Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers.

Paraphrase is one of the techniques of incorporating sources in which every writer is allowed to borrow the author's ideas and restate them into their own words. Based on the previous study, it was found that English Language Education Study Program (ELESP) students, Sanata Dharma University, were unable to paraphrase properly since they tended to copy the author's words directly. If this problem was continuously ignored, it would be dangerous for the students because they could be charged with inadvertent plagiarism. This study was intended to investigate ELESP students' problems in writing paraphrases and the reasons why they produce unacceptable paraphrases by conducting document analysis and interview in Research Paper Writing class. From the findings, it could be identified that the most frequent type of problem encountered by the students was word-for-word plagiarism.

The role of broadcasted advertisements is undeniably important for thecompanies to market their products. To convince the audience, advertisers have toconvey the persuasive message through the use of linguistic features. Those linguisticfeatures will influence the persuasion techniques used in advertisements and thepower relation which is built between the companies and the consumers.This study attempted to s olve two research problems related to the languagestyle of the utterances in Magnum advertisements. They were (1) What are thelinguistic features of Magnum advertisements? (2) What kind of power relation doesMagnum have upon consumers through the advertisements As an endeavor to solve those two problems, document analysis was employed in analyzing the transcript of the utterances in ten (10) Magnum advertisements. The first research problem was solved by categorizing the words or the sentencesinto some linguistic features of advertising language proposed by Grey (2008). Thesecond research problem was solved by interpreting the power relation in Magnumadvertisements based on Frenchs and Ravens theory (1959).From the obtained data, it was found that there were only a few linguisticfeatures which appeared in Magnum advertisements. The power relation betweenthe companies and the consumers could be defined easily because the utteranceswere clear enough. Furthermore, the simplicity of Magnum advertisements presentedMagnums special characteristics albeit the advertisers did not vary the languagestyle.DOI: https://doi.org/10.24071/llt.2013.160104

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. It has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. However, the implementation of Extensive Reading has sometimes been criticized for its not observing the outlined principles, for instance, in the issues of the absence of pleasure in its undertaking and the inclusion of inappropriate post-reading activities. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it proposes an alternative framework to implement Extensive Reading with Indonesian EFL university students. It will specifically cast some light on how to implement supervised (or instructed) Extensive Reading.DOI:doi.org/10.24071/llt.2018.210210

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