Implementing blended learning strategy in higher education requires a learning management system (LMS) that is stable, well-proven, and accessible by both teachers and students alike. Google Classroom is an LMS that meets the aforementioned criteria and it has a steady growing acceptance because of its cross-platform presence, stability, and ease-of-use. Though Classroom has gained many users in K-12 environment, it has not gained the same progress in higher education. To investigate whether Classroom can bring positive impact in a higher education course, a research was conducted by utilizing Classroom as an LMS to support blended learning strategy in a Pengantar Linguistik Umum class for a semester. Research participants’ were university students who enrolled in PLU class. Then, the course was conducted by combining face-to-face meeting and online learning facilitated by Google Classroom. Class teacher surveyed students’ knowledge and perceptions about blended learning at the beginning of the course and at the end of semester to investigate their perceptions of using LMS in blended learning environment. The Classroom was used to share video podcasts, online quizzes, and assignments. This research showed that Classroom was a satisfying LMS for blended learning in PLU course because of its features, user-friendliness, and appropriateness in higher education program.

Masa pandemi Covid 19 saat ini memberikan dampak yang signifikan terhadap dunia pendidikan. Hal ini membuat para peserta didik dan pendidik untuk belajar beradaptasi terhadap penguasaan teknologi demi proses pendidikan yang tetap berjalan efektif. Penelitian ini berkontribusi untuk memberikan suatu materi ajar tambahan berbasis situs game edukasi. Situs platform yang digunakan ada 3, yaitu Kahoot, Educandy, dan Games to learn English. Materi yang diberikan dalam penelitian ini adalah Simple Past Tense. Tujuan penelitian ini adalah (1) mensukseskan program pemerintah terkait merdeka belajar dalam Pembelajaran Jarak Jauh (PJJ) dengan pemanfaatan teknologi yang menarik dan tidak monoton agar siswa lebih semangat dalam mengikuti kegiatan belajar tersebut; (2) mengetahui seberapa efektif atas pemahaman siswa terhadap materi ajar yang diberikan. Populasi penelitian ini adalah siswa siswi kelas VIII (8-1 hingga 8-5) di SMP PGRI KALIMULYA yang berlokasi di kota Depok, Jawa Barat dengan sampel berjumlah 154 siswa. Model yang digunakan pada penelitian ini adalah Model pengembangan ADDIE terdiri dari lima tahapan yaitu analisis (analysis), desain (design), pengembangan (development), implementasi(implementation) dan evaluasi (evaluation). Metode pengumpulan data yang digunakan adalah berdasarkan rerata skor yang diperoleh dari game edukasi dan kuesioner.

This study aimed to describe the persuasive techniques of Starbucks and Burger King advertisements on Instagram posts. The categories of persuasive techniques were referred to as Lamb's theory (2014). By using the descriptive qualitative method, the researchers collected one hundred data on Starbucks and Burger King advertisements on Instagram posts. Then, the data were analyzed by classifying and interpreting them into correct categories. The result of the study showed that: 1) Fifty data were taken from Starbucks advertisements on Instagram posts by the distribution as follows: 3 data of Alliteration, 3 data of Connotation, 6 data of Colloquial Language, 5 data of Evidence, 4 data of Hyperbole, 9 data of Inclusive Language, 6 data of Imagery, 4 data of Pun, 4 data of Repetition, 4 data of Rhetorical Question and 2 data of Simile, 2) Fifty data were taken from Burger King advertisements on Instagram posts by the distribution as follow: 4 data of Connotation, 4 data of Colloquial Language, 5 data of Evidence, 4 data of Hyperbole, 5 data of Inclusive Language, 6 data of Imagery, 2 data of Metaphor, 3 data of Pun, 5 data of Repetition, 10 data of Rhetorical Question and 2 data of Simile. Starbucks dominantly used Inclusive Language in their advertisements, while Burger King dominantly used Rhetorical questions in their advertisements. Both of them chose different persuasive techniques to represent their products.

Google Translate (GT) is a machine translator (MT) this is powered by neural machine technology (NMT) which can produce generally fluent textual translation in more than 100 languages with 60% accuracy. Studies have been done to measure GT ability in translating texts and the quality of its translation products. The results showed that GT’s products are generally satisfying but they have inadequacies at some level of translation aspects. This study aims at finding the problems of equivalence that resulted from the process translating a Harry Potter novel, a literary work that is rich with cultural words and complex sentences, using GT from the English language into the Indonesian language. Using a descriptive qualitative method, the current study examines the problem of equivalence based on Mona Baker’s theory to categorize the translation errors found in the GT output text. This study showed that literary texts are still problematic for GT in terms of words that two languages do not share and sentences that contain several points of view. This paper suggest that GT has to update its database of Indonesian lexicons and any MT output has to go post-editing process in order to ensure its readability and naturalness to its target readers. The implication of this study emphasizes the need to concentrate on translation training programs in the post-editing work.

The purpose of this study was to find out how much language anxiety EFL university students have, what causes it, and how they deal with it. This study aims to fill a gap in the literature regarding the causes of language anxiety, the causes, and how people cope with it, as most researchers have not yet combined those three factors into a single study. The current study used a mixed method,a questionnaire and a semi-structured interview were used. FLCAS was used as a questionnaire to collect quantitative data. At the same time, questionnaires and semi-structured interviews were used to select the qualitative method. This study included 40 male and female EFL university students from the Faculty of Business and Social Sciences at one of Jakarta’s private universities. Their ages range from 18 to 25 years. In this study, the questionnaire items revealed two levels of anxiety: 1) low anxiety (62%) and 2) moderate anxiety (38%). Three causes of language anxiety were identified using a combination of questionnaire items and semi-structured interviews: 1) Inadequate confidence in speaking English in class; 2) Fear of making mistakes when speaking English; and 3) Lack of vocabulary/grammar knowledge. Keywords: foreign language anxiety, speaking anxiety, FLCAS, level of anxiety, causes of anxiety