Education has become inevitable for every country and specifically for every person to proceed in with the appropriate pace. Life is really difficult to be lived without essential amount of education. Many countries are giving attention towards this cause and are making strategies and policies to improve the quality of education in the country. For better quality of education, working conditions of the educational institutes is very important. In addition, faculty retention and employability are very crucial in this regard. In the current study, the aim of the author is to study the impact of working conditions on quality education in Indonesia in the presence of mediation of faculty retention and employability. For this purpose, data was collected from 293 faculty members of the educational institutes of Indonesia. To analyze the gathered data, confirmatory factor analysis CFA and structural equation modeling approaches have been used. The results of data analysis have shown that the impact of working condition on quality education is insignificant but the mediating role of employability and faculty retention are significant in this regard. In the last section of the study, several theoretical, practical and policy making implications have been discussed by the author. In addition, some limitations and future research indications have also been described.

In this paper, the literal and contextual symbols of Aji Seduluran, a Javanese magical formula were examined. Twelve versions of the ‘mantra’ –Hindu and Islamic- were analyzed by using discourse analysis. The purpose was to understand the meanings of the symbols and put them into the Javanese social and philosophical contexts. The result indicated that the symbols might be classified into three categories: a) symbols of God and gods; b) symbols of human desires; and c)symbols of social tradition. The symbols were also proven to be universal.

This study reports an observation of the competencies of Indonesian secondary English teachers.  An intensive observation over a two-week workshop session was performed involving 38 English teachers, with this group comprising 18 SMP English teachers and 20 SMA English teachers. Three aspects of the observation were identified for this study: competence in oral English, competence in written discourse, and the ability to motivate students in the classroom. This study revealed that English teachers lacked practice in speaking, resulting in an insufficient mastery of the oral use of English. In written discourse, the teachers showed a lack of mastery with rhetoric and the linguistic aspects of writing.  In terms of strategies to motivate students in the classroom, the teachers generally lacked self-confidence

This study is aimed at describing toponymy of Trenggalek emphasizing on identification of local foklor about Batoro Katong, Joko Lengkoro and Menak Sopal. This study uses qualitative approach assigning heuristic and phenomenology as the method of inquiry. Primary sources such as documents on the foklor, babad, inscriptions, and sites of history were analyzed. Indepth analyses pertaining to the exploration using indepth interview and discussion were conducted involving various informants. This study reveals that Trenggalek derived from Galek, identifying a city that produced gaplek. Since early Matarm, gaplek had been produced in Trenggalek. In support to the name, Galek has been interpreted as the identity of "terang" and "galih" aspiring that Galek has received greatness of the King in Demak. Trenggalek did not exist in the era of Mataram, Majapahit, Demak, and Pajang Kingdom as a regency, however, its status as sima parashima, received since King Sindok in 929 AD up to Majapahit ruling indicated that Trenggalek was a prominent area. To some extents, Trenggalek has received discrimination in the government administration but the history remains to promote the legacy of Trenggalek as an autonomy regency.

This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data.  The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions.  With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices.  During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skills