Introduction:In today's global situation, the issue of living together in peace and harmony is increasingly crucial and has become a challenge for all, including the education sector.

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This research is based on the fact that while learning a foreign language, translation ability is important for various purposes, yet not easy for the learners to acquire. This study was therefore aimed to: (1) identify the difficulties facing the students in translating different types of texts, especially descriptive, narrative and argumentative; (2) measure the student's ability to translate the text of three different types; and (4) provide feedback to the faculty about the students’ ability to translate descriptive text, narrative and argumentative texts in particular. For the purpose of this study, only non-fiction texts were provided for the students. And it is assumed that different text types require them to take different ways of translating. The subjects were 30 students of the Department of French Language Education, at a state education university in Bandung, who attended a French-Indonesian Translation class. Data collecting instrument used was a translation test consisting descriptive, narrative and argumentative texts to be translated from French into Indonesian. The findings showed that half of the students had difficulty translating the three types of text, particularly in paragraph cohesion and fairness criteria. But they were more able to translate narrative and argumentative texts than descriptive text due to text structure and characteristics as well as students’ lack of vocabulary acquisition. However, in general the students had a slightly sufficient ability to translate those three text types from French into Indonesian. Errors in translation were also identified in relation to their knowledge of both source and target languages.

Violent behaviors and conflicts in our schools are increasingly intensified. This situation can be deemed as an anomaly as education actually contains a message of peace and encourages students to be able to live in harmony. The strategy allegedly effective in building the culture of peace in our schools is through peace education, despite various ways of interpreting the word "peace". This paper discusses the conception of peace education, violent acts and conflicts in the world of education, the definition of peace in a psychological perspective, the position and urgency of peace education, and peace education pedagogy to build the culture of peace. Peace is a construction of complex behaviors ranging from the intrapersonal to global spectrum levels. Peace education should be applied by a transformative pedagogy that requires all school stakeholders to construct a mindset of peace for the sake of peaceful schooling.

The use of technology media in the field of education is increasingly popular. Along with the needs of learning media that do not depend on space and time, the use of artificial intelligence is expected to be a support for language learning as well. This study discusses the use of artificial intelligence based on Chatbot and named ChatJours which is used as a media to support learning in French through telegram media. This research used a quantitative method and data were collected using a questionnaire containing questions about the usability system (SUS). In this study the aim is to see how useful this Chatbot technology media is as a pedagogical support. The results of the study, which were assessed using a Likert scale, showed that from the questionnaire filled in by the respondents, the overall score was 76%, which indicates that the Chatbot media is suitable to be used as a supporting medium for learning French grammar.

This study examined how prospective teachers develop their professional identity before living their professional life. Because the teacher professional identity is dynamics and change over the course of career, this study aims to describe the profile of the professional identity of prospective teachers in Indonesia (UPI) and Universiti Pendidikan Sultan Idris (UPSI) Malaysia. Multivariate test using Roy's Largest Root resulted in F = 1.763 and p = 0.105 so that the difference of professional identity and its aspects between the 1st, 3rd and 5th grade students in UPI, does not differ significantly on α = 0,100. There is a significant difference between UPSI and UPI in all aspects as well as professional identity as a whole (F = 78,047 and p = 1.447E-82). The semester level distinguishes all aspects and total professional identity was p <.100. The difference occurred in the first semester students with the 5th and 3rd semesters with the 5th. Meanwhile, among students of the 1st semester with the third semester, they were not significantly different. Hence, there should be a serious effort made by both institutions to boost the upper level students to be more familiar with the teaching profession.

Writing descriptive texts in a foreign language is still considered difficult due to the lack of learner's motivation, lack of vocabulary mastery, and the lack of using proper grammar. Therefore, a method is needed to overcome these difficulties. The ESA (Engage, Study, and Activate) method is believed to contribute to solving these difficulties. This study attempts to investigate the significance of the implementation of the ESA method in a French writing class, and the students' perception of its implementation. This study is conducted by using a quantitative, pre-experimental method with one group pretestposttest design. The data was collected by conducting writing tests and distributing a questionnaire. The test results were analyzed by using SPSS software. The results show that the implementation of the ESA method can improve students' ability to write descriptive texts. Furthermore, based on the questionnaire analysis, it is found that most of the students think that the implementation of the ESA method could help in improving the ability to write descriptive texts. This stud contributes to improving learners' language skills through an effective learning method.

This study aims to: (a) assess the academic writing skills of non-language teachers, (b) analyze mistakes in their academic writing test results, and (c) identify factors causingthe difficulties they encounter in developing their academic writing skills. The subjectswere 126 non-language teachers who had participated in the teacher certification programfrom 14 regencies/cities in West Java Province. The findings show that on the whole theiracademic writing mean score is 57.2 of a total score of 100. Referring to an academicwriting assessment scale, the mean score is fairly good. Writing experiences, training, andacademic atmosphere are important factors that have contributions to teachers’ academicwriting skills.