This community service aims to improve English skills and learning for SMK Al Hasra teachers to make the school go international. The method of implementing this service used training which included the preparation, socialization, implementation, and evaluation stages. The instrument for evaluating this activity used a questionnaire and was analyzed descriptively. This service showed an increase in the teacher's ability to master English language applications, namely English as a Medium of Instruction and General English material, including listening, speaking, reading, and writing. In addition, there was a positive response and satisfaction from the school for the training that had been provided.

Language learners have come to an era in which studying outside the classroom is well-facilitated by technology development. Along with this advancement, there is a wider chance to learn things outside the classroom, including language. In the Indonesian context, many students have done wider exploration to improve their English exposure through various activities. This study aims to reveal the learning strategies done by a successful EFL learner through case study research. The result shows that online games, e-books, and movies are some of the prominent learning tools of  Language Learning Beyond the Classroom (LLBC) to enhance language exposure and learners’ autonomy.

As teachers are an essential element in education, there is always a need to improve their skills from time to time. The training that teachers get varies, depending on the need of the teachers themselves or the institution they work for. In Al-Hasra Foundation, there is a need for internationalizing the institution so the teachers were equipped with training on EMI (English as a Medium of Instruction). This training was the first training conducted to meet the internalization need of the institution. Therefore, this study was aimed at knowing the perception the teachers have towards the first implementation of the training. The result of this research is beneficial for both the teachers and the institution because the teachers' perception will affect the success of the training itself for both sides. Fifteen non-English teachers of Al Hasra foundation joined the teacher training. The data of this research were taken from the questionnaires and the classroom observation. The results of the questionnaires were analyzed to get the percentage while the classroom observation was analyzed to enrich the findings. The result showed that teachers of Al-Hasra Foundation performed a positive perception towards the pilot teacher training on EMI by demonstrating that the training has improved their knowledge of the use of English in a classroom context, and it has increased their motivation and self-confidence in conducting the teaching activity in English.