-This paper explores the construction of feminist thought as portrayed in selected poems of black female writers, Maya Angelou and Audre Lordre. Both writers reveal themes of powerless female protagonists (black African-American women) who undergo mental conflicts as a result of the hegemonic culture in their poetry such as "Phenomenal Woman," "Still I Rise," "On the Pulse of Morning," "Equality," "Woman Work," "Cage Bird," "Remembrance," "A Woman Speaks," "For Each of You," "Love Poem," "Power," "Inheritance," and "Sisters in Arms." By using the concept of feminist criticism, this study shows the forms of hegemonic culture through marginalization, stereotypes, subordination, and oppression. The silence and passivity of female protagonists are seen as active when viewed using this paradigm of female silence (a feminist criticism) because the silence and passivity are strategies used by female protagonists to resist the oppressive social roles, survive, and eulogize the self-accepted of female protagonists from the dominant culture. In conclusion, Maya Angelou and Audre Lordre's seem to exalt the suffering, sacrificing, submissive wife, since it is through these qualities that they will not only survive but finally triumph. These ways encourage the female protagonists (black African-American women) to construct the self-consciousness, black women culture, and identity. In short, these reflect concern over the author's minds and explicitly represent feminist thought.Keywords: feminist thought, powerless, hegemonic culture, black African-American women, and silence and passivity.

The objective of this research is to know the strategies in acquiring listening comprehension used by English students in English classes of Islamic university in Bengkulu, Indonesia. The data of the research included questionnaire and interview the result of this research, there were two strategies in acquiring listening: First in direct strategies they were memory, cognitive and compensation strategies. Second in indirect strategies they are metacognitive, affective and social strategies. Especially in direct strategies, memory was the most strategy was chosen by students in the second semester. Indirect strategies, social was the most strategy was chosen by student. So the most strategies used by English students are memory and social strategy. SariPenelitian ini bertujuan untuk mengetahui strategi yang digunakan siswa bahasa Inggris dalam memperoleh pemahaman pada skill mendengarkan. Penelitian ini dilakukan disebuah kampus islam di Bengkulu, Indonesia. Data diperoleh melalui quesioner dan interview. Hasil penelitian ada dua strategi dalam memperoleh pemahaman mendengarkan: pertama strategi langsung, yaitu strategi memori, kognitif dan kompensasi. Kedua dalam strategi tidak langsung,yaitu strategi metakognitif, afektif dan sosial. Dalam strategi langsung, memori adalah strategi yang paling banyak dipilih oleh siswa di semester dua. Dalam strategi tidak langsung, sosial strategi adalah strategi yang banyak dipilih oleh siswa. Jadi strategi yang paling banyak digunakan siswa bahasa Inggris adalah memori dan sosial strategi . kata kunci: Strategi,

Understanding the listening comprehension strategy plays important role for students successfull to upgrade their listening test and TOEFL score as well. This aims to investigate deeply the students’ strategies in overcoming listening comprehension problems. The descriptive qualitative method is applied toward the third semester students of English Education study program Muhammadiyah University of Bengkulu. This research took 51 students who have taken listening courseworks (listening 1 and 3). Data collection technique were conducted by giving questionnaires in the light of Rebbica’s theory (1993); direct and indirect strategies. The results of study showed there were some problems faced by the third semester students in conducting listening comprehension test, such as unfimiliar words, complex grammatical structure, lack of concentration, pronunciation, obscure form of speech, long answer question, and accents. Whilst, most of students used cognitive strategy in overcoming their problem in listening comprehension. To sump  up, students must to learn some listening strategies as an effort to anticipate their problems when conduct listening comprehension test.

Program Merdeka Belajar Kampus Merdeka (MBKM) adalah salah satu program yang diselenggarakan oleh Kemdikbud. Program Kampus Mengajar merupakan salah satu program dalam Program Merdeka Belajar Kampus Merdeka yang memiliki tujuan untuk mengajar, membantu teknologi, dan membantu administrasi sekolah dan guru. Salah satu sekolah yang menjadi sasaran dari program Kampus Mengajar adalah UPTD SD NEGERI 076696 SIFALAETE yang terletak di Desa Sifalaete, Kecamatan Gunungsitoli Idanoi, Kota Gunungsitoli, Sumatera Utara. Pada program Kampus Mengajar ini, mahasiswa yang ditunjuk untuk mengikuti program memiliki tanggung jawab dalam membantu pihak sekolah dalam proses mengajar, membantu adaptasi terhadap teknologi, dan membantu administrasi sekolah. Selain itu, mahasiswa Kampus Mengajar memiliki tanggung jawab dalam memperbaiki karakter siswa dan meningkatkan minat belajar siswa selama masa pandemi ini. Tujuan dari keikutsertaan mahasiswa dalam program Kampus Mengajar ini merupakan sebuah proses dalam menambah relasi, menambah pengalaman di luar dunia perkuliahan, mengembangkan wawasan, karakter dan soft skills mahasiswa, mendorong dan memacu pembangunan nasional dengan menumbuhkan motivasi siswa untuk berpartisipasi dalam pembangunan, serta meningkatkan peran dan kontribusi nyata perguruan tinggi dan mahasiswa dalam pembangunan pendidikan di Indonesia. Kata Kunci: Kampus Mengajar, Literasi, Numerasi

In this research, the researcher wants to know what are the forms and what is the request strategy that frequently used by the English department students. The objectives of this research were to know and describe the form of request expressions used by the English department students, and also to find out what is the request strategy they used. The design of this research was descriptive method. The data were collected by using the cards, and the samples expressed the instruction based on the cards. The data were analyzed based on the category framework of request strategies proposed by Blum-Kulka et al (1989). From the three categories of request strategies written by Blum-Kulka et.al (1989), Direct level, Conventionally Indirect Level, and Non-Conventionally Indirect level.  The students only used the conventionally indirect level when they expressed the request to the hearer, there were ‘can’, ‘could’, and ‘would’ that involves in query preparatory. From the result of this research, the researcher can conclude that there are some forms of request expression that used by the English Department students, such as can you, could you, and would you. From the categories of request strategies written by Blum-Kulka et.al 1989, the students only used the conventionally indirect level when they expressed the request to the hearer, there are can, could, and would.