The Covid-19 has been deemed a global pandemic affecting almost all sectors, particularly in education. Learning activities have been forced to relocate virtually due to the school closure. This study aimed at exploring teaching-learning problems felt by English teachers and their efforts to overcome those problems during the school closure in a state senior high school in West Lombok. Designed in a case study, two English teachers were voluntarily recruited using convenience sampling. The data for this study were gathered from observation, interviews, and documentation. Informed by the theory of Community of Inquiry (CoI) and previous empirical studies, the data were analysed using four stages of the interactive model. The investigation revealed that during the virtual teaching, teachers experienced considerable internal and external pedagogical glitches. It was also uncovered that the teachers disclosed some endeavours to maintain teaching, social, and cognitive presence in the instruction to surmount the nested pedagogical problems. However, their efforts were observed inadequate and left some room for improvement on how teachers could effectively serve in the virtual pedagogical practices. Some implications and future research directions are discussed accordingly. DOI: 10.26905/enjourme.v6i2.6463

In this digital era, the use of internet has become more popular to teachers and students. This paper aims at identifying varieties of and accessibilities to online materials for oral and written English skills. This study uses qualitative method. In collecting the data, the downloaded materials are taken from the internet sources. Then, the data were analyzed by the following procedures: collecting, classifying, identifying, and describing the nature and methods of access to the materials, assessing the suitability of the varieties and accesses to the materials from instruction and student points of views, and evaluating to what extent the online materials are relevant with oral and written skills legislated in English curriculum. The study found that, while there are varieties materials, they are not suitable with the actual classroom needs. While the materials are technologically accessible, they are actually accessible from linguistic point of view: the majority of materials are authentic and they are not made for instructional purposes. Consequently, they are less accessible to students. While more materials suitable for writing skill, materials for oral skills require more work for students to collect the relevant sources. The study also exemplified online resources for oral and written skills of English.

Bahasa merupakan alat komunikasi dan berinteraksi antar sesama Dalam interaksi sosial ini sudah menjadi keniscayaan adanya saling memengaruhi di antara bahasa-bahasa yang digunakan. Bahasa yang mayoritas digunakan akan bertahan dan mempersempit ruang gerak bahasa-bahasa lain yang jarang digunakan oleh penuturnya. Oleh karena itu, tujuan penelitian ini adalah menganalisis faktor-faktor penyebab kepunahan bahasa daerah dan memberikan gambaran tentang kondisi penggunaan bahasa daerah di tanah rantau dengan pembatasan pada Bahasa Bugis (BB) di pulau Lombok. Penelitian telah dilakukan pada bulan Maret sampai dengan Agustus 2017 di Labuhan Haji Lombok Timur. Pertimbangan pemilihan lokasi penelitian didasarkan oleh letak geografis yang termasuk salah satu daerah yang banyak dihuni oleh perantau asal Sulawesi Selatan. Hasil penelitian menunjukkan bahwa Bahasa Bugis sebagai bahasa interaksi intrasuku Bugis di Lombok masih sering digunakan oleh penutur suku Bugis. Hal ini berarti bahwa Bahasa Bugis sangat sulit ditemukan di pulau Lombok. Bahasa daerah dapat terus hidup dan berkembang dengan menjadikannya berprestise dengan cara mendorong seluruh anggota keluarga untuk tetap berusaha berbahasa daerah sebagai bahasa komunikasi pertama di dalam keluarga. Penelitian ini merekomen-dasikan perluasan sampel penelitian untuk dikembangkan supaya gambaran detail tentang kondisi bahasa Bugis di Lombok dapat terpetakan lebih memadai.

The study addresses honorific greeting delivered by Bima community using Donggo dialect to greet others.  Specifically, the honorific address is used to greet elders using specific names that the local culturally indicates high respocet and honor.  This study used qualitative approach and rooted on the sociolinguistics as the foundation of the understanding of the socio-cultural perspectives.  The site of the study was  Mbawa village, Donggo ditrict, Bima Regency. A number of local community consisting of 50 adult men and 50 adult women were observed as the informants of the study.   Data were collected using direct observation and interview.  Results show that Bima community perceive greeting is socially embedded in the culture to raise honor to others, elders, mates and the younger.  The culture system in the Bima tradition is using modified self-naming to put respect and honor.  The system of  honorific address socially expresses politeness and religious values that root from the Islamic teaching.  As the address system embeds cultural values that in sociolinguistic refers to politeness this study adversely contributes teaching language for secondary school students, implying that self-naming to express honorific address is contributable to school curriculum.

This paper discus about the use of Fun English Learning to heal the trauma of the earthquake victims' students in Lombok and this is the second phase of the first successful treatment. This study is a mixed-method in nature as it uses pseudo/quasi experimental method. The data were collected by using pre-and-post questionnaires with a series of treatment for post-traumatic experiences with interactive and communicative fun English learning. The data were analyzed using the following procedure: identifying English learning strategies, identifying the pre and post treatment scores, scoring up the total scores of the students, classifying the data into Acute Stress Disorder and Post Trauma Stress Disorder based on the stress Questionnaire scores. The study found numerous strategies for fun English Learning best used for trauma healing and these strategies have successfully introduced fun and communicative skills to the earthquake victim students but also healed the trauma.