The present study aims to analyze multiple-choice questions obtained from a trial testing conducted in a state junior high school in Indonesia. The study seeks to reveal the level of difficulty, discriminating power and distractor efficiency of the selected test items by employing item analysis. The result of the study discovers that levels of difficulty on the question items are varied. Some question tended to be easy and moderately difficult while the others are difficult to answer. It also uncovers that, in regard to discriminating power, some questions are well constructed while the others are ambiguously worded that can potentially cause the questions to fail to evaluate the students’ ability. The analysis on distractor efficiency presents information how the chosen multiple-choice questions were frequently constructed with less effective distractors that caused more high achieving students to choose wrong answers.

The globalization phenomenon marked by the flow of people movements, the advancement of informational technology, and the shrinking price of transportation has brought people around the world into one global community. Comprised by people from diverse linguistic backgrounds, this community sees the need to use a common language to bridge the communication gap. With a long-established economic and political power, English comes to the forefront as a global lingua franca. With its growing and pervasive influence, the need to learn English has never become more apparent. This need is often translated by government into language-in-education policy. This paper, to start with, will observe how language policy and globalization build a causal relationship. In the section that follows, language-in-education policy in Indonesian context will be presented. The following part will move on to discuss the use of EMI in Sekolah Berstandar Internasional (SBI)-International Standard School in Indonesia. In the end, a reflection and conclusion of EMI in Indonesia context will be discussed. In doing so, this paper employs literature study approach to explore the EMI practice in Indonesian schools. All relevant information was collected from several sources such as books and journal articles. The information was then utilised to build on discussions on existing theoretical framings, language policy and globalization, and on language-in-education policy and practice in Indonesia.

Multimodal Critical Discourse Analysis (CDA)-commonly defined as a discourse analysis approach that focuses on both linguistic and non-linguistic resources- has been witnessing increasing popularity in the research area. It has been argued, on the one hand, that the greater level of practicality the approach has to offer compared to its predecessor (Critical Discourse Analysis) becomes the main reason of why researchers gradually turn their reference on analysing discourses to this method (Han, 2015). An increasing trend of multimodal communications - that no longer use speech or writing exclusively in their occurrences - has become the logical ground on the other (Kress, 2011). This paper, using H&M ‘monkey’ hoodie advertisement (refer to appendix) as a form of multimodal communication, employs MCDA to explore the possible advantages one can learn through the process. To start with, a brief account of the key factors in the development of MCDA will be presented. This part is then followed by the discussion of the analysis approach employed in the paper and also the rational basis for choosing the approach over others. The analysis of the advertisement is done by drawing on related language and social theories to scrutinize the ideologies the company implanted on their advertisement. A thoughtful discussion on what is understood through the analysis process and what and how one can relate the practicality of multimodality analysis to another social area such as pedagogy will mark the end of this paper’s discussion.

Motivation has been long believed to be an essential contributor to students’ success in learning English. Many studies (e.g., Gbollie & Keamu, 2017; Wang, 2008; Zhang & Xiao, 2006) have been dedicated to investigating the relationship between motivation and success in learning English. While these studies have contributed to shedding light on the importance of motivation on students’ achievement in learning English, insufficient research has been conducted to address the concept of motivation itself, how the concept has evolved since the first time it was developed, and to what extent motivation affects both teachers and students’ performances at school. Owing to this fact, the present article seeks to discuss the notion and conceptualization of motivation by following several steps. First, the present paper took on arguments from prominent figures on the field of motivation to explore the essence of motivation and why it is essential for English as second or foreign language (ESL/EFL) learning. The conversation then built on the current theoretical framework of types and factors influencing student and teacher motivation. Following that, a plethora of discussions on the possible ways to increase student and teacher enthusiasm and motivation inside EFL classrooms were elaborated.

Multimodal Critical Discourse Analysis (CDA)-commonly defined as a discourse analysis approach that focuses on both linguistic and non-linguistic resources- has been witnessing increasing popularity in the research area. It has been argued, on the one hand, that the greater level of practicality the approach has to offer compared to its predecessor (Critical Discourse Analysis) becomes the main reason of why researchers gradually turn their reference on analysing discourses to this method (Han, 2015). An increasing trend of multimodal communications - that no longer use speech or writing exclusively in their occurrences - has become the logical ground on the other (Kress, 2011). This paper, using H&M ‘monkey’ hoodie advertisement (refer to appendix) as a form of multimodal communication, employs MCDA to explore the possible advantages one can learn through the process. To start with, a brief account of the key factors in the development of MCDA will be presented. This part is then followed by the discussion of the analysis approach employed in the paper and also the rational basis for choosing the approach over others. The analysis of the advertisement is done by drawing on related language and social theories to scrutinize the ideologies the company implanted on their advertisement. A thoughtful discussion on what is understood through the analysis process and what and how one can relate the practicality of multimodality analysis to another social area such as pedagogy will mark the end of this paper’s discussion.