The rapid development of digital technology with its likely disruptive impacts on students’ morality and character necessitates teachers to reorient their roles. Teachers need to be skillful in incorporating moral messages and character education in their teaching supported by suitable learning resources. The current research is conducted to fulfill the needs of the English teachers in Islamic junior secondary schools in Indonesia for supplementary materials that can support the integration of Islamic moral messages and values in the teaching of English. These needs were identified from data collected through questionnaires, FGDs, and interviews. The supplementary materials, which were designed based on the needs analysis, underwent expert validation and a pilot study. The final version of the materials consists of ready-to-use-worksheets and teacher's guide and is named the Islamic Life Resource Pack (ILRP).

One of the factors affecting language teaching and learning is the way how the communication process between teacher and learners takes place in the classroom. In a language instructional context, the teacher’s language serves several functions: transactional, interactional, regulatory, as a language model, and linguistic input. These multiple functions give rise to the performance of varied speech acts. This paper tries to reveal the variety of assertive acts and how they are performed by the teachers. After the data were collected by observation and recording and analyzed using a qualitative technique, it was revealed that the assertive speech acts are realized in terms of informing, describing, exemplifying, explaining, concluding, summarizing, commenting, responding, extending, giving feedbacks, giving clues, announcing a topic, announcing a task, and controlling/shifting a topic. The performance of those acts is always consistent with the main purpose of EFL, i.e., elevating the learners’ competence (knowledge and ability) of the target language.

Due to pandemics, students carry out their studies from home. They have more leisure time and are freer to do activities. In such a condition, questioning students’ commitment to reading to learn becomes relevant. The question is whether and to what extent the students do the reading activity, what they read, and whether their preferences are different based on their genders. This topic is inconclusively studied, especially in the context of EFL. Therefore, it seems important to conduct a study on this topic because the results might raise the effectiveness of teaching EFL. This study is a descriptive survey revealing students’ reading preferences to spend their leisure time based on gender differences. The subjects are undergraduate EFL students aged 19–23 years who study at the English Department in Indonesia. The data were collected by a questionnaire consisting of closed and open items. The responses were tallied, calculated, and tabulated. The findings show that female respondents favored reading more than males. Both genders tend to prefer reading social media to spend their leisure time. Female respondents are more likely to read e-books, while male respondents are more into the printed books. They do extensive reading to get knowledge more than to get pleasure. Although they are EFL learners, they prefer reading the sources in their native language because it is more accessible than in the target language. The reasons underlying those findings and pedagogical implications are also described at the end of the article.

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Abstract-Divergent characteristics of subjects require different strategies of teaching and learning. Learning skill subjects such as listening, speaking, reading, and writing requires the learners to do more practical activities because the objective is to acquire language ability, whereas that of content subjects like Linguistics, Pragmatics, and Discourse Analysis demands that students do the activity of reading and understanding texts more because the goal is to get knowledge and understanding of the concepts. In so far as the students need both language ability and conceptual knowledge, teachers should design and implement comprehensive strategies by which students obtain not only knowledge about the concepts but also skill or ability in using the target language. This paper tries to describe and discuss such a strategy by which both targets are achieved.

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This study discusses the hate speech delivered by Indonesian internet citizens towards Indonesian badminton athletes on social media. This study aims to identify the types of hate speech addressed to Indonesian badminton athletes on the two social media platforms, Instagram and Twitter, and investigate whether the netizens violate the law of hate speech or not. The data are sourced from the official accounts of the Indonesian badminton federation @badminton.ina (Instagram) and @INABadminton (Twitter). The data were collected by documentation technique and then analyzed by using contextual analysis. The result of the study shows that nine comments from eight commenters contain hate speech content including insults, defamation, denigration, unpleasant action, provocation, incitement, and hoax. From the result of the study, it is proved that the commenters violate the Information of Electronic Transactions Law.

This paper reveals the impoliteness strategies addressed to different genders and their corresponding responses. The data source is the video transcript of a TV reality show, The Kitchen Nightmares season 6 episode 2 for substantial and technical considerations. As it contains impolite expressions, abundant data can be gained to clarify the focal points. The subjects are the host and male and female participants in that show. This study uses a descriptive qualitative approach. In collecting the data, the researcher identifies the utterances containing impoliteness and their responses in the transcript. Then, they are classified and compared to discover the impoliteness strategies and their responses related to gender differences. It is discovered that, in this show, the types of impoliteness strategies addressed to male addressees are not different from those of female participants. Regarding responses, it is found out that male participants respond to the impoliteness differently from the females. It can be concluded from the show that gender difference is not effective as recipients of impoliteness, but it is operative as producers of the response towards impoliteness. Keywords: entertainment, gender, impoliteness, responses to impoliteness