The program aimed to improve English skills of orphans through the empowerment of university students. The training program was conducted at Al-Falah Orphanage Padang and there were 24 orphans and 10 students involved. The training consisted of 16 meetings and each meeting lasted for about 90 -120 minutes. The team employed five teaching methods that were combined and modified. The data were obtained from pre-and post test and class observation. The result showed that the orphans' English ability increased from the mean of 42.8 to 69.5. In addition, there was an increase in their reading and speaking skills as well as their motivation in learning English. Moreover, this program also benefitted both parties inveolved (orphans and students) socially, economically and educationally. This means that there was a significant positive impact after the implementation of this program. Therefore, it is highly recommended to conduct the same program. AbstrakProgram ini bertujuan untuk meningkatkan kemampuan Bahasa Inggris anak-anak panti asuhan melalui pemberdayaan mahasiswa. Program pelatihan dilaksanakan di Panti Asuhan Al-Falah Padang dan ada 24 anak dan 10 orang mahasiswa yang terlibat. Pelatihan terdiri dari 16 pertemuan dan tiap-tiap pertemuan berlangsung selama 90 -120 menit. Tim menerapkan 5 metode mengajar yang dikombinasikan dan dimodifikasi. Data diperoleh dari hasil pre test dan post test dan kelas observasi. Hasil menunjukan bahwa kemampuan Bahasa Inggris anak-anak panti tersebut meningkat dari rata-rata 42,8 menjadi 69,5. Sebagai tambahan, juga ada peningkatan dalam kemampuan membaca dan berbicara mereka sekaligus motivasi mereka dalam mempelajari Bahasa Inggris. Selain itu, program ini juga menguntungkan kedua belah pihak (anak-anak panti dan mahasiswa) dari aspek sosial, ekonomi dan pendidikan. Hal ini berarti bahwa ada dampak positif yang signifikan setelah pelaksanaan program ini. Maka dari itu, sangat direkomendasikan sekali untuk melakukan program yang sama.Kata kunci-Program Pelatihan, kemampuan Bahasa Inggris, anak-anak panti asuhan, mahasiswa 1. PENDAHULUAN

There have been a considerable number of studies of fallacy concerning with presidential debates in Western countries particularly on American presidential debates. However, the study is still rarely concerned with presidential debates in Eastern countries particularly Indonesia. Therefore, this study attempted to find the types of logical fallacies on Indonesian presidential debates committed especially by one of the presidential candidates, Prabowo Subianto, during 2019 Indonesian presidential debates. The data are utterences containing logical fallacies and the source of the data is the transcripts of four debate videos. The theory of fallacy classification by Damer (2009) was employed in this research. There were thirteen types of fallacies found in this research. The most dominant one was the fallacy of false alternatives with the percentage of 31.25%, and followed by the fallacy of drawing the wrong conclusion and appeal to irrelevant authority with the percentage of 15.62% and 9.37% respectively.

This research aimed at finding the types of logical fallacies on Indonesia presidential debates made particularly by one of the presidential candidates, Joko Widodo, during the 2019 Indonesia presidential debates. The theory of fallacy classification by Damer (2009) which introduces five categories and sixty types of fallacies was employed in this research. Of all the sixty types, only twelve of which were found. The results show that, first, fallacies that violate the rebuttal criterion became the most dominantly occurred category with the occurrence of more than a half number of all occurrences and with five types out of twelve types. Second, abusive ad hominem was the most dominant type made by Jokowi with the frequency of 21.73% and followed by the fallacy of red herring and false alternatives with the same frequency of 17.39.

English Language Teaching (ELT) is inseparable with the teaching of the language’s culture. Indonesia has a national agenda of integrating folklore into the subject of English language in schools. Therefore, this study aims to identify the types of folklore in Indonesian EFL textbooks for secondary high school. This study collected data from 10 textbooks from Grades 7, 8, 9, 10, 11, and 12, which are published by Erlangga, Yrama Widya, Yudhistira, PT Tiga Serangkai Pustaka Mandiri, and Kemdikbud. The data analysis method was content analysis. Results showed that Indonesian EFL textbooks for secondary high school level contains 5 genres of folklore, namely fables, fairy tales, folktales, legends and myths. This study found that the most dominant type of folklore in the textbooks are legends 12 (36,3%), followed by folktales 11 (33,3%), fairy tales 5 (15,1%), fables 3 (9,3%), and lastly myths 2 (6,0%). All genres covered the cultural heritage of nearly every island and major city in Indonesia, including other countries such as Vietnam, Serbia, German and Japan. This means that Indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in ELT. The findings of this study are useful to support and enrich cultural elements integrated in English textbooks particularly the for the teaching of folklore in Indonesian EFL classrooms.

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