The culinary business today is one of the most sought-after business alternatives in Depok. This can be seen that out of 1000 business actors in Depok in 2018, most of them are doing business in the culinary sector. Because the development of the culinary business is increasing rapidly, culinary entrepreneurs, especially women, need various information related to this business. This study aims to find out the communication channels used by women culinary entrepreneurs in Depok to meet their information needs. This study uses a quantitative approach with a survey method. The sample was chosen using a purposive sampling technique based on the characteristics of women who have culinary business, both online and offline. Data were collected by sending questionnaires online through a google form. Within two weeks, as many as 96 respondents were willing to fill out and return the questionnaire. The results of the study show that in the current technological development, the role of communication channels is crucial to support culinary business activities. Various types of culinary information are obtained very quickly when smart business actors utilize the right communication channels. The majority of women culinary entrepreneurs in Depok use communication channels through group chat and interpersonal communication channels, such as friends and family.

<p>The research aims to find out types of code-switching and code-mixing, the functions of code-switching and code-mixing in the English teaching-learning process. The method of this research is a qualitative descriptive method. The data source is English teachers’ utterances in teaching English as a foreign language, the teacher’s language of instructions. The results of the research are: 1) the students and teachers used code-switching and code-mixing in the process of communication in the classroom; 2) in code-switching, they used inter- sentential, intra- sentential, and tag switching; 3) in code-mixing, they used alternation and insertion; 4) the functions of code-switching include reiteration, message qualification, personalization, referential, and poetic; 5) the function of code-mixing is to draw students’ attention in learning. The findings imply that code-switching and code-mixing are necessary to facilitate learning.</p>

This study attempts to explore the effective behaviors of teachers of English as a foreign language (EFL) as perceived by undergraduate students in Indonesia. For this purpose, a questionnaire was administered to 270 Indonesian undergraduate students. The questionnaire addressed seven dimensions of EFL teachers’ behavior, which are the following: encouraging contact between students and teachers; developing reciprocity and cooperation among students; encouraging active learning; giving prompt feedback; emphasizing time on tasks; communicating high expectations; and respecting diversity in talents and ways of learning. Overall, the students perceived that the EFL teachers’ behavior that most significantly promotes effective learning is the provision of a learning situation in which students will be optimally engaged in learning. These findings call for the implementation of the seven fundamental principles with their accompanying items for effective teaching and learning in undergraduate education in Indonesia.

One of the most challenging problems for EFL students is to be able to express themselves not just grammatically but also acceptably and naturally in English in appropriate contexts. The ability to produce acceptable and natural expressions in English is closely related to the EFL students' competence in collocation-which words go together in normal usage. The present study provides an empirical analysis on negative transfer made by Indonesian EFL students in lexical collocation and recommends practical ways to help students improve their competence in collocation. Data for the study was collected from essays written by 40 EFL university students majoring in English in Indonesia whose native language is Indonesian. The students were asked to write a two-to threepage essay on an assigned topic. Of 445 lexical collocation errors found in the English writing, 321 (72%) were negative transfers of Indonesian lexical collocations into English. The findings suggest the necessity of direct teaching of collocations, the use of The Collins WordbanksOnline, and the need to design bilingual collocation dictionaries.

Unacceptable Collocations by Learners of Indonesian as a ForeignLanguage and the Implication in Language Learning. Foreign language learners' ability to collocate words that are natural and acceptable in the target language is important in foreign language learning; however, it is notoriously difficult for foreign language learners and sometimes makes them frustrated. This study attempts to describe the negative transfer of English collocations into Indonesian collocations made by learners of Indonesian as a foreign language in their writing assignments. This study employed a qualitative descriptive method. The data were collected from 36 writing assignments by 12 learners whose mother tongue is English. They were trainee teachers with experience in teaching Indonesian in Australia. The finding shows that there are 176 unnatural Indonesian collocations, some of which are negative transfers of learners' mother tongue. This suggests that direct teaching of collocations should be given special emphasis in teaching Indonesian as a foreign language.