ABSTRAKPenggunaan teknologi dalam proses pembelajaran merupakan hal yang selalu digunakan. Di era industri 4.0 guru dituntut memiliki kemampuan yang cukup dalam mengikuti perkembangan teknologi. Pembelajaran yang berfokus kepada proses tatap muka harus sudah diintegrasi dengan blended-learning. Kondisi ini membuat Google sebagai salah satu web tool terbesar memperkenalkan Google Classroom (GC) pada tahun 2014. Adanya GC diharapkan bisa menjadi solusi untuk permasalahan seperti kurangnya jam pelajaran mata pelajaran Bahasa Inggris ditingkat SMP. Namun sayangnya masih banyak guru yang masih belum mengetahui tentang kebermanfaatan GC. Sehingga melalui pengabdian ini diharapkan dapat memberikan gambaran yang holistik terkait dengan pengunaan GC khususnya dalam pembelajaran Bahasa Inggris. Lebih jauh, pengabdian ini diharapkan dapat meningkatkan kemampuan berbahasa inggris siswa yang meliputi kemampuan menyimak (listening), berbicara (speaking), membaca (reading), dan menulis (writing). Metode pengabdian dilaksanakan ada empat tahapan yaitu: a) tahapan analisis, b) tahapan penyusunan materi , c) tahapan pelaksanaan, dan d) tahapan penyusunan laporan kegiatan. Adapun hasil dari pengabdian ini adalah semua guru peserta belum mengenal GC, sehingga guru sangat antusias dan tertarik dengan penggunaan GC. Guru mengetahui flatform yang dapat mereka gunakan dalam pembelajaran yang berintegrasi dengan blended learning. Guru dapat lebih mudah untuk mengelola tugas kelas dengan cepat dan memberikan umpan balik kepada siswa secara efektif.  Akan tetapi, fasilitas seperti ketersediaan koneksi yang baik juga harus didukung demi lancarnya penggunaan GC dalam pembelajaran.Kata kunci: Google Classroom, blended-learning, teknologi industri 4.0 ABSTRACTTechnology is always used in teaching and learning process. In industry 4.0, teachers are asked to develop skill in using technology. Learning focuses not only in the classroom but also it should be integrated with blended learning. This situation makes google as one biggest web tool to introduce google classroom (GC) in 2014, GC is expected to be solution to solve the problems such as limitation of time in learning. Unfortunately, many teachers do not know about GC. So, this community services program is expected to help teachers in using GC, especially English teachers. Besides, it is also to improve English language skills, such as listening, speaking, reading, and writing. There are four methods of community services program, they are: a) analysis step, b) material arrangement, c) implementation, d) report. The result of community services shows that all teachers as participants do not know about GC, so they are really excited in using GC. Teachers know GC and they can implement in learning and it can be integrated learning. Teachers are easier to manage the class and help teachers to assess the assignment effectively. Nevertheless, the good connection should be determined to support the implementation of using GC.Kata kunci: Google Classroom, blended-learning, Industry technology 4.0

Teaching in 4.0 era cannot be separated with Information and Communication Technology (ICT). There are many applications that can be used in learning and teaching process. ORAI application is chosen to be used as teaching tool in learning pronunciation. The main objective of this research is to discover the pro and cons from students as the main user in using ORAI application in learning pronunciation. This research implemented qualitative as research method and the participants of the research was 35 students of third semester of English students in IKIP Siliwangi. The data were collected by observation and interview. The result of the research showed that most of the participants agree that ORAI brings more benefits in learning pronunciation practice class. Their agreement can be classified into four categories: accessibility, comfortability, technicality, and integrated learning. The students were motivated and they could learn effectively. While, some of the students indicated that they did not want to use this application, they just delivered that this application has weaknesses in their process of practicing English pronunciation. Their cons on the use of ORAI are classified into two categories; topic difficulties and technicalities. Overall, the implementation of ORAI has positive effect for students in pronouncing correctly and they have good feedback to trigger them for practicing a lot. On the other hand, pronouncing English well will make a big contribution to their communication skills.

Vocabulary known as an essential skill for learning to read, speak, write and listen. It is important to find the appropriate technique in order to improve students’ vocabulary mastery. The researchers did research with focuses on students’ perception towards using “dictionary pocket” in order to improve their vocabulary mastery. It was conducted using a qualitative descriptive method. To collect the data, the researchers use the instruments of an open-ended questionnaire and interview section. The samples were 36 students of second grade from Broadcasting major at SMK Negeri 1 Cimahi. The result of the questionnaire shows that it was found that almost all of the students feel that with learn vocabulary can be easier when they use the technique of remembering dictionary pocket. They also agree that dictionary pocket is an appropriate technique which is used to learn vocabulary. In the other hand, the result of interview shows, the students concede that they are feel helped and being motivated. It can be sum up that dictionary pocket is suitable to strengthen their vocabulary mastery. Dictionary pocket is useful enough because it can help them when they forget the word.

Pragmatics aims to give an overview of the politeness principles, to describe and to explain the types and functions of Face Threatening Act (FTA) and Face Saving Act (FSA) use in relation with politeness in the conversation by the characters in Barbie as The Princess and The Pauper movie. The oral utterances are analyzed and interpreted descriptively based on Brown and Levinson’s Face Threatening Acts theory and George Yule’s theory. This research employs descriptive qualitative method and supported by percentage calculation. To collect the data, the researchers use some steps; collecting the conversation by watching it and listening the conversations carefully, use fields note. Finally, the result of the research shows there are two kinds of FTA and FSA that used by the characters, negative FTA and positive FTA and FSA. In Barbie as the Princess and the Pauper movie, the data shows the using of FTA talked by Princess Anneliese is 3,6% and by Preminger is 5% . It shows that Preminger more dominants in using FTA than Princess Anneliese. About FSA, Princess Anneliese is 3,6% and Preminger is 6,8%. Preminger likes to talk in FSA ways and Princess Anneliese as same as in using FTA and FSA.Keywords: Politeness, Face Threatening Act, Face Saving Act, Barbie Movie.

Sign intentionally produced in order to signify where these signs always originate from a sender. They are formed consciously by someone, based on specific conventions, and with the aim of communicating something to someone. Nowedays, many of the signs used in social media, especially in social media Instagram as one of the popular social media that is not only used for communication but also sometime be a place to share a moment using picture or video. The objective of this research is to find out the intent of sign in the picture that user Instagram share and also analyzed picture to find out the connotation. This research uses descriptive qualitative approach such the researchers analyses the visual signifier and concept of meanings as signified the data with analyzed based on C.Peirce's triadic model of sign which consist of representament, object and interpretant. Researchers use 8 pictures random taken from Instagram user. The result of this research is the researchers find 4 words from the text in the pictures that including to energetic interpretant with the dynamical interpretant process, and also find 4 words from the text in the pictures that including to emotional interpretant with the dynamical interpretant process.