This study aims to find out how the intercultural English language learning can foster values of tolerance in elementary school students, as well as how it is implemented by teacher in the classroom. This research used a case study research design and the subjects in this study were a teacher and 20 6th grade students at an elementary school in Karawang. Data collection techniques were carried out by observation in 4 class meetings to observe the learning activities and interview with a teacher and 6 students. From the observations, this study showed that intercultural English language learning was moderately relevant to apply to elementary students. The teacher used simple, fun and stimulating activities and material such as songs, short stories and games in English, both from native culture (Indonesian) and target culture (English). Students could learn the use of English while recognizing cultural differences between native and target culture and languages. On the other hand, from the interview, students stated that they were very pleased with the method applied. They expressed their pleasure because they could get to know other cultures and most importantly they accept cultural differences as an amazement. Therefore, it can be concluded that students at a young age are fair enough to be introduced intercultural learning so they can think critically and have a tolerant attitude from an early age. However, the teaching method and material should be adapted to their age and thinking capacity.

The main objectives of this research are to explore the types of transitivity process used by tenth grade students in writing recount text at one of the Islamic Boarding Schools in Karawang and to describe the pedagogical implication of the use of transitivity analysis. This research employed qualitative approach to analyze the transitivity process of students' writing recount texts. The data in this research are five students’ recount texts. Five recount texts written by the students were purposively selected as the research data, and were then analyzed in accordance with SFL theory (elaborated in Eggins, 2004). The result showed that there are six types of process found in the students’ recount texts, i.e. material process, relational, mental, verbal, existential, and behavioral. The material process appeared in the data the most frequently, with a total number of appearances 60 (70%) times. Additionally, inappropriate grammar was also found in the texts. This showed that transitivity analysis could also detect grammar in clauses in detail. Thus, two essential implications can be drawn from this research: (1) Transitivity system offers an alternative technique for teachers to analyze the students’ recount texts based on functional linguistic lens, and (2) transitivity system provides detailed arrangement of ways English recount text are developed.

Abstract-Although English has been taught as a compulsory subject from elementary to college level, many students consider English a challenging one especially when dealing with grammar. This paper reported an implementation of teaching grammar to students specialized in midwifery by integrating a Data-Driven Approach (DDL) into grammar teaching. DDL approach has gained popularity in English Language Teaching (ELT) in the last decade considering its benefits to empowering students to learn grammar inductively, and encourage students to be active. This research was qualitative at large and conducted in an EFL class of midwifery major at a state university in Karawang regency, West Java. Thirty students participated in this research. It lasted two months, in which students prepared and worked on specific grammar items, for example, conjunction, countable and uncountable nouns, and possessive pronoun, for about ninety minutes in the class hour. Student responses were drawn to reveal their attitudes and responses towards the implementation of the DDL approach in teaching grammar. The results showed the way the DDL approach was implemented in teaching grammar through four stages of teaching procedures, as proposed by Oghigian and Chujo (2010), including hypothesis formation through inductive DDL tasks, explicit explanation from the teacher to conform or to correct these hypotheses, hypotheses testing through follow-up exercises (homework) and teacher feedback on homework, and production through followup exercises (in class) and teacher feedback on homework. In addition, most students responded positively towards the implementation of DDL in learning grammar. The research concluded that DDL approach can be an effective learning approach to teaching and learning grammar for its incentives to encourage students to be active language learners.

The research paper attempt to disentangle of (applied) linguistics in English language teaching.  In this research, I used a literature review as my method. The result revealed that the role (applied) linguistics in English language teaching is needed for language learners. As a result, English language learners have beneficial from (applied) linguistics along with study English language teaching.  The content of (applied) linguistics help language learners better to comprehend ELT.

The level of understanding of reading English narrative texts at the junior high school level still needs to be given extra learning. There are many factors that prevent students from understanding the narrative text, one of which is students who have difficulty understanding English words in narrative texts. This study uses the theory of constructivism, namely two-way learning carried out by the teacher and the students in the class. This research uses a qualitative method, in which the researcher uses research by means of classroom observations, and interviews in an effort to obtain data at school. The participants in this study were eighth grade students in one of the public schools in Bekasi Regency, West Java. The selected students are representatives of several students in the learning group. The results of this study are, there are some students who still do not master and understand the narrative legend text using constructivism techniques.