Pendidikan Karakter merupakan tujuan dari diimplementasikannya KBK pada tahun 2006 dan menjadi K13 pada tahun 2013. Pemerintah menekankan tujuan akhir pendidikan mulai dari jenjang PAUD hingga PT yaitu mencetak SDM Indonesia yang berkarakter. Tujuan akhir ini dapat dicapai melalui berbagai macam jenis pembelajaran sehingga semua siswa akan mendapatkan pengalaman belajar sesuai dengan yang telah diajarkan baik di dalam kelas maupun di luar kelas. Berbagai macam metode pembelajaran juga juga penting untuk dilaksanakan, dan salah satu diantaranya adalah mendongeng. Mendongeng merupakan jenis pembelajaran bagi PAUD dari jenjang KB hingga TKB. Mendongeng cerita tentang Pahlawan Nasional Indonesia khusunya kaum perempuan yaitu Raden Ajeng Kartini bukan hal yang mudah namun dengan kreatifitas guru siswa PAUD akan belajar untuk memahaminya. Metode yang digunakan untuk mengumpulkan data melalui pengamatan, wawancara dan semacam mini PTK yang dilakukan melalui perekaman video, pemotretan dan penulisan data. Analisa data dilakukan berdasar teori tentang mendongeng dan PAUD. Hasil penelitian berupa adanya perubahan karakter siswa PAUD walaupun hanya singkat namun dengan proses internalisasi semua siswa akhirnya akan dapat melaksanakan nilai-nilai perjuangan Kartini. Kata Kunci: PAUD, pendidikan karakter, mendongeng

Abstract Background: To live in this communicative era, people need to have communicative competence. The main aim of ELT is to enable the students to communicate or to produce a text. Thus, EFL teaching needs to facilitate them to achieve communicative competence so that they can participate actively in their communities. EFL teachers can utilize text-based teaching to realize this. Text-based teaching involves the use of texts, which are context bases for achieving communicative competence. This paper is a reflection, describing the teachers' common problems in implementing text-based teaching, especially under the COVID-19 pandemic. Methodology: This study is qualitative survey research to gain in-depth information about the topic of the study. The goal of this study is to describe the teachers' perception of Text-Based Approach in ELT and to describe their challenges to implement text-based online teaching. Open-ended survey questions were delivered to 15 research participants. To get a comprehensive understanding of the research participants' opinions, the researchers followed up their answers with an interview via a telephone call. Findings: The questionnaire, interview, and teachers’ self-written reflection revealed the teachers’ common problems in implementing text-based teaching, i.e. in selecting texts, in adapting or in modifying texts, in designing tasks, in overcoming students’ boredom, besides the problems of online teaching. Conclusion: The main root of the problems is the teachers' lack of knowledge of text-based approach. Thus, updating the teachers' knowledge can be one of the solutions to the problems.

This study is descriptive qualitative study, the focus of discussion is the archetypes of the characters in the short story “The Gift of the Magi” by O. Henry 1905. This short story represents a love story of a married couple who life in the low economic condition. The main characters are Jim as the husband and Della as the wife. It focuses on the explanation on the characters they have. There are some types of psichologycal study by Carl Jung (1953) that can be used to analyze, but the researcher only choose archetypes with three kinds: Ego, Soul, and Self. The researcher found the characteristics and the types archetypes they have. The most archetypes found is the Lover, it might happens because they are couple and the story tells about their struggle in doing the life together after married. This is also make the reader realize that love does not only come from something luxury, but also from suffering together. The result in this study is archetypes can be found in everytone. This sudy might give and improve the knowledge about artcehtypes for the researcher and readers.

Spoken communication demands the students' intelligible pronunciation of English speech sounds since unintelligible pronunciation hampers successful communication. However, the pronunciation of English speech sounds is problematic for many EFL learners even after years of learning English. The pronunciation problem is more complex when the speech sounds occur in a text. This is because, in an English class, the focus of pronunciation practice is usually on isolated words, phrases and sentences. Thus, they find difficulties when they apply the words, phrases, and sentences in a text. This study focused on teaching English diphthongs using the text-based approach. It investigated how text-based teaching can enhance the EFL students� mastery to pronounce English diphthongs in a text. This study is an experimental design, comparing two groups of students� pronunciation competence taught with genre/text-based approach and conventional approach. The research results revealed the effectiveness of text-based teaching since there was a significant difference in the students' competence taught with text-based teaching compared to those taught with the conventional method. Drilling techniques which were also applied played a vital role in the pronunciation practice. Based on the conclusion above, it is recommended that English teachers apply the text-based approach and drilling techniques as an alternative strategy to teach English diphthongs.

This research reveals double-voiced discourse in dialogues of Susan Glaspell’s Trifles. This research is categorized as a qualilative study. The data was taken from Glaspell’s Trifles text and indentified by applying Bakhtin’s double-voiced discourse (1981) and Baxter’s double-voiced discource functions (2014). It also applied Kate Millet’s Sexual Politics (2000) and Putnam Tong’s Feminist Thought (2009) to interpret the ideologies found in the text. There are thirteen double-voiced discourses found in Trifles. They represent two opposite ideologies; patriarchy and feminism delivered by the male and female characters. The discourses show personal power, debate ideas, and building solidarity. The male character uses the discourse to display personal power. Meanwhile, the female characters use the discourses to debate ideas and build their solidarity as women.