ABSTRAKKeterampilan berbicara merupakan salah satu keterampilan yang harus selalu dilatih agar mereka dapat berkomunikasi dengan baik.Di samping itu, karakter juga merupakan salah satu hal yang sangat penting karena orang yang sukses bukan hanya karena hard skill tetapi juga soft skill.Penelitian ini ditujukan untuk mengatasi permasalahan yang dihadapi oleh mahasiswa semester tiga Program Studi Pendidikan Bahasa Inggris yaitu keterampilan berbicara dan karakter.Penelitian dilaksanakan dalam beberapa siklus penelitian tindakan kelas dengan menerapkan model pembelajaran kolaborasi think-pair-share dengan konsep tri kaya parisudha.Setelah beberapa siklus, hasil penelitian menunjukkan terjadinya peningkatan dari pra siklus sampai siklus IV.Hal ini menunjukkan bahwa model pembelajaran yang diterapkan telah berhasil meningkatkan keterampilan berbicara dan mengembangkan karakter disiplin, jujur, kooperatif, kreatif dan saling menghormati. Kata kunci: keterampilan berbicara, karakter, think-pair-share dan tri kaya parisudha.[73] Jurnal

This paper aims to describe the analysis of the English Course for Economics and Business students focus on target needs and learning needs. This study involved 260 students from 4 universities in Bali. Data were obtained from questionnaires and interviews. The data which had been collected were then tabulated and analyzed by using descriptive method. The findings of this study showed that conducting needs analysis to ESP course is important as the basis for designing syllabus and material because there was no material available on the market that could fully fit the students’ needs. The economics topic was needed by the students (47%) and (53 %) got difficulty in recognizing core words, and interpret patterns or sequences of words and their meanings systematically. There were 46% of students want to improve their macro skill especially in detecting discourse markers, guessing the meaning of words from context, and activating schemata to interpret the text. The input needed by students was a business text (42 %). Pair work as a procedure desired by the students (35 %). Moreover, having group work as a setting (41%) and (38 %) felt that the lecturer must give an example on the instruction and assignment.

This study aims at finding an English learning model using an ecolinguistic approach in the preparation of syllabus and teaching materials. Qualitative descriptive methods are applied and natural phenomena are used to develop syllabus. This phenomenon focuses on learning and teaching strategies that are applied. Data obtained through tests, questionnaires and direct observation for needs analysis. The syllabus was developed based on the results of material analysis and needs.The ecological approach in education has the aim to preserve nature and its contents by building an environmentally friendly character. From this rationale, the ecological approach in language education has a number of characters that are used to find new ways to be applied to language learning. The result of the study shows that teaching materials have met the characteristics of the ecolinguistic approach, namely: relations, context, patterns / systems, emergence, quality, value, critical, variability, diversity, and activity. These characteristics are used as a theoretical basis for this research.

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COVID-19 outbreak has changed the education system worldwide including in Indonesia. Face-to-face learning must be transformed into online learning. This might not be difficult for those who were familiar with technology, but it became a big problem for those who were very poor in technology. Many things have been done by educators to overcome the problems they experienced during the pandemic because the distance between students and teachers in carrying out learning activities could not achieve optimal learning objectives. This study was conducted to design an effective learning model for both online and offline learning to improve students’ critical and creative thinking skills by integrating the phases of learning which include Communicating, Inquiring, Networking, Teaching, and Applying (CINTA). This CINTA learning model was developed to enable teachers to coordinate and network during the learning activities. The results showed that the CINTA learning model could develop students' critical and creative thinking skills in the learning process. This model provides students with the opportunity to be creative in learning and to develop their critical thinking skills. Furthermore, this study implies that educators should consider implementing this learning model in the classroom to improve students’ critical thinking skills.