It is hard to select and produce appropriate semantic formulas of apologizing for paying off violation of social norms to restore harmony. It seems that it is even harder to realize such processes of selection and production in a non-native language. The study is of three folds; namely, it examines the realization of the apology strategies by students of a senior Boarding School in Arabic and English as a non-native language, the effects on the contextual factors (external vs. internal) on the students’ apologizing, and the pragmatic transfer. The participants were 101 male and 101 female students, recruited to fill in a Discourse Completion Task (DCT), which consisted of eight situations about the flouting of the politeness rules in the context of the Islamic boarding school, by drawing upon the five semantic formulas of apologizing from Blum-Kulka and Olshtain (1983) of Cross-Cultural Study of Speech Act Realization Patterns (CCSARP) for analyzing the data. The findings show that the students used identical semantic formulas in both languages. They prefer to use the “expression of regret” and “promise for forbearance” strategies. The findings also reveal that the internal and external factors affected the students’ selection and production of the apology strategies in both languages. In addition, the students’ pragmatic transfer occurred in linguistic areas, namely overgeneralization, inappropriateness, grammatical contrast, and conceptual transfer from L1 to L2, which are categorized into two types, namely, micro-negative transfer and macro-negative transfer. To conclude, these results indicate the students’ on-record-negative politeness attitudes towards the offended parties, which are determined by the contextual factors and the students’ lack of grammatical competence.

Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.

The purpose of this study was to determine the perception of elementary school teachers regarding students' critical thinking skills in learning Indonesian. The research method used is descriptive qualitative method. Sources of data in this study were elementary school teachers. Data collection techniques by distributing questionnaires consisting of closed questions and open questions. Data analysis techniques in the form of data collection, data reduction, data display, and inference. The results of the study based on the results of data collection obtained as many as 56.92% of respondents strongly agree, 41.53% of respondents agree, and 1.53% of respondents disagree regarding the importance of critical thinking in SE students. Six aspects of critical thinking, namely interpretation, analysis, evaluation, inference, exposition, and self-regulation, the results obtained are 43.84% of respondents strongly agree, 55.38% of respondents agree, and 0.78% of respondents disagree. This figure shows that the teacher's response strongly agrees and agrees with the six aspects contained in critical thinking. In addition, the teacher also applies the six aspects of critical thinking in learning Indonesian in elementary schools, so that the process of critical thinking has begun to be given to elementary school students.

The transmigration community is a multicultural society; this is because those who occupy the territory come from various regions. The variety of multicultural societies can influence different understanding and attitudes under students in the school environment. Different students sometimes trigger disputes and lead to fights. Based on the points stated, the teacher needs to provide a stimulus to increase understanding of these cultural differences by increasing reading literacy related to the culture of each student. The obstacle that arises then is do students have the ability to read literacy sufficient to understand the literature. The purpose of this study is to describe the ability to read the understanding of students in junior high schools in transmigration areas in the Labangka subdistrict, Sumbawa Regency. The theory used to capture the ability of students to read is the principles of reading and the factors that influence reading ability the research methodology used is qualitative with the research instruments using observation questionnaires and interviews with teachers and students. Research findings, interviews with teachers based on indicators (1) Accessing and retrieving information from texts, (2) Integrating and interpreting what is read, (3) Reflecting and evaluating text and connecting with reading experiences is 53% of students are unable to access, integrate and reflect the text, 25% of students are less able to access, integrate and reflect the text and 5% of students are able to access, integrate and reflect the text. The next result of observations made to students is related to how the teacher's process increases the ability to read the students' literacy by observing students, namely, the teacher in teaching monotone, the teaching material media are still inadequate. The conclusion of the transmigration community in Labangka Subdistrict, Sumbawa Regency, has a low reading ability caused by monotonous teachers with the learning models used, teaching materials and inadequate media.

The work of translation seems to be much easier with the assistance of web-based Machine Translation such as Google Translate. Does it work well? This study aims at finding how Google translates academic texts from Indonesian into English. It is also to find the extent to which Google Translate accurately and naturally transfers such texts. The data are Indonesian academic texts written by undergraduate lecturers from three different majors: Management, Japanese Literature, and Mathematics. The discussion section in each article is translated into English using Google Translate web. The data is analyzed in terms of two perspectives: forms and meaning. With regard to form or syntactic analysis, the data are investigated based on the structure of the Source Language and the Target Language. It is also to observe whether such forms are natural to generate meaning in the Target Language. With regard to the meaning or semantic analysis, the data are evaluated based on the original message, whether or not the message conveyed in the Target Language is accurate. The findings indicate that most of the translations of Google Translate are built in similar forms to those of the Source Language. In terms of meaning, the messages conveyed seem to be fairly accurate even though inaccuracy is still found.