This study investigates the status of morphology in the L2 English of three members of a family from Indonesia (parents and their 5-year-old daughter) who have lived, studied or worked in Australia for a year. The investigation is contextualized against various learning settings in which the informants have learned English: formal instruction in the foreign language environment, naturalistic learning in the target language setting, and a mixture of formal and naturalistic learning in the target language environment. Following the developmental hierarchy for English morphology (Pienemann, 2005; Bettoni and Di Biase, forthcoming) and analytical procedures in Processability Theory (Pienemann, 1998, 2005), we found the informants were at different stages of L2 English morphology, with the father being the most advanced and the daughter the least. We also found a systematic developmental profile of each informant in line with the developmental hierarchy for English morphology. Both findings are discussed with reference to the developmental sequences and the role of learning settings in SLA.

This study investigates the status of morphology in the L2 English of three members of a family from Indonesia (parents and their 5-year-old daughter) who have lived, studied or worked in Australia for a year. The investigation is contextualized against various learning settings in which the informants have learned English: formal instruction in the foreign language environment, naturalistic learning in the target language setting, and a mixture of formal and naturalistic learning in the target language environment. Following the developmental hierarchy for English morphology (Pienemann, 2005; Bettoni and Di Biase, forthcoming) and analytical procedures in Processability Theory (Pienemann, 1998, 2005), we found the informants were at different stages of L2 English morphology, with the father being the most advanced and the daughter the least. We also found a systematic developmental profile of each informant in line with the developmental hierarchy for English morphology. Both findings are discussed with reference to the developmental sequences and the role of learning settings in SLA.

The purpose of this research is to examine the model of good school governance and to establish the correlation between good school governance and the principal’s decision making in Indonesian vocational school contexts. The samples of the present quantitative descriptive study are the vocational school principals, vice-principals, and teachers by considering the representation of all provinces in Indonesia. The data were gathered from a structured questionnaire survey of 838 respondents. The factor analysis was applied to bring out the latent variables representing the attributes, and later, the causality between these variables was established using structural equation modeling (SEM). The result of confirmatory factor analysis shown that good school governance was constructed by six principles, namely; transparency, accountability, responsibility, autonomy, fairness, and participation. Supported by empirical evidence, good school governance has have impacted positively on the quality of the principal’s decision making. The research has affirmed that good school governance facilitates the participation of teachers and educational staff in the decision-making process. Moreover, good school governance improves a decision-making quality through the empowerment of teachers, the delegation of authority, and encouragement of shared decision-making.

The goal of the Pre-service teacher program or SEA Teacher Program under the SEAMEO are for providing the experience to the partner universities in teaching internationally, improving their English skills, as well as expanding their worldwide networking and knowledge. Through the program the students require to do observation, teaching assistance, teaching, and reflection on what they experience at the pointed schools. Though the program is well established, however, some lacks are still existed. The present study aims to reflect what the four participants experience during the pre-service teacher program. The discussion of the interview and observation data is conducted under the reflective study on four points namely school and class observation, teaching assistance, teaching, and reflection.

International cooperation between universities is one of the strategic issues for the internationalization of a university in Indonesia. One form of cooperation is not only manifested in the tri dharma aspect of higher education. The focus of this research is the comparison of students' mastery of English in the three countries. This English language ability aims to determine the ability of students who take part in student exchange programs or internship exchange programs conducted by three universities. This descriptive qualitative research involved students from universities in Indonesia, universities in Thailand, and the Philippines. Data taken from interviews with several English learners were then transcribed, coded, and analyzed to determine the stage of mastery of English according to Processability Theory. The results of this study indicate that although there are differences in the use of English in the three countries, participants from the three countries have the same attainment of mastery of English. Participants in the Philippines were more active in using English, considering that English in this country is a second language. Unlike Thailand and Indonesia, which place English as a foreign language. However, the highest mastery of English achieved by participants in the three countries was the same, namely at Stage 3 in Processability Theory.