Pre-service teachers may hold different motives in choosing a career path as a teacher. The present study aims at investigating the types of motivation to choose a career as an English teacher among participants from a teacher training program in a private university in Yogyakarta, Indonesia. Of 23 students as the total population, it was found that 14 of them reported being motivated to take teaching as their future profession and met the criteria to be the respondents. A 24-item questionnaire was distributed online to the 14 respondents (N=14) to see the types of motivation the pre-service teachers had in their career choice. Of the result of the questionnaire, four students with the highest motivational level were purposefully selected to participate in a focus group interview and asked to describe their motivation to be English teachers. The findings indicated that the pre-service EFL teachers were dominantly motivated by altruistic and intrinsic motives in choosing to be EFL teachers. Extrinsic motivation, on the other hand, seemed to bring the least contribution in the pre-service teachers' decision to take teaching as a profession. Implications and future recommendations were offered.

This study aimed to compare the male and female pre-service teachers’ motives in becoming EFL teachers and to find out whether there was any difference between male and female pre-service teachers’ motives to become teachers. The quantitative research with survey design was applied to collect the data from three private teacher-training institutions of Yogyakarta, Indonesia. SPSS 24 was used to analyze the data. The findings indicated that the Sig. (2-tailed) value was 0.612 higher than 0.05 (alpha) and the descriptive statistical analysis proved that the mean score between female (N=96) and male (N=36) pre-service teachers’ motivation was relatively same. The mean score for female was 2.90 with the standard deviation of 0.38 and for male was 2.94 with the standard deviation of 0.26. Therefore, there was no difference between male and female pre-service teachers’ motivation in three teacher-training institutions of Yogyakarta.

English language textbooks, as one of the manifestations of language-ineducation policy, played an important role to connect classroom language and real world language. The present study investigates the gender representation in the English as A Foreign Language (EFL) textbooks. The analysis is done by tallying the number of occurrence of male and female characters. The research results indicated that there is an equitable representation of both males and females. However, there is a gender bias portraying females. Males are portrayed to be more authoritative and put in the spotlight, such as the one of doing the networking in business meeting while female characters are in the background, doing presentation, giving speech, more representative in politics, in which females are absent on this spotlight.

Program Kemitraan Masyarakat ini bertujuan mengukur peningkatan kemampuan bahasa Inggris dan pembentukan karakter moral “amanah” siswa melalui buku cerita anak dwibahasa seri 2 yang berjudul “Aisyah and Ahmad: Being Trustworthy” yang dibuat oleh tim dosen pengabdi. Sasaran dari program ini adalah siswa kelas 5 SD Muhammadiyah Ambarketawang 1 yang berjumlah 33 orang. Program dilakukan selama 4 pertemuan secara daring melalui Grup WhatsApp kelas dan video pembelajaran karena sekolah menerapkan pembelajaran dari rumah karena adanya kebijakan sekolah terkait wabah Covid-19. Dengan menggunakan tes kosakata bahasa Inggris yang dikembangkan oleh tim dosen pengabdi, kemampuan bahasa Inggris diukur saat sebelum diberikan pelatihan dan setelah pelatihan berakhir. Hasil dari pretest dan posttest menujukkan adanya peningkatan nilai tes kosakata bahasa Inggris siswa sebanyak 0,32. Hasil ini mengindikasikan adanya sedikit peningkatan dalam kosakata bahasa Inggris siswa kelas 5. Selain itu, siswa juga dapat menunjukkan pesan moral dari cerita yang minitikberatkan pentingnya menjaga amanah.Kata Kunci: amanah, buku cerita anak dwibahasa, pendidikan karakter, pengajaran Bahasa Inggris  Improving English Language Skills Through Online Training with Bilingual Children's Book Media ABSTRACTOur community development program aimed at developing elementary school students’ English competence while also promoting the character-building values of being amanah by utilizing a bilingual book, “Aisyah and Ahmad: Being Trustworthy”. This second book of Aisyah Ahmad series was developed by the two authors. The participants of the program were 33 fifth graders of SD Muhammadiyah Ambarketawang 1. Due to the current Study from Home policy during the Covid-19 pandemic, the program was conducted online in four meetings on class Whatsapp group. The meetings included videos, question and answer sessions and assignments. Pre-test and post test on students’ vocabulary development were done to measure the effectiveness of the program. The result indicated an improvement on students’ vocabulary development with the score of 0.32. Additionally, the students’ performance as a part of the assignment indicated that the moral value of trustworthiness was grasped and learned by the participants.  Kata Kunci: trustworthiness, bilingual story book, character-building, English

Materials and methodology play a significant role in a language classroom. These two elements need to be in line with each other to help achieve the shared learning goals. One of the methodologies that have been widely employed, but still not well-permeated among teachers in Indonesia is Communicative Language Teaching (CLT). However, not many studies on seeing the relationship between methodology and materials have been conducted. To bridge this gap, this study aims to evaluate the CLT-ness of the national course book Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Semester 1. To conduct the evaluation, a checklist adapted from Grant's and Cunningsworth's was employed as an evaluation tool. The research findings indicate that while the coursebook made a clear attempt to uphold CLT, as observed from its learning goals for each chapter and the coursebook introduction, several aspects of the coursebook, such as the tasks and activities, needed to be improved.