This study discussed the use of code-switching among the late adolescents in social media Facebook. The purpose of the research was to know the types of code-switching used among the late adolescents in social media Facebook by applying Poplack theory. The other purpose was to reveal the reasons for using such types of code-switching in social media Facebook by applying Hoffman theory. The descriptive qualitative research design was used in this study. The data of the research were analyzed using Miles and Huberman method. The results of the research were: (1) there were three types of code-switching used by the late adolescents in social media Facebook, (2) some reasons in using code-switching were being emphatic to others, the use of interjection to gain attention, the use of repetition for clarification, intention of clarifying the speech content for interlocutor, expressing identity group, softening the request or command, lexical needs, and using  satire. Satire was mostly found in this research.Keywords: code-switching, late adolescent, social media

This study is concerned on the notion of using Task-Based Learning for teaching English Integrated Skills to the students of the first semester of English Department, Mulawarman University. In fact, most students have minimum knowledge and ability on English skills when they attend the class for their first semester. They also have lacks knowledge on grammar and limited vocabulary. The other factors determine the students’ success in learning a language are teaching methods, teachers’ competence on language and pedagogy, school environment, facilities and media. The limited and lacks of those factors cause unsuccessful in learning a language. A teaching innovation is necessary to be applied to the students in order that the students are able to know well about the language knowledge and theory, all at once, they can practice it although it is just in the classroom situation. The writer intends to introduce and try out the method of Task-Based Learning to the students while they are learning English. Task based learning is a different way to teach languages. It can help the student by placing her in a situation like in the real world. A situation where oral communication used is essential for doing a specific task. Task-based learning offers the student an opportunity to do exactly meaningful tasks or activities.  The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The writer is interested to describe on how the Task-Based Learning is and what activities can be applied to teach English by using this method. This study produces some kinds of activities to teach English based on the topics which the activities on each topic is divided into three phases. Actually, it is the product of doing design and development research. It produces the teaching instructional model which applies Task-Based learning that can be utilized for teaching integrated skills. Keywords: task-based learning, phases of learning, integrated skills

This research applies the Think Aloud Method for teaching Extensive Reading. This method has a purpose for not only improving comprehension, but also for assessing and monitoring students' performance in presenting their ability on understanding passages. The students are trained to read, think, and expose their understanding. The monitoring process is being done when the students expose their understanding on the passages they read through speaking or writing activity. The research aims at finding out the students' reading absility before and after taught by using Think Alouud, whether there is any different effect on teaching Extensive Reading before and after taught by using Think Aloud, to design teaching Extensive Reading instruction by using Think Aloud. In designing this research, the researcher utilizes both qualitative and quantitative method. The third-semester students of English Literature in academic year 2018/2019 are the subject of the research which consists of 25 students. To find the data of significant effect on teaching Extensive Reading before and after taught by using Think Aloud Method, the measurement is conducted by using dependent ttest. Meanwhile, Flow Model by Miles and Huberman is used to analyze the qualitative data. The findings reveal that the student's reading ability before being taught by using Think Aloud Method shows the average score of 76.32, and after being taught by using Think Aloud Method shows an average score of 77.92. Meanwhile,significant value of 2 tailed with 5 % level of significance is 0.048 and the value of sig < 0.05. In other words, Ho (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted, meaning that there is adifferent effect on teaching extensive reading before and after taught by using Think Aloud method. The model of teaching extensive reading instruction by using Think Aloud consists of the descriptions on the competence of the course to be achieved, the activities conducted in the classroom, the Think Aloud Method and its analysis to make a proof that the model presented is suitable with the characteristics of Think Aloud Method. In brief, the activities contain the process of thinking while the students reading the passages and the process of thinking aloud when students are assigned to write some reports and to speakabout the passages they have read.

This study intends to investigate the effect of short story extensive reading on secondary school students’ EFL reading attitudes. This is an experimental study using a one-grouppretest-treatment-posttest design. The sample was 35 students, who were taken randomly from 355 Students of twelve classes in the second grade of SMAN 4 Samarinda. The researchers used a questionnaire as the instrument in this study. The questionnaire was used to obtain the data on students’ reading attitudes. To analyze the data, a series of paired t-tests and descriptive statistics were used. The results revealed that firstly, overall aspect, the short story-extensive reading gave an effect on the EFL secondary school students’ reading attitudes, t (34)= -1.229, p=0.003. Secondly, in detail per an aspect of attitude, the short story-extensive reading gave an effect on the comfort aspect in the students’ reading attitudes, t (34)= -3.610, p=0.001, the linguistic value aspect, t (34)= 0.463, p=0.646, and the anxiety aspect, t (34)= -3.762, p=0.001; In the meantime,  the short story-extensive reading did not give an effect on the intellectual value aspect in the students’ reading attitudes, t (34)= -0.269, p=0.789 and the practical value aspect, t (34)= -0.179, p=0.859. Reading short stories brings about the students into a relaxed circumstance from which EFL secondary school students can browse ideas freely and excitingly. This study implies that such reading materials can be used by secondary school EFL teachers to give more reading input-rich circumstances, which finally becomes an enhancement of their reading attitudes. Keywords:EFL Reading attitude, Secondary school student, E-short story extensive-reading