This study discussed students’ perception of translation competence with eco-translatology approach. It aims at understanding the students' perception of translation competence and adaptation to the translation activities in class.  The eco-translatology model proposed that students be active as the translator; most activities are students-centered.  Students act as a translator in which they benefit from resources around them as in an ecosystem life.  The method in this study is descriptive by identifying the students’ perception of translation competence. Translation competence is often associated with students taking part in translation subjects only as mastering linguistics competence without knowing the basic translation competence principle. Therefore, by applying eco-translatology, the students know that translation is not merely transferring the language unit and meaning from source texts (ST) into target texts (TT). The research results show that students had a better understanding when eco –translatology was applied. They acknowledge that translator competence should be grasped to be a real translator. Besides, it also indicates that students are aware of the importance of translation competence to develop their knowledge.

The community engagement activity is specifically designed to discover the impact of "The Snake" and "The Eagle" method in enhancing the teachers' competence in English language teaching and learning. Contextually, the teaching method is closely related to the achievement of the goals of the teaching itself. Considering the importance of teaching approach, designing the class activities remains essential. This approach is considered to be simple and easy to internalize English learning materials such as new vocabularies and tenses, past tense for example. Therefore, the current research aims to discover how the implemented approach carries influencing outcomes to learning English. This activity engaged a number of English teachers in Pangongsean, Patapan, Bringin Nunggal villages in Torjun Sub-District, Sampang District. To reveal its impacts, we invited the English teachers in the given areas to engage in this practice so as to they are well informed about this teaching method. We also invited some students to have direct practices after the method insights given. Later, we did interview with English teachers to get to know how the teaching method would be useful in their context. Research shows that the method remains both useful and applicative for English teachers' competence in teaching English. The other sides of the current research are the challenges faced. The students' lack of vocabularies and low level of their motivation are problematic. In addition, having more time to practice the method is required so that we can give more room to both teachers and students to have more fun learning by using "Si Ular" dan "Si Elang" method in learning English.

YouTube Kids mediate learning. Their presence offers various audio-visual recorded objects especially targeted children. The biggest concern about the current research is how the selected videos can positively impact children's development. There are three main issues that would be discussed in this context: the level of children’s concentration, intelligence, and language. This study employs an experimental research approach: two children were engaged in the given activities but were given distinctive treatment. Rara, the first participant, was exposed toYouTube Kids, while Nayla, the rest of the participants, was not. The YouTube programs introduced to the first kid were Baby John from Little Angle channel and Play Doh. To test the three cognitive dimensions, we gave participants the same distractions, the same questions, and the same chance to participate in the exchange. The finding remarkably demonstrates that the children show different outcomes in relation to three cognitive dimensions: Rara, with a treatment, tends to have a high concentration, be responsive to the given questions, and have more various vocabularies. Nayla, in contrast, goes in a different direction. It indicates thatYouTube Kids facilitate children to develop cognitively.

Infants experiencing difficulties in expressing an object or describing events in time do not necessarily mean that their mind stops processing the language. We, however, should persistently provide enough room to them for talk that is beneficial for their later development. Unluckily, children, to some extend, lack of opportunities to have meaningful conversations, rich vocabularies, and complex sentences modelled by their parents or caregivers. The current research, thus, aims to investigate how the implementation of conversation stations relates to children language development. This employs the qualitative research design, involving 4 children aged 4. To identify the linguistic features that the participants presumably show, basic mental entities column were also made as data collection guidance. Through the exchanges, children can describe events and situations, attributes, modifiers, and evaluation of events and situations, research shows. Conversation stations help children to develop linguistically.