It is assumed that Arabic is the  language mainly used at Madrasah.  It turns to be the other way around – hardly any teacher uses Arabic communicatively as the classroom language instruction, and hardly any student actively speaks in it fluently outside the classroom.  Teachers teach traditionally, applying “Learning System” which brings about memorization of language codes/rules and vocabulary enrichment.  Using language communicatively is beyond the intended target as stated in the curriculum.  The alternative solutions are the changing of teaching and learning method from Learning to Acquisition, and providing the language input from the early start of class activity.

Writing masih merupakan momok bagi kebanyakan orang termasuk mahasiswa.  Content courses yang diberikan di kelas tidak dianggap sebagai jambatan penting untuk mengantar mereka sampai kepada keterampilan berbahasa seperti writing.  Selama ini perhatian lebih ditekankan kepada pembenaran mechanics seperti tanda baca maupun tata bahasa atau grammar.  Sangat sedikit perhatian diberikan pada pengorganisasian idea, style dan seni menulis.  Saran yang diperkirakan cocok untuk solusi masalah adalah tidak perlu mengubah ubah pengampu mata kuliah writing.  Juga writing harus diampu oleh dosen yang berkompeten dalam bidangnya dan  memiliki jiwa seni dengan memberikan lebih banyak peraktik dibandingkan dengan menjejali mahasiswa dengan berbagai rumus bahasa yang cenderung lepas antara satu dengan lainnya. Sesungguhnya writing tidak sesulit apa yang dikeluhkan,  Permasalahan ter;etak pada tingkat kompleksitas tuntutannya.

: This is a pragmatic study of the use of the items of epistemic modality in a literary discourse with the main aims to identify, analyze and describe the ways the items of epistemic modality are used. Their contextual meanings, functions, and implication to the pedagogical attempts are also unfolded. The results of the interpretative and descriptive analysis reveal that the items of epistemic modality are found to be very dominant which also suggests that the genre of narrative fiction is linguistically characterized by the utterances that are established on the basis of knowledge and reasoning. The items of epistemic modality are found to be polysemous and polyfunctional which are reflected pragmatically in the forms of politeness, negotiative and constructive functions. All these lead to the acknowledgement that the use of the items of linguistic modality in literary discourse and their usage for language teaching in the applied linguistic contexts is worth conducting.Keywords: pragmatics, Linguistic modality, Epistemic modality, Pedagocical implication

: Some teachers think that the use of teaching media in class is not so important.  Probably they think so because they have adequate experience in teaching so that they can do their job with no barriers at all.  Their ego drives them to a sort of contradictive assumption that playing with teaching media is a pointless job.  In turn they are confident enough to throw a wild proposal to drop the teaching media from the curriculum.  They try to argue further that the so called media is already integrated in every subject matter.  Others, however, think that keeping as well separating this subject  doesn’t cause any  harm  and laziness.  On the other hand, it brings sharper insight to any users. To get rid of wild debate, vivid solution is then worth pointing in this article.Keywords : Teaching media, pengajaran, pembelajaran, seribu satu

ABSTRAK Pengabdian kepada masyarakat ini dilaksanakan berdasarkan permintaan guru-guru MAN Gerung di Kabupaten Lombok Barat dalam upaya peningkatan skill membaca mereka dalam menghadapi The International English Language Testing System (IELTS). Karena program pengabdian masyarakat kami sebelumnya belum pernah menyentuh IELTS, padahal ada kebutuhan bagi guru-guru untuk melaksanakan program pertukaran guru ke luar negeri yang sangat membutuhkan kemampuan IELTS yang baik. Oleh karenanya kali ini kami akan memperkenalkan IELTS kepada guru-guru MAN Gerung terutama bagian Reading di dalam modul akedemik IELTS.   ABSTRACT This community service program was conducted based on the request from teachers at MAN Gerung in West Lombok in order to improve the teachers’ reading skills in coping with the International English Language Testing System (IELTS). There is an urgency for the teachers under the Religion Ministry of Indonesia to be familiar with the IELTS since the Ministry offers several programes that allow teacher to go abroad either on short or long program as long as they meet the language requirement that is IELTS. However, the teachers are not only unfamiliar with the formats of IELTS, but they also have never seen one. This is the reason why our team introduced IELTS to the teachers at MAN Gerung particularly in the IELTS Reading Academic Module.