This study aims to evaluate the teaching of literary appreciation in improving the ability to analyze the intrinsic elements of a literary work. The object of this research is the 3rd semester students of the English Literature Study Program, Faculty of Teacher Training and Education and Language Sciences at Universitas Bina Darma. This study uses the CAR method (class action research) where this method has 3 cycles. In each cycle, researchers and teachers will evaluate the results of teaching in each cycle to be improved in the next cycle. In this study, the intrinsic elements that will be analyzed by students are the theme, setting, characterizations, plot, point of view, message and style of language. By using the methods and teaching materials that have been prepared in the third cycle, researchers and teachers have been able to significantly improve the ability to analyze the intrinsic elements of a literary work.

This research aims to describe the conflicts happened to the main character, Chris, in the movie Into the Wild. This conflict then results the self defense mechanism done by Chris to cope with the problem. The method used was qualitative with descriptive approach. To collect the data, firstly the researchers watched the movie several times and then read the transcript of the movie to get the comprehensive understanding. Meanwhile, in analyzing the data, some notes related to the research problem taken before were reduced and finally concluded. The research results are Chris faced both the internal conflict and external conflict in the movie. The internal conflict is related to the psychological turmoil while the external conflict tends to physical and social conflict. The entire conflict faced by Chris finally led him to do self-defense mechanism, namely repression and displacement. As the conclusion, all the conflicts encountered by Chris both internal and external, resulted the repression and displacement as his self-defense mechanism to deal with the conflicts.

Minat belajar bahasa Inggris anak-anak di desa Menten masih sangat kurang. Tidak adanya tenaga pengajar bahasa Inggris dan juga sedikitnya buku-buku bahasa Inggris menjadi salah satu permasalahan yang ada. Tujuan pengabdian ini adalah untuk meningkatkan minat berbahasa Inggris agar anak-anak bisa memperluas pengetahuan mereka. Tidak hanya itu, bahasa Inggris juga sangat dibutuhkan di era globalisasi seperti sekarang. Bahasa Inggris sudah digunakan pada perangkat-perangkat komunikasi seperti laptop, komputer, dan handphone. Oleh karena itu, memberikan pengajaran kepada anak-anak, mengobservasi dan memberi solusi tentang permasalahan-permasalahan yang ada di masyarakat, terutama di bidang pendidikan sangat dibutuhkan. Metode yang digunakan adalah menggunakan Audio Lingual Method dengan mempraktekan sebuah dialog kepada para siswa/siswi dan kemudian siswa juga akan diajak untuk menghafal dialog yang bahkan mereka tidak mengerti tulisan maupun artinya secara jelas. Hasilnya adalah para siswa/siswi sebagian ada yang mulai memahami beberapa kosakata dalam bahasa Inggris dan sebagiannya lagi masih bingung dengan kosakata dalam bahasa Inggris tersebut. Dapat disimpulkan bahwa dengan menggunakan metode Audio Lingual Method, anak-anak di SD N 10 Rambutan lebih memahami dengan cepat bahasa Inggris karena di praktek kan secara langsung.

This study investigated the improvement of students literary analysis by using taxonomy Blooms critical thinking questions. Action research was conducted for this research to the sixth semester students of English literature study program at Universitas Bina Darma. They are 5 male students and 10 female students. The action research was conducted for 12 meetings. On the first cycle, it consisted planning, action, observation and reflection. The assesment for the success criteria scored from a literary analysis rubric with scale poor, fair and good. During this cycle, the students only achieved mostly to poor level of literary analysis in their writing. After doing some revision and evaluation on the second cycle, it also included, replanning, action, observation and the reflection. In this cycle, the result shows most students succeeded to improve their literary analysis to the fair level and 2 students were in good level with some notes. Although, some students perhaps need more time and practises to achieved a good skill.