This research aims to study the unique factors of virgin coconut oil (VCO) compared with coconut oil (i.e., coconut oil processed through heating the coconut milk and palm oil sold on the market). Its novelty is that it (VCO) contains lactic acid bacteria and bacteriocin. Lauric acid content was analyzed by the Chromatographic Gas method. Isolation of lactic acid bacteria (LAB) was conducted by the dilution method using MRSA + 0.5% CaCO3 media. Iodium number, peroxide, and %FFA were analyzed using a general method, and isolation bacteriocin by the deposition method using ammonium sulfate. In addition, macromolecular identification was conducted by 16S rRNA. VCO was distinguished by a higher content of lauric acid (C12:0) 41%–54.5% as compared with 0% coconut and 0, 1% palm oil, respectively. The VCO also contains LAB, namely Lactobacillus plantarum and Lactobacillus paracasei, and can inhibit the growth of pathogenic bacteria, such as Pseudomonas aeruginosa, Klebsiella, Staphylococcus aureus, S. epidermidis, Proteus, Escherichia coli, Listeria monocytogenes, Bacillus cereus, Salmonella typhosa and bacteriocin. Comparison with VCO is based on having a high content of lauric acid, 54%, and LAB content. The difference between VCO and coconut oil and palm oil is fatty acids. In VCO there are lauric acid and stearic acid, namely lauric acid VCO (A) 54.06%, VCO (B) 53.9% and VCO (C) 53.7%. The content of stearic acid VCO (A) is 12.03%, VCO (B) 12.01% and VCO (C) 11.9%. Coconut oil contains a little lauric acid, which is 2.81%, stearic acid 2.65% and palmitic acid 2.31%. Palm oil can be said to have very little lauric acid, namely in palm oil 1, 0.45%, and even in palm oil 2, 0%; in turn, palmitic acid palm oil 1 has 2.88% and palm oil 2 palmitic acid has 24.42%.

In response to the current situation of the pandemic covid-19 outbreak which has been affected worldwide, this study examines the opt on online learning for writing skill, and to assess the development of the writing task. It draws the data from an English as a Foreign Language (EFL) student’s writing documents, and marking documents of three experienced English teachers’s using the “Analytical Marking Scheme”. A qualitative approach was employed where the data was obtained during the online supervision of the student’s final project (TA) by integrating visual images into her writing project. The participant is in her final year at English Department, Politeknik Negeri Padang who focuses on writing brochure as her TA. The findings of this study show that there are two major progresses found in the writing documents of the first draft to the final draft. First, the content of the writing has been improved as seen from the variation of vocabulary used within. The essay has been organized well where the ideas are developed, and the information shared is logical and complete. Second, even though there is still a few errors occured in grammar, punctuation, and spelling, they have no influence on the idea conveyed. The student is able to adjust into the online learning, and increase her writing performance by utilizing the visual images given. The findings suggest that there should be more innovative learning designs to accommodate the needs of online learning. Since this type of learning is challenging for both teachers and student, teachers need to be able to put their role as facilitator to establish more engagements with the student, and to trigger the student to be more autonomous in learning.

In the development of technology and its advances in this industrial revolution 4.0 era, the graduates of vocational higher education institution are required to have a ready to use skill as demanded by the job market. This study aimed to investigate the effectiveness of utilizing mobile applications regarding vocabulary acquisition which occurred within a learning process. It was a project-based learning (PBL) performed during the supervision time of the student’ final project applying dictionary applications; The Free Dictionary and Dictionary.com. A mixed method approach was implemented where the data for the quantitative study was collected from the comparison of Vocabulary Size Test (VST) Monolingual-Version A which were carried out prior to and after the PBL. Moreover, the qualitative data was obtained from semi close-ended questionnaire, and open-structured interview. The result shows the superiority of using the mobile apps through this project-based process and at the same time the apps provide contextualized problem-solving environment to their users. HIGHLIGHTS: Even though written reference sources still have a place for students, it cannot be denied that online reference sources have many advantages in the current process of English teaching and learning. Through the project-based learning, mobile application technology can facilitate the students in the language learning process effectively and efficiently, and empower themselves to get maximum results, which is ultimately improve the output of educational institutions in the future.

In the past two years, technology has been evolving rapidly due to the pandemic outbreak in the whole world, and invoking a significant surge in usage of education technology. During thesetimes, both teachers and students have been gradually becoming digital natives in carrying out teaching-learning process. The objective of this study is to investigate the use of Content-Based Instruction (CBI) in improving vocabulary mastery on the writing skills utilizing technology-enhanced language teaching into the learning. It was a qualitative approach study, where the participant' writing documents were evaluated by two raters employing a standard analytic rubric for assessing the vocabulary on the English Language Learner (ELL)' writings. Moreover, unstructured interview was performed as data triangulation. The findings revealed that there had been a substantial improvement on the learner' vocabulary size. The learner' writing competence developed since the words used within the writing documents were varied, and in accordance with the topic discussed. There was also a positive and moderate relationship occurred between teachers and learner that increased the creative learning and innovative teaching for both in using the technology. Future research can look into how CBI can affect learners' vocabulary learning either through synchronous or asynchronous.

Learning Public Speaking does not only include good speaking English but also gives attractive performance. However, this is not easy due to the fearness and anxiety with various symptoms such as a rapid heartbeat, wet palms, or vibrating sounds. In order to minimize the obstacles, Project Based Learning (PBL) is designed. The students are assigned to be public speakesr sharing the information about agency programs to public. The project was eventually documented in the form of videos. To find out the success of the learning, a qualitative descriptive study was conducted on the video project. The subject of the research was a female student whose  public speaking videos were analyzed. The sample was selected purposively   because women have greater public speaking anxiety than men do. As the result, at first, the students did not have problems in making the text (content) to be presented, but it was problematic in the delivery. The first video shows public speaking fear that has not been resolved so that delivery occurs at a low level. Secondly, while in the second video it shows self confidence resulting a high delivery capability. It can be concluded that having one real experience as a public speaker makes the student able to overcome public speaking fear or anxiety.