Abstract The paper examines the use of Google Translate as an Alternative tool for assisting students at Universitas Negeri Jakarta, Indonesia to translate and develop their knowledge and skills in doing Translation. The participants of the study were 36 students at the Applied Linguistic of Doctoral Program at Universitas Negeri Jakarta who had registered of the year 2017. Based on literature  review, analysis of the collecting data, and an assessment of the course content and activities inside and outside the learning process, the findings suggest that most Applied Linguistic of Doctoral Program students at Universitas Negeri Jakarta recognize Google Translate as  an Alternative tool for doing references book translation. In fact, some students reported that they could optimally ,benefit from self-learning if they were assisted to use Google Translate effectively. Moreover, using Google Translate for doing classroom tasks and reference books translation encourage students to study independently, and to shape their own strategies for solving language problem. Keywords : Google Translate, Alternative Tool, Translation, Assisting Student

21st century learning is learning that has the characteristics of being accessible, digital oriented, big data science and this learning is not limited to the distance of space and time. Poster presentation is a general form of educational information that is easily accessible, can be spread quickly with the presence of television, gadgets and the internet. This research method is descriptive qualitative method. While the research data in the form of educational posters. The results of this study are in the form of poster media requirements that are used as educational media, namely; 1) The content shall not contents that may offend the community/learning participants. The presented content shall be accepted by audience even with language and cultural differences. 2) The information shall be clear thus the message of the poster is well conveyed to audience with different cultural aspect. 3) The contents should be attractive, contains illustration images, and explanatory writings that make audience interested in the poster. 4) The development of digital poster with various version of local language may increase acceptabability among local language speaker.

Pendidikan karakter sangat penting dalam sastra karena sastra mengandung nilai-nilai karakter yang berguna bagi penikmat ataupun pembaca sastra.Penelitian ini bertujuan untuk mendeskripsikan nilai pendidikan karakter yang terkandung di dalam Sastra Lisan Kinoho Suku Tolaki.Penelitian ini merupakan penelitian kualitatif, dengan menggunakan metode deskriptif analitik.Data dalam penelitian ini berupa hasil telaah buku teks Kinoho.Sumber data primer dalam penelitian ini berupa buku teks Kinoho.Sumber data sekunder dalam penelitian ini adalah informan berupa Tolea dan Pabitara.Teknik pengumpulan data yang digunakan dalam penelitian ini adalah teknik dokumentasi dan wawancara mendalam kepada informan.Validitas data menggunakan trianggulasi data dan triangulasi teori.Teknik analisis data menggunakan model analisis interaktif. Hasil penelitian menujukan bahwa nilai pendidikan karakter  yang terkandung dalam Kinoho yaitu: Nilai Pendidikan Karakter yang berhubungan dengan Tuhan, Nilai Pendidikan Karakter yang berhubungan dengan diri sendiri, Nilai Pendidikan Karakter yang berhubungan dengan sesama, dan Nilai Pendidikan Karakter yang berhubungan dengan Lingkungan.

Abstract The development of  teaching and learning practice in EFL class has been prioritized by all educational practioners, linguists and the learners as the subject or the teaching and learning process.  The transformational design of learning  as promoted in heutagogical learning, a self determined learning has brought many benefits toward students’ life skills. The skills that  make the students become autonomous, have high motivation, get better achievement, have positive commitment to survive in learning and compete globally.  The objective of this research is to describe how self determined learning is practiced in Speaking of EFL class. It is a heutagogical perspectives in EFL class. To answer that question, Systematic Literature Review (SLR) is used as the method to identify, study, evaluate, and interpret the research about interesting phenomenon with certain relevant research questions. By describing the findings of how self regulated learning is practiced in English speaking from relevant studies, it will be insightful input for designing interesting and innovative  teaching and learning processs of English Speaking in the classroom of EFL. The data is taken from relevant studies (bibliometric data) in reputated journal. The literature review  explored in this study is  about  English speaking class and the activities; heutagogy approach, and self determined learning practice. The result shows that: lecturer/ teacher become: 1. a designer of learning (create tasks and instruction digitally using own space); 2. build individual pattern of learning spaces and opportunities (by promoting peer mentorship); 3.  draw upon their own context  related technological, community, society, subject and discipline knowledge and skills (promoting VLE, Virtual Learning Environment, Creating special social media as the place for presenting and performing speaking skills proficiency). Hopefully, this study can  help the teacher/lecturer of English of EFL and the lecturers of Speaking class also the students to bridge the challenging situations in pandemic era and make the students become a responsible manager for their own  English speaking learning.

This article aims to describe the application of learning the Arabic Language Learning Media course that combines blended-learning, project-based learning and the OLSi Model (Own it, Learn it and Share it). The learning outcomes of this course is the ability of students to design learning media in accordance with the material and learning objectives set out in the lesson plan. Blended-learning is combined to adapt to the conditions of distance learning carried out during the covid-19 pandemic. Project-based learning is expected to encourage students to produce good learning media products. The Own it, Learn it and Share it (OLSi) model aims to foster a sense of belonging in students towards the course, encourage independent learning processes and produce certain products that can be shared with others outside the classroom. Mixed learning, project-based learning and the OLSi model are quite effective in increasing students' motivation, sense of belonging and responsibility in achieving the learning objectives of the Arabic Language Learning Media course.