The use of strategies in learning is believed to lead the way for success among students. Thus, there have been various learning strategies that surface from several causes such as the ones triggered by the teachers through the teaching techniques employed in the classroom and/or the ones owned by the students themselves. In the context of EFL in Indonesia, learning strategy is an interesting issue to discuss especially the ones dealing with the language skills with the notion that good language skills mastery might affect students' success in other areas as well. Albeit, the strategy of learning can be triggered by their beliefs in learning which is under the theory of epistemic beliefs. It is the belief that the students hold concerning their understanding in defining learning English and ways to learn English. In a bid to expand the body of research on learning strategies for English achievement, this study investigated speaking, reading, and writing strategies and their relationship with EFL epistemic beliefs, for little research has specifically explored the dynamic nature of learning beliefs. To address this gap, robust theoretical framework to develop a causal model hypothesis needs to reveal. Through library research causal relationships among speaking, reading, writing, epistemic beliefs and achievement are formulated. In the light of these findings, the researchers propose pedagogical implications for EFL teaching and learning theory, method, and practice.

Education is a human right, everyone has the right to get educational services as a manifestation to achieve a better life. This study tries to analyze the guarantee of disability rights and inclusive school policies in a juridical and implementing way. Education guarantees for disabilities are contained in Law No. 8 of 2016 concerning Persons with Disabilities, Government Regulation No. 13 of 2020 concerning Adequate Accommodation for Students with Disabilities and Permendikbud No 70 of 2009 concerning Inclusive Education. Malang City has designated 57 public/private elementary schools, and 16 public/private junior high schools as inclusive schools. The City of Probolinggo has designated 16 public/private elementary schools and 6 public/private junior high schools as inclusive schools. The policies in these two areas are based on the principle that schools should not refuse students with disabilities, after a prospective student registers, the school prepares for inclusive classroom learning. The weakness of the implementation of inclusive education in these two areas is the unavailability of adequate learning facilities and the availability of qualified special assistant teachers. So that to achieve the success of inclusive education policies, it is necessary to support infrastructure and human resources of educators that match the educational background with the required competencies.

Introduction : Stunting is a condition of growth disorders in children which is characterized by the child's height being lower or shorter (dwarf) than the standard age (TB/U). Stunting is a health problem that occurs when children do not get adequate nutrition for a long time (chronic). The purpose of this study was to determine the mother's knowledge about nutrition, to know the mother's feeding pattern for toddlers, and to prove the relationship between mother's knowledge and feeding patterns with the incidence of stunting and the incidence of stunting. Methods: The type of research used is analytic observational research/analytical survey. The research design used is cross-sectional. The population in this study were mothers who had toddlers in the working area of ​​the Dapet Health Center as many as 90 people (mothers of toddlers). Respondents in this study were 74 respondents, which were taken by purposive sampling technique. The independent variables in this study were mother's knowledge and feeding patterns. The dependent variable in this study is stunting. Data was collected using a questionnaire and children's height was measured using a microtoise and converted into a standardized value (z-score). The data were analyzed using the Spearman Rank Correlation test with a significance of < 0.05. Results: The results showed that there was a significant relationship between mother's knowledge and the incidence of stunting in toddlers aged 2-5 years (p=0.003), and there was also a relationship between feeding patterns and the incidence of stunting in toddlers aged 2-5 years (P=0.013). Conclusion: There is a relationship between knowledge and feeding patterns with the incidence of stunting in toddlers aged 2-5 years in the working area of ​​the Dapet Health Center.

Despite the outgrowing trend on assistive technology assisting blind student to be fully participate in education, the challenges remain in the area of English language learning. The inconsistency of the soundspelling relationship in English apparently triggers the spelling problems for the Blind student since he tends to encode syllables by as it sounded. This study aims to identify, classify and analyze the spelling errors committed by the blind students in learning English using the classification of NEFR (National Foundation for Educational Research) that comprises the aspects of omissions, substitutions, insertions, transpositions and grapheme substitution. Employing case study design, this research elaborate the spelling error committed by 1 blind EFL learner enrolling an Academic Writing course in English Language Education Program, Faculty of Cultural Studies, Universitas Brawijaya, Indonesia. The findings expose that the blind students tend to frequently do spelling error in the aspect of grapheme substitution followed by omissions, substitutions, and insertion. Some contributive factors that presumably affecting the errors are (1) lack exposure to the formation of the words, (2) inherent of language (silent letter, homophone and borrowing words), (3) different characteristics of L1 and L2, and (4) student's preferences on reading (use screen reader more than braille text). Thus, the exposure toward phonetics symbol and the sound-letter relationship in English should be more disseminated so the blind student is capable of having a correct spelling.

This article describes a phenomological study in which the researchers explored students' experiences in joining task-based learning (TBL) activities. Semi-structured in-depth interviews were conducted with six participants from low, medium, and high achievement levels who had completed one semester of introduction to research method course. Using interpretative phenomenological analysis (IPA), the researchers identified four primary themes representing the lived experience and meaning found in the participants' experience of task-based learning activities: (1) constructive communication; (2) helping others; (3) learning strategies; (4) sense of responsibility. The findings both support and contribute new aspects to the knowledge of this experience. The results also point to sophisticated epistemic beliefs level own by the students as the essence of the phenomenon of task-based learning activities.