Eko Saputra’s research while affiliated with University of Bengkulu and other places

This research is a type of descriptive qualitative research that aims to analyze the problem solving abilities of students. The data analyzed were in the form of problem solving ability test results. The abilities are analyzed based on 4 indicators, namely: understanding problems, planning problems, solving problems, and making conclusions. This test was conducted on February 28, 2022 at SMP Negeri 1 Paloh with a sample of 33 students of class VIII on the Circle material. Based on the results of the analysis, students have very low ability in solving problems. In the indicator of understanding the problem and making conclusions, many students did it wrong, even many did not write down the information and make conclusions. While on the indicators of making plans and solving problems, some students did not do it correctly.

The research aimed to discover what strategies learners employed in using dictionaries and examine the EFL learners’ perspectives in using dictionaries to learn English. Dictionaries were considered meaningful by EFL learners as they were central devices that assisted learning second-language vocabulary. However, not many researchers have investigated the use of these three dictionary strategies in the English for Foreign Language (EFL) context, especially in Indonesia. The data was collected using dictionary strategy questionnaires and semi-structured interviews. One hundred forty-eight students from an Indonesian higher education institution completed a questionnaire survey voluntarily, and then they were selected as samples regarding purposive sampling that typically represented the population. The questionnaire was divided into two parts. The first asked for participants’ personal information and provided several statements from Gu and Johnson about dictionary strategies. The second solicited their opinion about using a dictionary, translated in the Indonesian language. The results show that Indonesian students are aware of how to use dictionaries for comprehension, extended, looking-up strategies, and exploring their beliefs about applying dictionary strategies. These results can help language teachers have a deeper perspective on students’ dictionary strategies in learning so that educators can use those three main dictionary strategies. One such strategy is that teachers can introduce the approaches to their students either implicitly or explicitly by designing meaningful assignments and providing relevant activities and tasks for the students. Therefore, deciding to use a dictionary to overcome the issue is one of the best ways to deal with vocabulary acquisition as it offers more benefits.

The authors perceive that Indonesian EFL learners find it challenging to pronounces and-es suffixes properly. This position was first established during the authors' teaching experiences in some high schools, English centre course and colleges (for students majoring in English Education) in Indonesia. The observations were confirmed not only during teaching, but throughout the authors' own English study. It seemed difficult to adhere to the rules of suffix use in spoken language, i.e. How-s and-es suffixes should and should not be pronounced during a conversation. Generally speaking, Indonesian EFL learners do not pay much attention to pronouncing the suffixes of-s ores , and although many English users accept such mistakes in conversation with non-native speakers, it is not, however, an error a native-speaker is likely to make. In fact, this issue could lead to misunderstanding when non-native English users have conversations with native speakers. This study aims to present comparative literature review of a number research studies related to teachers' experiences and other EFL learners. Firstly, this study explains a presentation of existing relevant research on pronunciation is offered. This is followed by an explanation of the specific difficulties faced by Indonesian EFL learners in pronouncing-s and-es suffixes in the present tense verbs and plural form of nouns. The discussion part suggests practical ways of dealing with the difficulties in pronouncing-s and-es suffixes of present tense verbs and the plural form of nouns, and proposes several activities to this end.

Indonesia is the house of multicultural ethnic groups with more than 700 individual vernacular languages. This diversity puts Indonesia into both strategic and a vulnerable condition. It is strategic because the culture-rich Indonesia can commodify the diversity for the benefits of the people, however, it is also vulnerable as it can pose serious threats to the existence of the nation. For several decades, Indonesia has given attention to the language policy. Yet, the implementation still needs appropriate modification for the improvement. Objective of the paper: This paper is written on the purpose of giving a new form of language policy to be implemented in Indonesia. Theoretical Framework: A scheme of language policy is proposed for educational setting in Indonesia. Justification: Some arguments are also provided to provide a strong justification for the necessity of implementation of the policy. Conclusion: 1. It is imperative to have a language policy that can promote unity and prevent any potential separatism, provide a sense of belonging to the nations and ethnic culture in terms of nationalism, and open access to knowledge enhancement and the global world. 2. It is also important to have qualified and committing teachers to the implementation of language policy. If both points are present, the benefits of language policy can obviously be obtained.