Research on blended learning in reading course especially is limited. This study aimed at revealing the implementation of blended learning in reading course for undergraduate EFL students at one public university in South Sumatera and the students’ perceptions on the e-learning incorporated in the blended learning in the reading course. The study was carried out through a qualitative method using a case study approach. The first semester students, consisting of 13 female and 5 male students, majoring in English Education Study Program at a public university in South Sumatera participated in this study. The researchers used observations, documents, and semi-structured interviews to collect the data. The collected data were analyzed qualitatively. The findings covered two major issues in accordance with the research questions: the implementation of the blended learning and students’ perceptions of the e-learning. The findings showed that in the reading course, 4 meetings were conducted with e-learning and 12 others were employed in the classroom with various activities. In terms of students’ perceptions, the students reported some advantages and challenges that they encountered in e-learning. This study also provided some implications and recommendations for further research.

This study investigated (1) the correlation between each learning style and English proficiency, and investigated (2) the influence of each learning style to English proficiency of undergraduate EFL students of one state Islamic University in Sumatera, Indonesia. The study was in the form of correlational research method. The population of the study was 537 active EFL students. By using purposive sampling technique, there were 82 students involved as participants. The data were gained by using two instruments: Barsch Learning Styles Questionnaire and TOEFL prediction test. The result showed that 1) 34.0% of students preferred in visual learning style, 43% of students preferred in Auditory learning style, and 23% of students preferred in Kinesthetic learning style. 2) the coefficient correlation between visual learning style preference and English proficiency with r-obtained was (0.430). It was higher than r-table (.2565), then Ha1 was accepted and Ho1 was rejected. It indicated that there was a significant correlation between visual learning styles and their English proficiency. 3) The coefficient correlation between Auditory learning style and English proficiency was (0.2565). It was lower than r-table (.2565), then Ho2 was accepted and Ha2 was rejected. 4) The coefficient correlation between Kinesthetic learning styles and English Proficiency was (-0.166). It was lower than r-table (.2565), then Ho3 was accepted, and Ha3 was rejected. It showed that there was no significant correlation between kinesthetic learning style and English proficiency of EFL students. Besides, there was also a significant influence of visual learning style on English proficiency with 18.5% contributions.

The purpose of this study was to look at the link between English as a foreign language (EFL) student teachers’ study habits and academic achievement. A questionnaire of study habits inventory (SHI) and students’ cumulative GPAs were used as research instruments to EFL student teachers in one English education study program at an Indonesian state Islamic university. Data were analyzed through using the descriptive statistics and Pearson Product Moment Correlation. In general, it was found that EFL student teachers’ habits significantly correlated with their academic achievement. Also, the results of the linear regression analysis showed that EFL student teachers’ study habits led to their academic achievement. The findings of this study indicated that the correlation between study habits and academic achievement existed. In the context of learning English in a non-English speaking country like Indonesia, this study provides information for researchers and teacher educators to understand how the link between study habits and academic achievement is significantly correlated each other.

Mahasiswa non-bahasa Universitas Sriwijaya harus mempelajari metode penerjemahan karena mereka membutuhkan lebih banyak referensi internasional. Mereka juga harus submit penelitian ke konferensi internasional. Meskipun demikian, belum ada buku pedoman yang berisi prinsip-prinsip dasar bagi mahasiswa dalam menerjemahkan teks bahasa Indonesia-Inggris atau teks bahasa Inggris-bahasa Indonesia. Oleh karena itu, banyak mahasiswa yang mengalami kesulitan dalam menerjemahkan teks. Beberapa di antaranya menggunakan Google Terjemahan, dan beberapa lainnya membayar layanan terjemahan yang mahal. Penelitian ini bertujuan untuk mengembangkan buku Dasar-Dasar Penerjemahan. Peneliti menggunakan model Pengembangan ADDIE dengan melakukan lima tahapan yaitu Analyzing (menganalisis), Designing (merancang), Developing (mengembangkan), Implementing (menerapkan) dan Evaluating (mengevaluasi). Hasil analisis kebutuhan menunjukkan bahwa banyak mahasiswa masih menggunakan penerjemahan kata demi kata atau metode penerjemahan langsung tanpa melihat bagaimana mereka digunakan secara bersamaan dalam frasa atau kalimat.