus data (COCA vs. BNC), different varieties of English (American vs. British), and different formats (bilingual vs. monolingual). Despite the difference, there was a positive correlation between the two tests (Correlation = 0.657) meaning that higher scores on one of the tests equals higher scores on the other.