This article aimed to investigate the ESL Senior High School student’s perception of Morphological Awareness Instruction and the students’ vocabulary and the significant differences of students who are trained using Morphological Awareness Instruction to enhance their reading comprehension. Two research questions were formulated, namely: First, how are the ESL Senior High School students’ understanding of the application of morphological awareness instruction to enhance their vocabulary and reading comprehension. Secondly, what are the differences of students who are trained using Morphological Awareness Instruction to enhance their vocabulary and reading comprehension with those who are not? To answer these questions, an experimental research method was implemented. The research sample consisted of 60 students of a Senior High School in Pleret, Bantul, Yogyakarta, who were selected using two phases of random sampling. The data set of questionnaires and tests were used to collect the data. The independent sample t-test was used to analyze the data. The results showed that the Morphological Awareness Instruction significantly improved students’ vocabulary skills and their reading comprehension.

Reading academic materials is necessary for acquiring knowledge and new insights to perform well in all academic demands. Nevertheless, many students were still struggling in understanding academic texts due to their high level of complexity and so avoided reading. Thus, self-efficacy as a motivating force and continuous effort in the reading process must be activated. This study aimed to investigate the undergraduate students’ perception of their self-efficacy in handling the academic reading materials. One research question was proposed namely, to what extent do undergraduate students perceive their self-efficacy in reading academic texts? To answer this question, a mixed method was undertaken. The respondents consist of 35 undergraduate students from two private universities in Yogyakarta, Indonesia. The findings indicated that most undergraduate students prefer to read academic texts as a process of constructing meaning. Moreover, to succeed in reading academic text, both external (effective strategies) and internal factors (self-efficacy) were required. One of the implications for teachers and lecturers, namely applying learning procedures that can equip undergraduate students with powerful reading strategies and more importantly stimulate their self-efficacy belief to a stable level which enables them to overcome various difficulties in reading academic texts, such as articles.

From a Bourdieuan perspective, the production of knowledge in the form of empirical studies validates the symbolic power of certain groups. It is arguably proposed that the more empirical studies published in particular groups of people, the more robust the symbolic power of the respective group is. This study is set to reveal the degree of academic productivity of East Nusa Tenggara as a symbolic power owned by scholars in the area, as demonstrated by empirical studies conducted to investigate educational issues in the area. Two research questions were proposed namely: (1) what areas of inquiries did the researchers pursue; and (2) what are their major findings? Sixty-four scholarly articles related to the English learning-teaching (published from 2016 to 2021) were analyzed using document analysis methods to identify the most up-to-date research themes. The results indicated that teaching strategies and material developments are the highest numbers with 41 articles; factors that affect the English language learning were 14 articles; the teaching competencies were 4 articles, and the perception of English learning-teaching were 5 articles. The conclusion is that academic production is low, cross-validating that low symbolic power correlates to more concrete components (i.e., a high degree of poverty).

<p align="center"> </p><p class="abstrak">Effective learning is supported by a conducive environment. However, pandemic situations with their demands have changed the learning system from face-to-face to a virtual learning environment, which in some ways affects the emotions of the students. This study aimed to investigate the way undergraduate students regulate their emotions to pursue well-being in online learning challenges. Two research questions were proposed, namely (1) how do the undergraduate students manage their emotions to cope with the online learning challenges; and (2) what factors did they find facilitative to cope with the challenges? Qualitative research was utilized through semi-structured interviews. The respondents were two first-year and two fourth-year undergraduate students from 2 private universities in Yogyakarta, Indonesia. The result indicated that community context as an ecological perspective provides security, trust, and meaningful activities that help its members cope with their negative emotions to pursue well-being in online learning. Furthermore, the school context played a crucial role in facilitating the learning goals through various supports and strategies. The lecturers and future researchers are expected to emphasize and develop more empirical studies concerning the importance of self-regulation of emotion to attain well-being in online learning challenges.</p><p> </p><p align="center"><strong>BAHASA INDONESIA ABSTRAK</strong></p><p>Pembelajaran yang efektif didukung oleh lingkungan yang kondusif. Namun, situasi pandemi dan tuntutannya telah mengubah lingkungan pembelajaran dari tatap muka menjadi pembelajaran virtual, yang berdampak pada emosi siswa dalam beberapa hal. Studi ini bertujuan untuk menyelidiki cara mahasiswa sarjana mengatur emosi mereka untuk mengejar kesejahteraan dalam tantangan pembelajaran online. Dua pertanyaan penelitian diajukan, yaitu (1) bagaimana mahasiswa sarjana mengelola emosi mereka untuk mengatasi tantangan pembelajaran online; dan (2) faktor apa saja yang mereka temukan fasilitatif untuk mengatasi tantangan pembelajaran online? Penelitian kualitatif digunakan dalam studi ini melalui wawancara semi-terstruktur. Respondennya adalah dua mahasiswa sarjana tahun pertama dan dua mahasiswa sarjana tahun keempat dari 2 universitas swasta di Yogyakarta, Indonesia. Hasilnya menunjukkan bahwa konteks komunitas religius sebagai perspektif ekologis memberikan keamanan, kepercayaan, dan kegiatan yang bermakna yang membantu anggotanya mengatasi emosi negatif mereka untuk mengejar kesejahteraan dalam pembelajaran online. Selain itu, konteks universitas memainkan peran krusial dalam memfasilitasi tujuan pembelajaran melalui berbagai dukungan dan strategi. Para dosen dan peneliti masa depan diharapkan untuk menekankan dan mengembangkan studi yang lebih empiris mengenai pentingnya regulasi emosi untuk mencapai kesejahteraan dalam tantangan pembelajaran online.</p><p> </p><div><br /><div> </div></div>

Code-mixing and code-switching can effectively deal with the complex communicative demands that arise when participants have varied levels of linguistic ability. This paper aimed to examine the types and the functions of code-mixing and code-switching uttered by Cinta Laura Kiehl in Okay Boss Trans7’s Talk Show on 23/06/2020, entitled “Ada Apa Dengan Cinta Laura Kiehl dan Aero'' (What happened to Cinta Laura Kiehl and Aero).  The design of this study used a qualitative descriptive method. Data were gathered from the talk show in written data. An explanatory sample was used to analyze the collected data. The findings revealed 27 data of code-mixings used by Cinta Laura Kiehl: 19 were intra-sentential code-mixing, and eight were intra-lexical code-mixing. Besides, 19 data of code-switching were identified: 10 were intra-sentential switching, eight were inter-sentential switching, and one was emblematic code-switching. Furthermore, the most dominant function of code-mixing was incompetence, with 15 data, and the most dominant function of code-switching was covering the ability to speak a specific language, with eight data. The study results are expected to contribute to students and lecturers of English and researchers engaging in sociolinguistic research to explore further the purpose of using code-mixing and code-switching in conversation.