This study aimed to analyze specific English language skills and kind of technical vocabulary that are needed by the third year automotive students of SMKN 2 Kota Bengkulu. The sample for interview comprised of 12 alumni, they were teachers and various company officers who have a MOU with SMKN 2 Kota Bengkulu. In the interview was used saturation sample. The results of interview with alumni indicate that the English skill most needed in the workplace is reading, the second was speaking, the third was writing and the last place was listening. The automotive students/ alumni need to comprehend the technical terms associated with technical terms in English. Related to car, are kick lever, oil pump, water cooling system, trail and rolling roof. Related to heavy machine are rear body offset, over hung, road clearance, light van and rear engine. Related to motorcycle are swing arm, bottom link fork, drum brake and kick starter. General automotive vocabulary are disc brake, gasoline, head lamp, piston and tire. Mastery of technical terms greatly affect the practice of industrial work (prakerin) of students in the work place.

This study aimed to find out the students’ difficulties in making inference in reading narrative passages in making inference in reading narrative passages. The population of this study included the eleventh graders of SMAN 1 Curup, and the students of XI SOS 4, which consisted of 34 students, became the research sample. For the instrument, the researcher used reading test which consisted of 40 questions and questionnaire which consisted of 30 items. The result showed that the students’ overall difficulty in making inference in reading narrative passages belonged to “moderate” category. It was proved by the students’ reading error mean score which was 47.5. The students’ highest difficulty was on inferences about the author’s attitude (5.88%, or “very high”).

This study is intended to find out any difference in effectiveness between direct and indirect feedback on students’ writing ability. The design was Quasi-Experiment. The population consisted of the students of the X class of SeniorHigh School 4, Rejang Lebong, Curup, Indonesia. The samples comprised 32 students in group 1 and 32 Students in group 2. The instrument was a writing test. In the data analysis, the researcher used the normality, homogeneity,and t-test.These were calculated and analyzed by using SPSS 20. The tests consisted of pre-test and post-test. In post-test, there was no significant difference between groups on all aspect. There were two results of this study.Firstly, in the post test there was a difference of mean score between experiment group 1 and experiment group 2. In general ability, in group 1 increased by 15.59. Meanwhile, the group 2 increased by 2.60. This indicated that there was an effect of indirect feedback on students’ writing ability. From t-test calculation, t-count was 3.274 which t-table was 1.670. It showed that t obtained was bigger than t-table (3.274 > 1.670). H0 was rejected and H1 was accepted. In other words, the indirect feedback technique was effective on students’ wri ting ability. Based on the data analysis, the indirect feedback technique was positively effective in increasing on students’ writing ability, on general writing ability. There were also significant differences between both groups in the writing ability aspects such as organization, language use and vocabulary.

Heritage languages are declining in Indonesia and Sarawak. They need conservation due to their situations as endemic languages. Their decline could be attributed to the fact that they often do not possess significant roles in the public domains. As a result, their speakers see little rewards or prestige for maintaining them. In Indonesian and Malaysian constitutions there is a spirit for protecting heritage languages. However, their executions, through national laws, might not have provided adequate protection for the heritage languages. As heritage languages keep declining, a policy revision needs to be given consideration. A heritage language may better survive if it has some functions in the public domains. Thus, to conserve the heritage languages, there is a need for the revision of language policy, so that these languages may have roles in the public domains, with varying scope, depending on their size. Large regional languages may be given maximum roles in the public domains, while smaller regional languages may be given smaller roles. Language conservation areas could be developed, where heritage languages serve as co-official languages, besides the national language. These areas may range from a district to a province or a state.

The purpose of the study was  to investigate the EFL teachers’ perceptions concerning the textbook of “Think Globally Act Locally” on these criteria: (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary material, (3) learning- teaching content, (4) language skills and aspects. Thirty two EFL teachers of junior high school participated in this study. The instrument consisted of questionnaire and interview. Results indicated that in physical and utilitarian attributes, this textbook was perceived as ‘Good’, in efficient outlay and supplementary materials was perceived as   ‘Fair’,   in learning-teaching content was perceived as ‘Fair’,  and in language skills and aspects was perceived  as  ‘Fair’.  Overall,  this  textbook  was  perceived  as ‘Fair’.  It  still  needs improvement in several aspects. The illustrations should be more natural. The mistakes in this textbook should be corrected. Teaching aids like audio materials (cassette/CD), posters, and flashcards, need to accompany this textbook. The exercises should be varied. New word list and glossary should  be provided to support vocabulary building and reading   skill.   Finally,   authentic   audio   material   like   cassette/CD   and   phonetic transcriptions for each new word should be available for listening and pronunciation practice.