The COVID-19 pandemic is a big challenge for education worldwide because education has to be done virtually to stop the spread of the COVID-19. The problem is that there are students who live in areas far from cities, while learning in an interconnected world should be done virtually. Diverse geographical conditions in Indonesia consisting of mountains, lowlands, highlands, and valleys and some areas that are far away from cities make students difficult to connect to the internet and thus, virtual teaching is challenging. These areas are often referred to as remote areas. So far, the Indonesian government's approach to dealing with learning difficulties in remote areas is vague. This research aims to construct a theoretical learning framework that can be used to facilitate distance learning in remote areas in Indonesia. This research proposes a developmental theory of alternative learning in remote areas through the integrative literature review. In this research, the theoretical framework evolved out of the review of existing research on community radio, blended learning, transformative education, and critical pedagogy. This research yields a theoretical framework regarding the community radio-based blended learning model that contributes as a promising alternative learning solution in remote areas. It is inferred that this learning model would be a promising learning model in remote areas during unpredictable situations such as in the pandemic era.

The purpose of this qualitative study was to examine the experiences of Indonesian student teachers in English academic writing socialization at one public university teacher-training program in Jambi, Indonesia. The theoretical framework of cultural capital was used to guide the study. The data were collected through demographic profiles and semi-structured in- depth interviews with student teachers. The constant comparative method guided the data analysis. Five salient themes that emerged in this research were (1) no writing cultural backgrounds, (1) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturers’ help due to higher power distance. The findings of this study provide evidence for policy makers and teacher educators to understand how teacher education management related to the English academic writing internalization should be improved at the program level. Policy implications and suggestions for future research are discussed.

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This research is entitled "Bullying Effect as Reflected in Palacio's Wonder: A Psychological Approach." The objectives of the research are: 1) to describe the plot of the novel, 2) to describe the bullying effect experienced by the main character, and 3) to describe the moral value of the novel. The subject of this research is the novel Wonder by Raquel Jaramillo Palacio and the object is bullying effect experienced by the main character. This research is categoried into library research and to analyse the data it applies descriptive qualitative method. The theories used in this research are namely (1) theory of bullying effect by Daniels et al (2009), Thijs & Verkuyten (2008), Domenech et al (2009), and Lee (2004:16); (2) psychological approach theory by Subhan (2017), Albertine (2010), Wellek and Werren (1956), James (1947) and Dennis (1986); (3)the theory of plot by Abram (2009) and Klarer (2004: 15); (4) the theory of moral value by Rosyadi (2013) and Bertens (2000). The findings of the research are: First, the plot of the novel is progressive that consist of exposition (when the characters involved in the novel are introduced), inciting incident (when Auggie was accepted at formal school), rising action (when Auggie gets bad words and acts from Julian and his friends almost everyday), climax (when the problem occurs between Auggie and his friends), falling action (when Julian forced Jack to stay away from Auggie), resolution (when all the problems between Jack and Julian have ended well) and denouement (when all people around Auggie relay thankful for what Auggie did). Second, the bullying effect experienced by the main character are: (1) short-term effect: giving up of his condition and blaming himself because he must be born with a disability. (2) long-term effect: keeping struggles, showing that he can be accept in his environment, becoming a brave, kind, friendly person and spreading positive vibes to other people. Third, the moral values can be taken from the novel are: (1) family member should support each other 2) we should not judge someone from his/her physical (3) be brave to surrender bullying.