Abstract:It is argued that English as a global language has some advantages to people around the world. One of the advantages is that English language is used as a tool of communication, empowerment and unification of people in the global community. In other words, English plays a very important role to unite all the people around the globe regardless their nationalities, cultural backgrounds, or races. However, for some scholars, English is seen as a potential threat to linguistic diversity in the world (Florey, 2010;Graddol, 1997;Tsuda, 2008;Phillipson, 2008). These scholars strongly believed that the dominant and powerful of English use in the global community has destroyed and killed most of the languages in the world. Some of the languages, as Florey claimed, become death languages. These scholars thus believed that English is responsible for the loss and death of thousands of minority native languages around the world. Instead of debating and taking side, it is argued that non-native speakers will use their own English teaching materials with their own context culturally , English will share the role as a global language with other languages e.g. Arabic, Spanish, Bahasa Indonesia, Mandarin, and there will be more new and various of English (es) forms around the world.

The purpose of this study is to analyze factors contributing to errors made in learning English as a target language (TL). Employing a case study research, the participant was interviewed for approximately 30 minutes about daily activities and experiences in learning English. This research focuses in analysing the participant"s use of third singular pronoun in simple present tense. The findings revealed that errors made by TL learners are mainly influenced by some factors related to their TL"s and native language"s (NL) knowledge, systems and rules. These factors are coexisted and interconnected in TL learners" minds. This is against Robert Lado"s argument which mentioned that learner made errors in TL learning because of the interference from NL. The study provides pedagogical implications that TL teachers should perceive errors made by the learners as a sign of language learning and development; therefore they should not be discouraged to learn. Also, TL teachers should be aware of their very important roles to help, to guide and to lead the learners" progress in learning the TL. The future subsequent studies should consider of involving more sample size over a longer period of time as to obtain to a more generalized finding.

Makalah ini membahas pentingnya memiliki kompetensi komunikatif antarbudaya untuk pengajaran dan pembelajaran bahasa Inggris. Pertama,  makalah ini membahas tentang metode dan pendekatan pengajaran dan pembelajaran bahasa Inggris. Sebagian besar pendekatan dan metode pembelajaran  berfokus pada kompetensi linguistik, pengetahuan, dan keterampilan dan cenderung meremehkan hal-hal budaya. Kedua, makalah ini membahas intercultural communication competence (ICC). Bagian ini berbicara tentang definisi kompetensi komunikatif antarbudaya, keterampilan yang dibutuhkan untuk komunikasi antarbudaya yang sukses, dan elemen penting ICC, misalnya. pengetahuan, keterampilan, motivasi, dan tindakan. Selajutnya, makalah ini membahas integrasi ICC ke dalam pengajaran dan pembelajaran bahasa Inggris. Proses integrasi dapat membantu siswa untuk memperoleh kompetensi linguistik dan antarbudaya, dan membantu mereka berkomunikasi dalam bahasa Inggris yang benar dalam situasi kehidupan nyata yang sesuai, dan meningkatkan kesadaran akan perbedaan budaya dalam nilai, norma, perilaku, dan cara berpikir. Hal lainnya, siswa dapat berpikiran terbuka, menghargai, dan sadar akan perbedaan budaya.

With an estimated 241 million human cases and 627,000 deaths in 2020, malaria remains a significant and ongoing global health challenge. This study employs a qualitative approach to investigate knowledge, attitudes, and practices surrounding mosquito control and prevention methods in East Sumba Regency, Indonesia. While malaria is under control in much of Indonesia, transmission in Sumba Island remains high, with incidence as high as 500 per 1000 population in some areas. A qualitative study was undertaken to explore use of insecticide treated nets, (ITNs), traditional Sumbanese mosquito control methods, and the role of women, integrated health service posts, (posyandu) and community-based health workers (kaders) in combatting malaria and controlling mosquitoes. Focus group discussions (n = 7) were conducted in East Sumba Island stratified by urban/rural location and level of malaria transmission. Key informant interviews (n = 14) were conducted with religious leaders, health workers, and women’s group leaders. Results indicate that environmental conditions, such as high temperatures, were common deterrents to regular ITN use. Furthermore, our results suggest that community embedded health workers, kaders, and health service posts, posyandu, play an important role in information dissemination related to mosquitoes and mosquito-borne diseases as well as the distribution and use of ITNs in East Sumba Island. The role of the posyandu and kaders could be expanded to improve malaria prevention by integration with educational campaigns, aiding ITN distributions, and malaria diagnosis and treatment. This study is the first to examine mosquito-borne disease-related knowledge, attitudes, and practices in East Sumba Island, Indonesia. Results could improve mosquito control and malaria prevention by providing insights into local knowledge of Anopheles mosquitoes and malaria as well. Tailoring mosquito control and malaria prevention strategies around local knowledge and perceptions is likely to be more acceptable and sustainable.

There are so many different definition and perspective of bilingualism that particularly link to active and passive bilingualism as so many scholars and experts still debated and even contradicted themselves about bilingualism and its definition. It is thus this paper aims to define the definition of bilingualism based on elaboration of some scholars such as Beardsmore, Collin, Skutnabb-Kangas and others. The finding indicates that the ability to use two languages either actively or passively highly related to the level of proficiency. The author also proposes that those who use the other language for limited vocabulary or who understand but not produce the language still considered as bilinguals.