English as an international language serves its importance in many fields such as finance, medicine, technology and education. The four main skills in the acquisition of English are speaking, listening, reading and writing. In order to converse well in this global world, speaking skill is the most important for communication. Language learners deploy many strategies such as cognitive, metacognitive, compensation affective, social and memory strategies to enhance the speaking skills. Therefore, this study is aimed to investigate the language learning strategies employed by Form Four male students. A mixed method design was employed with semi structured interviews and questionnaires as the instruments for data collection. In this intervention, 40 Form 4 students from a secondary school in Negeri Sembilan were selected as the participants. The findings of this paper showed that the most frequent language learning strategies implemented were social, affective and memory strategies in the acquisition of speaking skill. Based on this finding, more studies are expected to be conducted to identify the application of other skills to help the students strive in learning English.

Arabic language teaching for non-Arabs requires seriousness in four skills that are listening, speaking, reading, and writing. Arabic teachers are expected to give more attention to using modern technology when teaching those skills. Because technology is a good media of communication between teachers and students. Technology has a major role in improving Arabic proficiency for non-Arabs. Technology can make the learning process easier than traditional leaning methods. There are many types of learning Arabic using technology, and one of that is "Blended Learning". Blended learning is a learning program that utilizes electronics such as computers and internet in the classroom learning. Blended learning also has many types namely blending between different teaching methods, blending many teaching theories, blending any forming technique and blending technology to build a real product that affects learning programs. There are two kinds of approaches in designing a blended learning curriculum. First: Determine what kind of learning program is going to be done between transformative or creative, second: Determine the methods, types, and quality of blended learning. And the designer of this blended learning curriculum must implement four things: content analysis, implementation program, analyzing student's needs, and organizing requirements.

Pendidikan toleransi adalah salah satu upaya untuk memahamkan anak didik akan pentingnya hidup dalam komunitas yang berbeda. Baik dalam suku, ras maupun berkeyakinan, anak didik harus paham dan menjunjung tinggi toleransi. Akan tetapi, pendidikan toleransi saat ini disalahartikan oleh beberapa pihak. Mereka ingin melebur keyakinan setiap anak dalam satu bingkai toleransi perspektif multikulturalisme. Dengan asumsi bahwa manusia hidup harus menghargai perbedaan (termasuk dalam berkeyakinan). Meskipun dalam kesesesatan, siswa harus tetap menghormati pendapat atau pilihan orang lain. Bahkan, siswa diarahkan untuk meyakini kebenaran agama selain Islam. Ini merupakan doktrin yang berbahaya bagi Islam. Untuk itu, makalah ini mencoba mengkritik pola pendidikan toleransi perspektif multikulturalisme yang diterapkan ke dalam pendidikan agama Islam dengan mengkaji konsep terkait. Adapun hasilnya adalah bahwa secara konseptual, toleransi perspektif multikultural tidak sesuai untuk diterapkan dalam pendidikan agama Islam. Sebab, Islam memiliki konsep toleransi sendiri yaitu tasamuh.