This research intended to find out the comprehensive description of learning strategies, and styles applied by the part-time job University student at the Christian University of Indonesia Toraja, and all the contributing factors that affect his learning process. The method used in this research was grounded theory. The instruments were an interview, direct observation, and documentation. The participant of the research was the part-time job student academic year 2014/2015 at English Department of Christian university of Indonesia Toraja. The result of the research showed that (i) the learning strategies performed by this student were the direct and indirect strategy. The direct strategy included memory, cognitive, compensation strategies while indirect strategy covered affective and social strategy. (ii) Learning styles perform by this student were visual and kinesthetic style. And (iii) the factors contributing to student's success were Personality, Motivation, English practicing, Social interaction, and Self-management. Keywords: learning strategies, learning styles, contributing factors to learning process, part time job student.

This publication systematically reviews literature on MBKM (Merdeka Belajar – Kampus Merdeka). As MBKM is relatively a new program, its prospects and challenges in its implementation in English language teaching are regarded important to be scholarly-reviewed. In this study, the total of 17 scholarly-published journals were systematically reviewed. The journals included in this study were those published in 2020 and 2021 which set “Merdeka Belajar – Kampus Merdeka” and/or “MBKM” as keywords. The searching was conducted on www.google.co.id. Based on analysis, it is found that all journals appreciate the MBKM programs as promising and innovative. Furthermore, the scholarly-published journals explore the MBKM programs through philosophical basis, its implementation, challenges, and how they are perceived. In addition, the 8 programs and 4 policies are mainly set as the findings. In this publication, the future of English language teaching and learning through 8 programs and 4 policies of “Merdeka Belajar – Kampus Merdeka” is addressed.

The objective of this research was to find out of the teacher’s creativities on ELT during the pandemic covid-19 at SMA Negeri 1 Toraja Utara. This research is qualitative and the subjects were the english teacher at SMA Negeri 1 Toraja Utara. The researcher collected the data by interviewing the participants of this research. Next, the writer analyzed the data obtained   to find out some creativities  in ELT by the English teachers at SMA Negeri 1 Toraja Utara based on the five categories those are : 1) Conveyed in presentation of lesson. 2) Creativity in giving assignments. 3) Creativity in teacher. 4) learner interaction.  4) Creativity in teacher characteristics. The result of the research of the research showed that the teachers used several applications to applied  five categories  of teacher’ creativities  above, those are: WhatSapp, Google meet, Zoom meeting, Google classroom besides that the teacher also made tutorial video to do a assignment.

The objective of the study was to find out the teacher motivations in teaching at rural area. The participants of the research will be four non-permanent teachers that have been teaching in rural area. Meanwhile, this study is a qualitative method which is to find out what are the teacher motivations in teaching at rural area. Those teachers will be determined by using purposive technique sampling. The researcher uses interviews to find out the results of the research. The analyzed result of the data showed, if the researcher found there are three motivations that can motivated the teacher in teaching at rural area. Meanwhile they are consisting of; the natives, self-desire, and the last one which is, life condition and the environment. Based on the result above, there are three factors that can motivate the non- permanent teachers. The first one which is categorized as the intrinsic motivation consists of self-desire. Meanwhile, the second is categorized as the extrinsic motivations which     are the natives, and, the life condition and the environment. From two kind of the motivations mentioned above, it is clear if the intrinsic and extrinsic motivation factor can motivate the non-permanent teachers when performing their duty in rural area.

Learning foreign languages for worldwide communication has become increasingly important for university students as the desire for global integration has grown. As a result, English as a second language should become a required course at the university level. However, achieving their speaking competency level in this situation is difficult for English learners. Due to specific limitations in English speaking barriers, this research was conducted to find out the learners' barriers to speaking English. This research applied a descriptive qualitative method in analyzing the data collected. The subjects of this research were the sixth-semester learners from five different study programs at the Christian University of Indonesia (UKI) Toraja (UKI Toraja). The researchers used a snowball sampling technique and elected 20 students as participants. To collect the data, the researchers used semi-structured interviews. The result of the data analysis showed that the sixth-semester learners found barriers in speaking English. Those barriers are: 1) psychological barriers (anxiety, shyness, nervousness, lack of confidence, fear of making mistakes), and 2) linguistic barriers (lack of vocabulary, lack of grammar