Design-based research (DBR)’s use in education research has been manifold since it provides teacher-researcher collaboration in order to improve theoretical understandings and plan an intervention to a non-optimal learning condition. Plethora of studies utilize the methodology to design and develop macro pedagogic documents, professional development programs, and refine the theoretical understanding in real classroom practices. However, its use for developing a set of instructional designs that promote critical meaning-making and reflection in English for Specific Purposes (ESP) courses is relatively scarce. The iterative cycle of DBR affords us to co-create the instructional design that utilizes some systemic functional linguistic (SFL) concepts to task-based language teaching (TBLT) in supporting students’ critical meaning-making. Students report they find TBLT suitable for their pace of learning as it organizes the pedagogic tasks in a sequential manner. Even though SFL concepts to approach texts were initially seen challenging, but with explicit instruction and scaffolding, they can carry on with the demands of the tasks. This informs that SFL-informed TBLT can be also adapted to a wider variety of contexts, adapting DBR cycles.

This research aims at developing Supplementary English Material to fulfil the students needs toward the material at midwifery academy using Project-based Learning (PBL). This research uses Design Based Research (DBR). It is conducted in four steps, i.e. analysis of the practical problem, product development, try out of the product development and reflection. The findings show that the existing English materials contain general English material and it is less specific to be used for the students of midwifery study program. The supplementary project book contains theoretical theories of ESP and PBL. The prototype is validated and reviewed by two experts in English Language Teaching (ELT) and expert of Midwifery. To get the feasible product, the prototype was tried to be implemented three times in the classroom. Through observation, questionnaire, and focus group discussion that involved the researcher, the instructor, and students, the draft is finalized. Therefore, after going through the stages, it could be said that the draft is feasible to be applied as supplementary material to teach students of midwifery study program. It is expected that the module can give some contribution and improvement for English teaching and learning.

Refugees' perilous experiences force them to flee home for safety. Their arrival from home country to the host country is not only often reduced to be a statistical number in factual reports but also seen as threats to national well-being. The study aims to provide the argument that poems provide a symbol of resistance towards refugees' given fate, and offer a platform for them to create their authentic version of knowledge. Poems are chosen to be analyzed in this study as they can mediate the refugees' unique experiences and their struggle to cope with the changing condition. The study argues that poems of and by refugees can serve as strategic means of preserving memories that connect them with their past, which shape their present and construct an alternative subjectivity against objectification and stereotypes pinned to them. Poems analyzed in this research are 'Home' by Warsan Shire, 'The Icebreaker' by Yovanka Paquete Perdigao, and 'Empathy' by A.E. Stallings. Those excerpts are interpreted through Feminist Refugee Epistemology (FRE), which according to Espiritu (2018), "reveals the hidden political forces within the site of intimate domestic interaction in each refugee's unique experiences and queer sociality." The study concluded that poems of and by refugees could facilitate the forced-migrants' aspiration and create alternative knowledge as opposed to their common objectification in mass-media reports.

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